Greetings from President of LET
On behalf of LET, Japan, I really appreciate that IALLT and LET
can hold a FLEAT VII August 6th -9th, this year, 2019, at Waseda
University in Tokyo. Since FLEAT I in 1981 in Tokyo, we, IALLT
and LET, have hosted FLEAT six times both in Japan and North
America.
For these years, the landscapes of language teaching and learning
have changed and improved, in particular, in the area of educational
technology to which IALLT and LET have contributed a lot. I believe that this trend will continue for a long time in the future, and I
hope that we can exchange a lot of academic and practical achievements at many opportunities, such as these conferences.

YANAGI, Yoshikazu
President of LET

We are proud that we have created such a great relationship between IALLT and LET during this period. I hope that many researchers and practitioners of language teaching and learning fromall around the world will participate in this FLEAT VII and will
have a memorable time.
Last, but not the least, I must also sincerely thank the Kanto Chapter of LET for their great job in making FLEAT VII successful.

Greetings from President of IALLT
Dear FLEAT attendees, I look forward to meeting you in Augustin Tokyo for the seventh FLEAT conference. At IALLT, we are excited to continue the long legacy of this joint conference, and are

The 7th International Conference on Foreign Language Education and Technology (FLEAT)
Program Book

pleased that several IALLT members are able to attend this year.
I attended my first FLEAT conference at Brigham Young University in 2005 and I became president-elect of IALLT in 2015 at the

Copyright © 2019 by the Japan Association of Language Education and Technology (LET) andthe International Association for Language Learning Technology (IALLT)All rights reserved.

FLEAT conference at Harvard University. I am excited to attend a
FLEAT conference in Japan for the first time.
I look forward to the continued collaboration between our organi-

The conference is supported by the Ministry of Education, Culture, Sports, Science, andTechnology (MEXT), the Japan Association of College English Teachers (JACET), andthe Japan Society of English Language Education (JASELE).

Cover design: SUGIHARA, Mizue
Cover photo: ONO, Yuichi
Printed in Nagoya, Japan, by Sankeisha Company Limited

zations. I wanted to especially thank the FLEAT organizers and the
J-LET board for their work and support.

KRONENBERG, Felix

See you in Tokyo in August!

President of IALLT

3

Supporting Companies
一般社団法人Global ８

英語運用能力評価協会
株式会社 金星堂
北辰映電株式会社
株式会社

成美堂

FLEAT 7 Organization

Global Eight Institute
ELPA

朝日無線株式会社

Kinseido Publishing Co., Ltd.
HOKUSHIN EIDEN, Inc.

KRONENBERG, Felix A. (Michigan State University)
ROSS, Andrew (Harvard University)

President-Elect of IALLT
Executive Secretary /Programs Director of IALLT株式会社 桐原書店
株式会社 内田洋行
株式会社 アルク
正興 IT ソリューション株式会社
イースト株式会社
カシオ計算機株式会社
一般社団法人 CIEE 国際教育交換協議会
株式会社 教育測定研究所
株式会社エル・インターフェース

JVCKENWOOD Public & Industrial Systems Corporation
KIRIHARA SHOTEN K.K.
UCHIDA YOKO CO., LTD.
ALC PRESS INC.
Seiko IT Solution Co., LTD.
EAST Co., Ltd.
CASIO COMPUTER CO., LTD.
CIEE JapanLAVOLETTE, Betsy (Kyoto Sangyo University)

ONO, Yuichi(University of Tsukuba)

SHIMADA, Kazunari(Takasaki University of Health and Welfare)

Program Chair

SATO, Takeshi(Tokyo University of Agriculture and Technology)

Local Chair

MORITA, Akira(Waseda University)

SHIMOYAMA, Yukinari(Toyo Gakuen University)

YAMAGUCHI, Takane(Shumei University)

YUBUNE, Eiichi(Toyo University)

ATOBE, Satoshi(Keio Futsubu School)

CHIBA, Atsushi(Tokiwa University)

OKUBO, Masako(The University of Tokyo)

FUJIMOTO, Atsushi(Takushoku University)

HASHIMOTO, Takehiro(Chuo University)

AWAJI, Yoshimasa(Daito Bunka University)

TOBITA, Rumi

(Ashikaga University)

KANDA, Akinobu(Tokyo Metropolitan University)

NIHEI, Mariko(Tokai University)

OKU, Soichiro(Kanto Gakuin University)

KUBOTA, Akira

IRIE, Jun

(Myojo Gakuen Elementary School)(University of Tsukuba)

YOSHINO, Shiho(J. F. Oberlin University)

KONNO, Katsuyuki(Ryukoku University)

SATO, Akihiko(Takushoku University)

FUJINAGA, Fumihisa(Kindai University)

HOZAKI, Norio(Waseda University)

OGURA, Masaaki(Osaka Ohtani University)

NAKATA, Hitomi(Dokkyo University)

MORIYA, Shoko

KANO, Noriko(Takushoku University)

OKI, Toshihide

OKUYAMA, Yoshihiro

WAKAARI, Yasuhiko(Akita University)(Graduate Student, The University of Tokyo)(Hakuoh University)(Hakuoh University)

YOSHIMURA, Rie(National Institute of Technology, Oyama College)

KITO, Kazuya(Josai University)

MORI, Yoshinobu(Hakuoh University)

AOTA, Shoma(University of Tsukuba)

ASAKUMA, Haruka(Kanto Gakuin University)

HIRAGA, Yuko

(Keio University)

IIO, Makiko(Toyo Gakuen University)

KUBO, Takeo(Kaisei Academy)

IWASAKI, Goki

(Graduate Student, The University of Tokyo)(Juntendo University)

MAEDA, Hiroki(Graduate Student, University of Tsukuba)

OKA, Hideaki(Graduate Student, University of Tsukuba)

AMELSVOORT, Marcel Van
FAIRBANKS, Kaori

L-Interface Co., Ltd.

一般財団法人 国際ビジネスコミュニケーション協会

The Institute for International Business Communication

FLEAT 7 Conference Program

KRAEMER, Angelika (Cornell University)(Bunkyo Gakuin University)

JIEM The Japan Institute for Educational Measurement, Inc.

Global Cast, Inc. G-TELP Japan office

パナソニック システムソリューションズ ジャパン株式会社

4

Reallyengish Japan Co., Ltd.

株式会社グローバルキャスト・G-TELP 日本事務局

アクションテック エレクトロニクス インク 日本オフィス

Secretary

Asahimusen Co., Ltd.

CHIeru Co., Ltd.

MIKAMI, Akira (Takushoku University)

President of IALLT <From July 2019 to June 2021>

CosmoPier Publishing Company

チエル株式会社

SUZUKI, Kaoru (Nagoya University of Arts and Sciences)

President of IALLT <From July 2017 to June 2019>

SEIBIDO Publishing Co., Ltd.

Shohakusha Publishing Co., Ltd.

株式会社ＪＶＣケンウッド・公共産業システム

OZEKI, Shuji (Nagoya University)

LET Kanto Chapter President

株式会社 松柏社

リアリーイングリッシュ株式会社

YANAGI, Yoshikazu (Nagoya Gakuin University)

Chair of International Exchange Committee of LET

General Chair

コスモピア株式会社

President of LET
Secretary of LET

FLEAT 7 Reviewers
AWAJI, Yoshimasa

HOZAKI, Norio

KAWAGUCHI, Yusaku

MASAKI, Katsuhiko

Actiontec Electronics inc. Japan office

KANDA, Akinobu

OKUYAMA, Yasuhiro

NISHIO, Yuri

NAKANISHI, Noriko

SHIMOYAMA, Yukinari

HASHIMOTO, Takehiro

WATARI, Yoichi

MATSUDA, Noriko

Panasonic System Solutions Japan Co., Ltd.

MIKAMI, Akira

WAKAARI, Yasuhiko

YAMAUCHI, Yuka

OTSU, Atsushi

MORITA, Akira

FUJIMOTO, Atsushi

KAMIYA, Kenichi

SHIMATANI, Hiroshi

YUBUNE, Eiichi

KOJIMA, Masumi

NOMURA, Kazuhiro

ASO, Yuji

ATOBE, Satoshi

MURAO, Remi

FUKUSHIMA, Yoshiyuki

OZONO, Shuichi

YAMAGUCHI, Takane

SHIBATA, Satomi

SUGAI, Kosuke

TAKENO, Shigeru

SATO, Takeshi

KUDO, Taizo

MIZUMOTO, Atsushi

TSUTSUI, Eiichiro

TOBITA, Rumi

NAKAGAWA, Yuya

NABEI, Toshiyo

YONEOKA, Judy

KUBOTA, Akira

MIYAZAKI, Yoshinori

KOYAMA, Toshiko

TOMEI, Joseph

5

FLEAT 7: 6-9 August, 2019 Conference Program (at a glance)

Thursday, 8 August
Room

502

503

601

602

603

604

From/toTuesday, 6 August

10:00
12:00

LET Committie Meetings & Chapter Presidents’ Meeting
LET各種委員会・支部長連絡会議

12:30
17:00

LET National Directors’ Meeting
LET理事会Pre-Conference Workshop:(A) Research Methods

Pre-Conference Workshop:(B) Classroom Techniques

Pre-Conference Workshop:(C) ICT Uses

12:30
14:00

外国語教育研究におけるRを用いた統計処理入門

Gain without Pain: Simple BYOD Tools for the Classroom

川口勇作 (PC Room 601)

発音指導の心・技・体 〜国際英語時代だから発音なんてどうでもいいでしょ？〜
靜哲人 (Room 603)

14:15
15:45

Basics of thematic analysis in qualitative research

英単語の綴りを活用した発音指導

Extensive Reading and Listening: Why and How

TAKAGI, Akiko (Room 603)

手島良 (Room 604)

AMELSVOORT, Marcel Van (PC Room 601)

16:00
17:30

外国語教育（研究）における量的データの視覚化と解釈

英語の音韻認識アクティビティ〜音から読み書きへとつなげる指導

An Exploration of Moodle Features in the Late 3.x Era

浦野研 (PC Room 601)

村上加代子 (Room 604)

HARASHIMA, Hideto (PC Room 602)

Room

502

Wednesday, 7 August
503

601

602

603

701

702

703

Auditorium 501 Auditorium 505

Registration 受付

9:00
9:30
9:50
10:00
10:30

604

Opening Ceremony (LET, IALLT)
1-1
How collaborative
learning helps
Kosen students
become motivatedand develop theirEnglish abilities,
MIZUNO, Chizuko

1-2
1-3
The practice andフィンランドの大学とchallenges of anの提携によるLMS活internet-based
用型高齢者看護学
seminar: Using
ESP, YAMASHITA,
Facetime, Line, Dig- Iwao et al.
ital Paper, shared
Pages, and Dropbox, WAKAMOTO,
Natsumi et al.

10:35
11:05

2-2
2-1
Creating Successful EFL interview
First Year Learning training throughin University English CMC, TOYAMA,Classes, FUSHINO, Michiko
Kumiko

11:10
11:40

3-4
3-3
3-2
3-1
Incorporation
Preparing 2-Column “Learning for
Wikipedia
of L2 four skillsall”―Is it eventranslation in class: Data for Phrase
Fostering active and Reading Worksheet possible? : Benefits into short movie
productions―Aand challenges
responsible use of Builder Assisting
conclusive projectin personalizing
online resources for with Google
language learning, Translate, KAMIYA, learning with flipped for the English
teaching, MATSUI, Communication
KRISTINA, Hmeljak Kenichi
class―, NAKATA,
Hisae
Sangawa
Hitomi2-3
2-4
The Robot Teacher ポジティブ感情の喚
Came to the Read- 起で英語が不得意な
ing Class: Prospects 学生のプレゼンテー
of Using a Mobile ション技術を伸ばせ
Robot in Language るよう動機づける方
法, IKUTA, Yoshie
Instruction,
YOSHIMURA, Yuki Shirishi

11:45
12:15

(Auditorium 505)
Presentations by
1-9
Sponsors
Web Enhanced
Language Learningin EFL: Web 2.0
technologies for
Weblogs, Text to
Speech and eBooks
and audiobooks,
YASUDA, Masami

2-5
2-7
2-6
2-8
An Empirical Study Fostering Self-Reg- A reflective tool for CALLとMALLシスon the Processing ulated Learning
Japanese student テムを活用した言語
of Incongruent
teachers’ profes学習, YOSHIHARA,
via Technology
Collocations by Jap- in and out of thesional development Manabu
in foreign language
anese EFL learners, L2 Classroom,
LAGE-OTERO,
learning and teachDAVIS, Emi
Eduardoing, ENDO, Yukie
3-7
3-6
3-5
Using Wordpress as
Motivational
Examining thea Tool for Reflection
Multimedia forcontributions ofusing dictionaries, Foreign Language and Teacher FeedKOYAMA, Toshiko Activities, JARRELL, back, HALL, James
Douglaset al.
Meriwether et al.

2-9
Presentations by
Implementing aSponsors
program-wide
online writing
fluency component
in a mandatory ESP
course, HASHIMOTO, Shinichi

Annual General Meeting (LET総会)

10:05
10:35

8-2
8-1
The difference
Design, Development and Evaluation in cognitive load
between randomof AR Learning
System to Acquire presentation andCompound Verbs, fixed presentation
with two types of
GENG, Xuewang
speech, KAJIURA,
et al.
Mayumi et al.

10:40
11:10

9-2
9-3
9-1
Toward Adaptive
Effectiveness ofDevelopment ofapp for vocabulary Partial and Synchro- Internet-Assisted
learning with AR
nized Caption to Fa- Interpreter Training
technology, CHUJIA, cilitate L2 Listening, for English LanZhang et al.
MIRZAEI, Maryam guage Education,
Sadat et al.
KUMAGAI, Yuriya(Auditorium 505)

3-9
Rethinking Foreign
Language Writing
Processes for
Novice Writers,
TSUJI, Kayo

Presentations bySponsors(Auditorium 505)

4-3
4-2"Integrating Kahoot Flipped teaching
into EMI Classroom using ICT in a test
preparation class,
to EnhanceStudent Motivation KITO, Kazuya& Concentration",
SUGIMOTO,
Sayaka4-8Group eTandem
using asynchronous videos: A
case study with afocus on foreign
language anxiety
among Japanese
EFL learners,
YAMAUCHI, Mari

4-9
Is cooperative
learning prevalent
in TEFL?, MIYASAKO, Nobuyoshi

Presentations by
4-10
IALLT Selections Sponsors
Built for Change:
Designing Sustainable PhysicalLanguage Learning
Spaces in the
Digital Age, KRONENBERG, Felix

5-1
The impact ofcontextualization on reading
comprehension
depth: Analyses
of basic andlow-intermediate
learners’ language
and perspectives,
SUZUKI, Hiroko
et al.

5-2
A hope list of
re-evaluating
parameters andactual problems tosolve in EMI-based“media production
studies” class,
HOZAKI, Norio
et al.

5-3
Digital Games
to EnhanceCommunicative
Skills in French: An
Example, RAUBER,
Laurent

5-4
5-6
5-8
5-10
Presentations by
5-9
5-5
5-7
Managing learning Incidental
University StuA Study on the
アクティブラーニング Effects of interIALLT Selections Sponsors
opportunity andvocabularydents’ International を可能にするオリジ national exchange Influence of Japa- Reimagining the
motivation in inter- acquisition through Posture and Moti- ナルICT教材作成方 experiences onnese Topic-Promi- Language Center:computer-assisted vational Intensity, 法の紹介とデモレッス Japanese university nent Constructions Radical Change
action: Teacher’sン, SAKAKIBARA, students taking
and Foundationalsequential practice extensive listening, HIROSE, Koji
on Japanese
SUZUKI, Satoko
Kenichiteacher training
Impact, ANDREW,
in post-perforBeginner-Level
courses: a compari- Learners’ Sentence Ross
mance feedback
Production inin EFL classrooms,
son between two
English, HASHIO,OKADA, Yusuke
different video
chat tools, Skype Shimpei
and “appear.in”,
KONISHI, Masae

16:50
17:20

6-2
6-1
A Comparative
Improving StuStudy of Sciencedents’ Inferential
Skills: Using Literal and Engineering
Questions and In- Lecturing Styles inferential Questions, American and JapIMAI, Marianese Universities:
Aiming for Globalized Teaching
Practices, TOJO,
Kazuko et al.

6-3Playing to talk: EFL
College Learners’
Perceptions ofLearning English
in the Gaming
Contexts, LIN,
Chi-Jen

6-4
Flipgrid andIts Effects on
L2 Complexity,
MOSKOWITZ,
Nicole et al.

FLEAT 7 Conference Program

6-5
6-6
Reconsidering
The nature of
the challenges of ‘fun’ in language
two-stage Comput- learning classes:
from the learners’
er-based English
Lexical Processing viewpoint, HOSATest, MIKI, Kohei
KA, Hanako
et al.

6-7
A Multimodal
Design Approachfor Teaching
PowerPoint
Presentations,
NOBETA, Lisa

6-9
6-8
Presentations by
6-10
Validation of the
The Effects of
IALLT Selections Sponsors
Skype-based video Measurement Mod- Sharing Language
chat on Students’ el of L2 Linguistic Courses Across
Unwillingness toInstitutions:
Complexity by
Speak English
Affordances of
Including Finin Scripted ander-Grained Indices, Distance EnvironUnscripted
KATO, Takeshi
ments, ANGELIKA,
Lesson Groups,
Kraemer
KOBAYASHI, Sho

Conference Banquet 懇親会 (RIHGA Royal Hotel Tokyo)

Auditorium 501 Auditorium 505

8-4
8-3
8-5
音読でリスニング力は Effects of the
A Smart Reading
向上するか？―英語力 L1-Pivotal Approach Support Systemの低い大学1年生を対 on L2 rhythm acby using Machine
象に―, HASEGAWA, quisition: Teaching Learning, EHAShuji
English rhythm
RA, Yoto Japanese EFL
students. UENO,
Maito et al.
9-4
Revisiting theshared-L1 speechbenefit, MIKAMI,
Ryosuke et al.

7-6
学習適性に注目した
英語学習支援に関する検証, WATANABE,
Yoshiro7-7
Online reading
tutorials for low
intermediate EAP
students, FUKAO,
Akiko

8-6
高校生における基本
的欲求充足尺度の作成における予備調査,
SOMEYA, Fujishige

8-7
Shadowing, L2
Fluency, and Task
Effects, MURAOKA,
Yuka

7-8
Digital Portfolio
as Mediation forCommunication,
TOYOSHIMA,
Saeko

8-9
The Role of
Noticing in Writingto-Learn Processes,
NABEI, Toshiyo
et al.

9-8
Examining relationships between EFL
learners’ WTC andcommunication
behavior, KONNO,
Katsuyuki et al.

9-5
単語テストのオンライン化の利点, MORITA,
Mitsuhiro et al.

7-9
日英機械翻訳の効果的活用に関する考察―ライティング方略の応用―, ISHIKAWA,
Yoshihiro

9-9
Analysis of the
Use of Tense andAspect in Academic
Writing in Engineering―Focusing on
Past and Present
Perfect, OKUYAMA,
Yasuhiro

Half-Day Bus Tour

Friday, 9 August
Room

502

503

601

602

603

604

9:30
10:00

702

703

10-6
Language-Image
Interaction in
Conversation EFL
Materials, HUANG,
Shin-ying

10-9
10-8
Observe andUsing Virtual
Reality to Assess Borrow: L2 writing
Heritage Language through imitation,
CHEN, Mei-Hua
Learner Cultural
et al.
Cue Recognition,
MARKLEY, Leslie

11-4
11-6
11-3
11-5
Is There A Place
Language SocialDevelopment of
Can a simple
For Language Cen- human-likea Web-Basedization throughData-Driven
ters In Tomorrow’s robot improve oral Debate in Japan,
Learning System
University?, CHARI- education for stu- NIMORI, Masato
Targeting Japanese TOS, Stephanedents with Social
Elementary School
Anxiety?, HAYASHI,
Students ofKotaro et al.
English, NISHIGAKI,
Chikako et al.

11-9
11-8
Using lexical
Development of
360-degree Immer- bundles as asive Virtual Reality measure of writing
Training System for improvement inEnglish Speeches, technology-enFUYUNO, Miharu
hanced genre writet al.
ing, MIZUMOTO,
Atsushi

10-3
10-2
Assessment
Using Recording,Individual Feedback for Learning
Using Can-Do
and Portfolios to
Help Students Con- Statements in
Elementary School
sciously Improve
English Pronunci- English, IZUMI,Emiko et al.
ation, NOMURA,
Kazuhiro

10:05
10:35

10-4
京都大学の教養・共通教育における自律
学習型オンライン英語リスニング教材の開発と運用, SASAO,
Yosuke et al.

12-4
12-3
12-5
12-2
The Effect of Min- 日本人中学2年生・3年 IALLT Selections Developing an
Evaluation System
imal Pair Practice 生のスピーキング力育 What do US andwith IPA Symbols 成に対する「ラウンド Japanese language for Assessing L2
Learner’s Successon Japanese Learn- 制指導法」の効果に関 centers have inする実証研究―スムー common?, LAVO- in Speech Shaders’ Recognition
ズな小中接続に向け LETTE, Elizabethof English Vowel
owing Through thePhonemes, SATO, て―, KUROKAWA,
Use of Artificial
Aiko
AkihikoIntelligence andRobots, TANAKA,
Hiroe

11:20
12:20
12:20
13:20
13:20
14:20

Keynote Speech III(Auditorium 505)

Auditorium 501 Auditorium 505

12-8
The application of360-degree video
as a tool for standardized language
testing material,
BLANCO CORTES,
Laura Maria et al.

12-6
苦情対応の日英比較―ロールプレイとインタビューの分
析―, IWAI, Chiharu
et al.

12-9
Which linguisticfeatures contributeto essay ratings
and when?: A
preliminary study
employing ordinallogistic regression
analysis, SUGIURA,
Masatoshi et al.

Speaker：GODA, Yoshiko (Kumamoto University, Japan)

Lunch (4th floor, Conference room)
Poster Session (2) (Corridors on the 6th and 7th floors)
Coffee Break

14:50
15:20

13-2
13-1
Media Literacy: the The Relationship
Between Critical
ethical behavior
Thinking Skills andand the moral
Critical Thinking
responsibility,
Disposition for
KIKUCHI, Hisayo
Japanese EFL
Learners, SUDA,
Yoshishige et al.

13-3
中国語声調感知訓練
スマホアプリの学習
効果の評価, KAN,
MingSung et al.

15:25
15:55

14-1
From ‘Computer-Assisted’ to‘Computer-Integrated’: A New
Frontier of Language Education,
KIMURA, Syuhei

14-4
14-3
JLPTUFSアカデミッ Managing aク日本語Can-doリス “Special” EFL
トの項目の分析と妥 Classroom, TSU当性検証, SUZUKI, KAMOTO, Mizuka
Mika

16:00
16:20

701

Registration 受付

9:00

Speaker：YAMANA, Hayato (Waseda University, Japan)

4-5
4-6
文脈の情動性と外国 How do students’
語語彙学習の研究の emotions and a
ための情動性語彙リス teacher’s language
トの作成, KANAZA- choice affect theirEnglish proficiency
WA, Yuimprovement?,
INADA, Takako

703

Lunch (4th floor, Conference room)

10:40
11:10

16:15
16:45

18:00
20:00

6

4-4
Developing English
Conversation
Lessons based on
Google Assistantand Dialogflow,
CHEN, Hao-jan
Howard702

Keynote Speech II (Auditorium 505) Speaker：JEONG, Hyeonjeong (Tohoku University, Japan)

Coffee Break (4th floor, Conference room)
15:40
16:10

7-5
多義語の意味分類の相違：英英辞典・英
和辞典と英語母語話者・日本人英語学習者の比較, HOSHINO,
Yuko et al.

7-4
Melody ComesFirst, and Lyrics
Later: A Prosody
Shadowing App,
MATSUBARA,
Midori

11:20
12:20
12:25
13:25

Poster Session (1) (Corridors on the 6th and 7th floors)
Keynote Speech I

7-2
Using mobile
technology to help
students of English
pronunciation improve their practiceexperience, NEALY,
Marcellus Dwayne

S1 共通教育期間を通じた英語力の維持・向上に向けて（その２）―長期休暇中の英語学習の実態とeラーニ
ング活用の可能性―,
AOKI, Nobuyuki

Lunch (4th floor, Conference room)
13:05
14:05
14:10
15:10

7-1
Using Augmented
Reality in the
integration ofTeaching, Learning
and Assessment,
ATWA, Yasmine

13:30

1-7
1-6
1-8
Review of Foreign What do language Practice report on
Language Learners’ teachers really think Slack as a social
about technology
Beliefs from
communication
for teaching-purPerspectives ofplatform to boost
Social Media, BABA, poses?, ITO, Yurika student interaction
Shotaroand motivationin pre-entrance
English education,
KONDO, Yukie

1-5
1-4
Large Class Spoken A vocabularyprogram ensuring
Assessment,
NAKAGAWA, Yuya engagement &review, MCLEAN,
et al.
Stuart

9:30
10:00

YAMAUCHI, Mari (PC Room 602)

701

Registration 受付

9:00(4th floor, Conference room)

13-4
13-5
A selfie-charA study of a learnacter-playing
ing environment
approach towhere a commuspeaking for
nicative robot
young learners of presents English
English as a foreign medical terminollanguage, CHAO,
ogy, SAKAMOTO,
Yu-Chuan Joni
Yoko et al.
14-5
Application of
Cloud-Based
Text-to-SpeechTechnology inSecond Language
Teaching, AZUMA,
Junichi13-6Comparative Analysis of Japanese
EFL Undergraduates’ Pragmatic
Responses in
Online Forumand Face-to-faceDiscussion, MATSUOKA, Yaoko

13-7
Microlearning inthe 21st century
language education, SUVOROV,
Ruslan et al.

13-8
The First Step toLearning Analytics
with Moodle,
HARASHIMA,
Hideto D.

13-9
In what conditions
do EFL students
engage more ingroup work?: A
NIRS study, KONDO Mutsumi et al.

14-6
How the International Exchange
Events EnhanceStudents’ Motivation to Learn Different Languages,
UESUGI, Yuko

14-8
14-7
英単語並べ替え問
Exploring the
題における解答中のAffordances ofInteractive Tools in 動作履歴を用いた
Blended Learning: 迷い検出－学習者
Design and Imple- の迷いと問題内チャ
mentation of Inter- ンク情報に着目した
active Lessons for 試み, MIYAZAKI,a Simulation-Based Yoshinori et al.
Advanced Korean
Language Course,
FINCHAM, Naiyi
Xie et al.

14-9Bringing brain
science into EdTech for language
assessment andlearning, OJIMA,
Shiro

Closing Ceremony(Auditorium 505)7

Wednesday, 7 August 13:05–14:05
Analyses of JLEs’
Passive Errors:
Focusing on the
Sentences with
Unaccusative
Verbs, INABA, Eiri

学部生を対象とした
日本語教師養成の実践研究―模擬授業と省察―, INABA,
Midori

Relationship
Between Learners’
Beliefs and Learning Strategies
Regarding Chinese
as a Second
Language and English as a Foreign
Language: A Caseat Shanghai Japanese High School,
SEKITANI, Koki

Friday, 9 August

Introduction ofsignificant andapplicable aspects
in educationalsettings inDenmark, SEKINE,
Hannah et al.

On the Assessment of Reading
and Writing in
Elementary School
English Teaching,
YAMAUCHI, Yuka
et al.

“Small talk” as atool for improving
speaking ability
by using a flippedclassroom
teaching method,OTSUKA, Tomomi
et alPreliminary
Development of an
Evaluation Methodfor Learners’
English Knowledge
Utilization While
Speaking, NAKAYA, Kae et al.

Learner Cognition
and Orchestrationof Strategies in
Tandem Language
Learning, MUKAE,
Haruka et al.

Karaoke Use forEnglish Phonetic
Training and Motivation, YUBUNE,
Eiichi et al.

行動経済学を用いたSelf-AccessCenterの利用活性化の実践, KATO,
TetsuoThe Effectsof Verbal andAcoustic ShortTerm Memory
on Japanese EFL
Learners’ Sound
Recognition Skills,
KONDO, Akiko

August 7 (Wed.) 14:10–15:10 Auditorium 505
Biography
Hayato Yamana is a professor at Waseda University, Tokyo, Japan.
From 2003 to 2004, he was an IEEE Computer Society Japan chapter chair. From 2015 to 2017 he was a director of IPSJ (Information

13:20–14:20

Processing Society of Japan) and a vice chairman of information

Poster Session (2) (Corridors on the 6th and 7th floors)

Designing an Online Fostering Academic Development of a
Raising metacogWriting System for Writing Skills Online learning app for
nitive awarenessthrough online Jap- Promoting Auton- Through the Use of improving speaking
Learner-Generated skills, TAKEFUTA,
anese vocabulary
omous Learning:
Content, HIRANO, Junko
materials, IVANOVA, Providing WebMarina
based Collaborative Akari et al.
Environments andAutomated Text
Analysis Functions,
KUSHIMA, Chizuko,
et al.

Development of“Content-Focused
Accessibility”
E-learning Material
for TOEIC andQuantitative, Qualitative Assessment:
Based on Visually
Impaired University
Students’ Engaged
Self-Learning, OTA,
ChikakoEnglish for Specific 機械翻訳を用いた英語
Purposes (ESP)
学習支援システムの検
Lessons in a
証, YOSHIMURA, Rie
Computer-Assisted
Language Learning(CALL) Classroom:
A Practical Study ofStudents Majoringin Early Childhood
Education and Care
(ECEC), HASHIMOTO, Tomoko

Promoting L2
短期留学コースでの発 Complexities
Learners’ Ability to
信型eポートフォリオ in opening aの活用の試み, KISHI, computer-mediated Use a Dictionary
Through Computsecond-language
Yoshiko et al.
conversation,erized Dynamic
KRUG, Nathan P.
Assessment, MATSUMOTO, Osamu

Maximizing theeffect of Internet
based communication in interculturalcommunication
with writing, KATO,
SatoshiPrototyping and
Iterating on the
Digital Language
Lab (DLL) Learning
Space and Roleof DLL Manager,
SENGIKU, Takeshi

Learning Foreign
Languages in eTandem: Collaborative
Learning between
German Learners
and Japanese
Learners, WAKISAKA, Masako

Keynote Speech I

Poster Session (1) (Corridors on the 6th and 7th floors)
Phonetic
Symbols in English
Dictionaries forEnglish-Learners
in Japan, KOCHIYAMA, Mari et al.

and communication society of IEICE (the institute of electronics,
information and communication engineers). From 2018 he is serving on the board of governors of IEEE Computer Society. At Waseda University, he has been a deputy chief information officer andWasedaX project director since 2015. His research area is big data
analysis including mother tongue detection and analytics in educa-

YAMANA, Hayatotion.

Waseda University

Learning Analytics for the Future
In this talk, I will introduce latest learning analytics techniques, including mother tongue detection, automatic
process-analysis of problem solving, and dropout prediction in MOOCs. The first analytics is mother tongue detection from written documents. Our proposed mother tongue detection method for English and Chinese written
documents achieves accuracy of 77%. When the testee becomes almost equal to native English or Chinese language writer, the detection of mother tongue becomes difficult as you can easily understand. This means we areable to adopt a mother tongue detection technique as one of the features to analyze how the testee can write fluent
English or Chinese. The second analytics is related to process-analysis of problem solving. In this analysis, ourteam analyzed online handwritten strokes gathered by a digital pen when a testee is solving geometric problems in
Math and long-term reading comprehension problems of the Japanese language. By analyzing the strokes, manythings could become understandable, which includes whether the testee solved the problem with intuition or not,and what kind of theory the testee used. Finally, our current status of dropout prediction in MOOCs is presented.
In MOOCs, usually over 90% of participants drop the course during several weeks so that how to detect such candidates is indispensable to increase courses’ pass ratio. Theses analytical results will have possibility to advanceour future learning methods.

8

FLEAT 7 Conference Program

9Keynote Speech II

Keynote Speech III

August 8 (Thu.) 11:20–12:20 Auditorium 505

August 9 (Fri.) 11:20–12:20 Auditorium 505

Biography

JEONG, Hyeonjeong
Tohoku University

Biography

Hyeonjeong Jeong is a senior assistant professor in the Graduate

Yoshiko Goda is currently an associate professor in the Research

School of International Cultural Studies at Tohoku University. She

Center for Instructional Systems, Kumamoto University, Japan. She

is also a cross-appointed faculty member at the Department of Hu-

has been a director of the International Board of Standards for Train-

man Brain Science at Institute of Development, Aging, and Cancer

ing, Performance, and Instruction (ibstpi) since 2015. She received

at Tohoku University. Her research interests include brain mech-an M.Ed. (English Education) from Tokyo Gakugei University inanisms of second language acquisition, in particular, the effect of

1996, as well as an M.S. (Computer Education, 1998) and Ph.D.

cross–linguistic influence and social cognition in language learning(Science Education, 2004) from the Florida Institute of Technology

and communication.

with the partial support of a Fulbright Scholarship. She has teaching

She has published articles in Human Brain Mapping, Bilingualism:

experience from various countries, including Taiwan, the US, andLanguage and Cognition, Language Learning, NeuroImage, andJapan. Her current research interests include self-regulated e-learn-

Neuropsychologia. For the academic year of 2016-2017, she wasa visiting scholar in the Brain, Language, and Computation Lab at
The Pennsylvania State University.

GODA, Yoshiko
Kumamoto University

ing, instructional and learning design, online education program
evaluation, technology enhanced language learning, and innovative
communities for global education.

Brain Mechanisms in Second Language Learning:
A Social Cognitive Neuroscience Perspective

How to Integrate Theory, Practice, and Technology
for Balanced Data-Driven and Knowledge-Driven TELL

One of the major questions in second language (L2) acquisition research is whether learning through an enriched

In this presentation, I will discuss ways to integrate theory, practice, and technology for the effective use ofenvironment, such as real-life communicative contexts or face-to-face interaction, improves L2 skill, and if so,technology enhanced language learning (TELL). There are three main parts to the presentation: (1) discussing a

how this works. In my talk, I present two strands of research which attempt to answer these questions from a so-

preliminary model of integration that balances both data-driven and knowledge-driven approaches, (2) looking atcial cognitive neuroscience perspective. First, I present a series of fMRI experiments that investigated how braincase studies for self-regulated learning (SRL) and collaborative learning (CL); and (3) reviewing current issues

mechanisms of L2 learning from social contexts differ from those of L2 learning from translation. In this study,

and future implications

participants encountered new L2 words either in real-life situations (i.e., social contexts) or through L1 transla-

There are few theories and models in existing educational pedagogy that have been specifically developed fortion. While the former involves the integration of both verbal and non-verbal information, the latter relies on rotetechnology enhanced learning. Technology enables us to record and visualize students’ learning processes, giving

memorization. The learners who recruited the brain network involved in the processing of non-verbal information

us the opportunity to revisit and reshape existing theories and models of teaching and learning. I propose not only

during learning were able to acquire and retain the L2 knowledge efficiently. Second, I present an fMRI study thatthe merging of theory and technology for better practical application of technology enhanced learning, but also

examined how the mode of communication (i.e., online face-to-face vs. offline recorded video) influences brain

reinvigorating this theory to develop new ways of using technology in the classroom.

mechanisms during L2 communication. Online face-to-face communication was found to elicit more balanced and

There are several relevant case studies that focus on SRL and CL for learning support. SRL is generally acceptedvaried aspects of communicative ability than offline recorded video communication. The findings indicate that L2

as an essential skill for online learning. The communicative approach is also encouraged for effective and active

competence required in our global society may be effectively fostered through online interaction. Through thislanguage learning. SRL and CL are both essential to increasing the breadth, depth, and fluency of language profi-

talk, I argue that cognitive neuroscience enables researchers to understand precise brain mechanisms underlying

ciency. To increase the quality of interactions among students in language-learning environments, Community of

L2 learning and may provide pedagogical implications for L2 learning and teaching.

Inquiry (CoI) was employed in our research projects, with social, cognitive, and teaching elements. Design andsupport for effective use of SRL and CL, as well as how to effectively combine the two, will be revealed throughdemonstrations of our developed systems. The limitations and integration issues we faced will also be introduced.
Finally, considerations for organizing the integration of theory, practice, and technology for TELL will be explored. The limitations of the proposed preliminary model will be discussed, and the significance of balanced
data-driven and knowledge-driven approaches will be emphasized for future development.

10

FLEAT 7 Conference Program11

(PC Room 601) Preconference Workshop (1-A): Research Methods

8 / 6 / 2019 12:30 -14:00

8 / 6 / 2019 14:15 -15:45

Aug. 6 Tue PM

外国語教育研究におけるRを用いた統計処理入門(Room 603) Preconference Workshop (1-A): Research Methods

Basics of thematic analysis in qualitative research
川口 勇作

分散分析、相関分析、回帰分析といった、外国語教育研

語教育研究における統計処理の手法を習得することを目究においてよく用いられる分析方法の実習を行います。

指します。はじめに、統計分析の際に必要となる R の基

参加条件等：会場 PC がご利用いただけます。持参され本的な操作方法や動作についての導入を行います。そのた PC を使用される場合は、事前に R のインストールを後、記述統計量（平均、標準偏差など）の算出、t 検定、

お願いいたします。

Systematic data analysis is key to conduct rigorous qualitative

The workshop begins by explaining fundamental terminology

research. However, novice researchers often struggle in discern-such as coding, category, theme, and basic steps of coding. Par-ing their approach to qualitative data analysis among various

ticipants then analyze a few research papers and identify how

choices. This workshop focuses on thematic analysis, the pro-thematic analysis is conducted, followed by a brief hands-on

cess of identifying patterns or themes by coding within qualita-

coding experience. Resources about thematic analysis are also

tive data. Thematic analysis is not tied to a particular epistemo-

provided.

logical or theoretical perspective, but can be applied within an

No prior knowledge is necessary in order to attend the workshop.

Aug. 7 Wed AM

本ワークショップでは、統計解析環境 R を用いた、外国TAKAGI, Akiko(Room 603) Preconference Workshop (1-B): Classroom Techniques

8 / 6 / 2019 12:30 -14:00(Room 604) Preconference Workshop (1-B): Classroom Techniques

8 / 6 / 2019 14:15-15:45

英単語の綴りを活用した発音指導〜国際英語時代だから発音なんてどうでもいいでしょ？〜

手島 良
靜 哲人

（３）でも汚部屋の住人、他人の汚部屋の汚れがわからず、

うでもよくないのかについて共通理解が得られるよう、と言います。そもそも教師自身の発音がいまいちであれ「心」を論じます。
（２）そしてどうやったらその「心」

ば生徒の発音が気にならないでしょう。お部屋の清掃のが 40 人の生徒に効果的に伝わるのかについて具体的なお手伝いをし、生徒の部屋の汚れがわかるようになるた「技」を説明し、指導風景のビデオ録画をお見せします。

めの「体」を鍛えます。

Gain without Pain: Simple BYOD Tools for the Classroom

ります。これにより生徒は、文字・綴りと発音の関係をのが一般的です。しかし、語のどの部分をどう発音して意識しながら、教師のモデルなしで単語を音読できるよ

いるかを意識しないまま鸚鵡返しするだけになりがちで

うになります。子音連続もなめらかになりますし、綴りす。単語を読ませるのに、単語の綴りの一部から始めてを覚えるのには正確な発音をするのが近道だということ

少しずつ文字を書き足しながら音読させていく方法があも理解します。その方法を紹介します。

(PC Room 601) Preconference Workshop (1-C): ITC Uses

8 / 6 / 2019 14:15-15:45

Extensive Reading and Listening: Why and How
AMELSVOORT, Marcel Van

This workshop offers hands-on learning about (i)Duolingo, aterials, including the manuals for implementation and example

Interest in extensive reading (ER) and extensive listening (EL)periods of time. Teachers and administrators can do a lot to en-

self-study language learning software, (ii)FlipGrid, a tool forcases of using them with the presenter’s students, will be orga-

has been growing in recent years along with positive researchcourage such reading and listening by adding various features

asynchronous discussion using videos, and (iii)Google Class-

nized and shared in the Classroom for this workshop (a Google

results and developments in technology that facilitate the deliv-

that nudge students toward greater engagement.

room, a simple LMS. You will learn through activities how you

account required).

ery and monitoring (tracking) of students performance. A con-This presentation will explain the rationale for establishing an

siderable amount of research into the benefits of ER and EL has

ER/EL program or adding this activity to existing courses. We’llemerged, as well as a better understanding of the conditions thatlook at some of the options for all budgets available for choosing

need to be met and what program features can lead to greaterand delivering texts (both web-based and web-blended). We’ll

rates of success. Tangible benefits of extensive reading (such asalso cover monitoring student performance and ways of improv-

reading speed improvements and proficiency test score increas-

ing compliance. Participants will also get a chance to explore thees) come with reading very large quantities of text, hundreds of

XReading online ER/EL system.

PosterYAMAUCHI, Mari

can utilize these tools in your language classrooms. Related ma-

Aug. 9 Fri PM

8 / 6 / 2019 12:30 -14:00

単語の発音練習というと「範読のあとに生徒が繰り返す」

Aug. 9 Fri AM

いいえ。全然どうでもよくありません。（１）なぜ、ど(PC Room 602) Preconference Workshop (1-C): ITC Uses

Aug. 8 Thu AM

発音指導の心・技・体Aug. 7 Wed PM

array of qualitative methodologies.

thousands of words, requiring sufficient engagement over long
12

FLEAT 7 Conference Program

13

(PC Room 601) Preconference Workshop (1-A): Research Methods

8 / 6 / 2019 16:00-17:30

外国語教育（研究）における量的データの視覚化と解釈
浦野 研
外国語教育に携わる私たちは、研究においてだけでなく、参加条件等：実際にデータの分析を行いながら進める予テストや成績処理といった場面で日ごろから数量化され定です。そのため、受講者のみなさんには jamovi をイたデータを扱っています。本ワークショップでは、教育

ンストールした PC 等を持参していただきたいと考えてや研究で量的データを扱う際にまず行うべきデータの視います。Windows, MacOS, Linux, ChromeOS 用のも覚化と、データの特徴を理解するための基本的な概念とのが以下のサイトよりダウンロード可能です。ソフトのしての代表値・分布・効果量の意味について学び、フリー

操作がワークショップの中心ではないので、PC なしででオープンソースの統計ソフト jamovi を使って、実際の参加も問題ありません。

にデータの簡単な分析ができるようになることを目指し

https://www.jamovi.org/

Research Presentations,ます。

Practice Reports,
Public Symposium, &IALLT Selections(Room 604) Preconference Workshop (1-B): Classroom Techniques

8 / 6 / 2019 16:00-17:30

英語の音韻認識アクティビティ〜音から読み書きへとつなげる指導村上 加代子
英語の単語読み書きがスムーズにできるようになるための音韻単位はどのように指導すれば良いのでしょうか。

には、文字を覚えるだけでなく、文字に対応する音へのまたそれらの音韻単位は読み書き発達にどのように関係

気づきや操作スキルが十分に育っていることが重要です。

しているのでしょうか。主に小学生向けの、文字を使わ単語よりも小さな音節やオンセット - ライム、音素などない楽しい音韻認識アクティビティをご紹介します。

(PC Room 602) Preconference Workshop (1-C): ITC Uses

8 / 6 / 2019 16:00-17:30

An Exploration of Moodle Features in the Late 3.x Era
HARASHIMA, Hideto

14This workshop will focus on some useful features adopted lately

and video recording function, among other things. If time al-in Moodle. The topics will include the new interface, the cool

lows, we will also investigate the new enhancements in the Fo-

new dashboard, the standard Boost theme, how to enhance therum module adopted in Moodle version 3.7. Moodle teachers

front page appearance, an easier and more secure way of authen-with the Administrator role may benefit most from this work-

tication using OAuth2, searching for and installing new plugins,

shop, but ordinary teachers will nonetheless be able to learn new

improving Moodle mobile compatibility, using LTI for connect-

things which they may apply to their everyday teaching.

ing to other LMS sites, applying some basic Learning Analytics

Target audience: Teachers with some experience teaching withtools to students’ performances, and testing the built-in audio

MoodleFLEAT 7 Conference Program8 / 7 / 2019 10:00-10:30

How collaborative learning helps Kosen students become motivatedand develop their English abilities
MIZUNO, Chizuko (National Institute of Technology, Akashi College)

8 / 7 / 2019 11:10-11:40

Wikipedia translation in class:
Fostering active and responsible use of online resources for language learning
KRISTINA, Hmeljak Sangawa (University of Ljubljana; National Institute for Japanese Language and Linguistics (in 2019))
Wikipedia translation activity in a class of upper-intermediate

learning helps students at Kosen, National Institute of Technolo-

motivation and English abilities. The writer has tried to havegrammar reference sites) and social media environments (lan-learners of Japanese at tertiary level. Students of Japanese asgy, who do not like English become motivated and develop their

her students enjoy learning and become more confident in her

guage exchange portals and other social networks) in the last

a foreign language were matched with exchange students fromEnglish abilities. The study has conducted at three schools: twoclassroom with collaborative activities. She includes many pairdecades has brought an unprecedented opportunity to foreign

Japan to form small groups of native and non-native speakers ofcampuses at Kagawa College and at Akashi College since 2013.

work activities which are considered to be effective in promot-

language learners who live far from the environment where their

Japanese, and translated Wikipedia articles about Slovenia into

Students’ attitude toward English learning improved as well as

ing students’ English abilities including reading aloud and inter-target language is spoken. Learners of Japanese in Europe are

Japanese. Through an analysis of Wikipedia page revision his-

English abilities based on GTEC and TOEIC scores at Takuma

pretative reading. These activities also help to develop friend-also benefiting from these new opportunities, and especially stu-

tories, class observation data, questionnaires and interviews, I

campus at Kagawa College. Kosen is a unique institution ofships among classmates. The ratios of students’ preferences todents of the digital native generation rely on these resources as

observed that some goals of the project were reached: students

higher education in Japan, which provides students a five-year

English language learning are compared at the beginning and at

a normal part of their learning process. However, in my classes

reported a clearer awareness of how Wikipedia works, improved

engineering education from the age 15. Kosen has produced ex-

the end of the first term or again after the one-year of teaching

I observed that not all students are equally familiar with theselanguage ability, and increased confidence in their languagecellent human resources and supported Japan’s high economic

in the writer’s classroom. The outcome indicates some positive

opportunities, and that some use them passively and uncritically,skills. However, they were often overwhelmed by the techni-

growth period. However, it is said that there are many students

correlation between students’ attitudes toward English learning

without considering the reliability of the resource they are using

cal details necessary to edit Wikipedia articles, and some were

who dislike English at Kosen, compared with other educational

and that to pair work.

and its suitability for the task they are performing. In order todemotivated by negative comments by other editors. These are

institutions such as high schools and universities. Ito, Nishiza-

foster a more active, critical and responsible use of online re-problems that need to be addressed in future reiterations of thiswa and Yoshioka (2010) describe that many engineering course

sources, and to encourage students to discover their own poten-

activity.

students including university students have negative attitude to-tial as legitimate participants in a Japanese language community

ward English learning. They emphasize the importance and ne-

and develop both their linguistic and social skills, I included a

Creating Successful First Year Learning in University English Classes
FUSHINO, Kumiko (Rikkyo University)

R2 (503) Practice Report

8 / 7 / 2019 10:00-10:30

The practice and challenges of an internet-based seminar:
Using Facetime, Line, Digital Paper, shared Pages, and Dropbox

Aug. 9 Fri PM

WAKAMOTO, Natsumi (Doshisha Women’s College of Liberal Arts)

The purpose of this presentation is to report in what way agroups throughout the course. I used mainly English in thisfreshman English class was successful and useful as a first-yearclass. The class turned out to be a wonderful learning communi-

learning experience at a university in Japan. Freshman English

ty. Moreover, being able to keep conversing for six minutes on

The purpose of this study is to report on the effects of an inter-essary. For that purpose, Digital Paper (SONY) was employedclasses play important roles that greatly affect students’ univer-the final examination gave them a great sense of accomplish-

net-based seminar at a Japanese university by teachers locatedfor giving feedback on students’ drafts, and Dropbox was usedsity life regardless of their majors. Yet, this importance seems

ment. My lesson observation and content analysis of students’in Japan and in the UK in 2018 academic year. The participants

for sharing the feedback. For evaluating this seminar, we admin-to be often overlooked by many university English professors.

course reflection revealed that they realized the importance ofof this study were 17 students in an applied linguistics seminaristered a questionnaire which consisted of 19 items (18 six-point

I took data from a class, English Communication, held twice

cooperation with peers and became confident in their communi-that we—a Japanese teacher and an American teacher—teamLikert scale and one open-ended) at the end of the course. The

a week for 90 minutes throughout the 2018 academic year at

cation abilities. Every student certainly became a member of thetaught at a Japanese women’s college. The session consisted

results indicated that, while all the participants answered that thea university in Tokyo. The class consisted of 19 students, four

university learning community, with friends they can trust andof two sessions back to back, starting at 3 pm through 6:30 or

CMC using Facetime was effective, 80% of them replied thatfemales and 15 males, majoring in law. Their average placement

being equipped with study skills.

KITAO, S. Kathleen (Doshisha Women’s College of Liberal Arts)

their concentration on class was sometimes lowered due to oc-role, using the following system, and the American teacher in the

casional disconnection of Facetime. In this presentation, we will

ginning of the first semester, most of the students in the class

Japanese classroom supported his class. The seminar was con-report the results of the questionnaire and this practice in detail.

did not like English and had a strong fear of English commu-

ducted using a synchronous (Facetime) or asynchronous (LINEWe will also discuss the effects and difficulties of conducting an

nication. In the first lesson, I encouraged them to make friends

messages) computer-mediated communication (CMC) environ-internet-based seminar through 30 sessions in one academic yearwith classmates and emphasized the importance of cooperation.

ment. In addition, Apple Pages documents were shared between

and consider the possibilities of classes conducted from a remote

I also explained clear academic goals. One of the goals was to

the Japanese classroom and the UK office and was used as aplace using the internet.

become able to keep talking with a peer for six minutes. Basedshared blackboard. Because this was a senior seminar for writingon cooperative learning principles, the students worked in small

a graduation thesis, feedback on students’ thesis drafts was nec-

Poster7 pm (JST). The Japanese teacher in the UK took the leading

test score (TOEIC Bridge) was approximately 100. At the be-

FLEAT 7 Conference Program

Aug. 9 Fri AM

8 / 7 / 2019 10:35-11:05

Aug. 8 Thu AM

The growth of online resources (dictionaries, encyclopedias,Aug. 7 Wed PM

cessity of effective English teaching to promote these students’Aug. 7 Wed AM

The purpose of this study is to investigate how collaborative

R1 (502) Practice Report16

R1 (502) Practice ReportAug. 6 Tue PM

R1 (502) Practice Report17R3 (601) Practice Report

8 / 7 / 2019 10:35-11:05

EFL interview training through CMC
TOYAMA, Michiko (Bunkyo University)

LMS-based ESP programme for Gerontological Nursing
in collaboration with universities in Finland
フィンランドの大学との提携によるLMS活用型高齢者看護学ESP

This study developed a conversational question set for interview

to 7 = Corresponds exactly. A questionnaire including scales

simulations through CMC. The question set consisted of four

for measuring motivation and international posture was also

subsets: (1) tell me about yourself, (2) personal view, (3) reasonsadministered to the students. To evaluate EFL perceptive andto study abroad, and (4) plans. All questions in the set are com-

productive skills, the scores of a listening test and a word pro-monly asked in college, study abroad or job interviews. Japanese

duction task containing some of the interview questions were

本学保健看護学部は、2017 年度からフィンランドユヴァ

は、高齢者を対象に実施したインタビューを実施し、そundergraduates in two different classes of the same EFL course

obtained. Data were collected in a pretest-posttest design. Paired

ス キ ュ ラ 応 用 科 学 大 学 (Jamk University of Applied

れを各ユニットごとのテーマに沿って分析し、その内容

practiced asking and answering the conversational questions insample t-tests revealed that the students significantly improved

Sciences： 以 下 Jamk)、 ラ ハ テ ィ 応 用 科 学 大 学 (Lahti

を 10 分程度の英語プレゼンにまとめ LMS にアップし、

pairs, playing the role of the interviewer or interviewee. Then

their interviewee self-efficacy, listening test scores, and word

University of Applied Sciences:Lamk) と高齢者看護学

電子掲示板を活用した非同期型のディスカッションを行

each student was connected to an instructor in the Philippines

production. These findings suggest that the training helped themへのロボットや AI 導入可能性を探る共同研究を実施しうというものである。本発表では、参加している本学

on the internet so that they could practice English conversational

enhance confidence, perceptive and productive skills. Contraryskills for 25 minutes, simulating an interview in English. The

to expectations, this study did not find a significant improvementてきている。本研究では OptimaPro という LMS を活用

部学生のプレゼンや、英語教員と看護教員の役割分担、

students received the interview training through CMC for fivein international posture, amotivation, and identified regulation.

し、gerontechnology（加齢工学）を中心に据えた高齢

Jamk・Lamk との連携について詳しくお伝えしたい。

weeks. To examine the effect of the training, self-efficacy scale

Further work is required to fully understand the roles and effects

for interviewee skills was devised. The scale consisted of sev-of EFL training through CMC.

YOKOYAMA, Etsuko (Juntendo University)

Aug. 8 Thu AM

は英語による高齢者看護学の授業を実施するが、本学側の授業となる。半期 15 コマの授業は、Gerontologicalperceived self-efficacy or confidence according to a 7-point

Nursing, Health Promotion, Rehabilitation の 3 ユニッLikert-type scale ranging from 1 = Does not correspond at all

トから構成される。各ユニットの学生の主な学習活動

R3 (601) Practice ReportAug. 9 Fri AM

8 / 7 / 2019 11:10-11:40

Preparing 2-Column Data for Phrase Reading Worksheet Builder Assistingwith Google Translate

8 / 7 / 2019 10:35-11:05

The Robot Teacher Came to the Reading Class:
Prospects of Using a Mobile Robot in Language Instruction

Aug. 9 Fri PM

KAMIYA, Kenichi (Osaka Institute of Technology)

YOSHIMURA, Yuki (University of Massachusetts, Amherst)

modified. The AI-based system divides translation according toThis study introduces the use of a telepresence robot in an exten-

in class by using the robot to walk around the classroom and help

better and better. Now it is time to start thinking how to use it

an invisible newline character, either or both of Carrige Returnsive reading class. The robot we used is Double 2 that Double

individual students when necessary. The results of the semes-in language educational settings. One of the ideas is to use it for(CR) and Line Feed (LF) depending on OS (Operating System).

Robotics manufactures, which is a built-in, i-Pad-controlled ro-

ter-end survey showed that the experience of having the robot

preparing 2-column data of Phrase Reading Worksheet Builder

For example, a pair of English sentences “This is a pen” andbot that allows users to have a video conference with a remotepresent in class was somewhat different from having the instruc-(PRWB), which is developed and repeatedly improved by the“This / is a pen” (in this case the slash means a newline char-function to control and move the robot anywhere they would

tor in the face-to-face environment. While half of the students

author himself. The data, an English (or any language) phrase

acter) are translated differently into Japanese, which means thelike to. The primary difference between using an i-Pad and thewere comfortable interacting with the instructor via the robot,

and its translation into Japanese (or any other language,) are ar-machine translates each phrase without context. The presenterteleconference robot as a video conference tool is that the ro-

the majority of them indicated that they still would choose face-ranged side by side. On a sheet of A4 or B5 paper, we can print

categorized some errors of short phrases by Google Translation

bot’s user can turn its head, i.e., the camera, to see whatever s/

to-face interaction with the instructor if they had the option. The

vertically up to 40 lines (at least 16 lines). This style of worksheet

into several groups, from passable-as-they-are to impossible tohe would like to see in the meeting space without asking on-sitepresentation will describe these results as well as ways in whichis called Phrase Reading Worksheet, or PRW. With PRWB, webe used. This categorization may help AI translation improveattendees to rotate the i-Pad. Users also have full remote control

the robot’s use can be maximally effective in language learning.

can publish more than 1000 patterns of layout from one source.

the system. In the talk we will see some example phrases of En-

over the robot’s mobility. In a language classroom, this allows

So far we had to translate one by one using 2-column data editor.

glish-Japanese translation.

instructors to walk to a student or a group of students who needIn a recent improvement, PRWB became to be able to importattention. We used the telepresence robot in 5 out of 12 Japanesefrom already-divided data translated. Although translation is aextensive reading classes in which students are expected to readtime-consuming and a complicated job, Google Translate could

their choice of books based on their interests and proficiency.

be an assistant for this step. Still there are several problems. One

The class consists of instruction/advising time and individualof them is an awkward or a wrong translation which needs to bereading time. During the reading time, the instructor participated

Poster

Google Translate is recently improving the quality of translation

FLEAT 7 Conference Program

Aug. 7 Wed PM

者看護学の授業展開を模索している。Jamk と Lamk でquestions about myself.” For each item, the students rated their

R2 (503) Practice ReportAug. 7 Wed AM

YAMASHITA, Iwao (Juntendo University)

は英語コミュニケーションと高齢者看護学の ESP 形式

en items such as “I can understand common English interview

18

8 / 7 / 2019 10:00-10:30

Aug. 6 Tue PM

R2 (503) Practice Report19R4 (602) Practice Report

8 / 7 / 2019 11:10-11:40“Learning for all”―Is it even possible? :Benefits and challenges in personalizing learning with flipped teaching

How to motivate students who aren’t good at speaking and writing English to
improve their skills for their presentations by the arousal of positive emotions
ポジティブ感情の喚起で英語が不得意な学生のプレゼンテーション技術を伸ばせるよう動機づける方法

People learn at different rates and have different learning needs

to verify the effectiveness of the curriculum, the following two

IKUTA, Yoshie Shirishi (Kindai University)

as Reigeluth stated (Reigeluth, 2012). A curriculum that is tru-

elements were analyzed comprehensively; 1. results from thely designed to maximize learning would not force the learners

student survey, which includes five elements of “First Principles

to move on before they had learned the current material, and itof Instruction (Merrill, 2002),” effective utilization of time, im-でのプレゼンテーションがある。その理由は主に、英語ゼンさせたりした。これらの発表で人前に立って話すこ

would not force faster students to wait for the rest of the class.

provement level of learning, students’ satisfaction level, and theでスクリプトを書けない、うまく発音できない、というと、聞き手が興味を持つようなパワーポイントを工夫しAlthough it is extremely challenging to put the idea into practiceoverall quality, and 2. kinds of instructional methods and home-

英語力に関する問題と、プレゼンテーションする内容がて作ることの重要性を経験させ、プレゼンテーションにin language classes, personalized flipped curriculum for a sec-

work assignments that students actually chose. Accumulated re-

思いつかない、人前で話すことに慣れていない、という対する心の壁を低くしていった。最後に「自分の好きな

ond-year Japanese class, which will be presented in this presen-sults in the past three years show that the instructional choices

人前で意見を述べることに関するものである。そこで本もの」について英語で話してもらった。ここでは通年をtation, was introduced in 2016 to make the curriculum closer tovary widely with different reasons. The findings also show that

an ideal one. In this curriculum, before attending class, students

while this curriculum has been giving lower level students great

発表では、主に理系の成績別クラスが最下位の学生たち

通して指導してきた文法と発音ポイントを確認させ、可have the choice of watching a lecture video in Japanese, one in

benefits, the higher level students desire improvement with in-が、このような問題点を解決し、楽しくプレゼンテーショ

能な限りリハーサルを行った。その結果、英語が苦手な、

English, and/or reading their textbook to learn grammar points,

class activities. As a conclusion, the benefits and limitations of

ンできるようになったその仕掛けと成果を発表するもの

最下位クラスとは思えないほどのプレゼンテーションを

allowing them to learn at their own pace and in their own way

personalizing learning as well as the roles of in-class activitiesである。鍵になる理論的背景はポジティブ感情の喚起でする学生が多数見られた。

outside of class. Furthermore, homework, which was previously

will be discussed.

Aug. 8 Thu AM「なぜ好きか」と単語のルーツや使い方を日本語でプレある。授業では４月から映像や英語の記事などを使って学生に文法と発音の関係に興味を持たせておいた。英語

that the students could choose the homework in an appropriateの面白い記事を訳し、自分なりの日本語で説明させたり、

level after receiving recommendations from the teacher. In order「好ましい感じがする」英単語を教科書から３つ選ばせR4 (602) Practice Report

8 / 7 / 2019 10:00-10:30

Large Class Spoken Assessment
NAKAGAWA, Yuya (Suzuka High School)

Aug. 9 Fri AM

R4 (602) Practice Report

8 / 7 / 2019 11:10-11:40

Incorporation of L2 four skills into short movie productions―A conclusive project for the English Communication class―Aug. 9 Fri PM

GIBBON, Benhanan Richard (Suzuka High School)

NAKATA, Hitomi (Dokkyo University)

retelling activities designed to encourage higher-order thinking by

This study presents a series of procedures and results of pro-subtitles, draw cartoons, and include custom soundtracks. Stu-

nent challenge facing Japanese universities through to elementary

forcing use of their active vocabularies. Retelling reveals students’duction-based tasks utilized in an English Communication classdents demonstrated their capacity to critique each other’s workschools; twinned with MEXT’s policy alterations to teaching En-

knowledge of vocabulary, grammar, pronunciation and sense oftaught in 2018 by the author. The syllabus stated that students

during peer review. Their comments revealed empathy for theirglish production, we need innovative models to address current

story, as well as the ability to convey information to their listeners

were expected to develop their English skills through reading,peers as well as the ability to form and express opinions. Al-

student skill-gaps. In L2 spheres, listening, reading and writing as-(Allen and Allen, 1985). Therefore, students were instructed tolistening, writing, and speaking tasks. During the year, students

though they still require a great deal of practice to speak andsessments are efficient and practical. However, oratory assessing

collaborate in order to create a group speech intended for recital as

were engaged in tasks that included all four skills, and other skills

write English fluently, this study suggests that their potential forstands as our field’s biggest shortfall. This present case report willa spoken assessment. According to Johnson, Johnson, and Smithsuch as vocabulary and grammar acquisition, using a textbook.

creating original work in spoken form can be reinforced further.

provide educators with a manageable model to measure large class(1991), within cooperative activities individuals seek outcomesHowever, currently, the method for learning English has broad-

It can also be proposed that this type of production work com-spoken production; but ultimately it attempts to provide scaffold-that benefit themselves and all other group members. Consequent-ened beyond acquiring or receiving skills into a more creativebines analog tasks like teamwork and speech with the masterying from which students can develop behaviors synonymous withly, each pupil was entrusted to review their peers’ contributions

and autonomous learning style. At present, it is encouraged to in-of digital skills that are now fundamental in modern society; thisautonomous learning. In a real classroom setting in Japan, stu-

consistently and reflect as a team using the criterion. Bransford,

teract with peers by using technology skills to produce voice andcombined method enhances students’ awareness of the realities

dents enacted peer-performance assessments during a term-long

Brown, and Cocking (1999) mention that “metacognitive” ap-motion recordings which can be exchanged through digital net-

they will face after graduation.

project aimed to teach peer-reviewing. As such, a peer-assessment

proaches to instruction can help students learn to take control ofworks rather than receiving only unidirectional communication

rubric was designed to limit subjectivity. It employed specified,their own learning by defining learning goals and monitoring theirfrom teachers. Under this premise, students were encouraged toquantifiable and understandable criterion for the student markers

progress to achieve them. Fundamentally, the flipped responsibil-

produce original English stories in short-movie video format as

because scoring was the key assessment challenge (Brown, 2003).

ity allowed students’ to experience peer-to-peer communication

their conclusive work of the year-long class. While quality var-

Through an active learning lens, students were tasked with group

instances that required heightened metacognitive engagement.

ied, all groups managed to use new editing skills to incorporate

PosterAssessing L2 speaking in large classroom environments is a perti-

FLEAT 7 Conference Program

Aug. 7 Wed PM

英語を不得意とする学生が最も苦手なものの一つに英語

Aug. 7 Wed AM

MATSUI, Hisae (Princeton University)

assigned uniformly, has been also revised by adding options so

20

8 / 7 / 2019 10:35-11:05

Aug. 6 Tue PM

R3 (601) Practice Report21

8 / 7 / 2019 10:00-10:30

A vocabulary program ensuring engagement & review

R5 (603) Research Presentation

Examining the contributions of using dictionaries

MCLEAN, Stuart (Kansai University)

KOYAMA, Toshiko (Osaka Ohtani University)
YABUKOSHI, Tomoko (Nihon University)

tered lexical items after correctly producing the orographic andIt has long been considered necessary to use the authentic dic-groups, and the look-up frequency, time to complete the quiz, andcan inform classroom activities, implementing research findings

phonological form once, otherwise, the program implements

tionary information for language learning. The advent of smart-

the English test scores (i.e., the word quiz and the cloze test) werein pedagogical settings is often problematic. This presentation

adaptive sequencing and spaced retrieval ensuring that learners

phones, however, has brought about great changes in language

investigated. The analyses revealed that although the electronic

describes the creation and implementation of a research-based

experience multiple retrievals of lexical items. Most critically,

pedagogy. The present study is a replication study of the authors’

dictionary group consulted the dictionaries more frequently thaninstitution-wide vocabulary learning program that integrates on-

to motivate learners to use and review previously learned vo-

previous study, which attempted to clarify how Japanese college

the other two smartphone groups, there were no considerable dif-line out-of-class learning with in-class self-marking spelling andcabulary, the vocabulary program produces weekly vocabulary

students use gadgets and apps to obtain necessary information

ferences in the time to complete the quiz and English test scores

speaking vocabulary tests. The presentation also describes thetests based on an expanding test range. Each week’s test range

when encountering unknown words and to explore its relationshipamong the three groups. These results are consistent with the au-

steps taken to overcome the implementation challenges experi-

includes five items from the most recent week’s new lexicalwith English test scores. 73 Japanese university students, whosethors’ previous study, suggesting that the frequent lookups using

enced. The online vocabulary program allows teachers to selectitems and five items from lexical items first learned in previous

English proficiency levels ranged from intermediate to false-be-

electronic dictionaries are not likely to ensure high scores on En-

the range of vocabulary which students study over a semester orweeks. The online tests automatically assess students’ ability toginners, participated in the study. They were assigned a word

glish tests. In order to explore the factors contributing to successacademic year. Teachers can select general English and/or spe-recall both orographic and phonological forms and allow teach-definition quiz composed of 15 questions with their mobile gad-in the word quiz, this study further examined how students con-cialized word lists for learners to study. In line with research

ers to download weekly tests scores. Results show that students’

gets such as smartphones and electronic dictionaries. There wassulted dictionaries (i.e., what words they looked up and whether

findings, students learn both words and phrases in context us-

knowledge of high-frequency words significantly increased.

no time restriction during the quiz. They were later asked about

they found correct word definitions) in the given word quiz.

ing L2 definitions, and with presentation and increasingly diffi-

More importantly, relative to previous years’ students, those who

what dictionaries, applications, or apps they used to complete thecult retrieval modes using both orthographic and phonologicalused the online vocabulary program significantly increased theirquiz. The analysis showed that Weblio, Google Translate, andforms. Uniquely, the vocabulary program ensures the review ofknowledge of high-frequency vocabulary.

electronic dictionaries were the top three dictionaries used by theparticipants. They were then divided into these three dictionary

8 / 7 / 2019 10:35-11:05

An Empirical Study on the Processing of Incongruent Collocations
by Japanese EFL learners

8 / 7 / 2019 10:00-10:30

Review of Foreign Language Learners’ Beliefs from Perspectives of Social MediaBABA, Shotaro (Graduate Student, Tokyo University of Foreign Studies)
The purpose of this study was to review the process of learners’

environment of high school) built and/or change beliefs (e.g.,

method asked the participants to judge the appropriateness ofbeliefs about language learning from perspectives of social me-

Baba, in press). Also, recent studies found that social media haveto compare the effectiveness of two learning methods in the pro-the L1 translation for component words in collocations based

dia literature. In literature in psychology, beliefs are revealed topositive and negative effect on its users’ beliefs (e.g., Martino,

cessing of incongruent collocations. Seventy university students

on their intuition, whereas the PBT method provided the partic-

have effect on motivation, strategies, and behavior. For example,

Setodji, Dunbar, Gong, & Shadel, 2018; Riles, 2018; Strand-

participated in the experiment, each of whom learnt via either

ipants with collocations only as a phrase. A 2-way ANOVA was

Akamatsu (2017) investigated the effect of learners’ beliefs aboutberg, Sivén, Hall, L., Johansson, & Pärnamets, 2018). Basedthe Word-Based Translation (WBT) or the Phrase-Based Trans-

conducted to compare the correct answer rate (CA) and reaction

learning English on their learning strategies and academic out-

on these findings, it can be theorized that the process of con-lation (PBT) method in the learning phase. All participants tooktimes (RT) between the two tests. There was some indication that

come. Also, Baba (in press) examined the effect of beliefs about

struction of learners’ beliefs through social media is that they are

the same pre and post test in which they were asked to judge 80

the WBT method could potentially contribute to a better distinc-language assessment on learning motivation and strategies. Al-

built through their learning experience, are changed by learning

collocations in terms of their legitimacy. The hypothesis behindtion between correct and idiosyncratic word combinations (CA:though these studies revealed that what kind of beliefs would

and using language and using social media, and are reinforced

the study was that L2 learners would access the meanings of

p = .017; RT: p < .001). It was also found that the WBT method

promote desirable English learning, it is yet under-researchedthrough the exposure to social media. This three-step model will

individual component words in their L1 when they were exposed

could be more effective in the teaching of adjective-noun collo-

how these beliefs are built through past experience (i.e., their use

be useful when researchers investigate learners’ beliefs today.

to multiword expressions because they are said to process L2

cations rather than verb-noun collocations. The possible reasonsof social media). Concerning about recent prevalence of social

Specifically, there should be more research not only about what

contexts on a word-for-word basis (e.g., Wray, 2002) There-

for the results were discussed from the phraseological point ofmedia among the young (Ministry of Internal Affairs and Com-

kind of beliefs learners have, but also how their beliefs are built,

fore, it was hypothesised that explicitly guiding their attention

view.

munications, 2018), and the fact that internet-communication

change and become stable through using social media.

towards the translation of each component word would facilitate

can serve as outlets for negative heterogeneous groups attitudes

their learning as learners would notice the gap between the con-(e.g., Duchscherer & Dovidio, 2016), it is necessary to consid-

cept of collocations and the use of the component words in theer the effect of social media on learners’ beliefs. Studies aboutlight of their L1 perspective. Based on the hypothesis, the WBTbeliefs indicated that learning experience (e.g, studying abroad,

PosterThis study presents the results of a computer-based experimentAug. 9 Fri PM

DAVIS, Emi (Otemon Gakuin University)

R6 (604) Research Presentation

Aug. 9 Fri AM

R5 (603) Research Presentation

FLEAT 7 Conference Program

Aug. 8 Thu AM

gests contribute to ideal vocabulary learning. While researchAug. 7 Wed PMthat require review at a ratio of 1:4. Students can remove mas-

Aug. 7 Wed AM

Nakata (2011) lists design features that empirical research sug-

vocabulary by presenting new lexical items mixed among those22

8 / 7 / 2019 11:10-11:40

Aug. 6 Tue PM

R5 (603) Research Presentation23

8 / 7 / 2019 10:35-11:05

Fostering Self-Regulated Learning via Technology
in and out of the L2 Classroom
LAGE-OTERO, Eduardo (Yale-NUS College)

8 / 7 / 2019 10:00-10:30

What do language teachers really think about technology for teaching-purposes?
ITO, Yurika (Graduate Student, Waseda University; Hosei University Kokusai High School)
In recent years, technology has increasingly become a prominentogy in class and the barriers for not? 3. How are they currently

lists several self-regulated learning strategies present in suc-tool used in language education in Japan. As the Japanese Min-

learning about technology use for teaching purposes? If they aredesign and in particular, the structure of various tasks and as-

cessful learners: self-evaluating, organizing and transforming,

istry of Education advocates the use of technological devices,not, are they actually motivated to do so? Language teachers

signments can contribute to students’ self-regulated learning

goal-setting and planning, seeking information, keeping records

such as computers and tablet computers, for language-learningteaching at a private high school in Japan were the main focus(Zimmerman, 1989) and their potential positive effect on L2

and monitoring, to name a few. The presentation will include

purposes, many schools in Japan have been investing heavilyof the research. The findings obtained from questionnaires, in-learning outcomes. Cleary (2018) describes self-regulated learn-

examples of various tasks that aim at developing this strategicin them in the past decade. Merely providing language teachers

terviews, and observations will be discussed and suggestions

ers as motivated, strategic, and reflexive with respect to theirthinking among successful language learners.

with these technological devices, however, does not guarantee

regarding language teacher education will be made.

language instruction, such as e-Textbooks, has the potential toclassrooms. Teacher-related factors, such as teachers’ personal

foster this type of learner. It is important to consider, however,beliefs and attitudes towards technology, previous experience

how the design of the language learning environment can con-with technology use, and the amount of confidence using tech-tribute to students’ motivation to continue studying the language

nology, also need to be considered. Since there is currently aoutside of the classroom and beyond. To illustrate this approach,dearth of research investigating the attitudes and needs of lan-this presentation will look at the design features of an introduc-

guage teachers and the issues that they hold when integrating

tory Spanish course and how it takes into consideration the way

technology into their classrooms, this presentation will aim to

students process information (by selecting, organizing, and inte-address the following research questions: 1. What are language

grating it with what they already know (Mayer, 2004)) to help

teachers’ attitudes towards the use of different technological de-students optimize and self-regulate their learning. Zimmerman

vices for teaching? 2. What are the incentives of using technol-

Motivational Multimedia for Foreign Language Activities
JARRELL, Douglas (Nagoya Women’s University)

R7 (701) Research Presentation

8 / 7 / 2019 10:35-11:05

A reflective tool for Japanese student teachers’ professional development
in foreign language learning and teaching

Aug. 9 Fri PM

ENDO, Yukie (Showa University)

are able to hear English spoken as a truly international language

sixth grades of elementary school for one hour per week. Theseand see the context in which it is being used. The presenter will

The purposes of this paper are 1) to find out how Japanese stu-

Reflective Sheet” includes a student teacher’s prose description

classes now start in the third and go through the sixth grade inanalyze digital materials created by MEXT for use in elementarydent teachers in English acquire and develop attitudes and skillsof what went on in the 15-minute micro-teaching and self-eval-

the new Course of Study introduced in 2017 by the Ministry ofschools and compare them to online materials created by NHK,essential for self-direction and self-control through reflection

uation. Results of the analysis suggest that the information ob-

Education, Culture, Sports, Science, and Technology (MEXT).

also for elementary schools. Through a comparison of similar

in foreign language learning and teaching, and 2) to attempt totained through the process of reflection can be useful to help

The emphasis on listening and speaking activities remains the

topics and grammar, the author will argue that the NHK materi-develop and suggest self-assessment check-lists as a reflective

achieve a better understanding of student teacher’s assumptions

same, and MEXT has created new teaching materials with a

als can be used as a valuable supplement to the MEXT-produced

tool for Japanese student teachers’ professional development

about foreign language teaching, and give a valuable insight intolarge number of videos so as to provide useful language input.

materials and may provide a better way to motivate children in

in English classes. For this study, two kinds of questionnaires

his/her growth in experience. The paper also views studies on

While this is an improvement on the original restricted media

these classes.

about micro-teaching were made: one on a 15-minute lesson by

the characteristics of J-POSTL (Japanese Portfolio for Student

support for previous materials, the inauthentic quality of many

peer student teachers during micro-teaching, another for student

Teachers of Languages) and the results of questionnaires aboutof the video materials may diminish their usefulness.

teacher’s self-assessment after micro-teaching. The former is for

J-POSTL responded by Japanese student teachers of English.

Video materials have many advantages over two-dimensional

peer observation (with using “A Peer Review Sheet”) and the

J-POSTL comprises self-assessment check-lists, which may be

pictures and audio in foreign language education, especiallylatter is for critical reflection by the student teacher who con-regarded as a set of core competences language teachers should

concerning intercultural understanding. Children not only haveducted micro-teaching (with using “A Reflective Sheet”), andstrive to attain. And these check-lists are expected to help stu-a chance to see a different scene; they can get a much clearerboth play important roles for improving student teachers’ teach-dent teachers periodically reflect on their overall professional

understanding of cultural festivals and sports by seeing them ining skills. The student teachers are 3rd year Japanese univer-competencies and thus enhance their growth as EFL teachers.

action. With authentic videos, they can see not only visual but

sity students and data of those 100 students is analyzed in thiskinesthetic differences that would otherwise go unnoticed. They

paper. “A Peer Review Sheet” consists of 16 questions, and “A

PosterForeign language activities were originally taught in the fifth and

FLEAT 7 Conference Program

Aug. 9 Fri AM

8 / 7 / 2019 11:10-11:40

Aug. 8 Thu AMthat they will be smoothly integrated into language-learning

Aug. 7 Wed PM

learning. The integration and use of educational technology inAug. 7 Wed AM

In this presentation the author will discuss how language course

R6 (604) Practice Report24

R7 (701) Research Presentation

Aug. 6 Tue PM

R6 (604) Practice Report25

Using Wordpress as a Tool for Reflection and Teacher Feedback
HALL, James Meriwether (Iwate University)
TOWNSEND, Simon (Intersat)
tice ePortfolios and then, through interviews, asks the teachers toflective practice has been criticized for relying on subjective ob-

identify recorded observations in the LS APP which influenced

servations. The presenter used Wordpress to develop a LS Appli-

the development of these principles. It will be argued that the LS

cation (LS APP) which would enable student-teachers to receive

8 / 7 / 2019 10:35-11:05

Language Learning using a CALL system and a MALL system
CALLとMALLシステムを活用した言語学習
YOSHIHARA, Manabu (Tokyo Keizai University)

も ICT の発展は続くと思われる。CALL 及び MALL シス

私立大学で行われた CALL システムと MALL システムをテムをさらに有効に活用した英語学習を確立するために、

APP was effective in providing student teachers with feedback導入した授業の実践例と m ラーニングの教材を活用し今後さらに CALL 及び MALL システムを活用した実践を

feedback on their teaching and then reflect on their class. Feed-that they could immediately put to use in ensuing lessons. The

た授業の実践例を報告するものである。1 つ目の大学で積み重ね検討していく必要があると考える。

back on the LS APP consists of a combination of comments, vid-

findings are not as conclusive concerning the facilitation of criti-

は、CALL 教室で CaLabo EX と呼ばれる CALL システ

eo, or pictures and can be tagged with keywords. The rationale forcal reflection. Teacher development is a longer process than just

ムを利用し、4 技能を鍛える 90 分の授業を週に 1 回、developing this app was to encourage student-teachers of English

a few weeks and novice teachers’ most immediate needs are to

1 学期間行った。また、このクラスには、日々の課題と

as a foreign language to substantiate their insights on the teachingdevelop techniques which will produce quick results. It is hoped

and learning process with concrete data. It was also hoped that

して m ラーニングの教材 ABLish を使用した。2 つ目のthat participants of this presentation will receive ideas about using

student-teachers’ reflection would go beyond improving pedagog-

technology in English teacher education as well as encouraging

大学では、英語力及び人間力を育成するための特別プロ

ical techniques to articulating their own unique principles about

student-teacher reflection in general.

Aug. 7 Wed PM

本発表は、2017 年から 2018 年の間で、東京の 2 つのグラムの中で ABLish を使用し、英語力、特に会話力、Aug. 8 Thu AM

読解力、聴解力に焦点を当て学習活動を行った。2 学期間、学生は週 2 回昼休みに集まり、約 30 分間の活動をtype of instruction. This kind of reflection is called critical reflec-

行った。今回、この 2 つのクラスで使用した教授法及

tion. So far, the application has been used for teaching practicums
in both Japan and Thailand. In this paper, the presenter looks at

び指導法、実際の授業から見えてきた CALL と MALL の

the principles pre-service teachers elucidated in their post-prac-

持つ長所と短所、そして可能性と課題を紹介する。今後

8 / 7 / 2019 10:00-10:30

R9 (703) Practice Report

8 / 7 / 2019 10:00-10:30

Web Enhanced Language Learning in EFL:
Web 2.0 technologies for Weblogs, Text to Speech and eBooks and audiobooks

KONDO, Yukie (Ritsumeikan University)

YASUDA, Masami (ex Kwansei Gakuin University)

vealed that they considered the mode of communication as more

This paper reports on over a decade long action research of mine,levels, and revision rates, in the hope of discussing pedagogicalfor prospective students, but as these students are not yet formal-

like “speaking” than “writing.” The platform was functional andin adopting various technologies for Web Enhanced Language

recommendations for a blog-based English writing environment.

ly enrolled, motivation is a consistent challenge. Students areuser-friendly for both students and faculty; students could post

Learning for EFL on the university level in Japan. Since an early

As the ICT trends turned to Bring Your Own Device (BYD) set-

expected to self-motivate for several months of study after theyeasily from their smartphones and did not have to worry about

stage of CALL that started with the mainframes, PCs and Mac-ting and, with the emergence of tablets, iPads and smartphones,

have been accepted to the university. In AY 2018, we employedmaking mistakes thanks to the closed environment, and faculty

intosh, I have been interested in applying text to speech (TTS)

I have succeeded in adopting e-Books, audiobooks and videos

an app called Slack as the learning management system (LMS).

could easily intervene to control the mode of communication.

technology for text-based interactive drills, such as ELIZA.

for peer to peer communicative drills. This e-Book and video

Slack is a chat-based business communication app, self-de-

The use of emojis is one example. At first, students wrote text

When internet days came, utilizing Web 2.0 technologies andproject involves both texts aloud reading with human narration

scribed as “a collaboration hub for work,” on which users canonly, but after a teacher and a few students started using emo-

TTS, I have succeeded in the so-called Web BlogCast project foror TTS technology. I will discuss the rationale for the projects

exchange messages, share files, and create channels for collabo-

jis, almost all the students followed suit. This accelerated theteaching writing. This report focuses on how weblogs projects

and syllabus designs, and the findings of students’ perceptions ofration. Students were instructed to post their assignments on theinteractions and created the atmosphere of a real-time discus-

were managed in and outside the classes, to discuss how muchthe online assignments. I shall share a few successful ways thatapp, making their work visible to everyone in an effort to boost

sion. The primary drawback of our approach was that students

error feedbacks were given both in face to face interviews andwould help ease anxieties in course delivery and assessment byinteraction and motivation. Specifically, students were required

tended to use expressions they already knew, so we recommend

on online comments as e-Feedback. Students from three regularteachers, so that we can encourage autonomous learning on theto keep a journal on a topic of choice. After two months, 92%

a combination of other types of assignments to promote more

and one advanced EFL classes participated in Weblog projects topart of learners, and possibly implement the authorship learningof the students who continued posting assignments provided

advanced learning.

help to improve writing and presentation skills. Analyses to bemode even in language teaching.

reported include overall quality of students’ writing, electronic

found that posting assignments was “fun” and a good way tofeedback, class feedbacks, class evaluation and students’ revi-interact with future schoolmates. The student feedback also re-sion works, with respect to linguistic characteristics, accuracy

PosterJapanese universities commonly conduct pre-entrance education

Aug. 9 Fri PM

Practice report on Slack as a social communication platform
to boost student interaction and motivation in pre-entrance English education

positive feedback about their learning experience; the majority

Aug. 9 Fri AM

R8 (702) Practice Report

FLEAT 7 Conference Program

Aug. 7 Wed AM

The process of generating insights on teaching and learning in re-

the teaching and learning process as well as a rationale for their26

R8 (702) Practice Report

8 / 7 / 2019 11:10-11:40

Aug. 6 Tue PM

R7 (701) Research Presentation

27

Room505 Public Symposium

8 / 7 / 2019 10:35-11:05

Implementing a program-wide online writing fluency component
in a mandatory ESP course
HASHIMOTO, Shinichi (University of Electro-Communications, Tokyo)

Aiming at improving students’ English ability
throughout the liberal arts education period (II)
共通教育期間を通じた英語力の維持・向上に向けて（その２）―長期休暇中の英語学習の実態とeラーニング活用の可能性―

ing fluency component that has been adopted program-wide inAug. 7 Wed AM

This presentation introduces the features of a timed online writ-

8 / 7 / 2019 10:00-11:40

Aug. 6 Tue PM

R9 (703) Practice Report

AOKI, Nobuyuki (Hiroshima City University)a mandatory ESP course for third-year students at a national

しながら、長期休暇中の英語学習の実態、長期休暇期間

five-minute writing fluency activity is given within the frame-に異なる大学において、同一の英語 e ラーニングシステ

における英語力低下の実態、長期休暇期間に e ラーニン

work of the ESP curriculum along with a list of writing topics.

ムと LMS を用い、授業期間における英語 e ラーニング

グによる英語学習を活用する可能性、その際の実施方法

This is followed by a demonstration of the online interface forの効果的な活用について研究を進めてきた。しかし、長や考えられる課題について議論する。今回は特に、長期

the university LMS (UEC WebClass) which students use to in-

期休暇期間も含めて、共通教育の終わる２年終了時に休暇中の英語学習について、学生の自律的な学習に任せ

put their writing and some of the ways it can be customized. The

しっかりとした英語力を身につけさせることができているのがよいのか、それとも大学が学習機会を提供すべきるかという点については、検討すべき点がまだ多くある。

なのか、また、学生は大学による学習機会の提供を望ん

英語に限らず、外国語の力は学習し続けないと衰えるこでいるのか、といった点を含め、これまでほとんど議論とは誰もが実感として知っている。しかし、長期休暇期

されてこなかった長期休暇期間も含めた、共通教育期間間も通じて、学生の英語力維持や向上について、大学が全体を通じた英語力の維持・向上と、そのための英語 e

主体的に取り組んでいる例を寡聞にして知らない。本シラーニングのあり方について議論を深めたい。

presentation ends with a discussion about the type of data thatcan be mined from the system and how that data can then be
used to inform the teaching of the instructors. Some anecdotal
evidence of the benefits of this type of fluency writing activities
suggests that students improve not only their writing speed, butalso the speed of their ability to think in English.

Aug. 8 Thu AM

発表者らはこれまで、学習環境、専攻、英語力などが様々

Aug. 7 Wed PM

university of science and engineering. First, a description of the

ンポジウムでは、夏季休暇中の英語学習に関して、昨年に引き続き７大学で実施したアンケート調査の結果を示

Aug. 9 Fri AM

R9 (703) Research Presentation

8 / 7 / 2019 11:10-11:40

Rethinking Foreign Language Writing Processes for Novice Writers
TSUJI, Kayo (Graduate Student, Kyoto University)

cess-focused foreign language (FL) writing education as it al-

the treatment group were promoted to efficiently use their L1lows students to activate their ability to think analytically. How-

to formulate their ideas, while the contrast group was encour-

ever, the debate regarding its effectiveness is still ongoing. To

aged to only use the FL. The treatment group outperformed thedetermine its efficacy for novice writers with an intermediate

contrast group in terms of the logical development of ideas. Theor lower level of English ability, the researcher examined how

data from the study revealed that L1 use during activities in the

ESL/EFL learners use their L1 during second-language (L2)/process can allow students to clearly visualize their cognitive

FL writings, and what benefits they receive through L1 use. The

processes, and establish a clear argument with logical flow. The

presenter will first summarize the findings of previous studies

presentation will conclude by introducing suggestions for howthat investigated learners’ L2/FL writing processes. The results

a formulating activity in first language can be implemented insuggest that the use of the L1 is indicated in the writing process

the classroom, as well as providing a newly-developed writing

between the Planning and Translating phases found in Hayes andmodel for novice writers.

Posterlongitudinally in a Japanese pedagogical context. Students inAug. 9 Fri PM

The use of first language (L1) plays an important role in a pro-Flower’s 1980 model. L1 activities utilized in the writing process can enable learners to visualize the detailed flow of L2/FL
written texts. Second, the presenter will outline the investigative
process whereby FL texts were examined to explore how L1 use
contributes to the development of the content area. Two groupsof participating students were compared cross-sectionally and
28

FLEAT 7 Conference Program29

8 / 7 / 2019 15:40-16:10

Built for Change:
Designing Sustainable Physical Language Learning Spaces in the Digital Age

Room501 IALLT Selections

8 / 7 / 2019 16:50-17:20

Aug. 6 Tue PM

Room501 IALLT Selections

Sharing Language Courses Across Institutions:
Affordances of Distance Environments

KRONENBERG, Felix (Michigan State University)

ANGELIKA, Kraemer (Cornell University)

dict. We can assume that it will occur at an ever faster pace.

U.S. (Modern Language Association, 2018), flexible models

tion means using Skype or Facetime, and that the virtual space

How can we design physical language learning spaces in a flex-of teaching and learning are becoming increasingly important.

construed by these applications is determined rather than contin-

ible and sustainable way without knowing the specific nature of

The Shared Course Initiative (SCI) is a distance collaboration

gent. In reality, there is a range of strategies for connecting via

technological and pedagogical innovations? Various design ap-

between Columbia University, Cornell University, and Yale Uni-

distance, each with different affordances and drawbacks. These

proaches and best practices from the United States and Europe

versity that launched in 2012 with support from the Andrew W.

choices, when guided by stated pedagogical outcomes and sup-will be presented as possible solutions. The presentation will be

Mellon Foundation. It connects less commonly taught language

plemented with sufficient training, can be adapted and config-

illustrated through numerous examples of recent language learn-classrooms via high-definition videoconferencing. As language

ured in ways that are significantly more productive and versatileing space designs.

classes adapt to 21st-century challenges, it is important to con-than the “default setting.” Especially important in this iterativesider how these new technologies may enrich or enhance theprocess is the concept of presence, the subjective condition of

student experience both inside and outside of the classroom andunderstanding the emotions, intentions, and expectations of thethe pedagogical implications this distance learning space car-remote interlocutor(s). The presentation will conclude with shar-ries. This presentation will first give an overview of the SCI and

ing lessons learned and highlighting strengths and challenges of

its synchronous video courses. One key concept in successful

the Shared Course Initiative.

Aug. 8 Thu AMprior training or reflection is necessary, that distance collabora-

Aug. 7 Wed PM

With the recent decline in language enrollments across theAug. 7 Wed AM

If the past is any guide, technological innovation is hard to pre-collaboration across institutions and distance is the shared virtual space. Personal experiences with consumer-oriented videoconferencing applications will often lead to the belief that no8 / 7 / 2019 16:15-16:45

Reimagining the Language Center: Radical Change and Foundational Impact
ANDREW, Ross (Harvard University)

R1 (502) Research Presentation

8 / 7 / 2019 16:15-16:45

The impact of contextualization on reading comprehension depth:
Analyses of basic and low-intermediate learners’ language and perspectives
COLLINS, Peter J. (Tokai University)

online courses at ASU, outline the move toward a compressed
Tertiary English language programs in Japan are expected to nur-

strate how the students’ comprehension evolved. The course wascentrality of the language center to the development and delivery

ture English for Academic Purposes (EAP) by helping students

designed to overcome the above challenges as well as situate targetof language and culture instruction at all levels, in all contexts.

draw on their own linguistic knowledge and skills for their aca-

language. EAP reading process was traced by applying the reading

I will offer an overview of the strategies and practices that LSS

demic and professional careers. How this is to be achieved, how-models (ex. Kintsch, 1988) and activities set based on Bloom’s

uses to support online faculty and students, including the em-

ever, is dependent on a range of practical considerations. The cur-revised taxonomy. Student pre- and post-survey responses wereployment of orientation modules for online language learners,

rent study focuses on first- and second-year students in required

analyzed to ascertain student perspectives on English language

the involvement of graduate students in a CALL certificate pro-English reading-writing courses, featuring scaffolding in the form

learning, and their writing outcomes examined to detect how theirgram as researchers focused on online language learning. I will

of EAP activities. The students’ primary challenge was their fun-productive understanding of the reading texts had developed.

also describe the shift from a competitive instructional design

damental lack of linguistic knowledge and vocabulary, in order

These outcomes reveal that students’ background knowledge andlandscape at ASU to a cooperative one, and situate SILC’s andto communicate about social or scientific issues. Student survey

the basic reading skills built during the course supported them in

LSS’s position within this space. In conclusion, I will suggest

responses revealed that their language learning experiences at hightheir efforts to effectively contextualize text content, transformthat rather than decentralizing the place of the language center,school had been limited to textbook reading passage comprehen-

their own meanings and intentions, and converge their own writ-online instruction offers opportunities to recast themselves andsion. Unless the students deepened their understanding throughing with language from the texts. Students’ language form defi-

to extend their influence across intra-institutional boundaries in

productive activities such as discussion, presentation, and reportciencies did tend to undermine their efforts to express complex

support of the university’s globalization efforts.

writing, they wouldn’t reach the “reflecting and assessing” level ofmeanings, but their writing demonstrates how the contextualizing

the PISA reading literacy criteria. This presentation will demon-

process grounds the language that learners are exposed to.

Postercourse schedule and its challenges, and discuss the increasing

FLEAT 7 Conference Program

Aug. 9 Fri PM

SUZUKI, Hiroko (Tokai University)

In this presentation, I will contextualize the shift in focus to30

Aug. 9 Fri AM

Room501 IALLT Selections31

8 / 7 / 2019 16:50-17:20

Improving Students’ Inferential Skills:
Using Literal Questions and Inferential Questions

R2 (503) Practice Report

A hope list of re-evaluating parameters and actual problems to solvein EMI-based “media production studies” class

IMAI, Mari (Tokyo University of Foreign Studies)

HOZAKI, Norio (Waseda University)
FUJISHIRO, Haruka (Waseda University)ra, Akamatsu, & Ono, 2014; Tanaka, 2009). However, there isof questions on inferential skills in reading comprehension.

no research that compared the effects of literal and inferential

The current social climate in Japan demands of school educa-

questions. So, it is difficult to see whether combining literal andtion to bring up ‘global human resources’ (MEXT, 2011), whoinferential question is more effective than just using inferential

This practical report, by introducing an EMI class, intends to

ed in class and discussed with peers, including the teacher andcan communicate with those who have different cultural back-questions. In this study, the experiment was conducted in Sep-

clarify what is to be re-evaluated elaborately in the class, “Me-teaching assistants toward the presentation of the revised work

grounds and values in English. In such communication, whattember 2018, and 24 Japanese university students participated.

dia Production Studies” offered at Waseda University. What isin the following week. UNIT 3 for five weeks is the term of Fi-

plays an important role is the act to take cultural differences andThey were divided into three groups and each group assigned

learned and acquired in this MPS class with the content of vid-

nal Video Project with a revisional work included. The compiled

their intentions into consideration, namely inference (Sperberdifferent types of reading comprehension tests: a test consist of

eo production is introduced with obtained data, normative anddata show students basically enjoyed video production and, at& Wilson, 1995). However, making inference is not easy, es-literal questions (Group A), inferential questions (Group B), andsummative. This one-semester long class of MPS is made up of

the same time, had inevitable conflict of how to represent thepecially in literal communication, because it takes longer to get

literal and inferential questions (Group C). Paired t test revealed

three UNITs. UNIT 1 introduces film theories and visual theo-conceptual idea negotiated among group members with different

feedback from readers than oral communication (Yakubinsky,

that the score of inferential questions of Group C was higher

ries for 5 weeks. The students are given a quiz at the beginningideas and schemes on the same key concept for representation.

1923/2016). Therefore, there is necessity to develop the abili-than that of Group B (t = -1.89, df = 14, p = .08, d = -.94). Thus, itof each class session based on the reading assignment to check

More statistical data and students’ comments will be introduced

ty to infer, namely inferential skills.Previous studies conducted

is concluded that assigning both literal and inferential questions

students’ comprehension. In UNIT 2, five groups of 4-5 students

at the site of presentation. Along with stats and free writings bysome experiments to develop inferential skills by using literalis important to develop students’ inferential skills in readingeach are formed and worked on fundamental video production

the students, a probable new EMI class, mainly focusing on en-questions (questions whose answers are written explicitly in acomprehension.

SEKINE, Hannah (Waseda University)
SAITO, Takae (Kokusai Iryo Fukushi University)

visual media, will be proposed in this report.

not written explicitly in a text) (e.g., Kondo, 2011; Matsumu-of the concept of the given title. The video products are present-

8 / 7 / 2019 16:50-17:20

A Comparative Study of Science and Engineering Lecturing Styles in Americanand Japanese Universities: Aiming for Globalized Teaching Practices

Aug. 9 Fri PM

SUGIMOTO, Sayaka (Waseda University)

TOJO, Kazuko (Osaka Jogakuin University)
NOGUCHI, Judy (Kobe Gakuin University)presentation reports on the results of student evaluation. Hereber of universities offering English Medium Instruction (EMI)the presenter discusses what areas require further improvement

Globalization has penetrated every corner of our society and ac-

Questions. We extracted salient linguistic features for each peda-

classes in non-English speaking countries including Japan. De-

and how the use of Kahoot could be adjusted to the needs thatcelerated the internationalization of higher education in Japan.

gogical function to compare the teaching styles of the English andspite its popularity and wide-spread implementation, little isare unique to various educational settings. The presentation will

Universities are facing many challenges to cope including the use

Japanese lectures. Our linguistic analyses revealed how personal

known about the effective methods of delivery of course content.

end with a conclusion that Kahoot turned out to be a popular andof English as a medium of instruction. The need is especially highpronouns, hedging and rhetorical questions were used. The results

For instance, what technologies would assist the effective im-

effective tool for enhancing student engagement, motivation,in science and engineering, which poses difficulties for instructors

indicate that the American lectures try to elicit student thinking

plementation of EMI is unknown. This presentation reports onand concentration. It has strong potential to assist the effective

whose native language is not English. To aid them, we built On-with more interaction during class. The Japanese lectures, on thethe process and results of implementing Kahoot in EMI classes

implementation of EMI in various subject areas. Future research

CAL (Online Corpus of Academic Lectures: http://www.oncal.sci.

other hand, suggest the presence of a top-down authority with aoffered at the Faculty of Human Sciences, Waseda University,

would benefit from quantitative analysis of benefits that were

waseda.ac.jp/), a bilingual comparable corpus of university lec-

one-sided furnishing of information. We hope that raising aware-

between 2017-2019. First, the presentation briefly summariz-

observed in the present study.

tures of science and engineering in English and Japanese to help

ness of such differences can promote the implementation of morees the challenges that students and instructors commonly face

instructors understand the construction of university lectures toglobalized teaching practices.

in EMI classes based on EMI literature and my own teaching

better reach a generation of students with diverse learning styles.

experiences. Next, this presentation explains why Kahoot wasThis paper compares the teaching styles of lectures delivered atselected and implemented into her EMI classes. Then, the detailuniversities in the United States and Japan. We categorized tenof the EMI classes and the process of implementation are ex-

lecture constructs as “pedagogical functions”: Science Chronolo-

plained. Here the presenter explains how she managed a set ofgy, Cause and Effect, Conditions, Analogy, Thought Experiment,challenges that emerged during the implementation. Finally, thisFraming Content, Linking Ideas, Clarifying, Using Visuals, andPosterOver the last decade, there has been a rapid increase in the num-

FLEAT 7 Conference Program

Aug. 9 Fri AM

Integrating Kahoot into EMI Classroom toEnhance Student Motivation & Concentration

R2 (503) Research Presentation

Aug. 8 Thu AM

hancing presentation skills and manners with effective use ofduction” is the key concept to better and deeper understanding

Aug. 7 Wed PM

based on what was learned in UNIT 1. “Revision in video pro-text) and inferential questions (questions whose answers are

8 / 7 / 2019 15:40-16:10

Aug. 7 Wed AM

The purpose of this study was to examine the effects of the types

R2 (503) Practice Report

32

8 / 7 / 2019 16:15-16:45

Aug. 6 Tue PM

R1 (502) Research Presentation33

8 / 7 / 2019 15:40-16:10

Flipped teaching using ICT in a test preparation class
KITO, Kazuya (Josai University)

8 / 7 / 2019 16:50-17:20

Playing to talk: EFL College Learners’ Perceptions of Learning English
in the Gaming Contexts
LIN, Chi-Jen (National Taiwan University of Science and Technology/College of Liberal Arts and Social Sciences)

review and prepare for a test preparation class. The use of ICT in

conducting the class. Another problem raised often is how effi-

In the past decades, gameplay has been applied in various edu-

vironment, while 78 students who learned in the conventionalclassrooms and outside of classrooms have been studied exten-

cient is it compared to a class without ICT? The third point iscational subjects as a technique and a dynamic way to engage

environment without gamification. As a result, students’ learn-

sively in recent years. Research conducted by Kito and Kitamu-

will the students continue to use the service? The findings sug-learners in the learning process. Previous studies have showning performances and attitudes toward gameplay in the English

ra (2015), online conversation through Skype was investigated.

gests that students do not particularly use the service if they arethat building a sense of play around subject problems could

classrooms were investigated and discussed by analyzing their

Research findings using factor analysis suggests that the college

left to freely use the system. The solution was to combine a quizencourage learners to engage and infuse the learning processoral performances and reflections. The results showed that thestudents who actually used online conversation reported posi-of what they learned in class, a review video, and forecast video

with fun. English for academic purposes (EAP), such as English

integration of the contextual game could enhance students’

tive results although some were afraid of using technology. Inof what to expect in the next class. By combining the three sets

speaking, makes learners anxious or difficult for English learn-

speaking performances. In addition, the findings revealed thatthe follow-up research done by Kito (2016), students who usedof tasks, their scores on final exam improved. These tasks man-ers. These learners find the learning atmosphere sometimes likestudents who learned with the contextual game had more pos-the online conversation scored higher on the test. Kito reports

aged to keep students engaged in English inside and outside ofa disappointment to their confidence, or even reduce their inter-itive attitudes among the English classes. That is, gameplay isthat there was a significant difference in the scores for non-us-classroom.

ests or autonomy in speaking English. Therefore, in this study,

useful in the English learning process because the majority ofa contextual gaming environment was developed to situate stu-

students increased their autonomy, time involvement, and inter-

SD =1.93) conditions; t(19)=-6.59, p<.001. However, not every

dents in experiencing the digital game in the EFL classrooms

actions. Some college students who participated and learned inuniversity has the luxury of using online conversation service.

in the northern part of Taiwan. In order to investigate the col-the contextual gaming English lessons showed more confident in

Another problem is that students are intimidated by talking tolege learners’ perceptions of the proposed approach, an exper-

English language learning. However, some students who learned

a stranger on services such as Skype. Therefore, this study uses

iment was conducted with a total of 138 students assigned towithout digital game also encouraged by the English lessons andanother service called Cloud Campus. The merit of using thisan experimental group and a control group. There are a total ofthe variety of learning contents.

system is the ease of use for teachers and as well as students.

60 students who learned English in the contextual gaming en-

Digital Games to Enhance Communicative Skills in French: An Example
RAUBER, Laurent (Keio University)

R4 (602) Research Presentation

8 / 7 / 2019 15:40-16:10

Developing English Conversation Lessons basedon Google Assistant and Dialogflow

Aug. 9 Fri PM

CHEN, Hao-jan Howard (National Taiwan Normal University)

learning contents, as an additional tool. Lastly, we will illustratedren’s cognitive skills and socialization; “learning strategy” (aour theoretical remarks with an example of a simple digital game

Oral communicative skills are important for second language

created based on the Dialogflow tools. For example, a user cankind of game) or “fun” are key to students’ progress. Then, how

we created using PPT for this purpose.

learners. However, it is difficult for ESL/EFL learners to devel-

use “Talk to My Language Coach”, he/she can practice English

can we make an effective use of the funny and popular videog-

op good oral communicative skills since few native speakers andthrough natural conversational interactions by using a cellphoneames in language learning classes, especially for the progress influent NNS speakers are available. Although the needs for tech-or a smart speaker. Although these prototypes were useful, so far

communicative skills? We would like to introduce the way wenology support are strong, very few CALL tools are available.

few lessons were developed to allow ESL/EFL learners to learn

are using digital games as a French communication classes’ con-More recently, Google Assistant has attracted much attention.

English. In this study, we developed several English conversa-

stitutive part. First, we will explain our theoretical attitude rela-

It is an artificial intelligence-powered virtual assistant devel-tion lessons based on the Dialogflow platform. These interactive

tively to the expectations and the effective use of digital games

oped by Google that is primarily available on mobile and smart

lessons were also made available to students via Android cell-in French courses. The practice of videogames is said to develop

home devices. Unlike the company’s previous virtual assistant,phone, Android Tablet, and Google smart speaker. Three groups

cognitive skills, but “motor coordination” and “spatial vision”

the newer Google Assistant can engage in two-way conversa-of students were invited to test these programs. Many students

are of no use in French proficiency tests or interviews. “Hypoth-tions. Based on the powerful technology, some companies haveindicated they liked these lessons, and they also liked the idea

esis formation” seems already much more useful when learn-begun to develop interesting language lessons by using Google

of interacting in the simulated conversations. However, students

ing a language; “communicative cooperation” and “meaning

Assistant’s actions. Actions on Google is a platform allowing de-also pointed out that sometimes the options in some dialogues

negotiation” are essential. Digital games also offer a valuable

velopers to create software applications known as “actions” thatare too limited and they would expect more possible answers. In“experience”, on the personal and social levels to the user. But

can extend the functionality of the Google Assistant. One typefuture studies, formal experiments will be conducted to assess

games are not and cannot be a substitute for traditional classesof actions called conversation actions is particularly useful forlearners’ gains in oral skills.

or activities. Thus, they must be adapted and integrated in thelanguage learners. These interactive conversation actions can be

PosterGames and learning are strongly related: games develop chil-

FLEAT 7 Conference Program

Aug. 9 Fri AM

8 / 7 / 2019 16:15-16:45

Aug. 8 Thu AM

er (M = 2.5, SD =2.9) and online conversation user (M =9.8,

Aug. 7 Wed PM

Preparation of using ICT can be a burden for teachers who are

Aug. 7 Wed AM

This study investigates the use of the online learning as a tool to

R3 (601) Practice Report34

R3 (601) Research Presentation

Aug. 6 Tue PM

R3 (601) Research Presentation35

8 / 7 / 2019 16:15-16:45

Managing learning opportunity and motivation in interaction:
Teacher’s sequential practice in post-performance feedback in EFL classrooms
OKADA, Yusuke (Osaka University)
first pair-part action as information-giving makes relevant only

studies on oral feedback from teachers to students after speak-a ‘claim of understanding’ as a second pair-part action. More-ing tasks, such as presentations or discussions. Since speaking

over, since such one-way information-giving can be regarded astasks are widely employed in language classes, it is necessary

Developing an affective wordlist to investigate the effect of emotional context
on foreign language vocabulary acquisition
文脈の情動性と外国語語彙学習の研究のための情動性語彙リストの作成
KANAZAWA, Yu (Kwansei Gakuin University)

a complaint, students may begin to apologize for their mistakes

記憶成績が向上するという実証研究や理論は、認知心理の違いによってどのように学習方法や成果が異なりうる

to elucidate an effective way to provide a post-performanceand their face is threatened, causing demotivation. Conversely,

学のみではなく（豊田 , 2016）、第二言語習得においてかを例示するとともに、実験的検証と教育的応用のため

feedback that promotes learning and to understand what kindthe teacher’s first pair-part action demanding from students theも近年広く見られる（Schutze, 2017）。情動関与処理に不可欠である外国語情動性語彙リストの作成の方法とof feedback practice would motivate or demotivate students, as

correction of previous errors makes relevant a ‘demonstration of仮説（金澤 , 2018）の文言を借りると、“ 意味的情報の成果について説明する。具体的には、新学術語彙リスト

feedback often involves dispreferred social actions (e.g., criti-

understanding’ and thus provides interactional learning opportu-

みならず情動的情報に認知資源を割いて「考えた上で感（Browne et al., 2013）の項目を基に、電子質問紙やコー

cism or complaint) that may be regarded as face-threatening

nities. In addition, this first pair-part allows the teacher to use theacts. Aiming to suggest a pedagogically valuable post-perfor-

third position to motivate students by giving positive feedback toじる」ことを促進するような情動関与処理の方が、ただパスの手段で、文脈や単語の情動性や頻度・親密度のデー

mance feedback practice, this study closely examines the actual

demonstrations and/or minimize the negative impact of correc-

単語について「考える」ことを内容とした意味処理に比タが収集された。項目毎に集計された記述統計とともに、

instances of language teachers’ post-performance feedback ac-

tions by reassessing the errors’ seriousness. What differentiates

べて、より記憶に残りやすく学習効果が上がる ” ことが語彙属性間の相関関係についての探索的分析結果が説明

tivities from a conversation analytic perspective. The microanal-

the teacher’s first pair-part design is also discussed.

既に示されている。しかし、先行研究の問題点として、される。

Aug. 8 Thu AM

発表では、同じ語彙項目の学習であっても文脈の情動性

脱文脈的に提示された単語の学習という実験パラダイムを採ったものが殆どで、文脈の効果が十分に検討され11 EFL classrooms at Japanese universities indicates that theteacher’s first pair-part action design in the feedback activityていないことが挙げられる。文脈の情動性と外国語語彙

is paramount to manage students’ learning and motivation. The

学習についての一連のプロジェクト研究の一環である本

8 / 7 / 2019 16:50-17:20

Flipgrid and Its Effects on L2 Complexity

R5 (603) Research Presentation

8 / 7 / 2019 16:15-16:45

Incidental vocabulary acquisition through computer-assisted extensive listening

MOSKOWITZ, Nicole (Kyoto Sangyo University)

SUZUKI, Satoko (Ibaraki University)
Computer-assisted extensive listening (EL), in which students

word-frequency levels of Listening Vocabulary Levels Test be-versity, vocabulary types and tokens) and syntactic complexi-

listen to large amount of materials from internet websites ap-

fore and after the 5 classes of the experiment. To investigate theuse on a website or smartphone app. It’s popular with teachers asty (number of words per analysis of AS-unit (Foster, Tonkyn,

propriate for their listening proficiency and interests, potentiallyacquisition of aural knowledge of words at the 2,000 word level,

they can decide the topic and length of video (up to 5 minutes),& Wigglesworth, 2000)). Lexical diversity is important due toleads to the incidental acquisition of aural vocabulary. This kinda two-way repeated-measures ANCOVA was run. The results

easily upload class information, and is free of charge. It puts

the fact that if learners have a broad range of words they use inof autonomous learning can be successful provided that stu-

showed a significant time effect, F(1, 34) = 7.15, p < .02, andthe practice of speaking, listening, and using technology into

a text, it shows a higher diversity (McCarthy & Jarvis, 2010)

dents have acquired aspects of the English sound system sucha significant time x LAMP interaction effect, F(1, 34) = 5.32,

student hands-which facilitates learner development in terms

and is an indication that learners have a strong command of theas rhythm, stress, and intonation. For this reason, motivationp < .03, however, no significant time x group interaction wasof self-efficacy, autonomy, and motivation (Dörnyei, 2001).

second language (L2). The type-token ratio (TTR) is another in-

toward acquiring pronunciation can affect vocabulary learning.

found. No significant differences were found for the acquisi-

Also, a community of practice is created, and S.M.A.R.T. goals

dicator of command of vocabulary in the L2 as the higher theThis study explored whether computer-assisted EL affects thetion of words at the 3000 word-frequency level. These results(Dörnyei, 2001) are set and achieved. Students like Flipgrid be-variation of the TTR, indicates a larger vocabulary. In this pre-acquisition of aural vocabulary after controlling for motivation

revealed that EL helped the learners improve their aural vocab-

cause they can practice and post videos after multiple attempts,

sentation, we will discuss and demonstrate how to use Flipgrid,to acquire pronunciation, and if so, whether there are differenc-

ulary knowledge at the 2000 word-frequency level after con-use filters and stamps, and listen to and communicate with their

the findings and limitations of this short case study, and ideas fores between EL only at home and EL both at home and in thetrolling for the students’ pronunciation motivation. Thus, EL

classmates. However, does Flipgrid affect second language lexi-

future research.

classroom. A total of 41 Japanese university students who en-contributes to students’ acquisition of aural vocabulary whencal and syntactic complexity? What changes can be seen after 14

gaged in EL at home participated in this study; 18 students inthey are interested in improving pronunciation.

weeks? To investigate these questions, second-year university

an experimental group received EL-based speaking tasks and 23

EFL communication classes (N=20) made 5 to 6 Flipgrids overstudents in a control group received picture description tasks inone semester, related to classwork. Their first and last Flipgrids

the classroom. Students took Learner Attitudes and Motivations

were analyzed in terms of lexical complexity (vocabulary di-for Pronunciation Inventory (LAMP) as well as 2000 and 3000

PosterFlipgrid is a private social learning platform that students canAug. 9 Fri PM

DUBIN, Brian (Kyoto Sangyo University)

Aug. 9 Fri AM

R4 (602) Research Presentation

FLEAT 7 Conference Program

Aug. 7 Wed PM

意味精緻化において情動的情報を参照することによってysis of 133 post-performance feedback audio/video-recorded at

36

8 / 7 / 2019 15:40-16:10

Aug. 7 Wed AM

Although feedback is essential in language classes, there are few

R5 (603) Research Presentation

Aug. 6 Tue PM

R4 (602) Research Presentation37

8 / 7 / 2019 16:50-17:20

Reconsidering the challenges of two-stage Computer-based
English Lexical Processing Test
MIKI, Kohei (Otemon Gakuin University)
HASE, Naoya (Kwansei Gakuin University)
SHIKI, Osato (Kwansei Gakuin University)

HIROSE, Koji (Tokyo University of Agriculture)
International posture (IP) is an important theoretical constructproportion of students identified in the three components of IP.

emerging from the Japanese context. IP is hypothesized to influ-

Multiple regression told us that interest in foreign affairs was theence motivation which leads to greater confidence and a raised

best predictor of motivational intensity (continuous dependent

Willingness to Communicate. In the present study, IP was com-variable).

munication) Test attempts to assess lexical and sentential processing per-ate Japanese EFL students took CELP-Com Test and the responses were

vocation or activities, and interest in foreign affairs. We attempt-

formance in real-life communication in EFL. Test takers are first required

analyzed in the above three aspects. Major results were as follows: 1)

ed to explore the level of favor for IP of Japanese university

to judge whether a given word fits in a sentence (this task is hereafterJudgment speed was significantly faster in Com/R than in Com/A, as wellstudents. The study also aims to investigate how their level of fa-

called Com/A) and subsequently to judge the correct meaning of thatas in Yes response than in No response. 2) Com/A had a priming effect invor for IP influences motivational intensity. The study involved

word thru semantic relatedness judgment (this task is hereafter called

such a manner that Yes response in Com/A accelerated Com/R judgment

university students enrolled in a general English class at a uni-

Com/R). Kadota, Hase, Miki, and Shiki (2017, 2018) reported the empir-

while No response in Com/A delayed it. 3) Response types in Com/A ren-versity. A questionnaire consists of Likert scales and open-ended

ical results comparing the three CELP Tests (CELP-Sem and CELP-Lex

dered more effect on the overall test performance than response congru-

questions including questions about motivational intensity andtests, both constructed before CELP-Com) and concluded CELP-Com

ency between Com/A and Com/R. In summary, the initial task of Com/A

IP. Quantitative questionnaire data were analyzed by chi-square

provides a more valid measurement of workable vocabulary in real-life

proved to have a profound impact on the subsequent task of Com/R. This

test for goodness-of-fit. Qualitative questionnaire data were sup-communication. This presentation reports the results of further analyses

study has shed light to the challenges of dual-tasked lexical processing

plementarily used for discussion. Multiple regression analyses

regarding the validity of CELP-Com Test in the following aspects: 1) In-

test. More specifically, it suggests that we need to conceptualize the prim-

were run to obtain information about which item of IP is theteraction between task types (Com/A, Com/R) and response types (Yes,ing effect of preceding processing on the subsequent processing in thebest predictor of motivational intensity. A chi-square goodness-

No) 2) Effects of Com/A on Com/R 3) Effects of response congruency ofconstruction of two-stage lexical processing tests like CELP-Com.

of-fit test indicated that there were significant differences in the

8 / 7 / 2019 16:50-17:20

The nature of ‘fun’ in language learning classes: from the learners’ viewpoint
HOSAKA, Hanako (Tokai University)
Language classrooms can be fun for both learners and teach-and ‘useful’ aspects. ‘Fun learning’ seems to be possible, andeach student’s level on FLE (10 items) at Time 1; 3) each stu-

ers. However, the fun aspects may not mean the same for thethe nature of ‘fun learning’ for students is more quality-based in

proficiency level of students, Saito, Dewaele, Abe and In’nami

dent’s level on FLE (10 items) at Time 2; 4) each student’s level

learners as those for the teachers. While teachers intend to makenurturing themselves in a long run, than funny moments in class,(2018) report that foreign language enjoyment (FLE) could be

on FLCA (8 items) at Time 1; 5) each student’s level on FLCA

their classes fun with ‘good’ contents and ‘interesting’ approach-which can be forgotten immediately after class. Through study-

predicted by the amount of practice and L2 development within(8 items) at Time 2; and 6) each student’s original English pro-es from their side, the reactions of their students are often var-

ing about what fun classes can affect and influence students,

3 months. This study adopts a longitudinal perspective to inves-ficiency level (TOEIC score as a placement test before class).

ied ? some find them motivating and fun, and the others findlanguage teachers will be able to contribute on helping theirtigate the relationships between students’ English proficiency

The result showed that the multiple linear regression equation

them dry and uninteresting. This study focuses on the essence

learning, and on helping themselves improve their classes trans-

improvement, a teacher’s language choice, and students’ FLE/of the students’ English proficiency improvement is -2.627 +of ‘fun’ in language learning classes from students’ viewpoint.

formed into full of ‘fun learning’ for both students and teachers.

foreign language classroom anxiety (FLCA). A total of 90 EFL

0.086 × the score of foreign language enjoyment (FLE) at Time

Two different kinds of groups of English-major undergraduates

students at a Japanese university filled in the same FLE/FLCA

1 (measured as a five-point Likert scale). It could be predict-answered in-class questionnaires on how they find a language

questionnaire twice: at the start (Time 1) and at the end (Time 2)

ed that students who enjoyed the earlier lessons increased theirlearning class fun or not fun. The first group belonged to an ap-of one semester. Thirty-one students (EE group) had English-on-

English proficiency. Considering all these analyses, implications

plied linguistics seminar, total of 23 students who were keen in

ly instruction while the remaining 59 students (EJ group) had

are proposed for teachers to make better classes.

learning about the field and in reconsidering this research topic.

classes with some legitimate Japanese support by the same

The second group was total of 32 students pursuing to obtainteacher. Multiple linear regression analysis (stepwise) was cal-English teaching licenses in Japan. Even though the two groups

culated to predict the change of each student’s score from mid-had differences in their learning backgrounds, most of the partic-

term to final exam (a dependent variable) based on the following

ipants’ ideas were similar. The students’ viewpoint indicated thatsix independent variables: 1) the teacher’s language choice; 2)

the fun in language learning classes related with ‘interesting’

FLEAT 7 Conference Program

PosterRegarding research that focuses on the progress of the English

Aug. 9 Fri PM

INADA, Takako (Japan University of Health Sciences)

R6 (604) Research Presentation

Aug. 9 Fri AM

8 / 7 / 2019 15:40-16:10

Aug. 8 Thu AM

prised of intergroup approach tendency, interest in international

Aug. 7 Wed PM

the tasks on the overall test performance Sixty-three lower-intermedi-

How do students’ emotions and a teacher’s language choice affect theirEnglish proficiency improvement?

38

University Students’ International Posture and Motivational Intensity

The CELP-Com (Computer-based English Lexical Processing for Com-R6 (604) Research Presentation

8 / 7 / 2019 16:15-16:45

Aug. 7 Wed AM

KADOTA, Shuhei (Kwansei Gakuin University)

R6 (604) Research Presentation

Aug. 6 Tue PM

R5 (603) Research Presentation39

8 / 7 / 2019 16:15-16:45

Effective ICT Teaching Materials for Active Learning
アクティブラーニングを可能にするオリジナルICT教材作成方法の紹介とデモレッスン

R8 (702) Practice Report

Group eTandem using asynchronous videos: A case study with a focus on
foreign language anxiety among Japanese EFL learners
YAMAUCHI, Mari (Chiba University of Commerce)

SAKAKIBARA, Kenichi (SEIGAKUIN Junior High and High School)(a) asynchronous interaction, (b) interactions within each mixedout of their comfort zone, when they feel their proficiency is notgroup of 5-7 students, (c) video creation in local groups of 3-4,

good enough yet. However, having meaningful interactions us-(d) talking in both languages in each video (e) text-based interac-ing less proficient language can be quite intimidating and often

tions initiated by the posted video (f) use of a Facebook group asの生徒が英語力の上達を実感しているという結果が得ら

cause foreign language anxiety (Yahima 2004). This is partic-

the platform. Considerations behind choosing these features will

授業準備に十分な時間を割けない、あるいは英会話力にれた。授業動画は特色のある授業として勤務校の学校説

ularly the case with Japanese university students the presenter

be explained in the presentation. Based on the pre- and post- sur-

自信を持てない教師の悩みを解決することを目的に開発

明会で毎年上映されている。本発表では英語訳読式の授

has taught: they tend to feel too afraid or anxious to try and takeveys, the post-project assignments, and the student performanceされたものである。これにより会話と文法のレッスンを業から転換を図るためのヒントを提供し、教材を実際にadvantage of available opportunities to have conversations inobserved in their work (created videos and posted comments), it

両立させたままアクティブラーニング型の授業を行う

使用したデモレッスンも行う。

English, which they say would be the best way of practicing thecan be argued that those features mentioned above worked suc-language. This presentation reports on a class-to-class eTandem

cessfully to help reduce the participants’ foreign language anxi-

project between the U.S. and Japan using asynchronous bilin-

ety, and reduced anxiety led to more active engagement, whichgual videos, with a focus on the Japanese participants. It discuss-

had a positive impact on their L2 competence, language learning

es how this video-based telecolalborative project was designed

motivation, and cultural awareness.

よる都内私立学校視察の際には見学のための代表授業者

型授業の実践報告である。2020 年から英語四技能入試として選ばれ、2018 年度に本校で実施されたアンケーが本格的に開始するにも関わらず、未だに多くの教師がトでは授業満足度が全教員の中で最も高く、90% 以上

訳読式の授業から脱却できずにいる。発表者の教材は、し、それらは学校のオリジナル教材として採用された。
2014 年からは教科書と筆記用具はほぼ使用せず、授業の 95% 以上を電子黒板を用いた発話訓練だけで進めて

to help alleviate foreign language anxiety, whether it worked asいる。この新しい試みが生徒の学力を向上させ、定期考

intended, and what benefits the participants gained from being

査では発表者が担当している一般クラスが進学クラスのpushed out of their comfort zone to have authentic interactions

R8 (702) Research Presentation

8 / 7 / 2019 16:50-17:20

A Multimodal Design Approach for Teaching PowerPoint Presentations
NOBETA, Lisa (Ritsumeikan University)

Aug. 9 Fri AM

R7 (701) Research Presentation

8 / 7 / 2019 16:15-16:45

Effects of international exchange experiences on Japanese university students taking teacher
training courses: a comparison between two different video chat tools, SkypeTM and “appear.in”

Aug. 9 Fri PM

KONISHI, Masae (Tsuda University)

one mode may be salient in one instance while playing a moreof the presenter by incorporating images, writing and other vi-

supportive role in another. By making resources of meaning and

The purpose of this research is to analyze the effects of inter-

results show that more participants who used a browser-basedsual elements displayed on the screen. Students tasked with put-their affordances explicit (a shared metalanguage to talk about

national exchange experiences on Japanese university students

tool “appear.in” had not only greater positive attitudes towards

ting together a PowerPoint presentation are often left to theirmodes with teacher and peers) learners are provided with a tool-

taking teacher training courses, focusing on two different vid-

experiencing such international exchanges as English learners

own devices, utilizing the options found in software menus with

kit for making informed choices and developing effective strate-

eo chat tools, Skypeand “appear.in.” Recently, an increasing

but also higher willingness to include the activities into theirminimal consideration of their communicative effects. This isgies for designing their PowerPoint projects.

TM

number of researches show that experiencing international ex-

own future English teaching as pre-service teachers. Many par-indicative of what Jones and Hafner (2012) call the “technolo-changes using online video chats are effective for motivating

ticipants using SkypeTM confessed greater technical anxieties ingization of practice”, communication that becomes shaped by

students towards learning foreign languages. However, few highthe reflection session in the next class after the exchange expe-

technologies and routinized. This paper provides a practicalschool English teachers in Japan have carried out such interna-riences. On the other hand, those who used “appear.in” saw lessdemonstration of how a multimodal design approach to Pow-

tional exchanges. An important factor underlying the situation

technical obstacles, which led them to be more willing to arrange

erPoint can empower learners in their understanding of the way

is teachers’ anxieties in managing ICT devices as well as settinginternational exchange activities through online video chats forin which meaningful forms work in combination. Multimodality

up the exchange situations. This research analyzes how tech-themselves when they become high school English teachers.

is the recognition that speaking, writing, images, spatial layout,

nical simplicity influences the anxiety of pre-service teachers.

This is because using “appear.in” is simpler than SkypeTM with-color and other modes provide resources of meaning, each mode

The participants were 76 Japanese university students who wereout requiring any installation nor contact approval procedure incollaboratively contributing to the overall message. A multimod-taking teacher training courses to become high school English

advance of the online video chat communication. In conclusion,

al design approach draws attention to the affordances and kind ofteachers. They had a video chat with 49 partners who were en-easy-to-use tools are critical for pre-service teachers to be en-

meaningful “work” that each mode performs. It also introduces

rolled in Japanese language courses in Australia. Half of themcouraged for incorporating online video chat exchanges in theirstudents to the notion of “orchestration”, the understanding thatused SkypeTM

and the others used “appear.in.” The questionnaire

PosterPowerPoint presentations extend the spoken words and actions

FLEAT 7 Conference Program

Aug. 8 Thu AM

use it in meaningful interaction, often having to push themselves

作成したオリジナル教材を用いたアクティブラーニング

Aug. 7 Wed PMwith English native speakers. Key features of the project include

点数を上回る。2017 年度にアメリカ共和党下院議員にAug. 7 Wed AM

To be more proficient in a foreign language, learners need to

本発表は Apple のプレゼンテーションソフト Keynote でことが可能となる。発表者は 2012 年に教材開発を開始

40

8 / 7 / 2019 15:40-16:10

Aug. 6 Tue PM

R7 (701) Practice Reportfuture English teaching.
41

8 / 7 / 2019 16:50-17:20

The Effects of Skype-based video chat on Students’ Unwillingness to
Speak English in Scripted and Unscripted Lesson Groups

R9 (703) Research Presentation

A Study on the Influence of Japanese Topic-Prominent Constructions
on Japanese Beginner-Level Learners’ Sentence Production in English

KOBAYASHI, Sho (Ibaraki University)

HASHIO, Shimpei (Graduate Student, Doshisha University)
tiguity are likely to be the most difficult to express in English.

anxiety the advanced learners of English students have in speak-

speaking English. However, Skype-based video chat lessons

topics. In Japanese sentences, almost every NP can be a topic, re-Since these Japanese sentences do not seem to include the pred-ing English impromptu; 2) to explore if the use of Synchronous

alone had a statistically significant effect on reducing students’gardless of the semantic roles the NPs play. Topics are first placed

icators, many students fail to supplement the predicators in their

computer mediated communications platforms: SCMC such as

speaking anxiety. The perceived competence was high, and theat the beginning of sentences, and next marked by particles ‘wa;’

sentence production, which are considered to be the manifesta-

Skype-based video chat on second language learning will reduce

avoidance of speaking English was low from the very begin-

this operation is called topicalization. Topics in Japanese thus dotion of the influence of topic-prominent constructions. They also

students’ speaking anxiety; 3) will increase perceived compe-

ning. However, the impromptu group’s perceived competence

not always correspond to subjects in English, but Japanese be-

have difficulty translating sentences whose NPs at the beginningtence and 4) will reduce the avoidance of speaking English by

was slightly and insignificantly improved. Many researchersginner-level learners of English are likely to mistakenly regardof the sentences are not equal to the subjects in English even if

comparing the effects on two types of groups-a scripted lesson

identified speaking in the L2 as the most anxiety-provoking ac-

topics in Japanese as subjects in English and particles ‘wa’ as

not marked by ‘wa.’ It follows that beginner-level learners tendgroup and an unscripted lesson group. Data were collected using

tivity. However, the results suggest that implementing impromp-

be-verbs. This paper attempts to survey the sentences produced

to subconsciously regard NPs at the beginning of sentences as

a 14-item questionnaire, which was developed based on Isoda

tu Skype-based video chat lessons may have a positive effect onby students, who were provided with some tasks of translation,

the subjects in English. This paper insists that learners’ errors(2007, 2008) prior to and after the twenty Skype-based video

students’ speaking anxiety. The results have clearly illustrated

at the university where the author works. It analyzes which kindsof word order in English are deeply related to NPs placed at thechat lessons for half of the year. A total of 39 advanced Japa-

the lack of necessity for scripted lessons and the importance ofof Japanese sentences reflecting topic-prominent constructions

beginning of sentences, though the influence of ‘wa’ in Japanesenese high school students participated in the study. The results

having many opportunities to speak impromptu.

are the most difficult to translate into the corresponding English

has been emphasized by previous studies.

showed that 1) even the advanced learners of English had highsentences. It also examines how much effort it costs for learners

speaking anxiety in English speaking impromptu in both groups

to translate the sentences to which the operation of topicalizationand 2) there was no statistically significant difference between aapplies, compared with ones to which the operation does not ap-

scripted lesson groups’ and an unscripted lesson groups’ speak-ply. It furthermore reveals that copular sentences indicating con-

Is cooperative learning prevalent in TEFL?
MIYASAKO, Nobuyoshi (University of Teacher Education Fukuoka)

R9 (703) Research Presentation

8 / 7 / 2019 16:50-17:20

Validation of the Measurement Model of L2 Linguistic Complexity
by Including Finer-Grained IndicesAug. 9 Fri PM

KATO, Takeshi (Graduate Student, University of Tsukuba)

50 were examined concerning the nations, educational stages,

fields including ELT at every educational stage in Japan. Thislearning skills, treatment and effects. Results obtained were: (a)Complexity in L2 performance has multiple subordinate con-automated essay scoring engine. First, exploratory factor analy-

leaning should be based on cooperative learning (CL) princi-

the studies covered 18 countries; (b) the most researched stages

structs and it has been difficult to capture all of them simulta-

sis was performed on linguistic index values and extracted factor

ples (Johnson, et al., 2006; Sugie, 2016), which was partiallywere universities (26) and language institutions (9); (c) a variety

neously. Thus, its measurement practice has been criticized instructure behind them. Second, to confirm whether the structure

confirmed in the analysis of well-known AL practice in ELT inof skills such as writing (7) and reading (5) were examined as

terms of construct coverage. For syntactic complexity, althoughfits to the data, confirmatory factor analysis was conducted.

Japan (Miyasako, 2018). As a matter of fact, CL has a lot to dowell as overall English instruction (10); and (d) 26 out of the 50

this construct subsumes diversity and sophistication of syntactic

Finally, a structural equation model of complexity constructs

with ELT as represented in Kagan’s remark “Cooperative learn-studies showed positive effects of CL, 13 of which were statis-

structure, these norms have rarely been investigated. For lexicalto predict essay scores was tested to evaluate its applicability

ing and the ESL classroom - a natural marriage” (1995, p. 5). It

tically significant, in the improvement of the English skills andcomplexity, this construct has mainly focused on information of

to writing evaluation. The result of a series of factor analyses

shares teaching techniques using pair and group work with com-

proficiency. At the presentation, these results are interpreted andevery single word, but recent researches have devoted more at-showed that the extracted factor structures reasonably fitted tomunicative language teaching and task-based language teaching.

discussed to answer the aforementioned questions. Also, impli-

tention to that of multiword units. This study aims to construct a

the data: for syntactic complexity (CFI = .906 and RMSEA =However, CL has rarely been referred to in ELT in Japan. Is CL

cations are provided for the introduction of CL in ELT to Japan.

more appropriate measurement model of complexity by imple-

0.069) and for lexical complexity (CFI = .978 and RMSEA =in ELT common in other countries, particularly in EFL contexts

menting finer-grained and relatively novel linguistic indices for

0.051). Furthermore, the result of SEM, which was proposed assimilar to this country? Is it effective in improving English pro-

capturing subordinate constructs that could not be measured bya predictive model, accounted for 32.3 % of variance of essay

ficiency? If so, which skills? This presentation tries to answer

conventional indices. By utilizing five natural language process-scores (CFI = .917 and RMSEA = 0.077). Overall, the findingsthese questions. For this purpose, an ERIC search was conduct-

ing tools (e.g., Kyle, 2016; Kyle & Crossley, 2015), convention-

showed the effectiveness of the proposed approach, which com-ed, where the searching words and conditions were “cooperative

al and fine-grained indices of complexity were computed frombined conventional linguistic features with fine-grained indices.

learning, EFL”, “peer reviewed only”, “full text available on

503 argumentative essays written by Japanese learners of En-

ERIC”, and “since 2010”. Out of 112 studies available, the top

glish. Each essay has a score ranging from 1 to 6 assigned by an

PosterActive learning (AL) has recently been a buzzword in many

FLEAT 7 Conference Program

Aug. 9 Fri AM

8 / 7 / 2019 15:40-16:10

Aug. 8 Thu AM

Japanese sentences usually begin with noun phrases (NPs) called

Aug. 7 Wed PM

ing anxiety; 3) perceived competence and 4) the avoidance ofAug. 7 Wed AM

The purpose of this study is 1) to find out how much speaking

R9 (703) Research Presentation42

8 / 7 / 2019 16:15-16:45

Aug. 6 Tue PM

R8 (702) Research Presentation43

8 / 8 / 2019 9:30-10:00

Using Augmented Reality in the integration of Teaching, Learning and Assessment

R1 (502) Research Presentation

Development of app for vocabulary learning with AR technology

ATWA, Yasmine (Freelance ELT Consultant)

CHUJIA, Zhang (Graduate Student, Toyo University)
YUBUNE, Eiichi (Toyo University)

countless in terms of providing stress free and engaging assess-English as a Foreign Language (EFL) and ways for decreasing

ment environment for students. These benefits would outcast

In the first stage of foreign language learning, it is difficult forThis study uses the Mircrosoft Customvision training model,

students’ innate stress that is always associated with assessment,

any cost incurred initially in the development process.

Due to individual differences of vegetables, each kind needs tobecome clear. In learning English as a second Language, successto visible objects are not specific enough compared to real ob-

take 50 photos in different shapes and from different angles, andis achieved best by imitations of real life and providing authentic

jects. Thus it is relatively difficult to form an effective memory

1500 photographs in total. After the shooting is completed, thecontexts. However, as general education class sizes increase, sowhich may be imprinted deeply and last for long. Research so

photographs will be uploaded to Mircrosoft Customvision, thendo the cost, liability, and difficulty of creating opportunities forfar show that the use of VR technology can enhance users’ sense

be categorized and tags will be added manually on Web Ui. Afterauthentic language assessment. A solution for economically andof reality in the virtual world. The use of AR technology will

data training, the result shows that the accuracy rate is 96.5%,

conveniently bringing kinesthetic assessment experiences to aalso enhance the connection between virtual objects and the realsuggesting that the trained app is feasible enough to be used forbroader audience lies in the integration of technology throughworld, so that the two can be integrated. Virtual experience in the

vocabulary learning inside and outside the classroom. We aremobile games, apps, and Augmented Reality (AR) applications.

virtual environment can promote users to produce positive realplanning to conduct research verifying the effect of vocabulary

Using augmented reality in assessment entails the integration of

behavior. This study uses an object classification model, whichlearning aided by augmented reality using our developed smart-teaching, learning and assessment to provide a whole AR experi-

is based on Microsoft Customvision training and Augmented

phone application this year.

ence. The proposed model relies heavily on the fact that psycho-

Reality (AR) technology. It uses a mobile phone camera in orderlogical factors do impact students performance during language

to realize a real-time object recognition, which will translate theassessments. Because AR applications are of a particular interest

object name in reality and therefore mark the foreign language

to a wide range of learners, the advantages of using them arename of the object on the screen of the application software.

Design, Development and Evaluation of AR Learning System
to Acquire Compound Verbs

R2 (503) Research Presentation

8 / 8 / 2019 09:30-10:00

Using mobile technology to help students of English pronunciation improvetheir practice experience
NEALY, Marcellus Dwayne (Juntendo University)
were given a survey to evaluate their attitudes towards practicing

augmented reality (AR) technology effectively teaches difficult

sons is that it requires constant repetitive practice, which may

with SOMONA. Interviews were also conducted and analyzed.

guage (JFL) is increasing. In Japanese acquisition, compoundconcepts by representing virtual information in the real world.

be boring for many students. Another reason is that in the class-

The results were overwhelmingly positive. More study needs toverbs (verbs that are composed of two verbs, e.g. tobikomu/jump

Therefore, in this study, we developed 3D animations to express

room setting, some students might be held back by their feelingbe done to determine if the app alone is effective in facilitating

into) are often used in daily life and it is difficult to for JFL learn-

the meanings of single verbs and compound verbs via AR basedof self-consciousness when practicing in from of others. Ourquantifiable improvement in English pronunciation. However,ers to master them even if they reach an advanced level. The dif-on core theory and image scheme. The authors have designed agoal was to design a mobile app that would help reduce barriers

SOMONA does have significant potential as a supplementary

ficulties include unclarity of combination, opacity of meaning,system in which learners learn the meaning of the single verbs

to learning and improve learners’ experience when practicing

practice tool.

etc. Matsuda (2001) applied “Core theory” in order to explain

first, and then compound verbs through the combination of verb

English pronunciation. The other objective was to determine

complex and various meaning of Japanese compound verbs, andcards. In this way, the meanings of compound verbs and single

if the app would be feasible as supplementary study material.

suggested “image schema”, which is an image of knowledge

verbs can be distinguished, and the system also can determine

We named the app SOMONA, which is an acronym for “soundstructure abstracted from perceptual and motor activities in Jap-

whether the combination is correct or wrong.

more native”. The curriculum design of SOMONA is based on

anese education. Image schema helps JFL learners to understand

Judy Gilbert’s Prosody Pyramid framework. The creative design

the meaning of a compound verb through a single image. It is not

was developed intuitively with a focus on simplicity, animation,easy for JFL learners to understand, because image schema isbright colors and music as the key design features. SOMONA

simply composed of abstract figures and arrows (Tagawa & Yui-also uses voice recognition software to help learners assess theirzono, 2016). Therefore, image schema is undesirable to directly

progress. 20 people were randomly selected to use SOMONA

be applied on the JFL learners to learn compound verbs. The

and complete the English pronunciation course. Afterwards, they

PosterEnglish pronunciation can be difficult to master. One of the rea-

Recently, the number of learners of Japanese as a foreign lan-

FLEAT 7 Conference Program

Aug. 9 Fri PM

GENG, Xuewang (Graduate Student, Kyushu University)
YAMADA, Masanori (Kyushu University)

Aug. 9 Fri AM

8 / 8 / 2019 10:05-10:35

Aug. 8 Thu AM

and the training objects are 30 different varieties of vegetables.

words. The meaning of words in passages and images referring

Aug. 7 Wed PM

foreign language learners to remember and to understand new

the importance of experiential learning in engaging students has

Aug. 7 Wed AM

In searching for ways to improve learners’ success in learning

R1 (502) Research Presentation

44

8 / 8 / 2019 10:40-11:10

Aug. 6 Tue PM

R1 (502) Research Presentation45

8 / 8 / 2019 10:05-10:35

The difference in cognitive load between random presentationand fixed presentation with two types of speech
KAJIURA, Mayumi (Mie University)
KINOSHITA, Toru (Nagoya University)

R3 (601) Research Presentation

8 / 8 / 2019 10:05-10:35

Does Oral Reading Improve Listening Comprehension? :Focused on University Freshmen with Low English Ability
音読でリスニング力は向上するか？―英語力の低い大学1年生を対象に―た。6 回目の授業冒頭で事後テストを実施し、学習法（対subjective comprehension evaluation, and judgement reaction times

学では英語力の低い新入生も多い。英語力の向上には中応なし：A 群・B 群）×テスト（対応あり：事前・事後）

that using transcript reading (TR) as a pre-listening activity better aidedof 84 Japanese EFL learners were measured online using 50 fast-rate

核となるリスニング力の養成が必要であり、その学習法の 2 元配置分散分析を行った。その結果、交互作用がcomprehension of fast-rate speech (faster than 340 wpm) than when no

passages with counter-balanced conditions (TR vs. NTR, random vs.

としてシャドーイングや音読の効果が指摘されている。

有意であった。単純主効果の検定として、両群の事前・transcript reading (NTR) was used. However, this research did not suf-

fixed presentation). The results reveal that presentation types did affect

そこで本研究は、単にシャドーイングのみで学習した場

事後テストの成績を t 検定で比較（Bonferroni 法で調整）

ficiently investigate the possibility that limitations of working memory

speech recognition. The accuracy rate and the subjective comprehension

合（A 群）とシャドーイングに音読を加えた場合（B 群）

したところ、B 群ではリスニング力が向上し有意な差が(WM) may affect comprehension when TR is used. In addition to mem-evaluation under the TR condition, analyzed using the mixed-effects lo-

ory retrieval, tasks involved with high cognitive load may require more

gistic regression model, were significantly higher than under the NTRとで、大学 1 年生のリスニング力の向上に差が出るかあった。よって、英語力の低い大学 1 年生には、単にシャattention in executive processes in WM (Barrouillet, Bernardin, Portrat,

condition, whereas they were not different under the conditions between

を検証した。参加者は A 群 18 名に対し、B 群 15 名のドーイングのみを実施するよりも、シャドーイングに音Vergauwe, & Camos, 2007). Addressing these limitations, this study

random presentation and fixed presentation. Nonetheless, when ana-

合計 33 名である。両群は事前テストとして実施した英読を加えることで、リスニング力の向上が期待できるのinvestigates the influence of presentation types (random or fixed, withlyzed using the generalized linear mixed model, the reaction time of

検準 2 級リスニングテストの平均点がほぼ同じであり、ではないかと示唆された。

TR and NTR conditions) on speech recognition. If speech is randomly

fixed design under the TR condition was faster than randomly presented

presented, listeners may need additional processing to judge whether

design. The results indicate that random presentation may indeed impair

to read the speech transcript before comprehending the speech. This

the capacity of WM potentially due to the judgement of whether to readにテキストを見ながらシャドーイングを 2 回実施し、B

may cost more in WM. By contrast, fixed presentation may be expect-

the speech transcript resulting in additional processing time.

群は追加の音読を座席の隣どうしでペアになって 2 回行っspeed of fast-rate speech. The author and colleagues (2017) showed

前期授業の最初の 5 回で 2 つの対話文（200 語程度と300 語程度）の学習をした。両群とも対話文の学習直後

MIRZAEI, Maryam Sadat (Riken AIP / Kyoto University)

Aug. 9 Fri AM

R3 (601) Research Presentation

8 / 8 / 2019 10:40-11:10

Toward Adaptive Partial and Synchronized Caption to Facilitate L2 Listening

Aug. 8 Thu AM

R2 (503) Research Presentation

Aug. 7 Wed PM

近年、18 歳人口の減少と入試形態の多様化により、大ed to reduce the cost of this process. For the study, the accuracy rates,

Aug. 7 Wed AM

HASEGAWA, Shuji (Uekusa Gakuen University)

OISHI, Harumi (Gifu Shotoku Gakuen University)
Decreased intelligibility makes it difficult to increase the processing

Aug. 6 Tue PM

R2 (503) Research Presentation

8 / 8 / 2019 10:40-11:10

Effectiveness of Internet-Assisted Interpreter Training
for English Language Education

Aug. 9 Fri PM

MESHGI, Kourosh (Kyoto University)

KUMAGAI, Yuriya (Sapporo University)

tem to learners’ need. Such data may indicate a change in the

During the past decades, information and communication tech-tool to assist the learners to listen to authentic material, giving

importance of a factor or reveals difficulties in listening due tonology has been playing a major role in the language education

them minimal scaffold in the form of synchronized caption toothers. In this study, we propose an adaptable PSC, that takes theas well as the interpreter training. The Objective of the presen-

emulate the speech flow and promote word boundary recogni-

feedback of the learner in the form of show/no show of a word

tation is two-fold. First is to argue that the internet/computer-as-tion, and selective presentation of the words in caption, follow-

in the caption, infer the learners’ preferences and weaknesses,

sisted approach for training professional interpreters is also ef-

ing a pedagogical objective, to reduce the learners’ reliance on

tailor the caption in accordance to the feedback. To this end, afective for English language education. This will be based on

their reading. Synchronization is automatically done using anfeature-based machine learning scheme is proposed that initial-

the presenter’s experience of teaching both interpreter training

Automatic Speech recognition system in word-level, and thely generates the conventional PSC, and gradually changes thecourses and EFL classes using interpreter training methods. Sec-

words are selected based on several dominant role-players inimportance of the existing factors and adds reserved factors to

ond is to identify which ITC tools are useful for training specificL2 listening difficulty, such as word frequency, speech rate, andbetter suit the learning experience on-demand. The preliminaryinterpreting skills in the English classes. For this purpose, dif-

specificity. Different learners have a different level of knowl-

results of the adaptive PSC revealed that using this system en-

ferent interpreting training methods including vocabulary build-edge in regard to these factors, and PSC curates the final caption

ables the participants to find individualize the PSC to their need,ing, shadowing, sight translation, retention/reproduction training

based on an initial assessment of learners’ vocabulary sizes andand promotes their learning experience.

note-taking, memory training, voice translation, consecutive andtheir tolerable rates of speech. The next step to individualize thesimultaneous interpreting, tele-conferencing, using computers,

learning experience is to tap into learner feedback on the choicetablets, smartphones will be explained and discussed in terms ofof words In PSC, which not only signifies their weaknesses inusability and effectiveness.

PosterPartial and Synchronized Caption (PSC) is a novel captioning

listening but also provides a rich source to further adapt the sys46

FLEAT 7 Conference Program47

8 / 8 / 2019 9:30-10:00

Melody Comes First, and Lyrics Later: A Prosody Shadowing App

R4 (602) Research Presentation

Revisiting the shared-L1 speech benefit
MIKAMI, Ryosuke (Graduate Student, Nagoya University)

MATSUBARA, Midori (Nagoya University)

TERAI, Masato (Graduate Student, Nagoya University)

Learners’ acquisition of correct intonation generally entails re-

had Japanese learners of English utter 10 sentences, consisting

petitive tasks of imitating model speech. In particular, shadow-of an average of eight words per sentence, and half of these sen-ing, in which learners almost simultaneously repeat what theytences were uttered without the prosody shadowing procedure

The present study explored the term “interlanguage speech intel-

the listener group considered as a between-subject factor and thehear, can be described as a dual task with a high cognitive load,

being followed. Comparing cases with and without the proso-

ligibility benefit” coined by Bent and Bradlow (2003). Accord-

speaker group considered as a within-subject factor. The result

thus requiring practice till they become accustomed to it. Whiledy shadowing step, we visualized pitch patterns and examineding to their explanation, when the speaker and the listener share

showed a significant interaction with a large effect size (F(1, 88)

empirical evidence suggests that shadowing has the positive ef-changes in pitch range. The results of a pilot study conducted

their first language (L1), their second language (L2) speech be-= 59.84, p < .001, η2 = 0.40). Post hoc analyses indicated that

fects of increasing both reproduction rate and speech rate, Jap-

on this prosody shadowing app will be discussed, along with

comes easier to be perceived. In addition, based on Rost’s (2005)

when Chinese listeners listened to Chinese- and Japanese-ac-

anese English learners tend to pronounce sentences with lessexcerpts from an interview-based questionnaire that was com-

L2 listening process model, it is hypothesized that the listener

cented speeches, the listeners assigned significantly more lenient

inflection and in a monotonous manner when they shadow (Kad-pleted by the participants.

finds it easier to understand the L2-accented speech if the speak-comprehensibility (easier-to-understand) scores on Chinese-ac-ota, 2012). In this presentation, we propose a self-study mobile

er has the same L1-accented speech. In order to examine thecented (M = 4.1, SD = 1.2) than on Japanese-accented speeches

app to facilitate the correct acquisition of sentence-level intona-shared-L1 speech benefit, the present study recruited 17 Chinese(M = 5.4, SD = 1.6). In contrast, when Japanese listeners listenedtion by mediating the prosody shadowing step before ordinary

and 6 Japanese learners of English. In the experiment conduct-

to Chinese- and Japanese-accented speech, the listeners did notspeech shadowing. To direct the learners’ attention only to theed in the study, learners listened to 90 English speech samples,show significantly different judgments on both Chinese-accent-prosodic features (i.e., intonation and rhythm), we made a guid-obtained from 45 Chinese and 45 Japanese speakers of Englished (M = 4.5, SD = 1.4) and Japanese-accented (M = 4.3, SD =ed sound by extracting prosodic features from model speech. It

and then assessed the comprehensibility (ease of understanding)

1.5) speeches. Further discussions will be conducted based on

is also possible to display and compare the pitch pattern of theof the speech samples by using a 9-point scale (ranging from 1

the results of the study.

uttered voice with that of the prosodic sound, which might con-= easy to understand to 9 = difficult to understand). The com-

tribute to self-repairing while practicing prosody shadowing. We

prehensibility scores were submitted to two-way ANOVA, with

8 / 8 / 2019 9:30-10:00

Differences of Sense Categorization: Comparing English-English Dictionaries andEnglish-Japanese Dictionaries to English Native Speakers and Japanese EFL Learners
多義語の意味分類の相違：英英辞典・英和辞典と英語母語話者・日本人英語学習者の比較
HOSHINO, Yuko (Chiba University)

This study investigated whether using Japanese phonograms,

stressed syllables (inter-stress interval; ISI) with Pratt, an open-

kana, as phonetic transcription negatively affects Japanese En-

source software for phonetic analysis. The results of the pre/post-

glish learners’ acquisition of stress-timed rhythm. There are

tests showed no significant differences of ISI between groups.

本研究の目的は、英語の辞書の種類によって、辞書に記ることが知られているが、多義語の点からメンタルレキ

some researchers and educators who believe that the use of kana

According to the results from analyzing the cognitive load, there

載されている意味分類と英語母語話者と日本人英語学習

シコンに焦点を当てた研究は数少ない。以上から、本研transcription may cause a negative transfer in the acquisition ofwere moderate positive correlations between the load the partic-

者が多義語の意味を分類した結果と類似度合いが変化す究では様々な英英辞典と英和辞典を用いて 6 語の多義

English rhythm. For this study, 66 Japanese learners of English

ipants in the intuitive-imitative and analytic-linguistic had and

るかどうかを調べることである。同じ単語でも辞書によっ

語の意味分類を調べた。その後、英語母語話者と、習熟

were divided into three groups: an intuitive-imitative (e.g., listen

the duration of their utterances. These results may suggest that i)て記載されている意味の分類は異なるが、それらの辞書

度の異なる 3 群の日本人英語学習者に語義分類課題を

and repeat), analytic-linguistic (e.g., articulatory descriptions),

the L1-pivotal approach, whose well-known technique is the use

and L1-pivotal (e.g., kana transcription) group. Each groupof kana transcription, has few negative influences on Japaneseは英語学習者のメンタルレキシコン内での意味分類と類課し、その分類結果が各辞書での分類結果とどの程度類

received 20 minutes of instruction in which they were taught

learners who are acquiring English rhythm, and ii) the approach

似しているのか、それとも英語母語話者のメンタルレキ

似しているのかを Morey & Agresti (1984) の Adjusted

how to read English sentences while paying attention to English

provides learners with an opportunity to learn English pronunci-

シコン内での意味分類と類似しているのかは定かではな

Index を用いて比較した。その結果、少なくとも 1 つのrhythm. After each instruction, the participants were asked to an-ation, regardless of their pre-test’s performance.

い。英英辞典は学習者の母語を想定していないが、英和辞書では最も熟達度の低い日本人英語学習者の語義分類

辞典は日本語母語話者を使用者として想定しているはずだけが、他の協力者とは異なる分類となっていたことがであるため、英和辞典の方が英英辞典よりも日本人英語判明した。

the instruction (cognitive load). Their speech production was

SHIMIZU, Haruka (Tohoku Gakuin University)

measured through controlled tests, analyzed with a focus on the

学習者が行う語彙分類結果に類似すると予測できる。まduration of the interval between the onsets of two consecutive

た、英語母語話者と学習者のメンタルレキシコンは異な

FLEAT 7 Conference Program

Posterswer a questionnaire regarding how difficult or easy they foundAug. 9 Fri PM

YAMANE, Shigeru (Kansai University)

Aug. 9 Fri AM

UENO, Maito (Graduate Student, Kansai University)

Aug. 8 Thu AM

Effects of the L1-Pivotal Approach on L2 rhythm acquisition:
Teaching English rhythm to Japanese EFL students

R5 (603) Research Presentation

Aug. 7 Wed PM

8 / 8 / 2019 10:05-10:35

XING, Yun (Graduate Student, Nagoya University)

Aug. 7 Wed AMR4 (602) Research Presentation48

8 / 8 / 2019 10:40-11:10

Aug. 6 Tue PM

R4 (602) Research Presentation49

8 / 8 / 2019 10:05-10:35

A Smart Reading Support System by using Machine Learning
EHARA, Yo (Shizuoka Institute of Science and Technology)
intelligence into language learning. Artificial intelligence is offamiliar words hinder their reading comprehension of the text.

great attention including its application to language learning/

There have been two major learning approaches to tackle thisteaching technology. Current AI technology, however, intrinsi-

problem: intentional and incidental learning. Roughly speaking,cally cannot achieve perfect accuracy in most tasks, which isthe former asks learners to intentionally increase their vocabu-

Verification Concerning English Instruction Focusing
on Learning Aptitude
学習適性に注目した英語学習支援に関する検証
WATANABE, Yoshiro (Graduate Student, Aichi University of Education)

テストの得点差を取り，二元配置分散分析をした結果，exactly required in teaching because what is to be taught to stu-

業の効果が生徒の学習適性とどのような関連があるのか

群分けにおける有意差が見られ ( p =0.035)，デジタル教

lary beforehand so that they are familiar with most words in thedents needs to be accurate. To leverage AI to language learning,を明らかにすることである。英語での発信力が求められ科書使用の授業の効果が明らかになった。また，感覚運

texts. In contrast, the latter asks learners to consult a dictionary

applications that allow errors are desirable, i.e., applicationsている現状において，中学校における一斉指導の授業で動タイプにおいてⅠ群とⅡ群の間に顕著な有意差が見ら

every time they encounter unfamiliar words while reading. We

such that accurate contents are taught to learners even if the AI

は英語力の格差が顕著で，学習適性に応じた適切な指導れた（ p =0.01）。2019 年 2 月には，新たな対象群（中present the third approach: what if a learner can obtain a list of

makes mistakes. In our system, what the system does is a selec-が必要であると考える。この問題を解決する糸口として，

学 1 年生：N =1,503）に対して評価調査（質問紙調査）

the unfamiliar words BEFORE he/she reads the text? We presenttion of the words in the texts. The words’ glosses are completely

a reading support system that can detect the words in a given text

manual, thus, are free from errors caused by AI. We present our

デジタル教科書の利用に期待が持てる。そこで，学習適を実施した。調査項目に対して因子分析を行い，相関をthat are estimated to be unfamiliar to a learner. The estimation isrecent results on estimating the language learners’ vocabulary.

性と指導者用デジタル教科書の効果についての実験を検討した結果，それぞれの学習適性タイプに対するデジ行った。対象者は，X 県の公立 Y 中学校 1 年生（N =190）

タル教科書の機能の効果が明らかとなった。

で，「教研式・新学年別知能検査」の A 式・B 式知能偏ability but also learners’ specificities into account. The estima-

Aug. 8 Thu AM

差値に基づき，学習適性タイプを「抽象言語タイプ」「感tion is performed by machine learning and is based on a vocabu-

覚運動タイプ」「バランスタイプ」のグループに分け，lary test that takes about 30 minutes per learner, and the accuracyof the estimation is about 80% in the percentage of word-types.

デジタル教科書使用群（Ⅰ群：N ＝ 94）と不使用群（ⅡThis system presents a good example of leveraging artificial

群：N =96）に対して授業介入を行った。事前と事後の

8 / 8 / 2019 10:40-11:10

Benefits of Making On-line Vocabulary Tests
単語テストのオンライン化の利点
ENOKIDA, Kazumichi (Hiroshima University)
SAKAUE, Tatsuya (Hiroshima University)

8 / 8 / 2019 10:05-10:35

Preliminary investigation in the creation of basic psychological needs
satisfaction scale for high school students
高校生における基本的欲求充足尺度の作成における予備調査
SOMEYA, Fujishige (Graduate Student, Tokyo Gakugei University)

自己決定理論における基本的欲求理論における欲求充足

充足が、英語学習者の内発的動機づけにどのような影響

AMANO, Shuichi (Hiroshima University)（Needs Satisfaction）は、自律性、有能性、関係性の欲を及ぼすかに関して、言及する。また、基本的欲求充足

求充足で構成されており、これらの欲求の充足が、ウェの促進に関して、重要とされることに関して、発表する。

ルビーイングや内発的動機づけを促進するとされてきたこの発表において、高校生の基本的欲求充足に関しての

NAKAGAWA, Atsushi (Hiroshima University)

本研究の目的は，紙媒体で行っていた単語テストをオンラインで減らすことができた。教育効果を確認するために，各学期の最後（Ryan & Deci, 2017）。本研究では、高校生を対象とし内容と、内発的動機づけに関する現状が現場の教員に対実施することによる授業運営の効率化及び教育効果について報に行っている復習テストの結果を分析したところ，紙媒体で実施して、基本的欲求充足尺度を作成することによって、高校して明らかになることを期待する。

告することである。本学では，英語授業内で，前期と後期で各12ていた2017年度とオンライン化した2018 年度では，いずれも平

生の３欲求がそのようなものであるかどうかを検討する。

週に渡り週1回の単語テストを900 名以上の受講生に対して実施

均点に顕著な差はなく，同程度の効果を上げていることが分かっ

そして、内発的動機づけ（刺激・達成・知識）にどのよしている。従来は，紙媒体で問題を配布し，マークシートによる採た。このように単語テストをオンライン化することで，教育効果をうに影響を及ぼすかどうかを検討する。まず、作成した点を行っていた。しかしながら，学生にPCが必携化されたことに維持しつつ，財政的・人的コストを下げることが可能であり，余剰

基本的欲求充足に関する９項目のアンケートに関して確

伴い，すべての教室で，オンラインでの単語テストを学習マネージ

分を他の教育研究活動に振り分け，より良い授業運営につなげる

認的因子分析（CFA）を行なった。その結果、十分な適

メントシステム上で行うことが可能になった。授業運営の効率化のことができる。さらに，オンライン化したことで，単語テストの毎回合度が得られた。その後、内発的動機づけにどのような観点から見ると，この変更により，用紙に係る費用及び教員や事の得点はデータベースとして蓄積され，ビッグデータとして利用す影響を及ぼすかに関して共分散構造モデリング（SEM）

務職員の印刷，採点，マークシートの管理に掛かる労力を大幅にることができるため，より良い授業提供のための活用が期待できる。

による分析を行なった。この結果をもとに、基本的欲求

Poster

KIDA, Shusaku (Hiroshima University)
TAKAHASHI, Yuka (Hiroshima University)

Aug. 9 Fri PM

MORITA, Mitsuhiro (Hiroshima University)

R6 (604) Research Presentation

Aug. 9 Fri AM

R5 (603) Research Presentation

FLEAT 7 Conference Program

Aug. 7 Wed PM

本研究の目的は，指導者用デジタル教科書を活用した授

personalized and the system can take not only learners’ language

50

8 / 8 / 2019 9:30-10:00

Aug. 7 Wed AM

When language learners read texts in a second language, un-

R6 (604) Research Presentation

Aug. 6 Tue PM

R5 (603) Research Presentation51

8 / 8 / 2019 09:30-10:00

Online reading tutorials for low intermediate EAP students

R8 (702) Practice Report

8 / 8 / 2019 9:30-10:00

Aug. 6 Tue PM

R7 (701) Practice Report

Digital Portfolio as Mediation for Communication

FUKAO, Akiko (International Christian University)

TOYOSHIMA, Saeko (Tsuru University)
Many of Japanese university students with low proficiency (A1reading journal as a way for students to communicate difficulties

comprehend the text. In addition, the journal allowed the teacher

in CEFR) have difficulty in communicating in English. This

they face in reading academic texts, as well as for a teacher toto identify particular difficulties common among the students toshould be because most of them have had few chances to prac-

provide individualized assistance for them. The presenter teach-be addressed in class. The assignment met with some success:tice in the classroom during secondary school days, even though

es in a semi-intensive English language program for first-year

students who would not ask questions in class benefited fromthey had many things to tell in Japanese. They should need touniversity students in Japan, and the goal of the program is to de-

the reading journal, and they became more aware of their own

mediate between themselves in the world of L1 and L2 as read-velop their academic language skills. While the use of authentic

strategy use by monitoring their comprehension. The design ofiness for communication. This presentation will introduce theacademic texts is in line with the goal of the program, they pose

the assignment can be improved to make it an integral part ofpractice with CALL system where A1 level students have madevarious new challenges to Japanese students in terms of highlyboth classroom and individual learning.

their digital portfolio related to the topics of TED Talk materials. The students had “Portfolio Session” two times in one termtures, and required background knowledge. In addition, students

where they introduced their digital portfolio to their classmates

who lack confidence in their own comprehension of texts do not

and international students in English. It will be the implication ofusually communicate their difficulties in class. In an attempt tothis presentation that making portfolio as mediation would leadassist the students, the practitioner-researcher designed an online

them to constructing themselves in the world of L2 and enablereading journal task in which individual students kept a record ofthem to have willingness to communicate in English.

Aug. 8 Thu AM

technical vocabulary, collocations, complicated sentence struc-Aug. 7 Wed PM

and the teacher provided feedback and guidance to help themAug. 7 Wed AM

This presentation reports on the use of an online interactive

and reflected on the difficulties they encountered as they read theassigned text. The students communicated their problems, strategy use, and their comprehension through the journal entries,

8 / 8 / 2019 10:05-10:35

Shadowing, L2 Fluency, and Task Effects

R8 (702) Research Presentation

8 / 8 / 2019 10:40-11:10

Examining relationships between EFL learners’ WTC and communication behavior
KONNO, Katsuyuki (Ryukoku University)

MURAOKA, Yuka (Seigakuin University)

YAMAGUCHI, Atsumi (Meijo University)

From 2020, Japanese high school students are required to takeweeks. Within the training sessions, they worked individually

one of the accredited commercial English proficiency tests mea-

on desktop computers with headphones. The textbook speciallysuring four language skills together with the common university

made to promote English fluency through the shadowing train-

Willingness to communicate (WTC) in English plays a crucial

video recording, an immediate retrospective interview was held

entrance examination. This change indicates the need to teaching was used for this study. To measure qualitative changes inrole in encouraging learners’ active use of English both inside andto better understand the changes of their WTC levels. For further

not only receptive skills (listening and reading) but also produc-L2 fluency, pre- and post-oral tests were provided. The oral tests

outside the classroom. While various empirical research findings

analysis in the present study, two of the learners with noticeable

tive skills (speaking and writing) in English classrooms in Japan.

included a shadowing test and free speeches with three different

confirmed trait WTC predicts frequency of communication indifferences in their trait WTC levels were chosen by examining

Following such educational reform, the present study focuses on

topics: my hobby, my vacation, and my opinion. In this study,

English, much less attention has been paid to how communica-

the questionnaire results indicating their trait WTC and biographic

shadowing training method and explores how it could promote

the only free speeches were analyzed. The oral data from thetion behavior is affected by situated WTC, which is vulnerable

data. The total number of words and turns taken were counted

L2 learner’s fluency in English. In addition, it also examines

speeches were explored in terms of the three aspects: fluency

to change in a particular English conversation context during an

as measures of communication behaviors. Results showed thathow different speech topics produced different degrees of flu-

markers related to the Articulator (speech rate and mean length

English conversation. Therefore, the purpose of this study is tothere was a tendency for these learners to produce a considerableency. Katoda (2015, 2018), referring to the Production Modelof run), the Formulator (total words produced, readability, total

investigate relationships between dynamic changes in WTC andnumber of words where there was a rise in their WTC. However,proposed by Levelt (1989), argues that shadowing has the poten-

pause length, and the number of filled pauses), and the Monitor

communication behavior using a mixed method approach. A to-

there were also tendencies for them to produce a relatively large

tial for developing not only listening but also speaking abilities.

(the number of self-corrections).

tal of six Japanese EFL learners participated in this study. First,

number of words where there was a decrease or no change in theirThat is to say, shadowing training could result in developments

they engaged in a 10-minute English conversation with an En-

WTC. The analyses of the interview suggested that various con-in the Articulator (faster speech) and the Formulator (faster ac-

glish-speaking interlocutor. This was video-recorded. Immediate-textual and individual difference factors interacted with each othercess to lexicon and production) as well as the Monitor (morely after the conversation, the learners self-rated the level of their

to push learners to maintain communication. Implications of thisself-corrections). The participants were 16 female college stu-

moment-to-moment WTC during the conversation by watching

study include various approaches to conduct communicative ac-

dents. They engaged in 90-minutes shadowing training for 11

the video recording. Finally, based on self-rated WTC and thetivities effectively in their classrooms.

KOGA, Tsutomu (Ryukoku University)

Poster

FLEAT 7 Conference Program

Aug. 9 Fri PM

52

Aug. 9 Fri AM

R7 (701) Research Presentation53

8 / 8 / 2019 9:30-10:00

Consideration for Effective Use of Japanese-English Machine Translation:
Application of a Writing Strategy

R9 (703) Research Presentation

Analysis of the Use of Tense and Aspect in Academic Writing in Engineering―Focusing on Past and Present Perfect

日英機械翻訳の効果的活用に関する考察―ライティング方略の応用―

OKUYAMA, Yasuhiro (Hakuoh University)
The purpose of this study is to analyze the use of tense and as-

ing. In this research, we analyzed the use of past and present

pect in academic writing in engineering, mainly focusing on

perfect by using a small corpus, about 120,000 words in total,

the use of past and present perfect. The main reason to choose

compiled from 21 research articles of several major journals

this topic is that I had taught English at a college of technology

in mechanical engineering. We found that frequently appearedのような前編集が効果的な機械翻訳活用に繋がるかを考用できる環境が整ってきており、ますます身近な存在と察した。その結果、研究協力者 A は複雑な日本語文を多なってきている。しかし、機械翻訳を充分に活用するた数産出し、機械翻訳された英文に意味が通じなくなる誤(KOSEN) for 14 years and I, as an English teacher, had to give

simple past verbs were “showed”, “occurred”, “resulted” andめには翻訳しやすい形に原文を書き換える「前編集」とりが多数見られた。一方で、研究協力者 B は比較的単純

students majoring in engineering ability to write and present“indicated.” We also found that “been” (past participle of “be”)いう作業が必須であり、この作業をするには目標言語のな日本語を産出し、ほぼ機械翻訳に成功した。また先行

their own research in English. In general, it can be said that it

was the most frequently appeared verb in present perfect sen-

語彙や文法構造の理解も必要とされる。本研究では、よ研究で示された機械翻訳使用時の注意点を当てはめて誤is one of the most difficult items for Japanese EFL learners, also

tences and this finding corresponded to the indication of Biber,

り良い機械翻訳使用への示唆を得るため、中等英語教育

りの原因を考察したほか、「英語に訳しやすい日本語」

for KOSEN students, to use tense and aspect properly. Hofmann

Conrad and Leech (2002). In addition to that, more than 90% ofを専攻する者（A）と小学校教員養成課程に所属する者にして英作文をするというライティング方略の機械翻訳(2014) also pointed out that ESL learners were confused by thethe sentences were followed by past participle of general verbs.

（B）の 2 名の女性の日本人大学生を研究協力者として、の前編集への応用を提案した。

use of tense. So, this research results could give us valuable in-

Therefore, it became clear that many of the present perfect forms

formation about teaching academic writing. According to APA

appeared in passive sentences.

普段書いているように 1 通、日英語間の機械翻訳を意Aug. 7 Wed PM

近年、「Google 翻訳」等の機械翻訳システムを無料で使Aug. 7 Wed AM

ISHIKAWA, Yoshihiro (Graduate Student, Osaka Kyoiku University)

8 / 8 / 2019 10:40-11:10

Aug. 6 Tue PM

R9 (703) Research Presentation

Aug. 8 Thu AM(2009), past tense is used when discussing another researcher’s

識した形で 1 通の電子メールを日本語で書くタスクに

work and reporting your results, and present perfect is used to

取り組んでもらった。その後、書いてもらった日本語作

describe an action beginning in the past and continuing to the

文を機械翻訳に通して、出力された英文を意味が通じる

present. Hofmann (2014) also suggests the general rules for the

かどうかを中心に、その統語構造等の面から分析し、どuse of tense and aspect in his reference book for scientific writ-Aug. 9 Fri AM

R9 (703) Research Presentation

8 / 8 / 2019 10:05-10:35

The Role of Noticing in Writing-to-Learn Processes
NABEI, Toshiyo (Kansai University)

What actually goes on in L2 learners’ minds, especially what

Aug. 9 Fri PM

YOSHIZAWA, Kiyomi (Kansai University)
provement in writing.

they notice while they engage in language learning activities,
is a critical question. In this study, noticing made by high-intermediate Japanese learners of English during a series of L2

Posterwriting tasks is explored. Research questions posed in this study
are (1) what L2 learners notice while composing a narrative, (2)what they notice when comparing their originals with reformulated versions, and (3) what changes they make in their delayed
re-writing. The students in the experimental group engage incollaborative narrative writing and re-writing along with reformulation feedback. The types and degrees of noticing at threedifferent stages are compared within the group members as wellas with a control group who compose and re-write narratives
without reformulation feedback. The analyses indicate thatlearners’ noticing that appeared and coded in their verbalization
has impact on their L2 learning (e.g., Qi & Lapkin, 2001, Swain& Lapkin, 2002); more complex noticing contributes to later im54

FLEAT 7 Conference Program55

8 / 9 / 2019 9:30-10:00

Using Recording, Individual Feedback and Portfolios
to Help Students Consciously Improve English Pronunciation

R3 (601) Practice Report

Assessment for Learning Using Can-Do Statements in Elementary School English
IZUMI, Emiko (Kwansei Gakuin University)
TABUCHI, Mayumi (Notre Dame Elementary School)

NOMURA, Kazuhiro (Kobe City University of Foreign Studies)

to reflect on their performance in terms of can-do statements.

dents, this semester class focuses on English pronunciation. Stu-

down individualized feedback to the students while listening to

public elementary schools all over Japan. Twice a week English

The practice had been done several times while 140 fifth grad-dents are expected to gain knowledge about phonetics and totheir files, and returned it to the students the following week.

will be taught, and pupils will be assessed on three objectives.

ers were preparing for their group speech presentation on “Fu-become fully accustomed to the sounds of English through lis-

Next, the students transferred the results of their performance to

The first goal is to acquire fundamental knowledge and skills,

ture city”. Three questions along with the goal of each lesson

tening and speaking practice. According to a survey conducted

their pronunciation portfolio sheets, which helped them deepen

and the second is to foster the ability to think, to make decisions

were set, which were followed by the general comments fromat the beginning of the class, most students say that they did nottheir understanding of where to focus their learning. By repeat-

and to express themselves. To cultivate an attitude of proactive

the pupils. A close examination on these comments showed thereceive systematic training in English pronunciation at junior or

ing this procedure, students became aware of their weak points,

learning and to develop pupils’ individuality is to be the third ob-

possibility of making these Can-Do statements an assessment

high school level. While it is possible for students to acquireand made remarkable progress. The combination of digital re-jective. How to assess elementary school pupils’ English ability,

tool not only on learning but for further learning of the pupils.

new knowledge about English sounds, improving proficien-

cordings, individual feedback from the teacher, and keeping an-therefore, will be one of the most crucial issues facing elemen-

The reflection improved the quality of the pupil’s own learningcy in these areas has been a big issue for a class of this type,

alogue portfolios helped students become consciously-skilled intary school teachers who have never been required to do so. The

and also changed the way of teacher mediation. A qualitative re-which consists of 40 students. In this class, the following set

English pronunciation. This presentation will discuss the classpresent research focuses on how to foster young learners’ atti-

search was also conducted on the changes of the pupils’ self-ef-

of procedures were repeated every week. After students learned

procedure and specific improvements in student performance.

tude towards English learning while pupils’ self-evaluation was

ficacy in the course of the lessons. How this affected the overall

theoretical knowledge using the textbook, they were given time

implemented as an alternative assessment. Can-Do statements

performance of the teacher is also to be discussed.

for reading practice using a digital LL system. Utilizing indi-

with young learners were given as a possible means of assess-vidual digital recorders, the students recorded, monitored, andment. This research investigated a Japanese private elementarycompared their voice with model recordings. After 15 minutes

school pupils’ English ability by using the originally developedof practice time, students made a recording together. The digital

Can-Do reflection sheet consisted of 4 scales and enabled pupils

The Effect of Minimal Pair Practice with IPA Symbols
on Japanese Learners’ Recognition of English Vowel Phonemes

R3 (601) Research Presentation

8 / 9 / 2019 10:05-10:35

Development of a Web-Based Data-Driven Learning System
Targeting Japanese Elementary School Students of English

Aug. 9 Fri PM

SATO, Akihiko (Takushoku University)

NISHIGAKI, Chikako (Chiba University)
AKASEGAWA, Shiro (Lago Institute of Language)

This study examined Japanese learners’ changes in recognising
Data-driven learning (DDL) is a “discovery” approach to lan-plete sentences extracted and modified from this source corpus.

International Phonetic Alphabet (IPA). A pretest-posttest study

guage learning. Students explore numerous examples of lan-

The English concordance lines are shown with corresponding

was administered to 110 Japanese university students fromguage, notice patterns and create hypotheses about grammatical

Japanese translations in the form of a parallel corpus. Elementa-

July to November 2017, including reading-aloud practice ofrules. We report on a newly developed and recently released

ry school students do not use grammar terminology when theyeight minimal pairs for 5 weeks. Research participants in the

web-based DDL tool for elementary school students called

learn English in Japan, therefore grammar items are shown in thecontrol group read aloud the 16 words in minimal pairs, listen-

DDL-E. Neither cost nor registration is required and is easy andform of “CAN-DO” statements. Students can choose a language

ing to the sounds, while participants in the experimental group

intuitive for students and teachers to use. Generally, DDL tools

item from a CAN-DO list and are “guided by” originally pro-

did the same but with IPA symbols shown during practice. For

target university students and most successes have been report-

duced cut-out paper craft characters. Many of the concordance

the control group, there was no significant difference between

ed at the advanced level; DDL-E is unique in that it has beenlines describe these characters and their school and home lives.

scores in July and November, but participants in the experimen-

designed for elementary school students who are at the intro-

This makes the concordance lines more relatable and interest-

tal group demonstrated significant improvement in the posttest

ductory-level (CEFR Pre-A1) and have little explicit knowledge

ing to the learners. While corpus tools usually provide only text

scores in November, utilising their explicit knowledge. Resultsof English. Because of a lack of available corpora appropriate

data, DDL-E includes pronunciation samples. We present theshowed that when participants saw words with IPA symbols,for this level, we created a 25-million-word source corpus fromrationale and the process of system development as well as athey effectively recognised the English vowel phonemes. In thisintroductory level English graded readers, school textbooks, anddemonstration.

study, the effectiveness of teaching English sounds with the IPA

children’s stories. Rather than truncated concordance lines foundis discussed.

in most corpus-based tools, DDL-E provides simple, short, com-

PosterEnglish vowel phonemes by practising to read aloud with the

FLEAT 7 Conference Program

Aug. 9 Fri AM

8 / 9 / 2019 10:40-11:10

Aug. 8 Wed AM

In 2020, English as an official subject will be implemented inAug. 7 Wed PM

sound files were collected and analyzed. The instructor wrote

Aug. 7 Wed AM

As a required university class for English-major freshman stu-R2 (503) Research Presentation

56

8 / 9 / 2019 9:30-10:00

Aug. 6 Tue PM

R2 (503) Practice Report57

8 / 9 / 2019 10:40-11:10

A Study of “Round System” Teaching for Improving English Speaking Ability
at the 8th and 9th Grades and for Smoothly Connecting Elementary Schooland Middle School English Education in Japan

KUROKAWA, Aiko (Tezukayama University)

Is There A Place For Language Centers In Tomorrow’s University?
CHARITOS, Stephane (Columbia University)
Recent reports have highlighted the plight confronting languagesures and facing competition from newly emergent structures,

education in the US. With overall language enrollments trend-such as centers for teaching and learning that aim for broader,ing downwards and the number of language majors in free fallcross-disciplinary focus, language centers must once again adapt

nationwide, there is an urgent need to reflect on the long-termand promote specific solutions that stimulate technology-richtrajectory of language education at a time when there are bothinteractions and cooperation across departmental lines, disci-shrinking resources to support it institutionally and growing

plinary boundaries, and institutional autonomy in order to stayを向上させる「小中接続」は中学校英語教育の重要課題名を抽出した。ラウンド制で学んだ処置群と前年度生（以skepticism about its overall worth socially. At the same time

relevant in today’s context. In this presentation, I will discussであろう。本研究は鈴木（2007）提唱のラウンド制指下 , 対照群）の 2, 3 年生学年末スピーキング・テスト

as this crisis is unfolding, language centers―as either physicalhow language centers should transform and innovate to address

導法（以下 , ラウンド制）を用いて「中学 2, 3 年生を対結果の比較・分析を行った。全体比較と A 群同士の比較

spaces or as nodes within virtual networks―are also experienc-

these new challenges and keep language faculty up-to-date with

象に行なうラウンド制による指導がスピーキング力の育では 2 年生未来形文と 3 年生現在完了文で p <0.05 で処

ing a quandary. Historically, language centers have been unique-language learning application of technological innovations such

成と小中接続に有効である」という仮説を検証する。本

置群が対照群を上回り , B 群同士の比較では 2 年生来形

ly positioned to promote and support language education in a

as virtual and augmented reality, telecollaboration, gamification

研究参加者は文部科学省研究指定を受けた国立大学附属

文 , 比較文と合計点と 3 年生の一般動詞 , 現在完了文とvariety of ways. But as many institutions rethink their strategic

and various other computer-mediated communication tools that中学校 2, 3 年生である。検定教科書の 1 つの課をまと合計点で効果量小で処置群が対照群を上回った。以上のpriorities and undergo major transformations in the nature andoffer unprecedented opportunities for language learners to inter-

めて導入し多様なインプット・アウトプットを行うラウ

結果からラウンド制は小学校英語学習の量・質に関わら

scope of their core missions, their governance structures, theact with others in contextualized domains that are both linguisti-

ンド制で学んだ生徒とラウンド制で学ばなかった前年度

ずスピーキング力に影響力があることが観察された。

types of knowledge they produce and value, and their relation

cally and culturally authentic and compelling.

to the broader transnational economies and societies in which
they function, the role of language centers must also necessarily

上記大学附属小学校出身者（以下 , A 群）各 32 名と別change. In this new context, confronted with budgetary pres-8 / 9 / 2019 9:30-10:00

Developing and managing online autonomous learning materials
for English listening as part of liberal arts education at Kyoto University

SASAO, Yosuke (Kyoto University)
TAKAHASHI, Sachi (Kyoto University)

8 / 9 / 2019 10:40-11:10

What do US and Japanese language centers have in common?
LAVOLETTE, Elizabeth (Kyoto Sangyo University)
The self-access language center (SALC) literature is extensive,

to US-style LCs, including their stakeholders, characteristics,

as exemplified by the SISAL Journal. Parallel to this literature is

activities, and evolutionary direction, based on IALLT Surveys

a related literature on US-style language centers (LCs), exempli-

from 2013 to 2017 (Kronenberg, 2013; Kronenberg & Lavolette,fied by the publications of the International Association for Lan-

2015; Lavolette & Kraemer, 2017). I hope to lay the foundation

おり，毎週 1 ユニットを完了しなければならない。単guage Learning Technology (IALLT). SALCs have traditionallyfor a mutually beneficial exchange of ideas between experts in

一つとして一回生を対象に提供されている「英語ライ位認定は，8 ユニット以上の学習完了が条件となっていbeen places of solitary study, while LCs were often technolo-

LCs and SALCs.

ティングーリスニング」で導入しているオンライン学

る。リスニングの評価としては，運営チームが学期に 4gy-based language laboratories, and both are in the process of

習 シ ス テ ム GORILLA（Global Online Resources for

回の試験作成および採点を行い，担当教員が授業時間内

evolving into centers of social interaction for language students

International Language Learning Assistance） の 開 発に試験を実施する仕組みとなっている。リスニング学習(e.g., Kronenberg, 2017; Lavolette & Simon, 2018). SALCs and

経緯と運用について紹介する。平成 28 年度から施行しには計画的な学習が必要とされるため，学習相談室の設LCs differ in their origins, but they share much in terms of goals

た英語の新カリキュラムでは，従前のカリキュラムと同置，リマインダメールの送信，授業内での教員による声

様に学術目的の英語に焦点を当てながら，「学術的教養」

掛けなど様々な学習サポートを提供している。こうしたと「学術的言語技能」の指導をより明確にした科目設計

取り組みに加え，現在進行中の新教材の開発についてもを行った。当該科目は，とくにライティングおよびリス報告する。

and contexts. Given these shared characteristics and converging evolutions, it is surprising that the bodies of literature haveremained largely separate, with little citation across them. I believe that both bodies of literature would benefit from cross-pollination and that the two types of centers have much to learn
from each other. For example, LCs are often hubs of research

当該科目におけるリスニング学習を促進する目的で導入

and professional development for language faculty, which is not

された。リスニング課題は全 13 ユニットで構成されて

a role that SALCs often play. Thus, I will present an introduction

FLEAT 7 Conference Program

Poster

本発表では，京都大学の教養・共通教育の必修科目のAug. 9 Fri PM

京都大学の教養・共通教育における自律学習型オンライン英語リスニング教材の開発と運用

R4 (602) IALLT Selections

Aug. 9 Fri AM

R4 (602) Practice Report

ニング技能の育成を目指した科目であり，GORILLA は

Aug. 8 Wed AMの小学校出身者（以下 , B 群）各 20 名で構成した各 52

Aug. 7 Wed PM

小学校外国語科全面実施後も生徒の学習意欲及び 4 技能

生計 240 名から , 1 年学年末テストで等質性を確認した

58

8 / 9 / 2019 10:05-10:35

Aug. 7 Wed AM

日本人中学2年生・3年生のスピーキング力育成に対する「ラウンド制指導法」の効果に関する実証研究―スムーズな小中接続に向けて―R4 (602) Research Presentation

Aug. 6 Tue PM

R3 (601) Research Presentation59

8 / 9 / 2019 10:05-10:35

Can a simple human-like robot improve oral education for students
with Social Anxiety?
HAYASHI, Kotaro (Toyohashi University of Technology)
SAKAMOTO, Yoko (Dokkyo Medical University)
SATO, Takeshi (Tokyo University of Agriculture and Technology)

Language-Image Interaction in Conversation EFL Materials
HUANG, Shin-ying (National Taiwan University)
While the multimodality of ELT textbooks has been increasingly

and continuous interaction between two or more people renders

studied for how intersemiotic complementarity is deployed to

the relations between images and texts unique in conversationachieve various pedagogic purposes, textbooks have less often

materials. Consequently, frameworks of image-text relations

been viewed as semiotic artefacts, a perspective which leads tothat are developed based on narratives (such as picture books)

the focus not on the pedagogic implications of multimodality

or information texts (e.g. Martinec & Salway, 2005; Unsworth,skills has become more important. It is essential for students torecognizes parts of the face and it gazes constantly into people’s

but on intermodal interaction, such as image-text relations. To

2006) may not be sufficient for the understanding of this partic-

acquire these skills regardless of their own interpersonal commu-

eyes or the middle space of the eye constructing an F-formation

address this gap in the literature, this study explores visual andular genre of multimodal text. This presentation will discuss thenicative ability. However, many students may have “Social Anxi-

with the person it interacts with. The robot is able to simulate thisverbal interaction in ELT textbooks, focusing on the conversa-

distinct ways in which images and language interact in multi-ety”, which is a fear of being judged, being evaluated negatively,

human-like eye movement by using a simple control system. Wetion section in a senior high school English textbook in Taiwan,

modal conversations in an ELT material and provide a prelimi-

or being rejected. This can disturb the communicative practice of

paired Akagachi with a smart speaker (“google home”), the smart

which, compared to the reading section, has long been side-nary framework for future examinations.

a foreign language. Additionally, it has been reported that Japa-

speaker recognizes what the student says and is able to reply using

lined in textbook research. Analysis followed Royce’s (2002)

nese students are more likely to suffer with this anxiety. On the

spoken English. The robot was introduced into English communi-

recommendation for how ideational image-text relations could

other hand, it has also been reported that those with higher social

cation classes and put in the middle of a table that was surrounded

be examined, i.e. beginning with analysis of images from theanxiety prefer communicating with artificial intelligence (A.I.)

by several undergraduate students and a teacher. Akagachi wasperspective of the four functional categories of “represented

rather than to a stranger. Therefore, it is anticipated that using

primarily used as an English dictionary allowing the students theparticipants, process, circumstances, and attributes” (Halliday,

A.I. will be an effective method to improve the communicative

opportunity to freely ask words unknown to them during the class.

1994, p. 193), and then to identify how the visual design relates

skills of those suffering from this form of anxiety. In this study, we

It is hoped that the further development of this robotic system willto the ideational meaning in the written dialogues. The study

developed a robot called “Akagachi” and introduced it into lan-be a valuable support for students especially for those in need.

found that the nature of dialogues as involving the simultaneous

Developing an Evaluation System for Assessing L2 Learner’s Successin Speech Shadowing Through the Use of Artificial Intelligence and Robots

8 / 9 / 2019 10:05-10:35

Language Socialization through Debate in JapanNIMORI, Masato (Graduate Student, Hyogo University of Teacher Education)
This study explores the language socialization (LS) of Japanesenotes, video recordings, interviews, and questionnaires. Find-

During the first reading, the participants spoke without any priorhigh school students through their engagement in educational

ings revealed that multiple interactions among the participantslearners, teachers often focus on their student’s pronunciation

guidance as to proper pronunciation. Following the instructor’s

debate activities in English lessons. LS theory provides a theoret-in the class enabled the students to view euthanasia from socio-

as they read textbook passages aloud. Many educators and re-correction of mis-pronunciations, the students read the passage

ical framework, which illuminates “the mutually constitutive na-

political points of view and empathetically put themselves in the

searchers advocate speech shadowing as a method to improve

aloud again. Video recordings of the participants’ facial move-ture of specific linguistic interactions and local contexts as wellplace of the terminally ill patients and their families. In otherpronunciation in language leaders; however, in order acquirements during the reading sessions were analyzed and evaluatedas more macro-contextual forces” (Duff, 2008, p.110). From awords, they explored the issues logically but expressed their true

the skills to correctly pronounce English sounds, the shape ofusing differential analysis through the use of a program devel-

LS perspective, debate is more than a language activity, which

emotions, which sometimes conflicted with their logical think-the mouth and placement of the tongue are believed to be im-

oped by Professor Matsuda, one of the co-researchers. Uponaims to develop students’ linguistic and critical thinking skills;

ing concerning how to end our lives in better ways. This mental

portant in achieving proper pronunciation. This research aims

analysis of the results of our preliminary study, it was found that

it is a discursive practice, in which students negotiate and trans-

conflict caused transformation of their identities and subjectivity

to develop a new L2 English pronunciation assessment system

the mouth shapes of the participants changed slightly following

form their identities (Norton, 2000) and subjectivity (Weedon,as citizens as well as students. It was also found that participa-

using artificial intelligence through the Japanese conversational

speech shadowing, resulting in a significant improvement in pro-1987) as well as develop their linguistic competence through in-tion in the debate activities enabled the students to appropriate

robot Charpy?, manufactured by CAI Media Corporation. This

nunciation.

teraction among participants in a specific linguistic community.

specific genres to be used in the debate community.

preliminary study examines the theoretical link between L2This 4-month ethnographic study describes the ways in which

speaking ability and a speaker’s facial movements as a means tostudents prepared for and worked on a proposition ‘the appro-develop a robot’s ability to evaluate the speaker through artificial

priateness of legalizing active euthanasia in Japan’ and demon-

intelligence. In this study, the facial movements of 10 partic-

strates how students become competent members of the debate

ipants were recorded before and after speech shadowing. The

community, acquiring social competence as well as linguistic

participants read aloud the same English passage of 120 words.

competence. Data collection had been triangulated using field-

FLEAT 7 Conference Program

PosterTo improve the L2 English pronunciation skills of JapaneseAug. 9 Fri PM

TANAKA, Hiroe (University of Nagasaki, Siebold)R6 (604) Research Presentation

Aug. 9 Fri AM

8 / 9 / 2019 10:40-11:10

Aug. 8 Wed AM

guage education classes. Akagachi has a wide-angle camera that

Aug. 7 Wed PM

As a consequence of increased globalization, attaining language

R5 (603) Research Presentation

60

8 / 9 / 2019 9:30-10:00

Aug. 7 Wed AM

SAKATA, Nobuhiro (Dokkyo Medical University)

R6 (604) Research Presentation

Aug. 6 Tue PM

R5 (603) Practice Report618 / 9 / 2019 10:40-11:10

Japanese and English Comparison on Complaint Handling:Role-Play and Interview Analysis

R8 (702) Research Presentation

Development of 360-degree Immersive Virtual Reality Training System
for English Speeches

苦情対応の日英比較―ロールプレイとインタビューの分析―
IWANE, Hisashi (Osaka University)
IWATA, Shoko (Otemon Gakuin University)

FUYUNO, Miharu (Kyushu University)
YAMASHITA, Yuko (Shibaura Institute of Technology)
This research project aims at developing and evaluating a vir-with Japanese EFL learners (university students and junior hightual reality (VR) practice system of English public speaking forschool students) and teachers to investigate usability and potential effect of the system. They evaluated the system with a ques-

対応 1 種、商品の不具合に関する苦情 1 種である。更

speaking such as speeches and presentations are increasing intionnaire form consisted of Likert scales for usability and free

接遇時に英語で苦情対応をする機会が増えている。従に、インタビューも実施し、ロールプレイでの応答内容

the globalizing society. However, public speaking is known ascomment. The answers for the free comment were analyzed with

来、苦情対応は個人的な経験・技術として記述されるにについて質問した。結果は、日米で客の満足や接客担当

a major example of social fears, and there has not been suffi-

text-mining method. From result, it was indicated that the ma-

留まっており、その方法についての国際比較を含めた者としての責任の捉え方に違いがあり、また、それをふ

cient evidence-based material for teaching and learning English

terial received positive evaluations for causing sense of realism

学術的研究は行われていない。そこで本研究では、ESP

まえた応対にも違いがあることが分かった。本発表ではpublic speaking especially regarding delivery skills. This study

and nervousness from participants.

(English for Specific Purposes = 専門分野別の英語 ) で2017 年度にインターネットを介して実施した意識調査

approaches the issue by developing a VR training system forある接客英語について、語用論の研究方法を応用し、苦や DCT (Discourse Completion Test = 談話完成テスト )情対応時の日英の言語使用をロールプレイで明らかにしの結果も併せて考察する。本研究は科学研究費補助金研た。実施は 2018 年 7 月～ 8 月、対象は接客経験のある

究 ( 基盤 (C)「観光業の苦情対応における日英比較の研

日本人とアメリカ人各 10 名である。ロールプレイの内究―語用論を活かした ESP 教材の開発―」H29 ～ H32

容は、店の落ち度の程度に変化を持たせた苦情対応 3 種、

年 ) の一部である。

English public speaking. The VR material provides 360-degree
immersive virtual venue and projects virtual audience in order

Aug. 8 Wed AM

to cause feeling as if a user (EFL learner) is in an authentic public speaking environment. The system automatically evaluates
learner’s performance by its feedback system programmed withresults from multimodal corpus-based data analysis of effective

接客担当者の立場を変えた苦情対応 3 種、店での事故

public speaking performances. A monitor test was performed

8 / 9 / 2019 9:30-10:00

Using Virtual Reality to Assess Heritage Language
Learner Cultural Cue Recognition

R8 (702) Research Presentation

8 / 9 / 2019 10:40-11:10

The application of 360-degree video as a tool
for standardized language testing materialAug. 9 Fri PM

MARKLEY, Leslie (University of New Mexico)

BLANCO CORTES, Laura Maria (Kyushu University)
FUYUNO, Miharu (Kyushu University)

sation attempts, then in what other ways can we give beginninglanguage classroom, many stemming from instructors’ implic-

learners a chance to practice their HL while being exposed toThis ongoing research project aims to study ways of applying

result of the experiment, we hope to further discuss the usability

it biases presuming HLL fluency. However, HLLs come fromthe HC? Virtual environments have successfully been used formodern immersive virtual reality technologies (360-degree videoof VR material in classroom, especially focusing on EFL classes

differing backgrounds with varying levels of exposure to theircreating common grounds for practicing target languages andand VR headsets) for English language listening comprehension.

at university level.

heritage language (HL) and heritage culture (HC) and fluency is

promoting cultural understanding. In this observational mixed

The illusion of “presence” provoked in some cases by this visual

not a predictor of the degree to which a student identifies withmethods study, we provide students with an immersive virtu-

and auditory immersion is still studied today. Applications using

their HC. In fact, some learners may actively reject their HL andal environment that allows them to interact with virtual agents

immersive VR (Virtual Reality) have been developed in various

HC resulting in the potential for loss of the HC during the as-

designed to simulate regional Spanish dialect and culture. The

fields such as medical, entertainment and cultural heritage edu-

similation process. This makes the case for including cultural

student will be asked to converse with the virtual agents to solve

cation. However, its application in the field of language learning

elements in the heritage language classroom, a practice that has

a simple mystery game that integrates elements of culture as a

has not been fully investigated. This presentation reports the firstbeen a hallmark of second language classrooms since the risecommunity practice. The hope is that this immersive virtual en-

stage of the project, focusing on the usage of 360-degree vid-of communicative language teaching. But what is the best way

vironment will create a culturally authentic experience in which

eo in the context of standardized English language proficiency

to incorporate these elements? The easy answer is encouraging

beginning HLL students do not feel the hesitance in communi-

tests. The experiments are carried out through a standardized lis-learners to interact with the heritage language community. But,

cating that they may with native speakers in their community.

tening comprehension test based on the TOEFL itp. A listening

again, perceptions of proficiency can create HLL anxiety partic-

comprehension portion of the test is re-created employing threeularly in the early stages of HL acquisition when interacting withdifferent stimuli: audio-only (control), traditional video (on a flat

peers or family members. If anxiety impedes these early conver-screen) and immersive video (on a VR headset). Reflecting the

Poster

Heritage language learners (HLL) face unique challenges in the

FLEAT 7 Conference Program

Aug. 9 Fri AM

R8 (702) Practice Report62

Aug. 7 Wed PM

Asian EFL learners. Occasions for delivering English public

インバウンドツーリズムが活況を呈する中、外国人客

Aug. 7 Wed AM

IWAI, Chiharu (Osaka Prefecture University)

8 / 9 / 2019 10:05-10:35

Aug. 6 Tue PM

R6 (604) Research Presentation63

8 / 9 / 2019 9:30-10:00

Observe and Borrow: L2 writing through imitation
CHEN, Mei-Hua (Tunghai University)

R9 (703) Research Presentation

8 / 9 / 2019 10:40-11:10

Which linguistic features contribute to essay ratings and when?:A preliminary study employing ordinal logistic regression analysis

LU, James (Emory University)

SUGIURA, Masatoshi (Nagoya University)
NISHIMURA, Yoshito (Graduate Student, Nagoya University)

patterns”. Through pattern-refining, students find model expres-guage to compose, variously called language re-use, patchwrit-sions for conveying ideas. To further the development of learn-ing, hyperwriting or textual borrowing cause some consterna-

ers’ OAB skills, we present a tool, CAPE, that facilitates the

The purpose of this study is to investigate which linguistic features

relative clauses, which may contribute to the complexity of nomi-tion, particularly in regards to university student writing andprocess of rhetorical assemblage by enabling students to “write

affect writing quality and on what stage of development of writing

nal phrase (Biber, Gray, & Poonpon, 2011), and the number of dis-plagiarism. On the other hand, there are situations of writing

with” a corpus of texts. CAPE mediates a writer’s interaction

ability the features affect writing quality most. The investigation ofcourse markers or connectives were taken into our analysis. Data,(e.g., in business and legal domains) where recycling of text iswith a “personal do-it-yourself” corpus in several ways (e.g.,

influential linguistic features on writing quality has been conducted

859 essays, were drawn from a longitudinal learner corpus (Sugi-

the norm, and scholars interested in L2 writing pedagogy haveconcordance, word list, collocates, contour), each of which pro-in second language writing research. Bulté and Housen (2014), forura, Abe, & Nishimura, 2017). The results indicated that syntactic

argued that OAB can be a useful language learning strategy invides insight into lexico-grammatical or rhetorical features ofexample, performed a multiple linear regression (MLR) analysis

features such as the number of dependent clauses, lexical features

two ways: to enrich learners’ content and language as well as

the texts comprising the corpus, but primarily designed to assist

to identify the features which best predict the essay ratings, yield-

including sophisticated word types and verb variation, and dis-to improve learners’ fluency in expression. OAB aids learners

the writer to compose in a target genre. Following a demonstra-ing Guiraud index, mean length of noun phrase, the proportion ofcourse markers could affect the essay ratings, but each feature con-with limited lexical and rhetorical sophistications in a secondtion of the affordances of CAPE, we present preliminary results

simple sentences, and the subclause ratio as the most significant

tributed to the ratings in different ways. The number of discourse

or foreign language, or when they are overwhelmed by the lan-of several pilot studies at the authors’ home institutions.

variables. MLR, however, cannot tell the dynamic relationships

markers makes the difference of essay ratings between scores 2 andguage and structure of an unfamiliar genre. When coupled with

between essay ratings and each linguistic feature’s measures. We

3, for example. Verb variation as well as sophisticated word types,

a corpus of text representing shared values and conventions ofadopted an ordinal logistic regression analysis to investigate the de-on the other hand, makes the difference between scores 3 and 4.

a discourse community, OAB may help students to bootstrap

tailed relationships between the ratings and the linguistic features.

Such detailed analyses of the contribution of linguistic features on

their own learning process in two ways. Through pattern-hunt-

In addition to syntactic and lexical features which can be analyzed

essay ratings may be of help for essay writing instruction based oning, student learn to “explore the corpus for ideas and language

by the SCA (Lu, 2010) and the LCA (Lu, 2012), the number ofthe individual differences of learners’ writing skills.

Aug. 7 Wed AM

The practice of “observing and borrowing” (OAB) existing lan-

ABE, Daisuke (Graduate Student, Nagoya University)

Aug. 7 Wed PM
Aug. 8 Wed AM

Aug. 9 Fri AM

R9 (703) Research Presentation

Aug. 6 Tue PM

R9 (703) Research Presentation

8 / 9 / 2019 10:05-10:35

Using lexical bundles as a measure of writing improvementin technology-enhanced genre writing

Aug. 9 Fri PM

MIZUMOTO, Atsushi (Kansai University)
improvement in writing quality, typical lexical bundles in therent expressions that co-occur frequently in a specific domain)

abstract section were counted before and after the introduction

is a signal of competent participation in a given community

to the online reference tool. The results suggest that user feed-(Hyland, 2008). However, acquiring and using these lexicalback was positive overall, and the tool was found to bring about

bundles could pose a formidable challenge for second language

beneficial effects that genre writing pedagogy aims to achieve.

users of English. In order to facilitate the learning of lexical bun-

Participants who used a larger number of lexical bundles af-

dles, various online reference resources based on different types

ter the instruction were those with higher English proficiency.

of corpora have been developed in recent years. The purpose

They also commented that they gained confidence in writing,of this study was to explore the extent to which frequency ofraised their awareness toward the rhetorical structure, and felt

lexical bundles could be used to measure the development of

their lexicon-grammatical expressions improved by using thewriting competency. A total of 89 Japanese undergraduate EFL

tool. In light of these findings, the pedagogical implications are

students were asked to write an abstract of the research article

discussed, with particular focus on the potential role that thoseafter a genre-based teaching. In the following session, the par-online resources could play in the teaching and learning of tech-ticipants were introduced to an online reference tool, which was

nology-enhanced genre writing.

Poster

It has been suggested that the use of lexical bundles (i.e., recur-

developed to raise the awareness toward rhetorical structuresof research articles. They revised their first draft using the tool.
They also completed a questionnaire. In order to examine the64

FLEAT 7 Conference Program65

8 / 9 / 2019 14:50-15:20

Media Literacy: the ethical behavior and the moral responsibility
KIKUCHI, Hisayo (Aoyama Gakuin University)

8 / 9 / 2019 14:50-15:20

The Relationship Between Critical Thinking Skills
and Critical Thinking Disposition for Japanese EFL Learners
SUDA, Yoshishige (Graduate Student, University of Tsukuba)Media technologies have drastically changed everyday life, andincluding fake news, false advertising, and inappropriate content

require a framework in terms of the ethical behavior and moral

than in Japanese. From a media sender point of students’ view,

responsibility on social network sites (SNS) in both Japaneseposting and sharing comments, messages, and photos in English

and English as a Lingua Franca (ELF). The purpose of the study

would lead students to realize the gap between the signifier andwas to seek the possibilities and the ethical and moral issues

the signified, related to the globalization. In this presentation, I

hindering the practice to create an informal and meaningful dig-will present (1) the issues EFL students faced when they started

In recent years, more attention has been paid to the importance of critical

named “logicalness,” “indecisiveness,” “malleability,” and “efficiency.”

ital culture, communicating with people living in other countries

to join informal SNS in English, (2) the process in which they

thinking (CT) disposition for CT skill performance. However, little re-Another cluster analysis was performed on the participants based on their

who they do not know. First, the students were asked to find SNS

learned to enjoy interaction, and (3) the questionnaire results

search has been done to validate this relationship with regards to foreign

mean scores for each CTDQ item-cluster, and four person-clusters wererelated to news topics and to interact in ELF for one semester.

they answered about digital cultures and moral issues. Throughlanguage usage. The aim of this study is to investigate the relationshipformed. These person-clusters were characterized as follows: Person-Clus-

All the 20 participants in this class were second year university

this study, students had opportunities not only to improve theirbetween CT skills and CT disposition of EFL learners in Japan. For thister 1 registers as “logical,” Person-Cluster 2 as “indecisive and malleable,”

students and had around B2 level of English. This was hypoth-motivation but also to learn unconscious moral and ethical issues

purpose, the English critical thinking test (ECTT) and the critical think-

Person-Cluster 3 as “unmalleable,” and Person-Cluster 4 as “indecisive

esized that active participants would improve their motivationin both ELF and Japanese.

KOGUCHI, Tomo (Graduate Student, University of Tsukuba)
MAEDA, Hiroki (Graduate Student, University of Tsukuba)
OKA, Hideaki (Graduate Student, University of Tsukuba)

the three sub-constructs of ECTT was then analyzed using the two-way

their own informal and voluntary digital cultures. However, it

based on previous research. CTDQ evaluates the disposition which may(4×3) ANOVA. The results showed no statistical significance between

would not be easy for EFL students to jump start online partici-

affect the performance on the three sub-constructs of ECTT. ECTT andthe person-clusters, implying that CT skills and CT disposition might bepation in English in reality, even if they have high English skills.

CTDQ were conducted on 81 Japanese university students with English

unrelated. This finding provides the evidence that, although some Japa-

From a media receiver point of students’ view, social media andlevels ranging from CEFR A2 to B1. Cluster analysis was applied to di-nese EFL learners believe themselves to be good critical thinkers, their CT

online platforms in English could have more challenging issues

vide the 46 items of CTDQ into four item-clusters. The item-clusters were

disposition is not necessarily reflected on the performance of CT skills.

8 / 9 / 2019 14:50-15:20

Evaluation of Learning Effect of Chinese Tone Perceptual
Training Application for Smartphone
中国語声調感知訓練スマホアプリの学習効果の評価

The purpose of this presentation is to report the practice of asearching the Internet for relevant materials and information for

ten-year long project-based college English program under

their project to writing essays and giving presentations. Several

Bring-Your-Own-Device, BYOD, policy and to discuss the new

surveys found that the majority of them have developed both

pedagogical paradigm which integrates practical usage of Infor-

English competence and ICT-related skills through the program.

中国語の発音は外国人学習者にとって克服すべき大きなにされがちな音声情報の認識を重視し、声調感知実験のmation Communication Technology, ICT, into language educa-

Another survey showed that a number of alumni of the program

課題である。中国語発音学習の一般的な手法は、簡単な結果を基づき、感知訓練課題の学習効果の向上を目的とtion. The past fifty years saw language education empowered byfound it helpful in organizing and delivering ideas after they

単語を覚え、会話のモデル音声の模倣である。しかし ,した評価用 Web アプリを設計し、一般的な中国語教材

ICT, which is specifically called Computer-Assisted Language

started working. Based on these survey results and prior studies,

日本人による中国語発音学習における課題として、中国に比べ有効性が高いことを示した。これをうけ、本研究

Learning, CALL. On the other hand, due to commoditization ofthis study defines this kind of organized language education as

語は日本語にない発音があることと声調要素があること

では、声調学習をより効果的に行うため、上記のアプリ

information appliances including laptops, smartphones and tab-Computer-Integrated Language Learning, CILL. The presenta-

lets and fast wireless network, ICT has played a more importanttion also covers general goals and basic components of CILL,が挙げられる。中国語の基礎教育についての研究においの機能に加え、声調の感知訓練の評価のため設計した基

role than ever before in education, as has been widely recognizedneeds analysis of English and ICT in contemporary Japaneseて、声調学習を重視し、発音における重要性を示す表現

礎声調発音テストを学習教材として組み込んだスマホア

as EdTech in recent years. Language education is no exception.

society and present and future tasks CILL often faces. Finallyは多数ある。しかし、それらは主に 1、2 音節を調査対プリを構築し、中国語初学者が利用した結果について報The compulsory English program employed by four colleges of

it is emphasized that CILL is a new frontier of language educa-

象として被験者のエラーパターンを分析したものが大部告する。特に、発音練習課題の設計と学習効果について

Ritsumeikan University in Japan is one of the specific examples

tion where various collaborative actions are demanded among

分で、その学習手法に関する研究は、あまりおこなわれ分析するとともに、他の中国語学習アプリと、学習効果

of language education which regards English and ICT as indis-

instructors, staff members and students.

ていない。我々は、声調は難しいという現状に対し、実を比較した結果を述べる。

KANG, MingSung (Graduate Student, Utsunomiya University)
ITO, Atsushi (Utsunomiya University)

験結果を基づいたプログラムインストラクションのスモー

encouraged to bring their own device and make use of it from

ルステップの考え方を導入し , 声調の学習において疎か

Posterpensable means of communication. In this program, students are

FLEAT 7 Conference Program

Aug. 9 Fri PM

KIMURA, Syuhei (Ritsumeikan University)

Aug. 9 Wed AM

From ‘Computer-Assisted’ to ‘Computer-Integrated’:
A New Frontier of Language Education

R3 (601) Research Presentation

Aug. 8 Wed AM

yet unmalleable”. The relationship between these four person-clusters andthe three sub-constructs (coherence, analysis, and inference) of CT skills

Aug. 7 Wed PM

ing disposition questionnaire (CTDQ) were developed. ECTT measures

8 / 9 / 2019 15:25-15:55

Aug. 7 Wed AM

HIRAI, Akiyo (University of Tsukuba)

to learn English and world news topics, through ideally creating

R1 (502) Research Presentation

66

R2 (503) Research Presentation

Aug. 6 Tue PM

R1 (502) Practice Report678 / 9 / 2019 15:25-15:55

Analysis and validation of the descriptors of the JLPTUFS Academic Can-do List

R4 (602) Practice ReportManaging a “Special” EFL Classroom

JLPTUFSアカデミック日本語Can-doリストの項目の分析と妥当性検証
SUZUKI, Mika (Tokyo University of Foreign Studies)

8 / 9 / 2019 15:25-15:55

Aug. 6 Tue PM

R3 (601) Research Presentation

TSUKAMOTO, Mizuka (Ritsumeikan University)
The amount of literature on including students with special

章表現、独話、会話）の難度がレベル順に揃っている技

語運用能力を示す目的で「JLPTUFS アカデミック日本

能はなかったが、修正を経て 2019 年 1 月調査では４語 Can-do リスト（
「AJ Can-do リスト」）」の開発を行い、技能４リストについて難度がレベル順である結果が得ら

インターネット上で公開した。「AJ Can-do リスト」は、れた。AJ Can-do リストは、初級レベルから各技能で学

required for all first-year university students, the presenter be-

日本語の初級から上級レベルの学習目標及び授業内容を習者のアカデミックスキルを活用する記述がなされていcame aware of the limited information available, both in litera-

踏まえ、学習者がそのレベルを終えた段階で日本語でどることも特徴であり、国内外の機関での活用が期待される。

ture and at the workplace. She also realised the possible value ofAug. 7 Wed AM

needs in an EFL classroom is limited. In addition, English lan-

東京外国語大学では日本語学習者のアカデミックな日本

guage teachers have been rarely trained or have the knowledge
or experience in how to support them in the classroom. Whenput in a position to teach a blind student in a reading course

sharing the experience. This presentation is mainly a reflectionのである。本発表では Can-do 検証と修正プロセス、レof the presenter’s experience. It will also include the following:

Aug. 7 Wed PMのようなことができるかを技能別に記述、開発されたもinformation on support provided by the institution, insights into

ベル別の Can-do 記述とアカデミックスキルとの対応、

what kind of support may have been helpful for both the teach-に関して述べる。AJ Can-do リストは①レベル別 Can-do

er and for the students, the presenter’s classroom practices and

目標、②レベル別 Can-do 細目、③全レベル共通目標でAug. 8 Wed AM

management. The presenter will also introduce the voice of the

構成され、そのうち①レベル別 Can-do 目標の難度の妥

particular student provided through his reflection.

当性を分析するために、学習者の Can-do 自己評価デー
タをラッシュモデルに適用し、検証を行った。その結果、2016 年 7 月調査では４技能５リスト（読解、聴解、文8 / 9 / 2019 14:50-15:20

A selfie-character-playing approach to speaking
for young learners of English as a foreign language

R5 (603) Research Presentation

8 / 9 / 2019 14:50-15:20

A study of a learning environment where a communicative robot
presents English medical terminology
SAKAMOTO, Yoko (Dokkyo Medical University)
SAKATA, Nobuhiro (Dokkyo Medical University)

eo recording at Phrase 4. All of the participants responded toing focused activities for young learners of English as a foreign

a questionnaire about their attitudes toward the speaking ac-

We have been developing a learning environment with a com-

6.42. A memory retention test, which was taken two weeks later,

language (EFL). The implementation was conducted in a private

tivities. Their speaking videos were graded in two categories ?

municative robot (robot) in English learning classes. In thisshowed that the average score was 4.25. On the other hand, withcram school in Taiwan, where in-class video recording was an

language knowledge (the quality of the written speech and thestudy, we examined the differences between learning English

tablet learning the average score of the pretest was 1.09, andintegral part of classroom activities to show parents about theirusage of vocabulary) and speaking skills (voicing and acting).

medical terms with a robot or a tablet over two learning sessions.

the average score of the post-test was 5.09. The average scorechildren’ competence in English speaking. Participants were 68

Results of students’ learning outcomes, including attitudes fromFifteen pairs of English medical terms were used as stimulusof the memory retention test, taken after two weeks, was 2.36.

graders (32 students in the experimental group and 36 in the con-the questionnaire, scores in the grading of language knowledge

words. Each pair was chosen with the same number of sylla-

The results of a questionnaire, completed after the investigation,

trast group), age10 to 13, from 6 classes of 3 levels. The teacher

and speaking skills, show that those using selfie-character-play-

bles, the same stress pattern, and where possible, similar sounds.

revealed that more students said learning with a robot was fun

followed the Presentation-Practice-Production teaching method

ing for speaking activities significantly outperformed those in

Results were gained from 22 participants, who were first grade

and could be helpful in memory retention. In summary, from thefor 4 weeks (PPP as Phrase 1, Phrase 2&3, Phrase 4, 30 minutes

the traditional PPP activities. As the significant differences be-

medical students and they were divided into two groups. At first,

point of view of the average scores after each session, we founda week), as the study focused on the students’ two practicing

tween the two groups indicates large effect sizes, the pedagog-

one group learned with a robot while the other learned with athat there were similar learning effects when using a robot andprocesses―writing their speech and rehearsing their speech de-ical implication is to bring to the fore utilizing the selfie-char-tablet. Two weeks later the second learning session was conduct-

tablet. However, the results suggested that retention of vocabu-

livery with peers. The experimental group used a selfie-charac-

acter-playing enthusiasm for the learning process of speaking.

ed with the groups counterbalanced. Word quizzes were given

lary might be affected by the learning environment with a robot.

ter-playing application for deciding a character at Phrase 2, forto each student before and after the exercises and the resultsrehearsing at Phrase 3, and self-recording at Phrase 4. Students

were calculated from the average scores of each session. Whenin the contrast group were supervised by the teacher at Phrase

learning with a robot, the average score of the word quiz before

2 and 3 and they performed their storytelling via teacher’s vid-

the session was 2.17 although after the task, the score rose to

Poster

The study used a selfie-character-playing approach to the learn-

FLEAT 7 Conference Program

Aug. 9 Fri PM

CHAO, Yu-Chuan Joni (Providence University, Taiwan)

68

Aug. 9 Wed AMR4 (602) Research Presentation69

8 / 9 / 2019 15:25-15:55

Application of Cloud-Based Text-to-Speech Technology
in Second Language Teaching

R6 (604) Research Presentation

How the International Exchange Events Enhance Students’ Motivation
to Learn Different Languages

AZUMA, Junichi (Kobe Gakuin University)

UESUGI, Yuko (National Institute of Technology, Kure College)
glish tests; and he could broaden his horizons. Also, the classes

cloud-based text-to-speech (TTS) services and to suggest newof the prosodic features is required. High-quality TTS services

national exchange events and the enhancement of students’ mo-which accepted this Australian student either as a homeroom stu-

ways of applying the latest TTS technology to second language

normally enable us to perform this kind of adjustment throughtivation toward the acquisition of languages. It provides the re-dent or a teaching assistant showed a great sign of enhancement

teaching. TTS technology has changed greatly over the last few

the use of SSML (Speech Synthesis Markup Language) tags.

port on how effective the international exchange events betweenof motivation toward the language acquisition. Our program also

years. One of the most significant changes was a shift from the

Examples of actual customization of the TTS voices of Amazon

National Institute of Technology, Kure College, NIT Kure, andcontains Skype-used classes where both sets of the students ex-

stand-alone system to cloud-based services. The TTS service of

Polly, using suitable SSML tags, will be given. TTS voices are,Radford College in Australia are to achieve the tandem education

change their cross-cultural information with each other both inAmazon Polly, as a typical example, will be examined in thisof course, fairly useful for audio-based educational materials

where both sides aim to develop their different target languag-

English and Japanese. By conducting Skype sessions along withstudy. Although today’s TTS technology is considered a versa-

such as a model voice for speech, recitation, or dialog practic-

es; English for the NIT Kure students and Japanese for Radford

the exchange programs, both sides of the students can have atile tool for generating human-like voices, the creation of a voicees, voices for online hearing quizzes, and so on. However, TTS

College students. The collaborative sister-relationship between

reunion and build a firmer and longer friendship. The analyticalthat is truly appropriate for a real educational environment isvoices are also available for movie production, including occa-

our schools has been conducted for 7 years. We regularly send

resources are both the questionnaires from the students and therather more challenging. Simply converting the text into a TTS

sions when dubbing is necessary. As such, suggestions for movie

our students on the homestay programs with the purpose of thetransitional scores of English tests. Consequently, these events

voice will not work in the second language education arena for

production using TTS voices will also be presented.

international exchange. Introducing some preceding exchange

will give you some unique educational insights from different

either beginner or intermediate learners because the prosod-

events between our schools, one recent case of hosting a boy

cultural perspectives. It will continue to help students to crossic features of a generated voice are generally those of an adultfrom Australia is introduced. Having an experience to be a hostcultural barriers, think globally and build human understanding

native speaker with a high speech rate. Furthermore, a lack offamily for a foreign student, an NIT Kure host student showedrather than cross cultural understanding.

sufficient pauses of appropriate duration at phrase boundaries

some significant changes in himself: his motivation for learning

might be a problem. To generate a voice that is suitable for ac-

English got higher; he showed a great improvement in his En-

Comparative Analysis of Japanese EFL Undergraduates’ Pragmatic Responses
in Online Forum and Face-to-face Discussion

R7 (701) Practice Report

8 / 9 / 2019 14:50-15:20

Microlearning in the 21st century language education
SUVOROV, Ruslan (University of Hawaii at Manoa)

the inappropriate use of language implicitly and provide cor-

Over the past few years, there has been a burgeoning recognition

phenomena. In light of the informal nature of microlearning as aphones than laptops even for their study, computers at CALL

rect usage by repeating the language, was employed to makeof the need to address social dimensions of CALL, as demon-social activity happening outside of classroom, Activity Theory

rooms still are effective tools in developing communication

students understand and use suggestion strategies appropriately.

strated by recent publications (e.g., Gleason & Suvorov, 2019;recognizes complex relationships among various elements with-skills for English as foreign language (EFL) learners. This

Teacher’s recast was conducted in written form in CMC groups,

Ortega, 2017) and conference themes (e.g., Helm, Bradley,

in a microlearning activity system (i.e., app users, microlearning

study investigated Japanese EFL learners’ use of English lan-while, oral recast was implemented in FTF environment. Results

Guarda, & Thouësny, 2015). In light of this need, microlearning

content, social context of use, community, etc.), thereby offering

guage revealed in computer-mediated communication (CMC)of the record of CMC forum entries and transcripts of audio-re-that entails frequent short interactions with small learning units

more comprehensive insights into the ecology of learning. Datain the form of an online forum, in comparison with a face-to-corded FTF conversation were analyzed based on the conver-

poses unique affordances for integrating language learning intocollection instruments comprise online surveys, semi-structured

face (FTF) group discussion. The research was conducted at asational analysis approach with the assessment framework of

the 21st century language learners’ social lives through mobileinterviews, focus groups, and a tool for gathering app user an-

co-educational private university in Kanagawa prefecture, using

Martinez-Flor and Fukuya (2005). The overall findings suggest-

technology. With most existing microlearning initiatives being

alytics. Once the development of the microlearning content is

two sophomore general English classes. Student participants

ed that CMC enhanced participation to discussion by students

limited to vocabulary acquisition, there is a need for microlearn-

finalized, the proposed research design will be used to (a) evalu-

of both classes were divided into small groups of four to five;with lower foreign language proficiency and helped them learn

ing solutions that focus on other aspects of language acquisition.

ate app users’ perceptions regarding the quality of microlearning

CMC groups participated in online discussion forum at a CALL

how to use a certain speech act in interaction by reviewing forum

The purpose of this presentation is to (a) introduce a microle-content, and their needs and preferences regarding the learning

room, while, FTF groups conducted face-to-face discussions at

entries. Implications included consideration to the management

arning app for learning L2 culture, and (b) propose a design forof L2 culture, (b) investigate app users’ perceptions and prefer-an ordinary classroom. The teacher provided discussion topics,of group discussions, appropriateness and timeliness of recasts,

a research project aimed at exploring the affordances and con-ences regarding the app existing and desired features, and (c)aiming at the development of their English pragmatic compe-

and the necessity for various types of communicative activities,

straints of the app for L2 culture learning from the perspective

provide evidence to inform effective integration of the microle-tence, specifically, speech acts of suggestion. Teacher’s recast,

including CMC, in EFL classes.

of Activity Theory (Engeström, 2001), a theoretical frameworkarning app into the users’ language learning practices.

FLEAT 7 Conference Program

PosterAlthough majority of young people recently prefer using smart-

Aug. 9 Fri PM

FINCHAM, Naiyi Xie (University of Hawaii at Manoa)

MATSUOKA, Yaoko (International Christian University)

an instructional technique giving learners feedback to correct

Aug. 9 Wed AM

8 / 9 / 2019 14:50-15:20

Aug. 8 Wed AM

This paper aims to prove a close relationship between the inter-Aug. 7 Wed PM

tual educational situations, a considerably high-level adjustment

Aug. 7 Wed AM

The aim of this research is to appraise the rapid development of

R6 (604) Research Presentation

70

8 / 9 / 2019 15:25-15:55

Aug. 6 Tue PM

R5 (603) Practice Reportfor studying human activities as socially and culturally mediated71

8 / 9 / 2019 15:25-15:55

Exploring the Affordances of Interactive Tools in Blended Learning: Design and Implementation of Interactive Lessons for a Simulation-Based Advanced Korean Language Course
FINCHAM, Naiyi Xie (University of Hawaii at Manoa)
LEE, Eunsun (Graduate Student, University of Hawaii at Manoa)

Detecting Learners’ Hesitation during Word Reordering Problems by Analyzing
Mouse Trajectories―With An Attempt to Focus on Their Chunk Information
英単語並べ替え問題における解答中の動作履歴を用いた迷い検出－学習者の迷いと問題内チャンク情報に着目した試み
MIYAZAKI, Yoshinori (Shizuoka University)

The creation of interactive course presentations has been gaining recog-

boarding training to improve their public speaking and presentational

nition as a compelling and worthwhile use of technology for language in-skills and acquire knowledge of Korean workplace culture. To meet thesestruction. Some of the most important affordances include ways to breaklearning objectives, two online modules were created: Workplace Culture

up a lengthy video, audio or other instructional materials into more man-and Public Speech Skills, which consisted of a total of ten interactive

英単語並べ替え問題は頻繁に英語資格試験などに採用された実験では某大学で英語系科目を履修している43 名の実験

ageable chunks, immediate comprehension checking and feedback, op-lessons. These lessons not only provided multimodal presentations of theる，よく知られた問題形式である．紙面上の解答で得られる協力者に対し，30 問に解答してもらった．得られた1,290 件

tions for annotating or marking up content to enhance focus and salience,learning materials and activities, but also paced scaffolding through built-

情報は並べ替え後の最終解答のみであるが，我々が開発すの解答履歴を用いて機械学習（教師あり学習）を行ったところ，and flexible navigation that enables individual control over content andin explanations, comprehension checks, and different forms of feedback

learning pace. This presentation reports on the use of interactive lessons tobased on learners’ input. To address the challenge of providing scaffolding

るWebアプリケーションは解答中のマウスの軌跡を記録する

従前の実験結果と同等の精度で迷いの推測に成功し，学習enhance students’ learning experience in a simulated business context thatfor speaking practice outside the classroom, tasks were created through

ことで，最終解答に至るまでの過程を取得する．軌跡情報か

者が変わっても予測性能に大きな差は出ないことが確認されfocuses on professional communicative skills and intercultural compe-

the app Extempore to engage students in guided speech production, andらは解答時間，移動距離等を算出でき，またドラッグ＆ドロッ

た．本発表ではこれに加え，解答中のグループ化使用と迷い

tence for advanced learners of Korean. The simulated experience is built

individualized feedback was provided by instructors. Drawing on prelim-

プや単語のグループ化機能の使用回数等各種パラメータをとの関連性について分析を試みる．さらに，各問題の解答にaround a fictitious company in Korea, which provides the backgroundinary evaluation data collected from the instructors and students, we will取得できる．実験では，解答中の迷いの有無・程度や，並べ対して事前に準備した（意味的なまとまりである）チャンク

and context for interaction. Tasks simulate actual situations that students

discuss findings regarding design, delivery, initial training and ongoing

替えた英単語のうち迷った単語を解答直後に選択させるフェー

情報と，グループ化された単語群を比較することで，迷いのare likely to encounter during a required capstone year abroad. Students

support for students and instructors to use and benefit from the interactive

ズを同アプリケーションに設け，これら一連のデータを元に予測性能の向上に寄与するかどうか議論し，また，迷いの発

apply for an internship position, and complete a company-required on-content, as well as implications for further improvement.

学習者の迷いの判定について取り組んでいる．2018 年に行っ生箇所を特定化に向けた可能性について検討する．

R9 (703) Research Presentation

8 / 9 / 2019 14:50-15:20

In what conditions do EFL students engage more in group work?: A NIRS study
KONDO, Mutsumi (Kyoto University of Foreign Studies)

HARASHIMA, Hideto D. (Maebashi Institute of Technology)“IntelliBoard.” The tools provide various types of information

students are making progress on schedule, if there are some who

including the chronological access distribution, the transition oflag behind others, or even if any are on the verge of dropping out.

assignment submission and active user numbers, the number of

These are serious concerns for the teachers who rely on LMSs

individual forum posts, levels of difficulties with each question

to support the classroom instruction, because they are often un-

in a quiz, and the interrelation between participants in a forum,

able to imagine the troubles and struggles of each student by theas well as periodic reports on at-risk students. The presenter will

This study focuses on the relationship between learning engagement andunder which they reported being engaged. Participants were divided into

limited physical contacts with them in the classroom. Learning

report how they have been implemented in Moodle-based teach-group work in the EFL classroom. Learning engagement was measured witheleven groups and each group completed 4 tasks with different levels of dif-

Analytics (LA) is a way of measuring student engagement ining and show how they help teachers grasp student behaviors.

Short Flow State Scale developed by Jackson, Martin, & Eklund (2008). In

ficulty within the time limit. In order to reduce the confounding variables,a digital class and also reports the effectiveness of any partic-

addition, we tested the potential utility of inter-personal synchrony of brain

the experiment was conducted in a laboratory setting. Findings from bothular lesson. Sophisticated LA tools also provide teachers withactivities measured by ultra-small near-infrared spectroscopy (NIRS) as aof the subjective and quantitative measurements indicate that (1) contrary

detailed information on the behavior of each individual student.

quantitative measurement for the learning engagement in group work. In thisto the flow theory, both groups of the participants experience increased en-

This enables teachers to differentiate between students meeting

study, the concept of flow is used as a framework to investigate student learn-

gagement when the perceived challenge of the task is low, and their skills

with success and those having struggles or being “at-risk.” Theing engagement. Csikszentmihalyi (2008) defines ‘flow’ as an experiential

are high, and (2) when participants engage more in group work, inter-subject

latest version of Moodle incorporates the LA tool “Inspire” into

state characterized by intense focus and involvement that leads to improved

neural synchrony increases. This demonstrates the great potential of neuralits core functionality. A growing number of other LA plugins andperformance on a task. According to the flow theory, flow is more likely tosynchrony as a quantitative measurement of group work. Findings from theblocks are also available for Moodle. The presenter has exploredoccur when the perceived challenge of the task at hand and the individual’s

qualitative data suggest that participants can engage more in group worksome of those in-house LA plugins as well as a third-party one.

skills are high and in balance. Using a sample of 33 university students (18when they help each other, and agree on the process of completing the task.

They include “Inspire”, “Analytics Graph,” “Forum Graph,” andEnglish majors and 15 non-English majors), we investigated the conditions

Suggestions for future studies and classroom practices will be discussed.

Aug. 9 Fri PM

NOZAWA, Takayuki (Tokyo Institute of Technology)

While teaching languages with technology, teachers wonder if

JEONG, Hyeonjeong (Tohoku University)
IKEDA, Shigeyuki (Tohoku University)
YAMAMOTO, Reiko (Kyoto University of Foreign Studies)
ISHIKAWA, Yasushige (Kyoto University of Foreign Studies)

Poster

FLEAT 7 Conference Program

Aug. 9 Wed AM

The First Step to Learning Analytics with Moodle

NORIZUKI, Ken (Shizuoka Sangyo University)

Aug. 8 Wed AM

8 / 9 / 2019 14:50-15:20

ZUSHI, Mitsumasa (Shizuoka University)

Aug. 7 Wed PM

R8 (702) Practice Report72

8 / 9 / 2019 15:25-15:55

Aug. 7 Wed AM

PARK, Leeseul (Graduate Student, University of Hawaii at Manoa)

R8 (702) Research Presentation

Aug. 6 Tue PM

R7 (701) Practice Report73R9 (703) Research Presentation

8 / 9 / 2019 15:25-15:55

Bringing brain science into EdTech for language assessment and learning
OJIMA, Shiro (Yokohama National University)
Technological advances have made it possible to visualize thebeen replicated on a large scale. Our second study applies so-functions of the living human brain. Various brain imaging meth-called neurofeedback to language learning. Neurofeedback, as

ods including event-related brain potentials (ERPs) have been

its name suggests, is a technique where one is given feedback

used for basic research on how the brain processes and learns

about the state of his/her own brain. Here we try to use neu-

language, and numerous findings have accumulated. The current

rofeedback to induce L2 auditory learning. We take advantage

digital era has also seen rapid progress in the area of EdTech.

of the ERP response called the Mismatch Negativity (MMN),

Our research group tries to merge these two trends and use brain

which appears when the brain automatically detects a change inscience for the EdTech of language. This talk will introduce

a series of auditory stimuli. In a game-like task, native Japaneseongoing studies which aim to apply the ERP technique to lan-

speakers listened to English /la/ and /ra/ sounds and received

guage assessment and language learning. The first study builds

visual real-time feedback which reflected the size of the MMN.

on past ERP studies which have shown that ERP responses to

We discuss our preliminary findings and explore the possibility

second-language (L2) stimuli change systematically as one’s L2of using brain science in the field of EdTech for language.

proficiency increases. Our central idea here is to use ERPs forL2 assessment, in particular, to predict one’s L2 proficiency. Our
initial trial tested the practicality of a newly developed easy-touse ERP recording device and recorded ERPs from adult native
Japanese speakers who were listening to English words. Previous findings of proficiency-related systematic changes have

74

FLEAT 7 Conference Program

Poster Sessions

8 / 7 / 2019 13:05-14:05

Analyses of JLEs’ Passive Errors: Focusing on the Sentences with Unaccusative Verbs(Corridors on the 6th and 7th floors) Poster

Phonetic Symbols in English Dictionaries for English-Learners in JapanINABA, Eiri (Graduate Student, Aichi Prefectural University)

KOCHIYAMA, Mari (Kansai University of International Studies)
ARIMOTO, Jun (Kansai University of International Studies)(correct sentences), and Type C) passive voice sentences with

Dictionaries are essential for language-learners. In Japan wetionary. Kana seems to be easy to understand for Japanese, but

cuses on the learners’ overpassivization errors. These errors are

intransitive (unaccusative) verbs (overpassivized and incorrecthave many English dictionaries which can be classified by learn-kana used for pronunciation is different from orthography andcaused by passivizing a kind of intransitive verb known as ansentences). The participants are 50 JLEs at a university in Ja-

ers’ proficiency levels; introductory, pre-intermediate, interme-

it sometimes causes misunderstandings of English sounds. In a‘unaccusative verb’ (Perlmutter, 1978) and result in incorrectly

pan. The central issue here is whether JLEs accept or reject thediate, and advanced. Introductory level means mainly children

dictionary “lead” is described as /リード/ and “read” is /ゥリーproduced sentences. The previous studies, such as Yamakawa

overpassivized unaccusative sentences. The results indicate thatof elementary school or junior high school. Pre-intermediate

ド/, in another dictionary “lead” is /りード/ , and “read” is /リ(1994), showed that the English learners often make overpas-

the JLEs accept Type A, but they tend to reject Type B evenlevel is for junior and senior high school students. Intermediateード/. How can students know the differences between /り/andsivizing errors. Shin (2011) revealed that errors of overpassiv-

though those sentences are correct, and they tend to accept Typeis for senior-high school students preparing for university en-/リ/? This is the problem to show pronunciation by kana. In theization can be remedied as English learners’ proficiency levels

C, overpassivised sentences. The results added further evidence

trance examinations. Advanced is for university students, officeposter, we will show these differences and problems for learners

increase. Ju (2000) and Kondo (2005) investigated whether theto the research by Yamakawa (1994) that JLEs tend to makeworkers or professionals. In English dictionaries pronunciation

in English dictionaries. We also mention electric dictionaries,

conceptualizable agent affects learners’ cognition when they

overpassivization errors of particular verbs and contexts, andis usually described by International Phonetic Alphabets (IPA).

dictionaries on the Internet, and other language dictionaries pub-choose voice in a sentence. Yamakawa (1994), by analyzing pro-support the claim by Ju (2000) and Kondo (2005) that learners’

Some dictionaries especially for beginners also use kana letters,

lished in Japan.

duction data of translated sentences from Japanese to English,

overpassivization errors do occurs in the sentences with intransi-

or Japanese syllabaries. However, these symbols are slightly

discovered that some JLEs might not accurately understand thetive (unaccusative) verbs. However, further analyses on differentchanged and each dictionary has its own rules to show pronun-

agent-patient relationship. To examine these findings and con-verbs are needed to investigate the factors causing overpassiv-

ciation. For example, the vowel in “book” are shown like /u/, /U

firm their claim, the researchers conducted a grammaticality

ization errors.

/, /ウ/. The vowel in “air” is written as /ε?r/, /e?r/, /エア/, /エア(

judgment task including three types of sentences: Type A) active～)/ , etc. The differences are found not only in the dictionaries

voice sentences with transitive verbs (correct sentences), Typeof the same series but in the different editions in the same dic-

Developing JFL Teacher through Teaching Practice and Reflection(Corridors on the 6th and 7th floors) Poster

SEKINE, Hannah (Graduate Student, Waseda University)を学んだか、４）フィードバックから何を学んだか等に語教授法に関する理解を深め、実践力の基礎を養成する

関する 5 件法の設問である。学生の回答を分析した結ため、外国語教授法を応用した模擬授業を課題とした授果、当該の教授法を日本語教育に応用する際に難しい点業を実施した。ここでは、授業後に行った学生の省察（調があること、学習レベル・環境、ネイティブ、ノンネイ

査）の結果を分析し、本実践の教育的効果を検証する。

HOZAKI, Norio (Waseda University)
This report introduces a series of Danish school events and ad-class is teachers legitimately and democratically participate in

vocates several significant aspects of the comprehensive Dan-

educational activities as not teachers but participants. Anotherish education, some of which could be reasonably applicable tointeresting aspect in instructional activities is students are noteducational settings in Japan. The first fundamental concept toevaluated or graded for something they performed, but is appre-

be applied is democracy or democratic dialogues in educational

ciated by community members including teachers. This aspect

ティブ等、教師の資質によっては向き不向きがある教授

activities in Danish school. Many schools in Denmark imple-

should be more or less applied to Japanese class. What are high-

授業は以下の手順で進めた。様々な外国語教授法（文法法があることが分かった、及び、批判的な意見から気づ

ment democratic school events and educational activities, suchly competitive class activities in Japan for? This presentation in-

訳読法、直接法、オーディオリンガル、サジェストペディ

くことが多かった等の教育的効果が見られた。発表では

as “democracy meeting,” in which all students have dialogues

cludes introduction of several educational activities themselves

ア、コミュニカティブアプローチ等）の一つについて各

参加者と意見を交換する。

with other students and teachers once a week. Students have theas well as photos, and intends to raise important questions andright and responsibility to decide agendas for discussion andhunches for discussion.

グループで調べ、その教授法を用いて日本語の模擬授業を行った。そして、当該の教授法の特色、短所、長所、
日本語教育への応用可能性等をクラスで討論した。参観者は模擬授業に対してフィードバックを行った。授業を総括して、各自省察を行った。省察の主な内容は、１）
外国語教授法の理解は促進されたか、２）模擬授業の方

FLEAT 7 Conference Program

Poster

本語教育を主専攻とする学部 2 年生を対象とし、日本Aug. 9 Wed PM

FUJISHIRO, Haruka (Waseda Univeristy)

INABA, Midori (Aichi University of Education)法は適切であったか、３）模擬授業の実践や観察から何8 / 7 / 2019 13:05-14:05

Introduction of significant and applicable aspects in educational settings in Denmark

学部生を対象とした日本語教師養成の実践研究―模擬授業と省察―

本研究は、日本語教師養成に関する実践研究である。日Aug. 9 Wed AM

8 / 7 / 2019 13:05-14:05

Aug. 8 Wed AM

voice by Japanese learners of English (hereafter, JLEs). It fo-

Aug. 7 Wed PMB) active voice sentences with intransitive (unaccusative) verbs

Aug. 7 Wed AM

The present study investigated the acquisition of English passive(Corridors on the 6th and 7th floors) Poster76

8 / 7 / 2019 13:05-14:05

Aug. 6 Tue PM(Corridors on the 6th and 7th floors) Poster

methods to solve and improve various school issues. Participating in these activities, students learn the ways to express theirown opinions and criticize other’s opinions properly. Anotherimportant concept would be an active and teacher-learner-centered aspect. Active learning is advocated anywhere in education
as well as Japan. The intriguing aspect exemplified in Danish77

8 / 7 / 2019 13:05-14:05

On the Assessment of Reading and Writing in Elementary School English Teaching
YAMAUCHI, Yuka (Hiroshima Bunka Gakuen University)(Corridors on the 6th and 7th floors) Poster

The Effects of Verbal and Acoustic Short-Term Memory
on Japanese EFL Learners’ Sound Recognition Skills

YANAGI, Yoshikazu (Nagoya Gakuin University)
TAKAHASHI, Miyuki (Aichi University of Education)

KONDO, Akiko (Hyogo University of Teacher Education)
Rhythm Memory Span Test. Their L2 listening skills were mea-

ferences in second language (L2) listening skills, because thesured by the English Listening Dictation Test. The results of thebasic words and phrases, and (c) writing basic sentences using

ability to temporarily hold aural information is indispensable

regression analyses indicate that both verbal and acoustic short-

The foreign language reading and writing instruction will firstexamples. In all the question patterns or formats, there must be

for listening comprehension. However, the relationship be-term memory measured by the tests significantly contributed to

be included in the elementary school curriculum in 2020; how-some clues to answers: Children might listen to the alphabet or

tween phonological short-term memory and L2 listening skills

listeners’ sound recognition skills.

ever an appropriate perspective and methodology for assessment

English words, see pictures, or read their first language (Japa-

has received relatively less attention from researchers, and thehas not been fully discussed and prepared. The present study re-nese). We propose the question and answer format based on the

results of the studies that do address this topic have been in-views literature on language testing and pedagogical assessment

commonly used materials in elementary schools, which encour-conclusive. Thus, this study investigates the degree to whichand shows an assessment framework for summative evaluation

ages practitioners to have clearer images towards assessment ofphonological short-term memory contributes to L2 listeningthat matches the Japanese elementary school curriculum. The

children’s reading and writing abilities. In this study, we focus

skills. Significantly, it examines not only verbal aspects but also

existing elementary school level English tests which have been

only on paper-and-pencil tests for the summative evaluation as

acoustic aspects of phonological short-term memory capacity.

provided by various testing service companies are not based on

the first step to assessing elementary school children’s English

The participants of this study were 223 Japanese learners of En-

the elementary school curriculum. We analyze the language ac-reading and writing abilities. There should be more discussion toglish as a foreign language. The participants’ verbal short-term

tivities and tasks provided in two commonly used English ma-

establish criteria and standards for performance tests.

memory was measured using the Forward Digit Span Test andthe Non-Word Repetition Test, both of which are based on the

For reading assessment, the proposed foci are (a) recognizing

participants’ first language, while their acoustic short-term mem-alphabet letters and (b) reading basic words and phrases. For

ory was measured using the Tonal Memory Span Test and the“Small talk” as a tool for improving speaking ability
by using a flipped classroom teaching method(Corridors on the 6th and 7th floors) Poster

SEKITANI, Koki (Hiroshima Jogakuin University)
This study had two purposes: (1) to compare Shanghai Japa-of beliefs based on such experience would work as a transfer tonese High School students’ beliefs about Chinese as a second

the use of strategies for EFL learning. In an educational context,

in class within two minutes. WR students needed to submit writ-

language (CSL) learning with their beliefs about English as athis implies that, even when a foreign language (e.g., EFL) is theunder an EFL setting like that in Japan. Though learning oppor-

ten reports by summarizing two other classmates’ talks in about

foreign language (EFL) learning, as well as to compare their use

target language for improvement, a stay program in non-English

tunities for EFL students are often limited within the classroom,

100 words each. When they prepare for their talk, topics couldof learning strategies for both languages, and (2) to identify the

speaking countries, such as many Asian countries, could be sug-

we introduced a “flipped classroom” to increase their learning

be chosen from their interests, and they needed to include fivefactors determining the learning strategies used in foreign lan-gested as an option for English language learning. It is hoped

time. The participants were 26 female university students whowords from the assigned vocabulary list. As pre- and post-tests,

guage learning. A total of 104 students (38 first-year students, 39that longitudinal studies will be conducted taking into consider-

are majoring in English and were in a teacher training course in

students took both a computer-based speaking test (OPIc) and asecond-year students, and 27 third-year students) participated ination students’ changes in their beliefs and strategy use over time2018. They were divided into two groups: one focusing on oral

Vocabulary Levels Test, and they also answered a survey related

a questionnaire survey. The questionnaire consisted of questions

to test and reinforce the validity of these results.

reflection (OR), and the other on written reflection (WR). In a

to their self-efficacy. A two-way ANOVAs was conducted for theabout the school year, length of stay in China, learners’ beliefs

weekly classroom activity, students present a two-minute “small

phase (pre- and post-tests) and treatments (OR and WR), and theabout CSL and EFL learning, and the learning strategies used fortalk” in front of group members, and after class, within a week,

result of the OPIc showed statistically significant improvement

each language. The results of a two-way mixed-design multivar-

they need to submit a reflection of their own talk or anotherfor the phase, though the difference between the treatments wasiate analysis of variance and multiple regression analyses sug-classmates’ talk through the educational learning cloud. In-classnot significant. In addition, there was no significant difference ingest that, although high school students following the Japanesetalks were recorded every time, and they could access it and lis-

VLT scores. From our study, a certain improvement in speaking

curriculum in a non-English speaking country shows stronger

ten to their talk any time. OR students needed to submit oral re-

was found, and learners could take advantage of the “small talk”

beliefs and more frequent use of strategies for EFL learning thanports by summarizing their own talk and questions that they get

project.

for CSL learning, living experience in the country and formation

Poster

The purpose of this study is to improve learners’ speaking ability

FLEAT 7 Conference Program

Aug. 9 Wed PM

WAKAMOTO, Natsumi (Doshisha Women’s College)

8 / 7 / 2019 13:05-14:05

Relationship Between Learners’ Beliefs and Learning Strategies Regarding Chinese as a Second Language and English as a Foreign Language: A Case at Shanghai Japanese High School

OTSUKA, Tomomi (Osaka Jogakuin College)
IMAI, Yumiko (Doshisha Women’s College)

Aug. 9 Wed AM

8 / 7 / 2019 13:05-14:05

Aug. 8 Wed AM

terials for elementary schools in Japan, Let’s Try! and We Can!.

Aug. 7 Wed PM

the writing assessment, (a) writing alphabet letters, (b) writinging elementary school children’s reading and writing abilities.

Aug. 7 Wed AM

Phonological short-term memory can explain individual dif-This study discusses and proposes some approaches for assess-(Corridors on the 6th and 7th floors) Poster78

8 / 7 / 2019 13:05-14:05

Aug. 6 Tue PM(Corridors on the 6th and 7th floors) Poster79

8 / 7 / 2019 13:05-14:05

Preliminary Development of an Evaluation Methodfor Learners’ English Knowledge Utilization While Speaking

8 / 7 / 2019 13:05-14:05

Karaoke Use for English Phonetic Training and Motivation
YUBUNE, Eiichi (Toyo University)

NAKAYA, Kae (The University of Tokyo)

INOUE, Takashi (Big Apple Company)

HIROKAWA, Sachio (Kyushu University)

HAMAYA, Munehito (DAIICHIKOSHO CO., LTD.)

MUROTA, Masao (Tokyo Institute of Technology)

Authors have found through our series of practices and experi-

who practiced singing the assigned English song five times out-ments so far that Japanese katakana is not suitable for represent-

performed the first recording before practicing in six different

ing sound of English single words and that it is rather effective

norms of phonetic elements we tested with the help of four En-

op learning methods and evaluate learners’ performance. One problem

research’s final goal is to propose a method for evaluating skills of uti-

in transcribing English formulaic expressions or chunk expres-glish native speakers who all hold TESOL degree. At our poster

for intermediate learners of English as a Foreign Language who alreadylizing their English knowledge effectively while speaking. In this meth-sions and thus it is useful in English phonetic training for Japa-

presentation, we are going to report our efforts so far in Karaoke

have a basic knowledge of the language is that they cannot utilize theirod, we chose some specific contents, and prepared English words andnese learners. We then started to apply this findings to lyrics foruse in English Education settings particularly for phonetic train-

English knowledge more effectively and smoothly while speaking, al-phrases of various difficulty levels for expressing each content. After that

English Karaoke made and distributed by the leading karaoke

ing and motivation of learning English.

though they can read or listen to English texts to some extent. The skills

we asked learners to speak the contents in English, and evaluated theircompany, Daiichi Kosho, in 2016. We also introduced karaoke

required for such utilization are related to “strategic competence”, which

performance based on the types of words or phrases they used. To clarify

system devices to English education curriculum at college andincludes the skills of approximation or circumlocution for enhancing thecharacteristic words or phrases for classifying performance levels, wehigh school level. Once in a school year, we hold a school-wide

effectiveness of communication. In approaching this issue some stud-

used the support vector machine method. As a preliminary experiment,

English Karaoke Competition as one of the accomplishments

ies have proposed teaching or learning methods for improving strategic

we applied this method to data from a speaking task in a classroom andof phonetic and singing training through the academic year. In

competence (e.g. Nakatani, 2010; Kongsom, 2016). However, in mostcompared the result with the evaluation by experts. The comparison

2018, we conducted an experiment to verify the effect of sing-studies, examiners only evaluated learners’ performance qualitatively inshowed some tendencies in learners’ spoken expressions, for example,

ing English Karaoke repeatedly using our katakana system de-terms of strategic competence. In order to support the skills more ef-

learners tried to express content more effectively by adding some phras-

veloped particularly for singing and enjoying English Karaoke

fectively, it is necessary to identify obvious characteristics of learners’

es. Furthermore, some improvements to the method are also discussed.

songs. The result demonstrates that 86% of the participants

8 / 7 / 2019 13:05-14:05

Learner Cognition and Orchestration of Strategies in Tandem Language Learning
MUKAE, Haruka (Graduate Student, Waseda University)

Redesign and rethink SALC to facilitate learners’ autonomy from a behavioral point of view
行動経済学を用いたSelf-Access Centerの利用活性化の実践
KATO, Tetsuo (Chubu University)

Tandem language learning, defined as one of the learning meth-

glish) participated in a Tandem session. The session was vid-

ods where two people with different L1 work together to learn

eo-recorded and lasted about 60 minutes. After the session, ret-from each other (Brammerts, 1995, 2001), is referred to as effec-

rospective semi-structured interview (i.e., about 30 minutes fortive strategy training (Otto, 2003), enabling learners to becomea person) was conducted with the aim to understand the partici-

情報や感情に流されて動き、合理的ではない行動もす

autonomous (Little, 2003). Although L2 learners inevitably uti-

pants and to contextualize the session for data triangulation (seeる。ノーベル経済学賞を受賞したリチャード・セイラー

lize their strategies to interact with the Tandem partner as wellDenzin & Lincoln, 1994). To analyze their cognition, we applied

教授は心理学を応用した行動経済学では経済学に人間ら

as the context during sessions, many studies tended to focus onthematic analysis with no pre-determined framework (see Braun

しさを取り入れた。イギリスの BIT ナッジユニットを始

frequency of strategy use, not optimal use of strategies (Mizu-& Clarke, 2006), and microgenetic analysis (c.f., Gutiérrez,

め、国内外で行動経済学を用いた人の行動を変える仕掛

moto, 2018). Moreover, to understand learners’ orchestration of2008) for orchestration of strategies. By showing multiple data

strategies in a particular context, it necessitates what they know,

けが近年次々と成功している。本発表では、語学を生涯

sources, some findings specifically focusing on ongoing strategy

think, and believe (i.e., learner cognition) as well because, fromuse in Tandem and changes of their use are to be shared, and this

教育・生涯学習と位置づけ、学習年限を大学での４年間

sociocultural perspectives (c.f., Douglas Fir Group, 2016), learn-study concludes by discussing some potentials of Tandem learn-

ers themselves can be one of the indispensable constituents ofing to foster learner autonomy within and beyond the classroom.

atory single case study investigates how learners’ cognition and

従来の経済学では人間は合理的な行動をし、損をしない行動をとると考えられていた。しかし実際には人間はと制限しない見地から学習である学生を見たときに、大学がどのように学生の成長を支援することができるかについて、発表者の実践から得られた知見を共有する。行
動経済学を用いることで学習者を取り巻くステークホル

orchestration of strategies are intertwined each other in Tandem

ダーに大きな変化をもたらすことができることを SALC

learning. A pair of different L2 learners (i.e., Japanese and En-

での実践例から学習者にとっての語学を自律学習、生涯

FLEAT 7 Conference Program

学習へと導くアイデアを共有したい。

PosterTandem learning. Therefore, to address these issues, this explor-

8 / 7 / 2019 13:05-14:05

Aug. 9 Wed PM

MORIYA, Ryo (Graduate Student, Waseda University)(Corridors on the 6th and 7th floors) Poster

Aug. 9 Wed AM(Corridors on the 6th and 7th floors) Poster

Aug. 8 Wed AM

speech to classify performance levels on the basis of spoken data. This

Aug. 7 Wed PM

In order to support language learning, it is equally important to devel-

Aug. 7 Wed AM

ONO, Yuichi (University of Tsukuba)

80(Corridors on the 6th and 7th floors) Poster

Aug. 6 Tue PM(Corridors on the 6th and 7th floors) Poster81

8 / 9 / 2019 13:20-14:20

Raising metacognitive awareness through online Japanese vocabulary materials
IVANOVA, Marina (Graduate Student, Kyoto University)

8 / 9 / 2019 13:20-14:20

Fostering Academic Writing Skills Online Throughthe Use of Learner-Generated Content
HIRANO, Akari (Graduate Student, Kyoto University)

The purpose of this research is to investigate the potential for

included such topics as choosing materials and activities, eval-fostering learners’ autonomy through Japanese learning mate-uation, and how to plan their own learning. During the course,

rials and appropriate guidance. Learner autonomy is a multi-

the participants were provided with opportunities to reflect on

In conventional course design, an instructor selects and curates

ers provides exposure to a wider variety of written EAP material

faceted concept that can be measured through different dimen-

their previous experiences and attempted to design their own

learning materials for students. However, the learning materials

than could be manually selected by course designers―helping

sions, one of which is metacognitive awareness (Benson, 2010).

learning environments. In order to determine how the course af-

presented may not be directly relevant to learners’ needs. One

participants learn to identify and utilize writing conventions

Metacognitive awareness can be described as the capacity offected learners’ metacognitive awareness, data from task-sheets,

solution to this content bottleneck may be the crowdsourcing of

which are specifically relevant to their field of research. This col-making informed decisions about language learning (Sinclair,

feedback from learners, and questionnaires were analyzed withlearning materials by students. This approach may be particular-

laborative and task-based approach to EAP has implications for1999), and can be achieved through the teaching of learning

factor analysis. For the questionnaire an adapted version of Ox-

ly beneficial to Japanese university students learning English forthe teaching of academic writing within the Japanese university

strategies as learners become informed about how to structure

ford’s (1989) Strategy Inventory for Language Learning was

Academic Purposes (EAP), who need exposure to a wide range

context and beyond.

their own learning process. This research focused on designingused. Results of the analyses are discussed and implications forof academic writing. The online course presented enables Jap-

Japanese kanji and vocabulary online learning materials which

both Japanese language learning and course design are exam-

anese university students to post and share writing samples of

could potentially raise learners’ levels of metacognitive aware-

ined, with findings that demonstrate how the process of teachingresearch paper abstracts. Through this process, course partici-

ness through learning strategies and therefore help learners tostrategies can be successfully incorporated into online language

pants learn about the process of finding scholarly articles while

become more autonomous. A four-week Japanese kanji and vo-

materials and that at the end of the course learners had become

gaining exposure to abstracts from a wide range of academic

cabulary course was developed using an open-source learning

more informed about strategies they could use.

disciplines. Students also engage in a number of collaborative

VINCENT, Noel Harris (Graduate Student, Kyoto University)

were also provided with materials on learning strategies, which

exercises, and collaborative writing. Content submitted by learn-

Designing an Online Writing System for Promoting Autonomous Learning: Providing Web-based Collaborative Environments and Automated Text Analysis Functions
KISHI, Yasuhito (Shoin University)

8 / 9 / 2019 13:20-14:20

Development of a learning app for improving speaking skills
TAKEFUTA, Junko (Chiba University)
The goals of this study are to develop an app that will help thecollege students with an average TOEIC score of 530. The trial
was conducted between September and October of 2018. A sur-the shared area. The writing system also provides a self-moni-

abilities to improve their skills and to create content that is com-

vey conducted after the trial showed that participants responded

for promoting autonomous learning. The online writing system

toring function, or an automated text analysis function. To put it

patible with learners’ needs, interests, and proficiency levels.

to a prompt stating “My language skills improved” with an av-

provides Web-based collaborative environments and automatedconcretely, it analyzes each learner’s writing and creates a pageThe study system is comprised of 8 steps. In order to learn anderage rating of 4.2 and “I enjoyed the course” with an average

text analysis functions which enable learners to recognize their

which automatically shows how their active vocabulary is being

use new expressions, this system will place heavy emphasis on

rating of 4.4 (a rating of 5 means “I strongly agree,” and a rating

active vocabulary. The online writing system has been designed

used in each composition. The learners can reflect their active

repetition in order to add new knowledge into long-term mem-of 1 means “I strongly disagree”). Since the system is structured

to offer Web-based collaborative environments so that learners

vocabulary level through the page. The online writing system

ory with existing knowledge and allow the speaker to recall andso that content can be switched out, we can match learners withcan be engaged in autonomous learning. The collaboration is

was used in several writing courses at a Japanese university anduse that knowledge when it is needed. As such, the first step is tocontent that fits their needs, interests, and proficiency levels andessential to the development of autonomy. In collaborative en-data was collected from both the text analysis and a question-

play a recording of a conversation in Japanese in order to catch

expect a high level of performance from our targeted learners.

vironments, learners can develop capacities for reflection andnaire. The findings showed that many students were intellectual-

the listener’s attention and allow them to recall their existing

analysis, central to the development of learner autonomy (Lit-ly stimulated by peers’ writing, and some students became aware

knowledge. Next, we select only phrases which the learner wish-

tle, 1996). The online writing system is divided into two areas:of lacking their active vocabulary and felt the need to acquire

es to learn and practice until the learner is able to recite theman individual learning area and a collaborative learning area. In

more active vocabulary. The results indicated that the students

from English into Japanese and from Japanese into English on

the collaborative learning area, participants can see all the par-were engaged in autonomous learning and tried to improve their

their own. Afterwards, the learner practices pronunciation withticipants’ writing, including bots’ writing, which means model

writing skills through the writing system. Consequently, as wellshort phrases and records their own speech. Finally, the learnerwriting or advice. The learners voluntarily gain a lot from theas helping improving students’ writing skills, the online writing

will listen to English prompts and give responses in a role-play-others’ writing or can be engaged in peer review activities insystem could promote students’ autonomous learning.

ing scenario. There were 11 participants in total, all first-year

FLEAT 7 Conference Program

Postermany Japanese people struggling with their English speaking

The purpose of this study is to design an online writing system

Aug. 9 Wed PM

KUSHIMA, Chizuko (Tsuda University)(Corridors on the 6th and 7th floors) Poster

Aug. 9 Wed AM

8 / 9 / 2019 13:20-14:20

Aug. 8 Wed AM

tent, such as discussions, comprehension quizzes, identification

Aug. 7 Wed PM

and independent learning tasks utilizing learner-generated con-

not only required to study Japanese kanji and vocabulary but

Aug. 7 Wed AM

management system “Moodle”. During the course learners were

(Corridors on the 6th and 7th floors) Poster

82(Corridors on the 6th and 7th floors) Poster

Aug. 6 Tue PM(Corridors on the 6th and 7th floors) Poster83

8 / 9 / 2019 13:20-14:20

Development of “Content-Focused Accessibility” E-learning Material for TOEIC and Quantitative,
Qualitative Assessment: Based on Visually Impaired University Students’ Engaged Self-Learning
OTA, Chikako (Tsukuba University of Technology)
with the preparation for TOEIC, since they need some level ofversion learning materials (e.g., enlarged characters and braille

TOEIC score to try to enter higher education, secure employ-characters) as well as ICT environments (e.g., sounds and screen

ment, and access vocational opportunities. The students studied

magnification) are used. These fall under what the author calls

Analysis of L2 Learners Learning Support System with the Assist of Machine Translation
機械翻訳を用いた英語学習支援システムの検証
YOSHIMURA, Rie (National Institute of Technology, Oyama College)に伝わったかどうかを十分に検討するまでには至らない。

に向上している。単純な英語 - 日本語訳ではなく、文脈本研究では、機械翻訳を用いた技術系英文ライティング“content-focused accessibility to information” material as an as-に応じた自然な和訳が実現可能になってきており、更の学習支援を目的としたシステムを開発した。機械翻訳“technical accessibility to information”. However, in many cas-signment, and they provided their feedback from the followingに日常会話に限らず、専門的な文章にも対応可能になっを用い、英文から母国語（日本語）に変換してチャット

es, sufficient progress cannot be made only through technicalperspectives: 1) effectiveness of the material, 2) suggestions toてきている。本研究では、正確に内容を伝える事を目的

形式でコミュニケーション可能にする事で、英文によるaccessibility. This study presents pioneering attempts to modi-

improve/revise the material, and 3) development of autonomyとした技術系英文ライティング指導において、機械翻訳

正確な情報伝達の検証と、会話のログ情報からの英文レ

fy original learning materials regarding the various patterns offor learning English after studying the material. Further, the au-を用いた学習支援システムを検討した。技術系英文ライ

ビューによる学習支援を実現可能にした。

questions. This is what the author calls “content-focused accessi-

thor analyzed the students’ grades before and after studying thebility to information”, which enables visually impaired students

material. This study revealed some interesting results. In addi-

ティング（テクニカルライティング）とは、工業英検に

to study English more efficiently. Many students are at a loss

tion, based on the quantitative and qualitative feedback provided

due to the absence of learning materials for preparing for TOE-

from the students, the author finds that visually impaired uni-

IC. This occurs because students’ visual impairment varies a lot,versity students could take the initiative to engage in self-learn-

and their English learning backgrounds also vary a lot depend-

ing based on their self-analysis and their future career. Theseing on when they were first impacted by visual impairment. In

findings are significant as it provides new insights that will help

this aspect, the author believes it is critical to provide conducive

facilitate visually impaired students’ self-learning.

よると、「科学技術情報を、対象とする読者に合ったレ
ベルで、正確に、分かりやすく伝えることである」と定Aug. 8 Wed AM

義されている。産業界における現場作業等においては、作業の手順や問題点、解決策などを論理的に正確に相手に伝える能力が必要となる。しかしながら、教室における、英語を母国語としない学習者同士のコミュニュニケー
ションアクティビティーでは、自分で伝えた情報が正確

8 / 9 / 2019 13:20-14:20

HASHIMOTO, Tomoko (Graduate Student, Meiji University)

8 / 9 / 2019 13:20-14:20

Learning Foreign Languages in eTandem: Collaborative Learning
between German Learners and Japanese Learners

Aug. 9 Wed PM

English for Specific Purposes (ESP) Lessons in a Computer-Assisted Language
Learning (CALL) Classroom: A Practical Study of Students Majoringin Early Childhood Education and Care (ECEC)(Corridors on the 6th and 7th floors) Poster

Aug. 9 Wed AM(Corridors on the 6th and 7th floors) Poster

WAKISAKA, Masako (Kyushu University)
learners during the project. Results of the learning diary anal-(n = 55), feeling of gratitude (n = 44), classroom environment

learners with different first languages work together in order toysis showed most learners chose to discuss food, movies, andsons conducted in a CALL classroom by analyzing student(n = 42) and looking towards the future (n = 40) (multiple ideas

learn from each other based on reciprocity and learner autono-

Christmas, but learning content and methods differed. Partners

comments from an intermediate college level English class inin the same sentence were counted separately). Class content,

my. Previous studies show that tandem learning is effective in

used various strategies to help each other learn more effectively

the Department of ECEC. It was predicted that if students werewhich had the highest number of comments, involved what stu-

improving communicative competence, developing intercultural

such as supporting and correcting their partner’s language, ad-

asked to provide feedback for their course, they would comment

dents learned by engaging in the course and included the follow-

competence, fostering learner autonomy, increasing motivation,

justing their own manner of speaking to aid their partner’s com-on techniques acquired from and benefits gained through the use

ing four subcategories: songs (n = 20), finger play (n = 18), com-developing confidence in speaking a target language, and stimu-

prehension, and letting their partner speak the target language asof information and communications technology (ICT). Howev-

munication skills/pair work (n = 24), and presentation (n = 10).

lating motivation to study abroad. However, few studies describemuch as possible. Furthermore, an analysis of the questionnaire

er, analysis revealed that course content and teacher’s attributes

Teacher’s attributes received the second highest number of com-

what and how learners actually learn in eTandem arrangements.

revealed three merits: the project was a good way to communi-

seem to affect students’ impressions of the course more than this.

ments, and consisted of three subcategories: energetic (n = 28),This presentation will introduce an eTandem project between

cate with native speakers and an effective way to learn the tar-

Procedures of the study were as follows. Students (N = 27) re-smile (n = 15), and kind (n = 12). Findings suggested that stu-Japanese and German students and explore three questions: 1)

get language and culture, sessions were fun, and learners were

ceived English lessons using ICT for one semester. At the end

dents studying ECEC may have distinct needs for ICT English

What kind of topics did the learners chose and how did they

able to build good relationships with partners. Conversely, lowof the course, they were asked to write freely on their impres-lessons compared to their peers who are majoring in other dis-learn in eTandem; 2) how did the learners support each otherlanguage level and anxiety toward communication in target lan-sions and lessons learned in the form of a letter to the instructor.

ciplines, and course content should be tailored to meet students’during the eTandem project; 3) and what were the merits andguage caused difficulties for participants. These finding reveal

This yielded 205 sentences which were analyzed using KJ meth-needs even when conducted in CALL classrooms.

demerits of the eTandem project? Data was collected through an

how eTandem works and what is important when establishing an

od. Results showed that student comments could be classified

open- ended questionnaire given to the 20 participants at the end

eTandem program.

into five categories: class content (n = 72), teacher’s attributesof the six-week eTandem project and learning diaries written by

PosterTandem learning is a learning method in which two language

This qualitative study investigated use of ESP for English les-

FLEAT 7 Conference Program

Aug. 7 Wed PM

近年、人工知能の発展に伴い、機械翻訳の精度が飛躍的

English learning environments for them. Thus, this study deals

84

8 / 9 / 2019 13:20-14:20

Aug. 7 Wed AM

In English learning for visually impaired students, media con-(Corridors on the 6th and 7th floors) Poster

Aug. 6 Tue PM(Corridors on the 6th and 7th floors) Poster85

8 / 9 / 2019 13:20-14:20

Development and usage of a showcase e-portfolio website
in a short-term study abroad course(Corridors on the 6th and 7th floors) Poster

8 / 9 / 2019 13:20-14:20

Promoting L2 Learners’ Ability to Use a Dictionary
Through Computerized Dynamic Assessment

短期留学コースでの発信型eポートフォリオの活用の試み

MATSUMOTO, Osamu (Kawamura Gakuen Women’s University)ers (1) to identify the uninflected form of a word, (2) to selectinstruction was unlikely to be introduced in the language class-its appropriate syntactic category and (3) to select the most ap-

本発表は、北米の大学の日本への短期留学コース内で eroom. In fact, past research found learners’ lack or misuse of

propriate meaning in context, which results in the three sections

ポートフォリオを活用した日本語教育活動の報告をすa dictionary. Unskillful dictionary use may hinder L2 learners

per item on C-DADA: form, syntactic category and meaning.

る。学生の興味に基づいてデザインするプロジェクトの

being more autonomous in L2 learning because they are sup-According to their answer(s) at each section, C-DADA provides

成果発表、滞在先の周辺オリエンテーリング情報収集、

posed to less efficiently and adequately solve lexical problems

learners with graduated feedback from implicit to explicit andジャーナルなどの活動を学習エビデンスとして e ポートby themselves. To address this matter, an online learning mate-produces two scores: actual and mediated scores. The former isrial for complementing dynamic assessment (DA) for Japanese

a non-assisted score while the latter is one acquired by receiving

English learners’ receptive dictionary use ability (i.e. ability tofeedback. It also generates learning profiles: to what extent anddecode L2 word meanings), named C-DADA (Computerizedwhich level of feedback each learner receives. The paper con-

Dynamic Assessment of Dictionary use Ability), has been un-cludes with presenting an overview of an on-going project toder development. In accordance with the fundamentals of DA,

examine the effectiveness of C-DADA.

フォリオに記録し、振り返りに活用するだけでなく、ベストワークを選んでショーケース・ポートフォリオを作成し、本学の日本語学習者に対し公開・発信する。これ
らの e ポートフォリオの開発過程とその学習効果について考察する。

Aug. 8 Wed AM

es for the second/foreign (L2) learning. However, dictionary

ZAORSKI, Spence (Osaka University)

Aug. 7 Wed PM

use of a dictionary. Receptive use of a dictionary requires learn-Aug. 7 Wed AM

A dictionary is one of the most frequently used learning resourc-

KISHI, Yoshiko (Case Western Reserve University)

Aug. 6 Tue PM(Corridors on the 6th and 7th floors) Poster

which is originated in Vygotsky’s notion of the zone of proximal
development (ZPD), C-DADA unifies assessment of dictionary
use ability and its promotion in a single activity. More specifically, C-DADA is designed to assess learner’s ability for receptive

8 / 9 / 2019 13:20-14:20

Complexities in opening a computer-mediated second-language conversation
KRUG, Nathan P. (Saitama University)

8 / 9 / 2019 13:20-14:20

Maximizing the effect of Internet based communication
in intercultural communication with writing
KATO, Satoshi (Graduate student, Tokyo University of Foreign Studies)

The interactions were recorded using networked computers. Par-

ond language (L2) conversations. Firstly, this study outlines aticipants managed the interactions independently; no restrictions

Today, Internet based communication tools or IBCTs (e.g.

munication that combines writing and speaking by partly using

simple method for promoting second-language conversation, us-were provided. Findings: The openings examined in this study

Skype) have been used in many cases of intercultural communi-

IBCTs. First the lecturer makes pairs of students from different

ing technology widely available to university students. Second-

reveal a different set of core sequences when compared to previ-

cations. They have often been used because they enable people

countries. Then, each pair of students introduces each other andly, this study focuses on how speakers move through the seriesous studies (e.g., Wong 2007). Tokens of surprise may also ap-

in remote locations to communicate easily. Normally, IBCTs are

discusses the topic given by a lecturer by using IBCTs. Next, theof opening sequences that lead to the “anchor point” (Schegl-

pear prior to the greeting exchange, when participants first catch

used for the purpose of getting students just to know differences

lecturer gives students encouragement by IBCTs. The psycholo-

off 1968, 1986), or first topic of the conversations. The corpus

sight of each other. In addition, the exchange of names can bein cultures rather than to discuss them based on their perspec-

gist Alfred Adler defined encouragement as a way of energizing

examined consists of L2 conversations conducted in English,

extremely elongated (i.e., extended repair sequences) due to dif-

tives. Most previous researches have done their intercultural ac-

people to face challenges (Adler, 1964). This helps students facewhich took place in a video-based computer-mediated communi-

ficulties associated with “foreign” names and idiosyncrasies oftivities to achieve the former goal. However, students in higher

conflicts as the previous research pointed out (Kato, 2018). Fi-

cation (CMC) environment. Significance: L2 video-based CMC

the CMC environment. Just as Schegloff (1986) notes with ref-educations are expected to develop latter skills because society

nally, they continue and finish the discussion on a writing basis.

openings in pedagogical contexts have yet to be explored. Fromerence to telephone conversations, despite the seemingly routine

demands them to develop these communication skills to survive

This writing process helps students create their opinions clear-a conversation analytic (CA) perspective, this study describes

nature of opening a conversation, it rarely happens effortlessly.

in this diverse and globalized society. To solve the problem,

ly compared with speaking by IBCTs. Conclusion that can besuch computer-mediated opening sequences, including the ver-Participants often go to great lengths to co-construct the opening

there are 3 tasks that need to be tackled. First, students should be

drawn from this proposal is that IBCTs works effectively at thebal and non-verbal signals deployed to negotiate a path from one

and arrive at the anchor point. Additionally, this study discusses

given enough time and space to think about their opinions to en-right time with the combination of writing.

sequence to the next. Participants and data: Seventeen mixed

resources that the conversationalists used to negotiate openings,

rich the discussion. Second, it is essential to consider a time lagpairs of undergraduate students participated. Each pair consisted

including gestures and written text.

between distant places. Third, some feedbacks or supports areof a “novice” speaker (i.e., a Japanese learner of English) and annecessary for students that are struggling with the discussion. As“expert” speaker (i.e., a highly proficient speaker of English).

a result, I would like to propose a new way of intercultural com-

PosterOverview: This investigation explores first encounters in sec-

FLEAT 7 Conference Program

Aug. 9 Wed PM

86(Corridors on the 6th and 7th floors) Poster

Aug. 9 Wed AM(Corridors on the 6th and 7th floors) Poster87

(Corridors on the 6th and 7th floors) Poster

8 / 9 / 2019 13:20-14:20

Prototyping and Iterating on the Digital Language Lab (DLL)
Learning Space and Role of DLL Manager
SENGIKU, Takeshi (Stanford University)
For the last 4 years, there have been big changes which impacted

within the new organization. More collaboration and coordina-

the digital language lab (DLL) and role of the lab manager. Ittion have taken place between DLL and the classroom technolo-

has been quite challenging to adapt. However it provided forgy unit and undergraduate support service group. The new CMS

DLL space design and the role of lab manager to evolve by pro-and HST change have lead the lab manager to assess the function

totyping and iterating. First, we have moved into a new orga-of mobile devices in DLL space and explore the mobile device

nization and been affiliated with new constituencies. Also, wemanagement support. Also the role of DLL manager starting tohave moved into a new building with new classrooms and tech-

go beyond the physical DLL space, in terms of instructor train-

nology tools. Second, the university has decided a new Course

ing and student orientation. The current trend of learning en-

Management System (CMS) campuswide. Third, the ‘High

vironment is that the tool is becoming mobile, the furniture is

Stake Assessment (HST)’ project by Language Center (LC) andflexible, and the space is open. These trends inspired the instruc-

DLL switched the device from desktop to mobile laptop. The

tors to experiment new activities in their language classes. While

new building and classrooms with new technology tools helped

there have been some challenges on management of these tools

DLL to explore and initiate the process of designing the newand equipment.

space with LC committee. In the end, DLL traditional computerlab was transformed to more open space lab with fewer desktop

Venue Map
Waseda University, Building 11
 5th Floor 6th Floor

computers. Being affiliated with a new organization allowed me
to explore and expand the role of DLL manager to contribute 7th Floor

88

FLEAT 7 Conference Program

89

90

FLEAT 7 Conference Program

91

大学のグローバル化

情報交換セミナーvol.22「学びの在り方」
について考える
アルク主催

大学関係者様
限定！
先着40名様
無料ご招待

プログラム
高等教育推進機構
山本 堅一先生

ご講演 SGUでの取り組み事例と、e-learning活用事例

2

創価大学
講師 山本

梓先生

創価大学 学習支援課
平野 光彦様
ご講演3

東洋学園大学におけるブレンディッド・ラーニング：
ALC NetAcademy NEXTを中心に
東洋学園大学 グローバル・コミュニケーション学部
教授 下山 幸成先生

お申込みは下記URLよりお願いいたします。

https://www.alc-education.co.jp/academic/seminar/ag-vol22.html

主催・お問い合わせを測定手間がかからない
所要時間
約１５分

定型に沿って、論理的に英文を作成するトレーニングが行
えます。

CHAT

動画を見ながら状況を理解した上で、実践的なやり取りを学習できます。

教室内でチャットを行うためのソフトです。

DRILL STUDYOPTION

ドリル形式の学習により、学習した内容の定着ができます。

OPTIONOPTIONATR研究所の最新技術を使ったe-Learningシステムです。

発音評定機能音声聞き取り問題

英作文・長文読解問題

学習者の発音を100点満点で評価します。

３０人の話者音声を収録。話者の癖にとらわれずに聞き取れるようになります。

穴埋めや並べ替えによる英作文問題や、英検®・TOEIC等の資格取得対策コー
スを用意しています。
※英検 ®は、公益財団法人 日本英語検定協会の登録商標です。

教える【Teaching】

システム構成【System】

導入・保守【Support】

毎年先生方のご意見を取り入れ、細かい使い勝手を改善し、思い描いた授業展開を進められるように進化しています。

アナログ伝送からフルデジタルまで、目的・予算に合わせて柔軟なシステム構成が可能です。

教室の設計・工事・施工から環境に合わせたデスク・チェア、導入後の研修・保守まで。
設計・工事・施工

高音質・高画質で充実機能のフルスペックモデル

コンソール
会話・録音・AV機器制御・一斉テストなど、豊富な機能を直感的な操作で行えます。

聞き手にはどのように伝わるか、実践で『使える』英語スピーキング力を専門の評価官が厳正に評価

教 室 設 計、ネットワーク設 計・構 築から配 線 工 事・施 工、システム導入まで対応します。

PC@LL/MT【音声送受信 アナログ／画像送受信 デジタル】
高音質・ノートパソコンでも運用可能なハイブリッドモデル

教材作成

環境マネジメントシステム規格
受験者の学びにつながる

・

サポートサービス
お使いいただくまでの事前準備と運用開始後のお問い合わせまで、万全の体制でお客様をバックアップいたします。

PC@LL/DT【音声送受信／画像送受信 デジタル】

ソフトレコーダーに対応した教材を作成できます。
教材コンテンツに加え、オリジナルの教材で学習いただけます。

品質マネジメントシステム規格

使い易さはそのままで、コストパフォーマンスに優れたフルデジタルモデル※ヘルプデスク、オンサイト・システムサポートは別途ご契約が必要になります。

認証取得企業です。

評価コメントと学習アドバイス付きのスコアレポート●東京地区オフィス（新川オフィス・清澄オフィス・東陽町オフィス・冬木オフィス）
日本人の英語学習者を細かく測れるレベル分け ●マーケティング本部 ●大阪支店 ●北海道支店 ●九州支店
レベルアップに向けてアルクによるサポート体制が豊富

ご用命は信頼ある……

ACADEMIC WRITINGOPTIONPC@LL/ST【音声送受信／画像送信 アナログ】

実践コミュニケーション力を測定

https://tsst.alc.co.jp/biz/

書く【Writing】

SCREEN LESSON【ATR CALL BRIX】

は…オプション機能です。

学習者の英語のリズムを100点満点で評価します。

会場手配、受験者スケジュール調整、案内／結果の個別通知の手間なし
アプリのインストール等の事前準備が一切不要
専用ウェブサイトで結果を一括管理

自分の言葉で自分の考えを発信する
英語スピーキング力

英文の速読力を向上させる為のソフトです。英語を英語のまま理解して、正しい英語読みの訓練ができます。

リズムレッスン※受験専用フリーダイヤル（無料）あり※携帯電話／スマートフォンからはナビダイヤル（有料）にて受験可能

実践で必要とされる

READING

多彩な練習モードと便利な機能で「話す」「聞く」を効果的に行うことができます。ディクテーション、ポーズ再生、単語聞き取り（新機能）等の多彩な機能で効率的に学習を行えます。

学習者の発音を100点満点で評価します。

株式会社アルク 大学営業チーム
東京都千代田区九段北4-2-6 市ヶ谷ビル
https://www.alc-education.co.jp/academic/

２４時間、日本国内どこからでも、電話で受驗可能読む【Reading】

LISTENING & SPEAKING

発音レッスンアルクでは大学の教職員様向けのセミナーを東京・名古屋・大阪・福岡で年に数回開催しております。
詳細は決定次第、WEB・メールマガジンにてお知らせいたします。
お問い合わせ・メールマガジン登録は下記URLよりお願いいたします。

※セミナー終了後、立食形式の意見交換会を予定しております。
【参加費無料／16:30 ～ 18:00まで (予定) 】

いつでも どこでも 電話で１５分聞く【 Listening】

OPTION【ソフトレコーダー】単なるレコーダーではない高機能音声学習ソフトウェアです。基本４技能を効果的に学習できます。

１．英語教育やFD・SDの取組み事例を知りたい方。
２．eラーニングの具体的な活用方法を知りたい方。
３．他大学の関係者と情報交換したい方。

お申込み

ご講演 北海道大学の取組事例について ～成果の出るFD・SD研修～

多彩で実践的な学習法で、話す・聞く・書く・読むを
バランス良く学ぶことができます。

【Learning】

話す【Speaking】

次のような目的、課題をお持ちの大学ご関係者様のご参加をお待ちしております。

時間 ： 13:00 ~ 16:30 (予定）
会場 : アーバンネット神田カンファレンス ※（JR神田駅徒歩1分）

北海道大学
特任准教授

学ぶ

2 0 1 9 . 9 . 2 8 （ 土 ）

開催日時

１

話す・聞く・書く・読むの 4 技能“
の 学習”
と
“指導”
をサポートいたします。

その他各種オプションもございます。お問い合わせください。
第一企画部

教育ICT
・環境ソリューション事業部
東京都江東区東陽2-3-25☎03（5634）6397〒135-0016

www.uchida.co.jp/public

ご用命は信頼ある……

東京 〒135-0016 東京都江東区東陽２-3-2５ 大阪 〒540-8520 大阪市中央区和泉町２-２-２
東京 〒135-0016 東京都江東区東陽２-3-2５
03（ 5634）6402
０6（ 6920）2641
ICT東日本営業部
ICT西日本営業部
03
6441
06（ 6920）2493
東日本大学営業部
西日本大学営業部
外国語メディア教育学会全国大会冊子広告.indd
1（ 5634）

０３（５６３４）
6397

お問い合わせは、
下記の営業拠点までお願いいたします。

92

FLEAT 7 Conference Program

仙台 〒983-0852 仙台市宮城野区榴岡２-4-22 名古屋 〒460-0003 名古屋市中区錦2- 2- 2
仙台東口ビル 6 F
名古屋丸紅ビル13 F
ICT東日本営業部
中部営業部
０22（２92）2783
０52（ 222）7234

2019/07/08 17:50＊当カタログ掲載内容（仕様、価格等）は諸般の事情により予告なく変更される場合があります。予めご了承ください。

札幌 〒060-0031 札幌市中央区北1条東4丁目1-1 福岡 〒810-0041 福岡市中央区大名 2- 9 - 27
０11（ 214）8630
０92（ 735）6240
北海道営業部
九州営業部

93

Any Device

Any Place

Any Time

Any School

Any Teacher

Any Language

SmartClass+ digital language laboratory platforms help teachers deliver classroom and self-study
activities that improve their students’ speaking and listening skills.
SmartClass+ is a digital language lab software solution that uses a school’s data network to support
real-time communication and interaction amongst teachers and students. Networks can be wired
or wireless (WiFi). Support for self-study activities can also be extended over the Internet.

朝日無線株式会社〒810-0022 福岡市中央区薬院1-4-5

TEL: 092-731-0801
http://www.asahimusen.co.jp