東海大学海洋研究所研究報告 第 45 号 (2023) 10 〜 24 頁
Bull. Inst. Oceanic Res. & Develop., Tokai Univ.(2023), 45, 10-24

原著論文 (Original Article)

Walk a Mile: Empathy in the Language Classroom
Susan Laura SULLIVAN 1）

ウォーク・ア・マイル : 言語教室で共感を促進する活動
サリバン

スーザン

ローラ 1）

Abstract
This essay explores an adaptation of the Empathy Museum’s ongoing interactive installation A Mile in my
Shoes as an activity using VoiceThread, or alternative software, as a presentation and storytelling tool in one of theauthor’s 2016 advanced level compulsory EFL listening and speaking classes at a Japanese university. The primaryobjective was to investigate ways in which the adapted activity could enhance students’ development of empathy
while also incorporating key communicative competence traits. Students created VoiceThread slide presentations, thefirst slide featuring a pair of shoes. They recorded a story relating to times when they wore those shoes and shared
the stories with their classmates. Through storytelling, they were encouraged to “step into the shoes” of others, a
process that fosters a deeper understanding of diverse experiences. The essay discusses how personal narratives
and storytelling can serve as instruments for building empathy, enabling students to connect with the experiences ofothers. They also provide students with a practical context in which to develop language proficiency, as the activity
integrates key communicative competence traits for language learners, including fluency, the four macro skills andSchmidt’s hypothesis that active noticing of language output is helpful for language acquisition (1990; 1995). Thisessay highlights the potential educational implications of such an adaptation for learners, underscoring its ability toholistically develop students’ general wellbeing and aptitude by nurturing empathy and improving language skills
within a real-world, cross-cultural context.
Keywords: empathy, interculturalism, communicative competence, student autonomy

Introduction

actualise this idiom are facilitated when participants
wear the shoes of another while listening to aThis paper outlines how an Empathy Museum
idea involving physical interaction and focusing

podcast recorded by the shoes’ previous owner(Morris, 2015). Inspired by this exhibition, theon story was adapted for a seat-bound Japanese
university class. London’s Empathy Museum firstauthor devised a lesson in which her advanced level
EFL listening and speaking (LS) Japanese university

hosted Clare Patey’s installation, A Mile in My
Shoes in the U.K. in 2015 (Morris, 2015; Patey,

students created slide presentations featuring a pairof shoes that they regularly wore and had beenn.d.), and in Western Australia in 2016 (Perth
International Arts Festival, 2016). The premise ofwearing at a time that held significance for them.
Through the use of presentation and storytellingthe installation is that empathy is fostered whenpeople put themselves in “other people’s shoes,”(Trapè, 2019, author’s quotation marks). Attempts totools such as VoiceThread (VT), and storytelling
techniques, students shared stories of this timewith their classmates. It was hoped that this action

1) 東海大学人文学部 Tokai University, Faculty of Humanities, 3-20-1 Orido, Shimizu-Ku, Shizuoka, 424-8610, Japan（2023 年 11 月 14 日受付 / 2024 年 2 月 5 日受理）

Susan Laura SULLIVAN

11

would help deepen their understanding of diverse
experiences.
The teacher’s main goal was to explore ways inwhich the adapted activity had enhanced or could
enhance students’ development of empathy while
also integrating communicative competency traits
such as the four macro skills. Simultaneously,
the activity promoted student attention to target
language (TL) output (noticing). This specificallyrefers to Schmidt’s claims that noticing is beneficial
for language acquisition (1990; 1995). The task
also provided students with a practical context inwhich to develop language proficiency. Classroom
observation and analysis of end-of-task student
feedback help inform this study. The interest thatstudents displayed in their classmates’ stories and inconveying their own underscores the assignment’s
worth as a way to cultivate empathy and to increase
language skills within a real-world, cross-culturalcontext.

domestically (2023, in Japanese), a concentration on
activities that encourage connection through what
is known and unknown can ideally help foster theseoutcomes.
According to Bryam,
the main point [of intercultural interaction]is to have experience, and to acquire skills
and attitudes for exploring the culture of anysocial group [...students…] meet, whether inthe world of work or leisure or of education
or of common political action. Furthermore,
what they […learn…] through comparisonis as much about their own cultures andidentities, and how these can be challenged
and questioned, and not only ‘strengthened’
as […some national…] curriculum[s have]said. It is not a matter of what culture tolearn or to learn about, but which cultures
to explore in addition to our own -- and theanswer is: any culture of any social groupwith which learners can be encouraged to

Backgroundinteract. (2013, p. 59)
Bryam is reflecting on identity being linked to the

Empathy has many definitions but can be broadly
viewed as the inclination to assess experiences,

fortification of national identity in some national
educational curricula (2013; MEXT, 2023), an act

reactions, and situations of others and to then beable to gauge and understand them, or attemptwhich can lead to nationalism and, from there,
exclusionary policies and perspectives (2013), all

to understand them, even if one does not sharethe same experiences or outlooks (Trapè, 2019).

of which contradict notions of interculturalism.
He promotes, instead, reflection on all forms ofBennett (2009) believes that empathy is essential
to effective intercultural behaviour (domestically

identities and cultures, including our own. Recall
that Bennet emphasises the role of empathy inand internationally), stating that “The premier skillof an interculturalist is empathy: that capacity tosuccessful intercultural communication.
Additionally, in a world where the media istake the perspective of the other culture, to shift
frames of reference, and to act in the context of theowned by fewer and fewer corporations (Herman& Chomsky, 2002; Molla & Kafka, 2022), theother’s perspective” (pp. 104-105). For example,
attention to the development of empathy is anarratives they generate can lack diversity and may
help “…weaken any sense of community helpful

crucial component of medical training because
practitioners need to try and understand what their

to civic life” (Herman & Chomsky, xiv, 2002). As
such, the importance of hearing and understanding

patients experience, both physically and emotionally(Laughey et al., 2021). Given the desire of theone another’s stories becomes more pressing.
After all, the survival of the natural world is in its

Ministry of Education, Culture, Sports, Science anddiversity (Pollan, 2008). Further to this, a 2023

Technology (MEXT) for students to work towards
intercultural and global “citizenship,” and its wish tofoster collaborative and safe learning environments

report by Reuters on a survey conducted across 45
countries, including Japan, showed that the majorityof respondents accessed their news digitally andWalk a Mile: Empathy in the Language Classroom

12

that there was an increase in digital use but also adecline in numbers of those who directly connected

2023. Switzerland has also been hosting an
installation since June, 2023, scheduled to finish in

to online news services. Many people pay “moreattention to influencers or celebrities than…

mid-February, 2024.
Attendees enter a temporary building (a faux shoejournalists, even when it comes to news” (Newman
et al., 2023, p. 10).

store) resembling a shoebox, containing pairs ofshoes in different sizes. Attendees exchange their

The university students the author teaches are
digital natives and, according to the Reuters’ survey,

own footwear for one of these pairs and collect
podcasts that were recorded by the original wearers

their online habits reflect the above trend. The
Statistics Bureau of Japan reported that almost 85%of the shoes from installation employees. Attendees
then walk for a “mile” in the shoes, listening toof the Japanese population had used the Internet byAugust in 2022 (2023, p. 91) and “the usage rate

the original owners’ stories (Australian National
Maritime Museum, 2021; Centre for Stories, n.d.;exceeded 90 percent in each age group between
13 and 59 years old” (p. 91). Smart phones, which

Empathy Museum, n.d., Morris, 2015; Pavey, n.d.).
The stories include those about “sex work, mining,might lend themselves to less critically-engaged
reading and content-consumption habits (Levratto

bereavement, marriage, and parenthood,” among
others (Centre for Stories, n.d., paragraph 1). Someet al., 2021), were the most widely used way toconnect online in this age group, at 80% (Statistics

installations have specifically been designed toshare “…the voices of migrants and refugees…”

Bureau of Japan, p. 92). Therefore, this shift incontent-gathering habits can narrow students’(Australian Maritime Museum, 2021, paragraph4). Empathy in our daily lives and perceptions of

exposure to the wider world, even domestically,
depending upon the views of the people they follow

one another are promoted. A 2016 Perth Festival
brochure states that the exhibit provides “ a snapshot

or platforms they access. Subsequently, the need for
exposure to wider perspectives becomes even more

into the breadth and diversity of who we are ” (p.
37).

desirable.
The founder of the Empathy Museum,

The aim of the exhibition is to encourage
understanding and connection between people

philosopher Roman Krznaric, feels that empathy
is crucial to social change, and that the museumfrom different backgrounds, and responses fromparticipants seem to show success in this aim

works towards bringing it into the everyday realm
through testimonials we might not otherwise(BBC London, 2018; Howard, 2016). Comparably,
traditionally established museums have explored theencounter (Morris, 2015). Storytellers for A Mile in
my Shoes range from marginalised to establishment;

need for their role in the development of empathy,
citing its pivotal contribution towards a functioning

from refugees and former prisoners of war toneurosurgeons (Australian National Maritimeand equitable civil society (Jennings et al., 2019;
Merrit, 2017). A Mile in My Shoes has been cited asMuseum, 2021; Centre for Stories, n.d.; Empathy
Museum, n.d;). The Empathy Museum’s “Walk aan example of an installation that promotes empathyby these institutions (Merrit, 2017).

Mile” installations have so far been set in multicultural regions such as Belgium, Siberia, Perth,

As stated prior, the exhibition has mostly been
held in countries and areas considered to be

London, Sao Paolo, and Denver. The Australian
National Maritime Museum hosted the installation

multicultural. Conversely, Japan is widely, althoughperhaps falsely, perceived as a monoculture.

in Sydney in 2021. The museum “currently [has]Even so, or perhaps even more so, acceptancemore than 350 stories, in 9 languages, collectedacross 14 countries” (Empathy Museum, n.d.). A
Mile in My Shoes was held in Brighton, U.K., inearly November and then again in late December,and knowledge of “otherness” remains important,particularly in an education system which hopes tofoster outward-looking citizens with an ability toconnect and collaborate with one another (Bennett,

Susan Laura SULLIVAN

13

2009; MEXT, 2023). Bryam says that language
learners of many countries “…may not in fact know
people beyond their national frontiers and even
their local community” (2013, p. 57). Althoughmany related MEXT policies focus on interculturalconnections at a global level, it could be argued thatthe understanding of “otherness” begins at home
(Bennett, 2009).
In fact, the need to hear divergent voices within
Japan might be seen in the apparent stigma
attached by some to people with disabilities. Thisis reflected in the non-release—at the request of
the families—of the victims’ names in the 2016
Sagamihara tragedy (“Care Home Massacre,” 2016;
Kamata, 2016; Peckitt, 2016) in which 19 people
were murdered and 26 injured in a care home forpeople with disabilities (Jiji Press, 2023). The
lone perpetrator of the crime was motivated by an
intolerance of difference (Kamata, 2016; Peckitt,2016). Within Japan, bullying in general is also
on the rise in schools (Fukuazu & Asahina, 2023;
MEXT, 2023). This kind of prejudice is not isolated
to any one country (Merrit, 2017), and as statedpreviously the founder of the Empathy Museum,
philosopher Roman Krznaric, feels that empathy is
crucial to social change and that the museum works
towards bringing it into the everyday realm throughestablishing an environment in which stories andexperiences which may not previously have beenencountered can be shared and understood (Morris,2015).

The Study

undertook the task outlined in this paper had
shared 56 lessons with their classmates as firstyear students, yet some members did not know one
another’s names, and groups sat in the same socialgroups lesson after lesson. Therefore, in some ways,
their own “inherent emotional worldview” waslacking knowledge of and interaction with thosethey often met with. The listening and speaking
course was compulsory, and students were fromdifferent departments, so academic or social
interaction outside of English classes was limited.
Nonetheless, trust can be engendered from relating
to classmates and acquaintances at a more personallevel, and this might lead to increased engagement
when discussing wider, more abstract, and possibly
controversial, topics that may be removed from the“inherit emotional worldviews” of some. Therefore,
activities that are conducive to the promotion of
empathy can have reach beyond the task itself.
Additionally, incorporating elements of thephilosophy behind A Mile in my Shoes intoclassroom content can also encourage “perspective
getting” as opposed to “perspective taking” (Epley,2014). In the case of this project, the author proposesthat the aforementioned notions can be viewed as
the differences between students participating invaried but potentially formulaic roleplays and model
conversations (which also have their merits in
ESOL acquisition), and being engaged in dialogue
more likely to encourage “getting” the perspectiveof their classmates at a more authentic level. This
aids the development of intercultural sensitivity,
understanding and empathy.

Research Questions

Taking Altan’s and Epley’s words into account,the primary objective of this study was to investigate

Altan (2018), when speaking about developing
intercultural sensitivity in foreign language teacher

ways in which an activity informed by the concepts
underpinning the installation A Mile in my Shoes

training mentions that “…teaching programs
aiming at raising cultural sensitivity may build on

could enhance the development of empathy amonga class of 28 advanced-level, second year EFL LS

strengthening the students’ own inherent emotional
worldview. This could be the most important factor

Japanese university students attending the author’sclasses. Key communicative competence traits

for constructing a broader understanding of theenvironment each human being is dependent on…”

were also augmented through the task. Moreover,feedback showed that students noticed their TL(2018, conclusion, paragraph 1).
The majority of the second-year students who

output and worked to improve it, thereby supporting
Schmidt’s notion that language learners noticing
their output helps with improving language

Walk a Mile: Empathy in the Language Classroom

14

proficiency (1990; 1995). The following researchquestions were identified to achieve this aim:

they wanted to share. Students were asked to featurea pair of shoes related to the story they wanted to

1. In which ways were elements of empathetic
understanding displayed by the students during

tell on the first slide. A model VT was created andprovided by the teacher. VT allows one to recordand at the conclusion of the task?
2. Which communicative competencies weremessages over visuals and for listeners to respondin the form of oral recorded comments. Other

employed by the students when undertaking thetask?

software, such as PowerPoint, can also be used in asimilar but slightly more limited way.

MethodFor the first two lessons, students learnt how
to use the software. When they were ready, they

Participants of the Study and Setting

recorded narration using university equipment
during class time. They could also complete this as

The primary participants of this study were
28 second year Japanese university advanced

homework. In the fifth and sixth classes, students
shared their stories with each other; initially

EFL students undertaking a compulsory listening
and speaking course. In a unit from a prescribedby individually listening to a number of theirclassmates’ recorded VTs in the fifth class, and thentextbook set by course controllers, the students
studied how to tell a story. Storytelling was one ofin a form of whole-class, round-robin presentationsin the sixth. The seventh class was reserved forthe aims of the unified curriculum that guided allteachers of required English courses at this levelmake-up presentations.
The students were encountering this type ofat the university. The author felt that, even thoughstudents were interested in relaying stories, theassignment and VT technology in English for the
first time. Thus, the topic choices for stories were

specified speaking assignment failed to exploit
variables such as anecdotes, tonal and semiotic

personal and individual so as not to cognitively
overburden them, and to maintain their interest

variety, and ways to inspire listeners’ curiosity—
all key elements of oral storytelling (Labov &(Hadley, 2001). This also eased them into the second
more challenging assignment set for the semester,

Waletzky, 1997; Labov, 1997; Silviyanti et al.,2022), and elements they had studied in thewhich explored global issues. Most students choseto discuss travel, friends, hometowns, special events,

textbook. Apart from exercises in the class, which
tended to “stay on the page,” students did not really

dangerous situations, and pets, although there werestories related to hobbies and encounters with others

have the chance to display skills in more authentic
and longitudinal ways. Consequently, the teacher

that had affected some learners profoundly. Students
were asked to contain a smaller, more personalised

introduced “Take a walk in my shoes,” hoping to
make the storytelling activities more dynamic andanecdote within a general theme to maintain listenerinterest. For example, if students wished to present

inclusive. By participating in the VT project, asdetailed below, students were more fully involvedon their pets, they needed to include a story about
the pet that was unique to the student and the pet.

in the process of both learning how to tell a story,
and in improvement and assessment of their

VT also has the capability to highlight slides withtext and doodles, which students used to draw

communicative ability.
Students attended ninety-minute classes twice

attention to points of interest.
Once 9-12 slides, including narration toa week, and the assignment spanned six to sevenclasses. After the author explained the proverb

accompany them, and any possible digital writing onthem, were completed, learners viewed and recorded“Never judge a [person] until you’ve walked a milein [their] shoes,” students created slides in-classand as homework to complement any experiences

comments on three of their classmates’ VTs. This
involved watching, listening to and, in some cases,
reading English. Responses involved speaking

15

Susan Laura SULLIVAN(recordings), and sometimes writing (digitally on
their classmates’ VTs). Asking questions were aassignment’s introduction and name. Likewise,
engendering empathy is a known feature of

required component of their comments. Throughthese activities, students undertook all stages ofstorytelling (Silviyanti et al., Tully, 2012).
The author’s advanced level Japanese EFL LS

Anderson and Krathwohl’s modified Bloom’s
taxonomy: understand, apply, analyse, evaluate,

students who undertook this exercise appeared to bemostly composed of majority Japanese culture, but

create (2000, in Mehisto et al. p. 155, 2012; Yousofi& Zamani, 2016). It also meant that students could

even within majority cultural groups experiences
can be diverse.

understand their classmates’ stories at their own
pace, which helped deepen their knowledge of both

Data Collection

stories and creators. This, in turn, offered chances
for developing empathy (Trivlè, 2019; Tully, 2012).

For the study, a qualitative approach was
employed, where classroom observations andIn response, the creators recorded their answers
to their classmates’ questions. Comments andisolating common themes in student feedback on
the assignment were combined. Although this study

responses were digitally, orally, and aurally inserted
into the VT. These student efforts meant thatconcentrates on one class, the assignment was
successfully deployed for two years across fourinteraction with the VTs was not teacher-student
centred, but student-student centred. That is, peer-

semesters. The data discussed in this paper are fromthe second semester. The reason for choosing theseto-peer interaction occurred far more than teacherstudent, acts which can help develop learning

data in particular is that feedback from other classes
were lost when the LMS the author stored them inautonomy.
These stages, as well as the discussion stage

ceased its operation. However, the responses for thisparticular class had, fortunately, been downloaded

outlined below, also encouraged Schmidt’s
definitions of “noticing” when using a non-native

separately. At the end of the assignment, students
were given a homework task asking for theirlanguage (Schmidt, 1990; 1995). Noticing enhances
linguistic discovery/knowledge and advancement

responses to the activity. As the activity andclass were English-language-learning based, the(Schmidt, 1990; 1995; Swain, 1995; 2005), whereby
students notice both where they are succeeding

homework was also in English. In conjunction withclassroom observation, these data have been used toand also where they are not reaching personal ortarget language goals in their output and can try to

inform the study.

adjust their behaviour accordingly. This is not to be
confused with other ESL uses of the term “noticing”

Data Analysis

which do not correlate with learner attention to
output.

themes or words, particularly focusing on lexis
related to empathy. When looking at feedback, one

For the final stage of the project, students verballyshared their stories with one another. They used

can see how often “friend[s],” “classmate[s],” and“acquaintance[s]” are used. These are counted as

the VT slides with muted sound and, relying on
key words, relayed their stories to new partners,

having the same basic meaning in terms of students
being interested in stories other than their own.

changing partners four to five times.
Although the word empathy has not been used in

About fifty percent of the feedback uses theseterms (Appendix A). Much of the feedback clearly

the procedures for students outlined previously—

states a sense of satisfaction or enjoyment with theas the purpose of the project was to encourageempathy, not to add to the students’ cognitive
burden with complex vocabulary—it is a crucialpart of the project, and its concept is evident in thetask because of both connection with classmatesand language-use improvement. Terms such as“difficult,” “struggle,” and “weird” are also present
in the feedback, although the latter two occur lessContent analysis was employed to find recurringWalk a Mile: Empathy in the Language Classroom

often than words with a positive meaning whendescribing the task, such as “interesting,” and “fun.”Students often stated that the task was difficult but
fun, and the appearance of one word does not negate
the appearance and meaning of the other. Words
related to English language use are also apparent,such as “hearing,” “speaking,” “conversation,” and“improved,” suggesting that the task facilitatedcommunication (Appendix A). Holistic analysisof the feedback reveals entire sentences stating
the existence and value of student discovery ofexperiences and feelings of their partners. This
analysis also highlights a number of sentences inwhich students notice their output due to the factthat they recorded their voices, and also due toneeding to make themselves understood to others
in English (Appendix A). This supports the ideathat students noticed their output and used this as
an opportunity to try and improve elements of theirlanguage use.

16

own. For the sake of wider comprehension, theentries included below and in the appendix havebeen adjusted when grammatically needed. Changes
are noted by the use of square brackets around thealterations.
Connection with classmates
Students A, B and C speak about the connection
they felt with their classmates and their stories
while participating in this assignment. The content
of their responses infer or state the occurrence ofcommunication and the development of a deeper
understanding of one another. For example, Student
A states, “I could communicate with classmates
through this assignment.” Student B mentions, “Ienjoyed classmate’s VT and talk[ing] with them,”
and Student C writes, “I can make friends because
this practice has many chance to [talk] with classmate.” All three note their pleasure in listening to
the stories of others. Student A’s full response isbelow:

Student Feedback, Discussion and Outcomes

I liked [the] VT assignment because I could
improve my speaking, listening and writing

The student reaction to the project was mostly
positive. A selection of student responses can beskill. Especially, I’m not good at speaking,however, compared to different types ofseen below and in Appendix A. Eighteen students
provided feedback in an end-of-assignment

speaking assignment, I could try to speak
English more actively. In addition, I could

homework task asking them whether they enjoyed
the assignment, to explain their answer, and tocommunicate with classmates through thisassignment. It was [an] enjoyable time forgive any other comments they wished to provide,
including about benefits and/or difficulty. All quotes

me to […listen to…] each stories and talkabout them.

below are taken from Appendix A unless otherwise
specified.

Adjusting skills to aid comprehensibility

About 60% of the respondents stated that theactivity was difficult but worthwhile, and theMany students, such as student D, E, and F
speak of how they adjusted both their VT anddifficulty came with not being 100% satisfied with
their English output. At the same time, they noted

their presentation skills, in addition to honing theirspeaking and listening skills, in order to makethat it was a good chance to develop fluency and tonotice elements of their English use. Furthermore,themselves understood. Student D states,
In my VT, I tried to choose easier words andsome mentioned, as Bryam (2013) implied above,that there were not many chances to use English

pictures I took, but my final submission has
some problems. One is that […it…] was not

on a daily basis, so the assignment provided

clear to listen because of my voice. It was

opportunities for participants to not only improveand notice their linguistic skills, but to interact withclassmates with experiences different from their

the first time to record my voice in English,
so it was [a] really hard time [for me]. That
point made me so nervous. If I have another17

Susan Laura SULLIVAN

chance, I’ll try to be relax. [On the] other
hand, I should [have] put some questions for[the] listener.
Here Student D can be seen trying to utilise

the slides), and adjusted their own assignment andpresentation delivery in accordance with what they
had observed in those of their classmates.

methods for easier comprehension (“choose easierwords and pictures”), but is also aware of needing

Noticing output

to adjust their speaking volume so that the VT
recording was understood (“but my final submission

led to efforts to improve English use. Student
D mentions how they would relax more if theyhas some problems. One is that […it…] was notclear to listen because of my voice”).

attempted the assignment again. They felt that thefact that they were nervous contributed to a sense ofStudent E wrote:
At first, I felt Voice Thread assignment isdifficulty in undertaking the project successfully inEnglish:so difficult because I don’t use English
on a daily basis. After that, I adjust to thisbut my final submission has some problems.
One is that […it…] was not clear to listen

assignment and I became to speak English
fluently. Moreover, I get talking skills by

because of my voice. It was the first time
to record my voice in English, so it was [a]listening other member’s Voice Thread
assignment. For example, I knew using

really hard time [for me]. That point mademe so nervous. If I have another chance, I’ll

gesture, eye contact, questioning and so on.
Student E’s feedback indicates that they felt their

try to be relax.
Student E clearly writes, “I get talking skills byEnglish fluency was enhanced by participating in
the assignment, compared to how they had viewed

listening other member’s Voice Thread assignment.”
This indicates that they not only noticed their own

their level before the assignment (“At first, I felt
Voice Thread assignment is so difficult because

output (their communication skills were not similar
to that of their classmates in stated aspects such as

I don’t use English on a daily basis. After that, I
adjust to this assignment and I became to speak

gestures and eye contact), but that by observing theoutput of others they were able to adopt successful

English fluently”). Student E then goes on to outline
how they learnt other communicative skills such as

methods and improve their own skills. In a similarvein, Student F observes that they learnt methods

body language and conducting a conversation byinteracting with the VT presentations of other classfrom other students to help facilitate successfulpresentations, which they felt they would notmembers (“I get talking skills by listening othermember’s Voice Thread assignment. For example, I

have been able to do without this exposure (“[T]olisten other members VT taught me many things…

knew using gesture, eye contact, questioning and soon”).

[but] I think, I could not have command of thosetechniques and I could not choose a correct words

Student F mentions:[T]o listen other members VT taught me[without seeing them demonstrated], so their VT
was useful for me”).

many things. They used some talking skills,
for example, to shift a tone, to use a writing

In all three cases, students were guided by theirawareness of their own levels of English and by

or gestures and so on. I think, I could nothave command of those techniques and I

an ideal level of English use informed by external
and internal factors. For example, Student D chose

could not choose a correct words, so theireasier words and images in a hope that they would

VT was useful for me.
This comment shows that Student F also felt thatthey learnt new techniques to aid in communication(utilising tone, body language and digital writing on

help with clear expression. This displays an existingawareness of their own perceived levels of English,
and of factors that could aid communication.
However, they noted that, despite their efforts, their

All three examples also show how noticing output

Walk a Mile: Empathy in the Language Classroom

18

VT “…was not clear to listen because of […their…]
voice,” which portrays a new awareness of a lack ofby learning about their classmates’ stories, students
might be inspired to learn the stories of many otherproficiency in this area. Student D then addresses
this situation by imagining a future self who would

people. This showcases the intercultural potentialof the assignment beyond the classroom, and also

try to relax in order to counter nervousness, an act
which they feel would contribute to a more audible

demonstrates students imagining themselves indifferent situations, which is a key component ofrecording if they attempted the assignment again.
This supports Schmidt’s theory that improvement

empathy.

in other language use can come from first noticing
weaknesses and strengths in output. E and F both

Language use, and difficulty and enjoymentof the taskbenefitted from observing the successful techniquesof their classmates and from trying to integrate themStudent I’s feedback emphasises that the task
was difficult for them. Most students mentioned

into their own presentations (see above).

this:
I enjoyed VT assignment. First time, I felt

Intercultural possibilities
Student H: I enjoyed [the] VT assignment,

uneasy about this assignment because I am
inexperienced in having conversations in

because I feel like this assignment developed
my English ability. I think that we don`tEnglish. This assignment made me have alittle bit of confidence. When I got asked byhave [much] English [exposure] in Japan, so
I felt [it was] very difficult to speak English.

my partner, I wanted to have an answer totell them. However, I can’t think an correct

However, I thought speaking English is very
fun through this assignment. That is why I

English word, so I think conversations inEnglish is difficult for me. I had never usedwant to speak English by […travelling…] tothe world.

VT, so I had a good experience.
However, similar to Student I’s response, mostStudent H’s feedback (directly above) ends with adesire to travel around the world, at which time they

students also mention that they enjoyed the task, andmost feel that there was some form of improvement,hope to use English. Depending upon interpretationof the response, they might use English as a way

even if it was in confidence rather than in skill.
Student I felt that “this assignment made me have a

to facilitate travel around the world, which could
open themselves to new stories and chances oflittle bit of confidence.” At the same time, they also
wanted to communicate with their partner to theintercultural experiences (“I thought speaking
English is very fun through this assignment. That

best of their ability (“When I got asked [questions]by my partner, I wanted to have an answer to tellis why I want to speak English by […travelling…]
to the world”). That is, the sentence could suggest

them”). There were limitations, though, between
what Student I and other students wanted to say andthat from learning more English Student H would
be more likely to travel, or, alternatively, that they

whether they had the ability to say it or not (“I can’t[always] think […of…] correct English words,

might travel around the world to learn more English(the use of ‘by’ rather than ‘when,’ ‘from,’ or ‘for’so I think conversations in English is difficult forme”). This shows the challenges of the task while

leaves the intended meaning ambiguous). In either
case, speaking English in communicative situations

also accentuating the gains that students made, even
if those gains were in terms of levels of awarenessis not often done alone, so meeting new people andrather than in levels of output.

speaking with them in English seems to be a likely
aim. Student H’s response also highlights the factthat it is difficult for students to find opportunities
to use English within Japan, but also illustrates thatStudent G: This assignment was interestingfor me. Using Voice Thread is new speaking
practice. I like this method because I canuse pictures so many people can understand19

Susan Laura SULLIVAN

easily and have a great time hearing. In
addition, I could know a lot of things about

I enjoyed this assignment. First time I felt it
was very hard to talk about other people’s

my classmate so I think that become better
acquainted with them compared to before.

story just in time. However, I was excited
to talk and ask about their story at last.

I think that my speaking skill improved
because I spoke many things and time. I do

There are many story and each story has
personalities. I will try harder at next time

not have so many words to express myself so
speaking with only looking pictures without

if there is chance to do like this assignment
again

practice was difficult point for me. But I
felt English was fun and think that want toStudent J’s statement about the different stories
and shoes encountered, and Student O’s comment

become able to speak English better
As seen from the feedback of Student G in thethat they were “excited to talk and ask about […
my classmates…] story at last,” in addition to theirpreceding quotation, a number of students indicateda wish to continue to use English to communicate,

observation that “there are many story and eachstory has personalities,” align with comments left

whether overseas, with foreign students, or just in
general, consequently displaying a positive attitude

by participants in the original A Mile in my Shoes interms of participants’ interest in stories outside of

towards English use (especially students G, H, L
& Q). Student G states, “…I felt English was fun

their own.

and think that want to become able to speak English
better.” Student H’s desire to travel to either improve

Peer interaction and the use of visualcomponents

English or because of learning English (or both) were
examined earlier, and Student L wrote that theyIn the way writing peer-assessment helps students
realise their work and experience has validity

were looking forward to the next topic (“I enjoyedtalk with classmates. It was great experience. I’m

beyond the “expert” instructor ’s eye (Zamel,1982), and in the ways detailed previously, students

looking forward to next topic”). All assignments wereconducted in English, so Student L’s feedback does

enjoyed learning about their classmates and sharing
their stories. Arguably, this was successful due

not indicate any reluctance towards this medium.

to personal investment. Students had spent timemaking the VTs, were aware of the arc of theirPotential for the development of empathy
Student Q especially points out a wish tostories, and their memory retention and recall was
not overly taxed due to the familiarity of the content.

make non-Japanese friends:
I knew [the] pleasure [to] talk with someone

Slides also supplemented the stories as a visual
aid/reminder. This also contributed towards thein English and I wanted to speak English
more fluently. I will study English moredevelopment of fluency, communicative competence
and noticing. Some students specifically commented

and want to make foreign friends. That is
why I will [take] part in the next assignmenton this and/or enjoyed the visual component.
Student G notes, “I like this method because I canaggressively.
This response and others underscore the potential

use pictures[,] so many people can understand easily
and have a great time hearing.” Student K writesof the assignment to seed empathy. Student E
previously stated that they developed a better sense“Especially, some friends’ dogs picture […made…]
me happy, relax. In addition, I could know friends’of their classmates due to the interactive assignment

hobby.”

tasks, and Student J said, “Sharing VT wasinteresting as well. I was so surprised to hear about[my] partners’ journeys with their favorite shoeson.” Student O writes

Each stage of the project required at least one
lesson, with the discussion stage taking two.
Returning to peer-assessment, students peerevaluated in the final stages on linguistic points—

Walk a Mile: Empathy in the Language Classroom

20

particularly relating to telling stories—as well as
on effort and provided any other comments they

the VT classes was kept on Edmodo. Edmodo
ceased to function as an LMS in 2021, and althoughwished to. Peer-evaluation was one element which
contributed to the final assessment.

the author thought that a number of feedback
responses had been backed up in alternative

A further observation on noticing

repositories, it appeared that they had not. However,
the responses from the second semester of 2016

Further to the assignment feedback, noticing was
also observed by the teacher in students learning notwere preserved, and can be seen in the paper and in
the Appendix, but the data are not as extensive as

to be too meticulous about recordings, but also inthem ensuring their recordings were understandable.

they could have been. Therefore, due to the small
number of participants, any conclusions drawn

These elements aided confidence, fluency andspeaking and listening skills, among others.

cannot be viewed as widely applicable.
Moreover, feedback questions and responses

Study Limitations

were in English which would likely have presented
a language barrier to the students, considering the

The teaching of this particular activity garnereda fairly large amount of feedback data fromfirst language of most was Japanese. The reason
for doing so was that the feedback was homework

participating students. From 2019, however, teachers
were required to use a campus-wide task replacing

for an advanced English language class about an
English language activity. Regardless, generally

the story-telling speaking assignment. This also
included student discussion and participation, but

speaking, students would have a wider range of
expression in their native tongue. That almost a

not the use of pre-recorded elements or Voice Thread
due to all teachers needing to use institutionallythird of the class did not complete the feedback
assignment could be attributed to a reluctance orprepared materials. Therefore, more recent andregular use of VT for the task described in this paper

an inability to respond to the questions due to thelanguage they were written in and asked to use. Thiswas halted and more data could not be gathered.
Nonetheless, during online classes in 2020, one

is an inherent weakness of the study which would
need to be addressed if it were to be replicated.

class used VT to complete adjacent activities,
whereby students recorded content and listened

Conclusion

to and responded to this content via recordings.
However, VT is not an easy site to navigate, andSimilarities and diversities learnt throughexercises and discussion, such as through thewith changes in technology its software was notcompatible with some provider platforms. This is

VT project, could have strengthened a sense ofcommunity “helpful to civic life” (Harman &unfortunate, because it includes many useful andcreative features which can help reinforce learner

Chomsky, 2002; MEXT, 2023) among students.
If compassion begins at a personal level, thengrowth. As such, taking the aforementioned into
account, the procedure outlined in this paper might

it can expand to empathising with those whose
experiences differ from our own. That is, if we canbe difficult to replicate. It should be noted that theauthor has also executed this assignment using thelearn to care for others in the way that many of us
care for those within our immediate circles, wider

more widely available and navigable PowerPoint
to some success, so the assignment and the ideas

understanding of others might be the result. Whendiversity is recognised as part of a whole humanbehind it can be used with other applications.

experience, rather than differences being a cause forFurthermore, from 2016-2020, the author used
the Edmodo LMS for storing information forclasses and for posting assignments, among otherfunctionalities. The majority of the feedback fromdiscrimination, then hopefully less fragmentationand more cohesive approaches toward universal
needs can be attempted. Ideally, these approaches
accommodate and evaluate differences andSusan Laura SULLIVAN

21

similarities in a balanced manner. In this way,intercultural sensitivity and “citizenship” canbegin to develop both on home soil in a location as
simple as a classroom, and in ways that open up awider world to all participants, including those ourstudents might ultimately interact with.
The idea of developing and personalisingstorytelling tasks to include students’ real-life
experiences so that they can relate to the content
while using a non-native language and relate to
one another while doing the same falls within therealm of narrative inquiry research. Students could
use this method in the future to further understandboth themselves, their areas of interest, andothers. For ESOL researchers of story, empathy,interculturalism, intercultural sensitivity and manyother areas, these stories too can be built upon andexpanded to widen the world for all participants.
The activity fosters a situation where students canunderstand aspects of themselves of which they may
have previously been unaware, thereby encouraging
a wider awareness of the different outlooks evident
in the world, while also providing opportunities for
similarities to be noted. Individuality is highlighted
while the fact that we all have a story to tell andshare if we want is stressed. In addition, there
are good chances that others can understand andrelate to our stories, even if they are outside others’
own experience. This is a possible foundation
for introducing stories on a wider scale whichmight tackle sociopolitical and global issues suchas discrimination, poverty, class differences andracism, among others. Students, in fact, did go on tocomplete a more global assignment after this one.
Expansion of the lesson could encourage students
and the instructor to possibly face their own biases,
while providing the opportunities to understandthe harm that certain outlooks can cause, even if
individual students have not suffered from the same
experiences.

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リーテリングを通して、学生たちは他者の「靴にSwain, M. (1995). Three functions of output insecond language learning. In G. Cook &人的ナラティブやストーリーテリングが、他者のミュージアムの展覧会「A Mile in my Shoes」を教
究の主な目的は、重要なコミュニケーション能力
徒の共感能力の発達をどのように高めるかを調査
レゼンテーションを作成し、最初のスライドは靴を記録し、その話を他の学生と共有する。ストー
足を踏み入れる」ことを促され、多様な経験に対するより深い理解が育まれる。この論文では、個体験とつながることを可能にし、共感を築くため

Walk a Mile: Empathy in the Language Classroomの道具としていかに役立つかについて論じている。
さらに、このアクティビティは、「気づき」、「流暢さ」、「4 つのマクロスキル」といった言語学習者にとって重要なコミュニケーション能力の特徴も統合する。このアクティビティは、他者の人生に対する理解を深めながら、言語能力を伸ばすための
実践的文脈を学生に提供する。この論文では、こうした適応活動の教育的意味の可能性を強調すると共に、現実の世界と異文化状況の中で学生の共感を育み、また言語能力を向上させることによって、彼・彼女らの全般的な幸福と適性を総合的に伸ばす能力も強調する

24

Appendix A
Students Responses to the ques.on of if they enjoyed the assignment, what was diﬃcult, what did theyfell they learnt and any other comments: 2016 second semester
Students
ResponsesA
I liked [the] VT assignment because I could improve my speaking, listening and wri>ng skill.
Especially, I'm not good at speaking, however, compared to diﬀerent types of speaking
assignment, I could try to speak English more ac>vely. In addi>on, I could communicate
with classmates through this assignment. It was [an] enjoyable >me for me to […listen to…]
each stories and talk about them.
B
This ac>vity is interes>ng for me. I like this assignment because I oGen feel a tense whentalk English in front of people. Therefore VT is good way for me. Moreover I enjoyedclassmate's VT and talk with them. I could feel my English skill improve.
CI enjoyed Voice Thread very much. Through this speaking assignment, our English skill ismore reﬁned. Moreover, I can make friends because this prac>ce has many chance to [talk]with class mate. I am looking forward to study next topic.
D
In my VT, I tried to choose easier words and pictures I took, but my ﬁnal submission has
some problems. One is that they was not clear to listen because of my voice. It was the ﬁrst
>me to record my voice in English, so it was really hard >me. That point made me so
nervous. If I have another chance, I'll try to be relax. Other hand, I should put someques>ons for listener. However, I really enjoyed thinking my VT and listening my friend's
one. Thanks to this learning I gained skills to listen details or speak more clearly.
E
I like Voice Thread assignment. I had a bePer sense of [my] classmates by this assignment.
In addi>on, I enhanced talking and listening skills by this assignment. At ﬁrst, I felt Voice
Thread assignment is so diﬃcult because I don't use English on a daily basis. AGer that, I
adjust to this assignment and I became to speak English ﬂuently. Moreover, I get talking
skills by listening other member's Voice Thread assignment. For example, I knew using
gesture, eye contact, ques>oning and so on. I will beneﬁt from my Voice Thread
assignment.
F
I enjoyed and struggled in this assignment. To think how to tell my story was so diﬃcult, but
it was interes>ng for me, because it was ﬁrst >me for me to try such a challenge. In
addi>on, to listen other members VT taught me many things. They used some talking skills,
for example, to shiG a tone, to use a wri>ng or gestures and so on. I think, I could not havecommand of those techniques and I could not choose a correct words, so their VT was
useful for me. Through this assignment, I could see to tell a story in English includes a lot ofelements. I improved my talking skills to use English in terms of speaking and in terms oflistening. In conclusion, I like this work and I could ﬁnd parts to be improved in my English.
G
This assignment was interes>ng for me. Using Voice Thread is new speaking prac>ce.
I like this method because I can use pictures so many people can understand easily andhave a great >me hearing. In addi>on, I could know a lot of things about my classmate so I
think that become bePer acquainted with them compared to before. I think that myspeaking skill improved because I spoke many things and >me. I do not have so many words
to express myself so speaking with only looking pictures without prac>ce was diﬃcult point
for me. But I felt English was fun and think that want to become able to speak English
bePer.
H
I enjoyed VT assignment, because I feel like this assignment developed my English ability. I
think that we don`t have English in Japan, so I felt very diﬃcult to speak English. However, I
thought Speaking English is very fun through this assignment. That is why I want to speak
English by [travelling] to the world. Thank you.

Students Responses to the ques.on of if they enjoyed the assignment, what was diﬃcult, what did theyfell they learnt and any other comments: 2016 second semester
Students
Responses
I
I enjoyed VT assignment. First >me, I felt uneasy about this assignment because I am
inexperienced in having conversa>ons in English. This assignment made me have a liPle bitof conﬁdence. When I got asked by my partner, I wanted to have an answer to tell them.
However, I can't think an correct English word, so I think conversa>ons in English is diﬃcult
for me. I had never used VT, so I had a good experience.
J
I would rather this assignment than usual speaking tests that the other classes has. This isreally good ac>vity for us, I think. It is weird that hearing my voice and I feel embarrassed
actually. But it let me know how my english sounds and I can see good/bad point of mypronuncia>on. Sharing VT was interes>ng as well. I was so surprised to hear about partners
journey with their favorite shoes on.
K

I enjoyed VT assignment, but I don't like English. Because I can't speak English. VT was very
hard work. For example, I needed take picture, and think about the shoes. Through thiswork, I can speak English liPle, and I can talk with many friends. Especially, some friends’
dogs picture make me happy, relax. In addi>on, I could know friends’ hobby.

L

I enjoyed Voice Thread assignment. I could learn how to tell the story for other people andclearly sentence. Moreover, I could show other person's Voice Thread. It was impressive. I
enjoyed talk with classmates. It was great experience. I'm looking forward to next topic.

M

I enjoyed Voice Thread assignment. Because, I could speak many classmates and I could
hear various stories. As a result, I could learn speaking, listening English and so on. In
addi>on, I knew classmates. First >me, I am poor at English, I had diﬃculty speaking English
But, Voice Thread assignment made my English skills improved. I think that I could gain
precious experience.

N* Thai

I enjoyed … this assignment. I had obstacles about topic at ﬁrst. I needed to ﬁnd a thingthat is not boring and I also can explain about it very well. But aGer found my topic, process
wasn’t have any problem. I found that my voice when I am speaking English is very hightone and hard to listening. So, I have to improve this. Maybe it need to long >me to ﬁx.

O

I enjoyed this assignment. First >me I felt it was very hard to talk about other people's story
just in >me. However, I was excited to talk and ask about their story at last. There are many
story and each story has personali>es. I will try harder at next >me if there is chance to do
like this assignment again.

P

I enjoyed Voice Thread Assignment. It is because Voice Thread Assignment make me happy.
I can talk with classmate in English. I can study English speaking and listening. I like dog, a
few people made Voice Thread Assignment about their dogs. I enjoyed it.
I enjoyed this assignment. However I was not good at speaking English, classmate heard mystory and ask for me. I knew [the] pleasure [to] talk with someone in English and I wanted
to speak English more ﬂuently. I will study English more and want to make foreign friends.
That is why I will part in the next assignment aggressively. I will try my best.
I enjoyed VT assignment because I could speak many classmates and listen about them. I
want to know more about them. I think telling a story was diﬃcult but I like speaking
English with my classmates. That a nice experience for me. I want to speak more stories!!

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