Schedule
| Time | Name | Title |
| 15:00 – 15:11 | Sae Sato (H) | Analysis of the errors that JHS students make in writing |
| 15:12 – 15:23 | Morihiro Suzuki (O) | Effectiveness of Extensive Reading |
| 15:24 – 15:35 | Maki Sasaki (O) | A Study of Phonics Instruction Suitable for Elementary School Children with Dyslexia |
| 15:36 – 15:47 | Nao Shimasaki (O) | How to Give Children Confidence and Self-affirmation through Education and English Class |
| 15:48 – 15:59 | Rei Sugawara (H) | Analysis of learner’s lexical errors and learner’s vocabulary strategies |
| 16:00 – 16:11 | Eren Kon (H) | Using Flipgrid for peer feedback in speaking |
| 16:12 – 16:24 | Natsuki Asanuma (H) | Valid English activities for autistic students |
| 16:25 – 16:36 | Shizuka Ishita (O) | Differences in Children’s Motivation for Learning English at Elementary School and Cram School and Effective Learning Methods |
| 16:55 – 17:06 | Ai Takahashi (O) | How Teacher Should Arrange UDL in English Classes for Students with Dyslexia |
| 17:07 – 17:18 | Nami Sugawara (O) | How to Support Students with Decreased and low Autonomous Motivation |
| 17:19 – 17:30 | Shinya Abe (O) | Effectiveness of CLIL in Japanese Elementary School |
| 17:31 – 17:42 | Akari Honma (H) | Effective English Teaching Methods from the Viewpoint of English Education for Hearing-Impaired Students |
| 17:43 – 17:54 | Kaho Matsumoto (O) | Comparison of Textbooks at the Beginning Stage of English Learning in Japan and Finland |
| 17:55 – 18:06 | Nao Saito (O) | The Relationship between International Understanding and Motivation for Studying English at Elementary School |
| 18:07 – 18:18 | Saki Onodera (H) | Positive Experiences for Enhancement of L2 Ideal Self motivation |
| 18:19 – 18:30 | Chiba Kotaro (H) | Relationship between knowledge of Polysemic words and English level |
You could perhaps analyze JHS students’ “because” errors. You could also analyze students’ lexical errors or semantic errors.
Do you have any hypothesis for errors in which 9th-grade students occur?
I think they are on the way to learning English, so there are some differences with adults.
Will you control for different students’ English language ability? For example, low level students will probably have more errors than high level students, and the type of mistakes will probably be different too. Very interesting research.
I think the 10 points of Extensive reading make it sound very appealing. I would like the opportunity to relax and read an easy and pleasant book in the L2 during class!
Thank you for your presentation.
Why does Japanese people make mistake “because” a lot?
This is a comment from a different view.
I found that you are interested in phonemic awareness, but these papers which discuss the importance of handwriting will be helpful to you.
https://paperpile.com/shared/5ks78n
Thank you so much for sharing such a useful link!
I am going to read it later.
Thank you for your presentation.
How is the Listening skill developed through extensive reading?
The “Keys of my Literature Review” is very well summarized. I think you have a deep understanding of phonics and I look forward to seeing your results!
I worried about how should explain the literature review briefly and I thought about “Keys of my Literature Review” a lot so, I am happy to hear such a word from you! Thank you. I will keep going.
Maki, very interesting and very important research. Students with dyslexia need a more focused teaching approach. I think your research can help develop such an approach.
Thank you for hearing my presentation and giving a comment and a question during question time!
I would like to teach English using the result of my research. I will do my best.
Thank you for your presentation.
I think you are researching really difficult area but I’m really interested in that!
I want to know more about this area.
Thank you for giving the comment!
I am happy you have interested in my research areas.
Nao, very interesting research. To increase students’ self-esteem in English class, will you research the type of activities that can increase self esteem ? For example, pair work, group and individual presentations, etc.
For me, your research might be similar to the concept of “positive communication”.
This is the note I took in a presentation. It might be good to look up some papers online (because you can’t use my note as a reference!)
https://docs.google.com/document/d/1FYb2w0AQelcmiAoPtwfcyjekrsiCOy3QrCu5mbCkmSc/edit?usp=sharing
You do a good job of showing the necessity of your research:
I am looking forward to more of your results. In the discussion section, maybe you can add a section about some potentially effective ways to use FligGrid in the class.
I should add that you are also the first person ever in the English Department to research flipgrid!
Thank you for answering my question:)
I’m really interested in your theme!
Thank you for your presentation.
I learned many words from your study.
Why did you choose these 6 words?
Good question!
I thought that you summarized the different kinds of motivation theory very well. Also, you have found some very useful studies about the effect cram school has on motivation. I look forward to knowing what you learn from your questionnaire.
This was for Shizuka Ishita!
Thank you for your presentation.
I really want to know about your research area because I may meet such students in the future.
Thank you for your presentation.
Actually, I’m working in cram school now and I’m worried about my student’s motivation so I’m really interested in your research!
Thank you for your presentation.
I didn’t know about UDL so I’m interested in your research.
I think UDL is useful for not only dyslexia students but also other students:)
Since the demand of special needs education is increasing, your research is really valuable.
Thank you for your presentation.
Your explanation of “Self-Determined Theory” was easy to understand for me:)
You provided good examples of the steps of motivation(?). I can understand what they mean.
By understanding the pros and the cons of CLIC, we can choose better way of teaching depends on the situation or students. I hope CLIL is introduced in Japan.
This is interesting research, and it will share schools their techniques which each school has done by themselves.
I know it’s too late to say, but the techniques gathered from the survey should be generalized before making an effective lesson plan. If you have time, classifying the techniques will give us good clues to teach for hearing-impaired students.
Thank you for your presentation.
Your theme is very interesting for me too.
As you said in your presentation, effective teaching method for hearing-impaired students is also very useful for all students. I look forward to know a result of your research!
Thank you for your presentation.
I think that CLIL is interesting and helpful but also hard to do in any levels of school.
Although, I want you to become a super teacher that do every subjects classes in English!
Thank you for your presentation.
I would like to know how I should support students with low motivation.
And also, I am interested in your interview’s result!
Moreover, I think that you should establish a standard when you use a graph.
For example, when people learns English to become an English teacher, it is equivalent to 80 points(〇〇motivation) in the graph.
As you said, the beginning age in Japan and Finland is different. In my opinion, it might be good if the textbooks are chosen from the view of the English-learning stage rather than actual age (e.g. Let’s try 3 from Japan and a textbook for 1st graders in Finland)
Thank you for your presentation.
I have a little question. In your research, what do you mean by “cram schools”?
I wonder that it means only Juku likeトライ or including Eikaiwa school like ECC junior.
Thank you for your presentation.
I have ever tried extensive reading.
Therefore I can’t imagine that teacher incorporate it in English classes, so I look forward to your research result!
About analysis,
in simple words, KH Coder just counts the words which appear in the texts.
I’d like you to focus on experiences by classifying their experiences.
(It might be difficult…)
I didn’t know extensive reading is effective other skills. I think to improve students’ autonomy can connect their high motivations.
I enjoyed your presentation! what do you think about the reason that Japanese children have lower self-esteem than those of other countries’ children?
I think your research is going along well. Sorry for lack of my knowledge, but Numbers alone are not enough to understand the value of correlation for me.
Your research is adapting to the society. When I do classes, I would like to use your research and flipgrid.
Your presentation was persuasive! I look forward to seeing your result.
Thank you for your interesting presentation!
Your point of view is interesting. I am looking forward to hearing the result of your research and discussion. I would like to refer to your research when I teach in elementary school in the future.
Thank you for your presentation!
I know UD but I had not known “UDL”, so I think your focus is important.
I had been thought it is difficult to conduct questionnaires for teachers because it is hard to find teachers who cooperate with our research. However, you said that you can find 5 teachers who are helping your research. It is good. I am looking forward to hearing the result of your research and discussion.
Thank you for your interesting presentation!
In my research, I found that sounds are very important for language learners, so your research for hearing impaired students is really interesting for me!
The research may be hard because it will be necessary to spend a lot of time. However, I am looking forward to hearing your result and discussion.