(1) Penelope: Teaching Speaking Skills in the Active Learning Classroom
Q: Do high level students use different strategies with students at lower levels?
Y sensei’s advise is to describe the conversation partners of the students who were recorded.
(2) Fuka: A Study on the Foreign Language Activity in Japanese Elementary School: How should “CULTURE” be Treated at the time of Globalization?
Key points
- 小学校：4割が苦手意識
- 中学生：「なぜ英語を学ぶか？」
- Global: 経済、文化、環境、政治
James’ advise: Support your opinions
(3) Cinderella: Using English Diaries as a Means to Understand Students and Improve Their Writing Skills
Big Finding: English diaries might have encouraged student interaction between students and the teacher.
Y sensei’s advise: Think of the meaning of “Diary.”
(4) Superwoman: A Study of University Students’ Attitudes towards English Pronunciation and Their Pronunciation Instruction at High School
Highlight: “I want hot coffee!” All English Department students want native-like pronunciation but feel anxious when they speak English.
(5) Rocky: “A Comparison of the Primary School English Curricula in China, Korea, and Japan”
Highlight: The goals of the countries do not change so much but contents are quite different.
Q: What do you want to achieve from the findings?
A: From the findings we can learn the reasons for the characteristics of the different curricula and search for ways to improve them.
(6) Ishigu: “Current Japanese English Education for Global Competence and a Look to the Future”
Highlight: NNS outnumber NS 1.4 billion to 300 million!
Ishigu wants to research the core part of each country’s research.
Blending:
(7) Honda-san: A comparative Study on the Posters of Japanese Films and English Films
Highlight: In Japanese they tend to leave out the “I,” for example （私は）嬉しいです. Other subjects such as “あなた” etc. are not abbreviated.