October 28: Progress Report

Okachan

Literature review

Writing, scaffolding

Research Question

What effect does scaffolding have on writing in students’ retelling activities?

Method

Participants

Two groups of 2nd year students:One group had hints (一組)and another had no hints (二組)

Data

  • Student writing from three retelling activities = worksheets
  • Video of the class
  • Powerpoint materials for scaffolding

Analysis

  • Measure how much students’ writing increased by word count
  • Measure how many new expressions students used: identify the new expressions in the writing

Haruka

The Effectiveness of Using and Shooting Videos in the Classroom for students’ speaking skills

Class Topic: Recycling and relative pronouns

My-report

Momotaro

Can Typoglecimia be used to evaluate students’ understanding of vocabulary?

Method

Students read a text with typos and need to guess the meaning of those typos.

Students have a word test with the real spelling of the words.

Participants

ETM students, recruit on

November 8th, make test by 11/6

Mana (Make questionnaire by the 6th)

Method

Data

New Textbook: Let’s watch and think; Let’s play; Let’s listen; Let’s try; Activity; Listen and read; Let’s write; Around the World; Storytime

Old textbook: Let’s watch and think; Let’s play; Let’s listen; Let’s try; Activity; Listen and read; Let’s write; Let’s chant, Let’s sing, Project, チャレンジ

Participants

5th and 6th grade

Arnold

English Communicative Language Teaching in Japan

Case study of implementation at elementary school

RQ1: How is CLT implemented in elementary schools?

Method: Interview with the teacher about how she implements the course of study

RQ2: What are the students’ experiences of current English CLT?

Observation: Has prepared a form;

Questionnaire: Prepare a questionnaire sheet of about 5 questions

  • 5 questions: 1 – 5 (Never to always) or (I strongly agree ⇨ I strongly disagree)
    • How confident do you feel speaking English in class ⇨ I am confident speaking English in class (Strongly agree/agree/disagree/ strongly disagree)
    • How comfortable are you talking to your classmates in English during activities?
    • Do you enjoy participating in speaking activities?/ Do you enjoy English communication activities?
    • Do you think it is important to learn to listen to and to speak English?

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