{"id":2989,"date":"2021-12-08T08:31:55","date_gmt":"2021-12-07T23:31:55","guid":{"rendered":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/?p=2989"},"modified":"2025-04-14T15:38:14","modified_gmt":"2025-04-14T06:38:14","slug":"mid-term-thesis-presentations","status":"publish","type":"post","link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/mid-term-thesis-presentations\/","title":{"rendered":"2021 Ogawa\/Hall Mid-Term Thesis Presentations (Room E38)"},"content":{"rendered":"\n
\"\"<\/figure>\n\n\n\n
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Schedule<\/h2>\n\n\n\n
Time<\/strong><\/td>Name<\/strong><\/td>Title<\/strong><\/td><\/tr>
15:00 – 15:11<\/td>Sae Sato <\/a>(H)<\/td>Analysis of the errors that  JHS students make in writing<\/td><\/tr>
15:12 – 15:23<\/td>Morihiro Suzuki <\/a>(O)<\/td>Effectiveness of Extensive Reading<\/td><\/tr>
15:24 – 15:35 <\/td>Maki Sasaki <\/a>(O)<\/td>A Study of Phonics Instruction Suitable
for Elementary School Children with Dyslexia<\/td><\/tr>
15:36 – 15:47<\/td>Nao Shimasaki<\/a> (O)<\/td>How to Give Children Confidence and Self-affirmation
through Education and English Class<\/td><\/tr>
15:48 – 15:59<\/td>Rei Sugawara <\/a>(H)<\/td>Analysis of learner\u2019s lexical errors and learner\u2019s vocabulary
strategies<\/td><\/tr>
16:00 – 16:11<\/td>Eren Kon <\/a>(H)<\/td>Using Flipgrid for peer feedback in speaking<\/td><\/tr>
16:12 – 16:24<\/td>Natsuki Asanuma <\/a>(H)<\/td>Valid English activities for autistic students<\/td><\/tr>
16:25 – 16:36<\/td>Shizuka Ishita <\/a>(O)<\/td>Differences in Children\u2019s Motivation for Learning English at Elementary School and Cram School and Effective Learning Methods<\/td><\/tr>
16:55 – 17:06<\/td>Ai Takahashi <\/a>(O)<\/td>How Teacher Should Arrange UDL in English Classes for Students with Dyslexia<\/td><\/tr>
17:07 – 17:18<\/td>Nami Sugawara <\/a>(O)<\/td>How to Support Students with Decreased and low Autonomous Motivation<\/td><\/tr>
17:19 – 17:30<\/td>Shinya Abe<\/a> (O)<\/td>Effectiveness of CLIL in Japanese Elementary School<\/td><\/tr>
17:31 – 17:42<\/td>Akari Honma<\/a> (H)<\/td>Effective English Teaching Methods from the Viewpoint of English Education for Hearing-Impaired Students<\/td><\/tr>
17:43 – 17:54<\/td>Kaho Matsumoto <\/a>(O)<\/td>Comparison of Textbooks at the Beginning Stage of English Learning in Japan and Finland<\/td><\/tr>
17:55 – 18:06<\/td>Nao Saito <\/a>(O)<\/td>The Relationship between International Understanding and Motivation for Studying English at Elementary School<\/td><\/tr>
18:07 – 18:18<\/td>Saki Onodera <\/a>(H)<\/td>Positive Experiences for Enhancement of L2 Ideal Self motivation<\/td><\/tr>
18:19 – 18:30<\/td>Chiba Kotaro<\/a> (H)<\/td>Relationship between knowledge of Polysemic words and English level<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

Schedule Time Name Title 15:00 – 15:11 Sae Sato (H) Analysis of the errors that  JHS students 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