Extensive Reading Summer Seminar 2020 - August 22nd / Sessions Go Compact View

How to log in to Eventzilla #214

This short video https://youtu.be/5lIg6HW9qBg will show how easy it is to get registered on the event site. It will show how you can make account, get a ticket for the event, make your profile, and edit your submission information.

This short video https://youtu.be/5lIg6HW9qBg will show how easy it is to get registered on the event site. It will show how you can make account, get a ticket for the event, make your profile, and edit your submission information.

Speaker: Pat Conaway

I teach speaking, listening, and reading classes to about 350 freshman students each semester. Our university does not have an extensive reading program, but I try to incorporate it into ... more

登録方法の動画解説(How to register yourself on this page.) #243

セミナー会場にはこのページからアクセスできますが、参加者、発表者共に全員、最初に登録が必要です。登録方法を解説したビデオです。参加者の方は、ビデオ解説の終盤の「チケットを入手」まで、手続きを進めてください。発表者の方は登録後に右上の下向き矢印のプルダウンメニューの一番上、 Edit your public profileをお選びいただき、プロフィールを入力してください。できれば、写真もお願いします。

セミナー会場にはこのページからアクセスできますが、参加者、発表者共に全員、最初に登録が必要です。登録方法を解説したビデオです。参加者の方は、ビデオ解説の終盤の「チケットを入手」まで、手続きを進めてください。発表者の方は登録後に右上の下向き矢印のプルダウンメニューの一番上、 Edit your public profileをお選びいただき、プロフィールを入力してください。できれば、写真もお願いします。

Speaker: Kazushi Hemmi

Seminar co-chair(JERA) 日本多読学会

08:30 Sat

Morning Meeting #212

Finished
Sat, Aug 22, 08:30-09:00 JST

Bring your own coffee!

Bring your own coffee!

Speaker: Rob Waring

Executive Board member of the Extensive Reading Foundation

Speaker: Kazushi Hemmi

Seminar co-chair(JERA) 日本多読学会

Moderator: Ann Mayeda

JALT ER SIG Coordinator; Konan Women's University

09:00 Sat

Morning Networking #244

Finished
Sat, Aug 22, 09:00-09:40 JST

Meet the presenters and attendees at the seminar.

Meet the presenters and attendees at the seminar.

09:40 Sat

Opening Ceremony(開会のご挨拶) #228

Finished
Sat, Aug 22, 09:40-09:50 JST

Welcome to the ER Summer Seminar!

Welcome to the ER Summer Seminar!

09:50 Sat

Collaborative book creation with university students #218

Finished
Sat, Aug 22, 09:50-10:20 JST

"In extensive reading it is ideal that students can easily understand and enjoy the books that they read. When books are easy enough to understand, some students have difficulty enjoying them solely for their content. One other potential way to enjoy books is to appreciate their form. By creating books, it is assumed that students will better appreciate graded readers. This presentation describes the process and results of two group book-making projects, including processes for group formation, storyboarding, and presentation. The first project was conducted in-class with students while the second was connected completely online as a result of Emergency Remote Teaching. "

"In extensive reading it is ideal that students can easily understand and enjoy the books that they read. When books are easy enough to understand, some students have difficulty enjoying them solely for their content. One other potential way to enjoy books is to appreciate their form. By creating books, it is assumed that students will better appreciate graded readers. This presentation describes the process and results of two group book-making projects, including processes for group formation, storyboarding, and presentation. The first project was conducted in-class with students while the second was connected completely online as a result of ... more

Speaker: Pat Conaway

I teach speaking, listening, and reading classes to about 350 freshman students each semester. Our university does not have an extensive reading program, but I try to incorporate it into ... more

09:50 Sat

オンライン多読システムの利点と欠点、改善の方向性 #230

Finished
Sat, Aug 22, 09:50-10:50 JST

Oxford Reading Club, X-Reading, eSTATION, myON,Bookflix, Trueflix, Literacy Pro Library など主要な On Line システムを比較検討するとともに、システムを利用した多読指導の工夫、システムの改善要望について幅広く意見の交換・集約を行う。 参考ページ https://jera-tadoku.jp/ER_ONLINE/index.html

Oxford Reading Club, X-Reading, eSTATION, myON,Bookflix, Trueflix, Literacy Pro Library など主要な On Line システムを比較検討するとともに、システムを利用した多読指導の工夫、システムの改善要望について幅広く意見の交換・集約を行う。 参考ページ https://jera-tadoku.jp/ER_ONLINE/index.html

09:50 Sat

ER Seminar Lobby #215

Finished
Sat, Aug 22, 09:50-17:30 JST

A space for help, networking and talking to our sponsors.

A space for help, networking and talking to our sponsors.

10:20 Sat

Contradictory info on Graded Reader levels. Which do we believe? #217

Finished
Sat, Aug 22, 10:20-10:50 JST

"Graded Readers"" are supposedly ""graded"" according to their difficulty. While the grading may be internally consistent for a specific publisher, comparing even a few of the most popular series shows that books with an identical headword counts can be labelled at widely different levels on the CEFR scale. We will first outline the various criteria that might be used to establish text difficulty and then explore the inconsistencies when matched against each other. Finally, we shall make some recommendations for teachers on how to make sound decisions on suitable material for their students despite this morass of contradictory information."

"Graded Readers"" are supposedly ""graded"" according to their difficulty. While the grading may be internally consistent for a specific publisher, comparing even a few of the most popular series shows that books with an identical headword counts can be labelled at widely different levels on the CEFR scale. We will first outline the various criteria that might be used to establish text difficulty and then explore the inconsistencies when matched against each other. Finally, we shall make some recommendations for teachers on how to make sound decisions on suitable material for their students despite this morass of contradictory information."

Speaker: Tom Robb

Tom Robb is currently Chair of the Extensive Reading Foundation, as well as being the creator and manager of the MReader.org extensive reading quiz platform. He is also the chair ... more

11:00 Sat

Extensive Reading in Practice #229

Finished
Sat, Aug 22, 11:00-12:00 JST

The focus of my presentation is on how extensive reading is actually used in second and foreign language (L2) contexts and its impact. I begin with a brief overview of extensive reading in which I discuss the history and nature of extensive reading. Next, I go over the ten principles that my colleague, Julian Bamford, and I formulated from our analysis of successful extensive reading programs. This is followed by a discussion of the findings of a study on the practice of extensive reading and the extent to which the 10 principles were reported to have been used. I then go over the effects of extensive reading on L2 learning. My presentation concludes with some speculation on the practice of extensive reading in the near future.

The focus of my presentation is on how extensive reading is actually used in second and foreign language (L2) contexts and its impact. I begin with a brief overview of extensive reading in which I discuss the history and nature of extensive reading. Next, I go over the ten principles that my colleague, Julian Bamford, and I formulated from our analysis of successful extensive reading programs. This is followed by a discussion of the findings of a study on the practice of extensive reading and the extent to which the 10 principles were reported to have been used. I then ... more

Speaker: Richard Day

Dr. Richard R. Day, professor, Department of Second Language Studies, University of Hawaii, is the author of numerous publications, particularly on second language reading. His publications include New Ways in ... more

12:10 Sat

Motivation and Skill Influences Through Graded Reading #220

Finished
Sat, Aug 22, 12:10-12:40 JST

This research-based presentation covers survey responses from two terms in a compulsory reading class for first-year, low proficiency, non-English majors at university. Data captured included learner profiles and past reading experience in English and Japanese for three intact classes (n = 75) as well as the learner attitudes and opinions toward motivation and skill development through graded reading with written summaries in the spring and MReader quizzes in the fall. Participant takeaways include student feedback to plan and introduce graded reading and other class activities to build learner affect and a more positive experience with English as a foreign language.

This research-based presentation covers survey responses from two terms in a compulsory reading class for first-year, low proficiency, non-English majors at university. Data captured included learner profiles and past reading experience in English and Japanese for three intact classes (n = 75) as well as the learner attitudes and opinions toward motivation and skill development through graded reading with written summaries in the spring and MReader quizzes in the fall. Participant takeaways include student feedback to plan and introduce graded reading and other class activities to build learner affect and a more positive experience with English as a foreign language.

Speaker: Greg Rouault

I have been teaching English as a foreign language in Japan since 1999. In higher education, I have taught 4 skills, study abroad test prep, EAP, and content-based courses with ... more

12:10 Sat

ZOOMブレイクアウトセッションを使ったグループ多読の結果 #239

Finished
Sat, Aug 22, 12:10-12:40 JST

ZOOMブレイクアウトセッションを利用して、学生を4~5人のグループに分けた。Eステの読了後リーディングクイズ、自作のクイズなど、多読図書を利用した様々な活動をグループ単位で取り組んでもらった。対面授業の個別多読と比較して、メリットと課題を報告する。

ZOOMブレイクアウトセッションを利用して、学生を4~5人のグループに分けた。Eステの読了後リーディングクイズ、自作のクイズなど、多読図書を利用した様々な活動をグループ単位で取り組んでもらった。対面授業の個別多読と比較して、メリットと課題を報告する。

Speaker: Sam Murchie

アメリカ生まれ 18歳までの9年を日本で過ごす 18歳~31歳までアメリカで大学・仕事 32歳から宮城県の尚絅学院大学に勤務し、英語とキリスト教学の講義を担当。 学生の英語力の上達を実現させられず、大きく挫折。 『英語多読法』を読み、目からうろこ体験をし、教える喜びを初めて覚える。 多読を導入し、沢山の実績を出し、2015年には最優秀教員として表彰。 2020年に仙台で 「英語塾 サム・ゼミナール」を開設。多読を軸としてレッスンを対面とZOOMで実施。 2児の父。

13:20 Sat

Bilingual graded readers, literature circles, and identities #222

Finished
Sat, Aug 22, 13:20-14:00 JST

Ritsumeikan Asia Pacific University is a dual-language university where half the students are domestic Japanese and the other half are international students. This presentation introduces examples of discourse in international-domestic bilingual discussion of an interlinear bilingual graded reader. Examples of text and resulting bilingual discussions aim to exemplify some affordances that bilingual texts offer learners in text-based exchange discussions in Japan. The study takes a discourse analytic approach (Gee, 1999) to investigating the ways the participants move from attempted interpretation of micro-level linguistic elements in the text to negotiating and constructing connections and interpretations of their lives and worlds.

Ritsumeikan Asia Pacific University is a dual-language university where half the students are domestic Japanese and the other half are international students. This presentation introduces examples of discourse in international-domestic bilingual discussion of an interlinear bilingual graded reader. Examples of text and resulting bilingual discussions aim to exemplify some affordances that bilingual texts offer learners in text-based exchange discussions in Japan. The study takes a discourse analytic approach (Gee, 1999) to investigating the ways the participants move from attempted interpretation of micro-level linguistic elements in the text to negotiating and constructing connections and interpretations of their lives and worlds.

Speaker: Julia Lim Sy Yi

I am a student majoring in Asia Pacific Studies and I profess a great interest in research, namely in the search of media and it's sociocultural politics. I am a ... more

Speaker: Paul Sevigny, PhD

As a senior lecturer I teach EFL courses and coordinate programs. I study literary discussion of ER-based texts. I am currently supported by a JSPS grant for the development of ... more

13:20 Sat

出版社による自社製品のご紹介 #231

Finished
Sat, Aug 22, 13:20-14:00 JST

発表順 Nelies Book Store Jo Ando (8mins) Renaissance Japan Mayumi Brown (8mins) Cosmopier Tachibana (8mins) Xreading Paul (3mins) Scholastics Japan K. Sekiguchi (3mins) ENGLISHBOOKS Masayuki Nakadake (3mins) Pearson Japan Kaga (3mins)

発表順 Nelies Book Store Jo Ando (8mins) Renaissance Japan Mayumi Brown (8mins) Cosmopier Tachibana (8mins) Xreading Paul (3mins) Scholastics Japan K. Sekiguchi (3mins) ENGLISHBOOKS Masayuki Nakadake (3mins) Pearson Japan Kaga (3mins)

Speaker: Paul

I am the founder and president of Xreading. I will give a brief overview of the Xreading virtual library, and tell you about some new features. I will also introduce ... more

Speaker: Mayumi Brown

I am a business development manager at Renaissance UK branch. Renaissance has been operating for 33 years focusing on skill based assessment solution as well as development of comprehension from ... more

Speaker: Natsuki Tachibana

I would like to talk about our online extensive reading and listening system, e-Station. Our topic will be focusing on the LMS function, recent update information along with the basic ... more

Speaker: Kozue Sekiguchi

For 100 years, as the leading children’s publisher across the globe, Scholastic’s mission has been to connect learners with high-quality books, in whatever format they prefer-from fiction to nonfiction, chapter ... more

Speaker: Jo Ando

Jo Ando has been involved in English Language Teaching in Japan for over 15 years. Recently involved in publishing, teacher training and creative business solutions.

Speaker: Masayuki Nakadake

englishbooks.jpでセールス、マーケティングを担当。これまで英語をご教授いただいた先生方や教育機関のみなさまに、今度は私が教材の流通を通してサポートできればと日々励んでおります。

Speaker: Chihiro Kaga

I'm Chihiro, Marketing coordinator of Pearson Japan. At the seminar, I would like to introduce our new Pearson English Graded eReaders series. Look forward to seeing you soon.

13:55 Sat

Associate Members' Presentation (English) #226

Finished
Sat, Aug 22, 13:55-14:35 JST

The following presenters will each speak for about 4-5 minutes about their offerings: Nellie’s English Books (Jo Ando) Rennaisance.com (Mayumi Brown) Xreading (Paul Goldberg) Scholastics Japan (Kozue Sekiguchi) Englishbooks (Colin Bethel) Cosmopier (Haruo Ono) MangoSTEEMS (Julian Warden) Guy Cihi (Lexxica)

The following presenters will each speak for about 4-5 minutes about their offerings: Nellie’s English Books (Jo Ando) Rennaisance.com (Mayumi Brown) Xreading (Paul Goldberg) Scholastics Japan (Kozue Sekiguchi) Englishbooks (Colin Bethel) Cosmopier (Haruo Ono) MangoSTEEMS (Julian Warden) Guy Cihi (Lexxica)

Speaker: Colin Bethell

I will show two ways teachers can save time in selecting the right readers for their classes and ER libraries. Sometimes keeping things simple is best and by use of ... more

Speaker: Jo Ando

Jo Ando has been involved in English Language Teaching in Japan for over 15 years. Recently involved in publishing, teacher training and creative business solutions.

Speaker: Kozue Sekiguchi

For 100 years, as the leading children’s publisher across the globe, Scholastic’s mission has been to connect learners with high-quality books, in whatever format they prefer-from fiction to nonfiction, chapter ... more

Speaker: Mayumi Brown

I am a business development manager at Renaissance UK branch. Renaissance has been operating for 33 years focusing on skill based assessment solution as well as development of comprehension from ... more

Speaker: Guy Cihi

We now offer free ER ability tests with curated lists of appropriate ER book titles. The ER ability scores and book recommendations are based on the specific words each student ... more

Speaker: Paul

I am the founder and president of Xreading. I will give a brief overview of the Xreading virtual library, and tell you about some new features. I will also introduce ... more

Speaker: mangoSTEEMS

mangoSTEEMS vision is to of address the growing needs of the K-12 market in innovative and effective digital education solutions in the area of S.T.E.E.M.S. (Science, Technology, Engineering, English, Mathematics, Social ... more

Speaker: Haruo Ono

I am a Chief Commercial Officer (CCO) of CosmoPier Publishing Company. I am pleased to have an opportunity to present our rapidly growing online platform named e-Station, ie. The ... more

14:05 Sat

特別講演「多聴多読マガジン・制作の舞台裏」 #232

Finished
Sat, Aug 22, 14:05-14:35 JST

2006年に創刊し、「たくさん聞いて」「たくさん読んで」「たくさん口を動かす」をコンセプトに、例年多読やシャドーイングを紹介してきた「多聴多読マガジン」。この発表では「多聴多読マガジン」編集チームが、掲載素材を選ぶ際の基準や飽きずに楽しんで英語を聞き続けてもらうために大事にしていること、またオンライン多読システム「Eステ」とのコンテンツ連携の展望などについて語ります。

2006年に創刊し、「たくさん聞いて」「たくさん読んで」「たくさん口を動かす」をコンセプトに、例年多読やシャドーイングを紹介してきた「多聴多読マガジン」。この発表では「多聴多読マガジン」編集チームが、掲載素材を選ぶ際の基準や飽きずに楽しんで英語を聞き続けてもらうために大事にしていること、またオンライン多読システム「Eステ」とのコンテンツ連携の展望などについて語ります。

Speaker: Makoto Shiokawa

2006年に創刊し、「たくさん聞いて」「たくさん読んで」「たくさん口を動かす」をコンセプトに、例年多読やシャドーイングを紹介してきた「多聴多読マガジン」。この発表では「多聴多読マガジン」編集チームが、掲載素材を選ぶ際の基準や飽きずに楽しんで英語を聞き続けてもらうために大事にしていること、またオンライン多読システム「Eステ」とのコンテンツ連携の展望などについて語ります。

Speaker: Natsuki Tachibana

I would like to talk about our online extensive reading and listening system, e-Station. Our topic will be focusing on the LMS function, recent update information along with the basic ... more

14:40 Sat

音声ペンを利用した多読多聴指導 #233

Finished
Sat, Aug 22, 14:40-15:10 JST

大学での多聴を併用した多読の取り組みを紹介する。クラスでは学期の多読目標を50000語(うち多聴10000語)以上に設定し、100冊の易しい本の多読を実施したあと、ORT音声ペンを用いた多聴を多読と併用した指導を実施した。その結果、最後までクラスを受講した学生20名全員が目標語数を達成することができた。発表では、クラスでの具体的な指導方法や学生のフィードバック、今後の課題などについて報告する。

大学での多聴を併用した多読の取り組みを紹介する。クラスでは学期の多読目標を50000語(うち多聴10000語)以上に設定し、100冊の易しい本の多読を実施したあと、ORT音声ペンを用いた多聴を多読と併用した指導を実施した。その結果、最後までクラスを受講した学生20名全員が目標語数を達成することができた。発表では、クラスでの具体的な指導方法や学生のフィードバック、今後の課題などについて報告する。

Speaker: Hiroko Yoshida

1. Hiroko Yoshida is Professor at Osaka University of Economics. She has an Ed.D. in Curriculum, Instruction and Technology in Education from Temple University, Philadelphia. Her research interests include extensive reading, ... more

14:40 Sat

Task-based Story Writing #223

Finished
Sat, Aug 22, 14:40-15:45 JST

"This workshop aims at improving writing skills through storytelling using task-based learning. Storytelling is an important element that helps students practice using the new vocabulary and grammar learnt and thus develop their speaking skill. This can also be used to help students use the newly learnt items to develop their writing skill as well, thus consolidating the final step of Bloom’s Taxonomy ‘Creating’. Through this presentation I will engage the teachers in a sequence of tasks for writing a collection of short stories introducing the different elements for doing that using the vocabulary and grammar learnt through graphic organizers. These help them become aware of the practical application and benefit of using Task-Based Learning in class with the help of technology."

"This workshop aims at improving writing skills through storytelling using task-based learning. Storytelling is an important element that helps students practice using the new vocabulary and grammar learnt and thus develop their speaking skill. This can also be used to help students use the newly learnt items to develop their writing skill as well, thus consolidating the final step of Bloom’s Taxonomy ‘Creating’. Through this presentation I will engage the teachers in a sequence of tasks for writing a collection of short stories introducing the different elements for doing that using the vocabulary and grammar learnt through graphic organizers. These ... more

Speaker: Maha Hassan

Maha Hassan is an Educational Consultant, Teacher Trainer and Founder/Ceo of Teaching ESL Hub. She is also the Newsletter Editor for IP & SEN IATEFL SIG and Language Instructor at ... more

14:40 Sat

Improving ER research and the case for ER #224

Finished
Sat, Aug 22, 14:40-15:45 JST

There is a great need for improved ER research, and robust ER research is one way in which we can help promote ER and improve how it is conducted. However, ER does not lend itself to experimental or highly controlled studies. An easy way in which to conduct more robust ER research is to avoid the limitations of past research. Thus, this workshop will explain some all too often forgotten research fundamentals and how they apply to ER research, and make some specific recommendations for future research.

There is a great need for improved ER research, and robust ER research is one way in which we can help promote ER and improve how it is conducted. However, ER does not lend itself to experimental or highly controlled studies. An easy way in which to conduct more robust ER research is to avoid the limitations of past research. Thus, this workshop will explain some all too often forgotten research fundamentals and how they apply to ER research, and make some specific recommendations for future research.

Speaker: Stuart McLean

Stuart McLean (PGCE, MSEd, Ph.D.) is an instructor at Momoyama Gakuin University in Japan. He teaches Zemi classes, study skills, project-based learning, business English, marketing English, English, and research writing. ... more

15:15 Sat

半期間の英語多読指導を通して見られた自由英作文の質的変化 #234

Finished
Sat, Aug 22, 15:15-15:45 JST

本研究では、半期間の多読授業で平均約6万語を読んだ学習者を対象に、多読指導前後自由英作文を行い、語彙(Type-Token Ratio)、統語(T-Unit数、Error-Free T-Unit数)、流暢性(書いた語数)の観点からその質的変化に関する分析を行った。その結果、多読指導後では、自由英作文において統語的にも語彙的にも平易なものをより多く使うことで、流暢性を増す傾向が見られた。

本研究では、半期間の多読授業で平均約6万語を読んだ学習者を対象に、多読指導前後自由英作文を行い、語彙(Type-Token Ratio)、統語(T-Unit数、Error-Free T-Unit数)、流暢性(書いた語数)の観点からその質的変化に関する分析を行った。その結果、多読指導後では、自由英作文において統語的にも語彙的にも平易なものをより多く使うことで、流暢性を増す傾向が見られた。

15:50 Sat

多読支援Webデータベースの開発 #221

Finished
Sat, Aug 22, 15:50-16:20 JST

我々は現在,多読を支援するシステムの開発を行っている.このシステムでは,ページ数,あらまし,難易度などの多読図書に関する情報が必須であり,我々は独自のデータベースで管理を行っている.しかし,多読図書に関する情報は.様々な場所に分散しており,管理の一元化が必要である.そこで,多読図書の情報をWebデータベースとして管理し,情報の配信や更新を容易にする手法の提案を行う.

我々は現在,多読を支援するシステムの開発を行っている.このシステムでは,ページ数,あらまし,難易度などの多読図書に関する情報が必須であり,我々は独自のデータベースで管理を行っている.しかし,多読図書に関する情報は.様々な場所に分散しており,管理の一元化が必要である.そこで,多読図書の情報をWebデータベースとして管理し,情報の配信や更新を容易にする手法の提案を行う.

Speaker: Mark Brierley

Seminar co-chair. Editor of Extensive Reading in Japan.

15:50 Sat

英語多読を通して世界の文化を知るために #235

Finished
Sat, Aug 22, 15:50-16:20 JST

英語多読学習者は、どの国や地域を題材、もしくは舞台にした本を読んでいるのだろうか。学習者へのアンケートと英語多読教材の調査結果を報告するとともに、多読を通して世界の文化と多様性を学ぶために考慮すべき点について考察する。

英語多読学習者は、どの国や地域を題材、もしくは舞台にした本を読んでいるのだろうか。学習者へのアンケートと英語多読教材の調査結果を報告するとともに、多読を通して世界の文化と多様性を学ぶために考慮すべき点について考察する。

15:50 Sat

Extensive Listening and Reading with Unscripted Transcripts #225

Finished
Sat, Aug 22, 15:50-16:55 JST

With the advent of audio and voice-to-text technology, in many ways, EL and ER are merging into similar tools for learning - comprehensible text with audio support. However, there is a big difference between written text and spoken text, as well as spoken texts and extemporaneous speech. This presentation will look at ways EL can augment ER by using linguistic aspects not found in written text.

With the advent of audio and voice-to-text technology, in many ways, EL and ER are merging into similar tools for learning - comprehensible text with audio support. However, there is a big difference between written text and spoken text, as well as spoken texts and extemporaneous speech. This presentation will look at ways EL can augment ER by using linguistic aspects not found in written text.

Speaker: Todd Beuckens

I am an ESL teacher and creator of ELLLO, which stands for English Listening Lesson Library Online. I am interested in using authentic speech as graded readers.

16:25 Sat

電子書籍を利用した多読プログラムの読解力と情動に関する効果 #236

Finished
Sat, Aug 22, 16:25-16:55 JST

The purpose of this study was to evaluate the effects of a one-semester e-book extensive reading program on 72 university EFL learners. Specifically, the improvement of the participants in reading comprehension and the changes of their affective variables were examined. E-book reading had been conducted for 30 minutes per class. To determine the improvement in reading comprehension, different standardized tests were given and affective variables were examined using two questionnaires. Consequently, the average test score improved, but the difference was not statistically significant. Concerning affective variables, the results showed that negative feelings about reading disappeared with statistical significance.

The purpose of this study was to evaluate the effects of a one-semester e-book extensive reading program on 72 university EFL learners. Specifically, the improvement of the participants in reading comprehension and the changes of their affective variables were examined. E-book reading had been conducted for 30 minutes per class. To determine the improvement in reading comprehension, different standardized tests were given and affective variables were examined using two questionnaires. Consequently, the average test score improved, but the difference was not statistically significant. Concerning affective variables, the results showed that negative feelings about reading disappeared with statistical significance.

Speaker: Harumi Suga

After I started to study for my second master's degree at Temple University, Japan Campus, I was allotted an extensive reading course at a university in the Kanto region in ... more

17:00 Sat

Using creative writing to develop extensive reading skills #219

Finished
Sat, Aug 22, 17:00-17:30 JST

This presentation will describe an elective course that has been introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their writing skills. The required English courses in this EAP program focus mostly on intensive reading and academic writing, and students` reading progress is actively tracked through MReader and Xreading, online platforms that track reading speed, total words read, and check comprehension through quizzes. Moreover, due to the grammar translation method which is widely utilized in Japanese schools to teach reading in L2, most students tend to engage in sentence level translation rather than the process of extensive reading. This kind of academic background coupled with the fact that most of the students in the program are not language majors, has led students to view reading and writing as the necessary "obstacles" they have to overcome in order to pass. Students participating in this elective course (n=85) were surveyed twice, at the beginning and at the end of the semester. According to the survey responses at the beginning of the semester, very few of them read in L1 or L2 in their spare time. Furthermore, only 25% of the students surveyed responded that they enjoyed reading in L2 and only 15% felt that they were able to express their opinions in the academic writing courses. It was the instructor’s hypothesis that through experiencing the process of creative writing, students could develop audience awareness from instructor and peer feedback, and also that they could use short works of fiction, such as the graded readers (books written specifically for learners of another language) used in this course, to develop their writing skills. It was the instructor`s hope that students would become more critical readers by learning to be better writers. Although the end of semester survey results seemed to indicate that most students were now more likely to enjoy reading in general and to continue doing so outside of this course, doing so in L2 seemed to be mostly true for students who were reading regular works of fiction (such as those written for native speakers) or graded readers above Level 3. The basic outline of the course as well as students` responses to surveys about their reading habits at the beginning and end of the course will be described in the hope of generating discussion and sharing ideas for further course development.

This presentation will describe an elective course that has been introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their writing skills. The required English courses in this EAP program focus mostly on intensive reading and academic writing, and students` reading progress is actively tracked through MReader and Xreading, online platforms that track reading speed, total words read, and check comprehension through quizzes. Moreover, due to the grammar translation method which is widely utilized in Japanese schools to teach reading in L2, most students tend to engage ... more

17:00 Sat

オンライン授業による多読指導の一例 #238

Finished
Sat, Aug 22, 17:00-17:30 JST

4月から6月までの3か月間、本学園の3つの高校の1年生全25クラス約1000人の生徒に対してロイロノートと無料多読サイトを使い、オンライン授業で多読指導を行った。多読の説明、やり方、本の紹介などの授業動画を作成し、ロイロノートで生徒に配信。生徒はそれを見て、指定された本を多読サイトで読み、読書記録をロイロノートで画像提出し、教師はその記録をチェックし、生徒に画像で返却というやり取りを行った。

4月から6月までの3か月間、本学園の3つの高校の1年生全25クラス約1000人の生徒に対してロイロノートと無料多読サイトを使い、オンライン授業で多読指導を行った。多読の説明、やり方、本の紹介などの授業動画を作成し、ロイロノートで生徒に配信。生徒はそれを見て、指定された本を多読サイトで読み、読書記録をロイロノートで画像提出し、教師はその記録をチェックし、生徒に画像で返却というやり取りを行った。

Speaker: Eriko Miyamoto

I'm in charge of the extensive reading program at our high school division. I also teach reading to 120 students this academic year. We have an extensive reading class in ... more

17:10 Sat

An investigation of reading difficulties and interests in text features in extensive reading materials among Thai primary students #213

Finished
Sat, Aug 22, 17:10-Mon, Aug 31, 12:00 JST

Beside grammar and vocabulary, there are many factors affecting students' decision in selecting books to read such as reading difficulties and books’ text features. These factors contribute to the students' success. Therefore, this current M.A. study aims to investigate what reading difficulties when they read ER materials and text features that interest Thai students to read. The results will be significant to teachers on how to select ER materials for their classes.

Beside grammar and vocabulary, there are many factors affecting students' decision in selecting books to read such as reading difficulties and books’ text features. These factors contribute to the students' success. Therefore, this current M.A. study aims to investigate what reading difficulties when they read ER materials and text features that interest Thai students to read. The results will be significant to teachers on how to select ER materials for their classes.

Speaker: Tatiya Unchai

I'm studying M.Ed. in English language teaching and also teaching in a primary school in Thailand, where the ER is very new. Presently, I am doing research about ER and ... more

17:10 Sat

Role of Positive Discourse Analysis in Adult EFL learners’ Extensive Reading Motivation #216

Finished
Sat, Aug 22, 17:10-Mon, Aug 31, 12:00 JST

Nowadays, EFL learners’ reading preferences have shifted from a self-induced habit to a society-induced necessity. Assessment based reading in curriculums comes with the challenge of decoding a text for literal meaning. Besides the internet, extensive reading of unverified opinionated text presenting burning issues makes learners demotivated or biased. So, introducing positive discourse analysis to students is crucial, so they can identify the positive ideas of a text. It will change their outlook towards the world and increase their interest towards reading in general. This presentation will focus on the ways of implementing positive discourse analysis for extensive reading at the university level.

Nowadays, EFL learners’ reading preferences have shifted from a self-induced habit to a society-induced necessity. Assessment based reading in curriculums comes with the challenge of decoding a text for literal meaning. Besides the internet, extensive reading of unverified opinionated text presenting burning issues makes learners demotivated or biased. So, introducing positive discourse analysis to students is crucial, so they can identify the positive ideas of a text. It will change their outlook towards the world and increase their interest towards reading in general. This presentation will focus on the ways of implementing positive discourse analysis for extensive reading at the ... more

Speaker: Rezwana Islam

I am a language teacher and researcher who believes in the power of learning beyond classroom.

17:30 Sat

Closing Ceremony 閉会のご挨拶 #227

Finished
Sat, Aug 22, 17:30-17:45 JST

Final words on this summer seminar.

Final words on this summer seminar.

Speaker: Rob Waring

Executive Board member of the Extensive Reading Foundation

Speaker: Ann Mayeda

JALT ER SIG Coordinator; Konan Women's University

Speaker: Mark Brierley

Seminar co-chair. Editor of Extensive Reading in Japan.

Speaker: Kazushi Hemmi

Seminar co-chair(JERA) 日本多読学会

17:45 Sat

日本多読学会年次総会(JERA Annual Meeting) #246

Finished
Sat, Aug 22, 17:45-18:00 JST

日本多読学会の会員の方は可能であればご参加ください。昨年度決算、今年度予算案の承認、役員人事に関するご報告をさせていただきます。

日本多読学会の会員の方は可能であればご参加ください。昨年度決算、今年度予算案の承認、役員人事に関するご報告をさせていただきます。

18:00 Sat

Post Seminar Social #245

Finished
Sat, Aug 22, 18:00-22:00 JST

Get your refreshments ready for a Zoom social! We'll get to know each other a little more chatting, eating, and drinking together over several rounds of small random groups. This is a great chance to get to know some people who you might not normally meet.

是非、セミナー後のZoom宴会にいらしてください! 食べながら、飲みながら、お互いにもっと知りましょう。Zoomの小グループで普段会うことがない人と話をする機会です。

Get your refreshments ready for a Zoom social! We'll get to know each other a little more chatting, eating, and drinking together over several rounds of small random groups. This is a great chance to get to know some people who you might not normally meet.

是非、セミナー後のZoom宴会にいらしてください! 食べながら、飲みながら、お互いにもっと知りましょう。Zoomの小グループで普段会うことがない人と話をする機会です。