Sessions / English

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

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

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

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

13:55 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: 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

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: 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: 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: 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: 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

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

15:50 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.

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

17:10 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.