creating community learning together bookletv2

Welcome! ようこそ！

Creating Community: Learning Together

2014年 12月 14日（日） 12:00 – 17:00 大妻女子大学市ヶ谷、東京

Sunday December 14 2014 12:00 – 17:00

Otsuma Women’s University, Ichigaya, Tokyo

12.00-‐12.30 Registration (open to 15:00)

13.00-‐14.00 Round 1: Poster presentations / Digital displays

14.00-‐14.30 Discussion and reflection circles about Round 1

14.30-‐14.45 Short break

14.45-‐15.45 Round 2: Poster presentations / Digital displays



16.30-‐17.00 Closing plenary session: Sharing reflections and questions about Creating Community: Learning Together


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Welcome

Thank you for coming to take part today in Creating Community: Learning Together. We are very

happy to welcome you to this small-‐scale, informal conference for students and teachers to learn

together from each other about different experiences, questions and issues to do with learner

development and community building.

‘Learner development’ and ‘community building’ may cover ‘language learner development’ or,

more broadly, other aspects, puzzles and processes of development that ‘as-‐learners’ (at whatever

stage in our/their lives) we/they go through in our/their education, with others.

In bringing people together to explore learner development and community building through

discussion and reflection, our aim is to keep presentations formats informal and interactive. This is

why Creating Community: Learning Together involves digital displays and poster presentations.

This afternoon, there are two rounds of poster presentations and digital displays in the programme,

with each round followed by small discussion and reflection circles for 30 minutes in pairs and small

groups in each presentation room. The conference finishes with a plenary session for everybody at

the conference to share reflections and questions about creating community and learning together.

We look forward to learning together with you through the afternoon—and creating community

too!

Andy Barfield, Ken Ikeda, Fumiko Murase & Stacey Vye Email: [email protected]

Conference team Programme: Andy Barfield, Ken Ikeda, Fumiko Murase & Stacey Vye Otsuma Women’s University liaison: Ken Ikeda Registration and treasury: Mayumi Abe, Huw Davies & Sami Yoshimuta Book launch: Alison Stewart Conference poster: Rob Moreau Student volunteers: Yuko Imanishi, Ayane Iwasaki, Chiaki Ono & Yuka Takayama Acknowledgements We express our sincere gratitude to Otsuma Women's University for hosting Learner Development SIG Greater Tokyo area get-‐togethers. We are especially grateful for the university's help and support for today's end-‐of-‐year afternoon conference. We would also like to say a big thank you to JALT Tokyo, West Tokyo, and Yokohama chapters, as well as the JALT Junior and Senior High School (JSHS) SIG and Teachers Helping Teachers (THT) SIG for helping to publicize the conference.


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ようこそ本日は「コミュニティの創造：共に学ぶ」にご参加いただき、ありがとうございます。学習者ディベロプメン

トとコミュニティ構築に関わる様々な経験や疑問、課題について、学生と教師が共に学ぶ、この小規模でイン

フォーマルな学会への皆様のご参加を心より歓迎いたします。

「学習者ディベロプメント」と「コミュニティ構築」という言葉は、「言語学習者ディベロプメント」、ある

いは、より広義には「学習者として（人生のどのステージにいるかは関係なく）」私たちが自らの教育の中で

他者と関わりながら経験するディベロプメントのその他の側面、難問、過程についても言えるのではないでし

ょうか。

ディスカッションと振り返りを通して学習者ディベロプメントとコミュニティ構築について探究するため皆様

にお集まりいただくにあたり、私たちの目標は発表形式をインフォーマルでインタラクティブなものにするこ

とでした。その結果として、「コミュニティの創造：共に学ぶ」は、デジタル・ディスプレイとポスター発表

によって構成されています。

本日は、ポスター発表とデジタル・ディスプレイを２回のセッションに分けてご用意しています。各回の終わ

りには、それぞれの会場において、ペアまたはグループでのディスカッションや振り返りを３０分間行います。

本大会は、大会参加者全員がコミュニティの創造と共に学ぶということについての振り返りや質問を共有する

セッションで締めくくります。

本日、皆様と共に学び、コミュニティを創造することを楽しみにしております。

アンディ・バーフィールド、ケン・イケダ、村瀬文子、ステイシー・ヴァイ Email [email protected]

大会運営チームプログラム：アンディ・バーフィールド、ケン・イケダ、村瀬文子、ステイシー・ヴァイ大妻女子大学リエゾン：ケン・イケダ参加登録受付・会計：阿部真由美、ヒュー・デイヴィス、吉牟田聡美出版記念イベント：アリソン・スチュアート大会ポスター作成：ロブ・モロー学生ボランティア：今西悠子、岩﨑恵音、小野千明、髙山優香謝辞初めに、私たち学習者ディベロプメント研究部会の Tokyo Get-‐Together（地域別集会）のために会場を提供して下さっている大妻女子大学に心より感謝いたします。本大会の開催にあたり、大学より多大なご協力を頂き

ましたことに改めて感謝いたします。また、本大会の広報にご協力頂きました、JALT東京支部、JALT西東京支部、JALT横浜支部、中高外国語研究部会 (JSHS SIG)と教師による教師のための研究部会 (THT SIG) にも感謝いたします。


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Round 1 Room A353 13:00-‐14:00

Stephanie Corwin, Learner Development SIG Further explorations of motivational borders in communities of learning This presentation will share the next step of results of ongoing research debuted at JALT National's LD Forum into the nexus of teacher "quality", motivation, resilience and motivational drives, such as how teachers maintain or boost motivation, how integrally teachers perceive the relationship between their own and their students' motivations, and how consciously teachers attempt to manipulate student motivation through their own motivation. This study seeks to better understand the link between student and teacher motivation and, if possible, either identify or eliminate causality. Does the teacher make the class, or the class make the teacher? Come explore the boundaries of motivation in the language learning classroom.

Devon Arthurson, Rikkyo University Increasing learners’ autonomy by transferring teacher roles to students Educators can transfer roles predominately held by teachers to students as way to increase learner autonomy and creating more equality by, for example, having elementary school students make their own worksheets for others and then grade the sheets. In high school classes, students can teach portions of lessons. At a university level, students at Rikkyo's English Discussion Class evaluate their own performances through self-‐check sheets. They also monitor other students and give them feedback. What are other ways we can create opportunities for learners to have more autonomy in the classroom?

Kiyotaka Mori & Yuma Nakano, 4th year students, Engineering, Tokyo University of Science, and Debjani Ray, Learner Development SIG Learning together at the English lounge Existing communities at the universities, such as clubs, circles etc. are believed to have advantages in helping students to adapt to the society and form strong bonds among the members of the community. However, the difficulty of self-‐healing and the strength of the sense of belonging is a big problem. The English Lounge at our university in which we have been taking part plays the role of the central character and the teacher gives supplementary help and support. In this situation, the relationship between the participants is important. This way, it helps in independent-‐minded learning and learning together, thus, creating a community.

Jo Miura & Ryuto Ishiguro, 3rd year students, Tamagawa University Reflections on the Meisei Summer School Project (MSSP) We participated in the Meisei Summer School Project (MSSP) as student volunteers. MSSP provides volunteers with an opportunity to teach. With two international volunteer-‐teachers from Russia and Romania, we taught 20 elementary school students four 45-‐minute classes a day for a week. All classes were team-‐taught. We tried to teach the students how to communicate with people all over the world using an English as a Lingua Franca perspective. We will present our reflections on MSSP based on our discussions at the end of each day and after MSSP. We will share photos and videos.


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Round 1 Room A355 13:00-‐14:00

Ian Hurrell, Rikkyo University Making good feedback principles work Recently, more attention is being paid to the role that formative assessment and feedback plays in helping students to become empowered, self-‐regulated learners. Nicol and Mcfarlane-‐Dick set out “7 Principles of Good Feedback Practice” which focus on helping learners to take a more proactive rather than reactive role in generating and using feedback. In this interactive presentation, the presenter would like to discuss ways in which he has applied these principles for feedback activities in communication classes and how also these principles might be practically applied to the various teaching contexts of the audience members.

Kevin Ryan, Learner Development SIG Pen pal schools: Online collaborative courses for tandem classes By December 5, I will have finished the first session of a 6-‐week course matching my students with a class of students in the US (or other English-‐speaking country), each week covering topics like Poverty and Immigration. Pen Pal News' new incarnation has expanded from US HS students to include International university students. I will report on the experience. Find more information at http://penpalschools.com/.

David Wright, Tokai University, Foreign Language Center Automated visual and text-‐based corrective feedback Technology enhanced learning (TEL) provides new ways for language teachers to enhance the pedagogical cycle of instruction, feedback, and modified instruction. This is critical for the creation of truly student-‐centered courses. One manner is to automate data collection and presentation of results of oral proficiency rubrics using tablet devices. A prototype will demonstrate a working user interface. Attendees will be invited to interact with the system. The purpose will be to collect feedback on the user interface. The development and design challenges will also be covered. The system is intended for deployment in foreign language settings.

Lee Arnold, Learner Development SIG Creating context and fostering expository reach in learner L2 writing—approaches and implications An issue in learner L2 writing is the importance of creating context for expository effort as a way to develop a community of writers who also become readers of each other's work. Such community bolsters peer cooperation, encouragement, and enables expository reach—the sense of writing above where learners may ordinarily write. This presentation explores some activities, projects, and approaches in contextualization that may foster such an atmosphere, with implications and suggestions for other areas of L2 teaching and learning.

To find out more about the Learner Development SIG, please visit http://ld-‐sig.org/blog/


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Round 1 Room A356 13:00-‐14:00

Rob Werner, Kanda University of International Studies Presenting research and project work in class: Learner approaches This poster presentation will discuss the culminating project for a content-‐based third and fourth year elective course on the history of American popular culture from both the teacher’s and students’ perspectives. Students chose a topic and theme covered in class, and connected them in creative ways. They conducted research beyond the course content, designed posters, and presented at a class poster session. Topics included creating an original theme park, music festival, tourist brochure, etc. The instructor will briefly introduce the task, and three students will present their posters, demonstrating how they approached the activity in different ways.

Mizuho Nakayama, student, Kanda University of International Studies Let’s enjoy the summer heat The main concept of this music festival is “Let’s Enjoy the Summer Heat”. We will provide attendees with a “hot” time: music, food, drinks, and products. All the food, drinks, and products are completely original, and those make this event memorable. It’s held at a park located near the beach and ocean in August, when summer is at its peak. Inspired by the location, we put a “splash” area in the venue. Everyone, including artists, can pour water on each other while dancing and listening to the music. Since summer is here, we can enjoy it.

Mutsumi Nishita, student, Kanda University of International Studies Find the best color “Find the Best Color” is a stylish cosmetics parlor in the Beauty World theme park, where you can find the best cosmetics to match your skin. The secret of its products is flexibility and diversity in a variety of colors. No matter your race, the parlor makes it possible for every woman to be beautiful. Since the parlor supports the abolition of racial discrimination, customers accompanied by friends with a different skin color can get a special discount. The place provides a great opportunity to have an enjoyable time with a diverse crowd through makeup.

Misato Nakajima, student, Kanda University of International Studies Female graffiti artists in New York City I will introduce five female artists who have rendered remarkable services to graffiti culture in New York City. Barbara and Eva were pioneers who started writing their names and street numbers everywhere. Lady Pink is famous for her drawing style called “Wild Style”. Lady Aiko is Japanese, and she draws Japanese traditional and modern graffiti with particular methods. Olek creates a lot of works in a similar style by knitting. These female artists are leading the culture of graffiti in New York.

To find out more about Learner Development SIG get-‐togethers in the Tokyo area, please visit http://tokyogettogethers.blogspot.jp/


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Round 1 Room A357 13:00-‐14:00

Rikuri Koizumi, Yuya Yamazaki, Yuki Otsuka, Shota Umezu, Tomoya Abe, & Eiichiro Hatsuda, Komazawa University students The importance of learning together In this presentation, we report the results of a short investigation into the effectiveness of learning together. In our study, we compared the scores we got on individual and team tests in our seminar class, we surveyed our own class members to get their opinions about the collaborative activities we do in class, and we also conducted a survey to compare the collaborative learning (CL) activities we do in our class with those students do in other seminar classes. Our results show that students are favourably disposed to a wide range of CL activities and seem to gain from them

Jenny Morgan, Wayo Women's University Learning together—researching NGOs and social change This poster presentation will describe how the teacher and students of a research-‐based class worked together to build a ‘community of researchers’ focusing on NGOs and social change organisations. The aim was for learners to take their research and thinking outside of the classroom into real-‐world communities. Together, students researched and shared information about the goals and work of various Japanese NGOs. Later in the course, learners were required to visit or interview NGO workers OR participate in a local event OR explore how domestic and international chapters work together for social change.

Sumika Morita, student, & Dexter Da Silva, Keisen University Meguro Children Theatre: A learning and social community for children's psycho-‐social development I will present about children's psychosocial development through Meguro Children Theatre, an NPO group I belong to. My question is: How do the three main policies of Meguro Children Theatre (appreciation of living entertainment, community activities, and making friends with children of different ages) influence children's psychosocial development. I will present my research and findings based on my experience and questionnaire.

Yukiko Aoyama, 2nd year student, Chuo University, Faculty of Law The living and working conditions of indigenous people: Struggling for community with the modern world The issue of indigenous peoples is often considered a “minority” problem, but actually they are 15% of the world’s poor. Their rights of lands and self-‐determination are violated and they suffer discrimination, child labor, forced labor, and other forms of violence. Since May this year I have been researching the rights of indigenous peoples—first, as an international labour issue (the only international instrument to protect indigenous peoples is the International Labour Organization's Convention No. 169), and, second, in relation to rights movements by indigenous communities in Japan and other countries. In my presentation I would like to focus on these questions with you: 1. How have the Ainu, indigenous people in Japan, been fighting against the Japanese government to get their rights? 2. Why is there only one international legally binding instrument directly protecting the rights of indigenous peoples in the world? 3. What can the Ainu and other indigenous peoples, you and I do to eradicate racial discrimination against “minorities”?

Sayuri Hasegawa, Learner Development SIG Tohoku outreach: Children's voices This poster provides an overview of the project to translate Looking Back: This Past Year after the Earthquake, a collection of accounts written in Japanese by Rikuzentakata Kesen Junior High School students in 2012, a year after the Great Eastern Japan Earthquake. The poster introduces the project’s development from its conception involving a local leader to a dedicated website launched 11 months later encompassing the works of 71 teachers, students, and other collaborators. With the means now to extend the children’s voices to a wider audience, participants are invited to discuss how teachers might further support their memories.

Sae Okai, student, with Natacha Piederriere, Learner Development SIG My research experience I will present my research experience and will talk about how I decided on a topic for my project. How I researched about the topic, shared my results with my classmate. How I prepared to give interviews and practiced with my teacher and my friends. Finally, I will discuss my interviews and what I found out.


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Round 2 Room A353 14:45-‐15:45

Martin Mullen, Meisei University, & Yuki Ide, student, Meisei University Student perspectives on a learner autonomy course Facilitating the development of students’ autonomy is often an explicit goal of many teachers in Japan, and reports of teachers’ perspectives on autonomy are plentiful. However, student perspectives on learner autonomy are often underrepresented. The presenters will explain the Learner Autonomy course offered at Meisei University in Tokyo, and share their experiences of the course. Using data collected by one of the student assistants on the course, aspects of the course such as the aims, class content, learning outcomes, will be compared and contrasted from both the teacher and students’ points of view.

Kevin Ryan, Learner Development SIG DMLL: Digital Mobile Language Learning A group of seven language professionals is now the core of a growing community of people interested in using practical issues of mobile technology for language learning. Right now, a blog is the center of our exchanges, but we plan to branch out to a hands-‐on web-‐based quarterly and later a peer-‐edited publication. See what we have done, and what is in the works. And join us. As a reader, writer, or even an editor.

Tomoko Kawachi, Learner Development SIG Self-‐access stamp rally Although self-‐access is an effective way to promote language learner autonomy, not all institutions have the resources to establish a dedicated self-‐access center. In this presentation, the presenter will talk about how a group of teachers, without sufficient space or funding to start a self-‐access center, have decided to promote what limited language learning resources available on campus by launching a “Self-‐Access Stamp Rally”. The presenter hopes that by introducing the “Stamp Rally” concept, which is popular in Japanese culture, students will become aware of language learning resources available on campus and start making use of them as autonomous learners. The presenter welcomes comments and suggestions on this initiative.

Tyler Kinkade, M.S.Ed in TESOL student, Temple University Japan Enhancing Japanese technical high school English students' motivation Japanese technical high school students often display low motivation in required English classes due in part to the difficulty the students have in seeing the relevance of English to their career paths. This lack of motivation can result in low achievement that further demotivates students in a vicious cycle. What practices can technical high school English teachers reasonably implement to improve students’ motivation in this setting? This poster presentation will examine the challenges of teaching English in Japanese technical high schools and look at how some of the findings of second language acquisition motivation research might be applied.


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Round 2 Room A355 14:45-‐15:45

Hitomi Sakamoto, Learner Development SIG Learner development of an Okinawan student engaged in an exchange project between Fukushima and Turkey The presenter has been promoting international exchange between Japanese and Turkish children since 2011 when she received a number of encouraging letters from Turkey addressed to the victims of the Great East Japan Earthquake. This year she developed this exchange into a new project with an elementary school in Fukushima with the help of Mayumi Takizawa and involved an Okinawan student who has decided to be a teacher. This presentation focuses on her learning as a student-‐teacher through this experience of teaching practicum. She taught about Okinawa to Fukushima children and became more aware of the importance of peace education.

Natalie Marie Gravillis, Rikkyo University Fostering active listening in EFL group discussions The aim of my presentation would be to share ideas about how to build active listening skills among students who take part in group discussion classes and how to help learners recognise the importance of good participation as a listener, rather than solely focusing on their own production as a speaker. I would like to share: • typical issues in a group discussion which are

characteristic of an unsupportive learning community

• ways of creating a more supportive environment for speakers in a group discussion community

• ways of encouraging the automaticity of “communication skills” phrases

• ways of fostering learner autonomy when practising active listening in a group discussion.

Nozomi Tajima, 3rd year student, Chuo University, Faculty of Law Learning together about Trafficking in Persons (human trafficking) Following a class on human trafficking in Thailand in the Spring Semester, I started researching Trafficking in Persons, looking at how many women from south-‐east Asia are trafficked to Japan. Japan is a destination and transit country of trafficking, but it is also a source country, and I have also been researching enjo-‐kousai (compensated dating) and JK osampo (high school walking). In this presentation I will report on my research and take a critical look at the Japanese government's "3P" (i.e., Prosecution, Protection and Prevention) response. Is the response sufficient? Should another "P" also be addressed (i.e., Paternalism)? If so, how?

Colin Rundle & Caroline Kocel-‐Ross, Learner Development SIG The Learner Development SIG NGO Outreach Program The Learner Development SIG NGO Outreach Program supports students who want to volunteer at community organisations in addition to their classroom studies. This year four students continued the relationship started last year between Free the Children Japan (FTCJ) and LD SIG. FTCJ aims to empower young people in Japan to change the world. One of the students, Rie Furusawa, will present in a separate poster presentation about what she did while volunteering at FTCJ, and how the experience has affected her ambitions and wider life. How teachers can involve their students in the NGO Outreach program will also be explained.

Rie Furusawa, Gakushuin University NGO Outreach Program—Training at Free the Children Japan

This poster explains my experience of starting out on a volunteer adventure. I outline my reasons for joining the program. Then, I detail the experience of training to become a volunteer, which all prospective volunteers and

interns do before beginning activities as part of the team at Free the Children Japan. Finally, I explain the activities I hope to do as a volunteer and my goals for the future.


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Round 2 Room A356 14:45-‐15:45

Andy Barfield, Learner Development SIG Empowering learners to develop their lexical phrase capacity and competence This presentation reports on a longitudinal classroom-‐based exploration into how a class of low-‐intermediate learners, in their first year at university, start to move towards managing their phrase-‐based lexical development in self-‐directed/ autonomous ways. What are some key processes that they initially go through in a content-‐based course? How do learners develop their ways of recording lexical phrases when asked to focus on multi-‐word combinations rather than individual words? What value do they attach to developing and negotiating their phrase-‐based vocabulary practices with each other? In neighboring presentations, three students from the class will present on their lexical phrase development from their own perspectives.

Rina Azegami, 1st year student, Chuo University, Faculty of Law How I have developed my English vocabulary: words and phrases In this presentation, I'll focus on my English vocabulary development. Since April 2014, I have listened to the news out of the class, kept a weekly Listening Diary, and made vocabulary maps. At first, I couldn't do well. Now I got the hang little by little. Gradually I can understand more clearly what other people say in English. Looking at my development, my key questions are: 1. How did my Listening Diaries change from April until now? 2. How did my vocabulary maps change from June until now? 3. In what ways have I developed my English skills and vocabulary?

Maina Baba, 1st year student, Chuo University, Faculty of Law Using vocabulary phrases to speak fluently and learn independently From before I started at Chuo University, I was interested in talking in English, but I was unable to keep going for very long. Since April this year I have been listening to English news stories every day outside of class. These news stories are very short, about 3～5 minutes long, so I can listen several times. I make notes and later a vocabulary map in class each week. Making vocabulary maps helps me to speak smoothly because I make connections between phrases. Now I can start learning and using English independently. Reflecting on my development, I hope to focus on these questions: 1. How can I continue to develop my English? 2. What skills do I want to get and why? 3. How can I study English outside class from now on?

Karin Takahashi, 1st year student, Chuo University, Faculty of Law How I changed my English ability by starting to use vocabulary phrases This presentation focuses on my English vocabulary phrase development since April 2014. At first I disliked listening to English outside class because I had the sense that it would be hard to deal with. Gradually, I became aware of vocabulary phrases and got used to understanding online news stories. My key questions are: 1. How did I start making vocabulary maps? 2. How did I change and develop my way of making vocabulary maps? 3. What benefits do I get from using phrase-‐based vocabulary maps? I hope to discuss with you how useful listening and vocabulary-‐phrase notes can be for developing students' English ability.

Miyuki Akamatsu, J&SHS teacher, & Sachiko Maruoka, lecturer Vocabulary improvement techniques: Implementing self-‐regulated learning in junior high school

This study explored 105 junior high school students’ use of metacognitive strategies in self-‐regulated vocabulary learning. It aimed to investigate cognitive learning strategy use, self-‐efficacy, and motivation of the learners. After completing a questionnaire about their vocabulary learning strategies, self-‐efficacy, and motivation, the

learners in the treatment group were asked to keep a study log before and after vocabulary quizzes. Through the questionnaire, the difference and correlation between the students’ use of metacognitive strategies, self-‐efficacy

and motivation were examined. The results of this research showed pedagogical implications to enhance learners’ effective vocabulary learning at a tentative level.


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Round 2 Room A357 14:45-‐15:45

Stacey Vye, Learner Development SIG, and Masato Waki, Saitama University student Visual representations of learner and teacher autonomy in a university course Masato and Stacey will describe a six-‐month Learner and Teacher Autonomy course at Saitama University. After partaking in reading assignments and small group discussions about autonomy, the students collectively defined what learner and teacher autonomy is in the form of a visual brainstorming activity. Then, each of the students made a visual representation of what autonomy means to them individually on their own terms in the form of mini-‐posters. Finally, the presenters' larger poster will include each of the student's creative mini-‐posters/works of art. We hope participants can get some creative ideas for their classes from these activities, regardless of whether they are students or teachers.

Ken Ikeda, Otsuma Women’s University (& Learner Development SIG), Maria Ono, student, Otsuma Women’s University, Akiko Oyu, student, Otsuma Women’s University Developing collaborative student activities in an LMS-‐led American literature course The presenters will share ideas and activities for students to interact with each other during lessons and throughout the course. While the course succeeded in raising student understanding of a novel through comprehension assignments and tests put on the Manaba online learning management system, students expressed dissatisfaction with the lack of classroom interaction. This course will rely on students completing comprehension homework of chapters of a novel, so the presenters will seek to develop ways for students to interact through the Manaba system as well as face-‐to-‐face in the lessons.

Keiko Sudo, student, & Dexter Da Silva, Keisen University Sustainable motivation—the pleasure of English learning for elementary school students The presentation will focus on students’ motivation for English learning in elementary schools. The main research question is: Why do some students already have allergy to English learning? The presentation will show research and findings attained from experience as an ALT at elementary schools. The main focus will be the introduction of some factors which made students demotivated. What kind of remedies or intervention strategies can be taken? When and where can we change the extrinsic motivation of students to intrinsic, eventually leading to sustainable motivation? Self Determination Theory is the key to thinking about the realization of sustainable motivation.

Hiroshi Nakagawa, Tokai University, & Natsuka Hagiwara, Tokai University student Promoting oral and critical thinking skills in vlog activities The use of technologies in EFL classrooms has become essential and many EFL teachers are demanding to learn about different types of technology being utilized in academic contexts. One of the goals in the Foreign Language Center at Tokai University is for students to be able to discuss academic topics in groups. This presentation will demonstrate how the presenter uses a Vlog activity to help students improve oral skills and interact successfully in this context. The presenter will highlight a teacher’s role, provide tips to help students utilize moral lessons from the video in discussions, and recommend skills to enhance students’ oral skills.

Yuka Takayama, student, Otsuma Women’s University Concerning a learner management system used in an American literature course This presentation will show how the Manaba Learning Management System (LMS) has been used in this American literature course and in what ways it will be developed better to serve the needs and interests of students for the upcoming academic year. While the Manaba online LMS was overall evaluated positively by students, there were some unanticipated problems that needed to be examined so that they could be overcome. The student presenter will show ways and aspects of the Manaba LMS that will be improved for the next year

Ayano Okahata, student, Otsuma Women’s University Developing the links and extra stuff for an American literature course This presentation will focus on developing extra materials to help students develop their content understanding and interest in this American literature course. While the extra material prepared by the instructor was interesting and helpful, the materials were grounded in English, and students at our university need more Japanese materials and aids to help them comprehend better. The presenter will present ideas and examples to show how such extra-‐content revision (such as YouTube videos and Japanese information) will be used in the class.

Huw Davies, Learner Development SIG Silent community: high engagement but little active participation in an online collaborative task

This poster presentation follows up on the presenter's recent research in which he introduced a piece of technology into his teaching setting, a language school in eastern Tokyo. While the hosting blog site received a huge number of hits over the period, students largely did not comment on other learners' work. This presentation will look at possible reasons for this.

Additionally we will discuss whether silence is a developmental stage in becoming a self-‐regulated learner, or whether deep engagement underlies this seeming non-‐participation.


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16.30-‐17.00 Closing plenary Presenters and participants share reflections and questions

about Creating Community: Learning Together

Sharing with others

Whether you are a presenter or a participant at today's conference, you are warmly invited to contribute a short reflective report on

Creating Community: Learning Together.

Your reflective report may be written in English or Japanese, or both languages, and can include multimedia components too.

The reflective reports will be published in Learning Learning, the newsletter of the Learner Development SIG, or collected

together to create an online website about Creating Community: Learning Together.

Word limit

300 words minimum and 1000 words maximum

Please send your reports as Word attachments to [email protected].

Deadline: January 30th 2015


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http://ld-‐sig.org/blog/ “Welcome to the website of the Learner Development Special Interest Group of the

Japan Association for Language Teaching (JALT). We are a lively, dynamic community of learners and teachers from all teaching contexts, both formal and informal, who share an interest in exploring learner development and autonomy

through our practice, research, and dialogue.

学習者ディベロプメント研究部会のウェブサイトへようこそ。私たちは、多様

な教育現場で活躍する学習者と教師が組織する、活発でダイナミックなコミュ

ニティーであり、実践と研究、対話を通して学習者ディベロプメントと学習者

オートノミーを探求することに関心を持っています。

§ We organize regular local get-‐togethers in Tokyo, Kansai and Hiroshima, and forums at all the national conferences.

§ We publish an inclusive and informative bi-‐annual newsletter, Learning Learning. § We collaborate on publications of research and practice in the area of learner

development. § We encourage dialogue among our members, on our Blog and Discussion List § We support outreach projects relating to language learning in communities less

fortunate than our own. § We offer grants to new and current members to pay for membership,

subscription, research, conference attendance, and outreach projects. § 東京、関西、広島で定期的に地域別集会を開催しています。また、国内

の学会ではフォーラムを開催しています。 § 年 2 回、情報が満載のニュースレター『学習の学習』を発行しています。 § 学習者ディベロプメントの分野における研究と実践の出版に向けて、共

同で取り組んでいます。 § ブログやディスカッションリスト上で、会員同士の対話を奨励していま

す。 § 支援が必要と思われるコミュニティーにおいて、言語学習に関わるアウ

トリーチプロジェクトを支援しています。 § 新会員および現会員を対象に、会費助成、研究助成、学会参加助成、ア

ウトリーチプロジェクトへの助成など、さまざまな助成金を支給してい

ます。

Please join us. We look forward to working with you! 皆様のご参加をお待ちしています！”


14

Coming soon!

Collaborative Learning in Learner Development 学習者ディベロプメントにおける協同学習

Collaborative Learning in Learner Development presents 12 chapters, comprising reviews of the field, dialogue, action research and reflections, which together offer a multifaceted and critical new look

at the widely held assumption that people learn best in groups.

Chapters 1. Clarifying Terms (Alison Stewart & Tim Ashwell) 2. Theoretical Underpinnings of Collaborative Learning (Tim Ashwell, Masuko Miyahara, Steven Paydon, &

Alison Stewart) 3. An Exploration of Trust in the Context of Collaborative Learning (Steven Paydon & Dexter Da Silva) 4. Collaborative Learning Activities and the Motivation for Learning English: An Exploration of the

Relationship Between the Two in a University EFL Classroom (Etsuko Shimo) 5. Investigating the Role of Collaborative Pre-‐Listening Tasks in University Listening Classes (Hiromi Tsuda) 6. Exploring Collaborative Dialogue in Group Journal Writing (Chika Hayashi) 7. The role of collaboration in a learner autonomy programme (Chris Fitzgerald & Martin Mullen) 8. Evaluating In-‐house Materials for Collaborative Learning (Mathew Porter) 9. Implementing a Team-‐Based Learning Approach in Japanese University Seminar Classes (Tim Ashwell) 10. Cross-‐Institutional Collaboration: Lessons From an Unsuccessful Project (Ken Ikeda) 11. Collaboration: Content-‐Learning, Language Learning and Practicum All Rolled Into One (Ann Mayeda) 12. Collaborative Learning and Professional Development for Teachers in an Elementary School Context

(Hideo Kojima)

Editing team: Tim Ashwell, Masuko Miyahara, Steven Paydon, Alison Stewart


15

Coming soon!

A new anthology of learner development research taking a critical look at different cases within the Japanese context

Limited print edition of 150 copies!

To read online and pre-‐order by January 30 2015, go t0 http://ldworkingpapers.wix.com/ld-‐working-‐papers

Contributors Yukiko Banno, Andy Barfield, Phil Benson, J.D. Brown, Peter Cassidy, Robert Croker, Paul Crook, Nathan Ducker, Adriana Edwards Wurzinger, Chris Fitzgerald, Judith

Hanks, Chika Hayashi, Mike Hennessey, Hideo Kojima, Mike Mahon, Aiko Minematsu, Masuko Miyahara, Guy Modica, Martin Mullen, Fumiko Murase, Hugh Nicoll, Mike Nix, Debra

Occhi, Mary Jo Pichette, Mark Posselius, Alison Stewart, Joe Tomei, Stacey Vye, Atsushi Yoshinaka, Zorana Vasiljevic Book cover design Rob Moreau


16

2015

Come and join Learner Development Get-‐togethers in Tokyo!

Local get-‐togethers are non-‐presenter based events where SIG

members discuss in pairs and small groups their learning, teaching and researching practices and interests.

地域別集会では、発表者は立てずに参加者全員がペアやグル

ープ単位でお互いの研究・教育実践や学びを共有しています。

We’re holding our next Tokyo get-‐together at Otsuma Women’s

University in April 2015, followed by others in May, June, September/October, and December.

You can find out more about LD Tokyo get-‐togethers at this blog:

http://tokyogettogethers.blogspot.jp/

We hope to see you in April at the first get-‐together of the new school year. Feel free to contact us at

[email protected].

creating community learning together bookletv2

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