Integration of Technology into EFL Instruction: A Case Study for Required English Classes at a Japanese University

E-Learn 2015: World Conference on E-Learning

Waikoloa Beach Marriott Resort October 19-22, 2015 Kona,

Hawaii

David L. Brooks, Associate ProfessorKitasato University, Sagamihara, Japan

Outline of the session Intercultural Domain for EFL Rationale of intercultural task-based

approaches Process for Implementing ICTB Collaborative tools and strategies

• Types of performance tasks• Examples of collaborative tasks

Questions and Reflections

Teaching and Learning

Elegantly simple in concept

….. but…. Infinitely

complex in the reality of it.

Cultural Milieu for EFL Most language students undertake the study of a foreign language for “reasons which arise directly or indirectly out the perceived needs of the community to which they belong” (Tudor, 1996, p. 128)

Consequently, students (and teachers) may not undertake the learning of English as a vehicle for real communication and cross-cultural understanding.

Result an intercultural gap, There will likely be barriers to communication, and a schism in the classroom.

Learning language

As fundamental itself as being human…

…but… It is a living, fluid,

highly personalized process

…. ultimately transformational and without end.

Cultures collide in the classroom

…..or.. At least they bump into each other gently.

Cultural assumptions: visible and hidden

What are some of the cultural assumptions or values? Of the people in the photo

Of the photographer?Of the institution or country?

What’s happening?

Intercultural Domain Any classroom forms an essential habitat in the learner’s ecosystem.

It encompasses the domains of the learning environment: physical, social, instructional and psychological.

However, the EFL classroom adds an additional dimension – the intercultural domain – human interaction across cultures

This affords a new cultural learning environment that is affected by perceptions and by the realities of classroom structure, group processes, classroom climate and teacher-mediated activities.

Fig.1 Content-centered strategy-based EFL curriculum

the complicated interrelationship between a set of essential components identified

There is no ideal solution …. only an idealized

perception of learning.

Just as the face in the center is a blend of the ideal attributes of the six around it, so too is the ‘best’ way to learn languages.

Here is my face on that solution!

It results from forty years as an educator, and twenty years as a English teacher at a Japanese university.

Intercultural Task-Based Approach Most learning tasks involve speaking foremost

(Several forms of oral discourse.)

The INTERCULTURE is English for International Communication as it intersects with Japanese school culture (as well as for Greek, Chinese, or Spanish learners of EFL / ESL)

Performing is EMPHASIZED as the main task goal (for my particular situation) Speaking and Listening skills have been ignored in Japan compulsory education and the University Entrance Examinations.

Rationale for ICTB approach(Intercultural task-based)

A central challenge we face as TESOLs is the problem of getting students to actually produce language in a new cross-cultural (classroom) environment.

Overcoming barriers inherent in the monolingual classroom needs a restructured learning experience.

Why ICTB approach? By the middle the 21st century, ‘foreign’ language mastery

will no longer truly be needed. Just think about what foretells this inevitable conclusion…..

• Global media presence• Global economic interdependence• Computing technology/ artificial intelligence• Digital and virtual communication tools• Shrinking planet• Interconnectivity• Mega-complexity

So……..

The Paradigm Shift

Instead of foreign language mastery, what we really need is…..

Intercultural Communicative Competence

Rationale for Metacognitive Inculturalization Fact: Whether we recognize it or not, all teachers employ an explicit, mutually-actualized, teacher-mediated process for intuitively ‘inculturating’ students into the our own classroom culture.

Risk: Not being ready for changes Aim: I am advocating that both the teacher and students realize this, plan for it, and collaborate.

How: It is not simply the natural absorption of a new culture, normally referred to as acculturation, but rather a contextual and meta-cognitive cross-cultural classroom training is advocated. (Brooks, 1999)

What is Metacognitive Inculturalization? 1 Metacognitive inculturization is a theory-based, yet, practical classroom-focused instructional approach to cross-cultural training

assists language learners in consciously and unconsciously adapting their own culture for learning a language (EFL) and

in acquiring new cultural behaviors to enhance the communicative environment of the EFL language classroom.

What is Metacognitive Inculturalization? 2

It can be used to nurture both the learners’ understanding of the process and spark their willingness to embark on a new journey of cross-cultural discovery and deeper language acquisition.

What is Metacognitive Inculturalization? 3 To equip EFL learners with a specific repertoire of individual, pair, small group, and whole class behaviors for internalizing new patterns of learning, cognitive strategies, and, most importantly, for enhancing interaction between themselves,

with the target culture, and with the teacher.

How Metacognitive Inculturalization Works 1. Contextual reframing2. Incorporating old and establishing new

patterns of social interaction3. Building trust and areas of comfort and

challenge4. Teaching both communicative

instructional ‘content’ tasks and the communication, intercultural, and learning strategies

5. Reflective assessment of the learning both the communicative content and the meta-cognitive content

The context is the learning environment.

Any classroom forms an essential habitat in the learner’s ecosystem, but it is still only one of many habitats.

This habitat is no longer simply a classroom.

1. Contextual ReframingThe primary method of reframing the

traditional context for classroom learning is re-defining the nature of the classroom through identifying new

purposes for the classroom as a language-learning environment. by introducing a curriculum content focused on significant and meaningful issuesby an evaluation system based on accomplishing real-life objectives using a task-based performance approach

Being a fully actualized learner in EFL classroom should be

like a journey to another country - even another habitat.

The Environment / Habitat

Cross-Training Environments

Changing the definition of the classroom to a wider, global more diverse

set of learning environments (functions)

2. Incorporating old and establishing new patterns

of social interactionBy using social structures and common ways of

organizing behaviors from the students’ common classroom culture, build up a set of adaptive communicative learning behaviors.

Draw upon forms and styles of social communication they already possess Shape these with the students’ awareness and cooperation The key is forming and maintaining culturally-appropriate but evolving functional groups

Re-defining the classroom

New Purposes New Processes New Content New Activities / Tasks (performance tasks

involving collaborating) New Assessment New Focus on broader outcomes

The Art and Science of Our Profession

＊ Building trust and balancing levels of comfort (support) with challenge (change)

＊ Teaching both communicative instructional ‘content’ = language tasks ….. and the communication, intercultural, and learning strategies

＊ Reflective assessment of learning --- both the communicative content and the meta-cognitive content

Studying, planning, and building are what make great ideas into

an ideology.

Instructional practices for an intercultural approach to task-based learning

1. Selling approach to reluctant speakers.2. Authentic tasks and meaningful performances for large

classroom groups. 3. Preparing students for success in performance tasks 4. Setting up evaluation (and reflective assessments)5. A brief demonstration of performance task projects6. Using technology and varying classroom infrastructure to

maximize and enhance the instructional environment

E-Learn 2015 Kona, HawaiiOctober 19-22, 2015

One possible approach

This is only one Model among many. It changes the students’ Status or Frame

of Reference Make him or her the Explorer, Research,

Philosopher, Scientist…

Learner as Ethnographer

Learners as ethnographers Ethnography is the systematic observation and description of

how a language community behaves. Integration of linguistic and cultural learning can facilitate communication

and interaction (Byram & Fleming, 1998)• Comparison of others and self to stimulate reflection on -- and critical analysis

of -- one’s own culture and the target culture they are attempting to acculturate (English)

• An increase in cross-cultural awareness• A shift in perspective involving psychological processes of socialisation

This approach affects the design and choice of learner tasks since language learning is part of a richer, cultural exploration of the target community. (Corbett, 2003)

E-Learn 2015, Kona, Hawaii

October 19-22, 2015

Culture and Conversational EnglishEthnographic approach to studying and creating ‘model’ conversations. Transactional (message / content exchange) vs

Interactional (social function) How do conversational patterns vary across cultures? Interpreting subtexts (implied meanings) - jokes,

irony, unstated criticism, indirect affirmation or denial

Even the most simple conversation can allow for such explorations.

E-Learn 2015, KonaOctober 19-22, 2015

Model Conversation Project Analyzing language samples Collecting exemplars (sample language patterns that

convey important cultural meaning) Attention to content but also context, genre and

social interaction elements (discourse analysis) Use of communicative strategies - Interactive

listening, compensation, body language…. Write a typical or ‘model’ conversation based on the

‘data’ collected Revise, practice, and perform with reflective

assessments E-Learn 2015, KonaOctober 19-22, 2015

E-Learn 2015, Kona, HawaiiOctober 19-22, 2015

Types of performance tasks model conversations role-plays simulations poster talks storytelling action research

presentations

pair discussions group debate making video programs speeches (various types) dramatizations Internet-based

collaborations

Here are some classroom example slides.

Stages of students’ project work

If time permits, show next slides

Check Session TIME

Questions CommentsExperiencesDiscussion

David!

OK?Yeah?

Hey, you guys. It’s your turn.

Integration of Technology into EFL Instruction: A Case Study for Required English Classes at a Japanese University

E-Learn 2015: World Conference on E-LearningWaikoloa Beach Marriott Resort

October 19-22, 2015 Kona, Hawaii

David L. Brooks, Kitasato University, Japan

Thank you for attending

Example of Task Instruction for a sample project

Topic Speech (or Group Presentation)

Performance Task (project)

Topic Speech

Presentation of Project: Goals, Process, Strategies, Progress

Teach these explicitly Break down the task & set stage

requirements• Brainstorming a topic• The Writing Process (stages)• Peer Editing and Peer Rehearsal

Assessment (peer and self-evaluation)

Classroom InstructionSlides used in the Topic Speech Project The cultural or social context does matter

and SETTING UP one (real or imaginary) can have a positive benefit on student learning and achievement.

UN General Assembly Global Climate Crisis Conference Medical Therapy Workshop

Goals for Giving a Speech Gain confidence in public speaking in English Learn how to organize a topic presentation Share information (in English) to your

classmates “ Teach them something valuable.”

Improve your self-awareness of audience, structuring ideas, clarity, manner of speaking

Topic Speech Process Schedule of the “writing-performing”

process for your Topical Speech

ＤＵＥ　ＤＡＴＥＳ　　　　　　　　　ASSIGNMENT: DUE June 16 Speech Performance DUE Brainstorming or Planning　（計画書） June 3 Due June 9 Speech Draft (下書き） Performance (発表 ) June 17

Due: July 1 Final Speech (原稿）and Self Assessment ( 自己評価 )

May 20 June 3 June 10 June 17

Develop Topic and StructureWrite / Revise Speech

Polish Speech Skills

Perform

ance

Evaluation

Intro to Speech

May 27

Model Conversation

Practice (live)

July 1Self Assessment

Understand goals

1st Draft

Plan w/ a tool

Write complete Speech

Edit ReviseCorrect

Practice Speech Evaluate

Assess/Reflect

PerformProcess for Success

Understand goals

1st Draft

Plan w/ a tool

Write complete Speech

Edit ReviseCorrect

Practice Speech Evaluate

Assess/Reflect

PerformProcess for Success

Criteria for Success Organization of Content

• Overall Structure/ Logical development, Transitions / Emphasis on important points (repetition / stressed)

Clarity and effectiveness of Presentation• choice of topic/ focus on it, enough details • conciseness (to the point), supported with examples,

illustrations, anecdotes or facts, Effectiveness of English Language

• Appropriate vocabulary, sentence structure, variety • Use of language familiar to audience, correctness

Manner of Speaking / Presence• Confident, Volume, Speed, Tone, Variation, • Gestures, Body Control, Use of Props/Visuals

Audience Awareness• Interesting to Audience / Appropriate style / Monitoring

audience response / Eye Contact

Organization 　構造• Effective Introduction• Logical development: main idea and key points are clear• Clear Transitions• Effective Conclusion

Content 　内容• Fulfilled Assignment: 　目標を達成 Purpose must be clear.• Choice of topic was interesting / appropriate • Developed / supported with reason, examples, details• Met time limit• MAIN IDEA: ______________________________________________

Effectiveness of English Language Appropriate vocabulary, sentence structure, grammar Use of language familiar to audience, used ‘signal’ words Pronunciation / Intonation / Stress-Rhythm Spoke fluently, without too much hesitation

Manner of Speaking (Delivery)• Maintained Eye Contact • Use of reading (notes) • Spoke in natural manner / Spoke loudly and clearly• Used effective posture, gestures, movement• Showed awareness of the audience

Name 学席 点 Topic:

Organization • Effective Introduction • Logical development: main idea and

key points are clear • Clear Transitions • Effective Conclusion • MAIN IDEA:

Content • Fulfilled Assignment: 目標を達成 • Choice of topic was interesting / appropriate • Developed / supported with reasons

examples, details • Met time limit KEY POINTS:

Effectiveness of English Language Appropriate vocabulary, sentence

structure, grammar Use of language familiar to audience,

used ‘ signal’ words Pronunciation / Intonation /

Stress-Rhythm Spoke fluently, without too much

hesitation

Manner of Speaking (Delivery) • Maintained Eye Contact • Use of reading (notes) • Spoke in natural manner / Spoke

loudly and clearly • Used effective posture, gestures, movement • Showed awareness of the audience

Overall

Organizing your topic: Structure

Three Part Form Main Idea is stated clearly in

the Topic Sentence Develop supporting ideas

(Key points) Introduction “Tell them what you’re

going to say, and Conclusion (“Tell them what you told them”

Tell them what you’re going to say, tell them, and then remind them what you said.

Introduction

Topic Sentence1st Key Point2nd Key Point

3rd Key Point

Ending

B O

D Y

Writing a paragraph (samples)

Not only is the food different in Europe from Japanese food, but so are the meal customs and table manners. There are some important differences between what Europeans do at mealtime. Here are some useful tips for what Japanese visitors to France and Italy should and should not deal when eating. In France, arrive on time because this is a sign of politeness. But in Italy, it is a good idea to arrive just a little late. In both countries it is polite to bring a gift, for example a bottle of wine or some sweets. Flowers are also a good gift, but don’t give people red roses because they express love – the romantic kind.

Also, table manner are important in both countries. For example, keep the fork in your left hand and the knife in your right. Remember that it’s not polite to put your elbows on the table. People in France do not like to see a person take a bit from a large piece of bread. Instead, you should tear off a smaller piece of bread and bring that to your mouth to bite. While Italian sometimes hang the napkin from the neck to keep off sauce stains, the French people keep their napkins in their laps. So you can see that is helps to know a bit about meal customs before you travel to Europe.

Topic Sentence

Topic Sentence

Concluding Sentence

Connecting to Paragraph before

Outline for a speech p.0Title of your speech

Introduction Body (Main Idea (Topic

Sentence) and Presentation of Supporting Key Points, examples, reasons, etc)

Ending (Conclusion / Summary / Challenge(Appeal)

Introduction

Topic Sentence1st Key Point2nd Key Point

3rd Key Point

Ending

3rd Key Point

Sentence StructureS V

S V O S Vb C I like books. I love to read mystery stories. I

like Agatha Christie.

I like reading. My favorite books are mystery stories. The best mystery that I ever read in my life was a book written my own grandfather. In the this book, the author describes the life of a young man who has to face a set of serious challenges that….

Simple

Complex

Transitions

Transitional Expressions These words and phrases act as signposts for readers, telling

which direction the writing is about to move in. They usually come at the beginning of a sentence, where they show how a new thought relates to what has come before. Some common transitional expressions are listed below, according to the type of relationship they indicate.

contrast and qualification--on the contrary, however, in contrast, still, But, yet, nevertheless, on the other hand

continuity--besides, furthermore, in addition, also, first , secondly, to continue, next, similarly, likewise, moreover, indeed, again, in other words

cause/effect--thus, therefore, as a result, consequently, hence, for this reason

exemplification--for instance, for example, in fact, more specifically, to illustrate

summation--finally, in conclusion, to sum up, in brief, lastly, as we have seen

Making it easier to follow and understand your speech….

Introduction: “I’d like to tell you about a very interesting

experience I had last summer while travelling in Canada.” “The purpose of my speech today is to give you advice about

how to choose the right part-time job.” “ Today I am going to talk about ____. I want you to understand /

know / see / THAT/ WHY / HOW ___________________ (“that it is important to think about your future job and your real dreams WHILE you are still a college student. “

SIGNAL words time order / logical order

Making the Purpose Clear

Be careful when using Online

translation tools -- Simply writing in Japanese and then doing 自動翻訳 can be very risky.

Instead, if you insist that you CANNOT write directly in English, then check your language word by word or phrase by phrase

EIJIRO http://www.alc.co.jp

Making the Meaning Clear

Conclusion ＊ (ending your speech) Bring your speech to a natural close

• Summarize your key points or..• ( Re-state the Topic Sentence (main idea is

different words – not just repeat)• Make an appeal or challenge.. And/or• Bring the listener back to the large picture -

what was the value of what you said for them

＊ Not 結論

Conclusion Use signal phrase to start your ENDING

• All in all,…. In any event, …• In other words, … In conclusion,…• To sum up, … In brief, … In short,…• Indeed,… Therefore, Let me finish by saying/ reminding

you / challenging you/ asking you.

• Sample: Because river conditions can be dangerous, the wild exciting adventure is only fore the courageous and experienced. In short, if you are fearless and in good physical condition, and can react quickly, then river rafting is the ideal sport for you.

Unstressed Words in Sentences Most frequent unstressed words are:

a, an, the of , or and, for, to • Try to hear to listen and repeat to practice

They’re in a hurry. I have an idea.

The books are under the table. I talked to a lot of people.

She’d like to talk to you. That’s enough for now.

Listening for Differences Some frequently mis-heard words are:Negative vs positive (affirmative) forms

• Try to hear to listen and repeat to practice

Those people are paying attention.

Those people aren’t paying attention.

The students have worked hard. The students haven’t worked hard.

You can take a break now. You can’t take a break now.

Listening for Stressed and Unstressed Forms

• Try to hear to listen the differences and repeat to practice

Can we leave now?

Were the students angry? I think they were.

You can take a break now.

You can take a break now.

I’m not sure if we can.

We can leave in a few minutes.

No, I think they were tired.You can take a break now.

You can take a break now. You gonna take a break now?

Planning Your Presentation Planning Your Presentation--Questions You Need to Answer page 1 When you learn that you are to give an oral presentation, the first step in preparing for the

presentation is to analyze each aspect of your speech and its performance by answering the following questions, just as you did in planning your written communication. Once you have done so, you are ready to design, structure, and organize your presentation so that it will effectively satisfy the constraints that arise from your consideration of each point.

Situation What situation creates the need for this presentation? Who is involved? What is the

scenario for this situation? (Think about what you want your classmates to know, understand or believe.)

Where will I be speaking? What will the presentation look like / setup? Audience

Who is my audience? What do I know about my audience's background, knowledge, position in the

organization, attitudes toward me and my subject? Purpose

What is my purpose in giving this oral presentation? Is there (should there be) a long-range purpose? What is the situation that led to this presentation? Given my audience's background and attitudes, do I need to reshape my purpose to

make my presentation more acceptable to my audience?

Planning Your Presentation Planning Your Presentation--Questions You Need to Answer page 2 Content - Organization of Ideas

What issues, problems, questions or tasks are involved in the situation? What ideas do I want to include or omit? Based on the audience and the context, what difficulties do I need to anticipate in

choosing content? Is the structure (logical organization) clear and reasoned? Can any ideas be misunderstood and be harmful to the audience’s enjoyment? What questions does the audience want answered?

Graphics (THESE ARE NOT REQUIRED AND SHOULD BE ONLY ONE or 2) What kinds of visual aids will I need to enhance the ideas I will present? Which points could be understood better with a visual? Where should I use these in my presentation?

Language and Style What kind of tone do I want to use in addressing my audience? Is the level of vocabulary and the length / difficulty of the sentences right ? What level of language do I need to use, based on my audience's background and

knowledge of my subject? What level of effort and motivation to communicate will my audience expect from

me? How formal / informal should I be? Will I ask for questions or respond to

comments?

Helping the Audience Understand your Speech p.1 Use Techniques to Enhance Audience Comprehension Because your audience cannot "re-hear" ideas, once you have stated them, look for ways to

help your audience easily follow your ideas: REPETION / EMPHASIS (voice / gesture) Make it clear in your INTRODUCTION – your purpose, Main idea (Topic Sentence) and

state briefly the KEY POINTS. Be sure you clearly mark (signal) the beginning and end of each point and segment of

your presentation. Announce each key point as you come to it. That way, your audience knows when you

have completed one topic and are beginning the next one. Allow a slight pause to occur after you have completed your introduction, then announce

your first topic. Use PAUSES to help mark each key idea and supporting point. After completing your final topic in the main body of your presentation, allow a slight

pause before you begin your conclusion. In the ENDING, restate the PURPOSE / MAIN IDEAS (SUMMARIZE Topic sentennce

and Key points)

Helping the Audience Understand your Speech p.2 Use Techniques to Enhance Audience Comprehension Speak slowly, vigorously, and enthusiastically. Be sure you enunciate your words

carefully, particularly if you are addressing a large group. Use gestures to accentuate points. Move your body deliberately to aid you in announcing

major transition points. In short, avoid standing transfixed before your audience. Maintain eye contact with your audience. Doing so helps you keep your listeners

involved in what you are saying. If you look at the ceiling, the floor, the corners of the room, your audience may sense a lack of self-confidence. Lack of eye contact also tends to lessen your credibility. In contrast, consistent eye contact enhances the importance of the message. By looking at your audience, you can often sense their reaction to what you are saying and make adjustments in your presentation if necessary.

Do not just memorize your presentation, and do not read from notes. KNOW WHAT YOU WANT TO SAY and PRACTICE SAYING IT WELL BEFOREHAND. Otherwise, your speech will sound as if you are just reading it. If possible, write type the outline of your presentation on one sheet of paper. If you do forget what you are going to say, a quick glance at the OUTLINE will usually refresh your memory. NO OTHER PAPER WILL BE ALLOWED.

Helping the Audience Understand your Speech p.3 Use Techniques to Enhance Audience ComprehensionRehearse your presentation until you are comfortable. Try walking around, speaking each

segment and then speaking aloud the entire presentation. Rephrase ideas that are difficult for you to say--these will likely be hard for your audience to follow. Be sure to time your presentation so that it does not exceed the time limit. Keep your presentation as short as possible. Therefore, avoid adding information to your presentation (and your outline) as your rehearse.

If possible, record your speech before the presentation day. Listen to yourself -- what you have said as objectively as possible. As you listen, consider the main issues of audience, purpose, organization, context, content, and style.

Listen for tone, attitude, and clarity. Is the tone you project appropriate for your audience and your purpose clear? Is each sentence easy to understand? Are you speaking too rapidly? Are the major divisions in your presentation easy to hear? Are any sentences difficult to understand?

Related Resources Brainstorming: Score WriteDesign

• Graphic Organizers EdTech http://www.graphic.org/goindex.html

Finding a topic or issue for a speech• GRE issues list http://www.gre.com/

issuetop.html On-line Writing Resources / Tutorials

• http://www.geocities.com/dbrooks_tokyo/writing.html English Grammar/ Usage References

• http://www.refdesk.com/factgram.html

Main Idea Question What do you think of (about) your own

dream? (Do you really know what your LIFE dream is?)

What will happen if the tropical rain forests (of the world) disappear?

A Case Study for the Integration of Technology into Required English Classes at a Japanese University

E-Learn 2015: World Conference on E-Learning

Waikoloa Beach Marriott Resort October 19-22, 2015 Kona, Hawaii

David L. Brooks, Associate ProfessorKitasato University, Sagamihara, Japan

The End

Than

k you

for a

ttend

ing

Thank you for attending.