David Faulhaber
B.A. in American Studies from the University of California at Santa Cruz
M.A. in Second Language Studies from the University of Hawai‘i at Mānoa
M.A. in Second Language Studies from the University of Hawai‘i at Mānoa
less
InterestsView All (19)
Uploads
This presentation explores the potential of building and deploying such device-based TBL activities at a Japanese foreign languages university. The task in question requires learners to plan a day out with a (fictitious) visiting foreign exchange student, with the querying of interests and subsequent negotiation taking place via a text chat. The conversation is guided in a pre-determined fashion by the software, with each utterance of the “visiting student” a logical response to the preceding message of the learner. The grammar focus of the task is participial adjectives; over the course of planning the day out, learners will be presented with numerous opportunities to use and receive feedback on the usage of word pairs such as boring/bored and surprising/surprised.
The activity addresses Hampel’s concern (2005) that many TBLT materials designed for use with technology would be better served through face-to-face interaction; it also acknowledges Thomas’ 2013 observation that not enough studies on TBLT and CALL are being done in non-Western contexts. Key points will include production / design concerns and user feedback.
Here, the researchers discuss data from 191 entries to a national Englishpresentation contest that were received from a wide demographic of students and institutions across Japan. Contest participants were asked to submit video applications outlining their oral presentation. The videos were used to assess the entrants’ presentation skills and overall quality of application. Although weaknesses were observed in the participants’ linguistic skills, more commonly, applications were let down by professionalism, shortcomings in technology use, and inability to follow given instructions. The presenters discuss the implications of the data in relation to the teaching of oral presentations at the tertiary level, and to how educators may better support learners interested in entering national presentation contests in future.
Discussion of the piloting of the activity will be useful for instructors looking to develop similar materials (at all levels, though this talk focuses on second-year EFL university students in Japan). Participants with a general level of comfort working with computers stand to benefit the most but all are welcome. Questions regarding the development process and advice for those wishing to create digital resources of their own will be addressed.
Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor, MI: The University of Michigan Press.
Milton, J. (2006). Resource-rich Web-based feedback: Helping learners become independent writers. In Fiona Hyland & Ken Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 123-139). New York, NY: Cambridge University Press.
Student’s original: “Laugh is the source of health.”
RAF: “Laughter is the source of health.”
Students listen to the recorded feedback as they simultaneously read along with their previously-submitted draft; any discrepancies noted between the RAF and original text signal a potential need for revision and serve as a prompt for students to think about the nature of the mismatch.
8 second-year students were tracked across 4 assignments (2 per semester) in a writing course at a Japanese university. Preliminary results indicate that students incorporated a substantial majority of the instructor’s lexical substitutions in contexts deemed warranted—and by a significant margin over those substitutions judged (during post-review coding) to be unnecessary. This may suggest that the mode and method of feedback is causing students to understand and conceptualize their lexical choices in new (and seemingly effective) ways. Suggestions will also be put forth as to how the implementation of RAF can be refined for future studies.
In this study, 8 second-year students were tracked across 4 assignments (2 per semester) in a writing course at a Japanese university. After first revising for content and organization, students received RAF to use in the service of revising subsequent drafts. The purpose of this paper is to explore the opportunities and constraints of RAF as shown through its utilization by the 8 student writers (including suggestions for further research). Findings will be of interest to L2 writing instructors curious about exploring mode as way of providing feedback that may be more accessible to (certain) students.
This presentation explores the potential of building and deploying such device-based TBL activities at a Japanese foreign languages university. The task in question requires learners to plan a day out with a (fictitious) visiting foreign exchange student, with the querying of interests and subsequent negotiation taking place via a text chat. The conversation is guided in a pre-determined fashion by the software, with each utterance of the “visiting student” a logical response to the preceding message of the learner. The grammar focus of the task is participial adjectives; over the course of planning the day out, learners will be presented with numerous opportunities to use and receive feedback on the usage of word pairs such as boring/bored and surprising/surprised.
The activity addresses Hampel’s concern (2005) that many TBLT materials designed for use with technology would be better served through face-to-face interaction; it also acknowledges Thomas’ 2013 observation that not enough studies on TBLT and CALL are being done in non-Western contexts. Key points will include production / design concerns and user feedback.
Here, the researchers discuss data from 191 entries to a national Englishpresentation contest that were received from a wide demographic of students and institutions across Japan. Contest participants were asked to submit video applications outlining their oral presentation. The videos were used to assess the entrants’ presentation skills and overall quality of application. Although weaknesses were observed in the participants’ linguistic skills, more commonly, applications were let down by professionalism, shortcomings in technology use, and inability to follow given instructions. The presenters discuss the implications of the data in relation to the teaching of oral presentations at the tertiary level, and to how educators may better support learners interested in entering national presentation contests in future.
Discussion of the piloting of the activity will be useful for instructors looking to develop similar materials (at all levels, though this talk focuses on second-year EFL university students in Japan). Participants with a general level of comfort working with computers stand to benefit the most but all are welcome. Questions regarding the development process and advice for those wishing to create digital resources of their own will be addressed.
Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor, MI: The University of Michigan Press.
Milton, J. (2006). Resource-rich Web-based feedback: Helping learners become independent writers. In Fiona Hyland & Ken Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 123-139). New York, NY: Cambridge University Press.
Student’s original: “Laugh is the source of health.”
RAF: “Laughter is the source of health.”
Students listen to the recorded feedback as they simultaneously read along with their previously-submitted draft; any discrepancies noted between the RAF and original text signal a potential need for revision and serve as a prompt for students to think about the nature of the mismatch.
8 second-year students were tracked across 4 assignments (2 per semester) in a writing course at a Japanese university. Preliminary results indicate that students incorporated a substantial majority of the instructor’s lexical substitutions in contexts deemed warranted—and by a significant margin over those substitutions judged (during post-review coding) to be unnecessary. This may suggest that the mode and method of feedback is causing students to understand and conceptualize their lexical choices in new (and seemingly effective) ways. Suggestions will also be put forth as to how the implementation of RAF can be refined for future studies.
In this study, 8 second-year students were tracked across 4 assignments (2 per semester) in a writing course at a Japanese university. After first revising for content and organization, students received RAF to use in the service of revising subsequent drafts. The purpose of this paper is to explore the opportunities and constraints of RAF as shown through its utilization by the 8 student writers (including suggestions for further research). Findings will be of interest to L2 writing instructors curious about exploring mode as way of providing feedback that may be more accessible to (certain) students.