This article provides the results of a small exploratory pilot study that tested for the influenc... more This article provides the results of a small exploratory pilot study that tested for the influence of a positive self-review intervention of the successful production of English via a tablet computer on Japanese junior high school students' EFL motives. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales survey was administered via a self-report measure before and after the intervention to an experimental and control group (N = 18). The students who were recorded successfully speaking in English (n = 9), including those who had PSR, report a higher level for Introjected Regulation (p < .05), Identified Regulation (Ideal L2 Self items; p < .10), and a higher level for the Intrinsic Motivation for Knowledge, Stimulation, and Accomplishment (p < .01) compared with the control group. These results indicate that positive self-review of the successful production of EFL via a tablet computer may bolster student self-determined EFL motives.
This paper reports the survey results of a group of students (n = 29) at an elementary school in ... more This paper reports the survey results of a group of students (n = 29) at an elementary school in Japan who engaged in 3 computer mediated communication exchanges with native speakers of English elementary school students in Australia. The participants had statistically significant increases in their desire to engage in foreign language activities (p < .01); international posture (p < .01), motivation (p < .01), and desire to visit foreign countries (p < .05). In addition, the effect size measures and statistical power numbers are very encouraging. Furthermore, these parametric results are further supported by a non-parametric chi-squared test of independence of the 6 variables before and after the Skype® interventions. The chi-square results support the effect size and power results. The results and implications are discussed. オーストラリアの英語小学生のネイティブスピーカーとコンピュータ媒介通信交換に従事日本で は小学校の生徒のグループの調査結果が提示されています。 参加者は外国語活動に従事するこ とを自分の欲望の統計的に有意な増加があった (p < 0.01), 国際姿勢 (p < 0.01)、 動機た (p < 0.01), および外国を訪問する欲求た (p < 0.05) また、 これらの項目のグラス 「Δ効果の大きさ対
This paper reports the survey results of a group of students at an elementary school in Japan, wh... more This paper reports the survey results of a group of students at an elementary school in Japan, who engaged in a computer mediated communication exchange with native speaker of English elementary school students in Australia. The schools collaborated to provide the students an opportunity to introduce each other and conduct various activities using Skype. The self-report measure was administered to an experimental and control group before and after the Skype exchange. The results show that the experimental group had statistically significant increases in their desire to engage in foreign language activities (p < .01); international posture (p < .01), motivation (p < .01), and desire to visit foreign countries (p < .05). In addition, the Glass’ Δ effect size measures for the experimental group are: Foreign language activities = .83; International Posture =1.06; Motivation = .80; and Desire to visit foreign countries = .54. These results are very encouraging. The efficacy of including multimodal computer mediated communication exchanges in foreign language learning contexts is discussed.
This paper reports the findings of an exploratory investigation into first-year Japanese universi... more This paper reports the findings of an exploratory investigation into first-year Japanese university students’ (N = 220) preferences among twelve pedagogical activities based on their English proficiency. Student proficiency levels are pre-intermediate (n = 73), intermediate (n = 74), and upper-intermediate (n = 73) based on a placement exam. Six of the twelve activities may be considered traditional, instructivist classroom pedagogical activities and six may be considered components of a constructivist communicative language teaching pedagogy and/or task-based language teaching activities. A principal components analysis placed the six traditional activity variables into one factor and the communicative / task-based activity variables into two factors of three variables each. Means comparisons between the groups show statistically significant differences in the preference for Small group / team activities for the intermediate and upper-intermediate students compared with the pre-intermediate students. The intermediate students, a sample representing 70% of the students in the faculty, prefer Activities where I am moving around in the room more than the other two groups. Grammar drills / practice show a statistically significant decline in preference as ability increases. Finally, all of the communicative / task-based activities are ranked higher by the upper-intermediate students compared with the pre-intermediate students. The results and implications are discussed.
This paper reports the results of a group of Japanese elementary school students involved in a co... more This paper reports the results of a group of Japanese elementary school students involved in a confirmatory study regarding technology-based foreign language activities and affective variables. The students were all native Japanese in the same school in Nagano prefecture, Japan (N = 27). The purpose of the study was to confirm previous results reported by Tagami (2011b), whose students participated in the preparation of a video ‘letter’ to send to student in Australia. His students also viewed a video ‘letter’ sent by the students in Australia. His results showed strong correlations between tech-based foreign language activities, international posture, and motivation, their self-perceived communicative competence (aka self-confidence in using English in oral communication), and EFL willingness to communicate, and desire to visit foreign countries. Both studies used an identical self-report measure after the viewing of the other school’s video ‘letter’. The results herein show strong correlations between foreign language activities, motivation, and willingness to communicate; motivation and international posture; and willingness to communicate and international posture. Also, the students reported that their interest in English improved when they realized English was a necessary means to communicate. Second, their willingness to communicate in English was supported through the activity. The results are discussed as they relate to teacher EFL classroom practice.
This paper reports the results of a small, exploratory, and longitudinal study which tested for t... more This paper reports the results of a small, exploratory, and longitudinal study which tested for the influence of video recording of students successfully speaking in the classroom and self-viewing with an iPad at a later date. The iPad video intervention, which allowed some of the students to view their successful use of English while speaking in front of their peers, is arguably a form of Positive Self Review (PSR; Dowrick, 1977). The results show that the students who received the iPad intervention had a non-statistically significant higher level of amotivation; statistically significant higher levels for the two most extrinsic motives (p < .05), including a higher level of the identified regulation items (Ideal L2 Selves; p < .10); and a statistically significant (p < .01) higher level for all three of the intrinsic motives: for knowledge, for stimulation, and for feelings of accomplishment. These results support Dörnyei’s L2 Motivational Self-System theory (2005, 2009) and indicate that PSR may support student motivation for successful long term acquisition of EFL.
This paper reports the results of a small, longitudinal study involving a group of Japanese eleme... more This paper reports the results of a small, longitudinal study involving a group of Japanese elementary school students (N = 29) involved in exploratory research using foreign language activities, including two Skype exchanges between these students and students in Australia. The purpose of the research was to test for the impact of a series of Skype exchange activities with students in Australia on Japanese elementary school students’ affective variables toward EFL. The results show that the students had statistically significant increases in foreign language activities, international posture, and motivation. This tech-based language activity arguably supplied compelling comprehensible input. The student participation in the preparations leading up to the exchanges would have encouraged them to work diligently to be able to speak so as to be understood and fostered a desire to understand. The results are discussed regarding future directions in this line of research.
This small-scale, longitudinal study tested for the influence of video recording with a camcorder... more This small-scale, longitudinal study tested for the influence of video recording with a camcorder, and recording and self-viewing with an iPad. The study tested for changes in confidence, anxiety and foreign language (fl) willingness to communicate (wtc; McCroskey & Baer, 1985) using self-report measures before and after the intervention (N = 91 & 71, respectively). For the second administration, a second instrument was administered which asked about the influence of the camcorder / iPad intervention on confidence, anxiety, and WTC. The class that received the iPad intervention shows statistically significant increases in confidence and wtc, and a statistically significant decrease in anxiety. Furthermore, the WarpPLS structural equation modeling (SEM) software results show that the iPad use had a strong positive influence on confidence and WTC and may also have lowered the level of anxiety of the students video-recorded directly (n = 9) with the iPad. The results indicate that video recording and self-viewing in the classroom with an iPad may promote confidence and WTC, and lower anxiety.
This paper reports the results from an exploratory study which tested for Japanese junior high sc... more This paper reports the results from an exploratory study which tested for Japanese junior high school student self-determination theory-based (SDT) motives toward EFL learning (N = 140), plus confidence, anxiety, and willingness to communicate in EFL (EFL WTC; N = 120). The purpose of this paper is to show the influence of the Ideal L2 Self items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the high mean score for the three identified regulation items, which refer to motives to learn English for future goals (i.e., an Ideal L2 Self). The WTC instrument results indicated a low level of confidence and willingness to speak English, and much anxiety toward using English. To test the influence of the Ideal L2 Self items on WTC, a regression analysis of the SDT and WTC sub-scales was conducted (dependent variable: WTC). Accordingly, a structural equation model (SEM) of the Ideal L2 Self items, IM Knowledge, anxiety, confidence, and FL WTC was created. The SEM results indicate the Ideal L2 Self has a strong, statistically significant (P = < .01) negative influence on anxiety and a stronger positive, statistically significant (P = < .01) influence on IM Knowledge and between confidence and WTC; no path was found between IM Knowledge and WTC. The findings are discussed in relation to Dörnyei’s (2005) Ideal L2 Self theory.
This paper reports the results of an exploratory
case study of a group of nine Japanese junior hi... more This paper reports the results of an exploratory case study of a group of nine Japanese junior high school students who presented quiz statements in English to their classmates. The study tested for the effects of being recorded and also self-viewing with an iPad. While the students spoke their quiz statements, they were recorded by their Japanese teacher with an iPad; five of these students were able to view themselves successfully using English for a communicative purpose via the iPad. The study used a self-measure to check for the influence of the intervention on confidence, anxiety, and foreign language willingness to communicate in English (FL WTC). The results show the nine students recorded with the iPad believe the intervention increased their confidence and desire (WTC) to speak in English, and reduced their anxiety to speak in English. This indicates that the use of an iPad to video record students and allow them to view their successful use of English may lower their anxiety, which bolsters their confidence and WTC in English.!
This paper reports the preliminary survey results of two groups of elementary school students in ... more This paper reports the preliminary survey results of two groups of elementary school students in Japan, one of which will be engaged in a computer mediated communication (CMC) exchange with native speaker of English (NSE) elementary school students in Australia. The schools have collaborated to provide the students an opportunity to introduce themselves via the multimodal online software Skype in the future. The findings of the first iteration of the survey instrument given before the intervention are reported. The instrument consists of questions regarding foreign language activities (FLAs), international posture (IP), motivation, and their self-perceived communicative competence, willingness to communicate (WTC), and desire to visit foreign countries. The results show strong correlations between motivation and WTC, motivation and IP, and between motivation and FLAs. The results and implications are discussed in relation to later stages planned for the project.
This paper reports the results from two surveys of an in-progress study of student motivation (N=... more This paper reports the results from two surveys of an in-progress study of student motivation (N=140) at a junior high school (JHS) in Japan. The Self-Determination Theory (SDT; Deci & Ryan, 1985) survey was adapted from Yashima, Noels, Shizuka, Takeuchi, Yamane and Yoshizawa (2009) and Noels, Pelletier, Clément and Vallerand (2003). SDT distinguishes between an amotivation component and extrinsic and intrinsic motivational orientation sub-types (Noels et al., 2003). The Willingness to Communicate (WTC, McCroskey & Baer, 1985) survey, based on Matsuoka (2004), and Sick and Nagasaka (2000), checks for perceived anxiety (nervousness), desire and confidence for 30 scenarios. Results from the third month of a fifteen month longitudinal research project provide a cross-sectional ‘snapshot’ of the first administration of the surveys. The WTC results reveal a low level of confidence and desire to speak English, and a high degree of nervousness about using English. The SDT results, in contrast, indicate that students are eager to learn English as a foreign language (EFL) and desire to become proficient in using the language for instrumental reasons. The findings are discussed in relation to Dörnyei’s theory of Ideal L2 Selves (2001), and plans for later stages of the research project.
The results presented from this pilot study testing for Japanese university student motivational ... more The results presented from this pilot study testing for Japanese university student motivational orientations and pedagogical preferences are believed to be a first in Japan. The research results indicate distinctions between an intrinsic (IM) and an extrinsic (EM) motivational orientation; between communicative and task-based activities (C/TBAs) and traditional activities (TAs); preference for C/TBAs over TAs; and finally, a preference to actively learn socio-collaboratively. These preliminary results indicate that male students in an English as a foreign language (EFL) environment may be more suited to learning English with tasks involving physical activity rather than traditional teacher fronted lessons. The results and implications of these findings are discussed.
The author has taught various English courses at university in Japan, and continues to avidly gat... more The author has taught various English courses at university in Japan, and continues to avidly gather research data. This poster presentation shows the results of his students’ motivation and pedagogical activity preferences (N=64). Motivation survey results determined if a student is intrinsically or extrinsically motivated. A pedagogical methodologies questionnaire determined which activities they preferred. The results were analyzed and reveal intriguing trends between a student’s motivation to learn English and their preferred pedagogical methods. The results are discussed. The author hopes that this information can aid educators to teach language courses that take advantage of students’ specific learning activity preferences.
This paper has two purposes: first, to check for first-year university students' ( N=56)
pedagogi... more This paper has two purposes: first, to check for first-year university students' ( N=56) pedagogical preferences among (12 activities) using a 5-point Likert scale; and second, to see if the Likert scale results match those of another scale, dubbed the Dockert scale, on the same instrument. The Dockert scale asked the students to rank the same activities from 1 to12. For example, if two activities on the Likert scale received the same ranking of 'five', the students were asked to make a distinction as to which of the two they preferred more on the Dockert scale. Therefore, the Dockert scale served as a 'tie-breaker' for the activity choices that received the same Likert score. The results revealed that these students did in fact have pedagogical activity preferences. Furthermore, the results of both scales differed, albeit slightly. Therefore, a number of questions are raised regarding the use of a single Likert scale and the interpretation of the results of a survey that uses only a single Likert scale must be questioned.
These are the presentation slides that were shown at the JALT Pan-SIG and the CALL International ... more These are the presentation slides that were shown at the JALT Pan-SIG and the CALL International Conferences in Japan, and will be shown at the ETA-ROC Conference in Taipei, Taiwan in November, 2016.
This is a presentation on a three-course fully-integrated recycling curriculum design. The system... more This is a presentation on a three-course fully-integrated recycling curriculum design. The system integrates a reading course, communication course, and listening component which could be a Podcast available 24/7 online.
These are the slides that were used in my presentation at JALT CALL 2013. They are supplementary ... more These are the slides that were used in my presentation at JALT CALL 2013. They are supplementary to the paper published in The JALT CALL Journal, 10(1), in January 2014.
This article provides the results of a small exploratory pilot study that tested for the influenc... more This article provides the results of a small exploratory pilot study that tested for the influence of a positive self-review intervention of the successful production of English via a tablet computer on Japanese junior high school students' EFL motives. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales survey was administered via a self-report measure before and after the intervention to an experimental and control group (N = 18). The students who were recorded successfully speaking in English (n = 9), including those who had PSR, report a higher level for Introjected Regulation (p < .05), Identified Regulation (Ideal L2 Self items; p < .10), and a higher level for the Intrinsic Motivation for Knowledge, Stimulation, and Accomplishment (p < .01) compared with the control group. These results indicate that positive self-review of the successful production of EFL via a tablet computer may bolster student self-determined EFL motives.
This paper reports the survey results of a group of students (n = 29) at an elementary school in ... more This paper reports the survey results of a group of students (n = 29) at an elementary school in Japan who engaged in 3 computer mediated communication exchanges with native speakers of English elementary school students in Australia. The participants had statistically significant increases in their desire to engage in foreign language activities (p < .01); international posture (p < .01), motivation (p < .01), and desire to visit foreign countries (p < .05). In addition, the effect size measures and statistical power numbers are very encouraging. Furthermore, these parametric results are further supported by a non-parametric chi-squared test of independence of the 6 variables before and after the Skype® interventions. The chi-square results support the effect size and power results. The results and implications are discussed. オーストラリアの英語小学生のネイティブスピーカーとコンピュータ媒介通信交換に従事日本で は小学校の生徒のグループの調査結果が提示されています。 参加者は外国語活動に従事するこ とを自分の欲望の統計的に有意な増加があった (p < 0.01), 国際姿勢 (p < 0.01)、 動機た (p < 0.01), および外国を訪問する欲求た (p < 0.05) また、 これらの項目のグラス 「Δ効果の大きさ対
This paper reports the survey results of a group of students at an elementary school in Japan, wh... more This paper reports the survey results of a group of students at an elementary school in Japan, who engaged in a computer mediated communication exchange with native speaker of English elementary school students in Australia. The schools collaborated to provide the students an opportunity to introduce each other and conduct various activities using Skype. The self-report measure was administered to an experimental and control group before and after the Skype exchange. The results show that the experimental group had statistically significant increases in their desire to engage in foreign language activities (p < .01); international posture (p < .01), motivation (p < .01), and desire to visit foreign countries (p < .05). In addition, the Glass’ Δ effect size measures for the experimental group are: Foreign language activities = .83; International Posture =1.06; Motivation = .80; and Desire to visit foreign countries = .54. These results are very encouraging. The efficacy of including multimodal computer mediated communication exchanges in foreign language learning contexts is discussed.
This paper reports the findings of an exploratory investigation into first-year Japanese universi... more This paper reports the findings of an exploratory investigation into first-year Japanese university students’ (N = 220) preferences among twelve pedagogical activities based on their English proficiency. Student proficiency levels are pre-intermediate (n = 73), intermediate (n = 74), and upper-intermediate (n = 73) based on a placement exam. Six of the twelve activities may be considered traditional, instructivist classroom pedagogical activities and six may be considered components of a constructivist communicative language teaching pedagogy and/or task-based language teaching activities. A principal components analysis placed the six traditional activity variables into one factor and the communicative / task-based activity variables into two factors of three variables each. Means comparisons between the groups show statistically significant differences in the preference for Small group / team activities for the intermediate and upper-intermediate students compared with the pre-intermediate students. The intermediate students, a sample representing 70% of the students in the faculty, prefer Activities where I am moving around in the room more than the other two groups. Grammar drills / practice show a statistically significant decline in preference as ability increases. Finally, all of the communicative / task-based activities are ranked higher by the upper-intermediate students compared with the pre-intermediate students. The results and implications are discussed.
This paper reports the results of a group of Japanese elementary school students involved in a co... more This paper reports the results of a group of Japanese elementary school students involved in a confirmatory study regarding technology-based foreign language activities and affective variables. The students were all native Japanese in the same school in Nagano prefecture, Japan (N = 27). The purpose of the study was to confirm previous results reported by Tagami (2011b), whose students participated in the preparation of a video ‘letter’ to send to student in Australia. His students also viewed a video ‘letter’ sent by the students in Australia. His results showed strong correlations between tech-based foreign language activities, international posture, and motivation, their self-perceived communicative competence (aka self-confidence in using English in oral communication), and EFL willingness to communicate, and desire to visit foreign countries. Both studies used an identical self-report measure after the viewing of the other school’s video ‘letter’. The results herein show strong correlations between foreign language activities, motivation, and willingness to communicate; motivation and international posture; and willingness to communicate and international posture. Also, the students reported that their interest in English improved when they realized English was a necessary means to communicate. Second, their willingness to communicate in English was supported through the activity. The results are discussed as they relate to teacher EFL classroom practice.
This paper reports the results of a small, exploratory, and longitudinal study which tested for t... more This paper reports the results of a small, exploratory, and longitudinal study which tested for the influence of video recording of students successfully speaking in the classroom and self-viewing with an iPad at a later date. The iPad video intervention, which allowed some of the students to view their successful use of English while speaking in front of their peers, is arguably a form of Positive Self Review (PSR; Dowrick, 1977). The results show that the students who received the iPad intervention had a non-statistically significant higher level of amotivation; statistically significant higher levels for the two most extrinsic motives (p < .05), including a higher level of the identified regulation items (Ideal L2 Selves; p < .10); and a statistically significant (p < .01) higher level for all three of the intrinsic motives: for knowledge, for stimulation, and for feelings of accomplishment. These results support Dörnyei’s L2 Motivational Self-System theory (2005, 2009) and indicate that PSR may support student motivation for successful long term acquisition of EFL.
This paper reports the results of a small, longitudinal study involving a group of Japanese eleme... more This paper reports the results of a small, longitudinal study involving a group of Japanese elementary school students (N = 29) involved in exploratory research using foreign language activities, including two Skype exchanges between these students and students in Australia. The purpose of the research was to test for the impact of a series of Skype exchange activities with students in Australia on Japanese elementary school students’ affective variables toward EFL. The results show that the students had statistically significant increases in foreign language activities, international posture, and motivation. This tech-based language activity arguably supplied compelling comprehensible input. The student participation in the preparations leading up to the exchanges would have encouraged them to work diligently to be able to speak so as to be understood and fostered a desire to understand. The results are discussed regarding future directions in this line of research.
This small-scale, longitudinal study tested for the influence of video recording with a camcorder... more This small-scale, longitudinal study tested for the influence of video recording with a camcorder, and recording and self-viewing with an iPad. The study tested for changes in confidence, anxiety and foreign language (fl) willingness to communicate (wtc; McCroskey & Baer, 1985) using self-report measures before and after the intervention (N = 91 & 71, respectively). For the second administration, a second instrument was administered which asked about the influence of the camcorder / iPad intervention on confidence, anxiety, and WTC. The class that received the iPad intervention shows statistically significant increases in confidence and wtc, and a statistically significant decrease in anxiety. Furthermore, the WarpPLS structural equation modeling (SEM) software results show that the iPad use had a strong positive influence on confidence and WTC and may also have lowered the level of anxiety of the students video-recorded directly (n = 9) with the iPad. The results indicate that video recording and self-viewing in the classroom with an iPad may promote confidence and WTC, and lower anxiety.
This paper reports the results from an exploratory study which tested for Japanese junior high sc... more This paper reports the results from an exploratory study which tested for Japanese junior high school student self-determination theory-based (SDT) motives toward EFL learning (N = 140), plus confidence, anxiety, and willingness to communicate in EFL (EFL WTC; N = 120). The purpose of this paper is to show the influence of the Ideal L2 Self items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the high mean score for the three identified regulation items, which refer to motives to learn English for future goals (i.e., an Ideal L2 Self). The WTC instrument results indicated a low level of confidence and willingness to speak English, and much anxiety toward using English. To test the influence of the Ideal L2 Self items on WTC, a regression analysis of the SDT and WTC sub-scales was conducted (dependent variable: WTC). Accordingly, a structural equation model (SEM) of the Ideal L2 Self items, IM Knowledge, anxiety, confidence, and FL WTC was created. The SEM results indicate the Ideal L2 Self has a strong, statistically significant (P = < .01) negative influence on anxiety and a stronger positive, statistically significant (P = < .01) influence on IM Knowledge and between confidence and WTC; no path was found between IM Knowledge and WTC. The findings are discussed in relation to Dörnyei’s (2005) Ideal L2 Self theory.
This paper reports the results of an exploratory
case study of a group of nine Japanese junior hi... more This paper reports the results of an exploratory case study of a group of nine Japanese junior high school students who presented quiz statements in English to their classmates. The study tested for the effects of being recorded and also self-viewing with an iPad. While the students spoke their quiz statements, they were recorded by their Japanese teacher with an iPad; five of these students were able to view themselves successfully using English for a communicative purpose via the iPad. The study used a self-measure to check for the influence of the intervention on confidence, anxiety, and foreign language willingness to communicate in English (FL WTC). The results show the nine students recorded with the iPad believe the intervention increased their confidence and desire (WTC) to speak in English, and reduced their anxiety to speak in English. This indicates that the use of an iPad to video record students and allow them to view their successful use of English may lower their anxiety, which bolsters their confidence and WTC in English.!
This paper reports the preliminary survey results of two groups of elementary school students in ... more This paper reports the preliminary survey results of two groups of elementary school students in Japan, one of which will be engaged in a computer mediated communication (CMC) exchange with native speaker of English (NSE) elementary school students in Australia. The schools have collaborated to provide the students an opportunity to introduce themselves via the multimodal online software Skype in the future. The findings of the first iteration of the survey instrument given before the intervention are reported. The instrument consists of questions regarding foreign language activities (FLAs), international posture (IP), motivation, and their self-perceived communicative competence, willingness to communicate (WTC), and desire to visit foreign countries. The results show strong correlations between motivation and WTC, motivation and IP, and between motivation and FLAs. The results and implications are discussed in relation to later stages planned for the project.
This paper reports the results from two surveys of an in-progress study of student motivation (N=... more This paper reports the results from two surveys of an in-progress study of student motivation (N=140) at a junior high school (JHS) in Japan. The Self-Determination Theory (SDT; Deci & Ryan, 1985) survey was adapted from Yashima, Noels, Shizuka, Takeuchi, Yamane and Yoshizawa (2009) and Noels, Pelletier, Clément and Vallerand (2003). SDT distinguishes between an amotivation component and extrinsic and intrinsic motivational orientation sub-types (Noels et al., 2003). The Willingness to Communicate (WTC, McCroskey & Baer, 1985) survey, based on Matsuoka (2004), and Sick and Nagasaka (2000), checks for perceived anxiety (nervousness), desire and confidence for 30 scenarios. Results from the third month of a fifteen month longitudinal research project provide a cross-sectional ‘snapshot’ of the first administration of the surveys. The WTC results reveal a low level of confidence and desire to speak English, and a high degree of nervousness about using English. The SDT results, in contrast, indicate that students are eager to learn English as a foreign language (EFL) and desire to become proficient in using the language for instrumental reasons. The findings are discussed in relation to Dörnyei’s theory of Ideal L2 Selves (2001), and plans for later stages of the research project.
The results presented from this pilot study testing for Japanese university student motivational ... more The results presented from this pilot study testing for Japanese university student motivational orientations and pedagogical preferences are believed to be a first in Japan. The research results indicate distinctions between an intrinsic (IM) and an extrinsic (EM) motivational orientation; between communicative and task-based activities (C/TBAs) and traditional activities (TAs); preference for C/TBAs over TAs; and finally, a preference to actively learn socio-collaboratively. These preliminary results indicate that male students in an English as a foreign language (EFL) environment may be more suited to learning English with tasks involving physical activity rather than traditional teacher fronted lessons. The results and implications of these findings are discussed.
The author has taught various English courses at university in Japan, and continues to avidly gat... more The author has taught various English courses at university in Japan, and continues to avidly gather research data. This poster presentation shows the results of his students’ motivation and pedagogical activity preferences (N=64). Motivation survey results determined if a student is intrinsically or extrinsically motivated. A pedagogical methodologies questionnaire determined which activities they preferred. The results were analyzed and reveal intriguing trends between a student’s motivation to learn English and their preferred pedagogical methods. The results are discussed. The author hopes that this information can aid educators to teach language courses that take advantage of students’ specific learning activity preferences.
This paper has two purposes: first, to check for first-year university students' ( N=56)
pedagogi... more This paper has two purposes: first, to check for first-year university students' ( N=56) pedagogical preferences among (12 activities) using a 5-point Likert scale; and second, to see if the Likert scale results match those of another scale, dubbed the Dockert scale, on the same instrument. The Dockert scale asked the students to rank the same activities from 1 to12. For example, if two activities on the Likert scale received the same ranking of 'five', the students were asked to make a distinction as to which of the two they preferred more on the Dockert scale. Therefore, the Dockert scale served as a 'tie-breaker' for the activity choices that received the same Likert score. The results revealed that these students did in fact have pedagogical activity preferences. Furthermore, the results of both scales differed, albeit slightly. Therefore, a number of questions are raised regarding the use of a single Likert scale and the interpretation of the results of a survey that uses only a single Likert scale must be questioned.
These are the presentation slides that were shown at the JALT Pan-SIG and the CALL International ... more These are the presentation slides that were shown at the JALT Pan-SIG and the CALL International Conferences in Japan, and will be shown at the ETA-ROC Conference in Taipei, Taiwan in November, 2016.
This is a presentation on a three-course fully-integrated recycling curriculum design. The system... more This is a presentation on a three-course fully-integrated recycling curriculum design. The system integrates a reading course, communication course, and listening component which could be a Podcast available 24/7 online.
These are the slides that were used in my presentation at JALT CALL 2013. They are supplementary ... more These are the slides that were used in my presentation at JALT CALL 2013. They are supplementary to the paper published in The JALT CALL Journal, 10(1), in January 2014.
These are the slides from a presentation at the OnCUE Conference held at Sugiyama Jogakuin Univer... more These are the slides from a presentation at the OnCUE Conference held at Sugiyama Jogakuin University in Nagoya on September 26-27, 2015. The slides are basically the Tables and Figures from my paper that appears in the Volume 8, Issue 1 edition of the OnCUE Journal.
These are the slides from a PowerPoint presentation on academic writing given at the West Tokyo J... more These are the slides from a PowerPoint presentation on academic writing given at the West Tokyo JALT chapter meeting on December 5th, 2015, at Tokyo Keizai University.
This paper has two purposes: first, to report the efforts of a teacher and parent to increase the... more This paper has two purposes: first, to report the efforts of a teacher and parent to increase the use of English as a Foreign Language (EFL) by his two elementary school age children while living in Japan; second, to explain how digital video clips are an excellent method to capture authentic speech in the so-called ‘real world’ and make that content available in the classroom. The intent of the first experiment is to increase interest in the target language by introducing technology to enhance interest. In both cases, a Nikon Coolpix camera was used to take pictures and the author put them on one the webpage of the children. The same camera was used to take home videos and they were stored on his iBook G4 computer for later use with the DivX video software. The results of the first experiment demonstrate that not only were interest and recycling opportunities enhanced, but that the children would often use the their mother language (ML) when talking about the pictures and videos willingly. The experiment to promote exposure to authentic materials did not seek empirical results, but the students who viewed the video clips expressed that listening comprehension was much more difficult than audio materials that accompany texts in general.
Teachers and parents of bilingual children face the same two problems: how to increase the opport... more Teachers and parents of bilingual children face the same two problems: how to increase the opportunities to learn both languages equally and how to maintain the motivation to learn both languages when living in a monolingual society. This paper reports the efforts of a teacher and parent to increase the use of English as a Foreign Language (EFL) by his two elementary school age children while living in Japan. For this paper, their first language (L1) is Japanese and their minority language (ML) is English. The intent of the experiment is to increase interest in the target language by introducing technology to enhance interest. In this case, a Nikon Coolpix camera was used to take pictures and the author put them on one the webpage of the children. The same camera was used to take home videos and they were stored on his iBook G4 computer for later use with the DivX video software. The children were asked to look at the pictures and talk about what was happening in them as well as watch the videos and answer questions about the contents. The results demonstrate that not only were interest and recycling opportunities enhanced, but that the children would often use the their ML when talking about the pictures and videos willingly.
This paper presents two variations on a single lesson plan, which continues with an approach towa... more This paper presents two variations on a single lesson plan, which continues with an approach toward EFL pedagogy using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) as a theoretical basis. These SDT based lesson plans are actually tasks – as in task-based language teaching (TBLT) – that can be used in a principled communicative language teaching class (CLT; For a recent article, see Dörnyei, 2009).
This paper presents a self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) based... more This paper presents a self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) based lesson plan or task that can be used in a communicative language teaching (CLT) class.
This short MyShare teaching tip outlines a four-skills activity that works great with large group... more This short MyShare teaching tip outlines a four-skills activity that works great with large groups, especially 'false-beginners'. The activity works great with large groups because it requires the use of all four language skills in an exciting, interactive, and low-pressure competition. Finally, this activity works best in a classroom with movable tables and chairs.
This article outlines various ways to incorporate the popular activity of 'Bingo!' into the class... more This article outlines various ways to incorporate the popular activity of 'Bingo!' into the classroom as a communicative activity. The examples provided are for junior high school students in the Japanese EFL setting, but are adaptable to any language and cultural context.
This paper examines the differences in EFL motives to study English and the results are aggregate... more This paper examines the differences in EFL motives to study English and the results are aggregated by gender. One SDT-based instrument was used in this study. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales (LLOS-IEA) consists of 7 scales of 3 items each for a total of 21 statements, the same as used by Yashima et al. (2009). The reliability for this iteration is acceptable ( = .89). The internal validity of the English language version of the instrument was verified using an exploratory factor analysis (EFA) by Noels et al. (2003) and the Japanese version of the instrument confirmed by Yashima et al. (2009).
The results for this study reveal a low level of Confidence to speak English, WTC in English, and... more The results for this study reveal a low level of Confidence to speak English, WTC in English, and a high degree of Anxiety about using English in various contexts and with different types of receivers. Finally, a regression analysis determined whether Confidence and / or Anxiety are predictors of WTC amongst the students of JHS age and English learning level. The data presented herein indicate that Confidence has a strong impact on student WTC and are consistent with the results of research involving Japanese in high school (Yashima, Zenuk-Nishide, & Shimizu, 2004) and university students (Hashimoto, 2002; Heffernan & Otoshi, 2011). The results and implications are discussed.
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higher levels for the two most extrinsic motives (p < .05), including a higher level of the identified regulation items (Ideal L2 Selves; p < .10); and a statistically significant (p < .01) higher level for all three of the intrinsic motives: for knowledge, for stimulation, and for feelings of accomplishment. These results support Dörnyei’s L2 Motivational Self-System theory (2005, 2009) and indicate that PSR may support student motivation for successful long term acquisition of EFL.
to communicate (wtc; McCroskey & Baer, 1985) using self-report measures before and after the intervention (N = 91 & 71, respectively). For the second administration, a second instrument was administered which asked about the influence of the camcorder / iPad intervention on confidence, anxiety, and WTC. The class that received the iPad intervention shows statistically significant increases in
confidence and wtc, and a statistically significant
decrease in anxiety. Furthermore, the WarpPLS structural equation modeling (SEM) software results show that the iPad use had a strong positive influence on confidence and WTC and may also have lowered the level of anxiety of the students video-recorded directly (n = 9) with the iPad. The results indicate that video recording and self-viewing in the classroom with an iPad may promote confidence and WTC, and lower anxiety.
items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the high mean score for the three identified regulation items, which refer to motives to learn
English for future goals (i.e., an Ideal L2 Self). The WTC instrument results indicated a low level of confidence and willingness to speak English, and much anxiety toward using English. To test the influence of the Ideal L2 Self items on WTC, a regression analysis of the SDT and WTC sub-scales was conducted (dependent variable: WTC). Accordingly,
a structural equation model (SEM) of the Ideal L2 Self items, IM Knowledge, anxiety, confidence, and FL WTC was created. The SEM results indicate the Ideal L2 Self has a strong, statistically significant (P = < .01) negative influence on anxiety and a stronger positive, statistically significant (P = < .01) influence on IM Knowledge and between confidence and WTC; no path was found between IM Knowledge and WTC. The findings are discussed in relation to Dörnyei’s (2005) Ideal
L2 Self theory.
case study of a group of nine Japanese junior high
school students who presented quiz statements in
English to their classmates. The study tested for
the effects of being recorded and also self-viewing
with an iPad. While the students spoke their quiz
statements, they were recorded by their Japanese
teacher with an iPad; five of these students were
able to view themselves successfully using English
for a communicative purpose via the iPad. The
study used a self-measure to check for the
influence of the intervention on confidence, anxiety,
and foreign language willingness to communicate
in English (FL WTC). The results show the nine
students recorded with the iPad believe the
intervention increased their confidence and desire
(WTC) to speak in English, and reduced their
anxiety to speak in English. This indicates that the
use of an iPad to video record students and allow
them to view their successful use of English may
lower their anxiety, which bolsters their confidence
and WTC in English.!
Clément and Vallerand (2003). SDT distinguishes between an amotivation component and extrinsic and intrinsic motivational orientation sub-types (Noels et al., 2003). The Willingness to Communicate (WTC, McCroskey & Baer, 1985) survey, based on Matsuoka (2004), and Sick and Nagasaka (2000), checks for perceived anxiety (nervousness), desire and confidence for 30 scenarios. Results from the third month of a fifteen month longitudinal research project provide a cross-sectional ‘snapshot’ of the first administration of the surveys. The WTC results reveal a low level of confidence and desire to speak English, and a high degree of nervousness about using English. The SDT results, in contrast, indicate that
students are eager to learn English as a foreign language (EFL) and desire to become proficient in using the language for instrumental reasons. The findings are discussed in relation to Dörnyei’s theory of Ideal L2 Selves (2001), and plans for later stages of the research project.
pedagogical preferences are believed to be a first in Japan. The research results indicate distinctions between
an intrinsic (IM) and an extrinsic (EM) motivational orientation; between communicative and task-based activities
(C/TBAs) and traditional activities (TAs); preference for C/TBAs over TAs; and finally, a preference to actively learn socio-collaboratively. These preliminary results indicate that
male students in an English as a foreign language (EFL) environment may be more suited to learning English with
tasks involving physical activity rather than traditional teacher fronted lessons. The results and implications of
these findings are discussed.
shows the results of his students’ motivation and pedagogical activity preferences (N=64). Motivation survey results determined if a student
is intrinsically or extrinsically motivated. A pedagogical methodologies questionnaire determined which activities they preferred. The results
were analyzed and reveal intriguing trends between a student’s motivation to learn English and their preferred pedagogical methods. The
results are discussed. The author hopes that this information can aid educators to teach language courses that take advantage of students’
specific learning activity preferences.
pedagogical preferences among (12 activities) using a 5-point Likert scale; and second,
to see if the Likert scale results match those of another scale, dubbed the Dockert scale,
on the same instrument. The Dockert scale asked the students to rank the same activities
from 1 to12. For example, if two activities on the Likert scale received the same ranking
of 'five', the students were asked to make a distinction as to which of the two they
preferred more on the Dockert scale. Therefore, the Dockert scale served as a
'tie-breaker' for the activity choices that received the same Likert score.
The results revealed that these students did in fact have pedagogical activity preferences.
Furthermore, the results of both scales differed, albeit slightly. Therefore, a number of
questions are raised regarding the use of a single Likert scale and the interpretation of
the results of a survey that uses only a single Likert scale must be questioned.
Conference Presentations
higher levels for the two most extrinsic motives (p < .05), including a higher level of the identified regulation items (Ideal L2 Selves; p < .10); and a statistically significant (p < .01) higher level for all three of the intrinsic motives: for knowledge, for stimulation, and for feelings of accomplishment. These results support Dörnyei’s L2 Motivational Self-System theory (2005, 2009) and indicate that PSR may support student motivation for successful long term acquisition of EFL.
to communicate (wtc; McCroskey & Baer, 1985) using self-report measures before and after the intervention (N = 91 & 71, respectively). For the second administration, a second instrument was administered which asked about the influence of the camcorder / iPad intervention on confidence, anxiety, and WTC. The class that received the iPad intervention shows statistically significant increases in
confidence and wtc, and a statistically significant
decrease in anxiety. Furthermore, the WarpPLS structural equation modeling (SEM) software results show that the iPad use had a strong positive influence on confidence and WTC and may also have lowered the level of anxiety of the students video-recorded directly (n = 9) with the iPad. The results indicate that video recording and self-viewing in the classroom with an iPad may promote confidence and WTC, and lower anxiety.
items on anxiety, confidence, the SDT intrinsic motives for knowledge (IM Knowledge), and EFL WTC. Two survey instruments were used in the study. The SDT instrument results indicate the students are eager to become proficient in EFL. This is based on the high mean score for the three identified regulation items, which refer to motives to learn
English for future goals (i.e., an Ideal L2 Self). The WTC instrument results indicated a low level of confidence and willingness to speak English, and much anxiety toward using English. To test the influence of the Ideal L2 Self items on WTC, a regression analysis of the SDT and WTC sub-scales was conducted (dependent variable: WTC). Accordingly,
a structural equation model (SEM) of the Ideal L2 Self items, IM Knowledge, anxiety, confidence, and FL WTC was created. The SEM results indicate the Ideal L2 Self has a strong, statistically significant (P = < .01) negative influence on anxiety and a stronger positive, statistically significant (P = < .01) influence on IM Knowledge and between confidence and WTC; no path was found between IM Knowledge and WTC. The findings are discussed in relation to Dörnyei’s (2005) Ideal
L2 Self theory.
case study of a group of nine Japanese junior high
school students who presented quiz statements in
English to their classmates. The study tested for
the effects of being recorded and also self-viewing
with an iPad. While the students spoke their quiz
statements, they were recorded by their Japanese
teacher with an iPad; five of these students were
able to view themselves successfully using English
for a communicative purpose via the iPad. The
study used a self-measure to check for the
influence of the intervention on confidence, anxiety,
and foreign language willingness to communicate
in English (FL WTC). The results show the nine
students recorded with the iPad believe the
intervention increased their confidence and desire
(WTC) to speak in English, and reduced their
anxiety to speak in English. This indicates that the
use of an iPad to video record students and allow
them to view their successful use of English may
lower their anxiety, which bolsters their confidence
and WTC in English.!
Clément and Vallerand (2003). SDT distinguishes between an amotivation component and extrinsic and intrinsic motivational orientation sub-types (Noels et al., 2003). The Willingness to Communicate (WTC, McCroskey & Baer, 1985) survey, based on Matsuoka (2004), and Sick and Nagasaka (2000), checks for perceived anxiety (nervousness), desire and confidence for 30 scenarios. Results from the third month of a fifteen month longitudinal research project provide a cross-sectional ‘snapshot’ of the first administration of the surveys. The WTC results reveal a low level of confidence and desire to speak English, and a high degree of nervousness about using English. The SDT results, in contrast, indicate that
students are eager to learn English as a foreign language (EFL) and desire to become proficient in using the language for instrumental reasons. The findings are discussed in relation to Dörnyei’s theory of Ideal L2 Selves (2001), and plans for later stages of the research project.
pedagogical preferences are believed to be a first in Japan. The research results indicate distinctions between
an intrinsic (IM) and an extrinsic (EM) motivational orientation; between communicative and task-based activities
(C/TBAs) and traditional activities (TAs); preference for C/TBAs over TAs; and finally, a preference to actively learn socio-collaboratively. These preliminary results indicate that
male students in an English as a foreign language (EFL) environment may be more suited to learning English with
tasks involving physical activity rather than traditional teacher fronted lessons. The results and implications of
these findings are discussed.
shows the results of his students’ motivation and pedagogical activity preferences (N=64). Motivation survey results determined if a student
is intrinsically or extrinsically motivated. A pedagogical methodologies questionnaire determined which activities they preferred. The results
were analyzed and reveal intriguing trends between a student’s motivation to learn English and their preferred pedagogical methods. The
results are discussed. The author hopes that this information can aid educators to teach language courses that take advantage of students’
specific learning activity preferences.
pedagogical preferences among (12 activities) using a 5-point Likert scale; and second,
to see if the Likert scale results match those of another scale, dubbed the Dockert scale,
on the same instrument. The Dockert scale asked the students to rank the same activities
from 1 to12. For example, if two activities on the Likert scale received the same ranking
of 'five', the students were asked to make a distinction as to which of the two they
preferred more on the Dockert scale. Therefore, the Dockert scale served as a
'tie-breaker' for the activity choices that received the same Likert score.
The results revealed that these students did in fact have pedagogical activity preferences.
Furthermore, the results of both scales differed, albeit slightly. Therefore, a number of
questions are raised regarding the use of a single Likert scale and the interpretation of
the results of a survey that uses only a single Likert scale must be questioned.