School of Humanities, English Department

Current literature implies that the continuous onset of technology can be beneficial to students no matter the subject matter. However, there is a gap in the research involving the use and positive effects that technology can have in the foreign language classroom. Integrating elements of technology into any foreign language based syllabus can enhance the learning experience by making learning more autonomous and perhaps more importantly, enjoyable for all involved. This paper will summarize current literature in the field of technology and education, blended learning and how these two elements can be combined to make students more autonomous and independent learners. Finally the paper will end with a theoretical framework of the proposed research of the author. This paper will introduce the theoretical framework behind the proposed research for a PhD thesis at the department of Education at Saga University, under the jurisdiction of Dr. Tetsuo Kuramoto.

The immediate area of interest in this study is the primary building block of all foreign languages: vocabulary acquisition. Due to recent updates and innovations in educational software, foreign language educators now have a huge supply of ever improving tools to help enhance, transform and completely modify learning. Despite this surge in interest of recent times, there is very little physical evidence that indicates an overall sign of approval from learners. This empirical study used the now well-known digital flashcard tool Quizlet to help a large group of lower intermediate students to improve their vocabulary and ultimately raise their English comprehension levels at a medium sized private university in Japan. They were encouraged to use the said tool throughout the duration of the year-long course and were asked for their feedback about it in the final class. This study helps to reinvigorate the notion that technology can and does help the modern day language learner and can be approved in a positive manner by the majority stakeholder; the student.

The World Association of Lesson Studies held its annual International conference from November 23rd to 26th at the renowned location of Nagoya University where Lesson Study originated. Professor Tadahiko Abiko a professor in the field of education in Japan, was a distinguished invited keynote speaker. Professor Abiko is widely known among educators and researchers worldwide for his productive contribution to the Central Council for Education of the Ministry of Education, Culture, Sports and Technology in Japan (2005-2013) and to revision of the National Course of Studies in 2003 and 2008. Two of his more recent well- known titles in Japan include The Theory of Curriculum Design in 2006, and Designing Lessons Beyond “Competency-based” Education in 2014.  This Keynote address at the WALS 2017 conference held in Nagoya University November 23rd was translated from Japanese to English by Bruce Lander.

Purpose – The purpose of this paper is to determine if a blended learning component can aid professional development, improve student ability and be approved at the foreign language level using the lesson study (LS) method at a university in Japan.
Design/methodology/approach – This paper introduces the three main theoretical concepts of blended learning, learner autonomy and technology in education before explaining the LS in full. Two groups of students were taught using almost identical syllabus. One group, the A group were taught using computer rooms for two semesters, while the other (B) group were taught in regular classrooms without computers for one semester then with computers for the following semester. The impact on the student and teacher will be discussed.
Findings – The findings of this study indicate that technology, in the form of a blended learning component added to a test-based curriculum, can enhance student test-scores, raise teacher and student awareness of technology and improve ability over a relatively short period.
Practical implications – This study emphasizes the power of technology in modern day education. Through blended learning methodology this study proposes that teachers in the modern age should adopt some form of technology into their teaching technique.
Originality/value – This paper is directed at teachers who are interested in integrating technology into their teaching techniques, through either computer aided or mobile assisted learning, but are slightly apprehensive in doing so. This study focuses on the introduction of an online and mobile digital flashcard tool called Quizlet. Very little literature exists in this field as the mobile application was only released in 2013.
Keywords Blended learning, Professional development, Foreign language learning in Japan, Technology in education

This study analyses the teaching scripts and structure of les‐ son practices of a Singaporean English teacher at two differ‐ ent levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan‐based educators and the im‐ plications for education policy.

The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

Current classrooms no longer consist of merely desks and chairs. Contemporary classrooms regardless of subject matter most often have components of Internet usage written into their curriculum. Sticking a computer in front of a student without proper planning and solid teaching lessons can be compared to giving brushes to students and telling them to paint. Educators realized this dilemma after computers first became abundant in teaching environments. Without comprehensible lessons to properly utilize computers their applicability to a classroom is meaningless. For this reason particular rooms in an educational setting have been established. Due to the fact that the cost of equipping every classroom with a computer is cost prohibitive to almost all learning institutions, specific room types have been established for computer use. As these classrooms have flourished they have begun to acquire certain features which set them apart from others. While some rooms have been specifically designated for language learning others have more versatility to them and are generically known as computer rooms. With the advent of autonomous learning environments and the idea of the independent learner, even bolder ideas of usage have developed as learning resource centers. Classrooms equipped with computers are not all the same depending on types of computers, installed software and added peripherals such as headphones, microphones and sound systems. Different types of rooms can have varying usage patterns and results when it comes to language learning. Student expectations and prior language knowledge can also play a key factor in which type of computer practice should be initiated.

This research was conducted with support from the Matsuyama University Special fund of 2011. Its objective was to gauge the attitude and effectiveness of Assistant Language Teachers who are currently teaching English in Japanese Primary schools along with utilizing the new texts established by the Japanese government. Over the course of a year the author visited numerous elementary schools, attended workshops and conferences centered on Japanese
English language education at the primary school 5th and 6th grade levels. Additionally, an internet survey was conducted to reach respondents all across Japan. With the introduction of the Eigo Note text in 2009 and the subsequent
introduction of Hi Friends the following year, English education in Japanese primary schools has taken a more formal approach. This paper reports on those findings and in particular the impressions and reflections of Assistant Language Teachers currently tasked with utilizing these two texts alongside Japanese Teachers of English.

This article attempts to substantiate how wikis can be utilized to bring forth creativity and individualism among students that are not accustomed to doing so. Many Asian cultures have traditionally raised their citizens to think and act as a group. Japanese culture is particularly strong in this belief. Additionally, harsh criticisms towards one's peers, especially in Japanese society is disfavored from an early age. Culture is one of the powerful forces that leave permanent marks on us (Wang, 2004). Today's classroom offers an opportunity to utilize Web 2.0 technology for extreme advantage to users. In academic settings wikis have been hailed as a beneficial tool for student collaboration contrary which is equivalent to the Asian belief in solidarity. Alternatively, wikis can also be used as a preclusion for the cultivation of individual thought through ICT (Information Communication Technologies). At the same time wikis can be used to expand student's knowledge of other countries and cultures other than their own. The presenter will expound on the use of wikis through a Travel English course for non-English majors hopefully aiding others in similar instructional situations.

Most recently greater ecologically sound teaching methods have become prevalent amongst instructional mediums. The mainstay to these environmentally friendly classrooms is the intention to 'go green' or paperless throughout a regular course term. While the absence of notebooks or sheets of paper may appease environmentalists it can cause adverse issues in the classroom for novice teachers not accustomed to going such a route. Lack of computer knowledge by instructors and students, unfamiliarity with software, and precise course guidelines as to submission by an Internet only process; are but a few of the challenges facing those considering going green. The budgets of learning establishments and alternate sources toward the complete elimination of printed materials are also considered. Additionally, in courses with vast numbers of students; small difficulties can only add much frustration and anxiety. This paper not only relates the experiences of the author in his quest to go paperless but will also detail tools and techniques on how any instructor can make the mark to go paperless themselves, regardless of class size or subject matter. Advantages and disadvantages are listed in the hopes that they can assist those efforts of any teacher; rather they are sage or newcomer toward the concept of a paperless learning environment.

This article continues the debate over TT (team-teaching) benefits and detriments. Although at times satirical, the author discusses his past 20 years in Japan and how he has experienced TT in various instructional environments. Team teaching is a viable option for large or multiple classes. Unfortunately, personality conflicts between instructors disallow any benefits that the learners may gain. Concluding remarks include observations of Japanese on Japanese TT.

This paper offers techniques and suggestions for those instructors tasked with teaching writing to extensively large classes. The authors, who were both assigned courses with over 100 learners, were not used to such sizable student numbers. Engaging and efficient instructional methods were imperative to accomplish the most possible in the 15 week course. The Japanese, non-English major students met once a week. One author utilized a traditional classroom/lecture hall, while the other employed the use of computers to alleviate the immense amount of papers that were to be collected and returned. These techniques can be applied to any introductory English writing course, and are not bound to study at the tertiary level. They offer a minimal of preparation time but can present significant positive results for students. These instructional methods can also easily be adjusted with regards to age and learner class size. The two authors compared and expanded on each other's instructional methods throughout the course. At the end of the semester, student teacher evaluations showed favourable comments by learners toward the overall goal of ascertaining the requirements to scribe in English using rudimentary writing deftness.

This paper discusses the potential expansion and use of online classrooms for distance educational purposes. Part of a growing digital education revolution, the use of on-line classrooms especially in a distance learning mode is still controversial to some educators. While this paper puts a strong emphasis on Asian content, the discussion put forward could be indicative of any distance education program. Online classrooms can know no boundaries regarding location, time and cultural attitudes. All of these features need to be taken into consideration. “The conventional notions about teaching - learning are being
replaced very rapidly by new ideas and strategies, thanks to the revolutionary changes continuously taking place in the media and communication (Ramanujam, 2001, p.4). University institutions are at the forefront of this drive.
Conversely, physical classroom modes of instruction may not transfer over sufficiently to the cyber world of an online teaching space. Since the Internet’s conception literati have discoursed over such an imbalance in scholastic settings.
Education has gone from a group of students in a given physical classroom to a group of students that are part of the global learning community in an online biosphere.

This inquiry was conducted into how individual schools or school districts obtain and maintain their technology Internet enhanced learning and study tools. This study was not concerned with specific computer application software. The research was conducted over a one-week period in Portland, Oregon and Vancouver, Washington, U.S.A. in August of 2017. Although only a short span of time was covered the visitation of two private senior high schools and a public-school district was included. In this age of technological enhancement for learning acquiring even the most basic of Internet enabled devices can become costly. Additionally, the responsibility for broken, lost, or stolen devices can become problematic as to who is ultimately responsible the school or the student. If the learner comes from a low income single parent family the cost of redistribution may total close to $1000 U.S. dollars depending on the device. This investigation therefore, covered the key issue of how devices are obtained and maintained in a fair and equal manner. The research discovered that many individual schools and districts have had to come up with their own specific solutions to settle this dilemma. Monies from bonds or special levies are usually required in the instance of public schools. Private schools on the other hand have had to come up with their own unique solutions. This small sampling is prevalent to the current situation in many schools throughout the U.S. and may also be comparable to various schools throughout the world. Each of the case study will be rationalized so that readers can come away with a deeper understanding of the problem that exists today and workable solutions that may be appropriate for their own instructional and learning situation.

Many non-English majors encounter extreme difficulty when it comes to writing in English. Most learners are perplexed when asked to produce sentences that are comprehensible and cohesive enough to form a paragraph. Items such as a topic sentence, connecting clauses and phases may be unknown or long forgotten from their earlier schooling. Japanese junior high school texts offer a simple and easily understandable method of constructing rudimentary sentences and paragraphs. This in turn can guide students toward fashioning longer passages and eventually a modest paper consisting of a topic and conclusion. Subject matter included in the junior high school texts offer such themes as writing about historical places, world leaders, current pop stars and opinionated pieces that require student input on a personal level. Random selection of writing topics by Instructors can be detrimental to the overall process since some students are likely to only copy and paste from the Internet in order to complete their required assignments. Careful planning and visualization on the part of the teacher as to how learners might actually approach their writing tasks is necessary. Simultaneously, having sizable classes (over 100 students) also presents unique challenges concerning assignment collection, and review and grading. Additionally learner abilities may be so dissimilar that the class will have to be split into smaller groups based on student competence. Without these adjustments lack of student motivation can result in repeated class absences and ultimately failure of the course. The use of junior high English texts can help eliminate some of these issues. Throughout a 15 week course students can apprehend their own progress as tasks and assignments become larger and more specified. Students can progress on from the course confident that they have acquired Basic English writing skills that may become useful later on in the working world.