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発表学会等名称 Name, etc. of the conference at which the presentation is to be given, 主催者名称 Organizer, 掲載雑誌名等 Publishing Magazine,発行所 Publisher,巻/号 Vol./no.,頁数 Page nos.
2017  Improving Book Reports through Creativity and Variety  単独  2018/03/30 
TESOL Chicago 2018  , TESOL International Association   

概要(Abstract)  

備考(Remarks)  

2017  Assessing the Effectiveness of Paper versus Moodle Materials for Vocabulary Acquisition   単独  2018/03/29 
TESOL Chicago 2018  , TESOL International Association   

概要(Abstract)  

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2017  Making Effective Presentations: The Physical Message  単独  2017/09/22 
Nagoya JALT Professional Development  , Nagoya Chapter of JALT   

概要(Abstract)  

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2017  Improving Book Reports through Creativity and Variety  単独  2017/06/26 
International Journal of Arts and Sciences   

概要(Abstract)  

備考(Remarks)  

2017  Extensive Reading Post-Activities: Ways to Reduce Student Boredom and Fatigue  単独  2017/06/03 
JCMU Symposium 2017   

概要(Abstract)  

備考(Remarks)  

2016  Improving Listening Skills through Student-generated Listening Activities  単独  2016/11/08 
Annual Multidisciplinary Conference of the International Journal of Arts & Sciences  , International Journal of Arts and Sciences   

概要(Abstract)  

備考(Remarks)  

2016  Improving teacher feedback  単独  2016/01/21 
International Journal of Arts and Sciences' Asian American Academic Conference  , International Journal of Arts and Sciences'   

概要(Abstract) For students to learn, they need feedback, either from their instructor or their peers. Yet, students are often unhappy with the feedback they receive. They feel the comments from teachers are too negative, vague, confusing, or late to be of any help. As a result, students feel feedback is something done to them rather than for them. Part of this feeling comes from an overemphasis in many classes of instructors giving summative feedback rather than formative feedback. While summative feedback is a necessary means of assessment and has value in the classroom, formative feedback is more effective in promoting learning. This paper briefly examines the importance of feedback, common complaints with feedback, and differences between summative and formative feedback. This paper then presents two examples of formative feedback used in an English conversation class at a private university in Japan and compares the results with traditional summative feedback offered in another class. The paper concludes by encouraging instructors to offer more formative feedback, feedback that contributes to the learning process, not just the grade book. 

備考(Remarks)  

2014  Assessing student attitudes to online versus print materials for L2 language acquisition  共同  2014/10/08 
5th International Conference on Distance Learning and Education (ICDLE 2014)  , International Association of Computer Science and Information Technology   

概要(Abstract)  

備考(Remarks)  

2014  Assessing the Benefits of Paper versus Online Materials for Vocabulary Acquisition  共同  2014/08/29 
12th International Asia TEFL & 23rd MELTA International Conferences  , Asia TEFL   

概要(Abstract) This paper presents a one-year project to help students learn vocabulary from the Academic Word List (AWL). The project researched four different methods of providing students with materials for studying vocabulary items in the Academic Word List (AWL): regular in class activities, out of class online Moodle activities, a workbook of vocabulary activities for out of class study combined with regular classroom assessment to check comprehension and progress, and a workbook combined with out of class online assessment through Moodle. All the students who participated in the project were first year English majors at a private university in the Chubu area of Japan. Students were from two classes. One class used the paper materials and the other used the online materials. The study took one year and each method was used for one semester. Students were given a pretest and a posttest to determine the degree to which they had mastered the material presented in the different formats. The results of the posttests were similar across formats, although the method combining a workbook with regular in class assessment showed slightly better results. This paper will discuss the types of activities provided to the students, the method of evaluation, and possible explanations for the results. 

備考(Remarks)  

2014  Assessing the value of out of class study material - online vs. print  共同  2014/08/13 
8th Malaysian International Conference on Languages, Literature, and Cultures  , Universiti Putra Malaysia   

概要(Abstract)  

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