26 件中 1 - 10 件目
| 年度 Year |
題目又はセッション名 Title or Name of Session |
細目 Authorship |
発表年月（日） Date |
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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. | |||
| 2020 | Promoting Peer Learning and Student Engagement through COIL | 単独 | 2021/03/17 |
| NU COIL Symposium ， Nanzan University | |||
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| 2019 | Using Student Created Rubric | 単独 | 2020/03/14 |
| Hawai'i International Conference on English Language and Literature Studies (HICELLS 2020) ， University of Hawai'i, Hilo | |||
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| 2018 | Fostering Learner Autonomy through a Selection of Post-Reading Activities | 単独 | 2018/12/06 |
| CLaSIC 2018 MOTIVATION, IDENTITY AND AUTONOMY IN FOREIGN LANGUAGE EDUCATION ， National University of Singapore | |||
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| 2017 | Improving Book Reports through Creativity and Variety | 単独 | 2018/03/30 |
| TESOL Chicago 2018 ， TESOL International Association | |||
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| 2017 | Assessing the Effectiveness of Paper versus Moodle Materials for Vocabulary Acquisition | 単独 | 2018/03/29 |
| TESOL Chicago 2018 ， TESOL International Association | |||
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| 2017 | Making Effective Presentations: The Physical Message | 単独 | 2017/09/22 |
| Nagoya JALT Professional Development ， Nagoya Chapter of JALT | |||
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| 2017 | Improving Book Reports through Creativity and Variety | 単独 | 2017/06/26 |
| International Journal of Arts and Sciences | |||
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| 2017 | Extensive Reading Post-Activities: Ways to Reduce Student Boredom and Fatigue | 単独 | 2017/06/03 |
| JCMU Symposium 2017 | |||
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| 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 | |||
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| 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' | |||
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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. |
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