The Language Laboratory and Teaching English at the College Level in Japan

A recommendation made by the Central Council on Education inJapan states that in foreign language education the main concentrationshould be placed on the development of practical abilities. LanguageLaboratory facilities are becoming widespread in Japan as one of the mosteffective methods of meeting the needs of foreign language training

Japanese Education and Japanese Elementary School

Pendidikan merupakan jantung kehidupan bagi masyarakat Jepang. Sebagai negara yang miskin sumber daya alam serta rawan bencana alam, bangsa Jepang sangat menggantungkan kepada proses pendidikan dalam memberdayakan sumber daya manusianya untuk mempertahankan kelangsungan hidup bangsa serta bersaing dengan bangsa-bangsa lain di dunia dalam bidang politik, ekonomi, teknologi dan lain-lain. Dibandingkan dengan negara-negara lain terutama dari kelompok G8(kelompok Negara-negara industri maju di dunia,) Jepang mempunyai sistem pendidikan yang unik. Kalau negara industri maju lainnya menitik beratkan dalam pengembangan intelegensi tapi Jepang lebih memberdayakan mental untuk bekerja keras, bergotong royong dan kesetia kawanan sosial, dan pantang menyerah dalam menghadapi setiap permasalahan. Pendidikan Jepang pada awalnya banyak dipengaruhi oleh Cina, namun dalam iperkembangan selanjutnya Jepang juga mengadopsi sistem pendidikan barat dengan tetap mempertahankan ruh pendidikan Jepang sendiri yakni sikap mental pantang menyerah dan menjunjung tinggi gotong royong sesama bangsa Jepang sendiri. Sekolah dasar di Jepang mengutamakan pembentukan sikap dan mental di awal-awal tahun mulai kelas satu sampai kelas tiga kemudian mulai memfokuskan pengkajian ilmu pengetahuan mulai kelas empat sekolah dasar dan seterusnya. Matematika, ilmu pengetahuan(Sain), dan teknologi merupakan aspek penting dalam kurikulum pendidikan di Jepang dalam pembentukan pola pikir yang logis, sistematis dan prosedural bagi bangsa Jepang. Mulai tahun 2002, pelajaran bahasa Inggris resmi masuk dalam kurikulum sekolah dasar di Jepang

Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

[EN] In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p < .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p < .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.Leis, A.; Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?. The EuroCALL Review. 26(1):3-13. doi:10.4995/eurocall.2018.8597SWORD313261Anderson, J. (1986). Taking charge: Responsibility for one's own learning. Unpublished MA Thesis. The School for International Training, Brattleboro, VT.Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. In Selected Papers from the 11th International Conference on College Teaching and Learning, 9-17.Benson, P. (2011). Teaching and researching autonomy. Harlow, England: Pearson Education.Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.Brinks Lockwood, R. (2014). Flip it!: Strategies for the ESL classroom. Detroit, MI: University of Michigan Press.Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. doi: 10.1119/1.1374249Dam, L., & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment-the first months of learning English. In R. Pemberton, E.S. Li Li, W.F. Or, & H.D. Pierson (eds). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press, 265-280.Forsythe, E. (2016). Pedagogical rationale for flipped learning and digital technology in second language acquisition. In Information Res Management Association (ed.), Flipped instruction: Breakthroughs in research and practice. Information Science Reference, 116-130. doi: 10.4018/978-1-5225-1803-7.ch007Fraser, C. A. (2007). Reading rate in L1 Mandarin Chinese and L2 English across five reading tasks. The Modern Language Journal, 91(3), 372-394. doi: 10.1111/j.1540-4781.2007.00587.xHarumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ETL Journal , 65, 260-269. doi: 10.1093/elt/ccq046Holec, H. (1981). Autonomy in foreign language learning. Strasbourg, France: Council of Europe.Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28, 81-96. doi: 10.1080/09588221.2014.967701Keefe, J. W. (2007). What is personalization? Phi Delta Kappan, 89(3), 217-223. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/003172170708900312Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. doi:10.2307/1183338Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35-63. doi:10.1177/0267658307082981Lee, G., & Wallace, A. (2017). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Q , 1-23. doi: 10.1002/tesq.372Lee, P. J. (2017, June). Effects of interactive subtitles on EFL learners' content comprehension and vocabulary learning. Paper presented at JALTCALL2017 Conference, Matsuyama, Japan.Leis, A. (2015). Dynamics of effort in flipped classrooms in an EFL environment. Educational Informatics Research, 14. 15-26. Retrieved fromhttps://www.researchgate.net/publication/289530659_Dynamics_of_Effort_in_Flipped_Classrooms_in_an_EFL_EnvironmentLeis, A. (2016). Flipped learning and EFL proficiency: An empirical study. Journal of the Tohoku English Language Education Society, 36. 77-90. Retrieved fromhttps://www.researchgate.net/publication/303759005_Flipped_Learning_and_EFL_Proficiency_An_Empirical_StudyLeis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51. doi: 10.4018/978-1-5225-0783-3.ch062Lim, K. M., & Hui Zhong, S. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18(2), 212-229. doi: 10.1017/s0958344006000528Little, D. (1990). Autonomy in language learning. In I. Gathercole (ed.) Autonomy in language learning, London, England: CILT, 7-15.Loewen, S., & Plonsky, L. (2016). An A - Z of applied linguistics research methods. New York, NY: Palgrave Macmillan.Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(4), 399-432. doi: 10.1017/s0272263104263021Matsukawa, R., & Tachibana, Y. (1996) Junior high school students' motivation towards English learning: A cross-national comparison between Japan and China. ARELE: Annual Review of English Language Education in Japan, 7, 49-58. Retrieved from https://www.jstage.jst.go.jp/article/arele/7/0/7_KJ00007108213/_pdfMazur, E. (1997). Peer instruction: Getting students to think in class. AIP Conference Proceedings, 981-988. doi: 10.1063/1.53199Mehring, J. G. (2015). An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom. (Doctoral dissertation, Pepperdine University). Retrieved from https://www.academia.edu/12538458/An_Exploratory_Study_of_the_Lived_Experiences_of_Japanese_Undergraduate_EFL_Students_in_the_Flipped_ClassroomPerez, M. M., Norgate, W. V. D., & Desmet, P. (2013) Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739. doi:10.1016/j.system.2013.07.013Sasaki, M. (2011). Effects of various lengths of study-abroad experience on Japanese EFL students' L2 writing ability and motivation: A longitudinal study. TESOL Quarterly, 45(1), 81-105. doi: 10.5054/tq.2011.240861Yang, J. C., & Chang, P. (2014) Captions and reduced forms instruction: The impact on EFL students' listening comprehension. ReCALL, 26(1), 44-61. doi: 10.1017/s095834401300021

A Comparative Study on Japanese and Indonesian Elementary School

Pendidikan dasar secara umum terbagi dalam dua lembaga pendidikan yakni sekolah dasar dan sekolah menengah pertama. Proses pendidikan yang berlangsung di sekolah dasar merupakan landasan yang sangat penting untuk proses pendidikan di lembaga selanjutnya. Tujuan yang sangat penting dari proses pendidikan di sekolah dasar adalah pengembangan otot, emosi, sosialisasi, pengenalan lingkungan,dan aspek kebahasaan. Kemudian, mulai kelas empat di sekolah dasar ,para siswa mendalami ilmu pengtahuan secara intensif. Sekolah dsar di Jepang menekankan pada pendidikan mental sehingga anak bisa lebih ulet, tabah, toleran, dan optimis dalam hidup bermasyarakat. Pendidikan moral, olah raga, ketrampilan, dan pendidikan kesejahteraan keluarga sangat penting dalampengembangan kepribadian siswa. Pelajaran matematika dan ilmu pengetahuan banyak diajarkan dengan pendekatan kontekstual di sekolah dasar di Indonesia dan Jepang. Kedua Negara juga mulai memberikan pelajaran Bahasa Inggris kepada siswa sekolah dasar untuk mengenalkan secara dini bahasa dab kebudayan bangsa lain serta mempersiapkan mereka dalam persaingan global. Melakukan studi banding terhadap kondisi pendidikan Negara lain membuat kita memperoleh informasi yang benar terhadap pencapaian kita dan Negara lain di bidang pendidikan serta membuat langkah-langkah perbaikan berdasarkan data yang terpercaya bukan kabar burung yang tidak jelas

The QTKanji project : an analysis of the relationship between computer assisted language learning (CALL) and the development of autonomous language learners : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Japanese at Massey University, Palmerston North, New Zealand

Further thesis content held on disc is unreadable.An analysis of the relationship between computer Assisted Language Learning (CALL) and the development of autonomous language learners Computer assisted language learning (CALL) software is being introduced into tertiary language programmes for a number of reasons. Research has indicated that CALL is effective for language learning, that it caters for individual learning needs and that it promotes independent learning. By providing structured learning, students can study in their own time without a teacher. Whilst it is now commonly accepted that CALL material must be carefully integrated into the curriculum for it to be effective, there is a move in CALL research away from just evaluation of software to a greater focus on the learner. It is maintained that understanding different learning styles and learner preferences is essential in the creation of CALL packages, and that packages are sufficiently flexible to cater for learners of different ability to manage their own learning. However, while an attraction of CALL is that it fosters independent learning, it is not clear what learners do when they are in the process of becoming independent learners, what CALL environments will foster the development of independent learning skills, and the type of learner who will benefit. This thesis examines the in-house development and trialling of kanji software at the Auckland University of Technology, taking into account the direction of current research into CALL. It provides an initial evaluation of the software design and use, within the framework of research into second language acquisition, learner differences and independent learning. Findings from this initial study will be used to modify the software where necessary and to provide the basis for further research into CALL and language learning

Is english our lingua franca or the native speaker's property? The native speaker orientation among middle school students in Japan

This paper reports the first empirical study to date that sought to examine the native speaker orientation among middle school EFL students in Japan. To this end, this preliminary study measured their language attitudes in this respect addressing age-stratified and gender variations. The data was elicited from an attitude survey with 318 eighth and ninth graders at a public middle school. The findings suggest that the students gave the highest evaluations to native than to nonnative varieties of English. Second, they opted for learning English for its currency and utility in the English as a native language setting, rather than for its transnational function as a lingua franca. Lastly, the finding indicated a possible developmental trajectory of their native speaker orientation