LEXICAL PROFILES IN EAP SPEAKING TASK PERFORMANCE

The present study investigates lexical competence in performance on speaking tests. It examines the extent to which learners preparing for tertiary study in English-speaking countries are able to demonstrate their ability to use a wide range of vocabulary in carrying out academic speaking tasks. Ninety-six task performances over four different tasks and two task types were drawn from three different levels. The performances were transcribed and analyzed using the WordSmith program (Scott, 2004). The results showed that test-takers’ vocabulary varied according to task and task type. The results of the study have implications for task design in academic speaking tests and teaching/learning vocabulary in EAP courses. Keywords: Lexical competence; Academic speaking test; Task types; EAP course

Lexical profiles in EAP speaking task performance

The present study investigates lexical competence in performance on speaking tests. It examines the extent to which learners preparing for tertiary study in English-speaking countries are able to demonstrate their ability to use a wide range of vocabulary in carrying out academic speaking tasks. Ninety-six task performances over four different tasks and two task types were drawn from three different levels. The performances were transcribed and analyzed using the WordSmith program (Scott, 2004). The results showed that test-takers’ vocabulary varied according to task and task type. The results of the study have implications for task design in academic speaking tests and teaching/learning vocabulary in EAP courses

Teachers’ perceptions of learner engagement in L2 classroom task-based interaction

This study explored teachers’ perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers relied on in order to evaluate learner engagement. They included learners’ level of deep thinking and attention to their partner’s ideas, amount of content production, and level of interactiveness (e.g. amount of interaction and assistance). Only a small number of participants relied on learners’ enthusiasm and positive attitudes in interaction, perceived as emotional engagement, to judge the learner engagement level. The results are discussed in terms of similarities and differences between L2 teachers and researchers in conceptualising the construct of learner engagement. The study also provides pedagogical implications regarding assessing learner engagement when implementing classroom peer interaction and suggests guidelines for promoting teachers’ generation of L2 theories in teacher education courses

Student perceptions of technological tools for flipped instruction: The case of Padlet, Kahoot! and Cirrus

Technological tools used in teaching and learning have been reported to influence their satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students’ perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based tools, using the lens of the Technology Acceptance Model (TAM) (Davis, 1989; Venkatesh & Davis, 2000). These tools include a collaborative canvas tool (Padlet), a live polling platform (Kahoot!) and an annotation tool (Cirrus). Results from focus group interviews show that most of the students had positive perceptions of the three technological tools targeted in this study. Nevertheless, using the TAM model that draws on two indexes, namely usefulness and perceived ease of use, the findings revealed students’ mixed perceptions towards the three tools. Particularly, Padlet was perceived to be useful for both independent and colloborative learning, but less easy to use when there was too much content. Kahoot! was considered the most useful and easy to use for revision of learnt concepts. Finally, Cirrus was easy to use, but less useful for creative tasks. The results are discussed in terms of the role of technological tools in flipped learning, and implications for technologically enhanced flipped instruction are suggested

Teacher learners theorizing from practice: a case of the concept of learner engagement in interactive second language learning tasks

This study investigated second language (L2) teacher learners' abilities to theorize from practice and their perceptions of this theorizing experience. Fifty-four L2 teacher learners completed a theorizing task probing for their conceptualization of ‘learner engagement’. Focus-group interviews were later conducted with 17 participants. Findings show that the teacher learners were able to generate their theories of learner engagement, which strongly aligned with expert conceptualizations. Notably, their personal theory was formed by their personal practical knowledge (PPK), including knowledge of the subject matter, instruction, and contexts. These findings demonstrate the usefulness of guiding L2 teacher learners to theorize from practice and suggest a framework for L2 teacher educators to promote theorizing within language teacher education courses

Comprehensive Prospective Analysis of the Factors Contributing to Aspiration Pneumonia Following Endoscopic Submucosal Dissection in Patients with Early Gastric Neoplasms

Endoscopic submucosal dissection (ESD) has become the first-line treatment for early gastric neoplasms; however, a subset of patients treated by this method develop aspiration pneumonia. We conducted a comprehensive prospective analysis of the factors contributing to post-ESD aspiration pneumonia in early gastric neoplasms in this study, with special focus on whether pre-treatment oral care can prevent aspiration pneumonia. Sixty-one patients who underwent ESD for gastric neoplasms were randomly assigned to the oral care or control groups. ESD was performed under deep sedation. Of 60 patients whose data were available for analysis, 5 (8.3%) experienced pneumonia confirmed either by chest radiography or computed tomography. Although no difference in the rate of pneumonia was found between the control and oral care groups, the post-oral care bacteria count was significantly higher in the saliva of patients who developed pneumonia compared to those without pneumonia. In addition, the presence of vascular brain diseases and the dose of meperidine were also significantly associated with the occurrence of pneumonia. These results suggest that the number of oral bacteria as well as pre-existing vascular brain diseases and high-dose narcotics can affect the incidence of post-ESD pneumonia

ユーザの特性情報付きチャットボットとの雑談対話コーパスの概要

Doshisha UniversityTokyo University of TechnologyShibaura Institute of TechnologyTokyo University of TechnologyDoshisha University会議名: 言語資源ワークショップ2022, 開催地: オンライン, 会期: 2022年8月30日-31日, 主催: 国立国語研究所 言語資源開発センター本発表では、構築中のチャットボットとの雑談対話コーパスについて紹介する。本コーパスは、参加者がチャットアプリを通してチャットボットと雑談したデータに対して「対話行為」のタグ、チャットボットの発言に対して「対話破綻」のタグを付与したものである。また、各雑談データに参加者の対話に関する印象・満足度、性格特性・社会的スキルの数値を付与している点で特色のあるコーパスとなっている。雑談データの概要を説明したのち、付与された2種類のタグと参加者の性別、性格特性、社会的スキルとの関連について予備的分析を行った結果を報告する