You are here

Poster Session 1

A systematic evaluation of EST textbooks in Japan

YU Yan & SHI Jie

This study reports the results of a systematic overview and evaluation of the bestselling textbooks for EST courses at tertiary level in Japan. The methods of the overview and evaluation are based on the following categories: types of syllabuses, pedagogy, content areas, medium of instruction, level of proficiency and technicality, supplementary documents such as index, appendices and glossary. Practical suggestions on textbook selection for beginner and intermediate level EST courses are provided.

Flipping the classroom

Steve Kirk & David Casenove

Flipping the classroom is a recent trend in education that involves reversing the traditional instructional approach. Traditionally, information is presented in class via lectures, and practical application is done through homework. This pattern is inverted by providing readings or videos for students to watch at home, while practical application is done in class. This presentation will show how videos created to present material and activities can be used to flip an ESP writing course.

Bringing Science Research Topics into the Classroom: An Example Using Unmanned Aerial Vehicles (UAVs)

Brent Wright & Martin Wood

As educators, we strive to develop engaging and relevant materials for our students. UAVs (Unmanned Aerial Vehicles) are currently being researched at our institution and are simple enough for students to understand without background knowledge. We created a series of activities based on UAVs tailored to fit the unique context and needs of students at an institute of technology. This presentation will illustrate the development and implementation of the activities and student responses to them.

Science English - a hybrid-type semi-ESP language learning project at Kochi University of Technology

Michael Sharpe

This poster presentation describes an in-service hybrid-type semi-ESP course teaching basic scientific content that was developed for 1st year undergraduate engineers at Kochi University of Technology. The presentation describes; the rationales and objectives for creating the course; the practicalities of designing and implementing the course; the main components of the course; finally there are summary observations on its efficacy.

Determination of places to provide feedback for scientific writing: Focusing on the analysis of the “Compromise” and “Give-up” strategies

Kimie Yamamura

The present study explores teaching methods for scientific writing in Japan, and attempts to determine places to provide feedback. In the study, eleven Japanese graduate students majoring in science were asked to write an English letter in a scientific context, and interviews using stimulated recall, semi-structured interviews and questionnaires were conducted with them. This presentation will focus on the findings of the analysis of the “Compromise” and “Give-up” strategies.

Teaching scientific relevance and critical discourse through discussion and presentation: A case study of the Fukushima nuclear disaster

Richard Wilcox

A pedagogy for the appreciation of socially relevant science issues requires critical discourse in order to assess the validity of data presented from a variety of sources which may be sound or biased. A case in point is the Fukushima nuclear disaster which proved to be a crash course for nonscientists. Through discussion and presentation students can develop critical thinking skills, improve English language vocabulary and fluency and presentation skills.

Training First Year Science Students for Basic Writing Skills: A Case of Waseda and Keio

Yoshiko Matsumoto

Learning how to write paragraphs in correct formats is critical for all ESP students. Science and Technology major students are no exception. Once they learn how to write a paragraph, they can easily move on to writing multiple paragraphs. But how should we instruct them effectively? In this poster session, I present one example.

Syllabus design for oral proficiency of EGAP students in the university classroom

Nicholas Marshall

This poster reports on the process of syllabus design for an EGAP (English for General Academic Purposes) course for post-graduate social science students at a _Global 30_university in Japan. The students come from a variety of (non-English) ethno-linguistic backgrounds and the syllabus is a response to anxieties from students who cannot 1) adequately participate in English in seminars, and 2) present their research in English. The poster aims to connect theoretical principles with practice.

Using PPT to increase Reading Speed for an Academic English Course

Peter Mizuki

This presentation will show how using short reading exercises on Power Point can increase learners` reading speed and comprehension for an Academic English course. In this activity a short reading exercise is shown via PowerPoint to the students for two to three minutes the students answer the questions on answer sheets. Through repeated practices the students develop sight recognition of vocabulary and increased reading speed and comprehension.

The Right Stuff: Critical English Communication Skills for Japanese Business Professionals Working in the Global Marketplace

Yoshiko Aiba

How many EFL/ESL teachers understand the actual English communication skills required in the global business workplace? Drawing on her experience working in both international business and English education, the presenter will highlight the necessary English skills required to function in the global workplace. The presentation will also show the results and analysis of recent survey on English use at work collected from a wide range of Japanese professionals working in the United States.

Theme by Danetsoft and Danang Probo Sayekti inspired by Maksimer