Presenter: Miguel Sosa – Akita International University faculty Abstract: In his diaries, Leonardo Da Vinci described seven principles for developing a liberally educated mind. Leonardo da Vinci’s principles remind us […]
Saturday, March 24th, Akita JALT meeting Presenter: Dr. Patrick Dougherty Abstract: We are surrounded by speakers, advertisements, and political campaigns that want us to believe them, buy their products, or […]
This presentation described a pilot research project that involved the controlled introduction of volunteer international students into an EAP speaking and listening class in an overall attempt to (a) gauge […]
Shadowing involves language learners attempting to speak along to audio texts. Its focus is on sounds more than word recognition. Further, meaning is secondary in most shadowing tasks. In this […]
In this presentation, the presenters demonstrated how Extensive Reading (ER) has gained popularity in English language classrooms and they shared methods to discourage potential problems which may arise when implementing […]
In this interactive workshop, participants engaged in activities where they used cartoons to create short scenarios. Participants were guided through the process, which developed in four stages and supported creative […]
Globalization has brought about a transformation in traditional practices of second language (L2) pragmatics research, most notably in the areas of lingua franca communication, bilingual/multilingual pragmatics, and intercultural competence (Taguchi […]
The presentation described the findings of a textbook analysis study undertaken by the presenter and a colleague at AIU, which was subsequently presented at the Vocab@Vic conference, and then published […]
Teachers Helping Teachers (THT), a SIG of JALT was founded by members of the Himeji City Chapter of the JALT in 2004. THT fulfills its mission by providing teacher-training workshops […]
This presentation described the Transmedia Teaching Framework: a social-constructivist approach to education designed to empower learners to be active co-creators of knowledge. The framework is theoretically built on the concepts […]
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