The ELI evaluates iPads and English language education

20 02 2013

The ELI has been pioneering the use of iPads in its EFL classes since the release of the first unit in 2010. Several pilot research projects have gauged the potential of iPads in the learning environment here. Projects headed by members of the Basic English Proficiency Project (BEPP) and the CALL Research Groups have investigated the potential impact of these tablet computers on language education. For instance, one project looked at the impact on the existing  infrastructure. Another tested the media production capability of the iPad. Last month, one of the projects, “The Integration of iPads at a Japanese university,” was published in the December 2012 issue of The JALT CALL Journal. Marnie Brown, ELI lecturer and one of the authors of the study commented, “I think iPads in education is the way forward.” The following is a video of Brown talking about everything iPad. Based on this previous research, starting in April 2013, the ELI will significantly expand the use of iPads in its curriculum.





Video: The ELI Writing Centre

6 11 2012

ELI Lecturers Jennie and Jason explain the ELI Writing Centre. The ELI Writing Centre has been a very popular service for students. Students can receive feedback from any writing assignment, both online and in person.





Video: The SALC at 10 years

7 11 2011

The Self-Access Learning Centre (SALC) at Kanda University of International Studies celebrates its 10th year of facilitating autonomous language learning in 2011. Watch interviews with SALC founder Lucy Cooker and current director Dr. Jo Mynard. More at: http://www.kandagaigo.ac.jp/kuis/salc/





Peace Education in Japan

22 12 2010

ELI lecturer Jennifer Yphantides discusses teaching Peace Education in Japan. In this video, listen to how she has applied her 5 years of Peace Education experience in the Middle East to the Japanese university environment. Her students reflect on the class and share topics they are interested in. This is a great video not only to learn about Peace Education and its learning opportunities, but also useful for any teacher interested in invigorating class discussions.





The ELI at JALT 2010

1 12 2010

The 36th Annual JALT (Japan Association of Language Teaching) Conference was held November 20-22nd at WINC Aichi in Nagoya, Japan. The ELI had a strong presence at the conference with 31 of 63 ELI lecturers delivering 20 presentations and poster sessions. Here is a video report of the ELI at JALT 2010.





Research to Practice: Students Transcribing Tasks

15 10 2010

This month’s issue of the Oxford University Press ELT Journal features Students Transcribing Tasks, an article by former and current ELI lecturers Christopher Stillwell, Brad Curraba, Kamsin Alexander, Andrew Kidd, Euna Kim, Paul Stone, and Christopher Wyle. In this video former ELI lecturer Christopher Stillwell talks about the origins of the experimental project, while Paul Stone and Dirk MacKenzie discuss how the project continues as an established classroom activity.

Teachers, students, and administrators who use audio recording devices such as (MP3 recorders or podcasts) for language learning activities should find this video and podcast useful.

Student Transcribing Tasks Abstract:

Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for increased awareness and informed goal setting. Students can thus become researchers into their own language use, with their transcriptions offering teachers an efficient means of tracking their performances. This article shares findings gleaned from the implementation of a self-transcription activity that followed a poster presentation task, in which post-task reflection had the students assess their transcribed language according to simplified measures of fluency, accuracy, and complexity. In the closing, alternative means of adapting such work to suit a range of classroom conditions and purposes will be discussed.





Best Practice: Creating Video Projects with Japanese University Students

16 07 2010

Rob Hirschel, ELI Lecturer, discusses a recent student video project in this episode of Best Practice. The project asks students to visually demonstrate a deep understanding of a vocabulary word while introducing them to basic video editing.

Hirschel describes the language aims of the project in detail.  He directs his freshmen to explore a vocabulary word’s different meanings in context, collocations, and appropriate usage.

While teachers of foreign languages might find this video project as a useful exercise for developing deep knowledge of vocabulary, any teacher interested in trying video editing for the first time might find Rob’s reflections useful. This was his first time using basic Canon point and shoot digital cameras (not dedicated camcorders) along with Apple’s iMovie editing software. Along the way, he gives advice to teachers interested in creating their own video project: student benefits, project timeframes, and preparation tips.

Feel free to share any tips, questions, or thoughts on video projects with your students!

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