Using narrative inquiry to explore the use of tasks in a Japanese language beginner course at university - presented by Yoshie Nishikawa | Teacher research for English language teacher professional development: a three-level analysis of narratives - presented by An Pham

Using narrative inquiry to explore the use of tasks in a Japanese language beginner course at university

Yoshie Nishikawa

Teacher research for English language teacher professional development: a three-level analysis of narratives

An Pham

APYN
TEACHER RESEARCH FOR PROFESSIONAL DEVELOPMENT A THREE-LEVEL ANALYSIS OF NARRATIVE CONTEXT An Pham Supervisors: Jonathan Newton & John Macalister
00:00
Outline - Teacher research 2 - The "Initiatives - Experiences" (I-E) scheme in Vietnam 3 - Narratives of the six teachers 4 - Three-level analysis of narrative context 5 - Some thoughts 0000
02:00
Teacher research A bottom-up professional development activity:
Teacher research A bottom-up professional development activity: by the teacher in their own classrooms
Teacher research A bottom-up professional development activity: by the teacher in their own classrooms systematic inquiry individually or collaboratively
02:24 - 02:46
The I-E scheme in Vietnam - "innovative ideas or experience of certain classroom practices that can resolve challenges encountered in the classrooms" - T as innovators/ agent of change DOBOOO
02:59
The I-E scheme in Vietnam "I-E projects: a tool for teachers to boost methodological changes" (Journal of Education, 2011)
The I-E scheme in Vietnam "I-E projects: a tool for "We've marked obsc teachers to boost E papers" methodological changes" (Education Newspa (Journal of Education, 2011)
The I-E scheme in Vietnam "I-E projects: a tool for "We've marked obscure I- - teachers to boost E papers" methodological changes" (Education Newspaper, 2020) (Journal of Education, 2011) "Hanoi approved 537 new projects" (Education & Era, 2022)
The 1-C scheme in Vietnam "I-E projects: a tool for "We've marked obscure I- teachers to boost E papers" methodological changes" (Education Newspaper, 2020) (Journal of Education, 2011) "Hanoi approved 537 "Teachers "dishevelled" projects" because of the I-E" (Education & Era, 2022) (Labour Newspaper, 2022)
03:28 - 04:57
The participants Teacher Teaching Qualifications Location School Number of I-E I-E project experience setting projects described/ year conducted of conducting Ms Anh South Urban 1st/2018 Ms Ly South Urban 3rd/ 2020 Ms Dinh South Urban 2nd/2016 Ms Nga Central Rural 1st/ 2018 Ms Phung Central Rural 4th /2020 Ms Cat PhD candidate Central Urban 12th/2020
05:34
The narratives Data set - A Narrative Frame response - An I-E report - A semi-structured interview
The narratives Data set - A Narrative Frame response - An I-E report - A semi-structured interview Narrative Analysis (Polkinghorne, 1995)
The narratives Data set - A Narrative Frame response - An I-E report - A semi-structured interview Narrative Analysis (Polkinghorne, 1995) Research output A narrative of each T's experience in conducting an I-E project
06:25 - 07:19
The three-level analysis of narrative context STORY (3) Story (2) story (I) Barkhuizen (2008)
The three-level analysis of narrative context STORY (3) Story (2) story (I) T's thoughts, beliefs, theorie Barkhuizen (2008)
The three-level analysis of narrative context STORY (3) Story (2) The school story (I) T's thoughts, beliefs, theories Barkhuizen (2008)
The three-level analysis of narrative context National policy STORY (3) Story (2) The school story (I) T's thoughts, beliefs, theories Barkhuizen (2008)
07:34 - 08:40
story (I): the teachers' thoughts, beliefs, theories How the teachers interpreted the purpose of the I-E - a report on successful/new teaching - a mini-research project - just paperwork - civil servant's duty
08:49
story (I): the teachers' thoughts, beliefs, theories How the teachers interpreted the purpose of the I-E "in general I defined the term "I-E" myself. when I read the term understand that I need to produce a new idea to improve, or better my teaching" (Ms Dinh)
story (I): the teachers' thoughts, beliefs, theories How the teachers interpreted the purpose of the I-E "in general I defined the term "I-E" myself. when I read the term I understand that I need to produce a new idea to improve, or better my teaching" (Ms Dinh) Ms Dinh's evidence for success Interactions with students online parents' positive feedback colleagues' positive feedback
09:10 - 09:20
Story (2): the English Division at the school Initiating a project: The pervasive influence of the Heads of Division "My HoD did not force me. She just encouraged me to do it Just because that year I had teacher inspection and she thought it's easy to convince me to do it. I didn't know what it was for, I just "took a leap in the dark". (Ms Anh)
Story (2): the English Division at the school Initiating a project: The pervasive influence of the Heads of Division "At the beginning of the school "My HoD did not force me. She just encouraged year, the HoD said "oh would me to do it Just because that year I had you like to submit an I-E report teacher inspection and she thought it's easy to this year?" and usually it's the convince me to do it. I didn't know what it was younger teachers that do it." for, I just "took a leap in the dark". (Ms Anh) (Ms Ly)
09:44 - 10:32
Story (2): the English Division at the school Undertaking the project: Mixed level of support from the Division "My HoD said that there are a lot of sample I-E reports online, so I only need to download them then I only need to make small changes." (Ms Anh)
Story (2): the English Division at the school Undertaking the project: Mixed level of support from the Division "My HoD said that there are a lot of sample I-E "I couldn't do it on my own. I asked reports online, so I only my colleagues a lot for their opinions, whether this method need to download them would suit our school or not" (Ms then I only need to make Phung) small changes." (Ms Anh)
10:51 - 11:24
Story (2): the school Evaluating and feedback on I-E reports: Mixed experiences "The school just told me that I got a pass and got an award. I don't know how they graded my report, no feedback, no returning the report to me" (Ms Dinh)
Story (2): the school Evaluating and feedback on I-E reports: Mixed experiences "The school just told me that I got a "So when they evaluated the pass and got an award. I don't know reports, the school would provide how they graded my report, no feedback first, before submission feedback, no returning the report to to the province, to make the I-E me" (Ms Dinh) report gradually better" (Ms Cat)
11:40 - 12:09
Story (2): the school Sharing I-E reports: Mixed experiences "At my school, the school management board said that we submitted our reports to the school library. this is just at my school" (Ms Phung)
Story (2): the school Sharing I-E reports: Mixed experiences "In the division there are monthly meetings for professional issues. We can choose to report on our I-E project" "At my school, the school management board said that we (Ms Nga) submitted our reports to the school library... this is just at my school" (Ms Phung)
Story (2): the school Sharing I-E reports: Mixed experiences "In the division there are monthly meetings for professional issues. We can choose to report on our I-E project" "At my school, the school management board said that we (Ms Nga) submitted our reports to the school library... this is just at my school" (Ms Phung) "The expectation is you share the I-E projects for other teachers to try your method. But I think nobody does it [sharing I-E reports]. It wasn't shared " (Ms Ly)
12:27 - 12:58
STORY (3): Policy on I-E Teachers feel compelled to engage in the I-E scheme "to be honest, most of the teachers, I would not say for all, but around me most of the teachers do I-E for awards" (Ms Nga)
STORY (3): Policy on I-E Teachers feel compelled to engage in the I-E scheme "to be honest, most of the teachers, I would not say for all, but around me most of the teachers do I-E for awards" (Ms Nga) "Everyone has to have those awards [...]As soon as you need to keep up in performance it will end up like that." (Ms Ly)
STORY (3): Policy on I-E Teachers feel compelled to engage in the I-E scheme "to be honest, most of the teachers, I would not say for all, but around me most of the "There is a push from higher teachers do I-E for awards" (Ms Nga) requiring me to [write an I-E report]. Because this also counts as performance for the "Everyone has to have those awards Division". (Ms Anh) [...]As soon as you need to keep up in performance it will end up like that." (Ms Ly)
13:11 - 13:23
The current state of the I-E in Vietnam STORY (3) Story (2) story (I) Barkhuizen (2008)
The current state of the I-E in Vietnam STORY (3) Story (2) story (I) - Negotiation Barkhuizen (2008)
The current state of the I-E in Vietnam STORY (3) Story (2) Management - Support story (I) - Negotiation (2008)
The current state of the I-E in Vietnam - Mandates STORY (3) Story (2) - Management - Support story (I) - Negotiation Barkhuizen (2008)
13:35 - 14:18
The current state of the I-E in Vietnam Ts had mixed experiences due to personal and contextual factors Schools emerged as an important site for I-E implementation Tensions between top-down administration and bottom-up professional development activity
15:00
Implications - Challenges Building Ts' capacity and agency in teacher research? Empowering schools as a link between policy and teachers? Balancing between performativity and meaningful professional development for teachers?
15:32
THANK YOU!
16:04
Using narrative inquiry to explore the use of tasks in a Japanese language beginner course at university Yoshie Nishikawa Supervisors: Jonathan Newton, Stephen Epstein and Yoko Yonezawa LALS Seminar, Victoria University of Wellington , 9 September 2022 VICTORIA UNIVERSITY OF CAPITAL THINKING. GLOBALLY MINDED. WELLINGTON MAIITEIHO KI TE PAE TE HERENGA WAKA
21:39
Focus of the research Task is a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed (Ellis 2003) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
22:06
The context of the research University in New Zealand 12-week beginner-level Japanese language course Grammar-based curriculum and textbook Tutorials for practising oral communication LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
22:38
My questions LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
My questions I. What happens when I use tasks for my beginner-level students who have limited linguistic resources? LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
23:04 - 23:11
Focus of the question TASK FEATURES (ELLIS 2018) Meaning focus Own resources Outcome LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Focus of the question TASK FEATURES (ELLIS 2018) Meaning focus Teachers have difficulty applying this Own resources feature (Erlam, 2016; Erlam & Tolosa, 2022) Teacher fear of excessive LI use by Outcome students (Littlewood, 2007; McDonough, 2015) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
23:29 - 24:01
Research methods Action Research Micro Evaluation Narrative Inquiry Planning - Action - Student-based Data presented and - Observation - analysed as stories Reflection - Response-based (Barkhuizen 2014) (Burns 2005) (Ellis 2015) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Research methods Action Research Micro Evaluation Narrative Inquiry Planning - Action - Student-based Data presented and - Observation - analysed as stories Reflection - Response-based (Barkhuizen 2014) (Burns 2005) (Ellis 2015) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Research methods Action Research Micro Evaluation Narrative Inquiry Planning - Action - Student-based Data presented and - Observation - analysed as stories Reflection - Response-based (Barkhuizen 2014) (Burns 2005) (Ellis 2015) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
24:17 - 24:58
Data collection and analysis Situation Analysis (Tri I, 2021) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Data collection and analysis Situation Analysis (Tri I, 2021) Action Research Data collection (10 weeks, Tri 2, 2021) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Data collection and analysis Situation Analysis (Tri 1,2021) Action Research Restorying Data collection as Weekly Stories (10 weeks, Tri 2, 2021) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Data collection and analysis Situation Analysis (Tri I, 2021) Action Research Restorying Narrative analysis Data collection as Weekly Stories (10 weeks, Tri 2, 2021) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Data collection and analysis Situation Analysis (Tri 1,2021) Action Research Restorying Narrative analysis Data collection as Weekly Stories (10 weeks, Tri 2, 2021) Focus of today: Week 3 story & Week 4 story LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
25:06 - 25:59
Construction of weekly stories Observational Immediate Free thoughts notes reflective notes writings Teacher's in-field data LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Construction of weekly stories Teacher's reflective Reflective Reflective journals conversations data Observational Immediate Free thoughts journaling notes reflective notes writings Teacher's in-field data LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Construction of weekly stories Weekly stories restorying Teacher's reflective Reflective Reflective journals Student-based Responese-based Lesson artefacts conversations data Student data journaling Observational Immediate Free thoughts notes reflective notes writings Teacher's in-field data LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
26:07 - 26:37
Sample - weekly stories WEEK New lesson sequence for Week 3 onwards After the first tutorial experience of the trimester in Week 2. started planning Week 3 tutorials The aim of the lesson Constitution and construction of the weekly story was "to be able to describe appearances of people so that your partner can successfully draw the person. The lesson Wanting to listen to the past students' voices sequence followed the lesson plan used for the Pilot lesson as below. the same time, was working on Thematic Analysis of Focus Group with part students in Phase 1 The talk in supervision meeting (16 July) displayed my wish to reflect the students desires and their view of learning in the Action Icons used in the week story Stages Contents Instructions Research phase Icon Data source Pre-task Mini vocab quiz Write down the Japanese words for the vocab of the day below Reflective journals First, try filling in on your own Then check the words by referring to the textbook or dictionary Reflective conversations Input task Listening task & (Yoshie-senset) happened to be at = what want to know is what the students believe how they want to learn. that gives opportunities for me Online survey (Konbini = convenience store) when burglar fied from the store to improve how use tasks And one thing took from here is they wanted to be pushed without any As detective, listen to her description and spot the suspect in the preparation and they believe that's what they need to do, then from there, moved to the planning of the lesson. Focus Group picture Student verbatims Task 1 Information gap Now, you are the witness! Describe the details of the person on Video recording your card Your partner will draw picture based on your With these concerns, uncertainty and determination in my mind, Week tutorials as the first week of Action Research description Audio recording 1 Turn over the vocab sheet Do not look at the textbook began 2 Once both of you have done. you can then look at the vocab sheet textbook Lesson slides Discuss with your partner how you could have done Observation and Reflection of Week 3 tutorials Lesson artifacts better Lesson worksheet Focus-on- Grammar Teacher asks students how they construct sentences for the 1' form explanation task and write them down on the front board A slide of grammar explanation is shown Now, let try to describe anyone you know your family. Action Information gap Other vision PLANNING FOR WEEK 3 TUTORIALS teachers, friends, pet? Give yourself 2 min to plan Brief description of the tutorials New lesson sequence for Week onwards To start the conversation ask donna hito Uncertainties and troubles felt in planning stage desu ka? = what kind of person?" On 19 July, taught four tutorials on the topic of "describing people's appearances My lesson observation and in-class Wanting to listen to the past students voices Did you give enough information to your partner? How' your online survey commenced and reminded the students about it at the beginning of each tutorial Throughout the OBSERVATION AND REFLECTION OF WEEK TUTORIALS partner drawing tutorials, saw positive reactions and high engagement in the students, which was encouraging to me After the Brief description of the tutorials tutorials, took my teacher notes mostly in my native language (Japanese) which later rewrote in narrative form as : Pre- task reflective journal Teacher saw students' limited vocabulary knowledge Uncertainties and troubles foir planning stage Task , As was about to introduce new lesson structure I experienced uneasy feelings, which was not new to me as a long- The new lesson sequence worked and accepted by the students serving teacher Pré-task Learning from mistakes in safe, interactive and fun environment Students claim remembering vocabulary is hard I handed out the mini vocab quiz sheets to the students as they came into the classroom The students were instructed to After Task 1 first try filling in the blanks with Japanese translation for 12 English words on their own, then refer to any resources Focus Form As teacher it is uncomfortable and uneasy process when trying new method or new format of lessons as I afterwards to complete the quiz How Focus on form should be introduced? cannot predict how the students will react and if the level of activities is suitable for them Would there be Teacher's fear of being drawn back to more conventional approach enough time? Is the level too easy? too hard? However, also understand that this is necessary process for a Teacher sow students' limited vocabulary knowledge Task 2 teacher if we want improvement am looking for something I can accommodate the students' preferences and I monitored them filling in the sheet distantly and had the impression that their sheets had many empty spaces How should planning time be used? negotiate with the students Students creativity shines After Task 2 Needing to run tutorial as dual-mode using Zoom was not new experience either, however, having to have two How should come after task? different kinds of worksheet to create an information gap for the Zoom participants created an extra layer of difficulty I saw many students managed to fill only half of the vocab sheet Often it 15 the case that tutorials cover lecture Afterall, what the students thought they had learnt? in preparation and execution of tasks contents of the previous week, hope it would be helpful for them to recall and review the vocabulary they are missing Tue 14 July Tue 20 July Pignining Students' perception of difficulty in remembering vocabulary also confirmed my impression which will describe in When the task is information gap. prepare two separate information sheets In class just need to print out the section of Task below. Planning for Week 3 tutorials two kinds of sheets 10 that students have different information from their partner However, for Zoom, it 15 slightly troublesome as need to use the chat function to send the different sheets to different students, then When it came to checking the corresponding Japanese words to the English words with the students as whole class. I need to pair them up carefully so that they do not have the same information found myself critically reflecting on my intention Topic of Week 3: Describing people's appearances The demands of doing research while teaching was another concern for me, and I mentioned to my supervisor (16 July) In the previous week, Week 2 of Trimester 2. tutorials of the course commenced While recruiting participant students, When gave Japanese translations for each vocab and invited the students to chorus, I added some additional the Week 2 tutorials mainly focused on introduction to the tutorials and establishing new relationships among the information for some of the words. I found myself tempting to give grammar explanation already at this stage "On Mondays have four tutorials and find myself 10 exhausted afterwards Butl still have to write the teacher and the students but managed to hold it reflection notes. ALS Seminar 9 Sen 2022 Yoshie Nishikawa
26:54
FINDINGS
27:34
Try questions 2. What do I. What happens when I use tasks for my students say about their beginner-level students who have limited experience? linguistic resources? LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
27:36
Lesson design: Five phases LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Lesson design: Five phases Vocab quiz Priming activities to activate key vocabulary (Willis, 1996) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Lesson design: Five phases Vocab quiz Input task Priming Model & activities to resource to activate key "borrow" vocabulary from (Willis, 1996) (Ellis, 2018; Erlam & Tolosa, 2022) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Lesson design: Five phases Vocab quiz Input task Output task I Priming Model & Information gap activities to resource to activate key "borrow" Student- vocabulary from initiated search (Willis, 1996) for linguistic (Ellis, 2018; Erlam & resources Tolosa, 2022) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Lesson design: Five phases Vocab quiz Input task Output task I Focus on form Priming Model & Information gap Teacher- activities to resource to initiated activate key "borrow" Student- support to fill vocabulary from initiated search the linguistic (Willis, 1996) for linguistic gaps (Ellis, 2018; Erlam & resources Tolosa, 2022) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Lesson design: Five phases Vocab quiz Input task Output task I Focus on form Output task 2 Priming Model & Information gap Teacher- Enhanced activities to resource to initiated repetition to activate key "borrow" Student- support to fill promote vocabulary from initiated search the linguistic improved (Willis, 1996) for linguistic gaps performance (Ellis, 2018; Erlam & resources Tolosa, 2022) (Lynch, 2018) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
27:42 - 28:35
THE WEEK 3 LESSON [aim] To be able to describe appearances of people so that your partner can successfully draw the person. LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
28:43
Week 3: Input task - Spot the burglar happened to be at a a>t. when a burglar fled from the store. As a detective, listen to her description and spot the suspect in the picture. (Picture adapted from Banno et al., 2020) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
28:56
Week 3: Output task I - Describe the burglar Now, you are the witness! Describe the details of the person on your card. Your partner will draw a picture based on your description. Illustration card for witness I. Turn over the vocab sheet. Do not look at the textbook. 2. Once both of you have done, you can then look at the vocab sheet / textbook. Discuss with your partner how you could have done better. LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
29:32
Week 3: Output task 2 - Let me describe my important person I. Now, let's try to describe someone you know - your family, teachers, friends, pet? 2. Give yourself 2 min to plan. 3. To start the conversation, (donna hito desu ka? = what kind of person?") 4. Did you give enough information to your partner? How's your partner's drawing? You may include, but not limited to A. Hight, Face feature: hair, eyes, ears, nose, mouth B. Clothing: hat, glasses, shirt, trousers, skirt, shoes, accessories C. Things they usually hold / carry with them D.Any information about them.
30:07
Construction of weekly stories Weekly stories restorying Teacher's reflective Reflective Reflective journals conversations Student-based Responese-based Lesson artefacts data Student data journaling Observational Immediate Free thoughts notes reflective notes writings Teacher's in-field data
30:39
The Week 3 story Themes Pre-task saw students' limited vocabulary knowledge Task I The new lesson sequence worked and was accepted by the students Students learnt from mistakes in a safe, interactive and fun environment Students claim remembering vocabulary is hard After Task I Students stayed in their language-user identity rather than adopting a focus-on-form (FoF) orientation Teacher-led FoF I was satisfied with how I carried out teacher-led FoF But I feared being drawn back to more conventional approach Task 2 Students' creativity shines How should planning time be used? After Task 2 What should come after a task? Afterall, what the students thought they learnt
The Week 3 story Themes Pre-task saw students' limited vocabulary knowledge Teacher reflective journal Task I Against my prediction, many of The new lesson sequence worked and was them managed to hold accepted by the students a conversation on their first Students learnt from mistakes in a safe, interactive and fun try The vocab sheet helped, environment but they surely have great Students claim remembering vocabulary is hard After Task I courage and potential to Students stayed in their language-user identity rather than adopting expand their oral proficiency a focus-on-form (FoF) orientation on their own. I am impressed Teacher-led FoF with their braveness! I was satisfied with how I carried out teacher-led FoF But I feared being drawn back to more conventional approach Task 2 Students' creativity shines How should planning time be used? After Task 2 What should come after a task? Afterall, what the students thought they learnt?
30:47 - 30:54
The Week 3 story Themes Pre-task saw students' limited vocabulary knowledge Task I The new lesson sequence worked and was Lesson exit survey accepted by the students I like everything to be honest. I Students learnt from mistakes in a safe, interactive and fun like how Sensei doesn't let us environment Students claim remembering vocabulary is hard look into our textbooks and After Task I how she makes us think about Students stayed in their language-user identity rather than adopting the vocabulary we learnt in the a focus-on-form (FoF) orientation Teacher-led FoF past. (SV0335) I was satisfied with how I carried out teacher-led FoF But I feared being drawn back to more conventional approach Task 2 Students' creativity shines How should planning time be used? After Task 2 What should come after a task? Afterall, what the students thought they had learnt?
31:27
The Week 3 story Themes Pre-task I saw students' limited vocabulary knowledge Task I Focus group The new lesson sequence worked and was accepted by the students Students learnt from mistakes in a safe, interactive and fun It was quite fun because the environment drawings were quite stupid or Students claim remembering vocabulary is hard silly and made me laugh a lot After Task I even he was just describing it in Students stayed in their language-user identity rather than adopting a focus-on-form (FoF) orientation Japanese, I didn't see the Teacher-led FoF picture first I feel I got the I was satisfied with how I carried out teacher-led FoF describing right so I was proud But I feared being drawn back to more convention of myself. (FG2106) Task 2 Students' creativity shines How should planning time be used? After Task 2 What should come after a task? Afterall, what the students thought they learnt
32:03
THE WEEK 4 LESSON [aim] To be able to talk about your preferences, strength and weakness, so that you can receive advice from a career advisor. LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
32:44
Week 4: Input task & Output task I (Advisor worksheet) 11112 playing with children? (translater) writing Japanese? taking photos? using computer? D'LiD singing? talking in LIVILT (MC) front of many people? traveling? and (farmer) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
33:15
Week 4 : Output task 2 - Advising for career I. Join up with a different classmate. Take turns being a career advisor. 2. Tell your career advisor what you like doing and are good at, and what you dislike doing and are poor at. 3. As career advisor give advice on what job would be good for your partner. [Tips for Advisors] You may take a memo as you hear from your advisees. For different types of occupations, you may look up for words or use English. LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
34:29
The Week 4 story (I) Themes Pre-task The routine started to be familiar to the students Input-task Teacher seeks an appropriate level of input task Possible uptake from the input task seen in the first task performance Task I Instruction on how to use the worksheet didn't reach to the students Students enjoying to understand and be understood Students 'stumbled through the task Successful peer support on vocabulary Students found value in peer support But how about grammar? Seeking teacher's help for to be accurate and/or to express themselves Using small words nurtured the conversation Students enjoying the task outcome Classmates other than the partner are also resources of input Students wanting to have structure given or practice before task LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
The Week 4 story (I) Themes Audio recording Pre-task 06:35 The routine started to be familiar to the students Sophia: takusan hito Input-task Teacher seeks an appropriate level of input task nomaeni, hanasu, no, ga Possible uptake from the input task seen in the first task performance jouzudesuka Task I (are you good at speaking in front of many people?) Instruction on how to use the worksheet didn't reach to the students Liz: um, hai, jouzudesu Students enjoying to understand and be understood (yes) (I am good at it) Students 'stumbled through' the task Sophia: ohh Successful peer support on vocabulary Students found value in peer support sounding amazed) But how about grammar? Seeking teacher's help for to be accurate and/or to express themselves Using small words nurtured the conversation Students enjoying the task outcome Classmates other than the partner are also resources of input Students wanting to have structure given or practice before task LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
35:09 - 35:24
The Week 4 story (I) Themes Pre-task The routine started to be familiar to the students Input-task Teacher seeks an appropriate level of input task Possible uptake from the input task seen in the first task performance Task I Instruction on how to use the worksheet didn't reach to the students Students enjoying to understand and being understood Students 'stumbled through' the task Successful peer support on vocabulary Students found value in peer support But how about grammar? Seeking teacher's help for to be accurate and/or to express themselves Using small words nurtured the conversation Students enjoying the task outcome Classmates other than the partner are also resources of input Students wanting to have structure given or practice before task LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
The Week 4 story (I) Focus group Themes 27:53 Pre-task FG2104: it wasn't too bad. I spoke very, The routine started to be familiar to the students very broken Japanese (laugh) I was Input-task Teacher seeks an appropriate level of input task basically just using the simple form of Possible uptake from the input task seen in the first task just like yelling that out Task I FG2102: I think we stumbled through it Instruction on how to use the worksheet didn't reach to (laugh) Students enjoying to understand and being understood Students 'stumbled through' the task Successful peer support on vocabulary FG2108: I feel like with me and my Students found value in peer support partner on this one (Week 4 task), we But how about grammar? stumbled, we got through it. Maybe not Seeking teacher's help for to be accurate and/or to expre perfectly, but we could understand what Using small words nurtured the conversation we were talking about. Students enjoying the task outcome Classmates other than the partner are also resources of input Students wanting to have structure given or practice before task LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
35:58 - 36:12
The Week 4 story (I) Themes Pre-task The routine started to be familiar to the students Input-task Teacher seeks an appropriate level of input task Possible uptake from the input task seen in the first task performance Task I Instruction on how to use the worksheet didn't reach to the students Students enjoying to understand and being understood Students 'stumbled through the task Successful peer support on vocabulary Students found value in peer support But how about grammar? Seeking teacher's help for to be accurate and/or to express themselves Using small words nurtured the conversation Students enjoying the task outcome Classmates other than the partner are also resources of input Students wanting to have structure given or practice before task LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
The Week 4 story (I) Themes Pre-task The routine started to be familiar to the students Input-task Teacher seeks an appropriate level of input task Audio recording 05:35 Possible uptake from the input task seen in the first task performance Task I Liam: I'm not gonna lie, I am Instruction on how to use the worksheet didn't reach to the students already stumbled this one, Students enjoying to understand and being understood what's the verb for 'use' again? Students 'stumbled through' the task Theo: tsukau Successful peer support on vocabulary (use) Students found value in peer support Liam: tsukau But how about grammar? (use) Seeking teacher's help for to be accurate and/or to express themselves Using small words nurtured the conversation Students enjoying the task outcome Classmates other than the partner are also resources of input Students wanting to have structure given or practice before task LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
36:32 - 36:40
The Week 4 story (2) Themes After Task I Gap between teacher and students' perception about what students do after tasks What the students were actually doing after the task Reflecting back and checking out vocabulary and phrases Students' extended eyes looking for something new Teacher-led FonF What and how I should present FonF slides after Task I Task 2 Instruction for the Task 2 was not fully understood How students made use of the second chance Improvement for the repeated task but not so simple road Grammar was challenging but also perceived as good learning Safe environment allows students make mistakes Trying something new in addition to perfectioning Incorporating the other grammar item presented at focus on form Use of worksheet to promote a shift to focus on meaning Difficulty to manage proficiency gaps in class After Task 2 Students gone imaginative and build an entertaining space What and how I wish to convey FonF after Task 2
The Week 4 story (2) Themes After Task I Gap between teacher and students' perception about what students do after tasks What the students were actually doing after the task Reflecting back and checking out vocabulary and phrases Focus group Students' extended eyes looking for something new 11:18 Teacher-led FonF What and how I should present FonF slides after Task I FG2105: I feel pretty Task 2 comfortable in the tutorials, Instruction for the Task 2 was not fully understood I always feel free to make a How students made use of the second chance mistake, because I will either Improvement for the repeated task but not so simple road be able to correct it the Grammar was challenging but also perceived as good learning Safe environment allows students make mistakes second time around, or just Trying something new in addition to perfectioning ask for help. So, it's a pretty Incorporating the other grammar item presented at focus on form good environment. Use of worksheet to promote a shift to focus on meaning FG0212: Everyone helps Difficulty to manage proficiency gaps in class each other. After Task 2 Students gone imaginative and build an entertaining space What and how I wish to convey FonF after Task 2
37:02 - 37:18
The Week 4 story (2) Themes After Task I Gap between teacher and students' perception about what students do after tasks What the students were actually doing after the task Reflecting back and checking out vocabulary and phrases Students' extended eyes looking for something new Teacher-led FonF What and how I should present FonF slides after Task I Task 2 Instruction for the Task 2 was not fully understood How students made use of the second chance Improvement for the repeated task but not so simple road Grammar was challenging but also perceived as good learning Safe environment allows students make mistakes Trying something new in addition to perfectioning Incorporating the other grammar item presented at focus on form Use of worksheet to promote a shift to focus on meaning Difficulty to manage proficiency gaps in class After Task 2 Students gone imaginative and build an entertaining space What and how I wish to convey FonF after Task 2
The Week 4 story (2) Themes After Task I Gap between teacher and students' perception about what students do after tasks What the students were actually doing after the task Reflecting back and checking out vocabulary and phrases This time, both Leo and Liz did Students' extended eyes looking for something new not simply answer the given questions, but responded with Teacher-led FonF more complexity. What and how I should present FonF slides after Task I Task 2 Audio recording Instruction for the Task 2 was not fully understood 05:13 Leo: Pasokon mo iida to omoimasu How students made use of the second chance (I think PC is also good) Improvement for the repeated task but not so simple road Liz : un, jouzu desuka? Grammar was challenging but also perceived as good learning (are you good at?) Safe environment allows students make mistakes Leo jouzujanai kedo, sukidesu Trying something new in addition to perfectioning (I am not good but I like it) : ah, hai, hai Incorporating the other grammar item presented at focus on form Use of worksheet to promote a shift to focus on meaning Difficulty to manage proficiency gaps in class After Task 2 Students gone imaginative and build an entertaining space What and how I wish to convey FonF after Task 2
37:43 - 37:54
Teacher's overall reflection My overall perception is that the students enjoy doing the tasks and most of them look forward to doing the tasks. They were also highly engaged during the tasks. Initially I was concerned that they might have nothing much to say in Task I (the first speaking task). However, they all managed to communicate in Japanese with help from their classmates and the teacher. They used some English, but typically this was supporting their communication in Japanese, not replacing it. LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
38:39
I. What happens when I 2. What do use tasks for my students say beginner-level students about their who have limited linguistic resources? experience? LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
39:32
Students' comments (end of the course) I appreciate the time given to us as students being able to use the language and practice in a safe environment using the language. speak with other students is a little scary but also very encouraging as it gives us the ability to reflect on our progress and see that all students are learning, maybe I am not as fast as the others, but they are a supportive group of people. The support of students and teachers has been incredibly important for my language learning journey. (SV1202) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
39:37
Students' comments (end of the course) The opportunity to meet and get to know different kinds of people, while learning to have conversations in Japanese at the same time. Thank you so much for creating such a supportive and kind learning environment! :) I have improved my communication skills a lot and made much personal growth thanks to these tutorials. (SV1209) LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
40:11
CONCLUSIONS
40:43
Teacher learning through reflective practice Had doubts Designed lessons Observed students Deepened and questions to support student having positive understanding resources experiences How can I use tasks? LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Teacher learning through reflective practice Had doubts Designed lessons Observed students Deepened and questions to support student having positive understanding resources experiences How can I use Pre-task tasks? Input-task Instruction to collaborate Key words Task repetition LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Teacher learning through reflective practice Had doubts Designed lessons Observed students Deepened and questions to support student having positive understanding resources experiences How can I use Pre-task Students tasks? Input-task Managed to perform the tasks Instruction to collaborate Learnt language 'on the fly' Key words High levels of Task repetition engagement LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Teacher learning through reflective practice Had doubts Designed lessons Observed students Deepened and questions to support student having positive understanding resources experiences How can I use Pre-task Students Teacher became tasks? aware of Input-task Managed to perform the tasks Social, emotional Instruction to Learnt language 'on and psychological collaborate themes the fly' Key words High levels of Pedagogical Task repetition implications engagement LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
40:46 - 41:35
Challenges and Work-in-progress Students wanting grammar practice before tasks LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Challenges and Work-in-progress - - Students wanting grammar Teacher wanting to practice before tasks prescribe grammar LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Challenges and Work-in-progress - - Students wanting grammar Teacher wanting to practice before tasks prescribe grammar Students not being aware of their language gaps LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
Challenges and Work-in-progress - - Students wanting grammar Teacher wanting to practice before tasks prescribe grammar Students not being aware Large proficiency gap of their language gaps among students LALS Seminar 9 Sep 2022. Yoshie Nishikawa.
42:05 - 42:29
Teachers will learn to use TB(L)T effectively if they have the confidence to trust the learners and give them every opportunity to use the language for themselves. (Wills and Willis 2007:3) LALS Seminar 9 Sep 2022 Yoshie Nishikawa
42:37
THANK YOU For feedback, comments and questions: Yoshie Nishikawa yoshie.nishikawa@vuw.ac.nz LALS Seminar. 9 Sep 2022. Yoshie Nishikawa.
42:56
REFERENCES Banno, E., Ohno,Y., Sakane, Y., Shinagawa, C., & Takashiki, K. (2020). Genki:An integrated course in elementary Japanese (3rd ed.). Japan Times Tokyo. Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge. Burns,A. (2005).Action research: An evolving paradigm? Language Teaching, 38(2), 57-74. Butler, Y. G., Kang, K. I., Kim, H., & Liu, Y. (2018). 'Tasks' appearing in primary school textbooks. ELT Journal, 72(3), 285-295. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Ellis, R. (2015). Teachers evaluating tasks. In Domains and directions in the development of TBLT:A decade of plenaries from the international conference (pp. 247-270). John Benjamins. Ellis, R. (2018). Reflections on task-based language teaching. Multilingual Matters. Erlam, R. (2016). 'I'm still not sure what a task is': Teachers designing language tasks. Language Teaching Research, 20(3), 279-299. https://doi.org/10.1177/1362168814566087 Erlam, R., & Tolosa, C. (2022). Pedagogical Realities of Implementing Task-Based Language Teaching. John Benjamins. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. Lynch, T. (2018). Perform, reflect, recycle. In M. Bygate (Ed.), Learning language through task repetition (pp. 193-222). John Benjamins. McDonough, K. (2015). Perceived benefits and challenges with the use of collaborative tasks in EFL contexts. Domains and directions in the development of TBLT, 225-245. Willis, J. R. (1996). A framework for task-based learning. Longman. Willis, J., & Willis, D. (2007). Doing task-based teaching-Oxford handbooks for language teachers. Oxford University Press.
42:59
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LALS Seminar Series
Linguistics and Applied Language Studies (Victoria University of Wellington)
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A. Pham and Y. Nishikawa (2022, September 9), Using narrative inquiry to explore the use of tasks in a Japanese language beginner course at university, Teacher research for English language teacher professional development: a three-level analysis of narratives
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doi.org/10.52843/cassyni.4c9rvg
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Video length 51:09
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