Speaker
Description
To improve engagement and motivation, students were assigned the task of leading warm-up activities throughout the semester. This session will explain the implementation of the assignment and the action research conducted by the instructor to assess the effectiveness of the activities. Practical materials will be shared that could be used to implement this assignment into an English course. Some time will also be reserved for group discussion.
Abstract section 2: Contribution/research questions
To explain the process of integrating student-led warm-up activities into English lessons, including results and students' feedback on the activities. Survey data collected from students, which provides strong support for the appropriateness of the assignment, will be shared.
Abstract section 3: Content/method
I assigned first-year students in the department of education the task of leading the warm-up activities done at the beginning of class. I will show how I implemented the assignment, adjusted the task, and how instructors could incorporate this type of activity. Materials will be shared, including the task instructions. Using the action research data, I will share my reflections, student feedback, and some of the best student-led activities.
Abstract section 5: References
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
Noels, K. A. (2013). Learning Japanese; learning English: Promoting motivation through autonomy, competence and relatedness. In M. T. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 15–34). Multilingual Matters.
Abstract section 4: Outcomes/results
Participants will see the results of student-led warm-up activities, including the activities developed and student feedback data. Practical materials will be shared that could be used to implement this assignment into an English course. Some time will also be reserved for group discussion.
Abstract section 1: Relevance
Engaging learners in tasks that are both relevant and interesting can be challenging for language instructors in Japan. There is need for culture-specific practices and reflection to increase motivation (Noels, 2013). Furthermore, context-specific understandings and practices should be considered. By using action research, educators can reflect on teaching practices (Creswell, 2015, pp. 579-586), assess the contextual appropriateness of assignments, and give learners a voice in pedagogical reflection.
| Title | Student-Led Warm-Up Activities |
|---|---|
| Teaching Context | College and university education |