Speakers
Description
Pathways Awarua is a free online platform developed in Aotearoa/New Zealand, supporting English development from foundation to higher proficiency levels. This session demonstrates how structured modules, scaffolded progression, and formative feedback support mixed-proficiency tertiary ESOL/EFL learners while fostering learner agency. Drawing on implementation in Japanese university contexts, participants will explore practical models for integrating structured English skill development into foundation and first-year courses, particularly where proficiency diversity and limited contact hours present instructional challenges.
Abstract section 2: Contribution/research questions
This practice-oriented session demonstrates how a structured online platform can support English development across proficiency levels in tertiary ESOL/EFL contexts. The purpose is to explore scalable ways to provide explicit skill development, structured progression, and independent practice beyond classroom time. The session addresses the practical question: how can educators support mixed-proficiency university learners in diverse Japanese classrooms while fostering autonomy and sustained engagement?
Abstract section 4: Outcomes/results
Participants will gain practical strategies for integrating structured online English development into tertiary courses serving mixed-proficiency learners. They will understand how scaffolded modules reinforce classroom instruction, support progression across proficiency levels, and strengthen independent study habits and learner agency. Attendees will leave with concrete implementation models, adaptable to diverse Japanese university settings, and an initial plan for trial integration within their own ESOL/EFL contexts. The session will also clarify how digital platforms can be aligned with learner development principles rather than used as stand-alone technology, ensuring purposeful and pedagogically coherent integration.
Abstract section 5: References
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Routledge.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Abstract section 1: Relevance
Tertiary institutions increasingly enrol students with varied English proficiency, requiring structured progression rather than single-level support. Research emphasises scaffolded input, deliberate practice, vocabulary development, and learner autonomy in instructed second language acquisition (Ellis, 2008; Nation, 2001; Benson, 2011). Developing learner agency – the capacity to take purposeful control of learning – is especially important in mixed-proficiency university contexts in Japan. Digital platforms can extend structured practice beyond limited classroom hours when aligned with evidence-based formative feedback principles (Nicol & Macfarlane-Dick, 2006). This presentation positions Pathways Awarua as a progression-based platform supporting both proficiency growth and learner agency.
Abstract section 3: Content/method
The session provides a structured demonstration of selected modules focusing on reading, vocabulary, and writing development. Attendees will analyse scaffolded task design, feedback processes, and staged progression across proficiency levels. Practical integration models will illustrate classroom embedding, supplementary homework use, and guided self-access pathways. Time will be allocated for participants to consider adaptation within their own English programmes.
| Title | Structured English Progression with Pathways Awarua |
|---|---|
| Teaching Context | College and university education |