Speaker
Description
This practice-oriented presentation introduces a Three-Try routine used in a Japanese junior high school special needs classroom. Through repeated, low-stakes speaking activities embedded in daily lessons, students gradually expand what they can express in English. By combining digital tools, teacher-led formative feedback, and structured reflection, the practice builds learner confidence, participation, and practical language competencies within a supportive classroom community.
Abstract
Learners with special educational needs (SEN) are often perceived as having limited potential for foreign language learning, particularly in English classrooms where repeated failure can quickly undermine motivation. This practice-oriented presentation introduces a “Three-Try Sheet” approach designed to support students with SEN by building a supportive classroom community in which repeated attempts are encouraged and valued.
In a Japanese junior high school special needs classroom, English lessons were held four times a week, with the Three-Try activity implemented once per lesson as a short daily routine at the beginning of class. Over three consecutive days, students worked on a single topic, completing the activity once per day. While the topic remained the same, students were encouraged to gradually expand what they could say across attempts.
In each activity cycle, students were given one minute to plan their response, one minute to speak, and three minutes to investigate expressions they could not produce during their attempt. Students then summarized their findings on a worksheet, which functioned as a scaffold for the next session. Digital tools and AI-based feedback were used to provide immediate support; however, teacher-led oral feedback played a central role. Through gentle and timely reformulation and recasts, feedback remained personalized and supportive. Classroom observations and student reflections indicate increased participation, reduced anxiety, and a greater willingness to communicate. This presentation demonstrates how repeated low-stakes practice within a learning community can foster practical language competencies and learner confidence in inclusive English classrooms.
References
Yamamoto, T (2025). 英語教育
Short summary
This practice-oriented presentation introduces a Three-Try routine used in a Japanese junior high school special needs classroom. Through repeated, low-stakes speaking activities embedded in daily lessons, students gradually expand what they can express in English. By combining digital tools, teacher-led formative feedback, and structured reflection, the practice builds learner confidence, participation, and practical language competencies within a supportive classroom community.
Keywords
・special educational needs
・classroom community
・formative feedback
・repeated practice
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | A Three-Try Routine in a Japanese Special Needs Setting |