Keynote Speakers of ICLLA 2020


T. Nakayama A. was born and raised in Tokyo, Japan. Nakayama earned a bachelor degree in English Literature and Linguistics from Obirin University in 1991, and MA in TESOL at Teachers’ College Columbia University in 2001 and Ph.D. at Hiroshima University in 2013. He is specialized in learning science. His current research interests are English as an International Language (EIL) and development of new learning methods to promote proficiency of EIL learners. He developed VA shadowing method to improve Japanese EIL learners’ listening skills and the book on its mechanism will be released this year. Now he and his colleagues are developing the new method called Instant Translation method to promote proficiency of Japanese EIL learners. He is currently an associate professor at Jissen Women’s University in Tokyo and teaches English and English teacher training courses.

Speech Title: L1+ Approach: its mechanisms and efficacy for L2 instructions

Speech Abstract: This study investigates whether holistic approach based on syntactic priming research findings will facilitate learners’ sentence productions of English by comparing the performance of students with two different proficiency levels. The holistic approach applied in this study had two distinctive features; generation of new sentences using models provided in a bridge language (L1+), and interaction with peers. The concept of L1+ is developed for this study, based on the cross-language syntactic priming research findings. As the name suggests, L1+ is a bridge language between learners’ first language (Japanese) and the target language (English), where Japanese is placed in English word order. The results suggest the reason for not significant gain observed in low group is their internal factors such as self-efficacy toward English learning other than the intervention this study utilized. Further study is necessary on how the holistic L1+ Approach can motivate students with low self-efficacy.

 


Budsaba Kanoksilapatham is currently a professor with the English Department, Faculty of Arts, Silpakorn University. She completed the bachelor’s degree in English (Hons.) at the Faculty of Arts, Chulalongkorn University. She received the master’s degree in linguistics and EFL from Southern Illinois University at Carbondale and the Ph.D. degree in linguistics with a concentration in applied linguistics from Georgetown University, USA. Her research interests include discourse analysis, sociolinguistics, phonetics, and language teaching. Her most recent books are Pronunciation in Action and English Sociolinguistics at Work. Her research articles were published in international journals including English for Specific Purposes and The IEEE Transactions on Professional Communication.

Speech Title: Motivation as a Psychological Force in Learning English: Thai University Students

Speech Abstract: Motivation is acknowledged to be one of the principal psychological driving forces within individuals that impels them to take action and to succeed. Consequently, motivation is crucial in education in general. Currently, English language learning has become the focal attention because the demands, be they local or global, to ameliorate citizens’ English proficiency are increasing. Unfortunately, recently, in comparison with the people from other neighboring countries, Thai people’s English has been considered unsatisfactory. Given the role of motivation in determining the outcome of education, it is interesting to examine what type and what level of motivation Thai learners of English have. Specifically, this study focuses on Thai learners in higher education studying in the discipline of humanities. The participants include 1,665 students from four different public universities all over Thailand. The instruments employed in this study are a questionnaire and interview questions. Based on two established motivational questionnaires (Gardner’s in 1985 and Dornyei’s in 2010, a hybrid questionnaire was developed for this study and subsequently validated by five experts in the field of language teaching. The questionnaire was implemented to undergraduate students in humanities. To substantiate the questionnaire data and to obtain more in-depth information regarding motivation, 40 interview sessions were conducted. The analysis of the questionnaire data and interview data demonstrated that the students had a high level of motivation in learning English for their personal pursuit including employment and professional advancement. Interestingly, the interviews with the students revealed that they also aspired to utilize their English knowledge to enlarge their cultural repertoire. The findings generated from this large scale project suggest that, to maintain these humanities students’ motivation and empower them as enthusiastic language learners, a number of pedagogical practices need to be devised to assure that their motivation in learning English is boosted.

 

 

Plenary Speakers of ICLLA 2020


Paul Beehler (B.A., M.A., Ph.D.) was born and raised in California where he pursued his education in the California State University system and the University of California system. Associate Director of the University Writing Program (UWP) and Director of the English Language Writing Requirement (ELWR) for the University of California at Riverside, Paul Beehler is an Associate Professor of Teaching in the Department of English. He supervises and mentors graduate students and undergraduate students across a host of disciplines, all of whom are learning how to teach writing. His research interests include popular culture, Shakespeare, composition theory, and writing program administration. In these areas, he has published two dozen articles. Currently, Professor Beehler serves on the Committee on Preparatory Education at the University of California, Riverside and chairs the U.C. systemwide committee on English for Multilingual Students. He also co-founded the Writing And Foster Youth Alliance (WAFYA), an organization dedicated to serving former foster youth. For the past twenty years, Paul Beehler has served as a pro bono tutor for L1 and L2 Vietnamese secondary students in Orange County, California.

Speech Title: Recognizing and Addressing Structural, Historical, and Cultural Impediments to Teaching Writing: The Emergence of Resistance Theory

Speech Abstract: Teaching writing is a complex and demanding profession. Any number of obstacles can disrupt instruction:  classroom size, student placement, teacher competence, classroom dynamics, and concerns about the physical classroom itself. Many impediments such as these are readily recognizable because they can be quickly identified in the writing classroom. Solutions, as a result, are often not far behind the recognition of such problems. A more subtle and generally unrecognized impediment, however, has afflicted instruction in the writing classroom over the past fifty years:  the relationship between the discipline of Writing and English. Recent scholarship has considered how Departments of Writing and Departments of English interact, a line of inquiry that brings into sharp focus the place that Departments of Writing hold in universities. A natural extension of this conversation addresses the effectiveness of Teaching Assistants (TAs)  in composition classrooms because TAs in composition classrooms, most especially Writing Across the Curriculum (WAC) classrooms, frequently hail from a multitude of disciplines rather than a centralized composition program. This presentation will consider original research that evaluates the effectiveness of TAs assigned to teach discussion sections in a ten-week business writing course. Undergraduate students, after benefitting from TA-led weekly discussions about writing, crafted final exams that were then evaluated using a standardized rubric. The results of the undergraduate work were then compared among the three TA groups involved:  Business TAs, English TAs, and General Humanities (excluding English) TAs. While all the TAs proved to be effective as writing instructors, the undergraduate students in the sections run by Business TAs and General Humanities TAs outperformed those students in the sections run by English TAs. The data to be reviewed during this presentation support the arguments in literature that suggest English TAs may face different and unique challenges in teaching a composition course than TAs from other disciplines. These data serve as the foundation for a new theory, Resistance Theory, that explains why the disciplinary relationship between English and Writing can lead to innate and often institutionally driven impediments to teaching writing. Resistance Theory considers why recognizing clear disciplinary boundaries between English and Writing encounters resistance. Further, Resistance Theory suggests that such impediments that arise from an inability to recognize disciplinary boundaries between Writing and English in universities could potentially affect Writing Departments through the delivery of instruction, practices in hiring, and the cultivation of faculty relationships.