Introduction to qualitative research analysis for teachers 13th May

This weekend I’ll be doing a presentation / workshop for beginning researchers on qualitative research analysis. The aim is to provide a very simple, interesting introduction on what and how qualitative research analysis is done. Basic details are below, and full details are on the Nagoya JALT website. This event is sponsored by Nagoya JALT and QSR International.

Professional development: Qualitative research, data analysis methodology, and introduction to QSR Nvivo
At Nanzan University, R building, room: R52.
Map: https://goo.gl/maps/4wHsuUg86dK2
***Car parking is available in the new west carpark, close to R building.***

Schedule

  • 2:00 PM – Room opens, and Nvivo computer help available.
  • 2:30-3:30 – How to do simple qualitative data analysis for small projects on paper; Andrew Blyth, Nanzan University and University of Canberra.
  • 3:30-4:00 – Break + Nvivo computer help available.
  • 4:00-6:00 – Exploring qualitative data with NVivo: Creating, importing, coding and querying, Yuzo Kimura, University of Toyama.
  • 6:00-6:30 – Informal discussions and clean up.

The aim of these two workshops is for novice researchers to further develop and enhance their skills. There are two parts; first is a review of basic skills and an introduction to qualitative data analysis methodology; and the second introduces industry standard software commonly used in research projects.

People meeting, by Eric Bailey 2014, CC https://www.pexels.com/photo/people-meeting-workspace-team-7097/

People meeting, by Eric Bailey 2014, CC https://www.pexels.com/photo/people-meeting-workspace-team-7097/

Participants are not required to bring a laptop nor do they need to have Nvivo software, but can watch the demonstration. If they wish, participants can install QSR Nvivo on their laptops for the second workshop; however, it must be installed before attending, and the 14 day trial license newly activated. Detailed instructions are provided below. Any issues or problems with Nvivo installation should be resolved before the workshops, as the presenter cannot assist during his presentation time.

Finally, this is the first co-hosted workshop between Nagoya JALT and LEARN. A special thanks to Robert Croker of LEARN for the room booking, and for obtaining guest wifi access for this special event. Nagoya JALT looks forward to meeting and working with LEARN members at this and future events. Prof. Kimura’s workshop is co-sponsored with QSR International.

Workshop: Using Bottom-Up Approaches to Teach Listening

IMPORTANT UPDATE:

Due to sudden family emergency, I had to return home, and cannot give this presentation. However, I am eager to give this workshop to your group, office, chapter, etc if requested.

I will be presenting a workshop titled “Using Bottom-Up Approaches to Teach Listening” at the annual Japan Association of Language Teachers (JALT) conference in November this year. I encourage you to come along, or ask questions online (via Twitter is best). Official details:

Conference: Japan Association of Langauge Teachers (JALT) 2016 conference, http://jalt.org/conference.

  • Event: 42nd Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition
  • Where: Aichi Industry & Labor Center – WINC Aichi, Nagoya, Aichi Prefecture, Japan
  • When: 25 – 28 November 2016
  • Theme: Transformation in Language Education

Day: Sunday, November 27th. CANCELLED (see above)
Time: 1:05 PM – 1:30 PM  (25 minutes).
Room: 904.

Presentation ID #: 619
Presentation Title: Using Bottom-Up Approaches to Teach Listening
Format: Practice-Oriented Short Workshop
Content Area: Listening (LIS)
Context: College & University Education

Handouts / resources:

(to be added later)

 

Long abstract:

Often teachers teach listening by playing a CD and providing students with comprehension questions; though this is not teaching listening but testing it (Sheerin, 1987). Also, recent academic discussion has criticised the inadequacy of listening strategies (see Blyth, 2012; and Chang and Millet, 2014). Consequently, new methodologies were developed by the presenter to actually teach listening using bottom-up approaches based on cognitive science theory by Cutler (2012) and Field (2008). This practice oriented workshop introduces these new teaching methodologies which are the outcomes of a large scale mixed methods research project. This project worked with teachers in central Japan to develop and trial methodologies for bottom-up listening approaches that are suitable for their context (considering teaching preferences, class types, and students). Data collection included pre and post listening tests, as well as interviews with teachers and students. A key result is that bottom-up listening approaches, or teaching pronunciation, is an effective means to improve student listening abilities. This workshop will provide only a brief introduction to pertinent listening theory followed by demonstrations of simple activities that teachers can use from Monday morning. The workshop will include demonstrations, audience participation, and a short Q&A. Handouts will include web links to class handouts, audio samples, demonstration videos, and other related materials.

AILA 2014: Social Media

I’m presently at AILA, an international conference held once every four years. It’s a conference for language teachers and researchers. I’m not presenting this time, but I’m just hanging out. This morning, I saw a neat presentation on how student teachers were using social media as a means to learn in their classes. One tool that looks pretty good is Padlet. It’s a wall that can allow for collaboration and a Vygotskian collaborative learning and knowledge construction. Here’s my first attempt.

New ways of teaching listening at Nagoya JALT

I’ll be presenting New ways of teaching listening at Nagoya JALT (http://jaltnagoya.homestead.com/) on Sunday the 15th June at the Nagoya International Centre, from 1.30pm to 4pm. See my resource page on the day to get a copy of the slides for your own reference, Winjeel.Com/Research/Teaching_Listening.

Winjeel.Com ScreenShot

Winjeel.Com ScreenShot

Social networking ethics in CALL

This weekend the Japan Association of Language Teachers special interest group Computer Assisted Language Learning (JALTCALL) will be holding their annual conference in Nagoya at Sugiyama Jogakuen University (5min walk from Hoshigaoka Stn on the Higashiama (yellow) subway line). Details: http://conference2014.jaltcall.org/ I’ll be presenting my topic of Social networking ethics in CALL. As I’ve been doing additional research for this presentation I’ve come to realise that the main conceptualisation of this topic is about privacy, first and foremost. I’ve also realised how important the maintenance of privacy is for trust and bonds between friends and family, and by extension for classroom dynamics, too. Learn more at the conference, and I hope to see you there. The blurb:

This presentation is a follow up on the article published in ELT Journal by Blyth (2010). It calls for careful consideration in using social networking services (SNS) like Facebook, Twitter, Google+ and others. Whilst using SNS may facilitate more efficient language acquisition, there are certain risks that have not been discussed. Traditionally, classrooms are closed environments, where the outside world cannot see in, providing students with a private sphere to practice and experiment with their interlanguage. The use of SNS is effectively allowing the outside world to peek in and see students’ attempts at language use, not as a moment in a process, but as like a product. The effect can be negative, and potentially damaging to personal and professional reputations. Particular word choices or sentences may be misconstrued or misinterpreted, and may harm the students’ reputations now, or in the future. Especially when comments are published on long forgotten websites like the future equivalents of Friendster, Geocities, Tripod, or abandoned personal blogs. This presentation will conclude with a discussion, and key points may be published in the conference proceedings.

Currently the presentation is scheduled for room 502 at 3.40 to 4.20pm. I’ll eventually have PowerPoint slides uploaded so you can view them during and after the presentation at Winjeel.Com/research.htm. Hopefully I’ll remember to audio record the presentation so audio would be available via SoundCloud.

Listening and Reading Vocabulary at JALT

In less than two weeks my research partner and I will be presenting at the next Japan Associaton of Language Teacher’s annual conference. The topic is Japanese EFL Students’ Listening and Reading Vocabulary, and follow the link for details of time and place. As far as we can tell, we are the first to find a way to directly measure the difference between the lexical access Japanese students have in both visual and aural domains; and there does appear to be a difference. This is a pilot study, and so we are looking forward to hearing from the audience their views about it. So far, we are planning to expand the project and tweek it for another run in  April and later years, too… tbc.

FAB4 (First Annual Brain Day), 2013

The First Annual Brain Day Fourth Annual Conference (FAB4) was good. Robert Murphy stated, rekindled, talked on a number of important info that teachers should know about teaching. Teaching, including ELT, involves humans, and humans are incredibly social animals. That is to say, our students are not robots, and “teaching” is not done best when you teach at students, but when you involve them. Humans have brains and bodies that have limitations. So we can’t be sitting students in chairs for 90minutes and expect them to keep still, silent, and ‘record’ information like a tape recorder. The body needs movement, the brain needs interesting stimulation, and humans need interaction. Marc Helgesen’s morning plenary nicely encapsulated how teachers can do these thing to make learning much more efficient.

Leslie Ito explained about the many, myths Japanese parents unfortunately believe in, which can have serious consequences for children. Basically, don’t stress the child, let the child have fun, and enjoy life. Developing bilinguals is not difficult, just get good advice and information.

There were many great presentations, more than what can be reported here. However there’s one more of note, Japanese EFL Students Listening an Reading Vocabulary, presented by Yoko and I. Details on the Listening & Reading Vocabulary page here. In short, students need far more experience and opportunities in listening to English.

Finally this little guy. He was abandoned and discovered by a conference delegate the day before, and is lucky enough to be taken care of, and we were lucky to have him chirping happily during the presentations. It’s great to know that there are people who will take care of even the smallest of us. Although its a little disconcerting that he is being kept in a food try in a cake box.

20130709-104408 AM.jpg

Good presentations

Today is the first day that some of my classes begin preparing for their presentations, so I thought I might do a quick blog post on the topic. Many people, unfortunately, make presentations rather boring. I hate sitting through boring presentation after boring presentation. The problem is, no one will remember what you have presented, and so all the hard work you do is forgotten; or hard work done for nothing. So please, please, please, make your presentations interesting. It is not difficult, just briefly, Step 1, avoid bullet points; Step 2, reduce and simplify both the text and content; Step 3, make it very visual. More tips and suggestions can be found on my “How to do good presentations” on Prezi.Com.

While I’m on the topic, here’s an (out-dated) tutorial on “How to add graphs to your prezi”, and one of my favourite prezi’s (not made by me) to serve as an example of what a Prezi can look like, “Playing to Learn”.

How to do good presentations

How to do good presentations

More conferences

Two more conferences to share the details of:

  • CamTESOL (Cambodia) has a call for papers for their 22nd & 23rd February 2014 conference. Details: CamTESOL Call for Papers, deadline 14th Sept 2013.
  • Thai TESOL (Thailand) also has a call for papers for their 17th & 18th January 2014 conference. Details: Thai TESOL Call for Papers, deadline: 31st Aug, 2013.

For more on conferences, click on the “Conferences” tag or categories link on this blog.