Search

Your search keyword '"COTTER, MATTHEW"' showing total 5 results
Start Over Author "COTTER, MATTHEW" Topic japan
5 results on '"COTTER, MATTHEW"'

1. Reactions of Teachers and Students towards the Implementation of Performance-Based Language Assessment: A Washback Study in Hokkaido, Japan

Author

Chinda, Bordin, Cotter, Matthew, Ebrey, Matthew, Hinkelman, Don, Lambert, Peter, and Miller, Annie

Abstract

This qualitative study investigated the washback of performance-based assessment used by three English language teachers in Hokkaido, Japan, each of whom implemented their own course-specific assessments. The study employed qualitative research of an in-depth interview with 15 students and a self-reflective method from 3 teachers. Teachers demonstrated different approaches in implementing performance-based language assessment. However, they agreed that this type of assessment could enhance students' communicative skills and rubrics were crucial in the assessment process. In terms of washback on students, they found that performance-based assessment, with detailed feedback, provided learners with a comfortable and challenging learning environment, leading to self-developed English performances, feelings of accomplishment, and better retention of English used in the presentations. However, some students found performance-based assessment demanding, causing anxiety. The findings suggest that when implementing performance-based assessment teachers should consider different aspects of the assessment to create positive washback.

Published
2022

2. Virtual Exchange Supporting Language and Intercultural Development: Students' Perceptions

Author

Hagley, Eric and Cotter, Matthew

Abstract

Foreign Language (FL) classrooms should be places where, at a minimum, communication is taking place in the foreign language being taught and intercultural understanding is also being developed. However, in countries where the majority of students are from a single cultural background, it is often difficult to keep students on-task if they do not have to use the language they are studying. Virtual Exchange (VE) ensures students interact with their online peers in the FL, as it becomes the lingua-franca. However, student attitudes toward such VE in the FL classroom are still not fully understood. This paper researches students' attitudes toward one VE, the International Virtual Exchange Project (IVEProject). Each iteration of the IVEProject is for eight weeks. Students interact asynchronously on Moodle forums in text, audio, and video. More than 15,000 students from 15 countries have participated in at least one of the VE carried out since 2016. Online surveys are carried out at the end of each exchange. Results suggest students have an overall positive attitude toward incorporating VE into FL and intercultural classes. [For the complete proceedings, see ED600837.]

Published
2019

3. Video Assessment Module: Self, Peer, and Teacher Post-Performance Assessment for Learning

Author

Cotter, Matthew and Hinkelman, Don

Abstract

Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment. [For the complete proceedings, see ED600837.]

Published
2019

4. Investigating the Impact of Japanese Labour Laws on Limited Term Contracts for Foreign Language Teachers at Japanese Universities

Author

SATO, K.J. M., COTTER, Matthew, SKELTON, Wayne, and SCHINCKEL, Peter

Subjects
Japan, limited-term contracts, labour law, higher education, employment
Abstract

Limited-term contracts for foreign language teachers are commonly used in full-time, long-term positions at Japanese higher educational institutions. This paper shows how labour laws allow this cycle to continue, while direct and indirect financial and academic costs to the institution, students, teachers themselves and also Japanese society in general remain unacknowledged. This paper proposes investigating the impacts of limited-term contracts, using qualitative methods to collect data through semi-structured interviews from foreign language teachers who are on, have been on, or are tenured but who work with, or have worked with, teachers on limited-term contracts. It is hoped that the findings of this proposed study will help gain insight into what can be done to improve the current situation for all involved., 研究ノート, Research Note

Published
2015

5. Advantages of using interactive English teaching methods in Japanese mainstream English classrooms

Author

Cotter, Matthew J.

Subjects
education, Japan, English, advantages, ComputingMilieux_COMPUTERSANDEDUCATION, interactive, learning, teaching, Japan
Abstract

In Japan, the government and society as a whole is becoming more aware of the necessity to communicate with international markets using English (Neely, 2012). As a result, teaching methods within mainstream education are being reviewed and a push for more interactive based teaching methods has increased. The realization that the average English communicative ability in Japan has been comparatively weak (TOEIC Official Data Analysis, 2006) despite learners receiving a minimum of six years of compulsory English classes, has put current teaching pedagogies under fire as they must be considered as a major factor. Teaching methods that are interactive, oral and action based put the learner into a pseudo-real communicative situation, help not only the acquisition of English communicative abilities but also increase intrinsic motivation for learning. This paper discusses the primary teaching method prevalent in Japan and contrasts this with recently introduced, interactive methods. It supports the position that these interactive methods are of more benefit to the English learner and the position is backed up with three examples of classroom lesson plans where the advantages of using one or more of these interactive methods can be clearly understood., 研究ノート

Published
2014

Catalog

Books, media, physical & digital resources
See catalog results