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A Consideration of Sexual Reproductive Health and Rights : The Abandonment of an Infant by Technical Intern Trainees
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CEFR Aligned Speaking Tests in Japan: Implications for the Bunkyo English Communication Center
Get PDFapplication/pdfEnglish language testing is a major part of educational life in Japan, with a multitude of options for students and teachers to choose from. This report examines the alignment of the most widely taken of these norm-referenced tests (NRT) with the Common European Framework of reference (CEFR) and explores their speaking assessment components. Highlighting the benefits of using publicly available CEFR-aligned tests for creating speaking assessments, it reviews how we currently use them in the Bunkyo English Communication Center (BECC) to inform our own assessments within the Freshman and Sophomore General English (GE) course. It goes on to demonstrate how these tests can be adapted to assess studentsʼ speaking abilities while promoting motivation and engagement. Examples of how shorter, low-stakes speaking as-sessments can be created based on an eight-point checklist and CEFR-aligned norm-referenced tests are provided. These support the idea that smaller, more frequent speaking assessments aligned with classroom teaching and offering students positive washback, should be encouraged across all the BECCʼs English language courses.departmental bulletin pape
Independent Learning Programs at a Self-Access Learning Center
Get PDFapplication/pdf広島文教大学Bunkyo English Communication Center（BECC）のSelf-Access Learning Center（SALC）は，様々な学習資源や教育サービス，学習の機会を通して，学習の個別化と自律学修の涵養という2 つの役割を担っている。本稿では，自律学修を促進し支援するために近年SALCが行った2 つの教育プログラムについて述べる。まず，2018年度と2019年度に実施した自律学修プログラムでは，個別学修相談を通して，学習の目標設定や学習計画の立て方などの自律学修を遂行する上で必要なスキルの習得を支援した。また，数週間に亘って実施したグループセッションを通して，SALC 内の様々な学習資源の活用方法を教授した。2021年度に行ったスピーキングプログラムでは，既存の教育サービスを活用しつつ，スピーキング力向上のための学習方法を紹介するプログラム独自のワークショップや，個別学修相談，学生同士による会話練習セッションを導入し，自発的な学習を促した。本稿の後半部分では，プログラム終了時に行ったアンケートの結果をもとに，プログラムの効果や今後の課題について述べる。|The Self-Access Learning Center (SALC) at the Hiroshima Bunkyo University Bunkyo English Communication Center (BECC) plays a dual role of individualizing and cultivating self-directed learning by providing educational services and various learning resources and opportunities. This paper describes two educational programs that the SALC recently conducted to promote and support self-directed learning. First, the Independent Learning Program, a program designed to promote autonomous learning, was conducted in 2018 and 2019. Through individual learning consultations, students learned the skills necessary for self-directed learning, such as goal setting and how to make a study plan. During group workshops held over the course of the program, students were taught how to utilize various learning resources within the SALC. Second, the Speaking Program was conducted in 2021. While utilizing existing educational services, the SALC introduced workshops unique to the program to promote speaking skill-building learning methods. Furthermore, the program provided individual learning consultations and conversation practice sessions between students to encourage voluntary learning. The second half of this paper describes the effectiveness of the programs and future considerations based on the results of post-program surveys.departmental bulletin pape
Further Developing the Video Production Course for the Global Communication Department
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The Characteristics of Basic Words Difficult for Japanese EFL Learners to Acquire through High School Education
Get PDFapplication/pdfThe study examines the Japanese EFL learnersʼ vocabulary at the elementary 1,000- to intermediate 2,000-word levels, using a vocabulary estimation test. The data are analyzed according to participants' grades and schools. The study attempts to identify words difficult to acquire even for advanced learners (third-year senior high school students). Results show that there are a few words difficult for them to acquire even at the elementary 1,000-word level. There are four or five words at the E1,000-word level whose success rates are worst 10 in each grade as in the case of third-year students whilst there were only one or two words at the I1,000-word level whose success rates were worst 10 in each grade as in the case of third-year students. There are only a few words whose success rates were worst 10 regardless of school grades except third-year students. I conclude that educators should recognize the fact that the words difficult for third-years to aquire are also difficult for first- and second-years to acquire and that they should teach vocabulary to their students, taking the nature of a word into account.departmental bulletin pape
