{"id":547,"date":"2019-08-28T00:00:00","date_gmt":"2019-08-28T00:00:00","guid":{"rendered":"http:\/\/khoaanhcn.ufl.udn.vn\/eng\/2019\/08\/28\/bolt-seminar-2017\/"},"modified":"2019-08-28T00:00:00","modified_gmt":"2019-08-28T00:00:00","slug":"bolt-seminar-2017","status":"publish","type":"post","link":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/conference-seminar\/547\/","title":{"rendered":"BOLT SEMINAR 2017"},"content":{"rendered":"<\/p>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tBOLT SEMINAR 2017\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h2>\n

\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tUpdated: \t\t\t\t\t\t\t\t\t\t\t\t\t\t2019\/08\/28\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n

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\n\t\tSa Vu\u2019s Bio<\/strong><\/span><\/span><\/div>\n
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\n\t\tSa Thi Chau Vu is a lecturer at the Department of English, University of Foreign Language Studies, University of Danang. Her main areas of research interests are EFL methodology, language testing and assessment and linguistics. She received a B.A. in TESOL from Danang University, an M.A. in the English Language from Danang University and an M.A. in TESOL from Columbia University, the US. She is a Fulbrighter. She has 8 year experience teaching EFL and 2 years teaching ESL. She was a consultant for the Action Research Professional Development Project \u201cFrom Action to ASEAN\u201d sponsored by the US Department of State. Recently, she has become a Master Trainer on Action Research under the Vietnam National Foreign Language Project 2020. She can be contacted at <\/span>chausavu@gmail.com<\/span><\/a>.<\/span><\/span><\/div>\n
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\n\t\tSa Vu\u2019s Presentation Abstract:<\/strong><\/span><\/span><\/div>\n
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\n\t\tTopic: Critical Thinking Skills in EFL classes \u2013 Why and How?<\/em><\/strong><\/span><\/span><\/div>\n
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\n\t\tCritical thinking has been an integral part of the requirements for a professional in the 21st<\/sup> century. Nevertheless, this high-order type of reasoning has not yet been highlighted and encouraged in Vietnam\u2019s education in general and in language education in particular. Thereby, university graduates can hardly meet their employees\u2019 expectations while language learners find it hard to develop essential critical thinking skills. It is high time that language teachers be aware of the issue and take action addressing it. This presentation will explain the concept of critical thinking, its importance and ways to integrate it in EFL (English as a Foreign Language) classes. The participants will be able to have an overview of the basic characteristics of critical thinking and how to apply it in their EFL classroom to best facilitate students\u2019 development of critical thinking. Finally, they will have a chance to experience several critical thinking activities during the demonstration session.<\/span><\/span><\/div>\n
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\n\t\tSummary: <\/strong>PPT summary and useful materials will be provided by the end of the presentation.<\/span><\/span><\/div>\n
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\n\t\tWilliam Robert Pellowe<\/strong><\/span><\/span><\/div>\n
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\n\t\tBiodata<\/strong><\/span><\/span><\/div>\n
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\n\t\tWilliam Pellowe is an Associate Professor at Kindai University’s campus in Fukuoka, Japan. He has had a longstanding interest in language assessment and feedback, and teaching English with technology. His projects include MOARS (an open source classroom response system for smartphones and tablets), CAPTUR paddles (a four-answer response card, with four letters, colors and shapes), and ELT Calendar (an events calendar for language teachers in Japan). He has been teaching English for nearly 30 years.<\/span><\/span><\/div>\n
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\n\t\tActive Participation Through Response Cards<\/strong><\/span><\/span><\/div>\n
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\n\t\tAbstract<\/strong><\/span><\/span><\/div>\n
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\n\t\tWe teachers assume that we are talking to the entire class, thus providing all students with valuable input, but input is only valuable to those who attend to it. Too often, when we call on students to answer a question, their motivation to listen decreases after answering, since they are confident of not being called on again soon. One way to address this problem is to use a student response system that requires all students to respond simultaneously. Student response systems improve student concentration while encouraging a more active engagement with the material (Heward et al, 1996; Banks, 2006). Student response systems also allow teachers to quickly gauge the students’ understanding, especially in EFL settings, where students may tend to be reticent, or where quiet classrooms are the norm (King, 2013). The presenter developed a low-tech student response system that he and other teachers have been using in EFL classes for several years. This simple, two-sided response card with four options allows teachers to easily and flexibly elicit responses to multiple-choice questions. In this presentation, the presenter will provide an overview of relevant research findings and demonstrate examples of periodic and judicious use of response cards in language classes. Attendees will learn how to adapt existing materials, create new activities, and get feedback on how well students understand the material. They will be able to integrate these activities into their current classes using any kind of homemade response cards.<\/span><\/span><\/div>\n
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\n\t\tHitomi Sakemoto<\/strong><\/span><\/span><\/div>\n
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\n\t\tBiodata<\/strong><\/span><\/span><\/div>\n
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\n\t\tHitomi Sakamoto is a professor at Toyo Gakuen University and director of the English Education Development Center. She is a member of JALT and a co-chair of a JALT affiliated study group ESTEEM (Elementary School Thematic English Education Movement). Her research interests include global education in EFL classes and methods for teaching English to young learners. She is a co-author of an English textbook your world.\u3000 She holds an MA in English Language and Literature from the University of Tokyo.<\/span><\/span><\/div>\n
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\n\t\tGlobal “Greenglish” Project Using CLIL<\/strong><\/span><\/span><\/div>\n
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\n\t\tPresentation Abstract (approx. 250 words)<\/strong><\/span><\/span><\/div>\n
\n\t\tThis session will explain how the presenter has facilitated an intercultural exchange project with a focus on environmental issues between Japan and other countries such as Turkey, Vietnam or EU countries from 2011 up until now. The presenter suggests that arranging a similar exchange project would be possible for any teacher in any nation and that it should widen the horizons of learners. \u201cGreenglish\u201d is a coined word combining \u201cgreen\u201d and \u201cEnglish.\u201d In English classes, students can learn about environmental issues such as energy, global warming, endangered species. The presenter developed the \u201cGreenglish\u201d Project to a collaborative classroom project and succeeded in creating international learner communities. The learners in both countries became more interested in each other\u2019s culture and more motivated to use English as a communication tool. They exchanged their ideas through letters, posters and video messages. The presenters\u2019 Japanese university students exchanged e-mails discussing environmental issues with Vietnamese university students. In order to carry out this project, Content and Language Integrated Learning (CLIL) has been proved to be an effective method. There are 4 important factors called \u201c4Cs\u201d in CLIL: content, communication, cognition and community. Some scholars include \u201cculture\u201d instead of \u201ccommunity\u201d. This method also helps students to decrease their anxiety to use the second language and increase their willingness to communicate. The presenter is to show its evidence introducing the video letter exchange project between Japan and Turkey. Educating future generations in this manner would benefit both students and teachers and contribute to fostering innovative global citizens.<\/span><\/span><\/div>\n
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\n\t\tDr. Peter John Wanner is an Associate Professor at Tohoku University working in the Graduate School Language Education Department.\u00a0 He has a Doctors degree in Human Informatics from Nagoya University (Japan) and a Master of Science Degree in Linguistics from Georgetown University (America).\u00a0 He has worked at Tohoku University since 2005 and specializes in Bilingual Education, Linguistics, and Neurology.\u00a0 In 2008, he had his most recent publication \u2018Consequences for bilingual first language acquisition (BFLA) and native speaker language acquisition (NSLA) infants.\u2019 in a chapter in a book called \u2018Contemporary issues of brain, communication and education in psychology: the science of mind.\u201d<\/span><\/span><\/div>\n
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\n\t\tPeter John Wanner<\/strong><\/span><\/span><\/div>\n
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\n\t\tBiodata<\/strong><\/span><\/span><\/div>\n
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\n\t\tDr. Wanner teaches large reading classes of 50 students or more incorporating the use of computers to generate and understand students’ comprehension levels. He has a Ph.D. in Information Sciences and a master\u2019s degree in Linguistics.<\/span><\/span><\/div>\n
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\n\t\tUse of Forms to Develop Comprehension Levels in the Reading Curriculum<\/span><\/span><\/div>\n
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\n\t\tAbstract<\/strong><\/span><\/span><\/div>\n
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\n\t\tThis Presentation describes how to make use of applications such as google forms to generate developmental progress of students in reading comprehension. The use of forms to generate understanding levels of students is highly beneficial and can be done with smart phones or computers. The presenter will show how to generate texts from textbooks or articles into short essay comprehension tasks for students that eventually enables them to perform at a higher level on comprehension tests such as those on the TOEFL or TOEIC.<\/span><\/span><\/div>\n
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\n\t\tUse of Forms to Develop Comprehension Levels in the Reading Curriculum<\/strong><\/span><\/span><\/div>\n
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\n\t\tDr. Peter John Wanner<\/strong><\/span><\/span><\/div>\n
\n\t\tGraduate School of International Cultural Studies, Tohoku University<\/span><\/span><\/div>\n
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\n\t\tThis paper introduces ways to develop form worksheets for students that can generate vast information on student comprehension of reading texts outside or inside class.\u00a0 Students read articles on their phone or computer and fill out forms using those devices.\u00a0 This presentation describes ways to develop material from other sources and how to enhance the classroom learning environment using smart phone technology as well as computer technology.\u00a0<\/span><\/span><\/div>\n
\n\t\tReading courses at Tohoku University have an average of 60 students per class and per say it is difficult to monitor progress of students work at a high level without the use of electronic software that provides students with a source for their material and worksheets online.\u00a0 Using software programs that have developed form devices as a way to keep track of and maintain the progress of students self-generated work is an efficient and effective way to evaluate students and find out which areas, they are having difficulty in comprehending.\u00a0 This seminar will touch on these areas and how to incorporate use of electronic forms for gathering comprehension skill development of students, especially in large reading classes.<\/span><\/span><\/div>\n
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BOLT SEMINAR 2017 Updated: 2019\/08\/28 \u00a0 \u00a0 \u00a0 Sa Vu\u2019s Bio \u00a0 Sa Thi Chau Vu is a lecturer at<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22],"tags":[],"_links":{"self":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/547"}],"collection":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/comments?post=547"}],"version-history":[{"count":0,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/547\/revisions"}],"wp:attachment":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/media?parent=547"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/categories?post=547"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/tags?post=547"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}