Introducing Virtual Writing Centers in Japanese High Schools to Support Teachers Implementing Changes to the English Curriculum

Abstract

The recent and coming changes to the Japanese Ministry of Education English Course of Study and English requirements of the Japanese University Entrance Exam system have shifted the focus of the teaching and learning of English in Japanese high schools away from reading and listening towards writing extended texts in English. These changes have increased the workload of busy Japanese high school English teachers who were already struggling to create the time to provide individual feedback to their students. This paper considers the feasibility of introducing virtual writing centers into Japanese high schools to provide a resource for Japanese students of English to receive feedback on their English writing and support for high school teachers tasked with teaching L2 writing. The impact of Japanese Ministry of Education policy documents regarding the teaching of writing in high schools is briefly explained. Then, the role virtual writing centers could play in Japanese high schools and the English curriculum is discussed. The analysis considers how a virtual writing center model could be implemented to support the teaching of English writing in Japanese high schools.



Author Information
Chris Harwood, Sophia University, Japan

Paper Information
Conference: ECE2022
Stream: Educational policy

This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Harwood C. (2022) Introducing Virtual Writing Centers in Japanese High Schools to Support Teachers Implementing Changes to the English Curriculum ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2022.42
To link to this article: https://doi.org/10.22492/issn.2188-1162.2022.42


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Posted by James Alexander Gordon