Abstract
This study reports how an English classroom practice with information and communication technology (ICT) enhanced 17 Japanese university students’ motivation and self-assessment regarding their speaking skills. This involved a 15-week class, meeting weekly for 90 minutes, plus additional 12 mandatory online lessons with English-speaking instructors from the Philippines. Each online lesson was 25 minutes long and based on a textbook that introduced topics focusing on personal interests and social issues. The Japanese students were required to speak on a one-to-one basis with the instructors, and a flipped-classroom format was used for in-person class sessions, wherein students shared their outcomes in groups and prepared for their next online lesson in pairs. Each group was provided with a recording device (Hylable Discussion) that recorded each member’s utterances and analyzed the relative volume of talk among members, directions and frequencies of interactions, and talker/listener tendencies. At the end of the course, the participants reflected on their Hylable analysis results over the semester and answered questionnaires about course activities, including overseas online lessons, group work, and paired work. Most respondents felt an improvement in their speaking skills and decreased anxiety. Group and paired work were almost equally popular among the participants, although the Hylable analyses was not included in the paired work. This study provides practical tips for using ICT to enhance classroom activities.
Author Information
Mitsuyo Toya, University of the Ryukyus, Japan
Paper Information
Conference: SEACE2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Toya M. (2025) Enhanced Motivation in an English-as-a-Foreign-Language Classroom: One-to-One Remote Lessons, Hylable Discussion, and Group/Paired Work ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 553-562) https://doi.org/10.22492/issn.2435-5240.2025.46
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.46
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