Tag: Teaching Experiences/Pedagogy/Practice & Praxis


Exploring Japanese University Students’ Perceptions of Peer Feedback in Oral Presentations

While there are many benefits of using oral presentations in EFL (English as a Foreign Language) classroom, learner difficulties with making an effective presentation are often addressed in the Japanese EFL context (Brooks & Wilson, 2014; Kawachi, 2012). In order to help learners to make effective presentations, the author believes that implementing peer feedback in


Relationship of Learning Environments to Students’ Interactive Behavior in a Project-Based English Course

A substantial number of studies have already considered cooperative or project-based English learning, which are often cited as forms of active learning (AL). In order to further improve AL courses, it is now necessary to set up language learning environments conducive to AL. The aim of this study is to find a way to fully


Limited English Proficiency of Chiang Mai University Students As Evidence of English Language Education in Thailand

This paper presents a review of recent research that investigates the problem and the practice of English language teaching and learning in Thailand. A review of these studies identifies four major causes that contribute to the failure of English language education in Thailand: national identity, teacher development, education system, and exposure opportunities. The focus of


Bernstein’s Pedagogic Device As Deconstruction of Teaching Practices

The aim of this study is to discuss Bernstein’s Pedagogic Device Theory as the grounding for deconstruction of teaching practices in higher education. This paper describes a teaching of teachers experience focused on building pedagogical knowledge through deconstruction of classroom practices in order to unveil the rules and implied discourses within the teacher’s mindset. It


STEM Education in English: A Case Study of a Japanese Technical College

Attempts to teach subject courses in English have become more widespread in Japanese universities. Methods such as Content and Language Integrated Learning (CLIL) is sometimes used to educate students in subject knowledge as well as English language. However, such practices hardly exist in Japanese technical colleges, where students are educated in vocational mechanical and engineering


Facilitating Skills-Learning by Blending Teaching in Clothing Construction Class

This study aims to facilitate students’ learning of sewing skills through blending teaching method. Clothing construction class was designed for students to learn the clothing’s patterns, to use industrial sewing machine and to compose a garment project. Conventionally, demonstrating was the most adopted method to teach students learning the sewing skills. The teacher first introduces


Teaching English to Non-Native Primary Learners Through Picture Books

Over the past decades language learning as one of the tools to holistically develop students for the ever changing world, particularly with the emphasis on communication has been a key policy in East and Southeast Asia. Throughout the region, English is the major ‘foreign’ language taught and its inclusion in primary school’s curricula is often


Feedback in the EFL Writing Classroom: Effectiveness and Students’ Perceptions

In EFL writing classes, teachers give feedback with the assumption that it will help students improve. In contrast, Truscott (1996) argues that feedback has little to no value to students. This presentation, using data gathered from a first-year university liberal arts reading course, seeks to document and measure the potential effectiveness of two forms of