Kinsella Valies
University of Shizuoka, Language and Communication Research Center
She has taught EFL at the secondary level in her home countries for several years before moving to Japan in 2006. Since then Kinsella has taught at various levels at institutions in Japan. She is currently a special lecturer at the University of Shizuoka in Shizuoka. Through membership and volunteering, she tries to contribute to the international education community. Her research interests are assessment and TBLT.
Sessions
Pecha Kucha Extravaganza
Synchronous Pecha Kucha: * Marc Jones, "Making Your Classes ADHD-Aware: Simple Tips for Inclusion" * James Papple, "TESOL Affiliate Network and Professional Council Overview" * Kinsella Valies, "You Talking to Me? English-Speaking Practice Through Movies" * Jason Wolfe & Jonathan Adreano, "UnGoogleability and Radical Creativity" Asynchronous Pecha Kucha: * Daniela Trinks, "Teaching the Board Game Go to English Learners" * Takano Yoko, "Online Project-Based Teaching’s Benefits to Young Learners and Their Families" *** Note: Each pecha kucha is just under 7 minutes long (20 slides at 20 seconds per slide). ***
You Talking to Me? English-Speaking Practice Through Movies
Independent and incidental acquisition of vocabulary through film is a life-long learning skill. This research project examines a two-day, face-to-face, film-based speaking course. It investigates how the use of intentional vocabulary-learning activities and production through contextual cues were effective in converting passive mastery into active production. The qualitative approach consists of recorded conversations, instructor observations, and pre- and post-course surveys. The participants were mixed-level businesspeople and public servants who used English at work. Observations and recordings highlighted a greater understanding and active application of the vocabulary introduced. Surveys showed that student confidence in their ability to express themselves in general conversation decreased by 16.4% from "I can do it (easily)" to "I need more practice," while confidence in work-related English use decreased by 17.3%. It can be concluded that pre-course level-assessment, confidence-building, and maximizing output time can improve active use of language acquired through film. ** Part of the Pecha Kucha Extravaganza; each pecha kucha is just under 7 minutes long (20 slides at 20 seconds per slide).