Gerard Marchesseau - Academia.edu (original) (raw)
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Papers by Gerard Marchesseau
Advances in educational marketing, administration, and leadership book series, Mar 8, 2024
鳴門英語研究 = Naruto English studies, Mar 30, 2020
This study investigates the link between motivation and English achievement in pre-service teache... more This study investigates the link between motivation and English achievement in pre-service teachers in their first and second years of undergraduate study. To assess motivation, a questionnaire was given to first and second-year students of this university. The questionnaire consisted of ten items, each addressing different aspects of motivation. The next section will elaborate on the questionnaire, item by item, with reference to prominent theories of motivation. This analysis will show the construct of motivation in this study. English achievement was measured by students' scores on the grade2/3 EIKEN Institution Based Assessment (IBA).
Team teaching in English classrooms in Japan has now been widely practiced for over a decade in p... more Team teaching in English classrooms in Japan has now been widely practiced for over a decade in public Junior and Senior High Schools. Native speakers of English are paired with Japanese teachers so that students gain exposure to authentic English from Native speakers, and professional instruction and guidance from Japa- nese teachers. Although team teaching has lead to some difficulties, many reviews have been favourable and it would seem to support the goal of improving students’ communicative competence. Herein, the practice of team teaching will be reviewed and situated within the broad context of English language education in Japan. Though we have seen positive results there would appear to be limitations arising from other aspects of the curriculum. The State of the JET Programme, Team Teaching and English Education in Japan.
This research presents the results of an Oral Proficiency Interview (OPI), conducted with fifth g... more This research presents the results of an Oral Proficiency Interview (OPI), conducted with fifth grade elementary school students. Following the test, learners completed a short questionnaire assessing affective factors, which correlated to test performance. The questionnaire also revealed that students had very positive feelings about the testing process, a finding which was corroborated by comments from homeroom teachers and general observations. Each learner was also rated by four individual raters, allowing us to investigate rater reliability. The assessment process illuminated challenges for communicative testing relating to rater reliability and test practicality, and benefits of communicative testing such as the potential for positive washback effect and improved test validity.
The Japan Exchange and Teaching Program is one of the largest exchange programs of its kind in th... more The Japan Exchange and Teaching Program is one of the largest exchange programs of its kind in the world. The primary purpose of the program is to invite young native-English speaking University graduates to work in Japan as Assistant Language Teachers in the public school system. English education in Japan is often criticized for not being communicative enough. Inviting native-English speaking teachers into the classroom is seen as a solution to that problem. The program, however, has political motives at its roots, and has waxed and waned based on a variety of political factors. The effectiveness of the program must also be questioned with respect to internal limitations within the program, as well as systemic issues within English education in Japan. This paper describes the program from its inception in 1987 and outlines some of the main issues. Given that other East-Asian countries have considered similar, smaller-scale programs, issues arising from the Japan Exchange and Teach...
The Japan Exchange and Teaching Program (JET Program) is a key feature in English language educat... more The Japan Exchange and Teaching Program (JET Program) is a key feature in English language education in Japan. With almost 4000 Assistant Language Teachers (ALTs) participating on the JET Program as well as many non-JET ALTs, most Japanese teachers of English (JTs) are involved in Team Teaching (TT) with ALTs on a regular basis in primary and secondary schools. The Ministry of Education, Science, Culture and Technology (MEXT), however, provides very li t t le direction with regards to TT. This paper suggests a formulaic yet flexible way in which team teaching can be conducted within the framework of the Presentation, Pract ice, and Production (PPP) method. It is based on the l i terature as well as personal experience using the PPP method in a private English school setting and teaching English on the JET Program as an ALT. Despite the high profile of the JET Program, MEXT has in large part , refrained from prescribing a specific model for TT. Some teachers might find this lack of d...
鳴門教育大学小学校英語教育センター紀要, 2010
Advances in educational marketing, administration, and leadership book series, Mar 8, 2024
鳴門英語研究 = Naruto English studies, Mar 30, 2020
This study investigates the link between motivation and English achievement in pre-service teache... more This study investigates the link between motivation and English achievement in pre-service teachers in their first and second years of undergraduate study. To assess motivation, a questionnaire was given to first and second-year students of this university. The questionnaire consisted of ten items, each addressing different aspects of motivation. The next section will elaborate on the questionnaire, item by item, with reference to prominent theories of motivation. This analysis will show the construct of motivation in this study. English achievement was measured by students' scores on the grade2/3 EIKEN Institution Based Assessment (IBA).
Team teaching in English classrooms in Japan has now been widely practiced for over a decade in p... more Team teaching in English classrooms in Japan has now been widely practiced for over a decade in public Junior and Senior High Schools. Native speakers of English are paired with Japanese teachers so that students gain exposure to authentic English from Native speakers, and professional instruction and guidance from Japa- nese teachers. Although team teaching has lead to some difficulties, many reviews have been favourable and it would seem to support the goal of improving students’ communicative competence. Herein, the practice of team teaching will be reviewed and situated within the broad context of English language education in Japan. Though we have seen positive results there would appear to be limitations arising from other aspects of the curriculum. The State of the JET Programme, Team Teaching and English Education in Japan.
This research presents the results of an Oral Proficiency Interview (OPI), conducted with fifth g... more This research presents the results of an Oral Proficiency Interview (OPI), conducted with fifth grade elementary school students. Following the test, learners completed a short questionnaire assessing affective factors, which correlated to test performance. The questionnaire also revealed that students had very positive feelings about the testing process, a finding which was corroborated by comments from homeroom teachers and general observations. Each learner was also rated by four individual raters, allowing us to investigate rater reliability. The assessment process illuminated challenges for communicative testing relating to rater reliability and test practicality, and benefits of communicative testing such as the potential for positive washback effect and improved test validity.
The Japan Exchange and Teaching Program is one of the largest exchange programs of its kind in th... more The Japan Exchange and Teaching Program is one of the largest exchange programs of its kind in the world. The primary purpose of the program is to invite young native-English speaking University graduates to work in Japan as Assistant Language Teachers in the public school system. English education in Japan is often criticized for not being communicative enough. Inviting native-English speaking teachers into the classroom is seen as a solution to that problem. The program, however, has political motives at its roots, and has waxed and waned based on a variety of political factors. The effectiveness of the program must also be questioned with respect to internal limitations within the program, as well as systemic issues within English education in Japan. This paper describes the program from its inception in 1987 and outlines some of the main issues. Given that other East-Asian countries have considered similar, smaller-scale programs, issues arising from the Japan Exchange and Teach...
The Japan Exchange and Teaching Program (JET Program) is a key feature in English language educat... more The Japan Exchange and Teaching Program (JET Program) is a key feature in English language education in Japan. With almost 4000 Assistant Language Teachers (ALTs) participating on the JET Program as well as many non-JET ALTs, most Japanese teachers of English (JTs) are involved in Team Teaching (TT) with ALTs on a regular basis in primary and secondary schools. The Ministry of Education, Science, Culture and Technology (MEXT), however, provides very li t t le direction with regards to TT. This paper suggests a formulaic yet flexible way in which team teaching can be conducted within the framework of the Presentation, Pract ice, and Production (PPP) method. It is based on the l i terature as well as personal experience using the PPP method in a private English school setting and teaching English on the JET Program as an ALT. Despite the high profile of the JET Program, MEXT has in large part , refrained from prescribing a specific model for TT. Some teachers might find this lack of d...
鳴門教育大学小学校英語教育センター紀要, 2010
IGI Global, 2024
This chapter presents a narrative inquiry on Lesson Study (LS), based on the experience of three ... more This chapter presents a narrative inquiry on Lesson Study (LS), based on the experience of three assistant language teachers (ALTs) in Japan. The author also draws on personal experience with LS, having been an ALT for three years and faculty at universities for over 20. The literature on LS is very positive and persuasive, but the narratives deflate some of the idealism around LS. A conclusion is drawn that LS can be very beneficial, but that in practice, it is not without flaws. Furthermore, as a global phenomenon, it is no longer owned by Japan. Researchers and practitioners around the world have contributed greatly towards the study and advance of LS. Those seeking to implement and conduct research on LS should draw on a broad body of literature rather than just looking towards Japan.