Steve Cornwell - Academia.edu (original) (raw)
Papers by Steve Cornwell
Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin... more Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin College started operating its writing center daily. Writing centers will likely increase in Japan as more courses are being taught through English. Thus, we felt a need to examine the writing centers in Japan and their similarities and differences in order to understand the shapes that writing centers take in the Japanese context. This article draws on data from three writing centers in Tokyo in addition to the writing center at OJC. We found that while all the writing centers had English as a Foreign Language (EFL) students, some also had English as a Second Language (ESL) students. There was no one Japanese model. Rather, institutions designed and organized their centers around their needs.
A study investigated the utility of a measure for assessing the writing apprehension of Japanese ... more A study investigated the utility of a measure for assessing the writing apprehension of Japanese students of English as a second language. The Daly-Miller questionnaire, designed to measure writing apprehension, was translated into Japanese and administered to 687 first-and second-year students of English at a Japanese junior college. Results indicated four factors affecting the questionnaire's construct validity: negative perceptions about writing ability; enjoyment of writing; fear of evaluation; and showing one's writing to others. It also found significant correlations between writing apprehension and scores on the Test of English as a Foreign Language (TOEFL), and between writing apprehension and high school writing experience. Future research using the questionnaire is discussed. The questionnaire's English version is appended. (Contains 18 references.) (MSE)
A study investigated whether the makeup of peer editing groups in a Japanese junior college Acade... more A study investigated whether the makeup of peer editing groups in a Japanese junior college Academic English writing class had an effect on students' writing apprehension or grades over the course of a 10-week semester. Subjects were 29 first-year students from an intact Academic Writing class, with similar levels of English proficiency. Students were administered a 26-item writing apprehension questionnaire on the first and last days of the semester. The instrument assessed students' enjoyment of writing, self-perceptions of ability, attitudes toward evaluation, and willingness to show their work to others. Based on the first administration of the questionnaire, students were placed in pee-: editing groups that were high-apprehensive, low-apprehensive, mixed-apprehensive, or control (moderate-apprehensive). Comparison of pre-semester and post-semester writing apprehension scores and final course grades revealed that while most groups' apprehension levels dropped, the lo...
A study investigated the utility of a measure for assessing the writing apprehension of Japanese ... more A study investigated the utility of a measure for assessing the writing apprehension of Japanese students of English as a second language. The Daly-Miller questionnaire, designed to measure writing apprehension, was translated into Japanese and administered to 687 firstand second-year students of English at a Japanese junior college. Results indicated four factors affecting the questionnaire's construct validity: negative perceptions about writing ability; enjoyment of writing; fear of evaluation; and showing one's writing to others. It also found significant correlations between writing apprehension and scores on the Test of English as a Foreign Language (TOEFL), and between writing apprehension and high school writing experience. Future research using the questionnaire is discussed. The questionnaire's English version is appended. (Contains 18 references.) (MSE) ******************************************************************************** Reproductions supplied by E...
Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin... more Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin College started operating its writing center daily. Writing centers will likely increase in Japan as more courses are being taught through English. Thus, we felt a need to examine the writing centers in Japan and their similarities and differences in order to understand the shapes that writing centers take in the Japanese context. This article draws on data from three writing centers in Tokyo in addition to the writing center at OJC. We found that while all the writing centers had English as a Foreign Language (EFL) students, some also had English as a Second Language (ESL) students. There was no one Japanese model. Rather, institutions designed and organized their centers around their needs.
Over the last several years Osaka Jogakuin College (OJC) has been exploring various ways to incre... more Over the last several years Osaka Jogakuin College (OJC) has been exploring various ways to increase its e-learning capabilities particularly through the use of online class management systems. One important issue that must be considered is how to use class management systems to teach online effectively. This paper briefly describes what class management systems are before focusing on some issues teachers should consider when beginning to use such systems to teach online. The issues have been compiled by reviewing several books on online teaching.
This paper suggests that the best way we can know what our students experience in language classe... more This paper suggests that the best way we can know what our students experience in language classes is by becoming language students ourselves. After looking at research that has been done on language teachers as students, primarily in the areas of diary studies and teacher education, it reports on two teachers＇ experiences as language students. After describing what stood out for them as language learners, it discusses how their thinking about what is and is not good teaching practice has changed. Finally it provides suggestions for teachers wanting to explore a language class from the other side.
Copyright © 2002 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book m... more Copyright © 2002 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. ... Cover photograph: “School ...
The Language Teacher
Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a doze... more Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a dozen series of course books, including Smart Choice for Oxford University Press (OUP). He also writes lots of supplementary material, and in 2008, OUP published Drama and Improvisation, a collection of more than 60 of his ELT drama and motivational activities. His first publication was a collection of songs called Mister Monday, which was released when he was 23, making him at the time the youngest-ever published ELT author. Since then, he has written and recorded more than 150 ELT songs, published as albums or as integral parts of course material. He has also written more than a hundred ELT radio and television programs for the BBC and other broadcasters, including fifty radio scripts for the Follow Me series, thirty Look Ahead TV scripts and a series of plays called Drama First.Until 2002, Ken was artistic director of the English Teaching Theatre, a touring company which performed stage-s...
Osaka Jogakuin Junior College Kiyo, 1998
A study investigated whether the makeup of peer editing groups in a Japanese junior college Acade... more A study investigated whether the makeup of peer editing groups in a Japanese junior college Academic English writing class had an effect on students' writing apprehension or grades over the course of a 10-week semester. Subjects were 29 first-year students from an intact Academic Writing class, with similar levels of English proficiency. Students were administered a 26-item writing apprehension questionnaire on the first and last days of the semester. The instrument assessed students' enjoyment of writing, self-perceptions of ability, attitudes toward evaluation, and willingness to show their work to others. Based on the first administration of the questionnaire, students were placed in pee-: editing groups that were high-apprehensive, low-apprehensive, mixed-apprehensive, or control (moderate-apprehensive). Comparison of pre-semester and post-semester writing apprehension scores and final course grades revealed that while most groups' apprehension levels dropped, the low-apprehensive students' apprehension rose. The mixed-apprehensive group attained the largest apprehension level decline. The high-apprehensive group's apprehension level also declined significantly. Further study of this issue is recommended. (MSE)
Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin... more Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin College started operating its writing center daily. Writing centers will likely increase in Japan as more courses are being taught through English. Thus, we felt a need to examine the writing centers in Japan and their similarities and differences in order to understand the shapes that writing centers take in the Japanese context. This article draws on data from three writing centers in Tokyo in addition to the writing center at OJC. We found that while all the writing centers had English as a Foreign Language (EFL) students, some also had English as a Second Language (ESL) students. There was no one Japanese model. Rather, institutions designed and organized their centers around their needs.
A study investigated the utility of a measure for assessing the writing apprehension of Japanese ... more A study investigated the utility of a measure for assessing the writing apprehension of Japanese students of English as a second language. The Daly-Miller questionnaire, designed to measure writing apprehension, was translated into Japanese and administered to 687 first-and second-year students of English at a Japanese junior college. Results indicated four factors affecting the questionnaire's construct validity: negative perceptions about writing ability; enjoyment of writing; fear of evaluation; and showing one's writing to others. It also found significant correlations between writing apprehension and scores on the Test of English as a Foreign Language (TOEFL), and between writing apprehension and high school writing experience. Future research using the questionnaire is discussed. The questionnaire's English version is appended. (Contains 18 references.) (MSE)
A study investigated whether the makeup of peer editing groups in a Japanese junior college Acade... more A study investigated whether the makeup of peer editing groups in a Japanese junior college Academic English writing class had an effect on students' writing apprehension or grades over the course of a 10-week semester. Subjects were 29 first-year students from an intact Academic Writing class, with similar levels of English proficiency. Students were administered a 26-item writing apprehension questionnaire on the first and last days of the semester. The instrument assessed students' enjoyment of writing, self-perceptions of ability, attitudes toward evaluation, and willingness to show their work to others. Based on the first administration of the questionnaire, students were placed in pee-: editing groups that were high-apprehensive, low-apprehensive, mixed-apprehensive, or control (moderate-apprehensive). Comparison of pre-semester and post-semester writing apprehension scores and final course grades revealed that while most groups' apprehension levels dropped, the lo...
A study investigated the utility of a measure for assessing the writing apprehension of Japanese ... more A study investigated the utility of a measure for assessing the writing apprehension of Japanese students of English as a second language. The Daly-Miller questionnaire, designed to measure writing apprehension, was translated into Japanese and administered to 687 firstand second-year students of English at a Japanese junior college. Results indicated four factors affecting the questionnaire's construct validity: negative perceptions about writing ability; enjoyment of writing; fear of evaluation; and showing one's writing to others. It also found significant correlations between writing apprehension and scores on the Test of English as a Foreign Language (TOEFL), and between writing apprehension and high school writing experience. Future research using the questionnaire is discussed. The questionnaire's English version is appended. (Contains 18 references.) (MSE) ******************************************************************************** Reproductions supplied by E...
Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin... more Since 2004, writing centers have increased in Japanese universities. At that time, Osaka Jogakuin College started operating its writing center daily. Writing centers will likely increase in Japan as more courses are being taught through English. Thus, we felt a need to examine the writing centers in Japan and their similarities and differences in order to understand the shapes that writing centers take in the Japanese context. This article draws on data from three writing centers in Tokyo in addition to the writing center at OJC. We found that while all the writing centers had English as a Foreign Language (EFL) students, some also had English as a Second Language (ESL) students. There was no one Japanese model. Rather, institutions designed and organized their centers around their needs.
Over the last several years Osaka Jogakuin College (OJC) has been exploring various ways to incre... more Over the last several years Osaka Jogakuin College (OJC) has been exploring various ways to increase its e-learning capabilities particularly through the use of online class management systems. One important issue that must be considered is how to use class management systems to teach online effectively. This paper briefly describes what class management systems are before focusing on some issues teachers should consider when beginning to use such systems to teach online. The issues have been compiled by reviewing several books on online teaching.
This paper suggests that the best way we can know what our students experience in language classe... more This paper suggests that the best way we can know what our students experience in language classes is by becoming language students ourselves. After looking at research that has been done on language teachers as students, primarily in the areas of diary studies and teacher education, it reports on two teachers＇ experiences as language students. After describing what stood out for them as language learners, it discusses how their thinking about what is and is not good teaching practice has changed. Finally it provides suggestions for teachers wanting to explore a language class from the other side.
Copyright © 2002 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book m... more Copyright © 2002 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. ... Cover photograph: “School ...
The Language Teacher
Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a doze... more Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a dozen series of course books, including Smart Choice for Oxford University Press (OUP). He also writes lots of supplementary material, and in 2008, OUP published Drama and Improvisation, a collection of more than 60 of his ELT drama and motivational activities. His first publication was a collection of songs called Mister Monday, which was released when he was 23, making him at the time the youngest-ever published ELT author. Since then, he has written and recorded more than 150 ELT songs, published as albums or as integral parts of course material. He has also written more than a hundred ELT radio and television programs for the BBC and other broadcasters, including fifty radio scripts for the Follow Me series, thirty Look Ahead TV scripts and a series of plays called Drama First.Until 2002, Ken was artistic director of the English Teaching Theatre, a touring company which performed stage-s...
Osaka Jogakuin Junior College Kiyo, 1998
A study investigated whether the makeup of peer editing groups in a Japanese junior college Acade... more A study investigated whether the makeup of peer editing groups in a Japanese junior college Academic English writing class had an effect on students' writing apprehension or grades over the course of a 10-week semester. Subjects were 29 first-year students from an intact Academic Writing class, with similar levels of English proficiency. Students were administered a 26-item writing apprehension questionnaire on the first and last days of the semester. The instrument assessed students' enjoyment of writing, self-perceptions of ability, attitudes toward evaluation, and willingness to show their work to others. Based on the first administration of the questionnaire, students were placed in pee-: editing groups that were high-apprehensive, low-apprehensive, mixed-apprehensive, or control (moderate-apprehensive). Comparison of pre-semester and post-semester writing apprehension scores and final course grades revealed that while most groups' apprehension levels dropped, the low-apprehensive students' apprehension rose. The mixed-apprehensive group attained the largest apprehension level decline. The high-apprehensive group's apprehension level also declined significantly. Further study of this issue is recommended. (MSE)