Lara Promnitz-Hayashi | Juntendo University School of Medicine (original) (raw)
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Papers by Lara Promnitz-Hayashi
The self-access centre at Kanda University of International Studies (KUIS) is one of the main att... more The self-access centre at Kanda University of International Studies (KUIS) is one of the main attractions for new students at the university. To keep the centre vital and responsive to students’ needs, teachers and learning advisors take on the role of materials designers. Through an ongoing process, these designers in- vestigate effective ways of producing learning materials that aid the development of learner autonomy in a fashion that bridges the distance between the task-based classroom lessons and the demands of language use and development in the outside world. This has led, through principled trial and revealing error, to a number of insights regarding ideal practices. This paper looks at the process of materials development at KUIS and provides examples of materials that have been generated, as well as works in progress. Implications for other teaching and learning environments are also explored.
神田外語大学Self-Access Learning Centre は本大学の新入学生にとって主要な学習施設の一つである。教員とラーニング アドバイザーは、センターを有効かつ学生のニーズに応え続ける施設にするために、教材開発の役割を担っている。教材開発者 達は試行錯誤しながら、学生の自立学習の進歩を促す教材開発、学生が授業で学んだことをいかに実社会で活用できるか、そ のためのサポート方法を学んできた。 これにより、教材開発をする上での共通の理念を見出すことが出来た。この論文では、 神田外語大学での教材開発の過程、作成中の教材及び今までに作成されてきた教材の例を挙げる。また、その他の指導及び学 習環境との密接な関わりについても検討する。
"Both British and American an English are, of course, the main competitors in the linguistic mark... more "Both British and American an English are, of course, the main competitors in the linguistic market-place, but Australian English is securing a foothold" (Burridge & Mulder, 1998).
Unfortunately, the extent to which this is occurring in Japan is debatable. When students enter university they have normally studied English for three years in junior high school and three
years in senior high school. Some may also have studied it in elementary school. However, if you asked students what variety of English they were taught, they would in all probability
answer American English, or possibly British English. It is highly doubtful that students would answer Australian English, even though Australia has become a popular destination for study exchanges, school trips and also sister city affiliations. This study focuses on an elective subject for third and fourth year students on the subject of Australia in two different departments at an international university in Japan. In addition to studying about the history and foundations of Australia, its geography, tourism, news, music and haunted places, the course places added emphasis on Australian culture, Australian English, Indigenous Australians and even Kriol. The paper draws on multiple sources of data -- surveys, interviews and examples of students'
classwork.
Discussions of blended learning (BL) have generally failed to account for the synchronous combina... more Discussions of blended learning (BL) have
generally failed to account for the synchronous
combination of computer-mediated and
face-to-face interactions that can occur within
a blended learning space (BLS). This paper provides
an overview of BLS use by a department
of 51 teachers at a Japanese university specializing
in foreign language learning. Data was
collected via a teacher questionnaire (n = 38,
response rate = 75%) and follow-up interviews.
Compared to non-BLS lessons, BLS lessons had
diff erent lesson goals, diff erent patterns of
interaction, diff erent types of homework, more
variety of media, and more variety of input
and output. BLS lessons also showed signs of
increased learner autonomy and motivation.
The self-access centre at Kanda University of International Studies (KUIS) is one of the main att... more The self-access centre at Kanda University of International Studies (KUIS) is one of the main attractions for
new students at the university. To keep the centre vital and responsive to students’ needs, teachers and
learning advisors take on the role of materials designers. Through an ongoing process, these designers investigate
effective ways of producing learning materials that aid the development of learner autonomy in a
fashion that bridges the distance between the task-based classroom lessons and the demands of language
use and development in the outside world. This has led, through principled trial and revealing error, to a
number of insights regarding ideal practices. This paper looks at the process of materials development at
KUIS and provides examples of materials that have been generated, as well as works in progress. Implications
for other teaching and learning environments are also explored.
神田外語大学Self-Access Learning Centre は本大学の新入学生にとって主要な学習施設の一つである。教員とラーニング
アドバイザーは、センターを有効かつ学生のニーズに応え続ける施設にするために、教材開発の役割を担っている。教材開発者
達は試行錯誤しながら、学生の自立学習の進歩を促す教材開発、学生が授業で学んだことをいかに実社会で活用できるか、そ
のためのサポート方法を学んできた。 これにより、教材開発をする上での共通の理念を見出すことが出来た。この論文では、
神田外語大学での教材開発の過程、作成中の教材及び今までに作成されてきた教材の例を挙げる。また、その他の指導及び学
習環境との密接な関わりについても検討する。
With the onset of blended learning spaces (BLS), teachers are blending face-to-face, communicativ... more With the onset of blended learning spaces (BLS), teachers are blending face-to-face, communicative
tasks with online activities synchronously—within one lesson and within the walls of a single room. Our
institution has 10 BLSs; modern, versatile classrooms equipped with a range of technology including 30
laptop computers. The study, an overview of BLS use across departments in the spring of 2009, comprised
an online teacher survey (n=38) and follow-up interviews (n=12). We found that laptops were
being used at some point in 87% of BLS lessons, most often for word processing, internet research and
watching videos. When teachers did not have access to BLSs, the CALL mode was often assigned for
homework—mirroring the asynchronous model of blended learning prevalent in the literature. BLS lessons
also had different lesson goals, more variety of media, more variety of input and output, and signs of
increased learner autonomy, particularly: individualization, interaction and interdependence.
ブレンディッド・ラーニング・スペース（BLS）では、1つの教室で行う1回の授業において、教師は対面のコミュニカティブな
タスクとインターネットを利用した活動を同期的に融合させている。当大学の10室のBLS は、30台のノートパソコンを始めと
する幅広い設備を備えた、多目的に使用できる最新式の教室となっている。2009年春学期における学科全体のBLS利用状況
を総括する本調査は、オンラインによる教師へのアンケート（n=38）とフォローアップ・インタビュー（n=12）から構成されてい
る。BLSでの授業の87%でノートパソコンが使われていたことがわかったが、最も利用されていた機能はワープロ、インターネ
ット検索、ビデオ視聴であった。BLSを使用できない場合、教師はCALLで宿題をするよう指示することが多かった。文献によ
く見られるように、CALLはブレンディッド・ラーニングの非同期モデルを反映するものである。BLSの授業には様々な授業目
標、より多様なメディア、より多様なインプットとアウトプットもあり、また、特に個別化、インタラクション、インターディペンデ
ンスの点で学習者の自立の増加の兆候も見られた。
The use of Web 2.0 tools such as wikis and blogs is becoming more widespread in the language lear... more The use of Web 2.0 tools such as wikis and blogs is becoming more widespread in the language learning classroom, however social networking can also be an effective tool. Social networking is not only easy to use; it also helps encourage an autonomous learning within a social environment for students. Activities using a social networking site, such as Facebook, can put control for studying into the students’ hands. It can create not only motivation but also increase students’ social relationships outside of the classroom. This article discusses how simple activities in Facebook helped a lower language proficient class to become more comfortable participating in online discussions, giving their opinions and forging closer relationships with their fellow classmates.
CALL is now an accepted and important part of Japanese university language curricula. It is often... more CALL is now an accepted and important part of Japanese university language curricula. It is often perceived however, that students lack the necessary competencies to deal with Information and Communication Technology (ICT) (Castellano et al., 2011) and this can make the everyday use of CALL activities seem a challenge for educators (Lockley, 2011b). These students are part of the “digital native” (Prensky, 2001) generation, and should be used to technology framing their world, so does this apparent mismatch really exist and if so why? The study reported in this article presents quantitative and qualitative survey data (N=105) which shows that students, despite often being initially hesitant with unfamiliar equipment, have an overwhelmingly positive attitude to the use of ICT in class, are willing to overcome difficulties and understand the pedagogical benefits of CALL. It discusses the findings from a practical point of view with the further incorporation of CALL into Japanese universities in mind.
Book Chapters by Lara Promnitz-Hayashi
www.publishing.monash.edu/books/mv-9781925377064.html
The self-access centre at Kanda University of International Studies (KUIS) is one of the main att... more The self-access centre at Kanda University of International Studies (KUIS) is one of the main attractions for new students at the university. To keep the centre vital and responsive to students’ needs, teachers and learning advisors take on the role of materials designers. Through an ongoing process, these designers in- vestigate effective ways of producing learning materials that aid the development of learner autonomy in a fashion that bridges the distance between the task-based classroom lessons and the demands of language use and development in the outside world. This has led, through principled trial and revealing error, to a number of insights regarding ideal practices. This paper looks at the process of materials development at KUIS and provides examples of materials that have been generated, as well as works in progress. Implications for other teaching and learning environments are also explored.
神田外語大学Self-Access Learning Centre は本大学の新入学生にとって主要な学習施設の一つである。教員とラーニング アドバイザーは、センターを有効かつ学生のニーズに応え続ける施設にするために、教材開発の役割を担っている。教材開発者 達は試行錯誤しながら、学生の自立学習の進歩を促す教材開発、学生が授業で学んだことをいかに実社会で活用できるか、そ のためのサポート方法を学んできた。 これにより、教材開発をする上での共通の理念を見出すことが出来た。この論文では、 神田外語大学での教材開発の過程、作成中の教材及び今までに作成されてきた教材の例を挙げる。また、その他の指導及び学 習環境との密接な関わりについても検討する。
"Both British and American an English are, of course, the main competitors in the linguistic mark... more "Both British and American an English are, of course, the main competitors in the linguistic market-place, but Australian English is securing a foothold" (Burridge & Mulder, 1998).
Unfortunately, the extent to which this is occurring in Japan is debatable. When students enter university they have normally studied English for three years in junior high school and three
years in senior high school. Some may also have studied it in elementary school. However, if you asked students what variety of English they were taught, they would in all probability
answer American English, or possibly British English. It is highly doubtful that students would answer Australian English, even though Australia has become a popular destination for study exchanges, school trips and also sister city affiliations. This study focuses on an elective subject for third and fourth year students on the subject of Australia in two different departments at an international university in Japan. In addition to studying about the history and foundations of Australia, its geography, tourism, news, music and haunted places, the course places added emphasis on Australian culture, Australian English, Indigenous Australians and even Kriol. The paper draws on multiple sources of data -- surveys, interviews and examples of students'
classwork.
Discussions of blended learning (BL) have generally failed to account for the synchronous combina... more Discussions of blended learning (BL) have
generally failed to account for the synchronous
combination of computer-mediated and
face-to-face interactions that can occur within
a blended learning space (BLS). This paper provides
an overview of BLS use by a department
of 51 teachers at a Japanese university specializing
in foreign language learning. Data was
collected via a teacher questionnaire (n = 38,
response rate = 75%) and follow-up interviews.
Compared to non-BLS lessons, BLS lessons had
diff erent lesson goals, diff erent patterns of
interaction, diff erent types of homework, more
variety of media, and more variety of input
and output. BLS lessons also showed signs of
increased learner autonomy and motivation.
The self-access centre at Kanda University of International Studies (KUIS) is one of the main att... more The self-access centre at Kanda University of International Studies (KUIS) is one of the main attractions for
new students at the university. To keep the centre vital and responsive to students’ needs, teachers and
learning advisors take on the role of materials designers. Through an ongoing process, these designers investigate
effective ways of producing learning materials that aid the development of learner autonomy in a
fashion that bridges the distance between the task-based classroom lessons and the demands of language
use and development in the outside world. This has led, through principled trial and revealing error, to a
number of insights regarding ideal practices. This paper looks at the process of materials development at
KUIS and provides examples of materials that have been generated, as well as works in progress. Implications
for other teaching and learning environments are also explored.
神田外語大学Self-Access Learning Centre は本大学の新入学生にとって主要な学習施設の一つである。教員とラーニング
アドバイザーは、センターを有効かつ学生のニーズに応え続ける施設にするために、教材開発の役割を担っている。教材開発者
達は試行錯誤しながら、学生の自立学習の進歩を促す教材開発、学生が授業で学んだことをいかに実社会で活用できるか、そ
のためのサポート方法を学んできた。 これにより、教材開発をする上での共通の理念を見出すことが出来た。この論文では、
神田外語大学での教材開発の過程、作成中の教材及び今までに作成されてきた教材の例を挙げる。また、その他の指導及び学
習環境との密接な関わりについても検討する。
With the onset of blended learning spaces (BLS), teachers are blending face-to-face, communicativ... more With the onset of blended learning spaces (BLS), teachers are blending face-to-face, communicative
tasks with online activities synchronously—within one lesson and within the walls of a single room. Our
institution has 10 BLSs; modern, versatile classrooms equipped with a range of technology including 30
laptop computers. The study, an overview of BLS use across departments in the spring of 2009, comprised
an online teacher survey (n=38) and follow-up interviews (n=12). We found that laptops were
being used at some point in 87% of BLS lessons, most often for word processing, internet research and
watching videos. When teachers did not have access to BLSs, the CALL mode was often assigned for
homework—mirroring the asynchronous model of blended learning prevalent in the literature. BLS lessons
also had different lesson goals, more variety of media, more variety of input and output, and signs of
increased learner autonomy, particularly: individualization, interaction and interdependence.
ブレンディッド・ラーニング・スペース（BLS）では、1つの教室で行う1回の授業において、教師は対面のコミュニカティブな
タスクとインターネットを利用した活動を同期的に融合させている。当大学の10室のBLS は、30台のノートパソコンを始めと
する幅広い設備を備えた、多目的に使用できる最新式の教室となっている。2009年春学期における学科全体のBLS利用状況
を総括する本調査は、オンラインによる教師へのアンケート（n=38）とフォローアップ・インタビュー（n=12）から構成されてい
る。BLSでの授業の87%でノートパソコンが使われていたことがわかったが、最も利用されていた機能はワープロ、インターネ
ット検索、ビデオ視聴であった。BLSを使用できない場合、教師はCALLで宿題をするよう指示することが多かった。文献によ
く見られるように、CALLはブレンディッド・ラーニングの非同期モデルを反映するものである。BLSの授業には様々な授業目
標、より多様なメディア、より多様なインプットとアウトプットもあり、また、特に個別化、インタラクション、インターディペンデ
ンスの点で学習者の自立の増加の兆候も見られた。
The use of Web 2.0 tools such as wikis and blogs is becoming more widespread in the language lear... more The use of Web 2.0 tools such as wikis and blogs is becoming more widespread in the language learning classroom, however social networking can also be an effective tool. Social networking is not only easy to use; it also helps encourage an autonomous learning within a social environment for students. Activities using a social networking site, such as Facebook, can put control for studying into the students’ hands. It can create not only motivation but also increase students’ social relationships outside of the classroom. This article discusses how simple activities in Facebook helped a lower language proficient class to become more comfortable participating in online discussions, giving their opinions and forging closer relationships with their fellow classmates.
CALL is now an accepted and important part of Japanese university language curricula. It is often... more CALL is now an accepted and important part of Japanese university language curricula. It is often perceived however, that students lack the necessary competencies to deal with Information and Communication Technology (ICT) (Castellano et al., 2011) and this can make the everyday use of CALL activities seem a challenge for educators (Lockley, 2011b). These students are part of the “digital native” (Prensky, 2001) generation, and should be used to technology framing their world, so does this apparent mismatch really exist and if so why? The study reported in this article presents quantitative and qualitative survey data (N=105) which shows that students, despite often being initially hesitant with unfamiliar equipment, have an overwhelmingly positive attitude to the use of ICT in class, are willing to overcome difficulties and understand the pedagogical benefits of CALL. It discusses the findings from a practical point of view with the further incorporation of CALL into Japanese universities in mind.