Neil Heffernan | Kurume University (original) (raw)

Papers by Neil Heffernan

This paper reports on a classroom basedinquiry using quantitative methods conducted with Japanese... more This paper reports on a classroom basedinquiry using quantitative methods conducted with Japanese efl students' writing practice using ets's Criterion. The purpose of the study is to examine the actual effects of teachers' feedback on students' writing on Criterion. Twelve university students in Japan participated in this study, while completing three Criterion writing assignments each. Six of the students received feedback from both a teacher and from the Criterion system, while six only received feedback from Criterion. The results of the study demonstrate that while the group who received feedback from a teacher showed improvement in some rhetorical features such as thesis statement and awareness of readers, the group that only received feedback from Criterion did not demonstrate major changes in those areas over their three assignments. From these results we can state that while Criterion can provide useful feedback to efl learners, a teacher's feedback on early drafts of written work is essential for learners to be able to substantially improve their writing. Finally, some pedagogical implications concerning giving effective feedback while using Criterion will be discussed.

In Al-Mahrooqi, R., Thakur, V.S., and Roscoe, A. Methodologies for Effective Writing Instruction in EFL and ESL Classrooms., Jan 10, 2015

The KOTESOL International Conference Proceedings., Dec 2, 2014

In 2008, a national Japanese university overhauled its general English program in order to meet t... more In 2008, a national Japanese university overhauled its general English program in order to meet the specific needs of its 2,000 first-year students. These needs were determined after an extensive research project inquiring into what the learners desired from their English language studies, the results demonstrating that these students wanted a more tailored approach to their English language learning. The reinvention of the curriculum took a four-pronged approach: to create a textbook for each of the four macroskill-themed classes taught; to make a common test for each class; to implement a comprehensive e-learning program; and to initiate an "English Professional Course" aimed at advanced-level students. This paper outlines the specific steps taken to create this program and details both the successes and failures along the way.

The Japanese Culture Association of Korea, pp. 83-87, Oct 25, 2014

tudies in Comparative Culture, Vol. 111, pp. 1-21., Apr 30, 2014

Journal of Faculty and Staff Development in Higher Education, Mar 31, 2014

The Journal of Language Teaching and Learning, Jan 31, 2014

The exact nature of written feedback to L2 learners of English is often vague to both the teacher... more The exact nature of written feedback to L2 learners of English is often vague to both the teachers who provide it and the learners who receive it. However, this does not have to be the case. This paper describes a study carried out with 16 Japanese and 14 native English speaker EFL teachers in Japan who provided feedback on one L2 learners’ academic essay. After analyzing and coding the feedback, the researchers found that the most common form of feedback given on the essay was in relation to the content and organization of the essay. Five of these teachers were subsequently interviewed in order to elicit their beliefs about the nature of feedback they gave on the learners’ essay. The findings suggest a need for EFL teachers in Japan to specifically focus on teaching how learners can attend to the content and organization of an essay, all the while providing a rubric or checklist that allows for a transparent and easy to understand method of decoding the feedback process for our learners.

Between the Keys: A publication of the JALT materials writer's SIG, Dec 2013

Journal of Faculty and Staff Development in Higher Education, vol.11, 11-18., Mar 2013

The Journal of Applied Language Studies (APPLES), Dec 2012

The purpose of this study was to examine how Japanese students' past language studies, in formal ... more The purpose of this study was to examine how Japanese students' past language studies, in formal classroom settings during their elementary school years and their overseas experiences before entering university, affected their affective and strategic aspects of English learning in university level English classes within the framework of Goal Theory . The participants consisted of 556 EFL learners at two national universities, who were asked to report their age, gender and experience -or lack thereof -with English learning during elementary school, the period of overseas experiences, goal orientations, learning strategy preferences, beliefs, anxiety, and how much time they spent learning En glish outside the classroom per week. The results of a categorical regression analysis indicate that, as Goal Theory presumes, students' goal orientation types determine their beliefs, anxiety, and behaviors. The results also suggest that the English learn ing experience in formal classrooms during elementary schools in Japan had little impact on the learners' current English learning at the university level. Conversely, overseas experiences not only had an effect on minimizing the fear of using English, but also act to predict the average time devoted to learning English outside the classroom. In summary, this study found that the real experience of using the target language overseas was a more significant factor than the age at which the participants actually started learning English.

The Journal of Comparative Culture, Oct 2012

The Shikoku English Language Education Society

This paper is a practical report on the effects of introducing e-learning into several university... more This paper is a practical report on the effects of introducing e-learning into several university classes on (1) the enhancement of proficiency in English and (2) the autonomous learning of English. A questionnaire was administered in the pilot study classes and analyzed using statistics and student comments. The results indicate that the combination of e-learning with class teaching had positive effects on the autonomous learning as well as the enhancement of proficiency, and that there were reciprocal relationships between the two. Pedagogical suggestions about the use of e-learning based on its assets and liabilities are also delineated.

In 2003 multimedia-based English Trailers (www.english-trailers.com) joined the vast array of web... more In 2003 multimedia-based English Trailers (www.english-trailers.com) joined the vast array of web sites dedicated to language learning enabling students, either autonomously or in a CALL classroom, to study English via movie commercials. To assist students in comprehending 10 trailers found on the site, the authors created the Short Readings Project: a CALL activity that utilizes recycling to pre-teach 112 vocabulary items found in the trailers via a series of 15 short readings. After completing the readings and accompanying vocabulary comprehension checks, and viewing the 10 trailers, students are exposed to all target vocabulary a minimum of 6 times. This paper discusses the pedagogical foundations of this project by examining the existing literature on L2 learning strategies pertaining to reading and vocabulary comprehension, and the effects of repeated exposure of vocabulary in a reading context. Then, the methodology and use of the Short Readings Project is delineated, along with the results of a recent testing phase that demonstrated a significant increase in score for the 119 participants in the study.

Pedagogical theories and the applications of information technology for language learning have be... more Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners' personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from those who participate in Computer-Assisted Language Learning (CALL)-instructors and learners-towards these issues have been particularly neglected. This research investigated the following issues: privacy protection and learners' personal data disclosure, along with teachers' and students' ethics self-assessments, and their perceptions and ideals of ethical issues in technology-assisted language learning. The results of two surveys of teacher and learner perspectives on these issues are outlined, along with some possible solutions to these ethical problems for teachers who are teaching languages through CALL.

Testing languages is a vital part of any university language program. However, actually putting t... more Testing languages is a vital part of any university language program. However, actually putting together a comprehensive testing program that encompasses the four language skills is a challenging prospect. This paper describes just such an effort and the results gained from the program, which, as of 2010, is in its second year of operation at a medium-sized university in the Shikoku region of Japan. The university uses textbooks created by the faculty members for the students at our university (but also available on the general textbook market). Tests for the four skills were written, pilot-tested, recorded (in the case of the listening test), and administered to students. All of this was done in-house by three faculty members. Results show that the program has been extremely successful, with learners demonstrating the types of results expected from a criterion-referenced testing system.

peer assessment, oral presentation, reliability, assessment criteria, collaborative learning, aut... more peer assessment, oral presentation, reliability, assessment criteria, collaborative learning, autonomy of language learning This study investigated peer assessment of English oral presentation skills in EFL classrooms in Japan. A total of 67 (36 high proficiency and 31 low proficiency) undergraduate students' oral presentations were assessed by an instructor and their peers. The study aimed to: 1) explore how reliable peer assessment is when compared with instructor assessment; and 2) examine whether the reliability of peer assessment depends on the student judge's English proficiency. The results of the study indicate that there are statistically significant correlations between the student and instructor ratings in both groups. Additionally, the results suggest that students' English proficiency is a variable capable of influencing the reliability of peer assessment. 本研究は、 日本の大学における英語オーラルプ レゼンテーションの学生間評価を調査したもの である。67人 (上位クラス 36人、 下位クラス 31 人)のオーラルプレゼンテーションを担当教員 と受講学生がそれぞれ評価した。研究目的は以 下の2つである。 1)教員の評価と比べたときに、 学生間評価には、 どの程度の信頼性があるの か？2)評価した学生の英語能力によって学生間 評価の信頼性は変わるのか？調査の結果、上位 および下位グループとも、学生間評 価と教 員と の評価との間には、統計的に有意な相関性がみ られた。 さらに、 学生の英語能力が学生間評価 の信頼性に影響を及ぼす変数である可能性が 認められた。

This paper reports on a classroom basedinquiry using quantitative methods conducted with Japanese... more This paper reports on a classroom basedinquiry using quantitative methods conducted with Japanese efl students' writing practice using ets's Criterion. The purpose of the study is to examine the actual effects of teachers' feedback on students' writing on Criterion. Twelve university students in Japan participated in this study, while completing three Criterion writing assignments each. Six of the students received feedback from both a teacher and from the Criterion system, while six only received feedback from Criterion. The results of the study demonstrate that while the group who received feedback from a teacher showed improvement in some rhetorical features such as thesis statement and awareness of readers, the group that only received feedback from Criterion did not demonstrate major changes in those areas over their three assignments. From these results we can state that while Criterion can provide useful feedback to efl learners, a teacher's feedback on early drafts of written work is essential for learners to be able to substantially improve their writing. Finally, some pedagogical implications concerning giving effective feedback while using Criterion will be discussed.

In Al-Mahrooqi, R., Thakur, V.S., and Roscoe, A. Methodologies for Effective Writing Instruction in EFL and ESL Classrooms., Jan 10, 2015

The KOTESOL International Conference Proceedings., Dec 2, 2014

In 2008, a national Japanese university overhauled its general English program in order to meet t... more In 2008, a national Japanese university overhauled its general English program in order to meet the specific needs of its 2,000 first-year students. These needs were determined after an extensive research project inquiring into what the learners desired from their English language studies, the results demonstrating that these students wanted a more tailored approach to their English language learning. The reinvention of the curriculum took a four-pronged approach: to create a textbook for each of the four macroskill-themed classes taught; to make a common test for each class; to implement a comprehensive e-learning program; and to initiate an "English Professional Course" aimed at advanced-level students. This paper outlines the specific steps taken to create this program and details both the successes and failures along the way.

The Japanese Culture Association of Korea, pp. 83-87, Oct 25, 2014

tudies in Comparative Culture, Vol. 111, pp. 1-21., Apr 30, 2014

Journal of Faculty and Staff Development in Higher Education, Mar 31, 2014

The Journal of Language Teaching and Learning, Jan 31, 2014

The exact nature of written feedback to L2 learners of English is often vague to both the teacher... more The exact nature of written feedback to L2 learners of English is often vague to both the teachers who provide it and the learners who receive it. However, this does not have to be the case. This paper describes a study carried out with 16 Japanese and 14 native English speaker EFL teachers in Japan who provided feedback on one L2 learners’ academic essay. After analyzing and coding the feedback, the researchers found that the most common form of feedback given on the essay was in relation to the content and organization of the essay. Five of these teachers were subsequently interviewed in order to elicit their beliefs about the nature of feedback they gave on the learners’ essay. The findings suggest a need for EFL teachers in Japan to specifically focus on teaching how learners can attend to the content and organization of an essay, all the while providing a rubric or checklist that allows for a transparent and easy to understand method of decoding the feedback process for our learners.

Between the Keys: A publication of the JALT materials writer's SIG, Dec 2013

Journal of Faculty and Staff Development in Higher Education, vol.11, 11-18., Mar 2013

The Journal of Applied Language Studies (APPLES), Dec 2012

The purpose of this study was to examine how Japanese students' past language studies, in formal ... more The purpose of this study was to examine how Japanese students' past language studies, in formal classroom settings during their elementary school years and their overseas experiences before entering university, affected their affective and strategic aspects of English learning in university level English classes within the framework of Goal Theory . The participants consisted of 556 EFL learners at two national universities, who were asked to report their age, gender and experience -or lack thereof -with English learning during elementary school, the period of overseas experiences, goal orientations, learning strategy preferences, beliefs, anxiety, and how much time they spent learning En glish outside the classroom per week. The results of a categorical regression analysis indicate that, as Goal Theory presumes, students' goal orientation types determine their beliefs, anxiety, and behaviors. The results also suggest that the English learn ing experience in formal classrooms during elementary schools in Japan had little impact on the learners' current English learning at the university level. Conversely, overseas experiences not only had an effect on minimizing the fear of using English, but also act to predict the average time devoted to learning English outside the classroom. In summary, this study found that the real experience of using the target language overseas was a more significant factor than the age at which the participants actually started learning English.

The Journal of Comparative Culture, Oct 2012

The Shikoku English Language Education Society

This paper is a practical report on the effects of introducing e-learning into several university... more This paper is a practical report on the effects of introducing e-learning into several university classes on (1) the enhancement of proficiency in English and (2) the autonomous learning of English. A questionnaire was administered in the pilot study classes and analyzed using statistics and student comments. The results indicate that the combination of e-learning with class teaching had positive effects on the autonomous learning as well as the enhancement of proficiency, and that there were reciprocal relationships between the two. Pedagogical suggestions about the use of e-learning based on its assets and liabilities are also delineated.

In 2003 multimedia-based English Trailers (www.english-trailers.com) joined the vast array of web... more In 2003 multimedia-based English Trailers (www.english-trailers.com) joined the vast array of web sites dedicated to language learning enabling students, either autonomously or in a CALL classroom, to study English via movie commercials. To assist students in comprehending 10 trailers found on the site, the authors created the Short Readings Project: a CALL activity that utilizes recycling to pre-teach 112 vocabulary items found in the trailers via a series of 15 short readings. After completing the readings and accompanying vocabulary comprehension checks, and viewing the 10 trailers, students are exposed to all target vocabulary a minimum of 6 times. This paper discusses the pedagogical foundations of this project by examining the existing literature on L2 learning strategies pertaining to reading and vocabulary comprehension, and the effects of repeated exposure of vocabulary in a reading context. Then, the methodology and use of the Short Readings Project is delineated, along with the results of a recent testing phase that demonstrated a significant increase in score for the 119 participants in the study.

Pedagogical theories and the applications of information technology for language learning have be... more Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners' personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from those who participate in Computer-Assisted Language Learning (CALL)-instructors and learners-towards these issues have been particularly neglected. This research investigated the following issues: privacy protection and learners' personal data disclosure, along with teachers' and students' ethics self-assessments, and their perceptions and ideals of ethical issues in technology-assisted language learning. The results of two surveys of teacher and learner perspectives on these issues are outlined, along with some possible solutions to these ethical problems for teachers who are teaching languages through CALL.

Testing languages is a vital part of any university language program. However, actually putting t... more Testing languages is a vital part of any university language program. However, actually putting together a comprehensive testing program that encompasses the four language skills is a challenging prospect. This paper describes just such an effort and the results gained from the program, which, as of 2010, is in its second year of operation at a medium-sized university in the Shikoku region of Japan. The university uses textbooks created by the faculty members for the students at our university (but also available on the general textbook market). Tests for the four skills were written, pilot-tested, recorded (in the case of the listening test), and administered to students. All of this was done in-house by three faculty members. Results show that the program has been extremely successful, with learners demonstrating the types of results expected from a criterion-referenced testing system.

peer assessment, oral presentation, reliability, assessment criteria, collaborative learning, aut... more peer assessment, oral presentation, reliability, assessment criteria, collaborative learning, autonomy of language learning This study investigated peer assessment of English oral presentation skills in EFL classrooms in Japan. A total of 67 (36 high proficiency and 31 low proficiency) undergraduate students' oral presentations were assessed by an instructor and their peers. The study aimed to: 1) explore how reliable peer assessment is when compared with instructor assessment; and 2) examine whether the reliability of peer assessment depends on the student judge's English proficiency. The results of the study indicate that there are statistically significant correlations between the student and instructor ratings in both groups. Additionally, the results suggest that students' English proficiency is a variable capable of influencing the reliability of peer assessment. 本研究は、 日本の大学における英語オーラルプ レゼンテーションの学生間評価を調査したもの である。67人 (上位クラス 36人、 下位クラス 31 人)のオーラルプレゼンテーションを担当教員 と受講学生がそれぞれ評価した。研究目的は以 下の2つである。 1)教員の評価と比べたときに、 学生間評価には、 どの程度の信頼性があるの か？2)評価した学生の英語能力によって学生間 評価の信頼性は変わるのか？調査の結果、上位 および下位グループとも、学生間評 価と教 員と の評価との間には、統計的に有意な相関性がみ られた。 さらに、 学生の英語能力が学生間評価 の信頼性に影響を及ぼす変数である可能性が 認められた。