A Tale of Two Japanese English Classes: Contrasts and Comparisons Harry Carley, Matsuyama University, Ehime, Japan

toward learning English. This virtual presentation and paper will describe two same year Japanese English senior high school classes in their second year of a three year study course with differing interests and motivations toward learning English.

Their instructors include a native English teacher along with the Japanese home room teachers of both respective classes.

Engaging learners in absorbing lessons that provide invaluable knowledge can be tricky in the best environments. For those in second language or L2 environments the task can seem even more challenging.

1 week studying formal English 1 week residing w/host family Although separate classes, both sets of students together will be attending a three week overseas program in Australia within a few months of this presentations conclusion. 1 week studying formal English 1 week residing w/host family 1 week touring around Sydney

The ultimate goal for both classes is for them to learn the essentials of the English language (grammar, spelling, writing, and pronunciation) but also to be able to communicate with their host families.

While all the students have initially scored high on their entrance exams to commence their studies at this particular senior high school once actual classes had begun differences in motivation and study habits began to quickly immerge.

During their first year the students were placed within the two classes regardless of test scores.

After the first year the students were divided and then placed with within the two classes based on their overall cumulative test scores.

Not surprisingly the students in the first class with the higher scores thoroughly enjoy studying English and will almost gleefully attempt and complete any task or assignment.

The second class meanwhile continuously hesitates and struggles relentlessly with most tasks and assignments.

This presentation and paper therefore will describe in further detail the current situation along with the problems and issues involved with raising the interest and motivation of the second class.

Students of today are not satisfied with studying that utilizes yesterday’s instructional methods. Tape recorders and videos are two products of technology that language teachers have included to optimize their face to face teaching for decades.

The emergence of ICT has provided teachers with immense opportunities for including new educational resources and tools (Pardede, 2012). An effective educational scheme must prepare the student to think by himself, to be creative and original, to solve problems and to interact with his surroundings in a collaborative way (Rashty, 1999).

There is a considerable body of evidence to suggest That different teaching delivery styles can have different degrees of success; as measured in terms of academic results (Emerson & Taylor, 2004). In the example of the two Japanese senior high school classes cited in this paper this would hold to be true.

One of the main problems with the second class is that they are using the same text book as the first.

many students became lost and disillusioned From the first day, many students became lost and disillusioned

Although the text could not just be thrown out other learning opportunities exist

of learners are conducted in the language lab which is Classes for both sets of learners are conducted in the language lab which is Internet accessible.

The advent of blended learning in teaching practice has literally added a mix of traditional teaching methods along with more modern approaches.

Learning styles of students are an important component to consider in the design of any class . In this instance the second group has a definite learn by doing approach.

By applying tasks and assignments that utilized the Internet along with traditional methods, students became more active and interested in their learning process. Internet pages such as Manythings.org, offered students an opportunity to study important English points such as grammar, in a fun exciting way.

Wikis were initiated Online tools offer an excellent way for students to become active participants in their learning process.

A Wiki could best be described as homepages within a homepage.

Personal engagement and ownership in the learning process is what makes Wiki’s attractive Wiki’s can be used for: Collaborative writing Social Newsfeed (blogging) Presentations Others The opportunities are what the instructor makes of it.

The blended learning and eLearning approach has helped raise the motivation level of the students in the second class.

A disregard of students learning styles is a discredit to the ideals of teaching. An ultimate fail in the teaching procedure is when an instructor tries to make a group of students into something they are not. In many cases what is being taught has a less impact on learners’ achievement than the way materials are presented. In other words, learning styles make an important component in the learning environment (Abidin, et al, 2011).

There are many affordable opportunities for educators to expand their range and mode of lessons. It has been researched and proven that not everyone learns in the same manner. Alternate teaching styles and approaches need to be exposed to students to give them an opportunity to excel in a learning process that they feel best.

One text does not suffice for all groups of students. Conclusion One text does not suffice for all groups of students. Considering learning styles is important. Blended learning, possibly mixed with eLearning can help. Instructors need to be attune of how students learn.

For further details and recommendations please refer to the conference proceeding.

Thank you Harry Carley Matsuyama University Ehime, Japan pm333@air.ocn.ne.jp Ehime, Japan

References Abidin, M.J.Z, Rezaee, A.A., Abdullah, N. H., & Singh, K.K.B. (2011). Learning Styles and Overall Academic Achievement in a Specific Educational System. International Journal of Humanities and Social Science Vol. 1 No. 10; August 2011. Retrieved from: http://www.ijhssnet.com/journals/Vol_1_No_10_August_2011/19.pdf#search='Relating+Preferred+Learning+Style+to+Student+Achievement Emerson, T.L.N., & Taylor, B.A. (2004). Comparing Student Achievement across Experimental and Lecture-Orientated Sections of a Principles of Microeconomics Course. Southern Economics Journal, 70, 672-693. Rashty, D. (1999). eLearning and Traditional Learning Methods. Retrieved from: http://www.rashty.com/articles/Learning_Outcomes.pdf