1. Which is Better for EFL Teaching? Monolingual Approach or Bilingual Approach? Shigeo Uematsu Kyoto Sangyo University uematsu@cc.kyoto-su.ac.jp The 12 th Asia TEFL 2014.8.29

2. The use of the L1 in EFL classes The use of the mother tongue in EFL classes is debatable in the foreign language classroom. However, if it is used appropriately as a way of scaffolding for the learners, its role and contributions it makes to the fields of language learning and teaching should be reviewed. (Afzal,2013; Medgyes, 1994; Nagay & Robertson, 2009; Štulajterova (2007; Turnbell, 2001).

3. The use of L1 depends on contexts This point of view is expressed clearly by Sheelagh Deller and Mario Rinvolucri (2003) in their book “Using the Mother Tongue”. Widdowson (2003) also called for an explicit bilingual approach. Teachers often use L1 in beginning and intermediate classes to: give instructions explain meanings of words explain complex ideas explain complex grammar points

4. Which do students prefer? (2013 Study) The author conducted an experimental study to compare the evaluations of the 2 nd year Reading class students (n=14 continued to take my class out of 34), who finished a one- year English Reading course which divided into two semesters and the language of instructions were different, L2 for the first semester, and L1 for the second.

5. Why students can’t hear? Although MEXT states that it supports the goal of communicative English abilities, university entrance exams are comprised mainly of multiple choice items testing vocabulary, grammatical knowledge and reading passages. Only listening test by IC recorder has been implemented since 2006, the ratio of test score is only 50 out of 250 points. No speaking test administration. Applicants can easily prepare by examining the listening tests in the past.

6. Participants 34 native Japanese speakers who were college students at the best national university took part in this study. The students tested here represent an elite group and can be considered Japan’s brightest students The class was weekly held 15 times a semester, 90 minutes for each.

7. Weekly Routines Weekly review quiz (15 vocab definitions, listening problems, fill-in-the-blanks by CD) Listening of the new reading chapter and tasks. (Three times; first normal, second phrase by phrase, third phrase by phrase, and try shadowing, (after negotiating by pair, examining the written text) Clarifications of the problems (backgrounds, meanings, grammar and structures). Complete the 15 problems.

8. Results Based on the students’ feedback, more students chose L2 (n=4), compared to L1 (n=2). However, the most frequent answer was Both (depends) (n=5).

9. Students’ comments I wanted to make sure information for grading in Japanese. “Every talks were in English. I think it’s better.” I did not have an occasion that I couldn’t catch up with because of the teaching style: no prep needed. However, shadowing practice at home took more time than I had expected. I downloaded the whole CD onto my iPhone and I did shadowing whenever I had time. It did work!

10. Students’ comments Your English was easier to comprehend than English native speaking teachers. I enjoyed the practices of listening and production (shadowing). During the summer break, I noticed my listening skill dropped. I found I should have continued even when I don’t have your class. I really appreciated this class. Last year, we could not choose the class.

11. Students’ comments Last year, the professor dealt with his “niche” literature text. That was a waste of time. Listening practice and “timed” reading were beneficial. Understanding contents without reading the printed texts were very challenging, but fun.

12. (2014 Study) Inspired the study by Patricia et.al. (2004) that explored the impact of home reading, with and without an “audio model” on reading motivation, comprehension, and fluency. In this study, the use of “audio models” provided particular benefits for students aural and oral skills. Does reading texts provided through CD audio make difference for improving students’ listening comprehension skills?

13. Treatments Experimental class: Conducting class in English, except for the clarifications of important information by the use of L1 (e.g. grading policy). Using the first semester of 1st-year Reading class, text contents were provided auditory by the use of CD phrase by phrase, then shadowing practice. Weekly short quiz of the previous week consists of 15 vocabulary definitions and 10 dictations by the CD (fill-in-the-blanks) Traditional (translation) 1st-year Reading class without the use of CD worked as a Control.

14. TOEFL listening section test A TOEFL listening section practice test administered after 15 class contact times in July, 2014. Full marks: 50 points. Results as follows: Experimental group (n = 23) MS = 28.9, SD = 8.01 Control group (n = 24) MS = 24.0, SD = 6.99 t(45) = -2.24, p =.03 Cohen’s d =.67 (medium effect size)

15. Conclusion This could be along with the previous studies (Lomicka 1998; Salaberry 2001; Ko 2005; Constantinescu 2007; Kasmani & Davoudy, 2013) which have reported that using a multimedia environment is to some extent better than working in traditional areas without multimedia. Even university students can improve their listening skill in the EFL class under such a minimum contact hours (weekly 90min, 15 weeks) with the self-study tasks.