1. Extended Projects in the EFL Classroom Using a Student-Generated Chikan Survey to Illustrate Effective Student Motivation in a Student Centered EFL Class Clay Bussinger Tokiwa University, Japan Claybuss@tokiwa.ac.jp Claybussinger@hotmail.com Clay Bussinger Tokiwa University, Japan Claybuss@tokiwa.ac.jp Claybussinger@hotmail.com

2. Background to the Project: CHIKAN and STUDENTS  Tokyo subways and commuter trains are notorious for chikan, or sexual molesters.  Many students are victims of such abuse.  Some students could not get credit for their classes, due to such abuse.  Such a topic is a major concern for some students.  Students in my class were very motivated to conduct research in English on this topic.  Tokyo subways and commuter trains are notorious for chikan, or sexual molesters.  Many students are victims of such abuse.  Some students could not get credit for their classes, due to such abuse.  Such a topic is a major concern for some students.  Students in my class were very motivated to conduct research in English on this topic.

3. Step 1: Choosing the Project  “ A replacement to or a supportive infusion of more student centered learning to certain single approach based syllabi. ”  D. Nunan  Meaningful, student centered content is paramount  Drawing on needs of the students  Flexibility is a key  Communication is a key  “ A replacement to or a supportive infusion of more student centered learning to certain single approach based syllabi. ”  D. Nunan  Meaningful, student centered content is paramount  Drawing on needs of the students  Flexibility is a key  Communication is a key

4. Step 1: Choosing the Project: Chikan  “ Utilizing more authentic experiences and materials as well as principles of constructivism compared to top down teaching ” Nunan  Very careful selection of a project which intimately concerns all class members ensures active participation and high student motivation.  Through class discussion, the problem of Chikan was deemed to be the problem most in need of a solution.  “ Utilizing more authentic experiences and materials as well as principles of constructivism compared to top down teaching ” Nunan  Very careful selection of a project which intimately concerns all class members ensures active participation and high student motivation.  Through class discussion, the problem of Chikan was deemed to be the problem most in need of a solution.

5. Step 2: Focusing the Project  “More of a sense of personal and active accomplishment including developing a greater sense of language ownership” Nunan  Active participation of the class members is important in deciding the focus of the project.  Teacher can offer many options, such as letter writing to newspaper, contact government officials, and so forth.  One option offered was developing a questionnaire.  Students eagerly chose to follow this plan.

6. Step 3: Developing the Project  “More of a sense of personal and active accomplishment including developing a greater sense of language ownership” Nunan  Once the project is focused on the questionnaire, students draw on their own personal experience for writing of the questions.  Each student has valuable input through their shared experience of riding the public transportation in Tokyo daily.  Although not every student had been a victim of chikan, most had some experience. In one class for example, 50% of the male students were either victims or had been falsely accused of being a chikan.  One female student said she was a victim almost daily.

7. Step 4: Completing the Project  “ Making specific lesson goals more evident through movement towards and/or success of task completion. ” Nunan  Once the task is clearly defined, and individual roles assigned, each class period has a clear structure, and a definite purpose.  Students almost automatically take on appropriate tasks, interviewing, answering questions, taking notes, inputting questions, questionnaire layout, editing of questions, vocabulary checking, copying questionnaires.  The class length is clearly defined, so students worked out their entire schedule of tasks, knowing when each tasks must be defined, developed and completed.  The questionnaire was developed, distributed, processed, and publicized over the course of the 12 week course.

8. Aftermath: Results of the Project  “ Important and ongoing assessment and "washback" to both teacher and learner. ” Nunan  When the tasks were all completed and the project came to a successful conclusion, students (and teacher) felt a tremendous feeling of accomplishment.  Many participants who had been the victims of chikan on Tokyo subways, expressed great feelings of relief and empowerment at the completion of this task.  The communicative ability of the students in the class, increased immeasurably, through the completion of myriad complicated tasks in the target language.

9. Aftermath: Long Term Consequences  Having students engage in an authentic and important project will have lasting and meaningful results.  Some students in the projects changed their majors as a result. One student is now studying Psychology, focusing on Victimology at Tokyo University.  One student (the student whose completed questionnaire is featured in this display) chose her career in Journalism, a field where she hopes to publicize the problem, and how others can engage in solving it.  A follow-up project involving university students in Tokyo was initiated by the teacher, and included other professors, including an ESL teacher and various professors of Victimology.  A PhD student in Victimology is currently writing his dissertation based on this student project, and the follow-up project.  The follow-up project has been expanded to include pther countries: Korea, Indonesia, India and China.  The high school students who initiated the original project have a tremendous feeling of accomplishment and pride in their work. They can easily see that English is an important working language, not simply exercises in grammar, reading, listening and speaking.

10. Chikan In Tokyo A cursory look around as one travels around Tokyo quickly reveals a big problem. T-shirts Figures Signs

11. Having the focus on the students from the outset will enable the teacher to discover topics that matter to them Police report on a convicted chikan - brought to class by my student

12. Student Questionnaire p.1

13. Student Questionnaire p.2

14. Okinawa Police Poster Anti-Chikan http://images.google.com/imgres?imgurl=http://www.police.pref.okinawa.jp/seian/chikangazou/chikan6.jpg&imgr efurl=http://www.police.pref.okinawa.jp/seian/higainiawanaitameni.htm&h=274&w=275&sz=23&hl=en&sta rt=242&sig2=OxogohM5YAKYaxefyGvQRA&tbnid=mE0JqZVjIKgnLM:&tbnh=114&tbnw=114&ei=6Em9Rr 52g96BA9mn_IYI&prev=/images%3Fq%3Dchikan%26start%3D240%26gbv%3D2%26ndsp%3D20%26s vnum%3D10%26hl%3Den%26sa%3DN

15. Tokyo subway: Chikan, beware http://www.fromjapanwithlove.info/?p=601

16. Signs in Tokyo http://russ0502.myweb.hinet.net/chikan.gif

17. Signs warning of Chikan http://images.google.com/imgres?imgurl=http://www.anzen.pref.ibaraki.jp/yoho/img/0701chikan. gif&imgrefurl=http://www.anzen.pref.ibaraki.jp/yoho/bn_0507.htm&h=150&w=150&sz=9&hl=en &start=1&sig2=QMBz5CbHsGDpas6bBDiU4g&tbnid=u87PQjdN1aKVYM:&tbnh=96&tbnw=96& ei=llG9RtTXO4bWgAOSo6GnCA&prev=/images%3Fq%3D%2Bsite:www.anzen.pref.ibaraki.jp %2Bchikan%26gbv%3D2%26ndsp%3D20%26svnum%3D10%26hl%3Den

18. T-shirt: no Chikans! http://www.thinkgeek.com/images/products/front/jl_bewareofperverts.jpg

19. Nunan, David “Important Tasks of English Education: Asia-wide and Beyond.” Asia EFL Journal. Volume 7. Issue 3. http://www.asian-efl-journal.com/September_05_dn.phphttp://www.asian-efl-journal.com/September_05_dn.php