enhancing toeic scores with 2-minute student...
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Enhancing TOEIC scores with 2-minute student
Presentations
Paul Spijkerbosch and Bruce Lander
Reference data:
Spijkerbosch, Paul and Lander, Bruce (2009) Enhancing TOEIC scores with 2-minute student Presentations. In:
Reinelt, R. (Ed.) (2009) Into the Next Decade with (2nd) FL Teaching Rudolf Reinelt Research Laboratory EU
Matsuyama, Japan, p. 247-271.
Welcome
Bruce Lander
Paul Spijkerbosch
松山大学
the TOEIC test
TOEIC
Who is it for?
Is TOEIC for the students?
Is TOEIC for the teachers?
Is TOEIC for the university?
How do you teach for the TOEIC?
Is the teacher-centred approach the only way?
The dilemma!
How can we make a TOEIC class interesting for us and the students?
How can we make the students autonomous? So they learn for themselves?
How can we make a TOEIC class student-centred?
The idea
Three 2 minute class presentations
Students learn from each other
Improve vocabulary retention
Students improve on TOEIC scores
TOEIC and Bridge Test Scores
0
100
200
300
400
500
600
120 125 130 135 140 145 150
Bridge Scores
TO
EIC
sco
res
Our goals
To improve TOEIC scores
To improve fluency
To improve confidence
To improve motivation levels
To offer an alternative way to teach and learn for the TOEIC
The ultimate goal
Confidence& fluency
Autonomy &
competence
MotivationClass presentations
The list
3 class presentations with alternative themes
The usage of new vocabulary through collocations
Create the opportunity for each student to learn under pressure
Gather info on Learner beliefs ina “before and after” questionnaire
When contents
Week 2–4 People, travel, technology
Week 5 Presentation 1
Week 6-8 Media, entertainment, restaurants
Week 9 Presentation 2
Week 10-12 Office, Personnel, management
Week 13 Presentation 3Using power point
Week 14 Listening TOEIC test
Week 15 Reading TOEIC test
To be a maximum of 2 minutes each
Must use specific vocabulary
Must all answer set target questions
Should be internalized
Must be student-centred
Topics Ideas Targets
1 Technology Describe an invention. Who, what and where?
Travel Describe a good travel experience you have had.
When where who with?
People Describe someone you like.
Who, why and when?
2 Media How has the media changed our lives?
3 ways
Entertainment What makes you laugh? 3 things
restaurants Describe a good restaurant you went to recently.
What, where, when?
Play
Very little meaning by itself
Domestic
Verylittle meaning
生 ビール
Lets play
Play soccer
Play the piano
Playboy!!
Play the field
•Domestic flight
•Domestic travel
•Domestic husband
•Domestic life
•Domestic violence!!
Introduce a company in 2 mins using power point
More emphasis on collocations
Answer 10 target based questions
Students must listen and learn from each other
The target questions
1. Who is the CEO?
2. How large is the workforce?
3. When was it established?
4. Where are the headquarters?
5. How many branches are there?
6. What is the annual turnover?
7. What are two examples of its competition?
8. What is the company logo? And why?
9. What does this company produce?
10. Where are their products sold?
Rank Company Employees
1 伊予銀行 Iyo Bank 51
2 愛媛銀行 Ehime Bank 23
3 三浦工業 Miura Corp. 21
4 松山農業協同組合
JA Matsuyama19
5 モバイルコム Mobilecom 18
6 愛媛中央農業協同組合
JA Ehime 13
7 香川銀行Kagawa Bank 10
8 大屋グループDaiwa Chemists 9
9 東京コンピューターサービスTokyo
Computer service 9
10 フジ Fuji 9
♥A HITACHI 日立 ♦5 RYOBI ♥K BRIDGESTONE
♥2 AUDI ♦6 IBM ♦A APPLE
♥3 伊予銀行 ♦7 愛媛銀行 ♦2 エリエール
♥4 VIRGIN ATLANTIC ♦8 SHELL ♦3 LOGICOOL
♥5 ASAHI 朝日 ♦9 DENON デノン ♣4 MOLTEN モルテン
♥6 RBS (Royal Bank of Scotland)
♦10 CitiBank ♣5 BURTON
♥7 ポンジュース ♦J メガネの田中 ♣6 YKK
♥8 Thai airways ♦Q CASIO ♣7 BOEING
♥9 SHIMANO シマノ ♦K NIKON ニコン ♣8 TOSHIBA 東芝
♥10 CROCS ♣A ADIDAS ♣9 AIRBUS
♥J 日本食研 ♣2 FUJI フジ ♣10 MITSUBISHI 三菱
♥Q COLGATE ♣3 OAKLEY ♣J LOEWE
Tokunaga (2008) suggests:
“Over time Japanese students prefer to be taught TOEIC classes in Japanese rather than English”
We asked our students to respond to this:
“English should be taught in English. 英語の授業は、英語で教えられるべきだ。”
English should be taught in English
0 5 10 15 20 25
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of Respondents
Q'naire 2
Q'naire 1
Students response to:“I feel comfortable giving presentations in class授業中、英語で発表はしやすい”
Comfortable giving Presentations in class
0 5 10 15 20 25 30 35
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of Respondents
q'naire 2
q'naire 1
“I think that Presentations will improve my English授業中、発表をして英語が上達する”
Presentations in class will improve my English
0 5 10 15 20 25
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of Respondents
q'naire 2
q'naire 1
We asked for a response:“I feel comfortable with speech preparation out of class授業以外で発表の準備はやりすいと思う”
Out of class activity: comfortable with speech preparation
0 5 10 15 20 25 30
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of respondents
q'naire 2
q'naire 1
“I think speech preparation will improve my English発表の準備が英語を上達すると思う”
Out of class activity: speech preparation will improve English skills
0 5 10 15 20 25 30
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of Respondents
q'naire 2
q'naire 1
“Giving presentations in English is a good way to prepare for TOEIC
TOEICの勉強には英語での発表は良いと思う”
The best way to learn for TOEIC: Giving Presentations in English
0 5 10 15 20 25 30
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of Respondents
q'naire 2
q'naire 1
“listening to presentations is a good way to learn for TOEICTOEICの勉強にはクラスメートの発表を聞くのが良いと思う”
The best way to learn for TOEIC: Listening to classmates'
Presentations in English
0 5 10 15 20 25 30
Strongly agree
Agree
Disagree
Strongly disagree
Don’t know/not sure
Number of Respondents
q'naire 2
q'naire 1
ConstructS
trongly agree
Agree
Disagree
Strongly disagree
Don’t know
/not sure
Total of respondents
Positive
Negative
The weekly tests were useful for TOEIC preparation 3 38 11 1 3 56 41 12
The test-taking strategies were useful for TOEIC preparation 2 40 10 2 2 56 42 12
Collocations are useful for remembering vocabulary 5 25 18 2 6 56 30 20
I learned a lot giving presentations 8 27 15 4 2 56 35 19
Preparing for my presentation was motivating for me 7 18 26 4 1 56 25 30
Next time
More emphasis on peer-assessment
more emphasis on self-assessment
Give more responsibility to the student making them autonomous
Explain the value of listening to presentations
