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Effects of Film-based Dictation Practice on Listening Comprehension Skills
Teruhiko Kadoyama 영상영어교육학회 2007 영상영어교육 (STEM journal) Vol.8 No.1
The present study was designed to investigate the effects of film-based dictation practice on listening comprehension skills. Considering that films have been often shown with L1 subtitles to low-proficiency EFL learners, this study also explored the influence of L1 subtitles in dictation practice. The participants were 155 Japanese college students and they were divided into three groups: L1 subtitles (L1) group, no subtitles (NS) group and control group. The L1 group watched a film scene with L1 subtitles before dictation practice, while NS group watched the same scene without any subtitles before the dictation practice. After a 12-week session, two types of listening tests (TOEIC?? style listening comprehension test and film-based dictation test) and a questionnaire were given to the participants. No major difference was observed between L1 group and NS group in the TOEIC?? style test, while L1 group scored significantly higher than NS group in the dictation test. The result of the tests revealed that dictation practice made little contribution to improving learners’ listening comprehension, although it improved learners’ listening perception. The results of the questionnaire showed that L1 subtitles produced favorable effects on learners’ attitude toward the exercise. The results of the study suggested that dictation should be incorporated with other teaching techniques in order to improve learners’ listening comprehension.
A Functional Approach in Teaching Communication through the Use of Films
Teruhiko Kadoyama 영상영어교육학회 2008 영상영어교육 (STEM journal) Vol.9 No.1
The purpose of this paper is to show that a series of short segments taken from one commercial film can be successfully utilized to teach oral communication. Although films are often used in language classes, mainly for their motivational effect on learners, film-based college English textbooks designed to teach oral communication are still limited, and, for most teachers, the use of films, such as in film-based dictation exercises, only plays a minor and supplementary role in the oral communication classroom. In this study, film-based teaching materials, based on a functional syllabus, were created from the film Pretty Woman. Important characteristics of the main activities and curriculum designing principles are described in detail, and the results of actual implementation are discussed, based on data from lesson observations and questionnaires. The results of the learners' evaluation of the class reveal that film-based communication teaching significantly increased their motivation and interest in the class. Finally, the study suggests more film-based communication textbooks, especially designed for high beginners and pre-intermediate learners with low motivation to study English, should be created.
Teruhiko KOHAMA,Tamotsu NINOMIYA 전력전자학회 2007 ICPE(ISPE)논문집 Vol.- No.-
Ripple estimation for paralleled converter system with automatic interleaving control is presented. Current ripple in output capacitor of multi-phase converter is estimated through a simplified circuit model which is available for any paralleled converter system under ideal out-of-phase operation. Relationships between the ripple and circuit parameters such as duty ratio, inductor and number of modules are revealed clearly which lead a simple design guideline for ripple-minimized paralleled converter system.
Exploring Active Learning Strategies in Film-Based English Classes
Kadoyama. Teruhiko 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2
This paper is an attempt to ensure that students are deeply involved in the learning process in film-based oral communication classes. It describes the author’s revision of his active learning approaches and reports the changes that were observed in students’ involvement in class activities. Active learning is a process in which students engage in activities that promote analysis, synthesis, and evaluation of class content, such as writing, discussion, or problem solving. Despite its recent popularity, however, adopting active learning approaches in class does not necessarily guarantee that students will be directly and deeply involved in the learning process. In this study, discussion of medical topics depicted in a film closely related to learners’ majors was chosen and further explored to initiate “active learning in the real sense of the term” which Mizokami (2014b, p. 4) advocates. The intended effect was to motivate them further in their study of both language and their chosen fields. An experiment was conducted to verify the effectiveness of the strategies, and the results revealed that the revisions, including the use of Moodle and a flipped classroom approach, helped secure sufficient time for class discussion and involve students more actively in the learning process.