Latest Issue | JALT Teacher Development SIG

Explorations in Teacher Development: Volume 30 Issue 2 (Winter 2024)

The TD SIG is thrilled to announce the publication of Volume 30 Issue 2 of the Explorations in Teacher Development journal!

Tosh Tachino examines the use of the passive voice in academic and scientific writing, highlighting its implications for English for Academic Purposes (EAP) instructors. Tachino reviews common functions of the passive voice and discusses learner challenges, referencing recent corpus linguistics studies that indicate a shift towards more active constructions in some
disciplines. The study aims to enhance EAP instructors’ curriculum development and knowledge, addressing the evolving nature of academic discourse.

Mike Turner emphasizes the importance of focusing on the active skills of speaking and writing, which he identifies as the most challenging for Japanese students. He critiques the Japanese education system for leaving students with inadequate speaking and writing abilities. Turner suggests that listening and reading can be practiced independently outside of class, allowing for a more targeted approach during lessons. His methodology includes giving students individual test sections under exam conditions, although he does not conduct full mock tests. This approach aims to enhance students’ active language skills while addressing the specific challenges they face.

Jon Thomas, Natalie Correia, and Amarathunga Sachini Anupama Perera investigate how integrating technology impacts student anxiety and L2 (second language) identity in Japanese EFL classrooms. Pre- and post-intervention surveys revealed that using technology led to decreased anxiety and increased confidence. Students found interactive tasks, online discussions, and feedback valuable. The research suggests a need to consider cultural factors when implementing technology to support language learning and reduce anxiety.

The article by Thomas Legge and Jaime Morrish explores key aspects of the IELTS test, focusing on effective teaching strategies and curriculum development. They emphasize the importance of understanding students’ needs in academic writing and communication. The authors advocate for integrating practical skills with theoretical knowledge to enhance students’ proficiency in English, particularly in academic contexts. Their insights aim to support IELTS instructors in creating more effective learning environments for their students.

Devon Arthurson’s article reflects on her experience with taking up the challenge of teaching 21st-century skills, such as critical thinking, creativity, and collaboration. Arthurson evaluates the reection process using Desjarlais and Smith’s ten steps, reporting positive outcomes and insights, and plans to analyze her journal entries further to identify common themes.

Richard Ingham’s article reflects on his experience at the TBLT in Asia 2024 Conference. He highlights presentations emphasizing task-based language teaching (TBLT) in academic English contexts. Key insights include the importance of real-world task simulation, collaborative academic tasks, and designing effective pedagogical frameworks to improve learners’ communicative skills. His reflections underline the practical relevance of TBLT in language education.

Kazunori Shishikura and Mariko Yamada discuss the benefits of collaboration between part-time and full-time university teachers, focusing on a semester-long TOEIC vocabulary project in Japan. The project, involving the use of Quizlet for self-directed student learning, highlighted professional development, skill-sharing, and positive emotions among part-time teachers. Through data collection, analysis, reflections, and conference presentations, part-time teachers
gained valuable experience and support, demonstrating how teacher collaboration can enhance career development and student outcomes.

We are now accepting submissions for our upcoming issue (Volume 31, Issue 1), with a deadline of March 31, 2025. If you have any questions regarding the publication process, please contact the editorial team at JALT.TED.ETE.editor@gmail.com.

Click here to access this issue.

EDITORIALS