Creating a Class that Facilitates Learner Speech

Taking into Account Differences in Class Formats and Japanese Proficiency Levels

Abstract

This action research paper discusses how to create a class that facilitates learners' speech based on reflections from teaching practices conducted at Akita International University's Graduate School of Global Communication and Language, where the author is enrolled. The winter practicum revealed a low amount of student speech as a problem, while in the spring practicum, although the speech volume was high, there remained an issue of insufficient learner’s speech in Japanese. The spring and winter practicums were conducted under different circumstances, such as the difference in the class format (online or face-to-face) and the learners' Japanese proficiency level. Therefore, although the challenge of creating a class that encourages student speech production is common, this research examines and analyses the practices from different perspectives, such as creating a classroom environment, teacher facilitation, and using intermediary language by the teacher. Finally, improvement measures for each practice are proposed, along with suggestions for appropriate actions to increase student speech and interaction.