An extensive body of research has indicated that learning environments and materials need to take into account learner backgrounds and differences for best results. One helpful approach to incorporating learner backgrounds into instruction is “culturally responsive teaching.” Culturally responsive teaching makes learner needs and identity central to classroom material and activities. Universal Design for Learning (UDL) (CAST, 2018; Burgstahler, 2021) is another useful element. Designing with learners’ cultural, physical, and intellectual differences in mind before the class starts, not just adapting while teaching, is quite effective. Technology fits into both culturally-responsive teaching and UDL. Appropriate use of technology enables differentiated learning in a variety of ways. Technology tools, chosen thoughtfully, can also help teachers design inclusive, culturally responsive teaching with technology and better, more meaningful learning for students.

View full abstract

Language teaching has a rich research history. A research discipline of Computer-Assisted Language Learning (CALL) has focused on technology integration in that practice. However, integrating the learning logs to create a data-driven workflow for the teachers and students is still limited. We design a technology framework called LEAF (Learning and Evidence Analytics Framework) to integrate daily evidence-based educational practices. The datadriven learning tools integrated into LEAF were implemented in actual live classrooms across multiple universities and schools within Japan. In this paper, we discussed the teaching and learning practices with the LEAF system in a language learning context and its impact. We highlight how to use LEAF for active reading, recommendation-based vocabulary learning, self-directed language learning approaches, and group work for language learning and teaching, specifically in English classes. Moving ahead, we aim to have an evidence-driven approach where the technology can continuously support and update best practices by analyzing the log data gathered continuously from the real-world educational setting.

View full abstract

The Horizon Report (Pelletier et al., 2022), published by Educause, is an annual survey of global educational technology trends and forecasts for the future. This proceedings paper summarizes the main points of the 2022 version which are applicable to JACET members. These include: 1) social and technological trends such as an expansion of hybrid and online learning, and an increased use of data analytics; and, 2) the influence of three technologybased practices: artificial intelligence (AI) for learning; hybrid learning spaces on university campuses; and the development of micro-credentials. Language teachers working at Japanese universities were asked whether the results of the Horizon Report were resonant with their experience. The participants thought that the results were relevant to Japan, especially concerning online teaching and the development of micro-credentials. In addition, the challenge of working with machine translation tools was highlighted as being particularly important for language teachers. The survey results suggest that the Horizon Report is a useful guide to help plan for the use of educational technology in higher education and that it can be used effectively to identify specific training needs for teachers in such institutions.

View full abstract

Formative assessments can lead to increases in learning outcomes by helping students to recognize their shortcomings in order to overcome them. Though formative assessments are generally handled within individual classes, this study reports on a formative assessment that was created for the skills mandated in a university-wide curriculum. Students took the assessment on a voluntary basis after their summer vacation and then were provided with feedback about how well they performed on each of the skills they were meant to have mastered in their first semester. Based on their scores, individualized advice was also given to each student regarding how to improve at the skills they did not score well on. We used preand posttest TOEFL ITP® scores to determine how much improvement students at the university exhibited, and then compared the delta scores of those that took one, two, or no formative assessments and gathered student opinions via survey to observe how much impact the formative assessment tests had on general English improvement. We found that the formative assessment tests had a discernable, albeit weak, positive influence on improvement, and concluded that we need to provide even more feedback in the future.

View full abstract