Authorship：Lead author   Language：English   Publishing type：Research paper (scientific journal)  

Task-Based Language Teaching (TBLT) is a prominent methodology in second language acquisition
that prioritizes the use of authentic language through meaningful tasks. This paper critically
analyzes six common speaking task types used in TBLT: listing, ordering and sorting, comparing,
problem-solving, sharing personal experiences, and creative tasks. Each task type is examined in
terms of its pedagogical strengths and weaknesses, supported by contemporary research. Through
this evaluation, the paper identifies best practices and potential pitfalls in speaking task design and
implementation, offering insights for language educators seeking to optimize learner engagement
and language development. This study collected observational data over the course of one
university semester in which each task type was used three times. The participants were lower-level
students. The findings show that listing tasks and comparing tasks were not as effective and/or
suitable for lower-level students as the literature indicates. However, the other task types were
more effective in terms of motivation and language production.

Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)  

Extensive reading (ER) has increasingly become a larger part of university curriculums. However, it is not clear if students agree that ER should constitute a larger part of their studies. The aim of this study was to determine if the students would like E R to be a greater part of their school curriculum after having taken this first - year class. At the university in which this study took place, first - year students take a nine - week ER class. While this class is a good introduction into ER for the students, s ince it is only nine weeks, ER’s potential benefits might not be realized by the students. A questionnaire was used to collect data about the students’ impressions of this class. The results showed that the students had a positive impression of ER and noti ced its benefits on their English proficiency despite the class’s short duration. However, the majority of students worried about ER being a larger part of the curriculum given the time required for it and their other class assignments. Based upon these fi ndings, it is recommended to include ER as part of the larger curriculum, but it is also important to incorporate it in such a way as to not be overly demanding upon the students.

Other Link： https://online.fliphtml5.com/viqou/dsoj/#p=1

Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)  

Tasks in language classes can be effective for fostering language acquisition and improving student engagement. For low-proficiency students, tasks can be especially effective as they encourage the student to use the language resources available to them to complete the task. In this study, six different types of task are investigated in terms of their effectiveness for lower-level students. Effectiveness is measured in terms of how well the task performed in regard to student enjoyment, student satisfaction with their performance, the English that was elicited through the task, the ability of the student to complete the task and the ability of the student to understand the task (what they were required to do).The six types of tasks being investigated are listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative tasks. The results indicate that the students enjoyed all six different types of tasks, but that problem solving tasks were the most effective.

Authorship：Lead author   Language：English   Publishing type：Research paper (other academic)  

Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)  

Total pages：273   Responsible for pages：150-152   Language：English Book type：Textbook, survey, introduction

Total pages：273   Responsible for pages：37-41   Language：English Book type：Textbook, survey, introduction

Total pages：273   Responsible for pages：118-119   Language：English Book type：Textbook, survey, introduction

Event date： 2025.1.24 - 2025.1.25

Language：English   Presentation type：Oral presentation (general)  

Venue：SWISSOTEL BANGKOK RATCHADA   Country：Thailand  

Event date： 2024.7.5 - 2024.7.7

Language：English   Presentation type：Oral presentation (general)  

Venue：Meijo University Nagoya Dome-Mae Campus   Country：Japan  

Event date： 2024.6.20 - 2024.6.21

Language：English   Presentation type：Oral presentation (general)  

Venue：Courtyard by Marriott Phuket Town Phuket, Thailand   Country：Thailand  

Tasks in language classes can be effective for fostering language acquisition and improving student engagement. While different researchers have mentioned essential characteristics of a task, such as having a pedagogical relationship to the real world (Long and Crookes, 1992), involving problem solving (Prabhu, 1987) or having goals (Skehan, 1998), in this paper, I will follow Ellis’s (2003) definition that states a task should: (a) have a primary focus on meaning; (b) contain an information or opinion gap: (c) require learners to use their own linguistic resources to complete the task; (d) have an outcome. Tasks can be especially effective with lower-level students (Willis, 1996) who struggle with expressing themselves through oral communication. Willis (1996) listed six types of tasks: listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative tasks. The purpose of this study is to examine each of these task types for their relative effectiveness for lower-level university students. Effectiveness will be measured in terms of how well the task performed in regard to student enjoyment, student satisfaction with their performance, the English that was elicited through the task, the ability of the student to complete the task and the ability of the student to understand the task (what they were required to do). In this presentation, I will present a short background for TBLT before describing the methodology used in this study including the participants, setting and data collection procedures. The results will then be presented followed by a discussion of the results including implications for language teaching.

Event date： 2023.8.6 - 2023.8.10

Language：English   Presentation type：Oral presentation (general)  

Venue：Denpasar Aston Hotel   Country：Indonesia  

Other Link： https://erfoundation.org/erwc6/schedule-of-events/erwc6-schedule-august-8/

Event date： 2023.5.12 - 2023.5.14

Language：English   Presentation type：Oral presentation (general)  

Venue：Kyoto Sangyo University   Country：Japan  

The participants for this study were fourth-year undergraduate students enrolled in the Teacher Education
Program at a private university in Japan. As part of their seminar work, the students read articles describing
the benefits of extensive reading (ER) and the process of implementing an ER program. They also read
articles describing relevant research studies focusing on ER. After six weeks of lessons, with each lesson
focusing on a different article, the teacher trainees participated in an ER lesson as students. Their assignment
for this portion of the seminar was to share their thoughts on ER, specifically ER’s viability within the

Japanese context. The data were collected through the use of a questionnaire containing a series of open-
ended questions. Each question represents a research question for this study. The research questions elicited

the teacher trainees’ opinions on the following issues: ER’s viability within the Japanese context; ER’s viability
for low-level learners; the perceived weaknesses and strengths of ER; possible approaches for incorporating
ER into junior high school or high school English classes; ER and student motivation; and whether they plan
to use ER in the future. The results indicated the trainees were mostly concerned with ER’s viability for low
level learners.