Dr. Jeff Peterson
Brigham Young University
About
Assistant Professor of Japanese, Brigham Young University, USASessions
College and University Is Audio-assisted Extensive Reading Better Than Extensive Reading or Listening Alone? more
Sat, Aug 6, 09:30-09:50 Asia/Tokyo
Previous Extensive Reading (ER) studies almost exclusively focus on English language learners and tend to be limited by their lack of control over how the ER treatment is conducted and assessed. Furthermore, studies that investigate the possible effects of different styles of ER, including Extensive Listening (EL) and Audio-assisted Extensive Reading (AER), are few. The goal of this study was to investigate the possible effects of monitored ER, EL, and AER on the general proficiency development of learners of Japanese as a foreign language (JFL). Using an experimental design, data collection for the first year of this three-year project (currently including data from 92 elementary and intermediate JFL learners) has been completed. First-year results indicate that all treatment groups outperformed the control group, and the AER and ER groups had higher gain scores than the EL group. Pedagogical implications, future directions, and the current impact will be discussed.
College and University The effects of extensive reading on JFL learners’ reading rates and comprehension more
Sat, Aug 6, 08:30-Sat, Aug 6, 08:50 Asia/Tokyo
Research into the effects of extensive reading (ER) has surged over the past few decades. However, many of these studies are limited by their lack of control over how the ER treatment is conducted. Furthermore, experimental and quantitative studies that investigate the possible effects of ER on the reading skills of learners of Japanese have yet to be fully explored. The goal of this study was to investigate the possible effects of ER on the reading rate development and comprehension abilities of learners of Japanese as a foreign language (JFL). Using a quantitative single-case study method, eight intermediate learners of Japanese were monitored while they engaged in ER and strictly adhered to ER principles over 2.5 to 4 months. Results showed that participants’ reading rates increased significantly following the monitored ER treatment and that comprehension abilities were not hampered by an increase in reading rate. Pedagogical implications will be discussed.
Younger learners Young Learners more
Sat, Aug 6, 21:00-23:00 Asia/Tokyo
Join the breakout room for a discussion on Young Learners.
