Papers by Darrell Wilkinson
Educational Reforms and Development in Japan: Language and Culture Education for Global Competitiveness
The International Journal of Higher Education, Nov 4, 2015
Due to an increase in globalization, international business, and the Tokyo Olympics being held in... more Due to an increase in globalization, international business, and the Tokyo Olympics being held in 2020, Japan faces a growing need to develop a population with the English language skills and cultural awareness needed for global success. The need to address these goals has been noted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) who is spending large amounts of money on various initiatives in schools, universities, and businesses across Japan. This papers outlines some of the key policy changes and educational initiatives that are being spearheaded by MEXT in order to develop the Japanese populous’ English language proficiency and to create a more international higher education system in order for Japan to remain competitive on the global arena. These initiatives will then be framed within the concept of English as a Lingua Franca (ELF) or English as an international language (EIL). Finally, this paper specifically describes a number of programs, all of which have received considerable funding from MEXT, that have been developed at one university in Tokyo to develop globally minded bilingual individuals capable of performing in international academic or business contexts. Results of some of these programs are described in terms of language gains, study abroad placement, and post-graduation employment statistics.
News-based Activities to Motivate EFL Students for Deliberate Vocabulary Learning
This study introduces and explains a news-based activity which was introduced into university EFL... more This study introduces and explains a news-based activity which was introduced into university EFL classes to increase intrinsic and extrinsic motivation for deliberate vocabulary learning. Quantitative and qualitative data analysis showed that the activity increased learners' motivation for deliberate vocabulary study, which in turn increased the amount of time learners engaged with target vocabulary.
Implementing an Extensive Reading Program and Library for ESL and EFL Learners in an Small Academic Setting within Japan
Extensivereading. net, 2009
Implementing an Extensive Reading Program and Library for ESL and EFL Learners in an Small Academ... more Implementing an Extensive Reading Program and Library for ESL and EFL Learners in an Small Academic Setting within Japan. Darrell Wilkinson Soka University, Japan darrell_wilkinson(at)hotmail(dot)com. Introduction. ... 269-298). Norwood, NJ: Ablex. ...
This research explores the efficacy of word cards as a deliberate vocabulary learning technique a... more This research explores the efficacy of word cards as a deliberate vocabulary learning technique and investigates the effects of testing on motivation for deliberate vocabulary study. While word cards are a widely supported method of deliberately studying target foreign language vocabulary, there is a surprising lack of research-based evidence supporting them, and very few researchers have asked students how they feel about word card learning. In addition, it is well known that testing can increase extrinsic motivation, but the motivational effects of regular vocabulary testing has so far been largely overlooked. The first two experiments in this study investigated the learning outcomes associated with making and studying from word cards. Experiment 1 is unique in that it is the first known study to isolate the learning outcomes of making word cards. The results indicated that the process of making word cards results in significant initial vocabulary learning, but a substantial amoun...
Vocabulary Learning and Instruction, 2020
While word cards are a widely supported method of deliberately studying foreign language vocabula... more While word cards are a widely supported method of deliberately studying foreign language vocabulary, there is a surprising lack of research-based evidence supporting them. This paper first reviews some of the key literature on word cards and then briefly describes two experiments concerning word card methodology. The first experiment described in this paper examined the learning outcomes of making word cards while the second experiment compared the use of self-made word cards with premade cards. The results of the first study indicated that the simple process of making word cards results in significant short-term vocabulary learning, but this new knowledge is sensitive to attrition if no further study is carried out soon after making the cards. The results of the second experiment indicated that while both methods are effective in the short and long-term, learners may be better studying from premade cards. Taken together, the results offer support for the use of word cards for forei...
Language Education in Asia, 2012
Reading is widely accepted as one of the most important second-language skills as it offers langu... more Reading is widely accepted as one of the most important second-language skills as it offers language learners the opportunity to acquire a variety of lexical items, grammatical structures, and additional schematic knowledge. In an EFL or ESL context, two approaches to teaching reading, intensive and extensive reading, have generally been adopted. When employing intensive reading in a group context, the teacher faces many challenges, e.g., finding material interesting to all students and dealing with mixed levels, individual learner differences, and low motivation. After describing an action research project designed to indicate motivation for reading among two groups of Japanese college students and analyzing the results of that project, the author outlines a nontraditional, more holistic, and student-centered approach to intensive and extensive reading. This approach aims to overcome students' low intrinsic motivation by adopting a more differentiated learning approach and applying some extensive reading principles to intensive reading. Although the ability to read effectively in a foreign language is widely viewed as one of the most important skills that a foreign language learner can possess, the teaching of reading poses a range of challenges, both pedagogical and logistical. From a pedagogical perspective, issues such as what type of reading should be carried out, what skills are necessary, how to teach these skills, and how to strike a balance between explicit instruction and time on task are still being discussed and researched (see Carrell,
Taking English-medium content courses is very challenging for non-native speakers of English. A n... more Taking English-medium content courses is very challenging for non-native speakers of English. A number of factors contribute to the difficulty including the rate of speech that the lectures are delivered at, the technical vocabulary used, and the fact that the content itself is often difficult to comprehend in one native language let alone in a foreign language. This research investigates the strategies and approaches that first-year Japanese university students use in order to successfully understand and take part in an English-medium economics course. Qualitative research including observations, interviews, surveys and document checking were used to investigate the research questions. Data analysis showed that students used a number of strategies and approaches but preferred the use of pre-prepared outlines, and post-class peer discussions in order to better understand the content of the lecturers. The results can serve as a guide for anyone involved in English-medium content cour...
Vocabulary knowledge plays an important role in second language proficiency, and learners need to... more Vocabulary knowledge plays an important role in second language proficiency, and learners need to acquire thousands of words in order to become proficient in the target language. As numerous studies have shown that incidental vocabulary acquisition is not sufficient on its own, it is clear that learners must devote considerable time and effort to deliberate vocabulary study. Vocabulary cards are a commonly used technique for deliberate vocabulary study; however, there is currently a lack of qualitative research on learners’ perceptions of word cards, or the extent to which individual learner preferences or study habits affect the efficacy of word cards. Therefore, this study investigates students’ general perceptions of word cards, and examines individual learner habits and practices when studying from their cards. Results suggest that students view word cards positively and are aware of many of the benefits attributed to word cards. However, data also highlights the fact that some ...
Vocabulary Learning and Instruction , 2020
While word cards are a widely supported method of deliberately studying foreign language vocabula... more While word cards are a widely supported method of deliberately studying foreign language vocabulary, there is a surprising lack of research based evidence supporting them. This paper first reviews some of the key literature on word cards and then briefly describes two experiments concerning word card methodology. The first experiment described in this paper examined the learning outcomes of making word cards while the second experiment compared the use of self-made word cards with premade cards. The results of the first study indicated that the simple process of making word cards results in significant short-term vocabulary learning, but this new knowledge is sensitive to attrition if no further study is carried out soon after making the cards. The results of the second experiment indicated that while both methods are effective in the short and long-term, learners may be better studying from premade cards. Taken together, the results offer support for the use of word cards for foreign language vocabulary learning.
This study introduces and explains a news-based activity which was introduced into university EFL... more This study introduces and explains a news-based activity which was introduced into university EFL classes to increase intrinsic and extrinsic motivation for deliberate vocabulary learning. Quantitative and qualitative data analysis showed that the activity increased learners' motivation for deliberate vocabulary study, which in turn increased the amount of time learners engaged with target vocabulary.
Vocabulary knowledge plays an important role in second language proficiency, and learners need to... more Vocabulary knowledge plays an important role in second language proficiency, and learners need to acquire thousands of words in order to become proficient in the target language. As numerous studies have shown that incidental vocabulary acquisition is not sufficient on its own, it is clear that learners must devote considerable time and effort to deliberate vocabulary study. Vocabulary cards are a commonly used technique for deliberate vocabulary study; however, there is currently a lack of qualitative research on learners' perceptions of word cards, or the extent to which individual learner preferences or study habits affect the efficacy of word cards. Therefore, this study investigates students' general perceptions of word cards, and examines individual learner habits and practices when studying from their cards. Results suggest that students view word cards positively and are aware of many of the benefits attributed to word cards. However, data also highlights the fact that some learner strategies may negate some of the benefits of word cards as set out in the literature.
International Journal of Learning, Teaching and Educational Research (IJLTER), May 2015
Taking English-medium content courses is very challenging for speakers of English as a foreign la... more Taking English-medium content courses is very challenging for speakers of English as a foreign language, and various factors contribute to the difficulty including the rate of speech that the lectures are delivered at, the technical vocabulary used, and the fact that the content itself is often difficult to comprehend in the native language let alone in a foreign language. This research investigates first-year Japanese university students’ perceptions of one such course delivered at a private university in Tokyo. The strategies and approaches that students use in order to successfully understand and take part in an English-medium economics course are also examined. Qualitative research methods including observations, interviews, surveys and document checking were used to investigate the research questions. Data analysis showed that students found it difficult to understand the course content, especially the spoken component of the lectures, but used a number of strategies and approaches to increase comprehension. However, the participants showed a preference for the use of pre-prepared outlines, and pre and post-class peer discussions to better understand the course content. The results can serve as a guide for anyone involved in foreign language-medium content course design, especially teachers who wish to offer specific support to students enrolled on such courses.
www.extensivereading.net, 2009
This paper describes how the author set about implementing an extensive reading program which was... more This paper describes how the author set about implementing an extensive reading program which was initially hampered by a number of administrative constraints and concerns.
Totalesl.com, 2011
There has been a growing interest within language teaching in the area of pragmatics for many yea... more There has been a growing interest within language teaching in the area of pragmatics for many years, and this has been reflected in the increasing body of academic research, publications and special interest groups devoted to the area. This interest seems to have grown largely from a belief that the mastering of vocabulary and grammar is not enough to enable learners to become competent, naturalistic users of English. Many ‘natural’ or ‘native-like’ utterances and discourse patterns produced by both native and non-native speakers of English can be seemingly grammatically incorrect or according to many prescriptive grammatical rules. Therefore, what enables some learners to be able to produce pragmatically correct language in the correct context or situation seems to be of great importance to language teaching professionals. However, after doing a preliminary literature review on a number of areas related to the role of pragmatics in the ESL/EFL classroom, an easily available, clear and concise body of information relating to pragmatics teaching/learning for front-line ESL/EFL teachers appears to be unavailable. Therefore, very little practical advice or guidance is currently available. As a result, it is currently very difficult for educators to start tackling the area of pragmatics in the classroom, at least in an informed, logical and confident pedagogical manner.
International Journal of Higher Education Management, 2015
Due to an increase in globalization, international business, and the Tokyo Olympics being held in... more Due to an increase in globalization, international business, and the Tokyo Olympics being held in 2020, Japan faces a growing need to develop a population with the English language skills and cultural awareness needed for global success. The need to address these goals has been noted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) who is spending large amounts of money on various initiatives in schools, universities, and businesses across Japan. This papers outlines some of the key policy changes and educational initiatives that are being spearheaded by MEXT in order to develop the Japanese populous’ English language proficiency and to create a more international higher education system in order for Japan to remain competitive on the global arena. These initiatives will then be framed within the concept of English as a Lingua Franca (ELF) or English as an international language (EIL). Finally, this paper specifically describes a number of programs, all of which have received considerable funding from MEXT, that have been developed at one university in Tokyo to develop globally minded bilingual individuals capable of performing in international academic or business contexts. Results of some of these programs are described in terms of language gains, study abroad placement, and post-graduation employment statistics.
International Language Education in Asia, 2012
Reading is widely accepted as one of the most important second-language skills as it offers langu... more Reading is widely accepted as one of the most important second-language skills as it offers language learners the opportunity to acquire a variety of lexical items, grammatical structures, and additional schematic knowledge. In an EFL or ESL context, two approaches to teaching reading, intensive and extensive reading, have generally been adopted. When employing intensive reading in a group context, the teacher faces many challenges, e.g., finding material interesting to all students and dealing with mixed levels, individual learner differences, and low motivation. After describing an action research project designed to indicate motivation for reading among two groups of Japanese college students and analyzing the results of that project, the author outlines a nontraditional, more holistic, and student-centered approach to intensive and extensive reading. This approach aims to overcome students’ low intrinsic motivation by adopting a more differentiated learning approach and applying some extensive reading principles to intensive reading.
Asian EFL Journal, 2013
This paper outlines an intensive English-medium Economics program which was established to facili... more This paper outlines an intensive English-medium Economics program which was established to facilitate the development of various skills and knowledge needed for students to achieve their goal of being successful members of the international academic and business community. The three-year content and language integrated learning (CLIL) program not only provides students with the opportunity to take English-medium economic classes, but through a series of English for academic purposes (EAP) adjunct classes and study abroad pportunities, systematically builds their EFL skills. The skills developed allow students to better understand the English-medium lectures, actively participate in academic discourses, and provide them with a host of useful skills for their future international studies or employment.
JALT Conference Proceedings, 2012
Due to a variety of constraints, many language teachers face the challenge of teaching groups of ... more Due to a variety of constraints, many language teachers face the challenge of teaching groups of learners
who possess considerably different second language abilities, have varied learning styles and preferences,
and who possess different goals and objectives. Under the common teacher-centered or one-book-fits-all
approach, where the teacher is forced to aim for the middle level, many students at the top or bottom
end of the linguistic scale are left dissatisfied and demotivated. This paper outlines a more student-centered and differentiated approach, along with various activities, that provide a more level-appropriate, inclusive, and motivating learning experience for all students in the same class, regardless of level.
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Papers by Darrell Wilkinson
who possess considerably different second language abilities, have varied learning styles and preferences,
and who possess different goals and objectives. Under the common teacher-centered or one-book-fits-all
approach, where the teacher is forced to aim for the middle level, many students at the top or bottom
end of the linguistic scale are left dissatisfied and demotivated. This paper outlines a more student-centered and differentiated approach, along with various activities, that provide a more level-appropriate, inclusive, and motivating learning experience for all students in the same class, regardless of level.