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Final Report
Conversation Strategies and Peer Interaction:Building Blocks for an OC Proficiency Goal
Level: Senior High School – 1st Grade
Subject: Oral Communication I
Class size: 20
Time: 30 minutes
Textbook: Hello there! Oral Communication I
Problems: a) During conversations, many students rely exclusively on memorized sentences and are not
able to produce original utterances on the spot. This produces interactions with little turn-taking and questionable levels of communication.
b) Many students believe that true oral communication is beyond their abilities as they see it necessary to always perform with high levels of accuracy.
c) The Oral Communication class is often viewed, especially at the institutional level, as being subordinate, or secondary in importance, to other English courses. This often influences the students’ perspective, leading them to believe that speaking and listening activities are less important for their overall proficiency than focused grammar study.
Goals:
a) To give students repeated practice of information-exchange tasks based on familiar and personalized topics with a focus on new content emerging from the conversations themselves;
b) To help students become aware that it is possible to achieve true communication without high levels of accuracy through the use of Conversation Strategies (CSs) that improve fluency and interaction;
c) To implement a respected OC syllabus with clear aims and structure, featuring on-going assessment and half-term exams (Conversation Tests) that aim to demonstrate students' progress in developing their communicative competence.
What I did:
1. At the beginning of each half-semester, I introduced a topic (“My Perfect Meal”, “A Place I Like”, “My Dream for the Future”) to the students by presenting my own personalization of it. Students then personalized it themselves by answering written questions and using these answers as the basis for conversations with classmates.
2. I continued to introduce Conversation Strategies (“Fillers”, “Follow-up Questions”, “Fixing Communication Problems”) as well as recycling previously learnt ones (“Showing
NUFS MA TESOL: Action Research Matthew Schaefer - March, 2012
1
Interest”, “Shadowing”). Each CS was first practiced with activities that specifically focused on its use before being integrated into topic-based timed conversations.
3. Students wrote topic-based Fun Essays, which included draft writing and peer-editing.
4. Students took Conversation Tests, following a similar format to the timed conversations and scored according to a known rubric.
5. Students counted the number of different CSs they used in their conversations and targets were set for CS use.
6. I administered a student survey after the final lesson. This was a 20-item anonymous questionnaire in both English and Japanese. It included the option for students to write additional comments. The sample was three 1st-year classes (121 students) all following the same OC syllabus. There was a total of 102 respondents, of which 88 included written comments.
What I Learned:
[Although the items on the questionnaire I administered in February 2012 were mostly different to those on the questionnaire from June 2011, there was some overlap; in these cases, I made comparisons between the two.]
1. Although the percentage of students who said that they wanted to be able to speak English barely changed between June 2011 and February 2012, there was a shift to a higher percentage who strongly agreed with this statement: from 70% to 94% (see Figure 1). This increase may reflect a stronger awareness of the benefits, enjoyment, and possibility of speaking English. This was also supported by some of the students’ comments: about 28 wrote that they would like to further practice their English conversation skills, including 8 who specifically wanted to continue the OC class in the next school year.
2. 92% of students said that they had improved their conversation ability in the OC class by February 2012; this compares to 75% in June 2011, which is perhaps obvious considering the extra 7 months of studying (see Figure 2). However, such a number still indicates that, overall, students found the activities beneficial for their conversation skills. Over 30 students also wrote about some aspect of their English ability that had improved since the beginning of the course. Reasons they gave for this included: having the opportunity to speak a lot in class, learning and using the CSs, listening to only English from the teachers, listening to a native-speaker’s pronunciation, and using new vocabulary in the conversations.
3. Figures 3, 4, and 5 show the students’ feelings of how well they could use the three target CSs of Showing Interest, Shadowing, and Fillers. All were similar, with over 85% of respondents saying they could use each of them. A similar item about Showing Interest and Shadowing also appeared on the June 2011 questionnaire, and there was a 10% increase from that early survey to the more recent one, probably reflecting the many opportunities students had for conversation practice between the two. The highest percentage of students who strongly agreed that they could use the CS was for Shadowing (40%), possibly as it is not very cognitively challenging.
4. Follow-up Questions was the CS about which students were least confident of their ability, with over 30% saying that they could not use them (see Figure 6). This is predictable as it
NUFS MA TESOL: Action Research Matthew Schaefer - March, 2012
2
was the last CS to be introduced and the most difficult to use, linguistically and for other reasons. Students’ comments included:
“When I think about what questions I should ask, I can’t listen to my partners, but if I’m listening, I can’t think about questions. I feel a bit bad when I ask a question because I have to interrupt my partner.”
“It was difficult to use Follow-up Questions without stopping the conversation. In order to not stop the conversation and to have a deeper conversation, I thought I had to guess what my partner was going to say next.”
5. Figure 7 shows how useful students felt practicing the CSs was in June 2011; Figures 8, 9, 10, and 11 show their feelings about the individual target CSs. The most obvious difference is that a majority strongly agreed with the statement in the later survey, indicating a small but significant change in students’ attitude. Again, this is likely due to the continuing conversation practice with integrated CS use that students did, and hopefully the positive effect that it had. Supporting this view is the fact that over 85% of respondents said that they wanted to continue practicing the target CSs and/or to learn more CSs (see Figures 13 and 14). Follow-up Questions were considered, in general, the most useful CS by students - unsurprising, given how integral they are to most interactions.
6. The percentage of students who agreed that they liked communicating with their classmates increased from 72% in June 2011 to 80% in February 2012, including a 6% decrease who strongly disagreed with it (see Figure 12). This is perhaps due to the increased familiarity with, and ability for, peer conversations.
7. Figures 15 and 16 show students’ feelings about the two different methods used to generate ideas about the conversation topic: answering written questions and having conversations with classmates. Both were quite similar, with over 90% saying they were useful. This reflects, perhaps, how both individual reflection and interaction are important for cognition.
8. The percentage of students who found the activity of counting the CSs in their recorded conversations useful was high (over 80%, see Figure 17), although not as high as for other activities. One student pointed out:
“...it’s not that the more CSs you use, the better.”
This is a very reasonable statement. Although my intended purpose for students to count their CSs was to encourage their use, I do not want them to think that it is necessary to always use as many as possible. Another student wrote:
“I prefer to do the test in front of teachers rather than recording because I wanted our expressions and gestures and the atmosphere to be seen so you can see how much effort we are putting in.”
This also reflects that the target CSs introduced into the class are not the only possible markers of a highly communicative interaction. However, as this course was intended as an introduction to oral communication, there was little time to expand beyond what was presented. It is encouraging that some students were able to recognize the limits of what they were taught and could focus on what is truly important for communicative competence.
NUFS MA TESOL: Action Research Matthew Schaefer - March, 2012
3
9. Over 90% of students said that they could understand what their conversation partners said (see Figure 18) and almost 80% said that they could communicate what they wanted to say about the topic (see Figure 19). I believe that this shows an overall ability for students to communicate. Similar percentages for the ability and usefulness of the CSs demonstrates a possible link. Certain student comments also revealed an awareness that fluency and communication were not dependent on high levels of accuracy:
“Even if I couldn’t use correct English, I could talk using just a few words. I understood that I could communicate with other people without full sentences.”
“I understood that English is a language so grammar is very important but the most important thing is to enjoy the conversation.”
10.Less than half of the respondents in February 2012 said that they could continue a conversation in English for 3 minutes (see Figure 21). This is somewhat contradicted by the recordings of their conversation tests. This is possibly a sign of either self-doubt or modesty. One sign of improved confidence, however, is that the fraction was much lower - about a quarter - for students who said in June 2011 that they could continue a 2-minute English conversation (see Figure 20).
11.Although the favorite conversation topic of students was fairly well spread out among the four (see Figure 22), Dream for the Future was the most popular, probably because it is the most consequential. Perfect Meal was the second most popular, perhaps reflecting the fact that it relates to very personal tastes.
Future Issues:
I would like to:
• introduce non-verbal CSs, such as gestures.
• have students practice conversations with very short answers in order to encourage more Follow-up Questions. An example activity could be the use of “mentions”.
• continue to revise the conversation test rubric to better reflect the communicative aims of the course.
• provide students with more comprehensible (and compelling) input before they are asked to produce their output.
• develop a clear syllabus for the ordered introduction of CSs.
• creating a system for recording emergent vocabulary from the student conversations.
• create and interview focus groups to obtain better information about students’ feelings about OC lessons.
• connect topics with grammar items that students are studying in their other English classes
NUFS MA TESOL: Action Research Matthew Schaefer - March, 2012
4
Lesson Plan
Procedure:
Day One • Students look at the average use of CSs in their previous Conversation Test, and the target
average use for the upcoming Conversation Test.• Students practice using Follow-up Questions (CS#5.5: Follow-up Questions 2 handout),
after looking at some different examples from the previous Conversation Test. They all begin their conversations with the same topic question (How was your winter holiday?), but the rest is based entirely on follow-up questions.
Day Two • Students answer written questions on four different topics about their dreams for the future.• In pairs, students have 2-minute conversations - one for every topic and with a different
partner each time. • HW: students choose a topic that connects to their strongest dream for the future and write
more information about it.
Day Three • In pairs, students have recursive 3-minute conversations about their dream for the future,
beginning with the topic question What's your dream for the future? and followed by follow-up questions. Between conversations, they have time to write down any new information or unanswered questions that emerge from their interactions.
• HW: make a Conversation Card
Day Four • Students look at CS#6: Fixing Communication Problems handout, while AET and JTE
explain and demonstrate.• Students practice using CS#6 by playing "Taboo" in groups of four; they take turns picking
up a card, each with a word written on it connected to Nagoya culture, and trying to explain it to their group-mates.
• Students have practice conversations about their Dream for the Future, using CS#6 if/when necessary.
• HW: write first draft of Fun Essay
Day Five • Peer-editing of first draft of Fun Essay• HW: write second/final draft of Fun Essay
Day Six • In pairs, students do a first practice Conversation Test, unrecorded, during which they can
look at the final draft of their Fun Essay.• In new pairs, students do a second practice Conversation Test, unrecorded, during which
they can only look at their Conversation Card.• In new pairs, students do the Conversation Test.
Day Seven • Students listen to the recordings of their Conversation Tests and 1) count the number of CSs
they used (CS Checklist handout); 2) transcribe their conversations.• HW: make corrections/improvements to their transcribed conversations.
NUFS MA TESOL: Action Research Matthew Schaefer - March, 2012
5
Con
vers
atio
n St
rate
gy #
5.5
Follo
w-u
p Q
uest
ions
2
Let's
pra
ctice
som
e m
ore!
For e
xam
ple:
!!
!A:
How
was
you
r win
ter h
olid
ay?!!
!!
!!
!!
!!
B: O
h, it
was
gre
at!
! !A:
Did
you
do
anyt
hing
fun?
!!
!!
!!
!!
!!
B: W
ell,
I wen
t to
the
cinem
a.
!A:
Wow
! Wha
t did
you
see
?
!!
!!
!!
!!
B: U
m, I
saw
Tin
tin.
!A:
Oh,
wha
t kin
d of
mov
ie is
it?
!!
!!
!!
!!
B: L
et's
see,
it's
an a
ctio
n m
ovie
.
!A:
Gre
at! W
as it
goo
d?
!!
!!
!!
!!
B: Y
es, i
t was
won
derfu
l!
!A:
I se
e. H
ow o
ften
do y
ou g
o to
the
cine
ma?
!!
!!
!!
!!
B: U
m, a
bout
onc
e a
mon
th. H
ow a
bout
you
?
!A:
Me
too,
abo
ut o
nce
a m
onth
.
Clas
s:
N
o.:
N
ame:
•Wha
t..?
•Whe
re..?
•Whe
n..?
•Who
..?
•How
..?
•Why
..?
•Wha
t kin
d..?
•For
exa
mpl
e..?
•How
ofte
n..?
•How
man
y..?
•How
muc
h..?
•How
abo
ut y
ou?
•Do/
Did
you
..?
•Are
/Wer
e yo
u..?
•Hav
e yo
u ev
er..?
•Can
you
..?
•Will
you
..?
•Wou
ld y
ou..?
Con
vers
atio
n St
rate
gy #
6
Fixi
ng C
onve
rsat
ion
Prob
lem
s
Som
etim
es in
a c
onve
rsat
ion,
we
have
a p
robl
em b
ecau
se w
e ca
nʼt u
nder
stan
d ou
r par
tner
or w
e ca
nʼt
say
what
we
want
to s
ay. H
ere
are
som
e wa
ys to
fix
thos
e pr
oble
ms:
1.Sp
eaki
ng J
apan
ese
If yo
u re
ally
want
to s
ay s
omet
hing
in y
our c
onve
rsat
ion,
but
you
donʼt
know
the
Engl
ish w
ord,
it is
OK
to u
se th
e Ja
pane
se w
ord
(but
donʼt
forg
et to
look
it u
p in
a d
ictio
nary
late
r!):
e.g.!
A: W
hatʼs
you
r fav
orite
veg
etab
le?
!!
!!
!!
!!
B: W
ell,
uh, I
donʼt
know
the
word
in
!!
!!
!!
!!
Engl
ish. I
tʼs n
asu.
!!
!A:
Oh,
nas
u! I
like
it to
o!!
2.Ex
plai
ning
Som
etim
es y
ou te
ll you
r par
tner
som
ethi
ng, b
ut th
ey c
anʼt
unde
rsta
nd y
ou. T
ry to
des
crib
e it
or e
xpla
in
it in
diff
eren
t wor
ds.
e.g.!
A: M
y fa
vorit
e ve
geta
ble
is eg
gpla
nt.
!!
!!
!!
!!
B: E
ggpl
ant?
Wha
t is
that
?
!A:
Wel
l, itʼs
a k
ind
of lo
ng, p
urpl
e ve
geta
ble.
!!
!!
!!
!!
B: O
h, I
see!
3.G
ivin
g up
Som
etim
es y
ou e
xpla
in s
omet
hing
to y
our p
artn
er, b
ut th
ey s
till c
anʼt
unde
rsta
nd y
ou. I
tʼs O
K to
forg
et
abou
t it a
nd c
ontin
ue th
e co
nver
satio
n in
ano
ther
dire
ctio
n.
e.g.!
A: I
love
liste
ning
to p
odca
sts.
!!
!!
!!
!!
B: P
odca
sts?
Wha
t is
that
?
!A:
Wel
l, itʼs
a k
ind
of ra
dio
on th
e in
tern
et.
!!
!!
!!
!!
B: U
m, s
orry
, I s
till d
onʼt
unde
rsta
nd.
!A:
Oh,
nev
erm
ind.
Do
you
use
the
inte
rnet
?
Clas
s:
N
o.:
N
ame:
Con
vers
atio
n Te
st S
core
SPEA
KIN
G S
KIL
LS:
SPEA
KIN
G S
KIL
LS:
SPEA
KIN
G S
KIL
LS:
SPEA
KIN
G S
KIL
LS:
SPEA
KIN
G S
KIL
LS:
SPEA
KIN
G S
KIL
LS:
FLUE
NT / 流れるように
あなたのパートナーと
3分30秒間、詰まることなく流れるように会話をする。
FLUE
NT / 流れるように
あなたのパートナーと
3分30秒間、詰まることなく流れるように会話をする。
FLUE
NT / 流れるように
あなたのパートナーと
3分30秒間、詰まることなく流れるように会話をする。
FLUE
NT / 流れるように
あなたのパートナーと
3分30秒間、詰まることなく流れるように会話をする。
FLUE
NT / 流れるように
あなたのパートナーと
3分30秒間、詰まることなく流れるように会話をする。
Fille
rs:
um uh well
let's
see
1no
t ver
y go
od...
2try
har
der!
3 OK
4go
od5
exce
llent
!
Fille
rs:
um uh well
let's
see
UNDE
RSTA
NDAB
LE / 相手に伝わるように
あなたのパートナーが理解出来るように適切な言葉、文法、発音、身振り等を使う。
UNDE
RSTA
NDAB
LE / 相手に伝わるように
あなたのパートナーが理解出来るように適切な言葉、文法、発音、身振り等を使う。
UNDE
RSTA
NDAB
LE / 相手に伝わるように
あなたのパートナーが理解出来るように適切な言葉、文法、発音、身振り等を使う。
UNDE
RSTA
NDAB
LE / 相手に伝わるように
あなたのパートナーが理解出来るように適切な言葉、文法、発音、身振り等を使う。
UNDE
RSTA
NDAB
LE / 相手に伝わるように
あなたのパートナーが理解出来るように適切な言葉、文法、発音、身振り等を使う。
Loud
voi
ce
Expl
aini
ng
neve
r min
d...
1no
t ver
y go
od...
2try
har
der!
3 OK
4go
od5
exce
llent
!
Loud
voi
ce
Expl
aini
ng
neve
r min
d...
LIST
ENIN
G S
KIL
LS:
LIST
ENIN
G S
KIL
LS:
LIST
ENIN
G S
KIL
LS:
LIST
ENIN
G S
KIL
LS:
LIST
ENIN
G S
KIL
LS:
LIST
ENIN
G S
KIL
LS:
INTE
REST
ED / 興味深く
あなたのパートナーの話を興味深く聞き、理解しようと努める。
INTE
REST
ED / 興味深く
あなたのパートナーの話を興味深く聞き、理解しようと努める。
INTE
REST
ED / 興味深く
あなたのパートナーの話を興味深く聞き、理解しようと努める。
INTE
REST
ED / 興味深く
あなたのパートナーの話を興味深く聞き、理解しようと努める。
INTE
REST
ED / 興味深く
あなたのパートナーの話を興味深く聞き、理解しようと努める。
Show
inte
rest
:oh
, I s
eem
e to
o!gr
eat!
wow!
Shad
owin
g1
not v
ery
good
...2
try h
arde
r!3 OK
4go
od5
exce
llent
!
Show
inte
rest
:oh
, I s
eem
e to
o!gr
eat!
wow!
Shad
owin
g
CURI
OUS
/ 好奇心
あなたのパートナーの話を好奇心を持って聞き、いろいろ質問してみる。
CURI
OUS
/ 好奇心
あなたのパートナーの話を好奇心を持って聞き、いろいろ質問してみる。
CURI
OUS
/ 好奇心
あなたのパートナーの話を好奇心を持って聞き、いろいろ質問してみる。
CURI
OUS
/ 好奇心
あなたのパートナーの話を好奇心を持って聞き、いろいろ質問してみる。
CURI
OUS
/ 好奇心
あなたのパートナーの話を好奇心を持って聞き、いろいろ質問してみる。
Follo
w-u
p Q
uest
ions
Pard
on?
1no
t ver
y go
od...
2try
har
der!
3 OK
4go
od5
exce
llent
!
Follo
w-u
p Q
uest
ions
Pard
on?
Dat
e:
Cla
ss:
N
o.:
N
ame:
Con
vers
atio
n St
rate
gies
Che
cklis
t
Topi
c: _
____
____
____
____
____
____
____
____
____
_
Dat
e:
Cla
ss:
N
o.:
N
ame:
How
man
y?
Show
ing
Inte
rest
Oh,
I se
e.Re
ally?
Gre
at!
How
inte
rest
ing!
Fille
rsum we
lluh Le
t's s
ee.
Shad
owin
g
Follo
w-up
Que
stio
ns
TOTA
L
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
94
%
5%
1%
0%
70
%
28
%
1%
1%
Fig
. 1. I
wan
t to
be
able
to
sp
eak
Eng
lish.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
28
%
64
%
8%
0%
13
%
63
%
25
%
0%
Fig
. 2. I
hav
e im
pro
ved
my
conv
ersa
tio
n ab
ility
in O
C c
lass
.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
31
%
56
%
13
%
0%
19
%
57
%
24
%
0%
Fig
. 3. I
can
use
Sho
win
g In
tere
st e
xpre
ssio
ns.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
40
%4
5%
12
%3
%
20
%
56
%
24
%
1%
Fig
. 4. I
can
use
Sha
do
win
g.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
20
%
49
%
31
%
1%
Fig
. 6. I
can
use
Fo
llow
-up
Que
stio
ns.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
28
%
60
%
12
%
0%
Fig
. 5. I
can
use
Fill
ers.
Ju
ne 2
01
1F
eb
. 2
01
2
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
55
.4%
37
.6%
6.9
%0
%
Fig
. 8. P
ract
icin
g S
how
ing
Inte
rest
is u
sefu
l fo
r m
y E
nglis
h co
nver
sati
on.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
50
.5%
42
.6%
6.9
%0
%
Fig
. 9. P
ract
icin
g S
had
ow
ing
is u
sefu
l fo
r m
y E
nglis
h co
nver
sati
on.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
54
.9%
42
.2%
2.9
%0
%
Fig
. 10.
Pra
ctic
ing
Fill
ers
is u
sefu
l fo
r m
y E
nglis
h co
nver
sati
on.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
58
.8%
38
.2%
2.9
%0
%
Fig
. 11.
Pra
ctic
ing
Fo
llow
-up
Que
stio
ns is
use
ful f
or
my
Eng
lish
conv
ersa
tio
n.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
31
.0%
61
.2%
7.8
%0
%
Fig
. 7. P
ract
icin
g C
onv
ersa
tio
n S
trat
egie
s is
use
ful f
or
my
Eng
lish
conv
ersa
tio
n.
0%
10
0%
Ju
ne 2
01
1F
eb
. 2
01
2
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
36
%4
4%
18
%
2%
22
%
50
%
21
%
8%
Fig
12.
I lik
e co
mm
unic
atin
g w
ith
my
clas
smat
es in
Eng
lish.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
38
.2%
48
.0%
13
.7%
0%
Fig
. 13.
I w
ant
to c
ont
inue
pra
ctic
ing
the
CS
s th
at I
lear
ned
in O
C c
lass
.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
39
.2%
41
.2%
17
.6%
2.0
%
Fig
. 17.
Co
unti
ng t
he C
Ss
in m
y co
nver
sati
on
help
ed m
e re
aliz
e w
hat
I nee
d t
o im
pro
ve.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
41
.2%
51
.0%
7.8
%0
%
Fig
. 16.
Co
nver
sati
ons
wit
h cl
assm
ates
hel
ped
me
thin
k o
f ne
w id
eas
abo
ut t
he t
op
ic.
Ju
ne 2
01
1F
eb
. 2
01
2
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
39
.2%
46
.1%
14
.7%
0%
Fig
. 14.
I w
ant
to le
arn
mo
re C
onv
ersa
tio
n S
trat
egie
s in
the
fut
ure.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
45
.5%
46
.5%
6.9
%1
.0%
Fig
15.
Wri
tten
ans
wer
s he
lped
me
thin
k o
f ne
w ie
as a
bo
ut t
he c
onv
ersa
tio
n to
pic
.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
26
%
65
%
9%
0%
40
%
54
%
6%
0%
Fig
. 18.
I ca
n un
der
stan
d w
hat
my
conv
ersa
tio
n p
artn
ers
say.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
17
.6%
60
.8%
20
.6%
1.0
%
Fig
. 19.
I ca
n co
mm
unic
ate
wha
t I w
ant
to s
ay a
bo
ut t
he c
onv
ersa
tio
n to
pic
in E
nglis
h
0%
25
%
50
%
75
%
10
0%
Favo
rite
Mu
sic A
rtis
tP
erf
ect
Meal
A P
lace I L
ike
Dre
am
fo
r th
e F
utu
re
38
.9%
20
.7%
27
.8%
12
.6%Fi
g. 2
2. M
y fa
vori
te c
onv
ersa
tio
n to
pic
was
:
Ju
ne 2
01
1F
eb
. 2
01
2
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
15
.7%
31
.4%
46
.1%
6.9
%
Fig
. 21.
I ca
n co
ntin
ue a
co
nver
sati
on
in E
nglis
h fo
r 3
min
utes
.
0%
25
%
50
%
75
%
10
0%
Str
on
gly
Dis
ag
ree
Dis
ag
ree
Ag
ree
Str
on
gly
Ag
ree
6.8
%
18
.8%
61
.5%
12
.8%
Fig
. 20.
I ca
n ha
ve a
co
nver
sati
on
in E
nglis
h fo
r 2
min
utes
Con
vers
atio
n St
rate
gies
•I w
ant t
o le
arn
mor
e CS
s.•
If I h
ave
the
chan
ce to
pra
ctice
mor
e CS
s, I
woul
d lik
e to
do
mor
e Fi
llers
and
Sho
wing
Inte
rest
.•
The
first
few
times
, CSs
wer
e fu
n, b
ut fr
om th
e th
ird ti
me,
I wa
s ge
tting
bor
ed. I
wan
ted
to d
o so
met
hing
else
too.
•
I canʼt
say
what
I wa
nt to
say
, but
CSs
are
bas
ic En
glish
and
you
canʼt
com
mun
icate
with
out t
hem
. I th
ink
itʼs v
ery
good
that
I ca
n le
arn
thes
e in
a S
HS c
lass
.•
I fel
t my
com
mun
icatio
n sk
ills g
ot b
ette
r bec
ause
I le
arne
d CS
s.•
I did
nʼt h
ave
com
mun
icatio
n cla
ss in
JHS
so
I did
nʼt h
ave
a sk
ill fo
r com
mun
icatio
n or
CSs
. But
I le
arne
d a
lot t
his
year
and
I go
t a b
asic
of c
omm
unica
tion
skills
.•
The
CSs
that
I le
arne
d in
the
class
are
defi
nite
ly ve
ry u
sefu
l whe
n I t
alk
in E
nglis
h.•
We
coun
ted
use
of in
divid
ual C
Ss, b
ut I
thin
k itʼs
not
that
the
mor
e yo
u us
e, th
e be
tter.
•I w
ant t
o us
e th
e CS
s in
my
life.
•I e
njoy
pra
ctici
ng th
e CS
s ev
ery
class
. •
Ther
e we
re b
asic
sent
ence
s bu
t Iʼd
nev
er u
sed
the
CSs
befo
re -
I bec
ame
able
to u
se th
em.
Show
ing
Inte
rest
•I d
onʼt
know
whe
n to
use
Sho
wing
Inte
rest
.•
I cou
ld u
se S
howi
ng In
tere
st to
resp
ond
imm
edia
tely.
•I c
ould
use
ʻI s
eeʼ a
lot b
ut n
ot o
ther
Sho
wing
Inte
rest
exp
ress
ions
.•
It wa
s fu
n to
use
Sho
wing
Inte
rest
bec
ause
the
conv
ersa
tion
cont
inue
s a
bit m
ore.
Shad
owin
g•
I thi
nk S
hado
wing
was
ver
y us
eful
.•
I cou
ldnʼ
t use
Sha
dowi
ng w
ell..
.•
Shad
owin
g wa
s go
od to
sho
w ot
her p
eopl
e th
at Iʼ
m lis
teni
ng. T
his
is im
porta
nt a
nd u
sefu
l - if
I ca
n us
e it
mor
e, it
will
be m
ore
inte
rest
ing.
•I w
ant t
o be
com
e be
tter a
t mor
e pr
actic
al c
onve
rsat
ion.
For
that
reas
on, I
wou
ld lik
e to
use
mor
e co
nver
satio
n sk
ills,
like
Shad
owin
gFi
llers
•I d
idnʼ
t use
Fille
rs m
uch.
.. If
I hav
e th
e ch
ance
to p
ract
ice m
ore
CSs,
I wo
uld
like
to d
o m
ore
Fille
rs•
In th
e fin
al re
cord
ing
class
, my
partn
er w
as m
y fri
end,
so
I did
nʼt t
hink
abo
ut S
howi
ng In
tere
st a
nd F
illers
, but
in th
e ne
xt c
lass
, whe
n I l
isten
ed to
the
reco
rded
con
vers
atio
n, I
real
ized
that
I us
ed th
em w
ithou
t thi
nkin
g, s
o I w
as
happ
y. •
Whe
n I s
peak
in E
nglis
h, I
try to
mak
e a
sent
ence
car
eful
ly an
d th
en s
tart
thin
king,
but
if I
use
Fille
rs, t
he
conv
ersa
tion
will b
e m
ore
natu
ral.
Follo
w-u
p Q
uest
ions
•I d
onʼt
know
whe
n to
use
Fol
low-
up Q
uest
ions
. Whe
n I t
hink
abo
ut w
hat I
sho
uld
ask,
I ca
nʼt l
isten
to m
y pa
rtner
s,
but i
f Iʼm
liste
ning
, I c
anʼt
thin
k ab
out q
uest
ions
. I fe
el a
bit
bad
when
I as
k a
ques
tion
beca
use
I hav
e to
inte
rrupt
my
partn
er.
•In
mos
t of t
he c
onve
rsat
ions
, I c
ould
talk
loud
ly an
d I c
ould
use
Fol
low-
up Q
uest
ions
.•
I cou
ld u
se F
ollo
w-up
Que
stio
ns w
ell.
•It
was
diffi
cult
to u
se F
ollo
w-up
Que
stio
ns w
ithou
t sto
ppin
g th
e co
nver
satio
n. In
ord
er to
not
sto
p th
e co
nver
satio
n an
d to
hav
e a
deep
er c
onve
rsat
ion,
I th
ough
t I h
ad to
gue
ss w
hat m
y pa
rtner
was
goi
ng to
say
nex
t.•
I still
canʼt
do F
ollo
w-up
Que
stio
ns y
et s
o Iʼd
like
to u
se th
em.
Con
vers
atio
n To
pics
•It
was
good
that
Mat
t gav
e so
me
topi
cs, s
o I c
ould
sta
rt th
inkin
g ab
out t
he c
onve
rsat
ion.
•Th
e to
pics
wer
e ea
sy to
con
sider
.•
It wa
s in
tere
stin
g to
talk
abou
t man
y di
ffere
nt to
pics
in E
nglis
h.•
I esp
ecia
lly lik
ed th
e co
nver
satio
n to
pic
“Dre
am fo
r the
Fut
ure”
. It w
as in
tere
stin
g to
kno
w ab
out o
ther
cla
ssm
atesʼ
drea
ms.
•Al
l the
topi
cs w
ere
very
goo
d ch
ance
s to
thin
k ab
out m
ysel
f and
of c
ours
e fo
r stu
dyin
g En
glish
but
also
goo
d to
re
flect
on
mys
elf.
•W
hat I
enj
oyed
mos
t was
the
perfe
ct m
eal c
onve
rsat
ion.
Eve
ryon
e wa
s re
ally
excit
ed.
•D
ifficu
lties
•I f
elt i
t is
real
ly di
fficu
lt to
tell a
nd m
ake
my
partn
er u
nder
stan
d, n
ot o
nly
gram
mar
.•
It wa
s ve
ry d
ifficu
lt to
talk
abou
t thi
ngs
that
I do
nʼt k
now
the
word
s fo
r.•
“spe
akin
g” is
mor
e di
fficu
lt th
an “r
eadi
ng” a
nd “w
ritin
g”, b
ut I
thin
k it
is th
e m
ost i
mpo
rtant
.•
I thi
nk itʼs
diffi
cult
to te
ll oth
er p
eopl
e wh
at I
want
to s
ay, b
ut itʼs
very
impo
rtant
so
I wan
t to
prac
tice
mor
e.•
To m
ake
long
Eng
lish
sent
ence
s wa
s ve
ry d
ifficu
lt bu
t fun
.•
It wa
s ve
ry d
ifficu
lt to
talk
for t
hree
min
utes
. •
Itʼs
very
diffi
cult
to ta
lk in
Eng
lish,
but
I wa
s ha
ppy
that
I co
uld
grad
ually
incr
ease
my
voca
bula
ry.
Rec
ordi
ng C
onve
rsat
ions
•It
was
very
use
ful t
o re
cord
mys
elf -
I no
ticed
wha
t I n
eed
to s
tudy
mor
e.•
I donʼt
thin
k I n
eed
to re
cord
my
conv
ersa
tion.
Bec
ause
I wa
nna
spea
k m
ore
Engl
ish.
•In
the
final
reco
rdin
g cla
ss, m
y pa
rtner
was
my
frien
d, s
o I d
idnʼ
t thi
nk a
bout
Sho
wing
Inte
rest
and
Fille
rs, b
ut in
the
next
cla
ss, w
hen
I list
ened
to th
e re
cord
ed c
onve
rsat
ion,
I re
alize
d th
at I
used
them
with
out t
hink
ing,
so
I was
hap
py.
•I t
houg
ht Iʼ
m s
till n
ot g
ood
when
I lis
tene
d to
the
reco
rdin
g of
my
conv
ersa
tion
- som
etim
es th
e gr
amm
ar w
as s
trang
e an
d so
met
imes
bot
h of
us
stop
ped
talki
ng, i
n sil
ence
. But
it w
as g
ood
to k
now
wher
e I h
ave
to c
hang
e an
d ge
t new
id
eas
of h
ow to
say
wha
t I w
ant.
•As
you
sai
d, itʼs
diffi
cult
to ta
lk ve
ry n
atur
ally
in fr
ont o
f tea
cher
s, s
o re
cord
ing
was
a go
od id
ea.
•I t
houg
ht it
was
ver
y fu
n to
reco
rd o
ur c
onve
rsat
ions
and
then
liste
n to
them
.•
I pre
fer t
o do
the
test
in fr
ont o
f tea
cher
s ra
ther
than
reco
rdin
g be
caus
e I w
ante
d ou
r exp
ress
ions
and
ges
ture
s an
d th
e at
mos
pher
e to
be
seen
bec
ause
you
can
see
how
muc
h ef
fort
we a
re p
uttin
g in
.•
Whe
n I l
isten
ed to
the
reco
rdin
g, I
notic
ed th
at I
forg
ot to
use
Sho
wing
Inte
rest
and
was
just
look
ing
at m
y pa
rtner
and
no
ddin
g wi
thou
t say
ing
anyt
hing
, but
I wa
nt to
exp
ress
with
my
voice
to o
ther
peo
ple
and
do c
omm
unica
tion
with
them
.M
isce
llane
ous
•I f
eel a
bit
emba
rrass
ed to
talk
with
cla
ssm
ates
. To
be h
ones
t, I f
eel li
ke Iʼ
m th
e wo
rst E
nglis
h sp
eake
r in
the
class
, so
I fe
el c
lass
mat
es th
ink
Iʼm s
tupi
d.•
I thi
nk a
goo
d th
ing
abou
t tal
king
in E
nglis
h is
that
I be
com
e be
tter a
t list
enin
g to
oth
er p
eopl
e be
caus
e yo
u ha
ve to
re
ally
conc
entra
te o
n th
e co
nver
satio
n - y
ou lis
ten
care
fully
.•
In th
is cla
ss w
e di
dnʼt
take
not
es m
uch
- usu
ally
just
con
vers
atio
n wi
th m
y cla
ssm
ates
. But
I th
ough
t it w
as im
porta
nt to
no
t jus
t rem
embe
r Eng
lish,
but
to u
se E
nglis
h.•
I was
alw
ays
look
ing
forw
ard
to th
is cla
ss b
ecau
se I
alwa
ys th
ink
I wan
t to
be a
ble
to s
peak
Eng
lish,
but
I do
nʼt h
ave
the
chan
ce to
spe
ak it
.•
It wa
s fu
n be
caus
e I c
ould
get
to k
now
my
class
mat
es b
ette
r.•
Even
if I
coul
dnʼt
use
corre
ct E
nglis
h, I
coul
d ta
lk us
ing
just
a fe
w wo
rds.
I un
ders
tood
that
I co
uld
com
mun
icate
with
ot
her p
eopl
e wi
thou
t ful
l sen
tenc
es.
•W
hen
I was
in J
HS, I
just
lear
ned
gram
mar
and
I di
dnʼt
enjo
y th
at. T
here
wer
e st
upid
sen
tenc
es lik
e “T
his
is a
pen”
, but
in
this
class
I le
arne
d ho
w to
tell s
omet
hing
to o
ther
peo
ple
in E
nglis
h. I
thin
k I g
ot th
e wa
y of
tellin
g a
stor
y an
d lis
teni
ng to
a s
tory
and
I co
uld
thin
k th
at E
nglis
h is
fun.
•I u
nder
stoo
d th
at E
nglis
h is
a la
ngua
ge s
o gr
amm
ar is
ver
y im
porta
nt b
ut th
e m
ost i
mpo
rtant
thin
g is
to e
njoy
the
conv
ersa
tion.
•Al
ways
sitt
ing
in d
iffer
ent s
eats
or t
alkin
g to
man
y di
ffere
nt p
eopl
e an
d co
mm
unica
ting
with
them
was
goo
d.•
I thi
nk th
at th
e co
nver
satio
n te
st w
as v
ery
usef
ul. I
tʼs b
ecau
se o
f the
test
that
I ha
ve to
ask
oth
er p
eopl
e, a
nd b
ecau
se
of th
at I
coul
d pr
actic
e co
mm
unica
tion.
Also
, it w
as v
ery
good
that
the
class
was
all i
n En
glish
. In
JHS
and
Engl
ish 1
, th
e cla
ss is
alw
ays
in J
apan
ese,
so
I wan
ted
to ta
ke c
lass
es in
Eng
lish.
Eve
n if
I did
nʼt u
nder
stan
d so
me
word
s, I
coul
d un
ders
tand
the
gene
ral m
eani
ng. I
thin
k th
is is
very
impo
rtant
, not
for o
nly
com
mun
icatio
n bu
t also
for t
ests
, like
un
ivers
ity e
ntra
nce
exam
s.•
I thi
nk th
e po
wer o
f our
favo
rites
is n
ice; i
tʼs im
porta
nt to
be
inte
rest
ed in
man
y kin
ds o
f thi
ngs
beca
use
they
bec
ome
the
powe
r of s
omet
hing
. In
OC
class
I ha
d a
good
tim
e be
caus
e I c
ould
thin
k of
my
favo
rites
and
I co
uld
lear
n fa
vorit
es
of o
ther
s. It
was
a lo
t of f
un to
talk
with
my
class
mat
es.
•I h
ave
to w
rite
an e
ssay
bef
oreh
and
and
thin
k ab
out w
hat Iʼm
goi
ng to
say
- I c
anʼt
talk
with
out i
t.•
I canʼt
say
that
I lik
e En
glish
. I d
onʼt
like
talki
ng in
Eng
lish,
and
I ca
nʼt s
peak
it lik
e I s
peak
Jap
anes
e, I
canʼ
t say
wha
t I
want
to s
ay, b
ut C
Ss a
re b
asic
Engl
ish a
nd y
ou c
anʼt
com
mun
icate
with
out t
hem
. I th
ink
itʼs v
ery
good
that
I ca
n le
arn
thes
e in
a S
HS c
lass
.•
Whe
n m
y pa
rtner
was
read
ing
thei
r ess
ay in
the
conv
ersa
tion,
it w
as d
ifficu
lt to
ask
que
stio
ns, s
o I t
hink
itʼs
bette
r to
answ
er w
ith ju
st o
ne s
ente
nce
and
then
the
conv
ersa
tion
will c
ontin
ue lo
nger
.•
I thi
nk itʼs
good
to ta
lk be
twee
n st
uden
ts, b
ut I
thou
ght t
hat I
wan
ted
to h
ave
conv
ersa
tions
in a
gro
up o
f stu
dent
s an
d te
ache
r.•
The
mos
t use
ful h
int w
as ʻt
ry n
ot to
mak
e sil
ence
dur
ing
the
conv
ersa
tionʼ
.•
I tho
ught
Iʼm
still
not
goo
d wh
en I
liste
ned
to th
e re
cord
ing
of m
y co
nver
satio
n - s
omet
imes
the
gram
mar
was
stra
nge
and
som
etim
es b
oth
of u
s st
oppe
d ta
lking
, in
silen
ce. B
ut it
was
goo
d to
kno
w wh
ere
I hav
e to
cha
nge
and
get n
ew
idea
s of
how
to s
ay w
hat I
wan
t.•
I thi
nk s
tudy
ing
is im
porta
nt to
und
erst
and
Engl
ish; b
ut u
sing
is m
ore
impo
rtant
. Con
vers
atio
ns in
Eng
lish
is th
e be
st
way
to u
se E
nglis
h in
life.
•Th
e te
ache
rsʼ E
nglis
h wa
s ve
ry c
lear
and
eas
y to
und
erst
and;
they
cho
ose
word
s ca
refu
lly s
o we
can
und
erst
and
them
, so
I th
ink
it wa
s a
good
cla
ss. B
ut e
ven
thou
gh th
ey d
id th
at, I
still
did
nʼt k
now
som
e of
the
word
s. I
now
feel
that
I sh
ould
hav
e as
ked
mor
e qu
estio
ns.
•In
the
begi
nnin
g, I
didnʼt
like
it so
muc
h, b
ut in
the
end
I enj
oyed
it a
lot.
I thi
nk itʼs
very
use
ful f
or E
iken
exam
. As
you
said
, itʼs
diffi
cult
to ta
lk ve
ry n
atur
ally
in fr
ont o
f tea
cher
s, s
o re
cord
ing
was
a go
od id
ea. I
gue
ss th
is cla
ss w
as fo
r co
mm
unica
tion
(the
mai
n pu
rpos
e), b
ut I
pers
onal
ly wa
nted
to le
arn
mor
e ab
out p
ronu
ncia
tion.
Hop
es fo
r the
Fut
ure
•29
stu
dent
s wr
ote
abou
t how
they
wou
ld lik
e to
con
tinue
stu
dyin
g O
C an
d/or
CSs
.Im
prov
emen
t•
31 s
tude
nts
wrot
e ab
out h
ow s
ome
aspe
ct o
f the
ir En
glish
skil
ls ha
d im
prov
ed.
Tab
le 2
: S
ele
cte
d S
tud
ent
Co
mm
ents
by
Them
e (so
me t
ransl
ate
d fro
m J
ap
anese
)