Birmingham University Graduate Student Showcase

Saturday, 12:40 pm - 2:50 pm, Room 301

(1) Validating the TECP

Paul Moritoshi

This validation study of the Test of English Conversation Proficiency (TECP) reviews the literature relating to language test development and various measures of oral proficiency, then examines the TECP's validity, reliability and usefulness It is found to have good-high validity, good inter-rater reliability, moderate test-retest reliability and to be practical within the research setting used. Recommendations for improvements will be made, the study's limitations acknowledged and several areas for future research identified.

(2) Effectiveness of vocabulary teaching in an IEP

Phil Bennett

This study evaluated the effectiveness of vocabulary teaching in an intensive English programme. There were three components to the study: surveys of changes in learner attitudes to vocabulary learning strategies, and measurements of growth in both receptive and productive vocabulary. Data analysis showed evidence of changing attitudes to VLS, although not entirely in accordance with the programme's aims. The results highlight the value of action research and suggest avenues for future studies.

(3) Questioning and challenging research assumptions

Philip Brown

This presentation explores assumptions behind three research questions in a vocabulary learning and teaching research proposal: To what extent are Japanese EFL learners aware of their own deployment of vocabulary learning strategies? How might a vocabulary learning journal help to increase awareness of individual learning strategies and promote vocabulary acquisition? How can the provision of a strategies menu and implementation of alternative strategies through strategies training enhance L2 users' lexical development?

(4) Promoting student-centered learner autonomy

Yuki Maehara

The purpose of this presentation is to explore, through a small-scale study at a Japanese senior high school, whether or not a student-centered approach promotes autonomous learning. 162 first-grade students were divided into three groups: inductive, deductive, and a control group using a mixed method - half inductive and half deductive. Rate of learning, final level of attainment and length of retention were measured.