Ten reasons why English learning in Japan fails

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Ten reasons why English learning in Japan fails

Ten reasons why English learning in Japan fails (as .pdf download)

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Japanese publishers of EFL textbooks and materials

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Japanese publishers of EFL textbooks and materials  Charles Jannuzi, University of Fukui, Japan Most 'western' publishers do not actually develop and produce textbooks and materials for the EFL market in Japan. Rather, they produce a lot of generic courses and supplementary material that they label 'communicative' and for 'false beginners' and hope EFL teachers here will adopt and adapt them to their classrooms. There are some problems with this approach to mass market publishing. First, many of the western publishers are not very reliable in providing support to the teachers who use their textbooks. For example, many of these publishers are reluctant to provide free teachers' manuals/answer keys and CDs/DVDs (such as for listening courses). Second, if their books are not in stock with the distributors that university bookstores use, it can be a very long time to get the textbooks--and the prices can be quite inflated. Third, using such materials is a bit
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Implementing Better Multiple Choice for EFL Learning and Testing (a presentation made at IELT-CON 2021 / PELLTA)

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The conference was done online, and this is the video for my presentation.  https://youtu.be/BiGx_BgE3Fg A video of the presentation, "Implementing Better Multiple Choice for EFL Learning and Testing." by Charles Jannuzi, University of Fukui, Japan This presentation describes and explains procedures and techniques by which teachers can create their own collections of multiple-choice (objective-response) items for language practice and testing for courses. The focus is specifically how to devise and deploy multiple choice questions (MCQ) to enable language practice and testing that are more organic to assigned courses and their designated syllabuses, materials, and classroom content. It is hoped that these explanations and examples will serve, for example, teachers who have to give grades based on objective evaluation to large numbers of students and who do not have time for alternative means (e.g., oral interviews). A couple of notes of correction and clarification: 1.
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