Aya Yamasaki
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Poster Session Using an Online Platform to Improve Listening Skills in Non-English Majors more
Japanese learners of English often excel in reading comprehension because of years of preparation for university entrance exams, emphasizing grammar and vocabulary. However, their listening skills often lag, presenting a significant challenge in language acquisition. A primary reason for this disparity is the lack of exposure to an immersive English environment. While many universities require English proficiency for graduation, traditional classroom instruction alone does not provide enough input for students to develop strong listening skills. Given the limited opportunities for real-life practice, learners need to seek additional resources to enhance their abilities. Online learning platforms offer a practical and accessible way for students to engage in self-directed practice beyond the classroom. Through listening exercises and speech recognition technology, learners can improve their listening comprehension at their own pace. This study explores the integration of English Central to enhance college-level students’ listening proficiency. With limitations such as the number of participants, the results indicate that some participants showed measurable improvements in their TOEIC listening and reading scores. The presenter discusses key findings and the implications for educators incorporating technology-driven approaches to support English listening comprehension. This research aims to share effective teaching methods, not for commercial purposes.
Presentation The Impact of Combining AI and Face-to-Face for Conversational Practice on Non-English Majors more
Enhancing both receptive and productive skills is crucial in English education. A survey by Kato and Yamada (2022) indicates that university students wish to improve their speaking skills more than the others. However, students think daily English conversation opportunities remain limited (Okayama University, 2023). Artificial Intelligence (AI) offers a potential solution by providing extensive practice opportunities for EFL learners. Besides limited exposure, speaking anxiety is another significant barrier. Kawauchi (2016) found that speaking English in class significantly contributes to EFL learners’ anxiety. However, AI can facilitate practice and help reduce anxiety, as shown by Hapasari and Wu (2022) and Hawanti and Zubaydulloevna (2023). This study examines the effectiveness of combining AI-driven chatbot speaking practice with English Central and real conversations involving teachers and classmates. Over four months, the participants showed slight improvements in speaking test scores and fluency, along with enhanced TOEIC listening scores. The in-class survey suggests that students found both AI and face-to-face practice beneficial for improving conversational skills.