Brent Jones

• Doctor of Education
• Professor (Full) at Konan University

Content-focused language teaching approaches such as Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) continue to gain both recognition and credibility. This short article introduces both the theory and practice of such approaches. After looking at the various benefits and challenges of a content-focused approach,...

This paper reports on an ethno-phenomenological case study of three experienced university-level EFL teachers and their learners. A mixed-methods approach was used to uncover ways in which teacher characteristics influence learner engagement, both positively and negatively. This research was part of a larger study looking at how learner engagement...

This paper reports on research into learner engagement in English as a Foreign (EFL) contexts at universities in Japan. Findings related to instructional practices from a mixed-methods investigation conducted at two private universities in western Japan are presented with pedagogical implications and suggestions for further research. Three teachers...

This qualitative action-research study explored learner perceptions of Team-Based Learning (TBL) efficacy in a management course at a Japanese university. Integrating Self-Determination Theory and student engagement frameworks, the research examined how TBL aligns with students' psychological needs and engagement dimensions. Findings from thematic...

In this paper, the author introduces a mixed-methods research design that was used to explore how learner engagement manifests itself in university English as a Foreign Language (EFL) courses in Japan. This research involved a unique protocol for classroom observations, which was supplemented by teacher and learner interviews, questionnaires, and s...

This paper introduces an action research project conducted at the Hirao School of Management during the 2019 Fall semester. The project involved a group of twenty-eight students enrolled in a Beer Industry Project (BIP) taught by the author, and aimed at investigating the effectiveness of augmenting a project-based learning (PBL) curriculum with te...

This study explores the outcomes of a Philippines Study Tour for Japanese university students participating in a management program, focusing on the integration of service learning with international fieldwork. Through reflexive thematic analysis of student reports, the research identifies three salient themes that encapsulate the tour's impact: Cu...

This mixed-methods study investigated Japanese university students' perceptions of English-medium online intercollegiate student conferences, particularly focusing on those engaged in English as a Foreign Language (EFL) learning. Using the theoretical frameworks of Self-Determination Theory (SDT) and Learner Engagement (LE), the study aimed to iden...

This paper offers an overview of a structured approach to classroom student-led discussions, including the rationale, processes and procedures. Specifically, we briefly review the origins and development of discussion circles (sometimes referred to as literature circles) and detail how this powerful approach is being implemented in a content and la...

This presentation introduces an action research project conducted during the 2020 Fall semester that was aimed at exploring the benefits and challenges to implementing a team-based learning approach in larger online and face-to-face English classes at university in Japan. The participants in this study were a group of fifty-six students enrolled in...

Introduces Significant Learning Experiences by L. Dee Fink, together with the concepts of self-determination theory (Ryan & Deci), experiential learning cycle (Kolb) and learner engagement (Jones, 2018; Skinner & Pitzer, 2012).

Engagement theory has reached a certain level of maturity in educational psychology and developmental psychology circles, and there is well-documented agreement that engagement is a multidimensional construct, with behavioral, emotional and cognitive engagement being the most commonly recognized dimensions. In the field of second-language acquisiti...

This paper is intended as an overview of the education system in Japan, with emphasis on how the English language is approached at each level of schooling. The purpose is to contextualize English as a foreign language (EFL) education in Japan while highlighting structural as well as procedural shortcomings. It is argued that these shortcomings nega...

In this paper, we outline current support systems and implementation strategies for helping students make the most of study abroad experiences in terms of developing intercultural competencies and marketable skills that will help them gain employment and succeed in the workplace. Key concepts are discussed within a wider framework that is being pro...

In this short report we describe some of the challenges faced in the delivery stage of the content-focused language curriculum we have jointly developed with colleagues at Konan University and the Hirao School of Management (CUBE), and we outline strategies for addressing those challenges. Specifically, we explore how the balance between language a...

The term Active Learning (AL) has become somewhat ubiquitous in a range of educational contexts as well as mainstream media. The Ministry of Education, Science and Technology (MEXT) appears to be leading the charge and pressure is being put on schools and universities to adopt or promote AL style instruction. In this paper, we attempt to review som...

This paper reports on an action research project involving online reflective journaling. The aims of the project were to explore this type of journaling as a form of professional development (PD) for in-service university instructors of English as Foreign Language (EFL) in Japan, and to answer the following research questions: (1) What shared/diffe...

This paper, delivered as a dialog between the two authors, reviews some of the goals of the English language program at the Hirao School of Management, outlines some of the challenges experienced up to this point, and describes the why and how of a genre-based reading and writing program that has been introduced across the three semesters of requir...

This paper reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD) involving EFL teachers at universities in Japan. The research questions were: (1) What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2) Is reflective journaling...

Introduction This article argues for content-focused English language instruction as an alternative to traditional skills-based approaches, and offers general ideas for both overall course design and day-today lesson planning. The example of a Japan Studies (JS) course taught for Japanese students enrolled in an undergraduate management program in...

This presentation introduces the ongoing development of the Business English program at a private university in west Japan. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of instructional design, the presenter walks participants through each phase of the project and discusses both progress and obstacles. Highlight...

This paper attempts to bring together concepts and frameworks from several diverse sources that will be of use to language teaching professionals. Some of these ideas are making their way into the mainstream of our craft, but others are not yet on the radar of most teachers, material or curriculum developers, or program coordinators. Our point of d...

Is second language (L2) teaching more of an art or more of a science? Persuasive arguments can be made either way, and many teachers would answer that L2 teaching requires a skillful balance of both. Decisions related to L2 curriculum, methodology and teaching strategies are often based on the teacher's own attitudes and beliefs regarding language...

Some of the most worthwhile activities for promoting experiential growth are those that encourage us to reflect on our own beliefs. This poster presentation offers several examples of how metaphorical thinking activities can be used to promote critical thinking skills and foster self-reflection among both new and experienced language teachers as we...

This paper is an amalgamation of two presentations delivered at Lao-American College as part of Teachers Helping Teachers 2007. We begin with a brief introduction to the field of instructional design (ID) and the most-commonly-used process model in this field, ADDIE (an acronym for analyze, design, develop, implement and evaluate). We also introduc...

In the spirit of this year's conference theme, Sharing Our Stories, this paper introduces some of the milestones and turning points in the author's professional development as a language instructor. The overall aim is to stimulate discussion on a short list of both accepted and emerging theories of learning, especially as related to second language...

In this workshop participants will be introduced to the topic of public speaking as related to second language teaching and have the opportunity to experience and discuss several activities aimed at developing overall public speaking proficiency as well as specific oratory skills. The presenter will provide an outline for a ten week course on publi...

This article looks at service learning (SL) as yet another valuable tool in the language teacher's toolbox. The rationale for taking this approach centers on motivational issues, but support can also be drawn from other disciplines not normally associated with second language acquisition (SLA) theory, including customer experience management as wel...