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"ABSTRACTThis educational practice report outlines the rationale for creating an original English oral communication skills course that combines the study of literature with formal debate. It includes a detailed breakdown of the regular class procedures used to prepare students for a weekly practice debate and also an overview of the course structure, showing how students acquire the skills and confidence to debate persuasively in front of an audience of their peers by the end of the course. The paper concludes with an overview of the English language skills as well as other academic competencies such as critical thinking and argumentative skills that the course aims to develop in students."

"ABSTRACTThis educational practice report discusses the content and learning outcomes of a debate course focussing on current affairs for second year undergraduate English majors at Osaka University. A profile of the learners is presented, after which the course structure and regular class procedures are outlined. This is followed by an analysis of how participation in debates and accompanying activities may help learners to improve their linguistic competence in English, drawing upon concepts from interactionist second language acquisition (SLA) theory. The final section of the paper examines the complex concept of critical thinking and then considers the ways in which participation in debate activities may help learners to develop and consolidate the cognitive skills and approaches associated with this notion."

"This study is an attempt to address the issue of how Extensive Reading (ER) as a supplementary reading approach is able to encourage students critical literacy. Further how ER influences students perception of critical literacy related to students viewpoint of the texts is examined throughly. ER in this study was employed as a supplementary reading activity where students ere engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). in order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. Yet, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the quasionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the text to world's issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints."

"This paper is a teaching note on the case of teaching Thai language speaking skills to Japanese students using task-based language teaching approach. Subjects included 17 second year Japanese students in the "Communication in Daily Life" course, a full academic year course. The course met 90 minutes once a week for 15 weeks per semester. The course objectives were for the students to be able to ask and answer questions in daily life situations; to be able to communicate with native speakers on various topics; and both communicative situations and complicated grammatical structure are emphasized. In task-based language learning, the primary focus of classroom activities was the task, and language was used as a tool to complete the meaningful tasks through authentic communication. Task-based language teaching provided opportunities for students to share ideas on an individual, pair and group basis. Each task was organized in 3 steps which proposed by Willis (1996) : pre-task, during task and post task. In the last week of semester 1, the students were asked to complete a questionnaire on students' self-assessment. The students reported the effectiveness of learning vocabulary from the tasks. In the students' view, authentic task materials such as pictures and VDO provided by the teacher in pre-task were very useful for them in the stage of planning the tasks. However, the students also reported difficulties in speaking fluently because of their inadequate vocabulary. Results from the students' self assessment indicated their satisfaction with the teaching approach employed in this course. It has been widely concluded that Japanese students tend to be shy and have nothing to say in class because of the fear of making mistakes. However, Japanese students in this class can communicate effectively in public with no fear and shyness. There were many reasons for the success of task-based learning approach in promoting speaking skills among Japanese students. Real world topics, authentic materials, classroom atmosphere and good relationship among the students play important role in the improvement of students speaking ability."