PELLOWE William
Department of Management and Business | Associate Professor |
Last Updated :2024/09/14
■Researcher basic information
Researcher number
30330327
J-Global ID
Research Keyword
- TEFL SRS CALL
Research Field
■Career
Career
Member History
- 2019/06 - Today Japan Association for Language Teaching Director of Public Relations NPO JALT http://jalt.org
- 2016/01 - Today JALT PanSIG Conference Website manager PanSIG is an annual conference usually held in May, and organized by many of the Special Interest Groups (SIGs) of the Japan Association for Language Teaching (JALT). The conference brings together leading scholars and practitioners in language education from Japan, Asia, and throughout the world. http://pansig.org
- 2008/03 - Today JALT Annual International Conference Submitted proposals vetting committee About 30 or more people help evaluate the submissions for the JALT Annual International Conference. Each submission is read and evaluated by three people; each of us reads about 30 submissions.
- 2019/02 -2019/06 Japan Association for Language Teaching (NPO JALT) Acting Director of Public Relations
- 2010/11 -2019/02 Fukuoka Chapter of JALT Chapter President NPO JALT http://jalt.org Fukuoka JALT Chapter http://fukuokajalt.org
- 1998/11 -2002/11 Fukuoka Chapter of JALT Chapter President
■Research activity information
Paper
- Investigating the Effects of Changing the Position of a Popular Evergreen Post in an NPO Email NewsletterWilliam PelloweKayanomori (Reports of School of Humanity-Oriented Science and Engineering, Kindai University) 35 30 - 36 2024/08 [Refereed]
- William PelloweCalling the Future JALTCALL 2023 JALT CALL SIG 1 (1) 42 - 47 2024/03 [Refereed]
- A Tool to Extract Quantitative and Qualitative Data from Zoom Chat Transcripts from Online ClassesWilliam PelloweKayanomori (Reports of School of Humanity-Oriented Science and Engineering, Kindai University) 34 (1) 14 - 20 2023/06 [Refereed]
- William PelloweJALT CUE Circular (College & University Educators Special Interest Group) 8 (1) 3 - 8 2432-5570 2019/06Many of the textbooks that teachers use in language classes contain some kind of model dialog for students to practice. These dialogs are usually also available in audio form. Beyond having students simply either listen to or read these conversations aloud, what are the best ways to utilize this section of the chapter?
- Trevor A. Holster; J. W. Lake; William PelloweReading in a Foreign Language 49 (2) 218 - 244 1539-0578 2017/10 [Refereed]
This study used many-faceted Rasch measurement to investigate the difficulty of graded readers using a 3-item survey. Book difficulty was compared with Kyoto Level, Yomiyasusa Level, Lexile Level, book length, mean sentence length, and mean word frequency. Word frequency and Kyoto Level were found to be ineffective in predicting students’ perceptions of book difficulty. Book length was found to be highly predictive of perceived book difficulty, with the Yomiyasusa Levels predicting 68% of variance, while the Lexile measure of mean sentence length was moderately predictive, with 40% of variance explained. These results show that current headword levelling of graded readers is ineffective and that publishers’ book levels do not provide useful guidance in selection of books to read. It is therefore recommended that students use book length as their primary consideration in choosing books and that reading recommendations and purchasing decisions be based on Yomiyasusa Levels rather than publishers' levels. - Encouraging Active Participation With Response CardsWilliam R PELLOWESustainability: Making Teaching and Learning Last (PanSIG 2014 Proceedings) 172 - 177 2015/05 [Refereed]
- Peer assessment in the classroom using mobile devicesWilliam R PELLOWE; T.A. Holster; J.W. LakeCALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands 307 - 313 2014/12 [Refereed]
- Trevor A. Holster; William R. Pellowe; J. Lake; Aaron HahnPACIFIC RIM OBJECTIVE MEASUREMENT SYMPOSIUM (PROMS) 2012 CONFERENCE PROCEEDING SPRINGER-VERLAG BERLIN 93 - 108 2013 [Refereed]
This study used many-faceted Rasch measurement to research peer assessment in EFL writing classes, following previous research which reported acceptance of the pedagogical benefits by students of attention paid to a rubric during peer assessment. Pre and post treatment writing was compared on two rubrics, one targeting specific instructional items, the second intended to measure general academic writing. Students used the instructional rubric to conduct peer assessment, but were not exposed to the secondary rubric. Substantively and statistically significant gains were observed on the instructional rubric but not on the secondary rubric, providing evidence of learning by assessing. Response patterns suggested holistic rating by peer raters, resulting in effective rank ordering of overall performances but an inability to provide formative feedback, supporting the view that the mechanism of learning was awareness arising from learning by assessing. - William PelloweReports of Faculty of Humanity-Oriented Science and Engineering, Kinki University 近畿大学産業理工学部 17 (17) 54 - 58 1349-5801 2012/11 [Refereed]
This paper describes the in-progress development of a Testing Module for an open-source audience response system called MOARS. This module allows teachers to collect multiple choice test responses from students using mobile devices such as iPod Touch. The module includes test item analysis features for classroom teachers.
Lectures, oral presentations, etc.
- Investigating the Effectiveness of Unspecific Error Feedback [Not invited]William Pellowe2024 JALT Hokkaido Winter Language Teaching Conference 2024/02
- William PelloweJALTCALL 2023 2023/06
- Using Text Chat to Increase Participation and Engagement [Not invited]William PelloweJALT PanSIG 2022 2022/07
- Rethinking the “failures” of online classes [Not invited]William PelloweJALTCALL2021: Computer-Assisted Language Learning SIG Conference 2021/06 Online JALTCALL SIG
The presenter taught online classes through Zoom with class sizes of 40 (General English for university first-year students, and Oral English for university second-year students). Students very rarely turned on their cameras in class, a story that this presenter has heard often from many teachers. Aside from some limited success with Zoom polls and text answers in Zoom chat, student participation was difficult to elicit. The presenter felt that the classes were not going very well, and considered the classes to be far below the quality of in-person classes. However, students’ own written responses in Japanese on anonymous, university-wide class evaluation surveys at mid- and end-of-term paint a surprisingly different picture of their experiences in the presenter’s classes. The presenter will share summaries of what the students valued in these online classes, and how the students’ descriptions of some of the class activities contradict the presenters’ own negative self-evaluation of the same activities, forcing the presenter to view the success embedded into what was self-evaluated as mediocre if not an outright failure. - Active Participation in Online Lessons [Not invited]William PelloweOnline Teaching Japan (Summer Sessions) 2020/08 Zoom Online Teaching Japan
- Using Google Forms as Quizzes [Invited]William PelloweJALT Niigata Chapter, held during JALT PanSIG 2020 2020/06 Online The Japan Association for Language Teaching (JALT)
- Teach Paragraph Organization with Google Quizzes. [Not invited]William PelloweETA-ROC 2019: The 28th International Symposium and Book Fair on English Teaching 2019/11 International Conference Hall of the Chien Tan Overseas Youth Activity Center, Taiwan English Teachers' Association--Republic of China (ETA-ROC)
Paragraph organization is a serious challenge for many of our Japanese students. To help raise students' awareness of what a "good" paragraph should look like, the presenter created a series of online quizzes for students to do. In this presentation, the presenter will demonstrate how to create an online, self-correcting multiple-choice quiz through Google Forms with randomization of the question order and option order. - Google Forms Quizzes in Paragraph Writing Classes [Not invited]William PelloweJapan Association for Language Teaching 45th Annual Conference 2019/11
- Kahoot: Active participation in your classes [Invited]William PelloweFukuoka JALT 2019/02
- Scaffolding for Better Student Presentations [Not invited]William Pellowe2018 Conference of the JALT CUE SIG (College & University Educators Special Interest Group) 2018/09
- Scaffolding Better Student Presentations [Not invited]William PelloweJALT PanSIG 2018 2018/05 Toyo Gakuen University, Hongo Campus The Japan Association for Language Teaching
Many of the presenter's students seemed to approach presentations as recitations of reports. They would read aloud, focusing exclusively on content, while completely ignoring aspects of performance and slide design which would have made their speeches more interesting and accessible to their audience. In response, awareness-raising activities and demonstrations were created to scaffold the students towards giving more engaging presentations. This interactive poster presentation will highlight some of these, such as matching photos of gestures with underlined sections from sample speeches, and peer-assessment rubrics which incorporate photos to illustrate (rather than simply describe) each rubric item. - Creating Individual Feedback Printouts Using Spreadsheet Software [Invited]William Pellowe2018/03 The Japan Association for Language Teaching, Fukuoka Chapter
- Active Participation Through Response Cards [Not invited]William PelloweThe 5th BOLT/ULFS-UD Language Education Conference at The University of Da Nang, Vietnam 2017/12 The University of Da Nang Balsamo Outreach Learning and Teaching NPO
- Teaching Rhyme Patterns to Students [Not invited]William PelloweJALT2017 (Japan Association for Language Teaching Annual International Conference) 2017/11
- Teaching Rhyme Patters to Students [Not invited]William PelloweJALTCALL 2017 2017/06 Matsuyama University, Ehime Prefecture JALT CALL SIG
- Introduction to Language Assessments [Invited]J. Lake; Trevor Holster; William PelloweKyoto JALT monthly event 2017/04 Campus Plaza Kyoto, 2F Hall JALT TEVAL SIG
- William PelloweTESOL 2017 2017/03 U.S.A., ワシントン州シアトル市 TESOL
- Peer Feedback of Speeches Using Mobile Devices [Not invited]William PelloweJALT 2016 (The Japan Association for Language Teaching Annual International Conference) 2016/11
- MOARS Web-Based Peer Assessment Module [Not invited]William PelloweJALT2016 (JALT's 2016 Annual International Conference) 2016/11
- Innovations in Education Forum: Facilitating communication, feedback, and interaction in EFL classrooms [Invited]George MacLean; Rab Paterson; William PellowePanSIG 2016 2016/05
- Active Participation Using Low-Tech Student Response Cards [Not invited]William R PELLOWEJALT PanSIG Conference 2016/05
- Student-Created Videos [Invited]William R PELLOWEKitakyushu JALT Chapter Event 2016/04
- Using Student-Created Videos in Class [Invited]William R PELLOWEOkayama JALT December Meeting 2015/12
- The Benefits of Doing Extensive Reading Online with Xreading [Not invited]William R PELLOWE2015 ETJ Kyushu Expo 2015/11
- Measuring and Predicting Graded Reader Difficulty [Not invited]Holster, T. A; William R PELLOWE; J. LakeJALT 2015 2015/11
- Monitoring Extensive Reading Using Mobile Phones [Not invited]J. Lake; William R PELLOWEFLEAT 6 at Harvard 2015/08
- Student-created videos [Not invited]William R PELLOWEJALT PanSIG 2015 2015/05
- Rasch Analysis of Graded Reader Difficulty [Not invited]Holster, T. A; J. W. Lake; William R PELLOWEJALT PanSIG 2015 2015/05
- Creative Variations for Textbook Conversations [Not invited]William R PELLOWEFukuoka JALT 2015/02
- Listening with small devices - Distributing listening materials for use in class and outside [Not invited]William R PELLOWESojo University English Language Teaching and Learning Forum 2015/02