1. Using Questions to Help with WTC Dr
Using Questions to Help with WTC Dr. Grant Osterman (Administrator at Family English School International Co., Ltd.)

2. Using Questions to Help with WTC Dr
Using Questions to Help with WTC Dr. Grant Osterman (Administrator at Family English School International Co., Ltd.)
Today’s Topics:
WTC and Recent Research
The Questioning Approach
Student-centered Classrooms
Easy English Expressions Textbook
Q&A (5 minutes)
Motivation based off my dissertation study (2014)
Sage Open (Jul 2014, 4(3) DOI: / )
Multiple Case Study (with editors)
One National University (Currently Writing)
Why this is important?
Since 2008 I have been researching WTC or trying to find the answer to why my students do not actively participate in class.

3. Research Purpose
2015 Multiple University Study: to explore reason for low WTC
qualitative descriptive multiple case study
the WTC in a Japanese university setting was researched
three universities in southern Japan
questionnaire, a survey, classroom observations, and interviewing individual students.
2015 National University Case Study: to test questions approach
qualitative case study
one university class at a national university in southern Japan
the actual experiences of Japanese university students were recorded
Prior English language experiences are affecting current habits.
2016 Three Universities Study (Pending): to further validate
Using the questioning method what if any improvements can be seen

4. Briefly: What is WTC? Willingness to Communicate
How willing are students to engage in communication?
A lot of research in Japan (Fushino, K., Watanabe, M. & Yashima, T.)
A conscious choice: When the opportunity comes up we make the cognitive decision
WTC Affected by many factors:
Classroom Environment, Personality, Motivation, Current Psychological Disposition, Cultural Norms, Communication and Communication Apprehension
My research shows students have not been given the opportunity to ask and answer questions (Osterman, 2014: 2015)
Most classrooms still use rote style instruction despite the MOE saying to keep it communicative

5. WTC Triangle MacIntyre et al., 1998
Students start at the bottom and work their way up.
Affective-cognitive are emotions and attitudes about speaking

6. Why is WTC Important?
90% of my students say they are shy, that is simply not true
Rather according to Psychology Today 48% in US (in Japan 60% self reported)
Students need to use the L2 to get better at it
When layers 6-3 are satisfied, then the students are WTC and can now start better L2 performance
Communication improves the classroom environment
Makes learning rewarding
With EFL not ESL students need to utilize every opportunity to speak
Makes your job easier
60% Japan, Zimbardo’s research 1995 (Stanford University).

7. How Can Questions Help What do we do?
We walk around the classroom asking questions to students with very little experience
This adds to Communication Apprehension and they shut down
We expect them to know how to ask and answer questions
Simple Questions will build confidence
Confidence helps relieve CA (think of returnees)
W/O questions less stimulus to improve (only for a grade)
Book on questions make just one change (Transform your classroom)
Rothstein & Santana, 2011 (Harvard Education Press)
Students will see the results and hopefully get motivated (Advance faster)
When ready students will challenge themselves
Try more difficult questions and syntax
Relevant to their lives
Students focus on what is important to them (ask questions that they really want answers to)
Help with discussions
In discussion, questions are open, students and teachers are involved in posing questions and monitoring responses, and teacher feedback is limited.
Discussion leads to higher-level learning, puts students in the role of active meaning makers, and is an essential skill for college, career, and citizenship.

8. Bloom’s Taxonomy of Questions
80% of my students
Unfortunately, this is often where start and end.

10. Student Centered Classrooms
When students ask questions they are more in charge of their learning
From David Paul’s Book Teaching English to Children in Asia p
Noticing- the questions, words, structures
Wanting- to ask simple questions to speak
Taking a Risk- by asking other students and teachers
Further Experimenting- trying new words and phrases
Succeeding- seeing how easy it is converse
Linking- to the classroom and hopefully their daily lives (internalization)
How to use Questions in a Student Centered Classroom:
First allow time to ask with friends (a, b)
Second ask again with other groups (c, d, e)
Finally, ask to the whole class and continue outside of class (f)
Answers can be short. At first, focus on doing more that content.

11. Classroom Application
Step 1: Warm-up Questions (Prior Knowledge)
This section is used to get students ready for the topic and to practice speaking in a natural way by asking and answering questions.
Step 2: Speaking Practice, Drills, Extension (Comprehension, Application, Analysis)
Extend speaking to almost any topic and situation
Step 3: Presentation (Synthesis/Evaluation)
Opportunity to present a topic in front of the group or class
Best to practice in small groups first and then present to the class.  

12. The Textbook I Use Researched based on actual Classrooms
A workbook and textbook in one
Q & A Format helps students gain confidence
Students are participants of the book
On line Website for additional practice

13. EEE Structure
Useful Expressions/ Vocabulary: Here phrases and vocabulary for the lesson, or prior lessons, are listed for students to get familiar with them and use them in the speaking exercises.
Warm-up Questions: This section is used to get students ready for the topic and to practice speaking in a natural way by asking and answering questions.
Speaking Practice, Substitution Speaking Drill, Extension, Application: Here we introduce different activities for students to learn how basic syntax can be extended to almost any topic and situation.
What I think: This section is great for students to give their opinion about different topics and learn how to discuss these topics with opposition.
Presentation: This section allows students an opportunity to present a topic in front of the group or class. However, it is best to practice in small groups first and then present to the class.
Free Talk: This section is for students to practice all aspects of the lesson and to use prior vocabulary in the question and answer format. It is a great opportunity to recycle words and to get practical application.
Grammar Point, Cultural Note, Idioms: This section was designed to focus on more traditional syntax parts of language learning. Depending on the overall goal of a class, this section can be used to help with basic errors and cover often confusing parts of the English language.
Step 1
Step 2
Step 3
Review & Extra Practice

14. Comments from Students
“The most useful thing I learned from this class was to learn to ask questions and get a better understanding.”
3rd year university student
“When I ask questions, it helps me understand what I am studying through my own perspective.”
2nd year university student
“I gained a deeper knowledge about making inferences and questioning the text and understanding my own perspective.”
4th year university student
“Learning does not happen as much without asking questions.”
My words
“If you never ask questions the teacher cannot assess your understanding.
“Now I know I need to use questions, I never really asked questions before.”

15. Questions or Comments