189 masa@res.otaru uc.ac.jp Drawing on an ethnographic data collection approach, this paper presents project based language learningpbllwith using Active LearningALclassrooms at a university in Japan. AL is a teaching and learning approach incorporating a student centered approach requiring active participation in the classmext,. By using an AL classroom, students are expected to consider and explore assigned topics regarding lectures and assignments from teachers through group work activities and discussions. This paper reports a study where students critical awareness toward local communities improved through an ethnographic project. This paper also offers pedagogical implications for implementing ethnographic, project based English teaching and learning. AL AL Faust &Paulson
190 p e.g., Philip, Adams, & IwashitaAL AL Bonwell & EisonAL
Active Learning 191 AL Collaborative learningcooperative learningproblem based learning Prince Hake Norman & Schmidt AL Prince AL AL AL Princep
192 McKay Teaching English to Speakers of Other LanguagesTESOL e.g., Watson GegeoRichardsByram McKay Triangulation method Nunan ESLEnglish as a Second Language e.g., McPherron & Randolph EFLEnglish as a Foreign Language AL AL
Active Learning 193 AL Week
194 Research Question Research Question Research Question Domestic Life
Active Learning 195 LMS manaba http://manaba.jp/ja
196 LMS LMS LMS
Active Learning 197 Research Questions Research Question Research Questions Group Why do/do not the students use the café? Group Which taste is sold well in the ice cream shop, and why? Group Howmanypeopleuseearphones? Group How do the students spend their lunchtime? Group How many classes do the students cut? Group How do the customers spend their times at the fast food restaurant?
198 Café Group
Active Learning 199 Group Q
200 AL N
Active Learning 201 AL peer interaction
202 M
Active Learning 203 LMS AL AL e.g., Dörnyei
204 http://www.kantei. go.jp/jp/singi/globalmatome.pdf http://www.mext.go.jp/ component/b_menu/shingi/toushin/ icsfiles/afieldfile////_. pdf http://www. mext.go.jp/b_menu/houdou/// icsfiles/afieldfile////.pdf Bonwell, C., & Eison, J.A.. Active Learning; Creating Excitementin the Classroom. ASHE ERIC HigherEducation Report NoWashington, D.C.: The George Washington University, School of Education and Human Development. Byram, M.. From foreign language education to education for intercultural citizenship. Clevedon, England: Multilingual Matters. Corbett, J.. Intercultural language activities. Cambridge, England: Cambridge University Press. Dörnyei, Z. July. Motivation in second and foreign language learning. Language Teaching, 31, pp. Faust,J.L.,&Paulson,D.R.. Active learning in the college classroom. Journal on Excellence in College Teaching, 9, pp.. Hake, R.. Interactive Engagement vs. Traditional Methods: A Six Thousand Student Survey of Mechanics Test Data for Introductory Physics Courses, American Journal of Physics, Vol., No., p.. McKay, S.. Researching second language classrooms. Mahwah,NJ:Lawrence Erlbaum. McPherron, P., & Randolph, P. T.June. Thinking Like Researchers: An ESL Project The Investigates Local Communities. TESOL Journal Vol.4.2. p.. Norman, G.,& Schmidt, H.. Effectiveness of Problem Based Learning Curricula: Theory, Practice and Paper Darts. Medical Education, Vol.. pp.. Nunan, D.. Research methods in language learning. Cambridge, England: Cambridge University Press. Philip, J., Adams, R., & Iwashita, N.. Peer Interaction and Second Language Learning. Oxon, Ox: Routledge. Prince, M.. Does active learning work? A review of the research. Journal of Engineering Education,, p.. Richards, K.. Qualitative inquiry in TESOL. New York, NY: Palgrave Macmillan. Watson Gegeo, K.. Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22, p..