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The JALT Hokkaido Journal is a refereed on-line journal which appears once a year. JHJ features theoretically grounded reports of research and discussion of central issues in foreign language teaching and learning with a focus on Japanese contexts. We have a special interest in empirical studies from first-time authors. Those interested in submitting a paper should visit the 'For Authors' link at the sub-menu above.
Articles
The Tipping Point of Class Size: When Caring Communications and Relationships Become Possible
Shoko Yoneyama and Tim Murphey
The Introduction of Explicit, Systematic Phonics Instruction into Japanese Junior High School Classes
Jeff Lewis
This year's volume of JHJ includes articles that address quite disparate, yet hot topics in the field of language teaching and learning. Our first paper by Shoko Yoneyama and Tim Murphey explores the recently popular concept of the "tipping point" with regard to the number of students in a classroom. Their study suggests that an ideal exists regarding the number of students per classroom. They contend that above this level, a myriad of problems related to group dynamics may occur. Such a suggestion is particularly notable here in Japan where the average high school class has 33 students and many university language classes have well in excess of that. Yoneyama and Murphey claim that classrooms with more than 25 students may have gone beyond that tipping point and recommend numbers be reduced.
In our second paper, Jeff Lewis asks whether there is a better way to teach English reading at the beginner level and then sets about answering the question via a method using advanced phonics instruction complete with control and treatment groups. His results reveal significant reading improvement among those students who received the advanced instruction. This finding suggests a need for further research in this essential area of language learning and perhaps some consideration is needed for curricular change in favor of increased phonics instruction.
As always, we encourage our readers to consider submitting their research to JHJ in order to share their new ideas and good language teaching practices with a wider audience.
Paul Stapleton
Mark Chapman
