JALT2025 Postconference Publication Selected Paper
This paper was chosen as a Selected Paper through consultation with the JALT Publications Board. We express our congratulations to these authors and our appreciation of their well-written paper.
Reference Data:
Wong, A., & Custance, I. (2026). Backward design for content-based instruction: The sustainability vlog project. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-29
Content-based instruction (CBI) and project-based learning (PBL) motivate learners by offering opportunities to engage deeply with content, pushing them to expand their linguistic repertoire. However, complex project designs require clear structure. Backward design provides a structured approach for adapting or redesigning projects by prioritizing desired learning outcomes before developing assessments and instructional practices. This paper describes a project focused on sustainable living created using backward design principles. Through scaffolded activities, students were prepared to create a short, personal vlog reflecting on their experiences. The project was implemented in a first-year English discussion course, and teacher assessments and observations suggested gains in communicative competence, critical thinking about sustainability issues, and confidence in presenting ideas in English. The use of backward design helped ensure every step of the project was purposefully aligned with clear goals, resulting in an engaging, video-based outcome.
内容重視型言語教育（CBI）とプロジェクト型学習（PBL）は、学習者が内容に深く関わることで言語のレパートリーを広げ、学習意欲を高める効果がある。しかし複雑なプロジェクト設計には明確な構造が不可欠である。逆向き設計（Wiggins & McTighe, 2005）は、評価方法や指導実践を考案する前にまず期待される学習成果を優先させるの で、プロジェクトの再設計に有効である。本稿では、逆向き設計の原則に基づき「持続可能な生活」に焦点化したプロジェクトを報告する。学生はスキャフォールディングを通じ、自らの経験を振り返る短い個人Vlogを制作する準備を行った。本プロジェクトを大学1年次の英語ディスカッション科目に導入した結果、参加者はコミュニケーション能力、サステナビリティに関する批判的思考、英語でアイデアを提示する自信の向上を示した。逆向き設計の採用により、プロジェクトの各段階が明確な目標と整合され、魅力的な動画制作という成果につながった 。
