3rd International Conference on
Situating Strategy Use:
Stepping Into a New Era of Strategy Research and PracticeConference Handbook

October 13-15, 2019
Osaka International Convention Center(Grand Cube Osaka)
Osaka, Japan

Table of Contents

Welcome Message・・・・・・・・・・・・・・・・・・・・・・・・・・

3

About SSU3・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

4

Sponsorship・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

5

Committees・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

6

Conference 3-Day Overview・・・・・・・・・・・・・・・・・・・・・・

7

Conference 3-Day Overview (Revised)・・・・・・・・・・・・・・・・・・・・・・ 10
Keynote Speeches・・・・・・・・・・・・・・・・・・・・・・・・・・・ 14
Invited Symposiums・・・・・・・・・・・・・・・・・・・・・・・・・

18

Invited Workshops・・・・・・・・・・・・・・・・・・・・・・・・・・ 21
Symposiums・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 23
Papers, Day 1 (Sunday, October 13th)・・・・・・・・・・・・・・・・・・・

25

Papers, Day 2 (Monday, October 14th)・・・・・・・・・・・・・・・・・・ 35
Papers, Day 3 (Tuesday, October 15th)・・・・・・・・・・・・・・・・・・・ 49
Information for Presenters・・・・・・・・・・・・・・・・・・・・・・・ 57
General Information ・・・・・・・・・・・・・・・・・・・・・・・・・・

58

Welcome Message

Welcome to Osaka, Japan!

Dear SSU3 Participants,
It is my great pleasure to welcome you to the 3rdInternational Conference on Situating Strategy Use(SSU3) at Grand Cube Osaka, located in the center of
the Osaka metropolitan area. This interdisciplinary
conference aims to stimulate ongoing research andfurther probe into less investigated issues concerning
language learning strategies and other related areas
within an international community of scholars.
For the 3rd conference, we have an incredible line-up of plenary speakers, symposium
panelists, and workshop lecturers. Even more important, however, is the fact that over
150 researchers, teachers, and graduate students from more than 19 different
countries will get together in the course of the next three days. We are quite sure thatthe participants will witness the extraordinarily high level of research presentations
against the backdrop of the wonderful autumn scenery of Japan. This conference also
represents an excellent opportunity for the participants to meet colleagues from allover the world, share ideas, and start something very exciting with them. For graduate
students, we are confident that this conference will be a good start to a productive
career in research. For teachers, great ideas for the classroom can be exchanged withothers, and for researchers, exciting feedback on their latest research will be gatheredfrom international colleagues.
The SSU3 committee members and I wish you all a productive and enjoyable
conference. We also look forward to getting to know as many of you as possible overthe coming three days. 「皆さんにお会いできるのを楽しみにしています。」
All the best,
On behalf of the organizing committee,
Osamu Takeuchi, Ph.D.
Chair, SSU3 Organizing Committee
Professor of Applied Linguistics, Kansai University

3

About SSU3

About SSU3
The Third International Conference on Situating Strategy Use: Stepping Into a New Era of Strategy Research andPractice will be held in Osaka, Japan, from 13 to 15 October 2019 at the Osaka International Convention Center(Grand Cube Osaka). This interdisciplinary conference aims to stimulate the ongoing research and further probe
into less investigated issues concerning language learning strategies and other related areas within an international
community of scholars.
The conference will focus on the role of language learning strategies and other individual, contextual, or
situational differences in second and foreign language (L2) learning.
Topics covered in SSU3, but are not limited to, the followings:
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Theoretical background to language learning strategies
Integrated research on language learning strategies
Contextual and cultural differences in strategy use
Language skills and strategy use (e.g., writing strategy, listening strategy)
Tasks and strategy use in L2 learning
Lx (L3, L4, etc.) learning and strategy use
Language learning strategies and self-regulation
Metacognitive awareness and strategy use
The learner as an agent in language learning strategy use
Language learning strategies and proficiency
Individual differences (e.g., motivation, emotions, beliefs) and strategy use in L2 learning
Bilingualism and strategy use
Third age language learners and strategy use
Working memory and second language acquisition
Strategy clustering
Fluidity in L2 strategy use
Strategy-based instruction
EMI (English Medium Instruction) and strategy use
Teaching L2 strategy use to younger learners
Information technology and strategy use in L2 learning
Research methodology on language learning strategies

Important Dates
1.
2.
3.
4.
5.
6.
7.

Call for proposals opens — Early August, 2018
Online submission opens — Late December, 2018
Online submission closes — April 22, 2019
Notification — Late May, 2019
Registration opens — June 1, 2019
Early bird registration closes — August 15, 2019
Conference — October 13-15, 20194

Sponsorship

Sponsorship
We are supported by

Osaka International Convention Center&
Osaka Convention and Tourism Bureau

We would like to acknowledge the following premier sponsors for their efforts in making SSU3 possible.
We appreciate their generous support.

We are also grateful to the following organizations for their support:

・ The Japan Association of College English Teachers (JACET)・ The Japan Association for Language Education and Technology (LET)・ Kansai English Language Education Society (KELES)・ The Japan Society of English Language Education (JASELE)
5Committees

Organizing Committee
Chair:
Secretaries General:
Members:

Osamu Takeuchi (Kansai University)
Atsushi Mizumoto (Kansai University)
Maiko Ikeda (Kansai University)
Tomoko Yabukoshi (Nihon University)
Akihiko Sasaki (Mukogawa Women’s University)
Michiko Ueki (Kansai University)
Yu Tamura (Kansai University)
Kris Ramonda (Kansai University)
Mizuki Moriyasu (Independent Scholar)
Ayaka Shimizu (Kansai University)

Scientific Committee
Carmen Monika Amerstorfer (Alpen Adria University)
Luh Putu Artini (Universitas Pendidikan Ganesha)
Andy Gao (University of New South Wales)
Christina Gkonou (University of Essex)
Pamela Gunning (Concordia University)
Guangwei Hu (Hong Kong Polytechnic University)
Atsushi Mizumoto (Kansai University)
Mirosław Pawlak (Adam Mickiewicz University, Kalisz,

Yuliya Ardasheva (Washington State University)
Andrew Cohen (University of Minnesota)
Zoe Gavrilidou (Democritus University of Thrace)Peter Gu (Victoria University of Wellington)
Vee Harris (University of London)
Maiko Ikeda (Kansai University)
Yasuo Nakatani (Hosei University)
Angeliki Psaltou-Joycey (Aristotle University ofState University of Applied Sciences, Konin)

Heath Rose (University of Oxford)
Natsuko Shintani (Kansai University)
Michiko Ueki (Kansai University)
Isobel Kai-Hui Wang (University of Graz)
Tomoko Yabukoshi (Nihon University)

Thessaloniki)

Miyuki Sasaki (Nagoya City University)
Osamu Takeuchi (Kansai University)
Natsumi Wakamoto (Doshisha Women’s College of Liberal Arts)
Cynthia White (Massey University)
Lawrence Jun Zhang (University of Auckland)

Registration
Sawako Hamatani (Kansai University)

Ryo Sawaguchi (Kansai University)

Sakurako Shiozaki (Kansai University)

Saki Taniguchi (Kansai University)

Photography
Mayu Iwatani (Independent Scholar)
6Conference Schedule 1 / 3

SSU3 Conference ScheduleDay 1 (Sunday, October 13th, 2019)
9:00-17:50
9:30-9:45

Conference Hall (12F)
Opening Ceremony

Room 1202 (12F)

Registration (12F: Lobby)
Room 1203 (12F)

Room 1101 (11F)

Room 1102 (11F)

Agnieszka Kaldonek-Crnjakovic
Naturally occurring language learning
strategy instruction in an advanced EFLclassroom
Shinobu Nakamura
Language learning strategy instruction
to raise EAP freshman students’awareness of being an independent
learner

Pamela Gunning & Joanna White
Experienced teacher practices vsresearcher expectations inclassroom-based strategy instruction
Zoe Gavriilidou & Lydia Mitits
Language learning strategy
promotion by teachers indual-immersion schools in GreeceFrank, Yang Gong
Learning strategy use of learners ofChinese as a foreign language in an
exchange programme
Sheng-hui, Cindy Huang
Contextual Factors Mediating Learners'
LLS Use: from EFL & CFL contexts

Richard LaBontee
Vocabulary Learning Strategy Use in
the Swedish Second Language
Learning Context
Koyo Sokooshi
An Analysis of Vocabulary Learning
Strategies Use: Focusing on HighEnglish Proficiency EFL Learners

Gervazio Tchesa
Declarative and Procedural Memory
Abilities and Grammar Rule
Complexity in Instructed SLA
Nicole Busby
Comparing reading strategies in L1
and L2 academic reading

Rui Zhang
From Co-regulation to Self-regulation:
Maintaining Intersubjectivity for
Learning in an L2 Chinese Classroom

Qianran Huang
The Relationship between the Meaningof the Japanese-Chinese Homographs
and the Use of Vocabulary Learning
Strategies of Chinese Learners ofJapanese

Takaaki Goto
Experienced-Readers’ Strategies
Proposed for Novice Readers inExtensive Reading

Opening speech (Osamu Takeuchi, Chair)
Moderator (Kris Ramonda)

9:45-11:15

Keynote Speech
Heath Rose
Evolving directions in language learning
strategies: The interplay between
self-regulation and learner strategies inteaching and research
Moderator (Maiko Ikeda)

11:30-12:30

Invited Workshop

11:3012:00

Richard Pinner
Authenticity and Teacher-student
motivational synergy

Toshiko Shibui
How Goal Setting and Feedback are
Effective for Adult Language Learners?

Moderator (Yu Tamura)

12:1012:40

Zhipeng Zhang & Ting Liu
Chinese EFL Learners’ Emotional
regulation in technology-enhanced
collaborative learning

Dorota Matsumoto“I faced it all and I stood tall and did it
my way”– a case study of three
third-age language learners and theirlearning strategies

Symposium

14:0014:30

Honggang Liu
Motivational Regulation Strategies inEnglish Learning: Evidence from
Young Learners in the Chinese Context
Maya Sugita McEown & Kristopher
McEownSelf-regulatory processes among
Japanese EFL learners in CLIL course
contexts
Yukiko Nose & Ryo Moriya
Investigating contextual and dynamic
aspects of diverse L2 learners’ emotions
and emotional strategies: Integrating
multiple methods for emotional support

Natsuko Shintani
Teaching strategies for L2 learning:
Written corrective feedback

12:40-14:00
14:00-15:30

Lunch (5F: KITCHEN Fujioken)
Yoshiyuki Nakata, Heath Rose, Quint
Oga-Baldwin, Ryo Nitta, & Atsuko Tsuda
Multifaceted dimensions of regulated
learning in language classroom context:
Self-regulation, strategy use andsocially-shared regulation

14:4015:10

15:2015:50

15:50-16:20
16:20-17:50

Coffee Break (12F: Lobby)
Keynote Speech
Xuesong (Andy) Gao
Self-regulation in language learning
strategy research
Moderator (Michiko Ueki)

Free Wi-Fi (SSID: FREE-OICC, PASSWORD: grandcube)

Conference Schedule 2 / 3

Day 2 (Monday, October 14th, 2019)
Registration (12F: Lobby)
Room 1203 (12F)9:00-17:50
9:30-11:00

Conference Hall (12F)
Keynote Speech

Room 1202 (12F)

Room 1101 (11F)

Room 1102 (11F)

Liwen Liang
Individual Agency in EAP learning andInternational Publication - The Storiesof Chinese Doctoral Graduate Students
Majoring Engineering
Vasiliki Antoniou
A situated study of emotions and learner
agency: analyzing strategy use inclassroom micro-situations

Yolanda Ruiz de Zarobe
Metalinguistic awareness and reading
strategy use in a multilingual context:
from principles to practice

Akihiko Sasaki & Osamu Takeuchi
Japanese university students’ strategy
use in Mobile-Assisted Language
Learning

RuMei, Rebecca Tsai & Sheng-hui,
Cindy Huang
Same Reading Strategies—different
effects? Factors Affecting Use Resultsof Reading Strategies

Teresa Hernandez Gonzalez,
Pamela Gunning, & Joanna White
Success for all: Gamifying
strategy-based instruction in language
learning

Yukiko Jozaki
Oral Communication Strategy Use ofJapanese and Belgian University
Students and the Influence of Culturaland Social Differences on Strategy Use
Ed Griffiths, Nikolay Slavkov, Reza
Farzi, & Melodie Cook
Communication Strategy Instruction:
opportunities created by Linguistic
Risk-Taking

Nae-Dong Yang
A Strategies-based Approach to
Reading Circles

Stella Anggrainy
A Case Study on the Zone of
Proximal Development: Scaffolding
Role-Playing in Primary School
English Language Teaching in Japan
Peicheng Ina Wei & Sheng-hui,
Cindy Huang
High-achieving young learners’ EFL
vocabulary learning strategies: What
are their secrets?

Luke Plonsky
Second-language strategy instruction:
Where do we go from here?
Moderator (Atsushi Mizumoto)

11:15-12:15

Invited Workshop
Yasuo Nakatani
Communication strategies for public
speaking: How business leaders in TED
attract and guide their audience effectively

12:25-14:00
14:00-15:30

11:1511:45

Andrew D. Cohen & Isobel Kai-Hui
Wang
Strategies for Fine-Tuning Word
Meanings through Online and App
Resources
Peng Yue
The Relationship between Vocabulary
Learning Strategies with Video: Native
Chinese Learners of Japanese as a
Foreign Language

Moderator (Maiko Ikeda)

11:5512:25

Symposium

14:00- Shotaro Ueno
14:30 Verifying the causal model of self-regulated
vocabulary learning in a Japanese high school
EFL setting: Focusing on the relationships
among learning strategies, self-efficacy, andself-regulated capacity

14:40- Nathan Ducker
15:10 Strategy Conflict: Balancing L1
Identities with L2 Task Requirements

15:20- Honggang Liu
15:50 More Hope and Less Anxiety?:
A correlational study on the relationshipbetween hope and anxiety in English
learning in the Chinese context

Zoe Gavriilidou & Stefania
Giannoglou
Profiling strategy use of dyslectic
children learning English as a foreign
language

Chiraz Ouerfelli
Exploring reading and writing strategy
use development: A qualitative study in
the Tunisian EFL context

Coffee Break (12F: Lobby)
Invited Symposium
Tomoko Yashima, Peter D. MacIntyre,
Scott Aubrey, & Junko Toyoda
Dynamic emotions underlying L2
Willingness to Communicate:
Enjoyment, engagement, and anxiety

16:20- Patrick Shorb
16:50 Strategic, Self-Regulating but not Necessarily
Self-Directed: Improving Language Learning
through the Theories of Harold Palmer andLife-Writing Pedagogy (Seikatsu Tsuzurikata)

17:00- Shravasti Chakravarty
17:30 Using self-regulation strategies in group
discussions: An exploratory study

18:30-20:30

Tomoko Yabukoshi
A self-regulated learning approach toout-of-class listening practiceLunch (5F: KITCHEN Fujioken)
Carmen Amerstorfer, Anna
Mystkowska-Wiertelak, & Jakub Bielak
The multi-level situatedness of complex,
flexible, and dynamic LLS

15:50-16:20
16:20-17:50

Nataly Karikian
Syrian EFL teachers’ beliefs about
listening strategy assistance

Rintaro Sato
Can gestures be a strategy to facilitate
and improve L2 speaking? Effects ofgestures on complexity, accuracy, andfluency in L2
Hideki Abe
The effect of self-regulated learning on
second language pronunciation: The
structural relationships

Maria Mitsiaki
Reflections on the strategy-based
perspective of the listening teachingmaterial in Modern Greek as a Second
Language
Jingyuan Wang & Atsushi Mizumoto
Exploring the influence of self-efficacy invocabulary use on lexical sophistication andstrategies for productive vocabulary use

Sangmok Lee
Problems involved in the applicationof Artificial Intelligence in Foreign
Language Learning
Hiroyuki Obari
A Study on English Education Using
AI speaker and ICT

Conference Dinner (Flowers Cafe & Diner at Nakanoshima Banks)
Free Wi-Fi (SSID: FREE-OICC, PASSWORD: grandcube)

Conference Schedule 3 / 3

Day 3 (Tuesday, October 15th, 2019)
9:00-14:40
9:30-11:00

Conference Hall (12F)
Keynote Speech

Room 1202 (12F)

Registration (12F: Lobby)
Room 1203 (12F)

Room 1101 (11F)

Room 1102 (11F)

Akiko Nagao
What is ‘the teaching and learning cycle(TLC)’?

Yukio Ikari
New Findings on the Relation
between Noticing and Consciousness
in L2 Learning

Hiromi Tsuda
Strategy use by low-proficiency learners
in collaborative learning settings

Jonathan Moxon
The role played of executivefunctions in the development of
accuracy and fluency of oral
production and listening
comprehension of L2 English past
counterfactual conditionals during
interaction activities

Jack Pun
Exploring the language challenges andcoping strategies of science students in
English-medium instruction: A casestudy of teachers and students in Hong
Kong secondary classrooms
Satoshi Kurokawa
To what extent do students Returningfrom English-Speaking Countries havebetter English Abilities thanNon-study-abroad Students?

Douglas Bell
Discovering Life Beyond
Powerpoint: Strategies to Enhance
Teaching & Learning in Higher
EducationPeter Yongqi Gu
Dynamic assessment, strategy instruction
and learner empowerment
Moderator (Kris Ramonda)

11:15-12:45

Invited Symposium
Yolanda Ruiz de Zarobe, Osamu Takeuchi,
Simone Smala, & Frank, Yang Gong
Learning strategies across languages andcultures12:45-14:00
14:00-15:30

Grzegorz Drożdż
Grammatical exercises and thestrategy of practicing naturalistically

11:5512:25

Mayu Janssens-Shintani
Enhancing L2 Learners' Grammar
Acquisition with the Combination of
Image-schema Based Grammar
Method and Online Immediate
Corrective Feedback

14:0014:30

Hisako Yamashita
Peer Coregulation and theDevelopment of Learning Strategies:
A case of two learners

14:4015:10

Akiko Fukuda
Learner perceptions of English
self-study within a framework of
self-regulated learning: An analysis of
Q-methodology

Yuyang Cai
Modeling the dynamic relationshipbetween metacognitive strategies andEnglish performance: An Associative
Latent Transition Analysis
Hui-chia Judy Shih & Sheng-hui, Cindy
Huang
The Development of EFL Learners'
Metacognitive awareness and strategies
in a Flipped Classroom

Lunch (5F: KITCHEN Fujioken)
Invited Symposium
Mirosław Pawlak, Mariusz Kruk,
Magdalena Szyszka, & Joanna Zawodniak
Exploring strategies used for learning andusing target language skills and subsystems:
A micro-perspective

15:40-16:00

11:1511:45

Natsumi Wakamoto & Heath Rose
Revisiting language learner strategies
and developing a listening
comprehension strategies (LCS)
questionnaire for learning English as a
global lingua franca (EGLF)
Yuka Yamauchi
Spoken Word Recognition by Two
EFL Learners: From a View ofListening Strategies

Vasiliki Antoniou
Mediated development through theprism of concept map activity

Closing Ceremony
Announcement of the next SSU venue(Carmen Amerstorfer & Peter Yongqi Gu)
Moderator (Atsushi Mizumoto)Free Wi-Fi (SSID: FREE-OICC, PASSWORD: grandcube)

Conference Schedule_Revised_Final 1 / 4

SSU3 Conference ScheduleDay 1 (Sunday, October 13th, 2019)

The morning sessions are canceled due to the typhoon.
9:00-17:50
9:30-9:45

Conference Hall (12F)
Opening Ceremony

Room 1202 (12F)

Registration (12F: Lobby)
Room 1203 (12F)

Room 1101 (11F)

Room 1102 (11F)

Agnieszka Kaldonek-Crnjakovic
Naturally occurring language learning
strategy instruction in an advanced EFLclassroom→Day 2
Shinobu Nakamura
Language learning strategy instruction
to raise EAP freshman students’awareness of being an independent
learner→Day 3

Pamela Gunning & Joanna White
Experienced teacher practices vsresearcher expectations inclassroom-based strategy instruction→Day 3Zoe Gavriilidou & Lydia Mitits
Language learning strategy
promotion by teachers indual-immersion schools in Greece→Day 3

Opening speech (Osamu Takeuchi, Chair)
Moderator (Kris Ramonda)→Day 1 (afternoon)

9:45-11:15

Keynote Speech
Heath Rose
Evolving directions in language learning
strategies: The interplay between
self-regulation and learner strategies inteaching and research
Moderator (Maiko Ikeda)→Day 3

11:30-12:30

Invited Workshop
Natsuko Shintani
Teaching strategies for L2 learning:
Written corrective feedback

11:3012:00

Richard Pinner
Authenticity and Teacher-student
motivational synergy→Day 2

Toshiko Shibui
How Goal Setting and Feedback are
Effective for Adult Language Learners?
→Day 1 (afternoon)

12:1012:40

Zhipeng Zhang & Ting Liu
Chinese EFL Learners’ Emotional
regulation in technology-enhanced
collaborative learning→Day 3

Dorota Matsumoto“I faced it all and I stood tall and did it
my way”– a case study of three
third-age language learners and theirlearning strategies→Day 3Moderator (Yu Tamura)→Day 1 (afternoon)

Conference Schedule_Revised_Final 2 / 4

SSU3 Conference Schedule (Revised)
Day 1 (Sunday, October 13th, 2019)
Registration (12F: Lobby)
Lunch (5F: KITCHEN Fujioken)
Room 1202 (12F)
Room 1203 (12F)12:00-17:50
12:00-14:00
14:00-14:15

Conference Hall (12F)
Opening Ceremony

Room 1101 (11F)

Room 1102 (11F)

Opening speech (Osamu Takeuchi, Chair)
Video message (Joan Rubin)
Greetings from Rebecca Oxford(Delivered by Carmen Amerstorfer)
Moderator (Kris Ramonda)

14:15-15:45
14:35-16:05

Symposium
Yoshiyuki Nakata, Heath Rose, Quint
Oga-Baldwin, Ryo Nitta, & Atsuko Tsuda
Multifaceted dimensions of regulated
learning in language classroom context:
Self-regulation, strategy use andsocially-shared regulation

14:1514:45

Honggang Liu→Day 3

14:5515:25

Maya Sugita McEown & Kristopher
McEownSelf-regulatory processes among
Japanese EFL learners in CLIL course
contexts
Yukiko Nose & Ryo Moriya
Investigating contextual and dynamic
aspects of diverse L2 learners’ emotions
and emotional strategies: Integrating
multiple methods for emotional support

15:3516:05

16:05-16:20
16:20-17:50

Frank, Yang Gong→Day 3
Toshiko Shibui
How Goal Setting and Feedback are
Effective for Adult Language Learners?
Sheng-hui, Cindy Huang
Contextual Factors Mediating Learners'
LLS Use: from EFL & CFL contexts

Richard LaBontee→Day 3

Gervazio Tchesa→Canceled

Koyo Sokooshi
An Analysis of Vocabulary Learning
Strategies Use: Focusing on HighEnglish Proficiency EFL Learners

Nicole Busby
Comparing reading strategies in L1
and L2 academic reading

Rui Zhang→Day 3

Qianran Huang
The Relationship between the Meaningof the Japanese-Chinese Homographs
and the Use of Vocabulary Learning
Strategies of Chinese Learners ofJapanese

Takaaki Goto
Experienced-Readers’ Strategies
Proposed for Novice Readers inExtensive Reading

Coffee Break (12F: Lobby)
Keynote Speech
Xuesong (Andy) Gao
Self-regulation in language learning
strategy research
Moderator (Michiko Ueki)

16:2017:20

Invited Workshop
Natsuko Shintani
Teaching strategies for L2 learning:
Written corrective feedback
Moderator (Yu Tamura)Free Wi-Fi (SSID: FREE-OICC, PASSWORD: grandcube)

Conference Schedule_Revised_Final 3 / 4

Day 2 (Monday, October 14th, 2019)
Registration (12F: Lobby)
Room 1203 (12F)9:00-17:50
9:30-11:00

Conference Hall (12F)
Keynote Speech

Room 1202 (12F)

Room 1101 (11F)

Room 1102 (11F)

Liwen Liang
Individual Agency in EAP learning andInternational Publication - The Storiesof Chinese Doctoral Graduate Students
Majoring Engineering
Vasiliki Antoniou→Canceled
Richard Pinner
Authenticity and Teacher-student
motivational synergy

Yolanda Ruiz de Zarobe
Metalinguistic awareness and reading
strategy use in a multilingual context:
from principles to practice

Akihiko Sasaki & Osamu Takeuchi
Japanese university students’ strategy
use in Mobile-Assisted Language
Learning

RuMei, Rebecca Tsai & Sheng-hui,
Cindy Huang
Same Reading Strategies—different
effects? Factors Affecting Use Resultsof Reading Strategies

Teresa Hernandez Gonzalez,
Pamela Gunning, & Joanna White→Day 3

Yukiko Jozaki
Oral Communication Strategy Use ofJapanese and Belgian University
Students and the Influence of Culturaland Social Differences on Strategy Use
Ed Griffiths, Nikolay Slavkov, Reza
Farzi, & Melodie Cook
Communication Strategy Instruction:
opportunities created by Linguistic
Risk-Taking

Nae-Dong Yang
A Strategies-based Approach to
Reading Circles

Stella Anggrainy
A Case Study on the Zone of
Proximal Development: Scaffolding
Role-Playing in Primary School
English Language Teaching in Japan
Peicheng Ina Wei & Sheng-hui,
Cindy Huang
High-achieving young learners’ EFL
vocabulary learning strategies: What
are their secrets?

Peter Yongqi Gu
Dynamic assessment, strategy instruction
and learner empowerment
Moderator (Kris Ramonda)

11:15-12:15

Invited Workshop
Yasuo Nakatani
Communication strategies for public
speaking: How business leaders in TED
attract and guide their audience effectively

12:25-14:00
14:00-15:30

11:1511:45

Andrew D. Cohen & Isobel Kai-Hui
Wang
Strategies for Fine-Tuning Word
Meanings through Online and App
Resources
Peng Yue
The Relationship between Vocabulary
Learning Strategies with Video: Native
Chinese Learners of Japanese as a
Foreign Language

Moderator (Maiko Ikeda)

11:5512:25

Symposium

14:00- Shotaro Ueno
14:30 Verifying the causal model of self-regulated
vocabulary learning in a Japanese high school
EFL setting: Focusing on the relationships
among learning strategies, self-efficacy, andself-regulated capacity

14:40- Nathan Ducker
15:10 Strategy Conflict: Balancing L1
Identities with L2 Task Requirements

15:20- Honggang Liu→Canceled
15:50

Zoe Gavriilidou & Stefania Giannoglou→Day 3
Agnieszka Kaldonek-Crnjakovic
Naturally occurring language learning
strategy instruction in an advanced
EFL classroom

Chiraz Ouerfelli→Day 3

Coffee Break (12F: Lobby)
Invited Symposium
Tomoko Yashima, Peter D. MacIntyre,
Scott Aubrey, & Junko Toyoda
Dynamic emotions underlying L2
Willingness to Communicate:
Enjoyment, engagement, and anxiety

16:20- Patrick Shorb
16:50 Strategic, Self-Regulating but not Necessarily
Self-Directed: Improving Language Learning
through the Theories of Harold Palmer andLife-Writing Pedagogy (Seikatsu Tsuzurikata)

17:00- Shravasti Chakravarty
17:30 Using self-regulation strategies in group
discussions: An exploratory study

18:30-20:30

Tomoko Yabukoshi
A self-regulated learning approach toout-of-class listening practiceLunch (5F: KITCHEN Fujioken)
Carmen Amerstorfer, Anna
Mystkowska-Wiertelak, & Jakub Bielak
The multi-level situatedness of complex,
flexible, and dynamic LLS

15:50-16:20
16:20-17:50

Nataly Karikian
Syrian EFL teachers’ beliefs about
listening strategy assistance

Rintaro Sato
Can gestures be a strategy to facilitate
and improve L2 speaking? Effects ofgestures on complexity, accuracy, andfluency in L2
Hideki Abe
The effect of self-regulated learning on
second language pronunciation: The
structural relationships

Maria Mitsiaki→Day 3

Sangmok Lee
Problems involved in the applicationof Artificial Intelligence in Foreign
Language Learning

Jingyuan Wang & Atsushi Mizumoto

Hiroyuki Obari
A Study on English Education Using
AI speaker and ICT

Exploring the influence of self-efficacy invocabulary use on lexical sophistication andstrategies for productive vocabulary use

Conference Dinner (Flowers Cafe & Diner at Nakanoshima Banks)
Free Wi-Fi (SSID: FREE-OICC, PASSWORD: grandcube)

Conference Schedule_Revised_Final 4 / 4

Day 3 (Tuesday, October 15th, 2019)
9:00-16:00
9:30-11:00

Conference Hall (12F)
Keynote Speech

Room 1202 (12F)

Registration (12F: Lobby)
Room 1203 (12F)
Room 1101 (11F)

Room 1102 (11F)

Room 802 (8F)

Luke Plonsky
Second-language strategy instruction:
Where do we go from here?
Moderator (Atsushi Mizumoto)

11:15-12:45

Invited Symposium
Yolanda Ruiz de Zarobe, Osamu
Takeuchi, Simone Smala, & Frank,
Yang Gong
Learning strategies across languages
and cultures

12:45-14:00
14:00-15:30

15:45-17:15

Invited Symposium

Mirosław Pawlak, Mariusz Kruk,
Magdalena Szyszka, & Joanna
Zawodniak
Exploring strategies used for learningand using target language skills andsubsystems: A micro-perspective

Grzegorz Drożdż
Grammatical exercises and the strategy
of practicing naturalistically

11:5512:25

Mayu Janssens-Shintani
Enhancing L2 Learners' Grammar
Acquisition with the Combination of
Image-schema Based Grammar Method
and Online Immediate Corrective
Feedback

14:0014:30

Hisako Yamashita
Peer Coregulation and the Developmentof Learning Strategies: A case of twolearners

Natsumi Wakamoto & Heath Rose
Revisiting language learner strategies
and developing a listening
comprehension strategies (LCS)
questionnaire for learning English as a
global lingua franca (EGLF)

14:4015:10

Akiko Fukuda
Learner perceptions of English self-study
within a framework of self-regulated
learning: An analysis of Q-methodology

Yuka Yamauchi
Spoken Word Recognition by Two
EFL Learners: From a View ofListening Strategies

15:2015:50

Teresa Hernandez Gonzalez,
Pamela Gunning, & Joanna White
Success for all: Gamifying
strategy-based instruction inlanguage learning

Honggang Liu
Motivational Regulation
Strategies in English Learning:
Evidence from Young Learners
in the Chinese Context

16:0016:30

Richard LaBontee
Vocabulary Learning Strategy Use
in the Swedish Second Language
Learning Context

Chiraz Ouerfelli

Moderator (Maiko Ikeda)

Yuyang Cai
Modeling the dynamic relationshipbetween metacognitive strategies andEnglish performance: An Associative
Latent Transition Analysis
Hui-chia Judy Shih & Sheng-hui,
Cindy Huang
The Development of EFL Learners'
Metacognitive awareness andstrategies in a Flipped Classroom

Akiko Nagao
What is ‘the teaching and learning
cycle (TLC)’?

Yukio Ikari
New Findings on the Relation
between Noticing andConsciousness in L2 Learning

Hiromi Tsuda→Canceled

Jonathan Moxon
The role played of executivefunctions in the development of
accuracy and fluency of oral
production and listening
comprehension of L2 English past
counterfactual conditionals during
interaction activities

Maria Mitsiaki
Reflections on the strategy-based
perspective of the listening
teaching material in Modern
Greek as a Second Language

Rui Zhang
From Co-regulation to
Self-regulation: Maintaining
Intersubjectivity for Learningin an L2 Chinese Classroom
Pamela Gunning & Joanna
White
Experienced teacher practices
vs researcher expectations inclassroom-based strategy
instruction

Lunch (5F: KITCHEN Fujioken)

Keynote Speech
Heath Rose
Evolving directions in language
learning strategies: The interplay
between self-regulation and learnerstrategies in teaching and research

17:20-17:40

11:1511:45

Jack Pun
Exploring the language challenges
and coping strategies of science
students in English-medium
instruction: A case study of teachersand students in Hong Kong secondaryclassrooms
Satoshi Kurokawa
To what extent do students Returningfrom English-Speaking Countries
have better English Abilities thanNon-study-abroad Students?

Shinobu Nakamura
Language learning strategy
instruction to raise EAP freshman
students’ awareness of being an
independent learner

Douglas Bell
Discovering Life Beyond
Powerpoint: Strategies to Enhance
Teaching & Learning in Higher
Education

Zoe Gavriilidou & Stefania
Giannoglou
Profiling strategy use ofdyslectic children learning
English as a foreign language

Vasiliki Antoniou→CanceledFrank, Yang Gong
Learning strategy use oflearners of Chinese as aforeign language in an
exchange programme
Zoe Gavriilidou & Lydia
MititsLanguage learning strategy
promotion by teachers indual-immersion schools in
GreeceZhipeng Zhang & Ting Liu
Chinese EFL Learners’
Emotional regulation intechnology-enhanced
collaborative learning
Dorota Matsumoto“I faced it all and I stood tall anddid it my way”– a case study ofthree third-age language learners
and their learning strategies

Exploring reading and writing strategy
use development: A qualitative study
in the Tunisian EFL context

Closing Ceremony
Announcement of the next SSU venue(Carmen Amerstorfer & Peter Yongqi Gu)
Moderator (Atsushi Mizumoto)Free Wi-Fi (SSID: FREE-OICC, PASSWORD: grandcube)

Keynote Speeches

Day 1 (Sunday, October 13th) / 9:45-11:15 / Conference Hall (12F)
Keynote Speech
Evolving directions in language learning strategies:
The interplay between self-regulation and learnerstrategies in teaching and research
Heath Rose
University of Oxford, United Kingdom
This talk explores current and future directions in strategy research in order to establish
a research agenda that is compatible with instructed language learning settings.
Language learning strategy research has been subjected to two substantial waves ofcriticisms in the past—the last of which culminated in calls for the field to be replacedwith the construct of self-regulation. Rather than retreating from the research arena in
the wake of such criticisms, learning strategy researchers have rallied in recent years,
and the field is experiencing a renewed research resurgence. This talk focuses on theissues surrounding strategy and self-regulatory theorizations, and it uses this as aplatform to evaluate how the field has responded to critiques in innovative ways. The
presentation explores trends evident in a number of recent studies that are part of thisresurgence, in order to inform future avenues for strategy research. The talk also
explores the interplay of self-regulation, other-regulation and strategy use (e.g. Thomas& Rose, 2018), questioning whether strategies need to be self-regulated to be effective.
Such perspectives might be seen to minimize the role of the teacher as a key agent ofchange in influencing the strategic behaviour of their students, despite sustained
evidence that strategy instruction can (and does) work.
Biography
Heath Rose is an Associate Professor of Applied Linguistics in the Department of
Education at the University of Oxford. Before moving into academia, Heath worked asa language teacher in Australia and Japan for 15 years. His research interests are in
Global Englishes, learning strategies, and TESOL. He is author of numerous books
including Introducing Global Englishes (Routledge, 2015) and Global Englishes for
Language Teaching (Cambridge University Press, 2019).

14

Keynote Speeches

Day 1 (Sunday, October 13th) / 16:20-17:50 / Conference Hall (12F)
Keynote SpeechSelf-regulation in language learning strategy research
Xuesong (Andy) Gao
University of New South Wales, Australia

In the last decade, researchers who explore language learners' strategic engagement
have found it difficult not to refer to the notion of self-regulation when publishing theirworks. In fact, many language learning researchers have used the theorization ofself-regulation to frame language learning strategy research in recent publications. In
this talk, I review the relevant studies on self-regulated language learning since theconcept of self-regulatory learning capacity was promoted to replace language learning
strategy as an individual difference factor. I not only document what has been achievedin the studies on self-regulated language learning but I also contend that theadvancement of self-regulation in language learning research has not solved the
problems that it was supposed to solve with regard to language learning strategy
research. For this reason, I present a study that uses sociocultural perspectives on
language learning to explore English language learners’ self-regulated strategic learningof language and subject content in Hong Kong. I argue that more research on
self-regulated strategic learning needs to be informed by a variety of theoreticalperspectives so that they will help us understand both how and why language learners
strategically regulate and control their language learning process.
Biography
Xuesong (Andy) Gao is associate professor in TESOL at the School of Education,
University of New South Wales. He has published extensively on topics including
language learning strategy, language teacher education and language education policy.
He co-edits System: An International Journal of Educational Technology and Applied
Linguistics for Elsevier.

15

Keynote Speeches

Day 2 (Monday, October 14th) / 9:30-11:00 / Conference Hall (12F)
Keynote SpeechSecond-language strategy instruction:
Where do we go from here?
Luke Plonsky
Northern Arizona University, United States of America

A vast body of research has been concerned with second/foreign (L2) language strategy
instruction (SI). To my knowledge, in fact, this topic has been the subject of over 400
studies, reviews, book chapters, monographs, and dissertations/theses. Such great
attention to this domain is not without good reason. There are a number of theoreticaland practical rationales supporting empirical efforts in this area. Building on the last
four decades of research, this paper seeks to accomplish three main goals that I hope
will both elucidate our understanding of SI as well as inform future research andpractice. The first goal is to provide a birds’-eye view on the effects of SI. Toward thisend, I will examine the results of several recent meta-analyses (e.g., Ardasheva et al.,2018; Plonsky, in press). The second goal is concerned not with what we know but,rather, with what questions remain. In particular, I will identify fruitful questions for
future research (see Plonsky & Sudina, in press). Finally, whereas the first and second
goals are substantive in nature, the third is methodological. Beginning with theassumption that high quality research is a pre-requisite for theoretical and empiricalprogress (see Plonsky, 2013, in press), this phase of the discussion will address anumber of research and reporting practices in SI. More specifically, following recent
reviews within the strategies literature (e.g., Rose et al., 2018, in System) and elsewherein applied linguistics (e.g., Marsden et al., 2018, in Applied Psycholinguistics), I will
identify a number of issues related to design, measurement, and quantitative data
analysis where improvements are needed in SI research.
Biography
Luke Plonsky is Associate Professor of Applied Linguistics at Northern Arizona
University, where he teaches courses in SLA and research methods. His work in theseareas has resulted in over 60 articles, book chapters, and books. Luke is Associate
Editor of SSLA, Managing Editor of Foreign Language Annals, Co-Editor of de Gruyter
Mouton’s Series on Language Acquisition, and Co-Director of the IRIS Database(iris-database.org). In addition to prior appointments at Georgetown and University
College London, Luke has taught in Japan, The Netherlands, Spain, and Puerto Rico.
16

Keynote Speeches

Day 3 (Tuesday, October 15th) / 9:30-11:00 / Conference Hall (12F)
Keynote Speech
Dynamic assessment, strategy instruction and learnerempowerment
Peter Yongqi Gu
Victoria University of Wellington, New Zealand

Strategy instruction puts our research claims to the test. It must also be encouraged if
language learning strategy research is to fulfil our claim for practical usefulness. This
presentation focuses on strategy assessment for strategy instruction. In particular, I will
examine how dynamic assessment of strategies can benefit strategy instruction andeventually empower the learners.
Strategy assessment has normally been associated with strategy instruction
research in order to capture the effectiveness of the instruction programme. Typically,
this effectiveness has been reported in two ways, improvement in task learning, andimprovement in strategy use. Very often improvement is indicated by the gain scores
between pre- and post-tests. Additionally, diagnosing strategy use among a group of
students is also a crucially important procedure before instruction takes place. This
helps make sure that the strategy intervention programme is targeted and that the
instruction is differentiated.
In this presentation, I will show that strategy assessment in strategy instruction
research has almost exclusively focused on the assessment of strategic learning and notassessment for strategic learning. Specifically, I will illustrate how dynamic assessmentof strategic language learning, especially that in the interactionist tradition(assessment-mediation-assessment), can lead to the growth of strategic learning ability.
BiographyPeter Yongqi Gu is Associate Professor of applied linguistics at the School of
Linguistics and Applied Language Studies, Victoria University of Wellington, New
Zealand. He has also taught in mainland China, Hong Kong, and Singapore. He has
published extensively on vocabulary learning and teaching, language testing andassessment, and language learning strategies.

17

Invited Symposiums

Day 2 (Monday, October 14th) / 16:20-17:50 / Conference Hall (12F)
Invited Symposium
Dynamic emotions underlying L2 Willingness to Communicate: Enjoyment,
engagement, and anxiety
Organizers:
Tomoko Yashima
Kansai University, Japan

Peter D. MacIntyre
Cape Breton University, Canada

Presenters:Peter D. MacIntyre
Cape Breton University, Canada

Scott Aubrey
The Chinese University of Hong Kong, China

Junko Toyoda
Kansai Gaidai University, Japan

Tomoko Yashima
Kansai University, Japan

This symposium will focus on research on emotions underlying L2 Willingness to
Communicate (WTC) and communication in language classrooms. Each presentation will
include details about innovative data collection methods designed to capture emotional
dynamics. Anxiety—and its influence on L2 communication—has been examined frequently.
Building upon that foundation, a recent surge of interest in positive psychology has encouraged
researchers to focus on positive emotions as well, including enjoyment and feelings associatedwith engagement. Facilitating new insights into emotions and WTC is the diversification ofresearch methods to capture the dynamics of emotion on different time scales. This symposium
will discuss the following topics: 1) Two research methods will be demonstrated from acomplex, dynamic systems perspective (idiodynamics, and experience sampling) with reference
to specific studies of anxiety and WTC; 2) Effects of task-based teaching intervention in a juniorhigh schools will be presented focusing on learners’ enjoyment, engagement, self-confidence,and WTC; 3) A semester-long intervention in a university EFL classroom designed to encouragelearners’ participation in discussions of various topics will capture the dynamic nature oflearners’ emotions, including anxiety, interest, and satisfaction, while the amount of learner talkfluctuated; and 4) Finally a report on a study that examined the change in ‘flow’ states ofJapanese EFL learners over five tasks. Participants reported on their task experiences for eachtask performance via questionnaires and learner diaries. Methodologically, the presentations
will discuss the merits and challenges involved in using dynamic methods, while from apedagogical perspective, interventional studies will offer insights into how instruction can create
contexts in which positive emotions are heightened and negative emotions reduced, leading togreater L2 WTC.

18

Invited Symposiums

Day 3 (Tuesday, October 15th) / 11:15-12:45 / Conference Hall (12F)
Invited Symposium
Learning strategies across languages and cultures
Organizers:
Yolanda Ruiz De Zarobe
University of the Basque Country,
UPV/EHU Spain

Osamu Takeuchi
Kansai University, Japan

Presenters:
Osamu Takeuchi
Kansai University, Japan

Simone Smala
University of Queensland, AustraliaFrank, Yang Gong
University of Macau, China

Yolanda Ruiz De Zarobe
University of the Basque Country, UPV/EHU Spain

The concept of ‘language learning strategies’ (LLS), related to the learner’s consciously chosen
tools for language learning improvement (Oxford, 2011; Griffiths 2013) has attracted, andcontinues to attract, a great deal of interest to teachers, learners and researchers. If we follow thepremise that learning strategies can make language learning more effective, efficient, andenjoyable (Oxford et al. 2014), we can understand why its interest is not dwindling today. The
aim of this symposium is to discuss the inseparable relation between language and culture witha focus on learning strategies in second language acquisition. Notably, we will analyse how,when, and what type of learning strategies can be used to help students become successful intheir target language learning. In order to do so, we will bring together studies from four
different countries: Japan, China, Australia and Spain that investigate how LLS can be
employed in the learning of foreign languages in a diversity of contexts, from formal instruction
to exchange programmes, from English as a foreign language (EFL) contexts, to content-based
instruction. By tracing the experience of students and teachers across contexts and countries, wehope to expand our knowledge and understanding of the LLS field.

19

Invited Symposiums

Day 3 (Tuesday, October 15th) / 14:00-15:30 / Conference Hall (12F)
Invited Symposium
Exploring strategies used for learning and using target language skills andsubsystems: A micro-perspective
Organizer:
Mirosław Pawlak
Adam Mickiewicz University, Kalisz, Poland / State University of Applied Sciences,
Konin, Poland
Presenters:
Mirosław Pawlak
Adam Mickiewicz University, Kalisz, Poland /State University of Applied Sciences,
Konin, Poland
Magdalena Szyszka
Opole University, Poland

Mariusz Kruk
University of Zielona Góra, Poland

Joanna Zawodniak
University of Zielona Góra, Poland

Research into language learning strategies (LLS) has successfully withstood the many criticismsthat have been leveled over the last few decades (e.g., Dörnyei, 2005; Dörnyei & Ryan, 2015)
and new lines of inquiry have been opened up, as evident in the attempts to account for strategy
use in terms of the tenets of complex dynamic systems (e.g., Oxford, 2017). Still, despite therecent efforts to change the situation (e.g., Cohen & Wang, 2018), there are few studies thathave adopted a micro-perspective on LLS by investigating their use in the performance ofspecific activities and tasks. The symposium aims to make a contribution to this important areaby bringing together original studies that investigate the LLS employed for the purpose oflearning and using target language skills and subsystems in a situated manner. It will open up
with a state-of-the-art overview of existing research targeting strategy use in different learning
tasks. This will be followed by four papers targeting LLS employed for: (1) practicing
pronunciation, (2) completing a focused communication task which requires the use of apreselected grammatical feature (Ellis, 2003), (3) engaging in online communication in a virtualworld, and (4) composing a piece of writing and then conducting its revision. In each case,various factors impacting LLS use will be taken into account. The symposium will close with asynthesis of the findings of the four studies, which will serve as a basis for a consideration of
future research directions as well as the methodological issues involved.

20

Invited Workshops

Day 1 (Sunday, October 13th) / 11:30-12:30 / Conference Hall (12F)
Invited Workshop

Teaching strategies for L2 learning:
Written corrective feedback
Natsuko Shintani
Kansai University, Japan

Written corrective feedback (WCF) is the information provided to L2 learners about theill-formedness of their written production (Loewen, 2012). It is considered to be an
essential part of writing instruction by helping to improve students’ language knowledge.
Various strategies for providing WCF have been identified by researchers in terms of
the explicitness of feedback (direct, indirect, and metalinguistic CF), the focus of the
feedback (focused and unfocused CF), the medium of feedback (computer-mediatedCF), and the timing of feedback (immediate and delayed CF). The effectiveness of thesedifferent types of feedback has been much of interest for researchers and teachers.
This workshop focuses on the effectiveness of WCF. It first overviews theoreticalunderpinnings of WCF for language learning. Drawing on the cognitive-interactionist
viewpoint, I will examine what cognitive processes are involved when learners write
and revise the text based on feedback. I will then introduce the various feedback
strategies and examine their effectiveness by considering the five questions raised by
Hendrickson (1977): Should learner errors be corrected?; Which learner errors should
be corrected?; When should learner errors be corrected?; How should learner errors becorrected?; Who should correct learner errors? I will conclude the workshop withsuggestions for future written CF research.
Biography
Natsuko Shintani is a Professor in the Faculty of Foreign Language Studies, Kansai
University. She has taught applied linguistics courses at the postgraduate level at
Nanyang Technological University in Singapore and the University of Auckland in New
Zealand. Her research interests encompass the roles of interaction in second language
acquisition, second language writing, and task-based language teaching.

21

Invited Workshops

Day 2 (Monday, October 14th) / 11:15-12:15 / Conference Hall (12F)
Invited Workshop

Communication strategies for public speaking:
How business leaders in TED attract and guidetheir audience effectively
Yasuo Nakatani
Hosei University, Japan

This workshop shares practical approaches regarding how to plan and develop an
effective speech by using relevant communication strategies. The importance of specifictraining for oral presentation has been argued in the field of business communication. In
order to persuade potential stakeholders, a speaker should help listeners identify the
purpose of speech at the very beginning. Then the speaker needs to deliver clear andconvincing messages to let them follow his perspective easily. To achieve these goals,presentations should be effectively organized to guide and direct audience to understandthe contents of speeches. These principles could apply in higher education contexts fororal presentation training. However, to date, there is little research which examines theactual discourse of oral presentations by reliable scientific methods, such as corpus data
analysis.
The author has used corpus data analysis on the transcripts of 100 TED speakers
in business. The results indicate that there are persuasive terms and collocations for theirpresentations. It can be said that these are effective communication strategies for public
speaking. Moreover, the frequent use of such strategies are significantly different fromthose of Japanese CEO’s.
In this work shop, we start from reviewing previous public speaking theories andtheir practice. Then, we share the implications from the current TED corpus analysis
regarding effective strategy use. The participants have an opportunity to develop theirspeech draft and share their ideas with others.
Biography
Yasuo Nakatani is a professor of Applied Linguistics at Hosei University. He received
his PhD from University of Birmingham and is a visiting scholar at University of
Oxford. He has published many papers in competitive journals, such as Modern
language Journal. He is a reviewer of Modern Language Journal, TESOL Quarterly,
SSLA, Language Learning, System, and Journal of Pragmatics.
22Symposiums

Day 1 (Sunday, October 13th) / 14:00-15:30 / Conference Hall (12F)
Symposium
Multifaceted dimensions of regulated learning in language classroom context:
Self-regulation, strategy use and socially-shared regulation
Yoshiyuki Nakata
Doshisha University, Japan

Heath Rose
University of Oxford, United Kingdom

Quint Oga-Baldwin
Waseda University, Japan

Ryo Nitta
Nagoya Gakuin University, Japan

Atsuko Tsuda
Hyogo Prefectural Kawanishi-Midoridai
High School, Japan
The proposed colloquium is concerned with the multifaceted dimensions of regulated
learning, that has attracted little attention of SLA scholars. More specifically, in order togain a fuller understanding of multifaceted nature of regulated learning which includes
cognitive as well as social aspects, we investigate not only self-regulated strategy use
among individual learners (Oxford, 2017; Zimmerman, 1998), but also the role of social
facets of self-regulation (Hadwin, Järvelä & Miller, 2011) in various classroom contexts,
both quantitatively and qualitatively.
To explore both dimensions, this colloquium will investigate the impact ofself-regulation on the processes of how individual learners come to self-regulate, andunder what kind of social climate they do so. The first presenter, through a recent
systematic review of self-regulated learning (SRL) and language learner strategies(LLS), will explore how language learning research has responded to calls for SRL toreplace LLS, to evaluate the impact of individual self-regulation within research inrecent years. Following this, the second presenter will report the results of an empirical
study of engagement and disengagement in the primary school EFL context, discussing
the relationship between strategy use and foreign language engagement. Finally, thethird presenters will highlight the social aspect of regulation, by discussing the results ofa qualitative enquiry which describes the complex relationship between student
motivation, strategy use, socially-shared regulation and classroom climate in thesecondary school EFL context.
This colloquium will encourage the audience to reflect on individual as well associal aspect of self-regulation in their own contexts.

23Symposiums

Day 2 (Monday, October 14th) / 14:00-15:30 / Conference Hall (12F)
Symposium
The multi-level situatedness of complex, flexible, and dynamic LLS
Carmen Amerstorfer
Alpen-Adria-Universität Klagenfurt, Austria
Anna Mystkowska-Wiertelak
Adam Mickiewicz University, Poznań/Kalisz, Poland
Jakub Bielak
Adam Mickiewicz University, Poznań/Kalisz, Poland
The application of language learning strategies (LLS) is influenced by a multitude offactors, which relate to the language learner (e.g., individual learner differences; IDs),
the immediate learning situation (e.g., a specific learning task), the learning
environment (e.g., technology in the classroom), and the general learning context (e.g.,
educational policies). The interplay between those factors is flexible and dynamic,
which will be the core theme of this symposium.
Drawing on data from a mixed-methods study, the opening presentation by
Carmen M. Amerstorfer will provide examples of strategic L2 learning situations
emphasising the flexibility of LLS due to IDs and other criteria exerting an effect onlearners. Focusing on contextual influences, Jakub Bielak will present a retrospective
study that investigated the transition of high school learners to English majors atuniversity. The transition was in many cases accompanied by significant shifts in IDs
such as motivation, which in turn gave rise to different patterns of LLS use. The thirdpresentation by Anna Mystkowska-Wiertelak will focus on IDs and analyse theconnection between L2 learners’ engagement and their LLS use. The results of the study
suggest that learner engagement is related in a positive way to self-regulation both on
the behavioural and cognitive plane. The link between disengagement and LLS appears
to be more complex and largely related to an inconsistent use of LLS and theparticipants’ inability to formulate short- and long-term goals. Finally, the audience will
be invited to discuss the complexity, flexibility, and dynamicity of strategic language
learning.

24

Papers
Day 1 (Sunday, October 13th)

PapersDay 1 (Sunday, October 13th)
11:30-12:00
Room 1202 (12F)
Authenticity and Teacher-student motivational synergy
Richard Pinner (Sophia University, Japan)
Studies repeatedly show one of the most crucial factors affecting student motivation is theteacher (Dörnyei & Kubanyiova, 2014). Focusing on the link between teacher and students’motivation, this paper provides a practitioner’s account to examine the social dynamics of thelanguage classroom. Core beliefs were found to be crucial in maintaining a positive
motivational relationship. Motivation will be approached from an ecological perspective; that islooking at the connections between people and their environment, incorporating the natural
peaks and troughs of the emotional landscape of the classroom and situating that within widersocial context. Particular emphasis is placed on the concept of authenticity as the sense ofcongruence between action and belief, and the way that teachers construct their approachaccording to a philosophy of practice (Pinner, 2016). I posit that authenticity can either work as
a gap or a bridge between positive student-teacher motivation. In other words, when students
and teachers both share an appreciation of the value of classroom activity, the learning isauthentic. This presentation reflects on these complex issues and begins exploring them incontext. This paper attempts to be as practical as possible by sharing lived professional
experiences from the classroom. Samples of students’ work will be shown that indicate theirlevel of engagement in class, with a discussion of strategies employed to help them maintainmotivation, such as reflection and tasks involving metacognitive strategies.

Room 1203 (12F)
How Goal Setting and Feedback are Effective for Adult Language Learners?
Toshiko Shibui (Seigakuin University, Japan)
Some of my students just attend classes without paying attention to the class goals or their own
learning aims, and are not sometimes motivated enough. They also cannot get efficient grade
and they are not autonomous learners, however the previous studies (Sato et al., 2013;
Shibui,2015; Sugitani, 2012) of meta-cognitive strategies increased their awareness of willing tostudy. Therefore, this research pay attention to students' meta-cognition and use meta-cognitive
strategies such as students' goal setting and feedback about each class every time by recording
on the learning sheets. Furthermore, students will increase their confidence by experiencing andnoticing small success during the class because successful experience can stimulate theirawareness even though small success. This research is conducted for 77 university students byquestionnaire, monitoring, and scaffolding students. Research question is "Does lesson goal
setting at the beginning of each lesson combined with feedback at lesson's end contribute tomore autonomous learners?" At the end of the semester, every students would compare their
willingness to study with previous ones with the sheets, and these results would proof how goal
setting and feedback are useful for students' consciousness.

25

Papers
Day 1 (Sunday, October 13th)

11:30-12:00
Room 1101 (11F)Naturally occurring language learning strategy instruction
in an advanced EFL classroom
Agnieszka Kaldonek-Crnjakovic (Institute of English Studies, University of Warsaw, Poland)This study examined naturally occurring language learning strategy instruction in an advanced adultclassroom of English as a foreign language (EFL) in Poland. This study is novel in the field of
language learning strategies as it considered the teacher’s context and focused on real-worldclassroom instruction.
30 consecutive lessons of 60 minutes, which constituted the entire pre-preparatory course for
an internationally recognised EFL exam at the advanced level, were recorded, transcribed, andanalysed for the teacher’s utterances and dialogues between the teacher and students with the aim to
identify language learning strategy instruction. The study sought an answer to the following
questions: What forms does the instruction take?, How frequent is it?, How explicit is it?, Does it
represent any model of strategy instruction?, What language skills does it concern?
The findings suggest that language learning strategy instruction in this advanced adult EFL
classroom occurred across different language skills and took different forms, which depended on,among others, the task and the phase of the course. For example, it was found that strategy
instruction was more frequent and explicit at the beginning of the course. The strategy instruction
also aimed at regulating different aspects of language learning strategies, yet, predominately
cognitive ones. However, no unified model of the instruction was used, which suggests that strategy
instruction in an advanced EFL classroom is a complex and dynamic process.

Room 1102 (11F)
Experienced teacher practices vs researcher expectationsin classroom-based strategy instruction
Pamela Gunning (Concordia University, Canada)
Joanna White (Concordia University, Canada)
Strategy-based instruction (SBI) is growing in importance (Gu, 2018) but SBI with young language
learners is under researched (Ruiz de Zarobe & Zenotz, 2017). Existing methods advocate reflective
feedback as crucial for deepening student understanding of strategy use and self-regulation (Gunning& Turner, 2018; Purpura, 2013). Nevertheless, few studies have focused on debriefing, a vital stepthat is under-planned by teachers (Scrivener, 2011). To our knowledge, no research has examined
the influence of experienced primary school ESL teacher practices on SBI.
We report two classroom-based strategy interventions involving three experienced teachers,
who practised a direct teaching approach. They attended one hour of pre-intervention SBI training
and viewing videos of teachers conducting SBI. We gave them SBI tools, a planning structure, aPowerPoint presentation, and a planning template. We observed their teaching once per month forseven months and filmed them. Because they were experienced, and had prior SBI training, we did
not mentor them. However, during our visits, we insisted on the value of post-task reflection,
feedback, and strategy sharing. They acknowledged the importance of this step and promised to
implement it, but still they implemented, almost exclusively, the teacher-directed SBI steps:
awareness-raising, modelling, and guided practice. They acknowledged our expectations regarding
reflective feedback but did not appropriate these expectations.
Future SBI research needs to devise ways of encouraging teachers to modify engrainedteaching approaches and make reflective feedback and strategy sharing integral to their planning.
This investigation has implications for classroom-based research, in-service, and pre-service
SBI training.

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Papers
Day 1 (Sunday, October 13th)

12:10-12:40
Room 1202 (12F)
Chinese EFL Learners’ Emotional regulation in technology-enhanced
collaborative learning
Zhipeng Zhang (Western Sydney University, Australia)
Ting Liu (The University of New South Wales, Australia)
In this presentation, we report on how a group of Chinese university EFL learners regulate theiremotional responses in technology-enhanced collaborative language learning. Informed byrecent research on the roles of positive emotions in second language acquisition, this study
focuses on how Chinese EFL learners regulate their emotional fluctuations to achieve positive
emotions for language learning in a technology-enhanced learning environment. The study
involved 9 participants in 3 different groups, who are engaged in out of class group activities
enhanced by WeChat, one of the most popular social media apps in China. Multiple data werecollected on the participants’ participation and emotional regulation through video recording of
non-linguistic behaviors and online chat data in the social media. The participants were also
surveyed to document their emotional responses by providing emotional logs, filling emotionaltemperature questionnaire and semi-structured interviews. The qualitative data were thenanalysed through coding, constant questioning and comparison before the results of different
data analysis were triangulated. The analysis revealed that the participants used a variety ofcognitive, behavioral, emotional and discursive strategies to regulate their emotional responses
to the challenges in learning English together in the technology-enhanced setting. They also
used these strategies to self-regulate, co-regulate and collectively regulate their emotions toachieve and maintain positive emotions in enhancing their learning. The results suggest that weshould pay more attention to the roles of positive emotions as an antecedent and consequence ofemotion regulation in group learning process.

Room 1203 (12F)“I faced it all and I stood tall and did it my way” – a case study ofthree third-age language learners and their learning strategies
Dorota Matsumoto (Waseda University, Japan)
More focused research of learning a foreign language in later stages of life has emerged
relatively recently and it is still in its infancy, so to speak. However, we live in an era of ageing
populations and dramatic demographic changes, hence it has become crucially important toattend to this population of learners. The reasons and motivations relating to why some peopleof the third age, a life stage of personal achievement and fulfillment after retirement, continue oreven start to learn a foreign language are the focus of my research. In this paper, I shallintroduce a qualitative case study of three third-age foreign language learners living in Japan,
who shared their ways of learning a foreign language in semi-structured interviews. Aftersorting their learning strategies into repetitive routine tasks which they tackle on a fairly regularbasis, and the ways they seek novelty and interest, I ponder whether passion and perseverance,
the two components of grit, along with resilience intertwined with savouring are character traits
or important (conscious or unconscious) learning strategies for these life-long foreign language
learners.

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Papers
Day 1 (Sunday, October 13th)

12:10-12:40
Room 1101 (11F)
Language learning strategy instruction to raise EAP freshman students’ awarenessof being an independent learner
Shinobu Nakamura (Musashi University, Japan)
In a globalized world, ability to use English as a lingua franca is becoming an urgent agenda forJapanese university students. However, the knowledge and skills of English teachers can passon to students through classroom instruction is limited. Beyond the level of learning English as
knowledge, teachers need to instruct students how to acquire the language using different
resources such as their classmates and materials. In this research, ten language learning
strategies (LLS) were naturally implemented in an EAP (English for Academic Purposes)
course which met four times a week for two months. LLS the researcher incorporated into thecourse involved LLSs students can conduct by themselves and with their classmates to develop
four skills of English; reading, writing, speaking and listening. After a quarter semester,
students were asked to fill out a survey on how effective those LLSs were, whether they would
like to continue using them to develop their own English skills, and the reason for continuationand discontinuation of LLS use. Students’ answers of each LLS effectiveness and willingness tocontinue were tallied up and the reasons for continuation and discontinuation were analyzed. As
a result, since some of the LLSs were introduced and conducted only once or twice during thequarter semester, students couldn’t judge if the LLS was effective or whether they would like tocontinue. On the other hand, a couple of LLSs were positively evaluated. The researcher willcompare the result of this study and literature to discuss reasons behind students’ reactions.

Room 1102 (11F)
Language learning strategy promotion by teachers in dual-immersion schools
in Greece
Zoe Gavriilidou (Democritus University of Thrace, Greece)
Lydia Mitits (Democritus University of Thrace, Greece)
The present paper reports on the results of a mixed-methods study of language learning
strategies (LLSs) promoted by Greek L2 and Turkish L1 teachers in dual-immersion primaryschools in Thrace, Greece. Those schools provide education for the Muslim minority children
whose L1 is mainly Turkish, but there are also Pomak and a small number of Roma L1 speakers.
The curriculum is divided into subjects taught in L1 Turkish and L2 Greek. Overall, language
proficiency level and academic achievement in those schools are low. The study was conducted
as a part of first/second language in-service teacher training program for the education ofminority children and was designed and implemented to provide teachers of Greek L2 andTurkish L1 with additional teaching methodology. It focuses on 102 teachers’ self-evaluation
and reflection of the LLSs they promote in the classroom. The teacher self-evaluation wasmeasured with an instrument based on Oxford’ (1990) SILL developed as part of the Thales
project in Greece for profiling EFL teachers’ LLS promotion in class (Psaltou-Joycey, Penteri &Gavriilidou 2016). It was followed by 12 teacher interviews and class observations. Ourfindings show that teachers report high frequency of strategy promotion. There is a significant
effect of gender, experience in teaching in the particular schools, and education level on social,affective, and compensation strategies respectively. Statistically significant differences arefound between L1 Turkish and L2 Greek teachers on individual strategy promotion items.

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Papers
Day 1 (Sunday, October 13th)

14:00-14:30
Room 1202 (12F)
Motivational Regulation Strategies in English Learning:
Evidence from Young Learners in the Chinese Context
Honggang Liu (School of Foreign Languages, Northeast Normal University, China)
Motivational regulation strategy (MRS), a classic topic in the field of education, began to attract
researchers’ attention in second language acquisition last century. Types of MRS classified byWolters (1998) have been applied and replicated in the research of L2 learners’ use MRS in
their language learning. Extant findings have verified Wolters’ classifications in 1998 but lessattention has been given to the features of MRS in L2 learning. The same gap also exists in the
research conducted by Chinese scholars.
To address the above gap, this study targeted junior high school students (aged 13 to 16)
and explored what types of MRS the students used in their English learning and whether there
was a featured MRS in their English learning. The current study collected data through aquestionnaire developed based on Wolters (1998) and a pilot interview. A total of 765 students
from three schools were involved in this study and 734 valid questionnaires were put into dataprocessing.
Based on the findings and previous literature, several conclusions were drawn from thisstudy: (1) seven types of MRS were used in young English learners in China; (2) the
performance self-talk in Wolters (1998) was contextualized as the intermediate achievement
self-talk for the high value of getting marks in various examinations; (3) the cross-culturalcommunication strategy was a newly proposed self-regulated strategy; and (4) the attribution
was newly found to be a strategy to regulate students’ English learning.

Room 1203 (12F)
Learning strategy use of learners of Chinese as a foreign language
in an exchange programme
Frank, Yang Gong (University of Macau, China)
In the last decade, Chinese has emerged as an increasingly important language taught andlearned as a foreign or second language within and outside China. However, relatively little
attention has been paid to the language learning strategies used by learners of Chinese as aforeign or second language. The present study investigated the use of Chinese language learning
strategies among six English-speaking college students enrolled in an exchange programme in
Beijing, China. The data for this study were collected through individual interviews, groupinterviews and reflection journals. It was found that these students used a variety of learning
strategies and strategy categories were used in the order of metacognitive, social, cognitive,compensation and, memory. Results are discussed in terms of implications for teaching andlearning Chinese as a foreign or second language in an exchange context and future research.

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Papers
Day 1 (Sunday, October 13th)

14:00-14:30
Room 1101 (11F)
Vocabulary Learning Strategy Use in the Swedish Second Language Learning Context

Richard LaBontee (The University of Gothenburg, Sweden)
This study seeks to explore the vocabulary learning strategies (VLS) that adult, beginner Swedish L2
learners report using and connect their use to demographic groups to investigate possible patterns of
VLS use that may exist throughout. The study aggregates these findings in order to propose
preliminary learner profiles with regards to VLS use in the Swedish L2 vocabulary learning context.
To collect relevant data, The Swedish Vocabulary Learning Strategy Survey (SVLSS 2.0) is
distributed to 401 learners enrolled at institutes of higher learning across Sweden. The SVLSS 2.0 is
structured using a VLS taxonomy consisting of four major categories including; strategies for
improving vocabulary knowledge, strategies for establishing new vocabulary knowledge, productive
activation strategies, and self-regulative strategies. A preliminary evaluation of the SVLSS 2.0
performed in this study suggests good reliability for VLS category representation, but is inconclusive
regarding the validity of its underlying construct structure.
Findings indicate that older adult learners with beginner Swedish proficiency report using
more productive activation strategies than younger learners with even lower proficiencies. Also,
younger learners with beginner proficiency use more strategies for establishing new vocabulary thando older learners at even lower proficiencies. Findings confirm and expand upon previous findings
from L2 VLS research that as proficiency in a L2 improves, VLS use is broadened across different
strategy types, and frequency of use increases. Findings also suggest that even across granular levelsof learners’ proficiency, age groups, and language contact, significant shifts in VLS use are found.

Room 1102 (11F)
Declarative and Procedural Memory Abilities and Grammar Rule Complexity
in Instructed SLA
Gervazio Tchesa (Auckland University, New Zealand, Malawi)
L2 acquisition is characterised by considerably high variability in the rate of learning and theultimate level of achievement, with grammar learning posing a particular difficulty for learners.
Lately, there have been calls to characterise L2 acquisition by examining the interplay between L2
learners’ individual differences (IDs), learning conditions and linguistic complexity (DeKeyser
2016; Housen & Simoens 2016. However, research has largely ignored this three-way interaction of
the acquisition constraints. Adopting the ex post facto, this paper investigates the association
between IDs in declarative and procedural memory abilities and the knowledge of 14 simple andcomplex grammatical structures of instructed L2 English in 103 learners at three different
educational levels. The declarative memory ability was measured using the Continuous Visual
Memory Test, Llama-B, Differential Aptitudes Test and Three-Term Contingency Learning Task
while the procedural memory ability was measured using the Serial Reaction Times and Llama-D
tests. Using Timed Grammaticality Judgment Test, Elicited Imitation Test and Untimed
Grammaticality Judgment Test to assess learners’ grammar knowledge, and employing structural
equation modelling, the results indicate that declarative memory strongly predicts grammar
knowledge and the acquisition of both simple and complex grammatical structures in instructed L2
English. These results have significant implications for both L2 acquisition theory and pedagogicalpractices.
References
DeKeyser, R. (2016). Of Moving Targets and Chameleons: Why the Concept of Difficulty is so Hard to
Pin Down,
Housen, A., & Simoens, H. (2016). Introduction: cognitive perspectives on difficulty and complexity in l2
acquisition.

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Papers
Day 1 (Sunday, October 13th)

14:40-15:10
Room 1202 (12F)
Self-regulatory processes among Japanese EFL learners in CLIL course contexts
Maya Sugita McEown (Waseda University, Japan)
Kristopher McEown (Waseda University, Japan)
The proposed research investigated self-regulatory emotional processes among Japanese EFL
learners in CLIL course contexts. The research examined to what extent learners’ initial
goal-orientations for English and course content affected learners’ self-efficacy andself-evaluation throughout CLIL courses. More specifically, 1) which types of goal-orientations
for English and course content do learners initially endorse; and 2) to what extent learners’
goal-orientations affect changes in self-efficacy and self-evaluation for both English and thecourse content. Questionnaires were administered on three occasions. For the firstadministration, four types of goal-orientations, self-efficacy, and self-evaluation were evaluatedwith two intended aims namely, for learning English and for learning the course content. For thesecond and third questionnaire administrations, self-efficacy and self-evaluation for learning
English and course content were evaluated. Cluster Analysis showed that there were threecluster groups among the participants: a) learners who obtained high scores for all
goal-orientations, b) learners who had high scores in mastery avoidance goal for both learning
English and learning course content, and c) learners with high scores in mastery approach forboth learning English and learning course content. Based on these cluster groups, changes inself-efficacy and self-evaluation were observed. Descriptive statistics showed cluster group “c”
increased self-efficacy and self-evaluation for both learning English and course content,
whereas cluster “b” had reduced levels of self-efficacy and perceived self-evaluation for English
and course content throughout the course. Based on these findings, research and practical
implications will be made for future CLIL courses.

Room 1203 (12F)Contextual Factors Mediating Learners' LLS Use: from EFL & CFL contexts
Sheng-hui, Cindy Huang (Department of English, National Changhua University of Education, Taiwan)
Drawing on a sociocultural perspective, this qualitative study aims to explore the contextual
factors mediating learners’ language learning strategies (LLS) use in English as a Foreign
Language (EFL) and Chinese as a Foreign Language (CFL) contexts. Seven EFL learners in
Taiwan and seven CFL learners in the United States were interviewed. The data were collected
and analyzed through a grounded theory approach. Three main categories of contextual factors
including language learning goals, significant others, and material tools were revealed tomediate learners’ LLS use. Although the major categories of contextual factors were found to be
similar in both EFL and CFL groups, the underlying components in each category weredifferent due to cultural beliefs and the educational system in the two language learning contexts.
Teachers are suggested to take contextual factors into consideration when conducting
strategy-embedded instruction. In the presentation, detailed students’ strategy use anddescriptions about underlying factors of the use will be shown and discussed.

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Papers
Day 1 (Sunday, October 13th)

14:40-15:10
Room 1101 (11F)
An Analysis of Vocabulary Learning Strategies Use:
Focusing on High English Proficiency EFL Learners
Koyo Sokooshi (Graduate School of Education, Hiroshima University, Japan)
The purpose of this study is to investigate vocabulary learning strategies (VLSs) used by
Japanese EFL undergraduates at a high proficiency level of English. Although many studies
concerning VLSs have aimed to deepen the understanding of the use of VLSs, very few studies
focused on how the differences of proficiency levels influence VLSs use by EFL learners.
Therefore, the focus of the present study is to examine the use of VLSs by learners with a highproficiency level of English and discuss discrepancies between different proficiency levels. All
the methods in the current study are based on Mizumoto (2010) as a replication study, except
for the factor of proficiency level. The participants of this study consisted of 80 second-year
Japanese undergraduates, who majored in English. They were requested to complete aquestionnaire concerning use of VLSs developed by Mizumoto (2010), do the Vocabulary Size
Test (Nation & Beglar, 2007), and submit TOEIC scores as a measure of English proficiency.
The collected data were analyzed using exploratory factor analysis and descriptive statistics forfurther scrutiny. One of the significant findings is that the mean score of independence wascomparatively high (M =3.69, SD =1.05), which suggests that compared to intermediate
learners of English , high-proficiency learners have a stronger tendency to be independent aslearners and try to learn more than what is expected of them such as requirements of exam study.
Accordingly, this finding has important implications for developing VLSs instruction based on
different proficiency levels.

Room 1102 (11F)
Comparing reading strategies in L1 and L2 academic reading
Nicole Busby (Norwegian University of Science and Technology (NTNU), Norway)
Metacognitive awareness is one of the key predictors of successful reading, especially forsecond language and academic reading. This paper reports results from a study investigating
Norwegian university students’ metacognitive awareness when reading academic texts in
Norwegian (L1) and English (L2). 316 students answered a questionnaire which included a30-item survey of reading strategies and self-ratings of reading proficiency in both languages.
The analysis reveals that participants rated their own reading proficiency as much higher in L1
reading than L2, and yet the reported awareness of reading strategies was strikingly similar forthe two languages. Regression models show significant associations between self-ratings ofproficiency and the number and type of reading strategies reported, particularly in the L2,
demonstrating that there is an important connection between these. Research on otherpopulations has shown a much higher use of reading strategies in L2, so the similarity inapproaches to L1 and L2 reading in this sample may reflect a high level of L2 proficiency, butalso high expectations of proficiency, perhaps leading to overconfidence, meaning they do not
feel a need to use reading strategies for decoding L2 text. Instead, these students may benefit
from additional training in the use of higher-level reading strategies to improve theircomprehension of L2 academic texts. This research demonstrates that awareness of reading
strategies in L2 reading is important even for those with high English proficiency, and teaching
students about these tools could lead to better reading comprehension.

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Papers
Day 1 (Sunday, October 13th)

15:20-15:50
Room 1202 (12F)
Investigating contextual and dynamic aspects of diverse L2 learners’ emotions andemotional strategies: Integrating multiple methods for emotional support
Yukiko Nose (Osaka University, Japan)
Ryo Moriya (Waseda University, Japan)
In the area of language learner emotion research, previous studies have confirmed themultidimensional characteristics of emotions (e.g., Barcelos, 2015) and have explained theinseparable relationship with human activities (Gkonou & Miller, forthcoming; Swain, 2013).
Although scholars have applied innovative approaches to explore learner emotions (e.g., Gkonou,
2017; Mercer, 2017), to offer emotional support for students, research on the ecologicalunderstanding of how learners optimally use their emotional strategies in certain situations, letting
L2 learners be emotionally regulated (Gross, 2015), is still scarce. Therefore, to address these issues,
this exploratory study investigates how diverse learners’ emotions and emotional strategies arecontextually and dynamically interwind each other toward some hypothetical classroom situations.
Six students (i.e., three Japanese learners; three English learners) participated in this study.
The current study was divided into two phases: the first one included a scenario-based questionnaire
called MYE (c.f., Gkonou & Oxford, 2016), while wearing heart monitors to measure idiodynamic
fluctuations (i.e., idiodynamic method; Gregersen, MacIntyre, & Meza, 2014), and the second one
included a follow-up, semi-structured interview was conducted with each participant (these two
steps lasted about 90 minutes in total). To analyze multiple sources of data, we applied qualitativesocial network analysis (Hollstein, 2011) and Trajectory Equifinality Model (Sato, Mori, & Valsiner,2016) to explore contextually-constituted and dynamic features of learners' emotions and emotional
strategies. In the presentation, we will conclude by visualizing some trajectory patterns of diverse
learners' emotions and emotional strategies and discussing some potentials of emotional support
within and beyond the classroom.

Room 1203 (12F)
From Co-regulation to Self-regulation:
Maintaining Intersubjectivity for Learning in an L2 Chinese Classroom
Rui Zhang (Newcastle University, United Kingdom)
Vygotsky’s (1978) sociocultural theory (SCT) sees that human development is derived frominteraction with others in the learning environment, that learning is a mediated activity in which theknowledge is co-constructed. In the language classroom, SCT approaches negotiation for meaning(Long, 1996) through the concept of co-regulation, in which learners are considered as active
co-constructors of learning experiences.
Using the discourse analysis methodology, this research dynamically scrutinises the situatedteacher-learner interactions in an L2 Chinese classroom at a UK university. Within the SCT
theoretical framework, the analysis depicts and reveals that how an English learner of L2 Chineseand his teacher, through the deployment of a variety of linguistic and interactional resources,
co-regulate each other’s interactional and learning behaviours to jointly construct the learning of L2
grammatical and pragmatic meanings.
By analysing the audio and video recordings of classroom interaction in this particularclassroom, it is revealed that there exists a co-regulation loop which contributes to the understanding,
explicating and learning of the L2. In this loop, the learner’s performance triggers the teacher
assistance; in return, the teacher’s assistance pushes the learner to modify his contribution. Based on
the modified learner contribution, a new loop may occur. During the loop(s), the learner relies on
co-regulation as an interactional resource, a learning strategy, and a demonstrated classroom
interactional competence (Walsh, 2011) to achieve L2 self-regulation. Such findings shed light on
the understanding of dynamics in L2 Chinese classrooms, and help to approach the language
learner’s active role from the Vygotskian perspective.

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Papers
Day 1 (Sunday, October 13th)

15:20-15:50
Room 1101 (11F)
The Relationship between the Meaning of the Japanese-Chinese Homographs andthe Use of Vocabulary Learning Strategies of Chinese Learners of Japanese
Qianran Huang (Kyoto University, Japan)
This study aims to investigate the relationship between the acquisition of Japanese-Chinese
homographs and vocabulary learning strategies used by Chinese learners. The objective
vocabulary in this study are Japanese kanji words which are the same with or similar to Chinese
words in Character pattern but are not the same with Chinese words in meanings. In this study, agroup of learners are asked to finish a questionnaire about vocabulary learning strategies. Afterthe questionnaire, a vocabulary test is given to measure learners’ comprehension ofJapanese-Chinese homographs. According to the scores of the test and the result of thequestionnaire, a correlation analysis will be conducted to find out which strategies are highly
correlated with the score and which strategies are lowly correlated with the score. The result of
this study may be useful to improve Japanese vocabulary learning strategies instruction in the
future because we can teach Chinese Learners of Japanese those strategies which are highly
related to vocabulary score to see that whether their comprehension of homographs will be
improved.

Room 1102 (11F)
Experienced-Readers’ Strategies Proposed for Novice Readersin Extensive Reading
Takaaki Goto (University of Shizuoka, Japan)
The purpose of this research is to clarify what strategies experienced readers propose for novice
readers in extensive reading. Extensive reading has been on rapid increase in Japan. It is anapproach to the teaching and learning of second language reading in which learners read large
quantities of books and other materials that are well within their linguistic competence (Day andBamford, 1998). In many cases, students follow the three rules or strategies by Sakai (2002). 1.
Do not use dictionaries. 2. Skip the words and expressions you do not know while reading. 3.
Change the book when it is not interesting. However, there has not been much research on
experienced-readers’ strategies proposed for novice readers in extensive reading, which should
be useful because of bottom-up strategies. In 2018, extensive reading was implemented in theclass. The students were encouraged to read graded readers partly in-class as well as
out-of-class. Finally they were required to write advice or strategies on sticky notes toencourage novice readers. 23 out of 30 students referred to strategies, which were analyzed with
the KJ method (Kawakita, 1970). The most frequent was ‘Start easier books (10 cases)’,followed by ‘Choose books based on your interest and reading level (9 cases)’, ‘Keep reading (6cases)’ and ‘Do not use dictionaries (2 cases)’. Although they knew the three rules of extensive
reading, they rather proposed other aspects of strategies. Thus fixed strategies can be different
from those of experienced-readers, which should be considered in class.

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Papers
Day 2 (Monday, October 14th)

PapersDay 2 (Monday, October 14th)
11:15-11:45
Room 1202 (12F)
Strategies for Fine-Tuning Word Meanings through Online and App Resources
Andrew D. Cohen (Prof. Emeritus, University of Minnesota, United States of America)
Isobel Kai-Hui Wang (Research Fellow, University of Graz, Austria)
The current research literature is calling for a closer look at how technology is serving efforts toteach and learn language. Studies about the use of technology in dealing with vocabulary havetended to identify various approaches available to learners, but have not looked in depth at what
individual learners actually do when attempting to resolve issues in word meanings with an app
or an online program (Zhou & Wei, 2018). The purpose of this study was to describe thestrategies used by a hyperpolyglot to fine-tune his understanding of Mandarin vocabulary
through accessing on-line programs, apps, and human resources. Analysis of videotaped verbal
report revealed that the subject used strategies for managing vocabulary resources (i.e. planning,organizing, monitoring, and evaluating their use) and for processing the information in the
resources (i.e. finding word equivalents in Chinese for English words, fine-tuning the word
meanings, and verifying the word meanings). Half of his strategies were combined with otherstrategies in sequences, another third in strategy pairs, and the remainder used separately, withjust a few being strategy clusters. A major finding was that while the subjects successfully
fine-tuned 57% of the vocabulary items, nonetheless his fine-tuning efforts were unsuccessful
43% of the time. The effectiveness of his strategic fine-tuning depended largely on his skill infinding the information he needed, his ability to apply his knowledge regarding numerous
aspects of word knowledge, his ability to monitor and evaluate his performance, and the natureof the specific dictionary entries that he accessed.

Room 1203 (12F)
Syrian EFL teachers’ beliefs about listening strategy assistance
Nataly Karikian (PhD researcher at Bath Spa University, United Kingdom)
The past two decades have witnessed an increasing interest in researching listening strategies,
with scholars such as Vandergrift, Goh, Siegel and Graham, after a long time of neglecting boththe skill of listening and the strategies used to improve listening. Most studies in this regard,
however, have either been experimental/quasi-experimental studies or reflective studies bypractitioners in the field of language teaching, and very little research (e.g. Graham, Santos andFrancis-Brophy, 2014) has shed light on EFL teachers’ beliefs about teaching listening andlistening strategy assistance. Thus, to contribute to filling this gap in the literature, andfollowing a contextual approach to researching beliefs, a case study was conducted toinvestigate the beliefs and practices regarding listening strategy assistance of EFL teachers
teaching in a language institute in Syria. Three methods of data collection were used: interviews,
audio-recordings from classes, and follow-up stimulated recall interviews. This paper will
present the findings of the first phase of the study, i.e. the interviews conducted to explore
teachers’ beliefs about the issue in question.

35

Papers
Day 2 (Monday, October 14th)

11:15-11:45
Room 1101 (11F)
Individual Agency in EAP learning and International Publication- The Stories of Chinese Doctoral Graduate Students Majoring Engineering
Liwen Liang (Shanghai International Studies University, China)
Agency as an ever-prominent concern for researchers in the field of language learning is thesocially-mediated capacity to act. It is related to individual’s strive for expertise on the one hand,
and reflects and constructs the social context on the other. This study explored how novice
doctoral graduae students majoring science and engineering in Chinese universities exercise
agency to participate EAP learning and international academic publication. The participants
were three doctoral students with different social backgrounds. Findings showed that theparticipants as active agents managed to overcome difficulties by resorting to various strategies
such as reinforcing their english learning in alignment with their academic publication, seeking
mutual engagement in manuscript drafting, attending academic conference for revision advice,and negotiating with the peer reviewers to fulfill the international publishing requirements
specified by the university. All of the three doctoral graduate students though with very limited
advisory support, successfully coped with difficulties in international academic pubicatio. The
results also highlight the problems they found in English learning all along their primaryschools, middle schools and universities in Chinese social context. The conclusion outlines
implications for EAP education for graduate students and long-term English education planningin China as well.

Room 1102 (11F)
Metalinguistic awareness and reading strategy use in a multilingual context:
from principles to practice
Yolanda Ruiz de Zarobe (University of the Basque Country, Spain)
The aim of this study is to investigate the impact of a programme on reading strategy instruction
on a number of factors related to the reading competence of young learners: the metacognitiveawareness of reading after a strategy intervention and the knowledge and use of reading
strategies.
For our research we adopted a quasi-experimental pre-test-post-test design. Ourparticipants were children (age 11-13) at a school in the Basque Country in Spain. The students’
L1 was overwhelmingly Spanish, but they had all been learning Basque and English since they
were 4 years of age. Each class consisted of 25 students, two acting as experimental groups(EG), which received the strategy instruction in reading, and the other two acting as control
groups (CG). The EG received instruction on reading strategies over a period of 7 weeks. Both
the CG and the EG were asked to complete a survey for reading strategies and a metacognitive
reading test elicited pre- and post-intervention.
Our results showed that the strategy training had a statistically significant impact on thechildren’s development of reading competence and an increase in metacognitive awareness.
Furthermore, those students who were trained strategically in reading reported using an
increased number of strategies after the training, although those gains were not maintained overtime.
The study points out some important consequences for multilingual education, wherelanguages must not be viewed solely as separate entities but as interconnected systems withmultiple interactions between them.

36

Papers
Day 2 (Monday, October 14th)

11:55-12:25
Room 1202 (12F)
The Relationship between Vocabulary Learning Strategies with Video:
Native Chinese Learners of Japanese as a Foreign Language
Peng Yue (Kyoto University, Japan)
Much research has been done on the use of video works for vocabulary learning, but there has
been little investigation on vocabulary learning through video by learners outside of theclassroom. In addition, there is a dearth of studies that focus on vocabulary learning strategies
those who learn with video works.
In this study, a questionnaire survey and interviews were conducted with 30
native-Chinese-speaking learners of Japanese, all of whom had mid- to high-level Japaneseability. Two uses were taken into consideration: the viewing of videos as a daily leisure activity;and viewing videos after learner awareness of vocabulary learning had been enhanced. This
paper analyzed whether there was a relationship between each strategy in each case. It also
analyzed whether there was any difference in the relationship between the strategies, and what
was the difference, if any.
A strong correlation was found between 6 pairs of strategies in leisure viewing, and 3
pairs of strategies in the latter case. In addition, the pairs that showed strong correlation weredifferent between the types of viewing.
Since there was a strong relationship between the strategies, we can assume that if one
strategy is acquired, it is possible for learners to acquire related strategies. In addition, it isshown that the relationship between language learning strategies may change depending on theviewing environment and the viewing purpose. The significance of acquiring vocabulary
learning strategies that are suited to the learning environment, the learning purpose, and theindividual learner are made clear.

Room 1203 (12F)A self-regulated learning approach to out-of-class listening practice
Tomoko Yabukoshi (Nihon University, Japan)
The purpose of this study is to explore the impact of integrating a self-regulatory pedagogicalsequence on the development of learners’ listening comprehension and self-regulatory strategy
use outside the classroom in a Japanese EFL context. 45 undergraduate students participated ina quasi-experimental study. The participants were intermediate EFL learners, who enrolled in acompulsory English course at a university in Japan. They were drawn from two intact classes
and assigned as the intervention group (IG) and the comparison group (CG). As part of thecourse requirement, they engaged in out-of-class listening practice for the TOEIC listening
section using the same textbook for seven weeks. Only the IG were instructed to use
self-regulatory strategies for listening, such as goal-setting, task-analysis, directed attention,
monitoring, and evaluating. Students’ self-regulatory strategy use was assessed using an originalquestionnaire at the beginning of the intervention (Time 1), just after the intervention (Time 2),
and at the end of the semester, after 9 weeks of the intervention (Time 3). Changes in listening
comprehension skills were measured by the official TOEIC listening test and a TOEIC listening
practice test before and after the intervention. Quantitative analyses indicated that both the IG
and the CG made significant gains in the listening tests and the advantage of the IG over the CG
was not significant. Regarding strategy use, only the IG exhibited significant development ofself-regulatory strategy use. Possible reasons underpinning for these results and implications forlistening pedagogy will be discussed at the presentation.

37

Papers
Day 2 (Monday, October 14th)

11:55-12:25
Room 1101 (11F)
A situated study of emotions and learner agency:
analyzing strategy use in classroom micro-situations
Vasiliki Antoniou (University College London, United Kingdom)
Learner agency is increasingly recognized as a key aspect in classroom language learning.
Researchers indicate that learners make choices and play a key role in their learning andmanagement of their emotions (Duff, 2012; Dewaele, 2009). However, the exact role ofemotions in language learning has not been adequately researched. Vygotsky’s (1999)
suggestion for the study of emotions involves unity in the approach to psychological phenomena
as emotions are neither only social, nor only individual.
The present study comprises the analysis of video recorded excerpts from the observationof 4 different postgraduate EAP classroom interactions with 40 UK based University students
from a sociocultural perspective. It is argued that the study of emotions should be grounded in
the analysis of concrete situations to show its usefulness and potential for further study. Twosources of data are used in order to construct classroom micro-situations: a) video-recordedclassroom interactions and b) field notes. Their analysis offers an explanation of the way inwhich emotions emerge and change in the classroom. The field notes offer information thathelps to make sense of the situations presented in the videos and of the emotion self-regulating
strategies employed by students in four specific micro-situations. Results have shown that theEAP classroom micro-situations may trigger different emotions depending on the positive or
negative aspects of teacher-student interactions. Analysis has indicated that when emotions arebrought to students’ awareness and appropriate strategies are employed to manage them then thelearning micro-situations are viewed positively and support learner agency.

Room 1102 (11F)
Profiling strategy use of dyslectic children learning English as a foreign language
Zoe Gavriilidou (Democritus University of Thrace, Greece)
Stefania Giannoglou (Democritus University of Thrace, Greece)
A growing body of research over the last forty years has suggested that conscious use of
appropriate language learning strategies (LLS) can have a positive correlation with goodlanguage learners. The last decade has seen a growing interest in studying LLS in Greece. The
works of Gavriilidou & Papanis (2007; 2009), Psaltou-Joycey (2003; 2008; 2010), Gavriilidou& Petrogiannis (2016), Gavriilidou, Petrogiannis, Platsidou & Psaltou-Joycey (2017) investigate
ways of identifying and measuring strategies used when learning a foreign/second language.
LLS, as a part of more general concept of ‘learner autonomy’, play a very significant part in thedevelopment of independent foreign/second language learning that should offer schoolchildren
the opportunity to develop competency and fluency both in the classroom and in real-life
contexts (Macaro, 2001). Although there is abundant research on LLS use of general population,
there is surprisingly little systematic research into LLS use by pupils with dyslexia or otherlearning difficulties (Kirby 2008, Olofsson 2012). Using the Strategy Inventory for Language
Learning adapted in Greek (Petrogiannis & Gavriilidou 2015), this study examined reported
frequency of strategy use by 61 children with dyslexia, aged 10-15 years old. The data were
statistically analyzed and, as a result, the strategic profiles of pupils with dyslexia learning
English were revealed. The results indicate that there are significant knowledge gaps in the
educational institutions regarding pupils who have dyslexia and suggest a number of
implications for classroom activities promoting LLS use for dyslectic children.

38Papers
Day 2 (Monday, October 14th)

14:00-14:30
Room 1202 (12F)
Verifying the causal model of self-regulated vocabulary learning in a Japanese highschool EFL setting: Focusing on the relationships among learning strategies,
self-efficacy, and self-regulated capacity
Shotaro Ueno (Graduate School of Foreign Language Education and Research,
Kansai University, Japan)
Several studies on the relationships among L2 vocabulary learning, affective variables, andlearning strategies have been implemented in the framework of self-regulated learning (e.g.,
Mizumoto, 2012, 2013; Tseng & Schmitt, 2008). Although these studies have rendered some
important findings to L2 strategy research, most of the existing studies focused only on the
population of college EFL/ESL students without proper consideration to their L2 proficiency
level. Consequently, targeting two groups (high vs. low L2 proficiency) of Japanese high school
EFL students, the current study looked into (1) the causal relationships among the variables
related to self-regulated vocabulary learning (i.e., vocabulary learning strategies, self-regulated
capacity, and self-efficacy) and (2) their effects on learners’ vocabulary size gains, using a
structural equating modelling (SEM). In addition, (3) influence of L2 proficiency level on
learners’ vocabulary learning strategy use was investigated. The findings of this study indicated(a) L2 proficiency level of students is a strong determinant on the use of vocabulary learning
strategies, and (b) some of the findings of previous studies were generally replicated in a highschool EFL settings.
References
Mizumoto, A. (2012). Exploring the effects of self-efficacy on vocabulary learning strategies. Studies in
Self-Access Learning Journal, 3, 423-437.
Mizumoto, A. (2013). Effects of self-regulated vocabulary learning process on self-efficacy. Innovationin Language Learning and Teaching, 7, 253-265.
Tseng, W.-T., & Schmitt, N. (2008). Toward model of motivated vocabulary learning: A structural
equation modeling approach. Language Learning, 58, 357-400.

Room 1203 (12F)Japanese university students’ strategy use in Mobile-Assisted Language Learning
Akihiko Sasaki (Mukogawa Women's University, Japan)
Osamu Takeuchi (Kansai University, Japan)
This study investigated the learning strategies used by Japanese university students, who
successfully improved their listening skills in a smartphone-based Mobile-Assisted Language
Learning activity. The students, who were in the 1st year of a women’s university in Japan (n =165), engaged in an e-Learning courseware, designed to improve English listening skills, as an
out-of-class activity for their listening class. In this study, the authors first examined thecorrelation between quantitative data on the students’ learning context (i.e., study time or sparetime), frequency (i.e., the number of logins), dispersion (i.e., the number of weeks they studied)and time (i.e., the length of time spent for each unit), and learning outcome as assessed by theincrement of their TOEIC listening scores. Then, qualitative interview data collected from those
who made significant improvement of their listening scores were analyzed to identify thelearning strategies they utilized. The results showed that there was a weak correlation between
listening scores and learning frequency (r = .30) and dispersion (r = .34), but not context or time.
The interview data analysis revealed that students who improved their listening skills usedmetacognitive strategies in order to increase the frequency and dispersion of their learning, forexample, locating the e-Learning icon beside their most frequently-used app. icon or using thecalendar app. so that they are regularly reminded to do the task. In the presentation, some otherstrategies observed in this study will be presented and discussed.

39

Papers
Day 2 (Monday, October 14th)

14:00-14:30
Room 1101 (11F)Same Reading Strategies—different effects?
Factors Affecting Use Results of Reading Strategies
RuMei, Rebecca Tsai (Department of English, National Changhua University of Education, Taiwan)
Sheng-hui, Cindy Huang (Department of English, National Changhua University of Education, Taiwan)

This study examines EFL students’ reading strategy use and explores the factors affecting theuse of the reading strategies between high and low proficiency EFL learners. The participants inour study were students in a class of the applied English department of a vocational high schoolin Taiwan. Students’ reading strategy use and factors affecting their use were elicited through aquestionnaire (SORS), a think-aloud protocol, and semi-structured interviews. Findings show no
significant differences in problem solving strategies and supporting reading strategies between
these high and low proficiency learners. However, the learners’ vocabulary size and syntactic
knowledge appear to be factors affecting different results of reading strategy use. At thepresentation, detailed results of the reading strategies used by the two groups of students andfactors affecting the strategy results will be discussed. Pedagogical implication will also besuggested.

Room 1102 (11F)
Success for all: Gamifying strategy-based instruction in language learning
Teresa Hernandez Gonzalez (Concordia University, Canada)
Pamela Gunning (Concordia University, Canada)
Joanna White (Concordia University, Canada)
Research shows that learners’ strategy use is enhanced by explicit SBI (Macaro & Mutton,
2009; Ruiz de Zarobe & Zenotz, 2017). In Quebec, Canada, the curriculum mandates theteaching of strategies to promote ‘success for all’ (MEQ, 2001). Elements essential for
successful SBI include student engagement and teacher commitment to all steps in the process.
However, teachers perceive the investment in time as detracting from content instructional time
(Chamot, 2018), engagement is compromised because strategy development is difficult toobserve (Gunning & Oxford, 2014), and reflective feedback is frequently neglected because of alack of teacher commitment to the process (Gunning & White, 2018). Combining SBI with
gamification—the ‘pedagogical refinement’ based on video-gaming heritage (Tulloch,2014)—can address these issues.
We have designed a large-scale SBI study involving 6th graders in an ESL program inQuebec and in a CLIL program in Spain to gamify explicit reading strategy instruction,
including a rapid response polling application for immediate feedback to learners, combinedwith post task discussion, and a visual representation of improvement in strategy use. We expectthat gamified strategy instruction (GSI) will contribute to increasing student engagement andteacher commitment to the process of SBI, including reflective feedback. So far, we havepiloted the tools and procedure, video-recorded the proceedings, and will report the results.
The innovative value of this research project is twofold. First, to our knowledge, there
have been no SBI studies incorporating gamification mechanics. Second, it is the first cross-site
GSI research with young language learners.

40

Papers
Day 2 (Monday, October 14th)

14:40-15:10
Room 1202 (12F)
Strategy Conflict: Balancing L1 Identities with L2 Task Requirements
Nathan Ducker (Miyazaki Municipal University, Japan)
Being able to maintain an L2 conversation is crucial not just for the process of language
learning, but also as a benchmark of language learning success, and as means of showing
belonging in the L2 community. While engaging in conversion, co-participants must continually
recreate and affirm their own identity. However, conversations expose learners to considerable
risks to their self-identity concept. Learning to communicate with L2 others while struggling
with a lack of vocabulary, developing control over various grammars, and adapting to newsociocultural norms can lead to significant loss of face.
Learners participating in English language conversations need to develop strategies foradhering to the following sociocultural norms: oral communication with no practical outcome
other than to create and maintain social relationships, partial suspension of power differencesand equal rights to the conversation, immediacy of the value of the conversation with nointention to report to outsiders, and self-selecting topic drift. Many classroom language learning
tasks fall under the guise of “conversation” yet the sociocultural norms described may not becompatible with the classroom identities that learners construct for themselves.
This presentation will show Japanese students’ stimulated recall data from a classroom
oral task with non-Japanese students. Japanese students employed a range of social strategies tomaintain their L1 classroom identities, but which come into direct conflict with socioculturalparameters of English language conversations. The presentation will finish with suggestions forinterventions that researchers and teachers may explore in order to develop students’ abilities tofurther develop successful L2 identities.

Room 1203 (12F)
Oral Communication Strategy Use of Japanese and Belgian University Students
and the Influence of Cultural and Social Differences on Strategy Use
Yukiko Jozaki (Kyushu University, Graduate School of Integrated Sciences for Global Society,
Doctoral Student, Japan)
This study provides findings on the oral communication strategy (OCS) use of university
students in Japan and Belgium. The study also examines how students' different cultural andsocial background influence their strategy use. The purpose of the study is to explore foreign
language learning in the context of plurilingualism in response to the contemporary use ofEnglish as a lingua franca (EFL) and internationalization of Japanese universities.
First, the study presents the results of a self-report questionnaire survey conducted in two
universities in Japan and Belgium. Oral Communication Strategy Inventory (OCSI) developed
by Nakatani (2006) elicits the students' speaking and listening strategy use. The quantitative
survey reveals that there is a significant difference between Japanese and Belgium students on
the frequency and the purposes of some strategy items they use.
Second, the study turns to a qualitative method to interpret the students' written comments
to open-ended questions on how they see English as ELF and its dominance in their academic
activities. As far as interpreting the comments, plurilingual society the Belgian students belong
to play an important role to forge their awareness and motivations in their foreign language
learning.
Lastly, the study challenges to explore the causes of differences observed among two
groups of students, while aims to fill the gap of empirical and interpretive frameworks ofprevious studies by combining communication strategy and linguistic background of thestudents in Japan and EU member states.

41

Papers
Day 2 (Monday, October 14th)

14:40-15:10
Room 1101 (11F)A Strategies-based Approach to Reading Circles
Nae-Dong Yang (National Taiwan University, Taiwan)
To facilitate students’ effective use of the taught learning strategies, students need to haveopportunities to practice using the learning strategies as much as possible. This paper reports a
study in which the reading circles activities were integrated into a strategies-based English
course in order to increase students’ use of various learning strategies taught in learning strategy
instruction. The reading circles activities were adopted from literature circles—i.e., small,
peer-led book discussion groups (Daniels, 2002, 2006). Since not all the reading in the study isliterature, it was called reading circles (RC). Altogether 64 college students from two English as
a foreign language (EFL) classes participated in the study. This paper describes how the RC
activities offered students great chances to use various learning strategies explicitly andimplicitly for practice multiple skills interactively and integratedly in the EFL classrooms.
When the students read before class, depending on their RC roles, they were asked to find themain ideas or structure of the reading passage, understand vocabulary in context, connect
reading to the world outside the reading itself, or visualize the reading content. In class, thesestudents learned to work collaboratively to sustain productive on-task conversation in small
group RC discussion as well as report and share their discussion orally to the whole class. Next,
the paper discusses what students gained from their weekly self- and peer assessment of their
RC performance. Finally, student’s reflection on their semester-long RC activities is presented
with caveats and instructional suggestions.

Room 1102 (11F)
A Case Study on the Zone of Proximal Development:
Scaffolding Role-Playing in Primary School English Language Teaching in Japan
Stella Anggrainy (Graduate School of Education Hiroshima University, Japan)
The aim of this study is to analyze the scaffolding given to help a Japanese primary student tounderstand and be able to answer questions during English conversation. Previous studies show
scaffolding is mostly activated during task activities (Wood et al, 1976; Walqui, 2006; Bradley& Bradley, 2004) and little is known about scaffolding methods used during conversation. This
study used role-playing as a form of conversation and scaffolding was given in English insteadof the mother language. The participant was a sixth-grade Japanese primary student who wasgiven a role-playing situation where he met a foreign tourist. The researcher played the role of aforeign tourist who asked him some questions, with facilitative scaffolding to enable him tounderstand and to answer the questions. Similar role-playing was repeated for several days,(sometimes) by adding new questions with a higher difficulty level. The scaffolding was
gradually reduced for the questions that had been mastered. The researcher video-recorded andtranscribed the role-playing conversation, and the occurring scaffolding was coded. The
scaffolding pattern found after coding shows that the most helpful scaffolding was to give
options for answering, especially for questions that were not fully understood. This not only
created yes/no questions that are easier to answer, but also enabled the student to understandwhat the question was about. Before giving options, repeating and/or simplifying the question
can also be done.

42Papers
Day 2 (Monday, October 14th)

15:20-15:50
Room 1202 (12F)
More Hope and Less Anxiety?: A correlational study on the relationship between
hope and anxiety in English learning in the Chinese context
Honggang Liu (School of Foreign Languages, Northeast Normal University, China)
Hope, as one of the human psychological strengths (Seligman, 1998), has been largely
researched in the field of positive psychology, however, it is a neglected area in applied
linguistics. Anxiety, unlike hope, is not a new topic in applied linguistics, and numerous studies
have been carried out around its internal constructs (e.g. Horwitz, Horwitz and Cope, 1986), its
impact on language learning performance (e.g. Aida, 1994), and its linkage with other emotional
factors, for example, English learning enjoyment (Dewaele and MacIntyre, 2014). Hope can act
as a buffer against psychological disorders, such as, anxiety (Seligman & Csikszentmihalyi,2000). What’s the relationship between hope and anxiety in students’ English learning? To
address this question, this current mixed-methods approach-based study was conducted among
200 high school students in mainland China, with a hypothesis that Hope and Anxiety is
negatively correlated. Questionnaire and interview were two instruments in this study. The
questionnaire consists of Hope Scale (12 items) by Snyder (2002) and Foreign Language
Classroom Anxiety Scale (33 items) by Horwitz, Horwitz and Cope (1986). Interviews were
utilized to collect the qualitative data to triangulate the findings of the quantitative part.
Confirmative factor analysis was taken to examine the internal structure of Hope and Anxiety,and Pearson correlation was employed to see the linkage between these two factors. The
findings displayed a significantly negative correlation between hope and anxiety in general, andmedium significant correlations between subscales of hope and anxiety in a negative way.

Room 1203 (12F)
Communication Strategy Instruction:
opportunities created by Linguistic Risk-Taking
Ed Griffiths (University of Ottawa, Canada)
Nikolay Slavkov (University of Ottawa, Canada)
Reza Farzi (University of Ottawa, Canada)
Melodie Cook (University of Niigata Prefecture, Japan)
This presentation details a new pedagogical initiative (conceived at a Canadian bilingual
French/English postsecondary institution) conceived around the notion of linguistic risk-taking(Beebe, 1983; Cervantes, 2013; Slavkov & Séror, 2019). To engage learners, we designed anddistributed a Linguistic Risk-Taking Passport containing over 70 ‘linguistic risks’ to over 800
language learners. The risks represent meaningful daily activities (e.g. speak the second language at
the library, order food at the cafeteria, interact with a professor, etc.) and are checked off
autonomously by learners. Over 15,000 instances of linguistic risk-taking have been registered andanalysed quantitatively according to category, perceived difficulty and number of repetitions.
Although the passport is intended to foster linguistic risk-taking outside of the classroom, it isintroduced within the language classroom to guide learners within their risk-taking and reduce any
possible negative effects (Marshall, 2018; Oxford, 1992). We examine how the project has enabled
new approaches to communicative strategy instruction within the language classroom (cf. Dörnyei &Thurrell, 1991; Faucette, 2001, Nakatani 2005, 2006). Semi-structured interviews with 5 teachersand 15 students participating in the initiative revealed that certain risks involving oral interactions,(e.g. talking on the phone, discussing financial affairs with the bank, etc.) were judged as particularly‘high-stakes’. Both lexical and non-lexical strategies were taught in response to these concerns,
including lexical rehearsal, paraphrase, and tackling message abandonment.
We offer integrated discussion of quantitative and qualitative findings concluding that it isbeneficial to incorporate additional strategic learner support into the initiative.

43

Papers
Day 2 (Monday, October 14th)

15:20-15:50
Room 1101 (11F)
Exploring reading and writing strategy use development:
A qualitative study in the Tunisian EFL context
Chiraz Ouerfelli (Higher Institute of Applied Studies in Humanities of Tunis, Tunisia)
A major outcome of over 40 years of research in Language Learner Strategy (LLS) was therecognition that learners should be taught not only the language, but also the learning strategies
essential for developing effective and autonomous learning. However, intervention studies havebeen mainly focusing on whether instruction in strategy use leads to improved outcomes forlearners. Less widely researched is whether and to what extent such instruction leads to change
in strategy use. This article aims to address this paucity and thus explores the impact of a
Metacognitive Strategy Instruction (MSI) on 12 EFL learners’ reading and writing strategy use
development. Pre- and post-intervention retrospective verbal protocols sessions were carried out
on experimental and control groups to investigate whether this impact differed according to the
proficiency level of the participants. Findings revealed that the experimental group displayed
more successful and effective use of strategies than did the control group and than they did
before the intervention. Furthermore, transcripts from retrospective protocols revealed that for
both high and low proficiency learners’ strategy use developed after the instruction. Pedagogicaland methodological implications are discussed.

Room 1102 (11F)High-achieving young learners’ EFL vocabulary learning strategies:
What are their secrets?
Peicheng Ina Wei (National Changhua University of Education, Taiwan)
Sheng-hui, Cindy Huang (National Changhua University of Education, Taiwan)
Researchers have devoted much to foreign language learning. One of the issues addressed has
been how to assist young learners in vocabulary learning since foundations in a second language
are expected to be built at this stage. The present study investigated which vocabulary learning
strategies were adopted by high-achieving young learners and what factors affected thevocabulary learning strategy use via the grounded theory approach. Eight high-achieving
Chinese elementary school students in fourth grade were recruited, observed, and interviewed.
The findings show that the Chinese learners’ vocabulary learning strategy uses weretask-oriented and were affected by their significant others-teachers, parents, and peers. These
young participants mainly adopted cognitive and metacognitive strategies. Multiple factors were
found to affect the strategy uses of these young learners, and these factors intertwined with one
another. Given the important roles they play, parents and teachers are recommended to pay
attention to young learners’ strategy uses. In the presentation, results and pedagogicalimplications will be discussed.

44

Papers
Day 2 (Monday, October 14th)

16:20-16:50
Room 1202 (12F)
Strategic, Self-Regulating but not Necessarily Self-Directed:
Improving Language Learning through the Theories of Harold Palmer andLife-Writing Pedagogy (Seikatsu Tsuzurikata)
Patrick Shorb (Kansai University of International Studies, Japan)
Building upon on recent scholarship (Rose and Thomas, 2018; Rose, 2012; Agawa and
Takeuchi, 2018) seeking to redefine key terms of language learning strategy (LLS) research,
this presentation examines this issue from a theoretical and historical perspective. Specifically,
it explores the learning strategies implicit in two 20th century, practitioner-led, research
movements in the host country of Japan: the ‘Oral Method’ teaching movement inspired by the
British educators Harold Palmer and A.S. Hornsby, and the Life-Writing Pedagogy (Seikatsu
Tsuzurikata) movement that became popular among rural elementary school composition
classes. While these two pedagogy movements might seem radically different at first glance,
they shared similarities in their ‘strategic,’ self-efficacy approaches to the practice and masteryof language. The Japanese teachers that followed Palmer, for example, increasingly engaged inscaffolded, reflective approaches to reading and speaking English as a foreign language;
likewise, life-writing pedagogists increasingly focused on strategies of self-regulation --e.g.
through their concepts of sekatsudai (“life base”) and iyoku (“desire”)—to better facilitate
student mastery of their native Japanese language. The two approaches particularly overlapped
during the prewar Fukushima Plan. Both movements also came into conflict with Americanpedagogical approaches that prioritized performative, self-directed learning. While historicalcontext clearly limited the self-directed nature of postwar Japanese language learning, these
movements' successes did seem to provide learners with enduring strategies of reflective,‘life-centered’ (as opposed to ‘student-centered’) goal setting. This presentation will also
consider how strategies of L1 and L2 learning might not be as rigid and categorically different
as is often assumed.

Room 1203 (12F)Can gestures be a strategy to facilitate and improve L2 speaking?
Effects of gestures on complexity, accuracy, and fluency in L2
Rintaro Sato (Nara University of Education, Japan)
This observational study was conducted to examine the effects of Japanese English as a foreign
language (EFL) teachers’ gestures on their second language (L2) utterances in EFL lessons.
Two English lessons, one in a public senior high school and another in a private junior highschool, taught by Japanese EFL teachers were video and audio recorded, transcribed, andanalyzed. The teachers’ L2 utterances were analyzed in terms of complexity, accuracy, andfluency to examine the following: (1) whether there is a difference between L2 utterances withand without gestures; and (2) whether there is a difference in the effect of gestures according totheir types. The results were as follows: (1) L2 utterances are more complex and fluent withgestures but not more accurate when accompanied by gestures; and (2) there is a difference inthe effects of some specific types of gestures on L2 utterances. These findings suggest thatteachers’ gestures play a crucial role as a teaching strategy in EFL classrooms, and therefore,
they should be given more consideration in L2 teacher education and training programs.

45

Papers
Day 2 (Monday, October 14th)

16:20-16:50
Room 1101 (11F)
Reflections on the strategy-based perspective of the listening teaching material
in Modern Greek as a Second Language
Maria Mitsiaki (Assistant Professor of Teaching Greek as a Second Language,
Democritus University of Thrace, Komotini, Greece)
The nearly fifty-year research in LLS raises insightful questions into the degree to whichteaching material has been adapted to integrate learning strategies (Hajer at al., 1996; Oxford etal., 2014). Most research in material strategy assistance has primarily focused on English FLT,
while second language teaching of less-spoken languages has been left rather unattended.
Moreover, for a long time listening has been treated as the Cinderella of the four macro-skills(Vandergrift,1997), since most material tasks reflect an emphasis on result - and not on process- implied in the following statement: “Listen - but we are not going to teach you how to listen or
indeed what to listen for” (Mendelsohn, 2001).
This paper attempts to shed light on the (c)overt listening strategy guidance woven into
Modern Greek language textbooks. The scope is twofold: (a) to quantify the rate of (c)overt
strategy assistance provided by adult learner textbooks of Modern Greek as a Second Language
at all levels of proficiency with reference to the listening skill, and (b) to identify the types oflistening strategies that appear to be preferable in the teaching material based on taxonomies
offered by Goh (1998, 2002, 2008), Field (2001, 2008), and Vandergrift (2004).
The research findings highlight a gap between theory and practice, as thestrategy-enhanced practice reflected in the “Introduction” and “Notes to the Teacher” parts ofthe textbooks are poorly manifested in the actual tasks. Thus, they advocate the need for aself-regulation-oriented (Gu, 2011, Oxford, 2017) design of teaching material.

Room 1102 (11F)
Problems involved in the application of Artificial Intelligencein Foreign Language Learning
Sangmok Lee (Kyushu University, Japan)
With the progress of machine translation, artificial intelligence technology is expected to change
the way we learn. That means AI solutions open up new possibilities for teaching and learningin education.
However, some key criteria still need to be met before it can serve as a substitute for areal-life language teacher. Artificial intelligence is not yet advanced enough to answer
complicated questions or place the response in context of what else is around it. There is no
doubt that AI will plays an important role in the future. But it cannot equal to a language teacher.
We need to distinguish between when is necessary and when is unnecessary about it.
I think that not only from the aspect of technology, but also our education system is notready to accept and use the technology.
In the future AI will give students a much more independent time interacting and getting
feedback. In the current educational environment, getting feedback from instructors is very
limited. And I think AI can provide us with the opportunity of personalized learning. It is able toaccess your language level and track your progress and adapt delivery to your needs.
In this presentation, I'll share several examples of language classes some which weresuccessful and some which were not. And I'll focus on the requests from students based on aquestionnaire.

46

Papers
Day 2 (Monday, October 14th)

17:00-17:30
Room1202 (12F)
Using self-regulation strategies in group discussions: An exploratory study
Shravasti Chakravarty (Lovely Professional University, India)
The scaffolding effects of metacognitive strategy awareness for developing speaking skills iswell documented. More so, the strategies that fall under the category of self- regulation areespecially important in improving learners’ speaking performance across task types. In the
Indian context formal group discussions are used for shortlisting candidates at the time ofcampus recruitment across professional courses. Even though the discussants have content
knowledge, they fall short in their ability to express themselves within the limited time that thediscussion lasts. Considering the benefits of using metacognitive language learning strategies, inthis study I have explored the changes in the understanding and use of self-monitoring, self-talk,and self-evaluation during formal group discussions. The changes that took place in theparticipants’ performance as a result of using the strategies are also explored. The participantsof the study comprised three female and three male first year engineering students. Thisqualitative study lasted ten months. Data from four rounds of semi-structured interviews, andsix rounds of group discussions that were analysed using several verbal and non-verbal
parameters was triangulated to gauge the discussants’ performance. The findings of the study
suggest a strong influence of strategy understanding and use on group discussion performance.
Consequently, the study has implications for a metacognitive strategy-training programme
aimed at developing group discussion skills among tertiary level learners.

Room 1203 (12F)The effect of self-regulated learning on second language pronunciation:
The structural relationships
Hideki Abe (Tsuruoka National College of Technology, Japan)
The interrelationships of critical factors of individual learner differences involved in L2
pronunciation have been attracting scholarly attention in the past few years, with someinvestigating the role of motivation in the learning process and others exploring learning
strategies as a significant predicator of L2 pronunciation comprehensibility. Whilst it is criticalthat we understand why learners learn L2 pronunciation and how they actually do so, it isprobably even more important to explore how these ‘why’ and ‘how’ factors work in tandem inthe development of L2 pronunciation. Drawing upon the theoretical framework of self-regulated
learning (SRL), this study examines the significant possibility that unveils the mechanisms
through which L2 learners regulate their self-regulated capacity. Accordingly, two major
research questions have been formulated:
RQ1: What are the relationships between self-regulated learning strategies and L2 pronunciation?
RQ2: Do the SRL strategies predict the comprehensibility of L2 pronunciation?

The data of 105 participants, high school learners of EFL, are collected via 1) a 6-point
Likert-scale questionnaire, assessing learners’ SRL towards L2 English pronunciation learning(40 items), and 2) a pronunciation assessment part of KJET-S (Kawaijuku English
Test-Speaking, 50 points), examining participants’ comprehensibility of pronunciation, both ofwhich are submitted to confirmatory factor analysis (CFA) through structural equation modeling(SEM). The fit indices indicated an acceptable, but not great fit to the data, χ2(3)=7.214,
GFI=.97, CFI=.97, TLI=.90, RMSEA=.06 [.05, .07]. The empirical evidence lends preliminary
support that L2 pronunciation learning is a self-regulated process on the attainment ofcomprehensibility.

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Papers
Day 2 (Monday, October 14th)

17:00-17:30
Room 1101 (11F)
Exploring the influence of self-efficacy in vocabulary use on lexical sophisticationand strategies for productive vocabulary use
Jingyuan Wang (The Graduate School of Foreign Language Education and Research,
Kansai University, Japan)
Atsushi Mizumoto (Kansai University, Japan)
The purpose of this study is to explore the relationship between self-efficacy and lexicalsophistication in vocabulary use, and the effects of self-efficacy on the strategies for productive
vocabulary use. A total of 60 non-English major Chinese university EFL learners participated inthis study. A 6-point Likert scale questionnaire was used to measure their self-efficacy invocabulary use. The composition section of College English Test (CET) Band 4 was used as ameasure of writing proficiency, and analyzed using TAALES (Tool for the Automatic Analysis
of Lexical Sophistication) to calculate the lexical sophistication. An open-end questionnaire wasgiven to inquire the strategies that the participants used to select productive vocabulary in
writing. Correlation analysis was first conducted to investigate the relationship between
self-efficacy in vocabulary use and lexical sophistication. Next, in order to explore the effects ofself-efficacy in vocabulary use on strategies of productive vocabulary use, participants weredivided into three clusters according to their scores of self-efficacy. The comparative analysis tothe strategies of productive vocabulary use among three clusters was then carried out. The
results suggest that self-efficacy in vocabulary use has a positive effect on lexical sophisticationand strategies for productive vocabulary use. Implications for these findings are discussed inlight of the learner autonomy and strategy instruction.

Room 1102 (11F)
A Study on English Education Using AI speaker and ICT
Hiroyuki Obari (Aoyama Gakuin University, Japan)
The focus of this study is on evaluating the use of AI Speakers such as Google home mini andAmazon echo dot to determine their effectiveness in improving the EFL skills of native
Japanese students. The used technologies included Google Home mini, ATR CALL Brix,
Facebook, Line, and online materials related to international issues. An empirical study was
conducted to examine the overall effectiveness of the program in improving the TOEIC testscores of the target group of Japanese students. The investigation began in September 2018 andended in January 2019, targeting twenty-four third year undergraduates. Twenty four students
were divided into eight groups, 4 for using Google home mini and 4 for Amazon echo dot.
The participants were required to study their favourite English programs for four months with
AI speaker and to conduct a diary study, sometimes with shooting their studies with asmartphone. Finally in January after ending the program, students of 8 groups made theirpresentation about their research of using AI speakers with flipped lessons and came up with thepositive feedback including the limitation of the study. The TOEIC pre- and post-training
results (n=24) indicated that the program had assisted the students in improving their overall
English proficiency, especially listening comprehension with the help of AI speakers during the
4-month training period. A post-course questionnaire also revealed the students were attracted
to use AI speaker as a part of daily life to studying English and changed the way they learn
English.

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Papers
Day 3 (Tuesday, October 15th)
PapersDay 3 (Tuesday, October 15th)
11:15-11:45
Room 1202 (12F)
Grammatical exercises and the strategy of practicing naturalistically
Grzegorz Drożdż (University of Silesia, Poland)
Characterising the strategy of practicing naturalistically, Oxford (1990: 43) stresses the use of
the target language in natural and realistic settings. Due to advances in cognitive psychology(e.g. Tomasello 1999), it is possible to elaborate this general characterisation and point to one
more important element of them–the native speaker and his abilities.
One of such abilities, as Tomasello (1999: 8-9) indicates, is to construe reality, that is, to“adopt multiple perspectives simultaneously on one and the same perceptual situation”. It is
thanks to this ability that learners can successfully cope with the types of exercises proposed by
Oxford, e.g. participating in a conversation or writing a letter, as the choice of an adequate
construction arises from the knowledge how the given situation can be construed, howalternative constructions can change this construal, and a flexibly to shift from one construal toanother.
In the presentation, I propose a new type of grammar exercises–one that practises theability to conceive the same scene in alternative ways. The exercise assumes providing students
with a decontextualised, skeletal sentence that is complemented with a number of possible
contexts. The learners’ task is to interpret each of the provided contexts and adjust the form of
the initial sentence so that it suits each of the contexts. The proposal is illustrated with examples
of English tenses in their reference to the future.

Room 1203 (12F)
Modeling the dynamic relationship between metacognitive strategies and English
performance: An Associative Latent Transition Analysis
Yuyang Cai (School of Languages, Shanghai University of International Business and Economics, China)

Recent studies suggest that the effect of strategy use on language performance fluctuates acrosslearners of different proficiency. However, more studies are needed from longitudinal
perspective. The current study examined the dynamic relationship between metacognitive
strategies (MS) and English performance. 2,473 7th Graders from 16 middle schools in Hong
Kong participated. Their MS and English were measured twice, at an interval of one year, using
a metacognitive strategy scale and two parallel versions of English assessment (from a
2000-item Rasch Calibrated item bank), respectively. Primary data analysis involved: 1) LPA(latent profile analysis) to classify students with each wave of the MS and test data,
respectively; 2) LTA (latent transition analysis) to examine transition in MS and English
proficiency; and 3) ALPA (Associative Latent Transition Analysis) to examine the relationshipbetween the two transitions. The results suggest: (1) both non-active and active-strategy users
tended to switch to average strategy users; (2) most poor achievers (80%) stayed as poor,
whereas a substantive portion of high-achievers (18%) achieved even higher (18%); (3)non-transition of T1 non-active strategy users significantly predicted the membership of T2
low-achievers, whereas T1 membership in average strategy users significantly predicted T2
medium-achievers (i.e., their English improved). Overall, the results suggested strategy use
tended to have a centralizing feature (i.e., the pattern of the Island Ridge Curve) and that
average strategy use is associated with optimal language learning. Put another way, too little useof metacognitive strategies benefits language learning as little as too much use of metacognitive
strategies.

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Papers
Day 3 (Tuesday, October 15th)
11:15-11:45
Room 1101 (11F)
What is ‘the teaching and learning cycle (TLC)’?
Akiko Nagao (Ryukoku University, Japan)
The purpose of this qualitative study will be to understand how 36 first-year university students
in Japan as novice L2 (second language) writers of English become experienced writers througha 15-week genre-based approach (GBA) in their writing course.
In this presentation, one of my purposes is to introduce the writing teaching method andteaching materials for ‘genre-based approach (GBA)’ included the theoretical background tolanguage learning strategies. The core concept of this teaching method is ‘the teaching andlearning cycle (TLC)’ (Burns, 1990; Feez & Joyce,1998; Hammond, 2001; Knapp & Watkins,
2005; Martin & Rose, 2008; Rose & Martin, 2012), which originally developed for the literacy
education in Australia. The five stages: Joint Construction and Independent Construction stages
within the TLC allows learners to increase their understanding of the target texts’ social andcommunicative purpose, generic structure, and also lexicogrammatical features.
In the ongoing-further research, in order to answer for these questions: Which stages of
TLC are effective for the first-year university students in a tertial education in Japan?,pre-mid-post surveys, learning reflections, and interviews will be analysed in order to assess themodified version of the TLC.

Room 1102 (11F)
New Findings on the Relation between Noticing and Consciousness in L2 Learning
Yukio Ikari (Osaka City University, Japan)
Conscious and unconscious processes play significant roles in language learning as they are
fundamentally related to noticing. Furthermore, attention raises consciousness, which will
trigger noticing, the quick reset of the immediate neural network concerned. In the presentation
we will demonstrate the relation between noticing and consciousness in the brain.
Many brain science studies have shown that consciousness rises in the analytic process ofleft hemisphere while unconsciousness, in the holistic and concurrent process of righthemisphere. However, the truth is not so straightforward. Concerning the function of righthemisphere, it is the case. In contrast, left hemisphere could handle unconscious process as wellas conscious process. Certainly, left hemisphere functions in conscious process at first as in theearly stage of language learning. But its function shifts to unconscious process gradually.
Additionally, recent brain science studies such as those by Mitsuo Kawato of ATR imply that
cerebellum has something to do with unconscious process. Cerebellum has turned out to beconnected with automatic process, making it possible to process verbal information so quickly
that it will lead up to unconscious process.
The most significant point of our presentation is that noticing could occur even in
unconscious process of linguistic information as well as in conscious process by swift shift ofattention in coordination with cerebrum and cerebellum. The mechanism of noticing will be
explained in relation to consciousness by several figures through consideration of the related
researches.

50

Papers
Day 3 (Tuesday, October 15th)
11:55-12:25
Room 1202 (12F)
Enhancing L2 Learners' Grammar Acquisition with the Combination of
Image-schema Based Grammar Method and Online Immediate Corrective Feedback

Mayu Janssens-Shintani (Bunkyo Gakuin University, Japan)
More visual than conventional methods, image-schema based grammar method (IBGM) has
grown into one of the most spread grammar teaching techniques in Japan (Onishi & McVay,
2011, Tanaka, 2008). The author developed computer-based, self-learning materials of IBGM
and confirmed its beneficial effect (2016). These materials, however, raised a problem: having
to study by themselves, students could not monitor their comprehension of grammar. Alongwith Interaction Hypothesis, it is also agreed that teacher-student oral interactions enhance
language acquisition (Gass & Mackey, 2007). In order for students to monitor theircomprehension of grammar, the study proposes the use of online supplementary speaking
activities where learners practice grammar orally with an instructor and are given one-to-one
immediate corrective feedback (OICF).
An experiment was conducted in 2017-2018 to Japanese students (N=58) novice inEnglish. They were tested on several grammar items (prepositions, nouns, articles and tense)
over 6 sessions, receiving each time 15-minute ISBG-based instruction followed by 25-minuteactivity of either drills or OICF via video chat with Filipino teachers. Questionnaires were also
given to assess psychological changes.
The results of written tests saw the experimental group scoring significantly higher insecond and third sessions (F(5, 280)=5.32, p<.01), unlike the first session where a significant
decrease of self-efficacy awareness was also observed (p<.001). Speaking English withforeigners for the first time must have been a big shock for them. The number of words used by
students in their post-written tests also significantly increased (p<.01): they thus became more“talkative” even while writing.

Room 1203 (12F)
The Development of EFL Learners' Metacognitive awareness and strategies
in a Flipped Classroom
Hui-chia Judy Shih (Feng Chia University, Taiwan)
Sheng-hui, Cindy Huang (National Changhua University of Education, Taiwan)
This study adopts a qualitative method in comparing EFL students’ development of
metacognitive awareness and metacognitive strategy use in a university flipped classroom
versus a regular classroom context. A total of 8 students (4 from each class) joined twosemi-structured interviews, at the beginning and end of the semester respectively. Findings
show that, in the context of a flipped classroom, learners’ metacognitive awareness has
undergone qualitative changes over the course of a semester. Similarly, the flipped classroom
design has led to a more active, deeper use of metacognitive strategies. Finally, implications forteaching and further research are discussed.

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Papers
Day 3 (Tuesday, October 15th)
11:55-12:25
Room 1101 (11F)
Strategy use by low-proficiency learners in collaborative learning settings
Hiromi Tsuda (Meiji University, Japan)
In this presentation, I report on a longitudinal, qualitative research on strategy use by university
students. Data are collected from 42 students in the twice-weekly compulsory listening classes,
which are conducted mostly in English, over a-year period.
The listening classes are based on a collaborative learning (CL) approach and the students
learn in groups of four selected at random. Collaborative activities such as group presentation,group summary writing, and listening-log sharing are assigned, and the students answer aquestionnaire and write brief comments after each activity.
At the beginning of each semester the students are asked to set their goals for the course
and in the middle of the semester they evaluate how much they have achieved and revise theirgoals if necessary. In addition, at the end of each class, they reflect on themselves and write
comments.
Through analyzing the results of the questionnaire and through students’ comments andinterviews with some of the participants, it is found that students independently learn to use
affective, social, and meta-cognitive strategies. Finally, the students, especially low-proficiency
learners, improve their English proficiency levels by the end of the school year. It is also provedthat the students’ strategy use changes in accordance with the development of their English
proficiency.
The presentation concludes by considering the implication of strategy use that thehierarchical classification of language learning strategies that Tsuda (2007) found in the reading
comprehension courses is also applicable to the process of strategy acquisition in listeningclasses with CL approach.

Room 1102 (11F)
The role played of executive functions in the development of accuracy and fluency oforal production and listening comprehension of L2 English past counterfactual
conditionals during interaction activities

Jonathan Moxon (Saga University, Japan)Long’s Interaction Hypothesis (1996) proposes that interaction, and the corrective feedback thatis provided during interaction episodes, promotes L2 acquisition. This paper presents initial
findings from a comprehensive study investigating the roles played by one group of internallearner capacities, executive functions, in the noticing of corrective feedback and gains made by
N=23 Japanese undergraduates in accuracy and fluency of L2 English past counterfactual
conditionals during interaction.
Participants completed five picture story narration tasks. Conditionals produced during
the first and last of these tasks acted as oral production pre- and posttests, while the intervening
three tasks comprised the treatment during which recasts were provided in response to target
structure errors. Pre- and posttest data was analyzed for accuracy and fluency.
Immediately before and after the tasks, participants responded to a 24-item timed
binary-choice grammaticality judgment task (GJT) containing eight target-structure items.
Responses were logged for accuracy and reaction times.
Initial t-tests analyses comparing pre- and posttest measures indicated a significant effectfor recasts on accuracy in both the GJT, t(23) = 4.679, p = .000, r = .71, and oral production,t(23) = 2.390, p = .026, r = .45, at posttest. No significant improvement was observed forfluency of oral production, p < .05, r = .39, or response times, p < .05, r = .32, in the GJT. These
results are discussed in the light of previous interactionist research, and cognitive theorizationsof the Interaction Hypothesis.

52

Papers
Day 3 (Tuesday, October 15th)
14:00-14:30
Room 1202 (12F)
Peer Coregulation and the Development of Learning Strategies:
A case of two learners
Hisako Yamashita (Konan Women's University, Japan)“I plan but I fail to carry it out.” “I’m bad at languages.” “I always end up studying fifty new
words the day before the test.” Many language learners struggle coordinating study time outsideof class, motivating themselves, and employing learning strategies to reach their learning goals
in a self-regulated manner.
Learning Strategy is not a static concept and does not exist in an empty vessel in whichlearners simply select from a list and use. While learning strategies are viewed as both otherand self-regulated (Rose, 2018), an ideal strategy is a dynamic process whereby learners
actively engage in its initiation, analysis of self, problem, and situation; making, execution, andevaluation of a plan (Gu, 2012). Thus unique learning strategy emerges as learner actively
engage in and take more ownership towards one’s learning. To nurture this process, dialogue isa powerful tool.
Rather than the traditional approach to teacher-student, teacher-guided strategy training, I
designed a classroom-based strategy development activity in which a series of peer interactions
serve as the main vehicle in initiating and developing their learning strategies. The presenter
will share the findings from dyad’s peer interactions over the 10-week period, specifically on
emergence of coregulation between peers, and how learners’ personalities, contexts, and needs
are interwoven into each of their newly formed learning strategies and in establishing“automatized” (Gu, 2012) form of their learning strategies.

Room 1203 (12F)
Revisiting language learner strategies and developing a listening comprehension
strategies (LCS) questionnaire for learning English as a global lingua franca (EGLF)

Natsumi Wakamoto (Doshisha Women's College of Liberal Arts, Japan)
Heath Rose (University of Oxford, United Kingdom)This presentation discusses the value of language learner strategies and reports on developing a
listening comprehension questionnaire which was designed to elicit information about the use oflistening comprehension strategies when learning English as a global lingua franca.
For the last twenty years, language learner strategy research has been criticized for thelack of consensus on its definition and for its research methodology, especially the use ofquestionnaires (e.g., SILL). Dörnyei and Ryan (2005, 2015) question the existence of language
learner strategies and propose to replace the concept with self-regulation. However, language
learner strategies and self-regulation are not mutually exclusive but are both useful forunderstanding learners’ approaches to learning English. We propose a new model thatemphasizes the interaction between language learner strategies and self-regulation.
To demonstrate the usefulness of the new model, we developed a questionnaire toresearch listening comprehension strategies (LCSs). Listening comprehension ability isnecessary in the era of English as a global lingua franca, where communication among
non-native speakers are more common than the communication between non-native and native
English speakers. Partly based on Vandergrift and Goh (2012), we developed a 52-item
questionnaire. Through the process of Exploratory Factor Analysis and Confirmatory Factor
Analysis with data from 255 Japanese college students, we have finalized the LCS questionnairethat includes 19 items, with three factors: cognitive listening strategies, metacognitive listening
strategies, and self-regulatory listening practice strategies.

53

Papers
Day 3 (Tuesday, October 15th)
14:00-14:30
Room 1101 (11F)
Exploring the language challenges and coping strategies of science students
in English-medium instruction: A case study of teachers and students
in Hong Kong secondary classrooms

Jack Pun (City University of Hong Kong, China)
Teaching science through English is a growing phenomenon around the world. In thispresentation, I will discuss the latest research into English medium of instruction (EMI) aroundthe globe and the challenges that teachers and students face when learning science throughEnglish in many cultural contexts. In particular, I will report a study in Hong Kong which
explores the teaching and learning process in EMI science classrooms (Physics, Chemistry,
Biology) from 8 secondary schools. Drawing the multiple sources of data from semi-structured
interviews, questionnaires and 34 hours video-recorded classroom observations of 19 teachersand 545 students, we explore the patterns of classroom interactions (turn-taking, ratio of talk,language choices, question types) in both traditional (or early-full) EMI vs MOI-switching (orlate-partial) schools (switching from L1 Cantonese to L2 English), between Grades 10 and 11 inboth schools. The teachers and students' perceptions on EMI teaching and learning processincluding their views on EMI, choices of classroom language, the language challenges, coping
strategies will also be investigated. By providing an evidence-based, detailed analysis ofauthentic classroom interactions, this research hopefully shed light on ways for improving thequality of instructional practices in different EMI classrooms worldwide.

Room 1102 (11F)
Discovering Life Beyond Powerpoint:
Strategies to Enhance Teaching & Learning in Higher Education
Douglas Bell (University of Nottingham Ningbo, China)
The vast majority of lectures in Higher Educational contexts still tend to be based on a model of
one-way knowledge transmission from speaker to listener. This usually involves individual
lecturers delivering lengthy monologues to students, the content and supporting materials forwhich, as Mann and Robinson (2009) lament, now most typically revolve around Powerpoint
slides.
Although there may occasionally be opportunities for interaction, the dominant modus
operandi is that lecturers should be the speakers and students should be the listeners.
While such a system has a long historical precedent and, to some extent evidently does
‘work’, in my own teaching, I find that I am increasingly looking for ways to experiment withvarying the routine of my lectures, and engaging my learners in more interactive and personallyengaging forms of pedagogy.
As various authors have commented (e.g. Tormey & Henchy, 2008; Biggs, 2006; Howard,
2002; Laurillard, 2002), there is substantive evidence that more interactive modes of teaching
may result in deeper and richer student learning.
This paper discusses some of the strategies for more interactive modes of teaching, which
I have carried out with postgraduate students enrolled on the University of Nottingham Ningbo
China MA TESOL. As an adjunct to the traditional MA lecture model, I have found suchactivities not only to be highly motivational, but to have offered a range of otherepistemological and pedagogical benefits.

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Papers
Day 3 (Tuesday, October 15th)
14:40-15:10
Room 1202 (12F)
Learner perceptions of English self-study within a framework of self-regulated
learning: An analysis of Q-methodology
Akiko Fukuda (Rikkyo University, Japan)
The study explores L2 learners’ viewpoints about self-regulated language learning in an EFL
self-study setting. Self-regulated learning (SRL) is recognized as an essential key to acquiring
language proficiency (Oxford, 2016); however, learners’ perspectives on SRL have not been
observed. Although a demand exists for self-regulated learning beyond the classroom context,
such as in a self-study setting, little research focuses on it. To address these issues, the present
study adopted Q-methodology, which exemplifies subjective representations of attitudes toward
SRL. Although Q-methodology has been unacknowledged in the SLA field, it captures the
dynamic hallmarks of SRL and discerns the general position in English self-study. Tenuniversity EFL learners willing to improve their English skills participated. They sorted 48
statements regarding SRL behaviors in self-study on a scale ranging from -5 (least like how they
think) to +5 (most like how they think). Afterwards, participants were interviewed about theirchoices. PQMethod 2.35 software (Schmolck, 2014) was used to analyze the learners’
characteristic viewpoints on SRL. Through a “by-person” factor analysis, a one-factor solution
accounting for 43% of the total variance was chosen, showing that all learners had similar SRL
prototypes in self-study. The results suggested that learners perceived that placing value on
English can enhance self-study, indicating that English self-study is used for attaining learner
ideals rather than getting good grades. Learning English as scheduled also seemed a pivot for
self-study although the learners struggled with its difficulty. The Q-sorts, combined withinterview data, will be discussed.

Room 1203 (12F)
Spoken Word Recognition by Two EFL Learners:
From a View of Listening Strategies
Yuka Yamauchi (Hiroshima Bunka Gakuen University, Japan)
The purpose of this study is to show how Japanese native speakers recognize orally pronounced
English vocabulary. When listening and understanding a foreign language, learners immediately
process the input toward bottom-up and top-down way. In a word recognition study (Yamauchi
et al., 2016) which tested the learners' spoken word recognition skill, some learners wrongly
recognized words for the semantically related precede word(s). The study revealed that
top-down processing appeared even in a set of word level. However, previous research has not
yet been clarified what makes the differences between the learners who correctly and wrongly
recognized the word. The present study aims to find individual differences focusing on thelearners' listening strategy use.
The participants of this study are two first-year female university students who are notconfident in English listening comprehension. (Their levels of listening skill are approximatelyaround A2-B1.) The two participants completed (a) a general English listening test, (b) Field’sword recognition task, (c) think-aloud protocol on listening tasks, and (d) questionnaires about
the listening strategy use and their personality traits. The results showed that the learner who
tried to listen correctly using linguistic knowledge likely to recognize words correctly, while thelearner who tend to understand a listening material using inferences likely to misrecognize.
This tendency seemed to be influenced more by their personality trait and strategy use than theirEnglish proficiency. Further research is required in order to get the generalized conclusion andapply the results to teaching practices.

55

Papers
Day 3 (Tuesday, October 15th)
14:40-15:10
Room 1101 (11F)
To what extent do students Returning from English-Speaking Countries havebetter English Abilities than Non-study-abroad Students?
Satoshi Kurokawa (The University of Tokyo, Ph.D Student, Japan)
Previous studies have investigated English proficiency improvements from short-term study
abroad in higher education, there has been a lack of studies on proficiency improvements fromlong-term study-abroad programs for younger students. Therefore, this paper investigates towhat extent people studying abroad English language proficiency acquire higher language
proficiency than people who had not had study-abroad experiences.
Of the 112 eighteen-year-old high school students who participated in this study, 96 had
not studied abroad and the other 16 had studied abroad for at least half a year before enteringjunior high school. C-tests were administrated to measure general language proficiency(Dörnyei & Katona, 1992) and certification results checked from formal language assessment
tests such as TOEFL and IELTS. Based on the C-test scores, t-tests were employed to compare
both groups to assess whether the study-abroad group was more likely to pass the Common
European Framework for References B2 level English certification than the non-study-abroadgroup, and subsequently, odds ratios were calculated.
The t-tests indicated that there were significant differences in the C-test scores between
the study-abroad group and the non-study-abroad group (t (110) = -6.8314 p < 0.01). The oddsof the study-abroad group passing a B2 level English proficiency test were 4.2 times higher than
the non-study-abroad group (OR: 4.2, 95% CI: 1.34-13.1, p < 0.05).
Therefore, it was concluded that 18-year-old students who had attended
over-half-a-year-term study programs in English-speaking countries had a significantly higher
English proficiency than those 18-year-old students who had not studied abroad.

Room 1102 (11F)Mediated development through the prism of concept map activity
Vasiliki Antoniou (University College London, United Kingdom)
Following Vygotsky’s argument about the leading role of instruction within the zone of proximal
development (ZPD), Gal’perin developed Systemic Theoretical Instruction (STI), which encourages
the active construction of materialized concepts and their monitored transformation into mental
processes to foster development. This paper proposes a framework for fostering dialogic interaction
with learners intended to render concept map instructional materials as cognitive tools to regulate
learner L2 use and understanding of academic concepts (Lantolf & Poehner, 2011). The paper inparticular examines self-generated concept map representations of abstract linguistic concepts
derived from academic articles during a trainee teacher EAP support unit in a UK based university.
It starts with an overview of the adopted STI approach. Then, the pre and post treatment concept
maps along with the recorded pre and post treatment oral presentations of 13 university postgraduate
trainee teachers on Moodle are closely analysed to reveal how materialization activities were criticalto the trainee teachers’ ability to construct and consider new meanings in English. Conceptual
development was observed in the creation of learner concept maps that actually elaborated on thegiven academic article concepts.
The findings revealed that concept maps were successful in fostering the students’ conceptual
development and that the specific types of support available to the L2 trainee teachers should begiven strong consideration for the dialogic support they offer.
References
Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for L2
development. Language Teaching Research, 15, 11-33

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Information for Presenters

Information for Presenters
Program and Conference Handbook·
The full program is available on the website. The schedule is subject to change. No request
regarding the time and date of your presentation is possible. Thank you for yourunderstanding.
·

The conference handbook will be posted on the website in early October. Please note that it
will be distributed only on this website.

Facilities·

Wi-Fi will be available at the venue (SSID and PASSWORD are provided in the program).

·

The rooms are equipped with a projector, an RGB (D-Sub 15 pin, VGA) cable, and an
HDMI cable. Please bring your own device, a connector if a Mac, a laser pointer, a desk
lamp, etc., if necessary.

·

A wireless (bluetooth) speaker is available in Room 1101 and Room 1102. In Room 1202,
Room 1203, and Conference Hall, audio output is possible with 3.5 mm stereo audio cable.
Bring your own speaker in case you are not sure about the compatibility with yourcomputer.

·Business Center is located on the 11th floor of the conference venue. It provides services
such as photocopying (20 yen per copy).

·

Prayer Room on the 11th floor for Muslim participants is open during the conference
period for free of charge.

Presentation (Papers and Symposiums)·
Paper sessions are organized into 30-minute timeslots. The suggested presentation length is
20 minutes, leaving 10 minutes for audience questions and interaction.
·

Symposiums typically consist of three to five papers exploring a specific topic in depth.
The duration of symposiums is 90 minutes, including time for audience questions andinteraction.

·

No chairperson is assigned to presentation and symposium sessions. All presenters are
responsible for managing their time to ensure sufficient opportunities for audience
involvement within the timeslot.

Presentation (Keynote Speeches and Workshops)·

The duration of keynote speeches is 90 minutes, including time for audience questions andinteraction.

·

The duration of workshops is 60 minutes, including time for audience questions andinteraction.

·

One chairperson is assigned to each session.

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General Information

General Information
Venue
The Osaka International Convention Center (Grand Cube Osaka) is conveniently located in the center of the
Osaka metropolitan area.

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59General Information

AccessFrom Kansai International Airport (KIX Airport)···

Approx. 55 minutes to Osaka Station on the JR Line
Approx. 60 minutes to Osaka Station by airport limousine bus↓
A shuttle bus runs between JR Osaka Station and the Rihga Royal Hotel. The Osaka International Convention
Center is located adjacent to the hotel.
Free Shuttle Bus Service
JR Osaka Station bus stop: West side of JR Osaka St., close to Sakura-bashi exit

Operating Hours: Daily 7:45 to 22:15 (approx. 10-minute ride)
10:00 to 21:00 (running every 6 minutes)
7:45 to 10:00 and 21:00 to 22:15 (running every 15 minutes)

From Osaka International Airport (Itami Airport)··

Approx. 30 minutes to Osaka Station by airport bus↓
A shuttle bus runs between JR Osaka Station and the Rihga Royal Hotel Osaka. The Osaka International
Convention Center is located adjacent to the hotel.

From Shin-Osaka Shinkansen (Bullet Train) Station··

Transfer to the JR local line at Shin-Osaka Station, and disembark at Osaka Station (approx.5-minute ride)↓
A shuttle bus runs between JR Osaka Station and the Rihga Royal Hotel Osaka. The Osaka International
Convention Center is located adjacent to the hotel.

Nearest stations
·
·
·
·
·

Keihan Nakanoshima Line: Next to Exit No.2 of the Keihan Nakanoshima (Osaka International Convention
Center) Station.
JR Loop Line: 15-minute walk from Fukushima Station.
JR Tozai Line: 10-minute walk from Exit No.2 or No.3 of Shin-Hukushima Station.
Hanshin Railway: 10-minute walk from Exit No.3 of Fukushima Station.
Subway: 15-minute walk from Exit No.1 of the Central Line or Exit No.9 of the Sennichimae Line of Awaza
Station.

By bus···A shuttle bus runs between JR Osaka Station and the Rihga Royal Hotel.
15 minutes by Osaka city bus from JR Osaka Station. Take No.53-bound for Funatsubashi, or No.55-bound for
Tsurumachi 4-chome. Get off at the Dojima Ohashi bus stop.
15 minutes by Nakanoshima loop bus from Yodoyabashi Station on the subway Midosuji Line, or the Keihan Line
(Exit No.4). The bus stop is in front of the Sumitomo building. Get off at the Osaka International Convention
Center.

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General Information

Conference Rooms·

SSU3 will be held in rooms on the 11th (Room 1101 & Room 1102) and 12th floors (Conference Hall, Room 1202,& Room 1203). *Some presentations have been moved to Day 3 due to the typhoon, and we have booked anotherroom (Room 802) on Day 3 so that we can accommodate more presenters’ requests for schedule change.

·

Business Center is located on the 11th floor of the conference venue. It provides services such as photocopying (20yen per copy).

·

Prayer Room on the 11th floor for Muslim participants is open during the conference period for free of charge.

·

Wi-Fi will be available at the venue (SSID: FREE-OICC, PASSWORD: grandcube).

8F

11F

12F

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General Information

Registration
Online registration opens on June 1, 2019. Early bird registration closes on August 15, 2019 (Closed).
Type
Early Bird (Until August 15)
Standard
Regular
JPY20,000
JPY28,000
Student
JPY15,000
JPY20,000*Lunch for three days is included in the fee.
*If you register as a student, you will need to upload a copy of your student ID when you register online.
The registration desk will be open during the conference. You will pick up your registration pack and name badge
at the conference registration desk, located in the lobby on the 12th floor of the conference venue. Cloakroom
facilities are available throughout the conference at the registration desk.

Cancellation & Refund Policy
In case of cancellation by the registrant, refunds will be issued if received no later than one week prior to the startof the conference (i.e., October 6, 0:00 JST). No refund is possible after the deadline.

Accommodation
A list of recommended accommodation near the venue is available on the conference website. The closest hotel tothe venue is the RIHGA Royal Hotel. The Super Hotel Osaka Natural Hot Springs and Hotel NCB are also withinwalking distance from the venue. As Osaka is a very popular tourist destination, we highly recommend that you
book accommodation as soon as possible.

Excursion
Although an excursion is not included in the SSU3 program, you can book one yourself. A list of recommended
excursions provided by JTB (Japan Travel Bureau) is available on the website. We hope you will enjoy exploring
Japan!

Past SSU Events
SSU1 was held in Austria in 2015.
SSU2 was held in Greece in 2017.

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General Information

Restaurant (Lunch)
Lunch will be served at Kitchen Fujioken on the 5th floor. All registered participants will receive lunch tickets forthree days. We will ask your food preferences (vegetarian or non-vegetarian) by the end of September. We aresorry, but the restaurant does not serve vegan or halal meals.

Café
Although we will provide complimentary refreshments during the breaks, the venue also has a café with a relaxing
and inviting atmosphere on the 2nd floor (OIC CAFE). Please note that drinks and food at OIC CAFE are notincluded in the conference fee.

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General Information

Conference Dinner
The tickets are SOLD OUT!

The information below is for those who have reserved tickets in advance.

An optional conference dinner will be held on Monday, October 14 at Flowers Cafe & Diner at Nakanoshima
Banks. It is located right in front of the venue, and it takes only three minutes to walk there. You can enjoy thefood as well as the excellent service and the open-air atmosphere by the river in the center of Osaka.
Delegates will be treated to a course meal with an all-you-can-drink option (see the menu below).
Meal tickets cost Regular (JPY6,000) / Student (JPY5,000) and can be booked via the online registration system.
Please note that due to capacity limits, we can only accept 45 people (on a first-come-first-served basis). We
recommend that you book your ticket as soon as possible!
[Menu] *Vegetarian menu options available.
Salade Nicoise
Marinated Salmon
Insalata Caprese with Prosciutto
Marinated Shrimp and Seasonal Vegetable Salad
Hamburger
Pasta (Chef’s selection)
Fried Chicken
French Fries
Herb-Roasted Pork Shoulder
Desert*Please note that menu items are subject to change without notice, due to the availability of seasonal ingredients.

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