]JALT

PanSIG 2023
Conference0

Handbook22nd PanSIG conference
PanSIG 2023
Looking Forward
May 12th – 14th, 2023
Kyoto Sangyo
University

Program Schedule: https://cfp.pansig.org/pansig2023/schedule

Full list of sessions: https://cfp.pansig.org/pansig2023/talk
ONLINE – Join the cur.event space by visiting the conference website
To register for PanSIG 2023, go to: https://eur.cvent.me/Ke8od
ON SITE - To attend PanSIG 2023, you need a ticket.
You can purchase a ticket as a JALT member, non-JALT member, student (JALT Member) andstudent (non-JALT member).
PRE-REGISTRATION
If you have already registered, please collect your name card at the registration desk.
ONSITE REGISTRATION
You can register and pay on the day to attend the conference. Please go to the treasurer’s desk
where you can register for the conference.
Cover Image by Tim Cleminson

1Table of Contents
Welcome to PanSIG 2023!
Table of Contents
Useful Information – At a glance
Schedule Overview
Social Events Schedule Overview
PanSIG 2023 Social Events
PanSIG 2023 Pricing
Access to the Conference Site
Map of Conference Site
Message from the Conference ChairPanSIG 2023 Research Grant and Conference Grant Winners
PanSIG 2023 Committee
JALT Code of Conduct
PanSIG 2023 Proposal Readers
The 2022 PanSIG Journal – article reviewers
PanSIG 2023 Onsite and Student Volunteers
Acknowledgments of Associate Members & Sponsored Presentations
JALT Special Interest Groups (SIGs)
Plenary Speakers

1
2
3-4
5
6
7
8
9-10
11
12-13
13
14
15
16
17
18
19-24
25-32
33-34

Saturday Morning Sessions
09:30am – 09:55am - Presentations
10:05am – 10:25am - Presentations
10:40am – 11:05am - Presentations
11:25am - 11:50am - Presentations
12:00pm – 12:25pm - Presentations

35-39
40-44
45-48
49-54
55-59

Saturday Afternoon Sessions
1:40pm – 2:40pm - Plenary Speaker: Mitsuyo Sakamoto
2:50pm – 3:15pm - Presentations
2:50pm – 3:30pm - Poster Presentations
3:40pm – 4:05pm - Presentations
4:15pm – 5:45pm - SIG Forums

60
61-64
65-70
71-76
77-82

Sunday Morning Sessions
09:00am – 9:25am – Presentations
09:25am – 10:00am – Presentations
10:10am – 11:10am - Plenary Speaker: Yukie Saito
11:15am – 11:55am - Poster Presentations
11:30am – 11:55am – Presentations
12:05pm – 12:30pm – Presentations

83-88
89-94
95
96- 99100-103104-109

Sunday Afternoon Sessions
1:30pm – 1:55pm – Presentations
2:05pm – 3:35pm – SIG Forums
Closing ceremony and PanSIG 2024 introduction / Post-conference event
Online Video Sessions

110-115
116-120
121
122-127

Grant Recipient Reports – PanSIG 2022
Handbook Special Theme: PanSIG Showcase Pages
2023 PanSIG Journal - Call for Papers
PanSIG 2024 - Preview

128-132
133 -159
160
161

2

Useful Information - At a glance
Go online: https://eur.cvent.me/Ke8od
PanSIG2023 conference website: https://pansig.org
If you have questions, please contact the conference team at confchair@pansig.org
For programming questions, contact program@pansig.org
For online help, contact program@pansig.org
Venue: https://pansig.org/location https://www.kyoto-su.ac.jp/english/school/location.html
Wi-Fi: https://pansig.org/wifi-availability
WiFi will be available to all conference participants at PanSIG 2023, May 12-14 at Kyoto Sangyo
University. The username and password will be shared at the venue.

Childcare: https://pansig.org/childcare
Food: https://pansig.org/foodAccommodation: https://pansig.org/accommodation
Schedule: https://pansig.org/schedule
Kyoto Guide: https://kyoto.travel/en/
Posting Large items (Yupak): https://pansig.org/packages
The post office Yupak service will pick up luggage and boxes for delivery.
A pay-on delivery address label can be obtained from the registration desk. Payment for delivery will
be made by the receiver. Items and boxes to be delivered must be ready for collection at Room S102
(first floor entrance of the conference building) by 16.30 on Sunday May 14th.
Garbage:
Please keep garbage to a minimum. We request that you bring your own water bottle or vacuum
flask for drinks. Please use the bins on campus and separate your garbage (i.e., burnable, plastics,cans) as necessary. If possible, please take your garbage with you to dispose of off-campus. We
appreciate your efforts to help us run an environmentally-friendly and sustainable conference.
Kyoto Prefectural Website:
For emergency contact numbers or medical help, please refer to https://www.pref.kyoto.jp/en/

All information is correct and accurate up to Monday 8th May 2023. Any errors or changes to the schedule areunintentional and we apologize for any inconvenience this may cause.
Please refer to the PanSIG 2023 website https://pansig.org for the latest and most accurate information.

3

Useful Information - At a glance
How to get to the KSU campus
The university campus is in the north part of the city. DON’T go to the satellite campus near Kyoto
Station. This is where the affiliated high school is located. There are multiple ways to reach thecampus by public transportation. The Karasuma subway line runs north-south through the center of
Kyoto City.
1. From Kyoto Station take the subway (Karasuma line) all the way to the last station
Kokusaikaikan (International Conference Center). About 20 minutes. From there take the #40
bus direct to the campus (¥230) The bus stop is the furthest one from station exit 4-1. Or takea taxi (there is a taxi rank outside the station). About 10 minutes.
2. From Kitaoji Station on the Karasuma subway line there is the 北 3 bus that leaves from theunderground bus station and goes to the KSU campus (¥230). About 20 minutes.
3. The Hankyu train line that approaches Kyoto from Umeda, Osaka on the west side of the city
joins the Karasuma subway line at Karasuma Station. You can take the subway north to
Kokusaikaikan from there.
4. From Demachiyanagi Station (the final station on the Keihan Line that approaches Kyoto
from Osaka and Shiga on the east side) you can take a bus directly to the KSU campus (about
30 minutes).
5. Also from Demachiyanagi Station, you can take the Eizan train to Nikenchaya Station (¥350,
15 minutes) and take the free university shuttle bus to the campus from the station (notavailable Saturday afternoon or Sunday). It takes only 15 minutes to walk to the campus
from the station.
6. There is a free university shuttle bus service on Saturday morning to the campus from the
Kamigamo Shrine bus terminal. This is a 15-minute walk from the Kitayama subway station.
We recommend you use the #40 bus from and to Kokusaikaikan because we have arranged for extra
buses to run on the mornings and afternoons/evenings of the conference. You will need to walk to
Nikenchaya Station to reach the Eizan and Keihan Lines on Saturday afternoon and Sunday. The 北 3
bus will be running according to its regular weekend schedule.
Recommended areas to stay in Kyoto
There are no hotels near the campus and very few amenities. We recommend you look foraccommodation in the areas near the stations mentioned above: Kyoto Station, stations along theKarasuma subway line, stations on the Hankyu line, stations on the Keihan line south of
Demachiyanagi station, or the Demachiyanagi area.
Food and drink at the conference
Tea, coffee, and other beverages will be provided and some light snacks. There are many vending
machines on campus. Please note that the campus convenience stores and cafeterias will be closed
on Saturday afternoon and Sunday. There is a 7-11 convenience store about 100 meters south of themain exit of the campus.
You can order lunch for both days through the conference registration page. This will be cooked andserved at one of the cafeterias called Libre on the 3rd floor of Building 8 (very close to the conferencebuilding.) There are 3 choices of menu (a filling meal, a lighter meal, and a vegetarian meal – details
to follow after the spring break ends on April 7). Each meal will cost ¥700. Pay directly at thecafeteria for your meal.

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Schedule Overview

Saturday May 13th, 2023
Desk Registration

08:15 ~

Opening Ceremony

09:00 – 09:20

Morning sessions

09:30 – 12:25

Lunch

12:30 – 13:30

Plenary: Dr Mitsuyo Sakamoto

13:40 – 14:40

Afternoon sessions

14:50 – 17:45

Poster Presentations - Session 1

14:50 – 15:30

SIG Forums – Session 1

16:15 – 17:45

PanSIG 2023 Official Conference Dinner

18:30 ~

Sunday May 14th, 2023
Morning sessions

09:00 – 10:00

Plenary: Dr Yukie Saito

10:10 – 11:10

Poster Presentations - Session 2

11:15 – 11:55

Morning sessions

11:30 – 12:30

Lunch

12:30 – 13:30

Afternoon sessions

13:30 – 15:35

SIG Forums – Session 2

14:05 – 15:35

Closing Ceremony

15:50 – 16:00

PanSIG 2024 Introduction Meeting

15:50 – 16:00-------------------------------------------------------------------------------------------------------------------Schedule: https://pansig.org/schedule
Kyoto Guide: https://kyoto.travel/en/

5Social Events Schedule Overview

Friday May 12th, 2023
Hike to Mt Hiei

13:00 – 17:00

Handweaving Nishijin Textile Center

11:00 – 12:30

Walk to Seiryden and Kiyomizu Temple

13:30 ~ 16:30

Saturday May 13th, 2023
Conference Dinner (Hamac de Paradis)

18:00 – 20:00

Astronomical Observatory (KSU campus)

19:00 – 20:00

Sunday May 14th, 2023
Birdwatching walk on Kamo River

07:00 – 08:30

Tea ceremony (KSU campus)

09:30
11:15
14:30
15:30

-------------------------------------------------------------------------------------------------------------------Schedule: https://pansig.org/schedule

Kyoto Guide: https://kyoto.travel/en/

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PanSIG 2023 – Social Events
The PanSIG 2023 Committee has organized many social events for delegates to choose from.
Mount Hiei Hike
(For experienced hikers)

Seiryuden/Kiyomizudera Walk
(with Kyoto Sangyo Students)

Date: Friday 12 May
Time: 13:00 (4-5 hours)
Cost: Free

Date: Friday 12 May
Time: 13:30 (2 hours)
Cost: Free

Meet: Shugakuin Station
Bring: Hiking shoes, water,snacks
Info: Cable car down (¥540) or
walk down. Turn from Yase
StationKyoto Dining Night

Meet: Higashiyama Station(Exit 2)
Bring: Hiking shoes,
water, snacks
Info: ¥500 fee for Seiryden

Meet: Nishijin Textile Centre

Star Gazing

Birdwatching

Date: Friday 12th May
Time: Evening
Info: ¥6,000 (with drinks)

Date: Saturday 13th May
Time: 19:00-19:30
Cost: Free

Date: Sunday 14th May
Time: 07:00
Cost: Free

Meet: Mimasuya

Meet: Astronomical Observatory(on campus)

Meet: Kamo River (West Bank on
north side of Shijo Bridge)ththConference DinnerHamac de Paradis

Hand weaving/Hand crafting
Date: Friday 12th May
Time: 11:00
Handweaving: ¥2,200
Hand crafting: from ¥3,200

Tea ceremony
Date: Sunday 14th May
Time: 09:30 / 11:15 / 14:30 / 15:50
Cost: covered by PanSIG 2023

Date: Saturday 13th May
Time: 18:30-20:30
Cost: ¥5,000

Meet: Conference reception area

Meet: Free bus from bus stopin front of Koyama Hall

Students will guide groups to teahouse atscheduled times.

Info: Buffet all-you-can-eat and drink.
Vegetarian/Vegan available on request.

Useful links:
Mt Hiei: https://www.kyotostation.com/the-eizan-electric-railway-for-kibune-kurama-mount-hiei/
Seiryuden: http://www.shogunzuka.com/english/seiryuden.html
Hand Weaving/Hand Crafting: https://nishijin.or.jp/eng/experience1/
Mimasuya: https://en.japantravel.com/kyoto/kyoto-pontocho-mimasuya-restaurant/5782
Star Gazing: https://www.kyoto-su.ac.jp/observatory/index.html
Conference Dinner: https://www.hamac-de-paradis-kanbaikan.jp/

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PanSIG 2023 - Pricing* Students (JALT members) are either JALT student members, or JALT members who are full-timestudents with proof of student status, such as a valid student ID.
** Students (non-JALT members) must be full-time students with proof of student status, such as avalid student ID.
If you have questions, please contact the conference team at confchair@pansig.org
For programming questions or online Zoom help, contact program@pansig.org

8

Access to the Conference Site: https://pansig.org/access

Designed by Hikaru Furutaka

9Access to the Conference Site: https://pansig.org/access

Designed by Hikaru Furutaka

10Map of Conference Site: https://www.kyoto-su.ac.jp/english/school/campus.html

11

Message from the Conference Chair
Dear PanSIG attendees,
Hello everyone and welcome to the PanSIG 2023
Conference. Our conference theme this year is "Looking
Forward" which reflects on our collective journey throughchallenging times and our eagerness to share and learn
from our collective classroom experiences. Kyoto Sangyo
University's picturesque location provides a backdrop forboth engaging in meaningful discussions about language
education and for enjoying Kyoto's natural and cultural
attractions. We hope that you enjoy the conference thisweekend in this wonderful location.
It’s been 15 years since we were last in Kyoto and in that time the world of education has
transformed significantly. During the pandemic alone, educators around the world haveexperimented with and adapted to new teaching methods to reach out to students, ranging
from basic video conferencing apps to more elaborate platforms on the Metaverse or in Virtual
Reality (VR). This year has also witnessed the beginning of AI technology integration as one of
the many tools that teachers use every day in their classrooms.
With so much to discuss, this year’s Plenary Speakers will navigate us through some of these
exciting new technologies, showing us how to implement them effectively in our classrooms. On
Saturday, Dr. Mitsuyo Sakamoto will introduce COIL (Collaborative Online International
Learning) and will illustrate through her recent project what COIL teaching looks like. On
Sunday, Dr. Yukie Saito will guide us through the potential of Metaverse and ChatGPT in English
language teaching. And our plenary speakers represent just two of more than 300 presenterssharing their knowledge and experience on a whole range of topics during these two days ofconferencing.
Throughout the conference, the PanSIG team has scheduled ample breaks, networking
opportunities and social activities, allowing participants to connect and exchange ideas. This
includes an inclusive environment that will tend to your needs from accessibility to childcare
services and more. Even pre-ordered cooked lunches will be freshly served at the campus
cafeteria. Numerous social events have been lined up by our Site Chair Amanda Gillis-Furutaka,ranging from morning excursions to intimate Tea Ceremony sessions in between presentations.
And don’t forget about our Conference Dinner on Saturday night, which offers a great location,
delicious food, and lots of conversation. None of this would have been possible without the
PanSIG Committee, SIG volunteers, site volunteers, student volunteers, and of course, Kyoto
Sangyo University for their warm welcome and support.
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PanSIG doesn’t stop here and plans for next year’s conference are already underway. The
PanSIG 2024 Conference will be held at Fukui University of Technology, led by the next
Conference Chair, Parvathy Ramachandran, and the new Site Chair, Bradford Lee. They havebeen invaluable contributors to our team since last year and have exciting plans in store for
PanSIG 2024!
That is all from me. Looking Forward, I hope the next couple of days offer inspiration andpractical classroom strategies that benefit us and our students as we all embrace the exciting
developments in foreign language education.
Nicholas J. Wilson
PanSIG 2023 Conference Chair---------------------------------------------------------------------------------------------------------------------The PanSIG 2023 Committee has prepared two types of grants: conference grants and research
grants. These grants will be awarded to applicants who do not have financial support from their
institutions or workplace. The grants support the conference's goal of empowering educators to
improve the quality of education.

PanSIG 2023 Research Grant Winners
Congratulations to our two winners this year!

Fiona Myers Kanemura
How Does Formative Assessment Affect
Motivation of English Language Learners
at Universities

Duncan Iske
It is okay to make mistakes! Free writing:language proficiency and feelings about
studying a (second) foreign language.

Pre-recorded presentations: As part of the grant program, research grant winners were invited
to submit a short, pre-recorded presentation about their current projects. Both videos can befound on the PanSIG 2023 Cvent Platform: https://eur.cvent.me/Ke8od

PanSIG 2023 Conference Grant Winners
Congratulations to our six winners this year!

Kemper Johanson
Kochi University of Technology
Anna Ito
Kyoto Gaidai Nishi High School
Yanki Chung
JET Program, Tokyo
Metropolitan Board of Education

Maria Fernandez
Nanzan University
Aya Shiiba
University of Kitakyushu (PhD. candidate)Eliseo Vargas Jr.
Hinode Gakuen Elementary School

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PanSIG 2023 Conference Committee
Executive Team
Conference Chair (2023): Nicholas John Wilson
Conference Site-Chair (2023): Amanda Gillis-Furutaka
Conference Treasurer: Phil Nguyen
Committee Chair: Grant Osterman
Publications Chair: Patrick Conaway
Public Relations (PR) Co-Chairs: Tim Cleminson, Emily Choong, Mehrasa Alizadeh
AM (Associate Member) Liaison Chair: Maria Gabriela Schmidt
Website: Bill Pellowe
Conference Chair (2022): Koki Tomita
Conference Chair (2024): Parvathy Ramachandran
Conference Site-Chair (2024): Bradford Lee
Program Team
Submission Chair: Jennie Roloff Rothman
Schedule: Mark Brierley
Handbook Editor: Naheen Madarbakus-Ring
Handbook Proofreaders: Amelia Yarwood, Anthony Brian Gallagher, David Kluge, Liam Ring
PanSIG Journal Editor: Patrick Conaway
Student Volunteer Coordinator: Natsuho Mizoguchi
Student Volunteer Assistant: Amanda Gillis-Furutaka
Research Grant Coordinators: Robert Dykes, Amanda Gillis-Furutaka
Social Chair: Amanda Gillis-FurutakaChildcare Coordinator: Erin Noxon
Environmental Chair: Amanda Gillis-Furutaka
Registration Team
Registration (site): Cecilia Silva
Registration (site co-chair): Margit Krause-Ono
Registration (site assistant): Maria Gabriela Schmidt
Design Team
Event Website (Cvent): Nicholas John Wilson
Website: Bill Pellowe
Graphic Designers: Tim Cleminson, Emily Choong, Ryoko Sato, Mehrasa Alizadeh
Universal Design: Ryoko Sato, Natsuho Mizoguchi
Photographers: Phil Nguyen, Tim Cleminson, Bradford Lee, Ryoko Sato,
Gavin Brooks, Betsy LavoletteJapanese Translators: Natsuho Mizoguchi, Ryoko Sato
Logo Illustrator: James Dewitt Dunn
SIG LiaisonsComputer Assisted Language Learning - Anthony Brian Gallagher
College and University Educators - Victoria Lauren Thomas
14

JALT Code of Conduct
JALT is an organization that encourages diversity and inclusion and which welcomes people of
all races and genders from around the world. To ensure a safe and professionally-satisfying
experience for all at PanSIG, attendees are asked to read and abide by the JALT Code of
Conduct.

JALT seeks to provide a safe, hospitable, and productive environment for all JALT members,
staff, volunteers, and event attendees, regardless of nationality, ethnicity, religion, disability,
physical appearance, gender, or sexual orientation. JALT prohibits any intimidating,threatening, or harassing conduct during JALT events and any socializing related to those
events.

You can read the entire JALT Code of Conduct athttps://jalt.org/main/jalt-code-conduct

Ideas of how to improve the Code and make JALT an even more inclusive organization are
welcome at the Code of Conduct table throughout the conference.

15

PanSIG 2023 Proposal Readers
We thank everyone who volunteered to review proposals for the 2023 JALT PanSIG conference.
Reading and making suggestions for improving the proposals helps support our community invarious ways. Your feedback is very valuable for potential presenters because it helps themclarify their ideas and ensure the PanSIG conference offers quality presentations. It also helps
presenters write better proposals for future conference submissions.
We recognize the proposal readers are busy and appreciate the time they took during spring
break to support the PanSIG conference. Reading proposals is an integral part of planning a
successful conference. Therefore, we would like to extend our thanks to the PanSIG 2023
conference proposal reading team.
Submissions & Review Co-chairs: Jennie Roloff Rothman, Grant Osterman
Abstract Reviewers
Amanda Gillis-Furutaka
Amelia Yarwood
Andrew Reimann
Andre Parsons
Andy Barfield
Anthony Brian Gallagher
Anthony Lavigne
Blake Turnbull
Brent Simmonds
Charles Kelada
Christopher Nicklin
Curtis Chu
Curtis Kelly
Daniel Pearce
Darren Kinsman
David Kluge
Donna Fujimoto
Edward Schaefer
Eileen Yap
Eric Fortin
Erin Noxon
Euan BonnerFrederick Bacala
Gabriela Schmidt
Gaby Benthien
George MacLean

Gordon Danford
Grant Osterman
Greg Rouault
Gwyn Helverson
Hanaa Khamis
James Underwood
Jason Hobman
Jason Walters
Javier Salazar
Jennie Roloff Rothman
Jennifer Borio
Jim Ronald
Joe Vitta
John Maune
Jon Thomas
Joseph Dias
Kate Sato
Kathleen Brown
Kathryn Jurns
Keiko Oi
Kinsella Valies
Marc Jones
Mariana Senda
Mark Howarth
Martin Spivey
May Kyaw Oo

Mayumi Shibakawa
Miguel Campos
Mike Kuziw
Mike Yap
Naheen Madarbakus
Nguyen Dinh Thien Bao
Noriko Nagai
Parvathy Ramachandran
Phil Nguyen
Rob Olson
Roberto Figueroa
Roxana Sandu
Ryan Hagglund
Shingo Moriyama
Stephen M Ryan
Stuart McLean
Suzanne Kamata
Tanya Kelly
Terry Tuttle
Tetsuya Fukuda
Todd Cooper
Tom Gorham
Trevor Holster
Victoria Thomas
Wayne Devitt-----------------------------------------------------------------------------------------------------------------------------------------------------The PanSIG 2024 Conference will be held in Fukui (see Page 161)
From Friday, May 24 to Sunday, May 26, 2024 (tentatively)
Theme: Getting Back to Basics
16

The 2022 PanSIG Journal – Article Reviewers
We thank everyone who volunteered to review articles for the 2022 JALT PanSIG journal.
Reading, offering comments, and making suggestions for improving the articles helps support
our community in various ways.
Anthony Diaz
Brian Cullen
Anthony Brian Gallagher
Chie Kawashima
Craig Armstrong
Davey YoungDavid James Townsend
Edo Forsythe
Edward Escobar
James D. Dunn
James Owens
John McCarthy
Joshua Antle
Kayoko Yamauchi
Kevin Crowley
Mark Brierley
Martyn McGettigan
Matthew Cotter
Merissa Braza OcampoMichael Griffiths
Poon Yin Ting, Louisa
Richard Sparrow
Roger Ferrari
Shzh-chen Nancy Lee
Stephen McNamara
Steven MacWhinnie
Szabina Ádámku
Terry R. Tuttle
Zoe Barber

Miyazaki International College
Nagoya Institute of Technology
Meijo Univeristy
Tochigi Technical High School
Kumamoto University, Kumamoto Health Science University
Sophia University
Shujitsu University
Hirosaki Gakuin University
TYL
Aichi University
Kanda University of International Studies
Showa Women's University
Tsuda University
Toyo Gakuen University
Ritsumeikan APU
Shinshu University
Hiroshima City University
Hokusei Gakuen University Junior College
Fukushima College
Konan University
Mita International School
Kyoto Sangyo University
Notre Dame Seishin University Elementary School
Osaka University
Konan University
Hirosaki Gakuin University
Meisei University
Temple University Japan
Konan University

17

PanSIG 2023 Onsite and Student Volunteers
We would like to thank everyone who volunteered to help us onsite this year at the JALT PanSIG
2023 conference. This is a very important part of the conference and enables us to run thesessions smoothly.
Onsite Volunteers

Mayumi Asaba
Betsy Layolette
Mikimi Kano
Matthew Claflin
Richard (Donny) Sparrow
Charles Kelada
Steven Burger
Manami Sato
Miyuki Izuo
Phil Norton
Gavin Brooks
Anthony Lavigne
Erika Tavesa
Hikaru Furutaka
Paul Churton

Student Volunteers

Rina Kono
Ayumu Oishi
Saika Katsube
Haruka Sasaki
Misato Arihara
Junnosuke Hayashi
Sonomi Tomiguchi
Ibuki Dazai
Ayano Tanimoto
Misaki Konishi
Minami Tamura
Mao Yamamoto
Manaka Mikami
Aina Kuriyama
Misaki Uchida
Myune Kosai
Masayuki Moirmoto
Kaede Makimoto
Shogo Nishiguchi
Minori Sasaki
Hijiri Kono
Taiki Mizukoshi

Shun Ueharada
Naohisa Morita
Shu Okuhira
Ken Shimizu
Koki Takeuchi
Yuuki Kurokawa
Takumi Iida
Kenichi Asai
Sayaka Okamoto
Akari Sato
Wakana Yamada
Hiroshi Miyata
Mio Toyama
Hano Yamaguchi
Yumiko Mimura
Shota Nakaue
Yuki Mukaiyama
Nataniel Lipinski
Hannah Walker
Matej Skerko
Kisumi Suzuki
Kouta Morishima
Kazuki Furuya
Yusuke Nakamura

We want to thank all of our volunteers at our PanSIG and JALT events. Their efforts andengagement inspired and helped us to become more experienced and laid solid groundwork forrunning our face-to-face conference smoothly. They also held training sessions and prepared
instructions, all of which we can draw on. We are deeply grateful for their selfless support.

18

PanSIG 2023 Associate Members
We thank all Associate Members for supporting PanSIG 2023
Please welcome our Associate Members (AMs) sponsored presentations this year. We
welcome 12 of our members who will deliver insightful and resourceful presentations
over the PanSIG 2023 weekend. We are grateful for the support of the following
publishers and material developers as well as other sponsors for their participation in
making the conference a success.
Abax

English Central

http://www.abax.co.jp

http://ja.englishcentral.com

Kinseido Publishing

I Talk You Talk Press

http://www.kinsei-

https://italkyoutalk.com/

Nellie’s English Books
https://nelliesbs.com/shop/default.aspx

Oxford University Press

PearsonTryalogue Education

http://www.oupjapan.co.jp

http://www.pearson.co.jp

http://www.tryalogue.co.jp

do.co.jp

Xreading
https://xreading.com/login/index.php

EdulinX
https://www.edulinx.co.jp/

ZenGengo

https://www.zengengo.com/

will be in Rooms S405, S406, S407,
and S408 during the conference.

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PanSIG 2023 Sponsored Presentations*All sponsored presentations are 25 minutes.
** All presentations are listed in Associate Members (AM) alphabetical order

Listening

Sat, May 13, 10:40am | Room: S508
Abax - http://www.abax.co.jp

Alastair Graham-Marr

Why Teaching Listening might be the Most Important Thing You Teach
Undeveloped listening skills can seriously hamper one’s ability to learn a foreign language. It is
commonly observed that students who spend time listening to English outside the class give themselvesmore chances for language learning success. However, many Asian-based learners struggle tocomprehend naturally spoken English, due to the large phonological differences between English andmany Asian languages. This presentation will focus on ways to teach listening more effectively.

Critical Thinking

Sat, May 13, 2:50pm | Room: S503
Abax - http://www.abax.co.jp

Alastair Graham-Marr

Critical Thinking: It’s the Sub-Text!
Critical thinking is a vitally important concept that has sadly been hijacked as an educational buzzword
and misused to the point of rendering it near meaningless. And yet it remains a needed yet
undeveloped thinking "skill" in people interacting in any language: native, second or foreign. Criticalthinking entails getting an understanding of the subtext: the assumptions and veiled messages that areloaded into all forms of discourse. This workshop will explore this further.

Extensive Reading

Sun, May 14, 9:00am | Room: S502
Abax - http://www.abax.co.jp

Alastair Graham-Marr

Global Issues Through Extended Graded ReadersThis presentation introduces a new Graded Reader Series called Global Issues Narratives. These stories
not only help students learn vocabulary, grammar, and overall develop their language skills, they also
provide opportunities to learn about important global issues. This presentation will focus in on HOW
these graded readers were put together: from start to finish and look at some of the choices that are
made and tools used to create global narratives with precise headword counts.

20

Sat, May 13, 10:05am | Room: S504

Computer Assisted Language Learning

English Central - http://ja.englishcentral.com

Shunsuke Furuyama

AI & Spoken English Language Learning: From Read Aloud to ChatGPTThis presentation covers the evolution of AI-powered speaking applications used in English language
learning, starting with “read aloud” or pronunciation assessment using speech recognition, to listen andrepeat using elicited response, to open response questions using speech-to-text, to dialog-based systems
using ChatGPT. The accuracy and efficacy of these systems are discussed including the pedagogy that
underpins them and how each impacts student motivation. Data from deployments of these applications inuniversities in Japan will also be reviewed.

Critical Thinking

Sun, May 14, 9:00am | Room: S503

Kinseido Publishing - http://www.kinsei-do.co.jp

Alastair Lamond

Building 21 Century Competencies with Pioneerst

Numerous changes in recent years have shown us that AI will affect how people work in the future, which
was reinforced by the impact of the pandemic. In this workshop, participants will explore how to use acoursebook to help students develop a range of skills that will enable them to cope with the challenges ofthe 21st century and to achieve social and professional success.

Sat, May 13, 10:40am | Room: S501

Nellie’s English Books - https://nellies-bs.com/shop/default.aspx
Bruno Vannieu

How to Overcome Cultural Barriers when Teaching Communication in JapanWhy is it so hard to get Japanese students to speak in class? It's an age-old question, and potentially one of
the most puzzling and frustrating parts of a foreign language teacher's professional life. One reason is thatcertain aspects of Japanese culture are magnified in the language classroom, and often block communicationand learning. In this presentation I will offer workable explanations of the cultural patterns behind the ways
Japanese students speak (or don't), the ways in which they interact in groups, and practical advice that canbe put to use immediately in the classroom. I aim to provide clarity and hope to teachers starting at Japanese
universities or high schools, and some new perspectives for veterans, hoping it will save some of thefrustration I experienced, and lead to more active, talkative classes.

21Sat, May 13, 12:00pm | Room: S503
Oxford University Press - http://www.oupjapan.co.jp

Yoshiko Hashimoto

Read Your Way to Better English with the Oxford Reading Club
Graded readers provide many benefits to learners, but how can technology enhance the learning experience?
In this workshop, we will explore techniques for using e-books in different teaching approaches from wholeclass reading to ER, and how they can increase agency and motivation with students of all ages and levels.
Try Oxford Reading Club for FREE! All attendees will get a free access code in the session.

Extensive Reading

Sat, May 13, 3:40pm | Room: S203

Xreading - https://xreading.com/login/index.php
Paul Goldberg

Xreading: What’s New and What’s Next
Xreading is an online library that gives students access to thousands of graded readers and allows instructors
to track their students’ reading progress. Since its launch in 2014, the system is being continuously being
updated and improved with new features and more books. In this presentation, the founder of Xreading will
explain the new features and improvements, and review what is planned for the future. Current users of thesystem are encouraged to provide feedback and suggestions based on their experience.

Sat, May 13, 10:40am | Room: S505

Computer Assisted Language Learning

ZenGengo - https://www.zengengo.com/

Paul Raine

ZenGengo, AI, and the Future of Language Teaching and Learning
In the last 5 years, educational institutions around the world have experienced two revolutionary changes in
the way teaching and learning takes place. The first was spurred by the Covid-19 pandemic, which caused
many schools and universities to adopt remote teaching methods on a scale never seen before. Then, just as
the pandemic seemed to be under control, and institutions were returning to face-to-face lessons, arevolution in generative AI started to dominate the headlines. Teachers and educational institutions have
responded in various ways to OpenAI's Large Language Model, "ChatGPT", and related technologies. Somehave chosen to ban the technology outright, while others are trying to incorporate it into their classes more22

productively. ZenGengo's overall mission is to help teachers teach and learners learn languages in efficient,
engaging and effective ways. To this end, the team of language teachers behind the platform is currently
examining whether and how GPT and related technologies could be integrated into ZenGengo. In thispresentation, the co-founder and developer of the platform will talk about how it is currently being used byteachers and institutions around the world as part of a blended learning approach to language education,and touch on the possible future directions for the service that complement the vital role being played inlanguage education by humans.

----------------------------------------------------------------------------------------------------------------------CALL for Papers for the 2023 PanSIG Journal conference proceedings

2023 PanSIG Journal
For more details, go to:https://pansig.org/pansig-journal

Submit by August 31st, 2023
(See details on page 160)

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24

JALT Special Interest Groups and SIG Forums
JALT SIGs are (inter)national in scope and are thematically diverse, based on shared academic,
research, or pedagogical interests. Each SIG provides virtual and physical networks formembers, including online forums, email lists, and groups on social networking sites. Many also
produce one or more publications such as journals or newsletters, hold mini-conferences orforums at major conferences throughout the year, and sponsor and co-sponsor events withchapters and other SIGs, providing great opportunities to support the professional and careerdevelopment of their members. PanSIG is an annual conference organized by members ofsponsoring SIGs and an outgrowth of the networks developed by them. It is meant to be an
intimate, mid-sized conference where SIGs take center stage, a place where SIG members can
network and interact with other SIG members. All new and renewed JALT memberships include
membership in one SIG. If you haven’t joined JALT or haven’t renewed your JALT membership,
this conference is an opportunity to get to know the wide array of JALT SIGs and choose one (ormore) that fits your interests. Please take this opportunity to get to know other SIGs.
Accessibility in Language Learning SIG (ALL)https://jalt.org/groups/sigs/accessibility-language-learning;
ALL SIG aims to create a community of language teachers to better understand learners with special needs toimprove learners’ overall learning experiences with diverse learning needs.
ALL SIG Forum: Accessibility in Practice
Catherine Takasugi, Tina Brown, Natsuki Suzuki, Yasushi Miyazaki, Adam Jenkins, Andrew Reimann
Sat May 13 / Time: 4.15pm-5.45pm / Room: S201 ALL Bil

Art, Research and Teaching SIG (ART)https://jalt.org/groups/sigs/art-research-and-teaching
ART SIG is for artists, researchers, and teachers who are interested in exploring and utilizing visual art in thelanguage classroom. We believe art can enrich the learning experience.

Bilingualism SIG (BILING)
https://jalt.org/groups/sigs/bilingualism;
The BILING SIG provides support to families who are bringing up children in two or more languages in Japanesecontexts. Our newsletter, Bilingual Japan, includes practical information about bilingual parenting, as well as
academic and theoretical issues. We also promote research and publish an annual journal and monograph.
Bilingualism SIG Forum: EMPLOYABILITY
Diane Ohara
Sun May 14 / Time: 2.05pm-3.35pm / Room: S201 ALL Bil

Business Communication SIG (BizCom)
https://jalt.org/groups/sigs/business-communication
Welcome to the JALT Business Communication Special Interest Group's website. We aim to develop thediscipline of teaching English conducive to participation in the world business community, involving all aspectsof business communication, business skills and business focused training.
BizCom SIG Forum: Corporate Monolingualism in Japan and Its Adverse Implications
Saeko Ujiie
Sun May 14 / Time: 2.05pm-3.35pm / Room: S204 LD BizCom

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CEFR and Language Portfolio SIG (CEFR & LP), formerly: Framework and Language Portfolio SIG (FLP)
https://jalt.org/groups/sigs/cefr-and-language-portfolio; https://cefrjapan.net;
CEFR & LP SIG wants to discuss the Common European Framework of Reference (CEFR) and European Language
Portfolio (ELP), and other similar frameworks and their relevance for Japan. There is an emphasis on developing
materials to support educators who would like to use these pedagogical tools. This is currently practicallypursued in a Kaken Project. Also, the bilingual Language Portfolio aimed at Japanese universities is available on
the SIG’s HP.
CEFR & LP SIG Forum: Facilitating the Use of Action Research to Guide CEFR-focused Research
Maria Gabriela Schmidt, Gregory Birch, Noriko Nagai
Sun May 14 / Time: 2.05pm-3.35pm / Room: S403 CUE CEFR

College and University Educators SIG (CUE)
https://jalt.org/groups/sigs/college-and-university-educators;
CUE’s goal is to provide a forum for the presentation and discussion of educational activities, ideas, and researchof broad interest to college and university educators in Japan. If you are involved in tertiary education and arecommitted to professional development, you are CUE, too. CUE publishes several issues of the OnCUE Journal
and the CUE Circular newsletter annually.
CUE SIG Forum: Grazing the Tertiary English Field - Pathways of Cross-Disciplined Educators
Parvathy Ramachandran, Gavin O'Neill, Frederick Bacala, Ed.D.
Sun May 14 / Time: 2.05pm-3.35pm / Room: S501 TD List

Computer Assisted Language Learning SIG (CALL)
https://jalt.org/groups/sigs/computer-assisted-language-learning;
The CALL SIG serves the interests of language teaching professionals who are interested in bringing together
knowledge and skills of technology and language learning. CALL practitioners work in a variety of educationalsettings: private language schools, elementary and secondary schools, as well as colleges and universities.
JALTCALLSIG Forum 2023
Brian Teaman, Hanaa Khamis, Alexandra Burke, Louise Ohashi, Anthony Brian Gallagher
Sat May 13 / Time: 4.15pm-5.45pm / Room: S504 CALL ICL

Critical Thinking SIG (CT)https://jalt.org/groups/sigs/critical-thinking;
The CT SIG was established for the purpose of providing a clear but ever-reforming definition of critical thinking;to provide a forum for the discussion of critical thinking and praxis; to provide research opportunities tolanguage educators interested in promoting critical thinking; and to provide an area where language teachers
can enjoy friendly, professional and engaging examination of the rationale, validity, and the critical importanceof its instruction in various environments.
Critical Thinking SIG Forum
Hirokazu Nukuto, Paul Nehls, Curtis Chu, James Dunn, Todd Hooper
Sun May 14 / Time: 2.05pm-3.35pm / Room: S503 CT TBL

26

Extensive Reading SIG (ER)https://jalt.org/groups/sigs/extensive-reading;
The ER SIG exists to help promote Extensive Reading (ER) in Japan. Through our website, our newsletter, the ERJ
Journal, and presentations throughout Japan, we aim to help teachers set up and make the most of their ER
programmes.
ER & MW SIGs: Getting Involved with the Showcase, PresentERs, and GRAPEPaul Mathieson, Stephen Bridge, Sandra Yamane, Gregg McNabb, Marcos Benevides,
John Carle, Patrick Conaway
Sat May 13 / Time: 4.15pm-5.45pm / Room: S203 LD MW ER

Gender Awareness in Language Education SIG (GALE)
https://jalt.org/groups/sigs/gender-awareness-language-education;
The purpose of the GALE SIG is to research gender and its implications for language learning, teaching, andtraining. We welcome submissions for our newsletter (spring, summer, and fall issues) on topics, both theoreticaland practical which relate to the SIG’s aims. Book reviews, lesson plans, think pieces, poetry– basically anything
related to gender and language teaching is welcomed.
GALE SIG Forum: Gender-friendly Practices in Language Classrooms
Elisabeth Williams, Amy Toms, Chelanna WhiteSun May 14 / Time: 2.05pm-3.35pm / Room: S507 GALE LiLT ER

Global Englishes SIG (GE)https://jalt.org/groups/sigs/global-englishes
For the SIG's purposes, Global Englishes is taken to include World Englishes, English as a Lingua
Franca/Multilingua Franca, English as an International Language, Translanguaging, Multilingualism, Nativespeakerism, and related areas.

Global Issues in Language Education (GILE)
https://jalt.org/groups/sigs/global-issues-language-education;
GILE aims to promote global awareness, international understanding, and action to solve world problems
through content-based language teaching, drawing from fields such as global education, peace education,
environmental education, and human rights education. GILE SIG produces a quarterly newsletter, organizes
presentations for local, national, and international conferences, and maintains contacts with groups ranging
from Amnesty International to Educators for Social Responsibility to UNESCO.
GILE SIG Forum: Evaluating & Improving Sustainability Initiatives to Bring to the Classroom
Kate de Veas, Brent Simmonds, Heather Yoder, Jennie Roloff Rothman,
Sun May 14 / Time: 2.05pm-3.35pm / Room: S502 GILE LLL

27

Intercultural Communication in Language Education (ICLE)
https://jalt.org/groups/sigs/intercultural-communication-language-education;
ICLE SIG became a full SIG in 2020 and aims at filling the gap within the existing SIGs at JALT, by exploring various
ways language teachers could help shape their students' intercultural minds, raising their students’ cultural selfawareness, and educating for intercultural understanding. It will promote discussion about (1) various
approaches to teaching intercultural communication in a language classroom, allowing educators to become
better informed about language intercultural education theory, as well as (2) the development of resources
appropriate to a foreign language teaching environment, taking into consideration the practical challenges oftaking culture into account in the language classroom.
ICLE SIG Forum: Developing Intercultural Awareness in the Language Classroom- Practical Tips
James Venema, Elizabeth Dow, Stephen Ryan, Maria Gabriela Schmidt
Sat May 13 / Time: 4.15pm-5.45pm / Room: S202 PRAG SA

Japanese as a Second Language SIG (JSL)https://jalt.org/groups/sigs/japanese-second-language
日本語教育研究部会(JSL SIG)の役割は、第二言語としての日本語指導、日本語学習、日 本語 教育 研究の向上を目指し、指導、学習、研究のための資料や情報を与えることです。日本語の指 導者、 学習者、研究者の皆様加入大歓迎です。発表の援助をし、ニュースレタ ーと論文集を発行 するので 論文・記事の寄稿を歓迎します。

The mission of the JSL SIG is to serve as a resource for promoting JSL teaching, learning, and research. We
welcome JSL teachers, learners, and researchers to join and take an active role in our SIG. We sponsor
presentations, publish a newsletter, and a journal.

Learner Development (LD)https://jalt.org/groups/sigs/learner-development; https://ld-sig.org/;
We are a lively community of learners and teachers from all teaching contexts, both formal and informal. We
share an interest in understanding learner development and autonomy through our practice, research, anddialogue. Through different events and publications LD SIG members enjoy exploring educational practices that
inform learner-centred pedagogies and encourage learner proactivity and interconnectedness.
公式・非公式を問わず、あらゆる教育現場から集まった学習者と教師による活気あるコミュニティです。
実践、研究、対話を通して、学習者の発達と自律性を理解することに関心を寄せています。LD SIG のメン
バーは、さまざまなイベントや出版物を通じて、学習者中心の教育法への理解を深め、学習者の積極性と相互接続性を促す教育実践を楽しみながら探求しています。
LD SIG Forum: Learner involvement in developing learner-centred pedagogies and practice
Emily Choong, Jon Rowberry, Ivan Lombardi, Stacey Vye, Ellen Head, Jennifer Morgan,
Robert Moreau, Katherine Thornton, Mizuka Tsukamoto, Amelia Yarwood
Sat May 13 / Time: 4.15pm-5.45pm / Room: S204 LD BizCom

Lifelong Language Learning (LLL)
https://jalt.org/groups/sigs/lifelong-language-learning;
We offer a bright future to our aging society. The energy of older learners who wish to lead active lives is flowing
all over Japan. LLL is willing to help these older learners enrich their lives through language learning. LLL also
provides resources and information for teachers who teach English to older learners by holding events andpublishing online newsletters.
LLL SIG Forum: Lifelong Playfulness: Creative Uses of Language In and Out of the Classroom
Michiyo Okawa, Miki Tanaka, Gregory Strong, Joseph Dias
Sat May 13 / Time: 4.15pm-5.45pm / Room: S502 GILE LLL

28

Listening SIG (LIS)
https://jalt.org/groups/sigs/listening
The Listening SIG provides a forum for focused listening research and discussion in specific regard to teaching
and learning. The group offers both teachers and researchers a place to connect, collaborate, and share practiceand research regarding how teachers teach listening and assess their learners, how learners improve theirlistening and use it to improve their knowledge, and finally how theoretical aspects connect to classroom
practice. Join us this year for a workshop explaining the theory and practice of shadowing.
Listening SIG Forum: Overview of Shadowing: Theory and PracticeMarc Jones, Naheen Madarbakus-Ring, Yo Hamada
Sat May 13 / Time: 4.15pm-5.45pm / Room: S501 TD List

Literature in Language Teaching SIG (LiLT)
https://jalt.org/groups/sigs/literature-language-teaching;
LiLT started up to encourage and promote the use of literature in the language classroom. Literature provides
real content to engage and to motivate our EFL students.
LiLT Forum: Looking Forward: Literature in Language Teaching
Luke Draper, Rebecca Clegg-Sasaki, Shannon Miyamoto, Timothy Gutierrez,
Camilo Villanueva, David O'Donnell, John Maune
Sun May 14 / Time: 2.05pm-3.35pm / Room: S504 CALL ICL

Materials Writers SIG (MW)https://jalt.org/groups/sigs/materials-writers;
The MW SIG was established to help members turn fresh teaching ideas into useful classroom materials. We try to
be a mutual assistance network, offering information regarding copyright law, sharing practical advice on
publishing practices, including self-publication, and suggesting ways to create better language learningmaterials for general consumption or for individual classroom use.
ER & MW SIGs: Getting Involved with the Showcase, PresentERs, and GRAPEPaul Mathieson, Stephen Bridge, Sandra Yamane, Gregg McNabb, Marcos Benevides,
John Carle, Patrick Conaway
Sat May 13 / Time: 4.15pm-5.45pm / Room: S203 LD MW ER

Mind, Brain, and Education SIG (MBE, BRAIN)
https://jalt.org/groups/sigs/mind-brain-and-education;
The Mind, Brain, and Education SIG is a forum for language educators and researchers to share insights inneuroscience. We hope to be a driving force in bringing relevant new discoveries in psychology, cognitive
neuroscience, and neurolinguistics into language teaching in Japan.
BRAIN SIG Forum: How to Learn the Brain: Sharing Techniques and Resources
Jonathan Shachter, Phil Norton, Kate Piatkowski, Julia Daley
Sun May 14 / Time: 2.05pm-3.35pm / Room: S401 BRAIN ART

29

Mixed, Augmented, and Virtual Realities SIG (MAVR)
https://jalt.org/groups/sigs/mixed-augmented-and-virtual-realities;
Mixed, Augmented and Virtual Realities is not a new concept or area of study, but it is an area that is beginning to
be implemented at a larger scale in many other fields. Environments that employ these tools and concepts arebeing applied to medicine, engineering and education. There are those of us working in this area connected toeducation here in Japan and more specifically language education in Japan. The MAVR SIG is not just about thetechnology, but it is also looking into what these technologies mean for how we communicate and learn as wecreate and augment our own reality.
MAVR SIG Forum: Introduction to Unity
Adam Stone, Eric Hawkinson
Sat May 13 / Time: 4.15pm-5.45pm / Room: S505 CALL MAVR

Other Language Educators SIG (OLE)
https://jalt.org/groups/sigs/other-language-educators
The OLE SIG was founded in 1996 in order to serve the special needs of learners and teachers of a wide variety oflanguages (German, French, Chinese, Korean, Spanish, Russian, etc.). OLE can also be considered part of peaceeducation as languages are also thought to be instrumental in developing cultural empathy, opening up our
minds to other concepts and ideas, and enabling us to reflect on our own.
OLE SIG Forum: Challenges and Chances in a Multilingual Stage
Pornsri Wright, Cecilia Silva, Martina Gunske von Kölln, Margit Krause-Ono
Sat May 13 / Time: 4.15pm-5.45pm / Room: S404 CUE OLE

Performance in Education SIG (PIE), formerly: Speech, Drama, & Debate SIG (SDD)
https://jalt.org/groups/sigs/performance-education
The mission of the PIE SIG is to provide a forum for teachers and academics to discuss, research, and implement
oral interpretation, speech, debate, and drama in language education. The main activities are the creation of
newsletters, journals, and sponsoring a Speech, Drama, and Debate conference. Future activities may besponsoring and supporting local and regional speech, drama, and debate contests or festivals.
PIE SIG Forum: Evaluating Performance: Performance in Education SIG ForumDavid Kluge, Yaya Yao, Chhayankdhar Singh Rathore,
Marcus Theobald, Elisabeth Fernandes, George MacLean
Sat May 13 / Time: 4.15pm-5.45pm / Room: S402 CUE PIE

Pragmatics SIG (PRAG)

https://jalt.org/groups/sigs/pragmatics

The Pragmatics SIG welcomes members who are interested in both research and practical teaching issues
related to “how people do things with words.” The group’s newsletter, Pragmatic Matters , is publishedelectronically three times a year. Our Pragmatics Resources series offers practical and theoretical papers on
language in use. If you do anything with language, you are using pragmatics.
Pragmatics SIG Forum:
Where Pragmatics meets World Englishes, Business Communication, LD, & GILE
Reiko Fischer, Donna Fujimoto, Noriko Ishihara, Akiko Chiba, Jim Ronald
Sun May 14 / Time: 2.05pm-3.35pm / Room: S202 PRAG SA

30

School Owners SIG (SO)https://jalt.org/groups/sigs/school-owners
Language school owners have always played a significant role in JALT both at national and local levels. The SIG
functions as a private online forum where owners can share ideas, experiences, and solutions to the academic
and commercial challenges they face which cannot be addressed through other SIGs, such as recruitment andtraining, taxes, accounting, banking and bookkeeping, marketing and advertising, and partnerships and trade
between owners.

Study Abroad SIG (SA)https://jalt.org/groups/sigs/study-abroad
The JALT Study Abroad SIG was established in 2008 to promote research on overseas study and facilitate
networking among those interested in learning more about study abroad.

Task-Based Learning (TBL)
https://jalt.org/groups/sigs/task-based-learning
The TBL SIG is aimed at teachers who currently use, or are interested in using, task-based approaches in theclassroom. TBL SIG focuses in particular on issues related to task-based language teaching and learning in the
Asian EFL context, where TBLT has yet to enter the mainstream of language pedagogy. We hope that the SIG willserve as a useful forum for the exchange of practical teaching ideas, theoretical discussion, and academic studies
of TBLT issues.
TBL SIG Forum: Exploring Under-Researched Areas: TBLT in Non-University Settings
Chie Ogawa, Matthew Chudleigh, Martin Spivey
Sat May 13 / Time: 4.15pm-5.45pm / Room: S503 CT TBL

Teacher Development (TD)https://jalt.org/groups/sigs/teacher-development; https://td.jalt.org/;
The TD SIG is a network for those who want to help themselves and others become better teachers. Our activities
include retreats, mini-conferences, social and networking events, and forums and presentations. TD’s
comprehensive newsletter, Explorations in Teacher Education, welcomes stimulating articles!
TD SIG Forum: Grazing the Tertiary English Field: Pathways of Cross-Disciplined Educators
Devon Arthurson, Jon Thomas
Sun May 14 / Time: 2.05pm-3.35pm / Room: S501 TD List

Teaching Younger Learners (TYL)
https://jalt.org/groups/sigs/teaching-younger-learners;
The TYL SIG is for teachers of children of all ages. We publish a bilingual newsletter four times a year withcolumns by many of the leading teachers in the field. We are always looking for new ideas and new people tokeep the SIG dynamic. With our bilingual newsletter, Teachers Learning with Children, we particularly want toappeal to Japanese teachers and teachers who team teach.
TYL SIG Forum: Self-Publishing Original Ideas for Younger Learners
Mari Nakamura, Dr. Grant Osterman, Martin Sedaghat, Erin Noxon, Rob Olson
Sat May 13 / Time: 4.15pm-5.45pm / Room: S506 TYL MAVR
TYL SIG Forum: Teaching Tools and Professional Development for Elementary School Teachers
Claire Lee
Sun May 14 / Time: 2.05pm-3.35pm / Room: S506 TYL MAVR

31

Teachers Helping Teachers SIG (THT)
https://jalt.org/groups/sigs/teachers-helping-teachers; http://thtjalt.bravesites.com/;
THT is a grassroots organization founded by members of the Himeji Chapter of JALT in 2004, out of the efforts of
the late Bill Balsamo, longtime president of the Himeji chapter. THT is dedicated to the aid and assistance of
fellow educators and students in and around Asia. We fulfill this mission by providing teacher-training workshops
in Bangladesh, Kyrgyzstan, Laos, and Vietnam that exhibit practical, student and teacher-friendly approaches tolanguage education that are informed by current research in the field.

Testing and Evaluation SIG (TEVAL)
https://jalt.org/groups/sigs/testing-and-evaluation; http://teval.jalt.org/;TEVAL SIG aims to provide avenues for research, information, and discussion related to foreign language testingand evaluation both from within JALT membership and with other professional organizations which havecommon interests and goals. Current and back issues of Shiken, the TEVAL SIG publication, are available on the
TEVAL website.
TEVAL SIG Forum: Evaluation of Performance: Focus on Evaluation
Daniel Newbury, Jeffrey Martin, Trevor Holster
Sun May 14 / Time: 2.05pm-3.35pm / Room: S505 CALL MAVR

Vocabulary SIG (VOCAB)
https://jalt.org/groups/sigs/vocabulary;
The VOCAB SIG aims to provide a forum for focused research and discussion in specific regard to vocabularyacquisition. We aim to offer both teachers and researchers a place to connect regarding how learners improvevocabulary knowledge, how to test their knowledge, and how these theoretical aspects will connect toclassroom practice. The VOCAB SIG aims to be a driving force for both current and future research in the field of
how vocabulary can be taught, learned, and tested in an increasingly global context.
Vocabulary SIG Forum: A Workable L2 English Academic Word Difficulty Model
Dr. Joseph P. Vitta, Mark Howarth
Sun May 14 / Time: 2.05pm-3.35pm / Room: S508 Teval Vocab

32

PanSIG 2023 – PLENARY SPEAKERS
PLENARY SPEAKER: Sat May 13th, 1.40pm-2.40pm (S301)
Dr. Mitsuyo Sakamoto
Possibilities and Challenges Afforded by COIL in
English Language Teaching

Mitsuyo Sakamoto received her Ph.D. in 2000 from the University of Toronto under
the supervision of Jim Cummins. She is currently a professor in the Department ofEnglish Studies and the Graduate School of Languages and Linguistics at Sophia
University, Tokyo. She was one of the working members of the Salzburg Global
Seminar that compiled the Salzburg Statement for a Multilingual World in 2017
Her research focus is bilingualism/bilingual education, particularly heritage language
maintenance. Recently, she has been exploring the effects of power and ideologies on
the identity of and language policy for bilinguals. Her latest English publications
include:-The missing C: Addressing criticality in CLIL (International Journal of Bilingual
Education and Bilingualism, 2021)-(Re)imagining oneself as an English user: Identity formation of Japanese English
learners (Asian Englishes, 2022, co-authored with Gavin Furukawa)-‘Native speakers aren't perfect': Japanese English learners' identity formation as
English users (System, 2022, co-authored with Gavin Furukawa).

33

PLENARY SPEAKER: Sun May 14th, 10.10-11.10 (S301)
Dr. Yukie Saito
Exploring the Potential of Metaverse and ChatGPT in
English Language Teaching and Learning

Yukie Saito obtained a MA in TESOL from Teachers College Columbia University
and a Ph.D. in education from Temple University. She is a professor at the Facultyof Global Informatics of Chuo University. She coordinates an English course forfirst-year students and study abroad programs and is in charge of a seminar
focusing on EdTech and its application to English education.
She has been interested in pragmatics, English teachers' cognition and classroom
practice, CEFR, and EdTech. Her main interest is the application of Virtual Reality(VR) in English education. Her research about VR led to her obtaining support fromthe XR Fund Project by Meta, and she is also a strategic advisor of Immerse, a VR
software company.

34

PanSIG 2023 – Sessions(listed by room number)
SATURDAY MAY 13TH, 2023
MORNING SESSIONS
9.30am-9.55am
Politeness Theory, Academic Writing and Hedges
David Clayton
Novice Academic writers can be seen as aspirant members of the established academic community. One ofthe obstacles they must overcome in their quest for acceptance by the academy is to produce texts thatmeet its requirements - not only in terms of originality, formatting, and organisation, but also in terms ofcautious, “fuzzy” language. Cautious, “fuzzy” language is also known as "hedging". Thus, novice academic
writers must know how to use hedging devices in the same ways that established academic writers do. This
presentation will first outline the pragmatic forces that influence the academic writing process. Then it will
give a broad overview of the features of academic language that these forces produce. Finally, the hedging
devices employed by expert and novice academic writers within a specific academic discipline will becompared.
SIG: Pragmatics
Sat May 13 / Time: 9.30am-9.55am / Room: S202 PRAG SA
Self-Access Learning Centre Assessment to Identify Areas for Improvement
Raymond Yasuda, John Bankier
Self-access learning centres serve an important role in language education by providing advice, group
discussion spaces, conversation lounges, and language learning materials. However, coordinators mustassess how to allocate limited resources to achieve their goals. This presentation will describe an assessmentof a SALC and how the data was utilized to identify areas for improvement and future initiatives. The
presentation will begin with an overview of the centre followed by description of our assessment procedureand planned initiatives. The assessment utilized a 34-item survey, and results were used in combination withusage figures and staff reflections to determine directions for the SALC in AY2023. Although analysis
revealed many users were invested in the SALC, we identified several areas for improvement which may be ofinterest to self-access coordinators at other institutions. These included insufficient materials in the centre, anunwelcoming atmosphere in the upper-level conversation lounge, and a lack of awareness of the facilities
and resources available to students. We will discuss how we are addressing these issues in AY2023 byworking with the university administration, staff and users. We hope that the issues identified, and new
initiatives planned may be of benefit to self-access coordinators at other institutions.
SIG: Learner Development
Sat May 13 / Time: 9.30am-9.55am / Room: S203 LD MW ER
Understanding Quality of Classroom Life: An Exploratory Practice Case StudyTim Cleminson
Quality of classroom life (QoCL) is essential to maintain sustainable learning and teaching practices(Allwright, 2003; Gieve and Miller, 2006). However, negative classroom experiences can result in a sense of
disengagement from English study and resistance towards the English language (Kiyota, 2009, Tsuchiya,
2006). Exploratory practice (EP) aims to safeguard QoCL for both students and teachers. Learner-initiated EP
can help students rediscover their curiosity and reinvigorate their language learning (Kato & Hanks, 2021). EP

35

can also reduce teacher workloads by combining research and teaching practices. However, the challenges oftransitioning to EP from conventional learning approaches remains under-researched. This presentationcompares the experiences of a teacher and their students using EP for the first time. Data consists of student
reports, student and teacher journals and post-course in-depth interviews. From these sources student andteacher narratives are developed. Analysis of the narratives explores different perspectives on quality ofclassroom life and EP-based practice. Analysis also highlights the challenges of implementing EP in a
Japanese context and offers practical suggestions about how these challenges might be overcome.
Presentation attendees will leave with a greater understanding of how students experience EP and learn
practical techniques and activities that facilitate exploratory modes of group learning.
SIG: Learner Development
Sat May 13 / Time: 9.30am-9.55am / Room: S204 LD BizCom
Re-envisioning Female Academic Leadership: Incorporating Executive Presence
Kathleen Brown
Although continuous gains have been made by women in positions of leadership within academia, they arestill far outnumbered by their male counterparts (e.g., MEXT, 2022; American Council on Education, 2017;2021). One of the consistent elements in the barrier for women to gaining access to leadership roles is theirpositionality within academic institutions. This session will introduce the concept of executive presence(Hewlett, 2014), and how adopting and reframing some of the principles of executive presence can help
female academics to re-envision their own positionality. Drawing on the narrative experiences of thepresenter, (Brown, K.A., 2020), participants will be challenged to engage with their own concepts ofleadership and how a re-imagining of these concepts might propel them forward into a new paradigm forfemale leadership.
SIG: College and University Educators
Sat May 13 / Time: 9.30am-9.55am / Room: S402 CUE PIE
Promoting Topic Expansion and Spontaneity in Peer-to-Peer Speaking Tasks
Hamish Smith
Peer-to-peer conversation tasks can be hit-and-miss. For teachers, it can be disheartening to see an overreliance on memorized answers and stiff “Question - Answer - How about you?” patterns of interaction. For
students, it can be equally frustrating to navigate these expectations of spontaneity without necessarily
having had opportunity to develop the necessary skill set. Research in interactional competence and the cocreation of conversation provides a valuable framework with which to help articulate and convey key aspectsof “natural” conversation, giving students a repertoire of skills to apply when engaging in topic expansion.
This presentation will detail how student drawings, serving as single-point conversation prompts in which theinitial content was intentionally designed to run out quickly, were used to necessitate spontaneous topic
expansion and interaction in conversations. It will also discuss how the instruction of key aspects from Galaczi
and Taylor’s (2018) conception of interactional competence, with an emphasis on topic and turnmanagement, interactive listening, and breakdown repair was used to support students. Analysis of first-year
university student performances in pre- and post-semester speaking tasks in both beginner and advanced
classes, as well as insights from a student questionnaire, will be used to evaluate this approach.
SIG: College and University Educators
Sat May 13 / Time: 9.30am-9.55AM / Room: S403 CUE CEFR
Emotional Labor of Foreign EFL Teachers in Japanese Universities
Rapunzel Tomacder
Emotional labor has been linked to stress, burnout, and job dissatisfaction. Research on emotional labor in
the Japanese context has largely focused on general education teachers (e.g., Kimura, 2010) and eikaiwa or
English conversation teachers (e.g., Taylor, 2020). This study aims to add to the literature by focusing on theemotional labor of foreign EFL teachers in the university context. The objectives of this research include
understanding teachers’ emotional experiences and emotional display rules, exploring the factors which
contribute to emotional labor, and analyzing which emotional labor strategies are used and/or preferred by36

teachers. The study follows an explanatory sequential research design. The Emotional Labor of Teaching
Scale (Brown, 2011) was utilized in the quantitative phase of the study, and semi-structured interview
questions were used in the qualitative phase. Data was gathered from 35 teachers from various universities
and tertiary-level educational institutions. The participants’ responses were analyzed through statisticalanalyses and coding. Results suggest that emotional display rules are mostly implicit and are influenced by
the sociocultural norms of Japanese society. Results also indicate that teachers choose emotional labor
strategies based on the emotional experiences they encounter. Strategies on reducing emotional labor at theinstitutional and individual level are discussed.
SIG: Teacher Development
Sat May 13 / Time: 9.30am-9.55am / Room: S501 TD List
A Survey on Discriminatory Practices in TESOL
Bradford J. Lee, Dale Jeffery
The past few years have seen a significant paradigm shift in Western society whereby diversity and inclusion
have garnered significant and sustained attention from most major industries (e.g., big tech, real estate,
education, healthcare, etc.). Reflecting the global nature of English education, the TESOL (Teaching English to
Speakers of Other Languages) Organization launched an initiative in June 2021 with the stated goal ofincreasing DEI (diversity, equity, and inclusion) across all aspects of the field. To investigate the current stateof affairs, this study surveyed and collected the personal stories of 101 present and former instructors,
representing a wide range of genders, ages, working locations, and ethnicities (White, 53.5%; Asian, 19.8%;
Black, 13.9%, and five other categories). Experiences were found to vary widely, with 47.4% indicating theyfelt some form of discrimination (e.g., gender-, age-, accent-based, among others) while applying for TESOL
jobs, and 60.4% reporting discrimination once in the job. Even further, we asked participants to reflect on
how these experiences influenced how they felt about themselves, the TESOL industry, and their own
personal teaching practices. With this presentation, we hope that sharing these stories from our peers will
elucidate not only the current state of the field, but also inspire discussion about how, together, we can movecloser towards the ideals put forth by TESOL.
SIG: Global Issues in Language Education
Sat May 13 / Time: 9.30am-9.55am / Room: S502 GILE LLL
Developing a Model for a Framed Task-based Language Teaching Approach
Aya Murray
Research in Process drama (PD) as a language teaching approach in Japan has established its effectiveness inengaging students, particularly lacking confidence or motivation (Donnery, 2013). However, previous
research (Murray, Reis-Jorge, & Regan, 2021) indicates that potential practitioners are deterred by the word
“drama” and perceptions that the approach is complicated and drastically different from more traditional
approaches. In actuality, PD has many similarities to Task-based Language Teaching (TBLT) in its structureand goals. However, developers of PD as a language teaching approach have not made explicit methods of
new language or grammar introduction nor language correction, often discouraging correction and focusing
on teaching new language points. While over-focus on accuracy hinders the spontaneous use of language
and engagement, essential aspects of PD, a more explicit structure, and discussion of the above-mentioned
aspects of teaching are needed to encourage wider use. This presentation introduces the results of a study
on real classroom practices of language teachers utilizing PD, focusing on new language introduction andlanguage correction. A potential model for a Framed TBLT approach, a modified PD approach based on the
study results, will also be introduced.
SIG: Task-Based Learning
Sat May 13 / Time: 9.30am-9.55am / Room: S503 CT TBL
SDCE: A Model for Scaffolding Edtech Adoption
Adam Jenkins
In order to facilitate the use of Learning Management Systems and edtech in general, the Static, Dynamic,
Communicative, Explorative (SDCE) model for edtech deployment was developed. SDCE scaffolds edtech

37

training and use for both educators and students. The model divides edtech adoption into four stages, witheach stage increasing in either technical, pedagogical, or social difficulty. In the first stage, students areprovided with Static content that students only view. The second stage adds Dynamic content wherestudents can manipulate the system and receive automated feedback. In the third stage students
Communicate with other people via the technology, and in the final stage they Explore the world sharing
their environment and collaboratively creating immediately relevant and highly personal learning
experiences. The gradual progression from static content to dynamic and then communicative/explorative
eases students (and teachers) into the use of edtech and prepares them for successively more personallyengaging experiences. The SDCE model is of particular use for more complicated systems such as Moodle,
where it is not immediately clear where beginners should start or how users should expand on their use to
get the best from the system.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 9.30am-9.55am / Room: S504 CALL ICL
The Rise of Generative AI: How Can Human Educators Sustain Their Relevance?
Keith Barrs
Recent advances in the generative abilities of Artificial Intelligence (AI) mean that it can now write texts,
formulate questions, analyse responses, provide real-time feedback, and automate other such tasks
traditionally controlled and performed by teachers. For human educators to sustain their relevance as thistechnology continues to evolve, particularly since the public release of generative AI tools such as ChatGPT
and its rapid integration into popular productivity apps, they will first need to recognise, then accept, andthen embrace the game-changing potential of generative AI, focusing on facilitating and fostering skills thatcannot (yet) be provided by AI, such as creativity, problem-solving, critical thinking, and collaboration. This
presentation will begin with a discussion of the basics of generative AI, focusing on what it has the potential
to do, and how it does it. It will then showcase actual examples of it in action, in notetaking and task
management apps, carrying out duties such as producing brainstorms, writing lesson plans, constructing
essays, and formulating course syllabi. With this as a background, there will then be a discussion of how teachers
can try to retain their relevance by shifting their focus from task-oriented instruction to more personalized learning
experiences for students.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 9.30am-9.55am / Room: S505 CALL MAVR
Teaching Poetry at the University Level
Brian Rugen
Research has shown that poetry in the EFL classroom can be an excellent tool to facilitate language learning.
University students can often identify with many of its familiar themes, such as change, personal growth, andlove. As such, poetry has the potential to spark lively small-group discussions in, for example, literature circle
activities. Furthermore, poetry provides excellent, authentic models of creative language in use andvocabulary in context. Finally, the nature of poetry itself allows for a focused attention on important prosodic
features of English. In this presentation, the audience will be introduced to 10 tips for teaching poetry in the
EFL university classroom. Excerpts of select poems will be introduced to illustrate the points.
SIG: Literature in Language Teaching
Sat May 13 / Time: 9.30am-9.55am / Room: S507 GALE LiLT ER‘Mastering STEM Vocabulary’: Innovative Online Resources for ESL Learners
Frankie Har
This presentation session reviews a Hong Kong University Grants Committee (UGC)-funded language
enhancement project aimed at developing online resources to assist ESL students in learning technicalvocabulary items associated with STEM. In recent years, the necessity of producing such resources has been
acknowledged, since acquiring subject knowledge and improving professional communication require athorough grasp of specialized lexicons (Woodward-Kron, 2008; Knoch, 2014). Students, however, often havedifficulty mastering subject-specific terms (e.g., Todd, 2017). The creation of learning materials using corpora

38

and technology has been urged (Breyer, 2009; Liu & Lei, 2019). A key goal of the project is to identify
technical terms commonly appearing in STEM textbooks and then develop interactive online resources tobenefit both ESL students and teachers. This presentation begins by examining the challenges involved inselecting technical vocabulary, concluding that multiple criteria and mixed methods should be used. The
second part explores students' difficulties in properly expressing concepts in a multidisciplinary context andoffers strategies to help them succeed in this. Finally, the presentation describes the interactive online
resource development process, highlighting the applied principles and the lessons learned.
SIG: Vocabulary
Sat May 13 / Time: 9.30am-9.55am / Room: S508 Teval Vocab

39

10.05am-10.25am
Perceptions of Disability Before and After a Semester-Long CLIL Course
Tina Brown
In this study, the researcher attempted to ascertain students’ perceptions of disabilities at their university
before and after taking a semester-long CLIL course entitled Disability Studies: Rights and Current Issues.
Using Google forms, the researcher surveyed the entire class of 24 third and fourth year students. The
researcher then analyzed the data and was particularly interested in changes over time. There were two main
purposes for this research: to assess teacher effectiveness in teaching certain concepts, and to track any
changes that occurred over the course of the semester related to student perceptions of disability. As asecondary goal, the researcher hoped that by measuring changes in student knowledge over the course of
the semester, teachers could create a more inclusive curriculum that contributes to the university’s goal of
creating global citizens. In this presentation the researcher will briefly explain the research methods, highlightsome of the results, and discuss the effectiveness of the course in conveying the desired information.
Listeners should leave not only with interesting information about a research project, but also an idea of the
impact and importance of teaching students about topics related to disability.
SIG: Accessibility in Language Learning
Sat May 13 / Time: 10.05am-10.30am / Room: S201 ALL Bil
Between Written and Spoken Language: The Genre of Tapped Real-Time Chat
Yosuke Ogawa
In L2 classrooms, the focus is often on accuracy and complexity rather than appropriacy. There are numerous
studies on the differences between written and oral styles taught in L2 classrooms. Accordingly, there may be
a perception of well-formulated rules with a sharp borderline between the two genres. However, pragmaticusage of actual spoken/written language does not neatly fit this notion of a clear binary distinction. There is arisk that the teacher just explains simple rules and students innocently follow them. In this presentation, I will
investigate an alternative distinction between spoken and written language style found in chat interactions
like Instagram or LINE, which I term “tapped” interactions. Tapped language shares some features withspoken and written genres but also has aspects that are completely different in interactional appropriacy
from those of spoken and written language. I will outline some of these aspects of tapped language.
Furthermore, the paper will also focus on how teachers can practically give a notion of
spoken/tapped/written appropriacy differences to Japanese university students who have become perfectly
accustomed to interactions using tapped language. In addition, how language appropriacy is diverse
according to linguistic and physical phenomena will be also discussed.
SIG: Pragmatics
Sat May 13 / Time: 10.05am-10.30am / Room: S202 PRAG SA
Isn’t it Time for More Elicited Imitation Textbooks?
Bob Cvitkovic
Elicited imitation is used to model a sentence or phrase and have students repeat it. This method can
improve students' target language pronunciation, grammar, and fluency. Imitation helps students internalize
the sounds, stress patterns, and intonation of the target language, which leads to more accurate and natural
speech patterns. The approach enables instructors to provide students with targeted, constructive feedback
and effectively assist them in enhancing their language skills. One of the most serious shortcomings of thismethod is the lack of appropriate textbook resources. During the LL-Lab era, elicited imitation materials weremore prevalent, but ironically, they have fallen out of favour due to the superior technology of CALL
classrooms and now smartphones. This presentation will describe the findings of a survey administered to
102 first- and third-year English students, who provided feedback on the use of specially designed elicitedimitation materials, which they used for two class periods. Along with the results of the student survey,
examples of the specific format for elicited imitation will be provided. Contrary to the author's expectations,students overwhelmingly preferred elicited imitation over more conventional conversation formats.
SIG: Materials Writers
Sat May 13 / Time: 10.05am-10.30am / Room: S203 LD MW ER

40

Speaking Self-Improvement via Video Analysis - A Year-Long Project
Alexandra Serey
Becoming a confident and accurate L2 speaker requires that the learner has awareness of their weaknesses
and deficiencies. In the classroom students can become over-reliant on the instructor for assessment anderror correction; therefore ideally we would like our students to become self-sufficient; noticing andcorrecting their own mistakes. Other researchers have used self-transcription to make students aware of theirerrors. While effective, this can take up a great deal of class time. This project instead used flip and video
analysis to achieve the same results with a methodology that is more practical for the classroom. Students
filmed themselves answering questions, watched their performances and were given time to assess theirutterances before recording a second version - all within one class. Video analysis was guided by a simple
student-centric rubric, directing students to common weaknesses and errors. Three slight variations inmethodology (guided, unguided and peer analysis) were repeated for a total of twelve sessions. Over theyear the students became more proficient at self-correcting, developed longer and more detailed responses,
and by reflecting on their performance portfolio could see their progress. This presentation covers students’reactions and initial results from the video analysis covering fluency and coherence improvements.
SIG: Learner Development.
Sat May 13 / Time: 10.05am-10.30am / Room: S204 LD BizCom
Enhancing Students’ English Language Skills Through Neurolanguage Coaching
Timothy Mossman
In recent years, neuroscience has made significant advances in understanding how the brain functions, reacts,
and learns, and these findings are providing practical insights in education (Cozolino, 2018; McTighe & Willis,2019). However, despite some recent advancements, the field of second language education has yet to fully
utilize the benefits of brain-based learning (Kelly, 2017). By applying insights from neuroscience, educators
can develop more effective methods and strategies for teaching languages to learners of all ages (Netten &Germain, 2012; Helgesen & Kelly, 2015; Luu, 2022). One example of this is Neurolanguage Coaching© (Palin,2017), a unique, personalized approach that combines principles and elements from coaching with insightsfrom neuroscience to help learners acquire languages potentially faster and more efficiently. This
presentation explores the integration of a Neurolanguage Coaching© program at a Learning Commons at a
Canadian university to support international students' English language skills. An overview of the program
will be followed by interview and survey data from student participants detailing the reported benefits ofparticipating in the program, which will be shared and discussed. The findings suggest that Neurolanguage
Coaching© holds great potential in enhancing students' English proficiency and contributing to a morepositive academic experience.
SIG: Mind, Brain, and Education
Sat May 13 / Time: 10.05am-10.30am / Room: S401 BRAIN ART
A Study on Incoming Freshman Students’ Expectations
Ashton Dawes, Prateek Sharma
If universities and lecturers have a thorough understanding of students’ expectations, they can tackle thechallenges students face and help them bridge any gaps that may lead to an unfulfilled university experience(Sander et al., 2000). The purpose of this study is to investigate Freshman students’ expectations of theirEnglish-language university teachers after high school graduation and upon entrance to university. The
survey comprised five sections addressing the students’ history of learning English, experiences with English
teachers, and personal beliefs regarding an ideal English-language classroom. The survey had both Likertscale and subjective questions that allowed students to expand on their views. The researchers will discuss
the results and implications for university teachers to consider when planning lessons. Additionally, it ishoped that this research raises English-language university teachers’ awareness in regard to their students’
expectations. This is a four-year longitudinal study, currently in its second year. This presentation will share
the results and implications from the first year.
SIG: College and University Educators
Sat May 13 / Time: 10.05am-10.30am / Room: S402 CUE PIE

41

Narrating an ALT Identity in the JET Program
Takaaki Hiratsuka
For over three decades, hundreds of thousands of foreign nationals have set foot on Japanese soil as foreignassistant language teachers (ALTs) through the government-sponsored Japan Exchange and Teaching (JET)
program. Although there is an apparent need for scrutiny of the lived experiences of ALTs in their situatedcontexts, empirical discussion and research addressing them have been remarkably insufficient, as previous
studies have focused primarily on the advantages and shortcomings of individual teachers and thecharacteristics of their team-teaching practices. Against this backdrop, the study on which this presentation isbased explored, via narrative interviews, the identities and their constructions of 22 ALTs in the JET program.
It is of critical importance to understand the complexities of ALT identity because how we view ourselves,
how we project ourselves to others, and how others perceive us impact all aspects of our professional andprivate lives, including our beliefs, emotions, development, and practices. The findings revealed that thegestalt of ALT identity is comprised of two primary categories, foreigner identity and dabbler identity, andtheir six incumbent sub-identities (i.e., celebrity, sojourner, English expert, assistant, greenhorn, and Japanese
novice). The presentation concludes with implications for language teacher education and identity research.
SIG: Teacher Development
Sat May 13 / Time: 10.05am-10.30am / Room: S501 TD List
Facilitating Student SDG Initiatives in a University Context
Philip Cardiff
The Sustainable Development Goals (SDGs) cover a wide range of fundamental social, economic, andenvironmental issues. As the SDG agenda makes clear, universities can play a leading role in the realization of
the goals through education, research, innovation and leadership (Steele & Rickards, 2021), prompting
universities to evaluate how they are contributing towards sustainability. In Japan, while MEXT has underlined
its commitment to education for sustainable development (ESD), the integration of ESD in higher education
has been slow. The present study aimed to ascertain how students at a private Japanese university would liketo take action for the SDGs, and whether this is reflected in the university’s SDG targets. Using a Google
Forms survey, the researcher received 28 responses from students and analyzed the data to look for patterns.
An interview was also conducted with the university president. Results indicated that while aspects ofstudents’ proposed SDG initiatives are already in place at the university, there is a need for cross-faculty
networking and collaboration opportunities for staff and students. The presentation will conclude withsuggestions for how to achieve this. This presentation may be of interest to other institutions conducting
similar SDG related projects.
SIG: Global Issues in Language Education
Sat May 13 / Time: 10.05am-10.30am / Room: S502 GILE LLL

Back to the Future with the Free Access Site Taskbasedlearningforall.com
Jason Moser
For this presentation I am going to introduce Task-based Learning for All which is a new free site that
contains the complete three-level Collins COBUILD English Course by award-winning EFL authors Jane andDave Willis. Despite it being one of the very first task-based courses written, and now over 30 plus years old,
few task-based language practitioners have ever seen it. With Jane Willis’s involvement we digitalized all thematerial for the course including the recordings and have made it freely available online. When this course
was published in 1988 it introduced two new innovations to English language materials: namely, a task-basedlearning methodology and a lexical syllabus. Both innovations from the course will be discussed in detail with
examples from the material. This section will include talking about how the course was initially received byteachers and why it never updated and reprinted. I will also share my current experiences of using thismaterial and site in my classes and how teachers could use it in theirs. Participants will see that even thirty
years on the Willis course is still unique.
SIG: Task-Based Learning
Sat May 13 / Time: 10.05am-10.30am / Room: S503 CT TBL

42

AM SPONSORED PRESENTATION: English Central

AI & Spoken English Language Learning: from Read Aloud to ChatGPT
Shunsuke Furuyama

This presentation covers the evolution of AI-powered speaking applications used in English language
learning, starting with “read aloud” or pronunciation assessment using speech recognition, to listen andrepeat using elicited response, to open response questions using speech-to-text, to dialog-based systems
using ChatGPT. The accuracy and efficacy of these systems are discussed including the pedagogy that
underpins them and how each impacts student motivation. Data from deployments of these applications inuniversities in Japan will also be reviewed.
Associate Member / Computer Assisted Language Learning
Sat May 13 / Time: 10.05am-10.30am / Room: S504 CALL ICL
Using ChatGPT-Generated Materials for IELTS Preparation Courses
Jonathan Buck
The International English Language Testing System (IELTS) is a widely recognized test of English language
proficiency, and is a requirement for many universities and employers around the world. Preparing for the
IELTS can be a challenging task, and it is important for students to have access to high-quality materials thatwill help them succeed. In this proposal, I explore using the cutting-edge technology of ChatGPT, a large
language model trained by OpenAI, to generate IELTS preparation materials. ChatGPT can be used togenerate a wide range of materials, including practice tests, reading comprehension passages, and writing
prompts. The use of ChatGPT-generated materials can provide several benefits to IELTS preparation courses.
Firstly, it will save time and effort for teachers who would otherwise have to spend hours creating materials.
Secondly, it will provide students with a wide variety of materials that will help them improve their skills in allareas of the test. Finally, the materials can be adjusted to the specific needs of the students as well as thepedagogical approach of the instructor. This presentation will explore the possibilities of using ChatGPT in
the classroom. It will explain how to use ChatGPT effectively for material generation, how ChatGPT materials
can be used in the classroom, and their effectiveness and limitations.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 10.05am-10.30am / Room: S505 CALL MAVR
Possibility of Teaching Young Learners English with VR
Takumi Niwa, Kanon Fujiwara, Yukie Saito
Though many users still experience sickness in using HMDs for VR (Saredakis, 2020) and children who areyounger than 13 years old are not supposed to use HMDs such as Quest 2, potential benefits of using VR for
foreign language learning, such as lowering foreign language anxiety (York et al., 2021), speaking
performance (Thrasher, 2022), and long-term memory retention (Scrivner et al., 2019) may indicate that VR
can be used for young English learners. In this study, to investigate whether young English learners can enjoy
learning English with the PC version of VR and whether VR English lessons can improve their speaking skills,
VR English lessons using a VR platform, Immerse, were offered to four young English learners. They also tooka pre-speaking test before the VR lessons and a post-speaking test after the VR lessons. Although no
improvement in speaking was observed, the learners could enjoy the VR English lessons with their PCs. Basedon the results, the possibility and limitations of teaching English to young English learners using the PC
version of VR will be discussed, and pedagogical implications about how VR English lessons can be offered
even to young English learners will be provided.
SIG: Mixed, Augmented, and Virtual Realities
Sat May 13 / Time: 10.05am-10.30am / Room: S506 TYL MAVR

Teacher Trainees' Opinions of the Viability of ER in a Japanese Context
Joshua Antle
The participants for this study were fourth-year undergraduate students enrolled in the Teacher Education
Program at a private university in Japan. As part of their seminar work, the students read articles describing

43the benefits of extensive reading (ER) and the process of implementing an ER program. They also readarticles describing relevant research studies focusing on ER. After six weeks of lessons, with each lesson
focusing on a different article, the teacher trainees participated in an ER lesson as students. Their assignment
for this portion of the seminar was to share their thoughts on ER, specifically ER’s viability within theJapanese context. The data were collected through the use of a questionnaire containing a series of openended questions. Each question represents a research question for this study. The research questions elicitedthe teacher trainees’ opinions on the following issues: ER’s viability within the Japanese context; ER’s viability
for low-level learners; the perceived weaknesses and strengths of ER; possible approaches for incorporating
ER into junior high school or high school English classes; ER and student motivation; and whether they plan
to use ER in the future. The results indicated the trainees were mostly concerned with ER’s viability for low
level learners.
SIG: Extensive Reading
Sat May 13 / Time: 10.05am-10.30am / Room: S507 GALE LiLT ER
Creating Subject-Specific Vocabulary Resources
Olivia Kennedy
There are various approaches to the vocabulary component of university language course design. Whilesome rely on subject-specific textbooks to cover course goals, others supplement a more general textbook
with an academic or subject-specific word list. In the context described here, however, students are
unfamiliar with many of the 2,300 words of the New General Service List (Browne et al., 2013) that most
university general English course books use. The university works to remedy this in the students’ first two
years on campus. Research shows that regular reading and listening activities within learners’ zones ofproximal development improve both receptive and productive skills (Onoda 2012, Nation 2007), and thatwhen learners find the subject matter interesting, they will continue to undertake tasks (Day, 2008). A set ofthirty passages on familiar science-related topics were developed using a combination of the first 500 words
on the New General Service List, the Science Word List (Coxhead & Hirsch, 2007), and the Science Textbook
Word List developed by Veenstra and Sato (2018). An example of these texts will be shared, as well as waysthat attendees can use strategies developed here to make similar course materials targeted to their own
teaching contexts.
SIG: Vocabulary
Sat May 13 / Time: 10.05am-10.30am / Room: S508 Teval Vocab

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10.40am-11.05am
What’s Wrong with Yakudoku? Problems and Possibilities
Thomas Amundrud
Yakudoku (訳読), or translation reading, is the practice in Japanese English education of translating English
texts into syntactically correct Japanese that has been called the “dominant” English teaching method inJapan. It has been criticized as contributing to the continued low proficiency of Japanese English learners in
English language teaching literature, even as translation in language teaching has been positively reevaluated. Despite such widespread disapproval, and with support by studies within Japan in favor of its
continuation, the practice of translation reading remains. Within this context, I will first give an overview ofliterature regarding translation reading before examining classroom data from a Japanese junior high school
English class in which translation reading was used. Using systemic-functional multimodal discourse analysis(SF-MDA), I will examine how the teacher conducted translation reading, examining its multimodal realizationin language, classroom space, gesture, and classroom semiotic modalities. I will furthermore show with theanalysis of semantics through Legitimation Code Theory (LCT) the degree to which pedagogic knowledge isconnected to the classroom context. From these tentative findings, I will argue for a reconsideration bylanguage teachers and researchers of the issues surrounding translation reading, and how they may be
addressed.
SIG: Pragmatics
Sat May 13 / Time: 10.40am-11.05am / Room: S202 PRAG SA
Techniques for Evaluating Classroom Materials for Japanese Young Learners
Jesse Reidak
Objectively choosing new materials for young learner classrooms in Japan is not easily accomplished.
Teachers sometimes select new classroom materials based on the aesthetic appeal of a material or becauseof a colleague’s recommendation. If teachers want to objectively assess the pedagogical value of any given
materials, they can develop a review committee and an evaluation instrument, which significantly helps filter
teacher subjectivity out of the materials selection process. Committee members can create surveys formaterials review, which allows the members to compare results objectively. The presenter will discusscreating and utilizing such a survey within academic settings for online and text-based materials. Classroom
materials (e.g., orthographic and fluency-building activities) and example survey-based results will be
provided. Teachers’ overuse of materials will also be discussed. Young learners have shorter attention spansthan adult learners, so it is critical to provide them with a wide assortment of objectively selected materials.
SIG: Materials Writers
Sat May 13 / Time: 10.40am-11.05am / Room: S203 LD MW ER
Multimodality in the L2 Classroom
Rory Banwell, Josh Kidd, Chieko Mimura
Recent research in brain-based studies of learning from the fields of neuroscience and cognitive psychology
inform teachers of the importance of embodiment in language use and learning. Moreover, certainclassroom practices can potentially enhance language acquisition by improving the meaning-making process
as well as attention, memory, and motivation. Handley (2020) reflecting on the embodiment of language
learning suggests teachers should aim to stimulate the senses of the students and also embed the language
in its context of situational use. This presentation will focus on multimodality within the L2 classroom.
Multimodal learning in this instance refers to using multiple methods for students to experience learning inorder to facilitate the process of transitioning information into the student’s long-term memory. Multimodal
learning includes the ideas of multimodal input which engages the students’ senses, and multimodal output
in order to get the students to experience the target language. In this presentation, the relevant brain-based
theories behind the idea of multimodality and how these ideas have been applied in English language classes
at a university level will be described. Feedback on these practices from participating teachers and students
will also be presented.
SIG: Mind, Brain, and Education
Sat May 13 / Time: 10.40am-11.05am / Room: S401 BRAIN ART

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Do Compulsory Self-Access Learning Center Visits Facilitate Autonomy?
Steven Lim
Self-access learning centers have been shown to facilitate learning for highly motivated communities oflearners with strong ideal L2 selves (Gillies, 2010; Hughes et al., 2011). But when attendance is a course
requirement, how do students utilize them? This case study examined 214 first- and second-year English
major university students’ usage of a self-access learning center over a semester. As part of their course, firstyear students were required to attend three times and second-year students four times. Data were collected
through attendance cards which students used to self-report visits to the self-access learning center. The
results indicated that first-year students utilized the facility more frequently, took part in more output-based
activities, and made more use of practice materials for the assessed communication tasks on their course
than the second-year students. In this session, various factors for these discrepancies between the first- andsecond-year students are examined including the impact of the pandemic, the importance of social
communities of study, student-generated forms of play, and teacher-directed versus autonomous use of the
facility. With the return to regular in-person attendance at universities, teachers must consider how to shape
self-access learning centers to suit the needs of their learners.
SIG: College and University Educators
Sat May 13 / Time: 10.40am-11.05am / Room: S402 CUE PIE
Scaffolding Research and Writing: Reflections on a “Zemi”
Caroline Hutchinson
This presentation reflects on the presenter’s first experience teaching a three-year “zemi”, or graduation
thesis seminar, at a Japanese university. It will provide an overview of how zemi are conducted, and focus inparticular on how to scaffold students’ path to successful completion of a graduation thesis in English. I willreflect on three major phases of the zemi development process: (1) Identifying a research theme, outlining
the course, and recruiting students; (2) Nurturing students’ research skills and autonomy and helping them
identify potential topics; (3) Guiding students through the thesis research and writing process. The
presentation will focus in particular on the final year of the zemi, the thesis guidance stage. I will map the
progress of representative students, highlighting some of the difficulties they encountered, identifying criticallearning incidents, and discussing student perceptions gleaned from reflective activities. I will assess the
merits and demerits of peer feedback, student-teacher consultations, and writing process activities such as
research proposals and annotated bibliographies. Finally, I will summarize how the course was revised basedon this initial experience, and how I envisage it developing in the future.
SIG: College and University Educators
Sat May 13 / Time: 10.40am-11.05am / Room: S403 CUE CEFR
Responding to MEXT: Pre-Entry Programs at Japanese Universities
Hiroyo Nakagawa, Kaori Hakone, Tamara Swenson
The Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) recommended in July
2017 that universities establish pre-entry education programs to help high school students make a smoothtransition to university (Kawai, 2018). This presentation will report on a study of (a) the types of pre-entry
programs; (b) the universities' expectations regarding students' language proficiency and other academic
disciplines. Understanding the pragmatic abilities and language skills students need upon entry will help
faculty create pre-entry programs that help students arrive “ready to learn” in the Japanese university system.
Data were collected through interviews with faculty in charge of pre-entry programs at universities in Japanand examination of online information about these programs. The initial coding from interviews will beanalyzed in this presentation. The potential of pre-entry programs will also be discussed andrecommendations provided for a possible course of study to better prepare students and address MEXT’s
request.
SIG: College and University Educators
Sat May 13 / Time: 10.40am-11.05am / Room: S404 CUE OLE

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AM SPONSORED PRESENTATION: Nellie’s English Books
How to Overcome Cultural Barriers when Teaching Communication in Japan
Bruno Vannieu
Why is it so hard to get Japanese students to speak in class? It's an age-old question, and potentially one of
the most puzzling and frustrating parts of a foreign language teacher's professional life. One reason is thatcertain aspects of Japanese culture are magnified in the language classroom, and often block communicationand learning. In this presentation I will offer workable explanations of the cultural patterns behind the ways
Japanese students speak (or don't), the ways in which they interact in groups, and practical advice that canbe put to use immediately in the classroom. I aim to provide clarity and hope to teachers starting at Japanese
universities or high schools, and some new perspectives for veterans, hoping it will save some of thefrustration I experienced, and lead to more active, talkative classes.
Associate Member
Sat May 13 / Time: 10.40am-11.05am / Room: S501
Student Debates: Scaffolding for Success in Task-based Learning
Martyn McGettigan
The benefits of task-based language teaching (TBLT) for second language acquisition are well supported by
the literature (Bryfonski & McKay, 2019). However, implementing this methodology in a Japanese context isviewed by many as challenging (Harris, 2018). Through the use of copious preparation time and carefulscaffolding to boost student confidence, students in two university classes (total N32) worked in pairs to
prepare for debates with other pairs on a range of topics. The support offered included the chance forstudents to practice with pre-written arguments on simpler topics, as well as plenty of time to plan andreceive teacher feedback on their own arguments. In addition, students were encouraged to try to predict
their opponents arguments, and prepare accordingly. Incidental focus on form was given throughout in theform of corrective feedback from the teacher. Between their first attempts and their final debates, students
showed a great deal of improvement in terms of confidence, fluency, and accuracy. It is hoped that thispresentation will inspire other teachers to try a similar approach, as well as eliciting feedback to enable thepresenter to improve his future implementation of similar tasks.
SIG: Task-Based Learning
Sat May 13 / Time: 10.40am-11.05am / Room: S503 CT TBL
Intercultural Communication and Language Learning in India and Japan
Joseph Shaules, Ishita Ray
Intercultural understanding is an important goal of foreign language education, yet interculturalcommunication and foreign language learning are often considered separate fields. This presentation willreport on a joint effort carried out in India and Japan to develop new approaches to introducing interculturalcommunication in foreign language education. Background on the initiative will be provided, including
challenges found in educational contexts in both countries. There will be an introduction of the learningmodel being used, the Developmental Model of Linguaculture Learning, which provides teachers with aframework for introducing culture into foreign language classes. Examples for how this approach is being
promoted and applied in each country will be provided. This includes initiatives through non-profit
educational institutes in India and Japan, as part of a class in an MA TESOL program in Japan and as part ofan ongoing initiative in India intending to bridge the gap between academia and industry. Presenters will
provide sample materials and opportunities for learning more about this project. It will be argued that crossborder collaborations such as this one are a valuable way to develop new approaches to culture in foreign
language education.
SIG: Intercultural Communication in Language Education.
Sat May 13 / Time: 10.40am-11.05am / Room: S504 CALL ICL

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AM SPONSORED PRESENTATION: ZenGengo
ZenGengo, AI, and the Future of Language Teaching and Learning
Paul Raine
In the last 5 years, educational institutions around the world have experienced two revolutionary changes in
the way teaching and learning takes place. The first was spurred by the COVID-19 pandemic, which caused
many schools and universities to adopt remote teaching methods on a scale never seen before. Then, just as
the pandemic seemed to be under control, and institutions were returning to face-to-face lessons, arevolution in generative AI started to dominate the headlines. Teachers and educational institutions have
responded in various ways to OpenAI's Large Language Model, "ChatGPT", and related technologies. Somehave chosen to ban the technology outright, while others are trying to incorporate it into their classes moreproductively. ZenGengo's overall mission is to help teachers teach and learners learn languages in efficient,
engaging and effective ways. To this end, the team of language teachers behind the platform is currently
examining whether and how GPT and related technologies could be integrated into ZenGengo. In thispresentation, the co-founder and developer of ZenGenco will talk about how ChatGPT is currently being usedby teachers and institutions around the world as part of a blended learning approach to language education,and touch on the possible future directions for the service that complement the vital role being played inlanguage education by humans.
Associate Member / Computer Assisted Language Learning
Sat May 13 / Time: 10.40am-11.05am / Room: S505 CALL MAVR
Gender Codes and the Hidden Curriculum in Elementary School Textbooks
Jonathan Donnellan
Female participation in the STEM workforce is lower in Japan than in any other OECD country. Though
Japanese women make up around 45% of the total workforce, only 16.6% of researchers in STEM fields are
women. The perception that science is for boys is already noticeable by junior high school level, and the“turn away” from science at junior high school shows a gendered pattern. This presentation reports on acontent analysis of 1655 images of adults in 24 science textbooks authorised by MEXT for use in Japaneseelementary schools. Based on the concepts of gender codes and gender framing, this presentation describes
how the images in elementary school textbooks contribute to the reproduction of hegemonic gender roles
through the patterns of transmission highlighted by Arnot (2002): invisibility, domesticity, and low status.
Though there is variation between textbook series, all series contained fewer female scientists than men,
portrayed even working women as connected to the domestic sphere, and contained fewer examples of“brilliant” female scientists. This presentation may be of interest to people who work at STEM-oriented
schools, have an interest in textbooks and materials design, or who are otherwise interested in the
reproduction of gender roles through hidden curricula.
SIG: Gender Awareness in Language Education
Sat May 13 / Time: 10.40am-11.05am / Room: S507 GALE LiLT ER
AM SPONSORED PRESENTATION: Abax
Why Teaching Listening Might Be the Most Important Thing You Teach
Alastair Graham-Marr
Undeveloped listening skills can seriously hamper one’s ability to learn a foreign language. It is commonly
observed that students who spend time listening to English outside the class give themselves more chances
for language learning success. However, many Asian-based learners struggle to comprehend naturally
spoken English, due to the large phonological differences between English and many Asian languages. This
presentation will focus on ways to teach listening more effectively.
Associate Member/ Listening
Sat May 13 / Time: 10.40am-11.05am / Room: S508 TEVAL VOCAB

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11.25am-11.50am
The English Writing Development of Bilingual Children in Weekend Schools
Janice Nakamura, Suzanne Quay
Japanese-English bilingual children in Japan can acquire English literacy through home literacy activities andattending English weekend school. However, their English literacy ability has never been measured
objectively over time. This paper reports on the longitudinal assessment of English writing in 17 JapaneseEnglish bilingual children (ages 9 to 13 at first assessment) who attended two English weekend schools inTokyo and Yokohama. The children were tested using a US standardized test in two or three 12-monthintervals. The results show that many children maintained their writing scores at an average range
corresponding to same-age US peers from the time of their first test despite the weekend schools’ online
format during the past pandemic years. Some children’s writing performance even moved into a higher score
range during this challenging period. These results indicate that online weekend school lessons did not
negatively impact children’s English writing. Factors that help support the children’s longitudinal English
writing development during the COVID-19 pandemic will be discussed.
SIG: Bilingualism
Sat May 13 / Time: 11.25am-11.50am / Room: S201 ALL Bil
Student Peer Interaction Network Subcommittee (SPINS) Forum
Natsuho Mizoguchi, Chelanna WhiteFor some people, being a student is an invaluable experience that they cherish. However, studying or doing
research by ourselves can sometimes make us feel lonely, isolated, or unsuccessful. When we face difficulties,
peers can be a source of encouragement, support, and even professional development. The Student Peer
Interaction Network Subcommittee (SPINS) works to support students in JALT through being a place forthem to help each other by sharing resources, getting advice, and networking as well as through sharing
some beneficial information. In this workshop-styled forum, the attendees will be offered an opportunity to
discuss their experience with student peers and will be given some pros and cons of what the SPINS staff
experienced and are experiencing as students.
SIG: Workshops
Sat May 13 / Time: 11.25am-12.25pm / Room: S202 PRAG SA
Student and Teacher Experiences of a Japanese-Swedish Tandem Exchange
Christine Ericsdotter Nordgren, Jorunn Nilsson
The tandem language learning model is based on two main components, reciprocity and autonomy (Little &Brammerts, 1996). These are realized differently depending on e.g., contexts and meeting modes, but
fundamental to the idea of exchange. Research on tandem has been heavily Europe and America centred,
which calls for further perspectives. This study explores student and teacher experiences of a JapaneseSwedish Tandem, and how these can be connected to reciprocity and autonomy. Our tandem took place
online in 2020; 44 students participated, and interviews were carried out with 9 students and 4 teachers. Data
were processed using qualitative content analysis. The results show that the students valued interactional
and learning-to-learn aspects, focusing on natural language use and personal peer-to-peer experiences,which reflects the principle of reciprocity. Teachers valued linguistic development and seemed to implicitly
assume a high degree of learner autonomy to be in place from the start, rather than it being developed or
expanded underway. In this presentation, we discuss how our results can be interpreted and what
implications they might have for shaping and understanding Tandem learning from a wider perspective.
SIG: Learner Development
Sat May 13 / Time: 11.25am-11.50am / Room: S203 LD MW ER
Using Positive Psychology Interventions to Support EFL Students
Dominique Vola Ambinintsoa Razafindratsimba, Phillip A. Bennett
Language learning is a long-term process involving positive and negative emotions (MacIntyre & AyersGlassey, 2022), which can fluctuate depending on many factors, such as test scores, classroom interactions,49

performances, classroom activities, and teacher feedback. While it is not possible to avoid or eradicate
negative emotions (and this is not our aim), promoting a positive learning environment and highlighting
positive experiences can impact students’ perspectives and beliefs with regards to learning (MacIntyre &Ayers-Glassey, 2022; Seligman, 2019). That is why positive psychology, “the scientific study of what goes rightin life” (Fresacher, 2016, p. 344), has its place in education and should be fostered and practiced in theclassroom. In this practice-oriented presentation, we will share some positive psychology interventions. In
our functions as learning advisors and lecturers, we applied those activities with our students in classes andduring one-to-one advising sessions. We also implemented them as part of our professional development
sessions in our workplace. We found that they make a significant difference in terms of developing a positive
learning and working environment, raising students’ awareness of their strengths, thereby increasing theirmotivation and resilience throughout their learning process and also helping them to look forward to otherlearning opportunities.
SIG: Learner Development
Sat May 13 / Time: 11.25am-11.50am / Room: S204 LD BizCom
Teacher Professional Development: Neuroscience in L2 Teaching
Josh Kidd, Rory Banwell, Chieko Mimura
Understanding the brain-based principles of second language acquisition and how to apply them touniversity L2 teaching contexts can provide teachers with a diverse range of relevant and practical teachingstrategies. Moreover, familiarity with the principles of neuroscience can deepen teachers' understanding of
language teaching and learning. To harness this potential, teachers may benefit from opportunities for
professional development that demystify neuroscience and highlight authentic applications within the L2classroom. This presentation describes teacher engagement in a 15-week professional development course
at a national university. During the program, participants were introduced to brain-based principles ofsecond language acquisition through online learning modules. As participants in the program, we will
present an overview of program modules we identified as being relevant to our context including
multimodality, the role of emotions and stress on learning, and memory formation, storage, and retrieval. In
addition, we will describe how the program has directly influenced our approaches to lesson content,
structure, mode of delivery, and how it has deepened our understanding of our students within the university
context. Finally, we will make a number of suggestions for how teachers who may have little prior experience
with brain-based principles can employ basic principles within the classroom.
SIG: Mind, Brain, and Education
Sat May 13 / Time: 11.25am-11.50am / Room: S401 BRAIN ART
Helping Students Find Something to Say
Ian Willey
Yashima’s (2009) International Posture (IP) scale consists of four motivational dimensions: 1) intergroup
approach/avoidance tendencies; 2) an interest in international activities/vocations; 3) an interest ininternational affairs; and 4) having something to communicate. Previously, we found that Japanese English
learners scored highest in intergroup approach/avoidance tendencies and lowest in having something tocommunicate; Japanese learners may thus have an interest in intercultural communication but are hindered
by a perceived lack of things to say. The present study attempted to elevate learners’ IP scores through a task
aimed to help students develop and express opinions. Participants were first- and second-year students(n=157) at one Japanese university enrolled in seven General English classes, and grouped in an intervention
and control group. Students in the intervention group completed weekly writing tasks on Moodle in which
they expressed their opinions about international topics. Yashima’s (2009) IP survey was administered on thefirst and last day of each course. Students in the intervention group had higher IP scores, both overall and in
all four IP dimensions, than those in the control group, though these differences were not statisticallysignificant. Boosting English learners’ IP scores likely requires a coordinated effort within a unified English
curriculum.
SIG: College and University Educators
Sat May 13 / Time: 11.25am-11.50am / Room: S402 CUE PIE

50Strategies for Developing Twenty-First Century Skills in an English Medium Instruction (EMI) Class
Cecilia Smith Fujishima
In recent years, Japanese universities have been tasked with providing students with an education thatemphasizes the development of transferable or "generic" skills in preparation for an increasingly dynamic
and uncertain future. Influenced by the OECD’s Definition and Selection of Competencies (2005), the Ministryof Economics Trade and Industry has specified Fundamental Competencies for Working Persons (2017)“action, thinking and teamwork”, each of which is comprised of various elements such as the ability tocommunicate and the ability to understand differences in points of view. In a complementary strategy, MEXT
has devised plans that require educational institutions to improve students’ ability to collaborate to solve
problems. This presentation begins by introducing a pedagogical approach utilized by an internationalsociety and culture course within a university English department that aims to foster these skills. Alongside
English acquisition, the course strives to create a learning community where critical thinking andcommunication are used to develop a broad perspective. The second part of the presentation will introduce
examples of class materials that are designed to achieve this. The materials focus on the use of comparisons
as a step to improve conceptual development, media literacy and activate higher order thinking skills.
SIG: College and University Educators.
Sat May 13 / Time: 11.25am-11.50am / Room: S403 CUE CEFR
Student Perceptions of the Benefits of Free Writing in English
Steven MacWhinnie
Japanese university students are often required to perform free writing activities in EFL classes to encourage
confidence in writing in English. Free writing activities are defined as “the act of writing quickly for a set timefrom ten to fifteen minutes, just putting down whatever is in the mind, without pausing and worrying about
what words to use, and without going back to modify what has been written” (Li, 2007, p. 42). The authors’students have done free writing activities throughout three years of their English composition courses andwere asked to reflect on their feelings about the effectiveness of such activities. The authors will briefly recap
PanSIG2022 presentation data about participants’ writing fluency changes, then will explain how the students
felt about doing the free writing activity tasks in their public and private university courses based on
qualitative analysis of writing reflection survey responses. Representative examples from the students’reflection on their free writing experiences will also be shared. Attendees to this session will discuss theefficacy of employing free writing in their university English language classes and come away with ideas forcreating EFL writing classes that align with students’ ideas on improving their own writing.
SIG: College and University Educators
Sat May 13 / Time: 11.25am-11.50am / Room: S404 CUE OLE
Effects of Continuing Professional Development on
Sri Lankan ESL Teachers’ Classroom Practice: A Case Study
Deepa Ellepola
In recent decades, innovations in continuing professional development (CPD) of English as a second
language (ESL) teachers’ worldwide have enhanced the quality and sustainability of ESL education in theschool system. Advancements in technology, training opportunities, practitioner research, researcher andcollegial networks introduced significant innovations to CPD which also need constant support and revival tounderpin teachers' practices (Campbell et al., 2004). However, innovations vary from one context to anotherdepending on “context-specific” resources and characteristics (Hayes, 2014). Thus, CPD in Sri Lanka inparticular, needs a deeper focus on contextual specific understanding to bring about a change in the CPD
process for the improvement of ESL teaching and learning process. With the goal of addressing this need, my
doctoral study explores Sri Lankan ESL teacher perceptions of CPD and how they apply their newfoundknowledge in classroom practices by embracing sociocultural theoretical perspective of second language
teacher development. For this qualitative study, five ESL teacher participants were chosen through purposive
sampling strategy. Data generated over a period of six months through online semi-structured interviews
and classroom observations followed by post-observation interviews were analyzed thematically. The
findings will be presented as three case studies along with a cross case analysis. This presentation focuses on51

the research approach and the challenges encountered during the data generation process in Sri Lanka, thefindings and the implications of the study, including the need for a transformation to the system that would
result in strong positive relationships among all stakeholders - educational authorities, trainers and teachers for an enhanced CPD scenario.
SIG: Teacher Development
Sat May 13 / Time: 11.25am-11.50am / Room: S501 TD List
Frames, Ideologies, and Language Teacher Identity Construction
Robert J. Lowe
Native-speakerism is an ideology in English language teaching which privileges the models of English, theteachers of English, and the pedagogic approaches of the West over those from other parts of the world.
Through a frame analysis of qualitative data, this presentation investigates how the professional identities
and teaching practices of four teachers (including the presenter) were shaped by and inflected with nativespeakerism while working at a major language teaching institute in Tokyo. An account is provided of how,through a process of deconstruction and reframing, these teachers began to question the way in which theirprofessional identities were framed, and begin to construct new identities more sensitive and responsive tothe sociocultural realities of their teaching context.
SIG: Global Issues in Language Education
Sat May 13 / Time: 11.25am-11.50am / Room: S502 GILE LLL
Teaching Debate Skills in University Classes
Shalvin Singh
This presentation outlines approaches to using debates in second language classrooms, to promote thedevelopment of learners’ research, presentation, critical thinking, and speaking skills. Debates remain an ideal
task for promoting acquisition of such skills, providing opportunities for learners to produce spontaneous
speech, conduct independent research, practice presentation skills, and to question, critique, and deeply
analyze ideas in a semi-structured format (Halvorsen, 2005). However, many instructors refrain from teaching
debate skills in university classrooms, viewing them as overly challenging, time-consuming, even contrary tocultural norms. Attendees will be introduced to tasks and approaches for introducing debate skills that
address these concerns and allow language learners of various proficiency levels to engage in meaningfuldebates. Examples of structures for articulating ideas clearly and deeply will be examined, as well as
strategies to encourage learners to ask effective questions, disagree politely, and examine ideas critically. The
development of academic and critical thinking skills remains central to a quality university education.
Debates provide learners with the opportunity to improve and make use of such skills in second language
classrooms in a distinct and unique format that can be rather enjoyable and of practical benefit to language
learners.
SIG: Critical Thinking
Sat May 13 / Time: 11.25am-11.50am / Room: S503 CT TBL
Including Overseas Students in a Cultural Studies Course in Japan
James Venema
Advances in video conferencing software during the COVID-19 pandemic have led to opportunities toconnect students from around the world. Limited opportunities to travel and study abroad have also
contributed to a latent demand for cross-cultural exchange opportunities. This presentation will outline a 2year program where students from Yogyakarta State University (UNY) in Indonesia and Aichi University of
Education (AUE) took part in online cultural exchanges via Zoom as part of a Cross-Cultural Understanding
course at AUE. A memorandum of understanding (MoU) between the universities, and an official requestfrom UNY for increased opportunities for online participation in AUE courses, led to the inclusion of UNY
students in a course at AUE (異文化理解). This presentation will cover the theoretical orientation of thecultural exchanges, the practical considerations that needed to be addressed, and the impact on participating
students in the form of student feedback and pre- and post-course student responses on an Intercultural

52

Competence Questionnaire. Plans for a more comprehensive inclusion of UNY students in future courses will
also be discussed.
SIG: Intercultural Communication in Language Education
Sat May 13 / Time: 11.25am-11.50am / Room: S504 CALL ICL
Students Writing with AI: Cheating or Enhanced scholarship?
Marcos Benevides
The researcher assigned students (n=8) in an upper-year undergraduate applied linguistics course, taught inEnglish, to write a 500-word essay using ChatGPT. An essay question was designed to be challenging for an
AI tool to answer. The following objectives were discussed prior to the task: 1) students would attempt to
produce the best essay possible; 2) students could use any tool at their disposal, as long as they declared its
use; 3) the teacher would assign both hypothetical and actual grades, with actual grades based on the qualityof the attempt and student feedback post-task. After the task, an open discussion was held in which both theteacher and students discussed the effectiveness, implications, and best practices in using the AI tool. Results
were encouraging for teachers worried about AI-enhanced writing, and suggest that the quality of such
writing is not a given; educational benefits can be moderated by the quality of the essay prompt provided by
the teacher, and also by each students’ scholarly attention to the generated output. Sample essays will beshared and discussed, and participants will come away informed about some of the pitfalls and advantagesof AI writing-enhancement tools, and how to use them appropriately.
SIG: College and University Educators
Sat May 13 / Time: 11.25am-11.50am / Room: S505 CALL MAVR
Which Approach to Phonics is the Best for L1 Japanese Young Learners?
Kate SatoIn recent years there has been growing interest in introducing phonics into English classes in schools inJapan. However, there are different approaches to teaching phonics including embedded, analytic, andsynthetic. How can teachers determine the most effective approach for young learners of English whose first
language is Japanese? Based on the work of Komoaka (1991), this presentation looks at how those withJapanese as their first language use the sense-determinative and sense-discriminative functions to readJapanese. The connection between Komaoka’s functions is discussed in relation to the different approaches
to teaching phonics to young learners. The presentation will discuss the impact of the above-mentioned
relation which includes the impact of the font used when teaching English. The presentation will be in
English; however, the slides for this presentation will be in both Japanese and English. The presentation will
be of interest to teachers of young learners, or parents of young children.
SIG: Teaching Younger Learners.
Sat May 13 / Time: 11.25am-11.50am / Room: S506 TYL MAVR
Identity & Pedagogy: Black Female English Language Professionals
Avril Haye Matsui
One aspect of the future of English language learning is the growing diversity of its teachers. This
presentation reports on one such diverse and expanding group, Women of the African Diaspora (Black
women), who teach and live in Japan. In the last two decades, there has been an increase in research on
English language teacher identity in Japan. However, much of this research has focused on the identity
development of Caucasian teachers from inner-circle countries (Appleby, 2014; Hashimoto, 2020; Kiernan,
2010; Nagatomo, 2016; McCandie, 2021; Simon- Maeda, 2004). This research is the first to focus on Black
women from various parts of the African Diaspora. The presenter will discuss her research into theprofessional identity development of Black female English language teachers working in various educational
contexts. The presentation focuses primarily on how these women’s “embodied intersectionality” (Mirza,
2017, p.40), namely, the intersection of their race and gender, has impacted their approach to pedagogy andtheir relationships with their students and colleagues. The workshop encourages listeners to reflect on how
their sociocultural identities may impact their teaching style and pedagogy. The data for this presentation
derives from a longitudinal qualitative study that used narrative inquiry (Clandinin & Connelly,2000) to53

investigate the professional identity development of Black women living and working as English language
teachers in Japan. The data of nine women from four geographical locations (Europe, Africa, the Caribbean,
and North America) was collected through semi-structured interviews. . It used intersectionality (Crenshaw,
1989; Collins & Bilge, 2016) to understand how race, gender, and other factors impacted professional identity
development and Communities of Practice (Wenger, 1998) to understand the participants' professional
identity development within their workplaces.
SIG: Gender Awareness in Language Education
Sat May 13 / Time: 11.25am-11.50am / Room: S507 GALE LiLT ER
Introducing a Contextualized Meaning-Recall Vocabulary Testing Platform
Tim Stoeckel, Paul Raine, Hung Tan Ha, Young Ae Kim, Stuart McLean
Meaning-recall vocabulary tests (L2 to L1 translation) are considered perhaps the most accurate way toassess knowledge of the form-meaning link. Such tests limit construct-irrelevant influences on scores likerandom guessing and testwiseness, and their high correlation with reading comprehension suggests strong
construct validity for reading-related research. Existing meaning-recall tests present target words alone or inshort, non-defining sentences. For a fuller understanding of learners’ word knowledge in natural languageuse, some researchers suggest assessing vocabulary in richer contexts. Contextualized meaning-recall tests(CRMTs) are rarely used, however, partly because paper-and-pencil CMRTs are labor-intensive, and selfmarking, online CMRT platforms have not existed. Addressing this gap, the presenters will introduce a
recently-developed, freely-available online platform for administering CMRTs. Test creators input a text andselect target words or phrases. This produces a test in which learners see a passage with input boxes under
the target items to input L1 translations. This format enables examinees to consider broad context whendiscerning word meaning. Distinct responses for each item can be marked online, and judgments can besaved for partially automated marking in future test use. The presentation will provide an overview ofcontextualized and meaning-recall vocabulary testing, and a demonstration of the CMRT platform.
SIG: Vocabulary
Sat May 13 / Time: 11.25am-11.50am / Room: S508 Teval Vocab

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12.00pm-12.25pm
Study Abroad and Students’ Expectations, Anxieties and Experiences
Lauren Landsberry, Ayami Kato, Masaichi Uchida,
In January 2023, 43 Japanese students returned home following a long-term “study abroad” experience inAustralia. Since the establishment of the Global Early Childhood Education department, this was the firstgroup to successfully complete their “study abroad” program without being affected by the COVID-19
pandemic and government enforced closures. While in Australia, their goals were to obtain a childcare
license, and to improve their English skills Using the data collected in pre - and post- “study abroad”
questionnaires, the students’ expectations, anxieties, and experiences were investigated. This presentation
will present the results, discuss how the students’ experience differed from their expectations, what anxieties
they experienced, what they learned, and how they felt the experience changed them. It will further examine
how, or if, they felt the experience would change their future plans and career paths, and whether would
consider studying abroad again. By understanding our students needs and “study abroad” experiences, we
can better prepare them for both their “study abroad” experience before they depart Japan, and job hunting
when they return.
SIG: Study Abroad
Sat May 13 / Time: 12.00pm-12.25pm / Room: S201 ALL Bil
Student-Led Language Community: Collaborative and Beyond-Class Learning
Emily Marzin, Diane Raluy
The context of this narrative inquiry is a student-led “French Table,” a weekly multi-lingual and culturalcommunity held in our Self-Access Center (SAC) which aims at fostering members' interests and language
abilities in French. Francophones and participants ourselves in the French community in KUIS, we decided tocollect community members' reflections, with the help of two advising tools - Language learning history(Murphey, 1998) and Wheel of language learning (Kato & Mynard, 2015) - and verbalized in two individualinterviews as part of a thematic analysis. We found that the community allowed members to improve theiroral skills in a recreated Francophone and multilingual immersion context, in which opportunities to learn
from and with others - echoing concepts of near-peer role modelling and community of practice, among
others - impacted their confidence, motivation, and (French learner and multilingual) identity. The outcomesfrom this inquiry reveal interesting insights into how members’ involvement in a student-led community canhave an impact on their language learning processes. We also believe that this study can provide language
teachers with ideas on encouraging beyond-classroom communication and reflection opportunities among
learners.
SIG: Learner Development
Sat May 13 / Time: 12.00pm-12.25pm / Room: S203 LD MW ER
Resistance to Language Learning: Challenges in India and Japan
Joseph Shaules, Ishita Ray
Low student motivation is a challenge in many foreign language classrooms. This may be particularly true incontexts where a foreign language is a required subject that is removed from the everyday experience oflearners. This presentation will report on ongoing efforts to understand psychological resistance to foreign
language learning in India and in Japan. This includes the development of a survey instrument – the
Linguaculture Motivation Profiler (LMP) – developed with the support of a grant from the Japanese Ministryof Education, and research into causes of learner resistance. There will be a comparison of factors in India
and Japan that contribute to resistance. In India, English is the key to unlocking better job opportunities. On
the other hand, it continues to be a status marker and a colonial remnant. Learners find it difficult to accept
they need to learn the “language” because it means admitting that they are from less-privileged
backgrounds. In Japan, official government policy encourages language learning as a path tointernationalization, yet learners often feel frustrated with the feeling that they make little actual progress.
The presenters will argue for the need for more research into the psychology of language learning resistance.
SIG: Learner Development.
Sat May 13 / Time: 12.00pm-12.25pm / Room: S204 LD BizCom

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Students' Sense of Accomplishment in a University Business English Course
Brent Wright
How can we help our students sustain their desire to learn? One way is to ensure students feel like they
accomplished something positive in their English classes. In positive psychology, the PERMA model (positive
emotion, engagement, relationships, meaning, and accomplishment) is often used to talk about wellbeing.
When students experience a sense of accomplishment, it will affect their overall wellbeing and have apositive impact on their English learning. This presentation will address accomplishment by reporting on a
study of 1st and 2nd year Japanese university students taking a one-semester business English course.
Students reported on the sense of accomplishment they felt from the various activities they took part induring the course. In addition, they were asked to consider their sense of accomplishment in other general
education and major-specific courses. Results of which activities yielded the highest sense ofaccomplishment will be summarized as well as the implications of these results. The presentation willconclude with suggestions for how to consider students’ sense of accomplishment as teachers look aheadwhen preparing materials and activities for future courses.
SIG: Mind, Brain, and Education
Sat May 13 / Time: 12.00pm-12.25pm / Room: S401 BRAIN ART
Survey of University Social Language Learning Programs (SLLP) in Kansai
Cameron Romney
To provide opportunities for students to use English in a non-academic setting, many Japanese universities
are creating Social Language Learning Programs (SLLPs). SLLPs are extracurricular programs where students
can gather to socialize in English by playing games, engaging in small talk, having parties, listening to guest
speakers, etc. SLLPs can vary from small informal programs such as eating lunch with their teachers to large
scale programs that have dedicated staff and facilities. In an effort to determine how widespread SLLPs are in
the Kansai Area, and to determine the types of activities and events being utilized, a survey of university
homepages (n=168) was conducted. Results show that 51 universities in Kansai have an SLLP, with someuniversities having multiple programs. The most common type of activity was some form of unstructured freeconversation, followed by pre-planned activities such as watching movies or listening to pop songs, followedby special events like Halloween parties. This presentation will discuss the rationale, methodology, andresults of the survey. Participants should come away with a better understanding of the types of SLLPs
currently in action. It will be of particular interest to anyone currently conducting an SLLP or anyone planningon creating one.
SIG: College and University Educators.
Sat May 13 / Time: 12.00pm-12.25pm / Room: S402 CUE PIEStudent Preferences for Written Feedback on L2 English Writing Assignments
Simon Aldrich, Katsuichiro "Ken" Ohashi
Written feedback has been used for teaching in English writing courses for some time. Despite its common
use, researchers have not been able to agree on the effectiveness of this practice.
The quality and quantity of feedback provided by teachers may vary depending on personal beliefs in thevalue of feedback, commitment to the profession, and/or the goals or success of the institution as well as theteacher’s ability to communicate with students. The meaningfulness of this feedback may also vary among
students due to their belief in the quality and value of the education they are receiving, the level ofcommitment to their studies, and how they are able to respond to feedback. This presentation examines thefirst step of an effort to make the delivery of feedback on university students’ writing more meaningful andeffective. It will start with a summary of findings from past research related to the effectiveness of written
feedback, followed by a description of how a survey to better understand what students preferred in written
feedback was compiled. Finally, the results from the data collected through the survey will be presented. The
findings focus on clarity, detail, focus, frequency, and connection to assessment.
SIG: College and University Educators
Sat May 13 / Time: 12.00pm-12.25pm / Room: S403 CUE CEFR

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Literature Circles: From Assigned Roles to Reading Response Logs
Andy Gill
Literature Circles (or Reading Circles) were first introduced in the early 1990s in the first language classroom,
but have more recently been adapted into EFL contexts. Aiming to facilitate peer-led discussion, Literature
Circles involve students reading the same piece of literature and then sharing their ideas about it in acollaborative setting. They commonly involve assigning roles to students, in order to provide them withscaffolding, support learner confidence and aid task completion (Dornyei and Murphey, 2003). However, suchassigned roles have attracted criticism for being too mechanical, as students may “read their role sheets one
after the other, and never get into a real conversation” (Daniels, 2002, p.13). In this study, the researcher
conducted a short-term action research project at a private university in Japan, monitoring and evaluating
students’ transition from utilizing assigned roles to using reading response logs. This presentation will display
the results of the study, including analysis of students’ preparation, their classroom performance (throughexamination of classroom audio recordings), and their responses to a post-study questionnaire. The possible
implications for future teaching practice involving Literature Circles will also be considered.
SIG: College and University Educators
Sat May 13 / Time: 12.00pm-12.25pm / Room: S404 CUE OLE
Anti-Oppressive Global Citizenship Education in ELT: A Three-Pillar Approach
Shawna M. Carroll
Anti-oppressive global citizenship education (GCE), a specific strand of critical GCE, is a new field, especiallyconcerning empirical studies within English classrooms (Pashby & da Costa, 2021). Based on an antioppressive GCE framework (Carroll, 2021) and the research question, “what does anti-oppressive theory look
like in practice in English classrooms and how can this be woven into global citizenship education?”, thispresentation explains the results of a project which used a portraiture methodology to collect and analyze
approximately 6 hours of semi-structured interviews, detailed impressionistic records, and several lessons
collected (Lawrence-Lightfoot & Davis, 1997), with one secondary school English teacher in Ontario, Canada.
Through an immersive engagement process of analysis (Ravitch & Carl, 2021), the findings crafted into a
portrait showcase how the language educator implements a three-pillar approach to anti-oppressive GCE
language education (with L1 and L2 learners). These findings are shown through the use of portraiture andmetaphor to showcase the need to shine light on minoritized identities, to create healthy soil for thefoundation of learning about systemic oppression, and to give the proper amounts of nourishment/support
to each student. Through this plant metaphor, the presentation explains the three-pillar approach to antioppressive GCE within English education, applicable in any context.
SIG: Teacher Development
Sat May 13 / Time: 12.00pm-12.25pm / Room: S501 TD List
New Routes for Qualitative Research Using Podcast Interviews
Jonathan Shachter, Christopher G. Haswell
Maintaining contact with our peers and conducting qualitative research during extended COVID distancing
rules required novel approaches to data collection. At the same time, these constraints taught us how tomake the best of our circumstances: we had to find alternatives and learn how to complement thesealternatives quickly and robustly. During this time, routes to publication and research data dissemination
appeared limited. To counter this issue, we started a podcast series entitled “Lost in Citations”, which focusedon academic publications and their writers. This presentation uses a moderated grounded theory approachto qualitative data analysis, using a weekly podcast program as a source for the data. Using the long-form
interview as the medium, we designed a method of defining analyzable data for publication. The chosen
topic for this presentation is English Medium Instruction (EMI), which has become a popular method of‘internationalizing’ university courses, particularly in Asia. We analyze several interviews, each answering thequestions and concerns of the previous interviewees and providing an up-to-date overview of the academic
and professional reality of EMI in Asia. We also consider the broader implications of these findings foruniversities and their course planning.
SIG: Global Issues in Language Education.
Sat May 13 / Time: 12.00pm-12.25pm / Room: S502 GILE LLL

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AM SPONSORED PRESENTATION: Oxford University Press
Read Your Way to Better English with Oxford Reading Club
Yoshiko Hashimoto
Graded readers provide many benefits to learners, but how can technology enhance the learning experience?
In this workshop, we will explore techniques for using e-books in different teaching approaches from wholeclass reading to ER, and how they can increase agency and motivation with students of all ages and levels.
Try Oxford Reading Club for FREE! All attendees will get a free access code in the session.
Associate Member
Sat May 13 / Time: 12.00pm-12.25pm / Room: S503 CT TBL
Schema and Memes: Making Sense of Language, Culture, and Global Citizenship
Daniel Pearce
Global citizenship education has recently been touted as an essential aspect of foreign language education(MEXT, 2022). Consequently, at the secondary level, activities that encourage analysis of global issues
through English have increased. Nevertheless, there remains a dearth of activities that promote investigationof the relationship between language and culture. Considering these circumstances, the author implemented
a semester-long university course entitled English Expression through Song, centered on Anglo-Americanmusic of the cold-war era. The course aimed to foster analytic ability of metaphor through translation,
contextualized within cultures and histories, to promote multiperspectivity (Kropman, van Boxtel & Van Drie,
2020) and decentering (Candelier et al., 2012). While the teacher presented the sociohistorical context behindthe music, the students worked collaboratively to interpret and translate the lyrics. Through analyses ofstudents' translations and post-lesson reflections, this presentation discusses the importance of exploring
culturally and historically informed memes (units of transmissible cultural information, Dawkins, 2006) inforeign language learning for intercultural understanding, how such explorations can help students update
their linguistic and cultural schemas (frameworks for perceiving and understanding the world, Imai, 2016),
and how the transferable skills fostered through the course might contribute to the development of global
citizens with agency.
SIG: Intercultural Communication in Language Education
Sat May 13 / Time: 12.00pm-12.25pm / Room: S504 CALL ICL
ChatGPT and Speech Recognition in the ESP Classroom
Gary Ross, Jeanette Dennisson
Japanese university students often face challenges when learning English for Specific Purposes (ESP) due tospecialized vocabulary and complex sentence structures, as well as lack of speaking confidence. To addressthese challenges, this conference proposal aims to demonstrate the potential use of Speech Recognition and
ChatGPT technology in the ESP classroom. This study focused on ESP in the medical context with a sample ofstudents who are non-native English speakers. The students participated in tasks that incorporated the use of
Speech Recognition technology for an English for medical purposes course. We also tested the use of
ChatGPT to assist with spoken tasks that require specific medical vocabulary and sentence structures. Speech
Recognition technology was used to provide students with immediate feedback on their pronunciation andspeaking skills. The results of the study will provide insight into the effectiveness of these technologies andhow they can be applied for a variety of contexts in ESP curriculum.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 12.00pm-12.25pm / Room: S505 CALL MAVR
Social-Emotional Learning Through Picturebooks for Young Learners
Alison Hasegawa, Martin Sedaghat
Pre-primary and primary age children are still developing their ability to understand their own and others’
emotions and they require strategies to manage their emotions in order to both self-regulate and interact
with others. Goleman (1995) in Emotional Intelligence, suggests that teachers “blend lessons on feelings andrelationships with other topics already taught.” The presenters will share the objectives, process, and resultsof a joint classroom research project focused on developing social-emotional learning through the use of58

picturebooks with two different groups of young learners. The first project concentrated on developing selfawareness using The Color Monster by Anna Llenas with a small group of four-and five-year-old children to
help them identify and label their own feelings. The second project with primary school children focused onsocial-awareness with The Suitcase by Chris Naylor-Ballesteros, which deals with the themes of trust, mutual
respect and friendship. These two focal picturebooks acted as a springboard to prompt active discussion andreflection during the read-aloud stage, along with art projects to allow pre-primary learners to engage withthe topic through a non-verbal medium, and writing/drawing activities for primary learners to respond to thestory using both critical and creative thinking.
SIG: Teaching Younger Learners / Literature in Language Learning
Sat May 13 / Time: 12.00pm-12.25pm / Room: S506 TYL MAVR
Unpacking Feminism: An Exploratory Journey with Female University Students
Chhayankdhar Singh Rathore
In this session, the presenter will share how the challenges of his first semester with a group of advancedlevel, third-year women students led him to let the students' voices shape the contents of the second
semester. Their demands for more challenging, engaging, and relevant content lead him to explore genderstudies and gender awareness within language learning classrooms. Being in a women’s university presented
a unique opportunity for using the gender lens to give the students’ lived experiences and voices center
stage in the classes. However, the teacher realized his approach to this course had to be student-centeredbecause he, being the only male in the class, did not have the same lived experiences as his female students.
At the same time, the students seemed wary of the term feminism. They expressed hesitation or refusal when
it came to identifying as a feminist or discussing the relevance of feminism in their lives. This situation led tothe teacher to design a course that made use of TED Talks, group discussions, drama activities, film reviews,
and biographies of famous women to help the students discuss gender in various contexts ranging fromfiction to real life, from global to local, and from the past to the present.
SIG: Gender Awareness in Language Education
Sat May 13 / Time: 12.00pm-12.25pm / Room: S507 GALE LiLT ER
Form-Recall Testing of Target Vocabulary: Advantages Outweighing Challenges
Jeffrey Martin
Demonstrating productive orthographic vocabulary knowledge in a second language (L2) via written formrecall testing is congruent with the recalling of vocabulary to express intended meaning in L2 writing. Such
open-ended recalling of L2 vocabulary differs from the bounded action of selecting (or recognizing) from
options on multiple-choice tests. Challenges remain, however, regarding how to elicit the recall of target
form while avoiding synonymous responses that acceptably fit the item’s carrier sentence. This presentation
centers on a salient subset of items from a written form-recall vocabulary test (k = 95), administered via
smartphone to a multi-site sample of university-level Japanese L2 learners of English (n = 134). Despite 11
items garnering non-target responses by over five percent of participants, Rasch-based validity evidence
indicated that the test as a whole was a reliable and unidimensional measure of productive orthographic
vocabulary knowledge. Moreover, non-target response patterns were diffuse and did not correspond to
relative word difficulty nor relative person ability. Examples and item-writing guidelines are presented indetail. Altogether, the evidence indicates that teachers and researchers of L2 writing can rely on form-recall
testing as a practical, reliable, and valid way to assess the level or growth of their learners’ vocabularyknowledge.
SIG: Testing and Evaluation
Sat May 13 / Time: 12.00pm-12.25pm / Room: S508 Teval Vocab

59

SATURDAY MAY 13TH, 2023
AFTERNOON SESSIONS
1.40pm-2.40pm

PLENARY SPEAKER

Possibilities and Challenges Afforded by COIL in English Language Teaching
Mitsuyo Sakamoto
Irrespective of where you are, the past few years have posed sudden, unprecedented challenges to language
learners, with COVID-19 severely restricting international mobility, thus affecting possibilities of studying
overseas. In order to address this challenge, I turned to Collaborative Online International Learning (COIL) in
2022 as a viable innovative pedagogical option to foster interactive language learning among students inJapan and the US. In this talk, I will first introduce what COIL is, and then take up my own project as an
example of what COIL teaching can look like. Specifically, while COIL affords language learners with richlanguage learning experiences, the project also aimed at exploring how it can help eradicate native-speakernorms and actualize a critical, decolonial language practice, because a major difficulty often faced in teaching
English to Japanese learners is how, sadly, raciolinguistic, hegemonic ideologies are entrenched andprevalent among them, assuming native speakers from the Inner Circle as a paragon - the ultimate, perfect,
ideal English native speaker model. Instead of relegating Japanese English learners as non-native speakers
and thereby perpetuating this harmful ideology, by engaging with American learners of Japanese, the study
aimed to nurture Japanese students’ self-respect, to legitimize their English output, and to create a space forre-evaluation and reconceptualization of a precarious, idealized notion of a white, “perfect” English native
speaker.
Sat May 13 / Time: 1.40pm-2.40pm / Room: S301

60

2.50pm-3.15pm
There and Back Again: Medium of Instruction During the Pandemic
Ian Willey, Julia Mika Kawamoto, Eleanor Carson
Research on Medium of Instruction (MOI) has found that non-Japanese university English teachers teachmainly in English while Japanese teachers use both languages. However, our survey in the first year of thepandemic found that when classes shifted online both Japanese and non-Japanese teachers used more
Japanese to help students with technical problems. The present study examined English teachers’
experiences with MOI during the second year of the pandemic, when many teachers were teaching online
and face-to-face classes. We used a Google Form survey to inquire about respondents’ perceptions of their
MOI in both online and face-to-face classes. A total of 173 university English teachers responded (110 nonJapanese and 63 Japanese). Findings suggest that teachers returned to pre-pandemic MOI patterns, with
non-Japanese teachers using more English and Japanese teachers balancing both languages in online
classes. Interestingly, both groups reported using more Japanese in face-to-face classes than in online
classes. Both groups were also able to make use of online functions (such as Chat) to use their teaching
languages in novel ways. These findings indicate that teachers were able to adapt to online instruction andthat online instruction may offer advantages to teachers and learners in terms of MOI.
SIG: College and University Educators
Sat May 13 / Time: 2.50pm-3.15pm / Room: S402 CUE PIE
Active Book Dialog for Scaffolding Reading in Zemi Classes
Patrick Conaway
In Japanese universities, zemi are small seminar classes where students deepen their understanding of theirchosen field through extensive group discussion and independent study. Zemi taught by non-Japanese
language teachers often focus on language-related topics such as language acquisition or education. The
role of L2 in such classes can differ depending on the students' language proficiency. Students with lower
proficiency likely require extensive support to be able to manage such seminar contents in their L2. This
presentation explains how the reading discussion protocol Active Book Dialog (ABD) was used to support
students with low-intermediate English proficiency in their reading for a zemi focused on second language
acquisition. After comparing ABD with other common group reading formats, I will illustrate how it can be
implemented in class. In the latter half of the presentation, I describe how ABD can scaffold L2 reading. First, I
describe my own experience as an L2 Japanese reader transitioning from short magazine articles to reading afull-length non-fiction book. Then I describe the experience of my students and how ABD allowed them tounderstand and engage with reading materials of significantly greater difficulty than they had read during
their first two years of university study.
SIG: College and University Educators
Sat May 13 / Time: 2.50pm-3.15pm / Room: S403 CUE CEFR
Building a Content-Controlled Monolingual Comparable Corpus to Compare Lear
Judy (Qiao) Wang
This mixed-methods study approaches differences between learner and expert argumentative writing bybuilding a content-controlled monolingual comparable corpus (CCMCC) that contains learner-expert sample
pairs of the same semantic content. Twenty-seven learner samples were collected from 27 Chinese university
students who each wrote on one topic from the second writing task of IELTS Academic. To generate contentcontrolled expert samples, an experienced teacher revised or rewrote each learner sample after confirming
the ideas learners intended to express through individual and face-to-face communication with each learner.
Then, a native speaker checked the language of the teacher-revised samples. In data analysis, each learnerexpert sample pair was put into Coh-Metrix to generate statistics in text length, syntax, lexicon, and cohesion,
after which a shortlist of indices of both statistically and practically significant differences was identified.
Qualitatively, the researchers coded the important patterns in the shortlist of indices to further explore theunderlying reasons of learner-expert differences. With control for content in the corpus and a quantitativequalitative sequential design, this study corroborated previous findings on the lower lexical diversity of61

Chinese learners, but more importantly, revealed findings contrary to or rarely reported in previous studies.
These include the ineffectiveness of cohesion-related indices in predicting coherence and writing quality,
lower preposition phrase density caused by the verb-dominated idea conception of Chinese learners and lackof concision in learning writing. The study calls for future corpus-based L2 writing research to adopt content
control and qualitative data analysis.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 2.50pm-3.15pm / Room: S501 TD LD
Locating Practice: A North-South Duoethnography on Linguistic Identities
Lasni Buddhibhashika Jayasooriya, Yaya Yao
Each practitioner comes from a particular sociolinguistic context that shapes how they relate to the practiceof teaching language (Karas & Faez, 2021). As practitioners engaged in the inherently political act oflanguage education, it is critical to examine our formative contexts and intersectional social locations
through self-reflexivity. This is important not only for practitioners; modeling this self-reflexivity is also
pertinent for students in developing their global awareness through language education. When instructors
are transparent about their intersectional social locations, they demarcate their positioning as particularrather than omniscient. In this presentation, findings from a duoethnographic inquiry into the presenters’
countries of origin, Sri Lanka and Canada, will be shared to critically explore how early sociolinguistic identity
formation connects to current practice. Legacies of colonialism and linguistic oppression persist in these
multi-ethnic, officially bilingual environments, shaping and transforming politicized linguistic identities inways that are marked by race, class, and gender (Kubota & Lin, 2009). The presenters engaged in
unstructured interviews to gather data that addressed themes including state language policies andpractices, languages of instruction, and additional and “heritage” language education. The juxtaposition ofthese experiences problematizes North-South dichotomies to reconceptualize layered encounters with
marginalization and privilege.
SIG: Global Issues in Language Education
Sat May 13 / Time: 2.50pm-3.15pm / Room: S502 GILE LLL
AM SPONSORED PRESENTATION: Abax
Critical Thinking: It’s the Sub-Text!
Alastair Graham-Marr
Critical thinking is a vitally important concept that has sadly been hijacked as an educational buzzword
and misused to the point of rendering it near meaningless. And yet it remains a needed yet
undeveloped thinking "skill" in people interacting in any language: native, second or foreign. Criticalthinking entails getting an understanding of the subtext: the assumptions and veiled messages that areloaded into all forms of discourse. This workshop will explore this further.
Associate Member / Critical Thinking
Sat May 13 / Time: 2.50pm-3.15pm / Room: S503 CT TBL
Connections Between Creativity and Language Proficiency
Sandra Healy
Intercultural competence and creativity are essential for personal development, connection with others, andoverall happiness. As our world becomes increasingly globalized and interconnected, these skills are
becoming more important for individuals to possess. Educational institutions worldwide, including theJapanese government, are recognizing the importance of these skills and are placing a greater emphasis onthem in their curriculum. Culture can play a complex role in the development of these skills. Culture canprovide individuals with a sense of belonging and comfort, as it aligns their social behavior with that of theirgroup. However, it can also limit creativity through adherence to rules and routinization. Interculturalexperiences have the potential to enhance creativity by introducing new perspectives and connections
between ideas. Studies have also found a positive correlation between intercultural interactions, language
proficiency, and creativity. Potential creativity in individuals can be measured by examining divergent
thinking skills such as ideational fluency, flexibility, and originality. This presentation will explore the62relationship between creativity and foreign language proficiency through a pilot study utilizing Runco's
Ideational Behavior Scale (Runco et al., 2001) and students’ language proficiency scores. There will also betime to share the ways creativity can be incorporated into language learning classrooms.
SIG: Intercultural Communication in Language Education
Sat May 13 / Time: 2.50pm-3.15pm / Room: S504 CALL ICL
Machine Translation and English Education from the Teacher's Perspective
Louise Ohashi
Developments in the accuracy of machine translation (MT) have brought its role in language education into
sharper focus. Researchers have found it can be both beneficial and detrimental. A key issue seems to be
how it is used, as it can support learning when used critically (Bahri & Mahadi, 2016; Kol, Schcolnik, &Spector-Cohen, 2018), but it’s problematic when teachers suspect cheating (Alm & Watanabe, 2021; Correa,2014). This qualitative study examined teachers’ MT-related views and practices through interviews. The
participants were 24 university-level English teachers in Japan who had previously participated in a survey on
MT conducted with 153 language teachers (Ohashi, 2022). Both deductive and inductive coding were used toanalyse the interview data. Taguette (https://www.taguette.org/) and Word were used find themes throughmultiple rounds of coding. This presentation reports on the following themes: 1) teachers’ experiences ofusing MT in their personal lives and courses; 2) their evaluation of MT from the perspectives of personal userand educator; 3) their perceptions of acceptable and unacceptable use of MT by students; 4) their actual andpreferred MT usage guidelines; 5) ways they supported students’ MT usage; 6) their beliefs on how
universities should deal with MT; and, 7) the kind of support teachers and students need. The findings provide
insights that language educators and administrators may find useful when planning courses and training.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 2.50pm-3.15pm / Room: S505 CALL MAVR
What is Happening in Japanese Junior High School English Classes?
Miki Tokunaga
Many seem to believe that Japanese junior and senior high school students are still translating English
passages and doing rote learning of grammar and vocabulary in English classes. However, English educationin Japanese schools continues to shift towards more communicative approaches, with MEXT’s new curriculum
guidelines for junior high schools having come into effect in 2021, following the implementation of English
classes in elementary schools in 2020. This study investigated what kind of activities are conducted in English
classes at current Japanese junior high schools, how learning outcomes are evaluated, and how students feel
about them, based on questionnaires of first-year KOSEN students. The data from 118 students in 2022
showed that, while communicative activities were more common than translation practices and grammar
explanations in their junior high school classes, evaluations of the students’ progress did not seem to reflect
what they did in classes. Many students felt that junior high school English classes did not prepare them forhigh school entrance examinations, necessitating them to go to cram schools. The presentation will include
new data from 2023.
SIG: Teaching Younger Learners.
Sat May 13 / Time: 2.50pm-3.15pm / Room: S506 TYL MAVR
Gender Representation in ELT Textbooks: An Intersectional Perspective
Haruoka Keiko, Donna Tatsuki
Textbooks exert a strong influence in learning, second only to teachers so we should expect that textbook
materials eschew biases or stereotypes and instead represent gender and gender roles in a fair and balancedmanner. However, research indicates that textbooks around the world continue to exhibit patterns of
insidiously systematic gender bias (Blumberg, 2015). Ethnicity intersects with gender and when out ofbalance can promote racial, national, and gender inequalities, yet it is rare to find foreign language textbook
analyses focusing on both gender and ethnicity as social, cultural, and educational constructs. Research bySong (2013) of English textbooks used in the Korean national curriculum found that a disproportionate
number of main or dominating characters “were played by non-Koreans, specifically by white, mostly

63

American, males” (Blumberg, 2015, p. 5). This presentation reports on an analysis of images and dialogues infour popular MEXT approved junior high textbooks from the intersectional perspectives of gender andethnicity. Based on these results, guidelines for teachers and materials writers will be offered. This type of
research is of interest because textbooks inadvertently contribute to cultural prejudices and personal biases
that learners may, unwittingly and unfortunately, absorb as a by-product of study.
SIG: Gender Awareness in Language Education
Sat May 13 / Time: 2.50pm-3.15pm / Room: S507 GALE LiLT ER
Lessons from Tailoring a Rubric
Carlos BuddingThis presentation narrates the process of creating a rubric, implementing it, and then reviewing its effect in a
Spanish language classroom. Prior to the pandemic, students were required to submit weekly writing
assignments. At the end of each assignment, individual handwritten feedback was given to students on theirreports. This process was very time consuming. When classes were changed online, a new system ofsubmitting and assessing reports was created. The time required to give students individual feedback
increased. The feedback provided was often repetitive from week to week and from student to student. Afterone semester, a new system of evaluating student reports was created by the tailoring and implementationof a rubric to address the most common errors being produced by the students. The main positive result
from using the rubric was the considerable reduction of time required for grading. Even now, as we move outof the pandemic and look forward into the future, this new evaluating system will continue to be used.
SIG: Other Language Educators
Sat May 13 / Time: 2.50pm-3.15pm / Room: S508 TEVAL Vocab

2.50pm-3.30pm

Transforming Teacher Practices Through Collaborative Autoethnography
Li-hsin Tu, Julia Christmas
This collaborative autoethnographic (CAE) study has investigated how three tertiary-level teachers of an
English language lecture preparation course in a Japanese university engaged with each other over a twoyear period from 2020 to 2022 regarding their approaches to the adoption of a Content and Language
Integrated Learning (CLIL) approach to syllabus design and teaching. With two new teachers based in a newly
established department and the other teacher in a more established department, insights were gained
through the unfolding online CAE and face-to-face discourse into their respective thoughts and motivations
underpinning their pedagogical philosophies and interpretations of the CLIL approach to meet theirdepartmental and students' requirements. Key findings revealed that teacher backgrounds and experience
with CLIL, as well as institutional shifts in curriculum aims, have all directly and indirectly shaped current
course design and pedagogy and revealed similarities and differences in interpretations of CLIL over time. Of
significance is how the CAE itself emerged as a vital community-building forum for the teachers themselves
and acted as a site for varying levels of transformation in their pedagogical practices. The presentation will
discuss the outcomes of the project and offer practical suggestions about the process of using CAE forreflexive teaching.
SIG: College and University Educators
Sat May 13 / Time: 2.50pm-3.30pm / Room: S404 CUE OLE

64

POSTER SESSIONS
2.50pm-3.30pm
An Ecosystem of Development Through Podcasting: An Illustrated Exploration
Matthew W. Turner, Matthew Schaefer, Robert J. Lowe
Podcasts are mechanisms that afford language teachers the possibility to generate and sustain reflective peerinteraction. Through implementing podcasting projects, hosts are compelled to engage in preparation
activities, such as self-directed research reading, and hone critical skills, such as questioning and investigatingeach other’s beliefs. Yet, it is not only the podcast presenters that may directly reap the benefits from suchprofessional development initiatives. Listeners may also exploit podcasts as an informal learning material byinternalizing ideas expressed and considering their own positions. Aside from being used for professional
development purposes, podcasts also offer multimodal and accessible scholarly output opportunities forguests to share their academic output dialogically, and for researchers to use the audio texts as sources forpotential citation. This poster presentation will conceptualize and illustrate the dynamics of a multidirectional
ecosystem of development through podcasting. The presenters, drawing on their firsthand experiences ofcreating a podcast, will explore various spheres of influence inherent in the practice. Using artefacts andinteractive diagrams, the presenters will show how a listenership may affect the public forum of reflective
discourse on podcasts, how such conversations outwardly trigger different contributions to the field, andexplore further characteristics of their podcast’s developmental ecosystem.
SIG: Teacher Development.
Sat May 13 / Time: 2.50pm-3.30pm / Room: S201 ALL BIL
Building a Google Workspace That Keeps Students Up to Date
George MacLean
Especially since the pandemic, students have become relatively competent in the use of email and basic
productivity applications such as those in Microsoft 365 or Google Workspace and it is possible to easily
create a space where everything related to a given course is available to them. This practically-oriented
poster session will explain and demonstrate the use of Google Workspace applications to build a transparent
learning environment. It demonstrates an everything-in-one-place Google Sheet for class work, homework,
feedback, and anything else that might regularly be needed. The use of Google Forms and Sheets toaccelerate feedback will briefly be explained and demonstrated thereafter. Finally, I will show an example of agrade book that permits students to monitor their progress in a course and to access and submit incomplete
assignments. The outcome for viewers of this session should be basic knowledge about Google Workspace
applications that promote accelerated feedback and transparency, as well as knowledge about how to build adynamic spreadsheet that can be shared with students (all the while preserving anonymity).
SIG: Computer Assisted Language Learning Sat May 13 / Time: 2.50pm-3.30pm / Room: S201 ALL BIL
Polishing the Mirror: Developing a Reflection Tool for Learning Advisors
Christine Pemberton, Sina Takada, Emily Marzin
Studies have reported and addressed the impact of emotional labor in language teaching and learning (deRuiter et al., 2021; Kariou et al., 2021; Purper et al., 2022). However, this area is underexplored in the context
of advising in language learning. While day-to-day advising addresses learners' emotions, less opportunity isgiven for advisors to explore theirs. There are tools to help advisees reflect on emotions, yet, there are notools specifically designed to help advisors reflect on their emotions during advising sessions. To address
this, we developed a tool to help learning advisors (LAs) reflect on advising sessions based on Gibbs’
Reflective Cycle (Gibbs, 1988) and a model of emotional labor from occupational health psychology(Totterdell & Holman, 2003). This poster will show how this tool was designed, piloted, and revised according
to feedback from twelve LAs at a private Japanese university. It is hoped that this tool will help not only
advisors and advisor mentors, but also educators to better understand and manage the impact of emotional
labor on their well-being.
SIG: Teacher Development
Sat May 13 / Time: 2.50pm-3.30pm / Room: S201 ALL

65

BILEducating Teachers in Skills for Promoting Reflection Through Dialogue
Isra Wongsarnpigoon
The emphasis on lifelong and active learning in current MEXT guidelines underscore the increasing
importance of reflective abilities for learners at all levels as we look forward. Dialogue, particularly when
initiated and structured intentionally, can enhance such reflection (Brockbank & McGill, 2006; Kato, 2012)
and, in turn, foster autonomous learners. Skills used in the field of Advising in Language Learning to promotereflective dialogue can also be employed by teachers to enhance their practices by facilitating students’reflection. This presentation addresses initiatives undertaken since 2018 to familiarize teachers in various
contexts with the use of these skills, focusing specifically on courses conducted for teachers at two Japanese
private high schools for multiple years. The course structure and objectives are introduced, along with someof the theoretical rationale. Results from post-course surveys are also shared; they illustrate how teachers
might apply these skills in their own contexts and discover opportunities to further support their students’particular needs, along with how reflection can be promoted in secondary or other contexts. These
implications can benefit teachers at all levels aiming to facilitate reflective practice and autonomy in theirstudents and their workplaces (e.g., for professional development), along with those interested in advising.
SIG: Teacher Development
Sat May 13 / Time: 2.50pm-3.30pm / Room: S201 ALL Bil
Effective Whiteboard Strategies
Anthony Brian Gallagher
This poster will display ideas on how teachers can effectively improve their whiteboard usage in this age of
blended learning. Design strategies will stir ideas in every teacher on how to consider their own current
usage and be inspired to use their board more effectively, whether using the board exclusively or blending itwith their digital materials. Some simple and effective back-to-basics usage, combined with directed
information flow, to best convey information to students will be described. Whether you are a veteranteacher or new to teaching, this poster will hopefully help you to see how useful this asset can be in yourclassroom. Progressing from this, you may even alter your digital whiteboard usage and consider the serious
issues that some students have with color and style from a seated position in your classroom. Think of thestudents who sit at the back of the class, those with low visual acuity, and those that simply lose track ofwhere the lesson is going. Develop your design to the point where students are photographing your board
before they leave the classroom because it is so useful and interesting.
SIG: Teacher Development.
Sat May 13 / Time: 2.50pm-3.30pm / Room: S201 ALL BiL
Factorial Differences Between Student Perceptions of Study Abroad Programs
Michael Kelland
In recent years, the Japanese government has developed large-scale subsidy projects for universities,
focusing on human resource development at universities, international exchange and student careerdevelopment, and promotion of academic language learning. On the other hand, according to anannouncement by the Ministry of Education, Culture, Sports, Science and Technology (2015), the number ofJapanese international students has been on the decline since 2004 despite the establishment of such afoundation for advanced human resource development. Ota (2011) explains that one of the factors wasuniversities did not understand the purpose of those studying abroad. This presentation will show an
exploratory factor analysis on individual survey items in 2020 and 2021. The results, compared within the last
2 years, will indicate that students’ perception towards the reasons and the needs to participate in study
abroad has been changing. The results, from a sociological perspective, will promote authentic, studentcentered, and cost-effective program development policies that improve upon existing programs.
SIG: Study Abroad
Sat May 13 / Time: 2.50pm-3.30pm / Room: S202 PRAG SA
Virtual Internship in EFL: Insights from Students and Interns
Geoff Carr
Integrating L1 English-speaking online interns from other institutions into EFL curricula provides all involved
with a wealth of learning opportunities. Some EFL students in Japan study at institutions or in programs inwhich they have few or no peers whose L1 is not Japanese. Moreover, students seeking internships in Japan66

have found placement difficult to achieve due to the ongoing effects of the pandemic. Online internships canbe a way forward. This presentation profiles English-speaking interns from an Australian university who
provided journal writing support and assignment support for 1st year EFL classes, as well as intercultural
perspectives and language scaffolding in CLIL format seminars at a Japanese university over the course of
two semesters. The presentation will feature three case studies from the perspectives of the supervisingprofessor, the online interns, and the students in classes that participated in the program. The presentation
will provide educators with a detailed understanding of the program, including student surveys, internsurveys, material from intern reflective journals, and a program manual developed in cooperation with theinterns. Educators interested in exploring how internship opportunities can incorporate cross-cultural
exchange into their curricula will benefit from this presentation.
SIG: College and University Educators
Sat May 13 / Time: 2.50pm-3.30pm / Room: S202 PRAG SA
Selecting Your Own Writing Project: Student Perceptions
Ayano Valvona
In order to increase student motivation and facilitate writing fluency, EFL college students were given an
opportunity to choose their own writing class final writing project from three categories: song lyric writing,movie review, and Wikipedia entry. Prior to selecting the project format, students were given sample
materials, instructions, and task sheets for all three possible tasks. After completing the project, all students’work was posted on Google Classroom for peer-review. A post-project survey revealed that having control
over the writing format was viewed positively (100%) and it was the most popular assignment that semester.
In addition, students reflected that they approached the final project differently from other essay writing
assignments because they had control over the writing style and topic, and they felt a sense ofaccomplishment. Students also reported that completing the final project made them want to engage in
expressing themselves in English. In open-ended feedback, students responded positively: “I felt a sense ofaccomplishment,” “I liked how we could choose materials,” and other similar comments. The presenter will
explore future directions of the research and classroom implications for similar writing projects. Students’work will also be displayed.
SIG: College and University Educators.
Sat May 13 / Time: 2.50pm-3.30pm / Room: S202 PRAG SA
Exploring International Dating Using the Contrast Culture Method
Daniel Lilley, Margaret Kim, Donna Fujimoto, Alexis Pusina
In Japan in 2015, 1 in every 30 marriages were international couples. Although the numbers have been
decreasing, there are approximately 20,000 such intercultural marriages per year. When studying a foreign
language, our students encounter people from all over the world, and it is reasonable that they may become
interested in persons from other cultures. There are clearly different perceptions and social rules involved in
befriending, dating, or marrying someone from a different culture. An effective way of exploring this complex
area is to use the Contrast Culture Method (CCM). The CCM is an experiential approach that delves into
previously unspoken beliefs and dearly held convictions about our lives. This poster session will explain the
background of this method (developed in the 1960s), and outline how it has been used in Japaneseclassrooms, businesses, and at many conferences. The topic of international dating/marriage will be exploredbased on actual reactions of people in Japan in recent CCM workshops. At this session, we hope to engage
with conference participants about this very interesting and challenging topic.
SIG: Intercultural Communication in Language Education
Sat May 13 / Time: 2.50pm-3.30pm / Room: S202 PRAG SA
Turn-Taking Practices During Peer-to-Peer Interactions in Speaking Tests
Tilabi Yibifu
In recent years, conversation analysis has emerged as a widely adopted approach for investigating the microlevel dynamics of learning and teaching in second language acquisition, particularly with respect to theinteractions of ESL/EFL learners in classroom activities. Some scholars have also applied conversation analysis
techniques to oral exam settings to explore turn-taking practices between examiners and test takers.
However, it is also essential to investigate how EFL learners take turns in peer-to-peer interaction during67

speaking tests. Therefore, in my presentation, I will share novice Japanese EFL learners' general peerinteraction patterns in speaking tests at a technical school. Specifically, I will present how Japanese EFL
learners allocate the next turn and the type of turn constructional units they utilize when they are motivated
to receive a high grade on the oral exam. The video-recorded data analyzed in this study were selected at
random from two terms of speaking tests and analyzed using conversation analysis methodology. Throughthis research, we can better understand the turn-taking features that occur during peer-to-peer interaction in
speaking tests and the struggles that EFL learners face in English communication. This knowledge can guide
us in supporting students with effective strategies to enhance their English language proficiency.
SIG: College and University Educators.
Sat May 13 / Time: 2.50pm-3.30pm / Room: S202 PRAG SA
Global Workforce: Perspectives of Japanese and Singaporean Businesspeople
Christopher Valvona, Mitaka Yoneda
The development of global workers continues to be an urgent need in both education and industry in Japan.
The Ministry of Education, Culture, Sports, Science, and Technology (MEXT) defines the concept and criteriaof “global workers” (essentially, people who can actively work in a global environment); However, it is notknown if global workers have been fostered successfully, or even if these criteria are in reality required for
those who work in genuinely international environments. Through the perspectives of Japanese andSingaporean businesspeople, this study attempted to identify what is believed to be required of global
workers. Individual and group interviews were conducted with Japanese L1 speakers who learned English
with a focus on business communication and Singaporeans whose majors varied but who had taken
Japanese courses at university. They provided their views on each element of the MEXT-defined criteria and,based on their own professional experience, reported which elements they believe important for people inorder to work well in the international arena. The presenters believe the findings of the study are useful for
language education regarding the further fostering and further development of global workers, especiallygiven the wider international perspective provided by the Singaporean participants.
SIG: Global Issues in Language Education Sat May 13 / Time: 2.50pm-3.30pm / Room: S203 LD MW ER
Book Talk Competition to Read and Connect in EFL Reading Class
Yuka Jibiki
Extensive Reading (ER) is one of the effective ways to improve learners’ reading and language skills. To
incorporate ER activities in a reading class, I share this gamified teaching approach inspired by the“Bibliobattle” book talk competition. It aims to increase students’ interactions and to make students
intentional readers. Bibliobattle is a social and cultural book review game developed by the Graduate Schoolof Informatics at Kyoto University in Japan. Bibliobattle has specific rules to play. Each presenter talks about
their favorite book to the audience, and the audience and presenters vote for the champion book of the day
at the end of all presentations. The Bibliobattle has specific official rules to play; however, this book talkcompetition in this presentation modified the rule according to the class size and schedule. It is a capstone
activity in the first-year mandatory English class in college under the campus-wide standardized syllabus.
Even in a unique situation with limited time, it allows students to have a personalized, self-paced learning
experience; they enjoy sharing stories with classmates as they gain confidence in their English reading skills.
SIG: Extensive Reading
Sat May 13 / Time: 2.50pm-3.30pm / Room: S203 LD MW ER
Creating an EFL Speaking Self-Efficacy Scale to Assess Student Achievement
Dawn Kobayashi
Students’ English foreign language speaking ability is usually assessed through formal speaking assessments.
However, such high-stress situations often cause anxiety in students which can negatively affect motivation
and attitudes towards language learning. It is therefore beneficial for teachers to have alternative methods toevaluate speaking ability. Bandura (1977) defines self-efficacy (SE), a core component of social cognitive
theory, as the confidence a person feels in their ability to perform specific tasks. Self-efficacy level has been
consistently found to be a powerful indicator of success in various domains and thus provides a useful lensto assess student learning progress. In this poster presentation, the presenter will report the results of thepilot stage of research to develop a SE scale for EFL speaking. A questionnaire of SE items adapted from68

Common European Framework of Reference (CEFR) indicators was administered to Japanese university
students and tested for effectiveness. Drawing from key research findings from self-efficacy in language
learning, the presenter will discuss the key successes, challenges, and findings of the study so far.
SIG: Mind, Brain, and Education
Sat May 13 / Time: 2.50pm-3.30pm / Room: S203 LD MW ER
Measuring the Extent Elicited Imitation Aids Speaking Fluency in MALL
Bob Cvitkovic, Omar Massoud
The authors will discuss the results of an experiment that employed speech-to-text (STT) technology for
gamified elicited imitation activities. The experiment consisted of short to moderate duration in-app elicitedimitation treatments with non-digital control groups of similar time periods. The treatment was carried out
on mobile phones in a customized English learning app. Data was collected on the number of pauses,
number of syllables, utterance time, phonation time, and speech rate which allowed the calculation of the
speed fluency and breakdown fluency. The STT technology gave learners customized feedback on eachattempt promoting error correction and repetition. Immediate, granular, global tracking was employed sothat users could monitor their progress. We approached our research question in two parts. Part one
quantified the breakdown-fluency and speed fluency in low and intermediate-level speakers andcharacterized their speech patterns. Part two measured the effect of STT technology on speed-fluency andbreakdown-fluency at 5 and 20 hours of treatment time against 2 control groups of the same time. This
research can help further our understanding of the effects of advanced mobile features such as speech-totext and voice recognition embedded in interactive English learning activities by quantifying its effectivenesson speaking fluency.
SIG: Testing and Evaluation
Sat May 13 / Time: 2.50pm-3.30pm / Room: S203 LD MW ER
Activating a Conscious Understanding of Peace Beyond the Classroom
Kirk Johnson
This poster session will highlight the unique features and outcomes of four variations of the Peace Wallproject held at a university school festival. Each Peace Wall created an experiential learning space wherestudent volunteers encouraged and developed critical understandings of peace with a larger community. The
project originated within a language classroom with a task devised to allow students agency tocollaboratively define, expand and negotiate understandings of various key terms in peace education.
Reardon (2000) suggests that explicitly studying the fundamental concepts of peace is essential tounderstand and authenticate them. With this principle in mind, volunteer students helped to formulate newthemes and activities for each project. This session hopes to show that projects like this add to the growing
body of evidence calling for dynamic peace education which challenges students to reinterpret theirunderstandings of the world along with developing skills for overcoming problems and achieving solutions
peacefully. Furthermore, this research project posits that a second language learning environment can
provide an adequate space to support explorations into the various connotations of peace studies. As always,
the Peace Wall is an ongoing project, so visitors will have a chance to participate in its new construction.
SIG: Global Issues in Language Education Sat May 13 / Time: 2.50pm-3.30pm / Room: S203 LD MW ER
Why Not Start with Reading? Action Research at a Medical Vocational School
Jeffrey Barnett
A requirement of most Japanese tertiary institutions is a first-year English course that focuses on
conversation. Notable improvements in the English abilities of first-year Japanese students are hard to findafter a single semester of English education (Saito et al., 2017). Furthermore, Japanese EFL students were
found to lose focus of their academic life at the beginning of the second semester of their first year atuniversity (Kikuchi, 2017). Therefore, quantifiable improvements in the first semester are valuable for setting a
student's trajectory in tertiary education. This research aimed to determine if the vocabulary knowledge offirst-year, first-semester EFL students in two classes could be increased by emphasizing reading in first-year
required English courses at a medical vocational school. The selected coursebook concentrates on shortlevel-adjusted articles utilizing the Academic Word List about topics in popular culture and science. Using the
updated Vocabulary Levels Test (Webb et al., 2017), students' knowledge of the 1000 most frequent word69

families of English was tested once at the beginning of the semester and again at the end before the final
assessment. In both cases, there was an average class improvement of 13.7% (p<0.02) and 12.9% (p<0.003),
respectively.
SIG: Vocabulary
Sat May 13 / Time: 2.50pm-3.30pm / Room: S203 LD MW ER

70

3.40pm-4.05pm
English as a Resource for Immigrant Students in Japanese Public Schools
Ellen Motohashi
This presentation reports on findings from a two-part narrative inquiry into the schooling experiences of 16
1.5 generation Filipinos in Japan. The data is drawn from a qualitative questionnaire and four focus groupinterviews on the personal and educational backgrounds of the participants in both the Philippines andJapan. This presentation discusses the intangible resource of their English language skills, which the studentsbrought with them to their new schooling experiences in Japan as an untapped linguistic fund of knowledge(Moll et al., 1992). Funds of knowledge are “the historically-accumulated and culturally-developed bodies ofknowledge and skills essential for household or individual functioning and well-being” (Moll et al., 1992, p.
133). The Filipino participants in this study repeatedly spoke about their inability to utilize their English togain access to knowledge on the workings of the school or to aid them in their studies before developing
their Japanese skills. Had this untapped linguistic resource been recognized by their teachers the students
might have been able to participate more fully earlier on in their schooling and learning, which was notpossible until they mastered Japanese enough to do so.
SIG: Bilingualism
Sat May 13 / Time: 3.40pm-4.05pm / Room: S201 ALL BiL
One Gateway to Study Abroad Programs. Mistakes Made. Lessons Learned
Delano Cannegieter
Over the years, we have seen a gradual shift from textbook-centered classes to those that require logging
into computers/smartphones to type reports, access audio/visual material, upload/download assignments
and record presentations. The presenter’s research examines the relationship between the cognitive skills
promoted in traditional textbook-centered classes and the actual interactive linguistic competency skills
required for meaningful email exchanges across borders and cultures. This presentation will focus solely on
the International Virtual Exchange Project (IVE) which is a free, 8-week program that connects non-native
English students in a variety of countries such as Poland, Korea and Colombia. The presenter will briefly
describe objective assessment and evaluation strategies that may help others avoid certain pitfalls whensetting up, administering, and collecting data for future research. Data from Japanese university students’presentations and exit surveys will be shared in order to highlight general patterns or common rules ofengagement by students enrolled in the speaker’s elective study abroad class. Educators who are involved
with their school’s study abroad program are especially welcome to see if a streamed, email exchange
program could be used as an initial gateway to establishing and fostering relationships between students
both here and abroad.
SIG: Study Abroad
Sat May 13 / Time: 3.40pm-4.05pm / Room: S202 PRAG SA
AM SPONSORED PRESENTATION: Xreading
What’s New and What’s Next
Paul Goldberg
Xreading is an online library that gives students access to thousands of graded readers and allows instructors
to track their students’ reading progress. Since its launch in 2014, the system has been continuously being
updated and improved with new features and more books. In this presentation, the founder of Xreading will
explain the new features and improvements and review what is planned for the future. Current users of thesystem are encouraged to provide feedback and suggestions based on their experience.
Associate Member / Extensive Reading
Sat May 13 / Time: 3.40pm-4.05pm / Room: S203 LD MW ER
Academic Writing Support Desk: First Year Reflections
Naheen Madarbakus-Ring, Faye Dorcas Yung Schwendeman
Established in April 2021, the Academic Writing Support Desk (AWSD) supports learners and researchers at aleading public research university by providing one-on-one support and resources for them to write, edit,71and revise their writing. In this presentation, we give an overview of the AWSD’s first complete year andpresent an analysis of the tutor/tutee feedback received. First, we outline the creation and development of
the AWSD. Learners attended sessions conducted in either Japanese or English, choosing from 10 tutors(graduate students and professors) to seek advice, feedback, and suggestions on their Japanese and English
academic writing. Their writing included reports, paragraphs, and thesis writing. In AY2022, learners could
reserve one of 33 weekly 30-minute writing desk sessions. All participants were asked to complete an AWSD
evaluation form. The survey included five multiple-choice questions and six open-ended opinion questions toelicit more about the AWSD experience. This session reports back on the 72 tutees and 116 tutor evaluations
received from 158 booked sessions. The results showed that the tutees tend to focus on similar writing
aspects, including writing structure (introduction/body/conclusion), topic sentences, and developing
examples in their writing. The tutors reported focusing on presenting strategies to learners, including usingsynonyms, citations, and examples for learners to improve their writing. The presentation concludes bysuggesting how educators can implement writing desk approaches and provide useful strategy approaches
for learners at their own institutions.
SIG: Learner Development
Sat May 13 / Time: 3.40pm-4.05pm / Room: S204 LD BizCom
Sketches vs. Photos: Which Improve Engagement and Vocabulary Retention More?
Craig Armstrong
How best to teach vocabulary has still not yet been definitively answered, but Mayer (2009) observed thatstudents’ retention of vocabulary is improved when they are presented with information in both visual andtextual forms. When supplementing textual representations, the use of imagery, whether photographic,
drawn, or computer generated, flattens hierarchies of association, creates a larger number of strong
cognitive associations for a given concept, and increases student engagement. With a wide variety ofimagery and multimedia available, it is appropriate to ask whether some forms are more effective than others
in helping learners retain vocabulary and teachers retain students’ attention. Given the superfluous detail thatphotos and polished artwork often contain, are simple illustrations better at encouraging the construction of
meaning in learners’ minds, thereby increasing engagement and retention? In the first paper (2022) in thisstudy, retention of set phrases by learners was measured after lessons in which a supplementary humorous
illustration was either present or absent. This second paper further explores the use of illustrations, teaches
learners vocabulary using text accompanied by either photos or uncomplicated drawings, and compares thequality of the answers and questionnaire engagement by the two groups.
SIG: Mind, Brain, and Education
Sat May 13 / Time: 3.40pm-4.05pm / Room: S401 BRAIN ART
Exploring the Application of Narrative Theory to Language Course Design
Matthew Schaefer
Narratives have long been used in language education in a variety of ways, from stories as a means oflanguage input and output to narrative inquiry as a methodology for language teaching-related research.
However, this presentation explores the potential of viewing the university language course itself as a form of
narrative. First, a working definition of narrative is synthesized from prominent academic literature in the fieldof narrative theory. Next, a definition of the university language course is given through description of typicalcourse format and the roles played by teachers and students. Subsequently, these definitions are juxtaposedin order to explore areas in which they overlap and, therefore, the extent to which the language course canfeasibly be considered a narrative. The presentation then considers some of the ways in which concepts
within the field of narrative theory, such as authorship, motif, and seriality, may lead to a new perspective on
the designing and teaching of language courses in higher education. Finally, further implications are
explored in the form of potential research topics and development of a “narrative approach” to the practiceof course design and delivery.
SIG: College and University Educators
Sat May 13 / Time: 3.40pm-4.05pm / Room: S402 CUE PIE

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Teacher Pensions in Japan – Planning for the Unsustainable
Gregory Strong
The economic sustainability of language teaching, particularly for retiring teachers is rarely broached atconferences. Annual pensions 厚生年金 (kosei nenkin) for full-time college teachers in Japan are modest,roughly 10% of a teacher’s previous yearly earnings, compared to those in other G20 countries, 50% to 80%
of an employee’s earnings. Furthermore, as is the case worldwide, “part-time” or adjunct college teachers inJapan do more of the teaching, particularly language teaching than fulltime faculty, yet receive even smaller
pensions. An OECD report (2019) noted that 40% of the academic positions among its 38 member countries
were filled by adjuncts, with 50% in the US and 60% in Japan. These teachers, contributing to thegovernment pension or 国民年金, (kokumin nenkin) with its modest monthly premiums of ¥16,610 (2021),
will collect about ¥488,062 after 25 years of contributions and only ¥780,900 annually after 40 years (Japan
Pension Service, 2021). The presenter, a retiree, who has published in OnCUE and The Language Teacher on
this subject, is not selling any product or endorsing a service. He will describe the process of applying for
pensions, then outline various resources and strategies including investments in NISA and iDeCo.
SIG: College and University Educators
Sat May 13 / Time: 3.40pm-4.05pm / Room: S403 CUE CEFR
The Propaedeutic (Preliminary Instruction) Value of Latin
Roger Ferrari
With English likely to grow among learners of all ages in the future, teachers are looking for ways to help
students learn better and give them a good first step into English. This presentation will look at the idea thata basic grounding in Latin can help the learner of English by giving them knowledge of much of thelanguage that has a root in the ancient language. The speaker will use their background as a teacher of both
English and Latin in Japan to highlight areas of Latin that teachers may find useful to introduce to theirstudents to help them along with their English studies, including vocabulary lists and usage of Latin
prepositions that have merged into English prefixes. The prospective teacher will not need any background in
Latin to do this in their classroom. The presentation will show several practical Latin exercises and how they
fit into a larger teaching framework. This presentation will be of use to teachers of lower level students of awide variety of ages.
SIG: Other Language Educators.
Sat May 13 / Time: 3.40pm-4.05pm / Room: S404 CUE OLE
Listening Activities in Textbooks for Japanese Nursing Students
Mathew Porter
Only a few semesters of English are typically required of nursing students at a majority of Japanese
universities. When classes consist solely of nursing students, content can be focused on spoken nurse-patient
spoken interaction, and in this case, role playing different hospital scenes is a common classroom activity.
Although these role plays are an opportunity for students to listen, they are not enough to prepare students
for interactions with actual patients, so supplemental listening practice is often provided by a textbook. A
variety of both internationally and domestically produced textbooks intended for the nursing English
classroom are available in Japan. The author conducted a comparative study of listening comprehension
exercises in two nursing English textbooks produced domestically and two produced overseas. The author
examined word and grammar levels using the English Profile from Cambridge University Press and word per
minute. The author also examined which hospital situations were selected and who the interlocutors were.
This presentation introduces the results, contextualizing them against the proficiency levels of the presenter's
student and demographic data of foreign and immigrant patients in Japan.
SIG: Listening
Sat May 13 / Time 3:40pm-4.05pm / Room: S501 TD Lis
Global Education as a Catalyst for Collaboration in EFL Classrooms
Alexis Busso
Global Education (GE) is a pedagogical approach (Fisher & Hicks, 1985) that offers students the opportunity
to engage in meaningful discussions about relevant global issues and improve their English language skills

73

(Cates, 2002). One of the key benefits of GE is its emphasis on collaboration, both among students andbetween teachers. Student-to-student collaboration within a GE framework can foster interculturalcommunication (Díaz-Pérez, 2013), while teacher-to-teacher collaboration can help educators shareresources and ideas, and improve their own teaching practices (Li & Goodson, 2014). Studies have shownthat using global issues as content can increase multicultural awareness (Zhang et al., 2021), foster tolerance
for diverse opinions (Diaz-Pérez, 2013), promote self-reflection (Hackman, 2005) and independent learning(Kurihara & Hisamura, 2017), and develop valuable skills such as problem-solving and critical thinking. In thisworkshop, presenters will explore the components of a GE framework and share sample activities andstudent reflections, discussing some of the challenges and limitations of this approach. The session willconclude with an opportunity for Q&A, focusing on how educators can effectively incorporate global issues
into their EFL classrooms and how they can prepare students to deal with the challenges of living in the 21st
century.
SIG: Global Issues in Language Education
Sat May 13 / Time: 3.40pm-4.05pm / Room: S502 GILE LLL
Classroom Ideas for Teaching Circumlocution to False Beginners
David Shimamoto
Circumlocution is a communication strategy in which a lack of linguistic knowledge is compensated for by
giving descriptions and/or explanations of the desired target word(s). Overcoming communication problems
in such a way allows learners to extend the conversation and, therefore, increase their opportunities forcomprehensible input, forced output, and negotiation of meaning, all of which are central to language
acquisition. At the false-beginner level, despite having basic grammatical and lexical competence toeffectively circumlocute, learners too often abandon attempts at communicating when gaps in their linguisticknowledge arise. Although circumlocution may seem like an intuitive troubleshooting response forintermediate and advanced learners, this is less often the case when it comes to false beginners. This
presentation will examine the importance of circumlocution in the communicative language classroom, andmore importantly, will demonstrate specific classroom activities that can be used to increase learners’
awareness of circumlocution and develop their fluency in using this strategy. Ultimately, these activities aredesigned to help students with limited oral communication experience become more comfortable andproficient using the target language despite deficiencies in their own perceived language abilities.
SIG: Learner Development
Sat May 13 / Time: 3.40pm-4.05pm / Room: S503 CT TBL
Automate Your Way to Better Teaching
Nathaniel Carney
The future of education is going to involve teachers adjusting to and taking advantage of technology in new
ways. One current technological trend is automation; automating certain pedagogical tasks affords teachers
more time for fostering connections with their students and focusing on their teaching. In this presentation, I
introduce a number of ways teachers can automate common teaching processes such as creating quizzes,
collecting student writing and responses, creating groups, and randomizing student participation. I show
concrete examples of how teachers can create personalized vocabulary quizzes for students, how they cananalyze and share student writing in flexible ways, how they can create reading assignments tailored to
students’ needs, and how they can randomize anything - all in seconds rather than hours - thanks tocommonly available applications including Excel, Word, Google Sheets, and Python. In the presentation, I
share code that any teacher with access to Excel, Word, Google Sheets, or Python can use to automate
processes, and I explain how teachers with even minimal technical expertise can create and carry out
automation tasks that will allow them to spend less time on their computer and more time on teaching andconnecting with students.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 3.40pm-4.05pm / Room: S504 CALL ICL

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The Role of Machine Translation in EFL: A Task-Based Study
Ivan Botev
With the rise of virtual assistants and the proliferation of digital translation software in the past 30 years, thatspeed up translators’ work (i.e., Google Translate, Weblio), it is time to question what role, if any, machinetranslation (MT) services should have in foreign language classes. MT’s accuracy has improved to such a
degree that many EFL writing teachers can no longer tell whether their students have used it or not. In thispresentation, the authors will describe a semester-long classroom research project involving computerassisted translations of Wikipedia articles from Japanese into English. After introducing translation concepts
and resources, our students were asked to select one untranslated Japanese Wikipedia article that highlights
aspects of Japanese culture and then engage in a process of translating it into English. Subsequent feedback
by all students via a questionnaire and in-depth interviews with a select number of them suggest that
although many did learn new things about extended interlingual texts, problematic issues concerning group
work distribution, text nuance, and translation fidelity remained. This project highlights some of theadvantages and disadvantages of machine translation when working with interlingual texts in EFL contexts.
The presentation will conclude with some practical advice for task-based translation activities.
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 3.40pm-4.05pm / Room: S505 CALL MAVR
Classroom Practices for Engaging High School Students in Model UN
Edward Escobar
Model United Nations (MUN) is an opportunity for students to discuss and debate solutions to global issues.
Within the last few years, a number of educators have presented on MUN activities in Japan for EFL learners
in both secondary and higher education. Through a number of JALT conferences and online events (Escobar& McGregor, 2021; Thorpe, 2021; Tatsuki, 2022; Zenuk-Nishide, 2022; Escobar, 2022), they demonstrated theactivity's significance in EFL education, allowing students an opportunity to utilize their developing L2 in anauthentic, meaningful environment. However, despite the awareness raising of this activity, few examples orpractices on how a MUN is utilized in a classroom have been introduced, especially for secondary
learners. Looking forward from the PanSIG 2022 conference's presentation, “How to adapt a Model United
Nations for secondary EFL learners of various levels” (Escobar, 2022), this presentation will take a more indepth look into classroom practices for preparing and engaging with secondary learners who will participate
in a MUN. Practices to discuss include the incorporation of position speeches from visual flow charts and thesimple pattern of problem, cause, solution, and effect, as well as scaffolded debate activities that movestudents from simple close-ended questioning to open-ended information gathering.
SIG: Teaching Younger Learners
Sat May 13 / Time: 3.40pm-4.05pm / Room: S506 TYL MAVR
Cultural-Familiarity and Literary Texts in the Japanese EFL Classroom
Joshua Lee Solomon
This paper introduces some of the results of a pilot study being conducted on the use of intralingualtranslation and culturally-familiar literature in the EFL classroom. In this paper, we focus on the confluence of
three main topics: cultural familiarity, reader enjoyment, and recognition of humor and literary language.
Participant interviews illuminated some of the motivational benefits of utilizing literary texts for EFL andliberal arts education; however, a more detailed examination of the data from written responses suggests a
more complicated relationship between these three topics. The study was conducted with 24 upperintermediate and advanced English users in a Japanese university. Over a series of weeks, participants readfolktales and provided written and interview data on their experience of enjoyment, difficulty, perception ofhumor, morals, and literary language. Half of the participants read a Japanese folktale in English; the otherhalf read a South African folktale. Half of the participants encountered a Simple English version, whereas theother only read literary, or Marked English. This produced data along several axis, including cultural
familiarity, textual difficulty, and textual interest. Preliminary conclusions point to differing benefits to theinclusion of culturally familiar versus foreign literary texts.
SIG: Literature in Language Teaching
Sat May 13 / Time: 3.40pm-4.05pm / Room: S507 GALE LiLT ER

75

Cloze-Elide as a Formative Test of Shadowed Reading
Trevor Holster
Traditional reading tests require recall of information after reading, conflating comprehension with long-term
memory. Process-oriented tests assess reading processes during decoding, rewarding automatization andworking memory (Koda, 2004). The cloze-elide (CE) format, where students must elide redundant words
added to a text, provides a process-oriented test of expeditious reading. Grammar translation is still heavily
emphasized in Japanese classrooms (Maruo, 2012), resulting in extremely slow reading and lack of awarenessof the importance of expeditious reading. Shadowing of reading texts, where students must listen to an
audio recording of a written text, is one technique to encourage expeditious reading (Nakanishi & Ueda,
2011), but this raises the question of classroom assessment of shadowing and measurement of learning
gains. This research investigated the suitability of cloze-elide as a process-oriented classroom assessment of
shadowed reading. A machine-readable pencil-and-paper CE format was developed, making CE simple andpractical to construct, administer, and score. Many-faceted Rasch analysis was conducted on pilot resultsfrom 111 students. As expected, shadowing was substantively easier than unshadowed reading, with astatistically significant difference of 0.78 logits. Person reliability from the 243 test items was .95, but
unshadowed items were found to somewhat misfit compared to the shadowed items.
SIG: Testing and Evaluation.
Sat May 13 / Time: 3.40pm-4.05pm / Room: S508 Teval Vocab

76

SIG FORUMS
4.15pm-5.45pm
ALL SIG Forum: Accessibility in Practice

Catherine Takasugi, Tina Brown, Natsuki Suzuki, Yasushi Miyazaki, Adam Jenkins, Andrew Reimann

This roundtable discussion addresses key issues affecting accessibility in a variety of teaching contexts.
Topics for consideration include supporting students with social and psychological difficulties at universities,
implementing alternative evaluation at elementary schools, developing Universal Design fonts and support
for various reading and visual abilities, building practical teacher training and support systems for managing
diverse learning styles, applying LMS and Edtech tools to support accessibility in the post-pandemicclassroom and understanding the needs of neurodivergent learners. Participants will engage in practical
discussions led by experienced professionals in the field. The goal of this session is to raise awareness ofaccessibility issues, by sharing ideas, strategies, and experiences for the purpose of finding practical solutions
to support a full range of teaching styles, learner needs, and diverse contexts.
SIG: Accessibility in Language Learning
Sat May 13 / Time: 4.15pm-5.45pm / Room: S201 ALL Bil
ICLE SIG Forum: Developing Intercultural Awareness in the Language Classroom- Practical Tips
James Venema, Elizabeth Dow, Stephen Ryan, Maria Gabriela Schmidt
James Venema: Facilitating Online Intercultural Exchanges: Advances in video conferencing
software during the COVID-19 pandemic have led to opportunities to connect students from around theworld. Limited opportunities to travel and study abroad have also contributed to a latent demand for crosscultural exchange opportunities. This presentation will outline a series of online cultural exchange programswith students taking credit courses at Aichi University of Education (AUE) and students from universities in
Singapore, Indonesia and Taiwan. This presentation will cover the theoretical and pedagogical orientation of
the cultural exchanges as well as the practical considerations that needed to be addressed. Thoughts andcomments from participating students at AUE will be shared in the form of post-exchange summary
assignments. The presentation will conclude with some suggestions for teachers who are interested inincorporating similar cultural exchange programs in courses here in Japan.
Elizabeth Dow: Utilizing Critical Incidents for the Development of Intercultural Communication
Competency: Critical incidents have been widely used in the field of intercultural communication training in
the development of cultural awareness and in turn, intercultural communication competency. In the context
of the Japanese EFL classroom, how can we as educators best utilize such an approach? To frame student
needs, the presenter will first briefly share the outcomes of her study of student-reported critical incidents
from summer study abroad programs in 2018. She will then share how she crafts and utilizes critical incidents
in the university classroom with the hope that students will not only learn the language embedded in theincident, but also use the “experiential” episode to develop awareness leading to increased cognitive
complexity and intercultural communication competency.
Stephen M. Ryan: Holding a Mirror to Your Culture: Students investigate a cultural phenomenon(e.g., a Disney theme park, weddings, the higher education system) in another country (e.g., France, Senegal,
Peru) and compare it with a similar cultural phenomenon in their own country. Their goal? To learn as muchas they can about their own culture. They then present their research to classmates and others in the form ofposters displayed at the school festival. Each poster has a “Conclusion” section: What I learned about my own
culture. What does this achieve? 1) it discourages students from thinking of foreign lands as weird; 2) it
provides them with a model for learning by observing cultural difference; 3) it expands their horizons beyond
the usual Japan/US duality. In the presentation. I will tell you what I did and how I did it, and encourage you
to think about how to achieve similar goals in your own learning/teaching context.
SIG: Intercultural Communication in Language Education
Sat May 13 / Time: 4.15pm-5.45pm / Room: S202 PRAG SA

77

ER & MW SIGs: Getting Involved with the Showcase, PresentERs, and GRAPEPaul Mathieson, Stephen Bridge, Sandra Yamane, Gregg McNabb, Marcos Benevides, John Carle,
Patrick Conaway
Getting involved with your SIG is one of the best ways to take advantage of your membership. In this forum,
the Materials Writers (MW) SIG and Extensive Reading (ER) SIG will introduce several events from both anorganizer and participant perspective. The Materials Writers SIG will introduce its Materials Showcase, andthe Extensive Reading SIG will introduce its monthly event, PresentERs. We will also share about our ongoing
joint project, the Graded Reader Authorship and Publication Experience (GRAPE). If you're looking to get
more out of your membership, come by. Getting involved with your SIG is the best way to do it.
SIG: Materials Writers
Sat May 13 / Time: 4.15pm-5.45pm / Room: S203 LD MW ER
LD SIG Forum: Learner Involvement in Developing Learner-Centred Pedagogies and Practice
Emily Choong, Jon Rowberry, Ivan Lombardi, Stacey Vye, Ellen Head, Jennifer Morgan,
Robert Moreau, Katherine Thornton, Mizuka Tsukamoto, Amelia Yarwood
This poster-presentation based forum will explore the potential benefits of learner involvement in thedevelopment of learner-centred pedagogies and practices. Presenters will explore different practical,
innovative and collaborative approaches to all areas of the teaching and learning experience, taking into
account the voices of learners and their capacity to craft their own future.
- Learner-Generated Materials for English Communication - Ivan Lombardi, University of Fukui- Instructor’s Involvement or Interference in a Learner-Centred Practice - Mizuka Tsukamoto, Ritsumeikan
University- Applying Learner-Centred Pedagogies to Bring DEI Content and Issues of Ethical Travel into an “English forTourism” Course - Jennifer (Jenny) Morgan, Sophia University, CLER
- Preparing for PBL in a First-Year University Classroom, Robert Moreau, Meiji University- Co-Constructing Academic Literacy with Multimodal Conversations - Ellen Head, Miyazaki International
College- Creative Online Elements for Learner Ownership are Encouraged During Face-to-Face Learning - Stacey Vye,
Saitama University- Understanding Students’ English Speaking Anxiety in Face-to-Face and Online Contexts - Emily Choong,
Utsunomiya University- Supporting Student-Run SALC Workshop -, Katherine Thornton, Otemon Gakuin University- Learning form the Learners: Keeping up-to-date with Emerging Resources for Language Learning Beyond theClassroom - Jon Rowberry, Soju University
SIG: Learner Development
Sat May 13 / Time: 4.15pm-5.45pm / Room: S204 LD BizCom

PIE SIG Forum: Evaluating Performance: Performance in Education SIG ForumDavid Kluge, Yaya Yao, Chhayankdhar Singh Rathore, Marcus Theobald, Elisabeth Fernandes, George MacLean
The Performance in Education (PIE) SIG forum will be held in collaboration with the Testing & Evaluation SIG.
There will be lightning presentations in which presenters will share how they evaluate various Performance in
Education assignments in their classes followed by a panel. There will be conversations on evaluating
debates, performance poetry, presentations, drama, etc. Audience members are welcome to pose questions
or share their ideas on the topic in the panel discussion component of the forum.
SIG: Performance in Education
Sat May 13 / Time: 4.15pm-5.45pm / Room: S402 CUE PIE
OLE SIG Forum: Challenges and Chances in a Multilingual Stage
Pornsri Wright, Cecilia Silva, Martina Gunske von Kölln, Margit Krause-Ono
Presenter A will show the outcome of an ongoing international online exchange in German between students
in Chile and Japan, in which on-time and off-time methods are used. Presenters B and C will report about
students’ first face to face exchange after COVID-19 in countries speaking the language they learn (e.g.,78

Spanish and Thai). The presentations will be in English or the original language with information in English or
Japanese given either on the slides or in a verbal summary.
Facilitator: Margit Krause-Ono, Muroran Institute of Technology
Presenter A: Martina Gunske von Kölln, Fukushima University
Presenter B: Cecilia Silva, Tohoku University
Presenter C: Pornsri Wright, Kanda University of International Studies
SIG: Other Language Educators
Sat May 13 / Time: 4.15pm-5.45pm / Room: S404 CUE OLE
Listening SIG Forum: Overview of Shadowing: Theory and PracticeMarc Jones, Naheen Madarbakus-Ring, Yo HamadaThis year’s Listening Showcase will host our invited speaker Dr Yo Hamada from Akita University. He will
present his ongoing work on the links between shadowing and present approaches towards EFL teaching
techniques for L2 listening comprehension. In this presentation, a teaching and learning technique calledshadowing is going to be reviewed and a practical demonstration on how to use it in the classroom will begiven. The second part showcases our Listening SIG. We will present the Listening SIG developments in 2023
and outline our plans for the rest of the year. This will include outlining our communication, events, andpublication initiatives. We will end with an open forum where current and potential members can ask
questions and network during this Listening SIG Showcase.
SIG: Listening
Sat May 13 / Time: 4.15pm-5.45pm / Room: S501 TD List
LLL SIG Forum: Lifelong Playfulness: Creative Uses of Language In and Out of the Classroom
Michiyo Okawa, Miki Tanaka, Gregory Strong, Joseph Dias
This forum will show the value of role-playing and performance for English L2 development inside andoutside the classroom from the perspective of students and teachers. A professor of performance studies will
demonstrate how students can perform plays created from their original scripts or adapted from publishedscreenplays to enhance communicative competence as well as creative skills. Another will explore howteachers in a university intensive English program can prepare their students to get the most out of plays
performed by community theater groups either on campus or in local theaters. A third will demonstrate howteachers can use their classroom experiences, as lifelong learners, to produce and direct their own work. And,
finally, a former student of the other presenters, who is now an English teacher herself, will discuss thebenefits and limitations of role-play and performance, not only for college students but also for adultlearners. [Refer to this page for details about the topics that each of the speakers will
cover: https://living4now.org/lifelong-playfulness-creative-uses-of-language-in-and-out-of-the-classroom/ .]SIG: Lifelong Language Learning
Sat May 13 / Time: 4.15pm-5.45pm / Room: S502 GILE LLL

TBL SIG Forum: Exploring Under-Researched Areas: TBLT in Non-University Settings
Chie Ogawa, Matthew Chudleigh, Martin Spivey
Workshop 1. In this workshop, Chie Ogawa will provide an overview of Task-based Language Teaching(TBLT) and its theoretical framework (e.g., Ellis & Shintani, 2013; Willis, 1996), with a focus on its potential
application to teaching practicum in junior/high school settings. Participants will then explore the possible
ways to incorporate TBLT into their teaching through discussions on how to design, implement, and evaluate
TBLT-based lessons in these educational settings. The workshop is designed for language teachers and preservice teachers interested in enhancing their teaching skills and knowledge of TBLT in junior/high school
contexts.
Workshop 2. It is not unusual for teachers to become dissatisfied with teaching materials and methods intheir own teaching contexts and turn to their own creative devices in an attempt to develop more effective
lesson plans as a result (e.g., Shintani, 2016). Pedagogical tasks are one tool that teachers may turn to as theyseek to meet the needs of learners in the classroom (Samuda, 2015). In this workshop, Matthew Chudleighwill describe how, using clipart pictures and an online digital tool, he designed simple information gap tasks

79for pairs of upper-elementary school learners that encouraged spoken communication. Workshop
participants will have a chance to experience a simple task and see several others used with small groups ofyoung learners. The presenter will describe the basic principles followed while designing them, where things
clearly went wrong in the design and students struggled, and some observations about learner engagement
during the tasks.
SIG: Task-Based Learning
Sat May 13 / Time: 4.15pm-5.45pm / Room: S503 CT TBL
JALT CALL SIG Forum 2023
Brian Teaman, Hanaa Khamis, Alexandra Burke, Louise Ohashi, Anthony Brian Gallagher
This forum will be open-discussion style with a panel of CALL and education specialists, who will talk with you
about the topics most discussed in social media these days. Topics will include AI chatbots, student problems
with online work, ways to enhance learning opportunities with CALL, and any ideas audience members bringto the floor. Concepts under discussion will also include the learning experience (user experience) with:• Devices and access• Formatting (size/shape/colours/contrast) and design• Platforms• Expectations, goals, and outcomes• Willingness to communicate and willingness to engage with content• Assessment
If you would like to hear people talk about these topics in person then please join us at the JALTCALLSIG
Forum 2023. FORUM speakers this year:
Brian Gallagher (Quality Assurance / The User Experience)
Alex Burke (Best of JALTx3 winner)Louise Ohashi (CALL/MALL/AI (ChatGPT))
Brian Teaman (Professor at Osaka Jogakuin University)
Hanaa Khamis (Online Moderator)
SIG: Computer Assisted Language Learning
Sat May 13 / Time: 4.15pm-5.45pm / Room: S504 CALL ICL
MAVR SIG Forum: Introduction to Unity
Adam Stone, Eric Hawkinson
This 90-minute introductory session aims to introduce participants to Unity, a free game engine that can beused to create Augmented and Virtual Reality applications. The workshop will provide a hands-on
experience, with the goal of publishing a small app by the end of the session. The objectives of this session
are to gain an understanding of what Unity is and how it can be used to create AR/VR applications, learn how
to install Unity and Visual Studio on a computer, learn the basics of creating a simple AR/VR application, andunderstand the process of publishing an AR/VR application. The workshop will include an introduction to
Unity and AR/VR applications, followed by a tutorial on how to install Unity and Visual Studio. Participants
will then learn how to create a simple AR/VR application and how to publish it. The session will conclude withnext steps for participants. Participants will need access to a computer with Unity and Visual Studio installed,
as well as headphones. Handouts with workshop content will also be provided. The session is designed to bea 90-minute introductory session, providing a brief but comprehensive introduction to Unity.
SIG: Mixed, Augmented, and Virtual Realities
Sat May 13 / Time: 4.15pm-5.45pm / Room: S505 CALL MAVR
TYL SIG Forum: Self-Publishing Original Ideas for Younger Learners
Mari Nakamura, Dr. Grant Osterman, Martin Sedaghat, Erin Noxon Rob Olson
Creating an authentic need for practice and revision is essential in fostering a strong foundation for any
aspiring writer. Self-publishing not only addresses these challenges but also offers a platform for individuals
to present their work to a wider audience beyond the confines of a classroom. Through self-publishing,authors and potential authors are encouraged to polish their writing, refine their ideas, and engage with80

readers from diverse backgrounds. TYL SIG warmly invites you to participate in our informative forum, which
delves into the world of self-publishing and highlights the journeys of Teaching Younger Learners authors
who have ventured into this exciting realm. By sharing their experiences, they will provide invaluable insights
into the advantages and drawbacks of self-publishing, as well as juxtapose it with the more traditional
publishing approach. Our engaging discussion will explore aspects that drive individuals to pursue selfpublishing and the practical steps needed to transform budding writers and their students into publishedauthors. We will examine various self-publishing avenues, offering our understandings of the opportunities
available to aspiring writers. So, don't miss this opportunity to delve deeper into the self-publishing industry,learn from the experiences of others, and uncover the tools necessary to empower yourself and yourstudents in their journey towards becoming published authors. This forum promises to be an enriching andinspiring experience for all who attend, providing a unique perspective on the ever-evolving landscape of
publishing in today's digital age.
SIG: Teaching Younger Learners
Sat May 13 / Time: 4.15pm-5.45pm / Room: S506 TYL MAVR
Reading the Readers: Peer Support Readers’ Reflections on Feedback
Geoff Carr, Bethany Lacy, Kinsella Valies
The Writers’ Peer Support Group (PSG) is a committee that provides constructive feedback on manuscripts
submitted by JALT Writers. The goal of this project is (1) to refine the existing induction and training process
in order to establish a practical and user-friendly program for PSG Readers (PSRs) and (2) to simplify theprocess for Writers in terms of the feedback content and framing. A 5-point Likert scale survey was given to
all PSRs. The survey covered academic critiquing experience, feelings regarding PSG’s review process, andopinions on how it may be improved. During survey analysis, the research team identified recurring themes
and evaluated the types of feedback represented in the PSRs’ responses. Based on the results of the survey, a
feedback tool will be developed for a new training program for PSRs. The project’s overarching aim is tonurture an active, productive, and capable body of volunteer PSRs able to support greater academic research
and writing within JALT. This presentation will benefit JALT members who intend to publish or desire todevelop their editorial skills. The presentation will include a hands-on workshop in which one PSG volunteer
will show audience members an example of the feedback-giving process.
SIG: Workshops
Sat May 13 / Time: 4.15pm-5.45pm / Room: S403 CUE CEFR

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SUNDAY MAY 14TH, 2023
MORNING SESSIONS
9.00am-9.25am
Elusive Bilingualism: Why my Children Don't Speak English
Mark Rebuck
It is often assumed that a bilingual child will somehow naturally emerge from a mixed-marriage household.
The presenter, a native English speaker married to a Japanese woman, has on many occasions needed todisabuse people of this assumption. His two sons (aged 10 and 16), born and raised in Japan, speak only
rudimentary English. The focus of this presentation is on the possible reasons one father’s aspirations of
having bilingual children have not been realized. Is the children’s lack of English proficiency related to family
dynamics, particularly the dysfunctional power relationship between the father (the presenter) and his wife,
the belief by the presenter’s wife that priority should be given to the L1, or the presenter’s proficiency inJapanese? Could the problem lie with the Japanese school system or the influence of online games? As well
as exploring these and other reasons, the presenter will frame the discussion by summarizing the various
definitions of bilingualism and the principal theories on its development in children. The presenter will also
discuss how his own experience of failing to raise bilingual children has influenced his approach to teaching
English in the classroom.
SIG: Bilingualism
Sun May 14 / Time: 9.00am-9.25am / Room: S201 ALL Bil
Exploiting Textbook Conversations for Pragmatic Lesson Resources
John Campbell-Larsen
Many teachers find themselves having to supplement textbooks for additional lesson content. In most
textbooks conversations are generally used to illustrate a lexical or grammatical point and the pragmatic
aspects are often sidelined. The conversations may not accurately reflect the actual way English is used. In
addition, students may be habituated to approaching textbook conversations from a lexical and grammaticalperspective and may not think about the pragmatic aspects of the conversations. In this presentation I will
present examples of conversations from widely used English language textbooks. I will highlight some ways
in which teachers can exploit textbook conversations to support teaching of pragmatic points of languageuse. I will refer to such items as turn-taking, repair, backchannel, self-disclosure, maintaining progressivity
and speech acts, among others. This will be of assistance to teachers who are looking for additional ideas toexpand lesson content and help raise awareness of some of the pragmatic aspects of spoken language. In
addition to extracting teaching points from textbook conversations, attendees will also be able to apply theprocedures to producing their own conversation materials that help students to better understand the natureof spoken interactions.
SIG: Pragmatics
Sun May 14 / Time: 9.00am-9.25am / Room: S202 PRAG SA
Promoting Student Self-Efficacy by HRTs in Elementary School EFL Lessons
Michael Kuziw
Homeroom teachers (HRTs) are a vital part of the classroom learning in elementary schools. Their expertise in
the ability to achieve student self-efficacy should not go unnoticed, despite the 2020 MEXT reform of English
as a foreign language (EFL) as a subject, which has taken much of the onus away from HRTs and in the handsof subject-specific instructors, senmonka. It is important to gain a full understanding of the impact that HRTs
have on elementary school students, as they begin learning English from the third grade, and what role theseteachers can play in the future of EFL education at the elementary school level. To investigate the impact that
HRTs play in elementary school students' self-efficacy in EFL, a research investigation was proposed in 2022.

83Based on the results of a recent questionnaire distributed throughout elementary schools in a semi-urban
city in western Japan, this presentation hopes to facilitate scholarly discussion regarding the impact on
student self-efficacy in the EFL classroom by the HRTs. Those interested in supporting and promoting thebenefits of HRTs teaching English to their students and discussing the future generation of language
speakers will take a keen interest in this presentation.
SIG: Learner Development
Sun May 14 / Time: 9.00am-9.25am / Room: S203 LD MW ER
Peer Evaluation as a Tool for Measuring Individual Participation
Sean Yamada
Peer feedback is a valuable tool in the language classroom as it has been shown promote learner autonomy,
enhance interaction among students, and motivate students to perform better. In addition, peer feedback
can also help to build a sense of community and collaboration among the students and may improve student
engagement and motivation in the language classroom. This presentation will provide an overview of theeffectiveness of peer evaluation as a tool for measuring individual participation in the English language
classroom. The presentation will cover the creation of a participation rubric and how to help students use it
to evaluate each other. Results from an exploratory study will be shared to validate the use of peer
evaluation as an indicator and measurement of individual participation. Attendees will gain insight into theuse of peer evaluations as a viable and sustainable practice for assessing student participation, engaging
their students, and practical steps that can be taken to ensure successful implementation.
SIG: Learner Development
Sun May 14 / Time: 9.00am-9.25am / Room: S204 LD BizCom
Sleep: Essential for Learning (just not during class)
Julia Daley
Students sleeping during class can be quite the annoyance in classrooms in any country, but especially herein Japan, as it often ranks among the most sleep-deprived societies in the world. School schedules, afterschool activities, commuting times, homework, and screen time can all contribute towards students’ lack ofsleep. Combine those external pressure with the changing of their circadian rhythms, which makes
adolescents unable to fall asleep until later at night and unable to wake up until later in the morning, andthen it’s little wonder that so many students are sleep deprived. However, research shows that good sleep is
not only essential for memory function during the day, but that the brain actually continues learning during
sleep. Good sleep, then, can be the ultimate study tool. This presentation aims to serve as a brief introduction
to the neuroscience behind sleep–what happens during sleep, how much sleep is necessary, theconsequences of sleep deprivation, and how sleep quality and duration can be improved–with a focus on thepeculiarities of the adolescent brain (from approximately ages 10 to 24). Participants will then discuss whatrole teachers can have in encouraging better sleep in their students.
SIG: Mind, Brain, and Education
Sun May 14 / Time: 9.00am-9.25am / Room: S401 BRAIN ART
Ethical and Practical Use of AI-generative Tools in the Classroom
Sunao Fukunaga
The release of neural machine translation (NMT) in 2016 and ChatGPT, an Open AI language model in
November 2022, has begged a critical question: how shall we language teachers cohabitate with technology
in the language classroom? AI technology is about to surpass the human capacity to learn, and discussing
how to apply these technologies to education has never been more critical. However, previous research has
found that teachers lack instruction and guidance for using technology in the classroom (Oda, 2021). Suchunguided use of technology negatively impacts students’ language learning and academic integrity. In
contrast, technology can help English language learners' (ELL) knowledge construction in diverse disciplines if
used ethically and appropriately. Therefore, it is urgent to discuss classroom policy for AI generative tools
and develop hands-on instructional tasks for the ethical and practical use of NMT and Open AI applicationsin the language classroom. This qualitative study examines English teachers’ and ELLs’ perceptions and use of84

AI-generative tools in Japanese and American higher education. Through the interview analysis and survey
results, the study also aims to propose critical inquiry about the ethical and effective use of such technology
in language classrooms. A qualitative data set collected from 2022 through 2023, including semi-structured
teacher interviews and student surveys, were analyzed and thematically coded. Our analysis of the datashows that the focal English teachers are underprepared and uninformed about such state-of-the-art
technology, while students are already exposed to such technology on a daily basis. Finally, the presenter will
showcase sequential hands-on writing tasks that help language teachers and students cohabitate withtechnology in the language classroom.
SIG: College and University Educators.
Sun May 14 / Time: 9.00am-9.25am / Room: S402 CUE PIE
A Thematic Analysis of Who are the Foreign Faculty at Japanese Universities
Thomas T. Nishikawa Ed.D.
The case study investigated the lived experiences of foreign faculty who teach in Japanese universities using
English as the medium of instruction. The research philosophy underpinning this study draws on pragmatism
and constructivism, allowing a critical stance that gave a voice to participants that effectively empowered
those that were not asked their opinion about an issue that affected them because of the decisions of others
at Japanese universities. Data were gathered using a questionnaire and semi-structured interviews with nonJapanese, tenured and non-tenured foreign faculty members. The data sets were analysed using thematic
analysis (TA) following Braun and Clarke’s (2006) six-stage method. The study focused on foreign faculty
integration in Japanese universities. The purpose of the study was to determine the extent to which foreign
faculty were integrated into the Japanese university system. This study also examined a group of foreign
faculty members, both tenured and non-tenured, to determine how they fit into their university environment.
Recommendations are made based on the analysis as to how institutional policies could assist the foreign
faculty community’s integration into Japan’s higher education system.
SIG: College and University Educators
Sun May 14 / Time: 9.00am-9.25am / Room: S403 CUE CEFR
Reading Circles: A Primer
John NevaraThis presentation is intended for conference attendees with limited experience in utilizing reading circles intheir EFL classes. Reading circles can be briefly defined as groups of interested people meeting to discuss
written material, although the term can be slightly more nuanced in the EFL literature. The presenter has
significant experience in the use of reading circles, having published a handful of research papers on thetheme. This presentation is meant as an introduction to the topic, hopefully providing participants with asolid base of information from which to conduct their own classes using reading circles. Also, it is hoped thatsome of the participants may even be spurred to conduct research on this topic, as solid research-based
academic writing on the efficacy of reading circles is still lacking. The structure of the presentation will be as
follows: 1) provision of a short explanation about what constitutes reading circles, 2) examination of thetheoretical pedagogy behind reading circles, 3) an overview of the existing research that supports theirimplementation, and finally, 4) discussion of the more practical considerations involved in conducting classes
based on reading circles, including topics such as material selection and student preparation andparticipation.
SIG: College and University Educators
Sun May 14 / Time: 9.00am-9.25am / Room: S404 CUE OLE
Navigating the Challenges of being an Introverted Teacher
John Rucynski
Being a teacher is challenging enough for anyone, but introverted teachers face additional obstacles. English
language teachers need to stand up in front of groups of students, lead activities, and be engaging
throughout the day. This can be a daunting and exhausting prospect for introverts, as they tend to bereflective and reserved. The presenter will share his journey as an introverted teacher, beginning with early85damaging criticisms of his reserved character during teacher training and concluding with his eventual
acceptance of being an introvert. In addition to his dedication to being an effective teacher, this acceptance
was made possible through positive student comments, high student evaluations, and a deeper
understanding of introversion. While one cannot simply transform from an introvert to an extrovert,
introverts can make peace with their disposition by accentuating the positive and accepting the negative. For
example, positive traits of introverts include being deep thinkers with strong listening and concentration
skills (Granneman, 2017). In the classroom, this can translate to providing a calming presence and creative,
engaging lessons. Whether introverts or extroverts, participants will be encouraged to embrace being
themselves as the best path towards effective teaching.
SIG: Teacher Development
Sun May 14 / Time: 9.00am-9.25am / Room: S501 TD List
AM SPONSORED PRESENTATION: Abax
Global Issues through Extended Graded Readers
Alastair Graham-Marr
This presentation introduces a new Graded Reader Series called Global Issues Narratives. These stories
not only help students learn vocabulary, grammar, and overall develop their language skills, they also
provide opportunities to learn about important global issues. This presentation will focus in on HOW
these graded readers were put together: from start to finish, and look at some of the choices that are
made and tools used to create global narratives with precise headword counts.
Associate Member / Extensive Reading
Sun May 14 / Time: 9.00am-9.25am / Room: S502 GILE LLL
AM SPONSORED PRESENTATION: Kinseido Publishing
Building 21st Century Competencies with Pioneer
Alastair Lamond
Numerous changes in recent years have shown us that AI will affect how people work in the future, which
was reinforced by the impact of the pandemic. In this workshop, participants will explore how to use acoursebook to help students develop a range of skills that will enable them to cope with the challenges ofthe 21st century and to achieve social and professional success.
Associate Member / Critical Thinking
Sun May 14 / Time: 9.00am-9.25am / Room: S503 CT TBL
Data-Driven Learning: Using Corpus-based Activities with EFL Young Learners
Martin Spivey
Research into data-driven learning (DDL) as a pedagogical approach in language teaching is becoming
increasingly widespread (Boulton & Vyatkina, 2021). Despite this, at present the vast majority of publishedstudies investigate students of university age (Pérez-Paredes, 2022) and there is little research into the use of
corpora with children and adolescents (Crosthwaite, 2020). Japanese 5th and 6th grade elementary school
students have been learning English as a compulsory subject since 2020 and English activities are becoming
more prevalent in lower grades (Goto Butler, 2021), therefore it is imperative that we gain a greater
understanding of what constitutes effective pedagogy in the young learner EFL classroom. This presentation
outlines some of the research done to date investigating the use of corpus-based activities with young
learners of elementary school and junior high school age in an East Asian context, with a particular focus on
the types of activities involved in each study. The presenter also explains his own research findings anddiscusses the key obstacles that need to be overcome if DDL is to be successfully implemented with young
learners.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 9.00am-9.25am / Room: S504 CALL ICL

86

Flipped Content-based Instruction: Implementation and Student Feedback
Betsy Lavolette, Mayumi Asaba
The COVID-19 pandemic forced many educators to teach asynchronously. The researchers took this as anopportunity to create materials that they later converted to flipped instruction because this teaching stylehas been shown to have advantages over traditional lectures (e.g., Bener, 2021). The presentation begins withdesign principles for creating videos and quizzes based on previous research (e.g., Guo et al., 2014) andsecond language acquisition theory. Then, the researchers report on a study of students’ perceptions of two
flipped-delivery English-medium content-based courses developed based on the design principles, at aJapanese university during the fall semester of 2022. The research questions include how students perceived
the videos, quizzes, in-class elements, and learning outcomes. Based on student focus groups andquestionnaires given to approximately 40 students at three stages, the researchers found that theimplementation of the design principles was positively perceived by students and assisted comprehension of
the content. Additionally, students’ reflections about learning outcomes showed that their engagement withthe materials and interactions with peers gradually became deeper and more meaningful as the semester
proceeded. The presentation concludes with pedagogical implications for implementing flipped learning in
L2 classrooms.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 9.00am-9.25am / Room: S505 CALL MAVR
Language Passport and Portfolio for Fostering Self-regulated Young Learners
Eliseo Vargas Jr.
The presenter shares how to integrate the teaching of metacognitive strategies to young learners (4th to 6th
graders) with project-based learning using their language passport. The process begins before the students
work on their projects. The class spends time thinking aloud together to create goals related to the project
and the students individually write their goals on their passport. Students work individually with their goals in
mind. After working on their projects, they are asked to write their reflection on whether they achieved theirgoals, what they learned and how they could approach similar projects in the future. Both processes are donein Japanese to reflect the students' genuine thoughts. They receive written feedback from the teacher toimprove the quality of their goals and reflections. After constantly engaging in the process, the students
show some qualities of self-regulated learners. During the workshop, the presenter shares samples ofstudents’ reflections and projects for the attendees to see their growth. Attendees will also try a few thinking
aloud activities that they can use in class.
SIG: Teaching Younger Learners
Sun May 14 / Time: 9.00am-9.25am / Room: S506 TYL MAVR
Diversity in Language Textbooks: Issues in Coding Race and Gender
Hannah Rose Kunert
In ESL classrooms, textbooks provide authoritative representations of both the English-speaking world, andthe learner’s place within it. Pictures and illustrations, it is argued, serve as one of the more salient features ofsuch representations, as they are accessible even to complete beginners who may have limited
understanding of the accompanying written or aural materials. It is therefore vital that such illustrations
represent diversity in terms of both race and gender. This presentation reports on a pilot of a new instrumentfor quantifying representations of race and gender in language textbooks. LaBelle’s (2010) coding instrument
was used as a base and expanded to include gender as well as race. Furthermore, modifications were madeto the way salient traits were coded, being tagged as actions (e.g., speaking, exercising) rather than adjectives(e.g., dependent, cooperative) in order to give a more objective picture of how individuals were depicted.
This presentation will describe the difficulties of quantifying the non-binary categories of race and gender,
while arguing that by better understanding such representations, teachers can select textbooks which depict
a diverse range of users of English and look forward to a more inclusive classroom experience for bothstudents and teachers alike.
SIG: Gender Awareness in Language Education
Sun May 14 / Time: 9.00am-9.25am / Room: S507 GALE LiLT ER

87

Online Dictionary Definitions and Learners’ Perceptions of Difficulty
Paul Horness, Robert Dilenschneider
Although online learner dictionaries can be useful, they may be challenging for some ESL learners to fullycomprehend due to both the readability of how their definitions are written and the level of words they
incorporate. To understand how definitions among online learner dictionaries may differ, this study had twoparts. The first part quantitatively examined how online dictionary definitions differed regarding word
frequency levels (Nation, 2014, Schmitt & Schmitt, 2012,; West, 1953) and readability, as measured from theColeman Liau Index formula (Coleman, Meri, and Liau, 1975). The results indicated that there was a difference
in difficulty among the seven online dictionary definitions. The second part qualitatively examined EFL
learners’ preferences of the seven online dictionaries. The results indicated that learners’ preferences echoed
the quantitative findings. Last, with the factors of word frequency, readability, and learner preferences inmind, this presentation will explain why it might be important for ESL instructors to consider certain online
learner dictionary definitions when adapting reading passages or preparing learning materials for theirstudents. (Hu & Nation, 2000, Laufer & Ravenhorst-Kalvoski, 2010; Prichard & Matsumoto, 2011).
SIG: Vocabulary
Sun May 14 / Time: 9.00am-9.25am / Room: S508 Teval Vocab

889.35am-10.00am
Language Practices of Brazilian Junior High School Students in Japan
Niko Catharine Watanabe Schultz
As the school-age population in Japan becomes increasingly diverse, it is crucial for teachers and researchers
to understand the linguistic backgrounds and day-to-day language practices of language minority students.
The complementarity principle posits that multilinguals acquire and use their languages differently in
different contexts, and that their language proficiency is thus domain-specific (Grosjean & Li, 2013). This
presentation will explain part of the findings from a master’s study that examined the cases of two Brazilian
junior high school students in Japan. Private English lessons were taught by the researcher to the students
one-on-one via Zoom for a period of two months, and one brief structured interview was conducted witheach participant during their respective lessons. One student was born and raised in Japan and had neverbeen to Brazil, while the other was born in Brazil and immigrated to Japan at the age of 13. While the twoparticipants were found to be similar in terms of how they used language to interact with their parents, theydiffered in how they had acquired their languages and how they used language to interact with their siblings,
fellow Brazilian students, and the Portuguese-Japanese bilingual math teacher at the tutoring service.
SIG: Bilingualism
Sun May 14 / Time: 9.35am-10.00am / Room: S201 ALL Bil
Exploring the Effects of Reformulation on EFL Learners’ Email Pragmatic Competency
Yuan-Shan Chen, Hui-Ju Wu
Previous research has demonstrated that email requests to authority figures in the L2 context often involve avariety of pragmatic infelicities (cf. Economidou-Kogetsidis, 2018). This study investigates the effectiveness ofreformulation to understand the extent to which such a form of corrective feedback benefits L2 learners’
email literacy. In this study, four pairs of EFL learners at high and low proficiency levels participated in a
multi-stage task in which the learners composed an email collaboratively (pretest), compared the draft with
its reformulated version and a native speaker model (noticing), and rewrote the draft individually (immediate
and delayed post-tests). After the task, interviews were conducted to probe how these learners perceived
each stage in the task. The findings showed that reformulation is an effective feedback strategy to improve
the learners’ email literacy since more than half of the revisions by the learners on the immediate anddelayed post-tests were better and acceptable changes. The interview protocols also showed that thelearners held positive attitudes towards this feedback strategy. The study closes by providing pedagogicalimplications for language teachers and suggestions for further research.
SIG: Pragmatics
Sun May 14 / Time: 9.35am-10.00am / Room: S202 PRAG SA
Learner-Generated Videos to Support Self-Directed Language Learning
Jon Rowberry
In self-directed language learning contexts one of the biggest challenges for learners is finding andevaluating resources which meet their learning goals, preferences, and proficiency levels. Moreover, it can bedifficult for instructors to provide adequate support because they may themselves struggle to keep up withthe rapid emergence of new learning content, tools, and technologies. The presentation will highlight how
this issue was addressed in a university course targeting self-directed language learning. During the course,
students create short slideshow videos in which they introduce a learning resource they found useful andexplain why and how they used it. The videos are shared and discussed with peers who may choose toincorporate the resources into their subsequent learning plans. In addition, each year some of the videos are
selected which, with the creators’ consent, are made available to the next cohort of learners. As well as
involving learners directly in materials development, this approach has proved more sustainable thanprevious teacher-led approaches, such as introducing specific resources in class, providing links via theuniversity LMS, or maintaining dedicated webpages. The presentation will provide insights, examples, andpractical advice for nurturing the creation of effective learner-generated materials to support self-directed
learning.
SIG: Learner Development
Sun May 14 / Time: 9.35am-10.00am / Room: S203 LD MW ER

89

Online Goal Setting and Self-Evaluation: Guiding EFL Students to Reflect
Nicolas Emerson
In a rapidly changing world, young people increasingly need to be autonomous learners, capable of setting
goals, devising learning strategies, and reflecting on their performance. The challenge faced by educators is
to find the time and means to support their learners to develop these capabilities within the context ofcompulsory EFL education. This presentation examines the results of a research project into goal setting andself-evaluation using a custom-made web application designed to function within Moodle. The participantsin the study were first- and second-year students enrolled in compulsory EFL courses at a Japanese
university. Data were collected via student surveys, practitioner reflection, and web application data analysis.
Key findings indicate that online goal setting and self-evaluation promote learner reflection, whilst also
improving engagement and motivation. The presentation begins with a summary of the theoreticalunderpinnings of the study, focusing on goal-setting theory, self-regulated learning, and how these
constructs relate to EFL. The presenter then describes the context of the study and the situational factors that
impacted its design. The web application’s functionality is explained and demonstrated via the use ofexamples from learners’ usage. Finally, the research findings are shared, and implications for both theory andpractice are explored.
SIG: Learner Development.
Sun May 14 / Time: 9.35am-10.00am / Room: S204 LD BizCom
Unlocking the Power of the CASEL Framework with Language Activities
Glenn Magee
Socio-emotional learning (SEL) plays a crucial role in the development of students. It enables them to learn
practical communication skills in a social setting, helps them develop a positive self-image and better
understand themselves. SEL also positively impacts language learners' prosocial behaviors and helps create astronger sense of belonging in school. This presentation aims to introduce the fundamentals of socioemotional learning using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework,
which organizes SEL into five distinct categories: self-awareness, self-management, social awareness,relationship skills, and responsible decision-making. The presenter will first introduce the model and thengive ideas about how each of these areas can assist in rebuilding students' sense of belonging in school after
experiencing both disconnection and social isolation stemming from COVID-19. The pandemic has caused
disruptions to students' social connections and interactions, leading to feelings of isolation anddisconnection. By understanding and implementing SEL, teachers can provide a supportive environment for
students to reconnect with their peers and teachers. Activities that support helping young adolescentsconnect with their teachers and peers will be introduced as ideas teachers can take away and implement intheir classrooms. These activities aim to enhance the dimensions of the CASEL framework.
SIG: Mind, Brain, and Education
Sun May 14 / Time: 9.35am-10.00am / Room: S401 BRAIN ART
Perspectives as an EFL, EAP and EMI Teacher: Insights into EMI programs
Andrea Tan Geok Poh
Recent literature has examined the perceived roles of language teachers (English as a Foreign Language(EFL), English for Academic Purposes (EAP)) and content subject teachers who use English as a Medium of
Instruction (EMI). For instance, Dearden (2014) points out that many EMI teachers do not think it is their job
to support students who are weak in language. In spite of this, Brown (2017) notes that teachers in EMI
programs at several Japanese universities recognize that it is difficult to have a clear delineation between
language and content teaching. The presenter reflects on these issues based on first-hand experience ofworking as an EFL, EAP, and EMI teacher at three Japanese universities that offered different types of EMI
classes or programs. Issues relevant to EMI programs will be discussed, such as negotiation of culturaldifferences in classroom practice and development of content pedagogy which takes into consideration
students’ language needs. The presentation concludes by inviting the audience to share related experiences
or ask questions. It hopes to stimulate discussion among attendees who might be looking to design or
improve their EMI classes as well as EFL/EAP teachers who are working closely with affiliated EMI programs.
SIG: College and University Educators.
Sun May 14 / Time: 9.35am-10.00am / Room: S402 CUE PIE

90Creative, Engaged Pedagogy
David Shea
One of the challenges of JALT is to imagine the future of language education, but as Claire Kramsch once
said, for language teachers to think about the future, we must look at how we are culturally rooted in thepast as we act in the present. Perhaps an example of this is Aaron Miller's recent reflections on A.S. Neil'sview of education at Summerhill. Simply put, Miller said was that through play, children learn what they needto know. Miller also contrasted the concept of play to the typical approach to teaching that he saw in highschools in Japan. Miller's point is stimulating, and I thought about how I myself came to teaching as an
expression of creativity and freedom. However, I feel that Miller's point about play is simply the first step in acreative approach to English language teaching. To support my analysis, I look at an anonymous survey ofapproximately 45 students in two of my first-year university oral English classes, and I discuss the results interms of a shift in student identity, and development of and engaged orientation to teaching in the FLclassroom.
SIG: College and University Educators
Sun May 14 / Time: 9.35am-10.00am / Room: S403 CUE CEFR
Conference Proposal Writing and Reviewing: Constructive Feedback
Mark Brierley
Presenting ideas to fellow teachers and researchers is an essential part of professional development.
Concisely describing a presentation in one or two hundred words of text is a challenge. Conference
organizers must also put together teams of reviewers to assess the quality of each submission, and ideally
write feedback that will be useful for authors to revise their submissions, whether to raise the standards ofthe current conference or to help authors when they apply to a later conference. This session is intended foranyone thinking about writing a presentation abstract, joining a reviewing team for a conference, or
continuing to review and give feedback on submissions. This presentation will first consider the essential
form and component of a presentation submission: who it relates to, what it is about, when and where it
takes place, and why it is important. Then we will look at how reviewers can write feedback in a tone that is
helpful without being patronizing, and critical without being offensive. What are the rules concerning
abstract writing and when do rules become guidelines? Do abstracts need references (Gough & Taylor,2018)? Should abstracts include questions? (194 words including these ones!)
SIG: Workshops
Sun May 14 / Time: 9.35am-10.00am / Room: S404 CUE OLE
Not Necessarily a ‘Deficit’: Language Teachers with ADHD Can and Do Excel
Marc Jones, Gretchen Clark
Research into language teacher self-efficacy is essential in order to understand how teachers view their rolein educational systems and then how these beliefs affect learning outcomes for students. While thisphenomenon has been studied across several teaching populations including that of EFL instructors, theperspective of the language instructor who has Attention-Deficit/ Hyperactivity Disorder (ADHD) remains
underrepresented. In order to provide some insight into the experience of these teachers, an anonymousquestionnaire consisting of both Likert-scale and open-ended items was devised. The instrument sought tomeasure the degree and in what ways ADHD might affect teaching practice, relationships with students andcolleagues, and finally beliefs about self-efficacy. Data were coded thematically and then analysed using theframe analysis method. In this presentation, qualitative results will be presented and discussed. The findings
show that ADHD can either be a challenge or asset for individual educators depending on the situation andtask, so awareness of these tendencies can be important in the creation of smooth workplace interactions
both in and outside the classroom. Nevertheless, it is important to understand that while widely considered a‘deficit’, in fact, ADHD in many cases makes us exceptional instructors.
SIG: Teacher Development
Sun May 14 / Time: 9.35am-10.00am / Room: S501 TD List

91

English as a Lingua Franca in Model United Nations Simulations
Donna Tatsuki, Lori Zenuk-Nishide
This presentation will introduce insights drawn from research on ELF (English as a Lingua Franca) in MUN(Model United Nations) simulations and will summarize some of the best practices in MUN events anddelegate preparation. This includes the MUNCE (Model United Nations Spoken Corpus of English), a
specialized corpus currently being compiled at Kobe City University of Foreign Studies in Japan. It will beshown how MUN simulations are uniquely positioned to help students develop their language ability andtheir global competencies, as well as being ideal opportunities for participants to experience ELF in an
intensely communicative context. One of the most important 2lst century skills is the ability to negotiate
constructive resolutions. Both MUN and ELF can be seen as communities of practice both involving mutual
engagement in a negotiated joint enterprise using a shared repertoire (Wenger, 1998). The corpus offers
glimpses into MUN community of practice. It also allows researchers to go beyond the analysis of linguisticand descriptive features of MUN situated simulation ELF to the critical identification and description of
breakdowns in communication in terms of type and cause, as well as the identification and description ofcommunicative strategies.
SIG: Global Issues in Language Education
Sun May 14 / Time: 9.35am-10.00am / Room: S502 GILE LLL
Looking Ahead Towards Integrating Critical Thinking into English Curriculum
James Dunn
Critical Thinking, as an avenue towards English mastery, has been gaining in both popularity and notoriety
since MEXT introduced its new goals for English Language Learning in Japan. This presentation will cover apast example of university system-wide implementation of Critical Thinking into a first- and second-year
reading and writing courses, as well as ongoing critical thinking curriculum design efforts in both first-year
university Practical English courses and high-school level English courses. Finally, considerations for future
curriculum design efforts will be presented and possible avenues of integrating Critical Thinking into
curriculum presented for discussion. Participants will receive examples of printouts and syllabi that have beenused to utilize critical thinking skills in courses across Japan in both University and High School EFL settings.
SIG: Critical Thinking
Sun May 14 / Time: 9.35am-10.00am / Room: S503 CT TBL
Utilizing Mentimeter in Japanese EFL classrooms
Mark Donnellan, Kym Jolley
Mentimeter is an interactive presentation platform that allows for engaging digital activities in EFL
classrooms. It has a variety of affordances, including presentation tools and quiz activities. These affordances
can enhance student engagement with classes, assist teachers with presenting content in an interesting way,and help with assessing student understanding. Tools such as Mentimeter are now particularly pertinent asclassrooms in Japan return to their pre-pandemic formats. In some cases, this means that teachers andstudents who have studied and taught using digital platforms for varying lengths of time since April 2020 are
now back in classrooms with little access to digital tools. This may occur despite new or increased
enthusiasm towards the use of technology in the classroom. Mentimeter is an easy-to-use platform for bothteachers and students in classrooms that are both equipped with computers and those that are not. This
paper will reflect upon the benefits of using Mentimeter in English as a Foreign Language (EFL) classes inJapan and outline various ways it can be utilised in the classroom.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 9.35am-10.00am / Room: S504 CALL ICL
Examining Student Perspectives on Improving Online Self-Access Learning
Victoria Thomas
In the past few years, the shift towards online accessibility has rapidly accelerated. In addition to institutional
trends towards open education resource (OER) curricula, research from a broad spectrum of disciplines has
shown that students are increasingly seeking information online and that institutional self-access centers92

need to undergo a paradigm shift to remain current. This presentation will introduce the website for auniversity language self-access center and present the results of a structured qualitative opinion survey
distributed to the university’s students about the website’s contents. The bilingual English/Japanese survey
gathered student opinions on the website’s visual and linguistic accessibility, subject relevance, diversity ofcontent and cultural/linguistic representation, and aesthetic appeal. The results of this qualitative survey willbe the main focus of the presentation. The website itself will be referenced in order to (1) provide an example
of a university self-access website and (2) contextualize the results of the survey, which was distributed using
Google Forms at the end of the school year (late January to early February). Although survey results at one
institution are not fully generalizable to a nationwide student population, attendees will be able to gather
ideas for their own institutional and educational contexts.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 9.35am-10.00am / Room: S505 CALL MAVR
Overcoming Barriers in Foreign Language Teaching by Elementary School HRTs
Laura Pratt
Japanese elementary school homeroom teachers are being called upon to teach foreign languages to theirclasses in line with the Course of Study for Elementary schools (MEXT 2018). However, multiple practicaldifficulties have arisen from this plan, many stemming from lack of English skills, insufficient foreign language
teaching training, quality of teaching materials and low teacher confidence. Many Boards of Education haverelied on ALTs and English specialist teachers in response to these difficulties, which has led to homeroom
teachers being unable to develop their skills. This presentation will propose an alternative - that the barriers
be systematically removed for ES homeroom teachers. Based on the presenter's experience in teacher
training, coaching and materials development for Japanese schools, she will address the most common
barriers for homeroom teachers and suggest practical ways to overcome them.
SIG: Teaching Younger Learners
Sun May 14 / Time: 9.35am-10.00am / Room: S506 TYL MAVR
Shining a Light on Social Issues: Picturebooks as Social Learning Tools
Bethany Lacy
While picturebooks can be tools that teach emergent readers their ABCs, they can also be useful to teachadults about different social issues. This study featured five picturebooks chronicling various social topics(i.e., community involvement, police brutality, bullying, refugees, disability rights, and LGBTQ+ rights). Agroup of twenty-two first-year Japanese university students answered a pre-test survey in which they rated
the level of severity for fifteen social issues in Japan and on a global scale. After reading each picturebook,the participants were assigned “Reading in Action” activities that connected the picturebooks with societal
issues in Japan. The Reading in Action activities included tasks requiring the participants to take pictures,view Japanese non-profit organizations’ websites, and write reflections about the issues in the picturebooks
and similar matters in Japan. The participants’ reflections provided insight into their background knowledge
and revealed things they had learned about social issues in Japan through the activities. A post-test survey
further showed changes in the participants’ perspectives about social problems. Combining the picturebookswith active learning helped the students develop a deeper knowledge of societal topics in Japan andglobally.
SIG: Literature in Language Teaching
Sun May 14 / Time: 9.35am-10.00am / Room: S507 GALE LiLT ER
Looking Forward with Vocabulary Notebooks
Esther Ratcliff
The rise in remote learning triggered by the pandemic forced teaching online. As a result, traditional teaching
methods were cast aside. “Looking forward’ can in fact be about ‘looking backwards’, backwards towards pen
and paper methods of learning vocabulary, in the form of vocabulary notebooks. We need to “teach learners
how to keep a neat and spacious vocabulary notebook” (Folse, 2017, p.102). Having learners keep vocabulary
notebooks is only one vocabulary learning strategy (VLS). Folse argues that no one VLS will equip learners for93the huge task of acquiring L2 vocabulary. However, we must provide learners with a range of strategies,
enabling individuals to choose appropriately for themselves. Drawing on research of second language
vocabulary learning, this talk will present two approaches to learning vocabulary, word lists, and mindmapping. It will look at how each approach can be employed in the classroom and will then consider efficacy
for learning vocabulary at university level. It will be of interest to teachers of all age groups, particularly, highschool and university students.
SIG: Vocabulary
Sun May 14 / Time: 9.35am-10.00am / Room: S508 Teval Vocab

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PLENARY SPEAKER

Exploring the Potential of Metaverse and ChatGPT in ELT
Yukie Saito
10.10am-11.10am
Metaverse and ChatGPT are two popular technology-related keywords that have been widely discussed.
Despite the potential negative aspects of these innovations, students currently learning English are expected
to be proficient in the latest technology for their future careers. It will be valuable for students if we teachthem English and help them become familiar with the latest technology and understand its benefits andlimitations. I will discuss how Metaverse and ChatGPT can enhance and enrich English teaching and learning.
In the first part of the talk, I will share my experience of using Virtual Reality (VR) as one example ofMetaverse in several VR projects. By reflecting on the projects, the possibility of integrating VR into English
teaching and learning will be discussed, considering the characteristics of VR, such as immersive, interactive,
and cooperative language learning. In the latter part of the talk, I will provide some suggestions for using
ChatGPT to teach English listening and speaking, such as creating pragmatically appropriate dialogues with
ChatGPT. While concerns have been raised about ChatGPT potentially stifling students' critical thinking skills,
the presentation will provide implications of how the latest technology can facilitate higher-order thinking
skills aligned with Bloom's Taxonomy.
SIG: Mixed, Augmented, and Virtual Realities
Sun May 14 / Time: 10.10am-11.10am / Room: S301

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POSTER SESSIONS
11.15am-11.55am
For Book Review Authors Looking Ahead: A Look Back on 10 Years of Editing
Greg Rouault
While early career researchers seek to find their academic voice, those job hunting in academia are in searchof publications. Since the academic English required for publication is no one's first language (Hyland, 2016),
new members to an academic community are left to not only negotiate linguistic resources but also thesocial, cultural, and historical aspects of their academic socialization (Kobayashi et al., 2017). Morita (2009)
defines this process of academic socialization as, “learning how to participate in a competent andappropriate manner in the discursive practices of a given academic community” (p. 444). This poster
presentation looks at the discourse of the review genre used in book reviews as a gateway publication intosuch communities of practice. The anecdotal content is based on 10 years of first-hand experience
volunteering as the editor of book reviews for JALT Journal. While drawn from reflections looking backward,
the details chronicled include: an overview of the review genre, what makes for a quality = publishable
review, and common pitfalls to avoid for those review authors looking forward. Further takeaways
emphasized for observers in this interactive session will concentrate on getting started, targeting publication
opportunities, and getting it published.
SIG: Teacher Development
Sun May 14 / Time: 11.15am-11.55am / Room: S201 ALL BIL
Towards Cultural Sustainability in EFL: What Role does Technology Play?
Satchie Haga
In sustainable development literature, culture is currently positioned as an aspect of social sustainability
pillars. However, there is growing interest in developing a fourth pillar dedicated solely to culture due to its
fundamental significance on the economic, social, and environmental pillars of sustainability. Cultural
sustainability in education refers to practices, policies, and attitudes towards maintaining cultural beliefs,
heritage, and particular ways of life amidst intensifying external forces such as globalisation, neoliberalism,
and imperialism. Culturally responsive teaching is a culturally sustaining approach where teachers respond toand proactively integrate students’ customs, characteristics, life experiences, and ways to learn in theirpedagogy to improve learning and student empowerment. This is increasingly important in EFL education
heavily influenced by western-dominated ideologies and practices. But how do teachers become culturally
responsive and what role does technology and the material play? Drawing upon transformative learningtheory and adopting a socio-material approach. This presentation provides an overview of the design andemergent findings of a qualitative multiple case study that used observations and phenomenologicalmethods to examine the lived experiences of expatriate EFL teachers towards becoming culturally responsivein the Japanese higher education context and the role of the material in that transformation.
SIG: Computer Assisted Language Learning. Sun May 14 / Time: 11.15am-11.55am / Room: S201 ALL BIL
SDGs as a Framework to Address Global Issues
Gareth Humphreys, Rob HirschelCurrent crises including the ongoing pandemic, climate change, and various societal struggles anddisharmony are revealing the fragility of our world. Language teachers are increasingly encouraged toaddress global issues that necessarily require international cooperation and communication. Students, too,are often concerned and have a vested interest in the future of their planet, including making it much morecooperative and harmonious. Sustainable Development Goals (SDGs) adopted unanimously by the 193
members of the United Nations have worldwide currency and are important to incorporate within education.
This poster session describes a small-scale educational innovation to promote engagement with SDGs
among university students, from individual, local, national, and international perspectives. Students
investigate and critically reflect on an Self Directed Learning SDL goal of personal importance and makeonline entries in which they consider their selected goal from different community perspectives. Students

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also conduct research on their future careers by investigating SDG initiatives among prospective employers.
Finally, students develop posters of their work that are collated in a booklet and feature as a self-accesscentre learning resource. This poster session explains the steps of the project, displays examples of student
work, discusses outcomes, and examines opportunities and challenges.
SIG: Global Issues in Language Education
Sun May 14 / Time: 11.15am-11.55am / Room: S201 ALL BIL
Sustainable Wellness and Accessibility: Finding your Red Balloon
Natsuki Suzuki, Andrew Reimann
Looking forward, the maxim, if you don’t make time for your wellness, you will be forced totake time for your illness, is both apt, relevant and essential to the future sustainability of language learning.
The integration of wellness and accessibility can greatly impact the success and enjoyment of language
learners. Wellness, in this context, refers to the physical, mental, and emotional well-being of both learners
and teachers. This includes providing a safe and healthy learning environment, promoting a balance of workand rest, and addressing issues such as stress and burnout. Accessibility, refers to the ability for all learners toaccess and participate in language learning, regardless of their background or abilities. This includes
providing accommodations and support for learners with disabilities or differences, as well as ensuring thatmaterials and resources are available through multiple styles, methods and formats. What can teachers bringto the classroom to facilitate optimal conditions? This presentation explores how teachers can apply theirown ‘wellness strategies’ and ideas to the classroom to support learners’ well-being and create an active andaccessible environment. Overall, we will introduce activities that motivate, inspire, reduce stress and anxiety
while accommodating diversity to sustain a well-balanced, comfortable and inclusive learning environment.
SIG: Accessibility in Language Learning
Sun May 14 / Time: 11.15am-11.55am / Room: S201 ALL Bil
Writing Assessment Suggestions for the New World of AI Writing Software
Cathrine-Mette MorkIn the early summer of 2020, OpenAI released its Generative Pre-trained Transformer 3 (GPT-3), an
autoregressive language model that uses deep learning to produce human-like text. With this advance inmachine learning, AI authoring tools using GPT-3 are also capable of paraphrasing, summarizing, andchanging the style and tone of any text fed into them, increasing productivity and efficiency in enterprises ofall kinds. They come with more than a small handful of potential dangers as well, however, one being theincreased temptation to plagiarize accompanied by the increased difficulties in detecting it. Advances in AI
writing technology will continue to improve, and educators must adapt. This poster presentation shows threepossible response routes educators can take in this changing landscape: 1) Be more vigilant with increased
use of (AI) plagiarism checkers and hope for the best, 2) Circumvent student use of AI authoring tools
through assigning in-class writing, alternatives to writing, and other strategies, and 3) embrace AI by, forexample, assigning work that requires learners to analyze, review, revise, or refine AI-produced texts. The
author feels that in the long term, major shifts in approaches to writing assessment are more likely thanminor ones.
SIG: College and University Educators Sun May 14 / Time: 11.15am-11.55am / Room: S202 PRAG SA“Thanks for the Feedback!” – A Comparative Study: Peer vs Teacher
Peter Chu
Every teacher has spent countless hours guiding students in developing presentation scripts and materials
before the presentation date as well as on assessment and critiques on delivery afterwards. Teachers may
also employ the presenters’ peers as a resource for feedback. However, a common observation made is that
despite repeated iterations, much of the feedback given seems to go unheeded. This raises the question: Do
students even appreciate feedback? Are they more receptive to peer feedback than teacher feedback? For
this research, three weeks were devoted to activities meant to enhance the reception of feedback. After the
first week of instruction, students practiced their presentations in groups, giving each other practical advice.
Additionally, a digital platform and app allowed the teacher to give extensive individual feedback. Finally,
students convened once more to deliver their improved presentations and were evaluated by their peers. The

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survey that followed forms the basis of this presentation. The surveys and action research examining
students’ attitudes regarding feedback from the instructor and from peers, as well as the process of giving
feedback, show that students find peer feedback to be both more helpful and more desirable than teacher
feedback, to varying extents. Most students came to see the value in both receiving and giving feedback,which suggests that teachers should allow time for the exchange of such feedback during their classes.
SIG: College and University Educators. Sun May 14 / Time: 11.15am-11.55am / Room: S202 PRAG SA
Social Anxiety: Limiting its Impact on Pair and Groupwork
Brendan R.B. Plummer, Michael Rupp, Larry Xethakis
Working in small groups, learners often encounter ambiguous situations or are forced to work with
unfamiliar classmates. Such situations can be difficult for learners to deal with, causing discomfort, or even
distress. These feelings may be amplified when using a second language, given the increased cognitive andpsychological demands involved. Up to now, the primary concern with regards to anxiety in language
teaching has been the anxiety associated with communicating in a foreign language, or foreign language
classroom anxiety (Horowitz, et al., 1986). However, there is evidence that anxiety is also an influential factor
in students’ attitudes towards group-work (e.g., Zhou, 2015). Considering the central role that group-basedlearning presently plays in both face-to-face and online language learning, and looking towards the future,attention needs to be given to the impact that anxiety has on students’ willingness to engage in group-based
activities. In this presentation, we consider the relationship between anxiety, students’ willingness to work ingroups, and the effective functioning of groups. We also discuss recommendations from the literature andthe presenters’ professional experience to help overcome the influence of anxiety, such as building rapport
between group members and using structured activities to encourage interaction.
SIG: College and University Educators Sun May 14 / Time: 11.15am-11.55am / Room: S202 PRAG SA
Teacher and Student Perceptions of Online Language Learning
Ferg Hann
The COVID19 pandemic has affected the way students and teachers approach language learning. Bothstudents and teachers view the effectiveness of online and face-to-face classroom language learning indifferent ways. In this poster presentation, the preliminary results of a mixed-methods study are reported anddiscussed. In the quantitative section of the study, 400 students and 30 teachers at a private university inJapan completed a 20-item questionnaire on the effectiveness of their online language learning experience.
The responses were analyzed in terms of the students’ age, the duration of the students’ online experience,and proficiency in English. In the qualitative half of the study, 10 students and 5 teachers were asked to
expand on their answers to the questionnaire and answer follow-up questions in 10-minute interviews. The
results revealed differences between students, based on the duration of online experience, specific language
skills, and proficiency. The results also illustrated the differences between student and teacher perceptions
about students’ online learning experience. The differences between the groups illuminate several areas that
could be explored in the future classroom, in terms of educational direction, mixing elements of online andface-to-face learning, and students’ self-monitoring of their own language learning experience.
SIG: College and University Educators. Sun May 14 / Time: 11.15am-11.55am / Room: S202 PRAG SA
The Student Conference: An Example of a Gold Standard Project
Gretchen Clark
Project-based language learning (PBLL) is a powerful vehicle for the development of 21st century skills suchas creativity, critical thinking, communication, and collaboration. During PBLL, students use the target
language to engage with a real-world problem, challenge, or inquiry by working with peers to executeauthentic tasks that culminate in a public product (The Buck Institute for Education, n.d.). This poster
showcases a tertiary level, 15-week course in which five students (average TOEIC 782) planned a student
conference. As part of a course on business correspondence, students carried out every element of the
preparation process including deciding the theme, designing the publicity materials, making the schedule,
and communicating with attendees. The language foci included: writing business emails, delivering
persuasive business pitches, leading and participating in discussions, and creating project reports. The

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students also practiced problem-solving by predicting possible complications and offering solutions. This
poster will introduce the project, demonstrate the degree to which the project fulfills the benchmarks of a‘gold standard’ project as defined by the Buck Institute for Education, suggest improvements for future
courses, and share student reflections. This presentation will be of interest to educators who are interested in
the possibilities PBLL can bring to their classrooms.
SIG: Learner Development
Sun May 14 / Time: 11.15am-11.55am / Room: S203 LD MW ER
Intercultural Friendships: Exploring Contextualized Interactions
Anita Aden
Cultural markers of university students’ norms and values become evident when they share daily life withinternational students studying on U.S. campuses. When intercultural interactions occur in on-campus
housing, American students experience sociocultural awareness as they build friendships with international
students. This presentation focuses on the narrative accounts of ten American college students’ language
negotiations, intercultural understanding, and friendship formation with international students in their
dormitories. The presenter will share her qualitative research findings of the college students’ contextualizedinteractions, intercultural navigation, and relational connectedness with the international students. The
presentation may be of interest to study abroad program and intercultural curriculum coordinators regarding
students’ intercultural connectedness in a local-global context.
SIG: Learner Development.
Sun May 14 / Time: 11.15am-11.55am / Room: S203 LD MW ER
Going Beyond Creating Just a Textbook: The Digital Tools You’ll NeedJohn Carle
Independently writing and publishing a textbook can be a daunting task. These days, it is not enough to justwrite the content, design the layout, and print a book. Independent publishers and writers must go beyond
traditional physical textbooks to connect fully with students. Modern textbooks have evolved to include
interactive websites, digital workbooks, and gamified content. Though large international publishers have agreat deal of online content, independent publishers can use a variety of tools to put their products on par,or even surpass in some ways, their more established counterparts. This poster will highlight many of thetools that can be harnessed to leverage the immense capabilities of technology to create high-quality,
engaging educational materials. Participants will see real-world applications of how technology can be usedin the creative process of writing textbooks and also how high-tech can bring content to students in a variety
of ways. The digital poster will showcase the following: AI-generated text, AI-generated art, text profilers,
website creation tools, text-to-speech voice readers, audio editors, image editors/creation tools, vector
graphic tools, tools to gamify content, and digital workbook creation tools.
SIG: Materials Writers.
Sun May 14 / Time: 11.15am-11.55am / Room: S203 LD MW ER
Creating Animated Material for the ESL Classroom.
Rob Olson“Digital natives,” people born and raised with technology, appear to learn best when the information isdeemed necessary, delivered quickly and directly, and also contains graphics and audio (Van Slyke, 2003).
One method that is showing signs of success is the creation and use of animated videos to teach specifictypes of vocabulary as well as model conversations. These videos can be simple GIFs that last a few seconds
or more complex illustrated stories. The challenge for most teachers, however, lies not in the use of these
digital assets but in their creation. This presentation seeks to bridge this gap. The purpose of thispresentation is to share the processes that one teacher uses to design animated learning materials that
contain spoken messages and/or dialogues. This presentation will include information regarding both opensource and commercial software as well as step-by-step methods on how to create an illustrated GIF andone-minute animated cartoons. Created digital resources will also be shared with participants.
SIG: Materials Writers
Sun May 14 / Time: 11.15am-11.55am / Room: S203 LD MW ER

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11.30am-11.55am
Designing and Evaluating a Flipped Online Course on Academic Skills
Mehrasa Alizadeh
Regardless of their major, university students should develop a set of core skills that enable them to engage
in academic activities using English. These skills could be roughly divided into reading, writing andpresentation, which comprise the foundation of most schoolwork. This presentation focuses on the design,
teaching and evaluation of a flipped online course on academic skills targeting Japanese students at auniversity in western Japan. The course was designed not only to improve students’ academic skills but also
to foster communication, collaboration and digital literacy skills. It was hosted on a 2D virtual platform called
Gather with spatial audio/video chat and group work functionalities that encourage student communication.
The course was implemented in AY 2022-23 and evaluated by the students using a retrospective self-reportsurvey. As the final assignment, students were required to submit reflective reports on how the course
potentially helped them develop academic, collaboration and digital literacy skills. The instructor analyzed
the survey responses and conducted content analysis on reflective reports to shed light on students’ learning
experience and perceptions. This presentation will be a report on the course design and implementation as
well as findings from the survey study and content analysis of reflective reports. This research is funded by theJapan Society for the Promotion of Science Grants-in-Aid for Scientific Research (Project Number: 22K13756).
SIG: Learner Development
Sun May 14 / Time: 11.30am-11.55am / Room: S204 LD BizCom
A Painting is Worth Ten Thousand Words: Teaching Critical Thinking with Art
Mark Swanson
This study examines the development of critical thinking skills through the study of artworks in a first year
EFL class. Art is under-utilized in the foreign language classroom (Grundy et al., 2011). It has the power toelicit deep thought and encourages the types of thinking that are essential for critical thinking, such asasking thoughtful questions, exploring new perspectives, and making connections (Tishman & Palmer, 2006).
For this study, a three-step task was created in which students: 1) observe: describe the details that they
notice; 2) investigate: formulate questions about aspects of the artwork that they wonder the meaning about;and 3) interpret: form an opinion about the meaning or message of the artwork. For cultural reasons, someJapanese students may feel reluctant to think for themselves and express their opinions in class (Okada,2017). This activity aims to encourage students to think independently and to share their original ideas andopinions with classmates. The results from two surveys that collected quantitative and qualitative data from68 students will be presented.
SIG: Art, Research, and Teaching
Sun May 14 / Time: 11.30am-11.55am / Room: S401 BRAIN ART
Effectiveness of 4/3/2 Speaking Activities: Impacts on Student Learning
Lydia Eberly, Michael Wilkins, Michael Delve, Rian Davis, Thomas Stringer
Developing speaking fluency is a challenging goal for learners of English. Tasks have been designed topromote fluency, including the well-known “4/3/2” activity. Learners prepare a talk and speak forprogressively shorter times. Repetition and time pressure are the proposed mechanisms of change. However,learners in contexts where English is a foreign language may initially struggle with this length of speaking.
Adapted task designs such as a 2/3/4 pattern may be more appropriate. This presentation examines a quasiexperimental research study. The study investigated three questions: Did fluency training have an impact on
ratings of fluency, was one task design more effective at promoting fluency, and what change did learners
evaluate in their fluency? 70 undergraduate learners in English language courses in higher education in Japan
participated. Pre- and post-tests were used as part of a multi-stage, mixed-methods design. The presenterswill introduce the rationales, details, and rating method of the adapted tasks. Details of significant changes influency will be revealed. The presentation also describes how quantitative data informed later qualitative100

coding and analysis, uncovering learners’ perceptions of the different task patterns. Finally, the presenters
discuss both pedagogical and research implications.
SIG: College and University Educators
Sun May 14 / Time: 11.30am-11.55am / Room: S402 CUE PIE
Learning Derivational Morphology at an Early Stage Using Demonyms in Spanish
Maria Fernandez
Los estudiantes japoneses de español, especialmente en los niveles iniciales, suelen confundir a menudo elnombre de los países y sus gentilicios así como el sufijo derivativo correcto para formar el gentilicio. En esta
comunicación se discutirán las posibles causas de estos errores siguiendo los postulados de Laufer (1997)
para analizar los factores intraléxicos que influyen en el aprendizaje de una palabra en relación con losadjetivos deonomásticos de lugar y se presentará una secuencia didáctica que se diseñó para corregirlos yque fue llevada al aula. Finalmente se expondrán los datos estadísticos obtenidos de una prueba que serealizó al finalizar dicha secuencia y que podrían revelar la importancia de una enseñanza explícita de lamorfología en la clase de español como lengua extranjera para aprender este tipo de adjetivos y sus bases
toponímicas.
SIG: Other Language Educators
Sun May 14 / Time: 11.30am-11.55am / Room: S404 CUE OLE
Likert Scale Survey of EFL Team Teaching Communication Challenges in Japan
Aquanna Ishii, Terry Tuttle
There are multiple barriers to communication between Japanese Teachers of English (JTEs) and AssistantLanguage Teachers (ALTs) who are team teaching (TT) in Japan (Hiratsuka, 2022). We surveyed 47 EFL
teachers who are currently team teaching in Japan (26 JTEs and 21 ALTs) using a 44-item Likert scale survey
inquiring about three different categories of potential difficulties that might contribute to willingness tocommunicate (McIntyre et al., 1998) between TTs. The categories we selected were language proficiency (LP),interpersonal and intercultural differences (II), and workplace logistics considerations (WL). We also asked
participants to identify which category of communication barrier they perceive as the most challenging. We
compared the selected areas of greatest perceived difficulty to the average Likert scale scores for eachcategory to identify common tendencies within and across each group of survey participants. In thispresentation, we introduce the rationale behind our survey, present its results, as well as analyze the survey
itself for reliability. We conclude by outlining some potential implications of our results for possible
successful TT communication strategies.
SIG: Teacher Development
Sun May 14 / Time: 11.30am-11.55am / Room: S501 TD List
Developing Global Leadership Through Intercultural Collaborative Workshops
Ally MacKenzie
The internationalization of higher education has become an important strategic priority for universities in thepast few decades with the increase of mobility of students and researchers across the globe. An international
exchange between faculty members from Japan and Mexico began in 2017 with researchers/educators
visiting and collaborating in person. As a result of the global pandemic, face-to-face collaboration was
unfortunately shut down in 2020. In order to maintain collaboration between the two institutions, a virtualglobal exchange was started early in 2021 and continues now through virtual student workshops. Our hope isto promote cultural awareness and the development of language skills through the exchange between
students and faculty members. Workshops take place two or three times per semester where students andfaculty members discuss topics connected to culture shock, challenges of doing business abroad, impacts on
business due to the global pandemic, and Japanese Foreign Direct Investment in Mexico, among others. This
presentation will describe ways the ongoing collaboration has helped students to expand their knowledge ofglobal business, culture, and cross-cultural communication using English as a lingua franca through thediscussion of survey results as well as through anecdotal evidence gleaned via student interviews.
SIG: Global Issues in Language Education
Sun May 14 / Time: 11.30am-11.55am / Room: S502 GILE LLL

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Making Monsters: Applying Creativity Theories to Creative Classroom Tasks
Cameron Smith
Creative tasks provide an open-ended opportunity for students to use a wider variety of language, as well as
produce output that can please and surprise them, their classmates, and their teacher. Moreover, educational
institutions and governments now aim to encourage creativity as a key “21st century skill”. How should
teachers go about setting up and supporting creative tasks? Is the common conception of creativity as thework of a lone convention-breaking artist helpful or appropriate in the language classroom? In thispresentation, I will introduce developments in creativity research from the past ten years, in particular thesociocultural approach of Glaveanu, that can help us to understand how creativity can be taught andsupported, and how people can be creative together. They present a view of creativity that is more
appropriate in both language learning where students acquire a skill, and the real world, where people atwork typically need to be creative in teams. An example is given from my own teaching where students aretasked with designing new “yokai”, a kind of mythical Japanese spirit.
SIG: Task-Based Learning
Sun May 14 / Time: 11.30am-11.55am / Room: S503 CT TBL
When World Englishes Awareness Meets QR Codes
Yanki ChungWorld Englishes is typically introduced in classes by teachers at the post-secondary level. This presentationshows that raising awareness of this topic can be done at all levels outside the classroom. The presentercreated an English board on World Englishes in an open language learning space (LLS) at a public highschool in Tokyo. The board has QR codes that link to generalized audio samples of different varieties ofEnglish. It is one of the English boards of an ongoing initiative to create a better English-learning atmospherein the school. QR codes bridge the gap between the online and offline world and add to the self-accessibilityof learning resources in LLSs for students. Such a format caters to typical 21st-century learners with advanced
usage of phones and tablets in their learning environment. The presenter will discuss the observations andinsights gained from using this format, along with various reactions from the teaching staff and students ofthe school.
SIG: Computer Assisted Language Learning Sun May 14 / Time: 11.30am-11.55am / Room: S504 CALL ICL
PechaKucha Presentations in an EFL Classroom: Help or Hindrance
Kuei-Ju Tsai
Oral presentation skills are widely accepted as key to academic and professional success. Despite the generalconsensus, in Taiwan very little has been done to develop students’ oral presentation skills in school
curriculum throughout formal education. It is not uncommon to see Taiwanese undergraduates give
unsatisfactory oral presentations; the plight is even worse if done in English. The reasons for such poor
presentation performance may be partly attributed to students’ lower English-speaking proficiency, but also
due to the lack of proper training. This paper reports on a study looking into the effects of overt instructionof oral presentation skills on Taiwanese EFL undergraduate students’ 1) English presentation performanceand 2) overall English-speaking proficiency. In the study, two groups of students (N=42) received the same
overt instruction of oral presentation skills (guided by the principles by van Ginkel, 2015), but they wererequired to present with varying formats. The treatment group presented with the PechaKucha format (20slides, each 20 seconds), while the control group was only given a general time limit (400 seconds).
Measurements were taken before and after the pedagogical intervention, including a pre- and posttreatment presentation and a speaking pre- and post-test. In general, findings showed that the overt
instruction did enhance students’ overall presentation performance, regardless of the format. While the twogroups did not differ significantly on overall presentation performance, they exhibited differences in certain
criteria including content, organization, and body language. The PechaKucha group outperformed theircounterpart on the organization of their speech, but scored significantly lower on the content information. A
closer look into the presentations of the PK group revealed that some students may have resorted to acircumvention strategy to work around the PechaKucha constraints on the number of slides and time limit.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 11.30am-11.55am / Room: S505 CALL MAVR

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Literary Texts and Writers: Gender and Representation in Textbook Analysis
Leilani de Vera
Gender representation in popular culture and in educational/learning materials have been closely scrutinizedsince the end of the twentieth century until today. Visibility of women and the way they are represented areinvestigated in many studies exposing an imbalance in gender representation. As a result, popular culture
and educational materials are being created now in a more mindful way. However, in school textbooks whereliterary texts used are a smorgasbord of written works from different times and different genres, theattention to the ratio of men and women writers has not been well explored yet. Since looking forward
entails a more equitable representation of genders in the educational system, an examination of thisdifference would be helpful. Using the public-school Filipino textbooks for Grade 7 used in secondary schools
in the Philippines as the research subject, this study will examine the difference in the number of men andwomen writers featured in books and how this difference might have implications in the way genders are
represented.
SIG: Gender Awareness in Language Education
Sun May 14 / Time: 11.30am-11.55am / Room: S507 GALE LiLT ER
The Effects of Sentence Writing During Learning English Vocabulary
Hiroshi Mikami
This study conducts the experiment of learning English vocabulary for Japanese university students andinvestigates how sentence writing affects learning vocabulary. Especially, the following two things areinvestigated: what learners think during the sentence writing task, and what factors of sentence writing
promotes the performance of retaining vocabulary. The main study conducts as the following steps.
Participants take pre-test, vocabulary instruction, proficiency test, two types of questionnaires, and delayed
post-test. In the vocabulary instruction, they learn new words and verbalize their thoughts by think-aloudmethod while making their original sentences. The results indicates that when the sentence writing tasks are
given, participants use memory strategies, activation strategies, and new vocabulary learning strategies (VLS)
particular to Japanese L2 learners. Further, the preference and frequency of using the above VLSs differ
depending on participants’ vocabulary size (learners with 3,000 words and learners with less than 2,400
words) and the influence of individual study of English.
The pedagogical implication tells that it is important for English teachers to instruct VLS that is appropriate
to learners, so that they can use various VLS. Also, learning vocabulary throughout sentence writing task anddeep level of processing broadens the range of VLS.
SIG: Vocabulary
Sun May 14 / Time: 11.30am-11.55am / Room: S508 Teval Vocab

10312.05pm-12.30pm
The Bilingual Reality of Japanese EFL Classrooms
Blake Turnbull
The widely-held perception of Japan as a monolingual society largely ignores the underlying reality ofJapanese EFL language classrooms. That is, the emergent bilingual status of Japanese EFL learners is often
overlooked. Not only is this a violation of students’ social justice, but it is a missed opportunity fordeveloping holistic speakers of both languages. In this presentation I question the necessity and plausibilityof an English-Only learning environment in Japan and examine the bilingual reality of Japanese EFL
classrooms with a particular focus on the tertiary level. I discuss the psycholinguistic reality of language,
justify students’ status as emergent bilinguals, and examine the way in which students’ languages interact tocreate a multilingual environment in the EFL classroom. The importance of acknowledging this reality is also
highlighted, and suggestions for how teachers can capitalise on this fact to promote translanguaging areprovided. In short, this presentation works to promote the EFL classroom as a multilingual microenvironment
with the potential to positively effect students’ overall linguistic competence.
SIG: Bilingualism
Sun May 14 / Time: 12.05pm-12.30pm / Room: S201 ALL Bil
Do Textbook Dialogues Represent Pragmatically Appropriate Language Use?
Chie Kawashima
Japanese educational ministry has promoted developing high school students’ English communication skills.
However, most of Japanese high school EFL textbooks typically present mechanical exercises to practise
grammatical structures with limited pragmatic information. Pragmatic competence appears in theoreticalmodels of communicative competence (Taguchi, 2012). A textbook is a primary source of input and practicelanguage use especially for learners of English as a foreign language. This study explores the most recently
published ministry approved EFL textbooks used in Japanese high schools in order to determine to what
extent the model conversations used in these textbooks represent pragmatically appropriate language use.
The investigation into these model conversations fucuses on the sequential structure of dialogues along with
contextual factors including the setting and speaker-hearer relations as well as the related information about
language use. The outcome of the study reveals both potentials and weaknesses of these model
conversations in providing students with the opportunities to practise pragmatically appropriate language
use alongside the differences across these textbooks. In the end, some practical suggestions are made as to
how teachers should make the most of these potentials and supplement these materials to adapt them forclassroom instruction.
SIG: Pragmatics
Sun May 14 / Time: 12.05pm-12.30pm / Room: S202 PRAG SA
Observations from a Year-Long Self-Access Centre Trial
Richard Hill, Naoya Shibata, Jessica Zoni Upton
This presentation reports on findings and observations from trialling a self-access learning centre (SALC)
twice a week in a classroom during lunchtime at a university in central Japan. This year-long trial targeted
first- and second-year students majoring in English language and cultures. Collected data highlighted threemain codes: participant motivation, use of the space, and management and design of the space. The
presentation will explore findings from learning advisors’ observation notes and from student surveys to
explore the reasons behind students joining the trial SALC, to show how students utilised the space, as wellas to discuss what was successful and unsuccessful in the management of the trial. Based on these findings,
the presenters will consider future steps necessary for a more effective implementation of a self-accesscentre. Through this presentation, authors seek to share the practicalities of creating a space that can fully
support learners’ autonomous development with limited financial and practical support from the institution,
while acknowledging the feasibility and positive outcomes that can derive from it.
SIG: Learner Development
Sun May 14 / Time: 12.05pm-12.30pm / Room: S203 LD MW ER

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SMART Check Tables: Oral English Self-Scoring in Large Mixed-Level Classes
Stephen Harris, Robert Stroud
Giving constant and detailed feedback about English speaking skills to large classes of mixed-level students
is time consuming and often not even possible. A potential solution for teachers is the integration of selfregulated performance scoring systems which allow students to test and track their own improvements
across time (Sitzmann & Ely, 2011; Zimmerman & Schunk, 2011). The use of such autonomous scoring
systems has been shown to improve student engagement and their performance from one class to the next
without the need for constant support from a teacher (Stroud, 2017). But how would this work with English
speaking skills? And how would students react to it? The presenters will demonstrate this by introducing aunique and simple English checkbox-style performance scoring system designed by teachers for autonomous
use by students. The system requires minimal training and better engages students in classroom-based tasks
by utilizing the positive effects discussed above for both formative assessment and self-regulated learning.
Example classroom-based uses of the system and detailed open-ended survey feedback from Japanese
university students will be analyzed and discussed. Participants will then be shown how to apply this system
to their own English courses to improve student engagement and learning.
SIG: Learner Development.
Sun May 14 / Time: 12.05pm-12.30pm / Room: S204 LD BizCom
Semantic Knowledge and Embodiment: Implications for Language Teaching
Brian J Birdsell
One of the more debated and uncertain parts of language acquisition is how we store and retrieve the richarray of semantic knowledge we have acquired. Research from the Cognitive Neuroscience of Language overthe last couple decades has furthered our understanding of this process, but there remains some contention.
For example, strong embodied theories argue that the representation of concepts is grounded in thesensorimotor and emotional systems. This includes abstract language, which is grounded by way of
metaphor. In contrast, hybrid theories contend that abstract concepts (e.g., freedom, democracy) areprocessed in an amodal “hub” or special language center in the brain. In this presentation, I first describe an
early approach to semantic representation (e.g., a disembodied view of language) that still persists in foreign
language education and how embodied cognition challenged this view. Then I present two competingtheories of embodiment (strong and hybrid) and how they are similar, but also differ. Finally, I consider why
this is important for foreign language education, particularly the importance of using embodied teaching
methods like gesture, enactment, and creating a rich or “in the wild” learning environment.
SIG: Mind, Brain, and Education
Sun May 14 / Time: 12.05pm-12.30pm / Room: S401 BRAIN ART
Classroom Observations and Collaboration between Instructors and Observers
Manami Sato
When it comes to classroom observations, the instructors are usually reluctant to take it, and the observers
are often unwanted visitors to the class; however, by building a trusting relationship between the instructors
and the observers and offering supportive class management systems from the administration, the class itself
can make dynamic changes throughout the courses. The author regarded the classes as living things anddivided them into five stages: 1) developing rapport between students and instructors; 2) examining
students’ assertiveness and effectiveness of instructors’ approach; 3) improvement of academic performance;4) ups and downs in motivation; and 5) accomplishment through the semester. In order to make students
motivated and well-engaged in class work, the collaboration between instructors and observers is
indispensable. As an administrator of an English program in an engineering department, where the students’English proficiency varies from the beginner to the advanced level, the author demonstrates the importanceof classroom observations and proposes its effectiveness by offering guidance and support to the instructors
in each of the five stages.
SIG: College and University Educators
Sun May 14 / Time: 12.05pm-12.30pm / Room: S402 CUE PIE

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Creating the Reading Anxiety Questionnaire for Japanese College Students
Sachi Oshima
To measure foreign language learners’ reading anxiety, many previous researchers have employed theForeign Language Reading Anxiety Scales (FLRAS) (Saito et al., 1999). However, FLRAS seems to have twoissues to be addressed when administered to Japanese EFL college students, especially those at the beginnerlevel. First, to assess anxiety, the 20-item FLRAS includes many adjectives, such as "upset," "confused,""intimidated," and "nervous." These different adjectives can confuse students, which should be avoided toensure the reliability of their responses. Second, the FLRAS is measured by a five-point Likert scale: (1)Strongly agree, (2) Agree, (3) Neither agree nor disagree, (4) Disagree, and (5) Strongly disagree. The
midpoint (3) can be controversial because previous researchers have pointed out that students would easilychoose it, which interferes with accurate data collection. To address these two issues, I aimed to develop areading anxiety questionnaire suitable for Japanese EFL college students. I adapted and modified Kimura’s(2011) listening anxiety questionnaire and piloted the modified version to examine whether the items
function properly. In this presentation, I will explain how I adapted and modified the questionnaire, how I
assessed the validity of the questionnaire items, and whether these items were evaluated as appropriate.
SIG: College and University Educators
Sun May 14 / Time: 12.05pm-12.30pm / Room: S403 CUE CEFR
Preparing Students for EMI Courses: Notetaking in Academic Lectures
James Broadbridge, Yoko Kusumoto
The recent growth in EMI courses allows a wider range of students to gain access to courses that in many
ways mirror the study abroad experience. Entry to these courses brings the difficulty of university life without
the support usually found in the EFL classroom, especially when students find themselves thrown into thechallenging environment of the academic lecture. Success in these courses can often depend upon learners’ability to both comprehend and take notes. Taking notes is a complex process in which learners must listen,filter, and record information under real-time constraints, it is clear that for language learners studying intheir L2, this represents a great challenge. This presentation reports on action research in the Japanese EFL
context that looks to replicate the studies of Siegel (2018). Attendees at this session will get an overview ofthe multiple iterations of this study, and an introduction to the methods used to teach notetaking to learners
preparing for entry into EMI/CLIL courses. The presentation will also introduce the most recent results fromthe study that suggest that the addition of free-writing and discussion can lead to statistically significant
increases in comprehension of lectures and improvements in notetaking ability.
SIG: College and University Educators
Sun May 14 / Time: 12.05pm-12.30pm / Room: S404 CUE OLE
Self-Stimulated Recall for Continuing Professional Development in Advising
Andre Parsons
Advising in language learning has grown in recent years as one of the ways to assist learners in becoming
more autonomous learners. At some institutions where there are advising programs employing full-time
language learning advisors, advisors receive initial training, opportunities for continuing professional
development (CPD) via activities such as observations and group discussions (Inoue, 2017; Kato, 2012), andthey are often encouraged to join an onsite network for sharing experiences and improving their practice(Kodate & Foale, 2012). However, at other institutions where a teacher may begin to offer such a service on
their own, beyond initial training programs available online, they may not have the onsite follow-up support
or peer network for CPD. In such a context, therefore, reflective practice (See Farrell, 2019; Gibbs, 1998;
Schön, 1991) becomes key to one’s CPD. One such tool for doing this is self-stimulated recall (See McCarthy,
2012 for a description of stimulated recall). This presentation will first introduce the author’s advisingprogram followed by a description of what is involved in the process of self-stimulated recall. The
presentation will then end with a discussion of the challenges and benefits of using such a tool for reflection
for one's CPD in advising.
SIG: Learner Development
Sun May 14 / Time: 12.05pm-12.30pm / Room: S501 TD List

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Preparing for Expo 2025! Creative Ways to Teach about World’s Fairs
Kip Cates
Mega-events such as the Olympics and World Cup provide content-based teachers with a wealth of topics,
issues and ideas that can energize their classrooms, foster language learning and promote global awareness.
One special mega-event that can stimulate students’ interest in people overseas is the World's Fair. World’s
Fairs (Expos) are global exhibitions that address important themes, highlight new technology and showcase
foreign cultures. In two short years, Japan will hold Expo 2025 in Osaka featuring national pavilions from 150
countries. This upcoming event provides teachers with a unique opportunity to practice students’ language
skills while promoting international understanding. This session will introduce a university EFL teaching unit
on “World’s Fairs” that has been developed over the past 15 years. This thematic unit comprises contentbased activities, tasks and projects that engage students in discussing, researching and presenting on avariety of topics. These range from the history, aims and types of Expos to case studies of particular World’s
Fairs (Paris 1889, Chicago 1993, Montreal 1967, Osaka 1970, Aichi 2005). Participants will be given an
overview of the unit, discuss how the activities could be adapted, and take home a handout listing on-line
and print resources for teaching about World’s Fairs.
SIG: Global Issues in Language Education
Sun May 14 / Time: 12.05pm-12.30pm / Room: S502 GILE LLL
Evaluation of English Language Textbooks from TBLT Perspectives
Yuka Yasumura
Task-based language teaching (TBLT) has been gaining attention as a significant approach to teaching asecond language, especially for its meaning-focused approach to promote language learning. Since
textbooks influence the way language is taught in classrooms, examining the extent to which they
incorporate aspects of TBLT carries significance. This study qualitatively evaluated the extent to which
activities from some samples of lower-secondary English language textbooks approved by the Japanese
Government’s Ministry of Education, Culture, Sports, Science, and Technology (MEXT) and globally publishedtextbooks (Global TBs) realize criteria of a ‘task’ defined in TBLT. The research involved developing a checklist
based on criteria of a task and micro-evaluation of a task examining in detail how the activities met or did
not meet each criterion. The results indicated that Global TBs do not necessarily realize TBLT despite claiming
their communicative contents. On the other hand, the results suggested that MEXT textbooks fulfilled aspectsof a task to a considerable extent, but also revealed excessive use of Japanese language in the textbooks,
indicating insufficiency of input in the target language. However, more samples of textbooks should be
evaluated to avoid generalization, and enhance the study’s objectivity.
SIG: Task-Based Learning
Sun May 14 / Time: 12.05pm-12.30pm / Room: S503 CT TBL"Real People, Real Videos": Intercultural Competence on Social MediaSamuel Godin, Kevin Garvey
Calls for ‘global citizenship’ in higher education programs have led to an increased emphasis in language
learning programs for skills related to intercultural competence (ICC). While legacy media and textbooks
offer valuable classroom resources for instructors to draw on, a major existent sector of ICC is overlooked:
learners’ consumption of culturally mixed social media content. A significant portion of learners’ exposure toand interpretation of other cultures now takes place entirely online on multiple platforms (e.g., music on
Tiktok, fashion on Instagram, politics on Twitter). Since platform tools and affordances inevitably shape these
online interactions, effective ‘global’ citizenship has to be practiced alongside positive ‘digital’ citizenship. ICC
models of cultural sensitivity and adaptation can offer effective start points to discuss how (and whether)intercultural competence has shifted in the digital era. These discussions can center rather than sidelinelearners’ exposure to other cultures online. This presentation will share example course materials that use
social media as a tool for approaching and re-interpreting “intercultural competence”.
SIG: Intercultural Communication in Language Education
Sun May 14 / Time: 12.05pm-12.30pm / Room: S504 CALL ICL

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Learner Instagram Campaigns to Encourage Community Engagement
Aaron P Campbell
Fostering meaningful engagement between learners and communities outside the classroom should be an
integral part of education for a sustainable future. Also essential is understanding social media and how to
use it to bring people and ideas together. In this session, the presenter will share an elective course
conducted in 2022 that had university students in Japan identify a community need connected to theirpersonal or academic interests and use social media to fill that need through promotion, connection, andsharing. This necessitated getting out of the classroom and into the local community with their smartphones
and cameras to research the topic in the field, conduct interviews, document their findings, and share themon Instagram and the simple websites they created. Along the way, they learned social media promotional
techniques, the basics of web publishing - including copyright and ethics - and the importance andchallenges of connecting their learning with the issues and needs of relevant communities, either local orabroad. After presenting the structure and outcomes of the course, the presenter will leave ample time to
discuss ways of using tools like Instagram to encourage students to engage with the world outside of theclassroom.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 12.05pm-12.30pm / Room: S505 CALL MAVR
In-class Activities to Prepare Students for Presentation and Interaction
Kosuke Hagihara
This practice-based presentation will explore how to design junior high school English lessons that focus onpresentation and interaction. From the current course of study for junior high school (2017), the speaking
section is divided into two parts; presentation and interaction. Therefore, junior high school English teachers
need to teach these two sections separately. However, when teaching speaking to junior high school
students, especially those with low proficiency, teachers encounter many problems. For example, it takes ahuge amount of time for the students to write a script for a presentation, and it is quite difficult for them to
ask questions and continue a conversation in English. To solve these problems, the presenter introduced
paraphrasing strategies that encourage students to say (write) what they want to say and several activities
that provided them with many opportunities to ask questions and interact in English. After these activities,
the students were actively engaged in the final presentation session, which consisted of a presentation partand the following question and answer part. In this presentation, the presenter will share the actual activities
used, the students’ performances, and their reactions after the lessons.
SIG: Teaching Younger Learners
Sun May 14 / Time: 12.05pm-12.30pm / Room: S506 TYL MAVR
Pairing Contemporary Issues and Poetry
Mary Hillis
This presentation describes the development of a university level course designed to engage students withsocial issues through the lens of poetry. Course objectives included reading and analyzing texts, as well as
developing overall English communication skills. Thematic units were curated to address current issues,
including immigration, urban development, and environmental concerns. By pairing academic andjournalistic articles with poetry by contemporary authors, students had access to a range of information.
Many of the poems utilized were written for digital spaces or shared on social media sites (e.g., Instagram,
Twitter, or YouTube), reflecting trends of 21st century writers and readers. Texts were also chosen to
showcase voices from writers around the world. Then by writing their own poem, students had theopportunity to convey their own thoughts and experiences related to current events, such as the pandemic.
Teacher and student reflections suggest that engaging with different forms of expression can provide
learners with multiple entry points to complex social issues. Examples of readings and classroom activities
will be provided.
SIG: Literature in Language Teaching
Sun May 14 / Time: 12.05pm-12.30pm / Room: S507 GALE LiLT ER

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How to Write Useful Reading Tests for Intermediate Level Learners
Ian Munby
If we teach reading skills, we may need to test them. Fortunately, there is an abundance of reading
comprehension tests for language learners available both in bookstores and online. Indeed, most publishersof ELT reading textbooks for classroom use provide photocopiable tests in their supporting materials.
However, these tests may be unsuitable for our students because of content issues, difficulty level, length,
and question type. In this presentation, drawing from the research literature and personal test writing
experience, the presenter describes how teachers can write their own tests. The presentation begins withsome recommendations for selecting topics and crafting useful reading passages for effective tests. Next,
using clear-cut specifications inspired by the IELTS reading module, he offers guidance on how to write test
items. For example, to promote understanding of the rhetorical organization of the text, he explains how towrite paragraph headings to match with paragraphs. For testing inferencing skills and comprehension ofcontent and the author’s purpose, he introduces winning formulas for creating true or false statements andmultiple-choice items. He also explains the art of testing reading strategies such as understanding referent
and signal words and guessing the meaning of unknown words through multiple choice.
SIG: Testing and Evaluation
Sun May 14 / Time: 12.05pm-12.30pm / Room: S508 Teval Vocab

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SUNDAY MAY 14TH, 2023
AFTERNOON SESSIONS
1.30pm-1.55pm
Translanguaging on Japanese University Students’ Oral Presentations
Ma Wilma Capati
Despite the controversial use of L1 in English classes, various studies show how the presence of L1 has been
inevitable in EFL classrooms (Bartlett, 2018). A translanguaging approach may be considered an unfamiliar
approach in EFL learning in Japan (Aoyama, 2020), however, the mixed opinions on its effectiveness provethat language teachers are beginning to gain interest in translanguaging. This presentation aims to provide
techniques on how the translanguaging approach may help Japanese university students improve their skillsin their English presentations. This presentation will introduce translanguaging as an approach, how it
compares to the current language education policies in Japan, and the perceptions of teachers and students
in Japan. In the next part, the presenter will provide examples of flexible activities related to individual andgroup presentations that have applied the translanguaging approach. These activities are flexible in terms ofstudent levels and logistically - online, hybrid, or face-to-face classes. The presenter will explore effective
translanguaging techniques for giving self-, peer, and teacher feedback on oral presentations. This
presentation will conclude with improving the activities involving oral presentations for teachers andstudents.
SIG: Bilingualism
Sun May 14 / Time: 1.30pm-1.55pm / Room: S201 ALL Bil
Effect of Cultural Distance as Predictor of Pragmatic Competence on Writing
Vahid Rafieyan
Writers who come from a culture that is closer to the cultural values of the target language community are
considered more equipped with the pragmatic features of the target language than those who come from amore distant culture. Consequently, they can present their target language writings more comprehensibly totarget language readers. To this end, this study examined the influence of cultural distance from the target
language community as a predictor of target language pragmatic competence on target language writing
proficiency. Participants of the study consisted of a group of German undergraduate students perceived asculturally close to Britons as the target language community and a group of South Korean undergraduate
students perceived as culturally distant from Britons. The study compared the ability of the two groups ofparticipants in using proper target language politeness strategies in writing letters of application. The
findings of the study revealed that less cultural distance from the cultural values of the target language
community leads to the more appropriate use of target language pragmatic features in target language
writing. The pedagogical implications of the findings suggest providing opportunities for language learners
to be exposed to target language pragmatic features through pragmatic instruction.
SIG: Pragmatics
Sun May 14 / Time: 1.30pm-1.55pm / Room: S202 PRAG SA
Fuan vs. Iwakan: Japanese students’ English-Speaking Anxiety in Post-Covid
Anna Bordilovskaya
The problem of students’ language classroom anxiety has been addressed by numerous previous studies.
FLCAS (Foreign Language Classroom Anxiety Scale) created by Horwitz et al. (1986) is one of the widespread
approaches for investigating this issue that was applied to studying Japanese students’ foreign language
anxiety (Cook, 2006; Nagahashi, 2007; Ostman & Xethakis, 2021;). The term ‘anxiety’ is commonly translated
as fuan in Japanese. However, the Japanese educational system and society demonstrate several anxietyrelated phenomena which are partially socially and culturally specific e.g., futōkō ‘school refusal’, hikikomori110‘social recluse’. In a previous study (Schaefer, Reid & Bordilovskaya, 2022) exploring students’ feedback on
English discussion classes, students frequently used the word iwakan sense of discomfort to refer to theiruncomfortable feeling about speaking English. Japanese students returning to the classrooms after several
years of online and hybrid classes face even stronger speaking anxiety. The present research investigatesJapanese students’ language anxiety in post-Covid-19 classes and introduces the results of a pilot study
investigating students’ perception of the two terms: iwakan and fuan in the relation to their English classes
and the use of English-speaking skills to determine a more appropriate and culturally-specific terminology
for describing this phenomenon.
SIG: Learner Development
Sun May 14 /Time: 1.30pm-1.55pm / Room: S203 LD MW ER
Silence and Emotion: An Autoethnographic Event-based Sampling Study
Jonathan Shachter
High levels of stress and burnout are leading factors as to why teacher dropout rates have increased inrecent years (Mercer, 2020). Correlating with this trend, "teacher wellbeing" investigations have also
increased. Using Lazarus's Transactional Model of Stress and Coping (1991) as a theoretical framework, Spilt
et al. (2011) argue that emotional representations attached to interactions can be a powerful force indetermining a teacher's wellbeing. While there has been some discussion highlighting the negative impact ofstudent silence on teacher emotion (Smith & King, 2018), it has been difficult to find studies that exploredsilence as an interactional, emotional trigger. In response to this, I conducted an autoethnographic, eventbased sampling study over the course of a university term in 2022, whereby I kept a journal of event-based
samples when experiencing emotional responses to silence. In accordance with event-based sampling
methodology (Silvia & Cotter, 2021, p. 19-22), I indicated where I was, what I was doing, what happened, and
how I was feeling in the moment. In this presentation, I will discuss the findings from this study, which havebeen broken into three main themes. I will close the presentation with pedagogical implications, andsuggestions for future research.
SIG: Mind, Brain, and Education
Sun May 14 / Time: 1.30pm-1.55pm / Room: S401 BRAIN ART
The Traffic Light Trainer: Say Goodbye to Silent Classes
Robert Stroud, Stephen Harris
Student confidence when speaking in English in front of classmates can often be an issue in communication
courses. Students may be unmotivated and hesitant to talk due to feeling under-prepared and anxious aboutsharing their thoughts with others. However, studies show that if students can plan their speech during pretask, in-task and post-task stages they will feel better prepared and supported to speak, and demonstrate
improved fluency. Furthermore, research indicates that students will participate more if they are allowed torepeat tasks within the same class. The presenters will discuss how combining such findings can be used toget students speaking more and with greater fluency (face-to-face or online) using a system called the Traffic
Light Trainer. Across three rounds of speaking, students learn how to plan their speech better, depend lesson their notes over time and speak with increasing fluency. A demonstration will be given of how the system
works and recent classroom data with Japanese university classes will be shown. Teachers will also see how toapply The Traffic Light Trainer to their own English communication courses.
SIG: Performance in Education
Sun May 14 / Time: 1.30pm-1.55pm / Room: S402 CUE PIEWhich CEFR-level Checking Tools are the Best?
Stephen Bridge
When EFL reading comprehension teachers and materials writers are searching for or creating readingsaligned with textbook unit themes, and with consistent grammar and vocabulary levels to their existing
textbook and student reading comprehension levels, it is important to check the CEFR level compatibility of
those readings. To assist in this process, a number of applications exist, but vetting these systems can involvea lot of trial and error to settle on the one that gives the best results. This presentation is intended to help

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EFL reading teachers and materials writers determine the CEFR level of reading texts that they have foundonline or written themselves. Let's say you are teaching a class that includes students from the CEFR A2 to B1
level, and you want to verify whether a reading passage contains consistently level-appropriate vocabulary
and grammar. Which is the most accurate and user-friendly CEFR-check application to use? The presenter
will describe the features, functionality, and advantages and disadvantages of a number of CEFR-checking
systems, including the Pearson GSE Teacher Toolkit Text Analyzer, Text Inspector, Vocab Kitchen, Cathoven,and CVLA, and make recommendations on the most effective.
SIG: CEFR and Language Portfolio
Sun May 14 / Time: 1.30pm-1.55pm / Room: S403 CUE CEFR
Looking Forward: The Case for Adopting CLIL Curricula in Japanese Higher Education
Paul Wadden, JP Mudryj, Emiko Matsumoto, Chris Hale, Robert Dilenschneider
How will universities across Japan meet the future challenge of raising students’ English academic skills toachieve MEXT goals, prepare students for study abroad and EMI courses at home, and generally raise Japan’s
overall international English-language competitiveness? One answer is to transition to comprehensive CLILbased curricula. This presentation, based upon a large multi-year MEXT grant to researchers at five major
universities, describes the reform of a first-year English program. Now in its critical third year, theresearchers/curriculum designers examine the background for the reform, innovative steps taken so far,difficulties encountered (some of them significant), initial results, and challenges that remain. In brief,
students engage in 4-class-a-week coordinated study. Rather than using commercial communicative
textbooks, they build their academic reading and listening skills through focused content study of traditional
fields of the liberal arts including sociology, economics, earth science, biology, natural history and health.
Preliminary results indicate strong positive outcomes. In addition to qualitative evaluation by students, TOEFL
ITP gain for students using the CLIL-based approach was 140 percent higher than for students in the preexisting traditional curriculum. The researcher-practitioners believe that such CLIL-based study at theuniversity level offers a promising path for the future.
SIG: College and University Educators
Sun May 14 / Time: 1.30pm-1.55pm / Room: S404 CUE OLE
Japanese Teachers of English and their Ecological Perceptions of Wellbeing
Bao Nguyen
While research into wellbeing has made great contributions to the literature, the wellbeing of teachers stillneeds more attention in language teaching and education, particularly language teachers who encounter
various difficulties on a daily basis (Mercer, 2021; Mercer & Kostoulas, 2018). Focusing on Japanese teachersof English at the university level, this study set out to understand the extent to which they perceive wellbeing
and the mindsets helping them sustain their wellbeing both physically and mentally. The ecosystems theory(Bronfenbrenner, 1981) was used to study language teachers on both individual and community levels. Semiconstructed interviews in Japanese and English were conducted, and qualitative analysis was performed
using the grounded theory approach (Charmaz, 2014). Color coding and memoing were also incorporated
during the analysis. Results suggest three prominent concerns related to humans, self, and environment thatJapanese teachers have in terms of their wellbeing. Factors related to those concerns were also found to haveinfluenced each other, and hence, contributed both positively and negatively to the attainment of sustainable
wellbeing. “Looking forward”, the study hopes to provide institutions with insights into training programs
that aim to improve the wellbeing of teachers and help them develop further in their career pursuits.
SIG: Teacher Development
Sun May 14 / Time: 1.30pm-1.55pm / Room: S501 TD List
Developing Student Research Skills through Model United Nations
Michael Hollenback
Model United Nations conferences present a unique opportunity for students to develop their presentation,
discussion, debate and negotiation skills during conference preparation and participation. However, in
addition to the development of these language skills, students must spend time preparing for the conference112through extensive research to adequately represent the interests of their assigned UN member state. This
includes the need to understand the general historical, economic, political, and cultural environment of thecountry, as well as the country's involvement and record with UN documents and activities. To reach thesegoals, students must develop their research skills, including information and media literacy, summarizing andparaphrasing, avoiding plagiarism, information synthesis, and critical thinking, among others. This
presentation presents the research training and procedure that is utilized during a Model United Nations
preparatory course and how it impacts upon the development of student research skills. Emphasis will beplaced on assignment scaffolding and progression through various stages of research, and how students aresupported both inside and outside the classroom to complete various tasks.
SIG: Global Issues in Language Education
Sun May 14 / Time: 1.30pm-1.55pm / Room: S502 GILE LLL
An Original Interpretation of an English SongEmi Nagai
In this presentation I introduce an activity using Western music lyrics. The goal of this activity is for students
to understand the meaning of the lyrics written in English and rewrite them in their own words. Through thisactivity, students start with understanding the literal meaning of the lyrics and then interpret them into
language that involves a personal interpretation. They write their personalized lyrics using their interpretationof the general meaning of the song and present them to their classmates. Because there is no one correct
way to interpret the lyrics, different students produce different interpretations based on their experiences,
ideas, and feelings. At times, research into the background of the song might be helpful or required. This
activity engages students with ideas in Western music in an enjoyable way while they autonomously learn
about the use of L1 and L2 vocabulary.
SIG: Task-Based Learning / Learner Development
Sun May 14 / Time: 1.30pm-1.55pm / Room: S503 CT TBL
Enhancing IELTS Prep with Phrasal Verb Analysis: A Corpus-based Study
Aya Shiiba, Joseph Oliver
IELTS is widely taken as a measure of proficiency for work and study in countries like Australia, Canada, and
New Zealand; according to the British Council, 3.5 million people took the test in 2018. Despite the relianceon it to ascertain foreign language competence, corpus analyses of its content are sparse. Software called
AntConc (Anthony, 2022) was used to identify collocates of adverbial particles, such as "on" and "up", after
which unambiguous phrasal verbs (PVs) were selected. By querying these items in the British National
Corpus, we were able to ascertain how frequently they appear in everyday use. Following that, comparison of
the frequency of located PVs with items from the New Academic Word List (NAWL) and the New General
Service List (NGSL) (up to 3000) was undertaken. Findings of this study suggest that PVs are highly frequentin the IELTS exams and thus should receive study focus equal to that of NGSL, and, arguably, more focus thanthat placed on NAWL lexis. Finally, study decks on Anki and Memrise for the vocabulary were created and will
be shared with attendees of the presentation.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 1.30pm-1.55pm / Room: S504 CALL ICL
Google Docs as a Means to Provide In-class Feedback in CLIL Writing Courses
Miguel Campos
Feedback is an essential factor in language learning, especially in writing. Traditionally, for centuries, thefeedback provided by language instructors in writing courses has been provided on paper. In the recent
technological era, it has partially migrated from paper to different types of software. However, students
expect to receive this feedback post-assignment/assessment, and, regardless of the course theme, they arechallenged in understanding by themselves what this feedback/comments mean. This paper aims to analyze
how to provide feedback to students in-class using Google Docs as a means of communication between
students and the instructor. The feedback was provided live, right after certain tasks were completed using ashared file in this platform. Students voluntarily submitted their writing samples into the file and received

113feedback based on a 7-correction-point rubric, which was used to mark the writing pieces during 14 weeks.
Subsequently, a survey was conducted analyzing the impact of this method on students' writing, in terms ofutility, understandability and efficacy. The results of the survey were tabulated and analyzed. Overall, the data
showed that immediate feedback through Google Docs has a significant impact on students’ writing skills
and improves their final writing assignments.
SIG: Computer Assisted Language Learning
Sun May 14 / Time: 1.30pm-1.55pm / Room: S505 CALL MAVR
Student Engagement in Global Project-based Learning
Mari Nakamura
The majority of EFL learners in Japan have very little contact with the English language outside theirclassrooms. Lack of perceived urgency and relevancy among students in such an environment can poserecurring challenges to students in engaging in learning fully and sustaining their motivation at a high level.
As a way to overcome this obstacle and make my students’ learning experience engaging, I have been
implementing online global PBL projects at my private language school for several years. In these projects,
they learn about the world around them with their counterparts in other non-English speaking countries
through synchronous and asynchronous interaction conducted on virtual platforms. In this talk, I will illustrate
one of such projects between Japanese and Moldovan high school students and will discuss how it has
affected the Japanese students’ engagement focusing on real life relevance, communicative success, andnear-peer role models. To achieve an in-depth discussion, data collected through multiple means including
in-class observation records, students’ artifacts, anonymous student survey questionnaires and interviews
were used in this case study. The talk will conclude with some suggestions for improvements in task designs.
SIG: Teaching Younger Learners
Sun May 14 / Time: 1.30pm-1.55pm / Room: S506 TYL MAVR
Narratives and Reflections on Advocacy in Action from Macro to MicroMay Kyaw Oo, Yaya Yao, Kathleen Brown
Who we are in the world as educators and individuals is intrinsically linked to positionality: how our context
informs our identity, which in turn impacts our perceptions of and interactions with the world around us(Pollock, 2021). In this session, presenters will share narratives of their struggles and victories in relation topositionality from the micro- to the macro-level. One presenter will focus on an instructional micro momentto illustrate the ways in which the “discretionary spaces” available to practitioners hold the potential toconfront or uphold the status quo (Ball, 2018). The second presenter will focus on addressing and countering
implicit biases and micro-aggressions in everyday life through a conscious effort of exercising autonomy andrecognising privilege, while advocating for themselves and others. The third speaker will introduce vignettes
from a macro perspective, illustrating the agency of gatekeepers in personnel committees and how this roleis crucial to the deepening of equity and diversity in our hiring practices. In offering diverse narratives on
actions taken as agents and benefactors of advocacy, the presenters aim to engage participants in examining
their own positionalities in relation to social privilege and marginalization and the possibilities for advocacy
in action that lie within.
SIG: Gender Awareness in Language Education / Global Issues in Language Education
Sun May 14 / Time: 1.30pm-1.55pm / Room: S507 GALE LiLT ER
Estudio del Inventario Léxico del PCIC Mediante Análisis de Corpus
Alicia San-Mateo-Valdehíta
El objetivo de este trabajo es analizar las «Nociones específicas» del «Plan curricular del Instituto Cervantes»(PCIC) (2006), que es el inventario léxico de referencia en la enseñanza de español como L2. Para ello elequipo de investigación INVOLEX ha realizado el análisis de las unidades léxicas del inventario en una serie
de corpus, especialmente, en el Corpus del Español del Siglo XXI (CORPES XXI), de la Real Academia
Española. Puesto que la variedad de la lengua declarada empleada en el PCIC es el español peninsular
central-septentrional y en las «Nociones específicas» no hay indicaciones geolectales, nuestro fin último hasido detectar si se optaba sistemáticamente por léxico exclusivo del español europeo. La conclusión es que114

aproximadamente el 70 % de las unidades léxicas recogidas en el inventario pertenecen al español general(son panhispanismos) y solo alrededor de un 2 % es léxico exclusivo de España; es decir, españolismos. Estos
se encuentran, sobre todo, en los niveles C1-C2, unos pertenecen a sectores específicos y organismos
españoles, p. ej., «la Agencia Tributaria»; y otros solo lo son cuando aluden a un significado concreto, como
«aparcar en zona verde», «caserío» o «matanza», lo cual dificulta su delimitación.
SIG: Vocabulary
Sun May 14 / Time: 1.30pm-1.55pm / Room: S508 Teval Vocab

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SIG FORUMS
2.05pm-3.35pm
Bilingualism SIG Forum: EMPLOYABILITY
Diane Obara
For the 2023 BSIG Forum, we'll be focusing on the theme of EMPLOYABILITY! We're reaching out to families
and their children (now adults) who have contributed to our publications throughout the years to see where
they are in the world and discuss how knowing two or more languages has shaped their lives in terms of
employability. Our anticipated format is to show a series of pre-recorded interviews with people working in avariety of sectors, followed by a Q & A session. Please join us!
SIG: Bilingualism
Sun May 14 / Time: 2.05pm-3.35pm / Room: S201 ALL Bil
Pragmatics SIG Forum:
Where Pragmatics meets World Englishes, Business Communication, LD, & GILE
Reiko Fischer, Donna Fujimoto, Noriko Ishihara, Akiko Chiba, Jim Ronald
The Pragmatics SIG Forum will showcase the study and teaching of pragmatics from many areas of interest to
JALT members. World Englishes: Crafting disagreement in ELF academic discussion, with a study ofdisagreement strategies employed by learners with different first languages and L1 cultures; BusinessCommunication: Raising pragmatic awareness in a university EFL classroom, with the description of a speech
act-focused business communication course for MBA students; Learner Development and CALL: A report ofthe independent identification and use of pragmatic resources in business letters by learners preparing forworking life; and Global Issues in Language Education: How global issues come together with pragmatics,
with a report of the introduction of the Language of Empathy to elementary school children.
SIG: Pragmatics
Sun May 14 / Time: 2.05pm-3.35pm / Room: S202 PRAG SA
BizCom SIG Forum: Corporate Monolingualism in Japan and Its Adverse Implications
Saeko Ujiie
Japan faces numerous unprecedented challenges, including a falling birthrate, an aging population, and the
depopulation of local communities. In this context, the Japanese economy has been stagnant for several
decades. Japan is said to be experiencing "Japanification" and "Galapagosization" symptoms. Japanificationrefers to the conditions Japan has been experiencing for decades, which are characterized by low growth, lowinflation, and low interest rates and are primarily the result of a declining birthrate and an aging population(Baba, 2021; Davies & Hirtenstein, 2019). Galapagosization, also known as the Galápagos syndrome, refers to
an isolated technological development that is unrelated to global trends and frequently results in the
production of goods that are inapplicable outside of Japan (Miyazaki, 2008). In recent years, Japanesecompanies that once dominated the global electronics market have experienced a notable decline, which isone of the primary reasons for the low economic growth. Notable is the fact that Japanese companies arelagging behind in the global shift to "servitization" of the manufacturing industry, which requires an in-depth
understanding of diverse cultures and shifting consumer preferences (Lusch & Vargo, 2006, 2014). As themarket shrinks as a result of a low birthrate and an aging population, Japanese companies are seeking newopportunities in international markets and working to improve the language skills of their employees.
Nonetheless, paradoxical phenomena surround "English" in Japan.
SIG: Business Communication
Sun May 14 / Time: 2.05pm-3.35pm / Room: S204 LD BizCom
BRAIN SIG Forum: How to Learn the Brain: Sharing Techniques and Resources
Jonathan Shachter, Phil Norton, Kate Piatkowski, Julia Daley
For those who are interested in learning more about psychology and the brain, but have been floundering
about how to begin; for those who’ve already started their learning journey by reading publications like the116MindBrainEd ThinkTanks, but are looking to dive deeper into the intersection of neuroscience and education;and for those academic sorts who’d like to spend time discussing their favorite theories of the mind andbrain - come and listen to speakers from the Mind, Brain, and Education SIG share their best tips and favorite
books, podcasts, documentaries, and more that have personally helped them “learn the brain.” The forum will
be broken up into smaller simultaneous presentations and discussions, and participants can move and join
the groups most interesting to them.
心理学や脳科学に興味はあっても、どこから手をつけたら良いのか分からず足踏みしてしまっている人がいたら、ぜひご参加ください。脳と心について知るための「推し」 (リソース) を紹介します。
SIG: Mind, Brain, and Education
Sun May 14 / Time: 2.05pm-3.35pm / Room: S401 BRAIN ART
DEI: Understanding and Dealing with Microaggressions in Professional Spaces
May Kyaw Oo, Thomas Amundrud, Gerry Yokota, Shawna M. Carroll,
Gregory Paul Glasgow, Gretchen Clark
Regardless of our life circumstances, we all have some level of privilege which shapes our implicit biases.
These implicit biases can sometimes transform into overt and insidious forms of microaggressions, making
our workplaces uncomfortable and unpleasant for our colleagues. Ways to improve this situation include
being mindful of our thoughts and intentions, and more importantly the impact of our actions. These selfreflective practices contribute to safe professional spaces which enable people to voice their ideas orconcerns, thereby making the organization as a whole more welcoming. In this workshop, attendees willlearn about microaggressions and how to be active allies for themselves and others in professional contexts.
First, we will review the basic definition of microaggression and then explore its intricacies throughdiscussions about various scenarios concerning race, gender, sexuality, ability, and other hierarchies. This is aworkshop for all JALT members. We especially encourage all chapters and SIGs to send a representative to
discuss what active allyship and DEI are, and what it means to promote equity within JALT. We will end theworkshop by compiling a list of potential ways to address microaggressions so attendees can implement
these in their own professional spaces.
SIG: Workshops
Sun May 14 / Time: 2.05pm-3.35pm / Room: S402 CUE PIE
CEFR & LP SIG Forum: Facilitating the Use of Action Research to Guide CEFR-focused Research
Maria Gabriela Schmidt, Gregory Birch, Noriko Nagai
The purpose of this forum is to report the results of a three-year Kaken research project entitled “Language
Education reform using action research: Putting CEFR’s educational principles into practice”. A CEFR-focused
Action Research Model (CARM) developed by the SIG officers (Birch, Nagai, Schmidt & Bower 2021) was usedby eight SIG members to guide their individual projects. How AR contributed to the planning,
implementation, and evaluation of these projects will be discussed based on commentary by leading experts;
namely Brian North, David Little and Neus Figueras. Second, the effectiveness of CARM and SIG-sponsoredworkshops to promote collaboration and conduct research systematically and rigorously will be discussed
using feedback from project participants. The forum will conclude with a group discussion of the strengths
and weaknesses of the KAKEN Project and how the CEFR & LP SIG can continue to facilitate the use of AR toguide professional development. Forum participants will be encouraged to engage and reflect on theircurrent practice and consider how the CEFR and Action Research might be utilized in their own contexts. The
forum intends to foster sharing and peer-learning.
SIG: CEFR and Language Portfolio
Sun May 14 / Time: 2.05pm-3.35pm / Room: S403 CUE CEFRTD SIG Forum: Grazing the Tertiary English Field: Pathways of Cross-Disciplined Educators
Devon Arthurson, Marc Waterfield, Jon Thomas
Many tertiary-level English teachers in Japan have educational backgrounds in fields other than TESOL, andtransition to teaching subjects in a seemingly abated manner. Whether one comes from the social or “hard”
sciences, math or technology, arts and humanities, or business and professional studies, the landscape of theeducation field continues to shift our pathways. Recent movement towards task-based language teaching,117

EMI, and CLIL is becoming more commonplace, and English educators are tasked with teaching a vast rangeof special topics outside their original expertise. As a result, many teachers find themselves teaching insubject areas such as political science, sociology, global studies, journalism/news analysis, and more. As thecontrasts between our educational roots and ‘current’ positions become remarkably plain to see, we ought tostop and reflect on the direction. This joint panel, put together by College and University Educators (CUE)and Teacher Development (TD), will introduce four experienced tertiary English teachers from various
educational backgrounds who will discuss how they have met these challenges in their careers and provide anumber of practical suggestions for teachers. Speakers will outline their teaching contexts and describe thechallenges they face, particularly in terms of the transitions (i.e. related to new teaching approach, students,
syllabi or curriculum adoption). They will then outline what they see as future directions in their postsecondary setting and make a number of practical suggestions for teachers who are, or are likely to be, facedwith similar professional challenges. Their presentations will be followed by Q&A and two open-choice
breakout group sessions between each of the panelists and the audience.
Forum MCs will be CUE SIG Coordinator, Frederick Bacala, and TD SIG Coordinator, Jon Thomas. The four
panelists are Devon Arthurson, Marc Waterfield, Parvathy Ramachandran, and Gavin O'Neill.
SIG: Teacher Development
Sun May 14 / Time: 2.05pm-3.35pm / Room: S501 TD List
CUE SIG Forum: Grazing the Tertiary English Field - Pathways of Cross-Disciplined Educators
Parvathy Ramachandran, Gavin O'Neill, Frederick Bacala, Ed.D.
Many tertiary-level English teachers in Japan have educational backgrounds in fields other than TESOL, andtransition to teaching subjects in a seemingly abated manner. Whether one comes from the social or “hard”
sciences, math or technology, arts and humanities, or business and professional studies, the landscape of theeducation field continues to shift our pathways. Recent movement towards task-based language teaching,
EMI, and CLIL is becoming more commonplace, and English educators are tasked with teaching a vast rangeof special topics outside their original expertise. As a result, many teachers find themselves teaching insubject areas such as political science, sociology, global studies, journalism/news analysis, and more. As thecontrasts between our educational roots and ‘current’ positions become remarkably plain to see, we ought tostop and reflect on the direction. This joint panel, put together by College and University Educators (CUE)and Teacher Development (TD), will introduce four experienced tertiary English teachers from various
educational backgrounds who will discuss how they have met these challenges in their careers and provide anumber of practical suggestions for teachers. Speakers will outline their teaching contexts and describe thechallenges they face, particularly in terms of the transitions (i.e. related to new teaching approach, students,
syllabi or curriculum adoption). They will then outline what they see as future directions in their postsecondary setting and make a number of practical suggestions for teachers who are, or are likely to be, facedwith similar professional challenges. Their presentations will be followed by Q&A and two open-choice
breakout group sessions between each of the panelists and the audience. Forum MC's will be CUE SIG
Coordinator, Frederick Bacala, and TD SIG Coordinator, Jon Thomas.
The four panelists are: Devon Arthurson, Marc Waterfield, Parvathy Ramachandran, and Gavin O'Neill.
SIG: College and University Educators.
Sun May 14 / Time: 2.05pm-3.35pm / Room: S501 TD List

GILE SIG Forum: Evaluating & Improving Sustainability Initiatives to Bring to the Classroom
Kate de Veas, Brent Simmonds, Heather Yoder, Jennie Roloff Rothman
This is a joint forum co-sponsored by the GILE SIG & JALT Environmental Committee. This moderated panel
will discuss various topics: how to calculate carbon footprint of your institution, teaching the environment vs.
teaching environmental policy, how to make your event more carbon-neutral (esp. JALT and its efforts), how
to find and connect to local sustainability efforts, what students think of environmentalism in English class,and other kinds of sustainability. Audience participation in the discussion is encouraged and all are welcome
to join!
SIG: Global Issues in Language Education.
Sun May 14 / Time: 2.05pm-3.35pm / Room: S502 GILE LLL

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Critical Thinking SIG Forum
Hirokazu Nukuto, Paul Nehls, Curtis Chu, James Dunn, Todd HooperThis Critical Thinking SIG Forum brings together educators from across Japan to share their insights into theuse of critical thinking in the classroom. Among the topics to be covered in this forum are gamification,
online virtual exchanges, the perception of critical thinking among Japanese university students, and theintegration of critical thinking into general education courses. Join us for a lively discussion that can help you
make critical thinking a more integral part of your curriculum design. The following presentations will begiven:"Game-based Vocabulary Learning to Support Thinking Skills" (James D. Dunn, Meiji University)"Facilitating Higher Order Thinking Skills in Virtual Exchange Activities" (Curtis Chu, Setsunan University)"Integrating Critical Thinking Activities into University General Education Classes" (Paul Nehls, Yokohama City
University)"Interpretation of Critical Thinking: The Gap between Critical and Hihanteki" (Hirokazu Nukuto, Yokohama City
University)
SIG: Critical Thinking
Sun May 14 / Time: 2.05pm-3.35pm / Room: S503 CT TBL
LiLT Forum: Looking Forward: Literature in Language Teaching
Luke Draper, Rebecca Clegg-Sasaki, Shannon Miyamoto,
Timothy Gutierrez, Camilo Villanueva, John Maune
This year's conference theme is “Looking forward”. This brings to mind many possibilities, many of which arestated on the conference homepage, including looking forward to connections with people and being
exposed to innovative teaching strategies: The forum format is well suited for both. Audience participation
through questions and comments is as vital to a successful forum as are stimulating presentations. Indeed,
about half of the forum's time is open for such interactive unscripted dialogue. Speakers will introduce a
topic relating to research, theory, or practical aspects of literature in language teaching that can bepresented in the allotted ten minutes. This is a good opportunity to make or renew connections and deepen
your understanding of incorporating literature in the language classroom. Non-members and LiLT members
alike are encouraged to attend and enrich our friendly and inclusive forum.
SIG: Literature in Language Teaching
Sun May 14 / Time: 2.05pm-3.35pm / Room: S504 CALL ICLTEVAL SIG Forum: Evaluation of Performance: Focus on Evaluation
Trevor Holster, Daniel Newbury, Jeffrey Martin
This forum will look at issues in the evaluation of performance. First, Trevor Holster will review historicaldevelopments in performance assessment, including the development of proficiency frameworks, Raschanalysis, test washback and consequential validity, peer-assessment, and discuss their relevance forclassroom assessment of performance. Daniel Newbury will then discuss an exploratory study on measuring
the feasibility of testing peer-to-peer speaking interactions online, in which he used an online version of acollaborative task previously used in a face-to-face context. This was followed by a questionnaire andinterviews regarding student perceptions of both test modes. Finally, Jeffrey Martin will introduce a numberof published studies that contrast performance data-driven approaches (i.e., scoring based on observed
interactions in specific communicative contexts) with conventional measurement-driven approaches (i.e.,scoring by a set of linearly scaled categories). The comparison will illustrate trade-offs that are intrinsic to the
choices teachers make when assessing student performance, particularly in terms of feasibility of rating
performance and specificity of interactional genre. The presentation of theory and examples in this forum is
aimed at fostering discussion about how teachers can conceptualize their own decision-making whencreating speaking tests.
SIG: Testing and Evaluation
Sun May 14 / Time: 2.05pm-3.35pm / Room: S505 CALL MAVR

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TYL SIG Forum: Teaching Tools and Professional Development for Elementary School Teachers
Claire Lee
The Online Professional English Network (OPEN) program, sponsored by the U.S. Department of State, offers
multiple virtual learning opportunities to English language educators, professionals, and learners worldwide.
OPEN provides free access to teaching and learning materials that can be reused, modified, and shared. This
workshop shows you where to find these resources, allows you to interact with the resources in small groups,
and suggests ways the materials can be incorporated into your own elementary classroom. Come learn about
the different professional development opportunities and resources you can access for free.
SIG: Teaching Younger Learners
Sun May 14 / Time: 2.05pm-3.35pm / Room: S506 TYL MAVR

GALE SIG Forum: Gender-friendly Practices in Language Classrooms
Elisabeth Williams, Amy Toms, Chelanna WhiteThis is the Forum of the Gender Awareness in Language Education (GALE) SIG. GALE’s mission is to researchgender and its implications for language learning, teaching, and training; to improve pedagogical practices,develop language teaching material; to raise awareness of workplace and human rights issues related togender for language professionals; and to increase networking opportunities among language professionals
interested in teaching, researching, and/or discussing issues related to gender and language education. In
this forum, our presenters will be sharing their experiences as well as showcasing activities and resources
they have used to address gender-related topics in their classes. Amy Toms will introduce “Assembly," aMalala Fund publication (https://assembly.malala.org/), a monthly digital newsletter and publication witharticles written by young people around the world, focusing upon the themes of gender equality, women’s
education and activism. Chelanna White will present on a high-level discussion class centered aroundstudent-generated topics, during which LGBTQ+ issues, women’s rights, and men’s rights were three topics
selected for class discussions. Elisabeth Ann Williams will share materials, experiences, and reflections onclasses in a small undergraduate seminar examining “hegemonic masculinity” as a theoretical concept before
exploring the diversity of masculinity across communities and cultural contexts.
SIG: Gender Awareness in Language Education
Sun May 14 / Time: 2.05pm-3.35pm / Room: S507 GALE LiLT ER
Vocabulary SIG Forum: A Workable L2 English Academic Word Difficulty Model
Dr. Joseph P. Vitta, Mark Howarth
Hashimoto and Egbert (2019) demonstrated that lexical sophistication variables predicted word difficulty
better than frequency alone. Their ‘more than frequency’ conclusion contributed to the ongoing debate
regarding the extent to which frequency should be considered “the single most important characteristic oflexis” (Schmitt, 2010, p. 63). This current study conceptually replicated Hashimoto and Egbert with data fromthree Asian University EAP sites. This conceptual replication featured two main departures from the original
study’s methodology. First, the target words came from Coxhead’s Academic Word List (2000). Second, analternative testing approach was undertaken featuring a theory-driven selection of predictors and the
avoidance of stepwise regression, which applied statistics literature has challenged (Smith, 2018). Like theoriginal study, the replication indicated that word difficulty was ‘more than frequency’ and the modelfeatured three somewhat co-equal predictors: frequency, age of acquisition, and word naming reaction time.
Our study’s main implications are that multivariate lexical sophistication models appear ideal for predicting
word difficulty across functional domains. Finally, the presentation will be interactive so that attendees havethe opportunity to reflect on their experiences against the study’s findings and conclusions while also leavingwith fresh ideas about word difficulty to use in their contexts.
SIG: Vocabulary
Sun May 14 / Time: 2.05pm-3.35pm / Room: S508 Teval Vocab

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Closing Ceremony and PanSIG2024 Introduction

PanSIG 2024 Introduction Meeting
Parvathy Ramachandran / Bradford Lee / Grant Osterman /Nicholas J Wilson / Amanda Gillis-Furutaka
Join us for our closing ceremony to reflect on this year’s conference. You can also find out what to lookforward to at PanSIG 2024. Meet the incoming conference team and find out how you can get involved
next year.
PanSIG 2024 Committee
Sun May 14 / Time: 3.50pm-4.00pm / Room: S301
PanSIG 2023 Post-conference Event (Online)
Nicholas J Wilson / Amanda Gillis-Furutaka
This will be our PanSIG 2023 post-conference event, where we will be talking about what we havelearned but also have breakout rooms for online pre-recorded presenters to engage with the audiencefor quick Q&A sessions.
PanSIG Executive Committee
Sat June 10 / Time 2.00pm (online – please check https://pansig.org/ for information)

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ONLINE VIDEO SESSIONS

Access our video sessions anytime online.
EduTour: Significant Learning of English via International Student Mobility
Souba Rethinasamy, Zulaica Wee
This paper provides an illustration of an international student mobility program called the EduTour which wasoffered physically and virtually over six consecutive years. The program was created based on Fink’s
Significant Learning Principles and was aimed to enhance the learning experiences of Malaysian andJapanese undergraduates. It includes English lessons, introduction to the universities, as well as exchange ofculture and cuisines. The English classes are taught by experienced instructors while the UNIMAS
undergraduates act as buddies and provide peer support throughout the program. The case study datacollected through closed and open-ended items show that the Japanese participants find the buddy systemhelped reduce their anxiety, boosted their confidence, acted as a catalyst in developing a positive attitude,and enhanced their motivation to learn English. It also offered them an enriching cultural experience. In
addition, the UNIMAS undergraduates expressed that their roles as buddies provided a platform for them toapply the knowledge learned in their courses, collaborate with international peers, as well as foster friendshipand personal growth. This paper concludes that the EduTour is a sustainable student mobility program thatenables the participants to have a significant learning experience in a new context beyond the classroom.
SIG: Study Abroad
Online Video Session
Making Meanings in the EFL Debate Class
Michelle Bautista
In today’s world, the aim of multiliteracies is to design learning experiences that develop learners’ strategies
for making sense of new and unfamiliar meanings in any mode they show themselves (Kalantzis & Cope,2009). In the context of EFL debate class where teachers of English are faced with the challenges ofimproving students’ motivation and also their debating competence, translating multimodality andmultiliteracies into classroom practices is empowering to both teachers and learners. Creating a learning
environment in which EFL students are allowed to engage with multimodal materials such as visual, auditory,
textual, gestural, and graphical forms can lead to more meaning-making in the debate class. In thispresentation, I will briefly define the principles of multiliteracies and multimodality and show how theseprinciples guided my classroom practices. Then, I will share the activities and tasks that I use in my EFL
debate class to help my students build their confidence and develop their debating skills.
SIG: Critical Thinking
Online Video Session
Reflective Practice: How Learner Reflections Facilitate Teacher Development
Joan M. Kuroda
This presentation aims to demonstrate how reflective practice, developed from the philosophy of John
Dewey (1933) and made popular by Donald Schön (1983), can enhance the decision-making processessential to the professional development of teachers. These decisions are directly related to the success ofcourses since a variety of factors such as teaching methods, materials, and student engagement must be
managed. Though there are many ways teaching skills can be evaluated, these methods tend to focus on theoutcomes of the course and the “effectiveness” of teaching. Incorporating student reflections that focus on
their learning experiences in the classroom allows teachers to conduct formative evaluations which cancontribute to favorable outcomes. In addition, when teachers view their classes from the perspective of theirstudents, they can see how their actions are being interpreted, gain insight into learning processes, and makeinformed decisions to meet the needs of their students. This session will introduce the background andconceptual framework of reflective practice as a form of professional development and as a method of
inquiry for practitioner-based research. It will conclude by discussing the implications of the reflective
approach and presenting additional resources for further information about how reflection enhances teacher
development.
SIG: Teacher Development
Online Video Session

122Incorporating Speech Technologies in an EFL Classroom
William Zullo
With the proliferation of digital technologies and the ubiquitous nature of mobile phones in classrooms, theincorporation of technology in L2 teaching has never been more possible and/or accessible. Technologyenhanced classrooms have been shown to be especially useful in foreign language learning environments
where access to native speakers of the target language is limited (Krashen, 1985; Lightbown, 2000). This
paper aims to examine how speech technologies, such as Text-To-Speech (TTS) synthesizers like Google
Translate and Intelligent Personal Assistants (IPAs) like Amazon’s Alexa and Apple’s Siri can be used by
English Foreign Language (EFL) learners to enhance acquisition of target vocabulary and their variablepronunciation. There are many potential advantages of incorporating TTS and IPAs into a traditionalclassroom environment, which can include receiving greater and more personalized linguistic input,
providing more opportunities to produce speech without the stress of speaking in front of teachers and/or
peers, and promoting learner autonomy and motivation to learn (Moussalli & Cardoso, 2019). This
presentation will provide a review of the literature and practical applications by which IPAs could beincorporated into an EFL classroom.
SIG: Computer Assisted Language Learning
Online Video Session
Facilitating Student-Generated Materials with Flippity
Gutkovskii Aleksandr
Multiple studies have shown that allowing students to come up with their own materials positively affects
motivation and fosters ownership of learning. Student-led material development allows for a moreinteractive classroom environment by allowing students to create tasks for their classmates. However,delegating material development to students might be a challenging task, even more so in an online
environment. This presentation will demonstrate how to facilitate the creation of students-generated
materials using a service called Flippity. Flippity is a free web-based learning tool that can be used togenerate quiz shows, board games, and vocabulary games. The presentation will show how to use this tool inboth a face-to-face classroom and an online environment. We will discuss how to organize scaffolding,facilitate the activity-creation process, and encourage students to share activities with each other. The
presenter will also demonstrate several simple activities made by his students. Finally, the possible drawbacks
and limitations will be addressed.
SIG: Learner Development
Online Video Session
Tech-Integrated Collaborative Writing
Daniel George Dusza, Marina Goto
Communication and social interaction are effective in creating long-lasting memories of language learning.
However, teachers are yet to find a simple, clearly definable framework that works for collaborative learningin online, hybrid, face-to-face, and other modes of learning. This presentation discusses an integrated
technology, pedagogy, and content knowledge approach that incorporates collaborative learning into two
graduate-level EFL academic writing activities. The activities were a first-year introductory research proposal
and a second-year integrated writing debate for health issues comparing Japanese and Western attitudes,
ethics, and morals. This research presentation first introduces the framework for integrating technology withcollaborative learning, followed by the procedure for conducting each academic writing activity, student
results, and writing samples. The framework discussion includes how to set up activities and technology that
automatically and covertly facilitate instantaneous monitoring for providing formative feedback. The
presentation also discusses the rationale for using various forms of peer and instructional feedback throughtechnology and face-to-face. Participants should leave with a convincing understanding of how to implement atech-integrated CLT lesson, which includes setting up and using apps, Google Documents, and Google Classroom.
SIG: Computer Assisted Language Learning
Online Video Session
Enabling Empathic Connection – Some Strategies.
Lynne Murphy
The skill of empathy, described as one of the most valuable skills to develop moving forward, is of particularvalue when communicating in an intercultural environment. Without a normal standard of empathic

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engagement, we are susceptible to miscommunication and relationship breakdown. Given the correlation
between L2 acquisition and empathy, those of us who speak Japanese as English natives, and vice versa, arepredisposed to having a higher capacity for empathy than monolingual speakers. If we strengthen thiscapacity and work from the foundation of being aware of our culturally-based proclivities and evolving
communicative trends, our communication can improve to the point of enabling a more empathic
connection. We can begin by endeavoring to initiate conversations with a strategy for questioning that
invites an expansive response or a strategy of statement that contains an element of empowerment. The
presenter introduces examples of these strategies to help you to elevate your intercultural communicative
experience by enabling empathic engagement.
SIG: Intercultural Communication in Language Education
Online Video Session
Making Sense of English: University Students' Language Learning Careers
Pharo Sok
As we look to the future and imagine ways to improve our classrooms, it is important to seriously consider
the voices of students and better understand how they make sense of their English education experiences.
Drawing on quantitative and qualitative data collected from over 150 questionnaires completed by students
attending a private Japanese university, this paper delves into students' language learning careers with afocus on fleshing out their English study trajectories, examining which experiences they liked and disliked,
and probing what meanings they have ascribed to their English education. Grounded in scholarship on
language learning careers and narrative inquiry, this project showcases students' constructions of language
learning careers which reveal not only what types of English study participants have undertaken, but also
how they have made sense of those experiences within the broader context of their English education. For
educators, this study can aid in reinforcing the foundations of student-centered classrooms. Throughunderstanding students' (lack of) motivations, aspirations, and confidence, we can become sensitive to thehistories and meanings of English education that students bring into our classrooms as we make a more
supportive educational environment.
SIG: College and University Educators
Online Video Session
How to Memorize Words Using Anki
Mamoru Takahashi
The presenter will share ideas for memorizing words by using the Anki Flashcard app. The Anki Flashcard app(https://apps.ankiweb.net) is one of the most popular digital memorization tools available, but the interface issuch that users will need to familiarize themselves with it before they can take full advantage of the app.
Once they get used to the interface, they can modify the preferences and, through regular use, start learning
new words. Students can access a number of free card decks, and/or they can convert their own custom
decks from Quizlet and use them with Anki. It is well-known that the form-meaning relationship of a word
cannot be memorized in a single session, but learning new vocabulary requires spaced repetition. The words
have to be revisited after a delay of not only a few days, but also a few weeks and even a few months. Anki
automatizes this complex revisiting process. Even though Anki can be an invaluable resource, learners stillneed the self-discipline to use it regularly for it to have the proper effect. Information about the students'
reactions to using study supplements such as flashcard apps, paper flashcards, and vocabulary notebooks
was obtained through a questionnaire, and the results of this action research will be shared at the end of thepresentation.
SIG: Computer Assisted Language Learning
Online Video Session
Error Analysis in Japanese EFL Expository Writing: The Case of 11th Grade
Michael Yosef, Matsuo Satoko
This presentation provides an account of the grammatical errors Japanese EFL senior high school learners
make in expository writing. The study adopts the Error Analysis (EA) approach and is based on the Surface
Structure Taxonomies of errors. The research examined errors in a corpus of 392 compositions (100 words)
from 280 students in an urban second-tier metropolitan senior high school (N=392). The data were collected
and analyzed using WordSmith Tools Version 7.0. Errors were identified and classified into categories and124

content analysis was adopted to analyze the data from a qualitative perspective. The findings revealed thecommon types of grammatical error committed by participants and the frequency of their occurrence inlearners’ compositions. The misuse or omission of prepositions was a common error that was found. Othersignificant errors were subject-verb agreement, missing articles, third-person pronouns, auxiliaries andmisordering. Pedagogical implications for teaching are discussed in terms of providing remedial action toensure effective teaching of these grammar components in high school EFL writing classrooms.
SIG: Learner Development
Online Video Session
Learner Beliefs of Japanese Exchange Students Learning English in Finland
Yuri Imamura, Riitta Kelly
The number of students studying abroad has been increasing in Japanese higher education. These learners
use English to survive and thrive, and they encounter other English users in authentic situations while
studying abroad in countries such as Finland. Personal narratives of Japanese university students studying
English have been explored (e.g., Sakui & Cowie, 2008), and both Ryan (2009) and Yashima (2009) haveexamined the L2 self and motivation of learners of English in Japan. However, more research on Japanese
students' narratives and language learning motivation while studying abroad in non-English speaking
countries is needed. This qualitative case study focuses on the learner beliefs of four Japanese exchange
students at a university in Finland. The data consist of the students’ language portraits, drawings, andinterviews carried out in Japanese. We use Busch's (2017) method of gathering data with language portraits,
where learners draw themselves or visualise the languages they use. Key issues discussed include thestudents’ linguistic backgrounds, how they saw themselves as learners of English, and their learning goals
during their stay in Finland. This presentation shows how language portraits can be used to increase ourunderstanding of students’ learner development whilst studying abroad.
SIG: Learner Development
Online Video Session
Socio-pragmatic Awareness in Learners of Italian as a FL
Andrea Civile (アンドレア・チヴィーレ)
Each of us has a significant experience to report after the pandemic, but there is something we all havelearned: we need other people and we need to communicate with each other effectively. This is particularly
true when we need to use a foreign language. Still, the paradox is that, even if we have adapted to the “newnormal” in the past two years, we have not changed so much the way we learn languages, continuing toinsist, to some extent, with the deductive study of the grammar, leaving aside the sociopragmatic dimension.
This presentation will try to outline insights from a Ph.D. research project on the development ofsociopragmatic awareness in learners of Italian as a FL and, more specifically, on how to help them adapt to
the Italian sociocultural context less traumatically. The target is a group of international students going to
Italy for academic purposes: in the first phase, participants responded to an online questionnaire to reporttheir perceptions about the appropriateness of some pragmatic acts in which they are likely to be involved; inthe second phase, some of them participated in OER-based online classes designed to stimulate them toconsider some in-context language uses.
SIG: Pragmatics
Online Video Session
A Longitudinal Study of Argumentative Writing Ability among English Majors
Daniel O. JacksonThis presentation will focus on the development of first-year English majors’ argumentative writing abilities
over one academic year. Argumentative writing involves supporting a claim with evidence. Such writing
promotes students’ critical thinking skills, as well as success when taking advanced coursework andstandardized tests. Previous research has demonstrated growth in argumentative writing ability in EFL
settings. The present study aimed to: (1) replicate these previous findings and (2) explore the advantages for
instruction of using an analytic scoring rubric to assess student writers’ arguments. Seventeen students fromone class wrote three timed essays in response to counterbalanced prompts in April, December, and January.
Their essays were scored using the Analytic Scoring Rubric for Argumentative Writing (Stapleton & Wu,
2015). Regarding writing development, a repeated-measures ANOVA with post-hoc tests showed a125

significant gain from April to January, which indicates improvement in argumentative writing ability. Further
analysis will focus on sub-scores over time for five elements (claim, evidence for the claim, counterclaim,
evidence for the counterclaim, and rebuttal). This analysis seeks to reveal patterns that may inform classroom
pedagogy in university settings. Study limitations and future classroom research plans will also be noted.
SIG: College and University Educators
Online Video Session
Collab with Vocab: Four Reflections on Collaborative Teacher Development
Mariko Yamada, Yuri Imamura, Kazunori Shishikura, Akiyuki Sakai,
It is indisputably important that educators collaborate with each other, sharing the same objective goals as ateam. However, some educators (including us) encounter obstacles to collaborating with colleagues. In fact,lack of communication among colleagues could hinder further development of their teaching skills. It is said
that teacher development will be enhanced when educators have a space to share their own success andfailure in teaching (Stallings, 1989). In this experimental study, four English lecturers (two part-time and two
full-time lecturers) collaborated to provide 15 TOEIC vocabulary sets (210 words in total) to 504 first-year andsecond-year students. The goal was to improve students’ vocabulary knowledge and support their selfdirected learning in common English classes. It also aimed to give lecturers an opportunity to learn different
pedagogical approaches from each other, utilizing a digital tool (Quizlet) and an LMS (manaba). In thispresentation, we will introduce how each of us used the vocabulary sets in our classes and present ourreflections on how the study promoted teacher development. This presentation will be useful for educators
who are interested in sustainable teacher development through fostering connections among peers insideand outside their institution.
SIG: College and University Educators
Online Video Session
Exploring and Teaching the Contested Language of Place Names.
John-Guy Perrem
The language surrounding place names that students encounter through maps, textbooks, listening materials
or other media are rarely examined beyond being simple indicators of a particular location. This presentation
delves beyond the locational into the social and political complexities which can surround place names. By
doing so the aim is to deepen the potential for understanding in how the seemingly banal can be repletewith sociopolitical complexity and simultaneously provide learning opportunities. Three strands will bepresented within which the contested nature of place names is explored. Firstly, Hokkaido, Japan, and thereplacement/disappearance of Ainu place names. Secondly, Northern Ireland and the struggles in both
physical and cartographic terms regarding the naming of the city Derry/Londonderry. Thirdly, thepresentation turns towards the southern USA and controversially named Confederate monuments. Relevantpedagogic activities are also presented that are connected to each strand for practical use in the CLIL/EFL
classroom.
SIG: Global Issues in Language Education
Online Video Session
Promoting Research Skills In Graduation Seminar Classes
Kevin Bartlett
Many universities courses separate the study of content and foreign languages, without a lot of overlap
between the two. Thus, we find students with an advanced level of knowledge within their majors, who have
no issues discussing these in their L1 (Japanese) yet are unable to explain them in their L2 (English). What if
we could combine the study of content and language in the classroom? In a 3rd and 4th year Japanese“Graduation Thesis” seminar, students (n=26) were taught a course designed with a CLIL and translanguaging
pedagogy, in which students could support their research and language learning endeavours with L1 sources.
The projects that students were working on were in the fields of Applied Linguistics, Socio-Cultural
Anthropology, and EFL Education. During a 15-week semester that mobilized ‘Blooms Revised Taxonomy
2001’ as a learning progression guide, students were provided with opportunities to read, discuss, andpresent about topics related to their graduation thesis topics. This presentation will outline the seminar
design, the benefits to students’ comprehension of content and research development, and the advantages

126

of including their L1 for research purposes. Post-course surveys found increased levels of motivation andcommunicative output, alongside developing their research and presentations skills.
SIG: College and University Educators
Online Video Session
Rationale for and Student Evaluation of Live Cultural-Themed Lectures
Graham Robson
To promote autonomy, interest in foreign culture and to improve the academic skills of its first-year students,
one faculty at a mid-level university in Tokyo devised an event based around live lectures on the topic of the
English language (e.g., differences between American and British English, World Englishes, ESP). These
lectures were around 30-40 minutes long and delivered in English. Students were encouraged to take notes,
and later summarize, write opinions on, as well as find out new information about the topics. Attendance was
not compulsory, but students who did attend could get extra credit. The set of four lectures were delivered
during lunchtimes in the Spring 2022 semester via the live Webex/YouTube live platforms. This study sets out
to address the attitudes and approaches of students towards these lectures, and to find out how students
tackle the difficult academic tasks of note-taking and general topic understanding / engagement. Data wascollected by a survey from participants (n=126) who attended the live version of at least two of these lectures
as well as from analysis of the reports written as extra credit (n=18). The results show that these lectures led
to enjoyment and instances of learner autonomy, including a desire to seek more information on a topic. It
was also found that participants were able to successfully reflect on their own level of learning. Further,teachers play an important role in dissemination and promotion of such events. The author finishes withrecommendations on how to improve this event for future iterations. This presentation may be useful tothose teachers planning extra contact with the English language for their students.
SIG: Learner Development
Online Video Session
AI Opening: The Rise of the Machines in Class
Guy Fayter
I will show how I am currently used ChatGpt and AI in the ESL classroom. We will see and hear the reactions
from students and professionals, as well as look at some implications for teachers and some rules needed.
This will take the form of a genially presentation, with some weblinks provided. This was carried out in
December 2022 and January 2023 over 4 classes, age range 14-18, and level range B2-C2 (CEFR).
SIG: Computer Assisted Language Learning
Room: Video Sessions

127Grant Recipient Reports – PanSIG 2022
Last year’s PanSIG 2022 conference took place at Miwa Campus, University of Nagano
between July 8th and July 10th. Three grant recipients attended and presented at theconference. Here are their grant recipient reports.
Grant Recipient: Emily Choong
Affiliation: Niigata City Board of Education
JALT groups: JALT Membership Liaison, Niigata Membership Chair, and LD SIG member
The last face-to-face conference I attended was the 2019 JALT international conference in
Nagoya. Back then, I was a fresh-out-of-the-oven Assistant Language Teacher (ALT), a new
JALT member, and had little knowledge of what to expect. It was a terrifying experience
walking into a building of mainly tertiary educators who had postgraduate degrees and yearsof experience in their fields. The opportunities were endless! Since the pandemic began, I have
had the pleasure of volunteering for JALT’s major conferences online—something I am gratefulfor. Even though I was volunteering, it was eye-opening to watch plenary sessions and doroom hosting for presenters.
In 2022, I attended my first face-to-face PanSIG conference. I usually leave conferences
extremely motivated, ready to take on the next day, and with an unexplored world ofknowledge in English education. However, this pandemic was different for my role. Whileinstitutions have rapidly switched to online learning, the schools in my city were struggling tofind face-to-face solutions. Not long after, the early launch of the Global Innovation and
Gateway for All (GIGA) school project1 in 2020 happened, Professionals were trying to squeeze
time in already-busy teachers’ schedules for training, and students were missing classes as aresult of the virus. It was a challenge to apply the many things I learned from JALT conferences
to my face-to-face environment as there were more online solutions. I would say that everyone
was trying to come up with their own solutions. There were more questions than answers,
which give even more reasons why attending conferences like PanSIG is necessary for any
teacher whether new or experienced.
“English is the language that I have been using my entire life. I should be able to teach it. How
hard could it be, right?” I thought when I first arrived in Japan in 2018. I wish I could tell myself
back then how wrong I was.
The lingering question in my mind after leaving the University of Nagano was, “How to identify
myself as a teacher?” This is not a new question to many. Having grown up in an Englishspeaking environment in a country where English is considered an ESL, it is an everyday
challenge to position yourself as an English teacher in a classroom where you are seen as themodel example of the English language. Attending this year’s PanSIG was a reminder that weare not alone. We are not alone in this journey of trying to find ourselves as educators—having
the duty to our learners’ future and also the duty to ourselves.
The world is constantly changing and so are we. Ann Mayeda’s plenary session entitled“(Re)framing Mindsets: Attitudes to English Use in Japan” supported the idea that it is a128

continuous work in progress to identify your position in the classroom. It is not about where
you stand with your identity and approach to language education, but rather how you do so.
This view was then challenged by Mehrasa Alizadeh’s plenary, “Reimagining Technology
Enhanced Language Learning: Looking Back, Moving Forward”, where our attitude now
includes how we move forward with technology as we approach a post-pandemic era. It isinteresting how both these plenaries highlighted reimagining education in their perspectives
and what is existing in current literature. The truth is, technologies like Augmented Reality (AR),Virtual Reality (VR) and Artificial Intelligence (AI) are not new players in our lives. However, how
we approach these methods and bring them into the classroom, our willingness to try, andkeeping up to date with what is available and accessible are some of the few mentalities that
we should also adopt as language teachers. The sessions by these two speakers struck a chordwith me as (1) a female living in Japan; (2) an English teacher from an ESL country; and (3) amillennial who has witnessed the rise of technology and how it has been impacting the
education sector.
Other than the plenary sessions, I attended the Learner Development SIG forum. I was excited
to hear about how the students of the presenters were so motivated to learn and use English,
and share their experiences learning it. The interactiveness of the forum is what I miss mostabout being in a space full of wonderful discussions. Being able to get bite-sized versions ofideas through forums like these is something we should have more.
Another session I was inspired by was Janice Sestan and Rachelle Meilleur’s presentation on
setting up a successful Collaborative Online International Learning (COIL). It was eye-opening
to see how their institutions worked together to allow students to connect with others inanother country as this is something of the norm these days. Mainly because I did not know
the many formalities needed to be undertaken in order to include such online experiences as apart of the curriculum in Japan, and how it is not something that you can simply set up an
online meeting for. It takes experience, patience, and trial and errors for it to happen. Even so,
it does not mean that it is a complete success, and the theme of reimagining education rings
true in terms of the continuous process of development. The limitations of their project
resonated with my students where there is a digital divide. They highlighted how instructors
need to be ready to support students throughout the project. This adds to the teacher identity
and the role we play not just in the classroom, but also across different cultures.
One of the most fulfilling parts of PanSIG 2022 was being able to put actual faces to the virtual
videos that I have been seeing. It was lovely to meet the people whom I have been working
with virtually and to spend some time with them without being interrupted with badconnections or muffled audio. While I have not been in face-to-face language teaching for as
long as my JALT colleagues have, I must say that the few years of connecting online and finallyhaving conversations in person made the wait worthwhile.
To conclude, I believe that the team behind this year’s conference have paved a way for hybrid
experiences to cater to a wider audience of participants—whether they are tuning in from the
comfort of their own homes or travelling to the conference. Thank you to the PanSIG 2022
committee and volunteers (go blue shirts!) for making this conference possible. I am Looking
Forward to what is to come in 2023.

129

Grant Recipient: Catherine Takasugi
Affiliation: Aoyama Gakuin University- Instructor / University of Calgary- Ed.D student
First, thank you for the travel grant. As a full-time student and part-time instructor any support
financial or otherwise is greatly appreciated. Second, your dedication and hard work inproviding a well-balanced, informative, and inspiring conference was evident and appreciated.
This document will briefly relate my experience in relation to five elements of the conference:A) theory and practice takeaways
B) furthering my researchC) networkingD) venue appreciationE) social events
The Theory and Practice of Teaching:
As David Beglar stated in the plenary session on Saturday morning, our students (andourselves) have precious funds of knowledge or “gems” hidden within which can be mosteffectively tapped with positive affect. As educators, it is especially important to view ourselves
as the advanced student (not the all-knowing expert), to foster creativity, and to ask ourselves
how we can encourage a spirit of service, truthfulness, and justice in our students. Nena
Nikolic-Hosonaka passionately reminds us that our fundamental goal as educators is to “teachlife” and she showed us how this can be done while also covering language objectives
such as reading, writing, and listening. The work of Kip Cates (Tottori University) and how heattempts to broaden perspectives with religious understanding, Jenny Morgan (Sophia
University) and her work around identity and community, Merissa Brazza Ocampo (Fukushima
Gakuin College) who uses laughter for language learning enhancement and improved
immunity, and the use of reflection as a tool in global education by Kate de Veas (Kanda
University of International Studies), were all impressive presenters. Each described or modeledpractical classroom activities that I am already imagining and adapting to meet the needs ofmy own seminar on diversity and identity.
Research:
The conference allowed me to gain confidence in explaining my research interests andobjectives. As a student at the University of Calgary in Canada doing research in Japan, I often
sense a cultural disconnect with my Canadian academic cohort and colleagues. The lived realityof the Japanese education system often needs much prefacing before even arriving at theheart of my topic. However, at the PanSIG conference I was overwhelmed with the immediate
understanding of why my research topic is meaningful and worth dedicating my time andeffort to. Consequently, my motivation is renewed at this pivotal time and the encroachingburnout has been staved off. Jean-Pierre your words “Keep it simple” keep echoing throughmy mind so just know that you have been heard.
Networking:Due to the pandemic, the online conferences of the past couple of years were unable toadequately provide opportunities for networking. This conference made it possible for me toconnect with dozens of educators, ask my questions, see their perspectives, and add to the130dialogue. Putting names to faces for the first time, enjoying the positive energy of participants,
recognizing the deep passion of others, and simply having the time and space to discuss
educational, research, and personal issues was invaluable for me. I was also able to spend timewith my own Aoyama colleagues (photo below) and get to know them differently than what is
generally possible on campus.
Venue and Volunteers:
The University of Nagano (Miwa Campus) was ideal. Beautiful, clean, and inspiring. I suspect anumber of attendees paused and wondered if there were any job opportunities opening in thenear future. The presentation rooms were well-equipped and comfortable. I used the
Quiet/Mediation Room a few times and was so grateful that such a space had been created.
The limited Wi-Fi was the only element that caused some challenges especially when apresentation was of a hybrid nature. The student volunteers were well-prepared and eager toanswer any questions. While perhaps touching on two smaller details, the large water coolers
and shuttle buses were welcome services. An impressive well-organized conference overall.
Social Events:
I rode the beer train on Friday evening and felt thoroughly welcomed. It was a unique andenjoyable way to get to know the event organizers and to get a taste of Nagano. The beer was
great and the sembei were a nice touch too. The Saturday night dinner was a very relaxedsocial event. There was more than enough to eat and drink and satisfy all. Both events wereeasy to access, were well-attended, and definitely social.
Gratitude:
Finally, I will conclude with a short reflection piece which captures that conference moment offlow and inspiration that ignites when we connect deeply with those whose passions align with
our own. This is what I wrote Saturday mid-day from the Quiet Room: PanSIG 2022Remembering why we teach and reigniting our passions. After too long in relatively isolated
situations we have come together as educators, thinkers, and researchers. It is like a firework of
faces, ideas, and feelings in a room not nearly large enough to contain it. Having comethrough very different and yet also very similar challenges since the onset of the pandemic, we
all have stories to tell, sadness to share, and educational strategies to demonstrate. We areready, eyes wide open. We are here, ready to (re)imagine. The campus, a beauty to behold, thevolunteers, trained and eager to serve. The sessions awaken my senses, alert me to what I
know and what I have neglected. After only two sessions I am overwhelmed and full, I am
grateful for the quiet room to rest my mind. Haven’t we all been reminded that our mental
health is a precious element to protect? And so, I sit, alone, just out of reach of the noise andreflect with gratitude at what is being offered here. A generous sharing of approaches,thoughts, problem solving strategies, policy analysis, and sheer enthusiasm. Once again, thankyou for the transportation grant. The PanSIG conference was a powerful reminder of how faceto conferences can impact us as educators. Now, to reflect on the learnings and apply them in
my practice.
In gratitude,
Catherine Takasugi

131

Grant recipient: Martyn McGettigan
Affiliation: Hiroshima City University / Hiroshima Shudo University
As the train pulled into Nagano station, I realised that the six hour journey from Hiroshima had
been far more bearable that I had imagined it would. Perhaps it was the relative novelty of theexperience? I had barely left my home city for close to three years, largely for reasons that I am
sure I do not have to explain. Yet this was not only my first trip to another part of Japan in a very
long time, it was also to be my first ever face-to-face JALT conference. I had finally got around tojoining JALT during the pandemic, and had attended various online conferences and similar events.
However, PanSIG 2022 would be my first opportunity to attend in person, as well as my first everopportunity to present at a conference. I had had the honour of having my proposal to present on
corrective feedback accepted by the Teacher Development SIG. As such it was with a mixture of
excitement and nervousness that I made my way from my hotel to the University of Nagano.
Upon arriving, I was immediately impressed with the venue. We were principally based inwhat appeared to be a new building, one that was bright and spacious. Even though theconference was well attended, owing to the space available it never felt crowded and this wasparticularly welcome in the context of a pandemic that was still far from over. Friendly and helpful
student volunteers were on hand to help us find the presentations and workshops we wanted toattend. Each SIG had its own classroom or small lecture theatre in which every presentation,
workshop, and forum related to that SIG was held. I hadn't given a great deal of thought to SIG
membership when joining JALT, so this was a great opportunity for me to get an idea of what each
SIG was about. The Teacher Development and Learner Development SIGs in particular had a lot ofcontent that I found to be insightful and very useful. The new Mind, Brain, and Education SIG also
had a lot of fascinating talks, as did the Pragmatics SIG. Rather than choosing one SIG that fitted
me best, I ended up resolving to join many!
As expected when so many teachers and researchers get together, there were also many
opportunities for networking. Giving a presentation also helped with this, as I was able to make theacquaintance of someone who is doing similar research to me and I hope to stay in touch with him.
The social events would also doubtless have been great opportunities for this sort of thing, but
unfortunately I made the mistake of leaving it too late to book tickets for them. Nonetheless, thisalso proved to be a networking opportunity of sorts, since I soon found myself socialising withothers who were in the same boat. In particular, I fell in with some larger-than-life characters fromthe Performance in Education SIG – another area which I would not have considered suitable forme but, after fascinating discussions with those SIG members, I now find myself convinced. I willcertainly be incorporating some of their great ideas into my teaching, and I hope to get involved inthat SIG more in the future, too.
In terms of other takeaways, there are too many to list them all. To mention a few: Pat
Conaway's work on using board games to improve turn taking was something I'd certainly like totry. John Duplice's work on students' sleep habits was very insightful, and raised issues I shallcertainly keep in mind going forward. Craig Armstrong's presentation on the use of blackboard
illustrations was both hilarious and highly motivating – giving me something I can easily
incorporate into my teaching (even as a non-artist!). Finally, Michael Hofmeyr's insights into
student attitudes to the use of games in class was very interesting and encouraging.
Due to the length of my return journey, I sadly had to leave a little early on the last day andcouldn't take part in the closing ceremony. Nonetheless, I think my first in-person JALT conference
was a great success. I came away with lots of great ideas, lots of contacts that I hope to keep intouch with, and my first ever experience of presenting. I gained a great deal from PanSIG 2022, amvery grateful for the grant JALT gave me to make my attendance possible, and can''t wait for the
next conference!

132

Handbook Special Theme – PanSIG Showcase Pages
JALT has numerous Special Interest Groups (SIGs). These groups are made of JALT
members who share a professional interest. Our SIGs publish books, journals, newsletters,
and maintain informative mailing lists. SIGs also hold conferences and seminars, and workwith JALT Chapters and other groups to put on events throughout Japan.

JALT SIG GROUPS
Accessibility in Language Learning
Art, Research, and Teaching
Bilingualism
Business Communication
CEFR and Language Portfolio
College and University Educators
Computer Assisted Language Learning
Critical Thinking
Extensive Reading
Gender Awareness in Language Education
Global Englishes
Global Issues in Language Education
Intercultural Communication in Language Education
Japanese as a Second Language
Learner Development
Lifelong Language Learning
Listening
Literature in Language Teaching
Materials Writers
Mind, Brain, and Education
Mixed, Augmented, and Virtual Realities
Other Language Educators
Performance in Education
Pragmatics
School Owners
Study Abroad
Task-Based Learning
Teacher Development
Teachers Helping Teachers
Teaching Younger Learners
Testing and Evaluation
Vocabulary133

Accessibility in
Language Learning SIG
Name of SIG – Accessibility in Language Learning SIG
The Accessibility in Language Learning SIG is a new SIG formed in February 2021. The
mission of the ALL SIG is to provide a forum for current and potential members tocollaborate, share experiences, practices, and strategies, as well consider how to comply
with the EDPD Act (The Act for Eliminating Discrimination against Persons with Disabilities),
2016. The goal is to increase awareness of key developments in accessible learning
among teachers and administrators. We therefore welcome anyone with an interest inaccessibility and improving language teaching and learning across differences. By working
together, we can establish an accessible language learning environment for all levels of
education.
Areas of Interest
We welcome any members who are interested in improving accessibility in language
learning. As a diverse field, accessibility touches all aspects of language teaching. In thisway, we can all contribute by sharing professional insights and experiences. Some
examples of current research interests are as follows:
Special needs; Learner diversity; Universal Design; Disability studies in education;
Alternative schools; Color-blindness; Accessible pedagogies for primary,secondary, higher education; Early childhood education; Social psychologicaldifferences.
Publications – Accessible Language Learning Reviews
The official newsletters sent to SIG members once every three months. The newsletterfeatures articles about accessible language learning, website suggestions for inclusive
practices, and information about future events.
Links:
Facebook Page - https://www.facebook.com/groups/452497221874596/
Website - https://sites.google.com/view/allsig/home?fbclid=IwAR3vLzUMTEwnFVkPVOmkYsb-HnFWHqJN7cmaYI3RR-8PtzJr0xSQJmuQp8
JALT Website - https://jalt.org/groups/sigs/accessibility-language-learning
Contact: Email – all@jalt.org

134Art, Research, and Teaching
Name of SIG and number/type of members:
ART is for artists, researchers, and teachers who are interested in the many roles for visual art in theclassroom. We believe art has the potential to enrich the learning experience. The ART sig is aforum to share resources, network with others, and discuss new ideas about visual artworks in thelanguage-learning classroom.
Our aim:
We hope ART will appeal to a wide range of JALT members: artists who teach and teachers whomake art; language teachers at art schools; art teachers in CLIL programs; creative teachers engagedin action research; and all language teachers who use art (or want to use art) to bring color into theirclassrooms.
ART SIG shares a common belief in these recognized roles and diverse benefits of visual artworks
in the language-learning classroom. We are now connecting artists, researchers, and teachers toshare their ideas in online and in-person presentations, write articles for our ART Gallery journal,
and support each other with teaching ideas and resources.
We see the power of visual art to revitalize language-learning and we hope you'll join us!
Publications:
ART Gallery: The Journal of Art, Research, and Teaching
Links:ART on Facebook: https://www.facebook.com/groups/871985886684328
Contact: art@jealt.org / brennan.conaway@temple.edu

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Business
Communication SIG
The SIG will focus on all aspects of business communication, such as business composition andtechnical writing, information systems, international business communication, management
communication, organizational and corporate communication, and so on.
The SIG members are professors, scholars, and professionals focused on or interested in language
and communication issues in the world of business and organizations. The SIG brings together
academics from various fields, including linguistics, communications, and management sciences, aswell as consultants, trainers, and managers working in multilingual contexts as an interdisciplinary
endeavor. It aims to strengthen the connections between research, education, and the professional
world in a way that informs management education in today’s academic institutions.
The core membership consists of JALT members, but non-JALT members are welcome to join,
as well as non-JALT SIG members comprised of academic and professional practitioners andstudent members who are undergraduate or graduate students.
Publications:
The SIG will publish a working paper bulletin annually or biannually. The first working paper
bulletin will be published in January 2023. Also, the members will be allowed to publish advanced
online versions before compiling the annual or biannual bulletin. There will be a special website
where members can upload their manuscripts to solicit discussion and feedback from members andnon-members.
Events: PanSIG 2023
SIG activities have been slow due in part to COVID, but we are determined to resume vigorous
activities. For this year's PanSIG Forum, following the keynote presentation, we plan to discuss
how we will conduct our activities in the future.
Keynote Presentation:
English as a business lingua franca: A Cases in Japanby Saeko O. Ujiie, Managing Director, SBF Consulting
Website: https://www.globalcareerw.com/home-2
Contact: bizcom@jalt.org

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CEFR & LP SIG
CEFR, CEFR/CV, Language Portfolio
Name of SIG
CEFR & Language Portfolio SIG (54 members, April 2023)
Our aim/focus/research:
JALT CEFR & LP SIG was formed in November 2008 as the JALT Framework and Language
Portfolio SIG (FLP SIG) before being renamed JALT CEFR & LP SIG in November 2017. This
SIG gathers individuals interested in the CEFR, CEFR/CV, and the Language Portfolio to garner
ideas, discuss developments, and coordinate efforts from practitioners and researchers. These efforts
will aid practitioners and researchers seeking to share and exchange results on the CEFR,
CEFR/CV, the Language Portfolio related tools and measure the huge impact of such tools on
foreign language teaching worldwide.

Publications:
CEFR & LP SIG Newsletter (3~4 per year)
CEFR Journal - Research and Practice (international, peer reviewed, DOI)
Events:SIG Forum at PanSIG and at JALT International Conference
Workshops
My CEFR share - CFFR tool box
joint events (Nagano, Nara etc.)
Community/other activities:
Kaken research projects (collaborative) https://cefrjapan.net/researchjoint publications (books, textbooks) https://cefrjapan.net/publications/books/68-booksoverview
Links:
HP https://cefrjapan.net
https://cefrjapan.net/journal
https://jalt.org/groups/sigs/cefr-and-language-portfolio
Contact: cefrlp@jalt.org

137College and University
Educators
Name of SIG and number/type of members:
College and University Educators (CUE), ~400 members in the tertiary education field.
Established 1993.
Our aim/focus/research (add/delete as appropriate):
CUE is a Special Interest Group (SIG) of the Japan Association for Language Teaching(JALT). CUE stands for College and University Educators, therefore CUE’s goal is toprovide a forum for the presentation and discussion of educational activities, ideas andresearch of broad interest to college and university educators in Japan. If you are involved in
tertiary education and are committed to professional development, you are CUE, too.
Publications:
OnCUE Journal (OCJ) – the main journal of the College and University Educators. It isfully refereed and is published once or twice annually. The aim of OCJ is to provide a forum
for the presentation and discussion of research ideas and curriculum activities of broadinterest to college and university language educators. Contributors to the journal do not haveto be members of the CUE SIG.
CUE Circular - a newsletter/magazine-style publication, aims to publish concise (1,000word) articles of practical and professional interest to English language teachers in Japan’s
tertiary sector. What’s happening in your classrooms, from the teacher’s or students’ pointof view?
OnCUE Journal Special Issue (OCJSI) - collection of presentation reports from conferences
sponsored by the College and University Educators SIG. It is fully refereed and is publishedonce annually.
Events:
CUE Conference/CUE ESP Symposium – Conferences will include plenary speakers,
presentations focusing on tertiary-related matters, and with ESP, it will include English
language teaching focused on needs-based, field-, or occupation-specific pedagogy.

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JALT conference/PanSIG forum – CUE usually hosts or co-hosts a forum of several
professionals every year.
※ CUE and TD SIGs will co-host a PanSIG forum on Sunday, May 14, 2023 (at14:05) on the theme “Grazing the Tertiary English Field: Pathways of
Cross-Disciplined Educators”.
※ CUE’s 30th anniversary conference will be held on September 16-17, 2023
at the University of Toyama, Gofuku campus.
Community/other activities:
CUE Grants – Research and Member Support Conference Grants to eligible members.
Helping other SIGs/chapters – Financial assistance and/or co-hosting provided.
Links:
Website: https://jaltcue.org/
Public Facebook page: https://www.facebook.com/jaltcue
Private Facebook group (CUE members only): https://www.facebook.com/
Twitter: https://mobile.twitter.com/jaltcue
Contact: cue@jalt.org

139Computer Assisted
Language Learning SIG
Name of SIG and number/type of members: Computer Assisted Language Learning SIG
JALTCALL is a Special Interest Group (SIG) of JALT (Japan Association for Language Teaching)for educators and researchers who share an interest in digital technology and language learning. We
hold a major conference every year in May or June plus webinars through out the year. We also
publish refereed journal articles through the JALTCALL Journal. Membership information is here.
Follow us on Twitter, our Facebook Group, or LinkedIn for other information.
Publications: JALT CALL JOURNAL
The JALT CALL Journal (ISSN 1832-4215) is an international refereed journal published from
April, 2005, and is committed to excellence in research in all areas within the field of Computer
Assisted Language Learning.
Events: JALTCALL 2023 Conference
When: June 2–4, 2023
Where: Kumamoto-Jo Hall, in downtown Kumamoto
Format: Face-to-face with fully online and hybrid attendance options
Theme: CALLing the Future
Keynote Speakers: Dr. Keiko Ikeda (Kansai University) and Giles Goddard (Chuhai Labs)
Community/other activities: FACEBOOKTWITTER

Follow us @jaltcall

Links: https://jaltcall.org/
Contact: Membership information is here.

140

Join/view our Facebook GroupThe CriticalThinking SIG
Name of SIG – The Critical Thinking SIG
The Critical Thinking Special Interest Group (CT SIG) provides a forum for criticalthinking research, methodology, and discussion in specific regard to teaching andlearning.
Our aim:This group offers both teachers and researchers a place to connect, collaborate
and share practice and research regarding how teachers teach critical thinking totheir learners, how learners improve their critical thinking skills and logical thinking
skills, and finally how theoretical aspects of critical thinking and its various aspects
connect to classroom practice. The Critical Thinking SIG aims to be a force forlearning and promotion of research in the field of how valuable critical thinking canbe for learning a language and for the betterment of a student’s future in an
increasingly global context.
Publications:- Critical Thinking in Language Learning (CTLL)
Our peer-reviewed journal Critical Thinking in Language Learning is published
yearly in November. The journal features articles on critical thinking research,opinions, and practical activity ideas for teachers to bring into the classroom.
- The CT Scan SIG e-newsletter
The official newsletter of the CT SIG is sent to members and subscribers quarterly.
The newsletter features information on upcoming events, shorter edited
articles/reports regarding critical thinking in education, and calls for submissions
and information about future events.
Links:
Website – www.jaltcriticalthinking.org
Facebook Page – https://www.facebook.com/JALT-Critical-Thinking-SIG105523216168130
Contact: Email – coordinator@jaltcriticalthinking.org
141

Extensive
Reading SIG
Name of SIG and number/type of members:
Extensive Reading SIG / approximately 150 members
Our aim/focus/research:
The JALT ER SIG exists to help promote Extensive Reading (ER) in Japan. Via our website, our newsletter,
the ERJ Journal, and presentations throughout Japan, we aim to help teachers set up and make the most of
their ER programs.
全国語学教育学会多読分野別研究部会「JALT ER
SIG」は、講師達が ER プログラムをスムーズに始められるよう、またそれを有効的に利用できることを目的に活動しています。またこの概念を元に、私達のウエブサイト、会報、ERJ 雑誌、プ
レゼンテーションなどを通じ ER の促進を促しています。
Publications:
The Extensive Reading SIG has 3 publications.
1. Extensive Reading in Japan (ERJ) - a biannual subscription-based journal mostly aimed at our members inJapan.
2. The Journal of Extensive Reading (JER) - the peer-reviewed online journal.
3. The ER SIG e-Newsletter – our monthly communication.
Events:The ER SIG holds several events throughout the year. In addition to forums held at the PanSIG and JALTInternational conferences, we also participate in conferences organized by the Extensive Reading Foundation(ERF) such as the Extensive Reading World Congress (ERWC). In years when ERF does not hold aconference, the ER SIG also holds our ER Seminar. The ER SIG also holds a monthly online meeting called
PresentERs for teachers to share ideas about reading, books, ER research, and catch up with each other.
Meetings are held on the last Sunday of each month and start at 19:00.
Links:ER SIG website https://hosted.jalt.org/er/
Facebook page https://www.facebook.com/groups/ersig/
Twitter @ERsigJALTExtensive Reading Foundation website https://erfoundation.org/wordpress/
Contact: ER SIG Coordinator - er@jalt.org

https://erfoundation.org/erwc6/

142

The GALE SIG
Name of SIG – The GALE SIG
The GALE (Gender Awareness in Language Education) SIG works towards
building a supportive community of educators and researchers interested in raisingawareness and researching the ways in which gender plays a role in language
education and professional interaction.
Our Aim:
The GALE SIG aims to foster awareness, research and activities in the pursuit ofan educational and professional environment free from gender bias.
Publications: - GALE Journal
The Journal and Proceedings of the Gender Awareness in Language Education(GALE Journal) is a peer-reviewed yearly publication that has been running since2008, featuring research articles, conference proceedings, interviews, classroom
curriculum and perspectives on gender in the field of language learning andteaching.
- The GALE Newsletter is published at semi-regular intervals up to several times
per year, and shares a wide range of literary contributions with other members andthe world at large. Submissions are welcome on an ongoing basis for considerationin future issues.
Recent Events: – Active Allyship in ELTOn April 17th, GALE sponsored this event, a one-day workshop in which presentersshared strategies on how to be an effective ally to both students and colleagues,
with the support of the Accessibility and Language Learning (ALL) SIG and the
Kyoto and Yokohama JALT chapters.
Contact Links:
Newsletter (subscription) – newsletter@gale-sig.org
Website - https://gale-sig.org/
Facebook Page – https://www.facebook.com/groups/20467073385
Email – website@gale-sig.org

143

144

Global Issues in
Language
Education (GILE)
Name of SIG and number/type of members: GILE SIG
Our aim:
The Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan
Association for Language Teaching (JALT) aims to:● promote the integration of global issues, global awareness, and social responsibility inlanguage teaching● foster networking and mutual support among language educators dealing with global issues● promote awareness among language teachers of important developments in global
education and the fields of environmental education, human rights education, peaceeducation and development education.
What are global issues?
Global issues refer to world problems such as war, hunger, poverty, oppression, racism, sexism,
environmental destruction and to concepts such as peace, justice, human rights, sustainable
development, social responsibility, global citizenship, and international understanding.
What is global education?
Global education is an approach to language teaching which aims at enabling students to effectively
acquire and use a foreign language while empowering them with the knowledge, skills, andcommitment required by global citizens for the solution of world problems
Publications:
The GILE SIG Newsletter, sent out quarterly, to all members, either in digital or paper form.
See our website for newsletter archives.
Subscriptions
One-year subscription (4 issues)● JALT Members = free (as 1st SIG), 2,000 yen (additional SIG)
● non-JALT Members = 2,000 yen● overseas subscribers = US $15
For further information or a sample copy, contact:
Mr. Kip Cates, GILE Newsletter Editor
3 - 351 Kita, Koyama-cho, Tottori City 680-0941 JAPANE-mail: <kipcates24@gmail.com> Web: www.gilesig.org
145

Events:
Every year, GILE holds a SIG forum at PanSIG and the November international conference. We
also regularly co-sponsor events with other JALT SIGs, chapters, and organizations outside of
JALT. Recently we have begun holding online GILE Gab events which we hope will attract moremembership.
Upcoming Events:● ICLE & GILE SIG Collaborative Conference in September: “Intercultural Awareness andAddressing Global Issues: The Role of the Media in Conflict.” Call for proposals open until
May 19, 2023, submit at the following link https://forms.gle/XpZNnWfrycFzoSeP8● Joint event with LD SIG in October: “Learning for Change and Action, Making a Difference
for the Future.” Details and call for proposals coming soon!
Community/other activities:
In the past we have worked closely with other organizations including Peace As a Global Language
Japan and the Asian Youth Forum. We are always open to collaborating with global educators
across Japan and around the world!
Links:
Website: www.gilesig.org
Facebook Group page: https://www.facebook.com/groups/502815396792441/
Contact: gile@jalt.org, but you can also contact via our website or sending a message on Facebook.
Message from the Coordinator:
Welcome global educators!
We hope the information above appeals to you and you consider attending one of our events or
joining our SIG. GILE is one of the oldest and largest SIGs in JALT and we are always looking for
more people to join the fold. Check out our website, newsletter archives, or Facebook group. In
addition to the newsletter, GILE members also receive periodic email updates with event
information and opportunities to present and share.
Looking forward to seeing you,Jennie Roloff Rothman146

ICLE SIG

Intercultural
Communication in
Language Education SIG
Our aim/focus/research: Who are we? We...

● are an international community of educators in Japan.
● teach students of various ages.
● recognize the importance of culture in language education.
Publications:☆ ICLE Conference Proceedings☆ ICLE SIG's Activity Initiative: here we share activity ideas for teaching all things related tointercultural communication.
☆ ICLE Newsletter
Events:☆ ICLE Conference - ICLE Conference 2023: JOINT conference with GILE SIG on
September 16th, 2023 at Kanda University of Foreign Studies (F2F and hybrid)
The theme of our conference is 'Intercultural Awareness and Addressing Global Issues:
The Role of the Media in Conflict'. More than 110 armed conflicts are currently taking placeworldwide, and the media's role in disseminating information is crucial. On a positive note,
news, social, and web media can promote cultural appreciation, thereby curbing many existingand potential global issues. We are interested in submissions aimed at developing intercultural
appreciation, addressing global issues and the role of media in promoting tolerance andacceptance. Through this conference, we hope to present some of the different practices
educators use in order to foster empathetic future leaders.
The deadline for submitting an abstract is May 19th, 2023. We are looking forward to yourcontributions. Submit your abstract at: https://forms.gle/5MbzyoyuBSvpNrdB7
Inquiry contact: iclesigprogramchair@gmail.com and gile@jalt.org

Community/other activities:☆ Members Forum☆ Research Group
Links: https://jalticle.org/

147

Our focus
We share a commitment to exploring autonomous learning through connections via● our experiences as learners & our practices as teachers● learners’ experiences inside & outside the classroom
私たちは自律的学習について次の点から探究に取り組んでいます。
● 学習者としての経験と教師としての実践● 学習者としての教室内外での経験
Community
1. Support and mentoring through collaborative events and publications
共同イベントと出版物などを通じたサポートとメンタリング
2. Frequent get-togethers - online and face-to-face
日本各地における地区別集会
3. Grants to support members’ research projects and conference attendance
研究プロジェクトの支援や学会参加のための助成金支給
4. Links with international research groups specializing in autonomy
同様の研究をしている国際的なグループとの連携
Publications
1. The Learning Development Journal - once a year publication
学習者ディベロップメント研究部会誌
https://ldjournalsite.wordpress.com/
2. Learning Learning - twice a year newsletter
二ヶ国語ニュースレター「学習の学習」
https://ld-sig.org/learning-learning/
Events
1. 30th Anniversary Conference: “Learning for Change and Action, Making a
Difference for the Future, October 21-22nd, Gakushuin University, Mejiro, Tokyo.
30 周年記念大会：「Learning for Change and Action, Making a Difference for the
Future」10 月 21 日～22 日 学習院大学（東京・目白）。
2. Forums at PanSIG and JALT International with great parties
JALT の学会におけるフォーラム（そして大懇親会！）
148

The Listening SIG
Name of SIG – The Listening SIG
The Listening Special Interest Group (Listening SIG) provides a forum for focused listening
research and discussion in specific regard to teaching and learning.
Our aim:
The group offers both teachers and researchers a place to connect, collaborate and sharepractice and research regarding how teachers teach listening and assess their learners, howlearners improve their listening and use it to improve their knowledge, and finally how
theoretical aspects connect to classroom practice. The Listening SIG aims to be a driving force
for both current and future research in the field of how listening can be taught, learned, andtested in an increasingly global context.
Publications: - The Listening Post
The first issue of our peer-reviewed journal The Listening Post was released in March 2023.
The journal features articles on listening research, book reviews, and practical activity ideas
for teachers to bring into the classroom.
- The Listening SIG e-newsletter
The official newsletter is sent to members and subscribers bi-monthly. The newsletter featureslinks to short articles/reports regarding listening theory, website suggestions for lesson ideas,call for submissions and information about future events.
Events: - The Listening Conference
The second Listening SIG conference will take place in Tokyo on 15th July 2023. The
conference will include plenary speakers and presentation sessions focusing on research,classroom practice, teaching, and learning. Subscribe to our newsletter to find out more.
Community/other activities: - Hear Us out!
The SIG podcast Hear Us Out! chats to researchers and educators about their latest work inlistening and shares teaching ideas, the latest research, and assessment tools. Get in touch if
you would like share your idea with us.
Research Bites!
Research Bites is available in podcast and blog formats. The segment offers concise
summaries of articles to offer teachers the main and practical points from the latest research.
Links:
Newsletter (subscription) - listening@jalt.org
Website - https://jaltlistening.wordpress.com/
Facebook Page – https://www.facebook.com/groups/489940378896137
Twitter – https://twitter.com/ListeningSig
Contact: Email – listening@jalt.org

149

Mixed, Augmented,
and Virtual Realities
in Learning
The MAVR SIG is a group of researchers, educators, and students who are passionate about
exploring and furthering research related to augmenting learning processes with emerging
technology.
The MAVR SIG focuses on promoting research, conceptual, perspective, and practice-based articles
related to language education and immersive learning. Our aim is to provide a platform for the
MAVR community to disseminate their research and activities, and to facilitate discussion andcollaboration among members. Our members are comfortable tinkering and experimenting with thelatest emerging technologies in educational contexts.
Publications:
The MAVR Journal ‘Realites in Learning’ is an open-publishing journal focusing on articles related
to language teaching and immersive learning. It is dedicated to providing a platform for the MAVR
community for disseminating research, conceptual, perspective, and practice-based articles in thefield of language education and immersive learning. We have an open call for contributions ofmany forms, from tech demos and reviews to full length research papers. Find submission
guidelines and procedures on our website.
Events:
MAVR holds and contributes to several events per year.
World Learning Labs is a symposium that aims to explore post-pandemic learning environments
and programs from various countries and contexts. It is co-sponsored by MAVR, and it will bring
together professionals and academics, including leading experts from international universities. The
symposium is currently accepting proposals for contributions in different formats, and refereed
scholarly papers will be published in a special edition of the International Journal in Information
Technology in Governance, Education, and Business. The event was held in January and planned
again for next year.
Community/other activities:
The MAVR SIG is committed to creating a safe, respectful, inclusive, and aggression-freeenvironment for all members. We also value diversity and celebrate it as one of our biggest
strengths. Our community engages in various activities to promote collaboration and discussion
among members.
Links: https://mavr.site

150

Mind, Brain, and Education(BRAIN) SIG
BRAIN SIG Membership
Mind, Brain, and Education (BRAIN) SIG members are teachers who want to learn about the latest
findings in neuroscience and psychology and to implement them when teaching and learning
languages. There are currently 115 active members in Japan and over 2,000 subscribers andcontributors from over 70 countries to our monthly Think Tank magazines. Our members teach all
age groups, and our research interests span across the many branches of psychology andneuroscience.

Our Aim
We founded the SIG in 2014 when there was almost no neuroscience included in teacher training
programs, and important discoveries were being made every week. Our aim is to fill that gap bylearning about brain research related to language teaching and sharing this with others by giving
presentations to JALT chapters and at conferences in Japan and other countries (see our speakerdatabase). We also produce a scholarly journal, but perhaps our most effective outreach activity is
the monthly publication of our online Think Tank magazines.

Our Publications
MindBrainEd Journal – we welcome contributions to thispeer-reviewed publication which focuses on original research in
the application of brain research to language teaching. Pleaseconsider writing a research paper or book review.
MindBrainEd Think Tank magazines – teachers, neuroscienceand psychology enthusiasts, and motivated students look at thebest research done by others and translate it into something
meaningful to language teachers. While requiring scientificbacking, we allow our writers to speculate on the research, apply
it to the classroom, and expand on it to make it engaging to allreaders. We also team up with other SIGs to explain the brain
science that supports their research and practices. The magazines
contain links to talks and podcasts as well as many practicalclassroom activities. There is also a growing series of articles
written in simple English that summarize the main ideas of someof the key Think Tanks for use with students.

151

Other Activities
Since the coronavirus pandemic, we have seen the value of using SIG funds to bring guest teachers
from around the world to JALT online conferences. We also encourage members who are new topresenting at conferences to build their confidence by giving a short book talk at our forums, and tomeet online to practice their presentation before the conference. This is all in the spirit of our
mission to learn from each other.

Useful Links
Our Website: www.mindbrained.org

Speaker Database

Mind Brain Ed Journal

MindBrainEd Think Tank
Magazines

The Brain in Simplified
English Series

Follow Us
Facebook

TwitterContact Us
Please contact us at https://www.mindbrained.org/contact/

152

Other Language
Educators SIG
Name of SIG and number/type of members:
The Other Language Educators Special Interest Group has 34 members, including teachersof German, French, Spanish, Chinese, Thai, Hungarian, Russian, and so forth.
Our aim/focus:
The OLE SIG gathers teachers of languages other than English and Japanese. The OLE
SIG is multilingual and has a highly multicultural context for discussing strategies specific toeach language, exchanging resources, and reporting pedagogical practices of educators
teaching languages other than Japanese and English. In the annual conference, the OLE
SIG organizes workshops that so far include ones in German, French and Spanish, andwhich are held in the native language, with slides or brief explanations in one of the lingua
francas, either English or Japanese, to ensure understanding.
Publications:
The OLE SIG produces a quarterly newsletter
Events:The OLE SIG organizes a periodical encounter, the Multilingual Café, a space for sharing
ideas and talking about a topic proposed by one or two main presenters. Although the mainpresentation is in one of the lingua francas, in the second part we divide into groups oflanguages and continue the discussion of the topic in the chosen language.
Website https://sites.google.com/view/jalt-olesig/
Contact: ole@jalt.org

153

Pragmatics SIG
Name of SIG and number/type of members:
The Pragmatics SIG began in 1999 and it has 100+ members. Our SIG welcomes both experienced
researchers and teachers as well as those who are new to the field and wish to learn more about thisarea.
Our aim/focus/research (add/delete as appropriate):
Put very generally, pragmatics is about how we use words in order to do things. It involves
social aspects of the use of language, for example, as in politeness and face, as well as
discourse related features like how one sentence links to the next. Above all, we are interested
in language as social actions.
Publications:
We publish our newsletter, Pragmatics Matters, two to three times a year. We also publish the
Pragmatics Resources Series, which showcases pragmatics research as well as usefulpedagogical books that make pragmatics accessible to classroom teachers. The books
currently cover: a) pragmatics theory and practice; b) conversation analysis in second
language contexts; c) practical activities for second language classrooms; and d) innovationsin the field of pragmatics. They can all be ordered from our website.
Community/other activities:
Every year we offer zoom presentations about different aspects of pragmatics. These are free andare open to anyone who is interested. We participate every year in the PanSIG conference and the
JALT annual conference where we organize a forum and many of our members make session andposter presentations.
Links:
Our website: https://www.pragsig.org/
Facebook: https://www.facebook.com/groups/181884078615340/
Contact:
Coordinator: Donna Fujimoto (fujimotodonna@gmail.com)

154

Teacher Development SIG
Teacher Development Special Interest Group is comprised of a diverse membership of language
educators from various disciplines and levels. For this reason, and for our large membership base,
we hold various events both online and face-to-face on an array of topics. We aim to provide
educators with theoretical and practical foundations that can help to expand awareness of research,pedagogical approach, and overall growth in and out of the classroom. Leading our members by
way of TD publications, webinars, conferences, and cosponsored events, we ensure a plethora ofchances for personal and professional development.
Publications:
Explorations in Teacher Development (ETD) is our SIG’s journal of research and reflective
practice. It offers a scholarly outlet for researchers and practitioners who undertake a close andcareful investigation into aspects of the work, thought, and continuous education of teachers, evenwhen these scholarly reports may not fit easily into pre-formed categories.
Events:Our major event is our annual Teacher Journeys Conference. Presenters share personal narratives on
their professional journeys as teachers related to themes such as teacher identity formation, career
paths, and professional development. We also hold exciting forums at PanSIG and the JALTInternational Conference with roundtable speakers and workshops. Part of our mission is helping
facilitate reflective practice meetings. We provide drinks and refreshments (or such funding) at
meeting locations to support teachers getting together to share their work. If you become a member
and want to get involved, we are open to hear your suggestions.
Community/other activities:
We regularly co-sponsor and sponsor events with other Special Interest Groups and JALT Chapters.
Grants are available to our members who receive no or very limited institutional funding forattending events and conferences. Member inclusivity is one of our top priorities.
Links:
Website: https://td.jalt.org/
Facebook: https://www.facebook.com/TeacherDevelopmentSIG
Twitter: https://twitter.com/JALT_TD_SIG
YouTube: https://www.youtube.com/channel/UCyh0CMnZrzBl-iePXQeRxfA
Contact: jalt.td.sig@gmail.com

Call for Submissions is now open for our yearly Teacher Journeys Conference

155Teachers Helping Teachers
Name of SIG and number/type of members: Teachers Helping Teachers (THT) SIG
Teachers Helping Teachers (THT) is a grassroots dedicated to the aid and assistance of fellow
educators and students in and around Asia. We fulfill this mission by providing teachertraining conferences, seminars, and workshops that exhibit practical, student, and teacherfriendly approaches to language education that are informed by current research in the field.
Since its inception, THT has continued to deliver well-received programs in Bangladesh,
Vietnam, Laos, the Philippines, and Kyrgyzstan. Future plans include repeat visits to all ofthese countries and expansion to other areas where we are needed.
Publications: THT JOURNAL – THE JOURNAL OF TEACHERS HELPING TEACHERS
The Teachers Helping Teachers Journal, an anonymously peer-reviewed journal comprisingresearch articles, reports and lesson plans, is now inviting submissions for its next issue.
Events: Our community includes delegates from Europe, North America, Australia, SouthAmerica and Asia whose native languages have been English, German, Spanish and Japanese.
Anyone interested in volunteering to present at our upcoming seminars is invited to submit
proposals (usually 3 or more) on topics of interest to teachers in the host countries.
Delegates are expected to possess post-graduate degrees and have experience in giving
presentations at academic conferences. Elementary, Junior High, High School, and University
level teachers are encouraged to apply.
Links: tht-japan.org
Contact: jalt.tht@gmail.com (Coordinator),pdougherty[at]aiu.ac.jp and thtjalt+journal[at]gmail.com (Editor, THT Journal).

facebook.com/groups/139191142792529

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Teaching Younger
Learners SIG
Name of SIG and number/type of members:
The Teaching Younger Learning Special Interest Group has over 100 members that arededicated to teaching children ages zero to eighteen.
Our aim/focus: Under our parent NPO JALT, the Teaching Younger Learners SIG is a
nonprofit organization whose purposes are to foster research, hold periodic meetings andforums, issue publications, cooperate with interested professional organizations, including
other JALT SIGS and Chapters, carry on other activities for those interested in the
improvement of the language teaching and learning of young learners (0-12th grade), andcontribute to the development of activities in language teaching and learning, social
education, and international cooperation.
Publications: The School House is our double-blind peer review journal that is publishedthree times a year. We accept many different types of articles from scholarly to lesson ideas
related to teaching children ages 0-18. Please see this page for more details: https://jalttyl.net/submission-guidelines/
Events: Our main annual event is JALT Junior and is held along with the JALTInternational conference. We also have regular events and conferences throughout the year
in collaboration with other JALT Chapters and Special Interest Groups.
Links:
Website -https://jalt-tyl.net/

Facebook -https://m.facebook.com/jalttylsig/

Twitter -https://mobile.twitter.com/jalttylsig

Email-

tyl@jalt.org

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JALT
Testing &Evaluation
SIG

Testing and Evaluation
SIG

Name of SIG and number/type of members:

TEVAL membership includes language educators with a variety of interests: not only
researchers and assessment professionals, but also classroom teachers interested in the issueof how best to assess their students, who want to explore or share their ideas and techniques
for optimal classroom assessment.

Our aim/focus/research:

In TEVAL, we believe that testing and evaluation involve more than just tests, item analysis,
and statistics. The interests of the TEVAL SIG include all methods for assessing individual
performance, group outcomes, and program impact. In considering what "testing andevaluation" means, we endeavor to keep in mind that tests and assessments serve many
purposes. They can be used to clarify instructional aims to learners and curriculum designers.
They can be used to provide feedback to learners, teachers, and other stakeholders about
what was or was not achieved. Simple and informal evaluations can be employed on the fly toascertain whether an instructional experiment is achieving its aims or not. And of course, tests
and other observations can be used to construct reliable measures of constructs of interest for
conducting research, or for making ethical and informed decisions that impact our students'
lives.

Publications:

Our journal Shiken, published biannually, features research, practice, opinion, and instructional
articles related to testing, assessment, statistics, and other topics.

Events:TEVAL will hold a forum at the upcoming PanSIG Conference titled Evaluation of Performance:
Focus on Evaluation, on Sunday 14:05-15:35. This will be related to the PIE SIG forum, which
will be held on Saturday.

Community/other activities:TEVAL SIG aims to provide avenues for research, information, and discussion related to foreign
language testing and evaluation both from within JALT membership and with other professionalorganizations which have common interests and goals, such as the Japan Language Testing
Association (JLTA).

Links:

Website: https://hosted.jalt.org/teval/
Facebook: https://www.facebook.com/groups/886605991499948

Contact:

teval@jalt.org

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The Vocabulary SIG
Name of SIG and number/type of members:
The JALT Vocabulary SIG has more than 80 members interested in the teaching andlearning of vocabulary for second language learners.
Our aim/focus/research:
The JALT Vocabulary SIG provides a venue for the discussion and research into second
language vocabulary acquisition and assessment, particularly as they pertain to language
education in Japan.
Publications:
The SIG produces three publications a year, a bi-annual bulletin, and a yearly symposium
proceedings.
The symposium proceedings are available in the full article online journal Vocabulary
Learning and Instruction (VLI) on the website: http://vli-journal.org.
Our bi-annual publication is called the Vocabulary Education and Research
Bulletin (VERB) and can be downloaded below. VERB editors are Michael McGuire &Jenifer Larson-Hall.
Events:The SIG’s main event is our annual symposium, which is typically held soon after the JALTInternational Conference. You can see more information about our most recent symposium
here: https://jaltvocab.weebly.com/symposium.html
Links:••

See our Publications page for the latest issue of VERB
Visit our Facebook page at <http://www.facebook.com/groups/236623256372419/>

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The 2023 PanSIG Journal post-conference proceedings

The 2023 PanSIG Journal - Call for Papers
All presenters for vetted presentations and SIG forums at PanSIG 2023 will be invited to submit a paper
based on their presentation for publication in the 2023 PanSIG Journal. All full article submissions should
be made through the journal’s submissions page or via the conference email address.
In the same way that the presentations were vetted prior to the conference, journal papers from theconference will also be subjected to peer review. From 2020, we have adopted the policy of peer review,
where each submitting author will most likely review a maximum of up to two 2023 PanSIG Journal
submissions. Note that publishing in the 2023 PanSIG Journal qualifies as a refereed publication. We
would therefore like to encourage all presenters to submit a paper.

Important Dates

Submission Deadline (initial draft of full paper due):Announcement of Review Decision:
Revised Paper Submission (final draft due):Target Date of Publication:

August 31, 2023
November 30, 2023
February 15, 2024
May 15, 2024

General Guidelines● Submissions should be no longer than 4,000 words, including references. Note that any papers of over
4,500 words will not be considered for publication and any papers of less than 2,500 words are unlikely to
be selected for inclusion. Also, try to restrict any appendices to no more than three pages.
● Papers should be either research or practice oriented. Submissions should discuss the author’s
research or a teaching technique that is being used in the classroom. Please look at the previous years’
journal articles for examples of these two types of papers on the PanSIG Journal website:
https://pansig.org/pansig-journal● Papers that consist of only extended literature reviews, or submissions that are limited to personal
opinions without a connection to the wider language teaching field are unlikely to be selected forinclusion.
● Forum presenters can submit papers as a group or individually. If forum presenters are
submitting individually, the topic of the individual papers must be different enough to warrant
individual submissions. If forum presenters are submitting as a group, the paper must still meet the 4000word limit to be accepted. Also, the submission should be one cohesive article rather than a collection ofseveral short submissions. Please contact the journal editors if you have any questions.
● Papers submitted to the 2023 PanSIG Journal must not have been previously published, nor should
they be under consideration for publication elsewhere. All manuscripts are first reviewed by an editor toensure they comply with JALT Guidelines. Those considered for publication will then be subjected toblind review by at least two readers.
Please refer to the PanSIG Journal website at https://pansig.org/pansig-journal for further details.
Questions about the journal may be sent to the Editor at: journal@pansig.org
TBD, Editor

Duncan Iske, Associate Editor

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See you again NEXT year at PanSIG2024 in Fukui!
Friday, May 24, 2024 to Sunday, May 26, 2024 (tentatively)

Theme: Getting Back to Basics
The theme for PanSIG 2024 is "Getting Back to Basics". The pandemic propelled us, virtuallyovernight, into a brave new world of online, hybrid environments, and we now have seen thedawn of A.I. and its instant proliferation around the globe. As many of us may be feelingoverwhelmed, let us take this opportunity to gather our thoughts, reflect on what we havegained, what might have been lost, and try to connect theory to practice. By getting back tobasics, we hope next year’s conference will be a welcome forum for young teachers andresearchers to join the JALT community and we wish to encourage newer speakers toparticipate actively. We aim to foster a comfortable environment where new research andpractical workshops can be shared in an accessible manner which will bring people together
and enable mentoring and nourishing of fresh talent. PanSIG 2024 will be held from Friday, May
24 to Sunday May 26, 2024 at Fukui University of Technology in Fukui. The campus is easily
accessible by bus (approx. 10 mins.) from JR Fukui Station, where the Hokuriku Shinkansen will
begin running from April 2024. The nearest airport is Komatsu Airport (Ishikawa). The Fukui
Prefectural Dinosaur Museum and Daihonzan Eiheiji Temple are major tourist destinations, andvisitors can enjoy the majestic beauty of Fukui from the mountains of Katsuyama to the shoresof Suishohama. The conference team will be planning recreational events in addition to theconference’s academic itinerary. Our conference team is always looking for willing hands andnew ideas! Come and join us!

*Sakura along Asuwa River*JR Fukui Station*5-Headed Dragon Falls*Ono Castle*Suishohama (Crystal Shore)

PanSIG 2024 Conference Chair: Parvathy Ramachandran
PanSIG 2024 Site Chair: Bradford Lee

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