PanSIG 2022
(Re)Imagining Language Education

JALT

July 2022

0

Handbook

21st PanSIG conference
PanSIG 2022
(Re) Imagining
Language
Education
July 8th – 10th, 2022
The University of Nagano
Program Handbook

https://pansig2022.edzil.la/
ONLINE - Join Edzil.la event space for selected SIG Sessions and Plenaries
You can use an existing Edzil.la or Eventzil.la account if you have one. Or please join
Edzil.la before you register. This means you must first make an account on the Edzil.la site andmake sure you joined the PanSIG 2022 "event space" (https://pansig2022.edzil.la/).
ON SITE - To attend PanSIG 2022, 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.

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PanSIG 2022 - Pricing

3,500
5,500
500
2,500
* 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.

You can join Edzil.la and enter the event space free of charge for some of our SIG Sessions (see“hybrid”). To join the event space you need a login ID (name and mail address). You can check theschedule of presentations and information regarding the AMs (associate members) on the contents
page (p5).
If you have questions, please contact the conference team at confchair@pansig.org
For programming questions or online Zoom help, contact program@pansig.org

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Map of Conference Site: https://pansig.org/venue-map

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Useful Information - At a glance
Go online: https://pansig2022.edzil.la/
PanSIG2022 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 Zoom help, contact program@pansig.org
Venue: https://pansig.org/access/https://pansig.org/venue-map

Wi-Fi: https://pansig.org/wifi-availability
Wi-Fi will be available for a limited number of attendees. Please ask for details at the reception desk.
Childcare: https://pansig.org/childcare
Food: https://pansig.org/foodAccommodation: https://pansig.org/accommodation
Schedule: https://pansig2022.edzil.la/schedule/index
Nagano Guide:
https://www.google.com/maps/@36.6848944,138.1964659,12z/data=!3m1!4b1!4m3!11m2!2sNfMW1
oLfTtSvn-vf9P_xJg!3e3
Posting Large items (Takyubin):
Yamato Takyubin will pick up luggage and boxes for delivery.
Please get a red order form (着払い伝票)at registration. Payment for delivery will be made by thereceiver. Items to be delivered must be at the main entrance by 16.00 on Sunday.
Garbage:
Please check the notices around the campus to dispose of your garbage correctly. If possible, pleasetake your garbage with you to dispose of off-campus. We appreciate your efforts to help us run anenvironmentally-friendly and sustainable conference.
Nagano Prefectural Website:
For emergency contact numbers or medical help, please refer topref.nagano.lg.jp/government/index.html

All information is correct and accurate up to Thursday 30th June 2022. Any errors or changes tothe schedule are unintentional and we apologize for any inconvenience this may cause. Pleaserefer to the PanSIG 2022 website (https://pansig.org/) and Edzil.la (https://pansig2022.edzil.la/)for the latest and most accurate information.

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Table of Contents
Welcome to PanSIG2022!
Pricing and Registration Information
Map of Conference Site
Useful Information – At a glance
Table of Contents
Schedule Overview
Message from the Conference ChairPanSIG 2022 Committee
JALT Code of Conduct
PanSIG 2022 Proposal Readers
The 2021 PanSIG Journal – article reviewers
PanSIG 2022 Onsite and Hybrid Volunteers
Acknowledgments & Associate Members & Sponsored Presentations
Oxford University Press
JALT Special Interest Groups
Plenary Speakers

1
2
3
4
5
6
7-8
9
10
11
12
13
14-17
18
19-24
25-28

Friday Evening Sessions
17.15-18.50 - Presentations

29-32

Saturday Morning Sessions
09:00-12:10 - Presentations

33-48

Saturday Afternoon Sessions
12:20-17:50 – Presentations
16:00-16:40 – Poster Presentations

49-74
75-79

Sunday Morning Sessions
09:00-12:45 – Presentations

80-91

Sunday Afternoon Sessions
13:30-15:15 – Presentations

92-96

Handbook Special Theme: PanSIG Showcase Pages

97-1152022 PanSIG Journal - Call for Papers
PanSIG 2023 - Preview

116
117

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Schedule Overview

Friday July 8 , 2022th

Pre-Conference Hiking: Mt Iizuna

08:15 – 16:15

Pre-Conference: Walking Tour

14:00 & 15.00

Evening sessions

17.15 – 18.50

Welcome reception: Nagaden Beer Train

19:30 – 21:30

Saturday July 9th , 2022
Plenary: Dr David Beglar

09.00 - 09.50

Morning sessions

10:00 – 12:10

Afternoon sessions

12:20 – 17:00

SIG coordinators meeting

12:55 – 13.55

Poster Presentation sessions

16:00 – 16:40

Plenary: Ann Mayeda

17.00 - 17.50

Conference Dinner (Hotel Saihokukan)

19:00 – 21:00

Sunday July 10th, 2022
Social – Togakushi Bus Tour

08:00 – 13:00

Plenary: Mehrasa Alizadeh

09.00 - 09.50

Morning sessions

09:00 – 12:00

Plenary: Yukio Tono

13.30 - 14.20

Afternoon sessions

13:00 – 16:05

Closing Ceremony / PanSIG 2023 Introduction Meeting
16:10 – 17:30-------------------------------------------------------------------------------------------------------------------Schedule: https://pansig2022.edzil.la/schedule/index

Nagano Guide:
https://www.google.com/maps/@36.6848944,138.1964659,12z/data=!3m1!4b1!4m3!11m2!2sNfM
W1oLfTtSvn-vf9P_xJg!3e3

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Message from the Conference Chair
Dear PanSIG attendees,
Welcome to the PanSIG 2022, the first Hybrid Conference held at
the University of Nagano. First and foremost, I would like to say
thank you to all of you who decided to join the conference. It
must have been a very difficult decision for you to make in the
midst of an uncertain time. We would have never achieved thismilestone conference without your support and decision to comeall the way to Nagano.
The Conference Committees and volunteers from JALT SIGs haveworked incredibly hard to organize this conference under the theme, “Re” Imagining Language
Education. With the theme, we have attempted many positive changes. We believe that some of
our innovations will be the signature characteristics of PanSIG 2022 and will be carried over tothe future PanSIG Conferences. One of them is the conference format. With the start of the
COVID-19 pandemic in 2020, the language education world, including JALT, had to adapt its
format of activities, and the PanSIG Conferences in 2020 and 2021 were no exception. As the
COVID-19 situation has been gradually settling down, we decided to keep building on thelegacies that our former Conference Committees made during the online period and hold thisconference in the hybrid format. In PanSIG 2022, we will be hosting face-to-face live sessions atthe venue and hybrid SIG forums to accommodate these needs.
At the conference venue and social event sites, we prepared an inclusive environment to let theattendees enjoy the conference as much as they can. First, childcare services have been
prepared to allow families to join and enjoy the conference to a full extent. This year, the service
will be provided to two families. Second, we collaborated with local restaurants and a cafe in
Nagano city to offer coffee and lunchboxes at the conference site. A variety of meal options,
including vegetarian and vegan lunchboxes, is another selling point of our conference. At theconference reception, three types of meals (meat-based, vegetarian, and halal) have been
prepared to accommodate a wide variety of needs. The Site Chair, Jean-Pierre Richard, put atremendous amount of time and effort into preparing our social events including Mt. Iizuna
hiking, visiting Zenkoji, and the Nagaden Beer train on Friday night.
For the PanSIG 2022 Conference, we invited four plenary speakers from diverse fields to reflect
the conference theme. To kick off the conference, Prof. David Beglar (Temple University, Japan
Campus) will be giving us a talk about the importance of teachers having a growth mindset to
strive in the era of digital media and fast-moving technological advancement with the theme of“The Well-Balanced Individual: A Challenge for Educators”. The second plenary speaker on thefirst day is Prof. Ann Mayeda (Konan Women’s University). Ann has been researching earlychildhood education and autonomous learning. In her talk, “(Re)framing Mindsets/Attitudes toEnglish Use in Japan”, Ann will be sharing her insights on how a slight change in teachers’
perspectives can cause a dynamic change in students’ attitudes and ways to learn English.

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For Sunday, Prof. Mehrasa Alizadeh and Prof. Yukio Tono will take to the plenary podium toshare their research and educational perspectives. Mehrasa (the International Professional
University of Technology) is a researcher and educator who promotes the idea of technologyenhanced language learning (TELL). Mehrasa’s session, “Reimagining Technology Enhanced
Language Learning: Looking Back, Moving Forward”, will be about the history of TELL and how
TELL can be incorporated in modern language education and learning. The last plenary of the
PanSIG 2022 Conference is Prof. Yukio Tono (Tokyo University of Foreign Studies). Prof. Tono is aleading researcher on the development of the CEFR-J. Prof. Tono will be sharing his experiencesin the development of the CEFR-J and how to conduct CEFR integrated language teaching andlearning with the theme of “(Re)imagining language education in relation to the CEFR/CV andthe CEFR-J”. Having those wonderful plenaries from different fields reflects our diversity in JALT,and I am happy to announce that our plenary sessions have been selected as Equal Voices in ELT(EVE)’s recognition. For more information, please click the following link.
https://evecalendar.wordpress.com

To close, I would like to thank each one of the volunteers, SIG Coordinators, and officers, andCommittee Members for providing your support in building our conference. In total, we had
more than 20 official meetings and countless committee-based meetings, and everyone
contributed to the development of this conference with your expertise. PanSIG 2023 will be heldat Kyoto Sangyo University led by Nicholas Wilson (Conference Chair) and Amanda GillisFurutaka (Site Chair) who were core members of PanSIG 2022. I am very sure that PanSIG 2023
will be another amazing conference and I am LOOKING FORWARD to it.
Koki Tomita
PanSIG 2022 Conference Chair---------------------------------------------------------------------------------------------------------------------CALL for Papers for the 2022 PanSIG Journal conference proceedings

2022 PanSIG Journal
Editor in Chief: Patrick Conaway

Submit by August 31st, 2022
(See details on page 116)
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PanSIG 2022 Conference Committee
Executive
Conference Chair (2022): Koki Tomita
Conference Site-Chair: Jean-Pierre Richard
Conference Treasurer: Phil Nguyen
Conference Co-Treasurer: Maria Gabriela Schmidt
SRL: Grant Osterman
Conference Chair (2023): Nicholas J. Wilson
Conference Site-Chair (2023): Amanda Gillis-Furutaka
Conference Co-Chair (2021): Maria Gabriela Schmidt
Program
Submission Chair: Jennie Roloff Rothman
Schedule: Mark Brierley
Room Host Schedule/Liaison: Mark Brierley
AM (Associate Member) Liaison: Maria Gabriela Schmidt
Handbook Editors: Naheen Madarbakus-Ring, Koki Tomita
Handbook Proofreaders: Tim Cleminson, Anthony Brian Gallagher, David Kluge, Liam Ring
Pan SIG Journal Editor: Patrick Conaway
Volunteer coordinator: Cheryl Kirchhoff
Registration
Registration (site): Margit Krause-Ono
Registration (site) co-chair: Maria Gabriela Schmidt
Event Site
Event Website (Edzil.la): Gary Ross
Website: Bill Pellowe
PR Chair: Mehrasa Alizadeh
Photographer: Phil Nguyen, Tim Cleminson, Jim George
Illustrator: James Dewitt Dunn

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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.

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PanSIG 2022 Proposal Readers
We thank everyone who volunteered to review proposals for the 2022 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 2022
conference proposal reading team.
Submissions & Review Co-chairs
Jennie Roloff Rothman, Grant Osterman, Mark Brierley
Abstract Reviewers
Alexandra Shaitan

Grant Osterman

Michael Parrish

Amanda Gillis Furutaka

Heather Yoder

Michael Phillips

Amanda Yoshida

Jamie Taylor

Michael Yap

Andre Parsons
Andrew Reimann

Javier Salazar
Jennie Roloff Rothman

Mitsuko Imai
Naheen Madarbakus-Ring

Andy Barfield

John Maune

Nate Carney

Anna Walker

Jon Thomas

Pat Conaway

Anthony Brian Gallagher

Joseph Dias

Paul Bird

Arthur Nguyen

Kate de Veas

Phil Nguyen

Bill Pellowe

Kate Sato

Prateek Sharma

Cecilia Smith Fujishima

Kathi Kitao

Quency Hofman Aoki

Chhayankdhar Singh Rathore

Kathryn Jurns

Sandra Healy

David Kluge

Koki Tomita

Shalvin Singh

Donna FujimotoLesley Ito

Shingo Moriyama

Eduardo Castro

Lorraine Sakka

Stephen M. Ryan

Eric Hawkinson
Eric Lynch

Margit Krause-Ono
Mark Brierley

Steve Paton
Tara McIlroy

Euan Bonner

Mary Hillis

Tim Ashwell

George Maclean

Mathew Porter

Tim Cleminson

Gabriela Schmidt

Mayumi Shibakawa

Wayne Devitte-----------------------------------------------------------------------------------------------------------------------------------------------------The PanSIG 2023 Conference will be held in Kyoto

From Friday, May 12 to Sunday, May 14, 2023 (tentatively)
Theme: Looking Forward
11The 2021 PanSIG Journal – Article Reviewers
We thank everyone who volunteered to review articles for the 2021 JALT PanSIG journal.
Reading, offering comments, and making suggestions for improving the articles helps support
our community in various ways.
Adrianne Verla Uchida
Akiko Tsuda
Alan Mulvey
Andrew Zitzman
Anna Walker
Anton Vegel
Branden Kirchmeyer
Chie Kawashima
Colin Mitchell
Dominique Vola Ambintsoa
Ellen Head
Jared Michael Kubokawa
Jennifer Igawa
Jessica Zoni Upton
Jonathan Buck
Jonathan Shachter
Ken Ikeda
Kimberley Rothville
Kyle Maclauchlan
Kyoko Kuze
Lala Takeda
Larry Xethakis
Li-hsin Tu
Luke Draper
Merissa B. OcampoMichael Greisamer
Nami Takase
Natasha Hashimoto
Nial Walsh
Nicholas Delgrego
Philip Riccobono
Richard Sparrow
Rob Olson
Robert Dykes
Robert Stroud
Sarah Miyoshi Deutchman
Shzh-chen Nancy Lee
Sian Edwards
Stephen M. Ryan
Takanori Omura
Wang Jun Amy Lin
Yukie Saito
Yuko Matsubara

Nihon University College of International Relations
Nakamura Gakuen University
Kyoto Tachibana University
Seinan Jo Gakuin University
University of Nottingham
Nagoya University of Foreign Studies
Sojo University
Tochigi Technical High School
Reitaku University
Kanda University of International Studies
Miyazaki International College
Aichi University
Meiji Gakuin University
Nagoya University of Foreign Studies
Toyo University
Kyushu Sangyo University
Otsuma Women’s University
University of Aukland
Randolph-Macon College
Toyo University
Showa Women’s University
Sojo University
University of Niigata Prefecture
Kwansei Gakuin University
Fukushima Gakuin University
Kobe City University of Foreign Studies
Seirei Christopher University
Tokyo Women’s Christian University
Aichi Prefectural University
Tsuru University
Himeji Dokkyo University
Kyoto Sangyo University
Hokkaido University of Science
Sojo University
Hosei University
Waseda University
Osaka University
Aichi University
Sanyo Gakuen University
Soka University
Nagoya University of Foreign Studies
Chuo University
Kumamoto University

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PanSIG 2022 Onsite and Hybrid Volunteers
We would like to thank everyone who volunteered to help us online, onsite, and in our session
rooms this year at the JALT PanSIG 2022 conference. This is a very important part of theconference and enables us to run the sessions smoothly.
SIG Volunteers
Grant Osterman (TYL)
Todd Beuckens (LIS)
Alexandra Burke (ALL)Stephen M. Ryan (BRAIN)
Julia Daley (BRAIN)Maria Gabriela Schmidt (CEFR)
Tim Cleminson (LD)Mark Brierley (ER)Patrick Conaway (ER)

Ryan Hagglund (SO)Brent Simmonds (GALE)
Cecilia Silva (OLE)
Anthony Brian Gallagher(CALL)
Gavin Brooks (CUE)
Student Volunteers
Sakura Ando
Miyu Fujikawa
Azuki Fukazawa
Rinka Futatsugi
Shinyuan Goi
Fumiya Hayashi
Kai Hosaka
Akari Ikeda
Aona Ikeda
Masami Ishikawa

Haruna Ito
Kokoroko Ito
Haruki Iwamura
Nicolas Kawano
Naoya Kawatsu
Shiho Kikuhara
Nana Kobayashi
Yoshino Kohara
Akari Koizumi
Chihiro Matsuzaka
Aya Meguro
Yuto Mochizuki
Yuka Nagano
Rena Nagaya
Kako Nakajima
Ai Narusawa
Nguyen Canh Tan
Ryuga Oosaki
Raika Oguchi
Manami Ogoda
Mayuka Seki
Kanami ShimabukuroMei Sugiyama
Luke Talandis
Yuna Takizawa
Riko Tsubakiyama
Honon Urano
Riho Yamaguchi
Miyu Yoshie

Room Volunteers
Todd Beuckens
Paul Beaufait
Michelle Bautista
CarrenJohn Carle
Patrick Conaway
Eric Hagley
Hanaa Khamis
Mahender Kumar
Wayne Malcolm
Gerardine McCrohan
Michael Mielke
Miguel Mision
Masako Moriwaki
Theron Muller
Yuki Otsuki
Rudolf Reinelt
Adiene RoqueKimberley Rothville
Miori Shimada
Jackie Talken
Jason Tacker
Brian Teaman
Suwako Uehara
Kinsella Valies

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 online, face to face, and hybrid conferences smoothly. They also held training
sessions and prepared instructions, all of which we can draw on. We are deeply grateful for theirselfless support.
-----------------------------------------------------

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Acknowledgments – Associate Members

We are also grateful for the support of the following publishers and material developers aswell as other sponsors for their participation in making the conference a success.

ABAX ELT Publishing

http://www.abax.co.jp

English Central Japan

https://ja.englishcentral.com

Intercom Press

http://intercompress.com/

Oxford University Press

https://www.oupjapan.co.jp/

Pearson Japan K. K.

pearson.com/jp

Tryalogue Education

https://www.tryalogue.co.jp/

Xreading

https://xreading.com

ZenGengo

https://www.zengengo.com/

PanSIG 2022 Sponsored Presentations*All sponsored presentations are 25 minutes.

Sat, Jul 9, 11:10-11:35 Asia/Tokyo | Room: Auditorium
Computer Assisted Language Learning
English Central Japan
https://ja.englishcentral.com

English Central: Moving Beyond from an EdTech Tool
to your Personal Virtual AssistantThis presentation is focused on new features, improvements and the future
EnglishCentral is heading into, on how it would stimulate further and keep
the users engaging with the software tool, while also keeping up with therapid evolution of technology. The factors that formulated the changes,
enhancements and future plans are based on the accumulation of various
14

study-pattern data and feedback from schools and companies that have been
regularly using EnglishCentral. Most of the details and information gathered
were on increasing or improving the speaking-related features. Betterscoring, more about what is spoken in an intelligible English language, andallowing to provide one’s viewpoint on a topic with an assessment through AI
or from actual professionals teaching English. Consideration of users’comments and feedback relating to EnglishCentral has helped build andimprove the software tool based on their needs and wants, making sure theirlearning experience of the English language is productive and effective.

Sat, Jul 9, 13:30-13:55 Asia/Tokyo | Room: A31

Teacher Development

Pearson Japan K.K.
pearson.com/jp

Marc Helgesen

Connected Learning, Firsthand – Five Useful Ideas (regardless of your book)
You want learning connected – to the students, language and real usage as well
as your book. The author will share five useful ideas from English Firsthand –including ways to use them with (nearly) any textbook: Have the book talk directly
to your students, fluency work from the beginning, multisensory pronunciation
work and more. And he’ll add a few extras to help you (re)imagine your teaching.

Sat, Jul 9, 14:05-14:30 Asia/Tokyo | Room: G21

Extensive Reading

Oxford University Press, OUP Japan
https://www.oupjapan.co.jp/

Charles Ullmann

Make Extensive Reading Easier with Oxford Reading Club
Find out about the Oxford Reading Club, a digital library of over 1,000 graded
readers that will allow your students to read anywhere, anytime, and help
teachers to track the reading progress of their students easily.

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Critical Thinking

Sat, Jul 9, 14:40-15:05 Asia/Tokyo | Room: F21
ABAX ELT Publishing
http://www.abax.co.jp

Alastair Graham-Marr

Critical Thinking: Do teachers/publishers truly understand it?
Critical thinking is a vitally important concept which 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. Critical thinking 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.

Sat, Jul 9, 15:15-15:40 Asia/Tokyo | Room: C11

Computer Assisted Language Learning

ZenGengo
https://www.zengengo.com/

Paul Raine

Nation’s Four Strands and Digital Language Pedagogy with ZenGengo
In recent years, the move toward blended and hybrid forms of language learning
has led many teachers to re-evaluate their digital toolsets. Language teachers inparticular need not only a reliable set of tools but also a solid pedagogicalframework within which these tools can be put to use. As the old saying goes –it's not just the technology, but what you do with it that counts. Renowned
linguist Paul Nation argues that a well-balanced language course should consistof four strands: meaning-focused input, meaning-focused output, languagefocused learning, and fluency development (Nation, 2007). In this presentation,
the developer of ZenGengo, a web-based language teaching and learning
platform, will demonstrate how the platform can be used to quickly and easily
create activities that correspond with each of Nation's four strands. The presenter
will show how by using ZenGengo, language teachers can not only create more
effective and engaging activities for their learners, but also manage their own
workloads more efficiently, and ensure that students can always access theircourse materials whether face-to-face, fully online, or somewhere in between.

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Sat, Jul 9, 15:50-16:05 Asia/Tokyo | Room: F23

College and University Educators

Intercom Press
http://intercompress.com/

Paul Shimuzu

Orchestrate or Pontificate
Many of us teachers get easily sucked into a “Chalk & Talk” style of teaching inour oral communication classes. It is essential to give your students theopportunity and space to develop their oral communication skills. By doing this
your students will actually want to come to class. This workshop will present abundle of ideas to help you hand over to your students so that you may standback and observe their progress.

Sat, Jul 9, 16:25-16:50 Asia/Tokyo | Room: G21

Extensive Reading

Xreading
https://xreading.com

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 updated and improved with newfeatures 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 the system are encouraged to provide feedback andsuggestions based on their experience.

17

18

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 - Sunday 10 July (11:45-13:15) – Sustainable Inclusivity: Practical Solutions for Supporting
Learners (Session #2660) Room: F21/Hybrid
ALL SIG Forum - Sunday 10 July (14:30-16:00) – Barrier-free learning in Japan: Panel (Session #2994) Room:
F21/Hybrid

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.
BILING SIG Forum – Saturday 9 July (11:45-13:15) – Bilingualism (Session #2691) Room: A31

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 - Sunday 10 July (10:00-11:30) – Using the CEFR-focused Action Research Model –Reflections on Two Years of Research (Session #2655) Room: A31/Hybrid19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 joint with TD SIG - Sunday 10 July (11:45-13:15) – TD & CUE SIG Forum on Communities ofPractice (Session #2647) Room: AUDITORIUM/HybridComputer 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.
CALL SIG Forum - Sunday 10 July (10:00-11:30) – EFL Games with CALL (Session #2654) Room: C11/Hybrid

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.
CRIT SIG Forum – Saturday 9 July (15:15-16:45) – Critical Thinking SIG Forum (Session #2650) Room:
AUDITORIUM/Hybrid

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 SIG Forum - Sunday 10 July (11:45-13:15) – ER SIG Forum (Session #2646) Room: A31/Hybrid

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 - Sunday 10 July (10:00-11:30) – GALE SIG Forum (Session #2648) Room: E21/Hybrid

20

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 - Sunday 10 July (11:45-13:15) – GILE SIG Forum (Session #2894) Room: A31/HybridIntercultural 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 self-awareness, 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 practicalchallenges of taking culture into account in the language classroom.
ICLE SIG Forum joint with TYL SIG- Sunday 10 July (11:45-13:15) – TYL & ICLE SIG Forum: Intercultural
understanding in Japanese Schools (Session #2645) Room: E21/Hybrid

Japanese as a Second Language SIG (JSL)https://jalt.org/groups/sigs/japanese-second-language!"#$%&'()*+,-.,/0123456789#:;<2!"#=>6!"#?@6!."#.$%.&'2ABCD=;6=>6?@6&'2EF2GHIJKCLMNO:PQR!"#2=.>S6.?@S6&'S2TUVWXYZPQR[\2]^C;6_`abcd.a:efgC[h.QN2P.efijk2lmCYZ;nQR

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 - Sunday 10 July (11:45-13:15) – Challenging Conventions: Opening up New Spaces in Learner
Development (Session #2652) Room: G21

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 – Saturday 9 July (10:00-11:30) – From Burnout to Burning Rubber (Session #2657) Room: E21

21

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 an Extensive Listening “vs” Extensive Reading discussion.
Lis SIG Forum – Sunday 10 July (10:00-11:30)– Listening SIG Showcase (Session #2661) Room: AUDITORIUM/Hybrid

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 SIG Forum – Saturday 9 July (10:00-11:30)– (re) Imagining Literature in Language Education (Session#2653) Room: F21

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.
MW SIG Forum - Saturday 9 July(11:45-13:15)– How to Create an Online Textbook or Workbook (Session#2656) Room: AUDITORIUM

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 - Sunday 10 July (14:30-16:00) – Teaching and Learning about the Brain (Session #2651)
Room: E21/Hybrid

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.

22

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 - Saturday 9 July (15:15-16:45) – International Online Exchange in Times of Covid (Session#2658) Room: A31

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 – Saturday 9 July (15:15-16:45) - Performance in Education (Session #2693) Room: F21/Hybrid

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.
Prag SIG Forum – Sunday 10 July (10:00-11:30) – Pragmatics: What we’ve done – what we will do (Session#2862) Room: F21/Hybrid

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.

23

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 joint with CUE SIG - Sunday 10 July (11:45-13:15) – TD & CUE SIG Forum on Communities ofPractice (Session #2647) Room: AUDITORIUM/Hybrid

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 to language education that are informed by current research in the field.

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 joint with ICLE SIG- Sunday 10 July (11:45-13:15) – TYL & ICLE SIG Forum: Intercultural
understanding in Japanese Schools (Session #2645) Room: E21/Hybrid

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.

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.

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PanSIG 2022 – PLENARY SPEAKERS
PLENARY SPEAKER: Sat July 9, 9.00-9.50
Dr. David Beglar
The Well-Balanced Individual: A Challenge for Educators

On an individual level, a key purpose of education is to bring forth the latentabilities that exist in each person. On a societal level, a primary purpose is tocontribute to the emergence of an ever-advancing civilization. These
purposes are intimately related and can be achieved when individuals act on
the basis of an evolving set of knowledge and skills that has practical andbeneficial applications, positive emotional health, an ethical foundation inwhich the welfare of others is important, and an ability to think creatively.
Although foreign language teachers are primarily responsible for supporting
their students in their efforts to perform the challenging task of acquiring an
additional language, foreign language classrooms can—and arguably
should—be the site of more diverse types of learning that help learners
develop their innate abilities in ways that touch on four aspects of what itmeans to be human: cognition, affect, ethics, and creativity. These four
overlapping aspects can be embedded in language-learning tasks in waysthat can potentially lead to cognitive development, the healthy expression ofemotion, ethical thinking, and new and interesting angles on ideas and waysof acting in the world.
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PLENARY SPEAKER: Sat July 9, 17.00-17.50
Ann Mayeda(Re)framing Mindsets/Attitudes to English Use in Japan“We are Japanese, our common language is Japanese so why should wespeak to our peers in English?” This an oft heard refrain from not only mylearners but also in society at large. While this might be true to a degree, inthis presentation I will suggest some reasons why this might not be quite theright attitude towards gaining proficiency and may hold a key to Japan’s
stagnant global English proficiency rank. I will share some of the insights into
what I learned during my work over the last several years with teachers andyoung learners in Nepal and in the Philippines. Both countries have fought,
debated and glorified the role and impact of English, but have nonethelessclaimed it as one their own. Japan has fought, debated and glorified the roleand impact of English, but has not yet claimed it as one of their own. A small
shift in perspective in our classrooms and in our teacher-training programsmight go a long way in developing an “English-user” identity. In this brief talk,I hope to provide a few illustrations of how I came to this realization and how
it might impact how we teach, the resources we use, and how our learners
learn.

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PLENARY SPEAKER: Sun July 10, 9.00-9.50
Mehrasa Alizadeh
Reimagining Technology Enhanced Language Learning:
Looking Back, Moving Forward

Technology enhanced language learning (TELL) has evolved considerably since
its early days, and immersive technologies such as augmented reality and virtual
reality will significantly transform the way we approach learning moving forward.
It is therefore important for academics and professionals to know about
immersive learning and how it can help reimagine the future of TELL. In fact,
immersive technologies have made their way into different sectors andindustries such as entertainment, arts, manufacturing, marketing, healthcare, andeducation. Aside from their use in content knowledge acquisition, immersive
technologies provide affordances that are highly valuable for learning such as
sense of (co-)presence, embodied interaction and communication, andemotional engagement. However, their use is still limited in language education
due to reasons such as low access to resources and unfamiliarity of teachers withimmersive learning design. In this talk, I will introduce immersive technologies
and argue that these technologies will immensely change the way we interact
with digital media in future iterations of the Web. In the rest of my talk, I willconnect that introduction to recent trends of research and practice in immersive
learning and the affordances and challenges of these technologies in creatingnovel learning experiences. I will also touch upon the impact of the COVID-19
pandemic on development and implementation of immersive technologies inlearning contexts.

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PLENARY SPEAKER: Sun Jul 10, 13.30-14.20
Yukio Tono
(Re)imagining language education in relation to the
CEFR/CV and the CEFR-J

Since the publication of the CEFR in 2001, policymakers, researchers andteachers in foreign language education around the world have started to use
the framework to review their own systems and practices. This includes the
structure and content of language syllabuses, textbooks and teachingmaterials, as well as instructional and assessment methods. The publication of
the Companion Volume (CEFR/CV) in 2020 will further concretise theprinciples of the CEFR and re-propose a new framework for language
teaching, including sign languages, mediation skills and online
communication. The application of the CEFR, with its extremely broad scope,can sometimes be a hindrance to a sound understanding of its principles andfundamental concepts, which can lead to applications based on superficial
knowledge. It is also true that it is difficult to implement language education
policies that cover the full range of the CEFR. In this talk, I will give an
overview of the CEFR and the CEFR/CV and discuss the implications of using
the CEFR as a common framework for all languages. As an example offocused applications, I will argue what the future of intelligent CALL based on
the selection and arrangement of language materials by the CEFR levels
would be like. Finally, as Principal Investigator of the CEFR-J, a localization
project of the CEFR in Japan, I would like to consider what is needed for the
CEFR to truly take root in foreign language education in Japan.

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PanSIG 2022 - Sessions
DAY 1 – FRIDAY JULY 8th, 2022
Ainu Language Learning Through Synchronous and Asynchronous Online Methods#2845
Matthew Cotter / Taka Okazaki / Jennifer Teeter
While UNESCO classified the Ainu language as critically endangered in 2009, stakeholders continue toengage in preservation and revival efforts in a variety of capacities. This presentation will focus on an
Ainu language class developed in March 2021, amidst the COVID-19 pandemic, adopting a new hybrid
style of language learning. The weekly 90-minute class held on Zoom utilizes a long-standing
community-based method for adult Māori language learning called Te Ataarangi combined withmodern online initiatives. The language teachers and tutors also update self-access revision and study
materials weekly on the associated Moodle LMS. The class participants (n=30) include both Ainu andnon-Ainu, varying nationalities, young Ainu language and culture apprentices, shopkeepers, school
teachers, university professors, university students, museum staff at Upopoy (the Symbolic Space forEthnic Harmony in Shiraoi, Hokkaido) and other participants dedicated to Ainu language revitalization.
The presenters will share the background and methods of the course and highlight the advantages anddisadvantages of using Zoom as the main online synchronous learning tool. Functionality of theasynchronous tool, Moodle, will also be detailed, ending with a discussion of future plans for thedevelopment of the classes and online platforms.
Fri, Jul 8, 17:15-17:40 Asia/Tokyo Room: F31
Accessibility in Language Learning - Teaching Mature/Lifelong learners Research-Oriented Presentation
Using Lending History to Recommend Books for Extensive Reading#2849
Shuichiro Kachi
When purchasing new graded readers for a university library, as well as making a varied collection, it isimportant to consider whether the books will be “popular” or “highly rated” by the students who use
the library. The factors that make a book popular may be different for books that are intended to
improve English skills. Therefore, using the lending history of books held by a university library, we
analyze the factors that make a book popular and derive the criteria for predicting popularity in graded
readers. By using these criteria, we can predict the popularity of the books we plan to purchase and sopurchase the graded readers most likely to meet the needs of the library’s users. In this study, we use
data extracted from an online system which stores the lending history and evaluations of graded
readers in a university library, to identify the most popular graded readers and the factors related totheir popularity. On the basis of these factors, we estimate an order of priority by performing statisticalanalysis in order to determine whether the books which the library is planning to purchase will meet the
specific needs of the readers who use the library.
Fri, Jul 8, 17:15-17:40 Asia/Tokyo Room: F32/Hybrid
Extensive Reading - General Research-Oriented Presentation
Benefits of Using Language Learning Histories (LLHs) in Teacher Training#2975
Dominique Vola Ambinintsoa Razafindratsimba
Successful language learners need to learn beyond the classroom (Richards, 2015). These contexts
enable learners to develop and exert their learner autonomy, as they decide what and how to learn. This
presentation focuses on experiences with two Malagasy student teachers co-authoring a paper in which
they tell their English language learning histories (LLH) beyond the classroom. Beyond the classroom,
every learner has their own ways of learning, which may depend on their learning contexts and theirmotivation and interests. Through writing LLH, the student teachers realized how their interests
constantly triggered their motivation to create opportunities to learn outside the classroom, a context
where support is scarce. They also became aware of the disconnection between in-class and out-of-29

class learning content. These experiences helped them reflect on their future practice and how theywould like to implement classes. Through the process of writing experiential narratives in the paper, wewere able to make some significant insights on the potential benefits of the use of LLH in language
learning and teacher training. Accordingly, participants will leave the presentation with a deeper
understanding of learner experience and autonomy that can help them in developing practices tofacilitate language learning beyond the classroom.
Fri, Jul 8, 17:15-17:40 Asia/Tokyo Room: F33/Hybrid
Learner Development - College and University Education Practice-Oriented Short Workshop
Difficulty Estimation Method for Extensive Reading of General English Books#2848
Sakaguchi Riho
Extensive reading (ER) entails starting with simple books (graded readers) and gradually expanding therange of reading to include progressively more difficult books. In Japan, ER programmes often make useof “Yomiyasusa Level” (YL), which indicates a book’s difficulty performed by the subjectivity of Japanesepeople who have already done a lot of ER. One of the principles of ER is that learners should use the YL
scale to choose books at an appropriate reading level. Even after learners have progressed from graded
readers, they will still benefit from being able to choose books on the basis of YL, but relatively few nongraded readers appear in YL databases. The goal of this research is to estimate the YL of general English
books to which a YL has not yet been assigned. This will also be useful for determining the YL scores of
new graded readers and for checking the validity of previously assigned YL. First, we examine theparameters which contribute to YL using a corpus tool called Coh-Metrix, which quantitatively evaluates
the linguistic characteristics of a text. Then, we perform a regression analysis using these parametersand estimate the YL of general English books.
Fri, Jul 8, 17:50-18:15 Asia/Tokyo Room: F32/Hybrid
Extensive Reading - General Research-Oriented Presentation
Reverse Engineered: Modeling Cross-Cultural Pragmatics with TOEFL iBT Tasks#2853
Zachary Kelly
The TOEFL iBT test is designed to measure the likelihood of academic success in English-medium
universities attended by non-native English speakers. In order to do well on the test, an understandingof academic vocabulary is important, but so too is a grasp of non-academic vocabulary that is useful instudent life. This “college knowledge” is tested in the listening and speaking sections of the TOEFL iBT.
Test-takers are asked to demonstrate their understanding of conversations between students andprofessors, students and university staff such as a librarian, registrar, or academic advisor, andconversations among students. By utilizing TOEFL iBT practice materials and their accompanying scripts,
these texts can be reverse engineered to model , instruct, and improve our students’ lexical and crosscultural pragmatic awareness. This workshop will demonstrate how materials can be exploited to build
up useful vocabulary for study abroad (dorm, GPA, transcript, etc.), improve situational awarenessthrough reading, listening, and role-play, and ultimately build up students’ confidence so that they havea degree of “college knowledge” before they set foot on a campus far from home.
Fri, Jul 8, 17:50-18:15 Asia/Tokyo Room: F31
Study Abroad - College and University Education Practice-Oriented Short Workshop
Comparing the Online and Paper-Based Versions of the TOEIC L&R#2893
Jean-Pierre Richard
Shōzan University (a pseudonym) uses the Computerized Assessment System for English
Communication (CASEC) for placement. Students complete the CASEC at home in late March, then the
TOEIC Listening & Reading (L&R) a few weeks later once classes have begun. Two cohorts, 2018 and2019, completed a paper-based version of the TOEIC L&R; however, two cohorts, 2020 and 2021,
completed a novel online version of the TOEIC L&R, which reportedly results in similar scores as theconventional paper-based TOEIC L&R (IIBC, 2020). Author (2020) revealed that all cohorts had similar
CASEC scores; however, TOEIC L&R scores from the online version were significantly higher than from30

the paper-based test. Author (2020) also reported on a sub-group (n = 57) who completed bothversions of the TOEIC L&R, with online test scores being significantly higher than the conventional
paper-based scores. However, the former was completed without proctors. The current presentation willreport on a study from February 2022. Participants (n = 80) will complete the two different versions of
the TOEIC L&R with participants randomly assigned to two groups (i.e., paper-online or online-paper).
Both groups will complete both tests under supervision.
Fri, Jul 8, 17:50-18:15 Asia/Tokyo Room: F33/Hybrid
Testing and Evaluation - College and University Education Research-Oriented Presentation
Automatic Question Generation for an Extensive Reading Placement Test#2850
Toyoshima Kota
When practiced correctly, Extensive Reading (ER) should enable learners to become more proficientusers of a foreign language. The method is only effective, however, if learners read books of an
appropriate level, i.e. books which they can enjoy reading without needing to consult a dictionary.
Therefore, the Extensive Reading Foundation Placement Test (ERFPT) was developed to measure thereading level of learners. The test employs comprehension questions which have been created byteachers who have volunteered their time to help develop the test. More texts and test items will
improve the test; therefore, we propose a system that automatically generates questions and so reduces
the burden on those making the test items. The question generation method is based on the way thatthe test item maker actually creates questions for the ERFPT, in other words through a process of‘abstraction’. We use a summary created by PEGASAS, which is a transformer model for abstractive text
summarization. This presentation will investigate the suitability of this method for generating questions
for ERFPT. If successful, this method may be used for creation of a variety of comprehension tests
beyond ER.
Fri, Jul 8, 18:25-18:50 Asia/Tokyo Room: F32/Hybrid
Extensive Reading- GeneralResearch-Oriented Presentation
Developing an In-House Corpus and High-Frequency Word List for Science Majors#2854
Suwako UeharaThis reports on a work-in-progress of the development of an in-house corpus and high-frequency word
list of the corpus for a Science and Engineering university in Japan. Students read scientific articles aspart of their required English courses. However, in an informal survey, while some students werepositive about the prospects of reading specialized academic articles in English, others felt that it would
be too challenging. In order to bridge the difficulty gap, an in-house corpus of articles recommended by
the science faculty and a high-frequency word list of the corpus are being developed. Interviews andsurveys will be conducted with selected members of the science department to understand the natureof articles written in English that these members would recommend for graduate students. The articles
will be gathered to create a corpus of one million words, and processed for high-frequency words using
AntConc (Version 4.0.2) (Anthony, 2021) a free online vocabulary profiling software. These will becompared against the new academic word list and further analysed for specialized words. The findings
will help to construct an informative vocabulary list for the students in graduate school, and in the
future, this could be further refined for undergraduate students.
Fri, Jul 8, 18:25-18:50 Asia/Tokyo Room: F33/Hybrid
Vocabulary - College and University Education Research-Oriented Presentation
Building Zettelkastens for SLA research and the Classroom#2912
Julia Kimura
In this presentation, classroom applications of the Zettelkasten method will be explored. A Zettelkasten
is a personal knowledge management system in which notes are created and assigned to ad hoc
categories as they emerge. By creating note slips, either in digital or analog form and subsequently
creating links among them, a framework of knowledge can be replicated. By relating ideas to eachother, students replicate a train of thought. Zettelkastens provide a place to store and, more31

importantly, organize knowledge, thereby increasing the quality and quantity of learning. Though thissystem was first used to develop research ideas, it also has applications in the foreign language
classroom to serve as a framework in which the learners organize and consolidate what they havelearned. In this talk, the presenter will first provide an overview of the literature on Zettelkastens andthen demonstrate how to implement this system and apply it to research and, more importantly, theclassroom. Finally, learners’ subjective feedback on the effectiveness of this classroom practice will be
addressed.
Fri, Jul 8, 18:25-18:50 Asia/Tokyo Room: F31
College and University Educators - College and University Education Practice-Oriented Short Workshop

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DAY 2 –SATURDAY JULY 9th, 2022
MORNING SESSIONSThe Well-Balanced Individual: A Challenge for Educators#3120
David Beglar
On an individual level, a key purpose of education is to bring forth the latent abilities that exist in each
person. On a societal level, a primary purpose is to contribute to the emergence of an ever-advancing
civilization. These purposes are intimately related and can be achieved when individuals act on the basisof an evolving set of knowledge and skills that has practical and beneficial applications, positive
emotional health, an ethical foundation in which the welfare of others is important, and an ability tothink creatively. Although foreign language teachers are primarily responsible for supporting theirstudents in their efforts to perform the challenging task of acquiring an additional language, foreign
language classrooms can, and arguably should, be the site of more diverse types of learning that help
learners develop their innate abilities in ways that touch on four aspects of what it means to be human:cognition, affect, ethics, and creativity. These four overlapping aspects can be embedded in languagelearning tasks in ways that can potentially lead to cognitive development, the healthy expression ofemotion, ethical thinking, and new and interesting angles on ideas and ways of acting in the world.
Sat, Jul 9, 09:00-09:50 Asia/Tokyo | Room: AUDITORIUM/Hybrid Teacher Development Any Plenary Session

The Teaching of LOTE in a Japanese High School#2827
Masayuki Takano
In Japan, English is the dominant foreign language taught in classrooms with a limited number of highschools providing languages other than English (LOTE) (MEXT, 1996, Okabe, 2002). However, teaching
LOTE is said to be beneficial for developing open-minded behavior towards those of different culturesand backgrounds, and improving metalinguistic competence such as expressing oneself andunderstanding others (Psychol, 1999). The target organization hosts a program called “Languages of theWorld” in a newly established high school, which focuses on LOTE. In this course, all first-year students
learn five languages: Chinese, Korean, French, German, and Spanish, each taking eight class hours. Not
only do the syllabus and materials used in this program focus on language knowledge, such as
grammar and pronunciation, they also touch on the cultures of the areas where the languages are
spoken. While there were challenges, such as a lack of familiarity with LOTE, and much to be improvedin this first-time program, the initiative had several meaningful and productive outcomes for the
students. A survey sent out to students after the completion of the school year revealed that many
experienced personal growth in cultural understanding.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: A31
Other Language Educators - Junior / Senior High School Research-Oriented Presentation
Teacher Trainees' Opinions of the Viability of TBLT in Japanese High School#2841
Antle Joshua Brook
This action research study focused on teacher trainees and their beliefs about the potential of TBLT in
their future teaching situations. The participants were fourth-year undergraduate students enrolled in
the Teacher Education Program at a private university in Japan. As part of their seminar work, thestudents read a series of articles describing the process of implementing TBLT. They also read articles
describing relevant research studies focusing on TBLT. After seven weeks of lessons with each lesson
focusing on a different article, the teacher trainees participated in a TBLT lesson as students. Theirassignment for this portion of the seminar was to share their thoughts, specifically TBLT’s viability for
their future teaching context. The data were collected through the use of a questionnaire with openended questions. Each question represents a research question for this study. The research questions
elicited the teacher trainees’ opinions on the following issues: TBLT’s viability within the Japanese33

context; TBLT’s viability for low-level learners; weaknesses and strengths of TBLT; possible approaches
for incorporating TBLT into English classes; TBLT and student motivation; and whether they plan to use
TBLT in the future. The results indicated the trainees were mostly concerned with TBLT’s viability for low
level learners.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: F22
Task-Based Learning Junior / Senior High School Research-Oriented Presentation
Teaching Self-Study: Ideas to Improve Self-study Habits#2843
Mamoru "Bobby" Takahashi
The presenter will share ideas for guiding students from ‘I don’t know what to do’ to ‘now I know what
to do’. The ideas include: setting goals, mental preparation for daily self-study activities, Learning Cycle,
and note-taking strategies. English as it is taught in classrooms often focuses on testing students rather
than on having them acquire learning skills. Learning strategies should be taught explicitly to enable ourstudents to acquire learning skills. Learning Cycle, Active Recall, and study habits are three theoreticalparadigms the presenter encountered in recent years. Learning takes place when students haveopportunities to repeat the content. One effective strategy is using the Learning Cycle. The famous
Feynman Learning Technique is one of the variations of the Learning Cycle. Active Recall can be used inconnection with the Learning Cycle. Simply said, Active Recall is an act of self-questioning. By using
Learning Cycle with Active Recall, the content can be repeatedly reviewed by students. Next, thepresenter will share his collection of note-taking styles including some unique note-taking styles. At theend of the presentation, the results of the presenter’s own action research in this area will be shared.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo - Room: ONLINE
Learner Development - College and University Education Practice-Oriented Short Workshop
Setting Up a Successful COIL Project#2858
Janice Sestan / Rachelle Meilleur
Collaborative Online International Learning (COIL) partnerships provide faculty members with
opportunities to collaborate with colleagues at institutions in different countries, and allow students tolearn in a globally networked classroom in the form of virtual mobility. A COIL project begins withfinding a teaching partner at a university in another country, and then together developing a six to eightweek learning experience for both their classes in which all students learn, exchange, and interact witheach other without ever leaving their own country. The thought of developing and embedding a
successful international online learning experience with students and the professors themselves atdifferent institutions may sound exciting, but it can also be very overwhelming. With so many variablesat play (technological access, language differences, time zones, and cultural and pedagogicaldifferences), faculty may not know where or how to begin. The two presenters, professors from Canada
and Japan, will share their experience collaborating on a COIL project for their students, who were indifferent majors and had different levels of English. Topics will include initiating a partnership, setting
feasible goals and objectives together, and troubleshooting when best-laid plans do not always work out.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: F33/HybridIntercultural Communication in Language Education College and University Education ResearchOriented Presentation
Language Learning COILs: A Pilot Study#2865
Jennifer Igawa
Collaborative Online International Learning (COIL) and Language Learning COILs (LLCs) provide
opportunities for students to communicate with students from other countries learning the same L2, tocommunicate with native speakers of the L2, and to develop cultural awareness and understanding. The
COVID-19 pandemic has hastened awareness and understanding of how important and useful COIL
might be in education. This presentation will report on the outcomes of a LLC held in the fall of 2021
between a English Communication class for first year Japanese university students and a 2nd year
Japanese language class at a college in the United States. After a brief outline of the LLC’s content andprocedure, I will review the results of a post-LCC questionnaire given to the Japanese students. Results

34

of this pilot study show that students had positive responses to the LCC, and indicated increases inmotivation to study abroad, awareness of cultural differences between Japanese and American
university students, and participation in regular English classes. The data related to perceived language
ability and confidence in using the language is inconclusive and merits further investigation. This
presentation might be of interest to any instructor interested in Language Learning COILs.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: E22
College and University Educators- College and University EducationResearch-Oriented Presentation
Exploring Systematicity of Spatial Phrasal Verb Constructions for L2 Learners of English#2874
Robert TafernerThis ongoing study investigates the systematicity and teachability of difficult spatial phrasal verb
constructions (PVCs) for second language (L2) learners of English. Cognitive semantic research (e.g.,
Evans & Tyler, 2005; Mahpeykar, 2014; Shintani, Mori & Ohmori, 2016; Bong, 2019; Tyler, Jan,
Mahpeykar, & Tullock, 2020) indicates that systematicity and teachability of PVCs have been a longterm focus of language teachers and applied linguistics, and continues to be of particular interest. For
this current study, 41 1st-year university students in an English program in Japan completed a survey
eliciting a range of difficult PVC usages. Analysis of the data reveals that correlations of participants’ first
language (L1), linguistic complexity, PVC difficulty, prototypical and polysemous categorical properties
demonstrate systematic features that can influence the teachability of English PVCs for L2 learners ofEnglish. The implications of this research on the systematicity of spatial PVCs could lead to enhanced
teachability and thus may have an effect on L2 pedagogical practices.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: F31
Vocabulary - College and University Education Research-Oriented Presentation
A Quantitative Exploration of Teacher Demotivation in Eikaiwa#2879
Anna Walker
Teacher demotivation negatively affects the well-being of educators and can increase teacher burnout
and turnover intention. Factors contributing to teacher demotivation include a lack of autonomy,
interpersonal difficulties in the workplace, inadequate training, and few chances for career progression.
In the eikaiwa context, few studies have directly explored teacher demotivation. Taylor (2017, 2019)qualitatively demonstrated demotivation among teachers from both large eikaiwa chains andindependent schools alike, yet the depth and scope of the phenomenon within the industry remains
unclear. In order to fill this gap, a 32-item Likert scale questionnaire exploring autonomy, training,career progression, interpersonal relationships with colleagues and managers, and turnover intention
was developed and distributed online between December 2021 and February 2022. Results from 89
respondents were collected and analyzed. It was found that teachers were most demotivated by limited
career progression, lack of training opportunities, and reduced autonomy. They were least demotivatedby interpersonal relationships with colleagues. The presenter will consider these results in relation todemographic factors such as gender and school type. Implications for eikaiwa educators will also be
discussed.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: E26
Teacher Development - Conversation/Language School Research-Oriented Presentation(Re) Imagining Literature in Language Education#2653
John Maune / Sue Fraser Osada / Jeremy Redlich / Andrew Decker / Steven Pattison
The goal of content-based instruction (CBI) is to teach the subject—not the language—with the goal ofproviding genuine topics that interest and motivate the student beyond what many sterile language
textbooks achieve. Literature is a creative product aimed at stimulating interest, so as a CBI subject it
perhaps has the greatest potential to engage EFL students. Literature ranges from six-word memoirs, tocomic books, to lengthy novels: it's creativity knows no bounds. As literature is a creative product, so
too are the methods for using literature in language education. This forum mimics the theme of theconference : (Re) Imagining Language Education. How do you use literature to engage your students?

35

In this LiLT forum, we would like to address this topic. Presenters will share their experiences in how
they use literature in their classroom. Integral to the forum's success is audience participation; questions
and insights will be solicited and greatly appreciated. Non-members and LiLT members alike areencouraged to attend and enrich our friendly and inclusive forum.
Sat, Jul 9, 10:00-11:30 Asia/Tokyo Room: F21 Literature in Language Teaching - Any Unvetted SIG Forum
From Burnout to Burning Rubber#2657

Andrew Reimann / Natsuki Suzuki / Joseph Dias / Paul Nanton / Chiyuki Yanase / David Laheist / Chatherine Takasugi

The pandemic introduced numerous challenges to our personal and professional lives as teachers. We
may have felt an adrenaline rush in the early days as we had to rally all our personal and collective
resources in transitioning to online teaching. But, as the pandemic dragged on, many of us felt thefatigue of having to pivot from F2F to hybrid to fully online teaching at the drop of a dime. The extra
energy needed to help students cope with learning through different modes also drained our internal
resources. This forum will focus on the strategies that teachers at various levels of education—from K12
to university and language schools and beyond—have replenished their stores of energy andenthusiasm.
Sat, Jul 9, 10:00-11:30 Asia/Tokyo Room: E21 Lifelong Language Learning - Any Unvetted SIG Forum
Perspectives on How to Support Learners with Special Educational Needs#2710
Robert James Lowe / Matthew Schaefer / Matthew Turner
While accommodation for students with special educational needs (SEN) is built into mainstream
education and teacher training courses, and considerable research has been carried out regarding SEN
students' language learning, much less attention is given to the professional development of language
teachers who seek to provide inclusive and adaptive learning environments for SEN students. This
presentation reports on a case study carried out among five instructors who taught students with SEN
in an academic discussion course at a Japanese university. These teachers were considered
representative of university-level language teaching practitioners in terms of qualifications, experience,and teacher education, including a lack of official training regarding working with SEN learners. The
study used reflexive writing by the teachers to uncover a set of developing perspectives on, and diverse
approaches to, supporting SEN students. The results reveal two areas that are potentially instructive forboth teachers and academic managers of professional development programs. First, they give someinsight into the extent to which pre-service training programs are currently preparing teachers to help
learners with special educational needs. Second, they outline a variety of ways in which teachers canproactively adjust their practice in order to better create equitable and inclusive classrooms.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: F23
Accessibility in Language Learning - College and University Education Research-Oriented Presentation
Corpus Linguistics: What Is It and What Can It Do For You?#2968
Donny Sparrow
Corpus Linguistics (CL) is a data driven methodology where frequency data is an important source forteachers and learners (Friginal, 2018). CL is mainly used at the level of institutions, publishers, editors,
materials writers, researchers, and other specialists. (Bolton, 2010). This is a process and language that isvery specialized and dense and is not intended for the language learner / average teacher. It takes a lotof investment in order to come to understand CL, like any technical subject. CL does have a lot of
upsides such as making materials more authentic and developing learner autonomy. This presentation
will cover some practical examples of what can be done in terms of pedagogical application such astasks done by students or simply techniques to improve your own teaching. Having different tools and avariety of them can help teachers who have no experience get a good start using CL in the classroom.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: C11
Computer Assisted Language Learning - General Practice-Oriented Short Workshop

36

The Unheard Voice in Materials Development#2971
Niall Walsh / Brian Cullen
The learning materials or textbook used in the classroom is a core component of language learning in
the EFL industry. However, the material is often designed by teams of materials writers, located far awayand completely faceless from the students' perspective. Additionally, multiple researchers in the field(McGrath, 2013; Tomlinson and Masuhara, 2018) have identified one pitfall of materials development
and textbooks as the lack of a meaningful feedback loop from learners, what we refer to as ‘the unheard
voice.’ This presentation will report on a survey carried out by the presenters to give students a voice bylistening to their attitudes towards the materials used in class. Some of the main areas covered include
the level of interest or enjoyment towards the current textbooks/materials used in class, problems thatthey perceive in current materials, the type of materials that students would like to use, the preferred
modality of learning material delivery (such as traditional pen and paper, group work, video, and online
quizzes). In addition, the survey went deeper by encouraging students to think more critically by asking
them to consider designing their own materials and the content and format of these materials.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: AUDITORIUM Materials Writers - General Research-Oriented Presentation

Exploring the Benefits and Challenges of Using Humor in Online Teaching#2735
John Rucynski / Peter Neff
Humor can be a vital component of the language teacher’s repertoire, especially considering its positive
impact on classroom atmosphere and student participation (Reddington & Waring, 2015).
Unfortunately, instructors had to drastically rethink their approach to incorporating humor with thesudden shift to online instruction. Would students still appreciate or even recognize humor use withlessons being taught via online video conferencing? In order to gain a better understanding of the roleof humor in synchronous online teaching, the presenters undertook a mixed methods study,administering a survey to university English language teachers (N = 60) and conducting follow-up
interviews with select participants. The Likert-scale items in the survey covered variables such as thebenefits, challenges, and approaches to using humor in online teaching. Additionally, open-ended
survey items queried teachers about topics such as comparing the use of humor in online and F2F
lessons and solutions to the limitations of online teaching. Responses indicate vast differences inopinion, with some participants lamenting the obstacles to incorporating humor into their lessons whileothers enthused over the unexpected possibilities offered by the novelty of this new teachingenvironment. After reviewing the survey results, the presenters will share expanded insights from thefollow-up interviews.
Sat, Jul 9, 10:00-10:25 Asia/Tokyo Room: E25
College and University Educators - General Research-Oriented Presentation
Paper to Pixels: A Decade of EFL Journal Development#2829
Geoffrey Carr
Journal writing is a recognized and much-used tool in language teaching. In the language teachingclassroom, it can address multiple needs: target language habituation, student interaction in the target
language, provision of authentic materials, facilitation of both peer and instructor review, multimedia
communication, multiple study skill integrations, enhancing student motivation, and many more.
Journaling has been a component of the first-year courses I have taught for over a decade and has beendeveloped and refined through several iterations. This presentation has three distinct foci. First is the
succinct elaboration of the language teaching needs the journaling program seeks to meet, followed bya description of the development of this program over time and the reasons why that development wasnecessary. Finally, there is a practical demonstration of the various modes, methods, and tools in thecurrent OneNote-based journaling system, illustrating how it can be used, and be useful, for bothstudents and educators.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Practice-Oriented Short
Workshop37

High-Frequency Multi-Word Sequences and Learners’ Speech Rate and Listening#2830
Michael McGuire / Jenifer Larson-Hall
The automation of multi-word sequences (MWSs) reduces the cognitive load required for fluent speech(Wood, 2010). However, this poses challenges for L2 learners because considerable phonologicalreduction occurs in high-frequency MWSs (Bybee, 2002). This study looks at whether attending to
reductions during focused listening and speaking practice of the highest-frequency MWSs could help
improve students’ spoken fluency and listening perception (accuracy). Over the course of 10 weeks,both a control group (N=17) and an experimental group (N=16) of Japanese L1 English language users
studied 10 common bigram collocations each week, while the experimental group additionally studied
sets of 10 phonologically reduced high-frequency trigrams. Both groups also described three picturestories that contained the target collocations in class and completed focused listening homework eachweek. Participants were tested for 1) gains in spoken fluency through both a free speaking andstorytelling task and 2) ability to accurately complete a dictation listening task containing target MWSs.
This presentation will discuss the study and results, which found a large advantage for the experimentalgroup in spoken storytelling fluency but no statistically significant difference in free speaking fluency
and listening perception.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: F31
Vocabulary - College and University Education Research-Oriented Presentation
Cooperative Board Games for Developing Turn-Taking in EFL Discussions#2835
Pat Conaway
Effective turn-taking is vital for successful participation in group discussions. In Japanese EFL contexts,
group discussion often exhibits turn-taking behavior that is markedly different from that of competentEnglish speakers, often limited to each participant making a short speech and brief comments ofagreement or disagreement. Turn-taking behavior is also a major component of the interaction incooperative board games, which encourage group decision-making and often exhibit more varied
forms of turn-taking. This presentation describes the use of cooperative board gameplay in theclassroom as a training aid to develop learners' turn-taking skills. First, the presenter will explain thecharacteristics of cooperative board games from a TBLT perspective, including the range of speech acts
contained within their gameplay. Then an analysis of student transcripts collected over one semester
will be presented to illustrate changes in student turn-taking behavior in a variety of contexts. Thechanges explored include differences in turn lengths, speech act use, and turn-taking patterns oflearners. The presentation will conclude with some suggestions for using cooperative board games in
the language classroom to maximize language use.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: F22
Task-Based Learning - College and University Education Research-Oriented Presentation
Filling Gaps in the English Curriculum with Self-Access Learning Initiatives#2838
John Bankier / Raymond Yasuda
Classroom-based language curricula are necessarily “one size fits all”, leading to potential gaps which
self-access language learning can address through resources suited to individual learning goals.
Moreover, centers can become social communities in which users learn from each other (Mynard, 2019).
Through dialogue with learners and faculty, gaps in the English curriculum were identified and initiatives
developed within our tight budgetary constraints. The questions that guided the development of ourself-access centre were: 1. Why do many CEFR (pre-)A1 level learners rarely visit the teacher-run
conversation lounge and what can be done to encourage their participation? 2. How can value be
added for bicultural and “returnee” learners who are not well-served by required English classes? 3.
What can be done to support the 10-15% of students in the English Department who choose to write
their graduation thesis in English, considering their numbers are judged insufficient for a dedicatedadvanced academic writing class? Details will be provided of ongoing initiatives to encourage
participation of lower-level students, involve bicultural and returnee students as active stakeholders, and38

provide writing support without a writing centre. In addition, presenters will invite ideas from theaudience to address these common issues through autonomous learning.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: E22
College and University Educators - College and University EducationPractice-Oriented Short Workshop
Transforming Rudimentary Tasks Through the Use of Authentic Materials#2868
Alexis Busso
One of the most vital, yet challenging tasks of a language instructor is to create activities that offer avariety of real-world applications to help prepare students for life beyond their studies. Standard
curricula, textbooks, and high-stakes tests are often rigid, with little room for creativity and relevant
learning experiences. An increasing number of studies show that scaffolding authentic materials
provides countless linguistic benefits, such as improved communicative competence (Berardo, 2006;
Mishan, 2005), listening comprehension (Otte, 2006), exposure to unstructured language (Rogers &Medley, 1988), and non-linguistic advantages, such as motivation (Nuttall,1996) and enhanced cultural
understanding (Little et al., 1989). This session will begin with an overview of the academic discussion
revolving around the use of authentic materials in a foreign language classroom. Following this, thepresenter will explore guidelines to consider when selecting authentic materials, and some simple, yeteffective strategies for integration. In closing, the presenter will share some practical tasks that they
have implemented in their Japanese university classes and offer insight into how it has impacted theirstudents. The session will revolve around this question: How can educators exploit authentic materials
to close the gap between the real world and the classroom environment?
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: F33

Intercultural Communication in Language Education- College and University Education Practice-Oriented Short Workshop

Teacher Satisfaction During the COVID-19 Pandemic#2873
Michael Parrish
Since March 2020, the COVID-19 pandemic and resulting emergency measures such as campus closuresand sudden shifts to online learning have had numerous effects on how teachers perform their jobs, inparticular challenges such as adapting to changes in social interaction and technology (Miller & Parrish,2021). This study will present data from a survey of 202 Japan-based university instructors using Likertscale items, open-ended items, and interview data collected at the end of the 2020/2021 academic year.
The survey was part of a larger quantitative and qualitative cross-sectional study investigating teacher
job satisfaction in Japan. The survey questions relate to overall job satisfaction before and during the
pandemic and what aspects of the experience were positive or negative. Survey results indicated several
areas of concern, such as isolation, anxiety, and frustration with technology, as well as suggested
possible methods to cope with unexpected change and disruption in the education industry, throughadaptive use of technology, continuous training, and accessing social networks. Participants will receive
practical suggestions for improving their professional development drawn from the survey and theauthor's personal experience.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: E26
Teacher Development - College and University Education Research-Oriented Presentation
Teacher Perceptions of ADHD and ASD in the Japanese EFL Classroom#2698
Brendan Plummer
Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are two frequently
diagnosed learning differences which can seriously influence students’ L2 development. Although Japan
has diagnosis rates comparable to other developed countries (NISE, 2016), teachers often lack training
for these conditions. This is particularly true for EFL instructors, who are not necessarily trained orinformed of learning differences. In Japan, reporting and communication of these conditions isgenerally scarce, yet MEXT maintains a policy of inclusion at all levels of education. Therefore, a clearer
picture of the challenges facing EFL teachers is one step toward ensuring classroom praxis can meet thepromise of inclusivity. A survey of EFL teachers in Japan was conducted to better understand issues

39around learning differences as ADHD and ASD in their classroom. The survey had three goals: to chart
themes in EFL teachers’ perceptions of learners with ADHD and ASD; to chart adequacy of EFL teachers’
knowledge and training for learning differences; and to identify potential areas of need for better
understanding how to make the EFL classroom more accessible. This presentation will present theresults of the survey and a set of practical takeaways which EFL teachers might consider in furnishingaccessibility in the classroom.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: F23
Accessibility in Language Learning College and University Education Research-Oriented Presentation
Developing a System for Student Self-Evaluation in Speaking Classes#2717
Theron Muller / Jerry Talandis Jr.
A common classroom challenge is evaluating student oral production, particularly in classrooms wherestudents speak in small groups as limitations of teacher and classroom lesson time make providing
individualized feedback impractical. In this practically-oriented presentation, the presenters introduce asystem developed to make lessons more student-centered, promote learner autonomy, and facilitate
student reflection. The system enables students to self-evaluate their speaking through recording andtranscribing their oral production using freely available online tools. The presenters describe thedevelopment process for the self-evaluation rubric. The rubric went through multiple iterations fromone originally intended for teachers, which was unwieldy for students to use, to a simpler, more
focused, student-friendly rubric. As a result of this change to the class system, students could selfevaluate their production and solicit individualized feedback from instructors concerning self-selected
topics of interest. The presenters also share student reflections and feedback. Specifically, students
observed that focused self-assessment helped them better understand and implement the conversation
strategies featured in the class textbook. As these techniques are compatible with online and face-toface instruction, attendees will gain an understanding of how to implement similar strategies in theirteaching without relying on the online technologies used.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: G21
Learner Development - College and University Education Practice-Oriented Short Workshop
Practical Lessons from Materials Development#2976
Brian Cullen / Niall Walsh
In order to support materials development in EFL teaching in Japan, there is a need for sharing ofexpertise and practical experience. This can potentially be achieved through workshops which bringexperienced developers together with teachers who have the interest or need to create materials. This
workshop will begin in the form of a structured dialogue between two materials developers, one with 25
years experience and the other much newer to the field. Developing materials for language learning isfundamentally a practical process, and through the presenters’ guidance and offering different
perspectives, they will share lessons learned in the trenches of materials development. Some topics
covered are the use of linguistic and practical frameworks, utilizing skills and knowledge that you
already have, finding your own working style, identifying your learners' language needs, working withdifferent activity types, using deadlines effectively, and balancing your own interests with the needs andinterests of the learners. For each topic, workshop participants will use these lessons and tips in groups
as a stimulus to think about and develop learning materials for their own teaching context.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: AUDITORIUM Materials Writers - General Practice-Oriented Short Workshop

Further Reflections on the Effects of Free Writing in an EFL Writing Class#2724
Edo Forsythe / Steven MacWhinnie
Japanese university students are often required to perform free writing activities in their English
language classes in an attempt to encourage confidence in writing in English. Free writing activities aredefined as “the act of writing quickly for a set time from ten to fifteen minutes, just putting down
whatever is in the mind, without pausing and worrying about what words to use, and without goingback to modify what has been written” (Li, 2007, p. 42). The authors have had their students do free40

writing activities throughout two years of English composition courses and analyzed the quantitative
effects of such activities. In this presentation, the authors will explain the free writing activity tasks used,then provide quantitative data to show results in terms of the number of words written, and finally
representative qualitative examples from the students’ reflection on their free writing experiences. This
presentation will be an extension of the data presented at JALT2021. Attendees will come away withideas for how to more effectively employ free writing in their university English language classes in amanner that will align with students’ ideas on free writing for self-improvement.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: E25
College and University Educators - College and University Education Research-Oriented Presentation
Masks’ Impact on Listening Communication in the L2 Context#2736
Bradford J. Lee / Edwin Hart
Since the start of the COVID-19 pandemic, the wearing of face masks during all interpersonal contact
has become our “new normal.” Though an indispensable part of our daily outings, it is indisputable thatmasks impede verbal communication by both muffling speech sounds and blocking visual cues (e.g.,
facial expressions, emotional information) from view. While this impediment might only be minor for
people conversing in their first language, the current study sought to investigate the impact thatmasked speech had on language learners’ comprehension of a second language. A sample of 192
Japanese university students were given a listening task under three conditions: masked speaker,
unmasked speaker, and audio only. Results indicated that learners had significantly more difficulty
comprehending the speech when viewing a masked speaker, even more so than when they were justlistening to voice recording (i.e., with no accompanying picture). We will discuss with attendees current
theories of speech perception and listening comprehension which may explain these findings, as well as
ideas on how to counteract this effect to communicate more effectively in the classroom while masked.
Sat, Jul 9, 10:35-11:00 Asia/Tokyo Room: A31 Listening - General Research-Oriented Presentation
Can Asynchronous Formats be Used to Develop Discussion Skills?#2852
Thomas Stones
With the emergence of the coronavirus pandemic, there was a need in many educational contexts toadapt materials and courses originally intended for face-to-face delivery to online platforms in a limited
timeframe. This less-than-ideal scenario led to many educators implementing alternative methods forteaching core spoken-language competencies, such as presentation and discussion skills. However, suchrapidly implemented adaptations raised numerous questions as to the efficacy of online, asynchronous
formats to facilitate the development of spoken-language skills. Thus, this presentation examines theeffectiveness of two asynchronous platforms: (1) written discussion-forums, and (2) an audio-visual
platform, VoiceThread. These were adopted to assist in the development of discussion skills amongintermediate learners at a Japanese university. Examples of the discussion skills that are the focus of thisstudy include agreeing, disagreeing, and negotiating meaning. Based on a qualitative analysis of thetranscripts of both formats, the presentation discusses the relative merits of each platform bycomparing the discussion skills used. Overall, the findings indicate that VoiceThread is the more
effective platform for developing spoken-language skills, but that the discussion forums allow an easyto-implement, if limited, alternative. Implications for the use of these platforms as part of a discussion
skills course will be discussed.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: ONLINE CALL - Any Research-Oriented Presentation
CLIL and Translanguaging in EAP classrooms#2836
Kevin Bartlett
A class of 3rd year Japanese university EFL students (n=26) were taught a subject called “Science andSociety in English” that allowed them to utilize their prior knowledge from their majors in the EFL
classroom. A CLIL-based syllabus incorporating translanguaging approaches was created to support
students' use of L1 and L2 materials. Themes explored in the class covered the impact of science andtechnology on society, and its benefits/ hindrances. Following "Bloom's Revised Taxonomy 2001" as a41

learning progression guide, students were provided with opportunities to read and discuss topics
related to their Science and Technology majors in their L1 and L2 to prepare to write a research paper
and make a final presentation in English. This presentation will outline how Blooms Revised Taxonomy,
CLIL and translanguaging approaches were incorporated in the classroom throughout the 15 week
semester. It will outline the observed benefits to students’ comprehension of content and the specificlanguage it requires through bringing their prior knowledge from their majors to the forefront. Findings
indicated that allowing learners L1 in the L2 classroom increased students' levels of motivation andwillingness to communicate, while developing their academic writing and presentation skills.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: A31
Bilingualism - College and University Education Research-Oriented Presentation
Using Technology to Teach English Communication for Repeaters#2837
Gota Hayashi
Eight students (n=8) attending a required course called English Communication at one university inJapan were taught during fall AY2020 (i.e., from September 2020) after the instructor reviewed literaturefrom January 2017 to August 2020 on teaching EFL learners who are repeating their courses. When classbegan in September, the instructor started teaching 15 sessions on Zoom with each session consistingof two 90-minute sessions on Zoom, and took notes after class based on class observation after eachsession. Based on a synthesis of literature review and notes based on observation, it became evident
that (1) a semester-long twice a week 90-minute course based on having students make answers basedon open-ended questions can elicit increasingly complex responses from students whose TOEIC scores
range from 295 to 345 points in the target language; and (2) having students submit reflections at theend of each class can enable teachers to understand difficulties students are facing with developing
their linguistic skills and encourage students to reflect on themselves for personal development. Detailsof literature review, open-ended questions, and notes based on observation will be presented to help
the audience think about ideas that can be applied to their own classes.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Research-Oriented Presentation

Imagining Anti-Oppressive GCE EFL Teaching Theory & Practice#2861
Shawna Carroll
This presentation introduces the theorizations and specific anti-oppressive classroom practices
developed in the 1st year of a 3-year Japanese-government funded project. The specific theory of antioppressive education introduced was developed by combining anti-oppressive theory and global
citizenship education (GCE) theory for EFL classroom contexts in Japan. To build the theory, Andreotti’s(2011) theorizations are combined with terminology from Sensoy and DiAngelo (2017) to explain ananti-oppressive theory and practice, which not only uncovers the complexities and fluidity of societies,
but also uncovers the systemic oppression that organizes them. Foundational terminology is explained
to understand systemic oppression and constitutive subjectivities (Coloma, 2008), and this theory isused to explain several anti-oppressive teaching practices which promote self-reflexivity and go beyond
inclusion. Anti-oppression teaching methods are shared, drawing on personal experiences in pre-service
education. As a teacher-educator, the presenter explains the important task of teaching not only
content, but also the realities of complex local and global social justice issues that impact the students’future teaching careers. In this new COVID-19 era where injustices are magnified, these anti-oppressive
practices encourage educators to go back to the basics to understand their role in systemic oppression,as well as their role in dismantling it.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: F33
Global Issues in Language Education - College and University Education Research-Oriented Presentation

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Nurturing Identity of Empathy in a Linguistically Responsive Course#2965
Won Kim
In an effort to develop disciplinary literacies of students in tertiary-level learning contexts, there havebeen various pedagogical approaches to fostering the learning of both language and content (Marsh,
2002; Zappa-Hollman, 2018). One widely-accepted approach is content-and-language-integratedlearning (CLIL), pointing to the importance of nurturing discipline-specific literacies of students asapprentice scholars who can appropriately participate in the scholarly conversations and practices of adiscipline (Airey, 2011). Further classroom-based research insights are needed to deepen our
understanding of whether and how CLIL-based approach can contribute to students’ empowered
identities as legitimate participants in academia. This presentation explores a coordinated project-based
pedagogical effort by university educators in Canada aiming to develop the disciplinary literacies ofinternational undergraduate students in a linguistically-responsive course. The presenter will draw on
specific examples of how such a pedagogical effort informed by task-based, functional approaches tolanguage learning may create an educational space cultivating empowered identities of students. The
presentation will illustrate how students were invited to position themselves and others as producers of
meaning with a sense of affective, cognitive, and communicative empathy while exploring the
inextricable relationship between language and disciplinary knowledge. The presentation closes withpedagogical insights into the importance of empathy-fostering classroom discourse.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: F22 Task-Based Learning - CUE Research-Oriented Presentation
Critical Co-Presenterships: Podcasting as Reflective Practice#2970
Matthew Schaefer / Robert James Lowe
In 2014, the presenters began an independently-produced podcast featuring discussions about various
aspects of language education. Although the initial goal of this project was to explore the format while
talking about areas of mutual interest, an appreciation began to grow of how collaborative dialogue, inwhich interaction leads to a co-construction of new ideas and perspectives, can contribute toprofessional development. To capture this dynamic, the concept of the critical co-presentership wasdeveloped – a version of the well-established reflective practice of a critical friendship, but one thattakes place within a recorded and publicly available format. This presentation reports on research
conducted to explore the concept of the critical co-presentership through a process of
duoethnographic reflection, in which two participants juxtapose their respective life histories in order toprovide complex and nuanced perspectives on a particular phenomenon. This research led to a deeper
conceptualisation of the critical co-presentership, which revealed broader implications for language
teacher development. Results suggest that a discussion format that includes a time limit and awarenessof a listening audience can assist the participants in defining concepts, connecting individual
perspectives with universal themes, and engaging in critical discussion of classroom practice.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: E26 Teacher Development - General Research-Oriented
Presentation
Understanding the Process of Generating Text in Academic Writing - A Student Case Study#2742
Michael Walker
Mastering academic writing is one of the biggest challenges for tertiary level students. Whilst classroom
instruction may provide guidance in how to properly construct an essay or research paper, the actual
process of writing is one that many students find disorientating. Likewise, once submitted, educators areoften left bewildered as to how their teachings so comprehensively failed to be translated into acompetent piece of writing. The problem for both parties is that in many cases the most significant
moment of the writing process is one the students have received no direction on -- how to actually
move between ideas and text generation. Collins and Gentner (1980) claimed it was important toseparate idea production from text production with the key component focussed on identifying
movement between the ‘content space’ and the ‘rhetorical space’. This applies at both a sentenceconstruction and paragraph-assembly level. Through the use of Think Aloud Protocols, this presentation

43

will look at how a freshman student navigates moving between her ideas and converting that into text
and what writing instructors can learn from this crucial moment of the writing process.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: E22
College and University Educators - College and University Education Research-Oriented Presentation
Teaching English to Hearing-Impaired Students: A Practical Approach#3023
J Oh
This workshop focuses on identifying the issues and challenges of teaching English to Japanese
university students with hearing impairments and aims to raise awareness among educators of theparticular needs that may require accommodation, and what strategies can be employed to make thelanguage more accessible. Although the number of our students with this disability may be small, it isimportant to consider in advance what can be done to provide a supportive classroom, including
assessing the level of disability and students’ previous educational background. This may test the skillsof teachers who have not received specialist training. The background to the teaching of students withspecial needs in Japan will be presented and approaches will be suggested that could be taken toprovide an environment in which every member of the class can actively engage. The presenter will
share experiences in both face-to-face and online classes, summarize published research on the topic,
explain the system a private science college has established to assist all learners with special needs, andshare a small number of basic BSL (British Sign Language) greetings. Contributions from othereducators with experience in this area will be warmly welcomed.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: F23
Accessibility in Language Learning -College and University Education Practice-Oriented Short Workshop
EnglishCentral: Moving Beyond from an EdTech Tool to your Personal Virtual Assistant#3288
Japan Support EnglishCentral
This presentation is focused on new features, improvements and the future EnglishCentral is heading
into, on how it would stimulate further and keep the users engaging with the software tool, while also
keeping up with the rapid evolution of technology. The factors that formulated the changes,
enhancements and future plans are based on the accumulation of various study-pattern data andfeedback from schools and companies that have been regularly using EnglishCentral. Most of the details
and information gathered were on increasing or improving the speaking-related features. Betterscoring, more about what is spoken in an intelligible English language, and allowing to provide one’s
viewpoint on a topic with an assessment through AI or from actual professionals teaching English.
Consideration of users’ comments and feedback relating to EnglishCentral has helped build andimprove the software tool based on their needs and wants, making sure their learning experience of the
English language is productive and effective.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo | Room: AUDITORIUM/Hybrid CALL Research-Oriented Presentation
Visual Storytelling in Creative Writing#2813
Alec McAulay
Maloney (2019) states that creative writing is perhaps "the most under-used tool in the ELT box."
Research shows that the benefits of using creative writing in the EFL classroom include raised criticalconsciousness (Stillar 2013), increased motivation (Smith 2013), and improved acquisition ofgrammatical structures (Pelcova 2015). This practice-based presentation will outline how one particular
aspect of creative writing, screenwriting, can be successfully utilized in the Japanese university
classroom. ‘Visual storytelling’ is a form of writing used by screenwriters to communicate on the page
images and information that will be seen on screen. The presenter will begin by explaining what visualstorytelling is. He will then describe how he teaches a course for university 3rd- and 4th-year students
that utilizes visual storytelling techniques to introduce students to creative writing. The presenter will
explain how he makes use of short films, feature film clips, and screenplay extracts to foster student
creativity. Samples of work done by students will be introduced.
Sat, Jul 9, 11:10-11:35 Asia/Tokyo Room: E25 CUE - General Practice-Oriented Short Workshop

44Comparing Zoom and VR lessons in Language Education#2833
Hiroyuki Obari
A comparative study was carried out from April 2021 to January 2022 to determine the effectiveness ofinteraction using only VR or interaction on the ZOOM platform with young adults from overseas. Bothgroups took the pre-and-post-OPIc speaking tests and questionnaires. The first VR group (n=60) took
part in the 45-minute VR lesson in groups of five or more twice a week during two semesters. Feedback
indicated that students’ anxiety levels decreased through the VR lessons, and they gained more
confidence in speaking English. There was no significant difference in improvements between pre andpost-OPIc speaking tests. However, enthusiastic students made progress in OPIc from level 6 to 8. The
second ZOOM interaction group (n=17) took part in the English lessons for two semesters with flipped
lessons, including nine invited CCC (Campus Crusade for Christ) members who interacted with thestudents. Now and then, the members joined the virtual lessons to assist the students in making
presentations and discussions, even assessing students’ presentations using the PeerEval software. As aresult, the students’ mean scores of the OPIc speaking test improved from 6.7(SD:1.36) to 7.4 (SD:1.97).
Finally, detailed feedback from the pre-and-post questionnaires of both groups will be reported.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: C11
Mixed, Augmented, and Virtual Realities - College and University Education Research-Oriented Presentation
Teaching Varied Discourse Moves: Theory and Method#2840
James Bury
In classrooms, the majority of interactions are based around typical question and answer structures.
While these structures provide students with the opportunity to communicate, they can also lead toshort, direct answers and discourse turns that do not encourage students to develop their speech as
much as they possibly could, or as naturally. Research has indicated that introducing a range of
discourse moves into classroom interactions can encourage students to produce more, bothquantitatively and qualitatively (Bury, 2018). However, despite these findings and teacher feedback
indicating that further training or guidance on how to effectively incorporate different discourse moves
into their classroom language would benefit the fluidity and authenticity of their in-class interactions,previous research has not discussed practical suggestions on how to do this. This presentation aims toaddress that gap. Firstly, the effect that teachers using ten different discourse moves, includingreflective statements, statements of interest, speaker referrals, and referential questions, can have on
student output in Japanese universities is analyzed, and then different strategies that can be used inclassrooms to make students more aware of the choice of discourse moves available to them and topractice those moves are introduced.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: F23
Pragmatics - College and University Education Research-Oriented Presentation
Bridging Compulsory English Classes from Elementary to Junior High in Japan#2846
Tamiko Kondo / Grant Osterman
In this presentation, we will report on research in 2021 with 99 5th grade elementary students fromthree different elementary schools and 242 7th grade students from one junior high school in southern
Japan. We will look at some ideas on how to help bridge the gap between Eigo Katsudo and regularcompulsory English classes. Although our pilot research showed higher student motivation in juniorhigh school, most research has shown that students like elementary school English lessons but do notprefer junior high English lessons. Ideas as to why there is a gap will be explored. Furthermore, theresults from this initial pilot study showed that 77% of JHS students feel English learned in elementary
school is useful in junior high. Our study also showed that 70% of junior high students reported that
their English lessons progressively got harder. Reasons why this might be true and ways to help smooththe transition from elementary school Eigo Katsudo to junior high school compulsory English classes will
be explored.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: E21
Teaching Younger Learners - College and University Education Research-Oriented Presentation

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From Zero to Sixty in 800 words: A First-Year University Writing Program#2855
Ｄ．タウンゼンド
There are various metrics one can use when comparing cars: fuel efficiency, seating capacity or evenspeed. For true car enthusiasts, how quickly a car can accelerate from a standstill to the desired cruising
speed of sixty miles an hour is often the most important factor. Like a car, how quickly a university
writing program can get students up to speed is also a vital measure of success. This presentation will
describe the first year of a successful writing program implemented in the English Department of aJapanese private university. All students must complete an 8,000-word graduation dissertation.
Unfortunately, many students have had very little experience with English writing beyond sentence-leveltranslations or journal entries before entering university. While academic writing is formally introducedin the second year, this presentation will detail how the steps taken in the first year prepare the students
by getting them up to speed as quickly as possible for the increasingly demanding requirements they
will encounter in the years that follow. Initially, some information will be given about the current state ofwriting education in Japanese high schools, before explaining the theory and practical applications of
this successful program.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: E22 College and University Educators- Research-Oriented Presentation

Reimagining Course Outcomes Using a Distributed Leadership Approach#2882
Phoebe Lyon / Kathryn Jurns / Mike Burke / Alexander Ito Maitland
This presentation will describe the multi-year process, starting in 2020, of revising the course outcomesof years 1 and 2 in the language institute of a university in Japan, originally developed during an earlier
curriculum renewal based on a Multiliteracies framework (New London Group, 1996) to produce
culturally and linguistically diverse students (Johnson et al. 2015). The revision process utilized a
distributed leadership (Hallinger & Huber, 2012; Spillane, 2006) procedure to give various levels of
stakeholders within the institution, from first-year lecturers to coordinators and principal lecturers, theopportunity to collaborate to develop and clarify more specific aims, and address gaps and redundancy
to better streamline the outcomes across the courses in the first two years. The final two years ofcontent-based elective courses were also considered, modeling the existing format required for thoseyear levels, to provide better flow throughout a student's whole four-year experience. This cooperative
effort to reimagine the course outcomes aims to make it easier for instructors to teach their classes,
leading to better student learning outcomes. The presenters, instructors at the institute, will share themulti-step review process and explain how instructor input was incorporated throughout.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: E26 Teacher Development - CUE Practice-Oriented Short Workshop

Building an EMI Course: Strategies for Critical Thinking & Student Efficacy#2883
Adrienne Johnson / Cecilia Smith
As part of the national government’s strategy to develop “global human resources,” English Medium
Instruction (EMI) has expanded rapidly in Japan (Yonezawa & Shimmi, 2015). Although initially adopted
by larger, internationally-oriented institutions, for smaller universities all-English classes provide an
opportunity for delivering niche courses that offer engaging content and life skill development. This
presentation introduces an introductory seminar for an EMI culture and society course within the
English department of a small liberal arts university. The course’s objective is to encourage criticalthinking and develop student efficacy, creating internationally minded students with broad perspectives
who are skilled at English communication and have a spirit of service. There are obstacles to delivering
effective EMI courses in the Japanese context (Morizumi, 2015) and achieving course objectives presents
an opportunity to experiment with pedagogical strategies. The presentation introduces examples ofstrategies currently in practice, including scaffolded group work, exploration of identity and values, anda continual process of feedback. Class material, which draws on the work of previous students, links
familiar topics to new information, creating an environment that develops skills, fosters curiosity andcritical thinking. The classroom models an inclusive community, where students develop confidence to
speak out and share different perspectives.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: E25- College and University Education Research-Oriented Presentation46

Assessing the Validity of Essay Marking Rubrics#2887
Claire Murray / Andrew Blaker / Paul Mathieson / Francesco Bolstad
As English high school curricula becomes increasingly communication-oriented, it is becoming morenecessary to develop university entrance tests which assess students’ ability to produce target language
based on communicative goals rather than to translate between languages or select correct answers. A
potential problem with these more communication-oriented test questions is they may risk sacrificing
reliability for validity; however, the use of rubrics can ensure that both reliability and validity remain high(Jonsson and Svingby, 2007). This presentation looks at the results of a preliminary study to determine if
a university entrance exam rubric results in high inter-rater reliability. The study looks at the test scoresof three types of markers: 1) those trained to apply the rubric; 2) those who have seen the rubric but
have not been trained to apply it; and 3) those who have not seen the rubric. It aims to answer thefollowing questions: Does the rubric achieve a Cohen's kappa value greater than 0.7 for inter-rater
reliability 1. between trained markers? 2. between trained and untrained markers? 3. between trained
markers and markers who have not seen the rubric? The findings of this study will interest educators
involved in test and assessment design.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: F31Testing and Evaluation - CUE Research-Oriented
Presentation
How to Create an Online Textbook or Workbook#2656
John Carle / Paul Raine / Elton LaClareThough there are countless online resources such as Google Forms, Quizlet and Flipgrid, none of these
are a viable commercial means for creating online textbooks or workbooks. Moreover, though materials
writers may be adept at writing books, very few of them have the coding skills to turn their vision into
an online reality.The Materials Writers SIG is delighted to have Paul Raine from the digital platform
ZenGengo, Elton LaClare from Sojo University, and John Carle from The English Gym series to speak
about creating digital materials. In this presentation, Paul Raine will talk about how individual writers
and publishing companies can use a publisher’s version of the ZenGengo platform to create marketable
online materials. Elton LaClare will relate the process of creating an online textbook for the Sojo
International Learning Center at Sojo University. John Carle will outline how he created digital
workbooks to supplement his textbooks. The speakers will also address in detail how to bring these
online resources to market. They will explain how students can purchase materials directly online or
through university bookstores using scratch cards. This forum is meant for any educator, writer, or
publisher who is interested in creating their own online textbooks or workbooks. There will be an open
Q&A session at the end, so please be sure to attend if you are interested in this aspect of materials creation.
Sat, Jul 9, 11:45-13:15 Asia/Tokyo Room: AUDITORIUM/Hybrid Materials Writers -CUE Unvetted SIG
Forum
Bilingualism SIG Forum#2691
Diane Obara / Shaitan Alexandra
The PanSIG conference has always been a chance for special interest groups to come together to focus
more intently on their individual needs and goals. Throughout the past two years, participants at our
PanSIG forum have shared their experiences about coping with the pandemic, as well as changes andshifts in their bi/multilingual and bi/multicultural stories. This year, as we are finally back together faceto-face, we’d like to invite as many families and interested people as possible, of all ages andbackgrounds, to participate in a casual round-table discussion. We’ll provide a brief explanation of theround-table process, topics cards to prompt discussion, and a “talking stone” to facilitate turn-taking.
We look forward to sharing stories about how our language learning journeys have been reimagined, as
well as any new directions we have been heading. Please join us!
Sat, Jul 9, 11:45-13:15 Asia/Tokyo Room: A31 Bilingualism - Any Unvetted SIG Forum47

Supplementing Self-Study to Four EFL University Students Online Learning#2956
Richard Hill
This presentation will show how a self-study planner assisted four EFL students whilst they took mandatory
university courses online over two semesters. The university where this this preliminary study took place
moved all integrated English classes online using Zoom due to the coronavirus. Each class had approximately
20 students, making it difficult for teachers to talk to students one-to-one perhaps missing out on important
instruction. Furthermore, as students were not on campus, they did not have the chances to talk to otherstudents in English outside class time. With four first year students, the instructor made a planner andreflection sheet so that students could plan and track their personal language learning goals. Data wascollected using mixed methods by collecting planners, conducting monthly questionnaires, and an interview
at the end of each semester. Participants attending will learn how the planner was designed, distributed, andutilized so that students could take control of their learning, and plan more efficiently. Moreover, students’comments will show that the planner helped them to stay on course for various external exams, and study
programs they undertook whilst away from campus. In addition, mistakes and deficiencies of the research will
be presented providing hints as to what not to do.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: ONLINE Learner Development - CUE Research-Oriented Presentation

Teaching Pronoun Use in Gender-Neutral EFL classrooms: An Autoethnographic Needs Analysis#2706
Terry TuttleThis autoethnographic needs analysis uses the sociopolitical framework of precarity (Travers, 2018) tocontextualize the researcher's experience of learning and teaching languages as a transgender man—first as a student undergoing gender transition, and then, later, as a transgender assistant English
teacher in Japan. These needs are shown to have been opaque, ambiguous, and prone to change overtime, indicating the significant challenge of identifying and meeting needs of LGBTQ+ students while
addressing issues related to gendered language in the classroom. Because of the potential pitfalls ofteaching political topics in the classroom (Byram et al., 2021), taking a perspective of intercultural
exchange and awareness-raising is recommended, with the goal of developing learner awareness ofpotential communication challenges related to gender identity and expression. The analysis concludes
with specific suggestions, such as grammatical and pragmatic instruction in the use of singular "they"(Grote, 2020), using realia such as SNS accounts to raise awareness of changing pronoun conventions inEnglish, and the pros and cons of strategies such as "pronoun signposting" in the creation of a genderfriendly classroom environment (Airton, 2019).
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: F33 Gender Awareness in Language Education –College and University Education Research-Oriented Presentation

Discussion Booklet Creation and Kindle Direct Publishing#2973
Brian Gallagher
When attempting to horizontally align expectations and outcomes of any discussion course shared
between a group of teachers there is a definite need to use a quality student booklet. Self-publication isa timely way to get effective materials into the hands of students minus the need to go through editors
and long processes. This presentation will show: (1) how to produce a discussion coursebook andcontent that will facilitate the goal of developing successful discussion students, (2) how a welldesigned standard layout can be effective, and (3) the steps taken in order to get the book content,
ISBN, and author information into the Kindle Direct Publishing (KDP) system, and available in the
Amazon store. This presentation is aimed at helping teachers understand how to prepare the materials
for upload and to highlight pitfalls to avoid. The presenter shall explain: (1) why included elements are
critical to developing student skills in fruitful discussions, (2) assessment of students' performance anddiscovery, and (3) reflection and meaningful learning. This style of discussion booklet is studentcentered, and student-led, with guidance from the teacher facilitating increased depth of learning whilebuilding confidence in students' discussion skills.
Sat, Jul 9, 11:45-12:10 Asia/Tokyo Room: F21
Performance in Education - College and University Education Research-Oriented Presentation

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DAY 2 –SATURDAY JULY 9th, 2022
AFTERNOON SESSIONS
Using the J-POSTL Elementary: Benefits, Challenges and Possibilities#2860
Gaby Benthien
A foreign language became a formal subject in Japanese elementary schools in 2020. Due to a lack of
specialized English teachers, homeroom teachers are also teaching English classes on their own or in ateam teaching combination. Thus, in order to prepare pre-service teachers (PSTs) for this eventuality,
two new English courses have been added to the elementary education teacher license curriculum. The
Japanese Portfolio for Student Teachers of Languages Elementary (J-POSTL Elementary) is a reflection
tool featuring 167 self-assessment descriptors (SADs). Designed to be used by both pre-service and inservice teachers, it is currently being trialed at a number of universities. Qualitative survey data obtained
after the completion of the two new English courses indicate that the PSTs found the J-POSTL
Elementary useful for reflection, goal-setting and self-evaluation. However, some PSTs felt overwhelmedby the SADs, while others were unsure of how to use the portfolio effectively. This presentation
highlights the benefits and challenges of integrating the J-POSTL Elementary into elementary education
English classes. Possible future uses and adaptations of the portfolio and its components are also
discussed, including English versions to create additional common ground between educators, andextending non-language specific SADs to general elementary education contexts.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: E26
Teacher Development- College and University Education Research-Oriented Presentation
Intersectionality: From Identity to Social Justice in the Classroom#2701
QUENBY HOFFMAN AOKIIntersectionality, an intellectual framework first named in the 1980’s by African-American scholars
including Kimberle Crenshaw and Patricia Hill Collins, is fundamental within feminist and anti-racist
thought and activism. Identity is viewed as a matrix, a crossroads of various identities which areexperienced differently by people of different groups, including races, social classes, and genders.
Teachers and learners can benefit from awareness of this complex framework, keeping in mind that theultimate goal is to move beyond personal identity and promote social justice, inclusion, and equality.
Indeed, many of us are working from an intersectional standpoint already, understanding that we all
have both privilege and challenge, and insisting that members of oppressed groups be given space to
speak for themselves. Even Japanese university students, who may assume that everyone in the roomcomes from a similar background, will find that the people with whom they interact daily are
surprisingly diverse. This presentation focuses on ways in which the speaker has introduced the concept
of intersectionality to students with a wide range of language skill levels. Participants will be invited to
discuss their experiences and reflect upon ways they might apply intersectionality in their own teaching
and learning contexts.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: F33
Gender Awareness in Language Education- College and University Education Practice-Oriented Short Workshop

A Tale of Two Syllabi: Towards Theory Driven CLIL Courses#2705
Steve McNamara / Michael Griffiths
The importance of content and language integrated learning (CLIL) theories is increasing in theJapanese tertiary sector as CLIL courses proliferate, often driven by institutional and teacher interest.
Additionally, in undergraduate English language programmes teachers may be tasked with developing
content-focused courses that are not explicitly described as “CLIL”, but nonetheless require content todrive language learning. These courses often do not express designs that are both theoretically driven
and context-responsive which seems to arise from the lack of a collective understanding of CLIL in

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Japan. This session will focus on two syllabi taught in the same context and explain how their design has
been guided by theories on three levels: educational philosophies such as constructivism andsociocultural theory that underpin CLIL; the conditions of CLIL seen to be advantageous to language
improvement and often explained via second language acquisition theory; and the numerous CLILrelevant conceptual frameworks which also serve to shape understandings of approach. The presenterswill examine theoretical similarities and differences between the two syllabi as a way of illustrating thediversity of CLIL implementation in the Japanese tertiary sector. This presentation will be useful for
institutions and teachers seeking to implement theoretically driven CLIL courses.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: ONLINE
College and University Educators- College and University Education Research-Oriented Presentation
Contextualizing Genre through Exploratory Practice#2720
Matthew Miner / Kevin Garvey
In a time of uncertainty caused by the global pandemic, more than ever, many students are questioning
their present education and its relevance to their current needs and future goals. It is an opportune timeto invite critical inquiry in the classroom and work together as teacher and students to understand thecontemporary language classroom experience. In one such class, a university freshman English Genrereading and writing class, the teacher and students piloted a style of classroom practitioner researchcalled Exploratory Practice (EP) in order to better understand the current learning experiences ofJapanese English learners. The hope was to contextualize the course’s Genre approach in order tomaintain cultural and social relevance to the acts of language learning and teaching. EP is practitioner
research that invites all classroom participants to explore their language learning experiences via“existing classroom practices” (Allright, 2003). The presenters will report on what context EP provided to
the Genre reading and writing processes as well as whether this pilot fulfilled course objectives. Analysisof student projects reveals that students personalized their research projects and demonstrated
successful use of genre conventions.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: G21
Learner Development- College and University Education Research-Oriented Presentation
Traffic Light Trainer: Goodbye to Silent Classes#2979
Robert Stroud / Stephen Harris
Students within English Communication classes often struggle to speak to each other with confidence.
They can be unmotivated and hesitate to speak up due to feelings of being under-prepared andanxious to share their opinions (Hann, 2007; Stroud, 2017). However, studies show that students whoplan their speech during pre-task, in-task and post-task stages are better prepared and supported tointeract with others, and demonstrate better fluency (Bui & Huang, 2018, Stroud, 2019). In addition,
research indicates that students will participate more if they are allowed to repeat the same tasks(Fukuta, 2016; Jamalifar & Salehi, 2017). This presentation discusses how combining such findings canbe used to get students speaking more and with greater fluency (face-to-face or online) using theTraffic Light Trainer system. Across three rounds of speeches, students learn how to plan speeches
better, depend less on their notes and speak with increasing fluency. The presenters will outline how thesystem works, show recent classroom data that they have gathered with Japanese university students,
and detail how to apply the Traffic Light Trainer to any English communication course. Participants will
also learn about materials they can use to utilize the system with their own students.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: F21
Performance in Education- College and University Education Research-Oriented Presentation
Creative Writing for Young Learners#2738
Ran Niboshi / Frances Shiobara
Teaching writing to young learners typically involves answering questions or reproducing formulaic
sentences. Although this encourages accuracy, it limits chances for creativity, and may not be
motivating for students. This presentation explores two innovative activities to encourage young

50

learners’ creative language use whilst giving importance to positive feedback in creative writing
activities. Both activities give learners opportunities to experiment with language and extend their useof it while having fun. The first activity is to write their own fairy tale. The genre is introduced using
videos before encouraging students to create their own stories. Watching different stories each week
gives students inspiration as well as meaningful input. Writing their own stories is a good way to
encourage learners to use a wide range of vocabulary and phrases to deepen the content of theirstories. The second activity is a written retelling of a short video story. Students watch the video, thenthey retell the story together in the class, which they write in their notebooks. In this way, learners are
exposed to meaningful output in speaking and writing. Both activities can be adapted to any age group
and any level of English proficiency.
Sat, Jul 9, 12:20-12:45 Asia/Tokyo Room: E21
Teaching Younger Learners - Teaching Children Practice-Oriented Short Workshop
The Importance of the L2 Corpora for Material Development#2834
Gavin Brooks / Jen Jordan
Most materials developed for EFL learners use corpora derived from L1 texts to help identify what
vocabulary and expressions learners need to know (Lee et al., 2019; Verspoor et al., 2012). However, thisis problematic because the vast lexicon of the L1 speaker is nearly unattainable for most L2 learners(Hou et al., 2016; Sinclair, 2004). The presentation demonstrates how L2 corpora can be used to help
bridge this gap and develop materials for L2 learners based on learners’ backgrounds and needs.
To do this, the presenters will describe the development and use of a large-scale longitudinal corpus
consisting of texts collected from first-year Japanese university students (n = 500) at multiple points oftime and across different modes of production: academic writing, academic presentations, andacademic discussions. They will show how the data from this corpus was correlated to demographic andlinguistic information gathered from each participant to help identify the lexical needs of specificgroups, and how this information was used to develop materials for different proficiency levels and for
different tasks. Finally, they will give examples of how these materials, and the process used to create
them, could be adapted to other contexts. Room: E22
Sat, Jul 9, 12:55-13:20 Asia/Tokyo College and University Educators - Research-Oriented Presentation
Accuracy of Student Transcriptions on Routine L2 Conversations#2839
Branden Kirchmeyer
In an ongoing Kaken-funded research project, an online software was developed that supports learners
as they progress through the steps of a group oral discussion task. During the activity, students
transcribed their own voices. Later, they were presented with metrics regarding their contributions tothe conversation including number of words spoken, number of turns taken, average words spoken perturn, number of words spoken during longest turn, number of pre-selected target words spoken,
number of questions asked, and an accuracy percentage based on an automatic speech recognition(ASR) technology. Learners were prompted to use these data for self-assessment and goal setting, while
teachers and researchers could access the data for pedagogical and research agendas. Data from aprevious study (Author, 2019) using the same task sequence showed growth over time for total words
spoken and average turn length. In this presentation, the principal investigator discusses some of thepreliminary results gleaned from new research, particularly regarding the accuracy of students’transcriptions. Attendees interested in using this online software for their own classes or participating in
future research projects are offered free access and support.
Sat, Jul 9, 12:55-13:20 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Research-Oriented Presentation
Creating & Utilizing Videos to Increase Student Engagement with Xreading#2851
Paul Matthews / David Johnson / Neil Witkin
This presentation will chronicle the creation and implementation of short videos designed to encourage
students to engage with the extensive reading (ER) platform Xreading more regularly. The context of the51

current study is a compulsory English course at a private university in Japan, in which students are
required to read 60,000 words in Xreading per semester. Teachers often observe that despite
undertaking an ER orientation, students do not fully appreciate the benefits of ER, and often leave large
amounts of reading until the very end of the semester. Students who do this fail to reap the full rewards
of ER and risk receiving a lower grade or failing the course. To encourage students to engage with
Xreading more regularly, the researchers created 5 short videos. The videos extol the benefits of ER,
suggest ways for students to increase reading enjoyment, and directly encourage students to engage
with ER on a frequent and regular basis. This presentation will discuss the impact of the videos on thestudents’ self-reported engagement levels and their actual reading habits based on an analysis of the
Xreading data. Finally, future use of the videos and the direction of future research will be considered.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: ONLINE
Extensive Reading - College and University Education Research-Oriented Presentation
Corrective Feedback: Investigating Japanese Learners' Perceptions#2863
Martyn McGettigan
Issues surrounding corrective feedback (CF) pose many questions for language teachers, including how
often to give such feedback, how explicit to make it, and how closely student expectations in relation to
CF align with what is pedagogically sound (Li, 2010). A small-scale study (N = 50) was conducted withthe aim of gathering both quantitative and qualitative data on Japanese learners' views on CF tocompare that data with what the literature has shown to be effective. The quantitative stage involved
adult learners indicating their level of agreement with statements about CF on a five-point scale. In thequalitative stage, participants were first given a short English lesson, together with oral CF treatment
according to the preferences they had expressed in the survey, before being interviewed on their views
in more detail. Following a brief overview of CF literature, the rationale and study methodology will be
explained with the data gathered compared to what previous studies have found. Finally, certain key
issues raised in the qualitative section of the study will be discussed in greater detail, including issues
conference participants may wish to reflect on in their own practice, as well as suggestions for possible
future research in this area.
Sat, Jul 9, 12:55-13:20 Asia/Tokyo Room: E26
Teacher Development - General Research-Oriented Presentation
Student-Designed and Student-Led Online Activities for English Practice#2888
Andre Parsons
While there are many ways to reimagine language education, one way in which the presenter has
attempted to do this is through Project-Based Learning (PBL) as this form of student-centeredcollaborative learning encourages active involvement in the learning process (Cocco, 2006 as cited in
Kokotsaki, Menzies & Wiggins, 2016). This presentation will therefore describe a university course inwhich students engage in PBL through organizing their own online activities for English practice. While
the presenter provides support when necessary, students are given complete control and are expected
to take full responsibility as they work together to plan, prepare, and hold their English activities about
three times a semester. Based on participant feedback about earlier activities, as well as the student
organizers’ own reflections on their experiences, students in the course are encouraged to consider how
to improve future activities. This presentation will first look at what is involved in offering such a PBLoriented course, including the usual steps taken for organizing an activity. Next, examples of some of
the activities held will be shown. Finally, based on students’ reflections and feedback, as well as thepresenter’s own observations and reflections, potential challenges and benefits of such PBL will be
discussed.
Sat, Jul 9, 12:55-13:20 Asia/Tokyo Room: G21
Learner Development - College and University Education Practice-Oriented Short Workshop

52

SIG Coordinators Meeting - Grant Osterman
Please come so we can catch up on what is going on and have a short meeting where we will discuss
issues related to SIGs. Also, we can talk about how the conference went.
Sat, Jul 9, 12:55-13:55 Asia/Tokyo Room: F23

Fostering Communication-Based Activities in SHS English Classes#2820
Shuntaro Miura
This practice-oriented workshop will focus on the practical steps to implement activities involving morepractical communication skills such as discussions, presentations, and debates, which are the skills newly
required to be dealt with in SHS English education. The presenter concluded from the three-day
teaching practice focusing on the presentation activity that it is essential to show demonstrations withvisuals and encourage students’ awareness, rather than explaining and teaching directly. The presentergave a mini-presentation at the beginning of each class to model the presentation. The topics varied
according to the content of the day’s lesson, such as stimulating background knowledge for reading,reviewing grammar, and so forth. Dealing with content that the students already knew increased theinteraction, and even those not used to speaking in English were willing to talk, which was a goodwarm-up for the presentation activity. By showing examples of good and bad presentations, thestudents realized what kind of presentation they should give and successfully applied these realizations
to their practice. The outcomes of these activities were analyzed through students’ reflection papers,
questionnaires, and video recordings. This presentation can interest attendees looking to adopt
communication-based methods in small steps.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: AUDITORIUM
Teachers Helping Teachers - Junior/Senior High School Practice-Oriented Short Workshop
Phonological Clustering: A Different Approach to L2 Vocabulary Instruction#2870
Anthony Diaz
Traditionally, L2 vocabulary has been taught utilizing a thematically or semantically based approach(Waring, 1997). While this is likely the most practical way of teaching new words to L2 learners,
according to a pioneering study by Wilcox and Medina (2013) semantically grouped words were foundto have the lowest impact on word retention when compared with other methods of presentation. In
contrast with semantically based approaches, phonological clustering is an approach that presents
phonologically similar words to learners with the aims of raising their awareness of the sharedphonological patterns between words and replicating the conditions in which the mental lexicon
integrates new words into existing phonological schema. A major issue regarding the EFL context ofEnglish education in Japan is that learners are unlikely to be sufficiently exposed to the phonologicalpatterns of the target language due to the “impoverished context” of the EFL classroom (Best and Tyler,
2007, p. 19). In light of this issue, the aims of this presentation are to discuss phonological theory and its
implications for EFL vocabulary instruction and describe how the approach of phonological clustering
could be applied to the presentation of materials in order to facilitate word retention and instructional
practices.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: F31
Vocabulary - College and University Education Research-Oriented Presentation
The Genre and Discovery Learning Approach to Teaching and Assessing Writing#2890
Louisa Poon
The process approach (Taylor, 1981; Zamel, 1982; Raimes, 1983) is the most commonly used approachto teaching writing. Since the approach covers from brainstorming to composing, it allows teachers toparticipate and give feedback in the writing process as a reader, before switching back to their role as a
grader. However, it is debatable how much it benefits students, as it lacks focus on a particular skill(content, organization and coherence, language, or writing style). This is notably valid with upperintermediate or higher proficiency English learners, who tend to be weaker in just one or two aspects,
but not all. This workshop will focus on applying the genre approach (Hyland, 2002) with application of53

the discovery learning method and collaborative writing, to the existing process approach. By
minimizing lecturing (where students discover the conventions and linguistic features with the teacher’s
guidance) and maximizing peer learning (with more scaffolding than the process approach), students
write as a group, receive instant feedback in a class, and eventually work individually. It is an approachaddressing all skills step-by-step when teaching half/ one term with blended learning. Lesson plans andsample teaching materials will be provided as examples.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: E22
College and University Educators - College and University Education Practice-Oriented Short Workshop
Learners’ Views of Self-Regulated EFL Learning: An Interview-Based Study#2892
Szabina Ádámku
Technological innovations and the emergency remote teaching during the COVID-19 pandemic havegenerated adjustments in classroom practices as well as a growing focus on outside-class autonomousand self-regulated learning (SRL), commonly determined by learners’ agency that requires capacity andwill (Oxford, 2017). To gain insights into the learners’ perspectives, experiences and approaches
regarding their SRL, semi-structured interviews were conducted among 17 relatively proficient Japanese
university students. The vast amount of data collected and analyzed through thematic content analysis
reveals the learners’ (1) views on Japanese EFL education and the importance of SRL, (2) perceived
difficulties in EFL learning, (3) use of digital learning tools, (4) several workable SRL approaches and (5)abilities to control their commitment, satiation, emotion and environment in their outside-class SRL(Tseng et al., 2006). This study inquired among a limited sample of high achievers; however, it uncovers– for instance – Japanese EFL learners’ desires for contextual and communicative approaches as
opposed to the generally experienced grammar-translation method, learners’ outside-class initiations inorganizing learning groups, or their limited use of digital means. Furthermore, it may serve as a base forteacher development and further research including more variability in learners’ levels of education, EFL
proficiency or SRL competence.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: G21 Learner Development - Any Research-Oriented Presentation
Connected Learning, Firsthand – Five Useful Ideas (regardless of your book)#3163
Marc Helgesen
You want learning connected – to the students, language and real usage as well as your book. The
author will share five useful ideas from English Firsthand – including ways to use them with (nearly) any
textbook: Have the book talk directly to your students, fluency work from the beginning, multisensory
pronunciation work and more. And he’ll add a few extras to help you (re)imagine your teaching.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo | Room: A31
Teacher Development College and University EducationPractice-Oriented Short Workshop Promotional
Using IXL to Supplement English Language Learning#2721
Norman Josh
IXL.com is a worldwide online website for learning academic subjects such as English, math, science, etc.
Licenses can be purchased for individual students or school groups and there are different international
editions to fit the educational curriculum of each country. According to the website, it is currently usedby 1 out of 9 students in the United States to supplement school learning or for the purpose ofhomeschooling. In this workshop, the presenter will first explain how IXL was incorporated into his
mandatory English grammar classes for both 1st-year and 2nd-year students at his university, including
a thorough demonstration of the website. The presenter has noticed that compared with his ordinary(i.e., non-computer based) English classes, a lot more new vocabulary and grammar patterns have beenable to be introduced through the practicing of the different types of skills found on the website. In
addition, allowing students to take more control over their learning, including the skill level and pace atwhich they proceed, has led to a notable increase in student engagement both in class and out.
Although IXL can be used for any skill level of English student, its beginner-level phonics skills can beespecially of use in helping Japanese students with their pronunciation. This is true for not only54

university students, but younger children as well. A discussion among participants regarding good
online resources that they have utilized in past classes will be conducted if time allows.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Practice-Oriented Short Workshop
Letter Writing to Encourage Deeper Engagement with Reading Materials#2977
Todd Hooper
Teachers may find it challenging to get students to think about the texts that they read at a deeper
level. In this presentation, an interpretive technique originally developed in the fields of narrative
therapy and socio-narratology will be introduced. This technique asks readers to write letters ofappreciation to writers, protagonists, or even to the texts themselves. In order to do this, readers must
think carefully about what texts mean and how texts relate to their own values, experiences, and beliefs
about themselves and the world around them. In their letters, readers are asked to be specific about
what they appreciate, which requires them to reference the original text in their letters. The presenter
will show how to adapt this technique for the EFL classroom. This will include ideas on how to introduce
students to the genre of letters of appreciation and how to use the letters for discussion activities
afterwards. Additionally, examples of student work will be shown.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: F21
Literature in Language Teaching - College and University Education Practice-Oriented Short Workshop
An Analysis of TESOL Teacher Motivation – Values vs. Rewards#2731
James Broadbridge / Bradford J. Lee / Miori Shimada
The COVID-19 pandemic brought a renewed and much needed spotlight on the plight of teachers at allstages of education. This has been a welcome development, as while motivation of students continues
to be a heavily researched area, in-depth looks at teachers have been sparse, with even less focus being
directed specifically at second language teachers. The current study sought to explore TESOL teachers’
values related to, and rewards gained from, their teaching jobs and careers. Responses to a modified
version of the instrument used in Kassabgy, Boraie, & Schmidt’s (2001) study were obtained from 368
in-service instructors spanning the globe and analyzed by factor analyses. Like Kassabgy et al., intrinsic
motivation was found to be central to reported feelings of job satisfaction and motivation, which werepositive overall despite disparities between values and the realities of the job. However, slightly different
factors and loadings were found from Kassabgy et al., namely a trend away from relationships withcoworkers. One hypothesis is that the development of social networking over the past 20 years may be
the key factor, revealing a shifting support structure away from the workplace and into cyberspace.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: E25
College and University Educators - General Research-Oriented Presentation
Modern Teacher Talk: Pedagogical Beliefs and Practices of Teachers in Japan#2812
Steven Lim
For the past decade MEXT policies have increasingly promoted the teaching of English as a lingua
franca (ELF), in which pragmatic skills are as valued as linguistic ones. This study investigated how
teachers modify student-directed speech and whether they follow ELF principles of communicative
accommodation and translingualism. Since modified speech is especially important for learners wholack exposure to comprehensible L2 input, by examining the teacher talk of experienced educators, bestteaching practices can be established. The 19 junior high school teachers recorded dialogues in
scripted, free structured, and free response scenarios. Their speech rate and lexical range was compared
to 19 English speaking non-teachers to determine how teaching experience affects teacher talk. Thoughboth teachers and non-teachers were willing to accommodate L2 users through speech modification
strategies, teachers spoke at a significantly slower rate of speech and made lexical choices fine-tuned to
the English proficiency of their learners. Interviews revealed the decisions teachers made to modify theirspeech were based on their teaching experience, pedagogical beliefs, and knowledge of their learners.

55

The results suggest that the teachers made use of a wide variety of linguistic, semiotic, strategic, andmaterial resources to facilitate communication in line with ELF principles.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: E26
Teacher Development - Junior/Senior High School Research-Oriented Presentation
Reappraising the Value of Freewriting from the Perspective of Creativity Studies#2891
Gabi Lipede
The future impact of artificial intelligence on the composition classroom can already be glimpsed darkly
in a suite of pandemic-era apps. With a swipe of their smartphone, students will increasingly outsourcemuch of the mechanics of writing — clarity, coherence, usage, etc. — to these and related artificial
intelligences. In light of these advances, I believe that the future of composition instruction acrossdisciplines and ability levels lies in renewing our focus on the art of invention — that is, the act ofwriting understood as one of many domain general processes or procedures that enable a person to
generate new, useful and surprising ideas. To further ground my claim, I will open a substantive
dialogue with the epistemologically adjacent field of creativity studies, thereby breaking with a rather
unfortunate historical trend in cognitivist approaches to composition as they relate to discovery.
Specifically, I argue that Dean Keith Simonton's combinatorial theory of creativity is isomorphic withPeter Elbow's otherwise seemingly idiosyncratic freewriting methodology. In this sense, Elbow's
approach can be viewed as reproducing the two-step universal process responsible for creativity in thearts and sciences, but at a level of granularity that is potentially unmatched by other methods.
Sat, Jul 9, 13:30-13:55 Asia/Tokyo Room: ONLINE
Mind, Brain, and Education - College and University Education Research-Oriented Presentation
The Digital Keyword Method in an Analog Classroom#2823
Scott Sustenance
Despite the importance of lexical development for second-language learners, there seems to be
confusion about the best way to teach vocabulary. The four main techniques for vocabulary acquisition
mentioned in the literature are rote repetition, structure analysis, semantic strategies, and mnemonic
devices (Cohen, 1987). Although mnemonics have been used for at least 2,000 years (Caplan, 1954), it
wasn’t until the mid-1960s that they began to be seriously studied scientifically (Cohen, 1987). Thissession will be concerned with one mnemonic technique in particular; the Keyword Method (Atkinson,1975). This presentation will report on a pilot study that used a one-group pre-/post-test design with 69
Japanese second-year university students who were taught a version of the Keyword Method forremembering vocabulary. A receptive vocabulary test was used as a pre-/post-test measure. Results
showed a significant (p < .05) increase in vocabulary scores at the end of the semester, suggesting thatan adapted version of the Digital Keyword Method (Sustenance, 2019) may be an effective way ofteaching vocabulary in an analog classroom environment.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: F31 Vocabulary - Any Research-Oriented Presentation
Literary Input for Creative Output: Why and How#2869
Sue Fraser Osada
Literature is a valuable educational resource, as it reflects universal issues that resonate across culturesand generations. However, in FLT, literary texts are still mainly utilised for presenting establishedinterpretations and historical/social contextualisation of their content and for stylistic analysis, leading
to a lack of engagement with the literary themes among students (see Teranishi, Saito, & Walsh, 2015).
Instead, literature’s potential as motivating input for developing L2 communication skills througheliciting learner responses to and personal interpretations of the texts should be exploited (Fraser,2018). In this session, methodological choices which challenge learner expectations of typical literature
courses by providing opportunities for encouraging critical thinking, eliciting learner reactions, andenhancing productive linguistic skills are explored, with the aim of making literature more accessible
and enjoyable to FL readers. Practical suggestions are then examined for incorporating literature into
tertiary FLT, and are illustrated through teaching materials and resulting samples of L2 learners’ creative56

writing in response to the literary texts. The purpose is to offer ideas for teachers to experiment with
employing literature in FL classes, in order to actively involve learners in the interpretation of literary
input while developing their L2 productive skills through discussion and creative written output.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: F21
Literature in Language Teaching - College and University Education Research-Oriented Presentation
Student Impressions about the Use of Jokes in the EFL Classroom#2906
Kevin Crowley“Why shouldn’t you write with a broken pencil? Because it is pointless.” Jokes like this fall into thecategory of dad jokes. The usage of humor in the EFL classroom has been known to increase motivation,
increase confidence, keep student attention, and create a positive classroom atmosphere . Furthermore,
Japanese university students seem to favor the inclusion of jokes in English courses (Neff & Rucynski2017). To verify such claims, through a daily warm-up icebreaker of dad jokes and a follow-up
questionnaire, this study aimed to gather data about Japanese university students’ impressions of suchjokes in the English classroom. This questionnaire surveyed 124 Japanese university students after eightweeks of introducing a joke at the beginning of each class. The students were surveyed about theirimpressions of jokes in six areas: enjoyment, practical usage of assisting in the comprehension of themeaning of words, motivation, shareability, classroom atmosphere, and general education. The resultsof the survey were overwhelmingly positive in all categories except for the shareability category. The
possible implications of these results are also discussed, such as the recommendation that jokes beused as an icebreaker and the possibility of extended lessons that examine jokes.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: ONLINE
College and University Educators - College and University Education Research-Oriented Presentation
Effects of AI Speaking Application on Students’ Speaking and Listening#2907
Yukie Saito / Eri Yamashita
The emergence of COVID-19 has promoted the wide use of Artificial Intelligence (AI) educational digital
tools (Almarzooq et al., 2020), and one example of AI educational digital tools is the automatic scoring
application that provides feedback on pronunciation (Fu et al., 2020). Ahn and Lee (2016) found that
automatic speech recognition enhances language learning regarding pronunciation and speaking.
Improving pronunciation may help English learners improve their listening comprehension.
Understanding rules of phonemes and pronunciation is one of the top-down approaches to listening(Flowerdew ＆ Miller, 2005). In order to investigate the effects of one AI application to practicepronunciation and speaking, ELSA Speak, eight university students took training of pronunciation
focusing on improvements of phonemes using the application for about 40 days. Before and after the
training, they took pre-and post- speaking tests and pre-and post- listening tests. To support students’ongoing learning, the presenters had students self-and peer-evaluate weekly on an application formobile phones, LINE, as a part of a cyclical phase of Self-Regulated Learning (Zimmerman, 2010). The
results of the post-TOEIC listening test showed that the seven students improved their listening scores
though only two students showed improvements on the post-speaking test. The presenters will also
discuss whether the self-and peer- evaluation on LINE was helpful for the students to continue studying
with the application.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Research-Oriented Presentation
Student Perceptions of Disability at a Japanese University#2960
Jeffrey Goncalves / Danielle Haugland / Tina Brown
For this study, three researchers attempted to ascertain students’ perceptions of disabilities at their
university. Using a Google Forms survey, researchers received 60 responses and analyzed the data tolook for patterns. The researchers were specifically interested in what students considered to be adisability. By learning about perceptions of students at the university, the researchers hoped to achieve
specific goals: To measure the students’ colloquial understanding of disability in order to better realize

57the informal social milieu that students with disabilities are entering as they attend the researchers’
university. It is hoped that this survey will be used in the future with the same students, so that the
researchers can measure what students learn about this topic during their time at the university andhow their perceptions of those with disabilities evolve. Researchers hope to apply tools and techniquesof this research towards better understanding students’ attitudes towards disability in other Japanese
universities, as well. Additionally, by learning what students think, the researchers look forward tocreating tools and resources for better serving and understanding disabled students.
This presentation will briefly explain research methods and highlight some of the results and effects
they’ve had on the university so far.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: F23
Accessibility in Language Learning - College and University Education Research-Oriented Presentation
Japanese Non-English Majors and an Effective Content-Based Writing Approach#2961
Jeffrey Morrow
This presentation shares an analysis of 20 content-based essays written by freshmen in the Food and
Health department at a university in Southwestern Japan, using a CBI paradigm. Pre-writing, students
were taught paragraph structure (including an introduction, a body, and a conclusion), were provided
with a list of 50 health-related vocabulary words to use in writing, and were taught to check spellingand grammar critically. A themed essay of 200 words was assigned, and the students were given one
week to complete the assignment. Post-writing, essays were analyzed by stratifying them into two
streams: 1) structure, verifying that the writing contained complete introductions and conclusions with
topic and concluding sentences, and complete bodies with supporting sentences; and 2) grammar,
checking subject-verb agreement, plurals, and spelling. The writings were then read critically, checking
for clear writing with topic and supporting sentences, grammar elements, number of vocabulary words
used, and whether the word limit was reached. Results found that 70% of students had complete
introductions and 80% had complete conclusions, the mean wordcount was 209. The average score was84%. The presentation shares other results and further explains the implications for using CBI in the EFL
classroom.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: AUDITORIUM
Teachers Helping Teachers - College and University Education Research-Oriented Presentation
Student Reflection on Classroom English Use Using a Reflective Tool#2707
Ewen MacDonald
This presentation explores how first-year university students monitored and reflected on their English
use in a communication-based course that focused on the development of students’ interactive, spoken
capacity in English. Utilising the “Numbers” iPad application, students added their target English use
percentage to a spreadsheet at the beginning of each class and the percentage of English they actuallyused at the end of class. The data was automatically charted in a line graph which acted as a visual toolthat students could monitor and reflect on over time. Prompted by reflective questions, students twice
analysed what they noticed about their English use during a semester before sharing and discussing
their reflections with classmates and writing post-discussion summaries. An online survey on the tool
and activities was also given at the end of the research period. The presenter will discuss students’
perceptions of the usefulness and enjoyment of the reflective tool and peer discussions, and the influencethat these had on the students’ awareness of and attitude towards their English use in the classroom.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: E22 College and University Educators -Research-Oriented Presentation

Examining Responses to Various Question Types in Picturebook Read-alouds#2714
Emily MacFarlane
During read-alouds, a great deal of the benefit and enjoyment learners gain is due to the interaction
from sharing the picturebook (Wells, 2003) making it a very important part of the read-aloud. Teachers
are often told to use open questions over closed questions if at all possible (Paul, 2003) as they increaseinteraction and conversation (Lee et al., 2012). However, Japanese conversational styles as well as

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cultural and teaching styles mean both Japanese teachers and learners can find open questions very
challenging (Hammond, 2007). This presentation discusses a small-scale case study which examined
how 10-12-year-old Japanese elementary school low-level English learners respond to open and closed
questions during interactive picturebook read-alouds. This presentation will discuss four main areas: theamount of interaction created by each question type, the different types of responses elicited, thesituations where students could not respond to questions, and how class dynamics affected student
responses. Participants will leave the presentation with a clearer idea of when the use of closed questions
may be more appropriate than open questions during read-alouds in the low-level Japanese classroom.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: E21
Teaching Younger Learners - Teaching Children Research-Oriented Presentation
Incorporating Online Practice Sessions in Pre-Service Training#2728
Tomohisa Machida / Tomoko Hirose
This Practice-Oriented Short Workshop will highlight the effect of incorporating online one-on-one
tutoring sessions with JHS/SHS students for pre-service teachers to develop their teaching English in
English. The Japanese Ministry of Education (MEXT) proposed teaching English in English both in JHSs
and SHSs to advance students’ English communicative competence. However, preparing for this newpolicy is a challenge for pre-service teachers because, due to the COVID-19, practice opportunities toteach English have been limited. This workshop will explore how pre-service teachers conducted online
one-on-one tutoring sessions about grammar and helped JHS and SHS students learn English throughEnglish. To improve JHS/SHS students’ English, prospective teachers used the first session to understandtheir tutee’s weakness in grammar. The pre-service teachers customized their lessons by creating
original worksheets and materials to help their tutee overcome their shortcomings for the second
session. Both pre-service teachers and secondary school students enjoyed the benefit of online sessions
and showed the progress of their instruction and proficiency, respectively. The presenters will share theprocedures and the effect of this collaborative project between the institution and the local school.
Participants will leave with ideas for effective grammar instruction in English in regular lessons.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: E26
Teacher Development - Junior/Senior High School Practice-Oriented Short Workshop
What to Expect When You’re Expecting Zemi Students#2741
Joseph Wood
What exactly is a “zemi” and what does teaching one at a Japanese university involve? Althoughteachers may hear the word “zemi” often, some may not completely know what they are or how they
are managed. This presentation will outline the troubles and successes of the presenter’s first year and ahalf of teaching zemi students at a private Japanese university. It will give practical survival skills toteachers who are either new to teaching zemi students or for those who are hoping to be in a position
to be teaching them later in their careers. The presentation will also discuss the difficulties ofsupervising zemi students’ research and graduation theses. It will be a crash course in what to expect,
beginning with how to prepare for your first meeting with your new zemi students and then how tomanage them from that point onward. The presenter will share a basic outline of what kinds of things
happened during weekly meetings with his zemi students and how he trained them to undertake theirresearch projects.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: E25
College and University Educators - College and University Education Research-Oriented Presentation
Make Extensive Reading Easier With Oxford Reading Club#3271
Charles Ullmann
FInd out about the Oxford Reading Club, a digital library of over 1,000 graded readers that will allow
your students to read anywhere, anytime, and help teachers to track the reading progress of theirstudents easily.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: G21 Extensive Reading Any Practice -Oriented Short Workshop

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CEFR-Informed Grammatical Features of Academic Prose#2814
Noriko Nagai
This presentation attempts to relate Developmental Progression Index of Grammatical Complexity(DPIGC) in academic prose proposed by Biber et al. (2011) to the six CEFR levels. First, I will compare
grammatical features in the index with those in the English Grammar Profile and then propose a CEFRinformed index of grammatical complexity of academic prose. A series of corpus-based studies by Biberand his colleague (Biber 2006, Biber & Gray 2016, among others) reveal that grammatical features
frequently appearing in academic prose differ drastically from those in conversation. The former uses
dependent phrases functioning as pre-and post-modifiers of the head noun, while the latter uses
dependent clauses functioning as constituents of other clauses such as verb complements and adverbial
clauses. Based on these findings, Biber et al. (2011) proposed the DPIGC. This index, however, is not wellrecognized by language professionals working in the area of EAP, hard-CLIL and EMI, although they aim
at the appropriate uses of academese. One of the reasons for this lies in the lack of studies which relate
the DPIGC to more widely accepted proficiency scales: e.g., the CEFR’s six proficiency levels. Hence, thispresentation provides a clear CEFR-based descriptors of grammatical complexities in academic prose.
Sat, Jul 9, 14:05-14:30 Asia/Tokyo Room: A31
CEFR and Language Portfolio - College and University Education Research-Oriented Presentation
Negotiating Personal Online Policies in International Online Collaboration#2842
Darren Elliott
The pandemic has accelerated the shift towards online education, and it looks likely that teaching andlearning will continue to take place, at least partially, in virtual spaces in a post-pandemic world. As
educators, the technical skills of teaching online are not all we need to develop. In the longer term, it isvital that we build our understanding of the social and philosophical implications of lives increasingly
lived online. There are negotiations between convenience and security, and shifting rules to navigate foreach platform and with each online social group. The lines between work, study, and play often become
blurred. As teachers, what can we reasonably ask our students to do? How do we create online spaces inwhich learners can express themselves without damaging their carefully curated online personas? In thispaper, the presenter explores these ideas. In this study, the presenter investigated how a class of English
language learners at a Japanese university negotiated online interactions when collaborating with apartner school in the US. The presenter will discuss the ethical implications for anyone working withstudents online, and outline good practice recommendations for setting up online spaces which
language learners can engage in comfortably.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Research-Oriented Presentation
Happily Ever After: Post-Reading Projects for Picture Books#2859
Martin Sedaghat
Picture books are powerful tools for language learners. They tell stories through both words andpictures, and are a source of authenticity, motivation, and foundational literacy skills. However, once thestory is told and the book is closed, there are still opportunities for meaningful learning to take place.
This presentation will explore a variety of post-reading activities for young learners from preschool andup through elementary school ages, including retellings of famous stories, books made by students
about themselves, and illustrated predictions of story resolutions. The talk will focus on creative art
projects that allow children to engage with and personalize the themes, messages, and questions of avariety of picture book styles, such as wordless books, open-ended stories, and concept books. Key
principles for choosing books, designing activities, and selecting materials will be discussed, along withsuggestions for matching projects to age and ability levels. Finally, the potential for linking story andlanguage content to teaching about subjects such as science, mathematics, and world cultures will be
examined.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: E21 Teaching Younger Learners -Oriented Short Workshop

60How to Set Up and Run a Multinational Online SOLE Session#2872
Mike Lyons
Self Organized Learning Environments (SOLEs) are brief, intense, enjoyable examples of Problem Based
Learning (PBL). Characterized by a lack of teacher-involvement, SOLEs are known as “minimally invasive
education.” The teacher’s role is marginalized to facilitator. Sessions have 3 phases. First, the facilitatorposes a challenging problem, known in SOLEs as a "Big Question", following which, the session isentirely student-centered. Second, the students work in groups searching the Internet for possible
solutions. Third, the students present their findings. In an English Language Learning (ELL) context, thepresentations are in the target language, and the facilitator may provide language instruction. The
method can be effectively adapted for multinational online collaborations, where students from several
countries form diverse communities of practice in breakout rooms. This is an opportunity forcommunication in the target language and also for learning content related to the Big Question. There
are, however, pitfalls in this type of session that can detract from the experience. For example, somestudents might have poor internet connections, or students might need assistance but lack thelanguage ability to ask. In this presentation, you will learn how to set up and run multinational online
SOLEs that are fun and, as far as possible, problem-free.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: E22
College and University Educators - College and University Education Research-Oriented Presentation
Factors Affecting L2 Motivation in a Remote Learning Environment#2886
Derek Herbert
For learners to keep studying a second language such as English, a high level of motivation is important
to maintain their enthusiasm and make progress in the subject (Cowie & Sakui, 2012). When COVID-19
hit the ELT industry, English language classes were conducted remotely. It brought pedagogicalchallenges and introduced a new environment for teachers and learners. This presentation highlights
perceptions of both university teachers and learners on factors that support and hinder a university
learner's L2 motivation in an emergency remote learning environment. A mixed methodology approach
was carried out in a small scale study at a private university in Japan. Surveys were implemented with 11
teachers and 18 learners. Three participants from each data set were selected for interviews for further
clarification. Survey findings showed similar perceptions from both data sets on supporting factors; withteacher behavior and approaches being a prevailing factor. Reported factors which were considered as
hindrances to learning differed between data sets, with teachers perceiving a lack of a pleasant andsupportive online atmosphere as a key hindrance to motivation. Learners reported a lack of astimulating and enjoyable learning environment as the biggest hindrance.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: E26
Teacher Development - College and University Education Research-Oriented Presentation/l/ vs. /ɹ/: Minimal Pair Challenges, Vocabulary, and Communication#2889
Steve Bridge
Many Japanese English Language Learners (ELLs) have a hate-hate relationship with comprehending
and pronouncing /l/ and /ɹ/ words, yet these two phonemes are an inescapable and integral part of thelanguage. The fact that many /l/ words have an /ɹ/ minimal pair in the same part of speech (e.g., thenouns lack and rack) and the multiple vowel sounds of English necessitate learners’ recognizing andpronouncing those words accurately for successful understanding and communication. In helping
Japanese ELLs face these /l/ vs. /ɹ/ challenges head-on, teachers can go beyond discrete minimal wordpairs to minimal pair sentence contexts, introduce new vocabulary with accompanying images toenhance comprehension, and then help learners transition into communicative practice. The
presentation will include a novel method of consciousness-raising about the correct tongue positions,and attendees will engage in fun, interactive, integrated-skills /l/ vs. /ɹ/ activities. These activities can be
modulated as individual mini-lessons or extended into longer segments of academic, community, or
workplace listening/speaking classes for learners at a range of proficiency levels. Attendees will be

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provided a set of PowerPoints, including embedded word and sentence pair audio, and the lessons are
adaptable for one-on-one or group online or in-person classes.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: AUDITORIUM
Materials Writers - Any Practice-Oriented Short Workshop
Transfers of L1 and L2 in Bilingual Education#2954
Eri Kondo
It’s often argued that we have the order of language acquisitions in which we acquire questions
including embedded questions and negations. However, I completely disagree with this theory and I will
defend my stand with valid arguments in this presentation, connected to an analysis of narrative storytelling of writing. In addition, I discuss that L1 speakers have a tendency in talks and interviews, which
will have an influence on the way of interactions on a conversation analysis, related to bilingualism. This
research, therefore, focuses on two sides of learning and an original identity in language. To begin with,a negative transfer of L1 has completely shone a glaring light on usages of second language under theonslaught of asking questions and negations in syntax. Moreover, Japanese might not acquire thefunctions of indefiniteness and definiteness correctly as the same thing as Russians (Odlin, 1989).
Furthermore, a positive transfer of L2 has been highlighted in the instruction to give opinions thatlearners can understand quite easily, which provides an illuminating discussion of how languages are
acquired in light of that opinion method. Basically, transfer is psychologically defined as a training habitthat a first task affects on a second task (Kimball & Holyosak, 2000; Manaro, 2018). This presentation
deals with insight to rethink the curriculum that follows grammatical structures in the shadow of drills
that would make a habit in brains. In conclusion, research in a second language acquisition still remains
in the dark about the extent of which teaching methods absolutely perpetuate convincing language
acquisitions.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: ONLINE
Bilingualism - General Research-Oriented Presentation
Teaching World Religions in EFL: Basic Knowledge for Global Citizens#2699
Kip Cates
Part of becoming a global citizen means learning about the diversity of religions in our global village.
The English classroom can be an exciting place to explore this topic while promoting international
understanding, cultural awareness and interest in the wider world. This talk will describe a contentbased EFL unit designed for Japanese college learners on the topic of “world religions.” The unit aims tohelp students: a) gain a basic knowledge of the world’s major religions, b) acquire basic religious
vocabulary needed to follow current events, c) overcome religious stereotypes (for example, that“Muslim = terrorist”), d) develop the respect, empathy and tolerance needed in our multicultural world.
The unit consists of task-based activities that actively engage students in exploring the beliefs, traditions
and symbols of five world religions (Christianity, Islam, Judaism, Buddhism, Hinduism). The activities aredesigned to promote vocabulary acquisition, language practice, communication skills and criticalthinking. They range from group brainstorming, readings and quizzes to guest speakers, research
homework and field trips. The talk will conclude with advice for language educators on how to address
this topic in class plus a list of resource books, videos and websites on world religions.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: F33
Global Issues in Language Education - College and University EducationPractice-Oriented Short Workshop
Pragmatic Markers Used in Textbook Dialogues#2703
kawashimachie
Pragmatic markers play an important role in terms of speech coherence and maintaining interlocutor
relationship and frequently occur in dialogues in ELT materials (Archer et al, 2012). However, most ofthem are not explicitly introduced or practiced. Therefore, learners often end up not knowing how to
use them in authentic interactions in their target language. This study looks at pragmatic markers
appearing in the dialogues presented in beginner-level international ELT textbooks and Japanese high62

school ELT textbooks. The data analysed are types of pragmatic markers occurring in each dialogue andthe functions of those based on Brinton's (1996) classification system, including textual functions andinterpersonal functions. The analysis reveals 1) the range of pragmatic markers and functions in eachtype of above mentioned selected ELT textbooks; 2) how un/evenly they are distributed across thesetextbooks and 3) whether or not the relevant linguistic information for the use of pragmatic markers isprovided. At the same time, characteristics of presenting pragmatic markers in ELT pedagogicalmaterials and common weakness are discussed. In the end, some practical suggestions are made as to
how teachers might supplement these materials and compensate for their insufficiency.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: F23
Pragmatics - Junior/Senior High School Research-Oriented Presentation
Facilitating English Academic Vocabulary Learning Using Fictional Graded Readers#2715
Paul Mathieson / Claire Murray
Given the importance of learning L2 vocabulary in context (Webb, 2008), academic texts would seem tobe the most useful way to support learners’ academic vocabulary learning. However, for teachers using
word lists such as Coxhead’s (2000) academic word list (AWL), finding authentic materials with sufficientacademic vocabulary range and frequency to support course-related academic vocabulary learning can
be a challenge. Against this background, the presenter wrote a fictional graded reader series (‘The AWL
Readers’) in an attempt to make English academic vocabulary learning more stimulating and (hopefully)
more effective for his students. The AWL Readers follow the adventures (and misadventures) of afictional university student and her unusual friend, and include all 570 AWL words (with spaced
repetition). One of the goals in creating the AWL Readers was to add to recent research which isrethinking the assumption that academic vocabulary learning should primarily be facilitated throughreading academic (rather than fictional) texts (Krashen, 2010; McQuillan, 2020). This presentation will
discuss: (1) how and why the AWL Readers were created; (2) the results of our preliminary study into
their effectiveness as a vocabulary learning tool; and (3) their possible usefulness in other teaching andlearning contexts.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: F31 Vocabulary CUE Research-Oriented Presentation
Addressing Basic Psychological Needs Through a Teletandem Language Exchange#2718
Katherine Thornton
Even before the Covid-19 pandemic, educators have been using telecommunication tools to facilitate
collaboration between students in different locations. This telecollaboration can be particularly
productive for language learning, as learners of two different languages can be paired for a supportive
language exchange project, which provides opportunities for authentic language communication which
may be otherwise hard to find. This kind of virtual language exchange is called teletandem.
In this presentation, research findings will be shared from a longitudinal extracurricular teletandem
project between students at a university in Japan who are learning English, and those studying Japaneseat partner institutions. Several students were interviewed 6 months after taking part in the teletandem
exchange, to investigate 1) how they conducted the exchange and negotiated language use with theirpartner, and 2) how the experience of joining the exchange has influenced their experience of learning
their target language. By applying concepts from self-determination theory (Deci & Ryan, 1985) to theinterview data, the project investigates to what extent a teletandem exchange may enhance intrinsic
motivation to learn a language by supporting learners’ basic psychological needs.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: G21 Learner Development - CUE Research-Oriented Presentation

Sleep Habits of University Students in Tokyo: Comparison of Online vs. On Campus#2725
John Duplice
This presentation will describe a pilot study looking at sleep habits among 83 first-year (secondsemester) university students in Tokyo. During the fall semester of 2021, a unique opportunity arose toinvestigate the difference in sleep habits between students studying online via Zoom and on-campus ina face-to-face setting. The first month of classes was conducted online due to Covid before returning to63

the campus classroom. Students completed a daily questionnaire (just before going to bed and
immediately upon waking) over a one-week period during online classes and another week-long period
upon returning to campus. The same students were studied enabling a direct comparison. The primary
focus was was to discover differences in the following: 1) the difference in hours slept, 2) the effects ofcaffeine, electronics, and exercise before sleeping, and 3) variables that play a role in positively or
negatively affecting sleep among the participants. The study found on-campus learning led to reduced
time sleeping, but commuting time played less of a role than expected. Other activities such as parttime jobs at night, smartphone activity, and student clubs consistently showed negative effects on sleep.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo Room: F22
Mind, Brain, and Education - College and University Education Research-Oriented Presentation
Critical Thinking: Do Teachers/Publishers Truly Understand It?#3272
Alastair Graham-Marr
Critical thinking is a vitally important concept which has sadly been hijacked as an educationalbuzzword 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.
Sat, Jul 9, 14:40-15:05 Asia/Tokyo ROOM: F21 Critical Thinking CUE Practice-Oriented Short Workshop
Critical Friendships: Bridging Teaching Beliefs and Visible Behaviors#2817
Daniel Hooper / Andy Gill
An often neglected aspect of reflective practice (RP) is the impact of teachers’ histories on the beliefs
and principles that drive their classroom behaviors. Exploring the emergence of these “unseen” factors
and their potential influence on professional practice, the presenters will illustrate how, through databased and dialogic RP, they gained a deeper understanding of their own teaching whilst enhancing
personal wellbeing and collegiality. This presentation is based on an RP study grounded in bothconversational analysis of classroom data and a “critical friendship” in which the two researchers
examined the gap between their stated teaching principles and their “visible behaviors” in a safe, nonjudgemental environment. The presenters will share findings illustrating how historical experiences asboth language learners and teachers had a profound impact on what they considered “good teaching.”
Furthermore, they will discuss how dialogic approaches to RP can lead to increased professional
confidence, open-mindedness, and humility. In line with assertions by Farrell (2019), the findings of thisstudy suggest that rather than simply focusing on the visible elements of teaching (what we see inclass), increased attention on the unseen factors driving teaching, such as historically-constructed
beliefs, may lead to richer insights for practitioners and researchers alike.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: E26 Teacher Development - CUE Research-Oriented Presentation

Critical Thinking SIG Forum#2650
James Dunn / Todd Hooper /中川浩This year's PanSIG CT SIG Forum will focus on critical thinking and concrete ideas you can take back toyour classroom to integrate critical thinking into your curriculum. We will be hosting multiple
presentations on this subject and hope that you can join us for an information-filled forum with criticalthinking ideas for you and some lively discussion.

Sat, Jul 9, 15:15-16:45 Asia/Tokyo Room: AUDITORIUM/Hybrid Critical Thinking - General Unvetted SIG Forum

International Online Exchange in Times of Covid#2658
Margit / Cecilia Silva / Wright Pornsri / Martina Gunske von Kölln
Presenters will give examples of international online exchange using on-time and off-time methods.
College or university students who study or learn a foreign language other than English are mainly level
A1-A2 proficient. The presentations will show what methods are used to keep students interested,curious and eager to interact and learn the language with their online partners in other countries. The

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presentations will be given in the original language while information in English or Japanese will begiven either on the slides or in a verbal summary.
Sat, Jul 9, 15:15-16:45 Asia/Tokyo Room: A31
Other Language Educators - College and University Education Unvetted SIG Forum
Performance in Education SIG Forum#2693
Chhayankdhar Singh Rathore / Emily Choong / Maria Wilma Capati / Lisa M. Hunsberger / Beng Hwee
Tan / Darrent Kinsman / Maz Diazi
Performance in Education refers to the use of activities such as roleplays, skits, process drama, readerstheatre, speech, debate, oral presentations, dance, music, spoken word, rap, kamishibai, film, andpodcasting in education. The Performance in Education SIG focuses on the use of these activities byteachers and students inside and outside of the classroom. The SIG Forum will feature lightning
presentations (10-minute presentations) by a diverse lineup of presenters who will share their ideas andexperience on the various facets of Performance in Education.
Sat, Jul 9, 15:15-16:45 Asia/Tokyo Room: F21/Hybrid Performance in Education - Any Unvetted SIG Forum
Using Text Chat to Increase Participation and Engagement#2697
Bill Pellowe
The COVID-19 Pandemic has caused an upheaval in tertiary education, with many classes either going
online or becoming hybrid. Students participating in classes through Zoom often report "Zoom fatigue"
and a loss of interest and motivation. Some students reportedly "ghost" classes, appearing in nameonly. In in-person classes, one effective technique to maintain student interest and attention is toperiodically ask multiple-choice questions, and have all students respond simultaneously with response
cards or through an online answer system. While there are many ways to replicate this during Zoom
classes, there are several advantages to eliciting student answers via DM (direct message) in the chat. It
is an easy way to elicit a variety of answer types (multiple choice, words, or phrases). DM is low risk;
students' answers are invisible to the other students, so no student sticks out. DMs are motivating
because the students know that the teacher sees their name alongside their answers. Zoom chat can besaved, thus preserving records of each student's participation. Finally, while these questions are bestplanned beforehand, DMs can be used spontaneously. This practice-oriented workshop will include ademonstration of how to analyze the chat transcript for quantitative and qualitative participation data.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: E25
College and University Educators - College and University Education Practice-Oriented Short Workshop
Boost Motivation and Achievement with a SMART Class Design#2959
Stephen Harris / Robert Stroud
Many university instructors of low-level English students carry the burden of teaching lethargic,
unmotivated classes - a burden increased by online teaching during the COVID-19 pandemic. Research
into student motivation can ease the burden, but understanding and applying that research to actualclassroom learning is challenging and time-consuming. As stated by Self Determination Theory,
students who feel a sense of improvement and achievement within their learning over time are
expected to be more motivated to put effort into their work. This presentation will show how a 5-part
SMART checklist (not to be confused with SMART goals) created by the presenters can be used tobetter clarify the efforts that students are expected to make within classes by defining the language use
which will be assessed, as well as how their performance will be measured. A full explanation of the
SMART checklist acronym will be given by the presenters and examples of how it can be applied to help
English communication courses shown. Furthermore, a simple formative assessment sheet, which aligns
with the checklist to help students identify their strong and weak areas, will be presented as a practicalway for teachers to help students improve their performance autonomously over time.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: G21
Learner Development - College and University Education Research-Oriented Presentation

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Enhancing Productive Skills through Technology: Mentimeter in the ELT Classroom#2708
Fatemeh Ranjbaran
Following major setbacks in teaching and learning over the past two years and now engaging in faceto-face teaching post-COVID, one of the major challenges for teachers is to keep students engaged andmotivated in order to learn and stay focused in the classroom. On the other hand, teachers in Oman
have long been tackling the issue of teaching vocabulary to students in the foundation level English
courses. To this end, this study examined the effectiveness of using Mentimeter, a Student Response
System (SRS), to enhance vocabulary learning for productive skills in the ELT general foundation
program. By using Mentimeter, students can collaborate interactively, yet anonymously, with theirteachers and peers through an engaging online platform. This collaborative SRS expands the students’vocabulary knowledge through a variety of item types, such as word clouds, quiz competition, openended questions, and the newest feature, ‘Pin on Image’. An action research was conducted with 50
students using pre- and post-test, questionnaire and semi-structured interviews. The results of thisstudy indicate the beneficial aspects of integrated learning through innovative technological tools toboost students’ performance in productive skills. In addition to boosting vocabulary retention, thistechnological tool allows students to overcome demotivation and helps teachers to create more
effective and interactive lessons to achieve learning and teaching goals. Overall, the implications can beconstructive for educators in making use of Mentimeter to enhance students’ vocabulary knowledge.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: ONLINE
Computer Assisted Language Learning - College and University Education Research-Oriented Presentation
Making it Personal: Meaningful Vocabulary Activities for the ESL Classroom#2964
Michael Morris
Vocabulary instruction through meaningful input and output is a bedrock of English language learning.
Many common resources tend to lack a communicative component - much less any meaningful ormemorable ways of instruction - and usually focus on matching or fill-in-the-blank style activities.
Making vocabulary meaningful and memorable in the classroom by using activities that tap into alearner’s personal experience not only leads to a more lively and communicative classroom, but may
contribute to better retention over time. Research has shown that this type of structured input andoutput can focus the learner’s attention to target elements of instruction; however, current practice has
focused more on grammatical rather than lexical features. The English instructor is paramount in
structuring the lexical content in order to create a personal experience for the language learner. This
presentation will illustrate this process through a series of ‘personalization activities’ that have been
structured to highlight target vocabulary and use it in a meaningful and memorable way. Moreover, tips
and suggestions are shared for adapting and modifying existing resources to make them more personal.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: F31 Vocabulary - Any Research-Oriented Presentation
Teaching the L2 Learner What "They" Want and Need: Japanese University Students’ Exposure to
and Attitudes Toward Singular They#2712
Cynthia Smith / Lily Thukral
Singular they (ST) is a generic third-person singular pronoun, as in the sentence “If a student comes,
give them a handout.” ST is a well-established part of the English lexicon endorsed by many
dictionaries, style guides, and universities, and is the generic pronoun of choice by native English
speakers in many contexts (rather than generic he or he/she). However, ST’s acceptance among L2
English speakers varies more widely, influenced by factors such as the amount of exposure to natural
English and the socio-linguistics of the L1 language and culture. This exploratory study examines the
exposure to and attitudes toward ST by 55 Japanese university students of low-intermediate English
proficiency. Results indicate that although participants believed ST to be useful, many also held negative
perceptions of it, which seemed to stem mainly from lack of exposure and from grammatical beliefs thatconflicted with ST. Despite this, many noted its potential to decrease gender bias, and 74% said theywanted to try using ST more. These results point to a need in Japanese EFL classrooms and textbooks to66

incorporate ST instruction to match the recommendations of style guides and to reflect the naturaltransitions in the English language.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: E22
College and University Educators - General Research-Oriented Presentation
Examining Learners’ Pragmatic Competence in L2 Japanese#2723
Ogawa Chie / Xia ShimingThis study explores Japanese as a Foreign Language (JFL) learners’ pragmatic competence in speaking
tasks. Speaking tasks are popular assessment tools to evaluate L2 speakers’ language proficiency (e.g.,
TOEFL, ACTFL OPT). Due to the lack of opportunities to speak the target language outside of classes, it
is still challenging even for advanced JFL learners to understand what would be appropriate dependingon the situations and interlocutors. Previous studies have looked at ESL learners’ pragmatic competence
and created some type of assessment criteria. Yet, it is still uncertain these assessment criteria can beapplied to other target languages (e.g., Japanese). Validation of rubrics across pragmatic targets,situations and other L2 is necessary. This presentation demonstrates the assessment rubric to reflect L2
speakers’ competence to achieve a task goal, and important features of L2 pragmatic competence ininteraction. The participants are 15 JFL learners. The participants participated in a role play with different
situations (e.g, making a request, refusal, complaint). The participants’ performances are video recorded
and rated by Japanese native speakers based on the rating criteria adapted from Youn (2015) and
Revesz (2016). This ongoing project will show the preliminary findings and possible improvements of
the analysis.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: F23 Pragmatics - General Research-Oriented Presentation
Reimagining Culture, Communication and Competence#2982
Andrew Reimann
The role of culture in communication is critical and well documented yet remains a challenging aspect
to teach. Understanding and explaining how to communicate effectively and appropriately acrossdifferences is an essential component of language teaching. Since Hymes' (1964) introduction, notionsof social competence have endeavored to explain the implications of personal, psychological andcultural elements affecting communication. Learners today require meta-skills similar to Byram’s (1997)‘Savoirs’ that embody a cultural awareness including sensitivity to differences, tolerance of ambiguity,
willingness to adapt and cooperate, to negotiate meaning and develop understanding. This type ofMeta-Cultural Competence (Reimann 2010) proposes that knowledge becomes competence whenconnected with experiences and the sensitivity to realize their significance. This presentation describes
10 categories of cultural orientations and communication styles used to objectively teach unfamiliar
concepts. Considering the subjective nature of culture, creating a framework of relatable andcomparable features, characteristics and criteria is necessary for synthesizing and understanding culture,building empathy and competence, while avoiding othering or perpetuating stereotypes. The categories
to be discussed build on concepts established by Hall (1976) and Hofstede (1980), applying theirmodels to the analysis of real critical incidents, which can be used to raise awareness and develop MetaCultural Competence.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: F33 Intercultural Communication in Language Education
Teaching Mature/Lifelong learners Practice-Oriented Short Workshop
Analysis of Opinions and Intentions in Junior High School Textbooks#2740
Keiko Nakamura
MEXT (2017) revised the Course of Study to promote learners’ practical communication skills. In
accordance with the revised guideline, new government authorized English textbooks for junior highschool were published by six publishers in 2021. Since some Japanese learners tend to be passive, andhesitate to express different opinions and intentions from others in class, learning language expressions
pertaining to ‘opinions and intentions’ are extremely useful in promoting effective communication in
English. Therefore, how those textbooks foster learners’ discourse competence is of importance. This67

presentation outlines a study in which opinions and intentions in the newly published textbooks as oneof the five functions of language are examined. Opinions and intentions include ‘offers’, ‘promises’,‘stating one’s opinions’, ‘agreeing’, ‘disagreeing’, ‘accepting’, ‘refusing’, and ‘supposing’. The findings
show that discourse structures in the newly published textbooks vary depending on textbook, and alsothat the newly published textbooks provide more dialogues with this function in comparison to older
textbooks. Furthermore, this presentation will suggest pedagogical implications for developing learners’communicative competence.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: E21
Teaching Younger Learners - Junior/Senior High School Research-Oriented Presentation
Nation’s Four Strands and Digital Language Pedagogy with ZenGengo#3252
Paul RaineIn recent years, the move toward blended and hybrid forms of language learning has lead manyteachers to re-evaluate their digital toolsets. Language teachers in particular need not only a reliable setof tools but also a solid pedagogical framework within which these tools can be put to use. As the oldsaying goes – it's not just the technology, but what you do with it that counts.
Renowned linguist Paul Nation argues that a well-balanced language course should consist of four
strands: meaning-focused input, meaning-focused output, language-focused learning, and fluency
development (Nation, 2007). In this presentation, the developer of ZenGengo, a web-based language
teaching and learning platform, will demonstrate how the platform can be used to quickly and easily
create activities that correspond with each of Nation's four strands. The presenter will show how byusing ZenGengo, language teachers can not only create more effective and engaging activities for theirlearners, but also manage their own workloads more efficiently, and ensure that students can always
access their course materials whether face-to-face, fully online, or somewhere in between.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: C11
Computer Assisted Language Learning College and University Education Research-Oriented Presentation
Correlating Heart Rate Response with State Feelings in a Language Classroom#2743
Jonathan Shachter
The aim of this study was to assess moment-to-moment occurrences of Japanese language learning (LL)
anxiety symptoms in a university classroom by evaluating the relationship between self-reported
affective states and heart rate measures. Over a period of three sessions, undergraduate Japanese
language students (5 males and 5 females, mean age = 19.7 years, SD = .95) wore Fitbit smart watches
and performed a class-observed dialog while seated at their desks. Students were also asked how they
were feeling at three intervals within each session: class start, pre-performance, and post-performance.
Self-reported feelings of distress and embarrassment were found to have significant relationships with
HR response. The current study advances the field by providing a new data collection system which
effectively assesses affective states in a 'live' classroom setting. Real-time assessment of affective states
can assist in identifying when shifts in affect occur, with the potential for these shifts to inform LL
interventions.
Sat, Jul 9, 15:15-15:40 Asia/Tokyo Room: F22
Mind, Brain, and Education - College and University Education Research-Oriented Presentation
Critical Pedagogy in ELT: A Possible Post-Pandemic Panacea?#2828
Stuart Warrington
Since the onset of Covid-19, government decision-making has significantly affected Japanese
universities, their education policies and inevitably English language teachers’ and learners’ lives. Hence,
it has provided opportunities to contemplate how the English language classroom has been in light ofchanges teachers and learners have had to make, and how it could be. As such, these point to a need toenvision the future classroom as a place for teachers and learners to make sense of and develop fromtheir experiences. One approach that can help with this is critical pedagogy—the process of critiquing
structures of power and oppression that manifest in the classroom. Indeed, as all education is arguably

68political and higher education is not just in society but supposedly for it, critical pedagogy offers apractical and relevant way to reconstitute the English language classroom via the problematising ofcurrent and historical educational contexts and practices. Consequently, this presentation discusses
research that used critical pedagogy to understand one English language classroom of the pandemic via ateacher’s and his learners’ responses to such ‘lived’ conditions before utilising these to (re)imagine theclassroom post-pandemic with implications for their empowerment and transformation for the greater good.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: E22 CUE Research-Oriented Presentation
Teacher Reflections on a Student-Led Group Seminar Project#2847
ANNA BELOBROVY / IAN A. HURRELL / Travis West
Project-based learning (PBL) is a progressing development in education that suggests tremendous
benefits for learners, such as mastering 21st-century academic skills, developing learner autonomy,increasing motivation, and building group dynamics through collaborative work. In this presentation,
the authors will attempt to demonstrate the accuracy of the above statement by reflecting on theeffectiveness of the PBL approach which they implemented in a student-led group seminar project foran advanced English course at a private university in Tokyo. After providing a brief overview of the PBL
approach and a complete description of how each stage of the student-led group seminar project
relates to this approach, each instructor will report their unique observations of the project flow in theirclasses together with observations regarding whether the educational benefits of PBL were achieved. In
addition, ways in which the project could be further improved to better facilitate learning outcomes of
the PBL approach will also be discussed.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: G21 Learner Development – CUE Research-Oriented Presentation
Struggle and Hesitation: Identity Dilemmas of Japanese HS English teachers#2910
Sunao Fukunaga
Language teacher identity research has unpacked how a teacher’s identity influences their classroom
teaching practice and offered insights into the better professional growth of teachers (Morgan, 2004;
Varghese, Morgan, Johnston, & Johnson, K., 2005). Meanwhile, identity research on Japanese highschool (HS) English teachers has focused on teachers’ subject-specific professional lives linked topedagogy and classroom practice. Few studies have addressed the contextual factors of Japanese HSs
and teachers’ overall responsibilities besides language teaching. Theoretically informed by Tollefson’s
Historical-Structural approach (1991) and drawing on Japanese sociology of education (Matsuoka, 2019;
Shimizu, 2020), this study aims to elucidate teachers’ struggle and hesitation regarding whether to claim
their identity as English teachers. To conduct a close analysis of contextual factors of the Japanese HS
system, the data set was collected through semi-structured interviews and classroom observations using
an ethnographic approach with multiple English teachers with five to over twenty years of teachingexperience. Teachers tend to find meaning in supporting students’ career goals and overall growthrather than prioritizing English instruction. The study argues that the identity of Japanese HS English
teachers is constructed not only through language instruction but more through identity dilemmas thecontextual factors of their schools prompt.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: E26
Teacher Development - Junior/Senior High School Research-Oriented Presentation(Re)imagining Language Learning: Liberal Arts and TOEFL in Japanese Higher Education#2719
Christopher HALE / Paul Wadden / Dan Ferreira / Bethany Lacy / Maria Hannah Martin / JP Mudry
For 20 years Japan has recorded among the lowest TOEFL scores in Asia. In 2019, only Laos andTajikistan had lower average iBT scores (ETS, 2020). This presentation, based upon a joint research
project by professors at four major liberal arts universities, posits that one principal reason is thatJapanese high school and university curricula focus on language skills and fail to coherently build basic
knowledge and vocabulary in the traditional areas of the liberal arts. As the executive director of TOEFL
observes, “Most items… on a TOEFL test tend to be drawn directly from university-level textbooks, fromthe courses that students would typically encounter in a first- or second-year liberal arts class” (S. Gopal

69

qtd in Moody, 2020). The presentation then describes a Content-and-Language-Integrated (CLIL)
curriculum that could be adopted across universities in Japan to improve students’ content knowledge
and language skills. The presenters argue that this content-and-language-integrated approach will
increase students’ readiness for university study as universities implement MEXT-supported EMI courses
and expansion of English curricula for foreign students (Underwood and Glasgow, 2019). This in turncan impact TOEFL and IELTS scores, providing a foundation to improve Japan’s overall standing ininternational measures of language proficiency.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: E25 CUE Research-Oriented Presentation
How to Teach Programming to Young Learners in English#2980
Amy Braun
Teaching programming has taken off in Japan since MEXT introduced it as a subject in elementary
schools in 2020. English schools have also been offering programming courses as getting a job withhigh-paying IT companies such as Apple or Google also requires employees to have high-level English.
The current trend in teaching young learners about coding is to use programs and games thatincorporate the idea of block programming. This presentation will talk about how to teach the
beginning stages of block programming to students from ages 3 to 12. We will discuss the mostappropriate stages to teach programming to each developmental age. The presenter will talk about
how non-native students learn English with coding. Also, the presenter will talk about various in-classgames, toys, sites, and programs that can help educators teach programming effectively. And the best
part is that you don't need prior knowledge to teach coding or to attend this presentation. You don't
even need to have a computer to teach programming. Come to the presentation to find out why.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: E21TYL Teaching Children Practice-Oriented Short Workshop
Laughter Meditation to Reduce Students’ Anxiety, Burnout, and Stress#2733
merissao@yahoo.com
The ongoing COVID-19 pandemic-related anxiety, burnout, and stress (ABS), and fear have affected thequality of life of many people globally. Studies have shown that the number of individuals affected bydepression has risen during the COVID-19 pandemic (Bueno, 2021). Such pandemic-related ABS, andfear of the unknown are likely to progress into mental related-illnesses if no intervention is carried out.
Here, the positive effects of non-pharmacologic interventions such as massage, music, and yoga
therapy have begun to be recognized (Lewis et al., 2018). In a similar vein, laughter therapy has also
been discovered as an avenue to reduce ABS, due to its ability to change mood states instantaneously,
lower blood pressure, boost the immune systems, increase concentration, and self-confidence(Subramoney, 2020). In this study, laughter meditation intervention (LMI), a technique which involves
mimicking the act of laughing, was trialed with 70 volunteer participants to explore its potential to
improve their positive psychological status. After two sessions, positive emotions, and reductions of ABS
in the classroom were found. This result suggests that LMI is effective in ameliorating students’
wellbeing and encouraging them to be more resilient and positive about the unknown effects they facein a post pandemic era.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: F22 Mind, Brain, and Education - CUE Research-Oriented Presentation
Orchestrate or Pontificate#3292
Paul Shimizu
Many of us teachers get easily sucked into a "Chalk & Talk" style of teaching in our oral communication
classes. It is essential to give your students the opportunity and space to develop their oral
communication skills. By doing this your students will actually want to come to class. This workshop will
present a bundle of ideas to help you hand over to your students so that you may stand back andobserve their progress.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: F23
College and University Educators Conversation / Language SchoolPractice-Oriented Short Workshop

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Flexible Strategies to Build a Community of Learners#2734
Bradley Irwin
It is difficult to anticipate what education in the post-pandemic world might look like. However,teaching during the pandemic taught all of us the importance of flexibility in our approaches toteaching. This presentation will describe two technology mediated strategies that build a community oflearners by enhancing teaching and social presence in our lessons. Specifically, the presenter will
describe the use of screencast feedback to enhance teaching presence and weekly self-reflection ‘exit
tickets’ to enhance social presence. While both approaches were originally developed in face to faceclasses, they have been successfully implemented in hybrid and online classes (both synchronous andasynchronous). These approaches were found to diminish the feeling of isolation in online learning
environments and to strengthen the rapport between students and teacher in both online and face toface lessons. Further findings indicated that these strategies led to increased motivation and task
engagement. This presentation will be of particular interest to educators looking for flexible approaches
to improve teaching and social presence that can easily be adapted to a variety of teaching situations.
Sat, Jul 9, 15:50-16:15 Asia/Tokyo Room: ONLINE
Learner Development - College and University Education Research-Oriented Presentation
Why Do You Talk Like That?#2818
Roger Ferrari
A common feedback teachers receive from students is how they struggle to use English in the realworld, even after a long period of learning. In short, the English we teachers teach them in class is often
not the English we ourselves use - we often don't use full sentences, our daily grammar is basic and wetend to keep our words short and to the point. Once a student gets into the habit of thinking andtalking like a textbook or a listening exam CD, the fossilisation is hard to break. This presentation will
highlight several areas of ordinary classroom-style English and how they are problematic or evendamaging when compared to their real-life English equivalent. The presenter will then propose some
simple cognitive processes teachers could use to stop themselves sounding so unnatural and ways toadapt textbook materials, before discussing the paradox of "more means better". Attendees will have achance to look at lesson plans and textbook extracts so they can think about and discuss how theymight be adapted. The speaker hopes to share something of use to all teachers, especially those whoteacher young or lower-level learners.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: F23 Pragmatics - Any Practice-Oriented Short Workshop
Will Online TOEIC Self-Study be Better Than Traditional TOEIC Self-Study?#2821
Michael Holsworth
The pandemic has forced researchers to explore new avenues for conducting L2 research. Traditional
face-to-face instruction to encourage students’ self-study is challenging, particularly for EOP (English for
Occupational Purposes) contexts. To explore this problem, this presentation will discuss a study that will
explore the application and efficacy of E-Learning as a tool to develop TOEIC proficiency. There are 40
participants in the study, all employed by the Kyoto Police as English translators with TOEIC scores
between 450 and 600. The study aims to assess the effectiveness of an E-learning platform to develop
TOEIC listening and speaking test scores without any face-to-face interaction. Participants have beenplaced into two groups, one group will receive traditional self-study guidance and use TOEIC focused
textbook “TOEIC L&R テスト至高の模試 600 問”and the other group will use a TOEIC L&R focusedcourse created by EnglishCentral that is accessed via a smartphone or tablet. Each group will do a totalof 100 hours of self-study over a 3-month period beginning the summer of 2022. This presentation will
present the study design, proposed analyses, hypothesized outcomes, and other data-gathering related
issues. Feedback and suggestions to improve the study are welcome.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: C11
Computer Assisted Language Learning - Non-teaching Context Research-Oriented Presentation

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English Private Tutoring and Washback from University Entrance Exams#2826
David Allen
It is commonplace in Japan for students in formal education to receive additional English tuition that isprovided outside of regular school hours and typically for a fee. Such English Private Tutoring (EPT)(Yung & Bray, 2017) has largely escaped the attention of researchers, though recent studies havesought to investigate its role in language education (see Yung & Hajar, forthcoming). In thispresentation, the focus is on the role of juku (cram schools) and yobikō (preparatory schools) in
preparing students for high-stakes university entrance exams, which is one of the well-establishedfunctions of EPT in Japan. The discussion is framed in terms of test washback, that is, the effect(s) thattests have on learning and teaching. Within this theoretical framework, the key findings will be
synthesised from the available studies that have investigated learning, teaching and assessment ofEnglish in juku and yobikō. Based on these empirical studies, the presenter will illustrate how exam
content drives teaching and learning within EPT and how narrowing of the curriculum in EPT can affectteaching and learning in mainstream education. The presentation will be concluded with a call forfurther research into this much overlooked area of education.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: F31
Testing and Evaluation - Any Research-Oriented Presentation
Adapting a Model UN for High School EFL Students of Various Levels#2831
Edward Escobar
Model United Nations has been growing within the last 30 years as an active-learning educational
conference for high school students in Japan, for the purpose of raising awareness in global issues aswell as allowing participants to convey creative, logical, and critical output to formulate solutions toworld problems in a L2 environment. Many schools are taking interest in either participating in or
hosting a Model UN for their students; however, as a Model UN is mostly conducted in English, teachers
may question whether their students can successfully participate due to either low EFL levels or a lack ofunderstanding in global issues. This presentation utilizes ongoing action research to answer questions
pertaining to how a Model UN can be adapted for high school students of various EFL levels toparticipate, especially in regards to what topics to choose for debate and discussion, as well as how to
prepare students for successfully participating in a Model UN through simple scaffolding techniques
and idea formation, despite their EFL levels.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: E21
Teaching Younger Learners - Junior/Senior High School Research-Oriented Presentation
Challenges in Arranging International Virtual Exchange (IVE) Partnerships#2832
Joseph Dias
The pandemic has forced many of us to move outside of our teaching comfort zones to master the useof online conferencing software, learner management systems, and other online tools. Through theexperience of having to adapt to entirely online, hybrid, and hyflex teaching situations, participating inInternational Virtual Exchanges (IVEs) is less daunting than ever before. However, even though thetechnical hurtles are far lower, it remans a considerable challenge to find suitable partners, negotiate
conditions for the exchange, and work out mutual or complementary goals. The presenter, who has
engaged in such exchanges at the tertiary level for more than a decade, will share ideas for how to get
the most out of them, whether the main focus is linguistic, cultural, or a combination of the two. Areas
to be covered in the workshop include practical considerations such as the choice of partner classes or
institutions, the selection of platform (e.g., Moodle vs. social networking apps), the role the exchange
will play in student evaluation, and how it can fit pre-existing curricular goals for the respective sides ofthe exchange.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: F33
Intercultural Communication in Language Education – CUE Practice-Oriented Short Workshop

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Democracy in the Classroom: Allowing Students’ Input Into Class Decisions#2857
James Owens
The COVID-19 pandemic and associated transition to either wholly online classes or a combination of
face-to-face and online presented challenges but also the potential for flexibility. For example, it
provided an opportunity to allow students greater influence over some decisions traditionally made byteachers. Previous research suggests that allowing individuals agency in decisions encourages greater
engagement and responsibility (Birdsell et al., 2009). Thus, during the 2021-22 academic year, theteacher-researcher allowed students a choice in matters such as lesson format and assignment
deadlines, then later surveyed students to establish the extent to which this experiment in classdemocracy was well-received, and whether or not democratising the classroom benefitted the learning
environment. In this presentation, these survey results will be discussed. The analysis reflects on, forexample, whether too many decisions were allocated to students (or not enough), how to be mindful ofminority voices in any ‘voting system’, and whether allowing students a role in decision-making
increases their motivation, or all too often results in students choosing the “lazy” or easier option. This
presentation will provide a summary of the decision-making progress, the results from student surveys,
and how this will affect future decisions in the classroom.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: E25
College and University Educators - General Research-Oriented Presentation
Amplification Through Simplification: Blackboard Illustrations and their Effect on Vocabulary Retention#2963

Craig Armstrong
Humorous blackboard sketches were used to kindle interest among university students in subject
matter, and an attempt at quantification of their effect was made in this study. Students attending
similar lessons, differentiated by the use or non-use of illustrations, were afterwards surveyed tomeasure retention. Positive data results, foreshadowed by higher levels of engagement among students
when sketches were used, suggest that students’ recall of key vocabulary was enhanced by using
depictions which complemented a descriptive telling. Such drawings – little more than stick figures –may have moved students more quickly through the initial steps (observing, perception, andinterpreting) of the cognitive learning process and into meaning construction. Amplification of amessage through simplification agrees with Grice’s Cooperative Principle maxims in that such drawings
be no more and no less informative than the explanation demands, they are relevant, and they avoid
obscurity. An orderly and timely presentation of information demanded by Grice’s fourth maxim, donewith care and in good taste, obviates the need for any artistic talent whatsoever on the part of the
instructor. Furthermore, they contribute to an agreeable epistemic environment where students’affective response is high, and pleasure, motivation, and low anxiety are the norm.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: E26
Teacher Development - College and University Education Research-Oriented Presentation
What Eye Tracking Shows about the Most Effective Reading Strategies#2732
Caleb Prichard
Readers often struggle with reading competency due to a lack of vocabulary and ineffective reading
strategies for dealing with it. When a reader encounters unknown lexica, they have three main options:trying to guess word meaning, ignoring the unknown word, or dictionary use. Teachers and learners
often have differing philosophies on the most effective strategies, and empirical research is lacking.
This session describes a series of empirical research studies addressing this gap in the literature. The
studies of Japanese L2 college-aged readers utilized eye tracking, comprehension scores, andvocabulary recall scores. The results revealed that the participants tended to rely on dictionary use eventhough half the words were irrelevant to the task and half the words had clear context cues. Eye tracking
revealed that most participants did not even read the context cues before checking the dictionary.
Participants who reviewed relevant sentences after reading an unknown word and those who checked
dictionary definitions carefully performed better on the post-reading comprehension test.

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Finally, the implications are presented. Training activities aiming to increase learners’ strategiccompetence will be modeled. Attendees will come away with a clear understanding of researchinformed guidelines and activities that can guide their instruction and materials development.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo Room: ONLINE
College and University Educators - College and University Education Research-Oriented Presentation
Xreading: What’s New and What’s Next#3253
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 is being
continuously updated and improved with new features and more books. In this presentation, thefounder of Xreading will explain the new features and improvements, and review what is planned for the
future. Current users of the system are encouraged to provide feedback and suggestions based on theirexperience.
Sat, Jul 9, 16:25-16:50 Asia/Tokyo ROOM: G21 Extensive Reading General Research-Oriented Presentation(Re)framing Mindsets/Attitudes to English Use in Japan#3121
Ann Mayeda"We are Japanese, our common language is Japanese so why should we speak to our peers in English?"This an oft heard refrain from not only my learners but also in society at large. While this might be true
to a degree, in this presentation I will suggest some reasons why this might not be quite the rightattitude towards gaining proficiency and may hold a key to Japan's stagnant global English proficiency
rank. I will share some of the insights into what I learned during my work over the last several years withteachers and young learners in Nepal and in the Philippines. Both countries have fought, debated andglorified the role and impact of English, but have nonetheless claimed it as one their own. Japan has
fought, debated and glorified the role and impact of English, but has not yet claimed it as one of theirown. A small shift in perspective in our classrooms and in our teacher-training programs might go along way in developing an "English-user" identity. In this brief talk, I hope to provide a few illustrationsof how I came to this realization and how it might impact how we teach, the resources we use, and how
our learners learn.
Sat, Jul 9, 17:00-17:50 Asia/Tokyo Room: AUDITORIUM/Hybrid
Learner Development Any Plenary Session________________________________________________________________________________________________________

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DAY 2 –SATURDAY JULY 9th, 2022
POSTER PRESENTATION SESSIONS
留学準備講座におけるクリティカル・インシデントの指導#2816
Reiko Takeda
異文化との接点でカルチャー・ショックを感じることは不可避と言われている。その原因に対応するための批判的思考、また問題解決を見出すためにクリティカル・インシデント法が異文化コミュニケーション研修でも取り上げられ、誤解や対立などを描写する有効な方法として位置づけられている。
本発表では、新型コロナウイルスの感染拡大前に留学準備講座（半期の日本語開講科目）を履修した
日本人大学生が経験したクリティカル・インシデントの調査結果を明らかにする。クリティカル・イ
ンシデントの指導を受けた翌週、受講生は外国人交換留学生との懇親会に参加し、自ら経験したクリ
ティカル・インシデントに関する振り返りを記述した。記述内容を Hall (1976) の高文脈/低文脈文化のモデルに沿って分析し、コロナ禍における本講座指導への応用、並びに海外留学を目指す学生に必要な要素も考察する。
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Study Abroad - College and University Education

Online Inclusion with UDL: A Case Study in Postsecondary EMI#2844
Davey Young
Compared to their peers without disabilities, students with disabilities can experience unique, additional
barriers to learning in online learning environments (Rao et al., 2021; UNESCO, 2021). Without knowing
the barriers that students may face in online learning, teachers have an ethical responsibility to designand deliver inclusive online lessons, especially considering the likelihood that online instruction will
become more commonplace in a post-pandemic world. Universal Design for Learning (UDL) is “aframework to improve and optimize teaching and learning for all people based on scientific insights
into how humans learn” (CAST, 2018) by providing multiple means of engagement, representation, andaction and expression. This poster presentation will describe the iterative application of UDL Guidelines
to an online English Medium Instruction course at a private university in Tokyo in the 2020 and 2021
academic years. This description will include the initial application of the UDL Guidelines, responses
from a student survey on the efficacy of inclusive design choices, and subsequent modifications madeto course and lesson delivery for greater inclusivity. Participants will leave with a better understandingof how to apply the UDL Guidelines in their own online teaching.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Accessibility in Language Learning - College andUniversity Education
Rethinking Silence and Participation in the Japanese EFL Classroom#2864
Zoe Barber
Classroom silence is a common source of conflict between teachers and students in the JapaneseEnglish as a foreign language (EFL) context. Within second language acquisition theory (SLA) and EFL
literature, and especially within communicative language teaching pedagogies, a heavy emphasis isplaced on second language (L2) oral production as an ideal, if not essential participation mode.
Furthermore, the majority of work from Western researchers has problematized the silence of Japanese
EFL learners, traditionally viewing classroom silence as a serious impediment to L2 acquisition and as
evidence of non-participation or lack of ability (e.g. Bao, 2014; King, 2013; Shao & Gao, 2016). As aresult, L2 oral production is often become conflated with active participation and L2 gains in Japanese
EFL classrooms settings (e.g. Bernales, 2016; Delaney, 2012). This presentation aims to connect
sociocultural constructions of silence with SLA phenomena and pedagogical factors to examine why
Japanese EFL learners continue to choose silence in the classroom (e.g. Bernales, 2016; Bao, 2014; King,
2013; Nakane, 2007; Yashima et al., 2016.) It reflects on these cultural ways of being, participating, and75

learning to propose a broader conceptualization of L2 classroom participation that acknowledges andaccommodates silent modes of participation and different cultural learning modes.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Intercultural Communication in Language Education
Are SMART Goals a Smart Way to Reduce Anxiety and Increase Motivation?#2875
Marisa Lucian / Rob Moriarty / 山岸宏明
In Japanese universities, instructors are familiar with the phenomenon of the silent classroom. Issues oflow motivation and performance anxiety can lead students to stay quiet instead of taking risks andmaking mistakes—which are integral parts of foreign language learning—and this reluctance is notconducive to improving one’s L2. Researchers have explored different methods of instruction to copewith the issue of student anxiety. One potential solution is to increase student feelings of self-efficacy
by guiding students to set and achieve realistic goals. The concept of SMART Goals (Specific,
Measurable, Achievable, Realistic, and Time-based) was introduced to first- and second-year students infive different courses (N=79) at the beginning of their second semester. The five courses included one
JSL course, two non-English major EFL courses, and two English major writing courses. A questionnairetargeting feelings of anxiety and adequacy in the foreign language classroom was given to the students
before and after developing SMART goals. Drawing on the questionnaire data, the presenters will reporton their counterintuitive findings about the relationships between student anxiety, motivation andenjoyment as students refined their personal SMART goals over time.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Learner Development - College and University Education
The Role of a Self-Access Learning Center for Non-English language majors#2876
Ena Hollinshead
The present research explores the role of a Self-Access Learning Center (SALC) at a university in Japan.
The SALC is one of the leading facilities in the field in Japan and is categorized as a “social-supportive”
facility with an intention to constantly investigate what its users need and whether it is effectively
meeting those needs (Mynard, 2019). However, as English is largely displayed in the facility, students
majoring in other languages may have perceptions of such a facility that the SALC educators and staff
may not be aware of. For example, Chinese major students’ attitudes and motivations for using the
SALC might be different from English majors, especially when studying English as a third language.
Educators in the SALC will need to explore the experiences of all users of the facility, regardless of theirmajor, and allow for different points of view in order to develop the facility for all language learners. In
this presentation, I will examine, firstly, the perception of two Chinese major students towards the SALC,
and secondly, what the SALC can offer them, as a place for promoting self-language learning.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS
Accessibility in Language Learning - College and University Education
Application of Social Model for Neurodivergent Students in Class#2880
Yasushi Miyazaki
Statistics from the Japan Student Services Organization indicate that the number of neurodivergent
students in higher education institutions is rising. Because interpersonal communication is problematicfor many neurodivergent students, this increase suggests that language instructors must increasingly
foster self-esteem and self-efficacy by teaching effective and productive communication skills. This
poster will present the kind of support based on the social model of disability that would be meaningful
in communication with neurodivergent students. Making learning easy and accessible for such students
is not enough. We must challenge students and polish their strengths. Applying the social model ofdisability, we can understand how social obstacles hinder participation in society. This model suggeststhat differentiating the language instructors' communication behavior to reflect students' differences inlearning styles can help many neurodivergent students. Using a literature review of instruction in EFL,
this theoretical poster aspires to discuss the practical implication for teachers’ classroom
communication. Also, it encourages the audience to remember that, in addition to physical76accommodation, our linguistic accommodation, even to the point of specific words of instruction, canhelp students grow.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS
Accessibility in Language Learning - College and University Education I
The Critical Role of the Teacher in the Self-Directed Learning (SDL) Class#2914
Lorna Asami / Dexter Da Silva
Teachers and students have pulled through two years of online learning, gaining new information andtechnological (ICT) skills, studying self-directed learning skills, and demonstrating an adaptability tosudden and unexpected change. When our post-pandemic world finally arrives, how will we havechanged? Dewaele and Mercer (2018) examined teacher attitudes and the necessity of a high level of
emotional intelligence (EI) and self-efficacy to connect with students. This human connection between
teacher and student is critical in all modes of education, face-to-face, online, blended, hybrid, or hyflex.
Martin’s (2013) research on student adaptability to uncertainty and novelty is useful in helping teachers
guide, advise, coach, challenge, and believe in students. In this presentation, the presenters reflect onvarious self-directed learning (SDL) courses they have taught in the past two years and re-consider theindispensable role of the teacher in fostering new skills in our students to learn without us. Data fromopen-ended and multiple-choice questionnaires, interviews, and actual work from first- through thirdyear students are used in this interpretative evaluation of the teacher's role and influence in the SDL
classroom. The presentation will conclude with suggestions for SDL teachers.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS
Learner Development - College and University Education Interactive poster session
Sharing Slices of Life: Weekly Blogging Assignment for First-year University Students#2696
Li-hsin Tu
This session will introduce a weblog assignment for students in a university-level academic English class.
It is a semester-long, on-going assignment that exists alongside their academic writing projects. The
blog assignment is titled “Slice of Life,” and it requires students to publish one blog entry every weekthat gives readers insight into their everyday life. In addition, every week, each blogger will read theentries published by their peers, and leave relevant comments on at least two of their classmates’ blog
entries. The “slice of life” entry for this assignment can be a short narrative about a segment of theirday, a poem depicting a small moment in time, or a collection of photos, videos and/or words
describing the everyday experience. The students are encouraged to use the language creatively forcommunication purposes, with the aim to improve their comfort confidence level in using the language,
as well as providing opportunities for using L2 for real communication. In this poster session, thepresenter will explain the details of this assignment, present examples of published student blog entries
and comments, share excerpts of student reflections on this semester-long assignment, and answer any
questions.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS College and University Educators Interdisciplinary Teacher Collaboration for an ESP course: A Case Study#2957
Kayoko Yamauchi
A post-pandemic world has sparked a drive to reassess meanings of and ways to build connections andrelationships in our lives. Specifically in education, teacher collaboration has been encouraged tocombat such a task (UNESCO, 2020). Although communities of practice (CoP) for such collective
learning itself is not a new phenomenon, more innovative challenges require Landscape of Practice(LoP) where teachers learn through boundary crossing and participation in CoP (Wenger-Trayner, et. al.,2015). Interdisciplinary teacher collaboration (ITC) where an English teacher works with a content
teacher towards a shared goal is one way to actualize this LoP. Nevertheless, when to or why we cross
such boundaries are not well documented (Lu, 2020). Therefore, this ongoing case study aims to explore
ITC’s impact on teachers’ decision making in designing, implementing, and evaluating an elective
business-content ESP course for Spring 2022 at a private university in Japan. This study will collect and77

examine a variety of data related to ITC from email to casual oral chats during December 2021 to July
2022. The findings will show how and when ITC influences teacher’s decision making in designing an
ESP course to enhance students’ learning in the post-pandemic world.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Teacher Development - College and University Education

Student Perceptions of Peer-review in Blog-style Writing Assignment#2702
Ayano Valvona
Much has been written about the effects of peer-review in the language classroom (Bransford et al,
2004; Patri, 2002; Liu, N. & Carless, D., 2006). Peer-review specifically in writing courses has beenreported as beneficial (Banegas, D. L., et al 2019; Rollinson, P. 2005; Tahir, I. H., 2012; Yu, 2019) because
it helps students to reflect, edit, and correct. This presentation explores student perceptions of peerreview in a college English writing class for lower-intermediate students in Japan. Although the students
are all taking English communication courses, some students’ writing proficiency is low. Most researchon peer review is done in higher level writing or academic writing courses; therefore, the presenter
aimed to find out how this particular class would respond to peer-review. Students produced blog-style
writing texts, and their work was posted on Google Classroom. Students were then asked to evaluateeach other’s work. In a post-project survey, students indicated a positive attitude towards peer-review,and that reading other students’ blog posts helped them reflect on their own writing. Students also
reported that knowing their work would be shown to others urged them to work harder and produce
better work than in other assignments. These results match with previous studies.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS College and University Educators Living with ADHD: What this Means for Teachers and Students#2704
Gretchen Clark / Alexandra Burke
Attention Deficit and Hyperactivity Disorder (ADHD) is a complex and misunderstood condition. Despite
its reputation as a disorder that simply affects the ability to focus and contributes to hyperactive
behavior, ADHD presents in different ways for different people. What may present as a challenge forone person may in fact be the strength of another and vice versa. In the teaching context, the classroom(either physical or virtual) may create a wide variety of situations, both hurdles and opportunities, forwhich teachers and students who have ADHD have to manage. This poster will illustrate what it means
to live with ADHD. The presenters will narrate their experiences as language teachers both pre- andmid-pandemic and discuss how ADHD shapes their teaching practice. They will also describe how theystructure their classrooms to support students who may be struggling and how they craft a space forstudents with ADHD to make use of their skills to experience success. This poster will be of particularinterest to teachers of students with diagnosed or undiagnosed ADHD who may be struggling to apply
learning strategies that were effective in the physical classroom to virtual study.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Accessibility in Language Learning Learner Profiling to Support Student-Centered Learning Environments#2972
Larry Xethakis / Branden Kirchmeyer
Advocates for student-centered learning environments (Hoidn, 2017; Hoidn & Klemenčič, 2020) havesuggested that access to detailed information about students’ backgrounds and beliefs can help
teachers prepare more individualized and appropriate lessons. For language educators at Japanese
universities, provisions of student information are often limited to simple personal information andperhaps a test score. The action research project presented here set out to develop a system that could
1) collect both quantitative and qualitative information about learner backgrounds and beliefs, 2)
process and report data to teachers in a timely manner, and 3) provide learners with the opportunity tocontribute to the construction of their own learning environments through the completion of reflective
tasks. To accomplish these goals, a learner profiling system was created using Microsoft Forms andExcel. Teachers were provided with reports of their classes within 24 hours, and students were able touse their submissions as benchmarks during reflective tasks at the end of the course. Alongsidepreviously published and current research findings, the instruments are presented in this session as78

freely available resources for individual language educators and/or program directors looking toachieve similar agendas in their own teaching contexts.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS College and University Educators
Exploring Project-Based Learning (PBL): Understandings, Puzzles, Practices#2974
Andy Barfield
This presentation focuses on how students and teachers at a university in Japan understand ProjectBased Learning (PBL), what practices they see as central to PBL, and what puzzles come up for them as
they do PBL. The background is a curriculum reform whereby an existing first- and second-year
university research and writing programme is transitioning in 2022 and 2023 into PBL courses. In the
new curriculum students will do at least three projects in one year where they identify and choose a
problem in society that interests them, plan and do research, journal, and create a written product foreach project - often using digital technology - to be published in a public forum beyond their
immediate class. While students will, as now, do online research in each project, the new PBL courses
will have a clear emphasis on students talking in each project with “close others” (other students, family
members, people in local communities or local networks that students are part of). Other importantdifferences and challenges will emerge as teachers and students experiment with PBL in 2022. Frominterviews, discussions, and written reflections, this poster presentation explores key learnerdevelopment puzzles in teachers’ and students’ diverse PBL understandings and practices.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS
Learner Development- College and University Education
Bringing the World into English Classrooms
Bochra El-Ghali / Alexandria Fong
Rita Mae Brown said, “Language is the road map of a culture. In this poster presentation, we will explain
our approach to developing a classroom where students learn both the target language as well as
about the target culture through three main programs: The first program, Local World in English Class,is a program designed to teach students about other cultures in English by using sports and cuisine.
During the course of this program, students learn both the target language and also come tounderstand the relationship of language and culture. The second program, Global Citizen Education,aims to deepen students’ cultural awareness as well as to introduce global issues and to aid students indeveloping global competencies that allow them to subsequently participate in dialog about issues
such as racism and discrimination, the role of NGO'S, and public diplomacy. The third program, English
Guided Tour, allows students to study historical locations and then practically apply knowledge learned
in English in order to function as a guide for international visitors to Korea.
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Interactive poster session
Enhanced Feedback about for Oral Presentations using Google Workspace
George MacLean
This poster will discuss my experiences fostering a reflective learning environment via (A) the delivery ofnear-immediate teacher and peer feedback and (B) subsequently requiring students to submit
reflections about their learning experiences using cloud computing (Google Workspace). Certain
pedagogical tasks limit teachers’ abilities to provide immediate feedback, such as when students are
giving presentations. In this poster, I will explain how cloud computing can help to overcome suchchallenges, notably by videoing students and incorporating teacher feedback into the video such thatstudents are receiving critical feedback about their language production and also their presentation
skills. Thereafter, based on students’ comments and their reflective learning assignments, this poster will
discuss (1) whether students are able to understand the corrective feedback provided, and (2) whether
they subsequently demonstrate correct knowledge of the linguistic form or presentational behaviour
towards which the feedback was targeted (uptake).
Sat, Jul 9, 16:00-16:40 Asia/Tokyo Room: POSTERS Interactive poster session

79

DAY 3 –SUNDAY JULY 10th, 2022
MORNING SESSIONS
Reimagining Technology-Enhanced Language Learning: Looking Back, Moving Forward#2659
Mehrasa Alizadeh
Technology enhanced language learning (TELL) has evolved considerably since its early days, andimmersive technologies such as augmented reality and virtual reality will significantly transform the way
we approach learning moving forward. It is therefore important for academics and professionals toknow about immersive learning and how it can help reimagine the future of TELL. In fact, immersive
technologies have made their way into different sectors and industries such as entertainment, arts,
manufacturing, marketing, healthcare, and education. Aside from their use in content knowledge
acquisition, immersive technologies provide affordances that are highly valuable for learning as a senseof (co-)presence, embodied interaction and communication, and emotional engagement. However, theiruse is still limited in language education due to reasons such as low access to resources andunfamiliarity of teachers with immersive learning design. In this talk, I will introduce immersive
technologies and argue that these technologies will immensely change the way we interact with digital
media in future iterations of the Web. In the rest of my talk, I will connect that introduction to recent
trends of research and practice in immersive learning and the affordances and challenges of thesetechnologies in creating novel learning experiences. I will also touch upon the impact of the COVID-19
pandemic on development and implementation of immersive technologies in learning contexts.
Sun, Jul 10, 09:00-09:50 Asia/Tokyo Room: AUDITORIUM/Hybrid
Mixed, Augmented, and Virtual Realities- General Plenary Session
Effects of Weekly Explicit Grammar Instruction on L2 Speaking Development#2825
Nancy
This presentation talks about the effects of giving weekly explicit grammar instruction to learners to
examine changes in their speaking output over time. Task-based language teaching (TBLT) has
flourished in the past several decades as an effective approach for developing speaking proficiency.
While TBLT research has recognized the importance of integrating form-focused instruction (FFI) intomeaningful tasks (Long, 2015), the effects of grammar instruction on speaking proficiency development,
especially over time, remain unclear. Three first-year Japanese university students participated in thisclassroom-based study for seven weeks. Pre-tests and post-tests were conducted one week before and
one week after a seven-week intervention period. During intervention, all three participants received
weekly grammar instruction given by the presenter. Each week, they were given 10 minutes of grammar
instruction on past tense forms before they narrated a different four-picture cartoon in English(equivalent difficulty level). Narrations produced by the participants were recorded, transcribed andanalyzed. Trajectory changes in their speaking output were qualitatively analyzed in terms ofcomplexity, accuracy, and fluency. This presentation concludes with some pedagogical implications for
integrating grammar instruction into communicative language teaching classrooms.
Sun, Jul 10, 10:00-10:25 Asia/Tokyo Room: E22
College and University Educators- Any Research-Oriented Presentation
Conference Proposal Writing and Reviewing: Constructive Feedback#3099
Mark Brierley / Jennie Roloff Rothman / Koki Tomita / Bill Pellowe / Brian Gallagher / Grant Osterman
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
organisers must also put together teams of reviewers to assess the quality of each submission, andideally write feedback that will be useful for authors to revise their submissions, whether to raise the80standards of the current conference or to help authors when they apply to a later conference. Thissession is intended for anyone thinking about writing a presentation abstract, joining a reviewing teamfor a conference, or continuing to review and give feedback on submissions. This presentation will firstconsider the essential form and component of a presentation submission: who it relates to, what it isabout, when and where it takes place, and why it is important. Then we will look at how reviewers canwrite feedback in a tone that is helpful without being patronising, 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 includingthese ones!)
Sun, Jul 10, 10:00-10:25 Asia/Tokyo Room: E26 Teacher Development - Practice-Oriented Short Workshop
Pragmatics: What We’ve Done—What We Will Do#2862
Donna Fujimoto / Benio Suzuki / Jim Ronald / Yosuke Ogawa / Noriko Ishihara
In this Forum, three Pragmatics SIG members will take turns sharing how and why they became
interested in the field and what specific areas they have worked on. They will then use their creative
imagination to brainstorm where they hope the field of pragmatics—and in particular, our SIG--will goin the future. The panelists include Jim Ronald, who will speak about his constant efforts to develop andpromote pragmatic activities for the second language classroom. Next, Yosuke Ogawa will talk about
using an interdisciplinary approach and the synthesis of approaches, i.e., an examination of conversation
analysis, discourse analysis and sociolinguistic research. Then, Benio Suzuki will share his practical workon requests and refusals, and his research on interactional competence. Noriko Ishihara, another expert
and a well-known professor of pragmatics, will guide the overall discussion. The main goal is to sharewith the audience the wide range of topics where pragmatics is relevant and engage everyone in a
discussion about future pragmatic directions.
Sun, Jul 10, 10:00-11:30 Asia/Tokyo Room: F21/Hybrid Pragmatics - Unvetted SIG Forum
Case studies: An Imaginative Learning Approach with Lifelong Applications#2877
Greg Rouault
Formal education systems have faced the expectation of developing the whole learner and more recent
calls are for developing lifelong learners. In the 100 years since Harvard Business School pioneered thecase study approach, cases have become recognized as pedagogical techniques for experiential
learning to cultivate the capacity for critical analysis, judgment, problem solving, and action. Experiential
learning (Silberman, 2007) affords students in higher education with opportunities to meet course aims
by applying knowledge and demonstrating skills. In addition to engaged language in use throughpreparation for class discussions consolidating both life and academic experience, case work supports
students in building long-lasting abilities that transfer to situations beyond the classroom. This teachingpractice session introduces the merits of case studies with examples used in discussion and business
English courses sampled from various ELT materials and supplementary resources. The presentation also
highlights seven meta-skills prompted through case study learning to better prepare students for workand foster an interest in ongoing learning after university. Participants will consider how they mightincorporate cases studies in their context. Following a brief overview of constructivist pedagogy, thissession will interest teachers looking for practical means to meet active learning demands and support
learner engagement.
Sun, Jul 10, 10:00-10:25 Asia/Tokyo Room: F22
Lifelong Language Learning College and University Education Practice-Oriented Short Workshop
GALE SIG Forum#2648
Anna Walker / Quenby Hoffman Aoki / Terry Tuttle / Ellen Rettig-Miki
This is the Forum of the gender awareness in language education (GALE) SIG. GALE’s mission is toresearch gender and its implications for language learning, teaching, and training; to improvepedagogical practices, develop language teaching material; to raise awareness of workplace and humanrights issues related to gender for language professionals; and to increase networking opportunities

81among language professionals interested in teaching, researching, and/or discussing issues related togender and language education. Forum speakers represent a wide range of research and perspectives
on gender awareness in language education within the SIG and the organization of JALT as a whole.
Presenters will engage in discussion of the importance of gender issues within the language teachingprofession.
Sun, Jul 10, 10:00-11:30 Asia/Tokyo Room: E21/Hybrid Gender Awareness in Language EducationUnvetted SIG Forum
Educators in Training Forum#2649
Chelanna WhiteThe Graduate Student Subcommittee (GSS) is for JALT members who currently study or are thinking
about studying at university, with a focus on those undertaking graduate-level studies. In thispresentation, we will discuss the subcommittee’s activities since its creation at the Executive Board
Meeting in June, 2021. These activities include interviewing leaders within the JALT community, andpresenting during the JALT international conference 2021. We are a new, small subcommittee, so we arelooking for like-minded students to join us in creating a space for students within JALT. While many of
our interests and concerns overlap with the wider JALT community, we aim to create a space forstudents to come together to share ideas and help support each other through the last words of ourdissertations or thesis defenses. We welcome anyone to join us to share ideas about how thissubcommittee can help the students within JALT, but we especially welcome current graduate students
to join us to share their ideas and concerns and network with other students.
Sun, Jul 10, 10:00-11:00 Asia/Tokyo Room: ONLINE Teacher Development - Non-teaching Context
Meeting/Networking
EFL Games with CALL#2654
Brian Gallagher / Hanaa Khamis / Brian Teaman
The CALL SIG Forum this year will be discussing the topics of games, play, and language learning withtechnology. Speakers in the forum will include: Brian Teaman, Hanaa Khamis, and Brian Gallagher All
conference participants are welcome to join the forum and engage with the speakers. This forum will beclosely linked to the JALTCALL 2022 Conference theme of Gameplay and Technology in Language
Learning. JALTCALL 2022: PLAYFUL CALL Exploring the Intersection of Games and Technology inLanguage Education Taking inspiration from Zimmerman’s manifesto which proposed the 21st century
is the “ludic century,” the focus of the 2022 conference is “Playful CALL” which we interpret as the
exploration of play, games, and other ludic approaches to CALL research and practice.
Sun, Jul 10, 10:00-11:30 Asia/Tokyo Room: C11/HybridComputer Assisted Language Learning - Any Unvetted SIG Forum
Using the CEFR-focused Action Research Model - Reflections on Two Years of Research#2655
Gabriela Schmidt / Noriko Nagai / Gregory Birch / Jack Bower
The JALT CEFR & LP SIG is supporting teacher-researchers through a collaborative Kaken research
project entitled “Language Education reform using action research: Putting CEFR’s educational
principles into practice” since 2020. During the Forum, project participants will reflect on their research
projects they conducted so far using the CEFR-focused Action Research Model (CARM) developed by
the SIG. The SIG Forum will be an opportunity to discuss examples from researchers’ intermediateoutcomes in relation to the CARM model (= AR / CEFR aspects) as good model case studies. Forum
participants are encouraged to engage and reflect on their current practice and consider how the CEFR
and CARM might be utilized in their own contexts. The Forum will conclude with a discussion of thestrengths and weaknesses of the CARM model and the goals for the final year of the KAKEN project. The
Forum is open to everyone interested in intending to conduct research in the field of foreign language
teaching and learning especially using Action Research and/or the CEFR – CEFR CV as a tool. The Forumintends to foster sharing and peer-learning.
Sun, Jul 10, 10:00-11:30 Asia/Tokyo Room: A31/Hybrid
CEFR and Language Portfolio - College and University Education Unvetted SIG Forum82

Listening SIG Showcase 2022#2661
Naheen Madarbakus-Ring / Todd Beuckens / Brett Milliner / Paul Goldberg
The Listening SIG showcase will be divided into two parts. The first part will include a lively discussion
on listening: Extensive Listening (EL) “vs” Extensive Reading (ER). Brett Milliner and Paul Goldberg willlead the discussion to share their own experiences, stories, and accounts of recent developments in thefield of second language listening. The discussion will then open as a forum to invite contributions from
attendees to discuss their own experiences and seek ideas to address listening difficulties whenteaching. The second part will consist of a listening workshop. Todd Beuckens will present an interactive
workshop to show how some free online tools can be used to make listening tasks. There will also be an
opportunity to ask about resources and task ideas in the Q&A session. We will end with a briefpresentation to outline our recent communication, events, and publication initiatives. There will also be
an opportunity for members and potential members to give feedback and share ideas on what theywould like to see from the Listening SIG.
Sun, Jul 10, 10:00-11:30 Asia/Tokyo Room: AUDITORIUM/Hybrid
Listening - General Unvetted SIG Forum
Fostering Intercultural Competence in Foreign Language Classrooms#2962
Ana Sofia Hofmeyr
The internationalisation of universities worldwide has grown parallel to an increasing demand forinterculturally competent graduates, capable of working effectively across cultures and of successfully
addressing local and global challenges. Previous studies in the fields of intercultural competence inhigher education have focused mainly on the impact of study abroad programmes. Yet, as we face a
global pandemic and restricted mobility, the need to research the development of affective, cognitive,
and behavioural intercultural dimensions on domestic campuses has become apparent. Based on
Deardorff’s Pyramid Model of Intercultural Competence (2006) and the hypothesis that intercultural
attitudes are at the base of intercultural competence development, this presentation will discuss resultsfrom a one-year longitudinal study aimed at investigating the factors affecting the development ofthese attitudes in largely "monocultural", EFL classrooms in Japan. Particular attention will be given to
the development of core intercultural competence components, namely curiosity, openness, andrespect (Deardorff, 2006), as well as components identified as being essential to globally competentworkers, namely cultural self-awareness and an awareness of local and global issues (Hunter, 2004). The
presenter will discuss results of pre-, mid-, and post-intervention surveys, student assignments, andreflections collected from 205 university students of English as a foreign language. Findings willencourage discussion among foreign language educators on how to better foster an interculturallycompetent workforce through foreign language education on domestic campuses.
Sun, Jul 10, 10:00-10:25 Asia/Tokyo Room: E25
Intercultural Communication in Language Education - College and University Education Research-Oriented
Presentation
Strategies for Promoting Critical Thinking in University Classes#2878
Shalvin Singh
This workshop will outline practical approaches instructors can make use of in the classroom to promote thedevelopment of critical thinking skills in second language classes. The development of critical thinking skills
remains central to the acquisition of effective, academic language skills (Benesch, 1999; Halvorsen, 2005).
However, many instructors hesitate to target the development of such skills in language classes, fearing
accusations of bias or being concerned about how to integrate the teaching of critical thinking and second
language skills. After arguing briefly for the importance of teaching such skills in university classes, attendees
will be introduced to several practical tasks and activities that can be used to promote the development ofcritical thinking skills. The ways in which critical thinking connects directly to academic writing, presentation,and discussion skills will be highlighted, and attendees will be given the opportunity to consider how tasks
can be adapted for use in their specific teaching contexts. Advice will be given regarding how to remain fair83and impartial when addressing controversial subjects, and strategies to help support students in
independently developing ideas that are deep, logical, and coherent.
Sun, Jul 10, 10:35-11:00 Asia/Tokyo Room: F22
Critical Thinking - College and University Education Practice-Oriented Short Workshop

Reconceptualising Prejudice#2909
Stephen M. Ryan
Prejudice. Ethnocentrism. Bias. We often present them to our students as glitches in the system, “evilintrusions” into an otherwise well-functioning cognitive process, bugs which well-meaning people
should eradicate from their thinking. In fact, far from being glitches, these short-cuts in thinking are thesystem: human cognition would be impossible without them (Nortje, 2022). There are four limitations
on human perception that make biases not only inevitable but integral features of our interaction withthe world (Benson, 2016; Manoogian, 2021): lack of bandwidth in the brain to deal with the amount ofsensory information available; tight restrictions on memory storage; a biological imperative to makesense of the world despite having partial experience of it; and a need to take action in real time. The
presenter will suggest approaches to bias that can help students to see that: 1) they are not evil justbecause they harbour stereotypical thoughts; 2) such overgeneralisations are a necessary part of how
we deal with the world; and 3) being aware that human thoughts and actions are always based on
simplistic images of complex realities is the first step to overcoming the shortcomings of our cognitive
systems. The suggestions will include activities for de-centring (stepping outside ourselves to consider
multiple perspectives on an event or situation) and seeing ourselves as others do.
Sun, Jul 10, 10:35-11:00 Asia/Tokyo Room: E25
Intercultural Communication in Language Education - College and University Education PracticeOriented Short Workshop
Issues of Tourism in Kyoto Taught Through Content-Based Instruction#2953
Richard Miller / Kaori Hakone / Zane Ritchie
Tying language learning to topics that students can relate to in their daily lives while using authentic
material leads to more engaged learners. The authors used interviews in English with local foreign tour
guides in Kyoto as source content material for listening and reading comprehension to teach a unit on
tourism and its impact on local communities. This was supplemented by further socio-economic dataand information related to Kyoto’s tourism industry created and curated by the authors. Students wereable to discuss and debate the merits and demerits of mass tourism, consider the effects of the COVID19 pandemic on this industry, and, as a final project, propose a suggested plan of action to promote or
manage the tourism industry in the local area. This presentation will look at how the presenters utilised
the CBI method to help students learn about social and economic issues through the vehicle of English
as a medium of instruction. This presentation will go through the methods and materials as well as
student feedback from the tasks and projects that they accomplish. It will also propose ways to adapt
the method to topics of personal relevance to the attendees and their students. The materials are
original materials that the presenters have gathered through their own socio-economic research within
Kyoto. These issues are taught through the materials in the students target language and then thestudents are given projects to work on. This presentation will go through the methods and materials aswell as student feedback from the tasks and projects that they accomplish.
Sun, Jul 10, 10:35-11:00 Asia/Tokyo Room: E22
College and University Educators - College and University Education Research-Oriented Presentation
生徒のエンゲージメントと学習到達度・教師の指導には関係性があるか？#2716
Akiko Okunuki
言語学習エンゲージメントに関する研究が近年急増し(Hiver, Al-Hoorie, Vitta, & Wu,
2021) 、学習到達度との関係性(Fredricks, Blumenfeld, & Paris,
2004)に注目が集まる中で、国内の中学生を対象とした研究はまだわずかである。本研究では生徒のエンゲージメントと到達度に加えて、生徒のエンゲージメントと教師の指導についての関係性を量的に調査した。

84

公立中学校2校の全校生徒と英語教科の教員を対象に、2021年12月に質問紙調査を実施した。分析ではエン
ゲージメントの尺度を開発したのち、生徒のエンゲージメントと到達度、および生徒のエンゲージメントと教師の指導の関係性を確認する。予測される結果として、生徒のエンゲージメントの高さは英語学習の到達度と関係性があり、教師の指導との間にも関係性があると想定している。発表では分析の結果を踏まえた上で考察を行う。
Sun, Jul 10, 10:35-11:00 Asia/Tokyo Room: G21
Learner Development - Junior/Senior High School Research-Oriented Presentation

Gestalt of Language Teacher Identity: ALTs in the JET Program#2737
Takaaki Hiratsuka
For over three decades, hundreds of thousands of foreign nationals have set foot on Japanese soil as
foreign assistant language teachers (ALTs) through the government-sponsored Japan Exchange andTeaching (JET) program. Although there is an apparent need for scrutiny of the lived experiences of
ALTs in their situated contexts, empirical discussion and research addressing them have beenremarkably insufficient, as previous studies have focused primarily on the advantages and shortcomings
of individual teachers and the characteristics of their team-teaching practices. Against this backdrop, thestudy on which this presentation is based explored, via narrative interviews, the identities and theirconstructions 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 and private lives, including our beliefs, emotions,development, and practices. The findings revealed that the gestalt of ALT identity is comprised of two
primary categories, foreigner identity and dabbler identity, and their 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.
Sun, Jul 10, 10:35-11:00 Asia/Tokyo Room: E26
Teacher Development - Junior/Senior High School Research-Oriented Presentation
Reflecting on Intercultural Experiences in a Writing Course in Japan#2884
Julia Tanabe
This presentation discusses Japanese university students’ reflections on intercultural encounters in an
English writing course taught over a semester. The main aim is to discover how Japanese students’intercultural competence can be developed through interpreting intercultural experiences. 24 university
students took part in the study and data were collected with a course feedback questionnaire, student
interviews with questions designed by the teacher and written assignments. The questionnaire consistedof items using a 4-point Likert scale and open-ended questions. In the task, students conducted semistructured interviews with participants in English and reflected on the encounters through a written
assignment. The writing course applied a communicative language teaching approach and a process
approach to writing. Students identified intercultural themes in a prior discussion task about their own
intercultural encounter. They linked Byram’s (1997) intercultural dimensions with example sentences
prior the analysis. Content analysis was used with the assignments, interview transcripts, and openended items; descriptive statistics were used for Likert-scale items. Results suggest that the writing task
provided the students with knowledge on how to behave in intercultural situations, how to maintainpositivity, establish good relations, and be aware of preconceptions; some learnt to reflect critically onthemselves and others.
Sun, Jul 10, 11:10-11:35 Asia/Tokyo Room: ONLINEIntercultural Communication in Language Education - CU Research-Oriented Presentation
Word Association and the L2 Mental Lexicon#2966
Makada McBean
This presentation documents an attempt to better understand the L2 mental lexicons of a group ofEnglish language learners. To explore the relationship between word-association and learners’ lexicaldevelopment, the researcher employed a psycholinguistic experiment - the word association test, based85

on Task 123 of McCarthy’s Vocabulary (1990: 152). A simple word association task comprising eightstimulus words was administered. Participants comprised low-level and high-level Japanese English as a
Foreign Language (EFL) students and two high-level exchange students from Chile and Finland who
were also EFL and English as a Second Language (ESL) learners, respectively. In the study, focus is placedon five types of word relations: contextual structure, (syntagmatic/paradigmatic relations), meaning(sense relations), extra-linguistic (encyclopaedic relations), frequency (collocation), and sound (clang
associations). The results of this word association task did not exactly mirror the findings of Aitchison(2003). However, some clear similarities between the two studies were identified. The findings support
the claim that the mental lexicon of the L2 learner is highly organized, and that word relations within theL2 lexicon are comprised of primarily semantic or lexical distinctions and not phonological ones.
Sun, Jul 10, 11:10-11:35 Asia/Tokyo Room: G21
Learner Development - -Junior/Senior High School Research-Oriented Presentation
Expertise in L2 Teaching: Implications for Teachers, Administrators, and Researchers#2713
Mayumi Asaba
Teaching is a challenging profession. It requires juggling multiple roles in and out of the classroom
while also being a mentor, an administrator, and a researcher. Therefore, as teachers gain experiencesand establish routines, it is natural that some fall into a pattern of relying on the same teachingstrategies and activities with little change. However, others continue to create new class activities orrefine old ones as well as helping colleagues and contributing to improving programs. These teachers
are often exceptional, and in many cases considered experts. Researchers have unveiled characteristics
of expertise in teaching as well as its developmental processes (e.g., Asaba, 2019; Christiansen et al.,2018; Tsui, 2003). However, what these findings mean for educators have not been fully explored anddiscussed. The purpose of this presentation is to explore what previous studies of expertise in L2
teaching suggest for teaching and learning in L2 communities. The presenter first introduces previous
literature and key concepts related to expertise in teaching, including teacher knowledge and a modelof expertise known as progressive problem solving (Bereiter & Scardamalia, 1993). Then, the presenter
will discuss implications that these studies have for teachers, administrators, and researchers in L2
teaching contexts.
Sun, Jul 10, 11:10-11:35 Asia/Tokyo | Room: E26 Teacher Development Any Research-Oriented Presentation
Student Led Peer-Review Stations vs Traditional Peer-Review: A Comparison#2722
Kathryn Jurns / Claire Bower
Peer-review activities foster critical-thinking and promote opportunities for thorough feedback inacademic writing classes, while easing the teacher’s workload. In an ESL context, however, socialpressures or varying language abilities can affect peer-review’s value, or even be counterproductive(Leki, 1990, as cited in Ferris & Hedgcock, 2005). A new ‘stations’ style of peer-review aims to counter
this by playing to the students’ strengths, resulting in a more effective practice. Students concentrate on
an area of strength such as citation, grammar, or cohesion and conduct peer-review in that category
only. The presenters will introduce content from an ongoing study comparing this “peer-review
stations” practice and a more traditional peer-review activity. The study investigates students'
confidence as peer-reviewers as well as their perceived value of the feedback they receive. This
presentation will share survey results, data analysis, and interviews from the study and how this newstyle of peer review can complement and enhance an academic writing course.
Sun, Jul 10, 11:10-11:35 Asia/Tokyo Room: E22
College and University Educators College and University Education Research-Oriented Presentation
Improving Argumentative Essays with the Toulmin Method and Fallacy Repair#2815
John McCarthy
The argumentative essay can be a challenging assignment for Japanese students of English due to boththe language proficiency and the critical thinking skills required. In comparison to native English
speakers and non-native speakers of various other cultural backgrounds, Japanese students are likely to86

have had less practice with written argumentation and may find it difficult to choose appropriate
support, explain the relevance of that support, and refute counterarguments. This presentation will
discuss ways in which teachers can address these challenges by incorporating instruction and activities
based on the Toulmin Model of Argument, which research has shown to be useful in improving
students’ written argumentation (Qin & Karabacak, 2010; Simon, 2008; Stapleton & Wu, 2015; Varghese& Abraham, 1998; Yeh, 1998). The presentation will also examine the connection between the goals
given for an argumentative essay and the effectiveness of the writing produced. In addition, thepresentation will provide examples of some common logical fallacies that can weaken students’arguments and will introduce activities designed to help students recognize and repair such fallacies.
Sun, Jul 10, 11:10-11:35 Asia/Tokyo Room: F22 Critical Thinking -CUE Research-Oriented Presentation
Interactive Classroom and Students’ Response in Junior High School#2727
Azusa MATSUMOTO
This presentation will explore how to provide opportunities for interaction in English and how students
have become more responsive in junior high school English classes. The Course of Study for Junior HighSchool stated that teachers should teach English in English and develop students’ ability tocommunicate in English. However, teachers still focus on teaching grammar and vocabulary and not
developing English interaction. Therefore, students were not used to using English for communication.
In this study, the presenter provided a lot of interaction in English with junior high school students inevery lesson. The lessons were conducted in comprehensible English to give students adequate input.
The presenter provided interactional modification, such as asking questions about the topics or about
the students themselves and also using visual aids. Giving positive feedback was also essential toencourage students. The study found that teachers’ utterances and support could elicit reactions fromstudents and motivate them to use English in class. In addition, pair or group work helped students
engage in class and made them feel less anxiety when speaking English. Providing interactive lessons
and an environment where students could engage is closely related to students’ motivation towardlearning and using English. Findings and implications will be discussed.
Sun, Jul 10, 11:10-11:35 Asia/Tokyo Room: E25
Teaching Younger Learners - Junior/Senior High School Research-Oriented Presentation
Learner Autonomy and Their Attitude Towards the Electronic Portfolio#2881
Omura Takanori 大村孝紀
In recent years, quite a few studies have dealt with an issue of how learners autonomously learn, andthe effect of an electronic version of portfolio (e-portfolio) on learner autonomy. Nevertheless, thenumber of studies that highlights the relationship between learner autonomy and their attitude towards
e-portfolio seems to be limited. The purpose of the present study was to investigate the correlation
between the university students’ learner autonomy and their attitude towards the e-portfolio, and thestudents’ assessment on the e-portfolio in terms of the improvement of their learner autonomy. The
participants were first-year university students who took a general English course at a private university
in Tokyo. The online surveys were administered at three points in a year while semi-structured
interviews were also conducted twice in the same year. The participants were asked to use the eportfolio that was shared with the teacher during the experimental year. The survey data was analyzed
by the SPSS software, and the Pearson correlation coefficient. The results showed that there was astrongly positive correlation between the level of learner autonomy and their attitude towards eportfolio, which indicates that students who are more autonomous tend to possess a positive attitude
towards the e-portfolio.
Sun, Jul 10, 11:45-12:10 Asia/Tokyo Room: F22 CEFR and Language Portfolio - CUE Research-Oriented
Presentation

87

GILE SIG Forum#2894
Jennie Roloff Rothman / Margalit Faden / Mahboubeh Rakhshandehroo / Paul Horness / Olaf Fors / May
This forum for the Global Issues in Language Education (SIG) will present the experiences of three global
educators on however they pursued cross-border classroom connections with universities overseas
during the pandemic. Mahboubeh Rakhshandehroo, Olaf Fors, and Paul Horness will describe thecollaborative online learning projects they engaged in with the aim of inspiring other educators.
Participants looking to build cross-border connections and utilize technology more effectively forcommunication will want to join this session, which will be live streamed.
Sun, Jul 10, 11:45-13:15 Asia/Tokyo Room: A31/Hybrid
Global Issues in Language Education - General Unvetted SIG ForumTYL & ICLE SIG Forum: Intercultural Understanding in Japanese Schools#2645
Roxana Sandu / Gaby Benthien / Fumiko KURIHARA / Yoichi Kiyota / Natsue Nakayama / Satomi
Miura / Maria Theresa Niibori / ピアースダニエル / Grant Osterman / Satomi Miura
This forum is a collaboration between the Teaching Young Learners (TYL) SIG and the Intercultural
Communication in Language Education (ICLE) SIG. Its aim is to showcase how interculturalcommunication is approached in primary and secondary schools from a variety of perspectives. Some of
our invited presenters will share their research based on descriptors from the Framework of Reference
for Pluralistic Approaches to Languages and Cultures (FREPA) as to what degree interculturalcommunicative competence is promoted in the new elementary school English textbooks. Presenterswill also discuss the difficulties of teaching aspects of an L2 that are not a common feature in the L1
sociocultural environment, engaging ways in which a teacher can introduce their own country andculture to a class, how the School Lunches Project promoted the development of an investigative stancetowards plurality, and how intercultural understanding is incorporated in pre-service teacher education.
Sun, Jul 10, 11:45-13:15 Asia/Tokyo Room: E21/HybridIntercultural Communication in Language Education - Any Unvetted SIG ForumThe TD & CUE SIG Forum on Communities of Practice#2647
Jon Thomas / James Bury / Barbara Hoskins Sakamoto / Yoshifumi Fukuda / Daniel Hooper
The TD and CUE SIG will hold their annual joint forum on the topic of Communities of Practice (CoPs).
Such communities can be teachers, students, company workers, or otherwise, who form in organic or
natural ways. The CoP members hold a common aim or concern for the activities they do and learn how
to improve as they interact regularly within the group. Some participants may be more senior in age orexperience than others, thus giving way to a learning experience and successful conclusion of theirefforts for everyone. The forum speakers are university and professional educators with a specificbackground as a member or researcher ofCoPs. James Bury will inform us about the positive outcomesachieved as a result of encouraging colleagues at two separate workplaces to interact with research,question their own teaching practices, engage in their own practice-based investigations, and thenshare their findings with each other. Yoshifumi Fukada will explain how Japanese EFL/ESL learners
actively engaged themselves in English-mediated socialization and grew as English users and as persons
in a project-based English education program held in Japan and during studying abroad. Daniel Hooper
will describe the shared goals, interpersonal relationships, and local repertoire of tools that emerged
from a small reflective practice group for university teachers that met regularly to discuss criticalincidents they experienced in their working lives and to explore their own professional identity. Barbara
Hoskins Sakamoto will talk about the potential of informal online communities to improve teachers'
professional and personal lives, sharing specific examples of the meaningful impact observed withteachers in a unique English for Teachers program, and the factors that made positive changes possible.
Sun, Jul 10, 11:45-13:15 Asia/Tokyo Room: AUDITORIUM/Hybrid
Teacher Development - College and University Education Unvetted SIG Forum88

Challenging Conventions: Opening up New Spaces in Learner Development (FACE TO FACE)#2652
Tim Cleminson / Greg Rouault / Gretchen Clark / Jenny Morgan / Dominique Vola Ambinintsoa
Razafindratsimba James Michael Underwood / Fanaperana Haingo / Volatiana Olivia
This forum will examine how new learning spaces can help learners grow beyond conventional
education environments. Presenters will explore holistic and ecological perspectives on learners’ growth,
taking into account multiple aspects of their experiences, their interactions with others, and different
affordances in diverse learning environments and spaces. The forum will include both studies that shed
new light on the impact of sociocultural and psychological factors on the development of learnerautonomy, as well as practice-related accounts that explore learners’ practices in a range of learningspaces outside of conventional classroom settings. In the forum participants will have opportunities inpairs and small groups to discuss and reflect on different non-conventional environments, spaces, andprocesses that learners can access and/or use. The combination of these theoretical and practice-based
perspectives will encourage us to think about learner development from fresh angles, not only under
the current and post-pandemic situation, but also beyond, so that we can come away from the forumwith fresh ideas for challenging conventions and opening up new spaces in learner development in ourown learning, teaching, and research.
Round One 11:50 to 12:20 Dominique Vola Ambinintsoa Razafindratsimba, Fanaperana Haingo
Rajaonaritiana, Volatiana Olivia Rasoanindrina and Jenny Morgan
Round Two 12:20 to 12:50 James Underwood, Gretchen Clark and Greg Rouault
Sun, Jul 10, 11:45-13:15 Asia/Tokyo Room: G21 Learner Development - Any Unvetted SIG Forum
Challenging Conventions: Opening up New Spaces in Learner Development (ONLINE)#2652
Tim Cleminson /Isra Wongsarnpigoon / Michael Kuziw / Yuri Imamura / Andy Barfield / Phillip A. Bennett /This forum will examine how new learning spaces can help learners grow beyond conventional
education environments. Presenters will explore holistic and ecological perspectives on learners’ growth,
taking into account multiple aspects of their experiences, their interactions with others, and different
affordances in diverse learning environments and spaces. The forum will include both studies that shed
new light on the impact of sociocultural and psychological factors on the development of learnerautonomy, as well as practice-related accounts that explore learners’ practices in a range of learningspaces outside of conventional classroom settings. In the forum participants will have opportunities inpairs and small groups to discuss and reflect on different non-conventional environments, spaces, andprocesses that learners can access and/or use. The combination of these theoretical and practice-based
perspectives will encourage us to think about learner development from fresh angles, not only under
the current and post-pandemic situation, but also beyond, so that we can come away from the forumwith fresh ideas for challenging conventions and opening up new spaces in learner development in ourown learning, teaching, and research.
Round One 11:50 to 12:20 Phillip A. Bennett and Isra Wongsarnpigoon and Andrew Barfield
Round Two 12:20-12:50 Yuri Imamura and Michael Kuziw
Sun, Jul 10, 11:45-13:15 Asia/Tokyo Room: ONLINE Learner Development - Any Unvetted SIG Forum
Sustainable Inclusivity: Practical Solutions for Supporting Learners#2660
Ryota Moriya / Natsuki Suzuki / Andrew Reimann / Alexandra Burke / Ryoko Sato / Katrina Persons-Nishi
As the pandemic forced us to move online, learner needs became more diverse and complicated inlanguage education. Teachers’ resources and strategies increasingly face a growing need to reflect thesechanges. The Act for Eliminating Discrimination against Persons with Disabilities (2016) mandated theprovision of equal educational opportunities for all learners, including those with special needs.
However, according to JASSO (2020), the percentage of students with special needs in higher educationslightly decreased last year. This raises the following questions: Does online teaching betteraccommodate learners with special needs? Did the online context level the playing field and maketraditional differences and difficulties invisible for teachers in? Further research is needed to fully
understand these changes. In light of this, the ALL SIG forum will focus on sharing ideas and relating
experiences of all participants. This forum will showcase individual stories and experiences creating89needs analysis framework for the purpose of assessing contexts and sharing strategies and resources. By
creating a support network, educators can work together to address the diversity of needs reflected intoday’s classroom. The goal is to raise awareness of diverse learner needs and develop inclusive
strategies for language teachers and school administrators.
Sun, Jul 10, 11:45-13:15 Asia/Tokyo Room: F21/Hybrid
Accessibility in Language Learning - General Unvetted SIG Forum
Teaching Business Fundamentals through English to non-Business Majors#2695
RICHARD MILLER
Numerous Japanese universities offer programs in which students can take classes in business despite
majoring in other academic disciplines. When such classes are solely focused on English language
targets, students may complete the course without learning about some of the fundamentals of
business theory. One way to educate the students about basics of business is through Content Based
Instruction (CBI) where the classes are focused on the subject. This presentation will describe a course ata women's university that introduces the concepts of the basics of business theory, through CBI andprojects, to English majors. The class and projects centre around four main areas of business theory;marketing, finance, human resources, and strategy. This approach places the students within groups
that each learn a part of the project. The presenter will show how case studies, marketing projects andoverall business projects are used by the students in the classroom.
Sun, Jul 10, 11:45-12:10 Asia/Tokyo Room: E22
Business Communication - College and University Education Research-Oriented Presentation
TOEIC Listening/Speaking Prep: Collaboration and Real-World Application#2967
JEREMY CAHILL / Jeffrey Maxwell
Instructional practices for standardized tests like the TOEIC often rely on a teacher-centered “teachmodel-practice-explain” pattern that is at odds with the Communicative Approach. Test prep materials
similarly emphasize lower-order basic comprehension and recall. In this practice-oriented presentation,
attendees will acquire four TOEIC listening/speaking section prep activities that focus on integrating
into the “practice” stage the opportunity for students to collaborate, solve problems, and apply theirlearning to real-world contexts. First, the presenters will briefly cover the presentation’s motivation,
context, and teaching gap (2 minutes). The presenters will then share step-by-step how-to's for theactivities, which include a business consulting project for TOEIC speaking and reasoning gap for TOEIC
listening (10 minutes). Participants will demo one activity (8 minutes) and finally collaborate in small
groups applying the activities to their own teaching contexts (5 minutes). Attendees will walk away witheffective, meaningful, motivating TOEIC prep activities that they can immediately begin using in theirclasses.
Sun, Jul 10, 11:45-12:10 Asia/Tokyo Room: E25
Testing and Evaluation - College and University Education Practice-Oriented Short Workshop
Students’ (Mis?)Perceptions about In-Class Digital Game-Based Learning#2729
Michael Hofmeyr
Research in computer-assisted language learning has drawn attention to the potential of digital games
for language learning and teaching. Even games designed purely for entertainment purposes may
contribute significantly to second-language acquisition (Peterson, 2013; Reinhardt, 2019). In thispresentation, I will discuss findings from a mixed-methods research project investigating the attitudesof Japanese university students towards digital game-based language learning (DGBLL). A gamecomponent was introduced into six separate English communication classes in which learners played acooperative digital puzzle game in small groups for 15 to 30 minutes per class over a period of 10
weeks. Pre- and post-intervention surveys were administered to gather demographic data and tounderstand learners’ attitudes towards this pedagogical approach. After the final play session, threelearners from each class also participated in a semi-structured focus-group interview. Analysis of thesurvey data (N = 112) reveals that in general, learners held positive attitudes towards DGBLL and that90

these positive attitudes were stronger after the game-based learning intervention. However, analysis of
the interview data suggests considerable ambivalence towards the approach. While recognising thepotential of digital games to facilitate SLA, many learners also seem to view them as a distraction from“serious” and “proper” language learning.
Sun, Jul 10, 11:45-12:10 Asia/Tokyo Room: C11
Computer Assisted Language Learning - General Research-Oriented Presentation(Re)imagining Language Learning: A New Approach to Academic Vocabulary#2726
Paul Wadden / Dan Ferreira
The 95% vocabulary comprehension level for academic texts and lectures is the crucial threshold foruniversity study. To help learners attain this level, the presenters combined the headwords from the 4
major academic vocabulary lists to date: AWL (570 words), NAWL (963 words), UWL (836 words), andEAP (874 words). The resulting Global Academic Lexicon (GAV) presents the headwords from all four
lists in 23 lessons. These lesson, comprising 1,850 words, progress from most frequently appearing to
the least frequent. The pedagogical premise is efficacy: to lower the “learning burden” and learn themost commonly appearing words first (Nation, 2006). These lessons are now open-source and available
to university teachers and students in Japan and around the world. Using free online Quizlet cards, they(1) provide the primary meaning of headwords in simple English and in Japanese, (2) demonstrate their“use in context” in sample sentences, and (3) offer a rich variety of flashcards, writing-listening-spelling
practice, and competitive games for individual or group use. Presenters will demonstrate how lessons
can be accessed and used autonomously, in online instruction, or in the physical classroom to motivate
students, assess their learning, and give feedback on their progress.
Sun, Jul 10, 12:20-12:45 Asia/Tokyo Room: E25
Vocabulary - College and University Education Practice-Oriented Short Workshop

91DAY 3 –SUNDAY JULY 10th, 2022
AFTERNOON SESSIONS(Re)imagining Language Education in Relation to the CEFR/CV and the CEFR-J#3118
Yukio Tono
Since the publication of the CEFR in 2001, policymakers, researchers and teachers in foreign language
education around the world have started to use the framework to review their own systems andpractices. This includes the structure and content of language syllabuses, textbooks and teachingmaterials, as well as instructional and assessment methods. The publication of the Companion Volume(CEFR/CV) in 2020 will further concretise the principles of the CEFR and re-propose a new framework for
language teaching, including sign languages, mediation skills and online communication. The
application of the CEFR, with its extremely broad scope, can sometimes be a hindrance to a soundunderstanding of its principles and fundamental concepts, which can lead to applications based onsuperficial knowledge. It is also true that it is difficult to implement language education policies thatcover the full range of the CEFR. In this talk, I will give an overview of the CEFR and the CEFR/CV anddiscuss the implications of using the CEFR as a common framework for all languages. As an example offocused applications, I will argue what the future of intelligent CALL based on the selection andarrangement of language materials by the CEFR levels would be like. Finally, as Principal Investigator of
the CEFR-J, a localization project of the CEFR in Japan, I would like to consider what is needed for the
CEFR to truly take root in foreign language education in Japan.
Sun, Jul 10, 13:30-14:20 Asia/Tokyo Room: A31
CEFR and Language Portfolio - Any Plenary Session
Integrating Translanguaging in University EAP Courses#2871
Lorna DeVera
Many instructors are still divided over the English-only policy in tertiary level English language
programs. English as a medium of instruction has been justified by the need to shift from traditional
teaching methods to active learning which fosters communication and opportunities for exposure to thelanguage. Perceptions prevail that using students’ native language in the English classroom hinders
learning and acquisition. Many studies nonetheless support the idea that the L1 is a valid classroom
resource which students could strategically use to learn (Canagarajah, 2011; Freeman and Freeman,2017). This is the essence of translanguaging, a pedagogical approach promoting L1 as a classroom tool
which may further accelerate understanding of class content, improve student performance and student
interactions, and is helpful for classroom management. Taking off from her initial study that exploredtranslanguaging as an approach in EMI settings, the presenter will examine how it is applied in English
for Academic Purposes courses. This presentation will discuss how the students’ L1 (Japanese) can beused as a pedagogical tool to meet student needs and classroom goals. The presenter will also suggest
strategies on how translanguaging can be integrated in EAP classes for the purposes of comprehension,communication, and meaningful instruction and learning.
Sun, Jul 10, 14:30-14:55 Asia/Tokyo Room: E22
College and University Educators - College and University Education Research-Oriented Presentation
ER SIG Forum#2646
Pat Conaway / Jeffrey Huffman / Torrin Shimono / David Beglar
The first part of this panel discussion is dedicated to a review of theories of fluency development,
including ACT theory, Instance Theory, and Verbal Efficiency Theory, how these theories apply toextensive reading, and the potential limitations of extensive reading where reading fluency
development is concerned. The second part focuses on how reading fluency improvement can be92

encouraged and monitored in the EFL classroom via extensive reading as well as silent and oral fluency
training activities. The results of a study comparing the effects of an intensive reading approach and an
extensive reading (with added fluency training) approach on various measures of reading fluency will bepresented and discussed. In addition, there will be a discussion about how reading fluency can beenhanced when extensive reading is combined with timed reading, repeated oral reading, and chunking
activities among L2 English Japanese university learners. The changes in their cognitive processes used
for reading, oral reading fluency scores, and L2 reading self-efficacy will also be examined. Qualitative
data regarding these reading activities will also be sharedSun, Jul 10, 14:30-16:00 Asia/Tokyo Room: A31/Hybrid Extensive Reading - General Unvetted SIG Forum
Teaching and Learning about the Brain#2651
Mohammad Khari / John Duplice / Skye Playsted / Deepa Kiran / Julia Daley / Brian J Birdsell / David
Scott Bowyer
The Brain SIG’s monthly Think Tank publication has become the focus of our efforts to learn and teachothers about the brain. By drawing on the expertise of SIG members in Japan and authors around theworld, we are able to address a wide range of topics related to neuroscience, psychology, and language
learning. In this forum editors and authors from the MindBrainEd Think Tanks will give short, concurrent
presentations related to some of the topics we have covered over the last year, then lead small group
discussions to explore these topics in more depth and relate them to your teaching practices. Join us
and find out how our Think Tanks help us make brain research meaningful and engaging for educators.
Sun, Jul 10, 14:30-16:00 Asia/Tokyo Room: E21/Hybrid
Mind, Brain, and Education - General Unvetted SIG Forum
Incorporating Global Issues in EFL Classrooms#2913
May
The pandemic has magnified issues of social justice and inequalities both locally and globally. The
language teacher who brings these issues into the classroom can inspire students to be change agents.
Students benefit from these guided classroom experiences by becoming aware of marginalization bothwithin and outside the classroom on issues such as sexism, racism, and the environment. Empowered
students are able to then make informed decisions and problem-solve through critical awareness.
Activities and materials created based on feminist and engaged pedagogies for an academic reading
and writing class (CEFR B1-B2) will be presented. The strengths and weaknesses of these activities, theirimplementation, and responses from the students will be discussed to answer two questions: (1) How
can teachers incorporate global issues in EFL classes? (2) How can teachers provide students withhands-on opportunities to make a positive impact in their community by reflecting on local issues?
Sun, Jul 10, 14:30-14:55 Asia/Tokyo Room: E25
Global Issues in Language Education - College and University Education Practice-Oriented Short Workshop
Barrier-free learning in Japan: Panel#2994
Melodie Cook / Davey Young / Sandra Healy / Alexandra Burke / Megumi Yoshieda / Olivia Kennedy
The panelists will talk about the lack of knowledge in creating barrier-free classes for learners withdifferent abilities, current changes in policies in Japan, and how teachers are working with students tomake their classes more inclusive. The session will begin with definitions of disabilities, issues faced byteachers who are not trained in recognizing them, and how teachers can create or modify classes to beeffective for all students. Panel members will speak about helping students at all levels of education. We
also hope to have enough time to answer participants' questions and help them make their own classes
barrier-free.
Sun, Jul 10, 14:30-16:00 Asia/Tokyo Room: F21/Hybrid
Accessibility in Language Learning - Any Unvetted SIG Forum

93

JALT Officer Support Meeting#2856
Bill Pellowe / Grant Osterman / Chelanna White / Emily Choong / Jon Thomas / Mehrasa Alizadeh
JALT's Officer Support Committee (OSC) was created to help orient new officers and support current
officers in JALT’s SIGs, chapters, and committees. This session will be partially an introduction to theresources available to JALT officers, and partially a Q&A / troubleshooting session. If you're a JALT
officer (or curious about becoming one), you are welcome to this meeting.
Sun, Jul 10, 15:05-16:05 Asia/Tokyo Room: F22/Hybrid
Networking - Non-teaching Context Meeting / Networking
Reforming English Language Teacher Education in Nepal: Prospects and Challenges#2908
Yadu Prasad Gyawali
Teacher education provides a framework of ideas to enhance professionalism in foreign language
teaching. It is concerned with exploring good practices in teaching, which have already been tried andtested in many educational contexts. Similarly, teacher education provides the language teachers withinsights into the nature of language teaching. With the explosion in language teaching, there has been
an increased demand for language teachers, and the consequent need to train these teachers. With thisreference, this paper focuses on the review of the existing situation of teacher education with therelevant considerations of epistemology as well as the paradigm shift of teacher education from global
to local perspectives in Nepal. The present paper is based on content analysis where the literature fromthe different contexts such as the context of developed countries, developing countries, and the local
contexts was reviewed under the qualitative research approach following the focus group discussion.
With reference to existing literature and views of headteachers and teachers through focus group
discussion, the paper discusses several perspectives of reframing the English Language teacher
education program. Mainly, policy-related, pedagogical, technological, and research-based challenges
and their mitigating aspects have been illustrated in the paper through focus group discussion andreview of the relevant works of literature. Therefore, the paper attempts to explore the prospects andthe challenges as the foundational components to reframe teacher education in the context of Nepal.
Sun, Jul 10, 15:05-15:40 Asia/Tokyo Room: ONLINE Teacher Development - Research-Oriented Presentation
Reflection as a Learning Target for Global Education#2911
Kate de Veas (she/her)This presentation will describe two types of reflective activities, written and conversational, designed tohelp Japanese university students of English clarify and develop their relationship to global issues, which
is a valuable piece of the puzzle of global education. The outcomes of these reflective activities over 4
years show that they are largely successful in building self-awareness, despite revealing feelings of ecoanxiety, disconnection and frustration among students, which the presentation will discuss. Good
reflective practice among students allows for not only greater wellbeing and depth of knowledge(Helyer, 2015; Chang, 2019), but progress towards global education’s goals of awareness, attitude, andaction (Cates, 2002; Hicks 2010). Encouraging reflection, as an explicit student learning objective
connected to various learning tasks, gives students the space and time to examine their values, beliefs,
and changing relationships to their community, climate, and conflicts at home and abroad. A discussionof the merits and limitations of these, and other reflective practice activities in a global issues classroom
is welcome.
Sun, Jul 10, 15:05-15:30 Asia/Tokyo Room: E25
Global Issues in Language Education - College and University Education Practice-Oriented Short Workshop
The Effect of Timed Writing on L2 Writing: a Mixed Methods Study#2709
Paul Marlowe / Mayumi Asaba
The importance of L2 writing development has continued to generate ongoing interest as evidenced bynumerous publications over the past few decades (Fogal & Verspoor, 2020; Larsen-Freeman, 2006;
Wolfe-Quintero, Inagaki & Kim, 1998). However, very little of this research has focused on the effect ofspecific practice tasks on learners’ development in the classroom. The presenters will share the results of94

a mixed-methods study investigating the effects of different types of writing practice on thedevelopment of complexity, accuracy, and fluency (CAF) in the writing of Japanese university students.
Three groups who received regular practice in either sentence-combining, translation, or timed writing
were compared on measures of CAF across one semester. The researchers will focus particularly on the
results of the timed-writing group, who made significant gains across time and compared to othergroups in the study on the measure of fluency. Furthermore, qualitative data will be shared illuminating
why timed-writing was a more engaging task for learners as well as the strategies learners employed
while performing the task. The findings from the study will be discussed in terms of pedagogicalimplications for L2 writing instructors.
Sun, Jul 10, 15:05-15:30 Asia/Tokyo Room: E22
College and University Educators - College and University Education Research-Oriented Presentation
ePortfolio: Using Mahara & Learning Management Systems (LMS) to Showcase Students' Work#2955
Phil Nguyen
In its simplest form, a student portfolio is understood as a collection of resources, including
demonstrations, resources, and accomplishments that can represent a student's individual, group, or
institutional work. It can illustrate different types of achievement, progress, goals, and future endeavors.
While physical portfolios have been around for quite some time, the advancement of portfolios has
been increasing in popularity due to their digital presence, especially with the current online climate. As
ePortfolios are gaining momentum as a preferred way to demonstrate students' learning andcompetencies online, it is crucial for educators and institutions to increasingly understand theiradvantages. This workshop will address a background of the e-portfolio landscape in relation to aphysical portfolio. In addition, a selection of some of the more popular ePortfoilo software, including
Mahara, LinkedIn, and WordPress, will be discussed, along with the benefits and challenges of using
them. It is hoped that participants will be able to understand the potential and usefulness of having a
ready-made portfolio for showcasing.
Sun, Jul 10, 15:40-16:05 Asia/Tokyo Room: C11
Computer Assisted Language Learning - College and University Education Research-Oriented Presentation

Effective Use of Questioning Strategies in Active Classroom Interaction#2730
Kosuke HAGIHARAThis presentation will highlight the effective use of teacher’s follow-up questioning strategies toconstruct active teacher-student interaction in English lessons in Japanese junior high schools. The new
Course of Study at junior high school has newly introduced “Teaching English in English” policy to give
students much input and chances to speak English. However, if students are not used to communicating
in English, they often find it difficult and keep silent, and the communication often breaks down. To
cope with these situations, teachers’ questioning strategies have great potential to encourage students
to answer (Wu, 1998). This presentation will explore how teachers can actively involve Japanese juniorhigh school students in interaction and provide them with learning opportunities through the following
questioning strategies: simplifying the questions, giving examples, repeating the questions, and asking
further questions. The presenter designed the lessons and interaction based on these strategies. The
lessons and interactions were recorded by videotape and analyzed by Conversation Analysis. Amongthese strategies, especially simplifying the questions and giving examples helped the students
understand what the questions meant and respond to them. The presenter will share the techniquesand students’ reactions and responses in the classroom based on the actual interaction data.
Sun, Jul 10, 15:40-16:05 Asia/Tokyo Room: ONLINE
Teaching Younger Learners - Junior / Senior High School Practice-Oriented Short Workshop

95

Closing Ceremony and PanSIG2023 Introduction
PanSIG 2023 Introduction Meeting
Nicholas J. Wilson / Amanda Gillis Furutaka / Koki Tomita / Grant Osterman
Join us for our closing ceremony to reflect on this year’s conference. You can also find out what to lookforward to at PanSIG 2023. Meet the incoming conference team and find out how you can get involved
next year.
Sun, Jul 10, 16:10-17:30 Asia/Tokyo Room: F21
General Meeting / Networking

96

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, newslettersand 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
Bilingualism
CEFR and Language Portfolio
College and University Educators
Computer Assisted Language Learning
Critical Thinking
Extensive Reading
Gender Awareness in Language Education
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
Vocabulary97

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, and consider how to comply with
the EDPD Act (The Act for Eliminating Discrimination against Persons with Disabilities),
2016. Our 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 newsletter is 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
98

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 111 active members in Japan and over 20,000
subscribers and contributors from over 70 countries to our monthly Think Tank
magazines. Our members teach all age groups, and our research interests span across themany branches of psychology and neuroscience.

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 tofill that gap by learning about brain research related to language teaching and sharing thiswith others by giving presentations to JALT chapters and at conferences in Japan andother countries (see our speaker database). 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 this peer-reviewed publication
which focuses on original research in the application of brain
research to language teaching. Please consider writing a
research paper or book review.
MindBrainEd Think Tank magazines – teachers,
neuroscience and psychology enthusiasts, and motivatedstudents look at the best research done by others andtranslate it into something meaningful to language teachers.
While requiring scientific backing, we allow our writers to
speculate on the research, apply it to the classroom, andexpand on it to make it engaging to all readers. We also teamup with other SIGs to explain the brain science that supports
their research and practices. The magazines contain links totalks and podcasts as well as many practical classroom
activities. There is also a growing series of articles written insimple English that summarize the main ideas of some of the
key Think Tanks for use with students.

99

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 to presenting at conferences to build their confidence by giving a short booktalk at our forums, and to meet 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

Speaker Database

MindBrainEd Journal

MindBrainEd Think Tank
Magazines

The Brain in Simplified
English Series

Facebook

Twitter

Follow Us
Contact Us

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

100

CEFR & LP SIG
CEFR, CEFR/CV, Language Portfolio
Name of SIG
CEFR & Language Portfolio SIG (54 members, April 2022)
Our aim/focus/research:
JALT CEFR & LP SIG 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, discussdevelopments, 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, theLanguage 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, text books) 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.or
101

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@jatcriticalthinking.org
102

CUE SIG
Name of SIG – CUE SIG
The College and University Educators Special Interest Group (CUE SIG).
Our aim: To provide a forum for the presentation and discussion of educational activities,
ideas and research of broad interest to tertiary (college and university) educators in Japan.
Publications:- OnCUE Journal (OCJ) is the main journal of the College and University Educators SIG. It is fullyrefereed and is published once or twice annually. It sections include feature articles, a researchdigest, professional development, opinions & perspectives, technology matters, book reviews, andconference reviews.

- OnCUE Journal Special Issue (OCJSI) is the collection of reports following either the CUE
conference or its ESP Symposium which is held in September. These are peer-reviewed andusually follow the theme of the gathering.This is a recent publication, but previously theproceedings-like articles were published as a mid-year issue of OCJ.
- CUE Circular (CC) is a newsletter of three short articles not written entirely in academic
format, but which provide pedagogical descriptions of lessons or lesson ideas. This publication
is usually published 2-3 times per year.
Events:- CUE Conference or ESP Symposium
The CUE Conference is held in September and alternates with the ESP Symposium, which
traditionally has been an all-poster event. Both host plenary speakers.
- PanSIG Conference
CUE hosts a forum of its own or teams up with another SIG to jointly host a forum. The topic
varies every year.

103

- JALT Conference
CUE hosts a forum of its own or teams up with another SIG to jointly host a forum. The topic
varies every year.
Community/other activities:- Workshops or seminars
CUE sometimes hosts one of these events to provide a key speaker(s) who will explain ordemonstrate a valuable feature of research or publishing.
- CUE grants
CUE understands that conducting research and attending conferences is integral to keeping
abreast of developments in the education field and furthering professional development. In thespirit of this, we offer CUE SIG members the opportunity to apply for the CUE Research Grant
and the CUE Member Support Conference Grant. Awardees are obligated to write up an article
in return for the grant.

Links:OnCUE Journal - https://jaltcue.org/content/about-oncue-journal
OnCUE Journal Special Issue - https://jaltcue.org/ocjsi/about-ocjsi
CUE Circular - https://jaltcue.org/cuecircular
Website - https://jaltcue.org/
Grants website link - https://jaltcue.org/content/cue-grants-and-awards
Facebook Page – https://www.facebook.com/groups/jaltcue
Twitter – https://mobile.twitter.com/jaltcue
Officers and Contact Link: https://jalt.org/groups/sigs/college-and-university-educators

CUE SIG104

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 programmes.
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) and Extensive Reading Around theWorld (ERAW).
In years when ERF does not hold a conference, the ER SIG also holds our ER Seminar.
Community/other activities:
The ER SIG also holds informal monthly meetings online for teachers to share ideas about reading, books,
ER research, and catch up with each other. Meetings are held on the 4th Friday of each month and start at
19:00. We may be adjusting the days and times to better fit people’s post-covid schedules, so feel free tocheck for up-to-date times on our website.
Links:ER SIG website
Facebook page
Twitter
Extensive Reading Foundation website

https://hosted.jalt.org/er/
https://www.facebook.com/groups/ersig/@ERsigJALT
https://erfoundation.org/wordpress/

Contact: ER SIG Coordinator - patrick.conaway+ERSIG@gmail.com

105

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

106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
in language 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 toeffectively acquire and use a foreign language while empowering them with the knowledge,
skills, and commitment required by global citizens for the solution of world problems.
Publications:
The GILE SIG Newsletter is 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

107

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
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 more membership.
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, You can also contact us via our website or send 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 andshare.
Looking forward to seeing you,Jennie Roloff Rothman108

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:☆ Forum at PanSIG and JALT International Conference☆ My ICLE Share
In 2021, JALT ICLE SIG started the Activity Initiative where we invite members to submit and shareactivities they use to promote intercultural communication and understanding with their students. In 2022,
we invite you to join us to discuss some of these activities at the My ICLE Share Meetings. These events will
include two basic sections: a short discussion by the event submitter on how to use the event followed by adiscussion time for all participants to talk about the theme and how they could modify the activity for theirstudents.

☆

ICLE Conference - ICLE Conference 2022: September 10th, 2022

For the 2nd conference of JALT ICLE SIG with the theme Intercultural Communication in Language
Education, we are looking for novel ideas and pedagogical activities enhancing cross-cultural understanding
in online, hybrid, and face-to-face environments across primary, secondary, and tertiary education settings,
including Eikaiwa teaching. We are happy to include both research-based proposals and hands-on activities
that enhance intercultural understanding and awareness.

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

109

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!"#$%&'()*+,-./01234*56789,:;<●()=>?-/@A>BC>?-/DE●()=>?-/BFGH9/@A

Community
Support and mentoring through collaborative events and publications
IJKLMN>OPQRSTUV"WXYN>ZM[\M]
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
1.

Publications
1.

2.

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/
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/

EventsCreating Community: Learning Together - informal conference with students and teachers
B^_(`abc;d()=efLghZMN*i;d(j2. Forums at PanSIG, JALTCALL, and JALT International with great parties
klmn /(j*opdqrYstuv?-wxyjz{
1.

Links
Homepage
Facebook
Jalt Page
Email

https://ld-sig.org/
https://www.facebook.com/JALTLDSIG/
https://jalt.org/groups/sigs/learner-development
ld@jalt.org

110

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 the following:- how teachers teach listening and assess their learners;- how learners improve their listening and use it to improve their knowledge;- 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, and tested in an increasingly global context.
Publications: - The Listening Post
The first issue of our peer-reviewed journal The Listening Post is scheduled for Summer 2022.
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 first Listening SIG Conference will take place in at Campus Plaza in Kyoto on 25th
September 2022. The conference will include plenary speakers and presentation sessions
focusing on research, classroom practice, teaching, and learning. Subscribe to our newsletterto 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. Sharing 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

111

Where technology in education meets research and development in immersive
learning is a fast-developing field. The Mixed, Augmented, and Virtual
Realities (MAVR) SIG is looking to the future where augmented learning andvirtual learning environments will enhance educational spaces. We also work
to anticipate what could be the next preferred mode of communication since
the introduction of mobile learning.
Officers:
Mehrasa Alizadeh, Josh Brunotte, Bobby Figueroa, Eric Hawkinson, Adam StoneCALLS FOR PARTICIPATION:● Become an officer● Publ http://MAVR.SITE
112

Other Language
Educators SIG
Name of SIG and number/type of members:
The Other Language Educators Special Interest Group has 35 members, including
teachers of German, French, Spanish, Chinese, Thai, Hungarian, Russian, and soforth.
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 to each language, exchanging resources, and reporting
pedagogical practices of educators teaching languages other than Japanese andEnglish. In the annual conference, the OLE SIG has organized workshops in German,
French and Spanish. These workshops are are held in the native language, withslides 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, which is aspace for sharing ideas and talking about a topic proposed by one or two mainpresenters. Although the main presentation is in one of the lingua francas, in thesecond part we divide into groups of languages and continue the discussion of the
topic in the chosen language.
Community/other activities:
Website: https://sites.google.com/view/jalt-olesig/
Contact: ole@jalt.org
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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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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 2022 PanSIG Journal post-conference proceedings

The 2022 PanSIG Journal - Call for Papers
All presenters at PanSIG 2022 will be invited to submit a paper based on their presentation for
publication in the 2022 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 2022 PanSIG Journal
submissions. Note that publishing in the 2022 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, 2022
November 30, 2022
February 15, 2023
May 15, 2023

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. Please contact the journal editors if you have any questions.
● Papers submitted to the 2022 PanSIG Journal must not have been previously published, norshould they be under consideration for publication elsewhere. All manuscripts are first reviewed by aneditor to ensure they comply with JALT Guidelines. Those considered for publication will then be
subjected to blind review by at least two readers.
Please refer to the PanSIG Journal website at pansigjournal.org for further details.
Questions about the journal may be sent to the Editor at: pansigjournal@gmail.com
Patrick Conaway, Editor

Duncan Iske, Associate Editor

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See you again NEXT Year at

The PanSIG 2023 Conferencein Kyoto

Friday, May 12 to Sunday, May 14, 2023 (tentatively)

Theme: Looking Forward
The theme for PanSIG 2023 is "Looking forward". The underlying goal of the conference
will be to establish and foster connections between people and with other conference themes:
PanSIG 2022’s theme of (re)imagining education and the upcoming 2025 World Expo in Osakawith its theme of “Designing Future Society for Our Lives”.
Based on what we have learned through the experiences of recent years, we feel it is time
to look forward and focus on what lies ahead, both in terms of EXPECTATIONS and PLANNING.
What will the new classroom look like for students from kindergarten to higher education, andhow can we prepare teachers to design lessons that can foster creativity and critical thinking?
While the connections with topics such as teacher development and training, 21stcentury skills, CALL, and VR/AR seem apparent, this conference run by the 30 SIGs in JALT is theideal venue to present new research and demonstrate through practical workshops thoseinnovative teaching strategies and practices that have been tried and tested in the classroom.
PanSIG 2023 will be held from Friday, May 12 to Sunday 14, 2023 at Kyoto Sangyo
University in Kyoto. Kyoto Sangyo University campus is in the north of Kyoto City and can bereached by subway and bus from Kyoto Station, and from the Hankyu and Keihan Lines from
Hyogo and Osaka. The nearest airports are Osaka’s Itami airport and Kansai Airport.
Outside of the conference presentations and discussions, the conference team isplanning a variety of recreational events. These include a light hike to Seiryuden andKiyomizudera, a visit to the local Nishijin textile weaving center, and more.
We look forward to seeing you in Kyoto in 2023.
PanSIG 2023 Conference Chair: Nicholas J. Wilson
PanSIG 2023 Site Chair: Amanda Gillis-Furutaka
Our conference team is always looking for willing hands and new ideas! Come and join us!

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