Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

LOOKING FORWARD | 今後のイベント
JALT 2022 is just around the corner. Here is some
useful info to help you watch presentations andconnect with other LD members
1. Cvent System - Registration for Hybrid andOnline Events
For online or hybrid presentations, presenters andthe audience will need to access the Cvent
system. A user guide can be found here.
2. LD SIG Table - Saturday and Sunday, 5th Floor
Lobby (Please help)
Would be great if you could spare an hour of yourtime to staff the SIG table. It's a great chance tomeet other members and connect. Please signup here.
3. LD Forum Saturday 12th, 12:45 to 14:15pm,
2F Lobby
We have some wonderful poster presentations
lined up. A great place to engage in discussion
and share insights about developments in LD. For
all the details see the PDF in the JALT calendar.
4. LD SIG Social Dinner - Saturday 12th, 7:45 to
9:15pm
We will be having a little dinner on Saturday
evening. All welcome to join for great food andconversation. It's an Indian restuarant close to
Gofukumachi station. If possible, please let us
know by next Wednesday if you want to join.
5. LD AGM Sunday 13th, 16:00 to 16:45pm,
Room 410 (Please help)
This year's AGM will be hybrid. The Zoom can beaccessed via Cvent. We need help to make thehybrid event a success. If you can help, pleasesign-up here.
A copy of the officers' review for 2022 can befound here. Please read and let us know how you
feel at the AGM.

I am really looking forward to seeing you all inFukuoka and online. I hope you have a lovely time
however you attend.
Any questions, feel free to get in touch.
Best wishes
Tim Cleminson
LD SIG Coordinator

Friday, November 11
3:15 - 4:45PM, Room: 411
Brain-Friendly Study Skills for Teachers andStudents: Mindfulness
Masda, Yuka - Tokyo University of Pharmacy andLife Sciences
Supported by findings from psychology andneuroscience, this workshop, composed of tried-andtested sessions on various intriguing themes, proposesa bottom-up, holistic approach to learning for you andyour students. This session focuses on mindfulness, its
benefits, and ways to achieve it. Do you ever catchyourself daydreaming aimlessly? The human brain
wanders by default, often resulting in low productivity
and well-being. Pick up the science involved and basic
skills through fun experiments for daily mindfulness.

6:45 - 8:15PM, Room: 411
Two Online Tools for Facilitating Student
Autonomy and Self-Evaluation
Talandis Jr, Jerry - University of Toyama; Muller,
Theron - University of Toyama
This workshop features how the free online tools
Etherpad and Vocaroo facilitate learner autonomy andself-evaluation. Classroom activities covered include

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD
student self-evaluation of speaking and sample dialog students in an English as a foreign language, contentexpansion. Student reflections and feedback showedbased classroom. How these logs are used, as well as
using these tools increased engagement, a sense of
the views and experiences of students connected toownership, and consciousness of the learning process. the project will be discussed. It is hoped that thisParticipants will gain hands-on, practical knowledge on information will be of use to teachers interested in
how to apply these tools in their classrooms and share implementing methodologies for encouraging
thoughts about adapting them to their own contexts
autonomous learning in their classrooms.
and students.

Saturday, November 11

11:00 - 12:30 PM, Room: 2nd Floor Lobby(Poster Session)
How Can a Logbook App in eTandem Promote
Learner Reflection?
Wakisaka, Masako - Kyushu University

11:00 - 12:30 PM, Room: 2nd Floor Lobby(Poster Session)

A logbook is a tool that promotes reflection, which is
the key to using tandem learning effectively. This
Where Are They Now? Long-Term Benefits of Shortpresentation will introduce the logbook app for
Term Study AbroadeTandem developed by the presenter, comparing it
Berman, Shari Joy - Hirosaki University Graduate
with existing log books. Then, analysis of the entries
School of Medicine; Tada, Megumi - Hirosaki University
made by the learners in an eTandem project between
Germany and Japan will be presented, and the effects
Sometimes, in medical fields especially,
and challenges of using the logbook on the learners'
undergraduates have little time for overseas study.
reflections will be discussed.
Emphasizing glocal benefits, our university and local
businesses developed highly subsidized short-term
11:00 - 12:30 PM, Room: 2nd Floor Lobby
international project-based learning (PBL) programs.
Culturally, "small town" means something different in (Poster Session)
Japan than Hawaii, we contrasted these cultures
A Novel Approach for Extensive Reading Success:through various programs designed for mutually
Creative Writing
beneficial learning experiences. This poster displays
Harrell, Darin - Den-en Chofu Junior and Senior Highprogram templates and analyses of questionnaire
Schoolresponses of former participants, working or inSponsored by Nellie's English Books (Shane Corporation
graduate programs, describing how PBL impacted
Ltd.)
them.
With the objective of combining extensive reading andcreative writing, a graded reader writing competition
11:00 - 12:30 PM, Room: 2nd Floor Lobby
was held among students at a private school in Tokyo,
Japan. Twelve student writers completed novels which(Poster Session)
The Facilitation of Learner Autonomy Through the were then made available on the Xreading website sothey could be read and rated by students around theUse of Learning Logs
world as well as a panel of volunteer judges. The
Moreau, Robert - Meiji University
presenter will discuss the process that was used, sharesamples, and ideas for expansion.
This poster presentation discusses the facilitation oflearner autonomy through the use of individual andcollaborative learning logs by first-year university

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:35 - 12:00 PM, Room: Online Room 3 (Prerecorded)

Presenters and participants will be also invited to share
their thoughts in the LD SIG's newsletter.

Facilitating Intercultural Encounters ThroughRecorded Interviews

1:55 - 2:20 PM, Room: 504

Ostman, David - Kumamoto Gakuen University

Using Advising Tools to Foster Reflection in the
Language Classroom

In attempting to develop intercultural competence,learners in local settings often lack meaningfulencounters with members of different socioeconomic
and cultural backgrounds. This presentation introduces
a database of immigrant interviews compiled in 2021
for use in a class created to help university learners
engage in perspective taking from multiple viewpoints.

Goncalves, Jeffrey - Kanda University of International
Studies; Castro, Eduardo - Kanda University ofInternational Studies; Polczynska, Malgorzata - Kanda
University of International Studies

This hands-on workshop provides participants with atheoretical background and practical resources tofoster reflection on language learning in the classroom.
12:45 - 2:15 PM, Room: 2nd Floor Lobby, LDSIG Specifically, two advising tools (the wheel of language
learning and the motivation graph) will be introduced
FORUM
to participants, along with suggestions for their
Reflecting on Challenges and Achievements inclassroom use to promote interactive discussion-based
Diverse Learning Environments
reflections.
Bennett, Phillip A. - Kanda University of International
Studies; Dilenschneider, Robert - Jichi Medical
3:50 - 6:00 PM, Room: SP 4F 1
University; Green, Louisa - Saint Michael's International
Graduate Student Showcase for Akita
School; Ikeda, Ken - Otsuma Women's University;
Imamura, Yuri - Tokyo Kasei University; Kuziw, Michael International University
Yokokura, Yuto - Akita International University;- Jin-ai University; Minami, Arisa - Otsuma Women's
Febriyanti, Nabila - Akita International University;
University; Naganuma, Naeko - Akita International
Zhou, Ying - Akita International University; Zhang,
University; Onoda, Sakae - Juntendo University;
Wenxin - Akita International University
Paydon, Steven - Rikkyo University; Sato, Rana Otsuma Women's University; Shiobara, Frances - SaintThis is the graduate student showcase for Akita
Michael's International School; Song, Katherine International University
University of the Ryukyus; Togawa, Yuki - Akita
International University; Wilkins, Michael - SaintMichael's International School; Yarwood, Amelia Research Institute for Learner Autonomy Education

4:25 - 5:55 PM, Room: 2nd Floor Lobby (Poster

Sesion)Learners' Experiences, Agency and Willingness
This forum reflects on learning and teaching challenges to Communicate: ERT and Afterand achievements in different learning environments
Head, Ellen - Miyazaki International College(e.g., elementary, secondary, tertiary, language
school, and adult learning). Through sharing narratives
Our presentation reports a study of students'
and practitioner research, we explore educational
willingness to communicate, in 2020 and 2021, andpuzzles and practices in learner development. The
ongoing. During ERT, students were surveyed toforum examines topics such as environmental dynamics
compare their feeling of being able to communicate
and relationships, emotional aspects of learning, andand willingness to communicate, online or face-toinnovative planning and assessment practices.
face. Results in 2020 suggested students felt more able
than willing to speak online. The difference narrowed

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD
in 2021. Follow-up interviews provided rich data
enabling us to learn from students how they exercised
agency and which pedagogic interventions helped.

5:00 - 5:25 PM, Room: 501
Developing Our Students' Voice in English
Chong, Chia Suan - National Geographic Learning
Sponsored by National Geographic Learning

In this workshop, participants will learn about aninnovative one-day English communication-oriented
seminar for high school students intending to study inthe fields of science and technology at university. Each
year, 40 students from throughout Japan join the
program and work in teams on small engineering
projects in English. Teams plan, construct, and trial
their projects before a final demonstration. We
present data from student feedback and discussseminar development.

For many students, English is a tool for international
communication. But how much ownership do they feelof English? How confident do they feel about speaking 6:45 - 7:10 PM, Room: 506
Young Learners' Metacognition
up in a group conversation? Are they able to express
their identity in a conflict situation? This talk explores Vargas, Eliseo Jr. - Sophia University
the importance of helping students develop theirrelationship with English, and considers the strategies This presentation discusses the findings of a study thatand the practical activities we can use to help students aimed to teach young learners (grades 4 to 6)
metacognitive strategies and see whether it has effects
make English their own.
on their English proficiency and attitude towards
learning the language. The presenter also gives
6:10 - 6:35 PM, Room: 506
recommendations on how to teach metacognitive
Student Approaches to Language Learning During
strategies to elementary-age children.

Holidays

Bates, Daniel - Chuo University
How do learners study and use English during thesummer and winter vacations? The presentation
analyses student responses to this question,
considering how language loss and learner autonomy
are viewed by students and what they do to informtheir learning during breaks from formal instruction.
This research finds that many students are not taking
enough responsibility for their own learning during theholidays and offers pedagogic ideas to help instructors
combat this.

6:45 - 7:10 PM, Room: 410
Student Approaches to Language Learning During
Holidays
Kidd, Josh - Utsunomiya University; Winn, Luke Hakuoh University

Sunday, November 13
10:45 - 12:15 PM, Room: Online Room 1(Prerecorded)
Motivation in Self-Access Learning: Listening toStudent Experiences
McCrohan, Gerardine - Kagawa University; Yamada,
Etsuko - Hokkaido University; Thornton, Katherine Otemon Gakuin University
Staying motivated is one of the most difficult aspectsof learning a language beyond the classroom. In thisyear's JASAL forum, we will explore issues related tolearner motivation through two presentations anddiscussion. Gerardine McCrohan will share results (inEnglish) of a study of regular self-access center users,
while Etsuko Yamada will report (in Japanese) on a
project which investigated the impact on students ofhearing international students' stories of their language
learning experiences.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

10:45 - 1:30 PM, Room: SP 4F 1

11:20 - 11:45 AM, Room: SP 4F 2

Graduate Student Showcase for Soka University

Understanding the Process of Generating Text in
Academic Writing

McCrohan, Gerardine - Kagawa University; Yamada,
Etsuko - Hokkaido University; Thornton, Katherine Otemon Gakuin University

Walker, Michael - Asia University

Mastering academic writing is one of the biggest
This is the graduate showcase for Soka University, part challenges for tertiary level students. Through the useof the joint GSS with Kobe University of Foreign Studies of think aloud protocols, this presentation will look at
and University of Birmingham
how a freshman student navigates moving between her
ideas and converting them into text and what writing
instructors can learn from this crucial moment of thewriting process.
10:45 - 1:30 AM, Room: SP 4F 1

Graduate Student Showcase for University ofBirmingham

11:20 - 12:50 PM, Room: 2nd Floor Lobby

McCrohan, Gerardine - Kagawa University; Yamada,
Etsuko - Hokkaido University; Thornton, Katherine Otemon Gakuin University(Poster Session)
Getting the Message: Immersive Reader Software
to Build Learner Motivation

This is the graduate student showcase for the
University of Birmingham which is to be held as a partof a joint GSS with Kobe City University of Foreign
Studies and Soka University

Burke, Alexandra - University of Shiga Prefecture

Immersive reader is a tool that brings text to life forreaders of all levels, including those with learning
differences. It can convert text-to-speech, break words
into syllables, label and color-code parts of speech,
and translate by word or document into many
10:45 - 11:10 AM, Room: SP 4F 2
Fostering Autonomous English Learning Through languages with fully customizable user settings. It also
has a built-in contextual word/picture dictionary. In
Speaking Activities in SHS
this poster presentation, I will demonstrate how to use
Miura, Shuntaro - Akita International University
this accessibility tool to boost learner confidence.

11:20 - 11:45 AM, Room: Online Room 3 (LIVE)Using a Digital Platform to Promote
Collaborative Note-Taking
Otsuru, Sophie - Juntendo University
This presentation will describe how a top-tieruniversity in France managed to solve a number ofissues faced by international students and their facultyby also involving domestic students in the process oftaking notes through a collaborative digital platform(Bouchet, 2019). The collaboration between thesedifferent groups broke the isolation of international
students, improved all students' background knowledge
in the topic, and alleviated content lecturers'
concerns.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:20 - 12:50 PM, Room: 2nd Floor Lobby

11:55 - 12:20 PM, Room: Online Room 3(Poster Session)
Transferring Knowledge and Skills to New
Contexts: Learner Perspectives(Online - Prerecorded)
Longitudinal Changes in Linguistic Features andScores in EFL Writing

McCarthy, Tanya - Kyoto University

Kim, Minkyung - Korea National University of
Education; Kim, YouJin - Georgia State University;
Kang, Sanghee - Georgia State University

Many educators question if learners apply theknowledge and skills taught in L2 courses to otherareas of their lives or if it simply stops at the classroom This study examined changes in writing scores anddoor. This research examined knowledge transfer and linguistic features found in EFL beginning-level
found that students indeed use specific knowledge and learners' argumentative writing to shed light on theirskills learned in the L2 classroom in other areas andlongitudinal relationships. Forty-four Japanese
vice versa. The presenter will discuss the knowledge
beginning-level EFL university students produced six
and skills which benefitted learners and how this canargumentative essays over nine months. Various
help with L2 course development.
lexical, syntactic, and cohesive features wereanalyzed. Findings indicate that writing scores overtime were predicted by greater use of sophisticatedcontent words, higher proportions of trigrams
11:55 - 12:20 PM, Room: Online Room 2
frequently used, longer T-units, and greater use of(Online - Prerecorded)
logical connectives.

Effects of Grammar Instruction on Different L2
Proficiency Level Learners

Lee, Shzh-chen Nancy - Osaka University
This study examined the effects of grammar instruction
on speaking development. While it has been found by
previous studies that form-focused instruction
improves L2 speaking, it remains uncertain whether
the same effects would apply to learners of different
proficiency levels. The week-to-week trajectorychanges in three learners (beginner, intermediate, andadvanced learners) were qualitatively examined.
Differences and similarities in their changes, in termsof speaking complexity, accuracy, and fluency will bepresented.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

11:55 - 12:20 PM, Room: SP 4F 2

12:30 - 12:55 PM, Room: 410

Ways of Thinking: Navigating the Transition toHigher Education

Fostering Student Engagement During the Chaos
of a Pandemic

Laurence, David - Chubu University

Yamamoto, Kie - Wayo Women's University

This presentation will describe the author's ongoing
research with Japanese university English majors froma variety of socioeconomic and educational
backgrounds. It will compare and contrast thesestudents' experiences with the transition to university
from secondary school, and with integration into
university social and academic life, and how these two
sets of experiences can sometimes be related tosuccess in higher education.

12:30 - 12:55 PM, Room: SP 4F 2

In the ongoing pandemic, navigating learners towards
autonomous learning has been a great challenge forteachers. This presentation explores how motivational
support in an English classroom was perceived by agroup of university students in Japan during the
pandemic. Qualitative data were collected toinvestigate their perceptions of learning experience in
2021 from a motivational perspective. Based on thefindings, the presenter will share strategies forteachers to (re)generate student engagement in theirclassrooms.

Fostering Global Citizens With Skills for theInternational Marketplace

1:05 - 3:50 PM, Room: Online Room 3 (Online

Wang, Marian - Konan University

Live)
Graduate Student Showcase for Tsuda University–
A

The presenter will demonstrate how university
students from Japan, Europe, China, and Taiwan
Kizaki, Tomoko - Tsuda University; Godo, Reiko collaborated online on a project that culminated in a
Tsuda University; Kikuchi, Yuna - Tsuda University;competition to present their business proposals to a
Kobayashi, Hirona - Tsuda University; Ikeya, Sara global company. Feedback on student learning andTsuda University
interviews with students and a company representative
indicated that students developed the communication This is the first part of the graduate student showcase
and research skills needed in the international
for Tsuda University.
marketplace. More guidance on time management andpreparing business proposals would have furthered
their development as global citizens.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

1:05 - 3:50 PM, Room: Online Room 3 (Online

1:40 - 3:50 PM, Room: SP 4F 1

Live)
Graduate Student Showcase for Kanda
Graduate Student Showcase for Tsuda University–B University of International Studies

1:05 - 1:30 PM, Room: SP 4F 2

Sugahara, Naomi - Kanda University of International
Studies; Arai, Yumi - Kanda University of International
Studies; Noda, Tomoko - Kanda University ofInternational Studies; Suzuki, Masaya - Kanda
University of International Studies; Kawasaki, Noriko Kanda University of International Studies; Shimada,
Takuya - Kanda University of International Studies
This is the graduate student showcase for Kanda
University of International Studies

Zoom Chat With Teachers: Student Views of an
Online Self-Access Lounge

1:40 - 2:05 PM, Room: SP 4F 2 (Online -Koyama, Yoko - Tsuda University; Takahashi,
Yukari - Tsuda University; Yahagi, Miki - Tsuda
University
This is the second part of the graduate student
showcase for Tsuda University.

Modell, Christopher - Seikei University; Hoffman
Aoki, Quenby - Rikkyo University

Prerecorded)
Encouraging Students to Interact in English in
Class

An important goal of self-access language lounges is to Onoda, Sakae - Juntendo University
provide English learners opportunities to practice thetarget language in an informal and low-stressThis workshop will explore effective teachingenvironment. Following the shift to an online format in techniques for teaching English through English as thespring 2020, the presenters surveyed student
instructional and interactional language. For theseparticipants of their university's self-access lounge,
techniques to be effective, it is essential that students
Zoom Chat with Teachers, to improve and enhance
initiate communication and interact with each other
their learning experiences. Results of the survey, along using English. Based on this postulation, this workshop
with practical ideas for engaging and motivating
will explore teaching ideas that encourage and enable
students in this context, will be discussed.
students to use English actively during class. A range of

1:05 - 2:05 PM, Room: 501

tasks will be introduced for participants to employ intheir own classrooms.

Helping Students Become Effective International
Communicators

2:15 - 2:40 PM, Room: SP 4F 2

Chong, Chia Suan - National Geographic Learning

Project-Based Learning for Language Volunteers

Many of our students will be using English tocommunicate with people from around the world.
Students will need to mediate interactions with people
from different cultural backgrounds, whileaccommodating, adapting and accurately interpreting
their conversation partners. This is an interactive
workshop with practical lesson ideas that can stimulatereflection and speaking practice through criticalthinking activities, storytelling and a touch of drama tohelp learners become better international
communicators.

Yoshimuta, Satomi - Kwassui Women's University

学習者ディベロプメント研究部会 <http://ld-sig.org>

This presentation will focus on a PBL class titled"Language Volunteer Seminar" that aims at helping
students of English to learn to serve as language
volunteers and how it was developed. It will
explain three projects: promotional assistance forpeace talks by atomic bomb survivors, needs
assessment of international students, and creative
video project to guide foreigners to theappreciation of the old historic areas of the city.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

2:50 - 5:00 PM, Room: 405
Graduate Student Showcase for Temple
University, Japan Campus

4:00 - 4:25 PM, Room: 409
Encouraging Learners to Share: New Ways of
Learning, New Ways of Teaching

Ishii, Aquanna - Temple University, Japan Campus;
Tuttle, Terry - Temple University, Japan Campus;
Parsons, Andre - Hokkaido University of Education,
Kline, Mandy - Temple University, Japan Campus;
Hakodate Campus
Mullin, Betram - Temple University, Japan Campus;
Encouraging students to share their learning
Nagai, Emi - Temple University, Japan Campus;
Wagner, Shannon - Temple University, Japan Campus experiences can be beneficial for both the learners
involved as well as the teacher, as such opportunities
may allow them to gain potentially useful resources
This is the graduate student showcase for Temple
and ideas to use in their own learning and teaching.
University Japan
This presentation will describe a project in which
students are asked to do just that. Attendees will learn
the steps and challenges involved in such a project.
3:25 - 3:50 PM, Room: 410
Samples and feedback will also be presented.

Powerlessness and Empowerment: JapaneseStudents' Study Abroad Reflections

4:00 - 4:25 PM, Room: 410
Ballou, Kevin - Kindai University, Faculty of
Learner Development SIG Annual General Meeting
Architecture
Welcome one and all! Come and join us. We will
This presentation reports on a two-year study of thereview the year and talk about our hopes for 2023.
challenges faced by Japanese students during theThis is a great opportunity to tell us about youradjustment phase of their study abroad experience.
hopes too. Can't wait to see you there. 皆さん、ようTwo cohorts of female Japanese students were asked
to keep a journal on their thoughts and experiences
こそ ! 今年を振り返り、2023 年に向けての抱負を語り
during their pre-pandemic, five-week study abroad
ます。 この機会にあなたの希望もお聞かせください。
programs in Australia. The students' reflections provide 皆様のご参加をお待ちしております。
insight into a wide range of interests, expectations,and anxieties, as well as feelings of both powerlessness
and empowerment.

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD

4:00 - 5:00 PM, Room: 413
The Impossible Dream: Introducing a Coursebook
for Extensive Reading
Harris, Justin - Kindai University; Leeming, Paul Kindai University

Monday, November 14
10:35 - 10:55 AM, Room: 407
Impact of Implicit Learning on Communication
Confidence

Nakagawa, Hiroyo - Osaka Jogakuin College
Many language teachers implement extensive reading(ER) in their classes in the knowledge that it will
With technological developments, flipped classrooms
benefit learners' language development. However, it
can be difficult to create entire courses around ER, and have been paid attention to. To examine the impact ofimplicit learning on 17 Japanese students'
some institutions require a compulsory textbook forcommunication confidence, in-class collaborative preeach course. This presentation describes thewriting discussions and group presentations weredevelopment (and completion) of a four-skills
assigned. Then, students submitted summaries throughcoursebook seamlessly integrating an ER program
Google Classroom and received implicit instruction. In
through Xreading.com. The book is designed with aaddition, students reflected on their writing to buildtask-based approach featuring engaging and relevant
rapport with the instructor. Qualitative results indicate
topics for learners.
that the students became self-confident through the
instructor's and peers' motivating comments.

4:35 - 5:00 PM, Room: 409

Successful Virtual Asynchronous Cross-Cultural
Projects Using Hello Talk
Sato, Kate - Hokkaido University of Science
In 2021, first-year Japanese science majors used theHello Talk (HT) app as a platform for an asynchronous
virtual cross-cultural project (AVCP) thus facilitating
the authentic use of English to interact with nonJapanese partners. The goals, the assignments in the
project, and the outcomes will be presented with
examples of data and practical information forteachers wishing to conduct an AVCP.

10:35 - 10:55 AM, Room: 410
Measuring Students' Learning in a Literature in
CLIL Context
Redlich, Jeremy - Fuji Women's University; Pattison,
Steven - Ritsumeikan Asia Pacific University
This presentation addresses two issues concerning theutilization of literature in language-learning contexts:
1) setting practical and pedagogically-sound learning
goals that contribute to students' motivation and 2)
measuring the extent to which the goals are met. After
explaining the rationale for, and function of, threeoverarching learning objectives–communicativecompetence, critical thinking, and global mindset–wewill report on the development of methods formeasuring how satisfactorily these goals are met.

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11:05 - 11:30 AM, Room: 407

11:40 - 12:05 PM, Room: 410

Flipping the Peer-Feedback Framework

Engagement and Co-creativity in Project-Based
Language Learning

Robertson, Zachary - Yamaguchi University

Cleminson, Tim - Kawasaki Medical Welfare
University

Peer feedback has traditionally been understood interms of the assessed student, but developments ingeneral education theory suggest performing theThis presentation will introduce hybrid creative PBL toassessment may provide learners with as much, ifcreate learning materials. The researcher will outline
not more, pedagogical benefit. This presentation will course design, student work, and learning narratives.
introduce an assessor-oriented model for peer
Findings suggest co-creative engagement enabled selffeedback in the context of language learning, first
directed learning, autonomy, and relatedness.
comparing it to the traditional model before
However, long-term tasks proved difficult for some
exploring potential insights teachers could gleangroups to manage. Attendees should leave thefrom students by flipping their perspective on thispresentation with some practical ideas about how to
popular activity.
implement creative PBL and an increased
understanding of how students and teachers
experience the educational affordances this approach
11:40 - 12:40 PM, Room: 407
generates.
Autonomy of English Language Learners: A

Review of Research and PracticeChong, Sin Wang - University of St. Andrews

12:15 - 12:40 PM, Room: 407

Video Recordings and Linguistics Outcomes in a
In this presentation, we reported on a scoping review Poster Presentation Courseof 61 empirical studies on English language learner
Elwood, James - Meiji University; Kawano, Madoka autonomy. The results show a rich array of
Meiji University; Cvitkovic, Robert - Teikyo
conceptualizations and numerous operationalizations University
in addition to a somewhat limited use of evaluations.
We draw from this a number of implications forWith the rapid expansion of online teaching because of
research. We encourage researchers to make explicit the COVID-19 pandemic, various affordances available
their theoretical frameworks and extend their
online deserve scrutiny for potential benefits in theinvestigation to the role of language learning beyond virtual language classroom. This study examines thethe classroom in promoting learner autonomy.
creation and use of video recordings in a university
English poster presentation course, which evinced
positive linguistic effects from the student presenters.

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5th CEGLOC Conference
The Learner Development SIG has
been working with the University ofTsukuba and the JALT Ibaraki
Chapter to put on an online conference. The
conference is the 5th CEGLOC Conference on“Autonomous and Interactive Practices in
Language Learning”. It’s an online conference on
December 3, 2022.
Overall Information
There are two zones in this conference: apresentation zone and a collaborative workshop
zone. The conference program is now available
online.
Choice 1 - Enjoy the Show
• I just want to attend! OK, great! Sign-up
here by November 25, 2022.
Choice 2 - Contribute to the LD Workshops• I want to join the LD collaborative
workshops!
• My students want to join the workshops!
• I would like to facilitate student sessions!
Great! Follow the instructions below!
NEW: “Learner Development CollaborativeZone”
In parallel to the main event, there are twoworkshops called the “Learner Development
Collaborative Zone”. These workshops are looking
for contributions from students and teachers. The
workshops are very similar to the CCLT workshops
the LD SIG has done in the past.
There will be two sessions:
1. A morning session where Japaneseand overseas students share personal learning
stories related to autonomy in small groups.
2. An early afternoon session where
teachers share, in small groups, personal stories
and engage in discussions about autonomy in small
groups.

学習者ディベロプメント研究部会 <http://ld-sig.org>

The workflow of the workshops can be foundthrough these links:
Student Workshop (morning)
Teacher Workshop (afternoon)
How to Sign-Up
To sign-up and register is a 3-phase process:1) sign-up to the LD Zone
(English/Japanese versions; 英日版)
2) upload a personal story to flip in
English, and
3) register for the full conference.
The links below are for teachers andstudents to separately use. If you do 1, 2 and 3,
you are registered and ready to go. You can see
examples of the videos before you post your own!
Students Links
1) Sign-Up:
https://forms.gle/cnDNbSdmzboNf8U182) Upload a personal story about learnerautonomy https://flip.com/204f0888
3) Final Registration to main conference
https://docs.google.com/forms/d/e/1FAIpQLSe3n
N7fVh35SzPENVXe4W73NIsJO0MrgoMHmF5XWzgVSWUA/viewform
Teacher Links
1) Sign-Up:
https://forms.gle/cnDNbSdmzboNf8U182) Upload a personal story about learnerautonomy https://flipgrid.com/39f3deb2
3) Final Registration to main conference
https://docs.google.com/forms/d/e/1FAIpQLSe3n
N7fVh35SzPENVXe4W73NIsJO0MrgoMHmF5XWzgVSWUA/viewform
Deadlines
Sign-up and Video Upload - November 20th 11:59
pm
Final Registration for Event - November 25th 11:59
pm

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Learning Learning『学習の学習』 29 (2): LOOKING FORWARD
Please note the number of student
participants is limited to 50 in total per session,
with 8 students maximum per institution. When
this number has been reached, the forms will beclosed. If you have any questions, please reply tothis email, or contact us at ld@jalt.org
Please share this exciting opportunity withyour colleagues and students and encourage themto take part!
We are looking forward to seeing you at theConference in December.

JALT 2022… and beyond
JALT 2022 LD SIG Forum
November 12th, 12:45-2:15 pm,
2nd Floor Lobby
In November, we have the JALT 2022 LD SIG
Forum, Reflecting on challenges andachievements in diverse learning environments.
This should be a fascinating face-to-faceforum. Many thanks to the presenters and theprogram team who have worked so hard to put
it on. I am really looking forward to Akiko
Takagi, Szabina Ádámku, and Eileen Yap hosting
the event after their wonderful preparation andcoordination on this project.

LD SIG AGM
November 13th, 16:00-16:45 pm,
Room 410
Also, at JALT 2022, we will have the LD SIG
AGM. At this event, members and officers will
come together to review the year, introduce
new officers and talk about the opportunities
for the SIG in 2023. Everyone is welcome tojoin and discuss topics related to the LD
SIG. So, please come along and tell us yourthoughts and feelings about the SIG.
We Always Need Officers
We are looking for volunteers to join the main
officer teams: Programs, Publicity,
Membership, Publications, and the GetTogether team. These positions are a great
way to meet people and aid your professional
development.

If you are interested in taking one or more roles
in our SIG, please contact the Co-Coordinators
at ld@jalt.org.

Newsletter of the JALT Learner Development SIG <http://ld-sig.org>

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