www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

IAFOR has entered into a number of strategic partnerships with universities across the world to form
the IAFOR Global Partnership Programme. These academic partnerships support and nurture IAFOR’s
goals of educational cooperation without borders, connecting the organisation with institutions thathave an international and internationalising profile, and a commitment to interdisciplinary research.
The IAFOR Global Partnership Programme provides mutual recognition and scope for Global Partner
institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.
Programme Design by Thaddeus Pope, IAFOR Media/iaforjapan@iafor.official@iafor (#iafor)
www.acll.iafor.org

Conference Theme:“Independence & Interdependence”
The duality of our theme speaks to how each of us as learners, teachers, and researchers – people
curious about the world and our place in it – act together to educate. We each bring our independent
individual variables to any teaching and learning situation, yet work interdependently to learn fromeach other and create new connections and meanings.
Language learning and teaching are at once highly personal and individual while also social andembedded in an ecology of inter-relationships. Independence and interdependence cannot exist
without each other, so how should this tension and integration inform our academic inquiry into
language learning research and practice? Research in self-regulation, self-determination, learnerand teacher autonomy, and motivation for language learning is one of several ways to approachthese questions, and our host country for this conference, Japan, is a center for such work.
This conference provides opportunities to explore psychological, theoretical and practical aspectsof language learning. Whether one’s focus is the impact of technology or the integration of emotions
into the classroom, we can and must all rely on each other to best serve students and support themin becoming autonomous, independent language learners who can be successful in an increasinglyinterconnected and interdependent world. An international, intercultural, and interdisciplinary
conference such as this brings us together; to surprise, support, and learn from each other.
This conference is organised by IAFOR in association with the IAFOR Research Centre at the Osaka
School of International Public Policy (OSIPP) in Osaka University, Japan.

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Letter of Welcome
Dear Colleagues,
Welcome to the 9th Asian Conference on Language Learning(ACLL), and to the wonderful city of Tokyo!
In the global political context, we are witnessing increasing
authoritarianism and nationalism, where othering, dehumanising,and policies of exclusion abound in countries which have
until recently served as more positive models of inclusion. As
individual nations struggle to provide safety and security to theirown citizens, identity-based politics thrive, and the internationalrules-based system and supranational organisations such as
the UN and EU are facing crises of legitimacy. What, you may
ask does the geopolitical context have to do with language teaching?
It is important to underline that language teaching is a great responsibility. It is both a privilege
to be able to introduce the keys that open cultures and peoples and a duty to teach in a waythat introduces the “other” in a way that cultivates both interest and respect, as opposed tocondescension, fear and distrust. While subjects such as biology and mathematics allow limited
scope for straying from the curriculum, foreign language classes offer an opportunity to explore
content across the disciplines, and to introduce and unlock the hitherto unknown. The best
language teachers introduce different cultures and content, exciting curiosity in their students
and a desire to explore, experience and engage with the world themselves. As a former language
teacher myself, I would argue that the IAFOR mission would and should align with that of every
individual language teacher, in being dedicated “to encourage interdisciplinary discussion, tofacilitate intercultural awareness and to promoting international exchange”.
For the past ten years, IAFOR has brought people and ideas together in a variety of events andplatforms to promote and celebrate interdisciplinary study, and underline its importance. In thelast twelve months, we have engaged in many cross-sectoral projects, including those with
universities (the University of Barcelona, Hofstra University, UCL, University of Belgrade andMoscow State University), think tanks (the East-West Center, and the Asia Pacific Higher Education
Research Partnership), as well as collaborative projects with the United Nations in New York, andmost recently with the Government of Japan through the Prime Minister’s office. With the IAFOR
Research Centre at the Osaka School of International Public Policy at Osaka University, we haveengaged in a number of interdisciplinary initiatives we believe will have an important impact on
domestic and international public policy conversations.
If you enjoy this event, and I have every confidence that you will, then I suggest you might consider
attending The European Conference on Language Learning, held at UCL’s Institute of Education,
London, in July (ECLL); The Asian Conference on Education, held here in Tokyo in October (ACE),
the IAFOR Conference on Higher Education Research (CHER) held at Lingnan University, Hong
Kong and in affiliation with the Centre for Global Higher Education in November; or the IAFOR
International Conference on Education (IICEHawaii) in Honolulu in January 2020, held in partnershipwith the University of Hawai’i at Mānoa. It is through our conferences that we expand our networkand partners, and I have no doubt that ACLL will offer a remarkable opportunity for the sharing ofresearch and best practice, for the meeting of people and ideas. I expect the resultant professional
and personal collaborations to endure for many years.
For those of you that are active on social media, please feel free to share your conference photos
and join the conversation on Instagram and Twitter using the hashtag #IAFOR.
I look forward to meeting you all.
Dr Joseph Haldane
Chairman and CEO, IAFOR
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Organising Committee

Steve Cornwell

Joseph Haldane

Satoko Kato

Barbara Lockee

Jo Mynard

Diane Hawley Nagatomo

Ted O’Neill

Mika Tamura

Kyungsook Yeum

IAFOR & Osaka Jogakuin University, Japan

Virginia Tech., USA

Gakushuin University, Japan

IAFOR

Kanda University of International Studies(KUIS), Japan

Kyushu University, Japan

Kanda University of International Studies(KUIS), Japan

Ochanomizu University, Japan

Sookmyung Women’s University,
South Korea

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Conference
Guide
Conference at a Glance
Room Schedule
Lunch & DinnerDirections & Access
Floor Guide
General Information
Presentation Guide
IAFOR Membership
Professor Stuart D. B. Picken (1942–2016)
IAFOR Publications
IAFOR Academic Grant & Scholarship Recipients

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May 16, 2019

Thursday Morning at a Glance
09:00-09:30		

Conference Registration & Morning Coffee | Orion Hall Foyer (5F)

09:30-09:45
			Announcements & Welcome Address | Orion Hall (5F)
Recognition of IAFOR Scholarship Winners | Orion Hall (5F)

09:45-10:30
						

Keynote Presentation | Orion Hall (5F)
The Interdependence of Language Teacher and Learner Wellbeing
Sarah Mercer, University of Graz, Austria

10:30-10:45		

Coffee Break | Orion Hall (5F)

10:45-11:30
Keynote Presentation | Orion Hall (5F)
			Gender, Race and Other Factors:			Being a Member of Multiple Communities			
Keiko Sakui, Kobe Shoin Women’s University, Japan
11:30-11:45

IAFOR Documentary Photography Award | Orion Hall (5F)

11:45-12:00		

Conference Photograph | Orion Hall (5F)

12:00-13:00		

Lunch Break | Orion Hall (5F)			(Continued on the following page).

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May 16, 2019

Thursday Afternoon at a Glance
13:00-13:45
						Keynote Presentation | Orion Hall (5F)Transforming Passive TV Viewing into Language Learning with AI
Masaya Mori, Rakuten, Inc, Japan

13:45-14:30
						

Keynote Presentation | Orion Hall (5F)
CLIL – Consolidating Integration
Phil Ball, Author and Journalist, UK

14:30-14:45		

Coffee Break | Orion Hall (5F)

14:45-15:45

Conference Poster Session & Coffee | Orion Hall (5F)

15:45-17:00
Featured Panel | Orion Hall (5F)
			Supporting Learners and Learning from Outside the Classroom:			
An Interdependent Multidisciplinary Approach			Yasmin Dean, Mount Royal University, Canada			Satoko Kato, Kanda University of International Studies, Japan
			Jennie Roloff Rothman, Kanda University of International Studies, Japan			Mary Sengati-Zimba, Zayed University, United Arab Emirates
			Moderators: Jo Mynard, Kanda University of International Studies,			Japan, and Ted O’Neill, Gakushuin University, Japan
17:30-19:00
			Conference Welcome Reception | Garb Central
Meet in the Toshi Center Hotel Lobby at 17:15

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May 17, 2019

Friday at a Glance
09:00-10:40

Parallel Session I

10:40-10:55		

Coffee Break

10:55-12:35

Parallel Session II

12:35-13:30		

Lunch Break

13:45-14:45

Parallel Session III

14:45-15:00		

Coffee Break

15:00-15:50

Parallel Session IV

15:50-16:00		

Coffee Break

16:00-16:45
Featured Presentation | Room 603 (6F)			The Power of Randomness: Lessons from (Mobile) Gaming 					and Behavioral Economics
			
Marco Koeder, J. Walter Thompson Japan, Japan
18:00-20:00
			

Official Conference Dinner (optional extra)
Meet in the Toshi Center Hotel Lobby at 17:15

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May 18, 2019

Saturday at a Glance
09:00-09:15		

Coffee and Tea

09:15-10:55

Parallel Session I

10:55-11:10		

Coffee Break

11:10-12:25

Parallel Session II

12:25-13:30		

Lunch Break

13:30-14:45

Parallel Session III

14:45-15:00		

Coffee Break

15:00-16:40

Parallel Session IV

16:40-17:00

Closing Session | Room 704 (7F)

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Plenary Session

Break

Plenary Session

IAFOR Documentary Photography Award

Conference Photograph

Lunch

Plenary Session

Break

Poster Presentations

Plenary Session

Welcome Reception (at Garb Central)

09:30-10:30

10:30-10:45

10:45-11:30

11:30-11:45

11:45-12:00

12:00-13:00

13:00-14:30

14:30-14:45

14:45-15:45

15:45-17:00

17:30-19:00

Orion (5F)

Thursday Schedule | May 16, 201910 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)–

Featured Presentation

16:00-16:45

WorkshopTechnology

Autonomy

15:00-15:50

14:45-15:00

13:45-14:45

12:35-13:45

10:55-12:35

10:40-10:55

09:00-10:40

Room 603

Break–

Identity–

Break

Lunch Room

Non-English Language Teaching

Teacher Development

Room 604–

Academic Writing

WorkshopPsychology

Methodology

Room 605–

Achievement/Proficiency–

Literature

Technology

Room 607

Friday Schedule | May 17, 2019

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Methodology

Technology

Closing Session

15:00-16:40

16:40-17:00

–

Break

14:45-15:00

Culture13:30-14:45

Feedback

Lunch Room

12:25-13:30

CLIL

Motivation

11:10-12:25

Methodology & CLIL

Break

Writing

Room 705

10:55-11:10

09:15-10:55

Room 704–

Teacher Development–

CultureCurriculum Development

Room 707

Saturday Schedule | May 18, 201912 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Lunch & Dinner
Lunch on Thursday, Friday and Saturday is included in the conference registration fee. Lunch is by
pre-reservation only and is available at the below times. If you ordered lunch, you can come to theregistration desk and collect your lunch box.

Lunch Times
Thursday, May 16		Friday, May 17			
Saturday, May 18		

12:15-13:15		
12:30-13:30		
12:30-13:30		

Orion (5F)
Room 702 Foyer (7F)
Room 702 Foyer (7F)

Conference Dinner
The Conference Dinner is a ticketed optional event (5000 JPY) on Friday, May 17.
The Conference Dinner is held in a private function room at a restaurant near the conference
venue, and offers conference participants an excellent chance to enjoy delicious food in a relaxedsetting while getting to know each other and making new connections outside the main conference
environment.
Conference Dinner attendees should meet in the Lobby (1F) of the Toshi Center Hotel at 17:15 on
Friday, May 17. The group leaves for the restaurant at 17:30. Please remember to bring your nametag to the Conference Dinner. Dinner starts from 18:00.
Restaurant name: Watami Akasakamitsuke 坐・和民 赤坂見附駅前店
Restaurant address: 107-0052, Akasaka, Minato-ku, Tokyo 3-9-4, Akasaka fan and buildings 2 ·3F
住所〒107-0052 東京都港区赤坂3-9-4 赤坂扇やビル2・3F

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Toshi Center Hotel

Directions & Access

The Toshi Center Hotel Tokyo is located in the Nagata-cho business district of Tokyo. Access tothe hotel is convenient by Tokyo Metro from Nagatacho Station, Kojimachi Station and Akasakamitsuke Station.

From Narita International Airport
By Rail
1. From Narita Airport (all terminals) take the Narita Express to Tokyo Station.
2. Transfer to the JR Yamanote Line (Clockwise towards Shinagawa) from Tokyo Station and get off
at the next stop, Yurakucho Station (JY30).
3. From Yurakucho Station transfer to the Tokyo Metro Yurakucho Line (Y18).
4. Get off at Nagatacho Station (Y16).
5. Exit the station at exit 9b and cross the street. Follow the walkway straight for about 100 meters.
The Toshi Center will be on your right, and there are signs in both Japanese and English.

By Airport Limousine Bus
From Narita Airport take the airport limousine bus to Tokyo Garden Terrace Kioicho. Tokyo Garden
Terrace Kioicho is located across the street from the Toshi Center Hotel.

From Haneda Airport
By Rail
1. Take Tokyo Monorail at Haneda Airport Station for Hamamatsucho Station
2. Transfer to the JR Yamanote Line at Hamamatsucho Station to Yurakucho Station
3. From Yurakucho Station transfer to the Tokyo Metro Yurakucho Line (Y18).
4. Get off at Nagatacho Station (Y16).
5. Exit the station at exit 9b and cross the street. Follow the walkway straight for about 100 meters.
The Toshi Center will be on your right, and there are signs in both Japanese and English.

By Airport Limousine Bus
From Haneda Airport take the airport limousine bus to Tokyo Garden Terrace Kioicho. Tokyo Garden
Terrace Kioicho is located across the street from the Toshi Center Hotel.

From within Tokyo
Take the Tokyo Metro to Nagatacho Station. Nagatacho Station (Y16, Z04, N07) is served by the
Hanzomon Line (Z), Yurakucho Line (Y), and Namboku Line (N).
Exit the station at exit 9b and cross the street. Follow the road straight for about 100 meters, walking
past the Junior High School. The Toshi Center will be on your right, and there are signs in both
Japanese and English. Family Mart is on the left.

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Address
Toshi Center Hotel 都市センターホテル
Hirakawa-cho 2-4-1, Chiyoda-ku, Tokyo 102-0093〒102-0093 東京都千代田区平河町2丁目4-1
Tel +81(0)3-3265-8211

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Toshi Center Hotel

Floor Guide

Second Floor | 2F

Fifth Floor | 5F

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Sixth Floor | 6F

Seventh Floor | 7F

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General Information
Registration
You will be able to pick up your registration pack and name card at the Conference Registration
Desk. The Conference Registration Desk and Publications Desk will be situated at the following
locations during the conference:
Thursday, May 16		Friday, May 17			
Saturday, May 18		

09:00-15:00		
09:00-16:00		
09:00-15:00		

Orion Foyer (5F)
Room 702 Foyer (7F)
Room 702 Foyer (7F)

If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way
they can.

Name Badges
When you check in, you will receive a registration pack, which includes your name badge. Wearing
your badge is required for entrance to the sessions. You must wear your badge at all times during
the conference.

Internet Access
There is free Wi-Fi internet connection at the conference venue. However, this can be unreliable so
we would strongly suggest that you do not rely on a live connection for your presentation.
Instructions on how to connect to the Wi-Fi will be available at the registration desk.

Refreshment Breaks
Complimentary coffee, tea and water will be available during the scheduled coffee breaks. Lightsnacks will be provided once in the morning and once in the afternoon.

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General Information
Printing
For your convenience, we are able to offer a complimentary printing service of up to ten A4 sheets
should you need this. Please ask for assistance with printing and be advised that printing may not
be available at peak times.

Smoking
Smoking is only permitted in designated areas.

What to Wear & Bring
Attendees generally wear business casual attire. You may wish to bring a light jacket or sweater as
meeting rooms are air-conditioned and sometimes cool.

Photo/Recording Waiver
Human interaction through networking and dissemination of this knowledge is at the core of what
IAFOR does as an academic research organisation, conference organiser and publisher. As part of
the archiving of the conference event, IAFOR takes photos in and around the conference venue,
and uses the photos to document the event. This also includes the filming of certain sessions.
We consider this documentation important and it provides evidence of our activities to members,
partners and stakeholders all over the world, as well as to current and potential attendees like you.
Some of these photos will therefore appear online and in print, including on social media. The above
are the legitimate interests of the organisation that we assert under the new European Union law on
General Data Protection Regulation (GDPR). Under this legislation, you have an absolute right to opt
out of any photo. We are committed to protecting and respecting your privacy. Read our full privacy
policy – www.iafor.org/about/privacy-policy

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Presentation Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable databaseof abstracts.

Oral & Workshop Presentations
Oral Presentations are normally scheduled in sessions comprising three presentations, lasting 75
minutes in total. In sessions with two Oral Presentations, the session will last 50 minutes, and in thecase of four Oral Presentations, an extended session lasting 100 minutes will be scheduled.
The time in the sessions is to be divided equally between presentations. We recommend that an Oral
Presentation should last 15–20 minutes to include time for question and answers, but should last no
longer than 25 minutes. Any remaining session time may be used for additional discussion.

Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote
and connected to a LCD projector or LCD screen. If you wish, you may directly link your own PC
laptop, although we advise you to use the computer provided by plugging in your USB flash drive. We
recommend that you bring two copies of your presentation in case one fails, and suggest sending
yourself the presentation by email as a third and final precaution.

Session Chairs
Session Chairs are asked to introduce themselves and other speakers (briefly) using the provided
printouts of speaker bios, hand out the provided presentation certificates at the end of the session,
ensure that the session begins and ends on time, and that the time is divided fairly between thepresentations. Each presenter should have no more than 25 minutes in which to present his or her
paper and respond to any questions. The Session Chair is asked to assume this timekeeping role,and to this end yellow and red timekeeping cards are used as a visual cue for presenters, letting
them know when they have five minutes remaining, and when they must stop.
Please follow the order in the programme, and if for any reason a presenter fails to show up, pleasekeep to the original time slots as delegates use the programme to plan their attendance.

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Presentation Guide
Presentation Certificates
Presenters will receive a certificate of presentation from their Session Chair or a member of staff at
the end of their session.

Conference Proceedings
The Conference Proceedings are published on the IAFOR website (papers.iafor.org), and can be
freely accessed as part of IAFOR’s research archive. All authors may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by June 18, 2019 through the online system. The proceedings will be
published on July 18, 2019. Authors will have PDF copies of their offprints emailed to them by August
18, 2019.

A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own orto those of other presenters. Presenters are reminded that the time slots should be divided fairly andequally between the number of presentations, and that presentations should not overrun.
Participants should refrain from talking amongst themselves and ensure that mobile phones are
switched off or set to silent mode during presentations.

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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics
and scholars of all ages and backgrounds to come together and exchange the latest
ideas, and inform each other’s perspectives through their own cultural and disciplinary
background and experiences. We are able to do this thanks to the exceptional networkof individuals and institutions around the world who support our work and help shape
our exceptional events globally. We emphasise the nurturing and supporting of young
academics from different backgrounds, providing mutual advice and guidance, andoffer more senior academics the chance to forge working relationships outside of
their traditional networks.
In a world where division and strife are underlined and played up in national and local
contexts, and political posturing frequently seeks to ostracise and demonise, IAFOR
is committed to working across cultural and national borders, and to work to bringpeople together. We believe that mature human interaction and academic and cultural
exchange are essential to offering positive versions of the future, where cooperation
happens with individuals and institutions who share a commitment to bridge divides,
to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR missionof facilitating international exchange, encouraging intercultural awareness, andpromoting interdisciplinary discussion in the hope and expectation of generating andsharing new knowledge. Join us now in this growing global organisation, and help
make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia asa Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself toreligious studies, he immediately became fascinated by Japanese culture and the practice of Shinto.
He was particularly drawn to the parallels and differences he saw in Western pedagogy comparedto that of the East and began a lifelong mission to bridge the communication and knowledge gap
between the two worlds.
Picken was appointed Professor of Philosophy at the International Christian University (ICU) in
1972. Here he turned his Western theological and philosophical training to comparative religious
and cultural studies of Japan, at a time when the country was emerging from the shadows of theSecond World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country,
but it was his subsequent work on Shinto that influenced the rehabilitation of the religion at a time
when it was dismissed in the West as pagan and primitive, or unjustly caricatured for its wartime
associations.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding
between his adopted country of Japan and the West, and in 2007 he was recognised with the Order of
the Sacred Treasure, an imperial decoration for his pioneering research and outstanding contribution
to the promotion of friendship and mutual understanding between Japan and the United Kingdom.
He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one ofJapan’s largest and oldest shrines.
From 2009 he was the founding Chairman of The International Academic Forum (IAFOR), where he
was highly active in helping nurture and mentor a new generation of academics, and facilitating
better intercultural and international awareness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of
supporters. In honour of Professor Picken and his dedication to academia, the ideals of intercultural
understanding and the principles of interdisciplinary study, IAFOR has created the Stuart D. B. Picken
Grant and Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards are
made to PhD students and early career academics who are in need of funding to complete theirresearch, and whose work demonstrates excellence in the core values of academic rigour, intercultural
sensitivity and interdisciplinarity.
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www.iafor.org/publications

IAFOR Publications

Introduction
IAFOR’s publications provide a constructive environment for the facilitation of dialogue
between academics at the intersections of nation, culture and discipline. Since 2009, when theorganisation was established, over 20,000 academics have presented their research at IAFOR
conferences – a wealth of ideas have been generated and partnerships formed. Our various
publications, from Conference Proceedings, to peer-reviewed journals, to our online magazine,
provide a permanent record of and a global online platform for this valuable research. All of ourpublications are Open Access, freely available online and free of publishing fees of any kind.
By publishing work with IAFOR, authors enter into an exclusive License Agreement, where they
have copyright but license exclusive rights in their article to IAFOR as the publisher.

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories, which
act as a permanent record of the research generated at IAFOR conferences. All of our Conference
Proceedings are freely available to read online. Papers should be uploaded through the submission
system before the Final Paper Submission Deadline, which is one month after the end of theconference.

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. All papers published in the journal have been
subjected to the rigorous and accepted processes of academic peer review. Neither editors nor
members of the editorial team are remunerated for their work.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal. (continued on the following page).
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What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge andwithout delay or embargo. Authors are not required to pay charges of any sort towards the
publication of IAFOR Journals and neither editors nor members of the editorial boards are
remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education
IAFOR Journal of Language Learning
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

THINK
THINK, The Academic Platform, is IAFOR’s online magazine, publishing the latest in interdisciplinary
research and ideas from some of the world’s foremost academics, many of whom have presented
at IAFOR conferences. Content is varied in both subject and form, with everything from full research
papers to shorter opinion pieces and interviews. THINK gives academics the opportunity to stepoutside of the traditional research publishing status quo – to get creative, explore different disciplines
and to have their ideas heard, shared and discussed by a diverse, global audience.
For more information on THINK please visit www.think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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IAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Abbas Mehrabi Boshrabadi and Yiran Xu, who have been selectedby the conference Organising Committee to receive grants and scholarships to present their researchat The 9th Asian Conference on Language Learning (ACLL2019).
IAFOR's grants and scholarships programme provides financial support to PhD students and early
career academics, with the aim of helping them pursue research excellence and achieve their academic
goals through interdisciplinary study and interaction. Awards are based on the appropriateness of theeducational opportunity in relation to the applicant's field of study, financial need, and contributions
to their community and to IAFOR's mission of interdisciplinarity. Scholarships are awarded based on
availability of funds from IAFOR and vary with each conference.
Find out more about IAFOR grants and scholarships: www.iafor.org/financial-support

Abbas Mehrabi Boshrabadi | Stuart D. B. Picken Grant and Scholarship Recipient
50245
Developing Evaluative Judgement of Academic Writing: A Step Towards Fostering Independent
Writing Skills
Abbas Mehrabi Boshrabadi, Deakin University, Australia
Abbas Mehrabi is a PhD student and research assistant at the Centre for Research in Assessment
and Digital Learning (CRADLE), Deakin University, Australia. Abbas has an education background withover seven years experience in L2 teaching and research activities, centring mainly on theoretical andpractical issues in second language writing. Abbas’s PhD research explores sustainable assessment
practices in first-year academic writing contexts, particularly assessment and feedback practices
that assist first-year undergraduates not only to adjust to their new academic setting but also todevelop lifelong learning behaviours. He is also working on a project which focuses on developing
undergraduate students' evaluative judgement of academic writing.

Yiran Xu | IAFOR Scholarship Recipient
50198
Integrating Formal and Functional Approaches to Second Language Writing Complexity
Yiran Xu, Georgetown University, United States
Yiran Xu is a PhD candidate at Georgetown University, USA. Prior to joining the Department ofLinguistics at Georgetown, Yiran worked at the Language Learning Lab at the University of Michigan,
Ann Arbor. She had also been an instructor of Mandarin Chinese at the Princeton in Beijing (PIB)summer program. Her research interests include adult second language acquisition in study abroad(SA) contexts, multilingualism, second language writing, language assessment and researchmethodology. Her works appear in various journals and handbooks, such as Language and Education,
System, and the Routledge Handbook of Second Language Research in Classroom Learning.

26 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Thursday
May 16Plenary Session

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Keynote Presentation: Sarah Mercer

The Interdependence of Language Teacherand Learner Wellbeing
Thursday, May 16 | 09:45-10:30 | Orion Hall (5F)

Wellbeing is at the heart of a life well lived. Our emotions, health and general satisfaction dictate
whether we flourish or flounder. In life more generally, and language education specifically, wellbeing
should be centre stage and the fundamental foundation on which everything else is built. Teachers
should be flourishing in their schools and professional roles, as should learners. In a class definedby positive wellbeing, everyone benefits – teachers are less at risk of burnout and tend to teachmore creatively, and learners are typically more motivated and have higher levels of achievement. In
this talk, I focus on the criticality of wellbeing, showing how and in what ways it impacts language
learning and teaching. In particular, I show how teacher and learner wellbeing are interconnected
through social relationships and processes of contagion with each impacting the other. As positive
relationships are one of the defining pillars of wellbeing, we consider in more detail what the qualitiesof positive relationships are and how teachers and learners can improve their skills of relating to eachother. We also reflect on data from a range of studies investigating teacher wellbeing and consider
other key social and individual factors that contribute to teachers flourishing in their professionalroles, which also impacts positively on learner wellbeing.

Sarah Mercer
Sarah Mercer is Professor of Foreign Language Teaching at the
University of Graz, Austria, where she is Head of ELT methodology.
Her research interests include all aspects of the psychology
surrounding the foreign language learning experience, focusing
in particular on self-concept, language teacher wellbeing, andpositive psychology. She is the author, co-author and co-editor ofseveral books in this area including, Towards an Understandingof Language Learner Self-Concept, Psychology for Language
Learning, Multiple Perspectives on the Self’ in SLA, New Directionsin Language Learning Psychology, Positive Psychology in SLA,
Exploring Psychology for Language Teachers (Winner of the IH Ben Warren Prize), and Language
Teacher Psychology. At present, she is Principal Investigator of two major funded research projects
examining language teacher wellbeing. She works on the editorial board of various journals, wasco-editor of the journal System for several years, is currently vice-president of the International
Association for the Psychology of Language Learning (IAPLL), and serves as a consultant on several
international projects. In 2018, she was awarded the Robert C Gardner Award for excellence in second
language research by the International Association of Language and Social Psychology (IALSP).

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Keynote Presentation: Keiko Sakui

Gender, Race and Other Factors:
Being a Member of Multiple Communities
Thursday, May 16 | 10:45-11:30 | Orion Hall (5F)

“Independence and Interdependence” is a perfect and timely conference theme to describe theprocesses of how we learn, teach and research languages. We all bring our own individual factors
such as gender, race, and cultural and educational backgrounds into our teaching and researching.
At the same time we interact with numerous social factors, which sometimes work as affordances
to accomplish what we want, but at the same time they can potentially become obstacles. To further
develop the conference theme, in this plenary speech I want to discuss the notion of “communities
of practice” (Wenger, 1998) in order to show how factors that contribute to our identity interact withsocial factors in a given community; and that this helps us analyze and appreciate the fact thatprofessional development as a teacher and researcher can be described as the process of becoming
a member of a community. In order to specifically illustrate this point, I will focus on how my identity
interacts with social, cultural and political variables in two very different research communities I haverecently been involved in: digital technology in language learning and English education in Japaneseelementary schools. To illustrate, I initially felt alienated because of my gender in the male-dominatedcommunity of language and technology but my position as a university professor helped me feelat ease in the same community. On the other hand, my entry into the community of teachers ofyoung learners was smooth because I am a woman but my university position did not help me sharesome aspects of the community ethos. In the increasingly rapidly changing society we live in, we
simultaneously belong to multiple, different communities, while entering and exiting communities is
far more common and frequent than ever before. This makes our life incredibly rich but at the sametime makes it more complex and at times even unsettling. This talk will help us reexamine how we canmake sense of the process of professional development through the lens of communities of practiceby highlighting who we are, where we are, and in which direction we are heading.

Keiko Sakui
Keiko Sakui, PhD is Professor at Kobe Shoin Women’s University
in Kobe, Japan. She has been an English language teacher,teacher trainer and researcher for more than 25 years andhas worked in Japan, New Zealand and the United States. Her
research interests extend to a wide variety of topics including
understanding motivation, language teacher training, andthe use of ICT in language classrooms. Keiko takes a handson research approach by immersing herself in educationalsettings: talking to teachers and other stakeholders andobserving lessons so she can describe educational systems
from multiple perspectives. Her most recent project, which is
supported by a Japanese government grant, is to investigate
English teaching in elementary schools. In a previous grant-supported project she exploreddifferent uses of ICT for language learning. She observed and interviewed university teachers
and researchers in seven countries including Australia, Singapore, South Korea and the UK
in order to develop an analytical framework for digital technology. This practical approach toresearch on ICT and language learning has led Keiko to experiment with creating her own online
materials for teaching English grammar and various soft skills. In her free time, she also enjoys
a variety of activities such as running, mountain walking and playing the piano.
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Keynote Presentation: Masaya Mori

Transforming Passive TV Viewing into
Language Learning with AI
Thursday, May 16 | 13:00-13:45 | Orion Hall (5F)

Rakuten, an internet service company in Japan, has a strategic R&D organization called Rakuten
Institute of Technology, or RIT, which works on numerous research projects by considering the impact
of new service trends on the technology utilization of business. The big service trends, such as longtail, cloud computing, big data and so on, have increasingly affected the leveraging of technology tointernet services. And now, AI (Artificial Intelligence) is getting more and more attention because it
is seen as the possibility of changing social infrastructure dramatically. This Keynote Presentation
will give some examples of AI projects in RIT and will explain AI-based language learning tools on
top of authentic foreign language content in our video streaming business, which is utilized by the
National University of Singapore, and others as well. The tools employ state-of-the-art technologies
and the treasure trove of Rakuten’s multilingual data. The presentation will also mention how
an interdisciplinary team of experts in machine translation, computational linguistics, platform
engineering, and cognitive psychology comes together to blend education with entertainment,
transforming passive TV viewing into an opportunity for active learning.

Masaya Mori
Masaya Mori joined Rakuten Inc. in 2006 after previously working
at Accenture. In his current positions as Rakuten Executive
Director and Global Head of Rakuten Institute of Technology, heis in charge of making and implementing strategies of Artificial
Intelligence (AI), Internet of Things (IoT) and Big Data solutions,and manages seven institutes around the world. These research
institutes have been developing robotics technologies, new AI
marketing solutions, image recognition, voice recognition, natural
language processing, machine translation, language learning
solutions and so forth.
Since July 2017, he has served as the Director of Rakuten life Tech Lab, of Rakuten Life Insurance.
He is also Director of the Database Society of Japan, Executive Member of the Japan Institute ofInformation Technology, Executive member of Nikkei BP IT Innovators, and Board member of theSteering Committee of the Ruby Association. In 2013, Mori was selected as one of the "40 Prodigies"
by the Nikkei Sangyo Shimbun newspaper. In 2018, he spoke about Sustainable Development Goals(SDGs) on behalf of Japan IT companies at the STI Forum, at the United Nations. He has authoredbooks including The Complete Cloud Computing (co-authored, Nikkei BP) and Massive Change in
the Web (Kindai-Sales Co).

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Keynote Presentation: Phil Ball

CLIL – Consolidating Integration
Thursday, May 16 | 13:45-14:30 | Orion Hall (5F)

The title of this conference could not be more pertinent to a practitioner of CLIL (content and language
integrated learning). CLIL arose in the mid’ 1990s as a support mechanism for subject teachers
and their learners working in a language other than their mother tongues, a fact which immediately
marked it as a movement independent of standard language teaching practice but neverthelessdependent on much of the methodological canon that ELT had developed up to that point. CLIL
borrowed from the world of language education and yet its principal objective was not to teachlanguage but rather to make use of it.
In CLIL, the interdependency between content and language is much healthier because language is being
used at the service of conceptual and procedural knowledge, whereas in traditional ELT the content was
the slave to the language objectives. It was probably never meant to be thus, and CLIL has slowly but surely
steered language teaching into the general educational fold, giving it new life and providing it with a roleas the purveyor of subject-based discourse. Language teachers, who in the past were often independent
but isolated in their schools are now more interdependent in their roles as language consultants andhelpers. In an interesting counterpoint to the 1990s, when subject teachers were exhorted to borrow fromlanguage-teaching practice, now language teachers are paying more attention to the very different worldof subject teaching, with its own set of methods and its varied discourse fields.
Content and language were always intimate bedfellows. Any speech act requires their integration bydefault. Nevertheless, several educational approaches have done their best to keep them apart, byperpetuating the myth that language is an object of study in itself, and that content needs no focus on theparticular language that sustains it. CLIL makes sense of the integration, then maintains and develops it.
This talk will try to illustrate both the independent parameters of CLIL and the features thatcharacterise the connectivity that it promotes.

Phil Ball
Phil Ball is an author and journalist, based in San Sebastián. His
book about Spanish politics and football, Morbo: The Story of
Spanish Football was recently voted into the 50 Greatest Sports
Books of All Time by 442 Magazine and was nominated for theWilliam Hill Sports Book of the Year in England. He wrote thefirst English-language history of Real Madrid ('White Storm') forthe club’s centenary, and his weekly column on Spanish footballculture, written for ESPN, ran uninterruptedly from 2001 to 2014.
He also works as an educational consultant for the Federation ofBasque Schools and the University of the Basque Country (UPV).
He is the co-author of the recent book about Content and Language Integrated Learning, Putting CLIL
into Practice (Oxford University Press 2015), and his textbook series for the Basque competencebased curriculum was nominated for the ELTONS Innovation Award in London, in 2016. His comedy
about education, 'The Hapless Teacher’s Handbook' (Ebury Press 2007) documents the trials andtribulations of being a young teacher in the English state system, and he is currently writing a workof fiction for children with a major UK publisher.
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Featured Panel | Yasmin Dean, Satoko Kato, Jennie Roloff Rothman, Mary
Sengati-Zimba, Jo Mynard, Ted O’Neill

Supporting Learners and Learning from
Outside the Classroom: An Interdependent
Multidisciplinary Approach
Thursday, May 16 | 15:45-17:00 | Orion Hall (5F)This panel provides an opportunity to take a look at the important ways in which language learners
are supported from outside the classroom by professionals who are not necessarily language
instructors. Taking a multidisciplinary approach, this diverse group of panelists discuss various
aspects of supporting colleagues and language learners psychologically, theoretically and practicallyoutside the classroom. Although we may be dealing with many of the same issues, professionals
working as advisors, mentors, counsellors, technology specialists, tutors, and librarians often operate
independently and have their own resources and networks. This forum provides an opportunity for
professionals in diverse contexts to share insights into their practice, learn from each other, andidentify overlapping themes in the ways in which we work with language learners and each other.
The panelists will address some of the following important questions:

•
•
•
•
•

How can professionals from different fields work interdependently to best support our learners?
What are some of the best ways to educate and mentor colleagues in our fields?
What specialist support do language learners need? How can this support be offered?
How can we promote autonomy in our learners and also in our colleagues?
What are some of the future directions for learner support?

Yasmin Dean
Yasmin Dean is Associate Professor of Social Work and the Chairof the Department of Child Studies and Social Work at Mount
Royal University in Calgary, Canada. Yasmin has a counsellingbackground and has coordinated student services in Canada
and the UAE. She shares some of the challenges international
students experience when they choose to study in Canada.
Yasmin will discuss the resources faculty and staff need to work
effectively with international students.

Satoko Kato
Satoko Kato is a Senior Education Coordinator at the ResearchInstitute for Learner Autonomy Education at Kanda University ofInternational Studies in Japan. She describes advisor educationand mentorship for language educators and other specialists andhow this can best support language learners.

32 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Jennie Roloff Rothman
Jennie Roloff Rothman is Principal Lecturer of Professional
Development and Teacher Development in the English Language
Institute at Kanda University of International Studies in Japan. She
has more than a decade of involvement in the second language
education academic community of Japan. She will discuss what
the ideal growth environment looks like as well as how to go
about creating a situated system to support educators’ needs.

Mary Sengati-Zimba
Mary Sengati-Zimba is an Associate Professor and Assistant
Director of Public Services at the Library and Learning Commons,Zayed University in Abu Dhabi, United Arab Emirates. Mary has
over 30 years experience as an academic Librarian working withstudents in Tanzania, Australia and the UAE. Mary will discussapproaches to information literacy and supporting learners inaccessing, selecting and using library resources in the UAE andelsewhere to support their assignments and learning. She will also
give examples of how these skills build students to become lifelong
learners applying skills they have learned in various contexts.

Jo Mynard
Jo Mynard is a Professor in the English department, Director of
the Self-Access Learning Center, and Director of the ResearchInstitute for Learner Autonomy Education at Kanda University ofInternational Studies in Japan.

Ted O’Neill
Ted O’Neill is a Professor in the Faculty of International Social
Sciences at Gakushuin University, Tokyo, where he manages
educational technology and a course in self-directed learning aspart of a Content and Language Integrated Learning curriculum
preparing students for English Medium of Instruction coursework.

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is a Scopus indexed, internationally reviewed andeditorially independent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Editor: Dr Yvonne Masters
ISSN: 2187-0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. This would include exploring significant themes, exceptional programs andpromising practice in the field of education, and educational policy. The anticipatedaudience is preservice and inservice teachers and administrators, university faculty
and students, education policy makers, and others interested in educational research.
Papers submitted by academic researchers, theorists, practising teachers, policymakers and educational administrators are welcomed. Submissions should be original,
previously unpublished papers which are not under consideration for publication in
any other journal. Please note that papers already submitted to or published in IAFOR
Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
Indexed in: Scopus (from 2019), DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR,TROVE, SHERPA/RoMEO, WorldCat and Google Scholar. DOIs are assigned to each publishedissue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.iafor.org/journal/iafor-journal-of-education/
The IAFOR Journal of Education is now indexed in Scopus.

34 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

The IAFOR
Documentary
PhotographyAward 2018
Join us as we celebrate the winners of this year's IAFOR Documentary Photography Award – aninternational photography competition that seeks to promote and assist in the professional
development of emerging documentary photographers and photojournalists.

www.iaforphotoaward.org

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Thursday, May 16 | 11:30-11:45 | Orion Hall (5F)

IAFOR Documentary Photography Award 2018
Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR)
in 2015 as an international photography award that seeks to promote and assist in the professional
development of emerging documentary photographers and photojournalists. Another important
objective of this contest is to help bridge the divide between the world of practicing photojournalists/
documentary photographers and the world of academic scholars, and create an accessible and exciting
ground for dialogue and discussion at our conference events, and beyond. The award has benefitted
since the outset from the expertise of an outstanding panel of internationally renowned photographers,
including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Simon Roberts, Simon Norfolk, Emma
Bowkett, Monica Allende, Jocelyn Bain Hogg, Maria Teresa Salvati and Ziyah Gafić as Guest Judges.
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge.
In keeping with this mission, and in appreciation of the great value of photography as a mediumthat can be shared across borders of language, culture and nation, and to influence and inform
our academic work and programmes, the IAFOR Documentary Photography Award was launched
as a competition that would help underline the importance of the organisation’s aims, and would
promote and recognise best practices and excellence. In support of up-and-coming talent, the
IAFOR Documentary Photography Award is free to enter.
Now in its fifth year, the award has already been widely recognised by those in the industry and has
been supported by World Press Photo, British Journal of Photography, Metro Imaging, MediaStorm,
Think Tank Photo, University of the Arts London and RMIT University, among others.
The work of this year's winners will be screened at ACLL2019.
Image by Subhrajit Sen | 2018 Third Place Winner

36 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Paul Lowe | Founding Judge
Our Founding Judge, Dr Paul Lowe is a Reader in Documentary
Photography and the Course Leader of the Masters program in
Photojournalism and Documentary Photography at the London
College of Communication, University of the Arts London, UK.
Paul is an award-winning photographer who has been published
in TIME, Newsweek, Life, The Sunday Times Magazine, The
Observer, and The Independent, amongst others. He has covered
breaking news the world over, including the fall of the Berlin Wall,
Nelson Mandela’s release, famine in Africa, the conflict in theformer Yugoslavia, and the destruction of Grozny.
His book, Bosnians, documenting 10 years of the war and post-war situation in Bosnia, was publishedin April 2005 by Saqi books. His research interest focuses on the photography of conflict, and hehas contributed chapters to the books Picturing Atrocity: Photography in Crisis (Reaktion, 2012)
and Photography and Conflict. His most recent books include Photography Masterclass publishedby Thames and Hudson, and Understanding Photojournalism, co-authored with Dr Jenny Good,published by Bloomsbury Academic Press. Paul is an Emeritus Member of VII Photo Agency.

Maria Teresa Salvati | Guest Judge
Maria Teresa is Founder and editor-in-chief at Slideluck Editorial,
which exhibits a selection of the best photographic works andmultimedia presented during Slideluck events worldwide, as well
as works from guest artists.
Maria Teresa conceived and curated the project Born the Same,a selection of ten different works exploring sub-cultures andmicro-stories working as reminders that we are all born the same,
despite cultural, emotional and political conditions. The project
was first presented at Les Rencontres De La Photographie Arles
2017, during La Nuit de l’Année, and is now travelling globally.
She co-edited and co-curated Hungry Still, an exhibition and publication produced and designed bySlideluck London, FORMAT Festival and QUAD, and printed by AKINA Factory. The collective project
showcases twenty-four of the best works that have contributed to the English platform, since its
inception, with a selection of images combined with personal anecdotes and recipes.
Maria Teresa is also a personal branding consultant. She helps photographers find their “spot of
beauty” and vision, advises them on how to build their identity, and helps them communicate via themost appropriate channels (i.e. social media). Now she teaches in Bari, Italy at F.Project School of
Photography and Cinematography, in Rome at Officine Fotografiche, and as a guest lecturer at the
London College of Communication (LCC).

Ziyah Gafić | Guest Judge
Ziyah Gafić is an award winning photojournalist with 19 yearsof experience, focusing on societies in conflict and Muslim
communities across the globe. He covered major news stories
in over 50 countries. His work has appeared in TIME, Le Monde,
The New York Times, GEO, The Sunday Times Magazine, La
Repubblica, The Telegraph Magazine, The New Yorker, among
others. He authored five books including Troubled Islam, Quest
for Identity, and Heartland. His work won a plethora of awards,
including multiple awards at World Press Photo, Visa pourl’image, Arles Rencontres de la photographie and grants from
Magnum Foundation, Getty Images and Prince Claus Fund.
Ziyah is member of VII Photo Agency and a TED Speaker.
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Supporters
The IAFOR Documentary Photography Award is supported by a number of leading institutions, organisations
and publications around the world in its aim to promote and recognise best practice and excellence indocumentary photography and photojournalism. These partnerships are a testament to the high regard inwhich the award is held within the photography industry.
The IAFOR Documentary Photography Award would like to thank the following organisations for their support:

Sponsorship Opportunities
As a key organisation involved with the IAFOR Documentary Photography Award, you will add to theexperience of these emerging professionals while showcasing the authenticity and responsibility of yourbrand. Through social media, product integration, logo placement, potential press coverage, promotion at
the award ceremony and subsequent exhibitions in Japan, Spain, USA and UK, you have the opportunity tohelp bring attention to the work of highly talented photographers.
For information on sponsorship opportunities or becoming a supporter of the IAFOR Documentary
Photography Award, please contact Thaddeus Pope, Creative Director, IAFOR Documentary PhotographyAward (tpope@iafor.org).

38 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Thursday
May 16
Poster Session
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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14:45-15:45 | Orion Hall (5F)

Thursday Poster Session
44828

14:45-15:45 | Orion Hall (5F)

Developing Positive Self-Efficacy Through Creative Arts Therapy
Amy Eckelmann, Molloy College, United States

Belief in oneself can be one of the most powerful motivators for humans; if one believes one can do the task effectively, then one will put
forth the maximum effort so that the task can be successfully completed (Elliot & Dweck, 1988). This belief in oneself is deemed selfefficacy. Coined by Albert Bandura in 1977 during his work examining social cognitive theory, self-efficacy is defined as the perceptionthat one can effectively perform a task to the level at which they can estimate they will perform that task (Bandura, 1977). Creative arts
is a term that encapsulates many forms of fine and performing arts, including, but not limited to, visual arts, music, dance, drama, hiphop, poetry, and creative writing (Potash, Mann, Martinez, Roach, & Wallace, 2016). Creative arts therapy is an integrative method in which
education professionals are able to use the eclectic nature of the arts in order to best suit the needs of their students (Meldrum, 1994;
Potash et al, 2016). The eclectic nature of all creative arts therapies is what allows the student to completely engage with the art form andwith oneself, rather than focusing on solely the perfection of the piece or solely the clinical nature of the artwork. This poster presentation
will draw links between educationally-based creative arts therapy and increasing students' self-efficacy.
45054

14:45-15:45 | Orion Hall (5F)

Enhanced Student Success in Elementary Japanese with Online Supplemental Instruction
Sachiko Matsunaga, California State University, Los Angeles, United States

This poster presentation reports the assessment results of a 10-week redesigned elementary Japanese course that incorporated newly
created weekly online supplemental instruction, which focused on developing receptive skills (script and word identification, listening,reading, and grammatical competence). The results showed that compared to a pre-redesigned course, students in this course did better
only in reading and writing tasks on the in-class chapter tests. However, despite the fact that students in the pre-redesigned course
were better performing (GPA = 2.90) than those in this course (GPA = 2.79 if they had not had online activities), the post-redesign groupperformed as well as the pre-redesign group on oral performance tests. Moreover, the extra online supplemental activities improved theoverall GPA (from 2.79 to 2.83) by increasing the number of students who received B and C grades and reducing the number of those
who received C- or lower grades. Students commented that they particularly liked the online flashcards and practice quizzes, as wellas oral practice in class, while some complained about technical issues they encountered during listening activities and the speed of
the recorded conversations for listening practices. Thus, online supplemental instruction can be recommended in elementary Japanese
courses. However, it is essential to minimize technical issues that impede online activities. Equally important, online materials in the areasof listening, vocabulary, and grammar need to be improved. Online instruction could perhaps incorporate productive skill developmentwith lexical and grammatical accuracy, and add slow versions of listening materials.
45071

14:45-15:45 | Orion Hall (5F)English as a Foreign Language Students’ Strategy Use: Focus on Self-Efficacy and Self-Regulation
Akihiro Saito, Hakuoh University, JapanThe goal of this study is to understand Japanese university students’ strategy use in learning English as a foreign language. It specificallyaddresses the links between language learning strategies and students’ self-efficacy and self-regulated learning. An abridged, validated
version of the Strategy Inventory for Language Learning and the Self-efficacy in Learning English Survey were administered to a mix of
78 different majors at a university located at the outskirts of one of the metropolitan areas of Japan. The students reported frequent
use of certain strategies in comparison to other dispreferred strategies. The results suggested that significant differences lie in strategy
use between students who perceive themselves capable of self-regulating their learning and those who do not; students who perceive
themselves as being able to self-regulate their learning tend to use metacognitive and social strategies more frequently. This finding
resonates with the theoretical postulation that learning strategy use presupposes learners are confident in their capacity to perform thestrategies: It highlights the influential role of self-regulated learning efficacy in language learners’ strategy use. Pedagogical implications
for language teaching are discussed, and directions for future research and refinements are suggested.
45248

14:45-15:45 | Orion Hall (5F)

Understanding Demotivation Factors and Their Countermeasures in Japanese Student Learners of English asa Foreign Language (EFL)
Merissa Ocampo, Fukushima Gakuin College, Japan
Ryoji Takahashi, Fukushima Gakuin College, Japan

Motivation is one of the keys to successful language learning (Nakata and Okumura, 1999). Accordingly, English as a Foreign Language(EFL) teachers in Japan exhaust their resources – devising and employing a variety of strategies and materials to encourage Japanese
students and keep them motivated. However, in spite of these efforts, problems regarding decreased motivation are still seen to arise.
Demotivation has become particularly noticeable among Japanese learners, who show hesitation in speaking and participating in
English class discussions (Uchioda, 2013). Aiming to identify the root cause of this problem, the current study focused on identifying thefactors that demotivate and inhibit Japanese students’ participation in their English conversation and reading classes. In this research,a descriptive survey research design was utilized. The data used in the study were from the responses of 246 Reading classes’ students
and 56 Communication Classes’ students from three universities in Tohoku. Respondents, who were initially identified using the purposive
sampling technique, gave responses voluntarily. Data analysis using statistical tools such as weighted mean and one-way Analysis
of Variance (ANOVA) underscored the stark observation that Japanese EFL students simply lack interest in English as a class subject
in itself. However, analysis of respondents’ profiles with regard to a variety of specific demotivating factors also unveiled significant
individual differences. Further studies are necessary and recommended to address students’ lack of interest, lack of confidence, anxiety
coping skills, students’ attitudes towards English and learners’ vision of life and its relationship to their future-self as EFL learners.

40 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:45-15:45 | Orion Hall (5F)

Thursday Poster Session
45249

14:45-15:45 | Orion Hall (5F)

Family Environment Mode Approach (FEMA) Procedures for Nurturing Affective Learning
Merissa Ocampo, Fukushima Gakuin College, Japan

This paper aims to provide detailed and replicable protocols for the Family Environment Mode Approach (FEMA) to language teaching,developed by the author. FEMA involves the conscious application of an emotional field by self-re-generating educational actors inorder to promote key concepts that indirectly affect educational outcomes by reducing stress and increasing motivation. It supports
the creation of a stress-free classroom environment and promotes a trusting family-like atmosphere. FEMA teachers react in a nonjudgmental manner to language errors, even embracing failure and mistakes. Having pioneered this approach, the author sets out todevelop more a robust relationship-centered theory of language learning. The current paper develops these ideas based on concerns that
arose during experimental research. Features of classroom plant, tools, and equipment, communication of key concepts, relational andtransactional factors are considered in detail. FEMA rejects the idea of a teacher as mere facilitator of classroom activity and likewise theexpectation that the designation of the role of the teacher should be sufficient alone to warrant attention and respect. The term teacher
may be inadequate to describe the multiple roles, such as storyteller, psychologist, or actress that his job often entails. Teachers, in asense, are the architects of society because they have the ability to shape the course of their students’ future (Hiver & Dörnyei, 2017).
In particular, the vital role of the instructors in the FEMA environment and the requirement that they develop and maintain intellectual,intercultural and emotional capabilities was revealed as being of tremendous importance.
46036

14:45-15:45 | Orion Hall (5F)

From Where We Stand: A Collaborative International Materials Development Project – Issues of Authenticity,
Ownership, Self-Image and Cultural RelevanceCherie Brown, Akita International University, Japan

This poster presentation outlines an ongoing collaborative project between the presenter (a New Zealand academic based in Japan), anda group of Bangladeshi university-level English language educators, aimed at forming a committed group of materials’ writers to create
graded, extensive reading materials, in English, featuring culturally relevant Bangladeshi content. The project aimed to create tangible
products (an online bank of graded extensive reading materials), and was underpinned by theoretical discussion in several areas; issues
surrounding authenticity, English ‘ownership’, and an earlier research project conducted by a Bangladeshi colleague into the reading
content preferences of her university-level, Bangladeshi English language learners. The workshop and project was also conceived asa professional development opportunity for participants, who were challenged to rethink the relative value of target culture content, thelikely uses (and contexts of use) of English of their learners, their own beliefs about the kind of materials learners should use, as well as
their own ability to generate useful, appropriate learning materials. The poster describes the collaboration context, process, and outcomesto date. It asks us to consider how more recent insights into the growing complexity of English use in so-called ‘outer / inner circle’
settings can inform our collaborative practice. It also identifies some of the challenges of professional collaboration across international
borders in the increasingly connected terrain of the 21st century.
50138

14:45-15:45 | Orion Hall (5F)

A Study on Cochlear-implanted Children’s Early First Language Development
Qi Zhang, City University of Hong Kong, Hong Kong

This study investigates the cochlear-implanted (CI) children’s early language development status. It mainly focuses on two issues: (1),whether and how daily parent-child interaction would influence CI children’s special belated first language (L1) acquisition; and (2),whether there are any similarities or differences between the L1 acquisition by CI children and that by children with normal hearing ability.
The study recruited 16 young CI children (3-8 years old), who were born with no hearing ability and received cochlear implantation in early2018. In the beginning of the study, the participants’ parents were informed and consented to take several home video clips containing daily
parent-child interactions. After 8 months of cochlear implantation, the participants were invited to participate in a language comprehension
test. Participants’ parent-child interaction patterns and language test performances were gathered for a Pearson correlation coefficienttest. The results showed a significant positive correlation between parent-driven meaningful communication and participants’ language
test performances, which opposes to children with normal hearing ability. This indicates that, comparing to children with normal hearing
ability, CI children may need extra parental care in the process of their belated L1 acquisition. On the other hand, participants’ language
test performances showed higher correction rate (CR) in noun comprehension, moderate to low CR in adjective comprehension, and zero
response to verbs. This implies an acquisition order of noun → adjective → verb, which is the same as standard L1 acquisition.
50563

14:45-15:45 | Orion Hall (5F)

In-service Japanese Language Teachers’ Assessment of Teacher Development: The Case of a Japanese
Language School
Yukiko Nose, Osaka University, Japan

With the increase of foreign residents in Japan, supporting teachers of Japanese is more urgent than ever to foster Japanese language
education for learners. As for the basic professional skills necessary for Japanese teachers, Nuibe (2010) presents linguistic knowledge,knowledge of culture and the world, skills for implementing classes, course management, human relations, feedback activities and, so on.
However, teacher training for in-service teachers has been conducted at each educational institute separately. Therefore, the author aims
to introduce a teacher development system called ‘Observation and Feedback’ for in-service teachers at a Japanese language school in
Osaka, and to enhance future language teacher development programs in Japan. In Observation and Feedback, a full-time teacher (FTT)
observes a Japanese language class taught by a part-time teacher (PTT), and gives PTT feedback to improve their professional skills.
The author interviewed 7 FTTs and 4 PTTs to investigate how they evaluate the Observation and Feedback system. Interview data wereanalyzed using Modified Grounded Theory Approach(M-GTA), an analysis method for interview data which is suitable for qualitative
research studies aiming to capture social interactions and to analyze phenomena consisting of several processes. Using M-GTA, thisstudy analyzes interaction patterns among FTTs and PTTs, and participants’ assessment of Observation and Feedback. It is hoped that
this research will contribute to a deeper understanding of teacher development programs in Japan.

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 41

14:45-15:45 | Orion Hall (5F)

Thursday Poster Session
50538

14:45-15:45 | Orion Hall (5F)

Structured Shared Book Reading Intervention Procedures and Materials: Design and Application
Shang-Yu Wu, Mackay Medical College, Taiwan
Chia- Fan Lee, Taipei City Hospital, Taiwan
Chi Lo, National Taiwan University Hospital, Taiwan
Chia-Chun Hsu, Taipei City Hospital, Taiwan
Pei-Shan Huang, Mackay Medical College, Taiwan

Research findings support the effectiveness of shared reading for increasing vocabulary development, general linguistic performance,and emergent literacy knowledge. For increasing story comprehension and vocabulary, previous studies have suggested that an effective
shared reading intervention to included pre-reading activities to activate children’s background knowledge about the story and target
vocabulary. It is suggested to use facilitative strategies and ask contextualized and decontextualized questions during shared reading.
After reading, activities for children to practice target vocabulary and questions about story comprehension are important. Student
clinicians usually have difficulties when they first conduct shared reading intervention with young children with language disabilities. It
is time-consuming and strenuous for student clinicians to plan an effective shared reading intervention. To increase the effectivenessof shared reading intervention conducted by student clinicians, structured shared reading intervention procedures and materials weredeveloped by the authors. The book “A Sick Day for Amos McGee” was selected. Three target words were selected for this book. Prereading activities about story comprehension and target words were developed. Strategies and questions were embedded in the book.
Post-reading activities and questions were developed. All procedures were written in text and related materials were prepared. In thisstudy, five Mandarin-speaking children with language delay received a four-week shared reading intervention conducted by student
clinicians using structured shared reading intervention procedures and materials. Pre-test and post-test were conducted to examine theimprovement of target vocabulary and story comprehension of children. The results showed that children benefited from the structured
shared reading intervention.
51203

14:45-15:45 | Orion Hall (5F)

A Bumpy Ride: Adjusting to a New Teaching Environment
Amanda Yoshida, Kanda University of International Studies, Japan
Vanessa Gongora, Kanda University of International Studies, Japan

Four teachers from different countries and teaching backgrounds who recently started working together at a Japanese university kept
teaching diaries in order to reflect on their own practices during their first year at a new institution. Throughout this year, each teacher
wrote, shared, and commented on form-focused diary entries covering the following themes: class management, time management - inand out of class, group activities and student-centered vs. teacher-centered lessons. The diaries also included a general reflection where
everyone wrote about external factors (i.e. frustrations, culture shock, homesickness, etc.) that affected both their teaching efficacy
and development. A section on “actions or ideas for the future” was also included in every entry to promote reflection on areas for
improvement. The researchers held several meetings throughout the year to reflect on our diary entries. The purpose of the project was toqualitatively analyse the diary data in order to discover what impacted their teaching and adjustment to their new workplace and whether
any patterns emerge. The presenters will highlight the themes that resonated most with them as they adjusted to their new context.
51742

14:45-15:45 | Orion Hall (5F)

The Cause-Effect Relation of Latent Variables in Scientific Multi-Text Reading Comprehension: Testing theSequential Mediators Model of Information Generalization and Information Interpretation
Lin Hsiao-Hui, National Taiwan Normal University, Taiwan
Huang Yao-Hsuan, National Taiwan Normal University, Taiwan

This study aimed to advance the Scientific Multi-Text Reading Comprehension Assessment (SMTRCA), with a focus on discussing thecausal relationship of potential variables in scientific multi-text reading comprehension. Test items included 10 close-ended and 7 openended questions and were categorized into 4 subscales: information retrieval, information generalization, information interpretation, andinformation integration. The results of analysis showed that confirmatory factor analysis showed that there was an acceptable goodnessof-fit among the SMTRCA, indicating that the construct validity was good. Furthermore, Cronbach’s α of test items were .88, indicatingthat the internal consistency was well. In addition, with the investigation on 1535 students, the structural equation modeling (SEM) wasapplied to analyze the relations of the latent variables. The findings of this study are as follows: (1) information retrieval had a direct
impact on information generalization (α = .688, p < .001); (2) information generalization had a direct impact on information interpretation(β = .658, p < .001); (3) information interpretation had a direct impact on information integration (γ = .842, p < .001); (4) through information
generalization, information retrieval had an indirect impact on information integration (α × β = .452, p < .001); (5) through informationinterpretation, information generalization had an indirect impact on information integration (β × γ = .554, p < .001); (6) through the twointermediate mediators of information generalization and information interpretation, information retrieval had an indirect impact on
information integration (α × β ×γ = .381, p < .001).

42 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:45-15:45 | Orion Hall (5F)

Thursday Poster Session
51798

14:45-15:45 | Orion Hall (5F)

Languaging, Japanese Media Celebrities, and L2 Motivation
Simon Cooke, Tohoku Institute of Technology, Japan

This poster will detail research which looked at the effect of languaging activities on Japanese university students’ second language
learning motivation. The research also examined the function of unconventional role models, in the form of Japanese media celebrities,
in helping to generate student output for these activities. The results of the study indicated that even unorthodox sources from within L2
learning contexts, in conjunction with languaging activities, can provide inspiration for L2 learners. With this poster, I will explain how thisstudy builds on the breadth of work on the possible effects of languaging on learner cognition and describe the impact that languaging
can also have on a number of L2 motivational constructs. In addition, with this poster presentation, I will introduce the role that Japanese
media personalities, so-called tarento, play in Japanese society and their potential for motivating students. With this poster presentation,
I hope to generate conversation on L2 role models in the Japanese university context and the constructive use of languaging activities inthe L2 classroom.
52016

14:45-15:45 | Orion Hall (5F)Intercultural Learning in Foreign-language Education: Facilitating Self-discovery
Fern Sakamoto, Nanzan University, Japan

Intercultural communicative competence (ICC) has become a central aim of foreign language (FL) education. Government policy in Japan
advocates the integration of intercultural learning into FL study, but there is a lack of literature documenting effective pedagogies for ICC
development in Japanese contexts. Seeking to address this deficit, the researcher conducted an action research study that explored ways
to facilitate the development of ICC in an academic English program at a Japanese university. Taking an approach suggested by Richards,
Heather, Conway, Roskvist and Harvey (2011) in their Intercultural Language Learning (IcLL) Framework, she implemented an opportunityoriented module which emphasized self-discovery rather than explicitly “teaching culture.” This poster will outline the module content
and pedagogy, and apply data collected via student self-evaluations and interviews to examine the efficacy of the approach. Broad
recommendations for education practitioners seeking to cultivate ICC in FL learners will be included.

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 43

Thursday, May 16 | 17:30-19:00 | Garb Central

Conference Welcome Reception
Join fellow delegates for a drink or two at the Conference Welcome Reception. This
event provides a great opportunity for delegates to network and get to know each other.
All registered presenters and audience members are welcome to attend. Admission is
included in the conference registration fee. Meet in the Toshi Center Lobby at 17:15.
Venue name: Garb Central, Tokyo Garden Terrace Kioicho〒102-0094 Tokyo, Chiyoda City, Kioicho, 1−3 東京ガーデンテラス紀尾井町 1F
44 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Friday
May 17
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 45

09:00-10:40 | Room 603 (6F)

Friday Session I
Autonomy
Session Chair: Louise Ohashi
50945

09:00-09:25 | Room 603 (6F)

Promoting Learner Autonomy Through Blended Learning Model in an English ClassChi Thi Hong Nguyen, East Asia University of Technology, Vietnam

Learner-centered approach has been applied around the world, yet it is still underused in Vietnamese classrooms, as most Vietnamesestudents see test scores as the best or most decisive way to gauge their potential for success in the future. In addition, teachers are still
popularly seen as a main source of knowledge and the best judge of one’s capability, therefore, teachers often hold a dominant role inclassroom. That leads to the inability to assess one’s own learning progress; creating passive learners not so ready to adapt to the highly
competitive work market in the future. An adapted Station Rotation Model from one of blended learning models has been adopted in 2
non- English major classes of false beginners at East Asia University of Technology Hanoi, Vietnam. With learner- centered approach, themodel has many features that are absent from traditional classroom such as different approaches in organizing class, changing teachersand students’ roles, more ongoing formative assessment and using online platforms and educational apps – Google Classroom, Edmodo,
Quizlet and other supportive tools like YouTube Videos. The main aim is to increase students’ engagement in learning English; offer morechoices in learning; create more self- directed learners and develop non-cognitive skills. The data is collected by using questionnaires,class observations and in-depth interviews. Positive feedback from students in improving learning experience has been received;
students’ attitude towards learning English has been shifted as well.
51931

09:25-09:50 | Room 603 (6F)

How can we Handle Tension Between Learners’ Autonomy and Teachers’ Role in the Real Classroom?
Hyunae Yun, Yonsei University, South Korea

While it is difficult to define the concept of learner autonomy, there is no doubt that this concept is essential to enhance the effectin language learning. Learner autonomy is related to learners’ responsibility or self-directed learning. Holec (1979) summarized thefollowing four characteristics of learner autonomy: (1) determining his/her own objectives, (2) defining the contents to be learned,(3) selecting methods and techniques to be used, and (4) monitoring/evaluating what s/he has acquired. The present study aimed to
examine the benefit and the challenge of a language course developed by considering learner autonomy. The course entitled ‘Business
Korean’ was developed for high-advanced level learners and revised towards to the concept ‘learner autonomy’ for three semesters. All
student reviews of the course were collected and analyzed according to the four characteristics proposed by Holec (1979). The results
demonstrated that the learners preferred selecting their objectives and evaluating the procedures and outcomes, rather than determining
their own contents to be learned. Also, the results show that the students experienced more learning satisfaction when they were involved
the assessment procedures. It is expected for audiences to consider the challenge and the limits of developing the language curriculum
applied learner autonomy. In particular, we can discuss the practical issues such as the role of teacher and the extent of responsibility forlearning outcomes that can be assigned to learners. Finally, our results also provide meaningful insights about relevant assessment tools
and effective task types for learners with different objectives and language abilities.
50552

09:50-10:15 | Room 603 (6F)

The Influence of Formative Assessment in “Reading Critically” Course on English Major Students’ Selfregulated Learning of Academic Vocabularies in Linguistics
Yuyan Xue, Beijing Foreign Studies University, China

This study investigates the influence of formative assessment in “Reading Critically” course on English major students’ self-regulated
learning of academic vocabularies in linguistics. Reading Critically, the new course for English majors developed by Beijing Foreign Studies
University (BFSU), derives from many educators and policymakers’ recognition that mere language proficiency is insufficient for language
majors to meet the needs of society. Therefore, it adopts a content and language integrated learning (CLIL) approach, using academic
papers in humanities as reading materials to simultaneously enhance language proficiency and introduce relevant knowledge. The firstsemester of this course focuses on linguistics. In this multiple-case study, data collected over one semester (where linguistics is thefocus) were drawn from semi-structured interviews and stimulated recalls with 8 students at BFSU. Tseng et al.’s Self-Regulating Capacity
in Vocabulary Learning (SRCvoc) was the analytical framework. The study highlighted the positive influence of formative assessment in
helping students adjust learning goals, increase goal commitment, control concentration, curtail procrastination, and select conductive
learning environment when learning academic vocabularies in linguistics. However, results also showed the students’ inability to control
boredom, anxiety, and other disruptive emotions caused by the formative assessment when learning these vocabularies. This study
seems the first to apply SRCvoc to CLIL context in higher education. It is also the first to empirically investigate the influence of formative
assessment in this curriculum, which may be adopted by other English departments in China in the near future. It provides a nuanced
understanding that may help improve the curricular design.
51796

10:15-10:40 | Room 603 (6F)

Guiding Autonomous Language Learning: The Benefits of Long-Term Teacher Support
Louise Ohashi, Meiji University, Japan

This study examines the impact of a two-semester self-directed learning course that was taken by English language learners in a Japanese
university. It aimed to help learners to establish a cycle in which they identified their long-term and short-term goals, created learning plans,carried them out, then reflected upon their experiences. The primary aim of the study was to understand if on-going support was beneficial
after students had learnt about and completed the cycle above in the introductory semester. To gain a preliminary understanding of this,survey data were collected from one class of students at the end of semester one (n=21) and semester two (n=18). The results indicatedthat it was worthwhile completing the second semester of the course, with more positive outcomes reported in students’ self-assessmentsof their ability to identify their long-term and short-term goals, make plans that addressed them, and identify appropriate resources andstudy methods. These increases suggest clear benefits to long-term support. However, the course could not be deemed equally beneficial
for all learners. To understand more about the impact on different learners, case studies from two students were conducted. Analysis of
their learning plans and reflections at different points in the course highlight some key factors that may have impacted upon their progressand motivation. The practical applications and findings shared in this presentation may be beneficial to those who wish to guide learners in
traditional language teaching classrooms and those who work with learners more directly in supporting autonomous, out-of-class learning.

46 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-10:40 | Room 604 (6F)

Friday Session I
Teacher Development
Session Chair: Yukiko Seo
52052

09:00-09:25 | Room 604 (6F)

‘I Want You to Have Better English Too’: Entrepreneurial Selves of a Pre-service English Teacher in Hong Kong
Steven Yeung, The Chinese University of Hong Kong, Hong Kong

A career in English teaching in Hong Kong is often pursued by students graduated from elite English-medium schools. Although thesestudents are proficient users of English, they have to face keen competition and struggle to meet requirements of the profession underneoliberal labour market conditions. To secure a decent teaching position, they not only have to complete basic teacher training, but also
engage in extra-curricular endeavours to gain a competitive edge. In the process, their identities are shaped and reshaped, contested andnegotiated across time and space. Despite a growing body of work on teacher identity, second language pre-service teachers in multilingual
contexts have received insufficient attention. This study therefore seeks to capture the socio-academic trajectory of a pre-service English
teacher in Hong Kong and the ways in which he disciplined himself to become a competent English teacher. Data in this ethnographicallyoriented narrative inquiry were collected through multiple in-depth narrative interviews, observations and multimodal Instagram posts over
one year. Stance and positioning analyses were then conducted. The study reveals how the participant performed and negotiated pre-service
teacher identities across academic and social spaces and how he positioned himself in relation to teaching, learning as well as issues inEnglish education. The findings shed light on contradictions faced by pre-service English teachers in Hong Kong and similar contexts.
50639

09:25-09:50 | Room 604 (6F)

Reconstructing Language Assessment Literacy: A Self-Rating Scale for High School English Teachers
Yangtian Xiao, Shanghai International Studies University, China

For the call of assessment for learning growing higher and higher, the assessment literacy of language teachers gradually comes into
the core of academic field. However, the whole context of language assessment literacy(LAL) research in China demonstrates a pictureof juvenility, mainly focusing on training channels for different groups of teachers through workshops or micro-lectures etc., which were
far to reach all teachers in China. Thus, in order to construct an economical, practical, and user-friendly self-rating scale for high school
English teachers, four perspectives were integrated to form a framework in this research: a. literature review from academic papers; b.
frameworks of Language Testing textbooks; c. newly-published New English Curriculum Standards for High School (NECSHS,2018) in
China; d. need survey. This research employed three stages with 428 papers, 20 textbooks of Language Testing, one standard and 162
subjects involved. The first stage was the need survey conducted by a questionnaire from Plake & Impara (1993) for investigating theteachers’ need about LAL. The second stage integrated the need analysis based on survey, literature review and the suggestive evaluationfrom NECSHS (2018) to form a construct of a self-rating scale. Finally came the validation with two sections: a well-designed self-rating
scale verified by 8 experts, used for teachers’ LAL proficiency self-rating for 160 teachers, follow-up interviews for 20 and one-semesterclassroom observations for 4. The whole chain of construct validation and reliability testing process proved that the self-rating scale inthis study is valid and necessary for further study of LAL.
51804

09:50-10:15 | Room 604 (6F)

From Solitary to Shared Experience: Lessons From Running a University-wide Reading Programme
Sannie Tang, Hong Kong Polytechnic University, Hong Kong
Christine Ho, Hong Kong Polytechnic University, Hong Kong

Reading in the second or foreign language is not an easy task for students, but it is undoubtedly an effective way to enhance students’reading proficiency. Voluntary reading programmes are commonly used to foster ESL/EFL learners’ leisure reading habit to enhance theirlanguage proficiency, but the challenge lies in encouraging students to participate in such programmes. The READ@PolyU common
reading programme is the only one of its kind in the public higher education sector in Hong Kong. A partnership between the university’s
English Language Centre and the Library, this campus-wide reading programme rallies the student population to read a common English
language book each year, and hosts a series of events to engage student readers. While it takes its cues from similar reading programmes
in the west (namely US and Canada), it has, over the past seven years, evolved into a unique offering in the city of Hong Kong. This session
aims to offer insights on the challenges and logistics of running a common book reading programme from both a language and a libraryperspective. Learn from the language teacher’s experience on book selection and reading group development, and from the librarian’s
experience with administering publicity, outreach, and logistics of the reading programme. Programme evaluation and outcomes on
students’ reading and university experience will also be presented to show how reading can both be transformed from an independent
activity to an interdependent learning experience in such a programme.
51678

10:15-10:40 | Room 604 (6F)

Factors that Facilitate/Hinder Teacher Collaboration at Japanese Heritage Language Schools: An Interview Study
Yukiko Seo, Dokkyo University, Japan

Teacher collaboration is a powerful tool for professional development as it paves the way for improved teaching and an expanded repertoireof teaching tools and activities (Shipley, 2009). However, existing literature suggests that collegial collaboration is often lacking at heritage
language (HL) schools (Ludanyi et al., 2017; Wu et al., 2011). This study explores factors that facilitate or hinder HL teacher collaboration
with special consideration of the social and institutional contexts that affect HL schools. Semi-structured interviews were conductedwith twelve teachers who work at Japanese HL schools in France, Switzerland, Canada, and Australia. The transcribed data were analyzed
qualitatively, and categories were generated. The results showed that there were three facilitating factors (time spending together, online
communication tools, in-school professional training) and six hindering factors (workload, overlapping teaching schedules, prohibited
teachers’ meetings, low salaries, lack of a curriculum, and parents serving as teachers). In the presentation, I will explain each factor indetail by citing the interview data. Then, I will discuss how each factor is related with the larger social and institutional contexts of HL
schools. Directions for future research will also be addressed.

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 47

09:00-10:40 | Room 605 (6F)

Friday Session I
Methodology
Session Chair: Neil Cowie
50532

09:00-09:25 | Room 605 (6F)

Metacognition of Reading Strategies in the Foreign Language Classroom
Jennifer Yphantides, Soka University, Japan

A brief survey of some of the most widely used intensive reading textbooks shows that the majority of them feature a range of reading
strategies and a variety of exercises which aim at helping students employ those strategies. However, EFL/ESL students often tend to
approach the text with trepidation and choose to tackle it word by word despite activities prompting them to do otherwise. Because
the literature in this field clearly demonstrates that efficient readers are metacognitively aware of their reading process and are able toemploy a range of strategies to aid them in the comprehension of the text, the presenter chose to carry out an action research project
which attempted to determine the reading strategies students already had at their disposal, raise students’ metacognitive awareness ofstrategies, and encourage their use. The presenter will outline the methodology of the project, based on a similar piece of action research
conducted by Auerbach and Paxton (1997), carried out in a medium sized Japanese university with two first year Reading classes acting
as participants. Particular focus will be put on the learning outcomes of the students and how explicit strategy instruction and use
improved their comprehension of texts and, perhaps more importantly, their enjoyment of reading.
45604

09:25-09:50 | Room 605 (6F)

A Non-Engineer’s Discovery of Design Thinking

James Taylor, International College of Technology, Kanazawa, Japan
Design Thinking is a human-centred Engineering Design method that aims to find creative solutions to problems and encourages empathy,collaboration, and experimentation. This presentation will introduce Design Thinking and relate the presenter’s discovery of it as a nonEngineer who taught an Engineering English course based mainly around the Scientific Method. The presenter will demonstrate how, in
response to students’ apparent lack of enthusiasm for the lesson content, he adapted lessons to include Design Thinking alongside the
Scientific Method. The audience will see examples of the activities used and the results of an informal questionnaire showing students’
overwhelmingly positive reaction to the introduction of Design Thinking into the lessons. Finally, the presenter will offer recommendations
for incorporating Design Thinking into language lessons.
45280

09:50-10:15 | Room 605 (6F)

Achieving Creativity Through Research Led Learning and Teaching
Piotr Artur Zychowicz, Xi'an Jiaotong - Liverpool University, China

In the past few years’ creativity seemed to have been the buzzword driving contemporary programmes of education and having asubstantial impact on curriculum design worldwide. However, many of those programmes simply include the word ‘creative’ and leave
students to their own devices, without effective guidance or examples of what creativity actually means or can lead to. This also appears
to be the case in China, where students are closely supervised throughout their primary and secondary education, and once they progressto university they are expected to study independently without such supervision. One of the ways to encourage autonomy and creativity in
HE learning is stimulating the interest and curiosity in that specific area, however not every module can be interesting and inspire curiosityand not every student will find interest in fields that perhaps are not so closely related to their major. This presentation will describe
how interest, curiosity and creativity were enthused in year 2 University EAP students at an English Medium Instruction Collaborative
University in China through research led learning and teaching.
51741

10:15-10:40 | Room 605 (6F)

Design Thinking and Creative Group Engagement in the EFL Classroom
Neil Cowie, Okayama University, JapanTim Cleminson, Kawasaki University of Medical Welfare, Japan

Research has questioned the ability of our educational systems to prepare students for the increasingly uncertain and complex nature of
the modern world. The need to rapidly predict trends, and find solutions to complex problems has increased the importance of empathy,
creativity, cognitive flexibility and critical thinking in the workplace. In order to prepare students for the challenges they will face, fostering
these 21st-century skills should be essential goals for educators. In this presentation, we look at how these skills can be developed in the
English as a Foreign Language (EFL) classroom through group-projects based on Design Thinking (DT). DT is an approach that focuses
on designing solutions based on an empathetic understanding of end-users. In theory at least, DT courses provide dynamic activities thatengage creative and critical thinking skills and help students develop the empathy and cognitive flexibility to help them succeed in themodern working environment. In order to critically analyse the potential for DT as a framework for structuring language lessons we will
describe a DT-based EFL course in a Japanese university. The course consists of two types of lessons: 1) group activities and projects
based on DT that stimulate student creativity; and, 2) an academic writing component using the creativity input as a basis for reflection
and analysis. Attendees at the presentation will leave with theoretical insights into the impact of DT on student engagement and practicalsuggestions for implementing DT in language lessons.

48 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-10:40 | Room 607 (6F)

Friday Session I
Technology
Session Chair: Elena Mishieva
45722

09:00-09:25 | Room 607 (6F)

Virtual Walking Tours as a Multimedia Resource for in-Class Linguistic Landscape Activities
Brent Amburgey, Simon Fraser University, Canada Esteban Morales, Simon Fraser University, Canada

Linguistic landscape activities can be used as a tool to explore real-life language use and discover associated social, economic, andcritical implications (Ben-Rafael et al., 2006; Sayer, 2009). While the difficulty of bringing students outside of the classroom once limited
the viability of such activities, the rise of Open Educational Resources (Weiland, 2015) and available content on social media websites
opens the avenue of Linguistic Landscaping through digital resources, defined by the possibility to reuse, revise, remix and redistributethe content assured by the Creative Commons licence (Wiley, T.J., & McEwen, 2014). It is now possible to find high-definition walking
tour videos of cities around the world, and using these videos as a multimedia resource in the classroom can help students to support
their learning (Mayer, 2008). This presentation will offer interdisciplinary justification for and suggest applications for the use of digital
resources to conduct Linguistic Landscape activities in the language classroom. Potential applications include using such activities tobuild a stronger feeling of connection to the target language/culture through visualization exercises (Dörnyei, 2009) to address criticalissues language/culture issues.
50767

09:25-09:50 | Room 607 (6F)

Enhancing English Language Teaching and Learning Through Ipadagogy
Ariel Joy Jr. Patria, University of St. La Salle, Philippines

English Language Teaching and Learning has evolved in contemporary times, and shifts in society have partly influenced this evolution.
This descriptive study examined the instructional and learning practices in English Language classes of a school which has adopted andimplemented since 2016 the 1:1 Learning with iPad initiative in all learning areas. To assess the extent of the technology integration in
the English Language classes, the researcher used the SAMR (Substitution, Augmentation, Modification, and Redefinition) conceptualmodel of technology integration. Moreover, classroom experiences from English Language Teachers and Learners were classified into
relevant themes which objectively reflect the realities of technology-aided classrooms. Data were gathered through surveys, classroom
observations, and in-depth interviews with ELLs and ELTs. The results indicate that the ELLs and ELTs utilize the iPad for many educational
purposes, and they find it useful despite constantly facing personal and instructional challenges. Furthermore, the iPads were frequently
used as augmentation tools, but the teachers have found ways to modify the classroom tasks to maximize technology integration. Finally,
the teachers and the learners in this study claim that their experiences are generally positive because they have a digital tool which
has extended learning beyond the classroom. On another important note, the researcher suggests that the school clarify fundamental
principles and concepts of the teaching approach which could be used in the context of integrating iPad’s technology in a 1:1 Teachingand Learning Initiative. This study has added new knowledge into the regularly updating fields of English Language Teaching and Learning
51795

09:50-10:15 | Room 607 (6F)

Slang Words from Loanwords Reflecting Thai’s Language use on Facebook Fan Page ‘Tai Tiang Dara’
Suttiya Mahajaroen, Prince of Songkla University, Thailand
Jomkwan Sudhinont, Prince of Songkla University, Thailand

This article aims to present results of an analysis of slang words from loanwords reflecting Thais’ language use on the Facebook fan
page “Tai Tiang Dara” collected between September and November 2017 from a total of 344 posts to reflect Thai culture in language use
during this period. It was found that there were 23 slang words classified into two categories: words from other languages and words fromThai dialects. Of 21 words from other languages, 18 are from English, 2 Korean, and 1 Chinese while only two slang words are borrowed
from a Thai dialect. The 18 words borrowed from English are mum, babe, he, she, guru, pay, happy, know, drama, boy, bed, fin, mouth, way,sis, friend, and focus; two from Korean are oppa (오빠), and hyeong (형) and one from Teochew Chinese seiy (财主), and two words froma Northeastern Thai dialect are “sap” and “nua”. The results of the analysis reflect Thai culture in language use, particularly preferencein using loanwords from other languages over Thai dialects because foreign languages have influence on Thais in various aspects frommass communication to education which makes them easier to access than Thai dialects which are usually accessed through studying
or mingling with the speech community.
51920

10:15-10:40 | Room 607 (6F)

Discourse Markers’ Functioning in Online Youth Communication
Elena Mishieva, Lomonosov Moscow State University, Russia

Computer, mobile and Internet technologies have gained major distribution and new methods of application, particularly in the area ofcommunication. Under such circumstances a new type of human interaction is being developed, that is online communication, which
is defined as any type of human interaction via informational and communicative Internet resources. Such communication has gained
great potential for linguistic, pragmatic, socio-philosophical, economic, political and other types of research. This paper is dedicatedto the analysis of functioning of discourse markers in English online youth communication. Discourse markers are defined as “words
and phrases that regulate discourse between the speaker and the addressee”, which “bear no propositional meaning” and which“function on a level of discourse structuring and regulation” (Kibrik & Podlesskaya, 2009). Following the works of B. Fraser (1996)
the paper reveals tree major classes of discourse markers found in online youth communication (divided into separate subclasses):
1) commentary markers of: assessment, manner-of-speaking, certainty/uncertainty, consequent effect, speech source, mitigation,emphasis; 2) parallel markers of: address (standard titles, general nouns, pronouns), displeasure, solidarity/non-solidarity, surprise,agreement/disagreement; 3) structural markers of: topic change, contrast, elaboration, cause-and-effect. Results of the research also
confirm discourse markers’ multifunctioning.

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 49

10:55-12:35 | Room 603 (6F)

Friday Session II
Technology
Session Chair: Wan-Lun Lee
51739

10:55-11:20 | Room 603 (6F)

MOOC and SPOC Integration in Undergraduate EAP and ESP Courses
Ryan Hunter, The Hong Kong Polytechnic University, Hong Kong

The Hong Kong Polytechnic University English Language Centre currently hosts MOOCs (Massive Open Online Courses) on the edX
platform and SPOCs (Small Private Online Courses) on the Chinese University of Hong Kong’s KEEP (Knowledge & Education Exchange
Platform). The university is now supporting initiatives to motivate more local students to take advantage of the MOOCs and SPOCs bylinking them with existing materials and classroom activities within the structure of PolyU courses. After giving a general overview of the
management of MOOCs and SPOCs and taking a closer look at two of our MOOCs/SPOCs, I will elaborate on ongoing efforts to effectively
integrate ELC MOOCs and SPOCs into general EAP (English for Academic Purposes) courses and discipline-specific ESP (English forSpecific Purposes) courses. I will demonstrate how content and activities from the MOOCs and SPOCs have been used to complement
both in-class instruction and out-of-class assignments, support a flipped teaching approach, increase student engagement, connect
students globally, and promote independent learning. Instructor and student feedback regarding the efficacy of the MOOC integration will
be briefly summarized. Potential ways to leverage MOOCs in the future, upcoming revisions, integration improvements and potential ideas
for how to increase MOOC/SPOC completion rates will be outlined at the end of the presentation.
50388

11:20-11:45 | Room 603 (6F)

Development of Grammar Competence by Using Knowledgebase for Bachelor of Education (English) Students,
Phranakhon Rajabhat University, Thailand
Palisa Suntornsawate, Phranakhon Rajabhat University, Thailand

This study aimed to investigate the effectiveness of the http://esp-pro.pnru.ac.th knowledgebase of lessons and exercises ofgrammar, employed to enhance the grammar competence of the students. The objectives of this research were to 1) develop grammar
competence by using knowledgebase for Bachelor of Education (English) students, 2) compare achievement score before and afterusing knowledgebase by taking English grammar pre-test and post-test and 3) assess satisfaction towards knowledgebase in aspect ofcontent and technology. The sample (experimental) group was one classroom comprising 27 first year Bachelor of Education (English)
students selected by purposive random sampling, whilst the control group was the other section of 23 students studying in the same
subject. The research instruments were the http://esp-pro.pnru.ac.th knowledgebase, the 10 sets of English grammar test which wereused to assess achievement before and after the study, the task sheets which indicated the navigations linking to the foreign websites,
and the satisfaction assessment questionnaire in aspect of the content and the technology. The data were statistically analyzed using
the mean (X) and t-test. The findings of the research were as follow: 1) the learners’ achievement scores after using the knowledgebase
were higher than before using the knowledgebase at the level of p-value 0.0015 statistically significant and 2) the satisfaction towards theknowledgebase was at the most level in overall both in aspect of content and technology with the mean of 3.75 and 3.64 consecutively.
This insightful information should be used in future learning management.
51936

11:45-12:10 | Room 603 (6F)

Using Mobile Learning to Enrich Classroom Engagement, Motivation and Learning Experience in English Vocabulary
Jhyyi Chen, Cardinal Tien Junior College of Healthcare and Management, Taiwan
Kai-Jye Chia, National Taiwan Normal University, Taiwan

The game-based mobile learning offers students new ownership, lateral thinking, problem-solving, and peer cooperation concepts
and activities not previously open to them. This study explored the strategies for enhancing students’ engagement, motivation, andvocabulary learning experience in terms of mobile game-based learning and mobile APP, such as Kahoot! or Quizlet. Research outcomeslay on the examination of students’ learning experience using mobile gamed-based learning APP and their vocabulary acquisition. Fortyfive college students in Taiwan were recruited in this study. Mobile learning included the planned content, cognitive activities, meaningful
challenges, and real-time feedback. The goal of mobile game-based APP was to facilitate students’ cognition and memorization of
newly learned vocabulary. Moreover, these mobile APPs was used as a vehicle to increase students' positive experience on quizzes,
discussion, and collaboration. Both questionnaire and observation were included as research methods. The questionnaire was conducted
to know about the extent to which part of mobile gamed-based learning APP influenced students’ study engagement, motivation, andlearning process. In-class observation presented students’ learning behaviors and their in-class participation when they joined mobile
learning. Major finding revealed that game-based mobile learning could improve classroom dynamics and teacher-student interaction incomparison with what was provided in the conventional classroom. Furthermore, students could learn the semantic meaning, spelling,
and cultural information of target vocabulary in easy-going air. Students' learning behavior have slightly moved from passive learning toactive learning after joining up one-month mobile learning.
51938

12:10-12:35 | Room 603 (6F)

The Practice and Effects of Integrating Literature Circles and Mobile Instant-messaging Technology in ELT
Wan-Lun Lee, Fu Jen Catholic University, Taiwan

Research has found significant advantages of using classroom literature circles, where small groups of students read the same text andthen take different role responsibilities in their fully face-to-face discussion around the text; however, more and more studies have shownthat in today’s technological world, virtual literature circles integrated with the Internet and various forms of communication technology
are growing rapidly in popularity. LINE, the fastest growing mobile instant-messaging app, seems to have great potential to facilitate
the role-based, peer-led discussions of virtual literature circles, but there is still little empirical research regarding the use of this mobile
application as a communication tool to complete learning-related tasks. The present study describes a blended literature circle project
implemented in my teaching of a Freshman English course, in which three face-to-face literature circles were conducted in the classroom
to help the students get familiar with this new learning format, especially the discussion roles, before they had out-of-class, synchronous
literature circle discussions via LINE. A questionnaire survey and semi-structured interviews were conducted to investigate the students’learning experiences of and responses to this project. It was found that the majority of the participants thought very positively of theintegration of literature circles and LINE and agreed that such integration had increased their motivation to read the literary text and get
engaged in the structured role-based discussion about it in small groups.

50 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

10:55-12:35 | Room 604 (6F)

Friday Session II

Non-English Language Teaching
Session Chair: Edlia Simões
44579

10:55-11:20 | Room 604 (6F)

Color Coding Japanese Kana for Second Language Acquisition
Kevin Reay Wrobetz, Himeji Dokkyo University, Japan

In this research, the pedagogical effects of endowing alphabetical properties on Japanese Hiragana by phonetically mapping the Kana syllabary
to their respective vowel phonemes with a color code as well as mapping diacritical marks color coded to each character’s respective consonantgroup are studied. This phonetic color coding system mapped to Japanese Kana was tested on a group of native English speakers with noprior knowledge of Japanese, and the results of a series of six tests examining Kana acquisition, pronunciation accuracy, and vocabularyretention were weighed against the results of a control group who received instruction without said color coding system. This phonetic color
coding system proves to be more effective than instructional methods used without the system in three distinct categories. First, the phonetic
color coding system, once learned, allows the learner to forego all romanization and instead use only the Kana characters during study thusincreasing the speed of Kana acquisition. Second, by not using romanizations to guide pronunciation, the learner is unaffected by the phonetic
rules governing the English Latin alphabet thus improving the accuracy of pronunciation. Third, mapping a phonetic color code to a writing
system arguably increases the retention rate of associated vocabulary by way of increasing the speed of acquisition of the writing system itself.
The implementation of this phonetic color coding system elicited striking improvements in the abovementioned categories throughout all six
tests carried out in this study and would likely show similar results in the implementation into formal educational curricula.
44636

11:20-11:45 | Room 604 (6F)

The Teaching of Japanese Language and Culture to Filipino Students Through Blended Learning
Dante Miguel, Benguet State University, Philippines

The study was intended to determine the effectiveness of blended learning as a mode of delivering Japanese language lessons to learners
from selected Universities in the Philippines. It was found out that after taking up the one-semester Japanese Language Course, many
learners from both the undergraduate and graduate degree programs possessed a good language proficiency level in writing and speaking.
Many learners even agreed that there are advantages of blended learning when applied in the teaching of the Japanese language andculture. Some learners even suggested that in applying blended learning, the integration of songs and self-constructed conversation
activities be implemented to make learning more meaningful and interesting. It was then concluded that a one semester Japanese
language course may produce a convincing Japanese language proficiency level whether or not blended learning is applied. Nevertheless,a higher level of language proficiency is possible should blended learning be applied. As part of the research output, it is recommended
that blended learning be considered as an alternative mode of teaching foreign language.
51609

11:45-12:10 | Room 604 (6F)

Shared Responsibility for Learning – Educating Pupils who Experience Difficulties in Learning in a Spanish
Classroom in Trinidad and Tobago
Danielle McDougall, University of Exeter, United Kingdom

As a signatory to Education for All and other international inclusive education mandates, Trinidad and Tobago is committed to increasing theparticipation of all pupils in learning and has placed responsibility on teachers to fulfil this aim (MOE, 2012). According to Trinidad and Tobago
national education policy, teachers have the responsibility to increase pupil participation in learning by catering to pupil learning needs.
This paper draws upon research about teaching approaches with pupils who experience difficulties in learning in two secondary Spanishclassrooms in Trinidad, West Indies. Data was collected using non-participant observations, semi-structured and task-based interviews(involving the teachers of the two Spanish classes and their pupils). One finding of the research suggests that the teachers perceived learning
to be the pupils’ responsibility and attributed pupils’ difficulties in learning Spanish to their poor learning behaviours. The two teachers in the
study also perceived limitations to their teaching approaches to support the pupils in their difficulties in learning. According to Crick (2007),
pupils who experience difficulties in learning are ‘vulnerable’ learners and may therefore require strategies and support from their teachers
to become more competent learners. These dynamics within the classroom connote responsibility for learning as a shared construct andreveals the tension that may arise from applying international and national educational policy to the classroom level.
50338

12:10-12:35 | Room 604 (6F)

Learning Portuguese as a L2 in Macao: Validation of an Assessment Instrument
Edlia Simões, University of Saint Joseph, Macau
Vitor Teixeira, University of Saint Joseph, Macau
Angus Kuok, University of Saint Joseph, Macau

The Portuguese Language is the second official language of Macao and over the years since the handover, learning Portuguese as a second
language in schools has grown (Yan, 2017). Macao has aimed to become the “main actor on the dynamics of teaching and disseminating thePortuguese language in the Asia-Pacific Region” (Macao Higher Education Magazine, 2016, p.5). In this context, our study aimed to validate anassessment instrument to better understand how Chinese children in Macao are learning the Portuguese language. In this study participated200 Chinese children learning Portuguese as a second language in Primary school (1st to 6th Grades). Resulting from a previous pilot study
the assessment instrument was ameliorated for validation. The assessment instrument comprises 7 subtests to assess several language
skills (e.g. oral comprehension, word reading accuracy, vocabulary knowledge, reading comprehension, phonological awareness and spelling).
A quantitative analysis was performed showing that the test demonstrates good psychometric properties enabling us to pinpoint in whichareas Chinese children have more difficulties learning Portuguese as a second language (e.g. oral comprehension, word reading and spelling).
The results also provide the possibility to discriminate students proficiency levels between grades, showing an increase in performance along
primary school. We expect to contribute to the understanding of the several components that are implied in second language acquisition of
Portuguese by Chinese children. This will help provide recommendations to educators in the area of Portuguese Teaching as a L2.

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10:55-12:35 | Room 605 (6F)

Friday Session II
Psychology
Session Chair: Helena Gao
45879

10:55-11:20 | Room 605 (6F)

University Students’ Attitudes Toward the English Graduation Benchmark in Taiwan
Hsuan-Yau (Tony) Lai, National Taipei University of Business, Taiwan

The English Graduation Benchmark is a common criterion adopted by many universities including both comprehensive and technology
universities in Taiwan to monitor their graduates’ English ability. Students who meet the university’s requirement (either the external orinternal test) can graduate. Those who do not pass or do not want to take the test can take a make-up course at university. If they pass
the course, they are able to graduate, too. However, this common criterion has caused some debates about its appropriateness in recent
years. Some universities have decided to stop this policy in practice. This study aims to investigate technology university students’perspectives and attitudes towards the English Graduation Benchmark. It also further compares and contrasts the opinions of students
from English departments and non-English departments. A quantitative method was adopted for this study. The online questionnaire
items were borrowed and adapted from Chu’s (2009) existing research. The questionnaire included a couple of major sections: students’attitudes towards the English Graduation Benchmark, the impact on English learning, and the perspectives of students on domestic(GEPT) and international English Proficiency Tests (e.g., TOEFL, IELTS and TOEIC). The results showed that most technology university
students agreed with the establishment of the English Graduation Benchmark. Students from English and non-English departments both
had positive attitudes because the benchmark motivated them to learn English in some way. Last but not least, technology university
students considered the English Graduation Benchmark to be something useful for their future career development.
45948

11:20-11:45 | Room 605 (6F)

How to Apply Learner Autonomy and Self-Assessment Method to Promote Test Takers’ Learning: A Case
Study of IELTS Test Preparation
Li Dong, New Oriental Education & Technology Group Ltc., China

In the fields of pedagogy and language assessment, self-assessment has been regarded as an effective teaching and learning method.
This method can promote learning in a positive way, and have positive washback on learning, particularly for students who are preparing
for high-stake tests. Also, Learner Autonomy has long been accepted as a useful method for both teachers and students, but hard to be
applied in-classroom setting. In the Chinese context, so far, neither have the teachers nor students attached much importance to selfassessment or Learner Autonomy. This paper addresses how to apply a new framework, united with Nunan’s five level learner autonomy
method and self-assessment, in an IELTS preparation phase. It is found that the new framework is able to promote learning and learning
strategies positively. Also, this paper suggests that, in the initial stages of the implementation of the new framework, some problems need
to be taken seriously by teachers.
51544

11:45-12:10 | Room 605 (6F)

L1 and L2 Attitudes and Willingness to Communicate in Taiwanese Middle School Bilingual Program
Alexandra Chiang, Tamkang University, Taiwan

While most language learners in Taiwan are school aged children, academic research in field mostly address university level students.
Considering early experiences with language affect students’ future motivation for learning Chinese (L1) and English (L2) (MacIntyre etal. 2003), this study aims to investigate Taiwanese middle school students in bilingual programs. Specifically, to (a) assess correlations
between attitude and WTC for both L1 and L2 in an EFL bilingual school environment; and (b) examine how students’ WTC with peers andadults compare in L1 and L2. For this purpose, a 36 question 4 point-Likert survey adapted from Yashima’s investigation of Japaneselearner’s WTC (2002) and MacIntyre, Baker, Clement and Conrod’s research on Willingness to Communicate, Social Support, and LanguageLearning Orientations of Immersion Students (2001) was distributed to 58 seventh grade students at an Elementary and Middle School inNorthern Taiwan. The results indicate that attitude has a moderate positive correlation to WTC in L2 but not in L1. Mean values also reveal
students are more WTC in task-based activities in L2 compared to L1, suggesting that compared to studying L1, they seek more for belonging
and approval in L2. This is also consistent with how in L1, students are more WTC with peers than teachers whereas in L2, students are
more WTC with teachers than peers. Therefore this study provides new insight to ways educators can effectively strengthen student WTC byassisting them using targeted activities and incentives when facilitating WTC in various contexts using the respective languages.
51659

12:10-12:35 | Room 605 (6F)

A Psychological Approach to the Understanding of the Lexical Choices by Bilingual Speakers
Helena Gao, Nanyang Technological University, Singapore

A common phenomenon in language use in Singapore is the use of and switch between two languages on a daily basis. English is used
as a medium of communication at school and at job. At home or with friends, speakers switch between their native language and English.
Due to the frequent switch and use by L2 speakers largely, the English spoken by Singaporean bilingual speakers has become unique. It
evolved through a process a bi-directional process in which English is indigenized and non-English elements are Anglicized (Wee, 2009).
As a result, this variety of English, now often referred to as Singaporean Colloquial English (SCE), exhibits the transference of featuresfrom the different languages and dialects spoken in the country. SCE is considered non-standard and thus speakers of SCE having low
competence. This paper presents a study on Singaporean bilingual speakers’ lexical choices of English and the motivations behind theirchoices. The main goal of the research is to explore the psychological preferences of bilingual speakers in their choices of words. It is
assumed that in a multilingual society like Singapore, speakers’ lexical choices is a reflection of their preference of a speech style that isconverging toward that of the majority speakers rather than language competence. It is argued that this preference is psychological andcan largely affect a bilingual speaker’s linguistic sensitivity and motivation for language improvement.

52 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

10:55-12:10 | Room 607 (6F)

Friday Session II

Literature
Session Chair: Sang Young Park
51801

10:55-11:20 | Room 607 (6F)

Language Techniques in the Anthology of Short Stories ‘Klang Phung Phae Lang Hak’ (Amidst a Herd of
Broken-backed Goats) by Ummisalam Umar
Sanma Rattanayium, Prince of Songkla University, Thailand
Montri Meenium, Prince of Songkla University, Thailand

The objective of this article is to analyze language techniques in the anthology of short stories, “Klang Phung Phae Lang Hak (Amidst
a Herd of Broken-backed Goats)” by Ummisalam Umar consisting of 10 short stories: Phu Tong Songsai (Eyes of a Child), Foon (Dust),
Nithan Khong Pho (Daddy’s tales), Klang Phung Phae (Amidst a heard of goats), Phi Chai (Older Brother), Kai Lud Khok (Let Loose Chicken),
Ya (Grandma), Luang (Cheating), Khuamtai Nai Duean Ramadan (Death in the Ramadan Month, and Phae Lang Hak (Broken-back Goats).
Data were collected from documents and results were presented through descriptive analysis. “Klang Phung Phae Lang Hak (Amidst
a Herd of Broken-backed Goats)” is an anthology of short stories by a Muslim female writer nominated for the 2017 S.E.A Write Award(Southeast Asian Writers Award). Its outstanding language features are created by blending emotional aspects resulting from characters’
fate that make them realistic. Three major language techniques found are: 1) Word usage consisting of words with direct meanings andwords with implications; 2) Use of figurative language consisting of simile, metaphor, and symbol; and 3) Usage of sentences consisting ofaffirmative, negative, interrogative, and imperative sentences. It can be said that the value of language techniques used in this anthology
is how the writer presents literary value to reflect social value creatively and cleverly with unity.
50151

11:20-11:45 | Room 607 (6F)

Envisaging the Exigencies of Independent Spouses: Novel Reading in Intermediate Malay
Jyh Wee Sew, National University of Singapore, Singapore

This discussion examines ways in which critical pedagogy exploits excerpts of Satu Bumi and Kiswah, by Isa Kamari an award
winning Singaporean author. While the main themes of the former is resilience and personal sacrifices; and the latter is hedonism
and repentances, both novels contain subplots narrating the survival of an independent spouse in everyday life. Interestingly, thefemale protagonist of Satu Bumi performs strenuous acts to maintain the livelihood of her son and foster father. The male protagonist
in Kiswah, in contrast, enjoys the lifestyle of a successful architect. However, he constantly struggles with the emotional distressdue to his wife’s kidnap during their honeymoon in Mecca. For a basic reading, the learners acquire the conjugations and meaningsof specific Malay verbs in the respective materials. Elevating language learning from linguistic intelligence, the learners examine
the actions presented in each marital predicament with the task of associating a verb-phrase with a Malay proverb acquired fromthe previous Malay lesson. Interdependently, illuminating Malay novel sentences with Malay proverbs afresh becomes the criticalpedagogy in this Malay reading lesson. Developing a battery of proverbial repertoire is useful for identifying and envisaging resilient
relationships in interrupted married lives. In turn, it hones the analytical skills of tertiary language learners towards a transformationof literal comprehension into associative understandings. It is an intelligent pedagogical strategy to schedule proverbs learning before
analyzing novel excerpts to attain a detailed study of subplots in Intermediate Malay.
51560

11:45-12:10 | Room 607 (6F)The Use of Classical Literature in the Achievement of Linguistic Proficiency by Improving Student Motivation
Sang Young Park, Daegu Catholic University, South Korea
Patrick McIver, Daegu Catholic University, South Korea

This research will examine the effectiveness of using classical literature to improve EFL/ESL learners, ability to ascertain English more
efficiently, at higher education institutes by improving motivation among students. Using Classical literature as a curriculum to teaching
English, the literary text can be used to create task-based and problem-based learning activities to enable the learners to function
effectively in the acquisition of second language skills. The rationale for the multidimensional benefits of using classical literature in the
ESL classroom can be the conviction that the literature can offer the learners aesthetic, socio-culture perspective on society and moral
values. When students are engaged and motivated learning a second language improves. Moreover, EFL learners will view classicalliterature as something different from what they face ordinarily in traditional EFL textbooks. Classical Literature will be appealing tostudents because it express the ancestral past of their country encouraging them to understand their history and “because literature
expresses both cultural values and universal human values, its study can promote internal as well as international communication""(Marckwardt, cited in Spack, 1985:705). Comparing non-literary text to literary ones, McConochie (cited in Spack, 1985:705) believes,""students read such texts [non-literary] but do not become humanly engaged in them; they do not view them as meaningful use oflanguage development. When Students do not feel connected to the material they lose motivations. EFL students deserve to discover thata second language can be acquired by learning about their past, not just a practical and utilitarian one

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 53

13:45-14:45 | Room 603 (6F)

Friday Session III
Workshop Presentation
50446

13:45-14:45 | Room 603 (6F)

Podcasts: An Indispensable Teaching Resource
Mark Rebuck, Meijo University, Japan

The presenter has used podcasts in the classroom since 2005, a year after the term was coined. Initially, he downloaded audio files of BBC
radio programs for his own use, but soon realized that embedded in the talk radio to which he listened were nuggets of authentic speechthat could form a valuable teaching resource. The presenter now incorporates into his lessons short clips from the podcasts of various
radio stations including the BBC, ABC, and NPR. The clips harvested from these podcasts are a vital element in creating efficacious andmotivational lessons. This workshop will highlight a dozen reasons podcasts cannot be ignored as a resource by teachers today. Podcast
clips, for example, can form content kernels for activities, complete lessons, or even whole courses; they serve to illustrate features ofnatural speech; the voices too of a world of English varieties can be brought into the lesson with podcasts. In ESP lessons, the voicesof experts, and news of the latest research can be incorporated into lessons. In addition to their direct classroom application, teachers’
professional development can benefit from the numerous podcasts on language learning and linguistics. This workshop will illustrate thevalue of short podcast clips with examples of activities from both general English and medical English lessons. Participants will leave withconcrete suggestions on using podcasts in the classroom as well as practical tips on audio-clip editing.

54 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:45-14:45 | Room 605 (6F)

Friday Session III
Workshop Presentation
50570

13:45-14:45 | Room 605 (6F)

Developing Holistic English Language Learners Through Flipped Learning: Design, Implementation, andEvaluation of an ECE Pre-service Teacher English Course
Qunfan Mao, The Education University of Hong Kong, Hong Kong

Despite the fact that flipped classroom approach has proved to be successful in developing students' interaction and higher-order skills
in many theory-based disciplines, research on its design and implementation in English language teaching (ELT) is limited. Meanwhile,
higher education ELT classrooms are more and more characterised with diversity in students' abilities and the target to train students into
autonomous and computer literate learners, both of which flipped classroom approach has a promise to deliver. Compared to a learnercentred traditional communicative classroom where teachers do not have effective methods to alleviate mixed abilities problems, amultimodality approach to pre-course online learning activities and resources which are studied by learners at their own pace narrow the
proficiency gap of students and prepare them better for more effective interaction in class. Furthermore, to develop students' autonomy, aproject-based pedagogy is used in in-class interactive activities design. Data collected from students' survey and comparison of students'
pre- and post-course performances show students' higher motivation in learning as well as enhancement in learner autonomy. This
workshop shares this structured multimodality model in the design and implementation of a technology-embedded flipped-classroombased English course for Early Childhood Education pre-service teachers, while hands-on practice opportunities are embedded.

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15:00-15:50 | Room 604 (6F)

Friday Session IV
Identity
Session Chair: Erwin Purcia
50217

15:00-15:25 | Room 604 (6F)

Identity and Investment among Adult Immigrants and Refugees English Language Learners
Mohsen Hosseinpour Moghaddam, Simon Fraser University, Canada

Media and globalization now give transnational individuals the opportunity to share their language and cultural practices across theborders (De Fina, 2016). Transnationals do keep their ties to their homeland, and they bring new identities and new cultural and economic
practices to their home country as well as and host country. The question, however, is how these transnationals negotiate these spaces
as the power that operates in these spaces becomes less visible (Darvin & Norton, 2015). Darvin and Norton (2017, p.91) state “ascultures mix and permeate, the ideological mechanisms that privilege some and marginalize others become more invisible”. Therefore,
understanding “how these transcultural flows are themselves shaped by specific material realities and global inequalities” is challenging(p.91). It has then become important to analyze the way how investment in this “shifting communication landscapes” places individuals
in new ways and how English language learners claim the right to speak (Norton, 2017, p.16). In my presentation, I will discuss myunderstanding of identity and investment concepts, as proposed by Darvin and Norton (2015). I will explicate, using the applicability andimportance of these constructs, how adult immigrants and refugees construct, produce, and negotiate their identities and investment
in learning English. Using the concepts of investment and identity I will analyze (a) how refugees and adult immigrants’ investments in
English language learning are influenced by various ideologies as well as their capitals and (b) how, using linguistic resources at theirdisposal, they negotiate and construct their transnational identities in English language classes?
45939

15:25-15:50 | Room 604 (6F)

Transcontextualizing Contemporary Filipino Gay-Themed Movies: Its Message to the LGBT Community
Erwin Purcia, Dr. Carlos S. Lanting College, Philippines
Nora Velma Gayod, Dr. Carlos S. Lanting College, Philippines
Daniel Gayod, Dr. Carlos S. Lanting College, Philippines
Jomar Mendoza, Dr. Carlos S. Lanting College, Philippines

This study focused on transcontextualizing contemporary Filipino gay-themed movies. Utilizing Content Analysis, this study deciphered
the underlying message of each contemporary Filipino gay-themed movie and its social relevance to the LGBT community. As an analytic
strategy, content analysis enables a systematic examination of forms of communication to document patterns objectively. It is a method
for summarizing any form of content through classification, tabulation and evaluation of its key symbols and themes in order to ascertain
its meaning. The films were chosen based on the year they were filmed. The movies selected were: Ang Pagdadalaga ni Maximo Oliveros(2005), Bakit Lahat ng Gwapo may Boyfriend (2016), Die Beautiful (2016), That Thing Called Tanga Na (2016), and The Third Party(2016). The cinematography involved in this study was thematically analyzed via literary coding. Coding as an element of thematic
analysis makes use of specific signs and/or symbols to represent one pattern where themes can be generated based from the embedded
cinematic elements as the process of transcontextualization in filmographic education. Results revealed that the different contemporary
Filipino gay-themed movies have become instruments in creating new opportunities of respect and acceptance because of the reality they
depict in a wide range of viewers. This denotes that with the increasing number of gay-themed movies in the Philippines, the barrier anddiscrimination has diminished. It is therefore recommended that transcontextualization should be utilized by students in literary analysis
because it dilates ones’ eyes to discern realities in the context of filmography.

56 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:00-15:50 | Room 605 (6F)

Friday Session IV
Academic Writing
Session Chair: Sarah Strigler
50198

15:00-15:25 | Room 605 (6F)

Integrating Formal and Functional Approaches to Second Language Writing Complexity
Yiran Xu, Georgetown University, United States

In light of the continued discussion on the construct of second language (L2) writing complexity over the last four decades (Ortega,
2003; Wolfe-Quintero, Inagaki, & Kim, 1998), this article investigates the interlanguage complexity of English L2 learners in expository
writing. Using an integrated approach that incorporates a systemic functional perspective into the structure-oriented understandingof the complexity construct in Second Language Acquisition (SLA) research, this study analyzed syntactic complexity and language
density in 104 expository essays written by Korean L2 learners of English across three proficiency levels (A2, B1, and B2 with 37, 36,
and 31 learners respectively). 40 expositions composed by English native speakers were used as a comparison. Syntactic complexity
was evaluated in terms of subordination complexity and phrasal complexity, and language density was analyzed through the quantityand quality of nominalization. Results show that texts written by more advanced learners are characterized by increasingly intricate
syntactic structures with heavy reliance on clause combination, while the deployment of nominalizations in constructing condensed,
abstract discourse remained low, regardless of their proficiency levels. The discussion further elaborates on task complexity, native
speaker performance, and infelicitous nominalization use. The current study aims to contribute to the thrust of theoretical renewal of thecomplexity construct validity and shed light on curriculum and pedagogy in classroom contexts.
50871

15:25-15:50 | Room 605 (6F)

Increasing Awareness of Grammatical Inaccuracies in L2 Academic Writing Through Error Log Analysis
Sarah Strigler, The University of Texas at Austin, United States

In providing grammar feedback of L2 academic writing, a common practice is identifying and classifying grammatical errors. Throughdistinguishing grammatical inaccuracies by type, students can more easily see the source of the error and more precisely edit theirwork. However, even after receiving this feedback, students often repeat the same errors in subsequent writings. Problematically, error
identification centers more on addressing feedback than on actual student uptake, creating a reliance on the instructor that can impede
independent student learning. Accordingly, while error identification lays the foundation for improving grammatical awareness, it mustbe followed by additional analysis for the student to reap the full benefit of this practice. Categorizing errors in charts serves as a vitalnext step to enhance awareness of grammatical inaccuracies and increase student autonomy in L2 academic writing by enabling
students to independently observe and analyze larger trends in their writing. Data gleaned from these logs can be used to create graphicalrepresentations of student work, allowing students to see their writing in a new format, further deepening their awareness of grammaticalerrors, and in turn improving their ability to assess and revise their writing. Notably, by engaging with and evaluating data from error
charts, the emphasis of error identification shifts from a teacher-centered practice of providing feedback to a student-centered practicefocused on analysis and reflection. This presentation will demonstrate a 6-step process for implementation and application of error log
analysis to improve grammatical awareness of L2 academic writing. Activities and materials will be included.

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15:00-15:50 | Room 607 (6F)

Friday Session IV
Achievement/Proficiency
Session Chair: Elvy Pang50572

15:00-15:25 | Room 607 (6F)

Analysis of Errors Committed by Thai EFL Non-English Major Undergraduate Students
Mongkol Charoento, Phranakhon Rajabhat University, Thailand

The purpose of the study was to investigate the English linguistic elements which cause errors in writing made by the first year
undergraduates majoring in non-English academic disciplines pursuing their bachelor degree at the Faculty of Humanities and Social
Sciences, Phranakhon Rajabhat University. This study was conducted with fifty Thai EFL undergraduate students by administering
quantitative method. An instrument for this study included a worksheet on which students were required to write a 100-120 word
composition, entitled My Personal Background. The findings revealed that the Thai EFL students majoring in non-English discipline
committed different kinds of grammatical errors in writing the target language, from morphological to sentential levels. Most errors weremainly resulted from the dearth of L2 linguistic knowledge and the difficulty of the L2 grammatical system. The results from the written
English errors have implications for English grammar teaching and learning.
51154

15:25-15:50 | Room 607 (6F)

Oral Presentation Competency of Business Undergraduates: Student Perceived Ability and Peers’ Perspectives
Elvy Pang (Leung Chun Fan), The Hong Kong Polytechnic University, Hong Kong
Lap-Kwong Ko, The Hong Kong Polytechnic University, Hong Kong
Denise Cheung, The Hong Kong Polytechnic University, Hong Kong

Higher education is experiencing increased pressure to devise curricula that supports employers’ demand on human resources andproduces graduates in possession of the required competencies. One such competency actively sought after by employers is oralpresentation skills. As of date, the research surrounding oral presentation competency in undergraduates is lacking, especially in thecontext of Asian societies. To fill in this gap, this study proposes to explore the notion of oral presentation skills as a highly-valued
competency. Specifically, the study will seek (1) to clarify students’ perceived oral presentation ability, (2) to compare students’ selfperception of their competency levels in oral presentation skills to that as perceived by their peers, and (3) how much employers value
oral presentation skills in the workplace. To investigate the issues, students and employers will be surveyed. The methodology will
involve collecting data from 240 business undergraduates (working in 40 group projects) to pre- and post- project surveys along withdata to be collected from 200-300 employers participating in campus recruitment events. Statistical techniques (such as paired t-test)
will be used to address the objectives of the study. Oral presentation competency is a key component of workplace success. It is a skill
that must be developed in students so that upon graduation, they can meet the demands of the job market and add value to companies.
Our findings will explore how valuable oral presentation competency is in the context of the Hong Kong business world and how skillfulstudents are in this area.

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Featured Presentation: Marco Koeder

The Power of Randomness: Lessons from
(Mobile) Gaming and Behavioral Economics
Friday, May 17 | 16:00-16:45 | Room 603 (6F)

So called game-of-chance based random virtual item rewards have helped to create a new multi-billion dollar
market for free to play mobile games in Asia and for PC and for console games in the West, engaging millionsof players to continue to play and pay. Japan was one of the cradles of these mechanics called “Gacha” whichstarted over 10 years ago but little academic research had been made available on this topic in English trying
to explore the motivation of players for playing and paying through these elements (Askeloef, 2013, Kanerva,
2015; Yamakami, 2011a, 2011b, 2013a, 2013b, 2014; Shibuya, 2015).
Rational bias effects in free-to-play games and mobile applications have already been mentioned by somegame researchers (Hamari, 2011; Paavilainen et al., 2013; Reiners & Wood, 2015; Stockinger et al., 2015; Olliet al., 2016; Zagal et al. 2013).
Behavioral economics, specifically inspired by Kahneman and Tversky's Prospect Theory show uncertainty(game of chance elements) can introduce “bias” to the users' rational decision-making capabilities. Whenpeople have to choose between different alternatives that include risks with an unknown probability of theoutcome they tend to overestimate small probabilities and underestimate larger probabilities (Kahneman &Tversky, 1979/1986/1992).
Simple “Games-of-Chance” elements seem to motivate people towards behavioral change. Research inbehavioral economics has shown that these elements can influence money saving (Kearney, Tufano et al, 2010),
adherence to stroke medication (Kimmel, Troxel et al, 2012), willingness for blood donations (Goette, Stutzer,
2008), safer sex practices (Nvqvist, Corno, et al. 2015) as well as help to drive weight loss activities (Volpp,
Troxel, et al. 2008).Games-of-chance elements can also enhance extrinsic as well as intrinsic motivation
for learning and have already been applied in education environments (Berridge & Robinson, 1998; HowardJones, 2011; Howard Jones & Demetriou, 2009; Hong et al., 2009).
This presentation shows the findings of studies related to Japanese mobile gamers and western gamers andtheir perception of game-of-chance elements. It also shows how these elements have already been usedoutside of games to create retention and then looks at three Japanese language learning games available
today and then tries to start a discussion about what role game-of-chance elements could play in future
digital learning environments to drive student’s extrinsic and intrinsic motivation.

Marco Koeder
Originally from Germany, Marco holds a Masters Degree in Sociology
from the University of Bamberg, Germany, and is currently writing
his PhD thesis on game-of-chance elements in games at Waseda
University, Japan. He has already presented several papers on this
topic at Asian, European and Global conferences of the International
Telecommunications Society.
In Germany, he was one of the core members of I-D Media, a start-up
that went IPO and became one of Europe's biggest digital agencies.
He then moved to Tokyo to become the head of Cybermedia, a small
digital strategy agency with a focus on mobile. After that he joined
MRM//McCann Japan as the Digital Marketing Director. Marco iscurrently the Director of Digital Business for JWT Japan, one of thelongest lasting ad agencies in the world.
Marco has been teaching eMarketing and Social Media Marketing at the International University of Japan for awhile. He is also the co-author of Six Immutable Laws of Mobile Business, a business strategy guide publishedby Wiley in the US/Europe and Korea.
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Notes60 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday
May 18
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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09:15-10:55 | Room 704 (7F)

Saturday Session I
Writing
Session Chair: Patricia Trivino
50245

09:15-09:40 | Room 704 (7F)

Developing Evaluative Judgement of Academic Writing: A Step Towards Fostering Independent Writing Skills
Abbas Mehrabi Boshrabadi, Deakin University, Australia

One of the main long-term educational benefits of assessment and teaching activities in higher education academic writing programs is todevelop students’ independent writing skills. While a number of interventions, including the provision of rubrics and exemplars as well as
peer assessment, have been proposed, educational evidence shows that existing educational practices have failed to equip students (bothNative and Non-native English speakers) with independent writing skills so as to deal successfully with the demands of different written
assessment tasks during their undergraduate studies. Lack of understanding of criteria and standards of academic writing at university
level in general, and difficulties in understanding structural, organisational and textual features representing quality writing within theirdiscipline has been suggested as two main reasons behind this predicament. In this study, I propose evaluative judgement as an integrativeand organising approach that has the potential to reframe learning and teaching (and assessment) of academic writing and build students'
capability to independently discern the standards of quality writing and meet their discipline-specific future writing needs, even beyond thepoint of graduation. Building on premises of social constructivist theory of learning, I will explore the concept of evaluative judgement of
academic writing within a discourse of pedagogy, rather than merely from the perspective of assessment. I will then examine why developing
evaluative judgement of academic writing should be considered as an agenda for fostering long-term influence of pedagogical activities
on writing ability. I will conclude by discussing how common assessment and teaching activities in academic writing can be better tailored
towards developing evaluative judgement of academic writing. Future research considerations for examining how we may trace the potential
strategies and techniques students may employ to develop their evaluative judgement of writing will be discussed.
50208

09:40-10:05 | Room 704 (7F)

Investigating the Idea of EAP Classroom Diglossia and Patterns of Code Switching
Lauren Knowles, University of Nottingham Ningbo China, China

This small study is being conducted in a Sino-British University in China with preliminary year students learning academic reading andwriting skills in English. It aims to discover why and when groups of Chinese students in an EAP classroom choose to use either English or
Chinese during group work. It seeks to find whether they do so consciously or ‘slip’ back into Chinese, or whether they ‘correct’ themselves
into using English as a result of expectations. It will also investigate the role of interlocutors within the classroom such as in exchanges
with the tutor and the table leader, aiming to discover how great an influence these roles have on language choice. In order to do this,different groups of students across two different classes have been audio-recorded during lesson time. The classes were following thesame lesson plan with the same tutor in similar group sizes. Participants were also given a short questionnaire prior to the recording todiscover what they perceive they use and whether this corresponds to the recordings of their interactions and researcher observations
have been noted to give the study a triangular approach to results. It is anticipated that data will show that code switching is heavily
influenced by the interlocutor, students perceive use of English is the 'high' form, yet perhaps are not fully motivated enough to persevere
when they cannot fully express themselves in English and therefore code switch between English and for task requirements and Chinese
to discuss ideas.
51736

10:05-10:30 | Room 704 (7F)

Improving EFL Students’ Thesaurus-using Skills: An Action Research at a University
Vi Tran Lam Ngan, Ho Chi Minh University of Social Sciences and Humanities, Vietnam
Hector Campos, Georgetown University, United States

It stands undisputed that thesauri are a crucial resource for learning English. Apart from high-quality thesauri, efficient thesaurus use
requires adequate thesaurus skills from the English learner’s part. While research has shown that most learners of English need guidanceon how to make full use of thesauri, there has been scant evidence for gallant endeavours to train these thesaurus users because suchformal instructions would demand, among other aspects, a thorough understanding of the learner and their unique context in the firstplace. This paper briefly reports partial findings of an action research project which crystallizes a specific case of EFL students’ thesaurus
use. The paper thus specifically aims to (i) explore students’ perceptions of thesaurus use and (ii) investigate their thesaurus practices
in an EFL writing class. As part of a qualitative study, the paper highlights major findings from questionnaires, interviews and thesaurususing tests with fifty-one university students. It is anticipated that these insights will raise teachers’ awareness of the complexity ofthesaurus use among EFL students and can point the way to more designing and implementing programs with a view to sharpening theirstudents’ thesaurus skills. Further investigation is indubitably warranted.
50218

10:30-10:55 | Room 704 (7F)

Topical Structure Analysis of Philippine and Chinese Journal Abstracts
Patricia Trivino, De La Salle University, Philippines

This study examined the topical structure of Philippine and Chinese journal abstracts on bilingual education. Specifically, it looked at
the physical and topical characteristics of abstracts written by Filipino and Chinese researchers in the field of language. On the physicalfeatures, it examined the number of words, clauses, and sentences in a paragraph; number of words and number of clauses in a sentence;and number of words in a clause. In terms of topical features, it analyzed the difference in the internal coherence between Filipino andChinese-written abstracts in English in terms of parallel progression, extended parallel progression, and sequential progression. The
results of the study reveal differences between the two cultures in terms of rhetorical characteristics in their journal abstract writings.
While Chinese and Filipino abstract writers seem to share similar writing styles, Filipino writers tend to be more verbose with their use of
more wordy clauses and longer sentences. There were also more progressions found in the Filipino abstracts as compared to the Chinese
abstracts. These results seem to substantiate earlier hypothesis on culture having an influence on writing.

62 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:15-10:55 | Room 705 (7F)

Saturday Session I
Methodology & CLIL
Session Chair: Tzu-Ling Hua44989

09:15-09:40 | Room 705 (7F)

The Integration of Multimodal Tasks on the Teaching of Critical Reading: Effects on Learning Performances ofThai EFL University Students
Savika Varaporn, Language Institute Thammasat University, Thailand

Extensive reviews of previous studies in Thailand revealed that the integration of multimodality in English language teaching was scarce,
particularly in the teaching of critical reading. Filling in these gaps, this study investigated the effects of multimodal tasks on criticalreading performances of Thai EFL university students. To compare such effects, students were randomly assigned to the experimental
and control groups and assessed by pre- and post- critical reading tests. Furthermore, their scores of critical reading tasks assigned
during the course of study were also compared. The findings revealed that the experimental group who received the multimodal tasks as
the intervention outperformed the control group in critical reading test scores and task performances.
44916

09:40-10:05 | Room 705 (7F)

Translating Constructivism Into Pedagogy From Philosophy to Practice: Active Project-Based Learning
Marine Milad Shalaby, Arab Open University, Kuwait

This paper adopts the pedagogical theory of constructivism as a main framework of project work in active learning contexts. The
paper discusses constructivism through its definitions, characteristics, history that leads to its two approaches; cognitive and social
constructivism as well as its principles. It presents the integration of constructivism into a learning process through an implantation
conducted on Arab Open University (AOU) students registered in English Language Teaching Methodology course. The paper discusses
the way of transferring constructivism into pedagogical practices highlighting the role of constructive teachers who activate the active
constructions of knowledge. It also sheds the light on the differences between traditional teacher-centered classrooms and constructivist
learner-centered classrooms. In this regard, active learning is a means of emphasizing constructivism during adopting project-based
approach as an application tool for active educational settings. Active learning strategies and project-based approach are used as anapplication medium for constructivist theory. The importance of project work, its phases and its characteristics are implemented in AOU
students’ developed lesson plans and class demonstration. Finally, a statistical analysis has been conducted on the students’ classdemos and lesson plans in the light of the constructive project-based work and the traditional one.
50234

10:05-10:30 | Room 705 (7F)

Promoting Junior High Students’ English Grammar and Environmental Awareness in a Five-Day English
Summer Camp in Taiwan
Lim-Ha Chan, Wenzao Ursuline University of Languages, Taiwan

Learning English grammar is considered an essential part in junior high level in Taiwan. However, learning grammar is tedious, andstudents may lose interest quickly. Nevertheless, learning will be more effective when students are learned with a meaningful purpose.
Recently, the Ministry of Education in Taiwan has put great emphasis on promoting students’ environmental awareness, which is also
an important global issue. Learning about important environmental issues might enhance students’ interest and give them a purpose tolearn English grammar. Furthermore, research found that games can be effective in enhancing motivation in learning, grammar retention
and environmental awareness (e.g. Arslan, Moseley & Cigdemoglu, 2011; Paris & Yussof, 2012; Phuong & Nguyen, 2017). Therefore, thisstudy aimed to explore the effects of the combination of English grammar, environmental issues and a board game in a five-day English
summer camp. The participants were 60 seventh and eighth graders. A board game was developed integrating English grammar andthree environmental topics: global warming, pollution and sustainability. The students were giving grammar lessons using the topics andplayed the board game. They were given a pre-test and a post-test with questions on English grammar and knowledge about the three
topics. A survey was also given at the end. The results showed a significant improvement on both English grammar and the knowledgeof the three environmental topics. Although in the survey some students said some questions in the board game were difficult, most
students expressed that the camp and the board game were helpful.
50668

10:30-10:55 | Room 705 (7F)

Learners’ Perspectives on Supplementary Language Support for CLIL Courses
Tzu-Ling Hua, Ming Chuan University, Taiwan

CLIL is becoming a popular and vigorously promoted educational approach in many parts of the world, and is commonly backed bygovernment through various new policies and initiatives. The major driving force behind such widespread policy is the dual focus, or perceived
double benefits of content and language that CLIL provides. However, several researchers have raised doubts about such top-down policies
regarding whether the dual focuses or perceived benefits of CLIL are maintained in practice. Arguments have been put forward for the needto provide supplementary language support to CLIL learners, especially in Asian EFL contexts. This study aims to explore the controversial
issue of supplementary language support to CLIL courses from the learners’ perspectives. A mixed method research design utilizing aqualitative priority is employed for an opportunity to compensate for and capitalize on inherent method strengths and weaknesses. 59 firstyear Psychology undergraduate students participated in the study. Preliminary analysis identified eight recurring themes, which will befurther illustrated with statistics and discussion of the reasons behind each theme. The findings can help us understand students’ language
learning needs in CLIL courses, and how we can better facilitate their content and language learning.

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09:15-10:55 | Room 707 (7F)

Saturday Session I
Curriculum Development
Session Chair: Elena Mishieva
51799

09:15-09:40 | Room 707 (7F)

Enactive Linguistics-inspired Material for Tenses in French as a Foreign Language: Progress Report andEnvisaged ImprovementsLoïc Renoud, Okayama University, Japan

Tense and aspect in French as a Foreign Language (FFL) are a crucial but challenging domain for learners, particularly when French isa typologically distant language. In addition, existing approaches and material tend to ignore the bodily dimension of language, eventhough expression of time deeply relates to perception. In this talk, I report on the first year of implementation of an innovative projecton pedagogical material for the teaching and learning of tenses at initial levels in FFL. The principles this material is based on draw
on enactive linguistics, which claims that the activity of language, or languaging, generates mental events primed by subvocal, vocal
and other bodily gestures. Notably, it asks foreign language teachers to reconsider the role of phonotactics and iconicity. For instance,zero-marking of the present tense suggests immediacy, which makes it such an efficient narrative tool, while past participles bring indelimitation, in the very articulatory positions they force the speaker to take (mainly close and close-mid vowels in final position). First,
I describe the two contexts that are targeted, endolingual – international students in France – and exolingual – university students inJapan. I also detail the components of the material and report on the two experiments already conducted. Second, in hindsight of thesefirst attempts, I present possible improvements for this second year, such as a better account of lexical aspect in the material and astronger focus on orality and gesture in the experimental activities.
50546

09:40-10:05 | Room 707 (7F)

Using Projects to Implement a Four-Dimensional Education Curriculum in an EFL Classroom
Adrianne Verla Uchida, Nihon University, JapanA part of being in academia is moving from institution to institution. This presentation will showcase the work of one educator as they
adjusted to a new teaching context in 2018. With a desire to conduct practitioner research (Mann & Walsh, 2017), the instructor designed
the course for her university EFL classes using the required grammar textbook and the Center for Curriculum Redesign’s Four-Dimensional
Education Framework (Fadel, Bialik, & Trilling, 2015). The framework emphasizes the integration of skills, character traits, metacognition,and knowledge into a curriculum. Tasks and projects were created to connect each grammar unit with activities designed to utilize
the elements of the Four-Dimensional Education framework. Various forms of data were collected and analyzed using mixed methods.
To document observations and results from the classes, the educator kept a teaching journal throughout the semester (Farrell, 2015).
Additionally, students completed a reflection sheet at the conclusion of every class. Finally, a survey was administered at the conclusionof the semester to gather students’ impressions regarding the course, the activities, and their perceptions of their English abilities. 39
first-year university students voluntarily participated in the study and the results showed that the majority of students completed thecourse feeling more motivated and confident in their English abilities. This presentation will introduce the framework, the course activities,
and the results of the semester-long research project in hopes that other educators may be inspired to integrate the framework andsimilar projects in their own classrooms and contexts.
50240

10:05-10:30 | Room 707 (7F)

A Case Study: The Significance of Designing an English Narrative Writing Course for Chinese ESL Students
Wei He, The Chinese University of Hong Kong, Shenzhen, China

It can be very difficult for language learners to connect with their second language the way they do with their native tongue. During theprocess of language acquisition, cultivating sensitivity to the language may be the biggest challenge. Most of the writing courses designed
for ESL students in China are expository, analytical, and argumentative writing courses. However, a large majority of Chinese students are
not equipped with English language skills to describe a scene, depict a person or compose a dialogue, all of which play a crucial part in daily
communication. The purpose of this study is to dissect benefits of teaching narrative writing skills to ESL students to help them cultivate
their sensitivities to English and become better bilingual communicators. The targeted course was geared toward two goals: 1) to acquaintthe students with basic storytelling terminologies and craft (plot development, character orchestration, dialogue composition etc.); 2) tohelp students define their aesthetics of narrative writing through extensive writing and critique of peers’ works. The results of the study
demonstrated that the course effectively helped students cultivate sensitivity to the colloquial differences between English and Mandarin,
enabled them to better engage in conversations pertinent to their lives, and immensely enhanced their descriptive language skills.
52104

10:30-10:55 | Room 707 (7F)

Creating a State Approved EFL Textbook for Russian High School: Personal Experience and Challenges
Elena Mishieva, Lomonosov Moscow State University, Russia

In this presentation, the author will share their experience in creating a state approved EFL textbook for Russian High School. The
focus will be on challenges modern Russian educational system imposes on EFL textbook authors, including compliance with
Federal State Standards of Education, preparation to the Unified State Exam and forming Russian cultural identity through ELT. The
textbook under discussion is aimed at developing learners’ communicative competence through learner-oriented and sociocultural
approaches. Communicational and cognitive development; sociocultural focus; educational and pedagogical potential; principles ofaccessibility and feasibility; active involvement; problem-solving strategies; accountability of learners’ language, social and culturalexperience are at the core of the textbook and are implemented through a variety of techniques. The presentation will explain
how the textbook develops listening, reading, writing, and speaking skills at B2 level of language proficiency, prepares students to
Russian Unified State Exam in the English language and develops learners’ cultural identity via: 1) texts in English about Russian
culture; 2) projects based on learner’s personal experience and background knowledge of both their hometown and country; 3) texts
about cultures of English-speaking countries.

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11:10-12:25 | Room 704 (7F)

Saturday Session II
Motivation
Session Chair: Yun-Fang Sun
51934

11:10-11:35 | Room 704 (7F)

Demotivation Theory and Practice: The Development of Demotivation Questionnaire of Undergraduate
Students
Piyaporn Boonchuayrod, National Institute of Development Administration (NIDA), Thailand
Kanyarat Getkham, National Institute of Development Administration (NIDA), Thailand

While motivation theories have been applied for language learning and teaching in EFL/ESL context extensively, the consideration of why
motivation inclines to be obstructed may be worthy to place important on. Some motivated students are probably successful in English
language learning easily, yet many of EFL/ESL students may found obstacles or any forces which impede them in language learningachievement. These negative forces can be known as “demotivation”. Therefore, this study attempts to develop the questionnaire toinvestigate demotivation of tertiary students. The questionnaire development process was conducted into two phases: 1) theoreticallyapplied from Kikuchi and Sakai (2009)’s questionnaire, and 2) open-ended questions responded by university teachers who have taught
English for more than 2 years. As the Kikuchi and Sakai (2009)’s questionnaire was used to investigate demotivating factors among highschool students, some items irrelevant to university students were adjusted. The 48 questionnaire items from these two phases were
submitted to five experts in English language teaching in order to examine the validity using Index of Consistency Values (IOC). The IOC
values showed that five items needed to be adjusted, and one item was considered to be eliminated. The final version of demotivationquestionnaire was 47 items. Then, the questionnaire was piloted in order to evaluate reliability using Cronbach’s alpha to ensure thatquestionnaire items were appropriate to use. It was shown that Cronbach’s alpha value of demotivation questionnaire was 0.858, which
accepted to apply for investigating demotivation among undergraduate students.
51807

11:35-12:00 | Room 704 (7F)

Growth Mindset and Goal Setting: Results of a Year Study
Robert Stevenson, Kanda University of International Studies, Japan
Philip Standlee, Kanda University of International Studies, Japan

Research has shown that goal-setting plays an important role in student achievement (Oxford & Shearin, 1994; Dornyei & Csizér, 1998).
Students with a strong vision of their goals retain their motivation, develop a growth mindset, and learn the importance of resilience(Duckworth & Quinn, 2009). However, many students enter the classroom without a strong vision for their goals. Often their goals areeither set externally and counter to their interests (e.g., test scores vs. making friends) or are vague and lack importance (e.g., to watch TV
without subtitles). This lack of personal, defined goals can lead to students who are unmotivated, frustrated, and display low self-efficacy(Duckworth & Quinn, 2009; Phillips & Gully, 1999). This action research study focused on exploring how goal setting could help foster
growth mindset for university-level sophomore English as a Foreign Language classes. The researchers used action research cycles as
an means to plan and to implement interventions that helped students set, pursue, and track their goals during the course of the year.
In addition, correlation methods were used to investigate students’ self-reported attitudes on factors such as mindset, effort, L2 selfmotivation, and affect through bi-weekly questionnaires. Descriptive and correlational statistics are being analyzed to understand thestrength of the relationship between variables and its relationship with interventions on students’ mindset.
51937

12:00-12:25 | Room 704 (7F)

Motivating Students through Project-based Learning: A Case Study
Yun-Fang Sun, Wenzao Ursuline University of Languages, Taiwan

Project-based learning is an instructional method centered on the learner and provides learners the opportunity for in-depth investigationsof worthy topics. Through constructing personally-meaningful artifacts that are representations of their learning, learners become more
motivated as they construct. The participants in the present study are 32 7th Graders who are going to Indonesia for an academic
exchange tour. The aim of the project for the participant is to be able to use English to introduce some of the local culture to their sisterschool during their visit in Indonesia. At first, the researcher discussed with the participants about topics that they might be interested.
After the discussion, the participants decided that art can most represent culture. Then, the participants worked together to find out whatkind of art they want to present, things they needed to prepare, job allocations and forms of presenting their topic in Indonesia. At the endof the project, the participants felt that through the project they learned how to collaborate with others to solve problem and they are moreengaged and motivated while working on the project. Most important of all, they know more about the arts that are related to the local
culture through the project.

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11:10-12:25 | Room 705 (7F)

Saturday Session II
CLIL
Session Chair: David Groff50394

11:10-11:35 | Room 705 (7F)

Chinese Science Secondary Teachers’ use of Translanguaging in Inquiry-based CLIL Classrooms
Chaoqun Lu, The Education University of Hong Kong, Hong Kong
Yeung Chung Lee, The Education University of Hong Kong, Hong Kong

With the large number of Chinese students studying abroad, there are many schools in China setting up international courses for the
purpose of helping those students to study abroad. Both foreign and Chinese teachers teach international courses by partly or fully using
English as the medium of instruction. We use Content and Language Integrated Learning (CLIL) as an umbrella term to describe thesituation where Chinese science teachers adopt English to deliver lessons. Our study focuses on how the first language (L1) that Chinese
secondary science teachers use in inquiry-based classes because inquiry activities require teachers to engage students in articulating
reasons from evidence. Although more and more researchers call for training CLIL teachers to use translanguaging pedagogies strategicallyin recent years, there is still little research into the role of L1 in CLIL programs. In order to fulfill this gap, this qualitative study uses
observation method to understand what types of translanguaging pedagogies Chinese science teachers use and their purposes. Fourscience (1 biology and 3 chemistry) teachers involved in the study and they deliberately used inquiry-based pedagogy. The preliminary
findings show that teachers use translanguaging pedagogies for confirmation checks, giving instruction, translation, engaging students,
expressing emotions, and classroom management.
51146

11:35-12:00 | Room 705 (7F)

Exploring Communicative Activities in EFL Classrooms: Can Development of CLIL Lesson Plans Work as aCommunicative Task for University Students?
Mariko Takahashi, Kwansei Gakuin University, Japan

This study explored how and to what extent the development of CLIL (Content and Language Integrated Learning) lesson plans can serve
as a communicative task for Japanese university students. Despite the abundant research on the application of CLIL to EFL classrooms,
there have not been studies investigating if making CLIL lesson plans for younger students can function as an effective communicative
task for university students who are themselves taking CLIL based English courses. As part of the unit on education for children, 77
students from 4 classes developed a detailed lesson plan in groups for teaching mathematics or science to Japanese elementary school
students in English. The topics, namely, multiplication/ division, fraction, water cycle, solid/ liquid/ gas, photosynthesis, magnet, and gravity,
were pre-decided by the instructor to control the difficulty level. Twenty-four lesson plans were produced, and the data were analyzed
qualitatively mainly from three perspectives: the types and contents of activities (content), the linguistic expressions and instructions(language), and other features including the preparation process that potentially contributed to participants’ own learning. Participants
successfully developed a variety of fun and creative activities intended to facilitate classroom interaction including experiments (e.g.,
walking around the school with a magnet) and games (e.g., “becoming” solid, liquid, or gas as a class). They carefully selected English
expressions appropriate for the target grade of their choice. Participants’ reactions to this task were positive, and this exploratory study
suggested that the task can become a highly effective one for university students with further improvement.
51976

12:00-12:25 | Room 705 (7F)

Traditional-Culture Studies as Topics for EMI / CLIL Classes: Implications From Cognitive Load Theory
David Groff, Meiji University, Japan

Internationally there is a growing movement to incorporate more content teaching in English into the curriculum at universities in Asiaand appeal to international students interested in studying there; accompanying this there has been an increase in interest in providing
English-language instruction about local traditional cultures. The cultural and linguistic distance between the languages involved, and thedense interconnectedness of the local language with the traditional culture create additional layers of challenges regarding the teaching
and learning of those ideas in, or through, English. Although there is some argument as to its relevance to language learning specifically,work by David Geary, John Sweller, and Paul Chandler — among others — in the field of Cognitive Load Theory sheds some light onprobable best practices when approaching an instructional situation with an implicitly heavy cognitive load. This presentation looks at
the difficulties inherent in teaching such subject matter in English, when some of the material may be difficult even for local students intheir native language, and particularly at the relevance of Cognitive Load Theory to the planning and execution of such courses. Specificcases in Japanese Culture Studies will be used as points of reference.

66 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:10-12:25 | Room 707 (7F)

Saturday Session II
CultureSession Chair: Morgan Wm. Dooley
51083

11:10-11:35 | Room 707 (7F)

Educational Culture in a Synchronous Class: Case of Filipino-Chinese Interface
Jewel Labita, University of the Philippines, Philippines

One key target of the global education system is the equipping of graduates exhibiting sets of core 21st-century competencies.
Looking into global competencies vis-a-vis language learning, inclination to English fluency is an edge for pursuing global careers. The
imperativeness of accommodating English education in China is first manifested in its Open Door Policy in 1976. However, even after
four centuries, the competence of Chinese has little progression with merely 1% of its population classified as conversational. Resolution
now includes enrolling students and professionals to online classes to learn English for special purposes. This paper is an attempt toidentify the unique features of the synchronous language class, and the emerging issues in the educational culture based on the criticalreflections, and experience of a Filipino educator. Among the noteworthy findings include: 1) students- a) adults were generally foundto be diverger, conceptual, and pragmatic while the young were converger, tactile, and visual; b) preference to non-conventional English
teaching style; c) initiate adjustment in curriculum design in cases of advanced learners; 2) teachers- a) have limited power to exhibit
teaching style to prevent open discussion on sensitive topics, e.g., politics, religion, and b) trained to sustain the “delight” of the student.
Examining the regional education system of an online English class allows understanding the interface between the language learnerand the educator with different native tongues and educational cultures. Findings show that the Filipino-Chinese interface in an online
language class requisiting diagnosis to help identify specific errors for recommendation case-specific action.
50141

11:35-12:00 | Room 707 (7F)The Empirical Study of a SPOC Embedded Flipped Classroom Model for College Intercultural Communication
Course: Perceptions of Students
Xiaofei Tang, Wuhan University of Technology, China

Higher education in China has experienced a significant transformation from an elite educational system to a stage of massification since
the first decade of the 21st century. In 2007, the Department of Higher Education launched the College English Curriculum Requirements,
promoting “a computer-assisted and classroom-based teaching model” (p. 8). A Small Private Online Course (SPOC) embedded flippedclassroom is called for to accelerate the innovation of teaching and learning approaches particularly for English-major courses such
as Intercultural Communication. Compared to the traditional knowledge-transmission teaching, flipped classroom approaches engage
a variety of pre- and post-class work and in-class activities. This raises questions about the real status of SPOC embedded flippedclassroom model in Chinese higher education and whether it is perceived as important and effective. This study aims to explore thefeedback of a four-month experiment using a flipped classroom approach which involved 153 undergraduate students at Wuhan Universityof Technology. Adopting an online-based questionnaire, the present study investigated the attitudes of students toward the learningof English language and culture through the SPOC embedded flipped classroom model. Major findings show the positive attitudes ofstudents toward the use of the proposed model in English-major courses; it contributes to the development of students’ autonomous,
active, and collaborative learning skills. However, some issues are addressed in relation to time allocation of online learning and in-classactivities and students’ engagement in the online community. Several pedagogical suggestions are proposed such as the provision of an
induction program.
50393

12:00-12:25 | Room 707 (7F)

Enhancing University EFL Learners’ Comprehension of Popular Film
Morgan Wm. Dooley, Ming Chuan University, Taiwan

English as a Foreign Language (EFL) instructors generally incorporate authentic media into their university language courses with theaim of making students’ learning both effective and more engaging. Although popular films have often been used to achieve this goal,
EFL learners’ lack of L2 cultural knowledge often hinders their comprehension and enjoyment of the material. However, few studies
have either investigated the underlying sources of students’ confusion or proposed specific guidelines for developing supplementary
instruction. In the current study, clarification questions raised by students enrolled in an EFL Film Literature course were collected andcategorized in order to identify gaps in their cultural knowledge and to develop corresponding supplementary instruction. In a large
classroom environment, undergraduate students screened the film Juno (2007). The instructor had taught the students key vocabulary
words and phrases prior to the screening and engaged them in intermittent discussions and summaries throughout the screening.
Afterward, students were asked to submit, in written form, any remaining questions they had regarding the film’s content. Using their
responses to identify broad categories of L2 cultural confusion, including: family structures, childrearing, and reproductive rights, theinstructor then created supplementary learning materials to enhance their understanding. This research provides EFL educators with aframework for uncovering and categorizing sources of L2 learners’ cultural confusion, as well as offering suggestions for more effective
ways to introduce language content through popular film.

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13:30-14:45 | Room 704 (7F)

Saturday Session III
Feedback
Session Chair: Apinya Manochphinyo
50966

13:30-13:55 | Room 704 (7F)

Direct and Indirect Feedback: How do They Impact on Secondary School Learners’ Writing Anxiety and how do
Learners Perceive Them?
Yao Qian, Hong Kong Baptist University, China

Previous research focuses mainly on the effectiveness of written corrective feedback (WCF) in second language acquisition (SLA), but
individual differences, such as anxiety, have not received adequate attention. This study seeks to explore the effects of written corrective
feedback (WCF), indirect feedback (IF) and direct feedback (DF) respectively on learners’ anxiety, and to investigate the beliefs towards
WCF in English writing tasks among secondary school English learners in Mainland China. Both qualitative and quantitative methodology
were employed in the study. The participants were 80 secondary students selected from the same grade. They were administered aquestionnaire based on the Chinese version of the English Writing Anxiety Scale (Tsai, 2008) and were interviewed before and after
conducting four English writing tasks, one task per week. The participants were divided into two groups, one instructed with direct WCF
and the other with indirect WCF. The results indicate that 1) DF has a positive effect on alleviating anxiety of making mistakes 2) IF can be
helpful in building up confidence in writing 3) IF can reduce the fear of negative evaluation and 4) Most learners claim that IF can improvetheir language accuracy in the long term but they preferred DF.
50390

13:55-14:20 | Room 704 (7F)

Learner Processing of Feedback: An Investigation into the Effects of Feedback Modality
Dulce Lay, Australian Council for Educational Research, Australia
Michael Timms, Australian Council for Educational Research, Australia
Felix Singleton-Thorn, Australian Council for Educational Research, Australia

The Learner Processing of Feedback in Intelligent Learning Environments model (LP-FILE) was developed to provide insights into howlearners process feedback in a computer-based learning environment. The purpose of this study is to examine how varying the mode of
feedback delivery between visual/text and audio influences learning outcomes. The study involved a sample of 31 self-selected participants.
Each participant completed a 30 item verbal ability pre-test, followed by 40 Compound Remote Associate (CRA) problems across two
blocks of 20 items. Each block contained two levels of automatic hints in either text or audio format. The participants were randomly
assigned into two groups; group one was administered 20 CRA items containing audio hints first, while group two was administered thesame set of 20 CRA items but commencing with text hints. Preliminary results indicate little difference in participant performance between
the two modes of feedback at the first level hint. Participants with lower than average verbal ability scores tended to benefit more when
the second hint was in audio format. The feedback modality did not influence performance for higher ability participants. Participantstended to report a preference towards the feedback modality in which they performed better in. This research will help to inform educators,
researchers and Intelligent Learning Environment designers with insights into how to optimally present feedback to facilitate effective
learning outcomes.
51017

14:20-14:45 | Room 704 (7F)Students’ Readiness and Perceptions Towards Online Peer Feedback in EFL Writing
Apinya Manochphinyo, Prince of Songkla University, Trang Campus, Thailand

Online peer feedback is an interesting activity that many teachers use in helping students to develop their critical thinking and solving
problems via collaborative writing. An exploratory research was conducted to examine the readiness and perceptions of Thai university
students in using online peer feedback in EFL writing. The sample was made up of 44 Thai EFL students at a government university insouthern Thailand who were asked to write a narrative paragraph and give online feedback to their peers. Pre-and Post-questionnaires
and online semi-structure interviews were used for collecting the data. The findings revealed that students had positive perceptions ofusing online peer feedback that could benefit their experience. However, many students were still not sure about the accuracy of theirpeer feedback in helping them write better due to the limitations of their peers’ language proficiency. This showed that using online peer
feedback might not be enough to help students develop their writing. However, it could help them get a greater sense of involvement andbecome self-directed learners.

68 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:30-14:45 | Room 705 (7F)

Saturday Session III
CultureSession Chair: Ljiljana Markovic
45907

13:30-13:55 | Room 705 (7F)

Face and Authority: Cultural Challenges of Teaching in China
Pawel Zygadlo, Xi'an Jiaotong-Liverpool University, China

Education understood as the process of passing ideas from teachers to students become an obsolete concept in the 21st century West.
With the growing appreciation of modern teaching theories, the intellectual authority of the teacher and its recognition by the students are
rarely emphasised. Educators are encouraged to present themselves more as partners to the students and facilitators of their intellectual
development than the ones who determine the scope and the way of acquiring the knowledge. Such an approach, despite its undeniableadvantages, is a product of a certain culture does not necessarily fit every cultural environment. Even if it is often desired and welcomedby a culturally specific population, its application often faces numerous challenges. The misunderstanding of the role of the teacher insuch a model by students is one of those that creates lots of frustration and its causes often go unnoticed by western educators. This
paper will first analyse the specific values of Chinese culture, that despite years of ‘changes and reforms’ seem to remain core factors
determining behaviour and attitudes. Secondly, it will attempt to demonstrate how these specific values apply to the teacher-student andstudent-student communication in a classroom setting. As a conclusion, it will argue that embracement of culturally specific values suchas individual/group authority and social cohesion might be a necessary condition for implementation of teaching methods that are meant
to overcome the constraints of ‘authoritative’ and ‘teacher oriented’ education.
45823

13:55-14:20 | Room 705 (7F)A Descriptive Analysis of the Tagalog Dialect of Baler, Aurora
Melissa Grace Nacino, Aurora State College of Technology, The Philippines

This study is a descriptive analysis of the linguistic features of Baler Tagalog—phonological, morphological, lexical and semanticpragmatic. It uses Chambers and Trudgill’s theory on dialectology as the main framework in order to identify the distinctiveness of Baler
Tagalog as a dialect of the Tagalog language. In each analysis of a linguistic feature, the mainstream Tagalog is used as the point ofcomparison. This research utilized purposive recordings of conversations from selected private and public institutions. The analyses
involved reveal that Baler Tagalog has distinct features as well as shared features with mainstream Tagalog. The findings support theidea that the dialect might indeed be a fusion of Tagalog and the existing languages of the indigenous people and the migrants in thearea. Following Chambers and Trudgill, the identified linguistic features can be attributed to Baler’s geographical location. Furthermore,migration and the establishment of Tagalog as the area’s lingua franca influenced the development of the dialect. These findings are not
only important in looking at the dialect as an identity marker of the Balerianos. Establishing Baler Tagalog as a distinct variety is also asignificant factor in promoting the more frequent usage of the dialect in different institutions within the area, especially nowadays whentechnological advancements and the media majorly affects the language use of the present generation of Balerianos.
50230

14:20-14:45 | Room 705 (7F)

The Importance of Translating Cultural Context in Foreign Language Learning
Ljiljana Markovic, University of Belgrade, Serbia
Biljana Djoric Francuski, University of Belgrade, Serbia

This paper presents the results of a case study conducted with students at the English Department of the Faculty of Philology in Belgrade.
Thanks to a new and revised curriculum introduced in the twenty-first century at this higher education institution which is proud of its
exactly 210-year-long tradition, foreign language studying in its 32 Foreign Language Departments has been enriched by interdisciplinary
instruction. Besides the language and literature programs, which had previously constituted the syllabus, new courses in cultural studies
and translatology have been devised, in order to help the students master all the skills necessary for their future employment. The
indisputably close link and mutual influence between Cultural Studies and Translation Studies have been highlighted by numerous experts
in both disciplines, such as Susan Bassnett, Mary Snell-Hornby, Mona Baker and Lawrence Venuti. It is our aim to demonstrate in thispaper how important the cultural context is for our students – both at the level of understanding the text, that is, reading comprehension,and in the process of translating it into another language, on the basis of the analysis of the feedback provided by undergraduate students
in answering the guiding questions which were the framework of our survey.

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15:00-16:40 | Room 704 (7F)

Saturday Session IV

Technology
Session Chair: Benedictus B. Dwijatmoko
51797

15:00-15:25 | Room 704 (7F)An Integration of Chatting Application in Foreign Language Learning: A Case of Thai Language Learning in Singapore
Sureenate Jaratjarungkiat, Nanyang Technological University, Singapore
Xiaoling He, Nanyang Technological University, Singapore

This paper aims to present two key points regarding the Integration of chatting application in Learning Thai as a Foreign Language in
Singapore, namely 1) the format of the activity and 2) the results of conducting the activity. The format of the activity was to let the Thai
language students form pairs to ask and answer questions posed by each other mainly in the form of audio messages via WhatsApp.
This activity served as outside-of-classroom learning, emphasising their speaking and listening skills. At the end of the conversations,the students had to send the audio file to the Thai language instructor to check the accuracy of the recordings in various aspects, such as
the pronunciation, meaning and grammar. The findings show some advantages of using a chatting application in learning Thai: students
were able to practise their Thai more due to the increased mobility provided by WhatsApp which enabled the students to partake in theactivity whenever and wherever. Students also learned Thai and learning techniques from each other. However, there were also somedisadvantages: when one party in the pair did not cooperate, the activity could not be completed. In terms of general satisfaction, morethan 90% of the students expressed their satisfaction towards the activity and would recommend that the activity be continued in future.
46035

15:25-15:50 | Room 704 (7F)

Own Pace-Own Space: An Action Research Using Apps for Independent Learning at UTS:Insearch
Kalina Wong, UTS:Insearch, Australia

As teachers, we often get frustrated when the tasks we set for students after class are not their priority and wonder about their time
management skills. This is likely because we forget that students have a life outside the classroom. The focus of this action research was
to try and facilitate the gap between classroom study and self-study of adult learners in a tertiary education institute by introducing analternative platform for learning so that students can ‘fit in’ studying. Research has been done on using apps in primary/secondary schools
for flipped learning but little research has been done on adult learners using apps for independent learning especially in an English language
setting. The research participants were involved in multiple semi-controlled sessions designed to encourage e-learning and stimulate
metacognition. Multi-methods of data collection was used to identify whether using an app specifically chosen to help with their weakerskill would give the students confidence to be able to study whether for short or longer periods at their own pace and in their own space. Key
findings indicated students had a high level of concentration within the time allocated. An incidental finding through observation was thatwhen the students were studying on iPads, all mobile phone activities and checking for activity were ignored. The implication being that when
designated a chunk of time, students will study independently on an app and time-on -task independent learning was achievable.
45698

15:50-16:15 | Room 704 (7F)

Developing Habits of Independent and Interdependent Learning Via an Innovative Web-Based Application
Eric Enrique Figueroa, University of Technology, Sydney (Insearch), Australia
Moe Masano, University of Technology, Sydney (Insearch), Australia

Persuading learners to develop habits of independent and interdependent learning proves to be a formidable challenge, but the influenceof learning apps have become a strong ally for teachers faced with this issue. It is difficult to deny that technology is increasingly
influencing the way students learn, and it has been proposed that part of a teacher’s practice should include the implementation oftechnology. Furthermore, some research suggests that online tools can positively influence student engagement with the class in termsof their behaviour, emotions, and cognition, as opposed to more traditional approaches. The use of innovative web-based applications
to encourage autonomous and interactive learning can in fact inspire students faced with such difficulties without them even realizing
it. At the institute where the presenters are based, the majority of students are young adults of similar background. Many in the beginnerand pre-intermediate levels did not decide to study English of their own volition and as such, struggle to demonstrate autonomousor interactive characteristics. The presenters will focus on how a particular innovative web-based application merges the elements of
independence and interdependence by engaging students in the revision and acquisition of vocabulary, where repetition (which many findtedious), is critical. The presentation will explain how the application works, examine its benefits and limitations, and highlight its various
uses. Brief directions on its set up will also be provided.
52034

16:15-16:40 | Room 704 (7F)

Teaching English Supra-segmental Phonemes with Android-based Application
Benedictus B. Dwijatmoko, Sanata Dharma University, Indonesia

As phonemic elements, stress, plus-juncture, pitch, and clause terminal need to be taught well to English learners. A good mastery of
the phonological elements is needed for English learners to avoid failure in communication. To enhance English learners' mastery of thephonological elements, the current development of Information and Technology (ICT) can be manipulated. The text-to-speech and speech
recognition technologies available in mobile cell-phone can be used to help English learners develop their knowledge and skills in using
English supra-segmental elements well. This paper is a result of a study on the teaching of English supra-segmental phonemes with thehelp an Android-based application. The objective of the study was to know how a good cell-phone application to teach the phonemes
could be developed and how the teaching could be best conducted. From the Likert-scale survey to the students, it is found out that theapplication developed is useful and good to teach the English supra-segmental phonemes. It helps them identify the phonemes to havegood pronunciation. The score for this item is 3.85 in a 1- 5 scale, and they think that it helps them a lot to improve their pronunciation(3.88). The average score of all the items in the survey is 3.72, and the average test score of the students is 75.74 on a scale of 1 – 100.
The study also reveals some other characteristics which an Android-based application for teaching English supra-segmental phonemes
should have and the techniques to teach them.

70 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:00-16:40 | Room 705 (7F)

Saturday Session IV
Methodology
Session Chair: Xiaoling He
51022

15:00-15:25 | Room 705 (7F)

Authentic Competency and Task-based Teaching in Tertiary EFL in Japan
Kinsella Valies, JALT CUE SIG, JapanAt tertiary institutions in Japan, the image of passive note-taking during lectures is an enduring one that extends to the reality of theforeign language classroom. Though the last five decades have seen a nation-wide push towards communicative teaching, the classroom
itself remains largely unchanged. However, Japan is beginning to implement CBLT and TBLT at the tertiary level under pressure from local
business and national, governmental stakeholders. Supporting busy and over-tasked practitioners assigned the creation, implementation,and evaluation of such methodologies is vital. The current study was undertaken to gain insights into the dynamics of localized material
production, competency- and task-based methodologies currently in use and to disseminate effective grassroots materials among local
tertiary practitioners. Qualitative data was collected through semi-structured interviews and focus groups. Qualitative audio data weretranscribed using a combination of open-source voice recognition and voice dictation software. The participants involved in the study areforeign language teachers from various western countries with over 10 years of experience at universities in Japan's 2020 Olympic event
area; Kanagawa, Shizuoka, and Tokyo. The results were grouped into the following thematic findings: motivation and engagement, teacher
responsibility towards input selection, student agency, autonomy, and differentiation. The researcher concluded that university foreign
language teachers assign great value to both CBLT and TBLT and that these two concepts are currently at the core of their teaching styles.
Finally, the study’s informants provide useful reflection on types of user-friendly activities and materials for tertiary language educators.
50377

15:25-15:50 | Room 705 (7F)

Language Strategies of Japanese English Learners in Parliamentary Debate
Jinyan Chen, Kyushu University, JapanThe over four-decade study on communication strategies via different approaches has offered fruitful results concerning how non-native
speakers of English employ communication strategies to overcome problems and difficulties in various contexts. Previous studies, however,are mainly concerned with either daily conversation or classroom conversation whereas little has been known concerning the use of
strategies in academic debate with English learners being debaters. To specifically address the lingering issues above in academic debate,this study aims to investigate on: first, major constraints that may affect the choice of language strategies of English-learner debaters
in debate; second, frequently employed strategies in debate which have also been observed in other contexts and which are specificallyused in academic debate. Given that the participants possess dual identities both as English learners and debaters, this study bases its
theoretical framework on both second language acquisition studies and rhetoric studies, and concentrates on the linguistic facets of theobserved strategies. Through discourse analysis on a transcribed debate tournament round of six Japanese debaters and questionnaire on
debate tournament participants and ESS members, the results suggest that language repertoire, time limitation and the rules are three major
constraints that influence the choice of strategies in debate. Also, the debaters tend to employ fillers, code-switching, similar-soundingwords, Japanese English, paraphrase, self- correction and mapping as major devices when encountering problems and difficulties.
50389

15:50-16:15 | Room 705 (7F)

Independence and Interdependence of EU Interpreters and Translators
Yinyin Wu, National Taipei University, Taiwan

The European Union is one of the largest international organizations requiring the service of interpreters and translators, with English
playing an important role in both oral and written communication among delegates from 28 Member States. Simultaneous interpreting (SI)offered by EU interpreters is characterized by formulaic language production, which facilitates fluent and uniform interpreting output forinterpreters of the same booth (Henriksen, 2007). However, Henriksen’s study only showed the existence of formulaic language in Danish
produced by ten Danish EU interpreters in an experimental context. It is yet to be ascertain whether English EU interpreters and translators
also employ formulaic language in their interpreting and translation output. This research attempts to investigate the commonalities
and differences between EU interpreters and translators in their use of English formulaic language in authentic EU conferences and thecorresponding translated documents. The transcriptions of interpreting output contain 18,613 tokens, while the translation counterpartscontain 20,534 tokens. Formulaic language is operationalized as four-word sequences identified through computational tools. Results
show that formulaic language exists in both English interpretation and translation in the EU context; however, translators employ morediverse use of word sequences than interpreters do. Furthermore, the differences in the use of word sequences between translators andinterpreters are more striking than the similarities. Pedagogical implications are discussed at the end of this paper.
51138

16:15-16:40 | Room 705 (7F)The Effects of Glossing on SLA Incidental Vocabulary

Xiaoling He, Nanyang Technological University, Singapore
Sureenate Jaratjarungkiat, Nanyang Technological University, Singapore
Early studies of vocabulary acquisition amongst L2 learners have shown that incidental learning did not simply take place naturally whenlearners were exposed to natural reading materials. From the 1990s onwards researchers began to experiment with ways of enhancing
incidental vocabulary learning by introducing instructional intervention, particularly in the form of glossing. By focusing learners’ explicit
attention on lexical items during reading, glossing can enhance students’ incidental vocabulary learning. While the positive role of glossing
is now beyond doubt, several issues remain in need of further investigation. One such issue concerns the relative effectiveness of paperbased vs. computer-based glossing. While computer-based glosses are generally thought to be effective, in a computer-based glossing
context, learners might rely too heavily on e-glosses, so much so that they may avoid guessing word meaning through context altogether.
This diminishment of mental effort may result in less effective learning and retention. The present project aims to assess the relative
effectiveness of different kinds of glosses. In an authentic instructional context, 30 learners of Chinese were given a series of weekly
readings with glosses provided in three different kinds of environments (paper-based, web-based e-dictionary and Pop-up dictionary). A
series of pre-tests, post-tests and questionnaires were conducted to ascertain the relative effectiveness of these glosses for incidental
vocabulary learning. The results of the study show that all the three types of glossing effectively enhance vocabulary learning via reading,with no significance difference found between them. However, on closer examination, it is found that adult learners exhibit better.

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15:00-16:40 | Room 707 (7F)

Saturday Session IV
Teacher Development
Session Chair: Lin Fan
50540

15:00-15:25 | Room 707 (7F)

A Duoethnographical Study on Reflective Practice in Teacher Training for Language Instructors in JapaneseTertiary Education
Peter Brereton, Rikkyo University, Japan
Matthew Schaefer, Rikkyo University, JapanDue to the relative lack of professional development (PD) opportunities for teacher trainers, they must often seek out self-directed formsof PD. Due to its flexibility, reflective practice, whereby practitioners look back on critical experiences to better inform their professional
futures, is ideal for this purpose. Duoethnographies, a nascent form of research, lend themselves well to reflection as they involve two
researchers juxtaposing their life experiences in order to uncover meaningful connections and contrasts. The presenters work as managers
of a discussion course at a Japanese university, a role which includes training and overseeing the PD of a group of language instructors.
To seek more explicit understandings of their teacher training principles, they recently conducted a duoethnography. This consisted of aseries of recorded discussions, based around several pre-chosen topics, that were subsequently transcribed. These transcriptions werethen analyzed by noting commonalities and differences in the researchers’ approaches to their roles, as well as any emergent notions,
including analogies that helped them understand their beliefs about teacher education. Finally, the ideas were re-ordered under topic
headings, disrupting the original chronology in which they had appeared, but making them more accessible to potential readers. The
key conclusions reached from this study were an appreciation of duoethnographies as a reflective research method and of the valueof interdependence as a working method. The presenters became aware that each stage of the process resulted in different levels ofreflection, which made them more open to exploring new areas of their teacher training beliefs.
51014

15:25-15:50 | Room 707 (7F)

Understanding Teachers’ Agency in Using Rubrics as a Mediating Tool in Teaching EFL College Writing
Lisa Wu, Shantou University, China

The rubric is widely regarded as a useful tool in writing assessment in such aspects as norming and clarifying writing requirements. Still,there is critique of rubrics in the areas of exactness and objectivity. With regard to the double-edged effects of rubrics in assessmentin prior scholarship, this study attempts to explore the effects of rubrics in EFL college writing instruction from teachers’ perspectives
and shed light on their agency in overcoming constraints of rubrics and using them as a mediational means to facilitate learning. The
investigation draws upon multiple sources of data including semi-structured interviews, class observation and document analysis andthe analysis is focused not on the rubric for its own sake, but on the interaction between the rubrics as mediational means and teachers
as mediational agents to enhance the teaching of college writing in an EFL context.
46008

15:50-16:15 | Room 707 (7F)

From “McEnglish” to “The Holy Grail”: Transitions Between Eikaiwa and University Teaching
Daniel Hooper, Kanda University of International Studies, Japan

Within English language teaching in Japan, private conversation (eikaiwa) schools are commonly viewed as the bottom rung of theprofessional ladder. In contrast to eikaiwa’s marginalized position, language teaching in university is regarded as the pinnacle of the
field’s professional hierarchy (Nagatomo, 2016). This presentation will describe a study that sought to examine first-hand perspectivesof teachers who have transitioned between these two “spheres of experience” (Zittoun, 2006) and analyze perspectives on each context’s
pedagogical constraints and affordances. Based on Zittoun’s sociocultural framework related to life transitions, this research investigatedthe lived experiences of eleven teachers. The interview data revealed several key points of interest including changes in skills andknowledge, identity, and personal meanings that stemmed from moving from eikaiwa to university teaching as well as cognitive andsocial resources that mediated the transition. Teachers revealed that eikaiwa teaching provided them with experiences that contributed
to their pedagogical skillset and evolving teacher beliefs. Conversely, university teaching afforded enhanced professional identity due tofactors such as increased teacher autonomy and authority in the classroom. In this presentation, I intend to challenge the prevalent andsimplistic view of eikaiwa as the bottom rung of the ladder and instead call for a more nuanced understanding of the role it plays in manyteachers' professional development and beliefs.
46061

16:15-16:40 | Room 707 (7F)

Teacher Resilience Strategies and Its Effects on Professional Identity: Evidence From Chinese Novice Foreign
Language Teachers
Lin Fan, Beijing Foreign Studies University, China
Yanmei Liu, Shandong University of Finance and Economics, China
Muhan Liang, Beijing Foreign Studies University, China
Hongbo Yin, Beijing Foreign Studies University, China

Teacher resilience has been extensively studied in western countries while little has been done in China. This study contextualized teacher
resilience development in Chinese universities and interviewed 7 resilient novice foreign language (FL) teachers to explore risk factors
confronting them in Chinese context, resilience strategies they have employed to cope with the challenges, and the influence of the choiceof resilience strategies on their professional identity formation. In-depth interview data and informants’ reflective journals were analyzed
by using thematic analysis. The results of the study unfolded risk factors peculiar to Chinese context. Data analysis also revealed novices’adoption of resilience strategies involved novices’ highly selective and dynamic interaction between risk and protective factors. The
employment of resilience strategies, in turn, was found to influence novice teachers’ formation of professional identity in terms of theirsense of confidence, security and belonging. In the early years of novice FL teachers, individual agency manifested itself as an importantfactor in their resilience construction and professional identity formation.

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Notes74 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations
Virtual presentations afford authors the opportunity to present their research to IAFOR’s farreaching and international online audience, without time restrictions, distractions or the need totravel. Presenters are invited to create a video of their presentation, which is then uploaded to theofficial IAFOR Vimeo channel and remains online indefinitely. This is a valuable and impactful wayof presenting in its own right, but also an alternative means for those delegates who may be unable
to travel to the conference due to financial or political restrictions.
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographicalerrors are those of the author.

www.acll.iafor.org/acll2019/#virtual

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www.acll.iafor.org/acll2019/#virtual

Virtual Presentations
51743

The Use of Facebook’s Closed Groups in Studying Cases in American Foreign Policy
Anh Hoang, University of Languages and International Studies, Vietnam National University, Vietnam

In Foreign Policy (FP) Courses, the study of a case plays a significant role in not only keeping the students well-informed about the current
situations but also helping them comprehend, analyze and evaluate the FP theories and frameworks they have been taught. As one
practical way to overcome the time, space and resource limitations of weekly face-to-face classes, Facebook's closed groups have beenused by the teacher and students in the class of American Foreign Policy after World War 2 in University of Languages and International
Studies (ULIS), Vietnam National University, Hanoi (VNU). This study explores the use of Facebook's closed groups in four ten-week casestudies conducted by four groups in a class of third-year students. The findings show that Facebook's closed groups encourage greater
integration among students and between students and teachers. The students effectively and willingly use the groups to share ideas,
express themselves, support each other, raise questions and participate in discussions. The regular posts that the students contributeto their groups also help their classmates keep track of the events, facts, figures and opinions shared by the public. The research, in
addition, provides a framework for using Facebook's closed groups to advance university students' learning and enhance the harmonious
blend between online and in-class activities. It also suggests the assessment criteria for teachers who use social networking as a tool tocontinuously evaluate the learning and teaching procedures.
45928

Development of Interviewing and Presentation Skills: Using Action Research Methodology
Zubeda Kasim Ali, Aga Khan Development Network- Time and Knowledge (AKDN-TKN), Canada

The goal of the study was to develop interviewing and presentation skills of the course participants, who were being prepared to get into themain stream program as entrants of Secondary Teacher Education Program (STEP). The training program was sponsored by a reputable
Non-Governmental Organization (NGO), Institute of Ismaili Studies, London . Besides attending the workshops on the development ofinterviewing skills, the participants were also given workshops on how to prepare power point presentations which reflected on theirlearning journey as part of the development of the presentation skills. Mock interviews based on their respective personal statement
was designed by the facilitator. The data collection method was done by following the strategy of ‘Individual Teacher Action Research’,
by adapting different models of action research which will be discussed in the sections of; Literature Review and Methodology . From thefindings of the study, it has been revealed that the facilitator should have prepared a manual of course objectives and shared with theparticipants for future interventions. It has also been identified that the addition of the objectives on stress management and the dress
code could be added to the manual of the objectives. Sometimes, it was difficult to reach the course participants; due to different timezones, poor internet connections and the availability of course participants. With the efforts of sponsors, course participants and theresource person, the above-mentioned problems were resolved
50177

Exploring the Reflections of Non-optionist Polytechnic English Language Lecturers (PELLs) in Identifying Their
Professional Development Concerns
Suhaily Abdullah, Politeknik Jeli Kelantan, Malaysia

The exploration into teachers’ reflection in a language classroom context can be considered as an effective tool to investigate theirteaching concerns. Hence, this study is carried out to explore three non-optionist polytechnic English Language lecturers’ (PELL) teaching
concerns in order to understand the formation of their belief systems. The exhibition of PELLs’ belief systems defines their teacher
cognition. This element is useful to determine the concerns related to their professional development (PD) in language teaching practice.
The qualitative research design was employed to gather the required data through reflective teaching procedures that involved journal
writing, classroom observation and personal chat. Two main findings have been derived based on the results of the constant comparative
analyses: 1)Respondents’ reflection reflects that they are reflective teaching practitioners and they shared four common teaching
concerns, and 2)The PD concerns to address respondents’ need-to-improve should acknowledge their personal pedagogical knowledge
base. Finally, a contextual suggestion has been forwarded as a recommendation for this qualitative inquiry.
51735

Pre-service Teacher Reflections: Embracing Growth and Professional Development
Christina Nicole Giannikas, Cyprus University of Technology, Cyprus

The production of reflections has been identified as an efficient means of guiding perspective language teachers to construct meaning
about their experiences and professional growth. This virtual talk will present the results of a two-year qualitative interpretive study, which
examined pre-service English teachers’ reflections as part of their assessment for the completion of their training. The study focuseson two English Language Didactics courses of the program, and involves 46 pre-service secondary school English teachers who had
enrolled to a Cypriot pre-service teacher training program in order to be appointed to the public school system at the end of the course.
The teachers who participated in the study were provided with guided questions, and were trained in order to develop their reflective
skills, and provide evidence of their capabilities and professional growth. The participants were encouraged to use various methods ofdelivery that could be tied to future instructional goals, such as the use of video, websites, portfolios, journals, posters, and handbooks.
The presentation will highlight the contribution of these reflective tools to the teachers’ professional development and their preparation
to teach. Furthermore, there will be a display of the results of the study, which suggest that the use of a reflective framework can help
pre-service English language teachers actively think about their teaching, consider how they can improve, how to attend to their learners’
needs, connect theory to practice, and come to the realization of the vital role reflections play in language teaching.

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www.acll.iafor.org/acll2019/#virtual

Virtual Presentations
51806

L2 Learner Autonomy in Learning Target Grammar and Social Context
Arifumi Saito, Monash University, Australia

In this study, we create a translation-based TBLT activity facilitating learner autonomy in acquiring polite forms/expressions in Japanesein different social contexts. Translation activities are prepared to help L2 learners of Japanese learn different levels of formality and theforms/expressions in reference to their real-life usage. The subjects are international students enrolled in the advanced Japanese course,
whose actual Japanese proficiency ranges from intermediate to advanced. Twelve international students from 9 different countries
including China, US, and France were asked to translate (English to Japanese) the same email message (invitation to an event) into
three versions for three different target readers at their university with varying social status (president, close staff member and his/herclassmate). This activity provides students with the situation of applying different politeness levels of Japanese by considering target
readers’ social status and relationship with the students. And by setting translation as a task, it is designed to elicit target vocabulary/grammar structures, which can be reviewed in class after the task completion. Further, the translation based on real-life communication
fully reflects the students’ culture and identity, i.e., the social context, so we can give them the opportunity to compare the translation
written by a Japanese native speaker with theirs and discuss it with other classmates so that they can see the difference. Thus, this task
demonstrates the two-sidedness, understanding of the grammar and social context, by combining translation and TBLT. So, it can lead
students to learn not only the target grammar but also the social context.

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The 11th Asian Conference on Education

ACE2019

October 31 – November 3, 2019 | Toshi Center Hotel, Tokyo, Japan

Join us inCall for Papers: www.ace.iafor.org
Organised by IAFOR in association with the IAFOR Research Centre
at Osaka University and IAFOR’s Global University Partners

Conference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed university presidents, faculty deans, journalists, national politicians,
government ministers, diplomats, charity leaders, think tank directors, company presidents,
documentary photographers, movie directors, members of the armed forces, actors, lawyers, doctors,
jurists, artists, poets, writers, clergy, scientists, philosophers...
Here are some highlights from the past twelve months, from our events in six cities, in five countries,
and over three continents.

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iafor.official

Share your conference photos and join the conversation on Instagram
using the hashtag #IAFOR
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Above: The 10th Asian Conference on Arts and Humanities (ACAH2019) opened with a great plenary line up on the theme of“Reimagining the Future”. Renowned curator Dr Yutaka Mino (above left), Director of the Hyogo Prefectural Museum of Art, wasthe first keynote and spoke of encouraging aesthetic sensitivity in the young by creating exciting and open museum spaces. He
was followed by the world’s leading expert of the Great Wall of China, and its most prominent international protector, William
Lindsay OBE (above center) speaking on preserving the past to preserve the future by documenting this great cultural heritagesite. Former Dean of the Medill School of Journalism, Professor Brad Hamm (above right) spoke of the extraordinary role of
big technology companies in global and local communities, media and journalism, the economy and the daily lives of adults
and children.
Below: Filipino documentary photographer Ezra Acayan (below left), Grand Prize Winner of the 2018 IAFOR Documentary
Photography Award, takes questions from the audience during an interview moderated by Professor Hamm. Launched in 2015,
the IAFOR Documentary Photography Award is an international photography competition that seeks to promote and assist in theprofessional development of emerging documentary photographers and photojournalists. Heather Croall (below right), Director
and CEO of the Adelaide Fringe Festival, spoke on how a Fringe festival can offer cultural transformation to a city as a way of“reclaiming the future”. The Adelaide Fringe is the Southern Hemisphere’s largest annual arts festival and the second-largest
Fringe in the world after Edinburgh.

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Think Tokyo, The 9th Asian Conferences on Psychology & the Behavioral Sciences and Ethics, Religion & Philosophy (ACP/ACERP) were
held in Tokyo, in March 2019, and invited interdisciplinary research on the conference theme of “Value and Values”.
Above: Organising Committee member, Professor Dexter Da Silva (left) welcomes delegates to the conference. Leading educational
psychologist, Professor Mimi Bong (center) speaks on what leads people to study and why. Governance guru, Nicholas Benes (right),
delivered a keynote on “The next 50 years”, looking at the many challenges that lie at the intersection of ethics, philosophy, psychology,
and values that may affect the worth of what we own, the enjoyment we derive from living, and even our survival as a species.
Below: Dr George Chryssides (below left), one of the world’s leading authorities on religion and new religions, asks “Are Religious Values
Paramount?” in his irreverent and wide-ranging keynote address, before Professor Satoru Nishizawa (below right), Chairman of theJapanese Society for Prevention of Child Abuse and Neglect, delivered a powerful presentation on the “Psycho-Social Characteristics ofChild Abusing Parents and Families”.
Bottom: Renowned historian and Buddhist priest, Dr Brian Victoria (bottom left), speaks on values at the intersection of religion andtolerance, before law professor Dr Frank Ravitch (bottom center) of Michigan State University delivered a powerful plenary with a focus
on law, religion and politics in the US. Professor David Putwain (bottom right), Chair of the Psychology of Education Section of the British
Psychology Society, delivered a keynote on “The Value of High-stakes Exams: Do Teachers Help or Hinder?”.

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Above: The 5th Asian Conference on Education & International Development (ACEID2019) was held in Tokyo in March on thetheme of “Independence and Interdependence” and opened with former UN special rapporteur to Myanmar and internationallyrecognised jurist, Professor Yozo Yokota (above left), who delivered a keynote on education and displaced peoples, before taking
part in an interactive panel discussion. Professor Haruko Satoh (above right) of Osaka University and Co-Director of the OSIPPIAFOR Research Centre, delivers a keynote on the challenges of the multicultural classroom in a Japanese university context.
Below left: Building university partnerships across national borders was the subject of a lively panel discussion with (from left
to right) Dr Justin Sanders, now Director of Continuing Education at Temple University, Japan and panel moderator; Dr Naoki
Umemiya, Director of the Technical and Higher Education Team, at the Japan International Cooperation Agency (JICA); Professor
Mark Williams, Vice-President of International Academic Exchange at International Christian University, Tokyo; Suvendrini
Kakuchi, Tokyo Correspondent for University World News, and Chie Kato, Senior Associate Dean at Temple University, Japan.
Bottom: Delegates at ACEID gather for a group photo after the main plenary session. The conference saw some 200 participantsfrom more than 35 countries.

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IAFOR began its 2019 in Honolulu, Hawai'i with a joint plenary session of the IAFOR International Conferences on Education(IICEHawaii) and Sustainability, Energy and the Environment (IICSEEHawaii), with Dr Christina M. Kishimoto (above left),
Superintendent of the Hawai'i State Board of Education, Dr David Lassner (above center), President of the University of Hawai'i,and Dr Richard R. Vuylsteke (above right), CEO of the East-West Center. The panel was chaired by Dr Joseph Haldane, Chairman
and CEO of IAFOR and entitled “Education and Sustainability: Local Lessons from Hawai'i”, and three of the State’s leaders joined
to give their reflections on leadership and positive change around the conference theme of “Independence & Interdependence”.
Below: Professor Nathan Murata (top left), Dean of the College of Education at the University of Hawai'i at Mānoa (UHM), welcomesdelegates to the conference, following the traditional Hawaiian Oli ceremony, opening and blessing of the conference by Aunty
Kehaulani Lum and Uncle Bruce Yoshio Keaulani (top right). Dr Amanda Müller of Flinders University (bottom left) conducts
an interactive workshop discussing the opportunities gained through conducting interdisciplinary research and the benefits ofteam-based research projects. Volunteer graduate students from the College of Education at the University of Hawai'i at Mānoa(bottom right) relax during a lighter moment in the conference.

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Above: Dr Deane Neubauer (above left), Professor Emeritus of Political Science at the University of Hawai'i at Mānoa (UHM),
moderates a wide-ranging plenary panel on “Independence and Interdependence”, looking at the challenges faced by teachersand policymakers as they prepare students for the unknown in a rapidly changing world. Held in collaboration with the Asia
Pacific Higher Education Research Partnership (APHERP), which conducts a wide range of policy-focused research with a special
focus on higher education, this panel included presentations by Professor Joshua Mok Ka-ho (above center), Vice-President
and concurrently Lam Man Tsan Chair Professor of Comparative Policy of Lingnan University, and Dr Sela V. Panapasa of the
University of Michigan (above right). Dr Panapasa looked at questions of demography, race and ethnicity, measuring health andeducation disparities.
Below: Professor David P. Ericson (top left), Professor of Philosophy of Education and Educational Policy Studies in the Departmentof Educational Foundations, at UHM gives a historical overview of formal education and systems, in order to then offer possible
projections of where we might be heading in a thoughtful address as part of the “Independence and Interdependence” plenary
panel. Dr Keiichi Ogawa (top right), a Professor/Department Chair in the Graduate School of International Cooperation Studies at
Kobe University in Japan, delivers a Keynote Address on “SDGs and Education: Sustainable Financing for Early Childhood Careand Education (ECCE) in Viet Nam, Laos and Cambodia”. Bottom: Delegates join for a group photo on the steps of the Hawai'iInternational Convention center. Over 300 people from 45 different countries attended the 2019 IAFOR conference.

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"Urban Heritage and the Modern City" was the theme of The IAFOR Conference on Heritage & the City, held in partnership with Hostra
University, New York. Academics from more than 25 countries attended the conference to “help build the concept of ‘urban heritage’ as
the foundation for developing pioneering methodologies for the study of cities”.
Above from left to right: Academic, actress and theatre director, Professor Jean Dobie Giebel (Hofstra University) welcomes delegates;
Professor Mark Lukasiewicz, Dean of the School of Communication at Hofstra University, delivers a Keynote Presentation on “Alternative
Facts”; Professor Gregory Pell (Hofstra University), an expert on artistic correspondence between cinema and film, speaks as part of the
Featured Panel on "Urban Heritage and the Modern City". Panelists responded to the proposition that the “diversity and otherness of the newcity-space requires us to study the city as a sort of cultural heritage collage,” and “urges us to consider new methodological paradigms”.
Below, clockwise from top left: On the same Featured Panel were Dr Rodney Hill of Hofstra University, a prominent film scholar and archivist
who considered the role of visual and filmic versions of New York, and Professor Alfonso J. García Osuna, who looked at literary interpretationsof the city. IAFOR Vice-President, Professor Ted O’Neill of Gakushuin University, Japan, with IAFOR Scholarship winners, Ioannis Vardapolous ofHarakopio University (Greece), and H. Kubra Gur Duzgun of Mimar Sina Fine Arts University (Turkey). Dr Ljiljana Markovic, Dean of the Faculty ofPhilology at the University of Belgrade, Serbia, spoke of cities as places of both conflict and compromise, as well as cooperation and reconstruction.
Professor Markovic has been interested in the role of the university at the very heart of civil life in Serbia, where she also serves as a city councilor.

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Top left: Professor Leonard K Cheng, President of Lingnan University, Hong Kong, welcomes delegates to the IAFOR Conference on
Higher Education Research (CHER-HongKong2018), before delivering his keynote presentation, “Innovation and Entrepreneurshipat a Liberal Arts University? The Experience of Lingnan University”. The Conference was held in association with the Asia PacificHigher Education Research Partnership (APHERP). Top right: Professor Anthony Welch, of the University of Sydney, Australia,delivers a Keynote Presentation, “Innovation, Entrepreneurship and the Shift to the East”, to a packed room in Lingnan University,in which he detailed the massive increase in research and development budgets and output from China.
Below, clockwise from top left: Dr Xu Di from the University of Hawai’i at Manoa, USA, gives her Featured Presentation titled “Value,
Innovation, Entrepreneurship: An Ethical Perspective for Global Education, Research & Development”. Professor Deane Neubauer
from the East-West Center, USA, and co-director of APHERP, gives a Featured Presentation on “Recalculating Higher Educationin the Asia Pacific Region within the Emerging Fourth Industrial Revolution”. Professor Catherine Montgomery, University ofBath, UK answers questions following her Featured Presentation on the impact of innovation and entrepreneurship on education.
Professor Yuto Kitamura, The University of Tokyo, Japan, gives a Featured Presentation on “The Impact of Internationalization ofHigher Education in Asia on Cooperation Among Diverse Stakeholders: International Cooperation to Promote Entrepreneurshipand Innovation”.

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Top: APHERP celebrates the moving of its secretariat from the East West Center (Hawaiʻi, USA) to Lingnan University (HongKong) with the unveiling of a ceremonial plaque at CHER–HongKong. The International Academic Forum (IAFOR) was excited topartner with APHERP for this event. After this successful conference, IAFOR is looking forward to future opportunities to workwith APHERP.
Below: Professor Ka Ho Joshua Mok, Vice-President of Lingnan University (left), and Dr Joseph Haldane, Chairman and CEO
of IAFOR (right) deliver closing addresses following the plenary sessions. The two both expressed that the conference had
been a great success, and that they enjoyed seeing so many scholars from around the world coming together in international,
interdisciplinary academic pursuits.
Bottom left: A trio of musicians from Lingnan University entertain delegates at the Welcome Reception. Many delegates noted
they enjoyed the opportunity to network at the Welcome Reception, and that the music helped to create a relaxing, informal
atmosphere. Bottom right: Detail from the CHER–HongKong Programme.

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Top left: Dr Zachary Walker, of University College London’s Institute of Education, delivers the opening keynote to the 10th Asian
Conference on Education (ACE2018), held in Tokyo, and attended by more than 550 people. Dr Walker’s insightful Keynote Presentation,
titled “The Things that Do Not Change”, explained the importance of flexibility in responding to learner needs, but also the need to
implement best practices as demonstrated by research in the field. Top right: Dr Andy Curtis, from Anaheim University (USA), and50th President of TESOL International, gives a humorous and moving account of his journey as an educator and scholar, in a Keynote
Presentation titled “Moving Forward by Going Back: Not Changing but Innovating”, drawing on both personal experience and on a wide
variety of intellectual inspirations, including the current relevancy of Thomas Dewey’s work from more than hundred years ago.
Bottom, clockwise from top left: Professor Keith W. Miller, University of Missouri-St. Louis (UMSL), USA, delivers a Keynote Presentation
titled “Sophisticated Machines and Innovative Education: Who (or What) Will Thrive?” in which he spoke of the role of AI, robots andtheir relationship with students and teachers in an interactive, and thought provoking speech. Dr Liying Cheng, from Queen’s University,
Canada, gives a wide ranging Keynote Presentation on “High-Quality Classroom Assessment in Times of Change: From Purposes andUses to Tasks and Environments”, which looked at new and innovative methods of assessment. Professor Ted O’Neill of Gakushuin
University (Japan) is flanked by founding IAFOR Journal of Education editor, Dr Bernard Montoneri of National Chengchi University(Taiwan), and current editor, Dr Yvonne Masters from the University of New England (Australia). Professor O’Neill moderated a lively
Featured Panel on “Thriving in Publication: Ethical Guiding Principles for Academic Publication”.

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Top left: Professor Kay Irie, from Gakushuin University, Japan, speaks about delivering change in conservative institutions aspart of the Featured Panel Presentation on “Leadership and Innovation”, chaired by IAFOR Chairman, Dr Joseph Haldane (notpictured). Top right: Professor Ljiljana Markovic, Dean of the Faculty of Philology at the University of Belgrade, Serbia, whospoke of the challenges facing a developing country, responds to a question during the same panel.
Bottom, clockwise from top left: Dr Kristin Palmer, Director of Online Learning Programs at the University of Virginia, USA, in
the Featured Panel Presentation titled “Leadership and Innovation”, delivers a perspective from a major US public research
institution. Dr Peter McCagg, Vice-President of Akita International University, Japan, a small but highly ranked college
located in rural Japan, talks of disconnect between the university’s more global facing aims and its relationship with thelocal community. Professor Ljiljana Markovic is interviewed by prominent Serbian TV anchor, Svetlana Gurbor of Pinkova TV.
Distinguished Professor Tien-Hui Chiang, of Zhengzhou University, China, delivers a thought provoking and controversial
Keynote Presentation titled, “Teacher Competences Function as the Discourse of International Competitiveness within theInstitutionalized Milieu in the Epoch of Globalization”.

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Top left: Professor Kaori Hayashi, a noted expert in the field of Japanese Media and Politics at The University of Tokyo, Japan,
gives the opening Keynote Presentation on “Indifferent Publics – The Challenge of Japanese Media Today” at the ninth Asian
Conference on Media, Communication & Film (MediAsia2018). Top right: Prominent Asian documentary filmmaker, Keiko Bang,
gives a highly engaging multimedia Keynote Presentation on “Fearful Futures: Are we Awoke?”. Bang has produced more than 50
award-winning documentary films, worked and for and with governments and non-profit agencies, undertaken projects to support
refugees, and worked at some of the largest broadcast companies in the world, and she drew on this breadth of experience todeliver a truly memorable presentation.
Bottom, clockwise from top left: Professor Georg Adlmaier-Herbst, of the Berlin University of the Arts, Germany, delivers a
Keynote Presentation titled “When All the Research Says Otherwise but Fear Remains: On the Role of Facts in Dealing with Future
Fears”, which looked at the intersections of psychology, behavior and media. Professor Yutaka Kubo from Waseda University,
Japan, takes part in a Featured Panel Presentation on the state of film studies in Japan. The panel was moderated by Timothy W.
Pollock, from Osaka Kyoiku University & Hagoromo University of International Studies, Japan, who also served on the Organising
Committee for MediAsia2018, helped to make the conference so successful. Professor Chie Niita, also from Waseda University,
was another panel participant. Professor Kubo and Professor Niita provided deep insights built on their many years of respective
experience, and thoroughly engaged the audience in discussion.

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The IAFOR Global Innovation & Value Summit (GIVS2018) was held in Tokyo, and brought together some of the biggest names ingovernment and business in Japan. Organised in association with JWT and The Wall Street Journal, the conference considered
and contextualised questions of innovation and value with a focus on innovation ecosystems in the global, regional and local
ecosystem of Japan.
Top left: Telecommunications pioneer, Dr Sachio Semmoto, Chairman of RENOVA, Inc. and founder of DDI (later KDDI), delivers
the opening Keynote Presentation at GIVS2018, recalling his experience of innovation in Japan in the privatisation of the telecom
industry. Top right: Oki Matsumoto, Managing Director & Chairman of the Monex Group gives his views on how government canhelp encourage innovation by keeping its distance.
Clockwise from bottom left: Motoko Imada, President and Founder of media group, Infobahn, Inc., talks of the challenges andopportunities of being a woman in business in Japan; Dan Sloan, Founder of the Nissan Global Media Center moderates themorning Keynote Panel; Student volunteers from Gakushuin University help welcome delegates to GIVS2018.

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If the phrase “innovate or die” is true, then these “shinisei” businesses must be considered to be the most innovative in the world.
This “Innovation in Japan’s Heritage Industries” plenary session at GIVS2018 explored how innovation happens within heritage
companies and what can be gleaned from these practices and applied to organisations that aspire to be similarly sustainable
over the long term.
Top left: Masao Hosoo, President (11th Generation), Hosoo Corporation, talks about how his textile company uses both tradition andcutting edge technology in its products. Top right: Reverend Takafumi Kawakami, Zen Priest & Vice Abbot, Shunkoin Temple, Kyoto,
has lectured around the world, including at MIT, on mindfulness and the continued relevance and role of religion in changing times.
Below left: Shuji Nakagawa, President & Craftsman, Nakagawa Mokkougei, which makes wooden objects, speaks about using
innovation to introduce a new generation to traditional implements by reimagining them.
Bottom left: Hiroko Koide, External Board Director of Mitsubishi Electric Company, and Board Director for Business Strategy andMarketing at Vicela Japan Co. chairs the panel discussion. Bottom right: Rumiko Obata, Executive Vice President, Obata Sake
Brewery, speaks of the innovative production and promotion practices she has employed to keep tradition and the rural brewery
flourishing.

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Top left: Japanese firms have been regularly regarded as inwardly focused, and averse to overseas business and competition,
but this is not accurate, as there are many notable exceptions, including that of Mr Yuzaburo Mogi, Honorary Chief Executive
Officer & Chairman of the Board, Kikkoman Corp. One of the true business giants of the past century, Mr Mogi was responsiblefor introducing soy sauce to the US market postwar, and to the building of the company into the food manufacturing giant it istoday. Here he recounts his experiences of opening a new market to a traditional product, and how he helped create that market.
The second plenary panel at GIVS2018, on “The Multinational View on Innovation (Inbound/Outbound)”, explored how Japan’s
leading companies define, measure, manage and inspire innovation both domestically and overseas with representatives fromseveral leading Japanese companies. Panelists included Jin Song Montesano, Chief Public Affairs Officer, LIXIL Corporation(pictured above), and clockwise from left below, Masafumi Ishibashi, Chief Marketing Officer, Nestle Japan; Mandali Khalesi,
Toyota Global Head of Automated Driving Mobility and Innovation; Ludovico Ciferri, President, Advanet. The panel was chaired by
Ross Rowbury, President of Edelman Japan.

94 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Prime Minister Shinzo Abe has pinned the future of Japan’s economy on innovation, and while heritage and existing businesses
must plan an important role in this embrace of growth and change, everyone is looking to Japan’s start-up sector as the key
driver of Japan’s future growth. In the “Entrepreneurial Innovation in Japan” session at GIVS2018, panelists explored the uniqueelements of Japan’s start-up culture, and how this is driving or dampening the country’s future innovativeness.
Above: Kei Shimada, Director of Innovation, at IBM Innovation and Incubation Labs (left) and Tamaki Sano, General Manager of theBusiness Creation Department at Kirin Company, Ltd. (right) talk about creating and encouraging innovation and entrepreneurshipwithin large corporations.
Below left: David Milstein, Partner, Head of Japan, Eight Roads Ventures, and prominent venture capitalist speaks positively of
the investment environment of Japan. Below right and bottom: Marco Koeder, Digital Business Director at J. Walter Thompson,
Japan chairs the panel, where David M. Uze, Co-Founder & CEO, Trillium Secure, Inc., strongly disagrees with the positive viewsof Japan’s start-up environment, comparing it unfavourably with Silicon Valley.

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Driving innovation and value creation across all earlier panels at GIVS2018 are the laws, regulations and overall policies set inplace by the central and regional governments. Simultaneously, Japan’s educational foundation is built on creating the proper
environment and launching pad for innovative research and new entrepreneurs and innovators who will drive the future ofinnovation growth. This session explored how the Japanese government, as well as educational institutions, are working to foster
both the spirit and environment to foster and develop future innovations.
Top left: Yoshimasa Hayashi, Minister of Education, Culture, Sports, Science, and Technology (2017-2018), & Member of theHouse of Councillors, Japan, talks as part of the panel, and outlined how the Ministry is preparing for “Society 5.0”, where Artificial
Intelligence both destroys and creates opportunities and employment. Top right: Yoko Ishikura, Professor Emeritus, Hitotsubashi
University, Japan, and Member of the Global Future Council at the World Economic Forum speaks on the need for immediate
action to encourage innovation in Japan.
Clockwise from left below: Kosuke Motani, Chief Senior Economist of the Japan Research Institute, talks about regional
regeneration in Japan in depopulated areas; Eikei Suzuki, Governor of Mie Prefecture, Japan, responds with success stories from
Mie; David Hajime Kornhauser, Director of Global Communications, Kyoto University, Japan, moderates the session; Yoshiaki Ishii,
Director of the Science, Technology and Innovation Bureau at the Cabinet Office gives another government view.

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Above (and bottom left): Geoffrey Wexler, Chief, International Division, Studio Ponoc, Japan, and formerly of Studio Ghibli and Walt
Disney, moderates the final session at GIVS2018, weaving together the insights and discussions from all previous sessions, andencouraged the remaining panelists to answer the key question under discussion throughout the entire Symposium: What is truly
driving innovation and innovativeness in Japan today, and how will this develop and grow in the future?
Below left: Professor Philip Sugai, Professor, Doshisha University, Graduate School of Business, Japan, and Director of the OSIPPIAFOR Research Center’s Innovation and Value Initiative at Osaka University thanks delegates for attending the event.
Below right: Peter Landers, Tokyo Bureau Chief of The Wall Street Journal delivers a very thoughtful overview of the GIVS2018
summit in his closing remarks. The Wall Street Journal was the official partner of the summit.

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Above left: Dr Alex Aguilar, Vice Rector for Outreach and Internationalisation at the University of Barcelona (left) and Dr Joseph
Haldane, IAFOR Chairman and CEO, welcome delegates to The IAFOR International Conference on the City (CITY2018) held concurrently
with The IAFOR International Conference on Global Studies (GLOBAL2018). The conference theme was “Fearful Futures” and theuncertain political future of the global city of Barcelona provided a stimulating backdrop for this conversation to unfold. Above right:
Internationally acclaimed novelist and journalist, Liz Byrski of Curtin University, Australia, delivers a Keynote Presentation, considering
her love-hate relationship with various cities in which she has lived, the reasons for fleeing from them, and the physical and emotional
effects of being in any city. This address was a part of a “Cities we Fled” panel that also included addresses by Professor Sue Ballyn(opposite page above right) and Professor Donald Hall (opposite page bottom right).
Below (clockwise from top left): Dr Bill Phillips delivers a Keynote Presentation on “Catalonia’s Referendum on Independence from
Spain”, contextualising the political crisis in Catalonia as part of a panel on the subject. Dr Philips is head of the English and German
Studies Department, and teaches English literature and culture, at the University of Barcelona, and also serves as a local councillor.
Dr Cornelis Martin Renes delivers a thought-provoking keynote address, “¡A España no hay presos políticos! / In Spain there are no
Political Prisoners!”, that looked at the way in which the Spanish government handled political and legal issues around the Catalan
independence referendum. Dr Montserrat Camps-Gaset, a member of the Board of the University of Barcelona, and a Catalan native
responds to questions on the issue of separatism and identity in Spanish politics, while Michael Strubell contributes a poignant
analysis as a panelist in a Featured Panel Presentation “The Way and Wherefore of Spain’s Current Political Crisis: Catalonia… Again”.

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Above (from left to right): Professor Cynthia Schmidt-Cruz, Director of the Center for Global and Area Studies at the Universityof Delaware, after her her Keynote Presentation “Writing the City: Buenos Aires in New Millennium Crime Fiction”, which lookedat true crime as inspiration for fictional explorations. Phil Ball delivers a thought-provoking Keynote Presentation on “Football,Politics and the City”. Mr Ball is one of the world’s foremost football journalists, who has written award-winning and bestsellingbooks during his career as a sports journalist. Professor Emerita Sue Ballyn, Founder and Honorary Director of the Centre forAustralian and Transnational Studies Centre at the University of Barcelona, responds to questions from the audience during the
Featured Panel Presentation “Cities we Fled”.
Below (from left to right): Writers Phil Ball, Gloria Montero and Liz Bryski on a very wide-ranging panel entitled “How Can Writers
Respond when the Future Looks Fearful?”. Gloria Montero is a world-renowned novelist, playwright and poet, especially known
for her play Frida K., which has been performed globally.
Bottom right: Professor Donald Hall, Dean of the Faculty of Arts, Sciences & Engineering at the University of Rochester, delivers
remarks as part of the “Cities we Fled” panel, where he talks of the societal, racial and generational fissures in the Deep Southof the United States in the 1960s and 1970s. Bottom left: Conference attendees pose for a group shot outside the Aula Magna of
the University of Barcelona.

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Above left: Dr Thomas G. Endres responds to audience questions after his Keynote Presentation, “Classic Rock in the Year of Revolt: Using
the Illusion of Life to Examine the Hits of 1968” at The European Conference on Media, Communication & Film 2018 (EuroMedia2018),
held in parallel with The European Conference on Arts & Humanities 2018 (ECAH2018), in Brighton. Dr Endres is head of the School ofCommunication at the University of Northern Colorado, USA, and Executive Director and Editor-in-Chief of the Society for the Academic
Study of Social Imagery. Above right: Professor Bruce Brown of the Royal College of Art, UK, delivers a wide-ranging and powerful Keynote
Presentation on “Design and Democracy”. Underscoring the “Fearful Futures” conference theme, Professor Brown presented ideas about
how art and design intersect with politics and freedom, and how advancing technology impacts these relationships.
Below left: Dr James Rowlins enjoying the audience discussion following his Feature Presentation & Film Screening at The European Conference
on Media, Communication & Film 2018 (EuroMedia2018). Dr Rowlins is currently a lecturer in the Humanities and the Arts Department at
the Singapore University of Technology and Design, Singapore, which was established in collaboration with the Massachusetts Instituteof Technology (MIT), USA. As Founding Director of the Brighton Rocks Film Festival, Dr Rowlins discussed the triumphs and challenges ofstarting a new film festival in the digital age before screening the “Best Short Film” of the 2018 Brighton Rocks Film Festival, Alexanderplatz,
directed by Mark Nelson (below right), who is seen taking questions from the audience about his film.
Bottom: Delegates line up for a group photo outside the conference venue.

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Above left: Dr Eddie Bruce-Jones, Deputy Dean at Birkbeck College School of Law, University of London, gives an engaging
Keynote Presentation on “Contemporary Continuities: Racism, Populism and Migration” at The European Conference on the Social
Sciences 2018 (ECSS2018) which was held in parallel with The European Conference on Sustainability, Energy & the Environment
2018 (ECSEE2018). Dr Bruce-Jones discussed ideas related to race in British colonialism, law, and populism drawing on his
experience as a scholar of legal history. Above right: Professor Matthew Weait delivers a profound Keynote Presentation entitled“HIV – Environmental Phenomenon or Bodily Harm?”. Dr Weait, who is Professor of Law and Society, and Dean of the Faculty of
Humanities and Social Sciences at the University of Portsmouth, in the UK, talked about societal and individual responses to thecriminalisation of HIV and the stigma attached to the disease.
Below (clockwise): A group photo of attendees outside the conference venue. Dr Tom Houghton has a relaxed conversation withother delegates at The European Conference on Sustainability, Energy & the Environment 2018 (ECSEE2018) before giving his
Keynote Presentation “Innovation for Low Carbon Energy: Are Power Utilities Ready?”. Dr Houghton, who has recently establisheda training program in Renewable Energy for Developing Countries with UNITAR, is Director of the MBA (Oil & Gas) at Curtin
Graduate School of Business, Australia. The magnificent Royal Pavilion in Brighton, designed by John Nash and inspired by the
Indo-Saracenic style of India.

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Above left: Dr George D. Chryssides, Honorary Research Fellow in Contemporary Religion at the University of Birmingham, enjoying
discussion with the audience after his Keynote Presentation “Unchanging Truth? – Not in the Study of Religion” at The European
Conference on Ethics, Religion & Philosophy 2018 (ECERP2018). Dr Chryssides presented ideas on modern spirituality and theconcept of change in the study of religion. Drawing on his vast experience, from completing his doctorate at Oxford, in 1974, tobeing Head of Religious Studies at the University of Wolverhampton, UK, from 2001 to 2008, Dr Chryssides was able to give in-depth
analysis of how views on religion change through time. This Keynote Presentation underscored the conference theme “Surviving
and Thriving in Times of Change”. Above right: Held concurrently with ECERP2018, The European Conference on Psychology & theBehavioral Sciences 2018 (ECP2018) shared the same “Surviving and Thriving in Times of Change” theme. Here, Professor David
Putwain delivers his Keynote Presentation, "Surviving High-stakes Exams: Do Teachers Help or Hinder?". As Director for the Centreof Educational Research in the School of Education at Liverpool John Moores University and Chair of the Psychology of Education
Section of the British Psychology Society, Professor Putwain is a noted expert on the psychology of education, and the audience
showed a keen interest in the lively discussion following the address.
Below: Dr Joseph Haldane, Chairman and CEO of IAFOR, poses with conference scholarship award winners.
Bottom: Delegates outside the conference venue enjoying the summer sun in a group photo.

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Above left: The Karl Mannheim Chair of Sociology of Education at University College London’s Institute of Education, Professor Louise Archer
gives an insightful Keynote Presentation, entitled "'It's Interesting, but Not for Me’: Understanding what Shapes Student Subject Choice andCareer Aspirations Age 10-18”, to delegates at The European Conference on Education (ECE2018), and answers questions from an engaged
audience. ECE2018 was held in parallel with The European Conference on Language Learning (ECLL2018). Above right: Dr Annamaria Pinter,of the University of Warwick, answers questions following her Keynote Presentation, “Children Working as Co-Researchers and Researchers– Possibilities and Challenges”. Dr Pinter shared thoughts from her books and publications on second language acquisition in childhood.
Below (clockwise): Professor Anne Burns delivers her Keynote Presentation at ECLL2018, “Teacher Tales: Context-Embedded
Language Teacher Professional Development” in which she discusses sustaining teacher professionalism, and professional
development accounting for location. Professor Burns, armed with scholarship and international teaching experience, shared insights
into the value of learning in the context of where one works. Dr Björn Åstrand, of Sweden’s Umeå University, delivers his Keynote
Presentation “Teaching in Times of Change – To Nurture the Essentials for a Thriving Education”, before a large and engaged audience.
Professor Mario Novelli, from the University of Sussex, UK, enjoys the discussion after his Keynote Presentation, “Education, Conflict &Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda”. Professor Novelli shared findings fromhis research for UNICEF on education in times of conflict and how it connects to peacebuilding. Professor Brian Hudson, Professor of
Education and Head of the School of Education and Social Work at the University of Sussex, and an Organising Committee member,addresses the audience at ECE2018.

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Above: Dr Megumi Rosenberg of the World Health Organization (WHO) engages with the audience in a “Health Across the Lifecourse” plenary panelat the Asian Conferences on the Social Sciences (ACSS2018), Sustainability, Energy and the Environment (ACSEE2018), and Aging and Gerontology(AGen2018), while Hiroshi Ishida, Professor of Sociology, in the University of Tokyo, looks on. Held in June, under the umbrella theme of "Surviving
and Thriving”, Kobe is also home to the WHO Centre for Health Development, which although based in Japan, is fully part of the WHO’s headquarters
in Geneva. The panel was chaired by James W. McNally, Research Scientist at the University of Michigan.
Below left: Philip Sugai of Doshisha Business School, Japan, delivers a featured presentation titled “Towards a Universal Standard of Value throughBlockchain” in which he speaks of his work creating and testing a theoretical model for the application of blockchain technology to marketing
practice with the aim of deepening scholarly and practical knowledge of how value is created, measured and managed for customers, firms,
employees, partners, society and the planet. Below right: Lowell Sheppard, Asia Pacific Director of the HOPE International Development Agency,
delivers a featured presentation on “Surviving and Thriving”, drawing on his experience working in and writing about intensely dysfunctional
communities, the result of war, disaster and extreme poverty.
Bottom left: Professor William Baber of Kyoto University’s Graduate School of Management, Japan delivers a workshop presentation introducing
and review some general aspects of negotiating in professional contexts. Bottom right: Kathryn M. Lavender, a project manager at the National
Archive of Computerized Data on Aging (NACDA) at the University of Michigan engages with attendees of a featured data research workshop.

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Above: The Asian Conferences on Cultural Studies (ACCS2018) and Asian Studies (ACAS2018) were held concurrently under the theme "Fearful
Futures: Cultural Studies and the Question of Agency in the Twenty-First Century" at the Art Center of Kobe in May. Here Haruko Satoh chairs aplenary panel titled “Fearful Futures: Rescuing Asian Democracy”. Professor Satoh is professor at Osaka University’s School of International Public
Policy (OSIPP) where she lectures on Japan’s relations with Asia and identity in international relations, and co-director of the OSIPP-IAFOR ResearchCentre. The panelists from left to right are Colin Dürkop, Visiting Fellow at Kyoto University, Japan and formerly of the Konrad-Adenauer-Stiftung(KAS); Pavin Chachavalpongpun, a leading Thai public intellectual, who is also associate professor at Kyoto University’s Center for Southeast AsianStudies; and Takuma Melber, coordinator of the Master’s programme Transcultural Studies Programme at The University of Heidelberg.
Below left: Helen Gilbert, Professor of Theatre at Royal Holloway, University of London, delivers a keynote on “Indigenous Resurgence andEnvironmental Justice on the Global Stage”. Below right: Vinay Lal is Professor of History and Asian American Studies at UCLA, and one of theworld’s foremost scholars of Indian history, historiography, and culture in India. In a wide-ranging lecture on “The Challenge of the Global South”
he highlighted what he termed the challenge of Bandung, which is to try to understand whether the Global South can mount an intellectual andsocio-cultural defence that would facilitate the conditions for an ecologically genuine survival of plurality. Bottom left: Poet and academic Tammy
Lai-Ming Ho of Hong Kong Baptist University answers questions following her keynote on “Poetic Resistance and Empowerment”, which lookedat how Western literature and culture are incorporated into the expression of a unique Hong Kong identity. Bottom right: Donald E. Hall, Dean of
Lehigh University’s College of Arts and Sciences, delivers a keynote presentation discussing the city of his birth: Birmingham, Alabama (USA), which
encouraged the audiences to consider their own relationship with their own cities as sites of pleasure and pain.

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The IAFOR Conference forHigher Education Research – Hong Kong

CHER
UNCERTAIN
2019
FUTURES:NOVEMBER 8-10, 2019

The IAFOR Conference for Higher Education Research

HONG KONG

LINGNAN UNIVERSITY
November 8–10, 2019

Repurposing

Higher Education
Held at Lingnan University in Hong Kong, The IAFOR Conference
for Higher Education Research – Hong Kong is a multidisciplinary
conference co-organised by The International Academic Forum(IAFOR), Lingnan University (Hong Kong), the Asia Pacific Higher
Education Research Partnership (APHERP), and in affiliation with
the Centre for Global Higher Education (CGHE).

Now Accepting Abstracts >>www.cher-hongkong.iafor.org

Key Deadlines for Presenters:
Early Bird Abstract Submission Deadline: June 28, 2019
Final Abstract Submission Deadline: August 29, 2019
Early Bird Registration Deadline: July 25, 2019
Advance Registration Deadline: August 29, 2019
Regular Registration Deadline: September 26, 2019

CHER2019 is co-organised by IAFOR, APHERP & Lingnan University

iaforKansai
Resilience
Forum 2019
On February 22, 2019, the Government of Japan, in collaboration with The International Academic
Forum (IAFOR), held the Kansai Resilience Forum 2019, which became a major international
and interdisciplinary platform for extensive discussion on resilience and its role in society, theglobalising economy and disaster risk reduction.
The Kansai Resilience Forum took place at the Hyogo Prefectural Museum of Art, Kobe,
comprised of three panel sessions on Disaster Risk Reduction Strategy, Resilience and Society,and Resilience and the Globalising Economy as major topics, and culminating in a Special
Keynote Presentation by world renowned architect, Tadao Ando, who designed the event venue
following the Great Hanshin Earthquake of 1995 as a symbol of both renewal and recovery.
The Forum was opened by Tomoaki Ishigaki of the Prime Minister’s Office of Japan on behalf of
the Government of Japan; and Joseph Haldane, Chairman and CEO of IAFOR, who highlighted
the significance and timeliness of the discussion for both Japan and the global community.

kansai-resilience-forum.jp

Like us on Facebook at www.facebook.com/iaforjapan | ACLL2019 | IAFOR.ORG | 107Panel I: Disaster Risk Reduction Strategy
Panel Session I addressed the issues ofdisaster risk reduction strategies and how
Japan can aid other disaster-prone areas. It
was moderated by Peng Er Lam of the National
University of Singapore, whose central point
was that resilience is created through joint
efforts of the local communities, national
governments and international collaborationof regions under threat of natural disasters.

Yuki Matsuoka, the Country Head of The United
Nations International Strategy for Disaster
Risk Reduction (UNISDR), Japan, shared,
among other issues, the UN’s experienceand expertise in disaster risk management
speaking about the “shift from consideringstakeholders as vulnerable victims to agentsof change and focus on empowerment andinclusion” in building up resilience.

Shotta Hattori of Kozo Keikaku Engineering,
Japan, spoke about simulated evacuations
and the social value of their results which help
study social psychology and human behaviourin times when disasters hit people’s habitats.

Satoru Oishi of Kobe University / RIKEN, Japan,
gave insight into how supercomputers andother state-of-the-art technologies are used
for enhancing urban planning, evacuation andrescue strategies through complex modelling.
Kobe is home to the K computer, one of theworld’s most powerful supercomputers.

108 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Ljiljana Markovic of the University of Belgrade,
Serbia, stressed the role of lifelong educationin building up a resilient society. She also laid
special emphasis on invaluable support thepeople of Serbia have been receiving fromJapan in terms of rescue assistance, healthcare
development and educational exchange,
underlining the importance of international
cooperation. As a way of recognising this aid,
when Japan was struck by the March 11, 2011
earthquake, the Serbian people responded
quickly and generously and were among thelargest European donors of aid to Japan.
Haruko Satoh of Osaka University, Japan,
summarised the panel by underlying theimportance and timeliness of the Forumwhich has been able to showcase how Japan
approaches disaster risk management, how
it bounces back, what experience it has andmost importantly how this is shared with therest of the world.

Panel II: Resilience & Society
Panel Session II had Resilience and Society
as its theme and was chaired by Richard Lloyd
Parry, the Asia Editor of The Times, who has
covered tsunamis and nuclear disasters inJapan, among other topics. He looked at therole of resilience in society, both positive andnegative, in response to emotionally difficult
situations.

Tomohide Atsumi, a professor of psychology
at the Faculty of Human Sciences of Osaka
University, Japan, addressed the issue ofvolunteerism and human support in dealing
with the aftermath of natural disasters.
He gave an example of the Pay-It-Forward
Network, when the survivors of a previous
disaster help those of the current one. He
spoke of how this volunteerism organicallyoccurred in Kobe in 1995, and of how this has
become more formalised in the present day.
(Continued on the following page.)
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Hidenobu Sumioka of Hiroshi Ishiguro
Laboratory, Japan, spoke about the help of robots
in increasing resilience in society, showcasing
the effectiveness of robots through interpersonal
touch in interaction with elderly people, children
and those who need stress relief. An interestingfinding of the Laboratory is that their Telenoids,
robots with a minimal human design, can be
successfully used across cultures, which wasproven in an experiment at a caretaking facility in
Denmark. Japan is a world-leader in robotics andAI, and in an aging society, such technologies
can help augment the human experience.
Hiroshi Okumura of Kobe University, Japan,
stressed the significance of “memory
preservation in a stricken area for theformation of a strong community against adisaster” as historical records are pivotal foraccumulating and sharing experience. This isespecially important in areas ravaged by bothhuman and man-made disasters and has
implications and lessons far beyond Japan.

Monty P. Satiadarma of Tarumanagara
University, Indonesia, looked at the conceptof resilience from a psychological angle,
explaining how natural disasters affectpeople’s mental and emotional state andgiving practical advice on how to deal withsurvivors. Dr Satiadarma is a leading clinicalpsychologist who treated children suffering
PTSD following the 2004 Aceh earthquake
and tsunami.

Lowell Sheppard, Asia Pacific Director of the
HOPE International Development Agency,
Japan, used the example of tsunami stones,
benchmarks that reminded people of the
traditional lines below which it is unsafe tobuild, to examine the role and importanceof oral history and education in passing on
ancient experiences.

110 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)A lively discussion followed the panel
addressing the questions of the importanceof leadership in resilience, how disasters
can change societies, what changes arenecessary for Japanese society and how
modern technology and robots could be
implemented in disaster management in more
efficient ways.

Panel III: Resilience & the Globalising Economy
The third panel was dedicated to the correlationand interplay between resilience and theglobalising economy. The panel was chairedby Brad Glosserman of Tama University,
Japan, who raised the issue of globalisation
changing the ways societies are organised.
He stressed that facing various problems
that modernisation brings, combined with
exposure to natural disasters, Japan mightwell see resilience and promotion of resilience
as its national purpose in a postindustrial andpostmodern world.
Atsushi Iizuka of Kobe University / RIKEN,
Japan, talked about the partial application of
big data and super computers in enhancing
the resilience of cities and emphasized theimportance of private/public partnershipsthat allow investment in big urban projects tomake cities safer, better and smarter.

Ray Klein of Tekinvest KK, Japan, looked atvarious perceptions of resilience and its
representation in the Japanese society. He
outlined that resilience can be traced in how
Japan manages its growth and aging of its
population, in revitalisation and modernisationof older areas, and in how newer generations
approach traditions.
(Continued on the following page.)

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Thomas Mayrhofer of the Intercontinental Hotels
Group, Japan, spoke on how the hospitality
industry can help by becoming an active actor
in the community in times of crisis, opening its
doors to survivors and providing supplies andshelter to them. He also stressed the majorrole of communication between national andregional services and international tourists,and explained despite difficulties. Japan wasable to quickly recover its key transportationand economic infrastructure from the heavy
rain and typhoon last year.
Takenosuke Yasufuku of Kobe Shushinkan
Breweries, Japan, situated in the largest sakeproduction region in Japan, talked about
how damage caused to his brewery wasdevastated by the earthquake of 1995, andreopened in 1997 after strenuous effort. He
underlined the role of business in coping withthe aftermath of natural disasters showcasing
how the brewery supplied local communities
with basic necessities such as water fromtheir processing facility.

Tasuku Kuwabara of McKinsey & Company,
Japan, spoke about how resilience matters
for Japan’s development, and its potential infurther growth and innovation. He stressedthat Japan not only recovers from natural
disasters, but also moves further in its
development using distinctive technologies
that should be shared both inside and outside
the country.

The panel was followed by an in depth
discussion on the perception of resilience
as a concept in and outside Japan and what
is unique to Japan and could be exported tothe outside world; whether there is a platform
for Japanese communities, businesses andindividuals to share the experience gainedin natural disasters; whether Japanese
resilience is effective for international guests,
workers and students inside the country, whoshould be the agent to enhance resilience anddecide how it should be communicated to the
local and international community.

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Special Keynote Presentation: Tadao Ando
The Forum closed with a Special Keynote
Presentation by world-famous architect
Tadao Ando, who emphasised the link between
art, architecture and resilience and its impact
on communities, and the role each memberof a community can play in increasing social
resilience, stressing the importance of
education. The Hyogo Prefectural Museumof Art was designed by Tadao Ando after theGreat Hanshin Earthquake of 1995 as a symbolof memorial and overcoming tragedy, as wellas one of beauty, looking to the future. The
Director of the Hyogo Prefectural Museum ofArt, Yutaka Mino, a renowned museum director and curator, moderated the session.
The Kansai Resilience Forum provided aplatform for re-examining resilience frominterdisciplinary perspectives and paradigms,
from the abstract concept to the concrete,with contributions from thought leaders inbusiness, academia and government. The
discussions were wide-ranging, in-depth
and thought-provoking. Participants echoed
the views from different perspectives thatJapan is always working to improve, leads
the world in disaster risk management andresponse. They also pointed out that Japan
can share its experiences and expertise withthe world, through its continued engagementin business and development, and in such forums as these.
We thank all of those who took part in the Kansai Resilience Forum 2019, and would like to express
our gratitude to Osaka University, Kobe University, and the Hyogo Prefectural Museum of Art.
For more information please visit: kansai-resilience-forum.jp
Photography by Thaddeus Pope, IAFOR.

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THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside of the
traditional research publishing status quo – to get creative, explore
different disciplines and to have their ideas heard, shared and discussed
by a diverse, global academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2018. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.

Innovation andValue Initiative
www.iafor.org/innovation-and-value-initiative/

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Innovation and Value Initiative

Innovation and Value Initiative
More than ever, solutions to the transnational challenges, from climate change, sustainability to
refugee crises, are in need of radically new approaches that depart from the present institutional
limitations of global governance. Interdisciplinary and cross-sector collaboration, between
science/technology and the humanities or public and private sectors, in search of new values andmodels of how we conduct businesses, produce food or even live, are recognised widely as theway forward, as has been demonstrated in the United Nations’ Sustainable Development Goals(SDG) that usefully combines the achievements of the Millennium Development Goals (public) andGlobal Compact (private sector).
Moreover, as the world confronts the limits of Western concepts of innovation and the value thatthese bring, other unique, sustainable and inclusive models of innovation may have important andglobally applicable lessons that could guide the future of innovation and value creation initiatives
around the world. Even though global connectivity has been greatly enhanced, there are local orregional pockets of ecosystems with demonstrated capacities to survive over centuries, and yetthese are hardly recognised or properly integrated into the theoretical underpinnings that inform
international practices and policies.
As a way to take part in this global endeavour to renovate the current international system and create
new values, the IAFOR Research Centre is proud to announce the Innovation and Value Initiative thatwill start as a three nodes project in the following areas: Value and International Economy, Value andInternational Politics and Value and Social Innovation.

Lead Researchers•••

Haruko Satoh – Professor, OSIPP, Osaka University, Japan
Philip Sugai – Professor, Doshisha University, Graduate School of Business, Japan
Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations

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About the Initiative
The purpose of the Innovation and Value Initiative is to explore the drivers, processes and outcomesof innovation and value creation across countries, markets, industries and sectors and identify thedrivers that foster the most healthy innovation and value-creating ecosystems across (1) heritage
businesses, (2) multinational companies, (3) entrepreneurial startups, (4) educational institutions,(5) governments, (6) NGOs and NPOs. This initiative will also foster mature conversation between
leaders across these fields and industries, and will address the questions of “what is innovation?”,“what is value?” “what are innovation ecosystems?” and what we mean by these terms in context.
The initiative will be comprised of the following elements: research, education, dissemination(working papers, workshops and conferences), and initiate collaborative implementation projects
with businesses, local, regional or international NPOs and/or international organisations (forexample, the humanitarian use of blockchain technology). The three nodes, “Value and International
Economy”, “Value and International Politics”, and “Value and Social Innovation” will have each haveits independent research component, but the researchers will also work closely to share findings,
team teach for classes at OSIPP, integrate their works at implementation level or producing policy
recommendations where possible and practicable, and plan new collaborative projects.

Project Nodes and Teams
Value and International Economy
Lead Researcher•

Philip Sugai – Professor, Doshisha University, Graduate School of Business, Japan

Associated Researcher(s)•John Beck – President, North Star Leadership Group

Value and International Politics
Lead Researcher•

Haruko Satoh – Professor, OSIPP, Osaka University, Japan

Associated Researchers••

Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations
Peng-Er Lam – Senior Research Fellow, East Asian Institute, National University of Singapore,
Singapore

Value and Social Innovation
Lead Researcher•

Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations

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Innovation and Value Initiative

United Nations STI Forum 2018 Report
IAFOR collaborated with the United Nations in the hosting of a special session at the Third Annual
Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development
Goals (STI Forum 2018) at the United Nations Headquarters in New York on June 6, 2018.
Dr Joseph Haldane, Chairman and CEO of IAFOR, co-moderated the Official Meeting, a roundtablesession on Innovators and Investors, and focussed on questions at the intersection of innovationand value, including “Impact investing”; investments made into companies, organisations, andfunds with the intention to generate social and environmental impact alongside a financial return.
The chair of the meeting was Japanese Ambassador to the United Nations, His Excellency Dr
Toshiya Hoshino.
Dr Haldane said: “For IAFOR, impact investing is a particular area of interest in regards to thefunding of research in higher education, and dovetails with the work we will be doing within the
IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka
University, as part of our new Innovation and Value Initiative, and also with The IAFOR Global
Innovation & Value Summit 2018 (GIVS2018) to be held in Tokyo later this year.” He added that “itis a great recognition of IAFOR to have been invited to collaborate, and we are honoured to havebeen asked to work with the United Nations at this important event, and look forward to working
with the UN and other stakeholders in the support of Science, Technology and Innovation for the
Sustainable Development Goals (STI-SDG).”
Dr Haldane, who teaches on the postgraduate Global Governance course at OSIPP, and is an Expert
Member of the World Economic Forum in this area, was also keen to raise the issue of governanceand policy implications of the uses of blockchain technology. In his introduction to the panel, hesuggested that the use of blockchain, given its verifiability and the transparency of transactions
might have a positive effect on systems of governance. This might be especially important at atime when the rules-based international system, exemplified by institutions such as the United
Nations, are being challenged.
Image | Dr Joseph Haldane, Chairman and CEO of IAFOR, co-moderates a roundtable session on Innovators and Investors at the United
Nations Headquarters in New York.

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Reviewers
IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing new knowledge. Our academic events would not be what they are without a commitment
to ensuring that international norms of peer review are observed for our presentation abstracts.
With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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ACLL2019

Review Committee
Dr Aini Akmar Mohd Kasim
Universiti Teknologi Mara, Malaysia
Dr Anes Mohamed
Kansai Gaidai University, JapanDr Diana Hasan
Bung Hatta University, Indonesia
Dr Edsoulla Chung
University of Cambridge, United Kingdom
Professor Jeremy Chambers
Advan College of Languages, JapanDr Khairul Aini Mohamed Jiri
English Language Teaching Centre, Ministry of
Education Malaysia, Malaysia
Dr Manisha Patil
Y.C. Institute of Science, India
Dr Mehnaz Choudhury
Central Women's University, Bangladesh
Dr Mei-Huei Tsay
Central Taiwan University of Science andTechnology, Taiwan
Dr Michinobu Watanabe
Toin Gakuen High School, JapanDr Moriam Quadir
East West University, Bangladesh
Dr Norizul Azida Darus
MARA University of Technology Malaysia(UiTM), Malaysia
Dr Paul Nepapleh Nkamta
North-West University, Mafikeng Campus,
South Africa
Dr Raees Unnisa
Qassim University, Ministry of Higher Education,
Saudi Arabia
Dr Saadia ElaminPrince Sultan University, Saudi Arabia
Professor Stuart Perrin
Xi’an Jiaotong-Liverpool University, China
Dr Suhaily Abdullah
Politeknik Jeli Kelantan, Malaysia
Dr Tichie Ann Baena
St. Paul University Dumaguete, Philippines

ACLL2019

Senior Reviewers
Dr Rebecca Averion
Benjamin B. Esguerra Memorial National HighSchool, Philippines
Dr Sami Dadi
AD Poly, UAE, United Arab Emirates
Dr Edgar R. Eslit
St. Michael's College, Philippines
Dr Douglas Forster
Japan Women's University, JapanDr Christina Nicole Giannikas
Cyprus University of Technology, Cyprus
Dr Xiaoling He
Nanyang Technological University, Singapore
Dr Nichet James-Gray
Independent Scholar, United States
Dr Jatinderpal KaurDPS Dalhousie, HP, India
Dr Wanlun Lee
Fu Jen Catholic University, Taiwan

Dr Ma Victoria Magayon
Taytay Senior High School (TaySenHI),
Philippines
Dr Akiko Nagao
Ryukoku University, JapanDr Merissa Ocampo
Fukushima Gakuin College, JapanMr Loïc Renoud
Okayama University, JapanDr Marin Shalaby
Arab Open University, Kuwait
Dr Smriti Singh
Indian Institute of Technology Patna, India
Dr Xiaofei Tang
Wuhan University of Technology, China
Dr Simin Zeng
Harbin Institute of Technology, China

120 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)ACLL2019

Reviewers
Dr Damira Akynova
L.N. Gumilyov Eurasian National University,
Kazakhstan
Dr Cecilia Yuet Hung Chan
City University of Hong Kong, Hong Kong
Professor Morgan William Dooley
Ming Chuan University, Taiwan
Asma Iqbal
University Faisalabad, Pakistan
Dr Hsuan-Yau Lai
National Taipei University of Business, Taiwan
Dr Rob Macintyre
Sophia University, JapanDr Apinya Manochphinyo
Prince of Songkla University, Trang Campus,
ThailandProfessor Ana Marie Matalines
Daniel R. Aguinaldo National High School,
Philippines
Dr Dante Miguel
Benguet State University, Philippines

Dr Elvy Pang
The Hong Kong Polytechnic University, Hong Kong
Professor Lei Ping
The New School, United States
Dr Yuliani Kusuma Putri
Sekolah Tinggi Bahasa Asing YAPARI-ABA
Bandung, Indonesia
Dr Akihiro Saito
Hakuoh University, Japan
Professor Edlia Simoes
University of Saint Joseph, Macau
Dr Palisa Suntornsawate
Phranakhon Rajabhat University, Thailand
Dr Mariko Takahashi
Kwansei Gakuin University, JapanDr Andrew Wilbur
Seoul National University, South Korea
Dr Yinyin Wu
National Taipei University, Taiwan

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Submit your research to the

IAFOR Journal of
Language Learning
The IAFOR Journal of Language Learning is an internationally reviewed and editoriallyindependent interdisciplinary journal associated with IAFOR’s international conferenceson language learning.
Editor: Dr Melinda Cowart
ISSN: 2188-9554
Contact: editor.joll@iafor.org

Aims & Scope
The IAFOR Journal of Language Learning is an Open Access, peer-reviewed, international
journal. The journal encourages interdisciplinary research, with the primary focus
being on addressing critical issues and current trends and research in the education of
language learners and the field of language learning.
This would include exploring significant themes, exceptional programs and promising
practice in the fields of second language acquisition, reading instruction, linguistics,
content area literacy, multicultural education, and strategic instruction as they relate
to the appropriate education of those engaged in language learning. The anticipatedaudience will be preservice and inservice teachers and administrators, university
faculty and students, linguists, and others interested in language learning research.
Submissions should be original, previously unpublished papers which are not underconsideration for publication in any other journal. Please note that papers alreadysubmitted to or published in IAFOR Conference Proceedings are not accepted for
publication in any of IAFOR’s journals.
Indexed in: DOAJ, ERIC, MIAR, TROVE, SHERPA/RoMEO and Google Scholar. DOIs are assigned toeach published issue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.iafor.org/journal/iafor-journal-of-language-learning/
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A-Z Index ofPresenters

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A-Z Index of Presenters
Abdullah, Suhaily				p. 76
Politeknik Jeli Kelantan, Malaysia
Ali, Zubeda				p. 76
Aga Khan Development Network (AKDN),
CanadaAmburgey, Brent				p. 49
Simon Fraser University, Canada
Boonchuayrod, Piyaporn			p. 65
National Institute of Development
Administration (NIDA), Thailand
Brereton, Peter				p. 72
Rikkyo University, Japan
Brown, Cherie				p. 41
Akita International University, Japan
Chan, Lim-Ha				p. 63
Wenzao Ursuline University of Languages,
TaiwanCharoento, Mongkol			
p. 58
Phranakhon Rajabhat University, Thailand
Chen, Jhyyi				p. 50
Cardinal Tien Junior College of Healthcare
and Management, Taiwan
Chen, Jinyan				p. 71
Kyushu University, Japan
Chia, Kai Jye				p. 50
National Taiwan Normal University, Taiwan
Chiang, Alexandra				p. 52
Tamkang University, Taiwan
Cleminson, Tim				p. 48
Kawasaki University of Medical Welfare, Japan
Cooke, Simon				p. 43
Tohoku Institute of Technology, Japan
Cowie, Neil				p. 48
Okayama University, Japan
Djoric Francuski, Biljana			p. 69
University of Belgrade, Serbia
Dong, Li					p. 52
New Oriental Education & Technology
Group Ltc., China
Dooley, Morgan William			p. 67
Ming Chuan University, Taiwan
Dwijatmoko, Benedictus B			
p. 70
Sanata Dharma University, Indonesia
Eckelmann, Amy				p. 40
Molloy College, United States
Fan, Lin					p. 72
Beijing Foreign Studies University, China
Figueroa, Eric				p. 70
UTS: Insearch, Australia
Gao, Helena				p. 52
Nanyang Technological University, Singapore
Giannikas, Christina Nicole			p. 76
Cyprus University of Technology, Cyprus
Gongora, Vanessa				p. 42
Kanda University of International Studies,Japan
Groff, David				p. 66
Meiji University, Japan
He, Wei					p. 64
The Chinese University of Hong Kong,
Shenzhen, China
He, Xiaoling				p. 71
Nanyang Technological University, Singapore
Ho, Christine				p. 47
Hong Kong Polytechnic University, Hong Kong
Hoang, Anh				p. 76
University of Languages and International
Studies, Vietnam National University, Vietnam
Hooper, Daniel				p. 72
Kanda University of International Studies, Japan
Hosseinpour Moghaddam, Mohsen		p. 56
Simon Fraser University, Canada

Hua, Tzu-Ling				p. 63
Ming Chuan University, Taiwan
Hunter, Ryan				p. 50
Hong Kong Polytechnic University, Hong Kong
Jartjarungkiat, Sureenate			p. 70
Nanyang Technological University, Singapore
Knowles, Lauren				p. 62
University of Nottingham Ningbo China, China
Labita, Jewel				p. 67
University of the Philippines Los Baños,
Philippines
Lai, Hsuan-Yau (Tony)			
p. 52
National Taipei University of Business, Taiwan
Lay, Dulce				p. 68
Australian Council for Educational Research,
Australia
Lee, Wanlun				p. 50
Fu Jen Catholic University, Taiwan
Lin, Hsiao-Hui				p. 42
National Taiwan Normal University, Taiwan
Lu, Chaoqun				p. 66
The Education University of Hong Kong,
Hong Kong
Mahajaroen, Suttiya			p. 49
Prince of Songkla University, Thailand
Manochphinyo, Apinya			p. 68
Prince of Songkla University, Thailand
Mao, Qunfan				p. 55
The Education University of Hong Kong,
Hong Kong
Markovic, Ljiljana				p. 69
University of Belgrade, Serbia
Masano, Moe				p. 70
UTS: Insearch, Australia
Matsunaga, Sachiko			p. 40
California State University, Los Angeles,
United States
McDougall, Danielle			p. 51
University of Exeter, United Kingdom
McIver, Patrick				p. 53
Daegu Catholic University, South Korea
Mehrabiboshrabadi, Abbas			p. 62
Deakin University, Australia
Miguel, Dante				p. 51
Benguet State University, Philippines
Mishieva, Elena				p. 49
Moscow State University, Russia
Mishieva, Elena				p. 64
Moscow State University, Russia
Nacino, Melissa Grace			p. 69
Aurora State College of Technology, Philippines
Nose, Yukiko				p. 41
Osaka University, Japan
Ocampo, Merissa				p. 40
Fukushima Gakuin College, Japan
Ocampo, Merissa				p. 41
Fukushima Gakuin College, Japan
Ohashi, Louise				p. 46
Meiji University, Japan
Pang, Elvy				p. 58
The Hong Kong Polytechnic University,
Hong Kong
Park, Sang Young				p. 53
Daegu Catholic University, South Korea
Patria, Ariel Joy Jr.				
p. 49
University of St. La Salle, Philippines
Purcia, Erwin				p. 56
Dr. Carlos S. Lanting College, Philippines
Qian, Yao					p. 68
Hong Kong Baptist University, China
Rattanayium, Sanma			
p. 53
Prince of Songkla University, Thailand

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A-Z Index of Presenters
Rebuck, Mark				p. 54
Meijo University, Japan
Renoud, Loïc				p. 64
Okayama University, Japan
Saito, Akihiro				p. 40
Hakuoh University, Japan
Saito, Arifumi				p. 77
Monash University, Australia
Sakamoto, Fern				p. 43
Nanzan University, Japan
Seo, Yukiko				p. 47
Dokkyo University, Japan
Sew, Jyh Wee				p. 53
National University of Singapore, Singapore
Shalaby, Marin				p. 63
Arab Open University, KuwaitSimões, Edlia				p. 51
University of Saint Joseph, Macau
Standlee, Philip				p. 65
Kanda University of International Studies,Japan
Stevenson, Robert				p. 65
Kanda University of International Studies,Japan
Strigler, Sarah				p. 57
The University of Texas at Austin, United States
Sun, Yun-Fang				p. 65
Wenzao Ursuline University of Languages,
TaiwanSuntornsawate, Palisa			
p. 50
Phranakhon Rajabhat University, Thailand
Takahashi, Mariko				p. 66
Kwansei Gakuin University, Japan
Tang, Sannie				p. 47
Hong Kong Polytechnic University, Hong Kong
Tang, Xiaofei				p. 67
Wuhan University of Technology, China
Taylor, James				p. 48
International College of Technology, JapanThi Hong Nguyen, Chi			p. 46South East Asia University of Technology,
VietnamTran Lam Ngan, Vi				p. 62
Ho Chi Minh University of Social Sciencesand Humanities, Vietnam
Trivino, Patricia				p. 62
De La Salle University, Philippines
Valies, Kinsella				p. 71
JALT CUE SIG, Japan
Varaporn, Savika				p. 63
Language Institute Thammasat University,
ThailandVerla, Adrianne				p. 64
Nihon University, Japan
Wong, Kalina				p. 70
UTS: Insearch, Australia
Wrobetz, Kevin Reay			
p. 51
Himeji Dokkyo University, JapanWu, Peisha				p. 72
Shantou University, China
Wu, Shang-Yu				p. 41
Mackay Medical College, Taiwan
Wu, Yinyin				p. 71
National Taipei University, Taiwan
Xiao, Yangtian				p. 47
Shanghai International Studies University,
China
Xu, Yiran					p. 57
Georgetown University, United States
Xue, Yuyan				p. 46
Beijing Foreign Studies University, China

Yeung, Steven				p. 47
The Chinese University of Hong Kong,
Hong Kong
Yoshida, Amanda				p. 42
Kanda University of International Studies,Japan
Yphantides, Jennifer			p. 48
Soka University, Japan
Yun, Hyunae				p. 46
Yonsei University, South Korea
Zhang, Qi					p. 41
City University of Hong Kong, Hong Kong
Zychowicz, Piotr				p. 48
Xi'an Jiaotong - Liverpool University, China
Zygadlo, Pawel				p. 69
Xi'an Jiaotong - Liverpool University, China

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Notes126 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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Notes128 | IAFOR.ORG | ACLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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www.iafor.org/conferences

Upcoming Events

Tokyo, Japan, 2019

Brighton, UK, 2019

May 20–22, 2019

July 05–06, 2019

The Asian Conference on the Social Sciences(acss.iafor.org)

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The Asian Conference on
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July 09–10, 2019
May 24–26, 2019
The Asian Conference on Cultural Studies(accs.iafor.org)

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Sciences(ecss.iafor.org)

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Sustainability, Energy & the Environment(ecsee.iafor.org)

October 25–27, 2019

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October 31 – November 03, 2019
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London, UK, 2019

November 03, 2019

July 19–21, 2019

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Hong Kong, 2019

Tokyo, Japan, 2020

November 08–10, 2019

March 24 – March 26, 2020

The IAFOR Conference for Higher Education
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(acla.iafor.org)

March 27 – March 29, 2020

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January 10–12, 2020

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The IAFOR International Conference on
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March 28 – March 29, 2020

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Singapore, 2020

The Asian Conference on Aging & Gerontology(agen.iafor.org)

March 30 – April 1, 2020
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February 07–09, 2020
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May 25 – May 27, 2020
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May 28 – May 30, 2020
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The Asian Conference on Asian Studies(acas.iafor.org)

Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター