Table of Contents
Schedule highlights
Maps
Conference Committee
Welcome Message
Keynote Speakers
Monday Events
Featured Presentations
SIG Introductions
SIG Forums
Sponsored Presentations
Saturday Sessions
Saturday Poster Sessions
Sunday Sessions
Sunday Poster Sessions
PanSIG2016 Proceedings Call for Papers
Index

Page 2
Page 3
Page 4
Page 5
Page 7-9
Page 10
Page 11-14
Page 15-19
Page 20
Page 21
Page 23-59
Page 42-47
Page 60-84
Page 78-81
Page 85
Page 86

Acknowledgments
We would first like to thank Meio University for their unbelievably generous physical and financial
support, as well as Okinawa Prefectural University of Arts for hosting our Monday schedule. We
have also received koen meigi (official recognition for the conference) from the following organizations: Okinawa Convention and Visitor's Bureau, Nago City Board of Education, Nago Industry
Commerce and Tourism Bureau, Ryukyu Shimpo, Okinawa Times, Okiko Co., Red Cross Okinawa, Japan Society for the Promotion of Science (JSPS), Meio University, Okinawa Christian University, and University of the Ryukyus, and we are grateful for their support. In addition, we also
received sponsorship from Red Cross Okinawa, Okiko Co., and Okinawa Christian University. We
are indebted to the Okinawa Conventions and Visitors Bureau. We would also like to thank thefollowing groups for their financial support of PanSIG: BizCom SIG, CUE SIG, ER SIG, FLP SIG,
MW SIG, THT SIG and NanKyu JALT.

1

Schedule Highlights
FRIDAY MAY 20
3:00 – 5:00

Pre-conference workshop on Conversation Analysis
Sakuraum 5F Training Room B, pre-registration required

SATURDAY MAY 21
9:00 – 9:25
9:30 – 11:00
11:00 – 11:35
11:35 – 12:00
12:00 – 12:55
1:00 – 3:00
3:00 – 3:45
3:00 – 3:45
3:45 – 5:45
5:45 – 6:40
6:45 – 8:45

Registration
Selected Presentations (Sakuraum 1F/Classrooms)
Lunch
Welcome 1 (Tamokuteki Hall)
Keynote 1: Tim Murphey & Joseph Falout (Tamokuteki Hall)
Innovating Life!: Ecologically Revolutionizing Teaching & Learning (p. 7)
Selected Presentations (Sakuraum 1F/Classrooms)
Poster Session 1 (Sakuraum 6F Hall)
Open Student Showcase (Sakuraum 6F Hall)
Selected Presentations (Sakuraum 1F/Classrooms)
Keynote 2: Rod Ellis (Tamokuteki Hall)
Creativity in Learner Language and its Implications for Language Teaching (p. 8)
Networking Reception (Sakuraum 6F; catered by Yugaf Inn)

SUNDAY MAY 22
9:00 – 9:10
9:10 – 10:05
10:05 – 10:25:
10:30 – 12:00
12:00 – 12:55
1:00 – 2:30
2:30 – 3:15
3:15 – 4:45

Welcome 2 (Tamokuteki Hall)
Keynote 3: John Fanselow (Tamokuteki Hall)
Small changes. Big results? (p. 9)
Keynote Q & A (Tamokuteki Hall)
Selected Presentations (Sakuraum 1F/Classrooms)
Lunch
Selected Presentations (Sakuraum 1F/Classrooms)
Poster Session 2 (Sakuraum 6F Hall)
Selected Presentations (Sakuraum 1F/Classrooms)

MONDAY MAY 23
9:00 – 11:00

2

Use of Tablet PCs to Enhance Communication in an EFL Classroom
Okinawa Prefectural University of Fine Arts, Shuri Sakiyama Campus
Location: 2nd floor conference room

Campus Map

2

3

1

1 Sakuraum
1F Presentations, AM Displays
6F Poster Presentations, Open Student Showcase, Networking Reception
2 Tamokuteki Hall (Dome)
Keynotes
3 Classrooms
Presentations

3

PanSIG2016 Committee
Conference Chairs: George MacLean & Norman Fewell
Executive
Feedback Chair: Jim Sick
Assistant Feedback Chair: J. Lake
Registration Chair: Gabriela Schmidt
Registration Chair Onsite: Alexandra Shaitan
Executive Assistant: Levy Solomon
Master of Ceremonies: Tetsuko Fukawa
Environment Chair: Brent Simmonds
Mailing List Moderator: Maki Ho
Academic
Academic Director: Mark Brierley
Conference Handbook: Mathew Porter
Assistant Conference Handbook: Joe Tomei
Assistant Conference Handbook: David Kluge
Online Handbook: Robert Chartrand
Japanese Language Editor: Yoko Sakurai, MichikoImai, & Maki Ho
SIG Forum Chair: Brian Gallagher
Panel Coordinator: Kevin Watson
Poster Session Coordinator: James Essex
Onsite Poster Session Coordinator: David Kluge
Scheduling Chair: Tim Greer
Assistant Scheduling Chair: Curtis Kelly
Reviewing Chair: Alison Stewart
Assistant Reviewing Chairs: Wendy Gough & Jennie
Roloff Rothman
Submissions: Thomas Bieri

Financials
Finance Director: Tim Pritchard
Conference Treasurer Assistants: John "Pat"
Owatari-Dorgan, Andrew Quentin, Kurt Ackerman,
Jason White, John Campbell-Larsen, James Higa
Funding Officer: Tokuyu Uza
Publicity
Publicity Director: David Kluge
Publicity Facilitator: Joe Tomei
Exhibitors Chair: Andy Boon
Website Coordinator: Bill Pellowe
Chief Illustrator: James Dunn
SNS Coordinator: Jim George
Publicity Committee: Paul Horness Levy Solomon
Matt Hauca
Photographer: Jim George
Local
Local Director: Tokuyu Uza
Government & Accreditation Liaison: Tokuyu Uza
Site Chair: Tokuyu Uza
Social Coordinator: David Kluge

Sunday, May 21 12:00 – 12:55 PanSIG2017 Planning Meeting
Mathew Porter
RM 109Anyone interested in discussing the planning of future PanSIGs is welcome. We will discuss and define
committee member roles, tasks, and the overall conference calendar. People interested in volunteering for
PanSIG2017, or in volunteering a site for a future PanSIG are especially welcome. PanSIG2017 will beheld at Akita International University (May 19-21).

4

Message from the Conference Chairs
On behalf of PanSIG, the Japan Association for Language Teaching, the JALT Chapter of Okinawa, and Meio
University, it is our great honor to welcome you to the 15th JALT PanSIG International Conference.
PanSIG conferences are a community; a place for academics and practitioners to meet with old friends and to
make new ones. We feel that Okinawa offers an ideal location for any international conference as it lays in theheart of East Asia. The coral seas on this subtropical paradise provide us with the perfect backdrop as we strive
to learn and share knowledge with one another. This year’s social events include cultural tours of Motobu
Peninsula, Churaumi Aquarium, Shuri Castle, and a grand celebration at our networking reception withexquisite cuisine, drinks, and traditional Okinawan music.
PanSIG continues its green initiative, receiving generous donations from members to offset our carbon
footprint. This year’s donations will go to the Okinawa Prefecture Environment Science Center to support theprotection of coral reefs. Continuing the spirit of helping others, we took the initiative to support a children’s
home—Misato Jidoen. We have received a personal and generous gift from the Chairman of the Board at Meio
University, the honorary Yoshio Higa. We will continue to seek more donations for this worthwhile charity.
The theme of this year’s conference is “Innovations in Education.” We hope that the conference will provide
participants with an excellent opportunity to share their innovations, but also to get feedback from peers thatwill help them to ground these innovations in tried and true practices.
We had no idea how much work it would be to organize this conference when we agreed to be chairs last
January. Since then, we’ve spent many days where it has seemed like planning for PanSIG was a full-time job.
We would have been lost without the MVP of this conference, Tokuyu Uza. His tireless efforts inspired us,
and any success that may be attributed to this conference is equally to his credit in every respect. Many othermembers of Okinawa JALT greatly contributed to this year’s PanSIG as well. Finally, we are extremely
thankful to Meio University’s President Katsunori Yamazato and Chairman of the Board Yoshio Higa for theirvaluable support from the beginning of this initiative.
There are many other people and organizations that we’d like to thank. First and foremost, we owe muchgratitude to the PanSIG Directors: Mark Brierley, David Kluge, Tim Pritchard, Joe Tomei, and Tokuyu Uza.
We would also like to express our appreciation to Meio University for allowing us the use of the facilities andgenerously contributing to the conference. We’d also like to thank the Okinawa Convention and Visitor’s
Bureau for subsidizing this year’s PanSIG. Nankyu JALT and the THT SIG also very generously contributed tothe conference. The staff of JALT Central Office and the national executives have been very supportive. We
are also grateful to the numerous SIGs and JALT chapters that have been financially and morally supportive of
our featured speakers. We would also like to express our appreciation to some of the extraordinary volunteers
who have spent countless hours helping us in so many ways.

It is with greatest sadness that we note the passing of one of our designated featured speakers, Robert Betts. He
was a friend and mentor to many. Bob was a founding member of Ibaraki JALT. The members he helped tobring together by that foundation were instrumental in contacting Bob’s friends and family, and generally
facilitating the arrangements for Bob’s final departure.
We’ll miss you Bob. May the wind always be at yourback hereafter!
We sincerely hope you will enjoy this year’s PanSIG andthat you’ll leave here with new friends, new ideas, and arenewed zeal for language education.
Norman Fewell & George MacLean
PanSIG 2016 Conference Chairs

5Meio University’s President’s Welcome
I hope you have a chance to enjoy the lovely facilities here at Meio University.
Meio University was founded on the principles of “Peace, Freedom, andProgress.” These are universal principles, but at the same time they reflect
Okinawan history, especially our historical experiences during World War II and
the immediate post-war decades. Internationalization has also been a central goalfrom our beginning, and we are conscious of the central roles that language andcultural understanding play in that process. We are therefore very excited tocontribute to this dynamic educational event that considers so many aspects oflanguage education.
Meio University highly encourages events that bring together educators and researchers from around theworld and can serve as a platform for personal and academic development. Please enjoy your time here, andtake advantage of this opportunity to expand your horizons and widen your professional knowledge. I hopethat PanSIG will lead to further collaborative opportunities between the teachers and researchers who areparticipating here.
I am encouraged to see the PanSIG 2016 team taking an active interest in local and environmental issues. It
is good to know that fundraising efforts during this conference will go towards helping Okinawan children inneed and also assist in protecting Okinawa’s coral reefs.
On behalf of the faculty and staff of Meio University, I wish to welcome all PanSIG participants. I wish you a
happy and engaging conference. Thank you very much for attending and I hope you will enjoy your stay here
in Okinawa.
Katsunori Yamazato
Meio University, President

Networking Reception
Sakuraum 6F
6:45 – 8:45
Catered by Yugaf Inn
The networking reception will feature a performance by Daitochu, a young duo from Minami Daito Island
located 350km from Okinawa. The sisters play traditional Okinawan songs.
We would like to express our gratitude to Mr. Yoshio Higa whose support of the networking reception on
JALT PanSIG2016 will allow us to make a generous contribution to the Children's Home "Misato Jidoen".
For more information about Misato Jidoen, please visit http://www.misatozidouen.com/

6

Keynote Presentations
Saturday, May 21
12:00 – 12:55 Tamokuteki Hall (Dome)Tim Murphey & Joseph Falout
Innovating Life! Ecologically Revolutionizing Teaching & Learning
Appreciating when innovation happens in your classroom and life is key to understanding how to innovate.
Innovation can mean successful adaptation of creative modifications that result in improved services,materials, methods, or techniques. It can be planned, unplanned, or improvised. Trying something
different, especially if it seems counterintuitive to you, requires you to believe there is more than one way
to do things, to be willing to take risks, to have the courage to accept the responsibilities of your actions, tobe ready to go with the flow of things as the outcomes play themselves out, and to be open to conceptual
challenges and changes. Beliefs in yourself and in your students about the capacity to innovate can channel
positive psychological elements that benefit advances in perspectives and step-taking. Actions follow
expectations, so taking moments to find awe in yourself and in your students expands the repertoire of
expectations and increases their plausibility, filling your will-power for trying something yet unexplored.
Taking stock of strategies for innovating can give you the know-how of possibilities and the way-power toenact them. The plenary co-speakers hope you appreciate your own capacity for innovating. You come froma long line of innovators, for humans are if anything adaptive and adaptable, and that is how we havesurvived and evolved. Look for what might be improvable and dare to add your creativity to it. We
champion you in your attempts to innovate, and offer some of our own ongoing beliefs, strategies, andclassroom innovations.
Tim Murphey is a Professor at Kanda University of International Studies
and a Teacher Development Researcher. He has taught in universitiies in the
US, Taiwan, and Japan and is TESOL’s Professional Development in
Language Education series editor He is currently reesarching in Vygotskiansocio cultural theory (SCT) applications with particular emphasis on student
voice, agency, identity, and community construction. In demand as a plenary
speaker, he especially enjoys agentizing students’ languaging abilities (google“the real voice of Japanese students” or “realvoice2”) His articles are available
for free download at academia.edu
Joseph Falout, an Associate Professor at Nihon University, has authored or
coauthored over 40 publications of papers and book chapters about language
learning affect, motivation, and group dynamics. He edits for JALT’s
OnCUE Journal and the Asian EFL Journal. His recent publications include“Past selves: Emerging motivational guides across temporal contexts” in J.
King’s The dynamic interplay between context and the language learner(Palgrave Macmillan, 2016), and “The dynamics of past selves in language
learning and well-being” in P. D. MacIntyre, T. Gregersen, & S. Mercer’s
Positive psychology in SLA (Multilingual Matters, 2016).

7

Keynote Presentations
Saturday, May 21
5:45 – 6:40 Tamokuteki Hall (Dome)Rod Ellis
Creativity in Learner Language and Its Implications for Language Teaching
To examine creativity in L2 learning we need to consider creativity-as a person, creativity-as-an object, andcreativity-as-a-process. To date, however, there is only limited evidence that creative people make better
language learners. More important for understanding how creativity works in language learning is creativityas-a process and creativity-as-an-object. Creativity manifests itself incidentally in the communicative uses of
the L2 and also more intentionally in language play. All language learners, when given the chance, will
engage in the creative construction and creative use of their linguistic systems. That is, they naturally andautomatically work on the raw materials provided by the input, combining words, breaking down multiword units into their component parts and thereby arriving at abstract formulations which slowly anderratically converge on those of the target language. In this talk I show how creativity as a process and as a
product are important for language learning and argue that teachers need to create opportunities for thecreative use of language as well as promoting conformity to target language norms and that this is best
achieved through task-based language teaching.
Rod Ellis is currently Distinguished Professor in the School of Cultures,
Languages and Linguistics, University of Auckland, where he teaches
postgraduate courses on second language acquisition and task-basedteaching. He is also a professor at Anaheim University and a visiting
professor at Shanghai International Studies University as part of China’s
Chang Jiang Scholars Program. He has recently been elected as a fellowof the Royal Society of New Zealand. His published work includes
articles and books on second language acquisition, language teaching andteacher education. His latest books are Language Teaching Research andLanguage Pedagogy in 2012, (Wiley-Blackwell), (with Natsuko Shintani)
Exploring Language Pedagogy and Second Language Acquisition Researchin 2014 (Routledge) and Understanding Second Language Acquisition
2nd Edition in 2015 (Oxford University Press). He has also published several English language textbooks,
including Impact Grammar (Pearson: Longman). He has held university positions in five different countries
and has also conducted numerous consultancies and seminars throughout the world.

8

Keynote Presentations
Sunday, May 22
9:10 – 10:05 Tamokuteki Hall (Dome)John F. Fanselow
Small Changes. Big Results?
I will have participants experience many small changes that can lead to big results. Participants will read
aloud while looking at a text, and then while looking at another person. They will draw sketches for bothcontent and function words and contrast producing sentences from them and from printed words. All thealternative activities I introduce require thinking rather than only memory, integrate grammar andvocabulary and the four usual skills plus the often ignored fifth skill: the emotional component of learning.
They can be learned quickly and the results easily observed.
John F. Fanselow completed his Ph.D. at Columbia University, Teachers
College in New York, where he was then invited to join the faculty. His maininterest has been observation and analysis of interactions, both inside andoutside of classrooms. His publications reflect this interest, some of which are:"Breaking Rules" (Longman, 1987), Constructing Conversations" (Longman,1992), and "Try the Opposite" (SIMUL, 1992). He became Professor Emeritus
in 1996 at Teachers College in New York and received the Distinguished
Alumni Award from Columbia University, Teachers College in 2005.

Keynote Q&A
Sunday, 10:05 – 10:25, Tamokuteki Hall (Dome)Rod Ellis , John Fanselow, Tim Murphey, Joseph Falout will be together on one stage to answer yourquestions and to discuss the theme of the conference, Innovations in Education.

9

Monday Events
Use of Tablet PCs to Enhance Communication in an EFL Classroom
Yuichi Ono (University of Tsukuba)
Every student in Japan will have to bring their own device to school by 2020, which implies that flipped
learning settings will become more common and the divide between home and school will diminish. The
presenter will begin with a discussion of work carried out in two case studies concerned with motivating
students to communicate more actively in English by using tablets. An iPad Learning Management System(LMS) application and an authentic academic materials application that encompasses features typical of native
English speakers, e.g., vocabulary and rate of speech will then be demonstrated. Course design
considerations will also be discussed.
Yuichi Ono is an Assistant Professor at University of Tsukuba in Japan. He is the Director of the CALL
System Management Committee at the Center for Education of Global Communication (CEGLOC). His
research interests include Computer-Assisted Language Learning (CALL), Technology Enhanced Language
Learning (TELL), and related fields.
A Web-Speech API approach to improve speaking accuracy
Hu Sile (Graduate Student at University of Tsukuba)
The purpose of this study is to examine how L2 learners use text-to-speech (TTS) software, which could
improve their speaking proficiency. This study describes a system constructed to improve speaking accuracy.
The proposed learning system consists of the following: (i) a text-to-speech system used via internet
browsers, mainly as an add-on for the Chrome browser; (ii) a function allowing learners to select a word, aphrase, or even a sentence to be pronounced by the system, depending on their preference at the time ofpractice.

Please be aware that these events will be held at the Shuri-Kinjo Campus of Okinawa Prefectural University ofArts in Naha.
By Car45 min from Naha Airport (Naha) (9.8km)
10 min from Naha IC Okinawa Expressway
By Monorail
27 min from Naha-kuko (airport) to Shuri Station
Then, 25-min walk from Shuri StationOr, 8 min by taxi from Shuri Station
By Bus1-min walk from Sakiyama-Campus-mae Bus Stop
Okinawa Bus
8 Shuri-Jokamachi Line
Visit the Okinawa Prefectural University of Arts website for more information.
http://www.okigei.ac.jp/english

10

Featured Speakers
Marcos Benevides
Text and Context: Innovating the Coursebook
Saturday, 1:00 – 1:30; RM 108 —sponsored by the Material Writers SIG
Marcos Benevides is an internationally recognised author, series editor, and publisher
of ELT materials. His work has received three of the top awards in the field, the Dukeof Edinburgh English Book Award, the British Council ELTon, and the Language
Learner Literature Award. Currently, he is the publisher of Atama-ii Books and an
assistant professor at J. F. Oberlin University in Tokyo.

Melodie Cook
Issues of Fairness in High-stakes Testing
Sunday, 10:30 – 11:00; RM 108 —sponsored by the College and University Educators SIG
Dr. Melodie Cook has been teaching at the tertiary level in both Canada and Japan
since 1992. Her research interests are in expatriate experiences with education in
Japan, entrance examinations, and teacher education. She is an Associate Professor at
the University of Niigata Prefecture and has worked on the editorial board of JALT
Journal. Melodie is currently on the executive committee of Niigata JALT.

Charles Browne
The NGSL, NAWL and TSL: Building a Path to EFL Success through Word Lists and Online Tools
Saturday, 3:45 – 4:15; RM 108 —sponsored by the Testing and Evaluation SIG
Dr. Browne is Professor of Applied Linguistics & TESOL & Director of the EFL
Teacher-Training Program at Meiji Gakuin University and specializes in Second
Language Vocabulary Acquisition and Extensive Reading. His recent work in creating
several new corpus-based word lists for second language learners includes the New
General Service List (NGSL), the New Academic Word List (NAWL), and TOEIC
Service List (TSL) as well as research-based language learning and analysis tools andapps.

Christopher Michael Davis
Incorporating Heritage Languages in the Classroom
Saturday, 10:00 – 10:30; RM 108 —sponsored by the Okinawa Convention Bureau
Chris Davis is Associate Professor in the Department of International Languages andCultures at the University the Ryukyus. He received his PhD in linguistics from the
University of Massachusetts, Amherst in 2011. His research focuses on a number oftheoretical issues in semantics and pragmatics, with an empirical focus on Ryukyuan
and Japanese. He is also involved with descriptive and documentary work on theendangered languages of the Ryukyus, with a particular focus on Yaeyaman. While
teaching at the University of the Ryukyus, Davis has sought to integrate learning
Ryukyuan as a heritage language into his courses, helping students develop the ability
to explore these languages on their own as well as in the classroom.

11

Featured Speakers
James DeWitt Dunn
A Thinking-Skills-Based Reading Comprehension Method
Saturday, 10:00 – 10:50; RM 305 —sponsored by the Critical Thinking SIG
James Dunn is a Junior Associate Professor at Tokai University and the creator of the
Cognition-skills-based Reading Comprehension Method. His research interests are in
Cognitive Linguistics, Higher-order Thinking Skills in education, and CriticalThinking skills. His educational goal is to help students understand that they arecapable of more than they might expect from themselves.

James Andrew Elwood
Better Than a Crescent Wrench: Poster Presentations
Saturday, 2:00 – 2:30; RM 108 —sponsored by the Okinawa JALTJames A. Elwood, EdD, is an associate professor at Meiji University in Japan. His
research interests include psychometrics, technology in second language acquisition,
corpus linguistics, and uses of puppetry in education.

Barbara Hoskins Sakamoto
Creative Teaching for 21st Century Learners
Saturday, 1:30 – 2:00; RM 108
Designing Materials That Work
Saturday, 1:00 – 1:30; RM 108 —sponsored by the Teaching Younger Learners SIG and
NanKyu JALT
Barbara Hoskins Sakamoto has taught English and ESL in the US, and EFL in Japan for
more than 25 years She is a popular online presenter, and also conducts face-to-faceteacher training workshops throughout Asia, Europe, the U.S., and Latin America.
Barbara is co-author of Let’s Go (Oxford University Press), one of the world’s bestselling coursebook series for children learning English, and an online course, English
for Teachers (iTDi.pro). Barbara is on the faculty of International Teacher
Development Institute, where she also serves as one of the institute’s Directors.
Barbara maintains an award-winning blog, Teaching Village, is working on developing
a new blog with her Let’s Go co-authors called Teaching Children English, and isactive in various online social media networks.

A. P. Jenkins
The US Military Presence and Okinawan Culture and Politics
Saturday, 9:30 – 10:00; RM 108 —Ryukyu Shimpo

12

Tony Jenkins was born in England in 1949. He read Modern History at Oxford
University (New College) and holds a BA, 1972, PGCE, 1974, and MA, 1976, fromthat university. He qualified in archive administration at the Bodleian Library in 1977.
Prior to leaving for Japan, he was deputy county archivist of Lancashire, 1984-7. His
first post in Okinawa was at the University of the Ryukyus whereafter in 1998 hemoved to Okinawa Prefectural University of Arts though seconded to the prefectural
archives until 2004 as consultant archivist. He is now professor emeritus of the
University of Arts. In Japan he has taught and still teaches Western History, 20thcentury Okinawan History, Okinawan Studies, Politics and Latin inter alia.

Featured Speakers
Laura Kate Macfarlane
The People, The Product and The Personnel
Saturday, 2:30 – 3:00; RM 108 —sponsored by the School Owners SIG
Laura is the owner of 2 schools in Sapporo - EFL Club for children, and Macfarlane
English School for teenagers and adults. As Director of Studies, Laura is in charge ofcurriculum development, teacher training, and management of the 700 plus students.

Sumiko Ogawa (M.Med.Sc., M.P.H., Ph.D.)
Encouraging Japan's Younger Generations to be Global Citizens
Sunday, 2:00 – 2:30; RM 108 —sponsored by the Global Issues in Language Education SIG
Dr. Ogawa is a Professor of Public Health in the Dept. Human Health Sciences at
Meio University, Okinawa, Japan She received her doctorate from Osaka University
Graduate School of Medicine after completing a Masters in Public Health at the Prince
Leopold Institute of Tropical Medicine, Antwerp, Belgium, followed by a second
masters in Medical Sciences from Osaka University. Her fields of study are Public
Health, Epidemiology and International Health and she will talk about efforts toenhance English ability through her Global Health courses while encouraging theyounger generation of Japanese become global citizens.

Rab Paterson
Making Innovative Mindsets (Workshop)
Saturday, 4:45 – 5:15; RM 108 —sponsored by Tokyo JALT
Rab Paterson is a doctoral candidate at University College London’s Institute of
Education and completed the online Certificate of Educational Technology andInformation Literacy (COETAIL) as part of an MS in Multidisciplinary Studies at State
University of New York (Buffalo). He has a BA and MA from London University’s
School of Oriental and African Studies and is also an Apple Distinguished Educator,
Google Educator, Innovator, Trainer and GEG Leader. Currently he teaches full timeon the EAP program at Lakeland College Japan and teaches academic writing part timeat the University of Tokyo’s Graduate School for Interdisciplinary Information
Studies.

Robert Rennie
The Magic of Learning
Saturday, 10:30 – 11:00; RM 108 —sponsored by the Speech, Drama, & Debate SIG
Robert Rennie is an elementary school teacher in Taiwan. He has taught ininternational schools and public schools for forty years in Africa &amp; the Middle
East, South America, North America, Europe, and Asia. His special interests include
content teaching using magic, and symbolism. He has taught at every level fromkindergarten through to adult education.

13

Featured Speakers
Miki Shibata
Perception of Real English in the Japanese Context: Native Speaker Variety or English as a
Lingua Franca
Sunday, 1:00 – 1:30; RM 108 —sponsored by Okinawa JALT
Miki Shibata is an associate professor in the Graduate School of Integrated Arts andSciences at Hiroshima University. She received her Ph.D. in Second Language
Acquisition and Teaching from University of Arizona. Her research interests focus on
language attitudes toward different varieties of English and the role of identity insecond language learning. She currently conducts research on L2 learner perceptions ofEnglish(es) in European and Asian contexts.

Tomoyoshi Takemura
Foreign Language Learning Methods in Multilingual Contexts
Sunday, 1:30 – 2:00; RM 108 —sponsored by Okinawa Christian University
Tomoyoshi Takemura was raised in Bolvia where he was educated in Spanish but spoke
Okinawan at home. He returned to Okinawa at 12 years of age, and was forced toattend Japanese elementary school, later learning English and Chinese.

Masanori Tokeshi
A Fundamental Study on the Reliability and Correlation of CEFR-J Based Can-Do Descriptors
Sunday, 11:00 – 11:30; RM 108 —sponsored by the Framework and Language Portfolio SIG
Masanori Tokeshi completed a Doctorate degree in TESOL at University of
Wollongong, Australia in 2003. He is currently a professor in the Faculty ofInternational Studies and the director of the Language Learning Center. He teaches
courses in pre-English teacher development. His research interests include listening,
CEFR, curriculum development and CALL.

Robert Waring
Motivating Reluctant Readers
Saturday, 4:15 – 4:45; RM 108 —sponsored by the Extensive Reading SIG

Dr. Rob Waring is an acknowledged expert in Extensive Reading and second language
vocabulary acquisition. He is Professor at Notre Dame Seishin University in Okayama,
Japan. He is an Executive Board member of the Extensive Reading Foundation. He is
also author and series editor of three graded reader series by Cengage Learning. He is
the administrator and co-founder of the Extensive Reading website www.ERCentral.com.

14

JALT Special Interest Groups and the PanSIG Conference
JALT SIGs are (inter)national in scope and are thematically diverse, based on shared academic, research, orpedagogical interests. Each SIG provides a virtual network for members, which includes online forums, email
lists, and groups on social networking sites. Many also produce one or more publications such as newsletters orjournals, hold mini-conferences or forums at major conferences throughout the year, and cosponsor eventswith chapters and other SIGs, providing great opportunities to support the professional and careerdevelopment of their members.
PanSIG is an annual conference organized by members of sponsoring SIGs and an outgrowth of the virtual
networks developed by them. It is meant to be an intimate, mid-sized conference where SIGs take center stage,a place where SIG members can network face-to-face and interact with other SIG members. All new andrenewed JALT memberships include membership in one SIG. If you haven’t joined JALT or haven’t renewed
your JALT membership, this conference is an opportunity to get to know the wide array of JALT SIGs andchoose one (or more) that fits with you. If you are a member of a SIG, we encourage you to take thisopportunity to get to know other SIGs.
Bilingualism SIG (BIL)
Description: The Bilingualism SIG provides support and inspiration to families who are bringing up children
in two or more languages in Japanese contexts. If you have children or are planning to, Bilingualism SIG will
help you on your journey with ideas on how to keep up in the minority language, the challenges and benefits,
and also the various educational options in Japan and abroad for bicultural children. Publications: Bilingual
Japan Newsletter (3x year), Japan Journal of Multilingualism Multiculturalism (1x year), and various monographs.
Facebook: Bilingualism SIG Yahoo Groups: Bilingual Japan Website: www.bsig.org
Business Communication SIG (BIZ)
Description: The Business Communication SIG is intended to develop the discipline of teaching English
conducive to participation in the world business community. We wish to provide instructors in this field with ameans of collaboration and sharing best teaching practices. Publications: Business Communication SIG Biannual
Newsletter Upcoming events: Summer Seminar in Fukuoka: The Evolution of Business Language Training inJapan (co-sponsored with Fukuoka chapter of JALT) June 25-26, Fukuoka Facebook: JALT BusinessCommunication SIG Website: jalt.org/bizcom/index.html
College and University Educators SIG (CUE)
Description: CUE’s goal is to provide a forum for the presentation and discussion of educational activities,
ideas and research of broad interest to college and university educators in Japan. If you are involved in tertiary
education and are committed to professional development, you are CUE, too. Publications: OnCUE Journal(2-3x year), CUE Circular (newsletter) Upcoming events: 2016 CUE Conference, Sept 24, Kinki University,
Osaka (CFP: June 19) Facebook: JALT-CUE SIG Website: jaltcue.org
Computer Assisted Language Learning SIG (CALL)
Description: The CALL SIG serves the interests of language teaching professionals who are interested inbringing together knowledge and skills of technology and language learning. CALL practitioners work in avariety of educational settings: private language schools, elementary and secondary schools as well as colleges
and universities. Publications: JALT CALL Journal (3x year) Upcoming events: JALTCALL 2016
Conference: CALL & the BRAIN, (co-sponsored with the Mind, Brain and Education SIG) June 3-5,
Tamagawa University, Tokyo Facebook: JALT-CALL Twitter: @jaltcall Website: jaltcall.org

15

Critical Thinking SIG (CT)
Description: The CT SIG was established for the purpose of providing a clear but ever-reforming definitionof critical thinking; to provide a forum for the discussion of critical thinking and praxis; to provide research
opportunities to language educators interested in promoting critical thinking; and to provide an area wherelanguage teachers can enjoy friendly, professional and engaging examination of the rationale, validity and,furthermore, the critical importance of its instruction in various environments. Publications: CT Scan (3xyear), Critical Thinking and Language Learning (1x year) Upcoming events: Debate and Critical Thinking
Conference (co-sponsored with SDD SIG), July 31, Nanzan University, Nagoya Facebook: JALT CriticalThinking SIG Website: www.jaltcriticalthinking.org/
Extensive Reading SIG (ER)
Description: The ER SIG exists to help promote Extensive Reading (ER) in Japan. Through our website,
our newsletter, the ERJ Journal, and presentations throughout Japan, we aim to help teachers set up and makethe most of their ER programmes. 全国語学教育学会多読分野別研究部会「JALT ER SIG」は、講師達がERプログラムをス
ムーズに始められるよう、またそれを有効的に利用できることを目的に活動しています。またこの概念を元に、私達の ウエブサイト、会報、ERJ雑誌、プレゼンテーションなどを通じERの促進を促しています。Publications: e-newsletter, Extensive Reading in Japan (ERJ)(2x year), Journal of Extensive Reading (JER). Upcoming events: 9th Annual Extensive Reading Seminar, Oct
1-2, Nanzan University, Nagoya Facebook: JALT ER SIG Website: jalt.org/er/
Framework and Language Portfolio SIG (FLP)
Description: FLP SIG wants to discuss the Common European Framework of Reference (CEFR) andEuropean Language Portfolio (ELP), and other similar frameworks and their relevance for foreign language
education in Japan. There is an emphasis on developing materials to support educators who would like to use
these pedagogic tools for classroom, curriculum, textbooks, etc. This is currently practically pursued in a
Kaken Project. Also, the bilingual Language Portfolio aimed at Japanese universities is available on our
homepage. Publications: Framework & Language Portfolio Newsletter Facebook: JALT Framework & Language
Portfolio Special Interest Group Website: sites.google.com/site/flpsig/home
Gender Awareness in Language Education SIG (GALE)
Description: The purpose of the GALE SIG is to research gender and its implications for language learning,teaching, and training. Publications: The Journal and Proceedings of the Gender Awareness in Language Education
Special Interest Group of JALT, GALE Newsletter (2-3x year) Facebook: Gender Awareness in Language
Education (GALE) Website: gale-sig.org/website/
Global Issues in Language Education SIG (GILE)
Description: GILE aims to promote global awareness, international understanding, and action to solve
world problems through content-based language teaching, drawing from fields such as global education, peaceeducation, environmental education, and human rights education. GILE SIG produces a quarterly newsletter,organizes presentations for local, national, and international conferences, and maintains contacts with groups
ranging from Amnesty International to Educators for Social Responsibility to UNESCO. Publications: Global
Issues in Language Education Newsletter (4x year) Facebook: Global Issues in Language Education Website:
gilesig.org

16

Japanese as a Second Language SIG (JSL)
Description: 日本語教育研究部会（JSL SIG）の役割は、第二言語としての日本語指導、日本語学習、日本語教育研究の向上を目指し、指導、学習、研究のための資料や情報を提供し、発表の支援をする ことです。日本語の指導者、学習者、研究者の皆様の加入を歓迎いたします。The mission of the JSL SIG is to serve as a resource for promoting JSL teaching, learning andresearch. We welcome JSL teachers, learners, and researchers to join and take an active role in our SIG.
Publications: 日本語教育ニュー スレターJapanese as a Second Language Newsletter (3x year); 日本語教育論集 JALT
Journal of Japanese Language Education (1x 2 years) Website: jalt.org/jsl/
Learner Development SIG (LD)
Description: The LD SIG is a lively, dynamic community of learners and teachers from all teaching contexts,
both formal and informal, who share an interest in exploring learner development and autonomy through ourpractice, research, and dialogue. Publications: Learning Learning (newsletter) (2x year), Learner Development
Journal (1x year, from 2017), and various monographs Upcoming events: Creating Community: Learning
Together 3, December 18, Otsuma Women’s University, Tokyo Facebook: JALT Learner Development
SIG Website:ld-sig.org
Lifelong Language Learning SIG (LLL)
Description: We offer a bright future to our aging society. The energy of older learners who wish to leadactive lives is flowing all over Japan. LLL is willing to help these older learners enrich their lives throughlanguage learning. LLL also provides resources and information for teachers who teach English to older
learners by holding events and publishing online newsletters. Publications: LLL SIG publications (2x year)
Facebook: JALT Lifelong Language Learning SIG Website: jalt.org/lifelong/index.html
Literature in Language Teaching SIG (LiLT)
Description: The SIG was created in 2011 to encourage and promote the use of literature in the language
classroom. Engaging students with film as literature, creative student writing and reading poetry and all forms
of prose are some of the activities our members are interested in. Publications: Literature in Language
Teaching Journal (2x year), newsletter (6x year). Facebook: Literature in Language Teaching SIG Website:
liltsig.org

Materials Writers SIG (MW)
Description: The MW SIG was established for the purpose of helping members to turn fresh teaching ideas
into useful classroom materials. We try to be a mutual assistance network, offering information regarding
copyright law, sharing practical advice on publishing practices, including self-publication, and suggesting ways
to create better language learning materials for general consumption or for individual classroom use.
Publications: Between the Keys (3x/year) Website: materialswriters.org
Mind, Brain, and Education (MBE)
Description: The Mind, Brain, and Education SIG is a forum for language educators and researchers to shareinsights in neuroscience. We hope to be a driving force in bringing relevant new discoveries in psychology,
cognitive neuroscience and neurolinguistics into language teaching in Japan. Publications: MindBrainEd(digital journal); BrainWaves (newsletter) Upcoming events: JALTCALL 2016 Conference: CALL & the
BRAIN, (co-sponsored with the JALTCALL SIG) June 3-5, Tamagawa University, Tokyo; FAB 9, aconference in neuroELT, August 26-28 (Cebu, Philippines) Facebook: JALT Mind, Brain, and Education
SIG Google Groups: The Mind, Brain, and Education SIG Website: www.neuroelt.org

17Other Language Educators SIG (OLE)
Description: The OLE SIG was founded in 1996 in order to serve the special needs of learners and teachersof a wide variety of languages (German, French, Chinese, Korean, Spanish, Russian, etc.). OLE can also be
considered part of peace education as languages are also thought to be instrumental in developing cultural
empathy, opening up our minds to other concepts and ideas, and enabling us to reflect on our own.
Publications: OLE Newsletter (4-5x year) Upcoming events: 5th OLE conference, September 24, Nagoya
Website: jalt.org/groups/605
Pragmatics SIG (PRAG)
Description: The Pragmatics SIG welcomes members who are interested in both research and practicalteaching issues related to "how people do things with words." Our Pragmatics Resources series offers practicaland theoretical papers on language in use. If you do anything with language, you are using pragmatics!
Publications: Pragmatic Matters (語用論事情) (3x year), Pragmatics Resources Series Facebook: Pragmatics SIG(JALT) Website: www.pragsig.org
School Owners SIG (SO)
Description: Language School owners have always played a significant role in JALT both at national & local
levels, but face issues not addressed by other SIGs. The SIG has again become active and provides a frameworkand events to address the special needs of school owners within JALT including: recruitment & training; taxes,
accounting, banking and bookkeeping; marketing & advertising; and partnerships & trade between owners.
Publications: newsletter Website: sosig.wordpress.com/
Speech, Drama, & Debate SIG (SDD)
Description: The mission of the SD&D SIG is to provide a forum for teachers and academics to discuss,research, and implement oral interpretation, speech, debate, and drama in language education. We are alsointerested in sponsoring and supporting local and regional speech, drama, and debate contests or festivals.
Publications: Mask & Gavel (1x year), Classroom Resources Journal (1x year), newsletter (5-6x year) Upcoming
events: Debate and Critical Thinking Conference, Nanzan University, Nagoya July 31; Japan Online English
Speech Contest, December; Speech, Drama, & Debate Conference, Gero hot spring hotel, February 2017
Website: sites.google.com/site/speechdramaanddebatepublicsite/ Facebook: Speech, Drama and Debate
SIG (JALT)
Study Abroad SIG (SA)
Description: The JALT Study Abroad SIG was established in 2008 to promote research on overseas study
and facilitate networking among those interesting in learning more about study abroad. Publications:RYUUGAKU: The JALT Study Abroad SIG Journal (2-3x year) Upcoming events: Study abroad Conference,
September 17, Lakeland University, Shinjuku Tokyo. Website: jalt-sa.org/ Facebook: Study Abroad SIG(JALT)

Environmental Initiatives
An option for a carbon offset contribution was included in the registration, and many people selected tocontribute. We are sending donations to Okinawa Prefecture Environment Science Center to support a
project protecting coral. More details of the project can be found here, in Japanese: http://
www.okikanka.or.jp/j-cre.html

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Task Based Learning SIG (TBL)
Description: The JALT Task-Based Learning (TBL) SIG is a Special Interest Group aimed at teachers whocurrently use, or are interested in using, task-based approaches in the classroom. In particular, the SIG focuses
on issues related to task-based language teaching and learning in the Asian EFL context, where TBLT has yet toenter the mainstream of language pedagogy. Publications: Taking it to Task—The Newsletter of the JALT TBL
SIG (3x year) Upcoming events: 3rd “TBLT in Asia” conference June 25-26, Kyoto, Japan Facebook:
JALT TBL SIG Website: tblsig.org/
Teacher Development SIG (TD)
Description: The TD SIG is a network for those who want to help themselves and others become better
teachers. Our activities include mini-conferences, social and networking events, and forums & presentations.
Publications: Explorations in Teacher Education (2x/year); Teacher Journeys Conference Proceedings
Facebook: Ted Sig Twitter: @TEDSIG Website: www.jalt.org/ted/
Teachers Helping Teachers SIG (THT)
Description: THT works to aid and assist fellow educators and students in and around Asia. We fulfill thismission by providing teacher-training workshops in Bangladesh, Kyrgyzstan, Laos, and Vietnam that sharepractical, student and teacher-friendly approaches to language education, informed by current research in thefield. We are currently working to develop programs in Nepal and Myanmar. Publications: THT Journal (1xyear), THT Newsletter Upcoming events: THT Vietnam Hue (August 5-7) and/or Quang Binh University(August 10-11), THT Kyrgyz and THT Bangladesh (September 2016), THT Laos (Feb-March 2017)
Facebook: THT SIG Website: tht-japan.org
Teaching Young Learners (TYL)
Description: The goal of the TYL SIG is to support those involved with or simply interested in the teachingof languages to learners aged 0-18. We particularly want to appeal to Japanese teachers and teachers who teamteach. Publications: The School House (Newsletter) Upcoming events: JALT Junior, November 26-27(held at JALT2016 in Aichi) Facebook: JALT Teaching Younger Learners SIG Website: www.jalt-tyl.org/
Testing and Evaluation
Description: TEVAL SIG aims to provide avenues for research, information, and discussion related toforeign language testing and evaluation both from within JALT membership and with other professionalorganizations which have common interests and goals. Publications: Shiken (3x/year Website: teval.jalt.org
Vocabulary
Description: The Vocabulary SIG provides a forum for focused research and discussion in specific regard to
vocabulary acquisition. We offer both teachers and researchers a place to connect regarding how learners
improve vocabulary knowledge, how to test their knowledge, and how these theoretical aspects connect toclassroom practice. The Vocabulary SIG's goal is to be a driving force for both current and future research in
the field of how vocabulary can be taught, learned, and tested in an increasingly global context.
Publications: Vocabulary Education and Research Bulletin (VERB) (2x year), Vocabulary Learning and Instruction(VLI) (2x year) Upcoming events: symposium at the Vocab@Tokyo 12-14 September, Meiji Gakuin
University, Tokyo Facebook: JALT Vocabulary SIG Website: jaltvocab.weebly.com

19

SIG Forums
Bilingualism SIG (BIL)
Sunday, 10:30 – 12:00 RM 211
The Process of Developing Bilingualism: What Works and What Doesn'tCollege and University Educators (CUE)
Sunday, 1:00 – 2:30 RM 109
Fostering Equal Representation for Democracy in the Classroom
Computer Assisted Language Learner SIG (CALL)
Saturday, 1:00 – 2:30 RM 207
Forum on Mental, Physical, and Psycho-Social Issues with Technology
Critical Thinking SIG (CT)
Sunday, 10:30 – 12:00 RM 306
JALT Critical Thinking Forum
Gender and Language Education SIG (GALE)
Saturday, 9:30 – 12:00 RM 105
Innovation and Change in Gender Education Globally
Global Issues in Language Education SIG (GILE)
Sunday, 1:00 – 2:30 RM 201
Teaching Activities for Global Citizenship & Innovation
Learner Development SIG (LD)
Saturday, 4:15 – 5:45 RM 105
Starting a New Conversation: Using New Approaches to Ensure New Learning
Lifelong Language Learning SIG (LLL)
Sunday, 10:30 – 12:00 RM 209
Cultivating Skills in Mature Language Learners
Mind, Brain, and Education SIG (MBE)
Saturday, 4:15 – 5:45 Sakuraum 1F
Mindfulness, Consciousness, and Background Music
Pragmatics SIG (Prag)
Saturday, 9:30 – 12:00 RM 301
Multimodal L2 Interaction
School Owners SIG (SO)Sunday, 1:00 – 2:30 RM 209
School Owners SIG Forum
Speech, Drama, & Debate SIG (SDD)
Saturday, 1:00 – 2:30 RM 205
Speech, Drama, & Debate ForumTask Based Learning SIG (TBL)
Saturday, 4:15 – 5:45 RM 304
Task Based Learning SIG ForumStudy Abroad SIG (SA)Saturday, 1:00 – 2:30 RM 111
Discussing Issues in Study Abroad

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Sponsoring Associate Members
Associate Membership in JALT is open to any organization that supports the aims of JALT and is
involved in the production of quality products or provides services in or directly related to the language
education field. Associate members have a long history of supporting PanSIG and other JALT events, andthis year is no different. Please visit their display tables which can be found on the first floor of the
Sakuraum and talk with their friendly, knowledge, and professional staff. Associate Members are alsosponsoring the following presentations on Saturday and Sunday.
Abax ELT Publishing Underdeveloped Listening Skills & Lost Learning Opportunities (CUE)
Alastair John Graham-Marr (Tokyo University of Science)
Saturday 10:30 - 11:00; RM 201

Cambridge University Press Unlock Student Potential with Cambridge Discovery (CT)
Yuasa Yoshino (Cambridge University Press, Japan)
Saturday 2:30 - 3:00; RM 306
Cengage Learning Authentic Materials in the Language Classroom: How Do They Work? (CUE)
Christopher Anthony Valvona & Ayano Valvona (Okinawa Christian University )Sunday 10:30 – 11:00; RM 109
englishbooks.jp Helping Students to Discover the News (TBL)
Andy Boon (Toyo Gakuen University)
Saturday 4:45 – 5:15; RM 111
englishbooks.jp Xreading at Two (ER)Paul Goldberg (XReading)Saturday 2:30 - 3:00; RM 209
Intercom Press Active Participation Using Low-Tech Student Response Cards (CUE)
William Pellowe (Kinki University (Fukuoka Campus)) & Paul Shimizu (Intercom Press)
Saturday 1:30 - 2:00; RM 109
Macmillan LanguageHouse Speaking of Speech: The Next Level (SDD)
Darren Halliday (Macmillan)
Saturday 4:15 - 4:45; RM 205
Macmillan LanguageHouse “One Stop English": Resolve Your Concerns in the Classroom (MW)
Makoto Sato (Macmillan)
Saturday 1:00 - 1:30; RM 302
Nellie’s English Books Getting Students Researching (CUE)
Andy Boon (Toyo Gakuen University )Saturday 10:00 – 10:30; RM 306
Oxford University Press English for Work: Set-up Your Students for Success (CALL)
Kiel Hamm (Oxford University Press)
Saturday 4:15 – 4:45; RM 210
Seed Learning Motivating Reluctant Readers (ER)Rob Waring (Notre Dame Seishin University)
Saturday 4:45 - 5:15; RM 108

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RM 105 (GALE) Forum: Innovation and Change in Gender Education Globally (90 min)Michi Saki (Doshisha Women's College of Liberal Arts), Eucharia Donnery (Shonan Institute of Technology), & Richard Miller (Kobe Gakuin University)

Sat

This 90-minute forum will examine issues related to gender and education both in Japan and globally.
Michi Saki will discuss gender issues in an all-female college in Japan highlighting the students’ perspectives and what it means to be young and female in Japan. Eucharia Donnery will contrast the experiencesof female teachers and students in a male-dominated department at a Japanese university with other departments in the same institution. She will also suggest ways in which universities can support minority
identities. Finally, Richard Miller will take us outside the Japanese context and show how gender issues
connect us globally by examining women’s rights in Rwanda.

9:30

RM 107 (CUE) English as an International Language Awareness through Non-Formal Learning
Shizuyo Asai (Ritsumeikan University)
This ongoing research is based on a program of non-formal learning (OECD 2010-09) that is incorporated into an organized short-term study abroad program provided for engineering course students of aJapanese private university. In the presentation, I discuss the connections between self-set learning goalsof students, their experiences in the environment where English is regarded as an international language(EIL) and the learning outcomes of the program by employing a questionnaire survey, follow-up interviews and reflective writings submitted by the participants.
RM 108 (Sponsored) The US Military Presence and Okinawan Culture and Politics
A. P. Jenkins (Okinawa Prefectural University of Arts)
Not a paper but an orientation talk from Power Point slides for those not possessing deep knowledge of
Okinawa history over the last century, it concentrates on the post-war US military presence, from theBattle of Okinawa, occupation, land seizures, and reversion to Japan, to the present. It highlights continuing pressure for base closures, and more recently the tactics in the campaigns to accomplish and to prevent more construction at Henoko. It examines discrimination, asymmetric campaigning, the ‘masternarratives’ involved, and looks at some left and rightwing interpretations of those continuing issues andtensions among Okinawans, Washington and Tokyo.
RM 109 (CUE) Basic Tutor Training through e-Learning
Junko Tsukayama (Meio University)
This presentation will introduce e-learning assessment materials used to train student tutors in basic
peer/near-peer tutoring skills for language and math at Meio University’s recently established Learning
Center. The presentation will discuss the specific training tutors receive, basic skills necessary for being
an effective tutor, tutor’s roles, tutoring do’s and don’ts, and effective communication strategies in elearning assessment materials after receiving workshop-based trainings. Finally, we will present narrative, (limited) statistical, and anecdotal data gathered thus far as evidence to show that e-learning might
have has much potential to be an effective way to provide peer/near peer tutoring, and tutor-training inthis context.
RM 201 (CUE) Developing the Rikkyo English Discussion Corpus
Jonathan Buck (Rikkyo University)
The RED Corpus contains 18 hours of transcribed audio data of Japanese learners of English's academic
discussions. It is intended to be used to refine curriculum at Rikkyo University and provide data for
publications about use of back-channeling, lexical diversity in learner speech, pragmatics and genderroles in learner dialogue. Learner English spoken corpora are notoriously time-consuming and difficult
to code. As such, this presentation outlines the development of the corpus from inspiration to
implementation and explains how building spoken corpora can be beneficial to university educators.

10:00
10:30
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Sat

9:30
10:00
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1:00

RM 207 (CALL) Negotiation of Meaning through Fantasy Sports
Steven Kenneth Silsbee (Momoyama Gakuin University)

Although fantasy sports are played by millions of people every year, there is no literature connecting
their use with language learning. Long (1996) asserts that face-to-face interaction is beneficial for L2
students in terms of increasing language proficiency. During these interactions, situations may arise
where there is a need for some sort of negotiation (e.g., clarification, confirmation, repetition, etc.). In
this presentation, the speaker will begin by explaining how an online fantasy sports program can facilitate
language negotiation. Collected data from a course survey will then be used to report positive student
perceptions regarding improved language use.
RM 211 (TYL) Improving English Club Interpersonal Communication
Andrew Quentin (Baiko Gakuin Junior and Senior High School)
Junior and senior high school English clubs have the potential to provide students with valuable English
exposure and practice outside of the classroom environment. However, low student motivation andactivities with limited educational value may cause students to develop a poor attitude towards the club.
Upon performing needs analysis, it was concluded that poor interpersonal communication between thegrade levels was a key factor which negatively affected motivation and attitudes towards the club. The
presenter will discuss how tailored activities fostered interpersonal communication and built a positive
attitude towards the club.

1:30

RM 301 (PRAG) Forum: Multimodal L2 Interaction (90 min)Tim Greer (Kobe University), Eric Hauser (University of Electro-communications), Adam
Brandt (Newcastle University)

2:00

Interaction, including second language interaction, involves more than just linguistic features of talk suchas grammar, pronunciation and vocabulary. Face-to-face communication also consists of a range ofembodied practices, including gaze, posture, proximity, gesture, and use of physical objects. Layered
over and within the talk, the complex nature of multimodal interaction poses a challenge to researchersinterested in interaction, who must account for it from the participants’ perspective as demonstrated in
the talk. This interactive forum will bring together a panel of CA researchers to discuss ways thatmultimodal features of L2 talk can be incorporated into transcription and analysis.

2:30
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RM 302 (TD) English Teachers’ Perceptions on Student Motivation and Strategies in a
Taiwanese Rural School
Hsiaowen Hsu (Kainan University, Taiwan, ROC)
Rural schools usually struggle to motivate and maintain students’ learning. Three English teachers of first-year junior high school students from a rural school located in central Taiwan participated in this study.
In-depth interviews indicate that the teachers perceive rural students as generally displaying a nonfavorable attitude toward learning English in school. Affecting factors include transitional problems,
environmental factors, and negative parental attitudes. The teachers acknowledge their influence on
students’ levels of motivation but also consider that their influence has limits. The findings have
implications for teacher development and the need for curriculum modification for teaching and learning
in rural schools.
RM 304 (MW) Factors Influencing Use of Innovative Materials
Simon Humphries (Kansai University)
When launching an innovative curriculum, textbooks provide a visible framework (Rubdy, 2003) andhelp teachers to understand and routinize the change (Hutchinson & Torres, 1994). However, publishers
often aim for wide markets and fail to meet local needs (Sheldon, 1988), which means that some
adaptation is inevitable. The presenter interviewed and observed four high school level Japanese teachersof English who had begun using communicative textbooks. He will describe how their instruction
differed from the textbook’s principles and the teachers’ reasons for their approaches. Based on thesefindings, the presenter will discuss the implications for policy makers and teacher trainers.

RM 306 (CT) Active Learning at Student Conferences
Calum Gordon Chalmers Adamson (Doshisha Women's College of Liberal Arts) & Todd
Thorpe (Kinki University)
In The Second Basic Plan for the Promotion of Education, MEXT calls on institutions to “promote
activities to change the quality of education, such as active learning (learning in which students
proactively find issues and solutions)”. ACE is an inter-university student conference which provides
students with learning experiences of this type. In collaboration with domestic and global corporations,participants devise and present solutions to genuine business problems using English as a working
language. This presentation will describe the conference, discuss objectives, provide data on participant
performance, and offer insight into how interactions can be managed to provide meaningful learning.

10:00

Sat

9:30
10:00
10:30

RM 107 (CUE) Peer Feedback: Social Learning in Peer Assessment
Ngar-Fun Liu (The Chinese University of Hong Kong)
This paper presents exploratory findings of a university course involving peer feedback. Data werecollected using focus groups and a questionnaire. Immediate peer feedback and e-scoring ofpresentations are perceived as a low-pressure opportunity for learning, since the practice presentations
are not graded. Low pressure, however, is perceived as “high-stake” (fear of being judged) by somestudents. Shifting the private learning process to a more public and social domain suggests that “students
develop objectivity and expertise regarding assessment criteria” (Liu & Carless, 2006). Strategies for
managing the perceived lack of peer expertise in providing insightful feedback will be discussed.

1:00

RM 108 (Sponsored) Incorporating Heritage Languages in the Classroom
Christopher Michael Davis (University of the Ryukyus)

2:00

I discuss several approaches to integrating students’ heritage language(s) in the classroom, based on myown experience at the University of the Ryukyus. After giving a general background on Ryukyuan
languages, I discuss several case studies from my own teaching in which heritage-language learning wasincorporated into the classroom. I also consider the utility of heritage-language learning as a means ofincreasing students’ understanding of similarities and differences between languages more generally, inthe contexts of both L2 and linguistics curricula.
RM 109 (CUE) Conducting Peer Review
Polly Liyen Tang (Kwansei Gakuin University)
This presentation will demonstrate how peer review can be introduced into a second-year essay writing
course with students who had no prior experience with this activity. Generally, one of the more difficult
aspects of peer reviewing is eliciting critical feedback from students, who tend to offer vague comments,
such as “Good writing”, “Difficult” or “Nice”. The discomfort in offering a frank opinion could be moreprevalent in Asian societies. However, through detailed planning of peer-review forms, clear examples
and feedback, explicit evaluation criteria, and regular implementation, there was a raised level ofinteraction, motivation and participation from students by year-end.
RM 201 (CUE) Effects of Explicit Instruction on Prepositions of Time
Robert Horst Taferner (Hiroshima University)
This presentation investigates intermediate EFL learners’ ability to improve their knowledge of
prepositions through classroom instruction. To increase preposition learnability and teachability, a studyof 1st-year Japanese university students (N=90; average TOEIC score = 475) was designed to promoteusage of the most frequent prepositions of time: at, by, for, from, in, of, on, over, to, and within.
Treatment task design, reliability and validity of grammar tests to identify gains in accuracy (pretest,
immediate post-test, and delayed post-test) will be discussed, as well as generalizable pedagogicalinsights to consider when designing tasks for learners’ interlanguage development.

1:30

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Sat

RM 207 (CALL) Motivation and Technology-Enhanced Language Learning
David Ockert (Toyo University)

9:30

This presentation shows the results of the positive influence on affective variables of live Skype-based
video exchanges between elementary students in Japan and Australia. The author believes these changes
can be explained with neuroscience—they are a result of the aftereffect of the hormone dopamine(Murphey, 2011) due to the excitement of successful communication. The results and implications are
discussed.

10:00

RM 211 (CALL) Scaffolding CALL Listening Activities for Varied Learners
Levy Solomon, Joy Jackson, & William De Luna (Sojo University)

10:30
1:00

Listening activities feature in many curricula. In classrooms with a range of learner abilities, it can bedifficult to provide the requisite support for individual learners. Learning management systems such as
Moodle, Blackboard, and Edmodo can individualize materials for learners by enabling optional functions
such as vocabulary preview, text display, L1 instruction and self-paced progression. Participants willlearn the evolution of our primarily dictation-focused listening program, which focuses on listening formeaning with the assistance of Moodle, YouTube, and Quizlet and quantitative data collected at the endof the course indicating students’ thoughts on usefulness and understanding will be shown.
RM 302 (TD) An Investigation of EFL Teachers' Co-Construction and Negotiation of Identity
Omid Abednia (University of Mazandaran, Iran)

1:30

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Employing poststructural perspective to identity, this study aims to attain a practical understanding of
EFL teachers' identity work. It explores how the macro-structural practices of language institutes shape
the teachers' professional identity and how this identity is realized and negotiated in the classroom. The
participants were four English language teachers. Data were collected through classroom observations.
The audio-recordings were transcribed and analyzed using Conversation Analytic techniques. As one
major result, institutional factors that affect teachers' identity at a macro level have been identified, with
TTC Courses, In-service Training Programs, observers, and teacher’s book and syllabus being the mostinfluential factors.
RM 304 (TBL) Making TBL More Ambitious with PBL
Walter Tsushima (University of Fukui)This presentation discusses how the project-based learning (PBL) approach takes learner-centeredness toa higher level. PBL shares many aspects with task-based learning (TBL). If anything, PBL is even more
ambitious. TBL makes a task the central focus of a lesson, whereas PBL often makes a task the focus of awhole semester or academic year. The American educational theorist, John Dewey wrote, "education is
not preparation for life; education is life itself". Project work allows 'life itself' to take shape within theclassroom and provides numerous learning opportunities. The full implementation of a PBL course inJapan will be examined.
RM 305 (Sponsored) A Thinking-Skills-Based Reading Comprehension Method (50 min)James DeWitt Dunn (Tokai University)
This workshop will introduce the Cognition-skills-based Reading Comprehension Method (CRC
Method), and give attendees an opportunity to practice its implementation. This thinking-skills infused
methodology helps students improve their score on high-stakes tests like the TOEIC. It also helps todevelop critical thinking skills and intellectual traits that support learning. During this workshop,
participants will have the opportunity to learn about the cognitive skills students develop and theirusefulness in the ELL classroom. Attendees will be provided with original material for CRC Method
implementation, as well as supplementary prints for building student thinking skills, to take back to their
institution.

Sat

RM 306 (Sponsored) Getting Students Researching
Andy Boon (Toyo Gakuen University )Project work can be a powerful means of empowering students to take their learning beyond the bordersof the classroom to examine and research the world outside. This presentation will discuss how to go
about equipping students with basic qualitative research skills so they can begin to develop researchquestions, collect and analyze data, write up their findings, and then share their research with theirclassmates. Examples from the classroom will be provided. The presentation will also provide an
overview of the Macmillan textbook, "Research & Write." —Sponsored by Nellies.

9:30
10:00

10:00
RM 107 (CUE) Video Revisited from a Motivation Perspective
Chris P. Madden (Seikei University) & Todd Rucynski (Surugadai University)
Today’s students all have cellphones with video cameras, and while many are uncomfortable speaking infront of the class, they will often spend much more time and energy making a video. The presenters will
demonstrate how to use pantomime—which transcends language—and a storyboard template tofacilitate plot development. Next, voice training activities and the fundamentals of acting will be shown.
Finally, we show how to create private Facebook groups, which allow peer assessment to be done inEnglish. Student-created videos shown, handouts provided. All these methods and materials will surely
enhance motivation, students’ and teachers’ alike.
RM 108 (Sponsored) The Magic of Learning
Robert Rennie (Miaoli English Teaching Resources Center)
The foremost APA learner-centered psychological principle states that “The learning of complex subject
matter is most effective when it is an intentional process of constructing meaning from information andexperience.” This workshop will demonstrate how, over the last forty years, I have effectively
incorporated specific language learning objectives accordingly by using magic tricks. Participants in thisworkshop will leave with immediate knowledge of how to use magic tricks in their classrooms and how
to adapt them in such a way that will augment and scaffold second language learning effectively.
RM 109 (CUE) The Use of Transformed Practice Activities in a Literacies Classroom
James Emmet Owens (Kanda University of International Studies)
In Transformed Practice activities, original texts are recreated in different modes (e.g. spoken to
written) and/or genres (e.g. email to poetry). Students demonstrate both comprehension of the originaltext’s meaning and the creative ability to make new meanings when reconstructing texts in new forms.
When successful, the activities imply that learners are able to achieve genre awareness by identifying the
key features, affordances and constraints of each mode/genre. I will focus on the genre of narrative,
showing examples of student work in which they rewrite news narratives as fairy-tales, or vice-versa,
and reflections on the changes they made.

10:30
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RM 201 (Sponsored) Underdeveloped Listening Skills & Lost Learning Opportunities
Alastair John Graham-Marr (Tokyo University of Science)
Undeveloped listening skills can seriously hamper one’s ability to learn a foreign language. It is
commonly observed that students who spend time listening to English outside the class, for example
watching videos on youtube or listening to music, give themselves more chances to learn a foreign
language successfully. However, many Asian-based learners struggle to comprehend naturally spoken
English, due to the large phonological differences between English and many Asian languages. This
presentation will focus on ways to teach listening more effectively to Asian based learners and look atways to maximize student learning opportunities outside of class. —Sponsored by Abax.

4:45
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9:30
10:00

RM 211 (TD) Give Me a Clue for Innovative Teaching!
Takaaki Hiratsuka (University of the Ryukyus)

This presentation reports on university students’ reaction to an action research project in which I
incorporated several innovative premises put forth by John F. Fanselow into my teaching methods
course. One of his premises, for example, suggests that teachers use materials chosen by students, not byothers. Data were gathered from 34 university students through interviews, group discussions andresponse papers. Findings indicate that the participants experienced a wide variety of feelings andemotions, including doubts and reluctance, toward the premises and teaching styles employed in thecourse. They also articulated interesting points of view about innovative teaching and learning.
RM 302 (PRAG) Language Programs: Mandates and Aspirations
Zainab Mohammed Jabur (Sultan Qaboos University, Oman)

10:30
1:00
1:30

2:00
2:30

Language programs are often viewed as a competition site between mandates and aspirations. Teachers
on one hand have to fulfill the requirements of the mandates of curriculum but often feel they need to go
beyond and achieve students’ aspirations. This paper presents some work done on how teachers findroom in the class for their aspirations and how links are important to the curriculum. The paper alsopresents students' views on program requirements and extra-curricular activities and how they
contribute to their learning. The paper concludes that teachers are often constrained with the pragmaticsof the course requirements.
RM 304 (TBL) Journalism and Situated Learning at a Japanese Conference
Robert G Dunn (Kinki University)
The Japan University English Model United Nations, JUEMUN, is Japan’s premier English Model
United Nations experience for university students from around the world. In 2013, a digital journalism
simulation called JUEMUN Journalism was incorporated into the conference, offering students
experiential learning opportunities. In this presentation, the traditional faculty supervised print
journalism of 2014 is compared with the student self-monitored, situated journalism of 2015. The
presenter will address learning outcomes, student satisfaction, and the quality of the work produced. inthis hands-on environment.
RM 306 (TBL) More Meaning, Less Drilling: Developing Tasks with Communicative Intent
Brett Raymond Walter (Hiroshima University)

3:00
3:45
4:15

In many language classrooms, students are often assigned activities or tasks that are little more thandrills. Students are asked to repeat a set phrase multiple times, filling in a blank with key vocabulary
words. In the field of Second Language Acquisition, classroom tasks need to structure interaction among
participants while using language for a concrete outcome. The focus of any task should be on theexchange of meaning. Participants in this presentation will learn about different types of tasks that,
unlike drills, have a communicative purpose driving them and about how activities can be adjusted topromote communication.

Next on the schedule...
11:00 –11:35 Lunch
11:35 – 12:00 Welcome

4:45

12:00 – 12:55 Tamokuteki Hall (Dome) 12:00pm – 12:55pm(Keynote) Innovating Life! Ecologically Revolutionizing Teaching & Learning

5:15
28

Tim Murphey & Joseph Falout (p.7)

Sakuraum 1F (LD) Using Electronic Self-Assessment Surveys to Enhance Lower-Tier
Learner Motivation
Craig Tadashi Yamamoto &Yoko Kinoshita (Sojo University)

Sat

Transitioning to university is quite challenging in Japan, more specifically for lower-tier learners,
accustomed to a strictly receptive setting. With the growing need to improve English language
communication, educators are still confronted with a number of challenges in areas of motivation,interest and overall awareness. In this presentation we will introduce our action research project
investigating the implementation of electronic self-assessment surveys that engage students in thelearning process. This will include the complete process from development to implementation which has
made the introduction of our self-assessment survey such a positive influence, guiding them towards
becoming self-directed language learners.

9:30

RM 105 (LD) Developing Skills for Setting and Carrying Out Goals
Brian Cullen (Nagoya Institute of Technology) & Ben Backwell (Nagoya City University)
This presentation will explore the rationale of helping students to develop skills for setting and carryingout goals in their academic and non-academic life. The presenters will then share several learning
activities that students in their classes have used successfully to carry out goals such as sports success,raising TOEIC scores, and other personal goals. These learning activities are divided into two distinctgroups: setting goals and carrying out goals. Student feedback will also be shared to illustrate howdevelopment of a real world skill such as goal setting can be an enjoyable as well as a useful activity.
RM 107 (CUE) Willingness to Communicate in Classroom Interaction
Yoko Munezane (Aoyama Gakuin University)

10:00
10:30
1:00
1:30

Willingness to Communicate (WTC) in an L2, which is widely believed to facilitate the acquisition of
the target language, has recently been extensively investigated. However, few studies have been
conducted to explore the relationship between WTC and actual L2 communication. This presentation
explores the effects different levels of WTC have on classroom interaction. A group of 30 Japanese
university EFL learners participated in the study. The results suggested that high WTC learners took
more leadership roles toward reaching a verdict, produced more L2 communication, and made moremeaningful contribution to the discussion. Pedagogical implication of the research findings will be
discussed.

2:00

RM 108 (Sponsored) Text and Context: Innovating the Coursebook
Marcos Benevides (Materials Writers SIG)

3:00

Language learning courses have long been organized according to a grammar syllabus; that is, to a seriesof language forms meant to be taught sequentially from a text, often regardless of learners' specificcontexts. Authentic meaning-making and the presentation of interesting content is of secondary
importance, shoehorned in simply to illustrate a grammar point. Yet, despite the occasional flare-up ofanti-textbook indignation, teachers overwhelmingly do choose traditional texts, and publishingcompanies are only too happy to oblige. Is there a way to escape the grammar syllabus textbook? Or islanguage teaching doomed to always be trapped between text and context?
RM 109 (CUE) Reducing Plagiarism in University Classes
Deborah J. Bollinger & Joseph Dias (Aoyama Gakuin University)
This presentation focuses on various steps that are being implemented to reduce plagiarism in an
intensive English program for first and second-year university students, based, in part, on the results ofteacher and student surveys. This ongoing process has involved creating a plagiarism policy statement,
providing knowledge and skill building tasks at all levels of the curriculum, creating a database of
students’ work, providing teacher orientation, and creating a simple online teacher reporting form, in aneffort to develop guidelines and practices that serve to educate and motivate students to avoid
plagiarism, rather than simply punishing individual infractions.

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RM 111 (SA) Forum: Discussing Issues in Study Abroad (90 min)Paul Horness (Atomi University), Robert Dunn (Kinki University), Chihiro Tajima(Keisen University), & Mitsuyo Toya (University of Ryukyus)
Study abroad is an important part of many programs across many disciplines. It takes many forms such as
language schools, graduate schools or professional exchanges. First this forum will discuss current
research projects and issues related to study abroad. Then the panel will discuss prepared questions.
Finally, the panel will take questions from the audience. It is hoped that the forum gives everyone new
insights, and new ideas for their study abroad programs.
RM 201 (GILE) International Connection on Campus: What’s It Take?
Juanita Heigham (Nagoya University of Foreign Studies)
The notion that the mere presence of international students on campuses creates internationalization is acommonly held belief, but one that research has repeatedly shown to be unsubstantiated. International
students often struggle with feelings of marginalization, and building relationships with local students isoften considered difficult or impossible. This paper reports on research conducted to explore
relationships between international students and local Japanese students and what promotes thedevelopment of those relationships. The participants in the qualitative study were students at a large
university in Japan that offers an English-taught program, and their stories will be shared during thispresentation.
RM 205 (SDD) Speech, Drama, and Debate SIG Forum (90 min)David Kluge (Nanzan University), Gordon Rees (Yokkaichi University), & James Higa
(Nanzan University)
The Speech, Drama, and Debate Forum will provide a venue to share ideas on how to "innovate theclassroom" with the use of oral interpretation/reader's theater, speech, drama, and debate. First, David
Kluge will speak on "Creative and Academic Presentations." Then, Gordon Rees will present on"Getting Started with Reader's Theater." After that, James Higa will talk on “Self and Peer Assessment
in Speech Performance.” The presentations will be followed by a Q&A session. Lastly, we will breakinto discussion groups based on participants' interest, each group with a specific theme of speech, drama,
debate or oral interpretation.
RM 207 (CALL) Forum on Mental, Physical, and Psycho-Social Issues with Technology (90 min)Brian Gallagher (Meijo University), Maki Ho (St. Michael International School), & Robert Chartrand (Kurume University)
Join our forum and enjoy a new style of discussion, engaging everyone to be participants rather thansimply audience members. Discover new ideas, develop your opinion and flow with the conversation.
Blending the themes of technology and the brain, this CALL forum will open up the conversation on
mental & physical health Issues with using technology and the possible psycho-social Issues affecting
students and staff. These include mental issues—sleep disturbance, anxiety, mood, stress and de-stresstechniques; physical Issues—aches & pains, dry eyes, eye strain, headaches and absence; psychosocial
issues—relationship disturbance, dependence, overuse, and interruption.
RM 209 (SO) How to Find and Train the Right Teacher for Your School
Grant L. Osterman (Family English School International Co., Ltd.)

4:45
5:15
30

One of the most difficult tasks for school owners is to allow a stranger to come into your school andteach students that have put their faith in your ideology. It is however a necessary obligation if growth iswhat you want. That being said, this presentation will focus on personal experience from over 20 years
on hiring and training new teachers. Areas covered will be recruitment, accountability, incentives, andtraining. This is an interactive presentation with the audience also participating with personal stories andsuggestions for improvement.

RM 210 (PRAG) A Sociocultural Approach to Teaching Pragmatics
Mayumi Fujioka (Osaka Prefecture University)

When introducing pragmatic instruction in the L2 classroom, teachers may benefit from a larger
conceptual framework showing how the acquisition of pragmatics works in relation to students’environments. This presentation draws on Activity Theory (AT) (Engeström, 1999), a branch of
Vygotskian Sociocultural Theory, as a conceptual guide for L2 pragmatic instruction on English at theuniversity level. The presenter explains in practical terms how the central tenets of AT, including
learners as agents, tools, goals, communities, and rules and roles within communities, could serve as aneffective guide for teachers in planning and implementing lessons on pragmatics.

Sat

9:30
10:00

RM 211 (BIL)Why Do My Bilingual Kids Never Bl***y Swear?
Michael Joseph Bradley (Okinawa Christian Junior College)
I have been recording weekly conversations with two of my (bilingual Japanese/English) children forover a year. The recordings are made during the school run during which I can occasionally be heard
swearing at other drivers. My children however, never reproduce the bad language. Nor do they
produce any of the Belfast slang which I sometimes let slip. This presentation will examine the researchin an effort to account for this apparently counter intuitive state of affairs. Put another way—why has
my "reprehensible input" gained less traction than Krashen's "comprehensible input" theory would lead
us to expect?

10:30

RM 212 (ER) Assessing Xreading for Extensive Reading
Paul Collett (Shimonoseki City University)

1:30

In offering an online system for Extensive Reading (ER) programmes, Xreading promises to simplify ER
for both students and instructors, with “always-on” access to books and built-in quiz-based assessment.
Does it deliver? Based on experience using Xreading as part of a university-level ER course, thepresenter will offer a case-study of its use. As well as addressing issues from a teaching & administrative
perspective, students’ perceptions and attitudes towards the system will be considered. It is hoped thatby presenting a balanced and comparative overview, this presentation will be informative for thoseconsidering implementing or upgrading an ER programme.

1:00

2:00
2:30

RM 301 (PRAG) Achieving Learner Initiatives in EFL Classroom
Aya Watanabe (University of Fukui & Kobe University)
Learner initiatives are any self-selected turns taken by learners that are not in response to teacher
nominations (Waring, 2011). It requires an uptake by the teacher or other participants (Garton, 2012)and has a consequence in the ongoing sequence. Using conversation analysis, the study focuses on howlearner initiatives are accomplished over time at an after-school EFL program in Japan. Audio-video
recordings of naturally occurring classroom interactions were collected for over a 4 year period. Learnerinitiatives were initially performed using L1 and non-verbal actions in early stages, and the use of L2
gradually emerged to display knowledge and understanding.

3:00

RM 302 (BC) Impacts and Implications of Adoption of English as Corporate Official Language
in Japan
Saeko Ujiie (SBF Consulting)

4:15

Major Japanese companies’ new policy of mandating English as official language is receiving attention.
But the language policy could pose challenges for Japanese businesspeople. The study examines the
problems and difficulties experienced implementing English as official language policy. It is based on theinterviews of the human resource director and the manager of a Japanese company, who are in charge of“Englishnization”, and its employees who experienced the changes caused by the new policy.

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9:30
10:00
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1:00
1:30

2:00
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RM 304 (TBL) Task Based Language Learning and Belief, Strategy Use, and Confidence in L2
Abilities of EFL Learners
Erina Ogawa & Shinichi Izumi (Toyo University)
Results will be presented of a study investigating differences between Japanese university students withhigher and lower levels of English language proficiency regarding their beliefs, learning strategies andconfidence in their English learning. Questionnaire responses from 78 students with high secondlanguage (L2) proficiency and 104 more “average” Japanese university students revealed differences
between the two groups of students regarding their study beliefs and use of experiential and analytic
learning approaches. Overall, the study findings highlight the importance of beliefs in and use ofexperiential learning while recognizing the value of analytic learning for EFL learners.
RM 305 (TEVAL) A Meta-Analysis of the Relationship between Anxiety and L2 Test Performance
Heng-Tsung Danny Huang (National Taiwan University) & Shao-Ting Alan Hung
(National Taiwan University of Science and Technology)
While an extensive body of research has explored the role of anxiety in L2 test performance, the findings
have remained largely inconclusive. In response, this study employed the meta-analytic approach tosynthesize and evaluate the relationships between four types of anxieties (i.e., trait anxiety, stateanxiety, test anxiety, and language anxiety) and L2 test performance. Based on 38 primary studies thatsatisfied the inclusion criteria, the results showed that trait anxiety and language anxiety constituted the
major antecedents of state anxiety, whereas test anxiety, language anxiety, and state anxiety served as
the principal factors disrupting L2 test performance.
RM 306 (CT) CLIL: Overview and Latest Developments in Japan
Laura MacGregor (Gakushuin University)

CLIL, Content and Language Integrated Learning, began in Europe and has spread to other countries,
including Japan. The presenter will first outline CLIL's core framework, including some of the ways it
addresses critical thinking skills development (e.g., through Bloom's Taxonomy of Learning; referential
questioning). Then, she will summarize key features of CLIL university classrooms in Japan, based onclass observations, interviews with CLIL teachers, and the CLIL literature from Japan. Finally, she willcompare teacher beliefs and practices in Japan with CLIL principles, and with practices in othercountries, and end by suggesting directions for CLIL's further development in Japan.

—SIG Events—
Study Abroad SIG
Study abroad Conference
September 17, Lakeland University, Shinjuku, Tokyo(Call for proposals closes June 30)
saconference2016.weebly.com

4:15—SIG Events—

4:45
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32

Critical Thinking SIG
Speech, Drama, & Debate SIG
Debate and Critical Thinking Conference
July 31, Nanzan University, Nagoya

Sakuraum 1F (LD) Feuerstein’s Learning Phase and EFL
Michael J. Iwane-Salovaara (Momoyama Gakuin University)

Many EFL programs in Japan often emphasize classroom instruction to the exclusion of other learning
contexts such as self-learning and real life language usage. However, learners of English require andoften want more than classroom instruction. This presentation focuses on how educator Reuven
Feuertstein's "Learning Phase" can be applied to EFL programs by examining all aspects of the learner’s
English language learning experience. The central thread of the presentation is kind and quality oflearner attention in the various roles it plays in the Learning Phase and in each of its learning contexts:
classroom, self-learning, and real-life experience.

Sat

9:30
10:00

RM 105 (LD) Momentum to Develop Intercultural Understanding
Robinson Fritz (Nagasaki University) & Sumiko Miyafusa (Showa Women's University)
How can university foreign language educators help learners “succeed in the global field” or become“globally minded”? The presenters will introduce their innovative framework, the Ideal Intercultural Self
(IIS), which attempts to give learners momentum to reach these big objectives. The framework
combines theories from intercultural competence, the L2 Motivational Self System and recent
developments from the linguacultural approach. The IIS framework develops awareness andunderstanding of the various internal and external factors (cognitive, affective, and socio-cultural) that
influence the successful acquisition and use of foreign languages. Results and suggestions from the use of
the IIS framework will be shared.
RM 107 (CUE) Reading Strategy Instruction to EFL University Students: Its Influence on Frequency of Strategy Use and Proficiency
Mutsumi Kawakami (Tokyo Denki University)

10:30
1:00
1:30

Orchestrating strategy use is considered one of the most important factors for success in foreign
language learning. This presentation describes an empirical study exploring the effect of explicit reading
strategy instruction to 54 mixed-proficiency EFL university students. The presenter will discussdifferences in effect between higher (HP) and lower (LP) proficiency students: (1) as a result of reading
strategy instruction, HP students employed reading strategies more frequently than LP students, andshowed greater improvement in their English proficiency; and (2) compared to LP students, HP students
tended to appreciate top-down processing on texts in order to understand content.

2:00

RM 108 (Sponsored) Designing Materials that Work
Barbara Hoskins Sakamoto (International Teacher Development Institute, Japan; Teaching Younger Learners SIG)

3:00

I've spent much of the past 25 years rewriting the same books. While I'm no expert on the subject of
creating materials, I have learned a few things that I think make a difference in whether or not materials
are successful. Whether you're evaluating or creating materials for your own learners, or working on thenext big course book bestseller, I believe these guidelines can make a difference for you, too.
RM 109 (Sponsored) Active Participation Using Low-Tech Student Response Cards
William Pellowe (Kinki University (Fukuoka Campus)) & Paul Shimizu (Intercom Press)
We can encourage, engage, stimulate, and motivate students to stay focused in the classroom throughperiodic and judicious use of student response systems (SRS) that require all students to respond
simultaneously. SRS improve student concentration, and encourage a more active engagement with thematerial. SRS also allow the teacher to quickly gauge the students’ understanding of the material. The
presenters developed a low-tech SRS using simple, 2-sided answer paddles that they have been using intheir regular EFL classes. This presentation will provide an overview of relevant research findings andsome basic examples of using such a system in class. —Sponsored by Intercom Press.

2:30

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Sat

9:30
10:00

RM 201 (GILE) World Citizen Curriculum Design: Global Studies
Kip Cates (Tottori University)

This presentation will describe a new “Global Studies” course created for a “global university” which aims
at developing students to be global personnel. The course comprises three content areas: world themes(international topics such as world flags, world languages and world religions), geographic literacy (asurvey of world regions such as Europe, Asia, Africa and Latin America) and global issues (anintroduction to world problems such as war and peace, human rights, development and theenvironment). The presenter will describe the design of the course and explain how it promotes global
awareness, English skills and a sense of world citizenship.
RM 209 (SO) Professional Development! The Next Step
Robert Sieveking (EBS Intercultural Education Center)

10:30
1:00
1:30

2:00
2:30

Professional development… what do you think of? Most teachers and school owners think of how to
improve teaching methods and classroom management. But as school owners and supervisors, it is also
important to improve leadership skills. This workshop will look at the importance of developing strong
leadership skills, focusing on important management topics, such as style, accountability, andengagement. Sources that can aid in developing leadership skills—entrepreneurial websites and From
Teacher to Manager (Cambridge University Press)—will be introduced.
RM 210 (PRAG) Teachers' Cognition in Pragmatic Instruction
Chie Kawashima (Macquarie University / Tochigi Prefectural Sano Shou-ou HighSchool)Language teachers are in a strong position to be aware of the differences between how language is usedand how language use is or is not taught in the classroom, but teachers' cognition and beliefs may
influence their approach to pragmatic instruction. To explore this, the presenter analysed data collected
through audio recordings of semi-structured interviews from EFL teachers to examine their knowledge
and beliefs about pragmatic instruction. She will discuss the findings including 1) participants' experienceof communication failure in their L2, 2) their knowledge and interest of pragmatics and 3) their belief
about the significance of pragmatic instruction.
RM 211 (BIL) Educational Decisions: Third Culture Kids in Japan
Christie Provenzano (Kumamoto Gakuen University)

3:00
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As Japan becomes increasingly globalized, society is starting to make room for permanent foreign
residents settling here to live, work, and raise their families. While many non-Japanese marry and raisechildren with Japanese partners, families where neither parent is Japanese face unique challenges raising
their Third Culture Kids (TCKs). The presenter will review literature on TCKs, highlighting language(including bilingualism), culture, and identity issues. Case studies of TCKs in Japan will then bepresented, focusing on the decisions made regarding their formal education and reflecting on outcomes.
Participants are encouraged to ask questions and share their own experiences.
RM 212 (ER) Paper-Based ER & Screen-Based 'ER': Towards More Efficient Integration
Richard John Walker (Reitaku University)'Extensive Reading' is often used as a supplementary but graded component of a university course andthis presentation looks at student performance and opinion from four skills-based courses at Japanese
universities in 2015-2016. Paper-based 'ER' was used in semester one; screen-based 'ER' in semester
two. A majority of 70 respondents were found to favour the screen-based medium despite occasionaldifficulties in using it; significant and continued support for paper-based 'ER' was also clear and found inspecific contexts. While the worth of both types of ‘ER’ is unassailable, how might we best movetowards more efficient integration?

RM 301 (PRAG) Capturing “Reflection-in-Action” Moments between AET and JET
Mika Ishino (Osaka University)

While teachers’ “reflection-in-action” (Schön, 1983) in co-teaching classrooms has been regarded asdifficult to capture (Farrell, 2015), it is very beneficial to describe in order to understand how twoteachers develop their coordinated practical knowledge through moment-to-moment interaction.
Applying conversation analysis, this study describes a reflection-in-action moment between an assistant(English) language teacher (ALT) and a Japanese teacher of English (JTE) in their collaborative classroom
teaching. The data were obtained from 10 classroom hours of video recordings at a Japanese public
junior high school. The analysis captures the two teachers’ reflection-in-action and changes in certain
practices.
RM 302 (BC) Case Studies for Teaching English & Business Skills
Rebekka Eckhaus (New York University School of Professional Studies)This presentation will describe how to scaffold a 3-lesson unit for an intermediate to advanced EFL classusing a business case study. The first lesson of the unit focuses on comprehension of the case study, in
addition to language concerns. In the next lesson, students present and discuss the case within the
structure of a simulated business meeting. The final lesson allows students to offer solutions andrecommendations to the problem explained in the case. The activities endeavor to foster learnerautonomy and problem solving while providing an easy-to-apply framework for teaching with businesscase studies.
RM 304 (TD) Bringing the Extra to the Centre
Ali Salim Zefeiti (Sultan Qaboos University, Oman)
Language programs are often viewed as a competition site between mandates and aspirations. Teachers
on one hand have to fulfill the requirements of the mandates of curriculum but often feel they need to go
beyond and achieve students' aspirations. This presentation shows qualitative data collected throughinterviews and focus group discussions on how teachers find room for students' aspirations and how theylink these aspirations to the curriculum. Students' views on program requirements and extra-curricular
activities and how they contribute to their learning are also shown.
RM 305 (TEVAL) Improving IELTS Speaking Test Performance through Student Self-Assessment
and Task Repetition
Paul Anthony Marshall (Shizuoka University of Art and Culture)
There are few guaranteed ways for language learners to go about improving their speaking. This
researcher experimented with a procedure to encourage improvements in his students' spoken
production. The project led up to the IELTS exam, and involved students recording their own practice
speaking tests with the researcher acting as the examiner, and then completing a self-assessment while
listening to the recording. Data was collected from student self-assessments, teacher analysis of students'
spoken production, and a final questionnaire provided to students. Results were varied but overall
showed the process to be beneficial.
RM 306 (CT) Innovative English Language Acquisition through Students’ Participation in PanSIG 2015
Hiroshi Nakagawa (Tokai University)
Recently, English language learners are becoming more willing to attend education conferences.
Opportunities like these are valuable paths for English improvement, enabling students to engage incross-cultural exchange, analyze differences between cultures, and synthesize this new information by
combining their conference experience with new learning patterns. This presentation will explain how
students benefitted from participating in the PANSIG 2015 conference with their comments andobservations of the experience. To prepare for the conference, participants had seven intensive English
sessions. This presentation will also highlight the teacher's role in promoting learning platforms andutilizing scaffolding to enhance students’ English proficiency.

Sat

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Sakuraum 1F (LD) Motivation: The Influence of Japanese Culture and Society on JapaneseEnglish Learners
Ricky D. Domingo & Machiko Hasegawa (University of Hawaii Manoa, USA)

9:30
10:00

This study focused on Japanese students in ESL programs and analyzed their motivation in the context ofJapanese culture, society, and education systems. Through a mixed-methods research approach, data wasanalyzed to show that the influence of Japanese culture and society on Japanese ESL learners’ motivation
falls into one of four main categories: tendency to act reserved/feelings of self-consciousness, the needfor accuracy, need to produce relevant speech, and a propensity to engage in a group mentality. We
examine practical implications to apply these findings into the language classroom.

10:30

RM 105 (LD) Enhancing EFL Low-Proficiency University Students’ Oral Communication by
Using Scaffolding Instruction
Nawarat Siritararatn (Kasetsart University, Thailand)

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Thai students often lack self-confidence when using English for oral interactions as they have relatively
few opportunities to communicate in the target language outside class. Based on scaffolding theory(Vygotsky, 1978), learners are able to progress in their learning if they are assisted with scaffolded
support. Students were surveyed, using two questionnaires and an interview, to investigate students’
perceptions of their linguistic abilities, and the extent to which the scaffolding stimulated students’ oral
abilities. The results indicated that students perceived not only their oral abilities, but also their study
skills and self-confidence using English to have improved too.
RM 107 (CUE) Designing Projects to Supplement Textbook-Based CurriculaPaul Daniels (Kochi University of Technology)
This presentation will demonstrate how a textbook-defined curriculum can be augmented through theuse of group projects in order to increase learner involvement and encourage real-life problem solving.
But implementing projects can be challenging, particularly in a passive learning culture where teachers
are expected to lead inquiry. This presentation will offer suggestions on implementing group projects forscience and engineering students. The presenter will introduce 4 projects—a data project, ameasurement project, a design project and a survey project—and will demonstrate how projects
promote collaborative responsibility, integrate active and passive learning tasks, and make effective useof classroom time.
RM 108 (Sponsored) Better Than a Crescent Wrench: Poster Presentations
James Andrew Elwood (Meiji University)
One element of academic conferences is the (mostly) unloved poster presentation, which has received
scant attention in most tertiary textbooks and classrooms. However, this activity can benefit
presentation skills, impromptu speaking, academic vocabulary, and area-specific knowledge. In this talkwe will examine a new university poster presentation course that consists of an authentic regimen ofcrafting and submitting proposals, creating posters, and participating in a department-wide poster
session. Feedback indicated the course was challenging yet interesting and conducive to improvements instudents’ English skills. This presentation will broaden participants’ knowledge of a very beneficial yet
under-utilized series of activities.
RM 109 (CUE) Keeping Things in Tune: A Survey of Students Feelings about Using Music in Class
Steven E. Quasha (Sugiyama Jogakuen University)
Using music in EFL classes offers a myriad of benefits to second language learners. In this presentation,
the author reports on a student survey of approximately 50 first-year university non-English business
management majors and 50 first-year English education majors to determine learners’ perspective—
after one year of study—regarding the efficacy of music in the classroom. The author will present a datacomparison between the two groups and discuss ways to use songs more effectively in class. Participants
will also learn how to implement digital music to help make songs more accessible for lower level
learners.

RM 201 (GILE) Hard-Hitting Lessons in the English Language Classroom: Useful or Wasteful?
Juhi Gupta (Nagoya University of Foreign Studies)This presentation offers an insight into how students responded to English-medium sessions on global
issues and volunteerism along with a discussion on what works and what doesn’t based on thepresenter’s own experience of teaching a university course on volunteering. The presenter willl sharesome of the strategies used in the classroom that were well-received, such as making posters withmessages by the students on their chosen causes and using cartoons to discuss issues like poverty andeducation. Primarily, the presentation will make a case for creating English language lessons on wideranging global issues from gender inequality to refugee crises.
RM 209 (THT) Advertising, Creating, Editing, and Publishing a SIG Academic Journal
Patrick Thomas Dougherty (Akita International University)
The THT Journal is an annually published academic journal sponsored by Teachers Helping Teachers. It
is published as a bound version, ibook version, and on-line accessible pdf. This presentation will outlinea practical guide for organizations interested in creating their own academic journal based on theexperiences, successes, and failures, of its executive editor. When participants leave the presentation
they will do so with an understanding of what it takes to create a journal and a list of resources andavenues for publication.
RM 210 (PRAG) Using Scrum Principles in the EFL Classroom
Douglas E. Forster (Japan Women's University) & Joseph W. Poulshock (Tokyo Christian
University)
The presenters will discuss how Scrum, originally created as a more effective way to create software
methods, might be used to reach desired goals in the EFL classroom based on the following principles:
focusing on only a few things at a time produces excellent work and reaches desired outcomes sooner;
teamwork fosters support, provides greater resources, and creates courage to undertake greater
challenges; we can express our progress and better address our obstacles and concerns; having greater
control over our destiny makes us more committed to success; sharing successes and failures together
fosters respect for ourselves and others.

Sat

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RM 211 (BIL) L2 Teaching at Home: FLP in a Multicultural Situation
Kaori Hata (Osaka University)
This study aims to investigate how the heritage language can be practically taught at home as Family
Language Policy (FLP), and the methods parents adopt to educate their children. As a case study,
naturally situated discourse data taken periodically at dinnertime are analysed, as this is practically the
only time families can get together in their daily life. As a result, however, while the heritage languageusers try to teach their language, contradictions are observed between parents over FLP. By analysing
the data, this study tries to reveal the appropriate balance between pedagogical policy and family
tightness.

3:00

RM 212 (ER) Principles for Diagnostic Testing in SFL Reading
Greg Rouault (Tezukayama Gakuin University)

4:15

In language teaching, one innovative trend has been a move to more student-centered learning. Claimsof meeting the students “where they are” can be heard in teacher education programs and seen inmaterials marketing. However, this mantra presumes the ability and the effective tools to conduct needs
analysis and testing. In the case of second and foreign language (SFL) reading, the interaction between
many factors presents a significant challenge for diagnosis. This presentation will look at examples oftests measuring the linguistic and cognitive aspects of reading, principles for diagnostic testing of reading(Alderson, 2014), and implications for future research.

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Sat

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RM 301 (PRAG) Initiating Oppositional Talk in a Discussion Task
David Aline & Yuri Hosoda (Kanagawa University)

This presentation examines how L2 learners conduct arguments in task-based language learning
discussion tasks. Analysis focuses on opening sequences, positions, and strategies for arguments. Data
come from 160 hours of video-recorded discussions in university English classes. Analysis revealed that
potential opposers delay initiating opposition by using strategies such as: (a) Wh-questions and repeatsthat foreshadow opposition, and (b) waiting for the original discussant to provide more information
before initiating opposition. The results highlight the need for examination of extended sequences ofconflict talk and expand understanding of resources L2 speakers employ to initiate opposition. Finally,teaching implications are discussed.
RM 302 (BC) Teaching Business English in Collaboration with Japanese Faculty
Richard Miller & Masashi Kurosawa (Kobe Gakuin University)

Collaborating with the Japanese faculty to help set up English curriculum is a powerful way to motivate
students as well as to make the language teaching more relevant. Utilizing the concept of content-based
instruction (CBI) is an effective way to enhance learning in the L2 (Brinton, Snow & Wesche, 1989). In
this presentation, the two presenters will show how they collaborate by teaching business content, firstin the L1 then later in the L2. The example explained will be teaching a management tool (the SWOT
analysis), along with a pre- and post-test analysis of its effectiveness.
RM 304 (TBL) Beyond Digital: Using Board Games as Part of a Wider TBLT-Based Framework
James York (Tokyo Denki University)
There is a large, and growing number of papers concerned with the application of traditional TBLT
methodology with digital games, yet we feel that board games offer superior opportunities for authentic
communication, and both affective and cognitive benefits when used as part of a rigorous teaching
methodology. Our presentation goals are: 1) to educate other practitioners on the range of available
board games and their specific affordances for language learning from a sociocultural perspective. 2) toreveal our TBLT-based methodology for using board games as a core component in EFL contexts with a
specific consideration on fostering verbal interaction.
RM 305 (TEVAL) Can Speaking Drills Promote Ideal L2 Self Images?
Tomoyuki Kawashima (Gunma University)

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The presenter reports on a 10-month-long intervention study conducted to examine the effects of
speaking activities in class on the development of the English speaking Ideal L2 Self images. A total of
110 first-year senior high school students read aloud, practiced the repeating of, and recited the texts
whose meanings were familiar to them during regular class hours. The questionnaire with twelve sixpoint Likert items adopted from Taguchi, Magid and Rapi (2009) was administered as pre- and posttests. A repeated measures analysis using GLM procedure was run, and the change in ratings over time
was compared.
RM 306 (CT) Looking at Innovations in Curriculum through the Lens of 21st Century Skills
Mehran Parisa (Osaka University ), Alizadeh Mehrasa (Osaka University), & Aryadoust
Vahid (National University of Singapore)
An innovative curriculum is characterized by the incorporation of 21st century skills, i.e., the essential
skills needed for success in today’s world such as critical thinking and collaboration. Using
Jenkins’ (2009) inventory, we investigated the curriculum orientations of Iranian school teachers
particularly in terms of the precedence they give to critical thinking and students’ interests and needs.
The participants endorsed curriculum innovation and valued the development of higher-order thinking
skills and students’ 21st century needs such as digital literacy. The results of this study will be further
examined by comparing and contrasting Iranian with Japanese curricular practices.

Sakuraum 1F (LD) Blended Learning: Self and Teacher Evaluation
Peter John Wanner (Tohoku University)

A strong relationship that exists between self-evaluation and teacher evaluation in the EFL classroom.
There are strong indicators that self-evaluation enhances autonomy of the language learner while teacher
evaluation also enhances language learning of the student. This study lays out how a form of blended
learning using a Group Self-Learner-Evaluation (GSLEV) Approach for learners as well as a Coded
Correction Writing Approach for teacher evaluation provide better fluency in the learner's four language
skills. Evidence of Better Fluency in all four language skills basically means impressive general
improvement in the following areas: listening, reading, listening, and speaking.

Sat

9:30
10:00

RM 105 (LD) Conversationally Helpful Embodied Kaeuta-Songs
Tim Murphey (Kanda University of International Studies)“Kaeuta” is the Japanese term for borrowed song melodies with rewritten lyrics. In the 1960’s this wasdone with popular songs for political and protesting reasons. More recently it has been done for language
learning with a variety of well known tunes. These do not have to be long songs but rather “one liners”
or a verse that works as a “call and response” with questions. (How are you?) They can also start out as“speed dictations” that will be demonstrates with examples (10 on a handout). Participants will becollaboratively and joyfully guided to make one in small groups.
RM 108 (Sponsored) The People, the Product and the Personnel
Laura Kate Macfarlane (EFL Club, Japan)
If you were asked to describe your product and its value to your students, would you be able to? All
eikaiwas deliver English lessons, but what specifically are your students learning? What is the value tothem of taking lessons at your schools, and most importantly, do they know what it is? Does your staff
understand your product? And who are your students? Does your product match your students’ needs?
The presenter will raise issues crucial to the running of a successful eikaiwa, and identify the principal’srole in managing the people, the product, and the personnel.
RM 109 (CUE) University Students Report Their Motivation
Tetsuko Fukawa (Kanda University of International Studies)
The researcher will discuss a pilot study of L2 motivation that investigates what double-major students
report as their motivation for learning English, as well as what contributes to their motivation,negatively or positively. Based on a limited sample size, five Thai-English double-major freshmen
volunteered to be part of this study. The data was collected over the course of 10 weeks using thefollowing instruments: a 1st-week questionnaire, weekly focus group interviews, individual interviews
once every three weeks, and daily journal entries. The data is analyzed using Dornyei’s (2005) L2
motivational self-system.

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RM 201 (GILE) The Olympics Seen through a Gender Lens
Chris P. Madden (Seikei University)
Do the Olympics have a positive effect on gender equality? What is the history, and current state, ofgender equality in Japan? Attendees will receive a handout with a ten-question warm-up quiz and two
informative paragraphs that answer some of these questions with research from the Olympic movement
itself and other sources. This handout can be used with virtually any level university student for many
years to come and also includes thought-provoking discussion questions.

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RM 209 (Sponsored) Xreading at Two
Paul Goldberg (XReading)

Xreading, the online system that provides students with unlimited access to graded readers and allows
teachers to track their students' reading progress was launched two years ago. At that time, the system
had only 78 books from two publishers, and provided basic functionality. Now it has nearly 600 books
from 10 publishers, and boasts a multitude of new features. In this presentation, the founder of thesystem will explain how the system has grown over the past two years, and what new functionality andfeatures can be expected in the future. —Sponsored by englishbooks.jp
RM 210 (PRAG) Negative Feedback in University Seminars
Anne McLellan Howard (Miyazaki International College)
This study investigates negative feedback in US undergraduate seminars of mostly L1 English-speaking
students. Negative feedback in a discussion-based class is a delicate process in which the instructor must
point out problems in an answer while maintaining an encouraging tone, and it ranges in form fromdirect feedback (e.g., “Not exactly”) to restating or reframing instructor questions. Using the MICASE
corpus, the presenter used discourse analysis to identify negative feedback and examine how it differs
depending on the activity and the student’s answer. This presentation may be of interest to instructors
who use discussion, and to teacher trainers.
RM 211 (BIL) Language Ideologies and Practices of Parents Raising Bilingual and BiliterateChildren in Japan
Janice Nakamura (Sagami Women's University)
This ethnographic study examines the language ideologies and practices of parents who are raisingbilingual and biliterate children in Japan. The participants for this study are ten parents whose children
attend Japanese public elementary schools and a parent-run Saturday English literacy group in Tokyo.
Interviews revealed that the parents’ emphasis on English was influenced by their expectations for theirchildren’s education. Their language ideologies transpire into daily language practices that develop
English literacy, particularly nightly book readings. The parents also greatly benefited from the support
they provide to each other in the literacy group.
RM 212 (ER) Implementations of MReader at Two Universities in Kyoto
Thomas Robb (Kyoto Sangyo University), Aaron Campbell (Kyoto University of Foreign
Studies), & Matthew Claflin (Kyoto Sangyo University)
MReader is free, browser-based software that tracks student extensive reading by providing short,randomized quizzes on the books students have read. Each student has his/her own webpage where thecovers of their books and word counts are displayed. Both Kyoto Sangyo University and Kyoto
University of Foreign Studies have large numbers of students in various curricula using the program, butthere are significant variations in how it has been implemented. After a brief introduction to MReader
itself, representatives of both schools will compare and contrast the two programs looking at
administration, facilities, usage in the classroom and in research.
RM 301 (PRAG) Feedback in Nepalese and Japanese EFL Context
Baikuntha Bhatta (Kanagawa University)
The three-turn sequence of Initiation-Response-Feedback (IRF) is commonly regarded as a template ofclassroom talk. However, there have been some studies focusing only on the third turn of thesequence—feedback. With video-recorded data of beginning and intermediate-level teenage learners inteacher-fronted classrooms, this presentation highlights the occurrence of the third turn. Mainly thisfocuses on the differences between the two cultural settings in providing feedback: basic feedback as an
acceptance of the student response, and explicit positive feedback upgrading the student response; andattempts to relate the differences to cultural contexts of Japan and Nepal.

RM 302 (BC) Different Perspectives towards Common Interview Questions by Students,Teachersand Hiring Managers
Yin Ling [Carly] Lui (The Chinese University of Hong Kong)
Job interviews are one of the many important skills that students need to learn in order to secure a job
when they leave. However, what we teach in the class might not be similar to what potential employers
are looking for. The aim of this presentation is to examine the similarities and differences between how
students answer common interview questions, how lecturers think they should answer, and what theemployers would like to hear. This is to “narrow the gap between the office and the classroom byexamining the nature and frequency of English-language” interviews (Evans, 2013).

Sat

9:30
10:00

RM 304 (CALL) WebQuests for Four-Skills Projects
Richard Joseph Lemmer (Chugoku Gakuen University)
Last year marked the 20th anniversary of the WebQuest. They have been used extensively in the U.S.
but appear to have had little impact in Japan’s classrooms. A WebQuest is an Internet-based research
activity which stresses higher order thinking skills. WebQuests are generally team projects with sourcesof information pre-selected by the instructor. With more curriculum using content and task based
projects, the WebQuest seems a natural fit. The speaker will provide information on the history,
structure and planning of a WebQuests, and then show an example WebQuest created for an Integrated
English class. Students’ results will also be shown.

10:30

RM 305 (CALL) Does Social Networking Benefit Malaysian Secondary School Students? Exploring its influence in an ESL learning context
Siew Ming Thang (The National University of Malaysia), Azuhaidah Mohd Taha (SeriPuteri Secondary School, Malaysia), Noorizah Mohd Noor (The National University of
Malaysia), & Lay Shi Ng (The National University of Malaysia)

1:30

Social networking has changed the landscape of communication and socialisation in allowing teenagers avariety of means to be in touch with each other. This study investigated how this phenomenon affects
teenagers' social lives and whether it benefits them academically. The study used focus group interviews
and questionnaires conducted with students from four types of secondary schools in Malaysia. The
findings revealed that social networking benefited all the students but to varying extents depending on
gender, ethnic origins, and levels of proficiency. These findings will be discussed in relation to theirimplications for teaching and learning in Malaysian secondary schools.
RM 306 (Sponsored) Unlock Student Potential with Cambridge Discovery
Yuasa Yoshino (Cambridge University Press, Japan)
The principle behind Cambridge University Press and Discovery Education’s partnership is motivating
students to think critically when presented with materials that are engaging and innovative. The
materials go beyond traditional topics to change the way learners interact with ELT materials. In thissession, Cambridge University Press will provide an overview of Unlock, Uncover and Cambridge
Discovery Interactive Readers; three series released in collaboration with Discovery Education. We will
demonstrate how the thought provoking content of Discovery Education can be implemented into an
English program, and we will ‘discover’ the student’s motivation for academic success. —Sponsored byCambridge University Press—SIG Events—
Learner Development SIG
Creating Community: Learning Together 3
December 18, Otsuma Women’s University, Tokyo

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Saturday Poster Sessions

Sakuraum 6F Hall

(ER) L2 Reading Fluency Development: Successes and Failures
Andrew Atkins (Kinki University)
This poster presentation explains and examines a series of longitudinal studies that took place over a
period of 5 years at private and public universities in Japan (N>600). The studies utilised timed andextensive reading in combination with the goal of helping EFL students develop reading fluency. The
studies use both quantitative and qualitative data to explore actual and perceived gains. Fluency
development is modelled and the implications for teaching and further research, including research
design, are also discussed.

10:30(CUE) Innovations in Teaching Intercultural Communication
Andrew Reimann (Utsunomiya University)

1:00

This presentation aims at addressing the need for more balanced and practical cultural learning, in order
to raise student’s awareness levels and develop real intercultural communicative competence. Focusing
on activities, inside and outside the classroom, viable and effective student centered and generated
approaches to cultural understanding are presented. Considering various critical incidents, students
engage and explore other cultures. Approaching difference as a resource, critical incidents are used todevelop learner’s world views and communication skills.

1:30

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(MBE) Writing with All Your Senses
Brian Cullen (Nagoya Institute of Technology) & Sarah Mulvey (Nagoya City University)
This poster presentation will share the rationale and results of an EFL writing activity carried out with
university students. Students were led through an exercise which required them to use all of their senses
in expressing themselves in writing. As will be seen, the student work, engaging visual, auditory, tactile,
gustatory, and olfactory senses in writing, can lead to a much richer use of language. The greater
engagement of the sensory cortices in the brain may also encourage greater emotional and cognitive
connection with learning. We will also briefly describe relevant neuroscience and discuss senses beyond
the traditional "five senses".
(OLE) Flipping a Class: A Work in ProgressCarlos Budding (Akita International University)
This presentation will highlight the motivation for, and the challenges faced with a flipped classroom
approach in a beginner´s Spanish class. End-of-semester assessments showed students had higher writing
skills than speaking skills. Student feedback indicated a lack of speaking opportunities as a reason for the
low speaking abilities. A flipped approach was used to substitute in-class instructional time with a variety
of in-class production activities. Another focus of this presentation will deal with the ongoing tracking of
this instructional approach using student feedback, surveys, and instructor’s observations of thisapproach in the language classroom.
(CUE) Student Presentations as Communicative Tasks in University Classes
David John McKenzie Clayton (Doshisha Women's College of Liberal Arts), Andrew Robert Dowden (National Institute of Technology, Toyama College), Sean Thomas Yamada(Ritsumeikan University), & Todd Cooper (National Institute of Technology, Toyama
College)
This interactive poster presentation is a re-evaluation of the use of presentations as language learning
tasks in university classes in Japan. The presenters will review the tenets of TBLT and the importance ofstudent led focus on form to L2 language acquisition. They will then examine the variables that influence
the effectiveness of presentations as tasks and how they can be manipulated to avoid unwanted results
and achieve desirable outcomes. This will be followed by the presentation of original research into how
student presentations influence language learners' motivation to study and their attitudes to the L2.

Saturday Poster Sessions

Sakuraum 6F Hall(LD) Implementing e-Portfolios for Reflective Learning: The Early Stages
Debra Jane Occhi (Miyazaki International College)
Helping students think reflectively across the curriculum can be challenging. My college has
implemented e-portfolios in 2015 in combination with our existing course management software, thanks
to a MEXT AP (Accelerated Program) grant. Students now create portfolio pages that necessitatereflection and provide evidence of their development across various aspects of their educational
experience in the EFL-based curriculum of our School of International Liberal Arts. This bilingual
presentation describes the system design, its fundamental goals and early (first-semester) outcomes.
Students' pages show development of autonomy, active learning skills and holistic understanding.
Moreover, faculty can now better understand the students' experiences.

Sat

9:30
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10:30

(CUE) Group Work Activities for Reading Academic Journals in Class
Evelyn Joyce Naoumi (Meiji University)
Reading academic journal articles is daunting for many second language learners. Postgraduate
assignments in English track courses require students to read effectively and quickly, but the length of
the articles, the complexity of the language and the content are challenging for students with little
exposure to English academic texts. This poster introduces a 15-week in class reading class for Englishtrack students who have heavy course loads. The first part of the poster introduces the elements coveredin the course. The second introduces group work activities for reading in class. The poster concludes
with student comments.

1:00(CUE) Motivational Profiling as a Diagnostic Tool
Hiroshi Moritani & Craig Manning (The University of Shimane)

2:00

In this poster session, both audience and presenters will discuss motivational strategies to enhance
university students’ motivation to learn English based on the results the presenters obtained in their
exploratory study. The presenters conducted the study to depict English learning motivational
dispositions of 416 first and second-year university students in a rural area in Japan. The motivational
dispositions were obtained using a questionnaire, created within the framework of the L2 Motivational
Self System (Dörnyei, 2005). The follow-up cluster analysis identified five distinct subgroups. Strategic
approaches to enhance student motivation will be discussed based on these diagnostic results.

1:30

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3:00

(CUE) Using Moodle to Manage a Required Oral English Program
Jack Barrow (Osaka International University)

Moodle, a classroom management system adopted at our university as an e-learning platform, helps
manage required freshmen Oral English courses. For teachers interested in using a blended-learning
approach, Moodle offers a systematic way to create flexible courses consisting of multiple levels andgroups. In this course, students are required to do most of their preparation and homework in the formof online quizzes: vocabulary, listening and grammar quizzes of various formats. Attendees will consider
and discuss ideas about how to implement large Moodle courses, what organizational changes may beneeded first, and how to boost student and teacher participation.
(SDD) Children's Stories as Dramatic Props: Ham It Up
John Frederick Maune (Hokusei Gakuen University)
Lower intermediate EFL students role-play a parent reading to their child. Students choose children'sbooks and then spend ample time mastering their books prior to role-playing the parent. Both roles aremodeled by the teacher with a variety of possible character interpretations (e.g., exhausted or
authoritative parent, and grumpy or silly child); overacting and gestures are emphasized. Students thencreate their own character profiles to add more depth to their acting. Finally, they create a script for ashort performance in front of their peers. There are many opportunities for peer evaluation andfeedback, and introducing new vocabulary.

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Sat

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Saturday Poster Sessions

Sakuraum 6F Hall(CALL) Creating Scrolling Text Videos with iMovie
Joseph George Tomei (Kumamoto Gakuen University)
Sprinting coaches advise runners to run faster and train them through overspeed training, whichaccustoms them to a new, faster pace and raises their speed. Reading presents a similar problem.
Students typically read slowly because they process individual words rather than larger chunks andcannot simply read faster. This poster focuses on the potential of computer technology, specifically ofscrolling text, to “pull” students through reading material in order to improve their reading speed,providing a simple way to create scrolling text videos with iMovie.
(CUE) Japanese University Student Awareness of Waseieigo
Josh Norman (Shokei University)
Japan’s massive lexical borrowing has created a wealth of cognates that can either be considered greatly
helpful in assisting acquisition of the English language or a great pitfall for learners (Carroll, 1992). The
improper use of waseieigo by the Japanese when in conversation with native speakers of English canoften hinder communication and in the worst case even cause severe misunderstandings. This study
examines the results of a survey conducted on 285 Japanese university students regarding theirawareness of waseieigo in the Japanese vernacular. Advice to help raise students’ awareness of the
improper use of waseieigo will also be given.
(TYL) Experiential Training for Teachers of Young Learners
Karen Masatsugu (Kwassui Women's University)

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This presentation will explain a training course for teachers of English to young learners the presenterhas developed which includes a large element of teaching practice both in local schools and at an oncampus library of English books for children. The course is designed for 3rd and 4th year students
majoring in Early Childhood Education or English at a private women's university. In the 4th year, thecourse focuses on using storytelling and picture books for story-based learning activities, which thestudents carry out at the library for local parents and children, of mixed ages and abilities.
(CALL) Partnering through L2 Movie-Making Projects
Kevin M. Watson (University of the Ryukyus)
The use of digital devices is at the forefront of classroom teaching and learning discussions in the current
generation. The multimodal nature of lifelong learning has raised the potential to “partner” (Prensky,2010) significant elements of the L2 classroom with technology. Partnering with technology offers
opportunities to enhance L2 identity while concomitantly fostering mobile learners. One such projectthat lends itself to partnering in the L2 classroom is digital movie creation. This action research projectfocuses on partnering and its impact on L2 identity, through communicative purpose, student choice,and cooperative learning within a 4-week intermediate communication class digital project.
(CUE) Encouraging a Daily Writing Practice in a First Year Academic Writing Course
Kim Sharon Bradford-Watts (Kyoto Women's University)
In order to encourage the development of the written fluency of first year university students in an
Academic Writing course, the presenter has asked students to undertake a daily writing practice using
prompts which reflect the themes students study in each lesson. This poster presentation will explain the
raison d'être for engaging in this approach, describe the syllabus, and provide the prompts supplied to
students.

Saturday Poster Sessions

Sakuraum 6F Hall

(ER) Providing Language Learning Opportunities to Small Companies through Hibikino Extensive Reading Outreach (HERO)
Kiyomi Okamoto (University of Kitakyushu) & Emiko Kaneko (University of Aizu)
Extensive reading (ER) is one of the few viable approaches to mixed ability classes. Therefore, we
believe company classes, which are usually more heterogeneous than classes at school, can benefit fromER. Here we propose an educational model, in which a set of graded readers are lent out to companies,
their employees can freely read them, and their progress is recorded on the Internet. Our model isunique as it takes the form of university outreach and targets mainly small businesses that are otherwise
unable to run such a program. The details of several pilot studies are also discussed.
(MW) Writers as Curators: Museum-Inspired Prompts for Narrative and Descriptive Writing
Li-hsin Tu (Kanda University of International Studies)This poster presentation will introduce different writing prompts that promote authentic storytelling by
asking students to become “curators” of their own prose. The presenter will share the museum-inspired
prompts she has used in her writing class to help students build volume and stamina in producing English
texts, and will discuss how comparing the writing process to putting together a museum exhibition canhelp students develop confidence and skills in narrative and descriptive writing. These versatile prompts
can be modified for learners of different proficiency levels, and can be used in different subject areas.

Sat

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(TBL) Team-Building Activities and Initiatives
Luc Roberge (Nagasaki Junior College)
The interactive poster presentation will focus on the use of icebreaker tasks, team-building activities andinitiatives with college-aged language learners. Ample research has shown that these types of activities
can benefit learning in many ways. The presentation will first outline possible benefits, challenges andimportant considerations when using these types of activities. Secondly, examples of icebreakers, teambuilding activities and/or initiatives that may be used in a variety of teaching contexts will be discussed.
Finally, resources will be provided for those interested in learning more, or who wish to try/adapt thesetasks in their own teaching context.
(SA) Overseas Job Training
Lyndell Nagashima (Kyushu Sangyo University)
This poster session outlines Overseas Job Training (OJT), a study abroad and internship program
conducted by Kyushu Sangyo University. OJT enables third-year students to attend a university andundertake internships in Australia. The course entails a structured spring semester for preparation, five
weeks abroad with independent study, followed by a fall semester to review the students' experiences
while engaging them in more challenging English practice. This program includes progressive testing andenhances English language acquisition. The poster describes the English course content and student
linguistic progression, as suggested by their higher TOEIC test scores.
(CALL) Innovation in the Classroom by Using the Moodle Workshop Module
Mamoru Takahashi & Stephen Shucart (Akita Prefectural University)
Moodle version 2 made it possible for students to evaluate each others' work, thus becoming more andmore collaborative and interactive. The presenters started using the Workshop Module in Moodle 2.6 a
few years ago, which enabled their students to write, post, and evaluate stories as an out-of-classactivity. This Poster Session will focus on the process by which the presenters make use of this Moodle
innovation. They will show the audience how to let students evaluate their classmates’ stories. Using
rubrics and photos, the presenters will showcase advanced techniques for conducting student-centeredactivities in a science and technology university.

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Saturday Poster Sessions

Sakuraum 6F Hall

(LL) Agency in Community Reading Circles
Marcus Christopher Springer (Shizuoka University of Art and Culture)
This presentation discusses case studies of two community reading circles in the blue collar city ofHamamatsu. The reading circles, set at TOEIC 450 and TOEIC 700 levels, were created as a means toprovide non-native English speakers opportunities to have free conversations in English without thepressures of grammar and vocabulary study. The poster will focus on community center motivations forcreating the circles, member motivations for joining the circles, the graded readers used for the bimonthly meetings, and how the two circles evolved through member feedback and agency.
(SA) International Exchange for Nursing Students: Using Benchmarking to Get Started
Mathew Porter (Fukuoka Jo Gakuin Nursing College)
Participation in international exchange programs can have a great effect on students' cultural awareness,language abilities, and affective factors. This can benefit future nurses who are likely to encounter more
foreigners in Japanese hospitals from increases in health tourism and the number of foreign residents andtemporary workers. This poster describes the process of using performance benchmarking to identify
international exchange programs at other nursing colleges and the resulting market research survey
investigating first-year students’ interest and likelihood to participate in these programs. Results shaped
subsequent discussions within a newly established international exchange committee, providing shortand long-term programming objectives.
(LiLT) Literature and Language Teaching: The Bridge between EAP and ESP
Matthew Armstrong (Kyushu University)
This poster illustrates how an ESP course was developed to help students increase critical thinking andmake intercultural connections through authentic literary works. The main criteria for selecting course
materials were story length, authors’ writing style and the ability to establish connections to various
cultures. Students were able to use the four language skills to decipher meaning and find connections
with the setting, characters, themes and plots. This poster describes the 15-week course, explains thedesign rationale, highlights challenges faced and provides suggestions of how to successfully use andteach literature in an ESP context.
(MW) Dictogloss for Writing and Mixed Skills Classes
Richard Lavin (Prefectural University of Kumamoto)
Wajnryb’s (1990) dictogloss technique, in which learners collaboratively reconstruct a passage dictatedto them without pauses, was originally envisaged as a tool for grammar instruction but has been used forlistening comprehension (Wilson, 2003; Prince, 2013), and most recently for writing instruction(Lindstromberg, Eyckmans, & Connabeer, 2016). In this presentation, I will focus on the design ofdictogloss exercises and materials in a range of mixed skills and writing classes. The main purpose of theactivities is to provide learners with models as part of planned instruction, but without the necessity forextended teacher-fronted class time.
(CUE) Inbound Tourism and Opportunities for English Use?
Samuel Crofts (Kwansei Gakuin University)
This presentation outlines a semester-long university course in which students were tasked with creating
multimedia content for a tourism website (www.wekansai.com) aimed at inbound tourists to Kansai. As
Japan experiences record numbers of foreign tourists coming to its shores, projects such as this serve thetwin aims of a) providing real world opportunities for students to use spoken English, and b) raising
students' awareness of this growing sector and of the opportunities it may hold for them. Discussion will
focus on the reasons for undertaking such a project, the technology required for its implementation, andstudents' own reactions to it.

Saturday Poster Sessions

Sakuraum 6F Hall

(MBE) Can You Feel It? The Effect of Background Music on Student Performance in the
Language Classroom
Samuel John Bruce (Soka University)
A growing body of evidence indicates that music can have a positive effect on learning and cognitive
performance in general. This poster presentation will discuss data concerning the effect of backgroundmusic on the classroom English language performance of 40 first and second year Japanese university
students. Both quantitative and qualitative data were collected. In students' quick writing tasks, there
appeared to be a correlation between the use of music in the classroom and improved performance .
Students also expressed a preference for the use of background music during various classroom activities
and felt that this helped them perform better.

Sat

9:30
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(CUE) Teaching Compulsory Reading and Writing Class: What Works?
Stella Rae Millikan (Kyushu Sangyo University)
This action research project focused on improving student expectations and engagement in a freshman
Reading and Writing compulsory English class. Oftentimes teachers make class decisions without
consulting students. This study utilizes the viewpoint of current students to benefit future classes. In
addition to results from teacher evaluations, data were collected in student group interviews and in
written form from participants (n=21) on topics related to learning inside and outside the class. Students
were encouraged to discuss and provide details for improving the following: class flow, teacher helps,
extension activities, reading comprehension, student expectations, homework versus classwork, andoverall student satisfaction.

1:00(CUE) Tailoring Digital Music Material for Smartphone Learners
Steven E. Quasha (Sugiyama Jogakuen University)

2:00

One major challenge for teachers using music in EFL classes is choosing appropriate song material toboth stimulate student interest while serving as a worthwhile linguistic activity. In this session, thepresenter will introduce a four skills approach that utilizes a smartphone app with the ability to modulatesong speed or beats per second. This new technology can benefit students since it makes pop music morecomprehensible and enjoyable as a learning tool. Additionally, participants will engage in musicalextension activities that support cooperative learning and explore new ways to encourage students tocontinue learning outside of class.
(LD) Standards of Knowledge for the Professional Practice of Language Learning Advising
Tanya McCarthy (Kyushu Institute of Technology)
The credibility of any professional should be based on degree of knowledge and experience. Credentials
in many cases however, are determined solely by academic degrees, publications and/or memberships inprofessional organizations. For professionals involved with Language Learning Advising (LLA) however,there is a significant need to acquire background and up-to-date specialized knowledge on various aspectsof L2 learning. The “standard of knowledge” which represents current practices in LLA (knowledge
domains, skills, values) has not been fully examined or detailed in current LLA literature. This researchthus aims to identify and compile current standards of knowledge, which reflects LLA.

—SIG Events—
Business Communication SIG
Summer Seminar in Fukuoka: The Evolution of Business Language Training in Japan(co-sponsored with Fukuoka chapter of JALT)
June 25-26, Fukuoka

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Sat

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RM 107 (CUE) English Reading and Writing Needs of International Companies
Glen Alan Hill (Obihiro University of Agriculture and Veterinary Medicine)Japanese college science students seem aware of globalization but have low motivation towards English,
unaware they need it with Japanese employers. Surveys at a trade show of 65 international farmmachinery companies with offices from Japan and seven other countries showed the frequency of use oftechnical vs. general English, the types of documents read and written, and amount of English oncompany homepages. Foreign companies use more English overall, but data still show a need at Japanesecompanies. Examples of results shown to motivate students in reading and writing courses will bepresented. Corporate feedback statements will be summarized.
RM 108 (Sponsored) The NGSL, NAWL and TSL: Building a Path to EFL Success throughWord Lists and Online Tools
Charles Browne (Meiji Gakuin University)

This presentation introduces the New General Service List (NGSL), New Academic Word List (NAWL)
and TOIEC Service List (TSL). It will give a brief background on how these three corpus-derived
vocabulary lists were developed before moving on to introducing a large and growing number of free
online resources that are available to help you teach, learn, analyse or create teaching materials based on
the NGSL, NAWL and TSL.
RM 109 (CUE) A Closer Look at Listening Abilities
Nathaniel Carney (Kobe College)
Even intermediate-level Japanese university EFL learners can have difficulty understanding known
English words when listening to native English speech. In this presentation, I show evidence of common
difficulties L1 Japanese university EFL listeners revealed during a listening recall procedure. Fifteen
participants individually tried to understand sentences and a short narrative spoken by a native English
speaker. They were then asked to verbally report in their L1 what they understood. Their answers
revealed both weaknesses and strengths as listeners. Implications for listening research and teaching are
discussed.
RM 111 (SA) Japanese University Students' Attitudes toward Overseas Study
Laura Huston (Momoyama Gakuin University)
Through a survey, this study investigates the attitudes of Japanese university students toward studying
English overseas. The survey is administered in the respondents’ L1 and includes both multiple-choicequestions and open-ended questions. Through student responses to survey items, the author develops
constructs of “foreigner positivity” and “English positivity”: favorable attitudes toward foreigners andtoward the English language, respectively. Rasch-validated results show that foreigner positivity has agreater effect than English positivity on student desires to study English overseas.
RM 201 (GILE) The Global Peace Index as a Tool for Critical Thinking and Global Issues
Sarah Elizabeth Sanderson (International Christian University)

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The Global Peace Index (GPI), an index created by the Institute for Economics and Peace, is an annual
ranking of both nations and regions in terms of 'global peace', which encompasses the levels of societal
safety and security, domestic and international conflict, and militarization. In this session, participants
will not only receive a brief introduction to the GPI, its themes and how it’s calculated, but will also
walk away with possible activities useful for foreign language classrooms engaging with global
citizenship.

RM 205 (SDD) Presentations and the Art of Being Constructively Critical
Eucharia Donnery (Shonan Institute of Technology)

By analyzing short TED-talks using subtitles at the start of each class in a fifteen-week presentation-skills
course, students objectively comment on the positive and negative aspects of professional level
presentations. As the student confidence builds, these comments naturally and collaboratively switchfrom Japanese to English and the students utilize this feedback subjectively as they prepare for theirindividual presentations—and also when listening to the presentations of their student counterparts.
Through these TED presentations, students also see the value of using visual aids to enhance and support
the subject of the talk, rather than reading from text.

Sat

9:30
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RM 207 (CALL) Learner-Led Group Discussion in Flipped Classrooms
Naeko Naganuma & Cherie Brown (Akita International University)
This presentations outlines a GLDA (Group Leader Discussion Activity) successfully used in an Englishmedium university reading programme, where a flipped classroom approach was used to achieve morelearner-centred classroom experiences. The presenters will describe the GLDA, demonstrate how theirlearners developed an understanding of the target material outside the classroom, and show how learners
prepared for in-class, student-led discussions, using self-created handouts. Feedback gleaned from peer/self-evaluations will be presented along with students' perceptions of the value of the GLDA approachgathered from online questionnaires. Suggestions for applications of this approach will also be made toother teaching/learning contexts.
RM 209 (JSL) 日本語の教室における学習者の自発的なターン取得 －日常会話のターン交替組織の観点

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から－

Mayumi Sano (Kwansei Gakuin University)
会話分析 (CA)によって、「日本語学校」の一斉授業で初中級の学習者がどのように自発的にターンを取得し発言の2:00

機会を得るのかを検討した。その結果、学習者が次の話し手になろうとする時、日常会話で母語話者が次のターンを取ろうとして利用するリソース（音の強さ、発話速度など）が用いられていたことがわかった。

RM 210 (CALL) Vocabulary Learning Using Music and Digital Devices: Classroom Research at
an International SchoolPeter Ho (St. Michael's International School)
Music class has often been viewed as: "...to accept music as a relaxation from the rigours of seemingly
more demanding subjects!" (Paynter 2002). With changing pedagogical ideals, there is growing
emphasis to identify concepts that are central to multiple subject areas (Wiggins & Wiggins, 1997). This
presentation is based on a classroom cross-sectional observational study that aims to describe theinnovative use of music and digital devices in single-item vocabulary learning in L2. Students in
integrated macro-skill classes demonstrated better cognition through their musical soundscapes. With
the inclusion of digital devices, anyone, even without musical background, can guide this activity.
RM 211 (BIL) Canadian Parents' Expectations for a New Mandarin Bilingual Program
Suzanne Quay (International Christian University)
This paper reports on parental expectations and desires for children enrolled in a new Mandarin
Bilingual Program at a Canadian public elementary school. In this program, children are taught academic
subjects in English 50% of the time, and Mandarin Language Arts and non-academic subjects in
Mandarin the rest of the time. Focus group discussions, surveys and interviews were used to collect data
to investigate multilingualism in the family and educational settings. The results provide the basis of adeeper understanding of parental rationales, values, and motivational constructs for 21st-century
educational needs framed in a bilingual program context.

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Sat

9:30
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RM 212 (VOC) Coursebook Coverage of Core Vocabulary: Past and Present Editions
Stephen Vincent Case (Shimonoseki Baiko University)

It is common to find coursebooks that state their vocabulary selection is based on word lists or corpus
informed. This is part of the trend towards recognition of the importance of vocabulary control. This
presentation looks at the distribution of words in three long running coursebook series from past to
current editions. It shows that over time the vocabulary items chosen for inclusion have remainedlargely unchanged. An analysis shows many of the vocabulary items chosen are off-list words, i.e., ofrelatively low frequency. There will be a pragmatic discussion of why coursebooks might remainunchanged despite claims of vocabulary control.
RM 301 (PRAG) How Repair Becomes Explicit
Jeffrie Leigh Butterfield (Kanagawa University)

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In classroom interaction, repair performed by teachers sometimes goes overlooked by students.
Previous conversation analytic research has demonstrated that repair sequences are potential sites oflearning, but that learning can only occur if the trouble source speaker becomes aware that theirutterance has been repaired. This presentation examines various interactional environments andresources interactants make use of in order to make repair explicit to trouble source speaker These
include, but are not limited to, isolating the repair and pre- and post-framing the repair. The presenter
will discuss the implications of the findings of this research for language teachers.
RM 305 (GALE) Revisiting High Pitch Voice among Japanese YouthYuriko Kite (Kansai University) & Junko Toyoda (Kansai Gaidai University)
What are the goals of foreign language learning? To what extent do learners set a goal such as aiming at anative norm? Focusing on prosodic features of Japanese language, namely high pitch, previous studies
indicate that it is related with female gender identity such as cute, or polite. Do Japanese young adults
use a high pitch? Data comes from a survey and an interview of a group of high school students (n=20).
The results show that use of high pitch voice is varied. Discussions of how language use may relate withgoals of language learning follow.
RM 306 (MBE) Drama & Movements: Applying Neuroscience to Language Classrooms
Yoko Morimoto (Meiji University)
Using the drama-based activities that the speaker has experienced recently in a French drama school inParis, she will have the participants experience many of them while connecting each activity to key
principles offered in neuroscience and psychology. Activities such as warm-ups, voice and articulation
exercises, short skits, games, and improvisations will be demonstrated. Special focus will be placed on
the benefits of using movements and emotions not only for learning, but also for general physical andmental well-being. The participants will also learn how to convince their students why drama-based
activities would enhance their language learning.

—SIG Events—
Extensive Reading SIG
9th Annual Extensive Reading SeminarOct 1-2, Nanzan University, Nagoya
http://jalt.org/er/9th-er-seminar

Sakuraum 1F (MBE) Forum: Mindfulness, Consciousness, and Background Music (90 min)Michael Rector (Nagoya University of Foreign Studies), Kristina Eisenhower (Kansai
Gaidai University), & Samuel Bruce (Soka University)
The Mind, Brain, and Education SIG will present a forum on consciousness, awareness and mindfulness.
Mindfulness is the skill of noticing and directing how the mind's attention moves. Scientists are
beginning to document the neuromechanics of mindfulness and show how training this skill can help
people reduce stress, stay focused, and become more resilient. We will discuss the science and ways
mindfulness can be used in the classroom. We will also examine the use of background music. A
growing body of evidence has strongly indicated that music can have a positive effect on learning, andcognitive performance in general.
RM 105 (LD) Forum: Starting a New Conversation—Using New Approaches to Ensure New
Learning (90 min)Alison Stewart (Gakushuin University), Hiroyo Nakagawa (Kansai Gaidai College),
Katherine Thornton (Otemon Gakuin University), Debjani Ray (Tokyo University of
Sciences), & Greg Rouault (Tezukayama Gakuin University)

Sat

9:30
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Our educational system tends to value compliance, conformity, and complacency. In the effort toinnovate our classrooms, old mindsets often resist those pioneering new approaches. But just as
ineffective as those resisting change are those who abandon fundamental principles of learning for thesake of “innovation”. In the digital age, technological devices may spur innovations that are new tools,
but not new ideas. While this has involved a new dialogue in education, has it brought about new schema
appropriate for our learners in the 21st century? The Learner Development SIG forum will explore thisissue in lively exploration and dialog.

1:00

RM 107 (CUE) Ideal Classmates for Task-Based Language Teaching
Tetsuya Fukuda (International Christian University), Yoshifumi Fukada (Meisei University), Joseph Falout (Nihon University), & Tim Murphey (Kanda University of International Studies)

2:00

TBLT focuses on ways to prepare tasks for students, but not about how to prepare students forinteracting with each other. Our study reports the transformative power of Ideal Classmates
Sensitizations (ICS) by providing cognitive and emotional scaffolding that fosters interactive learning andwell-being. The ICS are meaningful in that (a) they promote students’ reflecting or imagining of theirpast and future selves, (b) they facilitate formulating positive group dynamics, and (c) the students’reflecting, imagining, and socializing in their present classrooms can have a positive influence on theirtarget language learning in future classroom contexts and outside of class.

2:30

RM 108 (Sponsored) Motivating Reluctant Readers
Rob Waring (Notre Dame Seishin University)

3:45

One of the major challenges facing teachers is motivating students to read for themselves rather than for
credit, or as a requirement. This talk will present many ideas that teachers can use to get students
interested in their reading and listening. Among these will include how to identify reluctant readers;
how to select the most appropriate materials; how to present them; how to develop a class reading
atmosphere; how to monitor the reading and so forth. The talk will also allow participants to share theirideas. —Sponsored by Seed Learning.

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Sat

RM 109 (CUE) Creating Courses for OUR Students
Kim Sharon Bradford-Watts (Kyoto Women's University)

9:30

Following rounds of student surveys, elective classes have been created that are of interest and relevanceto the students of our university. Although textbooks were selected for each course, teachers found thatthey were not an excellent fit for the students taking these courses. From 2016, materials have beendeveloped by full-time staff in conjunction with the part-time faculty to better fit student needs. The
presenter will describe the context and methods of further developing our elective curriculum.

10:00

RM 111 (SA) Looking for the Learning in Study Abroad
Stephen M. Ryan (Kwansei Gakuin University)

10:30

Language teachers have been enthusiastic promoters of Study Abroad programmes. We tend to imagine
that “just being there” has intrinsic merits and students will learn both language and culture by osmosis if
nothing else. Drawing on principles from the field of Mind, Brain and Education and from experiential
learning, the presenter will look critically at these assumptions and ask what, if any, type of Study
Abroad programme contains the elements we know to be necessary for people to learn.

1:00

RM 201 (GILE) How Can I Help You Today? Creating an EMP in Okinawa
Caroline Cecelia Latham (Meio University and Okinawa Prefecture Northern Area Hospitals)

1:30

2:00

To serve the growing international community in Okinawa, the prefectural government is promoting
medical tourism. Thus, it is necessary for medical personnel to develop at least basic communicativecompetence skills in English because most overseas patients know English, as a first or second language,
but not Japanese. Since 2014, when the presenter was asked to direct the program, she has conducted in-depth needs assessment and materials review and created relevant new materials. Instructional formats
for English for Medical Purposes include role play, case study and international conference presentation
practice. Examples of current materials and techniques will be shared.
RM 205 (Sponsored) Speaking of Speech: The Next Level
Darren Halliday (Macmillan)

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In this presentation we will look at what has made Speaking of Speech the number one presentation
textbook here in Japan. We will also look at how we have taken feedback from our teachers to create a
new higher level, which gives students more opportunity to expand their academic and businesspresentation skills. —Sponsored by Macmillan LanguageHouse.
RM 207 (CALL) Successful Factors of a Flipped Classroom in EFL
Hiroyuki Obari (Aoyama Gakuin University)

The results of several case studies that evaluated the effectiveness of a flipped classroom will bepresented. The groups were exposed to flipped lessons for 24 weeks using a variety of materials such as adigital text with iPad, COOORI software for learning words and phrases, ATR CALL Brix and Newton
e-Learning. An assessment of pre-treatment and post-treatment TOEIC scores (4 skills), OPIc computer-based speaking test, and CASEC Computer test results showed that the students improved more in eachtest. Results of surveys administered to students indicated more satisfaction with flipped lessons andincreased motivation through the blended learning environment.
RM 209 (OLE) Innovations in Teaching Language and Content: Immersion, CBLT, and CLIL
Eric Fortin (St. Mary's College)
There has been much discussion recently on the desirability of combining language and content in thelanguage learning classroom to enhance the learning process and increase student motivation. There has
also been confusion among the various kinds of language/content integration pedagogic approaches. This
presentation will first clarify what is meant by immersion, content-based language teaching (CBLT), andcontent and language integrated learning (CLIL). Merits and demerits of each approach will then be
described. Finally, the presenter will demonstrate how he currently implements each approach, both inisolation and in combination, in his classrooms according to perceived student needs.

RM 210 (Sponsored) English for Work: Set-up Your Students for Success
Kiel Hamm (Oxford University Press)

Sat

What English communication skills will your students need when they land their first job? While a good
TOEIC score will certainly help them get there, they will need practical language in the workplacebeyond listening and reading. Join this presentation to learn about a new online course that you can use
with your students to improve their communication skills and prepare them for success in the global
workplace. —Sponsored by Oxford University Press

9:30

RM 211 (BIL) Multilingualism in Schools of Finland and Sweden: A Case Study
Madoka Hammine (University of Lapland, Finland)

10:00

Nordic countries are often represented as successes in promoting linguistic diversity within theirsocieties. Especially, in terms of the protection of Sami languages, Norway is often seen as a model
among Scandinavian countries. This presentation examines how two other countries, Sweden and
Finland, are following Norway in developing their education systems in terms of the protection of Sami
languages (macro level analysis), and compares the current situations of Sami language education in bothcountries (micro level analysis). By investigating the meaning of “multilingual education” in Sweden and
Finland, this presentation concludes by considering implications for education in Japan.

10:30
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RM 212 (VOC) Visualising the Grammatical Behaviour of English Loanwords in JapaneseKeith Barrs (Hiroshima Shudo University)
The jpTenTen11 corpus allows English loanwords in Japanese to be explored in intricate detail.
However, the massive number of concordance lines returned for a single search presents issues in theeffective summarisation of the data. This presentation reports on the visualisation of the corpus data inorder to investigate the tendencies and patterns in the grammatical behaviour of the most frequent
English loanwords in Japanese. Corpus query tools (Sketch Engine) and data visualisation software(Tableau) were used to visualise dominant grammatical relationships (gramrels) of over 700 loanwords,
revealing insights of significance to Japanese-English language education.

1:30

RM 301 (PRAG) On Pied-Piping Correction Sequence: How Participants Structure L2
Knowledge in Interaction
Yusuke Arano (Chiba University)

2:30

This study describes the organization of correction-sequences in intercultural interaction by using
conversation analysis. The data for this study are video-recordings of L2-English or L2-Japaneseinteraction. First, it is shown how understandings of new linguistic knowledge are organized as publicresources which allow the participants to do further actions. Next, it is shown how the participants use
the resources both to do and respond to corrections. Finally, it is shown how participants shift from an
orientation to intelligibility to an orientation to appropriateness of lexical items. The analyses have
implications for understanding L2 learning as socially-achieved.

2:00

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RM 304 (TBL) Forum: TBLT approaches and materials—Adapting the existing and creating therest (90 min)Justin Harris & Leeming Paul (Kindai University)

4:15

This 90-minute forum will provide an outline of how to create new materials and adapt existing
textbooks for use in classes that feature a TBLT approach. The focus will be on practicality but will be
informed by theory.

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Sat

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RM 305 (CUE) A Communication Strategy for Raising L2 Confidence
Joel Patrick Rian (Hokkaido Information University)

When language learners don’t understand what someone is saying, they can interrupt and request
repetition, clarification, or slower delivery—a communication strategy called “Asking for Help.”
Modeling and repeatedly practicing this strategy can benefit particularly lower-proficiency students inclassrooms with group discussions in English. This presentation reviews how the strategy was introduced
and practiced, adapted from activities in Maybin and Bergschneider (1992), in six low-proficiency
discussion-based English classes in 2015, as well as feedback from 75 students in these classes through ashort course-end questionnaire. The results, including comments, are insightful, as well as tentatively
encouraging.
RM 306 (MBE) Yoga Decreases Stress in the Classroom
Levy Solomon (Sojo University)

Our students enter our classrooms with stresses which may deter them from communicating. A regularyoga practice reduces the amounts of cortisol in the brain which corresponds directly to stress levels. In
this presentation, you will hear about how yoga is used in English class to decrease stress and facilitate
language learning. Students learned about physical, psychological, and biochemical yoga benefits throughstudent-led research. After this yoga unit, the teacher started every class with a short five-minute yoga
session. The class then immediately reflected in journals. Attendees will learn of the data collected fromthese journal entries.

1:30—SIG Events—

2:00
2:30

Computer Assisted Language Learner SIG
Mind, Brain, & Education SIG
CALL & the BRAIN 2016
June 3-5, Tamagawa University, Tokyo

3:00—SIG Events—

3:45

Vocabulary SIG
will be holding a symposium at Vocab@Tokyo
September 12-14, Meiji Gakuin University, Tokyo

4:15
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—SIG Events—
Teacher Development SIG
EFL Teacher Journeys Conference
June 19, Hiroshima(Co-sponsored by Hiroshima JALT)
https://sites.google.com/site/teacherjourneys/welcome

RM 107 (CUE) Mix Growth Mindsets with Grit and Stir: A Recipe for Success?
Timothy James Pritchard (Fukuoka Women's University)

This presentation will briefly introduce GRIT, a personality trait defined as "perseverance and passion
for long-term goals", and discuss its links with positive psychology and the growth mindset literature.
Implications for language learners and teachers will then be examined using examples of qualitative andquantitative data from the author’s own classroom research from institutions of varying proficiency
levels and student motivations. Finally, practical conscious-raising activities will be shared along withsuggestions for areas of improvement for future research.
RM 108 (Sponsored) Making Innovative Mindsets (Workshop)
Rab Paterson (Lakeland College Japan)
This 30-minute workshop session starts with a design thinking team work challenge. Usually some teams
fail to complete this and those that do complete the challenge do not always score well. So in the post
challenge period the processes of good design thinking using Critical, Creative, Lateral and Design
Thinking approaches will be explained in reference to the challenge. A number of individual minichallenges that develop these types of thinking processes will then be given and individuals explore theirown self set limitations. Then teams are reformed and the challenge repeated and attendees consider
how they have changed their thinking.
RM 109 (CUE) Towards a Balanced Course Design
Daniel Beck (Rikkyo University)
Nation (2009) proposes a “four strands” approach to balance tasks in courses and lessons. The four
strands are meaning-focused input, meaning-focused output, language-focused learning and fluency
practice. In this workshop, participants will hear the rationale for the four strands. Additionally, they
will be given examples and models of tasks from each strand, and will be presented with ideas andexamples about how to plan courses and lessons that successfully balance the strands. Participants will be
encouraged to join the discussion and to ask questions.

Sat

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RM 111 (Sponsored) Helping Students to Discover the News
Andy Boon (Toyo Gakuen University)

2:30

The presenter will provide an overview of a textbook that gets students involved in researching andreporting the news. Students are encouraged to take an active role in negotiating their learning
experience by choosing the newspaper articles they wish to read and analyze and by choosing what they
will go on to research and write for their main story. Students are also given a step-by-step guide to thediscoursal structure of news articles. —Sponsored by englishbooks.jp

3:00

RM 201 (GILE) JUEMUN and JUEMUN Journalism: Innovative Learning Opportunities
Todd Thorpe (Kinki University), Calum Adamson (Doshisha Women's College of Liberal
Arts), Andrew Atkins (Kinki University), & Robert Dunn (Kinki University)
The Japan University English Model United Nations, JUEMUN, has grown into Japan’s premier English
Model United Nations experience for university students around the world. In 2013, a digital journalism
simulation called JUEMUN Journalism was incorporated into the JUEMUN conference, offering
students many unique multicultural experiential learning opportunities. The presenting authors will
describe these innovative learning opportunities and explain how teachers and their students can get
involved in both JUEMUN and JUEMUN Journalism.

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RM 205 (SDD) Engaging and Utilizing Oral Presentation Audiences
Bethan Mary Joy Kushida (Kanda University of International Studies)This presentation will discuss how audience members can be utilized and given an active role during boththe preparation and the performance of in-class oral presentations. If the focus during the process is on
the speaker only, the presentation will not be tailored to the audience and the role of the audience
member becomes a passive one, so students can become bored and inattentive when watching theirpeers’ speeches. The presenter will introduce a variety of interactive classroom activities that will
increase audience interest and involvement, as well as help students become more audience-focused andengaging presenters.
RM 207 (CALL) Enhancing EFL Learners’ Willingness To Communicate through Multimodal
Videoconferencing
Shao-Ting Alan Hung (National Taiwan University of Science and Technology) & HengTsung Danny Huang (National Taiwan University)
The present study examined how the participation in multimodal videoconferencing sessions affected
EFL learners’ Willingness to Communication (WTC). Twenty English majors in an experimental groupcompleted three 30-minute communication tasks via multimodal videoconferencing. Data werecollected through an adapted WTC questionnaire, semi-structure interviews and learner reflections. The
findings indicated that the experimental group exhibited a significantly higher level of WTC than thecontrol group. Furthermore, qualitative findings indicated that learners’ WTC was influenced by typesof instructional tasks, support from multimodal texts, patterns of multimodal interaction andinterlocutors. Finally, implications on using videoconferencing to foster WTC will be discussed.
RM 209 (FLP) Innovations in Writing: The CEFR and RhetoricAlexander Imig (Chukyo University)
Rhetoric and the teaching of writing as part of rhetoric have a notable history. Since the end of 20th
century media and technology in writing is having a remarkable impact. But through globalization andthe integration of new genres in writing some old categories of good-style are getting blurred. This
presentation shows how writing research related to the CEFR could lead to innovations, especially in theteaching of multilingual writing.
RM 210 (CALL) Using Technology to Create Collaborative Language Learning Experiences
Benjamin Mathews James & Lee Kevin Blowers (Kansai International Academy)
Technology is no stranger to the 21st century classroom, helping to provide a range of learning
experiences for students to explore and apply new language and exciting opportunities for collaborative
language learning and publishing. This presentation will introduce how technology such as Google Apps,
Seesaw, and various browser add-ons can be used to create dynamic, collaborative learning experiences.
Examples of how students have used these technologies to collaborate and share their learning will bepresented.
RM 211 (BIL) Bilingualism and/or Bilinguality and Identity Development in Haafu
Individuals in Japan.
Alexandra Shaitan & Lisa McEntee-Atalianis (Birkbeck College, University of London)
While studies have examined bilinguality and hybrid identity in many contexts (e.g., Luke & Luke,
1999; Noro, 2009; Schilling-Estes, 2004; Sechrest-Ehrhardt, 2012), including studies of adolescents inJapan (e.g., Greer, 2003, 2005; 2012; Kamada, 2008, 2009; Kanno, 2006; Murphy-Shigematsu, 1997)
this study focuses on identity of haafu adults between the ages of 40 and 50 in the context of Japan.
Based on the results obtained from the ethnographically informed sociolinguistic interviews, thispresentation highlights the relationship between participants’ bilingualism and childhood, adolescent andadult bilinguality (Hamers & Blanc, 1989; Hamers, 2000) and how these affected the development ofparticipants’ identity.

RM 212 (VOCAB) Measuring Student High Frequency Word Knowledge
Raymond George Stubbe (Kyushu Sangyo University)

First and second year university students (n=200) were given an English to Japanese translation test of
20 loanwords and 20 non-loanwords randomly selected from each of the university’s first and second
year compulsory vocabulary lists (1K and 2K frequency levels, respectively) for a total of 80 tested
items. In addition to testing the words studied during the school year 2015-16, the second year students
were tested on the words studied in their first year to measure retention. First year students’ knowledgeof words they will encounter next year was also measured. Results and implications for teaching will bepresented.

Sat

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RM 301 (PRAG) Avoidance of Assessments in EFL Classroom
Ritsuko Izutani (Osaka University)
Explicit positive assessment (EPA) of EFL teachers may inhibit learning (Waring, 2007). According to
Waring, EPAs signal or infer the closure of a turn-taking sequence, so it is crucial to investigate whether
task-specific use of EPA promotes or inhibits learning. This study examines the ways in which EFL
teachers provide learning opportunities to learners without EPA. Through a detailed analysis ofclassroom interactions in a Japanese junior high school EFL classroom, the study demonstrates how
teachers succeed in co-constructing learning opportunities with students by utilizing televisions todisplay questions and answers, and thus positioning themselves as facilitators for their students.

10:30

RM 305 (CUE) Error Analysis of the L2 English Writing of Japanese Scientists
Leigh McDowell (Nara Institute of Science and Technology)

1:30

This presentation examines the results of an Error Analysis of the L2 writing of Japanese scientists. This
corpus-assisted Error Analysis focuses through the lens of Systemic Functional Linguistics on error
patterns in nominal groups. The findings elaborate two frequently occurring error patterns in theJapanese scientists' nominal groups: (1) errors with articles and plural -s, (2) error with preposition -of.
The pedagogical implications of these findings are explored along with an overview of the framework ofanalysis employed in the study and its potential application in other language teaching contexts.
RM 306 (MBE) Effective Application of Contact Hypothesis in the Classroom: A Multi-Modal
ApproachLucius Von Joo (Kanda University of International Studies)This presentation focuses on the practical application of findings from research in social neuroscience andsocial theory to the design of a course meant to train students to value empathy over cultural relativism.
By exposing students to unfamiliar cultures using films, online videos, and television, a gateway wasprovided through which more academic investigations of sub and counter-cultures was possible, with thegoal of giving students valuable insights into the social and biological mechanisms that affect the way
people interact with unfamiliar individuals and cultures.

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—SIG Events—

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Computer Assisted Language Learner SIG
Mind, Brain, & Education SIG

4:45

CALL & the BRAIN 2016
June 3-5, Tamagawa University, Tokyo

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RM 107 (CUE) Student Views on the Implementation of Flipped Learning in an ESP Classroom
David Casenove & Steve Kirk (The University of Tokyo)

Flipped education has been applied to sciences for more than twenty years but only recently to EFL/ESL
teaching. As language learning lies more in guided practices than retention of knowledge, the classic
flipped learning model used in science cannot be directly applied to language education. This study relies
on student surveys and interviews to draw a clearer picture of what Japanese undergraduates experiencein a flipped classroom. Our results highlight the necessity for instructors to enhance feedback duringclass activities, and the importance of tailoring the video contents to make them relevant to the expected
outcomes of each class.
RM 109 (CUE) Community Building through the Language Education Center
Marcus Christopher Springer (Shizuoka University of Art and Culture)

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The 2015-2016 academic year brought new staff members to Shizuoka University of Art and Culture’s
English–Chinese Language Education Center. Students visiting the Center were almost exclusively
second-year students belonging to the English Speaking Society. Through a survey and random
interviews, we identified why many students avoided the center and began to modify our activities withthe goal of building the Center’s community. This presentation will discuss our survey findings, themodifications to our activities, results of those changes, and plans for the new academic year.
RM 111 (TYL) Multisensory Stories: Making Language Accessible
Amy Sakuda (Denver Green School, USA) & Sharon Sakuda (Kanda University ofInternational Studies)
Everyone loves a good story, but imagine if you couldn’t comprehend the words. Despite how manytimes you heard, saw, or said the words, you still could not understand. Now, imagine using all yoursenses to interact with the words. Multisensory stories use interactive objects to allow readers to touch,smell, hear, and taste the words, transforming sounds and squiggles into meaningful communication
tools. The novelty seems to elicit emotional responses, facilitating language learning. Thus,
communication and motivation for students with limited vocabulary and nonverbal students cansignificantly increase. Sensing the story engages learners to build language and literacy skills.
RM 201 (GILE) Opening Minds with Graphical Analysis
Cecilia Fujishima (Shirayuri Women's University)

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This presentation reflects an attempt to address a problem that frequently emerges in content basedclasses: strongly held stereotypes. Contemporary topics such immigration, public health and tourism canprovoke strong emotional responses, but confronting students with opinions that are at odds with theirown beliefs can leave students feeling defensive and teachers feeling frustrated. Grounding topics in data
provides scope to analyse issues more objectively and encourages reflective thinking and a will toinvestigate beyond the data. This approach provides benefits in terms of language, content, analyticalthinking and social interaction. Examples from the presenter’s classes will be given.

4:15

RM 205 (SDD) Stronger Writing though Oral Debate
Thomas Owen Reardon (Kansai Gaidai University)

4:45

Many language learners struggle with the learning of new rhetorical structures, particularly the creationof a well-organized paragraph with a clearly written topic sentence. The organization of a constructive
debate argument overlaps considerably with the common 5-paragraph essay. Using debate as a speaking
activity within the writing classroom can help to underline the similarities between two English language
rhetorical structures, stressing their importance and serving as a contrast to the rhetoric of otherlanguages.

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RM 207 (CALL) Computer Assisted Language Learning in an English for Business Communication Course in a Hong Kong University
Connie KF NG (Chinese University of Hong Kong)
Computer assisted language learning (CALL) could promote learning autonomy in university settings(Thorne, 2003). While students learn through classroom instructions, CALL online environment such as
Blackboard offers a platform that promotes synchronous and asynchronous communication and enables
collaboration among users through online forums. This study investigates how CALL fosters individual
accountability and language learning autonomy in three groups of Chinese ESL third year businessundergraduates in Hong Kong. Findings suggest that the learners were engaged in autonomous language
learning through the course site on Blackboard. This study has implications for CALL and autonomous
language learning.
RM 209 (SDD) Welcoming Creativity into the Language Classroom
Ashley Ford (Nanzan University)
Creativity is a key element in recent discussions in language education (Jones & Richards, 2016). While
researchers and educators often emphasise the importance of creativity, there is less discussion about
how teachers can encourage student creativity in the classroom. This presentation will use the definitions
and important aspects from cognitive theory of creative processes as a basis, providing insight onfostering creativity in classroom and language tasks. The presenter will illustrate some strategies andexample tasks that blend creative thinking and creative language use. Participants will be given time to
discuss their own techniques for encouraging creativity in their classrooms.

Sat

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RM 210 (CALL) Line and Academic Communities of Practice
Raymond Kai Yasuda (Soka University)

Due to its widespread adoption, social networking for academic purposes warrants investigation. The
Line application, with over 47 million users, has enabled students to create on-line groups that exist
parallel to the physical classroom. These online academic communities that allow students to sharecourse information and interact continuously often exist outside of the knowledge or influence ofteachers. An analysis of one such Line group was conducted through the framework of communities ofpractice to investigate the learning that occurs in these groups and how it can be leveraged to achievecourse objectives.

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RM 211 (LD) Educational Manga: Deceptively Educational
Erina Ogawa (Toyo University)

3:00

This presentation examines the use of an educational manga in which the contents are presented inmanga form intertwined with learning activities) as an English teaching textbook, based on questionnaire
responses of 67 Japanese university students. Specifically, it examines how students’ ranked various
aspects of the textbook, what they stated as being advantages and disadvantages, their first impressions
and their preferences in textbook style, price, and size. Results indicate that the majority of thesestudents preferred educational manga to traditional textbooks, despite initially perceiving them not to be
study material. This presentation aims to inform educators about advantages of educational manga.

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RM 212 (VOC) Implementing a New Method for Teaching Vocabulary in a Literacies Course
James Emmet Owens & Jacob Reed (Kanda University of International Studies)
In order to improve the vocabulary component of a required freshman course, members of a projectgroup at Kanda University of International Studies piloted a creative strategy for vocabulary teaching thatinvolves novel forms of testing, mnemonics, and spaced-repetition retrieval. The strategy was initiallytested with two classes last semester. Results showed overall positive qualitative feedback fromparticipants, as well as some significant receptive knowledge gains. In this session, we will review resultsfrom last semester’s pilot and explain what we are doing differently in the current study to determine
whether the new method is more effective than the old.

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RM 301 (PRAG) The Pragmatics of Repair and Question Sequences
John Campbell-Larsen (Kyoto Women's University)

This presentation will discuss two key concepts in pragmatics: repair strategies and question sequences.
The presenter will refer to the literature and outline how these items can be introduced into theclassroom. The presenter will describe classroom activities that a) help students to identify trouble
sources and rectify them in a pragmatically competent manner and b) construct question strings andembedded questions that signal a phatic rather than purely transactional intent behind the question
sequence. Helping students develop these skills should benefit their abilities to engage in naturalistic
spoken interaction.
TM 305 (CUE) Fallibility and Legitimation
Dominic Guy Edsall (Sojo University)

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While language teaching has often focused on accuracy, recent innovations in the wider sociology ofeducation have shown the importance of accepting fallibility—models of learning more accepting of
mistakes and the legitimization of knowledge both within and across disciplines. This talk will focus on
how accepting fallibility and increasing the legitimation of imperfect language knowledge may havebenefits in TESOL. I will discuss possible strategies for improving student motivation and fostering
autonomy through increasing the cross-disciplinary relevance and legitimation of both language
knowledge and autonomy itself, as well as discussing innovative approaches to reflecting on our own
teaching.
RM 306 (MBE) Neuroscience-Based Pedagogy: It's for Real!
Robert Murphy (Kitakyushu University) & Ai Murphy (Murphy School of Education)
Neuroscience-based pedagogy—it's not a fantasy. This will be an interactive session. Come hear about
cutting-edge pedagogical research in neuroELT. Learn teaching techniques and approaches that are
known to be brain-friendly. Perhaps more importantly, learn about brain 'unfriendly' techniques that weshould stop using in the classroom! In this session, we will discuss real world applications of neuroresearch, and some highly positive results that have been achieved by simply tweaking normal classroom
lessons, based on neuroELT research. We will focus on both adult and young learner classroom
dynamics. Be prepared to join in, and take home lots of great new ideas.

Next on the schedule…
5:45–6:40 Tamokuteki Hall (Dome)(Keynote) Creativity in Learner Language and Its Implications for Language Teaching
Rod Ellis (p.8)

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6:45–8:45 Networking Reception

Sakuraum 1F (CUE) Using Oral Presentations in the English Classroom
Gavin Brooks (Doshisha University)

This presentation includes a practical discussion of materials that were developed for a presentation classat a coordinated program at a private university in Japan. The presentation includes: 1) An introductionof materials and an explanation of how they can be used to reinforce both verbal and non-verbal
presentation skills; 2) An introduction to techniques in video recording student presentations so thesecan be used to improve future output and allow students to self-reflect; 3) A description of the students’
perception of the materials and how they lead to an increase in students’ confidence.
RM105 (LD) Developing Language through Multimedia Production
Kevin Charles Clark (Momoyama Gakuin University)
This presentation will focus on the conception, implementation and evaluation of a volunteer
multimedia production program titled “Lights, Camera English!” This program was designed to engage
students in practical English communication with each other through the unique fusion of English study
and acquisition of media production skills. Both Japanese and study abroad students worked together increating a variety-style television program broadcast on campus. Joint projects were also done, creatingpromotional videos for other English programs and university events. Students took part in a variety ofvideo production elements including acting, script writing, audio, videography and video editing.
RM107 (CUE) The Implementation of CLIL by Content Instructors at Tertiary Education in Japan
Yoshie Iijima (Okinawa National College of Technology)
Content Language Integrated Learning (CLIL) is gaining its popularity as a way of teaching languages andcontents in Japanese tertiary education. In order to adopt to the globalising world, CLIL is considered to
be an efficient pedagogy because it can provide both language skills and contents at the same time.
Although CLIL instructions are often provided both by content instructors in Europe and Asia, there arefew cases where content instructors provide CLIL instructions in Japan. In this presentation, the study
examines the reasons which are thought to hamper the implementation of CLIL by content instructors at
tertiary level education in Japan.
RM108 (Sponsored) Issues of Fairness in High-Stakes Testing
Melodie Cook (University of Niigata Prefecture)
In this presentation, Melodie examines factors which may be barriers to fairness in the scoring of largescale language tests. Using examples from her own research with high school and university expatriate
English teachers, she demonstrates the kinds of problems that might arise, such as different expectationsof “correctness” (textbook answers that might be acceptable to some colleagues vs. “native-like” answers
that might be acceptable to others). The presentation concludes with suggestions for mitigating
unfairness, especially with regards to test scoring and time permitting, discussion of this issue withaudience members.
RM 109 (Sponsored) Authentic Materials in the Language Classroom: How Do They Work?
Christopher Anthony Valvona & Ayano Valvona (Okinawa Christian University )This presentation will cover a brief literature review of authentic materials in language teaching anddiscuss the benefits and drawbacks to students (higher- and lower-level). Drawing on the presenters’
own experience of developing authentic materials for university and adult learners, innovative methods
for making authentic materials a valuable addition to the classroom will then be discussed, as well as tips
for avoiding potential pitfalls. The presentation will also incorporate a discussion of a recent textbook,
aimed at university and adult learners, which started from the adaptation of authentic materials and wasdeveloped into a course-long textbook. —Sponsored by Cengage.

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RM 111 (SA) Perceptions from African Students about Japan
Wayne Anthony Malcolm (University of Fukui)

What makes Japan desirable, or not, to African students choosing a place to study abroad? The
information that will be presented is the result of interviews with African students living in Africa, andthose living and studying at one of Japan's national universities. By looking at these various perspectives,
Japanese higher education administrators may be able to understand how to better attract students fromAfrica, strengthen already existing relationships with African students and their home universities, break
down cultural barriers that may exist between Japan and various African nations, and help exchange
students understand their experiences.
RM 201 (GILE) Weaving a Tapestry of Cross-Cultural Awareness & Intercultural Communication in
Asia and Globally
Caroline Cecelia Latham (Meio University and Okinawa Prefecture Northern Area Hospitals)

This presentation's focus is on helping individuals who will work or study in international settings. The
format is interactive, introducing a variety of activities and materials which have been successfully
employed by the presenter in groups of 20 to 200 individuals, training YFU students, university students
and teachers around Japan in preparation for their overseas experience. Participants will experience andsee how the activities and materials can be efficacious and enjoyable in collaborative learning situations.
Each participant will receive materials, suggestions for implementation and a bibliography of useful
resources, articles and internet sites.
RM 205 (SDD) Creative Project-Based Learning: Language Projects for Creative Expression
Ashley Ford & David Kluge (Nanzan University)
Innovative language educators in Japan are exploring approaches that are more engaging, hands-on,
collaborative, and skills-focused—and Project-Based Learning (PBL) may be one of the most effective(Beckett 2006). This presentation introduces a unique form of PBL called "Creative PBL." This type of
PBL emphasizes the creative process and aims for a creative product. These projects are naturally
engaging and require the use of more purposeful, higher level language than is typically found inclassrooms. The presenters will show two examples of Creative PBL and provide ideas for otherprojects. Participants will also discuss their own ideas for Creative PBL.
RM 207 (CALL) Developing EAP Materials Using Corpus Tools
Daniel William Parsons (Kwansei Gakuin University)
This presentation will introduce some simple corpus tools and analysis techniques which teachers can use
to create or adapt materials for the EAP (English for Academic Purposes) classroom. Word frequency
lists, key words, and concordances are among a number of useful genre, text and vocabulary analysis
options. However, analysis does not always easily translate into classroom activities. After introducing
some analysis techniques, this presentation will demonstrate how to transform an analysis into paper
based or computer based classroom and homework activities. Teachers will take away from thispresentation some simple resources that they can easily apply to their classrooms.
RM 209 (LLL) Forum: Cultivating Skills in Mature Language Learners (90 min)
Joseph Vincent Dias (Aoyama Gakuin University), Tadashi Ishida (Taito Ward Board of
Education), & Kathleen Yamane (Nara University)
The presenters will report on activities that have helped adult learners develop their English
competence, inferencing skills, and the ability to function effectively in bilingual working environments.
Tadashi Ishida will demonstrate how his mature students improved their English abilities by interacting
in situations where they could use English for authentic purposes. Kathleen Yamane will introduce tasks
designed to help older learners develop inferencing skills to enhance the decoding process as well as theirself-expression in English. Finally, Joseph Dias will show how university students were prepared forservice learning placements and how it tied in with educational and career goals.

RM 210 (CALL) Online Translation and Signage: Helping Businesses Put Them Together
Judy Yoneoka (Kumamoto Gakuen University), Chie Saito (International University of
Health and Welfare), & Joseph Tomei (Kumamoto Gakuen University)
This presentation discusses a project studying effective use of online translation sites for multilingual
signs, supported by a MEXT Grant-in-Aid. Initially, research was conducted to develop
recommendations for the effective use of online translation sites for signage. A translation website wastrialled with students and the results presented at PanSIG2014. This presentation outlines the conclusionof the research project, and describes follow-up support of local businesses through workshops and amanual on the use of website. We conclude by discussing how this project supported connections withlocal businesses that we hope will help us guide students to post-graduation careers.
RM 211 (BIL) Forum: The Process of Developing Bilingualism—What Works and What Doesn't(90 min) Alexandra Shaitan (Gakushuin University) & Tim Pritchard (Fukuoka Women's
University)
Developing bilingual students and children is an on-going process. Teachers and parents must
consistently step back and assess what is going well and what needs to go better. This 90-minute forum
will address some of these challenges and engage the audience in a discussion about what has worked forthem.
RM 212 (VOC) What Students Think about Learning Vocabulary with Quizlet
Bruce Lander (Matsuyama University)
Thanks to the increasing popularity of Quizlet, a popular e-learning, digital-flashcard tool, many
emerging educational programmes are providing links to learn vocabulary in new innovative ways. This
short presentation will introduce an empirical study conducted over 2 years with 818 students in an
introductory TOEIC class. Qualitative data obtained will be introduced to suggest that the collective
opinion of this group toward using Quizlet to learn vocabulary was resoundingly positive. This
presentation will be of interest to anyone planning to use, or with previous experience in using Quizlet
or other flashcard tools in their teaching repertoire.
RM 301 (Prag) Embodied Departure in a Lingua Franca Campus Tour
Yuri Hosoda & David Aline (Kanagawa University)
This conversation analytic study examines interaction coordinately produced by guides and guided for
departing from focal objects during a tour of a university campus through use of Japanese as a lingua
franca. Data come from a 40-minute tour at a Taiwanese university in which two Taiwanese students
acted as guides for a tour of their campus for one American professor. Analysis revealed how language
and gestures are deployed for departure from focal objects. We will discuss the implications for second
language education in terms of considering language, gestures, and environment as being equallysignificant in communicating in a second language.
RM 302 (TD) L1 in the Classroom: Does it Have a Role?
Eric Gondree (Nagoya University of Foreign Studies) & Paul Freeborn (Ritsumeikan
University)
Is ‘English-only’ appropriate for an EFL classroom? Different scholars and teachers may disagree on
English-only rules, but the preponderance of research is unambiguous: L1 does have a useful place in theclassroom if it is used judiciously. Nation (2013) states, “Maximizing L2 use does not mean L1
exclusion.” This presentation will summarize research on L1 in EFL classrooms and introduce specificpractices in which the careful use of Japanese can assist students in acquiring English while humanizing
the classroom.

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RM 304 (MW) Describing Dubai through Virtual Realia
Shanta Edwards (Qatar Foundation Academic Bridge Program)

What kind of place is Dubai? All ages and levels of ESL students can learn new vocabulary, and findtopics for discussion, and/or writing, through materials based on a supermarket sales brochure,available in print copies in the store, and virtually online. Various lesson examples will be shown in thepresentation that include following basic instructions, identifying target vocabulary word items, simple
and comparative adjectives, comparisons between similar or different products across cultures, topredictions about life in Dubai.
RM 306 (CT) Critical Thinking Forum (90 min)James DeWitt Dunn (Tokai University ), Hiroshi Nakagawa (Tokai University ), Adam
Gyenes (Ryutsu Keizai University ), Shaun O'Dwyer (Kyushu University )The JALT Critical Thinking SIG is excited to hold our forum at the 2016 PanSIG International
Conference. Critical Thinking and Thinking Skills are set to become even more important in the coming
years as the Japanese educational curriculum is set to change. To help prepare teachers for this shift, wehave three great presentations on Critical Thinking and Language Learning to share with you. We hope
you can join us for valuable information on integrating Critical Thinking into your classroom.

11:00
Sakuraum 1F (CUE) Presentation’s 3 Cs: Cooperate, Collaborate, Communicate
Andrew Robert Dowden & Todd Cooper (National Institute of Technology, Toyama
College)
In this study, we examined the effectiveness of using group presentations as a tool to engage learners in
the EFL classroom. Two groups, 18-year old engineering students [lower intermediate level] and 19year old business students [advanced level] were given the same tasks, and the same pre- and postquestionnaires to self-assess any perceived changes in awareness, motivation and ability. Our results
showed that task-based learning projects promote active learning, which in turn had a positive effect on
the learning outcome in both the lower and higher level class.
RM 105 (LD) From Language Learning to Actively Communicating: A Threshold Concept
Luke James Carson (Hiroshima City University)
While the word "threshold" is used in language learning frameworks, a threshold concept from alearning theory perspective refers to a "transformed way of understanding" (Meyer & Land, 2006) thatbrings with it an ontological shift in the minds of learners. This presentation discusses how the jumpfrom learning a language to learning and using a language is indeed such a threshold concept—meaning it
is both more difficult and more meaningful than we may always recognise. Drawing on what learningtheory has discovered about "troublesome" learning, the discussion provides a reframing of learnerjourneys to becoming communicators.
RM 107 (CUE) The Changing Face of Higher Education in JapanDavid Laurence (Chubu University)
Demographic shifts in Japan are causing profound changes in the nature of higher education here.
Dropping numbers of potential students, coupled with a still-expanding higher education system, leave
many universities scrambling to stay solvent and under pressure to modify entrance standards. While thismeans that more young people than ever before are being given the chance to attend university, it alsomeans that more of these young people are entirely unprepared, academically or socially, for success atuniversity. This presentation will describe these present and future trends and discuss implications for
institutions and professionals working in higher education.

RM 108 (Sponsored) A Fundamental Study on the Reliability and Correlation of CEFR-J Based
Can-Do Descriptors
Masanori Tokeshi (Meio University)
This study is intended to examine the reliability and correlation of self-ratings of CEFR-J Can-Do
descriptors. University freshmen (N=389) answered the CEFR-J-based questionnaire. Analysis of thequestionnaire indicated the following. The overall tendency was that average self-ratings among five skill
categories showed strong intercorrelations (Cronbach’s alpha: 0.87). In-depth qualitative analysis ofindividual data showed that a large part of self-ratings did not follow the order of the CEFR-J difficultylevels and varied depending on the individual. Moreover, the statistical analysis between self-ratings andthe English proficiency test rankings did not show strong correlation (Pearson’s r: 0.3).
RM 109 (CUE) Elementary Teacher Education in Japan: How Can We Help?
Brett Raymond Walter (Hiroshima University)

Much of the research on the interaction between Assistant Language Teachers (ALTs) and Japanese
Teachers of English has broadly looked across all levels of English instruction and seems to have focusedon problems that arise between these two groups of teachers. Cultural differences are often cited as
being one of the major underlying causes of conflict, but little is discussed about how we in universities
can take steps toward preventing this conflict. This presentation will share data from one Japanese
university on elementary education students’ views and opinions of ALTs and discuss the implications of
this data for university instructors.
RM 111 (SA) Study Abroad: The Gap between Perception and Reality
Jeremy Stewart White & Shizuyo Asai (Ritsumeikan University)
Every year Japanese university students undertake short-term study abroad programs. For these
programs a variety of pre-departure orientation sessions are given around subjects such as how to
overcome communication breakdowns with host family members, general etiquette in the community,and other high anxiety situations in day-to-day dealings. However, when studying abroad Japanese
university students are often shocked by some of their experiences. This presentation will outline resultsof a mixed method, survey and semi-structured interview study of the expectations of students before
travelling overseas, and the reality experienced. Suggestions will be made in regards to the improvementof pre-departure orientation.
RM 201 (GILE) Greening PanSIGMark Brierley (Shinshu University)
Many conference attendees and organisers are concerned about environmental issues; this presentation
therefore looks at the impacts of this conference. Since 2013 the PanSIG conference has had anenvironment officer, and JALT has had an environment committee. We have attempted to measure thecarbon footprint of the conference, proposed carbon offsets and considered ways of reducing the impact.
Travel, specifically flight, is the main environmental impact of the conference, and carbon offsets are
currently the best mitigation option. Catering is also significant and highly visible, but requires complex
organisation.

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RM 205 (SDD) The Incorporation of Music in and out of the EFL Classroom
Sean Thomas Yamada (Ritsumeikan University)
Music plays an important role in our lives, and for many students of English as a Foreign Language (EFL)
who do not regularly interact with speakers of English, music may be an effective medium throughwhich to acquire proficiency (Bartle, 1962; Kanel, 2000). In this presentation I argue that 1) music isunderutilized in the EFL classroom; and 2) students would benefit from knowing how to incorporate theuse of music into their out-of-class studies. After giving an overview of current research, I present
procedures I have designed and incorporated into my own university classes.

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RM 207 (SDD) Music Videos for Contextual Critical Analysis
Jon Catanzariti (Chubu University)

Pictures tell a story, but music brings the emotion. Music is often used as a way to promote listening andlanguage production in the L2 classroom. In the modern classroom though, with access to screens andmedia utilities, such as YouTube or online music services, we are now able to accommodate visual
learners, too. Through music videos, we are able to present learners with a full range of input forlearning. In this presentation, the speaker will present various methods for actively engaging anddeveloping learners' critical and creative senses.
RM 210 (CALL) Beyond PowerPoint: Extending the Presentation Format
Malcolm Ross Swanson (Seinan Jo Gakuin University)
Hear the word "presentation," and PowerPoint probably comes to mind. However, with thedevelopment of other software options plus apps for tablets and smartphones, many more engaging
options are now available. In this session, we will look at how presentation software can be used in theclassroom as a teaching resource, an organisational tool, and for collaborative learning activities. For
language learners in particular, being able to prepare creative presentations on their own devices, thenpractice with them beforehand can make a huge difference in classroom performance.
RM 212 (VOC) Student Voices on Activities for Building Fluency Using Multi-Word Expressions
Haidee Elizabeth Thomson (Muroran Institute of Technology)

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Multi-word expressions may be very important for building fluency, but there is a lack of research toshow how we should teach these. Nine activities intended to build fluency with multi-word expressions
were used in three English communication classes over six weeks, and students were subsequently
surveyed regarding the difficulty level and perceived usefulness of each activity for their language
learning. Focus groups followed with students freely discussing reasons for the activity ratings. Results
and themes of interest will be discussed such as difficulties that originate from social rather than linguistic
challenge.
RM 301 (PRG) Multiple Involvements: Learners Using Smartphones
Tim Greer (Kobe University)
The smartphone has become a ubiquitous tool for augmenting conversation. This presentation uses
multimodal Conversation Analysis to investigate the way two learners, one Japanese and the otherIndonesian, incorporate smartphones into their lingua franca English interaction. The analysis focusesparticularly on their use of the smartphone in forward-oriented repair, including how the interactants(1) look up unfamiliar words, (2) delay turn progressivity to fit those words into the turn-in-progress,and (3) display photo images to exemplify an unclear term. In addition, the study explores how
recipients orient to current talk while preparing a subsequent topic from information on their screens.
RM 302 (TD) EdCamp and Innovation in Teacher's Professional Development: Reflections, Perceptions and Improvements
Bernadette Denston (UCL Institute of Education, London University)
The EdCamp Movement has spread rapidly, and these "un-conference" style teacher’s professional
development (PD) events have now taken place in countries across the world. This innovative style of
PD has been called ‘revolutionary’ with regards to teacher education and was last year introduced to
Kansai for the first time. This presentation will provide practical information of the EdCamp concept
and model, share organiser and participant experiences, and offer suggestions for other models ofteacher PD. Resources and advice will be available for participants wanting to organise similar style
events.

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RM 304 (MW) Ever Thought of Writing a Textbook?
Simon Capper (Japanese Red Cross Hiroshima College of Nursing)Ever thought of transforming those great ideas into materials that others can benefit from? This
presentation follows the journey of an author/co-author of more than a dozen commercially publishedtextbooks. The talk covers 10 stages of the book-birthing process, from conception to delivery, withsuggestions, guidelines and warnings to help less experienced writers enhance their chances of success.
These stages include: getting your foot in the door; finding your ‘gap’; establishing your principles;designing a scope and sequence; understanding your market; the best ways to fail; ensuring quality; thefinal push, and post-publication.

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Sakuraum 1F (CUE) Student Sleep Patterns and Learning Outcomes
Deborah Broadby (Nagoya College) & Joshua Brunotte (Nanzan Univerity)
Research has consistently demonstrated that lack of sleep negatively affects cognitive and assessment
performance, mood and classroom behavior. But many questions remain about the true sleep habits ofJapanese students. This presentation reports on research examining student sleep habits, reasons
attributed for sleep choices, and the potential effects on language assessment scores. Students’
predictions and self-reflections on sleep behavior will be examined, as well as the link to language recall
ability. Suggestions for how instructors might encourage better sleeping habits, as well as the potential
benefits for students when better sleep is attained, will also be presented.
RM 105 (LD) Learner Ability Calibration: A Work in Progress
Richard Todd Leroux (Temple University)
Calibration is the degree of correspondence between a learner’s perceived ability to successfullycomplete a task and actual ability demonstrated. Oral presentations require explicit criteria for learners
to notice gaps between their perceived ability and actual performance. This presentation discusses theresults of learner perceived versus demonstrated ability on four criteria as assessed by a pretest (learner
self-report) and post-test (instructor assessment). Results suggest learners tended to overestimate theirabilities on eye contact, the use of gestures, and speaking time (length of presentation), while
underestimating their fluency ability.
RM 107 (CUE) Using Questions to Help with Willingness to Communicate
Grant L. Osterman (Family English School International Co., Ltd)This presentation will focus on using questions and answers to stimulate rhetoric in the oral English
classroom. Having students being more active is important in Japanese EFL classrooms where current
methods are often teacher centered. Using research conducted from 2015 at a national university withstudents from different majors and different years, the speaker will show how having students ask andanswer questions will enhance their Willingness To Communicate and make your classroom more
student centered.
RM 109 (CUE) Zooming through Referencing Problems with Zotero
Rab Paterson (Lakeland College Japan)
This session is a review of an action research project with Zotero for Japanese EAP students on a presessional academic writing course at a Liberal Arts college in Tokyo. Many of the students had no priorexperience with referencing conventions and, while some had used a referencing system before, they
had limited skills and knowledge in this important area. The purpose of this project was to measure theutility of the Zotero app for addressing issues of direct and indirect plagiarism and effective note-taking,and to report on the students' impressions of Zotero after using it for a semester.

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RM 111 (SA) Effect of Short-Term Study Abroad on L2 Motivation
Hiroshi Moritani & Craig Manning (The University of Shimane)

The data was collected from 34 university students using questionnaires and semi-structured interviews.
The results showed students’ improvement of their ideal L2 self (Dörnyei, 2005) and the reduction of
L2 anxiety, while there was no change in their willingness to communicate (MacIntyre, et. al, 1998).
Participants will be given an opportunity to discuss possible pedagogical implications and methods toimprove future programs.

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RM 201 (THT) Peer Support Group in Uzbekistan
Dilfuza Mamasoliyevna Kuldasheva (high school teacher, Uzbekistan)
Recently, sweeping reforms are being carried out in Uzbekistan's English education leading to a greatemphasis on teacher training. One innovative scheme is Teacher Foundation Tester training, in which
selected teachers are trained in new methods and then return to their schools to train other teachers.
The TFT teachers meet once a week to discuss problems in their teaching and current ELT issues. In thispresentation, I will show short videos that illustrate the activities of the group, and hope to discuss withparticipants the benefits of peer support for teacher development.
RM 205 (SDD) Actor Training as Experiential L2 Learning
Robin David Reid (Victoria University of Wellington, New Zealand)
Theatre and drama activities inspire and motivate students like few other activities. While some studies
focus on extensive productions, and others ignore this in favour of a stricter focus on process, a focus on
theatre acting can walk a line between these two. This paper discusses an acting workshop undertaken ata private high school in Japan. By focusing on teaching the basics of acting, rather than on explicit
language instruction, participants were able to develop their language abilities while experiencing anauthentic actor training program.
RM 207 (CALL) An Introduction to Corpus Linguistics—A Beginner's Guide for Language
Teachers
Robert Chartrand (Kurume University)

2:30

Corpus linguistics is the study of naturally occurring language carried out with specialized software
programs on a computer. Important aspects of the field will be explained, including easy-to-understandterms that are used when discussing various types of electronic corpora. What is a corpus? Why is it
useful? What types of corpora are there? What kind of software can I use to build my own corpus? The
presenter will introduce the concept of corpus linguistics, how it is used in language teaching andresearch and how language learners can improve their study of the language with these tools.

3:15

RM 210 (CALL) Is Tech Taking Over? Putting the "Assisted" Back in CALL
Manuel Senna (Kwansei Gakuin University)

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For many teachers and administrators, "innovations in education" is synonymous with “computers andtechnology". But there is danger in trying to shoehorn technology into the language classroom simply
because it is innovative. The presenter will outline some of the pitfalls commonly encountered when
adopting technology in language classrooms. The presenter will also discuss a series of action research
projects that detail his own successes and failures using MS Word, Powerpoint, Lego Mindstorms
robots, and Twitter. In the end, implementation of technological innovations has been more successfulwhen the presenter de-emphasized the technology and pushed it into the background.

RM 212 (MW) The Vocabulary Load of Popular Songs
Rick Romanko (Wayo Women's University)

The value of popular music in language learning has been a part of the pedagogical literature for many
years (Lems, 2005). One of the often-discussed benefits is the potential for vocabulary learning throughsongs (Murphey, 1992). This presentation will report on a vocabulary load study that used acomprehensive corpus of popular American and British songs derived from music industry expert
opinion and music charts in the US and UK over the last 60 years to determine the number of words
needed to understand the vocabulary in popular songs. Implications for vocabulary learning
opportunities with popular songs will be discussed.

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RM 301 (PRG) Translanguaging in Uni Office Hour Interaction
Adam Brandt (Newcastle University, United Kingdom)
In an international, multilingual university setting with no explicit language policy, interactions canpotentially take place in a number of languages, or a combination thereof (sometimes called‘translanguaging’). This raises an interesting question for communication researchers: when interactantscome together in such settings, how do they determine which language/s to use, and to what extent? In
this presentation, I will discuss this by examining the systematic nature of participants’ language choiceand ‘translanguaging’ practices in an international university in Japan. I will do so by analysing video
recordings of university office hour meetings between international students and their tutor.

11:00

RM 302 (TD) Teachers' Engagement with Professional Reading
Margaret Clare Kitchen, Susan Gray, & Maree Jeurissen (The University of Auckland,
New Zealand)

1:00This paper reports on findings from a two-year study into practising language teachers’ engagement withreadings while on a part-time, weekly, university TESOL course. Three approaches to professional
reading were used: reporting on a reading to a small group once a semester; weekly independent
reading; or structured weekly reading groups (Parrot & Cherry, 2011). Quantitative data shows theengagement of the classroom teachers strengthened over time coming to match that of theircounterparts, teachers in leadership positions. Qualitative interviews show commitment to othermembers of the carefully structured reading groups and relevance of readings to the classroom appear
key.
RM 304 (MW) Enhancing Teacher-Created Language Learning Materials with Images
Cameron Romney (Doshisha University)
In this presentation, the presenter will offer suggestions and advice for adding images and other visualmedia to teacher-made language learning materials. He will begin by discussing the benefits for using
visual media, the three main ways that images are used in language learning materials: instructive,
supportive and decorative. Next, issues related to copyright, fair use, creative commons and suggestions
for finding images on the Internet will be discussed. Finally, the presenter will showcase some examplesof teacher-created language learning materials enhanced with images.

Next on the schedule…
12:00 – 12:55 Lunch

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12:00 – 12:55 PanSIG2017 Planning Meeting (RM 109)

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Sakuraum 1F (TBL) Improving Spoken Anecdotes through Error Correction and Task Repetition
Paul Anthony Marshall (Shizuoka University of Art and Culture)

This presentation details the researcher's experimentation with a procedure designed to encourage
improvements in university students' spoken production. After recording students' spoken anecdotes,
the teacher provided a list of errors and elicited corrections individually. The students then listened totheir own recording with the errors and corrections in front of them. It was hypothesized that theprocedure would enable students to 'notice' their own errors and that this would lead to them not being
repeated. Students' spoken production before and after the procedure was analysed for improvements orchanges, and questionnaires were provided to students for feedback about the procedure.
RM 107 (PRG) A Study of L2 Threatening
Joseph Paul Siegel & Mark David Firth (Meiji Gakuin University)
Whether we like it or not, some situations call for aggressive language and strategies (Beebe & Waring,2005), of which “threatening” is one. This presentation reports on a study of the linguistic and strategic
behaviors employed by five Japanese EFL learners when making threats. Prior to and during their study
abroad, participants completed oral discourse completion tasks (e.g., Brown, 2001) that involved
threats. Presenters will share extracts of student output to illustrate development of student ability
related to threats. Attendees will gain an understanding of how to examine and develop classroom
activities for emotionally-charged speech acts like threats.
RM 108 (Sponsored) Perception of Real English in the Japanese Context: Native Speaker Variety or English as a Lingua Franca
Miki Shibata (Hiroshima University)
English is used as a lingua franca (ELF) among those with different languages and cultural backgrounds inthis era of globalization. This fact has influenced the area of English teaching and has demanded teachers
to rethink its goal. Prior to the adoption of ELF for teaching, however, attention should be paid to thenotion of Standard English and native varieties of English, often referred to as real English. After
addressing the adequacy of these terms, I will discuss the fundamental pedagogical issues based on thereality of English use: ‘how should ELF be conceptualized?’ and ‘what does successful communication
mean?’
RM 109 (CUE SIG Forum) Fostering Equal Representation for Democracy in the Classroom
Melodie Cook (University of Niigata Prefecture), David Laurence (Chubu University),
Umida Ashurova (Nanzan University), Glen Hill (Obihiro University of Agriculture andVeterinary Medicine), & Cynthia Edwards (Hokkaido Musashi Junior Women's JuniorCollege)
What does it mean to create democracy in the classroom? How do we encourage collaboration andensure equal representation to enable dynamic classroom interactions? We all struggle to find ways tonurture a variety of perspectives and establish and maintain a well-rounded environment for ourstudents. Presenters will give PechaKucha style presentations to showcase their successes and failures increating innovative activities to encourage a wider variety of voices and perspectives. PanSIG Featured
Speaker will act as a moderator, giving her thoughts on the forum and presentation topics.
RM 111 (SA) Experience of a Disabled Student Studying Abroad
Chihiro Tajima (Keisen University)
This is a narrative study of a 19 year-old female Japanese learner of English in a one-month study abroad
program in Canada. The student has had a leg disability affecting both legs since birth and requires
crutches to walk. The qualitative data, consisting of semi-controlled interview responses of the student
and her host mother, as well as field notes gathered by observation, will reveal a marginal story, aneglected area of inquiry in study abroad research. The presentation will report on her language
learning, intercultural learning, and personal growth, and discuss the implications for assisting disabledstudents studying abroad.

RM 201 (GILE SIG Forum) Teaching Activities for Global Citizenship & Innovation
Kip Cates (Tottori University), Caroline Latham (Meio University, Professor Emeritus),
Juhi Gupta (Nagoya University of Foreign Studies), Anthony Torbert (Kobe Gakuin University), Jennie Roloff Rothman (International Christian University)
The Global Issues in Language Education SIG Forum will be a panel discussion open to all interested
people. This session, which links global citizenship and PanSIG’s theme of innovation, will featureclassroom teachers' innovative ideas for the classroom and beyond. Each panelist will discuss teaching
objectives, materials, methods and activities as well as challenges, successes, problems and student
responses. Time will be allotted during the session for questions, comments and discussion. Learn thelatest teaching approaches and share your own ideas!
RM 205 (LILT) Shakespeare in a Content-based Life Science CourseJohn Frederick Maune (Hokusei Gakuen University)

Zeffirelli's version of Shakespeare's Romeo and Juliet takes center stage in a content-based life scienceclass for second year English majors. Concepts such as aggression, parental investment, sexual selection,
and, of course, love, to name a few, are illustrated by various scenes and select portions of the text. The
sensual poetic narrative holds the students' attention and piques their curiosity leading to more engaged
students who are also curious about the Shakespeare brand and its iconic western cultural mystique. Art
itself is also scrutinized and its adaptive value questioned. Romeo and Juliet is always well received by
the students.
RM 207 (CALL) Online Peer Pronunciation Feedback
Suzanne M. Yonesaka (Hokkai-Gakuen University) & Akio Ohnishi (Version2)
This presentation introduces P-CHECK, a plug-in for the Glexa LMS (Version2) used by 80 Japanese
universities. P-CHECK facilitates peer intelligibility feedback given during focused phonemic and suprasegmental practice. After introducing P-CHECK’s functions, the results of two pilot studies are briefly
presented. Study 1 (n = 59) confirmed P-CHECK’s functions, investigated the requisite amount offeedback, and explored relationships among intelligibility, feedback accuracy, and feedback confidence.
Experimental study 2 (n = 55) investigated differences in learner attitude between learners giving peer
feedback face-to-face and those using P-CHECK. This presentation will be of interest to pronunciationteachers, Glexa users, and software developers.

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RM 209 (SO) School Owners' SIG Forum
Ryan Hagglund (School Owners' SIG)

2:30

This session will provide an opportunity for school owners to meet in person and address issues related
to school ownership. Topics may include but no limited to hiring, pricing, advertising, communicatingwith students/parents, and/or balancing educational quality with profit.

3:15

RM 210 (CALL) The Effect of Smartphone Video Recording Homework
Hisayo Kikuchi (Aoyama Gakuin University)
This study explores the use of smartphone video-recording technology as a tool for improving student
homework performance. Thirty first-year students were assigned 10 one-minute homework projects
over a three-month period. Five of the assignments were to be completed using smartphone video
technology, the other five in a traditional written format. Data collected using pre- and post-study
survey, instructed oral interview, and analysis of the students' homework performance indicate thatsmartphone-video homework resulted in students (1) spending more time on their homework; (2)feeling more responsibility about completing the assignments independently; and (3) perceiving that
homework led to deeper learning.

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RM 211 (BIL) Which School Would You Send Your Kids To? Why?
Shizuka Miyara (Kadena Base, Japan) & Takaaki Hiratsuka (University of the Ryukyus)

As the wave of globalization has continued to grow, the number of parents in Japan who send theirchildren to immersion programs is currently rising. This presentation reports on a study that examinedfactors influencing parents’ decision making when choosing their children’s schools. An internationallymarried couple (American husband and Japanese wife) who have two children took part in the study.
Data were collected through semi-structured interviews and were analyzed via a content analysis.
Findings indicated that the couple made the decisions based on three major factors: (a) children’s
personality, (b) children’s willingness, and (c) children’s experience at an early age.
RM 212 (VOC) Analyzing Errors in L2 Written Productions Using a Word Knowledge Framework
Andrew Gallacher (Kyushu Sangyo University)

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Two Japanese university students' Mastery Sentences (sentences that use multiple aspects of word
knowledge to demonstrate target word meaning) were analyzed for the ability to demonstrate
productive knowledge of meaning, written form, grammatical behavior and collocation. Errors based onthese word knowledge types were coded to identify areas of difficulty for each student. Quantitative
results indicate a hierarchy of difficulty among word knowledge types that was shared by bothparticipants, while qualitative analyses highlight patterns of mistakes found underlying these categories.
Using a word knowledge framework to analyze written productions proved useful in identifying
students' weaknesses in productive word knowledge.
RM 301 (PRG) Scaffolding in Interactional Oral Language Tests
Eric Hauser (University of Electro-Communications & University of Hawaiʻi at Mānoa)The data for this presentation come from video-recorded interactional oral English language tests at aJapanese university. Using Multimodal Conversation Analysis (i.e., analysis focusing not only on talk but
also gaze, gesture, body posture, and any other relevant semiotic resources), I examine language- andtask-related assistance, or scaffolding, sometimes provided to test-takers by the examiner. Task-related
assistance helped the test-taker produce a successful test performance. However, there was limited
evidence that language-related assistance was even noticed by the test-takers or had any effect on theirlanguage.
RM 302 (Sponsored) “One Stop English": Resolve Your Concerns in the Classroom
Makoto Sato (Macmillan)
Introduction to “One Stop English” for teachers to prepare classes. In this presentation, we will
introduce the world's leading teacher resource website. In terms of materials, this site has over 9,000
resources, including lesson plans, worksheets, audio, video and flashcards, One Stop English is theworld’s number one resource site for English language teachers. Whether you teach Business English,
Young Learners, Exams, or CLIL, you will find resources to help your classes. Come along to thepresentation to see why over 700,000 teachers have registered to this educational resource website.
(Please note—this presentation will be in Japanese). このプレゼンテーションでは「授業の準備の時間がない」「授業プラン
はどうするの？」そんな先生の悩みを解決します。 —Sponsored by Macmillan LanguageHouse.
RM 305 (GALE) Creating Comfortable Classes for LGBTQ Students
Ashley Russell Moore (Osaka Institute of Technology)
What factors affect whether lesbian, gay, bisexual, transgender, and queer (LGBTQ) students feel
comfortable in language classes? How can we make our classrooms more inclusive? In this session I will
discuss the early findings of a qualitative study that uses constructivist grounded theory to examine theexperiences of LGBTQ students of Japanese as a second language within their classrooms. I will finish by
sharing concrete steps that language teachers can take to create better learning environments for
LGBTQ students and their classmates.

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RM 306 (MBE) “Back-to-the-Future” Essays Come Alive
Harumi Kimura (Miyagi Gakuin Women's University)

This is an exploratory qualitative study investigating how writing a Back-to-the-Future essay helps L2
learners to envision a clear and elaborate ideal self-image as an L2 user and actively exert agency on
behaviors they believe match the images they have of their ideal self. The essays by a university music
major demonstrate how composing this kind of essay, written by her future self as if she were looking
back on her past, cultivate visions for her future. The essays can act as a self-guide, a motivating tool
more powerful than a “looking forward” essay.

10:30

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Sakuraum 1F (TBL) Teacher Noticing, Interaction, and Alignment: Implications for Task-Based
Language Teaching
Daniel O. Jackson (Kanda University of International Studies) & Minyoung Cho (Korea
University, Korea)
Teacher noticing and alignment are valuable resources for task-based language teaching (TBLT). We
argue that teacher noticing (van Es & Sherin, 2002) underpins instructors’ efforts to promote interaction
via TBLT. This presentation builds on a study of teacher noticing among undergraduate teacher trainees.
We analyze in detail examples from the data, in which trainees reported noticing interaction during theirteaching. These examples show how cognitive, affective, and physical alignment (Atkinson, 2014) may
facilitate interaction during demonstration lessons. We conclude by describing how: (a) task-basedlearning may grow out of interaction broadly conceived, and (b) our results may foster teacher
development.
RM 107 (PRG) Listener Perceptions of Complimenting on Study Abroad
James Broadbridge (J. F. Oberlin University) & Joseph Siegel (Meiji Gakuin University)
The ability to both receive and make compliments is of importance as it allows speakers to break the ice,develop conversation and maintain harmonious relationships. This presentation reports on the pragmaticdevelopment of a group of 5 students on a one-semester study abroad program. Participants completedoral discourse completion tasks prior to departure and upon their return. Presenters will report on thefindings of the study with examples of students' compliments and compliment responses. They will also
discuss how the student output was rated by both EFL teachers in Japan and members of the hostcommunity.
RM 108 (Sponsored) Foreign Language Learning Methods in Multilingual Contexts
Tomoyoshi Takemura (Okinawa Christian University Learning Support Center)

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When I was in Bolivia, I spoke Okinawan at home and was educated in Spanish at school. I came back to
Okinawa at 12 years old, and I was forced to attend Japanese elementary school. Later, I learned English
and Chinese. I strongly feel that there is a big difference between these four languages' acquisition
processes. My presentation will discuss differences between each of these language’s acquisition
processes based on my personal experiences and then, based on these differences, I'd like to propose
some relevant teaching methods.

3:45—SIG Events—

4:15

Task Based Learning SIG
3rd “TBLT in Asia” Conference
June 25-26, Kyoto, Japan
http://www.tblsig.org/conference

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RM 111 (SA) How Did Regular High School Classes in Canada Affect L2 English Writing
Proficiency of Japanese High School Students?
Hisashi Tominaga (Tokai Gakuen High School)
Study-abroad experiences for Japanese high school students are increasingly common these days forseveral reasons, including increasing awareness of globalization in Japan. This presentation will introduce
Canadian secondary school classes taken over the course of a 1-year study abroad experience by 18
Japanese high school students focusing on eight courses over two semesters. Utilizing a case study
approach, how these overseas classes affected L2 writing proficiency will be discussed by examining theclass materials, textbooks and the essay assignments written by each student. Improvement on writing
was seen based on the results of the students.
RM 205 (LILT) Taking a Lit Circles Approach to Academic English
Alastair John Graham-Marr (Tokyo University of Science)

Literature circles (LC), an activity framework for classroom discussion, has been adapted for EFL classes
to help students engage more deeply with reading texts. In this approach, students read texts outside ofclass, and discuss the texts in class, using a specified discussion framework. However, many adaptions of
this approach have used fiction as source material. Feeling pressure to match course content with thelabour market needs of our contemporary global society, English departments are increasingly being
asked to include more academic content in their classes. This presentation reports on a class that usedacademic non-fiction as source material.
RM 207 (CALL) Total Immersion: VR Headsets in Language Learning
Josh Brunotte (Nanzan University) & Chris Hastings (Nagoya University of Foreign
Studies)

Virtual Reality is about to change the world. Researchers predict that ownership of virtual-reality
devices will reach 38 million by the end of 2020. This technology will undoubtedly transform our lives,
but how might it be positively incorporated into the language classroom? In this workshop participants
can learn about practical and affordable applications of VR and what language learning tasks it may beappropriate for. Attendees will have the opportunity for hands on experience with the recently released
Google Cardboard device from the perspectives of both instructors and language learners, and will
discuss the possibilities for innovation in this field.

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RM 210 (CALL) Flipping Video: Autonomy in the Classroom through Technology
Kevin Ryan (Showa Women's University)

3:15

We leverage technology by “flipping” a language class; introducing video-based language content outside
the class and using that content as a base for in-class student-lead discussion. This method aims to achieve
the delicate balance of increasing autonomy while focusing on language development by controlling therange of activities. We cover the “what, why and how” by sampling activities, videos of student
interaction, technology of Google Drive and Moodle, and student feedback on the process.

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RM 211 (PRG) Teaching L2 Pragmatic Strategies to Young Learners
Akiko Chiba (The Open University of Hong Kong)

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L2 pragmatics knowledge is regarded today as one of the key factors for developing language learners’communicative competence. Despite the abundant literature in interlanguage pragmatics worldwide,
past studies have predominantly dealt with adults, leaving younger learners as an underrepresented
population. To fill this gap, this pilot study investigated various interventions for English pragmatic
strategies for 3 elementary-age learners. While some pragmalinguistic and sociopragmatic competence
were observed, learners failed to derive intended meanings from implicature, suggesting the order of
emergence in pragmatic development. The result also raised a question about the suitable age toincorporate pragmatic component into language programs.

RM 212 (VOC) Lexical Coverage of the TOEIC
Masaya Kanzaki (Kanda University of International Studies)

In order to investigate the lexical coverage of the TOEIC, the spoken and written parts of 34 ETSgenerated TOEIC practice tests, consisting of 326,085 running words, were analyzed using the RANGE
program with the BNC and COCA word family lists. The results showed that the first three BNC/
COCA lists containing 3,000 word families, plus proper nouns and marginal words, provided 95%
coverage. However, not all of the 3,000 word families appeared in the TOEIC practice tests, and acloser examination indicated that fewer than 2,000 word families were needed to reach 95% coverage.
RM 301 (PRG) Longitudinal Pragmatic Development in ELF Interaction
Aki Siegel (Rikkyo University)
This study investigates the longitudinal development of word search sequences in naturally occurringinteraction. Participants were two L2 speakers of English engaged in ELF interactions at a university
dormitory in Japan. Video recordings across five months, approximately four hours of video
conversations were collected, transcribed, and analyzed using Conversation Analysis. The longitudinal
analysis of the interactions demonstrated changes in effectiveness of resolving word searches, orientation
towards the interactional goal, and emergent use of language to secure intersubjectivity. Findings suggestthat co-adaptation of the interlocutors lead to unique language use in ELF interactions, which may be
distinct from native speaker norms.
RM 302 (CUE) A Gadget that Makes Your Students Really Listen
Masahiko Goshi (Tokai University)
This presentation will discuss how students react to two different means of listening in listening classes:
1) a conventional class-based listening exercise using a CD player, and 2) alternative listening activities
using individual earphones connected to IC players. The survey conducted at the end of the term
indicates that over 80% of the students (51 out of 61) prefer the alternative listening method. The
presentation will explore various reasons for the preference, and will suggest additional possible
exploitations.
RM 305 (GALE) Gender, Identity, and Language Awareness
Erin Anne Hughes (Kanda University of International Studies)
The presenter will report on a qualitative, ethnographic research project that investigates the efficacy ofusing fieldwork as a means to help learners discover and analyze the socially constructed intersections
between gender, sexuality, identity, and language in an EFL setting. Findings are based on the reflections
and coursework of a small group of volunteer participant students attending a 15-week gender andsexuality course in English at a private international studies university in Kanto. Though students
provided various interpretations and emotional responses to their fieldwork results, their feedback
suggests that the project enabled them to question their beliefs about gender.
RM 306 (LD) The Use Of "English" Names by Chinese International Students.
David Clayton (Doshisha Women's College of Liberal Arts)
It is a common practice for Chinese international students to adopt “English” names in their interactions
with teachers and peers when studying abroad. This presentation will outline research undertaken
among a cohort of Chinese international students at a pre-sessional English course for postgraduate
students in the UK. The research attempted to find out why students adopted “English” names, theirattitudes to teachers using their real names, teachers’ attitudes to the practice, and the potential benefits
and drawbacks of it. As well as issues related to L2 learners’ identities, the practical implications forlanguage teachers will also be discussed.

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Sakuraum 1F (TBL) Fluency Development Activities and Language Change
Timothy Jonathan Doe (Kwansei Gakuin University)

Repeated narrative activities have been shown to lead to development in learners’ spoken fluency, andcould also impact other aspects of output. However, few studies have looked at the how the complexity,
accuracy, and fluency (CAF) features of language produced in these activities may change over time.
This study investigated the differences in CAF measures made by 20 Japanese university students whocompleted a 3/2/1 speaking activity over an academic semester. Results indicated that, while most of
the measures remained relatively stable, the accuracy measures tended to fluctuate and appeared to be
influenced by the tasks’ topics.
RM 107 (CUE) Profiling EFL Learners’ Motivational Trajectories—A Longitudinal MixedMethods Study
Neil McClelland (University of Kitakyushu)

Second language learning motivational trajectories were investigated at one university in West Japan. In
a mixed-methods study: Stage 1 developed longitudinal ‘motivational profiles’ based on four attitudinal
dimensions: Internationalism; Grade-orientation; Attitudes to native-speakers; and Interest in English
media, and TOEIC scores submitted over two years. Stage 2 employed narrative elicitation withselected students to highlight ‘critical incidents’ in their experiences with English; both before andduring their time at university. The outcome of the study was a set of Thematic Language Learning
Histories (TLLH) that combine quantitative profiles with in-depth analysis of narrative accounts
provided by the students.
RM 108 (Sponsored) Encouraging Japan's Younger Generations to Be Global Citizens
Sumiko Ogawa (Meio University)

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Our younger generation’s curiosity to discover the world has been blunted by cramming, chopped
knowledge, excessive virtual experiences, and imposed study by parents and teachers. This presentation
will consider how to find solutions as to how students can happily survive and prosper in a global
society. Education for global citizenship helps enable younger generations to develop the corecompetencies that allow them to actively engage with the world, and it helps them to develop values andresilience that will enable their success in the future. Accordingly, this presentation will share ideas for
improving the future prospects of Japan’s younger generations.
RM 111 (SA) Innovative Global Education: The Asia Program
David Williams (Josai International University)
The MEXT Super Global University Project has significantly expanded the global reach of language
studies and exchange programs in Japanese tertiary education. However, just 37 universities wereselected for the project leaving the majority of institutes to develop their own innovative global
strategies. One university, Josai international University, together with 4 Asian partners, established in2012 a for credit summer program offering students English-medium instruction together with
opportunities for cultural exchange. This presentation will outline the program and the benefits it hasbrought to the university’s broader global objectives. Audience feedback will be welcomed.
RM 205 (LIT) A Nursery Rhyme Presentation Project
Lorraine Kipling (Kanda University of International Studies)

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Nursery rhymes provide a fun and effective way for learners of all ages to focus on chunks of language
using accessible and authentic texts. This presentation details the rationale and methodology behindusing nursery rhymes as the focus of a university-level in-class group research and presentation project.
Students research the history, meaning and function of nursery rhymes, and practice annotating,pronunciation, and presentation skills. Using examples of project work and feedback from students, thepresenter argues that this project enables students to become familiar with some simple but iconic texts
while developing key skills.

RM 207 (CALL) Digital Storytelling to Promote Development of Workplace Skills: A MalaysianExperience
Siew Ming Thang (The National University of Malaysia) & Najihah Mahmud (University
of York, England)
The use of storytelling in teaching languages has been revived with the advent of digital storytelling(DST), a technological innovation which combines the art of storytelling with a variety of audio, video
and multimedia images. Studies in western countries have revealed that DST is effective in infusing ICT
literacy, inventive thinking and problem solving skills among students (Robin, 2006, 2008; Hafner &Miller, 2011). This study sets out to investigate the effectiveness of DST in fostering the development of
workplace skills among undergraduates undertaking an English for Academic Purpose (EAP) course at a
public university in Malaysia.
RM 210 (CALL) Using iPad and YouTube to Promote Syntactic Complexity in a Speaking Task
Maki Terauchi Ho (St. Michael International School, Japan)
Although Japanese adults have studied English for at least 6 years, few feel that they have acquired
sufficient speaking skills. In this study, adult beginning-proficiency students were taught coordinating
conjunctions and verb tenses to help them perform English speaking tasks while controlling for new
vocabulary. iPads and YouTube were used to provide input, establish a basis for producing output, andaid their comprehension and autonomy. The results showed that the participants improved in terms ofsyntactic complexity as measured by number of words per sentence.
RM 212 (VOC) Visual Corpus: Vocabulary across Cultures
John Campbell-Larsen (Kyoto Women's University) & Cameron Romney (Doshisha
University)

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The vocabularies of Japanese and English have a nuanced and complex interrelationship that is often not
captured by dictionary definitions: such definitions often assume a one-to-one correspondence that is not
actually the case. However, internet image searches of supposedly corresponding words in English andJapanese can reveal differing aspects and nuances of meaning not apparent in traditional definitions. This
presentation will examine words such as ‘scold’, ‘co-operate’ and ‘bully’ and their common Japanesetranslations through their representations in Google images. The presenters will discuss differences ofcultural outlook and values in the way these words are visualized on the web.

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RM 301 (PRG) Membership Category in Out-of-Class Language Learning
Yosuke Ogawa (Kansai University)

2:30

This study focuses on membership categories between friends in informal language teaching situations.
The data is taken from regular out-of-class language exchange sessions in which Japanese and foreign
students casually teach their own language. This presentation will highlight some of the interactional
practices students prioritise in both the teaching/learning role and the friendship role particularly withregard to the process of the membership category construction. The video-recorded sessions aretranscribed in detail and the analysis focuses on how learning-students and teaching-students manage
their interaction in terms of code-switching, sequential structure, and use of English as a Lingua Franca.
RM 302 (LD) Learner Engagement in Target Academic Literacy Practices: Investigating
Learner Perceptions in an Academic English Program
Trevor Vaughan Edmunds (Royal Melbourne Institute of Technology, Vietnam)
Research increasingly shows that social interaction and collaborative activities in classroom settings are
significant factors in learner engagement and learning outcomes. This study examines student
perceptions of how dialogic, collaborative learning environments created learning opportunities in an
academic English program in an international university located in Vietnam. The presenter will explain
how specific literacy events embedded within structured teamwork settings allowed students to pool
together linguistic and knowledge-based resources, overcome difficulties and facilitate greater awarenessof target academic literacy practices. Student perceptions of their development will be discussed andpractical recommendations regarding literacy skills instruction will be made.

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Sunday Poster Sessions

Sakuraum 6F Hall(BC) Communication Strategies for Global Marketing
Andrew Reimann (Utsunomiya University)

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Including cultural content in language education can be interesting; however, the practical aspects canoften elude teachers and be overly ambiguous for students. Global Marketing is a growing field which
requires a deeper understanding of cultural and individual differences. This presentation highlights
several methods and activities for enhancing cultural understanding and communication strategies which
can be directly applied to real world tasks. By raising learners' awareness of cultural and individual
differences, they will become better communicators, enabling them to interact with a greater range of
people and create ideas that spread.
(BIL) Bilingual and Translingual School Models around the World
Benjamin Mathews James, Lee Kevin Blowers, & Kieran Patrick Shields (KansaiInternational Academy)
With the growing interest in the linguistic and cognitive benefits of bilingualism, this session will
explore various bilingual and translingual school models used in schools around the world. Presenterswill outline defining features in both bilingual and translingual school models, citing practical examples
in a range of schools across Europe and Asia. Information about each school's language policies, language
usage, language learner support, timetables, and staffing will be included to guide the design of effective
school and classroom language learning environments.
(TD) CELTA: Meeting Trainees’ Expectations?
Deborah Broadby (Nagoya College)

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A Certificate in English Language Teaching to Adults (CELTA) offered through the University ofCambridge, is increasing becoming a prerequisite for teaching positions in universities and various
language institutions. This presentation reports on research conducted during a four-week intensive
CELTA course in Thailand, 2016. Data is drawn from a preliminary questionnaire conducted in the firstweek of training and a final questionnaire given upon completion of the course. The questionnairesconsist of both qualitative and quantitative questions about the trainee’s expectations of the course andfinally if these expectations were met.

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(CUE) Effect of Written and Oral Feedback on Student Use of Pragmatic Features in Academic
Writing
Garrett Sayre DeOrio (Gakushuin Women's College) & Christopher Carr Pellegrini(Waseda University)

3:15

This comparative study examined the effect of written and oral feedback on the ability of 55 highproficiency EFL students at two Japanese universities to use standard academic tone and register inacademic writing assignments. The output of students who received written and oral feedback on theappropriate use of person, contractions, conjunctions, and discourse markers in the early drafts ofacademic essays was compared with the output of students who did not receive feedback on early drafts.
In addition, the consistency with which the students who received feedback were able to use suchfeatures was measured.

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(GILE) Global Greenglish Project
Hitomi Sakamoto (Toyo Gakuen University)
Global Greenglish Project connects students in one country to students in another country and theylearn about environmental issues in English. The author started this project with children in Fukushima
and children in Turkey. “Greenglish” is a coined word of “green” and “English”. The Turkish students
were worried about children in Fukushima after the accident of the Fukushima Nuclear Power Plant
because they had learned about radiation in their English classes and sent encouraging letters to
Fukushima. The author helped the students in Fukushima to exchange video letters and posters withenvironmental messages in English with Turkish students.

Sunday Poster Sessions

Sakuraum 6F Hall

Sun

(THT) Creating English for Tourism Purposes Programs Using a CLIL Framework
Jeffrey Stewart Morrow (Prefectural University of Kumamoto)
In Asia, the impact of tourism to GDP has been remarkable for the past decade, and the industry may
contribute up to 9.2% of worldwide employment by 2020. This being the case, effective English
communication becomes a necessary skill for tourism employment. In order to facilitate the needs of
tourism employees, Content and Language Integrated Learning (CLIL) programs could be instituted toincrease metalinguistic awareness and communicative competence in content-based situations. This
presentation focuses on using a CLIL framework to develop effective English programs for tourism
programs in Asia. (This has poster has been moved to Saturday.)(GILE) Teaching Language Students the Value of Empathy
Juhi Gupta (Nagoya University of Foreign Studies)
To highlight the utility of language tasks outside the classroom, this presentation demonstrates the
successful results of teaching global issues in a university mixed-levels class for English language
students. The students analyzed global issues, did volunteer work, and participated in group discussions
and activities on such issues as illiteracy, gender inequality and refugees. The demonstration includes
reports on work done by the students during the course and other activities that were used to develop
their empathy and critical thinking. Specifically, the presenter will show how students developed theircommunication skills by writing about and presenting on their respective volunteering experiences.

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(LD) Q Method: An Engaging Way to Study Learners’ Views
Kay Irie (Gakushuin University)

This poster session introduces Q methodology, a research method that is specifically designed toinvestigate people’s subjectivity on a topic. This innovative method bridges quantitive and qualitative
research traditions by combining rank-ordering of statements, interviews, by-person factor analysis, anddeveloping a narrative account of the views identified. Although this method is being widely used in
Humanities and Social Sciences, it is still largely unknown in SLA. In this presentation, I will outline thesteps taken in the method highlighting how engaging the method is for both researchers and participants
and robust it is to maintain the individuals’ viewpoints.

1:30(TD) Creating Conditions for Collaborative Learning
Larry Xethakis (Kumamoto University)

2:30

Collaborative learning is more than just a collection of pair and group work activities. Effectively
employing collaborative learning requires teachers to re-conceptualize their classroom as a 'created'
space—one that has been designed by the teacher to create the kinds of learning opportunities that makecollaborative learning an effective pedagogical tool. This requires principles that underlie the design.
This presentation describes the development of principles grounded in collaborative learning theories tocreate a collaborative learning environment in a university ESP classroom. This knowledge can help
teachers re-conceptualize the use and aims of conventional pair and group activities as well.
(ER) Extensive Reading and Google Forms
Luc Roberge (Nagasaki Junior College), John Patrick Owatari-Dorgan (Nagasaki
International University), Brendan Van Deusen (Nagasaki International University)
The presenters will discuss how two post-secondary institutions utilized Google Forms over the periodof one school year to collect reading data, for the purpose of assessment and evaluation, from 60
students participating in ER. The purpose of this action research study was to use technology, such
Google Forms, as a tool to make assessment and evaluation of ER both efficient for teachers andmeaningful and informative for students. Presenters will discuss both their findings as well as some of
the challenges encountered. Finally, some practical advice will be offered for those interested in
implementing similar practices in their own teaching context.

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Sunday Poster Sessions

Sakuraum 6F Hall

(CUE) Effective Peer Review by Non-Native English Users
Michael Mondejar (International University of Japan)

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The results of an exploratory study examining the effectiveness of non-native users of English inproviding peer feedback on research papers will be reviewed in this presentation. In the study, six nonnative English-speaking graduate students reviewed and provided both written and verbal feedback on
drafts of the Masters theses of their colleagues. Half of the participants reviewed theses in the sameacademic discipline as their own, while the other half were provided theses from a different field.
Academic writing instructors, particularly those interested in utilizing peer feedback or providing
support to students writing research papers, would benefit from this presentation.
(CALL) L2 Performance in Text Chats
Nami Takase (Shizuoka University of Art and Culture)
With the recent unprecedented pace of technological advances, the use of Computer-MediatedCommunication (CMC) has become increasingly popular. A recent study has provided insights into theuse of CMC in the language classroom. However questions remain about whether the language used in
CMC is linguistically similar to face-to-face interaction or written language. This poster presentation
will demonstrate the tasks undertaken in the study’s CMC environment and show the results of L2
output by analyzing linguistic complexity and lexical diversity. Using CMC might provide learners withanother opportunity, aside from face-to-face interaction, for practicing L2.
(LD) Guiding Learners to Autonomy
Neil Daniel Curry & Yuri Imamura (Kanda University of International Studies)

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We will display our Effective Learning Module 1, which was developed to introduce students to the ideaof learner autonomy and techniques for self-directed learning. The Module’s contents show students
how to make choices pertaining to setting goals, strategies and resources to use, the development of alearning plan and a subsequent ‘implementation phase’. In the process they are guided by a learning
advisor, establishing a reflective dialogue enabling them to discover more about themselves as a learner.
Examples of module activities showing how the student develops a meta-knowledge of their learning
will demonstrate its use.
(CUE) Redefining ‘Integrativeness’ for a Globalized English—A Quantitative Study
Neil McClelland (University of Kitakyushu)
This poster presents an empirical test of the ‘L2-Motivational-Self System’ as often employed in selfreport questionnaires. Using exploratory analysis on whole-cohort data (N=652), the study shows thatneither ‘ideal-L2-self’ nor ‘ought-L2-self’ emerged as coherent psychological constructs. Rather, thescale-items were found subsumed under two more broadly defined factors relating to ‘Internationalism’
on one hand and ‘Parental Obligation’ on the other. Structural Equation Modelling subsequently foundsome indirect relation (0.31) between Internationalism and TOEIC scores over two years. The
implication for teachers is to emphasize the importance of English as a bridge to global citizenship rather
than simply a vocational skill.
(LD) "Just a Few More Minutes": Optimizing Time in Writing Center Sessions
Nicholas Dirk Delgrego (J. F. Oberlin University)
While still few in number, writing centers are becoming more integrated into university departments
across Japan. Students who attended writing center sessions at J. F. Oberlin University were asked for
feedback. Over 50% of 300 responses requested extended session times, but what is the optimal session
length? This presentation compares the length of different writing center sessions across Japan andanalyzes the strengths/weaknesses of varying lengths through discussions with directors, tutors andstudents. It also gives some suggestions for better organizing allotted session time. This information canalso be applied to other tutoring settings or general class management.

Sunday Poster Sessions

Sakuraum 6F Hall

Sun

(FLP) Input, Output, and Feedback in NS to NNS Online Interaction
Norman Ivey Fewell (Meio University) & George Robert MacLean (University of the
Ryukyus)Analyses of in-class dialog between English NS teachers and NNS students are fairly common; however,
online out-of-class communicative interaction has received much less attention. This study will examine
conversational features that appeared in such a situation: specifically, turn-taking, teacher talk, length ofutterances, feedback, and uptake. Data for the study is derived from a project that consisted of 70 EFL
students who communicated with their teachers via Skype. Audio recordings of the online
communicative interaction between students and teachers were examined to determine theconversational features of their exchanges and whether these varied from typical in-class communication.

(LiLT) Reframing the Learners’ Journey Using the Structure of the MonomythPeter Harrold (Kyushu Sangyo University)
The monomyth, often referred to as "the hero’s journey”, is a popular story structure identified by
Joseph Campbell as a narrative style independently replicated in the traditional stories of many cultures.
This presentation shares how the cross-cultural appeal of this narrative structure was used to provide aparallel narrative for language students embarking on their own learning journey. The narrative
structure was used to help communicate the learning objectives and requirements of a compulsory
English language course with low level students at a Japanese university, by visually mapping it onto thestudents' attendance cards.
(SA) The Effects of a Short-Term Study Abroad Program: A Case Study of Tokiwa University
Rika Otsu (Iwaki Meisei University) & Masao Satake (Tokiwa University)
This study investigates the effects of short-term study abroad program on language learning, crosscultural understanding, and the affective dimension of the participants through language tests andquestionnaires. In 2015 and 2016, 21 students from Tokiwa University participated in a 4-weekConversation & Culture Program at University of California, Irvine Extension in the U.S., which
included staying with an American family. The findings show that, even on a short-term program, studyabroad experience can enhance participants’ motivation to learn the target language, as well as theiractual language proficiency and their understanding of other cultures and people.
(CUE) Anxiety and Second Language Acquisition
Tokuyu Uza (Okinawa Christian University)

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This presentation will provide an overview of a study measuring anxiety towards English language
learning. A modified version of the Foreign Language Classroom Anxiety Scale (MacIntyre and Gardner,1991) was utilized to acquire data from 134 EFL Japanese university students. Results from aquestionnaire and follow-up interviews revealed that among a variety of factors, the role of self-esteem
was critical. In fact, comparisons of English language proficiency and questionnaire results seem toindicate that self-esteem may play a more influential role than previously thought.

3:15—SIG Events—

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Other Language Educators SIG
5th OLE conference
September 24, Nagoya

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Sakuraum 1F (Sponsored) Innovations in Education Forum: Promoting Better Feedback andInteraction with Learners (90 min)George Robert MacLean (University of the Ryukyus), Norman Ivey Fewell (Meio
University), Rab Paterson (Lakeland College Japan), & William Pellowe (Kinki
University)
Second language acquisition (SLA) research tells us that the receipt of timely feedback and interaction
are critical aspects of effective second language acquisition. Because of large class sizes and students who
are apprehensive to participate, it is often a challenge for English as a foreign language (EFL) educators
to effectively replicate the types of interactions and feedback exchanges students would experience in an
English as a second language (ESL) environment. This forum will bring together educators who areconcerned about successful methods and systems for improving such communication with students in
EFL environments, both inside and outside of the classroom.

RM 105 (LD) To What Extent Can Providing Scaffolding in ZPD Help in Developing SLA of
English Language Learners?
Asri Purnamasari (University of Exeter, United Kingdom)
As learners face difficulties in acquiring Second Language Acquisition (SLA) where English is used as aforeign language, in this presentation I will analyse my practice as a teacher in a secondary school inIndonesia through the lens of Vygotskian sociocultural theory—Zone of Proximal Development (ZPD).
I illustrate how ongoing support through cooperative learning which promoted teamwork and dialogue
among peers could help learners understand the concept of using procedure text. Although social
interaction involvement has been controversial, the learning process, through which support orscaffolding is provided in learners’ ZPD, can have a positive effect on language development.
RM 107 (Sponsored) Outreach and Educational Activities at a Nairobi Slum School (90 min)Zane Ritchie (Rikkyo University), Wayne Malcolm (University of Fukui), Richard Miller(Kobe Gakuin University), Michael Parrish (Kwansei Gakuin University), Michael
Greisamer (Kobe Gakuin University), Floyd H Graham III (Kansai Gaidai University), Eric
Gondree (Nagoya University of Foreign Studies)This forum highlights reflections on outreach and educational activities at Grapeyard School, Nairobi,
conducted as part of an academic study tour following the International Conference on Peace as a Global
Language 2016. Panelists will discuss the installation of a computer lab with digital textbooks as well as
present needs analyses, personal reflections and teaching observations. Finally, the panel will discuss
how to improve instruction in ELF in developing countries, what we can learn from the experience toapply to our own teaching practices in Japan and opportunities for connecting Japanese students with
African students for cultural and linguistic exchange.
RM 108 (Sponsored) Creative Teaching for 21st Century Learners
Barbara Hoskins Sakamoto (International Teacher Development Institute, Japan)
The secret helping students become both strong English users and critical and creative thinkers is tomake every moment of class time count. By building a strong English foundation, you can spend lesstime teaching language and more time using it to develop both the traditional four skills (speaking,listening, reading, and writing) and the 21st century 4Cs (communication, collaboration, creativity andcritical thinking) in every class. While this workshop will focus on teaching younger learners, thetechniques work for all ages and levels.

RM 109 (CUE) Cues And Queues for Publishing with OnCUE Journal
Glen Alan Hill (Obihiro University of Agriculture and Veterinary Medicine)

The OnCUE Journal (OCJ) is considered by many as a gold standard of SIG publications. Because CUE
does not focus on any specialty except tertiary education as a whole, OCJ encompasses a variety ofsections, something potential contributors may not know. This talk will provide detailed information on
the sections of OCJ for authors and for individuals considering joining the editorial staff. In addition to
explaining what section editors see as vital material, the presentation will demonstrate what writing
weaknesses to avoid in OCJ. The overall submission process will also be described with tips on dos anddon’ts for authors.

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RM 210 (CALL) Classroom Blogs as a New Tool in ESL Writing Classes
Cecilia Basabas Ikeguchi (Tsukuba Gakuin University)
This presentation will demonstrate how blogging can develop fluency and competency in writing
through highly motivating journaling projects. The presenter will introduce three types of blogs but will
focus on the classroom blogs. A practical teaching unit using a blog will be introduced, with easy-tofollow activities, and guided worksheets. The goal is to show that, by developing confidence andbuilding writing skills through a new and creative means of expression, classroom blogging is an effective
substitute to the traditional writing activities.
RM 211 (TYL) Using Storytelling as a Springboard for Primary English Classes
Alison Kate Nemoto (Miyagi University of Education)
Children's stories provide a stimulating and enjoyable context for exposure to language and can facilitate
natural construction of meaning through pictures, mime and voice. Stories can also familiarize children
with the sounds, rhythm and intonation of English. Emotional intelligence can also be developed, andstories can be a springboard for further activities using spoken interaction, as well as communication offeelings or thoughts through simple writing or drawing activities. In this presentation, I will demonstrate
how a primary English class can be developed and expanded from a story, chosen to link directly into thecurrent "Hi Friends!" syllabus.
RM 212 (ER) A Novel Idea
Danica Nishelle Young (Part-time university English teacher)
A novel idea focuses on using authentic young adult and children's war-themed novels in the university
classroom in order to generate opportunities for independent learning, cultural discussion, and studentcreated content with practical generational applications. The surprising consequences of cheerful test
taking, transformation of quieter students into leaders, and odd bursts of creativity will also be
discussed. This idea is especially designed for larger classes of multi-level students, though could easily
be applied in smaller classrooms and classes with more well defined student levels.

11:00
11:30
1:00

1:30
2:00
2:30
3:15

—SIG Events—

3:45

College and University Educators SIG
2016 CUE Conference
Sept 24, Kinki University, Osaka(Call for papers closes June 19)
http://conference.jaltcue.org/call/

4:15

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Sun

RM 210 (CALL) Sparking Creativity with Real-Time Web-Based Quizzes
Robert John Ashcroft (Tokai University)

10:30

Innovative new ways of fostering student creativity in the Computer Aided Language Learning (CALL)
classroom are continually emerging. One such innovation is 'Kahoot!', a free, blended-learning, gamebased app which allows users to create and administer web-based interactive quizzes, discussions andsurveys. The platform interface is engaging, user-friendly and easy to use. The presenter will
demonstrate some possible uses of the app and provide examples of students’ work illustrating the highlevels of creativity and collaboration inherent in using this dynamic pedagogical tool. The presenter will
also offer practical instruction on how to create and administer quizzes using the app.

11:00

RM 211 (TYL) Building Friendly Classroom Communities
Florence Valderama-Ito (Saitama Board of Education, Saitama JALT) & Sandra Daina
Wigmore (FACE English Academy, Kawasaki International School)

11:30

This presentation will help teachers to explore the role of creativity in the classroom, both in the senseof helping students to express their unique creative identity, and also by helping them to think about anduse language creatively, through a series of specially designed classroom activities using manipulatives.
The activities presented will be suitable for a broad range of students, from lower to high levels, and canbe used alongside your existing course materials.

1:00

RM 212 (ER) Selecting Interesting Reading Materials For Kids
Rob Waring (Notre Dame Seishin University)

1:30

This session will focus on ways to engage young learners in the reading process by selecting appropriate
reading materials. The selection is more than just choosing a fun book, but also involves the emotional
state of the child and how they view their abilities in English. This session will explore how to find an
appropriate balance between print and online materials in this age of digital technology to maximise
learning. A new series of graded readers especially written for children will be introduced.

2:00
2:30
3:15

4:15
RM 212 (ER) Online Options for Extensive Reading
Paul Goldberg (XReading)Over the past several years, more and more options have become available for online extensive reading.
In this presentation, the speaker will review various free and commercial websites that can be used forextensive reading. For each website there will be a short demonstration and an explanation of thebenefits and drawbacks. Additionally, the presenter will show various strategies that teachers andstudents can use to get the most out of an extensive reading program that takes advantage of online
content.

3:45—SIG Events—

4:15

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Mind, Brain, & Education SIG
FAB9 in Cebu, Philippines August 26 - 28, 2016
Best Western Sand Bar Beach Resort
Call for presentations: http://fab-efl.com/page1/index.html

Call for Papers
As a presenter at JALT PanSIG206, you are cordially invited to submit a paper based on your presentation for
publication in a special volume titled “The 2016 PanSIG Journal”. In the same way that your presentation wasvetted prior to the conference, your conference paper will also be subjected to peer review. Publication in thisspecial volume qualifies as a refereed publication. We would therefore like to encourage you to submit a paper.
Submission Deadline: August 1st, 2016.
Initial results of reviews to be announced by September 31, 2016.
Target Publishing Date: February 2017.
General Guidelines:Your paper should be no longer than the word count of 3000 words, including references. Forum presenters can
submit a paper as a group or individually. If forum presenters are submitting individually the topic of the individual
papers must be different enough to warrant individual submissions. Follow the PanSig Journal Style Sheet.
Information can be found on the PanSIG Journal website at <pansigjournal.org>.
Submit your text as a Word file with tables and figures attached in the manner described in the Style Sheet. Ask afriend or colleague to check your paper before you submit it. You should use their comments to improve yourwork, and your reader will be able to identify any errors which may exist. Papers submitted to this volume must
not have been previously published, nor should they be under consideration for publication elsewhere. All
manuscripts are first reviewed by an editor to ensure they comply with JALT Guidelines. Those considered for
publication are subject to blind review by at least two readers. When submitting your papers please submit them asa Word document. Word documents should be saved with the following file name “PanSig2016_(your familyname).docx”. Receipt of your submission will be acknowledged within one week of sending it. Please contact theproceedings editors if you have any questions.
Selection and Editing Procedure:Once your paper has been received, it will be given an initial review by the editors. Each paper that is judged as
being suitable for possible publication is sent to two Reading Committee members for review. These readers will
receive blind papers (i.e., your name and personal information will be removed prior to sending). Papers that are
positively reviewed will be assigned an editor to work with on any editing, rewriting, or correction of papers. The
selection of papers will be based on feedback from both the reading committee and the editors. Successful writers
will be notified and will have a final opportunity to tweak their papers. Articles will be sent out for proofing andlayout, after which writers and editors will complete a final check.
Please note that due to the large number of papers to be processed, incomplete submissions (e.g., lacking
translated abstracts or necessary graphics), incorrectly formatted submissions (see the style guide for formatting
instructions), or excessively long papers will NOT be considered for inclusion.
Questions about the proceedings may be sent to the editor.
Gavin Brooks, Editor
The 2016 PanSIG Journal
pansigproceedings@gmail.com

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