Conference Handbook

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Table of Contents
Message from the Conference Chair ------------------------------------------------------3
Schedule Highlights ------------------------------------------------------------------------4
JALT Code of Conduct ---------------------------------------------------------------------5
PanSIG2018 Committee -------------------------------------------------------------------6
Index of Conferences Listed ---------------------------------------------------------------6
Message from the President of Toyo Gakuen University ---------------------------------7
Site Maps and Quick Location Guide -------------------------------------------------- 8–9
JALT Special Interest Groups -------------------------------------------------------- 10–13
JALT PanSIG Commercial Presentations ------------------------------------------- 14–15
PanSIG Plenary Conversations ---------------------------------------------------------- 16
SIG Forums and SIG Sponsored Speakers ------------------------------------------ 17–21
Saturday Morning Events (10:30–11:55) -------------------------------------------- 22–28
PanSIG Plenary Conversation 1 (1:00–1:55) -------------------------------------------- 29
Saturday Afternoon Events (2:00–6:25) --------------------------------------------- 30–45
JALT 2019 International Conference ------------------------------------------------ 46–47
PanSIG Plenary Conversation 2 (10:00–10:55) ----------------------------------------- 49
Sunday Morning Events (10:30–11:55) --------------------------------------------- 49–56
Sunday Afternoon Events (1:00–1:55) ---------------------------------------------- 56–61
PanSIG Plenary Conversation 3 (2:00–2:55) ---------------------------------------- 62–63
Sunday Afternoon Events (3:00–6:25) ---------------------------------------------- 56–75
Presentations by SIG ----------------------------------------------------------------- 76–85
Index of Presenters ------------------------------------------------------------------- 86–89
Call for Papers ---------------------------------------------------------------------------- 88
PanSIG and the Environment ----------------------------------------------------------- 89
List of Proposal Readers ----------------------------------------------------------------- 90

Acknowledgments
We would like to thank Toyo Gakuen University (Hongo campus) for theircooperation in hosting PanSIG2018. We would also like to thank the following JALT
Associate Members for their continued support of the PanSIG conference: ABAXELT Publications, englishbooks.jp, ESL Learning, Macmillan Education, Nellie’s,
Oxford University Press, Tryalogue, and XReading.com. In addition, we also want tothank these groups for their support of this PanSIG: Tanuki Games and West Japan
Cambridge Centre.
Finally, we would like to express our
gratitude to the student volunteersof Toyo Gakuen University, Hongo
Campus for providing additional
support on-site.

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Message from the Conference Chair
Jennie Roloff Rothman
On behalf of the 2018 PanSIG committee, I’d like to welcome you to
Toyo Gakuen University’s Hongo Campus for the 17th annual PanSIG
conference. Pan means “all inclusive” and such inclusivity is our goal.
This year, nearly all of the Special Interest Groups in Japan Association
for Language Teaching (JALT) are participating. These SIGs provide
volunteers to advise on conference planning, review submissions, andserve on conference teams. This event would not have been possible without their collaboration.
PanSIG2018 features over 215 presentations ranging across teaching contexts, methodologies,
pedagogies, and SIG topics. All of this makes PanSIG truly Pan-SIG.
In another nod to inclusiveness, PanSIG2018 has tried to seek out a variety of voices in language
education. That means providing a stage for those not always given one, as well as removing
barriers that prevent access to conference content. By reaching across contexts, professional
affiliations, languages, genders, and national identities, we acknowledge everyone’s contribution
to the field. PanSIG is not just for university educators; it is also for eikaiwa teachers, ALTs, andpublic school teachers. It is not only for L1 English speakers; it is for everyone. In this sense too,
we are all-inclusive.
Special thanks go to our six plenary speakers for their thought-provoking conversations that
include varied perspectives on language education: Dr. Quint Oga-Baldwin and Mayumi Abe(Plenary Conversation 1), Drs. Atsushi Iida and Tomohisa Machida (Plenary Conversation 2),
and Maria Theresa Niibori and Satomi Miura (Plenary Conversation 3).
Another important goal for PanSIG2018 is to significantly reduce its environmental footprint.
What we consume and produce in conducting the conference affects everyone in the sharedspace we are using as well as around the planet. Please take a moment to read about what we aredoing to minimize our impact. We encourage you to join us in our efforts. Please proudly carry
your travel mugs and think green!
I’d like to express my deepest gratitude to everyone who has helped organize this conference.
The SIG liaisons providing feedback and members of the working committee have worked
tirelessly throughout the year. The on-site volunteers are working to ensure that you have an
enjoyable and productive experience in Tokyo. Thank you! Also, while this is a collaborative
effort, the buck stops with me. If you encounter a problem, please be polite with the volunteers,
but file complaints with yours truly.
Although I cannot mention all the volunteers here by name, the Site Team rock stars deserve
special mention. On behalf of the SIGs and the Steering Committee, thank you Andy Boon,
Jason Pratt, and the amazing student volunteers. Your work preparing the site and handling thelogistics of hosting 350+ guests makes PanSIG2018 possible.
In closing, whether you are here to present, promote, interact, or just listen, I hope you leave
Tokyo with some new ideas, some new friends and a greater appreciation for all the perspectives
in our field.

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Schedule Highlights
SATURDAY MAY 19
9:00 am–10:30 am ------------Registration
10:00 am–10:25 am -----------Opening (5100)
10:30 am–11:55 pm ----------Forums (LD, GILE, LiLT, ER)
10:30 am–11:25 pm ----------Presentations (4th and 5th floor)
11:00 am–11:55 pm ----------Poster Presentations (Hallways on 4th and 5th floor)
12:00 pm–1:00 pm------------LUNCH (Pre-ordered bentos available on 1st floor)
1:00 pm–1:55 pm -------------Plenary Conversation 1: Engaging Students (5100)
2:00 pm–2:55 pm -------------Presentations (4th and 5th floor)
2:30 pm–3:55 pm -------------Forums (CUE, MW, SA, PRAG, MAVR)
3:00 pm–3:55 pm -------------Poster Presentations (Hallways on 4th and 5th floor)
4:00 pm–4:25 pm -------------Coffee Break “& Associate Member Promotion (1st floor)
4:30 pm–5:55 pm -------------Forums (OLE, GALE, LLL, TEVAL)
5:00 pm–6:25 pm -------------Presentations (4th and 5th floor)
6:30 pm–8:30 pm -------------Networking Event (Building 1, 5th floor cafeteria)
Before 6:30 pm, please gather in the lobby of building 4/5
Entry to the building ONLY between 6:30 pm–7:00 pm
SUNDAY MAY 20
9:00 am–10:00 am ------------Registration
10:00 am–10:55 am ----------Plenary Conversation 2: Supporting Teachers (5100)
11:00 am–11:25 pm ----------Presentations (4th and 5th floor)
11:00 am–11:55 pm ----------Poster Presentations (Hallways on 4th and 5th floor)
11:00 am–11:55 pm ----------PanSIG2019 Planning Meeting (5100)
11:00 pm–12:25 pm ----------Forums (BIL, TD, BRAIN, BIZCOM, THT)
11:30 pm–11:55 pm ----------Presentations (4th and 5th floor)
12:00 pm–1:00 pm------------LUNCH (Pre-ordered bentos available on 1st floor)
1:00 pm–1:55 pm -------------Presentations (4th and 5th floor)
2:00 pm–2:55 pm -------------Plenary Conversation 3: Connecting Professionals (5100)
3:00 pm–3:25 pm -------------Coffee Break & Associate Member Promotion (1st floor)
3:00 pm–3:55 pm -------------Poster Presentations (Hallways on 4th and 5th floor)
3:30 pm–4:25 pm -------------Presentations (4th and 5th floor)
4:00 pm–5:25 pm -------------Forums (CALL, CEFR&LP, SO, SDD, CT)
4:30 pm–5:25 pm -------------Presentations (4th and 5th floor)

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JALT Code of Conduct
JALT is an organization that encourages diversity and inclusion which welcomes people of allraces and genders from around the world.
To ensure a safe and professionally-satisfying experience for all at PanSIG, attendees are asked
to read and abide by the JALT Code of Conduct.
JALT seeks to provide a safe, hospitable, and productive environment for all JALT members,
staff, volunteers, and event attendees, regardless of nationality, ethnicity, religion, disability,
physical appearance, gender, or sexual orientation. JALT prohibits any intimidating,threatening, or harassing conduct during JALT events and any socializing related to those
events.
You can read the complete JALT Code of Conduct athttps://jalt.org/main/jalt-code-conduct
Members of the group will be at the Code of Conduct table and welcome ideas of how to
improve the Code and make JALT an even more inclusive organization.

FOR EFFECTIVE ESL LEARNING

Way To Go!
A guided speaking
and listening strategy
Promotes full student participation
Creates positive and supportive classroom atmosphere
12 hours of effective online audio for independent study
Effective, challenging and attainable exercises
High student satisfaction with recognizable improvement
TOEIC level 350 – 650 benefits high school and university students

Please come and join our presentation to better understand how the Way To Go! text
and audio system can recognizably benefit your students.

http://www.WayToGoESL.com / Email : info@WayToGoESL.com

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PanSIG2018 Committee
Executive
Conference Chair
Jennie Roloff Rothman
Conference Co-Chair(2019 Chair)
Michael Hollenback
RPAC Rep
Joel Laurier
Analytics
Jim Sick
J LakeAM Liaison
George MacLean
PanSIG Journal
Brian Gallagher
Debopriyo Roy
Environment
Brent Simmonds
Communications
Mark Brierley
Maki Ho
On-site Registration
Adrianne Verla Uchida
Gabriela Schmidt
Margit Krause-Ono
Handbook
Joe Tomei
Finance
Conference Treasurers Peggy Ishikawa
Juha Vaittinen
Assistant Treasurers
Tadashi Ishida
Darla Cornett
Tim Pritchard

ProgramWendy Gough
Jamie Taylor
Scheduling
Cynthia He
Li-hsin Tu
Poster Sessions
Barry Keith
Adam Murray
SIG Forums
Caroline Handley
Plenaries
Tara McIlroy
Jason Pratt
Submissions

PR (Public Relations)PR
Mehrasa Alizadeh
WebsiteBill Pellowe
Facebook
Bobby Figueroa
Farrah Hasnain
Twitter
Jim George
Photographer
Jim George
Illustrator
James Dunn
Translation
Tokiko Hori
Site

Conference listings

Conference Site
Andy Boon
Jason Pratt

BIZCOM SIG (with IATEFL BE SIG)--------------------------------------------------------- 71
BRAIN SIG & Kitakyushu JALT chapter ----------------------------------------------------- 51
CUE SIG ---------------------------------------------------------------------------------------- 52
ER SIG ------------------------------------------------------------------------------------------ 45
Gunma JALT chapter -------------------------------------------------------------------------- 48
JALT CALL ------------------------------------------------------------------------------------- 23
JALT2019 International Conference ------------------------------------------------------ 46–47
JANET ------------------------------------------------------------------------------------------ 73
NanKyu JALT chapter (with JASAL) ---------------------------------------------------------- 35
Okinawa JALT chapter ------------------------------------------------------------------------ 82
SDD SIG ---------------------------------------------------------------------------------------- 74
SA SIG ------------------------------------------------------------------------------------------ 26
TD SIG & Tokyo JALT chapter ---------------------------------------------------------------- 61
TEVAL (with JLTA) ---------------------------------------------------------------------------- 21
THT Bangladesh ------------------------------------------------------------------------------- 19
THT Kyrgyzstan ------------------------------------------------------------------------------- 48
THT Nepal ------------------------------------------------------------------------------------- 75
THT Phillipines -------------------------------------------------------------------------------- 70
THT Vietnam ---------------------------------------------------------------------------------- 58

Message from the President of
Toyo Gakuen University
Welcome to Toyo Gakuen University (Togaku!)
It is my great pleasure to welcome teachers, educators, and researchers to the 18th
JALT PanSIG conference.
With its 90-year history of education from a dental college to a women’s college
and becoming a 4-year coeducational university in 1992, we at Togaku work hardto cultivate students as global citizens with the receptiveness to understand andaccept the differences between people, countries, and cultures. We recognize English
education as playing a huge part in helping students todevelop the necessary international communication skills
and knowledge they need to live in and respond to an everchanging world.
On behalf of the university, let me take this opportunity
to wish you a great conference. I truly hope you enjoy ourfacilities, have a rewarding experience, and have a very
pleasant and enjoyable stay in Tokyo.
Yusuke Dan
President, Toyo Gakuen University

PanSIG Networking Event
6:30 pm, 5th floor cafeteria, Building 1

Conference attendees who registered and paid for the banquet will receive aticket with their name tag and lanyard. This ticket will be required to enter thebanquet. The banquet will be held in the 5th floor cafeteria of building 1 and thebanquet ticket will be needed for entry.
We are sorry but tickets for the banquet will not be sold on-site. Your
understanding is appreciated.
Room 1505, located in the same building and on the same floor as the party
has been reserved as the cloak room for this event. It will not be staffed, butteachers are welcome to put their bags there with that understanding andknowledge that we take no responsibility for any loss or damage. Please also
note that entry to the building is ONLY between 6:30 pm–7:00 pm.

Site MapsA QUICK LOCATION GUIDE
Registration, plenaries,
and publisher displays ----------------- 1st floor
Cloakroom ----------------------------- 3rd floor, room 4303
Presentations --------------------------- 4th, 5th, and 6th floors
Poster presentations-------------------- Hallways of 4th and 5th floors
SIG area --------------------------------- 6th floor, 5600 lounge
Saturday Networking Event ----------- Building 1, 5th floor
Please do not enter Building 1 before 6:30 pm as it will be used for student testing
during the day. You must enter between 6:30 pm and 7:00 pm as access will only beavailable at that time.

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JALT Special Interest Groups & the PanSIG Conference
JALT SIGs are (inter)national in scope and are thematically diverse, based on shared academic, research,or pedagogical interests. Each SIG provides virtual and physical networks for members, which include
online forums, email lists, and groups on social networking sites. Many also produce one or more
publications such as newsletters or journals, hold mini-conferences or forums at major conferences
throughout the year, and sponsor and co-sponsor events with chapters and other SIGs, providing great
opportunities to support the professional and career development of their members. PanSIG is an annual
conference organized by members of sponsoring SIGs and an outgrowth of the networks developed bythem. It is meant to be an intimate, mid-sized conference where SIGs take center stage, a place where SIG
members can network and interact with other SIG members. All new and renewed JALT memberships
include membership in one SIG. If you haven’t joined JALT or haven’t renewed your JALT membership,
this conference is an opportunity to get to know the wide array of JALT SIGs and choose one (or more)that fits your interests. Please take this opportunity to get to know other SIGs.

Bilingualism SIG (BIL)

BIL SIG provides support to families who are bringing up children in two or more languages in Japanesecontexts. Our newsletter, Bilingual Japan, includes practical information about bilingual parenting, as
well as academic and theoretical issues. We also promote research and publish an annual journal andmonograph.

Business Communication SIG (BizCOM)

The BizCOM 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 a means of collaborationand sharing best teaching practices.

Critical Thinking SIG (CT)The CT SIG was established for the purpose of providing a clear but ever-reforming definition of criticalthinking; 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
where language teachers can enjoy friendly, professional and engaging examination of the rationale,validity, and the critical importance of its instruction in various environments.

Computer Assisted Language Learning SIG (CALL)

The CALL SIG serves the interests of language teaching professionals who are interested in bringing
together knowledge and skills of technology and language learning. CALL practitioners work in a varietyof educational settings: private language schools, elementary and secondary schools, as well as colleges
and universities.

College and University Educators SIG (CUE)

CUE’s goal is to provide a forum for the presentation and discussion of educational activities, ideas, andresearch of broad interest to college and university educators in Japan. If you are involved in tertiary
education and are committed to professional development, you are CUE, too. CUE publishes several
issues of the OnCUE Journal and the CUE Circular newsletter annually.

Extensive Reading SIG (ER)The ER SIG exists to help promote Extensive Reading (ER) in Japan. Through our website, our newsletter,
the ERJ Journal, and presentations throughout Japan, we aim to help teachers set up and make the most of
their ER programmes.

CEFR and Language Portfolio SIG (CEFR&LP)

CEFR&LP SIG wants to discuss the Common European Framework of Reference (CEFR) and European
Language Portfolio (ELP), and other similar frameworks and their relevance for Japan. There is anemphasis on developing materials to support educators who would like to use these pedagogic tools.
This is currently practically pursued in a Kaken Project. Also, the bilingual Language Portfolio aimed at
Japanese universities is available on the SIG moodle.

Gender Awareness in Language Education SIG (GALE)

The purpose of the GALE SIG is to research gender and its implications for language learning, teaching,
and training. We welcome submissions for our newsletter (spring, summer, and fall issues) on topics,
both theoretical and practical, related to the SIG’s aims. Book reviews, lesson plans, think pieces, poetry–basically anything related to gender and language teaching is welcomed.

Global Issues in Language Education SIG (GILE)

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.

Japanese as a Second Language SIG (JSL)

日本語教育研究部会(JSL SIG)の役割は、第二言語としての日本語指導、日本語学習、日 本語 教育
研究の向上を目指し、指導、学習、研究のための資料や情報を与えることです。日本語の指 導者、学習者、研究者の皆様加入大歓迎です。発表の援助をし、ニュースレタ ーと論文集を発行 するので論文・記事の寄稿を歓迎します。
The mission of the JSL SIG is to serve as a resource for promoting JSL teaching, learning, and research.
We welcome JSL teachers, learners, and researchers to join and take an active role in our SIG. We
sponsor presentations and publish a newsletter and a journal.

Learner Development SIG (LD)The LD SIG is a lively, energetic group sharing an interest in ways to promote learner (and teacher!)development and autonomy.

Lifelong Language Learning SIG (LLL)

We offer a bright future to our aging society. The energy of older learners who wish to lead active lives
is flowing all over Japan. LLL is willing to help these older learners enrich their lives through language
learning. LLL also provides resources and information for teachers who teach English to older learners
by holding events and publishing online newsletters.

Literature in Language Teaching SIG (LiLT)

LiLT started up to encourage and promote the use of literature in the language classroom. Literatureprovides real content to engage and to motivate our EFL students.

Materials Writers SIG (MW)The MW SIG was established to help members turn fresh teaching ideas into useful classroom materials.
We try to be a mutual assistance network, offering information regarding copyright law, sharing practicaladvice on publishing practices, including self-publication, and suggesting ways to create better language
learning materials for general consumption or for individual classroom use.

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Mind, Brain, and Education SIG (BRAIN)

The Mind, Brain, and Education SIG is a forum for language educators and researchers to share insights
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.

Mixed, Augmented and Virtual Realities SIG (MAVR)

Mixed, Augmented and Virtual Realities is not a new concept or area of study, but it is an area that is
beginning to be implemented at a larger scale in many other fields. Environments that employ these tools
and concepts are being applied to medicine, engineering and education. There are those of us working
in this area connected to education here in Japan and more specifically language education in Japan. The
MARV SIG is not just about the technology, it is also looking into what these technologies mean for how
we communicate and learn as we create and augment our own reality.

Other Language Educators SIG (OLE)

The OLE SIG was founded in 1996 in order to serve the special needs of learners and teachers of awide 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 ourown.

Pragmatics SIG (PRAG)

The Pragmatics SIG welcomes members who are interested in both research and practical teaching issues
related to “how people do things with words.” The group’s newsletter, Pragmatic Matters, is publishedelectronically three times a year. Our Pragmatics Resources series offers practical and theoretical papers
on language in use. If you do anything with language, you are using pragmatics.

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

Speech, Drama, & Debate SIG (SDD)

The mission of the SDD SIG is to provide a forum for teachers and academics to discuss, research, andimplement oral interpretation, speech, debate, and drama in language education. The main activities
are creation of newsletters, journals, and sponsoring a Speech, Drama, and Debate conference. Future
activities may be sponsoring and supporting local and regional speech, drama, and debate contests or
festivals.

Study Abroad SIG (SA)The JALT Study Abroad SIG was established in 2008 to promote research on overseas study and facilitate
networking among those interested in learning more about study abroad.

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Task-Based Learning SIG (TBL)

The TBL SIG is aimed at teachers who currently use, or are interested in using, task-based approaches
in the classroom. TBL SIG focuses in particular on issues related to Task-Based language teaching andlearning in the Asian EFL context, where TBLT has yet to enter the mainstream of language pedagogy.
We hope that the SIG will serve as a useful forum for the exchange of practical teaching ideas, theoretical
discussion, and academic studies of TBLT issues.

Teacher Development SIG (TD)The TD SIG is a network for those who want to help themselves and others become better teachers.
Our activities include retreats, mini-conferences, social and networking events, and forums andpresentations. TD’s comprehensive newsletter, Explorations in Teacher Education, welcomes stimulating
articles!

Teachers Helping Teachers SIG (THT)

THT is a grassroots organization founded by members of the Himeji Chapter of JALT in 2004, out of
the efforts of the late Bill Balsamo, longtime president of the Himeji chapter. THT is dedicated to the aid
and assistance of fellow educators and students in and around Asia. We fulfill this mission by providing
teacher-training workshops in Bangladesh, Kyrgyzstan, Laos, and Vietnam that exhibit practical, student
and teacher-friendly approaches to language education that are informed by current research in the field.

Teaching Younger Learners SIG (TYL)

The TYL SIG is for teachers of children of all ages. We publish a bilingual newsletter four times a yearwith columns by many of the leading teachers in the field. We are always looking for new ideas and newpeople to keep the SIG dynamic. With our bilingual newsletter, Teachers Learning with Children, we
particularly want to appeal to Japanese teachers and teachers who team teach.

Testing and Evaluation SIG (TEVAL)TEVAL SIG aims to provide avenues for research, information, and discussion related to foreign
language testing and evaluation both from within JALT membership and with other professionalorganizations which have common interests and goals. Current and back issues of Shiken, the TEVALSIG publication, are available on the TEVAL website.

Vocabulary SIG (VOCAB)

The VOCAB SIG aims to provide a forum for focused research and discussion in specific regard to
vocabulary acquisition. We aim to offer both teachers and researchers a place to connect regarding howlearners improve vocabulary knowledge, how to test their knowledge, and how these theoretical aspects
will connect to classroom practice. The VOCAB SIG aims to be a driving force for both current andfuture research in the field of how vocabulary can be taught, learned, and tested in an increasingly global
context.

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JALT PanSIG Commercial Presentations 20184404 (Sat 11:00–11:25) Way To Go! - Effective Listening and Speaking Practice Strategy
Cameron James North (ESL Learning)

Targeted for TOEIC levels 350-650, Way To Go! is a guided speaking and listening practice textbook and audio
system that will effectively benefit both high school and university students. Using attainable and challenging
exercises, the methodology promotes full participation and a positive supportive classroom atmosphere. Importantly,
the 12 hours of easy access online audio allows for effective independent study. Discover a strategy that keeps
students on task and produces recognizable improvement with students.

4406 (Sat 2:30–2:55) Tanuki Games - Fun, Exciting, Educational Tabletop Gamesfor Your EFL Classroom
Jay Joseph Palarino, David Kendrick (Tanuki Games)

Tanuki Games produces real tabletop games–not game-like activities–specifically designed for use in EFL/ESL
classes. Our games feature conversation-based gameplay, high level of player interaction, easily customizable
duration and difficulty level and, most of all, they provide an educational experience that delivers as much fun andexcitement as it does learning. Communication is a fundamental, intrinsic aspect of all our games, as is their ability
to help students make serendipitous discoveries of their own innate language skills, making them ideal tools for thecommunicative classroom. Our tabletop games can make for wonderful teaching aids in the EFL classroom, but
game duration, language requirements, and learning curve can often limit their potential effectiveness. These are realtabletop games. In this presentation, Tanuki Games will introduce three games (CEFR A1, A2 and above) from ourinitial lineup of easy to use, easy to teach and easy to play games that can liven up any EFL/ESL classroom.

4402 (Sat 11:00–11:25) Recognizing Hyperbole: The Best Presentation Ever
Alastair Graham-Marr (ABAX ELT Publishing)

Understanding text requires that we understand its underlying meaning. We need to be able to distinguish fact from
opinion, or recognize when rhetorical devices are being used to skew our world view. We need to recognize emotive
words, hyperbole, and euphemism. We need to recognize how the mere choice of what to include and what to omit
leads to bias. Such critical thinking skills can be taught and should be taught—and furthermore, can be taught inlower-level classes. Class materials will be presented that develop our students’ language abilities while cultivating amore critical eye.

4402 (Sun 11:00–11:25) Xreading: What’s New and What’s Next
Paul Goldberg (XReading)

Xreading is a digital library that provides students with unlimited access to almost one thousand graded readers andallows teachers to track their students’ reading progress. The system is constantly evolving and growing in terms ofthe number of books and features. In this presentation, the founder of Xreading will explain the new functionalitythat has been added over the past year, and what is planned for the future. Current users of the system are encouraged
to provide feedback and suggestions based on their experience.

4605 (Sat 11:00–11:25) Introduction to Breakthrough Plus 2nd Edition
Ayako Inui (Macmillan Education)

This presentation will explain upgrades and improvements contained in the 2nd edition of Breakthrough Plus which
is a widely-used and popular EFL textbook. It focuses on communicative English and offers a comprehensive package
to suit mixed-ability classes. It is ideal for teaching cross-cultural international English. Whether you are looking for
a new text or you are an experienced user of Breakthrough Plus, you are very welcome to join us and hear about newand exciting developments in this five-level series.

4605 (Sat 2:00–2:25) Bigbox: Making Learning Fun for Young Learners
James Hall (Tryalogue Education)

With the skill set we are expecting 21st century learners to have as they grow up, why are we still using the same
pedagogical approaches? This presentation will look at the differences in concepts between ‘studying’ and ‘learning’
within a 21st century content for young learners. We will examine as well personalized learning paths, gamification,and curation of content for young learners using digital technologies and the impact these technologies can have inshaping future generations.

4403 (Sat 2:00–2:25) Dictation: Before, During and AfterJohn Michael Spiri (Global Stories Press)

Dictation is a time-tested language learning activity with numerous variations on the standard method, from
dictogloss to “tape recorder” dictation, to student dictators, and others. After briefly describing the basic dictation
method, the presenter will share some of the more effective and creative alternatives. In addition, the presenter will
share ideas for pre-dictation activities involving pictures that correspond to the dictation sentences. Post-dictation
review activities that make use of the pictures will also be explained. While the material comes from the presenter’s
textbooks, this presentation will be useful for any teacher with an interest in dictation.

4505 (Sun 11:00–11:25) Class Booster: Using Blended Digital Solutions
James Hall (Tryalogue Education)

Most content from publishers are coming with blended learning solutions these days. These materials are designed
to improve learner outcomes. This presentation will look at strategies for using those learning materials to createa seamless learning environment inside and outside of the classroom as well as look at some issues and caveats forconsideration when choosing the solutions that will help to boost your class.

4406 (Sun 11:00–11:25) English as a Lingua Franca: Are there limits?
Alastair Graham-Marr (ABAX ELT Publishing)

Diversity and Inclusion are the themes of this year’s annual JALT conference, themes which underlie the use ofEnglish as a Lingua Franca (ELF). While JACET has an ELF SIG, JALT has yet to take a measure. ELF spreads out
ownership of the language. It places more of an emphasis on “outer-circle” non-native-speaker variants and less ofan emphasis on “inner-circle” native-speaker variants. This move to democratize English should be applauded andneeds to be supported by better teaching materials. However, it begs a question. How ELF should teaching materials
be? Are there limits?

JALT Associate Members and PanSIG sponsors
We are grateful for the support of these JALT Associate Members as well as othersponsors for their participation in PanSIG2018. Below are links to the sponsors, wehope all participants will visit their websites.
ABAX ELT publishing
Englishbooks
ESL Learning
Global Stories Press
Macmillan Education
Nellie’s English Books
Tanuki Games
Tryalogue Education
XReading

http://www.abax.co.jp/
http://www.englishbooks.jp/(no website)
http://www.globalstories.com/
http://www.mlh.co.jp/
http://www.nellies.jp/indexen.html
http://www.tanukigames.org/
http://www.tryalogue.co.jp/
http://www.xreading.com/

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PanSIG Plenary Conversations

At this year’s PanSIG, instead of plenary talks, there will be plenary conversations, eachconcentrating on one of three particular themes of interest to PanSIG participants. This
style varies from most plenaries, but it is hoped that the more fluid, organic nature of
the interactions will:
1) Promote deeper discussion on key topics for the language education community
in Japan in a different way than the standard plenary style,2) Bring together a variety of voices with the aim of broadening horizons, and
3) Build links between professional communities in Japan.
All plenary conversations will be in English, but Japanese translations of questions andanswers will be available on the website afterwards.
PanSIG2018 is proud to announce that our conference has been awarded an “equal
voices in ELT” (EVE) badge for diversity in our plenaries. Equal Voices in ELT is avoluntary organisation created to recognise both gender and highly proficient speaker
parity in keynotes and plenaries in ELT conferences and events worldwide. For more
information about EVE, please go to https://evecalendar.wordpress.com/

Plenary Conversation 1: Engaging Students(Sat 1:00-1:55)

Mayumi Abe and Quint Oga-Baldwin will share their research into what teachers can
do to maximize student engagement in their classrooms. (see pg. 29 for more details)

Plenary Conversation 2: Supporting Teachers(Sun 10:00-10:55)
Atsushi Iida and Tomohisa Machida will share their research and experience as a way of
exploring the efficacy of teacher development activities exploring contextual constraints
as well as teacher anxiety and what can be done to address these. (see pg. 49 for moredetails)

Plenary Conversation 3: Connecting Professionals(Sun 10:00-10:55)
Maria Theresa Niibori, the representative from Filipino English Teachers in Japan,
and Satomi Miura, the representative from The Elementary School English Instructor
Certification Council (J-SHINE), will introduce the work of their organizations andwhat they are doing to connect people across Japan, exploring how JALT can learn fromtheir work as well as how they and JALT can work together to build stronger bridges
connecting more language professionals nationwide. (see pg. 62–63 for more details)

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SIG Forums and SIG Sponsored Speakers(in alphabetical order)

Bilingualism SIG ForumSun 20 May, 11:00–12:30 Room 4405

“Language has the power, not only to reflect who we are, but also to make us who we are or allow us to makeourselves” (Llamas & Watt, 2009). This year, the Bilingualism SIG Forum aims to explore issues, problems, and“puzzles” that surround the theme of multilingualism/multiculturalism and its relation to identity development anddilemmas. The panelists will share their lived experiences as well as engage with the audience during a Q&A session.
The forum will be of particular interest to potential attendees who are considering how language(s) may affectindividuals’ identity development.

Business Communication SIG Forum
Ideas for Teaching Business English Classes
Sun 20 May, 11:00–12:30 Room 4504

These presentations/workshops will focus on some practical business communication coaching activities to enable
students to improve their language skills to function in specific business contexts. The teaching contexts vary fromthe university classroom to the office or factory, but the aim is the same; to improve business English knowledge andtechniques which can empower learners to operate more effectively as global citizens in the business community.

CEFR & Language Portfolio SIG ForumCEFR and Curriculum
Sun 20 May, 4:00–5:30 Room 4502

In recent years many universities in Japan are under way to revise their curriculum by using the CEFR or the CEFR-J.
This CEFR&LP SIG Forum will address this topic by inviting presenters of some selected universities as good practicecase studies. These concrete examples will give the opportunity to develop clear, deep insights of curriculum change.
The Forum aims to be an open exchange on experience, challenges, and perspectives.

CEFR & Language Portfolio SIG Featured Speaker
Mark deBoer: Conceptualizing a Model for Assessment in CLIL
Sunday, 11:00 AM–11:25 PM Room 4404

The efficiency of CLIL instruction has been researched extensively, demonstrating its positive impact on learners. Yet,an underrepresentation of assessment as the focus of CLIL research has resulted in an unclear understanding of whatassessment in the CLIL classroom should look like or aim at. Applying CEFR principles and dynamic assessment
practices, the premise that knowledge is co-constructed in social interaction through the use of language mediating
subject matter and subject matter mediating the language is one starting point for conceptualizing and implementing
CLIL assessment. This monistic perspective of teaching, learning, and assessment in the CLIL classroom will be
discussed.

College and University Educators SIG Forum
Integration of Non-Textbook Tools into the Classroom: What Do You Use? How Do You Use It?
Sat 19 May, 2:30–4:00 Room 4405

While textbooks often provide the instructional framework for tertiary-level courses, teachers may look to outside
sources either to teach one-off topics or even base their entire course on non-textbook materials. Does this soundlike you? We are particularly interested in showcasing the following materials: software, graded readers, websites
providing instructional content, multimedia content, and authentic materials such as maps and menus. Presenterswill share their experiences and know-how in choosing, designing, incorporating, and implementing these types ofresources into the language-learning classroom.

17Computer Assisted Language Learning SIG Forum
What Teachers Should Know about AI
Sun 20 May, 4:00–5:30 Room 4603

What is Artificial Intelligence? How will it affect the teaching profession? Are we preparing our students to succeed
in a future that is vastly different than anything we’ve seen before? If you thought the invention of the Internet
changed the world, get ready, because the rapid advancements in Artificial Intelligence and machine learning havebeen predicted to result in even more profound societal changes. Come to the CALL SIG forum for an accessible,
beginner-friendly introduction to the underlying technology, present-day classroom applications, and future
implications of AI and machine learning.

Critical Thinking SIG Forum
A CT SIG PechaKucha
Sun 20 May, 4:00–5:30 Room 4603

Join us for PechaKucha style presentations on Critical Thinking and how it can impact language learning both in andout of Japan. We invite you to join us and learn about different aspects of CT and its importance in the educational
arena. Each PechaKucha presentation will last only six minutes to give you a chance to walk away with many
perspectives and activities to use in your classroom. We are looking forward to an exciting and productive sharing
session to help you become more familiar with, and learn more about, Critical Thinking.

Extensive Reading SIG Forum
Addressing Noncompliance and Cheating in Mandatory ER Programs
Sat 19 May, 10:30–12:00 Room 4603

Despite the benefits of ER, many students resist reading to a degree sufficient to see reading speed or standardized
test score improvement. Noncompliance includes refusing to read (sufficiently), or even cheating in reporting
amounts read. It seems to be common, even in programs where students should be highly motivated. This forum will
begin by describing the types and extent of noncompliance taking place in two programs. It will then address issues
associated with mandatory program-wide ER noncompliance or cheating.

Gender Awareness in Language Education SIG Forum
Equality Across Borders
Sun 19 May, 4:30–6:00 Room 4503

This forum will examine issues related to gender and identity both within Japan and globally. Eucharia Donnery willcompare the experiences of female teachers and students in a computer sciences department at a Japanese university
with other departments. She will also suggest ways in which universities can support minority identities. Parisa
Mehran and Elisabeth Fernandes will explore the theme of debunking stereotypes of Middle Eastern Women. They
will discuss their personal experiences in Iran and Pakistan and their collaboration in their English classrooms on
projects to reflect on existing stereotypes and their impact on the identity of these women.

Global Issues in Language Education SIG Forum
Incorporating Global Content into the Language Classroom
Sat 19 May, 10:30–12:00 Room 4503

This year’s Global Issues in Language Education SIG forum will give the participants exposure to innovativetechniques for integrating global issues into their language classes. After the presentations, discussion will continue in
SIG-officer-moderated groups.

Learner Development SIG ForumSat 19 May, 10:30–12:00 Room 4502

The 2018 Learner Development SIG Forum offers a variety of research and practice-based poster–presentations.
Presenters will share practical insights into encouraging student growth, touching upon areas such as teacher
approaches to increasing student autonomy, the use of social networks, increasing fluency, and independent student
reflection. Others introduce theory and research such as metaphor pedagogy and multimodal analysis of student L2
production. Attendees will have a chance to interact with presenters during the forum, followed by discussion circles
giving participants a chance to draw connections between the various topics covered in the forum.

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Lifelong Language Learning SIG Forum
Career Design in the Lives of Teachers
Sun 19 May, 4:30–6:00 Room 4504

For many, teaching can be more a labor of love than an endeavor that ensures a comfortable standard of living andfuture financial security. Whether employed full-time or on a casual basis, teachers may need to use their ingenuity
and resourcefulness to supplement their income and adequately provide for their families. In this presentation,a panel of experienced university instructors will explain how they invested in their futures, made various career
choices, and struggled to make sense of pension plans and retirement options.

Literature in Language Teaching SIG ForumSat 19 May, 10:30–12:00 Room 4504

In the Literature in Language Teaching SIG interactive forum, several panelists will discuss the opportunities andchallenges of using literature in the language classroom here in Japan. The panelists will talk of their own experiences
and offer advice, while leading discussion amongst participants on topics provided by LiLT SIG members.
Participation is very much open to all and not limited to SIG members.

Materials Writers SIG Forum
Innovations in Materials Design
Sat 19 May, 2:30–4:00 Room 4502

In this interactive forum, the three panelists will talk about a variety of innovations in materials development. First,
Brian Cullen will talk about how textbook development (e.g., content, style, exercises) has evolved since the early
2000s using three editions of a textbook as case study. Next, Steve Paton will discuss how advances in software allow
writers to produce textbooks with day-to-day software rather than expensive DTP software. Finally, Todd Beukens
will show how writers can use technology to reach their audience in a number of enhanced and engaging ways.

THT Bangladesh
The Teachers Helping Teachers/Bangladesh English Language Teachers
Association (THT/BELTA) 12th Annual Conference on
Language Education will be held in Dhaka, Bangladesh,from September 14th and 15th, 2018. A program with
one of the BELTA chapters outside of Dhaka is beingscheduled for September 17th. Volunteers may go to one
or both of the programs. The theme of the conferenceis Eyes on the EFL classroom: New Techniques for a New
Generation.
Please submit three proposals out of which two and possibly all three might
be given. Traditionally, we present practical, student- and teacher-friendly
approaches to EFL that are informed by current research in the field.
Presenters can expect a mix of secondary and university educators, withprimary school educators in attendance as well. Presentation proposals should
be sent to the conference coordinators, Pat Dougherty at pdougherty@aiu.ac.jp
and Steve Cornwell at ojcsteve@gmail.com. Acknowledgement of receipt will bemade immediately and decisions on acceptance will be made within two weeks
of reception. If you have questions, please attend our SIG forum on Sunday.

Mind, Brain, and Education SIG ForumGet To Know The Brain SIG Better
Sun 20 May, 11:00–12:30 Room 4503

This forum will introduce various aspects of psychology, neuroscience, and teaching that the Mind, Brain, and
Education SIG encompasses. We will start with a presentation by well-known author Marc Helgesen: “Positive
Psychology: Happiness and the Brain”. This will be followed by poster presentations based on Think Tank topics
published in our newsletter, the MindBrainEd Bulletin. This will provide a chance to meet and talk to thecontributors. We’ll round off the forum with a fun quiz on neuroscience facts and myths–a chance for you to find out
what you know and what you need to know more about!

Mixed, Augmented, and Virtual Realities SIG Forum
SIG Project Showcase
Sat 19 May, 2:30–4:00 Room 4603

Mixed, Augmented, and Virtual Realities and Learning SIG (MAVR) members share projects/
apps/demos/implementations created over the past year. This content is presented in a way
to be both accessible to new members and useful for veterans of the field. Some projects tobe showcased involve self-access learning center support, multilingual virtual campus tour,
connecting to Puerto Rico through augmented and virtual realities, VR for the second language
classroom, and VR for academic writing. There will be hands-on demos available of mostpresented projects.

Other Language Educators SIG Forum
Develop Your Language and Intercultural Competences
Sat 19 May, 4:30–6:00 Room 4502

This forum’s presentations will explore the teaching and education of other foreign languages such as German,
Spanish, French, and Chinese at university level in Japan. Language education has to bear constant changes causedby G-N-L-university reform(s). Invariably, questions such as “What does MEXT expect of this change and theforthcoming implementation of the CEFR?” arise. In a globalized world, the following points need also to beaddressed: “What are the advantages of (even very basic) multilingualism?” and “How to integrate interculturalcommunication into language teaching?”

Pragmatics SIG Forum
Pragmatics + Grammar + Communication
Sat 19 May, 2:30–4:00 Room 4504

When teaching language, teachers must provide students with a rich environment to encourage and enable
Communication. This presentation stresses the necessity of Pragmatics—using language appropriately—and
Grammar—utilizing the structure of language effectively. These are essential for language classrooms at all levels.
While today many language lessons stress grammar at the expense of pragmatics (or vice versa), this presentation
argues that these can be integrated with positive results for learning. Teacher education should prioritize both at thesame time.

School Owners SIG ForumSun 20 May, 4:00–5:30 Room 4503

This will be an opportunity for owners to gather together and discuss/debate different issues related to the businessside of running a language school. Issues discussed at previous forums have included teacher contracts, school
culture, marketing, and financial issues.

Speech, Drama, & Debate SIG ForumSun 20 May, 4:00–5:30 Room 4504

The Speech, Drama, & Debate SIG forum will feature simultaneous presentations on several topics related toperformance-assisted language learning, including debate, drama, community theater, and others. The forum will
also provide a venue for sharing ideas and ways to incorporate performance-assisted activities into the foreign
language curriculum. Presentations will be given in a variety of forms, with audience members freely moving to a
new presentation twice so that three presentations can be viewed in total. There will be a question and answer session
following each individual presentation, with a group session to follow.

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Study Abroad SIG ForumStudy Abroad Destinations
Sat 2:30–4:00 PM Room 4503

The study abroad forum provides a venue for all to discuss issues in study abroad programs. One of the main themes
to be discussed in this forum is whether the destination matters in study abroad. Should Japanese students study in
English-speaking countries such as the UK or US, or can they gain the same language development by studying incountries where English is not used as the predominant language? The forum will also be open to discuss other issues
concerning study abroad. Join us for this discussion and bring your questions, comments, and ideas to join in as well.

Teacher Development SIG Forum
Exploring The Role that SIGs Play in Teacher Development: Three Interviews
Sun 20 May, 11:00–12:30 Room 4502

In this forum, three members of Teacher Development SIG will each conduct a 20-minute interview with arepresentative from invited SIGs, asking carefully prepared questions that aim to explore the connections andcommonalities among SIGs, specific teacher development stories, as well as the individual differences that mark
SIGs as unique and special. It is hoped that through conducting such interviews SIGs can co-construct a clearer
understanding with each other, whilst strengthening an awareness and interest in each other’s activities. The forum
will conclude with an open discussion session between our invited SIG representatives, with audience questions andcomments highly encouraged.

Teachers Helping Teachers SIG Forum
Publishing And Professional Development In Partner Countries
Sun 20 May, 11:00–12:30 Room 4603

This forum will focus on how Teachers Helping Teacher’s publications offer opportunities for members and partnerorganization members to share their work and develop professionally.

Testing and Evaluation SIG Featured Speaker
Jerry Talandis: Turning Speaking Tasks into Assessment Activities
Sun 19 May, 4:30–6:00 Room 4603

One effective way to assess the speaking skills of your students is to turn regular language practice tasks into tests.
To do that, you need a feedback loop that provides insight into performance. With such a loop, common practiceactivities can become assessment activities. In this workshop, we’ll examine various strategies for creating such loops
by discussing the pros and cons of typical holistic and analytic marking schemes. Guidance for creating effective
feedback/marking rubrics will be provided, as well as discussions of the practical issues regarding administration of
in-class speaking tests. No previous experience with conducting speaking tests is required.

The JALT Testing and Evaluation SIG will co-sponsor the The 22nd
Annual Conference of the Japan Language Testing Association (JLTA
2018), to be held September 8th (Saturday) and 9th (Sunday), 2018, at
Hokkai Gakuen University, Sapporo.
Details at https:teval.jalt.org/node/8
Call for presentations due 29 June

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Saturday Morning Presentations (10:30–10:55)
4401 (MAVR) 10 Tips for Teachers Using Virtual Reality
Josh Brunotte (Aichi Prefectural University),
Christopher Robert Hastings (Nanzan University)

The presenters have been experimenting with VR in their respective classrooms for over two years.
Together, they have created a study abroad preparatory program that uses VR, implemented thevirtual field trip VR app ‘Google Expeditions’ into global issues classes, and have created various
VR-based communicative tasks. In this presentation, they will give their ‘Top 10 Tips’ for teachers
who wish to start experimenting with VR in their own classrooms. These tips will cover ways forteachers to get started, how to approach using VR in the second language classroom and how to
avoid technical issues that disrupt learner communication.

4402 (GILE) Global Citizenship Education in a CLIL Curriculum
Michael David Hollenback (Konan University)

As teachers, we seek to improve student ability in the language they are learning, but we must
remember the contexts they use it in. It is then necessary to promote language learning with
Content and Language Integrated Learning (CLIL) targeted towards Global Citizenship Education(GCE). However, many teachers do not recognize the necessity of GCE, or consider CLIL to be too
difficult for their learners. This presentation demonstrates how the utilization of CLIL and GCE canmeet the needs of the student, teacher, and school, as well as the world beyond.

4403 (TBL) A Genre Approach to Popular Scientific Writing
Thian Huat (Kevin) Goh, (The Chinese University of Hong Kong)

This research study used genre analysis to analyse popular scientific articles from a local Hong
Kong newspaper and students’ assignments. A module on writing popular science articles
was created and written for the English for Science Students course to teach students how tocommunicate science clearly to non-scientific people. The format of a popular scientific article andthe techniques used to explain technical jargon were analysed by comparing articles from South
Morning China Post (SCMP) to Susan Pelger’s Kommunikation för Naturvetare. The effectivenessof the module was analysed by using students’ work before and after the introduction of themodule.

4404 (LD) A Corpus to Promote Fluency in Group Discussions
Kazumi Kato (Tokai University)

This presentation will introduce a teaching method and materials aimed at helping Japanese
students talk among themselves in English as they accomplish group tasks. The unique point of
this method is that students wrote down Japanese expressions they wanted to say in English while
trying a task-based group project. A native English and Japanese English teacher both translated
the expressions and made an English corpus for students to practice using in their group speaking
tasks throughout the semester. This activity and materials help students notice their weak points
and learn expressions and strategies for developing pragmatic fluency.

4405 (CUE) In-house Journals as a Form of Program Development
Jamie Samuel Lesley and Matthew Yamato Schaefer (Rikkyo University)

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In-house journals are a feature of many university English departments and centers, providing
teachers with a forum to publish articles primarily of interest to their institutional colleagues. Morespecifically, journals can play an important role in formalizing teachers’ professional development,
including through collaboration with peers, with the ultimate aim of improving the qualityof learning for students. This presentation will describe the benefits of producing an in-house
journal from a program development perspective, as well as key steps to follow when overseeing
such a publication. These will be exemplified by a current in-house journal co-edited by the twopresenters.

Pre-ordered bentos will be available on the
1st floor of building 4/5 from 11:30

4406 (SA) Identity and Anxiety in Cross-Cultural Contexts
Todd Squires (Kindai University)

The identity-based motivation theory proposes that individuals are motivated by the disjunction
between their “present self ” and their psychologically-constructed “future self.” While the author
concedes to the underlying assumption that humans continually construct their identities over timeand how they envision themselves in some projected future is valid, it is argued that an approach
grounded in the psychoanalytical notion of anxiety proposed by Jacques Lacan can significantly
add to our understanding of how L2 learners construct and manage their L2 and L1 identities. Datain this presentation is taken from learner narratives as well as from literary fiction.

4501 (TD) Stimulating Pair Discussion for Teacher Education
Takaaki Hiratsuka (Tohoku University)

Local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs) who
work as teaching pairs in two public high schools in Japan experienced a stimulated recall method
for professional development. The JTE and ALT participants repeatedly viewed video clips fromtheir observed lessons, scrutinized the activity that was occurring in the clips, and exchanged theiropinions about their teaching practices. Findings indicated that there were interesting divergencesin their reflective interpretations of classroom events. For example, there were discrepancies
between the teachers’ perspectives on the level and amount of English provided in the lesson.

4505 (CALL) International Exchange Through Google Sites
Michael Ellis (ICU High School)

This presentation will introduce a project in which high school students in Japan and the USA (n= 203) collaboratively constructed a virtual exchange website. Students from both schools worked
in small groups using Chromebooks to design and publish posts introducing one feature of their
daily lives. Each step of the three-week project, from introduction to assessment, will be explained
in detail including descriptions of the students’ learning outcomes with regards to both language
and content. Based on students’ critical feedback of the project, practical advice will be offered forteachers interested in setting up similar exchange projects at their own schools.

JALTCALL 2018
JALTCALL will be having its international
conference at Meijo University in Nagoya,
June 8-10 with the theme of New Directionsin Educational Technology. Pre-registration is
open until May 18th.
The 3-day event is 10,000 yen for JALT
members and includes the 25th anniversary
networking reception on Saturday evening. Walk-ins are 5,000 yen per
day for members, but only those pre-registered by the May 18th deadline
will be able to attend the reception.

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More information can be found athttps://conference2018.jaltcall.org/

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Saturday Morning SIG Forums (10:30–11:55)
4502 Learner Development SIG Forum
Robert Morel (Toyo University), Marnie Mayase (Toyo Gakuen University)
Blair Barr (Tamagawa University), Kate Maher (Kyoto University of Foreign Studies),
Amanda Yoshida (Kanda University of International Studies),
Keiko Yuyama (Waseda University), Joseph Tomei (Kumamoto Gakuen University)
The 2018 Learner Development SIG Forum offers a variety of research and practice-based posterpresentations. Presenters will share practical insights into encouraging student growth, touching
upon areas such as teacher approaches to increasing student autonomy, the use of social networks,
increasing fluency, and independent student reflection. Others introduce theory and researchsuch as metaphor pedagogy and multimodal analysis of student L2 production. Attendees will
have a chance to interact with presenters during the forum, followed by discussion circles giving
participants a chance to draw connections between the various topics covered in the forum.

4503 Global Issues in Language Education SIG Forum
Incorporating Global Content into the Language Classroom
Eric DesMarais (Kashima Asahi HS), Matthew Cotter (Hokusei Gakuen University)
Kurt Ackermann (Hokusei Gakuen Junior College),
Jason Pratt (Toyo Gakuen University)

This year’s Global Issues in Language Education SIG forum will give the participants exposure
to innovative techniques for integrating global issues into their language classes. After thepresentations, discussion will continue in SIG-officer-moderated groups.
-Kurt Ackermann ---- Hokkaido Breakfast-Matthew Cotter ------ Teaching Maori Studies to Japanese in Japanese-Jason Pratt ----------- Promoting Writing and Global Issues with Twitter

4504 Literature in Language Teaching SIG Forum
Simon Bibby (Kobe Shoin Women’s University), Tara McIlroy (Meiji University),
Paul Hullah (Meiji Gakuin University), Anna Husson Isozaki (Juntendo University),
Vicky Ann Richings (Kwansei Gakuin University)

In the Literature in Language Teaching SIG interactive forum, several panelists will discuss theopportunities and challenges of using literature in the language classroom
here in Japan. The panelists will talk of their own experiences and offer advice,while leading discussion amongst participants on topics provided by LiLT
SIG members. Participation is very much open to all and not limited to SIG
members.

4603 Extensive Reading SIG Forum
Addressing Noncompliance and Cheating in Mandatory ER Programs
Barry Keith (Gunma University), Marcel Van Amelsvoort (Juntendo University),
Patrick Dougherty (Akita International University), Paul Goldberg (XReading),
Glen Hill (Obihiro University of Agriculture and Veterinary Medicine)

Despite the benefits of ER, many students resist reading to a degree sufficient to see reading speed
or standardized test score improvement. Noncompliance includes refusing to read (sufficiently),
or even cheating in reporting amounts read. It seems to be common, evenin programs where students should be highly motivated. This forum will
begin by describing the types and extent of noncompliance taking placein two programs. It will then address issues associated with mandatory
program-wide ER noncompliance or cheating.

Saturday Morning Presentations (11:00–11:25)
4401 (MAVR) Smartphone Augmented Reality for EFL learners
Adam Stone and Samuel Taylor (Kyushu Sangyo University)

This presentation will discuss the development, application, and learner experience of two
Augmented Reality (AR) activities designed to serve the teaching of listening and speaking skills
to EFL learners. Specifically, the authors will discuss how smartphones can be used to experiencecamera tracking, marker based AR, utilised to encourage physical movement and collaboration,
provide contextual learning in a meaningful, real world situation, and provide scaffolding for
speaking practice. The presentation will conclude with discussion of a framework for the design
and assessment of AR materials for language learning in future.

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4402 (Sponsored) Recognizing Hyperbole: The Best Presentation Ever
Alastair Graham-Marr (ABAX ELT Publishing)

Understanding text requires that we understand its underlying meaning. We need to be able
to distinguish fact from opinion, or recognize when rhetorical devices are being used to skew
our world view. We need to recognize emotive words, hyperbole, and euphemism. We need torecognize how the mere choice of what to include and what to omit leads to bias. Such criticalthinking skills can be taught and should be taught—and furthermore can be taught in lowerlevel classes. Class materials will be presented that develop our students’ language abilities while
cultivating a more critical eye.

4403 (MW) The Purpose of Images in ELT Textbooks Revisited
Cameron Romney (Doshisha University)

Previous research into the roles images play in language learning materials have largely focusedon a binary classification system of either decorative or educational (Hill, 2003; Romney & Bell,2011), but researchers have noted that this system seems inadequate (Romney, 2017). This paper
reports the results of using a three-category classification system of decorative, instructional,
and supportive. Images in three ELT textbooks were analyzed. Results show that the majorityof images were neither decorative nor instructional but reinforced learning, e.g., by dual coding(Mayer, 2009), and were best classified as supportive, demonstrating the need for a more robust
classification system.

4404 (LD) A Longitudinal Study of Motivational Changes in English Learning
Among Rural High School Students
Hsiaowen Hsu (Kainan University)

Motivation has been widely researched and recognized as a crucial factor affecting learners’
second and foreign language learning. This study examined changes in motivation of 92 Taiwaneserural junior high school students learning English through questionnaires over five semesters.
Seven motivational factors including intrinsic, extrinsic, task value, control beliefs, self-efficacy,
expectancy, and anxiety were observed over the years. Results indicate that students start at ahigher level of both intrinsic and extrinsic motivation compared to other motivational factors.
However, the overall explanatory power of motivational factors gradually decreased over the years.
Implications for understanding student levels of motivational changes are discussed.

Saturday Morning Presentations (11:00–11:25)
continued on the next page

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Saturday Morning Presentations (11:00–11:25)(cont’d)4405 (CUE) Fostering Aspiring Students in the EFL Classroom
Douglas E. Forster (Japan Women’s University),
Joseph W. Poulshock (Senshu University)

Why should our students learn English? What motivates them to do so? How can we get them tobecome ASPIRERS who truly want to improve their English skills? The presenters will share aneffective motivational lesson to help students reach their language goals more effectively basedon seven good reasons for learning English using the acronym, “A.S.P.I.R.E.R.”: A = the “appeal”
of English; S = its “Social” aspects; P = its “Professional” usefulness; I = “Individual” reasons forlearning English; R = the “Required” reasons for studying English; E = English as an “Education”;
and R = getting real “Results.”

4406 (SA) Problems When Studying Abroad, Anticipated & RealJohn Charles and Andrew Joseph Lawson (NIC International College)

Even the most confident Japanese student is likely to be nervous about several aspects of life
during an extended period of study in a foreign country. Health, safety, diet, housing, language,and loneliness are just a few of such worries. Do such fears prove to be well-founded or is thereality often different? Do home institutions do enough to help students prepare? This presentation
introduces initial findings of a long-term study into the discrepancy between students’ prime
concerns prior to studying abroad, and the main issues and problems they actually encounter
during their overseas experience.

4501 (TD) Pre-Service Teacher Education at Osaka University:
A Reflective Report on the Future Faculty Program
Mehrasa Alizadeh (Osaka University)

Pre-service teacher education is highly important at research-focused universities. At suchinstitutions, training is mostly centered on conducting research while there is minimal focus on
educating students in course design and teaching. To bridge this gap, the Center for Educationin Liberal Arts and Sciences, Teaching and Learning Support Division at Osaka University has
established an advanced liberal arts program called the Future Faculty Program (FFP). This
program targets graduate students wishing to pursue a career in academia. Having completed theprogram herself, the presenter will provide the audience with a reflective report on the FFP, its
strengths and limitations.

4505 (CALL) Narrative Song Writing in a Digital Context
Scott Sustenance (Kanda University of International Studies)

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This presentation will introduce a narrative song writing unit used in a first-year English reading
and writing course at a Japanese university. The multiliteracies approach (New London Group,1996), iPad applications, and online resources are combined to take students on a digital journeyof transformation and transduction (Kress, 2003). The unit culminates with the creation of apersonal music video that communicates an original fictional narrative through a combination offour different modes (written text, music, still images, and video) in a way that would have been
impossible even ten years ago.

4605 (Sponsored) Introduction to Breakthrough Plus 2nd Edition
Ayako Inui (Macmillan Education)

This presentation will explain upgrades and improvements contained in the 2nd edition of
Breakthrough Plus. Breakthrough Plus is a widely-used and popular EFL textbook. It focuses oncommunicative English and offers a comprehensive package to suit mixed-ability classes. It is ideal
for teaching cross-cultural international English. Whether you are looking for a new text or you are
an experienced user of Breakthrough Plus, you are very welcome to join us and hear about new andexciting developments in this five-level series.

Saturday Morning Posters (11:00–11:55)
4th floor hallway

4F (GILE) Working Towards Accessibility in Language Learning
Ryota Moriya and Andrew Reimann (Utsunomiya University),
Ryoko Sato (Tsuda University)

An increasing number of teachers are becoming aware of learners with special needs. The Antidiscrimination Laws against People with Disabilities took effect in 2016. By adopting a social
model of disability, the laws redefine disability as inaccessibility to social resources and require
language teaching to improve accessibility to learning resources. This presentation highlights
discussions towards forming a new special interest group concerning accessibility in language
learning (ALL). Presenters will share a collection of classroom/community stories regarding
learners with diverse needs including areas in communication, gender, and learning. Participants
are welcome to share their interests in developing a new SIG.

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4F (LD) The Language Exchange (LEX) Programme: Reflections on the First Year
Sarah Morikawa and Kanako Nishizumi (Chiba University)

The Language Exchange (LEX) programme, which started at Chiba University in April 2017, isdesigned to help students form partnerships to teach language and exchange cultural informationaccording to a learning plan jointly developed by the student partners. More than 200 Chiba
University students participated in 2017, studying a total of 14 languages. This poster session will
outline reasons for starting the LEX programme in Chiba University, features of the programme,
how the programme was conducted, and students’ responses to a feedback questionnaire. The
presenters will reflect on positive student feedback and aspects of the LEX programme that need
improvement.

4F (LD) Active Learning Through Poster Presentations
Ben Backwell (Nagoya City University),
Brian Cullen (Nagoya Institute of Technology)

In this poster presentation, we share our experiences in promoting active learning through the useof student poster presentations. Poster presentations are a natural way to promote active learningby creating a performance space in which students take on the role of expert on their selected
topic. Each student creates a poster which acts as a visual prop in the presentation. We share ourrationale for this activity, a procedure for ensuring smooth effective presentations, examples ofstudent work, and student feedback.

4F (LD) An Investigation into Teachers and Students’
Perceptions on “What do you think?”
Shin-Ru (Cynthia) He (Kanda University of International Studies)“What do you think?”, or similar variations, either in spoken or written form, is a question thatteachers frequently use for the purpose of examining and understanding learners’ learning.
While this type of question can be effective to some extent in understanding more about students’
thinking or decision-making process, it does not always serve its purpose in facilitating learningor teaching due to the possible discrepancies in perceptions between two sides. This poster
presentation will show results of the interviews from both teachers and students in the context of aJapanese university and discuss the implications for teaching.

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Saturday Morning Posters (11:00–11:55)
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5F (CUE) Scaffolding Better Student Presentations
William Pellowe (Kindai University)

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Many of the presenter’s students seemed to approach presentations as recitations of reports.
They would read aloud, focusing exclusively on content, while completely ignoring aspects ofperformance and slide design which would have made their speeches more interesting andaccessible to their audience. In response, awareness-raising activities and demonstrations werecreated to scaffold the students towards giving more engaging presentations. This interactive poster
presentation will highlight some of these, such as matching photos of gestures with underlined
sections from sample speeches, and peer-assessment rubrics which incorporate photos to illustrate(rather than simply describe) each rubric item.

5F (CALL) MALL Reading Activities and Brain Activity
James DeWitt Dunn (Tokai University)

This poster reports results of a study into metacognition in a digital learning environment.
Activities developing metacognitive skills (i.e., self-awareness), and their effect on reading
comprehension testing are measured. In this study, mobile tablets are used to promotemetacognitive development in reading. The impact of this metacognitive development is measured
through self-report questionnaires, standardized test scores, and brain activity as measured byportable EEG machines which will be in use during the presentation. The findings presented in thisstudy suggests that a notable change is happening in the brain after the metacognitive activities are
introduced.

5F (CUE) Conversation Classes Enhanced by International Tutors
John Frederick Maune (Hokusei Gakuen University)

Junior college English department students take required conversation classes at least two times a
week. One class a week includes three tutors who hail from a variety of countries. This presentation
will describe a highly-appraised, 15-year-old, international conversation tutor program. Various
aspects of the program, including rationale and perceived benefits, tutor classroom activities, tutor
feedback on classroom design, teacher response to in-class tutors, and administrative concerns
such as hiring, scheduling, and liaising with teachers and office staff, will be presented.

5F (LD) Developing and Coordinating People, Places, and Materials
as Resources in Self-Access
Curtis James Edlin and Yuri Imamura (Kanda University of International Studies)This poster highlights key points in the process of development and coordination of resources
for a self-access center at an international university in Japan, focusing on the time around its
move into a new, purpose-built building. In addition to physical materials, we attend to physicalenvironments and people as learning resources. Learning environment design is considered fromboth a perspective of supporting learning at basic physiological and psychological levels (Edlin,
2016) and of developing physical spaces into spaces for social activity and learning (Murray, 2014).
Special attention is paid to the support for and effects of social affordances and the community.

5F (CALL) Learner Autonomy and Technology-Enhanced Textbooks
Daniel James Mills and Daniel Olsson (Ritsumeikan University)

In this poster session, the presenters will explain how mobile device accessible textbooks were
utilized to facilitate greater engagement and autonomy in a first-year EFL course for Economics
students. In this course, 33 students used their personal mobile devices to access textbook media
and work in groups to complete assignments. Information regarding student satisfaction withthe course as well as their perceptions of the benefits and disadvantages of the method employed
was gathered through a questionnaire and reflective writing activity. Six constructs of satisfaction
were explored through the survey instrument including, instructor, materials, set-up, interaction,
outcomes, and overall satisfaction.

Plenary Conversation 1 (1:00–1:55)
1st floor, Room 5100

Mayumi Abe and Quint Oga-Baldwin will share their research
into what teachers can do to maximize student engagement intheir classrooms.
Quint Oga-Baldwin (Waseda University) has taught in all areas oflanguage education in Japan. He now trains teachers at Waseda University
in the School of Education. He earned aDoctor of Philosophy in Education from
Hyogo University of Teacher Education,
specializing in elementary school foreign
language pedagogy and motivation.
His research interests include effectiveclassroom teaching methods, motivationand engagement in elementary/secondary
schools. His work has been published inContemporary Educational Psychology,
System, ELT Journal, Frontline Learning
Research, and Asia-Pacific Educational
Researcher.

Mayumi Abe (Waseda University) has been a language learning adviser
for eleven years and currently works with ALC, a publishing company, incharge of training of advisers. She
is also an instructor at Gakushuin
University. She received her master’s
degree from Temple University
Japan Campus and now studies atthe doctoral program of Waseda
University. Her research interests
include learner autonomy, selfdirected learning, learning strategies,
and metacognition.

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Saturday Afternoon Presentations (2:00–2:25)
4401 (TEVAL) Peer-Evaluation for Teaching Essay Writing
Nivedita Kumari (University of Tsukuba)

The present study aims to bring out the benefits of using a peer-evaluation activity in a writingclass. The study qualitatively evaluates the peer-evaluation comments by 18 students of an
English writing class. The content, structure, and grammar of an essay (written individually) were
peer-evaluated. After a few weeks there was another round of an essay-writing test. The study
qualitatively analyses the written comments during the peer-evaluation activity and looks into theessays written after the peer-evaluation activity. The results show that the students understood theimportance of clarity of meaning and structure of an essay.

4402 (GILE) Raising Awareness of Mental Health Issues
James Taylor (International College of Technology, Kanazawa)

Discussion of mental health issues has long been a taboo in many countries but in recent years thishas gradually changed, although suicide rates among young Japanese remain high (Lim, 2017).
Inspired by personal experience, the presenter created a set of lessons using authentic materials
to increase student awareness of mental health issues. The presenter will explain the rationale formaterials selection, the activities, and students’ reactions to the lessons. The presenter will conclude
by suggesting sources of materials for planning lessons on this topic.

4403 (Sponsored) Dictation: Before, During, and AfterJohn Michael Spiri (Global Stories Press)

Dictation is a time-tested language learning activity with numerous variations on the standard
method, from dictogloss to “tape recorder” dictation, to student dictators, and others. After briefly
describing the basic dictation method, the presenter will share some of the more effective andcreative alternatives. In addition, the presenter will share ideas for pre-dictation activities involving
pictures that correspond to the dictation sentences. Post-dictation review activities that make useof the pictures will also be explained. While the material comes from the presenter’s textbooks, thispresentation will be useful for any teacher with an interest in dictation.

4404 (LD) Pedagogical Implications of Self-Reflection
Anna Belobrovy (Reitaku University)

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Self-reflection can be recognized as a process that gives students opportunities to stop andbe reflective about the learning that has taken place (Davies, Herbst, & Busick, 2013). This
presentation provides analysis of the pedagogical implications of Japanese EFL college students’reflective diaries in a speaking and listening course. The diary entries were qualitatively analyzed
from the perspective of their contribution to the learners’ awareness of their language skill
development and progress. In addition, the research findings are discussed on pedagogicalimplications of perception, goal-setting, learning difficulties, and motivation, and curricular
aspects such as setting customized curricular goals and adjusting activity choices.

4405 (CUE) Fluency Activities Revisited
Caroline Bertorelli (Toyo University)

The main goal of English communication classes is to improve the fluency of students’ English
speaking skills. Finding motivating activities that are successful in achieving this goal is a challenge
regardless of the students’ levels. Making sure all students participate actively in such activities
is a further challenge. This presentation will review fluency activities in the literature, share theoutcome of some classroom research on Japanese university students, and suggest a number ofpractical ideas that can be incorporated in the classroom that can successfully engage all students
of all levels in a class.

4406 (SA) Negotiating Identity in Informal Language Learning Settings
Chika Kitano (Osaka University),
Megumi Kohyama (University of Shiga Prefecture)

This presentation will describe an inquiry into how Japanese university students who havereturned from a study-abroad experience negotiate their identity on social networking sites (SNS)when interacting informally with non-Japanese interlocutors. SNS provide a unique opportunity
for EFL students to practice language skills in an informal environment and to maintain anddevelop social connections with non-Japanese partners, but maintaining one’s unique identity
in these intercultural exchanges can prove difficult. The presenters will outline the methods
they used to explore this topic and describe how the findings of this research can be applied toindividual practice.

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4501 (TD) Going Beyond the CV: The Case for Using a Teaching Portfolio
Mike Stockwell (Sugiyama Jogakuen University)

Teaching is a multifaceted profession requiring a broad range of skills and abilities. However,these attributes cannot be adequately reflected in the confines of a concise curriculum vitae. A
digital teaching portfolio can transform how teachers demonstrate their strengths to employers.
This presentation will detail how to develop a framework for developing your own digital teaching
portfolio. A primary concern is determining what content to include in the teaching portfolio.
This presentation will also discuss how this content can be optimally displayed.

2:30

4502 (TD) A Duoethnography of Native-Speakerism in Japan
Daniel Hooper (Kanda University of International Studies),
Azusa Iijima (Keiai Gakuen SHS)

3:00

This presentation introduces a duoethnographic study based on how experiences of nativespeakerism have shaped the careers of one native English speaking teacher and one local
English teacher in Japan. Duoethnographic studies aim to disrupt predominant narratives
through reflexive dialogue between juxtaposed perspectives. In this study, it was found that our
discussions on the topic of native-speakerism transformed our views on our respective positions
in language teaching as well as encouraged us to examine our own standing as professionals andpeople. The potential benefits of duoethnographic research as a tool for teacher development will
also be discussed.

4503 (CALL) Coding: Why Teachers Should Learn It
Daniel William Parsons (International University of Japan)

Our creativity in technology-enhanced learning lies in fostering the autonomy and cultivating
the agency of our learners. However, educational technology can limit learners’ agency andautonomy through reliance on templates. So, how do we maximize our agency and autonomy
with technology? The presenter will draw a parallel with the genre-based approach to pedagogy
and will argue that learning to code gives teachers the power to enhance autonomy and agency.
Some useful examples of teacher-coding in action will be demonstrated which will highlight thepotential for developing critical thinking, ICT, and communication skills among our students.

4504 (PRAG) Now Ask Your Partner: Questions in Interaction
John Campbell-Larsen (Kyoto Women’s University)

One of the basic speech acts is the question/answer adjacency pair. Learners must be able toproduce comprehensible questions in the target language. However, questions serve a variety
of interactional purposes, from simple information transfer to the display questions performedby teachers to phatic questions that promote conversation. This presentation outlines theinteractional architecture of various question genres, contrasting phatic questioning withmore procedural questioning, and suggests that many learners have insufficient ability todiscriminate between genres, leading to minimalistic, unnatural interactions. Some ways in whichconversational questions are constructed in interactions will be highlighted.

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4505 (BRAIN) The Role of Working and Short-Term Memory in L2 Learning
Diego Elisandro Dardon and Peter John Wanner (Tohoku University)

The role of working and short-term memory in second language grammar learning will be
explored. The study seeks to answer the questions “Does memory have a significant role inspecific language learning?” and, if a correlation is found, “which, working memory or short-term
memory, has a more important role in that learning?” Most research concerning second language
learning and memory has focused on vocabulary and general grammatical abilities. However,more studies targeting specific elements of language learning, for example specific grammaticalconstructions, are needed in order to explain in detail the relationship between second language
learning and memory.

4603 (ER) Towards a Comprehensive Graded Reader Database
Mark Brierley and David Ruzicka (Shinshu University)

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This presentation will discuss the range of data available on graded readers, and explore thepossibility of a comprehensive database to allow this information to be accessed and updated.
Accurate information on graded readers is critical since, for example, difficult books may
discourage reading. Book difficulty can be expressed in Yomiyasusa (readability) level, the Kyoto
scale used on MReader, or ERF level as used by Xreading. Different people may not agree on the
difficulty of a particular book. Further challenges are presented by the steady publication of newbooks, inevitable errors in the data, and similar books with different ISBNs.

4605 (Sponsored) Bigbox: Making Learning Fun for Young Learners
James Hall (Tryalogue Education)

With the skill set we are expecting 21st century learners to have as they grow up, why are we stillusing the same pedagogical approaches? This presentation will look at the differences in concepts
between ‘studying’ and ‘learning’ within 21st century content for young learners. We will examine,
as well, personalized learning paths, gamification, and curation of content for young learners using
digital technologies and the impact these technologies can have in shaping future generations.

Saturday Afternoon Presentations (2:30–2:55)
4401 (TEVAL) Correlating Eiken and Deviation Values
Austin Gardiner and Peter John Wanner (Tohoku University)

Grades 3, Pre-2, and 2 of the STEP EIKEN test have been designated by MEXT as benchmarks toaccompany in-house tests for junior and senior high schools in Japan. MEXT suggests a Grade
3 level ability at the end of the junior-high third year, and that senior high students pass Grade
2 upon graduation. It is therefore important that schools conduct research into the correlation
between their deviation values, also referred to as hensachi, and the results of EIKEN tests. This
presentation will demonstrate how online materials, already available, can be used to conduct suchresearch in a fun way.

4402 (ER) ER-Central: Free Online Extensive Reading and Word LearningCharles Browne (Meiji Gakuin University)

This presentation will briefly describe and make the case for the importance of both extensive
reading as well as the learning of high frequency vocabulary for EFL learner and how these
two activities are complementary to each other, and then move on to introduce ER-Central, afree website which provides students and teachers with a way to do extensive reading, extensive
listening, and focused vocabulary learning online.

Please do not enter building 1 before 6:30 as it will be used for student testing during the day. Your cooperation is greatly appreciated.

4403 (TBL) Incorporating the Best Practices of Game Design into Task Design
Stephen Vincent Case (Shimonoseki Baiko University)

How can we use solid best practices for game design to improve our lesson plans and tasks? Many
educators want to design tasks that engage students and provide a solid educational benefit.
Games design already has a framework for an iterative design process and assessment that creates
engaging and motivating activities. This talk will introduce tasks that have been through thisprocess, and have incorporated ideas from modern board and video game design into an analogue
format that can be used in any classroom.

4404 (LD) Visualization of Phonetic Markers for Early ESL Learners in Japan
Kevin Reay Wrobetz (Himeji Dokkyo University)

This research presents a visual system of phonetic markers linked to both the Japanese kanasystem and natural English vocabulary with the aim of breaking young students of the habit of
imposing the Japanese phonetic structure on natural English vocabulary. The system was tested
on a group of 20 Japanese elementary school students, and drastically improved students’ scoresin pronunciation and reading tests. This suggests that the implementation of just such a systemstands to have a high degree of success in formal educational environments in the Japanese
education system.

4406 (Sponsored) Tanuki Games–Fun, Exciting, Educational Tabletop Gamesfor Your EFL Classroom
Jay Joseph Palarino and David Kendrick (Tanuki Games)

Tanuki Games produces real tabletop games–not game-like activities–specifically designed foruse in EFL/ESL classes. Our games feature conversation-based gameplay, high level of playerinteraction, easily customizable duration and difficulty level and, most of all, they provide
an educational experience that delivers as much fun and excitement as it does learning.
Communication is a fundamental, intrinsic aspect of all our games, as is their ability to help
students make serendipitous discoveries of their own innate language skills, making them ideal
tools for the communicative classroom. Our tabletop games can make for wonderful teachingaids in the EFL classroom, but game duration, language requirements, and learning curve canoften limit their potential effectiveness. These are real tabletop games. In this presentation, Tanuki
Games will introduce three games (CEFR A1, A2 and above) from our initial lineup of easy to use,easy to teach, and easy to play games that can liven up any EFL/ESL classroom.

4501 (TD) Maximizing Teaching Assistant Program Benefits
Christopher Gareth Haswell (Kyushu University)

Investigating the question “Does employing international students as TAs have an effect on
their university experience?” this presentation reports on the employment of international
students as teaching assistants (TAs) at two universities. Through the use of qualitative analysis
software on data from interviews with teaching assistants, teachers, and program coordinators,
it was determined that TAs were consistently underutilized, yet there were also clear personaland institutional benefits from their time in the program. This presentation will make practicalsuggestions as to how recruitment, training, and in-class utilization of teaching assistants might
be improved in future programs.

4505 (LD) Communication Strategies Among Exchange Students
Agnes Siwi Puwaning Tyas, Nabilla Kusuma Vardhani (Universitas Gadjah Mada)

One indicator of a successful spoken interaction is when both interlocutors clearly understandthe message, resulting in the achievement of a communication goal. This comparative study used
observations and interviews to examine communication strategies used by first- and third-year
English students of Universitas Gadjah Mada, Indonesia during spoken interactions in English
with exchange students from Cheng Du Textile College, China. The presenter will describe thecommunication strategies used and will compare how first- and third-year students overcame
difficulties in these interactions.

Please do not enter building 1 before 6:30 as it will be used for student testing during the day. Your cooperation is greatly appreciated.

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SIG Forums (2:30–3:55)

4405 College and University Educators SIG Forum: Integration of Non-Textbook
Tools into the Classroom: What Do You Use? How Do You Use It?
David Teuber (Osaka Sangyo University), Daniel Velasco (Rikkyo University),
Kazumi Kato (Tokai University), Justin Pool (Osaka Kyoiku University)

2:00

While textbooks often provide the instructional framework for tertiary-level courses, teachers
may look to outside sources either to teach one-off topics or even base their entire course on nontextbook materials. Does this sound like you? We are particularly interested in showcasing thefollowing materials: software, graded readers, websites providing instructional content, multimedia
content, and authentic materials such as maps and menus. Presenters will share their experiences
and know-how in choosing, designing, incorporating, and implementing these types of resources
into the language-learning classroom.

2:30

4502 Materials Writers SIG: Innovations in Materials Design
Stephen Mark Paton (Fukuoka University), Todd Beuckens (Asia Pacific University),
Brian Cullen (Nagoya Institute of Technology),
Adam Murray (University of the Ryukyus),

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In this interactive forum, the three panelists will talk about a variety of innovations in materials
development. First, Brian Cullen will talk about how textbook development (e.g., content, style,
exercises) has evolved since the early 2000s using three editions of a textbook as case study. Next,
Steve Paton will discuss how advances in software allow writers to produce textbooks with day-today software rather than expensive DTP software. Finally, Todd Beuckens will show how writers
can use technology to reach their audience in a number of enhanced and engaging ways.
4503 Study Abroad SIG: Study Abroad Destinations
Paul Horness (Soka University), Toshiko Oda (Tokyo Keizai University),
Steven Herder (Doshisha Women’s College of Liberal Arts)

The study-abroad forum provides a venue for all to discuss issues in study abroad programs. Oneof the main themes to be discussed in this forum is whether the destination matters in study
abroad. Should Japanese students study in English-speaking countries such as the UK or US, or
can they gain the same language development by studying in countries where English is not usedas the predominant language? The forum will also be open to discuss other issues concerning study
abroad. Join us for this discussion and bring your questions, comments, and ideas to join in as well.

4504 Pragmatics SIG: Pragmatics + Grammar + Communication
Sanae Oda-Sheehan (Ochanomizu University), Akiko Inagaki (Tokyo City University)

When teaching language, teachers must provide students with a rich environment to encourage
and enable Communication. This presentation stresses the necessity of Pragmatics—using language
appropriately—and Grammar—utilizing the structure of language effectively. These are essential
for language classrooms at all levels. While many language lessons stress grammar at the expense ofpragmatics (or vice versa), this presentation argues that these can be integrated with positive results
for learning. Teacher education should prioritize both at the same time.

4603 Mixed, Augmented, and Virtual Realities SIG: SIG Project Showcase
Eric Hawkinson (The University of Fukuchiyama), Jennifer Teeter (Kyoto University)
Euan Bonner and Erin Frazier (Kanda University of International Studies),
Christopher Robert Hastings (Nanzan University), Parisa Mehran (Osaka University),
Bobby Figueroa (International Christian University),
Elisabeth Fernandes (Konan University)
Mixed, Augmented, and Virtual Realities and Learning SIG (MAVR) members share projects/
apps/demos/implementations created over the past year. This content is presented in a way to beboth accessible to new members and useful for veterans of the field. Some projects to be showcased
involve self-access learning center support, multilingual virtual campus tour, connecting to Puerto
Rico through augmented and virtual realities, VR for the second language classroom, and VR for
academic writing. There will be hands-on demos available of most presented projects.

Saturday Afternoon Posters (3:00–3:55)
4th floor hallway

4F (VOC) Vocabulary Learning Strategies (VLS) in ELT Coursebooks
Claire Murray (Osaka City Board of Education)

This study investigates vocabulary learning strategies (VLS) treatment in three commerciallyavailable ELT coursebooks. Although research exists on teachers helping students acquire the
VLS which help them become autonomous vocabulary learners, the role of coursebooks has notbeen fully explored. Based on Littlejohn’s (2011) framework, analysis consists of determining theexact number and nature of VLS; analysing the effectiveness of VLS and their instruction; anddeducing the coursebooks’ underlying principles regarding VLS and VLS instruction. The amountof attention and level of appropriate instruction VLS receive vary; however, overall, this study finds
the coursebooks’ treatment insufficient to foster autonomous or regular VLS use.

4F (TD) What We Learned: An Adventure Communication Project
Jeremy Eades and Phoebe Lyon (Kanda University of International Studies)

Project Adventure (PA) is a US-based program that was designed to develop learners’ teamwork,
cooperation, and communication skills using problem-solving and team-building activities. Whileit was designed to be conducted in L1, it has been adapted as an Adventure Communication
Program (ACP) to improve students’ communication skills in an EFL context by presenting
challenges that require students to set goals, solve problems, and reflect on their experiences intheir L2. In this poster presentation, we will share our experience teaching an ACP course in L2,highlighting positives and challenges.

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4F (ER) Measuring ER by Effect of Time on Reading
Hywel Edward Care and Kenichiro Kobayashi (Aichi Shukutoku University)

The presenters summarize the implementation of an ER program in the context of a quarter
system in a Japanese university. We explore adjustments from student feedback and reports fromcurrent student staff who act as monitors and role models during weekly ER sessions outside of theclassroom. The presenters will further build on their previous exploration of connections between
amount of time read during this program and reported attitudes towards ER as well as changes inreading speeds and students’ future reading plans.

4F (LD) Flipping a Global Topics Classroom
Adrianne Verla Uchida (Nihon University)

It is said that flipped classrooms promote active learning and student engagement (Bergmann &Sams, 2012). This poster will share observations from a flipped classroom project. Students learned
the skills needed to research, present, discuss, and reflect on a variety of global topics in the springsemester. Using those skills and their newfound autonomy, they collaborated and designed eachlesson in the fall semester. They chose the weekly topics, created presentations, drafted discussion
questions, led group discussions, and reflected on the process weekly. This poster will share not
only the instructor’s reflections on the project but also the students’.

NanKyu Chapter and JASAL
Sojo University Teaching & Learning ForumSUTLF 5The NanKyu chapter, together with the Japan Association for
Self-Access Learning, will hold their annual conference on 15 Dec,
2018, at Sojo University, Kumamoto.
For more information,
https://www.nankyujalt.org/sutlf/sutlf-5

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Saturday Afternoon Posters (3:00–3:55)
5th floor hallway

5F (CALL) Getting Creative in Writing Classes
Lauren Inneke Landsberry (Nagoya College)

Many teachers struggle with writing classes. It can be a challenge to get students writing in English,
let alone be creative with their writing. To make a change from paragraph, essay, and email writing,two lessons in the semester were spent on creative writing. The presenter will show how she used
Storybird, an online software program, to get students to be creative and write a story in English.
Students were able to share their stories in a class library and talk about the stories they enjoyed or
thought were interesting and well-written. Future potential writing projects will also be discussed.

5F (JSL) 日本語コースに実践コミュニティを生み出すスローフード・プロジェクト
Yoshiko Kishi (Case Western Reserve University)

本発表は、北米の大学の日本語コース内の6週間で国際的市民運動の「スローフード」
をコンテンツとして行ったプロジェクトワークの実践報告をする。その中で、テレビ会議システムを通じたスローフードユースネットワーク東京の会員との交流により実践コミュニティを作ることを試みたが、その学習効果についても考察する。

5F (CALL) Using Cloud Computing to Improve Feedback in EFL Courses
George Robert MacLean (University of the Ryukyus)

This presentation will describe the advantages and disadvantages of cloud computing for enabling
students to submit work and to receive immediate and near-immediate feedback about theirresults via cloud applications such as Google Forms. Findings are from six English as a Foreign
Language (EFL) courses where students used cloud computing to submit assignments and tocomplete quizzes and major exams. Results of the study and an ensuing discussion will be based on
the teacher’s field notes, descriptive statistics from an 18-item questionnaire (n = 68), open-ended
student comments from the questionnaire, as well as student interviews.

5F (TYL) Focus on Form instruction improved JH students’ skills
Yoko Takano (Nagoya University of Foreign Studies (NUFS))

Communicative grammar teaching, which is focus-on-form (not focus-on-forms) instruction
improved five junior high students’ communicative competence in a private school in Japan.
Furthermore, performance tests showed them to be fluent speakers and writers thanks to positive
washback. The poster presentation shows the results of a two-year action research project on focuson-form including the students’ essays, original books, and the research data.

Saturday Afternoon Presentations (4:30–4:55)

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4401 (MAVR) Project-Based Learning with Google Earth VR
Jon Gorham and Tom Gorham (J. F. Oberlin University)

This study explores the impact that a VR application like Google Earth VR had on six
experimental groups’ speech writing capabilities and the delivery of their presentations. Threecohorts consisting of 70 EFL students role-played as mock travel agents and tour guides forforeign visitors coming to Japan for the Tokyo 2020 Olympics. This study was conducted using an
Oculus Rift combined with Google Earth VR; the experimental groups immersed themselves inthe “Heritage Zone” and “Tokyo Bay Zone” surrounding Olympic Village. Quantitative pre-test
and post-test results and qualitative assessments of the speeches evaluated their pronunciation,rhythm, and memorization abilities.

4402 (GILE) The Reality and Necessity of Teaching the Singular they
Michael Houston Brown (Kanda University of International Studies)

Singular they, the use of they/their/them with singular referents, is not without critics. Nonetheless,it has been a common construction for centuries, and its formal acceptability has recently been
increasing. This acceptability has largely been driven by the need for a gender-neutral third person
pronoun in English. This presentation will discuss recent changes in the perceived acceptability ofthe singular they, its role in gender-neutral language, and its extension to species-neutral language.
The presentation will highlight illustrative, real-world occurrences of singular they, and will discuss
why singular they should not be ignored or dismissed in the teaching and learning of English.

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4403 (TBL) Psychology Games for Language Learning
Ian Douglas Munby (Hokkai Gakuen University)

Communicative tasks for language practice play an important role in the language classroom
but often lead to “So what?” outcomes. This presentation will introduce some communicative
tasks for learners of all ages and levels with surprising or amusing outcomes which purport toreveal something about our personalities and values. Training in these strategies provides a basis
for further language practice and further active and personal learner involvement in classroom
communication. The presenter will also suggest how such tasks can be structured around a TBLL
(task-based language learning) model of second language acquisition for multi-stage lesson
procedures.

4404 (CUE) The Necessity of English Presentation Skill Sets
Richard Miles (Nanzan University)

College and university educators often advise their students that learning how to deliver oralpresentations in English is necessary for success in university courses, and ultimately for future
careers in various fields of employment. In an attempt to verify this assumption, a qualitative pilot
study was conducted with recent university graduates from a Japanese university (n = 41). Findings
revealed how often these recent graduates presented for work, what language they presented in,what types of presentations they delivered, and which techniques and skills they deemed necessary.
These findings have important implications for university course designers and instructors.

4405 (GILE) Teaching about the 1927 US-Japan Doll Exchange
Kip Cates (Tottori University)

Community research projects can engage Japanese EFL students in a rich variety of tasks that
promote language learning, community engagement and presentation skills. This talk will describea university course in which students researched the 1927 US-Japan Friendship Doll Exchange.
This historic peace education event involved the exchange of 12,000 “friendship dolls” between
Japan and the United States, connecting tens of thousands of children, teachers and schools inboth countries. The presenter will describe the course design, class activities and local field trips,
summarize learning outcomes and explain how EFL teachers and students can investigate this
topic in their own communities.

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4406 (SA) Critical Reflections on Study Abroad Experiences in Writing Classes
Akiko Murata (Hosei University)

This study examines a project called “Verbalizing Language Learners’ Study Abroad Experiences”
in a foreign language writing class at a large-scale private university in Tokyo. The study illuminates
how such reflective writing sessions can help international students make sense of their studyabroad experiences critically in order to overcome linguistic and cross-cultural difficulties. The
study argues that the reflective writing project can be utilized as an opportunity to develop
students’ critical cultural awareness and sensitivity.

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Saturday Afternoon Presentations (4:30–4:55)(cont’d)4501 (TD) Conversation Analysis of Student Discussions
James Michael Underwood and Richard John Walker (Reitaku University)

In this presentation, we explain how conversation analysis (CA) practices have helped us increaseawareness of student performances in an academic speaking course. Our focus is on successful
turn-taking, and by transcribing video-recorded discussions, we discovered a selection of expected
and unexpected performance patterns. These findings are fuelled by a multimodal perspectivethat incorporates paralanguage (such as gesture and laughter) when working on an interaction.
Reflections on our discoveries have resulted in insights that may improve teacher practices andstudent performances in this and similar courses.

4505 (SDD) A Comprehensive Student Planner Design for Debates
Anthony Brian Gallagher (Meijo University)

Planning for student debates can be done with templates from books, but are they comprehensive
and considerate of the full process? In this presentation, I will show an original template that I
created that allows the opportunity for pre-debate planning, mid-debate note-taking, and postdebate analysis to help the student better determine their success in the process and the outcomeof the debate while allowing teachers to have a single sheet document of evidence of the entire
process.

4605 (ER) Complementing Reading with Comprehension Software
Austin Gardner and Peter John Wanner (Tohoku University)

This presentation provides details on how to add supplementary reading material to classmaterials such as English textbooks or extensive reading programs. Supplementary material suchas cloze exercises and short expositions are one way to see a student’s development of reading
comprehension. Exercises employing free online reading materials were successfully implemented
in a large university classroom of up to 60 students, effectively building reading comprehension
skills. Likewise, surveys showed that students found the use of online materials interesting.

Saturday Afternoon SIG Forums (4:30–5:55)

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4502 Other Language Educators SIG:
Develop Your Language and Intercultural Competences
Margit Krause-Ono and Qu Ming (Muroran Institute of Technology),
Monika Szirmai (Hiroshima International University),
Adiene Roque (Tsukuba University)

5:00

This forum’s presentations will explore the teaching and education of other foreign languages suchas German, Spanish, French, and Chinese at university level in Japan. Language education has tobear constant changes caused by G-N-L-university reform(s). Invariably, questions such as “Whatdoes MEXT expect of this change and the forthcoming implementation of the CEFR?” arise. Ina globalized world, the following points need also to be addressed: “What are the advantages of(even very basic) multilingualism?” and “How to integrate intercultural communication into
language teaching?”

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4503 Gender Awareness in Language Education SIG: Equality Across Borders
Sandra Healy (Kyoto Institute of Technology), Parisa Mehran (Osaka University),
Eucharia Donnery (Shonan Institute of Technology),
Elisabeth Fernandes (Konan University)

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This forum will examine issues related to gender and identity, both within Japan and globally.
Eucharia Donnery will compare the experiences of female teachers and students in a computersciences department with other departments at a Japanese university. She will also suggest ways
in which universities can support minority identities. Parisa Mehran and Elisabeth Fernandes will
explore the theme of debunking stereotypes of Middle Eastern women. They will discuss theirpersonal experiences in Iran and Pakistan and their collaboration in their English classrooms on
projects to reflect on existing stereotypes and their impact on the identity of these women.

SIG Forums (4:30–5:55)
4504 Lifelong Language Learning SIG: Career Design in the Lives of Teachers
Gregory Strong, Charles Browne, and Joseph Dias (Aoyama Gakuin University),
Blair Thomson (Toyo University)

For many, teaching can be more a labor of love than an endeavor that ensures a comfortable
standard of living and future financial security. Whether employed full-time or on a casual basis,teachers may need to use their ingenuity and resourcefulness to supplement their income andadequately provide for their families. In this presentation, a panel of experienced university
instructors will explain how they invested in their futures, made various career choices, andstruggled to make sense of pension plans and retirement options.

4603 Testing and Evaluation SIG: Turning Speaking Tasks into Assessment Activities
Featured Speaker Jerry Talandis (University of Toyama)

One effective way to assess your students’ speaking skills is to turn regular language practice tasks
into tests. To do that, you need a feedback loop that provides insight into performance. With such aloop, common practice activities can become assessment activities. In this workshop, we’ll examinevarious strategies for creating such loops by discussing the pros and cons of typical holistic andanalytic marking schemes. Guidance for creating effective feedback/marking rubrics will be
provided, as well as discussions of the practical issues regarding administration of in-class speaking
tests. No previous experience with conducting speaking tests is required.

Saturday Afternoon Presentations (5:00–5:25)
4401 (CT) Plagiarism: What Do Our Students Really Think and
How Can We Help Them Avoid It
James Emmet Owens (Kanda University)

Plagiarism is an issue that is taken seriously in academia and can even be considered a crime. The
problems it causes for students are usually blamed on cultural, educational, and/or individual
differences. Regardless, plagiarism needs to be clearly defined or explained to students. This paper
looks in detail at what students need, in terms of understanding plagiarism and learning how to
avoid it. Then through student surveys it analyses the effectiveness of some activities used in class.
The paper will be of use to any educator who has had trouble in the past with students submitting
plagiarised work.

4402 (GILE) Classroom Observations of Plurilingualism in Japan
Benjamin Thanyawatpokin (Ritsumeikan University),
Carl Vollmer (Ritsumeikan Uji JSHS)

Plurilingualism is an approach to managing and concurrently utilizing multiple linguisticcompetences in the language classroom. It has grown in popularity in Europe (Coste, Moore, &Zarate, 2009), and has been proposed for the Japanese context (Yoshida, 2013). This study explores
ways that plurilingualism was applied in various courses across all three years of a high school
immersion program. Classroom observations showed that the principles of plurilingualism canbe beneficial in the Japanese context. This presentation will consider the strengths and weaknessesof plurilingualism as well as challenges to implementation, and strategies used to overcome thesechallenges.

4403 (TBL) Ancestors: Researching and Sharing Personal Histories
Ben Backwell (Nagoya City University),
Brian Cullen (Nagoya Institute of Technology)

In this presentation, we share an original task-based learning activity called “Ancestors.” Theteacher introduces the topic of ancestors with a poem and a map of historical human migration.
Students then carry out interviews with older family members and research the historical roots of
their family. In the following lesson, each student presents a family tree and provides stories aboutfamily members. This is a personalized and intrinsically motivating language learning exercise
which also helps to promote better family connection, communication, and enrichment of selfidentity.

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Saturday Afternoon Presentations (5:00–5:25)(cont’d)4404 (CUE) Teaching a University Seminar Class
Brendan Van Deusen (Nagasaki International University)

Teaching a seminar class at the university level can be a challenging and rewarding experience. The
presenter will reflect on his first three years as a seminar teacher in a Department of International
Tourism, including his first class of graduating students. Through this, he will discuss topics suchas the basic responsibilities of a seminar teacher, pastoral care, seminar curriculum, undergraduate
thesis (aka sotsugyo kenkyu), seminar trips, and unexpected challenges. It is hoped that the content
and discussion will be beneficial to all teachers, whether simply curious or very experienced.

4405 (CUE) Improving Article Accuracy Through Context
Gareth John Price (Asia University)

This presentation examines how noun type plus semantic context would affect article use accuracy
in adult learners of English. Raising students’ metalinguistic awareness was the focal method toincrease accuracy, specifically by teaching students to make educated guesses about the semantic
context of a noun, rather than considering its singularity, plurality, or countability, to determine themost appropriate article. The results show to what extent the different type of nouns affect students’abilities to accurately use articles. The findings of this research could have implications for how weapproach the difficult task of teaching article use in the classroom.

4406 (SA) Six-Month Study-Abroad Programme at Oxford
Nobue Inoue (Niigata University of Management)

Hertford College, University of Oxford, provides a variety of English language programmes.
However, there is insufficient information available about the long-term 6-month programme toallow teachers to fully understand what the programme offers. I would like to present the basics,
such as fees, applications, term dates, and accommodation, and the detailed information about
curriculum, including the course schedule and syllabi, as well as the latest feedback from a student
attending this programme. I believe that sharing my expertise and knowledge on this programme
will help teachers decide whether the 6-month programme is the right programme for theirstudents.

4501 (TD) Hidden Implications of JALT My Share Activities
Aaron David Hahn (Fukuoka University)

The “My Share” articles in The Language Teacher can be a valuable resource for teacher
development and lesson planning. However, it is important to critically examine the teacher beliefs
and attitudes that underlie these lessons. I will discuss an excerpt of my critical discourse analysis
of six years of My Share activities, focusing on two issues: first, some implications (especially on theissues of power and autonomy) of the difference in lexicogrammatical representation of students
and teacher; and second, what the structure of the activities (group/individual and cooperative/competitive) says about our collective attitude towards language teaching.

4505 (SDD) Learner Beliefs Regarding the Use of Drama in a CLIL Classroom
Chhayankdhar Singh Rathore (Soka University)

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The presentation discusses a study that included 68 Japanese and four international university
students and inquired into their past experiences with drama in the English classroom and theirbeliefs regarding the use of drama in a university-level CLIL class. The presentation also discusses
the experiences of international students who participated in a process drama project and theirbeliefs regarding the applicability of drama in the English classroom. The results of the study werestudents displayed apprehension, reluctance, and shyness on one hand, and beliefs regarding theusefulness of drama and its enjoyability on the other.

4605 (ER) Best of Both Worlds: Real Books with Online MReader Quizzes
Colin Mitchell (Reitaku University)

Reitaku University required a straightforward extensive reading (ER) platform. For this, 4 English
teachers trialled MReader in combination with the library’s graded readers. Book lists from
the MReader database of graded readers were given to students. Students’ progress of reading
university library graded readers was measured using MReader. This presentation will demonstrate
how this ER platform combined MReader and the graded readers in the university library. It will
analyse feedback of 153 English students who used Mreader. The implementation, benefits, anddrawbacks of using MReader as a complement to the university library will be interpreted in thispresentation.

Saturday Afternoon Presentations (5:30–5:55)

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4401 (CT) Editing Feedback for Low-Level Learners
Adam Joseph Garnica (Tokyo International University)

Low-level learners often face many problems with writing, such as how to self-edit and monitor
their own errors. Utilizing a special editing key and through the drafting process, I explored how
to make students better writers and more aware of the errors they make. In my presentation, I
will show how I structured the lessons, utilized the editing key, and encouraged students to begin
monitoring their own errors. Together, we will learn what my triumphs and challenges were, andreflect on what can be done differently to improve writing and error detection for writing students
of all levels.

4402 (GILE) Enhanced Engagement through Project-Based Learning
Prumel Barbudo (International Christian University High School)

This presentation reports on the implementation of utilizing project-based learning to enhance
student engagement in a high school English class. Fifteen students created their original shortvideo documentaries about a global issue. Students conducted surveys and mini-projects as
scaffold while preparing for their documentaries. To monitor progress, peer feedback, selfassessment, and Edmodo were used. The course culminated in each team’s showing of their video
documentary. Analysis of reflective essays suggests strong student engagement and success indesired learning outcomes through the project-based learning. Sample outputs and project details
will be provided to teachers for similar set-up in their schools.

4403 (TBL) Impact of AI in L2 Classrooms: Student Perceptions
Andrew Gallacher and Andrew Thompson (Kyushu Sangyo University),
Mark Howarth (Sojo University)

This presentation highlights qualitative results obtained during a larger research project aimed atinvestigating the impact of using AI in the L2 classroom. Japanese EFL university students (n =253) interacted with an online chatbot via smartphone and recorded their thoughts on subsequent
surveys about these interactions in comparison to doing the same tasks with their peers. Results
suggest that students see the chatbot as a novelty rather than a legitimate language-learning tool,and that it lacks the richness of interaction they could achieve with their peers. Reasons for these
opinions are discussed in relation to ongoing trends within CALL-based research.

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4405 (CUE) Understanding Labor Contracts and the 5-Year Rule
Gerome Rothman (Zenkoku Ippan Tokyo General Union)

The talk provides background about temporary labor contracts and explores a problem facing
many language educators: the so-called five-year rule/ten-year rule. This rule purports toprovide a method for temporary labor contracts to become converted to permanent contracts.
The speaker, a Japanese labor union organizer, will discuss the ins and outs of this new policy,
the myths associated with it, and the implications of the policy. It will close by explaining why
cooperation, rather than competition with one’s colleagues, is the only way to build solidarity andimprove working conditions in the academic workplace.

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Saturday Afternoon Presentations (5:30–5:55)(cont’d)4406 (SA) Home-Stay: Challenges for Involved Parties
Gaby Benthien (Shumei University)

This study reports on a 2-week home-stay program for first-year Japanese university students.
Drawing on survey and interview data, the study reveals the complexity of this common addition
to study-abroad programs. Findings suggest that the level of involvement between the home-stayfamily and the student, and a positive experience for both depends on many factors, including
expectations, language skills, personality, reasons for offering a home-stay, and compatibility. For
organizers, the challenge lies in finding the closest fit of home-stay family and student participantsin order to maximize the benefits of the program.

4501 (TD) Lessons from a Dauntingly Dense Academic Paper
Michael David McAuliffe (Doshisha University)

The Nick C. Ellis 2005 paper “At the interface: Dynamic interactions of explicit and implicit
language knowledge” deserves a wide readership among language teachers: its density conceals
nuggets. It articulates how explicit language knowledge has the potential to become implicit
knowledge when it is called upon as learners communicate. One implication is that if learners are
to develop implicit knowledge they need to call upon robust and accurate explicit knowledge. This
presentation explores this implication by looking at examples of explicit knowledge and how thisknowledge can be developed.

4505 (SDD) Utilizing Video Skits to Teach Speaking and Reading With Expression
Gordon Rees (Yokkaichi University)

Japanese students are typically shy and reluctant to speak out when presenting in English. Many
read from their script, fail to make eye contact, and speak in a soft, monotone voice. How can we
encourage them to speak more dynamically? Drama is collaborative in nature and allows teachers
to create an anxiety-free, cooperative learning environment. Drama can also be used to create
realistic situations where students can learn to use the target language in context (Boudreault,
2001). I will discuss how video skits in the style of a morning talk show were utilized to practice
speaking and reading with expression.

4605 (ER) Don’t Call It Grammar-Translation
Jose A. Perez de Camino (Kyoto University of Foreign Studies)

Supporters of extensive reading often refer to mainstream English instruction in Japanese
secondary schools as “grammar-translation” or as yakudoku, because it heavily relies on explicit
grammar teaching, and on word-by-word translation into Japanese (e.g., Sakurai, 2015). While
this presentation is sympathetic with the cause of ER, it argues that the use of those labels is
unwarranted and should be avoided. It does so by examining the two methodologies at the originof those two terms, and by highlighting some of the ways in which they clearly differ from current
mainstream English instruction.

Saturday Afternoon Presentations (6:00–6:25)
4401 (LLL) Learning Transfer Climate Faced by Nursing Majors:
Application of Academic Writing Skills from an
English for General Academic Purposes (EGAP) Course to Their Content Courses
Allen Ho (The Chinese University of Hong Kong)

Since a main goal of education is to help students improve their performance not only in thecurrent learning context but also in future contexts, the importance of learning transfer is highly
recognized by educators. In this presentation, the learning transfer climate faced by a group of
nursing undergraduates in a Hong Kong university will be reported, so as to reflect if there is afavorable condition for them to apply the academic writing skills learnt in an English for generalacademic purposes (EGAP) course to three of the content courses in the nursing discipline.

4402 (GILE) Intercultural Friendship with Student-Produced Video
John William Brine (University of Aizu)

The University of Aizu offers undergraduate and graduate degrees in computer science. Our
English language courses support study abroad, thesis writing, and conversation with nonJapanese speakers. Student-produced video outside of class promotes learner autonomy (Nunan& Richards, 2015). In this work, Japanese students record interviews and conversations in English
with international students. Student-initiated social contact with English speakers supports
learning, and can lead to friendship. We describe the role of teacher-facilitated social interactionin the growing attention economy (Stiegler, 2012). We will discuss outcomes including theimplementation of instructional scaffolding, video methods, and formative evaluation from anaction research perspective.

4403 (TBL) Impact of AI in L2 Classrooms: Student Interest
Andrew Thompson and Andrew Gallacher (Kyushu Sangyo University),
Mark Howarth (Sojo University)

This presentation showcases a mixed-method experiment designed to investigate the impact
artificial intelligence (AI) has in the L2 classroom. The chatbot www.cleverbot.com was utilized
during this experiment. Students’ perceptions, levels of interest, self-concept, and proficiency
measures were captured throughout a semester of EFL study for 253 Japanese university students.
The presentation describes the steps in designing this multifaceted approach, and highlights thequantitative results captured via the student interest measurement specifically developed for thisexperiment. Analysis indicates interest in interacting (speaking) with the AI dropped dramaticallygiven repeated exposure, whilst interest in performing the speaking activities with peers remained
stable.

4404 (CUE) Validating L2 Motivation Survey
Tetsuya Fukuda (International Christian University)

This study investigates 37 survey items concerning L2 motivation. The hypothesis is that L2
is a broad concept within which four subcategories exist. These categories are termed effort,
integrativeness, instrumental motivation, and ideal L2 self. Seven to nine survey items are
written for each subcategory, and a pilot study was conducted in which 120 university students
participated. The data was analyzed for internal consistency with Cronbach’s alpha, and for
unidimensionality with the Rasch model, and four poorly performing items were removed. As aresult, the comprehensive survey targeted at L2 motivation was finalized with 33 items.

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Saturday Afternoon Presentations (6:00–6:25)(cont’d)4405 (CUE) Building Confidence with Learner-Taught Lessons
Jamie Taylor (Chubu University)

This presentation describes the second implementation of a university class project in which
students taught mini-lessons to their classmates. After seeing a model lesson taught by the teacher,
students in two different courses planned and led interactive activities introducing an aspect of
their major or their hobbies to the class. The teacher guided students during in-class planning andacted as a learner during lesson presentations. This project is an engaging way to build student
self-confidence in using English for communication. Student comments will be shared, andrecommendations will be given for adapting this activity to different class levels and goals.

4406 (MW) Using Screencasts to Teach Outside of Class
Kent David Jones (Ritsumeikan Asia Pacific University)

This presentation explains how to create screencasts (i.e., digital recordings of screen output) toteach lecture content outside of class. Such materials have the benefit of a) freeing up class time
for interactive activities, b) allowing students to replay explanations multiple times, c) giving theteacher a chance to monitor students discussing the screencasts and confirm understanding, andd) letting the teacher pinpoint the most problematic content. The results of teacher and student
surveys about screencasts will be reported, showing that both feel screencasts are useful but need
to be accompanied by worksheets to ensure that students view them.

4501 (GALE) Data Analysis in Qualitative Research on EFL Teachers
Julia Kimura (Temple University)

4:30
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5:30

Doctoral students will have to make several decisions over the course of the dissertation project. I
will use my own case study on female foreign language teachers to highlight suitable ways in which
to analyze the qualitative data I will collect in my dissertation project. In this presentation, I will
be describing some of the theory and practice associated with qualitative data analysis in order tothink through the many possibilities available to researchers who work under the qualitative andmixed-methods paradigms.

4502 (TD) Action Research into Implementing Video Journals
Carlos García Ruiz-Castillo and Colin Skeates (Keio University)

In this presentation, two teachers will introduce an action research project in which video journals(VJs) were implemented in their respective intensive English and Spanish language university
classes. Following Kemmis and McTaggart’s (1998) four-part action research sequence, theinitial VJ program (Skeates, 2011) and the effects of context on implementation are explained.
Next, observations of in-class student interaction, VJ content, the results of four questionnaires,and regular teacher meetings are discussed. The presentation will conclude with what future VJ
programs will entail, which will enable participants to ponder the suitability of adapting VJs totheir teaching context.

4503 (CALL) Student Preferences for Online Discussion Forums
Patrick Conaway (Yamagata University)

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In group English discussion activities it is not uncommon for students to sit in silence or almost
exclusively use L1 to communicate with their peers. Although some teachers would attributethese responses to a lack of motivation, another possibility is that students do not yet have enoughfluency to decode and formulate messages in real time. Threaded discussion forums are one waythat technology can be used to allow students more time to understand their peers and create theirown messages. This presentation introduces threaded discussion forums and describes the resultsof a small-scale questionnaire study.

4504 (LD) Future-Self Motivations Actually Lie in the Past
Joseph Falout (Nihon University)

Teaching and researching L2 motivation commonly focuses on the learner’s future-self images
because they promote taking action toward language learning goals. However, past-self images
fundamentally construct the future-self images that can be so motivational. Researching pastselves is problematic because the brain’s memory is fallible and malleable and continuallyreconstructs learner’s past-selves. These unconscious self-lies complicate both L2 learning
practices and research. This presentation will provide a survey of reliable research methods fromsocial psychology, but which are new to SLA, that can help solve this problem, offering concrete
examples for teachers and researchers interested in exploring and improving learner motivation.

4505 (LD) Exploring Students’ Perceptions of Plagiarism
Connie Ng (Chinese University of Hong Kong)

This study examines undergraduate students’ perception of instructional intervention on textual
plagiarism. Data was collected from 40 first-year Chinese ESL students in Hong Kong consistingof beginning-of-term pre-intervention, mid-term during-intervention and end-of-term postintervention questionnaires in 2016-17. Findings showed that most participants barely had any
prior knowledge of textual plagiarism and how to avoid it, and they learned the importance of
avoiding plagiarism and the need to develop these skills. The results suggest that students should
be provided continuing independent learning practice to avoiding plagiarism beyond the course.

4603 (ER) A Decade of ER Program Development: What Works & What Doesn’t
Glen Hill (Obihiro University of Agriculture and Veterinary Medicine)This presentation details 10 years of forming an extensive reading program at a small national
university. The speaker will explain how it began with 1 course, few graded readers, and a paper
checkout system. The current Moodle-based program with a university-funded English Resource
Center (ERC) containing over 4,000 books for 16 English courses is then described. Data ispresented on borrowed vs. late books, student achievements and failures with word counts,and feedback surveys with student opinions and ranking of facets of the program and ERC.
Comparisons will be made between ER use in the reading course and other English courses.

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4605 (ER) Cloze Encounters of a Different Kind
Thomas Robb (Emeritus, Kyoto Sangyo University)

This presentation demonstrates the “Scrolling Cloze” activity that allows students to select theappropriate word from a set of buttons that appear on-screen for each blank in the sentencesthat quickly scroll across the screen. This free application allows teachers to load their own texts
for their students and download the results. It works on any browser screen, including desktops,
tablets, and smartphones. One use of the software is a “quickie” reading placement test; one
version is scheduled to be implemented in the XReading.com software from April 2018.

5:00

10th Annual ER Seminar

5:30

The 10th Annual Extensive Reading Seminar will beheld in Hiroshima Sunday, October 14, 2018 at theHiroshima YMCA, based on the theme Reflections on
Extensive Reading.

6:00

More information can be found at
http://hosted.jalt.org/er/10th-er-seminar
An off-site reception is tentatively planned for Sat evening

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JALT2018
44th Annual International Conferenceon Language Teaching and Learning &Educational Materials Exhibition
Shizuoka Convention & Arts Center (Granship)
Shizuoka City, Shizuoka, Japan
23–26 November 2018
With Plenary Speakers-Diane Larsen-Freeman-Momoko Nakamura-Lindsay Clandfield-Judith B. O’Loughlin
https://jalt.org/conference/jalt2018/
plenary-speakers
and Featured Speakers-Joseph Shaules-Sandra McKay-Louise Haynes-Dat Bao-Justin Harris-John Hughes
https://jalt.org/conference/jalt2018/featured-speakers

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2018 Technology in Teaching (TnT) Workshops
Digital Technology for Teaching and Learning
Friday, 23 November 2018, 1:30–7:00 PM

The JALT Pre-Conference Technology in Teaching (TnT) Workshops are held
immediately before the conference and provide those coming early with theopportunity to learn how to effectively make use of technology in the classroom. The
TnT presenters, all experts in technology, will offer guidance on using technology andshare ways to best integrate technology with language teaching practices. Participants
should bring along a Wi-Fi or cellular-connected device to participate fully in sessions.

Eng Hai Tan-----------Engage learners through Google+ Community
Stephen Paton---------ZipGrade: scan response forms with your phone
Malcolm Swanson ----Creating self-paced Moodle courses
Bob Cvitkovic ---------App architecture for research and data collection
Paul Daniels ----------Leveraging ASR technologies in the language classWill Sanders ----------Creating flipped classroom for phonics
Parisa Mehran --------How to transform your classroom with AR and VR
Rab Paterson ----------Zotero: See it-save it-sort it-search it-cite it
Branden Kirchmeyer -Collaborating with Microsoft Teams and Office 365
John Blake -------------Visualizing language: using Regex and JavaScript
Dawn K. Little --------PowToon: A tool for dynamic presentations
Mark Shrosbree -------Using technology to involve students
Follow the presenters on Twitter athttps://twitter.com/JALTConference/lists/jalt2018-tnt-presentersand on Facebook
https://www.facebook.com/jalttnt/

JALT2018 on Social Media

Twitter: -------------- https://www.twitter.com/JALTConference
Facebook: ----------- https://www.facebook.com/JALT2018
Instagram: ----------- https://www.instagram.com/jaltconferenceYouTube: ------------ https://bit.ly/jaltYTchan
LinkedIn Group: ---- https://www.linkin.com/groups/99764
LinkedIn Page: ------ https://bit.ly/2BY2y8X
The conference hashtag: #JALT2018

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THT Kyrgyzstan 2018

This year’s theme: Engaged L2 Learning - Theory to Practice.
This year will be the 10th anniversary of
THT Kyrgyzstan and we are planning several
commemorative events with our partner
institutions which include Bishkek Humanities
University and Osh State University. For thoseinterested in getting to know more about the fascinating
Kyrgyz culture, the Nomad Games (2–8 Sept) begin just before
the seminars. Our Osh seminars run from 6 Sept until 8 Septand the Bishkek seminars from 11 Sept until 13 Sept (Thu).
Delegates are welcome to attend all or part of the program. A
mix of theoretical and practical workshops is recommended
for a diverse and enthusiastic body of participants, ranging
from elementary school teachers to university lecturers andfrom students aspiring to be teachers to deans of university
departments.

12:00 If you have a Masters Degree or the equivalent in TESOL or
1:00

a related field and are intrigued by sharing your ideas andexpertise in Central Asia, contact delegate leaders Brent Jones(bjones.jp@gmail.com) or Roger Palmer (roger88@icloud.
com) with at least three proposals. Please be sure to indicate
your available dates. You can also submit online via the THT
website (http://tht-japan.org/proposal_submission.html).

1:30 The 29th Annual JALT Gunma Summer Workshop in
Ikaho
September 8–9, 2018

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Our keynote presenter, PanSIG2018 presenter Atsushi Iida ofGunma University, will deliver two workshop lectures aroundthe topic of poetry writing in the second language classroom.
Shorter presentation slots may be available.
Please visit our website for details:
https://sites.google.com/site/gunmajalt/2018-9-8.

Plenary Conversation 2 (10:00–10:55)
1st floor, Room 5100

Atsushi Iida and Tomohisa Machida will share their researchand experience as a way of exploring the efficacy of teacher
development activities, exploring contextual constraints as well asteacher anxiety and what can be done to address them.
Atsushi Iida is Associate Professor ofEnglish in the University Education
Center at Gunma University, JAPAN.
He was awarded his Ph.D. in English(Composition and TESOL) at Indiana
University of Pennsylvania. His
research interests include second
language writing, poetry writing,
literature in second language
education, and writing for academic
publication. He has published his
work in various journals including
Assessing Writing, System, Qualitative
Inquiry, Scientific Study of Literature,
English Teaching Forum, and Asian EFL
Journal.
Tomohisa Machida is an associate professor in the Graduate Schoolof Global Communication andLanguage at Akita International
University. He obtained his M.A.
in TESL and Ph.D. in Elementary
Education at University of Illinois
at Urbana-Champaign. He iscurrently working with prefecturaland city boards of educationin Akita Prefecture to provide
in-service teacher training toelementary and junior high school
English teachers. His researchinterests include elementary school
English education, foreign language
anxiety, and teacher education.

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Sunday Morning Presentations (11:00–11:25)
4401 (GALE) Female Representation in Japanese EFL Textbooks
Natsuko Suezawa(Graduate School of International Cooperation Studies, Kobe University)

English textbooks play an important role in Japanese EFL contexts. This study is a quantitative
comparative analysis of female representations in high school textbooks in Japan, with the aim of
exploring gender representations therein. Twenty-two textbooks published in the 1990s and in2017 were analyzed in terms of the number of male and female characters and their social status.
The significance of this study is that there have been few comparative historical studies in textbook
analysis. The results demonstrate that there still remains a great disparity between male and female
characters in EFL textbooks used in Japan.

4402 (Sponsored) Xreading: What’s New and What’s Next
Paul Goldberg (XReading)

Xreading is a digital library that provides students with unlimited access to almost one
thousand graded readers and allows teachers to track their students’ reading progress. The
system is constantly evolving and growing in terms of the number of books and features. In thispresentation, the founder of Xreading will explain the new functionality that has been added overthe past year and what is planned for the future. Current users of the system are encouraged toprovide feedback and suggestions based on their experience.

4403 (CUE) Will You Favour Me? The Importance of Formulaic Language
Jennifer Aline Jordan (Kwansei Gakuin University)

Formulaic language (FL) is defined here as a group of words that operates as a single lexical
item. Research indicates that FL plays a significant role in successful and natural sounding
communication. It reduces the amount of mental effort required for both interlocutors to process
the language. Finally, it comprises a large part of academic writing and identifies people asmembers of a group. An understanding of these roles of FL in an L2 can benefit both teachers andlearners. This presentation will synthesize current FL research and contextualize it with practicalclassroom applications.

4404 (Sponsored by CEFR&LP SIG) Conceptualizing a Model for Assessment in CLIL
Mark Antony Joseph deBoer (Akita International University)
The efficiency of CLIL instruction has been researched extensively, demonstrating its positive
impact on learners. Yet, an underrepresentation of assessment as the focus of CLIL research has
resulted in an unclear understanding of what assessment in the CLIL classroom should look like oraim at. Applying CEFR principles and dynamic assessment practices, the premise that knowledge
is co-constructed in social interaction through the use of language mediating subject matter andsubject matter mediating the language is one starting point for conceptualising and implementing
CLIL assessment. This monistic perspective of teaching, learning, and assessment in the CLIL
classroom will be discussed.

4406 (TD) Teacher Efficacy and Effective Language Teachingin 21st Century Learning
Agnes Siwi Purwaning Tyas (Universitas Gadjah Mada)

This study aims to identify pre-service teachers’ efficacy in teaching English and its correlation
to their teaching performance. Teacher efficacy describes teachers’ confidence and belief thatthey can carry out effective learning process to help their students improve their language andcommunication skills necessary for the 21st century. In this study, 50 pre-service teachers in
Yogyakarta were given an evaluation checklist to self-assess their efficacy level and the resultsof their assessment would be compared with the evaluation scores given by their observers. The
results of statistical analysis imply that teachers’ efficacy affected their performance in conducting
language teaching and learning process.

PanSIG2019 Planning Meeting Sunday, 20 May
11:00 am–11:55 pm in Room 5100

Anyone interested in discussing the planning for future PanSIGs is welcome. We will discuss committee member roles, tasks, and the overall
conference calendar. People interested in volunteering for PanSIG2019 orin volunteering a site for future PanSIGs are especially welcome.
4501 (SO) Driving Traffic to Your School via Google
John Maurice Gayed (L.A. English Academy)

Many language schools spend a considerable amount of time and effort on marketing theirschools via traditional venues such as newspaper inserts, free magazine ad buys, and signboard
rentals. While these might bring some results, they require a large investment in capital. This
presentation will focus on one of the most cost-effective methods of driving potential students toyour school by using the Google Search platform to make sure your property is on the radar. This
presentation will give a broad overview of the current state of search in Japan and best practices
for school owners.

4505 (PRAG) A Closer Look at Cotext
Robert Carl Olson (Sapporo Gakuin University)

Cotext is defined by the Pragmatics SIG as “what is said before the utterance and what is likely
to come after the utterance.” Often confused with context, the objective location and time of agiven conversation, cotext may be defined as the influence of the personal beliefs and experiencesof each participant in the conversation. This presentation will expand on the Pragmatics SIG’s
definition of cotext, show how cotext may enhance communication, and conclude with a question
and answer session. Spoiler alert! Will cotext help your students learn English faster? No. But it
will help them speak English better!

4605 (VOC) “NG Words” for Enriching Lexical Repertoire
Yosuke Ogawa (Kobe University)

Although students can often produce many words in a speaking activity, their talk is often wordy
and repetitious, manipulating a limited lexical repertoire to broaden its meaning. This paper
will demonstrate how students manage their lexicon and reveal how students rely heavily onwords such as “good” and “very.” It will exhibit a practice to set lexical restriction for contrarily
expanding their lexical repertoire in speaking. The presentation will enable L2 instructors to
predict students’ simplification tendencies and to empower their lexical repertoire. Furthermore,
attendees will learn practical classroom ideas that are useful for ESL/EFL learners of any levels.

The Mind, Brain and Education SIG & Kitakyushu
JALT chapter
Zoltán Dörnyei (University of Nottingham, UK )16 June, Kitakyushu University

Zoltán Dörnyei will be speaking on Directed Motivational Currents: What
Are They and What Can They Teach Us About Long-term Motivation?
The presentation will be taking place at Kitakyushu University, from 4–6
pm (doors open at 3:30 pm), 1,000 yen for JALT members and 2,000 yen
for non-members.
Full details here: http://hosted.jalt.org/chapters/kq/schedule/2018/june/16
Advance registration: https://kqjalt-dornyei.peatix.com/view

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Sunday Morning Posters (11:00–11:55)
4th floor hallway

4F (LD) Japanese Learner Attitudes Toward Peer & Self-Assessment
Satchie Haga (Seikei University)

Peer and self-assessment can promote learner enhanced critical/reflective thinking,communication and teamwork (Yucel, Bird, Young, & Blanksby, 2014). However, concerns about
implementing self and peer assessment include the reliability and credibility of student grading(Liu & Carless, 2006). This study surveyed 126 university students in Japan about their beliefs,
attitudes, needs, and actions related to peer and self-assessment. Results focused on 1) overall
trends and typical responses, and 2) the critical factors affecting credibility and reliability forJapanese learners. Guidelines, limitations, and practical implications for the effective incorporationof peer and self-assessment in Japanese contexts are discussed.

4F (CALL) Using WebQuests for Business Majors
Thomas E. Bieri (Nanzan University)

Several studies have supported WebQuest use in language education (e.g., Chuo, 2007; Sox &Rubinstein-Avila, 2009). This poster session will demonstrate how the WebQuest model helps
teachers enable task-based, scaffolded practice in authentic use of a target language, digital
resources, disciplined inquiry, and cooperative learning. The structure of WebQuests, examples
and results of use in Japanese university classes, responses of students to a pilot questionnaire,
instructor reflections, and pedagogical implications will be noted. In addition, links will be shared
to free resources, guidance and tools for developing and using WebQuests, and to sites withexisting WebQuests.

4F (GALE) SALC Rainbow Forum: Establishing a Student Community Group to
Discuss LGBTQ+ Themes
Jackie Holowczyk, Lorraine Kipling, and Erin Okamoto(Kanda University of International Studies)

Many students are interested in learning more about gender and sexuality, and in discussing theirown thoughts, feelings, and experiences. However, while LGBTQ+ groups are a well-establishedfeature of many campuses around the world, there are significantly fewer at Japanese universities.
This presentation outlines an initiative to address students’ need for an on-campus LGBTQ+
community group, providing a platform for discussing LGBTQ+ themes, sharing information,
support, and social events. It will outline the rationale and context for this initiative, the logistics ofestablishing and managing a student community, and provide some practical ideas for discussion
topics, events, and student-led activities.

25th CUE SIG Conference
Rikkyo University, Tokyo 15–16 Sept 2018

We are excited to highlight the CUE SIG’s
illustrious history and continue to support college
and university educators in Japan in the future.

Abstract submissions for presentations or poster
sessions are due on June 22.
JALT members pre-registration
4,000 yen for one day
6,000 yen for two days (conference networking event separate)
Details can be found at http://conference.jaltcue.org

Sunday Morning Posters (11:00–11:55)
5th floor hallway

5F (CALL) How Interview Tasks in Chat Rooms Affect Speaking
Nami Takase (Nagoya University Graduate School)

The approach to using tasks with technology seems particularly relevant for maximizing
language learning as it can engage students in practical use. Despite this emerging interest in
task-based learning and the use of technology, the questions of how effective doing tasks online
compared with traditional face-to-face tasks remain under-researched. The current study foundthat simple interview tasks using chat rooms affect complexity and fluency in speaking output incomparison with face-to-face tasks. The results show tasks done in chat rooms had higher lexical
diversity and produced more words in the post-test speaking test.

5F (BRAIN) How Self-Efficacy Beliefs Spur Student Achievement
Dawn Kobayashi (Onomichi City University)

Improving students’ English speaking ability is a major concern for educators in Japan. Although
self-efficacy beliefs have been found to be a powerful indicator of student success, self-efficacy
is still a relatively new field in EFL research in general and especially within the area of EFL
speaking. Therefore, in this poster presentation, I will use a meta-analysis of the literature to
introduce how student self-efficacy beliefs can provide an effective tool to improve teachingpractice. I welcome discussion and feedback from attendees interested in educational psychology
and a social cognitive theory approach to understanding student achievement.

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5F (CALL) Facebook Videos Uploads: Major Motivator
Chris P. Madden (Seikei University)

The results of two years of research using Facebook Secret Groups to get mid-level university
students talking and listening to English outside of class will be shown. Secret Groups arecompletely private; only members can share videos and comments so that students feel safe toexpress themselves. Over 100 questionnaire results will be graphed showing students’ motivationand confidence in speaking English after this course. Creating a Facebook Secret Group, adding
members, and suggestions for methods and materials that increase motivation and confidence
will be fully explained.

5F (VOC) Analysis of High School Vocabulary Workbooks
Andrew Blaker (Osaka City Board of Education)

Vocabulary is key in second language acquisition, and high school students in Japan are expected
to know 3,000 English words by graduation, studying from vocabulary workbooks chosen
by the school. This presentation reports on a comparative analysis of two popular vocabulary
workbooks using a vocabulary coverage analysis based on the British National Corpus HighFrequency Word List. This analysis will show how the vocabulary students are introduced
to differs according to the vocabulary workbook used. It will also examine how relevant the
vocabulary the students learn is to the most commonly used words in English.

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Sunday Morning SIG Forums (11:00–11:55)

4405 Bilingual SIG Forum
Alexandra Shaitan (Gakushuin University), Josh Norman (Shokei University)

Language has the power, not only to reflect who we are, but also to make us who we are or allow us
to make ourselves” (Llamas & Watt, 2009). This year, the Bilingualism SIG Forum aims to explore
issues, problems, and “puzzles” that surround the theme of multilingualism/multiculturalism andits relation to identity development and dilemmas. The panelists will share their lived experiences
as well as engage with the audience during a Q&A session. The forum will be of particular interest
to potential attendees who are considering how language(s) may affect individuals’ identity
development.

4502 Teacher Development SIG: Exploring the Role that SIGs Playin Teacher Development: Three Interviews
Matthew Turner (Toyo University), Amanda Yoshida (Kanda University ofInternational Studies), Michael Ellis (International Christian University HS)

11:30

In this forum, three members of Teacher Development SIG will each conduct a 20-minuteinterview with a representative from invited SIGs, asking carefully prepared questions that aim to
explore the connections and commonalities among SIGs, specific teacher development stories, aswell as the individual differences that mark SIGs as unique and special. It is hoped that throughconducting such interviews SIGs can co-construct a clearer understanding with each other, whilst
strengthening an awareness and interest in each other’s activities. The forum will conclude with
an open discussion session between our invited SIG representatives, with audience questions andcomments highly encouraged.

12:00

4503 Mind, Brain, and Education SIG: To Know the Brain SIG Better
Marc Helgesen (Miyagi Gakuin Women’s University),
John Anthony Duplice (Sophia University), Caroline Handley (Asia University),
Amanda Gillis-Furutaka (Kyoto Sangyo University),
Yuka Masda (Tokyo University of Pharmacy and Life Sciences)

1:00

This forum will introduce various aspects of psychology, neuroscience, and teaching that the Mind,
Brain, and Education SIG encompasses. We will start with a presentation by well-known author
Marc Helgesen: “Positive Psychology: Happiness and the Brain.” This will be followed by poster
presentations based on Think Tank topics published in our newsletter, the MindBrainEd Bulletin.
This will provide a chance to meet and talk to the contributors. We’ll round off the forum with a
fun quiz on neuroscience facts and myths–a chance for you to find out what you know and what
you need to know more about!

1:30

4504 Business Communication SIG: Ideas for Teaching Business English Classes
Aaron Dods (Toyo Gakuen University), Simon Humphries (Kansai University),
Craig Nevitt (Hiroshima Bunkyo Women’s University),
Richard Gabbrielli (Yasuda Women’s University)

2:00

These presentations/workshops will focus on some practical business communication coachingactivities to enable students to improve their language skills to function in specific business
contexts. The teaching contexts vary from the university classroom to the office or factory, but
the aim is the same: to improve business English knowledge and techniques which can empower
learners to operate more effectively as global citizens in the business community.

4603 Teachers Helping Teachers SIG:
Publishing and Professional Development in Partner Countries
Steve Cornwell (Osaka Jogakuin University), Patrick Dougherty (Akita University)

This forum will focus on how Teachers Helping Teachers’ publications offer opportunities formembers and partner organization members to share their work and develop professionally.

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Sunday Morning Presentations (11:30–11:55)
4401 (CALL) What Makes Language Students Succeed Online
Aviva Ueno (Meiji Gakuin University)

What kind of effect can English Skype lessons have on university students’ English skills andmotivation? This presentation will report on a program that was implemented at a private
university in eastern Japan, where, over two 15-week semesters, 98 university students were eachgiven the opportunity to take 54, 25-minute English language lessons through Skype. The lessons
were provided to develop students’ English skills so that they could confidently participate instudy-abroad programs. The results of the program will be reported on, and tips for educators on
how to set up and administer this type of program will be provided.

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4402 (TYL) Self-Efficacy: Helping Young Learners Realize Their Potential
Chiyuki Yanase (Toyo Gakuen University)

Self-efficacy is the capability to clearly see one’s abilities and persevere in the face of setbacks
while in pursuit of one’s goals (Bandura, 2006). Parents and teachers can support the developmentof self-efficacy in children by identifying and reinforcing their strengths and helping them to
set their own goals. In this presentation, why self-efficacy is crucial for young learners will be
discussed. Participants will also explore how to enhance the self-efficacy of their young learners inorder to help them succeed in language learning and beyond.

4403 (CUE) A Caterpillar Named Daniel: A Kamishibai Project
Nobue Inoue and Brian Raymond Southwick (Niigata University of Management)

In June 2017, a freshman English class in Niigata borrowed children’s books from the library foran expressive reading activity. Among the titles was Eric Carle’s The Very Hungry Caterpillar.
The idea of creating a “Niigata” version inspired by Carle’s story was later conceived, with thefruits and other items in the original replaced with prefectural specialties such as echigo-hime
strawberries and hegisoba. Student response to the idea was enthusiastic, and thus began a project
to write and illustrate A Caterpillar Named Daniel in kamishibai format. In January 2018, thestudents presented the story to local nursery school children.

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4404 (Sponsored) Way To Go!–Effective Listening and Speaking Practice Strategy
Cameron James North (ESL Learning)

Targeted for TOEIC levels 350-650, Way To Go! is a guided speaking and listening practicetextbook and audio system that will effectively benefit both high school and university students.
Using attainable and challenging exercises, the methodology promotes full participation anda positive supportive classroom atmosphere. Importantly, the 12 hours of easy access online
audio allows for effective independent study. Discover a strategy that keeps students on task andproduces recognizable improvement with students.

4406 (Sponsored) English as a Lingua Franca: Are There Limits?
Alastair Graham-Marr (ABAX ELT Publishing)

Diversity and Inclusion are the themes of this year’s annual JALT conference, themes which
underlie the use of English as a Lingua Franca (ELF). While JACET has an ELF SIG, JALT has
yet to take such measures. ELF spreads out ownership of the language. It places more of anemphasis on “outer-circle” non-native-speaker variants and less of an emphasis on “inner-circle”
native-speaker variants. This move to democratize English should be applauded and needs tobe supported by better teaching materials. However, it begs some questions. How ELF should
teaching materials be? Are there limits?

4501 (SO) School Ownership: The Unbiased Reality
Grant L. Osterman (Family English School International)

In this presentation, the speaker will give a realistic idea of what is involved in owning a private
school in Japan from 20 years of experience. Participants will learn how to thrive and not justsurvive in the profession. The main issues will be curriculum decisions, working with parents andstudents, financial planning, and overall challenges involved in running a successful school. This
will be an interactive presentation with the main goal of clarifying misconceptions in the industry.

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Sunday Morning Presentations (11:30–11:55)
cont’d4505 (Sponsored) Class Booster: Using Blended Digital Solutions
James Hall (Tryalogue Education)

Most content from publishers are coming with blended learning solutions these days. Thesematerials are designed to improve learner outcomes. This presentation will look at strategies forusing those learning materials to create a seamless learning environment inside and outside of
the classroom. It will also look at some issues and caveats for consideration when choosing thesolutions that will help to boost your class.

4605 (VOC) Learning Words Effectively with Word Learner
Rob Waring (Notre Dame Seishin University)

11:00
11:30

This presentation will show how to solve the main problems teachers face when implementing
and managing an intensive word-learning program. These include which words to select, how
to present them to ensure efficient word learning, how to make sure the learning is done, how toassess the learning, and how to record the students’ progress. The presentation will introduce anonline word learning app and website.

Pre-ordered bentos will be available on the
1st floor of building 4/5 from 11:30.

Sunday Afternoon Presentations (1:00–1:25)

4401 (GALE) Investigating Diversity: An Exploration of Conference Attendance
Cecilia Fujishima (Shirayuri University),Tanja Marie McCandie (Meijo University)

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Diversity and inclusion are on the JALT radar with the 2018 National Conference centred on
the topics. This presentation will discuss the results of a survey that explores the reasons people
attend, or do not attend, JALT chapter meetings and conferences. This survey was undertaken in
response to a finding that some membership demographics are highly underrepresented at JALT
chapter meetings (McCandie, 2017). Analysis will provide insight into the reasons and suggest ways
JALT can adapt and develop to become a more diverse and inclusive association. The results haveapplication to improving the diversity of conferences in general.

4402 (ER) A Quantitative and Qualitative Analysis ofExtensive Reading and Repeated Reading
James Ross Hunt (Toyo University)

Quantitative and qualitative data from extensive reading (ER) and repeated reading (RR)
interventions were compared against each other and a control group, expanding upon the workof Taguchi, Takayasu-Maass and Gorsuch (2004) and Iwahori (2008). This is the first study thepresenter is aware of that compares ER and RR against each other as well as to a control group
receiving no targeted reading instruction. Significant increases in reading fluency were achieved
with both methods, but which is superior?

4403 (CUE) A Critical Reading Project:
Steps to Independent Academic Reading Skills
Naeko Naganuma and Cherie Brown (Akita International University)

This presentation aims to illustrate how the EAP reading curriculum of an English-medium
university in Japan prepares students to read authentic academic materials critically and withconfidence. The presenters will also share analysis of data retrieved from an end-of-semester freewriting task about the final academic journal reading project, and from follow-up interviews withlearners which demonstrate learners’ perceptions of and insights into their learning experiences.
Presentation participants will encounter a successful model demonstrating how students candevelop independence in their acquisition of critical reading skills, and will consider ways in which
instructors can better facilitate reading success in EAP programs.

4404 (CUE) Collaboration for Professional Development
Dawn Lucovich (Tokyo JALT), Wendy M. Gough (CUE SIG)

This session will be a forum for JALT members to discuss ideas for increased cooperation between
chapters and SIGs and how these can increase professional development opportunities andexpand membership by meeting the needs of a broader range of teaching professionals. We will
give examples of successful collaborations between chapters and SIGs to show how, by supporting
each other, groups can scaffold professional growth and encourage engagement with thecommunity. The presentation will be moderated by the Tokyo Chapter President and CUE SIG
Coordinator, and will include Q & A and time for brainstorming ideas for future collaborations.
(This session continues the 1:55 pm session; those interested are invited to join at any time)

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4405 (BRAIN) Intrinsic and Extrinsic Motivation Among
English Language Learning Writers in Japan
John Anthony Duplice (Rikkyo University)

This talk will describe a research project investigating intrinsic and extrinsic motivation in writing
among university English language learners in Japan. The project covers the findings from anacademic literature review and the results from a short research project on the differences ofcultural expectations and the mindsets of individual learners in Japan compared with otherlearner groups. Specific focus of the research is on the role of short-term performance-based
extrinsic motivation coming from tests, grades, cultural expectations, and teacher expectations vs.
intrinsic motivation of the learner.

4406 (LD) Four-Skill Tasks Reflecting Bloom’s Taxonomy
Yukie Saito (Waseda University)

In this presentation, I will discuss how Bloom’s taxonomy of lower-order to higher-order thinking
skills can be incorporated into a beginner level university English class that integrates the fourskills. Though instruction of the four skills often tends to focus on lower-order thinking tasks forbeginner level students, teachers can create more challenging tasks. As one example of four skill
integrated tasks reflecting the six cognitive processes of Blooms’ taxonomy, I will introduce one
task in which students write and conduct their own questionnaire, summarize the results of thequestionnaire, and make a presentation based on the results.

4501 (CUE) Student Views on Formative Assessment in Listening
Michael John Crawford (Dokkyo University)

In this presentation, I will report the results of a preliminary questionnaire-based study thatexamined university-level EFL learners’ perceptions of three types of formative assessment inan academic listening course, selected-response (multiple-choice and true/false questions), oralsummaries, and written summaries. Selected-response questions are widely used, but researchers
have acknowledged their limitations and have suggested using alternative methods such assummarizing. However, there has only been limited research on learners’ perceptions of thesealternatives. Accordingly, the results of this study should provide valuable information, in thiscase quantitative data from questionnaires, which can be used for improving listening instruction.

4502 (TD) Towards Autonomy in Reflective Teacher Development
Peter Brereton and Davey Young (Rikkyo University)

Reflective Practice (RP) is a well-established approach to teacher development, yet teachers
working on fixed-term contracts often lack the institutional support to develop reflective skills.
To help its teachers build these skills, Rikkyo University’s Center for English Discussion Class(EDC) guides them through a progression from supervised self-observations, through peer
observations, and ultimately to individualised self-directed tasks. This session describes EDC’s RP
Development Program in detail, and explains how it is informed by RP principles and ongoingteacher feedback. Program administrators and teachers will leave this session with ideas for bothguided and self-directed reflective teacher development.

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Sunday Afternoon Presentations (1:00–1:25)
4503 (CUE) Developing Seminar Participation Skills
Thomas Patrick Stones (Kwansei Gakuin)

Despite seminar participation and speaking skills in general being cited as a major concern formany learners in study-abroad contexts, there has been relatively little research on approaches
to developing these skills. This presentation aims to fill this gap by presenting an approach to thedevelopment of seminar participation skills that focuses on use of authentic formulaic language,awareness raising of participatory norms, pre-seminar goal setting and post-seminar performance
evaluation. This small-scale study took place on a pre-master’s programme in Japan. Qualitativeand quantitative evidence of gains made will be presented and implications for pedagogy
discussed.

4504 (PRAG) Speech Acts Presented in Japanese EFL Textbooks
Chie Kawashima (Tochigi Technical High School)

The current study focuses on recurring speech acts such as giving advice, giving offers, inviting,and requesting as presented in Japanese EFL textbooks. Although these speech acts are commonly
presented with an adequate number of linguistic forms, the textbook users are unlikely to learn
pragmatic use of these communicative functions. The presenter will discuss the issues with thefindings of her analysis, which include 1) whether or not contextual information is provided, and2) how in/sufficiently linguistic metalanguage is used. At the end, practical suggestions as to howteachers might compensate for the insufficiencies of these materials will be added.

4505 (BILING) Finding a Foothold in Australian Society:
Case Stories of Young Koreans’ Learning
Esther Lucinda Melody Lovely (Showa Women’s University)

The benefits of bilingualism and bicultural competencies gained by overseas education have beenwell-documented. However, the advantages that can be gained by studying a third language such as
Japanese in an English-speaking country have not been considered. In this presentation I examine
case stories from my PhD research investigating 11 young Korean students who moved to Australia
between 2000 and 2008 to study English during primary and secondary school. A number of thesestudents undertook Japanese language study in Australia. I demonstrate that Japanese language
study enabled these students to carve out for themselves a place in Australian society.

4603 (CT) Applied Logic: A Mastery Learning ApproachJohn Blake (University of Aizu)

Logical and critical thinking is laden with complex concepts and technical terminology. To
increase the rate and degree of comprehension, a mastery learning approach was adopted.
An inventory of concepts, technical terminology, and skills was created. The mastery list wassequenced into concept chains moving from lower to higher level concepts. Criterion-based
assessment checklists were created to enable self, peer, and teacher assessment. Active learning
activities were created for each session. Student response to the detailed mastery list was extremely
positive. Using the mastery list, students were better able to monitor their progress and identify
which concepts to study.

Vietnam THT 2019

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Please join our 13th Annual teacher training seminars at Hue
University of Foreign Languages from Mar 21–22, 2019. Two
additional seminars in An Giang University (18 Mar) and
Can Tho University (19 Mar), both in the Mekong Delta area,
are also being planned. Volunteers may participate in any combination
programs. The theme of the conferences and the call for volunteers will
be posted in October of this year with all details to be finalized by January
2019. The conference coordinators will be Michael Furmanovsky at
furm@gaia.eonet.ne.jp and Joe Tomei at tomeiter@gmail.com

Sunday Afternoon Presentations (1:30–1:55)
4401 (GALE) Sexual Harassment Issues and Language Education in Japan
Robert O’Mochain (Ritsumeikan University)

The recent “Me Too” campaign has raised awareness of sexual harassment as an insidious andprevalent social problem. A recent General Union survey shows that many language educators inJapan have been affected, and many dimensions of the issue are not fully understood. Research
indicates that a culture of silence around sexual misconduct impoverishes learning experiences
for students in toxic environments, and blights careers for language instructors. This presentation
explores these issues, outlines various prevention policies, and reports on a pilot study with
university students to raise awareness of the seriousness and the prevalence of sexual harassment.

SUN
10:00

4402 (TYL) Changing Role of the English Course of Study for Secondary School
Keiko Nakamura (Center for Extension Programs, Sophia University)

A new Course of Study for Secondary School English education will be fully implemented
from April 2021. One of the key improvements of the new version is that it puts more emphasis
on learners’ practical attainment targets by using “Can-do lists”, which describe the ability tocommand the language, than what is to be taught by instructors. It is therefore expected that the
new English Course of Study will offer students more autonomy and confidence, and enhancetheir motivation. The presenter will give an overview of the new version and will also discuss how
the role of the English Course of Study has been changing.

4403 (CUE) Aiming Higher: How to Get Your Students’ Academic Writing
Published
Rick Mitcham (Kyoto University)

Have you ever wondered why your students’ academic writing (AW) is not better? If yourstudents are producing high quality AW already, does it not cross your mind that it deserves tobe disseminated to a wider audience? This presentation not only explains how your students canbe taught how to produce AW of a high quality but also how they can get their work published ina journal that was set up for this precise purpose. The journal is called Academe: First Forays into
Academic Writing. For further information about it visit the website at: www.academefirstforays.
com.

4404 (TD) Collaboration for Professional Development (cont’d from previous)
Dawn Lucovich (Tokyo JALT), Wendy M. Gough (CUE SIG)

This session will be a forum for JALT members to discuss ideas for increased cooperation between
chapters and SIGs and how these can increase professional development opportunities andexpand membership by meeting the needs of a broader range of teaching professionals. We will
give examples of successful collaborations between chapters and SIGs to show how, by supporting
each other, groups can scaffold professional growth and encourage engagement with thecommunity. The presentation will be moderated by the Tokyo Chapter President and CUE SIG
Coordinator, and will include Q & A and time for brainstorming ideas for future collaborations.
(This is a continuation from the 1:00 pm session; those interested are invited to join at any time)

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4405 (BRAIN) Neurolinguistic Approach: A Brain-Friendly Paradigm
Bruno Jactat (University of Tsukuba)

The neurolinguistic approach is a new paradigm for the effective acquisition of communication
skills in learning a second or foreign language (Germain & Netten, 2011). We will demonstrate
the following information processing principles: creation of an implicit skill over explicit
knowledge, development of a virtuous circle (a positive feedback loop) from oral to reading
to writing and back to oral skills, emphasis on meaning rather than form, 100% authentic useof language and communication situations, and the importance of the transfer-appropriate
processing principle (or TAP). This presentation has the potential risk of turning common ideas
about teaching upside-down.

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Sunday Afternoon Presentations (1:30–1:55)(cont’d)4406 (VOC) Synform Pseudowords and Yes-No Vocabulary Tests
Raymond George Stubbe (Nagasaki University)

In 1983, Anderson and Freebody introduced pseudowords to the yes-no test format. Laufer (1988)
introduced the concept of synforms, where readers confuse a word for a different word because
their forms appear similar. Stubbe and Cochrane (2016) reported that “synform errors madeup the largest category of errors” on an L2 to L1 translation test. In the present study, synform
pseudowords were included in a yes-no test of 45 items: 30 real words and 15 pseudowords(including 5 synform pseudowords). Results and implications for SLA classrooms as well as
vocabulary testing will be presented.

4501 (TYL) Classroom Learning Centers in EFL
Meagan Kaiser (Tokushima University)

For more than 50 years, educational research has demonstrated the value of learning centers in
the classroom. Though a ubiquitous element of early childhood education in much of the world,
centers have not been as widely recognized in second language education, leaving this powerful
instructional tool underutilized. This presentation will help place learning centers within theories
of education, will explain why centers benefit students and teachers generally, and will describe
how learning centers can be used specifically as a tool in language classrooms here in Japan toincrease student success and confidence.

4502 (TD) Multiliteracies: Comics and Sociocultural Theory
Alec Lapidus (University of Southern Mississippi)

Comics are a powerful L2 learning tool that remain on the periphery of ESL/EFL pedagogy. This
presentation will explore being multiliterate in the context of L2 acquisition. It will look at comics
through the lens of sociocultural theory, offering a new interpretation of communicative language
teaching as a pedagogical philosophy. Participants will discover new tools and ideas to use in the
ESL/EFL classroom. They will learn how to identify the formulaic in comics, create activities basedon visual narratives, and develop their own multiliteracy materials to use in the classroom.

4504 (PRAG) The Organizational Structure, Development Features, andMetadiscoursal Elements in the Expository Writing of College Freshman Students
Lota Lobaton Largavista (University of St. La Salle)This presentation generally seeks to examine the organizational structure and development featuresof essays at both macrostructural and microstructural discourse levels. The different frameworks
used to analyze the essays include Toulmin’s (1984) model for argument structure, Olson’s(2003) three-part essay structure; Halliday and Matthiesen (2004) in Herriman (2011) notions ofthematic structure, and Danes’ (1974) thematic progression or method of development. Findings
revealed that students’ expository essays observe a three-part structure having all three moves, theIntroduction, the Body and the Conclusion. Stance assertion, stance support and emerging moves/strategies are found in the essays.

4505 (BILING) When Am I Bilingual? Self-Reflections of Japanese EFL Learners
Blake Alexander Turnbull (Kyoto University)

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60

Although recent works have expanded the notion of emergent bilingualism to include foreign
language learners in their own right, this has yet to be widely acknowledged by those who fallwithin this category. This presentation examines the personal opinions of tertiary-level Japanese
EFL students regarding the definition, and process, of becoming bilingual. The results suggest thatmost learners considered ‘bilingualism’ to be an impossible, unattainable goal. The author suggests
the need to educate learners of their bilingual status so they may dismiss the idea of attaining
native-like competence and embrace their unique set of bilingual languaging strategies.

Sunday Afternoon Presentations (1:30–1:55)(cont’d)4603 (CT) Rethinking Critical Thinking in L2 Contexts
Bradley Kyle Hamilton Irwin (Nihon University College of International Relations)Bloom’s Taxonomy of higher order thinking skills has been widely adopted as the standard forteaching and evaluating Critical Thinking in a variety of learning contexts. However, originallydesigned for L1 contexts, to what degree should this framework actually be applied to L2 contexts?
This presentation will propose ideas for reconceptualising how critical thinking skills are taught in
L2 contexts. Survey data will be presented to show student experience and understanding of criticalthinking skills. The presenter will also provide practical ideas for developing a critical mindset instudents and integrating effective critical literacy skills in the L2 classroom.

4605 (BIZCOM) Business Case Competitions: Skills for The Future
Michael Phillips (Asia Pacific University)

Case competitions (CC) provide many opportunities for student language development, personal
growth, and many lifelong skills of value beyond their time at university. Irrespective of whether
they are internal or external, national or international, under- or post-graduate, the CC format
allows students to work together to develop and showcase their ability to analyse and persuasively
offer viable solutions to real-world business problems. This short presentation will introduce thetypes of CCs available to students in Japan, and briefly explain the CC format. It will then provide
some details of the scalable real-world benefits students can develop through participation in theformat.

SUN
10:00
11:00
11:30
12:00

7th Annual Teacher Journeys Conference
co-hosted by TD SIG and the Tokyo chapter of JALTTD SIG and Tokyo JALT will be hosting
the 7th Annual Teacher Journeys
Conference, Narratives from the Field
on June 3, 2018 at Rikkyo University
from 9:00 AM–5:00PM.

The fee for JALT members preregistration is 1000 yen, onsite is 1500.
For non-members pre-registration is1500 yen and on-site is 2000 yen. Preregistration will close on Sunday, May
24th. To register and find out more
information about the event including featured speakers please go to thefollowing website: https://sites.google.com/view/teacherjourneys2018/

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Plenary Conversation 3 (2:00–2:55)
1st floor, Room 5100

SUN Maria Theresa Niibori and Satomi Miura will introduce the work
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62

of their organizations and what they are doing to connect people
across Japan. This conversation will explore how JALT can learn
from their work as well as how they and JALT can work together
to build stronger bridges connecting more language professionals
nationwide.

Maria Theresa Niibori considers EFL
teaching as the most fulfilling and rewarding
job there ever is. She had been a teacher
since graduating with honors from college
and even before she came to Japan. Her firstyears in Japan gave her the opportunities towork as event coordinator, interpreter andtranslator before she went back to teaching.
She now teaches as an ALT at a municipal
senior high school after several dispatch
assignments to elementary and juniorhigh schools in another prefecture. She iscurrently taking up her TESOL certification
course and is at present the National
President of Filipino English Teaching inJapan-Global (FETJ-Global), where she, together with all the chapter
officers and the executive committee, supports the dreams of aspiring
teachers and assists to help enhance the skills of those who are already inthe teaching force.

Filipino English Teachers in Japan(FETJ-Global)

FETJ-Global is an association of Filipino English teachers in Japan which
provides support to its members by facilitating regular education throughtrainings, continuous communication,
and assistance in job placements. The
organization aims to serve as a bridge
between members and other related
institutions including Japanese Boardsof Education, serving as a liaison. It also
serves as a catalyst towards enhancing thequality of life among the Filipinos living inJapan.
Their website is fetjglobal.com.

Plenary Conversation 3 (2:00–2:55)
1st floor, Room 5100

SUN
10:00

Satomi Miura is a J-SHINE Trainer anda Japanese Teacher of English (JTE)at Morioka Municipal Tsukigaoka
Elementary School and also a JTE
in Shizukuishi Town in Iwate. She
is the representative of Sunshine,a supporting group for elementary
schools’ foreign language activities.
She was an English Instructor at ECC
in 1997–2005. In 2005–2006, she studied abroad in Canada. There, atCamosun College, she studied ESL, psychology, and counseling. She
received her Canadian TESL certification in 2006 and was a recipient ofthat year’s International Student Award. In 2007, she opened her own
English conversation school, IE TreeHouse. Since 1999, she has been
involved in foreign language activities as a JTE at elementary schools in
Morioka, where she currently lives.

11:00
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12:00
1:00

The Elementary School English Instructor Certification Council
法人小学校英語指導者認定協議会 (J-SHINE)
J-SHINE was founded in 2003 to support the spread and developmentof English education at elementary schools in Japan. It is a non-profit
organization which licenses English teachers in Japan. In order topromote English education at elementary schools in Japan, J-SHINE
works with national education-related organizations to train elementary
school English leaders and build a system to support elementary school
English activities at educational sites throughout the country.

1:30
2:00

Their website is www.j-shine.org.

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Sunday Afternoon Posters (3:00–3:55)
4th floor hallway

4F (CALL) Apps4EFL.com: Activities, Tools, and Digital Assignments for English
Teachers and Learners
Paul Raine (CALL SIG)

Apps4EFL.com is a web-based language learning (WBLL) platform which has been designed anddeveloped by the presenter since 2014. Over the past 4 years, the site has grown from 6 webapps
to over 30 activities, tools, and assignment types for English teachers and learners. All of theapps are cross-device compatible, take advantage of the latest HTML5 technologies, and areunderpinned by sound pedagogical principles. The site is offered completely free of charge andwithout advertisements. It includes a fully-comprehensive Learner Management System (LMS).
In this presentation, the developer will explain and demonstrate the site’s latest features andfunctionality.

4F (ER) The Influence of Extensive Reading Book Displays
on Library Circulation Patterns
Rebecca Calman (Kyoto University of Foreign Studies)As part of a university extensive reading program, themed displays of library books are curated
every month when school is in session. How do these displays influence students’ choicesof reading materials? Are students more likely to select a book that is on display rather thansearching the shelves for reading materials? By examining library circulation data and comparing
the circulation of particular titles during the time they are on display with other months when
they are not on display, the effectiveness of displays can be shown.

4F (LD) Developing Learner Autonomy Through Proofreading
Adam Taylor Smith (Toyo University)

Although having students proofread their own work may seem like a dull and obvious task hardly
worth mentioning in the language classroom, if utilized effectively it can be a valuable tool for
improving student language ability and developing learner autonomy. By combining personalizedteacher feedback with proofreading, students can gain confidence recognizing, correcting, andeliminating repeated mistakes and unnatural language usage. This poster presents the results of asurvey on attitudes toward proofreading given to university students who completed an academic
writing course in English. Practical advice will be offered to language teachers on incorporating
proofreading guidance into their lessons.

4F (ER) An Activity-Based Approach to Extensive Reading:Creative Alternatives to Boring Book Reports
Peter Harrold (Kyushu Sangyo University)

One of the challenges for the teacher in attempting to either assess or monitor Extensive Readingis whether the reported reading has actually taken place. Book reports are a repetitive task that
can take away from the student’ enjoyment of reading and be as time consuming as the reading
itself. This presentation will share an activity-based approach to checking the students’ progress,
using fifteen short creative tasks that are self-selected by students and vary each week, to help theteacher keep track of what the students are reading and assist discussions.

64Sunday Afternoon Posters (3:00–3:55)
5th floor hallway

SUN

5F (CUE) Using Different Moves in Classroom Interactions
James Bury (Shumei University)

This poster presentation reports on the impact eight different teacher moves had on classroom
interactions in a Japanese university. The moves were speaker referrals, statements of mind, open
questions, reflective statements, statements of interest, declarative statements, closed questions,and back-channeling. It was found that the type of move the teacher employed affected boththe length of students’ responses, with four moves consistently encouraging more output, andthe type of information they gave. This suggests that a variety of moves should be employed byeducators to help students produce more and to practice responding to discourse moves otherthan questions.

5F (CUE) 3-2-1 Fluency: Get Ready for Speaking!
Polina Gordyshevskaya (Rikkyo University)

Speaking often causes difficulties for English learners, especially in Japan where receptive skills
are the primary focus of school education. A modified version of Paul Nation’s 4/3/2 Technique,3-2-1 Fluency activity can serve as a powerful tool for developing students’ fluency and preparing
them for any speaking task. This presentation will explain how the 3-2-1 Fluency activity works
and I will demonstrate two examples with additional foci, which are to practice the functional
language (with the use of target functional phrases) and to prepare for an extended speaking task
(by generating ideas for the task).

5F (GILE) Communicating Identities: Yonsei in Tokai
Farrah Hasnain (Shizuoka Board of Education, JET Program)For decades, Japanese migrants have intersected with multiple diasporas, with the largest in
Brazil and Peru. As the local Japanese population declines, more immigrants, particularly yonsei(fourth-generation Japanese) families, are coming back to Japan for employment and education.
These families carry nuanced experiences in learning Japanese and English in Japan. This is
a comparison of how yonsei residents develop their English and Japanese comprehension incontrast with Japanese locals. Brazilian, Peruvian, and Japanese families were interviewed in the
Tokai region. These interviews confirmed that yonsei residents develop their learner identities
much differently in public/private schools, eikaiwa schools, and community-based classes.

5F (CUE) IELTS Preparation Through Video Journaling
John Patrick Owatari-Dorgan (Nagasaki International University)

3:00
3:30
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5:00

As interest in study abroad increases throughout Asia, IELTS preparation has become a focus
for students, educators and institutions. Due to logistical constraints, providing adequate
preparation for the speaking portion of the test proves to be a serious obstacle for many educatorsand institutions. This presentation will explore a method for overcoming this obstacle throughstudent-recorded video responses to IELTS speaking prompts and consistent, meaningful
feedback. The presenter will discuss the development and implementation of this method as wellas the results of a one-year trial with a small group of Japanese university students.

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Sunday Afternoon Presentations (3:30–3:55)
4401 (GALE) Living in Liminality: LGBTQIA+ Identity in Japan
Yoshi Joanna Grote (Kyoto Sangyo University),
Barbara S. Morrison (Utsunomiya University)

This presentation discusses how certain cultural dimensions, combined with the importanceof marriage and having children in order to have a place in society, have created a uniqueenvironment for the LGBTQIA+ community in Japan. Low visibility of LGBTQIA+ communities
at university results in students having a liminal sense of belonging, existing simultaneously
within and outside of society. This presentation is informed by a series of in-depth interviews with
LGBTQIA+ students in a university where the LGBTQIA+ community is largely invisible, as well
as more informal contact with LGBTQIA+ students in a university working hard to make a more
visible community.

4402 (TYL) Getting Ready for 2020
Alison Kate Nemoto (Miyagi University of Education)

This is a period of enormous change in Japanese primary education, as English advances to becomea subject for the upper grades and a compulsory activity for the middle grades from 2020. After
working on the MEXT committee which developed the materials; “We Can!” and ”Let’s Try!” inthis presentation I will share my ideas about how they should be ideally used in the classroom thisyear and next. I will also provide feedback on the new curriculum from student teachers who aretrying it out in university classes and from children at pilot schools already using the materials.

4403 (CUE) Classroom Management Tools for Apple Devices
Daniel Beck (Rikkyo University)

Teachers often use several techniques to manage their classrooms. This presentation will
demonstrate effective ways to streamline classroom management by using an iOS (iPadand iPhone) app and a free website to handle many classroom management issues such as
remembering names and faces, taking attendance, assessment tracking, number crunching for
grades, assigning seating and partners, randomly calling on students, and more. The presenter will
give practical examples and answer questions from participants.

4404 (LD) Learning to Globalize Through Localization
Peter Joun (Tamagawa University)

In order to foster an “international mindset” (openness to interact with the international
community using English) amongst our students, it is first important to evaluate how comfortable
and motivated our students feel to do so in the classroom. This presentation seeks to explore what
our possible blind-spots are regarding Japanese learner anxiety in the classroom due to different
cultural mindsets between the students and foreign instructors, as well as how the strategic use of
L1 in the classroom with beginner level students may be helpful in alleviating some of the students’apprehension about learning English with a foreign instructor.

4406 (LD) External Control Relates to Negative Perceptions of Teachingin English, Mathematics, and Japanese
Luke K. Fryer (University of Hong Kong), Quint Oga-Baldwin (Waseda University)

In this study, we sought to identify students’ motivational profiles and how those profiles changeover the course of a school year at six secondary schools. We measured students’ intrinsic andextrinsic regulation to create profiles at two time points, and investigated how the pattern ofchanges between motivational profiles related to teacher autonomy support, structure, and external
control. The most significant pattern for increasing students’ intrinsic regulation in relation toexternal regulation came through a reduction in perceptions of teacher control. Results indicate
the importance of minimizing negative external control during the transition from elementary to
secondary school.

4501 (TD) Making Classroom Questions from a Linguistic Perspective
Yuya Kaneso (Toyo Gakuen University)

One of the key elements to making reading in an English language class more interesting is theteacher’s questions. However, the making of such questions has not been fully explored from alinguistic perspective. This presentation, therefore, discusses ways to create questions on the basisof linguistic evidence in English textbooks. It begins with a brief review of research on teacher’squestions based on junior high school English textbooks and shows that the making of teacher’squestions is rooted in linguistic knowledge. It then applies the findings to a reading text used atcollege beginners’ level.

4502 (TD) Reflective Practice Through Duoethnography
Luke Lawrence and Yuzuko Nagashima (Yokohama City University)

This presentation uses original research to advocate for the emerging methodology of
duoethnography as a new approach to add to the reflective practice repertoire. Duoethnography
utilizes dialogic communication to gain insights into the nuances and complexities of individual
experiences. We will share our duoethnography research project to discuss different aspects ofour teacher identities as they relate to our professional trajectories. We will then illustrate how
this project has affected our teaching beliefs and practices as a result. Finally, we will also offer
tips and suggestions to encourage other teachers to adopt a duoethnographic approach to aid inprofessional development.

4503 (CALL) Challenge- & Project-Based Learning–A Winning Combo
Rab Paterson (Toyo University–Center for Global Education)

This presentation highlights the teaching approach in my Educational Multimedia Project classes.
This combines Challenge-Based Learning, Project-Based Learning, and a variety of digital literacies
in students’ project work. In my examples I will demonstrate how this process can be implemented
by teachers for junior high and high school students. I have also successfully done similar projects
with university and adult learner classes so teachers can adapt the process to suit their own needs.
Finally, I will showcase some of the students’ usage of creative-type apps in their projects toshowcase the digital skill sets learned during this process.

SUN
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4504 (PRAG) Suggestion Strategies to Avoid Pragmatic Failure
Yaoko Matsuoka (Kokugakuin University)

Making suggestions may often be face-threatening and lead to communication breakdown. EFL
learners tend to have difficulty making suggestions in appropriate English unless instructed. This
paper investigates Japanese undergraduates’ perception and use of suggestion strategies basedon the notion of ‘face’ (Brown & Levinson, 1987) and Language Socialization Theory (Schieffelin& Ochs, 1986). Twenty-two university students in Tokyo participated in a written discourse
completion test and a semi-structured interview with a native English speaker. Integrated results
show that learners’ anxiety for failure, self-underestimation, and concern about social norms seemto interfere with their pragmatic language production rather than language competences.

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4505 (BILING) Engaging the ‘Benefits of English’ Discourse
Jennifer Decena Monje, Michael Pastor, Leonor Nazario(University of the City of Manila)

Through a qualitative content analysis exploring the themes in 40 students’ essays responding to
the prompt, “What benefits do you derive from learning English?”, this research investigates theperception of freshman students about the value of English in their lives. The study analyzes how
the essays may be used as mirrors that reflect the country’s language policies as well as crucibles
in which to hammer out more critically engaged language planning. Results showed that students
continue to extol the benefits that English alone ostensibly provides, absent a critical reflection on
the role of other languages in multilingual Philippines.

4603 (CT) New Ways in Teaching Media Literacy
Andrew Reimann (Utsunomiya University)

3:30
4:00
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5:00

Considering the range of learner’s perceptions, perspectives, and communication needs in the
Information Age, it is increasingly important that media literacy become an essential componentof language learning. To avoid the dangers of popularity and “Likes” becoming the new truth,
through Social Media, Fake News, and alternative facts, learning to evaluate sources, becoming
aware of bias, and being able to process and apply information is critical. This presentation
will introduce practical research methods and classroom activities including active fieldwork,observation, interview, survey, and data analysis to provide the knowledge and understanding
needed for navigating information effectively and responsibly.

4605 (VOC) A Comparison of a Listening VKS to a Reading VKS
Tomoko Antle (Meiji University)

The research goal of this study is to investigate the Vocabulary Knowledge Scale (VKS). A VKS isa self-assessment test for a group of vocabulary words. The participants completed VKS tests done
through listening and a VKS done in the traditional manner, through reading. The results showedthat the students’ self assessment for the listening VKS were lower than the reading VKS. The
implications of these results are that for the reading VKS, students might overestimate their ability
for targeted vocabulary words.

Sunday Afternoon Presentations (4:00-4:25)
4401 (TEVAL) Interpersonal Aspect of Feedback: A Students’ Perspective
Sin Wang Chong (The Education University of Hong Kong)

Despite the bulk of studies on written feedback (WF) in the past decades, the majority of them
have focused on written corrective feedback. On the other hand, research on students’ perceptionof teacher WF is scant. To address the aforesaid research gap, this presentation reports on a groupof L2 community college students’ perception of interpersonal factors that potentially affect their
response to teacher WF. Following a grounded theory methodology, thematic analysis of datacollected from 93 open-ended questionnaires and 12 interviews indicated four prominent themes
including two relational factors (e.g., student-teacher relationship) and two mediating factors (e.g.,trust).

4402 (ER) How to Write and Publish Your Graded Reader
Paul Goldberg (XReading), Rob Waring (Notre Dame Seishin University)

This presentation is for anyone who has aspired to write and publish their own graded reader. The
first part of this presentation will look at the process of writing a graded reader, with a focus on
story formation, plot development, key elements to include, and pitfalls to avoid. There will also bea demonstration of tools that are available for appropriately leveling the book. The second part ofthe presentation will discuss options novice authors can use to get their work published.

684403 (CUE) Action Research: Improving Student Motivation
Marnie Mayase (Toyo Gakuen University),
Amanda Yoshida (Kanda University of International Studies)

Our action research, conducted in a shared English course at a Japanese university, attempts to
explore if motivation increases when a focus is placed on communication both among students
and between teachers and students. Would increased communication motivate students tocooperate more and to ask for help from each other and their teachers? One issue that emerged
from the research was an increase in communication between teachers and students, but not
between students. Assigning classroom jobs and having a weekly ten-minute English warm-up
helped to facilitate this increased communication. Surveys, weekly meetings, and teaching diaries
were used to collect the data.

SUN
3:00

4404 (LD) Learner Development: A Focus on Habit
Colin Macleod (Atomi University)

For decades psychologists have detailed the importance of motivation in achieving goals. In
this presentation, I will explain why an overreliance on motivation can actually be harmful forstudents and suggest focussing on daily study habits instead. I will highlight what teachers should
think about when helping their students create habits and then introduce apps that students
can use to maintain these habits and achieve their goals. This presentation will provide practicaladvice about how teachers can help students re-evaluate their language learning process.

3:30

4406 (LiLT) Story-Based Methodology for Developing Learning Strategies
Paula Bailey (Soka University)

4:00

Carefully selected stories can motivate and engage ESL students who otherwise struggle withlanguage acquisition. In the context of Japan where students entering university are unfamiliar
with language learning strategies, the integration of strategy instruction within a course which
implements story-based methodology could increase the amount of success students experiencein the course and later in their future language development. As a component of an ongoing
graduate thesis, the results of a needs analysis for such a course, based on questionnaires from 28
beginner to lower intermediate Japanese university students and interviews with nine teachers,
will be presented.

4501 (PRAG) The Practitioners’ Effect on International Students
Ella J. Kidd (Woosong University)

The methodology of this paper takes a holistic approach. The purpose is to evaluate international
students’ overall language learning experiences outside of their home country. The participants
are two students of Korean descent and one student of Chinese descent who share the sameacademic goals towards second language acquisition. The responses were collected by a prepared
questionnaire and unstructured interviews, and later analyzed by the inductive reasoning process
to identify specific categories of the responses. The present study revealed that the participants’earlier preparation from their home country plays a significant contribution to their successabroad.

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4505 (BILING) Language Dominance in a Trilingual Child
Ni Zeng (Tohoku University)

Chevalier (2015) defines “trilingual language acquisition” as language development of young
children regularly exposed to three languages. Many studies suggest that balanced bilinguals canrarely be found, as bilinguals’ relative proficiency in either language may be different. Where aperson has greater control over one language than other, it is referred to as ‘language dominance’.
In this presentation I will focus on the language dominance of a Korean-Chinese-Japanesetrilingual infant born in 2015 and growing up in Japan, and explore how this infant variably
acquires three languages. The data so far reveal that the dominant language of this infant isJapanese.

Sunday Afternoon Presentations (4:00–4:25)
continued on the next page

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4605 (VOC) The Role of Involvement Load and List Learning
Yuka Yamamoto (Rikkyo University)

The goal of the present study was to shed more light on the predictions of the involvement load
hypothesis adapting Nation and Webb’s (2011) technique feature analysis (TFA). The presenceor absence of each interviewee’s motivation, noticing, retrieval, generation, and retention was
analyzed during independent vocabulary list learning. The overall group result supported the
hypothesis that tasks with a high involvement load were effective in terms of receptive andproductive vocabulary acquisition; however, the interviewee reactions showed mixed results.
The study indicated that individual learners may approach the same task differently during their
independent learning.

Sunday Afternoon SIG Forums (4:30–5:25)

4405 Computer Assisted Language Learning SIG Forum:
What Teachers Should Know about AI
Tom Gorham and Jon Gorham (Oberlin University), Paul Raine (Oberlin/Keio),
Laurie Griffiths (Independent), Stephen Vincent Case (Shimonoseki University),
Satchie Haga (Seikei University), Robert Swier (Kindai University)

What is artificial intelligence (AI)? How will it affect the teaching profession? Are we preparing
our students to succeed in a future that is vastly different than anything we’ve seen before? If you
thought the invention of the internet changed the world, get ready, because the rapid advancements
in AI and machine learning have been predicted to result in even more profound societal changes.
Come to the CALL SIG forum for an accessible, beginner-friendly introduction to the underlying
technology, present-day classroom applications, and future implications of AI and machinelearning.

4502 CEFR & Language Portfolio SIG: CEFR and Curriculum
Maria Gabriela Schmidt (Nihon University), Alexander Imig (Chukyo University),
Noriko Nagai (Ibaraki University), Naoyuki Naganuma (Tokai University), Rebecca
Schmidt (Miyazaki International University)

In recent years many universities in Japan are under way to revise their curriculum by using the
CEFR or the CEFR-J. This CEFR&LP SIG Forum will address this topic by inviting presenters ofsome selected universities as good practice case studies. These concrete examples will give theopportunity to gain clear, deep insights of curriculum change. The Forum aims to be an open
exchange on experience, challenges and perspectives.

4503 School Owners SIG Forum
Doris Wong (KEYS English)

This will be an opportunity for owners to gather together and discuss/debate different issues
related to the business side of running a language school. Issues discussed at previous forums haveincluded teacher contracts, school culture, marketing, and financial issues.

THT Phillipines

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THT in Leyte had its first seminar on Feb. 17, 2018 in
Carigara, Leyte. For 2019, venues and dates have not beenset, however we anticipate conducting seminars in twoor three locations in Tacloban and Naval on the islandsof Leyte and Biliran respectively with seminars a few
days apart in late February or early March. Teachers arewelcome to join in as many or as few seminars as they like. This would
give presenters a chance to enjoy the wonderful, lesser known, resortareas nearby. Contact Daniel Minor at minorsensei@gmail.com forfurther information.

Sunday Afternoon SIG Forums (4:30–5:25)

4504 Speech, Drama, & Debate SIG
Jason Andrew White (Osaka Gakuin University),
Gordon Rees (Yokkaichi University), Chris Parham (Aoyama Gakuin University),
Rachel Stuart (Horyuji Kokusai HS), Angela Wren (‘I Will’ Super English School),
Cynthia Gonzalez (Shinagawa Joshi Gakuin),
Vivian Bussinguer-Khavari (Kwansei Gakuin University)

The Speech, Drama, & Debate SIG forum will feature simultaneous presentations on several
topics related to performance-assisted language learning, including debate, drama, community
theater, and others. The forum will also provide a venue for sharing ideas and ways to incorporate
performance-assisted activities into the foreign language curriculum. Presentations will be given
in a variety of forms, with three presentation times so that all the presentations can be viewed in
total. There will be a question and answer session following each individual presentation, with agroup session to follow at the end of the session.

4603 Critical Thinking SIG Forum: A CT SIG PechaKucha
James DeWitt Dunn, Hiroshi Nakagawa, and Wayne Devitte, (Tokai University),
Bradley Kyle Hamilton Irwin (Nihon University)

Join us for PechaKucha style presentations on Critical Thinking
and how it can impact language learning both in and out of Japan.
We invite you to join us and learn about different aspects of CT
and its importance in the educational arena. Each PechaKucha
presentation will last only six minutes to give you a chance towalk away with many perspectives and activities to use in yourclassroom. We are looking forward to an exciting and productive
sharing session to help you become more familiar with, and learn
more about, Critical Thinking.

The Business Communication SIG
Toyo University, Hakusan campus 8–9 Sept 2018

The Business Communication SIG, in collaboration with the IATEFLBESIG, will hold a conference with the theme The Spark: Igniting
Innovations in Communications for Global Businesses.
-10 featured, 2 plenary and 2 keynote speakers, including the JACET
President, Hajime Terauchi-workshops, posters and presentations on various aspects of professional
communication, business knowledge, and innovative technologies-some sessions being streamed out to a global (mainly IATEFL BESIG)
online audience.
The call for papers ends 31 May
The rates for JALT members are:5,000 yen for the weekend-(4000 yen early bird from 1 June)
3,000 yen for one day- (2,000 yen early bird from 1 June)(BizCom SIG members get further discounts).
See www.bizcomsig.org for more details.

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Sunday Afternoon Presentations (4:30–4:55)
4401 (JSL) 日本語学習者の語りの様相--J.S.ブルーナーを手がかりに
Sachiyo Sagawa (Osaka University)

本発表では、言語発達の文脈から人間の生得的特性としての語りを論じているJ.S.ブルーナーの著書を再解釈し、「閉じられた語り」「開かれた語り」という2つの語りのスタイルを抽出・検討することで、語りを取り入れた他者理解のための言語教育を提示する。また、実際の教室において、2つの語りを展開する学習者の姿を示す。

4402 (CUE) Understanding Interviewers’ Views Electronically
Carly Yin Ling Lui (Chinese University of Hong Kong)

Job interviewees would like to understand how interviewers evaluate their answers and are eager
to receive advice from interviewing experts. This study aimed to investigate the effectivenessof a self-learning program in (1) helping students appreciate interviewers’ criteria for assessing
interviewees’ responses, and (2) receiving interviewing tips from experienced interviewers.
Data were collected from two classes of year three engineering students taking a careerdevelopment course, including (i) their number of views of the program, and (ii) their responses
to a questionnaire on the usefulness of the program in regard to the two stated aims, and theirsuggestions for improvement.

4403 (CUE) Eliciting Student Answers: Finding What It Takes
Stephen Mark Paton (Fukuoka University)

Trainees on the Cambridge CELTA certificate course are taught to routinely elicit responses
and answers from students. It’s part of an effective and communicative class style. But what if
your students habitually shut down or panic when called upon? Intercultural communication
literature confirms that there are significant cultural propensities and expectations to overcome,and identifies many that we need to consider when teaching Japanese university students. In
this presentation, I will demonstrate and explain some strategies I’ve developed that are proving
effective in raising consciousness and increasing communicability in class.

4404 (LD) L2 Learner Training in Group Work: A Japanese Need
Stuart Warrington (Nagoya University of Commerce & Business)

5:00

With active learning currently in the vanguard of Japanese educational initiatives (MEXT, 2014)
Japanese L2 learners are increasingly being asked to engage more in group work. However,
because of particular cultural and educational concerns, forming and functioning as a group canoften prove quite difficult for them. This is only compounded by the fact that many L2 teachers
often mistakenly assume these learners understand and know how to do it. With this in mind,
this presentation will discuss the need for learner training in group work as a means to promote
positive interdependence and individual accountability among Japanese L2 learners.

4406 (CUE) Language Learning & Nursing: What’s the Connection?
Eric Fortin (St. Mary’s College)

Nursing students often feel that required English classes are unnecessary burdens standing in theway of their desired goal of obtaining a nursing license. However, if they can see the relationshipbetween language education and nursing science, their motivation to study English might beraised. This presentation will introduce one nursing model and one theory to demonstrate thesimilarities between these and current language learning models and theories. This will hopefully
help students notice how behaviors exhibited by language learners often parallel those of hospitalpatients when encountering difficulties in acquiring English or recovering from an illness,
respectively.

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4501 (CUE) Cultural Dimensions and English Proficiency
Maggie Lieb (Mukogawa Women’s University)

Although English is deemed essential to Japan’s international participation, proficiency remains
low among Japanese students, despite strategic efforts of Japan’s Ministry of Education. Basedon research indicating possible connections between students’ cultural background and L2
proficiency, this quantitative study investigated the impact of culture on English proficiency
among 119 Japanese university students. Eight cultural dimensions of learning were measured
and compared with students’ TOEFL ITP scores. Findings failed to reveal any statisticallysignificant relationships between cultural dimensions and TOEFL ITP scores. Implications andfuture directions will be discussed.

4505 (LD) Group Dynamics and English Lounge Experience
Akiko Kiyota (Tokyo Keizai University)

The importance of autonomous learning is well established in the literature. One example is tovisit an L2 environment and practice through authentic interactions. Some universities haveon-campus English lounges for such purposes. However, visiting these environments can bechallenging for low-proficiency students due to anxiety. This study investigates how students are
empowered by making visits in groups, while examining how their experiences contributed to theprocesses of cohesive group formation, group goal setting, and role modeling, which generated
motivation for their subsequent visits. Questionnaire results as well as students’ reflection journal
extracts will be presented to exemplify these processes.

4605 (LD) MOOC Experience as Vehicle for Learner Development
Curtis James Edlin (Kanda University of International Studies)

Massive Open Online Courses (MOOCs) are becoming ever more common. Though they areeasily accessible, experiences are highly variable. Furthermore, many students have difficulty
managing both cognitive and metacognitive aspects of their learning, especially in courses
conducted in their L2. The presenter will describe an elective course at an international university
in Japan in which students learn about and then choose English-based MOOCs for themselves,and in which the focus is learner development and support. He will reflect on the university’splace in the age of MOOCs, including how we can both add value and help develop lifelong
learners.

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The First JANET Conference on Nursing English
Aossa Fukui City Community Plaza, June 23–24

The Japan Association for
Nursing English Teaching(JANET) was established in2016 in order to provide a forum for improving the quality ofteaching, learning and research in the field of nursing English
education in Japan. We aim to encourage collaboration
between English teachers and nursing professionals, andsupport teachers to better serve the needs of the Japanesenursing community.
For more information, go to janetorg.com

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Sunday Afternoon Presentations (5:00–5:25)

4402 (CUE) EFL Learners’ Perceptions of Peer Review Modes
Dennis Koyama and Sugene Kim (Nagoya University of Commerce & Business)

Peer review in L2 writing classrooms is generally regarded as beneficial to both feedback receivers
and providers. However, some studies have claimed that East Asian students hesitate to provide
negative feedback. To verify and extend previous research, this study examined 64 Japanesecollege students’ preferences for, and perceptions of, peer review activities in an EFL composition
course. Participants completed both face-to-face and anonymous feedback sessions. Survey andinterview data identified student-level factors, such as L2 proficiency and feedback usefulness, assources for feedback mode preference. Evidence of student reluctance to criticize others’ work was
not found in either mode.

4403 (PRAG) Multimodality in Overlaps and Pragmatic Awareness
Lala Takeda (Tokyo Denki University)

This study investigates how to facilitate smoother L2 interactions with overlaps (simultaneous
talk by two or more participants) for Japanese EFL learners using multimodal analysis
focusing on their gazing behavior and hand gestures accompanying verbal communication.
The analysis examines the management of overlaps in student-student L1 interactions bycomparing topic-based and task-based dialogues in English and Japanese. Analyzing nonverbal
features accompanying verbal ones is effective for instructing L2 learners to appropriately andcollaboratively manage overlaps. The significance of this study is that it presents a teaching
method to encourage L2 learners’ pragmatic awareness using explicit and implicit instructions.

SDD SIG Conferences

4:30
5:00

2018 OVERALL
THEME
Performance-Assisted
Learning (PAL)-Process Drama Workshop/Conference (Nagoya, July 14-15)-Summer Traveling Conference 2018 (July TBA)
Kanto, (Nagoya, July 14-15), Kansai (TBA)-Fall Conference 2018 (September 15-17)
at Naha, Okinawa-Early Spring Conference 2019 (February TBA, 2019)at Sapporo (February, TBA, during the Snow Festival)
For updated information go to the SD&D Conference website:
https://sites.google.com/saltsddconferences/conferences

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Sunday Afternoon Presentations (5:00–5:25)
4406 (GILE) Fostering Global Disposed Learners
Emiliano Bosio (University College London/Yokohama City University)

Building on a ‘value-creating’ dimension of global citizenship education (GCE), I will present
the results of an exploratory study investigating the current practices of 22 faculties situated in
Asia, the US, and Europe that teach global citizenship courses to graduate and undergraduate
students. The findings provide support for three interconnected dimensions associated with theconstruct of GCE in university curricula, namely, social contribution, civic commitment, andglobal disposition. The current study examines the set of principles that guide the development ofsocially contributive, civically committed, and globally disposed learners, and outline the goals of acurriculum for GCE.

4501 (CUE) Peer Feedback Training Done Right
Jennie Roloff Rothman (Kanda University of International Studies)

Providing training in how to give peer feedback can ensure its effectiveness and sometimes be
as beneficial as instructor feedback (Patri, 2002; Nakanishi & Akahori, 2005; Hirose, 2008). This
presentation shares the results of research comparing the written work of two university academic
writing classes asked to provide written feedback for their peers with two classes explicitly trained
to use feedback guidelines when making comments. The presentation ends by suggesting whatwriting metalanguage and constructive phrasing should be explicitly taught when implementing
peer feedback.

THT Nepal

THT Nepal, in association with the Nepal English Language
Teachers Association (NELTA) is tentatively scheduled for mid/late February 2019, hopefully around the NELTA
conference.
As in previous years most of the workshops will
likely be held in 2–3 venues outside Kathmandu,
requiring some travel time, but also allowing time
for sight-seeing and getting a feel for the different areas. Interested
teachers are welcome to join as many/few of the workshops as they
are willing/able to. Although presentations at the conference cancover a wide range from theory to practice, most of the teachers
in the workshops come from secondary, as well as a few primaryschools, so more hands-on activities for both young learners as wellas older learners that can be applied directly to their classrooms arerecommended.
We will be sending out more information once details are
confirmed. In the meantime, please feel free to contact us if you
have any questions.
Catriona Takeuchi - oneworld.catriona@gmail.com
Randall Bollig - ranbochan2@gmail.com

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Presentations by SIG
Bilingual (BIL)

BIL SIG ForumSun 11:00-11:55, Room 4405 ---------------------------------------------------------------------------------------- 54
Finding a Foothold in Australian Society: Case Stories... ----------------------------------------------------------Lovely
Sun 1:00-1:25, Room 4405 ------------------------------------------------------------------------------------------ 58
When Am I Bilingual? Self-Reflections of Japanese EFL Learners---------------------------------------------- Turnbull
Sun 1:30-1:55, Room 4405 ------------------------------------------------------------------------------------------ 60
Engaging the ‘Benefits of English’ Discourse ----------------------------------------------------- Monje, Nazario, Pastor
Sun 3:30-3:55, Room 4405 ------------------------------------------------------------------------------------------ 68
Language Dominance in a Trilingual Child -------------------------------------------------------------------------- Zeng
Sun 4:00-4:25, Room 4405 ------------------------------------------------------------------------------------------ 69

Business Communication (BIZCOM)

BIZCOM SIG ForumSun 11:00-11:55, Room 4404 ---------------------------------------------------------------------------------------- 54
Business Case Competitions: Skills for The Future ----------------------------------------------------------------Phillips
Sun 1:30-1:55, Room 4405 ------------------------------------------------------------------------------------------ 61

Mind, Brain and Education (Brain)

The Role of Working and Short-Term Memory in L2 Learning --------------------------------------- Dardon, Wanner
Sat 2:00-2:25, Room 4405 ------------------------------------------------------------------------------------------- 32
How Self-Efficacy Beliefs Spur Student Achievement --------------------------------------------------------- Kobayashi
Sun 11:00-11:55, 5F Hallway ---------------------------------------------------------------------------------------- 53
BRAIN SIG ForumSun 11:00-11:55, Room 4403 ---------------------------------------------------------------------------------------- 54
Intrinsic and Extrinsic Motivation Among English Language... ------------------------------------------------- Duplice
Sun 1:00-1:25, Room 4405 ------------------------------------------------------------------------------------------ 57
Neurolinguistic Approach: A Brain-Friendly Paradigm-------------------------------------------------------------Jactat
Sun 1:30-1:55, Room 4405 ------------------------------------------------------------------------------------------ 59

Computer Assisted Language Learning (CALL)

International Exchange through Google Sites ------------------------------------------------------------------------ Ellis
Sat 10:30-10:55, Room 4405 ----------------------------------------------------------------------------------------- 23
Narrative Song Writing in a Digital Context ------------------------------------------------------------------SustenanceSat 11:00-11:25, Room 4405 ----------------------------------------------------------------------------------------- 26
MALL Reading Activities and Brain Activity ----------------------------------------------------------------------- Dunn
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 28
Learner Autonomy and Technology-Enhanced Textbooks ------------------------------------------------ Mills, Olsson
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 28
Coding: Why Teachers Should Learn It --------------------------------------------------------------------------- Parsons
Sat 2:00-2:25, Room 4403 ------------------------------------------------------------------------------------------- 31
Getting Creative in Writing Classes --------------------------------------------------------------------------- Landsberry
Sat 3:00-3:55, 5F Hallway -------------------------------------------------------------------------------------------- 36
Using Cloud Computing to Improve Feedback in EFL Courses ------------------------------------------------MacLean
Sat 3:00-3:55, 5F Hallway -------------------------------------------------------------------------------------------- 36
Student Preferences for Online Discussion Forums -------------------------------------------------------------Conaway
Sat 6:00-6:25, Room 4403 ------------------------------------------------------------------------------------------- 44
Using WebQuests for Business Majors --------------------------------------------------------------------------------Bieri
Sun 11:00-11:55, 4F Hallway ---------------------------------------------------------------------------------------- 52
How Interview Tasks in Chat Rooms Affect Speaking ------------------------------------------------------------ Takase
Sun 11:00-11:55, 5F Hallway ---------------------------------------------------------------------------------------- 53
Facebook Videos Uploads: Major Motivator ----------------------------------------------------------------------Madden
Sun 11:00-11:55, 5F Hallway ---------------------------------------------------------------------------------------- 53
What Makes Language Students Succeed Online -------------------------------------------------------------------- Ueno
Sun 11:30-11:55, Room 4401 ---------------------------------------------------------------------------------------- 55
Class Booster: Using Blended Digital Solutions (Sponsored) -------------------------------------------------------- HallSun 11:30-11:55 Room 4505 ---------------------------------------------------------------------------------------- 56

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Apps4EFL.com: Activities, Tools, and Digital Assignments ... ------------------------------------------------------Raine
Sun 3:00-3:55, 4F Hallway ------------------------------------------------------------------------------------------- 64
Challenge- & Project-Based Learning–A Winning Combo ----------------------------------------------------- Paterson
Sun 3:30-3:55, Room 4403 ------------------------------------------------------------------------------------------ 67
CALL SIG ForumSun 4:30-5:25, Room 4405 ------------------------------------------------------------------------------------------ 70

CEFR & Language Portfolio (CEFR&LP)

Conceptualizing a Model for Assessment in CLIL----------------------------------------------------------------- deBoer
Sun 11:00-11:25, Room 4404 ---------------------------------------------------------------------------------------- 50
CEFR & Language Portfolio SIG ForumSun 4:30-5:25, Room 4402 ------------------------------------------------------------------------------------------ 70

Critical Thinking (CT)

Plagiarism: What Do Our Students Really Think and How... ----------------------------------------------------- Owens
Sat 5:00-5:25, Room 4401 ------------------------------------------------------------------------------------------- 39
Editing Feedback for Low-Level Learners------------------------------------------------------------------------- Garnica
Sat 5:30-5:55, Room 4401 ------------------------------------------------------------------------------------------- 41
Applied Logic: A Mastery Learning Approach----------------------------------------------------------------------- Blake
Sun 1:00-1:25, Room 4403 ------------------------------------------------------------------------------------------ 58
Rethinking Critical Thinking in L2 Contexts ------------------------------------------------------------------------Irwin
Sun 1:30-1:55, Room 4403 ------------------------------------------------------------------------------------------ 61
New Ways in Teaching Media Literacy ---------------------------------------------------------------------------Reimann
Sun 3:30-3:55, Room 4403 ------------------------------------------------------------------------------------------ 68
CT SIG ForumSun 4:30-5:25, Room 4403 ------------------------------------------------------------------------------------------ 71

College and University Educators (CUE)

In-house Journals as a Form of Program Development ------------------------------------------------ Lesley, Schaefer
Sat 10:30-10:55, Room 4405 ----------------------------------------------------------------------------------------- 22
Fostering Aspiring Students in the EFL Classroom -------------------------------------------------- Forster, Poulshock
Sat 11:00-11:25, Room 4405 ----------------------------------------------------------------------------------------- 26
Scaffolding Better Student Presentations -------------------------------------------------------------------------- Pellowe
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 28
Conversation Classes Enhanced By International Tutors --------------------------------------------------------- Maune
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 28
Fluency Activities Revisited -------------------------------------------------------------------------------------- Bertorelli
Sat 2:00-2:25, Room 4405 ------------------------------------------------------------------------------------------- 30
CUE SIG ForumSat 2:30-3:55, Room 4405 ------------------------------------------------------------------------------------------- 34
The Necessity of English Presentation Skill Sets ---------------------------------------------------------------------Miles
Sat 4:30-4:55, Room 4404 ------------------------------------------------------------------------------------------- 37
Teaching a University Seminar Class ------------------------------------------------------------------------- Van Deusen
Sat 5:00-5:25, Room 4404 ------------------------------------------------------------------------------------------- 40
Improving Article Accuracy Through Context ---------------------------------------------------------------------- PriceSat 5:00-5:25, Room 4405 ------------------------------------------------------------------------------------------- 40
Understanding Labour Contracts and the 5-Year Rule --------------------------------------------------------- Rothman
Sat 5:30-5:55, Room 4405 ------------------------------------------------------------------------------------------- 41
Validating L2 Motivation Survey ---------------------------------------------------------------------------------- Fukuda
Sat 6:00-6:25, Room 4404 ------------------------------------------------------------------------------------------- 43
Building Confidence with Learner-Taught Lessons ---------------------------------------------------------------- Taylor
Sat 6:00-6:25, Room 4405 ------------------------------------------------------------------------------------------- 44
Will You Favour Me? The Importance of Formulaic Language --------------------------------------------------- Jordan
Sun 11:00-11:25, Room 4403 ---------------------------------------------------------------------------------------- 50
A Caterpillar Named Daniel: A Kamishibai Project --------------------------------------------------- Southwick, Inoue
Sun 11:30-11:55, Room 4403 ---------------------------------------------------------------------------------------- 55
A Critical Reading Project: Steps to Independent Academic... -------------------------------------- Naganuma, Brown
Sun 1:00-1:25, Room 4403 ------------------------------------------------------------------------------------------ 56
Collaboration for Professional Development -----------------------------------------------------------Lucovich, GoughSun 1:00-1:55, Room 4404 ------------------------------------------------------------------------------------------ 57

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College and University Educators (CUE) (cont’d)Student Views on Formative Assessment in Listening --------------------------------------------------------- Crawford
Sun 1:00-1:25, Room 4401 ------------------------------------------------------------------------------------------ 57
Developing Seminar Participation Skills ----------------------------------------------------------------------------Stones
Sun 1:00-1:25, Room 4403 ------------------------------------------------------------------------------------------ 57
Aiming Higher: How to Get Your Students’ Academic Writing Published ------------------------------------Mitcham
Sun 1:30-1:55, Room 4403 ------------------------------------------------------------------------------------------ 59
Using Different Moves in Classroom Interactions ------------------------------------------------------------------- Bury
Sun 3:00-3:55, 5F Hallway ------------------------------------------------------------------------------------------- 65
3-2-1 Fluency: Get Ready for Speaking! ------------------------------------------------------------------Gordyshevskaya
Sun 3:00-3:55, 5F Hallway ------------------------------------------------------------------------------------------- 65
IELTS Preparation Through Video Journaling ---------------------------------------------------------- Owatari-Dorgan
Sun 3:00-3:55, 5F Hallway ------------------------------------------------------------------------------------------- 65
Classroom Management Tools for Apple Devices --------------------------------------------------------------------Beck
Sun 3:30-3:55, Room 4403 ------------------------------------------------------------------------------------------ 66
Action Research: Improving Student Motivation ------------------------------------------------------- Yoshida, Mayase
Sun 4:00-4:25, Room 4403 ------------------------------------------------------------------------------------------ 69
Understanding Interviewers’ Views Electronically -------------------------------------------------------------------- Lui
Sun 4:30-4:55, Room 4402 ------------------------------------------------------------------------------------------ 72
Eliciting Student Answers: Finding What It Takes-------------------------------------------------------------------Paton
Sun 4:30-4:55, Room 4403 ------------------------------------------------------------------------------------------ 72
Language Learning & Nursing: What’s the Connection? ----------------------------------------------------------- Fortin
Sun 4:30-4:55, Room 4406 ------------------------------------------------------------------------------------------ 72
Cultural Dimensions and English Proficiency ------------------------------------------------------------------------ Lieb
Sun 4:30-4:55, Room 4401 ------------------------------------------------------------------------------------------ 73
EFL Learners’ Perceptions of Peer Review Modes ----------------------------------------------------------Koyama, Kim
Sun 5:00-5:25, Room 4402 ------------------------------------------------------------------------------------------ 74
Peer Feedback Training Done Right ---------------------------------------------------------------------- Roloff Rothman
Sun 5:00-5:25, Room 4401 ------------------------------------------------------------------------------------------ 75

Extensive Reading (ER)ER SIG ForumSat 10:30-11:55, Room 4403 ----------------------------------------------------------------------------------------- 24
Towards a Comprehensive Graded Reader Database --------------------------------------------------- Ruzicka, Brierley
Sat 2:00-2:25, Room 4403 ------------------------------------------------------------------------------------------- 32
ER-Central: Free Online Extensive Reading and Word Learning ------------------------------------------------ Browne
Sat 2:30-2:55, Room 4402 ------------------------------------------------------------------------------------------- 32
Measuring ER by Effect of Time on Reading-------------------------------------------------------------Care, Kobayashi
Sat 3:00-3:55, 4F Hallway -------------------------------------------------------------------------------------------- 35
Complementing Reading with Comprehension Software --------------------------------------------- Gardner, Wanner
Sat 4:30-4:55, Room 4405 ------------------------------------------------------------------------------------------- 38
Best of Both Worlds: Real Books with Online MReader Quizzes ------------------------------------------------Mitchell
Sat 5:00-5:25, Room 4405 ------------------------------------------------------------------------------------------- 41
Don’t Call It Grammar-Translation --------------------------------------------------------------------- Perez de Camino
Sat 5:30-5:55, Room 4405 ------------------------------------------------------------------------------------------- 42
A Decade of ER Program Development: What Works & What Doesn’t ----------------------------------------------Hill
Sat 6:00-6:25, Room 4403 ------------------------------------------------------------------------------------------- 45
Cloze Encounters of a Different Kind -------------------------------------------------------------------------------- Robb
Sat 6:00-6:25, Room 4405 ------------------------------------------------------------------------------------------- 45
Xreading: What’s New and What’s Next (Sponsored) ---------------------------------------------------------- Goldberg
Sun 11:00-11:25 Room 4402 ---------------------------------------------------------------------------------------- 50
A Quantitative and Qualitative Analysis of Extensive Reading and... ---------------------------------------------- Hunt
Sun 1:00-1:25, Room 4402 ------------------------------------------------------------------------------------------ 56
The Influence of Extensive Reading Book Displays on Library... ------------------------------------------------ Calman
Sun 3:00-3:55, 4F Hallway ------------------------------------------------------------------------------------------- 64
An Activity-Based Approach to Extensive Reading: Creative Alternatives...------------------------------------ Harrold
Sun 3:00-3:55, 4F Hallway ------------------------------------------------------------------------------------------- 64
How to Write and Publish Your Graded Reader -------------------------------------------------------Goldberg, Waring
Sun 4:00-4:25, Room 4402 ------------------------------------------------------------------------------------------ 68

Gender and Language Education (GALE)

GALE SIG ForumSat 4:30-5:55, Room 4403 ------------------------------------------------------------------------------------------- 38
Data Analysis in Qualitative Research on EFL Teachers --------------------------------------------------------- Kimura
Sat 6:00-6:25, Room 4401 ------------------------------------------------------------------------------------------- 44
Female Representation in Japanese EFL Textbooks ------------------------------------------------------------- Suezawa
Sun 11:00-11:25, Room 4401 ---------------------------------------------------------------------------------------- 50
SALC Rainbow Forum: Establishing a Student.. ----------------------------------------- Kipling, Holowczyk, Okamoto
Sun 11:00-11:55, 4F Hallway ---------------------------------------------------------------------------------------- 52
Investigating Diversity: An Exploration of Conference Attendance ----------------------------- Fujishima, McCandie
Sun 1:00-1:25, Room 4401 ------------------------------------------------------------------------------------------ 56
Sexual Harassment Issues and Language Education in Japan ------------------------------------------------ O’Mochain
Sun 1:30-1:55, Room 4401 ------------------------------------------------------------------------------------------ 59
Living in Liminality: LGBTQIA+ Identity in Japan -----------------------------------------------------Grote, Morrison
Sun 3:30-3:55, Room 4401 ------------------------------------------------------------------------------------------ 66

Global Issues in Language Education (GILE)

GILE SIG ForumSat 10:30-11:55, Room 4400 ----------------------------------------------------------------------------------------- 24
Global Citizenship Education in a CLIL Curriculum -------------------------------------------------------- Hollenback
Sat 10:30-10:55, Room 4402 ----------------------------------------------------------------------------------------- 22
Working Towards Accessibility in Language Learning ------------------------------------------ Moriya, Reimann, Sato
Sat 11:00-11:55, 4F Hallway ----------------------------------------------------------------------------------------- 27
Introduction to Breakthrough Plus 2nd Edition (Sponsored) ------------------------------------------------------- InuiSat 11:00-11:25 Room 4605 ----------------------------------------------------------------------------------------- 26
Raising Awareness Of Mental Health Issues ------------------------------------------------------------------------ Taylor
Sat 2:00-2:25, Room 4402 ------------------------------------------------------------------------------------------- 30
The Reality and Necessity of Teaching Singular they ---------------------------------------------------------------Brown
Sat 4:30-4:55, Room 4402 ------------------------------------------------------------------------------------------- 37
Teaching about the 1927 US-Japan Doll Exchange ------------------------------------------------------------------ CatesSat 4:30-4:55, Room 4405 ------------------------------------------------------------------------------------------- 37
Classroom Observations of Plurilingualism in Japan ------------------------------- Cullen, Thanyawatpokin, Vollmer
Sat 5:00-5:25, Room 4402 ------------------------------------------------------------------------------------------- 39
Enhanced Engagement through Project-Based Learning ------------------------------------------------------- Barbudo
Sat 5:30-5:55, Room 4402 ------------------------------------------------------------------------------------------- 41
Intercultural Friendship with Student-Produced Video ------------------------------------------------------------- Brine
Sat 6:00-6:25, Room 4402 ------------------------------------------------------------------------------------------- 43
English as a Lingua Franca: Are There Limits?(Sponsored) ----------------------------------------------- Graham-Marr
Sun 11:30-11:55 Room 4406 ---------------------------------------------------------------------------------------- 55
Communicating Identities: Yonsei in Tokai -----------------------------------------------------------------------Hasnain
Sun 3:00-3:55, 5F Hallway ------------------------------------------------------------------------------------------- 65
Fostering Global Disposed Learners ---------------------------------------------------------------------------------Bosio
Sun 5:00-5:25, Room 4406 ------------------------------------------------------------------------------------------ 75

Japanese as a Second Language (JSL)

日本語コースに実践コミュニティを生み出すスローフード・プロジェクト---------------------------------------- Kishi
Sat 3:00-3:55, 5F Hallway -------------------------------------------------------------------------------------------- 36
日本語学習者の語りの様相‒J.S.ブルーナーを手がかりに -----------------------------------------------------Sagawa
Sun 4:30-4:55, Room 4401 ------------------------------------------------------------------------------------------ 72

79

Learner Development (LD)A Corpus to Promote Fluency in Group Discussions ----------------------------------------------------------------Kato
Sat 10:30-10:55, Room 4404 ----------------------------------------------------------------------------------------- 22
LD SIG ForumSat 10:30-11:55, Room 4402 ----------------------------------------------------------------------------------------- 24
A Longitudinal Study of Motivational Changes in English Learning among Rural High School Students -------- Hsu
Sat 11:00-11:25, Room 4404 ----------------------------------------------------------------------------------------- 25
The Language Exchange LEX Programme: Reflections on the First Year ------------------------Morikawa, Nishizumi
Sat 11:00-11:55, 4F Hallway ----------------------------------------------------------------------------------------- 27
Active Learning Through Poster Presentations --------------------------------------------------------- Cullen, Backwell
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 27
An Investigation into Teachers and Students’ Perceptions on “What do you think?” --------------------------------He
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 27
Developing and Coordinating People Places and Materials as Resources in Self-Access-------------- Edlin, Imamura
Sat 11:00-11:55, 5F Hallway ----------------------------------------------------------------------------------------- 28
Pedagogical Implications of Self-Reflection ---------------------------------------------------------------------Belobrovy
Sat 2:00-2:25, Room 4404 ------------------------------------------------------------------------------------------- 30
Visualization of Phonetic Markers for Early ESL Learners in Japan -------------------------------------------- Wrobetz
Sat 2:30-2:55, Room 4404 ------------------------------------------------------------------------------------------- 33
Communication Strategies among Exchange Students --------------------------------------------------- Tyas, Vardhani
Sat 2:30-2:55, Room 4405 ------------------------------------------------------------------------------------------- 33
Flipping a Global Topics Classroom ------------------------------------------------------------------------- Verla Uchida
Sat 3:00-3:55, 4F Hallway -------------------------------------------------------------------------------------------- 35
Future-Self Motivations Actually Lie in the Past -------------------------------------------------------------------- Falout
Sat 6:00-6:25, Room 4404 ------------------------------------------------------------------------------------------- 45
Exploring Students’ Perceptions of Plagiarism --------------------------------------------------------------------------Ng
Sat 6:00-6:25, Room 4405 ------------------------------------------------------------------------------------------- 45
Japanese Learner Attitudes Toward Peer & Self-Assessment -------------------------------------------------------- Haga
Sun 11:00-11:55, 4F Hallway ---------------------------------------------------------------------------------------- 52
Four-Skill Tasks Reflecting Bloom’s Taxonomy ---------------------------------------------------------------------- Saito
Sun 1:00-1:25, Room 4406 ------------------------------------------------------------------------------------------ 57
Developing Learner Autonomy through Proofreading ------------------------------------------------------------- Smith
Sun 3:00-3:55, 4F Hallway ------------------------------------------------------------------------------------------- 64
Learning to Globalize Through Localization--------------------------------------------------------------------------Joun
Sun 3:30-3:55, Room 4404 ------------------------------------------------------------------------------------------ 66
External Control Relates to Negative Perceptions of Teaching in English, Mathematics, and... -- Fryer, Oga-Baldwin
Sun 3:30-3:55, Room 4406 ------------------------------------------------------------------------------------------ 67
Learner Development: A Focus on Habit ------------------------------------------------------------------------ Macleod
Sun 4:00-4:25, Room 4404 ------------------------------------------------------------------------------------------ 69
L2 Learner Training in Group Work: A Japanese Need ------------------------------------------------------ Warrington
Sun 4:30-4:55, Room 4404 ------------------------------------------------------------------------------------------ 72
Group Dynamics and English Lounge Experience -----------------------------------------------------------------Kiyota
Sun 4:30-4:55, Room 4405 ------------------------------------------------------------------------------------------ 73
MOOC Experience as Vehicle for Learner Development ----------------------------------------------------------- Edlin
Sun 4:30-4:55, Room 4405 ------------------------------------------------------------------------------------------ 73

Literature in Language Teaching (LiLT)

LiLT SIG ForumSat 10:30-11:55, Room 4404 ----------------------------------------------------------------------------------------- 24
Story-Based Methodology for Developing Learning Strategies ---------------------------------------------------- Bailey
Sun 4:00-4:25, Room 4406 ------------------------------------------------------------------------------------------ 69

Lifelong Learning (LLL)

LLL SIG ForumSat 4:30-5:55, Room 4404 ------------------------------------------------------------------------------------------- 39
Learning Transfer Climate Faced by Nursing Majors–Application of Academic Writing Skills from.. ------------- Ho
Sat 6:00-6:25, Room 4401 ------------------------------------------------------------------------------------------- 43

80

Mixed, Augmented, and Virtual Reality (MAVR)

10 Tips for Teachers Using Virtual Reality ----------------------------------------------------------- Brunotte, Hastings
Sat 10:30-10:55, Room 4401 ----------------------------------------------------------------------------------------- 22
Smartphone Augmented Reality for EFL learners ---------------------------------------------------------- Stone, Taylor
Sat 11:00-11:25, Room 4401 ----------------------------------------------------------------------------------------- 25
MAVR SIG ForumSat 2:30-3:55, Room 4403 ------------------------------------------------------------------------------------------- 34
Project-Based Learning With Google Earth VR -------------------------------------------------------Gorham, Gorham
Sat 4:30-4:55, Room 4401 ------------------------------------------------------------------------------------------- 36

Material Writers (MW)The Purpose of Images in ELT Textbooks Revisited --------------------------------------------------------------Romney
Sat 11:00-11:25, Room 4403 ----------------------------------------------------------------------------------------- 25
MW SIG ForumSat 2:30-3:55, Room 4402 ------------------------------------------------------------------------------------------- 34
Using Screencasts to Teach Outside of Class ------------------------------------------------------------------------- JonesSat 6:00-6:25, Room 4406 ------------------------------------------------------------------------------------------- 44

Other Language Educators (OLE)OLE SIG ForumSat 4:30-5:55, Room 4402 ------------------------------------------------------------------------------------------- 38

Pragmatics (PRAG)

Recognizing Hyperbole: The Best Presentation Ever (Sponsored)---------------------------------------- Graham-Marr
Sat 11:00-11:25 Room 4402 ----------------------------------------------------------------------------------------- 25
Now Ask Your Partner: Questions in Interaction -------------------------------------------------------Campbell-Larsen
Sat 2:00-2:25, Room 4404 ------------------------------------------------------------------------------------------- 31
PRAG SIG ForumSat 2:30-3:55, Room 4404 ------------------------------------------------------------------------------------------- 34
A Closer Look at Cotext---------------------------------------------------------------------------------------------- Olson
Sun 11:00-11:25, Room 4405 ---------------------------------------------------------------------------------------- 51
Speech Acts Presented in Japanese EFL Textbooks ----------------------------------------------------------- Kawashima
Sun 1:00-1:25, Room 4404 ------------------------------------------------------------------------------------------ 58
The Organizational Structure, Development Features, and Metadiscoursal Elements in the... --------------Largavista
Sun 1:30-1:55, Room 4404 ------------------------------------------------------------------------------------------ 60
Suggestion Strategies to Avoid Pragmatic Failure--------------------------------------------------------------- Matsuoka
Sun 3:30-3:55, Room 4404 ------------------------------------------------------------------------------------------ 67
The Practitioners’ Effect on International Students ------------------------------------------------------------------ Kidd
Sun 4:00-4:25, Room 4401 ------------------------------------------------------------------------------------------ 69
Multimodality in Overlaps and Pragmatic Awareness ------------------------------------------------------------ Takeda
Sun 5:00-5:25, Room 4403 ------------------------------------------------------------------------------------------ 74

Study Abroad (SA)

Identity and Anxiety in Cross-Cultural Contexts -----------------------------------------------------------------Squires
Sat 10:30-10:55, Room 4406 ----------------------------------------------------------------------------------------- 23
Problems When Studying Abroad, Anticipated & Real -------------------------------------------------Charles, Lawson
Sat 11:00-11:25, Room 4406 ----------------------------------------------------------------------------------------- 26
Negotiating Identity in Informal Language Learning Settings --------------------------------- Kohyama, Kitano, Mills
Sat 2:00-2:25, Room 4406 ------------------------------------------------------------------------------------------- 31
SA SIG ForumSat 2:30-3:55, Room 4403 ------------------------------------------------------------------------------------------- 34
Critical Reflections on Study Abroad Experiences in Writing Classes -------------------------------------------Murata
Sat 4:30-4:55, Room 4406 ------------------------------------------------------------------------------------------- 37
6-Month Study-Abroad Programme at Oxford --------------------------------------------------------------------- Inoue
Sat 5:00-5:25, Room 4406 ------------------------------------------------------------------------------------------- 40
Home-Stay: Challenges for Involved Parties ---------------------------------------------------------------------Benthien
Sat 5:30-5:55, Room 4406 ------------------------------------------------------------------------------------------- 4281

Speech, Drama, and Debate (SDD)

A Comprehensive Student Planner Design for Debates -------------------------------------------------------- Gallagher
Sat 4:30-4:55, Room 4405 ------------------------------------------------------------------------------------------- 38
Learner Beliefs Regarding the Use of Drama in a CLIL Classroom --------------------------------------------- Rathore
Sat 5:00-5:25, Room 4405 ------------------------------------------------------------------------------------------- 40
Utilizing Video Skits to Teach Speaking and Reading With Expression---------------------------------------------Rees
Sat 5:30-5:55, Room 4405 ------------------------------------------------------------------------------------------- 42
SDD SIG ForumSun 4:30-5:25, Room 4404 ------------------------------------------------------------------------------------------ 71

School Owners (SO)Driving Traffic to Your School via Google -------------------------------------------------------------------------- Gayed
Sun 11:00-11:25, Room 4401 ---------------------------------------------------------------------------------------- 51
School Ownership: The Unbiased Reality -----------------------------------------------------------------------Osterman
Sun 11:30-11:55, Room 4401 ---------------------------------------------------------------------------------------- 55
SO SIG ForumSun 4:30-5:25, Room 4403 ------------------------------------------------------------------------------------------ 70

Task Based Learning (TBL)

A Genre Approach to Popular Scientific Writing -------------------------------------------------------------------- Goh
Sat 10:30-10:55, Room 4403 ----------------------------------------------------------------------------------------- 22
Dictation: Before, During, and After (Sponsored) --------------------------------------------------------------------Spiri
Sat 2:00-2:25 Room 4403 -------------------------------------------------------------------------------------------- 30
Tanuki Games–Fun, Exciting, Educational Tabletop Games (Sponsored) -------------------------- Kendrick, Palarino
Sat 2:30-2:55 Room 4406 -------------------------------------------------------------------------------------------- 33
Incorporating the Best Practices of Game Design into Task Design-------------------------------------------------Case
Sat 2:30-2:55, Room 4403 ------------------------------------------------------------------------------------------- 33
Psychology Games for Language Learning ------------------------------------------------------------------------ Munby
Sat 4:30-4:55, Room 4403 ------------------------------------------------------------------------------------------- 37
Ancestors: Researching and Sharing Personal Histories ----------------------------------------------- Backwell, Cullen
Sat 5:00-5:25, Room 4403 ------------------------------------------------------------------------------------------- 39
Impact of AI in L2 Classrooms: Student Perceptions -----------------------------------Gallacher, Howarth, Thompson
Sat 5:30-5:55, Room 4403 ------------------------------------------------------------------------------------------- 41
Impact of AI in L2 Classrooms: Student Interest ---------------------------------------Gallacher, Howarth, Thompson
Sat 6:00-6:25, Room 4403 ------------------------------------------------------------------------------------------- 43
Way To Go!–Effective Listening and Speaking Practice Strategy (Sponsored) ------------------------------------ North
Sun 11:30-11:55 Room 4404 ---------------------------------------------------------------------------------------- 55

Teacher Development (TD)Stimulating Pair Discussion For Teacher Education ----------------------------------------------------------- Hiratsuka
Sat 10:30-10:55, Room 4401 ----------------------------------------------------------------------------------------- 23
Pre-Service Teacher Education at Osaka University: A Reflective Report on the Future Faculty Program -- Alizadeh
Sat 11:00-11:25, Room 4501 ----------------------------------------------------------------------------------------- 26
Going Beyond the CV: The Case for Using a Teaching Portfolio ---------------------------------------------- Stockwell
Sat 2:00-2:25, Room 4401 ------------------------------------------------------------------------------------------- 31
A Duoethnography Of Native-Speakerism In Japan-------------------------------------------------------Hooper, Iijima
Sat 2:00-2:25, Room 4402 ------------------------------------------------------------------------------------------- 31
Maximizing Teaching Assistant Program Benefits --------------------------------------------------------------- Haswell
Sat 2:30-2:55, Room 4401 ------------------------------------------------------------------------------------------- 33
What We Learned: An Adventure Communication Project -------------------------------------------------Eades, Lyon
Sat 3:00-3:55, 4F Hallway -------------------------------------------------------------------------------------------- 35
Conversation Analysis of Student Discussions ----------------------------------------------------- Underwood, Walker
Sat 4:30-4:55, Room 4401 ------------------------------------------------------------------------------------------- 38
Hidden Implications of JALT My Share Activities -------------------------------------------------------------------Hahn
Sat 5:00-5:25, Room 4401 ------------------------------------------------------------------------------------------- 40
Lessons from a Dauntingly Dense Academic Paper ------------------------------------------------------------ McAuliffe
Sat 5:30-5:55, Room 4401 ------------------------------------------------------------------------------------------- 42
Action Research into Implementing Video Journals ----------------------------------------------------- García, Skeates
Sat 6:00-6:25, Room 4402 ------------------------------------------------------------------------------------------- 4482

Teacher Efficacy and Effective Language Teaching in 21st Century Learning -------------------------------------- Tyas
Sun 11:00-11:25, Room 4406 ---------------------------------------------------------------------------------------- 50
TD SIG ForumSun 11:00-11:55, Room 4402 ---------------------------------------------------------------------------------------- 54
Towards Autonomy in Reflective Teacher Development ------------------------------------------------Brereton, Young
Sun 1:00-1:25, Room 4402 ------------------------------------------------------------------------------------------ 57
Collaboration for Professional Development -----------------------------------------------------------Gough, Lucovich
Sun 1:00-1:55, Room 4404 ------------------------------------------------------------------------------------------ 59
Multiliteracies: Comics and Sociocultural Theory ---------------------------------------------------------------- Lapidus
Sun 1:30-1:55, Room 4402 ------------------------------------------------------------------------------------------ 60
Making Classroom Questions from a Linguistic Perspective -----------------------------------------------------Kaneso
Sun 3:30-3:55, Room 4401 ------------------------------------------------------------------------------------------ 67
Reflective Practice Through Duoethnography ---------------------------------------------------- Lawrence, Nagashima
Sun 3:30-3:55, Room 4402 ------------------------------------------------------------------------------------------ 67

Testing and Evaluation (TEVAL)

Peer-Evaluation for Teaching Essay Writing ---------------------------------------------------------------------- Kumari
Sat 2:00-2:25, Room 4401 ------------------------------------------------------------------------------------------- 30
Correlating Eiken and Deviation Values ---------------------------------------------------------------Gardiner, Wanner
Sat 2:30-2:55, Room 4401 ------------------------------------------------------------------------------------------- 32
Testing and Evaluation SIG: Turning Speaking Tasks into Assessment Activities ------------------------------Talandis
Sat 5:00-5:25, Room 4403 ------------------------------------------------------------------------------------------- 39
Interpersonal Aspect of Feedback: A Students’ Perspective ------------------------------------------------------- Chong
Sun 4:00-4:25, Room 4401 ------------------------------------------------------------------------------------------ 68

Teachers Helping Teachers (THT)THT SIG ForumSun 11:00-11:55, Room 4403 ---------------------------------------------------------------------------------------- 54

Teaching Younger Learners (TYL)

Bigbox: Making Learning Fun for Young Learners (Sponsored)----------------------------------------------------- HallSat 2:00-2:25 Room 4605 -------------------------------------------------------------------------------------------- 32
Focus on Form instruction improved JH students’ skills ----------------------------------------------------------Takano
Sat 3:00-3:55, 5F Hallway -------------------------------------------------------------------------------------------- 36
Self-Efficacy: Helping Young Learners Realize Their Potential --------------------------------------------------- Yanase
Sun 11:30-11:55, Room 4402 ---------------------------------------------------------------------------------------- 55
Changing Role of the English Course of Study for Secondary School ---------------------------------------- Nakamura
Sun 1:30-1:55, Room 4402 ------------------------------------------------------------------------------------------ 59
Classroom Learning Centers in EFL -------------------------------------------------------------------------------- Kaiser
Sun 1:30-1:55, Room 4401 ------------------------------------------------------------------------------------------ 60
Getting Ready for 2020 --------------------------------------------------------------------------------------------- Nemoto
Sun 3:30-3:55, Room 4402 ------------------------------------------------------------------------------------------ 66

Vocabulary (VOC)

Vocabulary Learning Strategies (VLS) in ELT Coursebooks ------------------------------------------------------Murray
Sat 3:00-3:55, 4F Hallway -------------------------------------------------------------------------------------------- 35“NG Words” for Enriching Lexical Repertoire --------------------------------------------------------------------- Ogawa
Sun 11:00-11:25, Room 4405 ---------------------------------------------------------------------------------------- 51
Analysis of High School Vocabulary Workbooks -------------------------------------------------------------------Blaker
Sun 11:00-11:55, 5F Hallway ---------------------------------------------------------------------------------------- 53
Learning Words Effectively with Word Learner -------------------------------------------------------------------Waring
Sun 11:30-11:55, Room 4405 ---------------------------------------------------------------------------------------- 56
Synform Pseudowords and Yes-No Vocabulary Tests ------------------------------------------------------------- Stubbe
Sun 1:30-1:55, Room 4406 ------------------------------------------------------------------------------------------ 60
A Comparison of a Listening VKS to a Reading VKS ---------------------------------------------------------------Antle
Sun 3:30-3:55, Room 4405 ------------------------------------------------------------------------------------------ 68
The Role of Involvement Load and List Learning-------------------------------------------------------------- Yamamoto
Sun 4:00-4:25, Room 4405 ------------------------------------------------------------------------------------------ 7083Index of Presenters
Abe, Mayumi ............................................29
Ackermann, Kurt .....................................24
Alizadeh, Mehrasa ...................................26
Antle, Tomoko .........................................68
Backwell, Ben .................................... 27, 39
Bailey, Paula..............................................69
Barbudo, Prumel......................................41
Barr, Blair..................................................24
Beck, Daniel .............................................66
Belobrovy, Anna ......................................30
Benthien, Gaby ........................................42
Bertorelli, Caroline ..................................30
Beuckens, Todd ........................................34
Bibby, Simon ............................................24
Bieri, Thomas E. .......................................52
Blake, John................................................58
Blaker, Andrew ........................................53
Bonner, Euan ............................................34
Bosio, Emiliano........................................75
Brereton, Peter .........................................57
Brierley, Mark ..........................................32
Brine, John William ................................43
Brown, Michael Houston........................37
Brown, Cherie ..........................................56
Browne, Charles ................................ 32, 39
Brunotte, Josh ..........................................22
Bury, James ...............................................65
Bussinguer-Khavari, Vivian ..................71
Calman, Rebecca .....................................64
Campbell-Larsen, John ...........................31
Care, Hywel Edward................................35
Case, Stephen Vincent ..................... 33, 70
Cates, Kip..................................................37
Charles, John ...........................................26
Chong, Sin Wang .....................................68
Conaway, Patrick .....................................44
Cornwell, Steve ........................................54
Cotter, Matthew .......................................24
Crawford, Michael John .........................57
Cullen, Brian ............................... 27, 34, 39
Dardon, Diego Elisandro........................32

84

deBoer, Mark Antony Joseph .......... 17, 50
DesMarais, Eric........................................24
Devitte, Wayne ........................................71
Dias, Joseph ..............................................39
Dods, Aaron .............................................54
Donnery, Eucharia ..................................38
Dougherty, Patrick ........................... 24, 54
Dunn, James DeWitt ........................ 28, 71
Duplice, John Anthony .................... 54, 57
Eades, Jeremy ...........................................35
Edlin, Curtis James ........................... 28, 73
Ellis, Michael ..................................... 23, 54
Falout, Joseph ...........................................45
Fernandes, Elisabeth ........................ 34, 38
Figueroa, Bobby .......................................34
Forster, Douglas E. .................................26
Fortin, Eric ...............................................72
Frazier, Erin ..............................................34
Fryer, Luke K. ...........................................67
Fujishima, Cecilia ....................................56
Fukuda, Tetsuya .......................................43
Gabbrielli, Richard ..................................54
Gallacher, Andrew ............................ 41, 43
Gallagher, Anthony Brian ............... 32, 38
García, Carlos...........................................44
Gardner, Austin ................................ 32, 38
Garnica, Adam Joseph ............................41
Gayed, John Maurice...............................51
Gillis-Furutaka, Amanda........................54
Goh, Thian Huat (Kevin)........................22
Goldberg, Paul ...................... 14, 24, 50, 68
Gonzalez, Cynthia ...................................71
Gordyshevskaya, Polina ..........................65
Gorham, Jon ...................................... 36, 70
Gorham, Tom .................................... 36, 70
Gough, Wendy M, ............................ 57, 59
Graham-Marr, Alastair ........ 14, 15, 25, 55
Griffiths, Laurie........................................71
Grote, Yoshi Joanna .................................66
Haga, Satchie ..................................... 52, 70
Hahn, Aaron David .................................40

Hall, James ............................. 14, 15, 32, 56
Handley, Caroline ....................................54
Harrold, Peter...........................................64
Hasnain, Farrah .......................................65
Hastings, Christopher Robert ......... 22, 34
Haswell, Christopher Gareth .................33
Hawkinson, Eric ......................................34
He, Shin-Ru (Cynthia) ............................27
Healy, Sandra ...........................................38
Helgesen, Marc ........................................54
Herder, Steven ..........................................34
Hill, Glen ........................................... 24, 45
Hiratsuka, Takaaki...................................23
Ho, Allen...................................................43
Hollenback, Michael David ....................22
Holowczyk, Jackie....................................52
Hooper, Daniel.........................................31
Horness, Paul ...........................................34
Howarth, Mark ................................. 41, 43
Hsu, Hsiaowen ........................................25
Hullah, Paul ..............................................24
Humphries, Simon ..................................54
Hunt, James Ross .....................................56
Iida, Atsushi ...................................... 16, 49
Iijima, Azusa ............................................31
Imamura, Yuri ..........................................28
Imig, Alexander .......................................70
Inagaki, Akiko ..........................................34
Inoue, Nobue..................................... 40, 55
Inui, Ayako ........................................ 14, 26
Irwin, Bradley Kyle Hamilton ......... 61, 71
Isozaki, Anna Husson .............................24
Jactat, Bruno .............................................59
Jones, Kent David ....................................44
Jordan, Jennifer Aline .............................50
Joun, Peter ................................................66
Kaiser, Meagan .........................................60
Kaneso, Yuya ............................................67
Kato, Kazumi..................................... 22, 34
Kawashima, Chie .....................................58
Keith, Barry ..............................................24
Kendrick, David................................ 14, 33
Kidd, Ella J. ...............................................69

Kim, Sugene .............................................74
Kimura, Julia ............................................44
Kipling, Lorraine .....................................52
Kishi, Yoshiko ..........................................36
Kitano, Chika ...........................................31
Kiyota, Akiko ...........................................73
Kobayashi, Kenichiro ..............................35
Kobayashi, Dawn .....................................53
Kohyama, Megumi ..................................31
Koyama, Dennis ......................................74
Krause-Ono, Margit ................................38
Kumari, Nivedita .....................................30
Landsberry, Lauren Inneke ....................36
Lapidus, Alec ............................................60
Largavista, Lota Lobaton ........................60
Lawrence, Luke ........................................67
Lawson, Andrew Joseph ........................26
Lesley, Jamie Samuel ...............................22
Lieb, Maggie .............................................73
Lovely, Esther Lucinda Melody..............58
Lucovich, Dawn ................................ 57, 59
Lui, Carly Yin Ling ..................................72
Lyon, Phoebe ............................................35
Machida, Tomohisa .......................... 14, 49
MacLean, George Robert........................36
Macleod, Colin.........................................69
Madden, Chris P. .....................................53
Maher, Kate ..............................................24
Masda, Yuka .............................................54
Matsuoka, Yaoko......................................67
Maune, John Frederick ...........................28
Mayase, Marnie................................. 24, 69
McAuliffe, Michael David ......................42
McCandie, Tanja Marie ..........................56
McIlroy, Tara ............................................24
Mehran, Parisa .................................. 34, 48
Miles, Richard ..........................................37
Mills, Daniel James ........................... 28, 31
Ming, Qu ..................................................38
Mitcham, Rick ..........................................59
Mitchell, Colin .........................................41
Miura, Satomi ................................... 16, 63
Monje, Jennifer Decena ..........................6885

Morel, Robert ...........................................24
Morikawa, Sarah ......................................27
Moriya, Ryota ...........................................27
Morrison, Barbara S. ...............................66
Munby, Ian Douglas ................................37
Murata, Akiko ..........................................37
Murray, Adam ..........................................34
Murray, Claire ..........................................35
Nagai, Noriko ...........................................71
Naganuma, Naeko ...................................56
Naganuma, Naoyuki ...............................70
Nagashima, Yuzuko .................................67
Nakagawa, Hiroshi ..................................71
Nakamura, Keiko .....................................59
Nazario, Leonor .......................................68
Nemoto, Alison Kate ...............................66
Nevitt, Craig .............................................54
Ng, Connie ...............................................45
Niibori, Maria Theresa ..................... 16, 62
Nishizumi, Kanako ..................................27
Norman, Josh ...........................................54
North, Cameron James .................... 14, 55
O’Mochain, Robert ..................................59
Oda, Toshiko ............................................34
Oda-Sheehan, Sanae................................34
Oga-Baldwin, Quint ........................ 29, 67
Ogawa, Yosuke .........................................51
Okamoto, Erin .........................................52
Olson, Robert Carl ..................................51
Olsson, Daniel ..........................................28
Osterman, Grant L. .................................55
Owatari-Dorgan, John Patrick...............65
Owens, James Emmet .............................39
Palarino, Jay Joseph .......................... 14, 33
Parham, Chris ..........................................71
Parsons, Daniel William .........................31
Pastor, Michael .........................................68
Paterson, Rab ...........................................67
Paton, Stephen Mark ........................ 34, 72
Pellowe, William ......................................28
Perez de Camino, Jose A.........................42
Phillips, Michael ......................................61
Pool, Justin................................................34

86

Poulshock, Joseph W. .............................26
Pratt, Jason................................................24
Price, Gareth John ...................................40
Raine, Paul ......................................... 64, 70
Rathore, Chhayankdhar Singh ..............40
Rees, Gordon..................................... 42, 71
Reimann, Andrew ............................ 27, 68
Richings, Vicky Ann ...............................24
Robb, Thomas ..........................................45
Roloff Rothman, Jennie ..........................75
Romney, Cameron ..................................25
Roque, Adiene..........................................38
Rothman, Gerome ...................................41
Ruzicka, David .........................................32
Sagawa, Sachiyo .......................................72
Saito, Yukie ...............................................57
Sato, Ryoko ...............................................27
Schaefer, Matthew Yamato .....................22
Schmidt, Maria Gabriela ........................70
Schmidt, Rebecca ...................................70
Shaitan, Alexandra ..................................54
Skeates, Colin ...........................................44
Smith, Adam Taylor ................................64
Southwick, Brian Raymond ...................55
Spiri, John Michael ........................... 15, 30
Squires, Todd ...........................................23
Stockwell, Mike ........................................31
Stone, Adam .............................................25
Stones, Thomas Patrick ...........................57
Strong, Gregory .......................................39
Stuart, Rachel ...........................................71
Stubbe, Raymond George .......................60
Suezawa, Natsuko ....................................50
Sustenance, Scott .....................................26
Swier, Robert ............................................71
Szirmai, Monika.......................................38
Takano, Yoko ............................................36
Takase, Nami ............................................53
Takeda, Lala..............................................74
Talandis, Jerry ................................... 21, 39
Taylor, Samuel ..........................................25
Taylor, James ............................................30
Taylor, Jamie .............................................44
Teeter, Jennifer .........................................34

Teuber, David ...........................................34
Thanyawatpokin, Benjamin ...................39
Thompson, Andrew ......................... 41, 43
Thomson, Blair.........................................39
Tomei, Joseph ...........................................24
Turnbull, Blake Alexander .....................60
Turner, Matthew ......................................54
Tyas, Agnes Siwi Puwaning ............. 33, 50
Ueno, Aviva ..............................................55
Underwood, James Michael ...................38
Van Amelsvoort, Marcel .........................24
Van Deusen, Brendan .............................40
Vardhani, Nabilla Kusuma .....................33
Velasco, Daniel .........................................34
Verla Uchida, Adrianne ..........................35

Vollmer, Carl ............................................39
Walker, Richard John ..............................38
Wanner, Peter John........................... 32, 38
Waring, Rob ...................................... 56, 68
Warrington, Stuart ..................................72
White, Jason Andrew ..............................71
Wong, Doris .............................................71
Wren, Angela............................................71
Wrobetz, Kevin Reay ...............................33
Yamamoto, Yuka ......................................70
Yanase, Chiyuki .......................................55
Yoshida, Amanda........................ 24, 54, 69
Young, Davey ...........................................57
Yuyama, Keiko .........................................24
Zeng, Ni ....................................................69

Handbook Acknowledgments
This handbook would not have been possible without the help of a number of people.
Bill Pellowe has been handling the PanSIG Website, keeping it up to date and curated,which was a huge help in putting together all the pieces. Proofreaders Adam Murray,
David Kluge, and Glen Hill were phenomenal in going through the early version of thehandbook and catching a ton of typos and errors. Andy Boon was great in answering
every question promptly about the site and taking time out to meet me and show mearound. George MacLean was also vital in getting the ad information, and I appreciateMark Brierley for sharing the SIG logos that have been collected and his work with the
ER World Congress handbook. James Dunn designed the cover and has been a great
resource on design. A big note of appreciation for the work of Submissions & Review
Co-chairs Wendy Gough and Jamie Taylor and Scheduling Chair Cynthia He. Finally,my thanks to Jennie Roloff Rothmann, who kept everything on track. Any mistakes
should obviously be attributed to the editor rather than these fine folks.
This handbook is printed by the in-house printers at Kumamoto Gakuen University
and is printed on paper made from at least 80% recycled pulp and using recycled tonercartridges. Further details are available at http://www.oji-paper.co.jp/pdf/green.pdf forthe paper and at http://www.jfpi.or.jp/recycle/print_recycle_material/index.pdf for the
toner cartridges.
Joe Tomei

87Call for Papers
All presenters at JALT PANSIG2018 will be invited to submit
a paper based on their presentation for publication in the 2018PanSIG Journal. All submissions should be made through thesubmissions page.
In the same way that the presentations were vetted prior tothe conference, the conference papers will also be subjected
to peer review. Publication in the 2018 PanSIG Journal
qualifies as a refereed publication. We would therefore like toencourage all presenters to submit a paper.
Submission Deadline: July 31st, 2018
Initial results of reviews to be announced by October 30th, 2018.
Target Publishing Date: May 2019
General Guidelines
Your paper should be no longer than the word count of 4000 words, including references. A
paper over 4000 words will not be considered for publication and a paper of less than 2,500
words is unlikely to be chosen for publication. Information can be found on the PanSIG
Journal website at pansigjournal.org.
Papers should be either research or practice oriented. Submissions should discuss the author’s
research or a teaching technique that is being used in the classroom. Papers that are only
an extended literature review are unlikely to be chosen for publication. Please look at theprevious years proceedings for examples of these two types of papers.
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. If forum presenters are submitting as a group the paper must still
meet the 4000-word limit to be accepted. Please contact the proceedings editors if you haveany questions.
Papers submitted to the 2018 PanSIG Journal must not have been previously published,
nor should they be under consideration for publication elsewhere. All manuscripts are
first reviewed by an editor to ensure they comply with JALT Guidelines. Those considered
for publication will then be subject to blind review by at least two readers. Initial results ofreviews to be announced by October 30th, 2018.
Please refer to the PanSIG Journal website at pansigjournal.org for further details. Questions
about the proceedings may be sent to the Editor at: pansigjournal@gmail.com.

88

Best regards,
Anthony Brian Gallagher, Editor
Debopriyo Roy, Assistant Editor

PanSIG and the Environment
A low-carbon PanSIG

Climate change is a huge problem, and there are several things that conference goers
can do to help even in a small way.

Environmental Initiatives
In an effort to help us hold a sustainable conference and reduce our carbon footprint,
PanSIG2018 encourages you to bring your own travel mug or tumbler for use with onsite refreshments. As an incentive, after we verify you have a reusable cup, you will begiven a ticket at registration for a free snack as a thank-you for putting the planet first!
We look forward to seeing all those tumblers!
While enjoying your drink and snack you will be able to see other environmental
initiatives. You may see plenary speakers enjoy a drink using the eco-travel mug giftedto them by the organizing committee.
Vegetarian and organic options will be available as well while food containers, stirrers
and spoons will be made from sustainable products.
As you look around you will see the wonderful student volunteers, so essential to a
successful conference,and they will be wearing t-shirts made from recycled textile
materials. As you walk between presentations, you may notice the reduced numberof trash receptacles, reminding people to be mindful of trash. We don’t wish to be
dictatorial or treat you like children but considering the environment can help improve
the lives of the students we teach.
We hope you have a great time at the conference but as you leave, please remember toreturn your lanyard which not only reduces conference waste but means they can beused again in the future.
For more information on PanSIG environmental initiatives, please visit ourEnvironment page at http://www.pansig.org/environment. If you have any queries orideas please contact the environment committee at greenjalt@gmail.com

89

We would like to thank everyone who volunteered to review proposals for the 2018
JALT PanSIG conference. Reading and making suggestions for improving the proposals
helps support our community in various ways. Your feedback is invaluable for potential
presenters because it helps them clarify their ideas and ensure the PanSIG conference
offers quality presentations. It also helps presenters write better proposals for future
conference submissions.
We recognize the proposal readers are busy and appreciate the time they took during
spring break to support the PanSIG conference. Reading proposals is an integral part ofplanning a successful conference. Therefore, we would like to extend our thanks to the2018 PanSIG conference proposal reading team.
All the best,
Submissions & Review Co-chairs
Wendy M. Gough and Jamie Taylor

PanSIG2018 Proposal Readers

Aaron Hahn
Alan Simpson
Alison Stewart
Amanda Gillis-Furutaka
Andy Barfield
Anthony Brian Gallagher
Brandon Kramer
Brent Simmonds
Bruce Lander
Debopriyo Roy
Dominic Edsall
Donna Fujimoto
Edward Schaefer
Eleanor Carson
George MacLean

90

Gordon Rees
Greg Rouault
Henry Foster
Ian Munby
Jane Hislop
Jon Trace
Joseph Tomei
Juanita Heigham
Julia Kimura
Kashif Raza
Kazumi Kato
Larry Xethakis
Marc Jones
Dr. Maria Gabriela Schmidt
Mathew Porter

Matthew R. Vetrini
Mizuka Tsukamoto
Nicole Sonobe
Parisa MehranPeter Ilic
Raymond Stubbe
Rob Campbell
Ross Sampson
Ryan Barnes
Sandra Healy
Steve CornwellThomas E. Bieri
Tyler Kinkade
Vikki Williams
William Pellowe

91

Be a
GREEN
JALTerreuseuce
red
le
recyc
refuseH
E
LL
O!

Join Us for Upcoming
JALT Events in
Okinawa!
July 21-22 (Sat-Sun) - Okinawa Summer Language Teaching Symposium &Seaside Retreat at OIST; Featured Speaker Curtis Kelly
September 22 (Sat) - 21CLT: 21st Century Language Teaching Conference at
Okinawa AMICUS International; Featured Speaker Makiko Tanaka
December 21 to 23 (Fri-Sun) - TLT: Trends in Language Teaching Conference;
Further details TBA – see our website
Flex Events: We welcome SIGs that want to hold joint-events with us in
Okinawa. You provide the members and the program, we provide thelocation and support.

https://sites.google.com/site/okinawajalt/

92Notes93