Table of Contents
2 ..................................................... Schedule Highlights
3 ..................................................... Sponsors
4 ..................................................... B & D Building Plans
6 ..................................................... PanSIG Committee Cembers
7 ..................................................... Message from the Conference Chair
9 ..................................................... Bear Warning
10 ..................................................... Keynote Panel Speakers
12 ..................................................... JALT SIGs and the PanSIG
16 ..................................................... Featured Speakers and Forums
18 ..................................................... Commerical Presentations
20 ..................................................... SIG Forums
24 ..................................................... Sat Morning Presentations
42 ..................................................... Sat Poster Presentations
49 ..................................................... Sat Afternoon Presentations
64 ..................................................... Sun Morning Presentations
81 ..................................................... Sun Afternoon Presentations
88 ..................................................... Sun Poster Presentations
92 ..................................................... Sat Morning Presentations by SIG
93 ..................................................... Sat Afternoon Presentations by SIG
95 ..................................................... Poster presentations by SIG
96 ..................................................... Sun Morning Presentations by SIG
98 ..................................................... Sun Afternoon presentations by SIG
99 ..................................................... Bus Schedule
100 ..................................................... Call for Papers
PanSIG is also indebted
to Akita International
University for hosting
PanSIG2017 andproviding generous
financial support.
1Schedule Highlights
Friday, 19 May
3:00 pm–5:00 pm .............................. JASAL Self Access Tour
Self-access tour and event by the Japan Association for SelfAccess Learning (JASAL).

Saturday, 20 May
9:00 am .............................................. Registration
10:00 am–10:30 am .......................... Opening Ceremony (Kobelco Hall)
10:30 am–11:25 am .......................... Presentations
11:30 am–12:00 pm .......................... LUNCH
From 11:45–12:00, the award winning AIU Kanto Team andmusicians will perform next to the D Building.

12:00 pm–2:00 pm ............................ Presentations
2:00 pm–2:45 pm .............................. Poster Session (Auditorium)
2:45 pm–4:45 pm .............................. Presentations
5:00 pm–6:00 pm .............................. Keynote Panel (Kobelco Hall)
7:00 pm–9:00 pm .............................. Banquet (Akita View Hotel)
Sunday, 21 May
9:00 am–12:00 pm ............................ Presentations
12:00 pm–12:55 pm .......................... LUNCH
1:00 pm–2:30 pm .............................. Presentations
2:30 pm–3:15 pm .............................. Poster Session (Auditorium)

2

JALT PanSIG2017 Sponsors
PanSIG is grateful for the support it receives from its sponsors of
the PanSIG conference. In JALT, we call our sponsors “AMs”,
which stands for “Associate Members.” AMs support JALT throughtheir membership fees, advertisements, sponsored presentations at
chapter, SIG and national events, exhibition space at the various
JALT conferences across Japan, and many other ways. For a full listof JALT’s AMs, please see the AM page on the National JALT site,
located at http://jalt.org/main/sponsors. A special thank-you goes out
to the following AMs, who have graciously donated their time andresources to support the PanSIG conference:-Cambridge University Press ~ http://www.cambridge.org-englishbooks.jp ~ http://www.englishbooks.jp-Global Stories Press ~ http://www.globalstoriespress.com-Macmillan LanguageHouse ~ http://www.mlh.co.jp-Nellie’s Ltd. ~ http://www.nellies.jp-Oxford University Press ~ http://www.oupjapan.co.jp-Seed Learning K.K. ~ http://www.seed-learning.co.jp-xreading ~ http://xreading.com

Acknowledgements

We would like to thank Akita International University, a co-sponsor of PanSIG2017, for all
their generosity, not only in hosting the conference but also providing financial support.
AIU has generously agreed to cover the costs of the shuttle buses, and we are grateful for
their support. In addition, we are grateful to the faculty and staff of Akita International
University for the logistical support they have provided during the last year of preparations.
A special thank you to the Akita Prefecture Planning and Promotion Section, International
Office and Director Kaori Akagawa. We would also like to thank the following JALT
Associate Members for their continued support of the PanSIG conference: Cambridge
University Press, englishbooks.jp, Global Stories Press, Macmillan LanguageHouse, Nellie’sLtd., Oxford University Press, Seed Learning K.K., and xreading. Finally, we would like toexpress our gratitude to Akita JALT and the students of Akita International University forproviding additional support on-site.

3

AIU is happy to announce that the LDIC (Language Development and Intercultural Studies
Center) will be open for PANSIG members on Saturday, May 20 from noon until 2 p.m.
The LDIC is the self-access center of the university and is located on the second floor of the
Nakajima Library. It is a place where students, faculty, staff, and even the general public canuse for improving their own language goals. Student workers will be available to answer
questions about the LDIC.

4

5

PanSIG2017 Committee
Executive

Public Relations

Conference Chair: Mathew Porter
Conference Co-Chair (2018 Chair): Alex Shaitan
Analytics Chair: Jim Sick

PR Chair: Edo Forsythe
Website Chair: Bill Pellowe
Facebook Coordinator: Parisa Mehran

Analytics Co-Chair: J Lake
AM (Associate Member) Liaison: Andy Boon
PanSIG Journal Editor: Brian Gallagher
PanSIG Journal Assistant Editor: Gavin Brooks
Environment Chair: Brent Simmonds

Facebook Coordinator: Mehrasa Alizadeh
Photographer: Jim George
Twitter Coordinator: Jim George
Illustrator: James Dewitt Dunn

Communications Chair: Mark Brierley
Communications Co-Chair: Maki Ho
Registration (On Site): Jennie Roloff Rothman
Online Registration Chair: Gabriela Schmidt
Online Registration Co-Chair: Margit Krause-Ono

FinanceFinance Director: Tim Pritchard
Conference Treasurer: Peggy Ishikawa
Assistant Conference Treasurer: Juha Vaittinen

Assistant Onsite Registration: Amanda GillisFurutaka, Paul Horness, Mike Kelland, Joel
Laurier, Jason Lowes, Ross Sampson, Joanne Sato,
Bill Snyder, Adie Verla
Conference Handbook Editor: Joe Tomei

Program

Submissions Chair: Thomas Bieri
Review Chair: Wendy Gough

Site

Site Manager: Bern Mulvey
Site Manager: Patrick Dougherty
Assistant Site Manager: Bobby Takahashi
Assistant Site Manager: Mark de Boer
Assistant Site Manager: Cherie Brown
Site Assistant: Ben Grafstrom

Review Co-Chair: Jamie Taylor
Scheduling Chair: Tim Greer
Poster Sessions Coordinator: David Kluge
Panel Coordinator: Tara McIlroy
Forum Coordinator: Brian Gallagher

PanSIG2018 Planning Meeting
Sunday, 21 May 12:15-12:45 in Kobelco Hall
Anyone interested in discussing the planning for the future PanSIGs is welcome. We
will discuss committee member roles, tasks, and the overall conference calendar. Peopleinterested in volunteering for PanSIG 2018 or in volunteering a site for future PanSIGs
are especially welcome. PanSIG2018 will be held at Toyo Gakuen University, Tokyo (May2018)
Alexandra Shaitan, PanSIG2018 Conference chair

6

Message from the Conference Chair
On behalf of the 2017 PanSIG committee, I’d like to welcome you to Akita
International University for the 16th annual PanSIG conference. Pan means“all inclusive” and this is a goal of the PanSIG conference. This year, 23
special interest groups (SIG) of the the Japan Association for Language
Teaching (JALT) are participating in PanSIG. These SIGs have provided
volunteers to advise on conference planning, review submissions, andserve on conference teams. In other words, the image for this conference,
its theme and programming, has been developed in collaboration with the
SIGs. In addition, the conference features over 200 presentations spanning the range ofteaching contexts, methodologies, pedagogies, and topic studies represented by SIGS, aswell as SIG forums and SIG-sponsored featured speakers. All of this makes PanSIG truly
Pan-SIG.
This year’s conference theme, “Expand Your Interests,” is a simple idea representing ourdesire for PanSIG to be a place where you deepen your relationships within your SIGs,
explore other SIGs, and create new opportunities for collaboration inside or across SIG
boundaries. This year’s plenary session is a panel discussion featuring Annette Bradford,
Bern Mulvey, Naoko Ozeki, Naoyuki Naganuma, and Tomoe Aoyama—a diverse group of
educators with insights into the Ministry of Education’s directives for language education in
Japan. We hope that this discussion will expand your understanding of national language
education policy and help you prepare for upcoming changes in the education landscape.
I’d like to express my deepest gratitude to everyone who has helped organize thisconference, from the SIG liaisons giving feedback on the conference theme, to the tirelessmembers of the working committee who have been working throughout the year in manycases, to the student interns and on-site volunteers trying to ensure that you have an
enjoyable and productive experience while in Akita—thank you! Planning the conference,is a collaborative, collective effort, but ultimate responsibility for the conference is mine,so if you encounter a problem, please be polite and gracious with the volunteers onsite andinvoke my name when assigning blame.
Finally, although I cannot mention all the volunteers in this brief message by name, the Site
Team deserves a special mention. To Bern Mulvey, Pat Dougherty, Cherie Brown, Markde Boer, and Bobby Takahashi—PanSIG wouldn’t have happened without all of the work
you put into preparing the site and handling the logistics of entertaining over 300 guests
from out-of-town. I’d like to thank you on behalf of all of the SIGs and the PanSIG Steering
Committee.
So, whether you are here to present, promote, interact, or just listen, I hope you leave Akita
with an idea, a contact, a new book, a new friend—something that makes you feel like yourworld has expanded, even if just a little.
Mathew Porter
Conference Chair7

Welcome to Akita International University (AIU)!
AIU is honored and warmly welcomes educators and researchers
from all over the world to PanSIG 2017.
Since 2004, AIU has nurtured its students to become globallycompetent individuals and our new mission of an “International
Liberal Arts” further aims to cultivate student growth withinternational knowledge and experience that can be applied to abroad field of employment endeavors in Japan and abroad. Akita
is not a big city but it is surrounded by beautiful Akita cedar andstunning nature throughout all seasons. In addition, AIU provides
inspiring opportunities and facilities for students and faculty
members, such as a superb library that is open around the clock, and cultural experiences
through a variety of local festivities, cuisines (including sake) and breathtaking natural
beauty. I hope you will have a chance to enjoy AIU’s groundbreaking features and the Akita
culture.
On behalf of the university, I would like to extend our sincere welcome and we hope you
have a pleasant time here in Akita and at AIU.
Norihiko Suzuki
President, Akita International University

PanSIG Networking Event
Conference attendees who registeredand paid for the banquet will receive aticket with their name tag and lanyard.
This ticket will be required to enter
the banquet. There will be four buses
leaving AIU for the Akita View Hotelafter the plenary and banquet guests
will be given boarding priority. At thistime, the banquet ticket will also be
required.
We are sorry but tickets for thebanquet will not be sold on-site. Your
understanding is appreciated.

8

Bear Warnings
Please be cautious of bears in the local area of PanSIG 2017! Be aware there are bears
living in the forest next to the AIU campus. Every year there have been reports thatbears have been spotted roaming around AIU campus.

The Asian black bear is a retiring kind of beast. It’s unlikely to botheryou if you don’t bother it and for that reason its best to avoid startling abear, so make noise as you walk and keep a look out. Having said that, it
could easily maul you to death so caution is advised.
(Akita Travel Guide < https://en.wikivoyage.org/ wiki/Akita>)

Bear Necessities-DO NOT enter the forest around AIU.
-DO NOT participate in outdoor activities alone around mountains or forests.
-Refrain from outdoor activities at dawn or dusk, when bears are especially
active.
-If you walk around forest areas, please wear a bell or carry a radio to makenoise.
-If you see a bear cub, do not approach it. There is a high chance that themother bear is near the cub. Leave the site immediately.
-If you encounter a bear, back away slowly and leave the site quietly.
-If you see bear prints or feces, leave the site.
-Follow the regulations for throwing away garbage. In Komachi Hall and oncampus apartments, please close the door of
the garbage collection site and cooperate withpreventing on-campus litter.
If you see a bear, please contact the Division ofGeneral Affairs.
Tel: 018-886-5901
Email: generalaffairs@aiu.ac.jp9National Trends in Language Education
Saturday, 20 May 5:00–6:00 Kobelco Hall
We hope the discussion will shed light on all of the different directions that language
education in Japan is being developed and help our participants understand the resulting
changes and how to prepare for them. The discussion will focus on the concrete andpragmatic, specifically on what is happening, why, and how that will affect foreign language
teachers. Attendees should leave with a better understanding of the current challenges andcoming changes and have an idea of what they can do to better position themselves for thesechanges.

Keynote Panel Speakers
Annette Bradford is an associate professor in the Faculty of Business
Administration at Meiji University in Tokyo, teaching courses focusedon enhancing students’ international competencies. Previously, she helda Council on Foreign Relations International Affairs Fellowship in Japanand taught at universities in Japan, the United States, and Indonesia. Her
research on the internationalization of higher education, particularly
English-medium instruction, student exchange, and education
policy, can be found in publications such as the Journal of Studies inInternational Education and International Higher Education. Her forthcoming coedited
volume English-Medium Instruction in Japanese Higher Education: Policy, Challenges,
and Outcomes (Multilingual Matters, 2017) brings together the perspectives of scholars
from Japan, Europe, and the United States. Annette received her doctorate in Educational
Administration and Policy Studies from the George Washington University.
Bern Mulvey’s second book, Deep Snow Country, won the 2013 Field Prize and was
published by Oberlin College Press. He has published extensively in English and Japanese,
including work in Higher Education Policy, Japan Studies Review, Continuing Higher
Education Review, Poetry, FIELD, Beloit Poetry Journal, The Missouri Review, Agni, Times
Higher Education, JALT Journal and The Language Teacher. For over 3 years, he was Dean ofFaculty at Miyazaki International College, at the time the youngest
dean in Japan and one of just three non-Japanese to hold this rank
at a Japanese university. He was also the first non-Japanese in the
120-year history of Iwate National University to be promoted toprofessor and to head a division.

10

Tomoe Aoyama is Senior Development Manager Japan, Cambridge
English Language Assessment. She joined the organisation in July2012 and has subsequently been successful in raising the profile ofCambridge English exams (including Young Learners, Main Suiteexams: KET/ PET/FCE/CAE/CPE and TKT) in Japan by contributing
to policy making: She is a member of MEXT’s Liaison Committee (2014
to present) and in 2015, her work enabled Cambridge English to winapublic tender for the production of sample questions for MEXT and the
National Center for University Entrance Examination. She has morethan 5 years of experience in project management, obtained during her previous career at
the British Council where she worked for 11 years in total. She studied English Linguistics at
the University of Tsukuba and was awarded an MA in Interpreting and Translating from the
University of Bath.
Naoyuki Naganuma is a Professor of the International Education
Center at Tokai University. He received his PhD in 2006 from Tokyo
University of Foreign Studies. His research interests are mainly inlanguage learning motivation and language testing, especially can-dooriented assessment to promote learning and motivation. He was acommittee member of MEXT for setting learning attainment targets inthe form of can-do lists in foreign language education.
Naoko Ozeki is a Professor at the School of Global Japanese Studies,
Meiji University in Tokyo and a vice president of JACET. She
coordinated the English program at the School of Global JapaneseStudies and the graduate program in English education where she
supervises both masters and doctoral candidates. Her areas of interest
are ELT, speaking production, learning strategies, learner autonomy,
and CEFR. By giving lectures and workshops, she works actively to
improve English education at the secondary and tertiary levels withthe education board of various prefectures, MEXT (the Ministry of Education in Japan),and other organizations such as the British Council and Eiken. She has also contributed
to the development of the current Course of Study for senior high school foreign language
education.
Tara McIlroy (Moderator) is the Coordinator of the Literaturein Language Teaching (LiLT) SIG, one of JALT’s newest Special
Interest Groups. From the UK, she is currently teaching at Meiji
University and her research interests are poetry reading, curriculum
development, and teacher training. She is currently a doctoralcandidate at the University of Birmingham, researching metaphor
and its employment in ELT.

11

JALT Special Interest Groups and the PanSIG conference
JALT SIGs are (inter)national in scope and are thematically diverse, based on sharedacademic, research, or pedagogical interests. Each SIG provides a virtual network formembers, which includes online forums, email lists, and groups on social networking sites.
Many also produce one or more publications such as newsletters or journals, hold miniconferences or forums at major conferences throughout the year, and cosponsor eventswith chapters and other SIGs, providing great opportunities to support the professionaland career development of their members. PanSIG is an annual conference organized bymembers of sponsoring SIGs and an outgrowth of the virtual networks developed by them. It
is meant to be an intimate, mid-sized conference where SIGs take center stage, a place where
SIG members can network face-to-face and interact with other SIG members. All new andrenewed JALT memberships include membership in one SIG. If you haven’t joined JALT or
haven’t renewed your JALT membership, this conference is an opportunity to get to know thewide array of JALT SIGs and choose one (or more) that fits with you. If you are a member of a
SIG, we encourage you to 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 Japanese contexts. Our newsletter, Bilingual Japan, includes practical information aboutbilingual parenting, as well as academic and theoretical issues. We also promote research andpublish an annual journal and monograph.
Business Communication SIG (BizCOM)
The BizCOM SIG is intended to develop the discipline of teaching English conducive toparticipation in the world business community. We wish to provide instructors in this fieldwith a means of collaboration and sharing best teaching practices.
Critical Thinking SIG (CT)The CT SIG was established for the purpose of providing a clear but ever-reforming definitionof critical thinking; to provide a forum for the discussion of critical thinking and praxis;
to provide research opportunities to language educators interested in promoting criticalthinking; and to provide an area where language teachers can enjoy friendly, professional andengaging examination of the rationale, validity, and, furthermore, 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 variety of educational settings: private language schools, elementaryand 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, and research of broad interest to college and university educators in Japan. If you are
involved in tertiary education and are committed to professional development, you are CUE
too.
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.

12

Framework and Language Portfolio SIG (FLP)
FLP SIG wants to discuss the Common European Framework of Reference (CEFR) andEuropean Language Portfolio (ELP), and other similar frameworks and their relevance forJapan. There is an emphasis on developing materials to support educators who would like to
use these pedagogic tools. This is currently practically pursued in a Kaken Project. Also, thebilingual 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, andfall 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 teachingis 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, peace education, environmental education, and human rights education. GILE SIG
produces a quarterly newsletter, organizes presentations for local, national, and international
conferences, and maintains contacts with groups ranging from Amnesty International to
Educators for Social Responsibility to UNESCO.
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, andresearch. 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 (andteacher!) 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 leadactive lives is flowing all over Japan. LLL is willing to help these older learners enrich theirlives 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.
Literature provides 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 copyrightlaw, sharing practical advice on publishing practices, including self-publication, andsuggesting ways to create better language learning materials for general consumption or forindividual classroom use.

13

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.
Other Language Educators SIG (OLE)
The OLE SIG was founded in 1996 in order to serve the special needs of learners and teachersof a wide variety of languages (German, French, Chinese, Korean, Spanish, Russian, etc.).
OLE can also be considered part of peace education as languages are also thought to be
instrumental in developing cultural empathy, opening up our minds to other concepts andideas, and enabling us to reflect on our own.
Pragmatics SIG (PRAG)
The Pragmatics SIG welcomes members who are interested in both research and practicalteaching issues related to “how people do things with words.” The group’s newsletter,
Pragmatic Matters, is published electronically three times a year. Our Pragmatics Resources
series offers practical and theoretical papers on language in use. If you do anything withlanguage, you are using pragmatics.
School Owners SIG (SO)Language school owners have always played a significant role in JALT both at national andlocal levels. The SIG functions as a private online forum where owners can share ideas,
experiences and solutions to the academic and commercial challenges they face which cannot
be addressed through other SIGs such as recruitment 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, and implement oral interpretation, speech, debate, and drama in language
education. The main activities are creation of newsletters, two 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 interesting in learning more about study abroad.
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-Basedlanguage teaching and learning in the Asian EFL context, where TBLT has yet to enter themainstream of language pedagogy. We hope that the SIG will serve as a useful forum for theexchange 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 and presentations. TD’s comprehensive newsletter, Explorations in Teacher
Education, welcomes stimulating articles!

14

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 fourtimes a year with columns by many of the leading teachers in the field. We are always looking
for new ideas and new people to keep the SIG dynamic. With our bilingual newsletter,
Teachers Learning with Children, we particularly want to appeal to Japanese teachers andteachers who team teach.
Testing and Evaluation SIG (TEVAL)TEVAL SIG aims to provide avenues for research, information, and discussion related toforeign language testing and evaluation both from within JALT membership and with otherprofessional organizations which have common interests and goals. Current and back issuesof Shiken, the TEVAL SIG publication, are available on the TEVAL website.
Vocabulary SIG (VOCAB)
The VOCAB SIG aims to provide a forum for focused research and discussion in specificregard to vocabulary acquisition. We aim to offer both teachers and researchers a place toconnect regarding how learners 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 and future research in the field of how vocabulary canbe taught, learned, and tested in an increasingly global context.

College and University Educators SIG ESP Symposium 2017
Date and Time: Saturday, 16 September 2017, 10:00am–6:00 pm
Speakers: Sue Starfield (UNSW), Bertha Du-Babcock (City Uni HK)
Masako Terui (Kindai)
This is the fourth ESP Symposium offered by the JALT CUE SIG, this year in collaboration
with the JALT BizCom SIG. The ESP Symposium features three plenary speakers, twofrom overseas, and one from within Japan, with a broad range of expertise in the field ofteaching and researching English for Specific Purposes (ESP). Additionally, two poster
sessions, a roundtable, and panel discussion offer teacher-researchers opportunity tointeract and share their own work in ESP.
Location: Keio University (Hiyoshi Campus)
For more details, go to: <http://jaltcue.org/content/cue-esp-symposium-2017>15

Featured Speakers and Special Forums (Saturday)
JASAL Forum at PanSIG 2017:
Open Discussion Forum on Self-Access Learning
Tweed, Andrew D. (Meijo University)
20 May 10:30–11:25 D202
The Japan Association for Self-Access Learning (JASAL) is devoted topromoting self-access language learning in Japan. In this open discussion
forum, participants will have opportunities to share, learn, and ask questions
about self-access language learning, running self-access centres and fosteringlearner autonomy. The discussion topics will be generated by the participants.
Topics could include setting up a center, curriculum integration, student
involvement and training, learning advising, or any other issues participants would like to discuss.
As we see great increase in institutions implementing self-access learning, we are excited to see many
new ideas being shared and explored together. Go to <https://jasalorg.com/> for more details.

LiLT SIG Featured Speaker Paul Hullah (Meiji Gakuin)
Stop the World, Start the Words: How Poetry Can Help
20 May 12:00–12:25 B103
Language has many registers. The more registers L2 learners can
comfortably inhabit, the better. Poetic language—judiciously selected,
lovingly pruned—is one such register. Depriving learners of accessto it limits their expressive potential. They may not use it in everyday
situations, but to have it in their locker as an option renders themmore linguistically empowered. By explaining how best to incorporate“literature” into classroom learning and outlining several benefits, I want
to demonstrate that poetry is an inspiring tonic for jaded students andbleary educators, replete with special desirable qualities that a worthwhilecurriculum should contain and explore.
BizCOM SIG Featured Speaker Simon Humphries (Kansai University)
Students’ Study Abroad Financial Problems
Sat 20 May 4:15–4:40 D104
All students in the Faculty of Foreign Language Studies at Kansai University
are required to study abroad for approximately 10 months during their second
year, but one daunting aspect of this experience is how to deal with financial
problems. After returning from their study abroad, 18 students responded
to an online anonymous questionnaire that asked them to describe their: (a)financial disagreement, (b) attempts to negotiate, (c) level of satisfaction fromthe outcome, and (d) advice to future students. Based on their responses, thepresenter will suggest intercultural negotiation strategies.

16Featured Speakers and Special Forums (Sunday)
TEVAL and Vocabulary co-sponsored SIG Forum:
A Serial Multiple-Choice Vocabulary Test Format
Tim Stoeckel (University of Niigata Prefecture)
Sun 21 May, 11:00–11:55 D206
The Vocabulary Size Test (VST) was designed to measure thevocabulary needed for reading (Nation, 2012). Researchers haveargued, however, that the lexical knowledge needed for the multiplechoice format of the VST (meaning recognition) fundamentallydiffers from that which is needed in authentic reading (meaningrecall) (Stewart, 2014). Studies comparing the VST to meaning recall
measures have found that the VST produces significantly higherscores (Zhang 2013). The presenter introduces and describes a pilot
study of a ‘serial multiple-choice’ test format designed to address
this issue. The forum then opens for broader discussion of future
directions in vocabulary assessment.
(Tokyo JALT) Tokyo JALT Outreach Presentation
Nicklin, Christopher (Tokyo JALT)Sun 21 May, 1:30–1:55 D201
In this forum, I will explain the outreach work that Tokyo
JALT has conducted over the previous year. This work involves
making contact with chapters and SIGs to offer reciprocal
promotion of events, speaker exchanges, and opportunities
to cosponsor speakers for events. I will discuss what has
been achieved so far and reveal plans for 2017. Additionally,
I will moderate a discussion about ways that JALT chapters
and SIGs can help each other and ideas for future events andcollaborations.

17Sponsored and Commercial Presentations (Sat)Global Exam Options for Lower Level Learners
Riaz Donaldson (Cambridge University Press)
Sat 20 May, 11:00–11:25 Room B103

Do you teach elementary to pre-intermediate level students? Would you like your students to work towards
gaining a globally recognised certification that tests all four English learning skills? In this presentation, I will
discuss the advantages and practicalities of lower level students taking the Cambridge English Key (KET) andPreliminary (PET) exams, two tests from Cambridge English Language Assessment: creators of the IELTSEnglish language test.

In My Life: Empowering, Motivating, and Effective
David Kluge (Nellie’s Ltd.)Sat 20 May, 10:30–10:55 Room B101

In My Life, a communication textbook (conversation and presentations), is empowering because the content of the book is the life of each student in class—the student knows what the teacher does not know, thus
empowering the student. It is motivating in that the main homework activity is to create a scrapbook page foreach of the 12 units to communicate about his or her life. It is effective because it teaches important conversation strategies (both verbal and nonverbal), and recycles the strategies throughout the book. This presenter
will guide participants through a unit to show the book’s strong points.

Challenge, Motivate, and Collaborate in your Class with the New Digital Student Book
Darren Halliday (Macmillan Education Japan)
Sat 20 May, 1:30–1:55 Room D103

With the aim of improving the teaching experience and students’ interaction with their English language
learning materials, we are very happy to give you an overview of our brand-new digital component “DSB”.
The new digital offerings for the Macmillan adult series, Skillful and Breakthrough Plus, have now been
upgraded to ensure both teachers and students can effectively integrate the activities and tools found in the
page-faithful and digital version of the course book into personalized learning experiences.

Xreading: What’s New and What’s Coming
Paul Goldberg (englishbooks.jp with xreading.com)
Sat 20 May, 2:45–3:10 Room B206

Xreading, the online system that provides students with unlimited access to graded readers and allows teachers to track their students’ reading progress was launched two years ago. At that time, the system had only 78
books from two publishers, and provided basic functionality. Now it has over 800 books from 10 publishers,
and boasts a multitude of new features. In this presentation, the founder of Xreading will explain how thesystem has grown over the past three years, and what new functionality and features can be expected in the
future.

Helping Students Discover Conversation
Andy Boon (englishbooks.jp)
Sat 20 May, 4:15–4:40 Room B101

Conversation is the foundation of human communication. The new textbook, Discover Conversation, gets
students involved in analyzing near-authentic spoken discourse. First, essential scaffolding is provided as students are introduced to and practice the moves that make up typical conversations. The students then listen
to, analyze, and code the moves for a near-authentic conversation. They then undertake their own similar
conversations in class. Finally, students transcribe their best dialogs, providing a record of their conversational development.

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Sponsored and Commercial Presentations (Sun)
Getting Students Researching and Writing
Andy Boon (Nellie’s Ltd.)Sun 21 May, 10:00–10:25 Room D103

Project work can be a powerful means of empowering students to take their learning beyond the borders of
the classroom to examine and research the world outside. This presenter will discuss how to go about equipping students with basic qualitative research skills so they can begin to develop research questions, collectand analyze data, write up their findings, and then share their research with their classmates. Examples fromthe classroom will be provided. The presentation will also provide an overview of the Macmillan textbook,Research & Write.

Publishing in an Academic Journal: Answers from the Editor
Robert Kirkpatrick (Macmillan Education Japan (Springer)
Sun 21 May, 1:00–1:25 Room D103

As editor of Language Testing in Asia, the presenter explains the ins and outs of submitting a manuscript toan international journal. It will be of interest to those academics ready to begin their first submission or who
have extensive publications. The presenter discusses what the editors look for, what reviewers expect, andalso what to do if major revisions are requested. The presentation also contrasts the gold open access model
as used by SpringerOpen with so-called “predatory journals.” It explains the blind review process and finally
looks at the extensive formatting and checking that each final manuscript undergoes before publication.

Expansive Listening: An Approach to L2 Learning
Heather Doiron (Nellie’s Ltd.)Sun 21 May, 1:30–1:55 Room D103

The study of listening for the Japanese student learning English can be a complex and frustrating process.
Through the use of graded reader audio recordings, this presentation will provide a step-by-step process
designed to engage L2 learners in the process of learning how to listen. This presentation will focus on activities, which combine reading and listening tasks to improve language fluency. Attendees to this presentation
will be introduced to methods that use graded reader recordings to support word recognition, pronunciation,rhythm, and reading comprehension

Dictation: Before, During, and AfterJohn Spiri (Global Stories Press)
Sun 21 May, 1:30–1:55 Room B105

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 many more. 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 activities before dictation involving pictures that correspond to the dictation sentences. Postdictation review activities that make use of the pictures will also be explained. While thematerial comes from the presenter’s textbooks, this presentation will be useful for any teacher with an interest
in dictation.

Using Digital Products to Reduce Language Anxiety
Tomoe Aoyama (Cambridge English Language Assessment)
Sun 21 May, 11:30–11:55 Room D204

After an overview of the Speaking and Writing test of Cambridge English exams, I’ll explain our latest digitaldevelopments: Immersive 360° videos using virtual reality to support speaking test candidates and Write &Improve, which uses an automated marking system to support writing test candidates. There will be time at
the end of my talk for participants to share their views about how our digital developments could help support their teaching.

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SIG Forums (in alphabetical order)
Bilingualism SIG Forum: Being Bilingual: Parents’ and Children’s Perspectives
Tim Greer (Kobe University), Brian Gaynor (Muroran Institute of Technology),
Martin Spivey (Redwood English)
Sun 21 May, 9:30–10:55 Room D206
Most parents were not brought up bilingually themselves, so they cannot always fall back on the child-rearing
practices their parents used. In addition, expectations about what parenting involves can sometimes be
different to those of English-speaking cultures, which can lead to conflict between parents about the “right”
way to do things. The Bilingualism SIG’s forum features a panel of parents who will discuss issues related
to bilingual parenting, including finding a family language policy, dealing with reticence to use one of thelanguages, visiting the country of the minority culture, and negotiating different opinions about bilingualismwith spouses.
College and University Educators SIG Forum:
Expanding Students’ Interest in English With an Eye on Global Citizenry
Wendy Gough (Tokai University), Daniel Newbury,
James Dewitt Dunn (Tokai University), Kinsella Valies (Nihon University)
Sat 20 May, 2:45–4:10 Room D201
Fostering and sustaining intrinsic motivation can be challenging in EFL environments, where learners may
struggle to connect English to their postgraduate ambitions. As such, language educators are tasked withkeeping a dual focus: language teaching and learner motivation. Connecting current learning with the distanthorizon is no easy task. Presenters will discuss creative pedagogical methods that promote sustained interest
inside the classroom and provide practical applications in the real world.
Computer Assisted Language Learning SIG Forum: Expand Your Interests with the CALL SIG
Paul Raine & Jon Gorham (J.F. Oberlin University), Bob Ashcroft (Tokai University)
Sun 21 May, 10:30–11:55 Room D203
Are you keen to increase educational engagement in your classroom using technology? Are you looking forthe best ways to leverage student’s own devices or to make the most of your time in the computer room?
Whatever your ed-tech powered pedagogical goals may be, the CALL SIG Forum has something for you.
Join a selection of expert speakers in Computer Assisted Language Learning (CALL) at this year’s CALL SIG
Forum.
Critical Thinking SIG Forum: A CT SIG PechaKucha
James DeWitt Dunn (Tokai University), David A. Gann (Tokyo University of Science), Hiroshi Nakagawa (Tokai University), Yumi Chikamori Gomez (Rikkyo University), Wayne Devitte (Tokai University),
Adam Gyenes (Ryutsu Keizai University)
Sun 21 May, 9:30–10:55 Room D104
This year’s CT SIG Forum is mixing things up a bit with 6 modified PechaKucha style presentations (12 slidesof 30 seconds each) which will allow attendees to hear 6 inspiring stories of implementing critical thinking
into the language learning classroom. We are excited to share this event with you to help you broaden yourunderstanding of critical thinking as it applies to the language learning classroom and give you usefulactivities and insight to take with you back to your classroom. Come join us for a useful and exciting forum
at PanSIG2017!
Extensive Reading SIG Forum: Assessment of Extensive Reading
Mark Brierley (Shinshu University), Joanne Sato (Toyo University),
Barry Keith (Gunma University)
Sun 21 May, 10:30–11:55 Room D103
The evidence for including Extensive Reading (ER) in a language curriculum is growing. However, teachers
face the difficult task of assessing their students’ reading. In this forum sponsored by the Extensive Reading
Special Interest Group, four practitioners will share their expertise on how to effectively assess an ER
program. The audience is invited to join an open discussion following the presentations.

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SIG Forums (cont’d)
Framework and Language Portfolio SIG Forum: Designing a CEFR-informed Toolkit
Maria Gabriela Schmidt (University of Tsukuba), Noriko Nagai (Ibaraki University),
Naoyuki Naganuma (Tokai University), Morten Hunke (Aoyama Gakuin University)
Sun 21 May, 1:00–2:30 Room B104
Teachers are in the center for implementing CEFR-informed foreign language teaching. This is the result ofa survey conducted in 2014/2015. This forum will introduce the design of an online portal site which aims
to help teachers to find their way effectively through available CEFR tools. The problem is how to use the
CEFR-related and already available resources efficiently. The needs of teachers who are engaged in innovative
language education reforms based on the CEFR have to be addressed. The forum will discuss this emerging
task. The new Kaken project aims to design a portal site, a user-friendly hands-on support system.
Gender Awareness in Language Education SIG Forum: Expanding Gender
Tanja McCandie (Meijo University), Amanda Gillis-Furutaka (Kyoto Sangyo University),
Julie Kimura (Temple University)
Sat 20 May, 3:15–4:40 Room B103
This forum will examine gender in Japan from three different perspectives. Tanja McCandie will look at theimbalance within JALT concerning gender and ethnic representation and discuss how JALT could adapt tobetter suit the needs and interests of many of its members. Amanda Gillis-Furutaka will discuss the culturalconcept of kawai, its history, the positive and negative connotations of kawai and the characteristics thatdesignate both males and females as kawai. Julie Kimura will discuss how feminist theory may be applied tofemale foreign language teachers in Japan who are all from inner circle countries and of European descent.
Global Issues in Language Education SIG Forum: Expanding Global Education
Jennie Roloff Rothman (Kanda University of International Studies),
E. Bosio (University College London), B. Matsui & A. Abe (Akita International University)
Sun 21 May, 10:00–11:30 Room D202
This forum will include short presentations from several members of the GILE SIG in which they shareglobal education materials or classroom topics. We hope you will join us and expand your interests globally!
Learner Development SIG Forum: Visualizing Learner Development
Robert Morel (Toyo University), Daniel Hooper (Kanda University of International Studies),
Mathew Porter (Fukuoka Jo Gakuin Nursing College), Arnold F. Arao (Kurashiki Board of Education)
Sat 20 May, 12:30–1:55 Room D205
This year’s Learner Development SIG Forum gives participants a chance to expand their interests by focusing
on a variety of topics related to student development. Focusing both on research and practice-based topics,
the forum will highlight different aspects of autonomous learning, visual metaphors, meta-cognitive
strategies, and important non-cognitive factors in learning. Timed rounds of interactive presentations will
be followed by a discussion circle, giving participants the opportunity to synthesize information from thepresentations with their own experiences assisting learner growth.
Lifelong Learning SIG Forum: Lifelong Learning for Recreational Athletes and Teachers
Joseph Vincent Dias (Aoyama Gakuin University), Nicholas Lambert (Toyo University),
Kazuko Namba (Aoyama Gakuin University)
Sat 20 May, 2:45–4:10 Room B104
Nicholas Lambert will speak about the English communication needs and limitations of recreational sportparticipants at all ages based on extended interviews he conducted in Japan and New Zealand of professional
and amateur sport coaches, instructors, and trainers. Since fitness and sport are important lifelong activities
that are frequently carried out in intercultural contexts, English communication skills play a key performancerole. Joseph Dias and Kazuko Namba will speak about how TED Talks can be used by teachers to extend theirlifelong learning opportunities in much the same way that reading circles have established communities oflifelong learners.

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Literature in Language Teaching SIG Forum: Expand your interests with the LiLT SIG
Paul Hullah (Meiji Gakuin University), Tara McIlroy (Meiji University), Quenby Hoffman
Aoki (Shizuoka Institute of Science and Technology), Atsushi Iida (Sophia University), Simon
Bibby (Kobe Shoin Women’s University), Gregg McNabb (Gunma University)
Sun 21 May, 1:00–2:25 Room D103
In this forum we will have a selection of presenters talking together about issues of interest to the
SIG and anyone teaching with literature. The topics will include revisiting literature as authentic
content, encouraging reader response in Japanese universities, Poetry and Japanese L2 learners,
and a review of major textbooks, as well as discussion of the LiLT SIG Journal and the future of
the LiLT SIG.
Mind Brain and Education SIG Forum: Expand your interests with the MBE SIG
Amanda Gillis-Furutaka (Kyoto Sangyo University), Fred Anderson (Kansai University),
Tokiko Hori (Soka University), Jason Lowes (Fukuyama University), Mary Noguchi (Kansai
University), Ying Zhan (Kansai University)
Sun 21 May, 10:00–11:25 Room B105
This forum will provide our members with the opportunity to “Expand your Interests”. We will
start with a ten minute presentation followed by questions and discussion for five minutes. Next,
there will be three ten-minute rounds of short presentations on brain-related concepts connected
to learning and teaching languages and talks about books that members would like to introduce
to others. The short talks will run concurrently, so the audience for each talk will be small andeveryone will have the chance to listen to three different topics.
Other Language Educators SIG Forum:
Expand Your Languages (Beyond Your First Foreign Language)
Margit Krause-Ono (Muroran Institute of Technology),
Maria Gabriela Schmidt (University of Tsukuba),
Morten Hunke (Aoyama Gakuin University), Monika Szirmai (Hiroshima Int’l University)
Sat 20 May, 3:15–4:40 Room D201
The presentations in this forum will shed light on various situations the teaching, and educationof other foreign languages mainly at university level in Japan. Among others, some of thefollowing questions will be tackled: What are the advantages of (even very basic) multilingualism?
Which tendencies can be seen at universities? What does MEXT expect of the CEFR and how
does CEFR transform language teaching? How to integrate intercultural communication into
language teaching? How to align the teaching of several foreign languages? Students’ voices andstrategies to keep and possibly expand the teaching of other foreign languages will be discussed.
Pragmatics/Materials Writers SIG Forum: Materials Writing With a Pragmatic Focus
Simon Capper (Hiroshima College of Nursing), Chie Kawashima (MacQuarie University &Tochigi Technical High School), Yosuke Ishii (Tokai University)
Sun 21 May, 10:30–11:55 Room B103
One area where pragmatics can—and should—play a significant role is in the production ofmaterials for students and teachers. When students speak in a stilted and ‘textbook’ way, it isnoticeable, and it does not present the student in a positive light. This forum will share ways thatmaterials can be made more “appropriately pragmatic” and it should help teachers get a solid
sense of what they can do at the ground level.
School Owners SIG Forum: Expand Your Interests with the SO SIG
Ryan Hagglund (MY English School)
Sun 21 May, 1:00–2:30 Room B102
As at JALT National and last year’s PanSIG, 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. Previous issues discussed have included teacher contracts, school culture, and teacher
policies.

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Speech, Drama & Debate SIG Forum: Expand Your Interests with the SDD SIG
Gordon Rees (Yokkaichi University), David Kluge (Nanzan University), Vivian Bussinguer-Khavari(Kwansei Gakuin University), Yukari Saiki (Tokai University), Jason White (Osaka Gakuin University)
Sun 21 May, 10:00–11:25 Room B104
The Speech, Drama & Debate SIG Forum will provide a venue to share ideas on how teachers are “expanding
their interests” in the classroom through the use of oral interpretation/reader’s theater, speech, drama, anddebate. Presentations will be given in the Japanese kamishibai format. Kamishibai is a form of Japanesestreet theater and storytelling that was popular during the Depression of the 1930s and through the postwar
period until television became widespread. The presentations will be followed by a Q&A session. Lastly, we
will break into discussion groups based on participants’ interests, each group with a specific theme of speech,
drama, or debate.
Study Abroad SIG Forum: Expanding Interests in Study Abroad
Paul Horness (Atomi University), Alexander McAulay (Yokohama National University),
Nobue Inoue (Niigata University of Management), Todd Thorpe (Kindai University)
Sat 20 May, 12:30–1:55 Room D206
Study abroad in Japanese universities has expanded and diversified in recent years. The members of theforum invite you to discuss these changes. Some of the issues that will be discussed are establishing programs
beyond short-term stays, the role of tourism, where students are getting their information, and foreign
students’ study abroad experience in Japan. Of course the panel members would like to hear from theaudience as well.
Teacher Development/Teachers Helping Teachers Combined SIG Forum:
Innovative Teacher Development—in Japan and Abroad
Steve Cornwell (Osaka Jogakuin University), Matthew W. Turner (Toyo University), Jeffrey Morrow (Prefectural University of Kumamoto), Roger Palmer, (Konan University), Bill Snyder (Kanda University ofInternational Studies), Joe Tomei (Kumamoto Gakuen University)
Sat 20 May, 3:15–4:40 Room D206
In this combined forum, the TD SIG and the THT SIG will discuss different aspects of teacher developmentthat have emerged from the work in their respective SIGs, discussing how teacher development has takenplace not only in the groups that we have worked with but internally, providing us with different ideas andapproaches. This process of development, through which external change and internal change are linked, isapplicable to other SIGs and we hope to highlight the possibilities that may be transferable to other SIGs.
Teaching Younger Learners SIG Forum: Teaching Young Children:
The Reading Component with Online Options and Ideas
Kenn Gale (No Borders International Schools), Sandra Wigmore (Face English Academy)
Sat 20 May, 12:30–1:55 Room D103
Teachers of Younger Learners are lucky to enjoy read-alouds, storytelling, big books, etc. However, thisforum will expand these choices with examples and discussion with online options for reading and extended
reading. Raz-Kids, an online treasure chest of books with audio at many levels and other reading programs,
will be discussed. Please join us in at this interactive forum.
TEVAL and Vocabulary Cosponsored SIG Forum: A Serial Multiple-Choice Vocabulary Test Format
Tim Stoeckel (University of Niigata Prefecture)
Sun 21 May, 11:00–11:55 Room D206
The Vocabulary Size Test (VST) was designed to measure the vocabulary needed for reading (Nation, 2012).
Researchers have argued, however, that the lexical knowledge needed for the multiple-choice format of the
VST (meaning recognition) fundamentally differs from that which is needed in authentic reading (meaningrecall; Stewart, 2014). Studies comparing the VST to meaning recall measures have found that the VST
produces significantly higher scores (Zhang, 2013). The presenter introduces and describes a pilot study of aserial multiple-choice test format designed to address this issue. The forum then opens for broader discussionof future directions in vocabulary assessment.

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Saturday Morning Presentations
B101 (Sponsored) In My Life: Empowering, Motivating, and Effective(10:30–11:25)
Kluge, David (Nellie’s)
In My Life, a communication textbook (conversation and presentations), isempowering because the content of the book is the life of each student in class—thestudent knows what the teacher does not know, thus empowering the student. It is
motivating in that each students’ homework activity is to create a scrapbook pagefor each of the 12 units to communicate about his or her life. It is effective because itteaches important conversation strategies (both verbal and nonverbal) and recycles
the strategies throughout the book. This presenter will guide participants through aunit to show the book’s strong points.
B102 (BizCOM) Pass or Fail? The Role of Vocabulary and Grammar Knowledge
on Accountancy Students’ Test Performance (10:30–11:25)
Centeno, Alma Cabalero (La Consolacion University Philippines); Franco Jr.,
Noel Tiemsin (Baliuag University, Philippines); Castro, Marites Felipe (De La
Salle University-Manila)
The Accountancy program is one of the most demanding college courses in thePhilippines and many students fail to reach the minimum grade requirement due
to poor test performance. This is attributed to their level of comprehension ofsome linguistic features present in accounting test questions. This study exploredthe correlation between the respondents’ English comprehension levels and theiraccounting test scores. Results reveal a link between students’ vocabulary andgrammar knowledge and their test performance in accounting subjects. Hence, aneed for an intensive ESP program intended for Accountancy majors to address theirdifficulty of comprehension is implicated.
B103 (OLE) Interferences in Learning Spanish as a FL (10:30–11:25)
Campos, Oscar Miguel; Wanner, Peter John (Tohoku University)
Phonological interference occurs when sound systems differ at segmental levels. In
the study discussed, it will be possible to identify the pronunciation success ratiosof the phonological segment /r/ in Japanese students of Spanish after their first yearof foreign language acquisition (FLA). In order to achieve the aforementioned, 12
audio-recorded sets of 26 students were examined and utterances containing thetarget segment were organised into lexical groups. The articulatory performance,
including all allophonic deviations, as well as the phonological interference cases,
were analysed. Furthermore, this section of research will suggest some strategies toovercome phonological difficulties in learning Spanish as a FL.

Akita International University Student Presentations
Sat 20 May, 10:30–10:55 Kobelco Hall

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Students in the foundational English for Academic Purposes programof Akita International University (AIU) complete a Capstone Project on
a topic of their choice. The project involves writing an English language
scholarly paper and making a TED Talk-style presentation in English

10:30

based on their research. The intention is that they experience being practicing scholars in the process of completing their Capstone Projects.
Selected by their peers, four students will make presentations and afterwards, they will sit for a panel discussion to reflect on their experiences

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studying in the EMI environment of AIU. Questions will also be invitedfrom the audience.
D202 (Invited) JASAL Forum at PanSIG 2017: Open Discussion Forum on
Self-Access Learning (10:30–11:25)
Tweed, Andrew D. (Meijo University)
The Japan Association for Self-Access Learning (JASAL) is devoted to promoting
self-access language learning in Japan. In this open discussion forum, participants
will have opportunities to share, learn, and ask questions about self-access language
learning, running self-access centres, and fostering learner autonomy. The discussion
topics will be generated by the participants. Topics could include setting up a center,
curriculum integration, student involvement and training, learning advising, or any
other issues participants would like to discuss. As we see great increase in institutions
implementing self-access learning, we are excited to see many new ideas being sharedand explored together.
D206 (SA) Teaching Culture to Pre-Study Abroad Students (10:30–11:25)
Nagashima, Lyndell (Kyushu Sangyo University)
Cultural concepts which affect communication are introduced to Japanese university
students in a study abroad predeparture orientation class. Comparisons are offered inrelation to individualist and collective cultures, low-context versus high-context, andnonverbal communicators such as eye contact, silence, and space. To enable learners
to understand differing behaviours and perspectives, activities are implemented
to develop awareness flexibility and hence become more effective communicators.
The cultural comparisons and activities are designed to help Japanese sojourners
overcome challenges in direct English communication with host families and hostnationals during study abroad programs.

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B103 (Sponsored) Global Exam Options for Lower Level Learners(11:00–11:25)
Donaldson, Riaz (Cambridge University Press)
Do you teach elementary to preintermediate level students? Would you like yourstudents to work towards gaining a globally recognised certification that tests all
four English learning skills? In this presentation, I will discuss the advantages andpracticalities of lower level students taking the Cambridge English Key (KET)and Preliminary (PET) exams, two tests from Cambridge English Language
Assessment, creators of the IELTS English language test.
D206 (SA) How Can Schools Prepare Students for Successful Overseas Study?
(11:00–11:25)
Ikeguchi, Cecilia Basabas (Tsukuba Gakuin University)
This study explored how schools can help students for successful life overseas.
Until now, some returning students come back happy, while others are not. It is
assumed that besides language proficiency, other factors play an important role inpredicting success in cross-cultural encounters. Using Social Anxiety Scale (Myers
2001), Culture Similarity Scale (Matsumoto, 2001) and Degree of Social Contact
Scale (Stephan, 1985), the study examined the relation between personality, cultureknowledge, and attitude toward host country. Results show a high correlation
between these factors and successful adjustment overseas. Implications on current
practices and policies for overseas study are discussed.
B101 (VOCAB) The Relationship Between Receptive andProductive Vocabulary of EFL Learners (12:00–12:25)
Jie, Sun (Sendai National Technical College); Wanner, Peter John (Tohoku University)
This study investigated the relationship between receptive and productive
vocabulary size. The study’s data come from oral presentations of undergraduate
students of Sendai National Technical College. Students’ presentations weretranscribed into written form to measure receptive and productive knowledge or
size. Productive vocabulary improved postpresentation. The findings also indicatedthat total receptive vocabulary size was larger than productive vocabulary, andthe receptive vocabulary size might give more of an indication of productive
vocabulary size. Learners who have a larger receptive vocabulary are more likely
to know those words productively than learners who have a smaller receptive
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B102 (THT) Teaching Language With Local Culture From Literature(12:00–12:25)
Silva, Cecilia Noemi (Tohoku University)
This work refers to the use of the local culture for teaching language. Firstly, we
describe how this topic was presented in THT workshops, supporting theories(social construction, intercultural competence) and classroom practice. Then, wesuggest working with cultural aspects from literary works by Bangladeshi writers.
We combine three models for teaching literature in the language class (Carter andLong, 1991): the cultural model, which provides a background revealing social andhistorical circumstances; the language-based model, which focuses on language
structures in a wider linguistic context; and the personal growth model, which
encourages learners to interact with the text.
B103 (LiLT SIG Featured Speaker) Stop the World, Start the Words: How Poetry
Can Help (12:00–12:25)
Hullah, Paul (Meiji Gakuin)
Language has many registers. The more registers L2 learners can comfortably inhabit,
the better. Poetic language —judiciously selected, lovingly pruned —is one suchregister. Depriving learners of access to it limits their expressive potential. They
may not use it in everyday situations, but to have it in their locker as an option
renders them more linguistically empowered. By explaining how best to incorporate“literature” into classroom learning and outlining several benefits, I want todemonstrate that poetry is an inspiring tonic for jaded students and bleary educators,
replete with special desirable qualities that a worthwhile curriculum should containand explore.
B104 (SA) Tasks for Fostering Student Interest in World News (12:00–12:25)
Yamane, Kathleen (Nara University)
The presenter teaches a two-semester Advanced Communication course to 3rdyear university students focusing on American television news broadcasts. In thispresentation she will introduce several in-class tasks and homework assignmentsthat have been successfully incorporated into the class with the aim of encouraging
students to regularly access a variety of news sources, both written and audio. The
activities presented complement the main textbook (ABC World News, coauthoredby the presenter) and have been designed to help students develop their English
language skills while strengthening their awareness of world events. Students’comments from the course evaluations will also be shared.

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B105 (PRAG) Using Effective Silence in the EFL Classroom (12:00–12:25)
Ogawa, Yosuke (Kobe University)
Increasing students’ autonomous speech rate in English has been one of the mostchallenging tasks for teachers in classroom activities. This paper will analyse university
EFL classroom interactions of silent gesture (instructor) and active speech (learners)
based on the Silent Way from a conversation analytic viewpoint and present how
instructors can increase students’ output verbosity by using silence. This research
reveals how the instructor’s silent gestures and absence of explicit repair initiations
provide local indexicalities and open-ended speech-turn, which prompts them toautonomously analyse, notice and produce English sentences, when the instructor isregarded as an activity-facilitator, not an activity-controller.
D103 (TYL) Elementary Teachers’ Language Anxiety and Training (12:00–12:25)
Machida, Tomohisa (Akita International University)
As English becomes an official subject beginning in 2020, elementary schools
started preparing for the implementation of English. However, most teachers are notconfident about their English proficiency. This study found that teachers could allay
their anxiety through participating in teacher training. Having successful experiencein English communication and understanding their strengths as a nonnative speaker
helped teachers decrease their anxiety. In addition, teachers kept their language
anxiety level low over 6 months after finishing the training. Findings and implications
will be discussed.
D104 (CALL) Vocabulary Activities for Critical Thinking and Social Awareness:
Making Vocabulary Meaningful (12:00–12:25)
Dwyer, Shaun Richard (Kyushu University)
This presentation will explain vocabulary learning activities that encourage criticalthinking skills development, help develop students’ social competence through inclass communication, and promote social awareness. The methodology encourages
both the depth and breadth of understanding by asking students to build semantic
networks with thematic clustering. Students were asked to share their understandingof a vocabulary term which leverages construal to help promote broader social
awareness of other’s life experiences and their resulting perception of the world. The
attendees will have the opportunity to see a breakdown of the activities and obtain
original prints for use in their own classroom.
D105 (TD) Expanding Your Research Interests: Teachers as Researchers(12:00–12:25)
Boon, Andy (Toyo Gakuen University)
Our teaching context is the pedagogic world we inhabit and seek to understand.
However, in the hectic activity of teaching, opportunities to gain valuable insights into
our practice can be lost. Action research (AR) offers us a self-reflective, systematic
approach to exploring our teaching in order to bring about positive change (Burns,
2010). This presentation provides an overview of the presenter’s AR projects to date,explains how AR can be implemented, and encourages audience members to plan
their own AR classroom investigations.
D201 (CUE) Encouraging Metacognitive Awareness and Noticing Through the
Combined Use of Analytic Rubrics and Video-Recorded Student Performances(12:00–12:25)
Robertson, Charles Edward & Mori, Sachiho (Aoyama Gakuin University)
The importance of developing metacognition, or “the ability to reflect upon,understand and control one’s learning” (Schraw & Dennison, 1994) as a means for
L2 students to monitor and evaluate their own learning is well established in theliterature. This presentation examines an ongoing study which is measuring andcategorizing students’; reactions to the combined use of analytic rubrics and videorecorded student performances in productive-skill classes. The presenters will sharedata which reflect positive student attitudes toward the use of this teaching method
and will demonstrate how it encourages metacognitive awareness and noticing acrossEnglish proficiency levels and spoken tasks.
D202 (CUE) How to Create Smart Phone Videos for Language Assessment(12:00–12:25)
Iwane-Salovaara, Michael J. (Momoyama Gakuin University)
This presentation will discuss how to create smart phone videos for assessing student
English conversations. There will be a short explanation comparing videos withreal-time classroom English conversations, particularly for lower level language
learners. I will, however, focus mainly on procedural considerations such as technicalissues, giving instructions, pair work, making and sending videos, and assessment.
The Language learners in this presentation range from elementary to intermediate
English level in a compulsory English language university program with theattendant range of abilities and motivations.
D204 (ER) Interests in Reading in Italy, the USA, and Japan: A Replication Study(12:00–12:25)
Nakanishi, Takayuki (Dokkyo University)
To investigate Japanese students’ reading habits and attitudes, the present study
replicated a study by Crawford Camiciottoli (2001). Ro and Chen (2014) also
replicated the study in an ESL context. Statistical analyses were applied to compare
the results from the Japanese context with the other studies. Results indicated thata good L1 reader can make a good learner of L2 reading. Lack of time was the mostcited reason limiting extensive reading in all three studies. Similar results wereobtained in the two EFL contexts, whereas in an ESL context only, participants with apositive attitude tended to read more.

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D203 (CALL) Augmented Reality Design Principles for Informal Learning(12:00–12:25)
Hawkinson, Eric (The University of Fukuchiyama); Mehran, Parisa & Alizadeh,
Mehrasa (Osaka University)
Augmented Reality (AR) has been used in a variety of informal learning contexts
with increasing frequency. This presentation will show examples of AR use ineducation, tourism, and event organizing, among other areas. The session is geared
to those who want to create learning environments around content and to consider
ways that they might start to implement AR. A featured use of how AR can be put
into practice was demonstrated at TEDxKyoto as a way of engaging participants.
There will also be demonstrations of several student projects that use AR.
D205 (CUE) Building Learner Preparation Skills For The Classroom(12:00–12:25)
Spijkerbosch, Paul & Kearns, Harry (J.F. Oberlin University)
Getting tertiary university learners to prepare in advance for task-based lessons in
the classroom can at times be an extremely challenging yet necessary learning skill.
If the preparation involves text reading, learners often leave the preparation until thelast minute, causing instructional issues for the actual task in class. We will present
two methods that have changed existing preparatory habits of our learners in tertiary
university classes.
D206 (SA) Student Perspectives’ Adjusting Abroad (12:00–12:25)
Verla, Adrianne (Seikei University)
The presenter will share her findings from a case study based on a small group of
students of varying university backgrounds who are participating in or participatedin semester or year-long exchanges or internships around the globe. She will be
sharing data collected through narrative inquiry. She will also discuss how thestudents felt they expanded their horizons, challenged themselves, and transformed
their preconceived notions regarding their experiences as EFL speakers studying andworking abroad.
B101 (Vocab) Developing Academic Lexis: An Interactive Approach(12:30–12:55)
Reed, Jacob; Owens, James (Kanda University of International Studies)
For many teachers and course designers, deciding what vocabulary to teach canbe difficult; designing efficient strategies that allow large numbers of words to beacquired without being too time-consuming or burdensome on students can also
be challenging. Based on a promising pilot study, this paper explains an updated
teaching method employed and the research methodology utilized to evaluate it.
The teaching method involves group study and student creation of assessmentswith intermittent teacher feedback. The research method compares a class receiving
additional retrieval activities, a class without them, and a control group without theactivities or the teaching method.

B102 (TBL) Filling the Gaps: Learner-Centred Techniques for Building
Expressive Competence (12:30–12:55)
Stones, T. P. (Kwansei Gakuin)
The building of expressive ability is a key challenge for many learners and teachers;
however, the predetermined vocabulary learning that prefaces in-class activities fail
to cover the specific gaps of the individual learner. Thus, this presentation argues
these valuable language-learning opportunities need to be exploited as they exist at
the limits of individual competence. It presents a range of innovative, learner-centred
techniques that include pre-task preparation, on-task gap recognition and post-task
reflection on productive tasks. It also covers text-based noticing activities to exploit
gaps in productive and receptive language abilities, facilitating effective, targetedlanguage development both in class and out.
B103 (LiLT) Multimodality and “The Song”: Exploiting Popular SongIn The University Classroom (12:30–12:55)
Walker, Richard John (Reitaku University)
In EFL courses, songs are usually chosen for their lexical content. However, by taking
a multimodal approach, new ways of seeing the use of songs in the classroom can be
discovered. Teaching of songs can begin with any mode—textual, aural, linguistic,
spatial, or visual—and this presentation shows different ways to exploit them in theclassroom. Material is used from the teaching, student response, and evaluation ofsongs in a university course and includes reflections on a song by Nobel Prize winner
Bob Dylan, one which deepened student understanding of culture, literature, andrace.
B104 (TBL) Using Modern Tabletop Games in Your EFL Classroom (12:30–12:55)
Vaittinen, Juha Pekka Mikael (Kyushu Sangyo University)
Forget Monopoly and Scrabble! Modern board and card games, offering a far moreinteractive and communicative experience, can provide a playful, nonthreatening
environment for your students to develop their communication skills. By examining
several titles in detail, the presenter will give examples of suitable games for learnersof various levels and suggest ways to fully exploit the opportunities afforded by thetask-based approach that games naturally lend themselves to. Participants will also
learn how utilizing games can foster creativity and improve students’ interpersonal
and problem-solving skills and how to avoid common pitfalls of incorporating thesegames into communicative EFL classes.

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B105 (PRAG) Doing Inviting to Participate in Word Search Activity
in Intercultural Interaction (12:30–12:55)
Arano, Yusuke (Chiba University, Japan/ JSPS Research Fellow)
In this presentation I report a local order of producing candidate expressions
in the word-search activity in intercultural interactions. The instances can beclassified into the following types: producing a candidate expression using anutterance, pursuing others’ recognition of the search-for item by using bodily
conducts, writing the candidate expression so as to associate the analogy of lettersor characters with their orality, and relinquishing the floor. Focusing on the bodily
conducts and relinquishing the floor, I discuss how the second language interactants
invite other interactants to participate in the word-search activity.
D104 (CT) Deflating the Confucian Heritage Cultures Hypothesis in English
Language Teaching (12:30–12:55)
O’Dwyer, Shaun Richard (Kyushu University)
The Confucian Heritage Cultures hypothesis is often used in English language
teaching to explain the supposed culturally distinct learning habits and expectations
Asian students bring to English language classrooms, and it remains popular inspite of criticisms of its cultural essentialism. This presentation develops a fresh,
interdisciplinary criticism of this hypothesis to show that it does not take into
account the cultural diversity within and between contemporary Asian societies
and is often based on philosophically ill-informed understandings of Confucian
traditions. Teachers should therefore consider other explanations for the learning
challenges Asian students face in academic English classrooms.
D103 (TYL SIG Forum) The Reading Component with Online
Options and Ideas (12:30–1:55)
Gale, Kenn (No Borders International Schools); Wigmore, Sandra (Face English
Academy)Teachers of Younger Learners are lucky to enjoy read-alouds, storytelling, big books,
etc. However, this forum will expand these choices with examples and discussion
with online options for reading and extended reading. Raz-Kids, an online treasurechest of books with audio at many levels and other reading programs, will be
discussed. Please join us in at this interactive forum.
D105 (TD) ICT for Grassroots Teacher Development (12:30–12:55)
Beaufait, Paul A. (The Prefectural University of Kumamoto)
This presentation comprises reflections on an environmental scan of Internet
communication technology (ICT) that members and organizers of a grassroots
teacher development community use. Their ongoing use of ICT supplements
and supports monthly face-to-face meetings and other collective endeavors.
Under examination were practices adopted and challenges faced by community
members, including in-service teachers and teachers in training, who have begun
experimenting with and exploiting various online tools and venues for bothprofessional communication and practical skill development. The presentation willconclude with discussion of additional or alternative technologies, and ways ofaugmenting the purposeful use of those already at hand.
D201 (CUE) Financial Literacy Levels: An Exploratory Study (12:30–12:55)
Rouault, Greg (Tezukayama Gakuin University)
Students in Japan may enter university through a variety of admission procedures.
However, under these diverse methods of entry and with individual differences,diagnostic tools are not often used to identify the background knowledge students
have for the disciplinary content they are interested in studying. This presentation
reports on a preliminary study into the levels of financial literacy for freshmen
entering a hybrid management and liberal arts program. The survey results arecompared and contrasted with responses in past studies conducted in the UnitedStates and Australia. Conclusions can be drawn for learner needs assessment,
instructional programming, and teacher collaboration.

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D202 (CUE) Supervising Sotsurons (12:30–12:55)
Noguchi, Mary Goebel & Anderson, Fred E. (Kansai University)
As a result of the Global 30 program and other initiatives to offer content courses inEnglish at Japanese universities, an increasing number of Westerners are supervising
graduation theses (sotsuron). Given the differences in the academic traditions ofJapan and the West, instructors may feel at a loss: What are the requirements of an
acceptable sotsuron? How can instructors help students find an appropriate topic
and reading materials? How can research methodology be taught? Based on years ofexperience as sotsuron advisors, the presenters will try to answer these questions andshare handouts that they have used in their seminars.

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D203 (CALL) Using e-learning to Motivate and Collaborate (12:30–12:55)
Fujishima, Naomi & Meiki, Susan (Okayama University)
This presentation describes a unique CALL syllabus utilizing free Google applications
to create content aimed at international students. This EFL course raises student
motivation by requiring them to visit sites they are researching to create content
in English, such as brochures and website pages on the university network. The
applications can be accessed by computers and smartphones, thus providing a toolthat is versatile and rich in content. It is also flexible in terms of time and place ofaccess and is not limited to the classroom. Three projects will be presented, using
Padlet, Google Forms, Google Slides, and WeVideo.

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D204 (TBL) Expanding Horizons: Forming Study Abroad Partnerships
with U.S. Community Colleges (12:30–12:55)
Bruellman, Jill (College of Lake County, USA)The presenter will report on how two community colleges in the Chicago area andEhime University in Matsuyama worked together to develop, sustain, and expand
collaboration. The presenter will show how a project with one U.S. faculty member
visiting Japan has evolved into a long-lasting program that has included a federal
foreign language program grant, faculty and staff exchanges, and student exchanges.
The presentation will also provide insights on working with community collegesin the United States, grant development and institutional support, and ideas on
curriculum for inbound and outbound short-term study abroad.
D205 (LD SIG Forum) Visualizing Learner Development (12:30–1:55)
Morel, Robert (Toyo University); Hooper, Daniel (Kanda University of International Studies); Porter, Mathew (Fukuoka Jo Gakuin Nursing College); Arao,
Arnold F. (Kurashiki Board of Education)
This year’s Learner Development SIG Forum gives participants a chance to expand
their interests by focusing on a variety of topics related to student development.
Focusing both on research and practice-based topics, the forum will highlightdifferent aspects of autonomous learning, visual metaphors, meta-cognitive
strategies, and important non-cognitive factors in learning. Timed rounds ofinteractive presentations will be followed by a discussion circle, giving participants
the opportunity to synthesize information from the presentations with their own
experiences assisting learner growth.
D206 (SA SIG Forum) Expanding Interests in Study Abroad(12:30–1:55)
Horness. Paul (Atomi University); McAulay, Alexander (Yokohama National
University); Inoue, Nobue (Niigata University of Management); Thorpe, Todd
(Kindai University)
Study abroad in Japanese universities has expanded and diversified in recent years.
The members of the forum invite you to discuss these changes. Some of the issues
that will be discussed are establishing programs beyond short-term stays, the role oftourism, where students are getting their information, and foreign students’ study
abroad experience in Japan. Of course the panel members would like to hear fromthe audience as well.
D203 (CALL) Learner Training for Digital Literacy in English: A Self-Access
Necessity (1:00–1:25)
Warrington, Stuart (Nagoya University of Commerce & Business)
Research has shown that many Japanese learners have low ICT skills for academicuse (Castellano, Mynard, & Rubesch, 2011; Williams, 2011). Moreover, these ICT
skills do not transfer well to other academic settings (Bennett & Matton, 2010;
Williams, 2011). However, the situation appears more problematic and complex

vis–à–vis digital literacy in English. Consequently, this presentation will initially lookat why this is followed by a study exploring the problem as it applies to self-access at
one Japanese university. Thereafter, learner training for digital literacy in English will
be posited as a requisite solution (see Hubbard, 2004; Romeo & Hubbard, 2010).

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D104 (CT) Logical Thinking Module Design for CT Development (1:00–1:25)
Hamciuc, Monica (Miyazaki International College); Kusumoto, Yoko (J. F. Oberlin University)
Logical thinking is one of the skills tested by most critical thinking assessment tools
and often also the one college students in Japan seem to need help developing themost. The researchers created a basic logical thinking module to complement criticalthinking activities in CLIL and EFL classes and used critical thinking assessment
tools to evaluate the development of critical thinking disposition and skills. This
presentation will provide details of the objectives, contents, implementation andresults of a pedagogical approach designed to enhance understanding and application
ability of basic critical thinking skills.

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D201 (CUE) Priming Enthusiasm with Student-Taught Mini-Lessons (1:00–1:25)
Taylor, Jamie (Chubu University)
This presentation will outline a way to engage learners and promote realcommunication through the use of student-taught mini-lessons. The presenter will
discuss a class project in which students serve as content teachers to their classmateson a topic they are knowledgeable about. During the planning and presentation of
the lessons, the teacher acts as a guide, scaffolding the students through the process.
This activity can easily be used in a variety of contexts and classes. Recommendations
will be given for those considering a similar project, and student reflections about thisactivity will be shared.
B101 (CUE) The Primacy of Verbs (1:00–1:25)
Yumitani, Chutatip (Tohoku Fukushi University)
Does teaching English in English include teaching English grammar in English? If
it does, will Japanese English teachers be ready to do it? How about native English
teachers? Now may be a good time to look closely at how grammar is taught. This
paper describes an approach which focuses on verbs and grammar as proceduralknowledge. A verb in its various forms can function not only as a verb, but also as
a noun, an adjective, and an adverb. Teaching students to discover various formsof verbs and their functions procedurally from context is at the heart of English
education.

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B103 (GALE) Gender, Multimodality, and Intersectionality (1:00–1:25)
Yokota, Gerry (Osaka University)
Prime Minister Abe’s appearance as Mario at the closing ceremony of the 2016
Rio Olympics stimulated lively discussion about what message that performance
conveyed to the world about Japan. Some of my students expressed concern thatit may have reinforced a stereotype, saying they preferred the Paralympics show,
which included more traditional features. I will demonstrate a simple way to expand
and liven your stock of English teaching materials and techniques by incorporating
items from both traditional and popular Japanese culture, providing a healthy
antidote to the risk of unintended cultural imperialism, with emphasis on gender,
multimodality, and intersectionality.
B104 (TBL) Listening Skills and TBLT: More Support Is Needed (1:00–1:25)
Graham-Marr, Alastair John (Tokyo University of Science)
TBLT triggers learning by linguistically deep-ending students in a task, prompting
them to reach out for the lexicogrammatic structures needed to complete the task.
Thus, it is an awareness of what one doesn’t know that triggers learning. However,when tasked to comprehend naturally spoken English, students are often unawareof how English is naturally enunciated. As such, they are unaware of what they needto learn. This suggests that teachers need to proactively raise student awareness ofcertain phonological features. This presentation reports on current research andlooks at how to factor in such support to a TBLT class.
B105 (PRAG) Humor In Cross-Cultural Communication (1:00–1:25)
Reimann, Andrew (Utsunomiya University)
In cross-cultural communication, humor is often a powerful speech act inrelationship building. Although laughter is universal, “funny” varies by individual,
context, and culture. Therefore, many culture-specific jokes, sarcastic or ironicalremarks are often unperceived, misunderstood, or offensive. This presentation
will explore examples of humor in communication, describing ways they may be
applied to the EFL classroom, used to bridge cultures and work as a communication
strategy. Four lessons for using humor to teach cultural understanding will be
introduced. The goal is to provide resources for teachers to expose students tocultural content and develop intercultural communication skills.
D202 (CUE) Discovering Students’ Needs for a Content andLanguage Integrated Learning (CLIL) Course (1:00–1:25)
Larking, Malcolm (Ritsumeikan Asia Pacific University)
This presentation reports on the findings of a needs analysis (NA) for a Content andLanguage Integrated Learning (CLIL) based advanced English course. The goal of
the NA was to inform an alignment of the course content with the students’ major
subjects. The NA consisted of interviews of a stratified sample of both English andJapanese basis students. The results showed that the course needed more content
relevant to the participants’ subject areas of finance, marketing and strategic

management. This presentation will synthesize the participants’ responses and themethodological lessons learnt and discuss the next steps in reforming a CLIL course.
D102 (CUE) Foundation to Formation: Effective ESP Programsfor Hospitality Educators (1:00–1:25)
Morrow, Jeffrey Stewart (Prefectural University of Kumamoto)
Tourism in Asia has been increasing for over a decade, and the tourism industry’s
contribution to worldwide employment could exceed 9% by 2020. Because of theinternational tourist influx, tourism related businesses have also surged. The increase
in tourism has created new job opportunities for employees with competent, effective
communication skills in English; however, many employees around Asia have poor
English comprehension and production skills resulting in fewer job opportunities andlower salaries. The goal of this presentation, therefore, is to help hospitality educators
create effective ESP programs aimed at elevating English communicative competency
in tourism staff for future employment.
D104 (CT) The English Class as an Intercultural Encounter (1:30–1:55)
Sandu, Roxana (University of Tsukuba)
Teaching intercultural communication courses to Japanese freshman students canbe a challenging task. How do we educate for intercultural communication when
students have never had an intercultural encounter nor are they interested in having
one? This study describes the difficulties encountered when teaching such a course as
well as the implemented curriculum. Students were expected to develop interculturalcompetence and critical thinking skills through tasks that urged them to analyze theirown culture in contrast with others. Students’ responses to the assigned tasks, alongwith students’ feedback, indicate a deeper understanding of other cultures and anincreased ability to analyze their own culture.
D105 (TBL) A Study of Rural School English Teacher Motivational Practiceon Facilitating Student Motivation (1:00–1:25)
Hsu, Hsiaowen (Kainan University, Taiwan)
This study investigated the connection between the English teachers’ use of
motivational practice and observed student motivated classroom behavior in rural
junior high schools in Taiwan. A classroom observation instrument was applied inobserving 12 English teachers in five rural schools. Postlesson evaluations were also
carried out by both the observer and the teacher and served as part of the measure ofteacher motivational practice. The data were analyzed through the real-time coding
scheme principle to examine observable teacher motivational practice and learnermotivated behaviors. The results suggest a positive connection between teacher
motivational practices and student motivated behaviors.

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B101 (Vocab) Developing Salience Using Flash Cards (1:30–1:55)
Gilles, Matthew Charles Douglas (Kinjo Gakuin Unversity)
Salience is an object’s ability to be classified as noticeable or important in a person’s
mind. When the language students study becomes salient, they have a higher
potential for memorization, recall, and acquisition as the target words have been
observed as important. Through a methodical study technique using flash cards,
any target language has the chance to become salient. This presentation will give an
overview of emotional salience and how to use it with flash cards as it was used inan action research project for developing language acquisition.
B102 (TD) Expanding Vocabulary Through Literature: Learning Kanji ThroughManga, Monogatari and More! (1:30–1:55)
Gear Jr, Frederick Williiam (Okinawa Amicus International)
Learning to read and speak Japanese can be a source of frustration for English
speakers. This presentation will introduce enjoyable and effective ways to facilitate
the study of Japanese by having learners delve into Japan’s rich library of manga andmonogatari. Attendees will learn how to choose accessible manga or monogatari,
as well as utilize systems for retaining kanji. Ways to dissect and decode kanji andusing popular apps will also be explored.
B103 (GALE) Do Gender!: A Content-Based Gender Studies Class (1:30–1:55)
Aoki, Quenby Hoffman (Sophia University)
Gender is a fundamental part of identity and affects behavior, attitudes, careers, andrelationships. Although great strides toward equality have been made, no country
has completely closed the gap. Indeed, in the World Economic Forum’s Global
Gender Gap Index (2016, p. 19), Japan ranked 111 of 144 countries, one of themost unequal in the developed world. Thus, Gender Studies is an effective contentbased language topic for Japanese university students. Sample topics and activities
such as “Nature/Nurture Debate,” “Gender-Neutral Language,” and “Privilege andChallenge,” from my Introduction to Gender Studies class, now entering its 3rdyear, will be provided.
B104 (LD) Enhancing Learner Experience: How Augmented Reality Can Help
You! (1:30–1:55)
Frazier, Erin Elizabeth (Kanda University of International Studies)This presentation will introduce an augmented reality-based (AR) action research
project implemented within a high school environment during an intense language
seminar. An iPad app designed for a mystery narrative enhanced participants’problem-solving skills, communication skills, and motivation. The presentation
will highlight how the AR expanded the language-learning experience for thelearners and teachers. The speaker will conclude with an examination of the
difficulties which arose during the project and propose improvements to the bodyof action research, while also encouraging the increase of AR technologies within aclassroom setting that spans multiple levels.

B105 (PRAG) A Concept-Based Approach to Teaching Speech Acts (1:30–1:55)
Nicholas, Allan (Juntendo University)
This presentation reports on a study in which the principles of concept-based
instruction were combined with findings from conversation analysis research to createa short course on talk-in-interaction and making requests in English. By combining
these two areas, some of the challenges facing the teaching of pragmatics in theclassroom can be addressed. Key features of the course and its applicability to otherspeech acts are discussed, examples are given in relation to requesting and otherspeech acts, and a set of principles for effective concept-based speech act instruction
put forward.
D105 (BRAIN) Analysis of the Effects of Working Memory Capacity
on Vocabulary Recall (1:30–1:55)
Kelland, Michael (Tokai University)
An investigation into the importance of working memory capacity (WMC) on L2
vocabulary recall and speech development in posttreatment multivariable speech
analysis tests. The pilot research investigated the extent to which having high WMC
effects the ability to recall vocabulary and aid in proficiency in L2 speaking, andthe degree to which having a high WMC aids in longer-term memory formation in
L2. The pilot research outlined in this investigation tested (a) a number of students’working memory capacities and was followed by (b) pretesting and analysis, (c) the
administering of a treatment, followed by (d) posttesting and (5) delayed testing.
D202 (CUE) The Effect of a Cross-Curricular CLIL for Japanese Tertiary Education(1:30–1:55)
Iijima, Yoshie (National Institute of Technology, Okinawa College)
Content and Language Integrated Learning (CLIL) is gaining the attention fromboth language teachers and researchers as an innovative pedagogy in recent years.
Yet, in Japanese tertiary education, there are few cases where CLIL is practiced incontent courses by content lecturers. The present study investigated the possibility for
implementing CLIL in content courses at the tertiary level in Japan. Three types ofpilot courses were conducted at an engineering college and compared from various
aspects. It was founded that the cross-curricular type CLIL or the “twin lecture”
was the most successful and beneficial for both content and language knowledge
acquisition.

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D203 (Sponsored) Challenge, Motivate, and Collaborate in Your Class With the
New DSB: Digital Student Book (1:30–1:55)
Halliday, Darren (Macmillan LanguageHouse)
With the aim of improving the teaching experience and students’ interaction
with their English language learning materials, we are very happy to give you an
overview of our brand new digital component DSB. The new digital offerings for the
Macmillan adult series, Skillful and Breakthrough Plus, have now been upgraded toensure both teachers and students can effectively integrate the activities and tools
found in the page-faithful and digital version of the course book into personalized
learning experiences.
D204 (CUE) Processing for Formulaicity in Sequence Learning (1:00–1:25)
Cutler, Stephen Francis (Cardiff University)
This study compares two processing methods for the explicit memorisation of new
formulaic sequences by L2 learners. Unfamiliar verb phrases were memorised byeight Japanese speakers of English using either a form of Dramatic Repetition (DR)or Semantic-Formal Elaboration (SFE). The DR method was designed to create acomplete phonological representation of the whole sequence in memory before
any other processing. Results showed that long-term recall and accuracy werecomparable between the two conditions, but long-term fluency and automaticity
were enhanced for DR memorisation. The pedagogical implications for the effective
learning of psycholinguistic formulaic sequences are discussed.

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JALTCALL 2017
Friday, 16 June 2017, 6:00 pm–Sunday, 18 June 2017, 5:00 pm

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Theme: Active Learning through CALL
Invited Speakers: Hayo Reinders, Laurence Anthony, & Leigh Graves Wolf
JALTCALL will hold its annual conference at Matsuyama University in

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Shikoku in 2017. Join us in the shadow of beautiful Matsuyama Castle.
For more information, go to http://conference2017.jaltcall.org/

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We would like to thank everyone who volunteered to review
proposals for the 2017 JALT PanSIG conference. Reading and making
suggestions for improving the proposals helps support our community
in various ways. Your feedback is invaluable for potential presentersbecause 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 timethey took during spring break to support the PanSIG conference.
Reading proposals is an integral part of planning a successful
conference. Therefore, we would like to extend our thanks the 2017PanSIG conference proposal reading team.
All the best,
Wendy M. Gough and Jamie Taylor
PanSIG reviewers
Jake Matthew Arnold, Bob Ashcroft, Andy Barfield, Simon Bibby, Thomas E.
Bieri, Mark Brierley, Eleanor Carson, Robert Chartrand, Gretchen Clark, Dr.
Steve Cornwell, Joseph Vincent Dias, Paul Dickinson, Dominic Guy Edsall,
Henry Dutton Foster Jr., Donna T. Fujimoto, Brian Gallagher, David A. Gann,
Wendy M. Gough, Aaron David Hahn, Eric Hauser, Sandra Healy, Juanita
Heigham, Dr. Peter Illic, Dr. Tomoko Ishii, Tyler Kinkade, David Edward
Kluge, Brandon Lee Kramer, Dr. Bruce Lander, William MacDonald, George
Robert MacLean, Jarwin Martin, Karen Masatsugu, Steve McGuire, Dr. Ian
Douglas Munby, Yuji Nakamura, Christopher Michael Nicklin, Hiroyuki
Obari, Michael Parrish, William Pellowe, Steven Lynn Porritt, Mathew
Porter, Gordon Rees, Jean-Pierre Joseph Richard, Jennie Roloff Rothman,
Rory Rosszell, Greg Rouault, Yoko Sakurai, Edward Jay Schaefer, Maria
Gabriela Schmidt, Frances Jane Shiobara, Brent Simmonds, Alan Simpson,
Nicole Sonobe, Dr. Alison Stewart, Raymond George Stubbe, Robert Horst
Taferner, Jamie Taylor, Todd Armstrong, Joseph George Tomei, Dr. Jonathan
William Trace, Huy Tran, Matthew Robert Vetrini, Vikki Williams, Larry
Xethakis

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Saturday Poster Presentations (Auditorium 2:00–2:45)(BIL) A Day With a Multilingual Infant
Berger, Maiko (Ritsumeikan Asia Pacific University)
How effective is a “natural approach”? The presenter reported on the language developmentof a multilingual infant (age 2y.8m.) in April 2016. This is both a progress report anda deeper insight into the daily life of the multilingual child aged 3 years and 5 months.
Primary data was collected on a typical weekend when the child spent time with herfamily at home. It shows how the child navigates through the multilingual, multiculturalenvironment she lives in at a suburban town in Japan with multilingual parents.
(BRAIN) Insights Gained Through A Literature Review In Mind, Brain, And Education
Duplice, John Anthony (Asia University)
This presentation will describe the insights learned from reading, categorizing, andanalyzing all of the over 300 journal articles published in the International Mind, Brain,
and Education Society Journal from 2007 to 2017. Specific focus will be on what insights
were gathered in the area of language teaching or aspects of mind, brain, and educationthat can benefit foreign language teachers. This presentation will further describe whatquestions came about from studying the large volume of interdisciplinary literature andwhat benefits were gained as a teacher and novice researcher through this project.
(BRAIN) Mind, Brain and Education in the EFL Classroom
Haga, Satchie (Seikei University)
Mind, Brain, and Education (BRAIN) is an emerging new field that analyzes the interplay
between psychology, neuroscience, and education. This presentation will demonstrate how
neuroscience can have a powerful effect on your teaching practice. It will uncover someneuro myths as well as introduce several models that will serve to enhance your awarenessso that you may be better able to understand and address your students’ strengths andweaknesses. Pedagogical applications will be presented.
(BRAIN) The Development of Student Integrated Internal Action Frameworks (IIAF)
Watson, Kevin M. (University of the Ryukyus)
This presentation investigates the synergy between (a) L2 identity development, (b) experiential learning, (c) transformative team-based learning, and (d) multi-modal curriculum
construction towards the development of self-regulating learners. This is accomplishedthrough a coordinated set of Integrated Internal Action Frameworks (IIAF). These structured learning frameworks are implemented during a one semester senior seminar for Japanese English majors and highlights the initial phase of the three-phase curriculum process.
This process is supported through the concomitant utilization of team-based learning andmultimodal curriculum development for maximum student empowerment and success on
the final culminating assessment prior to graduation.
(CALL) How Chatting Online Could Affect Speaking
Takase, Nami (Shizuoka University of Art and Culture)
As technology advances, using synchronous computer-mediated communication (CMC)
in a foreign language classroom is quite common. Some studies found positive effects of
CMC as opposed to face-to-face interactions in developing speaking skills (Beauvois, 1998;
Payne & Whitney, 2002). As modes of communication do affect the use of language, it is
the completion of tasks that elicits meaningful output. It is thus necessary to investigate
how different tasks contribute to language production. Accordingly, this study exploredthe extent to which chatting online develops oral skills. The presentation compares theoutcomes of a speaking test in pre- and posttreatment.)(CALL) Digital Literacy With iPads—Identifying Problem Areas
Lloyd-Williams, Anton Jonathan Franklin; Lin, Charlotte (Kanda University of International Studies)
As technology becomes ever more ubiquitous in the EFL learning environment, educators
cannot make assumptions about learners’ digital literacy, even though the majority oflearners in Japanese tertiary education are “digital natives.” Here the presenters will share theresults and discuss the implications of a survey given to 387 freshman students regarding
their iPad digital literacy. The presenters will show how most basic application operation
skills can be picked up on the way. However more technical device operation skills mayneed implicit instruction in order for EFL learners to embrace the full affordances of thesedevices.
(CUE) Using Food Packaging as Authentic Material for ESL
Kelly, Lawrence; Kelly, Charles (Aichi Institute of Technology)
This presentation will illustrate how English on food packaging can be utilized in the ESL
classroom. This authentic material is available locally and students seem to enjoy suchmaterial because they have grown accustomed to only seeing English digitally on theInternet. By reading English on cardboard boxes, plastic bags, and food wrappers, students
become more confident and enjoy talking about food in English. This presentation willshow how we have used such packaging material in our classes and offer suggestions aboutchoosing and using such authentic material in your classes. A handout will be provided.
URL: http://www.manythings.org/pansig2017(CUE) Designing an Online Collaborative Writing Course
Ferreira, Dan; Wadden, Paul (International Christian University)
What happens when you combine the interactive capabilities of Web 2.0 technologies with
two innovative liberal arts college professors who are teaching academic writing to highly
motivated digital natives at universities located on opposite sides of the Pacific Ocean?
You get a dynamic transcontinental online collaborative writing experience that is highly
charged, student driven, and engaging for all stakeholders. The authors will share insights
gained from an exchange that occurred last year between ICU in Tokyo and Stanford
University. They will also discuss research on developing an inter-university course basedon constructivist instructional design principles that includes formative and summative
assessments.
(CUE) Student Digital Literacy and Using pdf Files for Reading
MacLean, George Robert (University of the Ryukyus)
Portable document format files (pdfs) can be integral for reading and its instruction.
Nevertheless, digital proficiency in this area is inconsistent in some educational settings.
This presentation considers a study of 91 learners where participants assessed the state of
their digital literacy. I analyzed their self-reported abilities to use technology with specialreference to pdfs. Following the survey, a 40-minute lesson trained students how to use
and markup such documents. This presentation will (a) present results from the survey
administered to 91 second-year language learners, and (b) assess students’ technicalproficiency using pdfs following the 40-minute lesson.)(ER) Any Dyslexics in the Room? Asking Without Asking.
Ackermann, Kurt William (Hokusei Gakuen Univ. Junior College)
This presentation describes the preliminary results of a study utilizing a simple test to
identify possible dyslexic students. Administered near the beginning of a one-semester
extensive reading course for 2nd-year junior college students, the results, though having
no clinical basis, could provide forewarning to the instructor of potential need for a varied
approach. It could also give some insight into the relative proportion of such students
compared with estimates for the general population. As the instructor has no special
training in recognizing or accommodating students with learning disorders, the study wasdone in cooperation with school accessibility support staff.

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(GILE) Authentic Writing Projects Animating International Communication and Cultural Exchange
Lange, Elizabeth; Gorshkov, Victor (Kaichi International University)
The presenters will discuss the powerful motivating role of authentic writing projects inpromoting international communication and cultural exchange. International friendshipletter exchanges have proven to be a successful way of activating foreign language students’language acquisition. Showcased will be several examples of such authentic writing
projects between university students in Japan and various levels and ages of students inAustralia, Laos, and China. Steps for emulation and suggestions as to how to animate theL2 experience in conjunction with specific international events and occasions will also bedemonstrated.
(GILE) Erasmus + Programme and Learning By Teaching (LdL)
Sakamoto, Hitomi (Toyo Gakuen University)
The Erasmus Programme (European Region Action Scheme for the Mobility of University
Students) started as a European Union student exchange programme in 1987. Erasmus+
is for education, training, youth, and sport, which runs from 2014 to 2020, withorganisations invited to apply for funding each year to undertake creative and worthwhile
activities. The presenter joined a youth exchange programme in Hungary for a week
and learned the didactic method called LdL (Learning by Teaching). The theme of thestudents’ project was “Let’s create a more healthy Europe.” The presenter also describes
how she taught Japanese culture to Hungarian students.
(GILE) Independent Discussions in the Classroom
Berry, Sam (Aoyama Gakuin Senior High School)
This presentation will discuss the use of independent discussions at a Japanese highschool. In independent discussions, students read an assigned news article at homeand prepare their own discussion questions. In the following class, students discuss thearticle in groups of four. This approach may promote increased student responsibility andparticipation in discussions and also help to foster critical thinking skills and engagementwith current affairs. The presentation will cover how independent discussions are handled,
relevant materials, assessment methods, reflections, and may be of practical benefit
to teachers currently teaching or considering including discussion activities in theirclassrooms.
(GILE) Methods of Teaching Maori Studies in Japan
Cotter, Matthew James (Hokusei Gakuen University)
This poster session will introduce the methods used to teach an elective university course,
titled “The History, Culture and Present Day Status of Maori.” A range of investigative,
group-based knowledge sharing, kinesthetic, and online activities and assignments madefor an engaging yet productive learning experience. Effects of participation in the course,
measured via a precourse and postcourse questionnaire, suggested not only an increased
interest in the Maori culture, but also a heightened awareness and interest in Japan’s
indigenous people and culture, the Ainu.
(GILE) Word Choices and Frames In the Matter of Discussing a Global Issue In a
Classroom: A Case Study of the Controversy over Whaling
Yuan, Xiaoben (Tohoku University)
This study explores word choices and their corresponding frames regarding controversial
issues. Frame is defined as the cognitive process that relates semantics to one’s
encyclopedic knowledge. The author points out that animal rights organizations often
refer to whaling as “slaughter” or “bloody practice”, which evoke the corresponding frameof KILLING. On the other side, Faroe Islands and Japan discuss whaling as “hunting”,“harvesting”, which corresponds with the frame of FOOD GATHERING. By offering a
range of speculations about how words and frames construct one’s worldview, this study
provides a solution for educators on how to offer a neutral viewpoint.

(MW) Sharing More Than Ideas: Introducing Lessonstock.com
Skeates, Colin (Keio University)
In this presentation, lessonstock.com is introduced, a new free-service language lesson
materials sharing website. Often teachers have painstakingly created language coursesthat only their students know about. This is unfortunate as material writing is an essential
component of classroom learning (Garton & Graves, 2014) and is one important way thatteachers develop (Tomlinson, 2012) when coupled with feedback (Ellis, 2011). Lessonstock.
com aids distribution of modifiable teacher-created materials by providing a platform for
feedback. Attendees will learn more about the current state of language learning materials
research and how lessonstock.com can be a source for teacher professional development.
(PRAG) Aggressive Retsuko and the Pragmatics of Power Harassment
Occhi, Debra Jane (Miyazaki International College)
This work analyzes official and popular messages about pawahara (power harassment’).
Sanrio’s newest character is a 25-year-old OL (office worker), Retsuko, a red panda. We
can juxtapose Hello Kitty’s charmed life with the daily round of macro- and microaggressions Retsuko suffers in her workplace. The Japanese Ministry of Health, Labor, andWelfare defines pawahara largely as a communication problem. Retsuko’s coping strategies,
though humorous, do not effectively deal with the issues she faces. This poster analyzes thepragmatic aspects of the MHLW’s definitions and Retsuko’s responses and critiques theirimplied pedagogies.
(PRAG) Invitation Strategies: How Do Americans “Invite” Others?
Marta, Samantha (Kanda University of International Studies)
Many second language learners have lots of vocabulary and grammatical knowledge
but very little knowledge on the function or the social and cultural norms of American
pragmatics. Without knowing and applying these so called secret pragmatic rules, second
language learners can easily put themselves or the invitee in an embarrassing situation orcause misunderstanding. This poster will analyze how Americans make, accept, and decline
invitations by introducing a flow chart that explains three common invitation response
strategies: go-aheads, blocking, and hedging. To see how these strategies can be incorporated
into the classroom effectively, some successful activities will be shared.
(SDD) Boost Student Self-Confidence With Drama
Kobayashi, Dawn (Onomichi City University)
In this poster presentation, I will introduce drama techniques and activities that I have usedin class to build students’ self-efficacy and improve their overall speaking skills. Low selfconfidence is a powerful demotivator for our students (Sakai & Kikuchi, 2009). However,confidence and self-efficacy are essential attributes for positive study outcomes (Bandurra,2012). Thus, as teachers, we need to attend to affective factors within our pedagogicalapproaches. This presentation will be of interest to university or high teachers keen to boost
their students’ confidence and also those interested in how they can incorporate drama
activities into their teaching toolkit.
(TBL) Happiness Is a Warm Pen
Koby, Cory J. (Miyagi Gakuin Women’s University)
Creativity in the Japanese EFL classroom is a rare commodity. Following the teachingsof Alan Maley and his creativity collective—the C-Group—the presenter designed andexecuted a series of three creative writing activities in prose and poetry that activated thecreative energy within his 2nd-year university students’ minds. Pre- and posttreatment data,
as well as actual student writing samples, will be displayed, which demonstrate a generally
positive reaction to this unusual approach to L2 writing. Both the benefits and challenges ofattempting creative writing in the L2 classroom will be discussed by the presenter.

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(TD) You Teach Nursing English? Meet JANET
Capper, Simon (Japanese Red Cross Hiroshima College of Nursing); Porter, Mathew(Fukuoka Jo Gakuin Nursing College)
This poster provides an opportunity for teachers of nursing English to meet JANET —The
Japan Association for Nursing English Teaching (全国看護英語教育学会) and to play anactive part in our community of Japan-based nursing English teachers. JANET provides(a) a repository for nursing English materials and resources, (b) a forum for discussion
and collaboration, (c) opportunities to organize conferences and events, and (d) a support
network for nursing English neophytes. If you’re involved in the field, why not join us, andshare your interests and expertise with our community?
(TD) Improving Attitudes: Making Group Work More Effective
Xethakis, Larry (Sojo University)
Students’ attitudes towards group work can have a powerful influence on their willingness
to engage in it and on the learning outcomes associated with this approach to the language
classroom. This presentation examines some of the factors that influence students’attitudes such as anxieties about working with others (social anxiety) and the skills needed
to function effectively in groups (group-work skills). Suggestions and recommendations
from the literature and the presenter’s personal experience for strategies to help overcome
the influence of these factors, such as structuring activities, improving communication,and training students in group work skills will be discussed as well.
(TEVAL) Using a Mixed Methods Approach for Psychometric Instrument Investigation
Rupp, Michael James (Tokai University)
Psychometric instruments (questionnaires) are often used to measure learner attributes in
L2 environments. However, without proper vetting through statistical means, the resultsof such surveys can be called into question. This presentation will demonstrate how using
a mixed methods approach involving statistical (CFA and EFA) as well as qualitative
methods (such as focus groups) can aid in finding and solving potential issues withsurveys, focusing on results from the author’s research on a widely used instrument formeasuring locus of control (LoC) in the Japanese secondary and tertiary contexts.
(TEVAL) Comparing Standardized Tests: VELC or OOPT?
Rowberry, Jon (Sojo University)
The Oxford Online Placement Test (OOPT) is a computer-based adaptive test whichtargets the global EFL community while the Visualizing English Language Competency(VELC) Test was developed to specifically target Japanese university students. This
poster will compare the use of both these tests for placing non-English major students
into English communication classes at a private university in Kyushu. The advantages
and disadvantages of each test are described from the point of view of university
administrators, course managers, classroom teachers, and test-takers.
(THT) OneNote Class Notebook for Teachers at Multiple Schools
Campbell, Jonathon (Ferris University); Duplice, John Anthony (Asia University)
Many teachers in Japan teach at multiple schools concurrently and therefore are required
to use a number of different learning management systems. It can be very time-consuming
and troublesome having to deal with the intricacies of each different system. Microsoft’s
free OneNote Class Notebook application enables teachers to consolidate all of thesesystems into one. This poster presentation will describe the presenters’ experiences andthe various functions of OneNote Class Notebook in both university and business English
classes. Specific examples of use with popular learning management systems and actualclass case examples will be discussed in this interactive poster presentation.

(THT) Workshops That Work! Visiting Kyrgyzstan With THT
Palmer, Roger William (Konan University, Hirao School of Management)This poster describes the work of Teachers Helping Teachers (THT) in Kyrgyzstan, Central
Asia. THT provides teacher-training workshops for fellow language educators informed bycurrent research in the field. Subtopics covered in the poster include the Kyrgyz teachingcontext, partnership with the FORUM English Teachers’ Association, key university hostinstitutions in Bishkek and Osh, tips for prospective delegates when applying, and what toexpect in the country. Delegates gain from the experience of presenting at an internationalseminar, their interactions with co-presenters and local teachers, and from the naturalenvironment of Kyrgyzstan and hospitality of its people).
(TD) Developing Trainees’ Ability to Teach English in English
Howard, Anne McLellan (Miyazaki International College)
Many teachers may be challenged by MEXT guidelines, most recently in the “English
Education Reform Plan Corresponding to Globalization” (MEXT, 2014) which states thathigh school and junior high school English classes are to be taught in English. Even ateacher with relatively high conversational ability may not have the language skills to teachin English (Freeman et al., 2015). This poster session describes activities that were developed
for an undergraduate teacher training program to help students develop abilities such as
explaining concepts in English, signposting important information in a classroom andchecking comprehension.
(TYL) Capture Children’s Imagination With Stories
Ito, Florence Valderama (Saitama Board of Education); Wigmore, Sandra Daina (FACE
English Academy)
This Collins presentation introduces the joy of learning English to young children throughCollins First English Words. Storytelling with colorful story cards activates young learners’
imaginations and facilitates the introduction of key context words and phrases. Songs,
games and activities inspire, encourage, and assist young learners to build their language
knowledge and pronunciation. In our classes, children have learned to enjoy storytellingindividually or as a group with First English Words story cards.

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JALT2017: Language Teaching in a Global Age:
Shaping the Classroom, Shaping the World
The 43rd Annual JALT International Conferenceon Language Teaching and Learning &Educational Materials Exhibition is one of thepremier professional development events forlanguage educators worldwide. It will be held at
the Tsukuba International Conference Center(Epochal Tsukuba) in Tsukuba, Ibaraki, Japan.
For more information, go to
http://jalt.org/conference48Saturday Afternoon Presentations
B101 (BIL) Being Mixed-Race in Japan: Perceptions/Views From Japanese
University Students (2:45–3:10)
Shaitan, Alexandra (Gakushuin University)
Although studies have examined bilinguality and hybrid identity in many contexts(e.g., Luke & Luke, 1999; Noro, 2009; Schilling-Estes, 2004; Sechrest-Ehrhardt, 2012),
including studies of adolescents in Japan (e.g., Greer, 2003, 2005; 2012; Kamada,2008, 2009; Kanno, 2006; Murphy-Shigematsu, 1997), this study focuses on how
Japanese university students view mixed-race individuals born and raised in Japan.
In particular, the main research question focuses on Miss Universe Japan contest andits winners. The data is based on qualitative research gathered over the period of 3
months. This presentation would be of interest to parents and educators.
B102 (OLE) Professional Learning for Teachers of Students With SpLD
(2:45–3:10)
Ho, Fuk-chuen (Education University of Hong Kong)
This presentation details a programme designed to deliver in-house training forlanguage teachers of students with specific learning disabilities (SpLD). An interschool platform was set for the interactive exchange of ideas, resources, services, andexpertise. During the training period, teachers worked collaboratively to prepare alesson plan. Teachers were provided with the opportunity to visit each other’s schools
for lesson observation. The lesson plan was tried out four times in different classes ofthe same grade level. A postconference meeting was held after each observation. The
teachers’ response was positive about this arrangement.
B103 (GALE) Gender Style of Japanese Communication (2:45–3:10)
Hamamoto, Satoko (Yasuda Women’s University)
The academic discourse surrounding gendered communications is ongoing andcontentious. This study examines the gender differences of Japanese communication.
This project uses data of single-sex conversations collected from 20 male and
20 female university seniors. The most interesting result is that distributions ofinterruptions and assertiveness are almost the same for both groups, but more
backchannels and pronouns of first- and second-person are used by male speakers.
In light of the quantitative results, this phenomenon shows evidence that male andfemale Japanese university students are not conforming to a stereotype.

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B104 (LLL SIG Forum) Lifelong Learning for Recreational
Athletes and Teachers (2:45–4:10)
Dias, Joseph Vincent (Aoyama Gakuin University); Lambert, Nicholas (ToyoUniversity); Namba, Kazuko (Aoyama Gakuin University)
Nicholas Lambert will speak about the English communication needs andlimitations of recreational sport participants at all ages based on extended
interviews he conducted in Japan and New Zealand of professional and amateur
sport coaches, instructors, and trainers. Since fitness and sport are important
lifelong activities that are frequently carried out in intercultural contexts, English
communication skills play a key performance role. Joseph Dias and Kazuko Namba
will speak about how TED Talks can be used by teachers to extend their lifelong
learning opportunities in much the same way that reading circles have establishedcommunities of lifelong learners.

B105 (GILE) Re-evaluating Learner-Centered Approaches for Nonnative
Speakers in Academic English Writing Class (2:45–3:10)
Ghosh Dastidar, Debasrita (Osaka University)
Academic writing is a complex area as students not only have to write about theirunderstanding but also explain, describe and compare their findings in clear andprecise terms using discipline-specific vocabulary. Therefore, it is a difficult hurdle
for nonnative speakers who have to focus on their language proficiency as well. This
presentation is about how we can transform an academic writing classroom into avibrant active learning environment. For this I would like to draw upon strategies
from my own classroom and how they have been put into practice effectively.
Students are challenged to discuss, contribute and participate in the learning
process.
D101 (CU SIG Forum) Expanding Students’ Interest in English with an Eye on
Global Citizenry (2:45–4:10)
Gough, Wendy (Tokai University); Newbury, Daniel (Fuji University); Dunn,
James Dewitt (Tokai University); Valies, Kinsella (Nihon University); Rouault,
Greg (Tezukayama Gakuin University)
Fostering and intrinsic motivation can be challenging in EFL environments,
where learners may struggle to connect English to their post-graduate ambitions.
As such, language educators are tasked with keeping a dual focus: language teaching
and learner motivation. Connecting current learning with the distant horizon isno easy task. Presenters will discuss creative pedagogical methods that promotesustained interest inside the classroom and provide practical applications in the realworld.

D103 (TYL) Concept Mediation by Elementary L2 Learners (2:45–3:10)
Williams, Clay Hunter; Naganuma, Naeko (Akita International University)
This presentation details a study of elementary school-aged English learners
investigating whether they can directly access the conceptual level, wherein
images and meaning are stored in the brain during initial vocabulary instruction
or, like adults, mediate meaning via translation to their L1. In a pilot study using
psychometric testing techniques, children demonstrated conceptual access by
displaying faster reaction times in matching L2 vocabulary with pictures than with L1
written words after a single vocabulary teaching session. Instructing vocabulary using
pictures seemed to further boost this effect, suggesting that picture-based vocabulary
instruction may be more efficient than translation for elementary students.
D104 (LD) Students’ Voices in Telecollaboration: What They Do, Think, and Learn(2:45–3:10)
Peña Clavel, Maria de la Paz Adelia (National Autonomous University of Mexico)
Since 2008, the Self-Access Learning Centre (SALC) of the Foreign Language
Centre (CELE) at the National Autonomous University of Mexico (UNAM) has
implemented one-to-one videoconferences pairing Mexican undergraduates learninga foreign language with students learning Spanish in other countries so that they
can develop their oral skills. This activity is also known as teletandem. This talkpresents a descriptive study carried out in 2016 with learners participating in thistelecollaborative project. The results revealed students’ beliefs, actions, and learningwhen engaged in teletandem. Finally, guidelines will be given to teachers interested inrunning teletandem sessions in a class or SALC.
D105 (TD) Revisiting Challenges in an Intercultural Context (2:45–3:10)
Tanabe, Julia (University of Pécs, Hungary)This presentation discusses some challenges language teachers face and how teacher
cognition in an intercultural context affects the learning outcome. A Japanese
language teacher, teaching Japanese to Hungarian students, and a Hungarian language
teacher, teaching English to Japanese students, reflected on their classroom practices
in Hungary, in the form of in-depth, semistructured interviews. Content analysis
revealed that the main challenges were language barriers, time constraints, andintercultural differences. Overcoming these challenges gave both teachers a feelingof success: Japanese students were able to improve their speaking skills, whereas
Hungarian students received scholarship to Japan, due to enhanced Japanese language
proficiency.

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D202 (GILE) Expanding Students’ Self-Awareness and Cultural AwarenessThrough Intercultural Communication Activities (2:45–3:10)
Velasco, Daniel (The Chicago School of Professional Psychology)
This presentation will provide an overview of research and theories related tocommunicating with people of different cultural backgrounds. Participants will
engage in strategies to use when counseling individuals, couples, and families
as well as teaching, consulting, and working in international or multinationalclassrooms educational institutions, companies, and organizations. The
presentation will conclude with training in one of the most common interculturalcommunication exercises—the EAD. (evaluate, interpret, describe). EAD. fosters
greater self- awareness and discernment between objectivity, inference, andjudgment and uncovers underlying prejudices in order to promote positive change
in ourselves and those around us.
D203 (CALL) Using TED and NAWL to Evaluate Online
Vocabulary-Learning Apps (2:45–3:10)
Ashcroft, Bob (Tokai University, Sapporo)
The presenters recently completed developing an online research tool to measure
the relative vocabulary gains resulting from student interaction with three distinct
vocabulary computer apps. Twenty vocabulary items for each app were lifted fromthe scripts of three corresponding TED Talks, and all items appear in the New
Academic Word List (NAWL). Vocabulary gain is calculated from a pre/post,
identical 20-item receptive vocabulary measure. The web-based tool delivers alltreatment conditions and collects all research data. The presenters will demonstrate
how they developed the online research tool and also give a full description of theexperimental design.
D204 (TEVAL) Score Comparison of New and Old TOEIC L&R (2:45–3:10)
Kanzaki, Masaya (Kanda University of International Studies)This study examined the comparability of scores from the new version of the
TOEIC Listening and Reading test, introduced in May 2016, and the previous
version in response to test takers’ concerns that the format changes could negatively
affect their test results. The scores of 141 university students who took both versions
were analyzed using descriptive statistics, and correlations were examined. Whilethe new version may seem more difficult with the addition of complex question
formats, the average score for this version was 12 points higher, and the scores of
the two versions correlated at .87.
D205 (LD) Verbs That Make Us Pay Attention to Your Writing (2:45–3:10)
Hanae, Helen Margaret (Toyo University)
A good piece of writing can carry a heavy topic efficiently and enjoyably to its
logical conclusion, without breaking a sweat or losing its way. Fortunately, it is not
hard for L2 writers to master common verb combinations that help to keep readers’attention focused on major aims and conclusions. Even you may be surprised tofind these verbs (modals, causatives, control verbs, raising verbs) adding interest to
the start of your academic papers, or punch to the conclusion of your casual tweets.
Use verb combinations to give L2 writers the same control over the development of
their ideas.
D206 (Sponsored) Xreading: What’s New and What’s Coming (2:45–3:10)
Goldberg, Paul (englishbooks.jp/Xreading.com)
Xreading, the online system that provides students with unlimited access to graded
readers and allows teachers to track their students’ reading progress, was launched
2 years ago. At that time, the system had only 78 books from two publishers andprovided basic functionality. Now it has over 800 books from 10 publishers and boasts
a multitude of new features. In this presentation, the founder of Xreading will explain
how the system has grown over the past 3 years and what new functionality andfeatures can be expected in the future.
B101 (BIL) Parents’ Interpretation of the Hafu Referent (3:15–3:40)
Kanai, Tenesha (ALTIA Central Japan)
Most parents of bicultural and bilingual children living in Japan recognize theinescapably mainstream usage of the word hafu in reference to their children.This
study focuses on parents’ interpretation and perception of the word hafu as usedwithin Japan to describe their children’s appearance. Based on results obtained frominterviews conducted with parents of children 0 to 5 years old, the presentation
discusses whether this linguistic discourse is negotiated, accepted, or rejected andthe effect of parents` interpretation on the strategies taken in raising their children in
Japanese society.
B102 (OLE SIG Forum) Expand Your Languages (Beyond Your First
Foreign Language) (3:15–4:40)
Krause-Ono, Margit (Muroran Institute of Technology); Schmidt, Maria Gabriela(University of Tsukuba); Hunke, Morten (Aoyama Gakuin University); Szirmai,
Monika (Hiroshima International University)
The presentations in this forum will shed light on various situations the teachingand education of other foreign languages mainly at university level in Japan. Amongothers, some of the following questions will be tackled: What are the advantages of(even very basic) multilingualism? Which tendencies can be seen at universities?
What does MEXT expect of the CEFR and how does CEFR transform language
teaching? How to integrate intercultural communication into language teaching? How
to align the teaching of several foreign languages? Students’ voices and strategies tokeep and possibly expand the teaching of other foreign languages will be discussed.

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B103 (GALE SIG Forum) Expanding Gender (3:15–4:40)
McCandie, Tanja (Meijo University); Gillis-Furutaka, Amanda (Kyoto Sangyo
University); Kimura, Julie (Temple University)
This forum will examine gender in Japan from three different perspectives. Tanja
McCandie will look at the imbalance within JALT concerning gender and ethnic
representation and discuss how JALT could adapt to better suit the needs andinterests of many of its members. Amanda Gillis-Furutaka will discuss the culturalconcept of kawai, its history, the positive and negative connotations of kawai andthe characteristics that designate both males and females as kawai. Julie Kimura will
discuss how feminist theory may be applied to female foreign language teachers inJapan who are all from inner circle countries and of European descent.
B105 (BRAIN) Self-Transcription Combats Accuracy/Fluency Tradeoff(3:15–3:40)
Kimura, Harumi (Miyagi Gakuin Women’s University)
Past research has demonstrated that although task repetition helps enhance
fluency, it does not contribute to accuracy. Considering the power of repetition
and the significance of transfer advocated in brain science, there will be a needto purposefully facilitate the balanced learning process. This is a pilot study toinvestigate whether self-transcription can redistribute learners’ focus to formand contribute to development in sophisticated L2 use. The results point to higheducational value of using self-transcription, which allows learners to use their L2
knowledge for self-correction and encourages them to improve the quality of their
L2 production.
D103 (TYL) Teaching Adopted/Foster Children in Japan: Ascribed and Claimed
Identities (3:15–3:40)
Cook, Melodie Lorie (University of Niigata Prefecture)
Recently, there has been much in the news about how Japan compares to the restof the world in its treatment of foster children, generally by institutionalizing,rather than by finding homes for them. Another problem is dealing with suchchildren (as well as adopted children) in schools, as teachers may not be aware of
the backgrounds of such children and the issues they face daily; such issues may
affect how they are interact with other children at school or how they fare in theclassroom. I hope to shed light on these issues and how they can be handled.
D104 (LD) The Secrets of the ALL ROOMs, an Autonomous Language Center(3:15–3:40)
Hamada, Yo; Tomaki, Shiho; Chiba, Mikoto; Sato, Ayaka (Akita University)
The presenters will reveal the secrets of the ALL ROOMs, a small but successful
autonomous language learning center. In this presentation we will briefly describe
its 7-year history and show the main principles as well as what students are able toaccomplish there. Next we will introduce the events that students can participate

in to improve their English. Further on, we will explain how the ALL ROOMs aremanaged, including the recruitment of student staff members and support from theuniversity. Finally, students’ English improvement and motivational changes will be
discussed.
D202 (GILE) A Matter of EMI Teaching Style: A Pilot Study on an EMI Financeand Business Management Program in Taiwan’s Higher Education (3:15–3:40)
Li, Min-Yu; Lan, Yu-Su (Chang Jung Christian University, Taiwan)
The purpose of this study is to investigate an appropriate EMI teaching style fortoday’s college students. Subjects are students from an EMI program in the field ofinternational finance and business management at a university in southern Taiwan.
Based on Grasha’s (1994) model of teaching style, subject students are invited toindicate how they view the different ways teachers present information, interact withstudents, and manage the classroom tasks through a self-developed questionnaire.
The result of the study is hoped to identify one of the appropriate EMI teaching styles
specifically for Taiwan’s college students today. Pedagogical implications will be madeas well.
D203 (CALL) Anchor: An SNS for Authentic Speaking Practice (3:15–3:40)
Macleod, Colin (Atomi University)
Conversations in the language-learning classroom are often boring and inauthentic;
heavily drilled dialogue does little to motivate students. However, a new SNS called
Anchor (essentially Twitter for spoken communication) has the potential to takeconversation beyond the classroom walls. This presentation will introduce Anchor
and its strengths as a language-learning tool, and detail how the presenter has used itwith his students. Suggestions will be made about how students in different classes,
different universities, and even different countries could be coordinated to engage inauthentic and meaningful conversation with each other.
D205 (LD) Planning and Implementing a School-Wide Write (3:15–3:40)
Cassidy, Peter Sean (The Canadian International School in Tokyo)
This presentation will strive to give attendees the step-by-step procedures for
conducting a “School-Wide Write.” Strategies for organizing both teachers andstudents across an entire school, in order to collect and assess writing samples fromtwo different points in the year, will be highlighted as it happened at the CanadianInternational School in 2015–16. The goal of any “School-Wide Write” is student
growth, and it will be shown how this writing assessment activity can inform teachingpractices through the analysis of data leading to strategies in the writing classroom.

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D206 (TD/THT SIG Forum) Innovative Teacher Development—in Japan and
Abroad (3:15–4:40)
Cornwell, Steve (Osaka Jogakuin University); Denston, Bernadette (Konan
Women’s University); Jeffrey Morrow (Prefectural University of Kumamoto);
Palmer, Roger (Konan University, Hirao School of Management); Snyder, Bill
(Kanda University of International Studies); Tomei, Joe (Kumamoto Gakuen
University)
In this combined forum, the TD SIG and the THT SIG will discuss different aspectsof teacher development that have emerged from the work in their respective SIGs,
discussing how teacher development has taken place not only in the groups that wehave worked with but internally, providing us with different ideas and approaches.
This process of development, where external change and internal change are linked,
is applicable to other SIGs and we hope to highlight the possibilities that may betransferable to other SIGs.
D105 (TD) Exploring the Teaching Practicum Experience Through L2 Poetry
Writing (3:15–3:40)
Iida, Atsushi (Gunma University)
Second language poetry writing can be used to explore personal or professional life
histories. This poetic inquiry explores a Japanese preservice teacher’s experienceof English language teaching by analyzing five English poems regarding her
secondary school teaching practicum. The collection of poetry presented hermultiple identities as a student-teacher and a professional teacher. This study also
revealed her emotional responses to the teaching practicum experience: struggle inproviding “better” lessons, competition to become a “better” teacher, the dilemma
between what she wanted what she had to do, happiness to work with her pupils,
and anxiety to work as an in-service teacher.
D204 (TEVAL) Objective Subjective Scoring for ESL Speaking－客観的、主観的な採点ー (3:15–3:40)
Gardiner, Austin
The Objective Subjective (OS) Scoring system elaborated in this presentation
puts students in the role of self-evaluators using an objective criterion. Group
conversations are captured on video, after which students transcribe theirconversations using the Computer Language Analysis (CLAN) program. Teachers
who are looking for ways to motivate students to be autonomous speakers may
benefit from this approach. It involves a speaking assessment which makes students
responsible for their own development, with the added benefit of promoting
computer literacy and awareness of classical text measurement scales. The test isserious and fun, analytical and illuminating.

B101 (BIL) Integration of A Late Immersion Child Into Japanese Public School
Curriculum (3:45–4:10)
Wanner, Peter John (Tohoku University)
This paper provides details of a case study of a bilingual child with English as his
main language. He had no experience learning Japanese and entered a Japanese JuniorHigh School in Sendai. The student was assigned volunteer tutors who helped him
get adjusted into the Japanese curriculum that is provided in public schools. Progressof the subject on vocabulary development throughout the year and the subject’s
understanding of grammatical structures highlighting the particle markers andspecific phrase structures where errors exist in his sentence production are identified
such as identifying when to use wa or ga.
D104 (LD) Digital Transformations (3:45–4:10)
Arao, Arnold Fargas (Kurashiki Board of Education)
Technology has become ubiquitous, shaping social interaction and the managementof information. Teachers continually struggle to incorporate these technologicalchanges into practice with many classrooms remaining technologically free whileothers do little more than replace traditional practice. In fact, general education
still reinforces frameworks in which students are information-consumers rather
than knowledge-producers and little opportunity is provided to engage in criticalanalysis and integration of information to construct authentic meaning. This resultsin student populations that are information rich but knowledge poor. More than atool to enhance practice and drive learning, technology has the potential to generate“affordances” that can truly innovate learning.
B105 (BRAIN) Cards Against Humanity as a Gateway to Improved Metaphoric
Cognition (3:45–4:10)
Dunn, Robert G (Kinki University)
In Metaphors We Live By (1980) Lakhoff and Johnson note that everyday
communication is shaped by the language of conceptual metaphors. The ability to use
metaphors must then be seen as an important aspect of communicative competence.
This presentation will examine the conduct and results of a preliminary study into
the effects of playing the game Cards Against Humanity (CAH) The study followeda small group of male Japanese university students over a semester of gameplay andsuggests that exposure to this game and its ribald wordplay may improve the ability tocreate and comprehend metaphors in English.

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D103 (TYL) Effectiveness of Team Teaching in High Schools (3:45–4:10)
Hasnain, Farrah (Shizuoka Board of Education, JET Program)
English education and team teaching in Japanese public and private high schools
demand the collaboration of JTEs and ALTs. The roles of each in terms of lesson
preparation and materials selection, as well as the perceived agency of the Japaneseteachers of English (JTEs) and assistant language teachers (ALTs) in the national
foreign language curriculum can become sources of conflict and dysfunction. Thisis an examination of their preservice and in-service training. High school ALTs andJTEs nationwide were surveyed and interviewed. Both parties felt that there needs
to be clearer guidelines of their individual roles to team-teach effectively.
D105 (TD) Use of Authentic Material in the EFL Classroom (3:45–4:10)
Leroux, Richard Todd (Hakuoh University)
This quantitative study investigated learner attitudes, instructor practices, andinstitution policy with regards the use of authentic material in EFL contexts. Special
focus was placed on the use of complete movies or TV show episodes as classroom
content. Results indicate that learners enjoy the opportunity of engaging suchmaterial and feel they could improve their English ability as a result. Instructor
practices indicated limited use for a variety reasons though institution policy
guidelines do not exist or are not delineated. Findings suggest a significant gap
between learner attitudes, instructor practices, and institutional policy. Good
practices guidelines are presented for critique.
D202 (CUE) Shifting Imagination: Self to Other L2 Motivation (3:45–4:10)
Fukada, Yoshifumi (Meisei University); Falout, Joseph (Nihon University); Murphey, Tim (Kanda University of International Studies); Fukuda, Tetsuya (International Christian University)
For a decade, mainstream L2 motivation theory and applications have been
focusing on the learner’s self, adopting the concept of ideal L2 self. However, thepresenters have spent the last 5 years shifting the focus from the learner’s self to thelearner’s classmates, that is, the innovative concept of Ideal L2 Classmates assumes
the potential positive impact that learners have on co-constructing each other’s
motivation, performance, and learning. The presenters highlight findings fromquantitative and qualitative data accumulated over the last four years, and they will
also show some class activities that promote learners’ visualizing of their Ideal L2
Classmates.

D203 (CALL) Adapting Song Lyrics Effectively Using iMovie (3:45–4:10)
Worden, Daniel Paul; Asquith, Steven; Frazier, Erin (Kanda University of International Studies)This presentation will introduce a multimodal project-based unit. The unit uniquely
employs music in a way which is engaging pedagogically sound and enables learners
to produce meaningful language. Learners are provided strategies to identify andapply pronunciation, speech patterns, and linguistic chunks. They then use thisknowledge to adapt lyrics into dialogs. This requires learners to “critically reframe”
their knowledge through different modes of communication, developing practicalskills learners can use in a global context. This method is applicable to learners of alllevels, as well as instructors interested in using music and technology in a rewarding
and creative way.
D204 (TYL) Washback on Speaking Ability: A Literature Review (3:45–4:10)
Ito, Takahiro (Akita International University)
In Japan, university entrance examinations are thought to have a significant effect onteachers and students in the classroom. The testing system is believed to be one of themain reasons why many Japanese high school students avoid speaking English. Now,
the government is trying to develop students’ speaking ability by implementing a new
curriculum and test in 2020, which includes a speaking test. This presentation will
discuss the findings of a literature review on the topic, such as an expected washbackfrom speaking tests and the importance of teacher training on teaching methods forpromoting positive washback.
D205 (LD) Global Peace and Conflict Games (G-PACS) (3:45–4:10)
Morimoto, Yoko; Ishikawa, Yusuke; Kawachi, Shun (Meiji University)
We will introduce Global Peace and Conflict Game, a hands-on simulation gamedeveloped by the presenters. The game was inspired by John Hunter’s World Peace
Game, Model United Nations, and negotiation point games played by students
at Northwestern University. In this game, participants assume roles of leaders ofimaginary states in various conflicts, negotiating issues such as security and trade
friction. We find it quite an effective tool for intermediate and advanced English
learners, especially for improving English negotiation skills. The game includes manyfactors recommended by neuroscientists for optimal learning, such as emotion,
unexpectedness, collaboration, physical movements, and fun.

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B101 (Sponsored) Helping Students Discover Conversation (4:15–4:40)
Boon, Andy (englishbooks.jp)
Conversation is the foundation of human communication. The new textbook,
Discover Conversation, gets students involved in analyzing near-authentic spoken
discourse. First, essential scaffolding is provided as students are introduced to andpractice the moves that make up typical conversations. The students then listen
to, analyze, and code the moves for a near-authentic conversation. They thenundertake their own similar conversations in class. Finally, students transcribe theirbest dialogs providing a record of their conversational development.
B104 (LD) Using Teacher Experience to Bring Content to the University(4:15–4:40)
O’Halloran, Jane (Okayama University of Science); McAulay, Alexander (Yokohama National University)
This show-and-tell presentation will describe how two university teachers, withbackgrounds in screenwriting and building conservation respectively, introduce
content in EFL courses to facilitate authentic English communication in the local
community. The presenters will describe various courses they have run in the past,
including a Screenwriting Seminar where students went on a field trip to a rural siteof architectural conservation interest and wrote a short film script inspired by thelocation. The presentation will consider how similar arenas in Japan offer opportunities for students to expand their interests and think differently about their own
developing bilingualism.
D103 (TYL) Fun with Mini-Musicals! (4:15–4:40)
Westerhout, Gart Thomas (Kinjo College)
When teaching English to children, the use of music, drama, and just plain fun
goes a long way towards helping them enjoy learning. In teaching Early Childhood
Education English to future kindergarten teachers, I provide them with the chanceto act out several small playlets, drawing on my many years of experience as achildren’s and community theater director. I have put on these musicals withJapanese kindergarteners and elementary school children as well, sometimes
as on the spot plays and other times with practice for public performance. The
presentation will include audience participation and handouts.

D104 (BizCOM SIG Featured Speaker) Students’ Study Abroad Financial
Problems Sat 20 May (4:15–4:40)
Simon Humphries (Kansai University)
All students in the Faculty of Foreign Language Studies at Kansai University are
required to study abroad for approximately 10 months during their second year, but
one daunting aspect of this experience is how to deal with financial problems. After
returning from their study abroad, 18 students responded to an online anonymousquestionnaire that asked them to describe their: (a) financial disagreement, (b)attempts to negotiate, (c) level of satisfaction from the outcome, and (d) advice tofuture students. Based on their responses, the presenter will suggest intercultural
negotiation strategies.
D105 (TYL) Expand Your Interests Through Action Research (4:15–4:40)
Hiratsuka, Takaaki (University of the Ryukyus); Fanselow, John F. (Kanda University of Foreign Studies)This presentation will report on a snapshot of an action research project that wasundertaken in English teaching methods courses. The research was inspired by
five premises for innovation in ELT by John F. Fanselow. One of his premises, forexample, suggests that teachers make small changes in their lessons in order toimprove teaching effectiveness. Data were gathered from 34 university students,using classroom observation, essay writing, and interviews. Findings indicate that theparticipants experienced a vast variety of feelings and emotions, including doubts,
confusions, enlightenments, and revelations, toward the premises and teaching styles
employed in the course.
D201 (CALL) Japanese University EFL Teachers’ Self-Efficacy Beliefs:
A Profile Analysis (4:15–4:40)
Praver, Max (Meijo University)
Teachers with higher self-efficacy tend to exhibit greater enthusiasm, show greatercommitment, and have more resilience in the face of setbacks. Despite the seemingly
positive outcomes this topic has displayed in the field of general education, teacher
self-efficacy has hardly been explored in an EFL setting. This presentation will
examine the results of a profile analysis of teachers’ self-efficacy beliefs based onnative language, teaching experience, contract and tenured status, and gender. A
profile analysis, a special application of a MANOVA, was conducted to check theparallelism, levelness, and flatness of the self-efficacy scores among the various
groups.

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D202 (CUE) Vocabulary for Culinary Arts—A Corpus-based Study for
ESP Applications (4:15–4:40)
Hou, Hsiao-I (National Kaohsiung University of Hospitality and Tourism, Taiwan)
This study represents a corpus-based approach to investigate the key vocabulary
and their combinations of technical terms in the domain of culinary arts. A
culinary arts (CA) corpus consisting of 122,353 words from textbooks in the fields
of western culinary arts, oriental culinary arts, and baking was constructed. The
methodology employed was a step-by-step refinement of vocabulary analysis, using
available corpus software including Wordsmith and Lexical Tutor. Word-frequency
lists were used to differentiate the most salient vocabulary by comparison withthe general written English. Domain-specific nouns and multiword combinations
were then focused on. Based on the research results, ESP vocabulary teaching
implications are proposed.
D203 (CALL) Assistive (AT), Cosmetic (CT), & Disruptive Technology (DT)
(4:15–4:40)
Gallagher, Brian (Meijo University)
Assistive technology (AT) is any device, piece of equipment or system that helps a
person with a disability work around challenges so they can learn, communicate
or function better. Disruptive technology (DT) disrupts learning or can be used
to bring about change. Understanding what these are and how they work is thefirst step towards finding the right tools for our students and to implement themin our courses. I will try to categorize both AT and DT using a decision rubric,
while trying to gain insights into classifying Cosmetic Technology (CT) as a third
category.
D204 (Sponsored) Speaking Practice Using Sentence Transformation Writing(4:15–4:40)
North, Cameron James (ESL Learning)
Sentence transformation is an effective method for creating sustained andsupportive speaking practice with second language students. Generally used aspair work, this technique can be used at all levels of ability. The objective is forone student to verbally transform a sentence after listening to the other student
say the sentence. In most cases the students help each other until the sentence has
been correctly transformed. The presentation will elaborate on actual classroom
technique to ensure effective participation.

D205 (LD) Exploring Optimal Self-Access Learning Spaces (4:15–4:40)
Yamaguchi, Atsumi; Tweed, Andrew Dennis (Meijo University)
The study of learning environments has increasingly been attracting the attention of
educators. Self-access centers, in particular, must consider effective ways to design
learning environments because these can directly influence how different spaces are
utilized by learners. As part of its wider globalization initiative, Meijo University has
opened self-access centers at two of its campuses. Known as Global Plaza, these selfaccess centers include design features which aim to promote certain kinds of use by
the students. In this talk, the presenters will discuss specific changes to the learning
environment which have impacted the behavior of learners in the Global Plaza.

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Keynote Panel: National Trends in Education
Saturday, 20 May 5:00–6:00 Kobelco Hall
Please join us for our Keynote Panel. We hope the discussion
will shed light on all of the different directions that language
education in Japan is being developed and help our participants
understand the resulting changes and how to prepare for them.
The discussion will focus on the concrete and pragmatic,
specifically on what is happening, why, and how that willaffect foreign language teachers. Attendees should leave witha better understanding of the current challenges and comingchanges, and have an idea of what they can do to better position
themselves for these changes.
Moderator
Tara McIlroy
Speakers
Tomoe Aoyama, Annette Bradford, Bern Mulvey, Naoyuki
Naganuma, Naoko Ozeki

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Sunday Morning Presentations
B101 (BIL) Early Awareness of Language Choice in a 2-year-old Trilingual Child(9:00–9:20)
Zhan, Ying (Kansai University)
Multilingual children, who are exposed to two or more languages simultaneously,
start to think about and reflect upon the nature and functions of language from anearly age. This phenomenon, or language awareness, plays an important role in theirlanguage acquisition. Through a case study on a trilingual English, Chinese, andJapanese 2-year-old, the author examined evidence of language awareness related tofactors such as participant relationship, situation, and language mode. The author’sdata, from interactive conversations with the child, illustrate how she had developed
age-appropriate awareness to make judgments about language choice considering
those factors.
B102 (OLE) Flipping a Class—Updates and Progress (9:00–9:20)
Budding, Carlos (Akita International University)
For over a year I have used a flipped class approach in my introductory Spanishclass. In a flipped class, a lesson is presented outside of class and class time isused for homework and review. This method was selected to increase speaking
production in end-of-semester exams. After one semester of implementation,
students increased oral output. Student feedback also indicated a need for moreclasses to be flipped. This presentation will show the results of speaking tests
after more lessons were flipped and demonstrate new materials developed to help
support the flipped class approach.
B103 (MW) Making Academic Writing Activities Interactive (9:00–9:20)
Jones, Kent David; Gonzales, Francisco Enrique (Ritsumeikan Asia Pacific
University)
This presentation describes the process of designing materials for the preintermediate English writing curriculum at a private Japanese university. Thesematerials were developed to help learners (a) identify common errors at this level,(b) practice elements of academic writing, (c) raise their awareness of differences
between model texts and their own writing, and (d) collaborate through pair andsmall-group work. We explain the process of collecting common student errors andembedding them in interactive activities, such as information gap exercises. We also
discuss the results from an end-of-semester survey assessing student and teacher
perceptions of the materials.
B104 (SDD) Democratic Debate: Organizing a Debate Festival for All Students(9:00–9:20)
Kluge, David Edward (Nanzan University)
Debate is considered an elite activity that produces many benefits such as improving
communication skills and enhancing critical thinking (Bellon, 2000). Since these64

two skills are often mentioned in many university language curricula, it makes
sense to include debate in the curriculum so all students can benefit, making it ademocratic activity. This presentation introduces a 7-week debate festival project
for approximately 140 second-year students at a junior college. The project waschallenging, yet rewarding for many students, indicating it should be attempted
elsewhere. The presenter will give an overview of the project and will show thehandouts used.
B105 (BRAIN) When Brains Study Abroad 2: Encountering the New (9:00–9:20)
Ryan, Stephen M. (Kwansei Gakuin University)
Encountering the new is the core experience for Study Abroad students. How does thebrain react to new things? How are they recognised, attended to, and processed? How
do new experiences become new learnings? What, if anything, can teachers do toassist or even shape this process? Join me for an exploration of these issues based on
insights from neuroscience, psychology, and education. The goal of these explorations
is to understand the Study Abroad experience so we can enhance its educational
content.
D103 (THT) Outreach Organizations for Helping Teachers Develop Skills(9:00–9:20)
Wanner, Magnolia (Sendai National Technical College); Wanner, Peter John (Tohoku University)
This presentation will describe programs of Balsamo Outreach for Learning andTeaching (BOLT) NPO in Philippines, Vietnam, and Indonesia. Affiliates are universities that help sponsor language teacher education and youth awareness conferences.
BOLT provides opportunities for volunteer teachers to share their ideas with otherteachers and youth also. Two upcoming conferences calling for volunteers with a May
2017 deadline for applications will be discussed. In August there is a one-day language teaching conference in Vietnam and in September there is also another one-day
language teaching conference in Indonesia. This presentation will explain how teachers can become involved in these.
D104 (CT) A Practical Model for SLA Teaching (9:00–9:20)
Chang, Margaret M. (Miyagi University)
In this session, the presenter will give a brief overview of prevalent second language
learning approaches and theories (psychology, neuroscience, and cognition). Their
strengths in terms of improving student communicative competence and theirability to address the needs of the Japanese EFL learner will be highlighted. Finally, acomprehensive, practical framework based on the purpose-driven model, which has
been successfully applied in business management, will be proposed to incorporate
the positive aspects of the various theories.

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D105 (TD) English Enhanced – Reach the Unreachable Learner (9:00–9:20)
Maclauchlan, Kyle (Miyagi Gakuin University)
Gardner’s theory of multiple intelligences helps explain why the enthusiastic clarinet
player sits absentmindedly through English lessons. Students’ preferred intelligences
dictate the way in which they learn most effectively, as well as their comfort andnatural ability levels in the English classroom. The presenter will demonstrate how
to incorporate various intelligences into English education, transforming standard
lessons into English-enhanced hybrids that will engage learners. Activities using
English in combination with sports, art, fashion, architecture, photography, andmore will be demonstrated with audience participation.
D201 (CUE) Making Writing Cognitively Engaging (9:00–9:20)
Fujishima, Cecilia (Shirayuri University)
For decades, typical paragraph writing in textbooks has used modes of classicalrhetoric, such as cause and effect, as the “starting point for instruction in academic
writing skills.” (Tribble,1999). Model texts are provided so students get theconstruction of the paragraph “right.” While competence in structuring ideas
logically and coherently is a valuable base for writing extended discourse, typicalmodels and situations tend to be formulaic, lack imagination, and are removed
from the students’ long-term language goals. This presentation uses examples ofauthentic content to transform writing tasks so they are cognitively engaging,facilitate research, and challenge students to engage in higher order thinking.
D202 (GILE) Greening JALT Events (9:00–9:20)
Roloff Rothman, Jennie (International Christian University); Brierley, Mark
(Shinshu University)
Many conference attendees and organisers are concerned about environmental
issues and numbers will grow as we all begin to feel the effects of climate change.
Since 2013 the PanSIG conference has had an environment officer, and JALT an
environment committee. There is a case to be made for “greening” JALT eventsand this presentation will not only demonstrate the impacts of this conference but
introduce various ways to make this and other events more sustainable. Past efforts
include measuring the carbon footprint of the conference, proposing carbon offsets,
and exploring ways to reduce impact, particularly that of travel and catering.
D203 (CALL) A Collaborative e-learning Project Between High School Students
in Australia and Japan (9:00–9:20)
Lander, Bruce (Matsuyama University)
This paper presentation will introduce an e-learning collaborative project involving
students, teachers, and researchers at five locations in Australia and Japan. Students
were trained by local instructors to create cultural eBooks that introduce local anddomestic culture in a foreign language using iPads. The Japan-based students did
this mainly in English, and their Australian counterparts did so mainly in Japanese.
Videos were exchanged online throughout this study. Tools used include Comic

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Life, iMovie, Puppet Pals, Tellagami, and eBook Creator. The presenter will describe
how these tools were used and explain how digital literacies developed through this
digital cultural exchange.
D204 (TYL) Training Teachers of Young Learners to Use Stories (9:00–9:20)
Masatsugu, Karen (Kwassui Women’s University)
As English, including reading and writing, will become an official subject for Japanese
5th and 6th graders from 2020, proposals have been made for elementary school
teacher training to include English teaching methodology and overseas children’s
literature. This presentation will describe story-based classes for university students
training to be teachers of young learners in which they learn about picture books andhow to use them then design and carry out learning activities based on books andstories. There will be original practical examples, which teacher-trainers or teachers ofyoung learners can use including engaging activities for 5th and 6th graders.
D205 (LD) Expanding on Self-Assessment and Motivation (9:00–9:20)
Pinner, Richard (Sophia University)
This presentation is a narrative of an exploratory practice (EP) inquiry which
examined how Japanese university students used self-assessment for classparticipation scores and how this helped them maintain motivation. Motivation isconceptualized as a complex dynamic system and self-assessment has been shown
to be one of the most successful ways for improving students’ motivation throughraising awareness, heightening metacognition and expanding their locus of control(Hattie, 2012). Terms will be explained during the presentation. Both qualitative andquantitative data are presented in a mixed-methods study. The research was done with
the intention of improving the quality of classroom life.
D206 (BIL) Take Your Children Beyond the Japanese Curriculum (9:00–9:20)
Provenzano, Christie (Kumamoto Gakuen University)
Although the Japanese school system has many strengths, bilingual education is not
one of them. Parents of mixed-roots and non-Japanese children in Japanese schools
generally find that extra efforts are needed to foster bilingualism and biliteracy intheir children. This presentation outlines the benefits of making that effort, andexplores creative homeschooling approaches to foster Japanese-English bilingualism
and biliteracy while also addressing gaps in the Japanese curriculum. The presenter
will describe activities to build skills in critical thinking, IT, fine arts, and more thatcan be included in a home study program to complement and enrich children’s
mainstream education.

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B101 (BIL) Language Dominance in a Korean-Chinese-Japanese Trilingual
Child: A Case Study (9:30–9:50)
Zeng, Ni; Wanner, Peter John (Tohoku University)
Many studies of bilingualism suggest that balanced bilinguals rarely exist. Further
studies state that bilinguals’ proficiency in each language may be different, often
referred to as language dominance. Weinreich (1953) noted that there is a different
amount of language mixing evident when bilinguals speak each language. This
study focuses on the language dominance of a Korean-Chinese-Japanese trilingual
infant born and being raised in Japan by Korean-Chinese parents. According
to video data so far, the dominant language of the 1-year, 8-month old infant
is Korean. However, as the infant grows up, if the language input changes, thedominant language could change too.
B102 (OLE) Beyond English—Encouraging Students to Expand Their Interests
in Other Foreign Languages (9:30–9:50)
Fortin, Eric (St. Mary’s College)
The Japanese Ministry of Education is currently promoting globalization in
education programs throughout Japan, and many universities are stressing theimportance of acquiring excellent English skills toward this goal. Although
English education is important, other languages are facing cutbacks as a result. In
this presentation the presenter will first outline changes in the foreign language
curriculum that have taken place at his institution, then go on to demonstrate how
he has tried to encourage students to be interested in other languages, not just for
the French class that he teaches, but also for other language classes that his college
offers.
B103 (MW) Developing Learning Materials for Japanese Traditional Craft
Workshops Taught in English (9:30–9:50)
Hammond, Mark (Kanazawa University)
The presentation focuses on a project to develop learning materials to improve
the ability of Japanese practitioners of traditional craftwork to give directions andtechnical instruction in English. Employing techniques from discourse analysis,
the importance of materials that focus on cohesion in spoken instructive texts isstressed, with examples from an analysis of four hands-on workshops taught inEnglish by Japanese students at a college of art, involving technical instruction of
traditional ceramics, textile dying, and metalwork. The presentation also includes
results of a diagnostic test of imperative verbs common in tasks that require using
one’s hands.
B104 (VOCAB) A Case for Metaphor and Metonymy in the Classroom (9:30–
9:50)
White, Kevin Anderson (Kyushu Sangyo University)
This presentation presents a case for figurative language, particularly metaphor andmetonymy, being taught in the classroom. It will use Cognitive Linguistic notions

to demonstrate how figurative language can be conceptualised to make it easier for
students to learn it. Teaching figurative language can be deemed as important as it canhave the knock-on effect of building students’ vocabulary. Some practical examples oftasks will be demonstrated. Also, some issues with teaching metaphor and metonymy
and why teaching metaphor and metonymy should be included in teacher training
programs are also examined.
B105 (BRAIN SIG Forum) Expand your interests with the MBE SIG (9:30–10:50)
Anderson, Fred (Kansai University); Gillis-Furutaka, Amanda Joan (Kyoto Sangyo
University); Hori, Tokiko (Soka University); Lowes, Jason (Fukuyama University);
Noguchi, Mary (Kansai University); Zhan,Ying (Kansai University)
This forum will provide our members with the opportunity to “Expand yourInterests.” We will start with a 30-minute presentation followed by questions anddiscussion for 15 minutes. Next, there will be three 10-minute rounds of shortpresentations on brain-related concepts connected to learning and teaching languages
and talks about books that members would like to introduce to others. The short talks
will run concurrently, so the audience for each talk will be small and everyone will
have the chance to listen to three different topics.
D103 (CALL) Disruptive Technologies and Trajectories: Implications for the Future of Language Teaching and Learning (9:30–9:50)
Edlin, Curtis James (Kanda University of International Studies)
Disruptive technology, or technology that greatly changes the viability of traditional
processes, has taken on a positive connotation in recent years. This presentation willaddress three such technologies: proliferation of digital resources, mobile computing,and machine learning. The presenter will briefly introduce each of these topics withregard to language education, including current states and projected futures andpotential positive and negative implications. Information regarding resources forfurther learning about these topics will be provided.
D104 (CT SIG Forum) Expand Your Interests with the CT SIG (9:30–10:50)
Dunn, James DeWitt; Nakagawa, Hiroshi; Devitte, Wayne (Tokai University);Gann, David A. (Tokyo University of Science); Chikamori Gomez, Yumi (Rikkyo
University); Gyenes, Adam (Ryutsu Keizai University)
This year’s CT SIG Forum is mixing things up a bit with six modified Petch Kucha
style presentations (12 slides of 30 seconds each) which will allow attendees to hear
six inspiring stories of implementing critical thinking into the language learningclassroom. We are excited to share this event with you to help you broaden yourunderstanding of critical thinking as it applies to the language learning classroom andgive you useful activities and insight to take with you back to your classroom. Comejoin us for a useful and exciting forum at PanSIG 2017!

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D105 (TD) Dialogic Reflective Journal: A Way to See More (9:30–9:50)
Loseva, Anna (Rikkyo University)
Reflective practice in teaching comes in many forms: Teachers talk about classroom
issues with their colleagues and managers, write personal blogs, and participate
in group reflection meetings. However, keeping a reflective journal is probably
the easiest way for teachers to analyze and develop their practice. In this session,
the presenter will describe an experiment in dialogic journaling and the benefitsof dialogic journaling over an individual reflection experience. The presenter will
highlight some specific features of such practice and describe a case in whichreflective written dialogue between two teachers enhanced the understanding of
problematic classroom situations.
D201 (CUE) Japanese University Student Preference for Teachers of the Four
Skills and Grammar (9:30–9:50)
Isaacson, Jonathan Carl (Tokyo International University)
Who do university students think is the best English language teacher for them?
First- and second-year students at a university with required skill courses weresurveyed, asking their preference for each skill, as well as grammar. The choices ofhypothetical teachers were native English speaking teachers (NEST) who can speak
the students’ first language, NESTs who cannot speak the students’ first language,
English speakers with the same first language as the students, and non-NESTs who
do not share a first language with the students. This presentation will present theinitial findings of the study and explore possibilities for expanded research in thisarea.
D202 (GILE) World Citizen Curriculum Design: Global Studies (9:30–9:50)
Cates, Kip (Tottori University)
This presentation will describe a Global Studies course taught at a national
university that aims at educating Japanese students to be global personnel. This
English-medium course comprises three content areas: world themes (international
topics such as world flags, world languages, world religions), geographic literacy(world regions such as Europe, Asia, Africa, Latin America) and global issues(world problems such as war and peace, human rights, development, and theenvironment). The presenter will describe the design of the course, discuss teachingmaterials, outline classroom activities, and explain how the course promotes global
awareness, world citizenship, and English language skills.
D203 (CALL) Collaborative Online International Learning (COIL) for Promoting EFL Learners’ Intercultural Competence: Reflections on the Use of Facebook
as a Communication Platform (9:30–9:50)
Wiasih, Elvita (Kansai University)
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Facebook as an online communication platform. This study is a reflection on the useof Facebook in a COIL project between university students in Japan and Indonesia.
Although some studies reported positively on Facebook use in such classes (Jin, 2015;
Culpepper, 2016), the observation made in this study suggested that Japanese learners
preferred communication tools other than Facebook. This presentation will discuss
the challenges and affordances of using Facebook for COIL classes involving Japaneselearners.
D204 (TYL) Creating Simple Plays for Children (9:30–9:50)
Nemoto, Alison Kate (Miyagi University of Education)
Primary school teachers often use folk tales to create English plays such as the story“Momotaro,” included in Hi Friends 2. How can we avoid the usual storytelling styleand base the script on more simple conversational language that can be transferred toreal-life situations? Principles for creating a short play in this style will be introducedwith comments from university students who created such plays and the feedback
from young learners who watched them.
D205 (LD) Exploring Autonomous Learning Behavior of Regular and Long-Term
Scrabble Players (9:30–9:50)
Song, Katherine (Hiroshima University)
As an example of a highly interactive task-oriented activity involving multiple
players, Scrabble has the potential to help English learners develop interactional skills
while naturally encouraging attention to vocabulary and grammar. The presenter
will report on findings of an ongoing ethnographic case study following a small
group of Japanese university students who have been playing Scrabble for years. The
presentation will focus on aspects of the students’ behavior during and surrounding
game play that may potentially serve as models for less experienced and/or effective
Japanese learners of English.
D206 (BIL SIG Forum) Being Bilingual: Parents’ and Children’s Perspectives(9:30–10:50)
Greer, Tim (Kobe University); Gaynor, Brian (Muroran Institute of Technology);
Spivey, Martin (Redwood English)
Most parents were not brought up bilingually themselves, so they cannot always
fall back on the child-rearing practices their parents used. In addition, Japanese
expectations about what parenting involves can sometimes be different to those ofEnglish-speaking cultures, which can lead to conflict between parents about the“right” way to do things. The Bilingualism SIG’s forum features a panel of parents whowill discuss issues related to bilingual parenting, including finding a family language
policy, dealing with reticence to use one of the languages, visiting the country of theminority culture, and negotiating different opinions about bilingualism with spouses.

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B101 (BIL) The Concept of Singaporeans as Native Speakers of English(10:00–10:25)
Wang, Hui Ling (Morioka University)
This paper presents a study investigating the concept of Singaporeans as native
speakers (NSs) of English through 15 individual interviews with both Singaporeansand non-Singaporeans. The aim is to survey the laypersons’ understanding of
the term NS, their thoughts on Singaporeans as NSs, and their ideologies on
language. Results showed that some Singaporean participants are not confident inlabelling themselves as NSs, and most non-Singaporean participants would accept
Singaporeans as NSs. The study concludes that Singaporeans first have to convince
themselves that they are NSs before confidently informing others of that.
B102 (SO) The Benefits of Competition for English Conversation Schools: A
Personal Perspective (10:00–10:25)
Osterman, Grant L. (Family English School International)
In this presentation, the presenter will talk about the concept of competing forstudents in the Eikaiwa market and how, if not done properly, competing forstudents can hurt the quality of education in the industry. Using a personal
perspective, the presenter will discuss issues related to quality education, student
behavioral problems, student numbers, and marketing your school for success.
In the end, the presenter will talk about how competition between conversational
schools should benefit each school’s overall academic quality and thereby increase
student numbers.
B103 (MW) From Creation to Evaluation: Where to Go Now? (10:00–10:25)
Underwood, James Michael; Walker, Richard John (Reitaku University)
This presentation shows how student opinion can inspire improvements to teaching
methods and published materials. Following the April 2016 publication of theircollaboratively written textbook, Academically Speaking, the presenters used itfor one academic year in Japanese universities. Questionnaires administered at
the end of the year gathered students’ opinions on textbook themes, activities, andways to improve future editions. These responses provided the presenters with
opportunities to reflect on how to improve the textbook and its application. The
presenters will briefly summarize the process of creating the text and then focus on
how evaluations can bring further improvements.
B104 (SDD SIG Forum) Expanding Interests with the SDD SIG (10:00–11:20)
Bussinguer-Khavari, Vivian (Kwansei Gakuin University);David Kluge (Nanzan University); Rees, Gordon (Yokkaichi University);
Saiki, Yukari (Tokai University); White, Jason (Osaka Gakuin University)
The Speech, Drama & Debate SIG Forum will provide a venue to share ideas on
how teachers are “expanding their interests” in the classroom through the use oforal interpretation/reader’s theater, speech, drama, and debate. Presentations will
be given in the Japanese kamishibai format. Kamishibai is a form of Japanese street

72theater and storytelling that was popular during the Depression of the 1930s andthrough the postwar period until television became widespread. The presentations
will be followed by a Q&A session. Lastly, we will break into discussion groups basedon participants’ interests, each group with a specific theme of speech, drama, or
debate.
D103 (LD) Getting Students Researching and Writing (10:00–10:25)
Boon, Andy (Nellie’s)
Project work can be a powerful means of empowering students to take their learning
beyond the borders of the classroom to examine and research the world outside. This
presentation will discuss how to go about equipping students with basic qualitative
research skills so they can begin to develop research questions, collect and analyze
data, write up their findings, and then share their research with their classmates.
Examples from the classroom will be provided. The presentation will also provide an
overview of the Macmillan textbook, Research & Write.
D105 (TD) Enhancing SHS Students’ English Use Through CLT (10:00–10:25)
Tachibana, Naoki (Akita International University Graduate School)
This presentation will discuss what senior high school (SHS) English teachers can doto enhance students’ willingness to communicate in English. SHS English teachers
seem to be unfamiliar with teaching English in English and communicative language
teaching (CLT) and to feel anxious about speaking English in front of students. Recent
research shows that teachers’ use of English, peers’ attitudes toward English use,
and activity types affect students’ willingness to communicate. SHS English teachers
need to teach English in English by implementing CLT and to create an anxiety-freeclassroom atmosphere in which students can help each other to use English.
D201 (CUE) Rasch Analysis of a Questionnaire for Motivation (10:00–10:25)
Fukuda, Tetsuya (International Christian University)
Motivation in L2 learners is usually measured using questionnaires, which are often
divided into several subscales to reflect a multidimensional theory of motivation.
The aim of this study was to create and validate a questionnaire that conceptualizes
L2 motivation as a single dimension. For that purpose, an 11-item questionnaire wasdesigned and administered to approximately 250 students from three universities, anda Rasch analysis was conducted to determine whether the items were functioning as asingle, unidimensional construct. Results found that a few minor problems aside, thequestionnaire could be usefully regarded as measuring a single factor.

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B101 (TBL) Music Videomaking in a Project-Based Learning Classroom(10:30–10:55)
Ford, Ashley (Nanzan University)
Project-based learning (PBL), a student-centered teaching approach which uses
extensive projects in the classroom, is a promising approach to learning that isquickly being embraced by teachers around the world. With careful design, theseprojects can be especially useful to foster language skills (Ford & Kluge, 2015). This
presentation will demonstrate a PBL approach through a music video production
project. Participants will learn how this project was designed, how language
activities were supported and how the project was managed and assessed, as well as
student feedback and teacher observations about the benefits and challenges of thisproject.
B102 (GILE) Teaching: The Ultimate Role-Play (10:30–10:55)
Lafaye, Beverley Elsom (Tokai Gakuen University)
Giving students the responsibility for teaching a class has been found to be
extremely motivating and enriching for them. Students identify a social issue that is
highlighted in a film based on a true story. They introduce it to and explore it with
their peers. They are required to develop a coherent and comprehensive lesson planand materials for use in the class. Although this paper is supported by theory it will
essentially describe how an actual course has worked successfully and why. The
audience will take away a lesson plan, a list of films, and useful set of references.
B103 (Prag/MW SIG Forum) Materials Writing With a Pragmatic Focus(10:30–11:50)
Capper, Simon (Hiroshima College of Nursing); Ishii, Yosuke (Tokai University
International Education Center); Kawashima, Chie (MacQuarie University &Tochigi Technical High School)
One area where pragmatics can—and should—play a significant role is in the
production of materials for students and teachers. When students speak in a stilted
and textbook way, it is noticeable, and it does not present the student in a positive
light. This forum will share ways that materials can be made more appropriately
pragmatic and it should help teachers get a solid sense of what they can do at the
ground level.
D103 () Assessment of Extensive Reading (10:30–11:50)
Brierley, Mark (Shinshu University), Sato, Joanne (Toyo University), Keith, Barry (Gunma University)
The evidence for including Extensive Reading (ER) in a language curriculum
is growing. However, teachers face the difficult task of assessing their students’reading. In this forum sponsored by the Extensive Reading Special Interest
Group, four practitioners will share their expertise on how to effectively assess
an ER program. The audience is invited to join an open discussion following thepresentations.

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D105 (TBL) Bridging Research and Secondary School Classrooms: A Case of Vocabulary Learning (10:30–10:55)
Ishii, Tomoko (Meiji Gakuin University)
Over the last few decades, we have seen significant advancements in vocabularyacquisition research from which language teachers can learn greatly. However, inJapan, secondary school English teachers do not have sufficient time to learn about
these findings. This paper describes a case study of a workshop to inform secondary
school teachers of recent findings in the field of vocabulary acquisition research. By
illustrating that very basic concepts in the research field can be valuable resources
to classroom teachers, it aims to encourage researchers to approach teachers andconverse with them to serve as a bridge between research and practice.
D201 (CUE) English Support for Tourism in Small Japanese Towns (10:30–10:55)
Kato, Kazumi; Gough, Wendy Marie (Tokai University)
Students from our university participate in projects with community members that
support local English needs by volunteering as interpreters when luxury liners stopat Shimizu Port. This study looks at English assistance provided at Shimizu port forforeign tourists, where a mismatch between visitor and local volunteer needs was
identified. To examine English needs and tourism in small towns, we were awarded
a grant that Tokai University receives from the Japanese Ministry of Education. We
created a training program and manual for the volunteers. We will discuss our projectand its potential for application in other Japanese towns.
D202 (GILE SIG Forum) Expanding Global Education (10:30–11:25)
Roloff Rothman, Jennie (Kanda University of International Studies), Bosio,
Emiliano (University College London), Matsui, B. & Abe. A. (Akita Internat’l
University)
In this forum, both student and teacher will have the opportunity to expand theirpotential regarding teaching for global education. A university educator, Emiliano
Bosio will be speaking about Implementing Principles of Global Citizenship
Education into a University Curricula. Two students from Akita International
University, Baku Matsui and Arisa Ibe, will also be sharing their experiences withproject-based learning activities and discuss how it linked with their language
learning and how teachers can utilize students with such international experiencesuch as theirs.

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D203 (CALL SIG Forum) Expand Your Interests With the CALL SIG(10:30–11:50)
Raine, Paul & Gorham, Jon (J.F. Oberlin University); Lander, Bruce (Matsuyama
University),; Ashcroft, Bob (Tokai University)
Are you keen to increase educational engagement in your classroom using
technology? Are you looking for the best ways to leverage students’ own devices
or to make the most of your time in the computer room? Whatever your ed-tech
powered pedagogical goals may be, the CALL SIG Forum has something for you.
Join a selection of expert speakers in Computer Assisted Language Learning(CALL) at this year’s CALL SIG Forum.
D204 (CALL) Ten Years On: Smartphones in the Classroom (10:30–10:55)
Payne, Sylvan (Dokkyo University)
Three years ago, the number of smartphone users exceeded the number of desktop
computer users, and the trend continues in a mobile direction. Recent studies
show that university students are increasingly using their phones as their primary
computing device. Free writing apps combined with flexibility, portability, andmobility make smartphone writing a no-brainer for students. The presenter will
discuss how he embraced the inevitable and allowed optional smartphone use in
his academic writing classes. Positive outcomes include increases in writing quality,
collaboration, social interaction, and student autonomy. Some surprising andcontradictory student feedback will also be presented.
D205 (LD) Second Language Ego: Developing Fluency With Smartphone
Recording/Transcription Activity (10:30–10:50)
Baker, Matthew Rigden (Kyushu Sangyo University) Fallon, Tom (Nagoya Gakuin University)
This research explored using smartphones for repeated conversation recording andtranscription activities in university classrooms. Students were given an opportunity
to correct their English, build conversation strategies, set speaking goals, as well
as explore and mold their own second language ego. The survey results proved
positive regarding both the efficacy of the teaching method and its ability to foster
interest and motivation over two semesters with 147 English major students. A
recent follow-up study conducted with 121 non-English major students has provenpromising, measuring the interest levels and ability to foster an L2 identity.
B101 (BIL) Using TBI in Canada: Can Sheltered Instruction Complement?
(11:00–11:25)
Khatri, Raj (University of Victoria, Canada)
Canadian Language Benchmarks, which instructors use as a national standard andframework of reference for teaching adult ESL in Canada, adhere to the principles
of Task-based Instruction (TBI). The presenter will discuss how he has successfully
been implementing TBI lessons, incorporating at the same time the “how” part of
the SIOP (Sheltered Instruction Observation Protocol), which, as an instructional

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framework, helps instructors to promote a high level of learner engagement andinteraction through contextualized communication. To adapt to their TBI contexts inJapan, participants will take away with them the SIOP strategies, thus helping learners
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B102 (GILE) The Nairobi Grapesyard Slum School Digital Textbook Computer
Lab: A Year On (11:00–11:25)
Ritchie, Zane (Rikkyo University)
The presenter will discuss how he and several colleagues established a digital textbook
computer laboratory at Grapesyard School in Korgocho Slum, Nairobi in March 2016as part of a trip to Kenya for the annual Peace as a Global Language Conference. The
presenter will begin by outlining the background and rationale for establishing thelaboratory, followed by a detailed explanation of how it works. Finally, he will present
the results of his research regarding the current state of the project obtained frominterviews with pupils and teachers during a follow-up trip to the school in March
this year.

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D105 (TD) Video Teacher Education: Small Changes, Big Results (11:00–11:25)
Fanselow, John F. (Kanda University of Foreign Studies); Hiratsuka, Takaaki (University of the Ryukyus)
Video is rarely used in teacher education. Even when it is, the focus is often solely
on the teacher. In our presentation, we will demonstrate videos of English lessons
in various contexts that (a) focus on the students, (b) contrast variations in learning
activities, and (c) provide students’ perspectives on the activities. The audience
will discuss the effectiveness of videos created with these three principles for thedevelopment of English teachers in Japan.
D201 (CUE) Survey on Americans’ Understanding of Made-in-Japan English
Words (11:00–11:25)
Norman, Josh (Shokei University)
Although knowledge of English-based loanwords in Japanese facilitates various
aspects of learning English, including production, errors of various sorts originate
from false cognates and can be disruptive to communication. This study examines
the results of a two-part survey conducted on 198 Americans gauging theirunderstanding of common made-in-Japan English words (waseieigo) in the Japanesevernacular, both with and without sentence context clues. Results indicate large
positive statistical differences in understanding when given context clues, thus
stressing the importance of Japanese students using full sentences (versus singularword utterances) when trying to communicate common waseieigo terms with native
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D204 (CALL) High-context Language Learning by Mock Video Conference Calls(11:00–11:25)
Johnson, Phillip Royce (Hankuk University of Foreign Studies)
Creating high-context language learning activities for teams of business people canbe a challenge, especially when they represent different industries within the same
conglomerate. Developing meaningful tasks for these learners can often dependon an instructor’s willingness to think outside the confines of the classroom, using
traditional lesson time to prepare students for an immersive activity such as a mocknetwork conference call. This presentation will demonstrate how to prepare theactivity, discussing the hardware, software, and philosophy required, and how tocomplete the remote follow-up activity. Finally, the presenter will speculate on future
possibilities in a university setting.
D205 (LD) Pop Culture, Student Voices, and Academic Discourse (11:00–11:25)
Edmunds, Trevor Vaughan (Royal Melbourne Institute of Technology (RMIT)
Vietnam)
Pop culture topics in academic English classrooms can be powerful tools for helping
students articulate their voices due to familiarity with the topics, often in conjunction
with social media use. Such contexts effectively give students the opportunity toleverage cultural knowledge and create hybrid forms of talk, mixing academic withvernacular forms, allowing students a sense of greater ownership of academic English
discourse. Findings of a study at an international university located in Vietnam will
be presented. Participants will receive a transferable lesson format focusing on a
pop cultural theme, a research activity utilizing Facebook, and a group presentation
component.
D206 (Vocab and TEVAL SIG Forum) A Serial Multiple-Choice Vocabulary Test
Format (11:00–11:55)
Stoeckel, Tim (University of Niigata Prefecture)
The Vocabulary Size Test (VST) was designed to measure the vocabulary needed
for reading (Nation, 2012). Researchers have argued, however, that the lexical
knowledge needed for the multiple-choice format of the VST (meaning recognition)
fundamentally differs from that which is needed in authentic reading (meaningrecall; Stewart, 2014). Studies comparing the VST to meaning recall measures havefound that the VST produces significantly higher scores (Zhang, 2013). The presenter
introduces and describes a pilot study of a serial multiple-choice test format
designed to address this issue. The forum then opens for broader discussion of future
directions in vocabulary assessment.

B101 (TBL) Promoting EFL College Learners’ Language Learning Strategies(11:30–11:55)
Yang, Pei-Ling (Oriental Institute of Technology, Taiwan)
This study investigated the effect of task-oriented instruction and peer collaboration
on EFL college low-achievers’ language learning strategies. It integrates the principlesof Social Cognitive Theory and Cooperative Learning to examine the target learners’
strategy application (memory, cognitive, compensation, metacognitive, affective,
and social strategies) through this kind of learning. Two classes took a freshman
English course for one semester and during the class time, the participants from theexperimental class were required to participate in Facebook groups and complete
in-class tasks. The study results show that the participants applied more language
learning strategies and gain more self-confidence in English learning.

9:00

D204 (CALL) Using Digital Products to Reduce Language Anxiety (11:30–11:55)
Aoyama, Tomoe (Cambridge English Language Assessment)
After an overview of the Speaking and Writing test of Cambridge English exams, I’ll
explain our latest digital developments: immersive 360° videos using virtual reality
to support speaking test candidates and “Write & Improve” which uses an automatedmarking system to support writing test candidates. There will be time at the end of mytalk for participants to share their views about how our digital developments could
help support their teaching.

10:00

D205 (LD) Student Interviews of Professional Role Models (11:30–11:55)
Morel, Robert (Toyo University)
Nonnative speakers of a language can serve as excellent role models for learners,
helping them see L2 proficiency and professional use as a realistic long-term goal.
Although there are a growing number of people in Japan using a second languagein their professional life, students often have few opportunities to encounter suchprofessionals. This presentation will describe an interview project in which university
students conducted interviews of nonnative English-speaking professionals. Based onteacher interviews and student feedback, it will highlight the key scaffolding elements
necessary to prepare students to conduct a real-world interview of a professional rolemodel in English.

Sun

9:30

10:30

11:00

11:30

Creating Community Learning Together 4 (CCLT4)
an informal afternoon conference for learners and teachers
Learner Development SIG
Date and Time: Sunday, 17 December 12.00 to 17.30
A new venue to be announced
For more information, go to
http://ld-sig.org/creating-community-learning-together-4/

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Sun

9:00

9:30

D105 (TD) Coming Together to Reflect on Classroom Practice (11:30–11:55)
Turner, Matthew W. (Toyo University); Loseva, Anna & Gallagher, Nicole (Rikkyo
University)
The term reflective practice has long been a buzzword in our profession, with manyteachers voluntarily reflecting on their classroom experiences by writing teaching
journals or blogs. Another powerful route available for reflective practice is teacher
reflection groups, which provide nonjudgmental spaces for meaningful groupreflection and support. In this session, the presenters will acquaint the audience with
their experience of initiating and managing a group based in Tokyo. After a brief
introduction into the core principles of the group, participants will have a chance
to try a sample reflective exercise that is regularly used during the group’s monthly
meetings.

10:00
Tasks in Practice

10:30

Task Based Learning SIG
Date and Time: Saturday, 29 July 2017, 1:00 pm–5:00 pm
Speaker: Lourdes Ortega

11:00

A mini-conference presented by the TBL SIG, featuring a poster session of practical TBLT lesson ideas and a special workshop by well-known TBLT researcher
Lourdes Ortega from Georgetown University.
Location: Temple University, Osaka

11:30

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For more information, go to http://www.tblsig.org/conferenceSunday Afternoon Presentations
B102 (SO SIG Forum) Expanding Your Interests With the SO SIG (1:00–1:55)
Hagglund, Ryan (MY English School)
As at JALT National and last year’s PanSIG, this will be an opportunity for owners
to gather together and discuss/debate different issues related to the business side ofrunning a language school. Previous issues discussed have included teacher contracts,
school culture, and teacher policies.
B103 (PRAG) Rethinking Cotexts (1:00–1:25)
Olson, Robert Carl (Sapporo Gakuin University)
The Pragmatics SIG website defines cotext as “what is said before the utterance andwhat is likely to come after the utterance.” The presenter believes that Cotext would
be better defined as the influence of the speaker’s personal experiences and beliefs
on communication. This presentation seeks to explore Cotext in greater deal and tosuggest ways in which cotext can improve a student’s usage of the English language
and avoid face threatening acts (FTA’s). The presentation concludes with a question
and answer session.
B104 (FLP SIG Forum) Designing a CEFR-informed Toolkit (1:00–1:25)
Hunke, Morten (Aoyama Gakuin University); Nagai, Noriko (Ibaraki University);
Naganuma, Naoyuki (Tokai University); Schmidt, Maria Gabriela (University ofTsukuba)
Teachers are in the center for implementing CEFR-informed foreign language
teaching. This is the result of a survey conducted in 2014/2015. This forum will
introduce the design of an online portal site which aims to help teachers to findtheir way effectively through available CEFR tools. The problem is how to use the
CEFR-related and already available resources efficiently. The needs of teachers whoare engaged in innovative language education reforms based on the CEFR have to beaddressed. The forum will discuss this emerging task. The new Kaken project aims todesign a portal site, a user-friendly hands-on support system.

Sun

1:00

1:30

2:00

2:30

B105 (BRAIN) Building Classroom L2 Habits With Online Tools (1:00–1:25)
Rector, Michael Ellsworth (Nagoya University of Foreign Studies)
How can teachers promote the habit of classroom L2 use? Habits develop whenpeople are rewarded for responding to the same situation with the same behavior
many times. The behavior becomes the default, requiring little attention to maintain.
Getting students to use the L2 in class enough for habituation to occur is challenging.
Anonymous self reporting may provide a solution. By reporting their language use
at intervals using an online survey tool students may become mindful of language
use and be rewarded with a feeling of accomplishment. This presentation reports on
preliminary experiments showing this may increase classroom L2 use.

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Sun

1:00

1:30

2:00

2:30

D103 (LiLT SIG Forum) Expanding Your Interests With the LiLT SIG(1:00–1:55)
Aoki, Quenby Hoffman (Shizuoka Institute of Science and Technology); Bibby,
Simon (Kobe Shoin Women’s University); Hullah, Paul (Meiji Gakuin University); Iida, Atsushi (Sophia University); McIlroy, Tara (Meiji University); McNabb,
Gregg (Gunma University)
In this forum we will have a selection of presenters talking together about issuesof interest to the SIG and anyone teaching with literature. The topics will include
revisiting literature as authentic content, encouraging reader response in Japanese
universities, Poetry and Japanese L2 learners, and a review of major textbooks, aswell as discussion of the LiLT SIG Journal and the future of the LiLT SIG.
D104 (TEVAL) Rasch Analysis of a Congruent and Incongruent Collocations
Test (1:00–1:25)
Nicklin, Christopher (Rikkyo University); DeOrio, Garrett (Gakushuin University)
In order to investigate the hypothesis that collocations might be easier to acquire
productively through the use of illustrations due to the pictorial superiority effect(Nelson, Reed, & Walling, 1976), the Congruent and Incongruent Collocations(CIC) test was specifically designed to assess the knowledge of a group of students
regarding a group of 15 congruent and 15 incongruent collocational phrases.
The CIC test was developed to be administered as a pretest, posttest, and delayed
posttest to 2nd-year Japanese medical students (N = 109). The results of the pretest
were analysed using the Rasch dichotomous model (Rasch, 1960).
D105 (Sponsored) Publishing in an Academic Journal: Answers from the Editor(1:00–1:25)
Kirkpatrick, Robert (Macmillan Education Japan/Springer)
As editor of Language Testing in Asia, the presenter explains the ins and outs ofsubmitting a manuscript to an international journal. It will be of interest to thoseacademics ready to begin their first submission or those who have extensive
publications. The presenter discusses what the editors look for, what reviewers
expect, and also what to do if major revisions are requested. The presentation
also contrasts the gold open access model as used by SpringerOpen with socalled “predatory journals”. It explains the blind review process and finally looks
at the extensive formatting and checking that each final manuscript undergoes
prepublication.
D201 (LLL) Expanding Your Interests With Online Courses (1:00–1:25)
Szirmai, Monika (Hiroshima International University)
Online courses make it easy for anybody at any age to study at their own paceand at the time that best suits them. Thus it is an ideal way to pursue lifelong82

learning. Also, most of the courses are delivered by renowned lecturers at prestigious
universities. This presentation will introduce iTunes U, Coursera, FutureLearn,
and the Great Courses as sources for learning about wide-ranging topics. Anotheradvantage of these sources is that some of the courses can easily be incorporated into
regular university courses or used as recommended materials.
D202 (GILE) Expanding Diversity: Enlarging Accessibility (1:00–1:25)
Moriya, Ryota (Utsunomiya University)
Language learning environments are becoming more diverse as more learners with
cultural, communicative, and learning differences increase. Learners with disabilities
are one example. By applying a social model of disability, this presentation attempts
to expand special needs of language learning into inaccessibility to learning resources.
The theoretical expansion empowers teachers to ask how to improve accessibility tolearning. This presentation will propose a four-step procedure, called ARTS: assessing
the disability, redesigning teaching materials and pedagogy, teaching students about
accessibility, supporting diversity of individual learning. The goal of this presentation
is to raise awareness of learners with inaccessibility to language learning.
D203 (CALL) Discussion and Digital Storytelling for Academic Purposes and Its
Effect on Critical Thinking Skills: A Case for Japanese EFL Learners (1:00–1:25)
Ono, Yuichi (University of Tsukuba)
Digital storytelling (DST) provides learners with opportunities of active engagementwith computers, researching issues, collaborating with peers, practicing listening
and speaking, and self-monitoring of the learning process. This paper examines
the effect of DST on the cultivation of critical thinking attitudes and skills. Pre-andposttest-designed research involving an experimental group (discussion & DST) anda comparison group (only discussion) was used for the study. The dependent variables
were the learning motivation scale and the critical thinking attitude/skill scale. The
result showed that the course model could effectively cultivate critical thinking
attitudes and skills with improved motivation.

Sun

1:00

1:30

2:00

2:30

D204 (Vocab) I-lex: A New Word Association Test (1:00–1:25)
Munby, Ian Douglas (Hokkai Gakuen University)
In this presentation I will describe the development of a new word association test
called i-lex. In this test, learners are presented with the three most common associatesof a cue word and the task is to supply the missing word. Results of two studies
shall be presented. In the first study, it was found that i-lex distinguishes between
native and nonnative speakers. Results of both the first and the second study yieldedsignificant, positive correlations between nonnative i-lex scores and two tests ofvocabulary knowledge, indicating that L2 ability to see connections between words
improves with proficiency.

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1:00

1:30

2:00

2:30

D205 (BizCOM) Errors on Writing Job Application Letters of Senior HighSchool Students of Angono National High School: Foundation for Skills-Based
Module (1:00–1:25)
Razalan, Alain Fontanilla (Department of Education, Region IV-A CALABARZON, Philippines)
This study analyzed job application letters and determined the errors in letter
format, structures and morphological, lexical, syntactical, and mechanical featuresof language committed by grade 11 senior high school students at Angono National
High School. Discourse analysis was employed using a textual analysis technique. In
addition, a qualitative approach was utilized to qualify and validate the results. The
analysis of job application letter errors provided significant data to help with thecreation of a skills-based module as an intervention for students.
B103 (PRAG) Research on the Protection and Inheritance of China’s
Endangered Minority Languages (1:30–1:55)
An, Jing & Wanner, Peter John (Sendai National Technical College)
At present, China has 120 languages, of which more than 20 languages may be
extinct within the next 50 years. To explore the causes of the decline of endangeredminority languages and the appropriate countermeasures for protecting andinheriting them, this research analyzes Pumi language as a study case. The researchassessed language vitality and educational expectations of the Pumi language basedon interviews and questionnaires (2016) about the Pumi language gathered in
Yunnan Province, China. The preliminary analysis demonstrated that the Pumi
language is highly endangered and needs to be protected.
B105 (BRAIN) Dictation: Before, During, and After (1:30–1:55)
Spiri, John (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 many more. After briefly describing the basic dictation method, thepresenter 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. Postdictation review activities that make useof 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.
D104 (TBL) Increased Motivation and Learner Autonomy Through Learning
Card Tricks via Online Resources (1:30–1:55)
Gann, David A. (Tokyo University of Science)
A problem class with generally low motivation responded actively to language
modelling connected to a card trick. Maximizing on this potential, the instructor
developed an array of student-centered online activities that increased motivationand fostered learner autonomy. These were designed according to a criteria arrived

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at through reflexive pedagogy. Students engaged with selected English card trick
instructional videos and online activities. They then gave a class presentation as they
performed and explained the card tricks. They also completed a small-group writing
assignment, which included an analysis component in which they explained critically
how each card trick functions as an argument-in-action.
D105 (TD) Expansive Listening: An Approach to L2 Learning (1:30–1:55)
Doiron, Heather (Nellie’s)
The study of listening for the Japanese L2 student can be a complex and frustratingprocess. Through the use of graded reader audio recordings, this presentation will
provide a step-by-step process designed to engage L2 learners in the process oflearning how to listen. This presentation will focus on activities which combine
reading and listening tasks to improve language fluency. Attendees to thispresentation will be introduced to methods that use graded reader recordings to
support word recognition, pronunciation, rhythm, and reading comprehension.
D201 (Invited) Tokyo JALT Outreach Presentation (1:30–1:55)
Nicklin, Christopher (Tokyo JALT)In this forum, I will explain the outreach work that Tokyo JALT has conducted overthe previous year. This work involves making contact with chapters and SIGs to offer
reciprocal promotion of events, speaker exchanges, and opportunities to cosponsor
speakers for events. I will discuss what has been achieved so far and reveal plans for2017. Additionally, I will moderate a discussion about ways that JALT chapters and
SIGs can help each other and ideas for future events and collaborations.

Sun

1:00

1:30

2:00

2:30

D203 (CALL) Extending Class Prezos Beyond The Classroom With Moxtra(1:30–1:55)
Knight, Timothy Paul (Shirayuri University)
The student presentation is a common and usually satisfying classroom activity. But
whole class talks take time and limit individuals’ speaking opportunities. Group or
poster presentations allow more speaking time, but can restrict the chances for eachpresentation to be seen. Using the mobile app Moxtra allows and encourages student
interactions and appreciation of each other’s work beyond the classroom. Students
upload their presentations for others to give feedback on and learn from. The
presenter will show how to use Moxtra for presentations with examples and mention
potential pitfalls, as well as the good points.

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Sun

1:00

1:30

2:00

2:30

D204 (VOCAB) Effects of Loanwords on Comprehension and Accuracy(1:30–1:55)
Butterfield, Jeffrie (Nihon University)
The number of English loanwords in Japanese has continued to increase drasticallyin recent years. Previous research has found that loanword usage can assist in
vocabulary recognition and comprehension, but that it also has disadvantages, suchas affecting pronunciation and causing confusion when the meaning in English isdifferent from that in Japanese. Analyzing verbal and written data, this presentation
examines the effects of English loanwords on English language learners’
comprehension of English vocabulary and explores how loanwords affect learners’
accuracy in English.
D205 (BizCOM) Using Lego® Serious Play® to Foster Communication in
Multicultural English Problem-Solving Discussions (1:30–1:55)
Thorpe, Todd & Dunn, Robert (Kindai University); Adamson, Calum (Doshisha
Women’s College of Liberal Arts)
LEGO® Serious Play® (LSP) is a facilitated thinking, communication, and problemsolving technique for organizations, teams and individuals. It draws on extensive
research from the fields of business, organizational development, psychology,
and learning, and is based on the concept of hand knowledge. This presentation
is designed to not only introduce the basic theoretical background and working
process of the LSP method, but also explain how the method is being used toaddress communication issues in multicultural English problem-solving discussionsat annual Japan English Model United Nations (JEMUN) and Asia Community
Engagement (ACE) conferences.

Business & Intercultural Negotiation Conference
Business Communication SIG, with SIETAR (Kansai)
and the Kyoto and Osaka JALT Chapters
Date and Time: Saturday, 1 July 2017, 9:00am–Sunday, 2 July 2017, 3:00 pm
Speakers: Chris Bates, Interfas, a management consultant from Taiwan,
Kumiko Murata, Waseda University, Tim Craig, Doshisha University
Please join us at our “Business and Intercultural Negotiation” conference, to beheld July 1st and 2nd 2017, at Kansai University, Osaka. The aim of this event is
to bring together and develop synergies between international business, English
as a lingua franca and intercultural communication.
For more information, go to http://jalt.org/bizcom/index.html

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B103 (PRAG) Multiple Extended Discourse Opportunities in SLA (2:00–2:25)
Murphey, Tim (Kanda University of International Studies)
Deep, lengthy, and frequent conversations are ways to learn both language andcontent. When we engage in multiple extended discourse opportunities (MEDOs)
we learn much more and become enamored with “emulous passion” (James, 1899).
Applying ideas from the “social neuroscience of education” and “positive psychology”
can help students sustain MEDOs for longer periods and enact them more frequently.
Through MEDOs, students begin to emulate peer role models who can extend talk inmany ways and talk through errors to gain understanding. The takeaway will be a listof adaptive communication strategies (LOACS) for teachers to teach explicitly in theirclasses.
D104 (TBL) Writing Newsletters to Promote Learner Motivation and Autonomy(2:00–2:25)
Azizi, Esmat (Kyoto Sangyo University)
This presentation examines the effect of a semester-long collaborative newsletter
writing project on learners’ motivation and autonomy. First-year university students,
in groups of four, wrote and published three original newsletters. Each member
contributed at least one article on a topic of their choice. Each four-page newsletter
was completed within eight lessons, or 4 weeks. Students were surveyed on theirreading habits and attitude towards writing in English. Students’ responses andthe end products revealed a significant increase in the level of motivation during
the project. Survey results showed that the students had overwhelmingly positive
attitudes towards writing newsletters in English.

Sun

1:00

1:30

2:00

2:30

D105 (TD) Numbers Game: How Accreditation, Kaken-hi, and the “Super Global”
Program are Changing Japan’s Universities (2:00–2:25)
Mulvey, Bern (formerly of Iwate Prefectural University)
This presentation examines the ramifications of, as well as the opportunities affordedby, new policies in Japanese higher education. I focus particularly on the current
problems—e.g., the unrealistic expectations (both of faculty and students), theresulting Faculty Development “monster,” etc.—yet address as well the potentiallyvery positive impact on EFL education and educators in Japan. Having served as Deanof a Japanese university undergoing accreditation, headed a university accreditationcommittee, and authored major sections of the 100-page official accreditation report,
my discussion will include firsthand observations not elsewhere available in English.

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1:00

1:30

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2:30

D204 (VOCAB) Using GAV Vocabulary With University Learners (2:00–2:25)
Wadden, Paul Vincent; Ferreira, Dan (International Christian University)
Reaching the 95% vocabulary comprehension level for academic texts and lectures
is essential for university students taking EMI courses, preparing for TOEFL or
IELTS, or engaged in overseas study. To meet this challenge, the GAV (Global
Academic Vocabulary) lexicon combines the headwords of the UWL, EAP, AWL,
and NAWL word lists and presents this core 1,850 vocabulary in 23 lessons
progressing from most to least frequently occurring words. The program utilizes
free bilingual and monolingual online Quizlet cards, the GAV Learner’s Dictionary,and lesson quizzes—independently or in the classroom—to motivate students,
assess learning, and give feedback on progress.

Sunday Poster Presentations (Auditorium 2:30–3:10)(BRAIN) Some Brain Friendly Classroom Hacks
Maune, John Frederick (Hokusei Gakuen University)
This poster will describe a range of easily incorporated methods to better engage
students based on mind, brain, and education studies: Take a brief moment before
class to reflect on the importance of maintaining a constructive attitude; use a timer
to have classroom transitions every 10 minutes or so; incorporate humor and person
narratives (useful for transitions); include a few activities where students, andteacher, move around the classroom; and make sure that tests are learning tools andnot a final endpoint. These hacks should improve the classroom without entailinglabour intensive preparation.
(CUE) Identifying Predatory Conference Organizers
McCrostie, James (Daito Bunka University)
The number of predatory conference organizers continues to increase around theworld, especially in Japan. Predatory conference organizers are companies that
aim to profit as much as possible from the event by preying on researchers’ needto present research findings. The increasing sophistication of predatory organizers
makes them more difficult to identify. This poster presentation outlines the resultsof a case study applying the author’s proposed criteria for identifying predatory
conference organizers to a single company. The results demonstrate that thecriteria can be used to identify suspected predatory organizers for more indepth
investigation.
(CALL) MAVR (Mixed Augmented Virtual Realities): The Future or a Fad?
Alizadeh, Mehrasa & Mehran, Parisa (Osaka University); Hawkinson, Eric (The
University of Fukuchiyama)
In this interactive poster presentation, Mixed, Augmented, and Virtual Realities(MAVR) are first defined and their differences are pointed out based on the realityvirtuality continuum. The significance of MAVR, its merits and challenges, andthe contribution it can make to education are then discussed. Following that, theintegration of MAVR in language teaching and learning is drawn upon. Some
Augmented Reality (AR) and Virtual Reality (VR) applications, such as Aurasma,
Blippar, Google Expeditions, are demonstrated, and a number of resources on the
integration of MAVR in English language education are introduced. Finally, MAVR
future trends and directions are forecasted.

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(CALL) Aurasma—Building a More Interactive Classroom
Gowland, Damian Asei (Luna International)
This presentation will focus on the mobile app Aurasma, a versatile and classroomfriendly tool which will expand the classroom into the realm of augmented reality.
It is an app that can be used to enhance and give life to classroom projects, roleplays, presentations, textbooks, posters, chants, and more. Aurasma implements
student-generated videos or sound clips to overlay over trigger images, adding new
dimensions to the learning experience and allowing students to interact, engage, andpresent their work in a unique manner. The presenter will explore how to employ the
app to support a more interactive approach to learning.
(CALL) Using Online Student Response Games for Vocabulary Review
Harrold, Peter (Kyushu Sangyo University)
This presentation will provide practical information on using online student
response games such as Kahoot or Quizlet Live for reviewing target vocabulary. These
applications allow the teacher to create online quizzes for students to compete against
each other, either individually or in teams, using their smartphones to answer thequestions. The presenter will explain how these games can be created, what types ofquestions and formats can be used, and what data can be extracted from the students’answers to provide the teacher with more information on which words may needfurther review.
(CT) Second Language Learner Attitudes to Written Corrective Feedback
Pellegrini, Christopher (Waseda University); DeOrio, Garrett (Gakushuin University)
Research into written corrective feedback (e.g., Bitchener, 2008; Ferris, 2010) has
tended to focus on outcomes set by the instructor. However, needs assessment
being an integral part of curriculum design (Brown, 1995), student expectations
should be considered alongside pedagogical objectives in order to achieve optimal
results. This study surveyed 110 first-year students in English-medium university
programs to discern their attitudes toward, and expectations of, different types andamounts of written corrective feedback. The results suggest that students can become
overwhelmed by indirect or excessive corrective feedback on their assessed writing
tasks.

Sun

1:00

1:30

2:00

2:30

(CT) Critical Thinking Through the Study of History
Hutchinson, Caroline Sarah (Kanda University of International Studies)This presentation will describe a content-based course taught in English which
focused on individuals who traveled to and from Japan during the period 1868-1926,
a time in which Japan was modernizing and opening to the world after centuries
of seclusion. I will describe ways of teaching historical method. I will also address
the development of analytical and critical thinking skills, particularly in terms ofevaluating sources, comparing and contrasting multiple perspectives, understanding
historical change and continuity, cause and effect, historical empathy, and criticallyexamining how history is used in the modern world.

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(ER) Reading Rubrics Compared
Gagnon, Greg (Toyota Technological Institute)Student proficiency in reading is often gauged by rubrics, established by testingorganizations, government educational offices, and by educational institutions of alllevels. These rubrics define the characteristics of student ability, effort, and current
performance. They help the student and teacher to target areas for strengthening
or for improvement in reading fluency and prosody. This poster will compare, andcontrast, the essential points of these rubrics. It will include, but not be limited to the
can-do statements of the CEFR, ACTFL, TOEIC, and TOEFL reading sections. giving
suggestions for institutions who wish to make their own rubrics for reading.
(GILE) CLIL Curriculum Design for Significant Learning
Kasparek, Nicholas (Rikkyo University)
This session addresses the question of how to integrate and apply contemporary
language-learning theories and strategies to design a content and language integrated
learning (CLIL) or content-based instruction (CBI) university course in the current
Japanese context. It presents an integrated curriculum design process for significant
learning regarding both language and content. As an example, it presents a utopian
global studies curriculum that aims both to facilitate learners’ acquisition and creative
automatization of functional English language and to enable learners to use English
to interrogate contemporary global issues and imagine better futures.
(LD) How Do Self-Directed Learners Keep Going? The Role of Interest in Sustained Learning
Mynard, Jo (Kanda University of International Studies); McLoughlin, David (Meiji University)
As part of a four-year longitudinal study, the researchers tracked nine learners ofEnglish at a university in Japan in order to investigate the extent to which they
engaged in self-directed language learning outside of class. In their 1st year, theparticipants completed voluntary self-directed learning modules offered by the
self-access learning centre, which introduced them to resources and strategies for
managing their own learning. This poster will present some of the data from annualinterviews with learners (now in their 4th year), focusing in particular on the role ofinterest and the learners’ developing awareness of how they learn.
(LiLT) In Support of Poetry in the EFL Classroom
Solomon, Joshua (Hirosaki University)
This poster presents a case for the usefulness of incorporating poetry in Content andLanguage Integrated Learning EFL classrooms, based on recent pedagogical research.
I argue that there is a potential for educational benefit for students when literature—
particularly poetry—is taught early in Japanese university students’ education in
helping them transition from cram-school learning to thoughtful, critical, academic
engagement with texts. When taught as a performative genre, poetry quickly unfolds
into a multimodal exercise; it promotes creativity and close reading of nontraditional
linguistic elements (rhythm, register, etc.); and the process of interpretation lends
itself to increased tolerance of ambiguity.

90(MW) Creating an Original Gamebook for Intermediate Learners of English
Driscoll, Nicholas Elton & Reed, Jacob Terrance (Kanda University of International Studies)
In 2016, two lecturers from a university in Japan created an interactive gamebook forcollege-level intermediate learners of English. The book allows students to practice
conversation, analytical thinking of the situations in the story, pragmatics, andargumentation with the characters of the story. Unlike many interactive storybooks(such as the popular Choose Your Own Adventure books), this book also includes
a game element wherein students must roll a die for some challenges. This poster
presentation will explain the process of creating the book, including the developmentof the game system, story, and art, and possible classroom application.
(SO) Building School Culture at For-Profit Language Schools
Hagglund, Ryan (MY English School)
It is said that culture trumps strategy. MY English School, based in Yamagata
Prefecture, has 17 full-time teachers, an annual teacher retention rate of over 80%,and growth from 100 students to over 900 since 2008. This poster presentation
highlights many ways the school employs the latest management techniques to build aprofessional and positive school culture that leads to quality lessons, student growth,
positive peer pressure in regard to professional development, and high teacher
retention.
(THT) Overcoming Constrictions of the “Assigned” Textbook
Higa, Howard Ken (Chubu Gakuin University)
Being saddled with an “assigned” textbook that is lackluster, too difficult or easyin level, or a mismatch to one’s teaching style can be a draining and demoralizing
experience. This presentation will offer original and creative ways to supplement
and enhance mismatched textbooks. The discussion will include creating intriguing
lesson activities for common topics and language focuses, enhancing communication
through the use of lesson “formats” and educational materials or tools, and employingclassroom management strategies to organize the approach. Teachers are welcome tobring in their challenging textbook for possible insights and advice.

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Saturday morning presentations by SIG
Business Communications SIG (BizCOM)
Pass or Fail? The Role of Vocabulary and Grammar Knowledge on Accountancy Students’ Test Performance ------ 24

Computer Assisted Language Learning SIG (CALL)
Augmented Reality Design Principles for Informal Learning ---------------------------------------------------------------- 30
Challenge, Motivate, and Collaborate in Your Class With the New DSB: Digital Student Book ------------------------ 40
Learner Training for Digital Literacy in English: A Self-Access Necessity ------------------------------------------------- 34
Using e-learning to Motivate and Collaborate ---------------------------------------------------------------------------------- 33
Vocabulary Activities for Critical Thinking and Social Awareness: Making Vocabulary Meaningful ------------------ 28

College and University Educators SIG (CUE)
Building Learner Preparation Skills for the Classroom ----------------------------------------------------------------------- 30
Discovering Students’ Needs for a Content and Language Integrated Learning (CLIL) Course ------------------------ 36
Encouraging Metacognitive Awareness and Noticing Through the Combined
Use of Analytic Rubrics and Video-Recorded Student Performances --------------------------------------------------------29
Financial Literacy Levels: An Exploratory Study ------------------------------------------------------------------------------- 33
Foundation to Formation: Effective ESP Programs for Hospitality Educators -------------------------------------------- 37
How to Create Smart Phone Videos for Language Assessment ----------------------------------------------------------------29
Priming Enthusiasm with Student-Taught Mini-Lessons --------------------------------------------------------------------- 35
Processing for Formulaicity in Sequence Learning ---------------------------------------------------------------------------- 37
Supervising Sotsurons ---------------------------------------------------------------------------------------------------------------33
The Effect of a Cross-Curricular CLIL for Japanese Tertiary Education -----------------------------------------------------39
The Primacy of Verbs ----------------------------------------------------------------------------------------------------------------35

Critical Thinking SIG (CT)Deflating the Confucian Heritage Cultures Hypothesis in English Language Teaching ---------------------------------- 35
Logical Thinking Module Design for CT Development ----------------------------------------------------------------------- 35
The English Class as an Intercultural Encounter ------------------------------------------------------------------------------- 37

Extensive Reading SIG (ER)Interests in Reading in Italy, the USA, and Japan: A Replication Study ---------------------------------------------------- 29

Gender Awareness in Language Education SIG (GALE)
Do Gender!: A Content-Based Gender Studies Class -------------------------------------------------------------------------- 38
Gender, Multimodality, and Intersectionality ---------------------------------------------------------------------------------- 36

Learner Development SIG (LD)Enhancing Learner Experience: How Augmented Reality Can Help You! -------------------------------------------------- 38
SIG Forum: Visualizing Learner Development --------------------------------------------------------------------------------- 34

Literature in Language Teaching SIG (LiLT)
Multimodality and “The Song”: Exploiting Popular Song in the University Classroom ---------------------------------- 31
Featured Speaker: Stop the World, Start the Words: How Poetry Can Help ----------------------------------------------- 27

Mind, Brain and Education SIG (BRAIN)
Analysis of the Effects of Working Memory Capacity on Vocabulary Recall ----------------------------------------------- 39

Other Language Educators SIG (OLE)Interferences in Learning Spanish as a FL --------------------------------------------------------------------------------------- 24

Pragmatics SIG (PRAG)
A Concept-Based Approach to Teaching Speech Acts ------------------------------------------------------------------------- 39
Doing Inviting to Participate in Activity in Intercultural Interaction ------------------------------------------------------ 32
Humor In Cross-Cultural Communication ------------------------------------------------------------------------------------- 36
Using Effective Silence in the EFL Classroom ---------------------------------------------------------------------------------- 28

92

Study Abroad SIG (SA)Saturday morning presentations by SIG

SIG Forum: Expanding Interests in Study Abroad ----------------------------------------------------------------------------- 34
How Can Schools Prepare Students for Successful Overseas Study? -------------------------------------------------------- 26
Student Perspectives Adjusting Abroad ----------------------------------------------------------------------------------------- 30
Tasks for Fostering Student Interest in World News --------------------------------------------------------------------------- 27
Teaching Culture to Pre-Study Abroad Students ------------------------------------------------------------------------------- 25

Task Based Learning SIG (TBL)
A Study of Rural School English Teacher Motivational Practice on Facilitating Student Motivation ------------------ 37
Expanding Horizons: Forming Study Abroad Partnerships With U.S. Community Colleges ----------------------------34
Filling the Gaps: Learner-Centred Techniques for Building Expressive Competence ------------------------------------ 31

In My Life: Empowering, Motivating, and Effective --------------------------------------------------------------------------- 24
Listening Skills and TBLT: More Support is Needed -------------------------------------------------------------------------- 36
Using Modern Tabletop Games in Your EFL Classroom ---------------------------------------------------------------------- 31

Teacher Development SIG (TD)Expanding Vocabulary through Literature: Learning Kanji through Manga, Monogatari and More! ----------------- 38
Expanding Your Research Interests: Teachers as Researchers -----------------------------------------------------------------28
ICT for Grassroots Teacher Development --------------------------------------------------------------------------------------- 32

Teachers Helping Teachers (THT)
Teaching Language with Local Culture From Literature ---------------------------------------------------------------------- 27

Teaching Younger Learners SIG (TYL)
SIG Forum: The Reading Component With Online Options and Ideas ---------------------------------------------------- 32
Elementary Teachers’ Language Anxiety and Training ------------------------------------------------------------------------ 28

Testing and Evaluation SIG (TEVAL)
Global Exam Options for Lower Level Learners ------------------------------------------------------------------------------- 26

Vocabulary SIG (VOCAB)
Developing Academic Lexis: An Interactive Approach ------------------------------------------------------------------------ 30
Developing Salience Using Flash Cards ------------------------------------------------------------------------------------------38
The Relationship Between Receptive and Productive Vocabulary of EFL Learners --------------------------------------- 23

Saturday afternoon presentations by SIG
Business Communications SIG (BizCOM)
SIG Featured Speaker: Students’ Study Abroad Financial Problems----------------------------------------------------------61

Bilingualism SIG (BIL)
Being Mixed-Race in Japan: Perceptions/Views From Japanese University Students ------------------------------------- 49
Integration of a Late Immersion Child Into Japanese Public School Curriculum ----------------------------------------- 57
Parents’ Interpretation of the Hafu Referent -------------------------------------------------------------------------------------53

Computer Assisted Language Learning SIG (CALL)
Adapting Song Lyrics Effectively Using iMovie ----------------------------------------------------------------------------------59
Anchor: An SNS for Authentic Speaking Practice -------------------------------------------------------------------------------55
Assistive (AT), Cosmetic (CT), & Disruptive Technology (DT) ---------------------------------------------------------------62
Japanese University EFL Teachers’ Self-Efficacy Beliefs: A Profile Analysis ------------------------------------------------ 61
Using TED and NAWL to Evaluate Online Vocabulary-Learning Apps -----------------------------------------------------52

College and University Educators SIG (CUE)
Shifting Imagination: Self to Other L2 Motivation -----------------------------------------------------------------------------58
SIG Forum: Expanding Students’ Interest in English With an Eye on Global Citizenry --------------------------------- 50
Vocabulary for Culinary Arts—A Corpus-Based Study for ESP Applications --------------------------------------------- 62
Helping Students Discover Conversation --------------------------------------------------------------------------------------- 60

93

Saturday afternoon presentations by SIG (cont’d)Extensive Reading SIG (ER)
Xreading: What’s New and What’s Coming-------------------------------------------------------------------------------------- 53

Gender Awareness in Language Education SIG (GALE)
SIG Forum: Expanding Gender --------------------------------------------------------------------------------------------------- 54
Gender Style of Japanese Communication----------------------------------------------------------------------------------------49

Global Issues in Language Education SIG (GILE)
A Matter of EMI Teaching Style: A Pilot Study on an EMI Financeand Business Management Program in Taiwan’s Higher Education ----------------------------------------------------------55
Expanding Students’ Self-Awareness and Cultural Awareness Through Intercultural Communication Activities ---52
Re-Evaluating Learner-Centered Approaches for Non-Native Speakers in Academic English Writing Class --------- 50

Learner Development SIG (LD)
Digital Transformations ----------------------------------------------------------------------------------------------------------- 57
Exploring Optimal Self-Access Learning Spaces -------------------------------------------------------------------------------- 63
Global Peace and Conflict Games (G-PACS) ------------------------------------------------------------------------------------ 59
Planning and Implementing a School-Wide Write -----------------------------------------------------------------------------55
Students’ Voices in Telecollaboration: What they Do, Think and Learn ---------------------------------------------------- 51
The Secrets of the ALL ROOMs, an Autonomous Language Center ---------------------------------------------------------54
Using Teacher Experience to Bring Content to the University --------------------------------------------------------------- 60
Verbs that Make Us Pay Attention to Your Writing ---------------------------------------------------------------------------- 52

Lifelong Language Learning SIG (LLL)
SIG Forum: Lifelong Learning for Recreational Athletes and Teachers -----------------------------------------------------50

Mind, Brain, and Education SIG (BRAIN)
Cards Against Humanity As A Gateway To Improved Metaphoric Cognition ----------------------------------------------57
Self-Transcription Combats Accuracy/Fluency Tradeoff --------------------------------------------------------------------- 54

Other Language Educators SIG (OLE)
SIG Forum: Expand Your Languages (Beyond Your First Foreign Language) ----------------------------------------------53
Professional Learning for Teachers of Students with SpLD ------------------------------------------------------------------- 49

Teacher Development SIG (TD)
Exploring the Teaching Practicum Experience Through L2 Poetry Writing ------------------------------------------------ 56
Revisiting Challenges in an Intercultural Context ----------------------------------------------------------------------------- 51
SIG Forum: Innovative Teacher Development in Japan and Abroad ---------------------------------------------------------56
Use of Authentic Material in the EFL Classroom ------------------------------------------------------------------------------- 58

Testing and Evaluation SIG (TEVAL)

Objective Subjective Scoring for ESL Speaking -客観的、主観的な採点ー ------------------------------------------------ 56
Score Comparison of New and Old TOEIC L&R --------------------------------------------------------------------------------52
Speaking Practice Using Sentence Transformation Writing ------------------------------------------------------------------ 62

Teachers Helping Teachers SIG (THT)SIG Forum: Innovative Teacher Development in Japan and Abroad ---------------------------------------------------------56

Teaching Younger Learners SIG (TYL)
Concept Mediation by Elementary L2 Learners ---------------------------------------------------------------------------------51
Effectiveness of Team Teaching in High Schools -------------------------------------------------------------------------------- 58
Expand Your Interests Through Action Research --------------------------------------------------------------------------------61
Fun With Mini-Musicals! -----------------------------------------------------------------------------------------------------------60
Teaching Adopted/Foster Children in Japan: Ascribed and Claimed Identities --------------------------------------------54
Washback on Speaking Ability: A Literature Review----------------------------------------------------------------------------59

94

Poster presentations by SIG
Saturday (2:00–2:40)(BIL) A Day With a Multilingual Infant(CALL) Digital Literacy With iPads—Identifying Problem Areas(CALL) How Chatting Online Could Affect Speaking(CUE) - Designing an Online Collaborative Writing Course Mind, Brain and Education in the EFL Classroom Studen(CUE) Student Digital Literacy and Using pdf Files for Reading(CUE) Using Food Packaging as Authentic Material for ESL(ER) Any Dyslexics in the Room? Asking Without Asking(GILE) Authentic Writing Projects Animating International Communication and Cultural Exchange(GILE) Erasmus + Programme And Learning By Teaching (LdL)(GILE) Independent Discussions in the Classroom(GILE) Methods of Teaching Maori Studies in Japan(GILE) Word Choices and Frames In the Matter of Discussing a Global Issue In a Classroom: A Case Study of theControversy over Whaling(SDD) Boost Student Self-Confidence With Drama(TBL) Happiness is a Warm Pen(TD) Developing Trainees’ Ability to Teach English in English(TD) Improving Attitudes: Making Group Work More Effective(TD) You Teach Nursing English? Meet JANET(TEVAL) Comparing Standardized Tests: VELC or OOPT?
(TEVAL) Using a Mixed Methods Approach for Psychometric Instrument Investigation(THT) Workshops at Work! Visiting Kyrgyzstan With THT(TYL) Capture Children’s Imagination With Stories

Sunday (2:30–3:10)(BRAIN) Some Brain Friendly Classroom Hacks(CALL) Aurasma—Building a More Interactive Classroom(CALL) MAVR (Mixed Augmented Virtual Realities): The Future or a Fad?
(CALL) Using Online Student Response Games for Vocabulary Review(CT) Critical Thinking Through the Study Of History(CT) Second Language Learner Attitudes to Written Corrective Feedback(CUE) Identifying Predatory Conference Organizers(ER) Reading Rubrics Compared(GILE) CLIL Curriculum Design for Significant Learning(LD) How Do Self-Directed Learners Keep Going? The Role of Interest in Sustained Learning(LiLT) In Support of Poetry in the EFL Classroom(MW) Creating an Original Gamebook for Intermediate Learners of English(SO) Building School Culture at For-Profit Language Schools(TBL) Overcoming Constrictions of the “Assigned” Textbook

95

Bilingualism SIG (BIL)

Sunday morning presentations by SIG

Early Awareness of Language Choice in a 2-year-old Trilingual Child ----------------------------------------------------- 67
Language Dominance in a Korean-Chinese-Japanese Trilingual Child: A Case Study------------------------------------ 68
SIG Forum: Being Bilingual: Parents’ and Children’s Perspectives ---------------------------------------------------------- 71
Take Your Children Beyond the Japanese Curriculum ------------------------------------------------------------------------ 64
The Concept of Singaporeans as Native Speakers of English ----------------------------------------------------------------- 72
Using TBI in Canada: Can Sheltered Instruction Complement? ------------------------------------------------------------ 77

Computer Assisted Language Learning SIG (CALL)
A Collaborative Online International Learning (COIL) for Promoting EFL Learners’ Intercultural Competence:
Reflections on the Use of Facebook as a Communication Platform--------------------------------------------------------- - 70
A Collaborative E-Learning Project Between High School Students in Australia and Japan --------------------------- - 66
Disruptive Technologies and Trajectories: Implications for the Future of Language
Teaching and Learning ------------------------------------------------------------------------------------------------------------- 69
High-Context Language Learning by Mock Video Conference Calls ------------------------------------------------------- 78
SIG Forum: Expand Your Interests With the CALL SIG ---------------------------------------------------------------------- 76
Ten Years On: Smartphones in the Classroom ---------------------------------------------------------------------------------- 76
Using Digital Products to Reduce Language Anxiety ------------------------------------------------------------------------- 79

College and University Educators SIG (CUE)
English Support for Tourism in Small Japanese Towns ----------------------------------------------------------------------- 75
Japanese University Student Preference for Teachers of the Four Skills and Grammar -----------------------------------70
Making Writing Cognitively Engaging ------------------------------------------------------------------------------------------ 66
Rasch Analysis of a Questionnaire for Motivation ------------------------------------------------------------------------------73
Survey on Americans’ Understanding of Made-in-Japan English Words ----------------------------------------------------78

Critical Thinking SIG (CT)A Practical Model for SLA Teaching ----------------------------------------------------------------------------------------------65
SIG Forum: A CT SIG PechaKucha -----------------------------------------------------------------------------------------------69

Extensive Reading SIG (ER)SIG Forum: Assessment of Extensive Reading ---------------------------------------------------------------------------------- 74

Global Issues in Language Education SIG (GILE)
Greening JALT Events -------------------------------------------------------------------------------------------------------------- 66
SIG Forum: Expanding Global Education ---------------------------------------------------------------------------------------75
Teaching: The Ultimate Role-Play --------------------------------------------------------------------------------------------------74
The Nairobi Grapesyard Slum School Digital Textbook Computer Lab: A Year On ----------------------------------------77
World Citizen Curriculum Design: Global Studies------------------------------------------------------------------------------70

Learner Development SIG (LD)
Exploring Autonomous Learning Behavior of Regular and Long-Term Scrabble Players -------------------------------- 71
Pop Culture, Student Voices, and Academic Discourse ----------------------------------------------------------------------- 78
Second Language Ego: Developing Fluency With Smartphone Recording/Transcription Activity ----------------------76
Student Interviews of Professional Role Models ------------------------------------------------------------------------------- 80
Getting Students Researching and Writing ------------------------------------------------------------------------------------- 74

Mind, Brain and Education SIG (BRAIN)
SIG Forum: Expand Your Interests with the BRAIN SIG ----------------------------------------------------------------------69
When Brains Study Abroad 2: Encountering the New --------------------------------------------------------------------------65

96

Sunday morning presentations by SIG (cont’d)Material Writers SIG (MW)Developing Learning Materials for Japanese Traditional Craft Workshops Taught in English ------------------------- 68
From Creation to Evaluation: Where to Go Now? ----------------------------------------------------------------------------- 72
Making Academic Writing Activities Interactive --------------------------------------------------------------------------------64
SIG Forum: Materials Writing With a Pragmatic Focus ----------------------------------------------------------------------- 75

Other Language Educators SIG (OLE)
Beyond English—Encouraging Students to Expand their Interests in Other Foreign Languages ------------------------68
Expanding on Self-Assessment and Motivation----------------------------------------------------------------------------------67

Pragmatics SIG (PRAG)
SIG Forum: Materials Writing With a Pragmatic Focus ----------------------------------------------------------------------- 75

Speech, Drama and Debate SIG (SDD)
Democratic Debate: Organizing a Debate Festival for All Students ----------------------------------------------------------64
SIG Forum: Expanding Interests With the SDD SIG --------------------------------------------------------------------------- 72

School Owners SIG (SO)The Benefits of Competition for English Conversation Schools: A Personal Perspective ----------------------------------72

Task Based Learning SIG (TBL)
Bridging Research and Secondary School Classrooms: A Case of Vocabulary Learning ----------------------------------75
Music Videomaking in a Project-Based Learning Classroom----------------------------------------------------------------- 74
Promoting EFL College Learners’ Language Learning Strategies ----------------------------------------------------------- 79

Teacher Development SIG (TD)Coming Together to Reflect on Classroom Practice ---------------------------------------------------------------------------- 80
Dialogic Reflective Journal: A Way to See More -------------------------------------------------------------------------------- 71
English Enhanced—Reach the Unreachable Learner -------------------------------------------------------------------------- 66
Enhancing SHS students’ English Use Through CLT -------------------------------------------------------------------------- 73
Video Teacher Education: Small Changes, Big Results ------------------------------------------------------------------------ 77

Testing and Evaluation SIG (TEVAL)
SIG Forum: A Serial Multiple-Choice Vocabulary Test Format -------------------------------------------------------------- 79

Teachers Helping Teachers SIG (THT)
Outreach Organizations for Helping Teachers Develop Skills ----------------------------------------------------------------65

Teaching Younger Learners SIG (TYL)
Creating Simple Plays for Children ------------------------------------------------------------------------------------------------68
Training Teachers of Young Learners to Use Stories --------------------------------------------------------------------------- 67

Vocabulary (VOCAB)
A Case for Metaphor and Metonymy in the Classroom ------------------------------------------------------------------------ 68
SIG Forum: A Serial Multiple-Choice Vocabulary Test Format -------------------------------------------------------------- 79

Proofreading Acknowledgements
The handbook editor is eternally grateful to the following people for proofreading parts of the handbook: George MacLean,
Robert Chartrand, Tim Pritchard, Joël Laurier and Bill Pellowe, as well as the Conference Chair, Mathew Porter. A very special
thanks goes to Aleda Krause, who meticulously proofread the entire handbook to have conform to JALT publication standards.

97Sunday afternoon presentations by SIG
Business Communications SIG (BizCOM)
Errors on Writing Job Application Letters of Senior High School Students of Angono National High School:
Foundation for Skills-Based Module --------------------------------------------------------------------------------------------- 81
Using Lego® Serious Play® to Foster Communication in Multicultural English Problem-Solving Discussions --------84

Computer Assisted Language Learning SIG(CALL)
Discussion and Digital Storytelling for Academic Purposes and Its E ect on Critical Thinking Skills:
A Case for Japanese EFL Learners -------------------------------------------------------------------------------------------------83
Extending Class Prezos Beyond the Classroom With Moxtra -----------------------------------------------------------------85
I-lex: A New Word Association Test -----------------------------------------------------------------------------------------------83

Foreign Language and Portfolio SIG (FLP)
Designing a CEFR-Informed Toolkit ---------------------------------------------------------------------------------------------81

Global Issues in Language Education SIG (GILE)
Expanding Diversity: Enlarging Accessibility ---------------------------------------------------------------------------------- 83

Literature in Language Teaching SIG (LiLT)SIG Forum: Expand Your Interests with the LiLT SIG -------------------------------------------------------------------------83

Lifelong Language Learning SIG (LLL)
Expanding Your Interests With Online Courses --------------------------------------------------------------------------------81

Mind, Brain and Education SIG (BRAIN)
Building Classroom L2 Habits with Online Tools ----------------------------------------------------------------------------- 81
Dictation: Before, During, and After ---------------------------------------------------------------------------------------------85

Pragmatics SIG (PRAG)
Multiple Extended Discourse Opportunities in SLA -------------------------------------------------------------------------- 86
Research on the Protection and Inheritance of China’s Endangered Minority Languages ------------------------------- 85
Rethinking Cotexts ------------------------------------------------------------------------------------------------------------------83

School Owners SIG (SO)Expanding Your Interests with the SO SIG -------------------------------------------------------------------------------------- 83

Task-Based Learning SIG (TBL)
Increased Motivation and Learner Autonomy Through Learning Card Tricks via Online Resources ------------------86
Writing Newsletters to Promote Learner Motivation and Autonomy ------------------------------------------------------- 87

Teacher Development SIG (TD)Expansive Listening: An Approach to L2 Learning ---------------------------------------------------------------------------- 86
Numbers Game: How Accreditation, Kakenhi, and the “Super Global” Program Are Changing Japan’s Universities 87

Testing and Evaluation SIG (TEVAL)
Rasch Analysis of a Congruent and Incongruent Collocations Test ----------------------------------------------------------83

Vocabulary (VOCAB)
Effects of Loanwords on Comprehension and Accuracy ------------------------------------------------------------------------86
I-lex: A New Word Association Test ---------------------------------------------------------------------------------------------- 84
Using GAV Vocabulary with University Learners ------------------------------------------------------------------------------ 87

Photo Credits
p. 8 Akita View Hotel map. from <https://www.akita-yulala.jp/en/information/atm>.
p. 9 Kinloch, Alexander Angus Airlie, 1838-1919 [Public domain], via Wikimedia Commons. from<https://commons.wikimedia.org/wiki/File%3AMoon_bear_face.png>.

98Call for Papers
All presenters at JALT PANSIG2017 will be invited to submit a paper based on their presentation for
publication in the 2017 PanSIG Journal. All submissions should be made through the submissions page.
In the same way that the presentations were vetted prior to the conference, the conference papers will also
be subjected to peer review. Publication in the 2017 PanSIG Journal qualifies as a refereed publication. We
would therefore like to encourage all presenters to submit a paper.
Submission Deadline: July 31st, 2017
Initial results of reviews to be announced by October 30th, 2017.
Target Publishing Date: May 2018
General Guidelines
Your paper should be no longer than the word count of 4000 words, including references. A papers over
4000 words will not be considered for publication and a paper of less than 2,500 words is unlikely to bechosen 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 ora 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 the previous years proceedings for examples ofthese 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 have any questions.
Papers submitted to the 2017 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 of reviews to be announced by October 30th, 2017.
Please refer to the PanSIG Journal website at <pansigjournal.org> for further details
Publishing Date
The target publishing date of the 2017 PanSIG Journal is May 2018.
Questions about the proceedings may be sent to the Editor at this address: pansigjournal@gmail.com

Best regards,
The 16th annual PanSIG Proceedings Editing
Committee Submission of Materials

100