Japan Association for
Language Teaching
PanSIG is a conference organized by many of the Special Interest Groups (SIGs) of JALT.

Conference Handbook

Where?
Fukui University of Technology
福井工業大学3-6-1, Gakuen, Fukui City, Fukui Pref. 910-8505
福井県福井市学園3丁目6番1号

Full
Schedule

When?
Friday - Sunday

May 24-26, 2024

Registration
Pre: Collect your name card at
Types of Tickets:

PanSIG
2024
WebsiteJALT Member
Student JALT Member

the registration desk.

Onsite: Go to the treasurer’s

desk to purchase and register.

Non-JALT Member
Student Non-JALT Member

Logos byJames Dunn &Tim Cleminson

Table of Contents
Handbook Cover: Welcome to PanSIG 2024 1
Basic Information 2
Table of Contents 3
Conference Information — At a Glance 4
Conference Schedule Overview 5Social Events Schedule Overview 6
PanSIG 2024 Social Events 6 - 8
PanSIG 2024 Pricing 9
Access to the Conference Site 10
Map of the Conference Site 11
Message from the Conference Chair 12
PanSIG 2024 Research Grant and Conference Grant Winners 13
PanSIG 2024 Committee 14
JALT Code of Conduct 15
PanSIG 2024 Proposal Readers 16
2023 PanSIG Journal — Article Reviewers 17
PanSIG 2024 Student Volunteers 18
Acknowledgements of Associate Members & Sponsored Presentations 19
Plenary Speakers 20
Grant Recipient Reports 21 - 25
PanSIG Showcase Pages 26 - 38
2024 PanSIG Journal — Call for Papers 112 - 113
PanSIG 2025 — Preview 114

Saturday

Sunday9:35 - 10:35 Plenary: Daniel R. Isbell

20

9:00 - 9:25 Presentation Session 7

82 - 87

10:45 - 11:10 Presentation Session 1

38 - 43

9:25 - 10:00 Presentation Session 8

87 - 91

11:20 - 11:45 Presentation Session 2

43 - 48

10:10 - 11:40 SIG Forums (Sunday)

92 - 95

11:55 - 12:20 Presentation Session 3

48 - 54

12:50 - 13:50 Plenary: Yui Suzukida

20

13:20 - 14:50 SIG Forums (Saturday)

54 - 59

14:00 - 14:25 Presentation Session 9

96 - 99

15:00 - 15:50 Posters, Materials, Coffee

59 - 64

14:35 - 15:00 Presentation Session 10

99 - 105

16:00 - 16:25 Presentation Session 4

65 - 70

15:10 - 15:35 Presentation Session 11

105 - 111

16:35 - 17:00 Presentation Session 5

70 - 75

17:10 - 17:35 Presentation Session 6

76 - 80

15:40 ~

Closing Ceremony

Conference Information — At a Glance

Conference Schedule

PanSIG 2024
Conference
Websitehttps://pansig.org

Childcare?

Information

Free Wi-Fi
Fukui Universityof Technology??

General Questions

ProgramQuestions? ??
PanSIG 2024
Location Questions

Fukui Guide

Food
Posting Large
Items (Yupak)Accommodation

Garbage

We appreciate your efforts to help us run an environmentally-friendly and sustainable conference.

• Please keep garbage to a minimum.
• Bring your own bottle for drinks.
• Please use the bins on campus and separate your garbage appropriately.
• If possible, please take your garbage with you to dispose of off-campus.

???

All information inthis handbook iscorrect andaccurate up to
Friday, 24th May
2024. Any errors
or changes to theschedule areunintentional and
we apologize forany inconvenience
this may cause.
Please refer to the
PanSIG 2024 website
https://pansig.org forthe latest and mostaccurate information.

Conference Schedule Overview

Full Schedule

Fukui Guide
Saturday, May 25th

Registration Desk Opens, Materials Exhibition, Coffee Break 8:30~
Opening Ceremony & Hula Dancers 9:00 - 9:20
Plenary Speaker #1 : Daniel R. Isbell 9:35 - 10:35
Presentation Sessions 1-3 10:45 - 12:20
Lunch, Materials Exhibition, Taiko Drummers 12:30 - 13:30
SIG Forums (Saturday Sessions) 13:20 - 14:50
Poster Presentations, Materials Exhibition, Coffee Break 15:00 - 15:50
Presentation Sessions 4-6 16:00 - 17:35
Materials Exhibition, Coffee Break 17:45 ~Buses 17:45 ・17:55・18:05 ・18:23
PanSIG 2024 Of cial Conference Dinner 18:30 - 20:30

Sunday, May 26th
Registration Desk Opens 9:00~
Presentation Sessions 7-8 9:00 - 10:00
SIG Forums (Sunday Sessions) 10:10 - 11:40
Lunch, Materials Exhibition 11:30 - 12:30
Plenary Speaker #2 : Yui Suzukida 12:30 - 13:30
Presentation Sessions 9-11 14:00 - 15:35

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Closing Ceremony 15:50 - 16:00

Social Events Schedule
Friday, May 24th
Fukui Prefectural Dinosaur Museum Trip 12:00 - 17:00
Mount Asuwa Photowalk 16:00 - 18:00

Saturday, May 25th
Mount Asuwa Morning Jog 7:00 - 8:00
PanSIG 2024 Opening Ceremony & Hula Dancers 9:00 - 9:30
Lunch Taiko Drummers 12:30 - 13:30
Conference Dinner: Fukui Palace Hotel 18:30 - 20:30

Sunday, May 26th
Whisky Tour and Tasting 12:30 - 14:00

Fukui Prefectural Dinosaur Museum Trip

When: Friday, May 24th, 12:00-17:00

A shuttle bus will depart from FUT Campus in
front of FUT Tower entrance.
Fukui Prefecture is home to the largest dinosaur fossil quarry in Japan. The Fukui Prefectural Dinosaur Museum hosts a variety of dinosaur
skeletons, fossils, and minerals arranged in a way which coincides with evolutionary time. In addition to the museum and its displays, otheractivities available are the Field Station Tour as well as the Fossil Research Experience. At the Field Station Tour, participants will be taken to thedinosaur fossil quarry for a tour and a chance to break rocks to nd their own fossils. In the Fossil Research Experience, participants will be taken
through the procedures in the processing and analyzing of fossils once brought in from the eld into the laboratory. Please note that these two
extra activities require an additional fee as well as a reservation. Each activity lasts around 2 hours. Multi-language voice tour guidance only
available for the main museum.
Museum General Admission

Field Station Tour

Fossil Research Experience

Adult 1000円

1300円

2200円

HS / Uni Student 800円

1100円

1800円

Elem / JHS Student / + 70yo 500円

650円

1100円

Free. *must be 4yo+

No admittancePre-school Free

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Field Station Tour Participants are required to bring items such as gloves, water, etc. themselves.
Please check the website (https://www.dinosaur.pref.fukui.jp/visit/ eldstation) for a detailed list of items needed.

PanSIG 2024 Of cial Opening Ceremony
When: Saturday, May 25th, 9:00 - 9:30

During the opening ceremony, a local hula dancetroupe will perform to welcome all of us to PanSIG
2024, and to introduce our rst plenary speaker,
Daniel R. Isbell from the University of Hawai'i.

PanSIG 2024 Of cial Conference Dinner

When: Saturday, May 25th, 18:30 - 20:30
Where: Fukui Palace Hotel
Cost: 5000円 (includes all-you-can-drink)

Socialize, network, and relax while enjoying Fukui
cuisine including salmon, pork, venison, andbeef, among other ne local dishes!

PanSIG 2024 Taiko Drummers During Lunch
When: Saturday, May 25th, 12:30 -13:30
Where: On Campus in the Japanese
Garden

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The WADAIKO performers, "The Drummers
of YATSUSUGI", formed in 1976. Their roots
are in Mt. Yatsusugi in Imadate, Fukui. They
were Japan's #1 champions in 1995 and1996.

Mount Asuwa Photowalk

When: Friday, May 24th, 16:00 - 18:00
Where: Meet in front of JR Fukui Station,
approximately 100 m to the west (in front of
the planetarium and the animatronic T-Rex).
Leisurely pace walk! Standing at only 116
meters, Mt. Asuwa is small in stature, but still alovely place to visit. The mountain has anumber of short hiking trails and walking
courses, and the summit offers a beautiful viewof Fukui City. It’s an especially popular spot tovisit during spring to view the cherry blossoms
and early summer for hydrangeas, and the citynightscape is stunning all year round. Make
sure to bring your camera!

Mount Asuwa Morning Jog

When: Saturday, May 25th, 7:00 - 8:00am
Where: Depart at 7am!! - Meet in front of JR Fukui
Station, approximately 100 m to the west (in front of theplanetarium and the animatronic T-Rex). Leave enoughtime for warming up - repeat, DEPARTING at 7am!!

Whisky Tour and Tasting

When: Sunday, May 26th, 12:30 - 14:00
Where: Irish Bar Shelbourne
Tickets: Eventbrite Details & Ticket Reservation

PanSIG 2024 Conference Pricing
Conference Attendance in Fukui
Pre-registrations

On-site Registration

JALT Members

9500円

11500円Non-JALT Members

12000円

15000円

Senior & Student JALT Members＊

2000円

2000円

Senior & Student Non-JALT Members＊

2500円

2500円

(By May 2nd)

＊To qualify for the Student JALT Member Price, you must:
1)
2)

Be a JALT Student member or
Have proof of full-time student status, such as a valid student ID.

＊To qualify for the Student Non-JALT Member Price, you must:
1) Have proof of full-time student status, such as a valid student ID.

Access to the Conference Site

Fukui University of Technology

福井工業大学3-6-1, Gakuen, Fukui City, Fukui Prefecture
910-8505
福井県福井市学園3丁目6番1号

Take a JR Hokuriku Main Line train 北陸本線
and get off at Fukui Station 福井駅.
Fukui station is located about 3 kilometersfrom Fukui University of Technology.

1. Take the West(西) exit.

2. Find Bus Stop No. 3.

3. Get on the bus.

Take the No.12 bus (Gakuen line 学園線乗車) & get off in front of Fukui
University of Technology (about 10 minutes).

Conference Site Map

PanSIG 2024 will
primarily be held on the
5th, 6th, and 7th oorsof Fukui University ofTechnology’s
Building #1,
FUT Synergy Building,and Building #2, which
are connected.

5th Floorfl6th Floor

7th Floor

Message from the Conference Chair: Parvathy RamachandranDear PanSIG attendees,
It is my great pleasure to welcome you to our conference, “Getting Back to Basics”, tobe held at Fukui University of Technology in the charming city of Fukui, Japan. As theconference chair, I am excited to welcome attendees not only from Japan, but fromall around the world to engage in meaningful discussions centered on revisiting thefundamental principles and practices in our diverse elds of study.
The conference theme, “Getting Back to Basics”, highlights the signi cance of reevaluating the foundational elements that form the basis of our academic andprofessional pursuits. In a time marked by swift technological progress andincreasing complexity, it is essential to contemplate on the fundamental principles
shaping our research, teaching and professional endeavors.
Fukui, situated on the Sea of Japan coast and part of the historic Hokuriku region ofJapan, offers a captivating blend of rich cultural heritage and breathtaking natural
beauty. From its historic temples such as Eiheiji temple, a leading Zen temple in the region, the Fukui Dinosaur
Museum, Japan’s best museum of its kind, to its stunning coastline and scenic beaches, Fukui provides an inspiring
backdrop for our academic pursuits.
As we gather to exchange ideas and insights during this conference, we also look to the future with optimism andenthusiasm. Plans are already underway for future conferences that will build upon the themes and discussions
initiated here. Our vision is to establish a platform for ongoing dialogue and collaboration, ensuring the spirit of“Getting Back to Basics” continues to inform and inspire our work long after the conference concludes. We hope thatyou will delight in the conference taking place this weekend at this unique, picturesque venue.
The post-pandemic era of education has set in motion a series of innovations in higher education with the advent ofcontent-generating tools like ChatGPT. However, no matter how sophisticated these technologies may be, thefounding principles of a teacher giving a class to a group of students remain unchanged. The use of AI in educationmust remain human-centered keeping in mind the best interests of students. With this in mind, this year’s plenary
speakers will guide us through exciting advancements in technology and how to effectively integrate them into ourclassrooms. On Saturday, Dr. Daniel R. Isbell, a language assessment and testing expert, will delve into signi canttechnological progress in language assessment, covering topics from automated speaking scoring to AI-assisted
remote proctoring. He will also provide insights into what to expect from test developers and technology providers.
On Sunday, Dr. Yui Suzukida will lead us in exploring the impact of cognitive and sociopsychological factors on
second language speech learning. These two speakers are just a glimpse of the over 300 presenters who will share
their expertise during the conference. The PanSIG team has organized plenty of coffee and snack breaks, networking
opportunities, and social activities fostering connections and idea exchange. The conference prioritizes childcare
services, and ample lunch options will be available at the campus cafeteria as well as convenience stores near thecampus. Dr. Bradford Lee, our passionate site chair, has arranged various social events, including a tour of the
Dinosaur Museum in Fukui, Mt. Asuwa photowalk, and morning jog sessions between presentations. And let’s notforget the Conference Dinner on Saturday night, promising a wonderful setting, delicious food and engaging
conversations. I would also take this opportunity to thank the PanSIG Committee, SIG volunteers, site volunteers,
student volunteers, and Fukui University of Technology, for their gracious support and dedication in making thisconference possible.
PanSIG 2025 is set to take place at Chiba University, under the leadership of the next Conference Chairs, Robert Dykes
and Prateek Sharma, alongside the new Site Chair, Jennie Roloff Rothman. Their invaluable contributions to our teamsince last year has been instrumental, and they have exciting plans in the pipeline for PanSIG 2025! With theirguidance, we anticipate yet another conference lled with enriching experiences and fruitful discussions.

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As the PanSIG 2024 Conference Chair, I am pleased to pass the baton to this capable team. I am con dent that under
their stewardship, PanSIG 2025 will surpass expectations and provide attendees with unparalleled opportunities for
professional growth and networking.

PanSIG 2024 Grant Winners
The PanSIG 2024 Committee has prepared two types of grants: conference
grants, and student grants. These grants will be awarded to applicants who do nothave nancial support from their institutions or workplace. The grants support theconference's goal of empowering educators to improve the quality of education.

Conference Grant Winners
Catherine Takasugi
Aoyama Gakuin University
Emily Choong
Utsunomiya University
Tosh Tachino
Riverdale
Richard Ingham
Nagoya University of Foreign Studies・ British Council
Amy Braun
Seto Solan Primary SchoolStudent Grant Winnerfi

Nicholas Marx
Ritsumeikan University・University of LeicesterConference Committee PanSIG 2024
Executive Team
Conference Chair (2024)
Conference Site-Chair (2024)
Conference Treasurer
Committee Chair

Parvathy RamachandranBradford J. Lee
Phil Nguyen
Grant Osterman

Conference Co-Chairs (2025)

Robert Dykes

Conference Site-Chair (2025)

Jennie Roloff Rothman

Grants Chair
SIG Forums Chair
Conference Chair (2023)
Conference Site-Chair (2023)

Prateek Sharma

Natsuho Mizoguchi
Brian Gallagher
Nicholas J. Wilson
Amanda Gillis-Furutaka
Program Team

Submission Co-Chairs

Jennie Roloff Rothman

Schedule

Terry Tuttle

Room Host Schedule / Liaison

Terry Tuttle

Associate Member (AM) Liaison Chair
Handbook Editorial TeamMaria Gabriela Schmidt
Jessica Takeda

John Thomas Wyatt

Jerry Talandis Jr.

Miguel Campos

Ezra Vasquez

Duncan Iske

Shanique Hutchinson

Annie Minami

Student OutreachNatsuho Mizoguchi

Student Volunteer Coordinator

Natsuho Mizoguchi

Teacher Volunteer Coordinator

Bradford J. Lee

PanSIG Journal Editorial Team

Naheen-Madarbakus-Ring

Registration Team
Site Registration Co-chairs

Margit Krause-Ono

Cecilia Silva

Site Registration Assistant Gabriela Schmidt
Event Site
Event Website Parvathy Ramachandran
PanSIG Website
Photographers

William Pellowe
Tim Saito

Ma Wilma Capati

Tim Cleminson

Bradford J. Lee
Public Relations (PR) Team

Public Relations Chair
PR Team Members

Mariana Oana Senda
Nadiia Zaitseva

Art & Logo Illustrator Tim Cleminson
Japanese Publicity

Ryoko Sato

Original Logo by: James Dunn
Natsuho Mizoguchi

JALT Code of Conduct
JALT is an organization that encourages diversity and inclusion and which welcomes people of allraces and genders from around the world. To ensure a safe and professionally-satisfying experience
for all at PanSIG, attendees are asked to read and abide by the JALT Code of Conduct.
JALT seeks to provide a safe, hospitable, and productive
environment for all JALT members, staff, volunteers, and event
attendees, regardless of nationality, ethnicity, religion, disability,
physical appearance, gender, or sexual orientation. JALT prohibits
any intimidating, threatening, or harassing conduct during JALT
events and any socializing related to those events.

JALT Code of Conduct Ideas?

Read the entire
JALT Code of Conduct

Submit your ideas for how to improve the Code and make JALT an even more inclusive organization
at the Code of Conduct table throughout the conference.

PanSIG 2024 Proposal Readers
We thank everyone who volunteered to review proposals for the 2024 JALT PanSIG conference.
Reading and making suggestions for improving the proposals helps support our community invarious ways. Your feedback is very valuable for potential presenters because it helps them clarify
their ideas and ensure the PanSIG conference offers quality presentations. It also helps presenterswrite better proposals for future conference submissions.
We recognize the proposal readers are busy and appreciate the time they took during spring break tosupport the PanSIG conference. Reading proposals is an integral part of planning a successful
conference. Therefore, we would like to extend our thanks to the PanSIG 2024 conference proposal
reading team.

Submission & Review Co-Chairs
Jennie Roloff Rothman Naheen-Madarbakus-Ringfifl

Abstract Reviewers
Shaitan Alexandra

Mehrasa Alizadeh

Blanca or P. Arada

Yumi Asabu

Frederick BacalaAndy Bar eld

Ma Wilma Capati

Philip Cardiff

Tim Cleminson

Patrick Conaway

Julia Daley

Ashton Dawes

Wayne Devitte

James Dunn

Zoya S. Erdevig

Maria Fernandez

Roberto Figueroa

Eric Fortin

Donna Fujimoto

Tetsuya Fukuda

Anthony Brian Gallagher

Bladimie Germain

Amanda Gillis-Furutaka

Ryan HagglundGwyn Helverson

Todd Hooper

Anja Hopf

Mark Howarth

Caroline Hutchinson

Noriko Ishihara

Marc Jones

Joseph KelleyDavid Kluge

Tom Legge

George MacLean

Naheen Madarbakus-Ring

Wayne Malcolm

John Maune

Tara McIlroy

John Andras Molnar

Bao Nguyen

Phil Nguyen

Christopher Nicklin

Senda Mariana Oana

Yosuke Ogawa

Robert Olson

Grant Osterman

Daniel Roy Pearce

William Pellowe

John-Guy Perrem

Jim Ronald

Jennie Roloff Rothman

Greg Rouault

Stephen M. Ryan

Roxana Sandu

Kate Sato

Edward Schaefer

Gabriela Schmidt

Monika Szirmai

Tosh Tachino

Julia Tanaba

Jamie Taylor

Brian Teaman

Victoria Thomas

Terry Tuttle

James Underwood

Kinsella Valies

Mary Virgil-Uchida

Bertlinde Voegel

Michael Y. Yap

Amelia Yarwood

Davey YoungPanSIG 2023 Journal — Article Review Volunteers
We thank everyone who volunteered to review articles for the 2023 JALT PanSIG journal.
Reading, offering comments, and making suggestions for improving the articles helps
support our community in various ways.
Dominique Vola
Ambinintsoa

Kanda University of International
Studies

Craig Armstrong

Kumamoto Health Science University

Devon Arthurson

Hakuoh University

Emi Nagai Temple University

Zoe Barber

Konan University

Hiroyo Nakagawa Osaka Jogakuin University

Jeffrey Charles Jr. Barnett

Martyn McGettigan

Hiroshima City University

Jason Moser

Kanto Gakuin University

Mari’s English Language Education
Port (MELEP)

Shiga University of Medical Science

Mari Nakamura

Kanda University of International
Studies

Sachi Oshima

Chuo Gakuin University

Hirosaki University

Andre Parsons

Hokkaido University of Education

Kanda University of International
StudiesEsther Ratcliff

Tokyo Woman’s Christian University

Kyoto Women’s University

Jesse Reidak

Wilma Capati

Kanazawa Institute of Technology

Jennie Roloff

Leilani de Vera

Doshisha University

Phillip A. Bennett
Brian Birdsell
Tina Brown
John Campbell-Larsen

Joseph Dias
Roberto Figueroa

Aoyama Gakuin University

Aya Shiiba
David Shimamoto

Kanda University of International
Studies
University of Kitakyushu
National Institute of Technology,
Niihama College

University of the Philippines

Hamish Smith

Edo Forsythe

Hirosaki Gakuin University

Cameron Smith

Marina Goto

Marina English School

Cecilia Smith Fujishima

Mary Hillis

Ritsumeikan University

Gregory Strong

Jason Hobman

Saitama University

Mark Swanson Yamaguchi Prefectural University

Duncan Iske

Yamagata University

Victoria Thomas

Lasni Buddhibhashika
Jayasooriya
Yuka Jibiki

Kyushu University
University of the Sacred Heart

Chie Kawashima Oyama Johnan High School
Dawn Kobayashi
Michael Kuziw

Onomichi City University
Jin-ai University

Bradford Lee

Fukui University of Technology

Michael Yosef

Sophia University

Iwate Prefectural University
Aichi Gakuin University
Shirayuri University
Aoyama Gakuin University

University of Shimane

Amy Toms Fukuoka Women’s University
Mizuka Tsukamoto
Terry R. Tuttle

Ryukoku University
Moriguchi City Board of Education

Elisabeth Williams Kobe Women’s University
Brent Wright

Kanazawa Institute of Technology

Yaya Yao Kyushu University

PanSIG 2024 Student Volunteers
We would like to thank everyone who volunteered to help us onsite this year at the JALT PanSIG 2024
conference. This is a very important part of the conference and enables us to run the sessions smoothly.

Student Volunteers
Roswell Engelbert

Wang Jia Xuan

Eitetsu Amaya

Youichiro Azuma

Adam Chong Zhi Hui

CarrenNguyen Thi Gia Nguyen

Miracle Aurelio Ang

Leonard Paattang

Ooi Yun Teng

Andrew Wong Wey Chee

Reika Mizuguchi

See Min Zhe

Lim Jian Jie

Haruki Kawashima

Shunichi Kinoshita

Hein Thiha

Phone Myint Oo

Nyam Ochir Nomin

Wu Ruijie

Teh Yao Le

Esther Van Nei Oo

Aye Myint Aung

Noda Hiromu

Kota Sumida

Higashikawa Taiyo

Nguyen Xuan Chinh

Jinlei Gao

Amirul Faris

Rai Umeda

Tong SiZheMost Tanima Pervin

Liao Shukang

Nguyen Ngoc Anh

Ye Jiming

Nicole Lee Chen Xi

Hossain Md Imran

Ma Tianyu

Ding Wangyan

Chan Pei Chuin

Huang Tzuhsin

Ikeda Yukino

Enkhchimeg Enkhtuvshin

Htet Lin Oo

Tseng Yi Lin

Yoshida Syo

Siti Aisyah Binti Jasmadi

Uddin Md Main

Xyrene Esparaguera

Haruna Osaka

Chan Hoi Shuen

Felix Wbw

Takamura Komei

We want to thank all of ourvolunteers at our PanSIG and JALT
events. Their efforts and engagement
inspired and helped us to become moreexperienced and laid solid groundwork forrunning our face-to-face conferencesmoothly.
They also held training sessions andprepared instructions, all of which we
can draw on. We are deeply gratefulfor their tireless support.

PanSIG 2024 Associate Members

We thank all Associate Members for supporting PanSIG 2024!

PanSIG is grateful for the support it receives from the sponsors of the PanSIG conference. In JALT, wecall our sponsors "AMs", which stands for "Associate Members." AMs support JALT through theirmembership fees, advertisements, sponsored presentations at chapter, SIG and national events,
exhibition space at the various JALT conferences across Japan, and many other ways.
The following companies are supporting the PanSIG 2024 Conference. Please be sure to thank themwhen you visit their booths in the educational materials exhibits. As more companies join, we'll be
updating this list.
Abax Ltd.

http://www.abax.co.jp

Cambridge University Press & Assessment http://www.cambridge.org
Eigo.AI http://eigo.ai
EnglishCentral JAPAN K.K. http://ja.englishcentral.com
Kinseido Publishing Co., Ltd. http:www.kinsei-do.co.jp
Nellie's English Books http://nellies-bs.com/
Pearson Japan K.K. http://www.pearson.co.jp
Tryalogue Education Co., Ltd. http://www.tryalog.co.jp

Visit the Associate Members during the PanSIG Conference!

PanSIG 2024 Plenary Speakers

Saturday, May 25th
Room #: 2-802

Time: 12:50-13:50

Room #: 2-802

Daniel R. Isbell

Yui Suzukida

Hype and High-Tech Language Tests: Staying Grounded with
Language Assessment Fundamentals

Exploring the In uence of Cognitive and Sociopsychological
Factors on Second Language Speech Learning

AI, automated scoring, chatbots, computer adaptive test
delivery, remote proctoring: Technology has transformed
language testing, accelerated in recent years by bothnecessity and major advances in capabilities. Whileadvanced technology is often associated with large-scale,
high-stakes tests (e.g., Isbell & Kremmel, 2020),
technology is also expanding possibilities for local
testing programs (e.g., Green & Lung, 2021) andclassroom-based, learning-oriented assessment (e.g.,
Jeon, 2023). Technology in assessment is exciting andcomes with grand promises from developers, but it isalso overwhelming – how can language professionals,
most of whom are not programmers or machine learning
engineers, keep up with every new development?

Ever wondered why some language learners effortlessly
master a new language while others struggle? In thissession, we are going to explore the various factors thatare playing roles in learning to speak foreign languages
to answer this question especially in terms of speaking
foreign languages.

Fortunately, evaluating and responsibly using high-tech
tests and other types of assessments does not require
expertise in computer science. Rather, practitioners candraw on basic, fundamental concepts in assessment,
including validity, fairness, practicality, and justice, tomake informed decisions. In this talk, I will discuss major
technological advances in language assessment, ranging
from automated scoring for speaking to AI-assisted
remote proctoring, and what information to look for andexpect from test developers and technology providers.
By reaf rming assessment fundamentals, teachers cancut through the hype and develop a grounded
perspective on high-tech assessments.

Then, I will also share my personal project regarding
learners' individual differences and their profound impact
on the development of second language speech. I'll also
introduce the 'L2SpeechTools' repository, a useful
resource developed by my team and me to aid language
instructors and researchers in enhancing language
learning, along with my other ongoing projects related toindividual differences in leaners' abilities to self-assess
their performance.

flfi

Time: 9:35-10:35

Sunday, May 26th

I'll start with an overview of past research, where experts
have investigated the individual differences among
language learners. From the impact of classroom
instruction to learners' mind, we will explore the key
factors that contribute to becoming better
communicators and reducing foreign accents, from theimpact of classroom instruction to the learners' mindset.

Yui Suzukida, Assistant Professor in the Department ofMedicine at Juntendo University in Tokyo, is an expert inL2 pronunciation and speech production and perception.

Last year’s PanSIG 2023 conference took place at Kyoto Sanyo University on May 12th-14th.
Several grant recipients attended and presented at the conference. Below are their reports.

Kemper Johanson

This wasn’t just my rst PanSIG, this was my rst conference
ever. I really didn’t know what to expect. I had to check with
Af liations:members of my SIG about the dress code. I was quite• Kochi University of Technology
Kochi
UniversityofMedicine
happy to learn I wasn’t going to have to squeeze into an old•
JALT groups:
suit. I think the teacher-casual dress code really t the overall• ER SIG Treasurer
mood of the conference. There is a friendly, welcoming atmosphere• East Shikoku JALT memberthat infuses the proceeding. There is never a moment of doubt thatevery member there is serious about advancing English education andprofessional development, but this is balanced with a teacher’s lounge vibe in the hallways between
sessions. I long ago started to avoid ALT meet-ups, because in my experience these meetings justdevolved into constant complaints about the students, schools, and Japan in general. The JALT community
was completely different. Both the presentation and informal chats between teachers addressed dif culteducation situations with research, understanding, and optimism. It is easy to tell that the people whojoined the conference love their work.
PanSIG was a great opportunity for me to see how the ideas from a TESOL curriculum are actually
being put into practice in a relatable context. While I am active in the ER SIG, I was so happy to be able tosee what all the other SIGs were doing. All the options for presentations to attend is truly remarkable. The
talk on ‘Promoting Topic Expansion and Spontaneity in Peer-to-Peer Speaking Tasks’ by Hamish Smithapplied directly to teaching rst-year Eikiawa classes. It was super interesting to see how he categorizedparts of a conversation. Ideas like level-up agreement- (A: “It’s so hot.” B: “Yeah, it’s boiling.”)- wassomething that had never occurred to me to teach. ‘Why teaching listening might be the most important
thing you teach’ distilled a whole course of listening theory into a 15-minute talk. I would have loved to geteven more information on how Alastair Graham-Marr teaches listening. I’m still working out how to
introduce my students to the idea that English is like an accordion. There were so many more great talks.
I’d de nitely encourage anyone who missed it to check out the video of the plenary on Sunday, ‘Exploring
the Potential of Metaverse and ChatGPT in ELT’ by Yukie Saito. The ChatGPT portion was scary andinspiring at the same time.
My greedy reason for wanting to attend the conference was to see what sort of research getspresented. I really need to start publishing and presenting if I hope to advance in the university education
eld. The breadth of the presentations at the conference provided no easy answer to what I should
research. This is for the best though, the research and ideas presented were not tailored for the
conference, the conference was tailored to present ideas and ndings the teachers are passionate about.
I’m still amazed by all the great research and presentations I saw, I’m hopeful that I’ll be able to join theconversation in the future.

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When I rst joined JALT I didn’t really think much about the SIG I joined. I got the SIG journal andwould ip through it to see if there were any ideas I could implement. I didn’t actually realize how
passionate and vibrant the communities around the SIGs could be. These are extremely welcoming
communities that support their members and each other. However, you only get out what you put in. I
think the PanSIG conference embodies this ideal. The attendees and presenters all put in an
extraordinary amount of effort to grow professionally, and everyone bene ts from it. I was told
repeatedly throughout the conference that I chose the best rst conference for a JALT member. I
couldn’t agree more.

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Grant Recipient Reports — PanSIG 2023

It was a tiring day after teaching four hours of rst grade
elementary classes and an hour of club activity. Fridays has
always been exhausting for me, but today, my heart was
overtaken by excitement and my love for learning. I took thetrain to Tokyo Station and hopped on the shinkansen to Kyoto
eager to listen to the presentations and learn more about teaching at
JALT PANSIG 2023.

Eliso Vargas Jr.
Af liations:• Hinode Gakuen
Elementary School

Saturday morning, I took the subway and the bus to the conference venue. Gentle rain showered
the beautiful campus of Kyoto Sangyo University while I climb my way up to the main building of theconference. Good thing there were escalators and lots of trees, mountains and I took a wide bird’s-eye viewof the city on my phone. I have been to a couple of university campuses in Japan, and I could say it wasone, if not the most beautiful. I think, there is no other campus where you can enjoy watching and listening
to the rain as peacefully - yet fun. I worked on my presentation at the tables on the balcony of the top oor
and the view and sound of the rain showering the trees was calming.
I work as a foreign language teacher in a primary school, so I tailored my seminar schedule tobecome more adept in teaching young learners. I was very happy and pleased with thepresentations I listened to and the workshops I enjoyed so much. Although they were forteachers of young learners, they varied from foundational to current topics in language
learning and teaching. Most of my students are Japanese L1 speakers, so learning about
approaches to Phonics teaching from Kate Sato was very practical. Mari Nakamura’s talk on the
project that she did with her students where they collaborated with students from abroad
through online communication tools to learn and use English to talk about their ideas and opinions
came in handy when I also had to do a cultural exchange lesson with my 6th graders and elementary
students in Australia who are learning Japanese.
I have learned how to use picture books in my lesson from Alison Hasegawa a few years ago andlistening to her and Martin Sedaghat’s presentation rekindled my love for storytelling. This time, it was notjust the basics of reading with children, but also how we can use such technique to develop our learners’
EQ and well-being. My most favorite talk was Laura Pratt’s who works for the British Council. They
collaborated with a municipality in Western Japan to improve their elementary school homeroom teachers’
skills to teach English. In their professional development program, they devised a framework to assessteachers’ success in teaching in terms of their language abilities, subject knowledge, teaching skills andexperience and knowledge of elementary English teaching methodologies. I thought it was very relevant
because I head the English department at my school, and I work with two other English teachers. I am
excited to use their framework to re ect on mine and my co-teachers’ practice, so we develop
professionally.
I was glad to be able to socialize with new and familiar faces during the conference. I could catch
up with my professor in graduate school, Prof. Sakamoto who gave a plenary talk. She also listened to mypresentation and we both listened to a few others. I also enjoyed talking with the Young Learners SIG andlearn about self-publishing.

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After the conference, I hopped onto the shinkansen back to Tokyo eager to go
back to the classroom the next day and use what I have learned. My heart was lled withgratitude towards the organizers who put in so much time and effort to make theconference successful. I was fortunate to be chosen as one of the grant recipients and beable to attend the 2022 JALT PanSIG Conference. Thank you very much and Mabuhay!

To begin with, getting to the site from Nagoya was much easier that I had
anticipated as the directions we had been given were extremely accurate and helpful. The location of the university, overlooking the whole city andsurrounded by abundant nature, was stunning. I just wish I had been able to visit the Koyama Astronomical Observatory with the Araki telescope, thelargest telescope at a private university in Japan. Furthermore, the premises were in line with a 21st century university, with very spacious grounds,
modern architecture, the latest technologies and impressive research centers.
I was welcome by the friendly volunteers and staff members who invited me to attend the plenary speech that was about to start. The conference wasabout exploring the potential of Metaverse and ChatGPT in ELT, which I found much more than fascinating. Up to that moment I used to conceive
these technological innovations from the students´ point of view. However, the speaker discussed not only how learners can use them to improvetheir language skills, but, what is more important, how teachers can bene t from it. The impact of the shared information was such, that mycolleagues and I could not stop talking about it over lunch.
I also had the chance to attend other presentations related to my research interests. What I enjoyed about them the most was that they took place insmall classrooms and the number of people that joined was small. This made it easier to create a warm atmosphere where we could share our ideas
and projects. At this point, I would like to thank sincerely all the professors that listen to my presentation, which was about using nationality suf xes
to introduce morphology at an early stage with Japanese students of Spanish. Even though half of them were teaching English, they acknowledgedthat Japanese students of English face the same problem and they could deal with it in the same way.
This amazing experience was only possible thanks to the grant that I obtained from JALT, so I can only express my gratitude to the committee thatchooses the grant recipients and whole organization who every year make a titanic effort to organize the annual event. I hope to see you next year in
Fukui.

I am truly grateful for being awarded the conference grant to attend the
PanSIG 2023 conference this year. The grant helped cover my travel
expenses between Kyoto and Tokyo, enabling me to participate in theconference, develop professionally and gain further personal growth. Thiswas my rst-ever attendance and presentation at an in-person conference. I came with a sense of nervous anticipation,
uncertain of what I could contribute to such a vibrant community of educators and researchers. But I was pleasantly surprised tond a warm and supportive community waiting for me. I soon found myself immersed in a wealth of knowledge and insights, having
opportunities to build connections, and engaging in meaningful discussions. The conference furthered my passion for language teachingand I was struck by such a welcoming atmosphere within the JALT community. This report is only a small glimpse into the experiences,inspirations and takeaways that have enriched my teaching skills.

Yanki Chung

During the social hike to Mount Hiei, I had the chance to meet many former JET Programme ALTs who were once in a position
similar to mine, a decade and a half ago. Walking alongside these educators teaching in universities, their stories of building careers out ofteaching were truly inspiring and provided me with a clearer vision for my professional journey. We talked about building support networks,
academic paper writing, and nding opportunities for presentations and publications. Patrick Conaway even introduced me to a wonderful
podcast where researchers share their stories and the person they are behind the papers they write. Most of all, what mattered was that we
had some great exercise and formed a sense of connection through the completion of a hike together. I was able to meet many of them again
the next day at the conference presentations.

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On the rst day of the conference, Robert J. Lowe's presentation on language teacher identity construction resonated deeply
with me. As an ALT who team-teaches with Japanese teachers of English in a public school, I found parallels in my own experience, where I
initially held strong stereotypes about Japanese students and was in uenced by dominant ideologies. However, I began to question andchallenge these beliefs when confronted with contradictions. While my professional identity and teaching practices have further developed
and changed, the lingering sense of having to deliver the communicative approach has somehow remained in me. This realization gave me asense of urgency to further explore my own professional identity as a language teacher.

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María Fernández

Attending the PanSig Conference 2023 that was held at Sangyo University
in Kyoto last June was both a great personal and professional experience.

On the second day, I saw the wonderful potential of using generative AI for teaching practices and lesson preparations
during Yukie Saito’s plenary presentation. Her session, accessible even for a novice teacher like myself, offered practical insights that
helped improve my prompts when using ChatGPT for teaching writing at school.
I had the opportunity to present on the second day and was delighted to see familiar faces from the social dinner attending thepresentation. I am still very grateful to Tim Cleminson for his encouraging words in the morning, which shifted my focus from nervousness tothe stories of my students during the presentation. I was able to focus on sharing the methods I used for a World Englishes board in thelanguage learning space at my high school that worked or didn’t work. Although many in the audience had a deeper understanding of the
topic, I was honoured that they were here to listen and took an interest in my approach. Discussions in the hallway after the presentation also
exposed me to other interesting perspectives that I had never considered. Paul Horness, for instance, shared the idea that there is researchout there on whether recognizing or knowing more of a variety of English creates better communication. It reminded me that I could informmy practice better by delving further into relevant research and readings. I also connected with Risa Ikeda, and we exchanged emailcommunications after the conference. I am grateful that she let me know how her class went after hearing the discussions and questions
raised during my presentation slot.
During the poster session, I had the pleasure of meeting Katherine Thornton, the current president of JASAL, an academic
association focused on self-access language learning based in Japan. At the time of the PanSIG conference, I was working on getting a paper
published in the association's journal so I was excited to share this news with her. Katherine shared how her students volunteered and held
mini-workshops at her university’s self-access center. I, in turn, shared my challenges in motivating my high school students to volunteer for
their own language learning space. I was encouraged to start by having some student role models so that others could see the volunteer
work in action. She also mentioned how supporting students with their ideas and helping them know where to start was crucial. Following
these insights, I was motivated and successfully recruited a few volunteers after the conference. These student volunteers attracted new faces
to the language learning space. Additionally, I made worksheets to aid students in submitting their proposals and receiving feedback, giving
them the practical tools to kickstart their work and access the necessary support in developing new content for the high school language
learning space. This interaction was my rst in-person connection with someone interested in the same eld, and I cherished the opportunity
to listen in and have a lengthy conversation with her.
Another conversation with Robert Moreau inspired me to get started with implementing project-based learning during the teamteaching classes at my school. I was reminded that allowing students to choose their topic enhances learner autonomy and fosters interest in
the classroom. As a result of the discussion with Moreau, my students are currently working on a travel plan project and preparing for theirrst-ever English poster session at the time of this writing.
This conference brought together individuals from all across Japan. I nally had the chance to chat in person and take photos
with familiar faces whom I met at numerous online events before PanSIG, such as the student volunteer coordinator, Natsuho Mizoguchi, andthe conference chair, Nicholas J. Wilson. I had the pleasure to have lunch with Professor Kip Cates, whom I met previously at Saitama JALT,
watch his presentation on teaching about world fairs and receive some books that helped me raise awareness of global topics in my teachingpractice. While online environments are convenient, they cannot replace the social events, the interactions along the hallways, the hugs, theconversations and the shared physical space that fosters connections and collaborations. The grant signi cantly lowered the barrier toattending this conference in person, and I am once again thankful for this opportunity.

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As a relatively new ALT, I found PanSIG to be a very welcoming environment for sharing ideas and experiences with fellow
educators and researchers. My initial fears proved to be unfounded. I was able to interact with many professionals and gather a variety ofideas and strategies to bene t my students and teaching. Although I initially felt overwhelmed by the wealth of information, it eventuallybegan to sink in and make sense. Overall, it was an eye-opening experience to see such a variety of strategies and research in language
education in and outside of Japan. Looking ahead, I hope to meet everyone again at future conferences and get more papers published.
Looking back, I wholeheartedly recommend PanSIG or JALT conferences to other ALTs in similar situations. You will nd yourself immersed ina warming and supportive language-teaching community with passionate educators and researchers. If you're hesitating or feeling nervous, I
encourage you to give it a try, just as I once did.
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As for the plenary speaker on the same day, Mitsuyo Sakamoto provided insights into what Collaborative Online
International Learning (COIL) is all about. She mentioned that asynchronous exchanges in COIL created a safe space for bothsides of the student participants. Both English learners and their Japanese counterparts in the project could feel lessembarrassed as they did not know each other in real life. They also knew that the English speakers were also learning
Japanese from them, and vice versa. According to Sakamoto’s study, the COIL project was a meaningful, mutual exchange
where imperfections were celebrated by both sides of the students.

Aya Shiiba
Af liations:• University of Kitakyushu (Ph.D. Student)

First and foremost, I extend my deepest gratitude for the generous
travel grant that allowed me to attend the PanSIG 2023 conferencein Kyoto. As a Ph.D. student deeply immersed in my studies andthesis work, I am profoundly grateful for any form of support thatcomes my way. In particular, as an individual with a physicaldisability and a wheelchair user, the grant played a crucial role inenabling me to take part in this important opportunity.

Also, I wanted to take a moment to acknowledge and commend your unwavering dedication and diligent
efforts in organizing a conference that was both enlightening and motivating. The careful attention you
paid to ensuring a well-rounded program that provided valuable information and inspiration was evident
and deeply appreciated.
On a day characterized by heavy rain, I found myself faced with the challenge of attending a presentation
with my wheelchair. The inclement weather made it particularly daunting to reach the venue on my own.
Fortunately, the travel grant came to my rescue by providing me with the means to take a taxi, which
proved to be immensely helpful under such circumstances.
In addition to the invaluable assistance provided by the grant, I would also like to express my sincere
gratitude to Mr. Joseph Oliver, my co-presenter. Our rst meeting took place at the JALT International
Conference 2022 in Fukuoka, where we shared a memorable dinner of ramen together. Little did I knowthat our paths would intersect again, this time with a joint research project and presentation at PanSIG
2023. I am truly grateful for his unwavering support and sel essness throughout the entire event. His
willingness to push my wheelchair and ensure my seamless participation made a world of difference.
Thanks to his kindness and assistance, I was able to fully engage and present with con dence. Joseph’s
support was invaluable, and I cannot express enough how much it meant to me to have him by my side
during the conference.
Furthermore, I would like to extend my sincere gratitude to Site Chair Amanda Gillis-Furutaka. Her
guidance and assistance in navigating the venue were instrumental in creating an environment thatcatered to my accessibility needs. Amanda's unwavering commitment and efforts went above and beyond
to ensure my inclusion and comfort throughout the conference. I am truly grateful for her exceptional
dedication and genuine concern for making the event accessible to all participants.
I’m not an experienced presenter and English is not my native language. This time was my second
presentation with a mix of nervousness and anticipation. However, I was pleasantly surprised by thewarm reception and friendliness of the audience. Their support and encouragement created an
atmosphere in which I could truly enjoy the presentation.

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As I bid farewell to Kyoto Sangyo University, one question lingered in my mind: “Could I make ameaningful contribution to our eld?” The answer became clear to me: Yes, I could. The experience ofpresenting and receiving positive feedback from the audience instilled a newfound sense of
con dence within me. I now rmly believe that our work and efforts hold the potential to
make a valuable impact in our eld.

JALT PanSIG Special Interest Groups Showcase
JALT has numerous Special Interest Groups (SIGs). These groups are made of JALT members
who share a professional interest. Our SIGs publish books, journals, newsletters, and maintain
informative mailing lists. SIGs also hold conferences and seminars, and work with JALT
Chapters and other groups to put on events throughout Japan.

ALL SIGART SIG

CUE SIGCT SIG

GILE SIG

GE SIGLLL SIGOLE SIGTYL SIG

Prag SIG

GALE SIG

THT SIGTD SIGSA SIGCEFR & LP SIG

PiE SIGTEVAL SIG

ICLE SIG

BRAIN SIG

Listening SIG

Specially Invited Speaker:
Yuichi Nakagaichi (中垣内 祐一)
English for Sports and International Communication
Yuichi Nakagaichi will join the GILE SIG's forum on Saturday, May 25th
(13:10~14:40). He will talk about how English ability is an asset when
performing sports at the international level.
Yuichi Nakagaichi played on the Japan National Men's Volleyball Team at the
1992 Summer Olympics in Barcelona, Spain, and was the head coach of theteam from 2017 to 2021. Born in Fukui, he has returned to his hometown as aprofessor at Fukui University of Technology in the Department ofSports Health Sciences. PanSIG 2024 welcomes Professor
Nakagaichi as an invited speaker to our conference.
See Mr. Nakagaichi’s fullcareer highlights here!

Accessibility in Language Learning SIG
The Accessibility in Language Learning SIG is a new SIG formed in February 2021. The mission of the ALL SIG is toprovide a forum for current and potential members to collaborate, share experiences, practices, and strategies, as well as
consider how to comply with the EDPD Act (The Act for Eliminating Discrimination against Persons with Disabilities),
Basic Information 2016. The goal is to increase awareness of key developments in accessible learning among teachers and administrators.
We therefore welcome anyone with an interest in accessibility and improving language teaching and learning acrossdifferences. By working together, we can establish an accessible language learning environment for all levels of
education.
We welcome any members who are interested in improving accessibility in language learning. As a diverse eld, accessibility
touches all aspects of language teaching. In this way, we can all contribute by sharing professional insights and experiences.
Aim, Focus, andSome examples of current research interests are as follows: Special needs; Learner diversity; Universal Design; Disability
Researchstudies in education; Alternative schools; Color-blindness; Accessible pedagogies for primary, secondary, higher education;
Early childhood education; Social psychological differences.

Publications

The of cial newsletters sent to SIG members once every three months. The newsletter features articles about accessible
language learning, website suggestions for inclusive practices, and information about future events• Facebook: https://www.facebook.com/groups/452497221874596/• Website: https://sites.google.com/view/all-sig/home
Links & Contact• JALT Website: https://jalt.org/groups/sigs/accessibility-language-learning• Email: all@jalt.org

Art, Research, and Teaching SIG
ART is for artists, researchers, and teachers who are interested in the many roles for visual art in the classroom. We
Basic Information believe art has the potential to enrich the learning experience. The ART sig is a forum to share resources, network withothers, and discuss new ideas about visual artworks in the language-learning classroom.
We hope ART will appeal to a wide range of JALT members: artists who teach and teachers who make art; language
teachers at art schools; art teachers in CLIL programs; creative teachers engaged in action research; and all language
Aim, Focus, and teachers who use art (or want to use art) to bring color into their classrooms.
Research
ART SIG shares a common belief in these recognized roles and diverse bene ts of visual artworks in the languagelearning classroom. We are now connecting artists, researchers, and teachers to share their ideas in online and in-personpresentations, write articles for our ART Gallery journal, and support each other with teaching ideas and resources.
Publications ART Gallery: The Journal of Art, Research, and Teachingfi• Facebook: https://www.facebook.com/groups/871985886684328• Contact: all@jalt.org

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Links & Contact

College and University Educators SIG
Basic Information

CUE is a Special Interest Group (SIG) of the Japan Association for Language Teaching (JALT). CUE stands for College andUniversity Educators.

CUE’s goal is to provide a forum for the presentation and discussion of educational activities, ideas and research of broad
Aim, Focus, andinterest to college and university educators in Japan. If you are involved in tertiary education and are committed to
Research
professional development, you are CUE, too!
Publications

CUE publishes the OnCUE Journal, CUE Circular and OnCUE Journal Special Edition.
Please check our homepage at https://jaltcue.org/ and click on the Publications tab for more information.

Events

We hold annual conferences and also an ESP Symposium every other year. This is a great chance to meet fellow
educators and present your research!

Activities

CUE would like to collaborate with other SIGs, Chapters, and other organizations! If you would like to join us in any
activities, please let us know!

Links & Contact

We are on Facebook (https://www.facebook.com/jaltcue/) and Twitter https://twitter.com/jaltcue/). You can also checkout our CUE Homepage at https://jaltcue.org/ for more information.

The Critical Thinking SIG
Basic Information

The Critical Thinking Special Interest Group (CT SIG) provides a forum for critical thinking research, methodology, anddiscussion in speci c regard to teaching and learning.

This group offers both teachers and researchers a place to connect, collaborate and share practice and research regarding
how teachers teach critical thinking to their learners, how learners improve their critical thinking skills and logicalAim, Focus, and thinking skills, and nally how theoretical aspects of critical thinking and its various aspects connect to classroom
Research practice. The Critical Thinking SIG aims to be a force for learning and promotion of research in the eld of how valuablecritical thinking can be for learning a language and for the betterment of a student’s future in an increasingly global
context.
Critical Thinking in Language Learning (CTLL): Our peer-reviewed journal Critical Thinking in Language Learning ispublished yearly in November. The journal features articles on critical thinking research, opinions, and practical activity ideas forteachers to bring into the classroom.
Publications
The CT Scan SIG e-newsletter: The of cial newsletter of the CT SIG is sent to members and subscribers quarterly. The
newsletter features information on upcoming events, shorter edited articles/reports regarding critical thinking in education, andcalls for submissions and information about future events.
• Website: www.jaltcriticalthinking.org

Links & Contact • Facebook: https://www.facebook.com/JALT-Critical-Thinking-SIG-105523216168130

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• Email: coordinator@jaltcriticalthinking.org

Global Issues in
Language Education SIG
The Global Issues in Language Education Special Interest Group (GILE SIG) of the Japan Association for
Language Teaching (JALT) aims to:promote the integration of global issues, global awareness, and social responsibility in language•
teaching
foster networking and mutual support among language educators dealing with global issues•
promote awareness among language teachers of important developments in global education and•the elds of environmental education, human rights education, peace education and development
education.
Aim, Focus, andWhat are global issues?
Research
Global issues refer to world problems such as war, hunger, poverty, oppression, racism, sexism,
environmental destruction and to concepts such as peace, justice, human rights, sustainable development,social responsibility, global citizenship, and international understanding.
What is global education?
Global education is an approach to language teaching which aims at enabling students to effectively acquireand use a foreign language while empowering them with the knowledge, skills, and commitment requiredby global citizens for the solution of world problems.
The GILE SIG Newsletter, sent out quarterly, to all members, either in digital or paper form. See our website
for newsletter archives.

Publications

One-year subscription (4 issues)
JALT Members = free (as 1st SIG), 2,000 yen (additional SIG)•
non-JALT Members = 2,000 yen•
overseas subscribers = US $15•
For further information or a sample copy, contact:
Mr. Kip Cates, GILE Newsletter Editor
3 - 351 Kita, Koyama-cho, Tottori City 680-0941 JAPANE-mail: <kipcates24@gmail.com> Web: www.gilesig.org

Every year, GILE holds a SIG forum at PanSIG and the November international conference. We also regularly co-sponsor
Events events with other JALT SIGs, chapters, and organizations outside of JALT. Recently we have begun holding online GILE
Gab events which we hope will attract more membership.
Activities

In the past we have worked closely with other organizations including Peace As a Global Language Japan and the Asian
Youth Forum. We are always open to collaborating with global educators across Japan and around the world!

fi• Website: www.gilesig.org
Links & Contact • Facebook: https://www.facebook.com/groups/502815396792441/• Contact: gile@jalt.org

Gender Awareness in Language
Education SIG
The GALE (Gender Awareness in Language Education) SIG works towards building a supportive community of educators andBasic Information researchers interested in raising awareness and researching the ways in which gender plays a role in language education andprofessional interaction.

Aim, Focus, and The GALE SIG aims to foster awareness, research and activities in the pursuit of an educational and professional environment free from
Research gender bias.

Publications

The Journal and Proceedings of the Gender Awareness in Language Education (GALE Journal) is a peer-reviewed yearly
publication that has been running since 2008, featuring research articles, conference proceedings, interviews, classroom curriculum
and perspectives on gender in the eld of language learning and teaching.
The GALE Newsletter is published at semi-regular intervals up to several times per year, and shares a wide range of literary
contributions with other members and the world at large. Submissions are welcome on an ongoing basis for consideration in futureissues.
• Newsletter Subscription & other Information: coordinator@gale-sig.org

Links & Contact • Facebook: https://www.facebook.com/groups/20467073385• Website: https://gale-sig.org/

Teaching Younger Learners SIG
Basic Information

The Teaching Younger Learning Special Interest Group has over 100 members that are dedicated to teaching children ages zero
to eighteen.

Under our parent NPO JALT, the Teaching Younger Learners SIG is a nonpro t organization whose purposes are to foster
research, hold periodic meetings and forums, issue publications, cooperate with interested professional organizations,
Aim, Focus, andincluding other JALT SIGS and Chapters, carry on other activities for those interested in the improvement of the language
Researchteaching and learning of young learners (0-12th grade), and contribute to the development of activities in language teaching
and learning, social education, and international cooperation.
The School House is our double-blind peer review journal that is published three times a year. We accept many different

Publications types of articles from scholarly to lesson ideas related to teaching children ages 0-18. See this page for more details: https://jalt-tyl.net/submission-guidelines/

EventsOur main annual event is JALT Junior and is held along with the JALT International conference. We also have regular eventsand conferences throughout the year in collaboration with other JALT Chapters and Special Interest Groups.

fifi• Website: https://jalt-tyl.net/• Facebook: https://m.facebook.com/jalttylsig/
Links & Contact• Instagram: https://www.instagram.com/jalttyl/• Email: tyl@jalt.org

Global Englishes SIG
Basic Information

The Global Englishes SIG enables investigation of the meaning and pedagogical consequences of theorizations of English in a
global context.

Aim, Focus, andResearch

The SIG supports research into understanding the eld of Global Englishes and supports its dissemination through conferences
and a peer reviewed journal. The SIG's interests include, but are not limited to, World Englishes, English as a (Multi) Lingua
Franca, and (Teaching) English as an International Language. SIG members consider both theoretical and pedagogical aspectsof the eld in their contributions to the SIG's activities.

Publications

The rst edition of the Global Englishes SIG Journal will be published in 2024. It will offer a range of research andpractice-focused papers. The journal is committed to investigating Global Englishes, encompassing diverse areas such as
World Englishes, English as a lingua franca, English as an international language, the use of English in interculturalcommunication, language ideologies, and language policy and planning.

EventsAfter the success of the rst Global Englishes Conference last December 9, 2023, the second Global Englishes Conference will takeplace online in December 2024. The conference will include a plenary speaker and presentation sessions which may be researchbased, practice-oriented, theoretical interpretive, or a critical investigation in the Global Englishes elds. Presenters will be invited to
publish their write-ups in the next Global Englishes SIG journal. Call for presentations will be posted on our websites so make sure to
subscribe or follow!

Links & Contact• Website https://jaltgesig.wordpress.com/• Facebook https://www.facebook.com/pro le.php?id=100090338269672• Twitter / X: https://twitter.com/JALT_GE_SIG• Instagram: https://www.instagram.com/jaltgesig/• Email: global-englishes@jalt.org

Pragmatics SIG
Basic Information

The Pragmatics SIG began in 1999 and it has 100+ members. Our SIG welcomes both experienced researchers and teachers as wellas those who are new to the eld and wish to learn more about this area.
Put very generally, pragmatics is about how we use words in order to do things. It involves social aspects of the use of language, for

Aim, Focus, andexample, as in politeness and face, as well as discourse related features like how one sentence links to the next. Above all, we are
Research interested in language as social actions.

We publish our newsletter, Pragmatics Matters, two to three times a year. We also publish the Pragmatics Resources Series,
which showcases pragmatics research as well as useful pedagogical books that make pragmatics accessible to classroom teachers. The
Publications
books currently cover: a) pragmatics theory and practice; b) conversation analysis in second language contexts; c) practical activities
for second language classrooms; and d) innovations in the eld of pragmatics. They can all be ordered from our website.
Every year we offer zoom presentations about different aspects of pragmatics. These are free and are open to anyone who is

Community &interested. We participate every year in the PanSIG conference and the JALT annual conference where we organize a forum and many
Other Activities of our members make session and poster presentations.
Activities We have held weekly Zoom get-togethers/socials every Friday at 7:30-9:30 for the last three years. https://jaltpiesig.org/weekly-social/• Website: https://www.pragsig.org/

Links & Contact • Facebook: https://www.facebook.com/groups/181884078615340/

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• Contact: Donna Fujimoto (fujimotodonna@gmail.com)

Teachers Helping Teachers SIG
Teachers Helping Teachers (THT) is a grassroots dedicated to the aid and assistance of fellow educators and students in and around
Asia. We ful ll this mission by providing teacher-training conferences, seminars, and workshops that exhibit practical, student, andBasic Information teacher-friendly approaches to language education that are informed by current research in the eld.
Since its inception, THT has continued to deliver well-received programs in Bangladesh, Vietnam, Laos, the Philippines, andKyrgyzstan. Future plans include repeat visits to all of these countries and expansion to other areas where we are needed.
THT JOURNAL – THE JOURNAL OF TEACHERS HELPING TEACHERS

Publications The Teachers Helping Teachers Journal, an anonymously peer-reviewed journal comprising research articles, reports and lesson plans,
is now inviting submissions for its next issue.

Our community includes delegates from Europe, North America, Australia, South America and Asia whose native languages have been
English, German, Spanish and Japanese. Anyone interested in volunteering to present at our upcoming seminars is invited to submit
Events proposals (usually 3 or more) on topics of interest to teachers in the host countries.
Delegates are expected to possess post-graduate degrees and have experience in giving presentations at academic conferences.
Elementary, Junior High, High School, and University level teachers are encouraged to apply..

Activities Coffee online chats, Newsletter (https://www.sa-sig.org/newsletter.html)• Website: tht-japan.org
Links & Contact • Email: jalt.tht@gmail.com• Facebook: www.facebook.com/groups/139191142792529

CEFR & Language Portfolio SIG
JALT CEFR & LP SIG was formed in November 2008 as the JALT Framework and Language Portfolio SIG (FLP SIG) before being renamed
JALT CEFR & LP SIG in November 2017. This SIG gathers individuals interested in the CEFR, CEFR/CV, and the Language Portfolio toAim, Focus, andgarner ideas, discuss developments, and coordinate efforts from practitioners and researchers. These efforts will aid practitioners andResearch researchers seeking to share and exchange results on the CEFR, CEFR/CV, the Language Portfolio related tools and measure the huge
impact of such tools on foreign language teaching worldwide.

Publications

CEFR & LP SIG Newsletter (3~4 per year)
CEFR Journal - Research and Practice (international, peer reviewed, DOI)

• SIG Forum at PanSIG and at JALT International Conference• Workshops on various topics,
Events• Joint events (Nagano, Akita etc.)• Link: https://cefrjapan.net/events

Community & • Kaken research projects (collaborative) https://cefrjapan.net/research
Other Activities • Joint publications (books, edited volumes (international), textbooks)fifi• Website: https://cefrjapan.net• Facebook: https://www.facebook.com/groups/324684843340/
Links & Contact • Twitter / X: https://twitter.com/CefrLp• JALT: https://jalt.org/groups/sigs/cefr-and-language-portfolio• Contact: cefrlp@jalt.org

Lifelong Language Learning SIG
The name of our organization is "Shogai Gogaku Gakushu Kenkyubukai" in Japanese and "The Lifelong Language Learning
Special Interest Group" (LLL SIG) in English. In early October of 2005 Tadashi Ishida, the previous and longest serving
coordinator of the LLL SIG, and Curtis Kelly sat together in a coffee shop at the Grandship in Shizuoka City--where the JALTInternational Conference was being held that year--and discussed the creation of a JALT SIG for teaching older learners. Tadashi
Ishida actually made it become a reality. The Lifelong Language Learning SIG was born later that year. The term lifelong
learning, although meaning learning throughout life, was adopted by the SIG as a term referring to post-compulsory
Background education. In Japan, a growing number of young, middle-aged, and older adults are eager to study a second language as anelement of their lifelong learning path. This trend re ects the understanding that the learning of other languages helps lead toan enriched quality of life as students learn more about the world around them. As Japan's population ages an emphasis on
lifelong learning has the potential to create a more enlightened and cosmopolitan citizenry. LLL SIG invites those teaching
languages to young, middle-aged, and older adults to share information through our website and newsletter, at the annual
PanSIG conference, at our mini-conferences (sometimes held in collaboration with other SIGs), and at the JALT (Japan
Association of Language Teaching) National Conference.

• Website https://living4now.org/ .
Links & Contact • Publications https://hosted.jalt.org/lifelong/publications.html [LLL SIG Bi-Annual Journal]• Facebook https://www.facebook.com/jaltLLL/

Teacher Development SIG
Teacher Development Special Interest Group is comprised of a diverse membership of language educators from various disciplines
and levels. For this reason, and for our large membership base, we hold various events both online and face-to-face on an array ofAim, Focus, andtopics. We aim to provide educators with theoretical and practical foundations that can help to expand awareness of research,
Research pedagogical approach, and overall growth in and out of the classroom. Leading our members by way of TD publications, webinars,
conferences, and cosponsored events, we ensure a plethora of chances for personal and professional development.
Explorations in Teacher Development (ETD) is our SIG’s journal of research and re ective practice. It offers a scholarly outlet for

Publications researchers and practitioners who undertake a close and careful investigation into aspects of the work, thought, and continuous
education of teachers, even when these scholarly reports may not t easily into pre-formed categories.

Our major event is our annual Teacher Journeys Conference. Presenters share personal narratives on their professional journeys as
teachers related to themes such as teacher identity formation, career paths, and professional development. We also hold exciting
Events forums at PanSIG and the JALT International Conference with roundtable speakers and workshops. Part of our mission is helping
facilitate re ective practice meetings. We provide drinks and refreshments (or such funding) at meeting locations to support teachers
getting together to share their work. If you become a member and want to get involved, we are open to hear your suggestions.
We regularly co-sponsor and sponsor events with other Special Interest Groups and JALT Chapters. Grants are available to our

Community &members who receive no or very limited institutional funding for attending events and conferences. Member inclusivity is one of our
Other Activities top priorities.

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• Website: https://td.jalt.org/• Facebook: https://www.facebook.com/TeacherDevelopmentSIG
Links & Contact • Twitter: https://twitter.com/JALT_TD_SIG• YouTube: https://www.youtube.com/channel/UCyh0CMnZrzBl-iePXQeRxfA• Contact: jalt.td.sig@gmail.com

Other Language Educators SIG
Basic Information

The Other Language Educators Special Interest Group has 27 members, including teachers of German, French, Spanish, Thai,
Hungarian, Japanese, and so forth.

The OLE SIG gathers teachers of languages other than English and Japanese. The OLE SIG is multilingual and has a highly
multicultural context for discussing strategies speci c to each language, exchanging resources, and reporting pedagogicalAim, Focus, andpractices of educators teaching languages other than Japanese and English. In the annual conference, the OLE SIG organizes
Researchworkshops that so far include ones in German, French and Spanish, and which are held in the native language, with slides orbrief explanations in one of the lingua francas, either English or Japanese, to ensure understanding.

Publications The OLE SIG produces a quarterly newsletter
The OLE SIG organizes a periodical encounter, the Multilingual Café, a space for sharing ideas and talking about a topic
Events proposed by one or two main presenters. Although the main presentation is in one of the lingua francas, in the second part we
divide into groups of languages and continue the discussion of the topic in the chosen language.

Links & Contact• Website: https://sites.google.com/view/jalt-olesig/• Contact: ole@jalt.org

Study Abroad SIG
The Study Abroad SIG is dedicated to fostering a comprehensive network of faculty, staff, and students engaged in
Basic Information international education. Our group focuses on the exchange of ideas and best practices for planning, implementing, andevaluating various study abroad programs.

Our activities span a wide range of study abroad experiences, including inbound and outbound programs, one-way
study experiences, exchanges, internships, and cultural immersion initiatives. The Study Abroad SIG serves as a resource
for those in the academic community seeking to deepen their understanding and enhance their practice in the eld ofinternational education
Aim, Focus, andWithin our network, members engage in a dynamic exchange of both practical information and research related to study
Researchabroad. This collaborative environment not only supports the development and dissemination of academic papers andpresentations but also facilitates the sharing of real-world insights and strategies for enhancing study abroad programs.
Our focus is on practical application as much as it is on theoretical exploration, ensuring that our community remains at
the forefront of best practices in international education.
Publications The Journal of Worldwide Education (https://www.sa-sig.org/jowe)
Events Annual Conference (https://www.sa-sig.org/conference.html)
Activities Coffee online chats, Newsletter (https://www.sa-sig.org/newsletter.html)

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• Website (https://www.sa-sig.org/)
Links & Contact • Discord (https://discord.gg/Fc2ffQMpyr)• Facebook (https://www.facebook.com/groups/874744595974613/)

Performance in Education SIG
The mission of the Performance In Education SIG (formerly the Speech, Drama, and Debate SIG) is to provide a forum forteachers and academics to discuss, research, and implement oral interpretation, speech, debate, drama and other forms
Basic Informationof performance in language education. https://jaltpiesig.org/about/
The main activities are the publication of a newsletter and the Mask & Gavel journal, as well as sponsoring conferences
Aim, Focus, andand workshops. including conferences in Okinawa and Sapporo. Other activities have included supporting chapter
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events and running local, regional, and national speech contests. https://jaltpiesig.org/about/
The PIE SIG publishes two main journals:
1. Mask & Gavel is our of cial peer-reviewed journal and the PIE SIG Classroom Resources Journal which is acollection of My Share-type articles. Article submissions are accepted year-round, will be published online as they
Publications
are nalized (with page numbers and DOIs for citation), and will be collected into full volumes that will be
published as PDFs once we accumulate a suf cient number of articles.
2. A new publication, Performance in Education Review, is composed of selected articles based on selected
presentations at PIE SIG conferences and events over the year. https://jaltpiesig.org/publications/
In addition to forums at the PanSIG and JALT International conferences, the PIE SIG holds at least three conferences ayear. Starting in 2023, those three conferences are:
1. a FREE Zoom Conference called Recipes for PIE which is a collection of My Share-like presentations
2. Annual PIE on Lake Nojiri Conference (Lake Nojiri, Nagano)3. Annual PIE in Nagoya conference.
EventsIn the past, we have had annual Okinawa and Sapporo (during the Snow Festival) conferences but have had to take a
one-year hiatus but plans are to continue them in 2024 or 2025. We have also had events with other SIGs and Chapters.
We have sponsored speech contests (f2f and online) and have plans to sponsor online debates and lightning
presentation festivals in the future. At our events we have showcased Rod Ellis, Carolyn Graham, Ken Wilson, and awhole cast of other stars. https://jaltpiesig.org/conferences-events/
Activities

We have held weekly Zoom get-togethers/socials every Friday at 7:30-9:30 for the last three years. https://jaltpiesig.org/
weekly-social/

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• Email jaltpiesig@gmail.com• Website https://jaltpiesig.org/• Facebook https://www.facebook.com/JALTPIESIG/
Links & Contact• Twitter/X https://twitter.com/jalt_pie• YouTube https://www.youtube.com/channel/UCp56gGQkoV6aVQRwgnH4dNQ• All contact information can be found at the bottom of https://jaltpiesig.org/

Testing and Evaluation SIG
TEVAL membership includes language educators with a variety of interests: not only researchers and assessment professionals,

Basic Information but also classroom teachers interested in the issue of how best to assess and support their students. Our activities aim to
explore and share these ideas and techniques.

In TEVAL, we believe that testing and evaluation involve more than just tests, item analysis, and statistics. The interests of
the TEVAL SIG include all methods for assessing individual performance, group outcomes, and program impact. In
considering what "testing and evaluation" means, we endeavor to keep in mind that tests and assessments serve many
Aim, Focus, and purposes. They can be used to clarify instructional aims to learners and curriculum designers. They can be used to
Research provide feedback to learners, teachers, and other stakeholders about what was or was not achieved. Simple and informal
evaluations can be employed on the y to ascertain whether an instructional experiment is achieving its aims or not.
And of course, tests and other observations can be used to construct reliable measures of constructs of interest for
conducting research, or for making ethical and informed decisions that impact our students' lives.
Publications

Our journal Shiken, published biannually, features research, practice, opinion, and instructional articles related totesting, assessment, statistics, and other topics.

TEVAL is sponsoring Dr. Daniel Isbell of the University of Hawaii as one of the plenary speakers at the upcoming PanSIG
Conference on Saturday May 25, titled “Hype and High-Tech Language Tests: Staying Grounded with Language
EventsAssessment Fundamentals”. Our forum is titled “Assessment Issues in the Classroom: A Conversation with Dr. Daniel
Isbell”, and will be held on Sunday May 26.
TEVAL SIG aims to provide avenues for research, information, and discussion related to foreign language testing and
Activities evaluation both from within JALT membership and with other professional organizations which have common interestsand goals, such as the Japan Language Testing Association (JLTA).

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Links & Contact • Facebook https://www.facebook.com/groups/886605991499948• Contact teval@jalt.org

Intercultural Communicationin Education SIG
Who are we?
We...
Aim, Focus, and• are an international community of educators in Japan.
Research• teach students of various ages.
• recognize the importance of culture in language education.
☆
Publications ☆

ICLE Conference Proceedings
ICLE SIG's Activity Initiative: Activity ideas for teaching intercultural communication.

☆ ICLE Conference 2023: JOINT conference with GILE SIG on September 16th, 2023 at Kanda University of Foreign
Studies (F2F and hybrid)
The theme of our conference was 'Intercultural Awareness and Addressing Global Issues: The Role of the Media in
Con ict'. More than 110 armed con icts are currently taking place worldwide, and the media's role in disseminating information is
crucial. On a positive note, news, social, and web media can promote cultural appreciation, thereby curbing many existing andpotential global issues. We are interested in submissions aimed at developing intercultural appreciation, addressing global issues
and the role of media in promoting tolerance and acceptance. Through this conference, we hope to present some of the different
practices educators use in order to foster empathetic future leaders. The deadline for submitting an abstract was May 19th, 2023.
☆ ICLE Forum at the PanSIG 2023 conference:
The main theme of this forum was ‘Developing Intercultural Awareness in the Language Classroom- Practical Tips’. Speakers - James
Venema, Elizabeth Dow, Stephen Ryan, Maria Gabriela Schmidt - promoted discussion about (1) various approaches to teachingintercultural communication in a language classroom, allowing educators to become better informed about language intercultural
education theory, as well as (2) the development of resources appropriate to a foreign language teaching environment, taking into
Events consideration the practical challenges of taking culture into account in the language classroom.
☆ ICLE Forum at the JALT conference
At this forum, two educators Maria Gabriela Schmidt and Prateek Sharma introduced their respective countries (Germany and India
respectively) and their culture to students in Japan. This was an excellent opportunity for fellow educators or interculturalists to ask
questions and adapt some of the activities in their contexts. The yearly AGM meeting followed the two presentations. The turnout wasaround 30 participants, with 10-15 being present at all times.
☆ Online Joint event with the OLE SIG: Nov 30. Languaculture Approach ‘Beyond Textbooks: Unveiling the Potential of Open
Educational Resources in Language Instruction’ conducted by Dr. Adriana Raquel Diaz
☆ Online symposium: Feb 10. The main theme of this event was ‘The Development of Intercultural Education in a Changing
Global Era’. Speakers J.M. Dewaele and H. R’boul contributed to highlighting some pressing issues for the intercultural community ofeducators and practitioners worldwide.

Activities

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Members Forum
Research Group: ICLE activity initiative• Website https://jalticle.org/• Facebook https://www.facebook.com/groups/1925615070835509

Mind, Brain, and Education (BRAIN) SIG members are teachers who want to learn about the latestndings in neuroscience and psychology and to implement them when teaching and learning
languages.
There are 100 active members in Japan, over 2,100 subscribers, and contributors from
Membershipover 70 countries to our monthly Think Tank magazines. Our members teach all age groups, and our
research interests span the many branches of psychology and neuroscience.
We founded the SIG in 2014, when almost no neuroscience was included in teacher training
programs, and important discoveries were made every week. We aim to ll that gap by learning about
Aim, Focus, and brain research related to language teaching and sharing this with others by giving presentations to
Research JALT chapters and conferences in Japan and other countries (see our speaker database). We also
produce a scholarly journal, but our most effective outreach activity is the monthly publication of ouronline Think Tank magazines.

MindBrainEd Journal—We welcome contributions to this peer-reviewed publication, which
focuses on original research on applying brain research to language teaching. Pleaseconsider writing a research paper or book review.
MindBrainEd Think Tank magazines – teachers, neuroscience and psychology enthusiasts,
and motivated students look at the best research done by others and translate it into
Publications
something meaningful to language teachers. While requiring scienti c backing, we allow
our writers to speculate on the research, apply it to the classroom, and expand on it to makeit engaging to all readers. We also collaborate with other SIGs to explain brain science andsupport their research and practices. The magazines contain links to talks, podcasts, andpractical classroom activities. There is also a growing series of articles written in simple
English that summarize the main ideas of some of the key Think Tanks for use with students.
Since the coronavirus pandemic, we have seen the value of using SIG funds to bring guest teachers
worldwide to JALT online conferences. We also encourage new members to present at meetings to
Other Activities
build their con dence by giving a short book talk at our forums and meeting online to practice theirpresentation before the conference. It is our mission to learn from each other.

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• Website https://www.mindbrained.org/• The Brain in Simpli ed English Series https://www.mindbrained.org/the-brain-insimpli ed-english/
Links & Contact • Facebook https://www.facebook.com/groups/1074713895973941/• Speaker Database https://www.mindbrained.org/the-brain-sig/the-speaker-database/• Twitter / X https://twitter.com/JaltBrain• Contact https://www.mindbrained.org/contact/fi

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The Listening SIG

Basic

The Listening Special Interest Group (Listening SIG) provides a forum for focused listening research and discussion in
speci c regard to teaching and learning.

The group offers both teachers and researchers a place to connect, collaborate and share practice and research regarding
how teachers teach listening and assess their learners, how learners improve their listening and use it to improve their
Aim, Focus, andknowledge, and nally how theoretical aspects connect to classroom practice. The Listening SIG aims to be a driving
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force for both current and future research in the eld of how listening can be taught, learned, and tested in an
increasingly global context.
The Listening Post
The second issue of our peer-reviewed journal The Listening Post will be out by Summer 2024. In this issue, the journal
features articles on listening research, book reviews, and practical activity ideas for teachers to bring into the classroom.
Publications The Listening SIG e-newsletter
The of cial newsletter is sent to members and subscribers bi-monthly. The newsletter features links to short articles/
reports regarding listening theory, website suggestions for lesson ideas, call for submissions and information about
future events.
The Listening Conference

Events The third Listening SIG conference will take place in Kyoto on 13th July 2024. The conference will include speakers and presentation
sessions focusing on research, classroom practice, teaching, and learning. Subscribe to our newsletter to nd out more.

Hear Us out!
The SIG podcast Hear Us Out! chats to researchers and educators about their latest work in listening and shares teaching ideas, thelatest research, and assessment tools. Get in touch if you would like to share your idea with us.

Activities LS369

LS369 takes place every third, sixth, and ninth month of the year. Each session takes place online to give our members a chance tomeet, chat, and network about different listening topics, issues, and discussion points. Join a session for ve minus or the whole hourto talk about listening. Email us with your LS369 idea for this year.

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• Website https://jaltlistening.wordpress.com/
Links & Contact • Facebook https://www.facebook.com/groups/489940378896137• Email/Newsletter: listening@jalt.org

PanSIG 2024 Sessions
Listed Chronologically. Jump to a date by pushing the buttons below.

Saturday, May 25th

Sunday, May 26th

Saturday, May 25th
10:45 — 11:10
2-503

Barrie Matte, Philip Head,
Kaori Hakone, Tamara
A Longitudinal Survey of LMS Preference:
Swenson, Aeric Wong, Aaron C. Google Classroom vs Moodle
Sponseller, Hiroyo Nakagawa

Computer Assisted
Language LearningThis presentation will discuss the results of two surveys of student technological literacy (July 2022 n=174; July 2023
n=120) conducted at a small private women’s university in Western Japan. One aim of the survey was to determine
students’ learning management system (LMS) preferences as both the Moodle and Google Classroom LMS were being
employed at the institution at the time. Prior to the COVID-19 Pandemic, Moodle was the “of cial” LMS, though only halfof the courses used the LMS. During the pandemic, all teachers were encouraged to use Google Classroom, particularly
those who had not employed the LMS previously. Therefore, students used both. The survey results indicated thatstudents overwhelmingly preferred Google Classroom (85.06% in 2022; 97.50% in 2023). However, there was variationin response by year in school, with more third- and fourth-year students preferring Moodle. Comments about the two
LMSs on the survey were translated and coded by two of the researchers. The presenters will discuss the LMS use
preferences of students based on the results of the survey, including reasons for student preferences and issues forteachers to be aware of when setting up their LMS shell.
T-602

Academic Writing for Low-Level English
Learners

Lynn Huynh

Task-Based Learning

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Many students going through public schools in Hong Kong, often go through a ‘spoon-fed’ education. This system
encourages students to copy and paste their work and does not allow the students to fully understand nor meet the useof academic language, structure, and organization for university essay writing requirements. Nor do they have an
example of an authentic piece of writing. For two semesters a writing task-based approach was used with 57 students
majoring in three different engineering disciplines at the university. In this approach, the students wrote a short 250
academic essay (problem solution) without, any teacher input. The teacher then quickly looked at the students’ shortwriting and helped the students to rst learn the academic style and language needed, by underlining their mistakes.
Students were then asked to correct the mistakes that their teacher had underlined. As each week proceeds, students
learn a different aspect of academic writing and continue to revise writing. Evidence shows this repetitive approachmakes writing and learning more authentic and individualized. It also allows students to understand their strengths andweaknesses. Also, students’ rst graded academic essays showed improvement in academic style, tone, structure, andorganization.

10:45 — 11:10
T-701

Greg Rouault

Adding Writing to Curriculum Development:
What Works from Visible Learning

Mind, Brain, and
Education

A language conference theme with a call "back to basics" necessitates a look at how theory and research can inform
practice and develop into learning principles for effective learning. In introducing approaches to teaching andresearching writing, Hyland (2016) presents theories that: view writing products as text, focus on the process writers use
to create, and emphasize engagement with the reader. More concrete examples from course curricula present writing as
problem-solving, where the development of skills in pre-writing, revisions, and peer feedback are seen as generative,
recursive, and collaborative, respectively (Hyland, 2016, p. 169). Case studies, on foreign language writers speci cally,
have shown that common and distinct factors co-exist and in uence the textual, process, and social aspects in writing.
Writer identity affects these writing processes and text construction (Kobayashi & Rinnert, 2013). Hattie (2023)
examined 16 meta-analyses covering over 800 studies on writing to identify the signi cance of educational
interventions. This teaching practice session introduces 11 strategies for teaching writing (Graham & Perrin, 2007, as
cited in Hattie, 2023) and their effect sizes for visible learning. Following an introduction on how these are being trialedby the presenter in writing tasks for curriculum redevelopment, participants will share and discuss.
2-701

Simon Humphries

Beyond English: A Dual-Language Study
Abroad Program's Impact

Study Abroad

Japanese education and research tend to focus on L2 English study, and a pattern often emerges of silent andundermotivated students (Kikuchi, 2009; King, 2013). However, a different picture may arise among Japanese learnersof languages other than English (LOTE). Unlike “Global English,” which can be considered a fundamental skill (Graddol,2006), LOTE-learning may have personal motivations tied to speci c communities that own the language (Dörnyei and
Al-Hoorie 2017). This study explored patterns and factors in uencing Japanese English majors' perceived capacity to
speak (CTS) in L2 English and L3 LOTE before and during a dual-language study abroad (SA) program in France andGermany. Five female Japanese undergraduates wrote monthly re ective journals and sketched retrospective timelinegraphs. Unlike many studies in Europe, where English has dominated, and despite setbacks and uctuations, theparticipants did not seem defeated in their LOTE progress. The presenter will outline the main psychological andsituational factors that in uenced CTS. Based on the results from this uniquely challenging but enriching dual-language
program, he will discuss the implications for SA planners.
2-501

Jeanette Dennisson
Gary Ross

Building Speaking and Listening Tasks in
ChatGPT with Effective Prompts

Computer Assisted
Language Learning

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Everyone can access ChatGPT on their phones and speak with this tool using speech recognition technology. Thus, ESL
students should be encouraged to use this tool and could bene t greatly from it by independently practicing speaking
tasks for preparation in their ESL classrooms. The key to help students use ChatGPT for these tasks is prompt
engineering. With one thoroughly developed prompt, every student can directly interact with ChatGPT and startpracticing speaking and listening for any task. In this mini-workshop the presenters would like to share methods ofcreating speaking task prompts for ChatGPT which can be used immediately in the classrooms with their students. To get
the most out of this workshop, participants should download the of cial ChatGPT app to their phones. Creation ofdifferent types of speaking and listening task prompts will be demonstrated for the phone and the computer.
Parameters to personalize the task based on theme, English level, and teaching outcome will be discussed. This
workshop is appropriate for all levels of ChatGPT users from advanced to beginners. There will also be an opportunity toshare your ChatGPT experiences with speaking tasks.

10:45 — 11:10
2-704

Hennessy Emi

Developing an International Day Camp forChildren in Rural Japan

Global Issues in
Language Education“International Day Camp in Katsuyama” is a bilingual, intercultural communication event for families with young
children (age 4-9) using English as a lingua franca and Japanese as the support language. It’s been held seasonally in
Katsuyama City since April 2022 for 98 attendee families (including repeaters). The volunteer group enfriends(managed by the presenter) organizes each event with support from local foreign residents. By providing opportunities
to communicate and interact with people from different cultural backgrounds and introducing various cultures throughsong and dance, storytelling, craft-making, interviewing, and games, the project aims to develop a global attitude andmindset among participants, which is an important basis for multicultural and harmonious community development
recently actively promoted by the Japanese government at local and national levels (ex. the Ministry of Internal Affairs
and Communication’s Chiikiniokeru Tabunkakyousei Suishin Plan). This presentation rst overviews the various events
held so far before discussing feedback from an open-ended questionnaire collected from guardians at each event.
Questionnaire items were evaluative and centered around participants’ experiences at the event to understandexpectations and perceived gains through event attendance. Finally, the presenter will share future development
pathways and important takeaways of the enfriends project.
T-603

Paul Raine

Eigo.AI - The World's First Fully AI-Powered 4Skills Platform for English

AM
Presentation

The age of AI is finally with us, and brings with it far-reaching implications for language teachers and learners aroundthe world. But how do we utilize the affordances of Large Language Models (LLMs) and other AI-powered technologies
for the best learning outcomes? While the technology may have changed, in many respects the pedagogy remains thesame. Students still need exposure to comprehensible written and spoken forms of the target language, and they stillneed to be given the chance to produce written and spoken forms of the language and receive feedback on theirlanguage use. It's still a challenge for students to find the opportunity to use the language productively, and it's still achallenge for teachers to give personalized feedback to every student in large speaking and writing classes. In thecontext of English language learning in Japan, many students still fall way below the recommended 2500+ hours ofengagement with English by the time they graduate from college. Eigo.AI is the world's first fully AI-powered 4-skills
platform for English language learners (that we know of!). It offers a library of lessons on a wide range of topics, from
historical events and figures, to important scientific discoveries, and much more. GPT4 is leveraged to provide quality
materials in a range of levels, from beginner to advanced. All materials are, of course, also proof-read and checked byhumans. Students can benefit from AI-powered feedback on both their speaking and writing skills, and everything canbe easily tracked and monitored by teachers. For teachers looking to give their students that all-important extra
exposure to English, and solve some of those age-old pedagogical problems with the latest advances in AI, why not try
out Eigo.AI in some of your classes next semester? Act quickly before Universal Translation devices make language
learning obsolete!
Fang-I Chu
Joey Andrew Lucido Santos

Exploring Students' Perceptions andExperiences from an EMI Context in Taiwan

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T-702

Bilingualism

Driven by internationalization, bilingualism has been a widely discussed phenomenon in the context of education.
Higher education institutions (HEIs), particularly, have been proactively instituting various programs to moldcompetitive bilinguals through English Medium Instruction (EMI). In Taiwan, HEIs are generously supported by the
Ministry of Education (MOE) to implement its Bilingual 2030 Policy, aiming to increase learners’ overall English ability.
Previous literature investigated its impact on policy and teachers’ training programs, but less is done on students’
perceptions. Thus, this paper examines university students’ perceptions towards EMI. Employing quantitative andqualitative methods, the present study involves 150 students from different disciplines. The quantitative method makes
use of survey questionnaires to examine students’ perceptions. The qualitative aspect utilizes interviews to obtainstudents’ experiences. Findings reveal that students hold a neutral perception towards EMI. Experienced EMI learnersnd less dif culties in their EMI classes than those less experienced ones. However, the former considers EMI as lessbene cial while the latter view it as helpful in their overall learning. Interview data indicate that teachers’ inability to
explain concepts clearer becomes a roadblock in students’ learning. Implications in aiding students to improve theirEnglish ability through EMI are offered.
2-602

Daniel Cook
Bradford J. Lee

Exploring the Potential of AI for Pragmatics
Instruction

Pragmatics

Pragmatics has been de ned as, "the study of how-to-say-what-to-whom-when” (Bardovi-Harling, 2013, p. 68). Despite
its core function in communicative competence, classroom pragmatic instruction is typically extremely limited, andtextbooks have been shown to contain very little metapragmatic information. Generative AI large language models havethe potential to ll this gap as discourse-completion tasks (DCT) (scenarios which train learners in the use of pragmatic
strategies) can be performed outside of the classroom. To ascertain the viability of ChatGPT as a tool for pragmatic
instruction, we asked it to respond to 72 DCTs in order to assess its mastery of the speech acts of requests, apologies,
and refusals at various levels of imposition, social, and power distance. We analyzed the length of responses andnumber of strategies employed, while a panel of 13 judges rated their appropriateness, politeness, and language use.
Results indicated that ChatGPT produced generally suitable responses, though signi cant differences appeared
depending on speech act and degree of power distance. Our presentation will conclude with a discussion of common
pitfalls to avoid in prompt composition and provide participants with speci c items and guidelines to get the mostaccurate and useful responses from ChatGPT as a pragmatic instruction tool.
2-601

Yanki Chung

Learner Development and World Awarenessthrough Travel Plan Poster Sessions

LearnerDevelopment

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With the pandemic travel restrictions lifted, the news shows that travel has once again gained traction among various
countries. Aimed at inspiring students to think of the world outside of their own country and to practice presenting withless pressure, a foreign country travel planning project that results in conference-like poster sessions was created. As
young global citizens living in Japan, the high school students described in this presentation gain world awareness andspeaking con dence by presenting their itinerary multiple times to different peers. Although their English pro ciency is
below the CEFR A2 level, they had the freedom to choose their travel destinations, tourist attractions, and restaurants
and plan their routes for their trips with some guidance and support. The presenter will discuss the observations andstruggles of this project-based format with limited classroom time and resources, along with the student
transformations, peer-to-peer support, and merits of having poster sessions with beginner-level students in a teamteaching high school setting. The audience will be given the opportunity to revisit the basics of teaching presentation
classes with effective poster sessions and have a chance to exchange their insights with the presenter and others in thepresentation room.

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10:45 — 11:10
Lan Mu, Rian Achmad Wildan
Anisanto, Nozomi Hagihara,
Fan Yang, David Dalsky

2-504

Technology-Powered Intercultural Exchange:
Implications in Language Learning

Computer Assisted
Language Learning

Technology has become prevalent in language education, making it now more relevant than ever to consider its
integration with principles of learning. In this presentation, the authors describe a practitioner research project, which
involved the principles of Exploratory Practice (EP; Allwright & Hanks, 2009) and integrated several online tools andapplications in an intercultural understanding pedagogy methodology (see Dalsky et al., 2022) through a 14-weekintercultural exchange project at Kyoto University. We positioned ourselves as intercultural inclusive practitionerresearchers (see Allwright & Hanks, 2009) and attempted to mutually understand the meanings and usage of culturalconcepts (Wierzbicka, 1997) in Mandarin Chinese and Japanese using English as a lingua franca. We used Google Docsfor collaborating synchronously, ChatGPT for seeking information and language assistance, and Vyond for making
animations about Japanese emic concepts (i.e., emoi, itadakimasu, and otsukaresamadeshita), which were posted on an
Instagram account (@intercultural_word_sensei). Semi-structured interviews with four practitioners (one Chinese andthree Japanese) were conducted and analyzed following Byram’s (2000) assessment guidelines. Results demonstrated
how technology assisted intercultural communication and enhanced our intercultural and linguistic competencies. We
elaborate on the implications of applying technologies in EP-based language classrooms.
T-702

The Role of Textual Enhancement in
Collocation Recognition and Retention

Barry Kavanagh

Vocabulary

Awareness of collocations is an essential part of vocabulary learning, and nding the best methodology to teach themhas become a focal point for researchers. This study examined how textual enhancement and visual aids can promote
incidental learning of collocations from reading while viewing whiteboard animated videos. In this study, 169 university
students were randomly divided into four groups. Over ve weeks, the four groups were presented with ten shortstories, each containing ve collocations in different formats. Group 1 read the stories, Group 2 listened to them, andGroup 3 watched a whiteboard animated video of the stories that included the story's text with the ve collocations
bolded. Group 4 watched the same video as Group 3, but the story was narrated, and the collocations were not bolded.
Students were given a collocations test after each story. Results showed that Group 3, who watched the whiteboard
videos with bolded collocations, produced signi cantly better test scores than the reading and listening groups. These
results suggest that adding textual enhancement by bolding the collocations can substantially enhance students' ability
to recognize and retain collocations compared to traditional listening and reading approaches.
T-601

Charles Browne

Vocabulary, Gami cation, Extensive Reading

Vocabulary

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The New General Service List Project is an open-source collection of seven corpus-based lists of essential words forsecond language learners of English, each of which offers the highest coverage of any word list in that genre, as well as alarge and growing range of free online tools for learning, teaching and creating graded learning materials that utilize
these lists. Although there is research showing the effectiveness of online ashcard learning, such tools soon becomeboring and demotivating for many learners even after moderate use. Adding gami ed elements to word learning cangreatly enhance student’s enjoyment and motivation and is an important principle guiding the development of many of
our learning tools. This presentation will give a brief overview of the NGSL Project and then move on to introduce severalof our many learning tools including a gami ed ashcard app, our new Wordle tool, a brand-new AI-powered text
pro ling tool which helps teachers to generate and then simplify texts to the level of their students and our video
concordancing tool which is based on the principle of data-driven learning.

10:45 — 11:10
2-703

Benjamin Flier
Niall Walsh

What Goes on in There? An Observer’s
Perspective on Classroom Observation

TeacherDevelopment

Despite the opportunities that modern technology can provide for teachers, traditional approaches to teacher
development, such as classroom observations, still remain relevant in a rapidly evolving language-teaching landscape.
Existing literature on observations (Farrell, 2018; O'Leary, 2020; Reed & Bergemann, 2001) can tend to focus on theobserved’s role, with less emphasis given to the experiences of the observer and their potential development
opportunities. Counterbalancing this disparity, the current study examines the experiences of classroom observations
from the observer’s perspective. Fifty-four EFL teachers in Japanese universities responded to a survey about their
engagement with classroom observations and their attitudes towards them. The results indicate that while more thanhalf the respondents have observed another teacher’s class at the university level, a substantial number have not. The
data also offered interesting insights into their encounters with classroom observation and the perceived bene ts fromthe observer’s standpoint. The presenters will share and discuss the results while offering practical ideas for teachers on
fully exploiting classroom observation as an observer.
2-505

David James Townsend

What Implications do the MEXT Reforms Have College andon University Writing Classes?
University Educators

The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been pushing schools to improve the way
English is taught in secondary schools through a series of reforms to the Course of Study (COS) guidelines. These
reforms are designed to raise the communicative ability of Japanese students. However, the way theserecommendations are interpreted by schools, and ultimately implemented into practice, can vary greatly from one
school to the next. While the COS guidelines stipulate that all four language skills should be integrated forcomprehensive learning, Yasuda (2014) notes that “communicative competence is by and large conceptualized as oralpro ciency, and written communication abilities take a back seat to oral communication abilities” (p. 151-53).
Furthermore, what little practice students get is usually limited to translation activities (Mulvey, 2016). This presentation
will examine the ndings of three years of survey data collected from students entering university. The survey measuresboth the quantity and quality of the English writing practice these students experienced in high school. If it isdetermined that English writing is improving in high schools as a result of these reforms, appropriate changes will bemade to the university writing classes with more advanced activities being introduced earlier.

11:20 — 11:45

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Classroom-based Activities to Support Effective
Use of Vocabulary Journals

Vocabularyfi

Mariia Melnikova
Tanya Kelly

T-702

11:20 — 11:45
In order to become more autonomous vocabulary learners, students are often required to keep vocabulary journals.
However, students may not get the full bene ts of doing so without training in what types of items to record (Lewis
2008). Moreover, vocabulary journals on their own do not provide the students with an opportunity to review the target
items without which they may not retain them long term (Altahab, 2018). The current action research project aims toaddress these issues by using classroom-based activities from Lewis’s Implementing the Lexical Approach (2008) inconjunction with a vocabulary journal. Students choose and enter items each week into a vocabulary journal, which
includes explaining their choice of item to develop metacognitive awareness. Afterwards, they participate in a range ofclassroom activities in order to review items and practise using them: (a) use items in conversation, (b) teach aclassmate, (c) create sentence anagrams, and (d) create a collocation match. At the end of the academic year, students
were surveyed regarding how helpful they perceived the vocabulary journal and activities to be. In this presentation wewill demonstrate the materials and activities we used, and present the results of the student survey.
2-501

Jacob Petersen
Nadiia Zaitseva

Expanding EFL Learners' Conversations With a
Familiar Audience

College andUniversity Educators

Presenting ideas in front of an audience and afterwards engaging with the said audience in conversations about theideas shared are essential skills desired in academia. In a Japanese university EFL classroom, it is not always clear who
students envision their speech for when preparing and delivering their presentations. It is often even less obvious
whether student presenters are crafting and delivering their presentations with the aim of having extended
conversations following their speech. In order to investigate these issues, we used a questionnaire, experimental
observations and semi-structured interviews. Introducing an ongoing research project, we will begin with its theoreticalunderpinnings grounded in Martin and White’s appraisal framework. We will then demonstrate how rst-year students
at a Japanese university navigated the relationships with a familiar audience during their presentations and in
subsequent conversations. Following this, we will highlight lexicogrammatical choices made by the students thatallowed for open or restricted subsequent conversations. The presentation will conclude with implications that are usefulfor university EFL teachers in Japan whose students may struggle to expand conversations in English.
2-502

Neil Cowie
Mehrasa Alizadeh

Exploring Student Engagement: A Comparisonof Video Conferencing and VR

Mixed, Augmented,
and Virtual Realities

Student engagement is crucial for academic success, and emerging technologies like virtual reality (VR) have shownpromise in enhancing it. Recent research indicates that VR can increase engagement levels by immersing students indiverse, interactive environments where they communicate as avatars, simulating real-life interactions. To validate this, aquasi-experimental comparative study was conducted with two cohorts of Japanese undergraduate students. Volunteer
students from several universities were recruited to participate in a ipped online course on small talk skills. One group(N=31) utilized video conferencing on Zoom for eight weeks, while the other (N=27) used VR on Frame, a browserbased platform, for nine weeks, including one week for training. The study explored engagement through an online
learning engagement survey adapted from the literature and focus group interviews, both conducted in Japanese to
avoid any language barrier. In this presentation, the results of the survey study and focus group interviews are crosscompared using statistical and qualitative analysis methods to clarify the impact of video conferencing and VR onstudent engagement. Preliminary ndings suggest that VR, with its unique immersive capabilities, holds promise forheightened engagement. Nonetheless, there remain some challenges related to student experience and platformstability yet to be resolved.

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Exploring the impact of acculturation attitude on
Pragmatics
pragmatic comprehension

Vahid Ra eyan

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To understand the implied meanings of a language, known as pragmatic comprehension, one must possess knowledgeof the cultural conventions embedded in the language (Ra eyan, 2013). Therefore, language learners need to have aninterest in the culture of the language they are learning. To this end, a study was conducted on 80 Iranian
undergraduate students who were studying in Australian universities. The purpose of the study was to determine
whether the students' attitude toward the Australian culture, known as acculturation attitude, had any impact on theirpragmatic comprehension ability. The researcher utilized a questionnaire comprising 29 questions and four subscales,
namely assimilation attitude, integration attitude, separation attitude, and marginalization attitude, to measure thestudents' acculturation attitude. Moreover, a multiple-choice exam consisting of 24 questions on conversational
implicatures was conducted to assess the students' pragmatic comprehension ability. The study found a strong positive
relationship between students’ acculturation attitude and their pragmatic comprehension ability. Students who weremore immersed in the Australian culture were better able to understand Australian conversational implicatures. The
ndings suggest that language learners should interact more with members of the target language community to
improve their pragmatic comprehension ability.
Haruka Ukubata
Allen Ying

2-601

Fostering Re ection: Students’ Language Goals,
Strategies, and Resources

LearnerDevelopment

Supporting learners to develop skills to manage their learning outside the classroom is not an easy task, and yet a
crucial aspect of teaching. One way to promote these skills is through re ection activities designed to raise learners’
awareness of themselves and their learning and help them identify how they can maximize their learning opportunities
both in and outside the classroom. In this presentation, we report on a study conducted to explore what language
learning areas Japanese university students prioritize and what they believe helps them to improve their chosen area.
Examining 41 students’ re ection entries elicited by a re ection tool called the Wheel of Language Learning (WLL) (Kato& Mynard, 2016) and follow-up re ective questions, we identi ed a variety of learning strategies and resources, as well
as gaps in the students’ awareness. The results are presented and discussed in relation to three most popular target
areas: speaking, con dence, and vocabulary. Based on the ndings, we provide suggestions for teachers interested insupporting learners with their self-directed learning through re ection activities.
T-701

John Duplice

Generation & L2 Reading Comprehension

Mind, Brain, and
Education

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The researcher will discuss a study exploring “generation” as a desirable dif culty in reading comprehension in a second
language (L2) context, focusing on managing cognitive load. Generation is the producing of novel content (e.g., a novel
answer) versus being presented with pre-determined answers (e.g., multiple choice) (Bjork, 1994). The study builds on
existing research in both rst language (L1) (e.g., Abel & Hanze) and L2 contexts (e.g., Barcroft 2009), acknowledging
that ndings in L1 may not always apply to L2 learners. It introduces a novel approach comparing generative tasks thatvary in cognitive load levels, aiming to optimize the balance between promoting deeper learning and avoiding overtaxation of L2 learners’ working memory. The research was conducted over a three-week period at a university in Tokyo
among 44 English Language Learners ranging from B2 to C1 ability in the fall of 2022. It compared types of generation
tasks, including descriptive explanations, summary recall, personalized descriptive connections, and opinion
explanations. The ndings did not show a statistical difference between the control and L1 generation use. However, L2
generation resulted in a cost in comprehension recall, suggesting a lack of bene t in using generation as a sole strategy
in L2 reading comprehension.

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2-503

Jeanette Dennisson,
Michael Barr, Daniel
Newbury

Instructor and Student Perspectives of ChatGPTAssisted Writing Tasks

ChatGPT - with its rapid text analysis capabilities - is ideal as a teaching tool for EFL writing classes. Studies of ChatGPT
usage in the classroom are necessary to establish pedagogically sound practices and develop methods for integrating
ChatGPT as an assistant to promote learning in writing courses. To this end, this multi-university study implemented apilot ChatGPT-assisted writing task in EFL courses comprising students of varying English pro ciency levels and majors.
Participants in these courses were given the same writing prompts and asked to compose a response. Their writing
output was then evaluated by ChatGPT, and with the ChatGPT prompt provided by the instructor, students were asked to
improve their writing based on the advice received from ChatGPT. This study involved a before-and-after analysis of
student writing samples. It also considered teacher and student feedback surveys on the feasibility and effectiveness of
this ChatGPT-assisted task. The ndings from these surveys across each university, including technical andimplementation challenges from both teacher and student perspectives, will be presented and discussed.
T-601

Jeff Peterson
J Paul Warnick

Language Pro ciency Development ThroughThree Modes of Extensive Reading

Extensive Reading

Reading skills are of central importance in developing and maintaining language pro ciency. Research studies on
Extensive Reading (ER) focus almost exclusively on English language learners and tend to be limited by their lack ofcontrol over how the ER treatment is conducted and assessed. Recent research has found participants often falsify
reading records when ER activities are self-reported and unmonitored (Mikami & Shiozawa, 2023). This introduces bias
into studies which rely on unmonitored self-reported ER. Furthermore, studies that investigate the possible effects ofdifferent modes of ER, including Extensive Listening (EL) and Audio-assisted Extensive Reading (AER), are few. The goalof this study was to investigate the possible effects of monitored non-self-reported ER, EL, and AER on the generallanguage pro ciency development of learners of Japanese. First-year results of this three-year experimental study
indicate that AER outperformed all other groups on the Japanese Computerized Adaptive Test (J-CAT). An analysis of thesubsections of the J-CAT indicate AER outperformed ER and EL on each section of the test and that AER also
outperformed the control group on the reading and listening sections. This presentation will show the multiple bene ts
that come from focusing on developing the building block of reading.
2-701

William Kuster

Non-Native Japanese Speaking Teachers’ Use ofJapaneseCollege andUniversity Educators

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While teachers using Japanese in the EFL classroom is still a hotly debated issue, recently there has been a wealth ofresearch which shows Japanese can be a useful tool in Japanese university English classes (Bartlett, 2017; Joyce, 2021).
However, non-native Japanese speaking teachers may nd it dif cult to reap the bene ts of using Japanese due to anumber of reasons such as insuf cient language pro ciency, low con dence, or the time commitment needed toprepare materials in Japanese. This presentation will explore some of the current research on teachers’ Japanese use
and describe how this research was implemented in EFL courses at a Japanese university. Also, suggestions for nonnative Japanese speakers to incorporate Japanese into the classroom will be provided. The topic areas covered will
include Japanese for classroom management, Japanese for email communications, Japanese for online learning
platforms, Japanese for course content instruction, and the proper amount of Japanese to use in an English classroom.
Common pitfalls teachers may encounter while trying to incorporate Japanese into the classroom will also be discussed.

11:20 — 11:45
T-603

Gregory Birch
Yubara Yukiko

Re ning an Online Language and Culture
Exchange between Japanese and Canadian
University Students

CEFR and Language
Portfolio

Collaborative-online-international-learning (COIL) projects can provide students from different institutions with uniquelearning opportunities to develop foreign language pro ciency and intercultural competence. Not only can theseexchanges enhance a foreign language curriculum and serve as excellent preparation for studying abroad, with today’s
technology, the projects can be cost-effective, highly-accessible and engaging. This presentation focuses on the thirdyear of an online language and culture exchange between Canadian university students studying Japanese andJapanese students majoring in English. The 2023 program centered around a one-day (in-person) sightseeing tour inTokyo, preceded by four online sessions to build camaraderie and prepare for the tour, and followed by two online
sessions where students shared their experiences in bilingual presentations and e-books. Program goals, de ned using
CEFR Can-Do descriptors, will be discussed in relation to the rst two years of the program (as well as an ongoing COIL
project with a Taiwanese university). Students’ use of Padlet, ZOOM, Line, BookCreator, and shared Google documents
will be introduced to illustrate program implementation. Last, program effectiveness is examined through surveys
concerning International Posture (Yashima 2009), Language Anxiety (Yashima 2002), and students’ impressions of the
project.
T-602

Adiene Roque de Hishiyama

Storytelling Sobre Temas latinoamericanos en
ELE y ODS 4 en Japón

Other Language
Educators

Este trabajo trata sobre la inclusión de temas latinoamericanos usando Storytelling en ELE, y re exiones basadas en las
opiniones de los participantes. De acuerdo con la UNESCO el objetivo de desarrollo sostenible 4 persigue garantizar una
educación inclusiva, equitativa, de calidad y promover oportunidades de aprendizaje durante toda la vida. Sobre esta
base, profesores de ELE convocaron a estudiantes de ELE para escuchar una conferencia y re exionar sobre temas
latinoamericanos poco tratados en la clase de lenguas. El tema fue “El papel de América Latina en el mundo actual”. La
conferencia se realizó en japonés, el último día de clases y duró 45 minutos. Los objetivos institucionales perseguidos
fueron: motivar a los estudiantes a estudiar español y a participar en el programa de becas para estudiar en países
hispanohablantes. Por medio de una encuesta abierta se constató que la metodología storytelling tiene mucho
potencial motivador porque se trasmiten historias de la vida real. Esto nos invita a pensar en crear currículum que
persigan objetivos más globales, como cultival una conciencia global, valorar la diversidad cultural y cultivar la paz entre
los pueblos. Finalmente, agradecemos la retroalimentación positiva sobre la inclusión de temas sociales en pro dellogro del ODS 4.
TeacherDevelopment

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PBL Activities

fiLouisa Yin Ting Poon

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11:20 — 11:45
Emerged from the learning-by-doing method introduced by philosopher and educator John Dewey, project-basedlearning (PBL) encourages student-centred, inquiry-based learning, which has been widely adapted in STEM education
for science, mathematics, engineering and technology (Johnson & Lamb, 2017), due to its interdisciplinary and real-life
application nature. However, when adapted in subjects such as English teaching, concerns such the projects not tting
into curriculum well (Blum eld & Krajcik, 2006) and results being less tangible to measure (Thomas, 2000) arose. For
instance, in a grammar class, the skill students need to demonstrate and to be evaluated is the application of thelanguage instead of subject knowledge, suggesting that language teachers should rethink the project design instead ofusing those “typical” STEM projects without differentiation. In this paper, two teaching models of how to set a major halfterm project in cooperation with target grammar teaching in a high school setting are shared, to demonstrate how bothteachers and students can be aware of how to use the target grammar in a purposeful way from the beginning of thecourse. The shared lesson design should be applicable to other grammar classes teaching other grammar points forlower-intermediate to higher-intermediate learners, when the same concept is applied.
2-504

Doan Vo Tho, Thanh Nguyen
Tertiary CALL Teacher Trainers in Vietnam: A
Luan, Mau Nguyen Vu, Minh
Policy-Practice Gap
Ho ThangComputer Assisted
Language Learning

Computer Assisted Language Learning (CALL) teacher development has been the growing signi cant interests andcritical discussion in the eld. Little has been known about how CALL teacher trainers employed varied teachingstrategies to prepare teachers with knowledge and professional competence in their practices. This presentation reports
the result of an investigation into exploring CALL teacher trainers’ perceived practices of professional development (PD)
via the lens of policy in a Global South context. A qualitative research design was used through semi-structured
interviews with ve CALL teacher trainers in a Vietnamese university. Thematic analyses revealed CALL teacher trainers’
mixed perspectives with key focus on the practices of CALL in language education and identi ed barriers regarding
trainers’ exposure to CALL, their technological competence and teaching strategies. The analysis further indicated thatwhile trainers were well prepared for their continuing professional development (CPD) trajectory, existing discrepancies
that were recognised between the of cial CALL policy across levels and trainers’ practices profoundly impacted thedevelopment of their professional identity. The study provides insights into a comprehensive landscape of CALL teacher
training policy in Vietnam. The results suggest that policy makers revisit the (mis)alignment of CALL policies with thepractices of trainers and training associated with identi ed challenges.

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The Effect of EMI Preparatory Programs

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Ting Fang, Tzu-Ling Huang,
Fang-I Chu

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English Medium Instruction (EMI) could enhance students’ linguistic and professional knowledge (Huang, 2015), but it
was also found that Japanese university students often encountered dif culties in EMI (Sayaka, 2020). Therefore, thepresent study aims to investigate how EMI preparatory programs help students overcome challenges by examining theireffectiveness and explored students’ perceived in uence on content knowledge, academic English skills, motivation,
grit, and willingness to communicate. Participants included 198 university freshmen attending an EMI preparatory
intensive program that aims to promote students’ English and content knowledge. Before the program, the students
completed an academic achievement test to measure their learning outcomes and a questionnaire to explore theirperceived content knowledge, academic English skills, motivation, grit, and willingness to communicate as the pretest.
After the program, the students completed the same test and questionnaire as the posttest and were interviewed. The
paired t-test results showed that the students’ academic achievement posttest scores were signi cantly higher than theirpretest scores, indicating the effectiveness of the preparatory program. Moreover, students’ perceived content
knowledge, academic English skills, and willingness to communicate also signi cantly improved in the posttest. These
ndings suggested that the preparatory program had the potential to help students overcome their dif culties in EMI.

11:55 — 12:20
2-505

Ashton Dawes
Prateek Sharma

A Survey to Understand Freshman Students'
Expectations

College andUniversity Educators

The purpose of this four-year longitudinal study is to investigate Freshman students’ expectations of their Englishlanguage university teachers upon entering the university. The survey comprises ve sections addressing the students’history of learning English, experiences with English teachers, and personal beliefs regarding an ideal English-language
classroom. The results from the rst year of collecting data in 2022 was presented at PanSIG 2023: students preferteachers to act as facilitators, classroom environment is of more importance than classroom activities, and students do
not consider that teachers’ ethnicity, attire, or correct grammar usage are related to their English learning experience.
Some of these students were administered a new survey with identical sections investigating into how their
expectations changed over a year in 2023. Student responses and overall results will be presented. The same survey
from the year 2022 was administered to incoming freshmen in 2023 as well and the researchers will report thesimilarities or discrepancies. Finally, a few challenges faced while gathering data will also be shared. It is hoped that thisresearch raises English-language university teachers’ awareness about their students’ expectations and helps themensure an improved learning experience

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Academic Publication 101: Basics of Academic
Writing for Publication

Tosh Tachino

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College andUniversity Educators

This practical presentation teaches the basics of academic writing for publications, highlighting some of the mostimportant differences between student papers and scholarly papers. Students, even at the graduate level, often write totheir teachers to demonstrate their knowledge, and their readers (often professors) are often obligated to readsomething they already know to evaluate student performances. Writing for publication is fundamentally a different
kind of activity (Giltrow, 2021). Writers write because they have something new and useful to share, and readers readbecause they want to learn something new, interesting, or relevant. Beginning writers for publications must learn toadjust for these differences. This presentation covers how these differences affect writing for publication with practicaltips, such as how to emphasize news value, how to evaluate the knowledge status in the eld, how to create aknowledge gap, and how to manage the relationship between the reader and the writer. Beginning writers for academic
publications will come to appreciate why academic writing has certain textual features (e.g. citation, hedges, jargon) andlearn to use them meaningfully.
2-703

Omar Massoud
Robert Cvitkovic

Testing and
Evaluation

AI in Assessing Speaking Pro ciency

This presentation investigates the application of AI in evaluating speaking and pronunciation, focusing on their impact
on comprehensibility and intelligibility. Pronunciation is a key factor affecting these essential communication skills;
however it is often overlooked. Traditional assessments have been labor-intensive, involving human raters forcomprehensibility and transcription for intelligibility, both time-consuming and impractical for educators with heavy
workloads. We propose an AI-driven method to ef ciently and accurately quantify these speaking metrics. AI
technologies offer a novel opportunity for streamlined, accessible assessments in language learning. Our methodology
includes elicited imitation, AI-generated rubrics, AI-assisted transcription, and other AI tools. These instruments aid in
calculating intelligibility scores based on the percentage of words correctly pronounced according to a standard.
Comprehensibility is evaluated using AI analyses of listener effort, in line with established scales. Participants will
receive a detailed work ow for implementing AI-based speaking assessment techniques in their classrooms. Thismethod marks a signi cant shift from traditional, subjective evaluations of speaking pro ciency, allowing educators toquickly obtain objective, quanti able metrics without relying on holistic scoring. The presentation, informed by previous
workshops and studies, encourages educators and researchers to adopt advanced technologies for more effective
language teaching and speaking performance evaluation.
T-602

Blending Basic Teaching Approaches with AI
Capabilities in Teaching French

Eric Fortin

Other Language
Educators

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With the rapid development of AI technology, many language instructors appear to be looking for ways to implement
this technology into their language teaching without rst adopting a suitable teaching approach. This presentation will
rst brie y outline a few current language teaching methods. Although each approach has its adherents and detractors,
they have been used, either alone or in combination, to great advantage by language teachers over the years. Then abrief overview of how chaos theory, or complex systems theory, has been used in language teaching will follow. This
theory helps to understand the interrelationships of the various personal and environmental factors affecting students'
learning, as well as the need for more individualized teaching/learning methods. The presenter will then propose ideas
on how the various classic teaching approaches and methods of the past can serve to form a foundation upon which AI
technology can be implemented to enhance the effectiveness of those teaching approaches. Although this method canbe applied to the teaching of any language, the presenter will focus speci cally on how it can be used in Frenchlanguage instruction in order to improve the results of students' acquisition of that language.

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11:55 — 12:20

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Sanae Katagiri, Joshua Lee
Solomon, Reik Jagno

2-502

Collaborating on Original Materials for a SelfAccess Learning Center

Materials Writers

One of the keys to making deep connections between students and their learning is to provide materials which arecompelling and motivating. This is especially critical in the context of courses in a Self-Access Learning Center (SALC), in
which students typically do not register for classes and have no obligation to continue returning week after week. This
presentation therefore discusses the collaborative development of English-language teaching materials, a multimedia
textbook-style resource called Get Ready to Study Abroad: Reading Training, US and Germany in Comparison, speci callyfor use in a university SALC. These materials have been utilized both in weekly 90-minute seminars for university
students and in outreach programs for local high school students. The presentation will discuss the motivations,inspirations, and process undertaken for producing the different forms of material. It will focus on the practical reasons
behind decisions, including copyediting, linguistic dif culty, considerations regarding writing style, topics covered andpractical application of the material. It then re ects on some successes and some missteps in the actual deployment andreception of the materials in three very different teaching contexts: face-to-face and hybrid use in the SALC classroom,
one live online outreach event, and one asynchronous online outreach event.
Ruby Tso
Chihkai Lin

T-601

Enhancing English Pronunciation Learning:
DARLA for Taiwanese L2 Learners

CEFR and Language
Portfolio

This paper investigates English vowels among Taiwanese L2 learners, employing DARLA (Dartmouth Linguistic
Automation) —an online transcribing tool. In the era of computer-assisted learning, tools such as MyET and ELSA haveshifted the paradigm from instructor-led to self-learning approaches. However, the prevailing focus of these tools on
mapping assigned items and evaluating learner outputs often leaves learners unaware of how their outputs aretechnologically recognized. This paper introduces DARLA as an innovative computer-assisted learning approach andassesses its ef cacy in the realm of English vowel pronunciation for Taiwanese L2 learners.The research methodology
involves seven L2 Taiwanese learners of English, tasked with recording 11 minimal pair English words three times each.
The outcomes elucidate a positive correlation between learners’ pro ciency levels and DARLA's accuracy. Furthermore,
the analysis underscores a distinctive tendency among Taiwanese learners to have their back vowels identi ed asrhoticized vowels. The ndings af rm DARLA’s role as a useful tool for instructors to pinpoint and address learners’
pronunciation errors. This paper provides practical implications for re ning pronunciation instruction and advocates forthe integration of DARLA in future language analyses.
2-503

Enhancing L2 English Writing: The Role of
ChatGPT in Revision Processes

Lee Sohyeon

Computer Assisted
Language Learning

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This presentation investigates the role of ChatGPT in re ning the academic writing skills of multilingual university
students during the revision process, with an emphasis on its critical and ethical use. A 75-minute workshop wasdeveloped and conducted for multilingual writers enrolled in an Academic English Writing course at the University of
Hawaii at Manoa, tailored to enhance students' understanding of the ethical considerations and the practical strengths
and weaknesses of using ChatGPT for writing revisions. The study engages 45 students through pre- and post-workshop
questionnaires to delve into their speci c challenges with the revision process, the type of assistance they seek, theirusage patterns of ChatGPT, and their overall satisfaction with the AI-generated feedback. It also assesses shifts in theirperceptions of ChatGPT's utility in academic writing. The outcomes of this research aim to equip educators with practicalmethods for incorporating AI tools into educational contexts, thus promoting academic integrity and maximizing
pedagogical bene ts.

11:55 — 12:20
2-601

Implementing AIEVM in a Classroom
Environment: Setbacks and Recommendations

Emi Nagai

LearnerDevelopment

The Autobiography of Intercultural Encounters through Visual Media (AIEVM) is a project-based pedagogical learningmaterial introduced by the Educational Department of the Council of Europe (Barrett et al., 2013a) that encourages selfre ection and promotes critical thinking skills. This assignment challenges students to think about and criticallyevaluate their experiences with culture and language while interacting with diverse media sources to enhance theirvisual literacy (Lindner & Méndez Garcia, 2014). This presentation introduces a case study where an AIEVM activity was
implemented with adult Japanese EFL learners attending a technical school in western Japan. The 28 participants weresecond-year technical school students in the General English department. The study was conducted over a period of 9
weeks, where students were challenged to explore their thoughts and expectations of others, including how they are
similar and different, using media they have encountered. This presentation focuses on an overview of how the project
was conducted, as well as evaluating the students' re ections on the process. Instructor observations on the process andsetbacks, as well as ways in which the AIEVM assignment can be adjusted to better suit a classroom learning
environment will be suggested.
T-701

Neuroscience, Relationships, and Language
Learning

Glenn Magee

Mind, Brain, and
Education

Focusing solely on academic achievements or language pro ciency while teaching can sometimes cause educators tooverlook emotional and relational factors that signi cantly impact the learning process. These factors are always present
in the classroom and can signi cantly affect the student's progress. Teachers' engagement with their students canimpact the neurological and human connections that in uence teaching. Engagement is crucial as it can either facilitate
or impede language learning. The objective of this presentation is to highlight the role of the autonomic nervous system
and neuroception to help educators better understand their students' language learning experiences. Understanding
these systems helps educators create supportive learning environments, assist learners with emotional regulation,
optimize instructional strategies, and foster positive social connections. Attention to these points makes it possible tocreate more productive and meaningful learning environments that foster positive relationships between teachers andstudents. The ultimate goal is to introduce the idea that investing in our students can lead to the best possible learning
outcomes regarding academic achievement, language pro ciency, and overall growth and development.
2-701

Overcoming Phonological Thwarting
Mechanisms to SLA and Motivation

Alastair Graham-Marr

AM
Presentation

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Focusing solely on academic achievements or language pro ciency while teaching can sometimes cause educators tooverlook emotional and relational factors that signi cantly impact the learning process. These factors are always present
in the classroom and can signi cantly affect the student's progress. Teachers' engagement with their students canimpact the neurological and human connections that in uence teaching. Engagement is crucial as it can either facilitate
or impede language learning. The objective of this presentation is to highlight the role of the autonomic nervous system
and neuroception to help educators better understand their students' language learning experiences. Understanding
these systems helps educators create supportive learning environments, assist learners with emotional regulation,
optimize instructional strategies, and foster positive social connections. Attention to these points makes it possible tocreate more productive and meaningful learning environments that foster positive relationships between teachers andstudents. The ultimate goal is to introduce the idea that investing in our students can lead to the best possible learning
outcomes regarding academic achievement, language pro ciency, and overall growth and development.

11:55 — 12:20
T-702

Pitch Frequency's Impact on L2 Listening
Comprehension

Edwin Hart

Listening

While volume and pronunciation are often considered when discussing listening comprehension, vocal pitch frequency
is a salient and often overlooked factor. Especially in schools where second language (L2) learners consist of students
from different cultures with different native frequency pitches, vocal pitch frequency on the part of the instructor and thematerials used may play a key part in the ease or dif culty with which students will have with comprehending material(Novia et al., 2018). Participants in this study were asked to listen to two speeches of approximately equal English level(CEFR B1), followed by a short comprehension test. The rst speech was recorded and shifted to a lower pitch (118 Hz),while the second speech was recorded and shifted to a higher pitch (149.2 Hz). A pilot test was run with the same
speaker with no pitch shift (139.8 Hz). Test results demonstrated a signi cant difference in performance depending on
the frequency of the speaker. Implications to language instruction to internationally diverse L2 learners will be
discussed.
T-702

Task-Based Learning for Holistic Student WellBeing in Tertiary Education

Mariana Oana Senda

Lifelong Language
Learning

Integrating Task-Based Learning (TBL) with health and well-being education is paramount in tertiary settings to ensure
holistic student development. The evidence-based application of TBL signi cantly improves student engagement andlearning outcomes through practical tasks (Ellis & Shintani, 2014). Additionally, the COVID-19 pandemic has highlighted
the critical need to incorporate health and well-being into academic curricula, profoundly affecting students' healthhabits and academic performance (Pratiwi, Claramita, & Emilia, 2020).The presenter, possessing a background in
medicine and a master’s in education, brings extensive experience in Task-Based Learning (TBL), health education, andan understanding of the impacts of pandemics on learning environments. With over two decades dedicated todeveloping and implementing health-focused educational strategies within tertiary education settings, their expertisesigni cantly enhances the integration of well-being and academic achievement.In this session, it will be sharedstrategies for integrating well-being into teaching, supported by case study analysis. This method not only explores thelink between academic success and health habits but also promotes learning environments that prioritize student wellbeing. The goal is to provide educators with practical, actionable models to enhance educational practices, underscoring
the importance of balancing students' academic achievements with their personal well-being.
2-504

Kasumi Arciaga, Burri
Michael, Joel Neff

Teacher and Student Perceptions of the EthicalUse of A.I. Tools

Computer Assisted
Language Learning

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Generative A.I. tools are a subject of much debate and concern; yet, the use and integration of these new tools intocurrent teaching paradigms continues to be dif cult for both practitioners and students. Plata et al.'s (2023) researchsuggests that employing these tools in an academic setting is generally supported. In order to begin the integration
process, current practices must be assessed: what general knowledge and experience do teachers and students havewith said tools, and what constitutes ethical use of A.I. in an academic setting. The aim of the research presented in thissession was to survey a group of 543 rst-year students and 16 university English teachers and have them rate six
hypothetical scenarios on a scale of 1, completely unethical, to 4, completely ethical. The responses were then analyzed
for both quantitative and qualitative data in order to explore similarities and/or disparities between the teachers and thestudents regarding what constitutes ethical use of A.I. tools. The presentation concludes with a discussion about the
research’s important contribution in understanding and developing teaching practices and student guidelines foruniversities as new tools debut.

11:55 — 12:20
2-704

Belinda Kennett
Lachlan Jackson

The Basics of Critical Language Pedagogy in EFL: Global Issues in
A University Case Study
Language Education

Critical Language Pedagogy (CLP) is a progressive, exploratory approach to language teaching and learning that aims toraise students’ critical consciousness regarding issues of social (in)justice. Yet CLP involves more than simply “arranging
the chairs in a circle and discussing social issues” (Pennycook, 1999, p. 338). It is underpinned by several fundamental
principles including democratic assessment, student-centeredness, and action-orientation (Crookes, 2013; Crookes &Abednia, 2022). The purpose of this presentation is to rst outline six basic principles of CLP. We then introduce ourongoing research project into the teaching practices of 20 self-identifying critical pedagogues teaching English in
Japanese universities. Data were collected using online, semi-structured interviews. Drawing on a single case, we
demonstrate how the unique circumstances of teachers shape pedagogical choices and priorities in relation to theimplementation of these six CLP principles. Finally, we show how a sound understanding of these principles canenhance the likelihood that CLP can be successfully implemented in Japanese classrooms.
2-602

John Campbell-Larsen

Topic Management in L2 Speaking

Pragmatics

Language learning is more than acquiring suf cient lexis and grammar to express intended meaning. Learners mustalso develop a wide range of other skills that fall under the heading of ‘Interactional competence’ (IC). One key IC skill is
topic management. Many Japanese students have underdeveloped L2 topic management skills. Student talk is often
characterized by reliance on proffering being carried out with minimized direct questions, topics are often abandoned
after a few turns, topic disjuncts are common, and some students even struggle to engage in L2 speaking at all unless a
topic is presented by the teacher or textbook. In this presentation I will show video data collected in classroom speaking
activities that illustrates these phenomena and suggest ways in which teachers can address the issues. I will
demonstrate how to do topic proffering with extended questions or self-disclosure statements, suggest ways to expand
on a topic, and I will explain the mechanisms of stepwise transition. I will conclude by suggesting that topic
management skills can be developed by a combination of both explicit instruction and ample opportunity for students
to engage in free-conversation, where the participants (and not the teacher) take joint and shared responsibility for topic
management.
2-501

Unveiling Connections Between Personality and College and
EFL Public Speaking Anxiety
University Educators

Brent Kelsen

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Personality plays a signi cant role in an individual’s regulation of emotions such as anxiety. Foreign language anxiety(FLA) – the feeling of apprehension when using or learning a foreign language – is an in uential affective variable inforeign language learning and has attracted substantial attention from educators and researchers (Dewaele, 2017;
MacIntyre & Gardner, 1994). Moreover, speaking a foreign language is thought to be a particularly anxiety-inducing
experience (Woodrow, 2006). However, relatively few studies investigate connections between personality and FLA
while delivering presentations. This presentation reports on the associations between personality traits – measured via
the Big Five Inventory (BFI; John et al., 2008) – and perceived anxiety related to delivering presentations – assessed by
the Personal Report on Public Speaking Anxiety (PRPSA; McCroskey, 1997). It identi es four public speaking anxiety
factors: Positive Mindset, Physical Symptoms, Preparation Anxiety and Performance Anxiety. Multiple regression
equations with the public speaking anxiety factors as dependent variables and personality traits as explanatory variables
found Extraversion, Neuroticism, Conscientiousness and Openness to Experience as signi cant predictors of the public
speaking anxiety factors. Avenues through which this research advances our understanding of FLA with respect todelivering presentations will be considered as well as ideas for a short interactive survey to gauge personality traits andforeign language public speaking anxiety.

13:20 — 14:50
T-702

Kaoru Igarashi, Saeko Ujie,
Ichiro Araki

JALT Business Communication Forum:
English—The Language of Global Business?

Business
Communication

The SIG began the study of Impact of AI-based services on English business communication in Japan. AI-based services
for English communication are growing in popularity in Japan. English's signi cance as a lingua franca is widely
acknowledged in Japan. However, English and Japanese exhibit unique differences in grammatical structures,vocabulary, and other key aspects. When examining language distance as a measure of language acquisition dif culties,
English and Japanese have a signi cantly greater distance compared to other languages. Recently, it has been notedthat there is a division forming between two groups: one that regularly uses English in international diplomacy,
commerce, and academia, and another group mostly located in Japan that uses English and other foreign languages
less frequently. Smartphone and app usage for communication is becoming more widespread, particularly amongindividuals who use English and other foreign languages infrequently. Moreover, the utilization of AI in English literacy
is increasingly prevalent in the corporate and academic sectors. This study divides English users into two groups andexamines the current utilization of AI through qualitative research methods. It attempts to investigate the effects of AI on
cross-cultural communication in corporate and academic settings by examining questions such as: 1. How has AI
impacted the “English” used by Japanese business professionals and academics? 2. Has AI changed the attitudes orperceptions of Japanese business professionals and academics toward using English as a lingua franca? 3. How
pervasive is the general usage of AI-powered smartphone translation applications in Japan? 4. What are the future
trends in English usage and learning in Japan? This research is still in its early stages, and we hope to enhance it further
by sharing the ndings and inviting insightful input at the ELF Conference.

2-505Maria Gabriela Schmidt,
Noriko Nagai, Gregory Birch,
Jack Bower, Engel Villareal, JALT CEFR Forum: Initiating Action Research:
Adiene Roque deTransforming Current Practices with CEFR
Hishiyama, Colin Rundle,
KeyConcepts
Bryan Buschner, Forrest
Nelson, Eucharia Donnery

CEFR and Language
Portfolio

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This forum seeks to cultivate a discourse among novice and experienced practitioner-researchers concerning theimplementation of the CEFR within diverse local contexts. The forum begins with a concise exposition of thefundamental philosophical underpinnings of the CEFR, exerting a pervasive in uence on all facets of language
pedagogy. Emphasis is placed on the conceptualization of the learner as a social agent and the adoption of an actionoriented approach. Then, the forum attempts to elucidate three case studies (developing pre-A1 and A1 writing,aesthetic language use in classroom, learners view on the portfolio) wherein the CEFR has been tailored toaccommodate distinct domains of language instruction within various local contexts. This exploration is intended toprovide participants with practical insights into the versatile application of the CEFR across different educationalsettings. Finally, the forum engages in an in-depth examination of the challenges associated with the implementationof the CEFR by novice practitioner-researchers in their pedagogical endeavors. Deliberations encompass potential
dif culties and issues that may arise during the adaptation of the CEFR into teaching practices. Furthermore, the forum
offers discerning perspectives on overcoming these challenges, offering essential guidance to facilitate the seamlessintegration of the CEFR within varied educational environments.

13:20 — 14:50
2-503

James D. Dunn, John
McCarthy, Dennis Koyama,
Jennifer Green, Todd
Hooper, Sanae Fujisaki,
David A. Gann

JALT Critical Thinking Forum

Critical Thinking

The Critical Thinking SIG Forum will feature presentations that promote the use and development of critical thinking inlanguage courses. Among the topics to be discussed are EMI courses, curriculum development, game-based reasoning
activities, and academic writing. Join us for a lively discussion of these topics as they relate to critical thinking.
Additionally, future opportunities for participating, presenting, publishing in the SIG will be discussed.
2-501

Marc Doyle, Tim Saito, Fred
Bacala, Ellen HeadJALT CUE Forum: (Re-)learning to Face Our
Students Again

College andUniversity Educators

After years of remote and hybrid learning, colleges and universities are now mostly back to the basics of face-to-faceteaching. However, our experience during the pandemic years forced us to re ect on this basic practice, and we are rediscovering what it means to teach face-to-face. This year’s CUE forum presents three speakers who address different
aspects of this experience. Tim Saito will discuss gains in our Information and Communication Technology pro ciency
during the pandemic years to argue that we need to continue this trend even after the pandemic throughmicrocredentials. Ellen Head will explore “talking to write” as a literacy-building practice for academic writing, and she
will present ndings from her interview research to examine the relationship between speaking and writing
pro ciencies. Marc Doyle will take the vulnerability many of us felt during the pandemic years and use it as apedagogical tool for implementing art-based education. The forum will consist of presentations of 20 minutes each,followed by 30 minutes of discussions. The CUE President Fred Bacala will moderate the session and invite the audienceto share their experiences of what they learned through this pandemic and what they are discovering now as they face
their students again.

2-704

Jennie Roloff Rothman, Kip
Cates, Mary Virgil-Uchida,
Michael Savage, Philip
Cardiff, Yuichi Nakagaichi

JALT GILE Forum: English for Sports andInternational Communication

Global Issues in
Language Education

This year's GILE SIG forum will showcase how international sports and language learning can come together to create
global citizens. Three experienced educators will share their ideas for teaching about 1) baseball and global issues, 2)
sports diplomacy, 3) the Olympics and Paralymics before a short talk from a former national athlete and coach forJapan's volleyball team on what role English has played in his career and why is English important for Japanese athletes
in a world of global sports. Time for questions and audience discussion will be available at the end.
Intercultural
Communication in
Language Education

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JALT ICLE Forum: Back to Basics': Intercultural
Activities in the Foreign Language Classroom

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Megumi Tada, Miyuki Izuo,
Chris Hastings

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Embracing this year's conference theme, the JALT ICLE SIG forum invited submissions on different approaches toteaching intercultural aspects in a foreign language classroom. Our rst presenter will demonstrate how teachers canimplement Collaborative Online International Learning (COIL) while pointing out how the effective use of asynchronous
aspects of COIL can signi cantly contribute to engaging students more in intercultural communication and English
learning. Our second presenter will discuss two language experiments aimed at enhancing non-English native learners’
learning experience through their own culturally-familiar materials. And our third presenter will introduce the use ofunderrepresented Okinawan literature in English translation within a university course aimed at promoting intercultural
engagement. Come join our forum and learn more about how to connect theory to practice, while encouraging students
to engage in intercultural communication!
2-601

Anita Aden, Robert Moreau,
Mike Nix, Tomoko
Hashimoto

JALT LD Forum: Stories of Learning, Learningfrom Stories

LearnerDevelopment

This forum will explore the power of stories in language learning and learner development. Presenters will explore
different stories that we (learners and teachers!) tell about learning and learner development from a wide range ofindividual, local, national, and global perspectives. Contributors will consider how stories of learning are(co-)constructed, understood, and shared and how these stories in uence learner development.

2-701

Suzanne Kamata, John
Maune, Susan Laura
Sullivan, Anna Shershnova,
Camilo Villanueva

Literature in
Language Teaching

JALT LiLT Forum

This year's conference theme is “Getting Back to Basics”. However, there are no basics for how literature is used inlanguage teaching. Even “using” literature is not basic. LiLT is also concerned with student production of literature as incomposition or creative writing courses: students author, not use, their own literature. The LiLT forum celebrates suchdiversity of literature as input or output and the creative teaching methods employed. Such diversity is re ected in thisyear’s presentations. There will be four forum speakers who will discuss how they use literature in their classrooms forcreative writing, English haiku, reciting poetry, and students teaching writing to other students. The presentations will be
fairly short: about ten minutes. This will leave ample time for audience participation which is integral to the forum's
success. Questions and insights will be solicited and greatly appreciated. Non-members and LiLT members alike areencouraged to attend and enrich our friendly and inclusive forum.
Listening

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JALT Listening Forum: SIG Showcase

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Yui Susukida

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13:20 — 14:50
In this year’s Listening Showcase, we are proud to host the PanSIG 2024 plenary speaker, Dr Yui Suzukida, for a special
Round Table discussion. She will be joining us to discuss her work on L2 pronunciation, the perception of L2 speech, andlearners’ individual differences when approaching listening. This is an excellent opportunity for SIG members (andinterested prospective members) to nd out more about her work and ask related questions. We invite attendees to alsosuggest other listening related topics which they can also lead in this discussion. After Dr Suzukida’s portion of theShowcase, we will also present the Listening SIG developments in 2024 and outline our plans for the rest of the year.
This will include outlining our communication, events, and publication initiatives. We will end with an open forum
where current and potential members can ask questions and network during this Listening SIG Showcase. For more
information on Dr Suzukida’s work, visit our website https://jaltlistening.wordpress.com/2024/02/21/jalt-pansig-2024/
You can leave your questions using the online google link or email us at listening@jalt.org.

2-502

Josh Brunotte, Lexter
Mangubat, Mehrasa
Alizadeh, Eric Hawkinson,
Roberto Figueroa

JALT MAVR Forum: Immersive Learning
Showcase 2024

Mixed, Augmented,
and Virtual Realities

The MAVR Immersive Learning Showcase at PANSIG 2024, hosted at Fukui University of Technology from May 24th to
26th, presents a pivotal convergence of insights and innovations at the forefront of mixed, augmented, and virtual
realities in language learning. This session encapsulates the MAVR Special Interest Group's dedication to pioneering
educational technologies, highlighting recent advancements and strategic directions for integrating immersive
experiences into language education. Talks Include: (1) State of MAVR Address by Eric Hawkinson. "Immersive
Metaversal Quests: Creating an Easter Egg Hunt Type Exhibit in the Metaverse" by Lexter Mangubat (2) "The Role ofVirtual Reality in Language Acquisition: A Comparative Analysis of Small Talk Learning Outcomes via Zoom and Frame"
by Mehrasa Alizadeh. A roundtable follows the presentations to further enrich this dialogue, inviting all participants tocontribute to a collective vision for future research and application in the eld. This event stands as a testament to
MAVR's commitment to enhancing educational practices through technological innovation, fostering a community ofcollaboration and inquiry.

JALT PIE Forum: Potpourri for the Mind and theClassroom

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T-701

Dawn Kobayashi, PhilipHead, Darren Kinsman,David Kluge, Elisabeth
Fernandes, Anthony Brian
Gallagher, Gordon Rees,
George Maclean, Zach
Strickland

Performance in
Education

13:20 — 14:50
Join us for a Performance in Education (PIE) potpourri forum. Potpourri adds a pleasant fragrance to a room; it isappealing to the eye, an attractive touch of aesthetic beauty that promotes a pleasant mood to the environment. Each of
the many presenters will introduce one ingredient, such as debate, drama, presentation, music, lm, etc. in a series ofPechaKucha-style 7-minute presentations that will be the constituents of this potpourri. Each short presentation will
highlight the 5 Ws+H (who, what, when where, why, and how) of the activity and will describe the keynotes of perfumes
spices, and essential oils that the activity brings to the classroom. Then a discussion panel of all the presenters will mix
these ingredients to create a pleasant fragrance of aesthetic beauty promoting a pleasant mood to PanSIG2024. There
will be time for question-and-answers and interaction with the audience. Each participant will be able to bring homewith them a metaphorical bowl to change the mood of their classrooms. And more importantly, in addition to the bowl,
they will take home with them the recipe of how to create their own PIE potpourri.
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Noriko Ishihara, Jim Ronald,
JALT Pragmatics Forum: AI, Pragmatics, and theTodd Allen, John CampbellLanguage Classroom
Larsen, Akiko Chiba

Pragmatics

At rst glance, generative AI seems to be the answer to the prayers of L2 pragmatics practitioners. The gaps we haveidenti ed in language textbooks can now be lled so easily. "You want a conversation that includes compliments/irony/humor? You want a situation where someone makes/accepts/refuses an invitation? Sure - here you are!" But thenquestions follow. Is this language real, typical, appropriate? And now we have this language, what can teachers andstudents do with it? In this forum, presenters will share ideas and experiences of using AI-generated language, or
prompts to obtain this language, in the following ways: as raw, imperfect material to work on; as a focus for re ection
towards greater cultural awareness; for comparison with human-generated dialogues; and in pragmatics-focusedteacher education. The presenters will also bring questions; we want to learn and don't claim to have all the answers. In
this forum, participants will learn about how pragmatics-oriented language teachers are responding to theopportunities and challenges offered by generative AI. Presenters will also introduce speci c activities and tips for using
ChatGPT and other AI platforms with language learners. Finally, there will be time for questions and discussion, bothwith individual presenters and in a nal panel session.
2-504

Phil Nguyen
Natsuho Mizoguchi

Student Peer
Interaction Network
Committee

JALT SPIN Committee Forum

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In this forum, the Student Peer Interaction Network Committee (SPIN) invites Phil Nguyen, who is the Senior Chief ICT
Analyst of JALT as well as our SPIN member, to talk about his experience in applying for and taking job interviews atuniversities in Japan. Seeking a university teaching position can look complex for people who are just starting their
university career, as each institution has its own process and culture. Also, some people may nd it stressful when they
do not know how to strengthen their CV and make strong impressions at interviews. Based on his experience, thissession aims to offer the audience some insights and tips for early career educators. We welcome both F2F & online
attendees to ask questions in either Japanese or English.

13:20 — 14:50

2-602

Nicholas Bovee, Delano
Cannegieter, Akiko Chochol,
Robert Dilenschneider, Scott
Roy Douglas, David Eckford,
Jeffrey Fryckman, NickHallsworth, Paul Horness,
JALT Study Abroad Forum: Workshop and Poster
Thomas Legge, Morgen
Session - SA Lessons and Activities
Livingstone, Patricia
McGahan, Andras Molnar,
Stephen M. Ryan, Michael
Sharpe, Tony Walsh, Yoshiko
Yamamoto

Study Abroad

This session will be an 80-minute combined workshop and poster session about creating pre, post and during-study
abroad lessons and activities. It will be an opportunity to share ideas, ask questions and be inspired! The workshop partof the session will be led by our very own Paul Horness. Study Abroad SIG members have been invited to put forward
proposals /submissions to present a poster about a study abroad lesson or activity during the session. The lesson or
activity can be anything study abroad related and can be for pre, post or during-study abroad. Come and take a look if
you are interested in learning more about the Study Abroad SIG or being inspired by some wonderful lessons presented
by our members!
2-703

Edward Schaefer
Isbell Daniel

JALT TEVAL Forum: Assessment Issues in the
Testing andClassroom: A Conversation with Dr. Daniel Isbell Evaluation

The forum session by TEVAL at PanSIG2024 features an in-person discussion with Professor Daniel Isbell of the
University of Hawaii. He is also one of the keynote speakers at the conference. This TEVAL forum is a loosely structured
and informal event in which Dr. Isbell answers questions from TEVAL members regarding language testing issues of apractical nature. Although he will also be taking questions from the audience at the forum, the main part of the forum
will consist of him answering questions that we received in writing. The questions that we solicited from SIG members
and colleagues have been grouped by a selection of themes mainly having to do with classroom testing and practicalassessment issues for language teachers. We look forward to seeing you at the forum.

14:50 — 15:50
2-1F
Lobby

Bill Bellowe

A Practical Activity to Foster Form-Meaning
Connections

College andUniversity Educators

14:50 — 15:50
Some textbook grammar activities can be answered correctly by focusing on patterns while ignoring meaning. Students
who have succeeded in manipulating the words to conform to the expected answers without considering meaning areoften unable to use the form productively in their own communication, and some are unable to understand the form
when encountered in context. Creative teachers (and some textbooks) nd ways to foster stronger form-meaning
connections through supplemental, alternative, or follow-up activities. In this poster session, the presenter
demonstrates a "correct or incorrect" sentence activity developed for large classes of lower-level non-English majors
which focuses on the meaning of the sentences rather than on their grammatical accuracy. For example, to better
connect the "used to [verb]" form with its meaning, students are shown a photo of the past and one of the present, witha grammatically accurate sentence which may or may not accurately describe the relationship between these two. As aclass, students judge if the sentence is factually correct or incorrect, and then discuss their answers in pairs. This practicalactivity is adaptable to a wide range of applications. The presenter's poster will include an illustrated timeline to explain
the activity, and several form-meaning examples.
2-1F
Lobby

A Statistical Analysis of a Final Test for a
Listening and Speaking Course

Ian Dagnall

Testing and
Evaluation

The development of reliable tests is an important part of the development of language learning courses. As well as
evaluating student performance in a course, testing is an integral part of curriculum development, however, course-level
achievement tests are rarely analysed after administration. This study presents a statistical analysis of the rst
administration of a newly developed nal test for a compulsory English language course at a Japanese university.
Descriptive statistics, item statistics, and measures of consistency were calculated in Excel, and the test was analysedusing both criterion-referenced and norm-referenced approaches. The analysis indicated that the test was consistent,
and the psychometric properties of the test meant it would be suitable for use as a pre-test / post-test with futurecohorts. Item statistics suggested that the questions would be suitable to add to an item bank for the development of
future placement and achievement tests. The single post-test administrations provided limited insights about learning,but the analysis suggested that students had yet to master some of the course content. The study highlights the use of acriterion-referenced approach for the analysis of achievement tests and further underscores the importance of robust
testing methodologies in language education.
Computer Assisted
Language Learningfi

Effect of Online Chat Feedback on Japanese EFL
Learners' Speaking SkillsfiNami Takase
Kazane Arai

fi

2-1F
Lobby

14:50 — 15:50
スピーキング練習における口頭でのフィードバックは重要な役割を果たすとされているが、その効果は一定ではない（小林, 2018）。音声は消えてなくなり、特に聞き取りが苦手な学習者にとっては難しい。そこで文字によるフィードバックに着目した。本研究では、日本人EFL環境での英語スピーキング活動において、チャットでのフィードバックの効果を検証した。CEFR A1-A2の初級学習者を対象に、4コマ漫画を使用し、内容を説明するス
ピーキングタスクを行った。実験参加者を3群に分け、フィードバックを口頭、チャット、与えない群に分け、各群のエラー内容を比較した。チャットを使用した意義はリアルタイムでのフィードバックを与えるためである。
実験結果から、チャットは、動詞の欠落、動詞の選択ミス、語順などの文章の意味を伝達する上で重要なエラーを修正することに効果があった。チャットを利用したフィードバック効果について考察する。

Oral feedback in speaking practice is considered to play an important role, but its effectiveness is not consistent(Kobayashi, 2018). Therefore, we focused on written feedback. This study explored the effectiveness of using chat for oral
speaking activity for English learners of Japanese. It is aimed at beginner learners of CEFR A1-A2. The purpose of using
chat is to provide real-time feedback. The control group received no feedback. We counted errors that were corrected
through feedback and errors that were not corrected. The results showed that the use of chat was effective in correcting
errors in speaking. In the presentation, the effect of feedback using chat and the improvement in speaking ability will be
discussed.
2-1F
Lobby

Thanh Thi Mai Do

EFL Student Engagement in Virtual Learning
Environment - Untold Stories

Computer Assisted
Language LearningThis research explores student engagement and collaboration within the Microsoft Teams platform, investigating how
students utilise it for learning. Employing an explanatory sequential mixed-methods design, the study further focuseson peer cooperation and explores the advantages and challenges associated with Microsoft Teams features—an underresearched area in students’ experiences in virtual teaching and learning environments. Quantitative and qualitative
data were collected from 56 EFL students involved in a content-based course at a Vietnamese university to provide acomprehensive understanding of their experiences. Results reveal that EFL students employed coping strategies tofoster effective peer collaboration, optimise the use of class resources, and respond to challenges identi ed during theirlearning process. The study contributes to the literature on students’ experiences in virtual learning across multiple
platforms, informing stakeholders such as teacher educators, institutional managers, and programme developers to
tailor online learning environments to align with the evolving needs of students in the digital era and to maximise tools
like Microsoft Teams for optimal learning experiences. The presentation aims to share the bene ts and challenges inusing Microsoft Teams in the context of language classes, as well as to provide practical tips for teaching and learning on
the Microsoft Teams platform.

fiKaori Takamine

Intercultural
Communication in
Language Education

Enhancing Intercultural Communicative
Competence through Online Exchange

fi

2-1F
Lobby

14:50 — 15:50
In today's globalized world with migration, developing intercultural communicative competence (ICC) is essential inforeign language education to promote cultural awareness, acceptance, and respect (Byram 1997, Kramsch 2009).
Online intercultural exchange (OIE) has proven effective in advancing language learners' ICC (e.g., O’Dowd, 2016).
However, most studies concentrate on English, emphasizing the need to explore the impact of OIE in other languages toformulate effective exchange models (Helm 2015). This case study examines foreign language learners' perspectives on
OIE through an online project in two con gurations: exchange between L1 Norwegian (N1) students and foreign
students learning Norwegian (N2) in Norwegian and exchange between N1 and N2 primarily using English with some
Norwegian. Conducted between students from different study programs at distant campuses of a Norwegian university,
qualitative data from post-study questionnaires and semi-structured interviews highlight that in both OIE
con gurations, identifying similarities with partners and establishing closeness led to positive attitudes, successful
teamwork, and perceived improvement in ICC. Conversely, failure to do so resulted in negative perceptions of theexchange, unsuccessful teamwork and no perceived improvement in ICC. Although the study's small scale restricts
generalization, the results imply a positive impact of OIE on ICC within a Norwegian context.
2-1F
Lobby

Envisaging Short-Term Study Abroad Task
Dif culty

Paul Horness

Study Abroad

Short-term study abroad (STSA) programs offer students a way to experience language and culture different than longterm programs. One trend stemming from globalization in study abroad (SA) has been students participating in shortterm programs. Previous SA research has focused on speci c language tasks, but not on the relationships between the
different tasks. Therefore, analyzing the different task activities students do during the SA experience will help inplanning SA tasks. This interactive poster presentation is divided into two parts. One part will present preliminary
analyses and results of a STSA English program in Manila. Over four years, more than 300 participants were asked torank up to 50 possible tasks according to dif culty on a 6-point Likert scale. The tasks included language items such as
expressing thank you, transactional items such as buying something, or cultural items such as cooking. The other part ofthe poster presentation will ask for feedback on SA tasks. I seek input on how SA participants may view task dif culty. An
outcome of the poster presentation is that those involved in study abroad programs can better prepare student fordifferent SA tasks. Additionally, I can get perspectives of different tasks from various programs throughout Japan.
2-1F
Lobby

Getting it Off the Page: Turning Exercises into
Tasks

Adam Radmall

Task-Based
Language Learning

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Many contract and part-time teachers in Japan are required to use mandated teaching materials. This can render
instructors over-reliant on textbooks and constrained by their use. In addition, although many commercial textbooks
purport to be communicative in orientation, they are often devoid of relevant, real-world tasks. Drawing on one suchtextbook currently in use in a rst year four-skills university class, the presenter will demonstrate how such material canbe supplemented with engaging and practical tasks that align with some of the fundamental principles of Task-Based
Language Teaching (TBLT): the prioritizing of meaning over form; the utilization and manipulation of students’ existing
linguistic resources, collaborative learning; and the completion of authentic (i.e. ‘target’) or simulated (i.e.
‘pedagogical’) tasks that students are likely to encounter outside the classroom. With reference to topics from theaforementioned textbook, the presenter will introduce three types of tasks (a decision-making task, a problem-solving
task, and an information gap task) that could easily be utilized in parallel with the mandated textbook. In doing so, it will
be shown how teachers are able to incorporate a TBLT approach that allows them to transform seemingly mundane
materials into dynamic, real-world tasks.

14:50 — 15:50
2-1F
Lobby

Interview Projects and Activities for Language
Learning

John Spiri

Intercultural
Communication in
Language Education

Interviews have great value in language classes. Interviews have several advantages over discussion: they involve
preparation; they have clearly de ned objectives; participants have clearly de ned roles; and they can be utilized as
research. The example of “International Interviews,” a class project that involves interviews with citizens of various
countries, illustrates these advantages. Interview preparation involved the formulation of questions on the theme of theinterview, global cultures. Having a set of standard questions (i.e. about cuisine, stereotypes, etc.) to be used for
multiple interviews gives learner-interviewers the opportunity to repeatedly ask the same questions, handle responses,
and ask follow-up questions. This experience helps learners gain con dence. In addition, the fact that an interview has
clearly de ned roles reduces or removes hesitation in learners, in particular Japanese learners, about who should talkand for how long. Finally, interviews can build knowledge, either informally by allowing interviewers to make culture
observations and comparisons, or formally by being utilized as data for a graduation thesis about a culture-related
theme. The presenter will mainly share the steps taken for the “international interviews” project, along with results andstudent feedback.
2-1F
Lobby

Tina Brown

Planning and Executing an LGBTQ+ Studies CLIL Accessibility in
CourseLanguage Learning

While many English courses recently have included more challenging material about real world problems, there
remains a striking lack of representation of certain social issues. Some of these issues are ignored because they are
deemed “sensitive” by those who create or approve courses. The presenter rmly believes it is a mistake to ignore
important social issues, such as the rights of minoritized genders and sexualities. In this poster session, the presenter
will introduce a one semester LGBTQ+ studies course. This poster contains a review of the process of making the course
including deciding course objectives, selecting course materials, creating original materials, and discusses hurdles
encountered along the way, and what the instructor would change were they to teach it again. The speaker will highlight
mistakes to avoid as well as tips on what to incorporate. Examples of course materials such as the syllabus and selected
documents will be displayed, and a handout with additional resources will be made available. In addition to how thecourse itself was planned and implemented, the poster will also touch on dif culties the presenter faced when teachingcontent that some might consider sensitive. The presenter’s aim is that those contemplating teaching about LGBTQ+
issues will feel more con dent and comfortable doing so after attending this poster session.

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Promoting Dialogue as a Core Element in the
Learning Processfi

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Matthew Armstrong

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2-1F
Lobby

Literature in
Language Teaching14:50 — 15:50
This two-year collaborative research project aimed to understand the role of dialogue in the EFL classroom. The
researchers teach at national universities with similar student populations, courses taught, and institutional
expectations. During the pandemic, the researchers met online frequently to discuss effective teaching approaches andtools to deal with the quickly changing situation. After a tumultuous year, the researchers came to the realization thatencouraging meaningful discourse had become the core element in the learning process whether in online, hybrid, or
face-to-face contexts. The presenters will rst introduce key elements that helped students give critical feedback on
freshman academic writing and graduate scienti c presentations, mainly questioning, peer discussion, and theimportance of reciprocity. Secondly, data collected from surveys (n=190) shows students attitudes towards dialogic
learning. Initial ndings in both teaching contexts revealed students’ preferences towards dialogic learning overindependent study, or lecture-styled classes. An inductive analysis was further conducted on the data to ndcommonalities which explained the reasons for these preferences. Implications from this study address the need forcontinued communicative teaching approaches. Through collegial dialogues and self-re ection, the presenters hope toengage with conference attendees to expand current knowledge of dialogic teaching practices.
2-1F
Lobby

Kurt Ackermann

Read to Me and Broaden My World

Extensive Reading

Extensive reading (ER) programs can provide opportunities for second language learners to get exposure to information
about social issues and also people who have in uenced our world through activism, or just the stories of their lives.
Many graded readers introduce these topics, but students may not choose these of their own accord. Hokusei JuniorCollege's ER instructor will read aloud some short books to the students in class. Reading aloud to learners has bene ts
while also exposing the learners to various topics of the instructor's choosing. Justifying the choice of a topic to be
introduced to the students can be challenging. Without a credible context, the issue may not resonate as effectively withthe students, simply being something that the instructor wanted to talk about. Relating it to a special day close to thelesson day can imbue the topic with a sense of timeliness and hopefully engender more genuine interest. There is awide variety of special days spread throughout each year, ranging from Earth Day, through World Bee Day, Malala Day
celebrating a hero of girls' education, and even World Chocolate Day, with its ability to appeal to food fans and to raiseawareness of the climate crisis.
2-1F
Lobby

Turn-Taking in Cooperative Board Games:
Speech Act Sequences

Patrick Conaway

Pragmatics

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For language learners, turn-taking behavior is an important, yet often overlooked skill. Research has shown thatJapanese participants in meetings can have dif culty in self-selecting for turns, talk for shorter times, and speak lessoften, which can result in their marginalization within the decision-making process (Williamson, 2022). Previous
research (Conaway & Rouault, 2023) found signi cant overlap between multi-word clusters of business meetings, as
described by Handford (2010), with those in a corpus of cooperative board game videos. In cooperative board games,
players discuss and make decisions toward a common goal. While examining multi-word clusters may be useful for
determining vocabulary targets, learners still need to know when they can take a turn to speak and which speech acts
are appropriate. Awareness of different turn types and how they combine to form sequences may help language
learners to interact more smoothly in the repetitive decision-making tasks of cooperative board games. In this poster
presentation, we describe the processes of annotating our corpus of board game YouTube videos with speech act tags
and extracting frequently occuring sequences of speech acts. We also explain how these sequences are employedduring cooperative board game play and introduce participants to potential applications for classroom activities.

16:00 — 16:25
T-601

A Comprehensive CEFR Guide for Transformative CEFR and Language
Teaching and Learning
Portfolio

Noriko Nagai

This presentation aims to show how the CEFR can be used to enhance current teaching practices by explaining its core
concepts and demonstrating principled ways to adapt the CEFR to local contexts. While language educators are
generally familiar with the pro ciency levels of the CEFR (A1 to C2), many do not seem to have a deeper understandingof the key concepts of the CEFR and principled ways to adapt the illustrative descriptors to their local contexts, thus
hindering transformative innovation in language teaching/learning (Little 2022, North 2020). This presentation will
begin by exploring the core concept of the CEFR, the action-oriented approach, and distinguishing it from related
approaches such as task-based language teaching and project-based language learning. It emphasizes that the actionoriented approach is not just a teaching methodology, but a fundamental philosophical concept that shapes the overall
framework of language education. The presentation then offers a comprehensive guide to adapting illustrativedescriptors to local contexts using several language activity descriptors. By clarifying key concepts and providing
practical adaptation strategies, this presentation aims to empower language educators to integrate the CEFR effectively,
thereby promoting transformative language teaching and learning.
2-504

Basic Skills, Modern Tech: Making Listening
Materials Using A.I Technology

Ryan Richardson

Computer Assisted
Language Learning

The pandemic and the responses schools in Japan took to it left teachers scrambling to learn new skills to teach a newthat that they had been teaching for many years. During this period of disruption and change, new ways to provide
some of the basic language practices, even those which have been challenging in the past, have emerged. One of theseareas is providing meaningful and appropriate listening activities for students which has long been a problem (Ur,
1984; Goh & Vandergrift, 2022). This is especially useful where teachers have found available materials don't meet
student language needs, abilities or interests (Ur, 1984; Goh & Vandergrift, 2022) or where teachers are otherwise
developing their own materials. This talk will look at ways in which teachers and materials developers might use A.I.
technologies to create listening materials at speci c vocabulary or gramaticallevels or to target student linguistic
development needs speci cally. Practical applications of the platforms will be demonstrated and teachers will gain
insight into how to use these tools to create and adjust listening materials to help their students further develop in thisimportant area.
2-501

Encouraging Inquiry: A Semester-Long Project
Using Science Buddies

Alexis Busso

College andUniversity Educators

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Project-based language learning (PBLL) is a valuable approach for developing a range of 21st-century skills while
enhancing English language abilities. Unlike traditional approaches, PBLL utilizes themes and experiential pedagogy
that foster learner autonomy and collaboration, combining content-based and task-based learning (TBLT) to achieve realworld outcomes (Petersen, 2008). This workshop will begin with a brief summary of the components of PBLL andintroduce the Science Buddies website (https://www.sciencebuddies.org/) as a resource for teaching science to EFL
university students. Subsequently, the presenter will provide an overview of a sample syllabus tailored for beginnerlevel students in their English Project Workshop class. Most of the session will explain various tasks and activities,
including selecting a science experiment, drafting a project proposal, conducting research, writing observation reports,
and culminating in a nal report and presentation. These activities aim to develop students’ reading comprehension,academic writing (formatting, abstracts, research reports, conclusions), and presentation skills. The workshop willconclude with a discussion on the challenges of implementing PBLL and using science as content. Educators eager toexplore how PBLL and science experiments can transform their EFL classrooms are encouraged to attend.

16:00 — 16:25
2-505

Expert Language Learning:
Lessons from Polyglots

Nathan Cohen

LearnerDevelopment

In this presentation, I will brie y review lessons for teachers which I have learned from a review of the literature on
polyglots, i.e., adult learners who have mastered 6 or more languages. Although many people know or have heard ofsuch expert language learners, they have only recently started to attract serious. attention in the research literature on
language acquisition. This is perhaps because these sorts of learners have long been viewed as outliers: as people whojust have a “gift” for language learning, and who therefore have no useful lessons to impart to more ordinary language
learners and teachers. Research on expert language learning suggests that although exceptional learners may have“gifts”, they nevertheless become exceptional by practicing intensively, purposefully, and with an aim towards engaging
convivially with native speakers. In this presentation, we will attempt to see how these polyglot practices might beapplied to everyday TESOL classroom pedagogy.
2-703

Exploring Japanese Teachers’ Beliefs About L2
Pronunciation Instruction

Aki Tsunemoto

TeacherDevelopment

Whereas researchers have actively promoted intelligible and comprehensible speech as a preferred goal for second
language (L2) learning and teaching (Levis, 2020), little is known about teachers’ beliefs regarding pronunciation
instruction in foreign-language contexts such as Japan, where a focus on attaining native-like, non-accented
pronunciation may be prevalent. The goal of this study was, therefore, to examine Japanese teachers’ beliefs about
pronunciation instruction, focusing on the role of their experience as pre- and in-service teachers in shaping theirbeliefs.Fifty in-service and 50 pre-service Japanese teachers of English completed an online questionnaire targeting
their beliefs about L2 pronunciation instruction and recorded their professional and personal experiences related tolanguage teaching and learning. Additionally, they selected English varieties that they considered ideal models for theteaching of L2 pronunciation, while also indicating the degree to which they themselves wished to achieve native-likepronunciation and whether a native speaker was most suited for the teaching of L2 pronunciation. Results revealed
signi cant differences between pre- and in-service teachers: overall, in-service teachers seemed to embrace intelligible
pronunciation over nativelike pronunciation to a greater extent than pre-service teachers. Findings have implications forraising teachers’ awareness towards intelligible pronunciation.
2-502

Insights from a Year of an Immersive Learning
Laboratory In Action

Eric Hawkinson

Mixed, Augmented,
and Virtual Realities

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This presentation introduces a new laboratory designed to integrate immersive technology into educational settingscalled 'The Future Hub'. Immersive technology, encompassing virtual reality (VR) and augmented reality (AR), Spatial
Computing, Metaverse, and more. These technologies enable learners to explore complex concepts and distantlocations in a vivid, hands-on manner, signi cantly enhancing the educational experience. Despite its potential,
incorporating immersive technology into learning presents challenges such as technical infrastructure, curriculum
integration, and ensuring pedagogical effectiveness. Examples will be discussed from initiatives of the rst year of useof the 'The Future Hub', such as the VR-based UN simulation for international relations studies, AR-enhanced language
learning games, and virtual global tourism projects. These examples illustrate how immersive technology can beeffectively integrated into different learning programs, making education more engaging and relevant. The presentation
will also discuss strategies for overcoming common hurdles in adopting immersive technology, such as ensuring
accessibility, aligning with curriculum goals, and training educators to effectively use these tools.

16:00 — 16:25
T-702

Learning by Root: Teaching Vocabulary with
EtymologyPeter Macdonald

Vocabulary

It is dif cult for learners of English to build their general and academic vocabulary to a pro cient level, while it is also achallenge for teachers to make words memorable for students. One way of addressing both areas is by exploring theorigins of words. This presentation will provide a rationale for teaching vocabulary using etymology, a technique often
missed when it could be used (Wei and Nation, 2013). Drawing on examples from a self-designed one-semester class, I
will argue that etymology is a valuable teaching aid to complement other forms of vocabulary instruction. Firstly,
knowledge of word origins can help students make unexpected connections between seemingly disparate words.
Secondly, exploring semantic change allows for richer descriptions and potentially more robust learning. Thirdly, word
histories lead to learning about history in general, opening windows onto cultures and attitudes of the past (Burridge
and Bergs, 2017). Combined, a course on etymology and semantic change would seem to have the bene ts ofproviding teachers and students with memorable and engaging lessons, with a positive effect on vocabulary retention
and motivation.
Hinako Nakamura, Akiko
Okunuki, Yushi Kashimura

2-503

Motivation, Learning Styles, and Engagement in Computer Assisted
EFL Learning Using ChatGPT
Language Learning

The rapid evolution of AI technology is signi cantly transforming educational practices. AI-driven tools can enhance
English pro ciency and offer emotional bene ts, but they may not suit every learner’s language acquisition process. Thishighlights the need for customized AI applications in education, a eld with limited research on its teaching uses. This
study investigates how individual differences in motivation and learning styles affect engagement in English learning
using generative AI, like ChatGPT, and provides insights into AI’s effective use in language education. Of 204 university
students learning English, 103 with ChatGPT experience participated. An online questionnaire showed their mixed
perceptions of ChatGPT. The study identi ed four groups based on motivation and learning styles. It found that learners
with high extrinsic motivation, a visual learning preference, and a tendency for individual study were more engaged
with ChatGPT. These ndings highlight AI’s potential in enhancing English learning, especially in personalizing learning
experiences. However, the diverse perceptions and usage patterns among learner groups emphasize the need for anuanced approach to integrating AI in education. This study offers valuable insights for educators to optimize AI tools formore effective and inclusive language learning environments.
Mind, Brain, and
Education

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Multimodal Pre-Reading Scaffolding: Ef cacyand Student Perceptionsfi

Yushi Ito
Rory Banwell

T-701

The bene ts of multimodal pedagogy is one aspect of classroom teaching that has been brought into focus recently(Peng, 2018; Qin & Wang, 2021). This ongoing research project focuses on multimodality in pre-reading activities at an
English language program at a national university. The research aims to explore the impact of and learner perspectives
on multimodality in pre-reading scaffolding stages. The study focuses on rst-year university students and investigates
two areas; rst, quantitative data (e.g. results of vocabulary and reading comprehension tests) is used to assess theeffects of multimodal pre-reading scaffolding on reading outcomes, and second, qualitative data (e.g. questionnaires
and interviews) is used to examine students' perspectives on multimodality. The study employs an experimental
research design, comparing classes using a strong multimodal pre-reading scaffolding approach with enhanced digitalvisuals and peer group work (experimental group) with classes using a weaker multimodal approach (control group).
This presentation will explain and de ne the researchers’ concept of multimodality, showcase the research methods, andnally describe the outcomes of the study, providing insights into the impact of multimodal pre-reading scaffolding
activities on learner outcomes and perceptions. It will nish with a discussion of classroom implications and plans for
future research.
2-601

Nicholas Marx

Observing Interactions and Anxiety in the
Language Classroom

LearnerDevelopment

In teacher emotions literature, frameworks that establish both inter- and intrapersonal factors have been explored inlanguage education contexts (King & Ng, 2018). However, research on student emotions has often been viewed throughcognition and focused on individual members (MacIntyre, 2017). And though research has focused on members within
the language classroom, few have looked at individual emotions of group members and the effects on overall grouplevel factors in language classroom environments. This presentation addresses the theoretical and practicalunderpinnings of emotions in the language classroom, in particular anxiety. In addition, preliminary results of an
ongoing study on emotions in group work will be discussed using structured observational data related to groupinteractions involving language task factors, types of interaction in the language classrooms, and visual indications ofanxiety. Similar to ndings outside of language learning, though emotions can be seen through visual cues, they are
not always acknowledged by group members. When emotions are observed by group members, this can lead to groupmembers taking on different strategies to address their group members’ emotions. The results will be presented withinterpretations of how these ndings can aid in creating a more cohesive classroom atmosphere.

fiPoliteness Strategy Addressed in English
Grammar Books

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Chie Kawashima

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2-602

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16:00 — 16:25

Pragmatics

16:00 — 16:25
Developing learners' pragmatic competence stands as one of the foremost objectives in foreign language education. In
Japanese high school EFL instruction, there is often undue emphasis on linguistic information despite the educational
ministry's advocacy for developing learners' communication skills. Nevertheless, learners' grammatical knowledge
assumes a pivotal role in supporting their pragmatic performance, particularly concerning different levels of politeness(Ishihara, 2022; Taguchi & Rover, 2017). This study explores the most recently published English grammar reference
books focusing on politeness strategies in relation to grammar information. The examination initially identi es
instances where politeness features are explicitly mentioned, and those without politeness features are excluded.
Subsequently, the focus shifts to scrutinising the grammar information introduced through these politeness features.
Simultaneously, the study qualitatively investigates how these identi ed politeness features are explained, such as
speaker-hearer relations and when to use hedges. Furthermore, the study delves into how these politeness features arepractically applied. The ndings of the study underscore the signi cant role of grammar knowledge in shaping
politeness strategy alongside identifying the paucity of communicative tasks for developing learners' pragmaticcompetence. Additionally, the study offers possible suggestions on how teachers can supplement the dearth of practicalapplication using their pragmatic knowledge.
T-602

Caroline Hutchinson

Promoting Intercultural Competence throughCulturally Familiar Content

Intercultural
Communication in
Language Education

The ability to interact across cultures is highly valued by modern education systems and employers. The focus oflanguage education has shifted away from integration into a speci ed target culture to English as a vehicle forcommunication with interlocutors from varied cultural backgrounds.Intercultural competence has thus become moresalient to the language classroom. It involves acquiring knowledge about unfamiliar cultures and values, but also
understanding one’s own (Byram, 1997). Based on such knowledge, teachers should aim to develop students’interactional skills, and nurture an attitude of openness and respect for difference.This presentation will focus on theways in which teachers can use culturally familiar materials to develop students’ language skills and interculturalcompetence. Familiar cultural artefacts give students a shared space in which to negotiate meaning in English while
encouraging re ection on what these artefacts mean to each individual. I will introduce activities that sensitize students
to cultural difference, help them identify their own values, and connect those values to cultural behaviour.I will also
re ect on my positionality as a native speaker of English teaching a course on Japanese culture to (predominantly)
Japanese students, and describe my students’ stance towards 'Japanese culture' based on survey data.
2-704

Yuzu Fukui, Francesco
Bolstad, Fuka Horie,
Paul Mathieson

Student and Teacher Perspectives on CLIL Model
United Nations Programmes

Global Issues in
Language Education

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Experiential learning is one of the most well accepted approaches to learning (Kolb, 2015) and the National Model
United Nations (NMUN) is one of the oldest and most respected organisations for experiential learning in the world.
Model UN programmes profess to "hone skills in diplomacy, negotiation, critical thinking, compromise, public speaking,writing, and research." (NMUN, 2024). However, as with all experiential learning initiatives, the nature and breadth ofthe programme can lead to students and teachers focusing on different aspects, challenges, and learning opportunities.
This can be especially true of programmes which have been adapted to ful ll different goals for native and non-native
English speaking participants. This presentation explores the different goals and outcomes that teachers and students
perceive for the programme and how these can be negotiated and aligned to maximise both learning and sense ofachievement.

16:00 — 16:25
2-701

Tomoko Satoh

Visual and Musical Approach for Enhancing
English Pronunciation

Art, Research, andTeaching

In this study, the speaker explored both segmental and supra-segmental approaches to improve English pronunciation
for Japanese students at a university at the same time. The segmental approach introduced a pair of phonemes (e.g., “s”
and “sh”) using image icons, helping learners recognize English sounds. These icons represented the manner ofarticulation or sounds similar to the phonemes. As part of the supra-segmental approach, students engaged with songs
and tongue twisters featuring the target phonemes, enhancing their ability to pronounce these sounds smoothly.
Throughout the semester, university students practiced a pair of target phonemes each week as a warm-up during classsessions (from Week 1 to Week 15). By being mindful of each phoneme and practicing with various activities, students
gained awareness of sound changes and the rhythm of English. At the end of the semester, students generally
expressed positive attitudes toward English pronunciation, and most of them showed some understanding of thedifferences in pronunciation of English sounds. However, the assessment focused primarily on emotional aspects, andthe actual sound changes were not thoroughly examined. Future research aims to compare students’ pronunciationfrom the rst week to the 15th week of class to assess overall improvement.

16:35 — 17:00
2-701

Art and Mind - The Cognitive Argument for Art in Art, Research, andthe Language Classroom
Teaching

William Tiley

The Four Cs Framework, consisting of Content, Communication, Culture and Cognition, is often used to develop Content
and Language Integrated Learning (CLIL) curricula. Thus, when making the case for incorporating arts into the language
classroom, it is important to address these main areas. While the link between some elds (for instance, culture and art)
may be quite evident, the cognitive side of the framework has yet to be thoroughly explored in relation to art education
for young-adult second language learners. Research in US schools has indicated that art-rich environments can help
develop a range of cognitive skills, including analytical reasoning in university students (Wachter & Kirkwood-Mazik,2015) and collaborative meaning-making in 4th-8th graders (Burton et al., 1999), yet research into the potential
cognitive bene ts of art-based second language education in higher education is currently lacking. This presentation
aims to compare the cognitive bene ts of art education with the cognitive requirements of CLIL, thus highlighting how
an art-rich environment may be conducive to language acquisition. These arguments will be further supported by thepresenter’s experiences of running an art and art history-based CLIL elective course at a Japanese university to illustrate
how this can be facilitated in practice.

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Designing Social Media tasks for University CLIL
Courses

Amanda Kira

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College andUniversity Educators

16:35 — 17:00
Creating language learning tasks using the format of social media posts is appealing as such tasks are relevant to
students’ daily lives and seem tailor-made to inspire motivation and class participation. However, organizing andevaluating such tasks is not straightforward. Foregrounding Poore’s (2016) advice to keep students’ focus directed
toward a topic rather than the digital tools used in the task, this presentation is a re ection on four rounds of designingand re ning social media-related tasks for a university CLIL course about Japanese manga and globalization. Combining
original survey data and analysis of student projects, various gaps between the image of students as “digital natives”
and expert users of social media and the spectrum of skills observed in the classes will be explored. Using examples
from an action research project, this presentation highlights principles to apply when designing social media tasks.
Tasks can be adapted for different levels as shown through insights gained from organizing and scaffolding various
group projects. Tasks included creating brief, multimodal posts about language learning, recording YouTube-style videos
for introducing student research about course content, and planning a podcast series/recording one episode forpracticing interview techniques and discussion skills.
T-702

Ian Mumby

Exploring Knowledge of English Phrases among
Vocabulary
Japanese University Students

There is broad agreement among SLA researchers and EFL practitioners that learning the meanings of the most frequentwords should be the most important goal for learners in their study of English vocabulary. However, it has beensuggested in the literature that a focus on the learning of individual word meanings in English high school education in
Japan leaves learners de cient in other forms of lexical knowledge such as multi-word units and common collocations.
In this talk, I will compare the performance of 135 Japanese university students ranging in CEFR levels from A2 to C1 on
the VST (Vocabulary Size Test, Nation & Beglar, 2007) and the PVST (Phrasal Vocabulary Size Test, Martinez & Schmitt,2012). Contrary to expectations raised by earlier studies, correlational analysis of scores on these tests indicates thatknowledge of common phrases increases in line with gains in vocabulary size. This being said, closer analysis of the data
reveals surprisingly limited knowledge of some frequently occurring phrases among the test-takers. I will close withre ections on the frequency model of vocabulary learning, the reliability of these tests, implications for the classroom,and future directions for research into learner knowledge of phrases.
2-703

Hitoshi Nishizawa

How Authentic are Academic Lecture Passages in Testing and
TOEFL and IELTS
Evaluation

This study compares academic lecture listening passages in TOEFL iBT and IELTS to the Fluency Corpus of English
Academic Lectures (FCEAL), which consists of publicly available academic lectures (e.g., YouTube) in terms of uency
features (e.g., speech rate, pausing, repetitions). The goal of this study is to examine the authenticity of these tests andpropose thresholds of temporal uency features in academic lecture passages. To do this, I coded 54 TOEFL iBT, 48 IELTS
lecture passages, and 6-minute segments from 100 lecture videos in FCEAL (ten hours of data) for 14 uency
measures.Results indicated some similarities among them, while many dissimilarities were also found. Speed measuresand end-clause silent pauses showed fair overlap. However, considerable differences were found in mid-clause pauses,
repetitions, and repairs, which challenges the validity of academic lecture listening passages in TOEFL iBT and IELTS.As
thresholds, I propose the 25–75th percentile in FCEAL as a tentative reasonable threshold of each temporal uency
measure. This means an articulation rate of 218–249 syllables per minute, 2–11 repetitions, and 4–17 mid-clause lledpauses in a 5-minute audio. I also present how many passages in each test are within the thresholds of each uency
measure.

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Task-Based Learning

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Incorporating a Humor-Based Component into
Task-Based Language TeachingflflJohn RucynskiPeter Neff

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16:35 — 17:00
Humor has great potential to provide insights into the target culture(s) and thus improve learners’ interculturalcommunicative competence (Bell & Pomerantz, 2016). However, research has revealed that language learners struggle
to engage in humor in the L2, leading to confusion or isolation (Shively, 2018). In considering the need to facilitate
greater intercultural communicative competence among learners without sacri cing the core role that humor plays in its
development, task-based language teaching (TBLT) provides a compatible approach for the language instructor to attainthese goals. This is especially true in light of TBLT’s core features, which include a focus on student-centered learning,“learning by doing,” and use of authentic materials (Ellis et al, 2020). The presenters summarize their original
Framework for Incorporating Humor into TBLT. In addition to the incorporation of humor, this framework allows forstudent-initiated humor, considers respective pro ciency levels, maintains a connection with the curriculum, provides
value beyond humor, and includes post-task peer review and teacher feedback.Each of these features will be explainedin turn from a research-informed perspective, drawing from the areas of both TBLT and humor in language acquisition.
Issues of practical implementation of the framework will also be explored.
2-504

Eric Hadley, Adam Jenkins,
Andrew Johnson, Matthew
Cotter

Incorporating Virtual Exchange into Language
Education Using the IVEProjectComputer Assisted
Language Learning

Virtual Exchange (VE) is an activity where students interact with international peers as part of their Foreign Language(FL) classes. One VE that has become mainstream in many FL classes is the International Virtual Exchange Project(IVEProject). It is maintained by a dedicated group of teachers from around the world. Since 2015 this free-of-charge
project has had over 40,000 students from 22 countries interacting online, discovering each other’s cultures and using
English to participate in intercultural learning whilst completing a variety of collaborative tasks. Though a large numberof students participate in each iteration, teachers and students have complete autonomy in how they use the project.
This presentation will showcase the various aspects of the IVEProject, introduce some new tools such as the student
dashboard, reactions, discussion metrics that measure the level of student engagement and a number of “side quests”
that have been introduced to enhance student communication. Recent research carried out on the IVEProject will also bepresented that suggests making VE an integral part of FL syllabi is extremely bene cial. A discussion on how the
IVEProject can be incorporated into the FL curriculum will ensue.
2-602

Japanese Sojourners and Intercultural
Effectiveness: A Mixed-Methods Study

Aaron C. Sponseller

Study Abroad

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The increasing popularity of short-term study abroad programs has not been matched by comprehensive research on
their impact on intercultural development. This research gap is particularly evident when examining the intersection ofshort-term study abroad experiences, intercultural competence, language pro ciency in the host nation's language, andthe role of individual personality traits. This presentation shares the results of a mixed-methods study investigatingthese variables among a cohort of 203 Japanese undergraduate students from two universities in Western Japan. The
study rst presents quantitative analyses that reveal differences in intercultural effectiveness between participants who
have studied abroad and those who have not. These differences are then further dissected by examining the in uence ofthe host country, types of interaction, and elements of program design that either facilitate or hinder sojournerinteraction with host nationals while abroad. The quantitative ndings are augmented by qualitative evaluations derived
from re ective journals and interviews conducted after the students returned home. The session will culminate with acritical examination of the study's limitations, the theoretical implications of the ndings, and suggestions for future
inquiries in this eld.

16:35 — 17:00
2-503

Hiroyuki ObariLongitudinal Impact of ChatGPT on English
Composition Skills

Computer Assisted
Language LearningThis proposal presents a study focused on integrating ChatGPT, an advanced AI tool, into the English language learning
process. Spanning 24 weeks, the study explores how interaction with ChatGPT can aid students in mastering English
writing. The methodology entails students engaging in reading, summarizing, and re ning numerous intriguing Ririro
stories from online texts using ChatGPT, with 200 to 300 words every other week. Students are required to submit bothoriginal works and those revised by ChatGPT, along with the process of using ChatGPT and the reasons for mistakes. This
involves practicing and composing summaries of short stories, with a particular focus on enhancing grammar, sentence
structure, and vocabulary. The iterative process of drafting, receiving feedback from ChatGPT, and revising is expected toresult in improved composition skills, a better understanding of English grammar and sentence structure, enriched
vocabulary, and increased student engagement in AI-assisted learning. A concluding survey on their learning process
indicate substantial enhancements across various dimensions: composition skills (64%), idea generation (72%),
grammar and structure (68%), vocabulary enrichment (72%), overall satisfaction with the integration of ChatGPT in
English instruction (76%), and the perceived value of feedback received (80%). This presentation aims to criticallyexamine the effective deployment of ChatGPT.
2-501

Small Step English Instruction for Prospective
Primary School Teachers

Yoko Kita

College andUniversity Educators

The Practical Foreign Language Teaching Methods course taught at colleges and universities offers not just theoreticalinsights but also practical experience through simulated classes, aimed at equipping students with robust practicalteaching skills in English. However, university students with lower con dence in their English abilities often feelapprehensive, especially about leading a 45-minute mock class in English. To address this, we have introduced
measures to progressively improve the university students' basic English pro ciency, aligning with the standards
required for teaching foreign languages in primary schools. Our approach includes regular brief English-speaking
exercises in each class, helping students grow more comfortable with using the language. Moreover, we initiate mocklessons with shorter segments, gradually building up to more extensive teaching practice. This method is intended tobolster students' con dence, particularly in conducting small talk activities—a key aspect of primary English lessons. The
presentation will commence with ndings from a pre-survey that evaluated students' initial understanding of small talkactivities and their English pro ciency. Subsequently, it will detail the use of supplementary materials in lectures andthe development of student-centric small talk activity scenarios. Lastly, it will present insights from the students' small
talk demonstrations and data from a follow-up questionnaire.

fifiTalking Minds: Self-Talk in Speech Tasks

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Dawn Kobayashi

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Mind, Brain, and
Education

16:35 — 17:00
This presentation explores the types of self-talk students experience during a speaking task. Research shows that selftalk, a person’s internal dialogue, can mediate students’ emotions and performance during tasks (Tod et al, 2011).
Although making speeches is one of the leading causes of foreign language anxiety for language learners (Williams &Andrade, 2008), formative speaking tests are a common means of assessing student speaking ability. Consequently,
understanding how self-talk in uences task performance could assist educators in fostering improved student
motivation and performance. In this qualitative study, 130 rst-year university students in Japan retrospectively wrote
examples of their self-talk pre-speech, during-speech, and post-speech to capture the nuances of their thoughts. The
results were thematically analysed to explore which type of self-talk (positive, neutral, or negative) occurred during eachstage of the speech task. The results indicate that frequent negative self-talk during the task suggests a negative impact
on task performance. After presenting the results of the study, the presenter will share methods for fostering positive
self-talk in speaking tasks and suggest areas for further study. Attendees are invited to bring their own ideas and shareexperiences of self-talk during the concluding Q&A session.
2-502

Calvin Vincent Benet
VaivrandThe Effects of Translanguaging on Young
Learners in Eikaiwa Classroom

Teaching Young
Learners

Translanguaging can be de ned as the sense of natural bilingual language use, such as the practice of shifting between
languages (Cummins, 2021). Previous empirical studies on translanguaging in Japan show that using L1 within the L2classroom on high school students foster students’ positive attitudes and L2 learning experiences (Aoyama, 2020).
However, how translanguaging as a pedagogical practice affects younger L2 learners in Japan is scarce. Considering thepotential translanguaging possess on older learners and that English is now being taught in primary school from third
grade, research into how translanguaging affects younger learners is necessary. Thus, the focus of the present study is to
examine how translanguaging in uences younger learners of English at an eikaiwa institution. The participants were 21
elementary school and three junior high school students who attended eikaiwa. With these participants, questionnaires
and semi-structured interviews were conducted to examine the effects of translanguaging. Additionally, each class wasrecorded, and students completed re ection sheets after class to examine how translanguaging was conducted within
the classroom. The results indicated that employing translanguaging over time revealed a more favorable impact on
students in terms of students' comprehension of the content and a reduction in anxiety levels.
2-704

Thematic Teaching for Global Citizenship:
Money Around the World

Kip Cates

Global Issues in
Language Education

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Teaching English for world citizenship can be a challenging task. This can involve designing content-based lessons on
world regions such as Africa, on global issues such as the environment and on themes such as world religions.
Designing thematic units on world topics can help students practice language skills while promoting global awarenessand international understanding. To demonstrate this, the presenter will introduce a 90-minute lesson on “moneyaround the world” taught as part of a university “Global Studies” course. This comprises content-based activities, tasks
and projects that engage students with the history of money, overseas currencies and cultural images depicted onbanknotes. This year presents a special chance to focus on “money” since Japan will change the design of its national
currency. The new banknotes will feature three “global citizens” from the Meiji period – two men and one woman – whoused their international experience to bene t society. Participants in the session will gain a basic knowledge of money
in Japan and around the world. They will also learn how to design thematic units that practice language skills while
promoting global awareness, cultural understanding and curiosity about the wider world. A full set of handouts andresources will be provided.

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2-702

Understanding Listening Engagements ofStudents in Online Discussion Forums

Myra Almodiel

Listening

The growing interest in research studies on how interaction and learning take place has elevated among online learning
advocates and practitioners. Although interactions are highlighted as an essential element in learning and knowledge
construction, student participation is mostly associated only with the speaking patterns (contributing and replying toposts). Listening patterns (viewing or reading posts) are not very popular and oftentimes left less explored. “Invisible”
interactions where learners viewed or ‘listened’ to other learners’ posts were not considered as another form of learnerto-learner interaction and were oftentimes left unrecognized as part of learners’ participation and learning andsometimes tagged as non-participation. Finding ways to capture these “invisible” interactions and learning how they
relate to student participation, learning, and performance will enrich our understanding of how students can maximize
their online learning experiences. This study aims to determine the listening patterns of students in the discussion
forums by analyzing the transcripts of communication exchanges of online students in an Open University in thePhilippines. By employing a Cluster Analysis, this study hopes to understand students’ engagement dynamics bylooking at the listening patterns of the students in an online graduate colloquium.
T-601

Using GenAI Tutors to Improve Speaking
Outcomes for Students

Alan Schwartz

AM
Presentation

This presentation covers the technology and pedagogy behind MiMi, an AI-powered speaking assistant based on
generative AI, speech recognition, and text-to-speech technologies. It will review the accuracy and ef cacy of GenAI
Assistants, including the pedagogy that underpins them, their impact on student motivation, and how they can be used
to assess students’ language ability. The presentation will also include a review of data from deployments ofEnglishcentral’s MiMi AI Assistants in over 20 universities with over 700 students in Japan this past fall. This data willencompass information on student motivation and how students' results align with CEFR-based 'CAN-DO' metrics.
2-601

Utilizing Digital Vision Boards in Goal-Setting
and Re ection

Michelle Jerrems

LearnerDevelopment

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Goal-setting is a cornerstone of personal development and achievement, catalyzing self-improvement. This presentation
explores the ef cacy of digital vision boards and platforms like Canva as tools to enhance motivation, engagement,
re ection, and goal attainment. The presentation will outline the use of vision boards as a goal-setting and re ective toolin a communicative Freshman English class. The presentation will describe the step-by-step process to help students
create digital vision boards, stimulate goal-setting and re ective activities, and integrate the re ection into the classcurriculum as well as students’ personal English learning goals. Students had the chance to review their initial goals,
re ect on their achievements or struggles in the semester, and set new goals for the following semester. At the end of
the year, students looked at their rst and second vision board and made a nal vision board, summarizing theirachievements and thinking about their goals for the next year. Examples of the vision boards created and an
investigation of an end-of-year survey will highlight factors that may contribute to the ef cient use of digital visionboards, useful ways to incorporate ongoing re ection, and ways to further improve the activities used in the past year.
The presentation seeks to provide valuable insights that can inform the re nement and optimization of goal-setting
tools, paving the way for more personalized and impactful approaches to student autonomy in and outside of theclassroom.

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T-702

John Bankier
Raymond Kai Yasuda

A Credit-Bearing Research Project for the Study
Abroad Semester

Study Abroad

Universities in Japan have begun programs in which students are sent to study abroad (SA) for a semester. However,
because students often take language courses rather than mainstream content classes while overseas, the credits earned
are limited, requiring universities to create supplemental assignments to be completed during or after SA to ful lgraduation requirements. To address this need, this presentation describes a research project developed for students toearn non-language credits upon return from their SA semester. The project begins with a weekly preparation class inwhich students complete a practice mini-project on a Japanese city. They then select their research topic and plan for
their second-year SA. During a four-month SA semester, students conduct their research and keep instructors updated
through MS Teams assignments. On returning to Japan, students complete a written report and deliver a presentation to
current rst year students. The presentation will discuss how rst-year English majors with no research experience were
taught basic qualitative research skills in a limited time. The process of choosing appropriate topics that are bothfeasible and in accord with students’ interests will also be described. Participants will be provided with sample teachingmaterials.
2-503

Nikan Sadehvandi
Isobel Hook

ChatGPT and Academic Writing: A Study of EFL
Undergraduates

Computer Assisted
Language Learning

Recently, the advent of ChatGPT has raised concern about students overly depending on it for assignments at theexpense of critical thinking and essential writing skills. This research presents ndings from a survey of 117 EFL
undergraduate students across three universities in Kansai. The objective was to assess students’ ease of use, familiarity,
and willingness to adopt AI translation tools (e.g. DeepL, Google translation, Line app translation) and writing
generation tools (e.g. Grammarly and ChatGPT) in task completion and assignments. The survey ndings indicated thatwhile most respondents were already familiar with and have a favorable view of ChatGPT, its utilization in academic
tasks is not as widespread as compared to translation tools. Gaining insights from the survey, we conducted a one-shot,
three-week case study to train ten students on the correct use of ChatGPT to effectively enhance their writing skills. The
results gleaned from a comparison of students’ essays in pre-test and post-test phases provided evidence that ChatGPT
was effective in improving students’ essay quality. These ndings contribute to the discussion regarding the evolving
landscape of English learning, where technology can serve as a complementary tool to support learning outcomes,
provided it is used judiciously and ethically.
College andUniversity Educators

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Classroom to Community: Student Perceptionsof English Bulletin BoardsfiMiyako Fujii
Josh Kidd

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University bulletin boards (BBs) can serve as valuable information hubs, yet the extent to which students perceive themas informational sources remains unclear. To address this gap, the project assigned nineteen freshmen from diverse
cultural backgrounds (TOEIC 750 and above) at a national university to small groups, tasking them with taking charge of
speci c BB areas. These students were responsible for determining the content and the modes in which to prioritizecommunicating this content to students, faculty, and the wider community. The objective of the project was toinvestigate how student perceptions of BBs changed before and after creating English-immersive BB content on
campus. Data included pre-and post-activity surveys, Padlet (online collaborative platform) postings, proposal
presentations outlining their BB plans, and the nal products—BBs created by the students. Through these diverse data
sources, the study uncovered positive student attitudes toward the collaboration process of constructing English BBs,
revealing heightened awareness of the potential for sharing content, and an understanding of how this could beachieved through the integration of various modes. The pedagogical implications of the study illustrate the potential for
involving students in collaborative BB projects that encourage community building and develop an awareness ofmultimodal content.
T-602

Cognitive Activeness in a Sentence; Nouny
Japanese and Verby English

Yosuke Ogawa

Pragmatics

It is often observed that L2 learners are in uenced in their L2 output by features of their L1 such as syntax, lexis,
pronunciation and even culture. Those L1 in uences quite likely accentuate the user’s non-nativeness and they cancause some kinds of failure in pragmatic nuances. However, those features are rarely instructed or often ignored in L2
classrooms because they do not impede information transmission in most cases. This presentation offers insights into
the tendency of Japanese users to construct an English sentence with frequent uses of noun phrases and be-verb as astatic description of a phenomenon, whereas English users construct rather dynamic descriptions. Furthermore, I will
focus on Japanese tendencies in lexico-cognitive usage, and the word-class-shifting process will be analysed with avariety of examples of how Japanese L1 speakers nominalize verbs in their spoken output. The ndings suggest that
action verbs are also frequently replaced by attributive use of adjectives and not only by nouns. Moreover, the subject
part of an utterance likely contains an excessive amount of information, and accordingly, the predicate part turns out tobe far shorter than the subject part. Finally, some teaching tips will be discussed based on contrastive linguistic
investigations.
T-701

Exploring Engaging Classroom Through Pair and Mind, Brain, andGroup Activities
Education

Kazunori Shishikura

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While recent technological progress shows the possibility to enrich learning in innovative manners, one of the mostfundamental ways to facilitate students’ active learning allegedly remains and will remain unchanged: to promotemutual support among peers in the classroom. Past research suggests that pair and group work can help learners todiminish their anxiety and increase active participation and engagement (e.g. Young, 1991; Harmer, 2007; Mercer,2019). In 2022-2023, when a majority of university students had started coming back to in-person classes, the presenter
taught three face-to-face liberal arts English courses (Listening, Grammar and Reading, and EAP) at different universities.
While course objectives and teaching methodologies employed greatly varied in the above courses, interaction among
students was highly valued and maximised at times, through various pair and group activities (e.g. reading aloud,comparing answers, memorizing vocabulary, making a mini speech). Sharing the results of the questionnaires and there ection by the presenter himself, this practical research is aimed to explore the potential merit of student
communication for a positive learning environment. The presentation could bene t anyone interested in increasing
positive emotions and motivation in a learner-centred classroom.

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2-602

Yumi Yamamoto

How Universities Motivate Students to Study
AbroadStudy Abroad

This research examines the role Japanese universities take in motivating students to study abroad. The government
emphasizes that study abroad experience is an advantage in job hunting. On the other hand, a MEXT (2023) survey ofJapanese companies indicates that study abroad experience is not a major consideration when hiring. Considering thisgap in perception on the importance of overseas study, universities are faced with a dif cult task: as educational
institutions, they should follow government directions and encourage students to study abroad, while at the same time
ef ciently prepare students for future employment. To tackle this issue, one important consideration would be tounderstand the situations of actual students. Since 2021 I have been collecting interviews of university English
language learners. This presentation focuses on one student who was interviewed about her study abroad experience inthe U.S. and how it related to her future career prospects. By analyzing her discourse, I could determine how her career
perspectives made her study abroad seem relevant to her. Based on this analysis and on previous research, I will makesuggestions on what measures universities can take to better align student study abroad goals with employment goals.
2-502

Alexandra Terashima

Laying the Foundation for Meaningful Research
Collaboration

College andUniversity Educators

For teachers working in higher education, research is essential for career advancement and, for many individuals, it is an
enjoyable part of academic life. Setting up a successful research program as an individual can be daunting, especially inpositions that do not require research as part of the job and where the teaching load is fairly heavy. In this presentation,
we will talk about our experience as three instructors at the same institution with backgrounds in very different
academic elds, who came together to develop a meaningful research project with the dual aims of advancing ourresearch expertise in the eld of second language acquisition as well as developing innovations in the curriculum of theclasses we teach. Our presentation will touch on topics of time management, organization, collaboration, andcommunication as well as re ect on the progress of our project over the course of a year and a half of collaboration. We
will also mention the dif culties and challenges we have experienced individually and as a research group in the courseof our collaboration and how we navigated around them.
2-702

Thomas Legge

Online Study Abroad: Balancing Expectations ofStudents and Universities

Study Abroad

This presentation explores the experiences of Japanese university undergraduate students who have taken part in an
online study abroad programme, delivered through the British Council. Students in this intensive programme are
required to take over 100 separate 55-minute online classes during a 4 to 5-month period, studying with students froma wide range of countries. Originally trialled as an alternative to traditional forms of study abroad during the pandemic,
the project is ongoing. Students are required to take a TOEIC Listening and Reading (LR) test before and after the periodof study. They must also complete an online questionnaire, in which they are asked to re ect on their experiences,provide feedback on the course and self-assess improvements in English, con dence, and motivation.Data from the rst
cohorts has shown an average increase in TOEIC LR scores of around 100 points in total, with both the Listening and theReading section seeing similar rises. Student feedback about the course has been very positive, with those who havecompleted it generally feeling that they have seen real improvement in their English. However, there remain someissues for students about scheduling, and some concern by the university about course dropout rates.
Extensive Reading

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Extensive reading (ER) is not as popular in French as a second language (FSL) as it is in ESL, and because of that, many of
the commodities available to ESL teachers, such as a large selection of graded readers, widely used scales (ERF scale,Yomiyasusa, etc.), and quizzes platforms (Xreading, Mreader) are non-existent. In Spring semester 2021, I began
experimenting with ER in university classes of FSL (A2-B1 level). By trial and error, the program went from 28
participants reading on average 2,666 words the rst semester to 74 participants reading on average 11,454 words
during Fall semester 2023. In total, 198 students participated in this program over the past three years and readcollectively close to 3.5 million words (8,170 books) in French.In this presentation, I would like to highlight the main
issues I had to face while designing and managing this ER program (from selecting the books to assessing student
participation) and how I tried to solve them, as I believe this will help teachers of other non-English languages
implementing ER despite limited resources.
2-504

Mark Donnellan
Sandra Healy

Teacher Leadership in Digital Versus PhysicalLearning Contexts

Computer Assisted
Language Learning

Teacher leadership, especially in digital learning environments, remains an under-explored aspect in higher education(Butler-Henderson & Crawford, 2020). Teacher leadership in the classroom involves teachers actively participating inshaping teaching methods, cultivating a supportive atmosphere for learning, and advancing student progress andsuccess within their particular teaching contexts (Shulman, 2015).This presentation analyses student perceptions ofteacher leadership across three iterations of a three-day intensive language course conducted with science majors to
improve their English presentation skills in 2019, 2021, and 2022. The initial course took place while staying at aseminar house with 50 students in 2019, it moved to a fully online format with 52 students in 2021, and nally to an
on-campus, face-to-face format with 35 students in 2022. A student feedback questionnaire was analysed and validated
using JASP software. Statistical analysis found insigni cant differences between the iterations concerning
communication skills, cooperation, participation, perceived bene ts, and overall satisfaction rates, however signi cantdifferences were found in students' perceptions of teacher leadership, teacher involvement, and course format. The
ndings suggest that the educational settings signi cantly in uenced how students perceived teacher’s leadership andcourse organisation. The presentation's objective is to enhance educators' capacity to effectively manage both face-toface and online classes.
2-701

Catherine Takasugi, Andrew
Reimann, Ryota Moriya

Accessibility in
Language Learning

The Future of Accessibility in Language LearningThis roundtable discussion addresses key issues and developments affecting accessibility in a variety of teachingcontexts. How can teachers with minimal training, reach, assist and enable learners with an ever increasing diversity ofneeds?. Topics for consideration include supporting students with social and psychological dif culties at universities,
implementing alternative evaluation systems, raising awareness of various reading and visual abilities, building
practical teacher training and support systems for managing diverse learning styles, building an upscaling and training
program to help teachers to understand and support their students special needs and understanding the needs of bothparents and students impacted by issues involved in school refusal. Participants will engage in practical discussions led
by experienced professionals in the eld. The goal of this session is to raise awareness of accessibility issues, by sharing
ideas, strategies, and experiences for the purpose of nding practical solutions to support a full range of teaching styles,
learner needs and diverse contexts.

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LearnerDevelopment

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The In uence of Anxiety, Con dence, andInternational Posture on WTCEleanor Carson

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2-601

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17:10 — 17:35

17:10 — 17:35
In university EFL classes in Japan, students` free choice or willingness to communicate (WTC) when given theopportunity to do so (MacIntyre et al., 1998) is crucial to maximize their language learning. However, some students areunwilling to communicate, resulting in minimal learning gains. This problem may be related to high language
performance anxiety and low self-ef cacy or con dence. Furthermore, interest in the foreign cultures in which English is
spoken, or international posture (IP), may be low, reducing students` motivation to learn the language at all (Yashima,2012). Surveys were conducted to clarify changes in correlations between WTC, anxiety, con dence, and IP (Yashima,2009) over time. Participants (n=167) were rst- and second-year students from compulsory general English
communication courses in a university in Western Japan. They were given online surveys at the beginning and end of a
15-week term. Initial analyses indicated a statistically signi cant change in attitudes between the beginning and end of
EFL courses for con dence, IP, and WTC, but not for anxiety. All variables were found to be positively correlated with WTC
except for anxiety, which was negatively correlated with WTC. Practical pedagogical implications, such as how improving
IP relevance can impact WTC, will be discussed.
2-703

Navigating Change: Task-Based Approaches to
Boosting Self-Con dence

Michael Greisamer

TeacherDevelopment

The transition from online to face-to-face (F2F) classes post-pandemic presents challenges in fostering active
participation and con dence among learners. This study investigates the impact of task-based approaches on English asa second language (ESL) oral communication classes, particularly focusing on presentations and group discussions.
Implemented consecutively over two years, initially online and later in F2F settings, this task-based approach aimed tobuild self-con dence among learners. An end-of-year anonymous survey collected data, which underwent qualitative
analysis. The primary goal was to examine how a structured class framework, explicit instructions, and task repetition
facilitated self-correction and individual-paced engagement. Findings reveal that a well-structured framework, alongwith clear instructions and task repetition, signi cantly aided learners in self-correction and engagement. The
presentation will discuss critical elements contributing to self-con dence in second language acquisition, with a focus
on self-con dence and task-based language teaching, highlighting the signi cance of teacher feedback in facilitating
self-correction and enhancing con dence. Additionally, comparisons between online and F2F classes will be made,incorporating numerical data to bolster ndings. This research aims to offer practical strategies for enhancing ESL classes
in the post-pandemic era, aiding educators in navigating the challenges of transitioning between online and in-person
learning environments.
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University Arti cial Intelligence Policies AcrossJapan in 2024

Anthony Brian Gallagher

Computer Assisted
Language Learning

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Arti cial Intelligence (AI) has now emerged as a transformative force in various sectors of our lives, including academia.
Machine translation has developed to the point that few students now own an electronic dictionary in tertiary education,
which propels the use of MT and AI tools from web-based tools and smartphone applications. This presentation will
disclose the commonalities of multiple institutional policies, and summarize how they were created and rolled out by
these tertiary institutions. Data was collected through interviews and questionnaires with course instructors. The analysis
will show university data from each region of Japan (Hokkaido, Tohoku, Kanto, Chubu, Kinki, Chugoku, Shikoku, andKyushu-Okinawa). Common goals were found of inhibiting AI misuse by students (in their submitted work), andproactively discouraging the submission of work that would be considered as not the students' own. Audience members
can expect to develop a better sense of the national ethical approach to usage, some new ideas on both implementing
policies and developing a robust student learning experience.

17:10 — 17:35
2-704“Where did all the schoolgirls go?”: English,
Neoliberalism, and Gender

Miso Kim

Gender Awarenessin Language
Education

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Where did all the schoolgirls go?” is a South Korean (henceforth, Korean) poem (Moon, 2003) that laments the reality of
Korean women, who excelled in schools but later served subservient roles to their male partners. Although previous
research has extensively analyzed the negative in uences of neoliberalism on language learning, only a few studies
have highlighted the disparity in economic return on language learning depending on learners’ gender (Kobayashi,
2018; Kubota, 2011). Using intersectional analysis (Crenshaw, 1989), this study explores: (a) How do female Korean
entry-level jobseekers negotiate the neoliberal ideology in the job market? (b) How does jobseekers’ gender in uence
their learning of the English language in preparation for the job market? A qualitative thematic analysis of data collectedin an eight-week English-speaking program revealed that two female participants had at rst rejected learning English
for jobs because they perceived Korean workplaces as hyper-competitive and gender-discriminatory. They lamented
their (self-assessed) low pro ciency in English, yet also perceived English as a liberating force that could enable them tomove away from Korean society. Thus, neoliberalism at home intensi ed competition and gender discrimination forthese women. However, it also lowered geographic walls, ultimately allowing them to move abroad relatively easily.

Sunday, May 26th
9:00 — 9:25
2-502

Critical Thinking in face-to-face and Online
Classes: What, Why, and How

James D. Dunn

Critical Thinking

During the pandemic, many educators around the world were required to quickly improve, or adjust, their online
teaching skills. Thankfully, the situation which made this sudden modi cation of teaching styles and skills arequirement has eased. Though, the lessons we learned as we adapted should not be forgotten. This presentation will
share ideas on how to get students to think more critically and logically through face-to-face classes and online learning
systems like an LMS or other school-centric learning application. The presenter will give examples of activities that
require a textbook, as well as those that do not, as each educator's situation is different. Through this presentation,
examples, and explanations of the application of critical thinking activities for online classes (Tan et al, 2023) will begiven. The activities shared will include options for speaking and listening, as well as reading and writing with details of
implementation and student feedback from class questionnaires. Participants will come away with concrete activities
that can be used both for online learning spaces, as well as face to face.
2-504

Joseph Dias

Cultivating Long-term COIL Partnerships

Computer Assisted
Language Learning

Educators who bene tted from the sharing of online teaching expertise and resources in preparation for emergency
remote teaching during the pandemic are better equipped than ever to engage in what has been variably referred to as
Collaborative Online International Learning (COIL), Online Intercultural Exchange (OIE), or Virtual Exchange (Guth,Helm, & O’Dowd, 2012; O’Dowd, 2018). These negotiated exchanges are generally arranged by like-minded teachers
who bring their geographically distant classes together to enhance the language development and/or culturalawareness of learners.
2-602

Developing a Synthesized Approach to Study
Abroad Language Assessment

Michael Sharpe

Study Abroad

There are many challenges and pitfalls to assessing the linguistic outcomes of overseas language study programs, which
will be familiar to those involved in SA program planning and administration at Japanese schools. In the presenter’s
experience these include a lack of appropriate instruments able to capture the ‘subtle’ changes that occur during SA, themultiple learner variables that complicate L2 assessment in general, as well as numerous associated logistical andadministrative challenges. These must be balanced against extrinsic demands from administrators at institutional andnational level for tangible evidence of program outcomes. The presenter will discuss these issues with reference topersonal context, and describe a synthesised approach to pre- and post study abroad second language pro ciency
assessment that is being developed in response. This approach utilises three assessment protocols to measure a)
student’s self-perception of their language pro ciency b) their language knowledge c) their pragmatic (spoken)
language skills. The approach as been trialled with two groups of students embarking on a short-term SA courses inAustralia, Canada, Malaysia, New Zealand, the U.K, and U.S during the spring and summer recesses of 2023-2024. The
results of these trials will be discussed.
Extensive Reading

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Developing Reading Fluency Using a Device orPaper: Is There a Difference?

TJ Boutorwick

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2-505

9:00 — 9:25
Fluency development is an important aspect of L2 vocabulary acquisition. One way to develop uency is through speed
reading, reading simpli ed material ideally without the presence of new language features. Traditionally, speed reading
has been implemented using printed copies of stories, however it is now possible to use digital devices instead. This
presentation reports on a study which examined the extent that medium of speed reading facilitates L2 reading speed
development. The main research question was "Does medium of reading (paper / app) affect the degree that students
improve their reading speed?" Seventy-nine university students enrolled in a private university in Japan participated in
the study. Half of the students read short stories using ESL Speed Readings, the free mobile app, while the other half
read paper copies of the same stories included in the app. After six weeks, the two groups switched mediums and readfor six more weeks. Mixed effects modeling was used to analyze reading speed and comprehension. Results revealed
that students read signi cantly faster using the app compared to the paper version. Results also revealed that the app
lead to greater reading speed gains over time. Results and implications will be discussed.
2-501

Sachi Oshima

Effects of Visualizing Students' Performance in a College andThree-day Remedial Course
University Educators

Japanese students are generally given compulsory English education for ten years before entering a university.
However, this ten-year education does not always ensure a high level of English competence, and many beginner-level
college students tend to lack even basic English grammar (MEXT, 2023). To partially address this issue, the presenter
held a 3-day trial remedial course (90 min. × 3 days) covering basic grammatical items for 13 students. An online
multiple-choice test was administered as the pre-course and post-course tests. The test items were identical to facilitate
direct comparison; however, the correct answers were not given after the pre-course test, nor were the test items
introduced during the lessons. In other words, the students would only know the correct answers if they understood thecourse content. When the students nished answering each test, the presenter instantly visualized the result, using thebar chart, to show the distribution of the students' correct answer rates. All the participants substantially increased thecorrect answer rate in the post-course test, which was explicitly visualized. This visualization impacted the students, andthey all voiced their excitement. The post-course anonymous questionnaire also showed a sense of ful llment and apositive attitude toward future English study.
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Rowena Marie R. Chua

English Language Learning Beliefs of Japanese
University Students

LearnerDevelopment

Beliefs affect behavior towards learning a language. With a constantly evolving global English language learning
paradigm and Japanese government initiatives, it is important that universities endeavor to understand students’beliefs about English language learning. This presentation discusses the initial ndings of a longitudinal research
project on the beliefs about English language learning of university students. The study was conducted in a university
specializing in languages and international studies in Japan. A Likert-scale questionnaire created by Elaine Horwitz(1987) called Beliefs About Language Learning Inventory (BALLI) was adapted for the study. Results indicate that most
respondents strongly believe that everyone can learn to speak English, but this belief does not fully translate into theirbelief in the Japanese people’s ability to learn English. Survey results also show that most respondents agree that it isimportant to speak with an excellent accent when speaking English. Results of this study give deeper insight on thecurrent beliefs of Japanese university students about English language learning. It can also contribute to creating betterinformed classroom learning environments by taking into consideration students’ beliefs on learning English.
College andUniversity Educators

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Evaluating Professional Development
Opportunities in Japanese Universities

Paul Nehls

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9:00 — 9:25
Professional development (PD) for language teachers in Japanese universities has long been seen as playing a crucialrole in the improvement of language programs and success of language students. Support for the importance of PD in
Japanese higher education has not only been borne out in numerous studies but is also among the stated aims forhigher education made by Japan’s Ministry of Education (MEXT). The current study shows whether or not Japanese
universities are living up to these expectations by providing access to and/or funding for various forms of PD for
language teachers. An online survey was conducted to determine a measurable and multifaceted picture of the kind of
support teachers receive and/or fail to receive. Based on survey results, interviews were conducted with several of theparticipants to enhance this picture of available PD opportunities, and identify perceived gaps at Japanese institutes ofhigher education. This presentation will help attendees assess and compare the level of support they receive from theirworkplace, and aims to help them with ideas and suggestions on how to gain greater access to PD.
2-503

Forming Partnerships between GenAI tools andEFL Doctoral Students

Linda Lin

Computer Assisted
Language LearningThis presentation reports on a study on EFL doctorate students’ use of language tools powered by Generative Arti cialIntelligence (GenAI). The higher education sector has witnessed a profound change after the whirlwind launch of
ChatGPT. Words ranging from ‘affect’ (Bearman & Ajjawi, 2023, p. 1170), ‘transform’ (Chiu, 2024, p. 2), to ‘revolutionize’(Chan & Hu, p. 9) have been used to describe the impact of such tools. This has prompted robust scholarship on theopportunities and challenges presented by GenAI tools for higher education. However, little research has fully exploredthe perspectives and practices of postgraduates who need to manage more complex writing tasks, such as writing
journal articles, grant proposals, and theses. To bridge this gap, this study investigates the GenAI use by PhD students.
Through eight focus-group interviews and a large-scale questionnaire survey involving 76 PhD students taking a courseon thesis writing in a university in Hong Kong, the study revealed that most EFL doctorate students were able toeffectively leverage GenAI tools such as ChatGPT as a writing assistant. This writing assistant and the students formed apartnership in academic writing. These ndings have signi cant pedagogical implications, especially regarding theimportance of students’ AI literacy.
T-701

How to (Successfully) Teach Communication in
the Japanese Cultural Context

Bruno Vannieu

AM
Presentation

When you think about it, it's little wonder that it’s hard to teach L2 oral communication in Japan. Classroom dynamics
are radically different from those that prevail in “the West”. The collective pressure of the group makes it dif cult for
students to speak up in class, and this often leaves foreign teachers frustrated and exhausted. And that’s not all. The way
people speak and the forms that they use (i.e. the focus of learning in a speaking class) are also deeply in uenced byculture. To be successful both in terms of our class management and our teaching outcomes, we need to take into
account the realities of Japanese cultural habits. In this presentation, I will give practical tips on how this can be done,
and provide participants with resources that can be immediately put to use in their classes.
Is the L1 a facilitation (or an interference) for
learning English?

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Linda Vu, Steve Dooley,
Ben Suzuki

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While the monolingual approach to teaching and learning the target language has faced scrutiny from various
researchers (Phillipson, 1992; Kubota, 2022; Noda & O’Regan, 2022), the concept of Translanguaging has gained
attention within the ELT community (Turnbull, 2019). However, the research of Translanguaging in conversation lessons
is less researched. The present study aims to explore how Translanguaging in oral practices is perceived by learners. A
questionnaire examination in a Japanese national university was conducted in the fall of 2023. Participants consisted of
rst-year university students enrolling in mandatory EAP courses. 516 participants responded to the online
questionnaire. The questionnaire comprised 1) Translanguaging for Learning, 2) Translanguaging for Thinking), and 3)
Translanguaging and Affective Factors. These items include twenty-one closed-ended and three open-ended questions.
This presentation primarily focuses on how Translanguaging facilitates language learning in conversation practices. The
results show that participants believe incorporating Japanese features enhances learning. However, responses to the
open-ended questions revealed con icting sentiments regarding the use of Japanese with the English-speaking
interlocutors. Drawing from these ndings, this study argues the signi cance of raising Translanguaging practices tolearn English.
2-701

Linguaskill: The Quick, Reliable and Fully Online
Test from Cambridge

Andrew Archer

AM
Presentation

Introducing Linguaskill, the latest assessment in English combining the latest technology with the reliability and quality
you expect from Cambridge. Powered by Arti cial Intelligence (AI), this test has been trialled by speakers of over 40
languages from 50 countries and is based on extensive and ongoing research. This exible, fully online test helps meets
all your assessment needs for learners, teachers and non-academic staff in any institution. In this session, Andrew Archer,a Learning & Assessment Consultant from Cambridge University Press & Assessment, Japan, will provide an overview of
the assessment itself, its key features, who uses and recognises it.
T-701

Michael Burri

Pronunciation Teaching, Meet Neuroscience!

Mind, Brain, and
Education

Pronunciation teaching has gained enormous momentum in the last 30 years. This development has included several
comprehensive textbooks (e.g., Celce-Murcia et al., 2010; Levis, 2018, McCrocklin, 2023; Pennington & RogersonRevell, 2019; Yoshida, 2016), the establishment of the Journal of Second Language Pronunciation, and regularly held
pronunciation conferences and symposia, often with accompanying open-access conference proceedings. This growinginterest in pronunciation has generated a substantial research base with a rapidly growing number of studies exploringa wide variety of issues relevant to second language (L2) teachers. Classroom-based research has, for example, clearly
established that: (1) L2 teachers struggle with pronunciation teaching in contexts around the world (e.g., Baker, 2014;
Couper, 2017), and (2) pronunciation training can enhance practices and teacher con dence (e.g., Burri & Baker, 2021;
Kochem, 2022). However, an area that scholars are just beginning to explore is what neuroscience can tell us about thebasis and potential of pronunciation teaching (Burri, 2023). Situated within the notion of evidence-based teaching(Tohuhama-Espinosa, 2018), the aim of this presentation is to discuss several neuroscience principles relevant toeffective pronunciation teaching in the L2 classroom, including, but not limited to, the brain as a social organ, plasticity,stress/anxiety, brain-body connection, and memory storage/retention.

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Rikejo and Extensive Reading: Putting the “A”(Arts) into STEAM

Julie Kimura

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Extensive Reading9:00 — 9:25
Worldwide, women make up 15% of enrolments in Science, Technology, Engineering, and Mathematics (STEM) in
higher education (UNESCO, 2017) and this gender equity is a UN SDG. However, this gender gap may be bridged by theefforts of language teachers who take advantage of the wider movement in STEM elds to incorporate arts, especiallyresearch and communication skills in English. If we can train women to excel in language arts, the A in STEAM (STEM +Arts) may be the bridge that will help women to break the STEM barrier.The literature on second language acquisitionindicates that women might have an advantage over men with regards to strategy use (Green & Oxford, 1995) andmight also bene t more than men from extensive reading (Takase, 2011). However, despite the enduring popularity ofextensive reading, we cannot be sure if female STEM majors enjoy an advantage with respect to extensive reading. In
order to con rm this, I conducted surveys and interviews on female pharmaceutical science majors who spent a year
learning English through extensive reading. In the presentation, I will show showing female pharmacy majors'
experiences using an online ER platform and their attitudes towards ER in general.
2-703

Natsuki Ito

Teacher-Talk Strategies Using Nonverbal Cues for Teacher
SHS English Teachers
Development

This presentation focuses on the effects of practical methods in Teaching English in English (TEE) in senior high schools(SHS) to improve students’ motivation for learning English. Although MEXT (2023) promotes a TEE policy in SHS toprovide English learning experiences and foster learning motivation to communicate in English, the MEXT’s (2023)
survey shows only about 10 % of SHS teachers frequently use English during their lessons. The presenter conducted
three English lessons at a high school and analyzed students’ self-re ections toward TEE. The ndings indicated that theteacher’s prosodic cues and gesticulation helped students understand the content more in lessons with only English.
Most students showed positive reactions toward the teacher’s use of English. The presenter will discuss the practical
implications of this small-scale research. Teacher-talk strategies can positively in uence students’ perceptions towardlearning English, including slow learners. If teachers use more English during their lessons, they can provide morecomprehensive input for students. This outcome can encourage SHS teachers to use English actively to develop
students’ learning experiences. The discovery and practical strategies for facilitating TEE in SHS classrooms will be
discussed.
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Edwin Hart, Ricky Kaminsky,
UNSDGs in Our English Language Classrooms
Wayne Malcolm

Global Issues in
Language Education

The United Nations Sustainable Development Goals (UNSDGs) have become ubiquitous throughout many sections of
our society, industries, and elds of study. As language educators, we are on the front lines of building a world that
understands and communicates using this language of sustainability. Japan’s business community is seeking a labor
force that can understand global issues and interact in such a way that allows Japan to grow, innovate, and besustainable. All levels of education, in particular tertiary, are being asked to develop and train global human resources(global jinzai) because the language of the global marketplace will be the UNSDGs. In this session, we will bringparticipants into our classrooms to show how we teach English using the UNSDGs. Participants will see how we usedtask-based and project-based learning techniques to get the students to understand and present complex ideas using
simple English. Students participated in debates, made short documentary videos of local businesses, and led
interactive discussions to try and achieve the objective. Initiatives like the UNSDGs can seem daunting to implement,
but if you want to see, share, and create methods to incorporate these goals into your context, this session will be for
you.

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What Went Wrong During Study Abroad? AnIntercultural Approach InvestigatesflAmanda Gillis-Furutaka
Margaret Kim

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Study Abroad

Before and after Study Abroad programs, it is generally expected that students will return with new insights and positive
gains. However, little—or no—attention is paid to negative experiences since no one is expecting ‘bad’ outcomes.
Students themselves do not want to disappoint others, and at times they do not even know the cause of their emotional
distress. How can educators prepare students for unexpected cross-cultural experiences before departure and provide
opportunities for re ection on their return? This session will introduce the Contrast Culture Method (CCM). This training
method, rst introduced in the 1960s by Dr. Edward Stewart, has proven to be very successful in raising awareness ofunderlying differences in cultural expectations when used with students, educators, and people working in business. It
consists of ve main stages: Brainstorming the issues, an unscripted role play, interviews with the role play characters,
discussion, and personal re ection. After an explanation of the CCM method, given time constraints, one integral part of
CCM— brainstorming what can go wrong when studying abroad—will be focused on.

9:35 — 10:00
Paul Sevigny
Howard Hernandez

T-601

A Framework for Scaffolding Role-Based Media
Circle Discussion

Extensive ReadingThis presentation will be of interest to those who teach and design multimodal materials for discussing narrative texts in
the L2. Discussion of extensive reading (ER), helps orient learners to library systems and select books at an appropriate
level. Whether from reading, listening, or multimodal formats, a basic understanding of scaffolding for text-based
discussion is needed. One useful framework for discussing literature is Bell’s (2011) arc of interpretation. This framework
is intended for L1 language users. Our study presents a modi cation of Bell’s arc of interpretation that investigates
Vygotsky’s (1978) three categories of cognitive development: language internalization, schema activation, and concept
articulation. Five CEFR B1 students of English at a Japanese university discussed six stories over one semester. The
transcriptions were coded by two raters, and where there were disagreements, the raters discussed the tags to come toagreement. Results will illustrate dimensions of these categories and how they support the use of text-based discussion
in classroom settings for second language acquisition. Additionally, the magnitude of moves in the data for each ofthese categories suggest important implications for changes in the future design of role systems for multimodal textbased discussion at the CEFR B1 level.
2-701

Bethany Lacy

Cultivating Social Consciousness Using Picture
Books in a CLIL Program

Literature in
Language Teaching

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In this study, picture books were integrated into a CLIL module to develop social awareness among university students.
This research involved 53 rst-year students completing the presenter-designed social issues module in one month,which included a total of ve 90-minute sessions focused on topics like community engagement, refugees, racial
injustice, disability rights, and LGBTQ+ rights. Using a mixed-methods approach, students initially rated the severity of
fteen social issues globally and locally through a pre-test survey using a 5-point Likert scale and open-ended questions.
The curriculum included reading ve picture books, each highlighting a different issue, and completing “Reading in
Action” (RIA) homework assignments, which involved capturing relevant photographs or screenshots. Furthermore, theparticipants researched these issues within the Japanese context, creating re ective slideshows from their ndings andphotographs to share with their classmates. The post-test survey and in-class observations showed signi cantappreciation for the practical and relevant content. There were noticeable shifts in viewpoints on the discussed social
issues, and positive attitudes toward picture books and digital tools as valuable educational aids. This study
demonstrates the effectiveness of combining multimodal texts and experiential learning in CLIL settings to enhance
students’ linguistic competencies and awareness of global and local social issues.

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2-502

Designing and Assessing a CLIL Course on
Sustainable Tourism

Steven Asquith

Study Abroad

This presentation details the conceptualisation, planning, and realisation of a content and language integrated learning(CLIL) tourism course which supports students’ English language development and cultivates their critical thinking
skills. The course was designed utilizing the CLIL 4Cs Framework to develop students’ content knowledge, academic
communication, cognitive skills, and cultural awareness. During the course, students learn about the tourism industry
and evaluate its sociocultural, economic, and environmental impacts, before designing sustainable solutions. Thisrequires students to hone their multimodal communication abilities and learn how to design solutions creatively, as
well as improving their academic skills such as discussion, debate, note-taking, and proposal writing. The presentation
will explain how the course was structured to achieve alignment between objectives, activities and assessment, andintroduce some of the materials used. Attendees will not only learn about how this CLIL Tourism course was designed,
but also gain knowledge they can apply to the creation of their own courses.
2-602

Ana So a Hofmeyr
Fern Sakamoto

Exploring University Students’ Post-SA
Experiences in Japanese society

Study Abroad

In Japan, higher education institutions are expected to foster global human resources (GHR) - “Japanese or foreign
talent who are able to take on the burden of globalizing Japanese companies’ business activities and take an active partin global business” (Keidanren, 2011). One long-standing, traditional approach to developing intercultural and global
competencies in GHR is study abroad, and a wide body of research has focused on the impact of such programmes,
particularly on student integration into the host society and on foreign language skills. However, few studies have
explored Japanese university students’ experiences post-study abroad and their reintegration into Japanese society
culturally, academically, and professionally as future GHR. This presentation will look at initial data from focus groupinterviews with Japanese students from several universities across Japan. We will explore the personal, social, andorganisational factors that have affected students’ re-entry experiences in order to answer the question: How can global
attitudes, knowledge, and skills developed through study abroad programs and associated with GHR continue to be
successfully fostered and utilised in a domestic setting post-study abroad?
2-702

Brent Culligan
Charles Browne

In Focus: A 4-Skills Vocabulary & Critical Thinking
CourseAM
Presentation

This session introduces a new 4-level, 4-skills EFL course that develops students’ critical thinking skills while
systematically improving their knowledge of essential high-frequency words with both in-text and online learning tools.
Utilizing two key word lists from the New General Service List Project (www.newgeneralservicelist.com), Levels 1, 2, and3 help students master essential general English vocabulary in the NGSL (New General Service List), while Level 4
focuses on teaching academic vocabulary in the NAW (New Academic Word List). Each word list in the NGSL Project is
corpus-based and pedagogically-driven, providing the highest coverage in the world for that genre for second language
learners of English. The books utilize a variety of techniques to develop student’s critical thinking skills including
exposure to multiple points of view, speci c skill development activities and use of authentic “political cartoons”.
Participants will get a chance to see and use activities from the book as well as the many and varied online learning tools
we have developed.
Independently Publish Textbooks and University
Materials Writers
Course Books

John Carle

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9:35 — 10:00
Many educators aspire to create textbooks for the general market or course books for their respective departments, yet
the prospect of independently authoring a publication raises numerous unanswered questions. Despite possessing
innovative ideas, educators may grapple with the challenges of navigating the textbook publishing process. This
presentation aims to provide guidance and practical examples to address these challenges. The talk is structured into
two sections: the Creative Process and the Publication Process. In the Creative Process, the presenter will discuss thetransformation of ideas into tangible forms, including written text, design elements, and online components.
Participants will gain insights into the importance of collaborating with professionals such as editors, proofreaders,audio engineers, designers, and IT experts, all of whom contribute to the process. The Publication Process section will
explore many aspects of various business-to-business transactions. Attendees will gain valuable information on key
components such as obtaining ISBNs, working with printers, partnering with distributors, and establishing relationships
with booksellers. Additionally, the presenter will highlight the differences between in-house and independent
publications. The primary goal of this presentation is to share ideas, clarify the process of independent publication, andsupport prospective authors in achieving their goals of publishing high-quality textbooks or course books.
2-703

Edward Cooper, Ashton
Dawes, Andrej Krasnansky

Iterative Curricula: Continuous Development via Teacher
Collaborative Re ection
Development

A teacher alone in a classroom may design lessons not viable in other contexts, suggesting a need for “guided, cyclicaland structured” group re ection when designing curricula to better suit diverse teaching circumstances (Sellheim &Weddle, 2015). This presentation focuses on the creation of a task-based podcast unit for a media studies course at aJapanese private university through action research, exploring the intersection of technology and methodology. The
three researchers sequentially piloted the unit rst in person, then online, and nally in person again over one
semester. Each iteration underwent teaching, re ection, and re nement before being passed to the next researcher. This
cyclical approach emphasizes the need for continuous teacher re ection and collaboration to meet diverse needs. In
addition to sharing the general practice, this presentation details the process of crafting a curriculum based on
scaffolding tasks from the analysis of podcasts to the creation of student podcasts through discussion and re ection. The
presenters discuss challenges, changes, and re ections from the creation and implementation of the podcast unit. They
also introduce potential modi cations to and implications of the unit and their re ective practice.
2-505Intercultural
Communication in
Language Education

L2 Speaking Anxiety on L2 Acquisition for
Learners of English and Patwa

Dale Jeffery

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This research investigated anxiety speaking a foreign language (L2), focusing on two linguistic contexts: English andJamaican Patwa. It looked at how Japanese learners, speaking both languages went about language acquisition. The
participants studied in schools, were language enthusiasts, and took part in language and cultural immersion programs.
The foreign language speaking anxiety ratings of 25 participants were assessed using the foreign language
communication measure adopted by Guntzviller, Yale, and Jensen (2016). Additionally, the Common European
Framework of Reference for Languages speaking test was used to assess their oral pro ciency levels in both languages
on the scale of A1-C2. The tests were done orally face to face. In-depth private interviews were also conducted to gain
additional insights into the participants' L2 learning backgrounds and experiences while speaking these L2s in contexts
such as classroom, while traveling, living and working overseas and other cultural consumption spaces. Results showedthat the participants with the highest pro ciency levels tested for minimal or mild anxiety levels in both contexts; 88%
for English and 100% for L2 Patwa learners. This study gives unique insights into L2 speaking anxiety as it sheds light onlesser investigated contexts in particular standard vs. nonstandard varieties of English.

9:35 — 10:00
T-602

Cecilia Silva

Models for Working with the Concept of Cultural Other Language
Heritage
Educators

The present work focuses on the concept of cultural heritage and describes a project involving students of Spanish as aforeign language. First, we introduce the theoretical framework and the adopted methodology. Regarding thetheoretical framework, we have followed the four steps to social awareness across cultures proposed by Kramsch (2003):
explore the context of students’ responses to a cultural phenomenon, reconstruct the context of production of a text
from within the foreign culture itself, understand that each culture views other cultures in the mirror of itself, andproduce ways of creating meaning. The methodology includes the combination of two models. The author proposes one
scheme for reading texts with cultural contents entailing ve stages: threshold, rst step, essence, wrap up andexpansion. In the stage of expansion students work with the Cultural Heritage Cycle (Thurley, 2005) consisting of four
actions -understanding, value, caring, enjoyment- which seeks to explain how human beings incorporate culture in theirlives. Utilizing the theoretical framework and applying these models, cultural heritage is examined in its relation toindividual lives. Finally, we report on the students’ work related to the cultural heritage of Japan and focus on students’awareness in terms of identity and cultural knowledge.
2-504

Dung Van Nguyen

Presentation Format's Impact on Group
Dynamics & Motivation in Online Class

Computer Assisted
Language Learning

There is growing recognition that group dynamics signi cantly in uence second language development through theirmotivational dimensions. However, few studies explore social dynamics within virtual language classrooms. This
classroom-based mixed-methods study aimed to understand how dynamics and motivation varied across individual,
pair, and group presentation formats in an online synchronous English course for twelve intermediate ESL learners. The
goal was to determine if format impacts perceived con dence, coordination, satisfaction, and attitudes. Learners
completed online questionnaires through Google Forms after solo, paired, or group presentations, responding tostructured and open-ended questions. Quantitative and qualitative results from responses were analyzed. Analysis
revealed pair dynamics most effectively balanced bene ts and barriers within the digital setting. Pairs boosted
con dence, cooperation, and social bonding over individual work. Furthermore, duos experienced fewer logistical andworkload issues than groups. Qualitatively, learners described pairs as encouraging and synchronous. The researchoffers valuable insights into the impact of various presentation formats, informs decision-making regarding format
selection and implementation, and suggests effective practices for facilitating group work and fostering self-con dence
in digital and blended learning environments.

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SDGS: Curriculum and Materials for In-Class and Global Issues in
OnlineLanguage Educationfi

Don Hinkelman, Tim Grose,
Matthew Cotter

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9:35 — 10:00
The Sustainable Development Goals (SDGs) have become a common theme within education both around the world andhere, in Japan. It is important for students to be familiar with what SDGs represent and become pro cient incommunicating with others in the international community about the social and environmental issues that they present.
This presentation is for teachers looking to see how SDGs can be implemented in the classroom and will cover threeareas. The rst part looks at the curriculum design of a content-based course where communicative approaches to theteaching of the SDGs require careful consideration of appropriate language goals and of the types of pedagogicalstrategies through which they may be attained. The second part looks at making content and materials that highlightcertain global issues in a narrative form. These materials can be used in the classroom to motivate students to become
interested in the SDGs and the language used around them. The third and nal part will show how we can take SDG
materials online using learner management systems. Curriculum creation, self-made materials, online activities are agreat way to promote SDG awareness and action.
2-601

Self-Determination Theory and Pandemic- and
AI-Urged Changes in EFL Courses

Ivan Lombardi

LearnerDevelopment

In this presentation, I would like to share with fellow language teachers how emergency remote teaching in 2020 andthe recent diffusion of ChatGPT positively in uenced my English as a foreign language course, how they revealed thedesign aws of some common language activities, and how adopting an LMS proved central to helping learners keep
track of their language learning journeys. Chiming in with the theme for PanSIG 2024, I plan on “going back to thebasics” and explaining the above, with examples from my everyday teaching practice, using current views of selfdetermination theory (SDT) as a reference (e.g., Ryan & Deci, 2017). SDT was, in fact, what initially brought me to design
language learning experiences that provide multiple opportunities for learners to experience autonomy, competence,and relatedness in an effort to make their learning more tangible. While I have gradually abandoned SDT in favor ofother paradigms of learner development, I believe this theory explains why some of the changes that I and manycolleagues had to implement as a response to the COVID-19 pandemic, and the availability of AI text generators, haveopened the oor to increased chances for learners to take control of their language learning independently.

10:10 — 11:40
2-702

Erika Tavesa
Diane Obara

JALT Bilingualism Forum

Bilingualism

The 2024 Bilingualism Special Interest Group Forum will continue with the theme of employability that was requested
by our members. This time, we will use a recently published article from our in-house publication (The Japan Journal ofMultilingualism and Multiculturalism), Erika Tavesa’s “Prospects of Bilingual Individuals in the Job Market: Educational
Reform for Cultural and Policy-Related Challenges,” as a prompt for discussion. Initially, the program chair will brie yreview some of the speakers and highlights from the 2023 PanSIG forum, before jumping into an overview of Tavesa’s
study, and then posing focused questions to the audience for discussion. We are looking forward to hearing stories fromall participants about their life experiences of using more than one language in various working environments, from thepast to the present. If time allows, we will wrap up with an informal gathering of BSIG Members who want to share theirbi-/multilingual language learning journeys.

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JALT CALL Forum: Arti cial Intelligence andImpacts on Language Educationfi

flRobert Swier, Robert Dykes,
Anthony Brian Gallagher

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10:10 — 11:40
We invite all conference participants to join in our Open Discussion on "Arti cial Intelligence and Impacts on Language
Education. We will discuss how AI revolutionizes language education through personalized learning platforms,
language learning apps, and translation tools. How Natural Language Processing (NLP) informs curriculum design andassessment methods. Chatbots and virtual tutors offer on-demand assistance, while automated grading systems provide
immediate feedback. AI enables multimodal learning experiences through text, audio, video, and immersive
technologies like VR and AR. It enhances accessibility with voice recognition and adaptive interfaces. Ultimately, AI
empowers learners with tailored, interactive, and data-driven education, promoting linguistic diversity and inclusion.
Discussion Moderators are Brian Gallagher, Robert Swier, and Robert Dykes.
Aquanna Ishii, Gretchen
Clark, Kathleen Brown,
Margaret Kim, Terry Tuttle,
Prateek Sharma

2-704

JALT DEI Committee Forum: SIGs andCommittees in Discussion: Embracing DEI as aCore Value

Diversity, Equity,and Inclusion
Committee

In this session, JALT’s Diversity, Equity and Inclusion (DEI) committee will team up with representatives from four DEIfocused SIGs/ committees: the Gender Awareness in Language Education (GALE) SIG, the Intercultural Communicationin Language Education (ICLE) SIG, the Student Peer Interaction Network (SPIN), and the Mentoring & Orientation
Committee to explore a variety of DEI-related themes. Speakers will discuss why DEI is a core value for their group, how
their group promotes DEI, suggestions for how to increase DEI awareness and visibility, and struggles they encounter.
Attendees are also invited to share their DEI-related experiences in JALT as members of a SIG, chapter or other group or
as a member of an organizing committee. Questions are also welcome.
Sandra Yamane
Greg Gagnon

T-601

JALT Extensive Reading Forum

Extensive Reading

Extensive Reading as a means toward instruction is used by many different institutions, in various iterations. This forum
aims to give voice to the ways that ER is used in these institutions, and what teachers feel they can do to guide students
through reading in a foreign language. The panel will consist of several instructors who will represent educational
systems of many types, including secondary and tertiary school systems, as well as from the eikaiwa community. The
participants will discuss the ways ER is implemented, expectations from administrators and parents, and progress
attained by students.
Eric Kane, Charles Browne,
Louise Ohashi, MaryNobuoka

T-702

JALT LLL Forum: Fostering a Sustainable
Language Teaching and Learning Community

Lifelong Language
Learning

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In the midst of rapidly advancing AI technologies and pressing global challenges, the future appears increasingly
uncertain, prompting widespread global discussions. This societal ambiguity can instil anxiety and confusion,
particularly among the younger generation. It underscores the vital role of education and educators as guiding lights
during such times. Our language-teaching communities nd ourselves in a pivotal and transformative era,endeavouring to establish a sustainable and vibrant language-learning community. This vision emphasizes respecting
the learner as an agent, fostering curiosity, and promoting well-being. Achieving this objective requires amultidisciplinary approach, urging educators from primary to tertiary levels to adopt cutting-edge approaches acrossvarious academic elds in language teaching. The collaborative discourse aims to shape a sustainable languagelearning community for the future.

10:10 — 11:40
T-701

Scott Bowyer, Amanda GillisJALT Mind, Brain, and Education Forum: Brain
Furutaka, Greg Rouault,
Basics: Sharing our favorite resources
Glenn Magee

Mind, Brain, and
Education

Are you new to neuroscience, but unsure how to begin exploring the research of this vast eld? Are you eager to learn
more about current theories of psychology and discover ways to apply them to your classroom? The presenters for theMind, Brain, and Education SIG Forum will share resources that they have personally found to be invaluable in theirown learning and teaching. From books and articles to videos and podcasts, all of the shared resources will serve as an
excellent introduction to the mind and brain. The topics that will be covered during this forum include how to recognize
bias with the toolkit critical thinking provides; an examination of profanity and its power in the body; an introduction tobrain-based teaching tips that can be readily applied to classrooms; an exploration of the impacts of visible learningin the classroom; and seven-and-a-half important lessons about the human brain. This forum will make for an excellent
gateway for any neuroscience novice looking to further their understanding of the brain.
2-502

Stephen Bridge, Doan Vo
Tho, Joel Neff

JALT MW Forum: Teachers, Students, and A.I.s:
Interactions in the Modern Classroom

Materials Writers

Classrooms, along with the teachers who lead them, have long been early adopters of new technologies. When a newtool is introduced, teachers, tutors, and other educators engage with it to explore its potential applications within theclassroom context. They investigate how A.I. technologies, such as ChatGPT for language assistance, MidJourney forimage creation, and ElevenLabs for voice synthesis, can enhance and add interactivity to traditional learning methods. In
this forum, presenters will showcase and discuss their use of A.I. in education, covering everything from the creation ofmaterials for textbooks and lesson plans to the application of A.I. in real-time lessons. The aim is to encourage
participants to exchange ideas, experiences, and resources, fostering a community that inspires and learns from one
another.
T-602

Monika Szirmai, Margit
Krause-Ono, Cecilia Silva

JALT OLE Forum: Introducing New Ideas,
Cultures & Languages to Students

Other Language
Educators

This forum develops a dynamic conceptualization of language and culture pedagogy that responds to our increasinglyinterconnected contemporary world. Thus, presenters will focus on various perspectives and methods to introduce newideas, cultures and languages to students. The rst presenter will give examples of her how-to methods to raise interestin Japanese culture and language while students are still in their home country, Hungary. The second presenter, who isalso the main speaker, will a) demonstrate why, when, and how she used the CEFR to introduce and teach language(mainly German); b) show how she planned, prepared and reached the implementation of European study tours (inEnglish at German partner universities); and will also c) reveal why and how she conducted intercultural exchange
classes, during her more than 20 years at Muroran Institute of Technology. The third presenter will illustrate how after
COVID she engages students in Spanish, how exchange with a partner university in Spain was resumed, and how
students are prepared for three cultural stages: exchange, experience and production. The cultural conceptualization
developed in this forum has three key-words: target culture, intercultural communication, and dialogic activity.

fiCorey Reed, Eric Hawkinson, JALT TD Forum: The Boon and Bane of Digitalized Teacher
Eric Hadley
Education: Building New a Foundation
Development

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10:10 — 11:40
Though we all commonly share the recent period of tech-based EFL lessons, we may differ as to which side of the fence
we are on: the boon side or the bane side. This forum features presenters who will share their speci c view andexperience of recent large-scale technology implemented lessons, realizations and revelations stemming from those,and how their technology use connected to fundamentals of EFL education/lessons. Our discussion with the audience
centers on either support for increased use of technology (boon) or the notion that technology is overused and/or
inef cient (bane). Our three presenter topics relate to: the paradox of advancing educational technologies, such as AI
and VR, and their demand for educators to not only deeply understand these tools but also to increasingly apply
traditional teaching methodologies; the implementation of Virtual Exchange (VE) to maximise learning outcomes byoffering students more comprehensible input while encouraging output and the negotiation of meaning; and, the needto avert overreliance on technology tools and common classroom failures by supplementing traditional pedagogicalapproaches more strategically with technology to create unique opportunities exclusive to language classrooms. The
forum session features an exciting line-up and interactive discussion.
2-701

Chris Ruddenklau
Michael Furmanovsky

JALT THT Forum: KINDFUL MINDFUL Teaching
Adventures in Asia

Teachers Helping
Teachers

THT has been successfully visiting fellow educators in, Nepal, Vietnam, Bangladesh, the Philippines, Kyrgyz and Lao
Republics now for twenty year. Why do our visits continue to passionately inspire both visiting and local teachers? THT istruly Teachers Helping Teachers Helping Teachers, THTHT. The teachers we visit are partners in mutually sharing
knowledge of the art of teaching. They are equally supportive of our professional development as they are mindful ofgaining new ideas for theirs. Being passionate is not enough, the importance of having the modesty to listen and learn
and not presume, is evident in the, KINDFUL, MINDFUL nature of our visits. Without understanding, simple acts ofintended kindness can have unintended consequences. In our forum presenters and members of the audience will be
invited to share their adventures and ideas about how THTHT can continue to ll a role of mutual support and exchangesof skills and ideas that invigorate the teaching practice of both visiting and local teachers. If you wish to journey in Asia
why not make your journey a meaningful one, by taking the opportunity to connect with local fellow teachers by joining
us?
2-503

Ran Niboshi, Frances
Shiobara, Amy Braun

JALT TYL Forum: Scrambled Eggs! (Let’s work
together to support each other!)

Teaching Young
Learners

Scrambled Eggs! Let's get back to basics! Teachers teach in isolation, so let’s work together to support each other andbrainstorm ideas to make our classrooms more awesome. We'll be sharing our best ideas while networking with eachother to help build ideas and our personal learning networks at the same time!

14:00 — 14:25
Breaking the Wall of Silence: Short QuestionEliciting Activities

Global Issues in
Language EducationfiMark Rebuck

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14:00 — 14:25
In university English classes, “Any questions,” “Someone please ask a question,” or similar prompts, may be met with awall of silence. One way the presenter encourages question asking is by nishing lessons with short (under ten minutes)
question-eliciting activities (QEAs). The QEAs are eclectic, but they all involve a stimulus, the promise of a reward, andthe response (i.e., students’ questions). The stimulus could be an object, a newspaper headline, a podcast clip, a news
report, or a music video. The reward is time, speci cally nishing the lesson early. (The ethics of incentivizing students
with the promise of a shorter lesson will be discussed.) As well as serving as an upbeat lesson closer, QEAs foster aculture of forming and voicing questions, an essential skill in academic and everyday life. The presenter will suggest
simple techniques to potentiate the QEAs, one of which is using the kanji 正 as a question tally. Finally, a sample of
QEAs will be shown, including one that incorporates a clip from a documentary about a teenage Israeli soldier. “If hewere here in this classroom, what would you ask him? Five questions and you can go!” is the prompt to which students
respond.
2-602

Core Principles: A Review of Short-Term English
Language Study Abroad

Scott Roy Douglas

Study Abroad

With the return to international travel, short-term study abroad programs that t into students’ academic schedules are
an attractive option. However, they represent an investment of time and money that calls for careful consideration of
how to create meaningful and lasting learning experiences for students. In response, a review of relevant research was
carried out to identify a set of core principles for post-secondary short-term study abroad programs. This review covers
the last 20 years of peer reviewed research related to study abroad programs of eight weeks or less at post-secondary
institutions in communities where the daily language is English. Other criteria included undergraduate studies, face-toface instruction, and English language learning. Key databases and scholarly journals were included in the search.
Twenty-six articles were found and coded, with the codes gathered into themes related to personal development,
purposeful instruction, local interactions, extra-curricular activities, and intercultural awareness. These themes point to aset of core principles that receiving institutions can take into consideration when planning and delivering short-term
programs with a focus on English language learning. The implications for receiving institutions, particularly for
programs with Japanese undergraduate students, are explored in light of these ndings.
T-602

Exploring International Students' Motivation for Other Language
Learning Japanese
Educators

Xiaoben Yuan

Elicited metaphor analysis has become an increasingly popular research methodology across a wide range of academic
disciplines, including second language learning and teaching (Wan & Low, 2015). This method involves analyzing
metaphorical expressions generated by students to gain insight into their motivations and attitudes toward language
learning. It can also help educators to identify potential barriers that in uence students’ motivation, so that they candevelop more effective teaching strategies.This study focuses on seven international students who participated in a oneyear study abroad program at Akita University. The study examines how their learning experience in Japanese haschanged throughout the academic year, considering individual variations based on cultural differences. The data werecollected in three phases: at the beginning of the exchange year, ve months after the program had started, and at theend of the exchange program. The implication of the study complements the current use of elicited metaphor analysis
for second language learning by offering a unique data set from the perspective of international students who study
outside of China(Huang & Feng, 2019). In addition, as universities across Japan offer similar one-year exchange
programs as Akita University, the study enhances the teaching of Japanese in a broader context.

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Exploring the Dynamics of Japanese University
Learners’ Motivation

Risa Hiramatsu

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College andUniversity Educators

14:00 — 14:25
Although motivation is essential to succeeding in language learning, learners lose and regain their motivation forvarious reasons (e.g., personal goals, teachers, inspiration from peers) (Carpenter et al., 2009; Dörnyei, 2013; Sakai &Kikuchi, 2009). While motivation is a common theme in second language education research, the interplay between
different variables and stages of motivation over time has received little attention (Kikuchi, 2011; Kikuchi, 2015).
Therefore, this presentation outlines a proposed study whose goal is to determine the components that differentiate themotivation to learn English among amotivated, motivated, and demotivated learners, and how learners’ motivationalsituations change over time. The motivational stages of learners over two semesters will be examined. First, a survey
instrument used to determine the stage of learner motivation will be developed through a preliminary study. The survey
instrument will be distributed to 200 Japanese university learners at a private university. These learners will be recruited
through their English teachers. The expected results from this doctoral research could lead to enhanced curriculum andteaching that will help increase learner motivation. Additionally, the study will provide teachers and administrators with
an improved understanding of how learners’ motivation uctuates over time.
T-601

Extensive Reading: A Simple Method That
Encourages Autonomy and Integration

Heather Yoder

Extensive Reading

Do you struggle to support your students in their reading journey? Studies such as Iwahori, 2008 have found that ER is
effective in increasing reading uency. Based on classroom practice developed over six years, this presentation
introduces a comprehensive university-level extensive reading model that emphasizes student autonomy (Evans andBoucher, 2015) and encourages a love of reading. Early in the semester, students are introduced to graded readers andlearn to identify useful tools in the graded readers, such as word lists and illustrations, which they can use to better
understand the story, before selecting their own books (Care and Kobayshi, 2019). Weekly reading logs encourage
students to connect to the texts and set weekly reading goals, while allowing teachers to give interactive feedback.
Through weekly book-sharing discussions, students create a supportive reading community (Nagao, 2018). The
semester culminates with a nal project, where students compare two books they've read during the semester. The
presenter will share project materials, complete with worksheets, reading logs, and a nal project that integrates bothintensive and extensive reading skills.
2-702

Kevin Bartlett

Pedagogical Translanguaging: The Basics

Listening

One of the key terms found in the eld of applied linguistics that has started to gain attention in Japan is translanguaging. However, discussions with practitioners have shown that there is confusion about what translanguaging
actually is and how it can be incorporated practically at the classroom level. In order to promote a better understandingof translanguaging, this presentation will provide a basic overview of translanguaging theory and pedagogy, andoutline how translanguaging approaches are currently being implemented at a university in Japan. First, a theoretical
overview will outline translanguaging by introducing the unitary model, the dual competence model, and theintegrated model to differentiate between the beliefs that surround translanguaging and its incorporation at theclassroom level. Then, an overview of pedagogical translanguaging will provide practical hints about how to integrate itat the classroom level through incorporating formative tasks that lead on to summative ones. Lastly, results from a post
course survey of students (n=28) who took classes following a translanguaging approach over a two-year period willshow that students feel that translanguaging not only had a positive impact on their interlanguage competence, butalso allowed them to incorporate specialist knowledge from their majors in the EFL classroom.

fiPositive Discipline in Young EFL Classroom

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Ran Niboshi
Frances Shiobara

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Teaching Young
Learners

Language learning can be anxiety-provoking, and an atmosphere lacking safety and respect can impact motivation andperformance in the classroom, especially for young learners. When teaching a foreign language, creating a classroom
environment where students feel both physically and emotionally safe is fundamental. Introducing exercises on
emotions in the EFL classroom will bene t both teachers and students. In this presentation, we would like to share threedifferent activities from an educational approach called Positive Discipline. The rst one is 'Glad, Mad, Sad, or Scared.'Through this activity, students will learn various feelings and emotions in English and understand the concept of eachword. The second one is called 'Bugs and Wishes.' Students will learn how to express themselves when upset in theclassroom and how to address and resolve the problems they face through communication with their classmates. The
third one is 'Appreciation Circle’, where students express gratitude towards their peers in the classroom. By participatingin this activity, students will learn to think deeply about others and also become familiar with the phrase 'Thank youfor....' In these ways students can learn to verbalise their feelings and express to other students what they like and don’t
like.
2-505

Christopher Hennessy
Ivan Lombardi

Re ecting on Seven Years of Community
Revitalization PBL in Fukui

College andUniversity Educators

From 2017 to 2023, we created and co-facilitated yearlong community revitalization Project-Based Learning (PBL)
courses for second-year students at our university. In this recurring PBL course, students promoted Fukui culture andhistory to a domestic and international audience, developing PR for local sake breweries, writing Simple English
Wikipedia articles on the local history, and revitalizing local sightseeing areas among others. Due to fundamental
changes in the university curriculum from academic year 2023, this community revitalization PBL course is changing
drastically. In that light, we will re ect on our experience as creators and facilitators of a PBL-in-English course by
explaining how we adapted the course based on student feedback, COVID-19 measures, adding own re ections. We will
also focus on the successful changes (and mistakes!) made year by year in the development of a PBL-in-English course
for second-language learners. Our aim is to reach out to and share with other PBL practitioners and foreign language
instructors our insights from seven years of practice.
T-701

Ran Kuperman, Kathryn
Jurns, Samantha Green

Shared Teacher Stakeholders for Revising
Academic Writing Course Outcomes

Mind, Brain, and
Education

This presentation will describe an ongoing collaborative project involving lecturers, administration, and students torevise the course outcomes of a second-year academic writing course at a private Japanese university. A Multiliteracies
framework (New London Group, 1996) was the original basis of the course outcomes to generate culturally andlinguistically diverse students (Johnson et al., 2015). Starting in 2020, a distributed leadership approach (Hallinger &Huber, 2012; Spillane, 2006) was used to revise the course’s less practical or unapproachable existing outcomes. Thisapproach allowed various stakeholders the opportunity to re ect on and assess the course curriculum and their teaching(Drago-Severson, 2008) and participate in formulating improved outcomes based on those practices. Presenters will
describe the process as a model for feasible and achievable distributed leadership. Presenters will share the process andndings of research on teachers' and students' understanding of the revised SLOs and how available materials connect
to the different outcomes, as well as next steps in the process.
Materials Writers

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Signposting in Speeches and Presentations:
What the TCSE Can Tell Us

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Cameron Romney

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14:00 — 14:25

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Students are often taught to use signposting, i.e., short transitional phrases, when making presentations as a way oforganizing their speaking (see for example, Mauludin, 2018). But many of these phrases often come off as awkward andunnatural in student presentations. This led the presenter to investigate whether the trouble was simply with delivery, or
if there was something unusual about the recommended phrases themselves.An investigation using the TED Corpus
Search Engine (TCSE), a collection of transcripts of TED and TEDx Talks, (Hasebe, 2015) was undertaken. While simple
adverbial phrases like “ rst,” “next,” and “ nally” were commonly found, more elaborate phrases such as “I’ve talked
about …, but what about …” (Harrington & LeBeau, 2009) or “let’s move on to my next point” (Morita, Harada,
Kitamura, Sugimoto & Ben eld, 2018) were rare, if occurring at all.The presentation will begin with a review of how
signposting is taught in several EFL presentation textbooks followed by an introduction to the TCSE. Next, the presenter
will show the results of various TCSE searches. Participants should come away with a better understanding of how thesignposting practices recommended by textbooks are actually used outside of an EFL classroom.
T-702

The Intrinsic and Extrinsic Motivation Behind
Visits to Self-Access Centers

Steven Lim

College andUniversity Educators

This case study examined how an increase in mandatory self-access center visits changed the usage habits of rst- andsecond-year university students. First-year students were required to attend three times and second-year students fourtimes in the 2022 academic year. In the 2023 academic year the number of visits were increased to ve for both grades.
Data were collected from more than 200 students through attendance cards which students used to self-report how they
had made use of the self-access learning center. The card comments were analyzed, and learner visits were categorized
into autonomous and non-autonomous learning activities. Whilst there was no signi cant difference in how often rstyear students visited the SALC or how they utilized it, there was a signi cant increase in both the visits of second-year
students and their engagement in autonomous activities in the SALC. This suggests that rst-year students’ usage of the
SALC is connected to an intrinsic desire to explore the bene ts of the SALC, whereas second-year students may havealready formed opinions on the SALC, and thus require extrinsic rewards to motivate them. The ndings are examinedusing self-determination theory and suggestions made as to how to incorporate SALC visits into the curriculum.
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Marc Jones

The Reported Processes of Multilingual Listeners Listening

Translation (i.e., parsing words with similar semantic correspondences from L1 to aid understanding) is a frequent
strategy for listening among low-pro ciency listeners (Goh & Vandergrift, 2021); however, the extent to whichtranslation is used among multilinguals is unclear. Léwy and Grosjean (2008) posit that bilinguals activate different
languages according to the language they assume they are hearing, yet with greater decision complexity, how true thisis of multilinguals is unknown. Gut et al. (2023) found that third language (L3) development affects the second
language (L2) and rst language (L1). However, the way L2+ development affects L3+ and L1 has not been determinedconclusively. The current study investigated the reported differences in listening between L1 and L2+ listening
processes. Five multilingual students at a university in Tokyo, with English pro ciency between CEFR B2-C2 levels, wereinterviewed regarding their language pro ciency (Marian et al., 2007), and metacognitive listening strategies(Vandergrift et al, 2006). Participants reported rare use of translation during listening, but attested to mixing languages
according to content knowledge and social contexts, and reported listening to different languages according topurposes, social contexts and content. These ndings may ground further enquiry in multilingual listening and inform
educators regarding pedagogy and autonomous language learning.

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TeacherDevelopment

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The Role of Digital Surveys in the Standard
Classroom

Irina Smykovskaya

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14:00 — 14:25
How much do we involve students in the learning process? Do we know their opinion regarding lesson activities,
teacher’s strategies, and achievements? In a big typical Japanese Senior High School classroom with over 45 students in
each, it is unlikely that a teacher can ever fully answer these questions. However, the author believes this time should bein the past. With the help of digital surveys, we can easily communicate with our students. The question is, do we use
these convenient tools in the everyday classroom? As a part of her research on holistic education, the author often uses
Google Forms to communicate with her students. She got curious about whether other teachers use any digitalquestionnaires daily and share the comments with the class, so when she had a chance to ask teachers and students
from three different private Senior High Schools in Kyoto about their worries and struggles regarding their school life,
she also asked how frequently digital surveys are used in their schools. In this session, the author would like tointroduce her study results and discuss the advantages/disadvantages of using digital surveys in the classroom, not only
as a research tool but as a way of live communication with our students.
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Camilo Villanueva

Literature in
Language Teaching

Why Teach Poetry?

In Naylor and Wood’s 2012 book, Teaching Poetry, they state that “poetry offers something that other forms of writing donot." Poetry is the basic component of creative writing, an under-utilized tool in language teaching. This presentation
gives support to the question of whether or not poetry should be taught. In addition, this session explores activities forteaching poetry to Japanese university EFL students along with assessment tasks. Such tasks are practical in nature. In
addition, an explication of Elizabeth Bishop's "At the Fishhouses" is undertaken. The presenter describes what an
explication is and how to do one. The goal of the session is to show how to encourage Japanese university EFL students
to learn explicating poems and to provide an approach for EFL teachers to teach poetry in their second language
classrooms. Poetry is a complex form, but the presenter will show that it offers several basic structures, for example, the‘acrostic poem’, which can be easily undertaken by all.

14:35 — 15:00
2-602

Activities to Support Learning During Study
AbroadStephen M. Ryan

Study Abroad

There is a tendency to leave the “learning” part of a study abroad experience to the teachers of the hosting institution.
This could be a missed opportunity, as the day-to-day environment of the host country presents rich sources for learning
about life there and for re ecting on similarities and differences with the student’s native land.The presenter has
developed activities to maximise students’ learning from the environment while studying abroad and wishes to sharethem in this presentation. The activities are designed to motivate students to notice, record, re ect on, and investigate
aspects of daily life in the host country, such as street furniture, shopping patterns, fashion choices, religious practices,and transport options. These activities, and their signi cance, are explained to the student before departure, conducted
on a regular (or one-off) basis while abroad, and reported on, both on an ongoing basis, while in-country, and on asummative basis upon return.The presenter has had some success in having students carry out these activities both on
short-term, accompanied study abroad programmes and on longer, solo experiences. Here “success” means students
returning home with a deeper understanding both of the places they have visited and the place they set out from.

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Alignment and Authenticity/Relevance:
Constructive Alignment Basics

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Jason Beaton
David Lees

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College andUniversity Educators

14:35 — 15:00
Previous advances in technology not expressly intended for classroom applications have been gradually normalized into
language courses and curricula. In the rush towards the 'labour-doing' capability of generative AI we might lose sight ofbasic educational principles. Taking time to re ect on the core components of Biggs & Tang's (2011) Constructive
Alignment (CA)—Intended Learning Objectives (ILOs), Assessment Tasks (ATs), and Teaching-Learning Activities (TLAs)—toaccount for the inclusion of such a powerful productive tool remains an essential part of pedagogy. This presentation
covers the course-internal basics of Constructive Alignment (CA) framework, and suggests several theorised courseexternal expansions (i.e., authenticity/relevance of taught knowledge within the university context as well as wider
society) which may be of use language instructors who seek to assess the alignment of the core components of theirclasses. Fitzallen & Brown's (2017) CALEQ will also be introduced as a take-away method to gather perspectives on yourcourses’ internal alignment between the ILOs, ATs, and TLAs, as well as the utility of the taught skills beyond theclassroom. By covering CA basics, and providing a way to assess the alignment of one’s courses, this presentation offers
an avenue for analysis as we take onboard new technological tools.
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Concept Mapping and Multimodal
Communicative Competence in an EFLClassroom

Kuei-Ju Tsai

Critical Thinking

This study investigates the impact of concept mapping on the multimodal communicative competence of English as aforeign language (EFL) learners, focusing on visual and verbal dimensions. Concept maps, widely recognized fororganizing knowledge, are explored as tools to enhance EFL learners' communicative skills. Two groups of 40 learners
each participated in integrated listening-speaking tasks, employing either a top-down approach (observing expert
concept maps) or a bottom-up approach (creating concept maps from scratch). In the tasks students listened to a TED talkand summarized key points, visualized the summary with a concept map to aid a 3-min verbal report subsequently.
Evaluations, conducted before and after the pedagogical intervention, assessed students' multimodal communicative
performance, including verbal delivery and visual literacy skills (as operationalized as the design of the concept maps
they constructed). Students’ performance was evaluated by a panel of ELT experts using a purpose-built rubric.Results
demonstrated that concept mapping signi cantly enhances EFL learners' multimodal communicative competence,
evident in improved visual literacy, verbal delivery, and verbal-visual coherence. Notably, while both top-down andbottom-up approaches yielded positive learning outcomes, the latter proved particularly bene cial in fostering active
cognitive processes such as information selection and organization.

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Developing Teamwork and Communication with Learner
Self-access Learning Activities
Development

E Von Wong

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14:35 — 15:00
In Japan, many universities employ student staff in self-access learning centres (SALC) to assist other students withlanguage learning and organising language based events. In our SALC, these staff have faced dif culties effectively
communicating together, with poor leadership within their groups, resulting in last minute work with unevenworkloads. Due to effective communication being the backbone of successful collaboration, the SALC instructors
therefore made efforts to address these issues in the Fall Semester of AY2023 by utilizing various forms of technology
and hybrid formats to get “back to basics”.These changes included changing the method of communication on Slack,creating scaffolded guidelines for student staff expectations, and holding development workshops for re ection andbrainstorming new strategies. The presentation will include a qualitative analysis of student staff’s semi-structured
interviews on their overall perceptions of instructor intervention, how it affected communication and collaboration, as
well as the effect of intervention strategy on addressing the aforementioned issues. Upon preliminary observations,
instructor intervention paved the way for recognition of efforts while maintaining autonomy, which led to effective
communication and collaboration. We hope to shed light on the importance of appropriate instructor intervention in
student-led initiatives beyond SALC.
2-505

Chiharu Kuroda, Ryoko
Hayashi, Kanae Murayama

Learners’ Re ections on Plurilingual Tandem
Language Learning

College andUniversity Educators

Due to recent national policies such as Global 30 and the Top Global University Project, the university eld in Japan has
been gradually transitioning to "the Internationalization at Home (IaH)" (Nilsson, 2003; Beelen & Jones, 2018). While
many researches in language and international education focus on learners in monolingual or bilingual situations inJapan, as IaH progresses in Japan, it is also crucial to consider how learners are immersed in multilingual andintercultural learning situations. In addressing the internationalisation of universities under the With-COVID-19 Era,
how do domestic and international university students in Japan perceive their language learning experience in selfre ective short narrative essays by taking an intercultural collaborative learning course in a plurilingual setting in class?
How do they regard their intercultural understanding in a plurilingual learning environment (cf. Council of Europe,2023)? In this presentation, the presenters explain how domestic and international university students (n=30) in Japanre ected on their plurilingual tandem language learning in a university-wide regular curricular course in 2023. The
presenters also focus on its potential impact on the students' autonomous language learning experience and suggest
how to facilitate intercultural collaborative learning for mixed-level language learners in Japan.
Gender Awarenessin Language
EducationflfiMaternity and an Academic Career: Policies,
Challenges, and Lessons Learned

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Mario Perez, Catherine
LeBlanc, Alexandra
Serebriakoff

14:35 — 15:00
In a country suffering from population decline and low birth rates, it is still surprisingly challenging for women to have ababy. Japan’s challenging work culture, gender discrimination and employment systems make it nearly impossible tomaintain a rewarding career while simultaneously raising children, despite Japanese laws providing very generous
maternity leave and the world's best paternity leave (Chzhen et al., 2019). This presentation will explore various issues
regarding maternity leave and child rearing by assessing policies for family care and comparing intended outcomes tothe lived experiences of women in academia through narrative inquiry. The rst half of the presentation will survey
current maternity and child care leave laws and issues of transparency. In the second half, the presenters will share theexperiences of women attempting to balance an academic career with pregnancy and motherhood, covering topics suchas job hunting while pregnant, nding childcare, and dealing with breastfeeding. Through a narrative structure, thestories of women in these demanding situations bring insight into the assumptions that are held by them and bysociety at large (Bell, 2002). The presentation will inform attendees of their rights, focusing on maternity leave andadvice for protecting their careers.
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Andre Parsons

Navigating the Seminar Landscape: Insightsfrom One Teacher's Experience

College andUniversity Educators

For many teachers in Japan, achieving tenure at a university is a key goal. In achieving such a goal, most teachers will be
asked to design and carry out a seminar. However, for many, this can be a completely new experience, and dependingon where one is teaching, there may be little guidance about what this entails. With the aim of providing the audience
with increased insight into seminar planning and teaching, this presentation will give a general description of theauthor’s own four-semester seminar conducted at a national university in Japan. Basic background information will rst
be provided on the university, the students and how they are assigned to the seminar. Next, the requirements forjoining the author’s seminar along with the rationale for them will be explained. The presentation will then describe theguiding of students through the stages of their research and graduation thesis writing; particular focus will be on theways in which students of varying levels of English pro ciency are supported in completing these tasks. Other duties
pertaining to the conducting of the seminar, such as course consultation and reference letter writing, will be discussed
as well.
2-702

Quenby Hoffman Aoki

Presentation Skills: Back to Basics, Beyond
Language, and Plan B

College andUniversity Educators

The ability to speak con dently in front of an audience is a valuable skill which students will need in almost any career
path after graduation. Indeed, it can be argued that public speaking is an even more useful skill than English
conversation, since it is applicable in any language and a wide range of contexts. Most Japanese students come to theuniversity classroom having had years of school English classes but may not have had opportunities to develop
presentation skills due to a broader structural emphasis on memorization and testing. While considering culturaldifferences in what constitutes effective presentations, students can bene t from learning to pay attention to physicalaspects such as eye contact, gestures, and tone of voice. Clear, strong visuals are also crucial, as is authentic content
organized in a logical way. Finally, sometimes presentations do not go as expected, so another important skill is having
a “Plan B” or even “Plans C, D, and E” in order to accomplish the task. This talk describes techniques used by the speakerin rst-year mandatory English Presentation classes, including how to supplement the textbook and which alternative
strategies student presenters can learn to use when technical or other problems occur.
College andUniversity Educators

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Review and Re ections on Training University
EFL Teaching Assistants (TAs)fifiBenjamin Rentler

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In the wake of COVID-19, as EFL classrooms globally transitioned back to in-person learning, the roles and training of
Teaching Assistants (TAs) have gained renewed signi cance. TAs are key in fostering language acquisition andintercultural competence among EFL university students. This presentation, focusing on effective TA training, indicatesthat comprehensive training leads to greater pedagogical outcomes in the classroom. Comprehensive training is shownto lead to greater pedagogical competence and more inclusive learning environments (Smith, 2018) while equipping
TAs to manage cultural differences (Johnson, 2022). However, TA training often faces time and nancial constraints (Choi& Lee, 2019). This presentation details the training program of TAs at a medium-sized international university EFL
program in Japan, and reports on the results of a survey of 74 TAs regarding their training experience. The results
indicate TAs found the training workshops effective, particularly valuing group re ection activities, but they desired
more training in discussion facilitation, managing dif cult students, relationship building, and group dynamics. Basedon the presenters’ personal experience of conducting the training, and the results of the survey, practical advice for
effective training techniques will be discussed with an emphasis on maximizing TAs' potential in contemporary EFL
classrooms.
2-501

SALC Discussion Spaces' Effect on Language
Awareness, Knowledge and Use

Colin Mitchell

College andUniversity Educators

This presentation explores how metacognition aids language acquisition among young adults, integrating theories by
Flavell (1979) and Schraw and Dennison (1994) with broader discussions on consciousness (e.g., Schmidt, 1990; Ellis,2005) and insights from transpersonal psychology (e.g., Walsh & Vaughan, 1993; Grof, 2000). Through a mixedmethods approach conducted in a Self-Access Learning Centre (SALC) at an international university in Japan, involving
52 participants, this research examines how discussion spaces within SALCs can foster metacognitive awareness,
autonomy, and the practical application of second language linguistic knowledge. Initial results indicate that these
discussion spaces may boost metacognitive awareness and cultural exchange, suggesting a need for more research on
metacognitive strategies in language education.
T-601

Student Perceptions of the Ideal Reading
Amount in a Junior High School

Tekka Chang

Extensive Reading

Although studies have shown that extensive reading (ER) can improve English ability for junior high school students inJapan (Kanatani et al., 1995), one of the barriers to conducting ER was the amount of reading involved. Many students
in the presenter’s school were used to grammar-translation, which would only cover 1-2 pages of text in a regular 50minute class. How can a teacher possibly ask students to read one book a week given this situation? This presentation
will show the results of a study that measured the student perceptions of the ideal weekly reading amount for juniorhigh school students in an EFL setting. A quantitative study was conducted on second-year junior high school students(n=64) in the Kanto region using a modi ed version of the price sensitivity meter, a pricing research tool used tomeasure the ideal price for a product. Results showed that students felt that the ideal amount of weekly reading was
between 125-175 words a week or 3-4 short stories a week. The presentation will conclude with implications on how to
set initial goals for ER in order to make it easier for students to adapt to reading extensively.

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Study Abroad Motivation and Outcomes in NonEnglish Speaking Countries

Julia Tanabe

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Study Abroad

14:35 — 15:00
While the experiences of students studying abroad in English-speaking countries are well documented in Japan, thispresentation concerns research on Japanese students involved in degree-seeking study abroad (SA) programs throughEnglish medium instruction (EMI) at universities located in countries where the rst language is not English. The
research aim is to gain insight into the experiences and motivations of the students through data collection after theirreturn to Japan. Data were collected with a questionnaire that consisted of 77 items that used a 4-point Likert scale and7 open-ended items. The participants (n=34) studied in countries such as Hungary, Poland, Germany, Finland,
Lithuania, Taiwan, Egypt, and China (Macau). Most of the participants (n=24) studied medicine for seven years in
Hungary. Therefore, in the second round of data collection, a semi-structured interview was conducted with the directorof the program that organized Japanese students’ SA at Hungarian medical universities to triangulate the ndings.
Questionnaire data were analyzed quantitatively to highlight the motivational factors behind students’ SA, while content
analysis was applied to the qualitative data to uncover the SA challenges and gains. The ndings suggest that theparticipants’ key motivations resulting in successful outcomes concerned career development and expanding theirworldview.
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Trans-Speakerism: Voices of Japanese Secondary Teacher
School Teachers
Development

Takaaki Hiratsuka

This presentation delves into an investigation rmly grounded in the liberating concept of trans-speakerism (Hiratsuka
et al., 2023a, 2023b). It aims to challenge prevailing biases and rede ne the discourse surrounding language teaching
and learning. Trans-speakerism strives to promote diversity, equity, and inclusion for all language speakers, teachers,
and researchers, transcending the constraints of native-speakerism and speakerhood statuses. The presentation begins
by providing a comprehensive de nition of trans-speakerism, accentuating its signi cance, and introducing therationale behind the inquiry. Data were collected through narratives from four Japanese secondary school teachers,
including two junior high school teachers and two senior high school teachers. These narratives wove together a seriesof compelling and deeply personal stories that offered a vivid and nuanced perspective on the intricacies of language
teacher perceptions and practices in Japanese secondary schools. Within the participants’ contexts, it was revealed that
Global Englishes, intercultural awareness, and professionalism played pivotal roles in realizing trans-speakerism. In
particular, the topic of professionalism within trans-speakerism among the secondary school teacher participants
highlighted the usefulness of second language learning experiences. The presentation concludes with implications forlanguage teacher education and further research on trans-speakerism.
Accessibility in
Language Learning

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Using Technology to Make Educational
Resources Accessible

Adam Jenkins

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For neurodiverse students, the ability to choose the background colour, font, text size and colour can be the deciding
factor regarding whether a user can access content or not. Readability can be greatly enhanced by allowing the user tocontrol the background and foreground colours, the removal of serifs from text, or even using fonts speci cally designed
to help those with dyslexia. Paper textbooks are unchangeable in this respect, but online materials can provide theexibility of choice for people who need it. However, even if a platform has functions for making content more
universally accessible, these functions may not be operable if the courseware is not appropriately designed to takeadvantage of them. This presentation will introduce simple methods to make educational resources accessible to all
through technology, for example, by using features built in to operating systems and browsers, using the accessibility
plugin for Moodle, and providing additional vocabulary support for lexically dense materials by using an auto-linking
glossary to augment more dif cult texts. The presentation will conclude with a discussion on the various locations andavailability of accessibility tools and how these can be used to make the world outside the classroom more accessible tostudents.
T-602

What is a Task: Using Register Analysis to InformTask-Based Learning
TBLT

Trevor Sitler

This study sought to further inform the notion of “task” in Task-Based Language Teaching and Task-Based Language
Assessment by describing, comparing, and contrasting the speci c language used in different task types. Previous
studies of tasks in TBLT have used the Complexity, Accuracy, and Fluency (CAF) framework to analyze tasks. While thisframework has been helpful in nding out the relationship between various factors in the performance of a task, it has
not provided much information on the speci c language used during these tasks. This study used a methodology within
Corpus Linguistics called Register Analysis to analyze learners’ performance of description, negotiation, and narration
tasks in the ACTFL test, as found in the (NICT-JLE) Corpus. It was found that each task type has speci c grammaticalstructures characteristic of it and that these grammatical structures were directly connected to the communicative goalof the task. For example, description tasks contain more prepositional phrases (e.g., in the box) than narration tasks,
which include more verb phrases (e.g., I would like, I want to). Such speci c descriptions of tasks can help educators
evaluate student performance on task-based exams and give insights into task design and implementation.

15:10 — 15:35
T-601

Aquaria Ishii
Christopher Mack

Conducting a Graded Reader Program at aJapanese Private Junior High School

Extensive ReadingThis study looked at the rates of student vocabulary acquisition with regards to the rst and second thousand words asre ected in the New General Service List. The words found in this list are high frequency words used in everyday speech.
This study was conducted with rst-year junior high school students (n=35). The students read level 3 to level 9 graded
readers from the Oxford Graded Reading Tree. Students took a pre, mid, and post-test using a computer-generated testfrom the Vocabulary Levels Test website. The results were then analyzed by two different raters. The raters’ results werethen checked using a website specializing in calculating rater reliability establish consistent grading throughout thethree tests. The results from the student’s levels test showed that after eleven weeks of reading, student’s results
re ected ndings found at the university level. This study will be a valuable contribution to the eld, especially withregard to ER at the JHS level The study also provides some insight to assist teachers in establishing an extensive reading
program at their schools.

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Digital Media Literacy in Japan: Strategies for
Adapting English Materials

Adrienne Johnson

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15:10 — 15:35
Media and digital literacy are more important than ever in an age where technology is ubiquitous and online interaction
is embedded into everyday life. Although efforts are being made in Japan to address the issue of media literacy in theschool system (c.f. Suzuki, 2008), many Japanese university students still lack the knowledge and skills to engage withtechnology judiciously, especially in English. Providing opportunities to develop digital media literacy is a critical aspectof English-medium classes; however, sourcing suitable material for these classes is challenging. Educational materials
are abundantly available, but tend to target students studying in different contexts and contain frames of reference andbackground knowledge unsuited to students in Japan. I will present four speci c strategies I have developed to adapt
materials made for native English-speakers to a Japanese classroom: simpli cation (of content and language),
localization (reframing for Japan), personalization (connecting to students’ experiences), and contextualization (framing
concepts with extra background information). Using examples from class materials, I provide educators with ideas forcreating accessible and relevant materials to increase students’ awareness and provide a foundation for criticalengagement with digital media within a rapidly evolving society.
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Ferghal McTaggart

Evaluating the Impact of Video Examples ofSuccessful L2 English Use

Global Englishes

Despite the English language being spoken around the world in an array of varieties, a broad range of research has
revealed that learners of the English language often idealise what Kachru termed inner-circle Englishes, particularlyStandard American English and Standard British English. This has led to the emergence of the idea of ‘NativeSpeakerism’, meaning that the native speaker is considered a model and ideal for English. Previous research suggests
this can lead to L2 learners having negative perceptions of their own English. This study aims to examine how using
videos of real-life examples of English speakers from Kachru’s outer and expanding circle countries communicating in
English could change university students in Japan’s perceptions of themselves as language learners, or even theirperceptions of the English language itself. By analysing the opinions of a focus group who were exposed to theseexamples, and also using quantitative data to analyse the general populace’s perceptions of the English language, theresearch suggests that Native-Speakerism is prevalent in Japanese universities, and that videos of successful L2 use arereceived very positively by learners of English.
2-602

Ian Hurell

Incorporating IELTS speaking Skills to Boost
Intrinsic Motivation

LearnerDevelopment

The IELTS test is the most popular English language test in the world and has been growing in popularity in Japan inrecent years. One point that distinguishes the IELTS tests from other tests, such as TOEIC, is that it includes a face-to-facespeaking test with an examiner. As a result, it has become a valuable means for students to open up many opportunities
in their lives; including study abroad, internships, and job hunting. This presentation will introduce several simple andpractical methods that the presenter has used to integrate IELTS speaking test activities and skills into a job-hunting skill
course at a Japanese university. These methods include skills to give extended answers to both familiar and unfamiliar
questions, active listening skills to improve back-channeling and asking follow-up questions, and skills to give shortpresentations with minimal preparation. The presentation will also demonstrate how the presenter has found thesemethods to be effective in boosting students’ intrinsic motivation by making activities more relevant to their lives, aswell as giving students the skills and a meaningful purpose to continue their language development independently
after formal instruction has nished.

fiIncreasing Face-to-Face Communication Through College andExtracurricular Board Gaming
University Educatorsfi

Todd Hooper

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15:10 — 15:35
The use of digital technologies in education increased rapidly during the global pandemic, leaving some feeling a lackof connection with others due to the decrease in face-to-face communication (Alawamleh, Al-Twait & Al-Saht, 2020;
Miller, 2022). Board gaming, as an in-person social activity, allows students to directly engage with others in English in a
low-pressure environment that encourages the negotiation of meaning, which is a vital aspect of language learning anduse. Based on experience as the sponsor of a university student organization dedicated to gaming in English, thepresenter will show how board games can be used in clubs and after-school activities to increase face-to-facecommunication. Also, advice on selecting games that focus on one or more of the four skills of language use (listening,speaking, reading, and writing) will be given. Additional skills that can enhance language use that students can learn
from board games will also be highlighted. Finally, some issues that can detract from language learning when playing
board games and ideas on how to resolve these issues will be discussed.
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Student Agency and Contribution as
Practitioners of Learning

Tim Cleminson

LearnerDevelopment

Exploratory practice (EP) is an inclusive form of project-based language learning based on personal curiosity (Allwrightand Hanks, 2009). EP positions students and teachers as practitioners of learning who are autonomous, take theirlearning seriously, and actively contribute to group learning (Miller, Cunha and Allwright, 2020). To help students
transition to EP, practitioners must understand student perceptions of agency and active contribution. To research theseissues student journals from an EP class were analyzed. Post-course semi-structured interviews were carried out. Student
narratives were made using the short story analysis method (Barkhuizen, 2016). In this session, the presenter will (1)introduce and critically explore key concepts in EP, (2) compare student narratives about language learning before andafter studying EP, (3) assess student proactivity and whether students see themselves as practitioners oflearning. Attendees will learn key concepts in exploratory language learning and gain insights into student perceptionsof proactivity and learner identity that facilitate and inhibit active contribution in class.
2-501

Use Group/Pair Activities to Elevate Learning in
the Young Learner Class

Amy Braun

Teaching Young
Learners

There have been numerous studies, papers, and books that have stated that pair and group activities can evaluate one's
learning of a second language (L2). Swain, Kinnear, and Steinman (2015) have stated that "student-student interaction
can constitute a vigorous ZPD". In the eld of Sociocultural Theory, there are topics like near-peer role models and Zoneof Proximal Adjusting (ZPA; Murphey, 1996) which discuss how students can contribute to their peers' L2 learning, evenmore than with teacher-centered activities. This lets the students be the main stakeholders of L2 learning. The presenter
will talk about pair and group activities that have worked in her mixed-level elementary class. How can these activities
encourage students to learn and elevate their English level with each other? Is it possible for young learners to produce
their own L2 learning? How can a teacher go from teacher-centered teaching to student-centered teaching with these
activities? These questions and more will be answered by the presenter to inspire teachers to how to use group cohesion
to better their student's learning. Attendees who attend this presentation will learn how to use these pair and group
activities and hopefully could use it in their classrooms.

16:00 — 16:25
Gary Ross

Using Custom GPTs to Enhance ChatGPT

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Computer Assisted
Language Learning16:00 — 16:25

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This presentation introduces the concept of utilizing custom GPTs (essentially Apps) to augment ChatGPT. We will
explore how custom GPTs, tailored to speci c learning objectives and pro ciency levels, can create a more interactive
and personalized learning environment. Despite the sophistication of this technology, its implementation is surprisingly
simple and accessible, making it a practical tool for educators and learners alike. The presentation will demonstrate theeffectiveness of custom GPTs in providing contextually relevant and linguistically accurate interactions, which are crucial
in language learning. Furthermore, we will discuss the adaptability of these models in catering to diverse learning styles
and needs, illustrating their potential in overcoming common language learning barriers. Attendees will gain insights
into the seamless integration of custom GPTs with existing educational frameworks, emphasizing the balance between
technological advancement and ease of use. This session aims to empower educators with innovative tools to enhance
ESL teaching methodologies, ultimately enriching the learning experience for students. The presentation will also
demonstrate GPTs the presenter has made in the context of learning both English and Japanese, and also extensive
reading.

Interested in
Publishingyour SIG
Presentation?

Submissions due
August 31, 2024

Call for papers
for the 2024
For more details,
PanSIG
see the next pageor go to
Journal!

https://pansig.org/pansig-journal

The 2024 PanSIG Journal — Call for Papers!
All presenters for vetted presentations and SIG forums at PanSIG 2024 will be invited to submit a paper basedon their presentation for publication in the 2024 PanSIG Journal. All full article submissions should be madethrough the journal’s submissions page or via the conference email address.
In the same way that the presentations were vetted prior to the conference, journal papers from the conference
will also be subjected to peer review. From 2020, we have adopted the policy of peer review, where eachsubmitting author will most likely review a maximum of up to two 2024 PanSIG Journal submissions. Note thatpublishing in the 2024 PanSIG Journal quali es as a refereed publication. We would therefore like to encourage
all presenters to submit a paper.

Important Dates
Initial Draft Submission Deadline: August 31, 2024
Review Decision Announcement: November 30, 2024
Final Draft Revision Deadline: February 15, 2025
Target Date of Publication: May 15, 2025

General Guidelines
Submissions should be no longer than 4,000 words, including references. Any papers of over 4,500
Word Count words will not be considered for publication and any papers of less than 2,500 words are unlikely to
be selected for inclusion. Try to restrict any appendices to no more than three pages.
• Papers should be either research or practice-oriented. Submissions should discuss the author’s
research or a teaching technique that is being used in the classroom. Please look at the previous
years’ journal articles for examples of these two types of papers on the PanSIG Journal website:
Practice& Researchhttps://pansig.org/pansig-journal
Focused • Papers that consist of only extended literature reviews, or submissions that are limited to personal
opinions without a connection to the wider language teaching eld are unlikely to be selected forinclusion.
Forum presenters can submit papers 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.
Forum
Presenters • If forum presenters are submitting as a group, the paper must still meet the 4000-word limit to be
accepted. Additionally, the submissions should be one cohesive article rather than a collection ofseveral short submissions.
Publication& Review

Papers submitted to the 2024 PanSIG Journal must not have been previously published, norshould they be under consideration for publication elsewhere. All manuscripts are rst reviewed by aneditor to ensure they comply with JALT Guidelines. Those considered for publication will then be
subjected to blind review by at least two readers.

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Please refer to the PanSIG Journal website at https://pansig.org/pansig-journal for further details.
Questions about the journal may be sent to the Editor at: journal@pansig.org

Next PanSIG:
May 17-18, 2025

PanSIG Conference Co-Chairs 2025: Robert Dykes, Prateek Sharma
PanSIG Site Chair 2025: Jennie Roloff Rothman
Our conference team is always looking for willing hands and new ideas! Come and join us!

See you next year!