Edzil.la2022/11/29 14:22

Search... ⌘K

Home

Sessions

Contact

Tickets

English

Daily
Schedules

Plenaries

Live

SIG
Forums

Venue

SocialEventsHandbook

All times are in Asia/Tokyo which you can change.

KOKI TOMITA / MARK BRIERLEY / GRANT OSTERMAN

PanSIG Meeting #1921
Final committee meeting to prepare for PanSIG2022
Date

Start

LengthType

Subtype

Format

Jul
4th

20:00

2h

Networking

GeneralMeeting /Networking

VirtualLocationEnter fromhere

Auditorium Test #3294
You can test the Zoom link for the Auditorium here. (The Auditorium camera is not switched on
yet!)
Date

Start

LengthType

Subtype

FormatVirtual Location

Jul 4th

20:30

>24hr

-

-

-

Enter from here

https://pansig2022.edzil.la/sessions/responsive

Page 1 of 157

Edzil.la2022/11/29 14:22

MATTHEW COTTER / TAKAYUKI OKAZAKI / JENNIFER TEETER

Ainu Language Learning Through Synchronous andAsynchronous Online Methods #2845
While UNESCO classified the Ainu language as critically endangered in 2009, stakeholders
continue to engage in preservation and revival efforts in a variety of capacities. This presentation
will focus on an Ainu language class developed in March 2021, amidst the COVID-19 pandemic,
adopting a new hybrid style of language learning. The weekly 90-minute class held on Zoom
utilizes a long-standing community-based method for adult Māori language learning called Te
Ataarangi combined with modern online initiatives. The language teachers and tutors also update
self-access revision and study materials weekly on the associated Moodle LMS. The classparticipants (n=30) include both Ainu and non-Ainu, varying nationalities, young Ainu language
and culture apprentices, shopkeepers, school teachers, university professors, university students,
museum staff at Upopoy (the Symbolic Space for Ethnic Harmony in Shiraoi, Hokkaido) and otherparticipants dedicated to Ainu language revitalization. The presenters will share the backgroundand methods of the course and highlight the advantages and disadvantages of using Zoom as themain online synchronous learning tool. Functionality of the asynchronous tool, Moodle, will also be
detailed, ending with a discussion of future plans for the development of the classes and online
platforms.
Date

Start

LengthType

Subtype

Format

Jul
8th

17:15

25m

Accessibilityin Language
Learning

Teaching
Mature /Lifelong
learners

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 4 of 157

Edzil.la2022/11/29 14:22

SHUICHIRO KACHI / MASAAKI NIIMURA / MARK BRIERLEY

Using lending history to recommend books forextensive reading #2849
When purchasing new graded readers for a university library, as well as making a varied collection,
it is important to consider whether the books will be “popular” or “highly rated” by the students
who use the library. The factors that make a book popular may be different for books that are
intended to improve English skills. Therefore, using the lending history of books held by auniversity library, we analyze the factors that make a book popular and derive the criteria forpredicting popularity in graded readers. By using these criteria, we can predict the popularity ofthe books we plan to purchase and so purchase the graded readers most likely to meet the needsof the library’s users. In this study, we use data extracted from an online system which stores thelending history and evaluations of graded readers in a university library, to identify the mostpopular graded readers and the factors related to their popularity. On the basis of these factors,
we estimate an order of priority by performing statistical analysis in order to determine whether
the books which the library is planning to purchase will meet the specific needs of the readers who
use the library.
Date

Start

LengthType

Subtype

Format

Jul
8th

17:15

25m

Extensive
Reading

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 5 of 157

Edzil.la2022/11/29 14:22

DOMINIQUE VOLA AMBININTSOA RAZAFINDRATSIMBA

Benefits of using Language Learning Histories (LLHs) inteacher training #2975
Successful language learners need to learn beyond the classroom (Richards, 2015). These
contexts enable learners to develop and exert their learner autonomy, as they decide what andhow to learn. This presentation focuses on experiences with two Malagasy student teachers coauthoring a paper in which they tell their English language learning histories (LLH) beyond theclassroom. Beyond the classroom, every learner has their own ways of learning, which may
depend on their learning contexts and their motivation and interests. Through writing LLH, thestudent teachers realized how their interests constantly triggered their motivation to create
opportunities to learn outside the classroom, a context where support is scarce. They also becameaware of the disconnection between in-class and out-of-class learning content. Theseexperiences helped them reflect on their future practice and how they would like to implementclasses. Through the process of writing experiential narratives in the paper, we were able to makesome significant insights on the potential benefits of the use of LLH in language learning andteacher training. Accordingly, participants will leave the presentation with a deeper understandingof learner experience and autonomy that can help them in developing practices to facilitate
language learning beyond the classroom.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
8th

17:15

25m

LearnerDevelopment

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 6 of 157

Edzil.la2022/11/29 14:22

SAKAGUCHI RIHO / MASAAKI NIIMURA / MARK BRIERLEY

Difficulty estimation method for extensive reading ofgeneral english books #2848
Extensive reading (ER) entails starting with simple books (graded readers) and gradually
expanding the range of reading to include progressively more difficult books. In Japan, ER
programmes often make use of “Yomiyasusa Level” (YL), which indicates a book’s difficulty
performed by the subjectivity of Japanese people who have already done a lot of ER. One of theprinciples of ER is that learners should use the YL scale to choose books at an appropriate readinglevel. Even after learners have progressed from graded readers, they will still benefit from being
able to choose books on the basis of YL, but relatively few non-graded readers appear in YL
databases. The goal of this research is to estimate the YL of general English books to which a YL
has not yet been assigned. This will also be useful for determining the YL scores of new graded
readers and for checking the validity of previously assigned YL. First, we examine the parameterswhich contribute to YL using a corpus tool called Coh-Metrix, which quantitatively evaluates the
linguistic characteristics of a text. Then, we perform a regression analysis using these parametersand estimate the YL of general English books.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
8th

17:50

25m

Extensive
Reading

GeneralResearchOriented
Presentation

Location
Enter
from
here

ZACHARY KELLY

Reverse Engineered: Modeling cross-cultural
pragmatics with TOEFL iBT tasks #2853
The TOEFL iBT test is designed to measure the likelihood of academic success in English-medium
universities attended by non-native English speakers. In order to do well on the test, an
understanding of academic vocabulary is important, but so too is a grasp of non-academic
vocabulary that is useful in student life. This “college knowledge” is tested in the listening andspeaking sections of the TOEFL iBT. Test-takers are asked to demonstrate their understanding of
conversations between students and professors, students and university staff such as a librarian,registrar, or academic advisor, and conversations among students. By utilizing TOEFL iBT practicematerials and their accompanying scripts, these texts can be reverse engineered to model ,instruct, and improve our students’ lexical and cross-cultural pragmatic awareness. This workshop
will demonstrate how materials can be exploited to build up useful vocabulary for study abroad(dorm, GPA, transcript, etc.), improve situational awareness through reading, listening, and roleplay, and ultimately build up students’ confidence so that they have a degree of “college
knowledge” before they set foot on a campus far from home.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
8th

17:50

25m

Study
AbroadCollege andUniversity
Education

PracticeOriented Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 7 of 157

Edzil.la2022/11/29 14:22

JEAN-PIERRE RICHARD

Comparing the online and paper-based versions of the
TOEIC L&R #2893
Shōzan University (a pseudonym) uses the Computerized Assessment System for English
Communication (CASEC) for placement. Students complete the CASEC at home in late March,then the TOEIC Listening & Reading (L&R) a few weeks later once classes have begun. Twocohorts, 2018 and 2019, completed a paper-based version of the TOEIC L&R; however, twocohorts, 2020 and 2021, completed a novel online version of the TOEIC L&R, which reportedly
results in similar scores as the conventional paper-based TOEIC L&R (IIBC, 2020). Author (2020)
revealed that all cohorts had similar CASEC scores; however, TOEIC L&R scores from the online
version were significantly higher than from the paper-based test. Author (2020) also reported on a
sub-group (n = 57) who completed both versions of the TOEIC L&R, with online test scores being
significantly higher than the conventional paper-based scores. However, the former wascompleted without proctors. The current presentation will report on a study from February 2022.
Participants (n = 80) will complete the two different versions of the TOEIC L&R with participants
randomly assigned to two groups (i.e., paper-online or online-paper). Both groups will complete
both tests under supervision.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
8th

17:50

25m

Testingand
Evaluation

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 8 of 157

Edzil.la2022/11/29 14:22

TOYOSHIMA KOTA / MASAAKI NIIMURA / MARK BRIERLEY

Automatic question generation for an extensive reading
placement test #2850
When practiced correctly, Extensive Reading (ER) should enable learners to become more
proficient users of a foreign language. The method is only effective, however, if learners readbooks of an appropriate level, i.e. books which they can enjoy reading without needing to consult a
dictionary. Therefore, the Extensive Reading Foundation Placement Test (ERFPT) was developed
to measure the reading level of learners. The test employs comprehension questions which havebeen created by teachers who have volunteered their time to help develop the test. More texts andtest items will improve the test; therefore, we propose a system that automatically generates
questions and so reduces the burden on those making the test items. The question generation
method is based on the way that the test item maker actually creates questions for the ERFPT, inother words through a process of ‘abstraction’. We use a summary created by PEGASAS, which isa transformer model for abstractive text summarization. This presentation will investigate thesuitability of this method for generating questions for ERFPT. If successful this method may be
used for creation of a variety of comprehension tests beyond ER.
Date

Start

LengthType

Subtype

Format

Jul
8th

18:25

25m

Extensive
Reading

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 9 of 157

Edzil.la2022/11/29 14:22

SUWAKO UEHARA

Developing an in-house corpus and high-frequency
word list for science majors #2854
This reports on a work-in-progress of the development of an in-house corpus and high-frequency
word list of the corpus for a Science and Engineering university in Japan. Students read scientificarticles as part of their required English courses. However, in an informal survey, while somestudents were positive about the prospects of reading specialized academic articles in English,
others felt that it would be too challenging. In order to bridge the difficulty gap, an in-house
corpus of articles recommended by the science faculty and a high-frequency word list of the
corpus are being developed. Interviews and surveys will be conducted with selected members of
the science department to understand the nature of articles written in English that these members
would recommend for graduate students. The articles will be gathered to create a corpus of one
million words, and processed for high-frequency words using AntConc (Version 4.0.2) (Anthony,2021) a free online vocabulary profiling software. These will be compared against the newacademic word list and further analysed for specialized words. The findings will help to construct
an informative vocabulary list for the students in graduate school, and in the future, this could befurther refined for undergraduate students.
Date

Start

LengthType

Subtype

Format

Jul
8th

18:25

25m

Vocabulary

College andUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

JULIA KIMURA

Building Zettelkastens for SLA research and theclassroom #2912
In this presentation, classroom applications of the Zettelkasten method will be explored. A
Zettelkasten is a personal knowledge management system in which notes are created andassigned to ad hoc categories as they emerge. By creating note slips, either in digital or analog
form and subsequently creating links among them, a framework of knowledge can be replicated.
By relating ideas to each other, students replicate a train of thought. Zettelkastens provide a place
to store and, more importantly, organize knowledge, thereby increasing the quality and quantity oflearning. Though this system was first used to develop research ideas, it also has applications in
the foreign language classroom to serve as a framework in which the learners organize andconsolidate what they have learned. In this talk, the presenter will first provide an overview of theliterature on Zettelkastens and then demonstrate how to implement this system and apply it toresearch and, more importantly, the classroom. Finally, learners’ subjective feedback on theeffectiveness of this classroom practice will be addressed.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
8th

18:25

25m

College andUniversity
Educators

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 10 of 157

Edzil.la2022/11/29 14:22

GERARDINE MCCROHAN

Online Lounge #3289
Meet online participants and prepare for the day.
Date

Start

Jul
9th

08:30

LengthType

Subtype

FormatNetworking

GeneralMeeting /Networking

VirtualLocationEnter from
here

KOKI TOMITA / DAWN LUCOVICHOpening Ceremony #3290
Welcome to PanSIG2022!
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

08:50

10m

Networking

GeneralPlenary
SessionLocationEnter fromhere

DAVID BEGLAR

The Well-Balanced Individual: A Challenge for
Educators #3120
On an individual level, a key purpose of education is to bring forth the latent abilities that exist ineach person. On a societal level, a primary purpose is to contribute to the emergence of an everadvancing civilization. These purposes are intimately related and can be achieved when individuals
act on the basis of an evolving set of knowledge and skills that has practical and beneficial
applications, positive emotional health, an ethical foundation in which the welfare of others isimportant, and an ability to think creatively. Although foreign language teachers are primarily
responsible for supporting their students in their efforts to perform the challenging task ofacquiring an additional language, foreign language classrooms can--and arguably should--be thesite of more diverse types of learning that help learners develop their innate abilities in ways thattouch on four aspects of what it means to be human: cognition, affect, ethics, and creativity.
These four overlapping aspects can be embedded in language-learning tasks in ways that canpotentially lead to cognitive development, the healthy expression of emotion, ethical thinking, andnew and interesting angles on ideas and ways of acting in the world.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

09:00

50m

TeacherDevelopment

Any

Plenary
SessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 11 of 157

Edzil.la2022/11/29 14:22

F33 Test #3299
You can test the Zoom link for F33 here. (The room camera is not switched on yet)
Date

Start

LengthType

Subtype

FormatVirtual Location

Jul 9th

09:30

15m

-

-

-

Enter from here

ROBERT JAMES LOWE / MATTHEW SCHAEFER / MATTHEW W. TURNER

Perspectives on how to support learners with special
educational needs #2710
While accommodation for students with special educational needs (SEN) is built into mainstream
education and teacher training courses, and considerable research has been carried out regarding
SEN students' language learning, much less attention is given to the professional development oflanguage teachers who seek to provide inclusive and adaptive learning environments for SEN
students. This presentation reports on a case study carried out among five instructors who taught
students with SEN in an academic discussion course at a Japanese university. These teachers
were considered representative of university-level language teaching practitioners in terms of
qualifications, experience, and teacher education, including a lack of official training regarding
working with SEN learners. The study used reflexive writing by the teachers to uncover a set ofdeveloping perspectives on, and diverse approaches to, supporting SEN students. The results
reveal two areas that are potentially instructive for both teachers and academic managers ofprofessional development programs. First, they give some insight into the extent to which preservice training programs are currently preparing teachers to help learners with special
educational needs. Second, they outline a variety of ways in which teachers can proactively adjust
their practice in order to better create equitable and inclusive classrooms.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:00

25m

Accessibilityin Language
Learning

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 12 of 157

Edzil.la2022/11/29 14:22

JOHN RUCYNSKI / PETER NEFF

Exploring the benefits and challenges of using humor in
online teaching #2735
Humor can be a vital component of the language teacher’s repertoire, especially considering its
positive impact on classroom atmosphere and student participation (Reddington & Waring, 2015).
Unfortunately, instructors had to drastically rethink their approach to incorporating humor with thesudden shift to online instruction. Would students still appreciate or even recognize humor use
with lessons being taught via online video conferencing? In order to gain a better understandingof the role of humor in synchronous online teaching, the presenters undertook a mixed methods
study, administering a survey to university English language teachers (N = 60) and conducting
follow-up interviews with select participants. The Likert-scale items in the survey covered
variables such as the benefits, challenges, and approaches to using humor in online teaching.
Additionally, open-ended survey items queried teachers about topics such as comparing the useof humor in online and F2F lessons and solutions to the limitations of online teaching. Responses
indicate vast differences in opinion, with some participants lamenting the obstacles toincorporating humor into their lessons while others enthused over the unexpected possibilities
offered by the novelty of this new teaching environment. After reviewing the survey results, thepresenters will share expanded insights from the follow-up interviews.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:00

25m

College andUniversity
Educators

GeneralResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 13 of 157

Edzil.la2022/11/29 14:22

MASAYUKI TAKANOThe Teaching of LOTE in a Japanese High School #2827
In Japan, English is the dominant foreign language taught in classrooms and a limited number ofhigh schools provide languages other than English (LOTE) (MEXT, 1996, Okabe, 2002). However,teaching LOTE is said to be beneficial for developing open-minded behavior towards those ofdifferent cultures and backgrounds, and improving metalinguistic competence such as expressing
oneself and understanding others (Psychol, 1999). The target organization hosts a program called“Languages of the World” in a newly established high school, which focuses on LOTE. In thiscourse, all first-year students learn five languages: Chinese, Korean, French, German, andSpanish, each taking eight class hours. Not only do the syllabus and materials used in thisprogram focus on language knowledge, such as grammar and pronunciation, they also touches on
the cultures of the areas where the languages are spoken. While there were challenges, such as alack of familiarity with LOTE, and much to be improved in this first-time program, the initiative had
several meaningful and productive outcomes for the students. A survey sent out to students after
the completion of the school year revealed that many experienced personal growth in cultural
understanding.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

Other
Language
Educators

Junior /Senior HighSchoolResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 14 of 157

Edzil.la2022/11/29 14:22

ANTLE JOSHUA BROOK

Teacher Trainees' Opinions of the Viability of TBLT in
Japanese High School #2841
This action research study focused on teacher trainees and their beliefs about the potential of
TBLT in their future teaching situations. The participants were fourth-year undergraduate students
enrolled in the Teacher Education Program at a private university in Japan. As part of their seminarwork, the students read a series of articles describing the process of implementing TBLT. They
also read articles describing relevant research studies focusing on TBLT. After seven weeks oflessons with each lesson focusing on a different article, the teacher trainees participated in a TBLT
lesson as students. Their assignment for this portion of the seminar was to share their thoughts,
specifically TBLT’s viability for their future teaching context. The data were collected through theuse of a questionnaire with open-ended questions. Each question represents a research question
for this study. The research questions elicited the teacher trainees’ opinions on the following
issues: TBLT’s viability within the Japanese context; TBLT’s viability for low-level learners;
weaknesses and strengths of TBLT; possible approaches for incorporating TBLT into English
classes; TBLT and student motivation; and whether they plan to use TBLT in the future. The results
indicated the trainees were mostly concerned with TBLT’s viability for low level learners.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

TaskBased
Learning

Junior /Senior HighSchoolResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 15 of 157

Edzil.la2022/11/29 14:22

MAMORU "BOBBY" TAKAHASHI

Teaching Self-study: Ideas to improve Self-study
Habits #2843
The presenter will share ideas for guiding students from ‘I don’t know what to do’ to ‘now I knowwhat to do’. The ideas include: setting goals, mental preparation for daily self-study activities,
Learning Cycle, and note-taking strategies. English as it is taught in classrooms often focuses on
testing students rather than on having them acquire learning skills. Learning strategies should betaught explicitly to enable our students to acquire learning skills. Learning Cycle, Active Recall,and study habits are three theoretical paradigms the presenter encountered in recent years.
Learning takes place when students have opportunities to repeat the content. One effective
strategy is using the Learning Cycle. The famous Feynman Learning Technique is one of thevariations of the Learning Cycle. Active Recall can be used in connection with the Learning Cycle.
Simply said, Active Recall is an act of self-questioning. By using Learning Cycle with Active Recall,the content can be repeatedly reviewed by students. Next, the presenter will share his collectionof note-taking styles including some unique note-taking styles. At the end of the presentation, theresults of the presenter’s own action research in this area will be shared.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

LearnerDevelopment

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

VirtualLocation
Enter
from
here

JANICE SESTAN / RACHELLE MEILLEUR

Setting up a successful COIL project #2858
Collaborative Online International Learning (COIL) partnerships provide faculty members with
opportunities to collaborate with colleagues at institutions in different countries, and allow students
to learn in a globally networked classroom in the form of virtual mobility. A COIL project begins withfinding a teaching partner at a university in another country, and then together developing a six- toeight week learning experience for both their classes in which all students learn, exchange, andinteract with each other without ever leaving their own country. The thought of developing andembedding a successful international online learning experience with students and the professors
themselves at different institutions may sound exciting, but it can also be very overwhelming. Withso many variables at play - technological access, language differences, time zones, and culturaland pedagogical differences - faculty may not know where or how to begin. The two presenters,
professors from Canada and Japan, will share about their experience collaborating on a COIL
project for their students, who were in different majors and had different levels of English. Topics
will include initiating a partnership, setting feasible goals and objectives together, andtroubleshooting when best-laid plans do not always work out.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:00

25m

Intercultural
Communicationin Language
Education

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 16 of 157

Edzil.la2022/11/29 14:22

JENNIFER IGAWA

Language Learning COILs: A Pilot Study #2865
Collaborative Online International Learning (COIL) and Language Learning COILs (LLCs) provide
opportunities for students to communicate with students from other countries learning the same
L2, to communicate with native speakers of the L2, and to develop cultural awareness andunderstanding. The COVID-19 pandemic has hastened awareness and understanding of how
important and useful COIL might be in education. This presentation will report on the outcomes ofa LLC held in the fall of 2021 between a English Communication class for first year Japanese
university students and a 2nd year Japanese language class at a college in the United States. Aftera brief outline of the LLC’s content and procedure, I will review the results of a post-LCC
questionnaire given to the Japanese students. Results of this pilot study show that students had
positive responses to the LCC, and indicated increases in motivation to study abroad, awarenessof cultural differences between Japanese and American university students, and participation in
regular English classes. The data related to perceived language ability and confidence in using thelanguage is inconclusive and merits further investigation. This presentation might be of interest to
any instructor interested in Language Learning COILs.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

ROBERT TAFERNER

Exploring systematicity of spatial phrasal verb
constructions for L2 learners of English #2874
This ongoing study investigates the systematicity and teachability of difficult spatial phrasal verb
constructions (PVCs) for second language (L2) learners of English. Cognitive semantic research(e.g., Evans & Tyler, 2005; Mahpeykar, 2014; Shintani, Mori & Ohmori, 2016; Bong, 2019; Tyler,
Jan, Mahpeykar, & Tullock, 2020) indicates that systematicity and teachability of PVCs have beena long-term focus of language teachers and applied linguistics, and continues to be of particularinterest. For this current study, 41 1st-year university students in an English program in Japan
completed a survey eliciting a range of difficult PVC usages. Analysis of the data reveals that
correlations of participants’ first language (L1), linguistic complexity, PVC difficulty, prototypicaland polysemous categorical properties demonstrate systematic features that can influence theteachability of English PVCs for L2 learners of English. The implications of this research on thesystematicity of spatial PVCs could lead to enhanced teachability and thus may have an effect on
L2 pedagogical practices.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

Vocabulary

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 17 of 157

Edzil.la2022/11/29 14:22

ANNA WALKER

A quantitative exploration of teacher demotivation ineikaiwa #2879
Teacher demotivation negatively affects the well-being of educators and can increase teacher
burnout and turnover intention. Factors contributing to teacher demotivation include a lack ofautonomy, interpersonal difficulties in the workplace, inadequate training, and few chances forcareer progression. In the eikaiwa context, few studies have directly explored teacher demotivation.
Taylor (2017, 2019) qualitatively demonstrated demotivation among teachers from both large
eikaiwa chains and independent schools alike, yet the depth and scope of the phenomenon within
the industry remains unclear. In order to fill this gap, a 32-item Likert scale questionnaire exploring
autonomy, training, career progression, interpersonal relationships with colleagues and managers,
and turnover intention was developed and distributed online between December 2021 and February
2022. Results from 89 respondents were collected and analyzed. It was found that teachers weremost demotivated by limited career progression, lack of training opportunities, and reduced
autonomy. They were least demotivated by interpersonal relationships with colleagues. The
presenter will consider these results in relation to demographic factors such as gender and school
type. Implications for eikaiwa educators will also be discussed.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

TeacherDevelopment

Conversation/ Language
SchoolResearchOriented
Presentation

VirtualLocation
Enter
from
here

DONNY SPARROW

Corpus Linguistics: What is it and what can it do foryou? #2968
Corpus Linguistics (CL) is a data driven methodology where frequency data is an important source
for teachers and learners (Friginal, 2018). CL is mainly used at the level of institutions, publishers,
editors, materials writers, researchers, and other specialists. (Bolton, 2010). This is a process andlanguage that is very specialized and dense and is not intended for the language learner / averageteacher. It takes a lot of investment in order to come to understand CL, like any technical subject.
CL does have a lot of upsides such as making materials more authentic and developing learnerautonomy. This presentation will cover some practical examples of what can be done in terms ofpedagogical application such as tasks done by students or simply techniques to improve your own
teaching. Having different tools and a variety of them can help teachers who have no experience
get a good start using CL in the classroom.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

25m

ComputerAssisted
Language
Learning

GeneralPracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 18 of 157

Edzil.la2022/11/29 14:22

NIALL WALSH / BRIAN CULLENThe Unheard Voice in Materials Development #2971
The learning materials or textbook used in the classroom is a core component of language learningin the EFL industry. However, the material is often designed by teams of materials writers, located
far away and completely faceless from the students' perspective. Additionally, multiple
researchers in the field (McGrath, 2013; Tomlinson and Masuhara, 2018) have identified one pitfallof materials development and textbooks as the lack of a meaningful feedback loop from learners,
what we refer to as ‘the unheard voice.’ This presentation will report on a survey carried out by thepresenters to give students a voice by listening to their attitudes towards the materials used inclass. Some of the main areas covered include the level of interest or enjoyment towards thecurrent textbooks/materials used in class, problems that they perceive in current materials, thetype of materials that students would like to use, the preferred modality of learning materialdelivery (such as traditional pen and paper, group work, video, and online quizzes). In addition, thesurvey went deeper by encouraging students to think more critically by asking them to consider
designing their own materials and the content and format of these materials.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:00

25m

Materials
Writers

GeneralResearchOriented
Presentation

Location
Enter
from
here

JOHN MAUNE / SUE FRASER OSADA / JEREMY REDLICH / ANDREW DECKER / STEVEN PATTISON(Re) Imagining literature in language education #2653
The goal of content-based instruction (CBI) is to teach the subject—not the language—with thegoal of providing genuine topics that interest and motivate the student beyond what many sterile
language textbooks achieve. Literature is a creative product aimed at stimulating interest, so as a
CBI subject it perhaps has the greatest potential to engage EFL students. Literature ranges fromsix-word memoirs, to comic books, to lengthy novels: it's creativity knows no bounds. As literature
is a creative product, so too are the methods for using literature in language education. This forum
mimics the theme of the conference : (Re) Imagining Language Education. How do you use
literature to engage your students? In this LiLT forum, we would like to address this topic.
Presenters will share their experiences in how they use literature in their classroom. Integral to
the forum's success is audience participation; questions and insights will be solicited and greatly
appreciated. Non-members and LiLT members alike are encouraged to attend and enrich ourfriendly and inclusive forum.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:00

1h30m

Literature in
Language
Teaching

Any

Unvetted
SIG Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 19 of 157

Edzil.la2022/11/29 14:22

ANDREW REIMANN / NATSUKI SUZUKI / JOSEPH DIAS / PAUL NANTON / CHIYUKI YANASE / DAVIDLAHEIST / CATHERINE TAKASUGI / アレン玉井光江

From Burnout to Burning Rubber #2657
The pandemic introduced numerous challenges to our personal and professional lives as teachers.
We may have felt an adrenaline rush in the early days as we had to rally all our personal andcollective resources in transitioning to online teaching. But, as the pandemic dragged on, many of
us felt the fatigue of having to pivot from F2F to hybrid to fully online teaching at the drop of adime. The extra energy needed to help students cope with learning through different modes also
drained our internal resources. This forum will focus on the strategies that teachers at various
levels of education—from K12 to university and language schools and beyond—have replenishedtheir stores of energy and enthusiasm.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:00

1h30m

Lifelong
Language
Learning

Any

Unvetted
SIG Forum

LocationEnter
from here

BRENDAN PLUMMER

Teacher Perceptions of ADHD and ASD in the Japanese
EFL Classroom #2698
Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are two
frequently diagnosed learning differences which can seriously influence students’ L2development. Although Japan has diagnosis rates comparable to other developed countries (NISE,
2016), teachers often lack training for these conditions. This is particularly true for EFL instructors,
who are not necessarily trained or informed of learning differences. In Japan, reporting andcommunication of these conditions is generally scarce, yet MEXT maintains a policy of inclusion at
all levels of education. Therefore, a clearer picture of the challenges facing EFL teachers is one
step toward ensuring classroom praxis can meet the promise of inclusivity. A survey of EFL
teachers in Japan was conducted to better understand issues around learning differences as
ADHD and ASD in their classroom. The survey had three goals: to chart themes in EFL teachers’
perceptions of learners with ADHD and ASD; to chart adequacy of EFL teachers’ knowledge andtraining for learning differences; and to identify potential areas of need for better understanding
how to make the EFL classroom more accessible. This presentation will present the results of thesurvey and a set of practical takeaways which EFL teachers might consider in furnishingaccessibility in the classroom.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:35

25m

Accessibilityin Language
Learning

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 20 of 157

Edzil.la2022/11/29 14:22

THERON MULLER / JERRY TALANDIS JR.

Developing a system for student self-evaluation in
speaking classes #2717
A common classroom challenge is evaluating student oral production, particularly in classrooms
where students speak in small groups as limitations of teacher and classroom lesson time makeproviding individualized feedback impractical. In this practically-oriented presentation, thepresenters introduce a system developed to make lessons more student-centered, promotelearner autonomy, and facilitate student reflection. The system enables students to self-evaluate
their speaking through recording and transcribing their oral production using freely available
online tools. The presenters describe the development process for the self-evaluation rubric. The
rubric went through multiple iterations from one originally intended for teachers, which was
unwieldy for students to use, to a simpler, more focused student-friendly rubric. As a result of thischange to the class system, students could self-evaluate their production and solicit individualized
feedback from instructors concerning self-selected topics of interest. The presenters also sharestudent reflections and feedback. Specifically, students observed that focused self-assessment
helped them better understand and implement the conversation strategies featured in the classtextbook. As these techniques are compatible with online and face-to-face instruction, attendees
will gain an understanding of how to implement similar strategies in their teaching without relying
on the online technologies used.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:35

25m

LearnerDevelopment

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 21 of 157

Edzil.la2022/11/29 14:22

EDO FORSYTHE / STEVEN MACWHINNIE

Further Reflections on the Effects of Free Writing in an
EFL Writing Class #2724
Japanese university students are often required to perform free writing activities in their English
language classes in an attempt to encourage confidence in writing in English. Free writing
activities are defined as “the act of writing quickly for a set time from ten to fifteen minutes, justputting down whatever is in the mind, without pausing and worrying about what words to use, andwithout going back to modify what has been written” (Li, 2007, p. 42). The authors have had theirstudents do free writing activities throughout two years of English composition courses andanalyzed the quantitative effects of such activities. In this presentation, the authors will explain thefree writing activity tasks used, then provide quantitative data to show results in terms of thenumber of words written, and finally representative qualitative examples from the students’reflection on their free writing experiences. This presentation will be an extension of the data
presented at JALT2021. Attendees will come away with ideas for how to more effectively employ
free writing in their university English language classes in a manner that will align with students’ideas on free writing for self-improvement.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:35

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

BRADFORD J. LEE / EDWIN HART

Masks’ impact on listening communication in the L2context #2736
Since the start of the COVID-19 pandemic, the wearing of face masks during all interpersonal
contact has become our “new normal.” Though an indispensable part of our daily outings, it isindisputable that masks impede verbal communication by both muffling speech sounds andblocking visual cues (e.g., facial expressions, emotional information) from view. While this
impediment might only be minor for people conversing in their first language, the current study
sought to investigate the impact that masked speech had on language learners’ comprehension of
a second language. A sample of 192 Japanese university students were given a listening task
under three conditions: masked speaker, unmasked speaker, and audio only. Results indicated thatlearners had significantly more difficulty comprehending the speech when viewing a masked
speaker, even more so than when they were just listening to voice recording (i.e., with noaccompanying picture). We will discuss with attendees current theories of speech perception andlistening comprehension which may explain these findings, as well as ideas on how to counteract
this effect to communicate more effectively in the classroom while masked.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:35

25m

Listening

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter
from here

Page 22 of 157

Edzil.la2022/11/29 14:22

GEOFFREY CARR

Paper to pixels: A decade of EFL journal development#2829

Journal writing is a recognized and much-used tool in language teaching. In the language teachingclassroom, it can address multiple needs: target language habituation, student interaction in thetarget language, provision of authentic materials, facilitation of both peer and instructor review,
multimedia communication, multiple study skill integrations, enhancing student motivation, andmany more. Journaling has been a component of the first-year courses I teach for over a decadeand has been developed and refined through several iterations. This presentation has three
distinct foci. First is the succinct elaboration of the language teaching needs the journaling
program seeks to meet, followed by a description of the development of this program over time
and the reasons why that development was necessary. Finally, there is a practical demonstrationof the various modes, methods, and tools in the current OneNote-based journaling system,
illustrating how it can be used, and be useful, for both students and educators.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:35

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

VirtualLocation
Enter
from
here

MICHAEL MCGUIRE / JENIFER LARSON-HALL

High-frequency multi-word sequences and learners’
speech rate and listening #2830
The automation of multi-word sequences (MWSs) reduces the cognitive load required for fluent
speech (Wood, 2010). However, this poses challenges for L2 learners because considerable
phonological reduction occurs in high-frequency MWSs (Bybee, 2002). This study looks atwhether attending to reductions during focused listening and speaking practice of the highestfrequency MWSs could help improve students’ spoken fluency and listening perception(accuracy). Over the course of 10 weeks, both a control group (N=17) and an experimental group(N=16) of Japanese L1 English language users studied 10 common bigram collocations each week,
while the experimental group additionally studied sets of 10 phonologically reduced highfrequency trigrams. Both groups also described three picture stories that contained the target
collocations in class and completed focused listening homework each week. Participants were
tested for 1) gains in spoken fluency through both a free speaking and storytelling task and 2)
ability to accurately complete a dictation listening task containing target MWSs. This presentation
will discuss the study and results, which found a large advantage for the experimental group in
spoken storytelling fluency but no statistically significant difference in free speaking fluency andlistening perception.
Date

Start

LengthType

Subtype

Format

Jul
9th

10:35

25m

Vocabulary

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 23 of 157

Edzil.la2022/11/29 14:22

PAT CONAWAY

Cooperative board games for developing turn-taking in
EFL discussions #2835
Effective turn-taking is vital for successful participation in group discussions. In Japanese EFL
contexts, group discussion often exhibits turn-taking behavior that is markedly different from thatof competent English speakers, often limited to each participant making a short speech and briefcomments of agreement or disagreement. Turn-taking behavior is also a major component of theinteraction in cooperative board games, which encourage group decision-making and often exhibit
more varied forms of turn-taking. This presentation describes the use of cooperative board
gameplay in the classroom as a training aid to develop learners' turn-taking skills. First, thepresenter will explain the characteristics of cooperative board games from a TBLT perspective,
including the range of speech acts contained within their gameplay. Then an analysis of student
transcripts collected over one semester will be presented to illustrate changes in student turntaking behavior in a variety of contexts. The changes explored include differences in turn lengths,
speech act use, and turn-taking patterns of learners. The presentation will conclude with somesuggestions for using cooperative board games in the language classroom to maximize language
use.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:35

25m

TaskBased
Learning

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 24 of 157

Edzil.la2022/11/29 14:22

JOHN BANKIER / RAYMOND YASUDA

Filling Gaps in the English Curriculum with Self-Access
Learning Initiatives #2838
Classroom-based language curricula are necessarily “one size fits all”, leading to potential gaps
which self-access language learning can address through resources suited to individual learning
goals. Moreover, centres can become social communities in which users learn from each other(Mynard, 2019). Through dialogue with learners and faculty, gaps in the English curriculum wereidentified and initiatives developed within our tight budgetary constraints. The questions thatguided the development of our self-access centre were: 1. Why do many CEFR (pre-)A1 level
learners rarely visit the teacher-run conversation lounge and what can be done to encourage their
participation? 2. How can value be added for bicultural and “returnee” learners who are not wellserved by required English classes? 3. What can be done to support the 10-15% of students in the
English Department who choose to write their graduation thesis in English, considering their
numbers are judged insufficient for a dedicated advanced academic writing class? Details will be
provided of ongoing initiatives to encourage participation of lower-level students, involve biculturaland returnee students as active stakeholders, and provide writing support without a writing
centre. In addition, presenters will invite ideas from the audience to address these common issues
through autonomous learning.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:35

25m

College andUniversity
Educators

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 25 of 157

Edzil.la2022/11/29 14:22

THOMAS STONESCan asynchronous formats be used to develop
discussion skills? #2852
With the emergence of the coronavirus pandemic, there was a need in many educational contexts
to adapt materials and courses originally intended for face-to-face delivery to online platforms in alimited timeframe. This less-than-ideal scenario led to many educators implementing alternative
methods for teaching core spoken-language competencies, such as presentation and discussion
skills. However, such rapidly implemented adaptations raised numerous questions as to theefficacy of online, asynchronous formats to facilitate the development of spoken-language skills.
Thus, this presentation examines the effectiveness of two asynchronous platforms: (1) written
discussion-forums, and (2) an audio-visual platform, VoiceThread. These were adopted to assist in
the development of discussion skills among intermediate learners at a Japanese university.
Examples of the discussion skills that are the focus of this study include agreeing, disagreeing,
and negotiating meaning. Based on a qualitative analysis of the transcripts of both formats, thepresentation discusses the relative merits of each platform by comparing the discussion skills
used. Overall, the findings indicate that VoiceThread is the more effective platform for developing
spoken-language skills, but that the discussion forums allow an easy-to-implement, if limited,alternative. Implications for the use of these platforms as part of a discussion skills course will be
discussed.
Date

Type

Subtype

FormatCANCELLED

Computer Assisted
Language Learning

Any

Research-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter fromhere

Page 26 of 157

Edzil.la2022/11/29 14:22

ALEXIS BUSSO

Transforming rudimentary tasks through the use ofauthentic materials #2868
One of the most vital, yet challenging tasks of a language instructor is to create activities that offer
a variety of real-world applications to help prepare students for life beyond their studies. Standard
curricula, textbooks, and high-stakes tests are often rigid, with little room for creativity andrelevant learning experiences. An increasing number of studies show that scaffolding authentic
materials provides countless linguistic benefits, such as improved communicative competence(Berardo, 2006; Mishan, 2005), listening comprehension (Otte, 2006), exposure to unstructured
language (Rogers & Medley, 1988), and non-linguistic advantages, such as motivation(Nuttall,1996) and enhanced cultural understanding (Little et al., 1989). This session will begin
with an overview of the academic discussion revolving around the use of authentic materials in aforeign language classroom. Following this, the presenter will explore guidelines to consider whenselecting authentic materials, and some simple, yet effective strategies for integration. In closing,
the presenter will share some practical tasks that they have implemented in their Japanese
university classes and offer insight into how it has impacted their students. The session will
revolve around this question: How can educators exploit authentic materials to close the gap
between the real world and the classroom environment?
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:35

25m

Intercultural
Communicationin Language
Education

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 27 of 157

Edzil.la2022/11/29 14:22

MICHAEL PARRISHTeacher satisfaction during the COVID-19 pandemic#2873

Since March 2020, the COVID-19 pandemic and resulting emergency measures such as campus
closures and sudden shifts to online learning have had numerous effects on how teachers performtheir jobs, in particular challenges such as adapting to changes in social interaction andtechnology (Miller, Parrish, 2021). This study will present data from a survey of 202 Japan-based
university instructors using Likert-scale items, open-ended items, and interview data collected at
the end of the 2020/2021 academic year. The survey was part of a larger quantitative andqualitative cross-sectional study investigating teacher job satisfaction in Japan. The survey
questions relate to overall job satisfaction before and during the pandemic and what aspects ofthe experience were positive or negative. Survey results indicated several areas of concern, suchas isolation, anxiety, and frustration with technology, as well as suggested possible methods tocope with unexpected change and disruption in the education industry, through adaptive use oftechnology, continuous training, and accessing social networks. Participants will receive practicalsuggestions for improving their professional development drawn from the survey and the author's
personal experience.
Date

Type

Subtype

FormatVirtualCANCELLED

TeacherDevelopment

College andUniversity
Education

Research-Oriented
Presentation

LocationEnter from
here

BRIAN CULLEN / NIALL WALSH

Practical Lessons from Materials Development #2976
In order to support materials development in EFL teaching in Japan, there is a need for sharing ofexpertise and practical experience. This can potentially be achieved through workshops whichbring experienced developers together with teachers who have the interest or need to creatematerials. This workshop will begin in the form of a structured dialogue between two materials
developers, one with 25 years experience and the other much newer to the field. Developing
materials for language learning is fundamentally a practical process, and through the presenters’
guidance and offering different perspectives, they will share lessons learned in the trenches ofmaterials development. Some topics covered are the use of linguistic and practical frameworks,
utilizing skills and knowledge that you already have, finding your own working style, identifying
your learners' language needs, working with different activity types, using deadlines effectively,
and balancing your own interests with the needs and interests of the learners. For each topic,
workshop participants will use these lessons and tips in groups as a stimulus to think about anddevelop learning materials for their own teaching context.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

10:35

25m

Materials
Writers

GeneralPractice-Oriented
Short Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 28 of 157

Edzil.la2022/11/29 14:22

MICHAEL WALKER

Understanding the Process of Generating Text in
Academic Writing - A Student Case Study #2742
Mastering academic writing is one of the biggest challenges for tertiary level students. Whilstclassroom instruction may provide guidance in how to properly construct an essay or research
paper, the actual process of writing is one that many students find disorientating. Likewise, once
submitted, educators are often left bewildered as to how their teachings so comprehensively
failed to be translated into a competent piece of writing. The problem for both parties is that inmany cases the most significant moment of the writing process is one the students have received
no direction on -- how to actually move between ideas and text generation. Collins and Gentner(1980) claimed it was important to separate idea production from text production with the key
component focussed on identifying movement between the ‘content space’ and the ‘rhetoricalspace’. This applies at both a sentence-construction and paragraph-assembly level. Through theuse of Think Aloud Protocols, this presentation will look at how a freshman student navigatesmoving between her ideas and converting that into text and what writing instructors can learn fromthis crucial moment of the writing process.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:10

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

ALEC MCAULAY

Visual Storytelling in Creative Writing #2813
Maloney (2019) states that creative writing is perhaps "the most under-used tool in the ELT box."
Research shows that the benefits of using creative writing in the EFL classroom include raised
critical consciousness (Stillar 2013), increased motivation (Smith 2013), and improved acquisitionof grammatical structures (Pelcova 2015). This practice-based presentation will outline how one
particular aspect of creative writing, screenwriting, can be successfully utilized in the Japanese
university classroom. ‘Visual storytelling’ is a form of writing used by screenwriters tocommunicate on the page images and information that will be seen on screen. The presenter will
begin by explaining what visual storytelling is. He will then describe how he teaches a course foruniversity 3rd- and 4th-year students that utilizes visual storytelling techniques to introduce
students to creative writing. The presenter will explain how he makes use of short films, featurefilm clips, and screenplay extracts to foster student creativity. Samples of work done by students
will be introduced.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:10

25m

College andUniversity
Educators

GeneralPracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 29 of 157

Edzil.la2022/11/29 14:22

KEVIN BARTLETT

CLIL and Translanguaging in EAP classrooms #2836
A class of 3rd year Japanese university EFL students (n=26) were taught a subject called “Scienceand Society in English” that allowed them to utilize their prior knowledge from their majors in the
EFL classroom. A CLIL-based syllabus incorporating translanguaging approaches was created tosupport students' use of L1 and L2 materials. Themes explored in the class covered the impact ofscience and technology on society, and its benefits/ hindrances . Following "Bloom's Revised
Taxonomy 2001" as a learning progression guide, students were provided with opportunities toread and discuss topics related to their Science and Technology majors in their L1 and L2 to
prepare to write a research paper and make a final presentation in English. This presentation will
outline how Blooms Revised Taxonomy, CLIL and translanguaging approaches were incorporated
in the classroom throughout the 15 week semester. It will outline the observed benefits tostudents’ comprehension of content and the specific language it requires through bringing theirprior knowledge from their majors to the forefront. Findings indicated that allowing learners L1 in
the L2 classroom increased students' levels of motivation and willingness to communicate, whiledeveloping their academic writing and presentation skills.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:10

25m

Bilingualism

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 30 of 157

Edzil.la2022/11/29 14:22

GOTA HAYASHI

Using Technology to Teach English Communication for
Repeaters #2837
Eight students (n=8) attending a required course called English Communication at one university
in Japan were taught during fall AY2020 (i.e., from September 2020) after the instructor reviewed
literature from January 2017 to August 2020 on teaching EFL learners who are repeating theircourses. When class began in September, the instructor started teaching 15 sessions on Zoom
with each session consisting of two 90-minute sessions on Zoom, and took notes after classbased on class observation after each session. Based on a synthesis of literature review and notes
based on observation, it became evident that (1) a semester-long twice a week 90-minute course
based on having students make answers based on open-ended questions can elicit increasingly
complex responses from students whose TOEIC scores range from 295 to 345 points in the target
language; and (2) having students submit reflections at the end of each class can enable teachers
to understand difficulties students are facing with developing their linguistic skills and encourage
students to reflect on themselves for personal development. Details of literature review, openended questions, and notes based on observation will be presented to help the audience think
about ideas that can be applied to their own classes.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:10

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 31 of 157

Edzil.la2022/11/29 14:22

SHAWNA CARROLL (SHE/HER)

Imagining anti-oppressive GCE EFL teaching theory &practice #2861
This presentation introduces the theorizations and specific anti-oppressive classroom practices
developed in the 1st year of a 3-year Japanese-government funded project. The specific theory ofanti-oppressive education introduced was developed by combining anti-oppressive theory andglobal citizenship education (GCE) theory for EFL classroom contexts in Japan. To build the theory,
Andreotti’s (2011) theorizations are combined with terminology from Sensoy and DiAngelo (2017)
to explain an anti-oppressive theory and practice, which not only uncovers the complexities andfluidity of societies, but also uncovers the systemic oppression that organizes them. Foundationalterminology is explained to understand systemic oppression and constitutive subjectivities(Coloma, 2008), and this theory is used to explain several anti-oppressive teaching practices
which promote self-reflexivity and go beyond inclusion. Anti-oppression teaching methods areshared, drawing on personal experiences in pre-service education. As a teacher-educator, thepresenter explains the important task of teaching not only content, but also the realities ofcomplex local and global social justice issues that impact the students’ future teaching careers. In
this new COVID-19 era where injustices are magnified, these anti-oppressive practices encourage
educators to go back to the basics to understand their role in systemic oppression, as well as theirrole in dismantling it.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:10

25m

GlobalIssues in
Language
Education

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 32 of 157

Edzil.la2022/11/29 14:22

ENG HAI TAN / JUNKO KASAMURA

Induction program for high school students:
Effectiveness and implications #2885
High school students are often anxious about their new university life and do not know what toexpect in English classes at the tertiary level. Furthermore, students may feel apprehensive aboutclasses that have to be conducted online due to the current COVID-19 situation. In order toaddress these concerns, an online English workshop was conducted once a week over a period of
three weeks to help students improve their English communication skills and create opportunities
for them to interact with the language center tutors. This presentation outlines the content andimplementation process of the workshop. An online questionnaire was given to the participants(n=58) and tutors (n=4) to collect feedback after each session. 97.3% of the participants indicatedthat they were very satisfied and satisfied with the content of the workshop. 81.4% found thecontent manageable and 6.5% found it a little difficult. 90% of them stated they had gained theskills required to attend online classes. As for the tutors, the satisfaction level of their facilitation
skills increased from 62.5% to 75%. The results also suggested that participants felt less anxious
about their new college life after the workshop. The implications of this project will also be
discussed.
Date

Type

Subtype

FormatVirtualCANCELLED

LearnerDevelopment

College andUniversity
Education

Research-Oriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 33 of 157

Edzil.la2022/11/29 14:22

WON KIM

Nurturing identity of empathy in a linguistically
responsive course #2965
In an effort to develop disciplinary literacies students in tertiary-level learning contexts, there havebeen various pedagogical approaches to fostering the learning of both language and content(Marsh, 2002; Zappa-Hollman, 2018). One widely-accepted approach is content-and-languageintegrated-learning (CLIL), pointing to the importance of nurturing discipline-specific literacies ofstudents as apprentice scholars who can appropriately participate in the scholarly conversations
and practices of a discipline (Airey, 2011). Further classroom-based research insights are needed
to deepen our understanding of whether and how CLIL-based approach can contribute tostudents’ empowered identities as legitimate participants in academia. This presentation explores
a coordinated project-based pedagogical effort by university educators in Canada aiming todevelop the disciplinary literacies of international undergraduate students in a linguisticallyresponsive course. The presenter will draw on specific examples of how such a pedagogical effort
informed by task-based, functional approaches to language learning may create an educational
space cultivating empowered identities of students. The presentation will illustrate how students
were invited to position themselves and others as producers of meaning with a sense of affective,
cognitive, and communicative empathy while exploring the inextricable relationship between
language and disciplinary knowledge. The presentation closes with pedagogical insights into theimportance of empathy-fostering classroom discourse.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:10

25m

TaskBased
Learning

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 34 of 157

Edzil.la2022/11/29 14:22

MATTHEW SCHAEFER / ROBERT JAMES LOWE

Critical co-presenterships: Podcasting as reflective
practice #2970
In 2014, the presenters began an independently-produced podcast featuring discussions about
various aspects of language education. Although the initial goal of this project was to explore theformat while talking about areas of mutual interest, an appreciation began to grow of how
collaborative dialogue, in which interaction leads to a co-construction of new ideas andperspectives, can contribute to professional development. To capture this dynamic, the concept of
the critical co-presentership was developed – a version of the well-established reflective practiceof a critical friendship, but one that takes place within a recorded and publicly available format.
This presentation reports on research conducted to explore the concept of the critical copresentership through a process of duoethnographic reflection, in which two participants
juxtapose their respective life histories in order to provide complex and nuanced perspectives on aparticular phenomenon. This research led to a deeper conceptualisation of the critical copresentership, which revealed broader implications for language teacher development. Results
suggest that a discussion format that includes a time limit and awareness of a listening audiencecan assist the participants in defining concepts, connecting individual perspectives with universal
themes, and engaging in critical discussion of classroom practice.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:10

25m

TeacherDevelopment

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 35 of 157

Edzil.la2022/11/29 14:22

JANE O`HALLORAN

Teaching English to hearing-impaired students: apractical approach #3023
This workshop focuses on identifying the issues and challenges of teaching English to Japanese
university students with hearing impairments and aims to raise awareness among educators of theparticular needs that may require accommodation, and what strategies can be employed to makethe language more accessible. Although the number of our students with this disability may besmall, it is important to consider in advance what can be done to provide a supportive classroom,
including assessing the level of disability and students’ previous educational background. This
may test the skills of teachers who have not received specialist training. The background to theteaching of students with special needs in Japan will be presented and approaches will besuggested that could be taken to provide an environment in which every member of the class canactively engage. The presenter will share experiences in both face-to-face and online classes,
summarize published research on the topic, explain the system a private science college has
established to assist all learners with special needs, and share a small number of basic BSL(British Sign Language) greetings. Contributions from other educators with experience in this area
will be warmly welcomed.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:10

25m

Accessibilityin Language
Learning

College andUniversity
Education

PracticeOriented
Short
Workshop

Location
Enter
from
here

JAPAN SUPPORT ENGLISHCENTRAL / ENGLISHCENTRALEnglishCentral: Moving Beyond from an EdTech Tool toyour Personal Virtual Assistant #3288
This presentation is focused on new features, improvements and the future EnglishCentral isheading into, on how it would stimulate further and keep the users engaging with the softwaretool, while also keeping up with the rapid evolution of technology. The factors that formulated thechanges, enhancements and future plans are based on the accumulation of various study-patterndata and feedback from schools and companies that have been regularly using EnglishCentral.
Most of the details and information gathered were on increasing or improving the speaking-related
features. Better scoring, more about what is spoken in an intelligible English language, andallowing to provide one’s viewpoint on a topic with an assessment through AI or from actual
professionals teaching English. Consideration of users’ comments and feedback relating toEnglishCentral has helped build and improve the software tool based on their needs and wants,
making sure their learning experience of the English language is productive and effective.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:10

25m

ComputerAssisted
Language
Learning

Any

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 36 of 157

Edzil.la2022/11/29 14:22

JOHN SPIRIAction English: Utilizing Research Methods in Class#2700

Research tools such as conducting interviews and surveys can have great value in language
classes. Interviews have several advantages over discussion: they involve preparation; participants
have clearly defined roles; and they have clearly defined objectives. These factors, along with theintroduction of note-taking, can lead to much more careful listening as well as greater comfort
speaking. Meanwhile, surveys provide students with a chance to interact with group members byeither speaking or writing short answers to questions on a theme. Survey questions may beprovided to students or can be made by having students write their own questions. A bonus in
introducing these activities is that students become familiar with qualitative methods of gathering
data. In both cases, students have the opportunity to gather information which can, but does notnecessarily need to, lead to a more formal research project. The presenter will share his
experiences utilizing these methods in university language classrooms in Japan and report onclass surveys and student comments regarding their efficacy and desirability.
Date

Type

Subtype

FormatCANCELLED

Task-Based
Learning

College and University
Education

Research-Oriented
Presentation

TERRY TUTTLE

Teaching pronoun use in gender-neutral EFL
classrooms: An autoethnographic needs analysis #2706
This autoethnographic needs analysis uses the sociopolitical framework of precarity (Travers,
2018) to contextualize the researcher's experience of learning and teaching languages as atransgender man—first as a student undergoing gender transition, and then, later, as atransgender assistant English teacher in Japan. These needs are shown to have been opaque,ambiguous, and prone to change over time, indicating the significant challenge of identifying andmeeting needs of LGBTQ+ students while addressing issues related to gendered language in theclassroom. Because of the potential pitfalls of teaching political topics in the classroom (Byram etal., 2021), taking a perspective of intercultural exchange and awareness-raising is recommended,with the goal of developing learner awareness of potential communication challenges related togender identity and expression. The analysis concludes with specific suggestions, such as
grammatical and pragmatic instruction in the use of singular "they" (Grote, 2020), using realia
such as SNS accounts to raise awareness of changing pronoun conventions in English, and thepros and cons of strategies such as "pronoun signposting" in the creation of a gender-friendly
classroom environment (Airton, 2019).
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

GenderAwareness in
Language
Education

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 37 of 157

Edzil.la2022/11/29 14:22

HIROYUKI OBARI

Comparing Zoom and VR lessons in Language
Education #2833
A comparative study was carried out from April 2021 to January 2022 to determine theeffectiveness of interaction using only VR or interaction on the ZOOM platform with young adults
from overseas. Both groups took the pre-and-post-OPIc speaking tests and questionnaires. The
first VR group (n=60) took part in the 45-minute VR lesson in groups of five or more twice a weekduring two semesters. Feedback indicated that students’ anxiety levels decreased through the VR
lessons, and they gained more confidence in speaking English. There was no significant difference
in improvements between pre and post-OPIc speaking tests. However, enthusiastic students madeprogress in OPIc from level 6 to 8. The second ZOOM interaction group (n=17) took part in the
English lessons for two semesters with flipped lessons, including nine invited CCC (Campus
Crusade for Christ) members who interacted with the students. Now and then, the members
joined the virtual lessons to assist the students in making presentations and discussions, evenassessing students’ presentations using the PeerEval software. As a result, the students’ meanscores of the OPIc speaking test improved from 6.7(SD:1.36) to 7.4 (SD:1.97). Finally, detailed
feedback from the pre-and-post questionnaires of both groups will be reported.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

Mixed,
Augmented,
and Virtual
Realities

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 38 of 157

Edzil.la2022/11/29 14:22

JAMES BURY

Teaching varied discourse moves: theory and method#2840

In classrooms, the majority of interactions are based around typical question and answer
structures. While these structures provide students with the opportunity to communicate, they
can also lead to short, direct answers and discourse turns that do not encourage students todevelop their speech as much as they possibly could, or as naturally. Research has indicated that
introducing a range of discourse moves into classroom interactions can encourage students to
produce more, both quantitatively and qualitatively (Bury, 2018). However, despite these findings
and teacher feedback indicating that further training or guidance on how to effectively incorporate
different discourse moves into their classroom language would benefit the fluidity and authenticityof their in-class interactions, previous research has not discussed practical suggestions on how to
do this. This presentation aims to address that gap. Firstly, the effect that teachers using ten
different discourse moves, including reflective statements, statements of interest, speakerreferrals, and referential questions, can have on student output in Japanese universities isanalyzed, and then different strategies that can be used in classrooms to make students moreaware of the choice of discourse moves available to them and to practice those moves are
introduced.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:45

25m

Pragmatics

College andUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

TAMIKO KONDO / GRANT OSTERMAN

Bridging Compulsory English Classes from Elementary
to Junior High in Japan #2846
In this presentation, we will report on research in 2021 with 99 5th grade elementary students
from three different elementary schools and 242 7th grade students from one junior high school insouthern Japan. We will look at some ideas on how to help bridge the gap between Eigo Katsudo
and regular compulsory English classes. Although our pilot research showed higher student
motivation in junior high school, most research has shown that students like elementary school
English lessons but do not prefer junior high English lessons. Ideas as to why there is a gap will be
explored. Furthermore, the results from this initial pilot study showed that 77% of JHS students
feel learning English in elementary school is useful in junior high. Our study also showed that 70%
of junior high students reported that their English lessons progressively got harder. Reasons why
this might be true and ways to help smooth the transition from elementary school Eigo Katsudo tojunior high school compulsory English classes will be explored.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

Teaching
Younger
Learners

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 39 of 157

Edzil.la2022/11/29 14:22

Ｄ．タウンゼンド

From zero to sixty in 800 words: A first-year university
writing program #2855
There are various metrics one can use when comparing cars: fuel efficiency, seating capacity oreven speed. For true car enthusiasts, how quickly a car can accelerate from a standstill to thedesired cruising speed of sixty miles an hour is often the most important factor. Like a car, howquickly a university writing program can get students up to speed is also a vital measure of
success. This presentation will describe the first year of a successful writing program
implemented in the English Department of a Japanese private university. All students mustcomplete an 8,000-word graduation dissertation. Unfortunately, many students have had very
little experience with English writing beyond sentence-level translations or journal entries before
entering university. While academic writing is formally introduced in the second year, thispresentation will detail how the steps taken in the first year prepare the students by getting themup to speed as quickly as possible for the increasingly demanding requirements they willencounter in the years that follow. Initially, some information will be given about the current stateof writing education in Japanese high schools, before explaining the theory and practicalapplications of this successful program.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 40 of 157

Edzil.la2022/11/29 14:22

PHOEBE LYON / KATHRYN JURNS / MIKE BURKE / ALEXANDER ITO MAITLAND

Reimagining course outcomes using a distributed
leadership approach #2882
This presentation will describe the multi-year process, starting in 2020, of revising the course
outcomes of years 1 and 2 in the language institute of a university in Japan, originally developed
during an earlier curriculum renewal based on a Multiliteracies framework (New London Group,1996) to produce culturally and linguistically diverse students (Johnson et al. 2015). The revision
process utilized a distributed leadership (Hallinger & Huber, 2012; Spillane, 2006) procedure to
give various levels of stakeholders within the institution, from first-year lecturers to coordinatorsand principal lecturers, the opportunity to collaborate to develop and clarify more specific aims,
and address gaps and redundancy to better streamline the outcomes across the courses in thefirst two years. The final two years of content-based elective courses were also considered,modeling the existing format required for those year levels, to provide better flow throughout astudent's whole four-year experience. This cooperative effort to reimagine the course outcomesaims to make it easier for instructors to teach their classes, leading to better student learning
outcomes. The presenters, instructors at the institute, will share the multi-step review process andexplain how instructor input was incorporated throughout.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

TeacherDevelopment

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 41 of 157

Edzil.la2022/11/29 14:22

ADRIENNE JOHNSON / CECILIA SMITH

Building an EMI course: Strategies for critical thinking &student efficacy #2883
As part of the national government’s strategy to develop “global human resources,” English
Medium Instruction (EMI) has expanded rapidly in Japan (Yonezawa & Shimmi, 2015). Althoughinitially adopted by larger, internationally-oriented institutions, for smaller universities all-English
classes provide an opportunity for delivering niche courses that offer engaging content and life
skill development. This presentation introduces an introductory seminar for an EMI culture andsociety course within the English department of a small liberal arts university. The course’s
objective is to encourage critical thinking and develop student efficacy, creating internationallyminded students with broad perspectives who are skilled at English communication and have aspirit of service. There are obstacles to delivering effective EMI courses in the Japanese context(Morizumi, 2015) and achieving course objectives presents an opportunity to experiment withpedagogical strategies. The presentation introduces examples of strategies currently in practice,including scaffolded group work, exploration of identity and values, and a continual process of
feedback. Class material, which draws on the work of previous students, links familiar topics to
new information, creating an environment that develops skills, fosters curiosity and criticalthinking. The classroom models an inclusive community, where students develop confidence to
speak out and share different perspectives.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 42 of 157

Edzil.la2022/11/29 14:22

CLAIRE MURRAY / ANDREW BLAKER / PAUL MATHIESON / FRANCESCO BOLSTAD

Assessing the validity of essay marking rubrics #2887
As English high school curricula becomes increasingly communication-oriented, it is becoming
more necessary to develop university entrance tests which assess students’ ability to produce
target language based on communicative goals rather than to translate between languages or
select correct answers. A potential problem with these more communication-oriented test
questions is they may risk sacrificing reliability for validity; however, the use of rubrics can ensurethat both reliability and validity remain high (Jonsson and Svingby, 2007). This presentation looks
at the results of a preliminary study to determine if a university entrance exam rubric results inhigh inter-rater reliability. The study looks at the test scores of three types of markers: 1) thosetrained to apply the rubric; 2) those who have seen the rubric but have not been trained to apply it;
and 3) those who have not seen the rubric. It aims to answer the following questions: Does the
rubric achieve a Cohen's kappa value greater than 0.7 for inter-rater reliability 1.between trained
markers? 2.between trained and untrained markers? 3.between trained markers and markers
who have not seen the rubric? The findings of this study will interest educators involved in test
and assessment design.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

Testingand
Evaluation

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 43 of 157

Edzil.la2022/11/29 14:22

RICHARD HILL

Supplementing self-study to four EFL University
Students Online Learning #2956
This presentation will show how a self-study planner assisted four EFL students whilst they tookmandatory university courses online over two semesters. The university of this preliminary study
moved all integrated English classes online using Zoom due to the coronavirus. Approximately
each class had twenty students, making it difficult for teachers to talk to students one-to-one
perhaps missing out on important instruction. Furthermore, as students were not on campus, they
did not have the chances to talk to other students in English outside class time. With four first year
students, the instructor made a planner and reflection sheet so that students could plan and track
their personal language learning goals. Data was collected using mixed methods by collecting
planners, conducting monthly questionnaires, and an interview at the end of each semester.
Participants attending will learn how the planner was designed, distributed, and utilized so thatstudents could take control of their learning, and plan more efficiently. Moreover, students’comments will show that the planner helped them to stay on course for various external exams,
and study programs they undertook whilst away from campus. In addition, mistakes anddeficiencies of the research will be presented providing hints as to what not to do.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:45

25m

LearnerDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 44 of 157

Edzil.la2022/11/29 14:22

BRIAN GALLAGHER

Discussion Booklet Creation and Kindle Direct
Publishing #2973
When attempting to horizontally align expectations and outcomes of any discussion course shared
between a group of teachers there is a definite need to use a quality student booklet. Selfpublication is a timely way to get effective materials into the hands of students minus the need togo through editors and long processes. This presentation will show: (1) how to produce a
discussion coursebook and content that will facilitate the goal of developing successful discussion
students, (2) how a well-designed standard layout can be effective, and (3) the steps taken inorder to get the book content, ISBN, and author information into the Kindle Direct Publishing (KDP)
system, and available in the Amazon store. This presentation is aimed at helping teachers
understand how to prepare the materials for upload and to highlight pitfalls to avoid. The presenter
shall explain (1) why included elements are critical to developing student skills in fruitful
discussions, (2) assessment of students' performance and discovery, and (3) reflection andmeaningful learning. This style of discussion booklet is student-centered, and student-led, withguidance from the teacher facilitating increased depth of learning while building confidence instudents' discussion skills.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

11:45

25m

Performancein Education

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 45 of 157

Edzil.la2022/11/29 14:22

KURTIS MCDONALD

Japanese university students’ interactive English
speaking development #2983
This longitudinal, mixed methods research study explored the development of interactive L2
English speaking abilities of 92 first-year Japanese university students in order to determine what
progress was made, how that progress could be attributed to the changing relationships among
the facets of speaking ability investigated, and how much influence a few key social and individual
differences were found to exert on the overall trajectories identified. Over two 15-week semesters,
participants completed a series of ten 10-minute group discussion tasks using the same pre- andpost-task procedures. The performances were rated using established criteria dedicated tocomplexity, accuracy, and fluency (CAF) as well as interactional engagement and overall
communicative effectiveness. Self-rated questionnaire measures of topic difficulty and groupmember familiarity were also collected, as were personality and self-efficacy measures and scoresfrom the TOEIC test. The results indicated small but significant improvements in the participants’mean interactive English speaking abilities across each term and the entire academic year,
accounting for relatively large amounts of the variance in the measures predicted by the social andindividual difference factors. Inspection of the five rating scale dimensions revealed relatively
strong relationships amongst them all as well as evidence of connected growth over time.
Date

Type

Subtype

FormatCANCELLED

Task-Based
Learning

College and University
Education

Research-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

Page 46 of 157

Edzil.la2022/11/29 14:22

JOHN CARLE / PAUL RAINE / ELTON LACLARE

How to Create an Online Textbook or Workbook #2656
Though there are countless online resources such as Google Forms, Quizlet and Flipgrid, none ofthese are a viable commercial means for creating online textbooks or workbooks. Moreover,though materials writers may be adept at writing books, very few of them have the coding skills toturn their vision into an online reality. The Materials Writers SIG is delighted to have Paul Raine
from the digital platform ZenGengo, Elton LaClare from Sojo University, and John Carle from The
English Gym series, speak about creating digital materials. In this presentation, Paul Raine will talkabout how individual writers and publishing companies can use a publisher’s version of the
ZenGengo platform to create marketable online materials. Elton LaClare will relate the process ofcreating an online textbook for the Sojo International Learning Center at Sojo University. John
Carle will outline how he created digital workbooks to supplement his textbooks. The speakers will
also address in detail, how to bring these online resources to market. They will explain how
students can purchase materials directly online or through university bookstores using scratch
cards. This forum is meant for any educator, writer, or publisher who is interested in creating theirown online textbooks or workbooks. There will be an open Q&A session at the end, so please be
sure to attend if you are interested in this aspect of materials creation.
Date

Start

LengthType

Subtype

Format

Jul
9th

11:45

1h30m

Materials
Writers

College andUniversity
Education

Unvetted
SIG Forum

VirtualLocation
Enter
from
here

DIANE OBARA / SHAITAN ALEXANDRA

Bilingualism SIG Forum #2691
The PanSIG conference has always been a chance for special interest groups to come together tofocus more intently on their individual needs and goals. Throughout the past two years,
participants at our PanSIG forum have shared their experiences about coping with the pandemic,
as well as changes and shifts in their bi/multilingual and bi/multicultural stories. This year, as weare finally back together face-to-face, we’d like to invite as many families and interested people aspossible, of all ages and backgrounds, to participate in a casual round-table discussion. We’ll
provide a brief explanation of the round-table process, topics cards to prompt discussion, and a“talking stone” to facilitate turn-taking. We look forward to sharing stories about how our language
learning journeys have been reimagined, as well as any new directions we have been heading.
Please join us!
Date

Start

LengthType

Subtype

Format

Jul
9th

11:45

1h30m

Bilingualism

Any

Unvetted SIG
Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter fromhere

Page 47 of 157

Edzil.la2022/11/29 14:22

QUENBY HOFFMAN AOKIIntersectionality: From identity to social justice in theclassroom #2701
Intersectionality, an intellectual framework first named in the 1980’s by African-American scholars
including Kimberle Crenshaw and Patricia Hill Collins, is fundamental within feminist and antiracist thought and activism. Identity is viewed as a matrix, a crossroads of various identities which
are experienced differently by people of different groups, including races, social classes, andgenders. Teachers and learners can benefit from awareness of this complex framework, keeping in
mind that the ultimate goal is to move beyond personal identity and promote social justice,inclusion, and equality. Indeed, many of us are working from an intersectional standpoint already,understanding that we all have both privilege and challenge, and insisting that members of
oppressed groups be given space to speak for themselves. Even Japanese university students,
who may assume that everyone in the room comes from a similar background, will find that thepeople with whom they interact daily are surprisingly diverse. This presentation focuses on ways
in which the speaker has introduced the concept of intersectionality to students with a wide rangeof language skill levels. Participants will be invited to discuss their experiences and reflect upon
ways they might apply intersectionality in their own teaching and learning contexts.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

12:20

25m

GenderAwareness in
Language
Education

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 48 of 157

Edzil.la2022/11/29 14:22

STEVE MCNAMARA / MICHAEL GRIFFITHS

A tale of two syllabi: towards theory driven CLIL
courses #2705
The importance of content and language integrated learning (CLIL) theories is increasing in theJapanese tertiary sector as CLIL courses proliferate, often driven by institutional and teacher
interest. Additionally, in undergraduate English language programmes teachers may be tasked
with developing content-focused courses that are not explicitly described as “CLIL”, butnonetheless require content to drive language learning. These courses often do not express
designs that are both theoretically driven and context-responsive which seems to arise from thelack of a collective understanding of CLIL in Japan. This session will focus on two syllabi taught inthe same context and explain how their design has been guided by theories on three levels:
educational philosophies such as constructivism and sociocultural theory that underpin CLIL; theconditions of CLIL seen to be advantageous to language improvement and often explained via
second language acquisition theory; and the numerous CLIL-relevant conceptual frameworks
which also serve to shape understandings of approach. The presenters will examine theoreticalsimilarities and differences between the two syllabi as a way of illustrating the diversity of CLIL
implementation in the Japanese tertiary sector. This presentation will be useful for institutions andteachers seeking to implement theoretically driven CLIL courses.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:20

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 49 of 157

Edzil.la2022/11/29 14:22

MATTHEW MINER / KEVIN GARVEY

Contextualizing Genre through Exploratory Practice#2720

In a time of uncertainty caused by the global pandemic, more than ever, many students arequestioning their present education and its relevance to their current needs and future goals. It isan opportune time to invite critical inquiry in the classroom and work together as teacher andstudents to understand the contemporary language classroom experience. In one such class, auniversity freshman English Genre reading and writing class, the teacher and students piloted astyle of classroom practitioner research called Exploratory Practice (EP) in order to better
understand the current learning experiences of Japanese English learners. The hope was tocontextualize the course’s Genre approach in order to maintain cultural and social relevance to theacts of language learning and teaching. EP is practitioner research that invites all classroom
participants to explore their language learning experiences via “existing classroom practices”(Allright, 2003). The presenters will report on what context EP provided to the Genre reading andwriting processes as well as whether this pilot fulfilled course objectives. Analysis of student
projects reveals that students personalized their research projects and demonstrated successful
use of genre conventions.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:20

25m

LearnerDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

RAN NIBOSHI / FRANCES SHIOBARA

Creative Writing for Young Learners #2738
Teaching writing to young learners typically involves answering questions or reproducing formulaic
sentences. Although this encourages accuracy, it limits chances for creativity, and may not be
motivating for students. This presentation explores two innovative activities to encourage young
learners’ creative language use whilst giving importance to positive feedback in creative writing
activities. Both activities give learners opportunities to experiment with language and extend theiruse of it while having fun. The first activity is to write their own fairy tale. The genre is introduced
using videos before encouraging students to create their own stories. Watching different stories
each week gives students inspiration as well as meaningful input. Writing their own stories is agood way to encourage learners to use a wide range of vocabulary and phrases to deepen thecontent of their stories. The second activity is a written retelling of a short video story. Students
watch the video, then they retell the story together in the class, which they write in theirnotebooks. In this way, learners are exposed to meaningful output in speaking and writing. Bothactivities can be adapted to any age group and any level of English proficiency.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:20

25m

Teaching
Younger
Learners

Teaching
Children

PracticeOriented Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 50 of 157

Edzil.la2022/11/29 14:22

GABY BENTHIEN

Using the J-POSTL Elementary: Benefits, Challenges
and Possibilities #2860
A foreign language became a formal subject in Japanese elementary schools in 2020. Due to alack of specialized English teachers, homeroom teachers are also teaching English classes on theirown or in a team teaching combination. Thus, in order to prepare pre-service teachers (PSTs) for
this eventuality, two new English courses have been added to the elementary education teacher
license curriculum. The Japanese Portfolio for Student Teachers of Languages Elementary (JPOSTL Elementary) is a reflection tool featuring 167 self-assessment descriptors (SADs).
Designed to be used by both pre-service and in-service teachers, it is currently being trialed at anumber of universities. Qualitative survey data obtained after the completion of the two newEnglish courses indicate that the PSTs found the J-POSTL Elementary useful for reflection, goalsetting and self-evaluation. However, some PSTs felt overwhelmed by the SADs, while others were
unsure of how to use the portfolio effectively. This presentation highlights the benefits andchallenges of integrating the J-POSTL Elementary into elementary education English classes.
Possible future uses and adaptations of the portfolio and its components are also discussed,
including English versions to create additional common ground between educators, and extending
non-language specific SADs to general elementary education contexts.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

12:20

25m

TeacherDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 51 of 157

Edzil.la2022/11/29 14:22

ROBERT STROUD / STEPHEN HARRIS

Traffic Light Trainer: Goodbye to Silent Classes #2979
Students within English Communication classes often struggle to speak to each other withconfidence. They can be unmotivated and hesitate to speak up due to feelings of being underprepared and anxious to share their opinions (Hann, 2007; Stroud, 2017). However, studies showthat students who plan their speech during pre-task, in-task and post-task stages are better
prepared and supported to interact with others, and demonstrate better fluency (Bui & Huang,
2018, Stroud, 2019). In addition, research indicates that students will participate more if they areallowed to repeat the same tasks (Fukuta, 2016; Jamalifar & Salehi, 2017). This presentation
discusses how combining such findings can be used to get students speaking more and withgreater fluency (face-to-face or online) using the Traffic Light Trainer system. Across three roundsof speeches, students learn how to plan speeches better, depend less on their notes and speakwith increasing fluency. The presenters will outline how the system works, show recent classroom
data that they have gathered with Japanese university students, and detail how to apply the Traffic
Light Trainer to any English communication course. Participants will also learn about materials they
can use to utilize the system with their own students.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:20

25m

Performancein Education

CollegeandUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

GAVIN BROOKS / JEN JORDAN

The Importance of the L2 Corpora for Material
Development #2834
Most materials developed for EFL learners use corpora derived from L1 texts to help identify what
vocabulary and expressions learners need to know (Lee et al., 2019; Verspoor et al., 2012).
However, this is problematic because the vast lexicon of the L1 speaker is nearly unattainable formost L2 learners (Hou et al., 2016; Sinclair, 2004). The presentation demonstrates how L2 corpora
can be used to help bridge this gap and develop materials for L2 learners based on learners’
backgrounds and needs. To do this, the presenters will describe the development and use of alarge-scale longitudinal corpus consisting of texts collected from first-year Japanese university
students (n = 500) at multiple points of time and across different modes of production: academic
writing, academic presentations, and academic discussions. They will show how the data from this
corpus was correlated to demographic and linguistic information gathered from each participant
to help identify the lexical needs of specific groups and, how this information was used to develop
materials for different proficiency levels and for different tasks. Finally, they will give examples of
how these materials, and the process used to create them, could be adapted to other contexts.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

12:55

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 52 of 157

Edzil.la2022/11/29 14:22

BRANDEN KIRCHMEYER

Accuracy of student transcriptions on routine L2
conversations #2839
In an ongoing Kaken-funded research project, an online software was developed that supports
learners as they progress through the steps of a group oral discussion task. During the activity,
students transcribed their own voices. Later, they were presented with metrics regarding theircontributions to the conversation including number of words spoken, number of turns taken,
average words spoken per turn, number of words spoken during longest turn, number of preselected target words spoken, number of questions asked, and an accuracy percentage based on
an automatic speech recognition (ASR) technology. Learners were prompted to use these data forself-assessment and goal setting, while teachers and researchers could access the data forpedagogical and research agendas. Data from a previous study (Author, 2019) using the sametask sequence showed growth over time for total words spoken and average turn length. In thispresentation, the principal investigator discusses some of the preliminary results gleaned fromnew research, particularly regarding the accuracy of students’ transcriptions. Attendees
interested in using this online software for their own classes or participating in future research
projects are offered free access and support.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:55

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 53 of 157

Edzil.la2022/11/29 14:22

PAUL MATTHEWS / DAVID JOHNSON / NEIL WITKIN

Creating & Utilizing Videos to Increase Student
Engagement with Xreading #2851
This presentation will chronicle the creation and implementation of short videos designed toencourage students to engage with the extensive reading (ER) platform Xreading more regularly.
The context of the current study is a compulsory English course at a private university in Japan, in
which students are required to read 60,000 words in Xreading per semester. Teachers often
observe that despite undertaking an ER orientation, students do not fully appreciate the benefits
of ER, and often leave large amounts of reading until the very end of the semester. Students who
do this fail to reap the full rewards of ER and risk receiving a lower grade or failing the course. To
encourage students to engage with Xreading more regularly, the researchers created 5 shortvideos. The videos extol the benefits of ER, suggest ways for students to increase reading
enjoyment, and directly encourage students to engage with ER on a frequent and regular basis.
This presentation will discuss the impact of the videos on the students’ self-reported engagementlevels and their actual reading habits based on an analysis of the Xreading data. Finally, future useof the videos and the direction of future research will be considered.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:55

25m

Extensive
Reading

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 54 of 157

Edzil.la2022/11/29 14:22

MARTYN MCGETTIGAN

Corrective Feedback: Investigating Japanese Learners'
Perceptions #2863
Issues surrounding corrective feedback (CF) pose many questions for language teachers,
including how often to give such feedback, how explicit to make it, and how closely student
expectations in relation to CF align with what is pedagogically sound (Li, 2010). A small-scale
study (N = 50) was conducted with the aim of gathering both quantitative and qualitative data on
Japanese learners' views on CF to compare that data with what the literature has shown to beeffective. The quantitative stage involved adult learners indicating their level of agreement withstatements about CF on a five-point scale. In the qualitative stage, participants were first given a
short English lesson, together with oral CF treatment according to the preferences they had
expressed in the survey, before being interviewed on their views in more detail. Following a brief
overview of CF literature, the rationale and study methodology will be explained with the data
gathered compared to what previous studies have found. Finally, certain key issues raised in thequalitative section of the study will be discussed in greater detail, including issues conference
participants may wish to reflect on in their own practice, as well as suggestions for possible future
research in this area.
Date

Start

LengthType

Subtype

Format

Jul
9th

12:55

25m

TeacherDevelopment

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 55 of 157

Edzil.la2022/11/29 14:22

ANDRE PARSONS

Student-designed and student-led online activities forEnglish practice #2888
While there are many ways to reimagine language education, one way in which the presenter has
attempted to do this is through Project-Based Learning (PBL) as this form of student-centeredcollaborative learning encourages active involvement in the learning process (Cocco, 2006 as
cited in Kokotsaki, Menzies & Wiggins, 2016). This presentation will therefore describe a university
course in which students engage in PBL through organizing their own online activities for English
practice. While the presenter provides support when necessary, students are given complete
control and are expected to take full responsibility as they work together to plan, prepare, and holdtheir English activities about three times a semester. Based on participant feedback about earlier
activities, as well as the student organizers’ own reflections on their experiences, students in thecourse are encouraged to consider how to improve future activities. This presentation will firstlook at what is involved in offering such a PBL-oriented course, including the usual steps taken fororganizing an activity. Next, examples of some of the activities held will be shown. Finally, basedon students’ reflections and feedback, as well as the presenter’s own observations andreflections, potential challenges and benefits of such PBL will be discussed.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

12:55

25m

LearnerDevelopment

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location
Enter
from
here

GRANT OSTERMANSIG Coordinators Meeting #3160
This is a meeting for SIG coordinators and representatives. Here we will talk about the status ofyour SIG and the SRL will give information from the Board of Directors. We will meet f2f and the
SRL will stream the meeting via Zoom for the coordinators who cannot make it. All current or
future SIG coordinators are welcome as well as SIG designated representatives.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

12:55

1h

Networking

Nonteaching
Context

Meeting /Networking

Location

https://pansig2022.edzil.la/sessions/responsiveEnterfrom here

Page 56 of 157

Edzil.la2022/11/29 14:22

THOMAS FAST

Mapping global citizenship education through student
perspectives #2711
To address the call for more globally competent graduates, more and more global and international
education departments have been appearing on university campuses in Japan. How are these
programs fostering global competencies in their students and do the students themselves feel likethey are becoming more globally competent? The presenter will discuss the results of a mixed
methods study that took place in two global education programs at two different universities: Onea government designated, “Top Global University,” the other an established university of foreign
languages with a reputation for producing global graduates. A combined total of 242 students atthe two institutions were surveyed, then interviews were conducted with smaller focus groups tosee if they felt they were becoming more globally-minded as a result of their university education.
In particular, they were asked if they felt they were developing commonly cited global
competencies, i.e. becoming knowledgeable, inquisitive, open-minded, caring and communicativein English. The presenter will share their findings, comparing them with recent literature on global
citizenship education, and discuss implications for developing successful global education
programs at Japanese universities.
Date

Type

Subtype

FormatCANCELLED

Global Issues in
Language Education

College and University
Education

Research-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

Page 57 of 157

Edzil.la2022/11/29 14:22

NORMAN JOSH

Using IXL to Supplement English Language Learning#2721

IXL.com is a worldwide online website for learning academic subjects such as English, math,science, etc. Licenses can be purchased for individual students or school groups and there aredifferent international editions to fit the educational curriculum of each country. According to thewebsite, it is currently used by 1 out of 9 students in the United States to supplement school
learning or for the purpose of homeschooling. In this workshop, the presenter will first explain how
IXL was incorporated into his mandatory English grammar classes for both 1st-year and 2nd-year
students at his university, including a thorough demonstration of the website. The presenter has
noticed that compared with his ordinary (i.e., non-computer based) English classes, a lot more
new vocabulary and grammar patterns have been able to be introduced through the practicing of
the different types of skills found on the website. In addition, allowing students to take more
control over their learning, including the skill level and pace at which they proceed, has led to anotable increase in student engagement both in class and out. Although IXL can be used for any
skill level of English student, its beginner-level phonics skills can be especially of use in helping
Japanese students with their pronunciation. This is true for not only university students, but
younger children as well. A discussion among participants regarding good online resources thatthey have utilized in past classes will be conducted if time allows.
Date

Start

LengthType

Subtype

Format

Jul
9th

13:30

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 58 of 157

Edzil.la2022/11/29 14:22

JAMES BROADBRIDGE / BRADFORD J. LEE / MIORI SHIMADAAn Analysis of TESOL Teacher Motivation – Values vs.
Rewards #2731
The COVID-19 pandemic brought a renewed and much needed spotlight on the plight of teachers
at all stages of education. This has been a welcome development, as while motivation of students
continues to be a heavily researched area, in-depth looks at teachers have been sparse, with evenless focus being directed specifically at second language teachers. The current study sought toexplore TESOL teachers’ values related to, and rewards gained from, their teaching jobs andcareers. Responses to a modified version of the instrument used in Kassabgy, Boraie, & Schmidt’s(2001) study were obtained from 368 in-service instructors spanning the globe and analyzed byfactor analyses. Like Kassabgy et al., intrinsic motivation was found to be central to reported
feelings of job satisfaction and motivation, which were positive overall despite disparities between
values and the realities of the job. However, slightly different factors and loadings were found from
Kassabgy et al., namely a trend away from relationships with coworkers. One hypothesis is that thedevelopment of social networking over the past 20 years may be the key factor, revealing ashifting support structure away from the workplace and into cyberspace.
Date

Start

LengthType

Subtype

Format

Jul
9th

13:30

25m

College andUniversity
Educators

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 59 of 157

Edzil.la2022/11/29 14:22

STEVEN LIM

Modern Teacher Talk: Pedagogical Beliefs andPractices of Teachers in Japan #2812
For the past decade MEXT policies have increasingly promoted the teaching of English as a lingua
franca (ELF), in which pragmatic skills are as valued as linguistic ones. This study investigated how
teachers modify student-directed speech and whether they follow ELF principles ofcommunicative accommodation and translingualism. Since modified speech is especially
important for learners who lack exposure to comprehensible L2 input, by examining the teacher
talk of experienced educators, best teaching practices can be established. The 19 junior highschool teachers recorded dialogues in scripted, free structured, and free response scenarios.
Their speech rate and lexical range was compared to 19 English speaking non-teachers todetermine how teaching experience affects teacher talk. Though both teachers and non-teachers
were willing to accommodate L2 users through speech modification strategies, teachers spoke ata significantly slower rate of speech and made lexical choices fine-tuned to the English proficiencyof their learners. Interviews revealed the decisions teachers made to modify their speech werebased on their teaching experience, pedagogical beliefs, and knowledge of their learners. The
results suggest that the teachers made use of a wide variety of linguistic, semiotic, strategic, andmaterial resources to facilitate communication in line with ELF principles.
Date

Start

LengthType

Subtype

Format

Jul
9th

13:30

25m

TeacherDevelopment

Junior /SeniorHigh
SchoolResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 60 of 157

Edzil.la2022/11/29 14:22

SHUNTARO MIURA

Fostering communication-based activities in SHSEnglish classes #2820
This practice-oriented workshop will focus on the practical steps to implement activities involving
more practical communication skills such as discussions, presentations, and debates, which are
the skills newly required to be dealt with in SHS English education. The presenter concluded fromthe three-day teaching practice focusing on the presentation activity that it is essential to show
demonstrations with visuals and encourage students’ awareness, rather than explaining andteaching directly. The presenter gave a mini-presentation at the beginning of each class to model
the presentation. The topics varied according to the content of the day’s lesson, such as
stimulating background knowledge for reading, reviewing grammar, and so forth. Dealing with
content that the students already knew increased the interaction, and even those not used to
speaking in English were willing to talk, which was a good warm-up for the presentation activity.
By showing examples of good and bad presentations, the students realized what kind ofpresentation they should give and successfully applied these realizations to their practice. The
outcomes of these activities were analyzed through students’ reflection papers, questionnaires,and video recordings. This presentation can interest attendees looking to adopt communicationbased methods in small steps.
Date

Start

LengthType

Subtype

Format

Jul
9th

13:30

25m

Teachers
Helping
Teachers

Junior /SeniorHigh
SchoolPracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 61 of 157

Edzil.la2022/11/29 14:22

GREG SHOLDT

Goals, outcomes, and applications of a classroomresearch training project #2866
Opportunities for professional development involving direct instruction and practical experience
related to quantitative research methods are limited for working teachers in Japan. The main goalof this presentation is to describe the goals, outcomes, and applications of a collaborative
professional development project designed specifically for the needs and interests of language
teachers looking to get started with quantitative research in the classroom. Twenty-eight language
teachers based at 20 universities around Japan participated in the 2018 Quantitative Research
Methods Training Project. In 2018, teachers conducted a small-scale study in their own
classrooms that investigated student engagement in an extensive reading activity using Xreading.
Throughout the planning, implementation, data analysis, and write-up stages, teachers received
guidance from the project coordinator through an online project site and live online instruction.
The presenter will introduce the project goals and methods and then describe outcomes in termsof participation evidence, teacher feedback, and tangible products including conference
presentations and published. Finally, participants will receive guidance on how they can apply theapproach of the project to collaborate with a group of peers to build knowledge and skills doingsmall-scale quantitative studies. This project is supported by a JSPS Grant-In-Aid.
Date

Type

Subtype

FormatVirtualCANCELLED

TeacherDevelopment

College andUniversity
Education

Research-Oriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 62 of 157

Edzil.la2022/11/29 14:22

ANTHONY DIAZ

Phonological Clustering: A different approach to L2
vocabulary instruction #2870
Traditionally, L2 vocabulary has been taught utilizing a thematically or semantically based
approach (Waring, 1997). While this is likely the most practical way of teaching new words to L2
learners, according to a pioneering study by Wilcox and Medina (2013) semantically groupedwords were found to have the lowest impact on word retention when compared with othermethods of presentation. In contrast with semantically based approaches, phonological clustering
is an approach that presents phonologically similar words to learners with the aims of raising theirawareness of the shared phonological patterns between words and replicating the conditions inwhich the mental lexicon integrates new words into existing phonological schema. A major issue
regarding the EFL context of English education in Japan is that learners are unlikely to be
sufficiently exposed to the phonological patterns of the target language due to the “impoverishedcontext” of the EFL classroom (Best and Tyler, 2007, p. 19). In light of this issue, the aims of thispresentation are to discuss phonological theory and its implications for EFL vocabulary instruction
and describe how the approach of phonological clustering could be applied to the presentation ofmaterials in order to facilitate word retention and instructional practices.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

13:30

25m

Vocabulary

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 63 of 157

Edzil.la2022/11/29 14:22

LOUISA POON

The genre and discovery learning approach to teaching
and assessing writing #2890
The process approach (Taylor, 1981; Zamel, 1982; Raimes, 1983) is the most commonly usedapproach to teaching writing. Since the approach covers from brainstorming to composing, it
allows teachers to participate and give feedback in the writing process as a reader, before
switching back to their role as a grader. However, it is debatable how much it benefits students, as
it lacks focus on a particular skill (content, organization and coherence, language, or writing style).
This is notably valid with upper-intermediate or higher proficiency English learners, who tend to be
weaker in just one or two aspects, but not all. This workshop will focus on applying the genre
approach (Hyland, 2002) with application of the discovery learning method and collaborative
writing, to the existing process approach. By minimizing lecturing (where students discover theconventions and linguistic features with the teacher’s guidance) and maximizing peer learning(with more scaffolding than the process approach), students write as a group, receive instantfeedback in a class, and eventually work individually. It is an approach addressing all skills stepby-step when teaching half/ one term with blended learning. Lesson plans and sample teachingmaterials will be provided as examples.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

13:30

25m

College andUniversity
Educators

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 64 of 157

Edzil.la2022/11/29 14:22

GABI LIPEDE

Reappraising the value of freewriting from theperspective of creativity studies #2891
The future impact of artificial intelligence on the composition classroom can already be glimpsed
darkly in a suite of pandemic-era apps. With a swipe of their smartphone, students will
increasingly outsource much of the mechanics of writing — clarity, coherence, usage, etc. — tothese and related artificial intelligences. In light of these advances, I believe that the future ofcomposition instruction across disciplines and ability levels lies in renewing our focus on the art ofinvention — that is, the act of writing understood as one of many domain general processes orprocedures that enable a person to generate new, useful and surprising ideas. To further groundmy claim, I will open a substantive dialogue with the epistemologically adjacent field of creativity
studies, thereby breaking with a rather unfortunate historical trend in cognitivist approaches tocomposition as they relate to discovery. Specifically, I argue that Dean Keith Simonton's
combinatorial theory of creativity is isomorphic with Peter Elbow's otherwise seemingly
idiosyncratic freewriting methodology. In this sense, Elbow's approach can be viewed as
reproducing the two-step universal process responsible for creativity in the arts and sciences, but
at a level of granularity that is potentially unmatched by other methods.
Date

Type

Subtype

FormatCANCELLED

Mind, Brain,
and Education

College andUniversity
Education

Research-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter
from here

Page 65 of 157

Edzil.la2022/11/29 14:22

SZABINA ÁDÁMKU

Learners’ views of self-regulated EFL learning: Aninterview-based study #2892
Technological innovations and the emergency remote teaching during the COVID-19 pandemic
have generated adjustments in classroom practices as well as a growing focus on outside-classautonomous and self-regulated learning (SRL), commonly determined by learners’ agency that
requires capacity and will (Oxford, 2017). To gain insights into the learners’ perspectives,
experiences and approaches regarding their SRL, semi-structured interviews were conductedamong 17 relatively proficient Japanese university students. The vast amount of data collected
and analyzed through thematic content analysis reveals the learners’ (1) views on Japanese EFL
education and the importance of SRL, (2) perceived difficulties in EFL learning, (3) use of digitallearning tools, (4) several workable SRL approaches and (5) abilities to control their commitment,
satiation, emotion and environment in their outside-class SRL (Tseng et al., 2006). This studyinquired among a limited sample of high achievers; however, it uncovers – for instance – Japanese
EFL learners’ desires for contextual and communicative approaches as opposed to the generally
experienced grammar-translation method, learners’ outside-class initiations in organizing learninggroups, or their limited use of digital means. Furthermore, it may serve as a base for teacher
development and further research including more variability in learners’ levels of education, EFL
proficiency or SRL competence.
Date

Start

LengthType

Subtype

Format

Jul
9th

13:30

25m

LearnerDevelopment

Any

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 66 of 157

Edzil.la2022/11/29 14:22

TODD HOOPER

Letter Writing to Encourage Deeper Engagement with
Reading Materials #2977
Teachers may find it challenging to get students to think about the texts that they read at a deeper
level. In this presentation, an interpretive technique originally developed in the fields of narrative
therapy and socio-narratology will be introduced. This technique asks readers to write letters ofappreciation to writers, protagonists, or even to the texts themselves. In order to do this, readers
must think carefully about what texts mean and how texts relate to their own values, experiences,and beliefs about themselves and the world around them. In their letters, readers are asked to be
specific about what they appreciate, which requires them to reference the original text in their
letters. The presenter will show how to adapt this technique for the EFL classroom. This will
include ideas on how to introduce students to the genre of letters of appreciation and how to use
the letters for discussion activities afterwards. Additionally, examples of student work will beshown.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

13:30

25m

LiteratureinLanguage
Teaching

College andUniversity
Education

PracticeOriented
Short
Workshop

Location
Enter
from
here

MARC HELGESEN

Connected learning, firsthand – five useful ideas(regardless of your book) #3163
You want learning connected – to the students, language and real usage as well as your book. The
author will share five useful ideas from English Firsthand – including ways to use them with(nearly) any textbook: Have the book talk directly to your students, fluency work from the
beginning, multisensory pronunciation work and more. And he’ll add a few extras to help you(re)imagine your teaching.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

13:30

25m

TeacherDevelopment

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 67 of 157

Edzil.la2022/11/29 14:22

EWEN MACDONALD

Student reflection on classroom English use using areflective tool #2707
This presentation explores how first-year university students monitored and reflected on theirEnglish use in a communication-based course that focused on the development of students’interactive, spoken capacity in English. Utilising the “Numbers” iPad application, students added
their target English use percentage to a spreadsheet at the beginning of each class and thepercentage of English they actually used at the end of class. The data was automatically charted ina line graph which acted as a visual tool that students could monitor and reflect on over time.
Prompted by reflective questions, students twice analysed what they noticed about their English
use during a semester before sharing and discussing their reflections with classmates and writing
post-discussion summaries. An online survey on the tool and activities was also given at the end of
the research period. The presenter will discuss students’ perceptions of the usefulness andenjoyment of the reflective tool and peer discussions, and the influence that these had on thestudents’ awareness of and attitude towards their English use in the classroom.
Date

Type

Subtype

FormatCANCELLED

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

EMILY MACFARLANE

Examining Responses to Various Question Types in
Picturebook Read-alouds #2714
During read-alouds, a great deal of the benefit and enjoyment learners gain is due to theinteraction from sharing the picturebook (Wells, 2003) making it a very important part of the readaloud. Teachers are often told to use open questions over closed questions if at all possible (Paul,
2003) as they increase interaction and conversation (Lee et al., 2012). However, Japaneseconversational styles as well as cultural and teaching styles mean both Japanese teachers andlearners can find open questions very challenging (Hammond, 2007). This presentation discusses
a small-scale case study which examined how 10-12-year-old Japanese elementary school lowlevel English learners respond to open and closed questions during interactive picturebook readalouds. This presentation will discuss four main areas: the amount of interaction created by eachquestion type, the different types of responses elicited, the situations where students could not
respond to questions, and how class dynamics affected student responses. Participants will leave
the presentation with a clearer idea of when the use of closed questions may be more appropriate
than open questions during read-alouds in the low-level Japanese classroom.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

Teaching
Younger
Learners

Teaching
Children

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 68 of 157

Edzil.la2022/11/29 14:22

TOMOHISA MACHIDA / TOMOKO HIROSE

Incorporating Online Practice Sessions in Pre-Service
Training #2728
This Practice-Oriented Short Workshop will highlight the effect of incorporating online one-on-one
tutoring sessions with JHS/SHS students for pre-service teachers to develop their teaching
English in English. The Japanese Ministry of Education (MEXT) proposed teaching English in
English both in JHSs and SHSs to advance students’ English communicative competence.
However, preparing for this new policy is a challenge for pre-service teachers because, due to the
COVID-19, practice opportunities to teach English have been limited. This workshop will explore
how pre-service teachers conducted online one-on-one tutoring sessions about grammar andhelped JHS and SHS students learn English through English. To improve JHS/SHS students’English, prospective teachers used the first session to understand their tutee’s weakness ingrammar. The pre-service teachers customized their lessons by creating original worksheets andmaterials to help their tutee overcome their shortcomings for the second session. Both pre-service
teachers and secondary school students enjoyed the benefit of online sessions and showed theprogress of their instruction and proficiency, respectively. The presenters will share theprocedures and the effect of this collaborative project between the institution and the local school.
Participants will leave with ideas for effective grammar instruction in English in regular lessons.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

TeacherDevelopment

Junior /SeniorHigh
SchoolPracticeOriented
Short
Workshop

VirtualLocation
Enter
from
here

JOSEPH WOOD

What to expect when you’re expecting zemi students#2741

What exactly is a “zemi” and what does teaching one at a Japanese university involve? Althoughteachers may hear the word “zemi” often, some may not completely know what they are or how
they are managed. This presentation will outline the troubles and successes of the presenter’s
first year and a half of teaching zemi students at a private Japanese university. It will give practicalsurvival skills to teachers who are either new to teaching zemi students or for those who arehoping to be in a position to be teaching them later in their careers. The presentation will also
discuss the difficulties of supervising zemi students’ research and graduation theses. It will be acrash course in what to expect, beginning with how to prepare for your first meeting with your new
zemi students and then how to manage them from that point onward. The presenter will share abasic outline of what kinds of things happened during weekly meetings with his zemi students andhow the he trained them to undertake their research projects.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

14:05

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 69 of 157

Edzil.la2022/11/29 14:22

NORIKO NAGAI

CEFR-informed grammatical features of academic
prose #2814
This presentation attempts to relate Developmental Progression Index of Grammatical Complexity(DPIGC) in academic prose proposed by Biber et al. (2011) to the six CEFR levels. First, I willcompare grammatical features in the index with those in the English Grammar Profile and thenpropose CEFR-informed index of grammatical complexity of academic prose. A series of corpusbased studies by Biber and his colleague (Biber 2006, Biber & Gray 2016, among others) revealthat grammatical features frequently appearing in academic prose differ drastically from those inconversation. The former uses dependent phrases functioning as pre-and post-modifiers of thehead noun, while the latter uses dependent clauses functioning as constituents of other clausessuch as verb complements and adverbial clauses. Based on these findings, Biber et al. (2011)
proposed the DPIGC. This index, however, is not well recognized by language professionals
working in the area of EAP, hard-CLIL and EMI, although they aim at the appropriate uses ofacademese. One of the reasons for this lies in the lack of studies which relate the DPIGC to more
widely accepted proficiency scales: e.g., the CEFR’s six proficiency levels. Hence, thispresentation provides a clear CEFR-based descriptors of grammatical complexities in academic
prose.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

14:05

25m

CEFR andLanguage
Portfolio

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 70 of 157

Edzil.la2022/11/29 14:22

SCOTT SUSTENANCE

The Digital Keyword Method in an Analog Classroom#2823

Despite the importance of lexical development for second-language learners, there seems to be
confusion about the best way to teach vocabulary. The four main techniques for vocabularyacquisition mentioned in the literature are rote repetition, structure analysis, semantic strategies,
and mnemonic devices (Cohen, 1987). Although mnemonics have been used for at least 2,000
years (Caplan, 1954), it wasn’t until the mid-1960s that they began to be seriously studied
scientifically (Cohen, 1987). This session will be concerned with one mnemonic technique inparticular; the Keyword Method (Atkinson, 1975). This presentation will report on a pilot study
that used a one-group pretest-posttest design with 69 Japanese second-year university students
who were taught a version of the Keyword Method for remembering vocabulary. A receptive
vocabulary test was used as a pre- and posttest measure. Results showed a significant (p < .05)
increase in vocabulary scores at the end of the semester, suggesting that an adapted version of
the Digital Keyword Method (Sustenance, 2019) may be an effective way of teaching vocabulary inan analog classroom environment.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

Vocabulary

Any

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 71 of 157

Edzil.la2022/11/29 14:22

SUE FRASER OSADA

Literary input for creative output: Why and how #2869
Literature is a valuable educational resource, as it reflects universal issues that resonate acrosscultures and generations. However, in FLT, literary texts are still mainly utilised for presenting
established interpretations and historical/social contextualisation of their content and for stylistic
analysis, leading to a lack of engagement with the literary themes among students (see Teranishi,
Saito, & Walsh, 2015). Instead, literature’s potential as motivating input for developing L2
communication skills through eliciting learner responses to and personal interpretations of thetexts should be exploited (Fraser, 2018). In this session, methodological choices which challenge
learner expectations of typical literature courses by providing opportunities for encouraging
critical thinking, eliciting learner reactions, and enhancing productive linguistic skills are explored,with the aim of making literature more accessible and enjoyable to FL readers. Practicalsuggestions are then examined for incorporating literature into tertiary FLT, and are illustrated
through teaching materials and resulting samples of L2 learners’ creative writing in response to
the literary texts. The purpose is to offer ideas for teachers to experiment with employing literaturein FL classes, in order to actively involve learners in the interpretation of literary input whiledeveloping their L2 productive skills through discussion and creative written output.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

LiteratureinLanguage
Teaching

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 72 of 157

Edzil.la2022/11/29 14:22

KEVIN CROWLEY

Student Impressions about the Use of Jokes in the EFLClassroom #2906“Why shouldn’t you write with a broken pencil? Because it is pointless.” Jokes like this fall into thecategory of dad jokes. The usage of humor in the EFL classroom has been known to increase
motivation, increase confidence, keep student attention, and create a positive classroom
atmosphere . Furthermore, Japanese university students seem to favor the inclusion of jokes inEnglish courses (Neff & Rucynski 2017). To verify such claims, through a daily warm-up icebreakerof dad jokes and a follow-up questionnaire, this study aimed to gather data about Japanese
university students’ impressions of such jokes in the English classroom. This questionnaire
surveyed 124 Japanese university students after eight weeks of introducing a joke at the
beginning of each class. The students were surveyed about their impressions of jokes in six areas:
enjoyment, practical usage of assisting in the comprehension of the meaning of words, motivation,
shareability, classroom atmosphere, and general education. The results of the survey were
overwhelmingly positive in all categories except for the shareability category. The possible
implications of these results are also discussed, such as the recommendation that jokes be used
as an icebreaker and the possibility of extended lessons that examine jokes.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 73 of 157

Edzil.la2022/11/29 14:22

YUKIE SAITO / ERI YAMASHITA

Effects of AI Speaking Application on Students’Speaking and Listening #2907
The emergence of COVID-19 has promoted the wide use of Artificial Intelligence(AI) educational
digital tools (Almarzooq et al., 2020), and one example of AI educational digital tools is theautomatic scoring application that provides feedback on pronunciation (Fu et al., 2020). Ahn andLee (2016) found that automatic speech recognition enhances language learning regarding
pronunciation and speaking. Improving pronunciation may help English learners improve theirlistening comprehension. Understanding rules of phonemes and pronunciation is one of the topdown approaches to listening（Flowerdew＆Miller, 2005）. In order to investigate the effects of
one AI application to practice pronunciation and speaking, ELSA Speak, eight university students
took training of pronunciation focusing on improvements of phonemes using the application forabout 40 days. Before and after the training, they took pre-and post- speaking tests and pre-and
post- listening tests. To support students’ ongoing learning, the presenters had students self-andpeer-evaluate weekly on an application for mobile phones, LINE, as a part of a cyclical phase of
Self-Regulated Learning (Zimmerman, 2010). The results of the post-TOEIC listening test showedthat the seven students improved their listening scores though only two students showed
improvements on the post-speaking test. The presenters will also discuss whether the self-andpeer- evaluation on LINE was helpful for the students to continue studying with the application.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 74 of 157

Edzil.la2022/11/29 14:22

JEFFREY GONCALVES / DANIELLE HAUGLAND / TINA BROWN

Student perceptions of disability at a Japanese
University #2960
For this study, three researchers attempted to ascertain students’ perceptions of disabilities attheir university. Using a Google Forms survey researchers received 60 responses and analyzed thedata to look for patterns. The researchers were specifically interested in what students considered
to be a disability. By learning about perceptions of students at the university, the researchers
hoped to achieve specific goals: To measure the students’ colloquial understanding of disability inorder to better realize the informal social milieu that students with disabilities are entering as theyattend the researchers’ university. It is hoped that this survey will be used in the future with thesame students, so that the researchers can measure what students learn about this topic during
their time at the university and how their perceptions of those with disabilities evolve.
Researchers hope to apply tools and techniques of this research towards better understanding
students’ attitudes towards disability in other Japanese universities, as well. Additionally, bylearning what students think, the researchers look forward to creating tools and resources forbetter serving and understanding disabled students. This presentation will briefly explain
research methods and highlight some of the results and effects they’ve had on the university, so
far.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

Accessibilityin Language
Learning

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 75 of 157

Edzil.la2022/11/29 14:22

JEFFREY MORROW

Japanese Non-English Majors and an Effective
Content-Based Writing Approach #2961
This presentation shares an analysis of 20 content-based essays written by freshmen in the foodand health department at a university in Southwestern Japan, using a CBI paradigm. Pre-writing,students were taught paragraph structure (including an introduction, a body, and a conclusion),were provided with a list of 50 health-related vocabulary words to use in writing, and were taught
to check spelling and grammar critically. A themed essay of 200 words was assigned, and thestudents were given one week to complete the assignment. Post-writing, essays were analyzed bystratifying them into two streams: 1) structure, verifying that the writing contained complete
introductions and conclusions with topic and concluding sentences, and complete bodies withsupporting sentences; and 2) grammar, checking subject-verb agreement, plurals, and spelling.
The writings were then read critically, checking for clear writing with topic and supporting
sentences, grammar elements, number of vocabulary words used, and whether the word limit wasreached. Results found that 70% of students had complete introductions and 80% had complete
conclusions, and while the mean wordcount was 209. The average score was 84%. The
presentation shares other results and further explains the implications for using CBI in the EFL
classroom.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:05

25m

Teachers
Helping
Teachers

College andUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

CHARLES ULLMANN

Make Extensive Reading Easier With Oxford Reading
Club #3271
FInd out about the Oxford Reading Club, a digital library of over 1,000 graded readers that willallow your students to read anywhere, anytime, and help teachers to track the reading progress of
their students easily.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

14:05

25m

Extensive
Reading

Any

Practice-Oriented
Short Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 76 of 157

Edzil.la2022/11/29 14:22

KIP CATES

Teaching world religions in EFL: Basic knowledge for
global citizens #2699
Part of becoming a global citizen means learning about the diversity of religions in our global
village. The English classroom can be an exciting place to explore this topic while promotinginternational understanding, cultural awareness and interest in the wider world. This talk will
describe a content-based EFL unit designed for Japanese college learners on the topic of “world
religions.” The unit aims to help students: A) gain a basic knowledge of the world’s major religions,B) acquire basic religious vocabulary needed to follow current events, C) overcome religious
stereotypes (for example, that “Muslim = terrorist”), D) develop the respect, empathy andtolerance needed in our multicultural world. The unit consists of task-based activities that actively
engage students in exploring the beliefs, traditions and symbols of five world religions(Christianity, Islam, Judaism, Buddhism, Hinduism). The activities are designed to promote
vocabulary acquisition, language practice, communication skills and critical thinking. They range
from group brainstorming, readings and quizzes to guest speakers, research homework and field
trips. The talk will conclude with advice for language educators on how to address this topic inclass plus a list of resource books, videos and websites on world religions.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

GlobalIssues in
Language
Education

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 77 of 157

Edzil.la2022/11/29 14:22

KAWASHIMACHIE

Pragmatic Markers Used in Textbook Dialogues #2703
Pragmatic markers play an important role in terms of speech coherence and maintaining
interlocutor relationship and frequently occur in dialogues in ELT materials (Archer et al, 2012).
However, most of them are not explicitly introduced or practised. Therefore, learners often end up
not knowing how to use them in authentic interactions in their target language. This study looks at
pragmatic markers appearing in the dialogues presented in beginner-level international ELT
textbooks and Japanese high school ELT textbooks. The data analysed are types of pragmatic
markers occurring in each dialogue and the functions of those based on Brinton's (1996)
classification system, including textual functions and interpersonal functions. The analysis reveals
1) the range of pragmatic markers and functions in each type of above mentioned selected ELT
textbooks; 2) how un/evenly they are distributed across these textbooks and 3) whether or not therelevant linguistic information for the use of pragmatic markers is provided. At the same time,
characteristics of presenting pragmatic markers in ELT pedagogical materials and common
weakness are discussed. In the end, some practical suggestions are made as to how teachers
might supplement these materials and compensate for their insufficiency.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

14:40

25m

Pragmatics

Junior /Senior HighSchoolResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 78 of 157

Edzil.la2022/11/29 14:22

PAUL MATHIESON / CLAIRE MURRAY

Facilitating English academic vocabulary learning using
fictional graded readers #2715
Given the importance of learning L2 vocabulary in context (Webb, 2008), academic texts would
seem to be the most useful way to support learners’ academic vocabulary learning. However, forteachers using word lists such as Coxhead’s (2000) academic word list (AWL), finding authentic
materials with sufficient academic vocabulary range and frequency to support course-related
academic vocabulary learning can be a challenge. Against this background, the presenter wrote a
fictional graded reader series (‘The AWL Readers’) in an attempt to make English academic
vocabulary learning more stimulating and (hopefully) more effective for his students. The AWL
Readers follow the adventures (and misadventures) of a fictional university student and her
unusual friend, and include all 570 AWL words (with spaced repetition). One of the goals increating the AWL Readers was to add to recent research which is rethinking the assumption that
academic vocabulary learning should primarily be facilitated through reading academic (rather
than fictional) texts (Krashen, 2010; McQuillan, 2020). This presentation will discuss: (1) how andwhy the AWL Readers were created; (2) the results of our preliminary study into their effectivenessas a vocabulary learning tool; and (3) their possible usefulness in other teaching and learning
contexts.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

Vocabulary

College andUniversity
Education

ResearchOriented
Presentation

Sessions
Date (Asia/Tokyo)

Any Date
SubtypeAny Subtype

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Go Compact
Type

Any Type
FormatAny Format

Page 79 of 157

Edzil.la2022/11/29 14:22

KATHERINE THORNTON

Addressing basic psychological needs through ateletandem language exchange #2718
Even before the Covid-19 pandemic, educators have been using telecommunication tools tofacilitate collaboration between students in different locations. This telecollaboration can beparticularly productive for language learning, as learners of two different languages can be paired
for a supportive language exchange project, which provides opportunities for authentic language
communication which may be otherwise hard to find. This kind of virtual language exchange iscalled teletandem. In this presentation, research findings will be shared from a longitudinal
extracurricular teletandem project between students at a university in Japan who are learning
English, and those studying Japanese at partner institutions. Several students were interviewed 6
months after taking part in the teletandem exchange, to investigate 1) how they conducted theexchange and negotiated language use with their partner, and 2) how the experience of joining theexchange has influenced their experience of learning their target language. By applying concepts
from self-determination theory (Deci & Ryan, 1985) to the interview data, the project investigatesto what extent a teletandem exchange may enhance intrinsic motivation to learn a language by
supporting learners’ basic psychological needs.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

LearnerDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 80 of 157

Edzil.la2022/11/29 14:22

JOHN DUPLICE

Sleep habits of university students in Tokyo:
Comparison of online vs. on campus #2725
This presentation will describe a pilot study looking at sleep habits among 83 first-year (secondsemester) university students in Tokyo. During the fall semester of 2021, a unique opportunity
arose to investigate the difference in sleep habits between students studying online via Zoom andon-campus in a face-to-face setting. The first month of classes was conducted online due to
Covid before returning to the campus classroom. Students completed a daily questionnaire (justbefore going to bed and immediately upon waking) over a one-week period during online classes
and another week-long period upon returning to campus. The same students were studied
enabling a direct comparison. The primary focus was was to discover differences in the following:
1) the difference in hours slept, 2) the effects of caffeine, electronics, and exercise before
sleeping, and 3) variables that play a role in positively or negatively affecting sleep among theparticipants. The study found on-campus learning led to reduced time sleeping, but commuting
time played less of a role than expected. Other activities such as part-time jobs at night,
smartphone activity, and student clubs consistently showed negative effects on sleep.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

Mind,
Brain, and
Education

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 81 of 157

Edzil.la2022/11/29 14:22

DARREN ELLIOTT

Negotiating Personal Online Policies in International
Online Collaboration #2842
The pandemic has accelerated the shift towards online education, and it looks likely that teaching
and learning will continue to take place, at least partially, in virtual spaces in a post-pandemic
world. As educators, the technical skills of teaching online are not all we need to develop. In thelonger term, it is vital that we build our understanding of the social and philosophical implicationsof lives increasingly lived online. There are negotiations between convenience and security, andshifting rules to navigate for each platform and with each online social group. The lines between
work, study, and play often become blurred. As teachers, what can we reasonably ask ourstudents to do? How do we create online spaces in which learners can express themselves without
damaging their carefully curated online personas? In this paper, the presenter explores theseideas. In this study, the presenter investigated how a class of English language learners at aJapanese university negotiated online interactions when collaborating with a partner school in the
US. The presenter will discuss the ethical implications for anyone working with students online,
and outline good practice recommendations for setting up online spaces which language learners
can engage in comfortably.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

14:40

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

MARTIN SEDAGHATHappily ever after: Post-reading projects for picture
books #2859
Picture books are powerful tools for language learners. They tell stories through both words andpictures, and are a source of authenticity, motivation, and foundational literacy skills. However,once the story is told and the book is closed, there are still opportunities for meaningful learning totake place. This presentation will explore a variety of post-reading activities for young learners
from preschool and up through elementary school ages, including retellings of famous stories,
books made by students about themselves, and illustrated predictions of story resolutions. The
talk will focus on creative art projects that allow children to engage with and personalize thethemes, messages, and questions of a variety of picture book styles, such as wordless books,
open-ended stories, and concept books. Key principles for choosing books, designing activities,
and selecting materials will be discussed, along with suggestions for matching projects to age andability levels. Finally, the potential for linking story and language content to teaching about
subjects such as science, mathematics, and world cultures will be examined.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

Teaching
Younger
Learners

Teaching
Children

PracticeOriented Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 82 of 157

Edzil.la2022/11/29 14:22

MIKE LYONS

How to set up and run a multinational online SOLE
session #2872
Self Organized Learning Environments (SOLEs) are brief, intense, enjoyable examples of Problem
Based Learning (PBL). Characterized by a lack of teacher-involvement, SOLEs are known as“minimally invasive education.” The teacher’s role is marginalized to facilitator. Sessions have 3
phases. First, the facilitator poses a challenging problem, known in SOLEs as a "Big Question",
following which, the session is entirely student-centered. Second, the students work in groups
searching the Internet for possible solutions. Third, the students present their findings. In an
English Language Learning (ELL) context, the presentations are in the target language, and thefacilitator may provide language instruction. The method can be effectively adapted for
multinational online collaborations, where students from several countries form diverse
communities of practice in breakout rooms. This is an opportunity for communication in the target
language and also for learning content related to the Big Question. There are, however, pitfalls inthis type of session that can detract from the experience. For example, some students might havepoor internet connections, or students might need assistance but lack the language ability to ask.
In this presentation, you will learn how to set up and run multinational online SOLEs that are funand, as far as possible, problem-free.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 83 of 157

Edzil.la2022/11/29 14:22

DEREK HERBERT

Factors affecting L2 motivation in a remote learning
environment #2886
For learners to keep studying a second language such as English, a high level of motivation isimportant to maintain their enthusiasm and make progress in the subject (Cowie & Sakui, 2012).
When COVID-19 hit the ELT industry, English language classes were conducted remotely. It
brought pedagogical challenges and introduced a new environment for teachers and learners. This
presentation highlights perceptions of both university teachers and learners on factors that
support and hinder a university learner's L2 motivation in an emergency remote learning
environment. A mixed methodology approach was carried out in a small scale study at a private
university in Japan. Surveys were implemented with 11 teachers and 18 learners. Threeparticipants from each data set were selected for interviews for further clarification. Survey
findings showed similar perceptions from both data sets on supporting factors; with teacher
behavior and approaches being a prevailing factor. Reported factors which were considered as
hindrances to learning differed between data sets, with teachers perceiving a lack of a pleasantand supportive online atmosphere as a key hindrance to motivation. Learners reported a lack of astimulating and enjoyable learning environment as the biggest hindrance.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

TeacherDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 84 of 157

Edzil.la2022/11/29 14:22

STEVE BRIDGE/l/ vs. /ɹ/: Minimal pair challenges, vocabulary, andcommunication #2889
Many Japanese English Language Learners (ELLs) have a hate-hate relationship withcomprehending and pronouncing /l/ and /ɹ/ words, yet these two phonemes are an inescapable andintegral part of the language. The fact that many /l/ words have an /ɹ/ minimal pair in the same partof speech (e.g., the nouns lack and rack) and the multiple vowel sounds of English necessitate
learners’ recognizing and pronouncing those words accurately for successful understanding andcommunication. In helping Japanese ELLs face these /l/ vs. /ɹ/ challenges head-on, teachers can
go beyond discrete minimal word pairs to minimal pair sentence contexts, introduce new
vocabulary with accompanying images to enhance comprehension, and then help learners
transition into communicative practice. The presentation will include a novel method of
consciousness-raising about the correct tongue positions, and attendees will engage in fun,interactive, integrated-skills /l/ vs. /ɹ/ activities. These activities can be modulated as individualmini-lessons or extended into longer segments of academic, community, or workplace
listening/speaking classes for learners at a range of proficiency levels. Attendees will be provided
a set of PowerPoints, including embedded word and sentence pair audio, and the lessons are
adaptable for one-on-one or group online or in-person classes.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

14:40

25m

Materials
Writers

Any

Practice-Oriented
Short Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 85 of 157

Edzil.la2022/11/29 14:22

ERI KONDO

Transfers of L1 and L2 in bilingual education #2954
It’s often argued that we have the order of language acquisitions in which we acquire questions
including embedded questions and negations. However, I completely disagree with this theory andI will defend my stand with valid arguments in this presentation, connected to an analysis ofnarrative story-telling of writing. In addition, I discuss that L1 speakers have a tendency in talks
and interviews, which will have an influence on the way of interactions on a conversation analysis,
related to bilingualism. This research, therefore, focuses on two sides of learning and an originalidentity in language. To begin with, a negative transfer of L1 has been completely shone a glaring
light on usages of second language under the onslaught of asking questions and negations insyntax. Moreover, Japanese might not acquire the functions of indefiniteness and definitenesscorrectly as the same thing as the Russians (Odlin, 1989). Furthermore, a positive transfer of L2
has been highlighted in the instruction to give opinions that learners can understand quite easily,
which provides an illuminating discussion of how languages are acquired in the light of that opinion
method. Basically, a transfer is psychologically defined as a training habit that a first task affects
on a second task (Kimball & Holyosak, 2000; Manaro, 2018). This presentation deals with theinsight to rethink the curriculum that follows grammatical structures in the shadow of the drills
that would make a habit in brains. In conclusion, research in a second language acquisition still
remains in the dark about the extent of which teaching methods absolutely perpetuate convincing
language acquisitions.
Date

Start

LengthType

Subtype

Format

Jul
9th

14:40

25m

Bilingualism

GeneralResearchOriented
Presentation

VirtualLocation
Enter
from
here

ALASTAIR GRAHAM-MARR

Critical Thinking: Do teachers/publishers truly
understand it? #3272
Critical thinking is a vitally important concept which has sadly been hijacked as an educationalbuzzword and misused to the point of rendering it near meaningless. And yet it remains a needed
yet undeveloped thinking "skill" in people interacting in any language: native, second or foreign.
Critical thinking entails getting an understanding of the subtext: the assumptions and veiled
messages that are loaded into all forms of discourse. This workshop will explore this further.
Date

Type

Subtype

FormatCANCELLED

CriticalThinking

College andUniversity Education

Practice-Oriented
Short Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter fromhere

Page 86 of 157

Edzil.la2022/11/29 14:22

WILLIAM PELLOWE

Using Text Chat to Increase Participation andEngagement #2697
The COVID-19 Pandemic has caused an upheaval in tertiary education, with many classes either
going online or becoming hybrid. Students participating in classes through Zoom often report"Zoom fatigue" and a loss of interest and motivation. Some students reportedly "ghost" classes,
appearing in name only. In in-person classes, one effective technique to maintain student interest
and attention is to periodically ask multiple-choice questions, and have all students respond
simultaneously with response cards or through an online answer system. While there are many
ways to replicate this during Zoom classes, there are several advantages to eliciting student
answers via DM (direct message) in the chat. It is an easy way to elicit a variety of answer types(multiple choice, words, or phrases). DM is low risk; students' answers are invisible to the otherstudents, so no student sticks out. DMs are motivating because the students know that theteacher sees their name alongside their answers. Zoom chat can be saved, thus preserving
records of each student's participation. Finally, while these questions are best planned
beforehand, DMs can be used spontaneously. This practice-oriented workshop will include ademonstration of how to analyze the chat transcript for quantitative and qualitative participation
data.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

College andUniversity
Educators

College andUniversity
Education

PracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 87 of 157

Edzil.la2022/11/29 14:22

FATEMEH RANJBARAN

Enhancing Productive Skills through Technology:
Mentimeter in the ELT Classroom #2708
Following major setbacks in teaching and learning over the past two years and now engaging in
face-to-face teaching post-COVID, one of the major challenges for teachers is to keep students
engaged and motivated in order to learn and stay focused in the classroom. On the other hand,teachers in Oman have long been tackling the issue of teaching vocabulary to students in thefoundation level English courses. To this end, this study examined the effectiveness of using
Mentimeter, a Student Response System (SRS), to enhance vocabulary learning for productive
skills in the ELT general foundation program. By using Mentimeter, students can collaborate
interactively, yet anonymously, with their teachers and peers through an engaging online platform.
This collaborative SRS expands the students’ vocabulary knowledge through a variety of item
types, such as word clouds, quiz competition, open-ended questions, and the newest feature, ‘Pin
on Image’. An action research was conducted with 50 students using pre- and post-test,
questionnaire and semi-structured interviews. The results of this study indicate the beneficial
aspects of integrated learning through innovative technological tools to boost students’performance in productive skills. In addition to boosting vocabulary retention, this technologicaltool allows students to overcome demotivation and helps teachers to create more effective andinteractive lessons to achieve learning and teaching goals. Overall, the implications can beconstructive for educators in making use of Mentimeter to enhance students’ vocabularyknowledge.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 88 of 157

Edzil.la2022/11/29 14:22

CYNTHIA SMITH / LILY THUKRAL

Teaching the L2 Learner What "They" Want and Need:
Japanese University Students’ Exposure to andAttitudes toward Singular They #2712
Singular they (ST) is a generic third-person singular pronoun, as in the sentence “If a student
comes, give them a handout.” ST is a well-established part of the English lexicon endorsed bymany dictionaries, style guides, and universities, and is the generic pronoun of choice by native
English speakers in many contexts (rather than generic he or he/she). However, ST’s acceptanceamong L2 English speakers varies more widely, influenced by factors such as the amount of
exposure to natural English and the socio-linguistics of the L1 language and culture. This
exploratory study examines the exposure to and attitudes toward ST by 55 Japanese university
students of low-intermediate English proficiency. Results indicate that although participants
believed ST to be useful, many also held negative perceptions of it, which seemed to stem mainly
from lack of exposure and from grammatical beliefs that conflicted with ST. Despite this, many
noted its potential to decrease gender bias, and 74% said they wanted to try using ST more. These
results point to a need in Japanese EFL classrooms and textbooks to incorporate ST instruction tomatch the recommendations of style guides and to reflect the natural transitions in the English
language.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

College andUniversity
Educators

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 89 of 157

Edzil.la2022/11/29 14:22

OGAWA CHIE / XIA SHIMING

Examining Learners’ Pragmatic Competence in L2
Japanese #2723
This study explores Japanese as a Foreign Language (JFL) learners’ pragmatic competence in
speaking tasks. Speaking tasks are popular assessment tools to evaluate L2 speakers’ language
proficiency (e.g., TOEFL, ACTFL OPT). Due to the lack of opportunities to speak the target
language outside of classes, it is still challenging even for advanced JFL learners to understandwhat would be appropriate depending on the situations and interlocutors. Previous studies havelooked at ESL learners’ pragmatic competence and created some type of assessment criteria. Yet,
it is still uncertain these assessment criteria can be applied to other target languages (e.g.,
Japanese). Validation of rubrics across pragmatic targets, situations and other L2 is necessary.
This presentation demonstrates the assessment rubric to reflect L2 speakers’ competence toachieve a task goal, and important features of L2 pragmatic competence in interaction. The
participants are 15 JFL learners. The participants participated in a role play with different
situations (e.g, making a request, refusal, complaint). The participants’ performances are video
recorded and rated by Japanese native speakers based on the rating criteria adapted from Youn
(2015) and Revesz (2016). This ongoing project will show the preliminary findings and possible
improvements of the analysis.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:15

25m

Pragmatics

GeneralResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 90 of 157

Edzil.la2022/11/29 14:22

KEIKO NAKAMURA

Analysis of Opinions and Intentions in Junior HighSchool Textbooks #2740
MEXT (2017) revised the Course of Study to promote learners’ practical communication skills. In
accordance with the revised guideline, new government authorized English textbooks for juniorhigh school were published by six publishers in 2021. Since some Japanese learners tend to bepassive, and hesitate to express different opinions and intentions from others in class, learning
language expressions pertaining to ‘opinions and intentions’ are extremely useful in promoting
effective communication in English. Therefore, how those textbooks foster learners’ discourse
competence is of importance. This presentation outlines a study in which opinions and intentionsin the newly published textbooks as one of the five functions of language are examined. Opinions
and intentions include ‘offers’, ‘promises’, ‘stating one’s opinions’, ‘agreeing’, ‘disagreeing’,‘accepting’, ‘refusing’, and ‘supposing’. The findings show that discourse structures in the newly
published textbooks vary depending on textbook, and also that the newly published textbooks
provide more dialogues with this function in comparison to older textbooks. Furthermore, thispresentation will suggest pedagogical implications for developing learners’ communicativecompetence.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:15

25m

Teaching
Younger
Learners

Junior /Senior HighSchoolResearchOriented
Presentation

Location
Enter
from
here

JONATHAN SHACHTER

Correlating heart rate response with state feelings in alanguage classroom #2743
The aim of this study was to assess moment-to-moment occurrences of Japanese language
learning (LL) anxiety symptoms in a university classroom by evaluating the relationship between
self-reported affective states and heart rate measures. Over a period of three sessions,
undergraduate Japanese language students (5 males and 5 females, mean age = 19.7 years, SD =.95) wore Fitbit smart watches and performed a class-observed dialog while seated at their desks.
Students were also asked how they were feeling at three intervals within each session: class start,
pre-performance, and post-performance. Self-reported feelings of distress and embarrassment
were found to have significant relationships with HR response. The current study advances thefield by providing a new data collection system which effectively assesses affective states in a'live' classroom setting. Real-time assessment of affective states can assist in identifying whenshifts in affect occur, with the potential for these shifts to inform LL interventions.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:15

25m

Mind,
Brain, and
Education

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 91 of 157

Edzil.la2022/11/29 14:22

DANIEL HOOPER / ANDY GILL

Critical friendships: Bridging teaching beliefs andvisible behaviors #2817
An often neglected aspect of reflective practice (RP) is the impact of teachers’ histories on the
beliefs and principles that drive their classroom behaviors. Exploring the emergence of these“unseen” factors and their potential influence on professional practice, the presenters will
illustrate how, through data-based and dialogic RP, they gained a deeper understanding of theirown teaching whilst enhancing personal wellbeing and collegiality. This presentation is based onan RP study grounded in both conversational analysis of classroom data and a “critical friendship”
in which the two researchers examined the gap between their stated teaching principles and their“visible behaviors” in a safe, non-judgemental environment. The presenters will share findings
illustrating how historical experiences as both language learners and teachers had a profound
impact on what they considered “good teaching.” Furthermore, they will discuss how dialogic
approaches to RP can lead to increased professional confidence, open-mindedness, and humility.
In line with assertions by Farrell (2019), the findings of this study suggest that rather than simply
focusing on the visible elements of teaching (what we see in class), increased attention on theunseen factors driving teaching, such as historically-constructed beliefs, may lead to richer
insights for practitioners and researchers alike.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

TeacherDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 92 of 157

Edzil.la2022/11/29 14:22

ROBERT STROUD / STEPHEN HARRIS

Boost Motivation and Achievement with a SMART Class
Design #2959
Many university instructors of low-level English students carry the burden of teaching lethargic,
unmotivated classes - a burden increased by online teaching during the COVID-19 pandemic.
Research into student motivation can ease the burden, but understanding and applying that
research to actual classroom learning is challenging and time-consuming. As stated by Self
Determination Theory, students who feel a sense of improvement and achievement within theirlearning over time are expected to be more motivated to put effort into their work. This
presentation will show how a 5-part SMART checklist (not to be confused with SMART goals)
created by the presenters can be used to better clarify the efforts that students are expected tomake within classes by defining the language use which will be assessed, as well as how theirperformance will be measured. A full explanation of the SMART checklist acronym will be given by
the presenters and examples of how it can be applied to help English communication courses
shown. Furthermore, a simple formative assessment sheet, which aligns with the checklist to help
students identify their strong and weak areas, will be presented as a practical way for teachers to
help students improve their performance autonomously over time.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

LearnerDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 93 of 157

Edzil.la2022/11/29 14:22

MICHAEL MORRIS

Making it personal: Meaningful vocabulary activities for
the ESL classroom #2964
Vocabulary instruction through meaningful input and output is a bedrock of English language
learning. Many common resources tend to lack a communicative component - much less any
meaningful or memorable ways of instruction - and usually focus on matching or fill-in-the-blankstyle activities. Making vocabulary meaningful and memorable in the classroom by using activities
that tap into a learner’s personal experience not only leads to a more lively and communicativeclassroom, but may contribute to better retention over time. Research has shown that this type ofstructured input and output can focus the learner’s attention to target elements of instruction;
however, current practice has focused more on grammatical rather than lexical features. The
English instructor is paramount in structuring the lexical content in order to create a personal
experience for the language learner. This presentation will illustrate this process through a seriesof ‘personalization activities’ that have been structured to highlight target vocabulary and use it ina meaningful and memorable way. Moreover, tips and suggestions are shared for adapting andmodifying existing resources to make them more personal.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:15

25m

Vocabulary

Any

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 94 of 157

Edzil.la2022/11/29 14:22

ANDREW REIMANN

Reimagining Culture, Communication and Competence#2982

The role of culture in communication is critical and well documented yet remains a challenging
aspect to teach. Understanding and explaining how to communicate effectively and appropriately
across differences is an essential component of language teaching. Since Hymes' (1964)
introduction, notions of social competence have endeavored to explain the implications of
personal, psychological and cultural elements affecting communication. Learners today, require
meta-skills similar to Byram’s (1997) ‘Savoirs’ that embody a cultural awareness including
sensitivity to differences, tolerance of ambiguity, willingness to adapt and cooperate, to negotiate
meaning and develop understanding. This type of Meta-Cultural Competence (Reimann 2010)
proposes that knowledge becomes competence when connected with experiences and thesensitivity to realize their significance. This presentation describes 10 categories of culturalorientations and communication styles used to objectively teach unfamiliar concepts. Considering
the subjective nature of culture, creating a framework of relatable and comparable features,characteristics and criteria is necessary for synthesizing and understanding culture, building
empathy and competence, while avoiding othering or perpetuating stereotypes. The categories tobe discussed build on concepts established by Hall (1976) and Hofstede (1980), applying theirmodels to the analysis of real critical incidents, which can be used to raise awareness and develop
Meta-Cultural Competence.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

Intercultural
Communicationin Language
Education

Teaching
Mature /Lifelong
learners

PracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 95 of 157

Edzil.la2022/11/29 14:22

PAUL RAINENation’s Four Strands and Digital Language Pedagogy
with ZenGengo #3252
In recent years, the move toward blended and hybrid forms of language learning has lead manyteachers to re-evaluate their digital toolsets. Language teachers in particular need not only areliable set of tools but also a solid pedagogical framework within which these tools can be put touse. As the old saying goes – it's not just the technology, but what you do with it that counts.
Renowned linguist Paul Nation argues that a well-balanced language course should consist of four
strands: meaning-focused input, meaning-focused output, language-focused learning, andfluency development (Nation, 2007). In this presentation, the developer of ZenGengo, a webbased language teaching and learning platform, will demonstrate how the platform can be used toquickly and easily create activities that correspond with each of Nation's four strands. The
presenter will show how by using ZenGengo, language teachers can not only create more effective
and engaging activities for their learners, but also manage their own workloads more efficiently,
and ensure that students can always access their course materials whether face-to-face, fully
online, or somewhere in between.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

JAMES DUNN / 中川浩 / TODD HOOPER

Critical Thinking SIG Forum #2650
This year's PanSIG CT SIG Forum will focus on critical thinking and concrete ideas you can takeback to your classroom to integrate critical thinking into your curriculum. We will be hosting
multiple presentations on this subject and hope that you can join us for an information-filled forumwith critical thinking ideas for you and some lively discussion.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

1h30m

CriticalThinking

GeneralUnvetted SIG
Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter fromhere

Page 96 of 157

Edzil.la2022/11/29 14:22

MARGIT / CECILIA SILVA / WRIGHT PORNSRI / MARTINA GUNSKE VON KÖLLNInternational Online Exchange in Times of Covid #2658
Presenters will give examples of international online exchange using on-time and off-time
methods. College or university students who study or learn a foreign language other than English,
mainly on level A1-A2. The presentations will show what methods are used to keep students
interested, curious and eager to interact and learn the language with their online partners in othercountries. The presentations will be given in the original language while information in English or
Japanese will be given either on the slides or in a verbal summary.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

1h30m

Other
Language
Educators

College andUniversity
Education

Unvetted
SIG
Forum

VirtualLocation
Enter
from
here

CHHAYANKDHAR SINGH RATHORE / EMILY CHOONG / MARIA WILMA CAPATI / LISA M. HUNSBERGER /BENG HWEE TAN / DARREN KINSMAN / MAX DIAZ

Performance in Education SIG Forum #2693
Performance in Education refers to the use of activities such as roleplays, skits, process drama,
readers theatre, speech, debate, oral presentations, dance, music, spoken word, rap, kamishibai,
film, and podcasting in education. The Performance in Education SIG focuses on the use of these
activities by teachers and students inside and outside of the classroom. The SIG Forum will featurelightning presentations (10-minute presentations) by a diverse lineup of presenters who will share
their ideas and experience on the various facets of Performance in Education.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:15

1h30m

Performance in
Education

Any

Unvetted
SIG Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter
from here

Page 97 of 157

Edzil.la2022/11/29 14:22

CHRISTOPHER HALE / PAUL WADDEN / DAN FERREIRA / BETHANY LACY / MARIA HANNAH MARTIN / JP
MUDRYJ(Re)imagining Language Learning: Liberal Arts and
TOEFL in Japanese Higher Education #2719
For 20 years Japan has recorded among the lowest TOEFL scores in Asia. In 2019, only Laos andTajikistan had lower average iBT scores (ETS, 2020). This presentation, based upon a joint
research project by professors at four major liberal arts universities, posits that one principal
reason is that Japanese high school and university curricula focus on language skills and fail tocoherently build basic knowledge and vocabulary in the traditional areas of the liberal arts. As theexecutive director of TOEFL observes, “Most items… on a TOEFL test tend to be drawn directlyfrom university-level textbooks, from the courses that students would typically encounter in a
first- or second-year liberal arts class” (S. Gopal qtd in Moody, 2020). The presentation thendescribes a Content-and-Language-Integrated (CLIL) curriculum that could be adopted acrossuniversities in Japan to improve students’ content knowledge and language skills. The presentersargue that this content-and-language-integrated approach will increase students’ readiness foruniversity study as universities implement MEXT-supported EMI courses and expansion of English
curricula for foreign students (Underwood and Glasgow, 2019). This in turn can impact TOEFL and
IELTS scores, providing a foundation to improve Japan’s overall standing in international measuresof language proficiency.
Date

Start

LengthType

Subtype

Format

Jul
9th

15:50

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 98 of 157

Edzil.la2022/11/29 14:22

MERISSAO@YAHOO.COM

Laughter Meditation to Reduce Students’ Anxiety,
Burnout, and Stress #2733
The ongoing COVID-19 pandemic-related anxiety, burnout, and stress (ABS), and fear haveaffected the quality of life of many people globally. Studies have shown that the number ofindividuals affected by depression has risen during the COVID-19 pandemic (Bueno, 2021). Suchpandemic-related ABS, and fear of the unknown are likely to progress into mental related-illnesses
if no intervention is carried out. Here, the positive effects of non-pharmacologic interventions
such as massage, music, and yoga therapy have begun to be recognized (Lewis et al., 2018). In asimilar vein, laughter therapy has also been discovered as an avenue to reduce ABS, due to its
ability to change mood states instantaneously, lower blood pressure, boost the immune systems,
increase concentration, and self-confidence (Subramoney, 2020). In this study, laughter
meditation intervention (LMI), a technique which involves mimicking the act of laughing, wastrialed with 70 volunteer participants to explore its potential to improve their positive psychologicalstatus. After two sessions, positive emotions, and reductions of ABS in the classroom were found.
This result suggests that LMI is effective in ameliorating students’ wellbeing and encouraging
them to be more resilient and positive about the unknown effects they face in a post pandemic era.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:50

25m

Mind,
Brain, and
Education

College andUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

BRADLEY IRWIN

Flexible strategies to build a community of learners #2734
It is difficult to anticipate what education in the post-pandemic world might look like. However,teaching during the pandemic taught all of us the importance of flexibility in our approaches toteaching. This presentation will describe two technology mediated strategies that build acommunity of learners by enhancing teaching and social presence in our lessons. Specifically, thepresenter will describe the use of screencast feedback to enhance teaching presence and weekly
self-reflection ‘exit tickets’ to enhance social presence. While both approaches were originallydeveloped in face to face classes, they have been successfully implemented in hybrid and online
classes (both synchronous and asynchronous). These approaches were found to diminish thefeeling of isolation in online learning environments and to strengthen the rapport between
students and teacher in both online and face to face lessons. Further findings indicated that thesestrategies led to increased motivation and task engagement. This presentation will be of particularinterest to educators looking for flexible approaches to improve teaching and social presence thatcan easily be adapted to a variety of teaching situations.
Date

Type

Subtype

FormatVirtualCANCELLED

LearnerDevelopment

College andUniversity
Education

Research-Oriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 99 of 157

Edzil.la2022/11/29 14:22

STUART WARRINGTON

Critical pedagogy in ELT: A possible post-pandemic
panacea? #2828
Since the onset of Covid-19, government decision-making has significantly affected Japanese
universities, their education policies and inevitably English language teachers’ and learners’ lives.
Hence, it has provided opportunities to contemplate how the English language classroom has beenin light of changes teachers and learners have had to make, and how it could be. As such, thesepoint to a need to envision the future classroom as a place for teachers and learners to makesense of and develop from their experiences. One approach that can help with this is criticalpedagogy—the process of critiquing structures of power and oppression that manifest in theclassroom. Indeed, as all education is arguably political and higher education is not just in society
but supposedly for it, critical pedagogy offers a practical and relevant way to reconstitute theEnglish language classroom via the problematising of current and historical educational contexts
and practices. Consequently, this presentation discusses research that used critical pedagogy tounderstand one English language classroom of the pandemic via a teacher’s and his learners’
responses to such ‘lived’ conditions before utilising these to (re)imagine the classroom postpandemic with implications for their empowerment and transformation for the greater good.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:50

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

ANNA BELOBROVY / IAN A. HURRELL / TRAVIS WEST

Teacher reflections on a student-led group seminarproject #2847
Project-based learning (PBL) is a progressing development in education that suggests
tremendous benefits for learners, such as mastering 21st-century academic skills, developing
learner autonomy, increasing motivation, and building group dynamics through collaborative work.
In this presentation, the authors will attempt to demonstrate the accuracy of the above statement
by reflecting on the effectiveness of the PBL approach which they implemented in a student-led
group seminar project for an advanced English course at a private university in Tokyo. After
providing a brief overview of the PBL approach and a complete description of how each stage ofthe student-led group seminar project relates to this approach, each instructor will report theirunique observations of the project flow in their classes together with observations regardingwhether the educational benefits of PBL were achieved. In addition, ways in which the project
could be further improved to better facilitate learning outcomes of the PBL approach will also be
discussed.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:50

25m

LearnerDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 100 of 157

Edzil.la2022/11/29 14:22

SUNAO FUKUNAGA

Struggle and Hesitation: Identity Dilemmas of Japanese
HS English teachers #2910
Language teacher identity research has unpacked how a teacher’s identity influences theirclassroom teaching practice and offered insights into the better professional growth of teachers(Morgan, 2004; Varghese, Morgan, Johnston, & Johnson, K., 2005). Meanwhile, identity research
on Japanese high school (HS) English teachers has focused on teachers’ subject-specificprofessional lives linked to pedagogy and classroom practice. Few studies have addressed thecontextual factors of Japanese HSs and teachers’ overall responsibilities besides language
teaching. Theoretically informed by Tollefson’s Historical-Structural approach (1991) and drawing
on Japanese sociology of education (Matsuoka, 2019; Shimizu, 2020), this study aims to elucidateteachers’ struggle and hesitation regarding whether to claim their identity as English teachers. To
conduct a close analysis of contextual factors of the Japanese HS system, the data set wascollected through semi-structured interviews and classroom observations using an ethnographic
approach with multiple English teachers with five to over twenty years of teaching experience.
Teachers tend to find meaning in supporting students’ career goals and overall growth rather thanprioritizing English instruction. The study argues that the identity of Japanese HS English teachers
is constructed not only through language instruction but more through identity dilemmas thecontextual factors of their schools prompt.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:50

25m

TeacherDevelopment

Junior /SeniorHigh
SchoolResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 101 of 157

Edzil.la2022/11/29 14:22

AMY BRAUN

How to Teach Programming to Young Learners in
English #2980
Teaching programming has taken off in Japan since MEXT introduced it as a subject in elementary
schools in 2020. English schools have also been offering programming courses as getting a job
with high-paying IT companies such as Apple or Google also requires employees to have highlevel English. The current trend in teaching young learners about coding is to use programs andgames that incorporate the idea of block programming. This presentation will talk about how toteach the beginning stages of block programming to students from ages 3 to 12. We will discuss
the most appropriate stages to teach programming to each developmental age. The presenter willtalk about how non-native students learn English with coding. Also, the presenter will talk about
various in-class games, toys, sites, and programs that can help educators teach programming
effectively. And the best part is that you don't need prior knowledge to teach coding or to attend
this presentation. You don't even need to have a computer to teach programming. Come to thepresentation to find out why.
Date

Type

Subtype

FormatVirtualCANCELLED

Teaching Younger
Learners

Teaching
Children

Practice-Oriented
Short Workshop

LocationEnter from
here

PAUL SHIMIZU

Orchestrate or Pontificate #3292
Many of us teachers get easily sucked into a "Chalk & Talk" style of teaching in our oral
communication classes. It is essential to give your students the opportunity and space to develop
their oral communication skills. By doing this your students will actually want to come to class.
This workshop will present a bundle of ideas to help you hand over to your students so that you
may stand back and observe their progress.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

15:50

25m

CollegeandUniversity
Educators

Conversation/ Language
SchoolPracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 102 of 157

Edzil.la2022/11/29 14:22

PAUL COLLETT

An online application for advancing quantitative data
analysis #2694
One aspect of reimagining language learning research involves new approaches to data analysis.
For quantitative research into foreign language learning or teaching, the dominant approach isarguably inferential statistics for statistical significance testing. Here, a test statistic (p-value) is
calculated from sampled data, and decisions on the variables being tested-whether to accept or
reject them as in some way contributing to the processes under study-are made based on thecalculated p-value. However, this approach has long been recognised by numerous
methodologists and theorists as potentially flawed, possibly holding back much research fromcontributing to substantive theory creation. Alternative measures are recommended; if not
rejecting the approach outright, it is suggested that the results of statistical significance tests areaugmented with measures of effect size, confidence intervals, robust variations of inferential
statistics, and data-rich graphical plots. This presentation introduces an online application
designed to help researchers carry out quantitative analysis focused on these alternatives tosignificance testing. Aimed particularly at less-experienced researchers, it requires little more than
the input of data for the output of a range of useful statistics and plots. The rationale behind andusage of the application will be covered.
Date

Type

Subtype

FormatCANCELLED

Testing and Evaluation

GeneralInteractive poster session

LI-HSIN TU

Sharing Slices of Life: Weekly Blogging Assignment forFirst-year University Students #2696
This session will introduce a weblog assignment for students in a university-level academic English
class. It is a semester-long, on-going assignment that exists alongside their academic writing
projects. The blog assignment is titled “Slice of Life,” and it requires students to publish one blog
entry every week that gives readers insight into their everyday life. In addition, every week, each
blogger will read the entries published by their peers, and leave relevant comments on at least twoof their classmates’ blog entries. The “slice of life” entry for this assignment can be a shortnarrative about a segment of their day, a poem depicting a small moment in time, or a collection ofphotos, videos and/or words describing the everyday experience. The students are encouraged touse the language creatively for communication purposes, with the aim to improve their comfort
confidence level in using the language, as well as providing opportunities for using L2 for realcommunication. In this poster session, the presenter will explain the details of this assignment,
present examples of published student blog entries and comments, share excerpts of student
reflections on this semester-long assignment, and answer any questions.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:00

40m

College andUniversity
Educators

College andUniversity
Education

Interactive
postersessionhttps://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 103 of 157

Edzil.la2022/11/29 14:22

AYANO VALVONA

Student Perceptions of Peer-review in Blog-style
Writing Assignment #2702
Much has been written about the effects of peer-review in the language classroom (Bransford etal, 2004; Patri, 2002; Liu, N. & Carless, D., 2006). Peer-review specifically in writing courses has
been reported as beneficial (Banegas, D. L., et al 2019; Rollinson, P. 2005; Tahir, I. H., 2012; Yu,2019) because it helps students to reflect, edit, and correct. This presentation explores student
perceptions of peer-review in a college English writing class for lower-intermediate students inJapan. Although the students are all taking English communication courses, some students’
writing proficiency is low. Most research on peer review is done in higher level writing or academic
writing courses; therefore, the presenter aimed to find out how this particular class would respondto peer-review. Students produced blog-style writing texts, and their work was posted on Google
Classroom. Students were then asked to evaluate each other’s work. In a post-project survey,
students indicated a positive attitude towards peer-review, and that reading other students’ blog
posts helped them reflect on their own writing. Students also reported that knowing their work
would be shown to others urged them to work harder and produce better work than in otherassignments. These results match with previous studies.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

College andUniversity
Educators

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 104 of 157

Edzil.la2022/11/29 14:22

GRETCHEN CLARK / ALEXANDRA BURKE

Living with ADHD: What this means for teachers andstudents #2704
Attention Deficit and Hyperactivity Disorder (ADHD) is a complex and misunderstood condition.
Despite its reputation as a disorder that simply affects the ability to focus and contributes tohyperactive behavior, ADHD presents in different ways for different people. What may present as achallenge for one person may in fact be the strength of another and vice versa. In the teachingcontext, the classroom (either physical or virtual) may create a wide variety of situations, both
hurdles and opportunities, for which teachers and students who have ADHD have to manage. This
poster will illustrate what it means to live with ADHD. The presenters will narrate their experiences
as language teachers both pre- and mid-pandemic and discuss how ADHD shapes their teachingpractice. They will also describe how they structure their classrooms to support students who may
be struggling and how they craft a space for students with ADHD to make use of their skills toexperience success. This poster will be of particular interest to teachers of students withdiagnosed or undiagnosed ADHD who may be struggling to apply learning strategies that wereeffective in the physical classroom to virtual study.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

Accessibility in
Language
Learning

GeneralInteractive
postersessionLocation
Enter
from
here

REIKO TAKEDA

留学準備講座におけるクリティカル・インシデントの指導#2816

異文化との接点でカルチャー・ショックを感じることは不可避と言われている。その原因に対応するための批

判的思考、また問題解決を見出すためにクリティカル・インシデント法が異文化コミュニケーション研修でも取り上げられ、誤解や対立などを描写する有効な方法として位置づけられている。 本発表では、新型コロナウ
イルスの感染拡大前に留学準備講座（半期の日本語開講科目）を履修した日本人大学生が経験したクリティカ
ル・インシデントの調査結果を明らかにする。クリティカル・インシデントの指導を受けた翌週、受講生は外国人交換留学生との懇親会に参加し、自ら経験したクリティカル・インシデントに関する振り返りを記述した。記述内容をHall (1976) の高文脈/低文脈文化のモデルに沿って分析し、コロナ禍における本講座指導への応用、並びに海外留学を目指す学生に必要な要素も考察する。
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

Study
AbroadCollege andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 105 of 157

Edzil.la2022/11/29 14:22

STEVE PATON

Developing spontaneity in speaking through FlipGrid
videos #2822
Throughout a semester of distance learning, a class of higher-level English-major students in a
speaking course were required to make several video presentations on FlipGrid. To overcome
Japanese students’ tendencies towards wanting to read polished scripts or deliver memorised
speeches, the requirements for each video were designed to steer the students towards producing
more informal and conversational videos. For example, in some videos students were required towalk while speaking in order to prevent them from reading. It was hoped that through feedback
based on carefully-designed rubrics, some of the natural spontaneity that would ordinarily befostered within a conversational classroom environment could be be developed within
asynchronous distance learning. A survey was administered at the end of the semester whichascertained, amongst other things, that the students felt that their speaking skills had improved
through the semester’s video assignments. Later, with the students’ consent, independent raters
were asked to judge certain aspects of both early-semester and late-semester videos of some ofthe students. These ratings of students’ apparent willingness to be spontaneous and the degree towhich they appeared to avert making ‘errors’ will also be discussed.
Date

Type

Subtype

FormatCANCELLED

College andUniversity
Educators

College andUniversity
Education

Interactive
poster session

VirtualLocationEnter
from here

JULIA CHRISTMASLLC COIL 101 for University Language Teachers: Two
Exemplars #2824
Today’s presentation will focus on Collaborative Online International Learning (COIL), which uses
online technology to link geographically separated students in higher education settings. It will
focus specifically on two examples of Language Learning COIL (LLC COIL), a subset of regular
COIL, and a type of collaboration that strives specifically to support language learning throughonline joint efforts with other language learners. In a COIL project, teachers create opportunities
for their students in any given course to work with peers in a similar university course somewhere
else in the world. COIL is not a specific technology or a digital platform; it is a system forcollaboration and connection. It is beneficial as it is virtual and therefore financially accessible
exchange that can increase mobility and intercultural competence. Conversely, there are many
typical obstacles to COIL. They include lack of access to a global partner, not understanding thetechnology, and a lack of knowledge about good practices. To support new users of COIL thepresentation will survey two parallel-run LLC COIL projects from the outset to the finish.
Additionally, it will include resources for learning more about where to go for COIL training and forfinding a global partner.
Date

Type

Subtype

FormatCANCELLED

Computer Assisted
Language Learning

College and University
Education

Interactive poster
sessionhttps://pansig2022.edzil.la/sessions/responsive

Page 106 of 157

Edzil.la2022/11/29 14:22

DAVEY YOUNG

Online Inclusion with UDL: A Case Study in
Postsecondary EMI #2844
Compared to their peers without disabilities, students with disabilities can experience unique,additional barriers to learning in online learning environments (Rao et al., 2021; UNESCO, 2021).
Without knowing the barriers that students may face in online learning, teachers have an ethicalresponsibility to design and deliver inclusive online lessons, especially considering the likelihoodthat online instruction will become more commonplace in a post-pandemic world.

Universal

Design for Learning (UDL) is “a framework to improve and optimize teaching and learning for all
people based on scientific insights into how humans learn” (CAST, 2018) by providing multiplemeans of engagement, representation, and action and expression. This poster presentation will
describe the iterative application of UDL Guidelines to an online English Medium Instruction course
at a private university in Tokyo in the 2020 and 2021 academic years. This description will include
the initial application of the UDL Guidelines, responses from a student survey on the efficacy ofinclusive design choices, and subsequent modifications made to course and lesson delivery for
greater inclusivity. Participants will leave with a better understanding of how to apply the UDL
Guidelines in their own online teaching.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

Accessibilityin Language
Learning

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 107 of 157

Edzil.la2022/11/29 14:22

ZOE BARBER

Rethinking Silence and Participation in the Japanese
EFL Classroom #2864
Classroom silence is a common source of conflict between teachers and students in the JapaneseEnglish as a foreign language (EFL) context. Within second language acquisition theory (SLA) andEFL literature, and especially within communicative language teaching pedagogies, a heavyemphasis is placed on second language (L2) oral production as an ideal, if not essential
participation mode. Furthermore, the majority of work from Western researchers has
problematized the silence of Japanese EFL learners, traditionally viewing classroom silence as aserious impediment to L2 acquisition and as evidence of non-participation or lack of ability (e.g.
Bao, 2014; King, 2013; Shao & Gao, 2016). As a result, L2 oral production is often become
conflated with active participation and L2 gains in Japanese EFL classrooms settings (e.g.
Bernales, 2016; Delaney, 2012). This presentation aims to connect sociocultural constructions ofsilence with SLA phenomena and pedagogical factors to examine why Japanese EFL learners
continue to choose silence in the classroom (e.g. Bernales, 2016; Bao, 2014; King, 2013; Nakane,
2007; Yashima et al., 2016.) It reflects on these cultural ways of being, participating, and learning
to propose a broader conceptualization of L2 classroom participation that acknowledges andaccommodates silent modes of participation and different cultural learning modes.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:00

40m

Intercultural
Communicationin Language
Education

Any

Interactive
postersessionhttps://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 108 of 157

Edzil.la2022/11/29 14:22

MARISA LUCIAN / ROB MORIARTY / 山岸宏明

Are SMART goals a smart way to reduce anxiety andincrease motivation? #2875
In Japanese universities, instructors are familiar with the phenomenon of the silent classroom.
Issues of low motivation and performance anxiety can lead students to stay quiet instead of taking
risks and making mistakes—which are integral parts of foreign language learning—and thisreluctance is not conducive to improving one’s L2. Researchers have explored different methodsof instruction to cope with the issue of student anxiety. One potential solution is to increase
student feelings of self-efficacy by guiding students to set and achieve realistic goals. The
concept of SMART Goals (Specific, Measurable, Achievable, Realistic, and Time-based) was
introduced to first- and second-year students in five different courses (N=79) at the beginning of
their second semester. The five courses included one JSL course, two non-English major EFL
courses, and two English major writing courses. A questionnaire targeting feelings of anxiety andadequacy in the foreign language classroom was given to the students before and after developing
SMART goals. Drawing on the questionnaire data, the presenters will report on theircounterintuitive findings about the relationships between student anxiety, motivation andenjoyment as students refined their personal SMART goals over time.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:00

40m

LearnerDevelopment

College andUniversity
Education

Interactive
postersession

VirtualLocation
Enter
from
here

ENA HOLLINSHEAD

The role of a Self-Access Learning Center for nonEnglish language majors #2876
The present research explores the role of a Self-Access Learning Center (SALC) at a university inJapan. The SALC is one of the leading facilities in the field in Japan and is categorized as a “socialsupportive” facility with an intention to constantly investigate what its users need and whether it iseffectively meeting those needs (Mynard, 2019). However, as English is largely displayed in thefacility, students majoring in other languages may have perceptions of such a facility that the SALC
educators and staff may not be aware of. For example, Chinese major students’ attitudes andmotivations for using the SALC might be different from English majors, especially when studying
English as a third language. Educators in the SALC will need to explore the experiences of all usersof the facility, regardless of their major, and allow for different points of view in order to develop
the facility for all language learners. In this presentation, I will examine, firstly, the perception of
two Chinese major students towards the SALC, and secondly, what the SALC can offer them, as aplace for promoting self-language learning.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

Accessibilityin Language
Learning

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 109 of 157

Edzil.la2022/11/29 14:22

YASUSHI MIYAZAKI

Application of social model for neurodivergent students
in class #2880
Statistics from the Japan Student Services Organization indicate that the number ofneurodivergent students in higher education institutions is rising. Because interpersonalcommunication is problematic for many neurodivergent students, this increase suggests that
language instructors must increasingly foster self-esteem and self-efficacy by teaching effective
and productive communication skills. This poster will present the kind of support based on thesocial model of disability that would be meaningful in communication with neurodivergent
students. Making learning easy and accessible for such students is not enough. We must
challenge students and polish their strengths. Applying the social model of disability, we canunderstand how social obstacles hinder participation in society. This model suggests thatdifferentiating the language instructors' communication behavior to reflect students' differencesin learning styles can help many neurodivergent students. Using a literature review of instruction
in EFL, this theoretical poster aspires to discuss the practical implication for teachers’ classroom
communication. Also, it encourages the audience to remember that, in addition to physicalaccommodation, our linguistic accommodation, even to the point of specific words of instruction,
can help students grow.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

Accessibilityin Language
Learning

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 110 of 157

Edzil.la2022/11/29 14:22

LORNA ASAMI / DEXTER DA SILVA

The critical role of the teacher in the Self-Directed
Learning (SDL) class #2914
Teachers and students have pulled through two years of online learning, gaining new informationand technological (ICT) skills, studying self-directed learning skills, and demonstrating an
adaptability to sudden and unexpected change. When our post-pandemic world finally arrives,
how will we have changed? Dewaele and Mercer (2018) examined teacher attitudes and thenecessity of a high level of emotional intelligence (EI) and self-efficacy to connect with students.
This human connection between teacher and student is critical in all modes of education, face-toface, online, blended, hybrid, or hyflex. Martin’s (2013) research on student adaptability touncertainty and novelty is useful in helping teachers guide, advise, coach, challenge, and believein students. In this presentation, the presenters reflect on various self-directed learning (SDL)
courses they have taught in the past two years and re-consider the indispensable role of theteacher in fostering new skills in our students to learn without us. Data from open-ended andmultiple-choice questionnaires, interviews, and actual work from first- through third-year students
are used in this interpretative evaluation of the teacher's role and influence in the SDL classroom.
The presentation will conclude with suggestions for SDL teachers.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

LearnerDevelopment

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 111 of 157

Edzil.la2022/11/29 14:22

KAYOKO YAMAUCHIInterdisciplinary Teacher Collaboration for an ESP
course: A case study #2957
A post-pandemic world has sparked a drive to reassess meanings of and ways to build
connections and relationships in our lives. Specifically in education, teacher collaboration has
been encouraged to combat such a task (UNESCO, 2020). Although communities of practice(CoP) for such collective learning itself is not a new phenomenon, more innovative challenges
require Landscape of Practice (LoP) where teachers learn through boundary crossing andparticipation in CoP (Wenger-Trayner, et. al., 2015). Interdisciplinary teacher collaboration (ITC)
where an English teacher works with a content teacher towards a shared goal is one way toactualize this LoP. Nevertheless, when to or why we cross such boundaries are not well
documented (Lu, 2020). Therefore, this ongoing case study aims to explore ITC’s impact onteachers’ decision making in designing, implementing, and evaluating an elective businesscontent ESP course for Spring 2022 at a private university in Japan. This study will collect andexamine a variety of data related to ITC from email to casual oral chats during December 2021 toJuly 2022. The findings will show how and when ITC influences teacher’s decision making indesigning an ESP course to enhance students’ learning in the post-pandemic world.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

TeacherDevelopment

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 112 of 157

Edzil.la2022/11/29 14:22

LARRY XETHAKIS / BRANDEN KIRCHMEYER

Learner Profiling to Support Student-Centered
Learning Environments #2972
Advocates for student-centered learning environments (Hoidn, 2017; Hoidn & Klemenčič, 2020)
have suggested that access to detailed information about students’ backgrounds and beliefs canhelp teachers prepare more individualized and appropriate lessons. For language educators at
Japanese universities, provisions of student information are often limited to simple personal
information and perhaps a test score. The action research project presented here set out todevelop a system that could 1) collect both quantitative and qualitative information about learnerbackgrounds and beliefs, 2) process and report data to teachers in a timely manner, and 3) provide
learners with the opportunity to contribute to the construction of their own learning environments
through the completion of reflective tasks. To accomplish these goals, a learner profiling system
was created using Microsoft Forms and Excel. Teachers were provided with reports of theirclasses within 24 hours, and students were able to use their submissions as benchmarks duringreflective tasks at the end of the course. Alongside previously published and current researchfindings, the instruments are presented in this session as freely available resources for individual
language educators and/or program directors looking to achieve similar agendas in their own
teaching contexts.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:00

40m

College andUniversity
Educators

College andUniversity
Education

Interactive
postersessionhttps://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 113 of 157

Edzil.la2022/11/29 14:22

ANDY BARFIELD

Exploring Project-Based Learning (PBL):
Understandings, puzzles, practices #2974
This presentation focuses on how students and teachers at a university in Japan understand
Project-Based Learning (PBL), what practices they see as central to PBL, and what puzzles comeup for them as they do PBL. The background is a curriculum reform whereby an existing first- andsecond-year university research and writing programme is transitioning in 2022 and 2023 into PBL
courses. In the new curriculum students will do at least three projects in one year where they
identify and choose a problem in society that interests them, plan and do research, journal, andcreate a written product for each project - often using digital technology - to be published in a
public forum beyond their immediate class. While students will, as now, do online research in eachproject, the new PBL courses will have a clear emphasis on students talking in each project with“close others” (other students, family members, people in local communities or local networks thatstudents are part of). Other important differences and challenges will emerge as teachers andstudents experiment with PBL in 2022. From interviews, discussions, and written reflections, thisposter presentation explores key learner development puzzles in teachers’ and students’ diverse
PBL understandings and practices.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:00

40m

LearnerDevelopment

College andUniversity
Education

Interactive
postersession

VirtualLocation
Enter
from
here

GEORGE MACLEAN

Enhanced Feedback for Oral Presentations Using
Google Workspace #3302
This poster will discuss my experiences fostering a reflective learning environment via (A) the
delivery of near-immediate teacher and peer feedback and (B) subsequently requiring students tosubmit reflections about their learning experiences using cloud computing (Google Workspace).
Certain pedagogical tasks limit teachers’ abilities to provide immediate feedback, such as when
students are giving presentations. In this poster, I will explain how cloud computing can help toovercome such challenges, notably by videoing students and incorporating teacher feedback into
the video such that students are receiving critical feedback about their language production andalso their presentation skills. Thereafter, based on students’ comments and their reflective
learning assignments, this poster will discuss (1) whether students are able to understand thecorrective feedback provided, and (2) whether they subsequently demonstrate correct knowledgeof the linguistic form or presentational behaviour towards which the feedback was targeted(uptake).
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

College andUniversity
Educators

College andUniversity
Education

Interactive
postersessionLocation

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 114 of 157

Edzil.la2022/11/29 14:22

BOCHRA / ALEX FONG

Bringing the World into English Classrooms #3303
Rita Mae Brown said, “Language is the road map of a culture. In this poster presentation, we will
explain our approach to developing a classroom where students learn both the target language aswell as about the target culture through three main programs: The first program, Local World in
English Class, is a program designed to teach students about other cultures in English by using
sports and cuisine. During the course of this program, students learn both the target language andalso come to understand the relationship of language and culture. The second program, Global
Citizen Education, aims to deepen students’ cultural awareness as well as to introduce global
issues and to aid students in developing global competencies that allow them to subsequently
participate in dialog about issues such as racism and discrimination, the role of NGO'S, and public
diplomacy. The third program, English Guided Tour, allows students to study historical locations
and then practically apply knowledge learned in English in order to function as a guide forinternational visitors to Korea.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:00

40m

Teaching
Younger
Learners

AnyInteractive
postersessionLocation
Enter
from
here

CALEB PRICHARD

What Eye Tracking Shows about the Most Effective
Reading Strategies #2732
Readers often struggle with reading competency due to a lack of vocabulary and ineffective
reading strategies for dealing with it. When a reader encounters unknown lexica, they have threemain options: trying to guess word meaning, ignoring the unknown word, or dictionary use.
Teachers and learners often have differing philosophies on the most effective strategies, andempirical research is lacking. This session describes a series of empirical research studies
addressing this gap in the literature. The studies of Japanese L2 college-aged readers utilized eye
tracking, comprehension scores, and vocabulary recall scores. The results revealed that theparticipants tended to rely on dictionary use even though half the words were irrelevant to the task
and half the words had clear context cues. Eye tracking revealed that most participants did noteven read the context cues before checking the dictionary. Participants who reviewed relevant
sentences after reading an unknown word and those who checked dictionary definitions carefully
performed better on the post-reading comprehension test. Finally, the implications are presented.
Training activities aiming to increase learners’ strategic competence will be modeled. Attendees
will come away with a clear understanding of research-informed guidelines and activities that canguide their instruction and materials development.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:25

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 115 of 157

Edzil.la2022/11/29 14:22

ROGER FERRARI

Why Do You Talk Like That? #2818
A common feedback teachers receive from students is how they struggle to use English in the realworld, even after a long period of learning. In short, the English we teachers teach them in class isoften not the English we ourselves use - we often don't use full sentences, our daily grammar isbasic and we tend to keep our words short and to the point. Once a student gets into the habit ofthinking and talking like a textbook or a listening exam CD, the fossilisation is hard to break. This
presentation will highlight several areas of ordinary classroom-style English and how they areproblematic or even damaging when compared to their real-life English equivalent. The presenter
will then propose some simple cognitive processes teachers could use to stop themselves
sounding so unnatural and ways to adapt textbook materials, before discussing the paradox of"more means better". Attendees will have a chance to look at lesson plans and textbook extracts
so they can think about and discuss how they might be adapted. The speaker hopes to sharesomething of use to all teachers, especially those who teacher young or lower-level learners.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:25

25m

Pragmatics

Any

PracticeOriented Short
Workshop

VirtualLocation
Enter
from
here

MICHAEL HOLSWORTH

Will online TOEIC self-study be better than traditional
TOEIC self-study? #2821
The pandemic has forced researchers to explore new avenues for conducting L2 research.
Traditional face-to-face instruction to encourage students’ self-study is challenging, particularly
for EOP (English for Occupational Purposes) contexts. To explore this problem, this presentation
will discuss a study that will explore the application and efficacy of E-Learning as a tool to develop
TOEIC proficiency. There are 40 participants in the study, all employed by the Kyoto Police asEnglish translators with TOEIC scores between 450 and 600. The study aims to assess theeffectiveness of an E-learning platform to develop TOEIC listening and speaking test scoreswithout any face-to-face interaction. Participants have been placed into two groups, one groupwill receive traditional self-study guidance and use TOEIC focused textbook “TOEIC L&Rテスト至高の模試600問”and the other group will use a TOEIC L&R focused course created by EnglishCentralthat is accessed via a smartphone or tablet. Each group will do a total of 100 hours of self-study
over a 3-month period beginning the summer of 2022. This presentation will present the study
design, proposed analyses, hypothesized outcomes, and other data-gathering related issues.
Feedback and suggestions to improve the study are welcome.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:25

25m

ComputerAssisted
Language
Learning

Nonteaching
Context

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 116 of 157

Edzil.la2022/11/29 14:22

DAVID ALLEN

English private tutoring and washback from university
entrance exams #2826
It is commonplace in Japan for students in formal education to receive additional English tuition
that is provided outside of regular school hours and typically for a fee. Such English Private
Tutoring (EPT) (Yung & Bray, 2017) has largely escaped the attention of researchers, though
recent studies have sought to investigate its role in language education (see Yung & Hajar,
forthcoming). In this presentation, the focus is on the role of juku (cram schools) and yobikō(preparatory schools) in preparing students for high-stakes university entrance exams, which isone of the well-established functions of EPT in Japan. The discussion is framed in terms of test
washback, that is, the effect(s) that tests have on learning and teaching. Within this theoreticalframework, the key findings will be synthesised from the available studies that have investigatedlearning, teaching and assessment of English in juku and yobikō. Based on these empirical studies,
the presenter will illustrate how exam content drives teaching and learning within EPT and how
narrowing of the curriculum in EPT can affect teaching and learning in mainstream education. The
presentation will be concluded with a call for further research into this much overlooked area of
education.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:25

25m

Testingand
Evaluation

Any

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

EDWARD ESCOBAR

Adapting a Model UN for high school EFL students ofvarious levels #2831
Model United Nations has been growing within the last 30 years as an active-learning educational
conference for high school students in Japan, for the purpose of raising awareness in global issues
as well as allowing participants to convey creative, logical, and critical output to formulate
solutions to world problems in a L2 environment. Many schools are taking interest in either
participating in or hosting a Model UN for their students; however, as a Model UN is mostly
conducted in English, teachers may question whether their students can successfully participate
due to either low EFL levels or a lack of understanding in global issues. This presentation utilizes
ongoing action research to answer questions pertaining to how a Model UN can be adapted forhigh school students of various EFL levels to participate, especially in regards to what topics tochoose for debate and discussion, as well as how to prepare students for successfully
participating in a Model UN through simple scaffolding techniques and idea formation, despite
their EFL levels.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:25

25m

Teaching
Younger
Learners

Junior /Senior HighSchoolResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 117 of 157

Edzil.la2022/11/29 14:22

JOSEPH DIAS

Challenges in arranging International Virtual Exchange(IVE) partnerships #2832
The pandemic has forced many of us to move outside of our teaching comfort zones to master theuse of online conferencing software, learner management systems, and other online tools.
Through the experience of having to adapt to entirely online, hybrid, and hyflex teachingsituations, participating in International Virtual Exchanges (IVEs) is less daunting than ever before.
However, even though the technical hurtles are far lower, it remans a considerable challenge tofind suitable partners, negotiate conditions for the exchange, and work out mutual orcomplementary goals. The presenter, who has engaged in such exchanges at the tertiary level for
more than a decade, will share ideas for how to get the most out of them, whether the main focus
is linguistic, cultural, or a combination of the two. Areas to be covered in the workshop include
practical considerations such as the choice of partner classes or institutions, the selection of
platform (e.g., Moodle vs. social networking apps), the role the exchange will play in student
evaluation, and how it can fit pre-existing curricular goals for the respective sides of the exchange.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:25

25m

Intercultural
Communicationin Language
Education

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 118 of 157

Edzil.la2022/11/29 14:22

JAMES OWENSDemocracy in the classroom: Allowing students’ input
into class decisions #2857
The COVID-19 pandemic and associated transition to either wholly online classes or a combinationof face-to-face and online presented challenges but also the potential for flexibility. For example, it
provided an opportunity to allow students greater influence over some decisions traditionallymade by teachers. Previous research suggests that allowing individuals agency in decisions
encourages greater engagement and responsibility (Birdsell et al., 2009). Thus, during the 202122 academic year, the teacher-researcher allowed students a choice in matters such as lesson
format and assignment deadlines, then later surveyed students to establish the extent to which
this experiment in class democracy was well-received, and whether or not democratising theclassroom benefitted the learning environment. In this presentation, these survey results will be
discussed. The analysis reflects on, for example, whether too many decisions were allocated to
students (or not enough), how to be mindful of minority voices in any ‘voting system’, and whether
allowing students a role in decision-making increases their motivation, or all too often results instudents choosing the “lazy” or easier option. This presentation will provide a summary of thedecision-making progress, the results from student surveys, and how this will affect future
decisions in the classroom.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:25

25m

College andUniversity
Educators

GeneralResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 119 of 157

Edzil.la2022/11/29 14:22

SIMON HUMPHRIES

Advantages of study abroad with multilingual and L2
English speakers #2867
The presenter works in a faculty where all the English majors have a compulsory study abroad (SA)for approximately 10 months during their second year. Pursuant to the research, the capacity to
speak (CTS) (Humphries, Burns & Tanaka, 2015) of three students during their SA was measured
using three methods: (a) reflective diaries, (b) retrospective graphs and (c) two semi-structured
interviews. Prior to their sojourn, the students had anticipated speaking to native speakers ofEnglish; however, results indicated that monolingual native speakers of English tended to be
indifferent interlocutors during the SA. In contrast, participants’ CTS tended to be higher withother L2 English speakers or multilingual L1 English speakers. The leading non-linguistic causes of
positive/negative CTS with some speakers included (a) existence of shared cultural values, (b)tolerance/openness of the interlocutor and (c) confidence/anxiety of the participant. The
presentation will outline two potential SA solutions. Firstly, an initial period in a partner-university
affiliated academic English institute with international students can develop confidence andfacilitate integration. Secondly, advanced English majors might consider a dual language SA where
they study English in the country of their L3.
Date

Type

Subtype

FormatCANCELLED

Study
AbroadCollege and University
Education

Research-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

Page 120 of 157

Edzil.la2022/11/29 14:22

CRAIG ARMSTRONG

Amplification through Simplification: Blackboard
illustrations and their effect on vocabulary retention#2963

Humorous blackboard sketches were used to kindle interest among university students in subject
matter, and an attempt at quantification of their effect was made in this study. Students attending
similar lessons, differentiated by the use or non-use of illustrations, were afterwards surveyed tomeasure retention. Positive data results, foreshadowed by higher levels of engagement among
students when sketches were used, suggest that students’ recall of key vocabulary was enhanced
by using depictions which complemented a descriptive telling. Such drawings – little more thanstick figures – may have moved students more quickly through the initial steps (observing,
perception, and interpreting) of the cognitive learning process and into meaning construction.
Amplification of a message through simplification agrees with Grice’s Cooperative Principle
maxims in that such drawings be no more and no less informative than the explanation demands,
they are relevant, and they avoid obscurity. An orderly and timely presentation of information
demanded by Grice’s fourth maxim, done with care and in good taste, obviates the need for any
artistic talent whatsoever on the part of the instructor. Furthermore, they contribute to anagreeable epistemic environment where students’ affective response is high, and pleasure,
motivation, and low anxiety are the norm.
Date

Start

LengthType

Subtype

Format

Jul
9th

16:25

25m

TeacherDevelopment

CollegeandUniversity
Education

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

PAUL GOLDBERG

Xreading: What’s New and What’s Next #3253
Xreading is an online library that gives students access to thousands of graded readers and allows
instructors to track their students’ reading progress. Since its launch in 2014, the system is being
continuously being updated and improved with new features and more books. In this presentation,
the founder of Xreading will explain the new features and improvements, and review what isplanned for the future. Current users of the system are encouraged to provide feedback andsuggestions based on their experience.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

16:25

25m

Extensive
Reading

GeneralResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 121 of 157

Edzil.la2022/11/29 14:22

ANN MAYEDA(Re)framing Mindsets/Attitudes to English Use in Japan#3121"We are Japanese, our common language is Japanese so why should we speak to our peers in
English?" This an oft heard refrain from not only my learners but also in society at large. While thismight be true to a degree, in this presentation I will suggest some reasons why this might not bequite the right attitude towards gaining proficiency and may hold a key to Japan's stagnant global
English proficiency rank. I will share some of the insights into what I learned during my work overthe last several years with teachers and young learners in Nepal and in the Philippines. Bothcountries have fought, debated and glorified the role and impact of English, but have nonethelessclaimed it as one their own. Japan has fought, debated and glorified the role and impact of English,
but has not yet claimed it as one of their own. A small shift in perspective in our classrooms and in
our teacher-training programs might go a long way in developing an "English-user" identity. In thisbrief talk, I hope to provide a few illustrations of how I came to this realization and how it might
impact how we teach, the resources we use, and how our learners learn.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
9th

17:00

50m

LearnerDevelopment

Any

Plenary
SessionLocationEnter from
here

GERARDINE MCCROHAN

Online Lounge #3291
Meet online participants and prepare for the day.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

08:30

30m

Networking

GeneralMeeting /Networking

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 122 of 157

Edzil.la2022/11/29 14:22

MEHRASA ALIZADEH

Reimagining Technology-Enhanced Language
Learning: Looking Back, Moving Forward #2659
Technology enhanced language learning (TELL) has evolved considerably since its early days, andimmersive technologies such as augmented reality and virtual reality will significantly transformthe way we approach learning moving forward. It is therefore important for academics andprofessionals to know about immersive learning and how it can help reimagine the future of TELL.
In fact, immersive technologies have made their way into different sectors and industries such asentertainment, arts, manufacturing, marketing, healthcare, and education. Aside from their use incontent knowledge acquisition, immersive technologies provide affordances that are highly
valuable for learning such as sense of (co-)presence, embodied interaction and communication,and emotional engagement. However, their use is still limited in language education due to reasons
such as low access to resources and unfamiliarity of teachers with immersive learning design. In
this talk, I will introduce immersive technologies and argue that these technologies will immenselychange the way we interact with digital media in future iterations of the Web. In the rest of my talk,I will connect that introduction to recent trends of research and practice in immersive learning andthe affordances and challenges of these technologies in creating novel learning experiences. I will
also touch upon the impact of the COVID-19 pandemic on development and implementation of
immersive technologies in learning contexts.
Date

Start

LengthType

Subtype

Format

Jul
10th

09:00

50m

Mixed, Augmented,
and Virtual
Realities

GeneralPlenary
Sessionhttps://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 123 of 157

Edzil.la2022/11/29 14:22

NANCY

Effects of weekly explicit grammar instruction on L2
speaking development #2825
This presentation talks about the effects of giving weekly explicit grammar instruction to learners
to examine changes in their speaking output over time. Task-based language teaching (TBLT) has
flourished in the past several decades as an effective approach for developing speaking
proficiency. While TBLT research has recognized the importance of integrating form-focused
instruction (FFI) into meaningful tasks (Long, 2015), the effects of grammar instruction on
speaking proficiency development, especially over time, remain unclear. Three first-year Japanese
university students participated in this classroom-based study for seven weeks. Pretest andposttest were conducted one week before and one week after a seven-week intervention period.
During intervention, all three participants received weekly grammar instruction given by thepresenter. Each week, they were given 10 minutes of grammar instruction on past tense forms
before they narrated a different four-picture cartoon in English (equivalent difficulty level).
Narrations produced by the participants were recorded, transcribed and analyzed. Trajectorychanges in their speaking output were qualitatively analyzed in terms of complexity, accuracy, andfluency. This presentation concludes with some pedagogical implications for integrating grammar
instruction into communicative language teaching classrooms.
Date

Start

LengthType

Subtype

Format

Jul
10th

10:00

25m

College andUniversity
Educators

Any

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 124 of 157

Edzil.la2022/11/29 14:22

GREG ROUAULT

Case studies: An imaginative learning approach withlifelong applications #2877
Formal education systems have faced the expectation of developing the whole learner and more
recent calls are for developing lifelong learners. In the 100 years since Harvard Business School
pioneered the case study approach, cases have become recognized as pedagogical techniques forexperiential learning to cultivate the capacity for critical analysis, judgment, problem solving, andaction. Experiential learning (Silberman, 2007) affords students in higher education with
opportunities to meet course aims by applying knowledge and demonstrating skills. In addition to
engaged language in use through preparation for class discussions consolidating both life andacademic experience, case work supports students in building long-lasting abilities that transfer
to situations beyond the classroom. This teaching practice session introduces the merits of casestudies with examples used in discussion and business English courses sampled from various ELT
materials and supplementary resources. The presentation also highlights seven meta-skills
prompted through case study learning to better prepare students for work and foster an interest in
ongoing learning after university. Participants will consider how they might incorporate cases
studies in their context. Following a brief overview of constructivist pedagogy, this session willinterest teachers looking for practical means to meet active learning demands and support learnerengagement.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:00

25m

Lifelong
Language
Learning

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 125 of 157

Edzil.la2022/11/29 14:22

ANA SOFIA HOFMEYR

Fostering Intercultural Competence in Foreign Language
Classrooms #2962
The internationalisation of universities worldwide has grown parallel to an increasing demand forinterculturally competent graduates, capable of working effectively across cultures and of
successfully addressing local and global challenges. Previous studies in the fields of interculturalcompetence in higher education have focused mainly on the impact of study abroad programmes.
Yet, as we face a global pandemic and restricted mobility, the need to research the development ofaffective, cognitive, and behavioural intercultural dimensions on domestic campuses has become
apparent. Based on Deardorff’s Pyramid Model of Intercultural Competence (2006) and the
hypothesis that intercultural attitudes are at the base of intercultural competence development, thispresentation will discuss results from a one-year longitudinal study aimed at investigating thefactors affecting the development of these attitudes in largely "monocultural", EFL classrooms inJapan. Particular attention will be given to the development of core intercultural competencecomponents, namely curiosity, openness, and respect (Deardorff, 2006), as well as components
identified as being essential to globally competent workers, namely cultural self-awareness and anawareness of local and global issues (Hunter, 2004). The presenter will discuss results of pre-,mid-, and post-intervention surveys, student assignments, and reflections collected from 205
university students of English as a foreign language. Findings will encourage discussion among
foreign language educators on how to better foster an interculturally competent workforce throughforeign language education on domestic campuses.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:00

25m

Intercultural
Communicationin Language
Education

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 126 of 157

Edzil.la2022/11/29 14:22

MARK BRIERLEY / JENNIE ROLOFF ROTHMAN / KOKI TOMITA / BRIAN GALLAGHER / GRANT OSTERMAN/ TIM CLEMINSON / THERON MULLER

Conference proposal writing and reviewing:
Constructive feedback #3099
Presenting ideas to fellow teachers and researchers is an essential part of professional
development. Concisely describing a presentation in one or two hundred words of text is achallenge. Conference organisers must also put together teams of reviewers to assess the qualityof each submission, and ideally write feedback that will be useful for authors to revise theirsubmissions, whether to raise the standards of the current conference or to help authors when
they apply to a later conference. This session is intended for anyone thinking about writing apresentation abstract, joining a reviewing team for a conference, or continuing to review and give
feedback on submissions. This presentation will first consider the essential form and componentof a presentation submission: who it relates to, what it is about, when and where it takes place,and why it is important. Then we will look at how reviewers can write feedback in a tone that is
helpful without being patronising, and critical without being offensive. What are the rules
concerning abstract writing and when do rules become guidelines? Do abstracts need references(Gough & Taylor, 2018)? Should abstracts include questions? (194 words including these ones!)
Date

Start

LengthType

Subtype

Format

Jul
10th

10:00

25m

TeacherDevelopment

Any

PracticeOriented Short
Workshop

VirtualLocation
Enter
from
here

CHELANNA WHITE

Educators in Training Forum #2649
The Graduate Student Subcommittee (GSS) is for JALT members who currently study or arethinking about studying at university, with a focus on those undertaking graduate-level studies. In
this presentation, we will discuss the subcommittee’s activities since its creation at the Executive
Board Meeting in June, 2021. These activities include interviewing leaders within the JALT
community, and presenting during the JALT international conference 2021. We are a new, small
subcommittee, so we are looking for like-minded students to join us in creating a space forstudents within JALT. While many of our interests and concerns overlap with the wider JALT
community, we aim to create a space for students to come together to share ideas and help
support each other through the last words of our dissertations or thesis defenses. We welcome
anyone to join us to share ideas about how this subcommittee can help the students within JALT,
but we especially welcome current graduate students to join us to share their ideas and concerns
and network with other students.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:00

1h

TeacherDevelopment

Nonteaching
Context

Meeting /Networking

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 127 of 157

Edzil.la2022/11/29 14:22

ANNA WALKER / QUENBY HOFFMAN AOKI / TERRY TUTTLE / ELLEN RETTIG-MIKI

GALE SIG Forum #2648
This is the Forum of the gender awareness in language education (GALE) SIG. GALE’s mission is toresearch gender and its implications for language learning, teaching, and training; to improvepedagogical practices, develop language teaching material; to raise awareness of workplace andhuman rights issues related to gender for language professionals; and to increase networking
opportunities among language professionals interested in teaching, researching, and/or
discussing issues related to gender and language education. Forum speakers represent a wide
range of research and perspectives on gender awareness in language education within the SIG and
the organization of JALT as a whole. Presenters will engage in discussion of the importance ofgender issues within the language teaching profession.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:00

1h30m

Gender Awarenessin Language
Education

Any

Unvetted
SIG
Forum

Location
Enter
from
here

BRIAN GALLAGHER / HANAA KHAMIS / BRIAN TEAMANEFL Games with CALL #2654
The CALL SIG Forum this year will be discussing the topics of games, play, and language learningwith technology. Speakers in the forum will include: Brian Teaman, Hanaa Khamis, and Brian
Gallagher All conference participants are welcome to join the forum and engage with the speakers.
This forum will be closely linked to the JALTCALL 2022 Conference theme of Gameplay andTechnology in Langauge Learning. JALTCALL 2022: PLAYFUL CALL Exploring the Intersection ofGames and Technology in Language Education Taking inspiration from Zimmerman’s manifesto
which proposed the 21st century is the “ludic century,” the focus of the 2022 conference is“Playful CALL” which we interpret as the exploration of play, games, and other ludic approaches to
CALL research and practice. https://jaltcall2022.edzil.la/
Date

Start

LengthType

Subtype

Format

Jul
10th

10:00

1h30m

ComputerAssisted
Language
Learning

Any

Unvetted
SIG
Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 128 of 157

Edzil.la2022/11/29 14:22

GABRIELA SCHMIDT / NORIKO NAGAI / GREGORY BIRCH / JACK BOWER

Using the CEFR-focused Action Research Model Reflections on two years of research #2655
The JALT CEFR & LP SIG is supporting teacher-researchers through a collaborative Kaken
research project entitled “Language Education reform using action research: Putting CEFR’s
educational principles into practice” since 2020. During the Forum, project participants will reflect
on their research projects they conducted so far using the CEFR-focused Action Research Model(CARM) developed by the SIG. The SIG Forum will be an opportunity to discuss examples fromresearchers’ intermediate outcomes in relation to the CARM model (= AR / CEFR aspects) as goodmodel case studies. Forum participants are encouraged to engage and reflect on their current
practice and consider how the CEFR and CARM might be utilized in their own contexts. The Forum
will conclude with a discussion of the strengths and weaknesses of the CARM model and the goals
for the final year of the KAKEN project. The Forum is open to everyone interested in intending toconduct research in the field of foreign language teaching and learning especially using Action
Research and/or the CEFR – CEFR CV as a tool. The Forum intends to foster sharing and peerlearning.
Date

Start

LengthType

Subtype

Format

Jul
10th

10:00

1h30m

CEFR andLanguage
Portfolio

College andUniversity
Education

Unvetted
SIG
Forum

VirtualLocation
Enter
from
here

NAHEEN_MADARBAKUS-RING@NUCBA.AC.JP / MARC JONES / BRETT MILLINER / PAUL GOLDBERG

Listening SIG Showcase 2022 #2661
The Listening SIG showcase will be divided into two parts. The first part will include a lively
discussion on listening: Extensive Listening (EL) “vs” Extensive Reading (ER). Brett Milliner andPaul Goldberg will lead the discussion to share their own experiences, stories, and accounts ofrecent developments in the field of second language listening. The discussion will then open as aforum to invite contributions from attendees to discuss their own experiences and seek ideas toaddress listening difficulties when teaching. The second part will consist of a listening workshop.
Todd Beuckens will present an interactive workshop to show how some free online tools can beused to make listening tasks. There will also be an opportunity to ask about resources and task
ideas in the Q&A session. We will end with a brief presentation to outline our recent
communication, events, and publication initiatives. There will also be an opportunity for members
and potential members to give feedback and share ideas on what they would like to see from the
Listening SIG.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:00

1h30m

Listening

GeneralUnvetted SIG
Forum

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 129 of 157

Edzil.la2022/11/29 14:22

BENIO SUZUKI / JIM RONALD / YOSUKE OGAWA / NORIKO ISHIHARA

Pragmatics: What we’ve done—What we will do #2862
In this Forum, three Pragmatics SIG members will take turns sharing how and why they became
interested in the field and what specific areas they have worked on. They will then use theircreative imagination to brainstorm where they hope the field of pragmatics—and in particular, our
SIG--will go in the future. The panelists include Jim Ronald, who will speak about his constantefforts to develop and promote pragmatic activities for the second language classroom. Next,
Yosuke Ogawa will talk about using an interdisciplinary approach and the synthesis of approaches,i.e., an examination of conversation analysis, discourse analysis and sociolinguistic research.
Then, Benio Suzuki will share his practical work on requests and refusals, and his research oninteractional competence. Noriko Ishihara, another expert and a well-known professor ofpragmatics, will guide the overall discussion. The main goal is to share with the audience the wide
range of topics where pragmatics is relevant and engage everyone in a discussion about future
pragmatic directions.
Date

Start

LengthType

Subtype

Format

Jul
10th

10:00

1h30m

Pragmatics-

Unvetted SIG
Forum

VirtualLocationEnter fromhere

AKIKO OKUNUKI

生徒のエンゲージメントと学習到達度・教師の指導には関係性があるか？ #2716
言語学習エンゲージメントに関する研究が近年急増し(Hiver, Al-Hoorie, Vitta, & Wu, 2021) 、学習到達度との関係性(Fredricks, Blumenfeld, & Paris, 2004)に注目が集まる中で、国内の中学生を対象とした研究はまだわずかである。本研究では生徒のエンゲージメントと到達度に加えて、生徒のエンゲージメントと教師の指導についての関係性を量的に調査した。公立中学校2校の全校生徒と英語教科の教員を対象に、2021年12月に質問紙調査を実施した。分析ではエンゲージメントの尺度を開発したのち、生徒のエンゲージメントと到達度、および生徒のエンゲージメントと教師の指導の関係性を確認する。予測される結果として、生徒のエン
ゲージメントの高さは英語学習の到達度と関係性があり、教師の指導との間にも関係性があると想定している。発表では分析の結果を踏まえた上で考察を行う。
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:35

25m

LearnerDevelopment

Junior /SeniorHigh
SchoolResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 130 of 157

Edzil.la2022/11/29 14:22

TAKAAKI HIRATSUKA

Gestalt of language teacher identity: ALTs in the JET
program #2737
For over three decades, hundreds of thousands of foreign nationals have set foot on Japanese soil
as foreign assistant language teachers (ALTs) through the government-sponsored Japan
Exchange and Teaching (JET) program. Although there is an apparent need for scrutiny of the lived
experiences of ALTs in their situated contexts, empirical discussion and research addressing them
have been remarkably insufficient, as previous studies have focused primarily on the advantages
and shortcomings of individual teachers and the characteristics of their team-teaching practices.
Against this backdrop, the study on which this presentation is based explored, via narrativeinterviews, the identities and their constructions of 22 ALTs in the JET program. It is of criticalimportance to understand the complexities of ALT identity because how we view ourselves, how
we project ourselves to others, and how others perceive us impact all aspects of our professional
and private lives, including our beliefs, emotions, development, and practices. The findings
revealed that the gestalt of ALT identity is comprised of two primary categories, foreigner identityand dabbler identity, and their six incumbent sub-identities (i.e., celebrity, sojourner, English
expert, assistant, greenhorn, and Japanese novice). The presentation concludes with implications
for language teacher education and identity research.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:35

25m

TeacherDevelopment

Junior /SeniorHigh
SchoolResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 131 of 157

Edzil.la2022/11/29 14:22

RACHEL BARINGTON

Conversation Strategies: Do students use them? #2744
Communicative language teaching is aimed at improving the learner’s communicativecompetence. According to the theory presented by Canale and Swain (1980), strategiccompetence is an important component of communicative competence, and it’s believed that
communication strategies play an important role in the development of strategic competence, andtherefore the development of a learner’s overall communicative competence.

Despite its

established importance in theory, this skill was lacking as a component in our first-year English
Communication (EC) curriculum at Sojo University. Strategies for English conversation were thus
introduced as part of our curriculum. As students move through the course, they build towards
speaking assessments where their ability to participate in a conversation with their peers isevaluated. Conversation strategies are taught as part of the course in order to facilitate students’success in these assessments.

This exploratory study was conducted for the purpose ofgathering general data about students’ knowledge of communicative competence, opinion ofstrategic competence, and perceptions of the specific strategies learned in their course. To better
understand which strategies would be the most helpful to our students and how learning thesestrategies impacted their performance in the speaking assessments are what will be discussed inthis presentation.
Date

Type

Subtype

FormatCANCELLED

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 132 of 157

Edzil.la2022/11/29 14:22

SHALVIN SINGHStrategies for Promoting Critical Thinking in University
Classes #2878
This workshop will outline practical approaches instructors can make use of in the classroom topromote the development of critical thinking skills in second language classes. The developmentof critical thinking skills remains central to the acquisition of effective, academic language skills(Benesch, 1999; Halvorsen, 2005). However, many instructors hesitate to target the developmentof such skills in language classes, fearing accusations of bias or being concerned about how tointegrate the teaching of critical thinking and second language skills. After arguing briefly for theimportance of teaching such skills in university classes, attendees will be introduced to several
practical tasks and activities that can be used to promote the development of critical thinking
skills. The ways in which critical thinking connects directly to academic writing, presentation, anddiscussion skills will be highlighted, and attendees will be given the opportunity to consider howtasks can be adapted for use in their specific teaching contexts. Advice will be given regarding
how to remain fair and impartial when addressing controversial subjects, and strategies to help
support students in independently developing ideas that are deep, logical, and coherent.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:35

25m

CriticalThinking

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 133 of 157

Edzil.la2022/11/29 14:22

STEPHEN M. RYAN

Reconceptualising Prejudice #2909
Prejudice. Ethnocentrism. Bias. We often present them to our students as glitches in the system,“evil intrusions” into an otherwise well-functioning cognitive process, bugs which well-meaning
people should eradicate from their thinking. In fact, far from being glitches, these short-cuts inthinking are the system: human cognition would be impossible without them (Nortje, 2022). There
are four limitations on human perception that make biases not only inevitable but integral featuresof our interaction with the world (Benson, 2016; Manoogian, 2021): lack of bandwidth in the brain
to deal with the amount of sensory information available; tight restrictions on memory storage; abiological imperative to make sense of the world despite having partial experience of it; and a needto take action in real time. The presenter will suggest approaches to bias that can help students tosee that: 1) they are not evil just because they harbour stereotypical thoughts; 2) suchovergeneralisations are a necessary part of how we deal with the world; and 3) being aware thathuman thoughts and actions are always based on simplistic images of complex realities is the firststep to overcoming the shortcomings of our cognitive systems. The suggestions will include
activities for de-centring (stepping outside ourselves to consider multiple perspectives on an
event or situation) and seeing ourselves as others do.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:35

25m

Intercultural
Communicationin Language
Education

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 134 of 157

Edzil.la2022/11/29 14:22

RICHARD MILLER / KAORI HAKONE / ZANE RITCHIE

Issues of tourism in Kyoto taught through contentbased instruction #2953
Tying language learning to topics that students can relate to in their daily lives while using
authentic material leads to more engaged learners. The authors used interviews in English withlocal foreign tour guides in Kyoto as source content material for listening and reading
comprehension to teach a unit on tourism and its impact on local communities. This was
supplemented by further socio-economic data and information related to Kyoto’s tourism industry
created and curated by the authors. Students were able to discuss and debate the merits anddemerits of mass tourism, consider the effects of the COVID-19 pandemic on this industry, and, asa final project, propose a suggested plan of action to promote or manage tourism industry in thelocal area. This presentation will look at how the presenters utilised the CBI method to help
students learn about social and economic issues through the vehicle of English as a medium of
instruction. This presentation will go through the methods and materials as well as student
feedback from the tasks and project that they accomplish. It will also propose ways to adapt themethod to topics of personal relevance to the attendees and their students. The materials are
original materials that the presenters have gathered through their own socio-economic researchwithin Kyoto. These issues are taught through the materials in the students target language andthen the students are given projects to work on. This presentation will go through the methods andmaterials as well as student feedback from the tasks and project that they accomplish.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

10:35

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 135 of 157

Edzil.la2022/11/29 14:22

MAYUMI ASABA

Expertise in L2 Teaching: Implications for Teachers,
Administrators, and Researchers #2713
Teaching is a challenging profession. It requires juggling multiple roles in and out of the classroom
while also being a mentor, an administrator, and a researcher. Therefore, as teachers gain
experiences and establish routines, it is natural that some fall into a pattern of relying on the sameteaching strategies and activities with little change. However, others continue to create new classactivities or refine old ones as well as helping colleagues and contributing to improving programs.
These teachers are often exceptional, and in many cases considered experts. Researchers have
unveiled characteristics of expertise in teaching as well as its developmental processes (e.g.,
Asaba, 2019; Christiansen et al., 2018; Tsui, 2003). However, what these findings mean for
educators have not been fully explored and discussed. The purpose of this presentation is to
explore what previous studies of expertise in L2 teaching suggest for teaching and learning in L2
communities. The presenter first introduces previous literature and key concepts related toexpertise in teaching, including teacher knowledge and a model of expertise known as progressive
problem solving (Bereiter & Scardamalia, 1993). Then, the presenter will discuss implications thatthese studies have for teachers, administrators, and researchers in L2 teaching contexts.
Date

Start

LengthType

Subtype

Format

Jul
10th

11:10

25m

TeacherDevelopment

Any

ResearchOriented
Presentation

VirtualLocation
Enter
from
here

KATHRYN JURNS / CLAIRE BOWER

Student led peer-review stations vs traditional peerreview: A comparison #2722
Peer-review activities foster critical-thinking and promote opportunities for thorough feedback inacademic writing classes, while easing the teacher’s workload. In an ESL context, however, socialpressures or varying language abilities can affect peer-review’s value, or even be
counterproductive (Leki, 1990, as cited in Ferris & Hedgcock, 2005). A new ‘stations’ style ofpeer-review aims to counter this by playing to the students’ strengths, resulting in a more effective
practice. Students concentrate on an area of strength such as citation, grammar, or cohesion andconduct peer-review in that category only. The presenters will introduce content from an ongoingstudy comparing this “peer-review stations” practice and a more traditional peer-review activity.
The study investigates students' confidence as peer-reviewers as well as their perceived value ofthe feedback they receive. This presentation will share survey results, data analysis, andinterviews from the study and how this new style of peer review can complement and enhance anacademic writing course.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:10

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 136 of 157

Edzil.la2022/11/29 14:22

AZUSA MATSUMOTO

Interactive Classroom and Students’ Response in
Junior High School #2727
This presentation will explore how to provide opportunities for interaction in English and how
students have become more responsive in junior high school English classes. The Course of Studyfor Junior High School stated that teachers should teach English in English and develop students’ability to communicate in English. However, teachers still focus on teaching grammar andvocabulary and not developing English interaction. Therefore, students were not used to using
English for communication. In this study, the presenter provided a lot of interaction in English withjunior high school students in every lesson. The lessons were conducted in comprehensible
English to give students adequate input. The presenter provided interactional modification, suchas asking questions about the topics or about the students themselves and also using visual aids.
Giving positive feedback was also essential to encourage students. The study found that teachers’
utterances and support could elicit reactions from students and motivate them to use English inclass. In addition, pair or group work helped students engage in class and made them feel lessanxiety when speaking English. Providing interactive lessons and an environment where students
could engage is closely related to students’ motivation toward learning and using English. Findings
and implications will be discussed.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:10

25m

Teaching
Younger
Learners

Junior /Senior HighSchoolResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 137 of 157

Edzil.la2022/11/29 14:22

JOHN MCCARTHY

Improving Argumentative Essays with the Toulmin
Method and Fallacy Repair #2815
The argumentative essay can be a challenging assignment for Japanese students of English due toboth the language proficiency and the critical thinking skills required. In comparison to native
English speakers and non-native speakers of various other cultural backgrounds, Japanese
students are likely to have had less practice with written argumentation and may find it difficult tochoose appropriate support, explain the relevance of that support, and refute counterarguments.
This presentation will discuss ways in which teachers can address these challenges by
incorporating instruction and activities based on the Toulmin Model of Argument, which research
has shown to be useful in improving students’ written argumentation (Qin & Karabacak, 2010;
Simon, 2008; Stapleton & Wu, 2015; Varghese & Abraham, 1998; Yeh, 1998). The presentation will
also examine the connection between the goals given for an argumentative essay and theeffectiveness of the writing produced. In addition, the presentation will provide examples of somecommon logical fallacies that can weaken students’ arguments and will introduce activities
designed to help students recognize and repair such fallacies.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:10

25m

CriticalThinking

College andUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 138 of 157

Edzil.la2022/11/29 14:22

JULIA TANABE

Reflecting on Intercultural Experiences in a Writing
Course in Japan #2884
This presentation discusses Japanese university students’ reflections on intercultural encounters in
an English writing course taught over a semester. The main aim is to discover how Japanese
students’ intercultural competence can be developed through interpreting interculturalexperiences. 24 university students took part in the study and data were collected with a course
feedback questionnaire, student interviews with questions designed by the teacher and written
assignments. The questionnaire consisted of items using a 4-point Likert scale and open-ended
questions. In the task, students conducted semi-structured interviews with participants in English
and reflected on the encounters through a written assignment. The writing course applied a
communicative language teaching approach and a process approach to writing. Students identified
intercultural themes in a prior discussion task about their own intercultural encounter. They linked
Byram’s (1997) intercultural dimensions with example sentences prior the analysis. Content
analysis was used with the assignments, interview transcripts, and open-ended items; descriptive
statistics were used for Likert-scale items. Results suggest that the writing task provided thestudents with knowledge on how to behave in intercultural situations, how to maintain positivity,
establish good relations, and be aware of preconceptions; some learnt to reflect critically onthemselves and others.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:10

25m

Intercultural
Communicationin Language
Education

CollegeandUniversity
Education

ResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 139 of 157

Edzil.la2022/11/29 14:22

MAKADA MCBEAN

Word association and the L2 mental lexicon #2966
This presentation documents an attempt to better understand the L2 mental lexicons of a group ofEnglish language learners. To explore the relationship between word-association and learners’
lexical development, the researcher employed a psycholinguistic experiment - the word
association test, based on Task 123 of McCarthy’s Vocabulary (1990: 152). A simple word
association task comprising eight stimulus words was administered. Participants comprised lowlevel and high-level Japanese English as a Foreign Language (EFL) students and two high-levelexchange students from Chile and Finland who were also EFL and English as a Second Language(ESL) learners, respectively. In the study, focus is placed on five types of word relations:contextual structure, (syntagmatic/paradigmatic relations), meaning (sense relations), extralinguistic (encyclopaedic relations), frequency (collocation), and sound (clang associations). The
results of this word association task did not exactly mirror the findings of Aitchison (2003).
However, some clear similarities between the two studies were identified. The findings support theclaim that the mental lexicon of the L2 learner is highly organized, and that word relations within
the L2 lexicon are comprised of primarily semantic or lexical distinctions and not phonological
ones.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:10

25m

LearnerDevelopment

Junior /SeniorHigh
SchoolResearchOriented
Presentation

Location
Enter
from
here

RICHARD MILLER

Teaching Business Fundamentals through English to
non-Business Majors #2695
Numerous Japanese universities offer programs in which students can take classes in businessdespite majoring in other academic disciplines. When such classes are solely focused on English
language targets, students may complete the course without learning about some of thefundamentals of business theory. One way to educate the students about basics of business isthrough Content Based Instruction (CBI) where the classes are focused on the subject. This
presentation will describe a course at a women's university that introduces the concepts of thebasics of business theory, through CBI and projects, to English majors. The class and projects
centre around four main areas of business theory; marketing, finance, human resources, andstrategy. This approach places the students within groups that each learn a part of the project.
The presenter will show how case studies, marketing projects and overall business projects areused by the students in the classroom.
Date

Type

Subtype

FormatCANCELLED

Business
Communication

College andUniversity
Education

Research-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter
from here

Page 140 of 157

Edzil.la2022/11/29 14:22

MICHAEL HOFMEYR

Students’ (mis?)perceptions about in-class digital
game-based learning #2729
Research in computer-assisted language learning has drawn attention to the potential of digital
games for language learning and teaching. Even games designed purely for entertainment
purposes may contribute significantly to second-language acquisition (Peterson, 2013; Reinhardt,
2019). In this presentation, I will discuss findings from a mixed-methods research project
investigating the attitudes of Japanese university students towards digital game-based language
learning (DGBLL). A game component was introduced into six separate English communication
classes in which learners played a cooperative digital puzzle game in small groups for 15 to 30
minutes per class over a period of 10 weeks. Pre- and post-intervention surveys were administeredto gather demographic data and to understand learners’ attitudes towards this pedagogicalapproach. After the final play session, three learners from each class also participated in a semistructured focus-group interview. Analysis of the survey data (N = 112) reveals that in general,
learners held positive attitudes towards DGBLL and that these positive attitudes were stronger
after the game-based learning intervention. However, analysis of the interview data suggests
considerable ambivalence towards the approach. While recognising the potential of digital games
to facilitate SLA, many learners also seem to view them as a distraction from “serious” and“proper” language learning.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:45

25m

ComputerAssisted
Language
Learning

GeneralResearchOriented
Presentation

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 141 of 157

Edzil.la2022/11/29 14:22

OMURA TAKANORI大村孝紀

Learner autonomy and their attitude towards theelectronic portfolio #2881
In recent years, quite a few studies have dealt with an issue of how learners autonomously learn,
and the effect of an electronic version of portfolio (e-portfolio) on learner autonomy. Nevertheless,the number of studies that highlights the relationship between learner autonomy and their attitude
towards e-portfolio seems to be limited. The purpose of the present study was to investigate thecorrelation between the university students’ learner autonomy and their attitude towards the eportfolio, and the students’ assessment on the e-portfolio in terms of the improvement of theirlearner autonomy. The participants were first-year university students who took a general English
course at a private university in Tokyo. The online surveys were administered at three points in ayear while semi-structured interviews were also conducted twice in the same year. The
participants were asked to use the e-portfolio that was shared with the teacher during theexperimental year. The survey data was analyzed by the SPSS software, and the Pearson
correlation coefficient. The results showed that there was a strongly positive correlation between
the level of learner autonomy and their attitude towards e-portfolio, which indicates that students
who are more autonomous tend to possess a positive attitude towards the e-portfolio.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:45

25m

CEFR andLanguage
Portfolio

College andUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

JEREMY CAHILL / JEFFREY MAXWELLTOEIC listening/speaking prep: collaboration and realworld application #2967
Instructional practices for standardized tests like the TOEIC often rely on a teacher-centered“teach-model-practice-explain” pattern that is at odds with the Communicative Approach. Test
prep materials similarly emphasize lower-order basic comprehension and recall. In this practiceoriented presentation, attendees will acquire four TOEIC listening/speaking section prep activities
that focus on integrating into the “practice” stage the opportunity for students to collaborate,
solve problems, and apply their learning to real-world contexts. First, the presenters will briefly
cover the presentation’s motivation, context, and teaching gap (2 minutes). The presenters willthen share step-by-step how-to's for the activities, which include a business consulting project for
TOEIC speaking and reasoning gap for TOEIC listening (10 minutes). Participants will demo one
activity (8 minutes) and finally collaborate in small groups applying the activities to their own
teaching contexts (5 minutes). Attendees will walk away with effective, meaningful, motivating
TOEIC prep activities that they can immediately begin using in their classes.
Date

Start

LengthType

Subtype

Format

Jul
10th

11:45

25m

Testingand
Evaluation

College andUniversity
Education

PracticeOriented
Short
Workshop

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 142 of 157

Edzil.la2022/11/29 14:22

ROXANA SANDU / GABY BENTHIEN / FUMIKO KURIHARA / YOICHI KIYOTA / NATSUE NAKAYAMA /SATOMI MIURA / MARIA THERESA NIIBORI / ピアースダニエル / GRANT OSTERMAN

TYL & ICLE SIG Forum: Intercultural understanding inJapanese schools #2645
This forum is a collaboration between the Teaching Young Learners (TYL) SIG and the Intercultural
Communication in Language Education (ICLE) SIG. Its aim is to showcase how interculturalcommunication is approached in primary and secondary schools from a variety of perspectives.
Some of our invited presenters will share their research based on descriptors from the Frameworkof Reference for Pluralistic Approaches to Languages and Cultures (FREPA) as to what degreeintercultural communicative competence is promoted in the new elementary school English
textbooks. Presenters will also discuss the difficulties of teaching aspects of an L2 that are not acommon feature in the L1 sociocultural environment, engaging ways in which a teacher canintroduce their own country and culture to a class, how the School Lunches Project promoted thedevelopment of an investigative stance towards plurality, and how intercultural understanding isincorporated in pre-service teacher education.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:45

1h30m

Intercultural
Communication in
Language
Education

Any

Unvetted
SIG
Forum

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 143 of 157

Edzil.la2022/11/29 14:22

JON THOMAS / JAMES BURY / BARBARA HOSKINS SAKAMOTO / YOSHIFUMI FUKADA / DANIELHOOPERThe TD & CUE SIG Forum on Communities of Practice#2647

The TD and CUE SIG will hold their annual joint forum on the topic of Communities of Practice(CoPs). Such communities can be teachers, students, company workers, or otherwise, who form inorganic or natural ways. The CoP members hold a common aim or concern for the activities they
do and learn how to improve as they interact regularly within the group. Some participants may be
more senior in age or experience than others, thus giving way to a learning experience andsuccessful conclusion of their efforts for everyone. The forum speakers are university andprofessional educators with a specific background as a member or researcher ofCoPs. James Burywill inform us about the positive outcomes achieved as a result of encouraging colleagues at two
separate workplaces to interact with research, question their own teaching practices, engage intheir own practice-based investigations, and then share their findings with each other. Yoshifumi
Fukada will explain how Japanese EFL/ESL learners actively engaged themselves in Englishmediated socialization and grew as English users and as persons in a project-based English
education program held in Japan and during studying abroad. Daniel Hooper will describe theshared goals, interpersonal relationships, and local repertoire of tools that emerged from a smallreflective practice group for university teachers that met regularly to discuss critical incidents theyexperienced in their working lives and to explore their own professional identity. Barbara Hoskins
Sakamoto will talk about the potential of informal online communities to improve teachers'
professional and personal lives, sharing specific examples of the meaningful impact observed withteachers in a unique English for Teachers program, and the factors that made positive changes
possible.
Date

Start

LengthType

Subtype

Format

Jul
10th

11:45

1h30m

TeacherDevelopment

College andUniversity
Education

Unvetted
SIG
Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 144 of 157

Edzil.la2022/11/29 14:22

TIM CLEMINSON / ISRA WONGSARNPIGOON / PHILLIP A. BENNETT / ANDY BARFIELD / YURI IMAMURA /MICHAEL KUZIWChallenging Conventions: Opening up New Spaces inLearner Development (ONLINE SESSIONS) #2652
This forum will examine how new learning spaces can help learners grow beyond conventional
education environments. Presenters will explore holistic and ecological perspectives on learners’
growth, taking into account multiple aspects of their experiences, their interactions with others,
and different affordances in diverse learning environments and spaces. The forum will include
both studies that shed new light on the impact of sociocultural and psychological factors on thedevelopment of learner autonomy, as well as practice-related accounts that explore learners’
practices in a range of learning spaces outside of conventional classroom settings. In the forum
participants will have opportunities in pairs and small groups to discuss and reflect on different
non-conventional environments, spaces, and processes that learners can access and/or use. The
combination of these theoretical and practice-based perspectives will encourage us to think about
learner development from fresh angles, not only under the current and post-pandemic situation,
but also beyond, so that we can come away from the forum with fresh ideas for challenging
conventions and opening up new spaces in learner development in our own learning, teaching, andresearch. Round One 11:50 to 12:20 Phillip A. Bennett and Isra Wongsarnpigoon and Andrew
Barfield Round Two 12:20-12:50Yuri Imamura and Michael Kuziw
Date

Start

LengthType

Subtype

Format

Jul
10th

11:45

1h30m

LearnerDevelopment

Any

Unvetted
SIG Forum

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter fromhere

Page 145 of 157

Edzil.la2022/11/29 14:22

RYOTA MORIYA / NATSUKI SUZUKI / ANDREW REIMANN / ALEXANDRA BURKE / RYOKO SATO /MICHAEL YAP / KATRINA PERSONS-NISHI

Sustainable Inclusivity: Practical Solutions for
Supporting Learners #2660
As the pandemic forced us to move online, learner needs became more diverse and complicated inlanguage education. Teachers’ resources and strategies increasingly face a growing need toreflect these changes. The Act for Eliminating Discrimination against Persons with Disabilities(2016) mandated the provision of equal educational opportunities for all learners, including thosewith special needs. However, according to JASSO (2020), the percentage of students with special
needs in higher education slightly decreased last year. This raises the following questions: Does
online teaching better accommodate learners with special needs? Did the online context level theplaying field and make traditional differences and difficulties invisible for teachers in? Further
research is needed to fully understand these changes. In light of this, the ALL SIG forum will focus
on sharing ideas and relating experiences of all participants. This forum will showcase individual
stories and experiences creating needs analysis framework for the purpose of assessing contexts
and sharing strategies and resources. By creating a support network, educators can work together
to address the diversity of needs reflected in today’s classroom. The goal is to raise awareness ofdiverse learner needs and develop inclusive strategies for language teachers and school
administrators.
Date

Start

LengthType

Subtype

Format

Jul
10th

11:45

1h30m

Accessibility in
Language
Learning

GeneralUnvetted
SIG
Forum

VirtualLocation
Enter
from
here

JENNIE ROLOFF ROTHMAN / MARGALIT FADEN / MAHBOUBEH RAKHSHANDEHROO / PAUL HORNESS /OLAF FORS / MAY KYAW OO

GILE SIG Forum #2894
This forum for the Global Issues in Language Education (SIG) will present the experiences of threeglobal educators on how how they pursued cross-border classroom connections with university's
overseas during the pandemic. Mahboubeh Rakhshandehroo, Olaf Fors, and Paul Horness will
describe the collaborative online learning projects they engaged in with the aim of inspiring othereducators. Participants looking to build cross-border connections and utilize technology more
effectively for communication will want to join this session, which will be live streamed.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:45

1h30m

Global Issues in
Language
Education

GeneralUnvetted
SIG
Forum

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 146 of 157

Edzil.la2022/11/29 14:22

TIM CLEMINSON / DOMINIQUE VOLA AMBININTSOA RAZAFINDRATSIMBA / RASOANINDRINAVOLATIANA OLIVIA / FANAPERANA HAINGO RAJAONARITIANA / JENNY MORGAN / GRETCHEN CLARK /JAMES MICHAEL UNDERWOOD / GREG ROUAULT / NAOMI FUJISHIMA

Challenging Conventions: Opening up New Spaces inLearner Development (FACE TO FACE) #3108
This forum will examine how new learning spaces can help learners grow beyond conventional
education environments. Presenters will explore holistic and ecological perspectives on learners’
growth, taking into account multiple aspects of their experiences, their interactions with others,
and different affordances in diverse learning environments and spaces. The forum will include
both studies that shed new light on the impact of sociocultural and psychological factors on thedevelopment of learner autonomy, as well as practice-related accounts that explore learners’
practices in a range of learning spaces outside of conventional classroom settings. In the forum
participants will have opportunities in pairs and small groups to discuss and reflect on different
non-conventional environments, spaces, and processes that learners can access and/or use. The
combination of these theoretical and practice-based perspectives will encourage us to think about
learner development from fresh angles, not only under the current and post-pandemic situation,
but also beyond, so that we can come away from the forum with fresh ideas for challenging
conventions and opening up new spaces in learner development in our own learning, teaching, andresearch. Round One 11:50 to 12:20 Dominique Vola Ambinintsoa Razafindratsimba, Fanaperana
Haingo Rajaonaritiana, Volatiana Olivia Rasoanindrina and Jenny Morgan Round Two 12:20 to12:50 James Underwood, Gretchen Clark and Greg Rouault
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

11:45

1h30m

LearnerDevelopment

Any

Unvetted
SIG Forum

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 147 of 157

Edzil.la2022/11/29 14:22

PAUL WADDEN / DAN FERREIRA(Re)imagining language learning: A new approach toacademic vocabulary #2726
The 95% vocabulary comprehension level for academic texts and lectures is the crucial thresholdfor university study. To help learners attain this level, the presenters combined the headwords
from the 4 major academic vocabulary lists to date: AWL (570 words), NAWL (963 words), UWL(836 words), and EAP (874 words). The resulting Global Academic Lexicon (GAV) presents theheadwords from all four lists in 23 lessons. These lesson, comprising 1,850 words, progress frommost frequently appearing to the least frequent. The pedagogical premise is efficacy: to lower the“learning burden” and learn the most commonly appearing words first (Nation, 2006). Theselessons are now open-source and available to university teachers and students in Japan andaround the world. Using free online Quizlet cards, they (1) provide the primary meaning of
headwords in simple English and in Japanese, (2) demonstrate their “use in context” in sample
sentences, and (3) offer a rich variety of flashcards, writing-listening-spelling practice, andcompetitive games for individual or group use. Presenters will demonstrate how lessons can beaccessed and used autonomously, in online instruction, or in the physical classroom to motivate
students, assess their learning, and give feedback on their progress.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

12:20

25m

Vocabulary

College andUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 148 of 157

Edzil.la2022/11/29 14:22

YUKIO TONO

(Re)imagining language education in relation to the
CEFR/CV and the CEFR-J #3118
Since the publication of the CEFR in 2001, policymakers, researchers and teachers in foreign
language education around the world have started to use the framework to review their own
systems and practices. This includes the structure and content of language syllabuses, textbooks
and teaching materials, as well as instructional and assessment methods. The publication of theCompanion Volume (CEFR/CV) in 2020 will further concretise the principles of the CEFR and repropose a new framework for language teaching, including sign languages, mediation skills andonline communication. The application of the CEFR, with its extremely broad scope, cansometimes be a hindrance to a sound understanding of its principles and fundamental concepts,
which can lead to applications based on superficial knowledge. It is also true that it is difficult toimplement language education policies that cover the full range of the CEFR. In this talk, I will givean overview of the CEFR and the CEFR/CV and discuss the implications of using the CEFR as acommon framework for all languages. As an example of focused applications, I will argue what the
future of intelligent CALL based on the selection and arrangement of language materials by the
CEFR levels would be like. Finally, as Principal Investigator of the CEFR-J, a localization project of
the CEFR in Japan, I would like to consider what is needed for the CEFR to truly take root in foreign
language education in Japan.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

13:30

50m

CEFR andLanguage
Portfolio

Any

Plenary
SessionLocation

https://pansig2022.edzil.la/sessions/responsiveEnterfrom here

Page 149 of 157

Edzil.la2022/11/29 14:22

LORNA DEVERA

Integrating translanguaging in university EAP courses#2871

Many instructors are still divided over the English-only policy in tertiary level English language
programs. English as medium of instruction has been justified by the need to shift from traditional
teaching methods to active learning which fosters communication and opportunities for exposure
to the language. Perceptions prevail that using students’ native language in the English classroom
hinders learning and acquisition. Many studies nonetheless support the idea that the L1 is a valid
classroom resource which students could strategically use to learn (Canagarajah, 2011; Freeman
and Freeman, 2017). This is the essence of translanguaging, a pedagogical approach promoting L1
as a classroom tool which may further accelerate understanding of class content, improve student
performance and student interactions, and is helpful for classroom management. Taking off fromher initial study that explored translanguaging as an approach in EMI settings, the presenter will
examine how it is applied in English for Academic Purposes courses. This presentation will discuss
how the students’ L1 (Japanese) can be used as a pedagogical tool to meet student needs andclassroom goals. The presenter will also suggest strategies on how translanguaging can be
integrated in EAP classes for the purposes of comprehension, communication, and meaningful
instruction and learning.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

14:30

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

MAY KYAW OO

Incorporating Global Issues in EFL Classrooms #2913
The pandemic has magnified issues of social justice and inequalities both locally and globally. The
language teacher who brings these issues into the classroom can inspire students to be change
agents. Students benefit from these guided classroom experiences by becoming aware of
marginalization both within and outside the classroom on issues such as sexism, racism, and theenvironment. Empowered students are able to then make informed decisions and problem-solve
through critical awareness. Activities and materials created based on feminist and engaged
pedagogies for an academic reading and writing class (CEFR B1-B2) will be presented. The
strengths and weaknesses of these activities, their implementation, and responses from thestudents will be discussed to answer two questions: (1) How can teachers incorporate global
issues in EFL classes? (2) How can teachers provide students with hands-on opportunities tomake a positive impact in their community by reflecting on local issues?
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

14:30

25m

GlobalIssues in
Language
Education

CollegeandUniversity
Education

PracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 150 of 157

Edzil.la2022/11/29 14:22

JEFFREY HUFFMAN / TORRIN SHIMONO / DAVID BEGLAR / PAT CONAWAY

ER SIG Forum #2646
The first part of this panel discussion is dedicated to a review of theories of fluency development,
including ACT theory, Instance Theory, and Verbal Efficiency Theory, how these theories apply toextensive reading, and the potential limitations of extensive reading where reading fluency
development is concerned. The second part focuses on how reading fluency improvement can be
encouraged and monitored in the EFL classroom via extensive reading as well as silent and oral
fluency training activities. The results of a study comparing the effects of an intensive reading
approach and an extensive reading (with added fluency training) approach on various measures ofreading fluency will be presented and discussed. In addition, there will be a discussion about how
reading fluency can be enhanced when extensive reading is combined with timed reading,repeated oral reading, and chunking activities among L2 English Japanese university learners. Thechanges in their cognitive processes used for reading, oral reading fluency scores, and L2 reading
self-efficacy will also be examined. Qualitative data regarding these reading activities will also beshared.
Date

Start

LengthType

Subtype

Format

Jul
10th

14:30

1h30m

Extensive
Reading

GeneralUnvetted SIG
Forum

VirtualLocationEnter fromhere

MOHAMMAD KHARI / JOHN DUPLICE / SKYE PLAYSTED / DEEPA KIRAN / JULIA DALEY / BRIAN J
BIRDSELL / DAVID SCOTT BOWYER

Teaching and Learning about the Brain #2651
The Brain SIG’s monthly Think Tank publication has become the focus of our efforts to learn andteach others about the brain. By drawing on the expertise of SIG members in Japan and authors
around the world, we are able to address a wide range of topics related to neuroscience,
psychology, and language learning. In this forum editors and authors from the MindBrainEd Think
Tanks will give short, concurrent presentations related to some of the topics we have covered overthe last year, then lead small group discussions to explore these topics in more depth and relatethem to your teaching practices. Join us and find out how our Think Tanks help us make brain
research meaningful and engaging for educators.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

14:30

1h30m

Mind, Brain,
and Education

GeneralUnvetted
SIG Forum

Location

https://pansig2022.edzil.la/sessions/responsiveEnterfrom here

Page 151 of 157

Edzil.la2022/11/29 14:22

MELODIE COOK / DAVEY YOUNG / SANDRA HEALY / ALEXANDRA BURKE / MEGUMI YOSHIEDA / OLIVIAKENNEDY

Barrier-free learning in Japan: Panel #2994
The panelists will talk about the lack of knowledge in creating barrier-free classes for learners withdifferent abilities, current changes in policies in Japan, and how teachers are working withstudents to make their classes more inclusive. The session will begin with definitions of
disabilities, issues faced by teachers who are not trained in recognizing them, and how teachers
can create or modify classes to be effective for all students. Panel members will speak about
helping students at all levels of education. We also hope to have enough time to answer
participants' questions and help them make their own classes barrier-free.
Date

Start

LengthType

Subtype

Format

Jul
10th

14:30

1h30m

Accessibility in
Language
Learning

Any

Unvetted
SIG
Forum

VirtualLocation
Enter
from
here

PAUL MARLOWE / MAYUMI ASABA

The effect of timed writing on L2 writing: a mixed
methods study #2709
The importance of L2 writing development has continued to generate ongoing interest as
evidenced by numerous publications over the past few decades (Fogal & Verspoor, 2020; LarsenFreeman, 2006; Wolfe-Quintero, Inagaki & Kim, 1998). However, very little of this research has
focused on the effect of specific practice tasks on learners’ development in the classroom. The
presenters will share the results of a mixed-methods study investigating the effects of different
types of writing practice on the development of complexity, accuracy, and fluency (CAF) in thewriting of Japanese university students. Three groups who received regular practice in either
sentence-combining, translation, or timed writing were compared on measures of CAF across one
semester. The researchers will focus particularly on the results of the timed-writing group, who
made significant gains across time and compared to other groups in the study on the measure offluency. Furthermore, qualitative data will be shared illuminating why timed-writing was a moreengaging task for learners as well as the strategies learners employed while performing the task.
The findings from the study will be discussed in terms of pedagogical implications for L2 writing
instructors.
Date

Start

LengthType

Subtype

Format

Jul
10th

15:05

25m

College andUniversity
Educators

College andUniversity
Education

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 152 of 157

Edzil.la2022/11/29 14:22

DAVID SMID

The motivational profiles of high school EFL learners in
Hungary #2819
In recent years, L2 learning motivation has witnessed renewed interest due to the emotional
dimension of the L2 learning experience, a key component of Dörnyei’s (2009) L2 Motivational
Self-System. Still, few studies have focused on exploring potential subgroups of L2 learners; thus,
the aim of this study is to explore students’ dispositions as to their L2 learning motivation and toinvestigate group-related differences. We conducted a large-scale questionnaire study (N = 1152)
involving high school English learners (mean age: 16, mean age of onset for learning English: 9)from all over Hungary. The questionnaire – written in Hungarian, the participants’ L1 – included 90
items. The data were subjected to combined cluster analysis. The results showed that there werefour latent subgroups underlying our sample. The members of Group 1 were more internallymotivated, Group 2 was the least motivated, Group 3 was the most motivated, and the students ofGroup 4 had the most ambivalent level of motivation. We did not only find significant differencesamong the members of the four groups with respect to their motivation, but emotional experiences
as well. Given the context-dependence of motivation and emotions, our study has importantpedagogical implications for L2 teaching professionals.
Date

Type

Subtype

FormatCANCELLED

LearnerDevelopment

Junior / Senior HighSchoolResearch-Oriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

Page 153 of 157

Edzil.la2022/11/29 14:22

YADU PRASAD GYAWALI

Reforming English language teacher education in
Nepal: Prospects and challenges #2908
Teacher education provides a framework of ideas to enhance professionalism in foreign language
teaching. It is concerned with exploring good practices in teaching, which have already been tried
and tested in many educational contexts. Similarly, teacher education provides the language
teachers with insights into the nature of language teaching. With the explosion in language
teaching, there has been an increased demand for language teachers, and the consequent need totrain these teachers. With this reference, this paper focuses on the review of the existing situationof teacher education with the relevant considerations of epistemological as well as the paradigm
shift of teacher education from global to local perspectives in Nepal. The present paper is basedon content analysis where the literature from the different contexts such as the context ofdeveloped countries, developing countries, and the local contexts was reviewed under thequalitative research approach following the focus group discussion. With the reference to existing
literature and views of headteachers and teachers through focus group discussion, the paper
discusses several perspectives of reframing the English Language teacher education program.
Mainly, policy-related, pedagogical, technological, and research-based challenges and their
mitigating aspects have been illustrated in the paper through focus group discussion and review of
the relevant works of literature. Therefore, the paper attempts to explore the prospects and thechallenges as the foundational components to reframe teacher education in the context of Nepal.
Date

Start

LengthType

Subtype

Format

Jul
10th

15:05

25m

TeacherDevelopment

Any

ResearchOriented
Presentation

https://pansig2022.edzil.la/sessions/responsive

VirtualLocation
Enter
from
here

Page 154 of 157

Edzil.la2022/11/29 14:22

KATE DE VEAS (SHE/HER)

Reflection as a learning target for global education #2911
This presentation will describe two types of reflective activities, written and conversational,
designed to help Japanese university students of English clarify and develop their relationship to
global issues, which is a valuable piece of the puzzle of global education. The outcomes of thesereflective activities over 4 years show that they are largely successful in building self-awareness,despite revealing feelings of eco-anxiety, disconnection and frustration among students, which
the presentation will discuss. Good reflective practice among students allows for not only greater
wellbeing and depth of knowledge (Helyer, 2015; Chang, 2019), but progress towards global
education’s goals of awareness, attitude, and action (Cates, 2002; Hicks 2010). Encouraging
reflection, as an explicit student learning objective connected to various learning tasks, gives
students the space and time to examine their values, beliefs, and changing relationships to theircommunity, climate, and conflicts at home and abroad. A discussion of the merits and limitationsof these, and other reflective practice activities in a global issues classroom is welcome.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

15:05

25m

GlobalIssues in
Language
Education

College andUniversity
Education

PracticeOriented
Short
Workshop

Location
Enter
from
here

WILLIAM PELLOWE / GRANT OSTERMAN / CHELANNA WHITE / EMILY CHOONG / JON THOMAS /MEHRASA ALIZADEH

JALT Officer Support Meeting #2856
JALT's Officer Support Committee (OSC) was created to help orient new officers and support
current officers in JALT’s SIGs, chapters, and committees. This session will be partially an
introduction to the resources available to JALT officers, and partially a Q&A / troubleshooting
session. If you're a JALT officer (or curious about becoming one), you are welcome to thismeeting.
Date

Start

LengthType

Subtype

Format

Jul
10th

15:05

1h

Networking

Nonteaching
Context

Meeting /Networking

https://pansig2022.edzil.la/sessions/responsive

VirtualLocationEnter
from here

Page 155 of 157

Edzil.la2022/11/29 14:22

KOSUKE HAGIHARA

Effective use of questioning strategies in activeclassroom interaction #2730
This presentation will highlight the effective use of teacher’s follow-up questioning strategies toconstruct active teacher-student interaction in English lessons in Japanese junior high schools.
The new Course of Study at junior high school has newly introduced “Teaching English in English”
policy to give students much input and chances to speak English. However, if students are notused to communicating in English, they often find it difficult and keep silent, and thecommunication often breaks down. To cope with these situations, teachers’ questioning strategies
have great potential to encourage students to answer (Wu, 1998). This presentation will explore
how teachers can actively involve Japanese junior high school students in interaction and provide
them with learning opportunities through the following questioning strategies: simplifying thequestions, giving examples, repeating the questions, and asking further questions. The presenter
designed the lessons and interaction based on these strategies. The lessons and interactions wererecorded by videotape and analyzed by Conversation Analysis. Among these strategies, especiallysimplifying the questions and giving examples helped the students understand what the questions
meant and respond to them. The presenter will share the techniques and students’ reactions andresponses in the classroom based on the actual interaction data.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

15:40

25m

Teaching
Younger
Learners

Junior /SeniorHigh
SchoolPracticeOriented
Short
Workshop

Location

https://pansig2022.edzil.la/sessions/responsive

Enter
from
here

Page 156 of 157

Edzil.la2022/11/29 14:22

PHIL NGUYEN

ePortfolio: Using Mahara & Learning Management
Systems (LMS) to showcase students' work #2955
In its simplest form, a student portfolio is understood as a collection of resources, including
demonstrations, resources, and accomplishments that can represent a student's individual, group,or institutional work. It can illustrate different types of achievement, progress, goals, and futureendeavors. While physical portfolios have been around for quite some time, the advancement of
portfolios has been increasing in popularity due to their digital presence, especially with thecurrent online climate. As ePortfolios are gaining momentum as a preferred way to demonstratestudents' learning and competencies online, it is crucial for educators and institutions toincreasingly understand their advantages. This workshop will address a background of the eportfolio landscape in relation to a physical portfolio. In addition, a selection of some of the more
popular ePortfoilo software, including Mahara, LinkedIn, and WordPress, will be discussed, alongwith the benefits and challenges of using them. It is hoped that participants will be able tounderstand the potential and usefulness of having a ready-made portfolio for showcasing.
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

15:40

25m

ComputerAssisted
Language
Learning

CollegeandUniversity
Education

ResearchOriented
Presentation

Location
Enter
from
here

NICHOLAS J. WILSON / AMANDA GILLIS FURUTAKA / KOKI TOMITA / GRANT OSTERMAN

Closing Ceremony and PanSIG 2023 Introduction
Meeting #3219
Find out what to look forward to in 2023!
Date

Start

LengthType

Subtype

FormatVirtual

Jul
10th

16:10

1h20m

-

GeneralMeeting /Networking

Location

https://pansig2022.edzil.la/sessions/responsive

Enter fromhere

Page 157 of 157