Learning Learning『学習の学習』 28 (2): Looking Forward

Looking Forward | 今後のイベント
JALT2020 Online 46th Annual International Conferenceon Language Teaching and Learning & Educational
Materials Exhibition
Friday, November 12 to Monday, November 15, 2021
https://jalt2021.edzil.la

Learner Development Sessions at JALT 2021
Click here for more information: https://bit.ly/3bGR0uQ

The Power of ‘Obsidian’ – Revolutionising the Way We Take Notes
Fri, Nov 12, 16:15-17:00 Asia/Tokyo
Michael Walker
Note-taking is essential for any academic endeavour. Yet many curriculums fail to teach a systemised and effective
approach to this skill. The repercussions are significant, more often than not resulting in substandard work being
submitted by students. Inspired by Sönke Ahrens' breakout book 'How To Take Smart Notes', this workshop will cover
the principles of taking smart notes and introduce a powerful note-taking app called 'Obsidian' that will help teachersand students alike optimise the thinking process.

Learner Development SIG Identities
Sat, Nov 13, 10:45-12:15 Asia/Tokyo
Gareth Barnes
In this LD SIG forum, presenters will look at who the LD SIG is as a special interest group. What does learnerdevelopment mean to SIG members? What experiences have members valued? What research have members
embarked on? Where is the SIG going? How is the LD SIG interpretation of learner development evolving? The forum
will feature timed rounds of interactive narratives highlighting themes such as self-regulation, autonomy, learner
identities, and lifelong learning.

The Effect of Dual-Language Authentic Materials in Junior High Schools
Sat, Nov 13, 10:45-11:10 Asia/Tokyo

Michael Kuziw
The use of dual-language authentic material in storytelling for English language learning is well understood. Thoughsome studies have focused on the use of bilingual children’s books as authentic material, less is known about theeffects of student-produced dual-language authentic material on early English language development. In thispresentation, the presenter aims to explore how junior high school students make use of these materials in theirlanguage development.

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Learning Learning『学習の学習』 28 (1): Looking Forward

The Effect of Practice Tasks on L2 Writing Development: A CAF Perspective
Sat, Nov 13, 11:25-11:50 Asia/Tokyo
Paul Marlowe / Mayumi Asaba
The presenters will share the results of a mixed-methods study investigating the effects of different types of writing
practice on developing complexity, accuracy, and fluency (CAF) in the writing of Japanese university students. Threegroups who received regular practice in either sentence-combining, translation, or fluency writing were compared on
measures of CAF across one semester. The findings from the study will be discussed in terms of pedagogicalimplications for writing instructors.

Perceptions of Multimodal Remediation Compositions in L2 Academic Writing
Sat, Nov 13, 12:05-12:30 Asia/Tokyo
Eric Ku
Multimodal remediation-based compositions (MRCs) are multimodal compositions where students convert acomposition from one mode to another. This study examines EFL students’ perceptions of MRCs. How does doing MRCs
impact student perceptions of L2 writing? How do student perceptions differ between text-based compositions (TC)and multimodal compositions (MC)? Findings show that doing MRCs did not change student perceptions of L2 writing.
However, students did have distinct perceptions distinguishing TCs from MCs.

Developing Effective Hand-Written Notes in 1st-Year University Classes
Sat, Nov 13, 12:45-13:45 Asia/Tokyo
Robert Moreau
Effective note-taking by hand plays an integral role when students must research and discuss complex topics. However,first-year university students may lack experience in preparing and using notes effectively. Also, they may not be awareof specific benefits that hand-written notes can offer. In this presentation, methodologies used to help students
develop note-taking skills for communication and reflection, as well as ways that hand-written notes can be used in
online classes, will be discussed.

Scaffolding Oral Task Difficulty to Enhance Engagement and Performance
Sat, Nov 13, 12:45-13:10 Asia/Tokyo
Robert Stroud / Stephen Harris
Low-level students often struggle to speak up within orally interactive classwork due to problems with confidence,anxiety, and task difficulty. Participants will be introduced to a powerful three-stage scaffolding model for tasks whichhelps students improve fluency over time by better preparing, checking, and reviewing planned speech. Recent data on
the influence of the model on engagement and performance will be shared and guidance given on applying the modelto any language learning context.

Out-of-Class Learning at a Japanese University Self-Access Center
Sat, Nov 13, 12:45-13:45 Asia/Tokyo
Luke Harrington
This poster session outlines the first part of a longitudinal qualitative study that investigates university students’participation in a self-access center by focusing on their perceptions, learning experiences, and attitudes. The researchis concerned with whether students will become more willing to seek out future opportunities to use English beyond
the classroom in non-formal settings after having been strongly encouraged to do so as part of their English course.

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Learning Learning『学習の学習』 28 (2): Looking Forward

Cluster Analysis Using Test Scores and Test Familiarity and Preparation
Sat, Nov 13, 13:25-13:50 Asia/Tokyo
Tetsuya Fukuda / Kimberly Klassen
This presentation reports individual differences in L2 English proficiency gains after one year in an intensive English
program at a small private university in Japan, using test scores, a survey, and interviews. For the current study, cluster
analysis was used to identify subgroups from a large cohort based on their test preparation and experience. Cluster
analysis, a multivariate exploratory procedure, revealed five subgroups, organised by their proficiency gains or losses,
and test familiarity and preparation.

Spiral Upward: A Framework for Engendering Reflective Output
Sat, Nov 13, 14:05-14:30 Asia/Tokyo
Jeffrey L. McEntire
Paul Ricoeur’s “self” expands its self- and world-understanding by 1) encountering the outside or the other, 2) reflecting
upon this encounter, and 3) mediating and processing it through the self’s existing identity: spiraling forward. This
presentation employs said framework to engender students’ output that reflects their expanded worldview vis-à-vis
their lived reality (e.g., hobbies, diet). This three-step process equips them ultimately to reflect upon the insights gained
as a result of their encounters

Making Classes SMART to Boost Student Motivation and Achievement
Sat, Nov 13, 14:45-15:10 Asia/Tokyo | 18
Stephen Harris / Robert StroudStudents make greater efforts within language learning tasks if they fully understand where their performance is, whereit should go, and how to get it there. The presenter will introduce how to raise student motivation and achievement
within common English communication tasks with SMART checklists. Participants will see how they can create more
confidence and focused classroom environments by applying simple checklists of skills, measures, actions, reasons andtime to their own contexts.

Cultivating Autonomous Learning With a Language Learning Strategy Database
Sat, Nov 13, 15:25-16:25 Asia/Tokyo | 18
Lucas Pignolet / Tomoko Eto / Matt Saunders / Ben Rentler / Maiko Berger / Kiyu Itoi
This panel will overview the evolution of integrating independent learning into a Japanese university’s English program.
As language classes moved online in 2020, our research team identified the need to provide students with accessible
and practical language learning strategies (LLS) to supplement their personalized self-study. Thus, an online LLS
database was developed. Student and teacher feedback will be discussed, revealing insights into how an LLS databasecan be used to support students’ autonomous learning.

Serendipities in Self-Access Learning: Positives From the Pandemic
Sat, Nov 13, 18:00-19:30 Asia/Tokyo
Clair Taylor / Katherine Thornton / Stacey Vye
The COVID-19 pandemic has been problematic for self-access and social language learning spaces where
community, interaction, and proximity are central to our mission. Moves to remote or hybrid learning and theneed for social distancing have forced us to rethink our practices. This forum explores how these initiatives
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Learning Learning『学習の学習』 28 (1): Looking Forward
have led to greater choice for learners and even some surprising benefits. There will be two minipresentations, followed by discussion time.

Narrative Inquiry into the Student Sojourn Experience - JALT2021 Kevin Cleary Invited
Speaker Presentation
Lyndell Nagashima
Sat, Nov 13, 18:00-19:00 Asia/Tokyo
Narrative Inquiry is a body of research that considers personal accounts, giving voice to those often invisiblein academia. The presentation incorporates Japanese university students’ English language accounts. The
purpose is to understand learners from a holistic perspective. Language learning is an individual journey of
discovery and progressive skills. It is hoped this presentation will provide perspective, as an educator or alanguage learner yourself, on personal journeys represented in the Japanese classroom.

Making the Most of Online Learning: Student Reflections, Teacher Responses
Sat, Nov 13, 18:00-18:25 Asia/Tokyo
Cecilia Smith Fujishima / Adrienne Johnson
This presentation outlines research into student experiences of remote learning. The initial goal was to learn more
about students’ online learning experiences and devise informed interventions. The presentation outlines a three-stepinformation gathering process: exit cards, a qualitative survey of reflections, and a Google Forms survey to quantify
experiences across the department. These provide insight into factors that influenced students’ satisfaction withremote-learning and illustrate the benefits of engaging students in the process of analysis.

Learner Development SIG AGM
Sat, Nov 13, 18:30-19:30 Asia/Tokyo | LD SIG Zoom Account

The Efficacy of Studying Abroad at Varying Lengths through Remote Learning
Sat, Nov 13, 18:40-19:05 Asia/Tokyo
Aaron Chao
This study examines two groups of Japanese university students who participated in a five-month and ten-month study
program overseas during the COVID-19 pandemic. Both groups were required to take the TOEIC exam pre-departureand post-arrival, and quantitative analyses were used to measure any improvements at both the individual and grouplevel. Research methods were also utilized to determine the effects of the pandemic on the overall study abroad
experience.

Emergency Remote Learning: Learner Perceptions and Readiness for Autonomy
Sun, Nov 14, 10:45-11:10 Asia/Tokyo
Tanya McCarthy
This study explored learner perceptions and readiness for autonomy after one year of emergency remote learning. An
open-ended survey was administered to 850 first-year undergraduates across eight faculties. Qualitative analysis oflearner perspectives highlighted positive and negative impacts of self-directed online learning in areas such astechnology, social relationships, affective issues, and self-monitoring strategies. The researchers concluded that

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Learning Learning『学習の学習』 28 (2): Looking Forwardautonomy-based educational technology should be widely adopted in higher education contexts and, if possible, preuniversity orientation programs.

Student Reflections on Projects Leading to New Perspectives
Sun, Nov 14, 12:45-13:10 Asia/Tokyo
Oana Cusen
Project-based learning and teaching (PBLT) has been recognized as an approach that fosters learner autonomy. This
presentation introduces the Students as Teachers project, during which university students prepared and taught a 90minute lesson based on a unit from a four skills textbook. Student reflections throughout the project and at the end of
it will be discussed in detail to show how students developed new perspectives on their development as learners ofEnglish.

Expanding Opportunities for Intercultural Development Through COIL
Sun, Nov 14, 13:25-13:50 Asia/Tokyo
Kevin Ottoson
Collaborative online international learning (COIL) is a method of virtual exchange that offers a way to help bridge theopportunity gap to study abroad by providing cross-cultural exchanges without leaving home. This presentation outlines
the process of implementing COIL activities with university students in China and Japan and reports on the impact ofsuch activities on student perspectives of language development, motivation to study a foreign language, andintercultural competencies.

Investigating the Impact of a Teletandem Online Language ExchangeSun, Nov 14, 14:45-15:10 Asia/Tokyo
Katherine Thornton / Levi Durbidge
Teletandem is an online language exchange, where two students learning each other’s languages are paired to practise
their languages and support each other’s learning online. The researchers administered a survey and several interviews
to investigate the experiences of teletandem participants from a Japanese and an Australian university, specificallyfocussing on the programme’s impact on students’ motivation to learn, their autonomous learning skills, and theiridentities as language learners and users.

Benefits of Social Emotional Learning in University Classrooms
Sun, Nov 14, 15:25-15:50 Asia/Tokyo
Natasha Hashimoto
In this presentation, I describe the context and challenges that led me to include social emotional learning (SEL)
methods in my teaching. I discuss specific strategies and activities I utilized in online university courses with ELLs andshare some positive outcomes of the approach. SEL practices include various activities and strategies; however, as themethod I utilized was not implemented campus-wide, I introduce only a handful of activities and strategies thatlearners successfully used.

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Learning Learning『学習の学習』 28 (1): Looking Forward

Students’ Opinions About Peer Teaching
Sun, Nov 14, 16:05-16:30 Asia/Tokyo
Devon Arthurson
First, an overview of peer teaching will be given. Next, an introduction to a peer-teaching activity will be shared. Thendata will be presented about students’ opinions about the experience of teaching, how this experience will help themin the future, advice they would give to others about peer teaching, and if peer teaching was a positive or negative
experience. Lastly, possible ways for instructors to use this activity will be discussed.

Autonomous Language Learning Perceptions and Practices in Japan
Sun, Nov 14, 18:00-18:25 Asia/Tokyo
Adam Christopher
This study examined intermediate and advanced Japanese EFL learners’ perceptions regarding their own and theirteachers’ responsibility in learning the foreign language autonomously, their decision-making ability in learning theforeign language, and their EFL autonomous learning activities inside and outside the classroom.

Using Eye-Tracking Equipment to Improve Test-Taking Strategies of the TOEIC
Sun, Nov 14, 18:40-19:05 Asia/Tokyo
Marshall Higa
Eye-tracking equipment for second language acquisition purposes is an underused tool. This is due in part to budget
constraints and a lack of affordable devices on the market. This study examines whether low-cost, self-fabricatedequipment can be used to assist students in their study of the Test of English for International Communication (TOEIC)
by allowing students the opportunity to visually observe their recorded eye-movements after taking a TOEIC practice
examination.

A Qualitative Investigation of Japanese Learners’ Experience in Teletandem
Sun, Nov 14, 19:20-19:45 Asia/Tokyo
Kie Yamamoto
The presenter will report on a qualitative investigation of Japanese college students' learning experience in teletandem.
During the COVID-19 pandemic, a group of Japanese female college students had joined a series of language learning
sessions with American college students online since October 2020. Drawing on the analysis of pre-/postquestionnaires, student reflections, and interviews, the researcher will discuss the impact of tandem learning in the
online environment, particularly on the students’ self-concepts in L2 learning.

Reflecting on Reflection: Peer Feedback Over Distance
Mon, Nov 15, 10:45-11:45 Asia/Tokyo
Zack Robertson
Peer review can be an effective tool for involving students in the assessment process; however, the sudden switch toonline learning last year introduced new challenges to effective implementation. This workshop will provide an
overview of peer review and adaptations the presenter made to continue the activity in an exclusively online university
writing course. Then, after examining the effects and consequences, it will reflect on how the modified procedures
might inform the practice moving forward.

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Learning Learning『学習の学習』 28 (2): Looking Forward

A Study of Self-Reported Academic Misconduct Among Japanese University ELLs
Mon, Nov 15, 12:05-12:30 Asia/Tokyo
Gordon D Carlson
This presentation examines the results of a survey on self-reported academic dishonesty among English language
learners (ELLs) across nine Japanese universities. The study includes the domains of cheating on tests, plagiarism,
falsehoods in assignments, and dishonest acts committed in English language classes. An analysis shows the prevalenceof cheating and the most frequent behaviors. The presenter concludes that by knowing the common traps in which
students fall, educators can proactively work to increase academic integrity.

Study Abroad During a Pandemic: Problems and Solutions
Mon, Nov 15, 12:45-13:10 Asia/Tokyo
Kris Ramonda / Todd James Allen
For many second language learners, study abroad presents an opportunity for both cultural immersion and L2 language
development. However, the necessity of social distancing during the coronavirus pandemic has greatly impacted thestudy abroad experience for many learners. This presentation reports on a cohort of Japanese university students who
studied abroad in 2020, including the problems they encountered and the solutions they adopted to maximize theirexperiences.

Belonging and Becoming in a Learner-Led Community of Practice
Mon, Nov 15, 13:25-13:50 Asia/Tokyo
Daniel HooperThis presentation outlines a study investigating members’ identification with a student-led learning community within auniversity self-access centre. Interview data from members suggested members’ identities within the community wereconnected to the comfortable learning environment, an international, imagined English community, and thenegotiation of certain sociocultural norms. This presentation will also address practical implications based on thefindings of this study for SAC staff aiming to cultivate and support student-led learning communities.

Perspectives From the Pink Shirts: Reflections From Student Volunteers
Mon, Nov 15, 14:05-14:30 Asia/Tokyo
Andria Lorentzen
Student volunteers are vital to running a conference successfully, and volunteer feedback can be used as a tool toimprove the conference experience for both volunteers and attendees. This presentation will give a brief overview ofthe student volunteer process, from initial recruitment to final training, and will share the results of a mixed-method
survey in which student volunteers reflect on their experience. Suggestions on how to improve the volunteer
experience will be discussed.

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Learning Learning『学習の学習』 28 (1): Looking Forward

Creating Community Learning Together: Quality of Life and Learning
Sunday December 12th from 2 PM to 4.30 PM
Message from CCLT organizing team: Tim Ashwell, Andy Barfield, Tim Cleminson, Ellen Head, Ian Hurrell, Ken Ikeda,
James Underwood (CCLT organizing team)
As you might have heard in previous messages, we were not planning to hold a large formal Creating Community
Learning Together (CCLT) event like last year. However, in the last Get-together on Sunday October 24th, several LD
members discussed options for a more informal CCLT event on “Quality of Life and Learning” that we hope will be an
exciting and inspirational experience for both teachers and students.
The focus would be on small-group discussions between students (and teachers) from different schools anduniversities sharing experiences and puzzles from the last 6 months. ***Please see further below for some example
anecdotes and discussion questions.***We plan to hold the event online on Sunday December 12th from 2 PM to 4:30 PM with two rounds of discussion
and reflection.
Our idea is to hold an afternoon of online discussions where participants will have the chance to share withstudents and teachers from other universities their experiences of living and learning through these unusual 6 months.
Ahead of the event, participants will be asked to write a short anecdote or small story (say, 70 to 100 words) withsome questions or puzzles about their experiences as in the examples further below.
At the event, participants will break into small groups to share their personal stories and anecdotes and to discuss
the questions or puzzles that they have. Participants will be expected to speak in English or Japanese, but mainly inEnglish! Below is a rough schedule of how we think the event would proceed, more information and updates regarding
registration for CCLT and submission of anecdotes and puzzles will be provided soon:
14:00 Introduction 5-10 minutes
14:10 Round 1: 40 minutes
In groups of 4, students from different universities and schools introduce themselves and ice-break, in break-out rooms
for 40 minutes, then share & discuss their anecdotes and puzzles (with teachers acting as facilitators, or forming theirown discussion groups)
14:50 10-minute break / note-taking
15:00 Round 2: 40 minutes
Groups are reshuffled: a second round of discussions for 40 minutes, sharing their anecdotes and puzzles
15:40 10-minute break / note-taking
16:00 Reflection: 20 minutes
16:20 Wrap-up/closing: 10 minutes
Example anecdotes and puzzles>>>>>
Anecdote: I am a third-year student. In April this year I was due to go to America as an exchange student from myuniversity, but the International Center told me that I would have to wait until September before leaving because thesituation in the US was still unsettled. However, I was then told I would need to wait until April next year. I am now
afraid that this will interfere with job-hunting and I wonder whether I should go.
Questions: Have you had a similar experience? Are you planning to study abroad?
Anecdote: I am a teacher and I have been wondering how my students feel about online and face-to-face learning.
From my perspective, teaching online is in some ways easier (I don’t have to commute), but in other ways it makes life
more complicated (I can’t judge so easily how engaged my students are and cannot see their reactions).
Questions: From your perspective, what do you feel are the advantages of online classes? Are there any disadvantages?
Are there aspects of online learning that you want to continue even after we go back to face-to-face classes?

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