Creating Community Learning Together 3 1

Welcome! ようこそ！

12.00-12.30

Registration andrefreshments area

Registration (open to 15:00)

12.30-13.00

A264

13.00-13.40

A355, A356, A357

Everyone: Opening plenary
Creating community: Icebreaking, interests, & goals
Round 1 Presentations

13.40-14.00

A355, A356, A357

Reflection circles

14.00-14.10

Short break

14.10-14.50

A355, A356, A357

Round 2 presentations

14.50-15.10

A355, A356, A357

Reflection circles

15.10-15.20

Short break

15.20-16.00

A355, A356, A357

Round 3 presentations

16.00-16.20

A355, A356, A357

Reflection circles

16.20-16.30

Short break

16.30-17.00

A264

Everyone: Closing plenary
Making connections: Learning
together2Creating Community Learning Together 3
A very warm welcome to you! Thank you for coming today!

12.30-13.00

A264

Everyone: Opening plenary
Creating community: Icebreaking, interests, & goals

In this session you have the opportunity to:* break the ice and meet new people* talk in pairs and small groups about your interests in theconference* consider your goals for the afternoon and write them down

Creating Community Learning Together 3 3

A355

13.00-13.40

A355, A356, A357

Round 1 Presentations

Dexter Da Silva, Keisen University
Learning to apply psychological literacy to learningThis presentation will introduce the concept of Psychological Literacy, briefly
defined as “the adaptive capacity to apply psychological science to achieve personaland societal needs,” and how it can be used to promote transformational learning.
The presenter will describe how he has tried to incorporate psychological literacy
into the syllabi of two classes, one 1st year seminar class, and one 3rd year Teacher
Certification class, and the on-going results, including the participation of thosestudents in this LD SIG’s mini-conference.
Wakana Sakai, Yurie Ogura, Ami Nomura, Keisen University
Imagination
This presentation will focus on Imagination and its importance for play and learning.
Recently, we can use the Internet or SNS easily for play and study by ourselves.
Therefore how we have changed and children's imagination is decreasing. The threepresenters will give examples of how they have used and continue to use imaginationin their learning and their lives.

A356

Nicole Gallagher, Rikkyo University
Emotion and communicative competence in English discussion classThis poster presentation will explore ways of framing the emotional experiences oflearners in English discussion classes, and will examine how emotion, and specificallyempathy, relates to the development of communicative competence. I will discuss
upcoming research where I will examine the effects of classroom activities on thedevelopment of empathy and understanding of others.

Robert Werner, with Shiori Kozutsumi, Kanda University of International Studies
Discovering course content through collaborative wiki creation
We will share student and teacher reflections of collaborative learning in a contentbased course through creation of a class wiki. Learners conducted research,
discussed it in small groups, and added information, media, and links to an online
wiki. Because everyone had access, it was possible to add to other students' andgroups' ideas and correct facts, spelling, and grammar. Throughout the process,students discussed wiki revisions and organization from different perspectives. In
addition to reflecting on the collaborative process, we will discuss possible ways ofverifying facts and dealing with false information to ensure better accuracy in the
future.
Yusei Ando, Tokai University
The realization of goal-setting and the necessity of guidance
As it has been discussed a lot and proved to be essential, goal-setting is one of prime
importance in language acquisition, and in order for students to be committed tolearning positively. However, it seems to me that most teachers are not successful inhaving students decide their goals in a language classroom. Moreover, I suggest it ismore important for teachers to guide students to achieve their goal by giving themclear instruction once they have a goal. Therefore, I present my research about goal-4Creating Community Learning Together 3
setting and guidance for it in order to revalue them.
Martin CaterNative speakerisms at the eikaiwa gakko: a case study
The presentation is a case study of 30 Japanese eikaiwa gakko learners' perceptionsof native speaker teachers. The results of a survey show native-speakerist attitudes
towards native English speaker teachers' pronunciation in addition to their teachingof speaking, listening, reading, and writing. The ability of non-native or JapaneseEnglish teachers to understand why learners make mistakes, often described as a
key benefit of such teachers, is not recognised. The study also shows a strongly
native-speakerist attitude towards how participants believe that Japanese should betaught.

A357

Satchie Haga
Uncovering assumptions and developing communicative competence throughquestions and discussion based tasks
Japanese EFL students exhibit the tendency to refrain from asking direct questions
not only to the teacher, but also to one another. This can affect their communication
in English as questions are vital to turn-taking in conversation and developing social
relations with English speakers. Before imposing our cultural expectations onlearners it is important for educators to understand our learners’ core beliefs andschema. This presentation discusses the reasons why Japanese students may bereluctant to ask questions and introduces several strategies and activities thatencourage self-initiated question formation to ultimately enhance theircommunicative competence

Katsuyuki Tsutumi, Chuo University
Grassroots development: Community businesses, microfinance… and Base of
Pyramid businesses
In the summer of 2016, I went to Myanmar for two and a half weeks to do fieldwork
into change and development. I talked with people doing different kinds of local
businesses, as well as visited an NGO that does micro finance. I learnt that bothtypes of activity help reduce poverty, and, back in Japan, I became interested inresearching Base of Pyramid (BOP) businesses. In this presentation will share what I
have learned from doing such fieldwork and research, and I will also talk about
personal challenges that I faced and tried to overcome.
Keito Imai, Chuo University
My research about the development of infrastructure in Myanmar
In the summer of 2016 I visited Myanmar for two and half weeks to research thedevelopment of ICT in Myanmar. I became interested in learning about this issue in
the Spring semester because I found that ICT infrastructure is spreading at a very
rapid speed in Myanmar. In the Autumn I decided to research another kind of
infrastructure challenge - the need to develop Yangon’s public transport system. In
this presentation, I will share with you what I have learnt, and also explain about myexperiences and personal development in Myanmar.

Creating Community Learning Together 3 5
Kohaku Kawada, Chuo University
Learning about Education for ethnic minorities, and women’s careers andleadership in Myanmar
In the summer of 2016 I spent two and half weeks in Myanmar visiting and interview
doing interviews at different organizations to research social development issues,
especially education for ethnic minorities. In my fieldwork I was also impressed byseveral Burmese women that I met working in different civil society organisations in
Myanmar and in companies here in Japan. These experiences made me decide tolook at questions of women’s careers and leadership in the Autumn semester. In thispresentation I will share with you what I learnt from researching these different
issues.
Andy Barfield, Chuo University
Researching change and development in Burma/Myanmar: learning with and frommy students
This presentation focuses on the experiences and reflections of three undergraduate
students preparing for and doing fieldwork in Burma/Myanmar in August 2016. The
fieldwork was part of a one-year course on development and global/local issues. In
the Spring semester the students met once a week in a "sub-zemi" to discuss theirresearch into development issues in Burma/Myanmar and prepare for interviews
with Civil Society Organisations (CSOs) and other actors related to their researchinterests. In this presentation I report on some key insights that I gained about doing
such fieldwork, as well as explore some notable changes that the students went
through.
Caroline Kocel, Sophia University MA student
A reflexive researcher journeys in Yap, FSM
A reflection on my journeys as a researcher in the field of environmental education in
Yap. Whose role is it to teach/learn what research is? What are the roles of asupervisor? Why are (your) students not doing the reading they should be? How isresearch graded? And my research…. How can food sovereignty in environmental
education be transformative in small island developing states? A case study: Yap,
FSM.

13.40-14.00

A355, A356, A357
14.00-14.10

14.10-14.50

A355, A356, A357

Reflection circles
Short break
Round 2 Presentations

Creating Community Learning Together 3

A356

A355

6

Colin Rundle, Maho Sanno, Koki Tomita, Tokiko Hori, Soka University
An action research peer support group
Four teachers at Soka University decided that action research (AR) would be a good
method for investigating some issues in our classes. Three of us teach introductorylevel compulsory first year courses in which students lack motivation. The otherteaches a first year course for higher-level motivated students, but after the firstsemester, students requested several changes to the course which are now being
trialled. Using the AR cycle, our presentations will report on planning our courses,
teaching them, observing them, reflecting, and re-planning them. We hope toreceive inspiration and ideas for re-planning our courses by sharing our experiences.

Shinobu Nakamura
Creating a language learning community: extensive reading project at a self-accesslanguage learning center
Through English study counseling and 20 minute English conversation sessions withstudents at the Musashi Communication Village (MCV), I met many students who
have told me that even though they would like to speak English more, they don’t
have enough vocabulary or expressions to express their feelings or opinions. To
tackle the obstacle of the novice English speakers, I had planned “MCV Extensive
reading program” in Spring semester 2016. It caught students’ attention and many
students visited the MCV to check out Graded Readers. The goal of this program forthe students was to read 100,000 words and pass online comprehension questions
with 60% or over of correct answers during the semester. This program not only
motivated students to gain vocabulary and expressions that are necessary tocommunicate in English, but also it helped bring new students to the MCV.
Sumire Shiba, Otsuma Women's University
Students' perceived ideas of their selves in presentations
Nowadays, it seems that students tend to have more discussions or giving their own
opinions through speeches in their speaking classes, which are looked as one featureof active learning. Regarding this recent change, I wonder if students actually state
their own thoughts, and how students are aware of themselves during this in-classactivity. In this presentation, I show results of a questionnaire which I will give tofirst-year students at Otsuma Women's University who have been taking an elective
speaking class since from April and/or September this year.
Danica Ros Kobayashi, Keisen University
Overcoming language barriers
My presentation will focus on my experience of overcoming language barriers andmy solutions to these for learning. At 10 years old, my family immigrated to Japan.
The difficulties I faced at that time were hard and I was depressed and discouraged.
But the people around me – my family, teachers and new friends helped me toovercome these difficulties and to succeed. In this presentation I will describe andanalyse some of those difficulties, situations and the people who helped me, andsummarize the main points that led to my success.

Creating Community Learning Together 3 7

A357

Jenny Morgan
Co-creating learning in a global issues content-based course: learner research,reflections and reports
My puzzle this year has been: How can I help my learners with limited English
proficiency to engage critically with important global/social issues? In thispresentation, I’ll share parts of the journey which our class took in co-creating
learning in a global issues content-based seminar-style course. Our negotiatedlearning goals included developing discussion and opinion-making skills, as well as
criticality and creativity through researching and presenting about global/social
issues. I’ll share some of the class materials and learner products, including reflective
journal entries and final research reports.

Lee Arnold, Nanami Higa, Seigakuin University
A learner's diary: learning, growth, and change in consciousness on a homestay
sojourn
The research literature on Japanese students and overseas homestay sojourns often
capture their personal and learning growth in language and educational orientationin debriefings and interviews after the fact. Yet what might be gained in knowledge
and understanding of what learners record in their personal change and growth, in
addition to their learning, while undergoing the homestay experience? This
presentation will focus on one learner's ongoing diary of a homestay experience,with the personal and learning change recorded as it was engaged at the time.
Tim Ashwell, with Daiki Kikuchi and Shun Watanabe, Komazawa University
Evaluating community - Who does the asking?
In this presentation, we evaluate team-based learning in a university seminar class.
We attempt to find out how students’ evaluations of the class differ depending on
who is asking them: the teacher; a fellow seminar student; or someone notconnected to the class at all, in this case another student. We assume that the way
students answer questions and evaluate the class are affected by who asks them.
Our goal is to comment on research methodology in this area to underline theimportance of gathering insider and outsider perspectives when evaluating learnerdevelopment
Miki Sugiyama, Mioko Takahashi, Harumi Sumikawa, Mai Kusano, Keisen
University
Effects of love
This presentation will focus on the effects of positive emotions, especially love, on
our learning and development. Everyone experiences love and positive emotions.
Then how do we feel, what effects do they give us and how are we changed by love?
Love can have both positive and negative effects on our study but it is a very
important part of our lives. The four presenters will describe the influence that
positive emotions and love have brought to their study and learning.

8

Creating Community Learning Together 3
Alexandra Shaitan, Learner Development SIG
The efficiency of student-written journals in improving ESL writing skills. An ongoing exploratory study
This presentation highlights the efficacy and efficiency of using journals in the ESL
class instruction. In particular, it summarizes the what/how/why of using journals forintermediate/advanced students. The results are based on semi-structured
interviews with students, and a data obtained on a small-scale questionnaire from afirst/second year university students.
Mioka Ueno, Chuo University
How Japanese enterprises can avoid modern slavery in supply chains
Have you ever imagined about the people who made your smart phone? Who are
they? Where are they from? In the process of your smart phone getting to you,various people from various countries are involved. Do you know about the problems
of modern slavery in the supply chains of enterprises? Now, many governments andenterprises have a great interest to this issue. In this presentation I will talk with you
about how Japanese enterprises can avoid modern slavery in their supply chains. If
you are interested in this issue, please come along and join me.

Reflection circles

15.10-15.20

Short break

15.20-16.00

A355, A356, A357

A355

14.50-15.10

Round 3 Presentations

Yuri Ishikawa, Chuo University
Human rights education in Japan
In the summer 2016, I went to Thailand for two and half weeks to visit some NGOs anduniversities and do interviews to research “Human Trafficking in Thailand.” During myfieldwork in Thailand, many people said Japanese have low consciousness of humanrights. I wondered why so many people said that to me. In the Autumn I decided toresearch Japanese human rights education and see whether it is enough for making
children understand human rights issues. In this presentation, I will share you what I
learnt from researching these questions, as well as reflect on my personal development.
Megumi Nakano, Chuo University
Human trafficking in Thailand and JapanIn September 2016, I visited Thailand for two weeks to research issues to do with"immigrant workers." However I wasn't able to get enough information in the fieldworkthat I did because Thailand has many other pressing domestic problems. I had many
opportunities to hear about "human trafficking" and I was terribly shocked at the storyof a returnee Thai woman who had worked as a sex worker for 21 years in Japan. In the
Autumn semester I decided to research human trafficking further, and in thispresentation I will share with you what I have learned about this issue.

Creating Community Learning Together 3 9
Kotaro Yano, Chuo University
New game changer: How do we take actions for HIV/AIDS prevention in the digitalage?
I stayed in Thailand for two weeks in September 2016 to research HIV/AIDS issues andthe related issue of Men who have Sex with Men (MSM). I learnt about how people in
Thailand are dealing with such issues, as well as many other social problems. I also
became interested in the development of SNS in Thailand. In my Autumn research I
decided to focus on the interrelationship between HIV/AIDS issues, MSM, and SNS in
Thailand and Japan. In this presentation, I will share what I have learned from doing

A356

such research, and also talk about some personal challenges that I faced.

Fumiko Kurosawa, Learner Development SIG
Collaborative learning through zero-food-loss project
The topic will be based on the findings of my students through reducing food-loss andtheir English learning. Food loss of Japan is reported the worst or the second worst of
the world. Last year my students enjoyed the similar project to find the food after the
expired date in the kitchen and the reasons why they kept them over the date. In
addition to their social awareness, they found they did not know the right names of a lotof Japanese food.

Hiromichi Kanai, Kanda University
How can I, as a peer advisor, lower the anxiety in students to come to SALC
Kanda University has an amazing facility, SALC. However, there are so many students
afraid of going to SALC to practice English speaking and they need support to take a firststep. My goal as a peer advisor is to support the students like that. I focus on anxiety instudents against speaking English in this presentation.

A357

Ayana Yoshino, Marie Uchida, Kasumi Sukoi, Natsumi Igarashi
Present Japanese language
This presentation will introduce present-day Japanese language and suggest to correctand beautiful Japanese. For example, Japanese people use abbreviation and coinages tocommunicate with each other. These words are useful, but they make us to forget theright words to express our feelings and thoughts. The presenters will describe how toface this problem and the way to help us from lack of words

Robert Stevenson & Huw Davies, Kanda University of International Studies
Rising to the challenge: Bridging the gap between a tour and a cooperative learning
experience
Due to a feeling of disengagement felt by both students and learning advisors, it was
decided to replace the introductory tour of a self-access centre at a university in Japan witha challenge. This challenge encouraged students to actively participate in orienting
themselves to the space. The presenters have undertaken two studies to evaluate thechallenge, a questionnaire for freshman situation.
Futaba Kono, Keisen University
My experience through English
I have experienced many things through English. It has been 8 years since I started learning
English and my motivation has changed at the same time. I did a homestay when I was 14. I

10Creating Community Learning Together 3
tried to communicate with my host family but I still had many difficulties. That made me
want to study English more. I wanted to study abroad and improve my English. That
became my motivation and I sat my goal as to be able to talk in English and I worked reallyhard on it. I studied abroad in America for 1 year when I was in high school. I was really
happy to be able to talk in English and it also motivated me to want to improve it evenmore. I want to write about how my motivation affected my English and the importance ofsetting goals.
Mitsui Hirano, Keisen University
Studying makes your prospects brilliant
My presentation will be divided into two parts. The first part will focus on my motivation tolearn English over the past few years. The second part will focus on my way of studying andlearning, especially English, at “free school” since I was an elementary school student. Thisschool is unique and the activities helped to change my motivation and attitude to learning.
I gained confidence, became less worried about making mistakes and challenged myself
with many things in English.
Mayumi Abe
Evaluating the effectiveness of using ePortfolio to foster self-directed learners
The presenter used Moodle as ePortfolio in a university course titled Self-Directed Learningfrom April to July 2016 aiming at developing a skill to make effective learning plans. This
presentation will investigate and evaluate the effects of the implementation with the focus
on how the students integrated their meta-knowledge needed for selecting learning
strategies (Oxford, 2011) and applied the integrated knowledge to their learning plan. The
points to be discussed here are as follows: (a) How was it used in the course? (b) Whatactually took place by using it? (c) How did the students evaluate it?
Yoko Morimoto, with Yosuke Iwaki, Yuuki Nakatani, Tomohiro Yagi, Katsuyuki Shioda,
and Hiroaki Matsushima
Husky Race - a student-led brain-friendly game that takes participants to numerous
points of interest in Tokyo (or any city) in small groups to achieve their missions
In small teams, students (preferably Japanese and non-Japanese mixed), try to achieve their
missions in the shortest time possible. First they are given their 15 missions, such as "Take aselfie with the highest tower in the world". During this game, which would take some hours
to accomplish, participants get to know their teammates, the logistics, and 15 points ofinterest of the city by actually visiting them while communicating mostly in English. The
student organizers have studied Brain Rules by John Medina (2014) and Go Wild by Ratey
and Manning (2015) to turn this game originally introduced to them by American exchange
students into a more brain-friendly game so the participants will be able to learn faster,
enjoy more, and feel refreshed while participating in this game event.

16.00-16.20

Reflection circles

16.20-16.30

Short break

16.30-17.00

A264

Everyone: Closing plenary
Making connections:Learning together

Creating Community Learning Together 3 11
In this session you have the opportunity to:* share what you found interesting* make connections across the afternoon* talk in pairs and small groups about what you have learnt* raise questions for discussion

12

Creating Community Learning Together 3

Thank you for coming today and taking part!
We hope you have learnt together with otherparticipants and presenters, and started creating a
sense of community with each other.
If you would like to write about your presentation
and/or share a reflection, please do!
These will be published in the newsletter of the
Learner Development SIG, Learning Learning, in2017.
Short reflections: 300-500 words
Short articles: 1000-2500 words
in English, Japanese, or both languages
Please send us your writing as a Word .docx file by
January 31st, & we will respond as soon as we can.
Feel free to contact us at<ldsigtokyogettogethers@gmail.com>
The first get-together of 2017 will be taking placeon Sunday January 22nd 2017. We look forward
to seeing you there!