JALT PanSIG 2015 SUNDAY, May 17
Time
9:30 - 9:35
9:35 - 10:20

ID #Room #Main Hall
Main Hall

10:20 - 10:45
10:45 - 10:50
10:50 - 11:00
11:00 - 12:00 181

Main Hall
Main Hall
Main Hall
403 TED(Poster180
Presentations)

403 TED

288
163
287
182
153
197
135

303 TED404 OLE
308 TYL
303 TED
302 TED409 GILE
304 JSL

139
285
258
245
172

308 TYL
302 CUE405 SDD
309 TYL
409 GILE

12:00 - 1:00
1:00 - 2:30

1:00 - 1:25

1:30 - 1:55

2:00 - 2:25

169
248
238
266
298
136
243
254
220
204
186
113
168
158267175
125140284
171
218
209
173
188
200221132297229

Title
Welcome backPlenary 3: Kim Horne, “The Virtues of Character Education-Simple Ways toBring Joy, Meaning & Purpose into Your Classroom”
Q&A 2: Interactive Q&A session led by Liliana, Curtis & Kim
Messages from the organisers
Introduction of 2nd set of poster presentations
Bringing Theory into the Classroom: Widdowson’s Framework for Teacher
Mediation
Gaining Students’ Insights into Psychometric Instruments using a Focus
Group Approach
Improving teaching skills through English drama
Lessons from a bad learner
From Picture Book to Creative Output
How To Get Your Students To Talk
Teacher beliefs on conducting classes in English
Teaching Bhutan's Gross National HappinessCan narrative stories engage and provide enjoyment to beginner-level learners ofJapanese?

2:40 - 4:10

2:40 - 3:05

3:10 - 3:35

Creative Writing in a Japanese High School
One Learner, Many Stories: Before and After Language Learning at University

The Buffer Zone - Role Playing for Rich Content Communication
The Joy of Using Narratives in Bilingual Preschools
Hooligans, handguns and Hobbits: addressing problematic culturalrepresentations in the Japanese English language classroom
LUNCH
PanSIG Planning Meeting
307 ERER FORUM Towards a Pragmatic Definition of ER
305 CTCT FORUM
Main Hall
GILE FORUM Using Narratives for Global Citizenship
308 GALEGALE FORUM How Are Narratives Gendered?
309 TEVAL Cambridge English Language Assessment Speaking Examiner Training
Session (Note: this is a 3 hour session--1:00 - 4:10)
403 MBEMusic, mind and embodied simulation
302 CUE
Student perceptions of English for medical study in Libya
401 LD
Creating your own narrative with one little word
301 BizCom Speaking stories: having students narrate or dramatize short films
404 PRAG Intercultural encounters: Professional development in story form
402 LLT
Responding to read aloud stories
405 PRAG Story as Argument
303 CUE
What are we teaching? Pseudoscience in EFL
302 CUE
Formally Testing Your Techniques: You might be surprised at the results
Intercultural simulations: An immersive experience
303 CUE
401 LDBridging the Affective Factor Gap in Young Japanese Students' EnglishStudies
402 LLTCharacter Sketches Using Descriptive Adjectives
404 PRAG Represented thought in L2 job interviews
405 PRAG Discovering “Truth” Through Reflective Practice
408 THT     301 BizCom How did I do, talking about my job?
409 LD
Student projection, appropriation, and resolution
302 CUE
Happy now? Former students surveyed
401 LDEFL Freshman University Students’ Learning Beliefs
408 THT
Using Authentic Text: Benefits of a Vocabulary Profiler
301 BizCom SIG Meeting for Business Communication SIG
409 SO
Principled Eikaiwa
303 CALLThe Automatic Pronunciation Screening Test (APST)
404 PRAG Developing Understanding Through Story-telling

3:40 - 4:05

249
202

305 LL
402 LLTLL FORUM Lifelong language learning in special contexts
LLT FORUM What Makes a Good Classroom Book?

276299Main Hall
309 TEVAL

231

405 SDD

111
137
280

307 ER
308 GALE
407 SA

213295
268
283
246
134
164
253
145
250
273156148
151

404 OLE302 CUE408 TEVAL
403 TED
304 CALL
401 TBL
303 CUE405 SDD
304 CALL
401 LD307 ER
308 GALE
404 OLE
407 SA

PRAG FORUM Spoken narrative: Multiple voices, multiple perspectives
Cambridge English Language Assessment Speaking Examiner Training
Session Part II (Note: this is a 3 hour session--1:00 - 4:10)
Project Based Learning: Evaluation of a Film-making and an OralInterpretation ProjectAn ER/EL program in a semi-immersion Japanese elementary school
Coming out in university EFL classrooms in Japan: Report on a pilot study
Walk a mile in their shoes: a teacher's lessons learned from a short-term
intensive language course
Effects of changing group to partner work on learners and teachers
Teaching content with a focus on form PT. 1
TOEFL Reading Question Hints: Don’t Worry Be Happy
Narratives about pitfalls in the academic job hunt
Student-created videos
Students’ Stories of Teaching Well-Becoming
Empowering International Students in an EMI Program
Visual plus verbal: improvisational, collaborative storytelling for creativity
CALL Metrics to Assess Student Performance
A Training Strategy for Peer Review
Xreading reduces the burden of extensive reading
Gender and sexuality in MyShare activities
Native speaker contact units
The benefits of a Study Abroad Q & A lesson: Utilizing international students
for the preparation of Japanese students to study abroad

296
129

302 CUE408 TEVAL

105
303

403 TED
303 LD159
232

304 CALL
401 LD

263
239
120

307 ER
308 GALE
407 SA

149
112
264
225

408 TEVAL
403 TED
303 GILE
302 CUE

Teaching content with focus on form PT. 2
A mixed-methods investigation of aural and written receptive vocabularyknowledge
Teacher narratives of technology integration
Who’s holding the reins? Teachers talk about approaches to ‘teaching’ aboutautonomy
Building Community Through Blogging
Developing Learner Autonomy and Motivation through Cooperative Learning
at Senior High Schools in JapanDo stories promote learning more than non-stories?
Gender in Teaching Stories, Old and New
Japanese High School Students' Writing in Cross-Cultural Immersion
Settings Abroad
Designing better vocabulary quizzes to enhance learning
Personal Finance: One Teacher’s Journey
The Shift from French to English in Rwanda
Student Stories of Ideal Classmates