ActiveLearningThroughCAL

Table of Contents
Welcome!

2

Sponsors

4

Conference Team

5

Announcements

6

Featured Speakers

10Hayo Reinders

10

Laurence Anthony

11

Leigh Graves Wolf

11

Presentation Abstracts

12

Friday12Saturday13

Sunday57

Schedule

83

Access85

Local Area Map

86

Campus Map

87

Floor Plans

88

1

Welcome!
From the site chair

Welcome to Ehime, Shikoku and to the ‘CastleTown’ of Matsuyama. We are very pleased to behosting this year’s conference. First established in
1923 as Matsuyama School of Economics then later
Matsuyama College of Commerce, this school obtained university status in 1949. The university has
gone through several reforms since then to finallybecome what it is today with five undergraduate faculties, six departments as well as five graduate school
courses. There are four main campuses with the mostrecent addition being Himata Campus, the site of thisconference, which opened in April, 2016.
Himata Campus, our latest and one of the most talked-of facilities in town, is located directly below the town’s most iconic
landmark, Matsuyama Castle. The castle has a history datingback to 1603. Now, 414 years on, the castle still stands and remains a popular national tourist destination. Although rebuilt
in 1854, the castle leaves a lasting impression on all visitors. The
imposing view of the castle can be seen from almost all locationsin the city and classrooms facing west on campus. Matsuyama
University is also located in the historic Bunkyo district, or the
district of literature, which is home to a total of five educational
facilities (two universities, a high school, junior high school andprimary school). This university includes the five main faculties
of economics, business, law, pharmaceutics and humanities.
We are proud to be hosting this year’s JALTCALL conference held for the first time in Shikoku. On behalf of Matsuyama
University, I hope you enjoy your time here at the brand new
Himata campus and hope you also find time to visit the castle
during your stay.
Bruce Lander
Conference Site-Chair

From the conference co-chairs

On behalf of the conference team and the JALT CALL SIG officers,
we would like to welcome all presenters, delegates, and sponsors to JALTCALL 2017 “Active Learning Through CALL.” We aredelighted to have the 24th Annual JALTCALL SIG Conference at
Matsuyama University in lovely Matsuyama, Shikoku this year.
We hope you will enjoy the wide variety of presentations focusing on different aspects of educational technology and how it

2

Welcome!
can encourage learners to take a more active role intheir learning. We would like to thank all the presenters for investing so much time and effort into perfecting their presentations. Without their hard work, thisconference would not be possible.
Due to unforeseen circumstances, our original
Keynote Speaker, Leigh Graves Wolf is unable to attend our conference in person. She has, however,generously agreed to pre-record a presentation thatwill be shown on Saturday from 12:00 to 12:30. We
are nonetheless privileged to have Hayo Reinders,
Professor of Education at Unitec in New Zealand,as our new Keynote speaker this year. Professor
Reinders is well known in the CALL community andhis research through the years has focused on autonomy, technology, teacher education and out-of-classlearning. He will be speaking about the Internet ofThings and its potential impact on language teaching.
We would also like to welcome Laurence Anthony,
Professor of Applied Linguistics at Waseda University,
as our Plenary Speaker. His main interests include corpus
linguistics, educational technology, and English for SpecificPurposes (ESP). He is internationally known for his amazing
suite of freeware corpus tools, especially the concordancing
and text analysis software AntConc. At this conference, he will
be talking about Data-driven Learning and tools that help us toprobe language at the rhetorical and discourse levels.
Our volunteer conference team has worked very hard to makethis a most successful conference! We hope you have a chance
to meet Bruce Lander, our Site Chair, and thank him for all theinvaluable effort and energy he has put into organizing the venue. The on-site staff and student interns will try to ensure thateverything goes smoothly. We would especially like to thankMatsuyama University for their generosity in providing us withthese modern and impressive facilities.
We look forward to seeing you not only during the day at
the conference but also at the Networking Reception that will
be held after the Keynote Address on Saturday evening. Thisis a great place to talk to the presenters, meet the Keynote andPlenary speakers face to face, and expand your professional
network.
Thank you for coming, and we hope you will enjoy all thepresentations.

DouglasRobertDouglas Jarrell and Robert Chartrand,
Conference Co-Chairs3Sponsors
CALL would like to thank the following for their generous
sponsorship.

Platinum reception sponsor
Lexxica WordEngine
Contact: Guy Cihi, gcihi@lexxica.co.jp
Web: http://www.WordEngine.com

Regular sponsors
Eigo Live, LLC
Contact: Bob Brown, bob_brown@eigolive.com
Web: http://www.americanenglishlive.com
englishbooks.jp
Contact: Alastair Lamond, alastair@englishbooks.jp
Web: http://www.englishbooks.jp
HelloSpace.Me
Contact: Andrew, hey@hellospace.me
Web: https://hellospace.me
MacMillan Language House
Contact: Ayako Inui, elt@mlh.co.jp
Web: http://www.mlh.co.jp
Oxford University Press
Contact: elt.japan@oup.com
Web: www.oupjapan.co.jp)
Seed Learning K.K.
Contact: Takashi Hata, contact@seed-learning.co.jp
Web: http://www.seed-learning.co.jp
JALT Sponsor: Matsuyama Chapter of JALT

4

Conference Team
Conference Co-Chairs
Conference Site Chair
Web
Static Web
Vetting Chair
Treasurers
Registration
Program Chair
Scheduling
Publicity
Associate Member Liaison
Pre-Conference Workshops
Handbook Editor
Handbook Layout
Networking Reception
Student Help Co-ordinator

Douglas Jarrell and RobertChartrand
Bruce Lander
Gary RossPaul Daniels
Glenn Stockwell
Brian Gallagher & Maki HoRich Bailey
Paul Raine
Paul Raine (Conf. Chairs &Registration Chair)Louise OhashiThomas Bieri
Paul Daniels
Tomonori Ono
Paul Mason
Bruce Lander
Paul Daniels & Bruce Lander

JALTCALL 2017 is the result of the efforts, energies, and inputof many people from around Japan and overseas. To the presenters, our commercial sponsors, attendees, and all who havehelped, the conference team wants to give you a big THANKYOU!

The Japan Association for Language Teaching

JALT is a large, professional organization with many overseas
members. The bi-monthly The Language Teacher and twiceyearly JALT Journal are two of the many benefits of joining.
Further details and contact information are available at http://
jalt.org.

5

Announcements
Live conference schedule

The live version of the conference schedule (http://member.jaltcall.org) provides a list of ongoing and upcoming sessions so you
can see what’s available at the moment. It is mobile-friendly
and convenient, so check it out throughout the conference. You
can also favorite presentations so that you can find them easily.
You will need to be logged in to the member’s site in order to use
the live schedule.

Notes for presenters

There will be no PCs provided in any room at this year’s conference. This is essentially a BYOD Conference.
Free WiFi is available throughout the weekend. See below for
details.
Cables to projectors provided in presentation rooms are all
HDMI connectors. If you do not have an HDMI port on your PC
please bring a converter. The tech-desk will have several convertors for loan, but only a limited number.
Audio cable and speakers are provided in all presentation
rooms.
Posters: Posters will be in room H2E. If you prepare an A1-size
poster (594×841 mm), it can be attached to one of the whiteboards in the room using magnets or tape that we supply.

WiFi access

There are two possible WiFi connections available for thisconference:
1. Ehime Free WiFi
This is a free city-wide WiFi connection with over 700 hotspot
locations city-wide. For more information see here:
https://www.ehime-wifi.jp/en/
Note: There is no password for this service, therefore it may
be insecure.
2. Eduroam
Eduroam is a Global Network of university WiFi institutions thatlogs on to your local institution via the Matsuyama University
network. This network is very strong and reliable.
In order to use this system, your institution must already bea member of the global EDUROAM Network.

6

Announcements
Japan-based delegates: For a list of Japanese participating universities on this Network see here:
http://www.eduroam.jp/participants/siteinfo.html
If your institute is listed you can connect to our WiFi with
Eduroam. 日本語の使用者は: https://www.eduroam.jp
Foreign-based delegates: For a list of international participating institutions on this network find the country where you are
based here:
https://www.eduroam.org/where/
If your institute is listed you can connect to our WiFi with
Eduroam, if not then you’re only option is “Ehime-Free-WiFi
Note: Log in with Eduroam before coming to Matsuyama andselect “Eduroam” from your device on arrival. You will need an
individual login and password for every device.

Twitter hashtag: #JALTCALL2017

Please help us share our conference with the Twitter-verse byusing our hashtag #JALTCALL2017.

Lunch

There will be two university cafeterias open during theconference.
1. Le Repas ル・ルパ Restaurant
located directly on Himata Campus
Price: ¥650–¥850
Hours: 11:00–14:00 (LO 13:30)
Dishes: Pasta, curry, fried chicken, pizza etc.
2. La Noix ラ・ノワ
Located in the Publisher’s Display Room at Himata Campus
Hot Drinks mostly, but with a small selection of bread andsandwiches
Hours: 9:00–17:00 Sat/Sun
See here for a sample of dishes on offer:
http://www.mcoop.com/food/top/food.html
Nearby eateries:
Irohaya Bakers across from main entrance
Udon – a 5min walk from campus (turn left out of campus)
Ramen noodles – 5min walk (turn right out of campus)
Konbini (Convenience Stores) – There are 4 within a short walkfrom campus, Lawson, 7-Eleven, Circle-K

7

Announcements

Cloakroom

You may leave your suitcase and other belongings in the cloakroom, located in H3N. Please make sure you pick up your belongings at the end of the day. If you are attending the Networking
Reception, please take your belongings with you. Belongings
must not be left in the cloakroom overnight.
While we will do everything possible to safeguard your belongings, JALTCALL and Matsuyama University cannot be held
responsible for any loss.

Networking reception

There will be an evening reception on Saturday, June 17th from18:30–21:00.
Entry to the reception is free toall participants who pre-registered
online.
The venue for this reception will
be in the university’s main cafeteria
Carrefour (カルフール). This is a short
5-minute walk away from Himata
campus.
There will be plenty of student
conference staff to guide you all tothis venue after Hayo Reinders’s
Keynote on Saturday in room H2A.

Reception venue: Carrefour

Souvenir kiosk

There will be a small kiosk selling local edible souvenirs on the
Saturday and Sunday of the conference.
This kiosk will be situated in the “publishers’ display” roomon the ground floor of Himata campus.
This kiosk will be open from 10am – 4pm on Saturday and10am – 2pm on Sunday.

8

Announcements

Post-conference feedback survey

The JALTCALL 2017 Conference Team thanks you for your participation in this year’s event. We request that you provide us
with feedback on your impressions of the conference by completing the JALTCALL 2017 Post-conference Feedback Survey
available at https://www.surveymonkey.com/r/JM5F3HY.The
survey should take no more than 5 minutes to complete andwill help the Conference Team to continually improve the CALL
SIG’s events. Your participation is greatly appreciated. Thankyou.

Post-conference special issue of the JALTCALL
JournalThe JALTCALL Conference does not produce a conference proceedings; however, we do produce a post-conference special edition of The JALTCALL Journal for our presenters to publish theirpapers. The deadline for submissions for this year’s edition is
July 31, 2017. Guidelines for authors and submission procedures are located on our website, http://journal.jaltcall.org/
jcjguidelines.html. Direct your questions to the Journal Editor,
Glenn Stockwell, at journal@jaltcall.org.

9Featured Speakers
Keynote speaker
Hayo Reinders

Unitec Institute of Technology,
Auckland, New ZealandDr. Hayo Reinders (www.innovationinteaching.org)
is Professor of Education at Unitec in New Zealandand TESOL Professor and Director of the doctoral programme at Anaheim University in the USA.
Hayo’s interests are in autonomy, technology, teacher education and out-of-class learning. He edits a book series
for Palgrave Macmillan and is editor of the journal Innovation in
Language Learning and Teaching. Some of his recent books areon digital games, innovation in language teaching in Japan andtask-based language teaching & technology.
Keynote abstract on page 56

10Featured Speakers

Plenary speakers
Laurence Anthony

Faculty of Science and Engineering,
Waseda University, Japan
Laurence Anthony is Professor of Applied Linguistics
at the Faculty of Science and Engineering, Waseda
University, Japan. He is a former Director and thecurrent coordinator of graduate school English in
the Center for English Language Education in Science andEngineering (CELESE). His main interests are in corpus linguistics, educational technology, and English for Specific Purposes(ESP) program design and teaching methodologies. He received
the National Prize of the Japan Association for English Corpus
Studies ( JAECS) in 2012 for his work in corpus software tools design, including the development of AntConc, AntWordProfiler,
and AntMover.
Plenary abstract on page 66

Leigh Graves Wolf

College of Education, Michigan State University, USA

Leigh Graves Wolf is a teacher-scholar whose work
centers around online education, emerging technologies and relationships mediated by and withtechnology. She has worked across the educational
spectrum from K12 to Higher to further and lifelong.
She has been a disc jockey, network administrator, teacher, instructional technologist and now professor. She believes passionately in collaboration and community and is currently theAssistant Director of the MSU Hub for Innovation in Learning& Technology, an academic specialist in the Dean’s office in the
MSU College of Education, and a fixed-term Associate Professorof Educational Technology at Michigan State University. For
more information, please access Professor Wolf ’s Website.
Plenary abstract on page 30

11Presentation Abstracts
Abstracts are listed in the order they appear in the schedule. Presentations are divided into the following categories:
Keynote, Plenary, Paper Presentation, Show & Tell, Poster andWorkshop. Sponsored presentations are identified as such. The
room number is shown on the right.

FridaySession 1
Friday 06:00 pm – 07:20 pm

Amanda Muller
Flinders University

H2A

Creating green-screen educational videos
WorkshopSession 2
07:40 pm – 09:00 pm

Thom Rawson
Nagasaki International University

H2A

Using Moodle to improve thelanguage classroom
WorkshopSponsored by Moodle Association of Japan

07:40 pm – 09:00 pm

Paul Daniels
Kochi University of Technology

H2E

Mobile technologies for language learning,an open-space session
Workshop12Saturday

10:00

SaturdaySession 1

10:40

Saturday 10:00 am – 10:30 am

Bilal Qureshi
Seokyeong University

H3D

Helpers, not distracters: Online
discussion boards

11:20

12:00

1:30

2:10

2:50

3:30

Paper

This study examines the effect of online discussion boards on
EFL learners’ motivation towards writing. The current study
is part of a doctoral dissertation conducted on undergraduate
EFL writing learners at a university in Korea. Data is collected(n=203) through an attitudinal survey and one-on-one interviews with randomly selected participants. Both the survey
questionnaire and the interviews covered three important aspects of EFL writing learners’ attitudes specifically: a) their feelings of autonomy, b) their writing improvement, c) enhancing
their interpersonal skills. Data analysis suggested that EFL writing learners showed a positive attitude towards online discussion boards for the three categories mentioned. Following thefindings given above, a few recommendations are made: (a) Thatan online interface (e.g. online discussion board) be introduced
as an essential component of all EFL writing classes benefiting
learners not only in providing pedagogical support throughfeedback to each other but also in forming a social community
for interacting with each other in or outside of the classroom.
(b) Learners ought to be encouraged to use their digital devices
as a potential resource to enhance their learning. (c) Teachers
should encourage learners to participate more in online discussion board communications in order to promote communicative language teaching (CLT).

Saturday 10:00 am – 10:30 am

Rich Bailey
Tokai University (Shonan campus)

4:10

H3G

Quizlet Live: Hacks and tweaks for listening andspeaking
Show and tell

5:00

Technology and “gamification” are increasingly popular concepts in language learning, and with almost 100% saturationof Internet-connected devices, there are many possibilities for
BYOD (bring your own device) teaching to explore. After being

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Saturday

10:00

10:40

11:20

12:00

1:30

introduced to Quizlet Live at JALTCALL 2017, for the last year I
have focused on using the free, online, collaborative game from
Quizlet, a flashcard-based, study tool (website and smartphone
application). In Quizlet Live, teams of three to four students
must communicate and negotiate with each other to correctly
match a prompt (text, image or sound) with 12 possible answers.
Each student’s device screen has the same prompt but only threeor four of the answers. During extensive use, I have observed
students participating with extraordinary levels of motivationand intensity. Discussion with and written feedback from students have confirmed these observations. In this presentation, I
will briefly introduce Quizlet Live and how I used it to introduce
new content, review for tests, reward the class for positive behavior or outcomes, etc. I will share specific advice and suggestions based on my successes and failures, as well as compare it
to similar quiz tools, Kahoot! and Socrative. However, the main
focus will be on different hacks and tweaks of flashcard design
and game dynamics to incorporate more speaking and listeningof content into the game, taking it beyond just text recognition.

Saturday 10:00 am – 10:30 am

Stuart Warrington
Nagoya University of Commerce & Business

2:10

H3E

The virtual events of English Language Teacher
Associations: Where’s the Active Learning?
Paper

2:50

3:30

4:10

5:00

As a means to provide new services and reach those who cannot
afford to pay for and/or attend face-to-face events, more andmore English language teacher associations are turning to theuse of virtual events such as online conferences and seminars.
However, successfully offering of such events has not comewithout its challenges. Indeed, according to Pilson (as cited inGreen, 2015), English language teacher associations are still behind in terms of technological planning and preparation in thisarea. What is more, the virtual events they offer appear to only
succeed in encouraging many of those who join them to be passive attendees rather than active learners (cf. LaBorie & Stone,2015). To this end, this presentation will examine this current
predicament with virtual events offered by English language
teacher associations and some of the underlying reasons forit. Thereafter, attention will be turned to what can be done toimprove these events so that active learning, as a learner-centred strategy widely promoted in ELT, is ultimately exemplified
within them.

14

Saturday

10:00
Saturday 10:00 am – 10:30 am

10:40

Stephen Lambacher, James
Pagel and Hisayo Kikuchi
Aoyama Gakuin University

H3H

ELT instructor attitudes and practices of
CALL and MALL
Paper

11:20

12:00

1:30

2:10

2:50

Has the adoption of CALL and MALL in L2 classrooms significantly changed the role of the teacher? Does the incorporationof these technologies benefit the learner or simply satisfy the
instructor’s need to be up to speed? This presentation attempts
to answer these questions and others by reporting on the final
stage of a two-year project regarding student and instructor attitudes and usage patterns of computers and mobile devices in
L2 learning. The focus of this study is on instructor attitudes
and adoption patterns of CALL and MALL technologies in L2
learning. We attempt to achieve this goal, in part, by targeting asurvey during a two year period to English language instructors
at our university and at others around Japan, the Asia PacificRim, and Europe. We also seek to ascertain what the most popular CALL and MALL applications being used are and whether
they are having a positive effect both in and out of the classroom.
Additionally, we assess instructors’ attitudes toward language
teaching pedagogical changes implemented at our university,
as we move toward more communicative-based classes held in
CALL classrooms. The survey results are also discussed in lightof emerging theories of autonomous learning and second language motivation.

Saturday 10:00 am – 10:30 am

3:30

Goh Kawai
Hokkaido University

H3F

Proficiency of college freshmen can change
substantially within an 8-week period
Paper

4:10

5:00

Since 2006, our incoming freshmen (approximately 2550 eachyear) have taken the same proficiency test during their 1st weekof school. Mean scores and variance have remained constantover the last 11 years. In week 9, freshmen take TOEFL-ITP(http://www.ets.org/toefl_itp). Mean scores have steadily risen,while variance has fluctuated somewhat. There is no correlation between week 1 and week 9 scores (r=0.5). Prima facie, one

15Saturday

10:00

10:40

11:20

12:00

1:30

would expect strong correlation between scores obtained at
8-week intervals.
We found that scores change considerably in a brief period
due to the following reasons. Many students cram for 3 to 6
months before taking the entrance exam. After taking the exam,some students stop studying, while other students continue.
Scores of the former group fall because 3 to 6 months are toobrief for language skills to stabilize. Scores of the latter grouprise or hold steady, and tend to be retained because of the increased time on task. The size of the latter group has grownsteadily over the last 11 years, resulting in higher mean scoresfor TOEFL-ITP.
The course objectives are to (a) acquire skills in autonomous
learning and time management, (b) establish a foundation forfurther English language learning, and (c) increase motivation,and plan language learning. Anonymous online surveys taken
at weeks 6, 11, and 15 indicate that students judge objective (b)as being met, but not (a) or (c). For (c), we particularly wish toencourage low-performing ELLs, because their scores may improve within a brief period.

Saturday 10:00 am – 10:30 am

2:10

Walter Tsushima
University of Fukui

H3A

How an e-learning course can help intermediatelevel english students reach fluency
Show and tell

2:50

3:30

4:10

5:00

E-learning is gaining momentum as English language curriculum developers and instructors recognize the benefits ofincorporating educational technologies into their programs.
However, suggestions for selecting and using educational technologies are often not articulated or integrated within curricula. Rather, the implementation and use of technologies is left tothe discretion of individual instructors.
The aim of this presentation is to introduce a new, innovating e-learning platform called, EnglishREACT and provide considerations for planning and including e-learning as an intentional element of English language curricula.
EnglishREACT was developed to facilitate natural language
learning through “comprehensible input” (Krashen, 1981).
Research shows that comprehensible input methods are more
effective than traditional methods, such as grammar study,
drills and speaking practice, for example. Another propertyof natural language learning is that speech emerges naturally
from listening. Research shows that speech is not a skill that is16

Saturday

10:00

10:40

11:20

consciously practiced or taught. English learning is an unconscious process, and while it’s happening, students are often notaware that it is happening. English fluency frequently occurs
from listening alone (Crawford, 1992).
Using the EnglishREACT e-learning platform, students will
discover how to learn with their ears, not their eyes. They willlearn how to learn grammar naturally without the “rules” andlearn how to speak and react to questions with speed and accuracy. The platform also introduces a unique way to learn vocabulary for increased retention.

Saturday 10:00 am – 11:10 am

12:00

Charles Browne
Meiji Gakuin University

H2B

High frequency vocabulary lists & the free online
tools to exploit themWorkshop

1:30

2:10

2:50

3:30

4:10

5:00

This presentation will introduce four free corpus-derived wordlists that the presenter helped to create as well as demonstratea large number of free online tools and resources for helping to
use these lists for teaching, learning, materials creation as well
as research and analysis.
The New General Service List (NGSL) is a list of core vocabulary words for EFL learners. Based on a carefully selected 273
million word sample from the Cambridge English corpus, the2800+ words of the NGSL offer between 90-92% coverage of most
texts of general English. The New Academic Word List (NAWL) is
derived from a 288 million word corpus of academic textbooks,
lectures and texts from a wide range of sources. When combined with the NGSL, the NAWL’s 960+ core academic words
provide approximately 92% coverage for most academic texts.
The TOEIC Service List (TSL) is a corpus-derived list of words
which occur frequently on TOEIC exams. When combined with
the NGSL, the TSL’s 1000 word provide 99% coverage of words
that occur on TOEIC exams and TOEIC test-preparation materials. The Business English List (BSL) is based on a corpus of 64
million words of business texts, newspapers, journals and websites and when combined with the NGSL, the BSL’s 1700 words
provides approximately 97% coverage of most general businesstexts.
This workshop will introduce the lists, then demonstrate thelarge and growing number of free online tools for utilizing themsuch as flashcards, diagnostic tests, games, vocabulary profiling, text creation tools, and more.

17

Saturday

10:00
Saturday 10:00 am – 11:10 am

10:40

Josh Wilson
Kansai Gaidai University

H2D

Bluff, trick, and lie: teaching communication
strategies using One Night Ultimate Werewolf
Workshop

11:20

12:00

1:30

2:10

2:50

One of the most difficult challenges facing speaking-focusedclasses is providing activities that force students to speak quickly and react to others rapidly. Even when students are motivatedto speak small group discussions can slow to a crawl, losing energy and focus as engagement levels drop. Not so when playing
One Night Ultimate Werewolf. This five-minute, hidden-role,social deduction game challenges players to discover their partners’ identities and reveal the werewolves lurking amongst thevillagers. In the process learners exercise communication muscles they’ve hardly used before as they bluff, suspect, accuse, lie
to, and interrogate each other. Games end with surprise andlaughter as identities are revealed, and then it’s time for another round. Just make sure to have a few extra sets of the gameready for those students who will want to play outside of class!
In this workshop participants will be taught the rules of One
Night, play a few rounds, then discuss how the game can be usedin communication courses. Fifteen minutes at the end of thesession will be devoted to open discussion of using board gamesin the classroom. The app used to guide the game is free, andcard templates, rules handouts, and vocabulary worksheets for
One Night Ultimate Werewolf will be provided.

Saturday 10:00 am – 11:10 am

3:30

Paul Goldberg, Thom Rawson
Xreading

H2C

When online extensive reading is successful…
and when it is not
Workshop

4:10

5:00

With the recent advent of online resources such as Xreading,
ER-Central, Panda Books, and digital libraries by various publishers such as Oxford University Press and Macmillan, online
extensive reading is becoming more and more common. Thisis a positive development because online extensive reading canprovide many benefits for second language learners. The primary benefit is that students can easily get access to graded content.
Students only need to have a computer or mobile device, which

18

Saturday

10:00

10:40

11:20

12:00

are now ubiquitous. Other benefits on an online system include
access to resources such as audio narrations, quizzes, activities,
and book ratings. Additionally, compared to print books, digital options tend to be significantly less expensive, and in somecases free. For these reasons, educators often feel that an online
library is the ideal solution for their extensive reading program.
However, online extensive reading does not fit all situations.
The degree of its success is determined by numerous factors
such as how it is introduced to students, how it is implemented,
and perhaps most surprisingly, the physical attributes of thecampus, including the location of the library and wifi coverage.
In this workshop, the presenter who developed an online extensive reading system, will explain, using qualitative and quantitative feedback from teachers and students, why a digital option
may or may not be appropriate in different situations.
Session 2
Saturday 10:40 am – 11:10 am

1:30

Neil McClelland
University of Kitakyushu

H3D

Teaching academic writing skills throughblended learning for undergraduate EFL learners
Paper

2:10

2:50

3:30

4:10

5:00

Teaching effective academic writing skills in undergraduate students presents an ongoing challenge for English teachers facedwith limited contact hours. This paper presents an attempt tomeet this challenge using out-of-class assignments supportedby the Moodle Online Learning Management System (LMS). By
providing clearly written explanations, detailed marking rubrics, and personalized feedback, it was possible to see substantive improvements in three important aspects of students’ written submissions: (1) Summary and paraphrasing; (2) Criticalanalysis; and (3) Organization and presentation. In addition tobuilding related IT skills in the students, the online LMS was
also beneficial in reducing the gap between in-class and out-ofclass learning activities. By making the course available on both
personal computers and mobile devices the LMS was found toprovide a powerful resource that was easily accessible 24/7 toboth the students and the teacher. In what is intended to be ahighly practical demonstration, the presenter will outline andexplain the various online materials provided to the students inthe form of written explanations, marking rubrics, and standalone video tutorials that constitute the academic writing component of a two-semester critical thinking course delivered in
English to undergraduate students at one university in Japan.

19Saturday

10:00
Saturday 10:40 am – 11:10 am

10:40

Hiroyuki Obari
Aoyama Gakuin University

H3F

The effects of flipped learning on teaching EFL
with ICT and mobiles
Paper

11:20

12:00

1:30

2:10

2:50

3:30

Flipped learning (FL) is now also gaining in popularity within
L2 learning circles more than ever before through the utilization of a variety of mobile technologies. “Flipping” the classroom is both a pedagogical approach and a theoretical framework rooted in the constructivist and problem-based theories
of learning. The study began in April 2016 and ended in January
2017, targeting 26 undergraduates to find out the effectivenessof a flipped learning program incorporating ICT and mobile
technologies. The participants were required to complete thecourse using the emerging technologies and flipped learningmaterials with their PCs, iPads, and smartphones. The flipped
learning activities of this study included the following: (1) students spent extensive time watching the TED Talks with iPads
or a smartphone during their commuting hours and later wrote
a 300-word summary of one lecture per week; (2) students created PowerPoint presentations and presented the summaries; (3)students used the online program ATR CALL Brix during their
free time with the use of ICT and mobile device; and (4) students
made special movies about world religions and presented in
the class, etc. The students were administered TOEIC as a pretest in April 2016 and again as a post-test in January 2017. The
TOEIC pre- and post-training results (n=26) indicated that the
program had assisted the students in improving their overall
English proficiency during the 10-month training period froma mean score of 620 (SD: 126) to 774 (SD: 106) with a statisticallysignificant difference at a 1% level.

Saturday 10:40 am – 11:10 am

4:10

Benjamin Thanyawatpokin
Himeji Dokkyo University

H3H

Handheld single-player video games
for extramural language learning– a qualitative analysis
Paper

5:00

In recent years, video games have emerged as an alternative
method of CALL. In fact, researchers such as Gee (2007) have20Saturday

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10:40

11:20

12:00

1:30

2:10

stated games can enable language learning through situateddialogue and vocabulary coupled with immersion in the gameworld. Sykes and Reinhardt (2013) also discussed the viabilityof video games promoting language learning inside and outside
the classroom. However, qualitative studies in the field havebeen few. The presentation will examine students who usedvideo games outside the classroom to supplement English language learning. Emphasis will be placed on student experiences
playing the game framed against their self-perceived comprehension of the content. The study took data from 15 Japanese
university students in their first and second year majoring in
English communication. The students were of low-intermediate English level. Participants volunteered to play an Englishlocalized handheld single-player video game, Pokemon Y, for 10
weeks. The students maintained a game diary, writing an entry
once a week about their experiences with the game. Periodic
interviews were also used to also gauge responses to the game.
According to the data, participants felt increasingly able tocomprehend dialogue and goals set forth by the game. This was
attributed to repetition of messages and prolonged gameplay
sessions. Vocabulary, which may have otherwise been skimmed
over, were learned through animations and graphics on screen.
However, this was only seen when the game was played consistently. Students who were unable to consistently play the gamelost motivation to continue and self-perceived comprehensionof content dropped as well.

Saturday 10:40 am – 11:10 am

2:50

Scott Webber
Ehime University

H3G

Robots, mindstorm and English: Teaching
English through programming
Show and tell

3:30

4:10

5:00

The use of robots is becoming more common in today’s society.
Not only are robots being used in manufacturing vehicles, butalso as hotel receptionists. To help students understand thelogic behind the inner workings of a robot within an English
learning environment. I have created lessons that engage students in exploring this area of learning to enhance their groupproblem solving skills. During this show and tell presentation,
I will discuss and show the types of lessons I give my students
using a Lego Mindstorm EV3 robot focusing on listening comprehension, vocabulary, and then speaking. The lessons are designed for low intermediate learners and above to experiencehands-on learning outside of their typical English classroom

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10:40

environment. For example, the one lesson I give my students
is to have them write a program that will make the robot move
forward a set distance, stop and then return to its original destination. The students will work in small groups to complete thetask and I will guide them in solving the problem when needed.
During the session, I will go into more detail.

Saturday 10:40 am – 11:10 am

11:20

Ryan Barnes
Nagoya Gakuin University

H3A

Using spectrographic visual feedback in Praat toteach pronunciation
Show and tell

12:00

1:30

2:10

2:50

Praat (Boersma & Weenink, 2017) is a freely available software
program used in analysis of speech in phonetics. Spectrographic
visual feedback is a visual representation of speech sounds andcan be used for self-diagnosing speech utterances. Although
the software is very powerful and has a bit of a learning curve,
there are many intuitive features that can be implemented ina language-learning environment, both by students and bypractitioners.
This show and tell will demonstrate how students can use
Praat to record their own utterances and analyze them using thespectrogram, giving them an extra tool for self-evaluation andautonomy “in a field that has had to rely on native listener judgments traditionally” (Wilson, 2008, p. 115). Additionally, participants will have a chance to experiment with spectrographic
visual feedback as a learning and teaching tool.

Saturday 10:40 am – 11:10 am

3:30

Gary Ross and Glen Norris
Kanazawa University / Ishikawa Prefectural University

H3B

Online speech: a demonstration and analysis of
speaking with the computer
Show and tell

4:10

5:00

Online speech recognition allows students to practice conversations using a PC or mobile device. This represents a major development in how we can implement speaking practice and will
have a significant impact on teaching speaking skills, especiallyin conjunction with the flipped classroom. This talk will demonstrate a system open to anyone to use including attendees,
developed by one of the presenters, where students can roleplay and drill hundreds of conversations using voices of almost

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11:20

12:00

nationality, but also where such conversations are automatically graded and analyzed. The system also allows scaffolding by
varying the speed of speech.
Since the system was first developed, it is now in use in several universities, and this talk will also demonstrate the system in
use at Ishikawa Prefectural University, and present an analysisof the effectiveness of the system based on well over 1,000,000
graded utterances. Particularly, it will look at the effectivenessof the grading system, technical issues involved in getting students started, plus an analysis of student attitudes and motivations when speaking online.
As the system is open ( http://bloxi.jp/ ), attendees are welcome to join and try out the system themselves during the presentation, and are of course welcome to use the system within
their institution after the conference is over.
Session 3
Saturday 11:20 am – 11:50 am

1:30

John Brine
University of Aizu

H3A

Active learning in computer science withstudent-produced video
Paper

2:10

2:50

3:30

4:10

5:00

Recent research on language learning outside of the traditionalclassroom context (Nunan & Richards, 2014) supports our useof student-produced video to increase student motivation andengagement with learning. An increasing synthesis of language
teaching with content-based instruction also informs our work.
Leading up to the current research, our computer science andengineering students have created interview videos during
study abroad courses and improved their OPIc speaking scores(Brine et al, 2015). Now, in a recent development, computer science graduate students are creating thesis projects in English
based on engineering problems during the continuing revitalization after the 2011 earthquake in Northern Japan. A key goalin Fukushima has been to educate students to become global
leaders capable of guiding ongoing revitalization efforts and tointeract with international teams in English. Using action research methods (Kemmis et al, 2014), our project guided groupsof graduate students to consider shortcomings of solutions toproblems after the earthquake, and to use student-produced
video in English to propose improvements. This process is aprecursor to thesis writing and presentations in English. The
main topics of this presentation on student-produced video will
be instructional design, technologies, and evaluation from an23Saturday

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11:20

action research perspective. Further, revisions and improvements to the approach will be considered. Student-produced
video has several potential benefits for students, course administration and program change in a foreign language context. We
believe that student-produced video has wide applicability forsecond language learners in many content areas as CALL moves
toward content-based instruction (Gimeno-Sanz, 2015).

Saturday 11:20 am – 11:50 am

Rosa Huiju Chen
The Language Center, National I-Lan University

H3C

Learning together apart: Exploring learners’
engagement in a simulated conference call task.

12:00

1:30

2:10

2:50

3:30

4:10

5:00

Paper

Given that having ability to organize and lead conference callswith global professional partners has been a common workplace challenge, the reinforcement of learners’ oral communication and social interaction should be primarily consideredwithin the domain of Business English teaching and learning,both in- and out-of-classroom. Moreover, advanced online
learning technology has allowed multi-sided communicative options for user engagement and interactivity. This study
aims at exploring the feasibility of implementing a group video
chat task outside the classroom across schools to promote social interaction, learner engagement and online collaborative
language learning. Participants were 61 undergraduate EFL
students enrolled in Workplace English courses from two colleges in Taiwan. Provided with a conference call scenario withpedagogical goals, each participant was randomly assigned into
small groups (3 to 5 members). Three constructs including task
performance, learning engagement, and level of collaboration
were measured using analysis of questionnaire and focus groupinterview data. Results show that participants with higher level
engagement had superior task performance and better perceived satisfaction. Furthermore, it was evidenced that participants with well-developed social skills (like conveying one’s
ideas clearly and having the confidence to start the task) tend toproperly handle time management or technological problems
before the actual conference scheduled time, mapping exactly
to real-life workplace communication tasks. These findings
suggest that simulated conference calls had been able to reinforce language class content and to provide more opinions forlearning and internalizing skills beyond the campus boundary.
Finally, suggestions for materials and pedagogical implications
will be discussed.

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Saturday 11:20 am – 11:50 am

10:40

Jonathan Lynch
Azabu University

H3D

Student reactions to online Skype-based English
conversation lessons
Paper

11:20

12:00

1:30

2:10

2:50

3:30

Real-time online language lessons conducted via Skype havebeen offered commercially in Japan for several years. More recently, increasing numbers of universities have started utilizing these services to provide oral language training and oral
practice opportunities for their students. Typically, the instructors are Asian non-native speakers of English with near nativespeaker English proficiency. Such services have the potential to
improve speaking skills, and may also be desirable in terms ofaccessibility and cost-effectiveness. The fact that the instructors are Asian non-native speakers (albeit with a very high levelof English proficiency) connects the development of such services with the emerging concept of “Asian English,” where English
education is no longer dominated by Anglo-Saxon cultures, andeffective teaching and learning are conducted within Asia by
Asian people. This new method allows for lesson materials andcontent that may more closely reflect Asian cultures, values andsocial norms, rather than being based in Western customs. For
students aiming to undertake study tours within Asia during
their university years, as well as for students hoping to find employment in an international context in Asia after graduation,
the tuition provided may be particularly suitable. The main goalof this paper is to report on the implementation of such a program at Azabu University and present the results of two feedback surveys conducted among users. Particular focus will beplaced on the reactions of students to the novel tuition modeand their opinions regarding the concept of Asian English.

Saturday 11:20 am – 11:50 am

4:10

Man-Lin Hung
Department of English, National Taiwan Normal
University

H3E

The effect of taking photos with authentic
content creation on vocabulary learning
Paper

5:00

In recent years, there has been a growing interest in blending authentic learning and mobile-assisted language learning

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(MALL) into teaching practice. This paper aims to investigate
the effect of photo-taking/sentence-making activity on English
vocabulary learning from students’ and teacher’s perspectives.
The participants comprised 29 senior high school students
in Taiwan. Students were divided into groups of five and eachgroup chose five difficult words of each unit on the textbook(20 chosen words in total). Students used cellphones to takephotos of each word they chose and made one sentence using
the target word to describe the picture. After the photo-taking
activity, the teacher showed students-generated pictures andexample sentences on the power point slides during the vocabulary instruction. Data for this study were collected using questionnaires passed around in class for students and teacher’s(researcher’s) observation. Based on the statistics analysis, overhalf of the students reflected that photo-taking/sentence-making activity helped them better remember the words that they
had worked on. Besides, 20 out of 29 students had higher motivation for taking photos of the vocabulary. 19 students said thatthey would ensure the sentences they made were grammaticallycorrect. Around 86 percent of the students said they had great
excitement to see their peers’ work. From the teacher’s observation, the photo-taking/sentence-making activity values students’ learning outcome and enables the teacher to gain a thorough understanding of students’ vocabulary knowledge whenreading the sentences that they made.

Saturday 11:20 am – 11:50 am

2:50

Anthony Brian Gallagher
Meijo University

H3G

Assisstive, disruptive and cosmetic technology
in education
Paper

3:30

4:10

5:00

In a broad sense, assistive or adaptive technology (AT) is any
device, piece of equipment or system that helps a person witha disability work around challenges so they can learn, communicate or simply function better. Understanding what AT is andhow it works is the first step toward finding the right tools forstudents. By looking at definitions and examples of AT, I propose a new definition of Disruptive Technology (DT) – based on
Christensen “disruptor/disruptee” theory – and define the newterm of “Cosmetic Technology (CT)”. By developing a decision
matrix based on the categorization of technologies and theiruser interfaces I hope to best guide instructors in implementing the right technology for them and to also guide institutions

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in their procurement decision by explaining the negative effectsof CT and DT on teaching and learning.

Saturday 11:20 am – 11:50 am

Ping-Jung Lee
National Taiwan Normal University

H3H

Effects of interactive subtitles on EFL learners’
content comprehension and vocabulary learning

11:20

12:00

1:30

2:10

2:50

3:30

4:10

Paper

Interactive subtitles refer to traditional subtitles with individualized reader support options such as language selection, word
definition, and sentence repetition. Videos with interactive
subtitles can personalize language learners’ experience andhave the potential to become active learning tools. While past
research has established subtitles as a comprehension aid, limited studies have examined the use of interactive subtitles as an
acquisition device. This study aimed to investigate the acquisitional potency of interactive subtitles in enhancing Taiwanese
EFL learners’ comprehension and vocabulary learning.
To this end, eighteen English majors were recruited as participants. The control group was given a four-minute video withtraditional English subtitles while the treatment group was provided the same video with interactive subtitles where they could
click on any word for L1 (Chinese) definition. After watching thevideo twice, the participants’ comprehension was examinedthrough a multiple-choice test and their vocabulary gain andretention were assessed through the comparison of their performance on a pretest, immediate posttest, and delayed posttest. Moreover, the treatment group’s perception of the interactive subtitles was explored through interviews. The findings
showed that the treatment group significantly outperformed
the control group in immediate vocabulary gain, yet such difference did not exhibit in vocabulary retention. The participants
under both subtitle conditions performed equally well on thecomprehension test. All participants found interactive subtitles beneficial to their learning and reported willingness to recommend the tools to other learners. The result suggested thatinteractive subtitles could serve as helpful self-learning tools toenhance EFL learners’ vocabulary learning.

5:00
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Saturday 11:20 am – 11:50 am

10:40

Linda K. Kadota
Matsuyama Shinonome College

H3F

Active reading with CALLShow and tell

11:20

12:00

1:30

2:10

2:50

3:30

4:10

5:00

This presentation introduces ways technology can be used tomotivate students to become actively engaged in reading, particularly in the study of poetry. The use of various multimedia
elements (text, sound, video, animation, and graphics) in classroom activities provides a more meaningful context for students. Attendees will leave with a better understanding of how
multimedia can not only enhance students’ real-world reading
skills but also aid in vocabulary acquisition.
Multimedia elements can be combined in ways that hold students’ attention by stimulating multiple senses simultaneously.
They are powerful tools to help students build analytical reading and writing skills, as well as confidence in their own abilities.
A fundamental difference between multimedia based learningand the conventional system of learning is that in the conventional system, the book has basic material, which follows its
own step-by-step structures, and the contents are accordingly
structured. Multimedia provide a mode of learning that is interactive rather than linear. Teachers and learners can choose theirown order of investigation. Interactive multimedia learning is
like constructing a spider’s web, with one idea linked to another,allowing choices in the learner’s path. It is particularly usefulin helping students break out of stale, established patterns of
thinking in order to develop new ways of looking at things. Thisis a non-vetted sponsored presentation for the JALT Matsuyama
chapter.

Saturday 11:20 am – 11:50 am

Gary Ross
Kanazawa University

H3B

Development of an open online English
assessment test
Show and tell

The ability to assess students levels is an important goal for researchers, teachers, and institutions. However, at present, although there are online testing systems available often these aretime-consuming and thus cannot be used effectively to assess
students progress or to appropriately place them. Furthermore,

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many testing systems that are available online are prohibitively expensive meaning that researchers may spent a significant
portion of their budget testing students.
This presentation will demonstrate an online testing systemcurrently in development by the presenter, but open for anyone
to use. The key aspect of this system is that other instructors
and researchers will be able to contribute questions which inturn will be used in tests. By assessing the difficulty of questions
through a statistical analysis of the answers and any known information about the students taking the test, an accurate system will be built up over time that will allow researchers andinstructors to accurately and freely assess students of varying
levels.
At present the system works with grammar, usage, and listening questions, (i.e. any question that can be graded by multiple choice) but the ultimate goal will be to include a speaking
element through speech analysis.
Attendees who bring laptops of mobile devices will be able touse and test the system during the presentation and in their institution after the conference.

Saturday 11:20 am – 12:30 pm

2:10

Luc Gougeon
International Pacific University

H2B

Hacking the classroom: Building your own Wifi
file server and other hacks.
Workshop

2:50

3:30

4:10

5:00

Using technology in the classroom is an essential 21st century
skills for our students and a great way to help them learn English.
Hacking the classroom helps teachers to circumvent some limitations. This presentation will be about a minimalist approach
to using technology in a classroom.First, will learn how to use
basic hacking skills to modify an inexpensive WIFI router andturn it into a simple personal file sharing devices. Secondly wewill see how to use multiple free applications to survey or evaluate our students by using their own devices. Thirdly, we will explore how to use a simple paper card and an image recognition
software to instantly quiz a whole classroom and get the result
instantly. These technologies were all tested and tried in thecontext of a university classroom and could be used in many different settings. The idea is to let technology be an unobtrusive
tool which support our pedagogy and not the other way around.
Feel free to bring your own devices to try all these applications.

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10:00
Saturday 11:20 am – 12:30 pm

10:40

David Campbell
Obihiro University of Agriculture and Veterinary
Medicine

H2D

The power of combining the Moodle activity
completion and restrict access settings
Workshop

11:20

12:00

1:30

2:10

2:50

There are many elements of Moodle that are under utilized andthe activity completion and restrict access settings are two examples. Combining these two features allows the instructor toguide students through activities in a course based on the conditions set by the instructor. These conditions can be as simple
as opening a quiz after the students follow a link to a website
before a certain date and time, while preventing the ones who
don’t complete the requirements in the specified time frame.
This workshop will go over the activity completion settings forseveral modules as well look at how this feature can be combinedwith the restrict access setting, especially the restriction sets,
to show and hide activities. It will also look at how to use thelabel resource with these two features to hide “easter eggs” forthe students in the course. Participants in this workshop shouldhave some experience using Moodle 2.7 or higher and be familiar with using the page and url resource features as well as using
activities such as the quiz, choice, feedback or forum. Hopefully,
after completing this workshop the participants will will have abetter idea on how to make their courses more interactive.
Video Plenary
Saturday 12:00 pm – 12:30 pm

3:30

4:10

5:00

Leigh Graves Wolf
Michigan State University

H2A

Design thinking: Going from practice to theory
and theory to practiceDesign Thinking is a term increasingly popular in academic settings. Design thinking is an iterative process used to solve complex and wicked problems which engages all stakeholders in theprocess. In this keynote, participants will engage in a design
thinking exercise which will help provide an active, embodied
and common experience around design thinking. We will thenexplore examples of design thinking initiatives in broad (university or organization wide) and discrete (classroom) contexts.

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Finally, we will learn ways to adapt and implement design thinking strategies into individual contexts.
Session 4

10:40

11:20

12:00

1:30

2:10

2:50

3:30

Saturday 1:30 pm – 2:00 pm

Hideto D. Harashima and Thom
Rawson and Mari Yamauchi
Maebashi Institute of Technology

H3A

Dynamic course sharing between LMSs using LTIShow and tell

The trend of online learning in the 21st century is continuing tomove toward more openness and sharing, which is represented
by the growing number of MOOCs, OCWs, and OERs. Online
course sharing for LMSs is also popular, but the courses areusually in an online repository, which requires both downloading and uploaded. Desiring a more dynamic and direct sharingof online courses, the presenters made use of LTI or Learning
Tools Interoperability, the IMS Global Consortium standard fortool sharing. Configuring a TOEIC preparation and discussion
course in a central server, students of different universities inJapan joined the course remotely from their own institutional
LMSs. The LTI course functioned as one learning object or linkin each respective remote course from which students directly
connected to the target course. The course included a pre-survey on technology learning, vocabulary practice, quizzes, discussions, and a post-survey to measure learning perceptionchanges. The progression was controlled by conditional settings in the course. The grades earned for the total course wasautomatically sent to the grade book of respective local course.
Changes in grades were dynamically seen between the central
course and the local course. An analysis on the two surveys revealed how the students’ perceptions changed over the time.
Course sharing through LTI was tested as functional between
different LMSs such as Moodle and Blackboard or Moodle andedX, and we believe it has a great potential for the future of LMS
learning.

4:10

5:00
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10:00
Saturday 1:30 pm – 2:00 pm

10:40

Shyne Ching Ong
Hin Hua High School

H3E

The effectiveness of the implementation ofLongman English Interactive Program (LEI2)
Paper

11:20

12:00

1:30

2:10

2:50

3:30

While Longman Interactive 2 (LEI2) Program has been used tohelp students improve listening and speaking skills in Hin Hua
High School for years, its effectiveness is not formally evaluated.
This study aims to contribute to the literature by examining
the effectiveness of LEI2 in improving the listening and speaking skills of Junior Middle One students and the utilization of
the program in the classroom. The study looked into four elements of the program, which are listening, speaking, grammar
and reading. A document analysis was conducted by comparing
the aforementioned elements of the program to the coursebook.
In addition, two sets of questionnaires were distributed to seven teachers and twenty students to find out their perception
about LEI2. Two students and two teachers were also selected
for interviews. The results show that though there are similarities found in both LEI2 and the course book, the program may
be underexploited by the teachers. Despite the fact that LEI2
claims to hone students’ listening and speaking skills, most
students find the listening and grammar section more helpful.
The speaking section was thought to be less effective due to its
pedagogical design. In summary, the findings of this researchshow that there are several issues with regard to the implementation of the program that needs to be looked into by the school
management. The recommendations include establishing astronger link between LEI2 and the course book and setting up
extra speaking tasks in order to achieve greater effectivenessand utilization of LEI2.

Saturday 1:30 pm – 2:00 pm

4:10

Susari Nugraheni
Queen’s University Belfast

H3F

Blendspace, Socrative, and Padlet to teachreading for Budi Mulia Dua students
Paper

5:00

In Indonesia, even though they are not yet widely used, computers have started to become an alternative tool in the activity of teaching. By using technology, it is hoped to create a more

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effective pedagogical environment. Therefore, this study examines the use of Blendspace, Socrative, and Padlet in teaching Reading for L2 in Budi Mulia Dua Senior High School. These
three platforms are user-friendly applications, available online.
The aim of this research is to explore the scope of these platforms in facilitating the students’ learning of English. Thus,
mixed methods were used in the research methodology. Action
research was used in the qualitative approach and experimental research was employed in the quantitative approach. The
findings show that the applications enhance students’ motivation and curiosity in learning English. It was found that by using Socrative 72.0% of students in the Advanced Class obtained
a good score, while for the Low Level Class, it was only 46.2%.
At the same time, Blendspace creates an effective learning process. Blended learning happens in this activity because students
can independently look back on the lesson outside of the class.
Teaching becomes noticeably more effective with the up-loading of audio-visual materials on Blendspace. A similar effect ofdynamic teaching occurs in Padlet. The results also point out
that, even though there are some drawbacks, such as bad Wi-Fi
connections and the distraction of opening other website, thebenefit of the platforms in the form of direct evaluation and live
interaction create an enjoyable atmosphere at class.

Saturday 1:30 pm – 2:00 pm

Jun-Jie Tseng, Yuh-Show Cheng, Hsi-Nan Yeh
National Taiwan Normal University

H3G

Tracking the development of technologicalpedagogical content knowledge among online
English teachers
Paper

3:30

4:10

5:00

Technological pedagogical content knowledge (TPACK) involves
teachers to incorporate technologies into the teaching of subject matter content via proper pedagogical strategies. The process of integrating three domains of core knowledge (technology, pedagogy, and content) is complex; more research is needed
to examine how a transition from the three knowledge bases inisolation to their intersections is made. The present study thus
intended to investigate how online English teachers enacted
these components of knowledge over time in the context of web
conferencing teaching and to identify how the context affected
web conferencing teaching.
Six pre-service teachers were recruited to participate in thisstudy. Each of them taught two-to-three distance EFL students
via web conferencing technology once a week, 45 minutes per

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12:00

session, for 15 weeks. After each teaching session, the teachers
discussed how to design online teaching materials and improve
online teaching. The data regarding TPACK development werecollected through audio-recorded post-teaching discussions
among the teachers. Based on quantitative content analysis,
TPACK development was determined by calculating the numberof particular knowledge components enacted in the beginning,the middle, and the end of the semester. In the corresponding
periods, the data about contextual factors were respectively
collected through three focus-group interviews and inductively
analyzed for theme development.
The presenter will report on findings and relate them to theliterature. Pedagogical implications will be discussed as well.
It is intended that the present study can shed light on the patterns of TPACK development and the impacts of the context on
TPACK development.

Saturday 1:30 pm – 2:00 pm

1:30

Cory J. Koby
Miyagi Gakuin Women’s University

H3H

High performance Extensive Reading –yes they can!
Paper

2:10

2:50

3:30

4:10

5:00

Extensive Reading (ER) is a well known and widely practised
approach to L2 education (Waring, 2011). This presentation
will describe the methods and approaches followed by one ER
practitioner responsible for establishing and managing an
ER program for all English majors at one Japanese university.
With an ambitious minimum reading threshold set at 415,000
words, and an ultimate goal of reading over 1,000,000 words
over the two years, the presenter created a program intended
to cultivate and nurture L2 readers—scaffolding the development process right from the beginner (extensive) reader level.
Based on Furukawa’s (2006) method, the program makes useof the Start with Simple Stories (SSS) approach which requires
all students, regardless of ability, to follow a structured reading path of prescribed reading volumes, at yomiyasusa readinglevels established by Furukawa’s Scientific Education Group(SEG). Over the course of this 4-semester program, additionalclassroom activities have been introduced including, amongst
others: timed reading, speed reading, reading aloud, class readers, group discussion, book reviews and recommendations. A
Learner Management System (LMS) designed specifically for
ER, Xreading, is being used, which also offers access to a digital library of graded readers, supplementing the classroom and34

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11:20

school libraries of graded readers. This LMS strengthens thevalidity of student ER activity by administering short comprehension quizzes, as well as providing program administratorswith useful data. Presentation attendees will gain a greater understanding of the methods and LMS the presenter employedwhich resulted in all 140 participants successfully meeting or
exceeding the program targets.

Saturday 1:30 pm – 2:40 pm

Daniel Hougham
Hiroshima University

H2C

Using Quizlet to promote active learning (andreal fun!)

12:00

1:30

2:10

2:50

3:30

Workshop

Quizlet can certainly enable learners to take a more active roleboth inside and outside the classroom. The first part of thisworkshop presentation will answer the question of why use
Quizlet and it will give an overview of how to use Quizlet. The
presenter will demonstrate how Quizlet’s “auto-define” and“add image” functions can enable learners to make their own
well-designed digital word cards quickly and easily. We will do a
step-by-step walk-through demonstrating how learners can be
encouraged and trained to use Paul Nation’s word card strategy
using a Quizlet set. The second part of the workshop will feature a collaborative team-based learning game called Quizlet
Live which will involve attendees working together to correctly
match a Quizlet set’s terms and definitions. After playing a gameof Quizlet Live, we will discuss how this in-class game can help
to promote active learning inside and outside the classroom.
The presenter will share the results of a questionnaire survey heconducted in several post-secondary institutions, highlighting
the overwhelmingly positive feelings Quizlet Live can generate
among students. Attendees can expect to take away an understanding of why use Quizlet, how to use it, and how Quizlet Livecan encourage active learning (and be really fun!).

4:10

5:00
35

Saturday

10:00
Saturday 1:30 pm – 2:40 pm

10:40

Guy Cihi
Lexxica – DMP

H2BHow to increase your students’ TOEIC and TOEFL
scores with WordEngine
Sponsored Workshop

11:20

12:00

1:30

2:10

Corpus analysis reveals one third of all words in all parts of
TOEIC and TOEFL are infrequent in general English usage.
That’s right, every TOEIC and TOEFL test includes hundredsof low-frequency words that are not covered in any traditional
EFL/ESL study materials. It is important to understand thatthese tests must recycle the same low frequency words in their‘more difficult questions’ in order to maintain overall scoring reliability. Your students can quickly learn these specific low-frequency words, and use that knowledge to not only score higher
but also improve their four-skills proficiency and general senseof satisfaction with English. This workshop will cover how tostart a WordEngine program at your school; how to effectively
motivate students to complete their weekly self study goals (akahomework), and how to integrate their individual vocabularyprogress into your classroom and grading. The WordEngine
high-speed vocabulary system operates on all mobile devices
and computers and costs just 975 yen per student, per semester.
Make WordEngine part of your overall strategy for success.
Session 5

2:50

3:30

4:10

5:00

Saturday 2:10 pm – 2:40 pm

Eric Cheng
The Education University of Hong Kong

H3C

Active learning with five collaborative
learning tools
Paper

This paper reports a case study of developing pre-service teachers’ language teaching skills by applying a set of eLearning tools
in a Lesson Study approach. Supporting the sustainable development of language teaching skills of pre-service teachers in
our knowledge society is a critical issue in teacher education.
The study integrated e-learning activities, eLearning tools andcollaborative action research in a Lesson Study course to develop pre-service teachers instructional design skills for language
teaching.

36

Saturday

10:00

10:40

11:20

12:00

1:30

This study adopted an experimental design. The eLearning
tools included Zotero for supporting effective citation, Google
Alert for retrieving resources, Google Drive for documents
storing and co-editing, Prezi for effective presentation and
EverNote for note-taking were introduced to the experimentalgroup. The Lesson Study course provides 30 pre-service teachers with a different degree of opportunities to carry out instructional design, lesson implementation for language teaching andreflection through e-learning and collaborative action research
activities assigned during the on-line lessons and after class discussion. Another Lesson Study course with 30 participants was
selected as a control group. A Solomon four group quasi-experimental research design was used to collect data.
Results showed that the injection of e-learning activities using the tools in the Lesson Study course had an impact on mostof the pre-service teachers in terms of nurturing their competencies on instructional design and assessment strategies forlanguage. Discussion, cooperative learning, task-based learning and modelling were identified as effective teaching strategies that integrated with the eLearning tools for developing preserver teachers with instructional design.

Saturday 2:10 pm – 2:40 pm

2:10

Andrew Blyth
HelloSpace.Me

H3A

10 things (and reasons) for teachers to blog
Sponsored Show and tell

2:50

3:30

4:10

5:00

The blogosphere can be daunting to the uninitiated because ofan uncertainty of how to participate. There are many reasons totake up blogging personally; however, this workshop focuses on
the education-related and career benefits for teachers (Bruder,2013). Additionally, there is a push by academics like Lupton,
Mewburn, and Thompson (2017) for researchers to meaningfully engage with online communities via blogs. For teachers,
blogging has many benefits including promoting learner autonomy (Schwienhorst, 2011), blended learning with the use ofmultimedia (Beatty, 2010; Walker & White, 2013), and using theblog as a centralised learning resource and textbook substitute(Stanley, 2013). Furthermore, blogs are often cited as a meansfor professional development where the writing process assists
in reflective teaching practice (Murugaiah, Azman, Ya’acob, &Thang, 2010; and Walker & White, 2013); also, for communication with colleagues and/or parents. Importantly, blogs areused in creating and managing an online reputation that can assist in career development (Lupton et al, 2017). Also discussed

37

Saturday

10:00

10:40

11:20

is practical information on best blog platforms to use, the typesof blog posts to write, simple writing templates to use, how tomake content attractive and grow a readership, ethical considerations for educators (Blyth, 2015), among other topics. The
presentation will end with a blog topic brainstorming session
to help teachers get started. Participants do not need to bringor use any devices.

Saturday 2:10 pm – 2:40 pm

Stephen Henneberry
University of Shimane

H3B

Digital evaluation of analog work
Show and tell

12:00

1:30

2:10

2:50

This presentation looks at different workflows for processing handwritten student work, whether in essay, journal, or
worksheet form, using digital tools. Such workflows allow for
students to maintain possession of their work for review andportfolio building while also allowing the teacher to maintaina similar portfolio for assessment and feedback. The workflows
discussed will include use of cell phones, iPads, Apple Pencil,
portable scanners, and more. There are far too many apps, online sharing tools, and other methods to allow for any definitive
solutions to be offered, but the pros and cons of some free andpaid solutions will be discussed. This methodology is an evolving work-in-progress, so all questions, suggestions, and solutions are welcome during this show and tell.

Saturday 2:10 pm – 2:40 pm

Sandra Healy
Kyoto Institute of Technology

H3D

Digital collaboration in active learning

3:30

4:10

5:00

Paper

This presentation examines how incorporating Skype sessions
in the classroom in collaboration with an online English conversation school based in the Philippines engaged students actively
in the learning process in their compulsory English classes.
Several classes of first year Japanese students at a national university in Japan undertook four Skype sessions over the periodof one semester. For each Skype session a general topic was provided a few weeks before the actual session for example ‘Filipino
Culture’. The students then worked in groups to discuss, prepare
and practice for the sessions over 2 or 3 classes. In the Skype sessions the students took turns presenting in their groups to the38Saturday

10:00

10:40

11:20

teachers in the Philippines using iPad minis. The Filipino teachers provided some individual feedback and engaged the wholegroup in short interactive sessions based on their presentations.
Multiple evaluation methods were used for the sessions including focused essays to encourage the students to reflect on theirexperiences. The results of the evaluations and focused essays
show that the Skype sessions encouraged the students to be active participants in the classroom and had a positive impact on
their motivation and levels of language anxiety.

Saturday 2:10 pm – 2:40 pm

Peter Ilic
Tokyo University of Foreign Studies

12:00

1:30

2:10

2:50

3:30

Mobile active learning patterns of access
Paper

When considering the freedom of communication in terms oftime and space that mobile technology provides, educators needto understand how this ever-present communications platform
can be exploited to enhance Active Learning. Active learning is
a process whereby students engage in activities, such as reading,writing, discussion, or problem-solving that promote analysis,
synthesis, and evaluation of class content. This presentation introduces research on the use of mobile phones as a support for
Active Learning activities in a Japanese university class. The activity consisted of student collection of material outside of theclassroom then discussion through a Moodle content management system. The research design was a year-long exploratory
multiple case study approach integrating both qualitative andquantitative data analysis. The results indicate a clear difference in the pattern of access to the Moodle site by mobile phones
and computers over the year. A detailed description of the usage patterns, student opinions, and supporting data will bepresented. This presentation may be of interest to curriculum
designers and educators in general.

Saturday 2:10 pm – 2:40 pm

4:10

H3E

Amanda Muller
Flinders University

H3H

Advantages and practicalities ofgreen screen videos
Paper

5:00

Learning is often best achieved through multimedia materials rather than text-based materials. The term ‘multimedia’39Saturday

10:00

10:40

11:20

12:00

incorporates a range of forms, including simpler audio files,
images, animations, and hypertext, and more sophisticatedmethods of combining assets into a single space using options
such as a game, simulation, app, or interactive video. This talkwill focus on the practicalities of producing green-screen recordings and their usefulness for educational videos (via chromakeying). The advantage of green screen recording is that they
allow a greater range of personalisation and contextualisation.
These have been shown to improve learning and motivation,and they can encourage, support, and motivate students to engage in speaking tasks. The talk will also address the speaker’s
experience with the production of a suite of green-screen videos
for nursing students, which were made to model good spoken
explanations (which form a core part of nursing student activities). Other good educational applications, such as encouraging
students to make their own green-screen videos, will also be
discussed.
Session 6

1:30

2:10

2:50

3:30

4:10

5:00

Saturday 2:50 pm – 3:20 pm

Tim Knight
Shirayuri University

H3A

Working round LMS imperfections to run awriting course from a tablet
Show and tell

The presenter will focus on the challenge met when integrating
the use of a cloud-based Learning Management System (LMS)
into the management of an academic writing course. Seducedby the undoubted benefits of using the LMS Schoology, largely
through its fully-fledged mobile app, at first the presenter did
not appreciate the scale of its imperfections when marking
students’ papers and returning them from a tablet. Students
opening their work on a computer were often confused by theteacher’s markings on their work ‘moving’; that is, not appearing where they should have done. However, working in a blended learning environment, the presenter took on board student
comments both in class and in response to surveys, and worked
out a way to largely surmount the problem. The problem, student comments, and how the use of screenshots saved the situation, will be fully reported. With so many Learning Management
Systems to choose from, the challenge for teachers with little orno institutional support and/or little technological expertiseis to choose the most suitable one. For managing an academic
writing university course, the presenter has found Schoology
to have clear benefits for teacher and students. The key benefit

40Saturday

10:00

10:40

has been to help meet what Paul Kei Matsuda (2012) calls “one of
the most important writing strategies…to divide and conquer –make the task into smaller chunks so that you can actually manage them.” Another has been its dedicated apps for both iOS andAndroid mobile device systems.

Saturday 2:50 pm – 3:20 pm

11:20

Rich Bailey
Tokai University (Shonan campus)

H3B

Speaking homework using Google Drive on
smart phones
Show and tell

12:00

1:30

2:10

2:50

3:30

As technology has advanced over time, the options for speaking
homework have multiplied and improved from cassette tapes to
uploading to the Internet. However, there are still equipment
and logistical issues that discourage teachers and students
from exploring the full potential. Teachers are understandably
reluctant to commit to something new that is potentially complicated and time consuming. As part of ongoing exploration in
how mobile technology can more easily and effectively improve
language teaching and learning, this presentation will examine the use of smartphones and Google Drive (a free, file storage
and synchronization service) to create, gather and assess audio
recordings. Based on using this system to assign weekly- andbiweekly-speaking homework in four university English classes
over two semesters (a total of 120 students), the presenter will
discuss the requirements and logistics of creating the system,
introducing it to the students, managing and improving theprocess, and assessing the results. The presenter will also address related issues such as Internet security, privacy, and student concerns about data usage, as well as discuss other possible options for the same process (Dropbox and Send to Dropbox).
Attendees will leave with a thorough understanding of the pros
and cons of this system and with the knowledge to implement itin their own classrooms.

4:10

5:00
41

Saturday

10:00
Saturday 2:50 pm – 3:20 pm

10:40

Ian Brown
Matsuyama University

H3C

Active learning for any level with animationand comics online
Show and tell

11:20

12:00

1:30

2:10

2:50

3:30

CALL is full of activities for higher-level students. However,when it comes to lower-levels, finding relevant, appropriate
active activities is far more challenging. Teachers become disillusioned with activities beyond their students’ level. This presentation will introduce four Web 2.0 websites ideal for active
learning creating interesting, motivating activities suitable
and stimulating for any level student. All four websites provide
simple, intuitive templates allowing students to simply create
professional looking output, whilst concentrating on the primary task of creating short action dialogue stories or presentations in English. Output can vary from text balloons, text tospeech, to recorded voice. ‘Make Beliefs Comix’ allows students
to create traditional 3 or 4 pane comics. ‘Dvolver’ creates shortanimations with dialogue bubbles and background music. ‘Go
Animate’ allows the creation of even more complex and varied
animation movies with text to speech output. Finally, ‘Voki’
creates animated avatars with output choices including recorded voice. Finished projects are saved as web links that can easily
be shared in the class in various way for viewing and commentby all class members. These four CALL activities promote active learning and enhance student motivation and satisfaction,
create a sense of community, and extend learning beyond theclassroom. The presenter will provide examples and task ideas,
as well as practical advice on different ways to use these sites,
gleaned from over 10 years’ experience with such tasks. CALL
can be a reality for any level learner’s active learning with thesefour vibrant Web activities.

Saturday 2:50 pm – 3:20 pm

4:10

Malcolm Swanson
Seinan Jogakuin University

H3D

Creating a walled garden SNS for active
language learning
Show and tell

5:00

Running class activities that rely on students using Facebook,
Twitter, or other social networking services can be a minefield.

42Saturday

10:00

10:40

11:20

12:00

Issues of privacy, problems with supervision, and the questionable right of teachers to require students to use these services
are all potential conflict areas. However, SNS-related activities
offer the potential for keeping learners actively engaged bothin and out of the classroom. In this presentation, I will demonstrate ELGG, an open source social networking system thatis free, easily installed, and which enables teachers to create a“walled garden”—an online area that is only accessible by classmembers. Using ELGG, teachers can set up class environments
within which students can communicate, maintain blogs, build
portfolios, create study groups, and work on projects.
This presentation will demonstrate these features, alongwith examples of how I have used this SNS to digitally promote
active learning in my classrooms. Attendees will have an opportunity to log onto an ELGG installation and try out these features for themselves.

Saturday 2:50 pm – 3:20 pm

1:30

Chao-Jung Ko
Sun Yat-sen University

H3E

Effectiveness of an online individualized
writing system
Show and tell

2:10

2:50

3:30

4:10

5:00

Some researchers (Ferris, 1995; Ferris, 2006; Hedgcock &Lefkowitz, 1994; Komura, 1999; Roberts, 1999; Ferris & Roberts,2001) have reported that learners want, expect, and value teachers’ feedback on their errors in writing. However, the issue of
how teachers’ feedback should be given has been an ongoingdebate. Among them, cognitive styles researchers proposed if
feedback can be provided in a way that matches learners’ sensory preference, learners’ error corrections may be more effective.
Based on this assumption, a writing system has been developedin this study to provide EFL learners with individual feedback inways that suit learners’ sensory preference.
This pilot study, adopting a case study approach, involved 4
EFL students of a Taiwanese university. Through an online writing system, they submitted 4 drafts during two-month time,corrected errors made in those drafts based on feedback received from an instructor, and then resubmitted the correctedversions of those drafts. Data of this study was collected fromlearners’ VARK questionnaire, online written works and interview transcriptions. The findings were used to support the system improvement and see if/how the system was beneficial to
the learners’ error correction. The introduction of the systemand the supported findings will be reported in this presentation.

43

Saturday

10:00
Saturday 2:50 pm – 3:20 pm

10:40

Jones Brent
Konan University, Hirao School of Management

H3F

Support structures for promoting
active learning in CLIL programs
Show and tell

11:20

12:00

1:30

2:10

2:50

3:30

Content-focused language teaching approaches such asContent-Based Instruction (CBI) and Content and Language
Integrated Learning (CLIL) continue to gain both recognitionand credibility. At the same time, we hear of the struggles that
EFL/ESL teachers have with implementation. In this interactive
talk, the presenter shares some of the challenges he has facedwith balancing the content and language sides of CLIL, as well
as some of the strategies and digital tools he and colleagues
have adopted or adapted to deal with these challenges. This talkbuilds on past presentations at JALTCALL in that the work of L.
Dee Fink (2003) in the area of Significant Learning Experiences
provides the underlying support structure we envision forthese types of ESL/EFL programs that have a content focus.
Specifically, we will explore how specific educational technologies map onto his course design framework in ways that encourage learners to take a more active role both inside and outside
the classroom. Additionally, Fink’s Taxonomy (foundational
knowledge, application, integration, human dimension, caring
and learning how to learn) are introduced as an easy-to-use rubric for assessing how well different digital or web-based technologies actually promote the acquisition of a new language.
Participants will go away with several job aids to assist them intheir own CLIL endeavors.

Saturday 2:50 pm – 3:20 pm

Myles O’Brien
Mie Prefectural College of Nursing (MCN)

H3G

An online system to practice spoken
questions and answers

4:10

5:00

Show and tell

Giving an appropriate, grammatical response to a direct question often poses difficulties for students of English. The presentation includes an explanation and live demonstration of
the presenter’s online browser-based system for answering
questions in a sensible way, in order to facilitate pattern practice. The user’s input may be typed or spoken, and the response

44Saturday

10:00

10:40

11:20

12:00

1:30

can be set to text only, simulated speech only (using the device’s
text-to-speech facility), or both. The user’s spoken input is interpreted through Google’s speech recognition function.
The system is quite different from a chatbot in that it concentrates on producing correctly formed answers to a specific rangeof questions, using a limited vocabulary. Chatbots aim higher atmore realistic conversation, and the responses can be amusing
but inappropriate, or downright wrong, grammatically.
The system is freely available for download, and comes witha default set of text files containing common vocabulary, classified into verbs, food, drink, places, male names, female names,
etc. A teacher can edit the text files before uploading to a website for deployment. Also, users can check and edit the vocabulary contents to their own liking when using the system.
The permitted question types are WH, Yes/No, and OR questions. So, for example, “What did Tom eat?” may give the response “He ate a pizza.” “Where will Janice go?” may give “She’ll
go to Paris.” Each verb entry in the vocabulary file should include sensible possible objects and/or categories, to allow a sensible random choice. Categories may be shared with other verbs.

Saturday 2:50 pm – 3:20 pm

2:10

Darren Halliday
Macmillan LanguageHouse

H3H

Challenge, motivate, and collaborate in classwith new DSB: Digital Student Book
Sponsored Show and tell

2:50

3:30

With the aim of improving the teaching experience and students’ interaction with their English language learning materials, we are very happy to give you an overview of our brandnew digital component “DSB”. The new digital offering for the
Macmillan adult series, “Skillful” and “Breakthrough Plus”, has
now been upgraded to ensure both teachers and students caneffectively integrate the activities and tools found in the pagefaithful & digital version of the course book, into personalized
learning experiences.

4:10

5:00
45

Saturday

10:00

Session 7
Saturday 3:30 pm – 4:00 pm

10:40

Ivy Chu-Hui Lin and Goh Kawai
Hokkaido University

H3H

Activating receptive vocabulary along with theircollocations through a blended learning task
Paper

11:20

12:00

1:30

2:10

2:50

3:30

Receptive vocabulary (RV) items of English language learners(ELLs) cause difficulties in language production (Nation 1990).
Because task-induced writing actives vocabulary through need,search and evaluation (Laufer & Hulstijn, 2001), we involved 101
college freshmen ELLs in writing and saying passages in a blended learning environment to activate RV along with their collocations. We provided a 4-stage learning experience. (1) Instructors
assign target RV items and their representative collocations inclass. (2) ELLs write passages including target RV items alongwith collocations of their choice by using a forum on a learner
management system (LMS) outside of class. (3) Instructors write
feedback on collocation usage on the LMS forum. (4) ELLs say
improved passages in class. To raise the awareness of limited
word combinations, we showed ELLs the most common collocations for each RV. ELLs received and produced each RV multiple
times via conversations in class and written interaction on the
LMS forum. We measured the extent of RV activation by using a
productive vocabulary level test (Laufer & Nation 1999) before
and after the learning periods. Paired-difference tests revealed
significant increases in mean scores. We found that RV activation faded over a period of approximately 9 weeks.Vocabulary
production without collocations can hinder accurate interpretation (Granger, Paquot & Rayson, 2006). By contrast, because
collocations reduce semantic ambiguity, ELLs can reliably convey their intent, and instructors can concentrate on correcting errors. The performance and competence errors we foundmay imply a deepening of language understanding (Ludeling &Hirschmann, 2015).

4:10

5:00
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Saturday

10:00
Saturday 3:30 pm – 4:00 pm

10:40

Kai Fukushima and James York
Kotoba Miners

H3A

TBLT-inspired game design: Kotoba Miners
Show and tell

11:20

12:00

1:30

2:10

2:50

3:30

Research on digital game based language learning (DGBLL)
has exploded in the last decade. Massively Multiplayer Online
Games (MMOGs) are the most researched domain, which are
shown to be extremely effective in cultivating language skills
from both psycholinguistic and socially-informed perspectives(for a meta-analysis see Peterson, 2016). Although we are not developing an MMO specifically, two key aspects of the genre may
be exploited for the design of a language learning video game:quests and quests sequences.
Firstly, MMOG quests have been considered a parallel to tasks(Sykes and Reinhardt, 2012). However, MMOG quests are generally single player endeavours which do not fully represent
communication tasks, particularly cooperative, informationgap tasks which promote interaction between interlocutors(Pica, et al. 1993). Secondly, the progression of videogames via
in-game tutorials and quest chains has been compared to goal
orientation and task sequences (Sykes, 2014). We are therefore
investigating how quests may be structured to guide learners
from simple pedagogic tasks to target communication tasks inaccordance with TBLT methodology.
In today’s presentation we will introduce our TBLT-inspired
game which aims to promote cooperation and spoken interaction between players. Initially, we will introduce the game’s
overall structure, highlighting considerations to TBLT methodology in the design. Following, we will introduce how the gamewas designed to promote interaction among players. This wasachieved by dividing information and roles between players.
Finally, technical considerations will be explored including virtual world selection, and how we developed the game to guidelearner behaviour.

4:10

5:00
47

Saturday

10:00
Saturday 3:30 pm – 4:00 pm

10:40

Chris Hastings and Josh Brunotte
Aichi Shukutoku University

H3B

Reducing study abroad anxiety throughsmartphone virtual reality
Show and tell

11:20

12:00

1:30

2:10

2:50

3:30

Students (especially those from largely ethnically homogenous
and monolingual countries such as Japan) preparing to study
abroad may experience considerable anxiety about the prospect of an unknown foreign environment. The negative consequences of this anxiety may take the form of overcompensationin preparation and study, avoidance of preparation and study,
or even physical effects, such as illness. The presenters propose that recently developed smartphone virtual reality, such
as Google Cardboard, is a practical and affordable technologythat could help train students in problem-focused coping strategies aimed at reducing anxiety. This technology allows anyone
with a smartphone and a compatible headset, through the use of
freely available applications, to visit locations around the globe
and inhabit them immersively with the ability to look freely inall directions. In this presentation, we will discuss a pilot study
examining anxiety-reducing VR-based activities as well as other CALL activities, that allowed students to virtually visit theiroverseas campuses, city downtown districts, and homestay
neighbourhoods. In particular, the presenters will talk about
the rationale for the study, the activities and materials used in
the study, and the data collection methods and results. Also,
how these preparatory activities might reduce student anxiety
prior to departure will also be explored. Finally, improvements
for a larger scale study will be proposed. Attendees will be able
to experience the VR activities for themselves. This presentation may be of particular interest to teachers or administrators
who wish to use more active learning-based activities in preparing students to study abroad.

4:10

5:00
48

Saturday

10:00
Saturday 3:30 pm – 4:00 pm

10:40

Katherine Thornton
Otemon Gakuin University

H3C

Self-access centres for study abroad
programmes: using online journals to
encourage engagement
Show and tell

11:20

12:00

1:30

2:10

2:50

3:30

Encouraging students to engage in their learning actively by using self-access centres on a voluntary basis can be a challenge,
both for centre administrators and class teachers who all want
students to get maximum benefit from the facilities available.
Different centres adopt different systems to promote engagement, which can generally be labelled as either “push” or “pull”(Croker & Ashurova, 2012). For example, some may adopt stamp
card incentive systems with prizes for completed cards (pull), or
require homework activities that can only be done in the centre(push).
This show and tell presentation will present an online journal
system used through WebClass, the institution’s learning management system, in which a class of students on a study abroad
programme were asked to complete a short record of their activities at the university’s self-access centre, E-CO. Both the classteacher and E-CO’s learning advisor engaged with the students
in written format in the journals, commenting on their entries
and encouraging reflection and further usage of the facilities.
The course ran for one year, with the study abroad experienceat the end of the first semester. The effect of the journals on SAC
usage in both semesters, an analysis of the comment interactions, and student reactions to the system from a class survey
will be presented.
Croker, R., & Ashurova, U. (2012). Scaffolding students’ initial
self-access language centre experiences. Studies in Self-Access
Learning Journal, 3(3), 237–253.

4:10

5:00
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Saturday

10:00
Saturday 3:30 pm – 4:00 pm

10:40

Matthew Love
Nagoya University of Commerce & Business

H3D

Designing an effective pedagogy throughdigital video production
Show and tell

11:20

12:00

1:30

2:10

2:50

3:30

The development, reduction in cost, access and portability ofdigital technologies over the last decade has given students agrowing range of tools and applications to assist learning bothin and outside the classroom. Coupled with these advancements, the quantity and quality of student-generated projects
also continues to grow. One such area that engages students to
deploy a wide range of communicative skills is the planning andcreation of a digital video production. Nowadays, with the aidof smartphones, students can produce video almost instantaneously as a classroom activity or homework exercise, or plana more detailed, extensive and elaborate film project on assignments. However, despite the excitement and a wealth of literature highlighting and supporting the many benefits of student
engagement in digital video production, designing and developing a good pedagogical practice is still problematic. In thispresentation, we will examine samples of first year university
student video products that demonstrate the challenges of designing an effective pedagogy in a differentiated classroom setting. Reflecting on my own experiences and efforts to implement a pedagogical framework that utilises video production
in various formations and formats, specifically for the procurement of oral production skills, I will discuss the process students undertook from planning to post-production, the tools
and software they used, along with the presentation, exhibition and, how their work was evaluated. Finally, I will talk aboutchanges I have made to my instruction and the effects they have
had on improving the overall quality of student products.

Saturday 3:30 pm – 4:00 pm

4:10

Neil Cowie and Keiko Sakui
Okayama University and Kobe Shoin Women’s University

H3F

Digital projects, digital literacy and language
learning: A Japanese university case study
Show and tell

5:00

The use of digital technology to create projects such as multimodal texts and digital stories is increasing rapidly in L1 settings.

50

Saturday

10:00

10:40

11:20

12:00

1:30

2:10

However, there are relatively few EFL studies showcasing suchprojects, especially within an existing language curriculum. In
order to address this gap, the two presenters will describe a casestudy of how one EFL teacher in a Japanese university implemented a blended course which included the creation of digitalprojects as a learning outcome. Over a one semester 16-weekcourse students in three classes (N=70) created, both individually and in collaboration with classmates, four three-minutemultimedia slideshows which were uploaded and shared on
YouTube. The slideshows included text, photographs and othervisual items, video and audio. The two presenters independently analyzed data from participant observation, student surveys
and interviews, and the projects themselves to provide evidence
that a teacher and students with limited expertise in using technology can work together to create skillful and thoughtful multimedia slideshows in L2. The study is, therefore, one that may
help other EFL teachers who wish to take advantage of the increasing availability of digital technology to combine language
learning with digital literacy. In addition to highlighting the affordances and limitations of teaching with digital technology,
issues of evolving teacher-student relations and teacher roleand identity are discussed.

Saturday 3:30 pm – 4:00 pm

Paul Daniels
Kochi University of Technology

H3G

A computerized speech assessment
plugin for Moodle

2:50

3:30

4:10

5:00

Show and tellSpeaking skills are often highly revered but at the same time are
the most difficult skills for language learners to master. Speech
anxiety can inhibit students from speaking. Time-intensive
speech evaluation can deter instructors from allocating moretime for formative speaking activities. To help alleviate thesechallenges, the presenter has been designing a speech assessment plugin for Moodle to aid in the administration and evaluation of online practice speaking tasks. This open-source plugin
enables teachers to author online speaking assignments thatcan be automatically scored by the computer. Each speaking
task can be fully customized by the teacher to include audio,
text or image prompts. Student speech can be captured andsaved to a Moodle course for human evaluation or it can be transcribed and scored using a built-in speech scoring algorithm.
The recording, transcription and scoring of live speech takes
place within the Chrome web browser and employs Google’s

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10:00

10:40

11:20

Web Speech technology for the transcriptions. A variety of extensive and intensive speaking tasks will be demonstrated during the session.
Posters
Saturday 4:10 pm – 4:40 pm

Paul Raine
J.F. Oberlin University

H2E

Apps 4 EFL: Creative commons data andweb technologies for EFL
Poster

12:00

1:30

2:10

2:50

3:30

4:10

5:00

Apps 4 EFL is a free web-based language learning platform,
which uses a variety of open web technologies to mold creative
commons data into effective and engaging English language
learning activities. Activities offered by the site include vocabulary tests, cloze tests, text-to-speech (TTS) dictation, speech
recognition (ASR) for the improvement of pronunciation andfluency, real time language learning games, and video comprehension quizzes. The outcomes of these activities can can beeasily tracked by teachers, and integrated into assessment procedures and grading rubrics.

Saturday 4:10 pm – 4:40 pm

Cathrine-Mette Mork
Miyazaki International University

H2E

Read Theory for university EFL reading practice –perceptions on progress
PosterRead Theory (readtheory.org) is a free, online reading practiceplatform that supplies students with an extensive library of
passages catered to individual levels. Learners are assessed oncomprehension through a series of multiple choice questions
and optional written responses. The system uses algorithms
and Lexile (lexile.com) level information to initially place students in the initial reading level assessment and in subsequentreading practices. The questions are designed to improve critical thinking ability as well as an understanding of scope, structure, intention, memory, and vocabulary. Readers move up(or down) in level as they work through Read Theory and detailed answers and explanations after completion of a section
are available. Teachers can create class accounts to manage
student activity and allow them to view extensive reports giving insights into students’ levels and progress. Although the52Saturday

10:00

10:40

11:20

12:00

1:30

2:10

2:50

3:30

4:10

5:00

platform is designed for American K12 readers, adhering tonational benchmarks and specified by the Common Core State
Standards (CCSS), the system was piloted for two freshmen EFL
reading courses in a Japanese university over two semesters. As
the structure of typical Read Theory sessions resembles that of
the university’s final exams for reading courses, it was hopedthat the system would provide an opportunity to familiarize
students with the exam format in addition to improving theirreading skills and providing them with a tool for future selfdirected learning. Questionnaires addressing student perceptions were completed at the end of each semester, and student
progress in the system was analyzed. Results are presented inthis poster presentation.

Saturday 4:10 pm – 4:40 pm

Yoko Hirata
Hokkai-Gakuen University

H2E

Helping Japanese students use online
monolingual dictionaries
PosterLooking up words in dictionaries is one of the key requirements
for students in English classes in secondary schools. Thesestudents are often required to consult a paper-based EnglishJapanese bilingual dictionary, and then they move onto pocket
electronic dictionaries. Different types of free online monolingual dictionaries are readily available through electronic
devices (i.e., smartphones) and they help students easily consult synonyms, idioms, phrasal verbs and example sentences
simultaneously. However, Japanese university students tend
to avoid online monolingual dictionaries and stick to bilingual
dictionaries and/or translation sites. Some students keep using their own pocket electronic dictionaries even in computer
rooms at universities. There appears to be very little research on
how to assist Japanese students in becoming comfortable withand making the most of online monolingual dictionaries. This
study outlines the results of a one-year project which was aimed
at encouraging students to make use of online monolingual
dictionaries in their English studies. It also examines the benefits and challenges Japanese university students encounteredthrough the process of using them. The investigation is basedon the data collected from students’ questionnaires and interviews. The findings indicate that students’ prior educational
experiences and instructor encouragement enormously influence the successful utilization of online dictionaries. The findings also provide interesting insights into how computer-based53

Saturday

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10:40

language learning should be presented to students to maximize
their overall English language learning experiences.

Saturday 4:10 pm – 4:40 pm

Rachelle Meilleur
Kyoto University of Foreign Studies

H2E

Language trackers: Paper vs. digital
Poster

11:20

12:00

1:30

2:10

2:50

Tracking language study is something that is not often donewith language learners, yet it can be a very powerful tool whenused for self-regulated language learning. First-year university students were asked to try digital and paper trackers overthe course of a school year to record both required language
study (homework) and independent language study. In the firstsemester, students used a simple digital tracker made with an
online survey program which could be saved as an app on theirsmartphones, and in the second semester, they were asked touse a more comprehensive paper tracker. This poster will examine both the quantitative and qualitative results from thestudents’ use of the trackers, including how well and how often
the students used the trackers, the type of study they chose torecord in their trackers, as well as their impressions of both theusefulness and ease of use of the trackers. Generally speaking,the results show positive engagement with both types of trackers, and digital trackers were used more frequently than the paper trackers. However, the overall consensus was that the paper
trackers had a stronger effect on the students’ language learning awareness and habits.

Saturday 4:10 pm – 4:40 pm

3:30

Jaime Selwood
Hiroshima University

H2E

A smartphone classroom: The benefits ofgoing 99.9% digital!
Poster

4:10

5:00

This presentation will detail the results from a three-year research programme carried out at a national university in Japan
which aimed to analyse how successful mobile technology,
specifically smartphones and mobile applications (apps) could
be integrated to an English language-learning course. The research was centred on first and second year non-English majors
who undertook a compulsory one-semester, 16-week English
language course.

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10:00

10:40

11:20

12:00

1:30

The course used in the research project focused primarily
on improving general English oral communication skills. Eachclass contained between 20 and 35 students, from different
faculties within the university as well as from a broad range oflanguage abilities and motivations. In each year of the researchfour courses were included as part of the study with a total of
294 students – all of them non-English native speakers.
The oral communication course attempted to create a successful synchronised language-learning environment that centred around five free and widely-available apps. Also as part of
the research two courses in each year used a digital eTextbook
that could be accessed via a mobile device, whilst the remaining
two classes used the same textbook but only in a paper format.
The presentation will conclude by highlighting the benefits
and drawbacks of the research. Overall results indicated thatstudents’ attitude towards a smartphone-centred course improved significantly over the length of the course. By the endof the courses 84% of participants had a favourable attitude towards a digital smartphone-centred course.
A step by step guide of the research will also be provided.

Saturday 4:10 pm – 4:40 pm

2:10

Joe Lauer
Hiroshima University

H2E

The effectiveness of using Facebook to
improve English writing abilities
Poster

2:50

3:30

4:10

Three undergraduate classes in Japan and three in Spain, totaling about 50 students in each country, recently carried out across-culture writing exchange program using Facebook. The
primary goal of the project was to increase the students’ enjoyment of English, by giving them opportunities to use English inreal on-line communication. This poster presentation will focus the linguistic output of the students: What types of Facebook
writings did they produce? It was found that the Japanese students’ most frequent grammar errors involved articles (the/a),while the Spanish students tended to use inappropriate vocabulary expressions. These results will be explained in detail alongwith the results of other similar Facebook projects.

5:00
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10:00
Saturday 4:10 pm – 4:40 pm

10:40

Lee Arnold
Learner Development SIG

H2E

Blogs as informal LMSs for class and course
assignment contextualization and publication
Poster

11:20

12:00

1:30

While many universities in Japan have opted for LMSs (learning
management systems) as online means for learners to accesscourse information and content, as well as manage learning
loads and goals, at least some Japanese university students havereported some dissatisfaction with LMSs in terms of access andease of use. This presentation will demonstrate how a blog may
take the place of an LMS where it may not provide ready access,or even exist, and provide a means for instructors to contextualize assignments and create opportunities to showcase and publish learner work.
KeynoteSaturday 5:00 pm – 6:10 pm

2:10

2:50

3:30

4:10

Hayo Reinders
Keynote Speaker

H2A

The Internet of things and its implications forlanguage education & research
It is estimated that by 2020 there will be over 50 billion connected devices. This will go beyond cellphones and computers,
to include objects such as cars, household appliances, and – as
the technology improves – clothes, utensils and all manner ofeveryday items. What does this have to do with language education? As with computers and mobile technologies, the implications and uses of these developments for educators may not be
obvious, but they are likely to be significant. In this talk I will
describe the Internet of Things from a pedagogical point of view,
give some examples of emerging implementations and research,and propose three areas of potential impact on our field clustered around affordances relating to mobility, augmentation
and ubiquity. I will argue that these can facilitate the implementation of truly active learning and give some practical suggestions for language teachers in Japan.

5:00
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Sunday

9:30

SundayPosters

10:10

Sunday 9:30 am – 10:00 am

Parisa Mehran and Mehrasa Alizadeh
Osaka University

H2E

Osaka University Global English Online: The
design and development phases

10:50

11:30

12:30

1:30

2:10

2:50

Poster

As part of a work in progress, this poster presentation focuseson the design and development phases of an online course ofEnglish for General Academic Purposes (EGAP), which has beenreferred to as Osaka University Global English Online. Initially,
two mainstream models of instructional design for online
course delivery—namely, ADDIE and SAM—will be briefly reviewed. The ADDIE model is a generic, systematic, linear, stepby-step process, known as waterfall model, which consists offive ordered phases: (1) Analysis, (2) Design, (3) Development, (4)Implementation, and (5) Evaluation. Unlike ADDIE’s five giant
sequential steps, SAM (Successive Approximation Model) is an
iterative, cyclical, and agile approach to instructional design
which tries to address the roadblocks in the way of instructional designers in repeated small steps. Following that, theintertwined design and development phases of the prospective online course will be explained in detail, which include thefollowing: Assessing students’ needs and technological skills,
defining the course overall goal and learning objectives, determining online course technologies, requirements, accessibility,
connectivity, and support system, developing course syllabus,
instructional materials, tasks and activities, objective-based
assessment, management strategies for team teaching, andformative and summative course evaluation. Copyright restrictions, the use of Open Educational Resources (OERs), as well as
several e-learning authoring tools and their merits and demerits will also be discussed. Finally, issues related to quality assurance will be touched upon with reference to the Quality Matters
Higher Education Rubric.

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Sunday

9:30
Sunday 9:30 am – 10:00 am

10:10

Tsui-Lan Chen
Providence University

H2E

Using Facebook to enhance active learning
in a freshman EFL composition class
Poster

10:50

11:30

12:30

1:30

2:10

The use of social media has become a trend for communicationin this technology era. Facebook is the most popular networking site among college students and is considered indispensable for their life. With strategy and design, it can be utilized as
an effective tool for language teaching to motivate students tolearn actively. This presentation will demonstrate the strategic
use of Facebook to enhance students’ writing performance in a
Freshman EFL Composition class, a two-semester course with25 students. The methods of development used were narration,
description and analysis. The strategies used for Facebook activities were word games, sharing of extensive readings, self-editing, group discussion, peer review and model writer competition. Students did all the pre-writing, writing, and after-writing
tasks through Facebook. Reading, writing and thinking activities were incorporated, and, intrigued by the ideas from the activities, the students engaged in more writing. It was found that,through interactions on Facebook, the students were motivatedto write and got to know their classmates better while the teacher discovered the students’ different intelligences from theirwriting tasks. Using Facebook for an EFL Composition classthus turned out to be a positive, enlightening and rewarding experience for both EFL teaching and learning.

Sunday 9:30 am – 10:00 am

2:50

Ali Campbell
Tokyo University of Technology

H2E

Question attack: A rich, versatile, blended
learning activity for speaking and listening
PosterThis presentation describes step-by-step an active learning
methodology for implementation in any classroom with internet access and headphones, and at any level. It can be employed
several times during a course and run in parallel to other learning activities. It rests on a skills-based theory by which students
develop foreign language skills through putting them into
practice. In this case, various controlled and semi-controlled

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12:30

speaking and listening tasks are combined in a blended environment. It has 5 steps. (1) It starts with a fun quiz based on a short
set of seemingly random questions (general knowledge, personal, academic and colloquial) tailored to the students and posedby the teacher at natural speed. Students earn points for theirteam by calling out possible answers. (2) The focus changes todetailed listening where students decode an mp3 (recorded by
the teacher) of the same questions at their own pace, and write
them out, checking in pairs. (3) The teacher displays the questions on the screen for students to correct their errors. (4) Where
necessary, the teacher checks comprehension, focuses on grammar or vocabulary, models and drills the phonology, and elicits
improved versions of the answers. (5) Finally students work inpairs/groups and help each other – with or without text support – to re-produce not only the answers but the questions. The
presenter has developed this activity over several years and describes options in implementing it. Recommended hardware
for making professional recordings is proposed.

Sunday 9:30 am – 10:00 am

Roger Palmer
Konan University, Hirao School of Management

H2E

Engaging students through video capture

1:30

2:10

2:50

PosterHaving students work together for group tasks, the kind of cooperative learning envisaged by researchers promoting Active
Learning, is helpful in engaging language learners in classroom
activities. Yet there are situations in which it is desirable to takestudents out of the group, such as when giving individual feedback for iBT TOEFL writing tasks. Time limitations, however,make this extremely challenging for most instructors. To address the problem, this poster displays a simple guide to the process of using video capture to help learners individually whenface-to-face meeting time is at a premium. It also discusses several possible benefits of using this kind of approach. Instruction
took place between semesters at a private university in Japan
where non-English majors have to exceed an iBT TOEFL threshold to gain eligibility for overseas academic exchange. Though
the writing section questions were identified as being predictable and fairly straightforward to teach, it appeared that students had performed poorly with these tasks in the past. Areas
addressed in the poster include written prompts, text deconstruction, samples of student writing, applications of video
capture to give personalized feedback, and further possible
uses of video techniques. Results indicate that free software (for59Sunday

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10:10

example, JING) can be used successfully by instructors to assist
learners in their language development.

Sunday 9:30 am – 10:00 am

Anthony Brian Gallagher
Meijo University

H2E

Assistive & disruptive technology in learning
Poster

10:50

11:30

12:30

This small scale action research reports on student perceptionsof their access to and use of technology during their 1st year atuniversity. With a focus group of language students (n=131) who
took a writing course and were required to produce word processed documents throughout, their opinions were sought as tothe effectiveness of a Bring Your Own Device (BYOD) recommendation supplemented by university supplied devices. Students
reported on their perceptions of technology both in class andoutside of class, virtual learning environments, teacher feedback, and barriers to learning including both teacher and technology issues.

Sunday 9:30 am – 10:00 am

1:30

David Campbell
Obihiro University of Agriculture and Veterinary
Medicine

H2E

Students’ awareness and usage of English
predictive text on mobile devices

2:10

2:50

PosterThis poster presents the results from the first stage of a study
examining students’ awareness of predictive text and its usage
when writing in English on their mobile devices. A pre-survey
was conducted at the beginning of the semester in April togauge 190 first year students’ awareness and usage of predictive text when writing in English and to identify those students
who are familiar and proficient in using this feature. The students most comfortable with using it became trainers to assist
students who said they were unaware of this feature or seldom
used it. A post-survey will be done at the end of the semester inAugust to see if students’ who received training increased theirusage and if there was an change in their attitudes towards using their mobile device for doing writing assignments in English
and writing in English in general after receiving training in using predictive text in English.The poster will also outline areas
for further research such as whether using the predictive text60

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10:10

function increases students’ awareness and understanding of
collocations, articles and reduces spelling errors in addition
decreasing the use of translation sites such as Google Translateand Webilo.
Session 1
Sunday 10:10 am – 10:40 am

10:50

Kasumi Yamazaki
The University of Toledo

H3E

JFL learners’ active learning in a 3D virtualworld: Outcomes & challenges
Paper

11:30

12:30

1:30

2:10

2:50

Due to the ongoing advancement of technology, the field of CALL
has achieved great diversity in regards to not only the effective
use of latest computer programs and digital artifacts, but also
to the approaches and methods in which CALL research is conducted. Within the field of contemporary CALL, many scholars
and practitioners examined the use of intricate systems such as
3D virtual worlds, MMORPG simulation games and virtual realities (VRs), providing a better understanding of the CALL environment in which language learning is nurtured. While there
have been an increasing number of studies that claim successful pilot implementations of particular CALL systems, there are
relatively few studies that focus on the participants’ language
learning outcomes with empirical evidence, especially in thecontext of Japanese as a Foreign Language ( JFL) classrooms.
Based on this background, this presentation will provide thelatest results of the longitudinal study that examines the effectiveness of a semester-long (15-week) 3D virtual world-based
Japanese curriculum within the context of JFL classrooms.
Through a mixed-method case study approach, the present
study collected eight sources of data from 22 university students and 16 game users (n=38) to evaluate the participants’communicative learning outcomes, perceptions and attitudes
toward their participation in the 3D virtual world-based curriculum. Based on the statistical and qualitative analyses of data,
the presentation will outline the overall outcomes and challenges of virtual world-based Japanese learning, as well identifying
the pedagogical implications of the effective use of 3D virtualworld for future studies.

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Sunday

9:30
Sunday 10:10 am – 10:40 am

10:10

Douglas Jarrell and Shudong Wang
Nagoya Women’s University

H3A

Mobile contents for elementary school
English teachers
Show and tell

10:50

11:30

12:30

1:30

2:10

Since 2011, Japanese elementary homeroom teachers, together
with assistant language teachers (ALTs), have been responsible
for English Activities in the 5th and 6th grades. According to anational survey by Japan’s Ministry of Education (MEXT) carriedout in 2015, only 5% of homeroom teachers have qualifications
showing a sufficient English level to teach the language, andother surveys show that homeroom teachers lack confidence
in their English ability. While MEXT does have training programs, their main focus is on pedagogy rather than on improving English skills. To help elementary school teachers and student teachers increase their exposure to English, the presenters
have added special content to an existing free app called Mobile
English. The content includes simple reading and listening exercises to prepare teachers and student teachers for English activities such as self-introductions and show and tell presentations. Materials also aim to increase pronunciation awarenessby focusing on phonics for children. These materials are presently being used by students in a childhood education department at one university, but the presenters hope that the newcontents of this app will eventually be used for self-study by thelarger population of working elementary school teachers who
do not have the benefit of classroom instruction.

Sunday 10:10 am – 10:40 am

2:50

Adrian Leis and Kenneth Brown
Miyagi University of Education

H3H

Flipped learning: Does the teacher matter?
Paper

The flipped learning (FL) approach has received much attention
in the field of second language acquisition over the past decade.
In previous studies (e.g., AUTHOR, 2015), it was concluded that
the FL approach was indeed effective in increasing the participants’ English composition writing proficiency. However, in
another study (AUTHOR, 2016), one participant commented
that due to the instructor’s efforts to create videos for theflipped classroom, she felt obliged to study harder. The author,

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therefore, expressed a need for researches investigating whether students in flipped classrooms using videos created by someone who was not their teacher would be just as motivated as thestudents who studied under the teacher who made the material.
Taking the above research results into consideration, in thispresentation, the authors discuss the findings of a quasi-experimental study of the FL approach with L2 learning motivationand composition writing proficiency of two groups of students
being investigated. The presenters conclude that who teaches
the class does not affect students’ motivation in a FL environment. Furthermore, the FL approach is effective in promoting
active learning and language proficiency regardless of whether
the students’ teacher was the one creating the materials or
not. Finally, the presenters propose the FL approach as an ideal
way to increase the amount of individual instruction and peer
coaching possible in the classroom, thus improving possibilities of discussions and compositions that encourage flexibility,
creativity, problem solving, and decision making, key words in
Granger and Dunlap’s definition of active learning.

Sunday 10:10 am – 10:40 am

Josh Wilson
Kansai Gaidai University

H3B

Tips and techniques for teaching with
Google Drive and Google DocsShow and tell

2:10

2:50

Google Drive is a powerful tool for the language classroom, freeing the teacher and students from the spatial and temporal constraints of paper. When used correctly the tools allow students
to engage more completely with each other, the instructor, andthe course materials, enabling students to be more active participants during and outside of class. This session will present
practices for using Google Drive and its associated apps garnered from three years of use in university EFL classes with a focus on effective teaching, efficient feedback, and avoiding common pitfalls.
The following will be covered in the session: setting up classfolders and course documents will be briefly introduced in thefirst section. The second section focuses on lessening student
anxiety and onboarding users efficiently with three easy activities. The third section provides tips for using commenting functions and writing guides to efficiently assess and give feedback.
The final section provides guidelines for using Google Docs andSlides for collaborative projects.

63Sunday

9:30
Sunday 10:10 am – 10:40 am

10:10

William Pellowe
Kindai University (Fukuoka Campus)

H3F

Teaching song rhyme patterns
Show and tell

10:50

11:30

12:30

1:30

Arguably, being able to recognize the rhyme patterns in songs
is an important factor in appreciating music in English, yetmany of the Japanese students in the presenter’s “Music in
English” course were initially unaware of the existence ofrhymes in English songs. To help teach students about rhymes
and rhyme patterns in songs, the presenter developed a seriesof short, interactive presentations to use in class. In this presentation, participants will learn the reasons behind teaching
students to understand rhyme and rhyme patterns, and experience an overview of some of the lessons from the students’point of view. Then, the participants will receive some pointerson how to make their own lesson materials in either Keynote
or PowerPoint, including how to obtain, embed and trim audio
and video clips, as well as useful techniques to make highlighting appear on text. This presentation will be useful to anyone
who wants to use music lyrics in their class, and may provide
novice users of presentation software with some new tools intheir repertoire.

Sunday 10:10 am – 10:40 am

2:10

Branden Kirchmeyer
Sojo International Learning Center, Sojo University

H3G

Promoting self-access centers with Moodle
Show and tell

2:50

Self-access centers (SACs) provide real-world personalized
learning environments to students who are motivated enoughto use them. For students on the fence or indifferent aboutentering these brick-and-mortar spaces, enticement may beconstructed through virtual exchanges with the physical environment via Moodle courses. This presentation reports on thedevelopment of a Moodle course designed to support students’discovery and usage of one such center at a small private university in southern Japan. Using pre-existing activities, a collection of quizzes was developed in order to help first- and secondyear students enrolled in basic English communication courses
learn about the SAC, its resources, and general best practices ofself-guided learning. In one semester, students were required

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to complete at least four quizzes for a portion of their gradein their English courses, which were also supplemented with
Moodle courses. In this presentation, the presenter will provide
a brief overview of the online course layout and activity features,
discuss implementation goals and challenges, and present several findings based on usage statistics and student survey responses. Goals and plans for further development of the course
will also be discussed.

Sunday 10:10 am – 10:40 am

Brett Milliner
Tamagawa University

H3C

Reading-while-listening to graded reader
audiobooks on mobile devices
Paper

For Japanese and most other students studying English as a foreign language (EFL), they face limited opportunities to engage
with English outside the classroom. Over the past decade, apopular approach to overcome this dearth of English input has
been the implementation of extensive reading programs. Morerecently, publishers of graded readers have created audiovisualmaterials to accompany many of their graded reader titles, andonline libraries such as Xreading (www.xreading.com) are making it easier for students to read or listen to graded readers on
their personal mobile device. This experimental study is interested in the development of English language learners’ listening
skills. More specifically, how increased language input via extensive reading and reading while listening to electronic books/
audiobooks affects listening skills. Changes in listening performance were compared among three groups of students (N=75)
studying at a Japanese university, namely: (1) a treatment group
who read 100,000 words of self-selected graded readers (n=21), (2) a treatment group who listened to over 100,000 words ofself-selected graded reader audiobooks (n=29), and (3) a control group who did not receive any extra English input (n=25).
Listening development was evaluated using TOEIC® and listening vocabulary size test (McLean, Kramer & Beglar, 2015) scores.
Results indicated that students who received the reading-whilelistening treatment achieved the largest increases in both measures of listening skill development.

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Sunday

9:30
Sunday 10:10 am – 10:40 am

10:10

Masami YASUDA
ex Kwansei Gakuin University

H3D

How to make use of eBooks and audiobooks
for EFL communicative activities
Show and tell

10:50

11:30

12:30

1:30

2:10

An increasing number of language teachers are using ICT technologies in CALL. Blending reading and audio listening, in particular, has been a challenge for CALL. eBooks and audiobooks
on mobile gadgets have rapidly become valuable for audio based
self-study of a variety of reading resources. This paper reports
on almost a decade-long action research of mine on adopting
eBooks and audiobooks for Japanese EFL classes on a university
level. Creating original eBooks and audiobooks is not impossible, but requires certain technical knowledge and consumes
time and energy. More and more popular stories are being available in public domain and some are uploaded with human narration to designated servers and on YouTube channels. Usingsuch resources, and preparing blank question form sheets forthe class to exchange, I have succeeded in creating good pairwork for meaningful communicative activities in remedialclasses. I will introduce the rationale for the pilot projects andsyllabus designs for audiobook based listening, reading andcommunication classes. I will share actual classroom-tested
lesson plans with a summary of the students’ evaluation of such
online assignments.
Plenary
Sunday 11:30 am – 12:30 pm

2:50

Laurence Anthony
Waseda University

H2A

Enhancing the CALL experience throughData-Driven-Learning: From words totexts and beyond
Corpus data and tools have played an increasingly importantrole in English language teaching and learning research. Native
speaker corpora, for example, can provide vocabulary experts
with valuable information on word frequencies and distributions, and help inform classroom teachers on appropriate language use in general and specialized contexts. Learner corpora,on the other hand, can help teachers identify common second

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language learner problems and provide evidence of language
growth and development. Nevertheless, the introduction of
corpora and corpus tools into the classroom for direct use bylearners as part of a Data-Driven Learning (DDL) approach isstill a relatively uncommon practice. This is despite an increasing amount of empirical evidence showing that DDL is often
more effective that traditional teaching methods. In this presentation, I will first briefly review the long history of researchand practice that supports the DDL approach before highlighting some of its obvious weaknesses and limitations in a CALL
context. Next, I will introduce some recent advances in corpus
tools development that allow teachers and learners adopting
the DDL approach to move beyond simple investigations ofword and multi-word unit forms and functions. Some of these
new tools allow us to probe language at the rhetorical and discourse level, and others allow us to see how people interact tocreate language. I will finish the presentation with some practical suggestions for integrating DDL into the CALL classroom
and ideas for future CALL-based research projects that can inform and improve on current DDL practices.
Session 2
Sunday 1:30 pm – 2:00 pm

1:30

Gordon Bateson, Alex Vazhenin, John Brine
Kochi University of Technology

H3B

Using gamification to activate learners in an
extensive reading and writing program
Show and tell

2:10

2:50

This presentation will introduce the rationale, design, implementation and functionality of a gamified Moodle course that
supports an extensive reading and writing course at a Japanese
university. The course combines standard Moodle featureswith several open-source Moodle plugins, that were developedby the presenter, to heighten the motivation and engagementof the students. To this end, the course page is converted to ascorecard showing the grades for individual activities, grade
categories and course total. The extensive reading program isadministered using the Reader module, in which students accumulate book covers as trophies as they work toward theirreading goal. Points for offline activities, such as the Reading
Journal and Poster Presentations, are awarded via a newly developed graphical interface in which teachers first tap the numbers of points and then tap icons which represent the students
to whom those points are to be awarded. The course also contains numerous help pages which are initially hidden, by use

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of Moodle conditional activities, and then revealed only if andwhen students need them. Finally, the presenter will show student feedback about the course, and plans will be outlined forenhancing the course further through the use of digital badges
to recognize and reward Reading achievements.

Sunday 1:30 pm – 2:00 pm

10:50

Louise Ohashi
Meiji University

H3A

Build English skills and increase motivation
with short films
Show and tell

11:30

12:30

1:30

2:10

2:50

This presentation shows how short films that are freely available on the Internet can be used to do activities that help students work on the four base skills (speaking, listening, reading
and writing), assist with receptive and productive vocabularydevelopment, and boost motivation. The films that will be introduced are all under four minutes in length and have no orvery little spoken language. A range of activities will be introduced in the presentation, with audience members invited toactively participate in some of the demonstrations and discuss
potential adaptations that can be done to foster learning in bothclassroom and out-of-class settings. The activities that will be
introduced have been used by the presenter in university-level
English classes in Japan. Informal feedback from students inclass discussions and their English self-study reports suggestthat the use of films had a positive impact, with students perceiving a wide range of learning benefits. Furthermore, theyreported feeling motivated when using films in class, which
prompted many of them to do self-selected tasks outside ofclass using films they had already seen or others that were recommended. This presentation introduces activities that can beadapted to suit a wide range of proficiency levels, but has lessto offer for beginners so is recommended for teachers at highschool level and above.

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9:30
Sunday 1:30 pm – 2:00 pm

10:10

Aya Yamasaki
Kanazawa Institute of Techonology

H3D

Utilizing English Central in a TOEIC® Listening& Reading Preparation ClassShow and tell

10:50

11:30

12:30

1:30

2:10

2:50

For students to become successful autonomous learners, it is
crucial to extend language learning to activities outside of class.
Online language learning applications are beneficial tools forstudents to immerse themselves in English outside of class because of their convenience and accessibility from smartphones
and/or PCs. However, the inability to closely monitor students’
online activity and progress frequently result in decreased student engagement and accountability. Students will often postpone their tasks until the end of a deadline or will simply fail tocomplete their assignments. To solve these problems, carefully
selected online materials should be interesting and meaningful
so that students can learn different language aspects from various contents. Teachers should be able to access students’ progress to provide direct feedback, as well. English Central is an online language learning application which can help to motivate
learners outside of class, improve pronunciation and listening
comprehension, and allow teachers to check students’ progress.
This presentation will address how English Central was used in
a 3-week intensive TOEIC® Listening & Reading (TLR) preparation class for non-English-major, Japanese university students.
The presenter will evaluate the effects of English Central on bothstudents’ motivation and TLR test results. Further suggestions
for future use of English Central in class, as well as the strengths
and limitations of the application will be discussed.

Sunday 1:30 pm – 2:00 pm

Tony Brunelli
Okayama Prefecture University

H3E

How making short videos brought my classback from the deadShow and tellThis show and tell presentation discusses how active learningchanged a conversation class without conversation into an engaging and fun learning experience. Teaching 2nd-year low proficiency learners for the first time, the presenter prepared what
he thought was an interesting syllabus and class plan. However,69

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12:30

when he was faced with unmotivated and almost completely unresponsive students in class he needed to revise his plan and finda way to stimulate language production. Starting with an overview of the first semester problem, the presenter will outline histrials and tribulations on his journey toward getting students
to actively speak and participate in class by having them makeshort videos. The levels of motivation and English engagement
increased as the teacher spent time with each individual small
group, working together on the idea, the script, and the treatment. But the presenter discovered that the most valuable, beneficial, and significant element of the communication process
did not come from the filming of the videos themselves, but
came during the editing of the videos where students and teacher were able to discuss together the best way to piece together
the videos. This provided a chance for students to present theircreative ideas in a relaxed and rather stress-free environment.
At the end of the semester, teacher and students discussed the
project and it was evident that students felt their learning motivation had increased and that making videos improved theirEnglish language confidence and advanced their technologicalcompetence.

Sunday 1:30 pm – 2:00 pm

1:30

Kelly Rose
Hiroshima Bunkyo Women’s University

H3F

Discovering Duolingo and theDuolingo English Test
Show and tell

2:10

2:50

Perhaps you have heard about this highly publicized language
learning app and wonder how to utilize it with your students.
Duolingo offers a range of digital,cross platform language
programs as well as an English language proficiency assessment. This session outlines two pilot programs, one using thefree English language app and the other using the Duolingo
English Test, conducted with a small group of university firstyear, low–intermediate proficiency English language learners. Qualitative survey results indicated a general improvement in various English language skills and, specifically with
the Duolingo English Test, a higher motivation for practicing
English speaking.This talk outlines the pilot programs’ procedures and shares some benefits, drawbacks and recommendations for duplicating these programs in other settings. Portions
from both language programs will also be demonstrated.

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9:30
Sunday 1:30 pm – 2:00 pm

10:10

Chris Tempest
Sojo University

H3H

How not to set-up an international online
exchange on Moodle
Show and tell

10:50

11:30

12:30

1:30

2:10

2:50

Whilst advances in the Internet and technology have contributed greatly to language learning in recent years, exposure toauthentic language encounter within a safe and controlled environment are hard to come by. The Moodle platform can be utilised to create a safe and controlled environment for students tostudy their target languages. This small scale project had a primary focus of facilitating communications and exchanges between a university in Japan and a university in the UK. The participants consisted of 32 students, 20 from Japan and 13 from the
UK. This presentation aims to highlight some of the problems
encountered when setting up and executing an online exchange
between Japanese learners of English and English learners ofJapanese. The project attempted to oversee online interactions
between the two groups via activities on the Moodle platform
and to encourage participation within a community and build
relationships. However, due to problems on both sides of the
project, the desired outcomes were not realised. Problems suchas activity preparation, student and teacher participation andawareness, time management and scheduling, and teacher toteacher communication are to name but a few. This presentation will highlight the obstacles throughout the project, discusspossibilities why they occurred, outline future changes to avoid
the same mistakes again and to make the audience aware of thepotential pitfalls of undertaking similar projects.

Sunday 1:30 pm – 2:00 pm

Bob Brown
Eigo Live, LLC

H3G

Long-term natural language acquisition
using interactive e-learning
Sponsored Show and tellwww.eigolive.jp is an interactive e-learning website that wasdeveloped based on neurological studies that prove the importance of stimulating students’ Broca area of the brain to ensure
long-term, natural language acquisition. This interactive system provides various situational listening, speaking, writing71

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12:30

and Q & A activities, without showing written text, that enable
students to naturally acquire language skills. Students actively
stimulate their Broca’s area by listening, pronouncing, typing
and choosing the correct answers to questions, without reading
dialogs or scripts. Basic through Expert levels are available tohelp students acquire general English skills or prepare for standardized tests such as Eiken, TOEIC and TOEFL. Short courses
for professionals can also help prepare adults to use English forcareers in transportation, hospitality, retail and business. The
presentation will introduce the theory behind the developmentof this system and demonstrate how the theory is put into practice to provide a convenient and effective learning tool for busy
students.

Sunday 1:30 pm – 2:40 pm

Blair Barr, Lee Arnold, Daniel Hougham,
Brett Milliner, David Gann
Tamagawa University

H2B

Learner Development SIG forum: Language
learners in the digital age
Workshop

1:30

2:10

2:50

This Learner Development SIG Forum at JALTCALL 2017 is an
inclusive, participant-friendly event featuring ideas for integrating language learning technology in the classroom and beyond while maintaining the focus on the learner. In the computer- and mobile-assisted language learning classroom, it iseasy to focus on computer applications as solely tools for teaching and easing the management of large groups of students.
However, with this focus, teachers can easily lose sight of theindividuals adopting these tools as autonomous learners both
inside and outside of the class. In this forum, timed rounds ofinteractive presentations about language learners engaging
with CALL tools such as online tests, digital flashcards, blogs,
and video-sharing websites will be followed by a discussion
circle. At this time, participants will be given an opportunity toreflect on the presentations while sharing their own researchexperiences, puzzles, and narratives about learner growth andlanguage development through the use of technology.
Presentations:
Lee Arnold (Seigakuin University), Blogs as informal LMSs forclass and course assignment contextualization and publication72

Sunday

9:30

10:10

Blair Barr & Brett Milliner (Tamagawa University), Online
testing for learner feedback and development
David Gann (Tokyo University of Science), Card Trick
Instructional Videos and Online Language Learning Resources
for Rescuing a Dying Class
Daniel Hougham (Hiroshima University), Using Quizlet to promote learner development

10:50

11:30

Sunday 1:30 pm – 2:40 pm

Guy Cihi
Lexxica – DMP

2D

Gamification of vocabulary acquisition –Words & Monsters
Sponsored Workshop

12:30

1:30

2:10

2:50

Each day, 500 million people spend 60-90 minutes playing addictive mobile games on their portable devices. What can welearn from these popular mobile games to help us create morecompelling learning materials and classroom experiences?
This presentation will summarize the key mechanics of popular puzzle-action, role-play adventure games, and demonstrate
Paul Howard-Jones’ findings on how and why specific types ofgame rewards increase the brain’s production of dopamine, aneurotransmitter associated with motivation, emotional attachment, and long-term memory. Attendees will also experience Words & Monsters, a new mobile game that automaticallyadjusts to each player’s lexical needs and then teaches receptive
comprehension of thousands of new high-frequency words overa very short time frame. The presentation will conclude with anopen dialog about the advantages (and disadvantages) of gamifying language learning for students and teachers.
Session 3
Sunday 2:10 pm – 2:40 pm

Robert SwierKindai University

H3H

Focusing on tasks in virtual worlds:
Mixing virtual and physical space
Paper

Interest in virtual worlds as arenas for language acquisition
is increasing, however existing literature has largely focusedon Second Life and similar platforms that by design present73Sunday

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1:30

numerous obstacles to easy modification of the environment
by novices. In this study, we present a sociocultural analysis oflearner interaction in Minecraft, a platform that makes modification by novices exceptionally easy. We implemented fivecommunicative tasks designed to encourage learner autonomy
and meaningful interaction. Four of the tasks incorporated aconcrete non-linguistic goal that necessitated communicating
effectively to bridge a gap in information, and one task incorporated a decision-making activity. All tasks required the participants to take consequential action in the virtual environment.
The participants included 14 students at a Japanese university,and data was collected over 13 sessions of 90-minutes eachthrough chat transcripts, pre- and post-study questionnaires,and post-study semi-structured interviews. The analysis will
examine the ways in which the interaction was influenced by
the technological tools, theoretical framework, and physicalenvironment. We will discuss the potential for interplay between real and virtual space, as the learners in this study were
physically in the same room during data collection, and could
see and hear each other directly while operating avatars in thevirtual space. Evidence indicates that the virtual space provided
a real-time extension, rather than replacement, of the physical learning space. Finally, we will highlight issues that practitioners may face when implementing mixed learning environments that include virtual spaces.

Sunday 2:10 pm – 2:40 pm

2:10

Keith Barrs
Hiroshima Shudo University

H3C

Corpus tools for research projects inthe language classroom
Show and tell

2:50

This presentation gives details of corpus-based online tools
which can be used to assist university students in the exploration, development, and writing of research projects. Focusing
on English education in Japan, it will first be shown how Google
Images can be used to explore the different meanings of thesame word in Japanese and in English. This involves limiting
Google searches to specific domains, such as google.com vsgoogle.co.jp, and then searching in each domain with various
scripts. This produces visual results which offer quick and interesting insights into how the same word can take on new, often
pragmatic meanings in a new language setting. These findings
can help generate areas of linguistic interest for individual research projects, such as investigating language contact, lexical74

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11:30

borrowing, and the linguistic landscape. Then it will be shownhow the Corpus of Contemporary American English (COCA)
can be used to further investigate these topics, taking the research into such areas as collocational behaviour and semantic
prosody. Finally, it will be shown how the recently-released application Writefull, built around corpora derived from google
books and google scholar, can be an excellent tool for helping
students choose the most appropriate vocabulary and phrases
when writing up their reports in academic English. This presentation will be useful for people wanting several quick, easy, andfree tools to help enhance their students’ undertaking of writing language-focused research reports.

Sunday 2:10 pm – 2:40 pm

Jean Ware
Tokai University Fukuoka Junior College

H3D

Doing collaborative writing using Google DocsShow and tell

12:30

1:30

2:10

2:50

Using Google Docs in a writing course enables students toquickly share their ideas with other students. This can develop
a sense of community and shared experiences because everyone sees everyone else’s sentences. Even shy students can participate without worrying about their pronunciation. Students
can also learn from each other’s mistakes. Using a topic-based
writing text, the presenter’s students wrote sentences in shared
Google documents (G-Docs). Once students had completed
their assigned sentences, the teacher added her sentences,and then corrected students’ writing. The reasons for the corrections were explained as they were entered into the Google
Doc. Students then used their corrected sentences to create final well-organized paragraphs. The presenter will (1) describe
the process of setting up shared Google Docs, (2) show a “topic
template” that was used in class, (2) tell how she used G-Docs
in class, (3) present examples of student writing from her class,and (4) show an example of the corrections she made and discussed during class. Other classroom applications of G-Docs
could include round-robin story writing, practicing grammar
points, building vocabulary through bilingual dictionaries andsample sentences, and small group compositions.

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9:30
Sunday 2:10 pm – 2:40 pm

10:10

Oliver Rose
Kwansei Gakuin University

H3A

Innovation in digital sentence translation tasks
Show and tell

10:50

11:30

12:30

1:30

Despite the various unique affordances of sentence translation
activities for language acquisition, they have been ignored bynative speaker teachers in language teaching for many years.
This is partly due to the fact that sentence translation activities
are often somewhat impractical for teachers to set, oversee andcorrect. In this presentation, however, I will demonstrate several different apps and websites that can be used to give students
sentence translation practice in more efficient, effective, andaccountable ways. I will share curated resources on Quizlet covering a wide range of levels and grammar points, which can also
be used with the PhraseBot app and www.apps4EFL.com for different kinds of practice of varying degrees of difficulty. Thesetasks can be offered as self-study resources or set for homework,with student usage and progress accountable to the teacher invarious ways. I will also show how Google forms can be used forconveniently carrying out formative or summative testing using sentence translation tasks.

Sunday 2:10 pm – 2:40 pm

2:10

Troy Rubesch
Otemon Gakuin University

H3B

Extending study abroad reflection withguided blogging through SNS
Show and tell

2:50

As the trend of sending Japanese undergraduates on study
abroad programs increases, many universities have developed
pre- and post-study abroad language and culture programs.
These programs are designed to prepare students for the challenges of study abroad before they depart and to help them ‘unpack’ their experiences when they return. However, students
may have little or no chance to document their learning while
they are overseas.
The presenter will discuss a pilot project utilizing theFacebook platform to document and share students’ language
and cultural observations and reflections during their experience abroad. Throughout their time overseas, students
were asked to write short blog-like Facebook posts on topics

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including: non-verbal communication; university life; manners, etiquette, and taboos; health; and perceptions of Japaneseculture. Students were also encouraged to reply to each other’sobservations.
These posts act as a valuable bridge between the students’
pre- and post- study abroad courses in Japan creating a longitudinal record of their cultural assumptions and awarenessbefore, during, and after their study abroad experience. This
allows for a thorough analysis and discussion of cultural differences and the cross-cultural interactional strategies, skills, andcompetencies they developed in their time abroad.
The presenter will share materials used in the course and discuss considerations for implementing study-abroad blogs.

Sunday 2:10 pm – 2:40 pm

Kazumichi Enokida
Hiroshima University

H3F

Visualizing original ESL podcasts with YouTube

12:30

1:30

2:10

2:50

Show and tell

The presenter has been involved in the development and delivery of weekly ESL audio podcasts for students at a national
university in Japan since 2008. More than 700 programs havebeen published online for the past nine years, and they generally rank well in iTunes Store. The podcasting system has been
based on the traditional RSS (Rich Site Summary) feeding, withwhich the subscribers can download the latest audio files, using aggregator software like iTunes. More than ten years after
Stanley (2006) pointed out the potentials of podcasting for mobile learning, there are more diverse ways of sharing information, such as Twitter, Facebook, and YouTube. It is expectedthat exploiting these popular media will help us reach wider
audience more efficiently. In this presentation, the potentials of
utilizing YouTube to deliver original audio-based ESL podcasts
are reported on. The presenter started delivering these listening materials, converted to video clips by adding images to audio clips, on YouTube a year ago, and more than 50 programs
have been published there. The new system was found highly
beneficial: Not only does YouTube make it easier to spread the
updates to users of different media and devices, the “Analytics”
page provides statistical information that was hard to find in
the traditional podcasting system involving RSS feeds, including the demographics of listeners and the popularity of each episode. The presenter will show the data from the past year andshare some thoughts on the types of episodes listeners seem to
be more attracted to.

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9:30

Session 4
Sunday 2:50 pm – 3:20 pm

10:10

Jeremy Eades, Euan Bonner and Daniel Worden
Kanda University of International Studies

H3B

Expectations and reality: Preliminary findings
from a digital literacies survey
Paper

10:50

11:30

12:30

1:30

2:10

As digital devices become more common in the classroom, it’s
imperative that teachers not assume students’ digital literacy
skills when it comes to planning and creating coursework, eventhough many of the students entering tertiary institutions are
considered “digital natives”. This presentation will investigate
and discuss the findings from an end-of-year survey of nearly
400 freshmen at a foreign languages university in which all
incoming students are required to have an iPad. The survey isdesigned to assess basic iPad literacy skills gained over the firstyear of university, as well as other digital skills commonly usedin the classroom including spreadsheet, slideshow and word
processing skills, and digital collaboration skills through different social networks and cloud sharing apps. The presenterswill discuss preliminary results, including which digital literacy
skills are commonly learned and which require explicit instruction, as well as potential implications for classrooms using
iPads, and future directions for the survey and further research.

Sunday 2:50 pm – 3:20 pm

Kurtis McDonald and Mayumi Asaba
Kobe College

H3C

Student perceptions of video-recorded group
discussion and reflection tasks

2:50

Paper

Although the development of second language (L2) speaking
ability is often a central goal of Japanese university English
programs, the ephemeral nature of speech presents inherent
challenges for both instructors and students to monitor output,
notice weaknesses, and make improvements. Unlike L2 writing
instruction, the ability to review and reflect on L2 spoken output is typically hindered by the lack of a tangible record of what
was said and the opportunity for both students and instructors
to reflect on how it may be improved. However, with greater
access to technological tools for both capturing and sharing
video recordings of in-class group discussions, it is now easier78

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than ever to address these typical limitations through the use oftechnology-mediated task-based language teaching (TBLT). But
what do students think about such tasks?
This mixed method study was designed to reveal student
perceptions of video-recorded group discussion and reflection tasks through data collected from survey responses, focus
groups, and individual interviews. First, an overview of a yearlong series of video-recorded 10-minute group discussion andreflection tasks employed in five sections of a required English
Oral Communication class at a Japanese university will be provided. Then, the survey results from 95 first-year students will
be discussed alongside illustrative excerpts from the three focus group and four individual interviews. Although the findings
suggest that students generally perceived the tasks as useful,challenging, and fun, a variety of factors were also identified
that students believed limited their improvement in speaking
English and self-confidence for doing so.

Sunday 2:50 pm – 3:20 pm

Bruce Lander and Tetsuaki Miyoshi
Matsuyama University

H3E

Australian-Japanese multimodal e-Books forlanguage and cultural exchange

1:30

2:10

2:50

Paper

The way the younger generation actively learn inside and outside the classroom is very much influenced by the multimodal
technologies they are currently adopting. The younger generation of today seem to be continually immersed in technology.
The way in which they telecommunicate with each other also
seems to change each year. However, for the most part, foreign
language students in Japan use their devices to communicate
together and often not in the target language. If technology is
involved there is a far greater potential for authentic language
learning exchange to occur with actual native speakers abroad.
This paper presentation will introduce a collaborative
e-learning exchange project between high school students
in Japan and Australia sponsored by the Australia-JapanFoundation. Students in Japan learning English, created 5 setsof multimodal digital stories introducing local and national cultural elements. Whereas students in Australia did the same, but
in Japanese. All digital stories were exchanged every 2 months
over the course of one academic year. Students in Australia
provided feedback through an online wiki, whereas students
in Japan did the same, but in Japanese. Student created eBooks
were made with various forms of iPad apps including Comic Life,

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10:10

iMovie, PuppetPals, Tellagami and Book Creator for iPad. If you
are interested in learning how to introduce more iPad apps that
promote creativity and provide an excellent opportunity for
language exchange with real, similar aged speakers, then pleasecome to this presentation. Several samples of student createdmaterials will be shown.

Sunday 2:50 pm – 3:20 pm

10:50

Nobue Tanaka-Ellis and Sachiyo Sekiguchi
Tokai University

H3F

Flipped and blended to implement an effective
learning environment for CLIL
Paper

11:30

12:30

1:30

2:10

2:50

The rapid advancement of technology, especially in the past two
decades, has had a dramatic effect and has transformed educational environments. This paper concerns one of the transformed learning environments for a Content and Language
Integrated Learning (CLIL) course that teaches leadership skills
through English at a university in Japan. The course was delivered in a highly complex environment, combining flipped-,
blended-, and ubiquitous learning modes, in order to provide
arenas to teach authentic content, support student understanding, and create opportunities to produce comprehensible
output in the class. The students used tablets or smartphones
to learn leadership skills from a commercially available MOOC
course that was reorganised and uploaded to a mobile app called
Handbook by the course coordinator to suit the students’ L2levels. Handbook was used as the hub for accessing course materials for self-study. The coordinator expected the students togo through the materials in the following sequence before attending each class: 1) notice [e.g., descriptions of weekly objectives and tasks]; 2) MOOC videos [with separate transcripts]; 3)
core articles; 4) related articles; and 5) tasks [open-ended questions on the weekly objectives and short answers]. Student logs
collected from Handbook were analysed to see what materials
were accessed before, during, and after each class. The results
indicated that this combination of learning modes supported
learners with varying L2 levels, from intermediate to advanced,
through both video and text-based study materials anytime andanywhere during the semester.

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9:30
Sunday 2:50 pm – 3:20 pm

10:10

Martin Meadows
Nayoro City University

H3G

Introducing the Moodle Reader to Japanesehigh school students
Paper

10:50

11:30

12:30

1:30

2:10

2:50

This presentation reports on a project conducted in which
the Moodle Reader was introduced to a third-year highschool English class as an extra-point, active-learning option. Research objectives were to investigate whether an independent, (not very) extensive reading program could improvestudents’ attitudes and motivations to reading in English andlead to measurable increases in reading speed and accuracy. A
questionnaire concerning reading habits and attitudes towards
reading in English was given to students before the program
was introduced, and their attitudes and experiences with the
Moodle Reader were queried with another questionnaire after
the program ended. Reading speeds and accuracy were measured by timed reading tests both before and after the program
and results analyzed to determine if any significant improvements were detectable.
This presentation will discuss the significance of results andconsider whether use of the Moodle Reader as a low-level extensive-reading activity in high school English classes can yield significant benefits for students.

Sunday 2:50 pm – 3:20 pm

Brian Teaman
Osaka Jogakuin University

H3H

Five years of tablets in the university
classroom: What we’ve learned
Paper

Our University which includes 2 year and 4 year programs isnow beginning the sixth year of all students having their own
tablets. We were the first in Japan to have such a program andtherefore have a lot of knowledge to offer those who are interested. The goal of this paper is to give a broad overview of all aspectsof tablets in our classroom and what we have learned by doing
it. It will describe how iPads were chosen and why. It will cover
how they are being used in classrooms across the curriculumwith a special focus on the English language classroom where
they are the main source of material for all first year English

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classes. The paper will cover the use iBooks and how in-housebooks are being created and maintained. It will cover apps thatare being used and the logistics of getting iPads set up for firstyear students. It will talk about the limited teacher training andthe barriers to better training. It will give some suggestions fortraining programs. It will present the methods and benefits of
having access to the internet and what amounts to a language
lab and bookshelf in every students’ hands. This paper will be ofinterest to all who are interested in technology in the classroom,
but especially for those who might be considering how to start asimilar program or considering a more extensive use of tabletsin the language classroom.

Sunday 2:50 pm – 3:20 pm

Blair Barr
Tamagawa University

H3D

Building and learning together with Quizlet
Show and tell

12:30

1:30

2:10

2:50

Although digital flashcard technology has been with us for sometime, Quizlet.com took this technology to a new level by introducing the interactive team game called Quizlet Live in 2016. In
this game, learners can work together using their smartphones
or other devices in a team race to identity target vocabulary.
Although many teachers have caught on to the interactive benefits and motivational enthusiasm generated in the classroom
with this tool, there are in fact several ways to get learners involved in the development of Quizlet flashcard sets to help deepen their own learning while supporting the learning of theirpeers. This presentation will demonstrate how to create flashcard sets containing translations, pictures, definitions, and gap
sentences. In addition, the presenter will prepare some interactive demonstrations of the activities used over this past yearthat students have praised as both a valuable and engaging partof their vocabulary learning experience. You will also be shownhow to create class sets, edit those sets, interact with those sets,and ultimately play games with fellow participants using thesets you will create as a group. Bring your smartphones, tablets,or laptops, and prepare to engage with vocabulary and your fellow participants in an increasing popular and enjoyable way.

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Schedule
Friday June 16th
Pre-conference workshops: 18:00-21:00(Bring your own device.)

Saturday June 17th
09:00 – 17:00

Registration

10:00 – 10:30

Session 1

10:40 – 11:10

Session 2

11:20 – 11:50

Session 3

12:00 – 12:30

Video Plenary

12:30 – 13:30

Lunch

13:30 – 14:00

Session 4

14:10 – 14:40

Session 5

14:50 – 15:20

Session 6

15:30 – 16:00

Session 7

16:10 – 16:40

Posters

17:00 – 18:10

Keynote Address

18:30 – 21:00

Reception

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Schedule

Sunday June 18th
09:00 – 15:00

Registration

09:30 – 10:00

Posters

10:10 – 10:40

Session 1

10:50 – 11:20

AGM

11:30 – 12:30

Plenary

12:30 – 13:30

Lunch and JALT OGM

13:30 – 14:00

Session 2

14:10 – 14:40

Session 3

14:50 – 15:20

Session 484

Access
By airOn arrival at Matsuyama airport, look for signs for the Limousine
Bus departure zone. Take the Limousine Bus to Matsuyama JReki. A 20-minute journey. ¥570.
From there, transfer to the tram line, destination
Takasagocho (高砂町) or Teppocho (鉄炮町)This is a further 15–20 minute journey.
Google Map directions:
https://goo.gl/maps/EPyggY55jV32
Here is a slightly alternative route:https://goo.gl/maps/CXFy8PCPra22

By taxi

About ¥2,500

By rail

Access from JR Matsuyama station: Take the tram from the tram
port in front of the station to Takasago-cho.
On alighting at Takasago-cho, it is a 6 min walk to the venue
https://goo.gl/maps/BnH4Ez3wJt32

By highway bus

After alighting at Okaido (大街道) you can walk or take the tram.
On foot its a very nice 20 min walk past the castle:
https://goo.gl/maps/zjJ6URU5BWw
Take the city tram (21mins):
https://goo.gl/maps/BnH4Ez3wJt32
After alighting at Shi-eki 市駅 take the tram using this route (27mins):
https://goo.gl/maps/k6g9a3ovvHK2

By carThere will be limited parking available for up to 20 cars during
the conference. Please come to the university main entrance,
temporarily park your car and come to the conference registration desk to obtain your guest-pass.

85

Local Area Map

86

Campus Map

is a SIG of87

Floor Plans
Matsuyama University

3rd Floor

4th Floor

1st Floor

2nd Floor88