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Table of Contents / Schedule Highlights
Friday Evening PechaKucha​ & ​Saturday Evening Reception Dinner​ ---------------------------- 2
Site Map - Konan CUBE​ & ​Message from the President of Konan University​ ------------------ 3
Message from the Conference Chair​ -------------------------------------------------------------------- 4
PanSIG 2019 Committee​ ----------------------------------------------------------------------------------- 5
PanSIG 2019 Proposal Readers​ --------------------------------------------------------------------------- 6
JALT Code of Conduct​ -------------------------------------------------------------------------------------- 7
Acknowledgments​ & ​Sponsored Presentations​ ------------------------------------------------------ 8

JALT Special Interest Groups​ ----------------------------------------------------------------------------- 9-13
Saturday Morning Events​ ---------------------------------------------------------------------------------- 15-27
9:30-10:30 - ​Plenary Interview 1​: Siew Ming Thang ---------------------------------------- 15

10:35-12:00 - ​Presentations​ ---------------------------------------------------------------------- 16-27
10:35-12:00 - ​SIG Forums​ (CUE, BILING, MAVR, CEFR&LP) -------------------------------- 18-19
11:05-12:00 - ​Poster Session 1​ ------------------------------------------------------------------- 22-25

Saturday Afternoon Events​ -------------------------------------------------------------------------------- 29-52
1:00-2:00 - ​Plenary Interview 2​: Stephanie Ann Houghton ------------------------------- 29

2:05-6:00 - ​Presentations​ ------------------------------------------------------------------------- 30-52
2:05-3:30 - ​SIG Forums​ (CALL, CRIT, LLL, GALE, OLE) -------------------------------------- 32-33
3:05-4:00 - ​Poster Session 2​ ---------------------------------------------------------------------- 39-42
4:05-5:30 - ​SIG Forums​ (ICLE, BRAIN, TYL, SDD) --------------------------------------------- 45

Sunday Morning Events​ ------------------------------------------------------------------------------------ 54-70
9:35-12:00 - ​Presentations​ ----------------------------------------------------------------------- 54-70
10:35-12:00 - ​SIG Forums​ (GILE, TBL, THT, SA, LD) ----------------------------------------- 61

11:05-12:00 - ​Poster Session 3​ ------------------------------------------------------------------- 64-67
12:00-1:00 - ​PanSIG 2020 Planning Meeting​ ------------------------------------------------- 70

Sunday Afternoon Events​ ---------------------------------------------------------------------------------- 72-84
1:00-2:00 - ​Plenary Interview 3​: Kensaku Yoshida ------------------------------------------ 72

2:05-3:30 - ​Presentations​ ------------------------------------------------------------------------- 73-84
2:05-3:30 - ​SIG Forums​ (TD, BizCom, VOCAB, LiLT) ---------------------------------------- 76

2:35-3:30 - ​Poster Session 4​ ---------------------------------------------------------------------- 80-82
3:35-4:00 - ​Closing Ceremony​ ------------------------------------------------------------------- 84

2019 PanSIG Journal​ Call for Papers​ --------------------------------------------------------------------- 86

Index of Presenters​ ------------------------------------------------------------------------------------------ 87-88

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Friday Evening PechaKucha
To kick off the JALT PanSIG 2019 conference, the Hirao
School of Management (CUBE) at Konan University andNishinomiya PKN​ invite you to welcome a new era(REIWA) in Japan. Come join us for a fun-packed
evening of creativity and inspiration. This event isauthorized by​ ​PechaKucha 20x20​.
Details
Date: Friday, May 17, 2019
Time: 6:40 pm - 9:00 pm
Cost: ¥1,000 (includes 1 drink)
See the​ ​event webpage​ for more information.
What is PechaKucha?
PechaKucha is a presentation format that uses exactly
20 slides. Each slide is shown for exactly 20 seconds. So,
the presentation is finished in 6 minutes 20 seconds. For
more information, see the​ ​PechaKucha page on Wikipedia​.

Saturday Evening Reception Dinner
The PanSIG 2019 Reception will be held on-site in the 5th Floor Atrium​ ​of Konan University,
CUBE Campus on Saturday, May 18th from 6:00 pm - 8:00 pm for those conference attendees
who ​pre-registered​ and ​paid​ for the reception.
Details
Date: Saturday, May 18, 2019
Time: 6:00 pm - 8:00 pm
Location: 5th Floor Atrium
Cost: ¥3,000 (pre-registration required)
Only those who pre-registered will receive a special name tag required to be able to attend thereception and registration is limited to 150 people. We apologize but tickets for the reception
will not be sold on-site. Your understanding is appreciated.
Room 501 on the same floor has been reserved as the cloak room for this event. It will not be
staffed, but teachers are welcome to put their bags there with the understanding andknowledge that PanSIG takes no responsibility for any loss or damage.

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Site Map - Konan CUBE

Message from the President of Konan University
It is a great honor for Konan to be hosting PanSIG 2019 and we
warmly welcome practitioners and researchers from across theglobe to the Hirao School of Management in Nishinomiya.
Last month, Konan Gakuen celebrated its centenary. For the past 100
years, Konan has been following the educational philosophy of our
founder Hachisaburo Hirao, who believed that education shouldcultivate the mind and body while nurturing the innate talent thateach student possesses. The university will strive over the next
century to further improve its educational standards, thereby satisfying the demands of anincreasingly global society while helping to develop future leaders.
On behalf of Konan University, I wish to extend my best wishes to all of you for a fruitfulconference and a wonderful stay in Nishinomiya.
Yoshiyuki Nagasaka, PhD
President, Konan University3Return to ​Table of Contents/Schedule Highlights

Message from the Conference Chair
Dear PanSIG attendees,
On behalf of the 2019 PanSIG committee, I’d like towelcome you to the beautiful Nishinomiya Campus ofKonan University for the 18th annual PanSIG conference.
This year, nearly all of the Special Interest Groups of theJapan Association for Language Teaching areparticipating. These SIGs have provided volunteers toadvise on conference planning, submissions review,
registration, and on-site conference services. This event has been formed through their hard
work and dedication. Without their contributions, this conference would not have beenpossible!
We hope that you will enjoy your time here and make new acquaintances and friends at theconference. PanSIG 2019 features over 250 presentations and forums ranging across teachingcontexts, methodologies, pedagogies, and SIG topics. In planning for PanSIG 2019, thecommittee has tried to provide a platform for speakers and topics that rarely are able to present
to an audience as large and diverse as the one at our conference. The three plenary speakers will
provide insight into areas that, though specialized, are applicable to all who are teaching
languages in Japan and around the world. Special thanks is due to Dr. Stephanie Ann Houghton,
Dr. Siew Ming Thang, Dr. Kensaku Yoshida, Dr. Robert Lowe, Mr. Matthew Turner, and Mr.
Matthew Schaefer for donating their time and expertise to the conference.
As well, the conference planners sought to remove barriers that would otherwise prevent
anyone from attending the conference. By reaching across teaching contexts, professional
affiliations, languages, genders, and nationalities, we hope to acknowledge and respect thecontributions of all who are active in the profession. PanSIG, and JALT at large, is not just foruniversity educators; it is also for eikaiwa teachers, ALTs, and public school teachers. It is not
only for L1 English speakers; it is for everyone.
Another important goal for PanSIG 2019 is to significantly reduce its environmental footprint.
What we consume and produce in conducting and attending a large conference affects everyonein the shared space we are using as well as around the planet. We encourage you to join us in ourefforts to reduce this impact by donating to our environmental levy and by using reusable
goods. Please proudly carry your travel mugs and think green!
In closing, whether you are here to present, promote, interact, or just listen, I hope you leave
Nishinomiya with some new ideas, some new friends and a greater appreciation for all theperspectives and voices in our field.
Michael Hollenback
Kobe City University of Foreign Studies

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PanSIG 2019 Committee
Executive
Conference Chair

Conference Site

Michael Hollenback

Conference Co-Chairs Aleda Krause
Jennie Roloff Rothman

Environmental

Brent Simmonds

Assistant
Treasurers

Michael Phillips
Jack Barrow
Ryan Hagglund
Forrest Nelson
Tadashi Ishida
Oana Cusen
Alexandra Shaitan

Assistant
Registration

Lyndell Nagashima
Simon Bibby
Amanda Gillis-Furutaka
Oana Cusen
Andy Barfield
Chris Hastings
Robert Morel

Plenaries

Matthew Turner

RPAC Representative Joel Laurier
SIG Rep. Liaison

Mark Brierley

Treasurer

Peggy Ishikawa

Site Chair

Roger Palmer
Program

Submissions

Wendy M. Gough
Jamie Taylor

AM Liaison

Jason Pratt

Handbook

Kurtis McDonald

Scheduling

Jennie Roloff Rothman

Registration

Maria Gabriela Schmidt Student Volunteer
Margit Krause-Ono
Coordinators

PanSIG Journal

Debopriyo Roy
John Blake

Analytics

Jim Sick

Scott Houghton
Jeanette Kobayashi

Public Relations

5

PR ChairMehrasa Alizadeh

WebsiteBill Pellowe

Illustrator

James Dunn

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PanSIG 2019 Proposal ReadersThomas Bieri
Brian Birdsell
Jean-Pierre J. Richard
Ian Munby
Raymond Stubbe
Brandon Kramer
J. LakeTyler Kinkade
Edward Schaefer
Bill Pellowe
Marybeth Kamibeppu
Donna Fujimoto
Rudolf Reinelt
Lorna Beduya
Forrest Nelson
Tadashi Ishida
Robert Morel
Javier Salazar
Wayne Devitte
John Maurice Gayed
Eleanor Carson
Mandy Mashima

Lesley Ito
Aleda Krause
Steve Cornwell
Amanda Yoshida
Marc Jones
Pelin Derinalp
Adrianne Verla Uchida
Wendy M. GoughPeter Brereton
Tanja McCandie
Jennie Roloff Rothman
Neil Talbert
Curtis Kelly
Mehrasa Alizadeh
Tara McIlroy
Mizuka Tsukamoto
Dominic Edsall
Michael Hollenback
Brian GallagherPeter IlicMaria Gabriela Schmidt
Kashif Raza

Andy BarfieldKashif Raza
Larry Xethakis
Kym Jolley
Henry Foster
Sandra Healy
Rob Campbell
Chhayankdhar Singh RathoreDavid Kluge
Ryan Hagglund
Eric Hauser
Margit Krause-Ono
Jamie Taylor
Parisa Mehran
Hugh Nicoll
Joseph Dias
Anna Belobrovy
Barry Keith
Bob Ashcroft
Akiko Tsuda
Alan Simpson

We would like to thank everyone who volunteered to review proposals for the 2019 JALT PanSIG
conference. Reading and making suggestions for improving the proposals helps support ourcommunity in various ways. Your feedback is invaluable for potential presenters because it
helps them clarify their ideas and ensure the PanSIG conference offers quality presentations. It
also helps presenters write better proposals for future conference submissions.
We recognize the proposal readers are busy and appreciate the time they took during spring
break to support the PanSIG conference. Reading proposals is an integral part of planning a
successful conference. Therefore, we would like to extend our thanks to the PanSIG 2019conference proposal reading team.
All the best,
Submissions & Review Co-chairs
Wendy M. Gough and Jamie Taylor

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JALT Code of Conduct
JALT is an organization that encourages diversity and inclusion which welcomes people of allraces and genders from around the world. To ensure a safe and professionally-satisfying
experience for all at PanSIG, attendees are asked to read and abide by the JALT Code of
Conduct.
JALT seeks to provide a safe, hospitable, and productive environment for all JALT members,
staff, volunteers, and event attendees, regardless of nationality, ethnicity, religion, disability,
physical appearance, gender, or sexual orientation. JALT prohibits any intimidating,threatening, or harassing conduct during JALT events and any socializing related to those
events.
You can read the entire JALT Code of Conduct at ​https://jalt.org/main/jalt-code-conduct
Ideas of how to improve the Code and make JALT an even more inclusive organization are
welcome at the Code of Conduct table throughout the conference.

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Acknowledgments
We would like to thank Konan University Nishinomiya Campus (CUBE) for their cooperation in
hosting PanSIG 2019 and to express our gratitude to the student volunteers for providing
additional support onsite. We are also grateful for the support of the following publishers andmaterial developers as well as other sponsors for their participation in making the conference a
success.
ABAX ELT Publishing http://www.abax.co.jp
BINGOBONGO Learning http://www.bingobongokids.com
englishbooks.jp http://www.englishbooks.jp
Global Stories Press http://www.globalstoriespress.com
Oxford University Press http://www.oupjapan.co.jp
PAWS International http://www.paws.international
Tanuki Games http://www.tanukigames.org
Tryalogue Education http://www.tryalogue.co.jp
Xreading http://xreading.com

PanSIG 2019 Sponsored Presentations
SAT

SUN

10:35

Helping Students Discover Conversation
Andy Boon(Sponsored by englishbooks.jp)

9:35

Engaging and Communicative
Classroom Games
Juha Vaittinen & Stephen Case(Sponsored by Tanuki Games)

2:35

Communication in the 21st Century
Tom Kim(Sponsored by Tryalogue Education)

10:35

Freewriting for Writing Development
John Spiri(Sponsored by englishbooks.jp)

3:05

Running Downwind:
Overcoming the Obstacles to SLA
Alastair Graham-Marr(Sponsored by ABAX ELT Publishing)

11:05

Goodbye To Days of Students
Not Doing Homework
Jeremy Lanig(Sponsored by BINGOBONGO Learning)

4:35

Widgets Inc.: A Task-based Course
in Workplace English
Marcos Benevides(Sponsored by englishbooks.jp)

11:35

Active Learning Through Content
Brian Cullen(Sponsored by PAWS International)

5:05

Xreading: What’s New and What’s Coming
Paul Goldberg(Sponsored by englishbooks.jp)

8*All sponsored presentations are 25 minutes
and will be held in ​Room 304.

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JALT Special Interest Groups
JALT SIGs are (inter)national in scope and are thematically diverse, based on shared academic, research, orpedagogical interests. Each SIG provides virtual and physical networks for members, which include online forums,
email lists, and groups on social networking sites. Many also produce one or more publications such as newslettersor journals, hold mini-conferences or forums at major conferences throughout the year, and sponsor andco-sponsor events with chapters and other SIGs, providing great opportunities to support the professional andcareer development of their members. PanSIG is an annual conference organized by members of sponsoring SIGs
and an outgrowth of the networks developed by them. It is meant to be an intimate, mid-sized conference where
SIGs take center stage, a place where SIG members can network and interact with other SIG members. All new andrenewed JALT memberships include membership in one SIG. If you haven’t joined JALT or haven’t renewed your
JALT membership, this conference is an opportunity to get to know the wide array of JALT SIGs and choose one (ormore) that fits your interests. Please take this opportunity to get to know other SIGs.

Bilingualism SIG (BILING)*​

2019​*​ ​specifies SIG Forum held at PanSIG

The BILING SIG provides support to families who are bringing up children in two or more languages in Japanesecontexts. Our newsletter,​ Bilingual Japan​, includes practical information about bilingual parenting, as well as
academic and theoretical issues. We also promote research and publish an annual journal and monograph.
BILING SIG Forum​ - Saturday (10:35-12:00) Room 202 - ​Keep it Positive: Raising Young Bilingual Children

Business Communication SIG (BizCom)*
The BizCom SIG is intended to develop the discipline of teaching English conducive to participation in the world
business community. We wish to provide instructors in this field with a means of collaboration and sharing bestteaching practices.
BizCom SIG Forum​ - Sunday (2:05-3:30) Room 202 - ​The Business Communication SIG's World Café ForumCEFR and Language Portfolio SIG (CEFR&LP)*
CEFR&LP SIG wants to discuss the Common European Framework of Reference (CEFR) and European Language
Portfolio (ELP), and other similar frameworks and their relevance for Japan. There is an emphasis on developing
materials to support educators who would like to use these pedagogic tools.This is currently practically pursued
in a ​Kaken​ Project. Also, the bilingual Language Portfolio aimed at Japanese universities is available on the SIG
moodle.
CEFR&LP SIG Forum​ - Saturday (10:35-12:00) Room 303 - ​CEFR: Application and Perspectives in Japan

College and University Educators SIG (CUE)*
CUE’s goal is to provide a forum for the presentation and discussion of educational activities, ideas, and researchof broad interest to college and university educators in Japan. If you are involved in tertiary education and arecommitted to professional development, you are CUE, too. CUE publishes several issues of the ​OnCUE Journal
and the​ CUE Circular​ newsletter annually.
CUE SIG Forum​ - Saturday (10:35-12:00) Room 201 - ​Teaching English at Japanese Universities

Computer Assisted Language Learning SIG (CALL)*The CALL SIG serves the interests of language teaching professionals who are interested in bringing together
knowledge and skills of technology and language learning. CALL practitioners work in a variety of educationalsettings: private language schools, elementary and secondary schools, as well as colleges and universities.
CALL SIG Forum​ - Saturday (2:05-3:30) Room 201

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Critical Thinking SIG (CT)*The CT SIG was established for the purpose of providing a clear but ever-reforming definition of critical thinking;to provide a forum for the discussion of critical thinking and praxis; to provide research opportunities to language
educators interested in promoting critical thinking; and to provide an area where language teachers can enjoy
friendly, professional and engaging examination of the rationale, validity, and the critical importance of its
instruction in various environments.
CRIT SIG Forum ​- Saturday (2:05-3:30) Room 202 - ​Critical Thinking and Teacher Development

Extensive Reading SIG (ER)The ER SIG exists to help promote Extensive Reading (ER) in Japan. Through our website, our newsletter, the ​ERJ
Journal,​ and presentations throughout Japan, we aim to help teachers set up and make the most of their ER
programmes.

Gender Awareness in Language Education SIG (GALE)*
The purpose of the GALE SIG is to research gender and its implications for language learning, teaching, andtraining. We welcome submissions for our newsletter (spring, summer, and fall issues) on topics, both theoreticaland practical, related to the SIG’s aims. Book reviews, lesson plans, think pieces, poetry– basically anything
related to gender and language teaching is welcomed.
GALE SIG Forum​ - Saturday (2:05-3:30) Room 302 - ​Addressing Gender Equity

Global Issues in Language Education (GILE)*
GILE aims to promote global awareness, international understanding, and action to solve world problems
through content-based language teaching, drawing from fields such as global education, peace education,
environmental education, and human rights education. GILE SIG produces a quarterly newsletter, organizes
presentations for local, national, and international conferences, and maintains contacts with groups ranging
from Amnesty International to Educators for Social Responsibility to UNESCO.
GILE SIG Forum​ - Sunday (10:35-12:00) Room 201 - ​Global Citizenship through Model United Nations

Intercultural Communication in Language Education (ICLE)*
ICLE SIG, JALT's newest SIG, aims at filling the gap within the existing SIGs at JALT, by exploring various ways
language teachers could help shape their students' intercultural minds, raise their students’ cultural
self-awareness, and educate for intercultural understanding. It will promote discussion about (1) various
approaches to teaching intercultural communication in a language classroom, allowing educators to become
better informed about language intercultural education theory, as well as (2) the development of resources
appropriate to a foreign language teaching environment, taking into consideration the practical challenges oftaking culture into account in the language classroom.
ICLE SIG Forum​ - Saturday (4:05-5:30) Room 201 - ​Bring Culture into the Foreign Language Classroom

Japanese as a Second Language SIG (JSL)
日本語教育研究部会(JSL SIG)の役割は、第二言語としての日本語指導、日本語学習、日 本語 教育 研究の向上を目指し、指導、学習、研究のための資料や情報を与えることです。日本語の指 導者、 学習者、研究者の皆様加入大歓迎です。発表の援助をし、ニュースレタ ーと論文集を発行 するので 論文・記事の寄稿を歓迎します。

The mission of the JSL SIG is to serve as a resource for promoting JSL teaching, learning, and research. We
welcome JSL teachers, learners, and researchers to join and take an active role in our SIG. We sponsor
presentations and publish a newsletter and a journal.

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Learner Development (LD)*The LD SIG is a lively, energetic group sharing an interest in ways to promote learner (and teacher!) development
and autonomy.
LD SIG Forum​ - Sunday (10:35-12:00) Room 303

Lifelong Language Learning (LLL)*
We offer a bright future to our aging society. The energy of older learners who wish to lead active lives is flowing
all over Japan. LLL is willing to help these older learners enrich their lives through language learning. LLL also
provides resources and information for teachers who teach English to older learners by holding events andpublishing online newsletters.
LLL SIG Forum​ - Saturday (2:05-3:30) Room 301 - ​Lifelong Learning Begins With A Story

Literature in Language Teaching SIG (LiLT)*
LiLT started up to encourage and promote the use of literature in the language classroom. Literature provides
real content to engage and to motivate our EFL students.
LiLT SIG Forum​ - Sunday (2:05-3:30) Room 302 - ​Texts That Work

Materials Writers SIG (MW)The MW SIG was established to help members turn fresh teaching ideas into useful classroom materials. We try to
be a mutual assistance network, offering information regarding copyright law, sharing practical advice on
publishing practices, including self-publication, and suggesting ways to create better language learning materials
for general consumption or for individual classroom use.

Mind, Brain, and Education SIG (BRAIN)*
The Mind, Brain, and Education SIG is a forum for language educators and researchers to share insights inneuroscience. We hope to be a driving force in bringing relevant new discoveries in psychology, cognitive
neuroscience, and neurolinguistics into language teaching in Japan.
BRAIN SIG Forum​ - Saturday (4:05-5:30) Room 202 - ​Join the (Inter)action With the BRAIN SIG

Mixed, Augmented, and Virtual Realities SIG (MAVR)*
Mixed, Augmented and Virtual Realities is not a new concept or area of study, but it is an area that is beginning to
be implemented at a larger scale in many other fields. Environments that employ these tools and concepts arebeing applied to medicine, engineering and education. There are those of us working in this area connected toeducation here in Japan and more specifically language education in Japan. The MAVR SIG is not just about thetechnology, it is also looking into what these technologies mean for how we communicate and learn as we create
and augment our own reality.
MAVR SIG Forum​ - Saturday (10:35-12:00) Room 302 - ​Hands on MAVR: Immersive Reality Platform Training

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Other Language Educators SIG (OLE)*
The OLE SIG was founded in 1996 in order to serve the special needs of learners and teachers of a wide variety oflanguages (German, French, Chinese, Korean, Spanish, Russian, etc.). OLE can also be considered part of peaceeducation as languages are also thought to be instrumental in developing cultural empathy, opening up our
minds to other concepts and ideas, and enabling us to reflect on our own.
OLE SIG Forum​ - Saturday (2:05-3:30) Room 303 - ​Allophone Students: Who Are They?

Pragmatics SIG (PRAG)
The Pragmatics SIG welcomes members who are interested in both research and practical teaching issues related
to “how people do things with words.” The group’s newsletter, ​Pragmatic Matters​, is published electronicallythree times a year. Our ​Pragmatics Resources​ series offers practical and theoretical papers on language in use. If
you do anything with language, you are using pragmatics.

School Owners SIG (SO)Language school owners have always played a significant role in JALT both at national and local levels. The SIG
functions as a private online forum where owners can share ideas, experiences, and solutions to the academic
and commercial challenges they face which cannot be addressed through other SIGs, such as recruitment andtraining; taxes, accounting, banking and bookkeeping; marketing and advertising; and partnerships and trade
between owners.

Speech, Drama, & Debate SIG (SDD)*
The mission of the SDD SIG is to provide a forum for teachers and academics to discuss, research, and implement
oral interpretation, speech, debate, and drama in language education. The main activities are creation of
newsletters, journals, and sponsoring a Speech, Drama, and Debate conference. Future activities may besponsoring and supporting local and regional speech, drama, and debate contests or festivals.
SDD SIG Forum​ - Saturday (4:05-5:30) Room 302 - ​Performance in Education

Study Abroad SIG (SA)*The JALT Study Abroad SIG was established in 2008 to promote research on overseas study and facilitate
networking among those interested in learning more about study abroad.
SA SIG Forum​ - Sunday (10:35-12:00) Room 302 - ​Emotional Quotient: Students’ EQ Pre- Study Abroad

Task-Based Learning (TBL)*
The TBL SIG is aimed at teachers who currently use, or are interested in using, task-based approaches in theclassroom. TBL SIG focuses in particular on issues related to task-based language teaching and learning in the
Asian EFL context, where TBLT has yet to enter the mainstream of language pedagogy. We hope that the SIG willserve as a useful forum for the exchange of practical teaching ideas, theoretical discussion, and academic studies
of TBLT issues.
TBL SIG Forum​ - Sunday (10:35-12:00) Room 202 - ​Task Based Learning 101

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Teacher Development (TD)*The TD SIG is a network for those who want to help themselves and others become better teachers. Our activities
include retreats, mini-conferences, social and networking events, and forums and presentations. TD’s
comprehensive newsletter, ​Explorations in Teacher Education​, welcomes stimulating articles!
TD SIG Forum​ - Sunday (2:05-3:30) Room 201 - ​Understanding Teacher Efficacy: SIGs in Dialogue

Teachers Helping Teachers SIG (THT)*
THT is a grassroots organization founded by members of the Himeji Chapter of JALT in 2004, out of the efforts of
the late Bill Balsamo, longtime president of the Himeji chapter. THT is dedicated to the aid and assistance of
fellow educators and students in and around Asia. We fulfill this mission by providing teacher-training workshops
in Bangladesh, Kyrgyzstan, Laos, and Vietnam that exhibit practical, student and teacher-friendly approaches tolanguage education that are informed by current research in the field.
THT SIG Forum ​- Sunday (10:35-12:00) Room 301 -​Teachers Helping Teachers: Who We Are & What We Do

Teaching Younger Learners (TYL)*The TYL SIG is for teachers of children of all ages. We publish a bilingual newsletter four times a year withcolumns by many of the leading teachers in the field. We are always looking for new ideas and new people tokeep the SIG dynamic. With our bilingual newsletter, ​Teachers Learning with Children,​ we particularly want toappeal to Japanese teachers and teachers who team teach.
TYL SIG Forum​ - Saturday (4:05-5:30) Room 301 - ​Let the Stories Begin

Testing and Evaluation SIG (TEVAL)TEVAL SIG aims to provide avenues for research, information, and discussion related to foreign language testingand evaluation both from within JALT membership and with other professional organizations which havecommon interests and goals. Current and back issues of ​Shiken​, the TEVAL SIG publication, are available on the
TEVAL website.

Vocabulary SIG (VOCAB)*The VOCAB SIG aims to provide a forum for focused research and discussion in specific regard to vocabularyacquisition. We aim to offer both teachers and researchers a place to connect regarding how learners improvevocabulary knowledge, how to test their knowledge, and how these theoretical aspects will connect to classroom
practice. The VOCAB SIG aims to be a driving force for both current and future research in the field of how
vocabulary can be taught, learned, and tested in an increasingly global context.
VOCAB SIG Forum​ - Sunday (2:05-3:30) Room 301 - ​Researching/Teaching Discipline-Specific Language

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SAT
9:30
10:30
10:30
11:00
11:30

Plenary Interview 1 (9:30-10:30)
2nd Floor, Room 201

In this plenary session, Dr. Siew Ming Thang will be interviewed by Robert J. Loweabout her research and her career. The interview will focus on a number ofdifferent areas, exploring Dr. Thang’s own personal history in language teaching
and applied linguistics, as well as her work on CALL, and related issues regarding
the use of technology in both language teaching and language learning research.
Topics will include the ways in which CALL may help to motivate students andmake them more autonomous learners, the ways that technology in theclassroom has changed over time, and what developments we may see in the
future, particularly in the context of Southeast Asia. The prepared interview will
last for approximately 30 minutes, followed by questions suggested by membersof the audience, which will make up the final 15 minutes.
Dr. Thang Siew Ming is a Professor at the Faculty of
Education and Languages at HELP University,
Kuala Lumpur. She was a previous Professor andformer Chair of the School of Language Studies
and Linguistics, Universiti Kebangsaan Malaysia.
She is President of PacCALL and Co-chair of
GLoCALL series of conferences. She is also active in
eye-tracking research and is President of APAREM(Asia Pacific Association of Research in Eye
Movements). Her key areas of interest are Learner
Autonomy, CALL, Learning Styles and Strategies,
Motivation Studies and Eye Movements Research.
She has published extensively and is on theeditorial boards of numerous well-known CALL and
Language Education journals. Her recent publications are available in highly
reputable journals such as the CALL, TAPER, Language & Education, EAR, AJET,
IRRODL, IJPL, 3L and GEMA. Recently she has been appointed as a board member ofthe steering committee of WorldCALL.

has also given plenary presentations at various renowned CALL conferences.
12:00 SheHer recent focus has been on the impact of technologies on language learning and

12:30
1:00

the role of CALL in promoting autonomy and engagement, building motivation andconfidence, and developing language learning skills. She has also explored anddiscussed the role of CALL in Asian countries particularly Southeast Asian countries,
delving particularly on the extent CALL has benefited students in this region and theextent teachers have successfully implemented CALL in and out of the classrooms.
At PanSIG 2019, the plenary talks will be done in a special interview format incoordination with the TEFLology Podcast. Our plenary speakers will be interviewed for
30 minutes, and then answer questions submitted by the audience. We hope that thisengaging style will produce intriguing answers for the audience. The plenary talks will
be recorded and available later on JALT related social media.

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SAT
9:30
10:00
10:30
11:00

Saturday Morning Presentations (10:35-11:00)
203 (VOCAB) ​Mutual Comprehension Without Using Dictionary
Yosuke Ogawa (Kobe University)

English learners in an institutional setting tend to focus more on linguistic correctness than mutualcomprehension in spoken interaction (Ellis, 2015). Accordingly, learners have often diminished their fluency
when they have attached importance to language accuracy and complexity (ibid.). This paper examines how
students manage unknown L2 lexicon in talk, and how they represent or paraphrase without using the exact
L2 word. From video-recorded pair-work data there are some tendencies that can be systematicallyobserved: 1) to use L1 lexicon when the partner shares the same L1. 2) to simplify or to use gestures andexpect the receiver’s interpretation. 3) to look up in a dictionary and utter the provided word. 4) to stoptalking. The presenter will also quantitatively analyse the data, and outline a game-like activity thatmaintains students’ speech rate even when they have encountered unknown words. This activity is to train
them to paraphrase without using a dictionary, and to establish meaning in interaction. The presentation
will enable L2 instructors to predict students’ overgeneralisation tendencies and to empower their strategies
for expressing themselves by paraphrasing in interaction. Furthermore, attendees will learn practicalspeaking classroom ideas that are useful with ESL/EFL learners of intermediate/advance levels.

206 (LD) ​Using Journal Writing to Develop Language Skills
Christina Coslian (Ritsumeikan Uji Junior and Senior High School)

Writing spontaneously rarely leads to a feeling of comfort with letting other people read the written work.
This is especially true for second language users expressing themselves in an authentic way, particularly
when there is an assessment in correlation to the written product (Hamp and Heasley, 2006). Journal writing
is often seen as a positive influence on English fluency, but students often hesitate in expressing theiropinions or learning from teacher feedback until a rapport is established with the instructor (Luu Trong Tuan
2010). This reflective practice considers the influence of consistent journal writing on high level English
learners, and looked for correlation between how often learners wrote journal entries and the influence on
language production. Learners who wrote a series of journal entries every two weeks showed an increase inlanguage fluency and knowledge of grammatical structures as they learned to express themselves in aforeign language. Through journal writing, students developed more advanced critical thinking skills, andbecame comfortable in approaching more complex prompts. This presentation will show how to use journal
writing with higher level English speakers to improve their language ability and skill, while connecting theirjournal topics to regular classroom reading, speaking, and vocabulary activities.

207 (TEVAL) ​Can More Rater Training Improve Peer Assessments?
David James Townsend (Shujitsu University)

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This presentation will detail the results of a follow-up study examining the reliability of a group of
second-year university students’ peer assessments of their classmates’ oral presentations. The original study
calculated the inter-rater reliability coefficient of the peer assessments and found them to be only fairly
reliable. While different theories were offered for how to improve the reliability of these assessments, one
variable that potentially had a large impact was the amount of time spent on rater training. This
presentation will detail the findings of the two-year follow up study in which the amount of time spent onrater training was doubled. The results of this increased rater training on the reliability of the peer
assessments was calculated, and while there was some improvement to the inter-rater reliability of the peer
assessments it was not as much as was expected. The results of the study will be provided as well as sometheories as to why more significant improvements were not made.

304 (Sponsored*) ​Helping Students Discover Conversation
Andy Boon (Toyo Gakuen University)

In oral classes, are we setting our students up for failure by using simplified conversations? How can we
provide students with a more authentic experience? This presentation will highlight the new textbook,
Discover Conversation that helps make authentic dialogue more accessible to learners. The concept of usingnear-authentic conversations will be explained. Also, the various steps of having learners build, listen,analyze, speak, and transcribe (BLAST) conversations will be outlined. Audience members will be able totake away a systematic approach to teaching more authentic conversations in the language classroom.
*Sponsored by englishbooks.jp

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Saturday Morning Presentations (10:35-11:00)
305 (ICLE) ​Fostering ICC in EMI Courses
Fern Sakamoto (Nanzan University)

Globalization is leading to an increasingly interconnected world, and there is a worldwide push foruniversities to produce globally competent graduates who are capable of effective interculturalcommunication. The Japanese government has introduced various "global" projects that support thegrowth of EMI (English Medium Instruction) programs, in the hopes of (a) encouraging more international
students to study in Japanese universities, and (b) producing more home-grown globally competent
graduates. In teaching EMI courses in Japan, teachers often face the dilemma of how to teach classes withstudents who have low English proficiency. In 2018, the presenter launched a new EMI course in interculturalcommunication competence (ICC) at a private university in Japan. In her presentation she will introduce thecourse from its conception through to individual classroom activities, and discuss ways that she has sought
to develop students' ICC, while accommodating their different English proficiency levels. Student reflections
will be interwoven throughout the presentation to offer some insight into their ICC journey through thecourse. The presenter will end with her own reflections on the successes and challenges that arose in thefirst year of implementation, and invite the audience to share their suggestions and experiences.

306 (BizCom) ​Impact of Using English as a Corporate Language
Saeko Ozawa Ujiie (Kokushikan University)

Major multinational corporations (MNCs), including some Japanese companies, are adopting English as theirofficial corporate language. However, using English is not a panacea for language related issues ininternational business. The presentation is about a study on the impacts of English as a corporate official
language policy implemented at a company in Japan, a country often considered to be monolingual/monocultural. The qualitative analysis revealed that the language policy posed challenges to the employeesof the company, who were almost all Japanese at the time of implementation of the policy. The policy did
not work effectively except for a few departments with non-Japanese employees who speak different first
languages. English functioned as a lingua franca in those departments with multinational employees, i.e., IT
and R&D related engineers mainly from China and India. The findings indicate that for non-native English
speakers to communicate with each other in English, or for successful business ELF (English as a lingua
franca) communication, the environment has to be multilingual. The Japanese employees communicated inJapanese much easier than in English, not requiring the typical ELF communication strategies such ascode-switching or translanguaging. ELF functions effectively in the offices where multinational/multilingual
employees work.

307 (CUE) ​Compare Teaching Strategies for Explaining Science
Yin Ling Lui (Chinese University of Hong Kong)

In this era, scientists can gather more support and secure more funding through communicating theirresearch and its relevance to stakeholders, such as government officials, business communities and thegeneral public. In response to this development, growing emphasis in higher education has been placed on
training science undergraduates to communicate scientific materials to non-scientists (Carrada, 2006;
Leshner, 2012). However, limited research has been conducted to compare effectiveness of teachingstrategies for building young scientists’ ability to communicate to a wider audience. This study examined
how students rated the effectiveness of four classroom activities, namely (i) instruction on analogy, (ii)
instruction on simplifying jargon, (iii) watching videos in which professionals explain technical terms in theirfields, and (iv) explanation activity during which students in pairs explain scientific terms to each other. The
subjects were three classes of Year 2 science majors who experienced and participated in all four kinds ofteaching/learning activities during a 13-week communication course. At the course end, they filled in aquestionnaire to assess the effectiveness of these four types of input. They also suggested other classroom
activities that would help develop their science-communicating skills.

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Saturday Morning Presentations (10:35-11:00)
308 (CT) ​Developing Critical Thinking Skills Through Media
Hirokazu Nukuto (Fukuoka Jo Gakuin University Junior College) &Todd Hooper (Setsunan University)

Students are constantly bombarded with media messages. In order to deal with this, they must exercise
their critical thinking skills to analyze these messages and construct their own understandings. Presenting
lessons that focus on these skills is one way that teachers can prepare their students for this. The presenterswill demonstrate how this was done in a course that focused on media literacy activities. In this course,
students analyzed artwork, advertisements, and other forms of media from a critical perspective in which
they identified implied media messages. As students analyzed these materials, they took notes of theirobservations. Using these as supporting evidence, they determined the messages the materials areattempting to deliver, and finally, synthesized their thoughts logically in one paragraph. Through this activityof analyzing and interpreting media messages, students not only practiced their critical thinking skills, butalso applied the academic writing skills they learned in a previous course. This presentation will provide
suggestions for encouraging critical thinking skills in media literacy activities for a wide variety of English
language courses.

Saturday Morning SIG Forums (10:35-12:00)

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201 (CUE) College and University Educators SIG Forum
Teaching English at Japanese Universities
Daniel Newbury (CUE SIG), Jenifer Larson-Hall (University of Kitakyushu),
Chris Carl Hale (Akita International University), Donna Fujimoto (Osaka Jogakuin
University) Asako Takaesu (Soka University), Melodie Cook (University of Niigata
Prefecture),
Curtis Kelly (Kansai University), Paul Wadden (International Christian University)

The College and University Educators SIG was established in 1993 for “discussion of issues related to thedevelopment of language education in Japanese colleges and universities” (CUE Constitution). Higher
education teachers from all backgrounds face challenges in their careers, pedagogical pursuits, andworkplace situations. To support teachers navigating these complexities, a revised edition of the reference
Teaching English at Japanese Universities: A New Handbook (Wadden & Hale, 2019) offers nearly two dozen
viewpoints that address current issues, providing practical information and insights on this ever evolving
educational sector. CUE has invited several of the authors to share their perspectives on the academic
setting, courses, classrooms, and workplace topics. This forum will highlight some of the very latest
perspectives on foreign language tertiary education in Japan, so the intent is on sharing that knowledge
regardless of whether audience members add this reference book to their professional library.

202 (BILING) Bilingualism SIG Forum
Keep it Positive: Raising Young Bilingual Children
Abidemi Titi Bankole, Maiko Berger, Sara Ann Hendricks and Patrick Johnston (Ritsumeikan
Asia Pacific University), Kent Jones (Kwansei Gakuin University), Mandy Mashima (Japan
Center for Michigan Universities), John Spiri (Gifu Shotoku Gakuen University)

This forum offers diverse viewpoints from five different parents raising bilingual or trilingual children in
Japan. They will focus on strengthening the parent and child bond through fun and loving language support.
Discussion questions will ask about their struggles, successes, and efforts to keep language learning a fun
and positive experience for parents and children. The forum will also cover issues such as public vs. private
daycare, the challenge of adding a third language, budgeting for extra costs of bilingualism, sibling
dynamics, biliteracy, extended family relationships, and use of technology. Forum participants are all
English Language lecturers living in Japan and teaching their children Japanese and English, with one
participant adding Dutch and another adding Spanish.

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Saturday Morning SIG Forums (10:35-12:00)
302 (MAVR) Mixed, Augmented, and Virtual Realities SIG Forum
Hands on MAVR: Immersive Reality Platform Training
Bobby Figueroa (International Christian University), Mehrasa Alizadeh (Osaka University),
Eric Hawkinson (Kyoto University of Foreign Studies)

Learn to create learning materials from three MAVR platforms. In this hands on workshop, we will learn to
use three MAVR related applications from three MAVR experts. The first is creating simple 360 tours with
Storyspheres, a platform for creating interactive VR content with 360 photos. The second application
introduced is WallaMe, an augmented reality platform to hide digital messages in the real word. The third
application is ARienation, a platform that allows students to connect digital contents to playing cards.
Participants of this MAVR forum will hear introductory tutorials of each of these three applications fromthree different presenters. After these short tutorials participants will be able to learn deeper on the apps
they prefer in break-out sessions. The goal is to provide beginner level participants the tools and someexperience to get started creating with MAVR. Some devices will be on hand to use, but to get the most of thesession please visit MAVR.SITE and download the applications to your own devices before coming.

303 (CEFR&LP) CEFR and Language Portfolio SIG ForumCEFR – Application and Perspectives in Japan
Maria Gabriela Schmidt (Nihon University CHS), Noriko Nagai (Ibaraki University),
Alexander Imig (Chukyo University), Yukie Saito (Waseda University),
Rebecca Schmidt and Ellen Head (Miyazaki International College)

This CEFR&LP SIG Forum will address the recent discussion on the CEFR and CEFR/CV with threepresentations. The first presentation gives fresh insights in English language policies and influences of CEFR
and CEFR/CV in foreign language teaching in Japan. The second presentation shows two CEFR-related casestudies, one on assigning can do descriptors and mapping them for oral communication, the other on
language learning histories adapting tools from ELP to classroom teaching. The context of a CLIL and EMI
institution and the English language program and curriculum will be explained. The third presentation talks
about the results of a Kaken research project addressing the needs of teachers to use the CEFR resources
efficiently and further perspectives on developing specialized tools for teachers. The Forum will give first
hand, exemplary trends on CEFR-related implementation in Japan. It would be nice to hear and include yourexperiences with CEFR! Come to the Forum and get involved!

Saturday Morning Presentations (11:05-11:30)
203 (VOCAB) ​How Many English Loanwords are in Japanese?
Keith Barrs (Hiroshima Shudo University)

Over the last one hundred years, the composition of the Japanese lexicon has been greatly influenced by theimportation and integration of tens of thousands of English loanwords. Many of these have become so
extensively and deeply embedded in the lexicon that they constitute a significant part of the core, everyday
Japanese vocabulary. This presentation reports on an analysis of the number of frequently-used English
loanwords in the contemporary Japanese language. The research used corpus methods to extract andanalyse all English loanwords in the most frequently-used 10,000 words of three large sources of theJapanese language: the BCCWJ corpus, the jpWaC corpus, and the jpTenTen11 corpus. Only thoseloanwords appearing in all three corpora were included in the List of Contemporary English Loanwords inJapanese. The analysis found that around 7% of this sample of the Japanese language was composed ofEnglish loanwords. The findings detailed in the presentation will be of interest to those involved with lexicalborrowing research, Japanese lexicography, and Japanese-English language education.

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Saturday Morning Presentations (11:05-11:30)
204 (CALL) ​Online Peer Review to Scaffold Academic Writing
Kwai-fun Ng (Chinese University of Hong Kong)

Internet-based online learning and instruction could support college students in independent language
learning and academic writing (Conroy, 2010; Shih, 2011). To complement face-to-face teacher feedback andovercome the constraints of covering a 200-page textbook in 10 weeks without time for face-to-face peer
feedback in class, this study investigates the potential of online peer review using a blended teachingapproach to scaffold academic writing. It aims to gauge students’ perceptions about integrating an online
collaborative platform to improve students’ writing skills. The subjects were 40 first year Social Science,
Nursing, Public Health, Pharmacy, and Medicine students in an English Communication for University
Studies course at a university in Hong Kong. Data collected consists of online peer drafts and feedback and aquestionnaire. Findings suggest that most students felt positively about offering feedback and editing theirpeers’ texts, and as a result, they learned to edit, revise, and proofread their own work. Two important
themes emerged from the study. First, students enjoyed the social interaction and appreciated the benefitsof the peer review collaborative writing process feedback. Second, they learned to be cognizant of theimportance of avoiding informal language use in their writing. This study has pedagogical implications foracademic writing.

205 (SA) ​Short-Term Study Abroad Programs in East Africa
Richard Miller (Kobe Gakuin University)

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In this presentation, the presenter will explain how the development of study abroad programs in East Africa
have contributed to students' overall success and at the same time making a positive impact within thecommunities in which they take place. This program has been running for a number of years, bringing
Japanese students to Kenya and Rwanda. The presentation will describe some of the different internshipopportunities as well as NGO work along with collaboration with JICA (Japan International Cooperation
Agency) and how it can be replicated in other countries. During the presentation, findings from different
qualitative surveys will also be disseminated to the conference participants. Finally, a brief look at how two
different students have drawn upon their experiences for writing their graduation pieces, one through aninternship in an NGO, and the other through qualitative research with Toyota Africa.

206 (LD) ​Student & Teacher Conceptions of Learner Autonomy
Dominic Edsall (Ritsumeikan University/UCL Institute of Education)

Is it time to update our definition(s) of learner autonomy? This presentation will discuss this question in
relation to new qualitative data compared with established theory in both SLA and the wider educational
research literature; using data analysis drawn from a series of semi-structured interviews with teachers andstudents from universities across Japan. The most commonly used definition in SLA is derived from Holec(1981) and has been used by many teachers and researchers over the last 38 years to understand learnerautonomy in the classroom and university. This presentation will discuss evidence that this definition andsome of the alternatives do not fit neatly with the current reality faced by teachers, and that teachers havetheir own working definitions that diverge from mainstream cognitive approaches. Evidence suggesting thatstudents tailor their visible autonomy depending on motivation, social structures and learning contexts will
also be discussed. The impact of this evidence will be considered from a social realist perspective (Maton &Moore 2010) that attempts to bridge cognitive and social approaches to education to further discuss how
language learner autonomy might be defined in a way that helps teachers help their students more.

207 (Young Learners) ​Improving WTC: Practical Methods for the JHS Class
Benjamin Robert Rentler (Ritsumeikan Asia Pacific University)

Fostering willingness to communicate (WTC) is a crucial component in foreign language speaking
development. Therefore, teachers in the EFL classroom must endeavor to develop and encourage student
WTC in order to cultivate proficient speakers. In Japan, a focus on passing entrance exams severely affects
English teaching methodologies. Accordingly, research (Aubrey, 2011; Bradley, 2013; Hyland, 1993; Samimy& Kobayashi, 2004; Maftoon & Ziafar, 2013; Watanabe, 2013; Yashima et al., 2004) indicated thatgrammar-translation teaching methods are often utilized to prepare students for entrance exams. Althoughchanges are currently in place to include speaking components on university entrance examinations, thisresearch focused solely on English instruction at the Japanese JHS level. Current WTC research has failed to
produce useful, implementable, or practical teaching strategies for the Japanese English classroom (Weaver,2009). Therefore, to amend this gap in the research, an opinion survey was designed to identify Japanese
JHS student attitudes towards in-class English teaching activities and their effect on student self-reported
WTC. Student attitudes and opinions from the survey provided the foundation for identifying teachingstrategies that specifically targeted increasing their WTC. The results from the surveys indicated that
communicative teaching activities do, in fact, improve students’ self-reported WTC in English.

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Saturday Morning Presentations (11:05-11:30)
304 (VOCAB) ​A Brief Update on NGSL Wordlist ResearchCharles Browne (Meiji Gakuin University)

Browne and Mulligan have published 5 open-source, corpus driven word lists to help meet the needs of
second language learners of English. The NGSL, NGSL-S, and NAWL were published in 2013 and the TSL and
BSL were published in 2016. This presentation will introduce some of the additional work on the lists, toolsthat use the lists and published research where the lists have been a prominent component of the study.

305 (GALE) ​Japanese Men and English Communication Abroad
Elisabeth Ann Morinaga Williams (Osaka University)

This presentation explores the narratives of 25 young Japanese men and their gendered expectations ofcommunication while studying in predominantly English speaking countries. While study abroad offers avariety of opportunities to expand one’s social networks and develop foreign language skills (Kinginger,2009), several participants in this study believe their gender limited their ability to develop friendships andromantic relationships abroad. Specifically, many participants felt communicative norms dictate that men
take an assertive role in starting conversations while women passively wait to be spoken to by others. This
led some participants to conclude that Japanese men need a higher level of English proficiency thanJapanese women in order to make friendships. Moreover, near native English fluency was expected ofJapanese men in order to develop romantic relationships with non-Japanese people in their hostcommunity. After examining participant narratives, this presentation will discuss the men’s reactions to theirgendered expectations of communication, namely enacting agency through their own English study andparticipation in their host community, or disappointedly resigning to the belief that Japanese men cannot
easily develop deep relationships with non-Japanese speakers.

306 (BizCom) ​The Intertextual Nature of (Embedded) Emails
Anthony Richard Townley (Nagoya University of Commerce & Business)

Emails have become the preferred communication medium for many activities in professional contexts.
Sociolinguistic research in this area has focused on the textual and communicative conventions of emails, as
defined by specific disciplinary cultures and practices. This study examines the intertextual nature of email
for commercial contract negotiation purposes, with a focus on the socio-pragmatic features of embedded
emails, a genre of email discourse that embeds the functional meaning of a series of messages generated bydifferent participants in response to the original email. Based on discourse and genre analysis of a corpus oftexts pertaining to the negotiation of an international Mergers & Acquisitions (M&A) transaction in English in
Europe, this study examines how legal and business professionals exploit pragmatic and conceptual links
between email communication and negotiated amendments made to contracts with the use of Microsoft
editing tools Track Changes. The ability to trace and participate in discourse through email communication
chains is a key feature of discursive expertise for commercial contract negotiation activities. By describing
this email negotiation process and its discursive features, intertextual and interactional consequences, thisstudy finds new possibilities for the design of authentic pedagogical materials and effective teachingstrategies for business English communication.

307 (ER) ​The Importance of Speed Reading in an ER Program
Cory Koby (Miyagi Gakuin Women's University)

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Reading extensively (ER) in a second language is widely believed to build reading rates and fluency (e.g. Day& Bamford, 1998; Grabe & Stoller, 2002). Several studies have established the effectiveness of ER in
increasing reading speed (Huffman, 2014; McLean & Rouault, 2017; inter alia), and this present study isintended to contribute the field in much the same manner. This study examined the reading speed of one
complete cohort of first-year Japanese university students majoring in English (n=91) over the course of twosemesters. Reading speeds, comprehension quiz scores, semester reading volume, and TOEIC scores werecross-analyzed for statistical significance. This initial investigation will serve as the foundation for alonger-term study that will result in a full 2 years of ER—and a minimum of 540,000 words—being completed
by this cohort. Presentation attendees will gain a greater understanding of how a successful ER program canbe designed and administered, and why reading faster is beneficial for our learners.

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Saturday Morning Presentations (11:05-11:30)
308 (BRAIN) ​Are Your Students Nervous?
Jonathan Michael Shachter (Kyushu Sangyo University)

Language learner anxiety (LLA) is an impactful force in the classroom, as it has been shown to severely
reduce cognitive ability (Kondo & Ying-Ling, 2004). Cognitive impediments can lead to lower scores on
assessments and reduced effectiveness in accomplishing even basic classroom-speaking tasks. The
ramifications of Japanese English language learner (ELL) speaking anxiety in the university classroom are
twofold. First, language anxiety directly impacts cognitive processing in the second language (MacIntyre &Gardner, 1994). Second, compared with Western students, particularly Americans, Japanese emotionality
can be less obvious and more difficult for non-Japanese teachers to recognize (Matsumoto, 1991;
Matsumoto et al., 2002). Japanese ELLs might be too shy or lack the English speaking ability to verbalize
their LLA. Therefore, Japanese LLA anxiety is an important factor that might go unrecognized by ELL
instructors. The first part of the presentation will explore strategies to detect nervousness in the Japanese
university ELL context. The second part of the presentation will provide teachers methods to deal with thiscognitive deterrent.

Saturday Morning Poster Session (11:05-12:00)

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5th Floor Atrium(CALL) ​Improving Article Accuracy Through Flashcard Apps
Gareth John Price (Asia University)

This presentation will highlight how definite and indefinite article accuracy can be improved bysupplementary use of flashcard-based applications. It highlights how the use of Spaced Repetition Systems,in this case, the application 'Memrise' can improve article accuracy in university students. Spaced Repetition
Systems (SRS) are primarily used for vocabulary learning and retention, but this presentation will outline
how these apps can be used to aid definite and indefinite article accuracy by pairing the vocabulary with theindefinite article. The study tested article accuracy in 54 students from intermediate-level Freshman English
university classes before and after undertaking four weeks of self-guided Memrise practice in-class using
their smartphones. The students were tasked to translate countable nouns into English from Japanese andinsert them into a pattern sentence requiring the indefinite article. Students were then prompted to supply
three paragraphs of free-writing on a given topic. After four weeks of Memrise study, the same test wasadministered again. The presentation will discuss the results and examine how much students' accuracy
improved with indefinite and definite article use. It will also highlight whether these results can be shown to
be a genuine improvement in grammar awareness, or simply rote memorisation.

(CALL) ​Adapting a Moodle Theme
Anthony Louis Brunelli (Okayama Prefecture University)

This poster presentation looks at the design and development of a customized Moodle theme. A good theme
can engage learners and make the course effortless to work through, thus increasing learning and expanding
the facilitation of retention. However, most existing Moodle themes are generic and have no visualconnection to the students or the university using them. Because it is open-source, Moodle can becustomized and tailored to individual needs by such things as adding pictures of the school, replacing icons,and matching colors to those of the school. Through this research, I designed a Moodle theme that better
connects students to their university and their studies. This poster presentation will show some of the things
that can be changed and how to change them.

(CUE) ​Reflections of a Kaken Grant RecipientMark Hammond (Kanazawa University)

The poster will facilitate discussion of the presenter’s experience completing a three-year research project
funded by a Kaken-hi grant from the Japan Society of the Promotion of Science. Topics will include theapplication process, the importance of developing a viable research plan, how funds may be used, and how
to stay on track for the duration of a project. The presentation primarily aims to offer insight to university
and college faculty who are considering applying as the principle investigator for the first time or who havebeen unsuccessful with past proposals. The poster may also be relevant for instructors who are not eligible
to apply on their own but are interested in getting involved by collaborating with full-time faculty at
institutions where they teach.

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Saturday Morning Poster Session (11:05-12:00)
5th Floor Atrium(LD) ​Facilitating Turn-Taking Strategies Through Cards
Ramon Alex Mislang & Adam Garnica (Tokyo International University)

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The purpose of this research study is to investigate how learning aids (turn-taking strategy cards) influence
turn taking in English conversations for EFL students at Tokyo International University. Turn-taking
strategies are necessary for helping EFL students perform competently in English conversation. In our
research, we piloted a system that assists students with turn-taking strategies through a card system. This
card system acts as an assistive device that helps students practice turn-taking strategies, leading toturn-taking habits. We used a pretest posttest design to record the word count, total time for theconversation, uses of each turn-taking strategy, and number of meaningful versus non-meaningful pauses.
The numbers of each were used to measure the efficacy of the training utilizing the turn-taking strategy
cards by comparing the pretest and posttest results. Students also produced transcripts of theirconversations and completed their own analysis of their conversations, comparing their pretest and posttest
recordings and transcripts. The data we collect will help to advance future teaching approaches inencouraging greater depth of conversation among EFL learners by using specific turn-taking strategies.

(TED) ​Reconceptualizing Lessons for Active Learning
Fumi Takegami (Prefectural University of Kumamoto)

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In this poster presentation, I draw attention to how my teaching practices were reconceptualized through aseries of lessons to implement active learning. The research was based on experiences noted while teachinga first-year, lower-level high school class of learners with little previous experience in an active learning
atmosphere. Classes are conducted using English, according to recent mandates by MEXT. The challenge
was compounded because the learning environment at this private high school was highly competitive andexam-oriented. Guided by a CLIL framework, I argue that textbook reading topics are not only useful for
focusing on targeted language structures but also rich in topical content that could be used as a catalyst to
engage students in project-based activities. Images in the poster will be used to show the stages of lessons
and results of student performance that led to more active English use. Outcomes of the study have
implications for teacher education by providing experiential examples for case method teaching(thought-provoking analysis in real world classroom settings) that I am applying to pre-service teacher
development at university where I am now teaching.

(LD) ​Task Variety for Self-Access Centers
Thomas Mach & Craig Mertens (Konan University)

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The rapid growth in the number of self-access facilities for language learning over the past decade entails a
growing need for appropriate and appealing self-guided materials. Beyond offering the more common andtypical choices (e.g., graded readers, self-study test preparation books, English-language DVDs), one of ourongoing goals at our self-access center has been to also provide and maintain as wide a variety of original
and cost-effective task-based materials as we can in the hope that these materials will continue tocollectively appeal to the widest possible range of learning style preferences among our students. In thisposter presentation, while showing how the self-guided materials we have come up with fit within the bigger
picture of activities and services offered at our self-access center, we will focus especially on introducing
some of our more original and creative materials that have thus far proven to be popular among ourstudents. Data illustrating the trends of how our students tend to use our self-access center will also be
displayed, and tips for achieving increased student usage of such facilities will be offered.

(LiLT) ​Cinderella Through Feminist Criticism
John Frederick Maune (Hokusei Gakuen University)

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Lower intermediate to intermediate EFL second year junior college English majors learn about Feminist
Criticism using the fairy tale "Cinderella" in a CLIL literature course. Three styles of criticism are discussed in
the course: Feminist, Marxist, and New Historicist. The first style of criticism encountered is Feminist. Prior to
the lesson, students wrote about feminism and why it will be discussed in a literature class. Their essays, andalso discussions before starting the topic, were surprisingly naive especially as some had taken a course on
gender; no one considered the influence of literature, or media in general, on society. The lesson addresses
those issues followed by a collective in-class reading of the fairy tale "Cinderella" from a feminist
perspective. Initially students were unable to apply theory toward identifying feminist related elements ofthe story, but soon honed their critical awareness. They then individually critiqued various stories and amply
demonstrated increased understanding of Feminist Criticism. The presenter will explore teaching methods,
and discuss qualitative results relating to how student awareness changed over time.

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Saturday Morning Poster Session (11:05-12:00)
5th Floor Atrium(LD) ​Exploring Learners’ Linguistic Repertoires
Andy Barfield (Chuo University)

9:30
10:00
10:30
11:00
11:30
12:00

This poster presentation focuses on how four undergraduates from diverse backgrounds experience andunderstand their linguistic repertoires (Busch, 2012, 2015). “Linguistic repertoire” broadly refers toindividuals’ experiences of using language in their daily lives (e.g., local dialect, standard language, “keigo”,
home languages, languages a person uses in public places, as well as languages they learn in formal
education). The presentation explores how the students see their use of language directly affecting theidentities that they claimed themselves or were ascribed by others at different points in their lives. The
research was organised in two rounds of interviews. In the first round the students drew a language portraitof themselves and talked about particular persons, places, situations, and critical moments they had
experienced in relation to language, and what those experiences meant to them (and why). For the second,
the students were asked to review the transcript of the first interview and elaborate further on theirexperiences in relation to wider meta-narratives circulating in society about language (e.g., perceived
pressures to claim use of a local dialect or not). Highlighting critical issues of social inclusion and exclusion,
the presentation raises interesting questions about learner development and our students’ rich language
experiences.

(GILE) ​Welcome to Japan? A CLIL Tourism Course
Caroline Hutchinson (Juntendo University)

This presentation will describe an English-medium course on Tourism in Japan taught as part of a Global
Studies program at a university in Tokyo. Japanese inbound tourism has grown exponentially since 2011, yetsome have questioned how sustainable this growth has been. The course uses this contemporary issue toconsider the phenomenon and history of tourism, the business of tourism and destination marketing, andsustainability. The course aims to integrate content and language learning in a way that is engaging andaccessible for learners, by providing graded texts and vocabulary support, and encouraging student
discussion. Moving from students’ personal experience to international examples promotes understanding,allowing students to analyze what makes a destination both popular and sustainable. In students’ final
projects, groups apply what they have learned to create a marketing plan and pitch presentation about aless-visited destination in Japan, aimed at overseas tourists. I will discuss ways of scaffolding student
understanding of texts in English, and of encouraging students to communicate their understanding toothers in English. I will also consider how successful the course was in encouraging analysis and applicationof new knowledge to the Japanese tourism context.

(CUE) ​Teaching Academic Literacy
Michael Mondejar (International University of Japan)

Academic literacy refers to students’ capacity to use language to cope with the demands of tertiary
education; in particular, it refers to their ability to search for and collect information on an academic topic,
analytically process and evaluate that information, and finally utilize that information to support a
structured argument. In this poster presentation, the presenter will share his experience in designing andimplementing a new English academic literacy course in his teaching context, which caters touniversity-level EFL students from a variety of cultural and ethnic backgrounds. The presentation will consistof a quick review of the principles of academic literacy. Then, the presentation will cover a new course at thepresenter’s university that was recently implemented into the curriculum in order to develop learners'
academic literacies. Specifically, it will explain the design, components, and activities of this course, as well
as student evaluations. Finally, participants will be invited to share their own insights in teaching similarcourses (e.g., integrated skills classes). Both new and experienced instructors may get curricular or teachingideas from the presentation.

12:30
1:00
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Saturday Morning Poster Session (11:05-12:00)
5th Floor Atrium(GILE) ​VR 360 Video to Enhance Global Citizenship
Erin Frazier & Jennie Roloff Rothman (Kanda University of International Studies)

9:30
10:00
10:30
11:00
11:30

Teaching for global citizenship in the 21st century is a necessity as lives become increasingly intertwined.
Global citizenship is defined as “a sense of belonging to a broader community, beyond national boundaries,that emphasizes our common humanity and draws on the interconnectedness between peoples as well as
between the local and the global” (UNESCO, 2016, p. 6). Cates (1999) identifies language teachers as
uniquely suited to do this since global issues and the perspectives of those around the world can easily beincorporated into foreign language classrooms. However, many global issues such as climate change,
refugee crises, and economic inequality can be abstract, hard-to-digest concepts that students likely havelittle experience with, in or beyond the classroom. Through use of VR 360 video, dubbed an “empathy
machine” (Alsever, 2015; Milk, 2016), learners can develop deeper, more meaningful connections to issues.
This poster presentation will introduce how Google Cardboard VR headsets and YouTube VR 360 video canbe used to foster deeper understanding of and deeper connection with global issues by reducing
abstraction. Participants will have the opportunity to experience using Google Cardboard with VR 360 video
as well as brainstorm ideas for utilizing VR 360 materials in their classrooms.

Saturday Morning Presentations (11:35-12:00)
203 (VOCAB) ​Katakana Consonant Pairing Synform Errors
Kosuke Nakashima (Hiroshima Institute of Technology) &Raymond Stubbe (Nagasaki University)

Laufer (1988) introduced the concept of synform errors, where second language (L2) learners confuse a word
for a different but similar looking or sounding L2 word. Stubbe & Cochrane (2016) reported that of 1187
commonly repeated errors on a Japanese to English non-contextual translation test, 461 were synform
errors (39%). This presentation introduces the concept of katakana consonant pairing synform errors, where
Japanese learners of English can confuse one English word for another because some English consonants
have no Japanese equivalent: l, and v, for example. Words containing these consonants can be transcribed
into katakana using the closest Japanese consonant sound: r, b, respectively. This can result in katakana
pairings (l-r, v-b) which may lead to confusion for Japanese learners. “Vest” may be interpreted as “best”, forinstance. Low-intermediate level English students at one Japanese university (N = 235) were given a
Japanese to English non-contextual translation test containing the lower frequency member of 30 suchkatakana pairs (“vest” being a much less frequent word than its pair “best”, for instance). Thirty words nothaving a katakana partner (shade, for example) from the same JACET8000 frequency levels were also tested.
Results and classroom implications will be presented.

204 (CALL) ​Classroom Tech Usage Beliefs Among Teachers
Armando Duarte & Mayumi Komoda (University of Shiga Prefecture)

12:00
12:30

This presentation explores teachers’ beliefs and practices in the use of technology in language classrooms.
MEXT announced The Vision of ICT in Education—Toward the Creation of a Learning System and Schools in2011 and thinks much of the utilization of ICT for education. MEXT believes that teachers can “giveeasy-to-understand explanations and raise children’s interest in learning” by the usage of ICT (2011) andasserts that “nurturing teachers’ ability to use ICT is necessary” (2015). In this exploratory study, theresearchers looked into questions regarding technology use for language learning purposes at thesecondary and tertiary levels. Using both Likert scale and short-answer questions, 72 respondents (36Japanese teachers of English and 36 non-Japanese teachers of English) across all teaching levels disclosed
whether or not and how they used technology for either classwork or homework. In this study, “technology”
refers to PC, smartphone, or tablet usage with or without Internet by teachers or students. Respondents also
disclosed their justifications for not employing technology in their current teaching context. The presenterswill discuss the results of the study, possible implications for language learning with technology, andprofessional development for teachers who do not use technology.

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9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00

Saturday Morning Presentations (11:35-12:00)
205 (SA) ​The Impact of Studying Abroad on Learners’ Beliefs
Brian Jon Birdsell (Hirosaki University)

In this presentation, I discuss research that examines the impact of a short-term study abroad program on
learners’ beliefs. Using question prompts that focused on the following learner beliefs; self-efficacy, theemotions, learning styles, English as an international language, and language learning as broadening themind, interview data were collected from 15 English language learners who had recently returned from ashort-term study abroad program. Using NVivo to analyze these interviews, two overarching themes
emerged from the data. First, the participants believed that they had developed a stronger relationship withthe language and those who speak it. This mostly involved a shifting focus from accuracy to communication
and building friendships through interacting with other exchange students. Secondly, many of theparticipants expressed various beliefs that the overseas experience had changed their mindsets such as
embracing challenges, becoming more proactive, and increasing one’s curiosity. This research provides
additional support to recent studies (e.g., Amuzie & Winke, 2009; Kaypak & Ortaçtepe, 2014) that propose
learner beliefs to be dynamic and changeable based on studying abroad.

206 (LLL) ​Addressing the Needs of Challenging Students
Joseph Vincent Dias (Aoyama Gakuin University)

In 1966 the number of 18-year-olds in Japan peaked at 2.49 million. That number shrank to 1.18 million in2014, and the National Institute of Population and Social Security predicts that this cohort will fall below theone million mark by 2031. One consequence of this is that faculty at universities are seeing populations ofstudents less academically prepared than they were in the past and with a wider variety of developmental,
emotional, motivational, and psychological issues. Japanese universities are catching up to their westerncounterparts by providing an increasing array of accommodations and services for these students, butteachers are often still left to fend for themselves in finding the most effective ways to teach, evaluate,
motivate, and support them. The speaker will discuss some of the institutional and teacher-generated
solutions for addressing these challenges.

207 (TEVAL) ​Scaffolding for Success in IELTS Speaking
Nick Di Cicco (University of Toronto) & Kent Jones (Kwansei Gakuin University)

With regret, phonological impediments are rarely a consideration for many of Japan's educational
decision-makers. Policy makers from non-linguistic backgrounds and don’t sufficiently consider how certain
linguistic issues that can adversely affect language development. For example, why do Swedes learn English
more easily than most Japanese? All other factors being equal, learners who have stress-timed native
languages have far more success learning English than learners coming from syllable-timed, or mora-timed
linguistic backgrounds. English, being a stress-timed language has a regular rhythm pattern. Salientsyllables tend to occur at regular intervals, and this tendency results in function words being phonologicallyreduced to accommodate the regular spacing of syllable prominence. However, syllable-timed languages
such as Korean, where the time needed to pronounce each syllable is roughly equal, and mora-timed
languages, such as Japanese, where the time needed to pronounce each mora is roughly equal, arephonologically distinct from English. As a result, such languages lack many of the common suprasegmental
phonological features found in English. This lack of understanding can seriously impede the development oflistening comprehension skills. This talk will outline some of the emerging research in this area, and discuss
some of the resulting policy considerations.

304 (TEVAL) ​The School Education System in Nepal
Min Bahadur Ranabhat & Lila Bahadur Chiluwal (Thompson Associates)

The Medium of Instruction [MoI]of school education in Nepal can be either Nepali or English; English istaught as a compulsory subject at school in Nepal, but it has been used as a MoI at all private schools. A few
government schools have also adopted English as a MoI, and there are a large number of parents demanding
English medium schools. This presentation will explain the status of the language and teaching skills used in
the English medium instruction [EMI] schools and non- EMI schools. This study highlights the teacher
confidence in their knowledge, the use of English in the classroom, vocabulary, structures and phrases, andalso gauge a range of practical communicative classroom techniques to support students learning. Finally,
how the [NCED], a government authority, makes more responsibility to reshape the policy level current
issues. This study focused on capturing the experience of teachers through qualitative data to examine how
the schools have been able or not able to make a real change in teaching-learning at the school level. 563
teachers’ classrooms were observed in 7 districts covering the three ecological regions [Mountain/Hill/Terai]
including the capital city Kathmandu.

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9:30
10:00
10:30
11:00

Saturday Morning Presentations (11:35-12:00)
305 (GILE) ​Student Reactions to a Global English ApproachJohn Rucynski (Okayama University)

English education in Japan has often been marketed as a gateway to communicating with native speakers of
the language. Furthermore, American English has traditionally been the favored variety throughout
secondary school English education (Fukuda, 2010). This approach ignores the fact that ELF (English as a
Lingua Franca) speakers now constitute the biggest group of English language users in the world (Jenkins &Leung, 2013). Subsequently, Japanese university students who go on to use English after graduating are justas likely to communicate in English with fellow non-native English speakers. The presenter will share theresults of a survey asking students’ views on a global English approach in a university speaking and listening
course. Each class session included a listening component based on DVD interviews. These interviews
featured not only native speakers from Inner Circle countries, but also non-native speakers from a range ofExpanding Circle countries. The students (N = 62) responded to 16 Likert scale items and two open-ended
questions. Sample scaled items asked students about the value of using a global English approach forlistening exercises and whether they see English more as a tool for especially communicating with native
speakers or also with fellow non-native speakers.

306 (SDD) ​Rationale for a Filmmaking Project
Michael Stockwell & Rebecca Brinkley (Sugiyama Jogakuen University)

Providing a challenging project that requires all four-skills with a focus on pronunciation is the primary goalof our short film project. However, there are other important objectives that possibly can be obtained
through its introduction. Firstly, developing digital literacy in first-year students is an important goal of thefilm project. Technology is an essential tool for communication both as a producer and a consumer. In
addition, as discussed by Papert (2013), projects that create an authentic need to work together can help
develop collaboration and cooperation competence within the production team. Learners have complete
responsibility for the film project from the start to the final product, and therefore need important life skills
for successful completion of the project. Online and written tutorials scaffold the stages of the project in thetarget language thereby introducing students to a content-based style class. Another advantage is thepossible increase in motivation to focus on prosody, language choice, and storytelling as the final product isviewed across the program and the enduring nature of film. The presenters will propose a rationale for
introducing filmmaking as a project in a language program by discussing the above reasons.

307 (ER) ​Eliciting L2 Emotions Through Reading for Fluency
Thomas J. Fallon (Nagoya Gakuin University) & Matthew Baker (Kyushu Sangyo University)

11:30
12:00
12:30
1:00

This presentation explores the impact of extensive level-appropriate reading as a means to nourish language
acquisition through increased reading ability and L2 identity development. Data yielded from surveyed
students found this approach to benefit reading speed and vocabulary acquisition. The same survey dataalso found an emotional response in a portion of the participants. This presentation will elaborate on theefficacy of continuous L2 reading assignments outside and inside of class, verbal summarization of a story
narrative, and L2 identity cultivation through metacognitive awareness. The research findings suggest thatfrequent extensive reading causes an emotional response in the mapping of an L2 character on to thereader, stimulating empathetic identification via the L2, and is a key component in opening up L2 fluency.

308 (CT) ​Adapting Board Games for Discussion Activities
Paul Horness & Johnathan Eckstein (Soka University)

While using and adapting commercial board games for classroom use has been researched by various
authors (Gee, 2004; Van Eck, 2006; York, De Haan, & Hourdequin, 2017; York, 2018), several of theseresearchers warn of issues of requiring large amounts of in-class time to be effective or games to be overly
demanding on students when processing essential information needed for gameplay. Taking thisinformation into account, both presenters worked together to adapt several commercial board games suchas Pandemic, Monopoly, and Secret Hitler for the use in a content-based course conducted by one presenter.
This study uses an emic and etic approach in analyzing the use of these commercial games based on thepresenters’ reflections and cross-interviews. In addition, students participating in this course were asked tofill out a short survey based on their attitude on the use of board games for content learning. After
presenting the results of the student survey, the presenters will share their opinions on the use ofcommercial games in the classroom; specifically, what difficulties were encountered to integrate the games
into the course. Lastly, the presenters will discuss what is required to successfully adapt games into theclassroom and overall curriculum.

Lunch Break (12:00-1:00)
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1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30

Plenary Interview 2 (1:00-2:00)
2nd Floor, Room 201

In this plenary session, Matthew Turner will engage with PanSIG 2019 conference
invitee Dr. Stephanie Ann Houghton in an interview exchange. The interaction
will take in and explore Stephanie’s diverse interdisciplinary research activities,
both previous and ongoing, including her contributions to the area ofnative-speakerism, her interests in the links between Alzheimer’s disease
prevention, memory preservation and foreign language education, and herengagements with Japanese culture and community related areas of enquiry.
The interview will follow a semi-structured format, with Matthew asking a
mixture of planned and follow-up questions to Stephanie over a 30-minuteperiod. The dialogic and interactive nature of this session will allow Stephanie totransmit and share knowledge in a co-constructed and collaborative manner,with Matthew’s role being to investigate, reformulate, and reflect Stephanie’s
words. Audience members will be encouraged to record their personal thoughts
and prepare their own questions throughout the exchange, with an additional
15-minutes set aside after the interview for these to be shared with Stephanie forfurther exploration and conversation.
Stephanie Ann Houghton (PhD) is an Associate
Professor at Saga University, Japan. She holds a
doctorate in education from Durham University,
England. She is co-founder and co-editor of theIntercultural Communication and Language
Education book series (Springer). Focusing on
ways of overcoming prejudice anddiscrimination, she has published numerous
books and international peer-reviewed articles
on the development of intercultural dialogue andnative-speakerism. Now based in the Faculty of
Art and Regional Design, and Graduate School ofRegional Design in Art and Economics, herresearch activities explore links between dance(as non-verbal communication), fitness (as health-oriented social activity) andintercultural communication. Centering on the understanding and prevention of
Alzheimer's Disease, her educational curriculum links heritage management,intercultural dialogue, technology (STEAM), art generation, health, fitness andeconomics (social business). She places a special emphasis upon the preservation
and revitalization of unwritten densho geino culture, which is on the brink ofextinction in Japan's ageing society, using local mask dance Menburyu as aflagship example. This work is showcased in an exhibition entitled 'Menburyu: Past,
Present and Future' held at Saga University Art Museum (SUAM) (December 2018),
and the Sakagura sake festival (Kuretake Brewery) in Kashima, Saga (March 23-24
2019). See:
● https://stephhoughton.wixsite.com/mysite-1● https://stephhoughton.wixsite.com/mysite-2

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2:00
2:30

Saturday Afternoon Presentations (2:05-2:30)
203 (VOCAB) ​An Online Learning and Testing Vocabulary Program
Stuart McLean (Osaka Jogakuin)

Nakata (2011) lists features that research suggests contribute to ideal vocabulary learning. However,
implementing research findings in pedagogical settings is problematic. This presentation describes thecreation and implementation of a research-based institution-wide Vocabulary Program (VP) that integrates
online out-of-class learning with in-class self-marking spelling and speaking vocabulary tests.The VP allows
teachers to select the range of vocabulary from general English and/or specialized word lists. Students learn
both words and phrases in context using L2 definitions, and with presentation and increasingly difficult
retrieval modes, using both orthographic and phonological forms.Uniquely, the VP ensures the review of
vocabulary by presenting new lexical items mixed among those that require review. Students can remove
mastered lexical items after correctly spelling or saying the target form once, otherwise, adaptive
sequencing and spaced retrieval ensure that learners experience multiple retrievals of lexical items.Most
critically, to motivate learners to review previously learned vocabulary, the VP produces weekly vocabulary
tests based on an expanding test range. Each week's test includes five items from the most recent week's
new lexical items and five items from previous weeks. The online tests assess students’ ability to spell andsay target forms, and teachers can download tests scores.

204 (MAVR) ​Legal Issues in Immersive Learning
Eric Hawkinson & Jay Klaphake (Kyoto University of Foreign Studies)

3:00
3:30
4:00
4:30
5:00
5:30

As immersive technologies like augmented and virtual reality are being employed in broader learning
contexts, like many new technologies, there are legitimate concerns surrounding the use for learners andespecially younger learners. In some ways educational institutions are still grappling with health, privacy,
freedom of expression, data protection, intellectual property, security, cyberbullying, cyberstalking, andother legal issues that came with the birth of the social media and mobile computing booms. AR/VR/XR
technologies only stand to exacerbate these issues and, in this talk, learning technologist Eric Hawkinson
and legal scholar Jay Klaphake will identify and explore these issues.

205 (CUE) ​Do We Really Know How Busy Our Students Are?
James Emmet Owens (Kanda University of International Studies)

Research suggests that use of free time and lack of sleep have an effect on the quality of student work. Whilst
seemingly a rather obvious point, it is arguably an overlooked issue. Learners may be suffering from stressand/or lack of sleep, unbeknown to their teachers, who may feel frustration at what they perceive as lazinessor poor attitudes to learning among students. This disconnect seems more pronounced in the world of
language teaching, where in addition to an age gap between teachers and students, there often exists acultural gap, too. Greater awareness of the potential effect of external pressures (part-time jobs, longcommutes...etc) outside of the classroom would enable teachers to adjust their expectations of students.
This presentation will present a pilot study that compares how teachers envisage students spending theirtime, with the reality. Survey responses are used to address the following: How much actual time dostudents have to be able to complete work satisfactorily? Are they being unduly stressed by external factors?
Do teachers have an accurate understanding of their situation? The results provide food for thought, andoffer insight into how additional work could further complement the research implications.

206 (LD) ​Everyday Mindfulness: 10-Minute Warm-Ups
Heather Joy Yoder (Kanda University of International Studies)

In an effort to disconnect from the digital world and focus on their surroundings, many people, including
university students, are using mindfulness to spend time noticing the body, emotions, and the surrounding
environment (Felver, Morton, & Clawson, 2018, Kaplan et al., 2018). Mindfulness can be used in the EFL
classroom to lower student stress levels and help students focus on their class work. Mindfulness warm-ups
both allow students to mentally prepare themselves for class as well as provide opportunities to learn anduse a variety of vocabulary. Depending on the particular activity, mindfulness activities can also help foster asense of community in the classroom. Although many teachers feel that there is not time to introduce
mindfulness activities in class, such activities can improve focus, build community, and introduce
vocabulary and other language items. A plethora of resources, both online and in print, are available toindividuals who wish to try mindfulness. The presenter will briefly discuss mindfulness research andclassroom experiences using it as a warm-up, before leading participants in some simple activities that they
can use in their classrooms. Participants will also receive a handout with further mindfulness activities thatthey can adapt for their classrooms.

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2:00
2:30

Saturday Afternoon Presentations (2:05-2:30)
207 (FLP) ​CEFR Based Rubrics and Feedback: What You CAN DO!
Richard Sugg (Hiroshima Bunkyo University)

The advantages of having clear rubrics and standardized assessment are well documented, as are theadvantages of giving clear, positive feedback to all students. However, are all institutions actually linking thetwo? For the last three years, teachers at the Bunkyo English Communication Centre (BECC) have beenworking with CEFR based rubrics and standardization as part of a longer running project basing materials
and courses around the CEFR. For the last year and a half, we have also been giving CEFR based feedback for
spoken and written assessments. Rather than getting ‘just a number’, students are encouraged to take thefeedback they are given and use it to inform their extra studies within our Self Access Learning Centre. This
presentation will explain the development of the CEFR based rubrics for our speaking test, spoken
presentations and written assessments, and their development into a means of giving positive andmotivating CEFR based feedback to students. The presenter will outline where the rubrics have come from,and how they helped standardize grading and feedback within the BECC. Reasons for using the CEFR rather
than CEFR-J or GSE, problems faced so far, and possible areas of future development will also be discussed.

304 (CUE) ​Implementing Kahoot to Improve EMI Classes
Sayaka Sugimoto (Waseda University)

3:00

An increasing number of universities in Japan have employed English medium instruction (EMI), the use ofEnglish to teach academic subjects. This presentation reports on the process and results of implementing
Kahoot, a game-based online learning platform, in EMI classes offered at Waseda University. First, thepresentation briefly summarizes the challenges that students and instructors commonly face in EMI classes,
such as a lack of concentration. Next, I discuss the potential benefits of introducing Kahoot into an EMI
classroom to manage those challenges. Then, the process of implementation is explained. Finally, I report on
the results of student evaluation discussing new challenges that emerged and areas that require further
improvement. In sum, Kahoot turned out to be a popular and effective tool for enhancing student
engagement, motivation, and concentration. Future research would benefit from quantitative analysis of
those benefits and verification of the positive learning outcomes of implementing Kahoot in EMI classes.

3:30

305 (GILE) ​Japanese Students’ Perspectives on Bilingualism
Andrea Geok Poh Tan (Kwansei Gakuin University)

4:00
4:30
5:00

Most Japanese students spend a considerable amount of time learning English at schools and universities.
While there has been research on language attitudes towards English among Japanese university students,
most studies investigated students’ attitudes to English through questionnaires and interviews (Ishikawa,
2017; Yonesaka & Tanaka, 2013), without students specifically having input on bilingualism-related theory or
research. This project approaches the topic of language attitudes from a related, albeit alternative angle, byintroducing Japanese university students with non-English majors enrolled in a bilingualism course to
second language theory and research, and researching their perceptions about bilingualism. As part of thecourse, students learn about the various definitions of bilinguals and issues involving language use insocieties. They are encouraged to reflect on their own language profiles and respond to these issues. At theend of the course, students write what they find interesting about the course topics and their thoughts on
how they can apply what they have learnt in the course. Using a content analysis approach, the main themes
from students’ open-ended self-reflections are identified. The presentation will provide some background tothe course and discuss preliminary findings from students’ self-reflections.

306 (SDD) ​Introducing a Filmmaking Project
Rebecca Brinkley & Michael Stockwell (Sugiyama Jogakuen University)

This presentation will focus on the practical steps of implementing a filmmaking project with EFL students.
We will start with a brief overview of an English Film Festival that was developed as a showcase for students’short films (microfilms) that were produced by first-year students in an EFL program for language majors at aJapanese University. While at first daunting to launch a technologically heavy project, scaffolding wasestablished to help guide students through the important steps of story and script development,
storyboarding, filming, editing and finally sharing their work. The presenters will share their written andonline tutorials that were available for students to produce films with their smartphones. Also, there will be
discussion on the practical lessons learned during the past two years that this project was implemented.

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2:00
2:30
3:00
3:30
4:00
4:30
5:00
5:30

Saturday Afternoon Presentations (2:05-2:30)
307 (CALL) ​Can Video Games be Used for Language Acquisition
Chee Hao Sue (Eye Level Education Center) &Siew Ming Thang (The National University of Malaysia)

The amount of time students spend on video games has been increasing. It is worthwhile to explore
strategies and techniques that will enable the use of this technology to enhance the learning and teachingprocesses. This paper attempts to investigate the potential of using video games that were designed forentertainment as a language learning tool. To study this, research was done with six secondary school
students in Malaysia as the participants. The aims of the study were to assess the effects of a video gamewith these students in the areas of learner motivation, vocabulary recall, and vocabulary acquisition,
particularly nouns and adjectives. Students were split into pairs and asked to play the game “Scribblenauts
Unlimited” and their interactions with the game and each other were recorded. After the game session, thestudents were given a short interview to assess what new words they had learned as well as their opinions
on the game. A follow-up interview was conducted later to see if the students were able to recall their newly
acquired vocabulary. The findings indicate that commercial video games can have benefits towards learning
vocabulary.

308 (PRAG) ​Role of Cultural Distance in Pragmatic Competence
Vahid Rafieyan (Yamanashi Gakuin University)

Cultural distance, defined as the extent to which the shared norms and values in one country differ fromthose in another country (Hofstede, 2001), is considered to be a strong predictor of pragmatic competence.
In this respect, the current study investigated the effect of cultural distance from the target language
community and pragmatic instruction on the development of pragmatic comprehension and production.
Participants of the study were 44 undergraduate students at Yamanashi Gakuin University: 20 German
exchange students considered culturally closer to American culture and 24 Japanese students consideredculturally more distant from American culture. Data were collected through a pragmatic comprehension
test and a discourse completion task. The experiment involved administration of pragmatic tests to allparticipants, conducting pragmatic instruction for 12 sessions in the form of metapragmatic explanation of
implicatures and speech acts contained in selected reading and listening materials, and the administrationof both tests following the intervention. The comparison of the performance of both groups over pragmatic
tests revealed that cultural distance is a strong predictor of pragmatic comprehension and production
ability. Also, the comparison of pre-test and post-test results demonstrated that pragmatic instruction has asignificant effect on the development of pragmatic comprehension and production.

Saturday Afternoon SIG Forums (2:05-3:30)
201 (CALL) Computer Assisted Language Learning SIG ForumPaul Beaufait, Renaud Davies, Josh Wilson, Oliver Rose

This year's CALL SIG Forum will feature four speakers covering a wide range of topics. Paul Beaufait from the
JALT Writers' Peer Support Group (PSG) will discuss how technology in use for collaborative peer readershipand academic writer support. Renaud Davies will introduce a free mobile-friendly service called Playposit, aninteractive web-based video platform that allows educators to provide formative assessment both insideand outside the classroom. Josh Wilson will provide an overview of the digital language learning productmarket in 2019 and discuss current market trends on the digital side of the ELL industry. Oliver Rose will
introduce the LingoLab website (www.lingolab.live), created in collaboration with Paul Raine, asentence-building activity that can be played as a synchronous online multiplayer quiz for in-class use, or as
an individual homework assignment with results tracking for teachers. Please join us!

202 (CRIT) Critical Thinking SIG Forum
Critical Thinking and Teacher Development
James Dunn (Tokai University), Jennie Roloff-Rothman and
Claire Bower (Kanda University of International Studies)

The JALT Critical Thinking SIG will host three presenters for the JALT PanSIG 2019 JALT Critical Thinking SIG
Forum. Our forum this year is focused on educating the educator in critical thinking, methodology, andprofessional development. The forum will start with an introduction to what critical thinking is in thelanguage learning arena and how it can manifest itself. The second portion of the forum will move into more
concrete classroom activities teachers can utilize to promote critical thinking development in students. The
forum will finish with a critical thinking-focused professional development session for teachers. The goal is
to be better acquainted with what the coming changes to the MEXT guidelines means for educators in the
University setting. We hope you can join us at our JALT Critical Thinking SIG Forum for an engaging look at
critical thinking, the activities that support it, and the expectations that are being put upon us, as educators.

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Saturday Afternoon SIG Forums (2:05-3:30)
301 (LLL) Lifelong Language Learning SIG Forum
Lifelong Learning Begins With A Story
Joseph Vincent Dias (Aoyama Gakuin University), Nena Nikolic-Hosonaka (Kanda Universityof International Studies), Chiyuki Yanase (J.F. Oberlin University),
Marybeth Kamibeppu (Hiroshima International School)

In this forum, jointly sponsored by the “Lifelong Language Learning” and “Teaching Younger Learners” SIGs,
the presenters will speak about the intimate connection between storytelling and lifelong learning. Chiyuki
Yanase will discuss how we can share storybooks with young learners in order to develop literacy skills,
empathy, self-efficacy, and to foster a love of reading. Nena Nikolic-Hosonaka will demonstrate how theactive participation in story time “meaning making” can motivate young learners to develop traits which
promote confidence, curiosity, initiative, and divergent thinking. Marybeth Kamibeppu will show how
well-chosen storybooks can resonate with readers throughout their lifespan, helping to stimulate
discussions about bullying, immigration, and being “the other.” Joseph Dias—through his reflections on thebooks he read as a child, the stories he read to his children, and the results of a survey on the storytelling byparents of bi/multilingual children—will speak about the potential of storybooks for lifelong development aslanguage learners and as human beings.

302 (GALE) Gender Awareness in Language Education SIG Forum
Addressing Gender Equity
Sandra Healy (Kyoto Institute of Technology), Gwyn Helverson (Osaka University),
Tanja McCandie (Meijo University), Kathleen Cahill (Kinjo Gakuin),
Gerry Yokota (Osaka University)

This year’s GALE Forum will address the ways in which equity for all regardless of gender, ethnicity, age,sexual orientation or religion can be fostered in our classrooms and our workplaces. Gwyn Helverson
discusses how the roles of women in traditional and modern fairytales, including the gendered roles of AI
assistants, can be used in the classroom as content-based materials to develop both awareness of genderroles in society and language skills. Tanja McCandie focuses on the development of a website,
equalityeltjapan.net which is addressing the imbalance of presenter demographics in Japan by creatingawareness, engaging male allies and supporting female English language educator empowerment. Kathleen
Cahill and Brent Simmonds report on the development of the Code of Conduct (CoC) for JALT. The CoC wasdeveloped to ensure safety and security for all participants and to provide a friendly environment for all, andthey discuss the reporting process in the event an incident occurs. Gerry Yokota provides practical ways inwhich to respond to unexpected situations or harassment, online and in person, and also ways to foster
fundamental gender equity through an understanding of various cognitive issues.

303 (OLE) Other Language Educators SIG Forum
Allophone Students: Who are They?
Margit Krause-Ono (Muroran Institute of Technology), Monika Szirmai (Hiroshima
International University), Maria Gabriela Schmidt (Nihon University)

This forum aims to introduce the term “allophone learners”, which is currently not used in Japan. However,
the abundant literature that has been available for more than a decade in other countries, such as Canada orFrance, can be insightful for language teachers and policymakers alike, considering the new immigration
policies recently introduced by the Japanese government. The presenters will discuss the current state ofmulti- and plurilingualism in Japan. Special attention will be paid to the existing support system andopportunities for students whose home language is different from Japanese. This will require that we look at
the support offered at different levels of the educational system to such students and also to working adultlearners. The presenters will also discuss the similarities and differences between the allophone students inJapan and in other countries where migration is high. As some countries are well ahead of Japan insupporting allophone learners, their example can be useful in the Japanese context as well. The audience
will also have the chance to share their views and experiences in this field.

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Saturday Afternoon Presentations (2:35-3:00)
203 (VOCAB) ​Managing TOEIC Vocabulary
Barry Condon (Kwansei Gakuin University)

2:00

Each year, more than 7 million people across the world, including approximately 2 million people in Japan,
take the TOEIC (Test of English for International Communication). Success will depend largely on candidates
developing a large vocabulary. The pedagogical methods employed by teachers in furtherance of this aim
can have a lasting impact on students. Chujo & Oghigian (2009) determined that in order to achieve 95%
coverage of the vocabulary on a TOEIC test, a student will need to have a minimum vocabulary of 4,000
words, or 3,000 word families. Managing such a large lexical set requires a systematic approach, and onethat involves regular reviewing and testing. This presentation will suggest such an approach, one that makes
use of Microsoft Excel spreadsheets and formulae to keep track of lexical terms and compile vocabulary
quizzes efficiently. Further time will be given to explaining how to set up an SRS system that students canbuild and use for effective TOEIC vocabulary study.

2:30

204 (MAVR) ​Learner Experiences of AR Project-Based Learning
Samuel John Taylor & Adam Stone (Kyushu Sangyo University)

3:00
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The presentation will describe how Augmented Reality (AR) technology was utilized in a multimedia,
task-based project designed to encourage student engagement and integrated into an EFL four skills course
for learners of elementary to intermediate level proficiency. The project involved learners (n=37) creating
content for an AR campus treasure hunt, including descriptions of the location and personal significance of
campus facilities. This allowed for a task-based approach to instruction that provided opportunities formeaning-based production, a focus on form, and, in the exchange of created activities with other classes, aclearly defined outcome. The AR campus treasure hunt was created using the HP Reveal AR smartphone
application. It will be shown how AR generated initial engagement, through the novelty of the exploratory
use of HP Reveal, and authenticated multimedia tasks, such as the production of video AR content, which
helped maintain engagement and encourage the development of digital skills. The presentation willconclude, with reference to learner-created content, with an evaluation of the learner experience of the
project, achieved through the quantitative and qualitative analysis of learner-written project reviews.

205 (CUE) ​Adapting and Scaffolding Texts in CLIL Materials
Michael Joshua Griffiths (Kwansei Gakuin University)

In Japan, there has been steady growth over recent years in university level CLIL courses and Japan-focused
CLIL research. However, there is limited research available on how teachers can create CLIL materials that
include challenging texts and content whilst still allowing students to access and deeply understand thetexts. This presentation aims to provide practical text adaptation and scaffolding approaches that teachers
can incorporate into their CLIL materials. These approaches are based the presenters’ experiences indesigning and teaching a CLIL course at a Japanese university across a number of semesters. The session
will explore how Cummins’ CLIL Matrix and Banegas’ CLIL Lesson Framework can be used as guiding
principles in CLIL materials development. The text adaptation approaches of simplification, elaboration, anddiscursification from Moore and Lorenzo (2015) will be compared. A selection of scaffolding strategies from
Mehisto, Marsh and Frigols (2008) that can assist and enhance students understanding of texts will becovered. The session will examine how use these principles and approaches in combination and include
examples of CLIL course materials to illustrate this. This presentation will be useful for teachers new todesigning CLIL materials and teachers looking to enhance students’ understanding of texts in CLIL courses.

206 (LD) ​Overcoming Obstacles in Self-AccessAndre Alexander Parsons (Hokkaido University of Education) &Stuart Warrington (Nagoya University of Commerce & Business)

While some self-access language learning centres have ample space and a variety of resources andpersonnel to provide different kinds of support, others may not be able to offer such affordances. This canoften be due to budget concerns, the physical environment and/or restrictions imposed by the institution
itself in which a centre resides. Hence, under these circumstances, it then becomes essential to find creativeand innovative ways to overcome such obstacles. In this presentation, we will illustrate how we haveattempted to do this at two different institutions in Japan. By doing so, we aim to show that, rather thanbeing limited to one area, self-access language learning is something best framed as ubiquitous and best
understood within those pre-planned and/or spontaneous moments where students willingly andintrinsically take initiative to further their own language learning.

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Saturday Afternoon Presentations (2:35-3:00)
207 (BRAIN) ​Designing Materials to Minimize Cognitive Load
Julia Amalia Daley (Himeji High School)

This presentation describes the design, implementation, and student reaction to an elective course based onJapanese novel Taigan no Kanojo (‘Woman on the other Shore’) by Kakuta Mitsuyo. The novel explores life incontemporary Japanese society through the experiences of three central female characters and provides
rich opportunities for exploration and discussion of a wide range of topics pertaining to gender andemployment. Taught in English, but with the main text also available in Japanese to reduce cognitive load,
the course sought to introduce the students to literature taught in the Humanities tradition while also
improving their English skills. While students were initially anxious about their spoken English ability fordiscussion activities, it soon became clear that the broad reading, critical thinking, and comprehensive
writing skills necessary were also unfamiliar to many course participants. Specific strategies were therefore
used to foster achievement in all these areas, and covered classroom management, emotional support,
cognitive scaffolding and linguistic adjustment. The techniques used to increase student participation andenjoyment while also improving learning outcomes will be discussed in detail, and examples will be
distributed.

304 (Sponsored*) ​Communication in the 21st Century
Tom Kim (Compass Publishing)

In the 21st century, the communication barriers no longer exist, allowing us to live in a world of global
community. Students, co-workers and businesses have to find ways to cope with the immense diversity interms of age, culture and gender. Now, there are so many forms of communications and differences that wemust connect in order to understand each other. We'll look at cultural mindset, real world collaboration,
critical thinking, digital literacy and why these are crucial skills to learn for today's students and how
educators can implement 21st century skills practically into the classroom through current educational
content.
*Sponsored by Tryalogue Education

305 (ICLE) ​Self-Reflection in Intercultural Communication
Roxana Sandu (University of Tsukuba)

Cultural awareness has commonly been discussed in the previous literature in relation to comparisonsamong cultural or national groups. However, Baker (2012) argues that such view should be reconsidered; hebrings intercultural awareness into the spotlight defining it as “a conscious understanding of the roleculturally based forms, practices, and frames of understanding can have in intercultural communication,
and an ability to put these conceptions into practice in a flexible and context specific manner in real timecommunication.” Based on Baker’s notion of intercultural awareness, this study describes its application in
the Japanese EFL context by emphasizing the importance of self-reflection type of assignments andclassroom activities. Therefore, this exploratory study aims at examining students’ intercultural awarenessdevelopment throughout a year, by analyzing their final project titled Our Intercultural Encounters whichused Council of Europe’s Autobiography of Intercultural Encounters as resource material. The qualitative
analysis of students’ group discussions shows a deeper understanding of themselves, their biases, and theirown culture, as well as a higher level of intercultural understanding.

306 (SDD) ​Task Evaluation for Performance-Assisted Learning
David Kluge (Nanzan University)

Performance-Assisted Learning (PAL) is “using any kind of performance to assist in the learning,
consolidation, and assessment of content” (Kluge in Head et al., 2018). Some PAL activities like speech andpresentation are readily accepted by university program administrators and teachers. However, when it
comes to PAL activities like drama, music, puppetry, and mime, most administrators and many teachers
look askance at them as being unacademic or ineffective in promoting learning. At the heart of the matter isa lack of research on the efficacy of PAL activities. This presentation will suggest that PAL teachers becometeacher-researchers, and through the use of an evaluation model by Ellis (1997) composed of seven steps(choose task, describe task, plan evaluation, collect data, analyze data, reach conclusions, and report), andconduct micro-evaluations of PAL tasks that should produce research data that may be helpful in convincing
administrators and teachers of the efficacy of such activities. The presenter will introduce the Ellis task
evaluation model in a step-by-step manner, propose a project for a large group of teacher-researchers togather their micro-evaluations to create a macro-evaluation of the field of Performance-Assisted Learning,and give an example of research that has been conducted.

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Saturday Afternoon Presentations (2:35-3:00)
308 (Young Learners) ​The CPH and English Education in 2020 Japan
Jonathan Paul Phipps (Global Village International Preschool/Temple University)

English education will become mandatory for all Japanese elementary school students starting in 2020. With
this coming change it is important to examine age and maturation effects in SLA and the possible impact
they could have on English in Japan. This presentation seeks to examine a few of the most pertinent factorsof age and maturation in SLA in an effort to illuminate the possible challenges that may arise in the coming
year. Arguments have been made by SLA scholars about rate of learning and ultimate attainment being
greatly impacted by age of acquisition, but several questions remain about what age really means for second
language learning. For example, is the nature and amount of interference between L1 and L2 pairings
different when language learning begins at different ages? What socio-psychological factors impact second
language acquisition at different ages? These vital questions about the role that age and maturation play in
SLA will be explored through this presentation, as well as the possible impact this could have on the comingchanges to English education in Japan.

Saturday Afternoon Presentations (3:05-3:30)
203 (VOCAB) ​Synform Pseudowords in Yes-No Vocabulary Tests
Raymond George Stubbe (Nagasaki University), Kousuke Nakashima (Hiroshima Institute ofTechnology) & Yumiko Cochrane (Kyushu Sangyo University)

Yes-no vocabulary tests rely on self-reported knowledge of the tested words. However, some test-takers
overestimate their vocabulary knowledge by reporting words that they do not actually know. Anderson andFreebody (1983) introduced pseudowords to the yes-no format as a check for possible overestimation.
Another vocabulary difficulty was introduced by Laufer in 1988, the concept of synforms, where learners
confuse a word for a different word because their forms appear similar (weak versus week, for example).
More recently. Stubbe and Cochrane (2016) reported that “Synform errors made up the largest category oferrors, accounting for 461 (33%) of the 1187 repeated errors.” In the present study, synform pseudowords
were included in a yes-no test of 75 items. Sixty real words and 10 pseudowords randomly extracted from
Meara (2010), plus 5 synform pseudowords were included. The synform pseudowords were created bysubstituting one or more letters from common words from the first two 1000 frequency band of the JACET
8000. Half of the 60 real words were one member of a katakana pair (vest – best, for example). A translation
test of the same 60 items was also given. Results and implications for the classroom as well as vocabulary
testing will be presented.

204 (CALL) ​Mobile Digital Stories and Community AwarenessBradley Irwin (Nihon University)

Although digital storytelling is not a new pedagogic approach to language teaching and learning, recent
advances in mobile device technology have made it much more accessible to educators and learners alike.
This presentation will detail a case study conducted to explore the feasibility of using a single mobile device
to create engaging digital stories about the cultural assets and areas of interest of a rural university town ineastern Shizuoka. Eighty-three first year undergraduate students participated in a mixed methods,
exploratory case study which combined classroom and fieldwork observations, survey data, and in-depth
interviews to analyze their opinions and perceptions of using a single device to create digital stories. The
data results were also used to assess the extent to which the project contributed to language learning,collaborative practices, and the enhancement of participants' community awareness. The findings showedthat students could create interesting and entertaining digital stories using a single mobile device, meet(and in some cases vastly exceed) language learning goals, and that community awareness increased
significantly. This presentation will serve as a guide for experienced and inexperienced educators alike whoare interested in incorporating elements of single mobile device digital storytelling into their teachingpractice.

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Saturday Afternoon Presentations (3:05-3:30)
205 (CUE) ​Reactions to the Use of Dynamic Assessment
James Bury (Shumei University)

This poster presentation focuses on how four undergraduates from diverse backgrounds experience andunderstand their linguistic repertoires (Busch, 2012, 2015). “Linguistic repertoire” broadly refers toindividuals’ experiences of using language in their daily lives (e.g., local dialect, standard language, “keigo”,
home languages, languages a person uses in public places, as well as languages they learn in formal
education). The presentation explores how the students see their use of language directly affecting theidentities that they claimed themselves or were ascribed by others at different points in their lives. The
research was organised in two rounds of interviews. In the first round the students drew a language portraitof themselves and talked about particular persons, places, situations, and critical moments they had
experienced in relation to language, and what those experiences meant to them (and why). For the second,
the students were asked to review the transcript of the first interview and elaborate further on theirexperiences in relation to wider meta-narratives circulating in society about language (e.g., perceived
pressures to claim use of a local dialect or not). Highlighting critical issues of social inclusion and exclusion,
the presentation raises interesting questions about learner development and our students’ rich language
experiences.

206 (SA) ​The Importance of Reflection in Study Abroad
Stephen M. Ryan (Sanyo Gakuen University)

3:00
3:30

Traditional approaches to study abroad focus on classroom participation and linguistic development,leaving most learning about the host environment to the osmosis of “being there.” This, however, leaves tochance some of the rich opportunities for cross-cultural learning afforded by the host environment. Recent
research in neuroscience and study abroad programmes suggest that a more conscious focus on observing
and thinking about the host environment will enhance the learning possibilities of the study abroad
experience. Reflection is a powerful tool for achieving these goals in both long- and short-term programmes.
The presenter will review the theoretical reasons for giving importance to reflection, before setting it in thecontext of a simple experiential learning cycle that can be grasped and implemented by students in theirdestination country. Practical examples of how to integrate reflection into various types of programmes
follow, together with examples of the kinds of reflection students actually engage in and the learning
outcomes that follow.

207 (TEVAL) ​Usefulness of the Zenshō Eiken Test
Andrew Blaker (Konan University)

4:00
4:30
5:00
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Zenshō Eiken is a standardized English test offered to commercial high school students in Japan, and istaken by over 140,000 students each year. The analysis of the test was carried out using Bachman & Palmer's(2010) framework of test usefulness. The content of the test was examined, as was the time spent by
students and teachers preparing for the test, and the use to which the scores are put. It was found that while
the test is of use to students as a qualification, the content of the test and the time spent preparing for it
could be better spent on more communicative activities in the classroom. This presentation would be ofinterest to those interested in standardized testing in Japanese schools.

304 (Sponsored*) ​Running Downwind: Overcoming the Obstacles to SLA
Alastair Graham-Marr (Tokyo University of Science)With regret, phonological impediments are rarely a consideration for many of Japan's educational
decision-makers. Policy makers from non-linguistic backgrounds and don’t sufficiently consider how certain
linguistic issues that can adversely affect language development. For example, why do Swedes learn English
more easily than most Japanese? All other factors being equal, learners who have stress-timed native
languages have far more success learning English than learners coming from syllable-timed, or mora-timed
linguistic backgrounds. English, being a stress-timed language has a regular rhythm pattern. Salientsyllables tend to occur at regular intervals, and this tendency results in function words being phonologicallyreduced to accommodate the regular spacing of syllable prominence. However, syllable-timed languages
such as Korean, where the time needed to pronounce each syllable is roughly equal, and mora-timed
languages, such as Japanese, where the time needed to pronounce each mora is roughly equal, arephonologically distinct from English. As a result, such languages lack many of the common suprasegmental
phonological features found in English. This lack of understanding can seriously impede the development oflistening comprehension skills. This talk will outline some of the emerging research in this area, and discuss
some of the resulting policy considerations.
*Sponsored by ABAX ELT Publishing37

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Saturday Afternoon Presentations (3:05-3:30)
305 (GILE) ​Promoting Environmental Literacy in the Classroom
Joshua John Jodoin (Kyoto University)

Education for Sustainable Development (ESD) is still little known in Japanese Higher Education (HE), but it isa powerful tool to increase student awareness of critical world issues, like climate change. Integrating ESD
into language teaching can empower students with language skills and knowledge to participate in global
conversations. The presenter examined the effects of ESD integration into a Content and Language
Integrated (CLIL) ‘Environmental Ethics’ course in Japanese HE. In the research, two groups of university
students with equivalent English ability were compared over a two-year period. The researcher sought toanswer the following questions: (1) What were the environmental literacy outcomes between the CLIL and
CLIL ESD best-practice groups? and (2) How can CLIL courses use ESD to improve environmental literacy?
The research used a mixed-methods approach, grounding the analysis in a Value, Beliefs, Norms model byCisternas et al. (2015) and collected student marks, survey results, reflections, and interviews as data. Key
findings show that environmental literacy can be positively influenced by ESD integration; however, thisinfluence may not be immediately present from the survey data. This presentation will be of interest to
language teachers using the Sustainable Development Goals (SDGs) or environmental topics in theirclassrooms.

306 (SDD) ​Spotlight on Student Work: Showcasing Events
Ashley Ford (Nagoya City University) & David Kluge (Nanzan University)

3:00
3:30
4:00
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5:30

Projects to motivate our students, to let them express themselves, and to let their creativity in English shine,frequently result in brilliant student work, but too often these accomplishments never see the light of day
outside of the classroom (Ford & Kluge, 2015). There should be opportunities for more people to see thesedazzling accomplishments. Newmann and Wehlage (1995, p. 14) state that this “outside” performance is anecessary step for what they call “authentic pedagogy.” This presentation builds on a previous project (Ford& Kluge, JALT 2018) that explored some of the current opportunities for second language learners to share
their creative work with wider audiences, both inside and outside the school and identified the need formore teachers to come together to create more outside-school opportunities for student showcasing.
However, there is little information or experience on how to create these events. This presentation will detailthe organization of two such events: a school-wide public showcasing event, including a report on student
outcomes and feedback from this event, and then an upcoming event organized to showcase student work
to the world at an international conference in Nagoya which participants may encourage their students tojoin. Discussion will follow.

307 (Young Learners) ​Syllable Understanding and Young Learner Fluency
Meagan Kaiser (Tokushima University)

In the most recent guidelines for elementary school education in Japan, the Ministry of Education (MEXT)
has pointed out that urgent attention is needed in the upper elementary grades toward recognition ofEnglish letters and words, noticing the differences in sound features between Japanese and English, and inunderstanding the way words work from the viewpoint of language ability improvement. Developingchildren’s understanding of syllables and syllable segmentation is a critically important, but often
overlooked, component in addressing these learning goals.Understanding syllable segmentation scaffolds
understanding of consonant blends, word level stress patterns, and the fluent cadence of English. It opens
the door to contrastive analysis with Japanese language features as well. This presentation will clarify therole of syllable understanding in English language fluency development for Japanese learners and will show
evidence that young students who have been taught to make use of the phonetic transcription in
dictionaries and textbooks are at an advantage in understanding syllable structure and segmentation,
leading to the benefits described above. Finally, practical advice will be shared regarding effective pedagogy
for working with upper elementary school aged children to develop competency with syllables and syllable
segmentation.

308 (BRAIN) ​Speaking Before We Speak: Predictive Processing
Edward Cooper Howland (Hiroshima YMCA)

Everyone can predict the future.Recent developments in neuroscience and psycholinguistics have shownthat the brain is constantly anticipating the language we encounter before it is even uttered. This skill has
been demonstrated to be inextricably linked to language acquisition and production as well ascomprehension. Further experiments have demonstrated that language learners lack the ability to employ
this vital skill in their L2, but that it is possible to improve with practice.This workshop consists of a brief
primer on the concepts and research, followed by a demonstration of teaching techniques that train thelearner’s anticipatory powers, and a brainstorming session about where we can go from here.

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Saturday Afternoon Poster Session (3:05-4:00)
5th Floor Atrium(TED) ​Employment Issues Facing Language Professionals
Michael Parrish & Richard Miller (Kwansei Gakuin University)

2:00
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In this interactive poster session, the presenters will discuss recent developments within the job market for
language professionals in Japan. The presenters have recently completed several surveys of educators aswell as hiring committee members and will explain the results of those findings. Based on this research, aswell as several years of experience assisting professionals in career improvement, practical advice will begiven to audience members on how to improve their academic CV, as well as their overall career within
Japan and elsewhere. Based on the concept of the “balanced scorecard” (the four areas of education,
research, experience, and service), reflective practice and goal setting will be introduced. Attendees can gaina better understanding of their own career aspirations and how they can fulfill and develop themselves as
professional teachers. The presenters will also give handouts on different articles that they have written overthe past decade on job issues. These will be of interest for educators looking to break into a new job as wellas those wishing to improve their careers.

(MAVR) ​Crowd-Sourced AR App for Learner Material Feedback
Euan Bonner (Kanda University of International Studies)This presentation details a project utilising a mobile app under development by the presenter that provides
EFL students with swift access to peer feedback on learner resources. Learners often find the choices ofmaterials in learning centres overwhelming and look to their peers for advice. This app is designed toprovide students with a fast and easy way to read and write peer reviews, ratings and comments without
many of the typical barriers to mass adoption that often inhibit similar feedback systems. By superimposing
the information directly onto material covers using augmented reality, students can scan through multiple
resources quickly and find suitable materials. This presentation will also cover its potential use inclassrooms, advanced features, and other affordances and limitations.

(CT) ​Cultivating 21st Century Skills with YouTube
Sean H. Toland (Nanzan University)

In our technologically-saturated, globalized world it is essential that English language learners (ELLs) can
properly process and critically scrutinize the seemingly unending stream of digital stimuli that appears on
their smartphone screens. Teachers have a responsibility to help students cultivate important twenty-first
century skills such as critical thinking, communication, creativity, and collaboration. Creating a critically
conscious and active learning environment is something that is much easier said than done, especially withlow-motivated ELLs. The video-sharing platform YouTube is a genuine goldmine for educators as it can beused to foster self-directed learning and engage students by supplementing predictable textbook activities.
This poster presentation will report on the findings from an action research project that was conducted in a
Japanese university communicative English course. The researcher used YouTube content to create a more
active learning environment and stimulate his students’ critical thinking abilities. He will highlight how viralmarketing and music videos were utilized in conjunction with interactive activities such as role-playing,collaborative analysis charts, product pitches, and speed debates to foster Japanese university ELLs’
twenty-first century skills. The lesson ideas and teaching strategies that will be discussed in thispresentation can be used in a wide variety of instructional settings.

(BRAIN) ​Managing Teachers' Burnout Through Self-Compassion
Merissa Braza Ocampo (Fukushima Gakuin College)

Autonomy is tantamount to having the power to choose. If someone loses this power and privilege there is atendency for that individual to fall into deep dissatisfaction, unhappiness, and experience associated mental
problems. However, only uncontrollable stress causes damaging and destructive effects. Equivalentstress-causing conditions that feel escapable are often less destructive. When tertiary teachers are working
in a non–autonomy-promoting environment, they too can fall prey to Anxiety, Burnout and Stress (ABS),
which manifests in an array of negative emotions. The teachers’ experience of a lack of control, being
controlled, and their perception of uncertainty results in increased stress levels. This exploratory study
proposes that one way to remedy teachers' burnout and stress is to emphasize self-compassion and‘being-kind-to-oneself’. The effectiveness of these strategies in a Japanese environment is examined in the
study. An initial survey probed respondents' experience of ABS and stress coping strategies. Feedback fromthese same respondents after introducing them to self-compassion concepts and activities suggests that
this is a highly promising avenue for helping educators deal with the kinds of work-place generated
emotional instability that many teachers face.

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Saturday Afternoon Poster Session (3:05-4:00)
5th Floor Atrium(CALL) ​Students Perceptions of Automated Writing Feedback
Samar Kassim (Kyushu Sangyo University)

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Timely writing feedback is an essential part for students’ writing development. For teachers, however, it canbe time-consuming and difficult to provide the timely feedback needed. Automated writing feedback
systems are a possible solution to this problem. Wali & Huijser (2018) conducted a study using theautomated feedback system, Write & Improve, on Bahraini learners of English that revealed that less thanhalf of the students found the system to be better than teacher feedback. They concluded with thesuggestion that automatic feedback and teacher feedback be combined for future research. This study used
the same automatic feedback system Write & Improve and combined it with teacher feedback through thewebsites’ +Class View paid function. It examined 18 first-year Japanese university students, who used thefeedback tool over the course of a semester. Results indicated that they overwhelmingly preferred Write &Improve’s systems automatic feedback in combination with the teachers’ feedback over traditional methodsof receiving writing feedback. This presentation will discuss why students favored the automatic feedback
tool with teacher input and how they perceived the system to benefit their writing skills.

(THT) ​An Effective ESP Course for Science Majors
Jeffrey Stewart Morrow (Prefectural University of Kumamoto)

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In Japanese universities, MEXT requires non-English majors to study English in their first and second years.
The author’s public university requires that third year Environmental Science majors also study Science
English. The author’s background is not science, so self-study was conducted and students’ English needs
were discussed with faculty members to create the course and materials. The students are aware of science
topics in Japanese, but have lacking English skills, so the author focused on topics familiar to students suchas atmosphere, recycling, and erosion. The course includes topic-based activities that build from simple tocomplex; each unit contains interactive vocabulary exercises, mind-map listening sections, a questions andanswers mingle activity, topic-based readings both accessible and challenging, and projects where ideas areconceived on paper and presented to the class using posters. Post-course, a ten-item five-point Likert scalequestionnaire was used to gather 33 students’ opinions of the course as a whole; the questionnaire also
obtained reasons for their answers. Results found that 45% of students strongly agreed that vocabulary
learning was useful and 33% strongly agreed that they could elevate their critical thinking skills, among
others. The presentation offers all Likert scale results and includes reasons for students’ answers.

(GILE) ​L1 or L2? Comparing Two Indigenous Culture Classes
Matthew James Cotter (Hokusei Gakuen University Junior College)

The benefits of using either the L1 or L2 of the learner in language teaching is a topic of hot debate. Two
indigenous studies classes were taught by the same teacher in two different university settings. Pre andpost-course questionnaires were implemented to compare knowledge gained and student interest in
indigenous cultures in the two different contexts. The first class was a seminar-style class for humanities
major students, focusing solely on New Zealand Maori history. The language of instruction was Japanese,the L1 of the learners, but L2 of the teacher. The other class was an EMI class for second year English major
students under the title ‘Ainu and Maori Studies’ and delivered in English, the L2 of the learner, but L1 of theteacher. Questionnaire results will be shared along with the teacher’s reflections on the advantages anddisadvantages in each classroom setting. These include language issues such as the skill level of thestudents and teacher, depth of content, pace of teaching, chosen activities, and multimedia. With a thirdcourse planned for native English exchange students in 2019, it is hoped that feedback and ideas may begained from presentation attendees.

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Saturday Afternoon Poster Session (3:05-4:00)
5th Floor Atrium(CUE) ​Improving Abstract Writing – Student Perceptions
Martin Wood (Kanazawa Institute of Technology)

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Developing academic writing skills for graduate students can be a challenging task. This poster examines
student’s opinions towards an academic writing course, which is based on content taken from their fields ofstudy. Specifically, the poster will examine the effect an eight-week abstract writing course had on
improving students’ understanding of grammar and vocabulary used in academic writing. The participants
were 37 fourth-year undergraduate and graduate students majoring in science, technology, engineering, ormathematics. The course is offered as a one-credit elective and consists of three main activities designed togive students exposure to content-specific vocabulary used in their respective fields of study. The activities
include i) studying grammar and vocabulary of common phrases used in academic publications, ii) analysisof the structure and vocabulary used in abstracts sourced from peer-reviewed publications, and iii) writing
sentences for an abstract based on individual students’ research themes. A post-course survey on student
opinions towards the course yielded positive results. In particular, students indicated that studying example
phrases helped improve their understanding of academic vocabulary and writing sentences for an abstract
based on their research and helped improve their understanding of the grammar structures used inacademic writing.

(ICLE) ​Cultural Encounter Through Literature: A ModelDavid Charles Ostman (Sojo University)

This presentation offers a process-model detailing a new pedagogical approach to intercultural competencein the foreign-language classroom: Intercultural Competence through Literature (ICL). Designed forintermediate English learners (CEFR B1, B2), an ICL approach offers the foreign-language educator an
expedient 3-step pedagogical process through which to incorporate the objectives of interculturalcompetence education (i.e., fostering critical cultural awareness, pro-cultural attitudes, and an
ethnorelative orientation) into the framework of traditional language acquisition objectives. Grounded in
psychology research into empathy, ICL employs pre-reading empathic exercises to prepare learners toengage in cognitive perspective-taking from the orientation of literary characters from non-native cultural
backgrounds. Readings are followed by exercises designed to 1) empathically reflect on narrative events, 2)
explore cultural components presented in readings, and 3) aid textual comprehension. In facilitating learner
access to character mental states through perspective-taking, ICL provides substitutional encounters forindividuals for whom opportunities for physical intercultural encounters may be limited. A complete
explanation of the ICL process is provided, including an example of 90-minute class, practical advice
concerning narrative-selection, and considerations for lower-level learners.

(CUE) ​PSG Help Rising to the Publish-or-Perish Challenge
Paul Beaufait (The Prefectural University of Kumamoto), Suwako Uehara (The University ofElectro-Communications) & Brian Gallagher (Meijo University)

The challenge of publishing looms large for educators a toe or more into college or university teachingcareers. The same goes for those who want to enhance their CVs for entry to or promotion in post-secondary
educational institutions. The nearly twenty-year-old JALT Writers' Peer Support Group (PSG) has evolved tosupport writers hoping to rise to the occasion. The PSG are a group of volunteer peer readers with varying
degrees of experience in various aspects of publication. PSG readers provide advice and constructive
feedback for writers on draft manuscripts shared online in order to assist the writers in their quests for
publication. New readers are always welcome aboard, and will gain access to plenty of examples, enjoy
shadowing experiences, and receive support in serving as reader-respondents on papers of interest. This
poster presentation aims to raise awareness of the PSG as a reliable guide to development of writers’ papers,
to exemplify its activities and operations, to suggest submission routes to publication, to recruit prospective
writers and peer readers, to meet and share stories with current readers, and to elicit contributions to ​The
Language Teacher​ Writers' Workshop column. We encourage prospective writers to bring along printed ordigital manuscripts for discussion.

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Saturday Afternoon Poster Session (3:05-4:00)
5th Floor Atrium(TBL) ​Conversation Strategies and Students' Perceptions
Rachel Barington (Sojo University)

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Conversation strategies were introduced as part of the curriculum in four first-year English Communication
classes. The overarching goal of these classes is to improve English speaking ability. This improvement wasmeasured by how much a student could contribute to a conversation. Conversation strategies were taught
as a means of facilitating this improvement. Conversation strategies are techniques we use to manage ourconversations with other people. We use them in our own native languages, but it’s important to teach theseconversation strategies to students who are learning English (McCarten & Sandiford, 2014). The students inthis English Communication course are not in an immersive English language environment. They cannot
really intuit these strategies, or pick them up naturally, so an environment had to be created where thesestrategies were overtly taught and practiced. Strategies taught throughout the year included
introducing/changing topics, echo questions, eliciting detail, reacting, using follow-up questions, etc. Aftereach speaking assessment, students completed a self-reflection. This poster presentation will discuss what
students reported in their self-reflections on the inclusion of conversation strategies as part of thecurriculum, and its effect on the improvement of their English communication skills.

Saturday Afternoon Presentations (4:05-4:30)
203 (SA) ​Publishing Students’ Reports as an E-Book
Masaki Seo (Ibaraki University)

The presenter will share the experience of e-publishing reports written by 27 students who attended an
intensive English language program in Brunei in the summer of 2018. Prior to their departure, they chose a
topic, gathered information, and shared it with fellow participants as their prior learning about Brunei. After
arriving in Brunei, they collaborated with local students to conduct field studies. Upon their return to Japan,
they wrote reports on the field studies and revised them through a peer response activity. Eventually, all thereports were published as an e-book at Amazon Kindle using Kindle Direct Publishing Service. A reason for
publishing the e-book is that books about Brunei are extremely few, and we wanted to widely circulate theinformation about Brunei as part of our social contribution. Consequently, the e-book was read by many
people on campus and even beyond. Moreover, because students were able to write reports for "real"
readers who are interested in Brunei culture, report writing is now no longer just intended as coursework,
but also as a community service. Finally, the presenter will explain how to implement this type of activity inother language classes and discuss the possibilities and difficulties.

204 (CALL) ​How to Create and Use a Wiki for Your Class
Justin Randall Morales (Konkuk University)

Looking to get started using a learning management system for your classes? LMS can be intimidating andconfusing, but Pbworks offers a very easy and effective LMS that can be easily learned. Pbworks LMS are
called WIKIs, which are simple to setup yet extremely useful learning management systems. For students,
they provide opportunities to use technology in the process of language learning, have instant and constantaccess to important classroom materials, and review and submit homework online in a centralizedclassroom hub. For teachers, they provide a shared online learning space to keep students informed on
assignments and assessments. It is also a powerful assistant to instructors in that it can keep a language
course organized and efficient. This hands on presentation will cover how to set up a basic PBworks wiki, theuses for various types of courses, and benefits of maintaining a Pbworks wiki for both teachers and students.
By the end of the presentation, teachers will have a nice starting point to begin creating their own teachingwikis.

205 (CUE) ​Teaching Assistants (TAs) in Language Classrooms
Abidemi Titilayo Bankole (Ritsumeikan Asia Pacific University)

Studies show that Teaching Assistants (TAs) can have a positive effect on student learning, and can also
benefit other stakeholders – teachers, the institution, and TAs themselves (Philipp, Tretter & Rich, 2016;
Crowe, Ceresola & Silva, 2014; Herrman & Waterhouse, 2010). An international university in Japan recruits
non-native English speakers as Teaching Assistants (TAs) in English as a Second Language classes. Surveys of
TAs and English teachers were conducted at the institution to examine the work of TAs. This presentation
will discuss the successes and challenges the TAs reported facing in their roles, and how they are being
better prepared for the language classroom. The lessons learned could be beneficial to other institutions
with TA programs, or to teachers who work with TAs or engage in team-teaching at the tertiary, secondary,or primary levels.

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Saturday Afternoon Presentations (4:05-4:30)
206 (LLL) ​The Usefulness of an English Volunteer Handbook
Wendy M. Gough (Bunkyo Gakuin University) & Kazumi Kato (Tokai University

Volunteer projects that support international tourism supply opportunities for local citizens who speak
English to interact with people from around the world. Community members provide volunteer
interpretation for international luxury liner passengers that stop at Shimizu Port in Shizuoka. The
presenters, who advise the Shimizu Town Office about English needs, observed the volunteer activities andheld a seminar for current and potential volunteers at the town office in September 2016. The attendees
gave a list of topics and English expressions they wanted to learn for volunteering at the port. Then thepresenters made the Shimizu Volunteer Interpreters’ Handbook. Volunteers began using the handbook in
2017. In 2018, the presenters held another seminar and collected surveys from 20 volunteers. Half of the
respondents had used the handbook. Seven indicated that they had used the handbook to study before
volunteering. Eight had used it at the portside. The respondents explained that the handbook helped thembuild confidence in their English skills, and that it was useful to learn English for volunteering. They also gavesuggestions for the next edition of the handbook. This presentation will give a short explanation of thehandbook development then discuss its usefulness for local citizen volunteers.

304 (ER) ​Ten Principles of Successful ER ProgramsPaul Goldberg (Xreading) & Tom Robb (Kyoto Sangyo University)

It was twenty years ago that Richard Day and Julian Bamford first came out with their 10 Principles ofExtensive Reading. This seminal list, and the many papers and studies on the topic that came afterwards
have greatly increased awareness of extensive reading in the ESL/EFL community. However, believing in thebenefits of extensive reading, and providing students with a library of graded readers, whether physicalbooks or digital, does not ensure they will actually do any reading. At least initially, students need to be
motivated to read, and that can be accomplished with a well-planned and implemented program. In thispresentation we present 10 additional pieces of advice for promoting effective Extensive Reading in theclassroom. The presenters of this workshop have advised over one hundred universities and high schools on
their extensive reading programs, and from this experience have come up with certain practices that when
followed will significantly increase the likelihood of general program success, including students doing
greater amounts of reading.

305 (GILE) ​Thinking Beyond the Classroom: Human Rights in EMI
Daniel Tang & Kathryn M. Tanaka (Otemae University)

In the wake of the establishment of the Top Global University Project in 2014, increasing numbers ofuniversities are incorporating English as a Medium of Instruction (EMI) courses into their curricula as part oftheir push to globalize. These classes tend to be a diverse mix of mid and high level Japanese students andforeign exchange students studying in Japan. This presentation begins from the idea that in any globalclassroom, human rights education (HRE) is an important part of an emerging, international and shared
popular culture that becomes the basis of global citizenship. In addition to introducing theories of HRE, thispresentation explores how HRE can be integrated into lesson plans in Japanese universities, and how HRE
can help shift students’ ideas from national to international frameworks. We will introduce examples of HREfrom a mix of classes: freshman seminar, peace studies, Japanese popular culture, Japanese literature, andtranslation studies, and demonstrate the ways in which HRE allows students to make connections between
their daily lives and ongoing global issues, helping foster true global education. We will then conclude with a
discussion of locally-based HRE assessment projects that situate human rights issues in Japan within broadinternational dialogues.

306 (MW) ​Designing an EAP Course for Social Science Majors
Olive Yuet Ying Cheung (The Chinese University of Hong Kong)

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In response to Hong Kong’s massive education reform in higher education, local universities had to develop
a series of new English language courses to cater to the learning needs arising from the implementation of a
new region-wide four-year curriculum. This paper examines the opportunities presented to language
teachers of a local university in designing an English for Academic Purposes course for second-year social
science majors and the challenges faced in the process of implementing it. Building off of a Common
Foundation English course offered to all freshmen covering basic academic conventions, this second year
course entitled ‘English for Social Science Students I’, currently offered to 500 social science majors
annually, aims to provide further support on aspects of academic writing and presentation skills within thediscipline. The overall course design was premised upon an outcome-based approach while teachingmaterials were largely informed by a genre-based approach with a text-focus perspective (Swales, 1990;
Hyland, 2007). In the first part of the presentation, results of student needs analyses, expectations of faculty
members and demands on English language teachers will be discussed. The second part will then focus on
the design of the course, learning materials and assessment methods.

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Saturday Afternoon Presentations (4:05-4:30)
307 (THT) ​Reading Activities in the College Classroom
Yoko Takano (Nagoya University of Foreign Studies)

Reading is an important task for learners to gain vocabulary, grammar, and awareness of discourse,intercultural, and social issues. It is challenging, however, to keep on reading in a foreign language. For thisreason, some practical reading activities are indispensable for encouraging learners and making lessons
meaningful. However, which activity is helpful for students? How can we implement reading activities incollege? In this study, 2nd year college students did extensive reading (ER), book and breakfast time, SQ3R
projects, speed-reading, jigsaw reading, vocabulary games, and poster presentations during their first andsecond semesters. As a result, they gained motivation to read books for pleasure without using a dictionary
and confidence to make original questions to start their research and find sources to complete the SQ3R
projects. This paper explains how college students contributed to all reading tasks and showed theirperformance on poster presentation in the reading class. Furthermore, students’ perspectives from readingclassroom self-evaluation sheets and comments on Moodle will be reported in this presentation.

308 (BILING) ​Hidden Bilingual Trends in Japanese Society
Blake Alexander Turnbull (Ritsumeikan University)

Japan has traditionally been thought of as a linguistically homogeneous and therefore monolingual society.
Consequently, very few Japanese people consider themselves bilingual; however, the reality of Japanesesociety would suggest otherwise. The vast majority of Japanese people living in cities throughout thecountry are unknowingly subjected to an array of bi-/translingual activity on a regular basis, and function insaid contexts with few comprehension difficulties. This presentation examines an assortment of concrete
photographic and video-based evidence collected by the researcher of the largely unnoticed translingual
practices evident in various facets of Japanese society. The goal of this presentation is to raise awareness ofJapan as a linguistically-rich society, and to provide evidence against the idea of Japan as a monolingual
nation. Suggestions for how this trend can be capitalised on in the English classroom are also addressed.

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Saturday Afternoon SIG Forums (4:05-5:30)
201 (ICLE) Intercultural Communication in Language Education SIG ForumBring Culture into the Foreign Language Classroom
Prateek Sharma (YMCA Hiroshima), Valerie Hansford (Soka University),
Avril Haye Matsui (Nagoya City University),
Jonathan Scott (Kanda Institute of Foreign Languages)

Culture, as a theoretical construct that permeates every single human act, is both a fascinating and daunting
subject to bring forth in a foreign language classroom. Since the wide acceptance of the ‘language isindivisible from culture’ truism, foreign language teaching has faced the challenge of bringing this seemingly
evident, but infinitely complex topic into the classroom. Although there is a vast array of academic literature
exploring the culture/ language relationship, much less has been published about the pedagogicalconsiderations of deconstructing cultural phenomena in a way that can be practically taught to the language
learner. In this forum, we intend to tackle these challenges by introducing alternatives of how to incorporate
culture into the language classroom in an effective and integrated way as well as a way that has a foundation
based on theory.

202 (BRAIN) Mind, Brain, and Education SIG Forum
Join the (Inter)action With the BRAIN SIG
Amanda Joan Gillis-Furutaka (Kyoto Sangyo University), Caroline Handley (Asia University),
Glenn Magee (Gifu Shotoku Gakuen University), Steve Jugovic (Ritsumeikan University)

We will have three short (20 minute) talks on a range of topics related to neuroscience and learning. The
talks will be concurrent and given to small groups. You will be able to listen to all three talks and feel free to
ask questions and discuss with the presenters in this more intimate and interactive setting. Caroline Handley
will talk about neurodiversity. Glenn Magee will explain the Matthew effect on children learning to read.
Steve Jugovic discuss health awareness topics that support student learning/lifelong learning, and memory.
Members of the editorial team will also introduce our monthly Think Tank online magazines. We will finish
with a Q & A session on any questions participants have which are related to neuroscience, psychology, andeducation, as well as to the BRAIN SIG itself.

301 (TYL) Teaching Young Learners SIG Forum
Let the Stories Begin

Janita Tubby (Kobe Bilingual School), John Ahern (Aichi Shukutoku University),
Aleda Krause (Seigakuin University), Curtis Kelly (Kansai University),
Joseph Dias (Aoyama Gakuin University), Catherine Littlehale Oki (Doshisha Women’s College),
Nena Nikolic-Hosonaka (Kanda University of International Studies),
Chiyuki Yanase (Oberlin University), Marybeth Kamibeppu (Hiroshima International School),
Mary Aruga (Suwa University of Science)In this forum, jointly sponsored by the “Lifelong Language Learning” and “Teaching Younger Learners” SIGs,
the audience will circulate around 10 “reading stations,” hearing favorite storybooks read by a group ofstorybook aficionados. Readings will be followed by discussions on what the stories have meant in their lives
and in the lives of their children/students. Audience participation will heartily encouraged.

302 (SDD) Speech, Drama, and Debate SIG Forum
Performance in Education

Vivian Bussinguer-Khavari (Kwansei Gakuin University), Aya Kawakami (Aichi Shukutoku University),David Kluge (Nanzan University), Chhayankdhar Singh Rathore (Soka University),
Gordon Rees (Yokkaichi University), George MacLean (Ryukyu University)
The Speech, Drama, & Debate (SD&D) SIG forum will feature consecutive pecha-kucha™ presentations on
several topics related to performance-assisted learning (PAL). More specifically, this year’s forum includes
presentations on (1) sparking students’ motivation through drama (Bussinguer-Khavari), (2) co-constructing
learning through ‘teacher in role’ (Kawakami), (3) reviewing an ongoing nationwide research project on
Performance in Education (Kluge), (4) creating role-play cards that increase student awareness (Rathore),and (5) making reading fun with PAL (Rees). The forum will also provide a venue for sharing ideas anddiscussing ways to incorporate performance-assisted activities into the foreign language curriculum. There
will be a short question and answer (Q&A) session following each individual presentation, with a longer Q&A/ discussion session once all presentations have been given.

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Saturday Afternoon Presentations (4:35-5:00)
203 (VOCAB) ​Maximizing New Vocabulary Retention Using Games
Sara Ann Hendricks (Ritsumeikan Asia Pacific University)

This presentation will help teachers utilize the latest in vocabulary research to help their students enjoy
learning new vocabulary—and lots of it! Although vocabulary is a crucial pillar of language learning, teachers
often leave it to the students to memorize new words outside of class (Baykal and Daventry, 2000). However,vocabulary learning skills need to be taught in order to help students become good at, and enjoy acquiring
vocabulary. In this presentation, I will follow Nemati’s goal of “increasing retention without increasing studytime” (2009). We learn from Nemati that if students are taught “memory tricks and fun strategies,”
vocabulary is more likely to move to long term memory, rather than short term, which is what often occurs
when students study from word lists (Oxford and Scarcella, 1994). In this presentation, I will discuss the bestpractices in retaining vocabulary and then share practical and lively classroom activities. Participants will
discuss which new techniques might work best in their classrooms and share ideas with one another.
Teachers will leave with a handout and digital access to a number of fun, versatile, and low-prep activities tohelp students retain more vocabulary, longer.

204 (CALL) ​How to Evaluate Technology Tools in the Classroom
John Maurice Gayed (Himeji Dokkyo University)

Educators can be easily attracted to new and trendy technologies that are released every year into themarket. The companies releasing these tools promise to turn our students into independent, motivatedlearners while educators can step to the side and marvel at our students' progress. However, the reality isoften quite different from the expected result. This presentation would like to introduce a set of guidelines
for educators that will help them make better decisions in choosing which technological tools to use in theclassroom. As one of the leaders in the development of Google Classroom has stated, "more teaching, lesstech-ing" (Zach, 2014). This presentation makes the argument that the focus should not be on thetechnology, instead educators should only use technology when it helps their students achieve the desiredlearning outcomes.

205 (CUE) ​GERM and Language Teacher Professionalism in Japan
Stuart Warrington (Nagoya University of Commerce & Business)

According to MEXT (2018), private universities in Japan account for over 80% of the student population. As
higher education institutions, this means they are in direct competition to secure the ever-decreasing
number of students, which, in turn, has prompted many to reorganize their educational, research,administrative, financial and operational policies to enhance their appeal (Harada, 2015). These reforms
seemingly point to the assumption that market approaches are the best way forward. To this end, it would
appear that the Global Educational Reform Movement or GERM (Sahlberg, 2013) has spread to Japanesehigher education. With these points in mind, this presentation will first look at what the GERM is and why itshould be a professional concern for language teachers in Japan. Thereafter, it will provide evidence of such‘infection’ via a case-study undertaken at one private Japanese university. Finally, it will discuss the impact
the GERM has had on language teacher professionalism at this institution and what measures language
teachers can take to help eradicate its presence before it spreads further.

206 (LD) ​Merging Levels: Changes to Class Members and Size
Nicholas Collier (Ritsumeikan Uji Junior and Senior High School)

In large organizations such as schools and universities, placing students and implementing multi-levelclasses can be problematic. This presentation follows a single cohort of students progressing from the first
grade of high school into their second grade. These high-level students were divided by CEFR level andplaced into two groups in their first grade. The placement process used a reading fluency test, a timed essay
assessed using a Cambridge ESOL CEFR B2 writing rubric and a spoken test graded using a general
Cambridge ESOL CEFR speaking rubric. In addition, teacher reports on performance are used whereavailable. Two groups, at CEFR B2 and CEFR C1-C2, were formed based on the results. In the second year,
these classes were merged into two mixed ability groups determined by unrelated elective subject choices.
This presentation gives both quantitative and qualitative data based on questionnaires before and after thelevels merged. It also outlines student attitudes to their classes at both stages and the changes indicatedtherein. Tips and suggestions for other teachers and organizations implementing similar courses or classmergers will be given based on the findings of the investigation.

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Saturday Afternoon Presentations (4:35-5:00)
207 (OLE) ​Assessing Wider Contents in “Free Writing” Tests
Rudolf Reinelt (Ehime University)

In their overview article on assessment in SL writing research, Aryadoust & Riazi (2016) mention thedevelopment of assessment instruments as one of three research problem areas. This study presents theresults of an attempt at developing an instrument for “formative assessment” (Wicking 2017) of parts ofstudents’ productions in a “free writing” test developed by the presenter and administered at the end of thefirst term of FL learning. In this presentation, the audience will be provided with 1) necessary insights into
the presenter’s "optimized approach" and how classes are conducted and tests administered; 2) reasons forand elementary hands-on practice of “free writing” tests as one of its term-final constitutive parts, and 3) an
example of and, as a trial assessment instrument, a possible solution for handling learners’ productions
containing contents from outside the course itself. The approach introduced as well as the tests and the
proposed assessment can be applied to any SL teaching and learning context, Finally, the audience will begiven tasks to try out and confirm or refute the presenter’s approach.

304 (Sponsored*) ​Widgets Inc.: A task-based course in workplace English
Marcos Benevides (J.F. Oberlin University)

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Widgets Inc. is a task-based English communication course with a business theme. It is designed for classesof 12 to 40 college students who are placed into teams and complete a series of connected projects. First
they brainstorm new product ideas, then they pitch their idea, perform market research, and design an ad
campaign. Finally, students participate in realistic job interviews which refer to their newly developed skills.
Widgets Inc. is arranged by an innovative task-complexity syllabus, meaning that the course begins with easytasks and quickly builds to more complex projects. This puts the focus--and the challenge--on the practicaluse of English, rather than on simply passing grammar and vocabulary tests. It also encourages students todevelop fluency and confidence in using English in ‘real world’ situations, in accordance with
communicative language teaching principles. Although this presentation focuses on a particular title, theconcept can be applied in any teaching context, and may be of interest to all teachers.
*Sponsored by englishbooks.jp

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305 (GALE) ​Women Supporting Women in Career Development
Julia Kimura (Mukogawa Women's University) & Susan Sullivan (Tokai University)

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In developed countries in the west, women are underrepresented in the paid workforce, and unfortunately,
the same holds true here in Japan. Seventy percent of Japan’s contingent workforce (e.g., part-timers,
temps, and dispatch workers) are women. There are many historic and social reasons for this genderdisparity and as an unfortunate result, women have needed to be both tenacious and resourceful whenseeking advancement in the workplace. Although the Abe administration has pledged to increase thenumber of women entering the paid workforce, even the government is falling short on its own targets.
Newcomers to Japan looking to further their career in a new country might not know where to start, may
find themselves short on confidence, or may face family commitments. In this workshop, we will explore
some ways and means of taking opportunities and more importantly, creating opportunities to enhanceacademic and career potential. Though we will be discussing ways in which women as foreign language
teaching professionals can network and advocate for themselves, many foreign language instructors of all
genders will certainly benefit from participating in the workshop as well.

306 (CUE) ​Conferences: Membership & Participation in JALT
Cecilia Fujishima (Shirayuri University) & Tanja McCandie (Meijo University)

Within the JALT community, there is increasing awareness of the degree to which the organization facilitatesand supports participation among the membership. This presentation will discuss the results of a survey
which explored the reasons why people attend or do not attend JALT conferences. This survey was
undertaken in 2018 in response to a finding that approximately 70% of all JALT chapter presentations from2007 to 2015 were given by non-Japanese males, even though that demographic only makes up around45-48% of the total JALT membership (McCandie, 2017). This presentation will build on previous analysis of
the survey and will align responses about conference attendance with demographic information including
gender, job status, language background and research budget. Analysis of the results will provide insight
into why certain membership demographics are under-represented at conferences and how JALT can adapt
and develop the association for all its members.

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Saturday Afternoon Presentations (4:35-5:00)
307 (ER) ​Reading Circles: Collaborative Activities for ER
Greg Rouault (Hiroshima Shudo University) & Max Praver (Meijo University)

For teachers of integrated skills courses, one challenge is to develop group work and varied activities built
around the same content. Jacobs and Small (2003) relate the key principles valued in cooperative learningwith trends in language education such as: learner autonomy, collaboration, curricular integration, higher
order thinking, and a focus on meaning. Previous graded reader studies have acknowledged the positive
interdependence at the heart of cooperative learning when learners responded that they enjoyed theReading Circle discussions (Furr, n.d.) independent of their role or whether or not the book was interesting(Author, Author, & Author, 2012). In this study, top 5 rankings were surveyed from two convenience samples(N = 84, N = 88) to answer the research questions of what made the Reading Circles most and least enjoyable.
Dimensions explored included prior knowledge of the story, comprehension, interest, personal or grouppreparation for discussion, language proficiency levels, enthusiasm, domination, reticence, active sharing,knowledge of classmates, and the type of peer evaluation used. From the findings and drawing on theories
of cooperative learning, the presentation outlines applications for language teachers to exploit Reading
Circles as engaging pedagogic tasks that link multiple skills together with extensive reading.

308 (GILE) ​The Asian Disconnect and ELF
Thomas Joseph Fallon (Nagoya Gakuin University) &Matthew Baker (Kyushu Sangyo University)

In November Japan decided to allow in up to 340,000 foreign workers over 5 years. The number of foreign
workers has hit a record in Japan at 1.3 million with the majority Chinese followed by Vietnamese and thenFilipinos. As of 2017, there are 267,042 international students, with Chinese again being the majority
followed by Vietnamese and Nepalese. Japan has also officially joined the Asian centered CPTPP trade pact.
Japan will now have even more of a connection with the rest of Asia, however this study shows Japanese
university students' lack of connection with Asia. The research was conducted by surveying 121 Japanese
university students on their opinions, interest, and economic knowledge about Asia. Findings show thatJapanese university students don't consider themselves Asian, have a low interest in Asian culture, do notrealize the economic part Asia plays with Japan, and have little interest in learning Asian languages. This
presentation will discuss the survey's findings and suggest a turn towards an English as a Lingua Franca
approach to help smoothly facilitate these upcoming interactions with other Asians.

Saturday Afternoon Presentations (5:05-5:30)

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203 (LiLT) ​Human Rights in Literature
Kathryn M. Tanaka (Otemae University)

Under the MEXT internationalization policies targeting universities, such as the Global 30 program, theinstruction of humanities courses as content and language integrated learning (CLIL) courses has become an
integral part of many language programs. Often, such humanities courses focus on teaching elements ofJapanese culture to both Japanese and international students. The students often have mixed levels of both
Japanese and English, making it a challenge to develop materials that teach university-level content in asecond or even third language. This presentation discusses ways to integrate human rights education
through popular literature and manga. It introduces lessons that foreground the question of human rights,
Hansen’s disease, and cultural memory, centered around two texts: a manga novel entitled Mugi baa no
shima (Grandma Mugi’s Island), and Durian Sukegawa’a acclaimed novel An (Sweet Bean Paste). It
introduces ways in which manga and literature can be put in dialogue through the issues shared in bothtexts. It then offers suggestions as to how this lesson can be adapted and extended, before concluding with a
discussion of the challenges and benefits of the incorporation of social issues and human rights into
literature and CLIL classes in Japan.

204 (CALL) ​Small Steps to Flipping Your Classroom
Maki Terauchi Ho (Obihiro University)

A flipped classroom is one of the innovative ways to break out from the traditional learning environment. It
has been gaining the attention of educators who are struggling to keep their classrooms active andengaging. Although its theory makes sense to spend on engaging practice during the class instead of apassive lecture, many teachers fear the lack of the students’ preparation, which results in being forced tohave both lecture and practice in class. This presentation shares a different perspective of the flippedclassroom, which might offer some suggestions to avoid the expected problems. This method has been usedin the required grammar and composition class for first-year university students. By having students work on
their writing assignment in classroom, the students were not only active in whole class, but also the teacher
was able to observe their writing process, tools, and sometimes cheating methods. Moreover, the students'
feedback will be shared to aid you so that you can consider maybe not completely flipping your classroom,
but at least taking small steps to tweak your classroom.

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Saturday Afternoon Presentations (5:05-5:30)
205 (CUE) ​Navigating Japanese University Meetings
John Nevara (Kagoshima University)

Non-native speakers of Japanese are being employed in increasing numbers at Japanese universities. For
most of these international faculty and staff members, meetings held in Japanese are an obligatory part oftheir work duties. However, no official training exists for these people to function at a high level ofcompetence at these same meetings. This presentation focuses on some of the linguistic and culturalfeatures of Japanese university meetings. Linguistic features include the proper usage of honorifics (e.g.,respectful, humble, and polite language), with specific examples to be presented. Cultural features to be
examined include, for example, attention to hierarchy and the importance of harmony. The discussion will
be aimed at non-native speakers of Japanese who have the equivalent of N2 or higher on theJapanese-Language Proficiency Test. The ultimate goal of this presentation is to have the audience become
more empowered to participate in, and perhaps even lead or chair, university meetings through greaterawareness of Japanese for Specific Purposes (JSP) in the context of university meetings.

206 (LD) ​Personality Traits That Influence Progress
Misato Saunders (Ritsumeikan Asia Pacific University)

Language advisors (LAs) that are employed at the Self-Access Learning Center (SALC) of Ritsumeikan Asia
Pacific University (APU) help students by individually supporting and coaching them to improve their English
skills, prepare for proficiency tests, and/or study abroad. From the point of view of LAs, students can begrouped into those who are generally successful and unsuccessful, and the traits of students in these groups
seem to cluster: successful students are persistent in their studies and show confidence in their ability,
whereas unsuccessful students have a less consistent level of persistence and lack confidence in theirlanguage skills. Understanding these traits can help not only clarify the role of the LA and assist them inproducing more successful student outcomes but can also help managers of Learning Advisors support theLAs more effectively. This presentation will concentrate on four individual cases and compare their learning
traits with respect to their progress and whether or not they reach their intended goals.

303 (TBL) ​Effectiveness of Poster Presentations
Brian Cullen (Nagoya Institute of Technology), Cameron Smith (Aichi Gakuin University) &Vick Ssali (Aichi Gakuin University)

Poster presentations are widely used at academic conferences as a tool to share research findings andpromote discussion by using a poster as an organizing visual and presentation aid. There has been a growing
recognition that poster presentations may also be used as an effective form of task-based learning in ESL
classes, particularly in courses based around a CLIL methodology. Poster presentations allow course content
and related student research to be shared in a structured and visually appealing manner which supports
language learning, particularly speaking and listening skills. The presenters will share some insights from theresearch literature and from their own experience on how to have students research, prepare, create
posters, and deliver presentations to their peers. Examples of student posters will be shared to illustratecommon problems and how they may be dealt with. In order to assess the effectiveness of poster
presentations, the presenters will also share the results of an extensive student questionnaire designed toelicit student opinions on a series of poster presentation activities. In particular, the questionnaire focuseson learning outcomes, student motivation towards L2 and towards the topic, meta-cognition, collaborative
learning, and task management by both students and teachers.

304 (Sponsored*)​ Xreading: What’s New and What’s Coming
Paul Goldberg (Xreading)

Xreading, is a digital library that provides students with unlimited access to over thousand graded readersfrom major publishers, and allows teachers to track their students' reading progress. The system isconstantly evolving and growing in terms of the number of books and features. In this presentation, thefounder of Xreading will explain the new functionality that has been added over the past year, and what isplanned for the future including a speed reading component and book usage data. Current users of thesystem are encouraged to provide feedback and suggestions based on their experience.
​*Sponsored by englishbooks.jp

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2:00
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Saturday Afternoon Presentations (5:05-5:30)
305 (GILE) ​Student Views on Global Issues and News Media
Steve Christie (Waseda University)

This presentation will begin with an overview of the preliminary findings of an eight year longitudinal surveyof university students’ views on global and national issues. Students answered two questions in the firstweek of their classes: What in their opinion is the biggest/most pressing problem in the world, and secondly
in their country (typically Japan, for foreign students in their home country). Many students’ responses werenews stories being circulated at the time of each survey. This presentation continues with an overview of thepresenter’s current course on news media and critical media literacy. Students strive to develop a greaterappreciation of how the news media shapes their perception of world events and global issues, and students
gain an understanding of the power relationships between producers and consumers of media. Critical
media literacy endeavors to not only teach students to analyze the media they encounter but also engage
with the media and become participant journalists. The presentation will report on how the students to datehave embraced the concept of critical media literacy and become participants by engaging with mainstream
media feedback mechanisms or engaging in alternative media production of their own as citizen journalists.

306 (GALE) ​Female Leadership and Equalityeltjapan.net
Tanja McCandie (Meijo University)

Female English language educators, more so “non-native English speakers”, are not often visible in positionsof leadership and influence. Conference keynote and plenary speakers, symposium panels members, andchapter presenters are often native English-speaking males, regardless of country. While this lack of diversity
in English language teaching is a global issue, this presentation will focus on how the presenter is usingsocial media to draw attention to the imbalance in presenter demographics in Japan. The presenter will
discuss how the website, equalityeltjapan.net, is supporting female English language educator
empowerment, creating awareness, engaging male allies, and attempting to right the imbalance we often
see within our teaching community.

308 (ER) ​Playing Cat and Mouse With MoodleReader Settings
Glen Hill (Obihiro University of Agriculture and Veterinary Medicine)

Over the past decade, a lot of changes have happened to MoodleReader. This presentation will describe how
one national university has used various settings to monitor student progress and guide them through theexperience of extensive reading (ER). Some of the settings control what students can see or do. Others
provide critical information prior to starting ER. At this university, ER is used in the first two years, but
because most of the course themes are not focused on reading, the MoodleReader structure needs to bedifferent, not only between courses but also over the period of the two years. Many of the settings have been
implemented as a result of the attitudes of the reluctant reader student population.

Saturday Afternoon Presentations (5:35-6:00)
203 (CUE) ​Developing a Self-access in a STEM University
Suwako Uehara (The University of Electro-Communications)

The University of Electro-Communications established a self-access learning center to support English needsof students, staff and professors on campus. Nicknamed UECSAP (The University of Electro-Communications
Self Access Park), it is run by a number of English faculty and student staff, and has been operational for over
5 years. To recruit users, it advertises to freshmen twice-yearly at course guidance sessions, on the internet,
and in the university library. It runs seminars and peer tutor writing support on a regular basis, and supports
other types of English learning opportunities as they arise. The research question in this study is: What areusers satisfaction level of using UECSAP? What observations and reflections are made by student staff anddevelopers running the UECSAP? And, what recommendations can be made to run a self-access learning
center? Users of the self-access learning center responded to an online survey regarding quality, sufficient
explanation/materials, tutoring time and whether they would recommend the facility to others. Results
showed above average user satisfaction. Additionally, through observations and reflection on experience by
student staff and professors, this study will share the issues and recommendations related to developing aself-access learning center.

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2:00
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Saturday Afternoon Presentations (5:35-6:00)
204 (CALL) ​Selfie Videos for Authentic Student Reflection
Prumel Barbudo (Kanda Institute of Foreign Languages)

Over recent years, the young generation have used social media and mobile technology to communicate inrevolutionary ways. Lately, taking selfie videos has become a tremendously popular method of creating andsharing social media content. As digital learning tools increasingly become integral to the classroom, thelanguage teacher could leverage this new-age method for student reflective practice. This report presents
the details of how using selfie videos could create a more contextually authentic student learning reflection,as an alternative to traditional written modes of self-assessment. Students (n=16) recorded and uploaded
their selfie videos on Seesaw, a learning management system installed on their individual iPads. Following a
study on ecological momentary reflection or EMR (Rose, et al., 2016), this report recounts how
technology-mediated reflection was implemented beyond the classroom. Students articulated thatrecording their selfie videos brought a heightened awareness of their strengths and weaknesses in theirlearning. They focused on the details of their speaking skills often overlooked in formal and standard written
journal reflections. This study argues therefore that using selfie videos made student reflective practicemore authentic and meaningful for both students and the teacher.

205 (CUE) ​Student-Created Role Plays
Nicole Moskowitz (Kyoto Sangyo University)

Role plays are an effective way for students to practice and begin to internalize new language items, become
more autonomous, and practice performance and communication skills such as gestures, eye contact, andvocal projection. This presentation will focus on realistic role plays (real-plays), which are rehearsals for
activities learners will probably perform in real life (Al-Arishi 1994); ordering food in a restaurant, asking for
directions, making reservations, networking, etc. Thanks to real-plays, as Tateyama (1998) has said, morecognitive demands are placed on learners’ comprehension and production systems, and learners’ ability toincorporate sociopragmatic and pragmalinguistic knowledge in interaction are practiced and improved
upon. However, many students who are given real-plays to memorize from books or teachers do not enjoy
them, complain that they are boring or dry, and might not internalize language because of this. This
presentation will describe student-created real-plays, how to implement them, possible positive effects on
SLA, troubleshooting, and grading, and will show video examples from class. Although student-created
real-plays have not been formally studied, the presenter will describe the possible reasons behindpersonally observed benefits to SLA (such as developing creativity, communities of practice, interaction
theory, the comprehensible output hypothesis, and personalization).

207 (CUE) ​Adding Pronunciation Instruction to the Classroom
Anthony Diaz (Ritsumeikan Asia Pacific University)

This presentation is for any EFL instructor who is interested in incorporating pronunciation instruction in
their classroom. The presentation will briefly introduce how suprasegmental features of English can aid inincreasing the intelligibility and comprehensibility of learners’ speech to native English speakers(Koike,
2014; Nakashima, 2006) expound on research previously conducted by the presenter (Diaz, 2017), andshowcase several activities and methods to incorporate pronunciation instruction into the University
classroom. These activities are aimed towards addressing weak areas in the pronunciation of Asian learnersof English or speakers from mora-timed language backgrounds.

303 (OLE) ​Making a Flipped Class 101
Carlos Budding (Akita International University)“Flipped classes” is an instructional approach started in 2007 in the USA. In simplest terms, students learn
outside of class and do their homework inside of class (Bergmann, 2012). It has steadily gained interest inother countries (Lockwood, 2014). There is considerable research dealing with the effectiveness of thisapproach (Cockrun, 2014; Ferenstein, 2013; Herreid, 2013; Marshall, 2103). Many presentation done on
flipped classes address the benefits and drawbacks of this pedagogical approach, however, there have notbeen many presentations dealing with HOW to make a flipped class. This presentation is intended forparticipants interested in creating a flipped class but are unsure of how to start and/or proceed. This
presentation will outline all the necessary steps needed to create and implement a flipped class. The
presentation will provide a checklist of materials needed, demonstrate how to make a video, how to uploada video, and how to share the video. The goal of this presentation is to provide participants with the tools
and the confidence necessary to begin flipping their classes.

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Saturday Afternoon Presentations (5:35-6:00)
305 (ICLE) ​Exploring Silence in Multicultural Classrooms
Kiyu Itoi (Ritsumeikan Asia Pacific University)

2:00

With the internationalization of higher education, it can be argued that classrooms are becoming ethnically,
linguistically, and culturally more diverse. Different cultures may have different ‘cultures of learning’ (Jin &Coratazzi, 1996), and it is possible that instructors, local students, and international students may havedifferent academic expectations in classroom. One area that has been getting researchers’ attention is oral
participation of EAL students in classroom (e.g., Morita, 2004). Although silence or lack of active participationof EAL students can be seen as a sign of being disinterested in learning and tends to be a concern of
instructors (Tatar, 2005), researchers find that silence in class holds different meanings for different
students. In this presentation, I will present data regarding silence in multicultural classrooms from a casestudy to better understand the complexity silence in classroom can hold. I will also suggest somepedagogical implications for academically and culturally-diverse L2 classrooms.

2:30

306 (SDD) ​Speeches and Presentations in Adult EFL Settings
Manami Sato (ECC Foreign Language Institute)

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We often hear Japanese students are not good at giving speeches in English. Some major difficulties mightbe: 1) lack of learning experience of how to convey messages; 2) anxiety of making mistakes; and 3) teachers’
beliefs. As Lortie (1975) suggested that teachers’ beliefs are greatly influenced by their personal experiences
as students, many teachers still tend to teach in traditional methods. It might not be easy to improve thesesituations; however, if teachers emphasize the followings, it is quite possible for students to give fun andeducational speeches. The first is a variety of Englishes. Kachru (1996) proposed the three Concentric Circles
of Englishes and the concept of World Englishes. Now among the English speaking population, nearly 80%
consists of non-native speakers. The second is CEFR (2001). In CEFR, learners are referred to as users, and
CEFR Can-Do Statements highlight productive skills over comprehension. The important role as a teacher isgetting rid of anxiety from students and having them speak with confidence, rather than focusing on native
speakerness. The presenter will first discuss the obstacles students might face when delivering speeches andpresentations, then examine their causes and solutions, and finally suggest effective approaches for adult
EFL students.

307 (BRAIN) ​Reading Skills' Association with Visual Vividness
Lucius Von Joo (Kanda University/Ryutsu Keizai University)

Understanding and testing the Vividness of Visual Imagery (VVI), or mind’s eye, has been an area of interest
across several fields since the 1970s. This research often looks at what correlation an individual's level of VVI
has with memory, personal achievement or personality traits. Visual Imagery is the part of the brain thatgenerates imagined images. Any type of sensory cue can generate these images. Within language acquisition
claims have been made that mental imagery changes when using a foreign language. These claims focus on
the L1 L2 comparison. However little research has been conducted on isolated L2 abilities. The Aim of thispreliminary study is to test one such element of language learning, by testing for correlation between the VVI
and reading comprehension or recall skills. In this study 54 International communication sophomores
students’ VVI was measured, they then read a series of passages followed by comprehension and Trial-by
trial imagery tests. Lastly, the participants did a delayed recall test. The data yielded by these tests wasanalyzed using a three product correlation coefficient which has initially shown very minimal correlation.
The presentation will cover the basics of mental imagery, followed by discussion of preliminary findings withattendees.

308 (ER) ​Student Perceptions of Online Extensive Reading
Mark Howarth & David Bollen (Sojo University)

Extensive reading (ER) has been shown to have a number of positive effects for learning a foreign language.
Improvements in vocabulary size, reading fluency and comprehension, and grammatical accuracy are justsome of the outcomes of extensive reading programs. Since 2011, extensive reading at the university in thisstudy has been carried out through the use of graded readers, typically in the form of physical books madeavailable to students either in class or through the Self-Access Learning Center (SALC). Recently, thepopularity of reading texts in digital format has increased with the ubiquitous ownership of portable devices
such as smartphones, tablets, and lightweight laptops. In April 2018, all second-year students at a small,private Japanese university were required to purchase a subscription to a website known as Xreading(www.xreading.com), which offers hundreds of graded readers in digital format. This study examines
student perceptions of this platform. A total of 730 second-year students participated in the study, and theresults appear to indicate that students feel extensive reading in general is a worthwhile activity to help
them improve their English, but that the digital format provided by Xreading is not necessarily an
improvement over physical books.

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9:30
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Sunday Morning Presentations (9:35-10:00)
203 (ICLE) ​Rethinking Intercultural Competence in Japan
Ana Sofia Hofmeyr (Osaka University/Kansai University)

With the development, promotion and funding by the Japanese government of projects such as the Global
30 (2009), Go Global Japan (2012) and the Top Global University Project (TGU) (2014), the concept of “global
jinzai”, or global human resources, has become ubiquitous in higher education rhetoric. Yet, the concept
itself remains vague and disconnected from theoretical models of intercultural competence and global
competency, as well as from implementation strategies in Japanese universities. The researcher will present
findings from an analysis of policy and promotional documents published by the Japanese government andby the 37 TGU universities, which reveal specific attitudes, knowledge and skills emphasised by these
institutions in the quest for globally competent graduates, i.e. global jinzai. These findings will be comparedand contrasted with Deardorff’s Pyramid of Intercultural Competence (2006), shedding light on thesimilarities and differences between Japanese and Western notions of intercultural competence, as top
universities in Japan increasingly look to raise their academic competitiveness through internationalisation
policies. Findings challenge educators and policy makers to rethink how the attitudes, knowledge and skills
emphasised by the Japanese government can be more actively and successfully translated into practical
initiatives at Japanese universities so as to develop globally competent graduates.

204 (CUE) ​Self-Generated Worksheets to Extend Conversations
Jon Rowberry, David Ostman & Christopher Ott (Sojo University)

10:30
11:00
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1:00

Research suggests that meaningful social interaction is highly conducive to foreign language acquisition(Long, 1996, Swain 2000). In this presentation we will showcase a classroom innovation, for mid- to lowlevel learners, designed to facilitate sustained student-led conversations in English of up to 60 minutes induration. The activity is readily adaptable according to topic and student level and can serve to enhanceaccuracy, through vocabulary review and question formation, and fluency, through attention tocommunication strategies such as active listening and problem solving. To prepare for the activity, students
created worksheets which subsequently served as stimuli for conversations in small groups. The worksheets
were based on pre-determined topics and included items such as vocabulary quiz questions, simple closed
questions, discussion prompts, and key words used to prompt a personal narrative. The conversations took
place in groups of four with each participant taking responsibility for a different topic. Immediately after theactivity, students produced written reflections in which they evaluated their performance based on fourconversation-oriented learning objectives and identified aspects of the activity that they found rewarding or
challenging. The presenters will demonstrate some of the learning materials and share findings from thestudent feedback.

205 (CALL) ​Japanese Validation of the SAS-SV
Sandra Healy (Kyoto Institute of Technology) & Olivia Kennedy (Ritsumeikan University)

In Japan, where over 80% of adolescents own a mobile phone, smartphones have become a ubiquitous partof people’s lives. This dependence can have a negative impact and researchers have developed various
scales to measure levels of smartphone addiction. This study is the first to establish a valid and reliable
Japanese translation of the Smartphone Addiction Scale (Short Version) for adolescents developed in Korea
by Kwon et al. (2013). The original questionnaire, consisting of 10 mono-dimensional questions, wasadapted from the original 33 SAS items (Kwon et al, 2013b). Meticulous forward-backward translation wasundertaken of the validated shortened survey, and the resulting questionnaire administered to 600 first year
undergraduate students at a national university in Kyoto, Japan. Results show the new instrument to bevalid and reliable for use with adolescents and young adults in Japan. The results of the questionnaire will
be discussed in this presentation along with the validation process.

206 (TBL) ​Implementing Cooperative Board Games
Stephen Andrew Swann (Hibarigaoka Gakuen Junior and Senior High School) &Justin Parker Pool (Osaka Kyoiku University)

We will present task-based learning (TBL) implementations of the cooperative board game Forbidden Islandin three contexts: high school, university, and adult learning. Using our experiences and student survey
responses, we will explore similarities and differences between the contexts regarding the benefits of using
the game, the processes for creating engaging game-based TBL lessons, and the challenges implementation
presented. Games used in language classrooms tend to pedagogically prioritize language practice overgaming aspects. While the game may add some excitement to a normally mundane drill, these activities are
game-like activities (Ur, 2009) not authentic games. More authentic games (e.g., Monopoly, Clue) offer a truer
game-like experience. However, the restricted roll-and-move mechanic in these traditional games provides
little intellectual engagement (Mayer & Harris, 2010). Recently, using modern board games in the EFL
classroom has been proposed (Vaittinen, 2017), but there is a lack of detailed concrete implementation
examples. Showing they are authentic, intellectually engaging, and provide ample opportunity for languageuse, we aim to demonstrate cooperative games are a well-suited platform for the TBL approach.

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9:30

Sunday Morning Presentations (9:35-10:00)
304 (Sponsored*) ​Engaging and Communicative Classroom Games
Juha Vaittinen & Stephen Case (Tanuki Games)

Tanuki Games designs modern card and board games with the classroom in mind. Planned from the bottom
up to be engaging, communicative and fun, our games make for excellent classroom activities that will
motivate and help students become more confident language users. This talk will go into the details of ourgame design process, and describe how modern board game mechanics can help create engaging tasks andactivities for the classroom. Please visit tanukigames.org for information about the games.
*Sponsored by Tanuki Games305 (MW) ​Typographic Disfluency and L2 Learners
Cameron Romney (Doshisha University)

10:00
10:30
11:00
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12:00
12:30
1:00

In the most recent guidelines for elementary school education in Japan, the Ministry of Education (MEXT)
has pointed out that urgent attention is needed in the upper elementary grades toward recognition ofEnglish letters and words, noticing the differences in sound features between Japanese and English, and inunderstanding the way words work from the viewpoint of language ability improvement. Developingchildren’s understanding of syllables and syllable segmentation is a critically important, but often
overlooked, component in addressing these learning goals.Understanding syllable segmentation scaffolds
understanding of consonant blends, word level stress patterns, and the fluent cadence of English. It opens
the door to contrastive analysis with Japanese language features as well. This presentation will clarify therole of syllable understanding in English language fluency development for Japanese learners and will show
evidence that young students who have been taught to make use of the phonetic transcription in
dictionaries and textbooks are at an advantage in understanding syllable structure and segmentation,
leading to the benefits described above. Finally, practical advice will be shared regarding effective pedagogy
for working with upper elementary school aged children to develop competency with syllables and syllable
segmentation.

306 (BILING) ​Early Childhood Professionals and Bilingualism
Laura Ashley Kurotobi (Prefectural University Hiroshima)

With the number of children living in bilingual households in Japan increasing, it is important to assess theguidance given to them and their caretakers to assure that they are given current, evidence-based advice.
However, many of the tools, guidelines, and standardized testing by which language development ismeasured are based upon an assumption of monolingualism, which in turn affects the advice given to
parents about their child's language development (Core & Hoff, 2013). In 2017, a questionnaire wasconducted with 181 parents raising, or who have raised, children bilingually in Japan. This questionnairesought to determine if these families were given misinformation by professionals involved in early childdevelopment such as doctors, caregivers, teachers, counselors, school administration, and speechtherapists and, when present, how such misinformation affected the efforts of the families raising theirchildren bilingually. It was found that, while overall attitudes toward bilingualism were neutral or positive,bilingualism was commonly discouraged or cautioned against when students experienced behavioral,
learning, and/or language development issues. This presentation will discuss the results of the survey, it's
implications, and how we can use this information to further research the roles various professionals play inraising children bilingually in Japan.

307 (LD) ​Critical Local-Global Culture AwarenessColin Frank Rundle (Soka University)

This study charts expressions of non-Japanese, Japanese, and foreign-born Japanese (nikkeijin), student
identities during a one-semester undergraduate English-medium Japanese studies course. As students
studied critical culture theory and texts, including Edward Said’s seminal Orientalism (1978) and Ryuko
Kubota’s Japanese Culture Constructed by Discourse (1999), they considered their own subjective positions
and interpretive frames in discussions and learning journals. Journal and reading rubrics assisted students
to understand declarative meanings in the weekly reading assignments, then interpret the texts during
in-class discussions to explicitly develop critical cultural and self-awareness. Students finally expressed theirindividual identities in contrast to mainstream “Japanese” culture by completing language portraits which
they explained in follow-up interviews, following Brigitta Busch (2018) in the Language Portrait inMultilingualism Research and Sunny Man Chu Lau (2016) in Language, Identity, and Emotionality: Exploring
the Potential of Language Portraits in Preparing Teachers for Diverse Learners. By triangulating data fromjournal entries, the portraits, and follow-up interviews, this study shows complex cultural identities whichsubvert simple dichotomies in which culture is often presented.

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SUN
9:30
10:00
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Sunday Morning Presentations (9:35-10:00)
308 (BRAIN) ​Anxiety in the Japanese EFL Classroom and Beyond
Michael Greisamer & John Kecsmar (Anaheim University)

The role that emotions play in language acquisition has been brought to the forefront recently in the field of
second language learning and teaching (Dewaele, et al., 2017; Horwitz, 2017; Teimouri, Goetze, & Plonsky, inpress). The effects that anxiety, one such emotion, has on the learner can influence his/her proficiency andlevel of communicative ability (Oxford, 1999). This presentation focuses on language anxiety in the foreign
language classroom and how it affects Japanese learners in particular. The presentation will describe astudy conducted by the researchers in which 758 EFL learners from 7 countries participated in an online
anxiety questionnaire, based on Horwitz et al. (1986) FLCA scale. Among other results, the study found thatJapanese learners experience a unique dimension of anxiety from those in other countries, referred to hereby a new term, “Hyper Anxiety”. This hyper anxiety, we argue, is a result of their existing social andeducational environment exacerbated by the anxiety of learning a second language. We will also sharetechniques to deal with anxiety in the classroom.

Sunday Morning Presentations (10:05-10:30)
203 (VOCAB) ​Target Vocabulary Building and Movies
Julian David Foster (Fukuoka College of Health Sciences)

Most listening tasks involving movies and audio material on CDs target lexical material central to thesemantic content of movies (see Takase & Parkinson, 2015). Some studies (e.g., Van Patten, 2015) suggest
this focus on key lexical material such as nouns, verbs, and adjectives is justified because it is most apparent
and is the first L2 material to be absorbed. But what of the lexical material further down the hierarchy of L2
vocabulary acquisition such as pronouns, auxiliary verbs, modals, and referring words? This ongoing
research seeks to determine the effectiveness of using movies for target vocabulary acquisition and if thenoticing of these elements increases students’ understanding of movies and videos. Students’ awareness ofthe target vocabulary was measured using before and after tests. These involved a reading and listening taskwith gaps for the target vocabulary. Clips from Beauty and The Beast were then shown, and students were
given scripts with the target vocabulary again deleted and asked to brainstorm answers. Classroom
exercises were provided to help raise awareness of the target vocabulary. Preliminary results indicate
students’ awareness of the target vocabulary improved along with a better understanding of spoken
language in movies.

204 (CALL) ​Text-Mining EFL Documents to Improve Learning
Wesley James Armstrong (Kwansei Gakuin University)

Leithwood and Seashore Louis (2012) contend that school leadership has the second most significant impact
on student learning. Thus, it is imperative to explore and examine the academic literature to ensure that
topics related to school leadership are adequately represented. This quantitative research project utilizes
Cortes-Sanchez’s (2018) methodology to examine textual data from books and academic journal articles
retrieved from a large Canadian university's online library (www.lib.uwo.ca) to uncover the top-mentioned
terms related to educational or organizational leadership in English language-learning contexts in Japan.
Moreover, this research will reveal which terms and phrases are absent from, or underrepresented in, theliterature. Subsequent research will compare the data examined in this project with similar data from othernational contexts.

205 (CUE) ​Reading Mazes for Active Learning
Ian Munby (Hokkai Gakuen University)

12:30
1:00

First developed by Rinvolucri, Farthing & Hart-Davis in the early 1980s, reading mazes are designed to
introduce and practise language common in a variety of situations. The “entrance” to the maze begins with asituation and a decision to make in the form of a choice between two or three options, or numberedpathways. The reader’s choice leads to another number, or pathway, with a description of the outcome andfurther decisions to make. The task continues, often with backtracking, as in real garden mazes, until the“exit”, or solution to the problem is reached. Although the tasks can be completed individually and online,
teachers can orchestrate exciting language classes by distributing numbered cards to groups on demand. In
this way, it is possible to provide multiple opportunities for language practice through lively task-based
discussion together with useful reading and vocabulary input. The presenter shall provide guidance andstrategies in how to maximize the potential benefits of the mazes, complete with follow-up activities, while
avoiding some potential pitfalls.

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Sunday Morning Presentations (10:05-10:30)
206 (LD) ​Successful High School to University Transitions
Brent Jones (Konan University) &Ritsuko Tatsumi (Osaka City Nishi Senior High School)

The transition from high school EFL courses in Japan (grammar-translation focused) and those offered atuniversity (more of the same or a complete de-emphasis of grammar) has been cited as a source offrustration and decreased motivation (Ryan, 2008). In this presentation, teachers from both contexts offer an
overview of an action research project in which they collaborated in designing and delivering a series ofinteractive lectures for a small group of students enrolled in an advanced English course at a public highschool in western Japan. These EFL lectures had a business and economics focus, and were used as aspringboard for discussing with learners the demands and challenges they will likely face in university-level
English courses. The framework for these discussions was a combination of reflective journaling anddescriptive feedback (Rodgers, 2006) and was used to explore cognitive and affective reactions to thesecollaborative experiences. Findings included high overall satisfaction with the learning experiences but also
highlighted some of the challenges (e.g., linguistic, curricular, technical) faced by both learners and teachers
on both sides of this transition. Participants will go away with a list of best practices and key considerations
for their own secondary-tertiary cooperation endeavors.

207 (TEVAL) ​Creating and Validating Nonword Recognition Tests
Robert James Kerrigan (Shitennoji University)

10:30
11:00

Serial nonword recognition tests have been protypical instruments for measuring phonological short-term
memory (PSTM). Many studies have used such instruments using the participants' L1. However, there is no
justification for using the L1 as the basis of the studies, and there is no evidence to suggest that such an
instrument has been used with Japanese learners of English. This study was an initial attempt at creating
and validating a Japanese serial nonword recognition test. An English version was also created to determine
which of the two tests would be the more reliable instrument to measure PSTM. Furthermore, this study
sought to determine whether native Japanese learners of English process aural stimuli on a phonemic level
or on a moraic level. Data from both instruments were analysed using Rasch measurement theory, and theresults proved to be inconclusive. The strongest reason for this result was the lack of difficult items for bothmeasurements. The researcher concluded that the instruments need to be redesigned and re-piloted before
they are implemented as actual instruments to measure PSTM in future studies.

304 (BRAIN) ​Building Executive Functions Can Save the World
Curtis Hart Kelly (Kansai University)

11:30
12:00

Nobel Laureate economist James Heckman discovered that IQ did not correlate well with academic success,job survival, or the ability to stay out of prison. One of the Big Five Personality Traits, however, did strongly
correlate. It is a particular character-related trait (for the audience to find), leading to a crucial question for
all educators: Can character be taught? After looking at Heckman’s discovery, we examine studies showingthat it can. Under-privileged children put in preschools made immediate gains in numerous proficiencies,
and surprisingly, kept them into adulthood. They were also likely to have better incomes, fewer teen
pregnancies, and fewer problems with drugs or crime. In short, formal education might be the answer tomany societal problems, but why? The answer is being discovered by neuroscience. School is the time thatcrucial executive functions in the prefrontal cortex develop, including inhibitory control, working memory,and cognitive flexibility; all the basis of intelligence and character. We will examine how these three
executive functions are related to all other learning, how they can be developed, and how teachers ofchildren and adolescents play a crucial role in this process. Expect to discuss, laugh, and maybe even cry.
Bringing a marshmallow optional.

305 (ICLE) ​Singaporean English: A Japanese Perspective
Jason Shern Ern Fan (Sophia University)

12:30
1:00

There are many varieties of English being spoken all around the world which are different to the historicallymore prestigious varieties of English that are being taught to English as a Foreign Language (EFL) learners.
Many Japanese who learn English in Japan might go on to work in other countries where English is one ofthe official languages, such as Singapore, thinking that the English they have learnt is sufficient for effective
communication. However, the variety of English that is spoken in Singapore, known as Singaporean English,
possesses features that are different from the varieties Japanese people are more used to. This study
identifies the features of Singaporean English which Japanese people find most problematic andchallenging based on interviews with Japanese living in Singapore in social situations and through everyday
contact situations. Many participants encountered a variety of miscommunication situations and were notwell-equipped to manage these situations. This study also provides further insight into the issues andchallenges Japanese people face when they are working in a different country with newer varieties ofEnglish and offers suggestions and strategies that Japanese people can use to aid their communication andinteractions.

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Sunday Morning Presentations (10:05-10:30)
306 (TBL) ​Escape the Classroom - TBL Escape Room Design
Stephen Case

Escape Rooms are a very popular form of entertainment in which participants solve a series of puzzles,
riddles and challenges to reach a goal. Many educators worldwide have realized this format can be adapted
to effectively teach a wide range of subjects. By taking the design principles and format of an Escape Roomand adapting classroom activities to fit the format, it is possible to make engaging and entertaining tasks forthe classroom. This talk will share experiences of creating and running multiple Escape Rooms in a university
classroom. It will explain the design process, look at puzzle creation, and discuss opportunities andchallenges. The materials used will be shared and discussed as to how they work and how they fit various
learning goals.

307 (TED) ​Teacher Verbal Feedback on English Presentations
Nattawadee Sinpattanawong & Yaowaret Tharawoot(King Mongkut's University of Technology)

This study aims to identify course objectives and a teacher’s goals for presentations in English, analyze
teacher verbal feedback’s contents, and explore whether the contents provides opportunities forpostgraduates to reach the objectives and the goals. Research tools were observations, interviews, anddocument analysis. The audio-recorded data were transcribed and analyzed both quantitatively andqualitatively. The quantitative approach addressed the frequencies and percentages of the contents. A
qualitative analysis of the transcripts and documents was to describe the occurrences of the contents, theobjectives and the goals, and linkages between the contents and reaching the objectives and the goals. The
results showed that the main objective was to improve the students’ presentation skills. Similarly, theteacher’s goal was to provide the students techniques for improving their presentation. The contents
focused on involving the audience including visual aids, structure, and speaking skill respectively. These
contents provided opportunities for the students to reach the objectives and the goals because they weredirectly related to presentation skills. The study’s findings have pedagogical implications for presentation in
English courses; for example, teachers can reflect on their providing verbal feedback leading to reachingcourse objectives and their personal goals and being appropriate for students’ abilities.

308 (CT) ​Thinking Deeply About Critical Issues
John Spiri (Gifu Shotoku Gakuen University)

The guiding principle for the presenter’s critical thinking (CT) activities is explained on the NDT(Non-destructive teaching) Resource Center webpage: “When students understand that there will not always
be one right answer they will become better critical thinkers.” In addition, rather than asking Japanese
students to formulate opinions on complex issues, the presenter’s activities provide students with a range of
opinions which students rank the extent to which they agree or disagree. With this design, students are more
willing to support minority opinions. The presenter will begin by summarizing the ways researchers
understand CT and the ways teachers help students become critical thinkers. The presenter will then share
CT activities, starting with a summary of five key CT principles. Next, the presenter will share the activities heuses in classes and explore whether the five aforementioned CT principles are satisfied. Most topics used inclass require no specialized background knowledge of students (gender roles and harassment) while a few
are best supplemented by student research (viewpoints on particular wars). In addition to the CT activities,
the results of student surveys will be shared. Activities with no “right” answers encourage students to think
deeply, broadly and critically.

203 (CUE) ​Engaging Interactive Minds with Ideal Classmates
Joseph Falout (Nihon University), Yoshifumi Fukada (Meisei University) &Tetsuya Fukuda (International Christian University)

How can university students learn to positively engage each other in both English and with pro-social
learning support during the first few classes of a course? One way of priming students for this is the idealclassmates treatment in which we directly ask them what they want from their classmates to help themlearn better and more enjoyably (Murphey et al., 2014). Then by anonymously sharing everyone’s ideas withthe whole class, students can become metacognitively aware of how to engage each other in English forlearning more socially and effectively together. The presenters will share their 2-year study in randomized
classroom treatments administered to EFL learners at four Japanese universities in Kanto area. The future
selves treatment (Fukada et al., 2011) has students sharing what they want to do with English in theirpersonal futures. Specific activities for both treatment groups will be described in the presentation, alongwith results of data analyses that will show the degrees to which students self-report five areas ofmotivation: past self-image, present in-class investment, present out-of-class investment, future self-image,and ideal-classmates engagement. Additionally, a qualitative analysis will present students’ own voices of
how they believe they changed while engaging each other.

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Sunday Morning Presentations (10:35-11:00)
204 (CALL) ​Utilizing Mobile Games for Vocabulary Acquisition
Kevin Reay Wrobetz (Himeji Dokkyo University)

9:30

Game-based learning can be a powerful tool in the second language classroom. The entertaining nature ofgames can motivate students to engage more deeply with the material presented in class. The wide variety
of games and the even wider variety of approaches to utilizing games in the second language classroom
provide a near endless supply of resources and deserve careful pedagogical investigation. This research
investigates how mobile games may be utilized in EFL classrooms to increase vocabulary retention rates by
incorporating course specific vocabulary into the mechanics of gameplay. This particular study, utilizing
select EFL vocabulary from the New General Service List (NGSL), analyzes post game vocabulary test resultsof a test group (n = 13) receiving game-based instruction with the mobile version of One Night Werewolf by
Akihisa Okui. These test results are compared to those from a control group (n = 13) who received nogame-based vocabulary instruction.

10:00

205 (CUE) ​Improving Japanese Learners' Pronunciation
Shalvin Singh (Kwansei Gakuin University)

10:30
11:00
11:30
12:00
12:30
1:00

This presentation examines ways in which instructors can promote the acquisition of prosodic elements (e.g.
intonation, juncture, primary stress, rhythm) in language classrooms, specifically by discussing approaches
and activities that can be utilized to improve learners’ L2 pronunciation. Although pronunciation teachinghas received varying levels of attention from language instructors and researchers in recent years, it remains
central to effective language acquisition, impacting the extent to which language learners are viewed as
fluent, confident speakers, capable of conveying meaning effectively and comprehending the precise
nuances of L2 speech (Derwing & Munro, 2013; Levis 2018). However, all too often, prosodic elements aretaught as secondary in importance to segmental pronunciation features, or approached by instructors in
simplistic, grammar-centered terms. Following an overview of recent SLA literature on the teaching ofphonological elements, attendees will be introduced to practical approaches and activities that can be used
to increase learner awareness of prosodic features, and guide students in improving, better understanding,and more effectively self-monitoring their L2 pronunciation. Although this presentation focuses primarily
upon teaching pronunciation at post-secondary institutions, the approaches and activities described can beeasily adapted to meet the needs of learners in a variety of teaching contexts.

207 (CUE) ​Growth and Progress Through Collaboration
Matthew Kocourek (Rikkyo University)

As the largest chapter with more than 600 members, the Tokyo Chapter of JALT has a responsibility to work
to develop greater ties to the language teaching community, and expanding the scope of our programmingis one way to do so. This session will cover the details of two such efforts, our Teaching Younger Learners(TYL) events and Social Events. Our TYL events, in collaboration with the TYL SIG, are held several times ayear and feature presentations and workshops for K-12 teachers on topics such as the use of song,assessment at the elementary school level, and vocabulary study games. Our Social Events, often incollaboration with a SIG, are held three to four times a year and feature discussions on topics of interest,
such as the professional development focused Social in collaboration with the Teacher Development SIG.
The presentation will cover how joint Tokyo Chapter and SIG events are planned, budgeted, and run, andshare future goals for collaboration. This presentation will feature a forum to discuss ideas for expanded
cooperation between Tokyo Chapter and SIGs, and there will be time for brainstorming ideas and making
plans for future collaboration.

304 (Sponsored*) ​Freewriting for Writing Development
John Spiri (Gifu Shotoku Gakuen University)

Ever since Peter Elbow wrote his seminal book Writing Without Teachers in 1975, freewriting has been avalued academic activity. One major objective of this activity is to help writers overcome writer's block. It isalso used to help writers brainstorm ideas for their writing and cultivate creativity. Freewriting is useful forsecond language writers as well. Especially in Japan, where correctness is overemphasized, students
sometimes struggle to produce a few scant written sentences even if they are capable of producing quite abit verbally. And Japanese second language writers tend to spend an inordinate amount of time worrying
about grammar and vocabulary. In fall 2018, students in two academic writing classes, one at a top
university and the other at a middling one, the presenter began each class with a ten-minute freewrite, thenhad students summarize their progress on a “Freewriting Chart.” The presenter will have students do similar
activities in the spring 2019 semester. The presenter will share details about freewriting, excerpts from his
students' writings including the charts, survey results, offer insights into the value of freewriting activities,
and make suggestions for future use.
*Sponsored by englishbooks.jp

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10:00
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Sunday Morning Presentations (10:35-11:00)
305 (CUE) ​Write to Speak: Journals in OC Classes
Joseph Charles Wood (Nanzan University)

Journals (or diaries, etc.) can be of great use to both students and teachers alike in a language-learningclassroom. Weekly journal entries can help students to create ongoing dialogues with their teachers
throughout the term or school year, therefore allowing teachers to better understand how students are
feeling about the class and to give feedback or further explanation about class content when needed. Brown(2007) writes, “Because journal writing is a dialogue between student and teacher, journals offer a unique
opportunity for a teacher to offer various kinds of feedback to learners” (p. 476). Journals can also give
students a much-needed chance to reflect on how lessons went afterwards while they write in them athome. How can writing in journals impact students’ speaking skills in L2 oral communication classrooms?
This presentation examines the perceptions of 19 first-year non-English majors at a Japanese university as it
discusses survey and interview data that were collected during a yearlong study. In this presentation, we will
explore students' opinions regarding the impact journals had on their learning of English over a full school
year as well as give practical ideas for using journals to help students talk more in class.

306 (ICLE) ​Let's Keep D.I.E.ing!
Daniel Velasco (Rikkyo University)

With Japanese universities pushing for the internationalization of their curriculum in hopes of broadening
Japanese worldviews while attracting students from abroad to their programs, teaching self-reflection andintercultural communication skills has become an essential part of today’s classroom regardless of thesubject. This presentation will focus on fostering students' intercultural competence by introducing several
intercultural communication activities that have been proven to help improve communication skills while
broadening worldviews, promoting respect for other cultures, and encouraging self-awareness and growth.
Attendees will be given a detailed overview of (1) the D.I.E. (Describe, Interpret, Evaluate), one of the oldest
and most common intercultural communication exercises that gets participants describing, interpreting,and evaluating objects, pictures or media; (2) the D.A.E., an alternative to the D.I.E.; and (3) the E.A.D.
(Evaluate, Analyze, Describe), an updated approach to the classic exercise. Come experience these activities!
Attendees will also be encouraged to share any intercultural communication activities that they have had
most success with in not only in their classes, but also in professional development seminars, businessconsultations, and counseling sessions. Please come ready to talk, share, and have fun learning how
intercultural communication activities can enhance your classroom lessons!
​307 (TED) ​Plus One: English in Elementary Schools

Gaby Benthien (Shumei University)

11:30
12:00
12:30
1:00

Foreign language (L2) education at elementary schools across Japan is presently in the transition periodleading up to the full implementation of the English Education Reform Plan corresponding to Globalizationfrom April 2020. In order to teach English in elementary schools on their own or with other staff, pre-service
teachers need to have active English skills, acquire sufficient L2 pedagogic knowledge and L2 confidence,and possess intercultural and interpersonal skills. This mixed-methods research, focusing on 3rd year
pre-service non-English elementary education majors, explores students’ feelings about teaching English,
and the development of their L2 skills and pedagogic knowledge. The findings indicate prior L2 learning
experiences often affect students’ feelings about L2 teaching. Although many students have a solid passive
knowledge of English, visuals and survey results illustrate a lack of L2 confidence, and observations and quiz
results show that spelling and sentence construction mistakes also occur. Furthermore, in spite ofunderstanding the existence of multiple intelligences, learner styles and the importance of adopting learner
centered teaching methods, the majority of students have no prior experience or knowledge of these, andconsequently sometimes find it difficult to fully grasp their possible applications in the classroom.

308 (BRAIN) ​Teaching and Learning English in Iran and Japan
Homeira Fatthi (Nagoya University of Foreign Studies)

Many countries still teach the old fashioned way which is teacher centered education, especially up to thecompletion of high school. Iran and Japan are two of those countries, but at the university level in bothcountries, whole person education becomes more common. As a result, the students become more
motivated and the teachers and learners to have a more positive attitude towards teaching and learning.
The writer has surveyed university students in Iran and Japan, since 2016 to explore the idea of how positive
teaching makes the learner more motivated. The survey results show that both countries are teacher
centered at high school. It means the teacher would do most of the talking and students are only listening
and taking notes. When students go to university they find a huge transition in relations to teacher-student’s
relationship. Boynton believes that a positive and healthy relationship between teacher and students can behighly beneficial at many levels of an education and the school environments in whole (Boynton 2005).

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Sunday Morning SIG Forums (10:35-12:00)
201 (GILE) Global Issues in Language Education SIG Forum
Global Citizenship through Model United Nations
Michael Hollenback, Lori Zenuk-Nishide, and Donna Tatsuki (Kobe City University of Foreign
Studies), Tom Fast (Notre Dame Seishin University)

The forum will begin with an overview of Global Citizenship (GC) and how it can be integrated into a Model
United Nations (MUN). Then a description of various MUN in Japan will be given. Afterwards, findings from aquestionnaire comparing KASA (Knowledge/Attitude/Skills/Awareness) and self-efficacy from the first andlast conference days from students participating in a 3-5 day National Model United Nations and Japan
University English Model United Nations will be shared. Pre-conference preparation for for both conferences,including research, speech and policy making, was for 3-4 months. Following this, similar findings from a
KASA questionnaire at the completion of a short 2-day workshop will be shared. Finally, the forum will shareresults on the development of GC competencies through participation in MUN. Student delegates at the
Tsukuba English Model United Nations were asked whether their participation had helped them become
more knowledgeable, open-minded, caring, and communicative. Their answers were compared with
non-MUN students studying in university global education programs. The GILE forum will provide an
opportunity for attendees to learn more about the role MUN can play in developing KASA and GC for EFL
students in Japan.

202 (TBL) Task-Based Learning SIG ForumTask Based Learning 101
Marcos Benevides (J. F. Oberlin University)

This practical workshop is aimed at teachers who are new to, or unfamiliar with, task-based language
teaching. It is also for more experienced teachers who may wish to improve their practice of TBLT in theclassroom, and those who seek ideas on how to make a strong case for communicative teaching tocolleagues and staff. The speaker, himself an experienced TBLT practitioner and materials writer, will clarify
the definition of "task", outline the major principles of the approach, present a clear argument for thenecessity of a TBLT component across all four main language skills, and demonstrate how to select,constrain, sequence, and assess tasks by presenting lesson ideas and actual examples from the classroom.
Participants will leave the workshop with several practical lesson ideas that can be applied with minimal
preparation in their next class, and a strong urge to join the Task-Based Learning SIG.

301 (THT) Teachers Helping Teachers SIG Forum
Teachers Helping Teachers: Who We Are & What We Do
Pat Dougherty (Akita International University), Trina Takeuchi (THT Program Chair),Roger Palmer (Konan University)

Teachers Helping Teachers (THT) SIG volunteers conduct workshops and teacher training programs withaffiliates or partner institutions in Laos, Vietnam, Kyrgyzstan, Bangladesh, Nepal and most recently, thePhilippines. Interested participants are invited to this forum to better understand our programs, ask
questions about participating, and meet participants and country coordinators. All are welcome.

302 (SA) Study Abroad SIG Forum
Emotional Quotient: Students’ EQ Pre- Study Abroad
Lyndell Nagashima (Kyushu Sangyo University),
Mike Matsuno (Japan Study Abroad Foundation)

In this forum, we will outline the importance of 'Emotional Quotient’ (EQ) to develop globally-orientatedstudents, equipped for successful study abroad. EQ, commonly termed ‘soft skills’ involves communicativecompetency, people skills, emotional maturity and leadership qualities. Due to the value of these skills in
facing study abroad, and ongoing adult development, we prefer to term these as EQ. We will discuss how EQ
can be enhanced in the classroom, once students are overseas, and further studies upon return to Japan.

303 (LD) Learner Development SIG Forum
Learner Development SIG Forum
Robert Morel (Toyo University), Stacey Vye (Saitama University), Ivan Lombardi andChristopher Hennessy (Fukui University), Anita Aden (Mukogawa Women's University)

The 2019 Learner Development SIG Forum offers a variety of research and practice-based
poster-presentations. In a rotating poster presentation format, presenters and participants will have achance to share insights about fostering student growth and autonomy. Presentations this year touch uponsocio-cultural communicative competence, autonomous goal setting, and student perceptions of theirsecondary English communication classes. In addition to having a chance to learn about and discuss theseissues with presenters, the presentations will be followed by group discussions and reflection to help
participants bring ideas to their own classrooms.

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10:00
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Sunday Morning Presentations (11:05-11:30)
203 (BILING) ​Teaching of Math in English to Japanese Students
Eng Hai Tan (Meio University) & Samantha Toh (Okinawa Amicus International)

In this school, students learn mathematics in English and at the same time take the National Diagnostic
Tests in Japanese. Will they able to transfer the mathematical knowledge acquired in English when sitting
for their Japanese mathematics test? The aim of this presentation is to explore the differences inmathematical concepts, terminologies and expressions between English and Japanese and the challenges
they pose to Japanese students learning Mathematics in English. For instance, the definition of length andwidth in Japanese is conceptually different when compared to English. In "There are 5 dishes and 3 apples
are on each dish. How many apples do you have altogether?", the number sentence “5 x 3” will not be
acceptable in a Japanese math test. When fractions are introduced in second grade, English teachers explain
how to “read” a fraction, without being aware of the “opposite reading” in Japanese, causing a potential
confusion to the students. For example, “one out of three” or “one third”, will be read from the whole(bottom) to the part (top) in Japanese, san bun (3 parts) no ichi (one part) (“三分の一”). In conclusion, thepresenters will also introduce the strategies employed by the school to overcome these challenges.

204 (CALL) ​Maximizing Communication Through Blended Learning
Aviva Smith Ueno (Meiji Gakuin University)

Finding ways to maximize opportunities for learners to speak English with their instructors in classes that
rely on small group work because of the high learner-to-instructor ratio is a constant challenge. However,with the aid of technology, not only can this issue be addressed, but language learning can become much
more effective and interesting, and lead to higher levels of learner motivation. This presentation will reporton an academic English program that, through the use of technology, has not only effectively addressed the
problem of insufficient instructor-learner interaction, but has motivated learners by connecting them with
instructors in the Philippines for small group lessons as part of their required academic English course.
Through this program, learners develop their speaking and listening skills with their Skype instructor whilelearning academic reading and writing skills with their on-site instructor. The content of the program, now in
its sixth year at a private university in eastern Japan, will be discussed. Learners’ achievements based on
surveys, interviews, teachers’ assessments and TOEFL scores will be reported on. This presentation will be ofinterest to educators who are looking for innovative ways to use technology to better address the needs oftheir language learners.

205 (CUE) ​Students’ English Grammar Knowledge and Production
Miki Tokunaga (Fukuoka Jo Gakuin University Junior College)

Japanese university students are often said to have good knowledge of English grammar but cannot
communicate in English because of lack of practice. However, since the Japanese government shifted its
English education guidelines from grammar-focused to communication-focused instruction in the
mid-1980’s, university students’ English levels have reportedly been declining. To facilitate the process ofEnglish learning and practicing for university students, it is important to investigate what learners alreadyknow and how much of that knowledge can be used in production. The objective of this study was to identify
which basic grammar structures seem to be in need of more instruction and/or practice in university English
classes to best facilitate language acquisition. Over 350 first and second-year students at a private university
participated in the study. Participants’ grammar knowledge was measured by a grammaticality judgment
test (GJT), while Japanese to English sentence translation test was used to measure production. In addition,a spoken sentence translation test and picture description tests (written and spoken) were given to 43
volunteer participants. The result of each test will be discussed in detail at the presentation. This work is
supported by JSPS KAKENHI Grant Number 26370754.

206 (LD) ​Communication Strategy Development from Noticing
Carl Vollmer & Lauren Walker (Ritsumeikan Uji Junior and Senior High School)

12:30
1:00

Helping learners become aware of areas to improve in their own language is one of the main objectives oflanguage teaching. Lynch (2001) reported that learners reduced the number of grammatical errors they
made after completing a transcription of their spoken output. This presentation outlines an approach toencourage learners to notice areas for improvement in their own language use and communication
strategies by having them transcribe videos of conversations from class every month. It was found thatthrough transcribing and reflecting on their conversations from class that students were able to makeadjustments to their speaking strategies, especially ones that they focused on in their reflections, forexample the types of questions they asked, or the timing of giving their opinion. Examples of thetranscriptions, reflections, and progress observed in subsequent videos will be presented through analysis
of a select number of student case studies to show their month by month development. Additionally, further
directions for similar research and classroom practices will be discussed based on the findings of this study.
Pedagogic implications will be considered in light of the results of this study.

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9:30

Sunday Morning Presentations (11:05-11:30)
207 (OLE) ​Collaboration for Professional Development
Liz Shek-Noble (JALT Tokyo)

This session provides an overview of collaborations between the Tokyo Chapter of JALT and various SIGs in
the 2018/19 academic year. The speaker will explain the process leading to successful collaboration andboth its immediate and longer-term results, including an increase in professional development
opportunities, expanded membership, and greater attention towards community needs. In addition, thespeaker will provide data relating to attendance numbers and finances as a way to offer practical
recommendations for how successful collaborations can be achieved. The presentation will include Q & A
time for brainstorming ideas for future collaborations.

304 (Sponsored*) ​Goodbye To Days of Students Not Doing Homework
Jeremy Lanig (BINGOBONGO Learning)

10:00

If you’re frustrated with students not doing homework or lacking motivation to learn outside of theclassroom, come see an assortment of fresh, original worksheets styles that kids from ages 3-12 not only
love, but will beg for every lesson. Go from giving one or two pages of homework per lesson to giving up to 8
pages per lesson with nearly 100% of students completing them every time.
*Sponsored by BINGOBONGO Learning

305 (TEVAL) ​A Classroom-Based Phonemic Discrimination Test
Christopher Michael Nicklin (Temple University)

10:30
11:00
11:30
12:00
12:30
1:00

This presentation reports on the development, implementation, and analysis of a classroom-based
phonemic discrimination test (CPDT). The CPDT was designed to be administered to large groups of students
in a classroom setting and had three primary aims. The first aim was practical and concerned the plausibilityof creating a phonemic discrimination test that could be administered to a group of students in a language
classroom. The second aim was diagnostic and concerned the identification of deficiencies in phonemic
discrimination that could be attended to through training. The third aim was exploratory and involved theinvestigation of the existence or non-existence of a phonemic order of acquisition in Japanese English as
foreign language (EFL) students. The test was administered to 36 Japanese, first-year students at a medical
school in central Tokyo, and the results were analysed using the Rasch dichotomous model (Rasch, 1960)
and non-parametric statistics. The results indicated that although the CPDT was too easy for the sample, it
displayed the potential to distinguish between learners with high and low levels of phonemic discrimination
sophistication, and also showed potential to discover an order of phonemic perception acquisition.

306 (MW) ​Developing Teaching Materials for Tourism Workers
Aris Siswanti (Universitas Brawijaya)

The study develops English teaching materials for tourism workers with local contents. A preliminary survey
conducted by the authors in Malang, Indonesia, indicated that tourism workers demonstrated poor English
because of the use of coursebooks with irrelevant foreign contents. As a result, they lacked the skills to
describe local tourism attraction in English. The current study answers these questions: (1) what materials
are suitable for tourism workers and (2) how can the materials be useful for them. The research was
conducted in Malang by using Educational Research and Development Approach. The authors developed an
English coursebook containing certain tourism sites in Malang. After a revision by an expert, a field trial was
conducted by teaching 30 tourism workers in Malang using the revised version. The test was then followed
by a final revision based on the feedbacks of the workers. Each of the chapters contains appropriate skill
focus, language focus and language function with special contents on Malang tourism sites. A post test
proved that the workers exhibited significant improvement in English. To conclude, tourism workers need
English teaching materials with contents on local tourism attraction which should be presented withappropriate skill focus, language focus and language function.

307 (TED) ​Metaphors In SLA: Chunks, Scaffolding, & Beyond
Ray Franklin

Can an old dog learn new tricks? Can you lead a horse to water and "motivate" it to drink? The lexicon of
applied linguistics is rich with metaphors as well as its own jargon. This presentation will review some of theprominent terms in the field, and interactively discuss them. To what extent do you see your teaching role as
manager, facilitator, guide, gardener, etc.? Where do you "hang your hat", and what are your go-to
techniques in your "bag of tricks"? Where do you sit on the "like vs. learn" continuum for motivating
students? In addition to (briefly) discussing these questions, I will present some of my own (original?)
concepts for EFL instruction, such as "share & compare", "desk & chair", "choice & voice", and "pauses &clauses", along with metaphors of jelly donuts, cooking, walking, and playing tennis. Attendees are welcome
to share their own ideas of instruction, in hopes that we may all learn some new "tricks of the trade" toadvance our SLA teaching principles and classroom pedagogy.

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9:30
10:00

Sunday Morning Presentations (11:05-11:30)
308 (LiLT) ​Mono No Aware: Revisiting the Magic Bonsai Tree
Robert Bruce Scott (Fort Hays State University)

Episodic presentation of literature as a listening and reading activity encourages learners to develop
vocabulary knowledge as well as predictive skills for understanding meanings based on an emerging context(Grellet, 1981). This conference session will review the steps and a rationale for presenting stories by Edgar
Allan Poe, Shirley Jackson, and Ernest Hemingway as interactive lessons devoting 15 minutes of class time
daily to the experience of each new episode. Also presented will be a variation on this activity, in which
students at any ability level are engaged in bringing their own ideas into the creation of original class-widestories through a daily sequence which includes reading, writing, listening, sketching, question-asking, andpredicting based on each new episode. Episodic presentation of literature is based on reading theory,
relevance theory, and second-language acquisition theory, and was innovated to teach beginning-level EFL
students at an American branch campus program in Japan, with a class story project called "The Magic
Bonsai Tree." Classic literature as well as student-generated stories contain a unique power for engaging
learners in an episodic adventure where the developing plot line stimulates and reinforces English language
learning progress and vocabulary building through context without any need for translation.

Sunday Morning Poster Session (11:05-12:00)

10:30

5th Floor Atrium(GILE) ​Social and Global Awareness in the EFL Classroom
Elisabeth Fernandes (Osaka Prefecture University)

11:00

Teachers play a vital role in helping learners to become socially responsible global citizens. In this poster
presentation, we report on our two projects, titled “How Can I Change the World? Bookmarks for PuertoRico” and “A Virtual Trip to the Unseen Iran.” In the first, we helped students to cultivate empathy by making
them aware of the situation in Puerto Rico after Hurricane Maria (2017) through the use of augmented
reality. Our students then made and sent bookmarks with encouraging messages to students at a university
there. In the second project, we focused on encouraging critical thinking and dispelling stereotypes. The
final lesson in a several weeks-long unit was the visit of an Iranian woman to the class. In this lesson,
students were able to engage with her through Q&A, as well as “visiting” Iran through virtual reality. Throughthese projects, we encouraged students to become more aware of the world, to feel empathy for others, tobe critical thinkers, and to be aware of misconceptions, discrimination, and stereotypes.

11:30(CUE) ​Teaching Strategies for Incorporating Diversity
Andrew Reimann (Aoyama Gakuin University)

12:00
12:30

Recognizing, accommodating, and utilizing diversity is an important teaching skill and essential element of
the modern classroom. Larsen-Freeman (2018) suggests that by taking the minority experience into
consideration, we create a better environment for everyone. This is true for all teachers and in all learning
environments. The question is how can we do this effectively? The following collection of teaching strategies
explores different approaches to raising awareness and managing the diversity of perspectives in theclassroom. The goal is to develop critical thinking, empathy, and cross-cultural communication skills to
make the classroom a more inclusive and supportive learning environment, thereby helping our students
become successful communicators and global citizens. Considering the range of learner’s perceptions,perspectives and communication needs, it is increasingly important that media literacy become an essential
component of language learning. This interactive presentation will introduce and discuss practical researchmethods and activities to provide the knowledge and understanding needed for navigating the expanse of
information impacting students’ lives. An overall “awareness” or critical thinking sense is one of the firsttools students need to be able to understand and analyze media and information. Seven adaptable tasks will
be presented to assist in this endeavor.

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Sunday Morning Poster Session (11:05-12:00)
5th Floor Atrium(TED) ​Teaching Diaries: Adjusting to a New Context
Amanda Yoshida & Vanessa Gongora (Kanda University of International Studies)

9:30
10:00
10:30
11:00
11:30
12:00

Four teachers embarking on a new tertiary context agreed to keep teaching diaries for one year in order toreflect on their own practices and experiences while adjusting to this unique and challenging environment.
The teachers shared their form-focused diaries digitally so that they could access each other’s diaries andcomment regularly. The themes covered within their diaries included class management, time management,
student- vs. teacher-centered classes, and planning group activities, which were all areas of teaching thatthe four members were most concerned about. Arising out of the diaries was a set of rich data that showedpatterns of raw emotions, deeply-held beliefs and a genuine desire to develop themselves bothprofessionally and personally. In this poster presentation, the presenters will elaborate on the initial findingsof their diary analysis regarding two of the four teachers’ diaries.

(TEVAL) ​Assessment Through Generic Skills Testing
Michael Kelland (Tokai University) & Edward McShane (Tama University)

In line with the increasing popularity of generic skills testing in many countries, the Progress Report on
Generic Skills (PROG) is a test that is becoming widespread in universities in Japan. The PROG contains two
sections, Literacy and Competency, which aim to test skills based on the Definition and Selection of Key
Competencies (DeSeCo) developed by the Organisation for Economic Cooperation and Development(OECD), of which Japan is one of the 36 member countries. This report explains the preliminary findings of alongitudinal study that uses statistical analyses of PROG scores and TOEIC scores to determine if the PROG
might be an indicator of language learning ability. PROG scores for Literacy and Competency from 2018 for agroup of university freshmen were correlated with changes in TOEIC scores over time. Additionalcorrelations were calculated for sub-groups based on TOEIC range. The preliminary findings indicate weak
but significant correlations between PROG scores and TOEIC scores. These preliminary results indicate thatgeneric skills tests may be able to provide language educators with valuable information for both language
course design and student placement into language course levels.

(VOCAB) ​Speaking of Vocabulary, Rethinking L2 Motivation
Markane Sipraseuth (Kwansei Gakuin University) & Tim Ellsworth (Konan University)

Learning L2 vocabulary is often done individually. However, does learning vocabulary socially differ in termsof student motivation and meaningfulness? L2 motivational framework research by Williams and Burden(1997) and Dornyei (1994) have shown there are internal and external social factors that influence student
motivation. To examine internal and external factors on motivation and meaningfulness, four vocabulary
activities were used: (a) speaking (external social): speaking with a partner, using question prompts formed
from vocabulary words; (b) writing (internal): writing sentences using the target vocabulary words; (c)technology (internal): using a smartphone to do online vocabulary matching; (d) textbook (internal): using a
textbook to do matching and fill in the blank vocabulary activities from Q Skills for Success 3. Participants
included 126 low-intermediate level (average TOEFL 430 PBT) freshman university students in a foreign
language department at a Japanese university. Data was gathered by an in-class 10 question paper-based
survey. Survey results showed students regarded speaking with a partner as the most effective for
motivation (60%) and meaningfulness (49.6%). While individual intrinsic vocabulary exercises arefundamentally needed, it is important for teachers to include externally driven peer interaction to enhance
student motivation and activity meaningfulness with regards to L2 vocabulary instruction.

(SDD) ​Process Drama and Teacher Change
Aya Kawakami (Aichi Shukutoku University)

12:30
1:00

Process drama (PD) is an approach to teaching where themes, issues, or texts are explored by teachers andstudents in a series of dramatic activities such as role plays, in-character writing, and tableaux, working bothin and out of role. While it began as a drama in education approach, is now utilized in a wide range ofeducational fields such as professional development, sociology, history, and language. In language
education, research shows PD is useful in that it allows teachers and students to explore language in a far
wider range of power positions and situations than typical language learning activities and develop criticaland creative thinking, while also encouraging student empowerment (Kao & O’ Neil, 1998; Piazzoli, 2018).
Despite these benefits, very few teachers use this approach in language classes, particularly in Japan. This
poster session will first examine process drama and its viability as an approach to language teaching inJapan. It will then explore possible reasons for teacher resistance to the approach, using activity theory(Engeström, 2001) as a lens to exam the contextual and perception issues related to change resistance, andhow teacher change could be encouraged using Mezirow’s transformative learning framework (Mezirow,1981) as a guide.

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Sunday Morning Poster Session (11:05-12:00)
5th Floor Atrium(BRAIN) ​The Effect of L2 Processing in Moral Decisions
Nicholas Musty (Kwansei Gakuin University) & Robert Andrews (Ritsumeikan University)

9:30
10:00

Research shows that language influences moral decision-making, with L2 input often resulting incomparatively utilitarian choices, and L1 tending towards emotionally-driven decisions (Costa et al., 2014).
The trolley problem (Foot, 1967), in which respondents are asked whether they would intervene to save five
workmen from a runaway trolley at the expense of one workman, has been widely used in research (e.g.
Greene, 2013), although less so in the Japanese context. In this study, 183 students of Japanese universities
were questioned on their reactions to two versions of the trolley problem in EFL classes. Those presented
with the problem in Japanese made fewer utilitarian decisions. It was further hypothesized that thecognitive load caused by processing the dilemmas in a foreign language could be replicated throughlinguistic L1 errors which some respondents were asked to correct while considering the dilemmas. Theseerrors alone did not appear to affect response, but for those participants who were required to amend them,
there is tentative support for the hypothesis. However, the small sample group prevents any firm
conclusions being drawn. The presenters will discuss ways to further their investigation of the effect oflanguage on moral decision-making.

(TED) ​Research on EFL Teachers’ PCK
Fumie Togano (Ohio State University)

10:30
11:00
11:30
12:00
12:30
1:00

What is required of foreign language teachers in order for them to be able to teach effectively? There may be
many answers to this question, but one of them should be pedagogical content knowledge (PCK), which
represents teachers’ teaching skills and strategies. In this study, 15 research studies conducted on EFL
teachers’ pedagogical content knowledge (PCK) in 10 different countries and published between 2010 and2018 are reviewed. The study focuses on research done in EFL settings, because teaching/learning
environments may not always be favorable there, but EFL teachers need to develop all the higher PCK. There
are two research questions in this study: The primary research question is what research has recently been
done on pre-service and in-service EFL teachers’ PCK, and what is suggested to further develop it? The
secondary research question is what themes emerge from the research which are specifically relevant to EFLcontexts? The study shows that, among others, reflection seems to be the most important factor in bothpre-service and in-service teachers’ PCK development. The second most important factor appears to beexperience.

(TED) ​Refining the Kambara Locus of Control Instrument
Michael James Rupp (Tokai University)

The presentation covers a study which contributes to a larger effort to measure learner autonomy through arelated construct, locus of control (LoC). The often-used Japanese Kambara LoC questionnaire was shown torequire modification in order to produce scores with greater structural validity. To address the problems
with the instrument, a mixed-methods approach was adopted resulting in an abbreviated instrument withimproved results in a confirmatory factor analysis. The implications of the study are that results fromprevious versions of the instrument should be viewed with a critical eye, and that further refinements of thequestionnaire would be useful.

(BRAIN) ​Dyslexia: Be the Teacher Who Makes a Difference
Alexandra Jane Burke

Who are the students with dyslexia in your class? They are the 1 in 10 "mystery" students who are engaging,spontaneous speakers, with messy and disorganised written work that's submitted late, (if at all), and who
often miss test days. Most people with dyslexia will never be diagnosed, and spend their lives being labeled
as "hopeless", "stupid" and "lazy". These labels destroy student's self esteem and can cause them to suffer
in isolation or to rebel against society. In Japan, the school entrance exam process often "filters" thesestudents out by the end of Junior High School, which is a net loss to education. In reality, this cycle can be
broken. There are many practical classroom strategies that educators can use immediately to make classes
more dyslexic friendly. This presentation will demonstrate: better management of natural and artificial light,
proactive use of seating, empowering students to effectively access learning by changing how you use
traditional paper and digital resources, and better integration of visual, auditory and kinesthetic teaching.
Japan formally recognised dyslexia in 2018. Now is an excellent time to examine how simple modifications
can re-engage these neurodiverse students with dyslexia without hindering mainstream students.

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Sunday Morning Poster Session (11:05-12:00)
5th Floor Atrium(BizCom) ​Using Meyer's Cultural Self-assessment Tool
Michael Phillips (Ritsumeikan Asia Pacific University)

9:30
10:00
10:30
11:00
11:30
12:00

Understanding generic cultural differences, whether in the classroom, office, or in social situations should"begin at home". Meyer (2014) provides an insightful starting point by providing a framework which allows
for (preliminary and superficial-level) evaluations and comparisons to be made about different cultures. The
framework described by Meyer uses an eight-aspect dichotomy (i.e. Communicating, Evaluating, Leading,
Deciding, Trusting, Disagreeing, Scheduling, Persuading) for decoding how cultural diversity can impact
international business communication. After a brief review of each aspect, Meyer's companion
self-assessment tool, available as an online questionnaire, will be critically evaluated as a starting tool forreflective and critical cultural thinking in classroom applications. The poster will then go on to explain asimple application of the tool in an advanced-level English university classroom setting, where it is used toallow high-level business students to look beyond generic cultural stereotypes by reflecting on the tool’s
results and comparing them to their perceptions of their own cultural profile. The classes, unique incomposition by being comprised predominantly of non-domestic students, will be reviewed, as will thestudents' use and reactions to the tool’s effectiveness and limitations.

Sunday Morning Presentations (11:35-12:00)
203 (CUE) ​LaTeX 101: Write Your Dissertation Hassle Free
Mehrasa Alizadeh (Osaka University)

Doing a Master’s or PhD in TESOL can be a daunting task with countless challenges along the way. Many ofus have experienced moments of frustration trying to revise dissertation drafts on the most widely used
word processor, Microsoft Word. More often than not, one single change to a lengthy Word document could
mean hours of labor-intensive revision, attempting to ensure that tables and figures are numbered andplaced correctly, the references all follow the APA style, full terms corresponding to acronyms have been
written out upon first mention, and so on and so forth. Given that the JALT community includes manymembers doing graduate degrees, this presentation introduces a document preparation system known as
LaTeX in order to assist those graduate students in revising thesis drafts more easily and efficiently. Unlike
Microsoft Word which is a what-you-see-is-what-you-get (WYSIWYG) word processor, LaTeX uses markup
tagging to turn plain text into rich text. The presenter will talk about the basics of creating a document suchas a thesis or journal manuscript using an online LaTeX editor, called Overleaf, and instruct the audience on
how to utilize it for writing a dissertation.

204 (CALL) ​Duolingo for Schools: A Focus on Student GrowthColin Macleod (Atomi University)

As teachers, we want our students to complete homework and ideally study a little every day. However,creating and grading homework is time-consuming and some students find it difficult to self-study in asystematic way. The Duolingo language learning tool has been around since 2012, providing free online
language courses to millions of users across the world. In late 2015, Duolingo for Schools was introduced,
allowing teachers to manage a class of students as they work through the Duolingo course. In thispresentation, I will introduce the Duolingo for Schools platform, share my experience and data from using itwith students at my university, and explain how this tool can be effectively integrated into a course,
particularly low-level, compulsory English classes. Key features that of the platform that will be discussed
include: creating assignments, monitoring study activity, and being able to reward growth over proficiency.

12:30
1:00
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9:30
10:00
10:30
11:00
11:30
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12:30
1:00

Sunday Morning Presentations (11:35-12:00)
205 (CUE) ​Teaching Vocabulary for the TOEIC Listening Test
Shizuka Brooks (Sangyo University)

The TOEIC exam is taken by nearly 2.5 million Japanese students every year (Institute for International
Business Communication, 2018). One important component of helping students do well on multiple choice
exams like the TOEIC is ensuring they have the vocabulary necessary to understand the questions (Hu andNation, 2000). In Japan, most of this vocabulary teaching focuses on the written form of the words. This is aproblem because the TOEIC exam includes both a listening and a reading section and the type of vocabularyknowledge required to succeed on the listening section is very different from the knowledge required for thereading section (Kanzaki, 2017; van Zeeland & Schmitt, 2012). Building on the research from previous studies(Hu and Nation, 2000; Kanzaki, 2017; Laufer, 1989) this study looks at the vocabulary students need tosucceed on the listening section of the TOEIC exam. Using a 70,000-word corpus constructed from four
practice TOEIC tests the presenter will examine the differences between the vocabulary of the reading andlistening sections. She will discuss the words students need to know to succeed on the listening section as
well as techniques that can be used to teach the oral form of those words.

206 (LD) ​Listening Experiences of English Language Learners
Lucille Yagyagan Dominguez (Schools Division of Benguet)

Listening skill usually takes a back seat in language development of English language learners in thePhilippines when in fact it plays a major role in language acquisition. To help the Filipino learners improvetheir listening ability, English language teachers have to understand their listening difficulties incomprehending spoken texts; hence, this study aims to determine the listening test-taking attitude andlistening testwiseness of the learners after taking an authentic listening activity. This qualitative study
employed phenomenology as its research design. Cool and warm analyses of the verbalizations and sharingof learners with regard to their involvement and exposure to the listening activity yielded features thatcollectively describe their negative attitude towards the listening activity which were “too cool to care,” “toonervous to answer,” and “too confused to think.” Moreover, the challenges experienced by the learners were“multi-tasking,” “English language variations in terms of accent, word meaning, and word pronunciation,”
as well as “time-constraints.” Lastly, their coping mechanisms in taking the listening exam were“contextualizing,” “organizing ideas,” “pacing oneself,” and “extended efforts.”

207 (JSL) ​American Teacher of Japanese in an Australian HS
Michael Ellis (International Christian University High School)

In recent years, there has been growing recognition of nuance in the dichotomy between NESTs (native
English speaking teachers) and NNESTs (non-native English speaking teachers). However, even as thecomplex definition of a native speaker is scrutinized and explored, it can still be difficult for those who
identify unambiguously as a NEST or NNEST to understand the strengths and challenges of the other side.
The presenter, a native speaking teacher of English from the US, had a chance to bridge this gap when he
was offered the opportunity to teach Japanese language classes in an Australian high school. Over a two
week period, he taught beginner level classes to three groups of thirty 7th graders and one group of twelve
8th graders. In this presentation he shares the details of lesson planning and delivery, highlighting moments
affected by his status as a non-native Japanese speaker. He offers reflections on the experience, andexplains how they influenced his English teaching practice and helped him to better understand the positionof NNESTs in Japan.

304 (Sponsored*) ​Active Learning Through Content
Brian Cullen (PAWS International)

PAWS International has recently released both new and updated editions of textbooks that will help
teachers to integrate content and language learning in a unique way that will both support and motivate
students. Culture Through English is a new two-level series which teaches students important cultural
information and norms of other countries, particularly English-speaking countries. Each unit focuses on atheme such as sports, food, music, or famous people. Students learn the basic content through videos,readings, and listenings. Next, they choose a topic within that theme, carry out research, and share it with
their classmates through poster presentations. The 3rd edition of Humanity and Technology is a completely
revised and updated version of this classic textbook. It is popular for science, engineering and othertechnical majors. It integrates up-to-date content while enabling students to explore the relationshipbetween humanity and technology. In the textbook, GOAL, students bring their own content to the course as
they learn to set and achieve meaningful goals in every area of their lives and create personalized
presentations. This session from PAWS International will show you how these books will help your students
to improve their English as they simultaneously learn useful and motivational content.
*Sponsored by PAWS International

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9:30
10:00
10:30
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Sunday Morning Presentations (11:35-12:00)
305 (ICLE) ​Learner Attitudes to a Global Approach in Eikaiwa
Tim James Andrewartha (Shane English School)

It is a concern that English conversation schools in Japan, known as eikaiwa, focus too much on native
English and western culture. However, for change to take place, it is necessary to consider the attitudes ofthe learners. Therefore, this study measured learner attitudes in an eikaiwa to a global approach to studying
English. This approach aims to prepare Japanese learners to communicate with people from all over theworld by incorporating elements from Global Englishes, based on suggestions that they should listen to
examples of World Englishes and English as a Lingua Franca (Galloway, 2017), and from Intercultural
Communication, based on suggestions that they should develop an awareness of and appreciation for
cultural differences (Yoshida, Yashiro & Suzuki, 2013). Kachru’s three circle model (1992) was used to help
show the spread of English in the design of a questionnaire with multi-item Likert scales, and some open
questions, which was professionally translated into Japanese and tested for reliability. 84 participants
completed the questionnaire and while statistical analysis revealed some mixed feelings towards theapproach, overall there was a positive tendency and recommendations are made on how best to implement
the approach in the eikaiwa classroom.

306 (VOCAB) ​A Receptive-Productive NGSL Testing Programme
Jean-Pierre Joseph Richard (The University of Nagano)

Five quarterly NGSL (New General Service List) vocabulary tests, combining written receptive and productive
items, are being developed for curricular purposes at the University of Nagano. This newly establishedprefectural university, which opened in April 2018, will send abroad all second-year students, beginning in
June 2019 (i.e., Quarter 6) for part of one academic quarter. Before departure, students must demonstrate
NGSL mastery. The five vocabulary tests represent benchmarks, within the University of Nagano, todemonstrate NGSL mastery. Productive items, similar to the P-VLT (Laufer & Nation, 1999), were developedin two stages beginning in 2016 with participants (Stage 1, N = 67; Stage 2, N = 99) at institutions whose ranks
were comparable to the expected rank of the University of Nagano. The receptive items were selected fromthe NGSLT (Stoeckel & Bennett, 2015). This presentation will report on results for Cohort 1 (N = 247) for
Quarters 1-2 (NGSL items 1-1400). Rasch analyses showed that the receptive and productive items were each
unidimensional and had high internal reliabilities. In addition, a large correlation was found between the
results for the receptive and productive items, and smaller correlations were found between the vocabulary
results and results for two standardized tests.

307 (TED) ​What Is Your Theory of Language?
Thomas Martin Amundrud (Nara University of Education)

11:30
12:00

Many presentations at PanSIG undoubtedly focus on different aspects of language teaching, such as
motivation or autonomy, or the use of mobile devices in and outside of the classroom, or on other important
topics pertaining to our profession. Yet in all of these pressing issues, the fundamental role of what the thing
language teachers are teaching in class – language - actually comprises, is often elided or ignored. This
presentation will provide insights from systemic-functional linguistics (SFL), including the speaker’s own
research on tertiary EFL classrooms here in Japan, demonstrating why it is important that language teachers
grasp the centrality of language in human meaning-making. The speaker will look at ways language learning
enables and embodies semiotic development, such as through the role of genre in structuring written andspoken discourse, and the development of a shared metalanguage that teachers can use with their students
to provide instruction and feedback. After this presentation, attendees will be better able to evaluate theirown teaching and materials, and will better understand the need to make their own teaching andunderstanding of language more explicit for their students and themselves.

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Sunday Morning Presentations (11:35-12:00)
308 (CUE) ​Translanguaging in a Japanese Tertiary Context
John Adamson (University of Niigata Prefecture) &Naoki Fujimoto-Adamson (Niigata University of International and Information Studies)

In this study, we explore pedagogical “translanguaging” (TL) - the use of students’ L1 in L2 learning (Blackledge & Creese, 2010) in three contexts at one recently established regional Japanese university.
Drawing upon longitudinal studies into TL use among teachers, language advisors and students, we reflect
upon its practice in EMI classes (Sociolinguistics and Discourse Analysis) taught by English language
instructors, English classes adopting a Content and Language Integrated Learning (CLIL) approach toprepare students for EMI, and a Self Access Learning Center (SALC) where language advisors support student
learning for English classes and EMI. Findings are synthesized from EMI instructor perceptions of student
language and skills needs (Brown & Adamson, 2012; 2014), English and EMI class tasks encouraging strategic
TL (Adamson & Coulson, 2014; 2015; Fujimoto-Adamson & Adamson, 2018), and SALC language use(Adamson & Fujimoto-Adamson, 2012). Collectively, this data has aided understanding of the emerging
process of creating bilingual classroom and non-classroom learning spaces where participant agency andlanguage choice are prioritized. Our conclusions argue that effective TL in our context has required a
localization of classroom pedagogy for language learning and EMI and non-classroom language advising tocreate more authentic and motivating study environments for teachers, students of various proficiencies
and language advisors.

Lunch Break (12:00-1:00)

PanSIG 2020 Planning Meeting (12:00-1:00)
2​nd​ Floor, Room 201

All those interested in volunteering their help for the PanSIG 2020 conference inNiigata are welcome to join this meeting and make their voices heard. As well,
all SIG representatives that will be coordinating their SIG’s participation for the
PanSIG 2020 conference are highly encouraged to attend.

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Plenary Interview 3 (1:00-2:00)
2nd Floor, Room 201

For the final plenary session of the conference, Dr. Kensaku Yoshida will beinterviewed by Matthew Schaefer, a co-host of the TEFLology Podcast. Theinteraction will cover Dr. Yoshida’s extensive experience in the area of Japan’s
foreign language education policy. Topics will include his involvement with MEXT
in the development of the new Course of Study, changes to the university
entrance exam system, and a greater focus on CEFR-type “can-do” statements asgoals for junior and senior high school students. The interview will last about 30
minutes and follow a semi-structured format, with Matthew asking a mix of
prepared questions and unscripted follow-ups. The interactive nature of thissession will allow Dr. Yoshida to share his work in a co-constructed andcollaborative manner, with Matthew’s role being to interpret, reflect, andinvestigate his words. Audience members will be encouraged to consider theirthoughts on the topics discussed and record their own questions throughout theinterview, with an additional 15-minutes set aside for these to be posed to Dr.
Yoshida for further exploration and conversation.
My main area of research has been in thedevelopment of Japan's foreign language
education policy. I have been involved heavily inthe development of the Course of Study as well as
in the changes to be implemented in college
entrance examinations. In terms of the former, wehave changed the basic structure of the Course of
Study so that the main focus is now more clearlystated as being in the development ofcommunicative ability--modeled on the so-called
CEFR (Common European Framework ofReference) Can-Do statements. The goal for juniorhigh school graduates is set at A1, and for seniorhigh school graduates at A2 and B1 levels. In
order to realize these goals, active learning
procedures which emphasize the integrated use of all the language skills are
required. However, the revision of English education cannot be realized unless thecollege entrance examinations are changed from the present one or two skills
based tests to proficiency tests based on all four language skills. Although there arestill many obstacles of overcome, I think we have taken the first steps in raising theEnglish proficiency level of the Japanese.

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Sunday Afternoon Presentations (2:05-2:30)
203 (CUE) ​College-Level Pronunciation Instruction
Stephen James Clarke & Lauren Landsberry (Nagoya College)

Pronunciation teaching is widely neglected due to the perceived difficulty of learning pronunciationcompared to other aspects of language, unsatisfactory results, inadequate training, and the tolerance ofclassroom errors, among other reasons (Szpyra-Kozlowska, 2014). Is explicit instruction worthwhile or could
class time be better spent doing something else? The presenters will discuss the results of a one-semester
pronunciation project carried out at a junior college, in which teachers used parts of the “Clear Speech”(Gilbert, 2012) textbook as well as other materials to teach several segmental and suprasegmental features.
Despite these efforts, the results did not show a noticeable improvement in the subjects’ pronunciation. The
presenters believe that negative results should be reported for the good of the field. They will explain thedetails of their intervention, discuss possible reasons for the negative result, and connect their findings withpreviously published studies.

204 (CALL) ​Creating an Authentic, Formulaic Phrase Bank
Thomas Patrick Stones (Kwansei Gakuin University), Richard Arber (Beo)Developing academic writers have often mastered the use of basic transition devices, but tend to overuse
the same devices, in the same position in a sentence leading to a written style that is cumbersome andlacking in fluidity. One way to overcome this is through the use of authentic formulaic language to connect
ideas together using a more natural style of prose and add much needed variety to the cohesive devices attheir disposal. In order to facilitate this, we implemented an approach to mining, sharing and using
formulaic language for academic writing. This presentation reports on the various stages, from miningphrases from authentic academic articles, to sharing the phrases through GoogleSheets to actual use inacademic writing. This approach lead to the creation of an extensive bank of authentic, formulaic languagethat learners could update asynchronously and exposed learners to an approach to academic phrase
identification, storage and use that they could take forward into their future studies. This presentation
details the approach as well as ways it could be improved and adapted for vocabulary learning and phrase
storage in general.

205 (CUE) ​Self Reflections in the Presentation Classroom
Gavin Brooks (Doshisha University)

Oral presentations are an important part of both EAP and ESP classes (King, 2002) and can improve students’motivation by increasing the level of interaction and participation in the classroom (Girard, Pinar, & Trapp,
2011). One type of activity that is commonly used in the presentation classroom is self-assessment. Whileself-assessment tasks have been shown to be beneficial for students in the writing classroom (Saito & Fujita,
2004), there is still very little research on the effectiveness of using self-assessment with oral presentations(Hafner & Hafner, 2003). This study uses a many-faceted Rasch analysis to show how using self-assessment
tasks in the presentation class can help Japanese university students (n=11) improve their oral presentation
skills (such as gestures, voice inflection, and eye contact). The presenter will: (1) show how Rasch was used
to identify differences between the students' and teacher's assessment of the students’ presentation skills;(2) examine the tasks that were used to help improve students' self-assessment skills and; (3) discuss how
the results of a Rasch analysis of subsequent self-assessments was used to determine the effectiveness of
those tasks. The presenter will finish by outlining how teachers can make use of these techniques in theirown classrooms.

207 (PRAG) ​日本語とスウェーデン語における属格を用いた名詞修飾：
言語教育の視点からの比較と考察
Mitsuyo Kuwano Lidén (Stockholm University)
本発表では属格を、基本的に、日本語では連体助詞「の」を用い「N1のN2」の形で表すもの、またスウェーデン語では「〜s」を用い「N1s N2」の形で表すものとし、この二つの言語において、二つの名詞N1とN2がこの属格により、どのように関係づけられると解釈されるかを比較する。その上で、属格を用いた名詞修飾に関して、スウェーデン語話者である日本語学習者にとって、また日本語話者であるスウェーデン語学習者にとっての、それぞれの言語学習上での困難な点を考察する。

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Sunday Afternoon Presentations (2:05-2:30)
303 (SDD) ​Teacher in Role: A Tool for Scaffolding
Chhayankdhar Singh Rathore (Soka University)​A majority of approaches under the Performance in Education (PIE) umbrella engage the students in PIE
activities while the teachers primarily act as facilitators of those activities. Some teachers hesitate in making
use of open-ended drama activities due to a fear of being unable to manage the direction of such activities.
However, Teacher in Role is a PIE tool that enables the teachers to go beyond the role of facilitators andengage in the drama activities leading to not only being able to manage the direction and length of thedrama activities, but also being able to create opportunities for experiential learning, switching of registers,
negotiation of identities, scaffolding improvisations, and perhaps most importantly, altering the hierarchicalrelationships and flow of knowledge in the classroom. This presentation will provide an introduction ofTeacher in Role, its origins, its types as well as its features. Additionally, suggestions would be provided forteachers to be able to make use of this tool in their classrooms while also pointing out the potential
challenges and ways to overcome those challenges.

304 (Young Learners) ​Promoting Intercultural Awareness Through Projects
Mari Nakamura (English Square)

Today’s children and teenagers will come into more contact with diverse cultures in the coming decades
than we adults do now due to the effects of rapid advancement in technology, global travel and migration.
However, in their current daily lives, they have very limited opportunities to interact with people withdifferent cultural backgrounds. How can we, as English language teachers, help them develop multiculturalawareness? As a way to meet the challenge, the presenter started intercultural understanding projects withher G2 to G11 students in 2015, collaborating with schools in non-English speaking countries such as Brazil,
Slovenia and Spain. In these projects, students have exchanged letters, holiday cards, videos and more using
English as a medium for communication, and shared information most relevant to each age group: families,
hobbies, schools, and traditions. This presentation will demonstrate how to manage intercultural
understanding projects at a school with a limited instruction time and share some works by both thepresenter’s students and the partner schools’ students. In addition, it will discuss students’ perceptions ofthese experiences using the data collected through a student survey, with the focus on motivation,
multicultural awareness and the value of English as a lingua franca.

305 (SA) ​Homestay Preparation Workshop Activities
Robert Dykes (Jin-ai University) & Richard Eccleston (University of Fukui)Some language learners are lucky to travel abroad to a destination where their L2 is the native language.
However, these learners may have never traveled before, may not have a high-level grasp of their L2, and/or
may have never used their L2 in a practical, natural, or colloquial setting. This presentation will cover several
activities for study abroad or homestay preparation workshops. One activity covered, a hybrid version of
popular party word guessing games, teaches the students various methods of communicating meaning.
Using their existing L2 ability and non-verbal communication methods, students can fill or maneuver aroundgaps in their L2 knowledge. An additional key area to bolster for students traveling abroad is their own
cultural awareness. Students who have not traveled much are often unaware of the uniqueness andattractions of their own home life and culture. Through the guided creation of a notebook, the students
create their own travel guidebook and journal, which they can use to present and explain their home life andculture. Working on these communication skills and their own cultural awareness can help boost student
confidence and motivation, and create a more rewarding experience for students and host families.

306 (THT) ​Customizing Presentations for THT in Asia
Michael Furmanovsky (Ryukoku University)

When Teachers Helping Teachers began its volunteer work in Vietnam, and other parts of Asia over a decadeago, few Japan-based presenters gave much thought as to how to customize their presentations for theaudience. In many cases, they would give the same type of presentations as they gave at JALT events. Whileany presentation can have its merits, the core ethos of THT is to give practical and useful help and, especiallyin the early years, mismatches of topic and target audience were, common. While much of this mismatchcame from a lack of knowledge of our target teacher’s actual teaching situation, a more complex problem
was our lack of understanding of the overall educational culture; the official EFL curriculum in high schools
and university and the actual classroom environment in which these (often very young) teachers were
working. This presentation will look at some of the ways in which a teacher volunteer from Japan can use avariety of sources of information, including THT’s own body of publications, to realistically tailor apresentation to a target country’s educational system and teaching environment.

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Sunday Afternoon Presentations (2:05-2:30)
307 (TBL) ​Using Video and Skype for Task-Based Learning
Kazumi Kato (Tokai University)

This presenter researches how Japanese students can conduct task-based group projects in English. She
created model video materials of university students in the United Kingdom performing a picture story task.
In this video, students use a series of useful expressions while making a picture story and also demonstrate
how to conduct group work in English. Using the video, the presenter created a teaching method aimed at
helping Japanese students accomplish group speaking tasks in English. In this method, there are several
unique activities for students. For example, students record and analyze their own discussions and comparethem with the model video. Then they make corpus lists with expressions they want to use in their
discussion. Students do extensive corpus practice using activities on the Quizlet application and quiz eachother to test their language acquisition. After one series of this discussion practice in the fall 2018 semester,
students did the same picture story task with students in Singapore using Skype. In this presentation, thepresenter will introduce the materials and methods then give an analysis of the group discussions between
the Singaporean and Japanese students from the aspects of the Japanese students’ English acquisition andperformance.

308 (CUE) ​A Review of Explicit Listening Strategy Training
Brett Milliner & Blagoja Dimoski (Tamagawa University)

Despite being recognized as the language skill most strongly correlated with rapid development of foreign
language skills (e.g., White, 2008), listening is reported to be both the most under-researched (Harding,Anderson & Brunfaut, 2015; Yeldham, 2017) and the most neglected by foreign language teachers (Graham,
Santos & Vanderplank, 2011; Siegel & Siegel, 2015). Motivated by their will to improve as L2 listening
teachers, the presenters embarked on a study to develop listening training approaches based oncontemporary listening research. They piloted twelve English as a lingua franca-informed listening training
activities in their classes at a Japanese university. In this presentation, the authors provide a review of thelistening training program for 150 students. Comparisons between pre and post-program listening
assessment, student feedback and reflections from the teachers will be reviewed to assess the effectivenessof the pilot study. Participants in this talk can hope to go away with some ideas for how they can teachlistening more effectively in their own English classes.

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Sunday Afternoon SIG Forums (2:05-3:30)
201 (TD) Teacher Development SIG Forum
Understanding Teacher Efficacy: SIGs in Dialogue

Matthew W. Turner (Toyo University), Michael Ellis (International Christian University High School),
Sam Morris (Kanda University of International Studies), Curtis Kelly (Kansai University),
James Sick (Temple University, Japan), Joanne Sato (Toyo University)
JALT’s forthcoming national conference this year will partly consider the broad theme of teacher efficacy.
Yet, what does this term mean, and how can it be explored and approached across the many special
interests in our field? In this forum, three Teacher Development SIG officers will each conduct a 20-minuteinterview with invited representatives from the BRAIN, ER, and TEVAL SIGs, in order to collaboratively anddialogically explore this topic with one another. It is hoped that through formal interaction, SIGs can not
only cooperatively construct a richer understanding of teacher efficacy from multiple perspectives, but also
strengthen an awareness and find commonalities in the activities of each other’s groups. The forum willconclude with exchanges between the invited SIG representatives on the emergent themes of the session,
supported and guided by audience input and questions.

202 (BizCom) Business Communication SIG ForumThe Business Communication SIG's World Café Forum

Michael Phillips (Ritsumeikan Asia Pacific University), Craig Nevitt (Hiroshima Bunkyo University)
This will be a collaborative dialogue around questions that matter: What kind of teaching activities do you
use and why? How do you introduce business knowledge into the classroom? The World Café method
enables movement from one conversation to the next, supported by experienced facilitators, building new
dynamic ideas through collaborative conversations.
(1) World Café on Money: A forum on teaching money in the business classroom. Money is the engine thatturns the world, yet, beyond some cursory accounting or a glimpse at a financial statement, money is rarely
addressed in business textbooks. After a short presentation on using stock market apps as a way to connect
money to current events, participants will interact to share their ideas on teaching money.
(2) World Café on Cross-cultural Communication: A forum on teaching and exploring interculturalcompetence in the business classroom. Culture is much more that the hard concepts of race or nationality,
as seen in such concepts such as corporate or organisational culture, even down to a "personal culture".
After a short presentation on cultural relativity, participants will share their own personal cultural insights
and share activities that develop student’s cultural competence.

301 (VOCAB) Vocabulary SIG Forum
Researching/Teaching Discipline-Specific Language

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Laurence Anthony (Waseda University)
Teaching language patterns that are characteristic of academic writing and presentations in specialized
disciplines can be a serious challenge for language instructors. Many instructors will not have the relevant
background to know what language patterns are preferred within and across specialized disciplines or what
variations in language use might exist. Also, they may struggle to find relevant teaching materials, as
published textbooks on writing and presentation are likely to cater for a wide, diverse audience of learners
and thus ignore the idiosyncrasies of particular disciplines. This workshop aims to provide participants witha useful set of tools and a clear set of principles by which they can collect relevant discipline-specificlanguage data, analyze that data to identify characteristic language patterns, and introduce those patterns
and the methods of analysis to learners in the classroom. As part of the workshop, participants will learn
how to use the new AntCorGen automatic discipline-specific corpus generation tool (Anthony, 2018) andaddress some of its limitations through the use of other data-collection tools. The workshop will also
provide a clear, practical demonstration of in-class discipline-specific language teaching with a focus onacademic writing for scientists and engineers.

302 (LiLT) Literature in Language Teaching SIG Forum
Texts That Work

Simon Bibby (Kobe Shoin Women’s University), Paul Hullah (Meiji Gakuin University),
Iain Maloney (Nagoya University of Foreign Studies), Vicky Richings (Kobe Shoin Women’s University),
Akira Watanabe (University of Yamanashi)
The most commonly asked question regarding literature in language teaching regards what texts can beused with language students, and we address this directly in this PanSIG Literature in Language Teaching(LiLT) Forum. Presenters explain texts they have used in their language classes, their criteria for choosing
texts, and the activities they used in classes. We consider issues such as dealing with mixed-level classes,
learner autonomy, authenticity and creativity. Presenters talk about their varied teaching settings, including
Spanish as a Foreign Language and Japanese as a Foreign Language, in addition to English as a Foreign
Language classes. Following this we invite forum participants and attendees to discuss their own
experiences and ideas regarding text selection and use. This LILT SIG Forum is friendly and inclusive, andwelcomes not just LILT SIG members, but attendance and participation of non-members too.

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Sunday Afternoon Presentations (2:35-3:00)
203 (PRAG) ​How About You and So On: Formulaic Language
John Campbell-Larsen (Kyoto Women's University)

1:00

Speakers do not proceed through their utterances word-by-word but deploy a large number of multi-word
chunks and formulae in the course of interaction. The ability to use formulaic language is a key indicator of
fluency (McCarthy, 2010, Hasselgreen, 2004). Second/foreign language learners often (over)rely on a limited
menu of formulas and may use them in ways that are subtly different to native speakers of the language.
This may result in sending unintentional messages and possible pragmatic confusion. This presentation
focuses on four fixed expressions that are frequently found in the talk of Japanese learners/speakers ofEnglish: How about you?, By the way, And so on and Let me see. The presenter will outline their functions inEnglish based on corpus data and describe the ways that they are used in student talk. The presenter will
suggest that a more nuanced understanding of the functions (on the part of both teachers and students) ofthese formulae and explicit teaching of alternatives will aid learners achieve more developed pragmatic andinteractional abilities.

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204 (CUE) ​An Analysis of the Ability to Make a Short Speech
Sachiko Aoki (Ritsumeikan University)

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3:00

To prepare university students for the TOEFL iBT and IELTS speaking tasks and subsequently for studying
abroad, an independent speaking task was incorporated both as a classroom activity and assessment tool. A
many-facets Rasch analysis was conducted to investigate the ability to make a short speech on a familiar
topic and the instruments such as the recording task and an analytic rubric. Facets modeled in the analysis
were test-taker, topic, rater, and three rating category items. Unidimensionality of the construct was shown
to be strong. Extensive calibration of rater performances was intentionally avoided because the task andassessment tool were designed for busy teachers, but the rater agreement was higher than the expected
percentage estimated by Facets. The results of the analysis revealed that self-raters were the most severe,
but the rater severity did not vary much between native and non-native raters. Bias interactions between
test-takers’ gender and rating category items and between rater groups (native vs. non-native) and rating
category items showed interesting tendencies in test-takers’ ability measures and rater performances.
Possible improvements of the instruments and assessment procedure will be also discussed.

205 (CUE) ​A Reflective Account on a “Special” EFL Classroom
Mizuka Tsukamoto (Ritsumeikan University)

The amount of literature on including students with special needs in an EFL classroom is limited, especiallyin the context of Japanese universities (c.f. Enjelvin, 2009; Cooper,1996) and not many English language
teachers in Japanese universities seem to have the knowledge or experience in how to support them in theirin their classroom. Being put in the position of teaching a blind student in a required first-year English
reading course led the presenter to recognise the limited information available to teachers and the value ofsharing this experience with others. This session will include information on support provided by theinstitution, insights into what kind of support may have been helpful for both the teacher and the wholeclass, the presenter's classroom practices and a reflection from the student on his experiences in the class.

206 (LD) ​Fostering Students’ Needs Through Ideal Classmates
Wendy Davis (Temple University Japan) & Joseph Falout (Nihon University)

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4:00

Stimulating interactive (social) student engagement is one role of the teacher, but what if students could
effectively and positively strengthen their interactions with two simple procedures? (1) Asking students what
they want from each other and (2) returning to everyone what the whole class says they want. These
procedures have gotten positive results in universities and junior high schools in Japan and in private
language schools in Indonesia. Student-generated ideas about how their classmates could help them learn
better and more enjoyably were shared across the classroom resulting in socially-motivated behaviors.
Becoming each other’s Ideal Classmates meant students perceived themselves and their classmates having
reciprocally supportive behavior. Research in the field has shown a strong correlation between students’
perception of their behavior and attitude in class and that of their classmates’. Research also foundstudents’ self-reported changes in behavior were qualitatively high. The presentation will introduce Ideal
Classmates, talk briefly about the various studies using the Ideal Classmates procedures, and address how
to implement Ideal Classmate procedures into classrooms. The presenters will demonstrate various
activities they have used successfully to foster supportive classroom behavior using Ideal Classmates.

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Sunday Afternoon Presentations (2:35-3:00)
207 (CUE) ​The Three Tenets of a Good Writing Theory
Rick Mitcham (Kyoto Sangyo University)

The problem of a general lack of motivation, productivity, and quality - what Belcher (2009) calls ‘writing
dysfunction’ – is common across academia. If academic writers, student or otherwise, are similarly afflicted,
then this paper offers solutions to producing academic writing successfully. Among the primary causes ofwriting dysfunction according to Hayot (2014) is the way that academic writers think about writing, their‘theory of writing’. Based on the speaker’s academic training, research conducted in the classroom, and theideas of Belcher and Hayot, this paper attempts to help academic writers by outlining a good theory of
writing that both students and teachers may find useful for developing their own writing. Composed of threetenets, the theory asserts that writers pursue a passion, follow an academic writing process, and use writing
as a tool to develop their thinking. The presenter will also suggest ways in which academic writers, especiallythose using English as a foreign language, can learn to write with more originality. After discussing the tenetsof a good theory of writing, the presenter will look at the French novelist Marcel Proust, a highly motivated,
prolific, and original writer who embodied all three tenets of the good theory of writing.

303 (CUE) ​Teach Paragraph Organization with Online Quizzes
William Pellowe (Kindai University)

Paragraph organization is a serious challenge for many of our Japanese students. To help raise students'
awareness of what a "good" paragraph should look like, the presenter created a series of online quizzes forstudents to do. In this presentation, the presenter will demonstrate how to create an online, self-correcting
multiple-choice quiz through Google Forms with randomization of the question order and option order. The
examples he'll use are from his writing course, but the quiz format itself can be used for any type of course.
After the step-by-step demonstration, the presenter will show some of the quizzes that his students took, sothat attendees can see how the presenter focused students' attention on various aspects of paragraphorganization. Finally, the presenter will demonstrate how easy it is to collect the results of these quizzes.

304 (TED) ​First Steps in PD: Intro to Abstract Reviewing
Jamie Taylor (Nanzan University), Wendy M. Gough (Bunkyo Gakuin University) &Joseph Tomei (Kumamoto Gakuen University)

Many people are interested in getting more involved with professional development (PD) activities as well as
conference planning, but are not sure where to start. Volunteering to review presentation abstracts is a great
way to begin. Reviewing conference abstracts can help you get more involved with professional
development, hone your own abstract writing skills, and get an insider’s look at the types of presentations
that will be offered at a conference. This presentation by the PanSIG conference submissions and reviewing
chairs will begin with an overview of general guidelines for reading and reviewing abstracts for JALT andother teaching-related conferences. Then the presenters will show examples of abstracts as well as good andbad reviews from a recent major JALT-affiliated conference. They will discuss how to read and review
abstracts in a manner that provides constructive feedback without discouraging the presenter and suggest
how this constructive feedback can ultimately help the reviewer develop as a researcher. They will also
provide a list of upcoming conferences that are looking for volunteers to read and review abstracts.

305 (ICLE) ​Adult Learner Hopes and Native/Local Teacher Roles
Tamami Kita (beo college)

The differing roles expected of native (NET) and non-native teachers of English (NNET) in Japan havegarnered increasing attention (Blaine, 2010; Houghton & Rivers (eds.) 2013; Fukunaga et al., 2018). Native
teachers are viewed as gatekeepers of the community which learners aim to join, while non-native teachers
are seen as models who share similar cultural-linguistic backgrounds and study experiences. This study
contributes to the discussion with empirical research into perceptions held by Japanese adult language
learners, by reporting on Japanese students who have completed compulsory education, and receive theinstruction of both NET and NNET at a study abroad preparatory college. Participant’s English levels wereintermediate to advanced, and all exhibited firm motivation to learn since they possessed applications to or
offers from British universities. Likert scale questionnaires and focus group discussions were used in order toinvestigate the divergence between stereotypes and academic or cultural needs. Their opportunity to enter
an English-speaking community as a NNET is applicable to the innumerable Japanese learners who need toenter such communities for work, study and leisure. The research reveals the value of a combination of NET
and NNET instruction for students and has strong implications for instructors of adult Japanese learners.

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Sunday Afternoon Presentations (2:35-3:00)
306 (Young Learners) ​Teaching Reading to Beginners in a Second Language
Frances Jane Shiobara (Kobe Shoin Women's University)

There is little doubt that English language learners need to learn to read, but there is some controversy as towhen and how this should be done. In the past reading was not taught until junior high school in Japan, butwith the new emphasis on English in public elementary schools some people believe that elementary school
students should also start learning to read. In view of this it is important to consider the ways in whichreading can be taught and how that fits with the activities in Japanese Ministry of Education, Culture, Sports,
Science and Technology (MEXT) recommended textbooks. In English as a first language beginner readers are
generally taught with a combination of phonics, whole language and sight words. The aim of this research
was to analyze a number of MEXT approved textbooks in order to see what reading activities are included inthese textbooks, and how this corresponds with the ways that English reading is taught as a first language.
This presentation will show the results of this analysis and include suggestions as to what activities might beused to supplement these textbooks in order for beginner readers to be taught in a more comprehensive
manner.

307 (TBL) ​The Effect of FonFs in TBLT – A Longitudinal Study
Travis Jeremy West (Rikkyo University)

Research in Task-based Language Teaching (TBLT) has revealed a pedagogic divide regarding the role ofForm-focused Instruction in the second-language classroom. This study analyses a Focus-on-Forms (FonFs)
approach to language teaching, which Long (2015) characterizes as the explicit teaching of language forms,
one at a time, in order to fulfill the goal of equipping the learner with a new set of language skills. The study
addresses the effectiveness of a FonFs approach on language acquisition, the effects of explicit instruction
on alternative form use, and the effects of a FonFs approach on particular language forms. This study utilizes
the RED Corpus, which consists of over 48,000 words, translated from over 750 minutes of learner-learnerdiscourse recorded during one year of academic study in a task-assisted English Discussion Course at auniversity in Japan. The analysis of longitudinal target language use over one year of study reveals that basic
functional language representing already established declarative knowledge, such as giving opinions andreasons, occurred uniformly throughout the corpus. However, the frequency of non-proceduralized target
forms, such as joining a discussion and changing topic, displayed evidence of a post-treatment benefit – i.e.
the frequency of target-language use was significantly higher after explicit instruction.

308 (CUE) ​Form-Focused Instruction and Corrective Feedback
Jarwin Kent Martin (Temple University Japan)

This study examined the effects of form-focused instruction with the aid of corrective feedback (CF) as partof grammar instruction to improve the learner's competence in the acquisition of adverbs of frequency. The
study took place over a 6-week period and included a Japanese participant with elementary level English.
Analysis of pretest and posttest data revealed a significant improvement in the accurate production of thetarget grammatical structures. The results further indicated that the participant has benefited from both
explicit type of Form-Focused Instruction (FFI) and explicit type of corrective feedback (CF). Qualitative
methods including self-assessment were used as part of data collection, and further analysis of this data
revealed a strong preference for both explicit presentations of the forms and explicit type of corrective
feedback.

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Sunday Afternoon Poster Session (2:35-3:30)
5th Floor Atrium​ ​(GILE) ​Tales of Accessibility in Language Learning
Ryota Moriya (Utsunomiya University), Andrew Reimann (Aoyama Gakuin University),
Ryoko Sato (Reitaku University) & Liz Shek-Noble (Showa Women's University)

As the diversity of classrooms increases, a growing number of teachers are becoming aware that there is no“one-size-fits-all” pedagogy of language learning. Learners with special needs are one example that
language teachers face in their classes. According to JASSO (2017), the percentage of students withdisabilities in post-secondary education has significantly risen from 0.44% to 0.86% since 2014. However,
only 28% of university-level English classes offer support for students with disabilities (Tonooka, 2015). The
2016 Act for Eliminating Discrimination against Persons with Disabilities reinforces the provision ofreasonable accommodation for special needs learners as well as shifting the notion of disability from
impairment to inaccessibility to learning resources. What can language teachers do to improve overall
learning experiences? This presentation highlights discussions regarding creating a collection of resources
for sharing classroom stories concerning accessibility in language learning. Presenters will share theirinsights into developing accessible learning. Areas include communication, physiological, psychological,
social and cognitive differences that affect accessibility to learning resources. Presenters will use a narrative
format to share their stories and experiences in managing diversity in/outside the classroom. The goal of thisinteractive presentation is to collect stories to help learners and teachers improve accessibility.

(CALL) ​Using Text-Messaging to Develop Speech Fluency
Nami Takase (Nagoya University)

Research on formulaic sequence has been given wide attention that formulaic sequence is often processed
faster than lexical items (Wiktorsson, 2000) and it has been recognized that it plays an important role influency development (Towel et al., 1996). Despite the given concern, learning formulaic sequences is one of
the challenges language learners face especially in an EFL context where the exposure to the language islimited outside of class. Also, it has been pointed out that formulaic sequence is problematic as it is difficult
to recognize (Lewis, 2009). This poster presentation suggests the use of text-based chat rooms as analternative way of implementing task-based language learning and how it may have more impact than
traditional face-to-face learning for oral development. Face-to-face and chat room groups each conducted aseries of tasks which included formulaic sequences. Oral speaking tests and gap-filled test were used tomeasure pre- and post-task development. The result indicates that use of chat room tasks enabled to retain
formulaic sequences knowledge longer and thus elicits the target language in appreciating context more
often than face-to-face groups. The detailed analysis of the pre-and post-test results will be discussed interms of the complexity of the sentence, accuracy, and fluency.

(BRAIN) ​Bilingualism and Adolescent Brain Development
Glenn Magee (Ehime University)

Adolescence is a period of considerable change in brain structure for teenagers. It is a time where teenagers
are primed for learning and developing faster and more specialized neural networks. This is one reason why
teenagers are able to learn things at an increased rate when compared to older adults. However, the flip sideis that paying attention, emotional stability, and self-control are acquired at a slower rate because of an
inability for teens to reflect on their own behaviour (Blakemore, 2018). Studies of children and older adults
have associated bilingualism with improved cognitive control over monolingual teens in these three areas(Bialystok, Martin and Viswanathan, 2005) and for which recent research suggests the effects are more easily
seen during the period of adolescence (Yin, Himel and Bialystok, 2018). This short presentation will
introduce research on how adolescent brains develop during this period from a bilingual perspective.

(THT) ​Teacher Training in Kyrgyzstan and Indonesia
Roger Palmer (Konan University) & Yanty Wirza (Indonesia University of Education)

This poster outlines the work of two models of teacher training: the first details teaching seminars run by
Teachers Helping Teachers (THT) in Kyrgyzstan, in which workshops support in-service instructors at the
primary, secondary and tertiary level; and the second describes the undergraduate and graduate teacher
training program at the Indonesia University of Education (UPI), which trains future English instructors aswell as in-service teachers in Indonesia. By pooling ideas and collaborating on areas of mutual interest, thetwo presenters have been aiming to improve the quality of training. Subtopics covered in the poster include
the distinctive teaching contexts of the two countries; the main challenges confronted by teachers in thosesocieties; key elements of the teacher training undertaken; and suggestions on how the approaches of THT
and UPI can come together to provide better training in terms of both policy and practice. The poster
presenters hope that the resulting discussion will inspire more Japan-based language instructors andresearchers to involve themselves in opportunities to develop their careers in Indonesia and Kyrgyzstan.

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SUN
1:00
1:30

Sunday Afternoon Poster Session (2:35-3:30)
5th Floor Atrium​(ER) ​Self-Selected Online Video Viewing with Free Sites
Christopher Robert Cooper (Himeji Dokkyo University)

Extensive listening and extensive viewing are still largely unexplored areas (Renandya & Jacobs, 2016). This
presentation will focus specifically on the use of free online video services to provide learners withcomprehensible input based on one semester of classroom-based research. University students were given
time to watch videos in class, rate their understanding and interest levels, then have a discussion about thevideos they watched, which was largely a retelling activity. Video channels were suggested to students with
the instructor-made site EngLinks (https://cooperchris17.wixsite.com/englinks). Preference was given to
short videos that were likely to be visually comprehensible without understanding all of the language. Mostof the videos were not designed for language learners, nor were they graded. The intention was to inspire
students to watch ‘real world’ videos in English outside the classroom. The participants of this study took
part in the extensive listening activity once a week throughout one 15 week semester. End-of-study
questionnaire data is presented, along with a 4-week snapshot of viewing log data and reflective
observations by the instructor.

(LD) ​SALC Series: Promoting Independent Learning
Branden Carl Kirchmeyer (Sojo University)

2:00
2:30
3:00
3:30
4:00

In Japanese universities with compulsory English curriculums, administrators of self-access centers (SACs)
are especially challenged with finding ways to encourage and support independent language learning. As
Reinbold (2018) summarized, it is not enough to simply provide a space with self-access materials andresources; learners require structured training in both SAC use and autonomous learning. This poster
provides an overview of a program called the ‘SALC Series’ which was developed to strengthen theconnection between a university's two-year compulsory English program and the department's self-accesslearning center by systematically incorporating explicit instruction of independent learning techniques andstrategies into the pre-existing curriculum. The poster will graphically illustrate (1) an overview of the
program’s developmental history, (2) the series' structure and how it integrates with each curriculum, (3) key
concepts and tasks that are explored within each episodic interactive lesson module, and (4) anonymized
student data showing usage and reception. The presenter will have several iPads on hand for participants to
explore actual (offline) lesson modules used in the program via the Moodle app. As a curriculum teacher,
SALC Coordinator, and Moodle administrator, the presenter will be equipped to discuss each aspect of the
project with attendees.

(ER) ​The Power of Bibliobattles in the ER Classroom
John Patrick Owatari-Dorgan (Nagasaki International University)

Despite the popularity of Extensive Reading (ER) in English as a foreign language (EFL) classrooms andavailability of suggested activities, teachers may be searching for new and exciting activities that bring ER
into the classroom context. Moreover, teachers may find it difficult to encourage students to engage
meaningfully and deeply with the books that they have read as a part of ER. This presentation covers theways that Bibliobattles may be adapted for use in an EFL classroom. Furthermore, the presenter discusses
the effects of using Bibliobattles with graded readers on reading engagement and the uptake of new titles.
Specifically, the presenter explores how often participants selected a book which had won a previous
Bibliobattle as their general extensive reading material and how the Bibliobattle activity altered students'
perceived comprehension of their selected ER books. Additionally, the presenter provides a recommended
approach for implementing Bibliobattles as a part of an ER curriculum and considers additional futurechanges to the Bibliobattle model to meet the needs of EFL students in an ER context. The presenter hopes
to show a fun and engaging way for instructors to bring ER into the classroom setting.

(LD) ​Perspectives from the Pink Shirts
Andria Melissa Lorentzen (Kanda University of International Studies)

Student interns are vital to running a conference successfully. However, despite the significant impact they
have on the efficient running of typical conference procedures, there has been little research examining
interns’ experiences. Intern feedback can not only help improve the conference, but also provide insight on
how to better meet the needs of future student interns. To gain insight into these perspectives, amixed-method survey was administered to student interns who volunteered at a major conference in Japan.
This presentation will share findings relating to how effectively the internship program is meeting the goalsof the organization, according to students’ perceptions. It will also share feedback from students about
English use, conference expectations, and suggestions for improvement. Opportunities for learnerdevelopment and suggestions on how to more effectively use student interns will be discussed. It is hopedthat this will lead to positive changes to conference intern programs, which will promote more rewarding
experiences for interns and attendees alike.

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SUN

Sunday Afternoon Poster Session (2:35-3:30)
5th Floor Atrium​ ​(CUE) フ​ ードツーリズムのためのESP:九州を例に

Akiko Tsuda (Nakamura Gakuen University)

1:00

2020年の東京オリンピックを控え、世界各国から外国人観光客が日本を訪れており、日本観光で期待していることの一つに、「和食」が挙げられるが、首都圏や関西に比べ、地方都市では食産業での英語対応は進んでいない。また、宗教による食事制限やベジタリアニズムなど、食文化の多様性に関する配慮も遅れている。本発表では、九州の大学における実践例として、「九州の郷土料理を世界に発信する」ことを目標にした、CLIL教材の開発と授業実践を日英両言語で報告する。特に、​①​フードツーリズムの英語ニーズ分析、​②​専門教員と英語教員とのコラボレーション、​③​グローカルな視点での授業運営について検討したい。

1:30

Sunday Afternoon Presentations (3:05-3:30)
203 (CUE) ​ESL Teacher Autonomy in a Japanese University
Andrew Gallacher & Peter Harrold (Kyushu Sangyo University)

2:00
2:30
3:00
3:30

Teacher autonomy relates to the teacher’s ability, freedom and responsibility to self-direct and self-reflect
on choices that affect their role as a teacher. In environments with standardized curriculums the teacher’sability and opportunity to exercise their autonomy can feel restricted. In order to explore this avenue further,
this study employs a two-fold approach by examining (1) the degree to which English language teachers in auniversity in Japan felt autonomous whilst adhering to a standardized curriculum, and (2) how teachers that
self-identified as having a significantly higher degree of autonomy than their colleagues continued to findways to exercise it in this context. Findings suggest that teachers are still able to create spaces to express
their autonomy through processes of supplementation or modification, which may be motivated by either
feeling a responsibility to offer their students more, or a desire for professional freedom and confidence inusing their own discretion.

204 (CUE) ​Bringing the Humanities into the EFL Classroom
Olivia Kennedy (Ritsumeikan University)

This presentation describes the design, implementation, and student reaction to an elective course based onJapanese novel Taigan no Kanojo (‘Woman on the other Shore’) by Kakuta Mitsuyo. The novel explores life incontemporary Japanese society through the experiences of three central female characters and provides
rich opportunities for exploration and discussion of a wide range of topics pertaining to gender andemployment. Taught in English, but with the main text also available in Japanese to reduce cognitive load,
the course sought to introduce the students to literature taught in the Humanities tradition while also
improving their English skills. While students were initially anxious about their spoken English ability fordiscussion activities, it soon became clear that the broad reading, critical thinking, and comprehensive
writing skills necessary were also unfamiliar to many course participants. Specific strategies were therefore
used to foster achievement in all these areas, and covered classroom management, emotional support,
cognitive scaffolding and linguistic adjustment. The techniques used to increase student participation andenjoyment while also improving learning outcomes will be discussed in detail, and examples will be
distributed.

205 (CUE) ​CLIL: What to Teach International Culture Students
Cameron Smith & Vick Ssali (Aichi Gakuin University)

4:00

This presentation considers the approach taken to teacher and student content selection in a required
three-year Content and Language Integrated Learning (CLIL) course in the culture and history ofEnglish-speaking countries at a Japanese university. Students arriving at the university typically have little
knowledge of international history, geography and culture. At the same time, their English level does notinitially support direct instruction in academic content. An approach is therefore taken where tangible topics(for example: Easter, tea, baseball) present both easy-to-process basic content as well as opportunities todiscuss deeper cultural and historical issues (e.g., Christian ethics, European exploration and British
imperialism, the rise of American power in the Pacific). Students also research and create several poster
presentations over a semester related to unit themes (e.g., a festival, a drink, a sport) according to ourdeveloped structured guidance. The course appears to motivate students and is popular with teachers on
the team. We will discuss our approach to content selection, and our methods of helping students achieve a
successful portfolio of presentations. We hope to exchange experiences with other educators using CLIL in
the classroom, as well as those interested in taking up CLIL for the first time.

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SUN
1:00
1:30
2:00
2:30

Sunday Afternoon Presentations (3:05-3:30)
206 (BILING) ​Parents’ Bilingual Strategies and Activities
Lauren Inneke Landsberry (Nagoya College) & Tenesha Kanai (Osaka City Board of
Education)

Many foreign parents living in Japan attempt to raise their children as bilingual and bicultural, and those
who choose to do so, recognise that it is imperative to have well thought-out language strategies to foster
their children’s linguistic competence, and to be intentional with activities that will further their children’s
exposure to their dual heritage and cultures. This presentation examines the language strategies andpractices adopted by foreign parents raising bilingual and bicultural children in Japan. Quantitative andqualitative data was obtained between May and October 2018 via an online questionnaire from 145 foreign
mothers attempting bilingual and bicultural child-rearing. Results highlight the strategies of communication
used by the parents to develop their children’s languages, and will discuss the cultural activities theirchildren are exposed to. It also will examine the cultural identity that the parents in the study wish for theirchildren. This presentation may be of interest to attendees raising or considering raising their children as
bilingual and bicultural in Japan.

207 (PRAG) ​Teaching Empathy and Sympathy Through Disasters
Robert Carl Olson (Sapporo Gakuin University)

The official Chinese character for the year 2018 was 災 or disaster. A year of earthquakes, floods and othercalamities provided fertile ground for discussion in English conversation classrooms. One area of
conversation that may lead to confusion is attempting to express empathy and sympathy. A speaker who isattempting to encourage optimism or express condolences may instead appear to be callous orcondescending towards people who have endured a crisis. This risk of misunderstanding increases whenparticipants in a conversation speak different languages and come from different cultures. This presentation
begins with a look at how pragmatic principles, especially context (the objective setting and situation for all
speakers) and cotext (the subjective experiences and attitudes of each individual speaker), can be used toassist Japanese college students in expressing empathy and sympathy in English. The presentation
continues with an explanation of how one university teacher used discussions and roleplaying activities
related to recent disasters after introducing a variety of relevant words and phrases and instruction on how
to apply context and cotext to gauge their appropriateness to teach students how to express and receive
empathy and sympathy.

304 (TED) ​First Steps in PD: Intro to Paper Reviewing
Caroline Handley (Asia University) & Glen Hill (Obihiro University of Agriculture andVeterinary Medicine)

3:00
3:30
4:00

In addition to abstract reviewing, reviewing paper submissions to journals is another great PD opportunity.
By reviewing papers for JALT journals you can improve your own writing skills, learn about the publication
process, contribute to your teaching community, and enhance your professional skills. In this presentation
we will discuss what is expected of a reviewer and how to produce constructive reviews that are useful toauthors, whether the paper is accepted or not. The presenters, the current JALT Publications Board Chair
and the CUE SIG Publications Officer, will talk about volunteering as a reviewer for JALT’s entry-level
publications, the Post Conference Publication and The Language Teacher, as well as SIG publications andthe PanSIG Journal. There will be plenty of opportunity to ask questions and it is hoped that at the end of thepresentation participants will feel ready to contact journal editors about volunteering as a reviewer with a
JALT or SIG publication.

305 (LD) ​Comparing Two Self-Access Conversation Spaces
Andrew Dennis Tweed (Meijo University) & Richard Hill (Meijo University)

Self-access learning centers (SALCs) provide language learning resources that accommodate different
learners and aim to promote learner autonomy (Cotterall & Reinders, 2001). Currently, many SALCs include
social spaces so that, in addition to utilizing material and technical resources, learners have opportunities to
use the target language through interaction. There are at least two kinds of social spaces found in SALCs in
Japan. Perhaps the most common one is English conversation lounges which are found on many university
campuses. These are spaces where learners communicate in the L2 with others who can speak the language,
including teachers and students. Less common than these lounges are speaking practice centers that are run
in some universities. In speaking practice centers, students can make appointments to meet one-on-one
with a teacher or a learning advisor in order to develop their oral language skills. From the authors’experiences, learners are drawn to these social spaces for various reasons. While both present opportunities
to use the target language, their arrangements exhibit particular affordances and constraints. In thispresentation, we will compare these two spaces in order to reveal their unique qualities. Time will be
included so that participants can share their experiences with similar social learning spaces.

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SUN
1:00
1:30
2:00
2:30
3:00
3:30

Sunday Afternoon Presentations (3:05-3:30)
306 (THT) ​Approaching Auxiliaries in English for Japanese L1
Anton Paul Vegel (Kent State University)

Auxiliaries have important meaning bearing functions in both English and Japanese especially to convey
aspect (time) and voice (subjective focus), yet their differences can pose problems for even intermediate
English learners with Japanese as their L1. This study initially provides a descriptive semantic (meaning) andgrammatical (form) comparison of English and Japanese auxiliary verb (助動詞) use. Following thiscomparison, suggested approaches for pre-testing and teaching auxiliaries for intermediate Japanese L1
English learners are presented. Finally, this study concludes with an analysis of intermediate textbooks. This
analysis focuses on how auxiliaries are presented by focusing on implicit (contextual, authentic practicefocus, open ended practice) and explicit (metalinguistic, accuracy focus, repetition practice) methodologicalelements. Ultimately, this study employs descriptive methods to provide a useful collection of analysis forpractitioners to use when approaching the instruction of auxiliaries to Japanese L1 students.

307 (TBL) ​Effects of Task Repetition in Oral Production
Makiko Kanda (The University of Shiga Prefecture)

The study investigated the effects of task repetition in English oral production of beginners. The experimentrequired nine beginner-level Japanese high school students to perform the same narrative task three times
in one session, and repeat the same type of task eight times over the academic year. Learners’ performance
was analyzed and the interview data was coded along their attention orientations. The results indicate thatlearners’ oral production improved by repeating the same task twice or three times. Furthermore, learners’
syntactic complexity and lexical complexity increased significantly by repeating the same type of task over
the year. However, oral fluency and syntactic accuracy did not increase significantly. The results also support
the form-focused effects of task repetition. Task repetition would help learners draw their attention to
linguistic form. In the first performance learners tended to focus on conceptualizing process, and in thefollowing performances they tended to focus on more syntactic and lexical encoding process. Possible
theoretical and pedagogical implications will be discussed.

308 (CUE) ​Autoethnographic Insights into Translanguaging
Theron Muller (University of Toyama) & John L. Adamson (University of Niigata Prefecture)

This presentation explores the translanguaging experiences of two long-term foreign residents of Japanworking in higher education as language teachers through analysis of a collaborative autoethnography(Allen-Collinson, 2013; Bochner and Ellis, 1995). Translanguaging accommodates negotiation of cultural andlinguistic practices in interactions, viewing language use and negotiation as fluid and dynamic. We explore
our interactions with and between English and Japanese through the myriad “academic practices” (Fry,
Ketteridge, & Marshall, 2009) expected of higher education faculty. Our joint autoethnography explores our
experiences of translanguaging through investigating “frames” (Warwick and Maloch 2003 focusing on
different aspects of our translanguaged experiences. This presentation examines these frames using a“critical ethnography” (Paltridge, Starfield, & Tardy, 2016) perspective to explore emergent themes ofinterest. These themes include: our experiences of translanguaged literacy brokering; our experiences oftranslanguaged academic research practices; how our translanguaged perspectives and experiences relate
to policies at our respective institutions; our experiences of translanguaged interactions and relationshipbuilding within our respective contexts; and issues from our translanguaged experiences regarding research
ethics, access, legitimacy, equity and fairness. In this presentation we outline how our experiences add
further context to the topic of translanguaged experience in the academy.

Closing Ceremony (3:30-4:00)

4:00

2nd Floor, Room 201

The Closing Ceremony is a time to thank all of the volunteers and presenters forall of their hard work, announce the opening of submissions for the PanSIG 2019
Journal, and to make announcements regarding next year’s PanSIG conferencein Niigata.

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2019 PanSIG Journal​ Call for Papers
All presenters at PanSIG 2019 will be invited to submit a paper based on their presentation for
publication in the ​2019 PanSIG Journal​. All full article submissions should be made through the journal’s
submissions page or via the conference email address.
In the same way that the presentations were vetted prior to the conference, journal papers from theconference will also be subjected to peer review. From 2018, we have adopted the policy of peer review,
where each submitting author will most likely review a maximum of up to two ​2019 PanSIG Journal
submissions. Note that publishing in the ​2019 PanSIG Journal​ qualifies as a refereed publication. We
would therefore like to encourage all presenters to submit a paper.

Important Dates
Submission Deadline (initial draft of full paper due): August 15, 2019
Announcement of Review Decision: November 15, 2019
Revised Paper Submission (final draft due): January 31, 2020
Target Date of Publication: April 15, 2020

General Guidelines●

Submissions should be no longer than 4,000 words, including references. Note that any papers ofover 4,500 words will not be considered for publication and any papers of less than 2,500 words
are unlikely to be selected for inclusion. Also, please try to restrict any appendices to no morethan three pages.

●

Papers should be either research or practice oriented. Submissions should discuss the author’s
research or a teaching technique that is being used in the classroom. Papers that consist of only
extended literature reviews are unlikely to be selected for inclusion. Please look at the previous
years’ journal articles for examples of these two types of papers on the PanSIG Journal website.

●

Forum presenters can submit papers as a group or individually. If forum presenters are
submitting individually, the topic of the individual papers must be different enough to warrant
individual submissions. If forum presenters are submitting as a group, the paper must still meetthe 4000-word limit to be accepted. Please contact the journal editors if you have any questions.

●

Papers submitted to the ​2019 PanSIG Journal​ must not have been previously published, norshould they be under consideration for publication elsewhere. All manuscripts are first reviewed
by an editor to ensure they comply with JALT Guidelines. Those considered for publication willthen be subjected to blind review by at least two readers.

Please refer to the ​PanSIG Journal​ website at ​pansigjournal.org​ for further details. Questions about thejournal may be sent to the Editor at: ​pansigjournal@gmail.com
Best regards,
Debopriyo Roy, Editor
John Blake, Assistant Editor

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Index of Presenters
Adamson, John . . . . . . . . . . . . . . . . . . 70, 84
Aden, Anita . . . . . . . . . . . . . . . . . . . . . . 61
Ahern, John . . . . . . . . . . . . . . . . . . . . . 45
Alizadeh, Mehrasa . . . . . . . . . . . . . . . . 19, 67
Amundrud, Thomas Martin . . . . . . . . 69
Andrewartha, Tim James . . . . . . . . . . 69
Andrews, Robert . . . . . . . . . . . . . . . . . . 66
Anthony, Laurence . . . . . . . . . . . . . . . 76
Aoki, Sachiko . . . . . . . . . . . . . . . . . . . . 77
Arber, Richard . . . . . . . . . . . . . . . . . . . . 73
Armstrong, Wesley James . . . . . . . . . 56
Aruga, Mary . . . . . . . . . . . . . . . . . . . . . . 45
Baker, Matthew . . . . . . . . . . . . . . . . . . 27, 48
Bankole, Abidemi Titilayo . . . . . . . . . 18, 42
Barbudo, Prumel . . . . . . . . . . . . . . . . . 51
Barfield, Andy . . . . . . . . . . . . . . . . . . . . 24
Barington, Rachel . . . . . . . . . . . . . . . . 42
Barrs, Keith . . . . . . . . . . . . . . . . . . . . . . 19
Beaufait, Paul . . . . . . . . . . . . . . . . . . . . 32, 41
Benevides, Marcos . . . . . . . . . . . . . . . . 47, 61
Benthien, Gaby . . . . . . . . . . . . . . . . . . . 60
Berger, Maiko . . . . . . . . . . . . . . . . . . . . 18
Bibby, Simon . . . . . . . . . . . . . . . . . . . . . 76
Birdsell, Brian Jon . . . . . . . . . . . . . . . . 26
Blaker, Andrew . . . . . . . . . . . . . . . . . . . 37
Bollen, David . . . . . . . . . . . . . . . . . . . . . 52
Bonner, Euan . . . . . . . . . . . . . . . . . . . . 39
Boon, Andy . . . . . . . . . . . . . . . . . . . . . . 16
Bower, Claire . . . . . . . . . . . . . . . . . . . . . 32
Brinkley, Rebecca . . . . . . . . . . . . . . . . 27, 31
Brooks, Gavin . . . . . . . . . . . . . . . . . . . . 73
Brooks, Shizuka . . . . . . . . . . . . . . . . . . 68
Browne, Charles . . . . . . . . . . . . . . . . . . 21
Brunelli, Anthony Louis . . . . . . . . . . . 22
Budding, Carlos . . . . . . . . . . . . . . . . . . 51
Burke, Alexandra Jane . . . . . . . . . . . . 66
Bury, James . . . . . . . . . . . . . . . . . . . . . . 37
Bussinguer-Khavari, Vivian . . . . . . . . 45
Cahill, Kathleen . . . . . . . . . . . . . . . . . . 33
Campbell-Larsen, John . . . . . . . . . . . 77
Case, Stephen . . . . . . . . . . . . . . . . . . . . 55, 58
Cheung, Olive Yuet Ying . . . . . . . . . . . 43
Chiluwal, Lila Bahadur . . . . . . . . . . . . 26
Christie, Steve . . . . . . . . . . . . . . . . . . . . 50
Clarke, Stephen James . . . . . . . . . . . . 73
Cochrane, Yumiko . . . . . . . . . . . . . . . . 36
Collier, Nicholas . . . . . . . . . . . . . . . . . . 46
Condon, Barry . . . . . . . . . . . . . . . . . . . . 34
Cook, Melodie . . . . . . . . . . . . . . . . . . . . 18
Cooper, Christopher Robert . . . . . . . 81
Coslian, Christina . . . . . . . . . . . . . . . . . 16
Cotter, Matthew James . . . . . . . . . . . 40
Cullen, Brian . . . . . . . . . . . . . . . . . . . . . 49, 68
Daley, Julia Amalia . . . . . . . . . . . . . . . 35
Davies, Renaud . . . . . . . . . . . . . . . . . . . 32
Davis, Wendy . . . . . . . . . . . . . . . . . . . . . 77
Di Cicco, Nick . . . . . . . . . . . . . . . . . . . . 26
Dias, Joseph . . . . . . . . . . . . . . . . . . . . . 26, 33, 45
Diaz, Anthony . . . . . . . . . . . . . . . . . . . . 51
Dimoski, Blagoja . . . . . . . . . . . . . . . . . 75
Dominguez, Lucille Yagyagan . . . . . . 68
Dougherty, Pat . . . . . . . . . . . . . . . . . . . 61
Duarte, Armando . . . . . . . . . . . . . . . . . 25
Dunn, James . . . . . . . . . . . . . . . . . . . . . 32
Dykes, Robert . . . . . . . . . . . . . . . . . . . . 74

Eccleston, Richard . . . . . . . . . . . . . . . . . 74
Eckstein, Johnathan . . . . . . . . . . . . . . . 27
Edsall, Dominic . . . . . . . . . . . . . . . . . . . . 20
Ellis, Michael . . . . . . . . . . . . . . . . . . . . . . 68, 76
Ellsworth, Tim . . . . . . . . . . . . . . . . . . . . . 66
Fallon, Thomas J. . . . . . . . . . . . . . . . . . . 27, 48
Falout, Joseph . . . . . . . . . . . . . . . . . . . . 58, 77
Fan, Jason Shern Ern . . . . . . . . . . . . . . . 57
Fast, Tom . . . . . . . . . . . . . . . . . . . . . . . . . 61
Fatthi, Homeira . . . . . . . . . . . . . . . . . . . . 60
Fernandes, Elisabeth . . . . . . . . . . . . . . . 64
Figueroa, Bobby . . . . . . . . . . . . . . . . . . . 19
Ford, Ashley . . . . . . . . . . . . . . . . . . . . . . 38
Foster, Julian David . . . . . . . . . . . . . . . . 56
Franklin, Ray . . . . . . . . . . . . . . . . . . . . . . 63
Frazier, Erin . . . . . . . . . . . . . . . . . . . . . . . 25
Fujimoto-Adamson, Naoki . . . . . . . . . . 70
Fujimoto, Donna . . . . . . . . . . . . . . . . . . . 18
Fujishima, Cecilia . . . . . . . . . . . . . . . . . . 47
Fukada, Yoshifumi . . . . . . . . . . . . . . . . . 58
Fukuda, Tetsuya . . . . . . . . . . . . . . . . . . . 58
Furmanovsky, Michael . . . . . . . . . . . . . 74
Gallacher, Andrew . . . . . . . . . . . . . . . . . 82
Gallagher, Brian . . . . . . . . . . . . . . . . . . . 41
Garnica, Adam . . . . . . . . . . . . . . . . . . . . . 23
Gayed, John Maurice . . . . . . . . . . . . . . . 46
Gillis-Furutaka, Amanda Joan . . . . . . . 45
Goldberg, Paul . . . . . . . . . . . . . . . . . . . . 43, 49
Gongora, Vanessa . . . . . . . . . . . . . . . . . . 65
Gough, Wendy M. . . . . . . . . . . . . . . . . . . 43, 78
Graham-Marr, Alastair . . . . . . . . . . . . . . 37
Greisamer, Michael . . . . . . . . . . . . . . . . 56
Griffiths, Michael Joshua . . . . . . . . . . . 34
Hale, Chris Carl . . . . . . . . . . . . . . . . . . . . 18
Hammond, Mark . . . . . . . . . . . . . . . . . . . 22
Handley, Caroline . . . . . . . . . . . . . . . . . . 45, 83
Hansford, Valerie . . . . . . . . . . . . . . . . . . 45
Harrold, Peter . . . . . . . . . . . . . . . . . . . . . 82
Hawkinson, Eric . . . . . . . . . . . . . . . . . . . 19, 30
Haye Matsui, Avril . . . . . . . . . . . . . . . . . . 45
Head, Ellen . . . . . . . . . . . . . . . . . . . . . . . . 19
Healy, Sandra . . . . . . . . . . . . . . . . . . . . . 33, 54
Helverson, Gwyn . . . . . . . . . . . . . . . . . . . 33
Hendricks, Sara Ann . . . . . . . . . . . . . . . .18, 46
Hennessy, Christopher . . . . . . . . . . . . . 61
Hill, Glen . . . . . . . . . . . . . . . . . . . . . . . . . . 50, 83
Hill, Richard . . . . . . . . . . . . . . . . . . . . . . . 83
Ho, Maki Terauchi . . . . . . . . . . . . . . . . . . 48
Hofmeyr, Ana Sofia . . . . . . . . . . . . . . . . 54
Hollenback, Michael . . . . . . . . . . . . . . . 61
Hooper, Todd . . . . . . . . . . . . . . . . . . . . . 18
Horness, Paul . . . . . . . . . . . . . . . . . . . . . 27
Houghton, Stephanie Ann . . . . . . . . . . 29
Howarth, Mark . . . . . . . . . . . . . . . . . . . . 52
Howland, Edward Cooper . . . . . . . . . . 38
Hullah, Paul . . . . . . . . . . . . . . . . . . . . . . 76
Hutchinson, Caroline . . . . . . . . . . . . . . . 24
Imig, Alexander . . . . . . . . . . . . . . . . . . . . 19
Irwin, Bradley . . . . . . . . . . . . . . . . . . . . . 36
Itoi, Kiyu . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Jodoin, Joshua John . . . . . . . . . . . . . . . 38
Johnston, Patrick . . . . . . . . . . . . . . . . . . 18
Jones, Brent . . . . . . . . . . . . . . . . . . . . . . .57
Jones, Kent . . . . . . . . . . . . . . . . . . . . . . . 18, 26
Jugovic, Steve . . . . . . . . . . . . . . . . . . . . 45

87

Kaiser, Meagan . . . . . . . . . . . . . . . . . . . 38
Kamibeppu, Marybeth . . . . . . . . . . . . . 33, 45
Kanai, Tenesha . . . . . . . . . . . . . . . . . . . 83
Kanda, Makiko . . . . . . . . . . . . . . . . . . . . 84
Kassim, Samar . . . . . . . . . . . . . . . . . . . . 40
Kato, Kazumi . . . . . . . . . . . . . . . . . . . . . 43, 75
Kawakami, Aya . . . . . . . . . . . . . . . . . . . 45, 65
Kelland, Michael . . . . . . . . . . . . . . . . . . 65
Kelly, Curtis . . . . . . . . . . . . . . . . . . . . . . 18, 45, 76
Kennedy, Olivia . . . . . . . . . . . . . . . . . . . 54, 82
Kerrigan, Robert James . . . . . . . . . . . . 57
Kim, Tom . . . . . . . . . . . . . . . . . . . . . . . . . 35
Kimura, Julia . . . . . . . . . . . . . . . . . . . . . 47
Kirchmeyer, Branden Carl . . . . . . . . . . 81
Kita, Tamami . . . . . . . . . . . . . . . . . . . . . 78
Klaphake, Jay . . . . . . . . . . . . . . . . . . . . . 30
Kluge, David . . . . . . . . . . . . . . . . . . . . . . 26, 33, 45
Koby, Cory . . . . . . . . . . . . . . . . . . . . . . . .21
Kocourek, Matthew . . . . . . . . . . . . . . . 59
Komoda, Mayumi . . . . . . . . . . . . . . . . . 25
Krause-Ono, Margit . . . . . . . . . . . . . . . . 33
Krause, Aleda . . . . . . . . . . . . . . . . . . . . . 45
Kurotobi, Laura Ashley . . . . . . . . . . . . . 55
Kuwano Lidén, Mitsuyo . . . . . . . . . . . . 73
Landsberry, Lauren Inneke . . . . . . . . . 73, 83
Lanig, Jeremy . . . . . . . . . . . . . . . . . . . . . 63
Larson-Hall, Jenifer . . . . . . . . . . . . . . . 18
Littlehale Oki, Catherine . . . . . . . . . . . 45
Lombardi, Ivan . . . . . . . . . . . . . . . . . . . . 61
Lorentzen, Andria Melissa . . . . . . . . . . 81
Lowe, Robert . . . . . . . . . . . . . . . . . . . . . 15
Lui, Yin Ling . . . . . . . . . . . . . . . . . . . . . . 17
Mach, Thomas . . . . . . . . . . . . . . . . . . . . 23
MacLean, George . . . . . . . . . . . . . . . . . . 45
Macleod, Colin . . . . . . . . . . . . . . . . . . . . 67
Magee, Glenn . . . . . . . . . . . . . . . . . . . . . 45, 80
Maloney, Iain . . . . . . . . . . . . . . . . . . . . . 76
Martin, Jarwin Kent . . . . . . . . . . . . . . . 79
Mashima, Mandy . . . . . . . . . . . . . . . . . . 18
Matsuno, Mike . . . . . . . . . . . . . . . . . . . . 61
Maune, John Frederick . . . . . . . . . . . . 23
McCandie, Tanja . . . . . . . . . . . . . . . . . . 33, 47, 50
McLean, Stuart . . . . . . . . . . . . . . . . . . . . 30
McShane, Edward . . . . . . . . . . . . . . . . . 65
Mertens, Craig . . . . . . . . . . . . . . . . . . . . 23
Miller, Richard . . . . . . . . . . . . . . . . . . . . 20, 39
Milliner, Brett . . . . . . . . . . . . . . . . . . . . . 75
Mislang, Ramon Alex . . . . . . . . . . . . . . 23
Mitcham, Rick . . . . . . . . . . . . . . . . . . . . . 78
Mondejar, Michael . . . . . . . . . . . . . . . . . 24
Morales, Justin Randall . . . . . . . . . . . .42
Morel, Robert . . . . . . . . . . . . . . . . . . . . 61
Morinaga Williams, Elisabeth . . . . . . . 21
Moriya, Ryota . . . . . . . . . . . . . . . . . . . . . 80
Morris, Sam . . . . . . . . . . . . . . . . . . . . . . . 76
Morrow, Jeffrey Stewart . . . . . . . . . . 40
Moskowitz, Nicole . . . . . . . . . . . . . . . . . 51
Muller, Theron . . . . . . . . . . . . . . . . . . . . 84
Munby, Ian . . . . . . . . . . . . . . . . . . . . . . . 56
Musty, Nicholas . . . . . . . . . . . . . . . . . . . 66
Nagai, Noriko . . . . . . . . . . . . . . . . . . . . . 19
Nagashima, Lyndell . . . . . . . . . . . . . . . 61
Nakamura, Mari . . . . . . . . . . . . . . . . . . 74
Nakashima, Kosuke . . . . . . . . . . . . . . . 25, 36
Nevara, John . . . . . . . . . . . . . . . . . . . . . 49

Return to ​Table of Contents/Schedule Highlights

Index of Presenters
Nevitt, Craig . . . . . . . . . . . . . . . . . . . . . 76
Newbury, Daniel . . . . . . . . . . . . . . . . . . 18
Ng, Kwai-fun . . . . . . . . . . . . . . . . . . . . . 20
Nicklin, Christopher Michael . . . . . . . 63
Nikolic-Hosonaka, Nena . . . . . . . . . . . 33, 45
Nukuto, Hirokazu . . . . . . . . . . . . . . . . . 18
Ocampo, Merissa Braza . . . . . . . . . . . 39
Ogawa, Yosuke . . . . . . . . . . . . . . . . . . . 16
Olson, Robert Carl . . . . . . . . . . . . . . . . 83
Ostman, David . . . . . . . . . . . . . . . . . . . 41, 54
Ott, Christopher . . . . . . . . . . . . . . . . . . 54
Owatari-Dorgan, John Patrick . . . . . 81
Owens, James Emmet . . . . . . . . . . . . 30
Palmer, Roger . . . . . . . . . . . . . . . . . . . . 61, 80
Parrish, Michael . . . . . . . . . . . . . . . . . . 39
Parsons, Andre Alexander . . . . . . . . . 34
Pellowe, William . . . . . . . . . . . . . . . . . . 78
Phillips, Michael . . . . . . . . . . . . . . . . . . 67, 76
Phipps, Jonathan Paul . . . . . . . . . . . . 36
Pool, Justin Parker . . . . . . . . . . . . . . . 54
Praver, Max . . . . . . . . . . . . . . . . . . . . . . 48
Price, Gareth John . . . . . . . . . . . . . . . . 22
Rafieyan, Vahid . . . . . . . . . . . . . . . . . . . 32
Ranabhat, Min Bahadur . . . . . . . . . . . 26
Rathore, Chhayankdhar Singh . . . . . 45, 74
Rees, Gordon . . . . . . . . . . . . . . . . . . . . . 45
Reimann, Andrew . . . . . . . . . . . . . . . . 64, 80
Reinelt, Rudolf . . . . . . . . . . . . . . . . . . . 47
Rentler, Benjamin Robert . . . . . . . . . 20
Richard, Jean-Pierre Joseph . . . . . . . 69
Richings, Vicky . . . . . . . . . . . . . . . . . . . 76
Robb, Tom . . . . . . . . . . . . . . . . . . . . . . . 43
Roloff Rothman, Jennie . . . . . . . . . . . 25, 32
Romney, Cameron . . . . . . . . . . . . . . . . 55
Rose, Oliver . . . . . . . . . . . . . . . . . . . . . . 32
Rouault, Greg . . . . . . . . . . . . . . . . . . . . 48
Rowberry, Jon . . . . . . . . . . . . . . . . . . . 54
Rucynski, John . . . . . . . . . . . . . . . . . . . 27
Rundle, Colin Frank . . . . . . . . . . . . . . . 55
Rupp, Michael James . . . . . . . . . . . . . 66
Ryan, Stephen M. . . . . . . . . . . . . . . . . 37
Saito, Yukie . . . . . . . . . . . . . . . . . . . . . . 19
Sakamoto, Fern . . . . . . . . . . . . . . . . . . 17
Sandu, Roxana . . . . . . . . . . . . . . . . . . . 35
Sato, Joanne . . . . . . . . . . . . . . . . . . . . . 76
Sato, Manami . . . . . . . . . . . . . . . . . . . . 52
Sato, Ryoko . . . . . . . . . . . . . . . . . . . . . . 80
Saunders, Misato . . . . . . . . . . . . . . . . . 49
Schaefer, Matthew . . . . . . . . . . . . . . . . 72
Schmidt, Maria Gabriela . . . . . . . . . . . 19, 33
Schmidt, Rebecca . . . . . . . . . . . . . . . . 19
Scott, Jonathan . . . . . . . . . . . . . . . . . . 45
Scott, Robert Bruce . . . . . . . . . . . . . . . 64
Seo, Masaki . . . . . . . . . . . . . . . . . . . . . . 42
Shachter, Jonathan Michael . . . . . . . 22
Sharma, Prateek . . . . . . . . . . . . . . . . . 45
Shek-Noble, Liz . . . . . . . . . . . . . . . . . . .63, 80
Shiobara, Frances Jane . . . . . . . . . . . 79
Sick, James . . . . . . . . . . . . . . . . . . . . . . 76
Singh, Shalvin . . . . . . . . . . . . . . . . . . . . 59
Sinpattanawong, Nattawadee . . . . . 58
Sipraseuth, Markane . . . . . . . . . . . . . . 65
Siswanti, Aris . . . . . . . . . . . . . . . . . . . . . 63
Smith, Cameron . . . . . . . . . . . . . . . . . . 82

Spiri, John . . . . . . . . . . . . . . . . . . . . . . . . 18, 58, 59 Zenuk-Nishide, Lori . . . . . . . . . . . . . . . . 61
Ssali, Vick . . . . . . . . . . . . . . . . . . . . . . . . . 49, 82
Stockwell, Michael . . . . . . . . . . . . . . . . . 27, 31
Paid Advertisements
Stone, Adam . . . . . . . . . . . . . . . . . . . . . . . 34
ABAX ELT Publishing . . . . . . . . . . . . . . . 85
Stones, Thomas Patrick . . . . . . . . . . . . 73
BINGOBONGO Learning . . . . . . . . . . . . 71
Stubbe, Raymond . . . . . . . . . . . . . . . . . . 25, 36
englishbooks.jp . . . . . . . . . . . . . . . . . . . 14
Sue, Chee Hao . . . . . . . . . . . . . . . . . . . . . 32
Global Stories Press . . . . . . . . . . . . . . . 53
Sugg, Richard . . . . . . . . . . . . . . . . . . . . . . 31
Oxford University Press . . . . . . . . . . . . 28
Sugimoto, Sayaka . . . . . . . . . . . . . . . . . . 31
PAWS International . . . . . . . . . . . . . . . . 53
Sullivan, Susan . . . . . . . . . . . . . . . . . . . . 47
Tanuki Games . . . . . . . . . . . . . . . . . . . . . 44
Swann, Stephen Andrew . . . . . . . . . . . . 54
Tryalogue Education . . . . . . . . . . . . . . .7
Szirmai, Monika . . . . . . . . . . . . . . . . . . . . 33
Takaesu, Asako . . . . . . . . . . . . . . . . . . . . 18
Takano, Yoko . . . . . . . . . . . . . . . . . . . . . . 44
Takase, Nami . . . . . . . . . . . . . . . . . . . . . . 80
Takegami, Fumi . . . . . . . . . . . . . . . . . . . . 23
Takeuchi, Trina . . . . . . . . . . . . . . . . . . . . 61
Tan, Andrea Geok Poh . . . . . . . . . . . . . . 31
Tan, Eng Hai . . . . . . . . . . . . . . . . . . . . . . . 62
Tanaka, Kathryn M. . . . . . . . . . . . . . . . . 43, 48
Tang, Daniel . . . . . . . . . . . . . . . . . . . . . . . 43
Tatsuki, Donna . . . . . . . . . . . . . . . . . . . . 61
Tatsumi, Ritsuko . . . . . . . . . . . . . . . . . . . 57
Taylor, Jamie . . . . . . . . . . . . . . . . . . . . . . 78
Taylor, Samuel John . . . . . . . . . . . . . . . 34
Thang, Siew Ming . . . . . . . . . . . . . . . . . . 15, 32
Tharawoot, Yaowaret . . . . . . . . . . . . . . 58
Togano, Fumie . . . . . . . . . . . . . . . . . . . . . 66
Toh, Samantha . . . . . . . . . . . . . . . . . . . . 62
Tokunaga, Miki . . . . . . . . . . . . . . . . . . . . 62
Toland, Sean H. . . . . . . . . . . . . . . . . . . . . 39
Tomei, Joseph . . . . . . . . . . . . . . . . . . . . . 78
Townley, Anthony Richard . . . . . . . . . . 21
Townsend, David James . . . . . . . . . . . . 16
Tsuda, Akiko . . . . . . . . . . . . . . . . . . . . . . . 82
Tsukamoto, Mizuka . . . . . . . . . . . . . . . . 77
Tubby, Janita . . . . . . . . . . . . . . . . . . . . . . 45
Turnbull, Blake Alexander . . . . . . . . . . 44
Turner, Matthew W. . . . . . . . . . . . . . . . . 29, 76
Tweed, Andrew Dennis . . . . . . . . . . . . . 83
Uehara, Suwako . . . . . . . . . . . . . . . . . . . 41, 50
Ueno, Aviva Smith . . . . . . . . . . . . . . . . . 62
Ujiie, Saeko Ozawa . . . . . . . . . . . . . . . . . 17
Vaittinen, Juha . . . . . . . . . . . . . . . . . . . . 55
Vegel, Anton Paul . . . . . . . . . . . . . . . . . . 84
Velasco, Daniel . . . . . . . . . . . . . . . . . . . . 60
Vollmer, Carl . . . . . . . . . . . . . . . . . . . . . . 62
Von Joo, Lucius . . . . . . . . . . . . . . . . . . . . 52
Vye, Stacey . . . . . . . . . . . . . . . . . . . . . . . . 61
Wadden, Paul . . . . . . . . . . . . . . . . . . . . . . 18
Walker, Lauren . . . . . . . . . . . . . . . . . . . . 62
Warrington, Stuart . . . . . . . . . . . . . . . . . 34, 46
Watanabe, Akira . . . . . . . . . . . . . . . . . . . 76
West, Travis Jeremy . . . . . . . . . . . . . . . . 79
Wilson, Josh . . . . . . . . . . . . . . . . . . . . . . . 32
Wirza, Yanty . . . . . . . . . . . . . . . . . . . . . . . 80
Wood, Joseph Charles . . . . . . . . . . . . . . 60
Wood, Martin . . . . . . . . . . . . . . . . . . . . . 41
Wrobetz, Kevin Reay . . . . . . . . . . . . . . . 59
Yanase, Chiyuki . . . . . . . . . . . . . . . . . . . 33, 45
Yoder, Heather Joy . . . . . . . . . . . . . . . . 30
Yokota, Gerry . . . . . . . . . . . . . . . . . . . . . 33
Yoshida, Amanda . . . . . . . . . . . . . . . . . . 65
Yoshida, Kensaku . . . . . . . . . . . . . . . . . . 72

88