Japan Association of College English Teachers

JACET
The 50th SUMMER SEMINARSEMINAR THEME

Revisiting Our Teaching Practices
through Reflection and Action Research

Day 1: Sat. 26 August 2023

10.00-16.00

Day 2: Sun. 27 August 2023

10.00-16.50

Venue: Meiji University, Surugadai Campus, Academy Common

1-1 Kanda-Surugadai, Chiyoda-ku, Tokyo 101-8301
In-person Seminar

Contents___________________________________________________________________________
Greetings from President

1

Seminar Theme

2

Seminar Program Committee

3

Summer Seminar at a glance & Program

4

Invited Speakers and Symposiums

7

Poster Presentations

13

Sponsor Membersʼ Exhibitions

23

Access to the Venue

24

Notes

27

JACET 50th Summer Seminar
Presidentʼs Greetings
Masaki Oda, Ph.D.
President
JACET

For the first time since 2019, our seminar is back to the face-to-face format thisyear. It is also our 50th summer seminar. As the seminar will be held at Meiji
University prior to our International Convention, our committee has been working
hard to take advantage of the distinctive characteristics of the seminar ourpredecessors have established, and came up with the theme: Revisiting our

teaching practices through reflection and action research.
We are pleased to have three distinguished invited speakers; Prof. Anne Burns,
Assoc. Prof. Supong Tangkiengsirisin, and Prof. Ken Tamai, who will give plenary
lectures and workshops. In addition, poster sessions and supporting membersʼ
exhibitions are planned.
While we recognize advantages of on-line format from our experience in the past
three years, we hope the face-to-face format will give you active dialogues among
the participants.
I would like to take this opportunity to thank to Meiji University to let us use thewonderful venue in central Tokyo, supporting members for their patience during
the pandemic in order to bring us back to the face to face format, and of course ourhard working committee members, supporting members for their time anddedication to organize this special seminar.

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JACET 50th Summer Seminar

August 26th (Saturday) & 27th (Sunday), 2023
Meiji University, Tokyo
Revisiting our Teaching Practices
through Reflection and Action Research

In the process of reviewing half a century of English language teaching trends, we see
drastic changes in the roles and positions of teachers and learners, as well as in teachingmaterials. Approaches to teaching have shifted to accommodate the original purpose oflanguage use, that is, communication with others. We have observed the emergence of
the Internet as a teaching tool and how it has gathered special momentum during the
spread of COVID-19. Interest in teaching now places learners in central focus.
Autonomy and identity of learners have become heightened concerns. Teachersʼ roles
and positions have changed from following the transmission style to being more
facilitative of the studentsʼ learning process. In keeping abreast of such remarkablechanges in English language teaching, JACET seminars have focused on a variety ofthemes, including classroom teaching and material development which are most recent.
In the seminar that marks this 50th anniversary, we would like to revisit our teachingpractice. The global pandemic necessitated changing our venue of teaching into
something that for many of us was novel, the online classroom. What has been learned
from that experience so far in terms of advantages and disadvantages? What new
perspectives have we gained about face-to-face teaching? In this era where we teachers
are now presented the option of conducting classes face-to-face or online, we would liketo reassess the manner in which we inspire and instruct as language teachers. Our
seminar therefore seeks to address the following questions: What does it mean to
improve teaching? What does good teaching practice mean? We hope this seminar willoffer a variety of new angles from which to view how teachers teach and learners learn
in these challenging times.

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JACET 50th Summer SeminarFirst Division (International Convention & Seminars) Committee
Directors Takehiro Sato

Norifumi Ueda

Atsuko Watanabe Toshiyuki Kanamaru

Masanori Oya
First Division Committee (Seminars)
Chair

Hiromi Murakami

Vice-Chair

Wakako Kobayashi

Yutaka Fujieda

Yukiharu Nakazumi

Tazu Togo

Hirofumi Hosokawa

Tadahiko Nambu

Masaichi Uchida

Mitsuko Imai

Takahiro Noborimichi

Masahiro Yoshimura

Akiko Kochiyama

Tomohiko Oda

Hitoshi Muranoi

Etsuko Sasai

Registration period:

Thurs. 15 June to Fri. 18 August, 2023

Participation fees:

Members

5,000 yenStudent Members

3,000 yenNon-members

10,000 yen

Registration procedure:

JACET 50th Summer Seminar website: https://jacet.org/ees/
Go to Registration / 参加申込 tag and click the registration link on the site.
Contact:

The Japan Association of College English Teachers
⼀般社団法⼈ ⼤学英語教育学会事務局

TEL: 03-3268-9686 (13:00-16:00 Weekdays)
E-mail: jacet@zb3.so-net.ne.jp-3-

The 50th Summer Seminar at a glance

Day 1: Sat. 26 August 2023
Time

Events

10:00-

Opening ceremony

10:15-11:15

Lecture 1: Prof. Anne Burns

11:15-11:25

Break

11:25-12:25

Lecture 2: Prof. Supong Tangkiengsirisin

12:25-13:30

Lunch Break

13:30-14:30

Poster sessions & Supporting membersʼ exhibitions

14:30-15:30

Lecture 3: Prof. Ken Tamai

15:30-15:40

Break

15:40-16:00

Reflection timeDay 2: Sun. 27 August 2023
Time

Events

10:00-10:05

Greetings

10:05-11:35

Workshop 1: Prof. Anne Burns

11:35-13:00

Lunch Break

13:00-14:30

Workshop 2: Prof. Supong Tangkiengsirisin

14:30-14:40

Break

14:40-16:10

Workshop 3: Prof. Ken Tamai

16:10-16:30

Wrap up

16:30-16:50

Closing ceremony-4-Program

Day 1: Sat. 26 August 2023
Time
10:00-

EventsOpening ceremony

Rooms
309B

Lecture 1: Revitalise your classroom with action research
10:15-11:15

Prof. Anne Burns(University of New South Wales / Curtin University,
Australia)

309B

Lecture 2: Reflective practices: Process, effectiveness, and11:25-12:25

challenges
Prof. Supong Tangkiengsirisin(Thammasat University, Thailand)

12:25-13:30

309B

Lunch Break
Poster sessions

309J

Supporting membersʼ exhibitions

309H

13:30-14:30
Lecture 3: Evolving concept of reflection: Reflective
14:30-15:30

15:40-16:00

practice with versatile perspectives on experience
Prof. Ken Tamai(Kochi Professional University of Rehabilitation, Japan)
Reflection on the first day

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309B

309B

Day 2: Sun. 27 August 2023
Time
10:00-

EventsGreetings

Place
309B

Workshop 1: Getting started with action research in yourclassroom
10:05-11:35

Prof. Anne Burns(University of New South Wales / Curtin University,
Australia)

11:35-13:00

309B

Lunch BreakWorkshop 2: Reflective models in language education:

13:00-14:30

Practice and evaluation
Prof. Supong Tangkiengsirisin(Thammasat University, Thailand)

309B

Workshop 3: What is it to reflect?: Making meaning of
14:40-16:10

experience, revising understanding, and examining oneʼs
beliefs

309B

Prof. Ken Tamai(Kochi Professional University of Rehabilitation, Japan)
16:10-16:30

Wrap up309B

16:30-16:50

Closing ceremony

309B

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The Invited Speakers and Symposiums(Listed in the order of the lectures)Prof. Anne Burns (University of New South Wales / Curtin University, Australia)

Lecture: Revitalise your classroom with action research
Action research has been growing in popularity in language classrooms over the last two
decades. It is a form of teacher professional development which is ʻbottom-upʼ rather than
ʻtop-downʼ. In other words, it focuses on topics and issues that are of immediate interest toteachers in their own teaching contexts. It encourages deeper exploration and understandingof what concerns teachers and their students. Through research and reflection teachers areable to analyse what is happening in their classroom practice and to discover what changes
might be made to improve teaching and learning.
In this talk, I will provide a brief overview of action research: what it is and how it is different
from other types of research. I will illustrate my talk with examples from teachers who havecarried out action research in various countries, and will explain what issues they identified,
how they carried out their action research, and what they learned from this experience. The
talk will be an introduction to the workshop I will present on the next day of the seminar for
those who would like to follow up in more detail by preparing an action research plan they
could use in the future.

Workshop: Getting started with action research in your classroom
For some time professional development for English language teachers has been moving awayfrom a transmissive approach to a transformative approach, where teachers are encouraged
to take an active role in understanding and investigating their own classrooms and theirteaching practices. One way for teachers to adopt such an approach is to conduct action
research. Action research involves identifying an issue, puzzle or dilemma of interest to you
in your own classroom, and exploring and recording how changes can be made for
improvement and understanding.
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In this workshop, I will provide an introduction to action research. We will look at what action
research is and how to carry it out. As participants, you will be invited to discuss issues inyour own classroom or school that you would like to explore more deeply. We will share ideas
about identifying topics, creating questions to research, and collecting evidence to show whatkind of impact the changes are making. By the end of the talk, you should be able to go awaywith some initial plans about what you could investigate and how you can apply action
research in your classroom.

Biodata
Professor Anne Burns is a part-time Professor at Curtin University, Australia. She wasProfessor of TESOL, and now hold an Honorary Professorship, in the School of Education
at the University of New South Wales, Sydney. She is also a Professor Emerita at Aston
University, UK and Honorary Professor at the University of Sydney and The Education
University, Hong Kong.
She has published extensively on language teacher education and the teaching of speaking,and is particularly well known for her work on action research. Her most recent book is

Sustaining action research: A practical guide for institutional engagement (with Emily
Edwards and Neville Ellis, published by Routledge, 2022). She is also a Series Editor for the

Research and Resources Series published by Routledge. In 2017, she was recognised by
TESOL International as one of the ʻ50@50ʼ who have made an outstanding contribution to
ELT. In 2019, she was listed on Wikipedia:(https://en.wikipedia.org/wiki/Anne_Burns_(linguist)-8-

Prof. Supong Tangkiengsirisin (Thammasat University, Thailand)

Lecture: Reflective practices: Process, effectiveness, and challenges
It has long been recognized in the field of language education that teachers should continuallycontemplate on and reshape their knowledge of teaching and learning (Farrell, 2007).
Reflective practice, which was initially developed in teacher education programs, has become
part of teachersʼ educational practice throughout their teaching profession (Farrell, 2015).
Reflective practice has played an important role in teacher education as a mark of professional
competence (Suphasri & Chinokul, 2021). Despite its significance, there has been
controversy on how “reflective practice” should be undertaken in teacher education programs.
This session will present what “reflective practice” involves, what process it should follow,
how its process has changed over time, and what challenges face teachers conducting suchpractice. There will also be discussion on how technology can facilitate and enhance teachersʼ
reflective practice.
This session will also discuss the salient issues emerging from research studies on reflective
practice. First, through collaborative action research and reflection itself, reflective practice
can be a time-consuming, labor-intensive process as teachers need to learn to work with theircolleagues and construct new knowledge and gain insights regarding their teaching contexts,
related theories, and the practical reality through individual and collective knowledge. In
addition, whether collaborative action research will become successful mainly depends on
how effectively the researchers and participants interact, to what extent the practice iscompatible with the participantsʼ needs and beliefs, and to what degree they involve
themselves in the process. Finally, the participantsʼ disposition, flexibility, and openness tocollegiality are essential reflective practitionersʼ qualities that facilitate collaborativereflective practice through professional dialogues, classroom observations, and collaboration
with other ELT researchers and professionals. As a final conclusion, this session would
suggest that opportunities should be provided for both younger and more experienced
teachers to work together and address common problems, share experiences, and develop
their individual and collective repertoires to tackle shared difficulties through bothcollaborative action research and reflective processes. There might also be new ways ofapproaching reflective practice to foster continuous professional development that meets-9-individual teaching needs.

Workshop: Reflective models in language education: Practice and evaluation
Reflective practice (RP) plays a vital role in teacher learning and professional development
as it gives teachers the opportunity to self-assess their teaching knowledge and practice, as
well as share thinking and practices in informal groups or well-established communities ofpractice (Curtis, Lebo, Cividanes, & Carter, 2013). RP, however, has been operationalized indifferent ways, including learning through and from experience, evidence-based observations
and examination of critical incidents (Farrell, 2013). Despite its different approaches, RP
can be defined as a thinking procedure involving classroom events, experiences or criticalincidents, before, during and after their occurrence, with profound introspection and logicalevaluation. In reflective practice, practitioners usually engage in a continuous cycle of selfobservation and self-evaluation in order to understand their own actions and the reactions
they prompt in themselves and in learners. Obviously, RP can mainly help experienced
teachers and young practitioners observe and refine their practice in general on an ongoingbasis.
This workshop consists of two main parts. The first part provides an overview of thenumerous perspectives and models of reflection in education and English language teaching.
In the second part, the participants will carry out reflective practice based on provided
assignment using some reflective models. In the final part, the participants will evaluate themodels they used during the teaching processes so that they can make some adjustment thatwould be suitable for their own needs.

Biodata
Associate Professor Dr. Supong Tangkiengsirisin is the Director of the Language Institute ofThammasat University and Past President of Thailand TESOL Organization. He specializes
in teaching academic writing, business communication, English for Specific Purposes,
Research Methodologies in ELT, and career-related English skills. His research interests
involve second language writing, written discourse analysis, EAP, ESP, and Global Englishes.

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Prof. Ken Tamai (Kochi Professional University of Rehabilitation, Japan)

Lecture: Evolving concept of reflection: Reflective practice with versatile perspectives
on experience
Reflective practice is one of the ways for practitioners to know their practice and themselves
through examining the meaning of daily events. It has been accepted as such not only in thearea of education but in nursing, sports, social welfare and others. The definition of reflection
as a means of practice, however, is contingent on researchers or the field of practices, andthis ambiguous state (Rodgers, 2002) seems inhibiting researchers and practitioners fromfinding a common platform for discussion.
Here are three things I am planning to do. 1) To put a light on the background of the stigmatic
ambiguity and try establishing a common platform by sorting out tangled concepts ofreflection. 2) While reflection is an act directed to our experience, little attention has been
paid to the concept of experience itself. With that in mind I would like to explore multifaceted aspects of experience seeking theoretical hints from such fields as social studies,
critical theory, anthropology and modern philosophy. 3) While experiential learning theory(Kolb, 1984) has confirmed the value of experience as the source of learning, methodologicalframes to capture the learnerʼs lived world has not been developed except some abstract
notion as mindfulness or learner-centeredness. I would like to propose the reflective practicewith phenomenological perspective as a useful means to approach learnersʼ lived world.
Existential and ontological understanding of learners will be discussed borrowing ideas frommodern philosophy.
When a new understanding of a teaching event is achieved, nothing looks the same as before
and the possible next action is already in the hands of practitioners. The goal of reflective
practice does not remain in finding a solution of problems, rather in pursuit of richer
understanding of the real of learner experiences.

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Workshop: What is it to reflect?: Making meaning of experiences, revisingunderstanding, and examining oneʼs beliefs
Spread of COVID-19 kept students away from the classroom and robbed them of a space
which they share with bodily existence. Now that they are back in the classroom, nothing
seems more important than experiencing close interaction feeling the same air in between.
This workshop will introduce three different types of reflection with which to try listening to
unvoiced voices inside ourselves. The first is a reflective work in pairs. Participants will go
through a process of reflection and learn what it is to reflect by revisiting a personal
experience in the past. The process begins with self-inquiry, then moves on to description,
analysis and synthesis for an understanding. The second is a type of reflection in groups
called Inquiry Cycle which enhances understanding of an issue from different angles leading
participants to the next action. The third is the Way of Council: A group work in circle
developed by native Americans. Participants share individual voices for the enhancement ofoneʼs understanding. Through these process participants will be able to experience the depth
reflection could lead to.

Biodata
Ken Tamai taught reflective practice for more than 20 years in the TESOL graduate programof Kobe City University of Foreign Studies. For the last 10 years in particular, he has
introduced a phenomenological perspective to his teaching of reflective practice and beenworking to develop it into a theoretical basis as a qualitative research method. He wrote
articles and edited books on reflective practice.

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Poster Session #1 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
The impact of speech-to-text feedback with shadowing on speaking fluency
Presenters
Robert Cvitkovic (Teikyo University)
Abstract
The author will discuss the results of an experiment that employed speech-to-text (STT)
technology for gamified shadowing activities. The pre-post speaking characteristics ofJapanese EFL learners were analyzed. The experiment consisted of short to moderateduration in-app shadowing treatments and non-digital control groups of similar time periods.
The treatment was carried out on mobile phones in a customized English learning app. Data
was collected on the number of pauses, number of syllables, utterance time, phonation time,and speech rate which allowed the calculation of the speed fluency, and breakdown fluency
for participants. The STT technology gave learners customized feedback on each attempt
promoting error correction and repetition. Immediate, granular, and global tracking was
employed so that users could monitor and compare their progress with their previous scores.
We approached our research question in two parts. Part one quantified the breakdownfluency and speed fluency in low and intermediate-level speakers and characterized theirspeech patterns. Part two measured the effect of STT technology on speed-fluency andbreakdown-fluency at 5 & 20 hours of treatment time against 2 control groups of the sametime. This research can help further our understanding of the effects of advanced mobile
features such as speech-to-text and voice recognition embedded in interactive English
learning activities by quantifying their effectiveness on speaking fluency in EFL learners.

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Poster Session #2 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
A self-worth perspective of boosting Japanese studentsʼ English speaking
motivation through flipped learning
Presenters
Adrian Leis (Tohoku Gakuin University)
Abstract
Japanese students studying English have gained a reputation for being hesitant to take risks
when it comes to speaking. This includes feeling uncomfortable communicating freely
without worrying about grammatical errors, and being unwilling to volunteer to answer
questions in class. Researchers have investigated this issue from different motivational
perspectives such as self-determination theory, willingness to communicate, anddemotivation. Overall, these researchers agree that finding effective teaching methods toincrease student motivation to learn and speak English is crucial. One approach that has beensuggested to potentially boost Japanese studentsʼ confidence and motivation is the flipped
learning model. However, there is little scientific proof of its effectiveness yet. This study
aims to address this gap and examine the potential benefits of the flipped learning model for
Japanese students learning English.
Recent studies (Leis, 2021a; Leis et al., 2021) suggest that Japanese adolescents exhibit
characteristics of low defensive pessimism, high self-handicapping, and high helplessness,
which puts them in a position somewhere between being Self-protectors and Failure
Acceptors (Covington, 1992). To address this issue, the flipped learning model has been
proposed as a potential solution to improve the confidence of Japanese students in contentbased language classes (Leis, 2021b).
The poster presentation begins by examining Japanese studentsʼ motivation to actively
participate in English classes using the self-worth theory and past research on secondlanguage motivation viewed through this theory. The author then discusses the suitability of
the flipped learning model to enhance Japanese studentsʼ motivation to speak English
without fear of making errors and other related issues. Finally, the presenter proposes a
research study to evaluate the effectiveness of the flipped learning model in improving
studentsʼ motivation, fluency, and grammatical accuracy in spoken English. The presenter
hopes that attendees will offer input and suggestions to aid in preparing for the study.

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Poster Session #3 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
English proficiency for engaging with global issues
Presenters
Warner Ian William (Kibi International University)
Abstract
Even if ʻsuccessfullyʼ arrested and mitigated, major changes in the worldʼs temperature,caused by man-made (i.e. anthropocentric) global heating, have had, are having, and haveincreasingly profound impacts in all national (yet highly interdependent) societies andeconomies. In my English language Speaking / Oral Communication (OC) lessons, I havetherefore used a greater number of news report URLs that focus on global temperature riseand various directly and indirectly related topics.
Enrolled students have been shown news reports that may further increase their awarenessof the developing climate crisis and potential technical, politico-economic and social
responses to it.
In my pronunciation lessons, students have been required used such reports solely forpronunciation practice purposes, but in my OC lessons, I have stipulated that students toread, comprehend, consider, comment on and, if possible, discuss the information containedin such reports, and suggested that they regularly answer, some climate-emergency related
questions.
The envisaged A0 size (portrait format) poster will consequently display detailed (yet quickly
and easily comprehensible) information that informs the viewer about my recent design, use,
evaluation / assessment and subsequent improvement of climate crisis centred undergraduate level OC (and pronouncing) lesson plans (in Japan). The said knowledge andconfidence-building plans have been devised and employed in order to (1) increase basic
student awareness and understanding regarding i) ongoing anthropocentric global
temperature and related climate changes - and ii) the negative resultant primary economic,
social and political impacts that they seem most likely to exercise - so as, to (2) improvestudent ability, confidence and willingness to utter at once more informed and lengthierpersonal comments about the basic nature of this unprecedented historic emergency
situation, and the seemingly more possible and probable (ʻrationalʼ and ʻirrationalʼ) of human
response scenarios.
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Poster Session #4 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Transition from online classroom to flipped classroom.
Presenters
Saori Tada (Kwansei Gakuin University)
Abstract
The moment of COVID-19 pandemic forced us language teachers to explore the possibilityof adopting online services into our class design. When we execute online classes, thetraditional teaching style where teachers lecture/instruct and students solve questions under
the supervision of a teacher did not work well since it became difficult for teachers to observeand support several students at once. Therefore, we had to seek new ways to communicate
with different online tools and applications. Also, the on-demand learning option progressed
the use of instruction videos and online-based tasks. Those experiences have grown bothteachersʼ and studentsʼ digital literacy. Although teaching and learning during the quarantine
period was challenging, it was also a time to learn how to incorporate distance learning
successfully. After these learning experiences, adopting flipped classroom instruction
naturally occurred when getting back to a face-to-face setting to incorporate the best part of
in-class and out-of-class learning. In flipped classroom settings, students study the tasks intheir textbooks at home before coming to class. In the classroom, the time used for executing
the tasks is used for closely looking at the problems that the majority of students had difficultywith and tasks that are better performed in a face-to-face setting. In this poster session, theauthor aims to inform how the flipped classroom setting gave some advantages to studentsʼ
learning in the introductory English program at a private university in Kansai region. Also,
the medium used to control different online tasks will be introduced. 1) the textbook
preparation assignments using google form, and 2) paragraph writing assignment with UD
Talk and presentation reflection through Flip will be focused.

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Poster Session #5 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Analysis of speaking test items for junior high school students in Tokyo
Presenters
Keiko Nakamura (Sophia University)
Abstract
This poster presentation examines the speaking test items for third-year junior high school
students in Tokyo, which were first administered by the Tokyo Metropolitan Government
Education together with Benesse Corporation in November 2022. Since the test results wereused to determine whether students pass or fail the metropolitan high school entrance
examination in the following year, the aims of the speaking test items should meet the latest
Courses of Study issued by the Ministry of Education, Culture, Sports, Science andTechnology (MEXT, 2017). There have been several studies carried out to verify whether
various kinds of speaking tests meet the MEXTʼs educational guidelines. For instance, Fujita
et al. (2016) analysed whether the test items of the Grade 2 STEP EIKEN speaking test werein line with the objectives of the educational guidelines, that is to assess learners ability tostate their own opinions, and revealed that they were. In this study, their study methodology
was adopted and compared the targets of all eight questions of the new speaking test withthose of the Courses of Study. The results of the study revealed that the new speaking test
items were generally in line with the objectives of the Courses of Study. For instance, the aimof Part C of the speaking test is designed to assess learners ability to explain about thesituations of everyday events (Education Bureau of the Tokyo Metropolitan Government,
2021), and this is consistent with one of the goals of the educational guidelines. It is hopedthat this information will be helpful for those teachers who wish to practice lessons toencourage studentsʼ speaking skills in their classrooms.

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Poster Session #6 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Reflecting on teaching and learning practices together: An exploratory practice
approach
Presenters
Yoshitaka Kato (Chubu University)
Abstract
Teaching practices are closely intertwined with learning practices, making it essential toincorporate learnersʼ voices in the reflective process. For sustainability, it is ideal for thisprocess to take place within the classroom. Exploratory Practice (EP), a form of practitioner
research, provides a framework to integrate practice and reflection. Although EP has faced
criticism due to its lack of a specific methodology, its “intentional flexibility” allows
practitioners to adapt it to their unique teaching and learning contexts. Nevertheless, sharing
case studies of EP is essential for the development of the approach.
This presentation aims to share the authorʼs own five-year experience of employing EP in
the context of Japanese higher education. As a practitioner-researcher, the author has utilized
an educational design research approach to refine EP and enhance its effectiveness. In thecurrent practice, students in a one-year course on English for academic purposes first
formulate their puzzles, or questions about language learning/teaching (e.g., “Why did wehate English in high school?” and “Why do we like English even though we are not good atit?”). Subsequently, students investigate these puzzles individually or in groups, and share
their findings through posters and essays written in English. Analysis of learner-generated
materials and questionnaires supported the positive impact of EP on their learning practices
as well as on the authorʼs teaching practice. However, the follow-up interviews revealed that
it is important to consider the dynamics within the classroom, such as the relationships
among students, to facilitate deeper reflection and improve English performance.
This poster presentation discusses the potential of EP in Japanese higher education and its
relationship to other forms of practitioner research such as Action Research and Reflective
Practice. By sharing the authorʼs own EP experience, this presentation emphasizes thesignificance of collaborative reflection for both teachers and learners.

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Poster Session #7 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Enhancing English oral communication: A case study of an ESP program foruniversity staff
Presenters
Ekaterina Arshavskaia (University of Shizuoka)
Chizuko Aiba (University of Shizuoka)
Abstract
This poster presentation introduces a case study of an ESP staff development program fororal English communication at the University of Shizuoka, focusing on addressing the needsof university staff. The program was established in response to the increasing number offoreign students, aiming to enhance communication between staff and these students. A
needs survey was conducted among university staff to reveal the situations when theystruggle with communication in English. The needs survey revealed that university staff
mainly struggles with vocabulary on specific topics, such as enrollment procedure, visa
application and other formalities, class schedule and class registration. Based on the needs
analysis, two series of English conversation workshops were conducted. The first series(March 2022) consisted of two 30-minute classes and the second consisted of four 20-minuteclasses (December 2022). The workshops concentrated on expanding vocabulary andfollowed the same structure: topic introduction, sample conversation, repetition andshadowing practice, and pair work. As a result, the attendance rates grew by 127% (11participants from 4 university institutions to 14 participants of 7 institutions) from the firstto the second series. Post-questionnaires indicated high satisfaction of participants (100%).
80% of respondents mentioned that they found vocabulary practice especially useful, whichindicates that the workshop design matched their needs. The questionnaire responses also
highlighted the need to expand the program's topics to include communication with foreign
lecturers and people from outside of the university (such as universities abroad with which
the university conducts exchange programs), as well as include other types of communication,
including oral communication by phone. Further development of the program should addressthese needs, as well as expand the needs analysis to encompass students' needs.

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Poster Session #8 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Teaching contents and communication skills in an ESP course for university STEM
majorsPresenters
Madoka Kawano (Meiji University)
Yuya Koga (Meiji University)
Yayoi Anzai (Aoyama Gakuin University)
Hiroko Suzuki (Meiji University)
Abstract
In ESP programs, learners aim to acquire communication skills in specialized fields andteachers prepare them for future use of English (Anthony, 2000) of the genre. In Japan, there
have been curricula and materials for university students in areas such as medicine, life
sciences, and nursing. However, in the STEM (Science, Technology, Engineering andMathematics) discipline, educators and researchers are still exploring pedagogy and praxis(Falout et al., 2022). In fact, nourishing the ability to obtain information and express ideas
in English is of mounting importance in academic and professional communities. This poster
presentation reports on an ESP program for STEM majors which was designed andimplemented at a private university in Tokyo. The program, taught by the authors, is arequired course for the third-year students majoring in mathematical sciences. The
objectives of the course are twofold: to learn specialized knowledge through reading materials
in the field and to develop oral presentation skills in English. To achieve the former objective,
the book Applied Mathematics (Goriely, 2018) is assigned for students who learn the content
and the language at the same time. For the second objective, students investigate literaturein their fields, plan and conduct simple research, create PPT slides, and present them. Basedupon the syllabus, instructors facilitate learning with different approaches, which will bereported along with reflections from students and instructors as well. The attendees will takeaway some tips to use authentic materials in the discipline and to facilitate students to makepresentations in English. It is hoped that this presentation will serve as a case where students
study academic contents along with language in an ESP program in Japan.

- 20 -

Poster Session #9 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Lessons learned from implementing an extensive reading program online
Presenters
Andrew Thompson (Fukuoka Women's University)
Dragana Lazic (Fukuoka Women's University)
Abstract
The Internet is one of our generation's most significant technological advancements and is
rapidly reshaping workplaces and educational institutions. Schools, colleges, and universities
across the globe have increasingly incorporated online education into their educational mix.
As a result, educational institutions across the globe are progressively moving fromtraditional print to digital materials. Due to this shift, virtual libraries (VL) are growing in
popularity and becoming an essential educational resource, providing students with a wide
range of digital materials they can read anywhere, anytime.
Such technological advances in education have allowed educators to implement more flexible,
blended extensive reading (ER) programs. Numerous studies have confirmed that adopting
an ER approach can bring many advantages for language learners (Nation & Waring, 2020).
ER programs are designed to provide learners access to large volumes of reading materials,
ranging from fiction to non-fiction, which can significantly enhance student vocabulary,grammar, and reading comprehension skills. Implementing an online ER component to alanguage program can provide students with more content than a traditional on-campus
library with the added convenience of being accessible regardless of time and location.
In this poster presentation, attendees will discover the benefits of setting up an online ER
program. The speakers will also discuss their experiences managing the program over a year
within a Japanese academic institution. They will share valuable insights on the challenges
and advantages of such online programs before, during, and after implementation.
Additionally, the importance of ER in promoting language development among students will
be highlighted. Attendees can expect an engaging and informative presentation that will
deepen their understanding of the value of online ER programs.

- 21 -

Poster Session #10 (Room: 309J)
Display:
August 26th (Sat) 10:15 - 27th (Sun) 16:10
Presentation: August 26th (Sat) 13:30-14:30
Title
Rethinking writing courses in the age of ChatGPT
Presenters
Patrick Foss (Tokyo Medical and Dental University)
Abstract
When ChatGPT was launched and made free to anyone with an email address and a phone
toward the end of 2022, teachers around the world expressed immediate concern. Some weremore than concerned; they seemed to see the new tool as an existential threat. Herman(2022), for example, wondered in The Atlantic if the AI chatbot might actually lead to the“end” of English classes in high school. In the pages of the New York Times, Huang (2023)
introduced ways in which university professors were “redesigning their courses entirely” todeal with the perceived danger of ChatGPT, including putting handwritten assignments backinto their syllabi. The presenter, who has been teaching introductory composition-focusedcourses at the university level in Japan for more than 15 years, will discuss how he has adapted
his own classes in response to the sudden availability of advanced AI chatbots like ChatGPT
and ask the audience to consider principles for teaching writing in this age of rapid
technological change.

- 22 -

Sponsor Members' Exhibitions at JACET 50th Summer Seminar
第 50 回 JACET サマーセミナー賛助会員出展

Academy Common: Room 309H

展⽰時間：

2023 年 8 ⽉ 26 ⽇（⼟）10：00〜16：00
2023 年 8 ⽉ 27 ⽇（⽇）10：00〜16：00

Time & Dates:

10:00-16:00 Sat. 26 August 2023
10:00-16:00 Sun. 27 August 2023

（あいうえお順）株式会社 EdulinX 様（EdulinX Corporation）
株式会社 教育測定研究所様（The Japan Institutefor Educational Measurement, Inc.）
株式会社 ⾦星堂様（KINSEIDO Publishing CO., Ltd.）
チエル株式会社様（CHIeru Co.,Ltd.）- 23 -

Access to the venue
Meiji University, Surugadai Campus, Academy Common
1-1 Kanda-Surugadai, Chiyoda-ku, Tokyo 101-8301
Directions to Surugadai Campus：
・3 minutes on foot from JR Chuo/Sobu Line and Subway Marunouchi Line, Ochanomizu Station
・5 minutes on foot from Subway Chiyoda Line, Shin-Ochanomizu Station
・5 minutes on foot from Subway Mita, Shinjuku, and Hanzomon Lines, Jimbocho Station

https://www.meiji.ac.jp/cip/english/about/campus/surugadai.html- 24 -

Meiji University Campus Map
https://www.meiji.ac.jp/cip/english/about/campus/su_campus.html- 25 -

Academy Common
Registration & Floor Guide

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309 D

309 E

309 C
309 F

309 G

309 B
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