JALT2020 / Sessions Go Expanded View

Draft.

Career Coping Strategies for the COVID-19 Era #533

The COVID-19 pandemic has upturned our social and economic life, particularly in the education industry as it relies on close personal proximity. This Black Swan event forced educators to innovate and reevaluate. Despite the perils, we hope to focus on opportunities to adapt to the new realities through preparation, training, and professional development. We welcome a workshop approach to share strategies for professional survival under the constraints of the “new normal”.

The COVID-19 pandemic has upturned our social and economic life, particularly in the education industry as it relies on close personal proximity. This Black Swan event forced educators to innovate and reevaluate. Despite the perils, we hope to focus on opportunities to adapt to the new realities through preparation, training, and professional development. We welcome a workshop approach to share strategies for professional survival under the constraints of the “new normal”.

Reception #843

Mon, Oct 12, 08:30-Mon, Nov 23, 19:00 JST

Please drop in if you have any questions or need any help.

Please drop in if you have any questions or need any help.

English for Tenkin #775

How well do English conversation lessons prepare Japanese English-learners for life overseas whilst on company placement? How can teachers help students improve their English dramatically in a very short space of time, and do they need to? This presentation shares the results of research into students’ opinions and teachers’ experiences of teaching and learning English for Tenkin.

How well do English conversation lessons prepare Japanese English-learners for life overseas whilst on company placement? How can teachers help students improve their English dramatically in a very short space of time, and do they need to? This presentation shares the results of research into students’ opinions and teachers’ experiences of teaching and learning English for Tenkin.

Literature in Language Teaching as Community #265

In this forum, presenters will introduce ways in which literature and approaches to it can be used by students and educators to understand, contribute to, and participate in, various notions of community. Audience members will then be invited to discuss the effect and effectiveness of literature and teaching/learning methodologies in both defining, and existing in, a greater whole. Please join us in an exchange of ideas and a sharing of experiences.

In this forum, presenters will introduce ways in which literature and approaches to it can be used by students and educators to understand, contribute to, and participate in, various notions of community. Audience members will then be invited to discuss the effect and effectiveness of literature and teaching/learning methodologies in both defining, and existing in, a greater whole. Please join us in an exchange of ideas and a sharing of experiences.

Writers’ PSG: Improving Writing for Publication #390

Mon, Nov 16, 18:00-19:00 JST

The presenters will detail the training and services currently available to JALT members through the Writers’ Peer Support Group (PSG), which pairs writers aiming for publication with volunteer peer readers. Current PSG members, those interested in becoming PSG members or more effective peer readers/reviewers, novices writing for publication, and researchers interested in peer-to-peer models would benefit from this session. Our annual general meeting follows immediately, and is open to anyone who is interested.

The presenters will detail the training and services currently available to JALT members through the Writers’ Peer Support Group (PSG), which pairs writers aiming for publication with volunteer peer readers. Current PSG members, those interested in becoming PSG members or more effective peer readers/reviewers, novices writing for publication, and researchers interested in peer-to-peer models would benefit from this session. Our annual general meeting follows immediately, and is open to anyone who is interested.

Writing Business Letters: An Attitudinal Approach #264

Business letters and email should reflect a positive, natural-sounding, and somewhat personalized writing style regardless of the topic matter—whether good news, bad news, or just routine information. Unnecessarily formal letters, or letters overladen with passive and noun phrase expressions, are not only wordy but also slow down quick-return communication. We will discuss, through four sample letters and exercises, how original letters can evolve into direct, polite, communicative revisions.

Business letters and email should reflect a positive, natural-sounding, and somewhat personalized writing style regardless of the topic matter—whether good news, bad news, or just routine information. Unnecessarily formal letters, or letters overladen with passive and noun phrase expressions, are not only wordy but also slow down quick-return communication. We will discuss, through four sample letters and exercises, how original letters can evolve into direct, polite, communicative revisions.

Literature in Language Teaching AGM #842

Mon, Nov 16, 18:45-19:30 JST

The Literature in Language Teaching SIG welcomes all current and potential members to the SIG AGM.

The Literature in Language Teaching SIG welcomes all current and potential members to the SIG AGM.

JALT Publications Chairs Meeting #306

This is the annual meeting for JALT SIG and Chapter Publication Chairs. We will discuss issues related to publications and share ideas for producing, improving, and promoting publications. Other SIG and Chapter Officers or members of JALT publications are welcome to attend.

This is the annual meeting for JALT SIG and Chapter Publication Chairs. We will discuss issues related to publications and share ideas for producing, improving, and promoting publications. Other SIG and Chapter Officers or members of JALT publications are welcome to attend.

Playing Hookie: Out of Class Technology Usage #275

In this forum the presenters will cover several important examples of out-of-class technology usage and its effect on the language learning classroom. The topics of discussion will include informal digital device usage among Japanese high school and university students as well as the utilization of social networking sites and digital games. An overview of each topic will be presented as well as implications for practice.

In this forum the presenters will cover several important examples of out-of-class technology usage and its effect on the language learning classroom. The topics of discussion will include informal digital device usage among Japanese high school and university students as well as the utilization of social networking sites and digital games. An overview of each topic will be presented as well as implications for practice.

Making the problem a challenge and then solution #524

The Corona Pandemic caused many language providers to adapt their workshops and course programmes in order to meet the clients' needs online. This paper identifies challenges and solutions to establishing 'how' to communicate remotely in an effective way and follows this up with the solutions and opportunities presented by remote working. This presentation draws on solutions identified by clients, colleagues and feedback.

The Corona Pandemic caused many language providers to adapt their workshops and course programmes in order to meet the clients' needs online. This paper identifies challenges and solutions to establishing 'how' to communicate remotely in an effective way and follows this up with the solutions and opportunities presented by remote working. This presentation draws on solutions identified by clients, colleagues and feedback.

Virtual Field Trips: PBL Workshop Creation #402

Mon, Nov 16, 20:45-21:45 JST

Virtual field trips allow students to explore essential questions, discover answers, and deliver unique projects through PBL netquests. Savvy teachers like you create virtual field trips to shift online, with models I show to create yours so your students develop skills in accessing information from the virtual world and hone collaboration skills with other students on projects. By the end of the workshop, you will know how to create virtual field trips for your students.

Virtual field trips allow students to explore essential questions, discover answers, and deliver unique projects through PBL netquests. Savvy teachers like you create virtual field trips to shift online, with models I show to create yours so your students develop skills in accessing information from the virtual world and hone collaboration skills with other students on projects. By the end of the workshop, you will know how to create virtual field trips for your students.

Benefits of Online Group Projects #520

In this presentation, the presenter will introduce how to set up an online task-based group project using free Zoom applications with iPads. She also introduces several unique teaching styles and activities in this class. For example, switching from teacher-centered lessons to the students-centered group discussions in one lesson. At the end of this presentation, the benefit of online group lessons in comparison with face to face lessons will be introduced.

In this presentation, the presenter will introduce how to set up an online task-based group project using free Zoom applications with iPads. She also introduces several unique teaching styles and activities in this class. For example, switching from teacher-centered lessons to the students-centered group discussions in one lesson. At the end of this presentation, the benefit of online group lessons in comparison with face to face lessons will be introduced.

Teacher Development SIG Annual General Meeting #827

Tue, Nov 17, 17:00-17:45 JST

In this annual general meeting, members of the Teacher Development (TD) SIG will report on the recent activities of the group. Officers will share information and news about the SIG’s events, membership, publications, and other related matters. As well as discussing previous work, ideas about the SIG’s future will be shared, and the results of this year’s officer elections will be announced. Current and potential SIG members are encouraged to come along to this session.

In this annual general meeting, members of the Teacher Development (TD) SIG will report on the recent activities of the group. Officers will share information and news about the SIG’s events, membership, publications, and other related matters. As well as discussing previous work, ideas about the SIG’s future will be shared, and the results of this year’s officer elections will be announced. Current and potential SIG members are encouraged to come along to this session.

Teaching Presentation Skills in an ERT Setting #526

Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.

Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.

Gender, Language, and Community #266

Misako Tajima examines how Filipina tutors are constructed as gendered entities in Japan’s Skype English conversation industry. Sachi Komai explores the works of novelist Natsuo Kirino, who describes the influence of neoliberalism in Japan and its impact on women. Antonia Cavcic discusses Koike and Abe’s use of gairaigo during the Covid-19 pandemic in relation to gender, inclusivity, and clarity. Sara Schipper reports on discrimination, isolation, and satisfaction amongst female students attending a male-dominated, Japanese university.

Misako Tajima examines how Filipina tutors are constructed as gendered entities in Japan’s Skype English conversation industry. Sachi Komai explores the works of novelist Natsuo Kirino, who describes the influence of neoliberalism in Japan and its impact on women. Antonia Cavcic discusses Koike and Abe’s use of gairaigo during the Covid-19 pandemic in relation to gender, inclusivity, and clarity. Sara Schipper reports on discrimination, isolation, and satisfaction amongst female students attending a male-dominated, Japanese university.

Perception of Flipgrid Among University Students #776

This presentation is about a mix-method study that aims to provide a better understanding of students’ perception of usefulness and ease of use of an interactive online platform, Flipgrid, in freshman English discussion classes in Tokyo, Japan and to investigate how Flipgrid can benefit students’ speaking ability and enhance their learning experience and confidence. The data collected from two questionnaires and students’ videos will be analyzed and the results will be presented.

This presentation is about a mix-method study that aims to provide a better understanding of students’ perception of usefulness and ease of use of an interactive online platform, Flipgrid, in freshman English discussion classes in Tokyo, Japan and to investigate how Flipgrid can benefit students’ speaking ability and enhance their learning experience and confidence. The data collected from two questionnaires and students’ videos will be analyzed and the results will be presented.

Predictive Language Processing and Its Role in ELT #821

Tue, Nov 17, 18:00-19:00 JST

Predictive Processing (PP) is a fundamental and exciting theory in neuroscience. This forum will focus on the critical role PP plays in foreign language processing. Following an overview of PP, participants will be able to choose two topics to hear more about and discuss in separate breakout rooms (PP in depth, multi-word utterances, grammar, intensive reading, study abroad, extensive reading). With two rounds, everyone will be able to visit two rooms.

Predictive Processing (PP) is a fundamental and exciting theory in neuroscience. This forum will focus on the critical role PP plays in foreign language processing. Following an overview of PP, participants will be able to choose two topics to hear more about and discuss in separate breakout rooms (PP in depth, multi-word utterances, grammar, intensive reading, study abroad, extensive reading). With two rounds, everyone will be able to visit two rooms.

JALT Junior My Share Special Weekday Event #280

First-time special online-weekday addition of the JJ My Share! What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired! Please come to this special event.

First-time special online-weekday addition of the JJ My Share! What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired! Please come to this special event.

International Exchange Activities after COVID-19 #403

The spread of COVID-19 has made it difficult for students to study abroad and has brought major changes into universities' international exchanges. In response to these changes, presenters implemented online technologies into their international exchange activities on campus and with overseas partner institutions. In this workshop, in addition to presenters explaining their activities, participants will be invited to share their experiences/ideas and discuss further possibilities of international exchanges under the circumstances of COVID-19.

The spread of COVID-19 has made it difficult for students to study abroad and has brought major changes into universities' international exchanges. In response to these changes, presenters implemented online technologies into their international exchange activities on campus and with overseas partner institutions. In this workshop, in addition to presenters explaining their activities, participants will be invited to share their experiences/ideas and discuss further possibilities of international exchanges under the circumstances of COVID-19.

GALE SIG Annual General Meeting #835

This is the Annual General Meeting of the Gender Awareness in Language Education (GALE) SIG. All members and prospective members interested in gender issues and awareness are welcome!

This is the Annual General Meeting of the Gender Awareness in Language Education (GALE) SIG. All members and prospective members interested in gender issues and awareness are welcome!

Adapting Can do descriptors to Remote Teaching #405

Can do descriptors are an important tool to make learning outcome transparent to learners and stakeholders. The extended version of the CEFR, the CEFR Companion Volume (Council of Europe 2018), offers Can do descriptors for telecommunication. This workshop will examine a range of related descriptors, discuss their applicability, including an online oral assessment using CEFR as a rubric base, and give hints to adapt the descriptors to various contexts of emergency remote teaching and learning.

Can do descriptors are an important tool to make learning outcome transparent to learners and stakeholders. The extended version of the CEFR, the CEFR Companion Volume (Council of Europe 2018), offers Can do descriptors for telecommunication. This workshop will examine a range of related descriptors, discuss their applicability, including an online oral assessment using CEFR as a rubric base, and give hints to adapt the descriptors to various contexts of emergency remote teaching and learning.

A Study Tracker Developed From the Bullet Journal #500

The Bullet Journal method (BuJo) created by Ryder Carroll is a customizable journaling system of personal organization handwritten in a single notebook. One of the ways to optimize BuJo is integrating a habit tracker into the system, which helped to develop a study tracker for monitoring study habits. By utilizing the study tracker, students gained opportunities to observe their study habits so that they might increase their beliefs about their self-efficacy.

The Bullet Journal method (BuJo) created by Ryder Carroll is a customizable journaling system of personal organization handwritten in a single notebook. One of the ways to optimize BuJo is integrating a habit tracker into the system, which helped to develop a study tracker for monitoring study habits. By utilizing the study tracker, students gained opportunities to observe their study habits so that they might increase their beliefs about their self-efficacy.

GILE SIG Annual General Meeting #838

Wed, Nov 18, 16:30-17:15 JST

This is the annual general meeting for the Global Issues in Language Education SIG. We will give an update of what has happened over the last year and hold elections to fill officer positions. Come join us if you are already a member or thinking of joining. New ideas and perspectives are always welcome!

This is the annual general meeting for the Global Issues in Language Education SIG. We will give an update of what has happened over the last year and hold elections to fill officer positions. Come join us if you are already a member or thinking of joining. New ideas and perspectives are always welcome!

CT SIG Forum: Critical Thinking in Trying Times #822

Wed, Nov 18, 17:30-18:30 JST

This year’s Critical Thinking SIG Forum will focus on adapting critical thinking pedagogy to online and distance learning focused classrooms. Our situation with the COVID-19 pandemic has made everyone rethink their approach to teaching. This forum will share three strategies to help you introduce critical thinking in your classes whether they are in person or online.

This year’s Critical Thinking SIG Forum will focus on adapting critical thinking pedagogy to online and distance learning focused classrooms. Our situation with the COVID-19 pandemic has made everyone rethink their approach to teaching. This forum will share three strategies to help you introduce critical thinking in your classes whether they are in person or online.

JALT Domestic Affairs Committee Roundtable #819

Wed, Nov 18, 17:30-18:45 JST

The DAC Forum will introduce and update attendees about JALT’s Domestic Partners. The roundtable discussion will focus on challenges, and solutions, regarding classroom instruction, management, and activities throughout Japan at all education levels as part of the ongoing COVID-19 pandemic. Anyone interested in discussing the ongoing domestic issues regarding these topics is encouraged to attend.

The DAC Forum will introduce and update attendees about JALT’s Domestic Partners. The roundtable discussion will focus on challenges, and solutions, regarding classroom instruction, management, and activities throughout Japan at all education levels as part of the ongoing COVID-19 pandemic. Anyone interested in discussing the ongoing domestic issues regarding these topics is encouraged to attend.

Raising Awareness Through Discussion #818

Wed, Nov 18, 18:00-19:15 JST

The Code of Conduct (CoC) and Diversity and Equity Practices (DEP) Committees aim to broaden JALT’s appeal to a wider community of participants. They will host a roundtable where participants are invited to share experiences in topics including native-speakerism in Japanese ELT; professional development assistance for working mothers and single parents; enhancing solidarity among teachers across employment, gender, and ethnicity; and developing effective classroom activities to teach issues within the contexts of diversity and conduct.

The Code of Conduct (CoC) and Diversity and Equity Practices (DEP) Committees aim to broaden JALT’s appeal to a wider community of participants. They will host a roundtable where participants are invited to share experiences in topics including native-speakerism in Japanese ELT; professional development assistance for working mothers and single parents; enhancing solidarity among teachers across employment, gender, and ethnicity; and developing effective classroom activities to teach issues within the contexts of diversity and conduct.

Students' Gains Through Emergency Remote Learning #805

This study examines what college students have gained through emergency remote learning utilizing ICT tools during a pedagogy course. This course adopted Slack, Zoom, Google services, and online quiz tools. A post questionnaire was conducted and the results indicate that most students believe the style of education in schools would change post COVID-19. It was also found that some of them had applied their acquired ICT skills to other situations outside of class.

This study examines what college students have gained through emergency remote learning utilizing ICT tools during a pedagogy course. This course adopted Slack, Zoom, Google services, and online quiz tools. A post questionnaire was conducted and the results indicate that most students believe the style of education in schools would change post COVID-19. It was also found that some of them had applied their acquired ICT skills to other situations outside of class.

Teacher and Student Perceptions After Going Online #784

In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.

In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.

Material Writers SIG Annual Forum #277

Wed, Nov 18, 19:00-20:30 JST

The MW SIG Annual Forum. The specifics are TBD.

The MW SIG Annual Forum. The specifics are TBD.

JALT Research Grants: How to Succeed in Applying #547

In this forum, participants will learn about the JALT Research Grants and other grant opportunities available through JALT. Presenters will describe the goals, requirements, and schedules of the JALT Research Grants, which are limited to JALT members who have no other outside research funding. Information will be provided about other grants from JALT SIGs and chapters. Participants will be able to ask questions, discuss requirements, share individual research ideas, and receive guidance about application procedures.

In this forum, participants will learn about the JALT Research Grants and other grant opportunities available through JALT. Presenters will describe the goals, requirements, and schedules of the JALT Research Grants, which are limited to JALT members who have no other outside research funding. Information will be provided about other grants from JALT SIGs and chapters. Participants will be able to ask questions, discuss requirements, share individual research ideas, and receive guidance about application procedures.

MW SIG Annual General Meeting #836

This is the Materials Writers SIG’s Annual General Meeting. We will report on the 2019-2020 year and talk about plans for the upcoming year.

This is the Materials Writers SIG’s Annual General Meeting. We will report on the 2019-2020 year and talk about plans for the upcoming year.

Engaging Learners Online and Offline #270

In this forum the presenters will evaluate their experiences with the use of online learning platforms for their classes and with teaching vocabulary to beginners. Presenter 1 talks about the use of Zoom and Moodle at a technical university. Presenter 2 explains some tricks when using Zoom for German classes. Presenter 3 shares the experiences with an online practice room for Thai, and presenter 4 focuses on Thai vocabulary teaching beyond the textbook.

In this forum the presenters will evaluate their experiences with the use of online learning platforms for their classes and with teaching vocabulary to beginners. Presenter 1 talks about the use of Zoom and Moodle at a technical university. Presenter 2 explains some tricks when using Zoom for German classes. Presenter 3 shares the experiences with an online practice room for Thai, and presenter 4 focuses on Thai vocabulary teaching beyond the textbook.

Effects of Informal & Formal Cooperative Learning #777

Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.

Findings showed that English scores dropped significantly for the formal cooperative learning (CL) class but were unaffected for the informal CL class. Intrinsic motivation for the informal CL class increased significantly, whereas the formal CL class’ was unaffected. The extent to which students felt their basic psychological needs were met increased for both classes, raising the possibility that intrinsic motivation could be enhanced in the future for the formal CL class as well.

Pragmatics SIG Annual General Meeting #830

Pragmatics SIG holds elections and provides reports to members.

Pragmatics SIG holds elections and provides reports to members.

Development of IC through Domestic Programmes #773

This session aims to present two case studies of top global Japanese universities and their efforts to foster interculturally competent (IC) domestic students through contact with international students on campus. It will compare results from a longitudinal survey of 164 Japanese students divided into two groups - one which engaged in extracurricular programmes with an intercultural focus and one which did not. Results will be discussed in light of interviews conducted with some of the participants.

This session aims to present two case studies of top global Japanese universities and their efforts to foster interculturally competent (IC) domestic students through contact with international students on campus. It will compare results from a longitudinal survey of 164 Japanese students divided into two groups - one which engaged in extracurricular programmes with an intercultural focus and one which did not. Results will be discussed in light of interviews conducted with some of the participants.

IC and Communities of Practice #274

The world has been coming closer than ever, thereby, creating new communities based on diverse cultures. One of our roles as language teachers should be to build vibrant communities that are based on trust, and willingness to accept beliefs that are different than our own. Embracing this year’s theme of “communities of teachers and learners”, we’ll discuss some practical ways adopted to reduce or eliminate any barriers that could have hindered a great learning experience.

The world has been coming closer than ever, thereby, creating new communities based on diverse cultures. One of our roles as language teachers should be to build vibrant communities that are based on trust, and willingness to accept beliefs that are different than our own. Embracing this year’s theme of “communities of teachers and learners”, we’ll discuss some practical ways adopted to reduce or eliminate any barriers that could have hindered a great learning experience.

Remote Peer Reviewing - Efficacy and Challenges #786

Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.

Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.

JALT Listening SIG: Hear Us Out! #298

This meeting introduces the development of a proposed JALT Listening SIG. The session will introduce the group members and outline the proposed aims, communication networks, quarterly newsletter, and three annual events. There will also be an opportunity to ask questions and share your intent to participate once the motion for the JALT Listening SIG is officially submitted in February 2021.

This meeting introduces the development of a proposed JALT Listening SIG. The session will introduce the group members and outline the proposed aims, communication networks, quarterly newsletter, and three annual events. There will also be an opportunity to ask questions and share your intent to participate once the motion for the JALT Listening SIG is officially submitted in February 2021.

Business Communication SIG AGM #829

Thu, Nov 19, 18:15-19:00 JST

The Business Communication SIG will provide membership, treasury, program and publication reports and hold an election for officer roles. This is a period of transition for the SIG, but we have built a stable platform and legacy from which to take the SIG forward, so please come along to listen, offer your opinions and help to create a new vision for the future!

The Business Communication SIG will provide membership, treasury, program and publication reports and hold an election for officer roles. This is a period of transition for the SIG, but we have built a stable platform and legacy from which to take the SIG forward, so please come along to listen, offer your opinions and help to create a new vision for the future!

Academic Partnerships: Intercultural Negotiation #261

In this forum, the presenters will share their experience and answer questions regarding various issues that arise when negotiating overseas academic partnerships. Topics include: (a) first steps for establishing the partnership; (b) negotiating differing perspectives (including mediating between our host university and partner university); (c) maintaining the partnership (including overcoming problems); and (d) ending partnerships. Simon is the director of partner negotiations for his faculty and Peter is the international ambassador at National Taipei University.

In this forum, the presenters will share their experience and answer questions regarding various issues that arise when negotiating overseas academic partnerships. Topics include: (a) first steps for establishing the partnership; (b) negotiating differing perspectives (including mediating between our host university and partner university); (c) maintaining the partnership (including overcoming problems); and (d) ending partnerships. Simon is the director of partner negotiations for his faculty and Peter is the international ambassador at National Taipei University.

ICLE SIG Annual General Meeting #834

This is the Intercultural Communication in Language Education (ICLE) SIG’s annual general meeting. We aim to promote discussion about various approaches to teaching intercultural communication in a foreign language classroom. At this meeting, we will report on our ongoing activities and discuss plans for future activities and publications. Members and anyone interested in joining our SIG in whatever capacity is warmly invited to attend. Don’t miss the opportunity to become part of our intercultural team!

This is the Intercultural Communication in Language Education (ICLE) SIG’s annual general meeting. We aim to promote discussion about various approaches to teaching intercultural communication in a foreign language classroom. At this meeting, we will report on our ongoing activities and discuss plans for future activities and publications. Members and anyone interested in joining our SIG in whatever capacity is warmly invited to attend. Don’t miss the opportunity to become part of our intercultural team!

Lessons Learned From a High School Overseas Trip #551

What effects do overseas high school trips have on students’ interest in speaking English, confidence, and listening ability? How does a homestay play into that? This study will discuss and analyze findings that came out of quantitative and qualitative research on one school’s 2-week trip to California, involving a total of 277 students. Implications for our own classroom teaching will also be touched on, particularly with regard to reluctant EFL speakers.

What effects do overseas high school trips have on students’ interest in speaking English, confidence, and listening ability? How does a homestay play into that? This study will discuss and analyze findings that came out of quantitative and qualitative research on one school’s 2-week trip to California, involving a total of 277 students. Implications for our own classroom teaching will also be touched on, particularly with regard to reluctant EFL speakers.

SOFLA-Synchronous Online Flipped Learning Approach #404

Best practices in online teaching should include the eight steps of the Synchronous Online Flipped Learning Approach (SOFLA), a distance learning model which most closely replicates actual classroom teaching. SOFLA includes structured, interactive, multimodal activities, both asynchronous and synchronous, that create fertile spaces for teaching and learning online. Participants will learn how to implement each step, and will receive digital resources to guide them in using SOFLA.

Best practices in online teaching should include the eight steps of the Synchronous Online Flipped Learning Approach (SOFLA), a distance learning model which most closely replicates actual classroom teaching. SOFLA includes structured, interactive, multimodal activities, both asynchronous and synchronous, that create fertile spaces for teaching and learning online. Participants will learn how to implement each step, and will receive digital resources to guide them in using SOFLA.

Doing Broad Positive Discourse Analysis #421

Positive discourse analysis (PDA) is an approach where we look at successful projects and things in order to understand what makes them work. In this workshop, I will share some tools and examples of how people carry out PDA in real world settings. In doing so, we will learn how we can use PDA for both analysis of projects as well as creating our own projects with the aim of harmonising our communities and eco-systems.

Positive discourse analysis (PDA) is an approach where we look at successful projects and things in order to understand what makes them work. In this workshop, I will share some tools and examples of how people carry out PDA in real world settings. In doing so, we will learn how we can use PDA for both analysis of projects as well as creating our own projects with the aim of harmonising our communities and eco-systems.

The Text Highlight Tool: Feedback with Colour #519

In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.

In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.

MAVR Annual General Meeting #302

Fri, Nov 20, 15:00-16:00 JST

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Focus on Suprasegmentals Using Authentic Materials #501

This presentation outlines an instructional phonetics approach aimed at developing greater awareness of suprasegmentals using authentic materials. Presented as rich language resources with several varieties of both NS and NNS Englishes, authentic materials can be mined to highlight suprasegmental features through exposure to “real” spoken language. Based on a three-stage process of focused instruction, teacher conferencing and student presentation, I will demonstrate how English learners broaden their understanding of an often-neglected area of pronunciation instruction.

This presentation outlines an instructional phonetics approach aimed at developing greater awareness of suprasegmentals using authentic materials. Presented as rich language resources with several varieties of both NS and NNS Englishes, authentic materials can be mined to highlight suprasegmental features through exposure to “real” spoken language. Based on a three-stage process of focused instruction, teacher conferencing and student presentation, I will demonstrate how English learners broaden their understanding of an often-neglected area of pronunciation instruction.

Teachers Helping Teachers SIG Forum and AGM #273

Fri, Nov 20, 17:15-18:45 JST

This forum will bring together Teaching Helping Teachers (THT) THT members, country coordinators and interested parties. Invited speakers from some of the THT programs, such as Bangladesh and Kyrgyzstan, will talk about their experiences with THT and teaching during the pandemic. Due to COVID-19 most of the THT 2020 programs have been unable to go ahead. Participants will also discuss the role of THT in a COVID world. Presentations and discussion will be followed by the Annual General Meeting.

This forum will bring together Teaching Helping Teachers (THT) THT members, country coordinators and interested parties. Invited speakers from some of the THT programs, such as Bangladesh and Kyrgyzstan, will talk about their experiences with THT and teaching during the pandemic. Due to COVID-19 most of the THT 2020 programs have been unable to go ahead. Participants will also discuss the role of THT in a COVID world. Presentations and discussion will be followed by the Annual General Meeting.

Performance in Education (PIE) SIG AGM #832

This is the annual general meeting for the JALT Performance in Education (PIE) SIG. In this meeting we will report on SIG related events that took place in the past year, announce the results of our online elections, discuss future events, introduce SIG publications, and carry out other necessary business involving SIG officers and membership. All interested people are warmly invited to attend.

This is the annual general meeting for the JALT Performance in Education (PIE) SIG. In this meeting we will report on SIG related events that took place in the past year, announce the results of our online elections, discuss future events, introduce SIG publications, and carry out other necessary business involving SIG officers and membership. All interested people are warmly invited to attend.

Bilingualism SIG Forum #278

The Bilingualism SIG is proud to be celebrating 30 years of continuous support for individuals and groups who are regularly using more than one language and who consequently have some claim to multiple cultures. This year’s forum will consist of a series of speakers sharing bilingual (and multilingual) stories from around the world, both global and local, past and present; as they reflect back upon some of the highlights of their language learning journeys.

The Bilingualism SIG is proud to be celebrating 30 years of continuous support for individuals and groups who are regularly using more than one language and who consequently have some claim to multiple cultures. This year’s forum will consist of a series of speakers sharing bilingual (and multilingual) stories from around the world, both global and local, past and present; as they reflect back upon some of the highlights of their language learning journeys.

TLC From LD: Transformational Learning Communities #267

Fri, Nov 20, 18:15-19:45 JST

In this forum, a range of interactive presentations will critically explore the theme of transformative learning communities (TLCs), based on theories of transformative learning where learners reach fundamental shifts in their worldviews and actions through reflection. Presenters will focus on distinct groups of learners (high school students, university students, teachers, teacher trainees, and practitioner-researchers), with forum participants invited to discuss and later share their reflections about TLCs in Learning Learning, the Learner Development SIG's newsletter.

In this forum, a range of interactive presentations will critically explore the theme of transformative learning communities (TLCs), based on theories of transformative learning where learners reach fundamental shifts in their worldviews and actions through reflection. Presenters will focus on distinct groups of learners (high school students, university students, teachers, teacher trainees, and practitioner-researchers), with forum participants invited to discuss and later share their reflections about TLCs in Learning Learning, the Learner Development SIG's newsletter.

Appreciative-Conversation Based Reflection Model #778

The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.

The present study intends to examine the implementation of the appreciative-conversation based reflection model for a Teacher Professional Education Program, which facilitates the cultivation of personal and social competence. The study took place in Sanata Dharma University, Yogyakarta, Indonesia. The participants of this study were English teachers joining the Teacher Professional Education Program. The reflection model consisted of three rounds.

Pragmatics: Three Research Perspectives #271

Research on pragmatics is generally from only one research perspective. However, this forum will bring together three researchers each with their separate research agendas: conversation analysis, discourse analysis, and sociolinguistics. These analysts will explain their overall approach and demonstrate the key steps in their analysis of the shared transcripts. This session will raise awareness of the differences and commonalities of the research perspectives, and, in addition, provide further insight into the pragmatics of real-life interaction.

Research on pragmatics is generally from only one research perspective. However, this forum will bring together three researchers each with their separate research agendas: conversation analysis, discourse analysis, and sociolinguistics. These analysts will explain their overall approach and demonstrate the key steps in their analysis of the shared transcripts. This session will raise awareness of the differences and commonalities of the research perspectives, and, in addition, provide further insight into the pragmatics of real-life interaction.

Pan-Asian Consortium Meeting #300

Fri, Nov 20, 19:05-20:05 JST

This meeting is for representatives of the Pan-Asian Consortium (PAC) organizations: English Teachers’ Association of the Republic of China (ETA-ROC), Far Eastern English Language Teachers’ Association (FEELTA), Korea TESOL (KOTESOL), Philippine Association for Language Teaching (PALT), Thailand TESOL, and Japan Association for Language Teaching (JALT). PAC members will share ideas and seek ways to collaborate in order to improve language education in Asia.

This meeting is for representatives of the Pan-Asian Consortium (PAC) organizations: English Teachers’ Association of the Republic of China (ETA-ROC), Far Eastern English Language Teachers’ Association (FEELTA), Korea TESOL (KOTESOL), Philippine Association for Language Teaching (PALT), Thailand TESOL, and Japan Association for Language Teaching (JALT). PAC members will share ideas and seek ways to collaborate in order to improve language education in Asia.

Aligning CEFR to Practices: Action Research Steps #262

The CEFR & Language Portfolio (LP) SIG Forum will discuss how to align the CEFR to current practices for identifying needs of learners and teachers in the classroom by using an action research cycle. We will explain the outline of our new JSPS kaken research project which explicitly includes the SIG. We are looking for case studies in relation to the CEFR using action research. The CEFR & LP SIG AGM will be held after the Forum.

The CEFR & Language Portfolio (LP) SIG Forum will discuss how to align the CEFR to current practices for identifying needs of learners and teachers in the classroom by using an action research cycle. We will explain the outline of our new JSPS kaken research project which explicitly includes the SIG. We are looking for case studies in relation to the CEFR using action research. The CEFR & LP SIG AGM will be held after the Forum.

Learner Development SIG Annual General Meeting #833

Fri, Nov 20, 20:00-20:45 JST

This is going to be the AGM of Learner Development SIG in 2020. At the AGM, we will look through the 2020 Learner Development SIG Committee Review, and treasurer’s report for 2019-2020 and draft budget for 2021. Also, we will discuss and plan our SIG activities for 2021.

This is going to be the AGM of Learner Development SIG in 2020. At the AGM, we will look through the 2020 Learner Development SIG Committee Review, and treasurer’s report for 2019-2020 and draft budget for 2021. Also, we will discuss and plan our SIG activities for 2021.

Natural Harmony: Teaching Language, Teaching Peace #309

Peace is harmony attained by working productively with conflicting perspectives. In this lively plenary, Rebecca Oxford focuses on the natural harmony between teaching language and teaching peace. Both focus on helping people develop necessary communicative competence, and both promote cooperation and understanding across cultures and groups. Using her Language of Peace Approach and describing peace activities for the classroom (onsite or online), Rebecca takes us to the heart of peacebuilding in language education.

Peace is harmony attained by working productively with conflicting perspectives. In this lively plenary, Rebecca Oxford focuses on the natural harmony between teaching language and teaching peace. Both focus on helping people develop necessary communicative competence, and both promote cooperation and understanding across cultures and groups. Using her Language of Peace Approach and describing peace activities for the classroom (onsite or online), Rebecca takes us to the heart of peacebuilding in language education.

Creating and Maintaining Group Cohesion Online #787

The creation of a cohesive group is essential for a successful classroom. The abrupt transition to online classrooms creates barriers to that cohesion, forcing classroom teachers to adapt or risk losing the positive, encouraging atmosphere they work so hard to create. The survey-based research presented here provides Japanese university students’ perspectives on the group cohesiveness of eLearning cohorts in the COVID-19 era, along with recommendations for increasing the level of cohesiveness in online classes.

The creation of a cohesive group is essential for a successful classroom. The abrupt transition to online classrooms creates barriers to that cohesion, forcing classroom teachers to adapt or risk losing the positive, encouraging atmosphere they work so hard to create. The survey-based research presented here provides Japanese university students’ perspectives on the group cohesiveness of eLearning cohorts in the COVID-19 era, along with recommendations for increasing the level of cohesiveness in online classes.

Orientation Session for JALT2020 Participants #824

Is this your first time attending the JALT International Conference? Or is it your first online event? Do you have questions about our conference? If so, please consider attending this orientation. The purpose is to give an overview of JALT2020 and provide tips for making the most of the conference. There will be opportunities to meet members of the conference team, ask questions, find out about the resources available at JALT2020, and connect with other first-timers.

Is this your first time attending the JALT International Conference? Or is it your first online event? Do you have questions about our conference? If so, please consider attending this orientation. The purpose is to give an overview of JALT2020 and provide tips for making the most of the conference. There will be opportunities to meet members of the conference team, ask questions, find out about the resources available at JALT2020, and connect with other first-timers.

Co-Designing a Business Communication Course #578

This action-research aims to describe a business oral communication course prepared for college English majors in Taiwan and report the effectiveness of the nine teaching activities. The findings indicated that industry-specialist talks, job interviews with the industry, and case studies received unanimous approval whereas elevator speeches and simulated meetings were deemed least effective. This researcher concluded that an effective course is best achieved if co-created by the classroom instructor, the industry-specialists, and the students.

This action-research aims to describe a business oral communication course prepared for college English majors in Taiwan and report the effectiveness of the nine teaching activities. The findings indicated that industry-specialist talks, job interviews with the industry, and case studies received unanimous approval whereas elevator speeches and simulated meetings were deemed least effective. This researcher concluded that an effective course is best achieved if co-created by the classroom instructor, the industry-specialists, and the students.

Online Teaching Communities Fostering EFL Learning #643

Experiences of implementing early virtual practicum for online language learning are scarce. A case study with an experiential component, aimed at fostering a preservice language teacher’s pedagogical knowledge for online language learning. Information derived from a community of experts in online learning contributed to the implementation of a specific instructional design type in an in-service/preservice teacher collaboration model. Both the benefits of this practice and some aspects to be improved will be discussed.

Experiences of implementing early virtual practicum for online language learning are scarce. A case study with an experiential component, aimed at fostering a preservice language teacher’s pedagogical knowledge for online language learning. Information derived from a community of experts in online learning contributed to the implementation of a specific instructional design type in an in-service/preservice teacher collaboration model. Both the benefits of this practice and some aspects to be improved will be discussed.

Impact of Training on Teacher Corrective Feedback #644

This presentation reports on the findings of a qualitative study of secondary EFL teachers’ oral corrective feedback (CF) before and after a professional development program. Data included interviews, reflections, and observations pre- and post-training. This study found that the participants changed their CF beliefs and practices considerably after taking part in the programme. The study suggests that teachers’ feedback beliefs and practices can be changed by workshops accompanied by appropriate follow-up teacher learning activities.

This presentation reports on the findings of a qualitative study of secondary EFL teachers’ oral corrective feedback (CF) before and after a professional development program. Data included interviews, reflections, and observations pre- and post-training. This study found that the participants changed their CF beliefs and practices considerably after taking part in the programme. The study suggests that teachers’ feedback beliefs and practices can be changed by workshops accompanied by appropriate follow-up teacher learning activities.

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College Graduates Desire Suggestion-Making Tips #658

A questionnaire was given to 26 Japanese working women and 25 Japanese female college seniors to investigate what speech acts they wanted to have learned in college English courses. The results showed that 84.6% of the working women wished they had learned making suggestions. Then, eight business English course books were investigated. Four of them included making suggestions but none gave instruction related to sociocultural information necessary to use this speech act appropriately.

A questionnaire was given to 26 Japanese working women and 25 Japanese female college seniors to investigate what speech acts they wanted to have learned in college English courses. The results showed that 84.6% of the working women wished they had learned making suggestions. Then, eight business English course books were investigated. Four of them included making suggestions but none gave instruction related to sociocultural information necessary to use this speech act appropriately.

A Strategic Discussion Plan for Critical Thinking #663

This presentation will outline the materials, procedure, and results of research into a planning strategy for small group discussions. The effects of the strategy on critical thinking and metacognitive awareness will be described.

This presentation will outline the materials, procedure, and results of research into a planning strategy for small group discussions. The effects of the strategy on critical thinking and metacognitive awareness will be described.

Correlations Between Reading Quantity and Writing #697

Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.

Extensive reading is widely accepted as a valuable source of comprehensible input for language learners. However, there is little research investigating the effect it may have upon productive skills such as writing. This presentation details the results of a correlation study (N = 99) examining relationships between reading quantities and improvements in writing task scores or Japanese EFL students in a university spoken communication class.

Making Your School a Language-Rich Environment #446

Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.

Every language teacher wishes to motivate and help their students learn and use the language. Here, a language-rich environment is a key to success. This presentation shows how to set up and manage five school-tested activities designed to maximize language use not only in an academic context, but also in the world at large. The presenters will also share how these five different activities created an increase in student participation and engagement.

Cultural Translation as an EFL Teaching Tool #710

To illustrate what roles cultural translation can play in EFL teaching, this presentation will demonstrate a model of activity named “Translate the Untranslatable.” The grammar-translation method has been argued as defective in the current paradigm of language teaching. I argue that the cultural-translation method 1) motivates L2 learners to explore meaning-making through knowledge of target language and their own culture, and 2) enables students to develop their skills in literary interpretation, analysis, and understanding.

To illustrate what roles cultural translation can play in EFL teaching, this presentation will demonstrate a model of activity named “Translate the Untranslatable.” The grammar-translation method has been argued as defective in the current paradigm of language teaching. I argue that the cultural-translation method 1) motivates L2 learners to explore meaning-making through knowledge of target language and their own culture, and 2) enables students to develop their skills in literary interpretation, analysis, and understanding.

The A to Z of Independent Publication #464

Have you ever thought of writing your own textbook? Though you may not have a shortage of great teaching ideas, it can be very difficult to navigate your way through the maze of self-publication hurdles. Please join us and learn about using desktop publication software, finding high-quality images, obtaining ISBNs, printing, and distribution.

Have you ever thought of writing your own textbook? Though you may not have a shortage of great teaching ideas, it can be very difficult to navigate your way through the maze of self-publication hurdles. Please join us and learn about using desktop publication software, finding high-quality images, obtaining ISBNs, printing, and distribution.

PBL to Foster Students' Intrinsic Motivation #737

This presentation will report on the findings of an action research project investigating if Project-Based-Learning (PBL) activities and materials adopted from autonomous, competent and relatedness-supportive teaching strategies have positive effects on students' intrinsic motivation in General English classes in Cambodia. By employing these techniques, the presenter could design more effective PBL activities and materials integrated into English classrooms. Attendees will learn how these strategies can be adapted to their teaching to develop students' intrinsic motivation.

This presentation will report on the findings of an action research project investigating if Project-Based-Learning (PBL) activities and materials adopted from autonomous, competent and relatedness-supportive teaching strategies have positive effects on students' intrinsic motivation in General English classes in Cambodia. By employing these techniques, the presenter could design more effective PBL activities and materials integrated into English classrooms. Attendees will learn how these strategies can be adapted to their teaching to develop students' intrinsic motivation.

A Genre-Based Analysis of IELTS Writing Task 2 #756

The presenter will report the results of a genre-based research to questions and model essays for IELTS Task 2 in order to illustrate crucial factors to compose quality essays for this task. For analysis, 56 questions and 30 essays have been extracted from Cambridge IELTS Practice Tests. The presentation will clarify major topics and question types for Task 2, followed by suggesting an ideal essay structure and linguistic features.

The presenter will report the results of a genre-based research to questions and model essays for IELTS Task 2 in order to illustrate crucial factors to compose quality essays for this task. For analysis, 56 questions and 30 essays have been extracted from Cambridge IELTS Practice Tests. The presentation will clarify major topics and question types for Task 2, followed by suggesting an ideal essay structure and linguistic features.

Policy Perspective: Special Needs Education in EFL #538

The number of students with special educational needs (SEN) in Japan is rising in both primary and secondary contexts (Isogai, 2017), and in institutes of higher education (JASSO, 2019). In recent years, different special education policies have been aimed at these different levels of education. To improve English language teacher efficacy with respect to students with SEN, this presentation will examine various special education policies as they intersect with English language education policy across contexts.

The number of students with special educational needs (SEN) in Japan is rising in both primary and secondary contexts (Isogai, 2017), and in institutes of higher education (JASSO, 2019). In recent years, different special education policies have been aimed at these different levels of education. To improve English language teacher efficacy with respect to students with SEN, this presentation will examine various special education policies as they intersect with English language education policy across contexts.

Writing Process for a Thesis on English Engagement #545

A thesis adviser and an undergraduate student, who is studying to become an English teacher, will present a section of a thesis on creating an engaging environment for English study. In addition to the student’s findings, the presentation will cover details about the process of writing a thesis in English from the point of view of the adviser and student. Participants will gain insights into teamwork for English engagement and the undergraduate thesis writing process.

A thesis adviser and an undergraduate student, who is studying to become an English teacher, will present a section of a thesis on creating an engaging environment for English study. In addition to the student’s findings, the presentation will cover details about the process of writing a thesis in English from the point of view of the adviser and student. Participants will gain insights into teamwork for English engagement and the undergraduate thesis writing process.

A Paired-Skill Approach to CBI #549

Sat, Nov 21, 10:45-11:45 JST

Content-based instruction has gained popularity in the last few decades as a way to prepare students for English academic environments while building their communication skills. A paired-skill approach to this type of material builds both input and output skills, ensuring that students’ language development is well balanced. In this session, we’ll explore the benefits and challenges of content-based instruction and how to help students build up their language skills step-by-step.

Content-based instruction has gained popularity in the last few decades as a way to prepare students for English academic environments while building their communication skills. A paired-skill approach to this type of material builds both input and output skills, ensuring that students’ language development is well balanced. In this session, we’ll explore the benefits and challenges of content-based instruction and how to help students build up their language skills step-by-step.

Differentiated Instruction in the ELT Classroom #370

Every student brings to class a unique set of skills, experiences, and learning preferences, which can be overlooked with a one-size-fits-all approach to teaching, planning, and assessment. Differentiated instruction is one way to address this. The purpose of this workshop is to introduce the concept of differentiation and then share ideas of how it can be utilized in a university ELT classroom with a diverse range of student abilities.

Every student brings to class a unique set of skills, experiences, and learning preferences, which can be overlooked with a one-size-fits-all approach to teaching, planning, and assessment. Differentiated instruction is one way to address this. The purpose of this workshop is to introduce the concept of differentiation and then share ideas of how it can be utilized in a university ELT classroom with a diverse range of student abilities.

Initiating a CEFR Alignment Project #382

This presentation reports on the process of aligning an existing freshman English communication course with the common European framework of reference for languages (CEFR). The presenters detail their bottom-up approach, highlighting pitfalls and successes of including instructor and student voices in the alignment process. Actual examples of the new curriculum, input and feedback from instructors, and results of a needs analysis conducted among students will be shared.

This presentation reports on the process of aligning an existing freshman English communication course with the common European framework of reference for languages (CEFR). The presenters detail their bottom-up approach, highlighting pitfalls and successes of including instructor and student voices in the alignment process. Actual examples of the new curriculum, input and feedback from instructors, and results of a needs analysis conducted among students will be shared.

Getting Students to Share Stories #386

From ancient times to now, stories have been a means to share our experiences and develop our communities. But, how can we bring storytelling into the language classroom? This presentation will describe how the textbook, Discover Conversation, can help learners to share and react to each other’s stories. It will demonstrate ways to scaffold the learning process so that learners can be exposed to and engage in more authentic L2 storytelling.

From ancient times to now, stories have been a means to share our experiences and develop our communities. But, how can we bring storytelling into the language classroom? This presentation will describe how the textbook, Discover Conversation, can help learners to share and react to each other’s stories. It will demonstrate ways to scaffold the learning process so that learners can be exposed to and engage in more authentic L2 storytelling.

Creating Interactive Slide Presentation #398

With the sudden rush to move classes online, many teachers have to adapt to presenting content in new ways. This presentation will look at some freemium tools, such as Nearpod and Peardeck, that help teachers create interactive slide presentations that enhance learning and students engagement. Teachers will learn how to create, design and deploy interactive slide presentations both synchronously and asynchronously.

With the sudden rush to move classes online, many teachers have to adapt to presenting content in new ways. This presentation will look at some freemium tools, such as Nearpod and Peardeck, that help teachers create interactive slide presentations that enhance learning and students engagement. Teachers will learn how to create, design and deploy interactive slide presentations both synchronously and asynchronously.

A Five-Step Roadmap for A Growth Mindset Culture #408

This practice-oriented presentation will demonstrate a five-step process in creating a growth mindset culture in an online course Purposive Communication. The first part shares the research of Carol Dweck on the impact of mindset on student achievement, wellbeing, motivation, and engagement. It will also build the case of establishing a growth mindset culture in remote learning environments. The second part will demonstrate the actual process of creating a growth mindset culture.

This practice-oriented presentation will demonstrate a five-step process in creating a growth mindset culture in an online course Purposive Communication. The first part shares the research of Carol Dweck on the impact of mindset on student achievement, wellbeing, motivation, and engagement. It will also build the case of establishing a growth mindset culture in remote learning environments. The second part will demonstrate the actual process of creating a growth mindset culture.

Introduction to Story-Listening and GSSR #251

The Story-Listening/Guided Self-Selected Reading Program (SL/GSSR) is a complete program for EFL/ESL students; the goal being to bring beginners to high intermediate/low advanced in 3 to 4 years. SL/GSSR provides a substantial amount of optimal input, thus causing language acquisition. This workshop will introduce and promote discussion on the SL delivery method and the positive evidence of a SL/GSSR program on reading, writing, vocabulary acquisition, and TOEFL and TOEIC.

The Story-Listening/Guided Self-Selected Reading Program (SL/GSSR) is a complete program for EFL/ESL students; the goal being to bring beginners to high intermediate/low advanced in 3 to 4 years. SL/GSSR provides a substantial amount of optimal input, thus causing language acquisition. This workshop will introduce and promote discussion on the SL delivery method and the positive evidence of a SL/GSSR program on reading, writing, vocabulary acquisition, and TOEFL and TOEIC.

Waseda University GSS #284

Sat, Nov 21, 10:45-12:00 JST

This is the GSS for Waseda University

This is the GSS for Waseda University

Forms and Functions of Community in Education #259

For educators, communities serve a variety of purposes, from creating and retaining the collective knowledge on fundamental tenets like best practices in teaching to collegial camaraderie, among others. Learners also belong to a variety of communities that influence everything about their academic experience, from learning motivation to groups made sanctioned by the instructor to facilitate language learning. The presenters will discuss effective creation and management of these communities is essential for a positive learning experience.

For educators, communities serve a variety of purposes, from creating and retaining the collective knowledge on fundamental tenets like best practices in teaching to collegial camaraderie, among others. Learners also belong to a variety of communities that influence everything about their academic experience, from learning motivation to groups made sanctioned by the instructor to facilitate language learning. The presenters will discuss effective creation and management of these communities is essential for a positive learning experience.

Reflecting on Their Own Experiences: JSL Teachers #260

In this forum, three presenters will share their findings on current college level Japanese as a Second Language (JSL) issues. The topics include: JSL teachers’ teaching techniques of using L1, the pros and cons of evaluating JSL student-teachers, and JSL learners’ motivation and identity issues. We will have discussion sessions after each presentation. Please come and join us to share your thoughts on current JSL issues!

In this forum, three presenters will share their findings on current college level Japanese as a Second Language (JSL) issues. The topics include: JSL teachers’ teaching techniques of using L1, the pros and cons of evaluating JSL student-teachers, and JSL learners’ motivation and identity issues. We will have discussion sessions after each presentation. Please come and join us to share your thoughts on current JSL issues!

Akita International University GSS #283

Sat, Nov 21, 10:45-12:15 JST

This is the GSS for Akita International University

This is the GSS for Akita International University

Connecting Arguments to Theory in Academic Writing #324

This presentation will introduce an approach to teaching academic writing that focuses on making connections between arguments based on observations and theories. Using this approach helps students to realize that engaging in academic writing requires them to become members of a community of practice. Examples of student work will be shown, and advice on how to apply this approach in your own courses will be provided.

This presentation will introduce an approach to teaching academic writing that focuses on making connections between arguments based on observations and theories. Using this approach helps students to realize that engaging in academic writing requires them to become members of a community of practice. Examples of student work will be shown, and advice on how to apply this approach in your own courses will be provided.

In-Class Extensive Reading for Non-English Majors #335

Encouraging non-English majors in Vietnam to read extensively is a big challenge because that necessitates not only resources, time, teachers’ instruction, but also students’ awareness of the importance of extensive reading in learning a second language. With the emphasis on transforming students’ attitudes and motivations to do extensive reading, the paper will share an action research on how in-class extensive reading was done with a group of 30 intermediate non-English majors at Vietnam National University.

Encouraging non-English majors in Vietnam to read extensively is a big challenge because that necessitates not only resources, time, teachers’ instruction, but also students’ awareness of the importance of extensive reading in learning a second language. With the emphasis on transforming students’ attitudes and motivations to do extensive reading, the paper will share an action research on how in-class extensive reading was done with a group of 30 intermediate non-English majors at Vietnam National University.

Teaching Phonics Using the Jolly Phonics Approach #339

This is a report of a pilot study on teaching phonics to fifth and sixth grade students in Mie, Japan. A revised course of study will be implemented in 2020 and phonics will be a new element added to the fifth and sixth grades foreign language curriculum. Due to the time constraint, we modified the Jolly Phonics approach and taught 18 sounds in two semesters. All the students enjoyed learning phonics and acquired the sounds.

This is a report of a pilot study on teaching phonics to fifth and sixth grade students in Mie, Japan. A revised course of study will be implemented in 2020 and phonics will be a new element added to the fifth and sixth grades foreign language curriculum. Due to the time constraint, we modified the Jolly Phonics approach and taught 18 sounds in two semesters. All the students enjoyed learning phonics and acquired the sounds.

Yanny or Laurel?: Proficiency and Perception #341

A certain ambiguous audio clip is perceived as “Laurel” by some listeners and as “Yanny” by others. For Japanese learners of English, could language proficiency be a factor affecting which word they hear? This poster shows the results of a study demonstrating that higher-proficiency Japanese learners of English are more likely to hear the phonetically-challenging “Laurel” than low-proficiency learners are.

A certain ambiguous audio clip is perceived as “Laurel” by some listeners and as “Yanny” by others. For Japanese learners of English, could language proficiency be a factor affecting which word they hear? This poster shows the results of a study demonstrating that higher-proficiency Japanese learners of English are more likely to hear the phonetically-challenging “Laurel” than low-proficiency learners are.

The Chorus English Approach in Non-children’s EFL #347

Singing popular songs as a group can increase motivation and group cooperation, lower anxiety, and improve pronunciation and intonation. Chorus English is a novel approach to singing in non-children’s EFL classes. Rather than using music as a filler or a hook, its goal is singing songs well from a linguistic perspective. It can be utilized by both new and experienced teachers who aspire to enrich their student’s communicative capacities and social skills.

Singing popular songs as a group can increase motivation and group cooperation, lower anxiety, and improve pronunciation and intonation. Chorus English is a novel approach to singing in non-children’s EFL classes. Rather than using music as a filler or a hook, its goal is singing songs well from a linguistic perspective. It can be utilized by both new and experienced teachers who aspire to enrich their student’s communicative capacities and social skills.

Encouraging Exploratory Talk in the Classroom #354

This report on action research was conducted in a university setting with the aim of promoting the “right” talk – exploratory talk in small group work. Action research offers opportunities for teacher reflection on dialogic pedagogy and, in this case, helped to promote student talk that consisted of longer turns and more meaningful content.

This report on action research was conducted in a university setting with the aim of promoting the “right” talk – exploratory talk in small group work. Action research offers opportunities for teacher reflection on dialogic pedagogy and, in this case, helped to promote student talk that consisted of longer turns and more meaningful content.

Evaluating an ESP Coursebook for Economics #774

This study evaluates an in-house ESP coursebook, Target (2017), used to teach listening and speaking skills to economics juniors at a public university in Thailand. Both the students and teachers evaluated the coursebook through focus group interviews. Also, online open-ended questionnaires were distributed to all 123 economics juniors. The results reveal positive feedback and suggest materials developers focus on creating activities that promote the development of language skills and integrate the content of the discipline.

This study evaluates an in-house ESP coursebook, Target (2017), used to teach listening and speaking skills to economics juniors at a public university in Thailand. Both the students and teachers evaluated the coursebook through focus group interviews. Also, online open-ended questionnaires were distributed to all 123 economics juniors. The results reveal positive feedback and suggest materials developers focus on creating activities that promote the development of language skills and integrate the content of the discipline.

Inspiring Students to Use Their Voices #782

It has always been challenging for teachers of current topics to find materials that not only build students’ fluency, but develop their critical thinking skills and motivate them to explore a range of today’s global issues. Inspiring Voices does all three, inviting students to share the dreams of 15 creative problem-solvers from Japan and around the world. Its chapters feature background readings, NHK Direct Talk video interviews, and scaffolded activities that culminate in communicative mini-projects.

It has always been challenging for teachers of current topics to find materials that not only build students’ fluency, but develop their critical thinking skills and motivate them to explore a range of today’s global issues. Inspiring Voices does all three, inviting students to share the dreams of 15 creative problem-solvers from Japan and around the world. Its chapters feature background readings, NHK Direct Talk video interviews, and scaffolded activities that culminate in communicative mini-projects.

Transferring Self-Directed Learning Skills Online #788

In this talk, we demonstrate how second language learners in higher education can transfer their self-directed language learning skills to an online environment over the course of a self-directed effective learning module. We provide examples of how they use these skills to interact with their peers online, and how it helps them to develop 1) awareness of approaches to learning, 2) awareness of facilities, roles, and resources, and 3) awareness of self.

In this talk, we demonstrate how second language learners in higher education can transfer their self-directed language learning skills to an online environment over the course of a self-directed effective learning module. We provide examples of how they use these skills to interact with their peers online, and how it helps them to develop 1) awareness of approaches to learning, 2) awareness of facilities, roles, and resources, and 3) awareness of self.

Written Feedback on English SV Agreement Errors #566

This study showed that written feedback was effective for the narrowly defined subject-verb agreement errors involving copula be or lexical verbs. On the other hand, written feedback was ineffective for the broadly defined subject-verb agreement errors involving both copula be and lexical verbs. The present study suggests that written feedback should be effective when subject-verb agreement errors are narrowly defined. Implications for the present study for the written corrective feedback research community are discussed.

This study showed that written feedback was effective for the narrowly defined subject-verb agreement errors involving copula be or lexical verbs. On the other hand, written feedback was ineffective for the broadly defined subject-verb agreement errors involving both copula be and lexical verbs. The present study suggests that written feedback should be effective when subject-verb agreement errors are narrowly defined. Implications for the present study for the written corrective feedback research community are discussed.

Learner Attitudes Towards Digital Game-Based Tasks #584

While a growing body of research shows that digital games may facilitate SLA in various ways, game-based language pedagogy is still generally viewed as a fringe approach. A study was carried out to gauge learners’ beliefs and attitudes towards games for language learning and also to see if first-hand experience with this approach may affect their perceptions. The results of the initial study suggest that exposure to game-based learning results in more positive learner attitudes.

While a growing body of research shows that digital games may facilitate SLA in various ways, game-based language pedagogy is still generally viewed as a fringe approach. A study was carried out to gauge learners’ beliefs and attitudes towards games for language learning and also to see if first-hand experience with this approach may affect their perceptions. The results of the initial study suggest that exposure to game-based learning results in more positive learner attitudes.

English Team-Taught Lessons in a Primary School #631

This study investigates how homeroom teachers (HRTs) use English as a lingua franca (ELF) as a strategy in English lessons with assistant language teachers (ALTs) and pupils in a Japanese primary school. The use of English as a lingua franca by the HRTs has various functions such as 1) giving directions, 2) managing pupils’ behavior, 3) giving encouragement, and 4) praising, with the use of repetition (Kaur, 2012) to enhance the intelligibility.

This study investigates how homeroom teachers (HRTs) use English as a lingua franca (ELF) as a strategy in English lessons with assistant language teachers (ALTs) and pupils in a Japanese primary school. The use of English as a lingua franca by the HRTs has various functions such as 1) giving directions, 2) managing pupils’ behavior, 3) giving encouragement, and 4) praising, with the use of repetition (Kaur, 2012) to enhance the intelligibility.

Accessibility and Equity Should Be Everyone’s Duty #636

Thinking holistically about our students’ experiences as not just language learning, this presentation will report on a survey conducted at Kyoto Seika University which asked students to explain their feelings about equity and accessibility on campus. With a focus on the results regarding mental health concerns, we explain potential solutions for universities broadly and English educators in particular to help meet our students’ needs and build stronger teaching and learning communities.

Thinking holistically about our students’ experiences as not just language learning, this presentation will report on a survey conducted at Kyoto Seika University which asked students to explain their feelings about equity and accessibility on campus. With a focus on the results regarding mental health concerns, we explain potential solutions for universities broadly and English educators in particular to help meet our students’ needs and build stronger teaching and learning communities.

Promoting Community in an Extensive Reading Course #654

This presentation will describe the ways in which the author provided opportunities for students to share information about their reading in order to attempt to promote a reading community within a one-semester extensive reading course. Results of an end-of-term survey (n=28) conducted to investigate the degree to which students shared information, the kinds of information shared, and the impact it had on their book choices will be presented, and the implications will be discussed.

This presentation will describe the ways in which the author provided opportunities for students to share information about their reading in order to attempt to promote a reading community within a one-semester extensive reading course. Results of an end-of-term survey (n=28) conducted to investigate the degree to which students shared information, the kinds of information shared, and the impact it had on their book choices will be presented, and the implications will be discussed.

Peer Review in ELT: Inclusivity or Exclusivity? #671

In an age of misinformation, “fake news,” and “alternative facts,” peer review aims to empower people to “filter the noise” and identify legitimate scholarship, but does it also inadvertently impede the publication of quality research? This presenter will describe her successes and challenges during four peer review processes in the field of ELT. Her conflicting experiences raise questions about the extent to which peer review facilitates inclusivity in the professional community of ELT scholarship.

In an age of misinformation, “fake news,” and “alternative facts,” peer review aims to empower people to “filter the noise” and identify legitimate scholarship, but does it also inadvertently impede the publication of quality research? This presenter will describe her successes and challenges during four peer review processes in the field of ELT. Her conflicting experiences raise questions about the extent to which peer review facilitates inclusivity in the professional community of ELT scholarship.

Demystifying and Teaching Critical Thinking #443

This workshop presents an approach to critical thinking instruction in the context of L2 English academic courses. During this workshop we will discuss how to define and position the concept of critical thinking. We will also review an example of how activities might be structured throughout the term and what materials might be useful. In addition, we will review examples of student work to discuss how teachers can identify evidence of critical thinking.

This workshop presents an approach to critical thinking instruction in the context of L2 English academic courses. During this workshop we will discuss how to define and position the concept of critical thinking. We will also review an example of how activities might be structured throughout the term and what materials might be useful. In addition, we will review examples of student work to discuss how teachers can identify evidence of critical thinking.

Union Women in a Community of Practice #748

Teachers’ unions have yet to achieve gender parity. This gap widens further in the leadership. Therefore, unions should encourage women to participate in union activities. Lave and Wenger’s (1991) community of practice (CoP) framework is one way of explaining how female foreign language teachers participate in their union. Newcomers become more experienced and become core members. In this presentation, I will share preliminary data on how women participate in their CoP in their labor union.

Teachers’ unions have yet to achieve gender parity. This gap widens further in the leadership. Therefore, unions should encourage women to participate in union activities. Lave and Wenger’s (1991) community of practice (CoP) framework is one way of explaining how female foreign language teachers participate in their union. Newcomers become more experienced and become core members. In this presentation, I will share preliminary data on how women participate in their CoP in their labor union.

Easy and Kind Communication: Bridging the Gap #359

This session will present the core theories behind Easy & Kind Communication (or Yasashii Communication) and how it can bridge the divide between language learners. Native speakers - whether they lead a classroom or work in an office - have an important role to play in making communication successful. Learn how communicating in an easy & kind way can benefit you and everyone in your organization.

This session will present the core theories behind Easy & Kind Communication (or Yasashii Communication) and how it can bridge the divide between language learners. Native speakers - whether they lead a classroom or work in an office - have an important role to play in making communication successful. Learn how communicating in an easy & kind way can benefit you and everyone in your organization.

Seeing Your Lesson From the Students’ Side #366

Teachers of young learners are often focused on getting through their daily lesson plan, but how often do they think about how their students see the lesson? If teachers scaffold the lesson to pique students’ natural curiosity, personalize the content to aid understanding, and not only model what to do, but also show the students that they can accomplish language tasks, the classes will go more smoothly, leaving the teacher and students feeling more satisfied.

Teachers of young learners are often focused on getting through their daily lesson plan, but how often do they think about how their students see the lesson? If teachers scaffold the lesson to pique students’ natural curiosity, personalize the content to aid understanding, and not only model what to do, but also show the students that they can accomplish language tasks, the classes will go more smoothly, leaving the teacher and students feeling more satisfied.

(Un)awareness in Intercultural Communication #379

Developing intercultural competence requires not only the right set of attitudes but also a certain set of abilities, and most agree that one component is self- and/or cultural- awareness. However, few discuss the importance of recognizing the intercultural unawareness that hinders communication in intercultural settings. The presenter will argue the importance of raising intercultural awareness, as in allowing students to realize their (un)awareness of certain aspects both in their culture and other cultures.

Developing intercultural competence requires not only the right set of attitudes but also a certain set of abilities, and most agree that one component is self- and/or cultural- awareness. However, few discuss the importance of recognizing the intercultural unawareness that hinders communication in intercultural settings. The presenter will argue the importance of raising intercultural awareness, as in allowing students to realize their (un)awareness of certain aspects both in their culture and other cultures.

Online ESL Tutors’ Teaching Strategies #783

Online ESL teaching in the Philippines is a rising industry that requires a thorough understanding of the process in teaching and the strategies of tutors.

Online ESL teaching in the Philippines is a rising industry that requires a thorough understanding of the process in teaching and the strategies of tutors.

IELTS Speaking: Teaching English Holistically #532

Students in Japan spend a lot of time and energy studying for various exams during their educational journeys. In particular, language ability tests such as the IELTS are often quite intimidating for second language learners and even native-level speakers. In this workshop, we shall analyse the IELTS band descriptors for speaking and discuss some strategies and techniques that language teachers can employ in their routine classes to help students improve their IELTS scores.

Students in Japan spend a lot of time and energy studying for various exams during their educational journeys. In particular, language ability tests such as the IELTS are often quite intimidating for second language learners and even native-level speakers. In this workshop, we shall analyse the IELTS band descriptors for speaking and discuss some strategies and techniques that language teachers can employ in their routine classes to help students improve their IELTS scores.

Nonnative Teachers’ Cognition: A Duoethnography #595

This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.

This presentation explores how cognition and teaching context shape the mental lives of nonnative English teachers in Japan. Duoethnographic perspectives highlight the analysis of semi-structured conversations on three main themes: academic diaspora, lived experiences, and native speakerism in the workplace. This presentation aims to be a springboard for future directions that could help uplift the collective reputation of nonnative English teachers and promote educational equity.

Genre Pedagogy: Literacy and Teaching L2 Writing #609

The purpose of this study is (1) to determine if explicit writing instruction using the genre-based approach within the systemic functional linguistic (SFL) framework could be applicable to Japanese English as Foreign Language (EFL) learners as university students with differing levels of English proficiency and (2) to explore whether and if so how explicit writing instruction using a genre-based approach improves L2 novice writers’ understanding of different text genres.

The purpose of this study is (1) to determine if explicit writing instruction using the genre-based approach within the systemic functional linguistic (SFL) framework could be applicable to Japanese English as Foreign Language (EFL) learners as university students with differing levels of English proficiency and (2) to explore whether and if so how explicit writing instruction using a genre-based approach improves L2 novice writers’ understanding of different text genres.

TOEIC and CEFR-J Can-Do Self-Assessment Scores #617

This replication study of Runnels (2016) investigated relationships between TOEIC L&R and CEFR-J can-do self-assessment scores. Participants (N = 54) completed an online-form with the CEFR-J statements. First, CEFR-J levels performed as predicted, with no mismatching but some overlapping of ability levels. Second, weak-to-moderate correlations between TOEIC reading and reading self-assessment scores were found, and none-to-weak for listening. The results and the implications of these findings, and in relationship to Runnels, are discussed.

This replication study of Runnels (2016) investigated relationships between TOEIC L&R and CEFR-J can-do self-assessment scores. Participants (N = 54) completed an online-form with the CEFR-J statements. First, CEFR-J levels performed as predicted, with no mismatching but some overlapping of ability levels. Second, weak-to-moderate correlations between TOEIC reading and reading self-assessment scores were found, and none-to-weak for listening. The results and the implications of these findings, and in relationship to Runnels, are discussed.

A Synthesis of Student Evaluations of Teaching #623

Student evaluations of teaching (SET) have become a fundamental component of evaluating faculty effectiveness in higher education. Recent initiatives by MEXT have put pressure on universities to publicly display student evaluations of teaching. This presentation explains evaluation questions and explores the connection between SET scores and student perceptions of learning by sharing research findings on known biases like student motivation, class size, gender, and background knowledge.

Student evaluations of teaching (SET) have become a fundamental component of evaluating faculty effectiveness in higher education. Recent initiatives by MEXT have put pressure on universities to publicly display student evaluations of teaching. This presentation explains evaluation questions and explores the connection between SET scores and student perceptions of learning by sharing research findings on known biases like student motivation, class size, gender, and background knowledge.

Developing CT: Impact of Class Size and Reflection #646

College students in six reading classes participated in a study that observed how they develop the habit of thinking critically using textbooks with activities based on Bloom’s taxonomy. Students’ reflective reports and the course-end questionnaire show that over 70% experienced the usefulness of critical thinking (CT) activities, and more than half of them claimed they recognized their elevated habit of thinking critically. Students in large classes suggested individual reflective writing is more meaningful than group activities.

College students in six reading classes participated in a study that observed how they develop the habit of thinking critically using textbooks with activities based on Bloom’s taxonomy. Students’ reflective reports and the course-end questionnaire show that over 70% experienced the usefulness of critical thinking (CT) activities, and more than half of them claimed they recognized their elevated habit of thinking critically. Students in large classes suggested individual reflective writing is more meaningful than group activities.

Xreading: Supporting a Community of Readers #649

This presentation investigates learner usage of the Xreading online library in terms of completion rates, book level, reading time, reading speed, books completed, and total words read. This data was used to develop educator and learner best-practice guidelines to support classroom practice and autonomous learning. These guidelines are being used to implement, manage, and develop extensive reading programs at a Japanese university, and cultivate and sustain a community of readers.

This presentation investigates learner usage of the Xreading online library in terms of completion rates, book level, reading time, reading speed, books completed, and total words read. This data was used to develop educator and learner best-practice guidelines to support classroom practice and autonomous learning. These guidelines are being used to implement, manage, and develop extensive reading programs at a Japanese university, and cultivate and sustain a community of readers.

Fostering L2 Motivation via Learner Collaboration #660

In this presentation, participants will gain insights into how L2 learner motivation can be fostered through the use of group work and project-based curricula. The presenters discuss project-based approaches from two contexts - young learner and university - demonstrating how project work is being used to motivate learners to develop their language skills. Participants will see examples of collaborative projects from these contexts and be better able to deliver collaborative projects in their own contexts.

In this presentation, participants will gain insights into how L2 learner motivation can be fostered through the use of group work and project-based curricula. The presenters discuss project-based approaches from two contexts - young learner and university - demonstrating how project work is being used to motivate learners to develop their language skills. Participants will see examples of collaborative projects from these contexts and be better able to deliver collaborative projects in their own contexts.

Collaborating in Classrooms: The Manga Project #661

One trend in EFL textbooks is to introduce learners to basic-level, research skills such as questionnaire design in order to complete small-scale, research projects. Yet little is understood about such lessons. The presenter will discuss the impact of lessons where learners jointly produce a whole-class, research project on Japanese manga. Results contain implications for project-based learning (PBL) and reveal understandings of learner autonomy and language awareness in relation to the creation of class projects.

One trend in EFL textbooks is to introduce learners to basic-level, research skills such as questionnaire design in order to complete small-scale, research projects. Yet little is understood about such lessons. The presenter will discuss the impact of lessons where learners jointly produce a whole-class, research project on Japanese manga. Results contain implications for project-based learning (PBL) and reveal understandings of learner autonomy and language awareness in relation to the creation of class projects.

Nearly Paperless: Nine Years of iPads for All #666

This presentation reports on nine years of iPad use at a university in western Japan. Results from two surveys (2013 and 2020) and interviews of students regarding iPad use will be reported and compared. The uses of iPads in language education will be discussed and the changes in how iPads and other mobile devices have been used and are being used for language education will be shared.

This presentation reports on nine years of iPad use at a university in western Japan. Results from two surveys (2013 and 2020) and interviews of students regarding iPad use will be reported and compared. The uses of iPads in language education will be discussed and the changes in how iPads and other mobile devices have been used and are being used for language education will be shared.

Getting Started in Materials Development #442

As teaching professionals, we are all familiar with teaching materials provided by coursebooks and workbooks. However, in many cases, the best materials are the ones designed by the teacher themselves. This practical workshop encourages teachers to rethink their materials design process. Aided by a materials design framework, participants will collaborate on producing materials for specific teaching contexts. By attending, participants will gain insights into how to strategically develop materials for use within their own classrooms.

As teaching professionals, we are all familiar with teaching materials provided by coursebooks and workbooks. However, in many cases, the best materials are the ones designed by the teacher themselves. This practical workshop encourages teachers to rethink their materials design process. Aided by a materials design framework, participants will collaborate on producing materials for specific teaching contexts. By attending, participants will gain insights into how to strategically develop materials for use within their own classrooms.

Vulnerability and Positivity for Deeper Learning #461

This presentation reasons that collaboratively creating a classroom culture focused on personal authenticity and well-being should be the highest pedagogical priority. It then interactively introduces self-disclosure, team-building, and positive education activities that can be implemented in the classroom to foster openness, vulnerability, and curiosity, while in the pursuit of educational and personal well-being. The pedagogical efficacy of these activities is supported by students’ own accounts of their learning experiences.

This presentation reasons that collaboratively creating a classroom culture focused on personal authenticity and well-being should be the highest pedagogical priority. It then interactively introduces self-disclosure, team-building, and positive education activities that can be implemented in the classroom to foster openness, vulnerability, and curiosity, while in the pursuit of educational and personal well-being. The pedagogical efficacy of these activities is supported by students’ own accounts of their learning experiences.

Global English Ideologies and Communities #741

The continued proliferation of English worldwide has seen it permeate many aspects of local media and pop culture, resulting in a vibrant global community constructed through multiple local voices. This study reports on interviews with Korean participants that highlight the need for more nuanced understanding of how English learners are enacting themselves in the contemporary cosmopolitan world, which can lead to a broader more dynamic perspective on a global community.

The continued proliferation of English worldwide has seen it permeate many aspects of local media and pop culture, resulting in a vibrant global community constructed through multiple local voices. This study reports on interviews with Korean participants that highlight the need for more nuanced understanding of how English learners are enacting themselves in the contemporary cosmopolitan world, which can lead to a broader more dynamic perspective on a global community.

Mental Models for Language Teachers and Learners #499

Sat, Nov 21, 11:55-12:20 JST

Mental models are simplified frameworks and metaphors that help us to make sense of and navigate through the world around us. In this session, the speaker will introduce a number of models that he feels have particular relevance to the field of language education. He will explain how they have affected his own thinking, and he will examine what insights each model can give us into the challenges of language teaching and learning in general.

Mental models are simplified frameworks and metaphors that help us to make sense of and navigate through the world around us. In this session, the speaker will introduce a number of models that he feels have particular relevance to the field of language education. He will explain how they have affected his own thinking, and he will examine what insights each model can give us into the challenges of language teaching and learning in general.

Learning After 60: Cognitive and Social Benefits #504

People over the age of 60 are the fastest growing age-group world-wide, with age-related declines in cognitive abilities projected to have major social and economic implications. Bilingualism has been shown to protect against cognitive decline, and it has been argued that foreign language training late in life can also be beneficial to cognitive function. This workshop reviews the current evidence, exploring opportunities, and practical implications for the teachers of older learners.

People over the age of 60 are the fastest growing age-group world-wide, with age-related declines in cognitive abilities projected to have major social and economic implications. Bilingualism has been shown to protect against cognitive decline, and it has been argued that foreign language training late in life can also be beneficial to cognitive function. This workshop reviews the current evidence, exploring opportunities, and practical implications for the teachers of older learners.

Interactive Tools for Online Collaboration #511

Collaboration is fundamental for learners to develop their autonomy, gain confidence in their language abilities, and to actively work with their classmates to achieve a shared goal and interest. FlipGrid and Padlet are two interactive tools that offer learners creative spaces to express themselves both inside and outside of the learning environment. An exploration of these tools will equip educators with more nuanced ways of engaging with students and strengthening classroom rapport.

Collaboration is fundamental for learners to develop their autonomy, gain confidence in their language abilities, and to actively work with their classmates to achieve a shared goal and interest. FlipGrid and Padlet are two interactive tools that offer learners creative spaces to express themselves both inside and outside of the learning environment. An exploration of these tools will equip educators with more nuanced ways of engaging with students and strengthening classroom rapport.

Keynote-ing Textbooks for Online Classes #512

Instructors using textbooks, especially in large online language classes, often face several difficulties. In particular, it is sometimes difficult to ensure that each student is on the same page and focused on the same task. The presenter realized after years of futile and frustrating attempts to monitor student comprehension of verbal instructions, the obvious solution was a visual one.

Instructors using textbooks, especially in large online language classes, often face several difficulties. In particular, it is sometimes difficult to ensure that each student is on the same page and focused on the same task. The presenter realized after years of futile and frustrating attempts to monitor student comprehension of verbal instructions, the obvious solution was a visual one.

Adapting to Online Platforms for the Uninitiated #530

Following the Movement Control Order which was enforced in Malaysia to contain the COVID-19 outbreak in Malaysia, teachers and students found themselves engaging in a virtual world. For many English language teachers, utilizing online platforms for teaching was something they had never tried. In this presentation, I describe how English language teachers in Malaysia leveraged features of WhatsApp for teaching English remotely.

Following the Movement Control Order which was enforced in Malaysia to contain the COVID-19 outbreak in Malaysia, teachers and students found themselves engaging in a virtual world. For many English language teachers, utilizing online platforms for teaching was something they had never tried. In this presentation, I describe how English language teachers in Malaysia leveraged features of WhatsApp for teaching English remotely.

Student Perceptions of Remote Language Learning #790

This presentation details a study which examined the views of Japanese EFL students (N>200) towards remote foreign language learning. The study utilized a pre-post survey design to compare Japanese university students’ initial perceptions towards remote foreign language learning and perceptions after a semester of online study. In addition to data from reflective reports, attitudes towards remote language learning and their pedagogical implications will be presented.

This presentation details a study which examined the views of Japanese EFL students (N>200) towards remote foreign language learning. The study utilized a pre-post survey design to compare Japanese university students’ initial perceptions towards remote foreign language learning and perceptions after a semester of online study. In addition to data from reflective reports, attitudes towards remote language learning and their pedagogical implications will be presented.

Effects of Collaborative Dialogues and Think-Aloud #587

This study aimed to investigate the effects of collaborative dialogues and think-aloud protocols on EFL learners’ L2 writing performance. It also addressed the roles of lexical collocation in relation to L2 writing. The results showed that the effects of collaborative dialogues was significantly better than that of the think-aloud protocols on students’ L2 writing achievement This study discovered that arousing students’ use of lexical collocations could contribute to their L2 writing ability.

This study aimed to investigate the effects of collaborative dialogues and think-aloud protocols on EFL learners’ L2 writing performance. It also addressed the roles of lexical collocation in relation to L2 writing. The results showed that the effects of collaborative dialogues was significantly better than that of the think-aloud protocols on students’ L2 writing achievement This study discovered that arousing students’ use of lexical collocations could contribute to their L2 writing ability.

Spelling Errors in Japanese Beginners’ 2FL German #657

As German uses many long words, multiple spelling mistakes should be expected. However, in the “free writing” term final essays in the presenter’s German for beginner’s courses, learners often make one single mistake each (in various places) in words of varying length. This presentation considers seven spelling difficulty prediction features for Japanese, English, and German and analyzes the spelling mistakes in writing assignments of various lengths.

As German uses many long words, multiple spelling mistakes should be expected. However, in the “free writing” term final essays in the presenter’s German for beginner’s courses, learners often make one single mistake each (in various places) in words of varying length. This presentation considers seven spelling difficulty prediction features for Japanese, English, and German and analyzes the spelling mistakes in writing assignments of various lengths.

Creating Digital Gamebooks Using Google Slides #428

This presentation reports findings from a case study exploring a collaborative creative writing project aimed at increasing writing motivation and task engagement. In small groups, students created gamebooks (approx. 1000-1500 words) in the Choose Your Own Adventure style using Google Slides. Results showed increased motivation and engagement with the writing task while also attaining the language learning targets of a first-year EFL writing course. Educators will learn practical steps for creating gamebooks using Google Slides.

This presentation reports findings from a case study exploring a collaborative creative writing project aimed at increasing writing motivation and task engagement. In small groups, students created gamebooks (approx. 1000-1500 words) in the Choose Your Own Adventure style using Google Slides. Results showed increased motivation and engagement with the writing task while also attaining the language learning targets of a first-year EFL writing course. Educators will learn practical steps for creating gamebooks using Google Slides.

Peer Feedback Training Through Mobile Technology #432

Peer feedback is a popular method for involving students in the formative assessment process, yet students often struggle to provide adequate feedback for their partner(s). One reason for this is that generating feedback is a skill requiring training and practice to improve. This workshop will demonstrate how the web-based application Pear Deck can be used to train students to generate productive feedback for their partner(s) and improve the pedagogical benefit of the activity.

Peer feedback is a popular method for involving students in the formative assessment process, yet students often struggle to provide adequate feedback for their partner(s). One reason for this is that generating feedback is a skill requiring training and practice to improve. This workshop will demonstrate how the web-based application Pear Deck can be used to train students to generate productive feedback for their partner(s) and improve the pedagogical benefit of the activity.

How Disney Can Teach About Compare and Contrast #434

We all love Disney, but have you ever thought of using Disney to help students understand and write compare and contrast essays? When we open our students’ creative minds, they tend to be more engaged in the class. I will explain how I use Disney Movies and their original writings to get the students to understand comparing and contrasting, and to get the students to think creatively about them.

We all love Disney, but have you ever thought of using Disney to help students understand and write compare and contrast essays? When we open our students’ creative minds, they tend to be more engaged in the class. I will explain how I use Disney Movies and their original writings to get the students to understand comparing and contrasting, and to get the students to think creatively about them.

Developing PD Communities Through Peer Mentoring #454

This session will introduce the successful approach towards peer mentoring that English teaching colleagues in RMIT Vietnam use to support, motivate, and encourage each other. The establishment of this program has resulted in a marked improvement in mentoring and has ensured a community of continual improvement and professional development. Attendees will gain an understanding of how to establish their own peer mentoring program to encourage reciprocal professional development.

This session will introduce the successful approach towards peer mentoring that English teaching colleagues in RMIT Vietnam use to support, motivate, and encourage each other. The establishment of this program has resulted in a marked improvement in mentoring and has ensured a community of continual improvement and professional development. Attendees will gain an understanding of how to establish their own peer mentoring program to encourage reciprocal professional development.

Voluntary Peer Observation #473

The presenter will explain about voluntary peer observation. For this type of observation, the person being observed not only volunteers but also can be in control of the process. The presentation will include a scheme for voluntary peer observation and a description of an observation done in this format. A form will be distributed that can be used to communicate information to an observer about an observation that has been planned.

The presenter will explain about voluntary peer observation. For this type of observation, the person being observed not only volunteers but also can be in control of the process. The presentation will include a scheme for voluntary peer observation and a description of an observation done in this format. A form will be distributed that can be used to communicate information to an observer about an observation that has been planned.

Using Harvard PON in a Business Negotiation Course #734

This is a study on content-based instruction (CBI) and the use of the Harvard Law School: Program on Negotiation (PON) in a business negotiation course for intermediate to advanced English learners. The students were surveyed at the end of the course about different aspects of the PON’s simulations: enjoyability, usefulness, and level of difficulty. Participants’ views yielded mainly positive results, and the details in the students’ answers and comments provide valuable insight into CBI.

This is a study on content-based instruction (CBI) and the use of the Harvard Law School: Program on Negotiation (PON) in a business negotiation course for intermediate to advanced English learners. The students were surveyed at the end of the course about different aspects of the PON’s simulations: enjoyability, usefulness, and level of difficulty. Participants’ views yielded mainly positive results, and the details in the students’ answers and comments provide valuable insight into CBI.

Fostering Interest in Global Issues with Model UN #482

In order to develop learner interest in global issues, one university English reading class syllabus was compiled based on a simplified version of a Model United Nations. Learners researched issues related to assigned countries, shared these with peers, and crafted resolutions. Techniques used, such as language input, negotiation skills, and feedback, will be demonstrated in this presentation. Such an approach allows learners to focus on the global community while working on English skills and negotiation.

In order to develop learner interest in global issues, one university English reading class syllabus was compiled based on a simplified version of a Model United Nations. Learners researched issues related to assigned countries, shared these with peers, and crafted resolutions. Techniques used, such as language input, negotiation skills, and feedback, will be demonstrated in this presentation. Such an approach allows learners to focus on the global community while working on English skills and negotiation.

Why Is It so Difficult to Read Books in English? #486

It is unsurprising to find Japanese students who rarely read books in English or who have no reading experience. They often struggle with reading books in English when they are told to do so. However, if there is appropriate support, the majority of students will be able to read books in English. In this workshop, the presenter will share an Extensive Reading Map to guide students to read starting from 1000-word-token to 50,000-word-token books.

It is unsurprising to find Japanese students who rarely read books in English or who have no reading experience. They often struggle with reading books in English when they are told to do so. However, if there is appropriate support, the majority of students will be able to read books in English. In this workshop, the presenter will share an Extensive Reading Map to guide students to read starting from 1000-word-token to 50,000-word-token books.

JSL SIG Annual General Meeting #826

In this meeting, we will look back on our previous activities, discuss plans for future Japanese as a Second Language (JSL) SIG activities, publications, and elect officers for 2021. SIG members and interested people are encouraged to join.

In this meeting, we will look back on our previous activities, discuss plans for future Japanese as a Second Language (JSL) SIG activities, publications, and elect officers for 2021. SIG members and interested people are encouraged to join.

College and University Educators SIG AGM #837

This is the Annual General Meeting at which we present reports, introduce new officers, and discuss future plans.

This is the Annual General Meeting at which we present reports, introduce new officers, and discuss future plans.

Reciprocity and Growth in Communities of Practice #556

This talk will share the findings of a study on EFL teacher associations in terms of their teacher development strategies for their members. How the associations and the members operate as a community of practice in a reciprocal relationship, how the growth of one side impacts that of the other will be highlighted. How the social capital builds through the reciprocity in the community will also be discussed.

This talk will share the findings of a study on EFL teacher associations in terms of their teacher development strategies for their members. How the associations and the members operate as a community of practice in a reciprocal relationship, how the growth of one side impacts that of the other will be highlighted. How the social capital builds through the reciprocity in the community will also be discussed.

Building Intercultural Competence Through CLIL #358

This workshop will first offer a brief rational situating CLIL as an appropriate theoretical framework for developing students’ intercultural and linguistic competencies. Next, participants will experience several practical classroom-tested activities, which can potentially benefit their own students, for developing more effective intercultural attitudes, knowledge, skills, and awareness. Participants will leave this workshop with a greater understanding of how to more effectively merge cultural content and language learning that can benefit a variety of learners.

This workshop will first offer a brief rational situating CLIL as an appropriate theoretical framework for developing students’ intercultural and linguistic competencies. Next, participants will experience several practical classroom-tested activities, which can potentially benefit their own students, for developing more effective intercultural attitudes, knowledge, skills, and awareness. Participants will leave this workshop with a greater understanding of how to more effectively merge cultural content and language learning that can benefit a variety of learners.

Academic Writing and Mediation: CEFR-Informed #365

After the explanation of the key (academic) writing concepts in context of the CEFR (Common European Framework of Reference for Languages) and the concept of (language) “Mediation” (from the 2018 CEFR Companion volume, a download from the Internet is recommended) the workshop gives participants the opportunity to mediate concepts themselves or (in another group) to evaluate texts from students in order to familiarize teachers with mediation strategies.

After the explanation of the key (academic) writing concepts in context of the CEFR (Common European Framework of Reference for Languages) and the concept of (language) “Mediation” (from the 2018 CEFR Companion volume, a download from the Internet is recommended) the workshop gives participants the opportunity to mediate concepts themselves or (in another group) to evaluate texts from students in order to familiarize teachers with mediation strategies.

Eight Shortcuts for Understanding Tense and Aspect #384

Mastering the English tense-aspect system remains challenging for university EFL learners, namely given their writing needs in academic English and, eventually, for work-related purposes. We developed eight shortcuts that reflect the shared conceptualizations of the main tense-aspect grammar rules, based on ontological structures of time and happenings. These shortcuts have allowed students to efficiently understand the main workings of the entire system and facilitated their appropriate use of English tenses.

Mastering the English tense-aspect system remains challenging for university EFL learners, namely given their writing needs in academic English and, eventually, for work-related purposes. We developed eight shortcuts that reflect the shared conceptualizations of the main tense-aspect grammar rules, based on ontological structures of time and happenings. These shortcuts have allowed students to efficiently understand the main workings of the entire system and facilitated their appropriate use of English tenses.

Widgets Inc.: Task-Based Workplace English Course #387

This workshop demonstrates important principles in “strong” task-based and project-based instruction, using content from the 2019 ELTons award-winning course, Widgets Inc. 2nd Edition (Atama-ii Books). Teachers interested in TBLT, action-oriented approach, task-based syllabus design, task-outcome assessment, the communicative approach, a task complexity syllabus, and themed instruction will benefit. Get practical and pedagogically-sound ideas on how to target creativity, critical thinking, and problem-solving through group discussions, presentations, interviews, self- and peer-evaluation. Presented by the author.

This workshop demonstrates important principles in “strong” task-based and project-based instruction, using content from the 2019 ELTons award-winning course, Widgets Inc. 2nd Edition (Atama-ii Books). Teachers interested in TBLT, action-oriented approach, task-based syllabus design, task-outcome assessment, the communicative approach, a task complexity syllabus, and themed instruction will benefit. Get practical and pedagogically-sound ideas on how to target creativity, critical thinking, and problem-solving through group discussions, presentations, interviews, self- and peer-evaluation. Presented by the author.

Making Speaking Happen (Online and Off) #417

Although speaking is often regarded as the essential language skill, learners often feel frustrated that their ability to speak is still inadequate despite years of study. This talk will look at insights, old and new, about what the skill of speaking is and how to help learners improve their spoken ability. We will also look at why and how to incorporate “time to speak” in lessons and courses, whether delivered face-to-face or online.

Although speaking is often regarded as the essential language skill, learners often feel frustrated that their ability to speak is still inadequate despite years of study. This talk will look at insights, old and new, about what the skill of speaking is and how to help learners improve their spoken ability. We will also look at why and how to incorporate “time to speak” in lessons and courses, whether delivered face-to-face or online.

Getting Published in JALT Publications #419

This presentation provides clear and practical information on publishing in one of the JALT Publications journals, which include The Language Teacher, JALT Journal, and the Postconference Publication. Editors from each journal will cover their journal’s remit and submission guidelines, describe the various peer-reviewed and not peer-reviewed publication opportunities available, and answer questions. First-time authors and those wishing to publish in Japanese are especially welcome.

This presentation provides clear and practical information on publishing in one of the JALT Publications journals, which include The Language Teacher, JALT Journal, and the Postconference Publication. Editors from each journal will cover their journal’s remit and submission guidelines, describe the various peer-reviewed and not peer-reviewed publication opportunities available, and answer questions. First-time authors and those wishing to publish in Japanese are especially welcome.

JALT Junior My Share #272

This year we continue the JALT Junior (JJ) My Share tradition. What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired!

This year we continue the JALT Junior (JJ) My Share tradition. What is a JJ My Share? An informal opportunity to share a favorite activity or a variation of another activity that you can explain to the group in a minute or two. We will go around the virtual room and share ideas. No need to sign up in advance. EVERYONE is welcome to participate, share, and go home inspired!

Macquarie University GSS #285

Sat, Nov 21, 12:50-14:50 JST

This is the GSS for Macquarie University

This is the GSS for Macquarie University

Gakushuin University GSS #286

Sat, Nov 21, 12:50-14:50 JST

This is GSS for Gakushuin University

This is GSS for Gakushuin University

Fostering Community in an Online Classroom #516

In distance learning, it is important to consider how we foster a community in our classrooms to encourage a collaborative and productive learning space for our students. In this workshop, I aim to explore and share some practical group activities and online tools I have used to foster and maintain a strong classroom community in a fully online space and discuss how these elements have positively impacted my first-year university students in Japan.

In distance learning, it is important to consider how we foster a community in our classrooms to encourage a collaborative and productive learning space for our students. In this workshop, I aim to explore and share some practical group activities and online tools I have used to foster and maintain a strong classroom community in a fully online space and discuss how these elements have positively impacted my first-year university students in Japan.

Latest Information on the TOEFL Test #779

TOEFL®テストは米国ETSが1964年に運用開始以降、世界中で3500万人が受験した、もっとも実績あるアカデミックテストです。本年は新型コロナウイルス感染の広がる中、TOEFL®テストは従来の形式を超えた様々な取り組みを行いました。活用状況等を含め、TOEFL®テストの最新情報をご紹介します。

TOEFL®テストは米国ETSが1964年に運用開始以降、世界中で3500万人が受験した、もっとも実績あるアカデミックテストです。本年は新型コロナウイルス感染の広がる中、TOEFL®テストは従来の形式を超えた様々な取り組みを行いました。活用状況等を含め、TOEFL®テストの最新情報をご紹介します。

Students’ Experience of Emergency Remote Teaching #794

This study details the student experience of livestream lessons and on-demand lessons approaches to Emergency Remote Teaching (ERT) in the English classes in one faculty of a large private Japanese university. 1212 responses to a mid-semester survey were collected from students. The survey asked students to rate the usefulness of teacher-created videos, Google forms, Flipgrid, online vocabulary programs, and live-streamed lessons. Major findings were that students tended to favour on-demand lessons over livestream lessons.

This study details the student experience of livestream lessons and on-demand lessons approaches to Emergency Remote Teaching (ERT) in the English classes in one faculty of a large private Japanese university. 1212 responses to a mid-semester survey were collected from students. The survey asked students to rate the usefulness of teacher-created videos, Google forms, Flipgrid, online vocabulary programs, and live-streamed lessons. Major findings were that students tended to favour on-demand lessons over livestream lessons.

Development of an English Pronunciation App #558

This presentation outlines the process of developing a smartphone application used as a resource for 1) the study of English pronunciation, and as 2) a data gathering tool for quantitative analysis of its users’ study habits. The presentation focuses on the rationale for the application, the factors considered in its design as well as the stages of development required for bringing the project to fruition.

This presentation outlines the process of developing a smartphone application used as a resource for 1) the study of English pronunciation, and as 2) a data gathering tool for quantitative analysis of its users’ study habits. The presentation focuses on the rationale for the application, the factors considered in its design as well as the stages of development required for bringing the project to fruition.

World Englishes and Japanese Students’ Beliefs #575

This presentation will report findings from data of 473 Japanese university students regarding their knowledge of, and attitude towards, varieties of English. The current study follows precursor research which indicated that Japanese tertiary students are increasingly open towards forms of English not considered to be part of the “inner circle” (Kachru, 1985). Results indicated that students place a high value on the potential to obtain cultural knowledge and understanding as part of their English curriculum.

This presentation will report findings from data of 473 Japanese university students regarding their knowledge of, and attitude towards, varieties of English. The current study follows precursor research which indicated that Japanese tertiary students are increasingly open towards forms of English not considered to be part of the “inner circle” (Kachru, 1985). Results indicated that students place a high value on the potential to obtain cultural knowledge and understanding as part of their English curriculum.

An Approach to Large-Scale Quantitative Research #605

Conducting large-scale classroom-based research poses numerous practical challenges. The goal of this presentation is to introduce a mutually-beneficial collaborative approach to doing such studies in which a main researcher organizes and guides a group of teachers as they each “replicate” the same provided study design. The presenter will explain the goals, strategies, and issues relating to implementing this approach with supportive examples from an extensive reading project conducted in 2018.

Conducting large-scale classroom-based research poses numerous practical challenges. The goal of this presentation is to introduce a mutually-beneficial collaborative approach to doing such studies in which a main researcher organizes and guides a group of teachers as they each “replicate” the same provided study design. The presenter will explain the goals, strategies, and issues relating to implementing this approach with supportive examples from an extensive reading project conducted in 2018.

Suggestions for Using Multiliteracies in the Class #462

This presentation will provide a literature review of multiliteracies and offer suggestions on how to utilize multiliteracies in the classroom. It will provide examples of how students can use graphic novels to hone their critical thinking skills to interpret stories without the use of traditional text. Furthermore, it will offer suggestions on how students can use blogs in presentations that use images, video, audio, and text to help them recreate their experience about another country.

This presentation will provide a literature review of multiliteracies and offer suggestions on how to utilize multiliteracies in the classroom. It will provide examples of how students can use graphic novels to hone their critical thinking skills to interpret stories without the use of traditional text. Furthermore, it will offer suggestions on how students can use blogs in presentations that use images, video, audio, and text to help them recreate their experience about another country.

Essay Writing: Student Self-Rating and Reflections #718

This presentation compares the self-assessments and reflections of the students in two classes—high-intermediate and low-intermediate—in a university essay-writing course in the academic year 2019. The students’ self-rating in both classes generally improved as the term proceeded, yet it was lower in citing outside sources. The students in the low-intermediate class rated themselves lower initially in writing with coherence and effective topic sentences and in writing opinion essays. Students’ reflection writing endorsed their self-assessments.

This presentation compares the self-assessments and reflections of the students in two classes—high-intermediate and low-intermediate—in a university essay-writing course in the academic year 2019. The students’ self-rating in both classes generally improved as the term proceeded, yet it was lower in citing outside sources. The students in the low-intermediate class rated themselves lower initially in writing with coherence and effective topic sentences and in writing opinion essays. Students’ reflection writing endorsed their self-assessments.

Community via Authentic Content Language Immersion #394

If Teacher/Learner communication is to go beyond top-down instruction and evolve into an engaging, interactive exchange building language competence, a common ground of current subject matter to stimulate language use must be established. Utilising authentic video from the worlds of entertainment, news and factual programming, Lingua Attack provides this common ground, thus creating a true community of interest and relevance between teachers and learners ideal for flipped classroom teaching and similar pedagogical approaches.

If Teacher/Learner communication is to go beyond top-down instruction and evolve into an engaging, interactive exchange building language competence, a common ground of current subject matter to stimulate language use must be established. Utilising authentic video from the worlds of entertainment, news and factual programming, Lingua Attack provides this common ground, thus creating a true community of interest and relevance between teachers and learners ideal for flipped classroom teaching and similar pedagogical approaches.

Expanding Accessibility in Learning Communities #256

Learning communities are becoming important as learner needs become more diverse. Learners with disabilities are one example where learning communities are underrepresented. The 2016 Act for Eliminating Discrimination against Persons with Disabilities reemphasizes learning capacity for those with special needs. This change raises the question: how can learning communities be formed to expand accessibility to language learning? This session will engage in discussions regarding learning and professional communities, diversity and accessibility in language learning.

Learning communities are becoming important as learner needs become more diverse. Learners with disabilities are one example where learning communities are underrepresented. The 2016 Act for Eliminating Discrimination against Persons with Disabilities reemphasizes learning capacity for those with special needs. This change raises the question: how can learning communities be formed to expand accessibility to language learning? This session will engage in discussions regarding learning and professional communities, diversity and accessibility in language learning.

Students’ Performance in the Classroom Community #257

Educadores de Español como Lengua Extranjera analizarán temas relativos a la enseñanza de lenguas. Roque: Storytelling para desarrollar la competencia cultural, la dimensión afectiva y el aprendizaje de ELE; Budding: Producción oral en una clase invertida con actividades motivadoras y atractivas; Silva: Aprendizaje activo como marco de actividades interculturales, reportan sus investigaciones sobre el aprendizaje de español desde una contextualización sociocultural y comunicativa. Educadores y estudiantes de otros idiomas son bienvenidos.

Educadores de Español como Lengua Extranjera analizarán temas relativos a la enseñanza de lenguas. Roque: Storytelling para desarrollar la competencia cultural, la dimensión afectiva y el aprendizaje de ELE; Budding: Producción oral en una clase invertida con actividades motivadoras y atractivas; Silva: Aprendizaje activo como marco de actividades interculturales, reportan sus investigaciones sobre el aprendizaje de español desde una contextualización sociocultural y comunicativa. Educadores y estudiantes de otros idiomas son bienvenidos.

International Forum #281

The International Forum offers an excellent opportunity to learn from panelists who represent JALT’s international partner organizations. The panelists will share their educational experiences and diverse perspectives in relation to one or both of this year’s conference themes: “Communities of Teachers and Learners” and “Emergency Remote Teaching and Learning.” This forum provides participants with the chance to interact and exchange ideas with experts from a wide range of educational contexts from different countries.

The International Forum offers an excellent opportunity to learn from panelists who represent JALT’s international partner organizations. The panelists will share their educational experiences and diverse perspectives in relation to one or both of this year’s conference themes: “Communities of Teachers and Learners” and “Emergency Remote Teaching and Learning.” This forum provides participants with the chance to interact and exchange ideas with experts from a wide range of educational contexts from different countries.

CLIL and STEM Through Building Electronic Circuits #313

This is a case study of CLIL and STEM task-based learning courses for college freshmen majoring in engineering. Our students are familiar with electronics theory, but are unaware of actual circuits and components. Students build electronic circuits using breadboards and discrete components, and explain construction and operation of circuits bilingually. Although our results are not necessarily generalizable, our experience may assist practitioners seeking course designs or teaching plans for CLIL, STEM, and ESP.

This is a case study of CLIL and STEM task-based learning courses for college freshmen majoring in engineering. Our students are familiar with electronics theory, but are unaware of actual circuits and components. Students build electronic circuits using breadboards and discrete components, and explain construction and operation of circuits bilingually. Although our results are not necessarily generalizable, our experience may assist practitioners seeking course designs or teaching plans for CLIL, STEM, and ESP.

Learner-Generated Materials Based on TED Talks #327

Developing learning materials encourages students to shape their own learning. It requires careful consideration of language and also critical-thinking skills. It promotes learner autonomy, collaborative learning, and active engagement (Moiseenko, 2015). This presentation will primarily focus on the generation of learner-designed materials using the TED Talks platform and how the creation and use of these materials fits into a content-based undergraduate university course.

Developing learning materials encourages students to shape their own learning. It requires careful consideration of language and also critical-thinking skills. It promotes learner autonomy, collaborative learning, and active engagement (Moiseenko, 2015). This presentation will primarily focus on the generation of learner-designed materials using the TED Talks platform and how the creation and use of these materials fits into a content-based undergraduate university course.

How Can Teachers Escape Their “Egg Cartons”? #329

EFL teachers require sustained collegial learning that is relevant to what goes on inside their classrooms. This presentation will highlight 10 21st century professional development (PD) strategies. The researchers will discuss the data that emerged from an intensive three-day PD workshop for in-service English teachers (n=17) and a follow-up online questionnaire. This data helped the research team establish a professional learning network (PLN) for Japanese secondary school EFL educators that supports organic and collegial learning.

EFL teachers require sustained collegial learning that is relevant to what goes on inside their classrooms. This presentation will highlight 10 21st century professional development (PD) strategies. The researchers will discuss the data that emerged from an intensive three-day PD workshop for in-service English teachers (n=17) and a follow-up online questionnaire. This data helped the research team establish a professional learning network (PLN) for Japanese secondary school EFL educators that supports organic and collegial learning.

Evaluating Online Vocabulary Tools #331

This paper reports on a blended learning evaluation of English vocabulary systems (Gruba et al., 2016) at a midsize Japanese university as part of an Assurance of Learning (AOL) initiative. Methods include meso-level evidence gathering and micro-level comparison between two English classes—one using English Central and one Word Engine. The results include emerging categories for comparison and how some of these programs compare side-by-side.

This paper reports on a blended learning evaluation of English vocabulary systems (Gruba et al., 2016) at a midsize Japanese university as part of an Assurance of Learning (AOL) initiative. Methods include meso-level evidence gathering and micro-level comparison between two English classes—one using English Central and one Word Engine. The results include emerging categories for comparison and how some of these programs compare side-by-side.

Feedback Procedures to Promote Reflective Learning #344

In this poster presentation I will discuss using a reflective learning environment via (a) the delivery of near-immediate teacher and peer feedback and (b) subsequently requiring students to submit reflections about their learning experiences using cloud computing. Notably, I will discuss (a) whether students were able to understand corrective feedback about several targeted grammatical forms (such as the -s morpheme), and (b) whether they subsequently demonstrated correct knowledge of the linguistic form (uptake).

In this poster presentation I will discuss using a reflective learning environment via (a) the delivery of near-immediate teacher and peer feedback and (b) subsequently requiring students to submit reflections about their learning experiences using cloud computing. Notably, I will discuss (a) whether students were able to understand corrective feedback about several targeted grammatical forms (such as the -s morpheme), and (b) whether they subsequently demonstrated correct knowledge of the linguistic form (uptake).

Project-Based Learning Through Magazine Making #349

In the classroom, project-based learning (PBL) can equip learners with skills such as problem solving and collaboration skills, going beyond grammar usage and lexical knowledge. This presentation examines PBL through a magazine-making project at the university level. A step-by-step outline of the method used to create the magazines is included, along with a discussion regarding the benefits and limitations of such projects.

In the classroom, project-based learning (PBL) can equip learners with skills such as problem solving and collaboration skills, going beyond grammar usage and lexical knowledge. This presentation examines PBL through a magazine-making project at the university level. A step-by-step outline of the method used to create the magazines is included, along with a discussion regarding the benefits and limitations of such projects.

Duoethnography: Research, Reflection, and Practice #253

Duoethnography is a qualitative research method in which two researchers use their life histories as a lens through which to study a given topic. In this forum, the presenters will first introduce the research method, and then provide examples of projects carried out using duoethnography based on chapters from a recently published book. The presentations will explore duoethnography as a research method, a vehicle for reflection, and as a form of project-based learning.

Duoethnography is a qualitative research method in which two researchers use their life histories as a lens through which to study a given topic. In this forum, the presenters will first introduce the research method, and then provide examples of projects carried out using duoethnography based on chapters from a recently published book. The presentations will explore duoethnography as a research method, a vehicle for reflection, and as a form of project-based learning.

PBL and Emergency Remote Teaching Through Manaba #518

This workshop focuses on project-based learning (PBL) in a university teaching context in Japan. With this workshop, attendees will be provided with immediate application ideas for how a PBL class can be conducted through a learning management system, without having to rely on excess face-to-face delivery. The shared information can be adapted to individual remote teaching environments, across a range of class topic areas.

This workshop focuses on project-based learning (PBL) in a university teaching context in Japan. With this workshop, attendees will be provided with immediate application ideas for how a PBL class can be conducted through a learning management system, without having to rely on excess face-to-face delivery. The shared information can be adapted to individual remote teaching environments, across a range of class topic areas.

How to Become an IELTS/TEAP Examiner #529

This presentation aims to provide information on the speaking part of the IELTS/TEAP test, and on how you can become an examiner of these English proficiency tests. This year, Eiken Foundation of Japan is operating the TEAP test in 23 cities in Japan, and IELTS in 16 cities. As the number of test candidates/venues is rapidly growing every year, we are seeking new examiners all over Japan.

This presentation aims to provide information on the speaking part of the IELTS/TEAP test, and on how you can become an examiner of these English proficiency tests. This year, Eiken Foundation of Japan is operating the TEAP test in 23 cities in Japan, and IELTS in 16 cities. As the number of test candidates/venues is rapidly growing every year, we are seeking new examiners all over Japan.

What Makes Students Willing to Communicate in Zoom #795

The presentation reports on a survey and follow-up interviews investigating over 60 second-year college students’ experience of “Zoom” online classes, focusing on willingness to communicate (McIntyre et al, 1998). Students responded to questions on specific aspects hypothesized to affect willingness to communicate (WTC), such as group size, interlocutor factors, and confidence with technology. McCroskey’s (1992) WTC survey was used as a base for comparison. Strategies for mitigating reluctance to communicate will also be considered.

The presentation reports on a survey and follow-up interviews investigating over 60 second-year college students’ experience of “Zoom” online classes, focusing on willingness to communicate (McIntyre et al, 1998). Students responded to questions on specific aspects hypothesized to affect willingness to communicate (WTC), such as group size, interlocutor factors, and confidence with technology. McCroskey’s (1992) WTC survey was used as a base for comparison. Strategies for mitigating reluctance to communicate will also be considered.

Cognitive Influence of Food and Taste Terminology #560

The presenter will examine the cross-linguistic influence of food and taste related language and how it influences cognition and language learning. The presentation will examine ideophones, conceptual metaphor, and a comparison of schematic mental associations within the domain of food and taste between Japanese English learners and native English speakers. The presentation will also present evidence from a study to support the claim that language influences cognition.

The presenter will examine the cross-linguistic influence of food and taste related language and how it influences cognition and language learning. The presentation will examine ideophones, conceptual metaphor, and a comparison of schematic mental associations within the domain of food and taste between Japanese English learners and native English speakers. The presentation will also present evidence from a study to support the claim that language influences cognition.

Teaching Note Taking: A Quasi-Experimental Study #574

Note taking preparation in EAP courses can be crucial for students’ success on study abroad and in EMI courses. Despite positive initial findings, questions remain about whether explicit note taking instruction generates better results than uninstructed practice. This presentation reports on a quasi-experimental study of note taking instruction that involved control and intervention groups at the intermediate and advanced levels. Presentation attendees will learn about a teaching cycle and its effects on note taking ability.

Note taking preparation in EAP courses can be crucial for students’ success on study abroad and in EMI courses. Despite positive initial findings, questions remain about whether explicit note taking instruction generates better results than uninstructed practice. This presentation reports on a quasi-experimental study of note taking instruction that involved control and intervention groups at the intermediate and advanced levels. Presentation attendees will learn about a teaching cycle and its effects on note taking ability.

L2 Reading Fluency and L2 Reading Self-Efficacy #590

While L2 reading fluency researchers have mainly focused on the linguistic effects of reading fluency treatments, very few studies have examined how gains in reading fluency impact learners’ affect, such as their self-efficacy in L2 reading. Thus, this study focuses on the effects of timed reading, repeated oral reading, and extensive reading on reading fluency while concurrently examining changes in L2 reading self-efficacy among Japanese university students over a one-year period.

While L2 reading fluency researchers have mainly focused on the linguistic effects of reading fluency treatments, very few studies have examined how gains in reading fluency impact learners’ affect, such as their self-efficacy in L2 reading. Thus, this study focuses on the effects of timed reading, repeated oral reading, and extensive reading on reading fluency while concurrently examining changes in L2 reading self-efficacy among Japanese university students over a one-year period.

Negotiating Face or Politeness in Aviation English #667

This study explores the pragmatics of aviation english (AE) used between pilots and air traffic controllers in radiotelephony communications. AE is composed of a combination of highly prescribed aviation phraseology and plain English for non-routine situations. Although politeness is often considered superfluous in AE, negotiation of face and (im)politeness emerges especially when using plain English. Based on the findings, we offer suggestions for interactional training and testing for native and nonnative English-speaking aviators.

This study explores the pragmatics of aviation english (AE) used between pilots and air traffic controllers in radiotelephony communications. AE is composed of a combination of highly prescribed aviation phraseology and plain English for non-routine situations. Although politeness is often considered superfluous in AE, negotiation of face and (im)politeness emerges especially when using plain English. Based on the findings, we offer suggestions for interactional training and testing for native and nonnative English-speaking aviators.

Suggestions for Language Teacher Education #430

Sat, Nov 21, 14:00-14:25 JST

To grow, teachers and teacher educators need to engage in mentoring conversations and foster meaningful relationships. In this workshop, we will introduce a process in which, in conversation, we reached a shared and collaborative understanding of key elements in language teacher education. One suggestion born out of the conversation, for example, is that we teachers attend to minute details in changes to practice in our classrooms. We welcome other suggestions from the participants.

To grow, teachers and teacher educators need to engage in mentoring conversations and foster meaningful relationships. In this workshop, we will introduce a process in which, in conversation, we reached a shared and collaborative understanding of key elements in language teacher education. One suggestion born out of the conversation, for example, is that we teachers attend to minute details in changes to practice in our classrooms. We welcome other suggestions from the participants.

Activities for Introducing English Word Roots #441

It has been estimated that over three-fifths of modern English words have their roots in Greek, Latin, and the Romance languages. This workshop will introduce some practical activities for teachers to incorporate common English word roots into their discussion classes. It is hoped that these activities will help students remember more of the words they learn, see some of the patterns in the English lexicon, and give them practice speaking.

It has been estimated that over three-fifths of modern English words have their roots in Greek, Latin, and the Romance languages. This workshop will introduce some practical activities for teachers to incorporate common English word roots into their discussion classes. It is hoped that these activities will help students remember more of the words they learn, see some of the patterns in the English lexicon, and give them practice speaking.

Steps to a Successful CEFR-Aligned Placement Test #496

In this presentation, two university educators will discuss from a practical perspective, the methodologies involved in designing, implementing, and evaluating a CEFR-aligned placement test for 1st-year and 2nd-year non-English majors students at a Japanese university. This presentation explains the challenges involved and the solutions undertaken in moving from an official third-party exam to an original CEFR-aligned exam.

In this presentation, two university educators will discuss from a practical perspective, the methodologies involved in designing, implementing, and evaluating a CEFR-aligned placement test for 1st-year and 2nd-year non-English majors students at a Japanese university. This presentation explains the challenges involved and the solutions undertaken in moving from an official third-party exam to an original CEFR-aligned exam.

JALT Membership Chairs Meeting #297

This is the annual meeting for all chapter and SIG membership officers. The focus of the meeting will be to exchange ideas and information to help retain members and also increase membership in JALT. Administrative policies, procedures, and documents will be discussed as needed. All current and incoming membership officers are strongly encouraged to attend.

This is the annual meeting for all chapter and SIG membership officers. The focus of the meeting will be to exchange ideas and information to help retain members and also increase membership in JALT. Administrative policies, procedures, and documents will be discussed as needed. All current and incoming membership officers are strongly encouraged to attend.

Teaching Digitally and Remotely Feedback of 2020 #385

Sat, Nov 21, 14:00-15:00 JST

This practical session will consider the remote and virtual teaching that has been imposed on us this year from the point of view of teaching tools and materials. The functionality of and access to, content needs to be in place for a successful class and this workshop-style consultative session, will practically share valuable feedback from the delegates and presenters, so everyone leaves with actual practical ideas to implement immediately.

This practical session will consider the remote and virtual teaching that has been imposed on us this year from the point of view of teaching tools and materials. The functionality of and access to, content needs to be in place for a successful class and this workshop-style consultative session, will practically share valuable feedback from the delegates and presenters, so everyone leaves with actual practical ideas to implement immediately.

Building Community Through Learner Engagement #388

Nurturing community is critical for fully engaging students in learning. This presentation will explore how building community reduces psychological resistance and encourages student engagement. It discusses how to encourage an engaged learner community by building trust, making communicative activities more meaningful, and by focusing on learners’ personal point of view. A questionnaire to measure student resistance and engagement will be introduced. The focus will be hands-on and practical.

Nurturing community is critical for fully engaging students in learning. This presentation will explore how building community reduces psychological resistance and encourages student engagement. It discusses how to encourage an engaged learner community by building trust, making communicative activities more meaningful, and by focusing on learners’ personal point of view. A questionnaire to measure student resistance and engagement will be introduced. The focus will be hands-on and practical.

Supplements and Methods to Maximize Your Textbook #418

Textbooks allow teachers to introduce topics, activities, and practice, but they are not always perfect for your situation. This presentation will share activities related to the Cambridge University Press Unlock series to help push students further into higher order thinking and critical thinking skills. Attendees will leave with ideas and links to prints of materials to expand their textbook into a better, more complete, student experience.

Textbooks allow teachers to introduce topics, activities, and practice, but they are not always perfect for your situation. This presentation will share activities related to the Cambridge University Press Unlock series to help push students further into higher order thinking and critical thinking skills. Attendees will leave with ideas and links to prints of materials to expand their textbook into a better, more complete, student experience.

Introductory Workshop on Q-Methodology #420

Q-methodology is an underused research method to identify subjective views within a community about a particular topic. It includes both elements of quantitative and qualitative techniques to investigate people’s opinions without breaking them into a limited number of variables. In this workshop, I will give an overview of the method, take the audience through the basic steps, and consider its application. The workshop will include hands-on experiences and information on various software applications.

Q-methodology is an underused research method to identify subjective views within a community about a particular topic. It includes both elements of quantitative and qualitative techniques to investigate people’s opinions without breaking them into a limited number of variables. In this workshop, I will give an overview of the method, take the audience through the basic steps, and consider its application. The workshop will include hands-on experiences and information on various software applications.

Digital Storytelling With Google Earth #523

Digital storytelling provides an opportunity for students to research, collaborate, and create interactive multimedia products. This practice-based presentation will discuss using the “creation tools” on Google Earth to produce a digital story which includes text, images, and video. The presenters will demonstrate the mechanics of using these tools, including how to add elements to a project, collaborate with other users, and present the resulting story. Additionally, suggestions for assignments using these features will be presented.

Digital storytelling provides an opportunity for students to research, collaborate, and create interactive multimedia products. This practice-based presentation will discuss using the “creation tools” on Google Earth to produce a digital story which includes text, images, and video. The presenters will demonstrate the mechanics of using these tools, including how to add elements to a project, collaborate with other users, and present the resulting story. Additionally, suggestions for assignments using these features will be presented.

The Rush Towards Online Instruction: Urgent Issues #798

The sudden shift to online instruction has caused exhaustion and stress for university teachers in Japan. Digital education technology, which has largely remained a back-up plan for many educators around the world, especially in Japan, has become an imperative reality. The author hopes to bridge the gap between urgent realities and theory.

The sudden shift to online instruction has caused exhaustion and stress for university teachers in Japan. Digital education technology, which has largely remained a back-up plan for many educators around the world, especially in Japan, has become an imperative reality. The author hopes to bridge the gap between urgent realities and theory.

Teaching Reading Skills in Surround Sound #422

Although widely considered a receptive skill-set, teachers of both first (L1) and second language (L2) acquisition have categorized reading as an active process. Additionally, studies have shown that increased interaction in the classroom can improve motivation in L2 university learners. With some universities adopting 100-minute lecture periods, university teachers need to be equipped with a variety of tools to keep learners engaged and focused on specific reading skills, comprehension, and vocabulary development.

Although widely considered a receptive skill-set, teachers of both first (L1) and second language (L2) acquisition have categorized reading as an active process. Additionally, studies have shown that increased interaction in the classroom can improve motivation in L2 university learners. With some universities adopting 100-minute lecture periods, university teachers need to be equipped with a variety of tools to keep learners engaged and focused on specific reading skills, comprehension, and vocabulary development.

Student Recommendations for Online EL #705

Extensive listening (EL) is less widely discussed than extensive reading but also offers opportunities for plenty of input. Students in a university quarter class were asked to listen to news reports for homework. In past years, they most often recommended reports that they found easiest, where they rated their own comprehension well, and where they needed to listen fewer times. This presentation attempts to confirm these findings by replicating previous research from the same class.

Extensive listening (EL) is less widely discussed than extensive reading but also offers opportunities for plenty of input. Students in a university quarter class were asked to listen to news reports for homework. In past years, they most often recommended reports that they found easiest, where they rated their own comprehension well, and where they needed to listen fewer times. This presentation attempts to confirm these findings by replicating previous research from the same class.

Principles for Classroom Assessment #479

In this presentation we first consider the role of assessment in the context of an educational curriculum. We then consider principles that can guide classroom assessment, including assessing learners in ways that achieve greater fairness, using assessment results to guide future learning, involving learners in the assessment process, and relating assessment to student motivation. Finally, we provide an example of how the principles can be applied to a second language university reading course.

In this presentation we first consider the role of assessment in the context of an educational curriculum. We then consider principles that can guide classroom assessment, including assessing learners in ways that achieve greater fairness, using assessment results to guide future learning, involving learners in the assessment process, and relating assessment to student motivation. Finally, we provide an example of how the principles can be applied to a second language university reading course.

Raising Learner Awareness of Mindset and Grit #739

In recent years, researchers have argued that the growth mindset, deliberate practice, and grit have more explanatory power about achievement and mastery than do innate talent and intelligence. This presentation will report on techniques the presenters employed to raise metacognitive awareness in students including feedback strategies and self-reflection activities used to foster a growth mindset and grit.

In recent years, researchers have argued that the growth mindset, deliberate practice, and grit have more explanatory power about achievement and mastery than do innate talent and intelligence. This presentation will report on techniques the presenters employed to raise metacognitive awareness in students including feedback strategies and self-reflection activities used to foster a growth mindset and grit.

More Than What Meets the Eye: Vision and Language #484

Sat, Nov 21, 14:35-15:00 JST

3D vision has huge potential for language education. The presenters will demonstrate several prototypical applications through stereoscopic devices: (1) text glossing in a 3D space behind the main text, (2) presentation of text in two languages to each of the reader’s eyes simultaneously, exploiting the phenomenon of Binocular Rivalry (BR), and (3) scrambling (words with character inversions/permutations). The audience can experience all 3 phenomena in this workshop and discuss their potential for language education.

3D vision has huge potential for language education. The presenters will demonstrate several prototypical applications through stereoscopic devices: (1) text glossing in a 3D space behind the main text, (2) presentation of text in two languages to each of the reader’s eyes simultaneously, exploiting the phenomenon of Binocular Rivalry (BR), and (3) scrambling (words with character inversions/permutations). The audience can experience all 3 phenomena in this workshop and discuss their potential for language education.

CLIL and Multiliteracies #763

After the digital turn, sometime around the 21st century, literacy theorists argue that spatial, gestural, and materialized elements have important roles for comprehending literal meaning. Combining all these, scholars term the new literacy as multiliteracies (The New London Group, 1996, Mills, 2015). This presentation examines a classroom-oriented research project, in which students learned abstract concepts through excerpts of TED Talks. The presenter will examine possible ways to integrate multiliteracies into CLIL methodology for university students.

After the digital turn, sometime around the 21st century, literacy theorists argue that spatial, gestural, and materialized elements have important roles for comprehending literal meaning. Combining all these, scholars term the new literacy as multiliteracies (The New London Group, 1996, Mills, 2015). This presentation examines a classroom-oriented research project, in which students learned abstract concepts through excerpts of TED Talks. The presenter will examine possible ways to integrate multiliteracies into CLIL methodology for university students.

My Twenty-Five Year Lunch #310

Sat, Nov 21, 15:30-16:30 JST

Looking back at a quarter of a century as a teacher, author, publisher, and study abroad coordinator, the presenter will consider what he learned about teaching and learning along the way. He will look at certain significant events and incidents that suggest ways in which Japanese students and teachers in Japan might be served better.

Looking back at a quarter of a century as a teacher, author, publisher, and study abroad coordinator, the presenter will consider what he learned about teaching and learning along the way. He will look at certain significant events and incidents that suggest ways in which Japanese students and teachers in Japan might be served better.

How Remote Learning Impacts Medium of Instruction #785

Medium of instruction (MOI) is a controversial topic in ELT research and practice, with instructors holding different principles concerning the use of English and students’ languages. What happens to these principles, however, when courses shift to remote learning? This study describes a survey at three Japanese universities to assess how remote learning impacted teachers’ MOI. Findings suggest that some teachers compromise their MOI principles during frustrating circumstances, leading to stress and uncertainty.

Medium of instruction (MOI) is a controversial topic in ELT research and practice, with instructors holding different principles concerning the use of English and students’ languages. What happens to these principles, however, when courses shift to remote learning? This study describes a survey at three Japanese universities to assess how remote learning impacted teachers’ MOI. Findings suggest that some teachers compromise their MOI principles during frustrating circumstances, leading to stress and uncertainty.

How Do Teachers Teach Listening at Universities? #559

Teachers often perceive that their teaching of listening is effective (Graham, 2018). However, research shows what teachers’ perceptions differ from their practices. This presentation outlines fifteen teachers’ perceptions on teaching pre-/while-/post-listening stages at a pre-sessional university EAP course in New Zealand. Survey results show teachers are confident teaching pre-listening tasks but use only comprehension tasks in while-listening and post-listening. I will outline process-oriented teaching methods that could attend to learners’ real-time listening difficulties.

Teachers often perceive that their teaching of listening is effective (Graham, 2018). However, research shows what teachers’ perceptions differ from their practices. This presentation outlines fifteen teachers’ perceptions on teaching pre-/while-/post-listening stages at a pre-sessional university EAP course in New Zealand. Survey results show teachers are confident teaching pre-listening tasks but use only comprehension tasks in while-listening and post-listening. I will outline process-oriented teaching methods that could attend to learners’ real-time listening difficulties.

Whose Performance Is It Now? #585

This paper outlines findings from an ongoing mixed-methods study on rater leniency in L2 speaking tests. The research finds a small but statistically significant relationship between two rater characteristics, “Agreeableness” and “Experience”, and “Rating Leniency”. Raters higher in agreeableness and/or experience give more lenient scores. The study then thematically analyses rater commentary to triangulate these findings with qualitative evidence.

This paper outlines findings from an ongoing mixed-methods study on rater leniency in L2 speaking tests. The research finds a small but statistically significant relationship between two rater characteristics, “Agreeableness” and “Experience”, and “Rating Leniency”. Raters higher in agreeableness and/or experience give more lenient scores. The study then thematically analyses rater commentary to triangulate these findings with qualitative evidence.

Perceptions of Value Among ALTs on the JET Program #601

This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.

This study investigates the self-reflections of 426 ALTs on the JET Programme in Japan regarding their own sense of purpose and value in EFL education. The results suggest that, whilst ALTs did feel a sense of contribution, they also felt as though they lacked chances to implement communicative teaching methods over the dominant grammar-based pedagogy. Suggestions to improve their role in the classroom are provided.

Phonics Chants and Activities: Do They Work? #627

Phonics chants and activities are common features in elementary English classes, but are they effective for teaching phonemic awareness? This study explores their effectiveness in teaching phonemic awareness to 60 Japanese sixth graders at a public elementary school in Chiba Prefecture. After one school year of chanting phonics chants and doing a phonics activity for three months, the students’ pre- and post-test scores were compared. A statistical analysis of the data was done using R.

Phonics chants and activities are common features in elementary English classes, but are they effective for teaching phonemic awareness? This study explores their effectiveness in teaching phonemic awareness to 60 Japanese sixth graders at a public elementary school in Chiba Prefecture. After one school year of chanting phonics chants and doing a phonics activity for three months, the students’ pre- and post-test scores were compared. A statistical analysis of the data was done using R.

Evaluating Learners’ Readiness for EMI #645

English-medium instruction (EMI) offers pedagogical efficiency by providing learners with academic content and opportunities to acquire English. However, its efficacy and effectiveness remain unproven with concerns over students’ academic readiness and language proficiency unresolved. Learners’ readiness for writing a graduation thesis in English was evaluated through triangulation of idiodynamic ratings of comprehension, note taking ability, and comprehension test scores. Learners’ readiness for EMI, strategies to increase lectures’ comprehensibility, and insights for listener training are discussed.

English-medium instruction (EMI) offers pedagogical efficiency by providing learners with academic content and opportunities to acquire English. However, its efficacy and effectiveness remain unproven with concerns over students’ academic readiness and language proficiency unresolved. Learners’ readiness for writing a graduation thesis in English was evaluated through triangulation of idiodynamic ratings of comprehension, note taking ability, and comprehension test scores. Learners’ readiness for EMI, strategies to increase lectures’ comprehensibility, and insights for listener training are discussed.

An Investigation Into Language Mindsets #676

This study explored senior high school students’ language mindsets and the factors affecting the shaping of their language mindsets. The study used a mixed-methods approach. The questionnaire findings reveal there are no significant differences between male and female students. English low-achievers tend to score toward the fixed-mindset. The interview findings show that students’ language mindsets are domain-specific and factors affecting their language mindsets include influences from their parents, peers and past learning experiences, especially failures.

This study explored senior high school students’ language mindsets and the factors affecting the shaping of their language mindsets. The study used a mixed-methods approach. The questionnaire findings reveal there are no significant differences between male and female students. English low-achievers tend to score toward the fixed-mindset. The interview findings show that students’ language mindsets are domain-specific and factors affecting their language mindsets include influences from their parents, peers and past learning experiences, especially failures.

A Survey of Nurses’ English Needs #693

This presentation reports on a pilot study for a national needs analysis survey of nursing English. We outline the procedures followed in setting up the survey, and provide suggestions for those wishing to conduct similar enquiries. The survey covered a wide range of nurses’ professional duties, and the findings have implications for anyone involved in teaching English to nurses and in the wider field of English for specific purposes.

This presentation reports on a pilot study for a national needs analysis survey of nursing English. We outline the procedures followed in setting up the survey, and provide suggestions for those wishing to conduct similar enquiries. The survey covered a wide range of nurses’ professional duties, and the findings have implications for anyone involved in teaching English to nurses and in the wider field of English for specific purposes.

Assurance of Learning for a Vocabulary Program #707

As universities in Japan begin to create formal assurance of learning (AOL) frameworks, educators need to ensure that program wide vocabulary objectives and curriculum are in alignment. The purpose of this presentation is to help participants begin to craft a clear mission statement and objectives. The presenters will conclude with suggesting ways that administrators can develop formal processes for evaluating how well developers are achieving the mission as well as reporting the results internally.

As universities in Japan begin to create formal assurance of learning (AOL) frameworks, educators need to ensure that program wide vocabulary objectives and curriculum are in alignment. The purpose of this presentation is to help participants begin to craft a clear mission statement and objectives. The presenters will conclude with suggesting ways that administrators can develop formal processes for evaluating how well developers are achieving the mission as well as reporting the results internally.

PanSIG 2019: A Case Study on Attendee Demographics #724

Sat, Nov 21, 16:45-17:10 JST

This presentation analyzes demographic data of attendees of the 2019 PanSIG conference as a case study to follow-up a 2018 survey about who attends JALT conferences and why. Analysis compares conference data with JALT membership demographics. The data provides evidence and information about ways JALT can improve access to conferences and thereby widen the demographics of attendees. Greater participation in conferences is one step to creating a more vibrant and inclusive language teaching community.

This presentation analyzes demographic data of attendees of the 2019 PanSIG conference as a case study to follow-up a 2018 survey about who attends JALT conferences and why. Analysis compares conference data with JALT membership demographics. The data provides evidence and information about ways JALT can improve access to conferences and thereby widen the demographics of attendees. Greater participation in conferences is one step to creating a more vibrant and inclusive language teaching community.

Intercultural Basics in Speaking Classes #472

Though many second language teachers feel a need to inject some intercultural learning in the context of low-intermediate and intermediate level speaking classes, it is often difficult to make this a reality. In this practical workshop, the presenters will show some practical methods and materials that can foster intercultural understanding, leading to deeper insights that will aid students as they navigate an ever more globalized society.

Though many second language teachers feel a need to inject some intercultural learning in the context of low-intermediate and intermediate level speaking classes, it is often difficult to make this a reality. In this practical workshop, the presenters will show some practical methods and materials that can foster intercultural understanding, leading to deeper insights that will aid students as they navigate an ever more globalized society.

Sustainable Educational Travel Program Design #477

Many Japanese universities are increasingly relying upon educational travel to expose students to various languages, environments, and perspectives as well as to foster students’ academic and intercultural communication skills. Such trips, however, often fail to address the economic, social, cultural, and environmental impacts of travel. This presentation will provide tips on how to design and implement sustainable short-term local and overseas study trips as well as how to encourage sustainable travel behavior among students.

Many Japanese universities are increasingly relying upon educational travel to expose students to various languages, environments, and perspectives as well as to foster students’ academic and intercultural communication skills. Such trips, however, often fail to address the economic, social, cultural, and environmental impacts of travel. This presentation will provide tips on how to design and implement sustainable short-term local and overseas study trips as well as how to encourage sustainable travel behavior among students.

The Great Myth of Effective Team Teaching #490

Some teachers interpret effective team teaching between JTEs and ALTs as equal input. However, this ideology is different from reality and deeply flawed. Part one of this workshop explains the causes of the common input imbalance and why an equal input is impractical. Part two explores how understanding and respect for the differences are crucial to effective team teaching. Practical ideas on how the two teachers can complement each other inside and outside of class are introduced.

Some teachers interpret effective team teaching between JTEs and ALTs as equal input. However, this ideology is different from reality and deeply flawed. Part one of this workshop explains the causes of the common input imbalance and why an equal input is impractical. Part two explores how understanding and respect for the differences are crucial to effective team teaching. Practical ideas on how the two teachers can complement each other inside and outside of class are introduced.

Acquisition of Difficult English Prepositions #764

This presentation examines learners’ understanding and development of difficult prepositional usages of at, from, in, on, and to. Results indicate semantic complexity and metacognitive understanding of these prepositions are the main obstacles for learners to overcome in order to enhance their learning. This ongoing investigation illustrates that the elicitation of grammatical structures through the development and implementation of task-based learning tasks provides an effective strategy to support learners’ language development, confidence, and self-efficacy.

This presentation examines learners’ understanding and development of difficult prepositional usages of at, from, in, on, and to. Results indicate semantic complexity and metacognitive understanding of these prepositions are the main obstacles for learners to overcome in order to enhance their learning. This ongoing investigation illustrates that the elicitation of grammatical structures through the development and implementation of task-based learning tasks provides an effective strategy to support learners’ language development, confidence, and self-efficacy.

Approaching Taboo Language in the EFL Classroom #767

Taboo language, often dismissed as “bad” language, plays an important and increasingly frequent role in the English language. However, language teachers and programs tend to avoid addressing this important aspect of the language even with advanced learners. Learn why taboo language should be accommodated in language programs as well as a description of a semester-long syllabus for a lecture-based course dealing with such language.

Taboo language, often dismissed as “bad” language, plays an important and increasingly frequent role in the English language. However, language teachers and programs tend to avoid addressing this important aspect of the language even with advanced learners. Learn why taboo language should be accommodated in language programs as well as a description of a semester-long syllabus for a lecture-based course dealing with such language.

Peer Roles in Sharing Analyses of Learner’s Own L2 #535

Following an approach informed by sociocultural theory (SCT) and conversation analysis (CA), this paper explores peer roles in analytical sharing sessions of excerpts of learners’ own L2 production, which focus on (1) vocal, (2) nonvocal, and (3) material modes, and (4) the three combined (multimodality). The longitudinal data show that the diverse roles vary greatly as does their impact on displays of learner’s analytical skills in the three modes and the development of classroom community.

Following an approach informed by sociocultural theory (SCT) and conversation analysis (CA), this paper explores peer roles in analytical sharing sessions of excerpts of learners’ own L2 production, which focus on (1) vocal, (2) nonvocal, and (3) material modes, and (4) the three combined (multimodality). The longitudinal data show that the diverse roles vary greatly as does their impact on displays of learner’s analytical skills in the three modes and the development of classroom community.

JALT Publicity Chairs Meeting #296

This is a meeting for everyone involved with publicity for a JALT chapter, SIG, publication, or conference. A survey will be sent around prior to the conference to gauge attendees’ interest in various topics. We will go over what resources are available for publicity officers on the JALT site, and we’ll take questions to try to trouble-shoot any difficulties you may be experiencing.

This is a meeting for everyone involved with publicity for a JALT chapter, SIG, publication, or conference. A survey will be sent around prior to the conference to gauge attendees’ interest in various topics. We will go over what resources are available for publicity officers on the JALT site, and we’ll take questions to try to trouble-shoot any difficulties you may be experiencing.

Classroom Management With Microsoft Teams #372

Microsoft has developed its collaboration and communication platform Teams to be targeted toward education as a powerful learning management system. This workshop will begin with sharing how we use Microsoft Teams as educators to make the classroom experience richer, easier, and more efficient for students, teachers, and managers. Communication channels, collaboration spaces, shared notebooks, assignment distribution, and student progress tracking are just some of the features we will cover in this 60-minute workshop.

Microsoft has developed its collaboration and communication platform Teams to be targeted toward education as a powerful learning management system. This workshop will begin with sharing how we use Microsoft Teams as educators to make the classroom experience richer, easier, and more efficient for students, teachers, and managers. Communication channels, collaboration spaces, shared notebooks, assignment distribution, and student progress tracking are just some of the features we will cover in this 60-minute workshop.

How to Teach Online Classes Using PowerPoint #399

This workshop will show how you can transform your PowerPoint slides so they look professional, exciting, and mesh seamlessly with other digital class applications. The presenter will demonstrate a number of dynamic and highly creative ways of organizing teaching materials on screen. Whether you are a beginner or a seasoned PowerPoint expert, there will be useful tips and tricks on creating a pedagogically-engaging and interactive online educational experience for your students using PowerPoint.

This workshop will show how you can transform your PowerPoint slides so they look professional, exciting, and mesh seamlessly with other digital class applications. The presenter will demonstrate a number of dynamic and highly creative ways of organizing teaching materials on screen. Whether you are a beginner or a seasoned PowerPoint expert, there will be useful tips and tricks on creating a pedagogically-engaging and interactive online educational experience for your students using PowerPoint.

IELTS Writing Task 1: Handling a 2-Diagram Task #413

Sat, Nov 21, 16:45-17:45 JST

For some test takers IELTS Academic Writing Task 1, describing data, is an unfamiliar exercise. Some of us are slightly uncomfortable with graphs and charts, so tasks that have 2 diagrams can be challenging. In this workshop we will work through some activities designed to help test takers develop techniques to deal with this task type.

For some test takers IELTS Academic Writing Task 1, describing data, is an unfamiliar exercise. Some of us are slightly uncomfortable with graphs and charts, so tasks that have 2 diagrams can be challenging. In this workshop we will work through some activities designed to help test takers develop techniques to deal with this task type.

Literary Texts: Access, Activity, and Awareness #248

This workshop will illustrate an Access, Activity, and Awareness methodology (Jones & Carter, 2012) and show how we can apply this method to any piece of literature. This interactive workshop will demonstrate that literary texts are rich in both spoken and written language by asking participants to work directly with a range of sample texts. It will also show that such texts can develop student engagement and language awareness at different levels and age groups.

This workshop will illustrate an Access, Activity, and Awareness methodology (Jones & Carter, 2012) and show how we can apply this method to any piece of literature. This interactive workshop will demonstrate that literary texts are rich in both spoken and written language by asking participants to work directly with a range of sample texts. It will also show that such texts can develop student engagement and language awareness at different levels and age groups.

Soka University GSS #288

Sat, Nov 21, 16:45-18:15 JST

This is the GSS for Soka University

This is the GSS for Soka University

A Conversation Analysis of Courtroom Interaction #314

This conversation analysis study aims to explore the politeness and impoliteness strategies applied by participants in a reality TV courtroom. The results show that positive impoliteness and positive politeness strategies are used more frequently than other strategies, indicating that the participants are likely to attack or save another’s positive face. Findings indicate that power dynamics among participants influences how and when they apply impoliteness strategies.

This conversation analysis study aims to explore the politeness and impoliteness strategies applied by participants in a reality TV courtroom. The results show that positive impoliteness and positive politeness strategies are used more frequently than other strategies, indicating that the participants are likely to attack or save another’s positive face. Findings indicate that power dynamics among participants influences how and when they apply impoliteness strategies.

Telling Stories That Bind and Inspire #326

The ability to create compelling narratives that inspire and promote cooperation is the most powerful tool humans possess. How can we apply a narrative structure effectively to language learning? Everyone has a story to tell. Presenters will demonstrate how simple, concrete, original, relatable and comprehensible narratives, critical incidents, or experiences can be easily constructed and shared to help learners develop a deeper understanding of the more abstract and ambiguous aspects of language, culture, and communication.

The ability to create compelling narratives that inspire and promote cooperation is the most powerful tool humans possess. How can we apply a narrative structure effectively to language learning? Everyone has a story to tell. Presenters will demonstrate how simple, concrete, original, relatable and comprehensible narratives, critical incidents, or experiences can be easily constructed and shared to help learners develop a deeper understanding of the more abstract and ambiguous aspects of language, culture, and communication.

JFL Teacher Education Through Microteaching #333

日本語教師養成に関する大学の授業研究である。日本語教育を副専攻とする学部1年生を対象とし、日本語授業力の基礎を培うために日本語初級教科書の内容を教える模擬授業を行った。本研究では、模擬授業で学生が「学んだこと」、及び、「学べなかったこと」を考察し、高年次で行う日本語教育実習の課題等を明らかにする。

日本語教師養成に関する大学の授業研究である。日本語教育を副専攻とする学部1年生を対象とし、日本語授業力の基礎を培うために日本語初級教科書の内容を教える模擬授業を行った。本研究では、模擬授業で学生が「学んだこと」、及び、「学べなかったこと」を考察し、高年次で行う日本語教育実習の課題等を明らかにする。

Pragmatic Roles of Visuals in ELT Textbooks #336

Many of the speech acts in pedagogical materials are introduced out of context. Beginner-level ELT textbooks are full of visuals which may facilitate learners to comprehend the texts. This study explores the role of these visuals associated with speech acts and how they can provide learners with contextual information to choose appropriate language use. In the end, some practical suggestions are made as to how teachers might compensate for the insufficiencies of these materials.

Many of the speech acts in pedagogical materials are introduced out of context. Beginner-level ELT textbooks are full of visuals which may facilitate learners to comprehend the texts. This study explores the role of these visuals associated with speech acts and how they can provide learners with contextual information to choose appropriate language use. In the end, some practical suggestions are made as to how teachers might compensate for the insufficiencies of these materials.

NS-NNS Interactions Jointly Accomplished Abroad #337

The research project is a case study designed to investigate the development of Japanese ESL learners’ interactional competence (IC) by collecting and analyzing data during the students’ study abroad program. During the students’ five-month study abroad program in the US or Canada, informal conversations between Japanese ESL learners and native speakers were recorded. What NNSs can say changes according to the participation in NS-NNS interactions. Therefore, this study recognizes that interaction is jointly accomplished.

The research project is a case study designed to investigate the development of Japanese ESL learners’ interactional competence (IC) by collecting and analyzing data during the students’ study abroad program. During the students’ five-month study abroad program in the US or Canada, informal conversations between Japanese ESL learners and native speakers were recorded. What NNSs can say changes according to the participation in NS-NNS interactions. Therefore, this study recognizes that interaction is jointly accomplished.

Learnability of Japanese Case Particle ‘Wo’ #340

Is inter-language shaped by universal properties of language? If so, what is the role of the L1 or of input? This study explores these questions by looking at how learners of Japanese use case particle ‘wo’, which marks the patient of transitive verbs, through two surveys - one targeting Hindi speakers and a second targeting Persian speakers of beginner to upper intermediate levels.

Is inter-language shaped by universal properties of language? If so, what is the role of the L1 or of input? This study explores these questions by looking at how learners of Japanese use case particle ‘wo’, which marks the patient of transitive verbs, through two surveys - one targeting Hindi speakers and a second targeting Persian speakers of beginner to upper intermediate levels.

Supporting Students With Dyslexia on English Tests #351

This poster shares a case of reasonable accommodation for a student with dyslexia on a standardized English proficiency test to discuss some problems and solutions. The student took the test using some technologies such as a tablet PC with screen reader software and noise-canceling headphones. Although this accommodation enabled measurement of her real ability in listening and reading, there were still serious problems that other English tests can also include.

This poster shares a case of reasonable accommodation for a student with dyslexia on a standardized English proficiency test to discuss some problems and solutions. The student took the test using some technologies such as a tablet PC with screen reader software and noise-canceling headphones. Although this accommodation enabled measurement of her real ability in listening and reading, there were still serious problems that other English tests can also include.

Neurodiversity, Studying, and Teaching Language #355

Neurodiversities. What are they and how do they affect performance in the language classroom? This poster will look at the impact of ADHD, dyslexia, dyspraxia, dysgraphia, dyscalculia, color issues and how they affect learning for nearly 12.6 million people in Japan. Come and learn the facts and how to help students who appear to be struggling in mainstream classrooms. The poster will cover what clues to look for and where to find publicly-available resources.

Neurodiversities. What are they and how do they affect performance in the language classroom? This poster will look at the impact of ADHD, dyslexia, dyspraxia, dysgraphia, dyscalculia, color issues and how they affect learning for nearly 12.6 million people in Japan. Come and learn the facts and how to help students who appear to be struggling in mainstream classrooms. The poster will cover what clues to look for and where to find publicly-available resources.

Macquarie University GSS #287

Sat, Nov 21, 16:45-18:45 JST

This is the GSS for Macquarie University

This is the GSS for Macquarie University

Language Activities and the New Course of Study #769

From 2020 a new course of study will have become a national policy requiring English to be taught through “Language Activities” at the elementary school level and at the junior high school level from 2021. How will this influence teacher trainers and English teachers working throughout the school system? The speaker will offer insight into the new course of study and the materials based on it.

From 2020 a new course of study will have become a national policy requiring English to be taught through “Language Activities” at the elementary school level and at the junior high school level from 2021. How will this influence teacher trainers and English teachers working throughout the school system? The speaker will offer insight into the new course of study and the materials based on it.

Training Preservice Language Teachers Online? #789

The present research was born on the arising need of training preservice English language teachers online subsequent to the COVID-19 outbreak. Teacher candidates at a state university took Teaching Practicum II online, and how they experience online language teaching and teacher training has been qualitatively explored through self-reflection reports, open-ended surveys, and semi-structured interviews. The results of this phenomenological study provide thought-provoking implications for and insights into the current practice of preservice language teacher training.

The present research was born on the arising need of training preservice English language teachers online subsequent to the COVID-19 outbreak. Teacher candidates at a state university took Teaching Practicum II online, and how they experience online language teaching and teacher training has been qualitatively explored through self-reflection reports, open-ended surveys, and semi-structured interviews. The results of this phenomenological study provide thought-provoking implications for and insights into the current practice of preservice language teacher training.

Narrative Book Writing Autonomy: Promotion of Joy #561

Teachers have the agency to control and allow freedom on the part of their students. However, in this study students were given a high degree of independence in scriptwriting and co-creating storybooks, centered on their own lived experiences. The combination of narrative activity and autonomy led to increased joy and interconnectedness both between students, with their teacher and within the class. Students’ autonomy kindled their self-determination and motivation from within as they cultivated shared goals.

Teachers have the agency to control and allow freedom on the part of their students. However, in this study students were given a high degree of independence in scriptwriting and co-creating storybooks, centered on their own lived experiences. The combination of narrative activity and autonomy led to increased joy and interconnectedness both between students, with their teacher and within the class. Students’ autonomy kindled their self-determination and motivation from within as they cultivated shared goals.

Strengths and Challenges of NNES EAP Teachers #638

Despite previous research on the topic, students’ perceptions of non-native English speakers English for Academic Purposes (NNES EAP) professionals in a Sino-British English-Medium Instruction (EMI) University, however, is under-researched. The presentation will share the results of a recent study on how NNES EAP teachers are perceived by freshmen from various disciplines regarding their strengths and challenges in a British-Sino joint venture EMI university.

Despite previous research on the topic, students’ perceptions of non-native English speakers English for Academic Purposes (NNES EAP) professionals in a Sino-British English-Medium Instruction (EMI) University, however, is under-researched. The presentation will share the results of a recent study on how NNES EAP teachers are perceived by freshmen from various disciplines regarding their strengths and challenges in a British-Sino joint venture EMI university.

Perceptions of Peer Assessment of Presentations #647

The findings of a one-year study will be presented in an attempt to discover how Japanese university EFL students feel about peer assessing their classmates’ oral presentations. Data was obtained through a survey that was administered at the end of the first semester as well as at the conclusion of the one-year course to determine student perceptions of this important form of formative assessment.

The findings of a one-year study will be presented in an attempt to discover how Japanese university EFL students feel about peer assessing their classmates’ oral presentations. Data was obtained through a survey that was administered at the end of the first semester as well as at the conclusion of the one-year course to determine student perceptions of this important form of formative assessment.

Shadowing Research: The Past and Future #651

The presenter will summarize shadowing research, then point out the problems, and propose what needs to be researched in the future. In the presentation, the presenter will review the brief theory and research findings of past shadowing studies. Then, the presenter will summarize the limitations, including what has not been researched and propose the directions of future research on shadowing, including how it should be done.

The presenter will summarize shadowing research, then point out the problems, and propose what needs to be researched in the future. In the presentation, the presenter will review the brief theory and research findings of past shadowing studies. Then, the presenter will summarize the limitations, including what has not been researched and propose the directions of future research on shadowing, including how it should be done.

Phrasal Verbs: Exploring an Embodied Approach #672

English phrasal verbs (PVs) are notoriously difficult for foreign language learners. This is often the result of PVs being numerous in quantity and highly polysemous. In this study, I compared the effectiveness of three different instructional approaches for the teaching of PVs; a linguistics, a cognitive, and an embodied approach. In this presentation, I describe the materials, method, and results from this study as well as possible implications for teaching PVs for language instructors.

English phrasal verbs (PVs) are notoriously difficult for foreign language learners. This is often the result of PVs being numerous in quantity and highly polysemous. In this study, I compared the effectiveness of three different instructional approaches for the teaching of PVs; a linguistics, a cognitive, and an embodied approach. In this presentation, I describe the materials, method, and results from this study as well as possible implications for teaching PVs for language instructors.

Case Study: Study Abroad in the Philippines #681

Two trends in study abroad are changing the traditional experience. First, the length of time abroad is getting shorter. Second, more students from Japan are going to Asian countries to study English. The purpose of the study was to examine a private Japanese university study abroad program in the Philippines. In what ways can an eight-day study abroad program be successful?

Two trends in study abroad are changing the traditional experience. First, the length of time abroad is getting shorter. Second, more students from Japan are going to Asian countries to study English. The purpose of the study was to examine a private Japanese university study abroad program in the Philippines. In what ways can an eight-day study abroad program be successful?

Creating Teaching Communities in Higher Education #437

In Japan, there are many higher education institutions with numerous language teachers working under diverse employment conditions. For effective language education, it is important that an inclusive community of motivated teachers is created. In this workshop, the presenter will explain how one university works towards this goal through such initiatives as peer mentoring, online training videos, peer workshops, and voluntary contact persons. Participants will be invited to share their own experiences of developing teaching communities.

In Japan, there are many higher education institutions with numerous language teachers working under diverse employment conditions. For effective language education, it is important that an inclusive community of motivated teachers is created. In this workshop, the presenter will explain how one university works towards this goal through such initiatives as peer mentoring, online training videos, peer workshops, and voluntary contact persons. Participants will be invited to share their own experiences of developing teaching communities.

Surefire Tips to Boost Speaking Confidence #444

Can you almost hear the crickets chirping in a supposedly lively English-speaking class? Help students boost their speaking confidence through these teaching tips! Learn how to turn a quiet speaking class into an interactive one. In this workshop, the participants will be presented effective ways to achieve a successful speaking class by using simple methods that centralize on building the learners’ self-esteem and enthusiasm.

Can you almost hear the crickets chirping in a supposedly lively English-speaking class? Help students boost their speaking confidence through these teaching tips! Learn how to turn a quiet speaking class into an interactive one. In this workshop, the participants will be presented effective ways to achieve a successful speaking class by using simple methods that centralize on building the learners’ self-esteem and enthusiasm.

Four Steps to Realize an English Presentation #460

Twelve university students made an English presentation to introduce various puppet theaters around the world at an international conference. In order to realize this English presentation, the teacher employed Task-Based Language Teaching (TBLT) and introduced four steps for the students. This presentation reviews the process of these four steps and examines the changes in the students’ attitudes, behaviors and awareness.

Twelve university students made an English presentation to introduce various puppet theaters around the world at an international conference. In order to realize this English presentation, the teacher employed Task-Based Language Teaching (TBLT) and introduced four steps for the students. This presentation reviews the process of these four steps and examines the changes in the students’ attitudes, behaviors and awareness.

Critical Corpus Analysis of ALTs’ Online Discourse #722

This presentation will describe corpus assisted critical analysis of online discourse about assistant language teachers (ALTs) in Japan. This discourse can build awareness of employment issues affecting ALTs, but it may also contribute to ALTs’ perceptions of disempowerment by promoting ideas that ALTs are fundamentally unprofessional and their exploitation is unavoidable. To counter this, it is hoped users of online communities will approach them with a sense of solidarity, not only competitiveness or frustration.

This presentation will describe corpus assisted critical analysis of online discourse about assistant language teachers (ALTs) in Japan. This discourse can build awareness of employment issues affecting ALTs, but it may also contribute to ALTs’ perceptions of disempowerment by promoting ideas that ALTs are fundamentally unprofessional and their exploitation is unavoidable. To counter this, it is hoped users of online communities will approach them with a sense of solidarity, not only competitiveness or frustration.

Developing a First-Year Student Study Guide #469

The university’s English language program teaches all first-year students with the goal of covering all the basic English skills needed for their own personal requirements and further academic study. In order to do this more uniformly and efficiently, it was decided that a new first-year study guide needed to be developed. This presentation will detail the reasons behind the need for such a study guide, and the planning, writing, testing and editing of the materials.

The university’s English language program teaches all first-year students with the goal of covering all the basic English skills needed for their own personal requirements and further academic study. In order to do this more uniformly and efficiently, it was decided that a new first-year study guide needed to be developed. This presentation will detail the reasons behind the need for such a study guide, and the planning, writing, testing and editing of the materials.

Cuisenaire Rods: A Powerful Tool for the Classroom #357

Sat, Nov 21, 17:20-18:20 JST

The Cuisenaire rods are colored rods between one and ten cm long. They are excellent tools for classroom use. Rods can represent people, buildings, streets, cars, etc., as well as grammar structures like clauses in a sentence. Standing a blue rod beside a green one, for example, we can elicit, “Mr. Blue is taller than Mr. Green.” I’ll share several different ways to use the rods and explain why they are effective for language learning.

The Cuisenaire rods are colored rods between one and ten cm long. They are excellent tools for classroom use. Rods can represent people, buildings, streets, cars, etc., as well as grammar structures like clauses in a sentence. Standing a blue rod beside a green one, for example, we can elicit, “Mr. Blue is taller than Mr. Green.” I’ll share several different ways to use the rods and explain why they are effective for language learning.

Teaching Wellbeing in Context #392

Teacher wellbeing is not an optional extra element but the foundation of good practice. In this talk, we will explore the factors that contribute to positive teacher wellbeing focusing on aspects of the contexts and communities that can hinder or inhibit professional growth and job satisfaction. The talk will include practical suggestions for individuals and institutions to reflect upon including relationships, communication, autonomy, self-efficacy, and boundaries.

Teacher wellbeing is not an optional extra element but the foundation of good practice. In this talk, we will explore the factors that contribute to positive teacher wellbeing focusing on aspects of the contexts and communities that can hinder or inhibit professional growth and job satisfaction. The talk will include practical suggestions for individuals and institutions to reflect upon including relationships, communication, autonomy, self-efficacy, and boundaries.

Playing Board Games in an Online Classroom #514

Not ready to give up on board games? Then don’t! Come to this workshop to learn how to keep using board games in your online classroom. It’s easier than you might think!

Not ready to give up on board games? Then don’t! Come to this workshop to learn how to keep using board games in your online classroom. It’s easier than you might think!

PG