This event will showcase presentations which were originally intended for SIG events cancelled due to Typhoon Hagibis and the novel coronavirus. Imogen Custance and Clint Denison will discuss student-created, field-specific word lists. Louis Lafleur will discuss the indirect spaced repetition concept. Finally, Tomoko Ishii will discuss learners’ knowledge of parts of speech and the relationship to vocabulary knowledge. Presentations will be followed by the SIG's annual general meeting at 9PM.

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 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.

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.

In the spring semester of 2020, the author planned the specific theme, “Listening to the Voices from Ryukyus” project, to promote endangered languages in a sociolinguistic course. Outside classroom learning resources on campus were fully prepared and scheduled: photo exhibition at ICU museum, music concert at the Chapel, and colloquium with specialists in time. However, the author had to transform these into webinars and Youtube videos for online classes.

What is effective English language teaching? What competencies do English teachers need to possess to become exemplary language teaching professionals in this digital age? The answers of these questions encompass aspects such as teachers’ proficiency, social and cultural contexts, teachers’ pedagogical skills, the role of content knowledge, community of practice, professionalism, etc. This presentation will explore the knowledge, beliefs, and skills English teachers need to possess to make their teaching exemplary.

The main purpose of this study is to investigate the influences of using a digital translation game in an English to Chinese translation course. The study explores the impact of using the application on the translation learning motivation of Taiwanese undergraduate students in a foreign language major. The findings indicate that students have positive attitudes toward the integration of the application and have high intention to use the application in order to facilitate their learning process.

The COVID-19 pandemic has disrupted education globally. Bangladesh too has been severely affected. Private universities have responded by starting online class from April, but public universities remain closed. Discussions/debates ensued among educators, policymakers, and students regarding the readiness and feasibility of online education at public universities. Drawing on data from a large-scale study using mixed methods design, this paper highlights the challenges to online education and draws on insights to suggest strategies for implementation.

“Framing“ helps us understand how people perceive experiences and develop metacognitive and metalinguistic processes. The English as a Foreign Language classroom frame involves paradoxical ambiguities which many teachers exploit productively. However, in the rush to establish blended and remote learning systems, it is easy to neglect valuable aspects of classroom practice. This session will workshop practical responses to blended and remote learning EFL scenarios in light of understandings about how framing can support learning.