The study outlined in this poster presentation examined phrasal expression lists to determine characteristics, strengths and weaknesses, and whether a particular type of list might be lacking. Examining factors related to the process undertaken in producing each list and concerning the product itself revealed that existing phrasal lists were typically either research-focused or pedagogically-focused. Results highlight factors to consider when producing an empirically-derived phrasal expression list that is of direct value to L2 students.

Virtual exchange (VE) often suffers from an over-reliance on individual teachers and specific courses. This presentation outlines a project, showing how the authors increased VE opportunities, starting with creating a model of the attitudes, knowledge, skills, and values the researchers hoped VE would instill. Students worked towards these outcomes through several modes of VE which were evaluated using BEVI-j and interviews. This presentation will share the results, now being used to improve access to VE.

The presenter will share a teaching experience using a formative assessment module with large classes in presentation class. The formative model mainly consists of individual presentations, group presentations, pre-recorded videos, and group poster presentations. Each task of the module was graded based on the presentation outline, design of PowerPoint and poster, presentation skills, etc. By applying the formative module, the study found that the students increased their confidence in speaking and improved their presentation skills.

Providing on-demand videos has become one alternative to teaching, due to the pandemic. Teachers normally tend to focus on the context and think less about the video itself, which is a significant tool when teaching online. This presentation will introduce key points to create an effective and learner-friendly video, based on the survey conducted with university students. Moreover, the presenter will discuss further possibilities of how on-demand videos can potentially enhance students' engagement in learning.

Very few would question the efficacy of extensive listening in building students’ L2 listening fluency and proficiency. In this poster presentation, the researchers present an extensive listening pilot program and study in which a group of university students listened to graded readers over a semester. The researchers will also present the results of the study and suggestions for alterations to the program and future research.

An overview of a preliminary stage in a proposed study of activities using synonyms in a reading class to improve the vocabulary of low-proficiency learners (average and mean TOEIC scores of 340). The poster will show examples of activities, student output and as well as data collected. The presenter hopes to share insights with other educators to foster improved vocabulary teaching practices.

This poster and presenter give details and reflections on the presenter’s experience of qualifying as a learning advisor through a Learning Advisor Education (LAE) program completed over the 2020-2021 academic year. The program comprises 5 courses, each of which can be taken separately, though an internationally recognised qualification as a Learning Advisor (LA) is available upon completion of all 5 courses. The program relates to Advising in Language Learning (ALL), mentoring, and teacher leadership.

The phonics program started at an elementary school in Kumano, Mie in 2019 as a pilot project. When the first group of students matriculated to the secondary level in 2020, the Jolly Phonics approach, which was designed for younger learners, was modified to fit the junior high students’ language abilities and intellectual levels. Teaching phonics in English and phonics exercises are some of the modifications employed as part of the junior high school format.

Our university's popular overseas research clerkship program for 2nd year students was suddenly canceled during the pandemic. Rather than also cut the preparatory classes, we decided to try something new. This was the genesis of English Communication: Podcasts & Podcasting. By the end of the semester, we created ten episodes with listeners from more than twenty countries. Come and learn how you can start something similar at your school.

This poster outlines the development of a streaming and CEFR level-assessing end-of-course test for first- and second-year students. Considering the issues faced in establishing validity, it describes the three-stage Rasch, Excel and text analysis process that has evolved to now form the basis of our annual review and rewriting procedure. It also addresses problems faced in further streamlining and adapting from a paper test to an online test fit for COVID times.

This poster presentation explores how teachers can address argumentation in an academic writing course by offering material that helps learners identify, analyze and evaluate effective arguments. The presentation includes specific activities and techniques on identifying the elements and structure of an argument, determining the relevance of reasons and the sufficiency of evidence, and applying rubrics to examine the structural quality of arguments. Materials are available for teachers to implement in their classrooms immediately.

This poster examines the relationship between foreign language enjoyment and foreign language anxiety among Japanese English learners in a university-level oral communication course. Results from survey data and learner comments on experiences that engendered enjoyment and anxiety are discussed, as well as implications for increasing enjoyment and reducing anxiety in oral communication courses.

This observational study examines students’ reaction to choices between Flipgrid and Google Meet for participation in communicative or oral production activities in online English courses offered at a private university in Japan. Results indicate that students appreciated having a choice, and while a majority more often chose the live Google Meet sessions, this depended largely on class makeup.

This study analyzed the current Foreign Language Activities textbooks copyrighted by MEXT and examined how they aim to equip students with communication skills in a response to globalizing society, with particular emphasis on foreign cultural representation. This study employed Yuen’s (2011) model to analyze the textbooks. It was found that a disproportionate number of non-Japanese countries and areas were represented, and the unbalanced cultural aspect representations were seen in the textbooks.