Sessions / Location Name: Room 22
Virtual: You cannot enter virtually via this page. Click on the titles of individual presentations or go to the Live Page
Toward Future College English Education: Asking Who We Are #2380
CALL SIG Forum #2415
The 2022 JALT CALL SIG forum will feature 3 different speakers on the topics of Games and Play, which will be the theme of the 2022 JALTCALL conference.
Graduate Student Showcase: Soka University 1 #2409
This is the graduate student showcase for Soka University.
Graduate Student Showcase: Soka University 2 #2410
This is the graduate student showcase for Soka University.
Getting Your Research Funded Through JALT #2353
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.
Reflections on ESAP Curriculum Design for Engineering and Science Students #2065
Globalization in Japanese higher education scientific fields has created a need to address specialized English language learning within regular programs. This poster chronicles the principal stages of development and reflective process undertaken to construct a vertically integrated ESAP program utilizing collaboratively designed courses and materials based on authentic sources. By employing this type of program model, we aim to enhance learning outcomes and scaffold students’ comprehension and application of content in their chosen fields.
Words of Wisdom from Retiring Teachers #2094
What could veteran teachers pass onto the new generation as a legacy before their knowledge and experience disappears into retirement? This poster presentation asks retiring teachers to reflect on their paths with the aim of determining what valuable insights they could offer a new generation of teachers. It also aims to determine what the new generation of teachers feel they need to know in order to fulfill their potential in their new careers.
Fostering Young Learners’ Confidence and Love Toward Learning English #2141
The early stages of young learners’ education have the potential to form a solid foundation for children’s lifelong English language learning, so there is a need to research learners’ attitudes and motivation. This presentation reports on research examining the motivation among Japanese children learning English at a public elementary school. 195 3rd and 4th graders were surveyed about their learning experiences in order to better understand their preferences and attitudes towards lessons, activities and materials.
Learning With Picture Books by Three Familiar Authors Using the Charts #2160
The picture books by three popular American authors have repeatedly been included in Japanese language textbooks. Due to this fact, the presenter considered the application of these titles for English education for children and developed two types of categorization charts for less experienced teachers of English. These theme-based or story-based charts can help them acquire vocabulary and expressions. The charts also enable them to design various activities related to the stories.
Learners’ Opportunities to Practice Speech Acts Introduced in ELT Textbooks #2195
Textbooks play a key role for input and practice of knowledge about language use, especially in an EFL context. This study explores beginner level ELT textbooks to determine how the commonly recurring speech acts of giving advice, suggesting proposals, giving offers, and requesting in ELT textbooks are treated in the tasks. In the end, some practical suggestions are made as to how teachers can adapt these tasks for pragmatic instruction.
An Approach to Note Taking That Encourages Higher-Order Thinking #1942
This presentation will introduce an approach to note taking that encourages the use of higher-order thinking skills. In this approach, students write notes about their experiences that relate to the content of lectures rather than taking verbatim notes. Examples of students’ notes will be shown and advice on how to implement this approach will be given.
Is Zoom Communicative? A Student Survey of Online Language Learning #2199
This mixed-methods research undertook a comparison of students’ attitudes to various aspects of communicative language learning in both classroom and online settings. The findings show that students clearly prefer in-class language learning. They associated communicative language learning with spoken interaction, whereas the need to use ICT in online classes diminished the quality of peer-to-peer interactions and had a corresponding adverse effect on their motivation.
Student Reflections on Effectiveness of Shadowing and Listening Practice #2205
This presentation features student comments on surveys after one of three different types of interventions; listening to L1 speakers, shadowing L1 speakers, or shadowing L1 and L2 speakers. We compare the responses to Likert-scale and open questions regarding changes in their confidence in judging English speaking ability (in themselves and others), changes in awareness of phonological features, perceived improvements in speaking ability, and whether the interventions were enjoyable and a good use of class time.
Teaching About Depictions of Japanese in Movies Through Presentations #2213
This presentation will explore a project in which university students created presentations about how Japan and Japanese people are represented in movies around the world. The presentation will explore how the project was put together, issues dealing with racial stereotypes and genre, movies from different countries and common issues with these movies, as well as recommendations for how to run the project well in class.
Establishing a Professional Learning Network for Japanese English Teachers #1963
A professional learning network (PLN) is a powerful catalyst that can support and enhance English as an international language (EIL) teachers’ PD. This presentation will highlight a nascent PLN research project that aims to provide meaningful pedagogical support to Japanese public school EIL educators. The researchers will report on the challenges and rewards of creating and conducting two online PLN workshops for EIL teachers (N = 25) as well as the data that emerged from these sessions.
Evaluating an Extensive Reading Program at a Mid-Level Japanese University #1970
Despite the large body of ER research, there is a paucity of qualitative research that explores the learner thoughts and actions on ER programs or how learners of differing reading proficiency approach ER. This poster presentation focuses on interview data from three first-year Japanese university learners of differing reading ability in an online compulsory ER program during the spring semester of 2020. It concludes with recommendations for implementation of ER programs.
The Use of Negotiation of Meaning Among EFL Learners #2229
Using conversation analysis (CA), a set of conversation data from a pair of Japanese university students was analyzed. The stages of phenomena have been discovered and investigated when students encounter a communication breakdown while discussing an issue in English. This poster presentation will be of interest to those who wish to understand the procedure of how advanced English learners cope with communicative tasks.
Effective Warm-Up Exercises With an Email Magazine #2271
Teachers can help to reduce the affective filters of their students and encourage interest by introducing topical comprehensible input at the beginning of a class. The author writes a daily email magazine in simple English which serves this purpose. Using recursive exercises involving listening, reading silently, and shadowing, the teacher can ensure that students focus on meaning while promoting basic language skills.
Independent Publishing or Established Publishing House? #2275
In this poster infographic, the presenter will compare and contrast different avenues of publishing a textbook. Specifically, the content will focus on the key differences between writing a textbook for a local publishing house vs. following an independent path and publishing the textbook by yourself.
University Students’ Attitudes Towards Online Learning During COVID-19 #2023
This study explores students’ attitudes, behaviour, and self-motivation towards learning online during the COVID-19 pandemic. Japanese students at a university in Hiroshima were asked to respond to a questionnaire about their opinion on different aspects of online education during the ongoing pandemic. Responses from 125 students were received. While students felt that they learn better in physical classrooms, their concerns lay in three general areas: engaged learning, agency, and assessment.
Writers’ PSG: Improving Writing for Publication #2356
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 or 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.