This is the graduate student showcase for Kanda University of International Studies.

This is the graduate student showcase for Keisen University.

This is the graduate student showcase for Gakushuin University.

This is the graduate student showcase for Macquarie University.

This is the graduate student showcase for Waseda University.

This will be an opportunity for current Macquarie research students to share their research as a work-in-progress with fellow participants and alumni. It is a good way for participants to discuss their progress and problems, and receive constructive feedback and advice in an informal relaxed setting. Participants please prepare a short summary of your research (one side A4). Any Macquarie students and alumni are welcome to join, listen, and advise.

In this workshop, the presenters will share some techniques they learned on their CELTA course to provide error correction for speaking. This will include error correction when focusing on accuracy in speaking/pronunciation as well as error correction when focusing on fluency in speaking. Participants in the workshop will role-play as learners and instructors, and they will practice instant correction and delayed correction techniques. Participants will also practice ways in which to allow student self-correction.

The 2020 global pandemic tested the capability and disposition towards using technology of instructors and educational institutions. Looking forward, there is an opportunity to use what was learned to find better classroom solutions. This workshop will facilitate discussion about the use of technology to provide blended learning and share related data from student surveys. It will also give suggestions on how a positive balance can be struck between studying face-to -face and exploiting technology.

This workshop aims to demonstrate diagnostic EFL listening teaching methods especially for Japanese learners based on evidence as well as two theories on human information processing and the metacognitive process of language learning. The audience is expected to be involved in hands-on activities. By the end of this workshop, the audience will gain some practical and diagnostic strategies to teach EFL listening. If you are not confident in teaching EFL listening, this workshop is for you.

Giving effective feedback on speaking activities during university English classes can be a challenging area for teachers due to issues related to students (e.g. motivation or comprehension), the environment (e.g. large class sizes), or themselves (e.g. deciding which areas of student performance to select for feedback). This workshop will focus on some techniques for giving meaningful feedback to university learners and then allow for some discussion and sharing of ideas on best practice.

This workshop demonstrates how faculty development (FD) developers and TESOL teachers can co-construct and enhance professional identity through reflective practice. Identity will be used as an analytic lens. While improving teaching and learning has been the focus in FD activities (Leibowitz, 2014), awareness in teachers for not only what they do, but who they are, and who they want to become is believed to be an essential element in building their educational philosophy.