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.

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.

This is our first session to help participants get comfortable with Edzil.la or just test their system to make sure they can have the best conference experience as possible. Please come and join us with any questions you might have and leave the tech stuff up to us!

I will introduce an online application created to help with quantitative data analysis based around New Statistics principles (Cumming, 2012). The application is easy to use, providing exploratory and explanatory output appropriate for use in research publications, presentations, or dissertations. The focus is on the generation of statistics for the estimation of the size and direction of research interventions: effect sizes, confidence intervals, and data-rich graphical plots. This is in keeping with current recommendations for quantitative research, moving beyond problematic issues surrounding statistical significance testing. The theoretical background and practical usage of the application will be covered.

Moodle is familiar among language teachers as a Learner Management System. However, by simply copying and pasting some basic HTML computer language, Moodle can also be used to create attractive, easy-to-navigate websites. With reference to a website created for teachers at a university, the presenter will explain how to make use of standard Moodle features, as well as some simple HTML. The presenter will also share ideas about user-friendly design and avoiding pitfalls. The workshop is suitable for people with no HTML experience, as well as those who are interested in learning how to expand the potential of Moodle.

The Synchronous Online Flipped Learning Approach, or SOFLA, (Marshall, 2017; Marshall & Rodriguez Buitrago, 2017; Marshall & Kostka, 2020) combines two separate learning pathways that, in combination, can result in robust instruction: the Community of Inquiry (CoI) framework for online teaching (Garrison, Anderson, & Archer, 2000) and flipped learning (Bergmann & Sams, 2012). The presenter takes participants through the eight steps of SOFLA: (1) Pre-Work; (2) Sign-In; (3) Whole Group Application; (4) Breakouts; (5) Share-Out; (6) Preview and Discovery; (7) Assignment Instructions; and (8) Reflection. Guidelines, rationale, and caveats for each step are provided, with examples from the presenter’s classroom.

This workshop will guide participants through the process of creating and administering online speaking tasks in Moodle using a custom speech assessment quiz-type. The speaking tasks can either be automatically scored by the computer or manually scored by the teacher. Sample speaking tasks can include audio, video or text prompts and can include a mixture of open-ended and closed-ended tasks. Participants will have the opportunity to demo sample computer-scored speaking tasks and to design their own custom speaking tasks. At the end, download and installation of the speech assessment quiz-type will be covered.

In this workshop, participants will receive a hands-on explanation of how to produce high-quality video lectures as well as livestreams for platforms such as Zoom and Microsoft Teams. Aimed towards beginners, the contents of this workshop will cover necessary information about equipment and software so that participants will have the basic knowledge needed to begin producing content that can rival professional YouTube filmmakers. Though all of this information is already freely available online, the presenter will use his experience as an English teacher to focus on information that is most relevant to EFL teachers.

As the GIGA school program spreads and as during #withCOVID and #postCOVID schools start to more frequently use LMSs and other educational technology for course delivery, there were be more and more professional development (PD) programs offered. This means more people will be called on to deliver effective PD programs. This workshop will go over frameworks based on the actual research on what makes a PD program effective and lasting. We will go over what an effective PD looks like, how to develop one, and then how to evaluate it, ensuring it gets better for the next iteration.

In this workshop I will discuss my recent experiences fostering a reflective learning environment via (a) the delivery of accelerated teacher and peer feedback and (b) subsequently requiring students to submit reflections about their learning experiences using cloud computing (G Suite for Education).Outcomes of the workshop should include (1) Awareness of learner-centered pedagogical practices and how to implement them using cloud computing (2) Immediate knowledge of how to apply the Google Education Suite in varied educational settings, and (3) How to better communicate with students.

The turbulence of the 2020 academic year onwards has taught us how to react, reflect, and respond. Reacting to the abrupt pivot from face-to-face classes to online. And back again. Yet simultaneously serving as lighthouses for students by providing stability in a world of uncertainty by developing coping mechanisms and renewing our professional skill set. This workshop provides a platform in which teachers can reflect upon their experiences with teaching during the pandemic and how they overcame these herculean challenges through discussions and reflective dialogues. These discussions and dialogues will be divided into four sections – pivot, reflect, develop, and grow.

Whether for presentations or classroom use, most of us just "make" our media, often with little regard to functionality or aesthetics. This workshop will focus on ways to add useful design elements to your Keynote or PowerPoint slides. Putting more thought into how your media looks and behaves will make your presentations more appealing to audiences, easier to understand, efficient to create, and simpler to control. During the workshop, I will demonstrate some techniques I've found useful, and then set a couple of design tasks to complete. Please bring a device with either Keynote or PowerPoint installed.

Student use of machine translation apps to complete writing assignments is prevalent and persistent. Instead of discouraging its use, I believe we can help students use it effectively as part of the writing process. Specifically, machine translation can be used to increase L1 and L2 text analysis and rewriting, and improve L2 writing output. In this workshop, participants will experience a machine translation workflow in which they analyze, pre-edit, and post-edit a passage.

Research has shown that Nearpod promotes active learning through its ability to facilitate collaborative participation between students, teachers, and lesson content (Amasha et al., 2018, Hakami, 2020). My workshop will showcase how Nearpod can be used for effective discussions, reading activities, vocabulary activities, student-paced assignments, informing future instruction through its post-class reports feature, and more. Teachers will receive opportunities to test the functions as well. Finally, I will share the results of a quantitative survey of student self-reported perceptions of Nearpod, which indicated that students felt an overall positive effect on their motivation and interaction in their English classes.

The globalisation of the English language raises several questions about how to prepare English language learners in today’s globalised world. Leading scholars to call for a further paradigm shift. In this talk, I explore research in the field of Global Englishes that calls for new perspectives to ensure TESOL curricula match the new sociolinguistic landscape of the 21st century. I end with an examination of Global Englishes technological innovations and a new innovative online network.

Please come and join us for our final help desk session to answer any questions you have. We hope to make the conference as easy for you as possible so you can concentrate on your professional development and your presentation. Leave the tech stuff up to us!

Being immersed in virtual reality using a headset device encourages language use and improves learner confidence. Launching a virtual reality program is a fairly simple process. In this session we will introduce you to the Immerse Virtual Language Experience Platform, an integrated application to connect with learners in virtual reality for facilitated language instruction. This session will provide step-by-step details to prepare you to bring your English program to life in virtual reality.

This is the meeting for the Testing and Evaluation Special Interest Group. All members and non-members are welcome to join. We will discuss recent work of the TEVAL SIG and plans for the upcoming year. If you have interest in testing and assessment in Japan and beyond, please join us.

The performance in education (PIE) SIG forum will feature a series of mini presentations and performances with a number of PIE practitioners who are enthusiastic about bringing performative elements into their language classrooms. The forum will focus on the reflections of performance assisted learning (PAL) activities that were carried out during the pandemic and new perspectives towards the next academic year. The presenters are looking forward to seeing you in this informative and entertaining forum!

In this LD SIG forum, presenters will look at who the LD SIG is as a special interest group. What does learner development mean to SIG members? What experiences have members valued? What research have members embarked on? Where is the SIG going? How is the LD SIG interpretation of learner development evolving? The forum will feature timed rounds of interactive narratives highlighting themes such as self-regulation, autonomy, learner identities, and lifelong learning.

This workshop will explain and demonstrate the process of creating high-quality listening materials for classroom use, textbook audio, or online education. Participants will become familiar with the basic equipment and software, as well as how to record, edit and share audio of a high quality.

Do people hear the same voice differently, depending on the face they see? Will they report hearing a foreign accent when presented with a photograph of a foreigner (when the speaker is actually a native speaker)? This study investigated how perceived race affected 223 listeners’ ratings of intelligibility, comprehensibility, and accentedness. Findings indicate a strong effect of racial bias regarding accentedness, and disparate attributions of listening difficulty depending on the perceived race of the speaker.

This presentation examines how newcomers to a community must be initiated into a target discourse community, including learning shared beliefs, values, vocabulary, and processes (Borg, 2003; Swales, 1990). Furthermore, this presentation uses an autoethnographic approach to show an example of becoming an engaged member and leader in a professional community of practice. Finally, this presentation will demonstrate how mentoring, coaching, and orientation are important interventions in a community of practice of academic professionals in Japan.

This presentation introduces the Cambridge One online learning platform, the all-in-one online English language learning platform for easy access to all teaching and learning materials across multiple devices including smartphones and tablets as well as on PCs. This session will look at how Cambridge One lets you plan, present, and assess student performance, all in the same place whilst also demonstrating the online learning components learners can fully access on their smartphones.

Our forum will include short talks about each of our programs (Bangladesh, Kyrgyzstan, Laos, Philippines, & Vietnam). At our AGM, we will receive reports from each officer and country coordinator.

The presenter, an escape room creator and writer, will introduce the concept of escape rooms and how they can effectively be used in the classroom. Participants will receive tips on how to add cooperative and competitive elements to quizzes and communication activities along with suggestions for creating immersive puzzles and challenges to engage students. Additionally, the presenter will share how she brought escapism to her university students adapting to English classes on Zoom.

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.

The purpose of this presentation is to introduce the research methodology of ethnography of language policy (ELP). ELP applications are not limited to educational settings, and can investigate language policies in families, in companies, and multilingual workplaces. The presenter will explain the steps of how to conduct an ethnography of language policy and offer advice on possible pitfalls. Examples from an ongoing study will be used to help illustrate important features and possible problems.

Loanwords, or gairaigo, continue to capture the attention of teachers, researchers, and the general public. Yet how useful, really, are loanwords for Japanese learners of English? In this presentation I will reflect on a three-year project investigating the potential of loanwords for lexical inferencing. I will describe my findings from recent empirical studies investigating whether simply raising learners’ awareness of loanwords can increase the accuracy of their guesses about the meaning of unknown English words.

With so many students believing that women-only carriages during rush hour are a form of reverse discrimination against men, teaching about male privilege in today’s climate can be challenging. This talk will unpack effective ways in which we can introduce the concept of privilege and male privilege in a Japanese university course without raising defensiveness.

The Materials Writers SIG will host a panel discussion featuring educators who have made the shift into the self-publishing business. The writers have produced numerous textbooks, readers, and manga. The discussion will cover a wide range of topics including: creative benefits, financial risks, logistical challenges, ISBN, printing costs, digital media, marketing, distribution and sales. The panelists will share their self-publication stories. There will be an open Q&A session.

The Domestic Affairs Committee would like to invite all JALT members to our forum to learn about our Domestic Partners (JACET, JASAL) and how they, as academic organizations, have adapted to the “new normal” and how they plan to meet the future needs of their members. The meeting will include time to network and a Q&A with Domestic Partner representatives about how their organizations can, and would like to, work with JALT and its members.

サマリーライティングの効果的な指導・評価・フィードバックには理論的枠組に基づく抽象的概念を使うことが有効だ。ここでは選択体系機能言語学(SFL)のジャンル、および社会学の正当化コード理論(LCT)における意味の波の概念を学習者に合わせて再定義した概念を使った英語読解指導を紹介し、その成果と応用可能性を議論する。

A discussion and advisory forum-style session addressing the current state of play and future predictions for teachers, writing and publishing (or wanting to), and teachers using any published content for ELT classes. Bring your questions about getting published or sourcing and using materials in the new normal book supply chain. We will cover everything from conceptualizing and publishing through to selection and use of ELT content in the current climate in Japan and the world.

This is the AGM for the global issues in language education (GILE) SIG. All members and non-members are welcome to join. Recent work of the GILE SIG and plans for the upcoming year will be discussed. If you are interested in global issues in language education within Japan and beyond, please join the meeting.

This forum includes presentations on the use of literature and creative writing in the classroom. The presenters will reflect on the benefits literature had for students and teachers during the 2020 academic year, and they will discuss new and innovative practices for reading and sharing stories across borders. Audience members will be invited to discuss these ideas and ask questions. Please join for a lively exchange of ideas.

Whose English is it anyway? This is the insider view of the collective experiences of so-called non-native speakers teaching in Japan. They will explore issues of gender, institutional requirements, ageism, student-parent-and teacher attitudes, and appearance. Panelists include a junior high school teacher, a senior high school teacher, a university instructor, a teacher trainer, and a teacher-researcher who works specifically on this topic. This forum aims to raise awareness and encourage more voices from within.

Recently, Japanese speakers of English have increasingly more chances to communicate with Asian people in English. Research shows that when listeners become familiarized with certain accents with explicit instruction on the pronunciation characteristics, they comprehend the accented English better and are more willing to communicate. This presentation will demonstrate how teachers can use a Web-based material jointly developed by two universities to acclimate students to the pronunciation characteristics of Singaporean, Indian, Philippine, and Malaysian English.

This is the graduate student showcase for Soka University.

This presentation puts Japanese policy on creativity in education in a global context. It examines why creativity is receiving increasing attention in education policies around the world, and how far such policies reflect research on creativity. It assesses Japan’s more implicit strategy for creativity, and in particular, its promotion of foreign language education as part of that strategy. It should be of interest to all in Japanese education seeking to encourage creativity in their students.

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. This will be followed by a forum which addresses both the challenges and opportunities for teacher development during and after the COVID-19 pandemic. Current and potential SIG members are encouraged to come along to this session.

With COVID-19 continuing to have an impact on education, the EFL teaching community has the opportunity to work together to develop and adopt effective standards that will allow us to move beyond the emergency remote teaching mindset to a more structured form of remote teaching with best practices in place to address the technical, educational, social, and psychological needs of both students and teachers.

Translanguaging reconceptualises language and speakers in Japan and how “the” foreign language, English, is taught in Japanese high schools.

This AGM of the Materials Writers SIG will cover the following: reports from the MW-SIG Coordinator, Membership Chair, Treasurer, Program Chair, Publications Chair, and Members-at-Large. Officers will lay out plans for the upcoming year, including publication themes and deadlines, PanSIG, JALT International, and other programs. Contributions and ideas from all MW-SIG members are highly encouraged. New members are welcome!

In January 2021, Equity in ELT Japan organized a three day forum on professional development where educators from all contexts and backgrounds came together to shed light on inequity within the industry and discuss how to make positive change. In this roundtable, the organizing committee will discuss their motivations for participating in its inception, share insights about issues that arose and discuss how a commitment to transparency contributed to the success of the event.

Year 2020 will go down in history as the year that gave language teaching an almighty thwack in the head. In haste, we dramatically altered the ways we went about our routines, moving online to teach remotely. In a fundamental sense, 2020 has forced us, explicitly or implicitly, to re-examine our language teacher wisdom of practice. This workshop provides a framework and initial opportunity to articulate these changes in our orientation to language and learning.

This presentation will review some basic findings from decades of research into the effectiveness of extensive reading. This body of research highlights some main areas still unexplored which still need investigating. Some suggested research designs will be put forward, and suggestions made to ensure robust designs. Some of the major pitfalls in ER research will also be explained. We will close with a call for research in extensive listening, followed by the SIG AGM.

Three researchers, two at the university level, and one at a public high school, are continuing to build a community to develop tech skills through AR, VR, and other 3D modelling technologies and to enhance their students’ learning in English. This workshop will go over the development of the technology used in the classroom, the workshop and lectures given to the students, and the development and status of the high school students’ developed research projects.

The presenter will discuss the results of a year-long case study of three university EFL teachers working in Japan during the COVID-19 pandemic. The participants practiced several techniques inspired by ancient Stoic philosophy, which were adapted specifically for teachers by the presenter. The results of the study showed beneficial effects on self-reported measures of well-being and teaching efficacy. The presenter will also demonstrate how audience members can use these techniques in their own teaching contexts.

This workshop will explore what “reading” really means in the IELTS reading test. It will look at the purpose of this test, and how to develop the most appropriate and useful skills and strategies for dealing with the questions efficiently and effectively.

This is the graduate student showcase for Soka University.

The global COVID pandemic forced sudden, massive changes to how students were being taught. Post COVID, do we just pick up from where we left off? Or do we use this unprecedented event to reflect upon what really works, what doesn’t, and strive for true effectiveness—trusting how learners actually learn languages, and letting them do so—rather than repeating the failed orthodoxies of the past?

This study investigated the effect of an authentic practice: using smartphones in L2 on vocabulary acquisition and learning motivation. Participants who had changed their smartphone system language to English and used them in L2 for a one-week period were found to improve their vocabulary knowledge and learning motivation, which indicated the potential of using smartphones in L2 as an effective language learning approach.

TOEFL®テストは世界中で3,500万人以上が受験したもっとも実績あるアカデミックテストです。昨年以来新型コロナウイルス感染が広がる中、TOEFL®テストは自宅受験の実施など様々な取り組みを行いました。新テストであるTOEFL® Essentials™テストの紹介も含め、最新情報をご説明します。

The Internet has revolutionized every aspect of language education. However, the downside of digital technology is it also enables unscrupulous students to find novel ways to cheat. In this session, the presenters will discuss a recent incident in which over 1400 students from 90 institutions in Japan were caught cheating using digital technology.

I wasn’t born an activist but damn near. My mother made sure our formal education was one that would prepare not only our minds but our souls for a society dominated by white supremacy and Eurocentricity, which intentionally or not, sublimated all non-whites. My mother enlisted me in an Afrocentric school and environment and set me on a path that eventually compelled me to teach what I had learned to young minds, and to share my ideas via activism, journalism, and publishing with the world at-large. I’ve been asked to share some of this journey with JALT so buckle up. I’m going to take you from my roots as a student at school on the forefront of the Pan-African / Black Power movement of the 70s (an earlier articulation of Black Lives Matters) in Brooklyn NY, through to utilizing activism and the media to end blackface in Japan. Along the way I had to live two lives, hardworking ALT by day, and, under a pseudonym only, author, activist, journalist, and sometimes TV talent. Trying to keep the two lives separate was a task and a half, until one incident stripped the fence away and my two lives collided.

The International Forum offers an excellent opportunity to learn from panelists who represent JALT’s international partner organizations in Asia. The panelists will share their educational experiences and diverse perspectives in relation to this year’s conference theme: Reflections and New Perspectives. This forum provides participants with the chance to interact and exchange ideas with experts from a wide range of educational contexts from different countries.

This study reports on the presenter’s own reflective practice in autoethnography, which is a qualitative method utilizing data about self to deepen understanding of sociocultural complexity. By establishing connectivity with others in an autoethnographic orientation, the presenter explores the integration of pragmatics and grammar pedagogy. The findings stress the significance of connecting the notion of language teaching to lived experiences, suggesting a new direction of promoting L2 pragmatic pedagogy in an interdisciplinary approach.

Is the ‘privilege’ construct effective in Japan? Does the North American construct of white privilege translate to a Japanese context? Returning to Japan after living in the U.S. for 14 years, the speaker will discuss how her positionality shifted from being a racial minority to a racial majority in Japan, and how teaching courses on privilege awareness in Japan led her to important revelations and challenges, with implications for social justice education in Japan.

Learners reading narrative texts has a long tradition in second language classrooms. We have students read, answer some questions, and then talk to them about prioritized language points. Missing from this equation is agency and choice for teachers and learners, particularly when it becomes clear narrative texts have deep and unpredictable riches to offer for concepts and language. This workshop takes up questions of, and alternatives for, text selection and use by teachers and learners.

In this workshop, we will talk about the students who may read, write, organize, and use their time very differently because of learning differences. You will learn about dyslexia, dysgraphia, ADHD, dyspraxia, autism, and vision. It will also give you some ideas on what tools and strategies you can use to help all students achieve. Learning differences affect about 10% or more of the population, so there are probably some in your class. Bring questions.

This is the Forum of the gender awareness in language education SIG. Speakers represent a wide range of research and perspectives on gender awareness in language education within the SIG and the organization of JALT as a whole. Presenters will engage in discussion of the importance of gender issues within the language teaching profession.

For the 15th successive year, the global issues SIG forum will be an idea-sharing session open to all interested people. This well-received session linked to global issues and international understanding will feature classroom teachers’ mini-reports and innovative ideas on teaching activities, materials writing, and curriculum design. Handouts, lesson plans, and teaching resources will be available to peruse and take home. Come join this unique session! Learn the latest teaching approaches and share your own ideas.

The forum, divided into three parts, will first showcase the Listening SIG. This will include outlining our communication, events, and publication initiatives. The second part will consist of a guest speaker presenting recent research conducted in the area of listening. The third part will be convened as an annual general meeting and then a panel discussion for both SIG members and guests to share their own experiences and accounts of research developments.

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.

The first half of the session will consist of the Annual General Meeting of the Business Communication SIG. The AGM will include officer reports and an election for officer roles. Given the uncertain current status of the SIG, it will be important for all members to participate and have their ideas and opinions voiced. The second half of the session will consist of a BC- and BE-themed forum.

In this presentation, the researcher discusses an exploratory study that investigates how “human-like” DeepL translations are and what ramifications neural machine translations (NMT) will have on English writing courses. The researcher provides some background on NMT, presents results from a study that examined teachers’ evaluations of student essays (some written in English and others in Japanese and subsequently translated into English), and finally considers the dilemma of DeepL for English writing courses and pathways forward.

Research has consistently shown that extensive reading (ER) helps students in numerous ways, and most teachers would like to incorporate ER into their English courses. In many contexts teachers are required to use a textbook, and the difficulty with effectively implementing ER may be how to integrate ER with other course materials. This presentation describes a project to create a course based around ER materials, where tasks in the textbook facilitate learning through ER.

ALTs and Eikaiwa teachers in Japan may find themselves limited in future career choices, while entry to university positions can be intimidating and seemingly out of reach. This presentation aims to make this option more transparent to educators interested in exploring this career path. The presenters provide practical suggestions on preparations/steps for obtaining university positions, as well as skills useful in advancing a career within the university system towards procuring a tenured position.

Presenters discuss the international debut of a new series from Atama-ii Books. The series, aimed at college and university students, features top quality art, highly engaging romance-oriented plots, and an inclusive race/age/gender-neutral second-person perspective. Attendees will receive a free digital book and stand to win one of three complete sets of the Atama-ii Multi-path series (each a 9,350 yen value). The new series is available on Xreading, and coming soon to print.

The brain’s natural tendencies to seek patterns, form emotions, make stories, predict, and obsess on the social world are closely connected to learning. The presenters will invite you to share ideas for using these powerful learning tools. Then, our panel of experts will reveal the reason why our brains have these tendencies—a highly active network in the brain that used to be thought of as just daydreaming! Join the panel in learning collaboratively.

The move to online learning forced teachers to reconsider their pedagogies and how to provide equal educational opportunities for all learners. The virtual classroom created both challenges and opportunities for accommodating diverse needs. This forum provides a platform for discussions regarding accessible language learning in the post-pandemic classroom. Topics include special needs, learner diversity, universal design, and accessible LMS pedagogies. The goal is to raise awareness of learning differences and build an accessibility support network.

An area of ESL pedagogy that often frustrates both teachers and students is written corrective feedback. Recently, an alternative form of multimodal feedback, video screen capture feedback (VSC), that can tackle criticisms of written corrective feedback has been gaining attention. In this session, the presenters will discuss the results of a study conducted at a private university that trialed VSC. They will also expand on students’ opinions and comment on their experiences using the technology.

This workshop explores the transformative language learning (TLL) perspective and its implications for foreign language pedagogy. TLL focuses on learner growth and development and contrasts with the mentalist view of learning common in SLA. The workshop will cover theory and practice. There will be a review of key concepts: engagement, resistance, and emergence; an introduction of the linguaculture learning profiler; and a discussion of pedagogical practice that can lead to transformative learning experiences.

Many language instructors use humor to improve the class atmosphere and make learning more memorable. With the sudden shift to online teaching, however, what challenges did teachers face and how did they manage to still incorporate humor into their lessons? The presenters will summarize the results of a mixed-methods survey administered to English language teachers (N = 60) in Japan. Quantitative and qualitative analysis will be shared, along with ramifications for online instruction.

The goal of this workshop is to examine the presumptions we make about other people, particularly people of another race, ethnicity or nationality, but also of other sexual orientation, professions, political affiliations, even age and weight. All come to bear on how we choose to interact with said person. During this session we will: 1- Define presumption 2- Attempt to identify our presumptions 3- If possible, ascertain the root / source of our presumption 4- Ascertain whether said presumption is problematic or not. 5- Establish / Uncover / Utilize Practical ways to reduce our use of presumptions (if it’s called for) Likely we all have done some version of this in our self-assessments, but I’ve found, even in myself, as I’ve conducted this workshop at universities here in Japan, that many problematic presumptions, particularly ones acquired in our formative years, tend to be resilient and will persist to wreak havoc often under the radar. So, let’s pop the hood and see what we see.

The Bilingualism SIG consists of a diverse group of members with a wide range of academic interests and specializations. It includes families raising multilingual children within the Japanese context, alongside researchers interested in issues such as identity, language acquisition, and bilingual education. At our forum this year, we will review some of the literature and research that’s recently been included in our three publications. The Annual General Meeting (AGM) will immediately proceed. Please join us!

In the slightly more than half a century of TESOL’s existence there have been a cascade of methods and innovations that teachers have been challenged by. The move to an online pedagogy due to the pandemic accelerated trends while forcing all of us to reevaluate fundamentals. In this forum, prompts (both visual and textual) will be provided to elicit discussion on where we’ve been on our journey as language teachers and where we’re headed.

This is an information session for the Vocabulary SIG and Annual General Meeting. The Vocabulary SIG provides a forum for focused research and discussion in regard to vocabulary acquisition. We offer both teachers and researchers a place to connect regarding how learners improve vocabulary knowledge, how to test their knowledge, and how these theoretical aspects connect to classroom practice.

Although there are many ALTs in Japan, they are not well-represented within JALT’s membership. JALT and similar organizations can benefit from the diversity and flexibility that ALTs could bring, while ALTs can benefit from the professional development opportunities offered by such organizations. This panel discussion features current and former ALTs who will discuss what drew them to such organizations, how ALTs have contributed, and what organizations can do to recruit ALTs.

This workshop shall attempt to bridge the gap that exists between teaching Core English skills and teaching IELTS test skills. We will analyse the language learning techniques that can facilitate the systematic development of the students’ abilities, especially speaking and writing skills, which may be crucial in obtaining their desired IELTS scores.

It has become increasingly evident that to achieve the key goal of critical thinking instruction and facilitate clear, rational, and open-minded student thinking, teachers need to address the potentially negative effects of cognitive bias on their critical thinking tasks by implementing debiasing frameworks and strategies. Based on the body of research regarding debiasing, this workshop explains easy-to-implement ideas and frameworks for teachers of all levels to debias their critical thinking tasks.

Motivations for choosing English teaching as a career have attracted considerable attention in recent years, and a number of research studies have been conducted to gain insights into English teachers’ reasons for entering teacher education programmes. This presentation will answer the question: Who chooses ELT as a career in Nepal and why? It also explores the job satisfaction level of the participants and the professional development activities they adopt to develop their professional competence.

In this talk, I take stock of what we already know about language teacher emotions in terms of specific emotions felt as part of one’s practice, challenging moments experienced throughout one’s career, and positive psychology. I discuss how this knowledge can help us to better understand teachers and inform classroom practice. I then reflect on what we still potentially do not know about how language teacher emotions work and what possible new directions we can take within research and teacher education to address this important, yet neglected, side of teaching.

Speaking fluency is a common language learning goal, and fluency has been linked with the use of multi-word expressions. The effectiveness of a fluency workshop to increase learner knowledge, spoken use and fluency with multi-word expressions (for example: “I think I will” and “would you like to”) will be reported. Teachers can expect practical ideas for building learner knowledge and use of multi-word expressions using the interactive workshop activities in both face-to-face and online classrooms.

In this presentation, I rethink the notion of language learning. Based on my larger multifaceted research project, I focus on the phenomenon that individuals in Japan are often involved in English in a more divergent way than what language learning means in the conventional sense. To further explore this trend, I propose the idea of engagements, which will contribute to providing more comprehensive understandings of English in Japan than what is available in the literature.

Supported by findings from psychology and neuroscience, the workshop proposes a bottom-up, holistic approach to learning for you and your students. This session focuses on verbal short-term memory (vSTM). Smaller vSTM capacities make word acquisition harder. Natural language is learnt implicitly and ‘stochastically’, supporting fluency-based activities to compensate for such a memory bottleneck. This fun, interactive, and hands-on style workshop aims to help you confidently start applying brain-friendly solutions to your and your students’ learning.

This study explores the impact of the coronavirus pandemic on Non-Native English Speaker Teachers (NNESTs) in Japan and the Philippines. Qualitative data were collected through a virtual symposium discourse, narrative knowledging forms (Barkhuizen, 2011), and semi-structured Zoom interviews. Thematic analysis revealed three major themes: workplace dilemmas, remote teaching interventions, and mutual help or ‘bayanihan’ during crisis. The findings provide insights into the concerns of NNESTs around issues such as pedagogy, culture, and mental health.

This workshop will discuss teachers’ experiences of managing students’ expectations around their needs for specific IELTS scores, and strategies for convincing students to improve their English before taking IELTS. Resources to help with this, and alternatives to IELTS preparation for students with lower language levels will be considered. Finally, the presenter and participants will examine and discuss ways to adapt two short IELTS course descriptions prepared by the IELTS partners for students at B2 level.

In this study, interactional features revealed by conversation analysis (CA) were presented back to an L2 learner of Japanese as a resource to foster language learning. By analyzing talk-in-interaction between the learner and two first language interlocutors and by cross-referencing data via retrospective interviews, learning opportunities were achieved regarding turn-taking, repair, and the occasional disjoining of content flow during talk. I present findings with bilingual transcription excerpts and discuss adapting these ideas for classroom settings.

Although fluency writing tasks are commonly used in EFL courses, research that is helpful in setting fluency development goals is limited. We investigated fluency development and the impact of modality (typing and handwriting) over one semester. Results suggest that modality affects both the amount produced and the rate of growth.

This workshop will focus on reviewing theories of emotional intelligence and social intelligence, how these have been applied in language education (Gkonou & Mercer, 2017, 2018; Mercer & Gkonou, 2017) and how socio-emotional competencies can be used in contemporary classrooms.

Masks pose a unique challenge in the EFL classroom, as attenuated speech signals, loss of visual cues, and even discomfort can have a negative impact on the L2 learner. This study investigated the effects of masks in the EFL classroom through questionnaires and listening comprehension tests with particular interest in the role of teachers’ L1, visual cues, and microphones. An overview of the research and results with an emphasis on recommended practices will be presented.

Recently, there has been a considerable increase in interest in the teaching and assessment of interactional competence. However, its key to ensure that any assessment rubric functions effectively and reliably. This presentation reports on the process of rubric development that combined quantitative analysis using Many Facet Rasch Measurement with qualitative feedback from raters. Based on these analyses, recommendations are given for the development of well-functioning, reliable rubrics for assessing interactional competence and speaking skills.

Brainpop is an online platform that is easy to use when teaching EAP, EFL, and MFL. It can document students’ learning efforts and is available to students asynchronously via multiple devices. This workshop will explain the scope and breadth of what resources Brainpop makes available, discuss the researcher’s experience regarding ease of use for teachers and students, demonstrate Brainpop’s learning management system, and present results from a questionnaire of learner perceptions of Brainpop.

In this study, I will present a detailed analysis of video-recorded classroom interactions provided by MEXT. Using a conversation analytic (CA) approach, I will explore how English teachers deploy interactional resources to create interactional space with the students. Based on the analysis, I will discuss some implications for teacher development.

Reading books remains the most reliable and enduring means for learners to get second language input and experience. Beyond this technical (albeit important) characterization, reading narrative literature brings to learners a feast of culture, enjoyment, ideas, and insight. These gifts extend to second language teachers, as these rich texts offer many approaches to instruction. In this talk, the presenter will detail practical ways teachers can guide learners through the many compelling narrative texts available today.

Flipped instruction is popular in STEM courses, but it also fits in an ESL classroom. This presentation will explore the advantages and disadvantages of flipped instruction as well as how to incorporate it in an online classroom. The presenter will offer teachers a variety of online tools they can use such as YouTube and Quizizz.

This research focuses on one Japanese middle school student’s reading and interpretation of the nonfiction picture book Lotte’s Magical Paper Puppets: The Woman Behind the First Animated Film. The purpose was to see if the visual text would help the student understand the vocabulary in the written text. It also focused on her interpretations of the visual text and recall ability for both visual and written texts.

English is the global language of our multicultural world. Yet so much can go wrong when interacting with people from other countries. How can we help students become effective communicators in a diverse world? One way is to teach them how to analyze misunderstandings based on differences in language and culture. This short workshop will describe typical cross-cultural communication problems with a focus on misunderstandings in four key areas: pronunciation, vocabulary, usage, and non-verbal communication.

What technology is actually used in public schools in Japan? Ongoing government policy changes and projects (GIGA School Programme) regarding technology suggest classrooms are evolving and modernising. This presentation will discuss the results of a mixed-methods survey about the availability and usage of CALL in public schools as of spring 2021. Results are based on the responses of English teachers across Japan, giving insight into the current landscape of technology in Japanese public schools.

Are you preparing your students for English interactions in a globalized world? You may consider innovating your teaching practice based on global Englishes language teaching (GELT), which recognizes that English is used as a common language by speakers from diverse lingua-cultural backgrounds. At this presentation, you will learn about GELT and the practicality of GELT curricular innovation according to a study conducted with in-service English teachers. Real-world applications of the research will be discussed.

This workshop explores the use of an innovative new online network to create a community of practice of teachers and practitioners working in the fields of Global Englishes and English Medium Instruction (EMI).

The end of the show, and we will welcome some of our plenary, featured, and invited guest speakers to offer some final words and reflections on the conference. Audience participants will be encouraged to ask questions and offer insights of their own. After the panel discussion we will hear about what is to come for JALT2022!