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.

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.

Ibunka - Intercultural Communication in Daily Life, a new textbook and online platform from Alma Publishing, has two basic aims: (1) incorporate language scaffolding so that it can be used in intermediate-level language classes, and (2) tackle intercultural communication from the perspective of daily life habits rather than concepts, so that it is meaningful for average university students—even with limited life experience. The presenter will explain how this text can be used in various class contexts.

There has been a noticeable increase in Vietnamese student numbers in higher education recently, changing class dynamics for many teachers. This presentation uses the results of a mixed method study exploring motivations of Vietnamese studying in Japan, and the challenges they encounter including financial and social effects of the COVID-19 pandemic. Understanding these motivations will give educators a fresh perspective of the Vietnamese diaspora, and suggestions to better accommodate them.

The present study proposes an explicit instruction to teach English lexical categories to Japanese students. College-level Japanese students were tested on their knowledge of lexical categories, i.e., whether they were able to distinguish and identify four major categories: nouns, verbs, adjectives, and adverbs. Then the explicit instruction was given to them, focusing on morphological properties, i.e., types of affixes, and syntactic properties such as categories’ sentence positions, showing the effect of the instruction.

Queer pedagogy is an approach to ELT that aims to foster an inclusive environment for all students (and teachers) to freely express their ideas and identities. In this interactive workshop we will share our experiments of introducing both explicit and implicit examples of queer pedagogy in our classes and then invite participants to share their own ideas, lesson plans, and experiences of promoting an LGBTQ+-friendly approach to English teaching and learning.

Generally, authentic materials are considered difficult for low L2 proficiency learners. The study found that when L2 learners engage in connected learning by watching multimedia videos and reading texts of the relevant topic together, and the content is meaningful to them, they perceive authentic content learning positively. In this presentation, I will share relevant research and some participants' responses to show how deeply they were able to learn TED Talk ideas through connected learning.

This workshop is for teachers who are interested in helping students explore the global academic community and collaborate with students in other countries. The workshop gives examples from a 2020 project on global student citizenship and discusses implications for intercultural communication skills, language awareness, and linguistic proficiency. Participants will receive practical advice on how similar projects can be designed and implemented in their own courses.

One difficulty for many EFL teachers facing oral discussion classes relates to the simple issue of conversational topics. Some topics might be either uninteresting or unfamiliar to some students making it difficult for them to contribute opinions or questions. Explain It: Discussing Japanese Culture in English is a textbook solving this problem, helping students to explore their own culture and opinions about it. Topics range from sports, handicrafts, superstitions, the arts, and theater, among others.

Linguaskill tests the real-life language needed for an academic environment with in-depth, accurate, individual and group reporting aligned with international standards. This means you can make confident placement and admissions decisions, and students have the skills they need for academic success and enhanced employability. The remote proctoring solutions and extensive learning solutions have helped learners to achieve their goals amid the pandemic. Find out more about Linguaskill and such solutions in our session.

日本の大学英語教育を取り巻く環境は刻々と変化しており、コロナ禍はそれを加速させた。従来型の大学英語教育が未来永劫存在するはずはなく、英語教員は自身に対する積極的な変革を含め、未来に対し先手を打つ必要がある。本セッションでは幅広い視点から発表者が問題提起を行い、本質的な議論を喚起する。

This workshop demonstrates how a virtual classroom based international exchange program implemented with the University of Hawaii, three universities in Europe, and elsewhere enhanced student learning and motivation for international exchange. We will share administrative knowhow and instructional approaches toward successful program implementation using classroom video data and other materials. The workshop is useful for university leaders, international program administrators, and instructors interested in enhancing international exchange in the post-COVID era.

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

This year’s CT SIG forum will focus on curriculum design for both small scale (in the classroom) and large scale (university-wide) which integrate critical thinking into English learning. The presenter will share prints and ideas on how you can help your students think more critically in English. Join us for an informative presentation followed by the JALT CT SIG AGM promptly afterward.

This is the graduate student showcase for Temple University, Japan Campus.

The presenters will share the results of a mixed-methods study investigating the effects of different types of writing practice on developing complexity, accuracy, and fluency (CAF) in the writing of Japanese university students. Three groups who received regular practice in either sentence-combining, translation, or fluency writing were compared on measures of CAF across one semester. The findings from the study will be discussed in terms of pedagogical implications for writing instructors.

This presentation highlights a support project for Japanese students enrolled in online study abroad (SA) programs. As a result of pandemic-related travel restrictions, some students have started online SA programs. However, the barrier to desired increases in intercultural competency is challenging. This project sought to enrich online SA experiences by providing supplementary lessons aimed at enhancing intercultural awareness. This presentation highlights how the project was set up, and participants’ perceptions of the support lessons’ value.

How well do we know our EAP textbooks? Influential elements of academic arguments are often unstated. The focus of this presentation is a framework for generating an answer to that question and the findings of its application to the 12 academic lectures in the popular EAP course book Contemporary Topics I. Being able to draw out and organize key elements of academic texts is a useful tool for finding previously unrecognized connections among academic content.

EFL university students are often crippled by their writing anxiety, making it difficult for them to accomplish a myriad of academic writing requirements in English. Understanding the types and levels of students’ writing anxiety would help EFL teachers improve their pedagogical approaches in making students confidently write right.

Teaching academic writing online is hard to do well. This workshop coalesces around three key pedagogical tactics for teaching academic writing: scaffolding, chunking, and interrogative methodology. The workshop lays out strategies for combining these approaches and provides an overview of digital technologies that can aid in the teaching of English-language academic writing at the college or university level. This workshop reflects on past practice and offers new perspectives for an online or hybrid educational future.

This presentation covers the IntelliSpeech assessment system developed by EnglishCentral as well as AI-based speech solutions from other providers in the English learning market. It reviews the use of these technologies in read-aloud applications, elicited imitation, sentence building and finally conversational chatbots. The accuracy and efficacy of these systems are discussed as well as the pedagogy that underpins them.

The COVID-19 pandemic created upheaval for Japanese universities as they faced the necessity of shifting to emergency remote teaching on short notice. The sudden shift had a traumatic impact on the wellbeing of part-time language teachers. This presentation will discuss case-study data from six part-time teachers, indicating how occupational and personal factors affected their wellbeing. The presenters will also argue for greater institutional support for part-time teachers.

Teaching students how to write a literature review requires providing instruction on respecting academic norms and hands-on, systematic guidance to learners. The presenter will share such an approach; he will demonstrate how to set up a literature review matrix and then add, organize, and tab information from sources in the matrix.

This study examines the effects of study abroad experiences on Japanese university students’ long-term L2 motivation. Thirteen students who had attended a three-week program in the US at the end of their second year participated in the study. They completed a questionnaire and had follow-up interviews before their departure, upon their return, 5 months later, 10 months later, and upon graduation. Following the presentation of the results, pedagogical implications will be discussed.

There is a growing interest in using automatic grammar checkers for English language teaching. To find the optimal way of using machine corrective feedback, the researcher experimented with 75 second-year university students. They received three types of feedback: machine feedback by Grammarly, indirect written feedback with marking, and direct written feedback with correct forms. Students’ views collected through a post-questionnaire suggested the complementary use of Grammarly could raise students’ satisfaction levels while lowering teachers’ burden.

In asynchronous online learning environments, students often report a feeling of isolation or disconnect from their teachers and classmates that negatively impacts their learning experiences. Thus, a challenge educators face while teaching online is how to effectively build a rapport with students to help create a community of learners. This presentation will describe innovative approaches to providing feedback that can diminish this feeling of isolation, increase motivation, and improve student-teacher rapport in online learning environments.

This presentation aims to describe how a new college CLIL course combining career education and English learning influenced students’ well-being and happiness. Through the three questionnaires conducted at the beginning and the end of the semester, it was found that the students’ subjective happiness significantly increased. It was also indicated that positive feelings were enhanced. Some fun and happiness-enhancing activities based on positive psychology and cognitive neuroscience will also be presented.

This presentation looks at the role of a film project and its role in student attitudes and motivation. In this project, two separate student groups worked collaboratively to create either a voice-over or dialogue recording from a choice of two different film clips in a university non-credit course. In this presentation, I will report on the results of a survey given to the students and comment on the role of films in English learning.

Japan has instituted a number of initiatives to internationalize its higher education sector. This presentation outlines a mixed methods study exploring the role of leadership in these processes. The study compared Japanese and non-Japanese academics’ (N = 153) perceptions of leadership using the full range leadership model. The results informed a second phase of semi-structured interviews (N = 10). The results provide insight on effective leadership for current and aspiring leaders working in EFL contexts.

This corpus-based study examines lexical bundles and their functions observed in Taiwanese college English majors’ essays. Three corpora of academic essays were established based on the students’ writing fluency levels. An online instrument, N-Gram Extractor (Lextutor), was used to identify 2- to 6-word lexical bundles. The results showed the intermediate-fluency-level students used more lexical bundles, whereas the lower-fluency-level students hardly produced any. Stance bundles were found to be the most used function types.

This research explores Japanese EFL learners’ repeated pragmalinguistic errors in using modal verbs for social functions. They may lead to stabilization (a temporal stop of learners’ development) and fossilization (a permanent loss of learners’ progress). Data from online forum discussions show that participants utilized limited English modal functions, while some seemed to have acquired certain pragmalinguistic norms adequately without continuous intervention. Findings are discussed based on Han’s (2009, 2013) selective fossilization hypothesis.

Multimodal remediation-based compositions (MRCs) are multimodal compositions where students convert a composition from one mode to another. This study examines EFL students’ perceptions of MRCs. How does doing MRCs impact student perceptions of L2 writing? How do student perceptions differ between text-based compositions (TC) and multimodal compositions (MC)? Findings show that doing MRCs did not change student perceptions of L2 writing. However, students did have distinct perceptions distinguishing TCs from MCs.

How can we best support our students’ linguistic learning journeys as we simultaneously struggle with our own teaching journeys during a pandemic? This workshop starts with self-reflection, a mental scan of how participants are adapting and coping with the new challenges of being flexible to teach online, face-to-face, and hybrid classes. It is aimed at teachers who are new to using drama: from energizing ice-breakers to project-based process drama, ending with cool downs.

Widgets is the first commercial course to successfully apply a principled, “strong” approach to TBLT. It features a task-complexity syllabus, highly contextualized tasks and projects, and an engaging real-world-like simulation. It is flexible enough to use as a general communication course or within international studies, business English, and STEM related departments. It is especially well suited to mixed-ability classes of 12-24 students. Winner of the 2018 ELTon Award for Course Innovation. Presented by the authors.

The theme of the ICLE SIG forum at JALT 2021 is intercultural communication and technology in language education. We look forward to learning how teachers incorporate technology to develop and facilitate intercultural understanding in language teaching. Presenters will share case studies, action research, or practices that focus on developing intercultural understanding using various kinds of technology in language classrooms.

The authors bring valuable findings accumulated through their research with current practitioners about how writing centers can best decide on the tutoring session length at their institution. In this presentation, the speakers will share advice about the important decision when selecting the proper tutorial session length. This session will be helpful both to those in the planning stage and those looking to improve an established writing center or self-access center with tutorial sessions.

Research in psychology has found that certain types of writing tasks can have a lasting impact on the writers’ overall sense of well-being. This is potentially of great interest to educators, as an individual’s level of happiness also correlates to other benefits that can positively impact student learning. This presentation will share the findings of an empirical study applying these techniques to an EFL classroom to see if these benefits extend to L2 writers.

EILで軽視されても日本人学生は英語ネイティブの英語圏文化に憧れを持つ。一方で欧米の文化規範に無知な為、英語コミュニケーションにおいて心理的文化的葛藤を抱えている。そこで異文化適応目的のESLを受講した大学生に理想的な教室活動を尋ねた。ＡＩや自動翻訳世代のESL教授法を日本人学習者目線で論じたい。

Low-level students often struggle to speak up within orally interactive classwork due to problems with confidence, anxiety, and task difficulty. Participants will be introduced to a powerful three-stage scaffolding model for tasks which helps students improve fluency over time by better preparing, checking, and reviewing planned speech. Recent data on the influence of the model on engagement and performance will be shared and guidance given on applying the model to any language learning context.

English instructors in Japanese universities hold differing principles regarding the amount of Japanese and English that they use in the classroom. In 2020, these principles were tested for many teachers when classes shifted online. The present study aimed to learn how distance learning affects teachers’ medium of instruction through interviews and observations of Zoom lessons. Findings indicate that technology poses problems as well as offers new opportunities to English instructors.

In post-war Japan, ronin were university teachers: nearly all were lecturers who worked part-time at various universities around town. Recently, the ronin has been re-envisioned with foreign university English teachers. Here, the question of why pursue a teaching career in Japan at all was investigated. Publicly-available data of over 300 university teachers in Japan was examined, and the data confirms much of what is already known about teaching in university in Japan with some surprises.

This presentation will give the results of a mixed methodology study that took place in late 2020 on the factors influencing the perspectives of young Japanese voters on nuclear energy and armament policies. Derived from the results of an extensive survey of 1293 students, a series of lesson plans were developed for a class to explore issues related to a difficult topic through the target L2.

This is the graduate student showcase for Keisen University.

This presentation outlines an on-going project to investigate text extracted from a 60,000-word corpus compiled from transcripts of YouTube how-to videos (e.g., how to use tools, operate machinery, navigate software applications, and other hands-on activities). Discussion includes how the study’s results will be used to compare similar texts produced by Japanese university students and the underlying goal of developing a valid pedagogical approach for teaching how to give effective procedural instructions in EFL.

This is the graduate student showcase for Macquarie University.

ELT experts believe that reading can help improve student writing. However, experience tells us that this is not always the case. Many L2 readers continue to find writing challenging. In my talk, I offer practical tips on what language teachers can do to help good L2 readers become more proficient L2 writers.

Willy Renandya is the JALT2021 Bill Balsamo Asian Scholar: In 1988, JALT started an Asian Scholar Program through which teachers from other Asian countries are hosted in Japan, meet with teachers here, and give presentations at the annual international conference as well as at local chapters all over Japan on the Four Corners Tour program. In 2008 the program was renamed the Balsamo Asian Scholar Program in honor of Bill Balsamo, president of the Himeji Chapter and founder of the Teachers Helping Teachers SIG. Over the years, teachers from many countries have visited Japan on this program.

Japanese university students are often required to perform free writing activities in their English language classes in an attempt to encourage confidence in writing in English. This poster will explain the free writing activities used in the authors’ courses, provide quantitative and qualitative data describing the participants’ writing activities, and discuss the students’ reflection on their free writing experiences. Attendees will receive ideas for effectively employing free writing in their English language classes.

Effective note-taking by hand plays an integral role when students must research and discuss complex topics. However, first-year university students may lack experience in preparing and using notes effectively. Also, they may not be aware of specific benefits that hand-written notes can offer. In this presentation, methodologies used to help students develop note-taking skills for communication and reflection, as well as ways that hand-written notes can be used in online classes, will be discussed.

This study examined how Japanese ESL learners use turn-taking to develop interactions in US or Canadian university settings. The results present the variation of turn transitions in conversations, which shows the diversity of turn types. The learners and their interlocutors had much in common using their resources in turn-taking. Turn-taking aimed at facilitating a conversation smoothly and correcting misunderstandings in the talk. Despite sharing these objectives, these resources had various outcomes.

This presentation looks at the strengths and weaknesses of synchronous (Zoom) and asynchronous (Video on Demand) teaching approaches in German teaching in Japan. For this purpose, a student survey was carried out in four German classes at Hiroshima University (N=78). In order to provide different types of learners with an effective online teaching method, it will be argued that a combination of both types of teaching approaches is required.

This poster session outlines the first part of a longitudinal qualitative study that investigates university students’ participation in a self-access center by focusing on their perceptions, learning experiences, and attitudes. The research is concerned with whether students will become more willing to seek out future opportunities to use English beyond the classroom in non-formal settings after having been strongly encouraged to do so as part of their English course.

Profanity, dirty words, swear words, foul language. All describing a group of words not used lightly. Yet, many use them frequently in successful, positive interactions. So-called bad words have an image problem, but does that extend to Japanese learners? What about learners at a Christian women’s university, where youth, gender, and educational setting may each contribute to perceived image of language. Findings of a study on attitudes of profanity with such learners will be presented.

This poster session will discuss survey results showing that after taking an English as a medium of instruction (EMI) Ainu and Maori Studies course, students felt they became not only more knowledgeable about the course aims, but were more sensitive to discrimination, the importance of indigenous rights, and the need for society to learn more about indigenous cultures. Presentation participants will be invited to discuss the conclusions and the topic in general.

When writing research papers, learners of English need not only a sufficient level of English but also knowledge of writing strategies and language use in pragmatics. This presentation focuses on a textbook analysis of how hedges are taught to Japanese EFL learners, especially for academic research writing. Although textbooks generally focus on writing strategies in the English language, there were few instructions of hedging use in academic writing textbooks.

The interactional skills of Japanese university students were examined using conversation analysis (CA). Data was gathered from teacher-fronted interaction and student-student group discussion. Results showed that students used a more diverse array of interactional skills when the teacher was not involved. This poster presentation will demonstrate how an equal power speech exchange system can be an enabling environment for developing interactional competence.

本研究は、日本語教師養成に関する実践研究である。コロナ禍のため大学の授業が全面的に遠隔となったことから、オンラインによる日本語教育実習（模擬授業）を行う授業を計画し、学生にオンラインによる日本語授業の方法を模索させた。ここでは実習を通じて学生が学んだことや課題等を明らかにする。

Research investigating listening lessons has shown how teachers prioritise vocabulary-based and problem-solving opportunities but give grammar and background knowledge a lower priority. This presentation outlines three teachers’ current listening practices in a pre-sessional EAP course at a New Zealand university. Three classroom observation lessons and interviews outline the teachers’ use of the textbook, supplementary materials, and feedback. The presentation also provides listening-based suggestions for educators to use in their own tertiary-level listening classrooms.

This paper aims to present how a group of eight student teachers teach English language online in seven primary schools in East Malaysia. The focus of this study is looking at the strategies and types of technological tools incorporated into the lessons. The paper also highlights some of the challenges faced by the student teachers and how they attempted to overcome those challenges during the three-month practicum stint.

This presentation reports individual differences in L2 English proficiency gains after one year in an intensive English program at a small private university in Japan, using test scores, a survey, and interviews. For the current study, cluster analysis was used to identify subgroups from a large cohort based on their test preparation and experience. Cluster analysis, a multivariate exploratory procedure, revealed five subgroups, organised by their proficiency gains or losses, and test familiarity and preparation.

This presentation reports on findings from a mixed-methods research study with 40 beginner-level university students to explore the effects of asynchronous and synchronous online peer feedback (AOPF and SOPF) on their lexical diversity in writing based on data collected from students’ cause-and-effect essay drafts and their feedback comments. Findings illustrated that AOPF provided students with more opportunities to negotiate with others and had a more positive influence on their lexical diversity than SOPF.

In this presentation, a case study of how teaching and non-teaching staff members in a university in Japan conducted study abroad advising in 2020 will be examined. The presenter will describe two different approaches of study abroad advising (online seminars and advising desk) and the outcomes for university students in a comprehensive private university in Japan. Implications for future styles of study abroad advising and language education in the new normal will be further discussed.

A study was conducted to examine the ability of Japanese learners to decode English-based loanwords and English non-loanwords. Target items were presented aurally in English and participants were asked to transcribe the word in English and also write a Japanese translation. The results were then analysed for word frequency, accuracy of spelling and translation, and the effect of being a cognate or non-cognate. Important findings will be presented and their implications discussed.

In this presentation, I will report on a three-year motivational interview study that focuses on two cases of academically-oriented Japanese learners when they were at university, graduate school, and after one of them started a professional career. The study examines the development of motivations to study English and languages other than English and the interactions between them. The results highlight the factors necessary to be multilingual in a context where multilingualism is not emphasized.

With the spate of theatre currently being streamed online, a unique opportunity has arisen to incorporate professionally filmed plays into academic teaching. By dramatically contextualising coursework, students are offered a platform for heightened levels of critical thinking, the fostering of which is one of the core objectives of any EAP curriculum. This presentation will look at how the National Theatre’s production of Frankenstein was used in a freshman academic class and offer further resources.

The number of international faculty at Japanese universities has grown substantially over the last few decades. However, not much is known regarding their satisfaction with work and degree of integration into their universities. This research analyzes data obtained from a multi-item online survey in 2019 measuring the degree of work satisfaction and integration. Findings suggest that faculty at universities with strong policies toward diversity and internationalization demonstrate stronger perceptions of both integration and satisfaction.

English Bento is a digital platform that can be used in class or for homework. It trains speaking, pronunciation, vocabulary, as well as other English skills with 11 different activities. A brief demonstration of how educational principles drive each activity will be given. This is followed by a description of the instructor’s dashboard which allows teachers to create classes, set assignments, and track students’ progress using three metrics: progress, score and time on task.

Is Speaking of Speech Premium Edition a speaking text? Is it a listening text? Is it a core text? Is it a presentation text? It is all this and much, much more. This presentation offers a variety of activities that will make the most out of you and your students’ Speaking of Speech experience. Plus, most of these fun activities can be successfully adapted to your other speaking, listening, reading, or writing classes.

This research presents the impact of using e-feedback in teaching language education research on graduate students’ research papers’ content and organization during the pandemic. The e-written feedback was integrated into students’ writing outputs. The e-oral feedback was conducted one-on-one through Zoom and Facebook messenger from November 2020-February 2021. Findings from the survey and focus-group discussion showed that the students claimed that their research papers’ content and organization improved, and immediate e-feedback was essential.

This study presents teachers’ cognitions on pronunciation feedback in an online environment. Teachers’ written comments on students’ pronunciation and semi-structured interviews reveal that the teachers have various approaches to providing pronunciation feedback. In particular, they encourage students to increase their confidence in speaking rather than correcting the pronunciation based on the native speaker norm. This presentation concludes with a brief discussion of implications for feedback on pronunciation both in online study and the classroom.

In this study, students in an online IELTS reading course were expected to read English texts of their choice independently every day and record their efforts in a journal. Analysis of journal and interview data showed that students were good at maintaining a daily reading habit but chose short and non-academic texts often. The researcher will reflect on the tricky balance between authenticity in extensive reading and targeting specific text types.

Extensive reading (ER) research provides evidence for gains in fluency, vocabulary, and motivation. Practitioner reflections show that ER is underpinned largely by Krashen’s comprehensible input hypothesis and a whole-word approach. However, what about learners for whom ER is not working? To introduce a new perspective, this presentation highlights three fundamentals—the science of how we read, individual differences, and bottom-up reading processes—and invites a query into the future of ER and reading research.

Helping Matters is an ESP textbook for social welfare students. It introduces relevant topics in realistic situations to prepare future social workers who may be called upon to help foreigners in a professional setting. We will talk about why we decided to write this book, its development and how the book can be used in your classroom.

This presentation will introduce an action research project designed to improve students’ productive vocabulary accuracy conducted with intermediate-level Japanese university students. We implemented two weeks of receptive and productive vocabulary interventions for one textbook unit. Through carrying out quantitative surveys, semi-structured interviews, and speaking test transcriptions, the results of this project indicated a marked improvement in student productive vocabulary accuracy.

This presentation begins with concerns about commercial placement tests that led the researchers to develop their own. The presenters demonstrate steps to determining item types, producing them, trialing them, and refining the test instrument. Design tips for making test administration run smoothly are also shared. Statistical analyses supporting validity and reliability are presented. Finally, challenges and how they were overcome will be discussed. Anyone considering developing their own placement test may benefit from this presentation.

The present study compares CLIL course vocabulary test performances of Japanese EFL university students with a higher initial level of vocabulary to those with a lower one. The findings showed that students who knew the most frequent 4,000 word families of English scored high on all the tests; however, those with less vocabulary knowledge did not reveal straightforward tendencies. The presenter will explain possible factors which led to these results.

This talk reflects on teaching English oral presentation courses at a Japanese university over five years. A focus will be given to how online components were integrated into the course and implementing a comprehensive presenter feedback system that included multiple teacher-, peer-, and self-evaluations, along with reflection discussions. This experience, combined with post-course questionnaire results, will then be used to consider ideas on how presentations can be more effectively addressed in future face-to-face, online, and blended teaching contexts.

Paul Ricoeur’s “self” expands its self- and world-understanding by 1) encountering the outside or the other, 2) reflecting upon this encounter, and 3) mediating and processing it through the self’s existing identity: spiraling forward. This presentation employs said framework to engender students’ output that reflects their expanded worldview vis-à-vis their lived reality (e.g., hobbies, diet). This three-step process equips them ultimately to reflect upon the insights gained as a result of their encounters.

Many institutions are now opting for remote or hybrid classes. Teaching online requires a different approach and different resources than face-to-face situations. This presentation will look at the challenges of teaching in an online environment and present a checklist of tools that can increase the effectiveness of these kinds of classes. The New Interactions series will be used to demonstrate how these tools can be successfully used by teachers and learners in an EAP class.

This is the graduate student showcase for Gakushuin University.

This is the graduate student showcase for Akita International University.

This workshop reviews an approach to critical thinking instruction in the context of academic L2 English courses. In this approach, students apply their critical thinking to study controversial issues by investigating comments on social media. During this workshop we will review the pedagogical features, teaching steps, and caveats of this approach. We will also review examples of student work and discuss student perspectives regarding this teaching approach, which were gathered in a post-course questionnaire.

Although strategies to improve communicative competence are increasing, there are students whose self-perception towards language learning results in language anxiety due to the inability to present ideas purely in L2. This research explores how university students and teachers perceive the presence of L1 in the classroom and how its presence correlates with student anxiety and motivation. Moreover, this study centers on translanguaging as a possible approach in a monolingual country like Japan.

This study aimed to see the difficulties and the impact of the COVID-19 pandemic on a virtual listening class, and the students’ experiences in the listening class at the university level who are living in a rural area in Indonesia.

Using authentic broadcast news materials in class is a powerful way to build English skills while also helping students to become more knowledgeable about world affairs and to develop the critical thinking skills necessary in today’s increasingly interconnected world. The presenter will demonstrate some of the teaching methods she uses with Broadcast: ABC World News Tonight, the popular series incorporating streamed video clips from the American television news program.

Students make greater efforts within language learning tasks if they fully understand where their performance is, where it should go, and how to get it there. The presenter will introduce how to raise student motivation and achievement within common English communication tasks with SMART checklists. Participants will see how they can create more confidence and focused classroom environments by applying simple checklists of skills, measures, actions, reasons and time to their own contexts.

In Zoom online English lessons, the researcher-teacher conducted explicit instruction in reading strategies by using two web cameras: one showing the teacher’s face, and the other showing her hand and explicitly showing where she was pointing in an English text. This presentation examines how beginner-level university students perceived the online explicit strategy instruction by using two cameras and how it influenced their English reading.

In this study, I examined formulaic language that appears in English for Academic Purposes (EAP) textbooks. I classified these expressions according to their functions, such as disagreeing or asking questions. I also compared the most frequent expressions from this textbook corpus to a corpus of academic spoken English. Attendees will also hear a discussion of the larger differences between language in academic textbooks and naturally occurring language.

In this presentation, two learning advisors will report on their use of relational mentoring in a duoethnographic approach for their continuing professional development (CPD). They will highlight how mentoring affected each of them and their practices over the course of this regular engagement. The implications of this study will be of value to any educators interested in CPD through online mentoring and in the use of duoethnography as a form of reflective practice.

To encourage student self-expression, meaningful topics are needed. Yet what makes topics deeply engaging? How can educators motivate students to think critically and express their views? This presentation shows how content-based learning can lead to successful presentations. Presenters discuss topic choice, learners’ personal point of view, and supporting students with step-by-step scaffolding. How this can be done online is also discussed.

Participants will join a roundtable exploring how teachers at a university in Japan transformed their in-person English communication courses into on-demand lessons. Topics include the techniques used to create content, how the techniques evolved over time, how the content was distributed to students, and how communication was encouraged in an on-demand environment. Participants will be encouraged to consider how the techniques and content created for the course could be integrated with future in-person classes.

Textbooks offer teachers guidance and support in their teaching and provide learners with a familiar lesson framework in learning. However, textbooks present many lexical, syntactic, and grammatical challenges for learners. This study investigates the lexical profile and vocabulary load of two popular university-assigned ELT textbooks. Upon the vocabulary analysis of each textbook and their subsequent units, the results show the lexical demands required for second language learners in ELT and Japanese tertiary-level programmes.

In Thailand, implementing an extensive reading program (ERP) at a university level is relatively new, especially with the integration of an online library. After two semesters of the ERP implementation at a large public university in Bangkok, a study has been conducted to investigate freshmen’s attitudes toward extensive reading, and experiences in reading graded readers online on Xreading.com. Students’ feedback will shed light on what needs to be done to improve the ERP.

This paper reviews studies that employed mixed-methods research (MMR) designs in L2 writing research. It discusses what MMR is, how it can be a self-standing paradigm, and what makes it a distinctive paradigm. It then explores benefits and challenges of conducting MMR in L2 writing research and introduces and reflects on a recent MMR study on L2 writing conferences in a university setting.

In Japan, many Ministry of Education (MEXT) approved foreign language textbooks are written by textbook committees predominated by middle-aged Japanese males. Thus, it is reasonable to examine how textbooks may inadvertently contribute to cultural prejudices and personal biases that learners absorb as a byproduct of study. This analysis of MEXT approved textbooks for elementary school learners uncovered disturbing (yet unsurprising) instances of bias and disadvantaged positioning. Recommendations for addressing these issues are included.

When planning a class it is sometimes difficult to predict which activities will work, particularly in online classes. This presentation draws together threads from student interviews and existing literature on student engagement and willingness to communicate, in order to re-interpret learner actions in terms of emotion labor (Hochschild, 1979). It suggests that by taking account of students’ potential emotion labour, teachers can develop trust and increase the chances of successful classroom participation online or face-to-face.

Many Japanese students struggle with confidence when speaking English. Flipgrid is a website that allows students to submit audio and video reports as well as view other submissions. At a university with non-English majors, this study, with a control and a test group, was made to find out if use of the Flipgrid website helped students increase the length of oral responses on oral examinations during the course of one semester.

In this forum, two of the JSL SIG members will speak about the ongoing issues surrounding the radical decrement in the number of foreign or exchange students to their institutions and Japan at large. They will also share the ways in which their Japanese programs have given the flexibility to classroom management and curriculum development. This forum ends with an invitation to an open discussion with the audience.

This panel will overview the evolution of integrating independent learning into a Japanese university’s English program. As language classes moved online in 2020, our research team identified the need to provide students with accessible and practical language learning strategies (LLS) to supplement their personalized self-study. Thus, an online LLS database was developed. Student and teacher feedback will be discussed, revealing insights into how an LLS database can be used to support students’ autonomous learning.

本研究ではイラン人日本語学習者を対象に、ペルシア語母語話者日本語学習者のト、バ、タラの特定状況に対する選択傾向の測定及び習得を検討する。理解テストと翻訳テストを用いた結果、イラン人にとって日本語の条件表現の正しい使用法の認識は困難であり、その理由はペルシア語条件表現が限られているためだと考えられる

This study investigated the kind of problems Japanese EFL learners encounter when listening to English. The presenters collected data from 94 Japanese university students. In the listening test, the participants listened to and transcribed three different but easy passages. The participants were found to recognize approximately 75% of what they listened to. The mistakes were separated into five categories, and the presenters will discuss them showing sample mistakes.

This study explored doctoral students’ construction of and participation in a community of practice in a course on educational technology use in second/foreign language (SL/FL) education. Findings indicate the participants identified themselves as members of a supportive family of language professionals and nascent academics. Multimodal projects they completed in their course served as testaments to their evolving status as developing experts in both these fields. Implications for practice and research are also discussed.

The presenter explores results after the first cycle of an action research project which applies the illustrative scales of the CEFR/CV to explain ways students in a mixed-level CLIL classroom navigate meaning from texts and lectures, especially when the level of the materials may be above their level. Although efforts are made to match student abilities, mixed-levels, as well as the nature of university-level material, often means materials may be above student level.

Use of MALL in university language learning contexts looks set to grow as students’ natural affinity for mobile technology continues to increase. This presentation will discuss a semester-long study designed to research the efficacy and the experience of using the mobile-learning application Duolingo as a language learning aid. It examines the impact of the regular use of this application on student language acquisition through pre- and post-tests, and it investigates student attitudes through survey results.

This presentation investigates language learners’ beliefs about error logs which combine uncoded, focused corrective feedback. Participants were enrolled in writing classes at a Japanese university which were conducted both on campus and online using Zoom and Google Classroom. Students were required to complete an error log in which they identified and corrected targeted errors and mistakes. This study gathered data from language learner diaries, interviews, and metaphors to gain an in-depth understanding of learners’ beliefs.

This presentation discusses the use of artworks as teaching materials in the EFL classroom. Students at a Japanese art university participated in the study over three semesters. Qualitative data was collected through student essays and participatory responses, suggesting that narrative representational paintings increased student participation, engagement, and motivation. Improvement in vocabulary acquisition and descriptive writing was also noted. The study was motivated by curiosity about the visual arts and their possible roles in EFL.

We present the results of an online discussion activity between university students in Japan (N=18) and Canada (N=14) on the topic of racism and its potential impact on our volunteer work. This discussion activity forms part of the training for international student peer supporters for language learning and intercultural understanding in their respective universities. Suggestions for encouraging awareness of racism for university students in language education in Japan will also be discussed.

Translation is not just a mechanical transference of meaning from one language into another; rather, the pragmatic features of both languages need to be considered when decoding the meaning embedded in the source language and encoding it into the target language. To this end, this experimental study was conducted to investigate the effect of developing pragmatic knowledge on the quality of translation of culture-bound texts as well as the best method of developing pragmatic knowledge.

Most studies on motivation and translanguaging have focused on learning L2 English due to its role as a dominant international language of power. In this presentation, we report on two intrinsic case studies (Stake, 1995) of Japanese majors of English who studied in Taiwan for 11 months. Following a survey of their translanguaging practices in Japanese, English, and Chinese, we interviewed them to explore the motivations underlying their language choices.

This presentation outlines research into student experiences of remote learning. The initial goal was to learn more about students’ online learning experiences and devise informed interventions. The presentation outlines a three-step information gathering process: exit cards, a qualitative survey of reflections, and a Google Forms survey to quantify experiences across the department. These provide insight into factors that influenced students’ satisfaction with remote-learning and illustrate the benefits of engaging students in the process of analysis.

Students in two classes at the same Japanese university conducted peer assessments on their peers’ presentations. In one class, the students utilized a Likert-type scale assessment sheet with Categories 1–4. In the other class, the students utilized a rubric assessment sheet where qualitative definitions of evaluative items were written at particular levels of achievement. These data were compared, using a multifaceted Rasch analysis computer program.

A series of increasingly complex tasks within the TBLT framework pushes learners to experience language gains. A research methodology course using technology like Web 2.0 tools within the TBLT framework was offered to a group of 25 pre-service ESL teachers to examine the impact of TBLT on content learning. The findings showed a positive impact on teacher task difficulty perception and social use of technology on task completion and improved comprehension and content learning.

Narrative Inquiry is a body of research that considers personal accounts, giving voice to those often invisible in academia. The presentation incorporates Japanese university students’ English language accounts. The purpose is to understand learners from a holistic perspective. Language learning is an individual journey of discovery and progressive skills. It is hoped this presentation will provide perspective, as an educator or a language learner yourself, on personal journeys represented in the Japanese classroom.

Lyndell Nagashima is the JALT2021 Kevin Cleary Invited Speaker. The Kevin Cleary Invited Speaker program was begun in 2014 in memory of a beloved JALT President who passed away in January 2014. Kevin was involved with JALT as an officer at the chapter level and the national level since 2002. The speaker for this award is one who encompasses the same spirit and enthusiasm Kevin showed during his time with JALT.

The COVID-19 pandemic has been problematic for self-access and social language learning spaces where community, interaction, and proximity are central to our mission. Moves to remote or hybrid learning and the need for social distancing have forced us to rethink our practices. This forum explores how these initiatives have led to greater choice for learners and even some surprising benefits. There will be two mini-presentations, followed by discussion time.

Being a Successful Academic Reader: How to Systematize Your Reading Practices, by presenters John Campbell-Larsen and Cameron Romney. This workshop will show methods the presenters have developed to meet the challenges of academic reading, and will invite participants to reflect on their own reading. Getting the Upper (APA) Hand: A W5 Workshop on Proofreading, by presenter: Greg Rouault. Proofreading is important for authors and researchers and vastly different than correcting students’ writing.

This presentation will focus on an innovative face-to-face testing system that incorporates a variety of digital prompts to assess students utilizing a rubric based on CEFR-J can-do statements. This speaking test is designed specifically for Japanese learners of English and assesses their ability to speak and interact. Technology was used to streamline the test by using digital delivery for images and video in conjunction with an online assessment scoring input system.

Literature suggests differences in language settings might cause learnability issues in ESL learners despite the availability of universal grammar (UG). This study aims to examine the above claim and understand if ESL learners’ (L1-Telugu) knowledge of resumptive pronouns in complex wh-interrogatives shows the full access model of UG in SLA is true. The findings provided evidence of their knowledge of RP at the level of full-transfer along with their bias for its position of occurrence.

This study examines two groups of Japanese university students who participated in a five-month and ten-month study program overseas during the COVID-19 pandemic. Both groups were required to take the TOEIC exam pre-departure and post-arrival, and quantitative analyses were used to measure any improvements at both the individual and group level. Research methods were also utilized to determine the effects of the pandemic on the overall study abroad experience.

Often met with disdain and mistrust by regular instructors, corporate “dispatch” language companies have become widespread in Japanese higher education. However, as these companies and their instructors are here to stay, a closer examination of them is of value. What can regular instructors and departments learn and gain from their corporate counterparts? The presenters examine the experiences of surveyed ex-dispatch instructors as well as provide their own insights and recommendations.

This presentation investigates the relationship foreign faculty in Japan have with their university through the lens of organizational psychology. The study highlights why educators’ commitment to their university is increasingly important, the positive outcomes that result from greater faculty commitment, and what department administrators and other leaders should consider in order to improve the relationships faculty have with their institutions.

As teachers, we develop a set of instructional skills and tools that we rely on. However, to what extent do we review our own performance? This session examines teaching portfolios as tools for reflective practice, using an example as a way to explore its efficacy. We will look at what to include and how to engage with the portfolio. This is a practical workshop intended to encourage instructors to consider this method of professional development.

This presentation will outline some of the current changes and challenges faced by instructors seeking academic employment, such as demographic issues, institutional stability, increasing professionalism, and minimum entry requirements. Strategies and solutions for navigating these challenges will be presented including tips on CV preparation, professional development, and career planning. We will adopt a workshop format for the final portion of the session to address audience members’ needs.

This study examined the effects of form-focused instruction on the development of grammatical accuracy in speaking production over time. Approximately 100 Japanese university students did a weekly cartoon narration task in English for seven weeks. Participants were divided into one comparison and two experimental groups where experimental group participants received grammar interventions before speaking narrations. Three participants were chosen from each group and the trajectory of changes in their grammatical accuracy were examined.

Japanese university students sometimes lack confidence in their ability to speak English. In this presentation, the researcher will discuss how students’ learning experiences may be contributing to lack of confidence through the perspective of self-efficacy (SE). Using the quantitative findings of sources of EFL speaking SE inventory, the presenter will outline some of the learning experiences that appear to hinder students’ confidence to speak English.

This presentation will discuss the development and use of a short, web-based lexical discrimination, phonological and orthographic skill, and vocabulary test to help a university English department assign students into levels and identify students with potential reading weaknesses. Practical and theoretical issues will be discussed, and the correlation of various parts of the test to the TOEFL ITP test and student course performance will be reported.

This study explored learner perceptions and readiness for autonomy after one year of emergency remote learning. An open-ended survey was administered to 850 first-year undergraduates across eight faculties. Qualitative analysis of learner perspectives highlighted positive and negative impacts of self-directed online learning in areas such as technology, social relationships, affective issues, and self-monitoring strategies. The researchers concluded that autonomy-based educational technology should be widely adopted in higher education contexts and, if possible, pre-university orientation programs.

In this workshop, we will introduce news-based media literacy skill units for L2 English learners. Topics include fake news, bias, fact manipulation, and sources. We firstly provide some background and argue the importance of including skill-based units in regard to fostering students’ critical thinking ability. Thereafter we shortly describe the process of making the units. Then, we demonstrate some of the activities, such as identifying fake news and spotting bias.

This study presents research on the role of feedback types in a computer simulation of an academic advising session that was designed for instruction of refusals and requests. Feedback was operationalized along the dimensions of sociopragmatics (feedback on the overall politeness of a selection in the simulation) and pragmalinguistics (feedback on the forms that contributed to impoliteness). This talk highlights issues with designing computer simulations and presents data on learning outcomes.

Gaining mastery of the English tense-aspect system remains challenging for university ESL learners. They may have academic writing needs and a need for proficiency given work-related purposes. We developed shortcuts that reflect the shared conceptualizations of the main tense-aspect grammar rules, based on ontological structures of time and happenings. These have allowed students to efficiently understand the main workings of the system, and to facilitate appropriate use of the English tenses while developing self-correction skills.

Teaching English language writing online can be challenging. Interactive components such as modelling, scaffolding, and providing one-on-one support are not easy to replicate through online learning. This workshop will review some of these challenges and show attendees how to use the EssayJack application to address them. EssayJack provides smart, interactive writing templates which can be customised for varying writing proficiencies, to include native language support, and for use in in-person or online classes.

This is the graduate student showcase for Macquarie University.

This is the graduate student showcase for Tsuda University.

This Forum will present an ongoing collaborative kaken research project entitled Language Education reform using action research: Putting the CEFR’s educational principles into practice. Project participants will reflect on the research plans they implemented using a CEFR-informed action research model (CARM) developed by the SIG, and on the first and second year workshops, before discussing the strengths and weaknesses of the CARM model and the goals for the third year of the kaken project.

This presentation introduces the podcast project called Lost in Citations. With each episode centred on an academic publication, we invited scholars from a wide variety of fields to discuss their research in a more in-depth way and learn more about their background. We cover our subsequent text-mining activities, including an example of thematic similarities that emerged within a series of our research-based interviews with academics in connected fields.

This presentation will discuss results from a longitudinal study aimed at investigating intercultural competence development in largely monocultural, foreign language classrooms. Particular attention will be given to the development of core intercultural competence components, namely curiosity, openness, and respect, as well as an awareness of local and global issues. The presenter will discuss results of pre- and post-intervention surveys, reflective journals, and focus group discussions collected over one semester among 180 EFL university students.

This study aimed to uncover the attitudinal factors impacting a group of 1st-year Japanese university students’ (N = 89) self-perceived intercultural competence (IC) prior to a 6-week US-based study-abroad program. Thematic analysis from reaction papers following an interactive lecture-workshop orientation revealed that: 1) participants typically perceived their IC through either an individual lens and/or a collective lens, and 2) they then adopted either a passive or proactive mindset towards their impending study abroad experience.

Regarding Japanese pronunciation of English, while errors at the phoneme level allow full understanding by native English speakers, prosodic errors greatly reduce comprehensibility (Yamane, 2007), necessitating improvement of prosody such as intonation. This study attempts to enable effective pronunciation teaching in the field of education by describing in detail the actual pronunciation of English intonation by Japanese speakers and by providing an explanation for this based on the Japanese intonation system.

Providing feedback is essential for teaching. However, we wanted to make the classroom more student-centred by allowing students opportunities for self-correction through activities that encourage output from them. Students were asked to reflect on their performance in mid-term and final speaking tests before being given feedback from us in order to provide an opportunity for them to identify their own strengths and weaknesses. We look at the benefits and limitations of this reflective process.

This presentation is an update on a project to align existing English communication courses with the Common European Framework of Reference for Languages (CEFR). The presenters detail the project’s progress as it moves to a practical implementation stage. In this stage, students are interviewed, while can-do statements are modified and employed in the classroom as well as introduced in the self-access center. The voices of students and teachers are included throughout.

This workshop aims to provide ideas for addressing social issues and culture in the ELT classroom via critical pedagogy (Freire, 1970; Giroux, 2005). Initially, attendee approaches toward tackling social issues and culture will be explored. Thereafter, audience understandings of critical pedagogy will be examined before it and its relevance are defined. Subsequently, attendees will experience addressing example social issues and culture via critical pedagogy before concluding with the advantages and risks of using this approach.

Report on a qualitative study of self-reported personal growth in Japanese university students following a long-term study abroad (SA) program. A series of semi-structured in-depth interviews were conducted over several weeks. Subjects were asked to reflect on how they changed during their SA time. They were encouraged to give examples, tell stories, follow tangents, and expand on answers. Common themes included increased tolerance of ambiguity, changed perception of other cultures, and personal self-empowerment.

Grammar-based learning tries to prevent 10,000 mistakes and then measures ability by how many mistakes you make. It’s like the diet industry: it seems logical that it would work, but the success rate is 2%. Conversation-based learning is all conversations and conversation tests, and students find and fix their own mistakes. In short, students write what they will say, talk about what they wrote, transcribe what they said, and fix their own mistakes.

This workshop discusses an event combining local folklore, Japanese dialect literature, and performative language practice, and reflects on the self-reported experiences of the learners. Workshop participants will hear details of the event and students’ self-reflections on the learning process, touching on topics ranging from pronunciation to performative language, translation theory, code switching, and language modalities. The workshop will conclude by demonstrating how the lessons learned may be applied in a wider variety of contexts.

It is a challenge finding material that is authentic and can take learners outside of the classroom, and even more challenging to find engaging material that works in asynchronous, synchronous, and face-to-face classrooms. Structure is necessary only as far as it does not constrain creativity in any way. With measured scaffolding, authentic video material, and carefully chosen themes as a catalyst, let’s explore how learners can have real cross-cultural interactions in almost any classroom setting.

This narrative research study explored EFL teachers’ experiences with neurodiverse students (those with dyslexia, ADHD, and autism) at the tertiary level in Japan and their self-efficacy for inclusive practice. Bandura’s (1977) theory of self-efficacy was used as a framework for interpreting teachers’ interview data. Findings indicate that EFL teachers at the tertiary level in Japan lack training and institutional support necessary to create inclusive environments. Solutions and tips for inclusion will be discussed with participants.

This presentation introduces how design thinking (DT) was used in a university English course to facilitate communication and creative collaboration. The presentation will introduce the work of the students and survey results on student engagement, confidence communicating, and developing cognitive flexibility. Attendees at the presentation will leave with theoretical insights into the impact of DT on student engagement and practical suggestions for implementing DT in language lessons.

The Graduate Student Subcommittee (GSS) is for people who currently study or are thinking about studying at university. We provide a forum for people to talk about their experience of student life, and we offer this event to help you make connections and share your ideas and concerns. We want to help all students, and we are looking for ideas about how we can do this. Anyone interested in joining or helping us is welcome.

Project-based learning and teaching (PBLT) has been recognized as an approach that fosters learner autonomy. This presentation introduces the Students as Teachers project, during which university students prepared and taught a 90-minute lesson based on a unit from a four skills textbook. Student reflections throughout the project and at the end of it will be discussed in detail to show how students developed new perspectives on their development as learners of English.

This presentation will describe a longitudinal study examining the performance of a Japanese university English as a roreign language (EFL) program over a 20-year period. Time-series analyses were conducted using TOEFL ITP results for 20 student cohorts to investigate emerging English proficiency trends. The results indicated that specific institutional events, as well as larger population trends impacting Japanese universities, led to gradual shifts in program student demographics, which contributed to changes in proficiency patterns.

Public speaking phobia can have a negative impact on students’ ability to function in the classroom and effectively acquire a second language. This talk will discuss an investigation into the best methods for reducing this anxiety in students, including virtual reality and imagination-based exposure training, mindfulness practice, presentation methods instruction, and more. Participants’ comments from program interviews and surveys will also be presented to explore best practices for classroom presentation activities and assessments by instructors.

The presenter will demonstrate how Japanese university students were able to face the challenges of Emergency Remote Learning (ERL) when working on group projects. Most students rated themselves as adaptable to remote learning because they completed tasks on time and participated actively in Zoom sessions. However, at times, they felt unmotivated. Their reflections illustrate that ERL was difficult but rewarding as they had acquired technological skills that they could use after the end of COVID-19.

This is the graduate student showcase for Waseda University.

The CEFR & LP SIG Annual General Meeting will give a report on the SIGs activities in 2021 and discuss the plans for 2022. All current and future members are kindly invited.

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.

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.

This is the graduate student showcase for Tsuda University.

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.

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.

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.

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.

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.

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.

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.

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.

In this workshop, participants will complete a questionnaire about their beliefs concerning teaching a research paper and discuss these beliefs. Next, participants will brainstorm problems students have with research papers, and what decisions instructors must make when organizing a research project. The presenter will guide a discussion and share some recent scholarship. Participants will be provided with a handout of activities to help students develop their skills at writing from research.

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.

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.

This presentation describes a tool in the form of a pronunciation practice guide aimed at helping Japanese students in healthcare disciplines improve their ability to pronounce English medical terms more intelligibly. A test trial of the guide conducted on 87 nursing and medical technology majors demonstrated a remarkable increase in their intelligibility. The presenter describes the main features of the guide and its trial procedures, and recommends its use in medical English classrooms across Japan.

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.

Il y aura quatre présentations cette année: 1) Les défis et changements intervenus dans l’enseignement en ligne au cours de l’année écoulée dans un établissement universitaire; 2) Repenser la classe de français en présentiel avec l’expérience de l’enseignement en ligne; 3) Compte-rendu d’une expérience de simulation globale en ligne dans un dispositif combinant oral synchrone et écrit asynchrone; 4) Organiser et évaluer les classes de français en ligne: défis et pistes de réflexions.

English Clinic is a person-to-person tutoring program designed to provide the opportunity for oral communication experience for students in an English program at a university. This presentation will provide a brief description of English Clinic, argue for its necessity, give an analysis of program efficacy, and give recommendations for development. The aim is to improve the program and help guide other institutions by providing insights in how tutoring clinics can be implemented successfully.

The goal of this presentation is to describe the outcomes of a collaborative professional development project designed specifically for the needs and interests of language teachers looking to get started with quantitative research. The presenter will introduce the goals and methods of the 2018 quantitative research training project and then describe outcomes in terms of participation evidence, teacher feedback, and tangible products including conference presentations and published papers.

This paper aims to examine the feasibility of the collective evaluating method for the learning outcome of English learners in intercultural virtual exchange. As intercultural exchange with multiple partner institutions requires a common ground for quality assurance of learning outcomes, we developed a common framework of reference for the learning outcomes on “language skills” interconnected with other required skills. This paper will share the application of the framework to the activities in international learning.

Collaborative online international learning (COIL) is a method of virtual exchange that offers a way to help bridge the opportunity gap to study abroad by providing cross-cultural exchanges without leaving home. This presentation outlines the process of implementing COIL activities with university students in China and Japan and reports on the impact of such activities on student perspectives of language development, motivation to study a foreign language, and intercultural competencies.

This study examines pre-service team-teaching (TT) training courses for Japanese and English-speaking international students in an education-majored university. The author’s participant observation, interviews with the students, and their reflective notes were analyzed. Japanese students’ English communicative competence is a decisive factor affecting TT role-sharing and satisfaction of their TT performances, but power struggles were sometimes seen. Additionally, opportunities for on-campus intercultural interactions were created through collaborative learning, contributing to enhancing the Japanese students’ intercultural skills.

This presentation discusses the role and practical use of literature in the language classroom within the framework of the United Nations Sustainable Development Goals (SDGs) for curriculum developers. First, relevant literary texts will be introduced in relation to specific goals and analysed with reference to learner level suitability. Next, authentic classroom activities and assessments that may increase effective learner engagement, as well as their awareness of global issues, will be explored.

English Bento is a speaking and listening training app for students and a progress tracking system for instructors. It was built on the principles of micro-learning, feedback, and fluency training. This workshop begins with participants using the app as a student; followed by a demonstration of how their student data is displayed on the instructor’s dashboard. English Bento is assignment-based with pre-existing content, but also allows instructors to add their own. This workshop is hands-on.

Tackling a graduation thesis in English is a huge challenge for undergraduate students in Japan. It is easy for seminar students, for example, to feel overwhelmed. Emphasizing surveys and interviews as means of collecting data can get the research process started and help students understand the goal of creating knowledge. This presentation will cover materials appropriate for students who will benefit from consideration of writing their research in English.

Translanguaging, multimodal resources, and interactional competence are fundamental to communication in an educational context. This forum will present three different research approaches which investigated social interaction in different contexts: (a) in a mathematics-based CLIL classroom, (b) an undergraduate geoscience poster presentation, and (c) with multilingual speakers in conversation tasks in a university classroom. Participants will not only learn about the research findings, but more importantly, will learn how to apply them to upgrade their teaching.

Metaphor is an important feature of academic discourse that is used in a range of disciplines to express abstract concepts. For example, economics makes frequent use of health metaphors (the economy is ailing/thriving). This presentation reports on the findings of a corpus study to identify common metaphors across a range of disciplines. The presenter will discuss the use of metaphor in various disciplines and teaching materials to develop awareness of metaphorical vocabulary.

Reaching a 95% vocabulary comprehension level is essential for university English as a medium of instruction courses, TOEFL or IELTS, or overseas study. To meet this challenge, the presenters created an online program of 23 lessons combining the headwords of the UWL, EAP, AWL, and NAWL word lists into a 1,850-word core. This open-source series of 23 lessons utilizes free online Quizlet cards and gamification to motivate students, assess learning, and give feedback on progress.

The purpose of this presentation is to explore the efficacy and effectiveness of self, peer, and teacher assessment of discussions from both student and teacher perspectives. This research centers around the use of check sheets of discussion function phrases which were used to measure individual students’ input and participation in a small group discussion. Students were asked to reflect on each type of assessment, and their participant observations were compared with those of the author.

This presentation will first provide an overview of the Spring 2020 ERTL transformation of a traditional paper notebook weekly journal assignment into an inter-classroom e-publication: The University Freshmen Flash Fiction Series. Then, the results of learner self-reflection (N=35) regarding their creative writing assignment experiences in a dedicated Academic Evidence-Based Essay Course will be shared. Finally, a rationale for including creative writing as a part of a university freshmen learners’ writing portfolio will be discussed.

CLIL is a growing trend in Japanese universities yet published research is scarce. This presentation details a scoping review conducted on this research space. After describing the methodology, the session covers research trends, foci, findings, and gaps identified in the selected studies (N = 47). Results indicate numerous practice-based descriptive studies while empirical studies are atypical, meaning detailed reportable findings are rare. The session finishes by discussing potential enhancements to remedy research space concerns.

Roleplaying activities are commonly used to teach social studies in the United States and other countries, and they can offer new perspectives for transforming content-based EFL courses (CLIL) in Japan to make them more accessible and fun. This presentation will introduce two roleplaying activities which were used in a university-level American Studies course. Attendees will participate in these adventurous activities and learn a roleplaying template they can use to enhance their own content-based classes.

While challenging, the COVID-19 period has provided the opportunity to identify strengths and weaknesses of online versions of what would otherwise be classroom based courses and activities. This presentation compares online and in-class versions of a university EAP program for students wishing to study abroad. Results suggest that greater online and classroom integration is possible.

English-medium Instruction (EMI) has grown rapidly in Japan, with nearly half of universities offering EMI programs. Unfortunately, there has been no parallel growth in support for faculty members who face challenges teaching in these classrooms. This presentation explores professional development (PD) experiences, needs, and expectations among teachers in EMI programs across Japan, revealing specific competencies that they hope to gain from PD and some interesting differences between Japanese and international faculty members.

This paper will demonstrate how and what to teach in addition to grading students’ interactional proficiency in speaking examinations. Some teaching activities and their grading criteria, which do not focus on form but focus on interactional fluency, will be shown. Following that, the importance that learners should be given certain learning tips and be explicitly trained to manipulate the interactional strategies will be broadly discussed.

Surveys of English language teachers around the world have reported that teachers find it difficult to make speaking happen. While the need for interaction is frequently acknowledged, educators have reported great difficulty in implementing it successfully in their lessons. This session will look at common misunderstandings about communicative interaction, the teacher’s role in making interaction happen, and practical, evidence-informed solutions to problems teachers may face when trying to get students to communicate in the classroom.

Students’ and teachers’ wellbeing has emerged as a common concern in research during COVID-19. Based on qualitative research and the data of 10 FGDs with teachers (25) and students (19) in private universities (11) in Bangladesh, the paper shows that online teaching is affected by contextual, material, physical, social, and psychological challenges, and, consequently, both teachers and students experience anxieties and stresses. Students from a non-privileged background suffer more than others.

This study looks at a cohort of 12 students in a new MA TESOL program at a Sino-US joint university in China. Through surveys and focus group interviews, the researchers intend to uncover these teachers’ perceptions of current professional development options, and the rationale for pursuing an advanced degree. Discussions will focus on the needs of EFL teachers’ suggestions for future directions, as well as implications for policymakers and education administrators.

This presentation will offer insight into what students feel is useful for feedback on written work in English. A variety of methods for providing feedback to students will be explained, indicating which methods are preferred and most referred to during subsequent revisions of work. Understanding how students engage with feedback can help instructors prioritize methods of dissemination and improve efficiency, while keeping students focused and motivated.

Stories have been used educationally, including in second language classrooms. This presentation will introduce a pilot study on identity formation through student-told anecdotes. Qualitative research was conducted in which English majors at a Japanese university presented a personal story after receiving lessons on narrative structure and vocal modulation. Results from a narrative frames questionnaire and students’ perspectives on the anecdote project will be discussed. Ideas for improving student-told anecdotes will be demonstrated.

When students’ emotional needs are met in the classroom through such strategies as smiling and eye contact, they may be more likely to succeed academically. But how can we nurture positive emotions when teaching online? This workshop will explore the online equivalent of several classroom-based strategies for meeting students’ emotional needs for learning. Attendees will be invited to offer suggestions and the results of the presenter’s own action research in this area will be shared.

What happens to a makerspace class when the space is taken away? This workshop will share how a makerspace class used a blended learning model (Kitchen, 2021), online makerspace tools (e.g., Microbit and Tinkercad), and communication activities for online instruction. It will also show initial research findings from an exploratory study investigating five university students’ written journals for language development through descriptive statistics, and makerspace learning benefits using initial and thematic coding.

This presentation details an analysis of student speaking before and after a period of study abroad in an English-speaking country. Videos of students engaging in spontaneous conversation with classmates were recorded and transcribed. The analysis of Pre- and Post- study abroad data shows changes in both quantitative and qualitative terms. The aim of the presentation is to highlight the development of interactional skills that may be invisible on standardized written tests.