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

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

The Japanese national curriculum specifies balanced teaching of speaking, reading, listening and writing -- and universities are moving towards assessing all four skills. As part of this movement, Tokyo University of Foreign Studies and the British Council have jointly developed a Speaking Test for university entrance purposes called BCT-S, a localised version of the British Council’s global Aptis test. In this hands-on session, attendees will work with tasks, speaking samples and rating criteria from the Aptis test to better understand, in concrete terms, the way these tests rate candidate’s speaking performance using the CEFR descriptors.

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

Although educators invest in knowing the content they teach, they may prepare slideshows as visual aids that are ineffective and counterproductive. Text-heavy slides reflect a knowledge-transfer approach instead of a constructivist approach. This workshop will demonstrate slide design from a multimedia learning perspective (Mayer, 2009) that is more effective. Additionally, tips will be given for slideshow delivery. Participants will be encouraged to ask questions and share ideas in this interactive workshop.

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

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

The ability to demonstrate one’s familiarity with diversity and equity practices (DEP) is a great asset on the job market. In this workshop, three members of the JALT DEP Committee will share their expertise in three areas of common concern among JALT members: hiring practices, harassment prevention, and accountability, both personal and organizational. After short presentations on these three areas to establish common ground, participants will be invited to join the group of their choice to discuss related issues. We will then regroup at the end, and each group will share the fruits of their discussion.

This workshop will provide participants with opportunities to engage in reflective practice (RP) to better understand their teaching and themselves. The presenters will explain definitions of RP, highlight Farrell’s six principles of RP (2019), and introduce tools for engaging in RP. Participants will be encouraged to try some tools and share about their respective situations. It is hoped that participants will be motivated to engage in such practices when they return to their own contexts.

Assistant language teachers (ALTs) entering the Japan Exchange and Teaching (JET) Programme serve in a role that ranges from language model to international communicator. As the native model of English education becomes less important globally, ALTs role in the classroom shifts. In this study, interviews with former JET ALTs were conducted to understand perceptions of teaching philosophy and teacher development before and after entering JET. Findings are interpreted in terms of recommendations for teacher training.

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

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

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

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.

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.

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 is the graduate student showcase for Keisen University.

This is the graduate student showcase for Macquarie University.

Editors from JALT’s The Language Teacher and Postconference Publication will give advice and answer questions about getting published, including opportunities for non-peer-reviewed articles. They will also discuss how volunteering in various roles can help you to understand the publication process and improve your writing and researching skills. Drop by and learn about the many ways JALT publications can assist you in your professional development.

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

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

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 corpus-based research investigates vocabulary taught in Japanese EFL senior high school textbooks. Results show that most vocabulary words appearing in textbooks are what native speakers often use, indicating that Japanese EFL learners can be exposed to high-frequency words in the real world by using textbooks. However, textbooks cannot suffice in order for learners to read English texts intended for native speakers.

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.

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.

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 Soka University.

This is the graduate student showcase for Gakushuin University.

In this annual general meeting, members of the Teacher Development (TD) SIG will report on the recent activities of the group. Officers will share information and news about the SIG’s events, membership, publications, and other related matters. This will be followed by a forum which addresses both the challenges and opportunities for teacher development during and after the COVID-19 pandemic. Current and potential SIG members are encouraged to come along to this session.

This is the graduate student showcase for Akita International University.

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.

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

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

This presentation will describe an exploratory study conducted in Japan and Nepal of lower secondary school students and their teachers who engage in PBL projects they create collaboratively through a learning server that also includes channels for learner autonomy and professional development. Specifically, we will share strategies for empowering teachers through cross-cultural professional development and collaboration. We believe such strategies will strongly enhance students’ language learning for their empowerment.

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

This is the graduate student showcase for Soka University.

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

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

Although there is an apparent need for scrutiny of the lived experiences of foreign assistant language teachers (ALTs) in their situated contexts, research addressing them has been insufficient. This study explored, via narrative interviews, the identities and their constructions of 25 ALTs in the JET Programme. The findings revealed that the gestalt of ALT identity comprises two primary categories: foreigner identity and dabbler identity, and their six incumbent sub-identities (e.g., sojourner and greenhorn).

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.

This presentation provides clear and practical information on publishing in JALT Publications journals, which include The Language Teacher, JALT Journal, and the Postconference Publication. Editors from each journal will cover their journal’s remit and submission guidelines, describe the various peer-reviewed and non-peer-reviewed publication opportunities available, and answer questions. First-time authors and those wishing to publish in Japanese are especially welcome.

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.

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.

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 is the graduate student showcase for Macquarie University.

This is the graduate student showcase for Tsuda University.

In this forum, participants will learn about the JALT Research Grants and other grant opportunities available through JALT. Presenters will describe the goals, requirements, and schedules of the JALT Research Grants, which are limited to JALT members who have no other outside research funding. Information will be provided about other grants from JALT SIGs and chapters. Participants will be able to ask questions, discuss requirements, share individual research ideas, and receive guidance about application procedures.

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.

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.

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

This research analyzed positional data for 2,539 illustrations from fourteen elementary EFL textbooks. This analysis revealed significant differences between the left- and right-hand pages. These unique visual presentation tendencies are discussed in terms of their potential semantic significance. It is hoped that these findings provide insight into compositional patterns that could be of value to those who arrange images for pedagogic purposes, be it as an educator or materials designer.

This is the graduate student showcase for Waseda University.

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.

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.

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.

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 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 outlines what was learned as my preparations for a year of research into establishing a small professional learning community (PLC) to retain tech knowledge were altered over a 24-hour period when the COVID lockdown was announced. Suddenly I was standing up with administration as the entire school was forced to join my tiny PLC and we rode the wave into Google Classroom as an LMS, developing online conferences and interactions for our students.

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

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 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.

The presenters will detail the training and services currently available to JALT members through the Writers’ Peer Support Group (PSG), which pairs writers aiming for publication with volunteer peer readers. Current PSG members, those interested in becoming PSG members or more effective peer readers or reviewers, novices writing for publication, and researchers interested in peer-to-peer models would benefit from this session. Our annual general meeting follows immediately and is open to anyone who is interested.

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

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

This is the graduate student showcase for Tsuda University.

This institution-based case study investigated teacher agency in an in-house textbook development process for a university-level English debate course. The study found that manifestations of teacher agency in the textbook production process were non-linear and adaptive due to the instructor’s in-person experiences and negotiations with her students and co-textbook writers, and her attempt to establish an alignment with a larger institutional context. The researchers discuss select results from a sociomaterial perspective to highlight important findings.

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

In the move to emergency online teaching, an evolving professional learning framework was created to respond to the training needs of teachers. Through regular targeted sessions and by harnessing the growing collective knowledge of an online teaching platform and online teaching approaches, timely solutions to emerging staff needs were provided. This session shares the successes and challenges of the framework, plus takeaways for the future in the return to normal face-to-face teaching.

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

Language teacher noticing involves attention, interpretation, and decision making. It is a form of reflection occurring during engagement with learners. This talk aims to encourage dialogue about learning to notice among teachers of varying backgrounds and levels of expertise. Relevant literature will be described and participants will be invited to discuss suggestions concerning how to use noticing to: (1) develop rapport, (2) support acquisition, (3) enhance participation, (4) foster reflection, and (5) guide observation.

This study reports the professional experiences of three immigrant Chinese language teachers (ICLTs) regarding their professional acculturation into the Singapore education system. This study investigates how the ICLTs constructed their teaching identities through the negotiation of their positionality in their daily working life at school. The research findings indicate that healthy acculturation of the ICLTs required efforts to be made by both sides - ICLTs and members of the host school community.

In recent years, a number of Japanese EFL teachers at the secondary school level have participated in short-term teacher training programs in English speaking countries. However, we do not have much knowledge about teachers’ experiences of learning to teach after they return to their native countries. Therefore, this study explores how Japanese EFL teachers appropriated the pedagogical resources presented in one of the overseas training programs into their own classroom instruction back home.

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

This plenary provides examples of promising practices used by teachers of young learners of English at the elementary school level in the United States. These practices draw on students’ backgrounds and experiences while also expanding their repertoires in the English language. The presenter demonstrates how these promising practices in literacy instruction foster linguistic, literate, and cultural multilingualism and describes ways in which teachers promote learning through language and learning about language.

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

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

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

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

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

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