-
Eric Chia-Hwan Chen (National Taipei University of Education)10/31/25, 2:15โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
Taiwanโs bilingual education policy, launched in 2018, required elementary and junior high school teachers to deliver some specific subjects in English, but soon faced issues of teacher shortages, inconsistent qualifications, scarce textbooks, and limited budgets. Universities also questioned their academic rigour and lack of evaluation schemes. In 2025, the government scaled back, allowing...
Go to contribution page -
Amanda Brown (Syracuse University)10/31/25, 2:50โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
This study compared the operationalization and feasibility of three methods of measuring plurilingual language practices by a teacher and learners in an Arabic language classroom: word counts, time analysis, and impressionistic judgments from live observations. Application of the methods to the same dataset revealed comparable frequencies of L2 use, different frequencies of L1 use, and large...
Go to contribution page -
Siyan Dang (Chang'an University)10/31/25, 3:25โฏPMJapanese and Other Language Teaching & LearningResearch-oriented Presentation (30-minutes)
Due to the lack of English proficiency of both instructors and students, Japan's EMI programs are often accompanied by Japanese use. Focusing on Chinese students, who make up the largest group of multilingual international students in Japan, this research employs a phenomenological approach, aiming to identify Chinese studentsโ attitudes toward L3 learning and how it shapes their identity in...
Go to contribution page -
Garrett Cromwell (English Language Fellow, U.S. State Department)10/31/25, 4:00โฏPMJapanese and Other Language Teaching & LearningPractice-oriented Workshop (60-minutes)
Quick and Random: Gamified Speed Learning for EFL Classrooms introduces fast-paced, interactive activities that blend movement, chance, and competition to energize learners. Participants will experience adaptable techniques such as 5-minute research, gallery walk speed quizzes, and speed interviewing to boost engagement, recall, and language use.
Go to contribution page -
Helen Takahashi (Sapporo Gakuin University)10/31/25, 5:10โฏPMJapanese and Other Language Teaching & LearningResearch-oriented Presentation (30-minutes)
Challenges facing the revival of indigenous languages such as Welsh in the UK and Ainu in Japan are outlined and discussed. The past, present and future challenges of these languages are compared and contrasted. The potential for sharing strategies and approaches between indigenous languages is considered as well as how learning an indigenous language might influence the subsequent learning of...
Go to contribution page -
Prof. Angela Wolf11/1/25, 11:00โฏAM
This presentation will share research on adult learner and instructor opinions of Japanese (L1) use in an eikaiwa classroom. Interview data will be presented as pattern codes and will address themes of authenticity and the perception of L1 use as a last resort. Beneficial uses of the L1 as reported by learners and instructors will also be presented and compared between different levels to...
Go to contribution page -
Peter Collins (Tokai University), Simon Wilkins (Tokai University)11/1/25, 11:35โฏAMMaterials and AssessmentPractice-oriented Workshop (30-minutes)
Modeling spoken language exposes learners to natural language patterns, helping them establish self-correction norms. However, prepared scripts and transcribed dialogues can be unrealistic and unengaging. This workshop offers student videos as authentic and engaging models of spoken language. The presenters will outline the steps they follow, collecting, analyzing, and sharing these videos in...
Go to contribution page -
Chizu Sugawara (Toyo Gakuen University), Kayoko Yamauchi (Toyo Gakuen University), Manna Aoki (Toyo Gakuen University)11/1/25, 12:10โฏPMMaterials and AssessmentResearch-oriented Presentation (30-minutes)
Due to the complex nature of Project-based Learning (PBL), assessment tends to create challenges for teachers and students alike. This presentation will share findings from a research inquiry into the efficacy of Assessment as Learning (AaL) in a mandatory PBL English course for first-year students at a private university in Japan. Benefits and challenges, as well as some tips for future...
Go to contribution page -
Yasunori Matsuzono (Meiji Gakuin University)11/1/25, 12:45โฏPMLanguage SkillsResearch-oriented Presentation (30-minutes)
This presentation examines the TOEFL iBT Speaking section, highlighting key features for successful performance. Forty questions and 72 sample responses were extracted from official materials. Question analysis reveals distinct patterns in question types and topics. Response analysis identifies typical delivery features, such as pauses and speech rates, along with common organizational...
Go to contribution page -
Ms Thu-Anh Pham (Iwate University)11/1/25, 1:20โฏPMMaterials and AssessmentResearch-oriented Presentation (30-minutes)
This presentation examines the use of metadiscourse markers (MMs) in IELTS academic writing at band scores 4, 6, and 8. Through qualitative analysis, it identifies patterns in how candidates use interactive and interactional MMs to structure and engage with their writing. The session provides practical teaching strategies, focusing on effective MM integration rather than memorization....
Go to contribution page -
Catherine Cheetham (Tokai University), Peter Collins (Tokai University), Shinichi Hashimoto (Tokai University, Faculty of Engineering)11/1/25, 1:55โฏPMLanguage Classroom ContentPractice-oriented Workshop (30-minutes)
This workshop presents a flexible framework that combines communicative activities with traditional TOEICยฎ preparation. Presenters will share adaptable strategies such as role plays, group discussions, and collaborative test analysis that enhance both test performance and real-world English proficiency. This approach increases learner motivation and teacher engagement by shifting the focus...
Go to contribution page -
Gavin O'Neill (Hitotsubashi Univeristy)11/1/25, 2:30โฏPMMaterials and AssessmentResearch-oriented Presentation (30-minutes)
For programs taught through English (e.g., EMI), TOEFL and IELTS scores or previous history of EMI study may not be sufficient for language instructors to identify which students may need writing support to meet program requirements for complex source-based writing tasks such as term papers or literature reviews. This study of 224 graduate students from over 50 countries explores what...
Go to contribution page -
Jaime Morrish (Sugiyama Jogakuen University), Thomas Legge (Momoyama Gakuin University)11/1/25, 3:05โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
This presentation explores practitioner-led research on how taking an IELTS test impacted four university teachers in Japan. It examines their experiences, effects on teaching practices, and the test's value as teacher training. Teachers with prior IELTS experience gained confidence and filled knowledge gaps, while an inexperienced teacher found the process overwhelming. However, all developed...
Go to contribution page -
Makito Kawata (Kanda University of International Studies)11/1/25, 5:00โฏPMMaterials and AssessmentResearch-oriented Presentation (30-minutes)
This presentation will explore the efficacy of an automated scoring method for the Paused Transcription (PT) listening task. Transcription accuracy was analyzed using both partial-credit and โall-or-nothingโ binary scoring approaches across various assessment criteria. The binary method yielded results comparable to the partial-credit method in terms of PT score reliability and correlation...
Go to contribution page -
Ian Dagnall (Kyushu Sangyo University)11/1/25, 5:35โฏPMMaterials and AssessmentResearch-oriented Presentation (30-minutes)
This presentation demonstrates how test analysis supports the continuous improvement of tests and provides feedback on course materials. A statistical analysis of a new end-of-semester homework e-learning test in a speaking course showed the test had high reliability and effective items. Studentsโ scores showed significant gains with a large effect size. While the focus of this presentation is...
Go to contribution page -
Ms Alana Campbell (J.F. Obirin University)11/1/25, 6:10โฏPMMaterials and AssessmentPractice-oriented Workshop (30-minutes)
Grading, or assessment, makes up a large percentage of teachersโ work, but are we making the most effective use of our time? By considering the efficacy of grading and error correction on student outcomes and the purpose behind homework assignments, we can potentially reduce the amount of grading we do as teachers without negatively affecting student outcomes. This workshop will review the...
Go to contribution page -
Prof. Masaki Akase (National Institute of Technology, Nagano College), Trevor Holster (Fukuoka Jogaukuin University)11/1/25, 6:45โฏPMMaterials and AssessmentResearch-oriented Presentation (30-minutes)
This study investigated the validity of TOEIC Bridgeยฎ for placement decisions in a National Institute of Technology. Data from 185 students was Rasch analyzed. Reliability of .90 was adequate to separate high, mid, and low groups of students, and data-model fit, local item independence, and unidimensionality were also adequate. The range of item difficulty was acceptable for this sample of...
Go to contribution page -
Chika Takahashi11/2/25, 9:05โฏAMPsychology and Language LearningResearch-oriented Presentation (30-minutes)
This study examined 2.5-year motivational trajectories of three Japanese learners of English and LOTEs. Based on five sets of interviews, the study presents how the learners shaped their micro contexts, developed an ideal multilingual self, and engaged in classroom and out-of-class learning despite the generally described macro-level foreign language context.
Go to contribution page -
Saki Suemori11/2/25, 9:40โฏAMPsychology and Language LearningResearch-oriented Presentation (30-minutes)
Teaching is widely recognized as a highly stressful profession, often linked to low well-being and attrition. Sustaining positive teacher psychology is vital for career longevity and student success. This study employs duoethnography, with two Japanese university English teachers reflecting on their experiences. Findings highlight how curiosity, enjoyment, and flexibility supported them in...
Go to contribution page -
Phil Nguyen11/2/25, 10:15โฏAMTechnologyPractice-oriented Workshop (30-minutes)
This presentation is a workshop designed for those who want to introduce poster presentations in their classrooms using Canva. Canva is an online-based visual and graphic design tool that allows you to create a vast variety of projects. The workshop will also discuss various strategies and offer guidance on conducting an effective poster presentation class with students. Combining both...
Go to contribution page -
Brian Strong (Carleton University), Paul Leeming (Kindai University)11/2/25, 12:00โฏPMPsychology and Language LearningResearch-oriented Presentation (30-minutes)
Phrasal verbs (PVs) โ "take off" or "put on" โ are tricky for Japanese students. This study tested two teaching methods: guessing and correcting errors vs. direct teaching. Results showed students who remembered their errors learned better. While both methods worked, direct teaching helped students master more PVs. Teachers can help by encouraging students to track their errors and focusing on...
Go to contribution page -
Simon Humphries (Kansai University), Prof. Tomoko Yashima (Kansai University)11/2/25, 12:35โฏPMPsychology and Language LearningResearch-oriented Presentation (30-minutes)
Speaking reticence is widely observed in Japanese English classrooms (King, 2013). A different picture may emerge among learners of languages other than English (LOTEs) experiencing study abroad (SA). This presentation focuses on two students who improved significantly at speaking English during SA in France and Germany. Both showed introspective and introverted tendencies that aided their...
Go to contribution page -
Yoshi Joanna Grote (Kyoto Sangyo University)11/2/25, 1:10โฏPMPsychology and Language LearningPractice-oriented Workshop (30-minutes)
Teachers instinctively care about their studentsโ well-being as they understand that happy students learn better (Oishi et. al., 2009). Yet do we really understand what makes our students happy? In this presentation, I will share what I have learnt from three years of teaching a Positive Education elective in which students were assigned positive interventions based on Seligmanโs (2009) PERMA+ model.
Go to contribution page -
Caroline Hutchinson (Nihon University College of Economics)11/2/25, 1:45โฏPMPsychology and Language LearningResearch-oriented Presentation (30-minutes)
Against the backdrop of declining student numbers and a desire to boost international competitiveness, Japanese higher education has increasingly focused on educating โglobal human resourcesโ, namely workers with foreign language proficiency who can work flexibly with others across cultures (Yonezawa & Shimmi, 2017). This concept tends to stress identity as Japanese, reflecting the demands of...
Go to contribution page -
Chiho Kobayashi (Tenri University)11/2/25, 2:20โฏPMPsychology and Language LearningResearch-oriented Presentation (30-minutes)
The current study examines how Japanese university students' motivation to learn English changes over four years. The participants are 45 English majors. All of them complete questionnaires and some participate in follow-up interviews at the end of each semester. The data collected so far shows various changes in motivation and development of English abilities. Many internal, social, and...
Go to contribution page
Choose timezone
Your profile timezone: