Conveners
Room 407: Reading
- There are no conveners in this block
Room 407: High-school Teaching
- There are no conveners in this block
Room 407: JALT Junior
- Dr. Erin Noxon (Sagano High School)
Room 407: JALT Junior
- Dr. Erin Noxon (Sagano High School)
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Jackie Talken (Kyorin University)10/31/25, 2:15โฏPMLanguage SkillsResearch-oriented Presentation (30-minutes)
This research project, supported by a Japanese federal grant, investigates how access to an integrated dictionary during ER affects learnersโ ability to accurately guess meaning. First-year English majors use the ER application Xreading which offers optional access to glossary definitions while reading. Pre- and post-treatment surveys of reading strategy usage as well as tests of ability to...
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Noriko Muramatsu (Meiji University Meiji HS Meiji JHS), Ms Tamao Eryu (Meiji University Meiji HS Meiji JHS)10/31/25, 2:50โฏPMLanguage Classroom ContentResearch-oriented Presentation (30-minutes)
The Japanese government authorized English textbooks are composed of conversation style text or explanatory text with the primary focus on vocabulary and grammar. The use of literature in the classroom introduces some essence of English literature using Graded Readers. With the support of the school library students deepen the understanding of culture, social background of the works as well as...
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Satomi Fujii (Juntendo University)10/31/25, 3:25โฏPMLanguage SkillsResearch-oriented Presentation (30-minutes)
This study examines the relationship between tertiary-level studentsโ performances on L2 proficiency test and L1 reading skills test (hereafter, RST). The participants (n = 30) were A2-level EFL university students studying at a private university in Tokyo. The findings showed that learners with higher L1 reading skills a) did not necessarily perform successfully on L2 proficiency test, but b)...
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Nathan Crocker (Matsuyama University)10/31/25, 4:00โฏPMLanguage Classroom ContentPractice-oriented Workshop (30-minutes)
A fundamental conflict exists within extensive reading (ER) courses, wherein the principles of ER are at odds with the institutional and pedagogical need for academically rigorous coursework. This presentation addresses that conflict by introducing and evaluating a range of in-class materials to see how well they complement ER principles and provide content suitable for assessment. The...
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Sichang Gao (Shanghai International Studies University/Kobe City University of Foreign Studies)10/31/25, 4:35โฏPMJapanese and Other Language Teaching & LearningResearch-oriented Presentation (30-minutes)
This study examined how phonetic errors, task types, and language proficiency affect Chinese L2 comprehensibility. Fifty-nine Japanese university learners performed sentence-reading and question-answering tasks, rated on a 9-point scale by native Chinese speakers. A general linear model showed that tonal errors, segmental errors, and rhythm did not impact comprehensibility, while intonation...
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Miguel Mision (University of Nagano)10/31/25, 5:10โฏPM
Sponsored by a JALT research grant.
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This study compares the effectiveness of AI-generated books and ER Central in an extensive reading (ER) program for university EFL learners. Students were divided into two groups based on text type. Outcomes were measured through surveys and reading assessments. Results suggest that AI-generated texts can match traditional materials in engagement and... -
Morgen Livingston (Ritsumeikan University, Biwako Kusatsu Campus)11/1/25, 11:00โฏAMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
This presentation will showcase a study about adolescent studentsโ pre-departure concerns and anticipated challenges in a short-term study abroad program against actual experiences. Through analyzing data segments for trends and comparisons, findings reveal that while language and classwork were key anticipated concerns, peer interactions and daily tasks emerged as unexpected challenges. After...
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Dalton Le (Chulalongkorn University)11/1/25, 11:35โฏAMLanguage Classroom ContentResearch-oriented Presentation (30-minutes)
This presentation will detail the results of a qualitative interview-based study on the translanguaging practices of foreign teachers in secondary school EMI and EFL programs in Thailand. These practices will be analyzed within the translanguaging stance, design, and shift framework and compared across the programs, highlighting how foreign teachers with low to no proficiency in students' L1...
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Kenneth Foye (Hokkaido University of Education, Hakodate Campus)11/1/25, 12:10โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
This presentation summarizes the experiences of university students in a one-semester course aimed at preparing them as future Japanese teachers of English (JTEs) to work with Assistant Language Teachers (ALTs). This course, "Teaching English with ALTs," was created by the author in response to reports from students that ALT-related issues were not being addressed in their teacher-prep...
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Ms Michelle Fuentes (IGBS), Noreen Gallardo (IGBS), Ms Mona Margareth Quidor (IGBS), Ms Jesica Galve (IGBS)11/1/25, 12:45โฏPMTeaching Younger LearnersPractice-oriented Workshop (30-minutes)
This presentation will introduce school-tested activities and programs that successfully create language-rich environments by extending English learning beyond the classroom. These initiatives make language acquisition engaging and practical, helping students develop essential real-life communication skills.
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Jason Smith (Nagano Prefecture Matsumoto Agatagaoka Senior High School), Michelle Martinie11/1/25, 1:20โฏPM
Being an ALT is often called a dead-end job with no future growth possible beyond what one is first given. However, there is a way to ascend by becoming a licensed teacher. Two former ALTs will share the different paths they took to obtaining licensure in Nagano where they currently work in a public and private school. They will cover the types of licenses and what life is like when you are a...
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Cassandra Lim (Sophia University)11/1/25, 1:55โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
Two Singaporean Secondary school English teachersโ life histories (Cole & Knowles, 2001) will be presented, focusing on their engagement with language planning and policy (LPP) as students and teachers. The teachersโ engagement with their teacher training program will be examined through the frameworks of third generation activity theory (AT) and teacher cognition (TC) (Borg, 2003). The...
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Frances Shiobara (Kobe Shoin University)11/1/25, 2:30โฏPMTeaching Younger LearnersResearch-oriented Presentation (30-minutes)
This research aimed to discover the benefits of a two-week study abroad and teaching practicum program for Japanese pre-service teachers in Australian childcare centres. Details of the program as well as data from student reflections will be shared. The results show that the students gained knowledge of Australian pedagogy as well as intercultural understanding. This presentation will share...
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Dr Tomohisa Machida (Akita International University)11/1/25, 3:05โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
This presentation examines how ALTs perceive their team-teaching experiences with JTEs. Although team teaching has become increasingly common across Japanese schools, challenges in collaboration persist. Through surveys of 77 ALTs across four prefectures, this study explores pre-, during-, and post-teaching collaboration in English instruction. Findings indicate that while interaction is more...
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Michael Ellis (International Christian University High School)11/1/25, 5:00โฏPMTeaching Younger LearnersResearch-oriented Presentation (30-minutes)
This study aimed to explore whether a structured classroom language policy with clear linguistic boundaries alongside specific, isolated opportunities for code-switching, could enhance studentsโ comfort and support their acquisition of English and Japanese at a multilingual high school. Survey data of studentsโ perceptions about this policy and autoethnographic analysis of reflective journals...
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Dr Ju Chuan (Cindy) Huang (National Taiwan Ocean University)11/1/25, 5:35โฏPMTeacher and Professional DevelopmentResearch-oriented Presentation (30-minutes)
This study explored how a primary school CLIL teacher developed teacher language awareness through a teacher training program. Based on Seah et al.'s (2022) content-related knowledge for content teaching, this study revealed how teachers developed various knowledge domains and how these domains interplayed.
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Yukako Kimura (St.Ursula)11/1/25, 6:10โฏPMTeaching Younger LearnersPractice-oriented Workshop (30-minutes)
This session explores how young EFL learners develop confidence and language retention by transforming picture books into musical videos. Through performance, students engage with language in contextโsometimes dramatically, sometimes hilariously. Weโll showcase some of our masterpieces and reveal how we create these musical videos from scratch. Then the participants get to unleash their inner...
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Ms Tomoko Kikuchi (elementary school in Tokyo, University of Leicester)11/1/25, 6:45โฏPMTeaching Younger LearnersResearch-oriented Presentation (30-minutes)
- List item
This presentation explores the speaking activities in textbooks used by Japanese elementary school teachers of English and examines how they connect to communicative aims. It first focuses on textbook structure, particularly on the PPP-type lessons, and examines how teaching progresses from mechanical drills to communicative drills. Survey and interview findings indicate that...
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Akiko Kano (Sophia University Junior College Division), Chika Kuroki (Elementary School attached to University of Tsukuba), Naoyuki Naganuma (Aoyama Gakuin University), Rie Hatai (Showa Womenโs University Elementary School)11/2/25, 9:05โฏAMTeaching Younger LearnersPractice-oriented Workshop (60-minutes)
The presenters have developed scales to assess the English proficiency of school teachers in classroom settings, initially focusing on upper elementary grades. In this workshop, a new scale for middle elementary grades is introduced for participants to understand the differences in English proficiency required between various elementary grades. By assessing short videos of English activities,...
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Letson James (Clark Memorial International High School / Hokkaido University)11/2/25, 10:15โฏAMTeaching Younger LearnersPractice-oriented Workshop (30-minutes)
Much of the research discussion on best practice regarding inclusivity places the onus on the teacher to provide accessible lesson content and foster a welcoming atmosphere. This is at odds with language pedagogyโs emphasis on โstudent-centeredโ approaches to learning. This presentation offers a solution that uses knowledge of L1-related social and cultural forms to produce a classroom...
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11/2/25, 12:00โฏPMTeaching Younger LearnersResearch-Oriented Presentation (60-minutes)
This case study examines the challenges Japanese primary students face in communicative English exer-cises, categorizing barriers into learning, affective/social, and classroom management factors. Using a mixed-method approach, data from observations, think-aloud protocols, and interviews reveal issues such as poor reading skills, low confidence, and reliance on instructional aids....
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Namiko Tsuruta (Kanda Jogakuen Junior and Senior High School)11/2/25, 1:10โฏPMTeaching Younger LearnersPractice-oriented Workshop (60-minutes)
Adolescence can be a stressful time for learners who lack the confidence to talk concretely about their talents, skills and goals for the future, and few high schools offer courses to help learners freely explore their identities, interests and career goals. The presenter would like to share how we can cultivate our studentsโ learner agency with English digital portfolios and how learners can...
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Ellie Fujimoto (Hinode Gakuen Elementary School)11/2/25, 2:20โฏPMTeaching Younger LearnersPractice-oriented Workshop (30-minutes)
This workshop will present how graphic organizers can become language barriers-free and child-friendly tools for teachers of younger learners to make their learners more metacognitively aware of their speech performances. The presenter will show how graphic organizers such as the Y chart, the pyramid chart, the KWLT chart and other graphic organizers were employed to make self- and peer...
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