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Kevin Mark31/10/2025, 14:15PedagogyPractice-oriented Workshop (60-minutes)
This presentation explores how nearly 40 years of university teaching and research inform private lessons today. Grounded in the principles of Respect, Nurture, and Challenge, it showcases a pedagogical ecosystem using AI-enhanced materials, shared documents (Craft), and an LMS. Attendees will gain practical, adaptable strategies and insights into fostering both systematic and individualized...
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Vu Tran Thanh (Durham University)31/10/2025, 15:25Psychology and Language LearningPractice-oriented Workshop (60-minutes)
This workshop introduces a Buddhist-inspired, mindful approach to inclusivity in language education. Rather than focusing on external content, it emphasises inner transformation to combat discrimination, which it suggests arises from rejecting differences. Drawing on psychology and Buddhist teachings, the session guides participants through mindful breathing and self-reflection activities....
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Sophie Otsuru (Juntendo University)31/10/2025, 17:10Japanese and Other Language Teaching & LearningResearch-oriented Presentation (30-minutes)
This presentation will offer its audience the opportunity to reflect on the pertinence of teaching additional languages in English in Higher Education in Japan. The presenter will focus on French. Drawing from their experience, they will argue that teaching French in the EMI framework can offer an opportunity for students to deepen their understanding of English syntax, expand their vocabulary...
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Ms Natsuki Matsui (Kyoto University of Advanced Science)01/11/2025, 11:00Language Classroom ContentResearch-oriented Presentation (30-minutes)
This study examines learnersโ perceptions of integrating BBC News videos into TOEIC instruction. Building on previous classroom research, it analyzes learner feedback and evaluates the pedagogical effectiveness of using authentic news content for CEFR A2-B1 learners. Post-course surveys and qualitative data assess motivation, linguistic development, and practical application. Findings suggest...
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Tim Stoeckel (University of Niigata Prefecture), Prof. Tomoko Ishii (Meiji Gakuin University), Chunmei Huang (Kyorin University), Stuart McLean (Kindai University), Young Ae Kim (Kansai University)01/11/2025, 11:35Language SkillsResearch-oriented Presentation (30-minutes)
The presenters will report a partial replication (N = 312) of Hu and Nationโs (2000) influential coverage-comprehension study. The materials included Hu and Nationโs reading measure and a meaning-recall test of most content lemmas in the reading. OLS regression was used, with vocabulary coverage and reading comprehension scores as the main independent and dependent variables, respectively....
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Phil Bennett (University of Niigata Prefecture), Tim Stoeckel (University of Niigata Prefecture), Stuart McLean (Kindai University)01/11/2025, 12:10TechnologyResearch-oriented Presentation (30-minutes)
LAMP is a freeware profiling tool that analyses the lexical and morphological content of a text. For researchers, LAMP provides estimates of the vocabulary and affix knowledge required for text comprehension and data on the morphological content of texts. For pedagogy, LAMP identifies teachable affixes and affixed forms based on user defined criteria. Analyses are provided at the lemma,...
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Gavin Brooks (Kyoto Sangyo University), Jennifer Jordan (Kwansei Gakuin University)01/11/2025, 12:45Language SkillsResearch-oriented Presentation (30-minutes)
This presentation will report findings from a corpus of 500 Japanese first-year EFL learners across discussions, presentations, and essays. We compare TOEFL-indexed proficiency with lexical diversity (MTLD, Guiraud) and lexical sophistication (frequency profiles and cross-corpus measures) and show stronger links in speech than in writing. Mixed effects models highlight indices that best...
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Dr Robert Chartrand (Kurume University), Robert Dilenschneider (Jichi Medical University)01/11/2025, 13:20TechnologyResearch-oriented Presentation (30-minutes)
In this presentation, we examine the variability of medical vocabulary in EFL/ESL medical textbooks and its impact on oral English classes. To address this issue, we have developed a specialized corpus of medical English for Specific Purposes (ESP). We will outline our methodology for extracting medical terms, integrating them into the NGSL database, and applying research on word frequency and...
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Stuart McLean (Kindai University)01/11/2025, 13:55Materials and AssessmentResearch-oriented Presentation (30-minutes)
This study explores two approaches for matching 304 Vietnamese tertiary learners with lexically appropriate reading materials: Vocabulary mastery level (mastery level) and text-range vocabulary size (text-range size) approaches. Learners' vocabulary tests and reading comprehension assessments were used to group learners. Findings showed that the text-range vocabulary size approach more...
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Dr Naheen Madarbakus-Ring (University of Tsukuba), Stuart Benson (University of Aizu)01/11/2025, 14:30Language Classroom ContentResearch-oriented Presentation (30-minutes)
The development of TED Talks textbooks offer educators and learners a suitable framework for practicing all four of the language skills. However, vocabulary challenges remain for learners. This study investigated the vocabulary of 12 TED Talks included in Keynote 2 to understand the lexical profile, vocabulary load, and the academic and multiword unit coverage for the listening texts. The...
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Rumi Mizoguchi (Nagasaki Marine Industry Cluster Promotion Association)01/11/2025, 15:05Materials and AssessmentResearch-oriented Presentation (30-minutes)
This presentation will demonstrate the development of a specialized English vocabulary list for offshore wind safety operations using a corpus-based approach. Industry-specific terminology was extracted from safety training materials and validated by professionals. A total of 231 key terms were identified to support precise communication in high-risk environments. Although this study focuses...
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Stephen Clarke (Nagoya College)01/11/2025, 17:00PedagogyResearch-oriented Presentation (30-minutes)
Language teachers should adopt pedagogy that aligns with how learners acquire second languages. This presentation analyzes SLA research findings and their teaching implications proposed in recent publications authored or co-authored by Bill VanPatten. Lichtman and VanPatten (2021), for example, argue that much of Krashenโs view of SLA is basically correct and call for input-rich classrooms and...
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Joseph Falout (Nihon University), Yoko Munezane (The University of Tokyo), Yoshifumi Fukada (Toyo University), Tetsuya Fukuda (Juntendo University)01/11/2025, 17:35Psychology and Language LearningResearch-oriented Presentation (30-minutes)
Past studies showed that students teach each other their preferred ways of prosocial engagement through an intervention called Ideal Classmates Priming. The priming helps them collaboratively learn better teamwork while interacting in English, which can improve studentsโ personal EFL-learning motivations across one semester. Applying this intervention to whole classes over multiple years, the...
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Miki Buechner Fujikawa (Komazawa University)01/11/2025, 18:10Psychology and Language LearningResearch-oriented Presentation (30-minutes)
Many teachers continue to face challenges in motivating students in language classrooms. This presentation explores why Japanese learners of English become motivated or demotivated, identifying both common patterns and personal factors. It also considers individual differences that affect learning. These insights aim to help improve English teaching practices in Japan by addressing studentsโ...
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Dr Kevin Bartlett (Mukogawa Women's University)01/11/2025, 18:45Language Classroom ContentResearch-oriented Presentation (30-minutes)
This presentation explores integrating CLIL (Coyle, 2007) and Translanguaging (Garcia et al., 2017) in a Japanese university โIntroduction to Sociolinguisticsโ course. Mixed-methods findings from 18 students show that L1 use in L2 classrooms enhanced content comprehension, language skills, and intercultural competence. By blending content-focused lessons with language development, students...
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Steve Lambacher (Aoyama Gakuin University)02/11/2025, 09:40Language SkillsResearch-oriented Presentation (30-minutes)
This presentation explores the effectiveness of a vowel training program designed to help native Japanese EFL learners improve their pronunciation of American English (AE) mid-vowels. The experimental group trained using a vowel space interface that provided both auditory and visual input through color-coded vowel representations, while the control group received only auditory training. This...
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Alex Nitschke, Andy Lawson (NIC International College in Japan), Jack Hayford (NIC International College in Japan)02/11/2025, 10:15Language Classroom ContentPractice-oriented Workshop (30-minutes)
Traditional presentations in ESL and EAP classrooms often heighten anxiety and restrict authentic communication. This session explores alternative formatsโsuch as PechaKucha, video-recorded speeches, impromptu speeches, and poster presentations โthat encourage student confidence, creativity, and collaboration. Drawing on classroom observations, surveys, and student reflections, the...
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Akiko Nagao (Ryukoku University)02/11/2025, 12:00Language Classroom ContentResearch-oriented Presentation (30-minutes)
This study examines the longitudinal development of Japanese university studentsโ English academic writing through a four-year comparison. The experimental group received a 15-week SFL-GBA course, while the control group followed skill-based instruction. The SFL-GBA group showed notable improvements in organization, vocabulary, and genre conventions, influenced by study abroad and...
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Justin Hunt (Poodll)02/11/2025, 12:35TechnologyPractice-oriented Workshop (30-minutes)
Traditional vocabulary learning applications like Quizlet and WordEngine share a common problem. When learners don't share the same native language (L1), they resort to using images or the target language (L2) to present the word definition. In this presentation we show how it is possible to use AI to provide word definitions for each learner in their native language.
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Derek Canning02/11/2025, 13:10Materials and AssessmentResearch-oriented Presentation (30-minutes)
In this presentation we introduce a model for the multivariate nature of word difficulty in a Japanese context. Of particular note is the role of loanwords in vocabulary learning and their contribution to the construct of lexical complexity. A better understanding of word learning difficulty has the potential to refine L2 test construction and syllabus planning.
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Yo Hamada (Akita University)02/11/2025, 13:45Language SkillsResearch-oriented Presentation (30-minutes)
This study examined the cross-modality correlations of listening and reading comprehension skills (TOEIC), aural and orthographic single and phrasal vocabulary. 76 Japanese university learners took five different tests: aural single/phrasal vocabulary tests, orthographic single/phrasal vocabulary tests, and TOEIC. Correlational analyses were employed and the findings suggest that listening...
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Ross Rangott (Hitotsubashi University)02/11/2025, 14:20PedagogyPractice-oriented Workshop (30-minutes)
Keeping track of studentsโ self-selected vocabulary can inform syllabus design and adaption. This presentation compares prescribed vocabulary from several commonly used English language textbooks, with that of the most frequent self-selected vocabulary from 10 semester-long English communication classes (367 students). Documenting the most sought-after vocabulary from students can guide...
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