JALT2025 - Tokyo

31 Oct 2025, 09:00 → 2 Nov 2025, 23:50 Asia/Tokyo

National Olympics Memorial Youth Center / 国立オリンピック記念青少年総合センター

Gabriela Schmidt (JALT CEFR LP SIG President), Samuel Nfor (Seitoku University)

51st Annual NPO Japan Association for Language Teaching International Conference and Educational Materials Exhibition. This year, NPO JALT turns 50 years old as an organization! 

For your convenience, download the JALT2025 Handbook here! All the information you need about the conference site, schedule, sponsors, activiites and presentations.

JALT 2025 Conference Handbook

Friday 31 October

Friday Registration

Room 301: Pedagogy

1 The Efficacy of Action Research for ESP Course Design

This presentation discusses the action research rationales and processes I used to make changes to an existing ELP course syllabus as a means of improvement, while at the same time increasing knowledge about ESP pedagogy, and concomitant teaching and learning practices. The ELP syllabus was scaffolded so that students began learning the lexico-grammatical properties of a contract before participating in an oral advice role play activity and writing a client letter of advice.

Speaker: Dr Anthony Townley (Nagoya University of Commerce and Business)

2 “Inspired to Be a Teacher Seriously”: An Autoethnography of Student Engagement in a Vietnamese TESOL Training Programme

This autoethnography examines student teacher engagement in a 120-hour TESOL training program in Vietnam. Student teachers range from novices entering the field to experienced educators refining their skills. Drawing on my experiences as a TESOL trainer and anonymous feedback from 30 student teachers over eight months, the study highlights key engagement factors: theoretical-practical synthesis, pedagogical climate, and professional clarity. Findings offer insights into enhancing TESOL teacher training through cognitive, emotional, and behavioural dimensions.

Speaker: Mr Hoang Huynh (Monash University)

3 Dimensions of Home Curriculum Internationalization: The case of a Bachelor’s Program in English Language Studies at a Vietnamese University

The presentation examines dimensions of Internationalization of the Curriculum at Home (IoCaH) in a Bachelor’s Program in English Language Studies at a public Vietnamese university. From curriculum documents and in-depth interviews with academic staff, IoCaH is considered as a curriculum reform incorporating graduate employability, multi-pathway, global, international, intercultural, regional, local dimensions to serve the mainstream students who are on-campus.

Speaker: Anh Ngoc Trinh (University of Languages and International Studies, Vietnam National University, Hanoi)

4 A Need-Based Approach to SEL in Career Development

This study examines the integration of Social and Emotional Learning (SEL) in a Career Development course at a public university in Vietnam. Using the CASEL framework and the SEL Coaching Toolkit (Yoder & Gurke, 2017), it explores students’ and instructors’ perceptions of SEL’s presence and necessity. Findings reveal gaps in instruction and assessment, informing syllabus improvements. The research contributes to embedding SEL in higher education to enhance students’ career readiness and emotional development.

Speakers: Dr Anh Ngoc Trinh (University of Languages and International Studies, Vietnam National University, Hanoi), Duyen Le (University of Languages and International Studies, Vietnam National University), Lan Nguyen (University of Languages and International Studies)

5 Can Thai/Chinese Learners Grasp English Aspectual Meanings?

Differences in use of aspectual markers across languages may pose challenges for L2 learners. Moreover, the interaction between viewpoint and situation aspects may complicate aspectual acquisition. Using an acceptability judgement task, this cross-sectional study examines Thai/Chinese learners’ understanding and acquisition of the resulting meanings of (a)telic predicates with -ed, focusing on the meanings of completion, habitual activity and single-event activity. These features are rarely taught in English classrooms; the study will carry pedagogical implications.

Speaker: Nuphak Charoensirisoonthorn (University of Cambridge)

6 Conceptual effects of L1 use via translation tasks in L2 classrooms: A comparison of learners’ L2 target-likeness between tasks with and without L1

This study examines whether L1 use via translation tasks enhances or constrains L2 conceptualization. Comparing bilinguals’ L2 motion event expressions in video narration (without L1) and translation (with L1), results reveal that translation tasks foster greater target-likeness. Findings provide empirical support for L1 scaffolding effects, advocating translation as a pedagogical tool in L2 classrooms. By bridging cognitive linguistics and language pedagogy, this study sheds light on the conceptual benefits of L1 use in L2 learning.

Speaker: Lin Shen (University of Cambridge)

Room 302: Japanese and Other Languages

7 Is Taiwan’s Bilingual Education a Flash in the Pan or an Achievable Dream?

Taiwan’s 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 teachers to choose their teaching languages. While student English proficiency has risen, doubts remain about sustainability, leaving Taiwan’s bilingual dream an ambitious yet unresolved challenge.

Speaker: Eric Chia-Hwan Chen (National Taipei University of Education)

8 Measuring language use in plurilingual language classrooms

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 differences in application feasibility, with implications for teacher reflections and researcher investigations of plurilingual classroom language practices.

Speaker: Amanda Brown (Syracuse University)

9 EMI Chinese Students’ L3 learning and Identity Construction

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 students’ attitudes toward L3 learning and how it shapes their identity in Japanese EMI.

Speaker: Siyan Dang (Chang'an University)

10 Quick and Random: Gamified Speed Learning for EFL Classrooms

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.

Speaker: Garrett Cromwell (English Language Fellow, U.S. State Department)

11 Indigenous Language Learning: Challenges and Perspectives

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 other languages.

Speaker: Helen Takahashi (Sapporo Gakuin University)

Indigenous Language Learning 2025.pdf

Room 303: Psychology and Language Learning

12 Social Construction of Psychic Income in Japanese ELT

Using netnographic methods, this project investigated social construction of psychic income – benefits outside of contractual ones – among members of online communities for migrant English teachers in Japan. Results confirmed the role of psychic income, such as an interest in Japanese society or a love of teaching, in attracting migrant English teachers despite perceived financial and other shortcomings of these positions. Findings add to the literature by revealing not one, but four types of psychic income.

Speaker: Dr Charles Brown (Purdue University)

13 Designing A Freshman Course to Promote Learner Autonomy

Learner autonomy is crucial in EFL learning, and self-directed learning is a key. This workshop will present the course design for a first-year university seminar course aimed at fostering self-directed learning through language learning advising tools, self-reflection, and the development of fundamental university skills such as presentations and report writing. Then it will show some issues and self-reflections that arise after the implementation.

Speaker: Ms Tomoko Noda (Ibaraki Christian University)

14 Group reflection as a catalyst for transformation and autonomy

Reflection fosters learner autonomy, but what happens when students reflect together? This session explores group reflective practice in an English Workshop course, where students collaboratively analyze their learning, give peer-feedback, and explore new perspectives. Using Mezirow’s transformative learning theory, we present interview findings on students’ linguistic self-confidence, identity as English speakers, and metacognition. Attendees will gain insights into implementing group reflection to enhance motivation and autonomy in their courses.

Speakers: Machiko Asakawa (Komazawa Women's University), Mr Taron Plaza (Komazawa Women's University)

15 Linking Perceptual Learning Styles and L2MSS: A Path Analysis of University Freshmen

This study examines how perceptual learning styles shape L2 motivation among Taiwanese first-year technological university students. Path analysis results indicate that Ideal L2 Self (β=.343, p<.001) and Ought-to L2 Self (β=.211, p<.001) significantly predict motivated behavior. Visual, auditory, and kinesthetic learning styles also contribute to imagery capacity and motivation. Findings highlight the role of vision in L2 learning and suggest pedagogical implications for enhancing student motivation.

Speaker: Hsiao-Wen Hsu (Ling Tung University)

16 Psychological Factors Influencing Academic Performance

This study examines the impact of psychological factors—such as anxiety, enjoyment, motivation, confidence, autonomy, and growth mindset—on English learning outcomes among 45 first-year college students. Using linear multiple regression and Pearson correlation analyses, the results revealed that anxiety significantly hindered performance, while enjoyment and autonomy as well as enjoyment and growth mindset showed positive interrelations. Teachers would do well to incorporate students' psychological aspects into English education, even while utilizing AI tools.

Speaker: Prof. Takako Inada (Japan University of Health Sciences)

Room 305: Teaching and Assessing Writing

17 An MD Analysis of Korean EFL Learners’ Argumentative Essays

This presentation examines the linguistic variations in a corpus of argumentative essays written by Korean EFL learners. By conducting an additional MDA using the five dimensions established in Biber (1988), learner essays were compared with their native counterparts and across four proficiency levels using dimension scores. Native essays were more narrative and persuasive compared to Korean essays, whereas more proficient Korean writers produced essays that were more narrative and focused on delivering information.

Speaker: Seonwoong Kim (Seoul National University)

18 Expressing COVID-19 Pandemic Experiences in L2 Poetry Writing

The aim of this presentation is to explore and discuss how Japanese EFL students express their experiences of the COVID-19 pandemic through second language poetry writing.

Speaker: Atsushi Iida (Aoyama Gakuin University)

19 Cancelled

This study investigates how different feedback types influence adolescent EFL students’ engagement and second language (L2) writing development. Students received feedback from an automated writing evaluation program, a teacher, or a peer. Writing progress and engagement were assessed through tests and questionnaires. Results showed that AWE feedback led to significant writing improvement across all essays and was the most effective in fostering cognitive and affective engagement, while behavioral engagement did not differ among groups.

20 Designing department-wide standardized writing assessments

Crafting writing assessments is a process that requires teachers to ask questions and consider different choices. Teachers should understand what is being tested before developing the method of testing. This workshop will offer guidance to instructors interested in the design and administration of department-wide writing assessments. I will also describe how a university English department transitioned from non-standardized writing evaluations to a standardized writing assessment with unified learning objectives across multiple classrooms.

Speaker: Cameron Nitta (Yokohama City University)

21 Exploring Student Reluctance to Submit Drafts for Teacher Review: A Survey Analysis

This presentation examines a second-year university writing course where students receive peer-assessment feedback and teacher review on their drafts, focusing on style, formatting, grammar, and suggestions for improvement. While many students have used this feedback to strengthen their writing, an increasing number have not submitted drafts in recent years. A student survey explored reasons for this reluctance and gathered ideas for refining the teacher review process. Results and analysis will be shared.

Speaker: David James Townsend (Shujitsu University)

Exploring Student Reluctance to Submit Drafts for Teacher Review A Survey Analysis Slides.pdf

22 The Role of Cohesive Devices in Indonesian EFL Learners’ Writing

This study investigates the use of cohesive devices in argumentative essays written by Indonesian undergraduate students of English Language Teaching (ELT). Drawing on Halliday and Hasan’s (1976) taxonomy, thirty essays across three topics written by ten Indonesian ELT students were analysed to examine the frequency, distribution, and appropriateness of reference, substitution, ellipsis, conjunction, and lexical cohesion. The results show an overreliance on repetition, personal reference, and additive conjunctions, which accounted for more than half of all cohesive ties, while substitution and ellipsis were rarely employed. Of 1,539 instances, 117 (7.6%) were misapplied, most notably the misuse of the article ‘the’ and the overuse of ‘and’ and ‘however’, reflecting L1 transfer and mechanical rather than rhetorical use of cohesion. These findings are consistent with trends across EFL contexts, though ESL learners employ more balanced strategies. The study is significant as it highlights the need for genre-based instruction that treats cohesion as a rhetorical resource, informing curriculum design, pedagogy, and assessment.

Speakers: Ms Ani Asryan (Central China Normal University), YAM SAROH (KANIVA INTERNATIONAL)

Room 306: Teacher and Professional Development

23 Impact of Faculty-led Study Abroad Programs on Satisfaction

This presentation will show significant differences in students' satisfaction between faculty-led study abroad programs and non-faculty-led programs. Principal component analysis (PCA) results for student satisfaction in program contents indicated slightly different characteristics between the two groups. Although this presentation focuses on one aspect of a whole faculty-led program, the findings can be applied to improve study abroad programs in terms of student satisfaction.

Speakers: Akiko Chochol (Shizuoka University), Dr Yoshihiko Yamamoto (Shizuoka University)

24 How the COVID-19 Pandemic Changed Language Teachers in Japan

This presentation shares specific stories of language educators in Japan that explored how the pandemic influenced teacher identity, beliefs, practices, emotions, well-being, and professional development. Narrative inquiry, a methodology which reveals lived experiences within rich, story-filled data, was used to analyze responses from survey and interview participants nationwide. Whether teachers moved online or not, they were challenged to adapt their teaching practices and provide adequate, if not quality, learning experiences for their students.

Speakers: Adrianne Verla Uchida (Tokyo City University), JENNIE ROLOFF ROTHMAN (Kanda University of International Studies)

25 Utilising ‘critical friends’ for professional development

This workshop offers practical ideas for an alternative approach to continuing professional development, centred around the concept of ‘critical friends’. ‘Critical friends’ work together in a mutually-beneficial relationship to reach common goals by sharing advice, resources, and constructive criticism. Drawing upon an intervention carried out on a language teacher training programme, this workshop provides advice and practice in how to establish and build critical friend groups, identify shared goals, and give quality, constructive feedback.

Speaker: Natalie Donohue (Volda University College)

26 ELT Lab: Fantastic textbooks & how to choose them--or not!

This practical workshop helps teachers and program managers recognize how and if commercially-available materials fit into their syllabus planning. One premise is that textbooks are not for everyone; another is that there's no "magic bullet" that always works. Instead, an informed and objective approach can find what is best for each context. The speakers, are experts in ELT publishing, present a few simple tools to clarify your needs and advise how to select appropriate materials.

Speakers: Colin Bethell (englishbooks.jp), Mr Mark Firth (Oberin University)

Room 307: High-school Teaching

27 Taking AWCF to the Next Level with Controlled AI Tools

This workshop introduces a custom-built Writing Tutor for Japanese high school students. Developed by the presenter using Google Workspace and the ChatGPT API, this tool provides real-time, personalized feedback on paragraph structure, fluency, and grammar. Pilot study results indicate significant improvements in the targeted skills, along with high student satisfaction. This study underscores AI’s potential to enhance writing instruction, reduce teacher workload, and address concerns about academic integrity and accessibility.

Speaker: Douglas Emmett (Gunma Prefectural Chuo Secondary School)

28 Teachers' Perceptions and Practices of Internal Assessment in ELT

The study explores how English language teachers view and implement the Internal Assessment (IA) system that replaces the Continuous Assessment System (CAS) and integrates rubrics system under various criteria. Unlike CAS, teachers have favorable perceptions on IA however, they encounter challenges due to lack of knowledge about assessment criteria, large class sizes, excessive workloads, and insufficient resources. The study recommends a balanced strategy for combining assessment for learning with assessment as learning.

Speaker: Mrs Indra Kumari Oli (Sainik Awasiya Mahavidyalaya)

29 Do Teachers Teach as They Believe?

Taiwan’s updated English curriculum emphasizes discourse-oriented language learning (DOLL). This study analyzed senior high school teachers’ classroom talk to examine whether their discourse aligned with their conceptions of DOLL. Findings showed that, despite cultural constraints, teachers’ beliefs were reflected in their questioning strategies, particularly through expansive language that promoted participation, reflection, and meaning co-construction. These results highlight the important role of teacher talk in fostering dialogic space, crucial for effective DOLL implementation.

Speaker: Prof. Peichin Chang (National Taiwan Normal University)

30 Bringing Movies into the Foreign Language Classroom

Life is like a movie. This workshop explores integrating movies into the foreign language classroom using the 'Script to Stage' approach and the Movie Journal (Bray, 2018) framework. I will demonstrate how to create lessons, prepare materials, and design activities that enhance student engagement, improve language comprehension, and promote meaningful discussions in a structured yet flexible way that supports language learning goals.

Speaker: Queenie Kawabe (JALT)

Room 308: Assessment and Testing

31 Teaching Dialectical Thinking Skills through a Critical Thinking Test

The workshop will begin with a short presentation on the background of critical thinking in education, reviewing various definitions of critical thinking and different directions for instruction. Then, participants will be given copies of a critical thinking test, along with a worksheet that asks them to reflect on how to teach dialectical thinking skills through the test.

Speaker: Dr Jay Tanaka (Hosei University)

32 Beyond a “Good Job!”: Enhancing Teacher Feedback on Speaking

Providing feedback on students’ speaking is more challenging than written feedback, as spoken language is ephemeral and difficult to analyze. This workshop explores research-based strategies to enhance oral feedback, including using video recordings, self- and peer-assessment, and technology tools. Grounded in Assessment for Learning principles, it helps teachers deliver clearer, more reflective feedback that supports fluency and accuracy while reducing student anxiety. Practical examples and implementation strategies will be discussed.

Speaker: Simon Wilkins (Tokai University)

33 High School Entrance Exams: The Myths and the Reality

Japanese high school entrance exams are often criticized for promoting rote grammar study, but analysis of exams from all 47 prefectures and major private schools reveals otherwise. This session examines question types and skills tested—such as reading comprehension, listening, writing, and logical deduction—and compares them with classroom practices. Findings challenge common misconceptions and highlight the exams’ emphasis on meaning and inference. Participants will gain insights into how instruction might better align with actual exam demands.

Speaker: Ryan Hagglund

34 Thai EFL Teachers’ Perceptions and Practices of Language Assessment Literacy

This presentation reports on a qualitative study that explored current language assessment literacy in terms of theoretical, procedural, and practical knowledge; current practices regarding test design, validation, and utilization; and needs of professional development in language assessment of 15 EFL instructors at a public university in Bangkok, Thailand. Based on the study findings, a language assessment literacy training program is proposed to help teachers develop competence necessary for language assessors.

Speaker: Punchalee Wasanasomsithi (Chulalongkorn University)

35 Strengths & Challenges in Japanese EFL Presentations

This study analyzes Japanese undergraduates’ self-reflections on their English oral proficiency in relation to vocabulary knowledge measured by the MRVAT. Twenty-one students were divided into higher- and lower-proficiency groups. Higher-proficiency students emphasized teamwork, time management, structured delivery, and polite, clear speech, while lower-proficiency students noted challenges with memorization, fluency, pronunciation, and speech control. Both groups mentioned anxiety, the value of practice, and audience engagement. The findings offer clear, practical insights to help teachers better support learners at different proficiency levels.

Speaker: Hosam Elmetaher (Nagoya Aoi University)

Room 403: Featured Speaker Workshops

36 The Future of Miyaakufutsu (Miyakoan Language): Vanishing Voices, Emerging Voices

The presenter aims to offer an experiential journey to ‘language endangerment in Japan’, and discuss together the future of revitalizing such languages. As a starting point, we will watch the documentary film “The Future of Miyaakufutsu (Miyakoan Language): Vanishing Voices, Emerging Voices” (47 minutes, 2019), filmed by the presenter and featuring one of the Ryukyuan languages and the people of Miyako Island. This encompasses the nuanced Japanese modernization and language policy in the Meiji Era.

Speaker: Dr Sachiyo Fujita-Round (Daito Bunka University, Foreign Language Faculty)

2025Oct31_JALT Workshop_Sachiyo.pdf

37 Wales: Towards pedagogies for learning and belonging

This workshop will be an opportunity to reflect upon teaching approaches and techniques that deepen learning, develop belonging and acknowledge learners’ cultural and linguistic diversity. I’ll present information about the role of education in current Welsh language revitalisation efforts in Wales and share examples of new developments in Welsh language teaching for children, young people and adults of differing linguistic and cultural backgrounds. Together, we’ll share and reflect upon common challenges and new ideas.

Speaker: Kathryn JOnes (IAITH: Welsh Centre for Language Planning)

38 Exploring answers to ten tricky questions in narrative and qualitative research methods

This workshop explores answers to ten tricky questions related to narrative inquiry and qualitative research methods in the field of language teaching and learning. The questions deal with issues to do specifically with narrative inquiry methods, and also more broadly related to qualitative research approaches. Graduate students, early-career researchers, and experienced researchers will find the workshop useful. There will be plenty of time for further questions, discussion, and to share research experiences (of whatever kind).

Speaker: Gary Barkhuizen (University of Auckland)

Room 404: Technology

39 The use of contextual knowledge (XK) in ELT: A case of Indonesia

This multisite qualitative study examined the use of Contextual Knowledge (XK), or the knowledge of teaching environments among English teachers, across six secondary schools in three provinces in Indonesia. The findings from in-depth interviews, informed by lesson plans and digital artefacts, suggest that XK is a prominent construct that informs teachers’ pedagogical decisions. Constrained by technological limitations and students’ diverse interests and abilities in English, teachers used XK in their instruction to promote emotional engagement.

Speaker: Monica Ella Harendita (University of Western Australia)

40 Challenging yet Enjoyable: using ASR-assisted Dubbing Tasks

This presentation examines collaborative ASR-facilitated dubbing tasks to enhance English pronunciation and motivation. Twenty-seven freshmen students participated in dubbing tasks, including replacing original soundtracks with their voices, scripting, planning, modeling, evaluating, revising, and reflecting. Data were collected from ASR assessments, motivation surveys, and reflective essays. Results showed a positive impact on intonation and fluency, with medium effect sizes, and increased intrinsic motivation, indicating higher efforts and individual satisfaction.

Speaker: Prof. Jennifer Wei (English Department Soochow University Taipei Taiwan)

41 Writing Materials with AI: A Non-Native Teacher's Experience

Much research has focused on using AI in language teaching, but little has explored non-native speaking teachers’ experiences implementing this technology. Using autoethnography, the author addresses this gap by examining their experiences as a non-native French-speaking teacher creating materials for an introductory French course at a university in Japan. Findings will highlight the challenges and benefits of using AI, offering insights and practical suggestions for both language teachers and material designers.

Speaker: Andre Parsons (Hokkaido University of Education - Hakodate)

42 AI and Educators in Partnership: Transforming English Language Assessment with a Hybrid Model

This research investigates a hybrid AI-human assessment model using Scribo and Progos to evaluate English proficiency at the tertiary level in Japan. Findings from a mixed-methods study (N = 41) reveal significant improvements in speaking and writing proficiency, with students advancing to the B2 level of the CEFR. While AI enhances learner autonomy and provides immediate feedback, the results highlight the need for human evaluation to assess cultural nuance and complex discourse, thereby ensuring a balanced and practical language assessment approach.

Speaker: Hiroyuki Obari (Globiz Professional University)

2025.10.31 JALT 2025 4th version 当日使用 with NotebookLM.pdf

43 Comparing AI and Traditional Methods in Presentations

This study investigates the use of AI-assisted tools in presentation preparation among non-native English-speaking students. Fifty EFL learners created three-minute presentations using both AI and traditional image search methods. Data from the QAIUM questionnaire and open-ended responses revealed that AI improved efficiency, reduced repetitive tasks, and supported idea generation. However, traditional methods highlighted students' independent skills. A mixed approach combining AI's convenience with learners’ creativity emerged as the most effective strategy for enhancing learning outcomes.

Speaker: Dr HSING HUANG LIANG (Asia Eastern University of Science and Technology)

Room 405: Vocabulary

JJ Main room

44 The power of patterns in L2 novel phrase learning

This is a classroom-based experiment with Japanese L2 learners of English on the mnemonic effect of alliteration with novel collocations. It is motivated by prior research, with samples drawn mostly from a Dutch L1 population, using familiar collocations as test stimuli. The treatment phase incorporates a dictation activity and study period. The testing instruments include immediate free-recall tests of the written forms, followed by three-week delayed tests of both form and meaning.

Speaker: Dr Michael Green (Rikkyo University)

45 A Study on the Lexical Use for EFL Writers of GSAT Test in Taiwan

This study investigates vocabulary usage in EFL test-takers' writings in Taiwan using five quality standards. 410 essays of General Scholastic Ability Test were analyzed, with 50,026 words categorized into five sub-groups. Lexical Frequency Profiles (LFP) were created via online lexical profiler Lextutor. ANOVA assessed the relationship between lexical sophistication and essay scores across quality standards. The findings revealed that higher-quality writers demonstrated greater word variety, while less proficient writers tended to rely on basic words.

Speaker: Ms Sandra Wu (National Kaohsiung University of Science and Technology)

JALT2025 - Sandra.pptx

46 Readability and Lexical Complexity in High School Textbooks

This study examines the readability progression of Japanese high school English textbooks over three years and its correlation with vocabulary complexity using the New JACET8000 wordlist. Analyzing 70 volumes from 24 textbook series, the study identifies four readability patterns and finds that 14 of 22 textbooks align with curricular expectations. Higher readability scores correspond to increased lexical complexity. These findings highlight the link between readability and vocabulary, offering insights for textbook development and curriculum design.

Speakers: Shunsuke Ito (Tokyo University of Pharmacy and Life Sciences), Tomomi Sasaki (Tokyo University of Pharmacy and Life Sciences)

47 Leveraging ChatGPT to Recreate the Online Macmillan Collocations Dictionary

The discontinuation of the Macmillan Collocations Dictionary created a gap for learners and educators. This study employed ChatGPT to replicate its functions by generating collocations, semantic groupings, and Traditional Chinese translations. Teachers and EFL students evaluated the tool’s accuracy and usability, reporting highly positive feedback. Results demonstrate the effectiveness of this AI-based resource and highlight its potential role in language education and the broader integration of generative AI in learning contexts.

Speaker: Prof. Hao jan Howard Chen (National Taiwan Normal University)

48 Introducing the Collins COBUILD English Course by Dave and Jane Willis

In this workshop, I will introduce Task-Based Learning for All, a free website featuring the three-level Collins COBUILD English Course by award-winning EFL authors Jane and Dave Willis. Published in 1988, this course introduced two groundbreaking innovations: a task-based learning methodology and a lexical syllabus. This workshop will examine these innovations using detailed examples from the material, discuss the initial reception by teachers, and explore why the course was never updated or reprinted.

Speaker: Dr Jason Moser (Kanto Gakuin University)

Room 406: Vocabulary

JJ

49 NGSL and TOEIC: How Vocabulary Study Shapes Success

This study investigated predictors of TOEIC Reading performance among management majors (N = 174) at a Japanese public university. Regression analyses examined the influence of initial CASEC scores, Year 1 NGSL/NAWL vocabulary levels (initial and final), and TOEIC Reading scores (Times 1–3) on Time 4 outcomes. Results showed that Year 1 final vocabulary levels strongly predicted Year 2 reading (β = 0.279), underscoring the importance of vocabulary development for TOEIC success.

Speaker: Jean-Pierre J. Richard (The University of Nagano)

Richard (2025) NGSL and TOEIC Reading Growth Study.pdf

50 The case for teaching swearing

Teachers may hesitate to cover swearing in language classes, believing it to be unsuitable, unnecessary, or too sensitive. In this workshop I will present arguments in favour of teaching swearing. I will share materials I have used to teach swearing to university students. Participants will have a chance to discuss how they have taught swearing, ways in which they might consider teaching swearing, and issues to consider when addressing this topic.

Speaker: Samuel Reid (Tokyo Kasei University)

The case for teaching swearing.pptx

51 Comparing Multi-Modal High-Frequency English Word Knowledge

This presentation discusses university EFL learners' knowledge of 1,650 high-frequency words in written and spoken forms, measured through translation items, and compared using many-facet Rasch measurement. Learners displayed substantial variation, both among their abilities to identify words between modalities and to identify higher- and lower-frequency words. The presented findings can guide educators to select and create lexically-appropriate materials for their learners and to manage their expectations regarding learners’ multi-modal word knowledge of high frequency words.

Speaker: Eric Martin (Nara University)

52 Learners' Inference of Words with Misleading Headwords

Low-frequency vocabulary is difficult to learn, especially when high-frequency headwords function as parts of these words, as this can be semantically misleading. The research objective is to examine learners’ strategies for inferring their meanings. Two vocabulary tests were administered to 68 Thai students majoring in English. The findings indicate that knowledge of headwords alone may not be sufficient for understanding word meanings, highlighting the need to raise learners' awareness of this word group.

Speaker: Varisa Osatananda (Thammasat University)

Room 407: Reading

53 Dictionary Usage during Extensive Reading

This research project, supported by a Japanese federal grant, investigates how access to an integrated dictionary during ER affects learners’ 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 guess meaning from context are employed.

Speaker: Jackie Talken (Kyorin University)

54 Literature in the language classroom using graded readers

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 learning the gist of the story. It compliments areas not included in the textbooks.

Speakers: Noriko Muramatsu (Meiji University Meiji HS Meiji JHS), Ms Tamao Eryu (Meiji University Meiji HS Meiji JHS)

55 EFL Students’ L2 Proficiency & L1 Reading Test Performances

This study examines the relationship between tertiary-level students’ 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) improved their L2 scores more than those with lower L1 reading skills after a year.

Speaker: Satomi Fujii (Juntendo University)

56 Assessing In-Class ER Materials: Bridging the Divide

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 findings will be used to generate guidelines for the development or acquisition of future ER resources.

Speaker: Nathan Crocker (Matsuyama University)

57 Comprehensibility of L2 Chinese sentence speech (Japanese learners)

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 and sentence segmentation did. A linear mixed-effects model revealed higher comprehensibility in reading tasks and increased comprehensibility with proficiency.

Speaker: Sichang Gao (Shanghai International Studies University/Kobe City University of Foreign Studies)

58 Evaluating the Effectiveness of AI Created Texts in EFL Contexts

Sponsored by a JALT research grant.
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 perceived usefulness. The findings highlight AI’s potential to personalize ER experiences while maintaining language learning outcomes.

Speaker: Miguel Mision (University of Nagano)

Room 408: Socio-linguistics and Pragmatics

59 Critical Language Pedagogy: Addressing some Valid Concerns

Critical language pedagogy (CLP) is a transformative approach to language teaching that encourages students to explore sociopolitical issues in the language classroom. This presentation tracks the experience of a teacher who was initially reluctant to accept his employer’s request to teach a critically-oriented course using assigned materials that he judged as problematic. We show how the teacher was able to implement elements of CLP that were compatible with his teaching philosophy and the students’ needs.

Speakers: Dr Lachlan Jackson (Ritsumeikan University), Belinda Kennett (The University of Queensland)

60 The Impact of Linguistic Challenges on Cultural Learning and Personal Growth: A Case Study of Japanese Students in a Farm Stay

This study investigates how linguistic difficulties shape cultural learning and personal growth in a farm stay. Focusing on two Japanese students with contrasting English proficiency, it traces their interactions, role negotiation, and evolving participation. Findings show communication struggles function as obstacles and catalysts, prompting reflection, help-seeking, and engagement with hosts and peers. The study advances research on experiential language learning and sociocultural adaptation by showing how uneven proficiency reorganizes agency, identity, and pathways into community.

Speaker: Xiaoben Yuan (Akita University)

61 Investment and Identity in Study Abroad in New Zealand

This presentation examines how Japanese study abroad students in New Zealand navigate identity (re)positioning by reallocating effort across settings, principally between coursework and community. Using narrative inquiry, the study traces when and why investment shifts, focusing on structural and personal triggers. These event aligned reallocations recalibrate access to capital and ideological framings, shaping when participation resumes and how identities evolve over time, and offer a process based analysis that avoids undue flattening within site differences.

Speaker: Dr Maki Hignett (Nagoya University)

62 Navigating Communication Strategies in Pragmatics and BELF

Communication strategies (CS) are fundamental to L2 pragmatics and Business English as a Lingua Franca (BELF). Since BELF emphasizes the pragmatic use of English, the basic CS in pragmatics extend into more advanced BELF CS. This workshop reviews core CS in L2 pragmatics and highlights advanced BELF strategies through case studies that mimic real-life scenarios, providing teachers with practical tools to foster effective communication and empower learners in multilingual business interactions.

Speaker: Mira Liyanage (Soka University Japan)

Room 410: Pedagogy

63 SDGs for Young Learners: Developing Language & Thinking

This study explores integrating SDGs into EFL lessons to enhance young learners’ language and critical thinking through a 12-week dialogical approach in a Turkish public school. Using an embedded mixed-methods design, improvements were observed in environmental knowledge, functional language use, and critical thinking. Learners shifted from basic descriptions to proposing solutions, demonstrating reflective and hypothetical reasoning. The findings highlight the potential of SDG-integrated instruction to foster socially responsible, environmentally aware, and linguistically competent young learners.

Speaker: Dr Eda Nur Özcan (Bursa Technical University)

JALT.pptx

64 Cancelled

The rapid proliferation of AI technologies in education has transformed traditional pedagogies, offering personalized learning, instant feedback, and efficient task automation. While these advancements have sparked optimism, they also raise concerns about cognitive offloading—the delegation of cognitive tasks to external tools—and its impact on critical thinking. Critical thinking, defined as the ability to analyze, evaluate, and synthesize information, is essential for innovation, problem-solving, and informed decision-making.

65 Enhancing CLIL with Guest Speakers: A Project-based Approach

This practice-oriented workshop explores integrating guest speakers into CLIL courses to enhance authentic language use and content learning. Drawing from experiences inviting local entrepreneurs and community leaders, I demonstrate how guest lectures anchor project-based learning. Students model speakers' presentations, then propose real-world solutions using target language skills. The session covers practical considerations: identifying appropriate speakers, designing meaningful follow-up projects that leverage guest expertise while meeting language learning objectives, and addressing possible challenges.

Speaker: Li-hsin Tu

66 The Deep Culture Podcast in the Language Classroom

This workshop introduces a pedagogical approach for teaching intercultural understanding in language classrooms using a podcast series. Typical intercultural content is often abstract and divorced from learner experiences. Presenters show how focusing on podcast stories and relating them to learner’s experiences can lead to meaningful content-based learning even for lower-level learners. Intercultural themes and podcast episodes are introduced, as well as activities based on freely available materials. Presentation will blend theory and practice.

Speakers: Ms Ishita Ray (Kyorin University), Joseph Shaules (Keio University)

Room 411: Teaching Speaking

67 Extreme Makeover: Project-Based Learning Edition

Explore innovative ways to transform your English speaking and listening course through engaging, project-based learning. From solving a murder mystery to reimagining characters with a focus on diversity, students enhance critical thinking, collaboration, and communication skills. This workshop delves into the real-world challenges and successes of these dynamic projects, providing practical insights and discussion opportunities. Attendees will gain strategies to adapt these approaches, fostering creativity, student engagement, and meaningful skill development in their classrooms.

Speakers: Corrine Spencer (SUNY Korea/ SUNY University at Albany), Elizabeth May (SUNY Korea)

68 English-Speaking Confidence & Interest in University ETP/EMI

This presentation explores Japanese high school students’ level of confidence in their English skills and their interest in university English-Taught Programs and English-Medium Instruction. Considering the expansion of such programs, this study examines whether student interest in EMI/ETPs as well as confidence in language skills vis-a-vis EMI/ETPs have increased significantly in the last decade. How much this confidence influences their interest will also be examined.

Speaker: Jennifer Igawa (Meiji Gakuin University)

69 Strategies in Designing Effective Speaking Tasks for L2 Learners

This workshop introduces strategies for designing effective speaking tasks that foster meaningful communication among L2 learners. Participants will step into the role of learners, experiencing interactive speaking activities firsthand before analyzing their design and impact. By drawing insights from this perspective, attendees will explore how grammar and communicative goals can be integrated into engaging tasks. Practical techniques for adapting activities to different proficiency levels will be shared, along with ready-to-use classroom resources.

Speaker: Eng Hai Tan (Meio University)

2025.10.31-11.2 JALT (Tokyo) TAN Eng Hai Workshop Speaking Activities.pdf

[Worksheets] Speaking Activities

70 Cancelled

Room 412: Pedagogy

71 Practical Insights from Implementing COIL

This presentation shares outcomes from a COIL program between University of North Carolina at Chapel Hill and Hokkaido Musashi Women's University. Students engaged in bilingual discussions to develop language skills and intercultural understanding. While participants reported high satisfaction and confidence gains, challenges such as time zone coordination and uneven participation emerged. Strategies like the Buddy System and pre-class preparation improved engagement. Insights from this collaboration offer practical guidance for future COIL implementation.

Speakers: Hatsuko ITAYA (Hokkaido Musashi Women's University), Prof. Yuki ARATAKE (The University of North Carolina at Chapel Hill)

72 Pronunciation Challenges in EFL: A Comparative Study of Chinese, Indonesian and Japanese Learners

This study compares pronunciation difficulties among Japanese, Chinese, and Indonesian EFL learners and their impact on intelligibility. Using standardized reading tasks evaluated by native speakers, the research highlights key challenges such as vowel insertion, final consonant omission, stress misplacement, and vowel/consonant contrasts. Preliminary findings reveal distinct patterns across groups, offering insights for targeted instruction. The study aims to inform pedagogical strategies that enhance learners’ intelligibility and confidence in English communication.

Speakers: Ms Ani Asryan (Central China Normal University), Hosam Elmetaher (Nagoya Aoi University), Dr Yam Saroh (KANIVA International)

73 Relational Agency and Self-Directed Language Learning

Methodologies internalized from school language classes are often poorly suited to the emergent learning goals of university students. However, learners who nurture connections between their language learning and the world beyond the classroom can experience enhanced enjoyment and engagement, as well as uncovering multiple affordances for learning. This presentation will share insights from a practitioner research case study exploring learner agency in a self-directed language learning unit, highlighting key implications for classroom practice.

Speaker: Jon Rowberry

74 Enhancing English Oral Proficiency and Self-Efficacy: The Impact of Student-Generated Podcasts on University EFL Learners

This study investigates how student-generated podcasts can enhance English-speaking skills in a Mobile Assisted Language Learning (MALL) context. Thirty university students engaged in podcast-making over 18 weeks, producing both monologue and dialogue podcasts while using reflection journals and SMART goals for self-regulation. Data from TOEIC mock tests, self-efficacy scales, and interviews showed that while test scores did not significantly improve, students reported greater confidence, enjoyment, and metacognitive awareness, highlighting the value of podcasts for authentic, engaging language learning.

Speaker: Prof. Yu-Ting Kao (National Cheng Kung University)

75 Dynamic Assessment on Thai Learners’ Grammar Development

This study explores the effects of interventionist dynamic assessment on the grammatical knowledge and self-efficacy development of Thai EFL university students. Data for the study were obtained from pre- and post-tests, questionnaires, and interviews, allowing for both quantitative and qualitative insights. The findings reveal that students experienced progress in their grammatical competence as well as enhanced levels of self-efficacy, suggesting the effectiveness of the intervention in supporting language learning outcomes.

Speaker: Paphitchaya Wonglar

76 Form-focused instruction in Learning Formulaic Sequences

This study examines the effectiveness of two instructional approaches—‘focus on form’ and ‘focus on forms’—in teaching formulaic sequences to EFL learners in Japan. Participants underwent a four-week intervention, with learning assessed through pre-, post-, and delayed tests. The research explores how these approaches influence both immediate and long-term knowledge retention. The findings contribute to the ongoing debate on best practices for integrating formulaic sequences into foreign language instruction, with implications for curriculum design.

Speaker: Dr Vahid Rafieyan (Yamanashi Gakuin University)

Room 413: Teacher and Professional Development

77 English Teachers’ AI-Driven Professional Development: An SLR

This systematic literature review explores how Artificial Intelligence (AI) supports English language teachers’ professional development. Analyzing 28 studies from 2018–2025, it highlights AI’s role in enhancing pedagogy through personalized learning, data-informed decision-making, and workload reduction. ChatGPT emerges as the most frequently used tool, aiding material design and feedback. While AI fosters creativity, efficiency, and reflective teaching, challenges remain, including data privacy, ethical concerns, and limited teacher training. The study underscores the need for tailored professional development and institutional support

Speakers: Mr Muhammad Miftah Fauzan (Universitas Negeri Makassar), Ryan Sofyan, Hasriani Hasriani (Universitas Negeri Makassar), Chairil Anwar Korompot (Universitas Negeri Makassar)

78 Embodied pedagogy for more secondary school L2 output

L2 output is essential for student foreign language development, so how can Japanese teachers of English (JTEs) help make more happen? Building upon prior research on the contribution of embodied modes with teacher talk to collaboratively create classroom knowledge in teacher-fronted contexts, in this presentation I will examine how teachers tried and failed to commence student discussions and discuss how training can help in-service JTEs kickoff and continue more student L2 output.

Speaker: Dr Thomas Amundrud (Nara University of Education)

79 Research Ethics in Practice: Navigating Ethics Approval

Recently, institutional ethics approval has become a standard requirement for language education research. However, the review process is sometimes opaque, leaving researchers unclear about the whys and hows of research ethics review. With four years of experience on a university research ethics review panel, the presenter will help participants develop a firm understanding of ethics reviews. Participants will discuss their experiences with the review process, review sample ethics guidelines, and assess a sample research proposal.

Speaker: Dr Howard Brown (University of Niigata Prefecture)

Research Ethics in Practice: Navigating Ethics Approval

80 Promoting Teacher Empathy: from EFL Pre-service Teachers’ Perceptions

This presentation will elaborate on the role of teacher empathy and its contributing factors, from the perspectives of the pre-service teachers of English as a foreign language. A qualitative research was conducted with a group of students at a university in Vietnam after their course on Emotional Intelligence and Social Communication. The presentation will provide insights for educators of teacher training programs to include Emotional Intelligence and Social Emotional Learning into language classrooms.

Speaker: Thu Le Hang Nguyen (Vietnam National University, Hanoi)

81 Publish or perish in Japan? Barriers and pathways for female ETL professionals

This study examines the academic productivity of female ELT professionals in Japan, identifying enablers and barriers. Interviews with nine participants reveal that caregiving, limited mentorship, and lack of networking hinder productivity, while collaboration and intrinsic motivation support it. The Matthew Effect worsens disparities. The study underscores structural challenges and advocates for institutional awareness, mentorship, and stronger support networks to foster equity in academic productivity.

Speaker: Julia Kimura (Mukogawa Women's University)

Room 504: Professional Development

82 「My coworker's an a**hole!」 Strategies to cope with the "intercultural bully"

Workplace harassment is an unfortunate reality for many people, and while the obvious response is to "report it," situations are oftentimes much more complex. While workplace harassment has been researched, particularly bullying, some find it difficult to apply strategies to their situation, especially those working in foreign countries and/or with culturally diverse colleagues. This workshop will discuss forms of harassment, different types of perpetrators, and strategies to cope with the harassment in an international environment.

Speaker: Dr Danshiro Velasco (Seikei University)

83 Reflective Practice Strategies of English Teachers

Reflective practice has gained recognition as a key component in improving teaching effectiveness and fostering continuous professional growth among educators. This study aimed to explore the reflective practice strategies used by English teachers and examine the role of reflection in uncovering the reality of their teaching experiences. The study found that reflective practice strategies, such as sharing experiences, participating in discussions, critical thinking, creative writing, maintaining diaries, peer observation, and team teaching, significantly enhance teaching skills and improve teaching-learning.

Speakers: Shiv Ram Pandey (Gramin Adarsha Multiple Campus, Tribhuvan University, Kathmandu, Nepal), Mr Rajendra Dhoj Thapa (Gramin Adarsha Multiple Campus)

84 Tokyo Chapter Forum

Tokyo Chapter Forum

The Tokyo Chapter Forum will feature four thought-provoking presentations by distinguished speakers, each addressing timely issues in language teaching and learning.

Miki Buechner Fujikawa will present “A Deep Insight into the Complex Motivation of Japanese University Students in the Classroom,” exploring the multifaceted factors that shape student motivation and engagement in higher education contexts.

Emiko Matsumoto will share “Temporal and Spatial Cognition in Medical English: A Needs-Based Approach,” highlighting how specialized cognitive demands influence the teaching and learning of English for medical purposes.

Keiko Kasaya will discuss “Whose Culture Is in the Textbook?: Analysis of Cultural Representation and Learner Personalization in Global English Textbooks,” critically examining how culture is portrayed in ELT materials, incorporating learners’ home cultures and personalized learning.

Matthew Wickens will examine language teaching and learning by sharing various teaching approaches that use CLIL specifically exploring free online simulations activities to help students understand various social and cultural issues.

Together, these presentations showcase diverse perspectives on motivation, specialized language learning, and cultural representation, reflecting the dynamic research and practice of the Tokyo Chapter community.

Speakers: Heather Woodward (not a sponsored organization), Mr Matthew Wickens (Juntendo University), Miki Buechner Fujikawa (Komazawa University), 恵美子 松本 (Juntendo University), 笠谷 景子 (Tamagawa University)

Room 505: Learner Development

85 Evaluating EFL speaking communicative adequacy: Through learner perspectives

This study explores EFL communicative adequacy from learner perspectives. Evaluating speaking is complex and time-consuming, making it crucial to understand how learners perceive proficiency. Communicative adequacy, proposed in task-based language teaching, measures task success. Fifty Japanese university students assessed recorded dialogues, rating successful speakers on a five-point Likert scale and providing qualitative feedback. Fluency emerged as a key factor in evaluations. Findings offer insights into improving learner-based speaking assessment in EFL classrooms.

Speaker: Shzh-chen Nancy Lee (Osaka University)

86 Lost in Assessment – the Social Dimension of Global Talent

We explore study abroad (SA) through the lens of guroubaru-jinzai, a concept central to Japan’s internationalization policies. Focusing on students’ developmental gains—especially socio-emotional skills—we consider how these outcomes align with SA objectives. Current evaluation models emphasize language proficiency but overlook other key competencies. We critique these models and propose alternative ways to better assess the broader impact of SA on students’ growth and global readiness.

Speakers: Prof. Jaime Demperio (Université du Québec à Montréal), Dr Martyna Kozlowska (Université du Québec à Montréal), Prof. Suzanne Springer (Université du Québec à Montréal)

87 IC for Professional Success through FL Education

This presentation will explore how globally competent graduates can be fostered through FL classrooms in Japan. It will discuss results from interviews with 11 high-profile Japanese professionals with vast intercultural experience in a broad range of fields, including STEM, sports, business, hospitality, journalism, diplomacy, and art regarding the challenges they have faced in intercultural environments, strategies developed for intercultural communication and interaction, and how these competencies can be fostered in FL classrooms.

Speaker: Ana Sofia Hofmeyr (Kansai University)

88 Developing Autonomy through Japanese Cultural Concepts

This presentation discusses students’ development of autonomy through a content-based English class studying Japanese culture. Seven participants at a private women’s university completed pre- post-reflections about cultural concepts and autonomy. Two were interviewed. Data were examined for factors related to language learning, awareness of the concepts, and learner autonomy. The results suggest that providing students with clear steps for becoming independent leads to the development of autonomy and contributes to improving English skills.

Speakers: Dr Hiroyo Nakagawa (Osaka Jogakuin University and College), Dr Tamara Swenson (Osaka Jogakuin University)

89 EFL Students' Interactions with International Students

As language teachers, we are responsible for elevating the linguistic, cultural, and social awareness of our students. This workshop will review the discussion, presentation activities, and survey results of a classroom event involving first-year Japanese English language learners and international students. We will highlight the benefits and challenges resulting from the event for both groups.

Speakers: Mina Westby (Chukyo University), Terry Wacholtz

Room 506: Sociolinguistics and Psychology

90 Haafu Small Stories of “Between” and “ Betwixt.

How do Japanese haafu adults (aged 30s–50s) construct their identities through interviews about their experiences of growing up and living in Japan?
This workshop invites participants to examine how haafu narrators position themselves and others across the life span through their storied accounts of everyday events. Special attention will be given to discourse analysis of “small stories,” with a focus on both linguistic and paralinguistic resources—such as laughter—as interactional tools. Participants will gain hands-on experience in analysing these features to better understand how identity is negotiated and expressed in interaction.

Speaker: Ms Alexandra Shaitan (Chuo University, Tokyo, Japan)

91 Community of Inquiry in EFL Telecollaboration Contexts

Telecollaboration brings together language learners in geographically separate locations to build on their intercultural competence and foreign language skills through collaborative projects. The aim of this presentation is to explore how university students in Taiwan and Japan worked via telecollaboration on a project researching and presenting on controversial topics within an online community of inquiry (CoI). Findings in this study were analyzed through Garrison et al.’s (1999) CoI framework of cognitive, social, and teaching presence.

Speaker: Marian Wang (Konan University)

92 Can Learning Analytics Dashboard Foster Effort Regulation in Low-Achieving Learners?

This presentation will discuss the use of a descriptive learning analytics dashboard (LAD) and its impact on low-achieving learners’ effort regulation in an integrated formal and informal learning context. Data retrieved from questionnaires, log files, and four semi-structured interviews revealed the potential of the LAD to sustain low-achieving learners’ effort regulation. However, our findings also indicated that translating monitoring into actionable learning behaviors requires additional support at both the individual level and group level.

Speaker: Dr HUI CHIA SHIH (CHUNG HSING UNIVERSITY)

Can a Learning Analytics Dashboard Foster Effort Regulation_ok.pptx

Can a Learning Analytics Dashboard Foster Effort Regulation_ok.pptx

93 Help Learners Develop Globally Comprehensible English with Machine Transcription

Experience Englis teachers can understand our students’ English with an exceptionally rare degree of ease. Therefore, depending solely on our own ears to evaluate our students’ English may be disadvantageous to the students hoping to use English in the real world. An easy objective way to evaluate learner English output is with computer-generated transcripts of their recorded speeches and the presenter plans to share how this technology has been used in her university EFL classes.

Speaker: Prof. Katherine SONG (University of the Ryukyus)

Room 507: Language Classroom Content

94 Course Design for a no-Text, University Communication Class

This workshop demonstrates activities, strategies and methods that can be incorporated into an effective 15-week communicative course, without the use of a set text. It shows the potential of elective courses to combine language learning with engaging content to deliver a successful and creative English syllabus. The contents and the outcome highlight the importance and benefits of student-centred approaches, contextualized learning, and continuous feedback to foster a constructive educational experience.

Speaker: Nicola Hannah (Nagoya City University)

95 Engaging with social issues through improv.

Games from improv theatre are often used as warmers or fun breaks, but this presentation argues that the principles of improv match those of communicative language teaching, and that techniques from improv can be used to open up students’ awareness of topics and stimulate deeper discussion of social issues. Participants will experience a sequence of activities and suggestions of how it can be adapted for a wide variety of topics.

Speaker: Alexander Selman (Rikkyo University)

96 Enhancing 21st Century Skills: Filmmaking Projects at Two Japanese Universities

This presentation explores how filmmaking activities in classrooms may contribute to 21st Century Skill development in language learners. 33 participants at two Japanese universities enrolled in language courses with filmmaking and community showcasing. Through surveys, observations, and self-evaluations, the teacher-researchers examined how teamwork, project tasks, technical challenges and community interaction contributed to skills like collaboration, communication, creativity and problem-solving among the groups. Attendees can gain practical insight on successfully implementing filmmaking activities with language learners.

Speakers: Ashley Ford (Nagoya City University), Kinsella Valies (Jissen Women's University)

97 Communicative Language Teaching Strategies in EFL Tutoring

Many Filipinos have found employment in the English as a Foreign Language (EFL) online tutoring industry. The EFL online tutoring extends beyond the traditional academic mainstream, becoming a dynamic and personalized avenue for language learning. This paper aimed to fill the research gaps surfaced by the dearth of research in online learning, where there are limited known teaching and assessment strategies used to deliver EFL tutoring classes. It specifically sought to identify the effectiveness and adaptability of communicative language teaching strategies to cater to the language needs of EFL learners. The participants were tutors of Chinese, Japanese, and Vietnamese learners. Through a phenomenological qualitative inquiry, this study subsequently gathered data through a semi-structured interview with eight priori codes as a research instrument. On the other hand, tutoring class observations also corroborated the parallel validation of interview data. The data further analyzed using cool, warm, and thematic analyses. The directives of themes explicated in this study were delineated by the emerging Communicative Language Teaching (CLT) approach by Richards and Schmidt as conceptual framework, other prevalent strategies were also reiterated. In a nutshell, the participants’ perspectives highlighted the effective utilization of language activities in all instructional and evaluative aspects. Consequently, the constraints revolved around language barrier, technological barrier, short attention span, and validity of assessments involved. Also, essential suggestions for future researchers are accentuated in this study.

Speaker: PRECIOUS GALLO (University of La Salette, Inc.)

Room 508: Teacher and Professional Development

98 Principles of “Respect, Nurture and Challenge” in Practice

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 learning. The session bridges theory and practice through discussion and hands-on activities, encouraging a holistic, learner-centered approach to teaching.

Speaker: Kevin Mark

Principles of "Respect, Nurture and Challenge" in Practice

99 A Buddhism-Driven Approach for Inclusivity in Language Education

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. This student-centred model aims to cultivate empathy and peaceful advocacy, fostering a more sustainable and inclusive approach for educators in foreign or second language classrooms, equipping them with practical techniques.

Speaker: Vu Tran Thanh (Durham University)

100 Boosting English through French courses in the EMI Framework

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 range and metalanguage, thereby improving their English proficiency while learning a new language.

Speaker: Sophie Otsuru (Juntendo University)

Room 509: Technology

101 Bridging Virtual and Real-World Sustainability: Minecraft as an Educational Tool

How can new technologies improve learning? This presentation explores the use of Minecraft in small university classes as an accessible, cost-effective virtual-reality world-building tool. Used as supplementary material or a class resource, Minecraft supports diverse applications that strengthen comprehension, creativity, and critical thinking. We highlight practical classroom activities and case studies showing how this platform can motivate learners, foster collaboration, and provide adaptable strategies for a wide range of educational contexts.

Speaker: Mr David Teixeira (帝京大学)

102 Utilizing ChatGPT in English Learning for EFL Students: Insights and Experiences

This study investigates students’ perception regarding the use of ChatGPT in their English learning process. The findings emphasize that ChatGPT is favored among students who believe it has a beneficial effect on their English language acquisition. However, this reliance also causes adverse impacts on their social and emotional issues. Therefore, this study suggests further exploration of the effects of using ChatGPT on students’ social and emotional development to help them thrive in their learning.

Speaker: Canh Truong (Foreign Trade University, Ho Chi Minh campus, Vietnam)

103 CALL Habits: University Students vs. Adult Learners

This presentation examines and compares how two distinct groups of learners in Japan utilize technology for language learning purposes. A total of 42 first-year students at a private university (ages 18 - 19) will be compared and contrasted to 32 adult learners (ages ranging from mid 30s - early 80s) in order to learn how tech-habits impact learners of different ages. The study will discuss data collected from surveys and in-depth interviews with students.

Speaker: Dr Joseph Wood (Nanzan University)

104 Co-creation of Knowledge with Digital Tools

This workshop presents an open-source mobile app that aims to improve study abroad experiences and post-study reflection by allowing students to document their local environments using contemplated notes, videos, and photographs. Inspired by approaches such as Freinet's la classe-promenade and Guattari's ecosophy, we explore how such an app can encourage language acquisition and cross-cultural interaction—as well as support intellectual understanding and knowledge co-creation through carefully planned, interactive "learning walks".

Speakers: Mr David ARANDA TEIXEIRA (teikyo), Joff Bradley (Teikyo U)

JALT app proposal

Room 514: Technology

105 The Use and Outcomes of Machine Translation for Reading

How readers use machine translation (MT) has been shown to affect reading outcomes, but the effect of reading anxiety and text difficulty have not been examined. This study utilized screen recording to track how 52 learners used MT. The results found that participants with high cognitive reading anxiety used MT much more often. Participants who more often used MT did not recall more content even from difficult passages. Implications for L2 educators are discussed.

Speaker: Caleb Prichard (Okayama University)

106 Comparing AI and Human Grading of EFL Student Essays

This study compares ChatGPT’s performance to human instructors in grading Japanese university students' EFL essays. Results highlight strong alignment on objective elements like formatting, but significant discrepancies in areas such as body paragraph development and language use. Findings support the cautious integration of AI as a grading aid, with human oversight remaining essential for subjective writing criteria.

Speaker: Steven MacWhinnie (Hirosaki Gakuin University)

107 Using ChatGPT for Differentiated Instruction in EMI

English-medium instruction (EMI) poses challenges for students with diverse language proficiency. This workshop explores how ChatGPT can facilitate differentiated learning by providing scaffolding, personalized feedback, and adaptive learning materials. Participants will have discussions, receive practical tips, and engage in hands-on activities while using ChatGPT. Overall, the session offers practical guidance for integrating ChatGPT into EMI instruction to create an inclusive learning environment that enhances both language acquisition and subject knowledge development.

Speaker: Dr Thatcher A. Spero (Musashino University, Faculty of Global Studies, Department of Global Business)

SPERO_Workshop_JALT2025.pdf

SPERO_Workshop_JALT2025.pptx

108 Real-Time Peer Feedback in EFL Speaking Classes

This practice-oriented workshop explores implementing real-time peer feedback in EFL speaking classes through Google Forms and Sheets. Participants will learn to design scoring rubrics, facilitate immediate feedback during presentations, and automatically compile responses for instant access. The session emphasizes strategies to align peer and teacher feedback, boost student engagement, and foster reflective learning. Practical demonstrations, integration tips, and future directions for improving peer feedback training will provide educators with concrete tools to enhance speaking-focused classroom practices.

Speaker: Bradley Irwin (Kyoritsu Women's University)

109 Scaffolding the speech writing process using Google Forms

Students often have difficulty with the speech writing process. Students have difficulty getting started writing, generating enough material, and organizing their speeches.
This presentation will show participants how to provide students with the scaffolding they need to generate ideas, write and organize their speeches using Google Forms.
By harnessing the power of Google Forms, we can guide our students through the speech writing process in a step-by-step manner while efficiently monitoring their progress.

Speaker: Peter Quinn (Takushoku University)

Room 416: Poster Presentations

110 Analyzing Vocabulary in MEXT-Approved High School Textbooks

This study analyzes 24 series of MEXT-approved high school English textbooks (70 books) under the latest Course of Study (2021). Vocabulary coverage was examined using NGSL, NAWL, UWL, TSL, and JACET 8000, Word List. Results show that while NGSL is largely covered, academic and technical lists are less represented. Considerable variation exists among textbook series, suggesting that the choice of textbook may significantly influence students’ vocabulary acquisition.

Speaker: Shunsuke Ito (東京薬科大学)

Handouts.pdf

111 Developing Students’ IC competence Through Technology

This study aimed to explore the use of MS Sway as an educational technology for asynchronous learning in Intercultural Communication and English language classes. It also sought to examine the relationship between the use of collaborative digital storytelling on MS Sway and the enhancement of IC competence among EFL students in an Intercultural Communication course.

Speaker: Thanh Do (University of Languages and International Studies, Vietnam National University, Hanoi)

112 Embodied Actions in the Negotiation of Meaning in L2 Talk

This study examines how embodied actions function as interactional resources for negotiating meaning in multiparty L2 discussions. Video recordings of first-year undergraduates discussing summer vacation plans in an EFL classroom are analyzed to show how learners employ gestures, spatial movements, and partial speech to resolve interactional difficulties. The findings demonstrate how embodied actions facilitate mutual understanding, play a key role in meaning negotiation, and sustain interactional progress in L2 classroom interaction.

Speaker: Deepti Mishiro (Osaka Metropolitan and Mukogawa Women's University)

113 Exploring Translanguaging in CLIL Classrooms in Vietnam

This presentation explores how translanguaging is used in Vietnamese CLIL classrooms, highlighting the factors that shape its implementation. While teachers recognize its benefits for student comprehension, engagement, and inclusivity, its use remains inconsistent due to institutional constraints and pedagogical beliefs. The findings reveal tensions between monolingual policies and multilingual realities, underscoring the need to view translanguaging as a legitimate instructional strategy in CLIL classrooms.

Speaker: Hang Thi Thu Nguyen (VNU University of Languages and International Studies)

114 SEL in English for Tourism at a Vietnamese University

This study explores the practices of integrating Social Emotional Learning (SEL) components, as outlined by the CASEL framework, in the "English for Tourism" course at a university in Vietnam. Through triangulating data collected from classroom observations, and student feedback in the course, the research examines how SEL competencies, namely self-awareness, self-management, relationship skills, social awareness and responsible decision-making are fostered in the course. Then some recommendations regarding pedagogical adjustments in delivering the course are made.

Speakers: Duyen Le (University of Languages and International Studies, Vietnam National University), Trang Giang (University of Languages and International Studies)

115 Structured Abstracts in Nursing Journals

This study examines SA adoption in nursing journals (1950–2024) compared to medical research trends. A bibliometric analysis of 6,604 articles from nine journals showed a gradual increase from 1990 to 2009 before stabilizing. Nursing journals adopted SA more slowly than medical journals, with notable disciplinary variations. The findings underscore the role of editorial policies and the need for adaptable SA formats in nursing research.

Speakers: Sayo Nanami (St. Luke's International University), Tomomi Sasaki (Tokyo University of Pharmacy and Life Sciences)

Large Hall: Panel Discussion 1: Perspectives on Internationalization in and for Japan

Convener: Gabriela Schmidt (JALT CEFR LP SIG President)

116 Perspectives on Internationalization in and for Japan

How can foreign languages, especially English, and multilingualism shape Japan’s future? This panel features two experts offering distinct perspectives on Japan’s internationalization. Drawing on their fields of expertise, they will present visions, needs analyses, challenges, and real-life examples. Plenary speakers and audience members are warmly invited to join the discussion and explore how language can drive Japan’s evolving role in the global community.

Speakers: Kazumi Sakai (Dokkyo University), Kuniaki Sato (Ministry of Education, Culture, Sports, Science and Technology (MEXT))

Reception Hall (International Exchange Building): Reception

Saturday 1 November

Registration

Reception Hall (International Exchange Building): Michele Steele Best of JALT Awards

117 Michele Steele Best of JALT Awards

The Michele Steele Best of JALT Awards is a program that was started to honor speakers who make JALT events such valuable experiences. Since 2010, we have held a special reception at the JALT International Conference to celebrate the winners of this award.

At JALT 2020, the Executive Board of JALT unanimously voted on changing the name of the Best of JALT to The Michele Steele Best of JALT Award for Michele Steele’s inspiring and devoted love of honoring JALT members for their outside work. While the award had been around for many years, Michele brought it into a proper limelight by creating a ceremony to be held at the annual international conference. For the past 10 years the award has been given renewed importance and significance for the recipients.

Room 304 EME: Educational Materials Exhibition

Room 312: Childcare: Childcare

Convener: Thomas Amundrud (Nara University of Education)

Room 409 EME: Educational Materials Exhibition

Room 414 EME: Educational Materials Exhibition

Room 415 EME: Educational Materials Exhibition

Room 503 EME: Educational Materials Exhibition

Room 510 EME: Educational Materials Exhibition

Large Hall: Welcome

Convener: Gabriela Schmidt (JALT CEFR LP SIG President)

118 Welcome

Large Hall: Plenary A: Intercultural competence in language learning: Challenges and perspectives- Naoko Taguchi

Convener: Gabriela Schmidt (JALT CEFR LP SIG President)

119 Intercultural competence in language learning: Challenges and perspectives

Plenary Session
Naoko Taguchi
This plenary talk discusses challenges and perspectives of promoting intercultural learning in higher education. I will first present a review of the current literature on definitions and theoretical frameworks of intercultural competence. Then, I will present my on-going research tracing students’ development of intercultural communicative competence (ICC) in an English-medium university in Japan. Based on the findings, I will conclude my talk with future directions of ICC research.

Speaker: Naoko Taguchi (Northern Arizona University)

Plenary_JALT_25.pdf

Large Hall: Forums and Meetings

120 JALTCALL Forum

Join the JALTCALL forum to discover more about our SIG and what we do. JALTCALL will host an open, moderated discussion on the relevance and application of AI in the classroom, as well as AI ethics and policy, and individual perspectives on the use of various technologies in the classroom. Panel member projects will be presented for discussion, and audience participation and Q&A will be invited and encouraged.

Speakers: Prof. Anthony Brian Gallagher (Meijo University), Bradley Irwin (Kyoritsu Women's University), Frederick Bacala (JALT), Geoff Carr (Asahikawa City University), James York (Meiji University), Robert Dykes (Conference Chair)

121 ICLE SIG FORUM: Lost in Translation

The ICLE SIG Forum focuses on complexity related to translation and cultural sensitivity. The first presentation explores the action-oriented approach (AoA) in EFL classrooms, finding that sustained AoA exposure positively influences students' global competence. A mixed-methods design confirmed this link across qualitative and quantitative data. The second presentation highlights the importance of reflective practice in experiential learning. It outlines strategies teachers can use to guide post-experience reflection and helping students critically process intercultural encounters.

Speakers: Samuel Nfor (Seitoku University), Soyhan Egitim (Toyo University), Stephen Ryan (Sanyo Gakuen University)

122 Ideas to Publication - Streamlining the Research Process

This year, the College and University Educators (CUE) SIG Forum focuses on the researcher’s journey from initial ideas to publication. Julia Kimura, Mehrasa Alizadeh, and Melodie Cook invite the audience to discuss strategies for streamlining the research process, navigating challenges in publishing, and identifying the qualities of productive scholars. The session seeks to assist both early-career and experienced researchers in shaping their ideas into meaningful, publishable contributions.

Speakers: Dr Frederick Bacala (Yokohama City University), Dr Julia Kimura (Mukogawa Women's University), Dr Mehrasa Alizadeh (Otemon Gakuin University), Dr Melodie Cook (University of Niigata Prefecture), Nadiia Zaitseva, Parvathy Ramachandran (Kanazawa Institute of Technology)

123 CEFR and Action Research to Explore Teaching in a Community of Practice

This SIG Forum invites to a collaborative research group for JALT members and those interested in Action Research to engage in discussions about their current practices and explore potential interventions for improvement using the CEFR as a conceptual tool. It aims to establish a community of practice, to meet diverse needs of practitioners, who attempt to conduct (exploratory) action research related to improve teaching practice(s). Three presentations will give hands-on insight inviting into the project.

Speakers: Engel Villareal (Tsuchiura Nihon University Secondary School), Gabriela Schmidt (JALT CEFR LP SIG President), Dr Noriko Nagai (JALT)

Large Hall: Plenary B: Designing tasks for meaningful L2 teaching and assessment - Shoko Sasayama

Convener: Gabriela Schmidt (JALT CEFR LP SIG President)

124 Designing tasks for meaningful L2 teaching and assessment

Plenary Session
Shoko Sasayama
The ability to communicate effectively in a new language is an essential goal for many second language (L2) learners. A key foundation for achieving this goal is the idea that learners acquire a language best experientially, by using it to engage in and accomplish relevant communication tasks (Dewey, 1938; Long, 2014). But, how should the tasks be selected, designed, and sequenced to support meaningful language learning? Drawing on research from instructed second language acquisition and task-based language teaching, I will explore key principles of syllabus and lesson design that optimize L2 acquisition, with a particular emphasis on the design of tasks. A critical first step towards effective language lessons is to establish clear learning outcomes in terms of target tasks—real-world tasks that students should learn how to perform. With these goals established, pedagogic tasks can be designed strategically to scaffold learners towards developing the language required for accomplishing the target tasks. We know from accumulated research evidence that by changing design characteristics, we can alter the difficulty of a task and thereby encourage L2 learners to focus on different aspects of their production, comprehension, interaction, and learning (Sasayama et al., 2025). Effective lesson design also involves gauging students’ learning through assessment tasks designed carefully to ensure meaningful progress. I will share actual classroom examples to demonstrate these key principles of syllabus, lesson, and task design in practice.

Speaker: Shoko Sasayama (Waseda University)

JALT2025_Plenary_Sasayama.pdf

Room 506: Reading

125 Cancelled: Arabic Teachers’ Perceptions of Extensive Reading in the UAE

This presentation provides actionable insights for educators, policymakers, and researchers interested in enhancing Extensive Reading (ER) in Arabic language education. The discussion will include best practices for ER integration in the Arabic language curriculum, practical solutions to overcome the challenges faced by Arabic teachers and Higher education institutions. A breakdown of the key features of digital reading tracking tools that support reading motivation will be included.

126 Exploring the Impact of Extensive Reading Activities

This study explores Japanese university students' perceptions of extensive reading (ER) through four new ER activities. After participating, students completed a survey to assess their motivation, engagement, and reading habits. Findings show that most students had positive responses, with improvements in their reading habits and greater engagement. The study highlights the importance of monitoring methods, such as tracking word count and keeping a reading log, to further enhance motivation and support sustained reading development.

Speaker: Miyako Fujii (Utsunomiya University)

127 Analysis of Japanese EFL College Students' L1-L2 Reading Anxiety

Employing a reading anxiety questionnaire that was newly created and validated, the presenter measured the reading anxiety of 50 Japanese EFL college students with low English proficiency. First, the students were asked to answer how they would feel when reading their L1 Japanese, and four weeks later, they were asked to answer their feelings when reading their L2 English. The presenter will share the results obtained from this questionnaire, including unique features and L1-L2 differences.

Speaker: Sachi Oshima (Chuo Gakuin University)

Room 416: Meet the SIGs

SIGs

Convener: JENNIE ROLOFF ROTHMAN (Kanda University of International Studies)

128 Meet the SIGS 1

Meet officers and members of the various Special Interest Groups in JALT. This is your chance to connect, ask questions, and, hopefully, consider becoming more active in the JALT community.

During Meet the SIGs 1, the following SIGs will have officers and members at their tables:

11:00 AM - 12:00 PM
College and University Educators (CUE)
Extensive Reading (ER)
Intercultural Communication in Language Education (ICLE)
Learner Development (LD)
Literature in Language Teaching LiLT)
Materials Writers (MW)
Mind, Brain, and Education (BRAIN)
Mixed, Augmented, and Virtual Realities (MAVR)
Performance in Education (PIE)
Teacher Development (TD)
Teachers Helping Teachers (THT)

12:00 PM - 1:00 PM
CEFR and Language Portfolio (CEFR & LP)
College and University Educators (CUE)
Critical Thinking (CT)
Intercultural Communication in Language Education (ICLE)
Mixed, Augmented, and Virtual Realities (MAVR)
Teacher Development (TD)
Teachers Helping Teachers (THT)

Speaker: JENNIE ROLOFF ROTHMAN (Kanda University of International Studies/ JALT SIG Rep. Liaison)

129 Meet the SIGs 2

Meet officers and members of the various Special Interest Groups (SIGs) in JALT. This is your chance to connect, ask questions, and, hopefully, consider becoming more active in the JALT community.

During Meet the SIGs 2, the following SIGs will have officers and members at their tables:

1:00 PM - 2:00 PM
Computer-Assisted Language Learning (CALL)
Mixed, Augmented, and Virtual Realities (MAVR)
Performance in Education (PIE)
Pragmatics (PRAG)
Teacher Development (TD)
Teachers Helping Teachers (THT)
Teaching Younger Learners (TYL)

2:00 PM - 3:00 PM
Business Communication (BIZCOM)
Gender Awareness in Language Education (GALE)
Pragmatics (PRAG)
Teacher Development (TD)
Teachers Helping Teachers (THT)
Testing and Evaluation (TEVAL)

Speaker: JENNIE ROLOFF ROTHMAN (Kanda University of International Studies/ JALT SIG Rep. Liaison)

Room 511: Job Information Center

Room 511: Meet the Plenaries

130 Meet the Plenary: Shoko Sasayama

Speaker: Shoko Sasayama (Waseda University)

131 Meet the Plenary: Masato Kaneko

Speaker: Masato Kaneko (横浜市立南吉田小学校)

Room 301: Teacher and Professional Development

132 Teacher’s Wellbeing through Vipassana: A lived narrative

In this session, I will share my personal journey with Vipassana meditation and its impact on teacher wellbeing. Through an autoethnographic approach, I will explore how mindfulness practices help navigate stress, emotional challenges, and burnout within the education system. By reflecting on my experiences, I will highlight the transformative power of Vipassana in fostering resilience, mental clarity, and emotional balance, ultimately benefiting both teachers and students in creating a peaceful and effective learning environment.

Speaker: Yasoda Tiwari (Kathmandu University)

133 Understanding the Career Trajectories of ELT Professionals

This presentation introduces social cognitive career theory (SCCT) as a framework for exploring the career trajectories of English language teachers. Through a detailed single case study of an expatriate English teacher in Korea, the study examines how SCCT can be applied to understand the decision-making processes and career paths of ELT professionals.

Speaker: Ian Moodie (Mokpo National University, South Korea)

134 Cancelled: Developing gender-sensitive practice in EFL materials

This presentation examines gender representation in EFL textbook dialogues, where stereotypes persist despite improved balance of images. We will use the British Council's ACCESS toolkit to analyse conversation patterns. Participants will learn practical strategies to identify and modify gender-biased content, creating more equitable materials. Through worked examples and hands-on practice, educators will develop skills to create inclusive language learning environments.

135 EMI and CLIL. What and how are we teaching?

The number of English-medium instruction (EMI) and content and language integrated learning (CLIL) courses in Japanese universities continues to grow. Yet, many teachers are still not sure of the goals they would like to achieve in these classes or how best they might achieve them. This presentation explores differences and similarities in EMI and CLIL teaching approaches and offers insights into practitioner strategies and professional development needs.

Speaker: Annette Bradford (Oxford EMI)

136 Demystifying AI: Practical Integration for Faculty

Many faculty feel uncertain about how AI is changing education. This workshop provides a supportive space to explore AI’s integration in course design and teaching through introduction of practical use cases. Participants will gain hands-on experience with strategies for AI integration, boosting their confidence and preparedness to engage with this evolving technology. The session fosters discussion, reflection, and collaboration, ensuring that attendees leave with resources and an understanding of how AI can support their work. Please bring a laptop or tablet for group work.

Speakers: Dr Aubra Bulin (Okayama University), Mamoru Ishida (Okayama University), Mr Yannick Vidal (University of Savoy Mont Blanc - Chambery)

FINAL JALT_Demystifying AI.pptx

Practical AI Prompts for Course Design.docx

137 Professional Exchange through an Erasmus+ Mobility Project

This presentation focuses on one maritime English teacher’s experience with an Erasmus+ mobility project and a two-week visit to a maritime studies faculty at a university in Croatia. The presenter will introduce the objectives of Erasmus+ mobility projects for teachers in higher education and describe his specific experience with the project in Croatia. Audience members will be invited to share their experiences with unique professional exchanges and ask questions about the Erasmus+ Programme.

Speaker: Gregory Sholdt (Kobe University)

138 Japanese Pre-service EFL Teachers Learning to Teach Grammar

This longitudinal study investigates Japanese pre-service EFL teachers’ grammar instruction cognitions and practices both before and after exposure to communicative grammar teaching pedagogy, who received a semester-long undergraduate course based on focus-on-form (FonF) instruction, as well as seeks whether and/or how their cognitions and teaching practices evolve over time.

Speakers: Dr Merve Savasci (Sakarya University), Prof. Kazuyoshi Sato (Nagoya University of Foreign Studies)

139 Empowering Female Teachers: Career Progression in Japanese Education

Although the proportion of female Japanese elementary and junior high school teachers is comparable to that of male teachers, the number of female principals and vice-principals is significantly smaller. This presentation will show the results of a student survey and interviews with female teachers on career progression and sexual harassment, intending to illuminate some of the reasons for this imbalance and suggest areas for improvement.

Speaker: Qianhui Guo (Naruto University of Education)

140 Understanding and Navigating Cultural Communication Styles

Understanding cultural differences in communication is crucial in Japanese work environments where non-Japanese faculty can face challenges adapting. Using cultural frameworks such as Hofstede’s uncertainty avoidance and Meyer’s high/low-context communication, the presentation provides insights into the interaction of these attributes and how to navigate differences in the workplace. While the primary focus is on cultural analysis, the presentation also includes practical cross-communication strategies to help coworkers foster effective workplace interactions.

Speaker: Melissa Huntley (University of Shimane)

141 Collaborator or coauthor? The co-researcher relationship

Research collaboration can be an engaging part of professional development, but the effectiveness of the relationship hinges on several factors. This presentation reports the findings of a duoethnographic study in which the nature of a research collaboration is explored. Themes that will be discussed include relationship dynamics, power and privilege, authorship, and the integration of the collaborators’ skills repertoires.

Speakers: Marc Jones (Toyo University), Gretchen Clark (Ritsumeikan University)

Room 302: Assessment and Testing

142 Assessment as Learning (AaL) in Project-based Learning

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 design and implementation of AaL in PBL, will also be shared and discussed.

Speakers: Chizu Sugawara (Toyo Gakuen University), Kayoko Yamauchi (Toyo Gakuen University), Manna Aoki (Toyo Gakuen University)

143 Analysis of TOEFL iBT Speaking Questions and Responses

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 patterns in high-level and mid-level responses, offering valuable insights for educators and learners seeking to enhance TOEFL iBT Speaking performance.

Speaker: Yasunori Matsuzono (Meiji Gakuin University)

144 Metadiscourse in IELTS Writing: Teaching implication

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. Participants will learn how to guide students in using MMs strategically to enhance coherence, clarity, and academic writing proficiency.

Speaker: Ms Thu-Anh Pham (Iwate University)

145 Balanced Approach: Integrating Communication in TOEIC® Prep

This workshop presents a flexible framework that combines communicative activities with traditional TOEIC® 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 from rote learning to meaningful communication. Participants will explore how this method transforms TOEIC® classes into dynamic, student-centered environments that support long-term language development.

Speakers: Catherine Cheetham (Tokai University), Peter Collins (Tokai University), Shinichi Hashimoto (Tokai University, Faculty of Engineering)

146 Beyond Standardized Tests: Predictors of Graduate Writing Ability

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 educational background factors can help instructors identify those who may need support.

Speaker: Gavin O'Neill (Hitotsubashi Univeristy)

147 The Impact of Taking the IELTS Test on Teaching and Training

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 greater empathy for students. The session is ideal for IELTS teachers, test prep instructors, and students preparing for the IELTS.

Speakers: Jaime Morrish (Sugiyama Jogakuen University), Thomas Legge (Momoyama Gakuin University)

148 Exploring Automated Scoring Methods for Paused Transcription

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 ‘all-or-nothing’ 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 with TOEIC Listening scores. Although further validation is necessary, this finding promotes PT’s viability as an efficient and cost-effective L2 listening assessment tool.

Speaker: Makito Kawata (Kanda University of International Studies)

149 An Analysis of a New E-learning Vocabulary Test

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. Students’ scores showed significant gains with a large effect size. While the focus of this presentation is the analysis of an e-learning test, the principles highlighted can be easily applied by classroom teachers.

Speaker: Ian Dagnall (Kyushu Sangyo University)

150 More Effective Grading by Considering Activity Purpose

Grading, or assessment, makes up a large percentage of teachers’ 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 philosophy of grading and specific examples of quicker and more efficient assessment.

Speaker: Ms Alana Campbell (J.F. Obirin University)

151 Validating TOEIC Bridge® as a Placement Test

This study investigated the validity of TOEIC Bridge® 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 students, but a more difficult test is needed to separate students within the highest group.

Speakers: Prof. Masaki Akase (National Institute of Technology, Nagano College), Trevor Holster (Fukuoka Jogaukuin University)

Validating TOEIC Bridge JALT2025 (Submission).pptx

Room 302: Pedagogy

152 Learner and Instructor Perspectives on L1 Use in the Eikaiwa

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 consider the presence of a proficiency effect (Carson and Kashihara, 2012).

Speaker: Prof. Angela Wolf

153 Enhancing Speaking Skills with Student-Generated Videos

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 class. They will also discuss how the videos help students develop criteria for communicating more accurately and effectively in their own videos.

Speakers: Peter Collins (Tokai University), Simon Wilkins (Tokai University)

Room 303: Artificial Intelligence

154 AI-Powered EAP: Creating CEFR-Aligned Audio Materials

This workshop explores the practical use of Generative AI (GAI) to develop CEFR-aligned English for Academic Purposes (EAP) audio materials. Participants will learn to generate, refine, and verify CEFR-aligned AI-assisted lecture scripts, convert them into high-quality audio lectures, and design engaging comprehension activities. The session equips educators with practical skills in AI prompt engineering, script refinement, and audio customization, empowering them to craft innovative and adaptable resources for diverse learner needs.

Speakers: Sabine Thepaut (Kansai Gaidai University), Inge Odendaal (Kansai Gaidai University)

AI-Powered EAP: Creating CEFR-Aligned Audio Materials

155 Impact of AI in academic writing: Japanese learners’ beliefs

This study focused on understanding what learner’s attitudes are related to the impact of AI in English education. First-year students (N = 85) from an academic written English class responded to an in-class written prompt on how learners perceive how AI impacts English education and responses were analysed using values coding (Saldaña, 2021). Preliminary results reveal AI is used as a tutor and learners showed concerns that overreliance on AI tools could hinder learning.

Speaker: Suwako Uehara

156 Beyond AI Hype: Real-World Classroom Integration of AI Chatbots for Fluency & Engagement

TL;DR: If you’ve heard enough about how cool AI is and want to hear what actually happened after a year of using it in real classrooms, this one’s for you.
This session moves beyond AI hype to examine how AI chatbots can be meaningfully integrated into language classrooms to foster engagement, fluency, and student agency. Grounded in sociocultural learning theory, this practice-oriented workshop draws on classroom research where students used AI as a peer-like conversational partner. Attendees will explore practical strategies, real student feedback, and hands-on demonstrations to implement AI-driven language learning effectively.

Speaker: Lucas Dickerson (Kwansei Gakuin University)

157 Practical Uses of AI for Teachers and Students

The rapid advancement of AI in educational settings has raised fundamental questions about authorship, assessment, and pedagogical design (Stone & Scharff, 2024).

Speaker: Richard Sparrow (Kyoto JALT)

158 The Impact of AI on Willingness to Communicate in English in Japanese Business

The study investigates the impact of AI-driven language tools on Willingness to Communicate (WTC) in English among Japanese business professionals. The data reveal that AI enhances WTC by reducing anxiety, increasing confidence, and providing real-time linguistic support. While findings indicate that AI facilitates fluency and engagement, they also highlight the risk of over-reliance, which may hinder long-term language development. The study concludes that AI should complement, rather than replace, traditional learning and intercultural communication efforts.

Speaker: Saeko Ujiie (SBF Consulting LLC)

Room 303: Technology

159 Semi-Automated Multimodal Flashcard Generation

This session introduces a mix of practical web-based and offline tools for creating effective virtual flashcards from video content. Drawing on evidence for the benefits of explicit vocabulary study, the presentation highlights how these tools help students go beyond the often limited quality of self-made flashcards in a fun way. Attendees will see how the approach benefits classroom and independent learning, providing a seamless way to connect research-backed memorization techniques with real teaching practice.

Speaker: Fess Higgins

160 Integrating ChatGPT in EAP Writing: Impact on essay revision, critical thinking and writing skills

This study describes the use of AI, specifically ChatGPT, as a final feedback tool in the academic writing classroom, focusing on its role in essay revision, and student critical thinking and writing skills. Conducted within an EAP curriculum, findings suggest that this final AI feedback positively contributed to students’ perceptions of development in areas such as linguistic proficiency, organizational skills, editing abilities, and critical thinking skills, which were supported by teacher analysis of their writing.

Speaker: Dr Eucharia Donnery (Soka University)

161 Python and R: What are they good for in research?

Python and R are programming languages that can be used in research for statistical analysis, data visualisation, processing text-based data, automation, and increasing replicability. I will give a basic overview of possible uses for Python and R with reference to my own research and other studies. The talk will be non-technical and hopefully you will come away with ideas about improving your research skills by dipping your toes into the world of Python and/or R.

Speaker: Chris Cooper (Rikkyo University)

Python_R_Workshop.pdf

162 Academic managers’ experience during interim online teaching

Despite their vital roles, academic managers’ experiences in interim online teaching remain underexplored. This study examined eight managers from Philippine higher education institutions through semi-structured interviews. Findings revealed their responsibilities and challenges across six leadership functions intensified during the transition. These were shaped by institutional factors (culture, policies, technology) and broader contexts (national policies, economy, readiness). Implications highlight the need for management development, policy reforms, and further research on organisational perspectives.

Speaker: Jessie Barrot (National University)

163 Written Corrective Feedback, Ipsative Assessment, and Large Language Models for Improving Grammar

This study examines grammatical accuracy development in Korean engineering graduate students’ academic writing over a university term. Students received peer, instructor, and large language model (LLM) feedback. Error analysis revealed significant weekly declines in overall errors and specific types (e.g., tense, determiners, punctuation). Correlations linked feedback comments to accuracy gains. Combining human and LLM feedback may support measurable improvement in grammatical accuracy, highlighting the value of blended feedback approaches in academic contexts.

Speaker: Richard Rose (Hankuk University of Foreign Studies)

WCF, Ipsative Assessment, and LLMs for Improving Grammar.pdf

WCF, Ipsative Assessment, & LLMs for Improving Grammar

164 COIL experience and its impact on study abroad intent

This presentation explores how collaborative online international learning (COIL) can help bridge the gap between Japan’s student mobility goals and reluctance to study abroad. The presenter will report on a study involving 13 Japanese university students who completed COIL with partners in Southeast Asia, revealing group experiential themes of comfort, authenticity, intercultural competencies, and increased interest in studying abroad. Attendees will gain insights into integrating COIL to enhance intercultural curricula and second-language learning opportunities.

Speaker: Andrew Nowlan (Kwansei Gakuin University)

Room 305: Language Teaching Tasks

165 Post-task transcription and self-efficacy development

Balancing a focus on language knowledge and fluency development has long been a challenge for teachers. Finding this balance whilst maintaining and promoting learner motivation makes this even harder. In this presentation, I will present the results of a study that examined whether post-task transcription could be used to enhance learning opportunities without negatively impacting the development of speaking self-efficacy and fluency.

Speaker: Imogen Custance (Osaka Jogakuin College and University)

166 Creative writing tasks for the EFL classroom

Creative writing can play an important role in fostering EFL student writers’ compositions, literary awareness, and overall linguistic development. As such, this presentation will introduce four creative writing tasks that can be used to develop EFL learners’ linguistic and literary skills: “Connect the Dots,” “Picture Perfect,” “MadLibs Adventures,” and “CROW Biographies.” Ideas on organizing, implementing, and extending these tasks, as well as potential modifications to meet different proficiency levels and learner needs, will be introduced.

Speaker: Shannon Miyamoto (Kwansei Gakuin University)

Room 305: Task-based Teaching and Learning

167 Incorporating humor into task-based language teaching

The presenters will detail a framework for developing or modifying traditional language teaching tasks to include a humor-based component. They will also demonstrate how humor can be incorporated while staying true to the core features of task-based instruction, including allowing for student-initiated humor, considering respective proficiency levels, maintaining a connection with the curriculum, and providing post-task peer review and teacher feedback.

Speakers: Peter Neff (Doshisha University, Faculty of Global Communcations), John Rucynski (Okayama University)

168 High Five: L2 listening tasks for the hybrid classroom

Recent listening approaches have emphasized providing learners with more engagement opportunities when listening. This workshop demonstrates how to integrate Goh’s (2018) five listening tasks (i.e., communicative, one-way, two-way, metacognitive and perception) into a three-stage listening lesson framework for second language learners. The workshop concludes by suggesting how educators can prioritize these listening tasks in their L2 listening lessons.

Speaker: Dr Naheen Madarbakus-Ring (University of Tsukuba)

169 Integrating a Task-Based Approach to Genre Writing

This practice oriented workshop explores how genre-based pedagogy and task-based learning can be combined to support English learners’ writing development. Participants will engage in a short task cycle, emphasizing purpose, audience, and language features. The session introduces a flexible framework designed for low- to mid-proficiency learners and offers practical guidelines for creating materials and ideas for classroom use. Ideal for teachers seeking practical strategies to make writing more meaningful and accessible.

Speakers: Dr Paul Marlowe (Kindai University), Mr Lucas Dickerson (Kwansei Gakuin University)

170 Gauging Cognitive Load on Uptake in the TBLT Classroom

This presentation summarises a research project on learners’ ability to notice new language during tasks with different cognitive demands. Task conditions were modified by altering glossary use, adding or removing side tasks, and providing either individual or paired planning time. The results showed that task design influenced noticing: higher complexity sometimes boosted the learners’ attention to the target language, but it also raised perceived difficulty and, in certain cases, hindered long-term retention.

Speakers: Ashley Bartholomy (Aichi University), Peter Lyons (Nanzan University), ヤング アンソニー (愛知大学)

171 Task-based Needs Analysis for Study Abroad in North America

This study investigates the communicative needs of Japanese university students on semester study abroad (SA) programs in the US and Canada through task-based needs analysis (TBNA). Employing triangulated methods including semi-structured interviews and questionnaires, it identifies several critical needs and challenges. Findings also highlight discrepancies in perceptions between students and stakeholders in the host countries. Despite some methodological challenges, the study emphasizes the importance of TBNA for establishing adequate and meaningful pre-departure second language instruction.

Speakers: Azumi Naruse (Chukyo University), Mie Gotoh (Nanzan University), Ms Nao Ichino (Chukyo University)

172 Student Videos: A Replication Study into Tech-Assisted TBLT

This presentation examines the results of a replication study examining the effect of a video creation task on students' speaking abilities. The results showed a strong effect on speaking, even though the increase in students actual scores was less than anticipated. They also indicated a possible, unexpected effect on students' reading. Based on these results, and number of possible teaching applications and ideas for future research will be discussed.

Speaker: Martyn McGettigan (Hiroshima City University)

Room 306: International Partners

Convener: Richmond Stroupe (Soka University)

173 Digital Pedagogies: AI Training for EFL Teachers in Indonesia

This presentation explores the effects of Artificial Intelligence (AI) training on EFL teachers’ material development in Indonesia. The program significantly improved participants’ knowledge and classroom practices. Teachers reported greater confidence in using AI for creating vocabulary resources, reading texts, and interactive tasks. However, shifts in attitudes toward AI, while positive, were not statistically significant. The findings emphasize the value of sustained professional development to strengthen digital competencies and inform broader applications in educational contexts.

Speaker: Prof. Zuliati Rohmah (Universitas Brawijaya)

174 The Gamified Metaverse to Augment English Oral Communication

The study aims to develop a gamified metaverse to enhance English oral communication among Thai university students. Four real-life themed lessons with five task-based missions were implemented. The study employed a mixed-method design with 67 sample students in the experimental phase. The 4 key components from EFA analyzed from 294 students are digital gamification design, English oral communication, motivation, and immediate feedback. The results showed significant improvement in oral communication (p = .000). Students rated motivation level at 4.04 (SD = 0.51). No relationship was found between motivation and skill improvement. The focus group interview showed positive perception of Thai EFL students.

Speaker: Pornpimol Sukavatee (Thailand TESOL)

175 A systematic review of adult literacy in Asia: challenges an

This research will look into the state of adult literacy in Asia, whether in the formal or informal contexts, considering the first language (L1) or the second language(L2). Using PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) as the protocol in doing the review, the paper will look into the studies on adult literacy, identifying the problems and the possible course or direction that should be taken based on the literature found.

Speaker: Camilla Vizconde (Philippine Association for Language Teaching, Inc)

176 Enhancing learner autonomy through literary composition

Learner autonomy is a highly sought-after 21st-century classroom approach. It encourages participants' participation in an activity to create ownership in learning. The students' engagement in any activity ensures effective learning. The proposed workshop will involve the participants in creating multiple literary texts out of a single one. The takeaway will be the development of grammar, vocabulary, creative writing, discussion, and teamwork through literary composition.

Speaker: Dib Sherbuja (Nepal English Language Teachers' Association (NELTA))

177 Authentic Input for Authentic Output: Promoting Communicative Practice Through Culturally Rich Media

This dynamic workshop explores experience-based learning that transcends the textbook to foster interaction and participation in EFL classrooms. Drawing on data from a Korean winter camp, it showcases how British advertisements inspire task-based activities, such as storytelling and role-play, that spark student motivation, boost peer interaction, and naturally present real-world language in use. Findings highlight how authentic, creative tasks enhance communication skills and promote intercultural understanding through inclusive, real-world learning experiences. Participants will engage with the underlying theory and actively take part in the featured tasks.

Speaker: Gabriela Villafradez (KOTESOL)

178 Effectiveness of the Look-Say-Cover-Write-Check (LSCWC) Strategy in Improving Reading Skills Among Year 4 Remedial Pupils

Reading supports language mastery but remedial pupils often struggle due to limited vocabulary and weak sound awareness. This study examined the effectiveness of the Look-Say-Cover-Write-Check (LSCWC) strategy in improving reading among Year 4 remedial pupils. Using pre- and post-tests, interviews, and observations, findings showed significant improvement in word recognition, spelling, and reading accuracy. Pupils also displayed greater enjoyment and motivation. The study concludes that LSCWC is an effective approach for enhancing remedial pupils’ reading skills.

Speaker: KAMLESHWARY KRISHNASAMY (SEKOLAH JENIS KEBANGSAAN TAMIL BATU CAVES - MINISTRY OF EDUCATION MALAYSIA)

179 EdYouFest: Empowering New Voices in Global ELT

JALT Partner, EdYouFest, is a global grassroots initiative fostering the exchange of ideas through inclusive, accessible professional development. With free and low-cost face-to-face and online events and resources, it empowers new and early-career educators to connect, collaborate, and grow. This session introduces EdYouFest Tokyo 2025, the upcoming online EdYouMarathon, and a one-day Tokyo event planned for 2026—inviting JALT members to join a growing movement where every voice helps shape meaningful change in education.

Speaker: Charles Browne (Meiji Gakuin University)

180 Let AI Lend a Hand: Enhancing Literature Reviews in ELT

A literature review is essential in ELT research, yet it can be overwhelming due to the volume of reading, synthesis, and organisation involved. This hands-on workshop demonstrates how AI can support key stages of the review process, refining questions, finding and summarising sources, identifying themes, and aiding critical analysis. Participants will engage in practical tasks and leave with strategies to enhance their ELT research workflow. Ethical considerations regarding AI use will also be addressed.

Speaker: Dr Xavier Pradheep Singh M S (St Joseph's College (Autonomous), Tiruchirappalli, Tamil Nadu, India)

181 Access Attitude and Technology use: voices from marginalized communities

Findings from a multi-country research study, ReMaLIC (Reaching out to marginalized populations in under-resourced countries), funded by the British Council are presented. Technology use and access among teenagers, their parents, and teachers in low-resource contexts in Asia (Bangladesh and Nepal) and Africa (Senegal and Sudan) were examined. A qualitative approach was adopted and data were collected via semi-structured interviews, focus group discussions, and classroom observations. Despite limited opportunities most participants expressed favorable attitudes toward technology.

Speaker: Rubina Khan (University of Dhaka)

182 JALT - International Partners Meeting

JALT invites the representatives of all of our International Partners to join a meeting aimed at exploring collaborative opportunities, ranging from research initiatives and professional development to other forms of collaboration, ensuring that our collective expertise drives meaningful educational development. Especially, with our Pan-Asian Consortium (PAC) partner representatives, we will also be discussing the upcoming and future PAC Conferences. We look forward to welcoming all International Partner representatives and other interested parties to this meeting.

Speaker: Richmond Stroupe (Soka University)

Room 307: Concurrent Sessions

183 Intercultural and global competence through EAP

Sponsored by Kinsedo Publishing Co., Ltd.
This practice-oriented session introduces Intercultural Perspectives – an EAP Course for Global Competence, a new textbook designed to develop students’ academic English and research skills while fostering intercultural and global competence. Participants will explore sample units and activities that integrate communication strategies, critical thinking, and cultural awareness. Attendees will leave with practical ideas for incorporating intercultural and global learning into foreign language classrooms.

Speaker: Ana Sofia Hofmeyr (Kansai University)

184 Digging into Critical Thinking Skills with your Textbook

Sponsored by Oxford University Press
This presentation will share a systematic method of breaking down units of a textbook to find new opportunities for critical thinking skills development in your classroom. Independent of the textbook you may be using, developing a new lens, through which to view the deeper structure behind a book’s organization, educators can identify and choose new paths of thought and knowledge to complement the lessons. This method will assist in developing activities that encourage critical thought.

Speaker: Mr James Dunn (Meiji University)

185 IELTS 2025- New Features and Teacher Resources

This session will explore the latest innovations of IELTS, from "One Skill Retake" to faster result delivery. It offers teachers a comprehensive overview of how these changes enhance the testing experience. Discover how the world's leading English test continues to evolve by prioritizing our customers' needs which is driving its growing popularity both globally and in Japan. Teachers will also become familiar with the latest free resources and tools to effectively utilize in their classrooms.

Speaker: Ms Tomoko Ichikawa (IELTS (IDP Education))

Room 307: Domestic Partners

186 Does Reading Haiku Boost Learner Empathy?

Empathy is considered vital for intercultural communication, and research suggests that reading poetry may increase students’ empathy. The presenter will describe a study that examined the effect of reflecting upon English-language haiku on student empathy. Though students tend to believe that reading English-language haiku will increase their empathy, pre-/post-course empathy surveys failed to find significant empathy increases. Samples of student writing will be shown to illustrate how students viewed and responded to haiku tasks.

Speaker: Ian Willey (Kagawa University)

JALT.willey.11.1.pptx

187 YOKOSO-JALT! Leadership and contribution to the community

This presentation will be conducted in a workshop format in both Japanese and English.
The presenter has been actively involved in JALT as a Nagoya Chapter officer, organizing monthly meetings and managing venue reservations. In addition, this year they are serving as the Chair of UALS, engaging in discussions with colleagues from academic associations outside of JALT in Japan to establish common rules and practices for the broader field of humanities-related academic societies.
Although these responsibilities require a significant time commitment, they have provided valuable learning opportunities and fostered leadership development through information sharing among officers and active exchanges with officers from other chapters. One of the benefits has been immediate access to useful information related to professional opportunities and language teaching.
This workshop is particularly recommended for those who want to learn more about JALT, first-time conference participants, and those interested in becoming involved as officers. The presenter will also share experiences from international contexts, including volunteer work as both a presenter and organizer at TESOL.

Speaker: Ms Yoko Takano (NUFS)

188 National AJET January 2025 Opinion Exchange

The Association for Japan Exchange and Teaching (AJET) is a volunteer organization of JET Programme participants. AJET serves the JET community by building support networks, organizing useful information, and offering resources to enhance the lives of the Programme participants in Japan and abroad. https://ajet.net

Speakers: Naomi Fujishima (JALT), Spencer Stevens (National AJET)

2025 National AJET Opinion Exchange

[FY24] National AJET Jan 2025 Opinion Exchange Slides.pdf

189 Grant-Funded Research to Advance English for Nursing Purposes

As the number of culturally and linguistically diverse (CALD) patients in Japan continues to grow, there is an increasing need for healthcare professionals to develop both foreign language proficiency and cross-cultural communication skills. Among these professionals, nurses play a particularly vital role, as they spend the most time in direct interaction with patients and are central to building trust and providing patient-centered care.

This presentation introduces three grant-supported research project (two completed and one ongoing) that explore innovations in the teaching of English for Nursing Purposes (ENP). The presenter will highlight each project's contributions or anticipated impact on nursing English education in Japan. In addition, the session will offer practical insights drawn from the presenter's experience applying for and receiving the competitive Japan Society for the Promotion of Science (JSPS) kakenhi grant, including strategies for framing research proposals in this evolving subfield.

The presenter is a co-founder and current associate director of the Japan Association for Nursing English Teaching, a domestic affiliate (DA) of JALT. This is an unvetted presentation as part of the DA agreement.

Speaker: Mathew Porter (Fukuoka Jo Gakuin Nursing University)

190 JASAL Forum for SALC success: Community and global focus

This year’s JASAL Forum explores two topics relevant for any self-access space: How to revitalise an underutilised SALC based on insights gained through needs analysis of student and faculty perspectives, and how an International Week event, in collaboration with faculty and other university departments, can enhance the visibility of global activities both within and beyond the university. Practical advice for implementing similar initiatives will be shared by the presenters and followed by a discussion.

Speakers: Daniel Hooper (Tokyo Kasei University), Katherine Thornton (Otemon Gakuin University), Misato Saunders (Ritsumeikan Asia Pacific University), Samuel Reid (Tokyo Kasei University), Suwako Uehara (The University of Electro-Communications), Yuki Namiki (Tokyo Kasei University)

Room 308: Global English and Other Languages

191 French Forum: La motivation et l’apprentissage des langues

.Il y aura deux présentations: 1) Comment les étudiants japonais peuvent apprendre plus rapidement les langues romanes tout en renforçant leur maîtrise de l’anglais en s’appuyant sur leurs connaissances en anglais.
2) Comment la connaissance de langue française peuvent ouvrir les portes des autres langues romanes.

Speakers: Prof. Eric Fortin (St. Mary's College), Dr Monika Szirmai (Hiroshima International University)

192 Motivating German learners: cultural exchange, movies, games

Die BeiträgerInnen in diesem Deutsch-Workshop stellen praktische Untersuchungen mit Anfängerstudenten zu folgenden Themen vor, die auch zu neuen Kurskonzepten führen werden.
1. Motivierende Unterrichtsinhalte durch interkulturelle Austauschprojekte unter Verwendung von KI-Tools.
2. Der Einsatz von Übersetzungstools beim kreativen Schreiben von Filmskripts.
3. Die Verwendung von Nicht-AI-Vokabellernkarten als zeitweise haptische und kommunikative Alternative zu digitalen Tools.
Die Untersuchungen sind auch fuer andere Lernstufen und Lehrer anderer Fremdsprache relevant. Alle Vorträge sind auf Deutsch.

Speakers: Martina Gunske von Koelln (Fukushima University), Anja Hopf (Niigata University), Bertlinde Voegel (Osaka University)

193 Spanish Forum: The teaching-learning cycle: creation, action, evaluation

Educadores de Español como Lengua Extranjera conducen un taller sobre el aprendizaje de español con una contextualización lingüística, intercultural y comunicativa. Roque de Hishiyama: lineamientos y materiales para enseñar SDGs en ELE; Silva: actividades basadas en el concepto de mediación; Budding: grupos focales para potenciar el currículum de la clase. Educadores y estudiantes de otros idiomas son bienvenidos a participar con sus ideas sobre desarrollo sostenible en la enseñanza y evaluación de las clases.

Speakers: Dr Adiene Susej Roque de Hishiyama (Seikei University), Carlos Budding (Akita International University), Cecilia Silva (Tohoku University)

194 Argumentation in French and English: A Japanese Perspective

Although some Japanese learners of French and English have achieved fluency in these languages, they often struggle with argumentation. The presenters suggest that this difficulty stems from excessive reliance on examples. Corpus data indicate that argumentation in French and English requires clear explanations, whereas in Japanese, examples alone are sufficient. Consequently, these learners frequently fail to address prompts and perform poorly on exams. The presenters advocate for explicit instructions to support these learners.

Speakers: Sophie Otsuru (Juntendo University), Mr クリストフ　美智仁 ダルモン (Nanzan University)

195 MLA outweighs PTD in L3 transfer source selection

This research explores how metalinguistic awareness (MLA) and psychotypological distance (PTD) interact to shape transfer patterns among Amdolese-Mandarin bilinguals differing in L1 dominance while learning the Spanish voicing contrast. Results highlight MLA as the primary factor in L3 transfer source selection, with PTD acting as a secondary influence. Moreover, MLA training effectively enhanced learners' MLA, thus influencing their decision in L3 transfer source selection, but had little impact on their PTD judgments.

Speaker: Ms Siyi Peng (East China Normal University)

196 The Influence of Other Languages on English Motivation

How does studying “languages other than English” (LOTEs) affect English motivation? This year-long mixed-methods study explores this question in the Japanese university context, where students must often study L2 English and an L3 LOTE simultaneously. It shares insights from student surveys, weekly journals, and interviews in which students record their L2 English motivation, engagement, confidence, and anxiety and the impact their L3 study had on these attributes.

Speakers: Benjamin Bailey (Doshisha University), Chika Takahashi (Ehime University), Jerry Huang (Kyoto Sangyo University), Simon Humphries (Kansai University)

197 Plurilingual Pedagogy in Japanese Language Classrooms: Teacher Perspectives and Challenges

This study explores the implementation of plurilingual pedagogy in Japanese language classrooms through a survey of 78 teachers and interviews with 10 teachers. The findings reveal that plurilingual practices are already present, though often unrecognized. In particular, interviews show that even teachers who follow a Japanese-only approach actively draw on students' linguistic and cultural resources. The key challenge is to acknowledge, support, and develop these practices to better embrace students' linguistic and cultural diversity.

Speaker: Dr Eiko Gyogi (Okinawa University)

198 Investigating Learner Attitudes to GELT Classroom Content

Global Englishes Language Teaching (GELT) was proposed by Rose and Galloway (2019) to prepare learners to use English for global communication. In this study, GELT content, including listening, pronunciation, speaking and reading, was implemented in an English course at a university in Tokyo. The learners were surveyed at the start of the course and then at the end in order to understand their attitudes towards the GELT content and to give recommendations for implementing GELT.

Speaker: Tim Andrewartha (Asia University)

Room 401: Birmingham University Graduate Student Showcase

Convener: Marcus Grandon

199 Other-initiated repairs using embodied actions in L2 peers

This study investigates how embodied actions function as interactional resources in other-initiated repair sequences during peer interactions. Drawing on video recordings from L2 classrooms at a public university, the analysis shows how learners use gestures, spatial referencing, and facial expressions to clarify, confirm, or request elaboration when their access to linguistic resources is limited. The findings demonstrate how learners actively draw on multimodal resources to co-construct understanding and negotiate meaning in L2 peer interaction.

Speaker: Deepti Mishiro (Osaka Metropolitan and Mukogawa Women's University)

200 English Linguistic Imperialism in a Japanese classroom

This presentation examines how Japanese high school students view English and its acquisition, linking these perceptions to linguistic imperialism. Through surveys and commentary, it shows English is seen as vital for success and mobility, shaped by state and institutional narratives. Yet systemic inequalities and the privileging of native speakers persist. While dominant ideologies dominate, emerging critiques signal resistance. Grounded in Phillipson’s framework and local scholarship, the study calls for more equitable, inclusive language education policies.

Speaker: Manuel Padovan

Room 401: Macquarie University Student and Alumni Roundtable

201 Macquarie student and alumni roundtable

Sponsored by Macquarie University
This will allow current Macquarie research students and alumni to share topics of interest in an informal, relaxed setting. This roundtable is a great way to catch up with familiar faces and make new friends each year. In previous roundtables, we have discussed various topics, such as getting Kakenhi research grants, applying for tenure, and our evolving research/teaching journeys.

Speakers: Loy Lising (Macquarie University), Simon Humphries (Kansai University)

Room 401: Temple University Graduate Student Showcase

Convener: David Beglar (Temple University, Japan Campus)

202 Instrument Validation Project on EIKEN 2nd Grade Listening

In this study I evaluated the validity of the EIKEN 2nd grade listening test as a CEFR B1-level assessment. Rasch analysis showed moderate reliability and adequate item targeting for the sample, but revealed that the test content, vocabulary, and grammatical complexity are closer to A2 than B1, with limited contextual and accent variety. The variance explained by the model was low, indicating construct underrepresentation. Educationally, the findings suggest EIKEN 2nd grade might not accurately reflect B1 listening proficiency, highlighting the need for more authentic, challenging, and diverse test items to better inform teaching and assessment practices.

Speaker: 伊勢 将人 (Temple University)

JALT Validation Project Presentaion.pptx

203 Validating a Self-Efficacy Questionnaire for Japanese Univer

This study investigates the validity of a self-efficacy questionnaire administered to Japanese university students learning English. Using Rasch analysis, I examined how well the items measured a unidimensional construct and identified misfitting items for potential revision or removal. The model also assessed the difficulty distribution of the items and their ability to capture a wide range of self-efficacy levels. Results showed the instrument to be generally valid, though several items required adjustment. Implications for EFL assessment and questionnaire refinement will be discussed.

Speaker: SILVER SPIRIT (TEMPLE UNIVERSITY)

204 Dictogloss as a Tool for Self-Study

Dictogloss is a task in which learners listen to a passage and reconstruct what they have heard based on memos they take (Wajnrib, 1990). It was originally a type of group work where learners share their memos and complete sentences through discussion. Learners then analyze their output and correct any errors they have made. I investigated whether dictogloss can be successfully conducted with one individual. To investigate this issue, different types of dictogloss were conducted and evaluated using interview and test results.

Speaker: Ayako Taguchi

205 Prior L2 Learning Experience as a Predictor of Motivational

In this study I explored whether past L2 learning experiences help explain current motivation among Japanese university EFL students. Based on the L2 Motivational Self System and Positive Psychology, a new Prior L2 Learning Experience Scale (PL2LES) was used along with motivation measures at the start of the semester. A second motivation survey was administered at the end of the course to examine possible changes. Correlational and predictive analyses examined how past learning experiences relate to both early motivation and later developments. The results contribute to motivation theory by highlighting how earlier L2 experiences can continue to shape learner motivation.

Speaker: Alex Toyoda (Temple University)

206 Effectiveness of Haptic-Shadowing With Explicit Instruction

This research project tested the effectiveness of haptic-shadowing combined with explicit instruction on suprasegmental features. The participant practiced shadowing short conversations over three sessions using rhythmic gestures with auditory corrective feedback from the instructor. Explicit instruction of suprasegmental features such as connected speech, intonation and stress was also included during the sessions. Through analyzing qualitative and quantitative data, results showed a significant increase in accuracy of suprasegmental features as well as improved listening comprehension. Delayed post-tests also revealed spontaneous use of learned features. The results suggest that intensive pronunciation instruction, even if time-limited, has the potential to improve suprasegmental accuracy.

Speaker: Roy Wells

Room 401: University of Tsukuba Graduate Student Showcase

Convener: Rie Koizumi (University of Tsukuba)

207 L2 Interactional Competence in Primary Teacher Education

This study explores instructional methods to enhance learner-to-learner interaction among Japanese university students (CEFR A1–A2 level). Participants were divided into three groups: (1) received model audio and CA-informed handout, (2) received only model audio, and (3) engaged in paired reflection without materials. The effects of each intervention are examined through pre- and post-tests. Interaction quantity is analyzed by total words, number of turns, and utterances per participant. Quality is assessed using a rubric. Though the study is ongoing, this presentation reports preliminary findings and discusses emerging challenges related to improving mid-task interaction support.

Speaker: Ms Rika Yoshizaki (Subprogram in English Language Education, Master's and Doctoral Programs in Humanities, University of Tsukuba)

208 Effects of Task Repetition on Japanese EFL Learners’ Fluency

This study investigates the effects of task repetition on Japanese EFL learners’ oral fluency through a direct replication with contextual adaptation of Thai and Boers (2016). University learners perform repeated monologues under two conditions: 3/2/1 shrinking time and 2/2/2 constant time. Fluency, complexity, and accuracy measures will be compared to examine which technique better supports spontaneous performance. The results will inform theory and practice in fluency-focused English teaching in Japan.

Speaker: Ms Kotuwila Kankanamalage Kaushali Samadhi Nikeshala (Subprogram in English Language Education, Master's and Doctoral Programs in Humanities, University of Tsukuba)

209 Education Technologies for Spoken Fluency: Perceptions and Practices Reviewed

The review, through PRISMA 2020, analyses 20 studies (2010–2025) on how educational technologies enhance and assess spoken fluency in elementary and secondary schools. Findings show improvements in speech rate, fewer pauses, and reduced self-corrections, supported by task repetition and pre-task planning. Web 2.0, CALL/MALL, social media, and generative AI are widely adopted, with assessment shifting from manual rubrics to reliance on automated technologies. Despite challenges and bias, technology proves effective in improving fluency.

Speaker: Ms Shereen Wong (Subprogram in English Language Education, Master's and Doctoral Programs in Humanities, University of Tsukuba)

210 The Impact of Dictogloss and Retelling on Learner's Skills

While previous studies have rarely examined the combined effects of dictogloss and retelling, this study explores the potential benefits of integrating these two tasks to enhance students’ listening and speaking skills. To ensure that all learners in the classroom can effectively engage with and benefit from both activities, the proposed lesson plan emphasizes thoughtful instructional design, the development of supportive worksheets, carefully structured task procedures, and the use of detailed rubrics for assessment. This approach aims to promote more equitable and meaningful language learning experiences.

Speaker: Mr Takuya Yamada (Subprogram in English Language Education, Master's and Doctoral Programs in Humanities, University of Tsukuba)

211 Enhanced Subtitles to Support Incidental Vocabulary Learning

This pilot study investigates whether input-enhanced subtitles facilitate incidental vocabulary acquisition among Chinese university EFL learners. Participants are divided into two groups: one viewing a video with standard bilingual subtitles and the other with bilingual subtitles enhanced through bolded English keywords. Pre-tests, post-tests, and delayed tests are used to assess vocabulary gains in form recognition, meaning recognition, form recall, and meaning recall. The aim is to examine if simple textual enhancements can increase learners’ attention to target words and improve retention. This study seeks to provide insights into the effectiveness of input enhancement in subtitled media for vocabulary learning.

Speaker: Wu Jiaqu

212 Effectiveness of Bilingual Subtitles in Vocabulary Learning

Previous studies have shown that adding bilingual subtitles to videos promotes vocabulary learning. However, no research has targeted Japanese EFL learners. This pilot study examines the effectiveness of bilingual subtitles for Japanese learners. Specifically, participants are randomly assigned to one of two groups (bilingual subtitles or no subtitles), and pretests, posttests, and delayed tests measure knowledge of target words for meaning recall, meaning recognition and form recognition. Based on Multimedia Learning Theory, which states that learning from words and images enhances learning gains, watching videos with bilingual subtitles is hypothesized to lead to greater vocabulary learning than watching without subtitles.

Speaker: Mr Takumi Hayabusa (Subprogram in English Language Education, Master's and Doctoral Programs in Humanities, University of Tsukuba)

Room 402: Concurrent Sessions

213 Lowering Learner Resistance: Harnessing the Power of POV

Sponsored by Pearson Japan
This presentation introduces research about psychological resistance in language learning. Results show that many learners experience high levels of resistance and mixed motivation. Presenters would like to demonstrate how exchanging points of view can significantly boost engagement and reduce resistance in a language classroom. Focus is on applying psychological insights into classroom practice through structured communication activities.

Speakers: Joseph Shaules (Keio University), Junko Yamanaka (Aichi Gakuin University)

214 Reading Oceans Plus: Input to Output, Your Digital Library

Sponsored by Nellie’s English Books
Discover how Reading Oceans Plus helps students build all four English skills through a structured 3-step, 9-activity process. This digital library offers more than just reading—it enables input and output integration, with AI-powered speaking and writing feedback, and an easy-to-use LMS. The session will explain how and why the program is designed this way, and how students engage with new books in a systematic, skill-building learning journey.

Speaker: Eddie Lee (Nellieís English Books)

215 TBLT and Versant: Practical Insights from AI-Powered Testing

Sponsored by Pearson Japan
This presentation explores the effectiveness of Versant by Pearson English Placement Test in the context of a research project supported by a JALT grant, examining technology-mediated task-based language teaching's impact on Japanese university students' English speaking proficiency. It covers the research overview, highlights promising results and student experiences. Versant’s precise scoring and efficient administration underscore its value as a critical English proficiency assessment tool, enhancing student motivation and engagement.

Speaker: Martyn McGettigan (Hiroshima City University)

216 Demystifying the CELTA: Why Every English Teacher in Japan Should Know About It

Discover how the world’s leading English teaching qualification, the Cambridge CELTA, equips educators with a practical, communicative approach that aligns with Japan’s English education reforms and enhances teaching excellence across all contexts. By Cambridge University Press

Speakers: Mr Malcolm Harding (Cambridge University Press), Mr Steve Tulk

217 English Exams & Admissions: Trends from the Frontlines

Sponsored by Cambridge University Press & Assessment
This session shares key trends in Japanese university admissions, including the rise of four-skills English testing and shifting student preferences. Kawaijuku, a leading exam prep provider and Cambridge English Exam Centre, presents data-driven insights from the frontlines. A Cambridge representative will offer international comparison data, highlighting differences in listening proficiency and exam performance between Japan and the rest of the world.

Speakers: Keiko Ohashi (Kawaijuku Educational Institution), Tomoe AOYAMA (Cambridge University Press & Assessment)

218 Teach Happy: The five ìEísî of English Firsthand

Sponsored by Pearson Japan
As a tribute to author Marc Helgesen, English Firsthand series editor Michael Rost will outline the history of this successful series, highlighting key educational principles that have guided its development through five editions. These principles are represented as 5 “e’s”: entertainment, engagement, expression, elaboration, and embodiment. For each of these principles, several examples from the series will be illustrated. Participants will receive an e-book expansion of the presentation: Teach Happy, Learn Better.

Speaker: Michael Rost (Author, Editor, Teacher Trainer, Researcher)

Room 402: Featured and Invited Speakers

219 Collaborative Research: Trials and Triumphs

Kevin Cleary Invited Speaker Presentation
Kinsella Valies
This presentation offers practical advice for educators in TEFL seeking to build or enhance research collaborations. Addressing critical decisions—such as choosing similar or complementary colleagues, forming partnerships or teams, and navigating intercultural challenges—the talk emphasizes communication and strategic planning. Drawing on real-world examples, it will equip attendees with actionable tools to foster effective, inclusive, and productive scholarly partnerships in their institutions and across borders.

Speaker: Kinsella Valies (Jissen Women's University)

Collaborative Research Trials and Triumphs.pdf

220 Teaching Pragmatics: A Case of Japanese Speech Style

Plenary Workshop
Naoko Taguchi
In this workshop we will discuss what pragmatic competence means and how we can teach it. Specifically, we will address Japanese speech style as an area of instruction. Using interview excerpts and sample instructional materials, participants will create an activity for teaching Japanese speech style.

Speaker: Naoko Taguchi (Northern Arizona University)

workshop_speech style_handout.docx

221 An Ecological Perspective on the CEFR: Conceptual Foundations and Pedagogical Implications

Despite the CEFR’s global recognition as a framework for language education, its foundational principles—such as viewing the learner as a social agent and adopting an action-oriented approach—are often underutilized in classroom practice. This talk offers a reinterpretation of the CEFR through an ecological lens, drawing on van Lier’s (2004) perspective of language learning as a situated, dynamic, and collaborative process of sense-making. By emphasizing the CEFR’s conceptual rather than evaluative function, the presentation highlights its potential to support more holistic and context-sensitive pedagogical practices. It argues that embracing the CEFR as a flexible guide, rather than a rigid evaluative tool, can enrich language teaching and learning across diverse educational settings.

Speaker: Dr Noriko Nagai (JALT)

Room 403: Concurrent Sessions

222 ELT Lab: Study abroad prep using pragmatics

Sponsored by Atama-ii Books
This practical session introduces two fun, hands-on tasks designed to develop learners' pragmatic competence as they prepare to go abroad. The tasks are research-based and classroom-tested to foster authentic language use and target cross-cultural awareness of politeness strategies. Participants will leave with ready-to-use lesson ideas and a deeper understanding of how to apply pragmatics principles to communicative lessons. This session will be of interest to teachers involved in study abroad as well as other contexts.

Speaker: Rachel Patterson (Kindai University)

223 Eating the Dogs! Critical Thinking in the Language Classroom

In today’s world of “fake news” and unreliable sources, critical thinking is essential—especially when learning new languages. This talk explores how to build critical thinking in the language classroom by defining it, introducing a practical teaching cycle, demonstrating classroom activities, and offering curriculum integration tips. The session also shares insights from a critical thinking course taught to 4th-year Japanese university students. (Sponsored by Kinseido Publishing Co., Ltd)

Speaker: Andy Boon (Toyo Gakuen University)

224 Innovations in Speaking Assessment and New Virtual Offerings

This session introduces a new AI-based speaking assessment platform designed to evaluate open-ended responses without requiring live interviewers. The system delivers consistent scoring, instant feedback, and full remote access.
In the second half, we will highlight EdulinX’s upcoming Virtual Live Training (VLT) and e-Learning programs for 2026. These offerings, already being adopted by univ and corporations in Japan, provide flexible, focused English training through a blend of interactive online instruction and self-paced learning.

Speakers: Hiromu Iseri (Potential Plus Co., Ltd.), Mitsuru Sakurada (EdulinX Corporation)

225 Using AI to Assess Students’ Speaking: The TestCentral Platform

This session introduces TestCentral, an AI-powered platform for scalable, accurate assessment of student speaking skills. It features Versant, PROGOS, and custom AI tasks, evaluating fluency, pronunciation, and task achievement aligned to CEFR and local standards. Originally developed for corporate training, it’s now used in schools and universities across Asia. We’ll share validation data, learner outcomes, and classroom models, highlighting how AI ensures consistent, meaningful speaking assessment across diverse educational contexts.

Speakers: Alan Schwartz, Shinji Ebine (EnglishCentral)

226 Xreading: What ís New and What ís Next

Xreading is an online library that gives students access to thousands of graded readers and allows instructors to track their students’ reading progress. Since its launch in 2014, the system is being continuously being updated and improved with new features and more books. In this presentation, the founder of Xreading will explain the newest features and improvements, and review what is planned for the future, including our new textbook series, Links, and our AI initiative.

Speaker: Paul Goldberg (Xreading)

227 Motivating Students to Engage with Graded Readers

Due to social media and shrinking attention spans, learners are consuming information in short, fragmented formats leading to superficial comprehension and reduced motivation for reading longer texts. AI-powered reading platforms created by language experts tackle these issues by offering interactive, personalized experiences. Features like adaptive reading recommendations, voice recognition, animated stories aligned to CEFR levels, and AI-driven assessments help students cultivate deeper reading habits, enhance comprehension, and maintain motivation through immediate feedback and tailored support.

Speaker: Julian Warden

The-Role-of-Interactive-Books-in-the-Development-of-Reading-and-Reading-Comprehension.pdf

228 Teaching Environmental Aspects through Project Design in the EFL Classroom

Environmental hardships have been taking the world by storm of late, yet most EFL situations give very little time to teaching communicative aspects useful to solving such problems. The Environment Project is designed to allow students to creatively design and present solutions to common problems that may just change the world.

Speaker: JEFFREY MORROW (Prefectural University of Kumamoto)

229 ELT Lab: Evaluating Listening Input Models for EFL

Sponsored by Atama-ii Books

This workshop examines how different models of listening input can shape communication outcomes in Japanese university EFL classrooms. We will explore the strengths and limitations of Authentic, AI-generated, and Scripted / Human-Acted listening models in this context, considering how these choices affect learners’ ability to participate in meaningful interaction. Through guided analysis and group discussion, participants will evaluate practical ways to design listening activities that balance accessibility with authentic communicative use.

Speaker: Pino Cutrone (Nagasaki University)

Room 404: SIG Forums and Meetings

230 Study Abroad Research Forum

This session explores trends, challenges, and future directions in study abroad research. Five presenters will share insights on key topics, including research funding and opportunities for collaboration. The session will conclude with an interactive “stand-up Q&A,” allowing participants to engage directly with the presenters and exchange ideas. Join us for a dynamic, discussion-focused session designed to spark dialogue and inspire innovative approaches to study abroad research.

Speakers: Daniel Lumley (Nagoya University of Foreign Studies), Delano Cannegieter (Obirin University), Ryoko de Burgh-Hirabe (Otaru University of Commerce), Simon Humphries (Kansai University), Thomas Entwistle (the British Council, Japan), Thomas Legge (Momoyama Gakuin University)

231 Intersectional Identities as Pedagogy in Languages Education

This DEI Committee-sponsored panel explores the significance of intersectional language teacher identities in language education. Panelists will discuss how factors such as “accent,” ability, class, gender, nationality, race, and sexuality have shaped their professional experiences. Building on Motha et al.’s (2012) ‘identity-as-pedagogy,’ panelists will offer critical insights into how they draw on their diverse identities as pedagogical resources and into the importance of self-reflexivity in understanding intersectionality and privilege for more equitable language classrooms.

Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching, 1(1), 13-28.

Speakers: Aiko Minematsu (Sophia University), Aurora Tsai (University of Tokyo), Dr Gregory Paul Glasgow (Kanda University of International Studies), Gretchen Clark (DEI Committee), Lasni Jayasooriya (Kyushu University), Michael Ellis (International Christian University High School)

232 Creating an Academic Podcast: Bridging CALL Research and Practice

JALTCALL added podcast production to its official program in December 2024. The Podcast team has developed a workflow for studio discussions of CALL developments and interviews with researchers and educators. This workshop will provide participants with the opportunity to explore both the creative and the technical elements of podcasting. Attendees will draft podcast plans and take away resources that the JALTCALL podcast team has developed, while communicating with researchers and practitioners across the CALL community.

Speakers: Prof. Anthony Brian Gallagher (Meijo University), Geoff Carr (Asahikawa City University), Luc Gougeon (Sojo University), Robert Dykes (Conference Chair), Robert Remmerswaal (Prefectural University of Kummamoto)

JALTCALL Podcast Instructions

Podcast Workshop Slides.pdf

How to Listen to JALTCALL Podcasts

• JALTCALL Podcasts Home Page
• Podcast on Apple Podcasts
• Podcast on SoundCloud
• Podcast on Spotify
• rockin-workshop-theme-track.wav

233 Extensive Reading Programs: The Second Stage

Extensive Reading Programs: The Second Stage

Speaker: Greg Gagnon (Nanzan University)

234 Materials Writers SIG Meeting & Elections

Join the Materials Writers SIG for comprehensive insights into textbook publishing, writing graded readers, online content, and more. We offer support to members in all aspects of publishing, be it for personal classrooms, established publishers, or independent publishing. Opting for the right SIG will enhance your JALT experience, and becoming an officer opens numerous doors for professional development. Members enjoy article publishing opportunities in our journal, Between the Keys.

Speakers: Adam Littleton (Toyo University), John Carle (MW SIG, Kindai University, Oak Hills Press), Rachel Patterson (Kindai University), Stephen Bridge (Tokyo International University)

Room 405: JALT Junior

JJ Main room

Convener: Dr Dr. Erin Noxon (Sagano High School)

235 Teaching Younger Learners SIG Forum and AGM

Theme: Navigating the Now: Teaching English in Japan's Secondary Schools Amid Shifting Currents

Purpose:
This session will offer a forward-facing exploration of issues shaping secondary school English education in Japan today—from AI integration to teacher collaboration and national policy shifts. It serves as a thought-provoking preview to the full Secondary School English Education Conference later in November.

Part 1: AI in the Secondary School Classroom (15 min)
Title: Smarter Classrooms? Exploring AI's Role in Secondary School English Education
1. Can we use generative AI tools in secondary schools? What’s currently allowed or banned under MEXT/school policy?
2. Do students have access to personal or school-issued devices—and what limitations exist?
3. What are practical, safe, and ethical uses of AI in our context? Can AI support thinking, not replace it?

Part 2: The Role of the ALT in 2025 (15 min)
Title: Still Essential: Redefining ALT Roles in a Changing Landscape
1. Navigating evolving team-teaching relationships—how can ALTs and JTEs work more equally and productively?
2. What’s the impact of newer tech and PBL methods—are ALTs trained and allowed to use them?
3. How is the “teacher” role defined for ALTs vs. JTEs in 2025—and what should we be advocating for?

Part 3: New Government Policies and the Secondary Classroom (15 min)
Title: Caught Between Waves: Reform, Reality, and Readiness in Japan’s Secondary Schools
1. What's happening with the new government policy on private school tuition? How might it impact public vs. private school choices?
2. A new curriculum is already being discussed—even though we’re still adjusting to the latest PBL/inquiry/STEAM push. What does this mean for teachers and program design?
3. How can teachers future-proof their practice in such a fast-shifting system?

What you’ll hear at this forum is only the beginning. Let’s continue the conversation together at the Secondary School English Education Conference at the end of November!

Speakers: Amy Braun (Seto Solan Primary School), Dr. Erin Noxon (Sagano High School), Ellie Fujimoto (Hinode Gakuen Elementary School), Frances Shiobara (Kobe Shoin University), Masako Moriwaki (LCA EDURE), Paul Nanton (Teaching Younger Learners SIG Treasurer), Dr Robert Chartrand (Kurume University)

236 Teaching CLIL/EAP to Low-Level Learners

The 'information shape' of discourse has a major impact on its comprehensibility. And, the difficulty of the content—its semantic load—strongly influences how easily the syntax can be understood. This talk will look at the details about how texts can be simplified, beyond simple lexical analysis. CLIL and EAP content CAN be introduced and used very effectively with low level learners. This talk will discuss how, giving examples of appropriate texts and activities.

Speaker: Alastair Graham-Marr (ABAX Ltd)

237 海外編入児童の受入れに必要な教職員の連携について

外国籍等児童を受け入れる上で欠かせないのが職員間、支援者間の連携である。子どもの得意不得意を理解し、友達関係や家族関係の悩みを把握し、安心して学校生活を送れる環境づくりをする。そのためには担任と国際教室担当の連携をベースに、支援者との情報共有を大切にしている。心のケアではスクールカウンセラー、家庭生活の悩みやトラブルは、SSWを介して区役所、児童相談所など関係機関と連携して解決に向けて動く。本人の意志と関係なく来日しているケースがあることから、心のケアをしていくことは大切なことである。(JALT Junior Plenary Workshop)

Speaker: Masato Kaneko (横浜市立南吉田小学校)

238 Teaching children through a games-based, child-centered approach

Sponsored by Language Teaching Professionals
This presentation will look at key issues that any course for Japanese elementary school children needs to address and will introduce ‘Finding Out Interactive’, the new edition of ‘Finding Out’, and show how it addresses these issues. The focus of ‘Finding Out’ is on children constructing their understanding of English through anticipation and discovery in engaging games that motivate children to face new challenges with a positive attitude.

Speaker: David Paul (Language Teaching Professionals)

View the complete 'Finding Out Interactive' Class Books online

View the complete 'Finding Out Interactive' Home Books online

View the information and support page for 'Finding Out Interactive'

239 Peter Rabbit Story-Drama, Music & Edtech to Teach English!

Sponsored by Ecostation
This workshop engages participants with constant interactivity through the 4P’s (Plan, Prepare, Practice, Perform) approach. Using real-life Peter Rabbit classroom videos, participants can: 1) learn how to blend storybooks, dramatic play, music & movement, and Edtech videos for English teaching & learning; 2) gain techniques to help children dramatize story scenes and communicate effectively 3) join in the story-drama experience with music & movement, hands-on materials, play-acting, videos, story mats, acting cards, and puppets!

Speaker: Toshiki Iwase

240 Inquisitive Monkey Music & Story-Drama Adventure!

This 60-min workshop embarks all participants on an active and curiosity-driven adventure to story-tell and dramatise. Participants can practice ‘monkey storytelling’ in English from start to finish - using digital music, dance & movement, hands-on materials, Singapore-made Curious George puppet and Yellow Hat Man puppet, story mats, acting cards, and props! Using active learning and purposeful dramatic play, this program enhances children's English communication skills, expands vocabulary, and improves English speaking articulation!

Speakers: John Cunningham (ACTs of life Pte. Ltd.), Tram Phan (ACTs of life Pte. Ltd.)

Room 406: Global Englishes and Other Languages

JJ

241 Global Englishes Forum: La Francophonie; YouTube; Textbooks

Glasgow compares English and French as global languages, examining how legitimacy, prestige, and authority are constructed and contested.

Kimura, Tanaka and Tsai explore how competing ideologies of English—linguistic pluralism and native-speakerism—are negotiated within a popular eigo-kei YouTube channel.

McMahon presents insights gained from using a GELT-informed coursebook with several classes over three semesters. The book’s features are compared with recent GE literature to evaluate how well they meet researchers’ recommendations.

Speakers: Aina Tanaka (Waseda University), Andrew McMahon (Fukuoka University), Aurora Tsai (University of Tokyo), Daisuke Kimura (Waseda University), Dr Gregory Paul Glasgow (Kanda University of International Studies)

242 Non-Japanese Global English university teacher issues

This study examines the challenges faced by non-Japanese Global English teachers in Japan. Despite the global trend towards multilingualism, Japanese education still prioritises "native-like" English as a model. Interviews with three participants revealed issues relating to student learning attitudes, cultural differences between Japan and other countries and classroom environments. This study highlights the unique experiences of these educators and the adjustments needed to teach in a Japanese university context.

Speaker: Hiroki Konishi (Kansai University)

Room 406: JALT Junior

JJ

Convener: Dr Dr. Erin Noxon (Sagano High School)

243 Visual Analysis of Cultural Relevance in Mongolian ELT Textbooks

This study examines how culture is visually represented in Wider World S Starter, a Pearson ELT textbook used in Mongolian classrooms. Using qualitative visual content analysis, it investigates the balance between source (Mongolian), target (English-speaking), and international cultures. Findings reveal a strong dominance of target culture visuals (74.2%) and very limited source culture (5.3%), mostly in supplementary sections. The study highlights the need for deeper cultural localization to enhance student engagement, identity development, and intercultural competence.

Speaker: Odbayar Dorj (Naruto University of Education)

244 Imaginative Harold and the Purple Crayon Music, Story-Drama!

This 60-min workshop provides a dynamic story-drama English teaching experience for teachers & children. Using age-appropriate and drama-based activities, the program encourages joyful learning, character-building, curiosity, and holistic English development. Participants can recreate Harold’s storybook pages using Story Acting Cards, Story Mats, purple cords, cloths, and digital music & movement throughout the session - thus, understanding how to foster a child-led and hands-on dramatic process in an immersive way!

Speakers: John Cunningham (ACTs of life Pte. Ltd.), Tram Phan (ACTs of life Pte. Ltd.)

245 Challenges in English Language Education in Japan: Policy vs. Practice

This presentation examines the persistent gap between English education policies and classroom practices in Japan. Drawing on government reports, proficiency indices, and case studies, the study highlights systemic barriers such as limited teacher proficiency, grammar-focused curricula, resource disparities, and low student engagement. Using a mixed-methods approach, findings reveal a misalignment between policy goals and teaching realities. The session concludes with evidence-based recommendations for professional development, curriculum reform, resource allocation, and assessment redesign to enhance communicative competence nationwide.

Speaker: Christine Smith

246 Sustainable international exchange in public schools

Over the past two years we created a program to bring international Master’s program students to visit elementary and junior high schools. The purpose has been to promote inter-cultural communication and learning for both the Japanese students, and international students who are studying Japanese education. The panel will discuss the results from the perspectives of both groups. We will also propose a framework for developing sustainable intercultural exchange at other schools.

Speakers: Ms Chidimma Lilian Okafor (Naruto University of Education), Prof. Gerard Marchesseau (Naruto University of Education), Mamadou Bayly

247 Training and support for elementary school English teachers

Japan’s 2020 elementary school Course of Study reforms have introduced goals for English education requiring teachers to focus on authentic communication, an endeavor requiring additional training support for current primary instructors; HRT and Senka teachers. Achieving this goal requires differentiation as teachers vary in their language proficiency and experience. This presentation focuses on further clarifying training needs for elementary school foreign language teachers and exploring the potential of online content for collaborative in-school teacher training.

Speakers: Mr Mark Graham Fennelly (四国大学), Meagan Renee Kaiser (Tokushima University), Robert Luxton (Shikoku University), Steve Fukuda (Bunkyo University)

Training-and-Support-for-Elementary-School-English-Teachers (JALT2025）.pdf

Room 407: High-school Teaching

248 Perception vs. Reality: Examining Adolescent Students' Expectations about Study Abroad

This presentation will showcase a study about adolescent students’ 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 discussing these findings, this presentation will conclude with some recommendations for how to better prepare adolescent students to study abroad.

Speaker: Morgen Livingston (Ritsumeikan University, Biwako Kusatsu Campus)

249 Monolingual Foreign Teachers' Translanguaging Practices in EMI/EFL

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 navigate their students' learning needs as well as the language expectations and requirements of their school's language programs.

Speaker: Dalton Le (Chulalongkorn University)

250 University Students' Experiences in a Preparatory Course for Teaching With ALTs

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 classes. Students' feedback on what they learned in the course will be of particular focus.

Speaker: Kenneth Foye (Hokkaido University of Education, Hakodate Campus)

251 Licensed to Teach: Two Paths to Licensure

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 full teacher.

Speakers: Jason Smith (Nagano Prefecture Matsumoto Agatagaoka Senior High School), Michelle Martinie

252 Engagement in Teacher Training: An Activity Theoretical View

Two Singaporean Secondary school English teachers’ life histories (Cole & Knowles, 2001) will be presented, focusing on their engagement with language planning and policy (LPP) as students and teachers. The teachers’ 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 findings from this study are further discussed to examine how it can be applied to Japanese educational contexts.

Speaker: Cassandra Lim (Sophia University)

Room 407: JALT Junior

Convener: Dr Dr. Erin Noxon (Sagano High School)

253 Beyond the Classroom: Building a Language-Rich School Culture

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.

Speakers: Ms Michelle Fuentes (IGBS), Noreen Gallardo (IGBS), Ms Mona Margareth Quidor (IGBS), Ms Jesica Galve (IGBS)

254 Benefits of Study Abroad Programs For Pre-Service Teachers

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 ideas on setting up similar programs for pre-service teachers to take part in overseas teaching practicums.

Speaker: Frances Shiobara (Kobe Shoin University)

255 Team Teaching from the Perspective of ALTs

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 active during lessons, pre- and post-teaching collaboration remains limited, potentially leading to ineffective teamwork. Findings and suggestions for effective team teaching will be discussed.

Speaker: Dr Tomohisa Machida (Akita International University)

JALT2025_Machida_2025.11.1 .pdf

256 LanguageS Planning for a Multilingual Classroom

This study aimed to explore whether a structured classroom language policy with clear linguistic boundaries alongside specific, isolated opportunities for code-switching, could enhance students’ comfort and support their acquisition of English and Japanese at a multilingual high school. Survey data of students’ perceptions about this policy and autoethnographic analysis of reflective journals revealed that the policy helped students strengthen rapport with their classmates and teacher, and facilitated successful learning outcomes in both English and Japanese.

Speaker: Michael Ellis (International Christian University High School)

257 Becoming a better CLIL teacher: A case study

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.

Speaker: Dr Ju Chuan (Cindy) Huang (National Taiwan Ocean University)

258 :From Shy to Showstopper: How Musicals Empower Young EFL Learners

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 context—sometimes dramatically, sometimes hilariously. We’ll showcase some of our masterpieces and reveal how we create these musical videos from scratch. Then the participants get to unleash their inner superstar with short acting lessons and discover how a little drama can make learning English way more fun and engaging.

Speaker: Yukako Kimura (St.Ursula)

259 Investigating elementary school teachers' use of textbooks

• 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 while the textbooks help practice communication, teachers adapt flexibly, so students become familiar with the new language items.

Speaker: Ms Tomoko Kikuchi (elementary school in Tokyo, University of Leicester)

Room 408: JALT Junior

Convener: Dr Dr. Erin Noxon (Sagano High School)

260 Bridging Classroom Output and Real-World Communication: A Design and Action Research Approach to Developing CEFR-Based Instructional Materials

This workshop presents a model for developing teaching and assessment materials aimed at improving key language skills – writing, oral interaction, reading, and public speaking – within the framework of the CEFR. Drawing on design research and action research, we will demonstrate how iterative cycles can guide high school EFL/ESOL learners from surface-level proficiency to more advanced communicative competency.

Speakers: Ania Gonzalez (Tsuchiura Nihon University Secondary School), Engel Villareal (Tsuchiura Nihon University Secondary School), Fatima Logarta (Tsuchiura NIhon University Secondary School)

Presentation - Bridging Output to Real World.pptx

261 Decolonizing TEFL through a critical situated co-inquiry

This collaborative inquiry examines how TEFL can be decolonized in multilingual Qazaqstan by elevating the Qazaq language and culture while addressing the post/neocolonial and imperial influences of Russian and English. As a dialogic community, researchers critically reflect on and glocally transform their teaching practices by integrating decolonial perspectives, translanguaging, and culturally responsive materials. Findings highlight how dialogic communities foster critical pedagogical shifts, empowering multilingual students and promoting linguistic equity.

Speakers: Aigerim Kazymbek, Serikbolsyn Tastanbek (University of British Columbia)

262 Unleashing Student Expression: Implementing Research-fueled Project Based Learning (PBL) in the ESL Classroom

Sponsored by M's Publishing
The ability to use English in order to express opinions and ideas is an incredibly important skill for all English learners. During this seminar, Allyssa Fuller and Nick Miyazaki will discuss how you can use PBL concepts in your classroom to encourage students to develop their expressive abilities in classrooms of all sizes, ages, and ability levels.

Speakers: Ally Fuller (M’s Publishing), Nicholas Miyazaki (M.Y. Associates)

263 The potential of international exchange for children's wellbeing

A Japan-OECD joint research project was conducted over one year for grade 1 students at an elementary school in Japan. Students participated in six online and two in-person exchanges with a Canadian teacher to study students’ wellbeing through seikatsu-ka, living environmental studies. Through post-surveys and reflections, it was found that international exchanges contribute positively to students’ intercultural capacity and subsequently their wellbeing. The presenter hopes to encourage the implementation of similar projects in other contexts.

Speaker: Michael Kuziw (Jin-ai University)

264 Teachers implementing input-based tasks with young learners

Taking into account the crucial role of input in the early stages of second language learning, this action research–based pedagogical intervention examined how a Japanese elementary school EFL teacher could be supported in meaningfully integrating input-based tasks into her lessons through a process of interviews and classroom observations. Preliminary findings suggest that, despite initial challenges in grasping the underlying principles of task-based teaching, the intervention fostered the teacher’s awareness, confidence, and competence in designing and implementing input-based tasks for young learners.

Speakers: Tomas Kos, Ms Wei-Tung Wang, Ms Yuki Otsuki

265 English Learning using a picture book from intercultural citizenship perspectives

This presentation focuses on the advantages of English picture books as a learning material aiming at developing the skills, attitudes, and competencies associated with intercultural communicative competence. Especially, picture books can enhance the creative imagination of learners, which is thought to be a critical essence for intercultural citizenship in a way to understand the emotions and environment of others. This session includes hands-on suggestions which the author has obtained in his workshop at some schools.

Speaker: YOICHI KIYOTA (MEISEI UNIVERSITY)

20251026_• English Learning using a picture book from intercultural citizenship perspectives .pdf

266 GenAI analyses of students’ feedback

This study reports the results of a student experience survey regarding a learning platform for improving English phonemic awareness skills in Japanese elementary school third and sixth graders (n=465).The results were analysed through serially coding using three separate genAI (Chatgpt4.o, Claude2.5, Gemini2.0) Based on these results, we will present directions for the development/refinement of teaching materials and support methods for improving phonemic awareness in future elementary schools in Japan.

Speakers: Kaori Nakao (Seinan Gakuin University), Quint Oga-Baldwin (Waseda University)

Room 408: JALT Research Grants and First-time Presenters

267 Teachers vs Researchers: The Misplaced Emphasis on Research

This presentation explores the critical distinction between teachers and researchers, highlighting why the two roles are not interchangable. It examines the growing pressure on educators to engage in academic research, often at the expense of their primary role. It also delves into the surprising lack of research on the benefits of research and alternative approaches.

Speaker: Nicole Ballard (Yokohama JALT)

268 Creative and Inclusive Group Work in Language Learning

This presentation builds on previous research into inclusive, learner-led English presentation courses. Drawing on student evaluations, it highlights how multimodal, group-based design empowers students—especially those with learning differences/difficulties—by allowing them to integrate their unique talents into collaborative presentations. The findings reveal improved language confidence, stronger peer relationships, and heightened engagement. Suggestions from students also inform ongoing course design, showing how inclusive strategies can foster both autonomy and equity in language learning.

Speaker: Evelyn Hayashibara (Kawasaki University of Medical Welfare)

269 Student Output as Input: Creativity, Magazines, and Podcasts

English is often seen by students as a low priority. With a stale, TOEFL-focused curriculum further hindering engagement, the first-grade English program at a private medical university was reimagined. An output-oriented approach was introduced to foster creativity, purposeful language use, and long-term engagement while developing a library of reading and listening resources based on student work. This presentation shares how a curriculum can balance institutional demands with student needs through practical, low-resource publishing and podcasting.

Speaker: Chris Smith

270 "Vowel production training to influence affective factors"

Intelligible English pronunciation can still be a significant challenge for Japanese college and university students who are at the beginner level. Vowel production training could significantly benefit said students intelligibility as well as their motivation to continue studying English. Two separate classes of 4 students attended a 17 hours English conversation course that included vowel production training, and completed a questionnaire about affective factors. Correlations between pronunciation and affective factors were suggested.

Speaker: Juan Pablo Rodriguez-Gomez (University of Tsukuba)

271 Barrier Free: Efficacy of coloured backgrounds for reading and writing in mainstream classrooms.

This study explored the impact on English reading and writing efficacy when mainstream 1st-year students at several Japanese universities were offered choices of coloured worksheets in addition to typical white paper. While customised coloured reading backgrounds are now software industry standards, less is known about the impact on writing tasks. Students also learned how to customise their screens using accessibility tools in phones and devices. This presentation is sponsored by the JALT Research Grants Program,

Speaker: Ms Alexandra Burke (Shiga University; The University of Shiga Prefecture, Gifu Shotoku Gakuen University)

Room 410: JALT Junior

272 Metacognitive Instruction in a Japanese Junior High School

This study investigated how metacognitive instruction affects students' metacognitive awareness. The instruction was implemented over four months through Japanese-English translation activities and conducted four questionnaire surveys. The results demonstrated an improvement in students' metacognitive awareness, showing the effectiveness of the instruction. Although metacognitive instruction is relatively uncommon in Japanese English education, this empirical study emphasizes the importance of metacognitive strategies in effective language learning.

Speaker: Kyoko Hamanaka (Keio University)

273 Incorporate Story-Drama, Music & Movement, and Edtech in English Language Teaching

Storybooks, music & movement, and Edtech are excellent tools to boost children’s English development. This workshop introduces a unique 4P’s (Plan, Prepare, Practice, Perform) approach that incorporates storybooks, dramatic play, music & movement, and Edtech videos to elevate English teaching & learning. Participants can explore how the 4P’s help children expand imagination, dramatize story scenes, and communicate effectively - watching classroom videos in Singapore, Vietnam, Indonesia since 2002 and joining hands-on in the story-drama experience!

Speakers: John Andrew Cunningham II (ACTs of life Pte. Ltd.), Tram Phan (ACTs of life Pte. Ltd.)

274 Teaching English Through Dance Movement as Language

This interactive workshop introduces creative ways to teach English to young learners through dance and movement. Participants will experience techniques such as Total Physical Response (TPR), choreographed storytelling, and gesture-based vocabulary learning that reduce reliance on the first language and foster natural acquisition. By integrating movement with language instruction, teachers can create immersive and engaging lessons. Attendees will leave with practical strategies to enhance comprehension, retention, and communication while making English learning joyful and dynamic.

Speaker: ABHISHEK RAJAMANICKAM (LAC HONG BILINGUAL SCHOOL)

275 Hong Kong Chinese Pupils’ Perception of Basic Latin Lessons

This study confirms that Hong Kong Chinese pupils studying Latin in a local Chinese medium of instruction secondary school perceive similar benefits to studying Latin through English medium of instruction as reported in over a century of studies in the United States, and elsewhere. It demonstrates that even a weekly lunchtime Latin lesson, supplemented by online chat support, and homework practice exercises delivered by a gamified App, can be positively received by pupils.

Speakers: Kenneth Murray (Ho Ngai College (Sponsored by Sik Sik Yuen)), Punchalee Wasanasomsithi (Chulalongkorn University)

276 Affirmative Modal Adverbs in English Textbooks Used in Japan

Modal adverbs such as definitely and absolutely promote dialogue by conveying affirmation. This study analyzed 2023 English textbooks, focusing on affirmative modal adverbs and comparing them with past editions and data from the Corpus of Contemporary American English. The study found that while hedging modal adverbs like maybe appear in junior high school textbooks, affirmative ones are rarely used at this level. Introducing such adverbs early is considered crucial for enhancing students’ expressive abilities.

Speaker: Ms Yuka Takahashi (Yamaguchi University)

Room 410: Learner Development

277 Pragmatics SIG Forum: Doing Contrastive Pragmatics

As a Pragmatics SIG activity, we have been working on TEFL pragmatics and have developed pragmatic notions in English that our students essentially need to learn. However, we might also need to understand pragmatics in the students’ language, Japanese. In this forum, we will contrastively analyse Japanese pragmatics for us to evaluate students’ pragmatic practices in Japanese. Four panellists will conduct a wider and more holistic discussion on Japanese pragmatics after the panel presentations.

Speakers: Benio Suzuki (Utsunomiya University), John Campbell-Larsen (Kyoto Women's University), Todd Allen (Kansai University), Yosuke Ogawa (Kobe University)

278 Community Tasks for Personal Growth and Student Engagement

The classroom can be an exciting place to work with students on developing foreign language skills. Sending students out into the real world to do communication tasks in the local community can reinforce classroom learning, build social awareness, foster student engagement and promote personal growth. This workshop will demonstrate creative ways to design out-of-class homework assignments that engage students with the local community, promote interpersonal interactions, increase motivation and improve language proficiency.

Speaker: Prof. Kip Cates (Tottori University)

Room 411: Pedagogy

279 Satisfaction and Reflections of Pre-university English Education

This presentation examines university students’ reflections on their pre-university English education, investigating satisfaction levels, perceived strengths and weaknesses, and alignment with national educational goals. A survey of 109 second-year students revealed that 66.97% reported satisfaction, yet concerns emerged regarding speaking opportunities, phonics instruction, and immersion experiences. These findings highlight discrepancies between policies and classroom realities, raising questions about the effectiveness of current reforms.

Speaker: James Broxholme (Kagawa University)

280 Principled Teaching: Investigating ELT Philosophies

This presentation describes an analysis of a university language center’s English language program and individual teachers, undertaken to determine if there were shared principles guiding course design and delivery. Data was derived from lesson plans, in-class observations, and semi-structured interviews. Significant overlap and synergy was observed in teacher principles and classroom practices. Although findings are limited to one center, the research methods and analysis can be applied to any establishment hoping to investigate shared principles.

Speakers: Brendan Garland (Sophia University), Katsuya Yokomoto (Sophia University), Matthew Schaefer (Sophia University)

281 A Narrative Approach to Higher Education Course Design

This presentation describes research into the potential of viewing the higher education course as a type of narrative and what such a view might mean for course design. The study first identified specific narrative elements that could be aligned with the university course. Observations and interviews were then conducted to find real-world examples of such narrative elements, and subsequent analysis led to a set of guidelines for a ‘narrative approach’ to higher education course design.

Speaker: Matthew Schaefer (Sophia University)

Room 411: SIG Forums and Meetings

282 Community Creation and Maintenance in Lifelong Learning

This forum explores the processes of creating communities that support lifelong learning in diverse contexts, from COIL exchanges to the teaching of Japanese to refugees. Presenters will demonstrate how language learning environments can be powerful spaces for fostering inclusive communities through DEI awareness activities, such as identity collage sharing and storytelling circles. Exploratory practice will also be introduced as a way to allow students to reflect on their experiences and subjective well-being in language learning.

Speaker: Joseph Dias

283 SPIN Forum at JALT 2025

SPIN Forum

Speakers: Emily Choong (Utsunomiya University), Martin Sedaghat (Niigata University of Health and Welfare), Natsuho Mizoguchi (Nagoya University of Foreign Studies), Shuyi Li (University of Tokyo), Chelanna White (Reitaku University), Phil Nguyen

284 Multilingual or Monolingual-My Brain, My Classroom, My Story

Step into a welcoming space where research meets real life! Our posters offer a glimpse into the fascinating world of multilingual and monolingual brains—what the science says, and what people experience day to day. You’re invited to explore, reflect, and connect. Join us for an informal, people-centred exchange of stories and ideas. Your own experiences and insights will help shape the evolving conversation right on the poster itself!

Speakers: Berke Alp (Nagoya University of Foreign Studies), Brianna Hamamoto (ECC Japan - Hannan University), Evan García (Meikai University), Lynsey Mori (Ritsumeikan Osaka Ibaraki Campus), Jodi Nicholas (Kyoto Sangyo University), Prof. Amanda Gillis-Furutaka (Kyoto Sangyo University)

Room 412: Concurrent Sessions

285 From Concept to Scale: Waseda’s CEFR-based program design

Explore the process behind the large-scale implementation of the Talk textbooks for Tutorial English, an accredited course at Waseda University, designed with the aim of improving students' communicative competence. The session offers practical insights on the development of a notional, Can-do-based syllabus (A1 – C2 levels), presenting the challenges associated with adapting the framework to a Japanese classroom while demonstrating how CEFR alignment can help promote instructional consistency and course validity, regardless of the institutional setting.

Speaker: Michael Balderi (Waseda University Academic Solutions)

286 Raising Awareness of Global Issues with “World Travelers”

This textbook is designed to enhance academic learning through world clips from BBC’s “The Travel Show.” Listening and reading activities, comprehension checks, and summary tasks will help cultivate fundamental English abilities. In addition, English and Japanese readings, along with authentic travel clips from around the world, will expand student knowledge of global issues. Lastly, wrap-up activities will encourage students to consolidate their acquired knowledge and skills and articulate their opinions with clarity.

Speakers: Rima Uraguchi (Tokyo Gakugei University), Yukiko Takeoka (Sophia University)

JALT2025_1101_World-Travelers.pdf

Room 412: SIG Forums and Meetings

287 AGM for Literature in Language Teaching SIG

AGM for Literature in Language Teaching SIG

Speaker: Suzanne Kamata

288 LiLT Forum: Reimagining Literature in Language Teaching

The LiLT forum will address the role of literature in language learning, teaching, and assessment. The presenters will discuss new and innovative practices related to haiku, creative nonfiction, picture books, and born-digital literature. Audience members will be invited to discuss these ideas and ask questions. Please join us for a lively exchange of ideas.

Speakers: Atsushi Iida (Aoyama Gakuin University), Camilo Villanueva (Nagoya City University), Mary Hillis, Suzanne Kamata, Vicky A. Richings (Hosei University)

289 OLE-SIG AGM: Information Exchange and Future Activities

All those interested in a wider representation of teaching and learning languages and cultures beyond English will gather at this year’s meeting aimed at extending this affiliate SIG, reporting on past events, planning new ones, exchanging necessary information, and providing an update on recent developments in our field. We will also discuss needs and goals in the FL2 classroom and beyond, reflect on recent changes, and how to cope with them.

Speakers: Dr Adiene Susej Roque de Hishiyama (Seikei University), Bertlinde Voegel (Osaka University), Cecilia Noemi Silva (Tohoku University), Gabriela Schmidt (JALT CEFR LP SIG President), Miguel Campos (Toyo University), Monika Szirmai (Hiroshima International University)

290 OLE-SIG: Multilingual Forum on Teaching Strategies

This forum presents strategies to motivate students in foreign language courses. Presenter A (German) examines external factors such as environment, influencing language enrollment. Presenter B (Spanish) discusses initiatives to spark interest in study abroad. Presenter C (Thai) highlights hands-on cultural experiences through food. Presenters D (French), E and F (Russian) report on findings related to Extensive Reading. Collectively, the presentations offer varied approaches to enhancing student engagement and enthusiasm across multiple languages and learning environments.

Speakers: Dr Adiene Susej Roque de Hishiyama (Seikei University), Anna Barinova (Kyoto University of Foreign Studies), Grigory Misochko (Kyoto University of Foreign Studies), Martina Gunske von Koelln (Fukushima University), Mrs Pornsri Wright (Kanda University of International Studies)

Room 412: Waseda University Graduate Student Showcase

291 Aptitude Meets Motivation: Understanding High-Achieving CLIL Learners in China

This study examines how individual aptitude and motivation interact in Chinese international high school CLIL contexts. While CLIL research has largely focused on Europe, studies in China remain limited. Using a mixed-methods design, the project will combine aptitude and motivation tests with classroom observations, interviews, and critical incident reports. By analysing how aptitude shapes motivational dynamics and language outcomes, the study aims to inform CLIL pedagogy and support more individualized approaches to second language learning.

Speaker: Yisha Liu

292 The Influence of Environments and Experiences on Learners of Japanese as a Second Language

This study utilizes Q methodology in order to explore the motivations of L1-English speaking residents of Japan to learn Japanese. The results of a survey used to form the concourse will be discussed, as well as initial findings from Q sorts and interviews.

Speaker: Steven Lim (Rikkyo University)

293 Foreign language learning and tour guiding in human resources context

In this presentation the discussion approaches and refers to tour guiding management in the aspect of human resources in a lifelong learning context. The foreign language usage and diverse communications by tour guides are focused on finding solutions and the ideal roles of tour guides regarding the current tourism-related issues or risk mitigation. This research develops an inquiry from an ongoing project.

Speaker: Emi Shibuya (Otemon Gakuin University)

Room 413: SIG Forums and Meetings

294 Global Issues in Language Education (GILE) Forum

This year’s Global Issues in Language Education Forum focuses upon providing practical strategies, activities, and approaches for effectively exploring global issues in the classroom. Subjects such as how to implement global issues into curricula, the use of TED Talks and SDGs, analytical tools for analyzing global issues, as well as unique projects involving foreign factory/farm workers and international graduate students will be discussed. Join us and leave motivated and inspired to teach global issues!

Speakers: Gerard Marchesseau (Naruto University of Education), John-Guy Perrem (Muroran Institute of Technology), Meagan Renee Kaiser (Tokushima University), Nils Olov Fors (Kanda University of International Studies), Pramila Neupane (Gunma University), Shalvin Singh (Kanda University of International Studies)

295 Designing Effective Listening Materials for the Classroom

Listening practice is an important component in many English classrooms. While many teachers may use a textbook, some may wish to design and implement their own teaching materials for listening, but they may not know exactly what is involved in preparing such resources. In this joint forum between the Listening and Materials Writers SIGs, attendees will learn the different aspects of developing appropriate materials for listening practice.

Speakers: Mr Brett Milliner (Tamagawa University), Edward Howland (Kanda University of International Studies), Miki Buechner Fujikawa (Komazawa University, University of Sheffield), Rachel Patterson (Kindai University), Richard Ingham (British Council / Nagoya University of Foreign Studies), Stuart McLean (Kindai University)

296 PanSIG2026 Planning Meeting

At this PanSIG 2026 Planning Meeting we invite all SIG representatives to join the committee, as well as all JALT members (or members to become) interested in engaging in the next PanSIG conference in Nagoya at Chukyo University from May 23 to 24, 2026. The PanSIG committee is a peer community of practice and a good start to become more involved in professional development in JALT. You will learn more the multi-layered facets of PanSIG.

Speakers: Gabriela Schmidt (JALT CEFR LP SIG President), JENNIE ROLOFF ROTHMAN (JALT SRL, Kanda University of International Studies), Phil Nguyen

297 Teacher Development SiG AGM

Teacher Development SiG's annual general meeting. The purpose of this meeting is to discuss SiG related matters in the past year in terms of funds, events, members and plans for the coming year.

Speakers: Jon Thomas (TD SIG), ROSS SAMPSON (Toyo University)

298 Teacher Development SiG forum

The Teacher Development (TD) SIG will be hosting their annual forum designed to promote the sharing of professional stories. This year’s forum theme is 'Learning, Teaching and Assessing'. The format for this year’s Teacher Development forum will be a workshop that will last 90 minutes. The forum will be interactive, so audience participation is encouraged.

Speakers: John Rucynski (Okayama University), Matthew W. Turner (Tokyo University of Science), ROSS SAMPSON (Toyo University), Sajjad Pouromid (Setsunan University)

Room 417: Featured and Invited Speakers

299 Simulating Global Collaboration in Language Learning

This session explores how an intercultural business simulation connects students from Germany, Jordan, and Kosovo in a virtual collaboration. Through startup planning, social entrepreneurship, and English communication, students develop language skills, intercultural competence, and sustainable thinking. Challenges such as cultural misunderstandings and time zones become learning moments. The presenter shares project design, outcomes, and how such simulations can support real-world skills for global citizenship in diverse learning contexts. (Featured Speaker Presentation, ICLE SIG)

Speaker: Eileen Kuepper

300 Can L2 learners understand irony? A study of Chinese university students’ ability to understand irony

112 foreign language learners and 24 native speakers completed a test measuring their ability to understand irony in English. Whereas the NSs could access ironic meaning directly and rapidly, even those learners with advanced language proficiency had difficulty in recognizing irony and needed to rely on explicit processing strategies. The study indicates that the ability to understand irony is unlikely to develop without explicit instruction and the opportunity to experience it in communicative exchanges.

Speaker: Rod Ellis (Curtin University)

301 Bridging Theory and Practice: Task Design with CEFR Mediation Descriptors

This workshop first demonstrates how to apply the cognitive mediation descriptors from the CEFR to design tasks and scaffolding strategies for a project-based English course. The aim is to foster collaborative sense-making and enhance learners’ cognitive competences by encouraging them to articulate their own ideas clearly and engage constructively with others’ perspectives. Then, participants will engage in hands-on, collaborative activities to adapt selected mediation descriptors to their own teaching contexts. By the end of the session, participants will have practical tools and ideas for integrating mediation into their course design in meaningful and context-sensitive ways.

Speaker: Dr Noriko Nagai (JALT)

302 From Barriers to Bridges: A Decade of ASP Impact

This presentation explores the transformative impact of the Academic Support Program (ASP) at the National University of Laos, which has supported students with disabilities and those from disadvantaged backgrounds. By integrating academic support, life skills development, counseling, and teacher training, the program has empowered students to overcome barriers and thrive in higher education. ASP’s success offers a scalable and replicable model for inclusive education in low-resource environments.

Speaker: Ladomchanh Khantry (National University of Laos)

303 From Simulation to Skill: Student-Centered

This interactive workshop explores how student-centered simulation projects can build intercultural competence and language skills. Based on a decade-long global collaboration, participants will experience authentic tasks, reflect on cultural dynamics, and leave with low-threshold templates for designing their own accessible, meaningful projects. Emphasis is placed on student agency, real-world communication, and cultural reflection to deepen language learning in diverse classrooms. Featured Speaker Workshop (ICLE SIG).

Speaker: Eileen Kuepper

Room 504: Language Classroom Content

304 EFL and content teachers’ preparedness for CLIL: Chimera or reality?

This study investigates Content and Language Integrated Learning (CLIL) teachers’ (CLILTs) and English as a foreign language teachers’ (EFLTs) preparedness for dual-focused instruction and collaboration in CLIL classrooms. Although CLILTs should take on the dual responsibility of content and language teachers, CLILTs and EFLTs are educated to teach either nonlinguistic subjects or English, respectively. Therefore, it is argued that EFL teacher education programs should revise and expand their knowledge-base to develop EFLTs’ competencies for CLIL.

Speaker: Irena Vodopija-Krstanovic (University of Rijeka, Faculty of Humanities and Social Sciences)

305 Engaging Students in ER with Bibliobattles

This workshop will focus on the value and practice of using Bibliobattles as a part of an extensive reading curriculum. This workshop will provide participants with an overview of research on bibliobattles as well as various styles of bibliobattles. Participants will also try a short practice bibliobattle. By participating in a bibliobattle, workshop participants will gain a better understanding of the value of bibliobattles as well as how to implement them in their own classes.

Speaker: John Owatari-Dorgan (Nagasaki International University)

Room 504: Language Skills

306 Key Questions for Understanding Academic Paper Structure

Writing graduation theses can be challenging for Japanese students as they have little experience with longer forms of writing. In this presentation, key questions for helping students understand the purpose of each section of an academic paper along with questions that focus students on writing for an audience will be discussed. The presenter will also show how these questions are used in a fourth-year seminar at a Japanese university.

Speaker: Todd Hooper (Setsunan University)

307 Metacognitive Experiences and English Writing Development

In the realm of foreign language instruction, individual differences factors such as motivation, self-efficacy, and metacognitive awareness have been examined (Chen et al., 2022; Jackson & Park, 2020; Jin et al., 2024; Kormos, 2023). Nonetheless, there is limited understanding of metacognitive processes that occur throughout the development of writing skills. In response, this study employed various tools to evaluate the metacognitive experiences and progress of Japanese university students enrolled in an EFL writing course.

Speaker: Adam Christopher

308 Developing Argument Structure in Japanese L2 Writers

This study examined how teaching the Toulmin Argument Pattern (TAP) impacts argumentative writing among third-year Japanese English majors. Through a four-class intervention focusing on epistemic relationships, researchers collected pre- and post-intervention essays and participant reflections. Despite a small sample size, nearly all participants showed improved essay quality, suggesting that explicit instruction in TAP's epistemic relationships can help L2 writers more effectively organize ideas and craft more persuasive academic texts.

Speaker: Jim Smiley (Iwate University)

2025-11-01 Developing Argument Structure in Japanese L2 Writers.pdf

309 Enhancing L2 Beginner Listening with Top-Down Instruction

This research explores the value of integrating phrase-level top-down instruction for L2 beginner learners.
Listening involves both bottom-up and top-down processing. Beginners primarily depend on bottom-up decoding, whereas advanced learners often combine both approaches. Prioritizing sound features is essential for beginners; however, coupling this with brief phrase-level prediction tasks led to significant gains in listening comprehension and learner confidence. Integrating such top-down support appears to facilitate early language development.

Speaker: Kazue Tsuruta (Juntendo University, Kanda Institute of Foreign Languages)

310 4 Drama Activities to Enhance EFL Speaking

In this workshop, we will explore how drama activities can boost English learners’ confidence and fluency. I will present a framework for selecting and implementing drama activities based on principles of conflict and reflective communication from sociocultural theory. Participants will practice four drama activities focusing on different language skills from voice control to creative language use. By the end, participants will be ready to integrate drama into their teaching to promote engagement and development.

Speaker: Dawn Kobayashi (Onomichi City University)

4 drama activities.pdf

Conflict Drama.docx

Readers Theatre Lesson Plan.docx

Shared drama Who Where What.docx

311 WTC and English Learning Goals: A Replication Study

This presentation replicated Fujii's 2023 study, which examines how English learning objectives and specific strategies for achieving them differ depending on the levels of Willingness to Communicate in a Japanese EFL context. Using the original study methods, we assessed whether her 2023 findings applied to our first-year science-related majors. Our study also explored that recognizing and addressing these different goals could improve instructional strategies in the classroom.

Speakers: Tomoe Sato (Toyo University), Hudson Murrell (Sanyo-Onoda City University)

312 Students’ Views on ‘Small Talk’ in University EFL Classrooms

This study explores the effectiveness of 'small talk' as a teaching strategy in Japanese university EFL classrooms, based on feedback from 28 freshmen. Small talk was found to enhance speaking and listening skills, build confidence, and foster communication. While challenges like response formulation and occasional awkwardness were noted, students reported increased motivation and enjoyment. The findings highlight small talk’s potential as an engaging, practical tool for bridging classroom learning and real-world communication in EFL contexts.

Speaker: Ephraim Domingo (Asia University (Tokyo))

313 Analyzing Japanese accented English: implications for teachers

This presentation is about a study of the characteristics of English pronunciation by Japanese learners of English, and what makes it sound non-native. Recordings of three Japanese students were compared with two native speakers and one near native speaker of English using spectrograms with phonetic and orthographic transcriptions. The results suggest that, after segmental features, teachers should focus on suprasegmental features. The presentation will include some teaching suggestions.

Speaker: Adrian Paterson (Akita University)

2025 JALT Paterson.pdf

314 Sparks that light the wildfire of EFL speaking anxiety

This study explores the causes and solutions to three levels of anxiety among beginner-intermediate Japanese L2 English learners. Questionnaires and semi-structured interviews reveal that required first-year courses are related to anxiety, primarily due to the fear of negative evaluation, which is worsened by the lack of peer relationships in group speaking activities. The study emphasizes the need for relationship-building interventions to reduce anxiety in EFL classrooms, particularly for first-year students.

Speaker: Stachus Peter Tu (Shimane University)

Room 505: Other Learners and Contexts

315 Braille basics for assistance and awareness-raising

Come along and learn about English and Japanese braille! For language teachers, a basic knowledge of braille will not only allow you to assist current or future students with visual impairments, but provides an opportunity to introduce braille in lessons on diversity and inclusion.

Speaker: Kunert Hannah (Komazawa University)

316 Improving Retention with English-Language Mentorship

An English-language mentoring program for first-year international students (TOEFL 70-80) has significantly improved persistence, retention, and academic success. Initially opt-in, it became mandatory in 2024-2025 due to its sustained impact. Research data from both COVID-19 and post-pandemic cohorts highlight its effectiveness. Educators will explore the program’s development, implementation, and outcomes, gaining insights into how structured mentoring supports language learners, enhances academic integration, and contributes to stronger student outcomes in higher education.

Speaker: Corrine Spencer (SUNY Korea/ SUNY University at Albany)

Room 505: Sociolinguistics and Pragmatics

317 Responses to L2 humor online: Effect of an intervention

Although L2 learners report having great difficulty responding to humor, research on this area is lacking. Therefore, a recent pretest-posttest control group study examined the effect of instruction on online humor responses for English learners. Preliminary results suggested that the intervention led to experimental group gains in response effectiveness for some types of humor. The research will be presented along with the instructional materials. Implications for educators will be discussed.

Speakers: Caleb Prichard (Okayama University), John Rucynski (Okayama University)

318 From Izakayas to Classrooms: Authentic Interaction in JFL

This presentation explores Small Hospitality Establishments in Japan as sites of natural language use and their impact on Japanese as a Foreign Language (JFL) instruction. Limited pragmatic instruction and authentic materials in JFL classrooms hinder real-world communication skills. Using a sociopragmatic framework, the study analyses interactions from Shinya Shokudō and recorded conversations, highlighting deviations from textbook Japanese. Findings highlight the value of authentic materials in JFL curricula for enhancing pragmatic competence and real-world communication.

Speaker: Todd Allen (Kansai University)

319 The Conceptualization of Japanese EFL Classrooms as Heterotopic Spaces: Insights from Q Methodology

This presentation examines Japanese EFL classrooms as heterotopic spaces through Foucault’s six principles of heterotopias (Foucault & Miskowiec, 1986). Using Q methodology, it explores how these classrooms negotiate global linguistic standards and Japanese language education policy (LEP), shaping learner identity and agency. The analysis highlights how historical, present, and future layers intersect within these spaces, offering insights and practical recommendations for integrating heterotopic perspectives into educational policy and future classroom research.

Speaker: Mr Kane Linton (Wayo Women's University)

320 Building a new framework for intersectionality in LTI

In this interactive practice workshop, we invite teachers of all languages and backgrounds to help us build a new framework for intersectionality in the field of language teacher identity. Participants will have the opportunity to think deeply about different aspects of teacher identity and discuss their ideas, opinions and personal experiences. By instilling an intersectional critical consciousness of who we are as language teachers, we can begin to overcome discrimination and marginalization in our field.

Speakers: Luke Lawrence (Nihon University), Yuzuko Nagashima (Yokohama City University)

321 Pragmatics SIG AGM

The Pragmatics SIG holds its business meeting to elect its committee members, review the past year, and make plans for the next. All are welcome to join us, Pragmatics SIG members or not (yet!). Committee members will report on what we've been doing, in terms of events and publications, together with our plans and hopes for the coming year.

Speakers: Jim Ronald (Hiroshima Shudo University), Yosuke Ogawa (Kobe University)

322 A Translanguaging Praxis of Discomfort in Study Abroad

This Design-Based Research examines how two racialized multilingual researcher-practitioners co-enacted a translanguaging praxis of discomfort to teach sociolinguistics to Japanese exchange students in Canada. Findings highlight the transformative power of critically leveraging a translanguaging lens, genAI and translation tools, and dialogically collaborating to address linguistic and ideological tensions while fostering students’ critical consciousness within a safely uncomfortable educational space.

Speakers: Mr Serikbolsyn Tastanbek (University of British Columbia), Charu Gupta (University of British Columbia)

323 Mapping the Linguistic Landscape of an Asian EMI University

Linguistic Landscapes (LL) is an emerging interdisciplinary field at the intersections of sociolinguistics, ethnography,
and semiotics. This qualitative study applies an ethnographic, inclusive, and reflective interview technique,
the ‘walking tour’, as a way to invite the perceptions and analysis of those studying, living and working
at an Asian EMI. A geosemiotic LL model was applied to frame the social and visual aspects and place semiotics
on the sites visited.

Speakers: Ian Baecht (Wenzhou Kean University), Ms Jiaxin He (University College London)

Room 506: Artificial Intelligence

324 タイトル* Pragmatics of Information Territory and Generative AI

AI-generated politeness follows Western norms (Ogawa, Trent, Yibifu), but this study reveals variations between English and Japanese. While Brown and Levinson emphasize universal indirectness, Kamio’s territory of information highlights cultural differences. AI reflects this concept more in Japanese than English, aligning with human interactions (Kamio, Trent). To enhance its role in language education, AI must be trained to navigate multicultural politeness strategies effectively.

Speaker: Nobuko Trent (Gakushuin University)

325 Training Listening and Speech with AI-Enhanced Audio Tools

This workshop explores how instructors can use AI assistants to create level-appropriate audio materials to train speaking skills. Participants will evaluate synthetic speech for phonetic accuracy, comprehensibility, and naturalness, then learn prompt-engineering strategies to enhance output quality. Attendees will leave with practical guidelines and up-to-date information about incorporating AI-generated audio task materials into their speaking and listening classes.

Speakers: Robert Cvitkovic (Teikyo University), Omar Massoud (Meiji Gakuin University), Yoko Kita (Kyoto Notre Dame University)

326 Efficacy of AI-text detection tools

The use of generative AI in academic writing raises concerns about authorship authenticity, especially regarding AI-edited content (Liu et al., 2024; Walters, 2023). This study analyzed 450 essays using a cross-sectional quantitative approach to evaluate detection accuracy. Enhancing training datasets and refining algorithms could improve detection tools for complex academic writing. Results showed that ZeroGPT outperforms SciSpace in detecting student-produced and AI-generated texts, demonstrating high reliability. Refining algorithms and training datasets could enhance detection accuracy.
Keywords: Artificial intelligence, detection tools, academic integrity, coherence, authenticity

Speaker: MA. RITA ARANDA (National University, Philippines)

327 Integrating generative AI in self-regulated learning

This presentation reports on a study about the integration of generative AI in self-regulated learning (SRL) in an EFL Japanese high education context. We examined students’ use of generative AI in their SRL, their perceptions of generative AI, and the benefits they gained from its use. Key findings showed the effectiveness of generative AI in the forethought phase including setting goals and finding resources, and its limitations, indicating the necessity of human support.

Speakers: Dr Dominique Vola Ambinintsoa Razafindratsimba (Kanda University of International Studies), Mrs Ella Lee (Kanda University of International Studies), Mr Sina Takada (Kanda University of International Studies)

328 Towards Valid L2 English Writing Assessment in the Age of Large Language Models

This presentation explores the use of generative language models by students in tertiary education contexts and how the use of text classification might be applied to detect LLM-generated writing. Using essays from L1 Japanese learners of English and Llama 2, three classifiers (naive Bayes, fastText, and a Llama 2-based model) are compared for accuracy. Findings provide insights into mitigating AI use in academic writing while maintaining assessment validity.

Speaker: Anthony Diaz (University of California, Davis)

329 Student Attitudes to GenAI Use in Post-task Reflections

Employing semi-structured interviews, this presentation explores Japanese university freshmen’s attitudes towards generative AI (GenAI) use in post-English-class reflections. Contrary to the initial assumptions, none of the four student interviewees turned to GenAI. Mainly three factors shaped the students’ attitudes: previous experiences learning English, views on the roles GenAI plays in English learning, and teachers’ instructions. The presentation offers reference points for implementing post-English-class reflections and developing contextualized class policies on student GenAI use.

Speaker: Nadiia Zaitseva (Iwate University)

330 MT and AI activities: Preparing for communication

Machine translation (MT) and AI tools (e.g., DeepL, ChatGPT) are now finding application in a wide variety of language education contexts, including oral communication classes. I will present four classroom activities designed to help students grasp issues surrounding use of MT and AI tools and discover ways to use them constructively to support their own learning and prepare for communication with classmates. Participants’ ideas will also be welcomed.

Speaker: Kenneth Schmidt (Tohoku Fukushi University)

MT and AI activities: Preparing for communication

331 Ethical and Effective Generative AI Use in Academic Writing

This session provides a workshop template for supporting university students to use GenAI ethically and effectively in their academic writing. Using free large language model chatbots, participants will explore how GenAI can support various stages of the writing process while fostering critical engagement. The session equips instructors to run their own workshops to enhance students’ AI literacy and promote responsible use whilst addressing academic integrity concerns.

Speaker: Rebecca Funabashi (King's College London)

332 AI for Self-Regulated Learning and Cultural Adaptation in EFL

This study explores AI-enhanced learning in Japanese EFL classrooms, integrating chatbots, VR speech environments, and creative AI tools. Grounded in sociocultural theory and self-regulated learning, findings show AI supports self-regulation, creativity, and cross-cultural communication. Personalized chatbots fostered autonomy, while VR rehearsals increased public speaking confidence. AI served as both a cognitive scaffold and cultural mediator, reducing anxiety. However, challenges include AI dependence and ethical concerns, highlighting the need for structured pedagogical integration.

Speakers: Sandra Healy (Kyoto Institute of Technology), Ms Amelia Ijiri (Indiana University)

Room 507: Language Classroom Content

333 The longitudinal development of group selection in EFL classrooms

This study examines the interactional practices involved in small group formation in English as a Foreign Language (EFL) classrooms. It employs Conversation Analysis (CA) to analyze naturally occurring classroom interactions among teachers and students. By focusing on the sequential unfolding of teacher instructions and student responses, this study highlights how participants use embodied actions—such as gaze, gesture, and spatial positioning—to negotiate participation frameworks.

Speaker: Dr Cheikhna Amar

334 Enhancing Intercultural Competence and English learning through COIL: Insights from a Japanese-Norwegian pilot study

This study investigates how a four-week Collaborative Online International Learning (COIL) exchange enhanced Japanese university students’ English proficiency and intercultural communicative competence. Through asynchronous video presentations and peer feedback with Norwegian peers, results indicated increased confidence, motivation, and cultural awareness. Participants developed greater respect, curiosity, and communication adaptability. Findings demonstrate COIL’s effectiveness in fostering authentic language use and intercultural development, offering valuable pedagogical insights for higher education and underexplored Norwegian-Japanese collaborations.

Speakers: Jacob Petersen (Iwate University), Ms Kaori Takamine (UiT The Arctic University of Norway)

335 American Popular Music: Communication, Culture, Critical Thinking

From its roots in the blues and folk songs to more recent genres such as hip-hop and electronic dance, American popular music reflects a rich, diverse culture and history. This presentation focuses on the development of American popular music’s various genres, the social and cultural background and people that shaped it, and how it serves as engaging text to develop communication and critical thinking skills in the language classroom.

Speaker: Quenby Aoki (Rikkyo University)

336 Acquiring Collocations Through Multimodal Flashcard Practice

This presentation examines the effectiveness of multimodal flashcard practice in vocabulary acquisition. Analysis of data from 114 university students revealed interesting patterns in how different practice modes impact short-term versus long-term collocation retention. While writing-based practice showed initial advantages, our statistical analysis uncovered unexpected results about the role of contextualized listening for sustained vocabulary development. The presentation will explore these findings and their implications for instructional design and technology implementation in language education.

Speakers: Emily MacFarlane (Tohoku University), Jessie Takeda (Tohoku University)

Collocations JALT 2025.pdf

Room 507: Technology

337 Subtitling for Video: Theory, Research, and Methods for Production

Creating materials to be as accessible for students as possible is increasingly important in our modern, online societies. The addition of subtitles to digital video helps to stabilize the information, facilitates noticing, and increase cognitive impact. Enhanced subtitles (i.e., dual-language and ‘karaoke’ style subtitles) also provide input-benefits to learners. This presentation will introduce theory concerning subtitling, cover small-scale research regarding efficacy of subtitle versions, and provide recommendations for methods for subtitling your own digital-video materials.

Speaker: Dr David Lees (Kyoto University (ILAS))

338 The Digital Learning Curve: A Two-Year Exploration of Student LMS Adaptation

This study examines students' experiences with Learning Management Systems (LMS) in a paperless classroom over two years. Using surveys and classroom observations, it explores how students adapt to digital learning, identifying both benefits and challenges. Findings reveal gaps in digital literacy, issues with organization, and varying levels of engagement. The study offers insights into improving LMS integration and digital readiness in higher education, providing recommendations for supporting students in digital learning environments.

Speaker: Michelle Jerrems (Kanda University of International Studies)

339 Mobile Apps and Communicative Competence: University Students' Perception

This presentation examines university EFL students’ perceptions of mobile apps as tools for communicative competence. Using a phenomenological approach, data from semi-structured interviews and focus groups were thematically analyzed. Findings highlight benefits such as improved listening skills, vocabulary acquisition, and TOEFL preparation, alongside challenges like limited feedback and motivation issues. The presentation will discuss practical recommendations for educators and app developers to enhance mobile-assisted language learning and support students' independent learning experiences.

Speaker: Leveth Jackson (Chiba University)

340 Making Test Preparation Communicative

Sponsored by Duolingo
Many classes treat test prep as drills and memorization. This session shares a simple way to turn items from the DET, PTE, and IELTS into pair and group tasks that build language and exam skills at the same time. You will see quick adaptations for speaking, writing, reading, and listening that fit different levels and time limits. The goal is to keep students engaged and help them feel ready for test day.

Speaker: Ross Thorburn (Duolingo English Test)

341 Speed Reading for the Digital Age: Theory and Practice

This presentation shares research findings comparing digital versus paper speed reading, which revealed faster reading speed and more positive student perceptions with digital texts. Presenters will outline a practical framework for implementing digital speed reading and discuss the pedagogical implications of medium choice. Attendees will learn implementation strategies and receive information about a speed reading platform that integrates with a learner management system that they will be able to use in their own teaching contexts.

Speakers: Gavin Brooks (Kyoto Sangyo University), TJ Boutorwick (Sanyo Gakuen University)

342 Decoding the Digital Classroom: A Study on In-Service Teache

This study explores how experienced ESL teachers with over ten years of practice engage with ICT in both school and adult-learning settings. Using semi-structured interviews with sixteen educators, it highlights challenges such as resistance to change, limited training, and poor infrastructure. Findings show that younger learners respond better to structured tools, while adults benefit from collaborative platforms. The study calls for context-sensitive ICT use, tailored training, and sustained professional development to support effective, equitable integration in ESL classrooms.

Speaker: Shadab Khan (University of Hyderabad)

Room 508: Pedagogy

343 SLA Research Findings and Their Teaching Implications

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 Krashen’s view of SLA is basically correct and call for input-rich classrooms and the minimization of the role of explicit learning. Attendees will come away with a coherent perspective on SLA.

Speaker: Stephen Clarke (Nagoya College)

SLA Research Findings and Their Teaching Implications.Handout.pdf

344 Learning Teamwork Collaboratively by Idealizing Classmates

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 students’ personal EFL-learning motivations across one semester. Applying this intervention to whole classes over multiple years, the current study tracked the development of students’ prosocial engagement and temporal-self motivations, comparing data from classes before and after the COVID-19 pandemic.

Speakers: Joseph Falout (Nihon University), Yoko Munezane (The University of Tokyo), Yoshifumi Fukada (Toyo University), Tetsuya Fukuda (Juntendo University)

345 Psychological Traits of Successful Japanese EFL Learners

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 students’ diverse motivational needs and fostering more engaging learning environments.

Speaker: Miki Buechner Fujikawa (Komazawa University)

346 Combining CLIL and Translanguaging

This presentation explores integrating CLIL (Coyle, 2007) and Translanguaging (Garcia et al., 2017) in a Japanese university “Introduction to Sociolinguistics” 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 critically engaged with sociolinguistic themes, fostering confidence, cultural empathy, and preparation for global academic and professional contexts.

Speaker: Dr Kevin Bartlett (Mukogawa Women's University)

Room 508: Vocabulary

347 Analyzing Learner Perceptions of TOEIC Learning with News Videos

This study examines learners’ 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 improvements not only in listening skills and vocabulary retention but also in awareness of current affairs, which in turn prepares learners for future societal engagement.

Speaker: Ms Natsuki Matsui (Kyoto University of Advanced Science)

348 A replication of Hu & Nation’s coverage-comprehension study

The presenters will report a partial replication (N = 312) of Hu and Nation’s (2000) influential coverage-comprehension study. The materials included Hu and Nation’s 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. Coverage of 97.3% predicted “adequate comprehension” as defined by Hu and Nation. Implications for pedagogy will be discussed.

Speakers: 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)

349 LAMP: A tool for lexical and morphological text profiling

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, flemma, and word family levels. Applications of the tool for research and pedagogy will be discussed.

Speakers: Phil Bennett (University of Niigata Prefecture), Tim Stoeckel (University of Niigata Prefecture), Stuart McLean (Kindai University)

350 Vocabulary Usage Across L2 Spoken and Written Production

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 predict proficiency by mode. We conclude with practical teaching implications, including functional language, appropriate lower-frequency vocabulary, and keywords organised by level.

Speakers: Gavin Brooks (Kyoto Sangyo University), Jennifer Jordan (Kwansei Gakuin University)

351 Implementing a Corpus for Second Language Learners of Medical English

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 lexical thresholds to create effective learning materials tailored for medical students.

Speakers: Dr Robert Chartrand (Kurume University), Robert Dilenschneider (Jichi Medical University)

JALT2025 MOEL.pptx

352 Text-range size: A pragmatic way to match learners to texts

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 accurately matched learners with comprehensible texts. The study highlights practical insights for teachers and researchers in selecting lexically appropriate reading materials for language learners.

Speaker: Stuart McLean (Kindai University)

353 TED Talks and the Textbook: An In-Depth Lexical Analysis

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 results showed the textbook provided inadequate vocabulary practice, limited exposure, and a lack repetition for learners.

Speakers: Dr Naheen Madarbakus-Ring (University of Tsukuba), Stuart Benson (University of Aizu)

354 Corpus-Based Vocabulary for Offshore Wind Safety Operations

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 on offshore wind safety, the methodology can be applied to other technical fields requiring specialized English for effective workplace communication.

Speaker: Rumi Mizoguchi (Nagasaki Marine Industry Cluster Promotion Association)

Room 509: Learner Development

355 Transformative learning through COIL

This study examines transformative learning in collaborative online international learning (COIL) by applying transformative learning theory to a five-week COIL initiative at a Japanese university. Data was collected through student surveys, learning diaries, and teacher observations. Thematic and narrative analysis identified three patterns of self-awareness and transformation, influenced by students’ prior experiences, highlighting COIL’s potential for fostering growth. The study emphasizes the role of self-examination for improving COIL learning experiences.

Speakers: Oana Cusen (Kwansei Gakuin University), Roxana Sandu (Toyo University)

356 Barriers to Support Use by Lower-Proficiency Students

This study examines student engagement and satisfaction with English Learning Support at a Japanese university, focusing on lower-proficiency students. Users reported high satisfaction, but many non-users relied on informal or alternative resources, citing barriers such as unfamiliarity, unclear benefits, and busy schedules. They prioritised speaking practice over TOEIC improvement. Clearer communication of service benefits, instructor recommendations, and aligning support with students’ actual learning needs could enhance engagement, foster autonomy, and increase utilisation of available resources.

Speaker: Hisaka Konishi (Nihon University)

357 Empowering Learners with SEL-Integrated Critical Literacy

This study investigates the integration of Social Emotional Learning (SEL) into a critical literacy course for tertiary students, promoting holistic development through the interplay of critical analysis and interpersonal growth. Guided by CASEL’s (2023) framework, the action research utilized a mixed-method approach to evaluate outcomes. Findings revealed strengths in critical literacy, particularly in issue description and conclusions, along with notable improvement in social awareness, emphasizing SEL’s value in enhancing inquiry-based learning and holistic education.

Speaker: Chi-Chuan Yang (National Taiwan University of Science and Technology)

358 Strategies to Overcome the Intermediate Plateau

This workshop provides language educators with insights into the "intermediate plateau", a stage in which learners often encounter stagnation in progress and decreased motivation. Participants will explore the underlying causes of this phenomenon and discover effective group-based strategies to tackle both affective and linguistic challenges. Additionally, the workshop will address logistical concerns within the classroom, ultimately enhancing student engagement, motivation, and the development of learners' linguistic abilities.

Speaker: Bellarina-Dung Nguyen (Temple University Japan)

359 Using Reflective Activities to Promote Language Learning

This workshop outlines practical approaches instructors can employ to help learners become more autonomous and better to manage their own language learning. Attendees will introduced to tasks that can be used to promote self-assessment, reflective practice, and effective goal-setting, as the connection between reflective activities and language learning is be emphasized. Opportunities will also be provided for instructors to discuss their own specific approaches and the challenges they have faced in their specific teaching contexts.

Speaker: Shalvin Singh (Kanda University of International Studies)

Room 509: Psychology and Language Learning

360 An Investigation of Refusal Behavior

日本語母語話者と日本語学習者の拒否ストラテジー使用を比較した結果、母語話者は間接的な拒否を多用し、学習者は直接的な拒否に依存する傾向が示された。

Speaker: Zeinab Shekarabi (University of Tehran)

361 When Kids Refuse to go to School- Can’t Rather than Won’t

School attendance problems (SAPs) are on the rise both in Japan and globally. Based on qualitative doctoral research this presentation explores the lived experience of multicultural families in Japan and how they navigate the school refusal experience. The role of teachers, including language teachers, and other educational staff are shown to impact the attendance of their students. Sociopolitical factors including perspectives on language, learning, culture, belonging, and becoming are explored in this work.

Speaker: Ms Catherine Takasugi (Aoyama Gakuin University)

JALT 2025.pdf

362 How Japanese EFL Learner Beliefs Shift Over Time

What happens to learner beliefs during a year of university English study? This presentation explores shifts in the beliefs of 1,238 Japanese EFL students, revealing two core factors: Communicative Beliefs and Structured Learning Beliefs. Both declined over time, with proficiency shaping Communicative Beliefs and notable changes in views on traditional learning methods. Discover how learner beliefs evolve and how teachers can better support students in developing positive, realistic views about language learning.

Speaker: Samuel Taylor (Kyushu Sangyo University)

Learner Beliefs - Taylor.pdf

363 Investigation into School Belonging and Motivation with GCM

This study investigates whether school belonging and L2 motivation can be integrated into a single model using Growth Curve Modeling. Data from over 500 Japanese university students showed that the two constructs are closely related and influenced by the school attended. The findings suggest a meaningful connection between school belonging and motivation to learn English.

Speaker: Tetsuya Fukuda (Juntendo University)

364 The Motivation Profiles of First-Year University Students

This Q methodology study examines the English language learning motivation of 44 first-year university students. Analysis of a 41-card Q sort completed by the participants revealed three learner profiles: invested, intrigued, and detached. Invested learners agreed with statements related to the ideal self, intrigued learners to the language learning experience, and detached learners to the ought-to self. Ways in which these learner profiles could help align the pedagogical approach to learners’ motivation will be discussed.

Speaker: Steven Lim (Rikkyo University)

365 Interplay of MLA and PTD in L3 transfer source selection

This study explored the interaction of metalinguistic awareness (MLA) and psychotypological distance (PTD) in L3 transfer source selection by examining Uyghur-Mandarin bilinguals, stratified by L1 dominance, in learning the Spanish past-tense aspectual contrast. Results showed that low Uyghur MLA fostered Mandarin dominance in transfer, while MLA training improved Uyghur MLA, shifting transfer to Uyghur and affecting bilinguals' PTD judgments. The findings suggest that L3 transfer is primarily influenced by MLA, followed by the PTD judgment.

Speakers: Mr Yuhao Lu (East China Normal University), Chenjie Yuan (East China Normal University)

366 Adapting Causality Orientations Theory for English education

The School Causality Orientations Scale (SCOS), adapted from the General Causality Orientations Scale (Deci & Ryan, 1985), measures students' motivational orientations (i.e., autonomy, controlled, impersonal) in Japanese university contexts. Despite many studies on Self-Determination Theory and language education, Causality Orientations Theory, one of SDT’s mini-theories, has been largely ignored until today. As a first step to address this gap, the authors share the results of focus groups they conducted as part of the scale's validation.

Speaker: Ms Yuka Kono (Waseda University)

Room 514: Concurrent Sessions

367 Teach Listening as a Skill (not a test)

Undeveloped listening skills seriously hamper one’s ability to learn a foreign language. Research tells us that explicitly teaching the skills of listening helps students to improve their comprehension abilities, and yet listening is often left on its own to develop as some sort of felicitous by-product of input.This presentation will focus on ways to teach listening that help students develop the ability and confidence to listen and comprehend natural English outside the classroom.

Speaker: Alastair Graham-Marr (ABAX Ltd)

368 Making ESP work in the classroom and the real world

Sponsored by Nellie’s English Books
English for Specific Purposes (ESP) is about helping learners develop the language skills they need to succeed in their professional lives. But how do we bridge the gap between classroom teaching and real-world communication? We'll explore practical strategies for designing and delivering ESP instruction that feels relevant, engaging and useful. We’ll look at the importance of conducting a needs analysis, creating purposeful materials and building lessons around authentic, real-world tasks based on students' target environment.

Speaker: Aleksandra Popovski

369 Building up students' ability to speak out and discuss

Sponsored by Language Teaching Professionals
The presenter will introduce his new course, ‘ Discussion Skills’, and show how it is effective in building up students’ ability to speak out and discuss a wide range of topics. The two-level course is designed for high school, university and adults and has extensive free digital support. The course is a new edition of ‘Communication Strategies’, though it has been changed a lot.

Speaker: David Paul (Language Teaching Professionals)

View the complete 'Discussion Skills' books online

370 ELT Lab: Project-based language teaching

Projects are a sequence of connected tasks, done over an extended period of time such as a semester, and leading to a higher-order outcome than any of its component tasks. For example, "Make a podcast" can be a project, which might comprise tasks such as "Brainstorm topic ideas," "Research a topic," "Write a script," and "Record an episode." This workshop presents practical ideas on how to set up and assess projects in the ELT classroom.

Speaker: Marcos Benevides (J. F. Oberlin University)

Benevides (2025 JALT) PBLT Framework.pdf

371 Integrating Language Studies with Multicultural Perspectives

Sponsored by Nellie’s English Books
Introducing differing cultural viewpoints, or multicultural perspectives, of topics that interest students is a great way to stimulate students to study English. The presenter will share teaching materials and techniques that have worked well with thousands of students across Japan. Attendees will leave with ideas on integrating video, photographs, and written texts that cover popular content, for example, coming of age, ideas of beauty, animals as food, and more. 69 Words

Speaker: Greg Goodmacher (Nellies Books)

372 Unlock 3rd edition - even better EAP with Critical Thinking

Sponsored by Cambridge University Press & Assessment

Introducing the 3rd and latest edition of the highly popular English for Academic Purposes series, Unlock. The new 3rd edition will continue the Unlock tradition of helping learners acquire the critical thinking skills they need to succeed both academically and beyond, through engaging topics and well-structured, easy-to-teach lessons.

Speaker: Andrew Archer (Cambridge University Press & Assessment)

373 ELT Lab: Pragmatic competence - teaching and testing it

Sponsored by Atama-ii Books
This practical session introduces a corpus-informed approach to teaching and assessing pragmatic competence in Japanese EFL classrooms. Participants will explore classroom-friendly explanations of pragmatic strategies, authentic student data, and useful rubrics for assessment. The emphasis is on functional language use and politeness strategies, and on demonstrating how to raise learner awareness of power, distance, and imposition using discourse-completion tasks. Teachers will get the tools they need to start integrating pragmatics instruction into everyday teaching.

Speaker: Taylor Meizlish (Nagoya University of Foreign Studies)

374 Study Away Opportunities for Japanese University Students

Sponsored by the Japan Center for Michigan Universities
The Japan Center for Michigan Universities (JCMU) offers study away programs (kokunai ryugaku) in Hikone, Shiga Prefecture for students at Japanese universities. Program participants take part in content-integrated intensive English classes and live together with American university students in JCMU’s on-campus dormitory. Come to this presentation if you are an administrator or instructor of students who might be interested in such a program and would like to learn more about opportunities for them.

Speakers: Samuel Sorenson (Japan Center for Michigan Universities), Shannon Lemons (Japan Center for Michigan Universities)

2025 Study Away Opportunities for Japanese University Students.pptx

2026 春季 JCMU 国内留学開催要項.pdf

JCMU 2026春季 国内留学 推 薦 状.pdf

JCMU 2026春季 国内留学申込書.pdf

Pamphlet.pdf

Spring 2026 Session A - Kokunai Syllabus and Time Schedule.pdf

Spring 2026 Session B - Kokunai Syllabus and Time Schedule.pdf

Room 514: Featured Speakers

375 Revisiting the case method in language teacher education: Student teachers’ experiences

This presentation makes a strong case for revitalizing the casebook method in teacher education. I report on findings of an exploratory action research study that aimed to investigate the experiences of students’ engaging with the case method in two graduate courses. Descriptive statistics and thematic analysis reveal a high level of engagement with the cases and meaningful learning about teaching, interculturality, and teacher wellbeing.

Speaker: Gary Barkhuizen (University of Auckland)

Room 109: Mind and Body

Mind and Body Room

Convener: Dr Masatoshi Shoji (Shokei Gakuin University)

376 Tītītorea: Enhancing Learning Through Traditional Māori Games

Discover how Tītītorea, a traditional Māori stick game, can enrich educational settings by promoting physical literacy, cultural understanding, and teamwork. In this 40-minute workshop, educators will gain a brief overview of the game’s cultural origins, followed by hands-on experience in crafting sticks, learning rhythmic patterns, and applying adaptable gameplay suited for diverse age groups and abilities.
Ideal for classroom integration, physical education, and cross-curricular learning, Tītītorea offers a fun, inclusive way to build coordination, cooperation, and cultural awareness.

Speaker: Mr Jerry Parangi (Sendai University)

How to make Ti rakau_compressed.mp4

Materials needed to make Ti rakau.mp4

377 A Short Taiji chuan Workout

After a short explanation of Taiji chuan/太極拳, and an introduction of our local group, you are invited to join the warmup exercises and then the basic 24 Form.

Speaker: Martin Pauly (University of Tsukuba)

378 Power Poses with a Self Defense Twist

Amy Cuddy’s Power Poses are simple exercises that show how holding your body can make a difference in how you feel and positively affect your mood and confidence.

These exercises act as Brain Breaks to recirculate the oxygenated blood to your brain, reset the mind, and improve learner focus.

In addition, with a slight tweak, these Power Poses can be used for simple and effective self defense.

This session is dedicated to the memory of Marc Helgesen, the inspiration behind the Mind and Body Space Happy Room.

Speakers: Daniel Dean, Dominic Jones (Sendai Seiyo Gakuin College)

Amy Cuddy TED Your body language may shape who you are

power_poses_groupwork.pdf

379 End-of-Life Education Workshop

Write a 5-minute love letter to someone you love as if this is the last love letter.

Speaker: Dr Masatoshi Shoji (Shokei Gakuin University)

380 Lymph Drainage

Lymphatic massage can reduce swelling and improve circulation throughout the lymphatic system. Lymphatic massage usually forms part of a treatment program called decongestive lymphatic therapy (DLT).

Speaker: Dr Masatoshi Shoji (Shokei Gakuin University)

Room 416: Poster Presentations

381 A Study of Intensifiers Used by Japanese English Language Learners

Words can mean many different things depending on the sentence that they appear in, and this can be a problem for Japanese learners of English who often have trouble telling the different meanings apart, especially when the words are intensifiers. This study examines the use and variety of intensifiers that have been acquired by Japanese English language learners and finds out what intensifiers participants use in 10 different everyday scenarios and situations.

Speaker: Timothy Wilson (Hiroshima Jogakuin University)

382 Auto-Peer in Japan: Ethical AI Feedback for EFL Writing

This poster presents an ongoing government-funded research project adapting Auto-Peer, an automated writing evaluation tool, for Japanese EFL classrooms. It highlights current progress, showing how student writing data is guiding Auto-Peer’s development as a pedagogical tool for building feedback and AI literacy. Attendees will explore how Auto-Peer can enhance writing instruction, assessment, and student engagement with generative AI tools ethically and effectively while discussing the opportunities and challenges of AI integration in EFL classrooms.

Speaker: Jerry Talandis Jr. (University of Toyama)

383 Building a Culture of Care: Teacher Wellbeing Committee

This poster presentation explores the development of a Teacher Wellbeing Committee at a Japanese university, highlighting its role in fostering a supportive work environment. The committee offers stress-relief and reflection-based activities, such as yoga, mindfulness, kickboxing, workshops, and a reading club. Presenters will share insights from the committee’s first year, discussing successes, challenges, and practical recommendations, including its benefits for workplace wellbeing and strategies for implementation.

Speakers: Malgorzata Polczynska-Shibata (Kanda University of International Studies), Philip Cardiff (Kanda University of International Studies), Prateek Sharma (President: ICLE SIG)

384 Characteristics of tourist comments in English and Japanese

This study illustrates the characteristics of travel comments including the use of two metadiscourse markers, hedges and boosters, in English and Japanese. 180 comments on two top Japanese sightseeing places were taken from the TripAdvisor website and analysed among three groups of tourists from the U.S., the U.K., and Japan. The results showed particular characteristics, which can help Japanese learners of English provide information and give advice when they post travel comments in English.

Speaker: Kayo Fujimura-Wilson (Yamaguchi University)

385 Developing University Students’ Vocabulary with GoldList and NAWL

As vocabulary acquisition is essential for all language learners, incorporating activities that assist students’ development in this area is a priority for all teachers. Thus, this poster presentation will discuss how the New Academic Word List (NAWL) was used to assist students in a first year, academic reading class at a Japanese University. Use of the GoldList Notebook, featuring spaced repetition practice will be described, and data and reflections on this project will be discussed.

Speaker: Mr Robert Moreau (Meiji University)

386 Empowering First-Year Japanese University Students via ChatGPT: Enhancing ESL Writing and Ethical Awareness

This research examines how integrating ChatGPT affects ESL students’ writing quality, self efficacy, and academic integrity awareness over two semesters. Significant improvements were found in content development and writing mechanics among ChatGPT users, along with increased ethical awareness. This presentation provides practical suggestions and insights on integrating AI tools and ethically in ESL instruction, based on classroom experiences and research findings.

Speakers: Omar Massoud (Meiji Gakuin University), Mr Robert Cvitkovic (Teikyo University), Yoko Kita (Kyoto Notre Dame University)

387 Enhancing Pragmatic Competence through Visual Storytelling

This study explores how visual storytelling materials used in Japanese high school help contextualize language use. The findings highlight their potential values for teaching appropriate language use in context, particularly politeness, formality, and indirectness. By creating visual stories, students can engage with pragmatic aspects of language use more effectively. The study concludes by emphasizing the value of visual storytelling for classroom instruction and the teacher’s role in adapting materials to support appropriate language use.

Speaker: Chie Kawashima (Oyama Johnan High School)

388 Exit Tickets for Assessment, Feedback, and Self-Reflection

Exit ticket surveys can be an effective tool for teachers to assess what students have learned in a lesson, collect feedback on their own methods and materials, and to give students a chance to reflect on their experience in the classroom. This poster will present the benefits of exit ticket surveys used in a 1st year university medical English course, with examples of survey questions, student responses, and changes made based on feedback.

Speaker: Martin Sedaghat (Sanjo City University)

389 Interdisciplinary Research on English and Early Childhood

This study investigated the impact of an interdisciplinary research project that integrated English lessons and infant massage for children and parents hosted by a university. Using a positivist case study approach, data from reflection notes and questionnaires revealed that university students gained deeper insights into English and early childhood education, while parents responded positively. The findings highlight the benefits of cross-disciplinary collaboration in enhancing learning experiences, emphasizing the need for further interdisciplinary initiatives in education.

Speaker: Dr Tomoko Hashimoto (Tokyo Future University)

390 Perspectives on Professional Growth with JALT Publications

Do you want to diversify your professional contributions through the volunteer opportunities that JALT Publications offer? Join our team! Editors from The Language Teacher and the JALT Postconference Publication will discuss the valuable professional development opportunities we provide our diverse volunteers, where they gain insights into the publication process, broaden their skill repertoires, expand their professional networks, and improve their own writing for publication. Visit to learn about JALT publications staff roles and responsibilities.

Speakers: Bethany Lacy (Juntendo University), Greg Dalziel (The University of Tokyo), Jeremie Bouchard (Hokkai-Gakuen University)

Volunteer JALT Pubs.png

391 Productivity for Language Teachers: Seven Simple Tools

This poster presentation collates practical guidance for language teachers seeking to boost their productivity. Drawing from the deep well of productivity literature combined with the presenter's own struggles with productivity, this presentation introduces seven simple but powerful productivity tools. Come and explore these freely-available, low-tech solutions to help you mitigate distractions, maximise productivity, and unlock your full potential as a language educator.

Speaker: Leigh McDowell (Nara Institute of Science and Technology)

392 Rethinking Global Jinzai: Does English Proficiency Predict Intercultural Growth in Study Abroad?

English proficiency and study abroad are promoted as drivers of "global jinzai" development in Japan. This study examines whether English proficiency predicts intercultural effectiveness gains during study abroad. Japanese university students who studied in Australia and Vietnam were compared to a control group. Results from correlations and regression analyses were mixed, showing that lower-proficiency students sometimes gained more interculturally, while higher-proficiency students often showed declines. Future research should incorporate both larger samples and qualitative insights.

Speakers: Aaron Sponseller (Osaka Jogakuin University), Michael Essex (Shikoku Gakuin University), Reginald Gentry

393 The Effects of TBLT on Student Motivation: A Self-Determination Theory Approach

This study set out to investigate TBLT influences the motivation of non-English major Japanese university students within the framework of SDT. RQ1 showed results that TBLT lessons satisfied autonomy, competence, and relatedness, resulting in higher participation. RQ2 showed decreased amotivation but limited intrinsic/identified motivation. RQ3 highlighted importance of learner-centered approach. Taken together, the research confirms TBLT as effective for overcoming motivational obstacles. The research aims to connect theory and practice, guiding teachers toward purposeful English learning.

Speakers: Adam Radmall (Kyoto Sangyo University), Erika Tavesa (Kyoto Sangyo University)

394 Understanding the Effect of Working Memory on Vocabulary Learning

This poster presentation will report on a multi-site experiment that tested the effect of WMC on foreign language vocabulary learning. The target items were embedded within a highly supportive learning context which included input and output activities. Immediate and delayed post-test showed that even under such conditions, WMC was positively associated with vocabulary learning outcomes.

Speaker: Michael Kelland (Tokai University)

395 Building A Culture of Self-Evaluation In Speaking Class For Pre-Service Teachers

This poster describes issues related to building a culture of self-evaluation (Shephard, 2019) in a speaking class for pre-service trainee teachers at a university in Japan. Students' reflective writing revealed their negative experiences of testing and lack of awareness of assessment for learning (William, 2011). Student-led discussions and portfolio assessment were implemented in an attempt to stimulate critical thinking about learning and assessment as a process embedded in social context.

Speaker: Ellen Head (Miyazaki International university)

Building a Culture of Self-Evaluation in a Class for Pre-Service Teachers of English

draft JALT poster v 3 2025.pdf.jpg

396 Building Intercultural Competence During Short Study Abroad: A LENS3 Pilot Study

This study explores how a short-term internship in the Philippines (N=11) supports Japanese students’ cultural intelligence (CQ). Using surveys, observations, and written reflections, we explore how guided reflection and intentional host engagement, scaffolded through the LENS³ framework, might foster deeper intercultural competence.

Speakers: Brandon Kramer (Kwansei Gakuin University), Aaron Sponseller (Osaka Jogakuin University)

397 Digital Learning: An SDG Textbook Project

This poster presentation focuses on the development of a free, digital ESL textbook in which the primary considerations are accessibility, flexibility, and interactivity. Aligned with CEFR and integrating SDG topics, it aims to enhance language skills while promoting global awareness. We will guide attendees step-by-step from origin to implementation. Key challenges to be discussed include the creation of original content and technological barriers.

Speakers: Mr Steven Silsbee (Josai International University), Mr Kevin Clark (Josai International University)

398 DIY approach for an AI-based toolchain to provide feedback on a 4/3/2 fluency activity

This poster presents a DIY toolchain that integrates local AI for automating feedback on the 4/3/2 spoken fluency exercise. The system rapidly transcribes student speeches, providing metrics such as word count, speech rate, and improvement tips. Results indicate an increase in speech rate after using the improvement tips and a positive reception to frequent AI use, suggesting these tools can be used to enhance spoken fluency and boost student motivation.

Speaker: James Ellinger (Nippon Medical School)

JALT 2025 Poster - Ellinger.pdf

399 Empowering Students Through SDGs and Human Rights Education

In response to the growing use of SDG-related materials in EFL and CLIL classrooms, this poster presentation introduces open-access lesson materials for Japanese university students. Unlike existing resources that typically focus on countries in the Global South, these materials present the SDGs as both global and local issues, incorporating human rights concerns. Drawing on research that shows the effectiveness of culturally relevant content, the materials were developed with insights from interviews with social activists in Japan.

Speakers: Kathryn Tanaka (University of Hyogo), Robert Sheridan (Kindai University)

400 Guiding Japanese University EFL Students to Use ChatGPT

This poster presentation describes an exploratory study in which the presenters guided EFL students in a Japanese university to use ChatGPT-5 (free tier). The presenters developed classroom interventions in which students used ChatGPT-5 to enhance their study skills when writing and researching in English. Attention was also paid to students’ development of time management skills. The presenters’ successes, challenges, and new areas for further investigation are explained.

Speakers: Miriam Black (Toyo Eiwa University), Paul Underwood (Toyo Eiwa University)

25.10.30 JALT Poster Presentation.pdf

401 Inclusive Classroom Practices for JHS and HS EFL Teachers

Discover a 5-step process to make junior and senior high school EFL classrooms more inclusive and accessible. Through the inclusive classroom approach, teachers learn to reframe mindsets in viewing different barriers to learning and use this to inform lesson design with the students’ perspective in mind. Attendees to this poster presentation will gain adaptable approaches that support diverse learners and help students improve participation in their classes.

Speaker: Michael Yap (Meiho Junior and Senior High School/ ALL SIG)

402 Introducing Generative AI to Students: Utilizing AI to Create Picture Book Images

This poster presentation showcases the results of a study in which Japanese university students utilized Microsoft’s Copilot AI image generator to assist them in creating an original picture book story. It examines the task guidelines, scaffolding strategies, and student training for navigating AI limitations. Additionally, it analyzes student feedback, exploring their perceptions of AI as a creative tool and its role in language learning and digital literacy.

Speaker: Andy Gill (Kanda University of International Studies)

403 Learner & teacher perspectives on PBL assessment practices

This presentation explores the development of different assessment tools for project-based learning (PBL) into global-local issues. What do students include in their assessments? What do they miss? Why? As the teacher, what do I focus on, miss, or downplay in my assessments? Why? By highlighting overlaps, gaps, and disjunctures in our mutual positions, this session aims to foster discussion of assessment practices that promote self-directed learning and learner autonomy in PBL.

Speaker: Andy Barfield

404 Self-Publishing Your Textbook

This poster explores self-publishing as a practical alternative to commercial textbooks in the Japanese EFL context. It highlights the benefits of flexibility, cost control, and teacher autonomy, while also addressing common challenges such as design, time investment, and publishing logistics. Drawing on my experience creating a project-based textbook for freshman English Communication classes, I discuss strategies, outcomes, and lessons learned, with a focus on student motivation and practical implementation.

Speaker: Roy Kemm (Meio University)

405 Students’ Critical Analysis of Translation Software English

Students need guidance towards utilizing translation software in effective, ethical, and educational ways. A task was designed which would require students to critically evaluate the product of translation software. They were to have three different translation tools produce an English version of a short Japanese passage, and then to indicate which of the three translations of each sentence they thought was the best. Results and students’ reflections on the assignment will be presented.

Speaker: Steve Paton

406 Teacher responses to feedback: an analytic autoethnography

This study explores how student feedback influences an EFL lecturer’s emotions and self-efficacy in an ESP context. Using analytic autoethnography, the researcher-teacher, with limited subject knowledge of the ESP course reflects on self-narratives, student feedback and key classroom experiences. Findings reveal positive responses to student feedback and improved self-efficacy. The study also contributes to the importance of teacher’s reflexivity and the role of student feedback in professional development for ESP instructors.

Speaker: Ngoc Vu (Foreign Trade University)

407 ‘Run, Hide, Fight’: A Corpus-Driven Analysis of Negotiating Living in a Gun Culture

This study examines American gun culture's linguistic and pragmatic dimensions through a corpus-based analysis of the Run, Hide, Fight protocol. (FBI, 2025). By identifying key vocabulary and expressions commonly associated with firearms, this research highlights the language used to navigate and discuss gun-related issues in the United States. Applying pragmatic approaches, the analysis explores how these linguistic elements shape discourse and influence communication (Ishihara & Cohen, 2010).

Speaker: B.Bricklin Zeff (Hokkai-Gakuen University)

Sunday 2 November

Registration: Registrations

Large Hall: Plenary C and Panel Discussion 2

408 多文化共生の学校づくり

横浜市立南吉田小学校は、2025年4月現在、全校児童577人の半数以上（58.5%）が外国籍または外国につながる児童（以下外国籍等児童）で、つながる国や地域は20におよぶグローバル化のすすんだ学校である。学校では、増え続ける外国籍等児童の日本語教育と多文化共生教育に力を入れ、学校教育目標の一つに「多様性を尊重できる子ども」を掲げ「誰一人取り残さない」をモットーに様々な取組を行っている。(JALT Junior Plenary Session)

Speaker: Masato Kaneko (横浜市立南吉田小学校)

409 Language Revitalization: Ainu, Southern Ryukyuans, Māori, Welsh

Co-sponsored by the Hokkaido Chapter and Bilingualism SIG
This panel emphasizes languages classified as heritage, minority or ethnic endangered languages. The panelists will outline the emergence and emerging efforts on revitalization, related to Welsh as a success story, then on Southern Ryukyuan's especially on Miyakoan, Yaeyaman and Dunan languages as a live multilingually challenge and as well on the mutual support of Māori, and

• List item

Ainu.

Speakers: Kathryn JOnes (IAITH: Welsh Centre for Language Planning), Matthew Cotter (Hokusei Gakuen University), Dr Sachiyo Fujita-Round (Daito Bunka University, Foreign Language Faculty)

2025Nov02_JALT_PANEL_Sachiyo.pdf

Large Hall: Forums and Meetings

410 Learning Agency vs. Agentic AI: Preparing JALT for the Next

As agentic AI and immersive XR technologies converge, professional learning communities face a critical choice: become platforms that direct technology, or platforms directed by it. This session examines how communities of practice can navigate the "automation abyss", which is the widening gap between human agency and technological dependency. I discuss ways to leverage AI and XR to enhance collective knowledge building, collaborative problem-solving, and shared leadership. The session bridges research on student AI dependency patterns with practical approaches for professional educators to model agentic technology use, maintain community coherence across hybrid spaces, and cultivate the capacity for serendipitous learning that purely automated systems cannot replicate. Participants will leave with concrete design principles for AI-XR enhanced communities that amplify rather than replace human connection, critique, and creativity.

Speaker: Eric Hawkinson (Kyoto University of Foreign Studies)

411 Focus on form in task-based performance

‘Focus-on-form’ involves the treatment of linguistic form in the context of performing communicative tasks. I consider the rationale for this approach to teaching form and then describe some of the main methodological options for attending to form in communication under two main headings: ‘reactive focus-on-form’ and ‘pre-emptive focus-on-form’. The advantages and disadvantages of the various options are also discussed. Finally, general questions relating to the practice of focus-on-form are identified for further discussion and research.

Speaker: Rod Ellis (Curtin University)

412 The Language Teacher (TLT) Staff Meeting

This is the JALT2025 TLT annual staff meeting. All current editors, copyeditors, proofreaders, and reviewers are encouraged to join, but anyone is welcome, especially those interested in volunteering to become a part of our team!

Speaker: Greg Dalziel (The University of Tokyo)

Room 301: Christian Gathering

Convener: Jim Ronald (Hiroshima Shudo University)

413 Sunday Morning Christian Fellowship

All Christian members of JALT, or not members yet, or not Christians yet, are warmly invited to attend our Sunday morning gathering. We’ll pray, sing, have a short devotional message, and encourage one another in our work as English educators.

Speaker: Jim Ronald (Hiroshima Shudo University)

Room 304 EME: Educational Materials Exhibition

Room 409 EME: Educational Materials Exhibition

Room 414 EME: Educational Materials Exhibition

Room 415 EME: Educational Materials Exhibition

Room 503 EME: Educational Materials Exhibition

Room 510 EME: Educational Materials Exhibition

Room 312: Childcare: Childcare

Convener: Thomas Amundrud (Nara University of Education)

Room 416: Meet the SIGs

SIGs

Convener: JENNIE ROLOFF ROTHMAN (Kanda University of International Studies)

414 Meet the SIGs 3

Meet officers and members of the various Special Interest Groups (SIGs) in JALT. This is your chance to connect, ask questions, and, hopefully, consider becoming more active in the JALT community.

During Meet the SIGs 3, the following SIGs will have officers and members at their tables:

9:05 AM - 10:05 AM
College and University Educators (CUE)
Materials Writers (MW)
Other Language Educators (OLE)
Teacher Development (TD)
Teachers Helping Teachers (THT)

10:05 AM - 11:05 AM
Bilingualism (BLING)
Business Communication (BIZCOM)
CEFR and Language Portfolio (CEFR & LP)
College and University Educators (CUE)
Gender Awareness in Language Education (GALE)
Global Issues in Language Education (GILE)
Literature in Language Teaching (LiLT)
Mind, Brain, and Education (BRAIN)
Other Language Educators (OLE)
Pragmatics (PRAG)
Teacher Development (TD)
Teachers Helping Teachers (THT)

Speaker: JENNIE ROLOFF ROTHMAN (Kanda University of International Studies/ JALT SIG Rep. Liaison)

415 Learner Development (LD) SIG - The Evolving Learner.

By creating a connection between academic curiosity and interpersonal compassion, students can develop an inquisitive mindset that seeks reasons for why things are the way they are. The presenter will describe how discussion-based learning in the classroom allows students and teachers to describe their views of topics both academically and personally. The presenter will also share how applying this knowledge to decision making can help students to expand their perspective of leadership.

Speakers: Prof. Anita Aden (Mukogawa Women's University), Ann Flanagan (Ritsumeikan Junior and Senior High School), Arisa Minami, Devon Arthurson (Hakuoh University), Henry Foster (Bukkyo University), James Underwood, Ken Ikeda (Otsuma Women's University), Koyo Ogawa, Satomi Yoshimuta (Kwassui Women's University)

Room 511: Job Information Center

Room 511: Meet the Plenaries

416 Meet the Plenary: Naoko Taguchi

Speaker: Naoko Taguchi (Northern Arizona University)

Room 301: Language Skills

417 Audio Journals as a Lens on Argumentative Voice

This session explores how audio journals support CEFR B2- learners in developing personal and rhetorical voices in academic debate (Matsuda, 2015). Through a structured sequence of mock trials, debates, and reflective audio journals, students can deepen connections between spoken and written argumentation. We will discuss task design, sequencing, and assessment challenges while demonstrating how these diaries enhance student reflection, integrate sub-skills, and provide teachers with useful insights into knowledge assimilation and interlanguage development.

Speakers: Mr Michael Phillips (J. F. Oberlin University), Paul Sevigny (Ritsumeikan Asia Pacific University)

418 Teacher Perspectives on Assessing Critical Thinking in Japanese University EFL Classrooms

This presentation explores Japanese university EFL teachers' perspectives on assessing critical thinking (CT) skills. Using a mixed-methods approach, the study analyzes survey data to uncover insights into assessment design, teacher confidence, and challenges. Findings highlight the need for clearer guidelines, professional training, and collaboration to enhance CT assessment. Practical recommendations will be provided to help educators implement effective CT evaluation strategies, aligning with MEXT’s educational goals and improving student learning outcomes in EFL classrooms.

Speakers: Mrs Adriana Estevez (Waseda University), Dr Leveth Jackson (Chiba University)

419 Smartphone vs Handwriting: The Impact on Writing Fluency

This presentation explores the impact of writing method—handwritten versus smartphone-based—on the timed writing performance of Japanese university EFL students. The findings show that while total productivity remains consistent, writing methodologies significantly influence variability, consistency, and grammatical complexity. The session will offer ideas for integrating different writing approaches to enhance writing fluency and skills in English language classrooms.

Speakers: Dr Edo Forsythe (Hirosaki Gakuin University), Steven MacWhinnie (Hirosaki Gakuin University)

FInal-Smartphone vs Handwriting--The Impact on Writing Fluency - MacWhinnie & Forsythe Final for Upload.pptx

420 Teaching TV News for Extensive Listening: A Genre Approach

This workshop will explore how TV news can be used as an effective resource for extensive listening. I will demonstrate a genre-based approach to help learners, even at A2 level, engage with authentic news content. The session will focus on top-down preparatory techniques related to content and conventions, metacognitive activities to develop long-term bottom-up skills, compensatory strategies in the short-term, and socio-affective approaches essential for discussing news and addressing broader issues and solutions.

Speaker: John Shaw (Westgate)

Teaching TV News for Extensive Listening A Genre Approach.pptx

TV News Genre Approach Materials.docx

Room 302: Psychology and Language Learning

421 Multiple language motivation in formal education and beyond

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.

Speaker: Chika Takahashi

Takahashi References JALT 2025.pdf

422 Duoethnography of Japanese EFL Teachers' Career Sustainability

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 overcoming challenges, fostering self-understanding, growth, and sustainable engagement in their teaching careers.

Speaker: Saki Suemori

423 Bringing Poster Presentations to the Classroom: Teaching with Canva

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 resources can allow students to flourish in a different style of presenting.

Speaker: Phil Nguyen

424 Error Recollection Boosts Phrasal Verb Retention in Japanese EFL Learners

Phrasal verbs (PVs) – "take off" or "put on" – 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 common, easy-to-understand PVs. Simple changes can make learning phrasal verbs easier and more effective.

Speakers: Brian Strong (Carleton University), Paul Leeming (Kindai University)

425 Multilingual speaking fluctuations during European study abroad

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 English linguistically while studying abroad but contributed to emotional distress, challenging their ability to maintain two languages after their sojourns.

Speakers: Simon Humphries (Kansai University), Prof. Tomoko Yashima (Kansai University)

JALT 2025 Handout PDF.pdf

426 The Efficacy of Positive Interventions in a Japanese Context

Teachers instinctively care about their students’ 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 Seligman’s (2009) PERMA+ model.

Speaker: Yoshi Joanna Grote (Kyoto Sangyo University)

427 Student Perceptions of Global Engagement: How, Why, and Why Not

Against the backdrop of declining student numbers and a desire to boost international competitiveness, Japanese higher education has increasingly focused on educating ‘global human resources’, 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 government and business for future workers. This contrasts with concepts such as global citizenship, which suggest identification with a global community.

A survey on student perceptions of identity and cross-cultural communication was administered to 48 students. One section focused on the concept of global human resources, using questions from Kudo & Unser-Schutz (2020). Subsequently, seven semi-structured interviews were conducted with volunteer students. These focused on motivation and barriers to global engagement, and student perceptions of “global human resources” and their own identity as a “global person”.

The presentation will consider the extent to which student self-image and future goals accord with the privileged definition of ‘global human resources’ and explore what students consider to be motivating factors, constraints, and affordances relating to international engagement. It will conclude by suggesting key considerations for Japanese higher education institutions seeking to promote international engagement among their student body.

Questionnaire data suggested that while a majority saw being active internationally as important, a smaller percentage saw it as realistic. In interviews, the most frequently cited motivation was desire to communicate widely with people from other cultures, with fewer students mentioning international work as a goal. English ability was frequently cited as both a constraint and an enabling factor. While four of seven students interviewed stated that engaging internationally was realistic for them, others felt that they could not be confident without concrete plans, suggesting the importance of making visible potential future paths to international engagement.

Speaker: Caroline Hutchinson (Nihon University College of Economics)

428 Japanese University Students' EFL Motivation Over Four Years

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 contextual factors contributed to these differences. The pedagogical implications will be discussed.

Speaker: Chiho Kobayashi (Tenri University)

Room 303: Artificial Intelligence

429 The Effect of AI-assisted Shadowing on Pronunciation for EFL Students

This study investigates the effectiveness of AI-assisted shadowing in improving English pronunciation over one year. The participants were from two intact EFL classes. Class A recorded 40 audio clips and received teacher feedback, while Class B used an online application to complete the same exercises. The application provided feedback and a score for their recordings. Pre-test and post-test shadowing recordings were compared. Results and pedagogical implications for classroom AI use and assessment are discussed.

Speaker: Ferg Hann (Tokai University)

430 Using AI to Support the Teaching and Learning of Multiword Sequences

Multiword Sequences (MWSs)—combinations of words that frequently appear together in speech or writing—are an important part of language proficiency. Having a creative, collaborative, and communicative means to support the teaching and learning of MWSs is essential. One such tool is Artificial Intelligence (AI). In this workshop, I will demonstrate how I have used Google Gemini and ChatGPT at my university, both in and out of the classroom, to support students’ acquisition of MWSs.

Participants will learn about the importance of exposing their students to Multiword Sequences (MWSs) as an essential part of second language vocabulary acquisition. They will also be provided with some possible uses for Artificial Intelligence (AI), specifically Google Gemini and ChatGPT, in lessons and assignments to support the learning of MWSs. Participants will increase their awareness of the positive and negative points of using AI in language education. This knowledge will assist them with using AI tools to effectively teach MWSs so that their students can obtain a better command of MWSs and improve their language proficiency and oral fluency.

Speaker: Mr Christopher HOLLIS (Tottori University (Tottori JALT))

Presentation-UsingAIToSupportTheTeachingAndLearningOfMWSs-JALT2025Conference-HOLLIS-PDF.pdf

431 The gap between AI assessment recognition of teachers and students

This presentation provides survey results on the 990 university students’ perception of teachers’ use of AI in instruction and assessment. The findings indicate that the teachers’ AI use in material and test creation should be informed in class, and students need more human assessment by teachers in addition to the AI assessment. These suggest the need to design instruction and assessment with more consideration of students’ lived perceptions in the age of AI.

Speaker: Yaoko Matsuoka

432 The AI Advantage: Innovative Approaches to PBL

Project-Based Learning (PBL) thrives on engaging, real-world projects. However, educators often lack access to subject-matter experts and struggle with time-intensive preparation. This workshop shows how AI tools like ChatGPT can aid in project design, content creation, and stimulating expert feedback. Attendees will see examples of AI-generated project outlines, task prompts, and assessment tools. Participants will gain practical strategies for using AI to streamline PBL and enhance student learning.

Speaker: Nate Olson

433 Cynics’ Experiment on Chat GPT-Assisted Writing Skills

The promise of AI-assist writing tools like ChatGPT is enticing, but do they truly enhance writing skills? This study critically examines the impact of ChatGPT-assisted editing on university students’ writing. Measuring length, relevance, linguistic diversity, and accuracy, the research contrasts AI-assisted editing with traditional self-editing. Findings challenge optimistic claims about AI’s pedagogical benefits, highlighting skill development vs final product. This presentation will appeal to educators skeptical of AI usage in academic writing.

Speakers: James Thomas (University of Shimane), Melissa Huntley (University of Shimane)

Room 303: Sociolinguistics

434 Cancelled: "Bridging Cultures, Building Writers: Fostering Inclusivity in the ESL Classroom"

This research-oriented presentation explores innovative strategies for inclusive ESL writing instruction. Drawing on expertise in linguistics, bilingual education, and vocational development, the speaker shares practical approaches to address cultural biases, adapt teaching methods, and utilize digital tools. Attendees will gain ready-to-use lesson plans, professional development recommendations, and insights to leverage cultural factors to improve students' writing skills in the Japanese context.

435 The Current State of Naming Conventions for Japanese Names in English

This presentation illustrates the current state of naming conventions used in Japan and internationally for Japanese names written in English. Politics and culture are clashing with language norms affecting content to be taught and to be learned in the classroom. The presentation will quantify the number of major government agencies, companies, universities, and research journals in Japan adhering to the 2020 naming conventions and also naming conventions used by Japanese and international online news sources.

Speaker: Jon Harrison (Nihon University, CST)

436 (Mis)interpreting “Sorry?” and “What?” during L2 Repair

Adopting conversation analysis, this presentation examines potentially ambiguous methods of signaling breakdowns in communication. These include practices such as "What?" and "Sorry?", along with embodied conduct like leaning toward a speaker. Analysis of video-recorded L2 interactions will demonstrate how participants collaboratively identify the cause of interactional trouble and work to resolve it. Based on these findings, practical strategies for enhancing L2 interactional competence will be proposed.

Speakers: David Shimamoto (National Institute of Technology, Niihama College), Ms Tilabi Yibifu (National Institute of Technology, Akita College)

Room 305: Motivation

437 Enhancing Learning in Mixed-Ability English Classes

This study explores effective pedagogical strategies for engaging mixed-ability English learners in Japanese universities. Collaborative tasks and peer learning proved most effective, while differentiated instruction, tiered assignments, and culturally relevant materials enhanced engagement. Structured group work supported weaker students, and multimodal approaches improved comprehension and confidence. Findings highlight the need for flexible, inclusive strategies to optimize learning in diverse classrooms.

Speaker: Hesborn Ondiba (Tokyo University of Science)

438 Narratives of EMI Students: The Powerful Influence of Peers

This three-year longitudinal study aimed to investigate student experiences in their EMI undergraduate courses and consider the implications for the teaching of EAP. Using narrative analysis and analysis of narratives to make sense of the data, this presentation focuses on one of the main themes which emerged: the impact that the participants’ perceptions of their classmates had on their emotions, their sense of self, and their ability to participate effectively in their EMI courses.

Speaker: Peter Brereton (International Christian University)

BRERETON JALT2025.pptx

439 Engaged or Resistant? Discover Your Learners’ Motivation

This workshop introduces a research project exploring the dynamic nature of foreign language motivation, focusing on engagement (approach motivation), resistance (avoidance motivation), and mixed states—an interplay between engagement and resistance. Participants will learn about the Linguaculture Motivation Profiler, a psychometric tool developed by the team, and gain insights from findings on Japanese university students' motivation to learn English. The workshop also invites participants to join an international study comparing motivational dynamics across multiple countries.

Speakers: Gabriela Schmidt (JALT CEFR LP SIG President), Joseph Shaules (Keio University), Robinson Fritz (Kyushu University), Sumiko Miyafusa (Toyo Gakuen University)

440 Motivating Japanese Learners through Presentation Tasks

Oral presentation skills are essential to successful contemporary education in Japan. This workshop will review theories of motivation and engagement in language learning, along with our research model of learners’ attitudes toward presentations. We will then demonstrate how to enhance Japanese learners’ motivation and engagement through presentation practice. Additionally, we will present effective presentation material to learners to improve their presentation skills and English-speaking abilities.

Speakers: Hiroyo Nakagawa (Osaka Jogakuin University and College), Dr Tatsuya Taguchi (Aichi University of Education), Dr Yuko Matsumura (Kindai University)

441 How language ideologies impact language learning

This presentation investigates how foreign English teachers learn Japanese in Japan. Combining 3 data sets, two qualitative and one quantitative, this study examines what influences foreign English teachers' Japanese learning and whether Dörnyei's L2 Motivational Self System can account for their motivations. This study found that language ideologies significantly influence how foreign English teachers learn and use Japanese.

Speaker: Owen Minns (Chiba University)

Room 306: Concurrent Sessions

442 Membership Chairs Meeting

This is the annual in-person meeting for all JALT Membership Chairs and Co-chairs. JALT members or prospective members who are interested in Volunteering in a Chapter &/or Special Interest Group (SIG) are also welcome to attend this meeting to learn more about the Membership Chair role.
Please feel free to add to our running agenda that I have started in our Basecamp group.

Speaker: Julia Kimura (Mukogawa Women's University)

443 Developing English and Global Skills With Essential Questions

Sponsored by Oxford University Press
Along with developing English language skills, fostering a wide range of global skills prepares students for an increasingly complex world. To bring together these skills, an inquiry-based approach provides a powerful framework for teaching and learning. This presentation examines this framework, with attention to how essential questions prime students for deeper engagement with the topics at hand. The process is illustrated with examples from the new Q: Skills for Success 4e (Oxford University Press).

Speaker: Scott Roy Douglas (University of British Columbia)

444 Eigo.AI: Assisting and Enhancing Human Language Learning

AI is here to assist and enhance human-centric language teaching and learning, not replace or negate it. Established theories remain relevant in guiding practice: learners need comprehensible input, meaningful output and interaction, fluency practice, and feedback. Eigo.AI helps students reach the recommended 2,500+ hours of intentional study with a comprehensive library of AI-generated, human-proofread lessons and activities, allowing them to develop all four skills while providing teachers with essential insights into student progress.

Speaker: Paul Raine (Ritsumeikan University)

445 Unlocking IELTS: A Guide for Educators new to IELTS

This workshop is tailored for English teachers new to IELTS. Attendees will learn about the fundamentals of the IELTS test format, scoring, and how it measures English proficiency. The session will provide practical strategies to help teachers guide their students effectively through each test component. Participants will explore a range of official and free resources to enhance their teaching methods and understand IELTS assessment scales to improve both teacher performance and student success.

Speaker: Ms Tomoko Ichikawa (IELTS (IDP Education))

446 Showcasing World Englishes and Career Choices through Video

Sponsored by National Geographic Learning
The presenter will introduce the follow-up textbook to the highly successful Working in Japan. The new textbook features video interviews with 14 people from around the world who have built successful careers in Japan. Students can become more familiar with World Englishes, learn about cultural differences in the workplace, and consider their own career goals. The presenter will share video clips, summarize the textbook contents, and provide teaching tips for this exciting new resource.

Speakers: Mr David White (National Geographic Learning), John Rucynski (Okayama University)

JALT 2025 WIJ2_compressed no video.pptx

Showcasing World Englishes and Career Choices through Video

Room 307: Concurrent Sessions

447 Macquarie Alumni International Initiatives

Sponsored by Macquarie University

This 60-minute forum brings together six Macquarie University alumni to share how they have engaged with the global community in their teaching, research, professional lives, and institutional roles. The panel explores international collaborations, intercultural programs, publishing, COIL projects, student exchanges, and SDG-related activities that connect classrooms to the wider world.

Speakers: Diane Nagatomo (Ochanomizu University), Josh Kidd (Utsunomiya University), Kane Linton (Wayo Women's University), Loy Lising (Macquarie University), Malcolm Sim (Akita International University), Melodie Cook (University of Niigata Prefecture), Simon Humphries (Kansai University)

448 Adapting the Trading Game for English Skill Practice

When considering global human resource education, "negotiation skills" are crucial. However, practical negotiation training in English is rare in universities. Understanding international cooperation is also vital for those active in the global community. This paper uses the "Trade Game" based on TBLT to teach negotiation expressions. Students practiced negotiation strategies and gained insights into the world.

Speaker: Chihiro MORIOKA (Kyoto University of Advanced Science)

449 MiMi Chat: An AI Conversation Partner Integrated with Classroom Learning

Sponsored by English Central
This session introduces MiMi Chat, a GenAI-powered tutor used at over 50 universities worldwide. Integrated with classroom-based English curricula, MiMi offers structured speaking practice and real-time feedback aligned with CEFR “CAN-DO” goals. Drawing on data from 15,000+ students, we present measurable gains in speaking output and confidence. Case studies span TED-based discussion, presentation, nursing communication, and cross-cultural courses, with insights on engagement, feedback accuracy, and learner perceptions.

Speaker: Alan Schwartz (EnglishCentral)

450 Principles and Activities for Critical Thinking Skills Devel

This presentation introduces practical activities and ideas for developing critical thinking skills, based on the In Focus series. Participants will discover useful techniques for developing critical thinking skills across a wide range of levels. Emphasis will be placed on engaging exercises that encourage questioning, problem-solving, and decision-making. Attendees will leave with a range of strategies to help effectively integrate critical thinking skills into their teaching practice in ways that enhance student learning.

Speaker: Brent Culligan (Aoyama Gakuin University)

451 Adopting a multilingual mindset in second language teaching

Sponsored by Macquarie University
This talk presents the multilingual mindset concept drawing from lived experiences of second language learners in Australia as presented in our recent book Life in a New Language.

Speaker: Loy Lising (Macquarie University)

Room 308: Culture and Language Learning

452 Teacher Development in Intercultural Collaborative Learning

In this presentation, a case study of self-reflective work by an instructor for plurilingual courses in an intercultural collaborative learning setting at a university in Japan will be examined. The presenter will discuss what teachers can learn by self-reflection on their teaching experiences and how those reflections can be integrated into organisational development. Implications for developing international education and exchange at the tertiary education level in Japan for multicultural convivial society will be further considered.

Speaker: Kanae Murayama

453 A Pragmatic Guidebook for Japanese EFL Learners on Friendly Disagreement

Japanese EFL learners often struggle to express disagreement due to cultural constraints. As part of an ongoing research series, this collaborative study builds on previous findings related to discussion topics and linguistic features, to examine how a presenter-developed pragmatic guidebook, integrated with video-based practice can support learners in developing friendly disagreement strategies. Its effectiveness has been evaluated using oral assessments and surveys, offering practical insights for EFL educators seeking to enhance their pragmatic instruction.

Speakers: David Chevasco (Chiba University), Jingxin Hao (Kanda University of International Studies)

454 Microaggressions in L2 teaching/intercultural communication

Microaggressions, or common exchanges that send subtle but denigrating messages, abound in everyday interactions today, communicating slights to minoritized individuals/communities. Often unintentional, repeated microaggressions from familiar and respected individuals can accumulate to cause distress and thus can be highly destructive. This presentation draws on Rapport Management Theory (Spencer-Oatey, 2008) to interpret potential offenses in microaggressions. Response strategies will also be discussed to invite learners and teachers to act as supportive allies rather than indifferent bystanders.

Speaker: Noriko Ishihara (Hosei Univ)

455 The Use of Heritage Language and Culture in Global Society

This presentation will show the use of heritage language and mother culture in a global society by university students with foreign roots. The students were interviewed about their language acquisition. They use their heritage language, Japanese, and English to interpret for their parents, international students and foreign customers at their part-time jobs, and to serve as intermediators between people of different cultures. This study offers the importance of students’ heritage language being beneficial in society.

Speaker: Yuri Kimura

456 Multilingualism in EMI as an Ideal vs. Classroom Realities

This study examines the socialisation experiences of junjapa students (monocultural Japanese students with no study-abroad experience) in a liberal arts EMI program. Results show that multilingualism in the program is highly valued, however, the junjapa students struggle with both real and perceived English deficiencies, leading to their marginalisation. Their attitudes toward English also contribute to their own subjugation. First-year language support and explicit instruction in World Englishes and intercultural communication could improve their socialisation experiences.

Speaker: Cameron Flinn

457 Benefits of Teaching Traditional Japanese Martial Arts

This presentation looks at introducing traditional Japanese arts as a formal part of the international student curriculum. The presenter draws on his experience of coordinating such a program for inbound students at a university in Osaka. Cultural exchange in authentic environments is the core component of the program, and the benefits and challenges of facilitating such courses are discussed.

Speakers: David Eckford (Kindai University), Dr Leigh McDowell (Nara Institute of Science and Technology)

JALT Budo Program.pptx

458 Differences in Politeness Between Vietnamese and Japanese

This presentation proposes applying Geert Hofstede's six-dimensional model of national cultures, a popular theory in social psychology, to intercultural pragmatic research as a supplement to politeness theories. The presenter reports on a study analyzing Vietnamese and Japanese students' compliment and compliment response emails, as well as their feedback from a post-project questionnaire. The presenter then shows how well Hofstede’s theory explains the differences in the performances of the two groups, especially in terms of politeness.

Speaker: Ms Kimiko Koseki (Seijo University)

Room 401: Akita International University Graduate Student Showcase

Convener: Tomohisa Machida (Akita International University)

459 Teacher’s instructional influence on students’ metacognitive strategy use for listening

Metacognitive strategy use has been regarded as helpful for learners’ listening comprehension; however, it is rarely instructed to students in class in Japan. This research observes learners’ metacognitive strategy awareness during a three-day teaching practicum, where the high school students are exposed to metacognitive strategies for listening tasks. The presentation will show implications for future teaching.

Speaker: Mr 村田 陽人 (Akita International University)

460 Incorporating Peer-Feedback during Activities for Junior and

This study examines how to incorporate peer feedback during activities, focusing on pair and group work. The teacher conducted a three-hour practicum at junior and high schools, aiming to guide students on how to provide feedback to one another. The findings on how to provide effective instruction and how to make appropriate learning materials will be discussed.

Speaker: Saya TAKAHASHI (Akita International University)

461 Developing ALTs: Identity, Reflection, and Team Teaching

ALTs in Japan often face unclear roles and limited training. This reflective presentation follows an ALT’s growth into a more independent, pedagogically aware teacher through their graduate studies and experience. Drawing from various teacher identity and pedagogical theories, it will highlight how reflection and targeted training aided in team teaching development and professional growth. Finally, concurrent research focusing on ALT professional development will be presented.

Speaker: June Ha Kim (Akita International University)

462 Examining Classroom Management Practices in an EAP Class

This research uses conversation analysis to examine the interactions between a novice teacher during a practicum and students in an EAP class at an English-medium university in Japan. The study not only focuses on the communicative strategies and management practices the teacher used to direct the classroom discourse, but also analyzes their effectiveness.

Speaker: Chia-An Tsai (Akita International University)

Room 401: Concurrent Sessions

463 Building up a language school or private students

This presentation is aimed at supporting current or future school owners and teachers teaching privately. It is sponsored by Language Teaching Professionals, but it it not commercial at all.
David Paul started teaching privately in an apartment in Hiroshima and within twelve years was employing 50 full-time staff in Hiroshima and had franchise schools in Korea and Thailand. His school also became a center for the professional development of teachers in East Asia. This presentation will look at how this was possible and what lessons there are to learn that would be helpful for teachers trying to build up a school or private students.

Speaker: David Paul (Language Teaching Professionals)

Sample school flyers.zip

Room 401: Kanda University of International Studies Graduate Student Showcase

Convener: Dr Gordon Myskow (Kanda University of International Studies)

464 Using Cooperative Learning to Promote Engagement in English

Student engagement in English Communication classes is essential for improving English proficiency. The presenter will report on Cooperative learning principles and structures, showing how they can promote engagement in English Communication classes.

Speaker: Oxana Arakawa (Kanda University of International Studies)

465 Song Selection Criteria for Vocabulary Development

While English songs are beneficial materials for vocabulary development, it can be hard for teachers to select appropriate songs for their students. This presentation explores concrete and objective criteria to consider when selecting songs in the secondary school classroom.

Speaker: Mr Mizuki Nakagawa (Kanda University of International Studies)

466 Code-Switching to Support Beginning-Level Learners

Although MEXT requires us to conduct a lesson in English, challenges persist when teaching beginning-level learners. This presentation explores how teachers’ strategic code-switching influences their comprehension and classroom engagement, showing its pedagogical value within the constraints of English instruction in the Japanese high school context.

Speaker: Haruka Shishido (Kanda University of International Studies)

467 Language Learning Strategies for Business Discussions

Despite investing many hours and energy in learning Business English, many adult learners find themselves helpless when engaging in professional discussions. This presentation will explore ways to teach language learning strategies in lessons to build up learners’ discussion skills.

Speaker: Shiuko Nishida (Kanda University of International Studies)

Room 402: Concurrent Sessions

468 Practical Tips for Teaching Oral Communication in Japan

Getting Japanese students to speak in class can be difficult, as cultural factors often inhibit communication. Based on 25 years of experience, I’ll share nine practical, classroom-tested strategies that work with those realities. I’ll demonstrate simple, adaptable techniques to build momentum and create a positive classroom dynamic—regardless of student level or motivation. This workshop offers encouragement for new teachers and fresh ideas for experienced ones, aiming to reduce frustration and foster more active, talkative classrooms.

Speaker: Bruno Vannieu (Alma Publishing)

Practical Tips for Teaching Oral Communication in Japan

Room 402: Featured and Invited Speakers

469 Cultural Understanding Through Māori Haka Performance

This workshop will focus on cultural understanding by learning about the cultural rules, intentions and meaning surrounding Māori haka. We will begin with a short lecture on the what, when and why for performing a haka and also the history of one particular haka. Participants will learn the meaning of the words and actions, and finally perform a haka together. Come prepared to move, stamp your feet and make some noise!

Speaker: Matthew Cotter (Hokusei Gakuen University)

470 Co-creating Research: Are You an Effective Team?

Kevin Cleary Invited Speaker Workshop
Kinsella Valies
This hands-on collaborative research workshop expands on key strategies for intercultural and collaborative research in English language education. Through interactive activities and reflection, participants learn how to identify suitable collaborators, manage cultural dynamics, and establish equitable authorship and planning processes. Ideal for educators at all levels, the session provides tools and strategies to build more inclusive, effective, and sustainable research partnerships.

Speaker: Kinsella Valies (Jissen Women's University)

•Co-Creating Research Are You an Effective Team.pdf

471 Soft Skills and English Language Teaching

This study explores essential workplace soft skills needed by English graduates from the Faculty of Letters, NUOL and how they can be integrated into English language teaching. Survey data from alumni reveals key skill gaps between current instruction and job market expectations. The study offers practical recommendations for curriculum improvement, teacher training, and student support, aiming to align English education with labor market demands and enhance graduate employability in Laos.

Speaker: Ladomchanh Khantry (National University of Laos)

472 PLENARY WORKSHOP: Designing meaningful L2 vocabulary instruction

Plenary Workshop
Shoko Sasayama
This workshop focuses on the design of effective vocabulary instruction as a way of fostering learners’ ability to communicate in the second language (L2). Working with examples from the Official TOEFL Vocabulary Guide, we will explore learner-centered techniques for designing tasks, lessons, individual practice, and assessments that will support L2 vocabulary development. Participants will engage in hands-on creation of their own teaching materials that emphasize the activation of vocabulary knowledge for communication purposes.

Speaker: Shoko Sasayama (Waseda University)

JALT2025_Workshop_Sasayama_final.pdf

Room 403: Concurrent Sessions

473 Transforming English Programs through Assessment

Sponsored by Cambridge University Press & Assessment
Despite the amount of assessment of students’ English, we often hear the following frustrations: 1) Proper implementation of placement tests is difficult. 2) Placement tests focus on just reading and listening. 3) Assessment rarely translates into useful feedback for students. 4) Formative assessment is often (too) level-specific. The presenter will show how the new Cambridge English Skills Test can comprehensively evaluate students' English proficiency, place them in appropriate classes, and provide them with feedback.

Speaker: Ivan Sorrentino (Cambridge University Press & Assessment)

Room 403: Soka University Graduate Student Showcase

Convener: Bill Snyder (Soka University)

474 ES(A)P Course for Undergraduate Design Major International Student Overseas Study

This curriculum design project aims to enhance ESP/ESAP courses for
undergraduate design major international students preparing to study abroad. The course addresses current limitations in ESP courses, including the lack of integration with design-specific content, reliance on traditional teaching methods, and insufficient use of
authentic materials. The course will be based on a tailored curriculum integrating language skills with design content, utilizing task-based and content-based instruction, and enhancing intercultural communicative competence. Through a needs analysis and ongoing assessment, the course seeks to better prepare design majors and international students for global academic and professional contexts.

Speaker: Baishan Tao (Soka University)

475 Perceived Communicative Competence and Actual L2 Use in EFL Learners

Developing communicative ability in a second language (L2) is a central goal for second language acquisition. Prior research highlights Willingness to Communicate (WTC) as key to L2 use, but the role of self-perceived communicative competence (SPCC) remains unclear. This study employs a mixed-methods design, combining SPCC and L2 use surveys with interviews to identify influential factors. The research explores SPCC levels, their alignment with actual competence, and influencing factors such as anxiety, self-evaluation, and cultural orientation. The study aims to clarify the predictive power of SPCC for L2 use and identify sociocultural barriers, offering practical insights for Japanese EFL pedagogy.

Speaker: Jaden Yin (Soka University)

476 Teaching and Learning of English in the Field of Sports

This curriculum development project aims to explore the growing demand for English in the global sports environment. By analyzing the current teaching situation, theoretical foundations, curriculum issues, and instructional strategies, the project proposes a modular course design based on English for Specific Purposes (ESP). The goal of the course is to enhance students' practical language skills, strengthen their international competitiveness, and provide both theoretical support and practical guidance for educational policy and curriculum reform.

Speaker: Zhenjun Wang (Soka University)

477 Women of Colour Teaching English in Japan

The study reviews the firsthand experiences and unique challenges faced by Asian, Caribbean, and African women as English language educators in Japan. Women of colour are underrepresented in current literature, and this research examines how the teachers manage cultural differences, language barriers, and race matters, as well as their contributions to diversity in the Japanese educational landscape.

Speaker: Doris Murungu

478 Preparedness for Inclusive Teaching within the ELT Context in Indonesia

Inclusive education exists to provide equal learning opportunities for all students, including those with dyslexia. Recognized as a learning difficulty specifically related to language learning, students with dyslexia are often unsupported during their language learning. Presented with these challenges, English language teachers are expected to have the practical knowledge and understanding of inclusive approaches to teaching. This research aims to explore ELT stakeholders’ perspectives related to dyslexia in English language teacher education and English language classrooms in the Riau Islands, Indonesia. This presentation will present the preliminary findings of the current state of inclusivity for students with dyslexia in Indonesia.

Speaker: Hidayat Polim (Soka University)

479 Japanese University EFL Teachers' Autonomy-Supportive and Controlling Teaching Behaviors

Much research on autonomy support in Japan has focused on an
autonomy-supportive style. Relatively few empirical studies involve the scrutiny of the controlling style. This study will investigate the relationship between teachers’ beliefs and their motivating styles: autonomy-supportive behaviors and controlling behaviors in the Japanese university EFL context. A case study approach will utilize a Situations-in-school Questionnaire (SIS) and semi-structured interviews with teachers, a Learning Climate Questionnaire (LCQ) with students, and classroom observations. The study will provide further understanding of teachers’ motivational styles and inform professional growth efforts aimed at promoting learner autonomy in Japanese university EFL settings.

Speaker: Thuy Tuyet Anh Tran (Soka University)

Room 403: Tsuda University Graduate Student Showcase

Convener: Saeko Toyoshima (Tsuda University)

480 Improving Creative Production through Soft-CLIL Approach

This study investigated the effects of the soft-CLIL approach on students' creative performance as well as how cooperative learning, with L1 assistance enhances students’creative production. Twenty five Japanese high school students with an intermediate English level participated in three 40-minute lessons on the SDGs theme "Responsible Consumptionand Production." The lesson was designed according to the CLIL framework (Ikeda, 2016) consisted of several cooperative tasks followed by a group presentation task. Data were collected and analyzed through pre- and post-questionnaires, discussion transcripts, performance evaluations, and self-reflections using a rubric. Some implications of this study will be discussed.

Speaker: Miyuki Eguchi (Tsuda Universtiy)

481 The Impact of Self-Regulated Learning on English proficiency

This study investigates the impact of self-regulated learning instruction in a class on English proficiency and self-efficacy among vocational school students. While there is extensive research on self-regulated learning and self-efficacy in various educational contexts, there has been limited attention paid to vocational school students and TOEIC preparation classes. The objective of this study is to provide insights and more effective teaching practices in TOEIC preparation classes for vocational school students.

Speaker: Akiko Komai

482 Effects of Creative Drama on FL Anxiety and Creativity

This study investigates the effectiveness of creative drama on anxiety and creativity in foreign language learning among Japanese junior high school students. Creative drama, which emphasizes the aspects of creative imagination and expression, collaboration and confidence, is considered a powerful tool for foreign language learning. However, there is limited research on the effectiveness of creative drama among Japanese junior high school students. Therefore, this research seeks to highlight its potential to create more engaging and supportive classrooms, lowering anxiety of speaking English, and ultimately promoting confidence and nurturing creativity of junior high school students in Japan.

Speaker: Ayako Ishikawa (Tsuda university)

483 Benefits to the Giver of Written Peer Feedback

"
This study examines the benefits of peer feedback for essay writing. Until recently, peer feedback research has primarily focused on the benefits to the receiver; consequently, the receiver’s distrust of the giver has been a significant issue. However, if the improvement of the giver’s progress is proven, peer feedback can be recognized more widely. The target group is a small adult one, who are unfamiliar with peer feedback. This study examines how adults respond to peer feedback and the comments they construct.
"

Speaker: Yumiko Ishitani

Room 404: SIG Forums and Meetings

484 Bilingualism SIG Forum: Heritage Language Maintenance in Japan

In this forum organized by the Bilingualism SIG, a panel of parents/guardians from a variety of language backgrounds will share their experiences with heritage language maintenance in the Japanese context. Participants will have the opportunity to ask questions to the panelists.

Speakers: Ms Alexandra Shaitan (Chuo University, Tokyo, Japan), Niko Catharine Watanabe Schultz (Sophia University)

485 Publishing with JALT: Challenges and Perspectives

Are you interested in the opportunities that JALT Publications offer to share your research findings and teaching ideas with a wider audience but are not sure how to do that? Editors from The Language Teacher, JALT Journal, and the JALT Postconference Publication will provide an overview of publication processes, including submissions and reviews, offer advice on preparing successful submissions, and answer your questions. Novice and experienced authors alike are welcome!

Speakers: Joe Geluso (Nihon University College of Law), Bethany Lacy (Juntendo University), Greg Dalziel (The University of Tokyo), Jeremie Bouchard (Hokkai-Gakuen University)

Opportunities to Publish with JALT_ Inside Perspectives (1).pptx

486 TEVAL Forum

Edward Schaefer will report on an L2 writing assessment study that investigates whether a combination of many-facet Rasch measurement (MFRM) and cluster analysis can statistically identify differing rater types among 40 native English-speaker raters of English essays written by Japanese university students. MFRM revealed significant severe or lenient bias among a subgroup of the raters, while cluster analysis could distinguish three significant rater types: a rhetorical features type, a linguistic features type, and a mechanics type. Implications of the study for L2 writing instruction and assessment will also be discussed. Heather Woodward will report on a mobile app she codeveloped to track and enhance spoken fluency, grounded in speech production theories (Levelt, 1993) and skill development (DeKeyser, 2007). This presentation reviews research on spoken fluency development, explores assessment methods, and presents findings from on the app’s syllable-counting ability.The study involved 84 first-year undergraduate students from a private university in Tokyo. Participants recorded one-minute monologues, and data was analyzed using Bland-Altman analysis to determine which speech-to-text method—pitch analysis, Apple’s speech-to-text, or WhisperX’s speech-to-text—best matched human syllable counts. WhisperX outperformed both pitch analysis and Apple’s in-house speech-to-text offering superior performance in analyzing speech rate.

Speakers: Dr Edward Schaefer (Retired), Heather Woodward (Rikkyo University)

Room 405: JALT Junior

JJ Main room

Convener: Dr Dr. Erin Noxon (Sagano High School)

487 Supporting L2 Development through Communication Strategies

This study will report on how communication strategies (CSs) support four junior high school students in developing their L2 production. Drawing upon questionnaires, interviews, speaking/writing test results, recorded and transcribed conversations, and student feedback and reflections, the study highlights the importance of early-stage CS instruction and peer-supporting assessment. Findings suggest that simple paralinguistic phrases and strategic language use can foster confidence and interaction, with potential applications across various teaching contexts.

Speaker: Mayumi Kako (school owner)

JALT Conference 2025.pptx

488 In My Life: New and Improved Conversation and Presentation B

Sponsored by Nellie’s English Books
This practical presentation introduces the newly-revised scrapbook-based book In My Life where the students are the knowers who create scrapbook pages (either paper or digital) based on their lives used to promote conversations and presentations. This presentation will describe the book and activities in each unit, the special features of the book such as the teaching and practice of conversation strategies and body language, and a presentation rubric for creating interesting presentations.

Speakers: David Kluge (Chukyo University (Adjunct Professor)), Matthew Taylor (Kinjo Gakuin University)

489 Cancelled: Own experience teaching grammar through storytelling

This presentation is designed primarily for educators who work with early-stage language learners and who have expressed ongoing concerns regarding the difficulties of teaching grammar effectively at the foundational level. For many teachers, traditional grammar instruction—often centered around rote memorization and isolated rule teaching—has proven to be disengaging for learners and inadequate for fostering long-term retention or meaningful understanding. Such approaches may lead students to view grammar as a set of abstract rules to memorize, rather than a practical tool for real communication.

490 Learning Grammar Through Gesturing

This workshop will demonstrate how gesturing can be used to teach key grammatical concepts like tense and person. It will focus on concepts that cause confusion and angst among young learners: the "be" verb, third-person, articles, and auxiliary verbs. It will show how using metaphorical gestures to represent grammatical concepts not only helps young learners distinguish, differentiate, and gradually understand grammar, but how gesturing can create a supportive, pressure-free system of correction for young learners.

Speaker: Blankenship Adam (CDK)

491 AI in Action: How Oxford Reading Club Transforms ELT

Sponsored by Oxford University Press
In the age of AI, English education matters more than ever. This talk explores the conditions needed for AI to be meaningfully integrated into ELT, emphasizing that pedagogy—not technology—must come first. Neuroscience highlights why reading remains crucial in AI-driven environments. The session showcases Oxford Reading Club as a model case of AI-enhanced language learning, and introduces UNESCO-recognized AI Assistant LAURA, offering insights into how AI can deepen—not replace—effective English Teaching and Assessment.

Speaker: Robert (Sungyoon) Kim (iPortfolio Inc. (Partner of Oxford University Press Japan))

Room 406: JALT Junior

JJ

Convener: Dr Dr. Erin Noxon (Sagano High School)

492 The impact of skills integration on communicative competence

This study will report on how skills integration and communication strategies (CSs) develop Japanese senior high school students’ communicative competence (CC). Results from surveys, speaking test results, written output, recorded and transcribed conversations, and student comments in interviews indicate students improve their CC. Appropriate materials and teacher collaboration are the keys to implementing skills integration.

Speaker: Yuria Tajima (Nanzan Girls' Junior & Senior High School)

493 Routines, transitions and setting children up for success in the Early Years

Sponsored by TAIP

Join us for an engaging and practical workshop on “Routines, Transitions, and Setting Children Up for Success in the Early Years.” This session will explore how thoughtful daily routines and smooth transitions can create a sense of security, independence, and confidence in young children. Through real-life examples, reflection, and shared strategies, participants will discover how to design consistent, flexible routines that reduce stress and maximize learning opportunities. Whether you’re a new or experienced educator, this workshop will provide fresh ideas and actionable tools to make every part of the day a meaningful part of the learning journey.

Speaker: Emily Donkin (TIK International School)

494 Listening Automaticity: A Reduction of Dual-Task Interference and Working Memory Demands

This study explores whether listening while reading is more effective than listening only in developing listening automaticity. Participants listened to texts whose speech rates increased by 10 words per minute (wpm) over the training sessions from 100 wpm to 180 wpm with and without the script, respectively. Degree of automaticity was measured through dual tasks consisting of listening to a text while drawing lines, which were followed by a Japanese summary and 5 MCQs.

Speaker: Dr Bartolo Bazan (Ryukoku University Heian Junior & Senior High School)

495 Analyzing the Representation of People with Disabilities

This research investigates how people with disabilities are visually represented in EFL textbooks in Morocco and Japan through content analysis, critical discourse analysis, and semantic analysis. It examines both visual and linguistic elements, drawing particular attention to the connotations attached to disability in the sampled textbooks. This study seeks to uncover hidden cultural assumptions, unveil and counter ableist discourse, and highlight how textbooks transmit values that shape inclusive or exclusionary attitudes.

Speaker: Amal Abdessamad (Student at Naruto University of Education)

496 Young Children's Self-Directed Language Learning Experiences with Mobile Apps and Artificial Intelligence

This presentation explores how primary school students in Vietnam use AI-powered language learning apps to study English, Japanese, and French. It examines their motivations, engagement with gamified features, and the impact on language skills and daily activities. Findings highlight the potential of AI to enhance self-directed learning, offering personalized, flexible, and engaging language education beyond traditional classrooms, with implications for improving language learning experiences for young learners.

Speaker: Dr Ha Anh Thi Nguyen (Hanoi Pedagogical University 2)

497 Endearing Elephant Music & Story-Drama Workshop!

This 60-minute workshop is an activity-packed adventure where participants story-tell, dramatise, and build skills like in a classroom. They will read story cards, join drama-play with music and movement, and use props, story mats, puppets, cords, and acting cards. The session also includes practical tips on teaching storybooks, choosing suitable music, and integrating it into story-drama, while helping participants enhance English communication, vocabulary, and speaking articulation.

Speakers: John Andrew Cunningham II (ACTs of life Pte. Ltd.), Tram Phan (ACTs of life Pte. Ltd.)

Room 407: JALT Junior

Convener: Dr Dr. Erin Noxon (Sagano High School)

498 Try Out Assessment Scales for Elementary Classroom English

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, participants will identify the factors contributing to these differences and envision the ideal use of teacher English in elementary schools.

Speakers: Akiko Kano (Sophia University Junior College Division), Chika Kuroki (Elementary School attached to University of Tsukuba), Naoyuki Naganuma (Aoyama Gakuin University), Rie Hatai (Showa Women’s University Elementary School)

499 Help me senpai! Cultural knowledge for inclusive classrooms

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 pedagogy’s emphasis on ‘student-centered’ approaches to learning. This presentation offers a solution that uses knowledge of L1-related social and cultural forms to produce a classroom management strategy that is both ‘student-centered’ and ‘student-led,’ and to provide lessons which are inclusive and accessible.

Speaker: Letson James (Clark Memorial International High School / Hokkaido University)

500 Cancelled: Exploring Student Inactivity in Communicative Activities

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. Recommendations include phonics practice, gradual exposure to communication tasks, supportive classroom environments, and game-based learning to improve engagement and language proficiency in EFL contexts.

501 Career Education through CLIL: Finding the Dream Job

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 students’ learner agency with English digital portfolios and how learners can use AI to prepare for a short mock job interview.

Speaker: Namiko Tsuruta (Kanda Jogakuen Junior and Senior High School)

502 Harnessing the Power of Graphic Organizers to Develop Elementary School Students' Metacognitive Awareness in Speech Performances

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 assessment more visible for elementary school students.

Speaker: Ellie Fujimoto (Hinode Gakuen Elementary School)

Room 408: JALT Junior

Convener: Dr Dr. Erin Noxon (Sagano High School)

503 Translanguaging in CLIL: Fostering critical awareness

This study explores the implementation of translanguaging pedagogies to enhance students’ critical awareness in content and language integrated learning (CLIL) lessons. Translanguaging pedagogies were adopted to facilitate students’ understanding, provide language support, create a safe space for dialogue, and promote language use without fear of mistakes. This presentation demonstrates how such an approach enhances students’ social awareness and responsibility as citizens in society and offers pedagogical implications for bilingual education in EFL contexts.

Speaker: Chia-Ling Kao (City University of Macau)

504 The Three L's for Success: Let's Go, LoiLoNote, and LAURA

Sponsored by Oxford University Press
LoiLoNote and LAURA can improve your students’ learning and speaking when matched with Let’s Go. LoiLoNote is currently adopted by more than 50% of Japanese schools and is an easy-to-use digital platform that will connect your students in an interactive way with the Let’s Go content. LAURA is an AI chatbot that is designed to complement each unit of Let’s Go with targeted speaking practice and so provides your students with a ready-to-go speaking partner!

Speaker: Andrew Lankshear (Koriyama Xaverio Gakuen Elementary School)

505 Bringing CLT to Life: Practical Activities for English Class

Communicative Language Teaching (CLT) has been the foundation for teaching English in primary and secondary education. In this presentation, we will discuss how CLT is implemented in English lessons at the primary level, and we will showcase various activities that teachers can use in their elementary, junior high, and high school English classrooms. Whether you are an Assistant Language Teacher, a primary English teacher, or an Eikawa teacher, we have engaging activities just for you!

Speakers: Amy Braun (Seto Solan Primary School), Erik Tsuchiya

506 Multilingual influence on Chinese students' thought patterns

The Sapir-Whorf hypothesis suggests that language influences perceptions and thought processes (Perlovsky, 2009). This presentation explores the experiences of two Chinese international students in Japan who are highly proficient multilingual speakers of both Japanese and English. The findings highlight multilingual advantages, demonstrating how linguistic diversity can shape cognitive flexibility and cross-cultural communication. These insights contribute to a new perspective that encourages language learners to develop and embrace multilingual repertoires, fostering deeper intercultural understanding and adaptability.

Speaker: DU LIYING

Report（副本）.pdf

507 Developing Young EFL Students' Interactional Competence Through Activities Integrated with Music

This presentation will report on how the integration of music into Communicative Language Teaching (CLT) based EFL teaching helped enhance young learners’ interactional competence (IC) and reduce Foreign Language Anxiety (FLA), which data were found through a three-year Action Research (AR). The findings from several data sources, such as questionnaires and transcription analyses, suggest that activities integrated with music positively influenced students’ IC as well as memory retention and FLA.

Speaker: Shiori Watashima

Room 410: JALT Junior

508 Textbook Comparison: How Grammar is Dealt With

The main purpose of this study is to examine changes in how grammar is dealt with in English textbooks after the revision of the Course of Study (CS). Grammar exercises or activities, target grammatical items, and example sentences in senior-high-school English textbooks for the former and the current CS were collected and analyzed. Results showed that the tendencies to cram grammatical items comprehensively were overall mitigated in textbooks for the current CS.

Speaker: Prof. Yukiharu Nakazumi (Kagawa University)

509 Multimodal Retelling in Adolescent EFL: A Disciplinary Approach

Retelling is a powerful EFL strategy for developing speaking, listening, and comprehension skills. This hands-on workshop introduces a multimodal, disciplinary approach, helping adolescent learners think and communicate like professionals. Participants explore step-by-step scaffolds including visuals, disciplinary personas, structured stem sentences, and oral/presentation options, all aligned with CLIL principles (Content, Cognition, Communication, Culture). Teachers learn to design retelling tasks that foster academic language, critical thinking, and disciplinary literacy, with reflection to monitor learning outcomes.

Speaker: Christian Libunao (Higashiomi City Board of Education in Shiga Prefecture)

510 Access to Progress: Inclusive Teaching in JHS-HS Classes

Secondary school EFL teachers seeking to create inclusive, accessible classrooms often wonder where to start. This practical session introduces a framework to help educators identify and address barriers, boosting student engagement and learning progress. Hear real-life examples from the presenter’s experience, and explore ways to adapt these strategies to your own classroom. Join this session to learn how to make accessible learning spaces for all students and transform your teaching approach.

Speaker: Michael Yap (Meiho Junior and Senior High School/ ALL SIG)

511 Pre-Service Teachers' Perceptions of AI in High School English Education

This study explores pre-service teachers’ views on AI in high school English education. A survey of university students examines AI’s role, benefits, challenges, and teaching implications. Findings highlight AI’s potential for personalized learning and efficiency, alongside concerns about over-reliance and ethics. The research emphasizes the need for training to balance AI integration with the human elements of teaching, shaping future educational practices.

Speaker: Hidehiro Endo (Akita International University)

512 A Critical Realist Critique of TEE Policy Enactment Research in Japan

This presentation critically examines language policy and planning (LPP) studies in Japan, focusing on the enactment of Teaching English in English (TEE) policy at JHS/SHS. Past research has emphasized individual factors and teacher agency, while not always examining contextual elements (e.g., budget or the Course of Study’s legal status) thoroughly. Using Critical Realism and empirical evidence, I argue that clarifying epistemological standpoints and foregrounding context is essential for a rigorous analysis of LPP enactment.

Speaker: Takeshi Kajigaya (International Christian University / University of British Columbia)

513 Japanese EFL Teachers’ Confidence in Teaching Writing

This presentation aims to explore 150 Japanese English-as-a-foreign-language (EFL) teachers’ confidence in teaching second language (L2) writing classes in secondary educational contexts. Data were collected from through a questionnaire and semi-structured interviews. Findings indicated that teachers with low confidence had limited L2 writing pedagogy expertise and experience and relied on five-paragraph traditional structures. On the other hand, teachers with high confidence tried various writing teaching approaches and did writing tasks with their students.

Speaker: Naoya Shibata (Osaka Kyoiku University)

Room 411: SIG Forums and Meetings

514 JALT Critical Thinking SIG Forum

The JALT Critical Thinking SIG Forum will feature presentations that promote the use and development of critical thinking in language courses. Among the topics to be presented by the speakers are an approach to teaching critical thinking that utilizes both students’ L1 and L2 languages, an approach that utilizes viral marketing videos to develop students’ critical thinking skills, and a study that examines the experiences of educators teaching critical thinking skills to secondary school students. Additionally, future opportunities for participating, presenting, and publishing in the Critical Thinking SIG will be presented.

Speakers: Andy Boon (Toyo Gakuen University / Kinseido), Daya Ram Gaudel (Hai'l University), Gregory Hadley (Niigata University), Sean Henry Toland (The International University of Kagoshima), Todd Hooper (Setsunan University)

515 THT SIG Significant Journeys to Laos, Kyrgzstan, Bangladesh and Beyond...

Teachers Helping Teachers (Helping Teachers) originally started by Bill Balsamo has for more than 20 years been introducing presenters for events organized by teachers in Laos, Krygzstan, Bangladesh and beyond. The first half of our forum will be the AGM and officer election for our SIG. The second half will focus on presentations on our current programs. The 2025 JALT Balsamo Scholar, Ladomchan Kantry who is the Head of the English Department at the National University of Laos will also be available to answer questions on education in Laos and on the impact of the THT Lao program's yearly visits to Laos.

Speakers: Mr Chris Ruddenklau (Kobe University), Dr Marian Wang (Kobe University), Michael Furmanovsky, Dr Patrick Dougherty (Akita International University), Ms Ladomchanh Khantry (National University of Laos), Dr Brent Jones (Konan University, Hirao School of Management), Roger Palmer (Konan University), Anthony Torbert (Kobe Gakuin University)

516 Introducing the JALT Research Grants

Each year, JALT awards up to three research grants to members with no outside funding sources. The goal of this presentation is to explain the details, requirements, and scheduling of the JALT Research Grants. Examples of previous research will be shared along with tips for strong applications. Participants will be able to ask questions and receive guidance on potential research projects suitable for the grants.

Speakers: Gregory Sholdt (Kobe University), Michael Mielke (Sapporo University), Peter Collins (Tokai University)

Room 412: Language Classroom Content

517 Filmmaking as a Tool for Language Learning

The workshop will introduce a module in which students created original short films within a communicative English class. Activities were carefully structured to highlight essential processes and linguistic features required to make an effective short movie. Consequently, it was unnecessary to teach filmmaking skills specifically. Success in this context focused on students demonstrating authentic English communication within this narrative framework rather than producing professional-looking movies.

Speaker: Denver Beirne (Asia University)

518 Group Debate as a Collaborative Learning Tool

Collaborative learning is described as two or more students working together and sharing the workload equally to achieve a learning goal (Barkley, Major, & Cross, 2014). Group debate is an excellent way to introduce collaboration. This presentation will explain the implementation of group debates in university English classes during a unit about immigration. A focus on dividing debate work into assigned roles will be presented, as well as student feedback and comments.

Speaker: Ms Brianna Cosenza (Nagoya University of Foreign Studies)

519 Helping EFL Learners Build Situation Models of a Song

According to Kintsch’s text comprehension theory, it is important that readers not only understand words, phrases, and structures of a text but also integrate the text information with their prior knowledge (i.e., build a situation model), making inferences about what the text says. This study examines whether/how tasks and activities developed for a lesson using a song helped learners build situation models of it. Learners’ products and survey responses are analyzed. Results are discussed.

Speaker: Noriko Kimura (Ritsumeikan University)

520 Using Corpus Data to Help Students Learn Multi-Word Verbs

This pedagogical approach encourages students to guess intervening words in multi-word verbs (MWVs) and compare their guesses with data from the Corpus of Contemporary American English (COCA). This helps learners identify patterns in native speaker usage. The presentation explores how trigrams and 4-grams in the top 150 most frequent phrasal verbs (PVs) reveal the impact of intervening words on frequency and use, focusing on separable vs. non-separable PVs and their influence on language comprehension.

Speaker: MART CHRISTINE JOHNSTON (Takushoku University)

521 Backwards Design and The Sustainability Vlog Project

With the increasing accuracy of translation software and advent of generative AI, traditional approaches to using project-based learning in language education have been thrown into chaos. This workshop will demonstrate how a backwards design approach can be used to identify potential threats to learning from AI, and how to structure projects that encourage creativity and active engagement in the learning process.

Speakers: Dr Aeric Wong (Osaka Jogakuin University), Imogen Custance (Osaka Jogakuin College and University)

Room 412: SIG Forums and Meetings

522 Multimodal Learning for Digital-Native Students

ART + LANGUAGE = MULTIMODALITY

The Art, Research, and Teaching (ART) Forum will present multimodal strategies and techniques for engaging students who were born digital. These digital natives expect written and spoken text to be accompanied by visual art (photos, videos, pictures, illustrations), so a multimodal learning environment is essential. Discussions and presentations will explore theory and best practices for multimodal communication in the classroom and in teaching materials.

Speakers: Craig Mertens (Kwansei Gakuin University), Marc Doyle, Matthew Wiegand (Musashino Art University), Thomas Stringer (University of St Andrews; Kwansei Gakuin University), Oana Cusen (Kwansei Gakuin University)

Room 413: SIG Forums and Meetings

523 Challenges & Perspectives in Accessible Language Learning

Accessible language learning faces evolving challenges, requiring new perspectives.  Diverse learner needs and changing contexts necessitate innovative approaches.  This forum explores adapting materials, fostering inclusivity, and pursuing new ideas for equitable access.  Cultural sensitivity, personalized learning, and universal design principles are crucial for successful outcomes.  Further research, collaboration and professional development are key to ensuring accessible learning environments. Participants are invited to share perspectives on these important themes.

Speakers: Dr Andrew Reimann (Aoyama Gakuin University), Dr Catherine Takasugi (Aoyama Gakuin University), Hidayat Polim (Soka University), Michael Yap (Meiho Junior & Senior HS), Ryota Moriya (Chuo University)

ALL SIG

New Challenges and Perspectives in Accessible Language Learning.pdf

524 Performance in Education (PIE) SIG Forum: Aspects of PIE

In this Performance in Education (PIE) SIG Forum officers of the SIG will define PIE, give an overview of PIE activities, and each officer will describe one PIE area (speech, drama, debate, etc.), give examples of the PIE area activities, give one example of an activity, and provide references. The forum will end with a general discussion, including comments and Q&A with the audience.

Speakers: Prof. Anthony Brian Gallagher (Meijo University), Ashley Ford (Nagoya City University), David Kluge (Chukyo University (Adjunct Professor)), Dawn Kobayashi (Onomichi City University), Gordon Rees (Yokkaichi University), Kevin Bergman (Performance in Education SIG), Kim Rockell (Komazawa University)

PIE SIG FORUM DAWN PDF.pdf

Proprioception in Elocution by Brian Gallagher

525 GALE Forum

The Gender Awareness in Language Education Special Interest Group works towards building a supportive community of educators and researchers interested in raising awareness and researching the ways in which gender plays a role in language education and professional interaction. This forum features presentations on both the impact and instruction of gender in university settings, relevant to research on gender in language education as well as instruction at or around the tertiary level.

Speakers: Eucharia Donnery (Soka University), Isobel Hook (Kyoto Notre Dame University), Nikan Fujii (Kyoto Notre Dame University), Mr Terry Tuttle (ISA)

Room 504: Teacher and Professional Development

526 University program management: An exploratory panel

This forum brings together five language program coordinators currently working at universities in Japan. They will discuss various challenges and triumphs related to their experience with: hiring and faculty development, curriculum development and implementation, testing and placement, dealing with faculty changeover, pushback from administration and other stakeholders, and more. This will be followed by a Q&A session. Organizers will also gauge interest in establishing a program management group and/or mini-conference in the future.

Speakers: Catherine Oki (Doshisha Women’s College of Liberal Arts), Jennie Roloff Rothman (Kanda University of International Studies), Jennifer Jordan (Kwansei Gakuin University), Marcos Benevides (J. F. Oberlin University), Travis Past (Kyoto Sangyo University)

527 Utilizing Students’ Multilingualism in English teaching

This workshop introduces a Global Englishes Language Teaching (GELT) approach that draws on students’ multilingual repertoires to build intercultural communication skills and awareness of diverse Englishes. Based on classroom practices at a Japanese university, the presenter demonstrates activities such as visual linguistic biographies, cross-language comparisons, and role-plays. Participants will examine how recognizing students as multilinguals fosters confidence and inclusivity, while also addressing challenges and strategies for applying GELT in contexts with limited intercultural contact.

Speaker: Yuta Mogi (Tamagawa University)

528 Language teacher emotion regulation: An exploration in Japan

Emotion regulation is a crucial language teaching skill, mediating a range of classroom, health, and relational outcomes. Here, I report on a large-scale qualitative study that explored the emotion regulation performed by 15 non-Japanese teachers working at a Japanese university. I present examples of how the participants’ personal histories, relationships, institutions, and subjective understanding of cultural guidelines informed the strategies and motives of their emotion regulation.

Speaker: Sam Morris (Rikkyo University)

529 Appreciative Inquiry for Teacher Development and Wellbeing

Language teaching is emotionally demanding, influenced by various institutional and sociocultural factors. Traditional professional development often adopts a deficit perspective, focusing on teacher shortcomings. Appreciative Inquiry offers a strengths-based alternative that fosters reflective practice. A study of Iranian in-service teachers found it supports wellbeing, self-efficacy, and professional identity. These insights are relevant to Japan, where teachers face similar challenges. This presentation will discuss how strengths-based interventions can enhance resilience, job satisfaction, and sustainable professional development.

Speaker: Daniel Hooper (Tokyo Kasei University)

530 Language of Teachers’ Knowledge Co-Construction in Podcasts

This presentation explores teachers’ use of podcasting for professional development, focusing on dialogic co-construction of knowledge. A thematic analysis of 24 episodes spanning seven years identified prevalent interactive features, including knowledge activation, problematising, and strategising. Findings reveal how teachers balance performative and reflective speech and engage listeners through summarisation and intertextual referencing. This presentation seeks to validate podcasting as a learning tool for educators, contribute language-led insights, and encourage the audience to consider such activities.

Speaker: Matthew W. Turner (Tokyo University of Science)

531 Working Toward Internationalizing Universities in Japan

Many universities in Japan that have not traditionally been destinations for inbound international students are now actively trying to host them. They need to consider what is necessary for a department to become a destination for international students: what marketing is necessary?; what curriculum is necessary?; and what processing infrastructure is necessary? The presenters will talk about their experiences and learning over 18 months after being tasked with the role of increasing international students.

Speakers: Marcel Van Amelsvoort (Juntendo University), Siwon Park (Juntendo University)

Room 505: Study Abroad

532 Adapting abroad: Student study-abroad homestay narratives

The presenters will outline a project that sought to better understand the homestay component of a year-long study abroad (SA) program for second-year university students. While data from interviews with eight participants revealed a divergence of experiences, three common narratives emerged: how expectations differed from reality, how they used coping strategies to negotiate difficulties, and how they felt included or excluded within their host family.

Speaker: Mr Dana Lingley (Kochi University)

533 Supporting students as global jinzai post study abroad

Study abroad can be an effective way for students in Japan to cultivate skills, knowledge and attitudes associated with global jinzai, but few studies have explored students’ experiences post study abroad. This presentation reports on the results of seven mini focus groups (N=14) convened at various universities in Japan, to explore the challenges experienced by students after returning to Japan, and suggest ways that educators and institutions can facilitate students’ re-entry.

Speakers: Dr Fern Sakamoto (Nanzan University), Dr Thomas Fast (Notre Dame Seishin University)

534 Interactional Competence in Study Abroad: A Longitudinal Study

This presentation examines the longitudinal development of Interactional Competence (IC) in a Japanese learner of English during her year-long study abroad in the US. Using Conversation Analysis, naturally occurring conversations were analyzed for changes in her turn-taking, participation, and recipiency patterns. Findings reveal an expanded interactional repertoire, with greater initiative and epistemic/affective stance-taking. The study highlights limitations in mainstream speaking assessments, which fail to capture IC within multi-party interactions. Implications for language assessment are discussed.

Speakers: Sajjad Pouromid (Setsunan University), Yui Yamada (University of Oregon)

535 Harkness Method for Study Abroad & Language Learning

This workshop explores how the Harkness Method can enhance study abroad preparation and English language acquisition. By fostering critical thinking, student-led discussions, and active engagement, this approach equips learners with essential communicative and analytical skills. Participants will gain practical strategies for implementing Harkness style learning in diverse classroom settings, helping students to develop autonomy in English. The session will include hands-on activities and discussion on adapting the method for different classroom contexts.

Speaker: Megan Beggs (Salesian International School)

536 Change through study abroad: Measuring with TOEIC and BEVI

In this presentation we evaluate our university’s study abroad programs, focusing on participants’ language proficiency gains and changes in intercultural awareness, sociocultural openness, and career awareness using a mixed-methods approach including pre-/post-tests of the TOEIC and the BEVI (Beliefs, Events, and Values Inventory). We draw on interview data to better understand students’ experiences while abroad, and end with practical advice regarding pre-departure orientations and methods for monitoring and coaching students while abroad.

Speakers: Abram Leon (Osaka International University), Mr Owen Crowe (Osaka International University), Prof. Shin-ya Iwasaki (Osaka International University)

537 Swapping folktales: Exploring cultural themes through COIL

Stories can be valuable tools for second language development and cultural exploration, especially when shared with language learners from different cultural backgrounds. This presentation introduces a Collaborative Online International Learning (COIL) exchange between Japanese and Romanian EFL learners, wherein students examined traditional folktales from the two cultures. At the end of the project, students reported a deepening understanding not only of their peers’ culture, but also of their own.

Speakers: Oana Cusen (Kwansei Gakuin University), Shannon Miyamoto (Kwansei Gakuin University)

538 Growth Through TL-Mediated Socializing During Study Abroad

This longitudinal qualitative study explores how Japanese international students secure English-mediated socializing opportunities and grow as TL users and individuals during study abroad (SA). Thematic coding was conducted within the frameworks of situated learning (Lave & Wenger, 1994) and affinity space (Gee, 2004). Findings will be presented as enriched narratives, revealing dynamic social interactions fostering growth. These insights provide a basis for discussion and practical implications for educators on enhancing socializing and development during SA.

Speaker: Yoshifumi Fukada (Toyo University)

JALT2025 Presentation Material20250929.docx

Room 506: Learner Development

539 Music, Art & English: Fostering Creativity in EFL Classrooms

Research shows music in EFL classrooms enhances vocabulary, pronunciation, and motivation, while art fosters curiosity and engagement. Few activities combine both, missing opportunities to boost language retention and creativity. This workshop presents a practical activity that integrates music, art, and language learning, strengthening English skills, engagement, and creative expression. Participants will also experience the activity hands-on by creating their own brief composition that combines all three elements.

Speaker: Chris Regier (Kyoto Prefectural University)

540 Investigating contingent language knowledge amongst EFL learners

This study examines the experiential, social, and informational influences on students’ attitudes to English and English-speaking countries. A survey of 122 Japanese students investigated their overseas experiences, their impressions of English-speaking countries, sources of information about these countries, willingness to study English overseas, and their attitudes to learning English. Findings highlight the important role of “contingent language knowledge” on shaping students’ attitudes to both English learning and perceptions of foreign countries.

Speakers: Brian Gaynor (Muroran Institute of Technology), John Guy Perrem (Muroran Institute of Technology)

541 Enhancing Study Abroad with a Buddy System in the Philippines

This study investigates the impact of a buddy system in a Japan–Philippines study abroad program. Seventeen Japanese students studied in the Philippines for one month and were paired with Filipino buddies. Surveys and interviews examined effects on English proficiency, cultural understanding, and social integration, as well as Filipino buddies’ perspectives. Findings show the buddy system enhanced cultural exchange and language development, with both groups recognizing its positive influence.

Speakers: Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)

542 Promoting and Supporting Autonomous Learning through Project-Based Learning (PBL)

This study explores autonomous learning in a first-year English language course at a Japanese university. Students participated in project-based learning, managing four major projects: presentations, bulletin boards, a university magazine, and promotional videos. Findings show that these projects enhanced collaboration, motivation, organizational skills, and digital literacy. The study also highlights the need for structured, scaffolded support to further build students’ confidence and autonomy. Overall, the results suggest that project-based learning can promote academic and personal growth.

Speakers: Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)

543 Launching and evaluating a study abroad initiative program

This presentation introduces a study abroad initiative program (SAIP) launched by the English Working Group at Yamagata University. Developed to encourage and assist first-year students interested in degree-based international exchange programs in English, the SAIP consists of three main initiatives: a series of CLIL classes, English Speaking Practice sessions, and mock IELTS tests. Following a brief description of the program, preliminary evaluative data will be presented including participation numbers, survey results, and student testimonials.

Speakers: Bryan Jennings (Yamagata University), Jason Peppard (Yamagata University), Lazaro Echenique-Diaz (Yamagata University)

544 Short-Form Video and Identity: Social Media in Language Learning

Smartphones and social media have transformed digital communication, with short-form videos on TikTok, Instagram, and YouTube shaping identity and language use. This study explores an English language learning project at a Japanese university, where students analyzed and created social media videos to examine linguistic and stylistic features. Through peer discussion and content analysis, learners engaged with themes of gender, culture, and language. The presentation shares findings, student reactions, and insights for educators implementing similar projects.

Speaker: Darren Elliott (Nanzan University)

545 Beyond the Classroom: Expanding Academic Support

This presentation introduces a scalable model for supporting language learners beyond classroom boundaries. By integrating online resources, peer groups, and workshops into a self-access learning centre hosted on MS Teams, institutions can offer flexible, autonomous learning without physical space constraints. Attendees will gain insights into the development and management of this multi-faceted support system, designed to enhance academic engagement and skill development while addressing the limitations of traditional, semester-bound instruction.

Speakers: Catherine Cheetham (Tokai University), Shinichi Hashimoto (Tokai University, Faculty of Engineering)

Room 507: Materials Writing and Syllabus Design

546 Understanding Japan’s Textbook Regulation System: Insights from elementary English textbooks

This presentation examines Japan’s textbook regulation system and its influence on the development of classroom materials. It highlights how state policy decisions intersect with curriculum design, pedagogy, and broader sociopolitical discourses surrounding English education. By situating textbook regulation within current debates on language policy, the presentation underscores how educational reform in Japan is shaped by state control, market forces, and competing ideologies in English language teaching.

Speaker: Peter Ferguson (Kindai University)

547 A practical guide to independent textbook publication

This presentation provides a practical guide to the business aspects of independent textbook publishing. It covers ISBN registration, printing options, storage, distribution, and marketing strategies. Attendees will learn how to manage costs, gain customers, and work with printers and distributors. The session also explores budgeting, common pitfalls, and the risks and rewards of self-publishing. Real-world examples will equip participants with the knowledge to navigate the publishing process successfully and bring their textbooks to market.

Speaker: John Carle (MW SIG, Kindai University, Oak Hills Press)

548 Is CEFR on the Rise?: Analysis of University English Syllabi

This study examines how the CEFR is referenced and applied in English syllabi across 369 Japanese universities to gauge tertiary-level adoption. The analysis shows limited uptake and uneven usage, revealing a persistent gap between secondary and university practices. Findings indicate implementation remains in an early diffusion stage. Coordinated policy measures and institutional initiatives are recommended to drive broader, consistent integration in curriculum design, assessment practices, learning outcomes, and teacher development across programs and campuses nationwide.

Speaker: Koki Tomita (Soka University)

549 10 Easy Tips for Creating Barrier-Free Classrooms

This workshop will offer teachers of all levels ten simple ways to engage their neurodiverse students. After highlighting the most common types of neurodiversity teachers are likely to be faced with in their classrooms, the presenters will introduce practical hints for teachers, such as how to organize their classes, which fonts they should use for materials, how students should be grouped, how to offer assignment choices, and much more.

Speakers: Ms Alexandra Burke, Dr Davey Young, Dr Melodie Cook (University of Niigata Prefecture)

550 Frequency and accuracy of reported speech in ELT textbooks

Reported speech is a key language skill and this presentation reports on a survey of 220 ELT textbooks’ treatment of reported speech. Findings are that reported speech is often ignored or dealt with in a superficial manner. This presentation will review the relevant literature and explain the rationale and findings of the study. Participants should come away with a better understanding of the importance of reported speech and the inadequacies of many textbooks.

Speakers: Cameron Romney (Kyoto Women's University), John Campbell-Larsen (Kyoto Women's University)

551 Legal Research for Content Teachers: Some ideas on syllabus design and lesson planning

A content-focused approach is essential to teaching legal concepts in English, yet in practice, this is rarely the case. (Coleman&Albertson, 2021) This workshop will introduce principles for designing a content-focused course on Legal English and showcase how they are applied in practice. Reflecting on the process of syllabus design, we will demonstrate how to fill knowledge gaps in legal concepts using free and paid resources, identify possible issues, and provide respective solutions.

Speakers: Conan Chi (Bunkyo University), Priscilla Ratna

Room 508: Teaching Speaking

552 Dual-Mode Training and Japanese Pronunciation of English Vowels -

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 study compares the impact of this dual-mode approach to traditional auditory-only methods, assessing its effectiveness in enhancing L2 vowel pronunciation.

Speaker: Steve Lambacher (Aoyama Gakuin University)

553 Beyond the Podium: Alternative Public Speaking Tasks in the EAP Classroom

Traditional presentations in ESL and EAP classrooms often heighten anxiety and restrict authentic communication. This session explores alternative formats—such as PechaKucha, video-recorded speeches, impromptu speeches, and poster presentations —that encourage student confidence, creativity, and collaboration. Drawing on classroom observations, surveys, and student reflections, the presentation highlights how varied presentation styles enhance fluency, engagement, and technological skills. Attendees will gain practical strategies and adaptable tasks to make presentations more meaningful and dynamic in their own teaching contexts.

Speakers: Alex Nitschke, Andy Lawson (NIC International College in Japan), Jack Hayford (NIC International College in Japan)

Room 508: Vocabulary

554 Exploring the Long-Term Effects of Genre-Based Writing Instruction in Japanese EFL Classrooms

This study examines the longitudinal development of Japanese university students’ 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 English-medium instruction. In contrast, the control group exhibited minimal progress. Findings underscore the efficacy of genre-based approaches in sustaining EFL academic writing proficiency.

Speaker: Akiko Nagao (Ryukoku University)

555 Enhancing Vocabulary Learning with Native Language Support

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.

Speaker: Justin Hunt (Poodll)

556 Relative Complexity in a Model of Word Difficulty

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.

Speaker: Derek Canning

557 Listening comprehension and aural/orthographic vocabulary

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 comprehension instruction should emphasize orthographic and aural vocabulary equally.

Speaker: Yo Hamada (Akita University)

558 Using Self-selected Vocabulary to Define Pedagogical Choices

Keeping track of students’ 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 educators to adapt textbooks and individual lessons to better suit individual needs and give teachers informed guidance to the lexical aspect of syllabus design.

Speaker: Ross Rangott (Hitotsubashi University)

Room 509: Assessment and Testing

559 Enhancing self-assessment through AI-assisted writing: The case study of DeepL Write

This study examines how the AI translation tool DeepL Write affects learners’ self-recognition, particularly their self-reflection on changes in their learning processes. Thirty first-year literature students participated in a six-month Academic Writing course, completing in-class writing tasks with DeepL Write for revisions. Self-assessment data collected before and after the course showed significant changes in Seeking Internal Feedback and Self-Reflection, suggesting that DeepL Write may enhance learners’ self-assessment and reflective practices.

Speaker: Dr Yoko Oi (Seisen University)

560 Unlocking Potential with AI: Transforming Language Acquisition and Personal Growth

This study explores a four-skills integrated course for second-year university students, using Generative AI for scaffolding and automated feedback. The course aims to enhance speaking and writing skills through cyclical learning tasks and foster personal growth via reflections and surveys. Preliminary findings suggest that incorporating Generative AI effectively boosts language proficiency and personal development, offering promising insights into the future of language education.

Speaker: Manami Sato (Kyoto University of Advanced Science)

561 Do TOEIC scores predict L2 perception in noise?

Quantification of L2 proficiency is important yet challenging, especially when considering the ecological validity of the assessment. In this study we use an online transcription experiment to explore perception of English sentences in noise by Japanese listeners. Results show that listeners with higher TOEIC scores perform better than listeners with lower scores, but only for low-noise conditions, and only in terms of recognition of lexical types, thus suggesting caution in the interpretation of test scores.

Speakers: Dr francesco cangemi (the university of tokyo), Dr hinako masuda (seikei university)

562 Validating a Listening Test: A Cautionary Tale

This presentation will show the process of validating a pre-/post-test for an intensive listening study. The test is a modified TOEIC Listening Test, which was created from two valid sources and shortened in length. The participants are 37 first-year students at a women's university. The data was analyzed via Rasch analysis, and correlations with the standard scores from the listening section of TOEIC were used to verify the validity of this instrument.

Speakers: Dr Peter Parise (Kanagawa Prefectural Integrated Education Center and Wayo Women's University), Robert Edick

563 Rubric Grading Made Easy with Excel Drop-Down Menus

This workshop demonstrates how to create Excel-based rubrics using drop-down menus for efficient and consistent assessment. Participants will learn to set up drop-downs for selecting scores and pre-written feedback comments, streamlining grading while improving feedback clarity. This method reduces workload and enhances standardisation. The session includes hands-on practice, so attendees should bring a device with Excel installed.

Speakers: Mellisa Ogasawara (Aomori University of Health and Welfare), Mr Chris Horne (Aomori University of Health and Welfare), Mr Travis Emery (Aomori University of Health and Welfare)

1 Instruction Manual.pdf

2 Use Lastest Excel Version - Example Rubric for Editing.xlsx

3 Use Lastest Desktop Excel Version - End Result Example.xlsx

Room 514: Concurrent Sessions

564 Enhancing Listening Skills through Repetition and Self-Recording

This presentation explores how repetition and self-recording improve EFL learners’ listening skills. Using TOEIC materials, students repeatedly practiced passages, recorded and reviewed their performance, and received peer feedback, fostering automatization and metacognitive awareness. Post-test results showed improved comprehension, suggesting this interactive, self-regulated approach enhances learner autonomy and engagement. The method provides a practical approach for enhancing listening proficiency in university classrooms.

Speaker: Mrs Yukie Nobutsune (Tokyo Woman's Christian University, Temple University, Japan Campus)

565 A GenAI-based Cross Cultural Communication Course

This session presents the design of a university-level Cross-Cultural Course in Japan that integrates a GenAI-based chatbot to scaffold self-reflective, introspective, pragmatically informed conversations for developing Intercultural Communicative Competence (ICC) in university-level students. Grounded in leading theoretical models of ICC, the course helps students explore cultural perspectives, language use, and self-awareness vis-à-vis other cultures. A possible implementation of this course in an EFL context will also be demonstrated.

Speaker: Javier Salazar (ICLE SIG - University of Tsukuba)

566 Reason & Respond: Strategies for Critical Thinking

This presentation introduces Reason & Respond, a critical thinking coursebook for A2–B1 learners. Based on Hadley & Boon’s (2023) cyclical approach, the book helps students develop a critical mindset by distinguishing facts from opinions, spotting biases, listening actively, and evaluating arguments. The author will share an overview of Unit 1, where students learn to identify and support factual statements as a foundation for deeper thinking. (Sponsored by Kinseido Publishing Co., Ltd.)

Speaker: Andy Boon (Toyo Gakuen University)

567 Grading Lily's Students: CEFR-Aligned Automated Scoring for Video Call Conversations

Sponsored by Duolingo
Conversational AI offers new ways to practice speaking, yet reliable assessment of learner progress in real-time dialogue remains a challenge. To address this, we developed an automated grader for Video Call with Lily, Duolingo’s conversation partner. Four expert raters scored over 800 learner responses using a CEFR-aligned rubric, achieving high agreement (r=.95). Human–machine scores closely aligned (r=.85), validating the system’s reliability and establishing a foundation for scalable, data-driven feedback in self-directed language learning.

Speaker: Anthony Verardi (Duolingo, Inc.)

568 Why Japanese Learners Must Not Give Up on English Pronunciation

Sponsored by Prontest
In the professional world, accurate pronunciation can influence business success. Considering this, one essential skill in Japanese English education is instructors' pronunciation ability. However, even adults can still acquire this skill, so learners should not give up. I encourage them to actively include pronunciation practice in their learning.

Speaker: 真知 奥村 (株式会社プロンテスト)

569 In Focus: A 4-Skills Vocabulary & Critical Thinking Course

This session introduces a 4-level, 4-skills EFL course that develops students’ critical thinking skills while systematically improving their knowledge of essential high-frequency words with both in-text and online learning tools. Utilizing two key word lists from the New General Service List Project, Levels 1, 2, and 3 help students master essential general English vocabulary in the NGSL, while Level 4 focuses on teaching academic vocabulary in the NAWL.

Speaker: Joseph Phillips (Kinseido)

570 The importance of task outcome for student motivation

Students taking compulsory course may have limited motivation to complete tasks in the language classroom. This presentation focuses on the non-linguistic outcome of tasks, and its importance in providing an authentic reason for students to engage with and complete a task. Practical examples are provided, where students will be focused on task outcome and therefore actively take part in the task.

Speakers: Justin Harris (Kindai University), Paul Leeming (Kindai University)

Room 416: Poster Presentations

571 A Multimodal Rhetorical Moves Analysis of Student-Authored IMRaD Methods Sections

This study examines how first-year Japanese university students write the Methods section of IMRaD-style research papers in an EAP course. Using a Swalesian genre-based approach, we analyzed a sample of student papers to identify rhetorical moves and steps. Findings highlight challenges in structuring procedural descriptions and integrating visual elements, which existing genre models do not address. The results inform the development of multimodal instructional strategies to improve academic writing pedagogy for novice L2 writers.

Speakers: Dr Alexandra Terashima (University of Tokyo), Dr Anna Bordilovskaya (Tokyo City University)

572 Changes & Stability: Motivation & Confidence in EFL Grades 3–6

This study examines English learning motivation among 366 Japanese elementary students (grades 3–6). Exploratory factor analysis identified four dimensions: confidence, school-specific motivation, intrinsic motivation, and future-use motivation. ANOVA revealed significant declines in confidence, school-specific, and future-use motivation after grade 3, while intrinsic motivation remained stable. Results highlight the importance of supporting both classroom engagement and confidence to sustain motivation throughout elementary school.

Speaker: Anthony DiSorbo (Sakura City Board of Education)

573 From Textbook to Test: Vocabulary Frequency Analysis to AI-Generated Quizzes

This poster presentation will examine the methodology behind selecting and assessing vocabulary for an IELTS reading and writing preparation course, integrating frequency-based word lists with AI-generated assessments. Our research explores how vocabulary profiling tools, such as LEXTUTOR’s vocabprofiler, can effectively filter words from IELTS reading passages to optimize learning outcomes.

Speakers: Ken Ohashi, Timothy Ang

574 Hexagonal Thinking for Effective Academic Speaking

Academic speaking requires structured strategies that help students make deeper connections and articulate ideas more effectively. This poster introduces hexagonal thinking as an interactive scaffolding strategy that fosters concept synthesis, vocabulary retention, and metacognitive awareness. Findings from a study at a Japanese university (n=20) show that this student-led approach promotes self-directed learning, structured discussion, and heightened engagement. Participants will gain practical strategies for integrating hexagonal thinking into academic speaking instruction.

Speaker: Mr Prumel Barbudo (Meikai University)

575 Introduction: A Successful Study Abroad Preparation Program

With the continuing challenges that Japan faces concerning its decreasing population, many universities have been searching for new, innovative programs to attract students. This poster presentation will introduce a collaboration between a Japanese and an American university by explaining the motivations for creating the program, describing the structure and implementation of the curriculum, detailing the teaching philosophy, discussing positive outcomes, and providing guidance for other educational institutions considering creating or improving study abroad preparation programs.

Speaker: Drew Sanford (Kansai Gaidai University)

576 Litter Less Campaign: A high school CLIL & TBL initiative

From 2022 to 2024, two high school classes part of a partial-English immersion course in Kyoto participated in a world-wide project supported through UNESCO and the Young Reporters for the Environment (YRE) called “The Litter Less Campaign”. During this 3-year initiative, the two classes of the same cohort starting in year 1 participated in a number of scaffolded tasks to raise awareness to each other about different waste-management practices in Japan and other countries. Each class took turns presenting their findings from special classes and on-site surveys to the other class over the course of three years, coming to conclusions on best practices based on their observations in their home country Japan, and from the surveys and observations conducted in New Zealand and Canada while on a short-term study abroad excursion. Students then used this information to participate in a Model United Nations conference focusing on the crisis of pollution and waste around the world. This poster presentation allows conference goers the opportunity to learn and discuss how this project was implemented into a high school curriculum and the tools used for the various tasks involved.

Speaker: Mr Edward Escobar (Kyoto Gaidai Nishi High School)

2025 JALT Poster.png

577 Overcoming barriers in classroom design and layout

This study examines how classroom design affects active and inclusive language learning in a Japanese university. Observations of Australian classrooms identified four key factors required for active and inclusive lessons: dead space, cross-monitoring, comfort, and connection. A Japanese university study compared a flexible language lab and a traditional classroom, implementing strategies like mini whiteboards and adjusted seating to enhance engagement. Findings highlight how small adaptations can align classrooms with policy goals for active learning.

Speaker: Heather Suzuki (Fukuyama University)

578 Student Generated Choose-your-own-Adventure Stories

Choose-your-own-adventure stories (CYOAS) or branching narrative stories (BN) have been shown to increase motivation for both reading and writing. However, some online interactive stories and software can be too complicated for EFL students, especially for creating them. This presentation will show a simple method to teach students how to create these stories themselves using Google Slides. Attendees will be able to try out some stories and download materials used in this presentation.

Speaker: Michael Mielke (Sapporo University)

2025 Poster - Student Generated _Choose your own Adventure Stories_ (5).pdf

579 Students' Concerns About MT's Impact on Their Learning

This study explores first-year university students' concerns about using machine translation (MT) in English learning. It investigates how students perceive MT’s advantages and disadvantages, its impact on language acquisition and proficiency, and its role in autonomous learning. The study also examines differences in MT usage based on learning goals and addresses issues such as plagiarism.

Speaker: Midori Inaba (Aichi University of Educartion)

Room 109: Mind and Body

Mind and Body Room

Convener: Dr Masatoshi Shoji (Shokei Gakuin University)

580 Yoga / Breathwork / Yoga Nidra / Aromatherapy

Experience a holistic yoga journey that blends mindful movement with deep rest. This all-levels Hatha Vinyasa class begins with grounding breathwork (pranayama) to centre the mind and awaken the body. Flow through a balanced sequence of dynamic and meditative poses, guided by conscious breath and gentle alignment. Aromatherapy enhances the sensory experience, inviting deeper relaxation and presence throughout. The practice concludes with a deeply restorative Yoga Nidra, or yogic sleep—a guided meditation designed to promote profound physical, emotional, and mental rest. Whether you are new to yoga or an experienced practitioner, this session offers space to move, breathe, and simply be.

Speaker: Gabriela Villafradez (KOTESOL)