-
Dennis Koyama (Sophia University), Sayaka Sugimoto (Waseda University)20/11/2026, 13:35
-
Hoang Mai Tram Nguyen (The Education University of Hong Kong)20/11/2026, 13:35
-
Tuyen Nguyen (Ho Chi Minh City Open University)20/11/2026, 13:35
-
Emi Nagai20/11/2026, 13:35
This study examines how Japanese EFL learners perceive extensive reading through a gradedโreader series and which learnerโrelated conditions influence their continuation or discontinuation of the activity. Through this inquiry, we aim to identify features of the ER experienceโsuch as perceived difficulty, enjoyment, and reading confidenceโthat shape learnersโ decisions to persist with or...
Go to contribution page -
Melissa Huntley (University of Shimane)20/11/2026, 14:10
-
Adrian Clark Perez (Pangasinan State University)20/11/2026, 14:10
-
Austin Pack, Benjamin Brown (Brigham Young University-Hawaii), Juan Escalante (Brigham Young University Hawaii)20/11/2026, 14:10
This study examines a custom GPT โgratitude coachโ used in ESL classes to help students reframe weekly language mistakes in a positive way that promotes self-acceptance and recognizes learners' growth. The study compares AI-guided gratitude reflection, non-AI-guided gratitude reflection, and no-treatment conditions across three survey waves and analyzes studentsโ written reflections. We also...
Go to contribution page -
Mrs Nurshash Shugaatai (English teacher)20/11/2026, 14:10
As English strengthens its position globally, educators face "subtractive bilingualism," where English develops at the expense of the first language. Grounded in linguistic interdependence, this presentation addresses how Mongolian educators can foster "additive bilingualism." Attendees will explore practical classroom strategies, including translanguaging techniques and digital tools,...
Go to contribution page -
Mr Darryl James Elliot (Shinagawa Shouei Junior and Senior High School), Joaquin Justine Margaret (Shinagawa Shouei Junior and Senior High School)20/11/2026, 14:10
-
Prof. Hsin-chou Josephine Huang (National Taiwan Ocean University)20/11/2026, 14:10
-
Lamia Seffar (Japan Exchange and Teaching Program), Mariquit Camba (Japan Exchange and Teaching Programme)20/11/2026, 14:10
This study examines ALT-led initiatives in Japanese schools and the factors shaping Assistant Language Teachersโ ability to initiate and sustain them. Using a qualitative-dominant mixed-methods survey, it identified three initiative types: supporting formal instruction, creating communicative opportunities, and enhancing language learning environments. Findings reveal that initiative-taking...
Go to contribution page -
Damien Okado-Gough (Aichi Gakuin University)20/11/2026, 14:10
Research in second language acquisition highlights identityโs role in learner motivation. Dรถrnyeiโs L2 Motivational Self System and Nortonโs sociocultural perspectives emphasize how imagined identities shape engagement. In Japan, Yashima links motivation to an international orientation rather than cultural integration. This presentation examines how Japanese identity may influence English...
Go to contribution page -
Takako Inada (Japan University of Health Sciences)20/11/2026, 14:10
This pilot study investigated how seven psychological factors relate to English learning achievement among Japanese university students. The findings offer preliminary evidence supporting a multidimensional approach to EFL education, emphasizing that students' psychological characteristics must be considered alongside their academic performance. Ultimately, this research provides the empirical...
Go to contribution page -
Dr Joshua Jodoin (Konan University)20/11/2026, 14:10
-
Michael Stockwell (Sugiyama Jogakuen University), Paul Rumme (Sugiyama Jogakuen University)20/11/2026, 14:10
-
Samantha Kawakami (NIT, Matsue College)20/11/2026, 14:10
In this workshop teachers will gain a better understanding of the capabilities and weaknesses of a variety of LMSs. The presenter will introduce key features โ benefits and weaknesses โ of Moodle and Teams. Participants will then have the opportunity to discuss their own LMSs and how they use them. Following this discussion, the presenter will demonstrate a hybrid usage of Teams and Moodle,...
Go to contribution page -
Eucharia Donnery (Soka University)20/11/2026, 14:45
This presentation explores how generative AI can function as scaffolding in EAP classrooms rather than as a substitute for student thinking and writing. Drawing on classroom practice and research with advanced university learners, it examines a structured approach in which AI supports learners at carefully designed stages of the academic writing process. The presentation considers how...
Go to contribution page -
Yuko Horiguchi20/11/2026, 14:45
This study reports student perceptions after a one-semester non-competitive (no-judge) educational English debate course. It is a compulsory class for first-year university students. This study is based on questionnaire results collected over three years, totaling 93 responses. The results indicate improvements in logical and argumentative skills, speaking confidence, language awareness, and...
Go to contribution page -
Noriko Kurishita (Nagoya University of Foreign Studies)20/11/2026, 14:45
This study reveals the process of reader-identity building through discursive practice in the L2 ER classroom. In the framework of legitimate peripheral participation (LPP) (Lave & Wenger, 1991), the study heuristically observed the studentsโ participation in interaction, utilizing Youngโs (2007) notion of interactional competence (IC) to realize general comprehension (โnormalโ reading as in...
Go to contribution page -
Pei-Yu Liao (Postdoctoral Research Fellow, EMI Teaching and Learning Center, Center for Bilingual Education, National Taiwan University)20/11/2026, 14:45
This study examines how EMI policy expectations are enacted in Taiwanese higher education classrooms. Drawing on classroom observations and teacher interviews from four EMI instructor cases, it explores how teachers negotiate language use, student participation, and pedagogical expectations. Findings suggest that EMI classrooms operate as multilingual, culturally hybrid spaces where...
Go to contribution page -
Hung Tzu Huang20/11/2026, 14:45
This study examines how English and heritage language (HL) self-guides predict the Ideal Multilingual Self (IMS) among Taiwanese high school students. Competing hierarchical regression models revealed that English self-guides accounted for most of the variance in IMS, while HL self-guides made a smaller but significant independent contribution. The findings suggest that multilingual future...
Go to contribution page -
Anggri Muhtia (Universitas Lambung Mangkurat)20/11/2026, 14:45
-
Martin Hawkes (The University of Shiga Prefecture)20/11/2026, 14:45
-
Anthony Townley (Nagoya University of Commerce and Business)20/11/2026, 14:45
In response to the need for universities to create more inclusive campuses for international students, this study investigated the experiences of international students at a university in Japan. The results indicate that case method pedagogy foster inclusive intercultural engagement, but challenges persist in bridging the cultural divide between international and domestic Japanese students,...
Go to contribution page -
Fahrizal Ramadhan (Nagoya University)20/11/2026, 14:45
-
Daniel Jones (Gwangju Inst. of Science and Technology)20/11/2026, 14:45
-
Dr Masashi Otani (Nagoya University), YongJik Lee (Changwon National University, Korea)20/11/2026, 14:45
This mixed-methods study investigates university students' perceptions of the integration of generative AI(GenAI) into English language learning, focusing on cognitive and affective dimensions. Survey data and qualitative interviews reveal that learners value GenAI's efficiency and motivational benefits, while expressing concerns about overreliance, diminished critical thinking, and risks to...
Go to contribution page -
Dr Danshiro Velasco (Seikei University)20/11/2026, 14:45ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (30-minutes)
-
Silja Ijas (Hokkaido University)20/11/2026, 15:20
This research explores how phraseological analysis can aid non-professional Ainu teachers who are simultaneously learners. Drawing on phraseological research, a set of accessible analytical questions is developed and tested against the National Ainu Museumโs Ainu Language Archive data. The questions help teachers identify collocations, semantic preference, and semantic prosody in texts. The...
Go to contribution page -
Mr Joรซl Laurier (Keio University)20/11/2026, 15:20
This presentation provides a solution to the MEXTโs promotion of collaborative learning as a pedagogy. It clarifies the frequently misunderstood distinction between collaborative and cooperative learning. In addressing teacher concerns over their reduced ability to assess student output in the age of AI, the presentation demonstrates how to build individual accountability. Attendees will leave...
Go to contribution page -
Patrik Gotz (Kyoto Tachibana University)20/11/2026, 15:20
This study examines changes in English learning motivation among Japanese university students before and after a year-long study abroad program. Questionnaire data suggest that while some students increased their confidence and willingness to communicate (WTC), others reported reduced motivation after returning. The findings highlight the uneven impact of study abroad experiences and suggest...
Go to contribution page -
Abram Leon (Osaka International University)20/11/2026, 15:20ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
The presentation outlines online intercultural exchange activities held in 2025 between students at a Japanese university and a partner institution in the Philippines. Drawing on survey and interview data, I discuss how the activities impacted the communicative and intercultural competence of participants. After highlighting significant differences between the groups in terms of engagement and...
Go to contribution page -
Daniel Newbury (Ibaraki Prefectural University of Health Sciences), G. Clint Denison (Mukogawa Women's University), Jacob Petersen (Iwate University)20/11/2026, 15:20
In performance-based language assessment, consistency is challenging because rating is interpretive; scores reflect ratersโ severity, scale use, and the aspects of performance they attend to. Rater training can support consistent rubric application in line with test developersโ intentions. However, it is often difficult to determine which aspects of training influenced ratersโ decision-making....
Go to contribution page -
Kyle Undem (Konan University), Trevor Raichura (Konan University)20/11/2026, 15:20
-
Evelyn Hayashibara (Kawasaki University of Medical Welfare)20/11/2026, 15:20
Summary
Go to contribution page
This presentation integrates two consecutive studies on a learner-led English presentation course in medical education. Building on earlier practitioner reflections, the second study provides a systematic qualitative and quantitative evaluation based on student feedback (n=101). The findings confirm strengths in collaboration, inclusivity, and professional skill development while... -
Dr Dr. Rimajon Sotlikova (New Uzbekistan University and Webster University in Tashkent)20/11/2026, 15:20
-
Manami Suzuki (Hosei University)20/11/2026, 15:20
-
Matthew GLeason (Tokyo International University), Patrick Dempsey20/11/2026, 15:20
Modular Instructional Design is an integration of microlearning strategies into curriculum design in a way that streamlines lesson planning, promotes classroom emotional safety, and builds dynamic, interactive learning environments. Modular Instructional Design builds on the principles of microlearning, balances classroom routines with task variation, and provides a framework for teachers to...
Go to contribution page -
John Campbell-Larsen (Kyoto Women's University)20/11/2026, 15:20
This presentation describes an action research project that sought to develop learnersโ ability to engage in naturalistic spoken narrative. The teaching focused on key elements of spoken narrative such as formulaic phrases for abstracts, reported speech, use of sense verbs, upgrade adjectives and self-paraphrase. In video-recorded data of student narrative exchanges, results were mixed with...
Go to contribution page -
Dr Thatcher Spero (Musashino University, Faculty of Global Studies, Department of Global Business)20/11/2026, 15:20
While generative AI is often discussed in relation to writing, its voice mode offers powerful but underutilized opportunities for structured speaking rehearsal. This focused, practice-oriented session explores how teachers can design purposeful voice-mode tasks to extend oral practice beyond classroom time. Participants will examine concrete speaking-task templates and leave with immediately...
Go to contribution page -
Olga Li (Toyama Prefectural University)20/11/2026, 15:20
Self-report surveys may not fully capture how students actually use generative AI. This research-oriented presentation compares questionnaire scores for AI-mediated autonomy and AI dependence with linked ChatGPT interaction logs from 80 EFL learners. It identifies systematic mismatches, such as learners who report high autonomy but show AI-first task onset or outsourcing of idea generation....
Go to contribution page -
Candice Buchanan (RMIT UP), Mr Travis Coleman (RMIT UP)20/11/2026, 15:20
-
Austin Pack, Benjamin Brown (Brigham Young University-Hawaii), Jeffrey Maloney (Brigham Young University - Hawaii), Juan Escalante (Brigham Young University Hawaii)20/11/2026, 15:20
-
Ash Murray (Torrens University Australia), Chuan Zhang (Central Queensland University Australia), Shari Joy Berman (Japan Language Forum)20/11/2026, 15:55
-
Nargisa Tursunova20/11/2026, 15:55
Correction alone rarely motivates learners and can even silence them. This practice-oriented session explores how to give feedback that builds confidence while still driving improvement. We'll examine why some feedback shuts learners down and other feedback pushes them forward. Participants will leave with practical, classroom-ready techniques, including the feedback sandwich for delivering...
Go to contribution page -
Dรฉkontee Gollah (Tokyo International University)20/11/2026, 15:55
-
Judith Kambara (Nagoya City University)20/11/2026, 15:55
-
William Brooks (AICHI UNIVERSITY)20/11/2026, 15:55
-
Mr Kevin Coughlan (British Council)20/11/2026, 15:55
This session explores how blogs and portfolios can build learner autonomy in university language courses. Drawing on a needs analysis showing first-year Japanese students often lack a sense of progress and independent engagement, the talk demonstrates practical homework-based tasksโgoal-setting, recorded speaking, guided reflection, and CEFR-based self- and peer-assessmentโthat teachers can...
Go to contribution page -
Dr Kara Mac Donald (Academic Connections), Mr Sayed Rafiqul Hasan Milon (Rajshahi College,)20/11/2026, 15:55ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
-
Ben Backwell (NCU), Dr Brad Deacon (Nanzan University)20/11/2026, 15:55
-
Nicola Hannah20/11/2026, 15:55
Participants will gain insight into effective methods to help Japanese university students improve their English presentation skills. Drawing on classroom practice and research on EFL oral communication, this presentation will highlight common challenges such as presentation anxiety, over-reliance on scripts, and limited audience engagement. Practical classroom strategies and task-based...
Go to contribution page -
Olivia Kennedy (Nagahama Institute of Bioscience and Technology), Sandra Healy (Kyoto Institute of Japan)20/11/2026, 15:55
-
Satomi Fujii (Juntendo University)20/11/2026, 15:55
This study examines the relationship between tertiary EFL studentsโ knowledge of L2 aural high-frequency vocabulary and their written receptive mastery of targeted words in an L2 course focusing on liberal arts topics. The participants (n = 37) were A2-level freshmen at a university in Tokyo who attended the course for a year. The findings revealed that learners who scored 50% or higher on...
Go to contribution page -
Chika Takahashi, Jerry Huang20/11/2026, 15:55
International posture (Yashima, 2002) has been examined for studies of English and for studies of other languages particularly in recent years. This presentation examines different roles of international posture depending on the target languages of English and Korean and further validates the shorter version of its scale (Yashima & Nishida, 2024). Results indicate a necessity for a discussion...
Go to contribution page -
Daniel Anderson (Asia University), Jeffrey Maxwell (Asia University)20/11/2026, 15:55
The TOEIC test is the preeminent standard for English proficiency at many universities in Japan. Even with the significance this holds for university students, teachers often struggle keeping learners engaged in TOEIC classes. This session covers some insights on learner motivation and offers a holistic approach to teaching the TOEIC test. Based on this approach, participants will learn four...
Go to contribution page -
Mr Malik Amir Feroze (Ehime University)20/11/2026, 15:55
Helping students move from short answers to natural conversation remains difficult in many EFL classrooms. This presentation introduces a structured interaction approach that teaches conversation patterns and turn-expansion strategies while using Cornell note-taking and guided reflection to build metapragmatic awareness. Classroom research from a freshman communication course suggests that...
Go to contribution page -
Rob Werner (Toyo University)20/11/2026, 15:55
This presentation will describe results of stimulated recall interviews on university teachersโ thoughts and feelings connected to utilizing wait time in observed classes. Reasons to use or not use wait time will be discussed, along with factors that determined its length, and unexpected results will be shared. Because Japanese students are sometimes reluctant to answer questions, this...
Go to contribution page -
Dr Catherine Takasugi (Aoyama Gakuin University)20/11/2026, 15:55
-
Lynsey Mori (Ritsumeikan Osaka Ibaraki Campus), Mrs Amelia Ijiri (Kyoto University of Foreign Studies)20/11/2026, 15:55
-
Matthew Hauca20/11/2026, 16:30
Short-term study abroad (STSA) programs, typically defined as lasting 1 week to 3 months, are the most common program length for Japanese students (MEXT, 2024). This presentation will outline previous short-term study abroad research focusing on various aspects of cross-cultural understanding. Then, student feedback from two separate programs will be presented. Lastly, the presenter will...
Go to contribution page -
Dr Mateja Dostal (University of Ljubljana, School of Economics and Business), Prof. Violeta Jurkovic (University of Ljubljana, Faculty of Maritime Studies and Transport)20/11/2026, 16:30
The study examines how the action-oriented approach of the Common European Framework of Reference is understood and applied in Slovenian higher education Languages for Specific Purposes (LSP). Focusing on task-, problem-, and project-based learning, it uses semi-structured interviews with experienced LSP teachers to explore classroom practices, perceptions, and implementation conditions. The...
Go to contribution page -
Hsiao-Wen Hsu (Ling Tung University)20/11/2026, 16:30
-
Dr Julia Kimura (Mukogawa Women's University), Reiko Yoshihara (Nihon University)20/11/2026, 16:30
-
Eleanor Kane (University of Shimane), Melissa Huntley (University of Shimane)20/11/2026, 16:30
This presentation critiques the traditional PARSNIP model, which advises avoiding taboo topics in educational materials to prevent controversy. Such avoidance can limit student engagement and hinder intercultural competence development. Ethical ways to incorporate sensitive issues into curricula, specifically in monocultural classrooms will be discussed, as well as helping educators scaffold...
Go to contribution page -
Aleksei Nekhaev (Shinawatra University)20/11/2026, 16:30
-
Nguyen Ly (University of Nottingham Malaysia Campus), Thao ฤinh (University of Transport and Communications), Vinh Nhu Phan20/11/2026, 16:30
-
Khadijah Omar (Kyushu University)20/11/2026, 16:30
Subtitling as a pedagogical task is gaining popularity in language learning. This session demonstrates three key steps from a project-based subtitling module for EFL students. Attendees will learn how to evaluate subtitling quality in student videos, compare human and machine translations with professional subtitles, and create subtitles for a video clip.
Go to contribution page -
Dr Shie Sato (ๆฉ็จฒ็ฐๅคงๅญฆ)20/11/2026, 16:30
-
James Uden (Yale University)20/11/2026, 16:30
In the UK, Australia, and the United States, there has been extensive discussion of ways to make the teaching of Latin and Ancient Greek accessible to new groups of students (Holmes-Henderson, Hunt & Musiรฉ 2018; Hunt 2022). There has also been intense debate amongst teachers of Latin in the last twenty years about whether it is appropriate to draw from the techniques of modern language...
Go to contribution page -
MART CHRISTINE JOHNSTON (Takushoku University)20/11/2026, 16:30
-
Dr Marian Wang (Konan University)20/11/2026, 16:30ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
The purpose of this presentation is to understand the lived experience of EFL teachers (N = 4) who have been teaching an English-medium instruction course on Japanese culture and university students (N = 19) who have taken the course. The critical multicultural learning objectives of the course were based on cultural knowledge, cultural self-awareness, and cultural competence. The findings...
Go to contribution page -
Prof. Peichin Chang (National Taiwan Normal University)20/11/2026, 16:30
This study examined how 18 Taiwanese senior high EFL teachersโ classroom talk shaped student participation under discourse-oriented reforms. Using Systemic Functional Linguistics, teacher talk was analyzed through monoglossic, contractive, and expansive voices. Expansive voice occurred most frequently and positively predicted student participation, whereas monoglossic and contractive moves...
Go to contribution page -
Liza Melanie Ostolaza (Teachers College, Columbia University)20/11/2026, 16:30
Summary
Go to contribution page
Task-Based Language Teaching (TBLT) emphasizes meaning-focused communication and authentic language use. This session demonstrates an identity-centered storytelling task designed for adult ESL classrooms. Learners exchange personal and cultural stories and then retell a partnerโs story from that partnerโs perspective, creating a meaningful information gap that requires negotiation of... -
Mrs Kamar Karimova (Kazakh Ablai Khan University of International Relations and World Languages)20/11/2026, 16:30
This presentation explores translanguaging as a way of understanding translation as a cognitive and cultural activity, focusing on how multilingual minds negotiate meaning across languages and cultures.
Go to contribution page -
Susan Meiki (JALT Business Manager / Okayama University / Poster Chair), Tim Cleminson (Okayama University), Yuliana Lavrysh (Igor Sikorsky Kyiv Polytechnic Institute)20/11/2026, 16:30
How can Virtual Exchange (VE) foster real-world peace-building competencies? This presentation explores a four-week VE between university students in Japan and Ukraine engaged in collaborative media analysis of conflict reporting. We will discuss how this transnational dialogue synthesizes critical media literacy with ontological capacities like empathy and reflexivity. Attendees will learn an...
Go to contribution page -
Ms Alexandra Burke (Shiga University; The University of Shiga Prefecture), Mr Adam Jenkins (Shizuoka Institute of Science and Technology), Samantha Kawakami (NIT, Matsue College)20/11/2026, 17:05
Accessibility needs are prevalent in an estimated 8% of the population with under 2% of students requesting help from teachers. Teachers can proactively help students by becoming aware of the issues students face, helping students understand their own needs, and ensuring class materials are accessible and barrier-free for all. High-tech, low-tech and no-tech methods to help students will be...
Go to contribution page -
Prof. Hosam Elmetaher (Akita University)20/11/2026, 17:05
How much do the first 2,000 words matter for EIKEN success? This presentation explores the strong link between high-frequency vocabulary knowledge and EIKEN performance. A lexical analysis shows that most EIKEN test content relies on these core words. Data from Japanese university learners reveal a significant correlation between receptive vocabulary knowledge and EIKEN Pre-2 scores. Practical...
Go to contribution page -
Prof. Soo-Ok Kweon (Pohang University of Science and Technology)20/11/2026, 17:05
-
Kara Mac Donald (Academic Connections), Prof. Sayed Rafiqul Hasan Milon (Rajshahi College,)20/11/2026, 17:05
-
Siti Raudhah Maidari (Politeknik Pelayaran Malahayati)20/11/2026, 17:05ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
The present study employed mixed method approach to examine the incorporation of local culture to engagement and intercultural communication in ELT within the context of Indonesian higher education. Data collected from 100 students and 20 teachers show positive responses, although highlighting potential obstacles in cultural understanding and teaching resources. The proposed Glocal Framework...
Go to contribution page -
Ying ZHOU20/11/2026, 17:05
Literary texts used in EFL teaching often emphasize language practice such as vocabulary and reading fluency, overlooking literatureโs potential to stimulate philosophical inquiry. This small-scale qualitative classroom study explores how higher-order questions, guided by revised Bloomโs taxonomy, transformed studentsโ reading of The Little Prince from basic comprehension to deeper reflection...
Go to contribution page -
Anthony Townley (Nagoya University of Commerce and Business)20/11/2026, 17:05
In response to concerns about the over-reliance on generative AI technologies for academic writing development, this study examines the comparative strengths and weaknesses of 12 argumentative essays generated by ChatGPT and 12 essays written by undergraduate students in response to the same assessment task. However, rather than evaluate AI-generated writing solely in terms of correctness or...
Go to contribution page -
John-Guy Perrem, Mr Corey Reed (Muroran IT)20/11/2026, 17:05
This interview based study explores how Assistant Language Teachers (ALTs) in Hokkaido experience contract insecurity, professional recognition, and team-teaching realities across JET, dispatch, and direct-hire employment. Using semi-structured interviews with ten ALTs, we examine job security, finances, and collaboration with Japanese Teachers of English. The session offers evidence-informed...
Go to contribution page -
Dr Thatcher Spero (Musashino University, Faculty of Global Studies, Department of Global Business)20/11/2026, 17:05
Students are already using ChatGPT (and other generative AI tools). The challenge for teachers is how to structure that use to promote genuine language development. This highly practical session presents a staged framework that moves from fully teacher-designed prompts to semi-autonomous and autonomous student prompting. Participants will analyze classroom-ready examples, design prompts during...
Go to contribution page -
Steven Burger (Kyoto Sangyo University)20/11/2026, 17:05
This presentation reports the results of an exploratory study into the effect that machine translation software (MT) has on EFL learnersโ anxiety in a speech presentation assignment. Adapted FLCAS surveys administered in two EFL classes pre and post were analyzed to examine MT on reducing anxiety and its subscale components. Significant reductions in communication apprehension and negative...
Go to contribution page -
John Carle (MW SIG, Kindai University, Oak Hills Press)20/11/2026, 17:05
This practice-oriented presentation explores how materials design can support motivation, accountability, and cooperation in ESL classrooms. Using concrete examples from classroom materials, the presenter demonstrates how designing effective discussion questions, vocabulary tasks, and structured activities can motivate learners, encourage responsibility for learning, and promote cooperative...
Go to contribution page -
Robert Aspinall (Doshisha University)20/11/2026, 17:05
-
Li-hsin Tu20/11/2026, 17:05
-
Rika Aoki20/11/2026, 17:05
This qualitative case study examines changes in a Japanese non-native English-speaking teacherโs (NNEST) professional identity during a one-year TESL program in an English-speaking context. Findings suggest that while the teacher increasingly recognized the legitimacy of diverse Englishes and NNESTs, these changes did not necessarily accompany a more positive evaluation of the teacherโs own...
Go to contribution page -
Minh Uyen Ky Tran (Foreign Trade University)20/11/2026, 17:05
-
Saลกa Podgorลกek (University of Ljubljana)20/11/2026, 17:05
This study examines student perceptions of authentic materials and tasks in tertiary Languages for Specific Purposes (LSP). Drawing on Mishanโs (2005) authenticity-centred approach, it analyses an authentic task in a German course for ethnology and cultural anthropology students at the University of Ljubljana, where students selected, read, summarised, and presented academic articles....
Go to contribution page -
Mr Keith Ikoma (University of Fukui)20/11/2026, 17:05
To improve engagement and motivation, students were assigned the task of leading warm-up activities throughout the semester. This session will explain the implementation of the assignment and the action research conducted by the instructor to assess the effectiveness of the activities. Practical materials will be shared that could be used to implement this assignment into an English course....
Go to contribution page -
Oyeyemi Bamidele (Amity University)20/11/2026, 17:05
-
NGOC THANH TRUNG LE (The Education University of Hong Kong)20/11/2026, 17:05
-
Michael Davies (Ritsumeikan University)20/11/2026, 17:05
This presentation describes an investigation into willingness to communicate (WTC) amongst 13 EAP students enrolled at an Australian university. The participants were all long-term residents in Australia and planning to settle and work there after graduation. The study explored the transfer of WTC from the classroom to real-world contexts. Findings indicate that although personality plays a...
Go to contribution page -
Brian Birdsell (Hirosaki University)20/11/2026, 17:40
-
Akiko Chochol (Shizuoka University)20/11/2026, 17:40
This qualitative study explored mindfulness among six Japanese exchange students before departure and during the early stage of studying abroad, using Langerโs five dimensions and AUM theory. All dimensions appeared before departure, with openness to novelty most prominent. During the early stage abroad, orientation in the present became dominant as students focused on language, academics, and...
Go to contribution page -
Xiaoben Yuan (Akita University)20/11/2026, 17:40
-
Jeffrey Maloney (Brigham Young University - Hawaii)20/11/2026, 17:40
This study explores the impact of engaging with and evaluating the language learning app Mango as students connect SLA theory with practical evaluation of pedagogical tools. University students enrolled in a language acquisition course used the language app for nine weeks.
Go to contribution page -
Yayoi Osuga (Akita International University)20/11/2026, 17:40
This study examines how collaborative team teaching between Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) influences student motivation to use English in a high school EFL classroom. A JTE-ALT team co-planned, co-taught, and co-reflected on three lessons in one week. Pre- and post-lesson questionnaires and student reflections indicate increased willingness to...
Go to contribution page -
Camilo Villanueva (Nagoya City University)20/11/2026, 17:40
Creative writing is expanding globally and in L2 research, yet remains underused in Japanese language education. This presentation describes a 15-week CLIL course at a Japanese university organized into creative nonfiction, poetry, and fiction. It details student-centered design, workshops with peer review, and a final analytical paper. Sample activities, such as shape poems, autobiographies,...
Go to contribution page -
Masatake Murakami (Sophia University)20/11/2026, 17:40ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (30-minutes)
This study investigates the experiences of Japanese university students during an eight-week Collaborative Online International Learning (COIL) project with a US university. It explores the emotions students experienced, strategies they used to regulate them, and methods they employed to compensate for limited face-to-face cues in online communication. Using qualitative analysis of reflective...
Go to contribution page -
Vahid Rafieyan (Yamanashi Gakuin University)20/11/2026, 17:40
-
Mat Davies (Mashuko)20/11/2026, 17:40
-
Yu-jung Chang (National Tsing Hua University)20/11/2026, 17:40
This presentation reports findings from a qualitative study examining how social class shapes English learnersโ reading practices and reader identities. Drawing on Bourdieuโs concepts of capital and habitus, it examines the reading experiences of two Taiwanese students from contrasting class backgrounds. It illustrates how their class-based resources shaped reading opportunities but not...
Go to contribution page -
Mohammad Hosam Al Nahas (Qatar University)20/11/2026, 17:40
-
Hilda Rakerda (Universitas Bangka Belitung), Resti Amalia (Universitas Bangka Belitung)20/11/2026, 17:40
-
Dulan Boerjijin20/11/2026, 17:40
This classroom study explores the redesign of a 10th-grade English-medium introductory International Relations (IR) course. Initially based on a traditional approach to theory and history, the course was revised after students revealed unexpected difficulty in understanding the concept of โtheory.โ The curriculum shifted toward an experiential approach, including cultural narratives, guest...
Go to contribution page -
Asiya Tabassum (University of Technology and Applied Science-Nizwa)20/11/2026, 17:40
-
Trang Pham20/11/2026, 17:40
-
Roger Davis (Keio University)20/11/2026, 17:40
-
Kristina Isabelle Valerio (University of Santo Tomas - Manila)20/11/2026, 17:40
-
Judy Gray Royka (American University of Phnom Penh)20/11/2026, 17:40
Many language learners experience anxiety when speaking English, particularly in presentations or spontaneous communication. This interactive workshop demonstrates how drama-based techniques can create a safe rehearsal space where students practice speaking before high-stakes communication. Participants experience scaffolded activities using voice work, impromptu speaking, and improvisation to...
Go to contribution page -
Hilda Rakerda (Universitas Bangka Belitung), Resti Amalia (Universitas Bangka Belitung)20/11/2026, 17:40
-
Brad Deacon (Nanzan University)20/11/2026, 18:15
This presentation reports a longitudinal study applying the Theory of Planned Behavior (TPB) to examine Japanese university studentsโ intercultural behavioral intent during a short-term study-abroad program. Structural equation modeling and repeated-measures ANOVA revealed the predictive roles of personality traits, attitudes, and subjective norms. Findings offer a transferable model for...
Go to contribution page -
Ms THI MY DUNG DANG (Foreign Trade University, Vietnam)20/11/2026, 18:15
-
Gregory Hadley (Niigata University)20/11/2026, 18:15
-
Dr Kevin Bartlett (Mukogawa Women's University)20/11/2026, 18:15
-
Kuei-Ju Tsai (National University of Kaohsiung)20/11/2026, 18:15
-
Asuka TAKAHASHI (Hokuyo University)20/11/2026, 18:15
-
20/11/2026, 18:15
This session shares how learner voice can inform improvements across university EFL courses. Drawing on 128 anonymized survey responses, it explains how feedback was collected, how themes were identified in open-ended comments, and how findings were used to refine teaching and course design in areas such as class atmosphere, speaking opportunities, workload, and group rotations. Participants...
Go to contribution page -
Machiko Asakawa (Komazawa Women's University)20/11/2026, 18:15
In Japan, integrating instruction and assessment has long been a central theme of educational reform; yet many challenges remain, such as imbalances between summative and formative assessments, and difficulties in creating rubrics. This session will examine current issues in assessment practices in Japan, explore the concept of โassessment as learning,โ and share practical examples of making...
Go to contribution page -
Andrรฉ Parsons (Hokkaido University of Education - Hakodate Campus), Mr Kenneth Foye (Hokkaido University of Education, Hakodate Campus)20/11/2026, 18:15ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
This presentation reports on studentsโ experiences in an intercultural communication English course co-taught by the authors at a four-year Japanese university. Students took part in online discussions with overseas peers on a topic of their choice related to differences between Japan and abroad regarding student life. Findings from an end-of-term survey completed by students will be presented...
Go to contribution page -
Marcos Benevides (J. F. Oberlin University)20/11/2026, 18:15
We learn by doing. By imagining outcomes, by overcoming obstacles, by testing our decisions, by fixing our inevitable mistakes, and by gradually improving on our partial successes. AI, on the other hand, is a not-doing โ and therefore, a not-learning โ machine; yes, it can provide ideas for brainstorming, generate sample sentences and vocab cards, output leveled readings, and even write an...
Go to contribution page -
Mike Nix (Chuo University)20/11/2026, 18:15
-
Adrianne Verla Uchida (Tokyo City University)20/11/2026, 18:15
-
Anthony Ryan (Nanzan University)20/11/2026, 18:15
-
Dr Jean-Pierre J. Richard (The University of Nagano)20/11/2026, 18:15
TOEIC Listening and Reading scores play an important role in Japanese higher education, yet the ways results are reported vary widely. This presentation examines how TOEIC results are summarized in publicly available materials from Japanese universities. Preliminary analysis identified recurring reporting patterns that often omit contextual information needed to interpret score change. These...
Go to contribution page -
Atsushi Iida (Aoyama Gakuin University)20/11/2026, 18:15
How do multilingual writers compose and revise poetry in a second language (L2)? This presentation addresses this question by examining textual and linguistic differences between the first and final drafts of L2 English poems written by multilingual university students in Japan.
Go to contribution page -
Zuzana Tomas (Eastern Michigan University)20/11/2026, 18:15
-
Amy Braun (Seto Solan Primary School), Ms Yoko Takano (NUFS)21/11/2026, 09:15Highlighted Speaker
-
Kazuyoshi Sato (Nagoya University of Foreign Studies)21/11/2026, 10:00
After reviewing the literature, I will introduce my study which examined how English as a Foreign Language (EFL) secondary teachers (junior and senior high school teachers) on Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative...
Go to contribution page -
Heather Suzuki (Fukuyama University)21/11/2026, 11:00
-
John Andras Molnar (Kinjo Gakuin University)21/11/2026, 11:00
Drawing on current and original research, this poster examines the opportunities and limitations of using generative artificial intelligence (GenAI) as a speaking partner for L2 learners. The focus is on Japanese EFL learners and the potential role of AI-supported interaction in developing speaking skills. The poster aims to encourage discussion among practitioners and researchers about...
Go to contribution page -
Yuko Uchima (National Institute of Technology, Akita College)21/11/2026, 11:00
AI writing tools are increasingly used in EFL classrooms, but their effect on studentsโ independent writing ability is still unclear. This classroom-based study examines whether AI-assisted revision practice helps improve studentsโ independent paragraph writing. Pre- and post-writing samples collected over three years from Japanese college students were analyzed across three instructional...
Go to contribution page -
Matthew Armstrong (Kyushu University), Tanya McCarthy (Kyoto University)21/11/2026, 11:00
The presenters explore the experiences and perspectives of two students with disabilities and their journeys toward becoming independent language learners in higher education. Through in-depth L2 interviews, seven key factors were identified, including teaching approach, assistive technology, supportive environment, flexible assessment, intrinsic motivation, and universally designed materials.
Go to contribution page -
Dr Andrew Reimann (Aoyama Gakuin University), Dr Catherine Takasugi (Aoyama Gakuin University), Natsuki Suzuki (University Lecturer, Tokyo), Ryota Moriya (Chuo University)21/11/2026, 11:00Forum (90-minutes)
Following a fourfold increase in students with special educational needs (2014โ2023) and 2024 legislative mandates requiring reasonable accommodations, Japanese higher education faces an urgent pedagogical shift. Grounded in the social model of disability, this forum will discuss structural barriers for special educational needs students and instructional challenges for faculty. Through...
Go to contribution page -
21/11/2026, 11:00
This presentation is sponsored by McGraw Hill Education.
Language classrooms often reward correct answers over real thinking. This session adapts Peter Liljedahl's Building Thinking Classrooms strategies โ open-ended tasks, vertical non-permanent surfaces, and student autonomy โ for L2 learning contexts. Participants will explore how shifting from passive reception to active,...
Go to contribution page -
Steven Paydon (Rikkyo University)21/11/2026, 11:00
This poster presentation reports on the design and implementation of a year-long, credit-bearing study abroad program centered on a ten-day study tour to Walt Disney World in Florida. By embedding experiential learning within a structured academic framework, including pre-departure instruction, guided reflection, goal-setting, and rigorous assessment, the program reframes Disney as a...
Go to contribution page -
Dr Andy Boon (Toyo Gakuen University)21/11/2026, 11:00
This presentation is sponsored by KINSEIDO.
Critical thinking has become an essential skill in the age of AI, misinformation, and global communication, yet translating it into classroom practice is not always straightforward. This presentation introduces a classroom framework for integrating critical thinking into English lessons through discussion, evaluation, and reasoned response....
Go to contribution page -
Berke Alp (Nagoya University of Foreign Studies), Ms Brianna Hamamoto (Hannan University (ECC Japan)), David Scott Bowyer, Sirisha Komanduri (Full time Lecturer at Multi lingual and Communication Center, Meikai University, Chiba)21/11/2026, 11:00Forum (90-minutes)
Short summary
Go to contribution page
Avid readers will share insights from a variety of books. Some provide perspectives on language learning and cultural diversity, others look at brain plasticity, the ways we rewire our brain when learning to speak and read languages, the negative consequences of digital technology on reading, and the positive effects of mindfulness on executive functions and neural plasticity.... -
Prof. Anthony Brian Gallagher (Meijo University), Koyo Ogawa, Robert Dykes (Sojo University), Dr Robert Remmerswaal (Sojo University)21/11/2026, 11:00Forum (90-minutes)
Scaffold or Crutch? When does technology support learning, and when does it replace it? In this forum, we will explore technologies that both excite and concern us, discuss how we place them on the scaffold-to-crutch spectrum, and consider what comes next. As students increasingly learn with and through AI, the key challenge is ensuring these tools promote growth, independence, and...
Go to contribution page -
Robert Cvitkovic (Teikyo University), Yoko Kita (Kyoto Notre Dame University)21/11/2026, 11:00
This poster presents Phase 1 of a multi-year study (Kaken) evaluating three AI modelsโ capacity to generate level-appropriate Elicited Imitation sentences for Japanese EFL learners at CEFR A2-B1. Using systematic prompt engineering and vocabulary constraints based on the New General Service List, a MANOVA comparing ChatGPT, Claude, and Gemini revealed significant differences between models....
Go to contribution page -
Michelle Jerrems (Sophia University), Philip Cardiff (Kanda University of International Studies)21/11/2026, 11:00
This poster presentation reports on an action research project in an English for International Communication course at a Japanese university. We explore how a scaffolded conflict unit fosters critical engagement aligned with Critical Language Pedagogy. Moving from local issues to global case studies, students develop perspective-taking through dialogue, debates, mapping, and intercultural...
Go to contribution page -
Prof. Ariel Tabak (Temple University, Japan Campus), Mr James Dunn (Meiji University), Nidal Butt (Kanda University of International Studies), Wayne Devitte (Tokai University)21/11/2026, 11:00Forum (90-minutes)
The JALT Critical Thinking SIG presents three speakers in its forum this year. Ariel Tabak will present "Critical Thinking Before Advanced Vocabulary: Making Logical Fallacies Accessible in EFL Classrooms," Wayne Devitte will present "TOEFL 2026 Academic Discussion and Critical Thinking: Opportunities for Learning," and Nidal Butt will present "Scaffolding Timed Writing Through Socratic...
Go to contribution page -
Kip Cates (Tottori University)21/11/2026, 11:00
Taking students out of the classroom into the local community to research international themes can be an exciting way to promote language proficiency, research skills, community engagement, personal growth and global awareness. This session will describe how Japanese students researched and presented on international topics such as international marriage, sister cities, foreign residents,...
Go to contribution page -
Hidayat Polim (Soka University)21/11/2026, 11:00
Dyslexia can inhibit language learning progress, including within the ELT context. A mixed-methods design guided by the UNESCO Policy Review Framework was conducted to examine multilevel perspectives across seven regions in Indonesia. Data were collected from key participants: school teachers, leaders, teacher educators, and ministerial officials. This presentation will synthesize key findings...
Go to contribution page -
Noriko Nagai (Ibaraki University)21/11/2026, 11:00
This presentation introduces ecological principles that view language development as emergent and shaped by learnersโ engagement with affordances. It guides EFL instructors in examining limitations of product oriented assessment and exploring process focused alternatives for university contexts. Through step by step reflection, analysis of assessment examples, and collaborative design tasks,...
Go to contribution page -
Justin Harris21/11/2026, 11:00
This presentation is sponsored by ABAX Publishing
In task-based language teaching, tasks are generally expected to fulfil four key principles. However, the extent to which these principles are realised can vary, suggesting that some tasks are more โtask-likeโ than others. This presentation explores how existing tasks in a TBLT coursebook were adapted to better reflect the four principles....
Go to contribution page -
David Beglar (Temple University, Japan Campus), Noriko Muramatsu (Meiji University Meiji HS Meiji JHS), Paul Goldberg (Xreading), Rob Waring (Extensive Reading Foundation), Sandra Yamane (Three Tigers English), Willy Ardian Renandya (National Institute of Education, Nanyang Technological University)21/11/2026, 11:00Forum (90-minutes)
-
Emily MacFarlane (Tohoku Gakuin University)21/11/2026, 11:00
How do you actually make the leap into university teaching in Japan? This poster shares one practitioner's honest, first-hand account of breaking into part-time university work and then moving into a full-time role, covering the visa questions, the job hunt, the interview nerves, and the reality of those first few months on a full-time contract. Whether you're just starting out or eyeing your...
Go to contribution page -
Omar Massoud (Meiji Gakuin University)21/11/2026, 11:00
This study examines how first-year Japanese university EFL students used generative AI during academic writing tasks. Drawing on prompt logs collected over six weeks, it identifies a functional taxonomy of AI prompt types ranging from command-based prompting to inquiry-based prompting. The findings suggest that command-based use was most common, while inquiry-based prompting aligned more...
Go to contribution page -
Jennifer Teeter (Kyoto Seika University)21/11/2026, 11:00
-
Todd Allen (Kansai University)21/11/2026, 11:00
-
Robert Cvitkovic (Teikyo University), Yoko Kita (Kyoto Notre Dame University)21/11/2026, 11:00
This session brings together two frameworks, Effortless Mindfulness (EM) and Internal Family Systems (IFS), to offer a direct, experience-based introduction to your inner world. We start with a short EM practice drawn from the work of Loch Kelly, just enough to help you step out of the constant stream of thinking and find a steadier, more open place to work from. From there, we explore the IFS...
Go to contribution page -
21/11/2026, 11:00Forum (90-minutes)
-
Steve Paton21/11/2026, 11:00
This poster will demonstrate how ChatGPT can be used to create original reading materials aligned with CELTA-style pedagogical principles. Practical prompting strategies, examples of texts and accompanying activities tailored to language level, topic, and grammar focus, and guidance on iterating and refining materials will be included. Attendees will learn how AI can reduce the time and...
Go to contribution page -
Dilafruz Sarimsakova (Uzbekistan State World Languages University)21/11/2026, 11:00
-
Andy Barfield (Chuo University)21/11/2026, 11:00
This poster presentation provides bottom-up insights into how teachers develop their understandings of learner autonomy. Drawing on extended conversations with four practitioners about their experiences as learners and teachers, I explore how community-based interactions (informal collaboration, teacher groups, wider professional networks) have shaped their thinking, values, and practices. By...
Go to contribution page -
Mr Liam Ring (Listening SIG), Dr Naheen Madarbakus-Ring21/11/2026, 11:00
-
Loy Lising (Macquarie University), Simon Humphries (Kansai University)21/11/2026, 11:00
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. In previous roundtables, we have discussed various topics, such as getting Kakenhi research grants, applying for tenure, and our evolving research/teaching journeys.
Go to contribution page -
Julian Warden (iSkill Co. Ltd)21/11/2026, 11:00
With social media and short attention spans, young people increasingly consume information in bite-sized pieces rather than engaging with longer texts, leading to shallower reading. This session looks at turning reading into a daily habit instead of a chore. Designed by language experts, BOOKR features 1,700 animated stories aligned to CEFR, integrating voice recognition, recommended reading...
Go to contribution page -
Jonathan Shachter (Kyushu Sangyo University)21/11/2026, 11:00
This presentation uses the Situational Leadershipยฎ (SLIIยฎ) framework as a practical tool to support decision-making by university EFL instructors. Originally developed for managers, the SLIIยฎ framework is applied in this session to support classroom teaching. Using hypothetical student profiles, participants identify learner competence and commitment, then discuss how instructors can adjust...
Go to contribution page -
Marcos Benevides (J. F. Oberlin University), Ms Theresa Kannenberg (Meijo University)21/11/2026, 11:00
Multi-path stories are choice-based narratives with many possible endings. They are useful in an EFL context because they naturally recycle keywords, encourage re-reading and critical thinking, and can improve engagement. In this short workshop, the author of "The North Fence" demonstrates a practical, classroom-tested sequence to encourage extensive reading, meaningful communication, and...
Go to contribution page -
Dr ๆต็พๅญ ๆพๆฌ (้ท้็็ซๅคงๅญฆ)21/11/2026, 11:00
-
James Rankin21/11/2026, 11:00
-
Ms Ellen Head (Miyazaki International university)21/11/2026, 11:00
This presentation describes the development of English skills in a class of trainee teachers in the second year of their course, prior to the practicuum. The class included peer teaching and oral activities. Students were asked what success on the course would look like for them, and how it could be documented in a portfolio. We will trace their progress by examining the portfolios, including...
Go to contribution page -
Yosuke Ogawa (Kindai University)21/11/2026, 11:00Forum (90-minutes)
Pragmatics SIG Forum (11.00-11.45am Saturday 21/11/2026)
AGM 90 minutes (11.45-12.30am Saturday 21/11/2026)Forum: Pragmatic Appropriateness Across Spoken and Written Modes
Go to contribution page
Language instruction encompasses learnersโ ability to use language pragmatically and appropriately. This forum examines how pragmatic appropriateness varies between spoken and written modes, focusing on the... -
Timothy Wilson (Hiroshima Jogakuin University)21/11/2026, 11:00
This study examines how intermediate-level Japanese university students use English intensifiers (e.g., very, really, so) to construct interpersonal stance in argumentative essays. Drawing on Systemic Functional Linguistics and Appraisal Theory, it explores how intensifiers amplify evaluation and shape emerging academic voice. A mixed-methods analysis of 60 essays reveals frequent overuse of...
Go to contribution page -
Dr Ganga Laxmi Bhandari (Tribhuvan University; NELTA)21/11/2026, 11:00
This phenomenological study of 14 female English language teachers in Nepal challenges the assumption that high socio-economic status (SES) supports professional growth. Drawing on socio-cultural, feminist, and capability perspectives, it shows elite family expectations and patriarchal norms can restrict career development. Participants reported ongoing struggles to sustain their professions...
Go to contribution page -
21/11/2026, 11:00Forum (90-minutes)
This interactive forum brings together Study Abroad SIG members and the wider JALT community to share ideas and discuss the SIGโs continuing development. Following a brief Annual General Meeting and update on recent activities, we will open the floor for questions, suggestions, and discussion about how the SIG can evolve, better serve its members, and encourage greater involvement and...
Go to contribution page -
Chris Regier21/11/2026, 11:00
Grounded in an ethic of care and informed by autoethnographic reflection, this practice-oriented session examines how small, intentional outreach strategies were used to support failing and disengaged EFL university students in achieving academic success. This session introduces practical, sustainable approaches to teacherโstudent communication and presence, and also considers how lecturers...
Go to contribution page -
Shalvin Singh (Kanda University of International Studies)21/11/2026, 11:00
This presentation seeks to equip attendees with the skills necessary to train pre-service teachers in communicative language teaching (CLT) approaches, particularly in contexts where learners have had limited exposure CLT-lessons. As grammar-translation approaches remain commonplace in various contexts, a particular challenge for pre-service teachers is acquiring the skills and knowledge...
Go to contribution page -
21/11/2026, 11:00Forum (90-minutes)
-
Xiaohan Yu (Nagoya University)21/11/2026, 11:00
Sponsored by Nagoya University Graduate Student Showcase: This study proposes and validates an AI-driven approach to interactional competence (IC) pedagogy that integrates practice and feedback. AI serves as an interlocutor during interaction tasks and provides immediate learning-oriented diagnostic feedback on learnersโ strengths and weaknesses with actionable suggestions. After configuring...
Go to contribution page -
Hidehiro Endo (ๅฝ้ๆ้คๅคงๅญฆ)21/11/2026, 11:00
This study explores what sustains English learning motivation beyond secondary education. Survey data from Japanese university students reveal that while school education effectively supports grammar and reading skills, speaking fluency, confidence, and sustained motivation are often developed outside school. The findings highlight key factors influencing long-term engagement with English and...
Go to contribution page -
Stuart McLean (Kindai University)21/11/2026, 11:00
-
Fonjah Videge Mbenugwe (Soka University)21/11/2026, 11:20
This study examines EFL university studentsโ perceptions and motivation toward teacher-generated and Generative Artificial Intelligence (GenAI)-generated feedback in academic writing. Drawing on Self-Determination Theory, it explores how both feedback sources support learnersโ needs for autonomy, competence, and relatedness. Using a mixed-methods approach in a Japanese university context, the...
Go to contribution page -
Shiona Naruse (Nagoya University)21/11/2026, 11:20
Nagoya University Graduate Student Showcase: This study examines the immediate and retention effects of task repetition on oral fluency by manipulating repetition intervals and cognitive demands of tasks. Employing a 2 ร 2 design, participants are assigned to massed or distributed repetition conditions and further divided into open-task and closed-task conditions. The massed repetition group...
Go to contribution page -
Vaishnavi Somani21/11/2026, 11:35
This presentation is sponsored by (Local Narratives)
How can educators create learning experiences where communities are not simply visited, observed, or studied, but become active co-educators? This interactive session introduces the Local Narratives approach to experiential learning, developed through rural immersion programmes with students from India, Japan, Australia, and other...
Go to contribution page -
John Galindo (Kwansei Gakuin University)21/11/2026, 11:35LD: Learner Development
Collaborative Writing (CW) activities are low-stakes exercises that engage learners through social interaction, promote peer instruction, and develop critical thinking skills. This study compares individually and collaboratively written output by analyzing CAF (Complexity, Accuracy, Fluency) measures from a learner corpus of writing collected from students over the course of a semester (N =...
Go to contribution page -
Mr Edgar Badanoy (Kanazawa Institute of Technology)21/11/2026, 11:35
Reflection is essential to experiential learning and metacognitive growth, yet end-of-semester activities often skip it in favor of administrative tasks. This session presents a structured reflective activity involving guided writing, a visual journey map, and peer affirmation, helping EFL students process their emotions and challenges while recognizing their growth across the semester....
Go to contribution page -
Luke Lawrence (Nihon University)21/11/2026, 11:351GALE: Gender Awareness in Language EducationPractice-oriented Presentation (30-minutes)
-
Jeffrey Barnett21/11/2026, 11:35
As the foreign resident population grows, subtle forms of discrimination are becoming an increasingly relevant issue. These experiences can contribute to miscommunication and substandard medical care. Language educators are uniquely positioned to help address this challenge by preparing nursing students to recognize discrimination toward foreign residents and respond appropriately. This...
Go to contribution page -
Kobayashi Megumi (Seikei University), Peter Collins (Tokai University)21/11/2026, 11:35
This presentation is sponsored by KINSEIDO.
Students joining current topics classes expect to explore global issues, build fluency, and develop critical thinking skills. Facing Challenges helps them meet these goals. Each unit draws on students' background knowledge of an SDG-related topic and includes videos, readings, and academic listenings featuring Japan-specific infographics. Units...
Go to contribution page -
Mr Prumel Barbudo (Meikai University)21/11/2026, 11:35
-
Olivia Allanson (Jalt)21/11/2026, 11:35
-
Dr Julia Kimura (Mukogawa Women's University)21/11/2026, 11:35ICLE: Intercultural Communication in Language Education
In this presentation, I report on an ongoing replication and extension of Yashimaโs (2002) International Posture framework among Japanese female pharmacy majors in a womenโs university. While internationalization has become an increasingly important goal in Japanese higher education, relatively little research has examined how STEM learners, particularly women in health sciences, perceive...
Go to contribution page -
Gary Barkhuizen (University of Auckland)21/11/2026, 11:35
-
Charles LeBeau (National Geographic Learning)21/11/2026, 11:35
From the author of the bestselling Speaking of Speech, Speaking of Writing applies the same practical, accessible approach to written communication. This session explores how integrated speaking, listening, and reading tasks prepare students for authentic writing challenges, including emails, summaries, proposals, case studies, cover letters, resumes, and research papers. Participants will...
Go to contribution page -
Bertlinde Voegel (Osaka University), Corinna V. Goto (Tohoku University), Prof. Martina GunskevonKรถlln (Universitรคt Fukushima)21/11/2026, 11:35
Viele Studierende bringen eine Neugier fรผr das Erlernen einer neuen Sprache mit.
Go to contribution page
In diesem Forum wird die Frage gestellt, wie sich die Lehrenden diese Grundmotivation der Studierenden erhalten kรถnnen.
Gunske von Koelln fragt danach, wie die Wahrnehmung der ALPS-Wasserentsorgung die Studienmotivation von internationalen Studierenden beeinflusst.
Goto versucht die Lernenden im... -
Prof. Zuliati Rohmah (Universitas Brawijaya)21/11/2026, 11:35
Teachers participated in an AI training teach students how tools like ChatGPT and Leonardo AI can empower them to share local narratives, such as Madurese festivals, with a global audience. Attendees will see specific student outputs and learn a replicable model for bridging local culture for global communication.
Go to contribution page -
Daniel Hooper (Chuo University), Mr Gabriel Misaka, Russell Chan, Tomoko Kaji21/11/2026, 11:35
-
Nathan Cohen (Tokyo International University)21/11/2026, 11:35
-
Rebecca Clippard21/11/2026, 11:40
This study explores Language Teacher Identity (LTI) development among Assistant Language Teachers (ALTs) working in Japan. The mixed-methods research reveals complex roles influenced by student investment and classroom experience. Interview results highlight narrow functional expectations, objectification metaphors, and the "fun teacher" identity. The findings suggest that ALTs navigate...
Go to contribution page -
Yushin Takeda (Nagoya university)21/11/2026, 11:40
Sponsored by Nagoya University Graduate Student Showcase: This study investigates how AI-assisted preparation affects task motivation and speaking performance among high school EFL learners who value speaking practice but cannot overcome speaking anxiety. By implementing pre-task planning between individual and generative AI (Gen-AI) such as chatbots before oral text retelling, we evaluate...
Go to contribution page -
Ms Aya Yanagida (Nagoya University)21/11/2026, 12:00
Nagoya University Graduate School Showcase: Humanistic Language Teaching (HLT) emphasizes both intellectual and socio-affective dimensions. Focusing on emotions and interpersonal relationships, HLT is highly compatible with interactional competence (IC; Galaczi & Taylor, 2018). However, how emotional and interpersonal variables moderate IC development remains underexplored. This study assigns...
Go to contribution page -
Jyotirmaya Kar (Soka University, Japan)21/11/2026, 12:00
Grounded in the Ecological Framework of Agency (EFA), this qualitative narrative inquiry investigates how multinational male MA-TESOL graduates navigate the Japanese ELT context. Sampling across the three concentric circles of World Englishes, this study constructs participant life stories across the iterational, practical-evaluative, and projective dimensions. The presentation outlines how...
Go to contribution page -
Prof. Shaila Sultana (Dhaka University)21/11/2026, 12:10
Paste abstract here
Go to contribution page -
Ms ็็ฅ ๅฅฅๆ (ๆ ชๅผไผ็คพใใญใณใในใ)21/11/2026, 12:10
This presentation is supported by PRONTEST Inc.
This presentation is supported by PRONTEST Inc. It introduces a pronunciation training program using the PRONTEST computer-assisted pronunciation training (CAPT) system and reports findings from a pilot study investigating its effectiveness in improving comprehensible pronunciation among Japanese EFL learners.
Go to contribution page -
Neil Satoquia (Higher College of Technology)21/11/2026, 12:10
-
21/11/2026, 12:10
This qualitative study explored interactions between Japanese EFL learners and American JSL learners during a two-week domestic study abroad program. Interviews with members of each learner group were conducted to gain insights into the characteristics of EFL-JSL learner interactions. This presentation will share the findings of these interviews, which include common types of interactions, the...
Go to contribution page -
Takehiro Sato (Nagoya University of Foreign Studies)21/11/2026, 12:10
Mediation, central to the CEFR (2001) and expanded in the CEFR Companion Volume (2020), addresses how people bridge linguistic, cultural, and communicative differences. This study examines the mediational communication of students with international backgrounds in Japan, who still face difficulties because intercultural acceptance remains insufficient in Japanese society. Through changes in...
Go to contribution page -
Nick Boyes (Meijo Univer)21/11/2026, 12:10
This presentation is sponsored by Oxford University Press.
Not all vocabulary is equally important. The Oxford 3000 wordlist helps teachers focus their students on the most important and most frequently used words, sorted by CEFR level. This wordlist was developed by Nation, Milton and Horst. It is based on two Oxford corpuses. This presentation will show teachers how to use the wordlist,...
Go to contribution page -
Mr Alan Schwartz (EnglishCentral JAPAN KK.)21/11/2026, 12:10
This presentation is sponsored by EnglishCentral.
For years, the high cost of developing video-based e-learning, interactive conversation, and speaking assessment meant that most commercial investment focused on English. Generative AI is changing those economics. This session demonstrates how LangRich combines authentic video, AI conversation, pronunciation feedback, and assessment across...
Go to contribution page -
Robertgie Piaรฑar (Assistant Professor, Leyte Normal University)21/11/2026, 12:10
-
Raisa Fadilla (Lambung Mangkurat University), Ms Noor Eka Chandra (Lambung Mangkurat University), Ms Dini Arini (Universitas Lambung Mangkurat)21/11/2026, 12:10
-
STEPHEN RICHMOND (Bukkyo University)21/11/2026, 12:10
This presentation is sponsored by Nellie's English Books.
Teaching oral communication to low-level, low-motivation students is hard. Drawing on years of experience in Japanese university classrooms, we have developed practical approaches to engaging students with little experience of interactive English conversation. These approaches informed the development of the New Conversations in...
Go to contribution page -
Mr John Shaw (Westgate)21/11/2026, 12:10
This presentation reports an exploratory action research project probing how participation can be defined and assessed in a Japanese university context. Students were invited to co-create a rubric and shared teacherโstudent assessment system reflecting multicultural perspectives. Although students valued participation, views on assessment differed. Scores increased over time, but students...
Go to contribution page -
Ashley Ford-Mihashi (Nagoya City University), Kinsella Valies (Sophia University)21/11/2026, 12:10
Language education emphasizes learner-centered approaches, and filmmaking is a project-based activity that supports collaborative language practice and learner autonomy (Hafner & Miller, 2011; Thaler, 2017). However, how learners perceive their own sense of agency, or Learner Empowerment, within such projects remains unclear. This presentation will report on two student interviews highlighting...
Go to contribution page -
Ms Denise Lo (Douglas College)21/11/2026, 12:10
-
Amy Toms (Fukuoka Women's University)21/11/2026, 12:10
Thai Yoga Massage combines assisted stretching and acupressure to release physical tension and promote relaxation. The assisted yoga poses loosen tight muscles to improve flexibility and boost circulation, while the pressure techniques shift the nervous system into a parasympathetic state which promotes relaxation.
This workshop will introduce some simple massage techniques that...
Go to contribution page -
Jerry Talandis Jr. (University of Toyama), Dr Theron Muller (Waseda University Faculty of Human Sciences), philip McCarthy (American University of Sharjah)21/11/2026, 12:10Highlighted Speaker
This interactive workshop will present the new, upgraded Auto-Peer, a free-to-use automated writing evaluation software developed for the English language learning classroom. While Auto-Peer has assisted thousands of students worldwide since its initial 2021 release, the advent of generative AI (GenAI) required rethinking its features in light of new developments in natural language...
Go to contribution page -
Hui Ling Wang (Morioka University)21/11/2026, 12:10ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
This presentation is a summary of a paper published in February 2026. The study utilized the DMIS to measure the growth in intercultural sensitivity of Japanese university EFL students after on-campus intervention efforts. The literature review explains IC measurement in overseas study programs and local educational interventions and summarizes the stages of the DMIS. The preliminary analysis...
Go to contribution page -
Shin Noguchi (Nagoya University)21/11/2026, 12:20
This presentation is sponsored by Nagoya University Graduate Student Showcase: This ongoing study investigates how task repetition promotes second language oral fluency. Although task repetition may facilitate proceduralisation in speech production, the durability and transferability of fluency gains remain underexplored. As an approximate replication and extension of Lambert et al. (2017),...
Go to contribution page -
Ms Nhi Thuan Vu (Soka University)21/11/2026, 12:20
This mixed-methods study examines how cooperative learning tasks in virtual group discussions influence collective efficacy and self-efficacy among Vietnamese non-English major EFL students. Through four rounds of virtual sessions involving repeated tasks and group discussions, the study investigates how collective efficacy influences learner confidence, examining how learners attribute the...
Go to contribution page -
Hanh Nguyen21/11/2026, 12:40
This proposal presents an AI competency course for pre-service Japanese teachers of English, grounded in the UNESCO AI Competency Framework for Teachers and informed by a comprehensive needs assessment. A 30-lesson course will be designed to develop not only foundational AI literacy but also AI pedagogical competencies, enabling future English teachers to critically evaluate AI-generated...
Go to contribution page -
Mr Tomoya Ohata (Nagoya University)21/11/2026, 12:40
This presentation is sponsored by Nagoya University Graduate Student Showcase: This study investigates whether Self-Regulated Learning (SRL) mediates or moderates the relationship between L2 Grit and speaking functional adequacy among Japanese high school EFL learners. Questionnaire data on L2 Grit scale (Takehashi et al. 2019) and SRL scale (Pintrich et al. 1991) will be collected, and...
Go to contribution page -
Alex Serebriakoff (Momoyama Gakuin Daigaku), Thomas Legge (Momoyama Gakuin University), Yoko Yaku (ๆกๅฑฑๅญฆ้ขๅคงๅญฆ)21/11/2026, 12:45
This study examined how experiencing a communication-based Japanese speaking test influenced the pedagogical beliefs of university test preparation instructors. Participants completed pre-test interviews, undertook a Japanese speaking test conducted by native Japanese teachers, and participated in post-test interviews. Qualitative thematic analysis revealed increased teacher empathy and...
Go to contribution page -
Dr Kishore Selva Babu (ELTAI x CHRIST UNIVERSITY)21/11/2026, 12:45
This study examines the impact of AI-assisted writing on studentsโ creativity and critical thinking in contemporary academia. Using a five-point Likert-scale questionnaire, data will be collected from 200 university students and 100 teachers across India. Statistical analysis will explore perceptions of AIโs influence on creativity, reasoning, and writing development. The findings will help...
Go to contribution page -
Douglas Emmett (Kyoai Gakuen University)21/11/2026, 12:45
-
21/11/2026, 12:45Forum (90-minutes)
In the Bilingualism SIG Forum, we will screen the documentary "In Between: In Search of Native Language Spaces," which is about the challenges for residents in Japan learning their native or heritage languages. The film will be in Japanese with English subtitles. Following the film screening, we will have a special talk by the director, Kiho Park, who is a resident of Japan with Korean...
Go to contribution page -
Sophie Otsuru, Mr ใฏใชในใใใ็พๆบไป ใใซใขใณ (Nanzan University)21/11/2026, 12:45
Can English strategically support third-language learning? Drawing on recent CLIL and translanguaging research, this presentation reports empirical findings from a semester-long university study in Japan examining proxy-language use and vocabulary retention. Beyond the data, participants will leave with ready-to-use classroom tools: etymology sheets, inference quizzes, and โDetective Cognateโ...
Go to contribution page -
Matt Lucas (Kansai University)21/11/2026, 12:45
How can institutions design study abroad preparation courses that move beyond disconnected commercial textbook units? This session introduces a longitudinal, performance-based curriculum preparing students for academic and social participation overseas. The course integrates real-life study abroad topics with staged oral assessments, LMS-supported listening and shadowing tasks, intercultural...
Go to contribution page -
Najoua Mohib (University of Strasbourg), ่ก ็ณ็ฐ (Okayama University)21/11/2026, 12:45
As universities pursue internationalization, English often serves as the primary medium of global engagement. However, English-dominant approaches can both facilitate and constrain inclusive participation (Jenkins, 2014; Macaro, 2018). Drawing on comparative qualitative research on internationalization in French and Japanese universities, this interactive workshop examines English as both a...
Go to contribution page -
Ms Deepti Mishiro (Kobe University)21/11/2026, 12:45
Studies in conversation analysis demonstrate that participants prioritize progressivity by self-selecting when a speaker encounters trouble or by continuing the ongoing trajectory rather than correcting linguistic errors (Ikeda, 2008; Hauser, 2017). The present study investigates how embodied resources are used to sustain progressivity. The findings suggest that L2 learners deploy embodied...
Go to contribution page -
Alastair Graham-Marr (ABAX Ltd)21/11/2026, 12:45
This presentation is sponsored by (add sponsor name.) ABAX Publishing
Undeveloped listening skills seriously hamper oneโs 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 not directly taught, rather being left to develop as a by-product of speaking. This...
Go to contribution page -
Charles Browne (Meiji Gakuin University)21/11/2026, 12:45
This hands-on workshop introduces a precision-based approach to vocabulary teaching using the NGSL and AI-powered corpus tools. Participants will learn how to profile texts, evaluate lexical coverage, adapt materials, and generate level-appropriate readings. Through guided practice, teachers will explore how frequency-informed decisions and AI tools can streamline materials development and...
Go to contribution page -
21/11/2026, 12:45
Taiwanโs bilingual policy mandates increased use of English in class across all education levels. To prepare English language teachers (ELTs), various professional development (PD) programmes were introduced. This study examines four high school ELTsโ teaching practices after completing a PD programme focusing on genre-based pedagogy. Two teachers teach in higher-tier high schools and two in...
Go to contribution page -
Magda Smith (ILSC Education Group)21/11/2026, 12:45
-
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
Juan Pablo Rodriguez-Gomez (University of Tsukuba), Martin Pauly (University of Tsukuba)21/11/2026, 12:45Poster Presentation (60-minutes)
Ibaraki JALT is a community of language educators who are eager to connect, share ideas, and grow together. This poster introduces our chapterโs activities, the diverse topics explored at recent meetings, and our three meeting locations across Ibaraki: Hitachi, Mito, and Tsukuba. Language teachers from all educational settings, career stages, and linguistic backgrounds are invited to meet...
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
Prof. Rudolf Reinelt (Matsuyama JALT)21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by the Matsuyama Chapter of JALT
Matsuyama City is located in the northwestern part of Shikoku and serves as the capital of Ehime Prefecture. Matsuyama JALT holds its required six (or even more) meetings a year in either of the following months: January, February, March, April, May, June, July, (August and September no meetings due to summer breaks)...
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is a part of the Meet the Chapters session, in which participants can get to know more about the 40 JALT chapters spread across Japan.JALT
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by the Oita Chapter of JALT and covers the chapterโs events and activities over the past year. It highlights several Oita-specific initiatives, including our new Journal Club, which aims to build a community of researchers and help members develop, maintain, and achieve their research goals. It also introduces our language festival, where students gain...
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by Okayama Chapter of JALT
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
Olivia Allanson (Jalt), Ms Zoe Barber (Kwansei Gakuin University)21/11/2026, 12:45Poster Presentation (60-minutes)
Check in with the Osaka JALT chapter, follow us on social media, or chat with us about publishing and volunteering with us.
Go to contribution page -
Donna Lim21/11/2026, 12:45
-
Prof. Anthony Brian Gallagher (Meijo University), Ashley Ford-Mihashi (Nagoya City University), Darren Kinsman, Philip Head (Osaka Jogakuin University), Thomas Paeme (Aichi University of Education), ben backwell (Nagoya city university)21/11/2026, 12:45Forum (90-minutes)
The Performance in Education (PIE) SIG Forum has six panelists: Darren Kinsman, Brian Gallagher, Philip Head, Ashley Ford-Mihashi, Ben Backbow, and Thomas Paeme (David Kluge MC), introducing PIE topics of global and local impact. Other PIE speakers may participate (Kevin Bergman and George MacLean). Time for Q&A will be available.
Go to contribution page -
Bobby Nawbary (San Francisco State University), Cadely Paton (Chair of National AJET)21/11/2026, 12:45
By reviewing existing literature on Language Learning Strategies, including articles on Second Language Acquisition theory related to learner autonomy, this study surveys a variety of language learning strategies and synthesizes research-informed approaches for implementation in the classroom.
(Oxford 2016, Littlewood 1996, Mekala, S., Shabitha, M. P., & Ponmani, M. 2016)The main...
Go to contribution page -
Daniel Dean, Emily MacFarlane, Kenneth Schmidt (Tohoku Fukushi University)21/11/2026, 12:45Poster Presentation (60-minutes)
This poster session, sponsored by the Sendai Chapter of JALT, affectionately known to community members as "JALT Sendai", looks back at a year of chapter activities and events. Among this year's highlights is the Tohoku ELT Expo, our chapter's main regional gathering for language teachers across the Tohoku area to share ideas and connect. We'll also be presenting the Marc Helgesen Scholarship...
Go to contribution page -
Li-hsin Tu, Martin Sedaghat (Sanjo City University)21/11/2026, 12:45
This practice-oriented session demonstrates how to adapt weekly digital journaling for diverse learner needs. The presenters contrast two distinct approaches: a scaffolded model using Padlet prompts to bridge writing and speaking for lower-confidence learners, and an authentic model using public blogs (Blogger/X) to build fluency and digital literacy.
Go to contribution page -
Dr Cameron Smith (Aichi Gakuin University)21/11/2026, 12:45
-
Dr Dominique Vola Ambinintsoa Razafindratsimba (Kanda University of International Studies), Dr Ivan Botev (Toita Women' College), Junko Takahashi (Showa Women's University), Yukiko Akiba (Kanda University of Internationl Studies)21/11/2026, 12:45Forum (90-minutes)
This years Teacher Development SiG forum will follow a workshop format. This format has worked well in recent years and enables the presenters (or workshop leaders) and audience (or participants) to be more involved in the event. We will have 3 workshop leaders who will tell stories and provide something to take away from their sessions after an interactive component. The theme will be 'The...
Go to contribution page -
Maria de la Paz Adelia Peรฑa Clavel (Universidad Nacional Autรณnoma de Mexico)21/11/2026, 12:45
-
Sophie Otsuru21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by Tokyo Chapter of JALT
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
Betsy Matsunaga (Turnitin)21/11/2026, 12:45
This presentation is sponsored by Turnitin.
Bridging the gap between students and educators. Turnitin agrees with educators that there is a time and place for AI use in education. With integrated composition, feedback, and integrity reporting, Turnitin Clarity empowers educators with comprehensive insights into student writing while reinforcing permissible AI use and academic integrity. ...
Go to contribution page -
Steven Lim (Rikkyo University)21/11/2026, 12:45
This study used Q methodology to discover shared perspectives on the learning of Japanese as a second language (JSL) motivations of L1 English-speaking long-term residents of Japan. A Q sort of 50 statements about JSL motivation was done by 45 participants, followed by a post-sort interview. A three-factor solution was chosen: Japanese Users, Japanese Learners, and Japanese Bypassers. The...
Go to contribution page -
21/11/2026, 12:45Poster Presentation (60-minutes)
This poster presentation is sponsored by _____ Chapter of JALT
Go to contribution page -
Mrs ANA MARIA FLORES (CHUKYO UNIVERSITY)21/11/2026, 13:20
-
John Wiltshier (Miyagi Gakuin Womens University)21/11/2026, 13:20
An ELT materials author weighs AI versus coursebooks โ pedagogy, consistency, cost, copyright, and assessment alignment โ then proposes a hybrid model blending coursebook structure with AI-personalized supplements. A sample supplement will be created live, followed by a brief review of how well it aligns with the coursebook target.
Go to contribution page -
Shizuka Brooks (Kyoto Sangyo University)21/11/2026, 13:20
This presentation investigates how to support first-year university students prepare for TOEIC exam. These students often report they "know the words but cannot hear them," suggesting a gap between lexical knowledge and spoken-word recognition (Field, 2008). This presentation introduces a weekly shadowing cycle in which students identify difficult TOEIC audio segments, practise shadowing, and...
Go to contribution page -
John Norris (ETS Japan)21/11/2026, 13:20
This presentation is sponsored by ETS Japan
The past several decades featured multiple educational policy initiatives intended to improve the English language proficiency of students in Japanese schools and universities. This session analyzes English proficiency levels exhibited by students at Japanese high schools and universities that administered the TOEFL ITP test during the period of...
Go to contribution page -
Nanako Ando21/11/2026, 13:20
NUFS GSS. My presentation examines how Communicative Language Teaching (CLT) and skills integration can enhance Japanese high school studentsโ English proficiency, particularly their speaking skills. Over multiple research cycles, I investigate the use of communication strategies, communicative activities, and an integrated three-part instructional framework. Using quantitative and qualitative...
Go to contribution page -
Sarah Deutchman21/11/2026, 13:20Highlighted Speaker
his workshop introduces corpora as a practical pedagogical tool. Participants learn about corpora, the ultimate tool for developing both language comprehension and production. Drawing on Schmidt's (2010) Noticing Hypothesis, the workshop examines how directing learner attention to patterns in corpora can aid in language acquisition. Attendees will engage with corpus-based materials designed to...
Go to contribution page -
Sean Bermingham (Independent author-editor)21/11/2026, 13:20
This presentation is sponsored by Tryalogue Education
Celebrity obsessions, gender expectations, superfoodsโฆ Selecting a trending โhotโ topic can help engage students and bring learners out of their shell. But why do some discussion topics work well with Japanese students, and others donโt? What are the best topics to select? The presenter will share recent research conducted among Japanese...
Go to contribution page -
Rachel ODell, Robin Ramsey (Tokyo International University)21/11/2026, 13:20
How can graphic organizers help multilingual university students write logically and independently in English? In this presentation, we explore how color-coded graphic organizers can support idea generation, structural clarity, and peer collaboration while also helping students build confidence and avoid over-reliance on generative AI in the writing process. We will provide original examples...
Go to contribution page -
Riaz Donaldson (Cambridge University Press & Assessment Japan)21/11/2026, 13:20
This presentation is sponsored by Cambridge University Press
How can schools help learners stay motivated, measure real progress, and achieve meaningful outcomes in English? This session explores how clear learning pathways, internationally recognised milestones, and effective assessment can support students, teachers, parents, and schools alike. Discover practical insights into creating a...
Go to contribution page -
Katie Hibner (Southern University of Science and Technology)21/11/2026, 13:20
Poll Everywhere, an Audience Response System (ARS) software, has been widely lauded as a tool for increasing student participation in higher education instruction. In this session, attendees will engage in a demonstration of two innovative, interactive uses of Poll Everywhere that have proven successful with undergraduate EFL learners in China. Takeaways will include both experiential...
Go to contribution page -
Koji Yamamoto (ๆ็ฅ็็ซๅ่ฐทๅ้ซ็ญๅญฆๆ ก)21/11/2026, 13:20
Developing individuals who can contribute to a sustainable society is a key challenge for education. Yet many global issues make this goal increasingly difficult. Students therefore need opportunities to learn about these issues, think critically, and take meaningful action. This practice-oriented presentation introduces a classroom activity model for teaching global issues in English lessons...
Go to contribution page -
Ms Mari Ito (National Institute of Technology, Nara College)21/11/2026, 13:20
This presentation is sponsored by Tsukuba University Graduate Student Showcase: Beyond complexity, accuracy, and fluency (CAF) analysis, growing attention has been paid to functional adequacy (FA), a primary construct of successful task completion. Nevertheless, longitudinal research on FA through integrated tasks (ITs) remains scarce. To address this gap, this study aims to identify which IT...
Go to contribution page -
21/11/2026, 13:20
This presentation is sponsored by M's Publishing
Add a 75-word summary of the presentation here.
Go to contribution page -
Ms Christy Carrillo (The American School in Japan)21/11/2026, 13:20
Brief outline/summary of the topic:
An exploration of the necessity and impact of strengths-based approaches in developing children's identities as a foundation for lifelong success.Key focus or learning outcomes for participants:
Go to contribution page
Understanding the shifting notions of essential skills in the age of AI,
Understanding strategies for developing foundations for life through strengths... -
Richmond Stroupe (Soka University)21/11/2026, 13:20
-
Bladimie Germain (Reitaku University), Jonathan Baker (Reitaku University), Subhrajit Chowdhury (Reitaku University)21/11/2026, 13:20
-
Stachus Peter Tu (Shimane University)21/11/2026, 13:20
Using a pragmatics focus, this study examines how perfectionism, social anxiety, classroom community, and English proficiency influence speaking confidence among Japanese university students. High-proficiency learners are most sensitive to perfectionistic pressures, while study abroad experience boosts tolerance for mistakes. Classroom community strongly benefits lower-proficiency students,...
Go to contribution page -
Jhana Graham (Sohphia University)21/11/2026, 13:20
-
Dr Adiene Susej Roque de Hishiyama (Seikei University), Carlos Budding (AIU), Cecilia Noemi Silva (Tohoku University), Marรญa Fernรกndez (Chukyo University)21/11/2026, 13:20
-
Christopher Saarna (Asia University), Mark Goodhew (Meikai University), Daniel Anderson (Asia University)21/11/2026, 13:20
Many Japanese university students spend a considerable amount of time on their smartphones every day. What is the relationship between smartphone screen time and EFL academic performance? Does excessive smartphone use negatively affect academic outcomes, or is there no clear relationship? The presenters will review the literature on this topic and report the findings from a study of first-year...
Go to contribution page -
Alison Hasegawa (Rikkyo University)21/11/2026, 13:20
โThe Happy Reading Projectโ is a picturebook-based curriculum for English immersion kindergartens in Nagoya, Japan, designed to develop social-emotional competencies through weekly interactive read-alouds. Drawing on Ghosnโs view of facilitating childrenโs literature to foster emotional growth, the program uses 30 sequenced picturebooks across K1โK3, progressing from self-awareness, or ME...
Go to contribution page -
Kip Cates (Tottori University)21/11/2026, 13:20Highlighted Speaker
Global education is an exciting pedagogical field that aims to bring the world into the classroom and take students out into the wider world. How can it empower language teachers to engage their students with the local community, use their language skills on an international stage and prepare them for global citizenship in a multicultural world? This talk will summarize four decades of...
Go to contribution page -
Magda Kitano (Bunkyo University)21/11/2026, 13:20
Toki Pona is a minimalist constructed language created in 2001 and spoken by thousands of people around the globe, mainly through social media. With a total of only 140 words, speakers report a change in their worldview, as well as a release from the restrictions that their own languages place on their thinking. The phonology and grammar are also minimalist, so it can be learned very...
Go to contribution page -
Erik Tsuchiya (Nagoya University of Foreign Studies MATESOL Student)21/11/2026, 13:40
This study investigates whether teaching communication strategies (CSs) enhances communicative competence (CC) and interactional competence (IC) among third-age learners (TALs) of English in Japan. These learners often experience limited speaking opportunities in teacher-centered classrooms and rely on Japanese during breakdowns. The research reveals that CSs instruction can promote more...
Go to contribution page -
Shereen Wong (University of Tsukuba)21/11/2026, 13:40
Sponsored by Tsukuba University Graduate Student Showcase: This study evaluates the prompt design and AI-generated feedback used in an AI-mediated role-play system developed to support younger learnersโ English speaking development. The system integrates role-play prompting, CEFR-aligned task design, and focused explicit feedback strategies to generate interactive speaking practice and...
Go to contribution page -
Dini Arini (Universitas Lambung Mangkurat), Fahmi Hidayat (Universitas Lambung Mangkurat), Raisa Fadilla (Lambung Mangkurat University)21/11/2026, 13:55
-
Ms Keiko Yamanoi (AIU Kids/Akita International University), Yuichi Tagane (Akita International University)21/11/2026, 13:55
-
21/11/2026, 13:55Forum (90-minutes)
-
Prof. Louise Ohashi (Gakushuin University)21/11/2026, 13:55
-
Prof. Amanda Gillis-Furutaka (Kyoto Sangyo University), Benio Suzuki (Utsunomiya University), Ms Deepti Mishiro (Kobe University), Jennie Roloff Rothman (Kanda University of International Studies, JALT SIG Representative Liaison), Natsuho Mizoguchi (Nagoya University of Foreign Studies), Dr Yaya Yao (Kyushu University)21/11/2026, 13:55
As rising ethnonationalism, anti-DEI backlash, and growing polarization challenge commitments to equity and inclusion in Japan and around the world, it is more important than ever for us to reflect on the work of creating more just academic communities at JALT and beyond. This panel brings together long-time and newer JALT members committed to diversity, equity, and inclusion to explore the...
Go to contribution page -
Zachary Robertson (Yamaguchi University)21/11/2026, 13:55
-
Bertram Mullin (Temple University Japan), Mr James Saunders-Wyndham (Kyoto Sangyo University), Susan Sullivan (Tokai University)21/11/2026, 13:55Forum (90-minutes)
This forum brings together three researchers exploring how digital platforms and generative AI are reshaping communication, writing, and pedagogy in language education. Presenters showcase how digital and AI-mediated discourse can be understood, taught, and responded to in practice, and invite discussion on how these approaches might be adapted across tertiary contexts.
Go to contribution page -
Ms Bellarina-Dung Nguyen21/11/2026, 13:55
-
Prof. Shaila Sultana (Dhaka University)21/11/2026, 13:55
Research shows that translingual practices (TPs) enhance learning by increasing studentsโ metacognitive, metalinguistic, and sociolinguistic awareness. They increase student participation and foster a democratic, decolonized linguistic ecology in classroom spaces. TPs also develop a โtranslingual disposition,โ promoting respect for other languages and cultures. However, the persistent presence...
Go to contribution page -
Atsushi Miura (Waseda University)21/11/2026, 13:55
This presentation is sponsored by (add sponsor name.)ABAX Publishing
This presentation introduces The SNOOP Detective School (Kelly & Suzuki, 2025), a task-based language teaching (TBLT) textbook, through a synthesis of experimental findings and classroom experiences. Focusing on learner emotions, interaction, and language development, I discuss how the textbook's task design promotes...
Go to contribution page -
Joely Giacomelli (Ritsumeikan Asia Pacific University), Katherine Thornton (Otemon Gakuin University), Luke Armstrong (Ritsumeikan Asia Pacific University), Misato Saunders (Ritsumeikan Asia Pacific University)21/11/2026, 13:55
This yearโs JASAL Forum brings together three SALC-related initiatives that extend learning beyond the classroom. The presentations explore creative open mic events, voluntary student support networks, and intercultural exchange between universities. Together, they show how self-access learning spaces can foster creativity, accessibility, relational safety, learner autonomy, and community...
Go to contribution page -
Dr Julia Kimura (Mukogawa Women's University)21/11/2026, 13:55
This meeting is for Chapter and SIG Membership Chairs to share information and discuss matters related to membership at the chapter and SIG levels. Co-chaired by Julie Kimura and Ashley Bartholomy, the session will include updates, an opportunity to exchange ideas, and time for questions. Topics may include membership trends, recruitment, and retention. All Membership Chairs, as well as those...
Go to contribution page -
Yoshi Joanna Grote (Kyoto Sangyo University)21/11/2026, 13:55
-
Kyoko Miyazato (Hakuoh University), Chieko Mimura (Utsunomiya University)21/11/2026, 13:55
Japanโs policy defines intercultural understanding as a core global competency but often equates it with English proficiency, promoting English-medium instruction and outward-oriented internationalization. Yet graduates of local universities mainly work in local contexts. Interviews with graduates, employers, and career staff at two North Kanto universities reveal limited demand for...
Go to contribution page -
Najoua MOHIB (University of Strasbourg)21/11/2026, 13:55
-
Dr Andy Boon (Toyo Gakuen University)21/11/2026, 13:55
What skills do students believe they need for the future? Drawing on recent research with Japanese and Indonesian university students, this session examines perceptions of communication, critical thinking, collaboration, and problem-solving. It then explores how culture-based English language learning can support the development of these competencies while fostering intercultural understanding...
Go to contribution page -
Dean Carl Villacorte (Chiao Yong Primary School)21/11/2026, 13:55
-
Alex Toyoda (Temple University), Hitomi Ametani (Temple University Japan)21/11/2026, 13:55
We report a 10-item L2 grit scale, provisionally developed for Japanese university EFL learners (n = 298). Confirmatory factor analysis and Rasch calibration both supported two dimensions, perseverance of effort and consistency of interest, correlated at .73. Beyond scores, the dimensions differed in their partial associations with the criterion variables: consistency of interest exceeded...
Go to contribution page -
Russell Chan21/11/2026, 14:00
NUFS GSS. This presentation reports on an action research project investigating how recursive practice supported studentsโ interactional competence in a Japanese university oral communication course. Students practiced open conversations through repeated five-minute speaking rounds with different partners while learning conversation strategies such as rejoinders, shadowing, follow-up...
Go to contribution page -
Lingtian Cao (University of Tsukuba & East China Normal University)21/11/2026, 14:00
Tsukuba University Graduate Student Showcase: This study examined the washback effects of the Intercultural Competence Test in China on university studentsโ learning and teachersโ teaching. Using a mixed-methods design, data were collected through questionnaires from 414 students and 84 teachers, as well as interviews with 3 students and 5 teachers. Results showed that both groups recognized...
Go to contribution page -
Kaito Kogawa (University of Tsukuba)21/11/2026, 14:20
Tsukuba University Graduate Student Showcase: This study explores whether speaking affects responses to subsequent comprehension questions in integrated reading-to-speaking tasks. When comprehension is measured after learners have retold the text content, their responses may reflect not only what they understood during reading but also retrieval or reconstruction occurring during speaking....
Go to contribution page -
Risqika Annisa (Nagoya Foreign University)21/11/2026, 14:20
Nagoya UFS GSS. According to MEXT, the 2019 National Assessment of Academic Ability found that Japanese elementary and junior high school students struggle to express themselves in English, particularly in writing and speaking. To address this issue, MEXT encourages English classes to provide opportunities for students to share ideas and develop communicative competence. This study...
Go to contribution page -
Kayo Fujimura-Wilson (Yamaguchi University)21/11/2026, 14:30
This presentation illustrates the characteristics of online restaurant reviews in English and Japanese by examining language use and narrative framing. A comparative analysis was conducted on customer reviews of restaurants in New York, London, and Tokyo written by American, British, and Japanese writers to identify similarities and differences. Results indicated that overall experience,...
Go to contribution page -
Peifen Huang (Yamaguchi University), Yuka Takahashi (Yamaguchi University)21/11/2026, 14:30
This study quantitatively analyzes how speaker-oriented and frequency adverbs are treated in junior high English textbooks in China and Japan, focusing on modal and evaluative adverbs that require improvement in Japanese textbooks. The results show that Chinese textbooks contain about five times as many target adverbs and include a wider range of language activities. While the introduction...
Go to contribution page -
Atsuko Nakazawa (Rikkyo University), Elizabeth Hashimura (University of St Andrews), Prof. Akiko Kano (Sophia University Junior College Division)21/11/2026, 14:30
Assistant Language Teacher (ALT) programs in Japan are widely justified by the belief that exposure to an โauthenticโ English-speaking teacher will motivate students to learn English. However, learner perspectives on ALT classroom practices remains largely unexplored. Drawing on survey data from nearly 7,000 elementary and junior high school students, students report greater motivation from...
Go to contribution page -
Alexandra Terashima (University of Tokyo), Bethany Lacy (Rikkyo University), Greg Dalziel (The University of Tokyo), Heather Yoder, Joe Geluso (Nihon University College of Law)21/11/2026, 14:30Poster Presentation (60-minutes)
The presenters will discuss the steps researchers should take before submitting a manuscript to one of JALTโs three main publications: The Language Teacher, JALT Journal, and the JALT Postconference Publication. Topics will include research ethics, informed consent, choosing the appropriate publication and submission type, checking references, and the responsible use of generative AI. The...
Go to contribution page -
Dr MASDA Yuka (Tokyo University of Pharmacy and Life Sciences)21/11/2026, 14:30
Supported by research findings, Brain-friendly Study Skills proposes a bottom-up, holistic approach to learning for you and your students. The mobile phone is taking a large portion of student life, affecting both their health and academic performance, but are we educators entirely safe from such a harm? And can we make changes with such a now-integral aspect of life? This session delves into...
Go to contribution page -
Ivan Sorrentino (Cambridge University Press & Assessment)21/11/2026, 14:30
This presentation is sponsored by Cambridge University Press & Assessment
With every passing year, visual literacy becomes ever more important. Combining the need to interpret and evaluate visual media with the critical skill of formulating and conveying ideas in an effective way (more complex in a foreign language) can prove vital for both academic and professional success. The presenter...
Go to contribution page -
Aaron Sponseller (Osaka Jogakuin University), Barrie Matte (Osaka Jogakuin University), Philip Head (Osaka Jogakuin University)21/11/2026, 14:30
-
ROSS SAMPSON (Toyo University)21/11/2026, 14:30
This poster presentation details the presenters experience of taking the CLIL teacher education program from CLIL-ITE. The presenter will talk about his understanding of CLIL, his experience of utilising CLIL approaches and his suggestions for CLIL implementations in the classroom.
Go to contribution page -
Larry Boy Sabangan (University of the Philippines Los Baรฑos), MARK ANDY PEDERE (University of the Philippines Cebu)21/11/2026, 14:30
Responding to educational inequities in multilingual settings, this study examines translation as a site of intercultural learning in higher education. Using ethnographic and reflexive methods, it explores how translating environmental concepts into Philippine languages shapes classroom interaction, identity, and knowledge construction. Findings show gains in conceptual understanding and...
Go to contribution page -
Chiyuki Yanase (Keio University), Mr Forrest Nelson (Soka University)21/11/2026, 14:30
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 & 2026, as well as the upcoming online EdYouMarathon and...
Go to contribution page -
Paul Raine (Ritsumeikan University)21/11/2026, 14:30
Al 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.Al helps students reach the recommended 2,500 + hours of intentional study with a comprehensive library of Al-generated,...
Go to contribution page -
487. Empowering Voices: Fostering Social Justice Awareness in Intercultural Communication ClassroomsHang Thi Thu Nguyen (VNU University of Languages and International Studies)21/11/2026, 14:30
-
Adam Pritchard (Aichi University)21/11/2026, 14:30
This presentation is sponsored by (add sponsor name.)englishbooks.jp
This presentation discusses the use of learner-generated content in a first-year university English communication course. The creation of scrapbooks and videos is a core component of this course and aims to encourage student engagement, motivation and a dynamic classroom atmosphere. Additional benefits of these task-based...
Go to contribution page -
Nicholas Marx (Kanazawa Seiryo University)21/11/2026, 14:30
-
Prof. Eric Fortin (St. Mary's College)21/11/2026, 14:30
-
Sophie Otsuru (Juntendo University)21/11/2026, 14:30
-
Drew Sanford (Kansai Gaidai University)21/11/2026, 14:30
In todayโs complex world, knowledge of the English language alone is no longer adequate. Instead, it is necessary to obtain in-depth knowledge of various cultures, world religions, international current events, geography, history, and global issues. These topics are taught in Global Studies, a content-based course taught at a Japanese university. This poster presentation will introduce the...
Go to contribution page -
Aya Hagiwara (Aoyama Gakuin University), Noriko Kawasaki (Dokkyo University)21/11/2026, 14:30
The study examined how 62 Japanese university students engaged in an English summaryโwriting activity that incorporated ChatGPT. Students drafted, received AI feedback, and revised their summaries. A separate postโactivity questionnaire captured their perceptions. Most students found ChatGPT helpful for identifying overlooked grammatical errors and improving organization and expression, though...
Go to contribution page -
Catherine LeBlanc (Kyoto University), Jacob Dunlap (Kyoto University), John Rylander (Kyoto University)21/11/2026, 14:30
-
Daniel Hooper (Chuo University)21/11/2026, 14:30TD: Teacher Development
This presentation examines burnout among university English teachers in Japan, focusing on both Japanese and non-Japanese faculty members. Based on interviews with 12 full-time teachers, we explored how burnout may affect teachersโ professional performance, relationships, and personal lives. Our findings suggest that burnout involves more than physical exhaustion, including reduced motivation,...
Go to contribution page -
Jacob Petersen (Iwate University), Dr Kaori Takamine (UiT The Arctic University of Norway), Nadiia Zaitseva (Kwansei Gakuin University)21/11/2026, 14:30
This study examines how participation in asynchronous COIL is perceived to influence university L2 learnersโ motivation to develop English listening, speaking, and intercultural communication skills. Japanese and Norwegian university students engaged in a four-week exchange involving video presentations. While Norwegian studentsโ motivation remained consistently high, Japanese students...
Go to contribution page -
Dr Fern Sakamoto (Nanzan University), Jonathan Shachter (Kyushu Sangyo University), Dr Josh Kidd (Utsunomiya University), Kane Linton (Wayo Women's University), Prof. Malcolm Sim (Akita International University), Simon Humphries (Kansai University)21/11/2026, 14:30
In this 60-minute forum, Macquarie alumni will share how AI and emerging technologies are influencing their teaching, research, administration, and institutional practices. The panel will explore how practices have evolved over the past year, what is currently being implemented in their workplaces, and the broader impact these developments are having across educational and professional contexts.
Go to contribution page -
Pino Cutrone (Nagasaki University)21/11/2026, 14:30
Despite ongoing educational reforms in Japan, many university students report low confidence and motivation in spoken English. This presentation outlines the development of a task-based syllabus for oral communication classes grounded in research on Task-Based Language Teaching (TBLT). Drawing on a needs analysis of 125 students and classroom piloting, the materials follow a meaning-focused...
Go to contribution page -
Kazuyoshi Sato (Nagoya University of Foreign Studies)21/11/2026, 14:30
-
Juanita Nagai (Wellness with Juanita)21/11/2026, 14:30
All of us experience difficult emotions in our lives (much as we might not want to). By learning to acknowledge and accept whatever is present โ even if it is painful or difficult โ we begin to learn how to be with the entire range of human emotions. We can learn how to not react, but instead respond, with greater wisdom and intention. This workshop will explore how we can turn...
Go to contribution page -
John Bankier (Kanagawa University)21/11/2026, 14:30
Many teachers have responded to student AI use in L2 writing by either incorporating AI into classes or adopting a permissive stance because they lack ways to restrict its use. Contrary to these trends, this presentation describes two educatorsโ reflective practice on how student AI use may impact the objectives of a university language curriculum. Examples are provided of objectives judged to...
Go to contribution page -
Nagisa Kikuchi (้ข่ฅฟๅญฆ้ขๅคงๅญฆ/่จๅๅทฅๆฅญ้ซ็ญๅฐ้ๅญฆๆ ก(2026ๅนด4ๆไปฅ้))21/11/2026, 14:30
The presentation outlines the design and implementation of the โPeace Video Project.โ After viewing an instructor-produced introductory video, students discussed the concept of peace and collaboratively created short videos using ICT. They presented their work, viewed their classmatesโ videos, and provided structured peer feedback on Padlet. The presentation concludes with survey findings on...
Go to contribution page -
Sugene Kim (Miyazaki International University)21/11/2026, 14:30
This presentation reports on language support practices in a team-taught EMI course at a Japanese university. It examines how a language supporter and content instructor collaboratively redesigned support from standalone vocabulary lists to task-aligned pre-task input. Drawing on classroom experience and learner feedback, the presentation illustrates how task-based principles and AI-assisted...
Go to contribution page -
Ms Tungalag Sharkhuu (ELTAM, Mongolian National University of Education)21/11/2026, 14:30
This presentation explores how generative AI transforms English language education in Mongolia. Grounded in Mobile-Assisted Language Learning (MALL), the study examines how AI tools foster learner autonomy and multimodal communication. Findings demonstrate that while AI provides linguistic support, students must develop critical "human-in-the-loop" skills to ensure cultural sensitivity. The...
Go to contribution page -
Ms Nahomi Machida (NIshogakusha University)21/11/2026, 14:30
This study conducted with intermediate-level college students tried to clarify whether teaching conjunctions and relative pronouns had a positive effect on verb recognition, and whether this effect is influenced by proficiency level. The effect was examined from two perspectives: a statistical analysis of the increase scores on the verb recognition test, and open-ended responses regarding...
Go to contribution page -
Mark Frank (Toyama University of International Studies)21/11/2026, 14:30ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (60-minutes)
-
Robert Dykes (Sojo University)21/11/2026, 14:30
-
Christopher Valvona (Okinawa Christian University), Marcos Benevides (J. F. Oberlin University)21/11/2026, 14:30
This workshop presents a new card game inspired by award-winning TBLT course, Widgets Inc. The game can be used in or out of class as a speaking warm-up, to engage creative thinking, or for project brainstorming. Students combine prompt cards to create new product ideas, which are then pitched and chosen based on originality, functionality, and other criteria. Participants get a free...
Go to contribution page -
Charles Browne (Meiji Gakuin University), Todd Fouts (Independent Senior Advisor, Language Assessment & ELT Materials Development)21/11/2026, 14:30
How can graded readers remain engaging while being accurately leveled across hundreds of texts? Drawing on two large-scale reading projects, a new 180-book series being developed by DTP/Gakken and the 150-title World Cultural Heritage Readers, this presentation shows how NGSL word lists, CEFR alignment, lexical profiling, and online tools can support more consistent grading, vocabulary...
Go to contribution page -
Sachi Oshima (Chuo Gakuin University)21/11/2026, 14:30
Students with low English proficiency frequently leave reading-test items blank, even missing opportunities to earn points by guessing on multiple-choice questions. In this study targeting 45 EFL college students, a significant decrease in โNo Answerโ responses was observed over 15 weeks, suggesting a positive shift in attitudes towards English reading. Reduced reading anxiety and increased...
Go to contribution page -
ไฝณๅญ ๅฑฑ็ฐ (ๅๅคๅฑๅคงๅญฆๅคงๅญฆ้ขไบบๆๅญฆ็ ็ฉถ็ง)21/11/2026, 14:40
Sponsored by Tsukuba University Graduate Student Showcase: This project investigates the internal structure of L2 English pronunciation ability by integrating three componentsโperception, phonological processing efficiency, and productionโinto a unified model. Although previous research has examined perception and production separately, the role of processing efficiency in linking perceived...
Go to contribution page -
ๅฅฅๆ ็็ฅ (็ญๆณขๅคงๅญฆๅคงๅญฆ้ขใไบบๆ็งๅญฆใใธใใน็งๅญฆๅญฆ่ก้ขใไบบๆ็คพไผ็งๅญฆ็ ็ฉถ็พคใไบบๆๅญฆๅญฆไฝใใญใฐใฉใ ใ่ฑ่ชๆ่ฒใตใใใญใฐใฉใ )21/11/2026, 15:00
Tsukuba University Graduate Student Showcase: This study investigates the relationship between pronunciation engagement and intelligible English speech among English learners. Although pronunciation practice is generally considered beneficial, relatively little is known how learners engage in pronunciation activities, how this engagement contributes to spoken communication, and which...
Go to contribution page -
Mr Cheewin Wattanasin (Thailand TESOL)21/11/2026, 15:05
This presentation explores TikTok as an innovative tool for English teaching through the 4R framework: Repeat, Reflect, Rehearse, and Respond. Aligned with Thailandโs โLearn Anywhere, Anytimeโ policy, it shows how short-form videos support vocabulary, grammar, and engagement. Students create and interact with content to develop speaking, listening, and writing skills. The session highlights...
Go to contribution page -
David Beglar (Temple University, Japan Campus), Dr Tomoko Nemoto (Temple University, Japan Campus)21/11/2026, 15:05
In this presentation, we demonstrate how to design high-quality tests characterized by good targeting of test-takers, high reliability, and precise measurement. We focus on three aspects of test design: height, width, and length (Wright & Stone, 1979). Height is the average difficulty of the test items, width indicates the range of item difficulties, and length concerns the number of test...
Go to contribution page -
Megumi Uemi (Toyo University)21/11/2026, 15:05Highlighted Speaker
In the 21st century, language education must move beyond linguistic knowledge to developing studentsโ ability to think, communicate, and engage globally. This presentation demonstrates how the Impact Issues series can serve as a foundation for designing critical thinkingโinfused instruction in Japanese L2 contexts. Drawing on a Writing-to-Think learning log model, the session illustrates how...
Go to contribution page -
Hendri Pitrio Putra (Hasanuddin University)21/11/2026, 15:05
-
Hiroyuki Obari (Globiz Professional University)21/11/2026, 15:05
-
Ariko Nishimura (Public high school in Aichi)21/11/2026, 15:05ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (30-minutes)
-
Ari Chinchilla (University of Pennsylvania)21/11/2026, 15:05
-
Haozhe Lu21/11/2026, 15:05
Akita International University GSS. Classroom interaction can be challenging for novice teachers, especially in managing turn-taking and awkward silences. This study uses two sets of conversational analysis (CA) classroom interaction data collected before and after CA intervention to examine changes in teacher awareness. The findings show how as a result of reflective action research helped...
Go to contribution page -
Jeremy Chambers (Temple University, Japan Campus)21/11/2026, 15:05
-
TJ Boutorwick (Kindai University)21/11/2026, 15:05
This presentation demonstrates version 2.0 of ESL Speed Reading, the free speed reading application and learner management system. The software suite has been rewritten to be more responsive, and new features have been added. The presenter will demonstrate these features, compare digital reading with paper-based reading, and describe how teachers can use the software in their classes....
Go to contribution page -
Haruko Shimazaki (Tsuru University)21/11/2026, 15:05
This presentation explores how structured reflection can support professional growth in language teaching. Drawing on insights from Cambridge DELTA Module Two, it illustrates how guided cycles of planning, class observation, feedback, and reflection can reshape pedagogical decision making. A practical reflection model adaptable to Japanese higher education contexts will be introduced.
Go to contribution page -
Sarina Sugawara (Akita Prefectural University)21/11/2026, 15:05
This JALT Research Grant project examines STEM university studentsโ emotional responses to English learning using AIโbased textโmining of reflections collected three times per semester. Joy increased across all classes, while Fear declined midโsemester and rose slightly at the end. Like steadily decreased, and Sadness briefly disappeared before returning. The firstโyear class showed a gradual...
Go to contribution page -
Stephen Shrader (Notre Dame Seishin University)21/11/2026, 15:05
This presentation chronicles one educator's journey from avoiding to adopting AI for materials development. The session will detail the practical application of AI in publishing a textbook and developing software, sharing specific prompts and successful strategies. Emphasis will be placed on crucial pitfalls, such as content hallucinations, the necessity of double-checking generated content,...
Go to contribution page -
Dr Noriko Ishihara (Hosei University)21/11/2026, 16:00
This talk will discuss microaggressions through a sociopragmatics lens and explore how everyday language choices in todayโs globalized world can nurture or jeopardize our dignity, inclusion, identity, belonging, and well-being. Microaggressions are subtle messages hidden in brief, seemingly harmless comments/actions. Even when a speaker is well-intentioned, a bias or stereotype may...
Go to contribution page -
Yasunori Matsuzono (Meiji Gakuin University)21/11/2026, 17:00
-
Ms Rebecca Clippard (Soka University), Yasmin Moraes (Soka University)21/11/2026, 17:00
-
Ha Anh Thi Nguyen (Hanoi Pedagogical University 2)21/11/2026, 17:00
-
Willy Ardian Renandya (National Institute of Education, Nanyang Technological University)21/11/2026, 17:00Highlighted Speaker
Fast-tracking L2 Proficiency via Extramural Learning
This hands-on workshop explores how language learning happens both inside and outside the classroom, and why out-of-class (extramural) learning often yields the biggest benefits. While traditional teaching often focuses too heavily on formal grammar, fast-tracking proficiency requires shifting our focus toward building fluency and...
Go to contribution page -
Claudia Kunschak21/11/2026, 17:00ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (30-minutes)
Reflecting the increasing diversity of Japanese society and classrooms, this presentation will demonstrate how to leverage studentsโ background, curiosity, and agency to develop not just their linguistic repertoire but also their critical thinking, social conscience, and transversal skills. Participants will become familiar with the guiding principles, basic building blocks, and implementation...
Go to contribution page -
Naomi Fujishima (JALT)21/11/2026, 17:00
The Domestic Affairs Committee will hold a meeting with our DAC partners to discuss issues of interest to foster a community of language teachers throughout Japan. This is a rare occasion for JALT and DAC partners to come together to exchange ideas and experiences. We hope to be able to learn about each organization in more detail and find ways to support each other. Our current DAC partners...
Go to contribution page -
Dr Michael Landry (Akita International University), Scott Roy Douglas (University of British Columbia)21/11/2026, 17:00
-
Dr Masatoshi Shoji (Shokei Gakuin University)21/11/2026, 17:00
Write a 5-minute love letter to someone you love as if this is the last love letter.
Go to contribution page
Saturday 17:00 to 17:30
Masatoshi Shoji, Shokei Gakuin University -
Alastair Graham-Marr (ABAX Ltd)21/11/2026, 17:00
This presentation is sponsored by (add sponsor name.) ABAX Publishing
Critical thinking is often defined as โdisciplined, reflective thinking that helps you decide what to believe or do based on evidence and sound reasoning rather than emotion, authority, or habit.โ Yet one crucial aspect is frequently overlooked: subtext. Writers often embed assumptions, values, and unargued claims beneath...
Go to contribution page -
Dr Erin Noxon (Sagano High School)21/11/2026, 17:00
-
Mr Alan Schwartz (EnglishCentral JAPAN KK.)21/11/2026, 17:00
This presentation is sponsored by EnglishCentral.
This presentation introduces a next-generation graded reading platform built around a motivating promise: read what you love at your level. Teachers can draw from thousands of high-interest readers precisely graded across CEFR microlevels, with vocabulary controlled through the CEFR, NGSL and related research-based wordlists. An integrated...
Go to contribution page -
Dr francesco cangemi (the university of tokyo)21/11/2026, 17:00TD: Teacher Development
This presentation was funded by a JALT research grant. Spoken fluency is a crucial concept, but also notoriously hard to operationalize. Since automated solutions fail reliably extract even the simplest fluency metrics, this presentation introduces a brief training program to facilitate the collection of large amounts of reliable human annotations. The program has been tested over a period of...
Go to contribution page -
Matthew Schaefer (Sophia University), Robert Lowe (Ochanomizu University), Davey Young (Sophia University)21/11/2026, 17:00
This presentation begins by reviewing research into discriminatory hiring practices based on speakerhood, race, gender, age, and disability. Then, employing a relational view of inclusion, it offers practical guidelines for language program managers at the pre-hiring, in-hiring, and post-hiring stages. The aim is to help audience members avoid exclusionary practices in their own institutions...
Go to contribution page -
Gregory Sholdt (Kobe University), Michael Mielke (Sapporo University), Peter Collins (Tokai University)21/11/2026, 17:00
Unvetted presentation sponsored by the JALT Research Grants Committee
Go to contribution page -
21/11/2026, 17:00
This presentation: sponsored by IVEProject
The IVEProject gives students the ability to use their English to interact with peers in multiple other countries. With over 20 years of successful online exchanges, where some 60,000 students and 800 teachers from 32 countries have participated, the IVEProject makes learning English more real, more enjoyable and more educational for all. Extensive...
Go to contribution page -
Jerry Miller (Yamagata University), Yukiko Koizumi (Yamagata University)21/11/2026, 17:00
-
Melissa Chung (NaraJALT)21/11/2026, 17:00
-
Mark Brierley (Shinshu University)21/11/2026, 17:00
This presentation is sponsored by Oxford University Press.
Extensive reading (ER) has always aimed to develop fluent readers, but how do we know fluency is improving? This presentation explores reading speed as one practical classroom measure and considers what it can and cannot tell us. We also examine how recent developments in language technology are reshaping ER while validating the...
Go to contribution page -
Matthew Guay (RKU)21/11/2026, 17:00
This talk introduces research opportunities in second and third language acquisition among endangered Japonic languages. Topics range from research into content development for passive speakers and full hearers of a language, issues for child language acquisition in school, particularly concerning language policy, and the impact of language status on learner motivation and identity.
Go to contribution page -
Dr Kayoko Horai (Sojo University), Dr Robert Remmerswaal (Sojo University)21/11/2026, 17:00
This study examined how asynchronous virtual exchanges affect willingness to communicate (WTC) among lowโproficiency Japanese university students. Most participants showed increased digitalโcontext WTC, with midโproficiency and highly engaged students benefiting most. Interview data indicated that written messaging reduced anxiety by giving learners time to confirm ideas before responding....
Go to contribution page -
21/11/2026, 17:00
This presentation is sponsored by McGraw Hill Education.
What if language classrooms borrowed science education's approach to inquiry and storytelling? This session applies principles from content-integrated and inquiry-based learning โ reimagined for language teaching โ showing how storytelling structures can transform abstract language input into meaningful, memorable narratives....
Go to contribution page -
Mr Michael Grawe (Pathways Awarua, Ako Aotearoa/Massey University (NZ)), Mr Matthew Cotter (Hokusei Gakuen University)21/11/2026, 17:00
Pathways Awarua is a free online platform developed in Aotearoa/New Zealand, supporting English development from foundation to higher proficiency levels. This session demonstrates how structured modules, scaffolded progression, and formative feedback support mixed-proficiency tertiary ESOL/EFL learners while fostering learner agency. Drawing on implementation in Japanese university contexts,...
Go to contribution page -
Richmond Stroupe (Soka University), Yiu-nam Leung (Dept. of English Language and Literature, Soochow University)21/11/2026, 17:00
Short stories by women writers with manageable length are used to teach a college level EFL literature course. Studentsโ immersion in authentic texts and their engagement in class activities are instrumental to improving their language proficiency, promoting cultural awareness, developing critical thinking, and deepening understanding of the English literary texts.
Go to contribution page -
Inge Odendaal (Kansai Gaidai University), Sabine Thepaut (Kansai Gaidai University)21/11/2026, 17:00
This session presents an evidence-informed toolkit to help EFL teachers guide classroom AI use. Drawing on survey data from 262 EFL learners, the session introduces DACC (DescribeโAlignโConditionโCommunicate), a workflow for setting and explaining AI boundaries by assignment type. Participants will see DACC applied to classroom tasks and leave with a Teacher Decision Sheet, student-facing rule...
Go to contribution page -
Saki Suemori, ็็ด ไปๆพค (็ญๆณขๅคงๅญฆ), Junko Takahashi (Showa Women's University)21/11/2026, 17:00
This study investigates methodological trends in language teaching and learning by comparing international and domestic journals (2015โ2024). A total of 1,168 international and 332 domestic articles were categorized as quantitative, qualitative, mixed methods, or others. International journals showed relatively balanced methodological diversity, while domestic journals relied heavily on...
Go to contribution page -
Zimao Xiao (Waseda University)21/11/2026, 17:00
Waseda University GSS. This presentation examines how mainland Chinese newspapers localize International Womenโs Day and position women through social roles, attributed voice, and represented agency. It will compare a planned stratified sample of 400 articles from 1924โ1952 and 2000โ2025 using quantitative content and qualitative discourse analysis. A media-literacy task invites language...
Go to contribution page -
Hidayat Polim (Soka University), Ms Safitry Wahyuni (SMP Negeri 2 Samarinda, Indonesia)21/11/2026, 17:00
-
bing jie (waseda university)21/11/2026, 17:20
Sponsored by Waseda University Graduate Student Showcase. This study examines why EMI teachers in Japanese higher education strategically use studentsโ first language (L1), Japanese, while maintaining English as the primary medium of instruction. Using classroom observations and stimulated recall interviews, it investigates when teachers shift to Japanese and the pedagogical motivations behind...
Go to contribution page -
Michael Free (Chuncheon National University of Education)21/11/2026, 17:35
This presentation uses food as an entry point for intercultural and cultural development in homogeneous classrooms. Moving through a tasting menu of cultural lenses, from ingredients and dishes to the social rituals that surround them, it argues that food offers a rich, personally meaningful route to cultural self-awareness and genuine curiosity. The core framework is simple: ask students what...
Go to contribution page -
Mizuki Nakagawa (Saitama Prefectural Hanno High School), Takamichi Nakamura (Tokyo Metropolitan Musashi High School)21/11/2026, 17:35
This study examines a pedagogical practice integrating generative AI into English education for Japanese high school students in an EFL context. The practice uses AI to stimulate learnersโ interest and provide immediate feedback on writing, aiming to enhance motivation for language activities. AI-supported writing tasks are further connected to English debate activities to foster productive...
Go to contribution page -
Miso Kim (The University of Osaka), Yael Miyama (Nagoya City University), Dr Yaya Yao (Kyushu University)21/11/2026, 17:35
This trioethnography explores the traumas experienced by minoritized teachers in Japan and their collaborative reflection and research for practicing ethics of care (Kamlongera & Katenga-Kaunda, 2023). Although distrust toward our professional status rooted in linguistic racism has culminated in emotional distress and trauma, we could verbalize and interpret our trauma with trioethnography,...
Go to contribution page -
Hesborn Ondiba (Tokyo University of Science)21/11/2026, 17:35
This study examines how university EFL instructors in Japan justify claims that students have achieved course learning outcomes in AI-present contexts. Drawing on syllabus analysis and interviews with 18 instructors, the study identifies variation in outcome clarity, assessment alignment, and evidentiary reasoning. Three patterns of assurance-of-learning practices emerged, with...
Go to contribution page -
Richard Rose (Hankuk University of Foreign Studies)21/11/2026, 17:35
This study examines whether authorship can be distinguished through process-based evidence of engagement with written text. The Content Restoration Authorship Familiarity Test (CRAFT) assesses writersโ ability to restore lexical and structural elements of texts. Sixty undergraduate English education majors completed CRAFT tasks based on self-authored and LLM-generated texts. CRAFT scores...
Go to contribution page -
Natsuki Matsui (Kyoto University of Advanced Science)21/11/2026, 17:35
This presentation examines โTrigger Sessionsโ that integrate language and culture using audiovisual media to enhance motivation. The proposed instructional design facilitates the internalization of abstract cultural concepts through multimodal input. Based on data from Thai JFL learners using anime as a case, the study demonstrates how this approach stimulates noticing and boosts motivation...
Go to contribution page -
Colin Rundle (Soka University), Gabriela Schmidt (JALT CEFR LP SIG President), Noriko Nagai (Ibaraki University)21/11/2026, 17:35Forum (90-minutes)
This CEFR LP SIG Forum will discuss recent trends internationally and in Japan. The new build group https://apieducationforum.org/ under the leadership of Brian North, Enrica Piccardo and other stakeholders offers valuable and easy to use tools to apply. In Japan starts the new Course of Study showing the impact of the CEFR in primary and secondary foreign language education. There are various...
Go to contribution page -
Prof. Ariel Tabak (Temple University, Japan Campus), Prof. Michael McGehee (Temple University, Japan Campus)21/11/2026, 17:35
-
Daniel Juckes (Kaohsiung English Education Resource Center (KEERC), Ministry of Education, Taiwan (R.O.C))21/11/2026, 17:35
-
Roberto Rabbini (Toyo University)21/11/2026, 17:35
Universal Laws that are now being proven scientifically will be shared; viz an introduction to the cutting-edge research from the fields of quantum physics and specifically Dr Emotoโs Peace Water Project. This work also includes many success and empowering principles that ultimately show that we can be, do or have anything we desire (within reason), as Napoleon Hill pointed out.
Go to contribution page -
Mark Frank (Toyama University of International Studies)21/11/2026, 17:35ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (60-minutes)
-
Koji Yamamoto (ๆ็ฅ็็ซๅ่ฐทๅ้ซ็ญๅญฆๆ ก), May Kyaw Oo (Kanda University of International Studies), Shalvin Singh (Kanda University of International Studies)21/11/2026, 17:35Forum (90-minutes)
This yearโs Global Issues in Language Education Forum focuses upon introducing practical approaches to aiding students in connecting global issues to local voices. Global issues sometimes seem abstract to students, disconnected from real peopleโs lives. By exploring use of a service learning approach, experiences of English teachers in Myanmarโs conflict zones, practical approaches to teaching...
Go to contribution page -
Prof. Bonny Norton (University of British Columbia)21/11/2026, 17:35
-
Hisayo Kikuchi (้ๅฑฑๅญฆ้ขๅคงๅญฆ)21/11/2026, 17:35
-
Prof. Rudolf Reinelt (Matsuyama JALT), Travis Blackburn (Ehime University)21/11/2026, 17:35ER: Extensive Reading
This presentation reports an exploratory study using Commonlit, an online reading platform designed for native English speakers in a Japanese EFL course. Pre/post-surveys measured students' perceived confidence in their reading, vocabulary, and discussion skills, and how they correlated with their feelings about their overall English, reading, and discussion abilities after the course. Results...
Go to contribution page -
Dr Naheen Madarbakus-Ring21/11/2026, 17:35Forum (90-minutes)
Hidden Barriers: Diagnosing and Fixing Listening Comprehension Problems
Presenter : Todd BeuckensWhy can a student read a word instantly but miss it completely when itโs spoken at natural speed? The gap between visual and acoustic recognition is just one of several hidden barriers quietly sabotaging listening comprehension. This presentation reframes listening tasks as diagnostic tools,...
Go to contribution page -
Kevin Mark21/11/2026, 17:35
-
Bill Snyder (Soka University), Chiyuki Yanase (Keio University), Eucharia Donnery (Soka University), Joseph Dias (Aoyama Gakuin University)21/11/2026, 17:35Forum (90-minutes)
As well-being gains increasing attention in language education, this forum explores how it can be meaningfully embedded into everyday teaching practice rather than treated as an optional add-on. Drawing on research in positive psychology (Seligman, 2011), self-determination theory (Deci & Ryan, 2000), and language learner wellbeing (Mercer & Gregersen, 2020), speakers examine sustainable...
Go to contribution page -
Brian Dubin (Kansai University)21/11/2026, 17:35
This presentation examines how fixed-term employment contracts shape faculty integration and well-being in Japanese higher education institutions, situating the discussion within broader research on academic casualisation and precarious work. Drawing on Bourdieu's concepts of habitus, capital, and field, it explores how fixed-term status affects faculty positioning and access to valued...
Go to contribution page -
Dr Adiene Susej Roque de Hishiyama (Seikei University), Cecilia Noemi Silva (Tohoku University), Marina Nekerova (University of Tsukuba), Mrs Pornsri Wright (Kanda University of International Studies), Yoshiko Ichimura (Temple University, Japan Campus)21/11/2026, 17:35Forum (90-minutes)
This forum showcases approaches to connect foreign language learning with authentic engagement beyond the classroom. Roque de Hishiyama (Spanish) and Wright (Thai) present music-based projects that foster interaction outside formal instructional settings. Ichimura (Japanese) introduces a written activity that strengthens connections between students' learning experiences and the local...
Go to contribution page -
Charles Browne (Meiji Gakuin University)21/11/2026, 17:35
This presentation is sponsored by KINSEIDO.
Critical thinking is becoming an increasingly important goal in English language education, yet many teachers struggle to move beyond traditional comprehension questions. This practical presentation introduces a range of classroom-tested activities that promote discussion, collaboration, problem solving, and deeper thinking. Participants will...
Go to contribution page -
Paul Goldberg (Xreading), Rob Waring (Extensive Reading Foundation)21/11/2026, 17:35
This presentation is sponsored by Nellie's English Books
Go to contribution page
Extensive reading is most effective when students respond to what they read in enjoyable and meaningful ways. Well-designed activities encourage reflection, discussion, creativity, and personal engagement without turning reading into a test. In this session, we will explore a range of practical pre-reading, during-reading, and... -
Prof. Masayuki Teranishi (University of Hyogo)21/11/2026, 17:35Highlighted Speaker
This workshop explores how the stylistic concept of โreregistrationโ can be used to develop creative writing activities in EFL contexts. Employing literary examples such as โRules for Dwarf-Throwing,โ participants will examine how institutional and procedural registers can be transformed into creative and expressive texts. Through practical rewriting activities, participants will experiment...
Go to contribution page -
21/11/2026, 17:35Forum (90-minutes)
-
Gregory Sholdt (Kobe University)21/11/2026, 17:35TD: Teacher Development
Unvetted presentation sponsored by the JALT Research Grants Committee
Go to contribution page -
Junwei Shao (Waseda University)21/11/2026, 17:40
Waseda University Graduate Student Showcase. This study will investigate the effects of ChatGPT-mediated speaking practice on Japanese university studentsโ English-speaking performance. Using a mixed-methods design, several non-English majors will complete topic-based speaking tasks with both ChatGPT and human peers. Audio-recorded interactions will be analyzed in terms of fluency, accuracy,...
Go to contribution page -
Mrs Anisah Ghina Wijayanti (Waseda University)21/11/2026, 18:00
Waseda University Graduate Student Showcase. This presentation reports a discourse analysis of reader comments on the presenter's own Threads post, examining how othering unfolds through language and multimodal resources โ emoji, images, code-mixing โ in an autoethnographic online discourse event. Drawing on Fairclough's CDA, Riggins' othering framework, and Canagarajah's translingual practice...
Go to contribution page -
Dr Emi Iwasaki (Prefectural University of Hiroshima - Mihara Campus)21/11/2026, 18:10
-
Anthony Lavigne (Doshisha University)21/11/2026, 18:10
When AI can produce the output, the output stops being the point. This research examines how Japanese university EFL students use generative AI, what this reveals about gaps in educational design, and how a neuroscience-informed IntentionโActionโReflection framework develops the metacognitive, ethical, and communicative capacities that AI cannot replicate.
Go to contribution page -
Dr Felicia Tersan (Universiti Teknologi MARA (UiTM) (Sarawak))21/11/2026, 18:10
This narrative inquiry examines how instructional coaching can amplify local teacher voice and support agency in a rural Sarawak secondary school. It traces a teacherโs experience of implementing culturally relevant, SDG-driven PBL with multilingual learners, showing how coaching dialogue and reflection helped her move from procedural compliance toward context-responsive pedagogical judgement....
Go to contribution page -
Richard Rose (Hankuk University of Foreign Studies)21/11/2026, 18:10
Automated speech assessment is increasingly used in language learning, yet independent validity evidence remains limited. This study evaluates Microsoft Azure Pronunciation Assessment using an argument-based framework and corpus (n = 3,510) and classroom (n = 306) data. Analyses examine relationships with CEFR proficiency, lexical indicators, internal score structure, and expert human ratings....
Go to contribution page -
Nasree Pitaksuksan21/11/2026, 18:10
-
Andy Barfield (Chuo University), Ivan Lombardi (University of Fukui), James Underwood, Lorna Asami (Gakushuin University), Megumi Uemi (Toyo University), Tim Ashwell (Komazawa University)21/11/2026, 18:10
In this forum, we will first share insights and questions from a collaborative inquiry with six teachers passionate about learner development, by focusing on their visual and written reflections about the practice-research relationship. By relating these personal theorisations to their own practices and life-worlds, participants will create their own visual representations before discussing...
Go to contribution page -
Bob Ashcroft (Tokai University)21/11/2026, 18:10
This corpus-linguistic study analyzes lexical and syntactic complexity across all seven Harry Potter novels, revealing progressive linguistic development mirroring adolescent language acquisition patterns. Findings demonstrate books 1โ3 suit intermediate EFL learners while books 4โ7 suit advanced proficiency levels. The research provides empirical evidence for incorporating graded extensive...
Go to contribution page -
21/11/2026, 18:10
Name: Maryna Nekerova
Go to contribution page
Presentation Title: "Verbal Aspect in Japanese: A Comparative Study of Ukrainian Learners and Native Japanese Speakers" -
Mr Greg Goodmacher (Nellies Books)21/11/2026, 18:10
This presentation is sponsored by Nellie's English Books.
Introducing diverse cultural viewpoints, or multicultural perspectives, on topics that interest students successfully motivates students to study English and better understand other global citizens. The presenter will share teaching materials and techniques that have worked well with thousands of students across Japan. Attendees will...
Go to contribution page -
Dr Masatoshi Shoji (Shokei Gakuin University)21/11/2026, 18:10
Tea connects people and brings a joy for retreat. As a certified tea sommelier, I will give a mini lecture on tea. If you bring hot water and cups, you can taste some decent tea.
Go to contribution page -
Kazue Tsuruta (Juntendo University)21/11/2026, 18:10
This study investigates how fast-rate listening practice influences Japanese EFL learnersโ speed adaptation, confidence, and perception. Learners were trained with time-compressed speech, then heard the same passage at normal speed, which sounded slower and may have strengthened their sense of progress. Post-training surveys showed high perceived gains in adaptation to faster speech. Although...
Go to contribution page -
Dr Noriko Ishihara (Hosei University), Aurora Tsai (University of Tokyo)21/11/2026, 18:10
Language education does not stop at grammar, vocabulary, or pronunciation. It also involves teaching to navigate the social meaning of language and behavior in the real world. Our everyday remarks, jokes, and assumptions may seem brief and subtle on the surface but can communicate our values and beliefs about who belongs, and whose identity, cultural, and linguistic upbringing does not. This...
Go to contribution page -
Mihoko Nakamura21/11/2026, 18:10
-
Mark Firth21/11/2026, 18:10
Project-Based Learning (PBL) can help science students develop research skills while strengthening their academic English. This presentation introduces a course design in which students learn how to conduct a short literature review, design peer surveys, analyze data, and write and present research reports based on their findings. Participants will receive a practical step-by-step...
Go to contribution page -
B.Bricklin (Brick) Zeff (Hokkai-Gakuen Univeristy)21/11/2026, 18:10
This presentation explores how rubrics clarify learning goals and assessment criteria in language classrooms. Commonly used for performance-based tasks such as role-plays and oral presentations, rubrics make expectations transparent and support consistent evaluation. Combined with timely, constructive feedback, they help students build competence and confidence. The session reviews best...
Go to contribution page -
Peini LI21/11/2026, 18:20
Waseda University Graduate Student Showcase. As generative artificial intelligence (GAI) becomes more common in L2 English writing, this study examines how Chinese English as foreign language (EFL) learners make revision decisions when working with GAI-generated suggestions. Text history analysis is combined with revision history-based semi-structured interviews to explore why writers accept,...
Go to contribution page -
Mr David Teixeira (ๅธไบฌๅคงๅญฆ)21/11/2026, 18:45
-
Patrizia Hayashi (Meikai University)21/11/2026, 18:45
-
Dr Shzh-chen Nancy Lee (Osaka University)21/11/2026, 18:45
-
Yasmin Moraes (Soka University)21/11/2026, 18:45ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
-
Benio Suzuki (Utsunomiya University)21/11/2026, 18:45
-
Haruka Ubukata (Kanda University of International Studies)21/11/2026, 18:45
This study explored Japanese EFL university studentsโ emotional experiences in Extensive Reading (ER). Their reading logs, recorded for two semesters, evidenced a wide range of emotions such as pride, desire, surprise, frustration, and sadness, and indicated positive effects of extensive reading beyond language skill development. This presentation introduces primary findings and practical...
Go to contribution page -
Luke Lawrence (Nihon University), Yuzuko Nagashima (Yokohama National University)21/11/2026, 18:451GALE: Gender Awareness in Language EducationResearch-oriented Presentation (30-minutes)
We explore the prevalence (or lack) of diversity in gender and sexuality representation in official English textbooks used in Japanese elementary schools by employing multimodal critical discourse studies. By placing the issue of official textbook contents in the local historical and sociological context, we evaluate the significance of the new editions and outline the implications for...
Go to contribution page -
Glenda Cadiente (Leyte Normal University)21/11/2026, 18:45
By combining sociolinguistic research with hands-on teaching strategies, this paper discusses how the public signs that learners experience in their linguistic environment can be used to to leverage and enhance learner engagement in the classroom and serve as an impetus for contextualized instruction.
Go to contribution page
The study employed the classroom-action research cycle. It involved output, observed... -
Dr Masatoshi Shoji (Shokei Gakuin University)21/11/2026, 18:45
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).
Go to contribution page -
21/11/2026, 18:45
-
Kriti Arora21/11/2026, 18:45
This session introduces "Podcast Journals," a framework designed to scaffold autonomous extensive listening and bridge out-of-class study with classroom participation. Drawing on a semester-long project with university students, the presentation illustrates how this structured routine supports not only the development of listening skills but also vocabulary and speaking fluency, in addition to...
Go to contribution page -
Athip Thumvichit (Mahidol University), Patumporn Boonchum21/11/2026, 18:45
-
Mr CHE PASCAL EYALI21/11/2026, 18:45
-
Kane Linton (Wayo Women's University)21/11/2026, 18:45Highlighted Speaker
This workshop provides an introduction to Q methodology and its application in linguistics and language education research. Participants will explore how Q methodology can be used to investigate subjectivity, viewpoints, and shared perspectives in educational contexts. The session will introduce key concepts including concourse development, Q-set design, Q-sorting, and by-person factor...
Go to contribution page -
Liao Yu Hsiu, Simon Humphries (Kansai University)22/11/2026, 09:00
This longitudinal study explores fluctuations in Capacity to Speak (CTS) among four Japanese exchange students in Taiwan and Korea. Through interviews and journals, it examines the interactions between L2 (English) and L3 (Chinese & Korean). Results highlight that situational momentum and social environments influence learnersโ CTS and confidence. Findings also reveal that language switching...
Go to contribution page -
Lien Cao (The Education University of Hong Kong)22/11/2026, 09:05
This study explores Vietnamese EFL lecturersโ acceptance and integration of AI, particularly ChatGPT. Using a combined UTAUT2 and SAMR framework, data were collected through in-depth interviews with 10 lecturers and their ChatGPT-generated teaching materials. Findings indicate positive acceptance, shaped by UTAUT2 factors, with ChatGPT primarily integrated for substitution and augmentation...
Go to contribution page -
David Lees (Kyoto University (ILAS))22/11/2026, 09:05
This presentation briefly introduces educators to the automation of a series of routine tasks in Google Sheets using useful formulas. It will explore practical examples for classroom management, such as Form-to Sheet score-collection, attendance-tracking, report-card systems, and importing from multiple Sheets. By using specific formulas for specific situations, teachers can save time, reduce...
Go to contribution page -
Todd Hooper (Setsunan University)22/11/2026, 09:05
English Medium Instruction (EMI) courses can be challenging for students. As a result, they may rely on generalizations or platitudes in writing assignments. However, writing of this nature does not demonstrate studentsโ understanding of content. In this presentation, an approach based on exemplifying concepts by connecting them to personal experiences will be shown. Additionally, drawing on...
Go to contribution page -
Hisaka Konishi (Nihon University)22/11/2026, 09:05
-
Daniel Paller (Kinjo Gakuin University)22/11/2026, 09:05
This presentation is sponsored by Oxford University Press.
In many parts of the world, the curriculum is shaped by language textbooks, which play a central role in language instruction. In EFL contexts, opportunities to improve speaking fluency outside the classroom remain limited. In this workshop, we will explore OUPโs new textbook series, Straight Up, and its accompanying support...
Go to contribution page -
Ayumi Inako (Kobe City University of Foreign Studies)22/11/2026, 09:05
Encouraging students to participate in Q&A after peer presentations can be challenging, possibly because they have not been taught how. This session proposes ways to scaffold active participation by introducing question types and strategies to address difficulties. Drawing on systemic functional linguistics (SFL), these are categorized according to how they extend meaning to support knowledge...
Go to contribution page -
Zoya Erdevig (Tokyo International University)22/11/2026, 09:05
This presentation reports on a qualitative study of university EFL instructors' awareness and attitudes regarding critical pedagogy (CP), a liberatory approach that positions students as co-creators and investigators of knowledge instead of passive recipients. Examples of CP practices and strategies to overcome obstacles in implementing CP will be explored. Attendees will learn how to apply CP...
Go to contribution page -
Dr Sainbayar Gundsambuu (The University of Osaka)22/11/2026, 09:05
-
Marie-Claude Toriida (Hanazono University)22/11/2026, 09:05
-
Richmond Stroupe (Soka University)22/11/2026, 09:05
JALT invites representatives of all International Partners to join the JALTโInternational Partners Meeting, which will explore collaborative opportunities in research, professional development, and other joint initiatives, ensuring our shared expertise supports meaningful educational development. With Pan-Asian Consortium partner representatives, we will also discuss upcoming and future PAC...
Go to contribution page -
Koji Namihira (Meio University)22/11/2026, 09:05LD: Learner Development
Learners across all three proficiency levels showed reduced psychological barriers to All-English reading instruction when kinesthetic learning activities, such as Walk & Read and Running Dictation, were incorporated. Lower-proficiency learners became willing to engage independently, intermediate learners showed increased motivation to continue All-English learning, and upper-proficiency...
Go to contribution page -
Abdelwahed Benjlil, Camilo Villanueva (Nagoya City University), Kyoko Kuze (Toyo University), Mary Hillis, Stephen Bruns, Susan Sullivan (Tokai University)22/11/2026, 09:05Forum (90-minutes)
The LiLT SIG Forum will address the role of literature in language teaching and learning. The presenters will discuss innovative practices related to creativity, poetry, visual literature, childrenโs stories and fables, as well as the pedagogical potential of literature within a CEFR-informed framework. Audience members will be invited to discuss these ideas and ask questions. Please join us...
Go to contribution page -
Adam Littleton (Toyo University), L. G. Michael Brown (Tokyo International University), Matthew Cotter (Hokusei Gakuen University), Rachel Patterson (Kindai University), Stephen Bridge (Tokyo International University)22/11/2026, 09:05Forum (90-minutes)
60-minute Forum + 30-minute AGM. In this forum, there will be five presentations focusing on materials development to support students preparing to study abroad. Each presenter will share their experiences designing materials that address different aspects of study abroad, including intercultural communication and awareness, as well as the practical, social, and academic aspects of life...
Go to contribution page -
Miguel Mision (University of Nagano), Yannick Brusaporco22/11/2026, 09:05
-
Matthew Schaefer (Sophia University), Matthew W. Turner (Tokyo University of Science), Robert Lowe (Ochanomizu University)22/11/2026, 09:05
This presentation examines how scholarly podcasting can support interdisciplinary learning in Japanese universities. Drawing on interviews with local podcasters, the study reports on the development of a framework of practices and applies these insights in an institutional pilot. This pilot involved the production of a series of podcast episodes with non-language teaching colleagues to bring...
Go to contribution page -
Hiroko Ueda (Kobe University)22/11/2026, 09:05
This study theorizes how L2 speaking self-efficacy is reconfigured when generative AI functions as a peer within a posthuman framework of distributed agency. Drawing on Banduraโs four sources, a qualitative case study of Japanese pre-entry university students examined how efficacy formation shifted from individual to relational processes in AI-mediated interaction. Findings support a...
Go to contribution page -
Corinna V. Goto (Tohoku University), ็พ็ฉ ็ฃฏ้จ (ไฟกๅทๅคงๅญฆ)22/11/2026, 09:05
In Extensive Reading (ER) learners are expected not only to enjoy but also to understand the story. However, reading comprehension (RC) depends on orthography, vocabulary, grammar, background knowledge and metacognitive strategies (Jung, 2009). For beginner Japanese students of German, vocabulary seems the most obvious obstacle, yet each factor can be challenging. This study focuses on the...
Go to contribution page -
Chelanna White (Reitaku University), Martin Sedaghat (Sanjo City University)22/11/2026, 09:05Forum (90-minutes)
Moving into full-time university work from other teaching contexts can be a significant change, with many roles and responsibilities to adapt to both in and out of the classroom. In an open discussion format with attendees, Martin Sedaghat and Chelanna White will share their positive and negative stories about working in academic settings, from Martin's viewpoint as a new teacher and...
Go to contribution page -
Namiko Tsuruta (Kanda Jogakuen Junior and Senior High School)22/11/2026, 09:05
-
Dr Vu Tran Thanh (Independent Researcher)22/11/2026, 09:05
-
22/11/2026, 09:05Forum (90-minutes)
-
Zuzana Tomas (Eastern Michigan University)22/11/2026, 09:05
-
Ms Yoko Takano (NUFS)22/11/2026, 09:05
-
Caleb Fraser (Temple University), Christopher Maxwell (Temple Japan Graduate College of Education)22/11/2026, 09:05
Temple University GSS. The consonant /ษพ/ often interferes with the mapping of separate phonological categories for /ษน/ and /l/ for Japanese learners of English. This interference ultimately leads to challenges in accurate reception and production. The first part of the presentation will explore the relevant literature broadly. Part two explains how this research informed the design of a...
Go to contribution page -
Clรกudia M. B. Gambaro (Temple University Japan)22/11/2026, 09:25
Temple University Graduate Student Showcase. This study examines guided inductive grammar instruction through Socratic questioning with Brazilian high-beginner EFL learners. Across five weekly sessions, learners analyzed contextualized examples, compared statements and questions, formulated rules, and applied patterns involving do, does, and did. Pretest-posttest performance and written rule...
Go to contribution page -
Elizabeth Hashimura (University of St Andrews)22/11/2026, 09:40
Data visualizations shape how TESOL research is understood, yet educators rarely receive training in reading or producing them critically. This workshop develops two complementary forms of visual literacy: perceptual literacy, which builds skills for designing clearer, more accurate research visuals, and critical literacy, which equips participants to interrogate the assumptions embedded in...
Go to contribution page -
Eric LeGros22/11/2026, 09:40
-
Charles Browne (Meiji Gakuin University)22/11/2026, 09:40
This presentation is sponsored by KINSEIDO.
The four-level In Focus series systematically develops learners' high-frequency vocabulary through the New General Service List (NGSL), with the fourth level introducing the New Academic Word List (NAWL). This presentation explores the corpus-informed principles behind the series, including vocabulary selection, recycling, lexical progression,...
Go to contribution page -
Kane Linton (Wayo Women's University)22/11/2026, 09:40Highlighted Speaker
This workshop examines the use of digital workflows for language policy research. Participants will explore how digital methods can support the analysis of language education policy documents across different educational and linguistic contexts. Through hands-on activities, attendees will compare human and AI-generated summaries, develop thematic coding categories, and discuss issues of...
Go to contribution page -
Michael Mondejar (International University of Japan)22/11/2026, 09:40
-
22/11/2026, 09:40
This presentation is sponsored by McGraw Hill Education.
English language learning continues to evolve in response to technological innovation, globalization, and shifting student needs. This session examines the past practices and then a look forward into the present and the emerging trends impacting Kโ12 classrooms, including the integration of AI-supported learning tools, blended and...
Go to contribution page -
Andreja Draลกler (Faculty of Arts, University of Ljubljana, Slovenia)22/11/2026, 09:40
This study reports the design and evaluation of corpus-informed ESAP materials for geography undergraduates, integrating vocabulary from a corpus-based wordlist derived from a 1.4-million-word geography corpus. Vocabulary was selected based on topic relevance, L1โL2 distance, and technicality. The study shows that document frequency (DF) strongly predicts pedagogical uptake; corpus-based...
Go to contribution page -
Gregory Birch (Seisen University), Prof. Yukiko Yabuta (Seisen University), Jeng-yih Tim Hsu (National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan)22/11/2026, 09:40
This study examines the third iteration of a Japan-Taiwan COIL project focused on English as a Lingua Franca (ELF). Using quantitative surveys (Yashima, 2002, 2009) and qualitative reflections based on Deardorff (2022), our research explores student attitudes toward an online intercultural exchange. Findings reveal that while students reported high satisfaction, they experienced significant...
Go to contribution page -
Miyuki Izuo22/11/2026, 09:40
This presentation introduces a longitudinal classroom practice using ongoing reflective practices and collaborative discussion to support studentsโ metacognitive development in Japanese high school English classrooms. Students set yearly and semester goals based on their ideal future selves and regularly reflect on their learning using scaffolded prompts through worksheets and peer discussion....
Go to contribution page -
Mr Matthew French (Okayama University)22/11/2026, 09:40
Derived from "fanzine" and "magazine," zines give creators a platform to publish work for niche audiences about topics they love, prioritizing community and passion over profit.
This talk explores zines and how physical zine-making can be integrated into writing classes. Key topics include production tips, material choices, examples of student work, and a comparison between Western and...
Go to contribution page -
Junko Takatori (Juntendo University)22/11/2026, 09:40
-
STEPHEN RICHMOND (Bukkyo University)22/11/2026, 09:40
This presentation is sponsored by Nellie's English Books.
A typical conversation doesn't unfold the same way in Japanese as it does in English. This presentation outlines the basic principles that shape natural English conversation and shows how to incorporate them into oral communication courses at two levels: CEFR A2, where students usually need to be "unblocked" enough to hold a basic...
Go to contribution page -
Akiko Chiba (Kansai Gaidai University)22/11/2026, 09:40
-
Dr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)22/11/2026, 09:40Highlighted Speaker
This workshop explores how project-based learning can foster intercultural competence, global engagement, and transferable skills through COIL (Collaborative Online International Learning) and international internship programs. Drawing on examples from a Japanese university, Macquarie University's PACE program, and international partnerships, the session demonstrates how students engage in...
Go to contribution page -
Sajjad Pouromid (Setsunan University)22/11/2026, 09:40
While research has documented teachersโ practices for managing stalled progressivity in classroom interaction, comparatively little is known about how L2 learners orient to and manage progressivity in the absence of teachers. Drawing on longitudinal data from a virtual exchange project, this study demonstrates learnersโ developing sensitivity to progressivity and the corresponding development...
Go to contribution page -
Akiko Nagao (Ryukoku University), Cassi Liardet (Macquarie University)22/11/2026, 09:40
-
Prof. TAKAKO WATANABE (Gunma University), ๆญฃๆจน ็ดบ่ฐท (็พค้ฆฌๅคงๅญฆๅ ฑๅๆ่ฒๅญฆ้จ้ๅฑๆ่ฒๅฎ่ทตใปใณใฟใผ)22/11/2026, 09:40
ใใฎใปใใทใงใณใงใฏใๅ็ปใ็จใใในใใผใชใผใใชใณใฐใจ็ดๅชไฝใซใใในใใผใชใผใใชใณใฐใใๅฐๅญฆๆ กใซใใใๅ ็ซฅใฎ่ฑ่ชๅญฆ็ฟใซใฉใฎใใใช้ใใใใใใใฎใใๆค่จใใพใใๆๆฅญใงใฎๅ ทไฝไพใใใจใซใAIใซใใใใฌใผใทใงใณใจๆๅธซใซใใใใฌใผใทใงใณใใใใซใทใณใใซใช็ตตใ็จใใ่ชญใฟ่ใใใจใใคใณใฟใฉใฏใใฃใใช่ชญใฟใฎ้ใใๆฏ่ผใใพใใGIGAในใฏใผใซๆงๆณใใใณใใซใใกใใฃใขๅญฆ็ฟ็ ็ฉถใฎๆ ็ตใฟใฎไธญใงใใใพใใพใชๆ็คบๅฝขๆ ใๅ ็ซฅใฎ้ขไธใ่จ่ช็ฟๅพใซใฉใฎใใใซๅฝฑ้ฟใใใใๆใใใซใใๆ่ฒ็ฎ็ใซๆฒฟใฃใในใใผใชใผใใชใณใฐๆๆณใ้ธๆใใใใใฎๅบๆบใๆๆกใใพใใ
Go to contribution page -
22/11/2026, 09:45
With Central Asiaโs population passing 80 million and over half under 25, the region faces an urgent demand for higher education. In response, countries like Uzbekistan and Kazakhstan are rapidly expanding international partnerships and branch campuses. Drawing from firsthand experience across three tertiary institutions in Central Asia, an American EFL/EAP instructor explores career...
Go to contribution page -
Evan Shapiro (Temple University Japan Campus)22/11/2026, 09:45
Temple University GSS. A speaking course was created with the assumption that students learned vocabulary and grammar from elementary to high school but not how to apply language to communicative competence. Skills, topics, and activities presented here will help university students build a foundation for communicative competence. The lessons are based on Japanese culture and chosen to...
Go to contribution page -
Frank Bailey (Baiko Gakuin University)22/11/2026, 09:45
-
Mayumi Watanabe (Tokiwa University)22/11/2026, 09:45
-
Robert Moreau (Meiji University)22/11/2026, 09:45
This presentation explores the implementation of a discussion-based reflective activity in a first-year university language learning context. The presenter will describe the steps in introducing a reflection-discussion task based on Gibbsโ (1988) six-stage framework. Additionally, how student post-task reflections were analyzed using both thematic coding, and Fleck and Fitzpatrickโs (2010)...
Go to contribution page -
Tomoko Hashimoto (Tokyo Future University), Yushi Kashimura (Meiji University)22/11/2026, 09:45
The current study aims to examine the extent to which needs-supportive behaviors from teachers and peers predict student motivation in English language learning. A total of 135 university students in Japan participated in a questionnaire survey, and a series of statistical analyses showed distinctive roles of needs-supportive behaviors. Specifically, the results showed that teachers help boost...
Go to contribution page -
Alexandra Terashima (University of Tokyo), Anna Bordilovskaya (Tokyo City University)22/11/2026, 09:45
-
Bruno Vannieu (Alma Publishing)22/11/2026, 09:45
-
Noriko Yamane (Hiroshima University), Philip Head (Osaka Jogakuin University)22/11/2026, 09:45
This presentation demonstrates that picture description tasks can lead to markedly lower speaking scores across several speech elements compared to monologue-type speaking tasks. Moreover, Japanese L1 speakers in this study rated their speaking proficiency considerably lower than speakers of other L1s. However, listener assessments of Japanese L1 speech samples showed considerably less...
Go to contribution page -
Larry Xethakis (Tokai University, Kumamoto Campus), Oliver Edwards (Sojo University)22/11/2026, 09:45
This presentation focuses on the positive impact of foreign language enjoyment on studentsโ willingness to work in groups in the language classroom. We outline the relationship between group work and enjoyment, as well as sources of student enjoyment when engaged in group work. We also discuss classroom activities to enhance enjoyment and increase the effectiveness of group work based on...
Go to contribution page -
Ari Chinchilla (University of Pennsylvania), Marรญa Cioรจ-Peรฑa (University of Pennsylvania, Graduate School of Education)22/11/2026, 09:45
-
Axel Harting (Hiroshima University)22/11/2026, 09:45
This study explores how communicative ChatGPT tasks may enhance L2 German learning for CEFR A2โlevel university students. An analysis of studentsโ chat transcripts, along with a post-task survey, revealed that learners perceived the tasks as useful for receiving feedback on their L2 output and for improving their vocabulary, grammar, and writing skills. Despite some linguistic challenges,...
Go to contribution page -
Adam Stone22/11/2026, 09:45
-
็ฑ็พ ้ท่ฐทๅท (่ฟ็ฟๅคงๅญฆ)22/11/2026, 09:45
-
Avery Afshari22/11/2026, 10:05
This presentation is sponsored by Temple University Graduate Student Showcase
Go to contribution page
This presentation reports a classroom-based case study of the 4/3/2 speaking technique with an adult Japanese learner of English. Across five instructional sessions, the learner increased speech rate, reduced pauses in shorter timed rounds, and used more paraphrasing while reporting greater confidence. The findings... -
Dr Aeric Wong (Osaka Jogakuin University)22/11/2026, 10:15
This study investigates whether high-involvement output tasks improve the efficiency of L2 vocabulary learning. In a longitudinal study of 179 Japanese university students, increasingly intensive reminder and generative-use tasks were implemented and analyzed using Technique Feature Analysis (TFA). Paradoxically, stronger task conditions resulted in significantly less reported self-study time,...
Go to contribution page -
Kio Iwai (Toyo University)22/11/2026, 10:15ICLE: Intercultural Communication in Language EducationPractice-oriented Presentation (30-minutes)
-
Mr Alan Schwartz (EnglishCentral JAPAN KK.)22/11/2026, 10:15
This presentation is sponsored by EnglishCentral.
How can AI conversation partners support language learning beyond the classroom? This session introduces the design principles behind MiMi Chat, an AI conversation partner used at over 50 universities. Drawing on data from more than 15,000 learners and classroom case studies, we explore how guided interaction, CEFR-based feedback, and...
Go to contribution page -
Frederic Lim22/11/2026, 10:15
Generative AI can produce lesson plans, activities, and differentiated materials within seconds. But useful educational AI requires more than better prompting: it needs meaningful educational context. This presentation examines an emerging approach to grounding AI-supported instructional decision-making in authentic curriculum language and documented teacher practice. Drawing on the...
Go to contribution page -
Rie Kawamura (Akita International University)22/11/2026, 10:15
This presentation analyzes the extent to which MEXT-approved junior high school English textbooks from six publishers reflect the Course of Studyโs objective of fostering cultural awareness through competencies associated with 21st-century skills. Findings indicate that although intercultural awareness has developed, cultural representation remains at a surface level. Cultural content remains...
Go to contribution page -
Akiko Chiba (Kansai Gaidai University)22/11/2026, 10:15
-
Andrew McMahon (Fukuoka University)22/11/2026, 10:15
This presentation will describe a review of recent EFL coursebook catalogs from publishers in the Japanese market which identified coursebooks whose promotional materials reference features suitable for Global Englishes Language Teaching (GELT). The selected coursebooks were reviewed to determine the degree to which they could help language instructors in teaching English through the Global...
Go to contribution page -
Herman Bartelen (Daito Bunka University)22/11/2026, 10:15
Textbooks are often treated as a sequence of exercises rather than a springboard for communication. Drawing on examples from the intermediate-level EFL textbook Express It!, this practical workshop shows teachers how to extend model conversations, grammar, vocabulary, pronunciation, listening, and speaking tasks into purposeful communicative work. Using a structure-to-freedom approach,...
Go to contribution page -
ANA MARIA FLORES (CHUKYO UNIVERSITY)22/11/2026, 10:15
-
Dawn Kobayashi (Onomichi City University)22/11/2026, 10:15
How do students feel when delivering speeches in EFL classes? This presentation reports on Japanese university studentsโ emotional reactions and self-talk during a speech task. The study employs qualitative analysis of written reflections from 132 first-year students to explore learnersโ emotions and examples of self-talk following a speech task. The presenter will discuss the factors...
Go to contribution page -
Dr Hiroyuki Takagi (Tamagawa University), Noriko Muramatsu (Meiji University Meiji HS Meiji JHS)22/11/2026, 10:15
This study examines how the impact of overseas programs differs across junior high, high school, and university levels using multiple assessment measures, including the Beliefs, Events, and Values Inventory (BEVI). Data were collected at multiple time points to examine developmental differences. Findings suggest that program effects vary by both program type and developmental stage, with...
Go to contribution page -
Daniel Dean22/11/2026, 10:15
Students should be taught the skills necessary for public speaking before being asked to perform under pressure. In this communication course, students work toward a five-minute presentation without notes. Along the way, they learn to organize their ideas, develop presentation materials, practice delivery, reduce their dependence on notes, and respond to audience questions. These skills are...
Go to contribution page -
Bradley Irwin (Kyoritsu Women's University)22/11/2026, 10:15
-
Bryan Jennings (Yamagata University)22/11/2026, 10:15
-
Miyako Fujii (Utsunomiya University)22/11/2026, 10:15
This study investigates how first-year university students use a self-access learning space (SALC) during their first semester. A survey of 355 students examined usage frequency, purposes, satisfaction, and suggested improvements. Results indicate that although most students had visited the space, regular use was limited. The findings highlight the importance of understanding studentsโ...
Go to contribution page -
Chieri Shimamura (ใใใใพๅธ็ซๅฎฎๅๅฐๅญฆๆ ก)22/11/2026, 10:15
ๅใๅญฆๆ กใซ้ใ็ฐๅนดๅบฆใฎๅฐๅญฆๆ ก6ๅนด็ใๅฏพ่ฑกใซใๆๆฅญไธญใฎๅธฏๆดปๅใซใใใใใฉใใใฏในๆๅฐๆนๅใฎๅนๆใๆค่จใใใๆๅฐใฎ็ธ้็นใฏใไธๅบฆๅฝใใใฎ้ใๆธใใๅๆฐใๅขใใใใใจใrimeใจๆฏ้ณใฎๅๅพฉๆๅฐใๆฏ้ณๆๅฐๆใฎใใใชๆดป็จใงใใใ2ใฐใซใผใ้ใฎ1ใๆๅพใฎ็ตฑๅถๆใฎ่ชญใฟใซใใใๅนณๅๆญฃ็ญ็ใจ้ณ็ด ๆญฃ็ญ็ใๆฏ่ผๅๆใใใ
Go to contribution page -
Eric Chia-Hwan Chen (National Taipei University of Education)22/11/2026, 10:15
-
Kelly Bolen22/11/2026, 10:15
This presentation will offer practical insights and guidance on ways to leverage hand-written journals in the reading/writing classroom to enhance and mutually reinforce both skills. This presentation is grounded in L2 reading-writing research and theory (Grabe & Zhang, 2013; Ferris & Hedgcock, 2023; Hirvela, 2016). Examples and demonstrations used are the result of ongoing classroom research....
Go to contribution page -
Sadie Nitta22/11/2026, 10:15
Inspired by a task-based curriculum, this practice-oriented presentation introduces a series of techniques (or โclassroom ritualsโ) for teaching using peace education. More specifically, participants will engage with three rituals designed to cultivate student voice through meaningful interactions. These rituals empower students to express their identities in the target language and create โa...
Go to contribution page -
Alastair Graham-Marr (ABAX Ltd)22/11/2026, 10:20
This presentation is sponsored by (add sponsor name.)
The 'information shape' of discourse has a major impact on its comprehensibility. And, the difficulty of the contentโits semantic loadโstrongly 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...
Go to contribution page -
Victor Allen Wolfe22/11/2026, 10:25
Sponsored by Temple University Graduate Student Showcase
Go to contribution page
What makes for a successful language-learning video game? This research project explores studies on games as an educational tool and merges them with evidence-supported practices of language-teaching with the ultimate goal of creating a pedagogically sound educational video game. In addition to presenting the development of such a game,... -
Loy Lising (Macquarie University)22/11/2026, 11:00Highlighted Speaker
This yearโs JALT theme invites us to consider our language teaching profession as a call for us to prepare our students for engagement beyond the classroom. In this piece, I offer three ways in which we can meaningfully prepare our students for social participation: a shift in our mindset, a shift in our policies, and a shift in our practices.
Go to contribution page -
Aubra Bulin (Okayama University)22/11/2026, 12:00
This study investigates AI anxiety (AIA) among higher education faculty in Japan using a bilingual adaptation of the AI Anxiety Scale (AIAS; Wang & Wang, 2022). An online survey was distributed to faculty at universities across Japan. Preliminary findings establish a baseline measurement of AIA in the Japanese higher education context and explore demographic factors associated with anxiety...
Go to contribution page -
Yuichi Ishikawa (Kokusai Junior College)22/11/2026, 12:00
Thirty Japanese junior college students produced monologues of up to one minute. Manual transcripts were compared with Whisper ASR output and GPT-4o model texts generated from the ASR transcripts. Disfluency, spoken grammar, and register features were examined across the three text types. Disfluencies largely disappeared in ASR and model texts, ellipsis decreased, and lexical density increased...
Go to contribution page -
Rebecca Funabashi (Yokohama City University)22/11/2026, 12:00
This practice-based poster reports on a classroom intervention using Google Gemini Storybooks to create personalized, AI-generated stories which supplemented a university reading course for CEFR A2โB1 level learners. The activity reviewed target vocabulary from the assigned reading textbook in a motivating way while engaging students in critical analysis of AI-generated images and narrative...
Go to contribution page -
22/11/2026, 12:00Forum (90-minutes)
-
Amy Braun (Seto Solan Primary School)22/11/2026, 12:00
-
Dr Andrew Reimann (Aoyama Gakuin University), Natsuki Suzuki (University Lecturer, Tokyo)22/11/2026, 12:00
This presentation examines the essential value of teachers in an era increasingly influenced by AI. While AI offers personalized learning experiences, it lacks the emotional intelligence and empathy necessary for fostering creativity and community. Educators inspire and connect with students, building trust and supportive environments that AI cannot replicate. By thoughtfully integrating AI...
Go to contribution page -
Ms Ma Wilma Capati (Kanazawa Institute of Technology)22/11/2026, 12:00
This presentation describes how a Global Englishes course was designed to raise studentsโ awareness of English varieties. While learning about the spread of English as a language, students explored linguistic diversity through interviews with speakers of different English varieties, research on English varieties, and interactive presentations. These activities encouraged students to connect...
Go to contribution page -
Nicholas Driscoll (Baiko Gakuin University)22/11/2026, 12:00
-
22/11/2026, 12:00
This presentation frames the recent uptake of AI technologies in academiaโand in particular in an ESL/EFL contextโthrough a neo-colonial lens. Working from existing research on the socio-economic and environmental impact of AI, we can see this not simply as an emergent technology but as an exploitative tool that continues to perpetuate systems of inequality and is actively invested in...
Go to contribution page -
Ian Dagnall (Kyushu Sangyo University)22/11/2026, 12:00
-
Alexander Ito Maitland (Meiji University)22/11/2026, 12:00
-
Kip Cates (Tottori University)22/11/2026, 12:00Highlighted Speaker
The EFL classroom provides a valuable space for developing studentsโ linguistic knowledge, language abilities and communication skills. It can also be an exciting place for overcoming ethnocentric attitudes, breaking down โus/themโ mindsets and empowering students to re-think their identities in an interconnected world. This session will introduce a dynamic set of class activities designed to...
Go to contribution page -
Sato Matsunaga (Keio University)22/11/2026, 12:00
-
Matthew Quinn (Sakushin Gakuin University)22/11/2026, 12:00VOCAB: Vocabulary
Gairaigo, or loanword cognates, are an important aspect of second language learning. In this presentation, data gathered from Japanese English learners and English L1 speakers aimed to discover to what extent Japanese English learners use gairaigo when speaking in English and to what extent they are understood by English L1 speakers. Data collected from Japanese English teachers revealed the...
Go to contribution page -
Adam Christopher22/11/2026, 12:00
-
Dr Edo Forsythe (Hirosaki Gakuin University), Dr Roxana Sandu (Bunkyo University)22/11/2026, 12:00Forum (90-minutes)
This forum introduces the International Virtual Exchange Project (IVE) as a scalable alternative to traditional study abroad and examines how Japanese university students use English as a lingua franca in intercultural communication.
Go to contribution page
Edo Forsythe will explain the research heโs published based on university studentsโ participation in online intercultural collaborations (OIC) like the... -
Mr Prumel Barbudo (Meikai University)22/11/2026, 12:00
-
Tim Connell (Nagoya City University)22/11/2026, 12:00
This poster reports on a task in which students took intercultural action outside the classroom. The task encouraged students to consider the cultural complexity of their local environments and draw on their own networks to design and complete courses of action that were both meaningful and appropriate. Instructor observations indicated that students were able to access rich resources for...
Go to contribution page -
Tomoko Hashimoto (Tokyo Future University), Yushi Kashimura (Meiji University)22/11/2026, 12:00
This study investigates university studentsโ beliefs about whether effort leads to success in language learning. Drawing on the cultural notion of ganbaru, it surveyed students in 2023 (N=125) and 2024 (N=122) using the Japanese Language Mindsets Inventory. No cohort differences emerged. Cluster analysis for both years identified high- and low-growth mindset groups, with significant...
Go to contribution page -
Ryoko Tanaka (Sophia University)22/11/2026, 12:00
-
Rapunzel Tomacder (Reitaku University), Seamus Johnston (Reitaku University)22/11/2026, 12:00
-
Dr Tomohisa Machida (Akita International University)22/11/2026, 12:00
-
Marcos Benevides (J. F. Oberlin University), Pino Cutrone (Nagasaki University)22/11/2026, 12:00
This practical session demonstrates how conversation analysis tasks can be used to draw learner attention to self-selected language forms. Learners listen to, transcribe, discuss, and analyze authentic listenings. After noticing forms that they find of interest, learners try using them in follow-up speaking tasks. These speaking tasks, in turn, can be analyzed by other learners in a sequenced...
Go to contribution page -
Ms Zoe Barber (Kansei Gakuin University)22/11/2026, 12:00
-
Jarwin K. Martin (Seigakuin University)22/11/2026, 12:00
-
Daniel Patrick Chesmore22/11/2026, 12:00
-
Ms Brianna Hamamoto (Hannan University (ECC Japan))22/11/2026, 12:00
-
Scott Sustenance (Muroran Institute of Technology)22/11/2026, 12:00
This poster describes the results of two pedagogical interventions designed to help increase the use of peer-generated Keyword Method (KWM) sentences among second-year students at a national university in Japan. Experiment 1 substantially increased the number of peer-generated KWM sentences that students had access to, and Experiment 2 looked at whether having student-created images for KWM...
Go to contribution page -
Yuki Tamakoshi (Tsuda University)22/11/2026, 12:00
This presentation is sponsored by Tsuda University Graduate Student Showcase. This study explores how content-based instruction (CBI) can promote the development of productive English vocabulary for speaking among students. Students gave presentations on vocabulary learned in three thematic lessons from a textbook. Data were collected through these presentations and two questionnaires. The...
Go to contribution page -
Alexandra Terashima (University of Tokyo), Bethany Lacy (Rikkyo University), Greg Dalziel (The University of Tokyo), Heather Yoder, Joe Geluso (Nihon University College of Law)22/11/2026, 12:00
Editors from The Language Teacher, JALT Journal, and the JALT Postconference Publication will introduce their publication processes, submission requirements, and opportunities for authors. They will discuss common reasons manuscripts are rejected and share advice for preparing stronger submissions. The session will also highlight professional development opportunities through JALT Publications...
Go to contribution page -
Dr Leigh McDowell (Nara Institute of Science and Technology), Patrick Kiernan (Meiji University), Dr Thomas Amundrud (Nara University of Education), Akiko Nagao (Ryukoku University)22/11/2026, 12:00
This forum will feature four panelists sharing their language teaching experience using systemic functional theory (SFT), which sees language and other modes as tools for meaning-making across content and context. Each panelist will share their classroom practice, discussing and reflecting on challenges and benefits of applying SFT to their teaching, so that speakers and attendees can together...
Go to contribution page -
Kane Linton (Wayo Women's University), Nicholas Marx (Kanazawa Seiryo University)22/11/2026, 12:00Meeting
The TBL SIG Annual General Meeting provides an opportunity to discuss current and future matters related to task-based language teaching and the SIG's activities. Attendees are welcome to join the discussion, raise questions, and share ideas about TBL-related events and activities.
Go to contribution page -
Amy Toms (Fukuoka Women's University)22/11/2026, 12:00
Thai Yoga Massage combines assisted stretching and acupressure to release physical tension and promote relaxation. The assisted yoga poses loosen tight muscles to improve flexibility and boost circulation, while the pressure techniques shift the nervous system into a parasympathetic state which promotes relaxation.
This workshop will introduce some simple massage techniques that...
Go to contribution page -
Ha Anh Thi Nguyen (Hanoi Pedagogical University 2)22/11/2026, 12:00
-
Ferg Hann (Tokai University)22/11/2026, 12:00
-
Cynthia Gonzalez (Nanzan University)22/11/2026, 12:00
Note-taking skills are a vital component in education and student learning; however, explicit note-taking skills in English are often overlooked when teaching EFL learners. There are many available note-taking styles, such as outlining, charting, boxing, and mapping, but these alone lack clear sections and purpose. This session explores the versatility of the Cornell Note-taking System in the...
Go to contribution page -
Sarah Deutchman22/11/2026, 12:00Highlighted Speaker
AI tools can efficiently support content creation, lesson planning, and curriculum development while adapting materials to different learner needs (Besmer et al., 2025), increasing engagement and motivation (Binhammad et al., 2024). This workshop explores how various large language models (LLMs) can streamline material creation, including designing handouts, simplifying language, and...
Go to contribution page -
Mrs Yukie Nobutsune (Tokyo Woman's Christian University, Temple University, Japan Campus)22/11/2026, 12:00
This presentation will demonstrate a CLIL (Content and Language Integrated Learning)-based approach implemented in a university interpreting course within Japan's EFL environment. Each class session addressed social issues such as plastic waste, integrating student presentations, collaborative learning including pair work, and consecutive interpreting practice. A survey conducted after three...
Go to contribution page -
John Norris (ETS Japan)22/11/2026, 12:00
This presentation is sponsored by ETS Japan
This session illustrates how communicative language tasks on the updated TOEFL iBT test can be used to support and strengthen meaningful English language teaching and learning. While assessment tasks are designed to accurately measure English proficiency, they may also guide and promote language learning. The session introduces selected test tasks...
Go to contribution page -
Ms MEI SHIYI (Kansai University), Humphries Simon (Kansai University)22/11/2026, 12:00
This research-oriented presentation investigates how learnersโ Perceived Capacity to Speak (CTS) corresponds to their actual speaking behaviour during real-time, game-based English interaction. Using continuous self-evaluation through software-based CTS ratings (idiodynamic method) and post-task interviews, the study examines moment-to-moment changes in speaking confidence. The findings...
Go to contribution page -
Paul Goldberg (Xreading)22/11/2026, 12:00
This presentation is sponsored by englishbooks.jp
Xreading is an online library that gives students access to thousands of graded readers and allows instructors to track their studentsโ 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 demonstrate the...
Go to contribution page -
SHIH HSIU CHING (HungKuo Delin University of Technology)22/11/2026, 12:00
-
Ms Kazumi Ito (Tsuda University)22/11/2026, 12:20
This presentation is sponsored by the Tsuda University Graduate Student Showcase. Based on findings from the National Assessment of Academic Ability (NAAA), Japanese junior high school students face challenges in English learning and spend less time on home study. This study investigates how digital technology-mediated self-regulated learning, supported by appropriate teacher guidance, can...
Go to contribution page -
Roberto Soto Prado (Kanda University of International Studies)22/11/2026, 12:35
-
Sakae Onoda (้ ๅคฉๅ ๅคงๅญฆ)22/11/2026, 12:35
-
Dr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)22/11/2026, 12:35Highlighted Speaker
This presentation examines the integration of artificial intelligence in language education through the perspectives of both students and teachers. Drawing on data from a large-scale student survey of more than 1,500 university students and their teachers, the session explores patterns of AI use, perceived benefits, challenges, and confidence in evaluating AI-generated content. Teacher survey...
Go to contribution page -
Willy Ardian Renandya (National Institute of Education, Nanyang Technological University)22/11/2026, 12:35Highlighted Speaker
What Makes a Great Language Teacher?
Great teaching is an ongoing journey of continuous learning that takes place in the classroom, and perhaps more importantly, extends far beyond its walls. In this presentation, I explore how language teachers can actively grow and adapt by focusing on six essential areas of professional development: developing professional competence, becoming AI-fluent...
Go to contribution page -
Jon Mahoney (Rikkyo University), Russell Minshull (Rikkyo University)22/11/2026, 12:35
Grounded in a holistic view of health, this presentation reports the first cycle of a needs analysis for a CLIL Health and Wellness course. Mixed-methods research with elective and first-year students (n=330) explored current health concerns to inform future syllabi. Findings highlighted key student health issues alongside nuanced cohort differences. The presentation discusses these trends and...
Go to contribution page -
Amanda Kira (Chuo University)22/11/2026, 12:35
I describe designing a 3-week unit to promote reflection by eliciting students' metaphors for genAI use in education contexts. Student responses (n=52) to an Elicited Metaphor Analysis prompt in 1st-year basic English courses at two universities revealed mixed and sometimes ambivalent responses to the technology. This presentation will center ways to adapt the EMA method for EFL contexts in...
Go to contribution page -
Dara Langley22/11/2026, 12:35
This study examines how task- and project-based learning can develop practical English competence and encourage meaningful collaboration in a tourism-focused EFL course. It explores how patterns of group interaction relate to achievement across different tasks and project stages and investigates how task and project design can move students beyond โcollaborative seatworkโโworking individually...
Go to contribution page -
Ms Linh Duong Thi My (Vietnam - USA Society English Center (VUS))22/11/2026, 12:35
Phrasal verbs are notoriously difficult for ESL learners due to their idiomatic nature. This session explores how Concept-Checking Questions (CCQs) replace ineffective queries like "Do you understand?" to accurately gauge comprehension. Drawing on a mixed-methods study of 30 teachers in Vietnam, the presenter demonstrates how to integrate display and referential CCQs across lesson stages....
Go to contribution page -
Yukiharu Nakazumi (Kagawa University)22/11/2026, 12:35
The main purpose of this presentation is to examine communicative grammar examples in terms of language functions and English for interaction and for production. In this study, written data from dialogues and plural sentences used in the sections of English grammar and language functions from textbooks were collected, analyzed, and categorized. Findings in this study suggest that English...
Go to contribution page -
Paul Garside (Meiji University)22/11/2026, 12:35
Many educators assume that communicative classes are the most effective way to improve learnersโ speaking skills. However, what are the pedagogical benefits of this approach, and can improvement in such classes actually be measured? Using a mixed-methods research design, this study attempted to answer these questions by investigating the development of Japanese university studentsโ speaking...
Go to contribution page -
Jerry Johnston (Kwansei Gakuin University), Kane Linton (Wayo Women's University)22/11/2026, 12:35
-
Christopher HOLLIS (Tottori University (Tottori JALT))22/11/2026, 12:35
Japanese university students often hesitate to pursue study abroad due to language anxiety and limited intercultural exposure. This hands-on workshop showcases an original, in-house university EFL textbook that builds global awareness, cross-cultural communication skills, and local-to-global identity by equipping students to share Japanese culture with their international counterparts....
Go to contribution page -
Michael Stockwell (Sugiyama Jogakuen University)22/11/2026, 12:35
This presentation is sponsored by Oxford University Press.
While educators value a growth mindset, translating those beliefs into every daily classroom routine is often an ongoing practice.This interactive workshop explores how teacher behaviours directly impact student motivation and success. Participants will reflect on their baseline beliefs, identify common situations where practice...
Go to contribution page -
22/11/2026, 12:35
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
Manami Sato (Kyoto University of Advanced Science)22/11/2026, 12:35
-
Sanae Oda-Sheehan (Ochanomizu University)22/11/2026, 12:35
This study reports on a 10-week project of self-talk practice designed for university students, supported by qualitative analyses of their reflections. The results suggest that this simple approach can bring about significant changes in learnersโ communicative endeavors, pragmatic awareness, and self-reflection on their learning and daily lives. Such fostered self-reflection may lead to...
Go to contribution page -
ๅฎ้ ๆถ่ฒด (ๆฉ็จฒ็ฐๅคงๅญฆใๅคงๅญฆ้ขใๆ่ฒๅญฆ็ ็ฉถ็ง)22/11/2026, 12:35
This presentation reports on a study that examined the enhancement of phonemic awareness among elementary school students in Japan through a short intervention. The intervention was a 5 ~10-minute tablet-based task conducted once a week for approximately five weeks. The results showed whether there was a statistically significant difference in phonemic awareness improvement between the...
Go to contribution page -
Incoronata Nadia Inserra (Center for Global Education, The University of Tokyo), Jesus Alberto Pulido Arcas (Center for Global Education. The University of Tokyo.), Sylwia Ejmont (Center for Global Education, University of Tokyo)22/11/2026, 12:35
Within the global education landscape, the Global Competence framework recommends a shift from knowledge-based to competence-based education in order to promote studentsโ critical mindset and cultivate their curiosity, empathy, and social engagement. This presentation showcases interdisciplinary, experiential, and team-based approaches to fostering critical thinking and global competence...
Go to contribution page -
Thomas Legge (Momoyama Gakuin University)22/11/2026, 12:35
This study examines linguistic consistency and variation in 84 IELTS Academic Reading passages from official Cambridge volumes (IELTS 10โ16). Using quantitative measures of word count, sentence length, lexical density, complex-word ratio, and composite readability, the analysis finds strong standardisation across test forms, modest progression across Passages 1โ3, and limited thematic...
Go to contribution page -
Ms Emi Fukasawa (Sophia Linguistic Institute for International Communication), Ms Hiroko Aikawa (Sophia Linguistic Institute for International Communication)22/11/2026, 12:35
This study examines how A2/B1-level students develop their group discussion in CLIL. Audio recordings from three classes were analyzed using a two-layered analytical framework to examine cognitive discourse functions (Dalton-Puffer, 2013) and discourse moves (Pastrana et al., 2018). The findings show that while students sometimes expanded feedback using shared experiences, discussions often...
Go to contribution page -
็่กฃ ๅฐ้ (ๆดฅ็ฐๅกพๅคงๅญฆ)22/11/2026, 12:40
This presentation is sponsored by Tsuda University Graduate Student Showcase. This study examined the effects of TBLT on grammar acquisition and motivation toward learning English among senior high school students by comparing an experimental group that underwent TBLT grammar learning with a control group that participated in non-TBLT grammar learning across two instructional cycles. The...
Go to contribution page -
Ms Ikeda Ikuko (Tsuda University Graduate School)22/11/2026, 13:00
This presentation is sponsored by Tsuda University Graduate Student Showcase. This study examines how written reflection activities and teacher-led in-class sharing of students' reflections relate to changes in behavioral, cognitive, emotional, and social engagement. Participants were 78 second-year students in an English course at a Japanese college of technology. Quantitative and qualitative...
Go to contribution page -
Adam Christopher22/11/2026, 13:10
-
Marybeth Kamibeppu (Marist Brothers International School)22/11/2026, 13:10
Explore how inquiry-based, concept-driven instruction transforms English language learning for junior and senior high students. Through authentic questioning and conceptual exploration, teachers foster student agency and empowerment while deepening language proficiency. Participants will engage with practical strategies, examine real classroom examples, and access immediately applicable...
Go to contribution page -
Dr Leigh McDowell (Nara Institute of Science and Technology)22/11/2026, 13:10
This practical presentation introduces seven low-tech, high-impact productivity tools designed to help language educators manage administrative overwhelm and professional inertia. These freely available systems enable teachers to mitigate digital distractions and reclaim cognitive focus. Attendees will leave with a structured toolkit to boost efficiency, enhance materials development, and...
Go to contribution page -
WILLIAM TRAVERS (British Council Japan)22/11/2026, 13:10
This session explores how structured speaking routines can support participation and fluency in university EFL classrooms. Drawing on classroom practice in a year-long Business English communication course (n = 45), the presenter demonstrates how discussion warmers, pair-to-group interaction sequencing, and repeated speaking tasks can increase student engagement while reducing speaking...
Go to contribution page -
Ms Kimiko Koseki (Seijo University)22/11/2026, 13:10
-
Joseph Wood (Nanzan University)22/11/2026, 13:10
This presentation is sponsored by Perceptia Press
Add a 75-word summary of the presentation here.
Go to contribution page
This presentation introduces a new textbook for economics and business learners, focussing on basic concepts and also uniquely featuring a number of important female and male historical figures who contributed to the development of the subject, presenting a human side in addition to full... -
Yuri Ichikawa (Nagoya University of Commerce and Business)22/11/2026, 13:10
-
Katsuya Yokomoto (Sophia University)22/11/2026, 13:10
-
Yoshifumi Fukada (Toyo University)22/11/2026, 13:10
-
Chelanna White (Reitaku University), Kinsella Valies (Sophia University)22/11/2026, 13:10
-
Lesley Ito (BIG BOW English Lab)22/11/2026, 13:10
Unlike most extensive reading (ER) programs on the university level, children in most EFL programs in Japan are still learning to read. They need support from their teachers to read even an easy book independently, an integral part of ER. Supported Extensive Reading is a new idea that uses traditional shared reading activities in class for the purpose of supporting ER. Effective,...
Go to contribution page -
Andrew Ahearne (Kitano High School (Osaka))22/11/2026, 13:10
This study explored how Japanese secondary school teachers in a small city support linguistically diverse students, focusing on their practices and self-efficacy. Responses from twenty-seven teachers revealed factors influencing the success of linguistically diverse students. The quantitative results showed that a majority of teachers reported intermediate self-efficacy, although the...
Go to contribution page -
Timothy Doe (Meiji University)22/11/2026, 13:10
This study examined individual cases of beginner- and intermediate-level learners in increasing time-pressured tasks, seeking to determine whether each learner could achieve the goal of repeating the same information in less time. Results suggested that the intermediate learners repeated more information and were more able to reorganize their ideas into shorter utterances in subsequent task...
Go to contribution page -
Warangrut Duangsaeng (Kasetsart University)22/11/2026, 13:10
This study presents a systematic review of translanguaging practices in Thai EFL classrooms. Drawing on Garcรญa et al. (2017) โs strands of translanguaging and Cenoz and Gorterโs (2021) model, it synthesizes 13 empirical studies published between 2009 and 2025. Findings show that EFL teachers widely adopt resource-oriented stances and employ flexible classroom shifts, while structured...
Go to contribution page -
Cameron Flinn22/11/2026, 13:10
-
Leslie Ono (Kwansei Gakuin University)22/11/2026, 13:10
How can students develop research skills through real-world experience? This session introduces a staged fieldwork module that guides university EMI students through student-led investigations of international touristsโ experiences in Japan. Scaffolded tasks, guided AI support, field interviews, simple data analysis, and academic presentations support an authentic research experience....
Go to contribution page -
Dr Theron Muller (Waseda University Faculty of Human Sciences), Jerry Talandis Jr. (University of Toyama), philip McCarthy (American University of Sharjah)22/11/2026, 13:10Highlighted Speaker
This research-oriented presentation will introduce the new Auto-Peerโs customizations for Japanese foundational level learners, providing a data-informed compliment to our practically-oriented workshop. We will describe the desirable aspects of generative AI (GenAI) output that we leveraged to help students further improve their academic writing. Specifically, we describe how analysis of the...
Go to contribution page -
Paul Sevigny (Ritsumeikan Asia Pacific University)22/11/2026, 13:15
Cross-examination is one of the most difficult skills for second language learners in debate because students must produce strategic questions under real-time interactional pressure. This session introduces a practical approach to teaching cross-examination using a custom AI mentor that allows students to rehearse questioning strategies before mock trials and debates. Participants will see how...
Go to contribution page -
Tomoko Kokubu (Tsuda University Graduate Schools of English Language and Literature)22/11/2026, 13:20
This presentation is sponsored by Tsuda University Graduate Student Showcase.
Go to contribution page
This research examines how introducing group work into phonics practice affects elementary school studentsโ engagement in English lessons, focusing on observable changes in participation and classroom behavior. The study was conducted with sixth-grade students at two public elementary schools in Japan. Using an... -
Pilar Gutierrez (Aichi Toho University)22/11/2026, 13:40ICLE: Intercultural Communication in Language EducationResearch-Oriented Presentation (60-minutes)
-
Andrew Archer (Cambridge University Press & Assessment)22/11/2026, 13:40
This presentation is sponsored by Cambridge University Press & Assessment.
Drawing on insights from language teaching experts and classroom research, this presentation explores practical approaches to developing learnersโ speaking confidence. We will look at how engagement, interaction, and meaningful communication can be fostered in the language classroom, and how these principles are...
Go to contribution page -
Adam Littleton (Toyo University)22/11/2026, 13:45ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
-
Dr Belinda Kennett (The University of Queensland), Dr Lachlan Jackson (Ritsumeikan University)22/11/2026, 13:45
In this presentation we draw from a collective case study to examine the experiences and beliefs of self-identifying critical language teachers in Japanese university EFL. We explore the influences on their professional trajectories and pathways to critical teaching, as well as some of the factors that constrained their development as critical teachers. We suggest ways in which professional...
Go to contribution page -
Jennifer Jordan (Kwansei Gakuin University)22/11/2026, 13:45
-
Miku Iwasaki (Kanda University of International Studies)22/11/2026, 13:45
Adult learners often struggle to translate motivation into action, which can lead to decreased engagement. This presentation proposes redesigning a 10-minute counseling framework based on the preactional phase of Dรถrnyei and Ottรณ's (1998) L2 motivation process model. This proposal suggests a support system where goal setting, intention formation, and progress monitoring foster students'...
Go to contribution page -
Chiho Kobayashi (Tenri University)22/11/2026, 13:45
This presentation will report on the results of a study investigating the changes in Japanese university students' EFL motivation over four years. Forty-five English majors completed a questionnaire at the end of each semester, followed by interviews conducted with a smaller sample. The results show general patterns as well as individual differences in changes in motivation along with the...
Go to contribution page -
Ms Tomoko Kikuchi (Elementary School in Komae, Tokyo)22/11/2026, 13:45
-
Morgen Livingston (Ritsumeikan University, Biwako Kusatsu Campus)22/11/2026, 13:45
This presentation explores a three-tier approach to preparing students for communication during study abroad, moving from low-stakes daily conversation to mid-level cultural discussion and high-stakes debate. Through reflecting on how the approach worked in practice and sharing activities that were effective at each level, this presentation highlights the value of gradually building studentsโ...
Go to contribution page -
Ryoko Kishi (Nagoya City Meito Senior High School)22/11/2026, 13:45
Most high school students eagerly memorize vocabulary using vocabulary books. However, it is unclear whether they truly engage in learning. This research explores high school studentsโ engagement in vocabulary learning in relation to the satisfaction of their basic psychological needs: autonomy, competence, and relatedness. Positive emotions experienced while learning vocabulary with peers...
Go to contribution page -
Mitsuko Imai (Tamagawa University)22/11/2026, 13:45
-
Yoko Asari (Waseda University)22/11/2026, 13:45
-
Thanh Le (Ho Chi Minh City Open University)22/11/2026, 13:45
-
22/11/2026, 13:45Forum (90-minutes)
-
22/11/2026, 13:45
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
Simon Cooke (Tohoku Institute of Technology)22/11/2026, 13:45
This presentation reports findings from two classroom-based studies examining how machine translation (MT) influences learner psychology. Using Self-Determination Theory as a framework, the studies explored effects on enjoyment, anxiety, and motivation among first-year Japanese university students. While MT supported communication and competence, qualitative findings suggest potential tensions...
Go to contribution page -
Alexander Selman (Rikkyo University)22/11/2026, 13:45
Investigate a parasitic wormโs attack on the human body as a heist. Find out about the layers of the Earth and its atmosphere through a cocktail party mingle. Content and Language Integrated Learning is enhanced by introducing concepts with simple language and creative contexts, then developing academic language once the ideas are understood. In this workshop, you will experience examples of...
Go to contribution page -
Prof. Malcolm Sim (Akita International University)22/11/2026, 13:45
In 2017, a pilot Integrated Discussion (ID) program was introduced within the EAP curriculum at Akita International University to provide authentic academic interaction between EAP and international students. Over the past decade, ID has evolved from a small, teacher-dependent pilot into a sustainable, curriculum-wide, student-led initiative. This presentation traces that evolution and...
Go to contribution page -
Loy Lising (Macquarie University)22/11/2026, 13:45Highlighted Speaker
-
Kate Piatkowski (Kwansei Gakuin University)22/11/2026, 13:45
This presentation introduces a small-group activity designed for EFL university classes to scaffold public speaking skills and reduce speaking anxiety. Inspired by Professional Learning Communities, each member of the small group assumes a specific role to present a topic of interest, guide peer discussion, and share insights across multiple groups working simultaneously. The purpose of this...
Go to contribution page -
Yumiko Fujita-Imanishi (University of St. Andrews / ๆจชๆตๅธ็ซๆจชๆตใตใคใจใณในใใญใณใใฃใข้ซ็ญๅญฆๆ ก)22/11/2026, 13:45
This presentation draws on two strands of work: a yearโlong Exploratory Action Research (EAR) project conducted in a public upper secondary school in Japan during the transition from lower to upper secondary education last year, and a scoping review examining how student voice is represented in language education research. The EAR project aims to support studentsโ language learning motivation...
Go to contribution page -
Marcos Benevides (J. F. Oberlin University)22/11/2026, 13:45
This workshop introduces a project-based language teaching (PBLT) design framework that has been successfully implemented at a large-scale English program at a university in Tokyo. A PBLT approach was chosen to help avoid the misuse of generative AI in the classroom, to align instruction with task-based principles, and to improve assessment of language learning. Practical, effective, and...
Go to contribution page -
Prof. Masayuki Teranishi (University of Hyogo)22/11/2026, 13:45Highlighted Speaker
This presentation compares published English translations of Japanese literary works with AI-generated translations to examine differences in nuance, cultural representation, and communicative effect. It also explores translation and interpretation issues in tourism and environmental communication texts collected through fieldwork research in Japan and other international contexts. Through...
Go to contribution page -
Steve McGuire (Nagoya University of the Arts), Chris Huang (Nagoya University of Foreign Studies), Jonathon Pollack (Chubu University, Nanzan University), Julian Honeycutt, Mr Emanuele Ito22/11/2026, 13:50
-
Chizuru Gyofu22/11/2026, 14:05
Implementing Self-Regulated Learning (SRL) with reluctant learners in EFL classrooms can be challenging. This presentation explores practical approaches to designing SRL worksheets that support goal setting, self-monitoring, and reflection. Drawing on SRL literature, the presenter discusses key considerations for worksheet design and scaffolding, especially for learners who are hesitant to...
Go to contribution page -
Tomoko Nemoto (Temple University Japan Campus), David Beglar (Temple University, Japan Campus)22/11/2026, 14:20
In this presentation, we first define what is meant by the term reading fluency. We then explore principles of fluency development based on consistency theory, strength theory, ACT* theory, instance theory, and verbal efficiency theory. This overview provides a foundation for examining various classroom activitiesโextensive reading, timed reading, narrow reading, repeated reading, reading...
Go to contribution page -
Inge Odendaal (Kansai Gaidai University)22/11/2026, 14:20
-
Charles Brown (Purdue University)22/11/2026, 14:20
-
Mr Alan Schwartz (EnglishCentral JAPAN KK.), Kayo Sato (Pearson Japan)22/11/2026, 14:20
Many learners succeed in classroom English yet struggle to communicate effectively in real-world situations. This presentation demonstrates how an integrated cycle of assessment, targeted learning, and reassessment can bridge that gap. Using EnglishCentral and Versant by Pearson as examples, attendees will explore practical ways AI-powered assessment and digital learning can quickly level-set...
Go to contribution page -
Kate Matthews (Kansai Gaidai University), Sarah Murphy (Kansai Gaidai University)22/11/2026, 14:20
-
Javiera Galaz (Kyoto University of Foreign Studies), Karin Cruz Bujanda (Kanda International Studies University)22/11/2026, 14:20
-
Gavin Brooks (Kyoto University of Foreign Studies), Christopher HOLLIS (Tottori University (Tottori JALT))22/11/2026, 14:20
This presentation addresses the problem of creating accurate spoken L2 learner corpora by introducing a hybrid transcription approach combining top-down LLM-mediated ASR (Whisper) with bottom-up wav2vec. Findings from an analysis of word error rate in 200 L2 speech samples show that ASR accuracy varies by task and proficiency. The presenters will demonstrate a prototype tool that aligns ASR...
Go to contribution page -
Nobumi Kobayashi22/11/2026, 14:20ICLE: Intercultural Communication in Language EducationResearch-oriented Presentation (30-minutes)
This paper examines how Japanese culture is essential for understanding why Japanese speakers find it challenging to learn or acquire English. Viewing this process as a communicative practice suggests that achieving fluency requires alignment with the communicative logic inherent in the English language. Since this concerns learners' cultural orientations, their inability to perform certain...
Go to contribution page -
Dustin Luthro (Kitasato University, Yokohama City University)22/11/2026, 14:20
This study examined Japanese university studentsโ perceptions of asynchronous, simulated video-dialogues in a conversational English course. After learning target communicative functions in class, students responded to teacher-produced videos by recording their own video responses. Survey results indicated that many students found the activity difficult and unenjoyable, yet most perceived it...
Go to contribution page -
Justin Pool (Osaka Kyoiku University, University of St Andrews)22/11/2026, 14:20
-
Swati Arora (Yokohama National University)22/11/2026, 14:20
-
Ms Shiori Hidaka (ๅคง้ชๅฅณๅญฆ้ขๅคงๅญฆๅคงๅญฆ้ข (Graduate Student at Osaka Jogakuin University))22/11/2026, 14:20
This study examines Japanese university instructorsโ practices and perceptions regarding Game-Based English Learning (GBEL). Data collected through semi-structured interviews and classroom observations revealed that GBEL was most frequently applied to speaking classes. Instructors perceived enhanced motivation and reduced anxiety as benefits, but identified time constraints, students viewing...
Go to contribution page -
Natsuho Mizoguchi (Nagoya University of Foreign Studies)22/11/2026, 14:20
-
22/11/2026, 15:00Highlighted Speaker
-
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (30-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page -
JALT SponsorsPractice-oriented Presentation (60-minutes)
This presentation is sponsored by (add sponsor name.)
Add a 75-word summary of the presentation here.
Go to contribution page
Choose timezone
Your profile timezone: