Speakers
Description
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 learning through task design, interaction, and assessment that foster belonging, agency, motivation, and engagement. Panellists from Japanese university contexts share practical examples, successes, and challenges, followed by participant discussion. The session offers realistic, research-informed strategies for human-centred, sustainable language classrooms.
Abstract section 1: Relevance
As wellbeing 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 learning through task design, interaction, and assessment that foster belonging, agency, motivation, and engagement. Panelists from Japanese university contexts share practical examples, successes, and challenges, followed by participant discussion. The session offers realistic, research-informed strategies for human-centred, sustainable language classrooms.
Abstract section 4: Outcomes/results
This forum will examine how wellbeing can be integrated into everyday language teaching practices in Japanese university contexts. Panelists will discuss the concept of sustainable learning and show how task design, classroom interaction, feedback, and assessment can promote students’ motivation, belonging, confidence, and long-term engagement. Speakers will present brief classroom examples from different teaching situations, including part-time and full-time contexts. The forum will also address common challenges such as limited time, large classes, and institutional constraints. Participants will then join an open discussion to compare experiences, ask questions, and share practical strategies for creating supportive, human-centred learning environments.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to explore how wellbeing can be meaningfully embedded into everyday language teaching rather than treated as an add-on. Drawing on research in positive psychology, self-determination theory, and learner wellbeing, speakers from Japanese university contexts will share practical examples of task design, interaction, and assessment that support belonging, motivation, and engagement. Participants will gain realistic, research-informed strategies for creating sustainable, human-centred language classrooms.
Abstract section 3: Content/method
The presentation will begin with a brief introduction outlining the purpose and key concepts of wellbeing and sustainable learning. Speakers will then share short examples from Japanese university teaching contexts, focusing on task design, interaction, and assessment practices. This will be followed by guided small-group or whole-group discussion where participants exchange ideas and challenges. The session will conclude with a summary of practical strategies that participants can adapt to their own classrooms.
| Title | Teaching for Sustainable Learning: Wellbeing in Class |
|---|---|
| Teaching Context | College and university education |