Speaker
Abstract section 3: Content/method
I will demonstrate how computer assisted language learning (CALL) can be used to encourage learner autonomy and create opportunities for authentic communicative competency development. The emphasis will be on how digital tools, LMS platforms, and AI-assisted resources can be used to facilitate participation, support lesson preparation, and increase flexibility in classroom learning. Example activities will be included. These activities encourage students to engage with socially relevant topics while practicing practical communication skills.
Abstract section 1: Relevance
Research in communicative and task-based language teaching suggests that learners develop language skills more effectively when they participate in socially meaningful tasks that require collaboration, discussion, and negotiation of meaning. Japan ranks 96th on the English Proficiency Index, suggesting persistent challenges in developing communicative competence. Classroom instruction relies on controlled textbook practice and “yakudoku” grammar-based instruction (Gorsuch, 1998). This model can prohibit the development of communicative competence, instead focusing on written grammar. It also restricts authentic interaction and communicative use of literacy. The result is that these students can be found lacking in communicative competence (Moodie, 2008).
Abstract section 2: Contribution/research questions
Demonstrates strategies for integrating community-oriented, task-based activities and digital tools to encourage motivation, engagement and communicative competence and in lower-proficiency learners enhance learners.
Abstract section 5: References
EF EPI | EF English Proficiency Index | EF Global Site (English). (n.d.). https://www.ef.com/wwen/epi/
Gorsuch, G. (1998). Yakudoku EFL instruction in two Japanese high school classrooms: An exploratory study. JALT Journal. https://jalt-publications.org/jj/articles/2777-yakudoku-efl-instruction-two-japanese-high-school-classrooms-exploratory-study
Moodie, I. (2008, August 8). Testing in ESL/EFL conversation classes: A case for pair work exams (TESL/TEFL). The Internet TESL Journal. http://iteslj.org/Techniques/Moodie-PairWorkTesting.html
Mukhtar, M., Firdos, S. S., Zaka, I., & Naeem, S. (2025). Impact of AI dependence on procrastination among university students. Research Journal of Psychology, 3(1), 11–22. https://doi.org/10.59075/rjs.v3i1.41
Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343
Abstract section 4: Outcomes/results
Participants will learn how to design community-oriented, task-based lessons that promote communicative competence among lower-proficiency learners. They will also gain strategies for adaptable activity ideas, example lesson structures, and curated online resources that can be implemented in a range of EFL teaching contexts.
Participants will learn how to design community-oriented, task-based lessons that promote communicative competence among lower-proficiency learners. They will also gain strategies for adaptable activity ideas, example lesson structures, and curated online resources that can be implemented in a range of EFL teaching contexts.
| Title | CALLing all students |
|---|---|
| Teaching Context | College and university education |