Go to the Indico Home Page Oldest event Older event Up to category
  • Indico style
  • Indico style - inline minutes
  • Indico style - numbered
  • Indico style - numbered + minutes
  • Indico Weeks View
    Login

    JALT2026 - Nagoya

    20–22 Nov 2026
    The WINC Aichi
    Asia/Tokyo timezone

    For Conference Inquiries

    Session

    Room 1005

    20 Nov 2026, 13:30
    The WINC Aichi

    The WINC Aichi

    Presentation materials

    There are no materials yet.

    1. 227. Game-based Digital Storytelling for EFL Learners
      Prof. Hsin-chou Josephine Huang (National Taiwan Ocean University)
      20/11/2026, 14:10
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    2. 5. University Students' Cognitive and Affective Responses to GenAI-Assisted Language Learning
      Dr Masashi Otani (Nagoya University), YongJik Lee (Changwon National University, Korea)
      20/11/2026, 14:45
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      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
    3. 272. Structured Voice-Mode Tasks in ChatGPT for Extending Speaking Practice
      Dr Thatcher Spero (Musashino University, Faculty of Global Studies, Department of Global Business)
      20/11/2026, 15:20
      CALL: Computer Assisted Language Learning
      Practice-oriented Presentation (30-minutes)

      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
    4. 246. What Do Emotional Dashboards Mean for Teaching?
      Lynsey Mori (Ritsumeikan Osaka Ibaraki Campus), Mrs Amelia Ijiri (Kyoto University of Foreign Studies)
      20/11/2026, 15:55
      CALL: Computer Assisted Language Learning
      Practice-oriented Presentation (30-minutes)
    5. 295. Virtual Exchange: Language Competencies for Peace-building
      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
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      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
    6. 271. Leveraging ChatGPT for Individualized Language Development
      Dr Thatcher Spero (Musashino University, Faculty of Global Studies, Department of Global Business)
      20/11/2026, 17:05
      CALL: Computer Assisted Language Learning
      Practice-oriented Presentation (60-minutes)

      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
    7. 144. AI-Powered Speaking Practice and Business Students’ WTC: Evidence from a Vietnamese EMI-Adjacent Classroom
      Ms THI MY DUNG DANG (Foreign Trade University, Vietnam)
      20/11/2026, 18:15
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    8. 482. Training Teachers in CLT Instructional Approaches
      Shalvin Singh (Kanda University of International Studies)
      21/11/2026, 11:00
      TD: Teacher Development
      Practice-oriented Presentation (30-minutes)

      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
    9. 222. Ending Strong: Reflective Closure in EFL Classrooms
      Mr Edgar Badanoy (Kanazawa Institute of Technology)
      21/11/2026, 11:35
      ART: Art, Research, and Teaching
      Practice-oriented Presentation (30-minutes)

      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
    10. 185. Student Voices on the Impact of Real World Filmmaking
      Ashley Ford-Mihashi (Nagoya City University), Kinsella Valies (Sophia University)
      21/11/2026, 12:10
      ART: Art, Research, and Teaching
      Research-oriented Presentation (30-minutes)

      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
    11. 436. Beyond Novelty: Sustained AI Feedback Across Contexts
      Douglas Emmett (Kyoai Gakuen University)
      21/11/2026, 12:45
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    12. 81. Promoting Learner Autonomy in a Technologically Advanced Era
      Jhana Graham (Sohphia University)
      21/11/2026, 13:20
      LD: Learner Development
      Research-Oriented Presentation (60-minutes)
    13. 474. ALTs and Learner Motivation: Evidence from 7,000 students
      Atsuko Nakazawa (Rikkyo University), Elizabeth Hashimura (University of St Andrews), Prof. Akiko Kano (Sophia University Junior College Division)
      21/11/2026, 14:30
      TYL: Teaching Younger Learners
      Research-oriented Presentation (30-minutes)

      Assistant Language Teacher (ALT) programs in Japan are widely justified by the belief that exposure to an “authentic” 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
    14. 104. Enhancing Young Learners’ English Speaking Skills through Modelled Video-Recorded Procedural Tasks in Google Classroom: A Qualitative Classroom-Based Study
      Hendri Pitrio Putra (Hasanuddin University)
      21/11/2026, 15:05
      1
      TYL: Teaching Younger Learners
      Research-oriented Presentation (30-minutes)
    15. 176. AI-Assisted Language Learning Outside the Classroom: Experiences of Primary School Children
      Ha Anh Thi Nguyen (Hanoi Pedagogical University 2)
      21/11/2026, 17:00
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    16. 189. Living Curriculum Architecture for Learning as Life
      Kevin Mark
      21/11/2026, 17:35
      LD: Learner Development
      Research-Oriented Presentation (60-minutes)
    17. 56. Gender and sexuality in elementary school English textbooks
      Luke Lawrence (Nihon University), Yuzuko Nagashima (Yokohama National University)
      21/11/2026, 18:45
      1
      GALE: Gender Awareness in Language Education
      Research-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
    18. 313. Teachers Are Also Human: Emerging Perceptions of Teaching
      Dr Vu Tran Thanh (Independent Researcher)
      22/11/2026, 09:05
      TD: Teacher Development
      Research-oriented Presentation (30-minutes)
    19. 501. Enhancing Students’ Metacognition Through Reflection
      Miyuki Izuo
      22/11/2026, 09:40
      LD: Learner Development
      Practice-oriented Presentation (30-minutes)

      This presentation introduces a longitudinal classroom practice using ongoing reflective practices and collaborative discussion to support students’ 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
    20. 468. The Pros and Cons of Implementing Bilingual Education in Taiwan’s Elementary Schools: Voices from the Policy Executors
      Eric Chia-Hwan Chen (National Taipei University of Education)
      22/11/2026, 10:15
      BILING: Bilingualism
      Research-oriented Presentation (30-minutes)
    21. 431. Narrative Elements and Ludic Pedagogy in Debate Exercises
      Daniel Patrick Chesmore
      22/11/2026, 12:00
      CUE: College and University Educators
      Research-oriented Presentation (30-minutes)
    22. 158. Grammar-function links in interaction and production
      Yukiharu Nakazumi (Kagawa University)
      22/11/2026, 12:35
      PRAG: Pragmatics
      Research-oriented Presentation (30-minutes)

      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
    23. 127. Supporting Linguistically Diverse Students in Hyogo, Japan
      Andrew Ahearne (Kitano High School (Osaka))
      22/11/2026, 13:10
      GILE: Global Issues in Language Education
      Research-oriented Presentation (30-minutes)

      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
    24. 220. High School Students’ Engagement in Vocabulary Learning
      Ryoko Kishi (Nagoya City Meito Senior High School)
      22/11/2026, 13:45
      LD: Learner Development
      Research-oriented Presentation (30-minutes)

      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 students’ 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
    Building timetable...