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Mrs Nurshash Shugaatai (English teacher)20/11/2026, 14:10ART: Art, Research, and TeachingResearch-oriented Presentation (30-minutes)
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,...
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Pei-Yu Liao (Postdoctoral Research Fellow, EMI Teaching and Learning Center, Center for Bilingual Education, National Taiwan University)20/11/2026, 14:451TD: Teacher DevelopmentResearch-oriented Presentation (30-minutes)
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...
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Matthew GLeason (Tokyo International University), Patrick Dempsey20/11/2026, 15:20TD: Teacher DevelopmentPractice-oriented Presentation (30-minutes)
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...
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Nargisa Tursunova20/11/2026, 15:55TD: Teacher DevelopmentPractice-oriented Presentation (30-minutes)
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...
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Prof. Peichin Chang (National Taiwan Normal University)20/11/2026, 16:30TD: Teacher DevelopmentResearch-oriented Presentation (30-minutes)
This study examined how 18 Taiwanese senior high EFL teachers’ 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...
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Rika Aoki20/11/2026, 17:05TD: Teacher DevelopmentPractice-oriented Presentation (30-minutes)
This qualitative case study examines changes in a Japanese non-native English-speaking teacher’s (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 teacher’s own...
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Yayoi Osuga (Akita International University)20/11/2026, 17:40TD: Teacher DevelopmentResearch-oriented Presentation (30-minutes)
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...
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Adrianne Verla Uchida (Tokyo City University)20/11/2026, 18:151TD: Teacher DevelopmentPractice-oriented Presentation (30-minutes)
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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
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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.... -
Steven Lim (Rikkyo University)21/11/2026, 12:45Brain: Mind, Brain, and EducationResearch-oriented Presentation (30-minutes)
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...
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Christopher Saarna (Asia University), Mark Goodhew (Meikai University), Daniel Anderson (Asia University)21/11/2026, 13:20CUE: College and University EducatorsResearch-oriented Presentation (30-minutes)
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...
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Yoshi Joanna Grote (Kyoto Sangyo University)21/11/2026, 13:55Brain: Mind, Brain, and EducationResearch-oriented Presentation (30-minutes)
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Dr MASDA Yuka (Tokyo University of Pharmacy and Life Sciences)21/11/2026, 14:30Brain: Mind, Brain, and EducationPractice-oriented Presentation (60-minutes)
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...
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Mr Michael Grawe (Pathways Awarua, Ako Aotearoa/Massey University (NZ)), Mr Matthew Cotter (Hokusei Gakuen University)21/11/2026, 17:00LD: Learner DevelopmentPractice-oriented Presentation (60-minutes)
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,...
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Mark Firth21/11/2026, 18:10TBL: Task-Based LearningPractice-oriented Presentation (30-minutes)
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...
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Glenda Cadiente (Leyte Normal University)21/11/2026, 18:45TBL: Task-Based LearningResearch-oriented Presentation (30-minutes)
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.
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The study employed the classroom-action research cycle. It involved output, observed... -
Matthew Schaefer (Sophia University), Matthew W. Turner (Tokyo University of Science), Robert Lowe (Ochanomizu University)22/11/2026, 09:051TD: Teacher DevelopmentResearch-oriented Presentation (30-minutes)
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...
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Akiko Nagao (Ryukoku University), Cassi Liardet (Macquarie University)22/11/2026, 09:40CUE: College and University EducatorsResearch-oriented Presentation (30-minutes)
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Bryan Jennings (Yamagata University)22/11/2026, 10:15TBL: Task-Based LearningResearch-oriented Presentation (30-minutes)
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Dara Langley22/11/2026, 12:35TBL: Task-Based LearningResearch-oriented Presentation (30-minutes)
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 “collaborative seatwork”—working individually...
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Timothy Doe (Meiji University)22/11/2026, 13:10TBL: Task-Based LearningResearch-oriented Presentation (30-minutes)
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...
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Marcos Benevides (J. F. Oberlin University)22/11/2026, 13:45TBL: Task-Based LearningPractice-oriented Presentation (60-minutes)
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...
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