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Daniel Newbury (Ibaraki Prefectural University of Health Sciences), G. Clint Denison (Mukogawa Women's University), Jacob Petersen (Iwate University)20/11/2026, 15:20TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
In performance-based language assessment, consistency is challenging because rating is interpretive; scores reflect raters’ severity, scale use, and the aspects of performance they attend to. Rater training can support consistent rubric application in line with test developers’ intentions. However, it is often difficult to determine which aspects of training influenced raters’ decision-making....
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Daniel Anderson (Asia University), Jeffrey Maxwell (Asia University)20/11/2026, 15:55CUE: College and University EducatorsPractice-oriented Presentation (60-minutes)
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...
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Prof. Hosam Elmetaher (Akita University)20/11/2026, 17:05VOCAB: VocabularyPractice-oriented Presentation (30-minutes)
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...
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Kristina Isabelle Valerio (University of Santo Tomas - Manila)20/11/2026, 17:40TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
Although the teacher’s role in the secondary language classroom is reduced as facilitator, this study advocates the significance of exploring teacher cognition and assessment practices within the EAP context. This phenomenological study of six non-native speakers as evaluators of academic 36 texts found that assessment priorities and mitigation strategies in giving feedback need to be...
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Dr Jean-Pierre J. Richard (The University of Nagano)20/11/2026, 18:15TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
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...
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Kip Cates (Tottori University)21/11/2026, 11:003GILE: Global Issues in Language EducationPractice-oriented Presentation (30-minutes)
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,...
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Luke Lawrence (Nihon University)21/11/2026, 11:353GALE: Gender Awareness in Language EducationPractice-oriented Presentation (30-minutes)
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Neil Satoquia (Higher College of Technology)21/11/2026, 12:10GILE: Global Issues in Language EducationResearch-Oriented Presentation (60-minutes)
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Mrs ANA MARIA FLORES (CHUKYO UNIVERSITY)21/11/2026, 13:20CT: Critical ThinkingPractice-oriented Presentation (30-minutes)
Content and Language Integrated Learning (CLIL) offers a way to connect language development with meaningful content. This presentation shares approaches used in a university English course that focuses on contemporary social issues. The course uses English as a means to explore these issues through a CLIL-oriented approach. The presentation introduces several classroom approaches, such as...
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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, 13:552
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...
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Matthew Schaefer (Sophia University), Robert Lowe (Ochanomizu University), Davey Young (Sophia University)21/11/2026, 17:002CUE: College and University EducatorsPractice-oriented Presentation (30-minutes)
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...
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Brian Dubin (Kansai University)21/11/2026, 17:35GILE: Global Issues in Language EducationResearch-oriented Presentation (30-minutes)
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...
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Kazue Tsuruta (Juntendo University)21/11/2026, 18:10LIST: ListeningPractice-oriented Presentation (30-minutes)
This study investigates how fast-rate listening practice influences Japanese EFL learners’ 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...
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Kriti Arora21/11/2026, 18:451LIST: ListeningPractice-oriented Presentation (30-minutes)
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...
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David Lees (Kyoto University (ILAS))22/11/2026, 09:051TD: Teacher DevelopmentPractice-oriented Presentation (30-minutes)
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...
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Elizabeth Hashimura (University of St Andrews)22/11/2026, 09:401TD: Teacher DevelopmentPractice-oriented Presentation (60-minutes)
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...
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Dr Leigh McDowell (Nara Institute of Science and Technology), Dr Patrick Kiernan (Meiji University), Dr Thomas Amundrud (Nara University of Education), Dr Akiko Nagao (Ryukoku University)22/11/2026, 12:001TD: Teacher DevelopmentForum (60-minutes)
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...
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Chelanna White (Reitaku University), Kinsella Valies (Sophia University)22/11/2026, 13:10TD: Teacher DevelopmentResearch-oriented Presentation (30-minutes)
What makes PanSIG special among professional development events in Japan? This presentation explores how recipients of the PanSIG Transportation Grant describe their experiences of the conference. Analyzing recipients’ reflections as identity narratives, the presenters examine how participation in PanSIG fosters a sense of community and supports developing language teacher identities....
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Mitsuko Imai (Tamagawa University)22/11/2026, 13:451CUE: College and University EducatorsResearch-oriented Presentation (30-minutes)
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Javiera Galaz (Kyoto University of Foreign Studies), Karin Cruz Bujanda (Kanda International Studies University)22/11/2026, 14:20TD: Teacher DevelopmentResearch-oriented Presentation (30-minutes)
This presentation reports a duoethnography study of two Latin American English teachers at Japanese universities exploring how migration and career stages shaped their professional identities. Through online reflective dialogue, the researchers analyzed shared experiences of becoming teachers and working in Japan. Findings show that challenges to their professional legitimacy occurred mainly...
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