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Dr Joshua Jodoin (Konan University)20/11/2026, 14:10GILE: Global Issues in Language EducationResearch-oriented Presentation (30-minutes)
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Anggri Muhtia (Universitas Lambung Mangkurat)20/11/2026, 14:45GILE: Global Issues in Language EducationResearch-oriented Presentation (30-minutes)
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Dr Dr. Rimajon Sotlikova (New Uzbekistan University and Webster University in Tashkent)20/11/2026, 15:20GILE: Global Issues in Language EducationPractice-oriented Presentation (30-minutes)
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Judith Kambara (Nagoya City University)20/11/2026, 15:55GILE: Global Issues in Language EducationPractice-oriented Presentation (60-minutes)
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Kara Mac Donald (Academic Connections), Prof. Sayed Rafiqul Hasan Milon (Rajshahi College,)20/11/2026, 17:05GILE: Global Issues in Language EducationPractice-oriented Presentation (30-minutes)
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Dulan Boerjijin20/11/2026, 17:40GILE: Global Issues in Language EducationPractice-oriented Presentation (30-minutes)
This classroom study explores the redesign of a 10th-grade English-medium introductory International Relations (IR) course. Initially based on a traditional approach to theory and history, the course was revised after students revealed unexpected difficulty in understanding the concept of “theory.” The curriculum shifted toward an experiential approach, including cultural narratives, guest...
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Mike Nix (Chuo University)20/11/2026, 18:15GILE: Global Issues in Language EducationResearch-oriented Presentation (30-minutes)
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Noriko Nagai (Ibaraki University)21/11/2026, 11:00CUE: College and University EducatorsPractice-oriented Presentation (60-minutes)
This presentation introduces ecological principles that view language development as emergent and shaped by learners’ engagement with affordances. It guides EFL instructors in examining limitations of product oriented assessment and exploring process focused alternatives for university contexts. Through step by step reflection, analysis of assessment examples, and collaborative design tasks,...
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Mr John Shaw (Westgate)21/11/2026, 12:10TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
This presentation reports an exploratory action research project probing how participation can be defined and assessed in a Japanese university context. Students were invited to co-create a rubric and shared teacher–student assessment system reflecting multicultural perspectives. Although students valued participation, views on assessment differed. Scores increased over time, but students...
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Alex Serebriakoff (Momoyama Gakuin Daigaku), Thomas Legge (Momoyama Gakuin University), Yoko Yaku (桃山学院大学)21/11/2026, 12:45TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
This study examined how experiencing a communication-based Japanese speaking test influenced the pedagogical beliefs of university test preparation instructors. Participants completed pre-test interviews, undertook a Japanese speaking test conducted by native Japanese teachers, and participated in post-test interviews. Qualitative thematic analysis revealed increased teacher empathy and...
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Shizuka Brooks (Kyoto Sangyo University)21/11/2026, 13:20CUE: College and University EducatorsPractice-oriented Presentation (30-minutes)
This presentation investigates how to support first-year university students prepare for TOEIC exam. These students often report they "know the words but cannot hear them," suggesting a gap between lexical knowledge and spoken-word recognition (Field, 2008). This presentation introduces a weekly shadowing cycle in which students identify difficult TOEIC audio segments, practise shadowing, and...
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Alex Toyoda (Temple University), Hitomi Ametani (Temple University Japan)21/11/2026, 13:55TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
We report a 10-item L2 grit scale, provisionally developed for Japanese university EFL learners (n = 298). Confirmatory factor analysis and Rasch calibration both supported two dimensions, perseverance of effort and consistency of interest, correlated at .73. Beyond scores, the dimensions differed in their partial associations with the criterion variables: consistency of interest exceeded...
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Sachi Oshima (Chuo Gakuin University)21/11/2026, 14:30CUE: College and University EducatorsResearch-oriented Presentation (30-minutes)
Students with low English proficiency frequently leave reading-test items blank, even missing opportunities to earn points by guessing on multiple-choice questions. In this study targeting 45 EFL college students, a significant decrease in “No Answer” responses was observed over 15 weeks, suggesting a positive shift in attitudes towards English reading. Reduced reading anxiety and increased...
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David Beglar (Temple University, Japan Campus), Dr Tomoko Nemoto (Temple University, Japan Campus)21/11/2026, 15:05TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
In this presentation, we demonstrate how to design high-quality tests characterized by good targeting of test-takers, high reliability, and precise measurement. We focus on three aspects of test design: height, width, and length (Wright & Stone, 1979). Height is the average difficulty of the test items, width indicates the range of item difficulties, and length concerns the number of test...
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Yasunori Matsuzono (Meiji Gakuin University)21/11/2026, 17:00TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
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Hesborn Ondiba (Tokyo University of Science)21/11/2026, 17:35TEVAL: Testing and EvaluationResearch-oriented Presentation (30-minutes)
This study examines how university EFL instructors in Japan justify claims that students have achieved course learning outcomes in AI-present contexts. Drawing on syllabus analysis and interviews with 18 instructors, the study identifies variation in outcome clarity, assessment alignment, and evidentiary reasoning. Three patterns of assurance-of-learning practices emerged, with...
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B.Bricklin (Brick) Zeff (Hokkai-Gakuen Univeristy)21/11/2026, 18:10PRAG: PragmaticsPractice-oriented Presentation (30-minutes)
This presentation explores how rubrics clarify learning goals and assessment criteria in language classrooms. Commonly used for performance-based tasks such as role-plays and oral presentations, rubrics make expectations transparent and support consistent evaluation. Combined with timely, constructive feedback, they help students build competence and confidence. The session reviews best...
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Kelly Bolen22/11/2026, 10:15CUE: College and University EducatorsPractice-oriented Presentation (30-minutes)
This presentation will offer practical insights and guidance on ways to leverage hand-written journals in the reading/writing classroom to enhance and mutually reinforce both skills. This presentation is grounded in L2 reading-writing research and theory (Grabe & Zhang, 2013; Ferris & Hedgcock, 2023; Hirvela, 2016). Examples and demonstrations used are the result of ongoing classroom research....
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Alexander Ito Maitland (Meiji University)22/11/2026, 12:00CUE: College and University EducatorsPractice-oriented Presentation (30-minutes)
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Paul Garside (Meiji University)22/11/2026, 12:35CUE: College and University EducatorsResearch-oriented Presentation (30-minutes)
Many educators assume that communicative classes are the most effective way to improve learners’ speaking skills. However, what are the pedagogical benefits of this approach, and can improvement in such classes actually be measured? Using a mixed-methods research design, this study attempted to answer these questions by investigating the development of Japanese university students’ speaking...
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WILLIAM TRAVERS (British Council Japan)22/11/2026, 13:10THT: Teachers Helping TeachersPractice-oriented Presentation (30-minutes)
This session explores how structured speaking routines can support participation and fluency in university EFL classrooms. Drawing on classroom practice in a year-long Business English communication course (n = 45), the presenter demonstrates how discussion warmers, pair-to-group interaction sequencing, and repeated speaking tasks can increase student engagement while reducing speaking...
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Kate Piatkowski (Kwansei Gakuin University)22/11/2026, 13:45CUE: College and University EducatorsPractice-oriented Presentation (30-minutes)
This presentation introduces a small-group activity designed for EFL university classes to scaffold public speaking skills and reduce speaking anxiety. Inspired by Professional Learning Communities, each member of the small group assumes a specific role to present a topic of interest, guide peer discussion, and share insights across multiple groups working simultaneously. The purpose of this...
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Kate Matthews (Kansai Gaidai University), Sarah Murphy (Kansai Gaidai University)22/11/2026, 14:20THT: Teachers Helping TeachersPractice-oriented Presentation (30-minutes)
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