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    JALT2026 - Nagoya

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

    For Conference Inquiries

    Session

    Room 1204

    21 Nov 2026, 11:00
    The WINC Aichi

    The WINC Aichi

    Presentation materials

    There are no materials yet.

    1. 371. Written vs. Aural Lexis: Challenging Modality Equivalence
      Stuart McLean (Kindai University)
      21/11/2026, 11:00
      VOCAB: Vocabulary
      Research-oriented Presentation (30-minutes)
    2. 156. IMPAR³: A Scaffolding Framework for Stronger EFL Writing
      Mr Prumel Barbudo (Meikai University)
      21/11/2026, 11:35
      CUE: College and University Educators
      Practice-oriented Presentation (60-minutes)
    3. 96. Student blogs for building fluency and motivation
      Li-hsin Tu, Martin Sedaghat (Sanjo City University)
      21/11/2026, 12:45
      CUE: College and University Educators
      Practice-oriented Presentation (30-minutes)

      This practice-oriented session demonstrates how to adapt weekly digital journaling for diverse learner needs. The presenters contrast two distinct approaches: a scaffolded model using Padlet prompts to bridge writing and speaking for lower-confidence learners, and an authentic model using public blogs (Blogger/X) to build fluency and digital literacy.

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    4. 172. Graphic Organizers in University EFL Academic Writing
      Rachel ODell, Robin Ramsey (Tokyo International University)
      21/11/2026, 13:20
      CUE: College and University Educators
      Practice-oriented Presentation (30-minutes)

      How can graphic organizers help multilingual university students write logically and independently in English? In this presentation, we explore how color-coded graphic organizers can support idea generation, structural clarity, and peer collaboration while also helping students build confidence and avoid over-reliance on generative AI in the writing process. We will provide original examples...

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    5. 412. AI Policy Challenges in Language Education
      Dini Arini (Universitas Lambung Mangkurat), Fahmi Hidayat (Universitas Lambung Mangkurat), Raisa Fadilla (Lambung Mangkurat University)
      21/11/2026, 13:55
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    6. 279. Instructor, Peer, & AI: Learner Preferences for Writing Feedback
      Catherine LeBlanc (Kyoto University), Jacob Dunlap (Kyoto University), John Rylander (Kyoto University)
      21/11/2026, 14:30
      CUE: College and University Educators
      Research-oriented Presentation (30-minutes)
    7. 451. Fostering Global Competence and Linguistic Proficiency in AI-Driven EMI Contexts
      Hiroyuki Obari (Globiz Professional University)
      21/11/2026, 15:05
      CALL: Computer Assisted Language Learning
      Practice-oriented Presentation (30-minutes)
    8. 459. AI-Assisted Coding of Multilingual Data with NotebookLM
      Ms Rebecca Clippard (Soka University), Yasmin Moraes (Soka University)
      21/11/2026, 17:00
      ART: Art, Research, and Teaching
      Practice-oriented Presentation (60-minutes)
    9. 118. AI-Resistant Capacities in Japanese University EFL
      Anthony Lavigne (Doshisha University)
      21/11/2026, 18:10
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      When AI can produce the output, the output stops being the point. This research examines how Japanese university EFL students use generative AI, what this reveals about gaps in educational design, and how a neuroscience-informed Intention–Action–Reflection framework develops the metacognitive, ethical, and communicative capacities that AI cannot replicate.

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    10. 229. AI Integration in ELT: A Dual-Model Analysis in Vietnamese Higher Education
      Lien Cao (The Education University of Hong Kong)
      22/11/2026, 09:05
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      This study explores Vietnamese EFL lecturers’ acceptance and integration of AI, particularly ChatGPT. Using a combined UTAUT2 and SAMR framework, data were collected through in-depth interviews with 10 lecturers and their ChatGPT-generated teaching materials. Findings indicate positive acceptance, shaped by UTAUT2 factors, with ChatGPT primarily integrated for substitution and augmentation...

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    11. 261. ELF Communication: Insights from a Japan-Taiwan COIL
      Gregory Birch (Seisen University), Prof. Yukiko Yabuta (Seisen University), Jeng-yih Tim Hsu (National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan)
      22/11/2026, 09:40
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      This study examines the third iteration of a Japan-Taiwan COIL project focused on English as a Lingua Franca (ELF). Using quantitative surveys (Yashima, 2002, 2009) and qualitative reflections based on Deardorff (2022), our research explores student attitudes toward an online intercultural exchange. Findings reveal that while students reported high satisfaction, they experienced significant...

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    12. 101. Rubrics to Reports: Real-Time Peer Feedback for EFL Speaking
      Bradley Irwin (Kyoritsu Women's University)
      22/11/2026, 10:15
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    13. 58. Generative Artificial Intelligence and Student Feedback in L2 Writing
      Adam Christopher
      22/11/2026, 12:00
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)
    14. 347. A Digital Typewriter: Focus on Writing, Not on AI
      Roberto Soto Prado (Kanda University of International Studies)
      22/11/2026, 12:35
      CALL: Computer Assisted Language Learning
      Practice-oriented Presentation (60-minutes)
    15. 162. Machine Translation and Learner Psychology
      Simon Cooke (Tohoku Institute of Technology)
      22/11/2026, 13:45
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      This presentation reports findings from two classroom-based studies examining how machine translation (MT) influences learner psychology. Using Self-Determination Theory as a framework, the studies explored effects on enjoyment, anxiety, and motivation among first-year Japanese university students. While MT supported communication and competence, qualitative findings suggest potential tensions...

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    16. 12. Learner Perceptions of Asynchronous Simulated Video-Dialogue Activities in a Japanese University Blended Learning Conversational English Course
      Dustin Luthro (Kitasato University, Yokohama City University)
      22/11/2026, 14:20
      CALL: Computer Assisted Language Learning
      Research-oriented Presentation (30-minutes)

      This study examined Japanese university students’ perceptions of asynchronous, simulated video-dialogues in a conversational English course. After learning target communicative functions in class, students responded to teacher-produced videos by recording their own video responses. Survey results indicated that many students found the activity difficult and unenjoyable, yet most perceived it...

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