JALT2026 - Nagoya

Session

Room 1208

20 Nov 2026, 13:30

The WINC Aichi

Conveners

Room 1208: Global Englishes and Study Abroad

• There are no conveners in this block

Room 1208: Soka University Graduate Student Showcase

• Richmond Stroupe (Soka University)
• Patrick Kiernan (Meiji University)

Room 1208: Nagoya University of Foreign Studies Graduate Student Showcase

• Patrick Kiernan (Meiji University)
• Kevin Ottoson (Nagoya University of Foreign Studies)

Room 1208: Akita International University Graduate Student Showcase

• Patrick Kiernan (Meiji University)
• Tomohisa Machida (Akita International University)

Room 1208: First-time Presenters

• There are no conveners in this block

Room 1208: First-time Presenters

• There are no conveners in this block

Room 1208: Bilingualism

• There are no conveners in this block

456. Bridging Japanese Study Tours & Global Agency

Candice Buchanan (RMIT UP), Mr Travis Coleman (RMIT UP)

20/11/2026, 15:20

1

SA: Study Abroad

Practice-oriented Presentation (30-minutes)

209. "Icing on the Cake": English Pronunciation and Employability

Ash Murray (Torrens University Australia), Chuan Zhang (Central Queensland University Australia), Shari Joy Berman (Japan Language Forum)

20/11/2026, 15:55

GE: Global Englishes

Research-oriented Presentation (30-minutes)

268. A Comparative Analysis of Short-term Study Abroad Programs

Matthew Hauca

20/11/2026, 16:30

SA: Study Abroad

Research-oriented Presentation (30-minutes)

Short-term study abroad (STSA) programs, typically defined as lasting 1 week to 3 months, are the most common program length for Japanese students (MEXT, 2024). This presentation will outline previous short-term study abroad research focusing on various aspects of cross-cultural understanding. Then, student feedback from two separate programs will be presented. Lastly, the presenter will...

205. Vietnamese Secondary Teachers’ Journeys towards Global Engli

NGOC THANH TRUNG LE (The Education University of Hong Kong)

20/11/2026, 17:05

1

GE: Global Englishes

Research-oriented Presentation (30-minutes)

155. Anxiety and Mindfulness in Japanese Exchange Students

Akiko Chochol (Shizuoka University)

20/11/2026, 17:40

1

SA: Study Abroad

Research-oriented Presentation (30-minutes)

This qualitative study explored mindfulness among six Japanese exchange students before departure and during the early stage of studying abroad, using Langer’s five dimensions and AUM theory. All dimensions appeared before departure, with openness to novelty most prominent. During the early stage abroad, orientation in the present became dominant as students focused on language, academics, and...

171. A TPB Model of Intercultural Intent Abroad

Brad Deacon (Nanzan University)

20/11/2026, 18:15

SA: Study Abroad

Research-oriented Presentation (30-minutes)

This presentation reports a longitudinal study applying the Theory of Planned Behavior (TPB) to examine Japanese university students’ intercultural behavioral intent during a short-term study-abroad program. Structural equation modeling and repeated-measures ANOVA revealed the predictive roles of personality traits, attitudes, and subjective norms. Findings offer a transferable model for...

676. Dyslexia-Friendly Inclusive Practices in Indonesian ELT

Hidayat Polim (Soka University)

21/11/2026, 11:00

1

Dyslexia can inhibit language learning progress, including within the ELT context. A mixed-methods design guided by the UNESCO Policy Review Framework was conducted to examine multilevel perspectives across seven regions in Indonesia. Data were collected from key participants: school teachers, leaders, teacher educators, and ministerial officials. This presentation will synthesize key findings...

677. Comparing AI and Teacher Feedback: EFL Students' Perceptions

Fonjah Videge Mbenugwe (Soka University)

21/11/2026, 11:20

This study examines EFL university students’ perceptions and motivation toward teacher-generated and Generative Artificial Intelligence (GenAI)-generated feedback in academic writing. Drawing on Self-Determination Theory, it explores how both feedback sources support learners’ needs for autonomy, competence, and relatedness. Using a mixed-methods approach in a Japanese university context, the...

678. Development of Language Teacher Identity of ALTs

Rebecca Clippard

21/11/2026, 11:40

2

This study explores Language Teacher Identity (LTI) development among Assistant Language Teachers (ALTs) working in Japan. The mixed-methods research reveals complex roles influenced by student investment and classroom experience. Interview results highlight narrow functional expectations, objectification metaphors, and the "fun teacher" identity. The findings suggest that ALTs navigate...

679. Narrating Teacher Agency: TESOL Graduates Teaching in Japan

Jyotirmaya Kar (Soka University, Japan)

21/11/2026, 12:00

Grounded in the Ecological Framework of Agency (EFA), this qualitative narrative inquiry investigates how multinational male MA-TESOL graduates navigate the Japanese ELT context. Sampling across the three concentric circles of World Englishes, this study constructs participant life stories across the iterational, practical-evaluative, and projective dimensions. The presentation outlines how...

680. Self and Collective Efficacy Among Vietnamese Students

Ms Nhi Thuan Vu (Soka University)

21/11/2026, 12:20

This mixed-methods study examines how cooperative learning tasks in virtual group discussions influence collective efficacy and self-efficacy among Vietnamese non-English major EFL students. Through four rounds of virtual sessions involving repeated tasks and group discussions, the study investigates how collective efficacy influences learner confidence, examining how learners attribute the...

681. An AI Competency Course for Pre-service English Teachers

Hanh Nguyen

21/11/2026, 12:40

This proposal presents an AI competency course for pre-service Japanese teachers of English, grounded in the UNESCO AI Competency Framework for Teachers and informed by a comprehensive needs assessment. A 30-lesson course will be designed to develop not only foundational AI literacy but also AI pedagogical competencies, enabling future English teachers to critically evaluate AI-generated...

671. Enhancing the English skills by CLT and skills integration

Nanako Ando

21/11/2026, 13:20

1

NUFS GSS. My presentation examines how Communicative Language Teaching (CLT) and skills integration can enhance Japanese high school students’ English proficiency, particularly their speaking skills. Over multiple research cycles, I investigate the use of communication strategies, communicative activities, and an integrated three-part instructional framework. Using quantitative and qualitative...

672. Developing EFL Communicative Competence in Older Adults

Erik Tsuchiya (Nagoya University of Foreign Studies)

21/11/2026, 13:40

1

This study investigates whether teaching communication strategies (CSs) enhances communicative competence (CC) and interactional competence (IC) among third-age learners (TALs) of English in Japan. These learners often experience limited speaking opportunities in teacher-centered classrooms and rely on Japanese during breakdowns. The research reveals that CSs instruction can promote more...

673. Interactional Competence through Recursive Conversations

Mr Russell Chan (Nagoya University of Foreign Studies)

21/11/2026, 14:00

1

NUFS GSS. This presentation reports on an action research project investigating how recursive practice supported students’ interactional competence in a Japanese university oral communication course. Students practiced open conversations through repeated five-minute speaking rounds with different partners while learning conversation strategies such as rejoinders, shadowing, follow-up...

674. Integrating Skills for Communicative Competence

Risqika Annisa (Nagoya Foreign University)

21/11/2026, 14:20

1

Nagoya UFS GSS. According to MEXT, the 2019 National Assessment of Academic Ability found that Japanese elementary and junior high school students struggle to express themselves in English, particularly in writing and speaking. To address this issue, MEXT encourages English classes to provide opportunities for students to share ideas and develop communicative competence. This study...

651. Raising Teacher Awareness Through Conversation Analysis

Haozhe Lu

21/11/2026, 15:05

1

Akita International University GSS. Classroom interaction can be challenging for novice teachers, especially in managing turn-taking and awkward silences. This study uses two sets of conversational analysis (CA) classroom interaction data collected before and after CA intervention to examine changes in teacher awareness. The findings show that, through reflective action research, the teacher...

611. Adopting digital gamification in the EFL classroom

Melissa Chung (NaraJALT)

21/11/2026, 17:00

2

This practice-oriented session shares how one ALT in rural Nara integrates digital gamification into JHS and SHS EFL classrooms. Drawing on Self-Determination Theory and flow state, the presenter outlines five principles for adopting gamified tools: accessibility, learning objectives, game design, mechanics, and dynamics, illustrated through case studies using Quizlet and Gimkit for vocabulary...

614. Chapter First-time Presenter

Prof. Ariel Tabak (Temple University, Japan Campus), Prof. Michael McGehee (Temple University, Japan Campus)

21/11/2026, 17:35

616. Ibaraki Chapter First-time Presenter

Marina Nekerova (University of Tsukuba)

21/11/2026, 18:10

1

Name: Maryna Nekerova
Presentation Title: "Verbal Aspect in Japanese: A Comparative Study of Ukrainian Learners and Native Japanese Speakers"

618. Supporting University Students with Foreign Roots

Etienne Marceau

21/11/2026, 18:45

1

Research-oriented Presentation (30-minutes)

This is a presentation by a first-time presenter sponsored by the Nagoya-Gifu chapter.

The number of university students with foreign roots has been increasing. While teachers and classmates benefit from their presence, language and identity-related challenges remain. At a Japanese university, students founded a support group that aims to be a place where everyone belongs. Interviews reveal...

619. Nagano Chapter First-time Presenter

Miguel Mision (University of Nagano), Yannick Brusaporco

22/11/2026, 09:05

With the GIGA School program, Japan has achieved one tablet for one student in most of its public schools. Now AI tools are spreading fast in our daily lives and at work. Surveys on ICT usage from the Japanese government show that students as young as elementary and junior high school have already started using them. Are ALTs and JTEs already using those tools themselves?

620. Fold Here: Zines in the Writing Classroom

Mr Matthew French (Okayama University)

22/11/2026, 09:40

Derived from "fanzine" and "magazine," zines give creators a platform to publish work for niche audiences about topics they love, prioritizing community and passion over profit.

This talk explores zines and how physical zine-making can be integrated into writing classes. Key topics include production tips, material choices, examples of student work, and a comparison between Western and...

621. Presentations Without Notes: Teach the Skills First

Daniel Dean

22/11/2026, 10:15

1

Students should be taught the skills necessary for public speaking before being asked to perform under pressure. In this communication course, students work toward a five-minute presentation without notes. Along the way, they learn to organize their ideas, develop presentation materials, practice delivery, reduce their dependence on notes, and respond to audience questions. These skills are...

622. Digital Neocolonialism: AI & Manufactured Consent

Luke Armstrong (Ritsumeikan APU)

22/11/2026, 12:00

This presentation frames the recent uptake of AI technologies in academia—and in particular in an ESL/EFL context—through a neo-colonial lens. Working from existing research on the socio-economic and environmental impact of AI, we can see this not simply as an emergent technology but as an exploitative tool that continues to perpetuate systems of inequality and is actively invested in...

240. Language of Instruction: Student Attitudes and Perceptions

Jerry Johnston (Kwansei Gakuin University), Kane Linton (Wayo Women's University)

22/11/2026, 12:35

BILING: Bilingualism

Research-oriented Presentation (30-minutes)

Debate continues regarding L1 use in Japanese university EFL classrooms, as institutions promote English-medium instruction despite evidence that L1 use can support learning. This study examined students’ preferred language of instruction and predictors across discipline, level, and language background. A 36-item Likert survey (n>250) at a Japanese university found strong preferences for...

190. Teacher Translanguaging in Thai EFL: A Systematic Review

Warangrut Duangsaeng (Kasetsart University)

22/11/2026, 13:10

1

BILING: Bilingualism

Research-oriented Presentation (30-minutes)

This study presents a systematic review of translanguaging practices in Thai EFL classrooms. Drawing on García et al. (2017) ’s strands of translanguaging and Cenoz and Gorter’s (2021) model, it synthesizes 13 empirical studies published between 2009 and 2025. Findings show that EFL teachers widely adopt resource-oriented stances and employ flexible classroom shifts, while structured...

538. Translation, AI, and Intercultural Communication in EFL

Prof. Masayuki Teranishi (University of Hyogo)

22/11/2026, 13:45

1

Highlighted Speaker

This presentation compares published English translations of Japanese literary works with AI-generated translations to examine differences in nuance, cultural representation, and communicative effect. It also explores translation and interpretation issues in tourism and environmental communication texts collected through fieldwork research in Japan and other international contexts. Through...

106. Reconceptualizing Global Competencies in Local Universities

Kyoko Miyazato (Hakuoh University), Chieko Mimura (Utsunomiya University)

22/11/2026, 14:20

1

CUE: College and University Educators

Research-oriented Presentation (30-minutes)

Japan’s policy defines intercultural understanding as a core global competency but often equates it with English proficiency, promoting English-medium instruction and outward-oriented internationalization. Yet graduates of local universities mainly work in local contexts. Interviews with graduates, employers, and career staff at two North Kanto universities reveal limited demand for...