JALT2026 - Nagoya

20 Nov 2026, 09:00 → 22 Nov 2026, 19:15 Asia/Tokyo

The WINC Aichi

Amy Braun (Seto Solan Primary School), Yoko Takano (NUFS)

52nd Annual NPO Japan Association for Language Teaching (JALT) International Conference and Educational Materials Exhibition. For more information about JALT, see jalt.org.

All the information you need about the conference site, schedule, sponsors, activites and presentations.

Program Materials Editing_an_Indico_Contribution.pdf JALT2026_Reviewer_Guide.pdf

Verification Forms for Download

• 1. (日本語) フルタイム学生確認書
• 2. (ENG) Full-time Student Status Verification Form
• 3. Global Professional Verification Form
• 4. Registration / Payment Cancellation Form 2026

Friday 20 November

Large Hall

Small Hall

Room 1003: Bilingualism and Other Language Educators

1 Initiative-taking by ALTs in Japan: Agency under constraint

Speakers: Lamia Seffar (Japan Exchange and Teaching Program), Mariquit Camba (Japan Exchange and Teaching Programme)

2 English and Heritage Language Selves in Multilingual Self

Speaker: Hung Tzu Huang

3 Applying Phraseology in Learning and Teaching Ainu

This research explores how phraseological analysis can aid non-professional Ainu teachers who are simultaneously learners. Drawing on phraseological research, a set of accessible analytical questions is developed and tested against the National Ainu Museum’s Ainu Language Archive data. The questions help teachers identify collocations, semantic preference, and semantic prosody in texts. The resulting model aims to support both teacher development and material creation for intermediate and advanced learners and is adaptable to other low-resourced languages.

Speaker: Silja Ijas (Hokkaido University)

4 Roles of international posture in English and Korean studies

Speakers: Chika Takahashi, Jerry Huang

5 Translanguaging in Translation and Multilingual Minds

This presentation explores translanguaging as a way of understanding translation as a cognitive and cultural activity, focusing on how multilingual minds negotiate meaning across languages and cultures.

Speaker: Mrs Kamar Karimova (Kazakh Ablai Khan University of International Relations and World Languages)

6 Translanguaging and SLA in Multilingual Immigrant Classrooms

Speaker: Oyeyemi Bamidele (Amity University)

7 Bear Warnings in a Campus Linguistic Landscape

Speaker: Xiaoben Yuan (Akita University)

8 Bilingual Practices in a Japan–U.S. COIL Project

Speaker: Kevin Bartlett (Mukogawa Women's University)

Room 1004: CALL and AI

9 Vietnamese learners in informal digital learning of English

Speaker: Hoang Mai Tram Nguyen (The Education University of Hong Kong)

10 AI Chatbot As A Gratitude Coach: Leveraging The Relationship Between Writing And Gratitude

Speakers: Austin Pack, Benjamin Brown (Brigham Young University-Hawaii)

11 A Scaffolded Approach to AI in EAP Classrooms

Speaker: Eucharia Donnery (Soka University)

12 The Role of Language Teachers in the Age of Agentic AI

Speakers: Austin Pack, Benjamin Brown (Brigham Young University-Hawaii), Jeffrey Maloney (Brigham Young University - Hawaii)

13 GenAI in Vietnamese ESL Classrooms: Policy & Practice

Speakers: Nguyen Ly (University of Nottingham Malaysia Campus), Thao Đinh (University of Transport and Communications), Vinh Nhu Phan

14 Revisiting Presentation-Practice-Production (PPP) teaching model in GenAI era

Speaker: Minh Uyen Ky Tran (Foreign Trade University)

15 Bridging SLA Theory and Teacher Identity in App Evaluation

Speaker: Jeffrey Maloney (Brigham Young University - Hawaii)

Room 1005: CALL and AI

16 Game-based Digital Storytelling for EFL Learners

Speaker: Prof. Hsin-chou Josephine Huang (National Taiwan Ocean University)

17 University Students' Cognitive and Affective Responses to GenAI-Assisted Language Learning

This mixed-methods study investigates university students' perceptions of the integration of generative AI(GenAI) into English language learning, focusing on cognitive and affective dimensions. Survey data and qualitative interviews reveal that learners value GenAI's efficiency and motivational benefits, while expressing concerns about overreliance, diminished critical thinking, and risks to academic integrity. Findings suggest AI tools effectively lower language learning anxiety but require careful, pedagogically informed implementation to foster autonomous, critically engaged, and ethically responsible learners.

Speakers: Otani Masashi (Nagoya University, Japan), YongJik Lee (Gongju National University, Korea)

JALT.pdf

18 Structured Voice-Mode Tasks in ChatGPT for Extending Speaking Practice

Speaker: Dr Thatcher Spero (Musashino University, Faculty of Global Studies, Department of Global Business)

19 What Do Emotional Dashboards Mean for Teaching?

Speakers: Lynsey Mori (Ritsumeikan Osaka Ibaraki Campus), Mrs Amelia Ijiri (Kyoto University of Foreign Studies)

20 Virtual Exchange: Language Competencies for Peace-building

How can Virtual Exchange (VE) foster real-world peace-building competencies? This presentation explores a four-week VE between university students in Japan and Ukraine engaged in collaborative media analysis of conflict reporting. We will discuss how this transnational dialogue synthesizes critical media literacy with ontological capacities like empathy and reflexivity. Attendees will learn an evidence-based, three-level pedagogical model for designing short-cycle VEs that empower students to navigate conflicting realities and promote peace beyond the classroom.

Speakers: Susan Meiki (JALT Business Manager / Okayama University / Poster Chair), Tim Cleminson (Okayama University), Yuliana Lavrysh (Igor Sikorsky Kyiv Polytechnic Institute)

21 Leveraging ChatGPT for Individualized Language Development

Speaker: Dr Thatcher Spero (Musashino University, Faculty of Global Studies, Department of Global Business)

22 AI-Powered Speaking Practice and Business Students’ WTC: Evidence from a Vietnamese EMI-Adjacent Classroom

Speaker: Ms THI MY DUNG DANG (Foreign Trade University, Vietnam)

Room 1006: Learner Development

23 Japanese Identity and English Motivation in the Classroom

Speaker: Damien Okado-Gough (Aichi Gakuin University)

24 Exploring the three IIIs of L2 Identity in university CLIL classrooms: What Content Based Teaching can do for learners in processing their imagined communities, ideal L2 selves, and investment in language learning

Speakers: Kyle Undem (Konan University), Trevor Raichura (Konan University)

25 From Ancestors to Identity: A CLIL Lesson in Action

Speakers: Ben Backwell (NCU), Dr Brad Deacon (Nanzan University)

26 Implications of AI-generated Essays for ESL Writing Pedagogy

In response to concerns about the over-reliance on generative AI technologies for academic writing development, this study examines the comparative strengths and weaknesses of 12 argumentative essays generated by ChatGPT and 12 essays written by undergraduate students in response to the same assessment task. However, rather than evaluate AI-generated writing solely in terms of correctness or deficiency, this study is designed to investigate how comparative differences can inform key dimensions of writing development for learners.

Speaker: Anthony Townley (Nagoya University of Commerce and Business)

27 Territory Mapping for Reflection and Deliberative Learning

Speaker: Roger Davis (Keio University)

28 Incorporating "assessment as learning" in the classroom

Speaker: Machiko Asakawa (Komazawa Women's University)

Room 1007: Learner Development

29 Beyond the Classroom: From English Education to Global Impact in Educational Achievement in other fields

Speaker: Takako Inada (Japan University of Health Sciences)

30 Identifying the Challenges Facing Students New to EMI

Speaker: Martin Hawkes (The University of Shiga Prefecture)

31 Changes in Motivation and WTC After Study Abroad

Speaker: Patrik Gotz (Kyoto Tachibana University)

32 Developing Learner Autonomy through Blogs and Portfolios

Speaker: Mr Kevin Coughlan (British Council)

33 Empowering Low-Proficiency EFL Learners Through Heuristics

Speaker: Aleksei Nekhaev (Shinawatra University)

34 Willingness to Communicate Among Long-Term Residents

Speaker: MICHAEl JAMES DAVIES (Ritsumeikan University)

35 TEEL and Voice in EFL Academic Writing

Speaker: Trang Pham

36 From Feedback to Action: Learner Voice Beyond the Classroom

This practice-oriented session shows how learner voice informed improvements across required and elective university EFL courses. Drawing on 128 anonymized survey responses, it explains how feedback was collected, how themes were identified in open-ended comments, and how findings were used to refine teaching and course design in areas such as class atmosphere, speaking opportunities, workload, and group rotations. Participants will leave with ideas for applying student feedback in their own teaching contexts.

Speaker: Brandon Narasaki (Seikei University)

Room 1008: CALL and AI

37 Vocabulary Retrieval: AI-generated vs Human-written contexts

Speaker: Tuyen Nguyen (TERECONET)

38 A Luddite’s Assessment of AI-Assisted Writing

Speaker: Melissa Huntley (University of Shimane)

39 The Good, the Bot, and the Ugly: How (and How NOT) to use AI

Speaker: Daniel Jones (Gwangju Inst. of Science and Technology)

40 Designing Coherent and Engaging 15-Week Courses with AI

Speaker: William Brooks (AICHI UNIVERSITY)

41 Bridging the Gap Between Technology Acceptance, Ideal L2 Self, and EFL Teaching Practices

Speaker: Hsiao-Wen Hsu (Ling Tung University)

42 Machine Translation and EFL Presentation Anxiety

Speaker: Steven Burger

43 A Comparative Analysis of Student and LLM Creative Writing

Speaker: Dr Brian Birdsell (Hirosaki University)

44 Just say “NO” to AI in education

We learn by doing. By imagining outcomes, by overcoming obstacles, by testing our decisions, by fixing our inevitable mistakes, and by gradually improving on our partial successes. AI, on the other hand, is a not-doing — and therefore, a not-learning — machine; yes, it can provide ideas for brainstorming, generate sample sentences and vocab cards, output leveled readings, and even write an entire syllabus with lesson sequences. But in offloading this work, what is gained—and lost?

This presentation is sponsored by Atama-ii Books.

Speaker: Marcos Benevides (J. F. Oberlin University)

Room 1105: Teacher Development

45 Building individual accountability with cooperative learning

Speaker: Mr Joël Laurier (Keio University)

46 L2 Writing Assessment in the Age of Generative AI

Speaker: Dr Shie Sato (早稲田大学)

47 Beyond "English-Only": Detecting Confirmation Bias in Instructor Beliefs

Speaker: Mark David (U.S. Navy)

48 Labor insecurity: emotional and financial struggles of ALTs

This interview based study explores how Assistant Language Teachers (ALTs) in Hokkaido experience contract insecurity, professional recognition, and team-teaching realities across JET, dispatch, and direct-hire employment. Using semi-structured interviews with ten ALTs, we examine job security, finances, and collaboration with Japanese Teachers of English. The session offers evidence-informed recommendations for schools and boards of education to better integrate ALTs and reduce the emotional costs of the position.

Speakers: John-Guy Perrem, Mr Corey Reed (Muroran IT)

49 Multimodal Deep Learning for Novice English Teachers

Speakers: Hilda Rakerda (Universitas Bangka Belitung), Resti Amalia (Universitas Bangka Belitung)

50 Teacher Development in Functional Grammar: A case of Vietnam

Speaker: Vinh To (University of Tasmania)

51 Virtual Exchanges in TESOL Teacher Education

Speaker: Zuzana Tomas (Eastern Michigan University)

Room 1106: Teacher Development

52 The Balancing Act: Examining the Influence of English Language Dominance on Native Language Use and Literacy

Speaker: Mrs Nurshash Shugaatai (English teacher)

53 Navigating EMI Classrooms in Taiwanese Higher Education: Policy Expectations and Classroom Realities

Speaker: Pei-Yu Liao (Postdoctoral Research Fellow, EMI Teaching and Learning Center, Center for Bilingual Education, National Taiwan University)

54 Modular Instructional Design

Speakers: Matthew GLeason (Tokyo International University), Patrick Dempsey

55 Beyond Correction: Feedback That Motivates Learners

Speaker: Nargisa Tursunova

56 Teacher Talk and the Making of Dialogic Space

Speaker: Prof. Peichin Chang (National Taiwan Normal University)

57 Reconsidering NNEST Identity: A Reflective Case Study

Speaker: Rika Aoki

58 Collaborative JTE-ALT Teaching and Student Motivation

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 communicate in English and interact with the ALT, suggesting that well-coordinated collaboration may help create a more motivating learning environment.

Speaker: Yayoi Osuga (Akita International University)

59 Teacher Stories: Kindergarteners with Foreign Roots in Japan

Speaker: Adrianne Verla Uchida (Tokyo City University)

Room 1107: Testing and Evaluation

60 Examining Rater Behavior Using MFRM-Informed Interviews

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. In this study, we used Many-Facet Rasch Measurement (MFRM) to guide follow-up interviews in a novel approach to rater training program evaluation.

Speakers: Daniel Newbury (Ibaraki Prefectural University of Health Sciences), G. Clint Denison (Mukogawa Women's University), Jacob Petersen (Iwate University)

61 Skills Based Interactive Activities for the TOEIC Test

Speakers: Daniel Anderson (Asia University), Jeffrey Maxwell (Asia University)

62 Can Vocabulary Knowledge Predict EIKEN Performance?

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 classroom implications and a ready-to-use diagnostic tool will also be introduced.

Speaker: Prof. Hosam Elmetaher (Nagoya Aoi University)

63 Unmasking the Hidden World of the EAP Rater's Cognition

Speaker: Kristina Isabelle Valerio (University of Santo Tomas - Manila)

64 TOEIC L&R Reporting Practices in Japanese Higher Education

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 practices complicate interpretation of TOEIC results and make it difficult to judge realistic levels of score growth in university language programs.

Speaker: Jean-Pierre J. Richard (The University of Nagano)

Room 1108: Global Issues

65 Reframing Language Education for Global Impact through LESD

Speaker: Joshua Jodoin (Konan University)

66 From an Academic Support Unit to an Educational Innovation Hub: Repositioning a University Language Center under BLU Governance in Indonesia

Speaker: Anggri Muhtia (Universitas Lambung Mangkurat)

67 Innovative Inclusive Practices for Diverse Classrooms

Speaker: Dr Dr. Rimajon Sotlikova (New Uzbekistan University and Webster University in Tashkent)

68 Connecting Human Rights to Students' Lives in Japan

Speaker: Judith Kambara (Nagoya City University)

69 Decolonizing ELT with Domestic Culture and Critical Rhetoric

Speakers: Kara Mac Donald (Academic Connections), Prof. Sayed Rafiqul Hasan Milon (Rajshahi College,)

70 From Theory-Centered Teaching to East Asian Cultural Experience: Rethinking an English-Medium International Relations Course in a Japanese High School

Speaker: Dulan Boerjijin

71 Stories for Social Justice: An Ethics of Care Approach

Speaker: Mike Nix (Chuo University)

Room 1109: Listening and Materials Writing

72 Don’t talk about PARSNIP! Controversy in EFL materials

This presentation critiques the traditional PARSNIP model, which advises avoiding taboo topics in educational materials to prevent controversy. Such avoidance can limit student engagement and hinder intercultural competence development. Ethical ways to incorporate sensitive issues into curricula, specifically in monocultural classrooms will be discussed, as well as helping educators scaffold such discussions and prepare students for authentic intercultural communication in a diverse global environment, including COIL or Virtual Exchange projects.

Speakers: Eleanor Kane (University of Shimane), Melissa Huntley (University of Shimane)

73 Materials design: motivation, accountability, cooperation

Speaker: John Carle (MW SIG, Kindai University, Oak Hills Press)

74 Teaching Listening Through Structured Chunking

Speaker: Asiya Tabassum (University of Technology and Applied Science-Nizwa)

Room 1205: Pragmatics, Learner and Teacher Development

75 The Reflective Window: Analog Tools for Reflective Dialogue in Teacher–Student Learning

Speaker: Michael Stockwell (Sugiyama Jogakuen University)

76 Learner Attitudes, Soft Power, and Motivation: Indonesian High School Students in the NIHONGO Partners Program

Speaker: Fahrizal Ramadhan (Nagoya University)

77 Spoken Narrative: Promoting agency and creativity

Speaker: John Campbell-Larsen (Kyoto Women's University)

78 Structured Interaction for Pragmatic Competence in EFL

Speaker: Mr Malik Amir Feroze (Ehime University)

79 Action-oriented Approaches in Slovenian Higher Education LSP

The study examines how the action-oriented approach of the Common European Framework of Reference is understood and applied in Slovenian higher education Languages for Specific Purposes (LSP). Focusing on task-, problem-, and project-based learning, it uses semi-structured interviews with experienced LSP teachers to explore classroom practices, perceptions, and implementation conditions. The findings aim to assess alignment between theory and practice and to inform teacher education, contributing to broader development of action-oriented LSP pedagogy internationally.

Speakers: Dr Mateja Dostal (University of Ljubljana, School of Economics and Business), Prof. Violeta Jurkovic (University of Ljubljana, Faculty of Maritime Studies and Transport)

80 National Language Policy and Japan’s Internationalization

Speaker: Robert Aspinall (Doshisha University)

81 Form-Focused Instruction and Conventional Expressions in EFL

Speaker: Vahid Rafieyan (Yamanashi Gakuin University)

82 Teaching Interactional Competence in the EFL Classroom

Speaker: Anthony Ryan (Nanzan University)

Room 1206: Task-based Language Teaching

83 From Script to Speech: Teaching English Presentations

Speaker: Nicola Hannah

84 Telling Each Other’s Stories: A TBLT Approach to Identity

Speaker: Liza Melanie Ostolaza (Teachers College, Columbia University)

85 Student Attitudes Toward Authentic Materials in LSP

Speaker: Saša Podgoršek (University of Ljubljana)

86 Using Local Environmental Issues for Task-Based Language Teaching in Indonesian EFL Context

Speakers: Hilda Rakerda (Universitas Bangka Belitung), Resti Amalia (Universitas Bangka Belitung)

87 Developing Multimodal Communicative Competence with ThingLink

Speaker: Kuei-Ju Tsai (National University of Kaohsiung)

88 Micro-learning Gallery Walks with Authentic Materials

Speaker: Garrett Cromwell (English Language Fellow, U.S. State Department)

Room 1207: CALL and AI

89 What can your LMS do for your and for your students?

Speaker: Samantha Kawakami (NIT, Matsue College)

90 Survey vs ChatGPT Logs: Gaps in EFL Learners AI Use

Self-report surveys may not fully capture how students actually use generative AI. This research-oriented presentation compares questionnaire scores for AI-mediated autonomy and AI dependence with linked ChatGPT interaction logs from 80 EFL learners. It identifies systematic mismatches, such as learners who report high autonomy but show AI-first task onset or outsourcing of idea generation. Implications are discussed for construct validity in AI research and for classroom guidance that supports critical, responsible AI use.

Speaker: Olga Li (Toyama Prefectural University)

91 CALLing all students: Curating Classroom Competencies through Community and Technology

Speaker: Dékontee Gollah (Tokyo International University)

92 Interview, Translate, Subtitle: A PBL Module for EFL

Speaker: Khadijah Omar (Kyushu University)

93 Navigating Unregulated AI: A First-Year Action Research

Speaker: Li-hsin Tu

94 From Classroom to Workplace: Coaching AI Use for Professional Communication in EFL

Speaker: Mat Davies (Mashuko)

95 Exploring Conversation Practice from Pronunciation with AI

Speaker: Asuka TAKAHASHI (Hokuyo University)

Room 1208: Global Englishes and Study Abroad

96 The Melbourne Melting Pot: Bridging Japanese Study Tours and Global Agency

Speakers: Candice Buchanan (RMIT UP), Travis Coleman (RMIT UP)

97 "Icing on the Cake": The link between Refined English Pronunciation and Employability

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

98 A Comparative Analysis of Short-term Study Abroad Programs

Speaker: Matthew Hauca

99 Vietnamese Secondary Teachers’ Journeys towards Global Englishes Language Teaching: A Study of Professional Growth

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

100 Anxiety and Mindfulness in Japanese Exchange Students

Speaker: Akiko Chochol (Shizuoka University)

101 A TPB Model of Intercultural Intent Abroad

Speaker: Brad Deacon (Nanzan University)

Room 1209: Intercultural Communication

102 「My coworker's an a**hole!」 Strategies to cope with the "intercultural bully"

Speaker: Dr Danshiro Velasco (Seikei University)

103 Cultural Connections: Online Exchange with Filipino Students

Speaker: Abram Leon (Osaka International University)

104 Expanding Access: A Cross-National Adapted COIL Project

Speakers: Dr Kara Mac Donald (Academic Connections), Mr Sayed Rafiqul Hasan Milon (Rajshahi College,)

105 Raising Intercultural Awareness in Content-Based EFL Classes

The purpose of this presentation is to understand the lived experience of EFL teachers (N = 4) who have been teaching an English-medium instruction course on Japanese culture and university students (N = 19) who have taken the course. The critical multicultural learning objectives of the course were based on cultural knowledge, cultural self-awareness, and cultural competence. The findings were framed, analyzed, and interpreted within critical multiculturalism grounded in home culture (Zhang & Lütge, 2023).

Speaker: Dr Marian Wang (Konan University)

106 Embedding Local Culture in ELT for Global Communication

Speaker: Siti Raudhah Maidari (Politeknik Pelayaran Malahayati)

107 Exploring Japanese EFL Learners' Emotions in COIL

Speaker: Masatake Murakami (Spophia University)

108 Intercultural Communication Online: Student Experiences

Speakers: Andre Parsons (Hokkaido University of Education - Hakodate), Mr Kenneth Foye (Hokkaido University of Education, Hakodate Campus)

Room 1210: Reading and Vocabulary

109 Exploring the Relationship Between Extensive Reading Volume and Reading Comprehension Development Among Japanese Junior High School EFL Learners

Speakers: Mr Darryl James Elliot (Shinagawa Shouei Junior and Senior High School), Joaquin Justine Margaret (Shinagawa Shouei Junior and Senior High School)

110 Building Learner Identities Through Discursive Practice in an L2 Extensive Reading Community

Speaker: Noriko Kurishita (Nagoya University of Foreign Studies)

111 L2 Aural Vocabulary Knowledge and EFL Academic Performances

Speaker: Satomi Fujii (Juntendo University)

112 Phrasal Verb Knowledge of Japanese University Learners

Speaker: MART CHRISTINE JOHNSTON (Juntendo University)

113 Combining ER, Discussion, and Reflection in a STEM Course

Speaker: Prof. Soo-Ok Kweon (Pohang University of Science and Technology)

114 How Social Class Shapes EFL Reading Practices and Reader Identities

This presentation reports findings from a qualitative study examining how social class shapes English learners’ reading practices and reader identities. Drawing on Bourdieu’s concepts of capital and habitus, it examines the reading experiences of two Taiwanese students from contrasting class backgrounds. It illustrates how their class-based resources shaped reading opportunities but not necessarily engagement with English reading. The presenter will discuss other social factors influencing reading engagement and implications for reading instruction in non-English-dominant contexts.

Speaker: Yu-jung Chang (National Tsing Hua University)

115 Aligning ER Teaching with Successful Learner Strategies: A Grounded Theory Study

Speaker: Gregory Hadley (Niigata University)

Room 904: Writing and Literature

116 A Multidimensional Analysis of Student and AI-Generated Journalistic Texts: Biber's Framework Applied to University News and Chatbot Outputs (Gemini, ChatGPT, Copilot)

Speaker: Adrian Clark Perez (Pangasinan State University)

117 L2 Writing and Self-Efficacy in an Output-Oriented EFL Course

Speaker: Manami Suzuki (Hosei University)

118 Japanese Literature as a Catalyst for Reflexive Teaching

Speakers: Olivia Kennedy (Nagahama Institute of Bioscience and Technology), Sandra Healy (Kyoto Institute of Japan)

119 Modern and Ancient Language Teaching: A Big Divide?

Speaker: James Uden (Yale University)

120 From Comprehension to Reflection: Using Higher-Order Questions to Deepen Engagement with The Little Prince in a Japanese All-English Class

Speaker: Ying ZHOU

121 Establishing a creative writing CLIL class

Speaker: Camilo Villanueva (Nagoya City University)

122 Tracing the Revision Process in L2 Poetry Writing

How do multilingual writers compose and revise poetry in a second language (L2)? This presentation addresses this question by examining textual and linguistic differences between the first and final drafts of L2 English poems written by multilingual university students in Japan.

Speaker: Atsushi Iida (Aoyama Gakuin University)

Room 905: Inclusion, Equity, and Diversity

123 Accessibility: listening to student voices for global impact

Speakers: Ms Alexandra Burke (Shiga University; The University of Shiga Prefecture), Mr Adam Jenkins (Shizuoka Institute of Science and Technology), Samantha Kawakami (NIT, Matsue College)

124 Internationalization in HE in Japan: a Case Study

In response to the need for universities to create more inclusive campuses for international students, this study investigated the experiences of international students at a university in Japan. The results indicate that case method pedagogy foster inclusive intercultural engagement, but challenges persist in bridging the cultural divide between international and domestic Japanese students, underscoring the need for more institutional support. This study provides practical insights to university educators seeking to cultivate inclusive diverse academic environments.

Speaker: Anthony Townley (Nagoya University of Commerce and Business)

125 From Practitioner Reflection to Empirical Validation: Evaluating and Refining a Learner-Led Inclusive English Presentation Course in Medical Education

Speaker: Evelyn Hayashibara (Kawasaki University of Medical Welfare)

126 The Intersection of School Refusal and Neurodiversity

Speaker: Dr Catherine Takasugi (Aoyama Gakuin University)

127 Challenges in Feminist Woman-to-Woman Interviews

Speakers: Dr Julia Kimura (Mukogawa Women's University), Reiko Yoshihara (Nihon University)

128 More Than Money: How Recognition Affects Faculty Motivation in Higher Education

Speaker: Mohammad Hosam Al Nahas (Qatar University)

Room 906: CUE: College and University Educators

129 Beyond Obsolescence: Re-examining Boardwork in a Digitally Structured EAP Classroom

Speaker: Gary Robert (British Council)

130 Beyond Winning: Enhancing Logical and Discourse Development Through Collaborative Educational Debate

Speaker: Yuko Horiguchi

131 Tracking Students' Challenges and Learning Outcomes in EMI

Speakers: Dennis Koyama (Sophia University), Sayaka Sugimoto (Waseda University)

132 Teachers Using Wait Time to Help Students Speak More

This presentation will describe results of stimulated recall interviews on university teachers’ thoughts and feelings connected to utilizing wait time in observed classes. Reasons to use or not use wait time will be discussed, along with factors that determined its length, and unexpected results will be shared. Because Japanese students are sometimes reluctant to answer questions, this presentation provides insight into how teachers can help them speak more.

Speaker: Rob Werner (Toyo University)

133 Student-Led Warm-Up Activities

Speaker: Mr Keith Ikoma (University of Fukui)

134 Using Drama to Build Confident Global Communicators

Speaker: Judy Gray Royka (American University of Phnom Penh)

Saturday 21 November

Large Hall: Plenary Sessions

Conveners: Amy Braun (Seto Solan Primary School), Ms Yoko Takano (NUFS)

135 Welcome Ceremony

Speakers: Amy Braun (Seto Solan Primary School), Ms Yoko Takano (NUFS)

136 Plenary A: EFL Teacher Development through Collaborative Action Research Projects

After reviewing the literature, I will introduce my study which examined how English as a Foreign Language (EFL) secondary teachers (junior and senior high school teachers) on Japan participated in collaborative action research and engaged in their professional development over four years. In particular, little is known as to how EFL teachers challenge their beliefs and implement innovative practices based on Communicative Language Teaching (CLT) through teacher learning process.

Speaker: Kazuyoshi Sato (Nagoya University of Foreign Studies)

137 Plenary B: Noticing and Disrupting Microaggressions: Toward Linguistic Justice

This talk will discuss microaggressions through a sociopragmatics lens and explore how everyday language choices in today’s globalized world can nurture or jeopardize our dignity, inclusion, identity, belonging, and well-being. Microaggressions are subtle messages hidden in brief, seemingly harmless comments/actions. Even when a speaker is well-intentioned, a bias or stereotype may inadvertently surface to insult or invalidate the listener especially in intercultural communication. Worse, microaggressions can accumulate over time and take a toll on the mental well-being of the marginalized target.

Speaker: Dr Noriko Ishihara (Hosei University)

Room 1002: Featured and Invited Speakers

138 Listening Notetaking Decision Making

Speakers: Mr Liam Ring (Listening SIG), Dr ナヒーン マダバカス

139 Narrative frames and cases for learning about research

Speaker: Gary Barkhuizen (University of Auckland)

140 The New Auto-Peer: Free Automated Writing Evaluation

This interactive workshop will present the new, upgraded Auto-Peer, a free-to-use automated writing evaluation software developed for the English language learning classroom. While Auto-Peer has assisted thousands of students worldwide since its initial 2021 release, the advent of generative AI (GenAI) required rethinking its features in light of new developments in natural language processing. This new, upgraded Auto-Peer leverages the advantages of GenAI models to evaluate student writing and present ethical, research-informed options for them to further improve their writing, leaving the actual revision process in students’ hands. We will explain how this updated Auto-Peer has been practically used in classrooms throughout the world and how you can potentially use it to streamline writing feedback in your own writing classrooms.

Speakers: Jerry Talandis Jr. (University of Toyama), Dr Theron Muller (Waseda University Faculty of Human Sciences), philip McCarthy (American University of Sharjah)

141 Kevin Cleary Invited Speaker Presentation

Speaker: Kip Cates (Tottori University)

142 Plenary Workshop A

Speaker: Kazuyoshi Sato (Nagoya University of Foreign Studies)

143 Bill Balsamo Asian Scholar Invited Speaker Workshop

Speaker: Willy Ardian Renandya (National Institute of Education, Nanyang Technological University)

144 Plenary Workshop B

Speaker: Dr Noriko Ishihara (Hosei University)

Room 1006: JALT Sponsors

145 Multi-path stories for reading & discussion

Multi-path stories are choice-based narratives with many possible endings. They are useful in an EFL context because they naturally recycle keywords, encourage re-reading and critical thinking, and can improve engagement. In this short workshop, the author of "The North Fence" demonstrates a practical, classroom-tested sequence to encourage extensive reading, meaningful communication, and original storytelling while motivating students to read every ending. Suitable for junior high to university, and ideal for screen-free summer homework reading assignments.

This presentation is sponsored by Atama-ii Books.

Speakers: Marcos Benevides (J. F. Oberlin University), Ms Theresa Kannenberg (Meijo University)

146 Speaking of Writing: Practical Writing for a Global World

From the author of the bestselling Speaking of Speech, Speaking of Writing applies the same practical, accessible approach to written communication. This session explores how integrated speaking, listening, and reading tasks prepare students for authentic writing challenges, including emails, summaries, proposals, case studies, cover letters, resumes, and research papers. Participants will gain practical ideas for developing critical thinking, communicative competence, and academic and professional writing skills, supported by an engaging multicultural storyline.

Speaker: Charles LeBeau (National Geographic Learning)

147 Introducing the Oxford 3000 wordlist

This presentation is sponsored by Oxford University Press.

Not all vocabulary is equally important. The Oxford 3000 wordlist helps teachers focus their students on the most important and most frequently used words, sorted by CEFR level. This wordlist was developed by Nation, Milton and Horst. It is based on two Oxford corpuses. This presentation will show teachers how to use the wordlist, and how it is integrated into the Q: Skills for Success textbook series as well as other free vocabulary resources.

Speaker: Nick Boyes (Meijo Univer)

148 Guiding Every Learner’s Journey with Cambridge English Assessment

This presentation is sponsored by Cambridge University Press

Summary: How can schools help learners stay motivated, measure real progress, and achieve meaningful outcomes in English? This session explores how clear learning pathways, internationally recognised milestones, and effective assessment can support students, teachers, parents, and schools alike. Discover practical insights into creating a learning journey that builds confidence, demonstrates achievement, and opens doors to future study and career opportunities.

Speaker: Riaz Donaldson (Cambridge University Press & Assessment Japan)

149 Should I Stay or Should I Grow? Skills Beyond English

What skills do students believe they need for the future? Drawing on recent research with Japanese and Indonesian university students, this session examines perceptions of communication, critical thinking, collaboration, and problem-solving. It then explores how culture-based English language learning can support the development of these competencies while fostering intercultural understanding and global competence.

Speaker: Dr Andy Boon (Toyo Gakuen University)

150 Widgets: a task-based card game for creativity & fluency

This workshop presents a new card game inspired by award-winning TBLT course, Widgets Inc. The game can be used in or out of class as a speaking warm-up, to engage creative thinking, or for project brainstorming. Students combine prompt cards to create new product ideas, which are then pitched and chosen based on originality, functionality, and other criteria. Participants get a free prototype to try in their classes. Busy? Drop in and out, no problem.

This presentation is sponsored by Atama-ii Books.

Speakers: Christopher Valvona (Okinawa Christian University), Marcos Benevides (J. F. Oberlin University)

151 Nellie's English Books #1 (30 minutes)

This presentation is sponsored by (add sponsor name.)

Add a 75-word summary of the presentation here.

Speaker: Paul Goldberg (Xreading)

152 L2 and L3 speaking dynamics while studying abroad in Asia

This longitudinal study explores fluctuations in Capacity to Speak (CTS) among four Japanese exchange students in Taiwan and Korea. Through interviews and journals, it examines the interactions between L2 (English) and L3 (Chinese & Korean). Results highlight that situational momentum and social environments influence learners’ CTS and confidence. Findings also reveal that language switching and dominant English may hinder L3 activation, showing how L2 experience serves as both a cognitive foundation and a competitor.

Speakers: LIAO YU HSIU, Simon Humphries (Kansai University)

Room 1007: JALT Sponsors

153 englishbooks.jp #7 (Workshop, 60 minutes)Tasks 2.0: Making good tasks better

This presentation is sponsored by ABAX Publishing

In task-based language teaching, tasks are generally expected to fulfil four key principles. However, the extent to which these principles are realised can vary, suggesting that some tasks are more “task-like” than others. This presentation explores how existing tasks in a TBLT coursebook were adapted to better reflect the four principles. Through illustrative examples, the presenter will demonstrate how relatively small changes can enhance task design, with clear implications for materials development.

Speaker: Justin Harris

154 JALT Isn't Just English: Making Multilingual Learning Work

This presentation is sponsored by EnglishCentral.

For years, the high cost of developing video-based e-learning, interactive conversation, and speaking assessment meant that most commercial investment focused on English. Generative AI is changing those economics. This session demonstrates how LangRich combines authentic video, AI conversation, pronunciation feedback, and assessment across multiple languages. Come experience live demonstrations and explore how AI is making multilingual language learning practical for educators and learners alike.

Speaker: Mr Alan Schwartz (EnglishCentral JAPAN KK.)

155 englishbooks.jp #2 (Workshop, 30 minutes)How to Teach Listening: THE most important skill in East Asian contexts

This presentation is sponsored by (add sponsor name.) ABAX Publishing

Undeveloped listening skills seriously hamper one’s ability to learn a foreign language. Research tells us that explicitly teaching the skills of listening helps students to improve their comprehension abilities, and yet listening is often not directly taught, rather being left to develop as a by-product of speaking. This presentation will focus on the “hows” of teaching listening: what to focus on and how.

Speaker: Alastair Graham-Marr (ABAX Ltd)

156 English Proficiency Trends and Japanese Educational Policies

This presentation is sponsored by ETS Japan

The past several decades featured multiple educational policy initiatives intended to improve the English language proficiency of students in Japanese schools and universities. This session analyzes English proficiency levels exhibited by students at Japanese high schools and universities that administered the TOEFL ITP test during the period of 2012-2024. The resulting patterns offer useful insights into Japanese students’ English proficiency differences over time, reflecting learning outcomes that are potentially associated with large-scale educational policy initiatives.

Speaker: John Norris (ETS Japan)

157 englishbooks.jp #5 (Workshop, 30 minutes)Research-Informed TBLT with Snoop: Insights from Experimental Findings and Classroom Practice

This presentation is sponsored by (add sponsor name.)ABAX Publishing

This presentation introduces The SNOOP Detective School (Kelly & Suzuki, 2025), a task-based language teaching (TBLT) textbook, through a synthesis of experimental findings and classroom experiences. Focusing on learner emotions, interaction, and language development, I discuss how the textbook's task design promotes learner engagement, meaningful communication, and effective language learning. Participants will gain practical ideas for implementing research-informed TBLT activities that foster engagement and communicative competence.

Speaker: Atsushi Miura (Waseda University)

158 englishbooks.jp #6 (Workshop, 60 minutes) Scrapbooks & Videos: Communication Inside and Outside the Classroom.

This presentation is sponsored by (add sponsor name.)englishbooks.jp

This presentation discusses the use of learner-generated content in a first-year university English communication course. The creation of scrapbooks and videos is a core component of this course and aims to encourage student engagement, motivation and a dynamic classroom atmosphere. Additional benefits of these task-based methods include scaffolding of in-class conversation, content review, and practice. These activities are supported by a specifically designed textbook (LifeChat) and supplementary resources.

Speaker: Adam Pritchard (Aichi University)

159 englishbooks.jp #4 (Workshop, 30 minutes)Critical thinking for lower-level learners: The Meaning Beneath the Meaning

This presentation is sponsored by (add sponsor name.) ABAX Publishing

Critical thinking is often defined as “disciplined, reflective thinking that helps you decide what to believe or do based on evidence and sound reasoning rather than emotion, authority, or habit.” Yet one crucial aspect is frequently overlooked: subtext. Writers often embed assumptions, values, and unargued claims beneath the literal meaning of a text, presenting them as accepted fact. This workshop explores how to identify and critically evaluate these hidden messages and their persuasive power.

Speaker: Alastair Graham-Marr (ABAX Ltd)

160 Global Storybooks for English language learners in Japan

Speaker: Prof. Bonny Norton (University of British Columbia)

Room 1008: JALT Sponsors

161 Beyond the Classroom: Rural Communities as Co-Educators: Local Narratives #1 (30 minutes)

This presentation is sponsored by (Local Narratives)

How can educators create learning experiences where communities are not simply visited, observed, or studied, but become active co-educators? This interactive session introduces the Local Narratives approach to experiential learning, developed through rural immersion programmes with students from India, Japan, Australia, and other contexts. Participants will explore how local voices, livelihoods, culture, ecology, and everyday knowledge can become part of the curriculum, and how structured reflection and exchange can transform travel from consumption into meaningful intercultural learning and global engagement.

Speaker: Vaishnavi Somani

162 EFL and JSL Learner Interactions on Domestic Study Abroad

This qualitative study explored interactions between Japanese EFL learners and American JSL learners during a two-week domestic study abroad program. Interviews with members of each learner group were conducted to gain insights into the characteristics of EFL-JSL learner interactions. This presentation will share the findings of these interviews, which include common types of interactions, the degree to which these interactions facilitated effective communication, and common difficulties experienced by EFL learners while interacting with JSL learners.

163 Turnitin #1 (30 minutes)

This presentation is sponsored by Turnitin.

Bridging the gap between students and educators. Turnitin agrees with educators that there is a time and place for AI use in education. With integrated composition, feedback, and integrity reporting, Turnitin Clarity empowers educators with comprehensive insights into student writing while reinforcing permissible AI use and academic integrity. By providing transparency into the writing process, institutions can promote fairer assessment, deliver more effective feedback, and build trust between students and educators.

Speaker: Betsy Matsunaga (Turnitin)

Turnitin Clarity - Bringing transparency to the student writing process

164 From Oshikatsu to AI: Hot Topics for Lively Class Discussion

This presentation is sponsored by Tryalogue Education

Celebrity obsessions, gender expectations, superfoods… Selecting a trending ‘hot’ topic can help engage students and bring learners out of their shell. But why do some discussion topics work well with Japanese students, and others don’t? What are the best topics to select? The presenter will share recent research conducted among Japanese university teachers. Attendees will discover four key factors that will help you create lively communication in any classroom.

Speaker: Sean Bermingham (Independent author-editor)

165 Eigo.Al: Assisting and Enhancing Human Language Learning

Al is here to assist and enhance human-centric language teaching and learning, not replace or negate it. Established theories remain relevant in guiding practice: learners need comprehensible input, meaningful output and interaction, fluency practice, and feedback. Eigo.Al helps students reach the recommended 2,500 + hours of intentional study with a comprehensive library of Al-generated, human-proofread lessons and activities, allowing them to develop all four skills while providing teachers with essential insights into student progress.

Speaker: Paul Raine (Ritsumeikan University)

166 Make your classroom an international arena

This presentation: sponsored by IVEProject

The IVEProject gives students the ability to use their English to interact with peers in multiple other countries. With over 20 years of successful online exchanges, where some 60,000 students and 800 teachers from 32 countries have participated, the IVEProject makes learning English more real, more enjoyable and more educational for all. Extensive materials are available to teachers and this presentation will show how to incorporate IVEProject into your class.

167 Practical Activities for Developing Critical Thinking Skills

This presentation is sponsored by KINSEIDO.

Critical thinking is becoming an increasingly important goal in English language education, yet many teachers struggle to move beyond traditional comprehension questions. This practical presentation introduces a range of classroom-tested activities that promote discussion, collaboration, problem solving, and deeper thinking. Participants will leave with adaptable techniques that can be immediately incorporated into university and secondary EFL classrooms to encourage meaningful communication while developing students' critical thinking skills.

Speaker: Charles Browne (Meiji Gakuin University)

Room 1009: JALT Sponsors

168 Boy, Do We Need Critical Thinking

This presentation is sponsored by KINSEIDO.

Critical thinking has become an essential skill in the age of AI, misinformation, and global communication, yet translating it into classroom practice is not always straightforward. This presentation introduces a classroom framework for integrating critical thinking into English lessons through discussion, evaluation, and reasoned response. Participants will leave with adaptable activities and strategies they can immediately apply in their own teaching.

Speaker: Dr Andy Boon (Toyo Gakuen University)

169 Global Issues, Real Communication: An Integrated Framework

This presentation is sponsored by KINSEIDO.

Students joining current topics classes expect to explore global issues, build fluency, and develop critical thinking skills. Facing Challenges helps them meet all three goals. Each unit begins by drawing on students' background knowledge of an SDG-related topic, followed by videos, readings, and academic listenings featuring Japan-specific infographics. All the units culminate in communicative tasks in which students plan and propose local projects. Students are also invited to write reflectively on what they have learned.

Speakers: Kobayashi Megumi (Seikei University), Peter Collins (Tokai University)

170 Developing Comprehensible Pronunciation through PRONTEST

This presentation is supported by PRONTEST Inc.

This presentation is supported by PRONTEST Inc. It introduces a pronunciation training program using the PRONTEST computer-assisted pronunciation training (CAPT) system and reports findings from a pilot study investigating its effectiveness in improving comprehensible pronunciation among Japanese EFL learners.

Speaker: Ms 真知 奥村 (株式会社プロンテスト)

171 AI or Coursebook — What Actually Serves the Classroom?

An ELT materials author weighs AI versus coursebooks — pedagogy, consistency, cost, copyright, and assessment alignment — then proposes a hybrid model blending coursebook structure with AI-personalized supplements. A sample supplement will be created live, followed by a brief review of how well it aligns with the coursebook target.

Speaker: John Wiltshier (Miyagi Gakuin Womens University)

172 Word Lists to Worlds: Designing Better Graded Readers

How can graded readers remain engaging while being accurately leveled across hundreds of texts? Drawing on two large-scale reading projects, a new 180-book series being developed by DTP/Gakken and the 150-title World Cultural Heritage Readers, this presentation shows how NGSL word lists, CEFR alignment, lexical profiling, and online tools can support more consistent grading, vocabulary recycling, and Eiken-relevant progression. AI plays a supporting role, while human judgment ensures story quality, learner engagement, and pedagogical design.

This presentation is sponsored by (DTP Education Japan.)

Speakers: Charles Browne (Meiji Gakuin University), Todd Fouts (Independent Senior Advisor, Language Assessment & ELT Materials Development)

173 Reading into the Future: A New Chapter for Extensive Reading

This presentation is sponsored by Oxford University Press.

Extensive reading (ER) has always aimed to develop fluent readers, but how do we know fluency is improving? This presentation explores reading speed as one practical classroom measure and considers what it can and cannot tell us. We also examine how recent developments in language technology are reshaping ER while validating the principles that have been central to successful ER from the very beginning.

Speaker: Mark Brierley (Shinshu University)

174 Integrating Language Studies with Multicultural Perspectives

This presentation is sponsored by Nellie's English Books.

Introducing diverse cultural viewpoints, or multicultural perspectives, on topics that interest students successfully motivates students to study English and better understand other global citizens. The presenter will share teaching materials and techniques that have worked well with thousands of students across Japan. Attendees will leave with ideas for integrating video, photographs, and written texts that cover popular topics, such as coming of age, concepts of beauty, animals as food, and more.

Speaker: Mr Greg Goodmacher (Nellies Books)

Room 1101: Featured and Invited Speakers

175 Macquarie University Student and Alumni Roundtable

This will allow current Macquarie research students and alumni to share topics of interest in an informal, relaxed setting. This roundtable is a great way to catch up with familiar faces and make new friends. In previous roundtables, we have discussed various topics, such as getting Kakenhi research grants, applying for tenure, and our evolving research/teaching journeys.

Speakers: Loy Lising (Macquarie University), Simon Humphries (Kansai University)

176 From Corpora to Practice: Creating and Using Materials

his workshop introduces corpora as a practical pedagogical tool. Participants learn about corpora, the ultimate tool for developing both language comprehension and production. Drawing on Schmidt's (2010) Noticing Hypothesis, the workshop examines how directing learner attention to patterns in corpora can aid in language acquisition. Attendees will engage with corpus-based materials designed to draw students' attention to collocations (i.e., words that co-occur frequently) and colligations (i.e., grammatical patterns associated with specific words).

Speaker: Sarah Deutchman

177 JALT Research Grant Presentation (Daniel Hooper)

This presentation examines burnout among university English teachers in Japan, focusing on both Japanese and non-Japanese faculty members. Based on interviews with 12 full-time teachers, we explored how burnout may affect teachers’ professional performance, relationships, and personal lives. Our findings suggest that burnout involves more than physical exhaustion, including reduced motivation, creativity, and cognitive engagement. In addition to heavy workloads, our participants identified limited involvement in decision making and feelings of marginalization within universities as important contributing factors. The presenter will also discuss implications for institutional support, teacher wellbeing, and professional agency in higher education.
This presentation was funded by a JALT research grant

Speaker: Daniel Hooper (Chuo University)

178 Text‑Mining Analysis of Student Sentiment in English Classes

This presentation was funded by a JALT research grant

Speaker: Sarina Sugawara

179 GAP: A guided procedure for the annotation of speech fluency

This presentation was funded by a JALT research grant

Speaker: Dr francesco cangemi (the university of tokyo)

180 Reregistration and Creative Writing in EFL

This workshop explores how the stylistic concept of “reregistration” can be used to develop creative writing activities in EFL contexts. Employing literary examples such as “Rules for Dwarf-Throwing,” participants will examine how institutional and procedural registers can be transformed into creative and expressive texts. Through practical rewriting activities, participants will experiment with shifts in register, genre, voice, and communicative purpose while reflecting on their stylistic effects. The workshop demonstrates how stylistics-informed creative writing activities can foster creativity, close reading, and metalinguistic awareness, while encouraging learners to reflect on authenticity, social meaning, and the cultural effects of language use.

Speaker: 雅之 寺西 (兵庫県立大学　環境人間学部)

181 What is Q Methodology and Why Use It?

This workshop provides an introduction to Q methodology and its application in linguistics and language education research. Participants will explore how Q methodology can be used to investigate subjectivity, viewpoints, and shared perspectives in educational contexts. The session will introduce key concepts including concourse development, Q-set design, Q-sorting, and by-person factor analysis. Common misconceptions and challenges will also be discussed. Drawing on examples from EFL research, the workshop will demonstrate how Q methodology can be used to examine learner experiences, classroom perspectives, motivation, identity, and language learning environments.

Speaker: Kane Linton (Wayo Women's University)

Room 1102: JALT Sponsors

182 Beyond the Answer: Building Thinking Classrooms by DJ West

This presentation is sponsored by McGraw Hill Education.

Language classrooms often reward correct answers over real thinking. This session adapts Peter Liljedahl's Building Thinking Classrooms strategies — open-ended tasks, vertical non-permanent surfaces, and student autonomy — for L2 learning contexts. Participants will explore how shifting from passive reception to active, thinking-driven language use helps students move beyond memorized phrases toward genuine communication: finding their own voice locally, with the confidence to use it globally.

183 Oral communication for low-level, low-motivation classes

This presentation is sponsored by Nellie's English Books.

Teaching oral communication to low-level, low-motivation students is hard. Drawing on years of experience in Japanese university classrooms, we have developed practical approaches to engaging students with little experience of interactive English conversation. These approaches informed the development of the New Conversations in Class textbook series. Books 1 and 2 help students take their first steps toward meaningful interaction, while the newly released Book 3 extends these skills to the next level.

Speaker: STEPHEN RICHMOND (Bukkyo University)

184 Sparking Thinking Through Content and Storytelling by Sean Lee

This presentation is sponsored by McGraw Hill Education.

What if language classrooms borrowed science education's approach to inquiry and storytelling? This session applies principles from content-integrated and inquiry-based learning — reimagined for language teaching — showing how storytelling structures can transform abstract language input into meaningful, memorable narratives. Participants explore practical techniques to help learners engage as active thinkers and communicators, connecting classroom content to the wider theme of local voice, global impact.

185 M's Publishing #1 (60 minutes)

This presentation is sponsored by M's Publishing

Add a 75-word summary of the presentation here.

186 Building Visual Literacy in the English Classroom

This presentation is sponsored by Cambridge University Press & Assessment

With every passing year, visual literacy becomes ever more important. Combining the need to interpret and evaluate visual media with the critical skill of formulating and conveying ideas in an effective way (more complex in a foreign language) can prove vital for both academic and professional success. The presenter will use examples of published materials to show how we can build visual literacy and oracy (the foundational skillset for verbal communication).

Speaker: Ivan Sorrentino (Cambridge University Press & Assessment)

Room 1103: JALT Sponsors

187 Developing Critical Thinkers for Real World Communication

In the 21st century, language education must move beyond linguistic knowledge to developing students’ ability to think, communicate, and engage globally. This presentation demonstrates how the Impact Issues series can serve as a foundation for designing critical thinking–infused instruction in Japanese L2 contexts. Drawing on a Writing-to-Think learning log model, the session illustrates how structured tasks can transform textbook content into opportunities for discussion, reflection, and presentation, helping learners move from local voice to global expression while developing both critical thinking and the ability to articulate ideas in L2.

Speaker: Megumi Uemi

188 From Reading to Discussion with AI-Supported Graded Reading

This presentation is sponsored by EnglishCentral.

This presentation introduces a next-generation graded reading platform built around a motivating promise: read what you love at your level. Teachers can draw from thousands of high-interest readers precisely graded across CEFR microlevels, with vocabulary controlled through the CEFR, NGSL and related research-based wordlists. An integrated AI tutor helps learners discuss and extend each text, while teacher dashboards track reading volume, comprehension, vocabulary growth, and progress across mixed-ability classes, supporting targeted follow-up and more personalized reading instruction.

Speaker: Mr Alan Schwartz (EnglishCentral JAPAN KK.)

Large Hall: Meetings and Forums

189 ER SIG Forum/AGM 90 minutes

Speakers: David Beglar (Temple University, Japan Campus), Noriko Muramatsu (Meiji University Meiji HS Meiji JHS), Paul Goldberg (Xreading), Rob Waring (Extensive Reading Foundation), Sandra Yamane (Three Tigers English), Willy Ardian Renandya (National Institute of Education, Nanyang Technological University)

190 Membership Chairs Meeting

This meeting is for Chapter and SIG Membership Chairs to share information and discuss matters related to membership at the chapter and SIG levels. Co-chaired by Julie Kimura and Ashley Bartholomy, the session will include updates, an opportunity to exchange ideas, and time for questions. Topics may include membership trends, recruitment, and retention. All Membership Chairs, as well as those interested in membership matters, are welcome to attend and participate.

Speaker: Dr Julia Kimura (Mukogawa Women's University)

191 JALT Research Grants: How to Apply

Unvetted presentation sponsored by the JALT Research Grants Committee

Speakers: Gregory Sholdt (Kobe University), Michael Mielke (Sapporo University), Peter Collins (Tokai University)

Room 1001: Poster Sessions

Convener: Susan Meiki (JALT Business Manager / Okayama University / Poster Chair)

192 Active and Inclusive Sharing with “Passive Presentations”

Speaker: Heather Suzuki (Fukuyama University)

193 AI as a Speaking Partner? Pros and Cons for L2 Speaking

Speaker: John Andras Molnar (Kinjo Gakuin University)

194 AI-Assisted Writing and Independent Writing Development: Evidence from a Three-Year EFL Classroom Study

Speaker: Yuko Uchima (National Institute of Technology, Akita College)

195 Becoming an Independent Language Learner as a Student with Disability: Two Case Studies

The presenters explore the experiences and perspectives of two students with disabilities and their journeys toward becoming independent language learners in higher education. Through in-depth L2 interviews, seven key factors were identified, including teaching approach, assistive technology, supportive environment, flexible assessment, intrinsic motivation, and universally designed materials.

Speakers: Matthew Armstrong (Kyushu University), Tanya McCarthy (Kyoto University)

196 Beyond the Theme Park: Reframing Disney for Study Abroad

Speaker: Steven Paydon (Rikkyo University)

197 Comparing AI Models for Scalable EI Materials in EFL

Speakers: Robert Cvitkovic (Teikyo University), Yoko Kita (Kyoto Notre Dame University)

198 Conflict, Power & Student Voices

This poster presentation reports on an action research project in an English for International Communication course at a Japanese university. We explore how a scaffolded conflict unit fosters critical engagement aligned with Critical Language Pedagogy. Moving from local issues to global case studies, students develop perspective-taking through dialogue, debates, mapping, and intercultural exchange. Drawing on student reflections and teacher journals, we examine how English supports critical, intercultural understanding.

Speakers: Michelle Jerrems (Sophia University), Philip Cardiff (Kanda University of International Studies)

199 First Steps: Part-Time to Full-Time ELT in Japan

Speaker: Emily MacFarlane (Tohoku Gakuin University)

200 From Commands to Inquiry: AI Prompting Behavior in Japanese University EFL Writing

Speaker: Omar Massoud (Meiji Gakuin University)

201 Generating CELTA-style reading lesson materials with A.I.

Speaker: Steve Paton

202 Learner autonomy journeys across local and global contexts

Speaker: Andy Barfield (Chuo University)

203 No Textbook, No Problem: Implementing Task-Based, AI-Supported Learning

Speaker: James Rankin

204 Portfolio-Making: Building Teacher Identity for Trainees

This presentation describes the development of English skills in a class of trainee teachers in the second year of their course, prior to the practicuum. The class included peer teaching and oral activities. Students were asked what success on the course would look like for them, and how it could be documented in a portfolio. We will trace their progress by examining the portfolios, including both paper and digital evidence.

Speaker: Ms Ellen Head (Miyazaki International university)

205 Really Important or Very Significant? Intensifiers as Interpersonal Stance Markers in Intermediate Japanese University Student Writing

Speaker: Timothy Wilson (Hiroshima Jogakuin University)

206 Hiroshima Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

207 Hokuriku Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

208 Kobe Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

209 Kyoto Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

210 Matsuyama Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

211 Nagano Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

212 Nagoya & Gifu Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

213 Nara Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

214 Oita Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

215 Okayama Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

216 Okinawa Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

217 Osaka Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

218 Sendai Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

219 Tokyo Chapter Poster Session

This poster presentation is sponsored by Tokyo Chapter of JALT

Speaker: Sophie Otsuru

TokyoJALT_Showcase_A2.pdf

220 Toyohashi Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

221 Yokohama Chapter Poster Session

This poster presentation is sponsored by _____ Chapter of JALT

222 A Cross-cultural Analysis of Online Restaurant Reviews

This presentation illustrates the characteristics of online restaurant reviews in English and Japanese by examining language use and narrative framing. A comparative analysis was conducted on customer reviews of restaurants in New York, London, and Tokyo written by American, British, and Japanese writers to identify similarities and differences. Results indicated that overall experience, particularly food quality, ambience, and service, influenced writers’ comments, which may help learners of English to write effective online reviews in English.

Speaker: Kayo Fujimura-Wilson (Yamaguchi University)

223 Children’s Books as CLIL Final Projects

Speakers: Aaron Sponseller (Osaka Jogakuin University), Barrie Matte (Osaka Jogakuin University), Philip Head (Osaka Jogakuin University)

224 CLIL Teacher Education Program: Reflections and Suggestions

This poster presentation details the presenters experience of taking the CLIL teacher education program from CLIL-ITE. The presenter will talk about his understanding of CLIL, his experience of utilising CLIL approaches and his suggestions for CLIL implementations in the classroom.

Speaker: ROSS SAMPSON (Toyo University)

225 e-Lagak: Mother Tongue Translation in Intercultural Pedagogy

Responding to educational inequities in multilingual settings, this study examines translation as a site of intercultural learning in higher education. Using ethnographic and reflexive methods, it explores how translating environmental concepts into Philippine languages shapes classroom interaction, identity, and knowledge construction. Findings show gains in conceptual understanding and intercultural competence. The study introduces e-Lagak, a community-centered, digital framework that strengthens multilingual meaning-making while promoting public access, circulation, and use of scientific knowledge beyond the classroom.

Speakers: Larry Boy Sabangan (University of the Philippines Los Baños), MARK ANDY PEDERE (University of the Philippines Cebu)

226 Empowering Voices: Fostering Social Justice Awareness in Intercultural Communication Classrooms

Speaker: Hang Thi Thu Nguyen (VNU University of Languages and International Studies)

227 Global Studies: A Content-Based Course for the Modern Era

In today’s complex world, knowledge of the English language alone is no longer adequate. Instead, it is necessary to obtain in-depth knowledge of various cultures, world religions, international current events, geography, history, and global issues. These topics are taught in Global Studies, a content-based course taught at a Japanese university. This poster presentation will introduce the Global Studies course by showing the curriculum, detailing the learning outcomes, and analyzing student feedback.

Speaker: Drew Sanford (Kansai Gaidai University)

228 How Students Evaluate and Use ChatGPT Feedback in Writing

Speakers: Aya Hagiwara (Aoyama Gakuin University), 紀子 川﨑

229 JALT Publications Poster Session

Speakers: Greg Dalziel (The University of Tokyo), Joe Geluso (Nihon University College of Law)

230 Needs to Tasks: TBLT Speaking Materials for Japan's Unis

Despite ongoing educational reforms in Japan, many university students report low confidence and motivation in spoken English. This presentation outlines the development of a task-based syllabus for oral communication classes grounded in research on Task-Based Language Teaching (TBLT). Drawing on a needs analysis of 125 students and classroom piloting, the materials follow a meaning-focused task cycle in which attention to form follows communication. Preliminary teacher observations and student feedback from pilot classes are discussed.

Speaker: Pino Cutrone (Nagasaki University)

231 Reflecting on L2 Writing Course Objectives in the Age of AI

Speaker: John Bankier (Kanagawa University)

232 Reflection in Language Learning through a Peace Video Project

Speaker: Nagisa Kikuchi (関西学院大学/茨城工業高等専門学校(2026年4月以降))

233 Supporting language development in EMI courses

This presentation reports on language support practices in a team-taught EMI course at a Japanese university. It examines how a language supporter and content instructor collaboratively redesigned support from standalone vocabulary lists to task-aligned pre-task input. Drawing on classroom experience and learner feedback, the presentation illustrates how task-based principles and AI-assisted materials can enhance accessibility and task readiness for learners with developing English proficiency.

Speaker: Sugene Kim (Miyazaki International University)

234 The Effect of Teaching Conjunctions and Relative Words on Verb Recognition -For improving English Reading Comprehension-

Speaker: Nahomi Machida (NIshogakusha University)

235 Who Wrote This? Rethinking Authorship, Ethics, and Ownership in the Age of Generative AI

Speaker: Robert Dykes (Conference Chair (CALL 2024, PanSIG 2025, SUTLF 2026))

Room 1003: JALT Junior

236 TYL SIG Forum/AGM 90 minutes

237 Picturebooks: A Catalyst for Language Growth

Speaker: Donna Lim

238 Social-Emotional Learning through Picturebook Read-Alouds

Speaker: Alison Hasegawa (Rikkyo University)

239 AIU Kids: Developing an Interactive After-School English Program with University Students

Speakers: Ms Keiko Yamanoi (AIU Kids/Akita International University), Yuichi Tagane (Akita International University)

240 Languaging Beyond Speech: Multimodal Insights from Preschools

Speaker: Ari Chinchilla (University of Pennsylvania)

241 From Local Voice to Global Impact: ALT-JTE Collaboration

Speaker: Dr Erin Noxon (Sagano High School)

242 Designing Inclusive Language Lessons: Applying UDL and EdTech in Mixed-Ability Classrooms

Speaker: Daniel Juckes (Kaohsiung English Education Resource Center (KEERC), Ministry of Education, Taiwan (R.O.C))

243 Early Trilingual Development Beyond the Classroom

Speaker: Dr Shzh-chen Nancy Lee (Osaka University)

Room 1004: JALT Junior

244 Why Do Some Students in Japan Keep Learning English?

This study explores what sustains English learning motivation beyond secondary education. Survey data from Japanese university students reveal that while school education effectively supports grammar and reading skills, speaking fluency, confidence, and sustained motivation are often developed outside school. The findings highlight key factors influencing long-term engagement with English and offer practical implications for educators working in examination-focused contexts.

Speaker: Hidehiro Endo (国際教養大学)

245 Implementing Explicit Pronunciation Instructions in Class

Speaker: Olivia Allanson (Jalt)

246 Genre-based pedagogy in diverse proficiency classrooms

Speaker: Yi-Chin Hsieh (Nanyang Technological University)

247 Inspiring Student Action Through Global Issues Lessons

Developing individuals who can contribute to a sustainable society is a key challenge for education. Yet many global issues make this goal increasingly difficult. Students therefore need opportunities to learn about these issues, think critically, and take meaningful action. This practice-oriented presentation introduces a classroom activity model for teaching global issues in English lessons and shows how it can encourage students to move from awareness to action. Participants will gain practical ideas for their classrooms.

Speaker: Koji Yamamoto (愛知県立刈谷北高等学校)

248 Towards a bilingual nation: An analysis of a primary school language learning textbook in Taiwan

Speaker: Dean Carl Villacorte (Chiao Yong Primary School)

249 Adverbs in Chinese and Japanese Junior High EFL Textbooks

Speakers: Peifen Huang (Yamaguchi University), Ms Yuka Takahashi (Yamaguchi University)

250 Intercultural Understanding through Interaction with Overseas Students

Speaker: Ariko Nishimura (Public high school in Aichi)

251 Writing Journey of Indonesian Students at Risk of Dyslexia

Speakers: Hidayat Polim (Soka University), Ms Safitry Wahyuni (SMP Negeri 2 Samarinda, Indonesia)

252 AI-integrated writing and debate instruction in EFL contexts

Speakers: Mizuki Nakagawa (Saitama Prefectural Hanno High School), 中村 隆道

253 Routine English Activities for Students with Special Educational Needs

Speaker: Mihoko Nakamura

254 USING BOTH PAPER-BASED AND MOBILE LEARNING APPS FOR VOCABULARY, SENTENCE, AND TENSE PRACTICE OUTSIDE THE CLASSROOM ON A DAILY BASIS FOR LEARNERS AGED 12–18 YEARS

Speaker: Mr CHE PASCAL EYALI

Room 1005: Art and Language Learning

255 Ending Strong: Reflective Closure in EFL Classrooms

Speaker: Mr Edgar Badanoy (Kanazawa Institute of Technology)

256 Student Voices on the Impact of Real World Filmmaking

Language education emphasizes learner-centered approaches, and filmmaking is a project-based activity that supports collaborative language practice and learner autonomy (Hafner & Miller, 2011; Thaler, 2017). However, how learners perceive their own sense of agency, or Learner Empowerment, within such projects remains unclear. This presentation will report on two student interviews highlighting how students navigated feelings of empowerment, resulting in a sense of achievement, despite initially feeling worried about the difficulty of a filmmaking project.

Speakers: Ashley Ford (Nagoya City University), Kinsella Valies (Sophia University)

Room 1005: JALT Junior

257 Beyond Novelty: Sustained AI Feedback Across Contexts

Speaker: Douglas Emmett (Kyoai Gakuen University)

258 Promoting Learner Autonomy in a Technologically Advanced Era

Speaker: Jhana Graham (Sohphia University)

259 ALTs and Learner Motivation: Evidence from 7,000 students

Speakers: Atsuko Nakazawa (Rikkyo University), Elizabeth Hashimura (University of St Andrews), Prof. Akiko Kano (Sophia University Junior College Division), Mr Weilun Yu (Link and Motivation Inc.)

260 Enhancing Young Learners’ English Speaking Skills through Modelled Video-Recorded Procedural Tasks in Google Classroom: A Qualitative Classroom-Based Study

Speaker: Hendri Pitrio Putra (Hasanuddin University)

261 AI-Assisted Language Learning Outside the Classroom: Experiences of Primary School Children

Speaker: Ha Anh Thi Nguyen (Hanoi Pedagogical University 2)

262 Living Curriculum Architecture for Learning as Life

Speaker: Kevin Mark

263 Gender and sexuality in elementary school English textbooks

Speakers: Luke Lawrence (Nihon University), Yuzuko Nagashima (Yokohama City University)

Room 1006: Concurrent Sessions

264 Beyond the Right Answer: Interpretive Listening

Speaker: Patrizia Hayashi (Meikai University)

Room 1103: Extensive Reading

265 I Can Do It! Building Confidence with Authentic Readings

This presentation reports an exploratory study using Commonlit, an online reading platform designed for native English speakers in a Japanese EFL course. Pre/post-surveys measured students' perceived confidence in their reading, vocabulary, and discussion skills, and how they correlated with their feelings about their overall English, reading, and discussion abilities after the course. Results generally indicate positive influences on students' self-perceptions of their own skills. In addition, practical implementation strategies will be shared in this presentation.

Speakers: Prof. Rudolf Reinelt (Matsuyama JALT), Travis Blackburn

266 Harry Potter and the Complexity of Language

Speaker: Bob Ashcroft (Tokai University)

267 From Pride to Sadness: Emotions in Extensive Reading

This study explored Japanese EFL university students’ emotional experiences in Extensive Reading (ER). Their reading logs, recorded for two semesters, evidenced a wide range of emotions such as pride, desire, surprise, frustration, and sadness, and indicated positive effects of extensive reading beyond language skill development. This presentation introduces primary findings and practical implications for ER implementation in classrooms and beyond.

Speaker: Haruka Ubukata (Kanda University of International Studies)

Room 1104: Other Language Educators

268 From EAP to Academic Japanese: Applying English Writing Peda

Speaker: Jennifer Teeter (Kyoto Seika University)

269 Towards sustaining the FL learning motivation

Speakers: Bertlinde Voegel (Osaka University), Corinna V. Goto (Tohoku University), Prof. Martina GunskevonKölln (Universität Fukushima)

270 Cross-Linguistic Scaffolding in Japanese L3 Classes

Speakers: Sophie Otsuru, Mr クリストフ　美智仁 ダルモン (Nanzan University)

271 Redesign the Spanish Classroom for Meaningful Learning

Speakers: Dr Adiene Susej Roque de Hishiyama (Seikei University), Carlos Budding (AIU), Cecilia Noemi Silva (Tohoku University), María Fernández (Chukyo University)

272 French Forum: Voix locales pour impacter le monde

Speaker: Prof. Eric Fortin (St. Mary's College)

273 Research Opportunities in Japonic Languages

This talk introduces research opportunities in second and third language acquisition among endangered Japonic languages. Topics range from research into content development for passive speakers and full hearers of a language, issues for child language acquisition in school, particularly concerning language policy, and the impact of language status on learner motivation and identity.

Speaker: Matthew Guay (RKU)

274 OLE SIG Forum: Language Learning Beyond the Classroom and Annual General Meeting

This forum showcases approaches to connect foreign language learning with authentic engagement beyond the classroom. Roque de Hishiyama (Spanish) and Wright (Thai) present music-based projects that foster interaction outside formal instructional settings. Ichimura (Japanese) introduces a written activity that strengthens connections between students' learning experiences and the local community. Nekerova (Ukrainian) examines the acquisition of grammatical aspect by Ukrainian learners of Japanese in a cross-linguistic context.
The forum is followed by the OLE SIG AGM.

Speakers: Dr Adiene Susej Roque de Hishiyama (Seikei University), Cecilia Noemi Silva (Tohoku University), Marina Nekerova (University of Tsukuba), Mrs Pornsri Wright (Kanda University of International Studies), 佳子 市村

Room 1105: CALL and AI

275 CALL SIG Forum/AGM 90 minutes

Speakers: Prof. Anthony Brian Gallagher (Meijo University), Bradley Irwin (Kyoritsu Women's University), Geoffrey Carr (Asahikawa City University), Kevin Wrobetz (Kobe Gakuin University), Luc Gougeon (Sojo University), Robert Dykes (Conference Chair (CALL 2024, PanSIG 2025, SUTLF 2026)), Robert Remmerswaal (Sojo University)

276 From Word Lists to AI: Precision Vocabulary Teaching

This hands-on workshop introduces a precision-based approach to vocabulary teaching using the NGSL and AI-powered corpus tools. Participants will learn how to profile texts, evaluate lexical coverage, adapt materials, and generate level-appropriate readings. Through guided practice, teachers will explore how frequency-informed decisions and AI tools can streamline materials development and support more efficient vocabulary learning.

Speaker: Charles Browne (Meiji Gakuin University)

277 Cracking the Black Box: Tracking AI-Assisted Writing

Speaker: Zachary Robertson (Yamaguchi University)

278 Teaching Beyond the Classroom: AI-Supported Digital Literacies in English Language Education

Speaker: Tungalag Sharkhuu (Mongolian national University of Education)

279 Vitamin AI: A Tale of Prompts, Pitfalls, and Publishing

This presentation chronicles one educator's journey from avoiding to adopting AI for materials development. The session will detail the practical application of AI in publishing a textbook and developing software, sharing specific prompts and successful strategies. Emphasis will be placed on crucial pitfalls, such as content hallucinations, the necessity of double-checking generated content, and how to ethically use this new tool in materials development.

Speaker: Stephen Shrader (Notre Dame Seishin University)

280 The AI Teacher Toolkit: Guiding AI Use in the EFL Classroom

Speakers: Inge Odendaal (Kansai Gaidai University), Sabine Thepaut (Kansai Gaidai University)

281 Has AI Changed the Role of English Proficiency in Classroom Learning?

Speaker: Hisayo Kikuchi (青山学院大学)

282 AI Analysis of Note-taking and Code-switching in Listening

Speaker: Dr Emi Iwasaki (Prefectural University of Hiroshima - Mihara Campus)

283 AI Beyond Text: Experiments in Minecraft Learning Worlds

Speaker: Mr David Teixeira (帝京大学)

Room 1106: Brain and Language Learning

284 Brain SIG Forum: Brain Books to Broaden Our Perspectives

The Brain SIG forum will share insights from a selection of interesting books, linking language learning and cosmopolitanism beyond the traditional classroom. Becky Alp will give us a broad perspective on language learning and cultural diversity. The books of her choice are The Cultural Map (Erin Meyer) and Behave (Robert Sapolsky). Then we move on to the question of if and how we can rewire our brains, starting with Scott Bowyer, who will explore ideas from Engaging the Rewired Brain (David A. Sousa) and discuss their relevance to language teaching. Next, we focus on reading, a crucial component in language education. Brianna Hamamoto will discuss the amazing neural plasticity deployed in reading and the negative consequences of digital technology on the cognitive mechanism of reading, drawing from Reader, Come Home: The Reading Brain in a Digital World (Maryanne Wolf). Finally, the vital aspect of our brain rewiring is our cognitive functioning, much needed for a global citizen’s language learning. Sirisha Komanduri will introduce positive effects of mindfulness on executive functions and neural plasticity through Patanjali Yoga Sutras (Patanjali, ed.). We invite everyone to share one of their favourite brain-based books as well. The session will conclude with a brief yoga activity, so participants are encouraged to come prepared to join in!

Speakers: 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)

285 Using Q to Explore Japanese as a Second Language Motivation

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 results are examined to understand how the basic psychological needs of these shared perspectives are fulfilled.

Speaker: Steven Lim (Rikkyo University)

286 Smartphone Screen Time and EFL Academic Performance

Speakers: Christopher Saarna (Asia University), Mark Goodhew (Asia University), Daniel Anderson (Asia University)

287 Perspectives on Happiness to Inform Pedagogical Practice

Speaker: Yoshi Joanna Grote (Kyoto Sangyo University)

288 Brain-friendly Study Skills: Beware of the Mobile Phone

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 the risks of screen time and provide practical solutions using digestible science.

Speaker: Masda Yuka (Tokyo University of Pharmacy and Life Sciences)

289 Structured English Progression with Pathways Awarua

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, participants will explore practical models for integrating structured English skill development into foundation and first-year courses, particularly where proficiency diversity and limited contact hours present instructional challenges.

Speakers: Michael Grawe (Pathways Awarua, Ako Aotearoa/Massey University (NZ)), Mr Matthew Cotter (Hokusei Gakuen University)

Room 1106: SIG Forums

Room 1106: Task-based Learning

290 Using PBL to Develop Research Skills in Science Students

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 instructional framework for guiding students from research questions to final reports in student-led research projects.

Speaker: Mark Firth

291 Linguistic Landscape in Teaching Functional Literacy

Speaker: Glenda Cadiente (Leyte Normal University)

Room 1107: Global Issues and DEI

292 Designing Community Research Tasks on International Themes

Speaker: Kip Cates (Tottori University)

293 English language learning and the manosphere

Speaker: Luke Lawrence (Nihon University)

294 Effects of Peer Oral Feedback on Students' Essays

Speaker: Neil Satoquia (Higher College of Technology)

295 A CLIL Approach to Teaching Social Issues in a University Classroom

Speaker: Mrs ANA MARIA FLORES (CHUKYO UNIVERSITY)

296 Continuities and Change: Generations of DEI Advocacy at JALT

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 evolution of DEI efforts within our organization; from early initiatives to contemporary challenges and emerging priorities.

Through an intergenerational dialogue, panelists will reflect on successes, tensions, and lessons learned over the years, considering how far JALT has come and the work that remains. The discussion will invite us to envision collective strategies for sustaining and deepening DEI commitments in an increasingly complex landscape.

Speakers: Prof. Amanda Gillis-Furutaka (Kyoto Sangyo University), Benio Suzuki (Utsunomiya University), Ms Deepti Mishiro (Osaka Metropolitan and Mukogawa Women's University), JENNIE ROLOFF ROTHMAN (Kanda University of International Studies, JALT SIG Representative Liaison), Natsuho Mizoguchi (Nagoya University of Foreign Studies), Yaya Yao (Kyushu University)

297 Inclusive Hiring Practices in Language Programs

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 and adopt a hiring process that promotes fair and effective outcomes for their program, their teachers, and their students.

Speakers: Matthew Schaefer (Sophia University), Robert Lowe (Ochanomizu University), Davey Young (Sophia University)

Room 1107: Listening

298 Perceived Changes After Fast-Rate Listening Practice

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 transfer to authentic materials (film / YouTube) was limited, the survey suggested that fast-rate listening practice can foster student confidence and motivation.

Speaker: Kazue Tsuruta (Juntendo University)

299 Podcast Journals: A Routine for Extensive Listening

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 cultivating engagement and psychological safety. Participants will examine the framework’s adaptability and leave with a low-prep model for their own teaching contexts.

Speaker: Kriti Arora

Room 1108: Assessment, Evaluation, and Testing

300 Ecological Approaches to Rethinking EFL Assessment

Speaker: Dr Noriko Nagai (JALT)

301 Rethinking participation assessment in Japanese classrooms

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 consistently rated themselves higher than the teacher. Results suggest learners may equate participation with personal effort while the teacher emphasised contribution to an English-speaking learning community.

Speaker: Mr John Shaw (Westgate)

302 A Japanese speaking test...for English Teachers?

Speakers: Alex Serebriakoff (Momoyama Gakuin Daigaku), Thomas Legge (Momoyama Gakuin University), Yoko Yaku (桃山学院大学)

303 Connecting Pronunciation Practice to TOEIC Listening

Speaker: Shizuka Brooks (Kyoto Sangyo University)

304 Validating a Grit Scale for L2 Learners: Beyond Scores

Speakers: Alex Toyoda (Temple University), Hitomi Ametani (Temple University Japan)

305 “No Answer” Has Meaning: Affective Change in Reading

Speaker: Sachi Oshima (Chuo Gakuin University)

306 Best Test Design Using Rasch Measurement

Speakers: David Beglar (Temple University, Japan Campus), Dr Tomoko Nemoto (Temple University, Japan Campus)

307 A Comparative Analysis of New TOEFL iBT and IELTS Listening

Speaker: Yasunori Matsuzono (Meiji Gakuin University)

308 Assurance of Learning in AI-Present Japanese University EFL: How Instructors Justify Learning Claims

Speaker: Hesborn Ondiba (Tokyo University of Science)

309 Using Rubrics to Support Confidence and Competence

Speaker: B.Bricklin (Brick) Zeff (Hokkai-Gakuen Univeristy)

Room 1109: Pragmatics

310 Perfectly Anxious? Pragmatics of Speaking Self-efficacy

Speakers: Prof. Carmella Lieske (Shimane University), Stachus Peter Tu (Shimane University)

311 Embodied Resources for Managing Progressivity in L2 Interaction

Speaker: Ms Deepti Mishiro (Kobe University)

Room 1109: SIG Forums

312 ALL SIG Forum/AGM 90 minutes

313 ART SIG Forum/AGM 90 minutes

314 LLL SIG Forum/AGM 90 minutes

As well-being gains increasing attention in language education, this forum explores how it can be meaningfully embedded into everyday teaching practice rather than treated as an optional add-on. Drawing on research in positive psychology (Seligman, 2011), self-determination theory (Deci & Ryan, 2000), and language learner wellbeing (Mercer & Gregersen, 2020), speakers examine sustainable learning through task design, interaction, and assessment that foster belonging, agency, motivation, and engagement. Panellists from Japanese university contexts share practical examples, successes, and challenges, followed by participant discussion. The session offers realistic, research-informed strategies for human-centred, sustainable language classrooms.

Speakers: Bill Snyder (Soka University), Chiyuki Yanase (Keio University), Eucharia Donnery (Soka University), Joseph Dias (Aoyama Gakuin Univercity)

Room 1201: Intercultural Exchange

315 Internationalization and Identity in Japanese Pharmacy Education: Replicating Yashima’s International Posture Survey

In this presentation, I report on an ongoing replication and extension of Yashima’s (2002) International Posture framework among Japanese female pharmacy majors in a women’s university. While internationalization has become an increasingly important goal in Japanese higher education, relatively little research has examined how STEM learners, particularly women in health sciences, perceive international engagement and the role of English in their imagined futures.
Using a cross-sectional design, the study compares first-, second-, and third-year students in two pharmacy-related programs: a six-year program in which students are eligible to obtain pharmacist licenses, and a four-year program in which graduates often pursue careers in the pharmaceutical sciences, including work as cosmeticians or researchers. Participants complete the original Japanese version of Yashima’s International Posture survey along with supplementary open-ended questions concerning future academic goals and perceived relevance of English to participation in scientific and professional communities.

Speaker: Dr Julia Kimura (Mukogawa Women's University)

316 Using the DMIS (Bennett, 1986) to Measure Students’ Growth in Intercultural Sensitivity

Speaker: Hui Ling Wang (Morioka University)

317 Designing Inclusive Internationalization in EFL Classrooms

Speakers: Najoua Mohib (University of Strasbourg), 衛 石田 (Okayama University)

318 Reconceptualizing Global Competencies in Local Universities

Speaker: Kyoko Miyazato (Hakuoh University)

319 Using Intercultural Rhetoric in L2 Writing Classes

Speaker: Mark Frank (Toyama University of International Studies)

320 Community-based multilingual research for glocal citizenship

Reflecting the increasing diversity of Japanese society and classrooms, this presentation will demonstrate how to leverage students’ background, curiosity, and agency to develop not just their linguistic repertoire but also their critical thinking, social conscience, and transversal skills. Participants will become familiar with the guiding principles, basic building blocks, and implementation process of this methodology as well as ways to tailor the approach to different class types, levels, and student cohorts.

Speaker: Claudia Kunschak

321 From Rice Fields to Global Audiences: Teaching Sake Culture

Speaker: Mark Frank (Toyama University of International Studies)

322 Exploring University Students’ Perspectives on Silence

Speaker: Yasmin Moraes (Soka University)

Room 1202: Teacher Development

323 Matching Instructional Support to Learner Needs in University EFL Classrooms

Speaker: Jonathan Shachter (Kyushu Sangyo University)

324 Using Appreciative Inquiry for Dialogic Teacher Reflection

Speakers: Daniel Hooper (Tokyo Kasei University), Mr Gabriel Misaka, Russell Chan, Tomoko Kaji

325 Microteaching and EFL Pre-Service Teacher's Readiness

Speakers: Raisa Fadilla (Lambung Mangkurat University), Ms Noor Eka Chandra (Lambung Mangkurat University), Ms Dini Noor Arini (Lambung Mangkurat University)

326 Grammar for Real-World Communication

Speaker: Magdalena Smith (ILSC Sydney)

327 Perceptions and Attitudes Towards Professional Development

Speakers: Bladimie Germain (Reitaku University), Jonathan Baker (Reitaku University), Subhrajit Chowdhury (Reitaku University)

328 Designing Teacher Explanations and Feedback Through a Cognitive Load Lens

Speaker: Ms Bellarina-Dung Nguyen

329 Exploring Academic Emotions in the University English Language Classroom

Speaker: Nicholas Marx (Kanazawa Seiryo University)

330 Structured Reflection: Lessons from DELTA

Speaker: Haruko Shimazaki (Tsuru University)

331 Duoethnographic Reflections: Elements of EAP Program Success

Speakers: Dr Michael Landry (Akita International University), Scott Roy Douglas (University of British Columbia)

332 An arts-based trioethnography of minoritized women educators

Speakers: Miso Kim (The University of Osaka), Yael Miyama (Nagoya City University), Yaya Yao (Kyushu University)

333 Beyond Language Barriers: Student Subjectivity on Translanguaging in Multilingual EMI Classrooms of Thailand’s Deep South

Speaker: Nasree Pitaksuksan

334 Understanding Creativity in LOTE Teaching in Thai Higher Education

Speakers: Athip Thumvichit (Mahidol University), Patumporn Boonchum

Room 1203: Learner Development

335 The Ethic of Care: An Autoethnographic Reflection on Action

Speaker: Chris Regier

336 What Can We Learn From Expert Language Learners? Notes from Polyglot Research

Speaker: Nathan Cohen (Tokyo International University)

337 Bridging the Gap: Investigating Student Engagement with English Learning Support at a University

Speaker: Hisaka Konishi (Nihon University)

338 The Playful Path: Managing Emotions in Language Learning

Speaker: Maria de la Paz Adelia Peña Clavel (Universidad Nacional Autónoma de Mexico)

339 Self-Efficacy and Foreign Language Anxiety Among EFL Students in France

Speaker: Najoua MOHIB (University of Strasbourg)

340 From Gaps to Gains in L2 Peer Interaction

Speaker: Sophie Otsuru (Juntendo University)

341 Second Chances vs Knowning When to Quit

Speaker: Jeremy Chambers (Temple University, Japan Campus)

342 Perspectives on Target Language Use in University English Classes

Speakers: Jerry Miller (Yamagata University), Yukiko Koizumi (Yamagata University)

343 Boosting Motivation via Media-based Trigger Sessions

Speaker: Ms Natsuki Matsui (Kyoto University of Advanced Science)

344 Exploring practitioners’ perceptions of the practice-research relationship

Speakers: Andy Barfield (Chuo University), Ivan Lombardi (University of Fukui), James Underwood, Megumi Uemi, Tim Ashwell (Komazawa University)

Room 1204: AI

345 AI Policy Challenges in Language Education

Speakers: Dini Arini (Universitas Lambung Mangkurat), Fahmi Hidayat (Universitas Lambung Mangkurat), Raisa Fadilla (Lambung Mangkurat University)

346 Instructor, Peer, & AI: Learner Preferences for Writing Feedback

Speakers: Catherine LeBlanc (Kyoto University), Jacob Dunlap (Kyoto University), John Rylander (Kyoto University)

347 Fostering Global Competence and Linguistic Proficiency in AI-Driven EMI Contexts

Speaker: Hiroyuki Obari (Globiz Professional University)

348 AI-Assisted Coding of Multilingual Data with NotebookLM

Speakers: Ms Rebecca Clippard (Soka University), Yasmin Moraes (Soka University)

349 AI-Resistant Capacities in Japanese University EFL

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.

Speaker: Anthony Lavigne (Doshisha University)

350 Student-centered AI Feedback for Pronunciation & Writing

Speaker: Ms Denise Lo (Douglas College)

Room 1204: Writing and Vocabulary

351 Written vs. Aural Lexis: Challenging Modality Equivalence

Speakers: Stuart McLean (Kindai University), Jeffrey Martin (Daito Bunka University)

352 IMPAR³: A Scaffolding Framework for Stronger EFL Writing

Speaker: Mr Prumel Barbudo (Meikai University)

353 Student blogs for building fluency and motivation

Speakers: Li-hsin Tu, Martin Sedaghat (Sanjo City University)

354 Graphic Organizers in University EFL Academic Writing

Speakers: Rachel ODell, Robin Ramsey

Room 1205: CALL and AI

355 L2 Skills Enhancement and Identity Presentation Via TikTok

Speaker: Robertgie Piañar (Assistant Professor, Leyte Normal University)

356 Student use of LLMs to correct low context phrases

Speaker: Dr Cameron Smith (Aichi Gakuin University)

357 Having Fun (While Saving Face) with Poll Everywhere

Speaker: Katie Hibner (Southern University of Science and Technology)

358 ChatGPT and Language Learning: Students’ Views and Practices

Speaker: Louise Ohashi (Gakushuin University)

359 L2 Motivational Development in Asynchronous COIL

This study examines how participation in asynchronous COIL is perceived to influence university L2 learners’ motivation to develop English listening, speaking, and intercultural communication skills. Japanese and Norwegian university students engaged in a four-week exchange involving video presentations. While Norwegian students’ motivation remained consistently high, Japanese students reported increased confidence, interest, and perceived importance of English communication. The findings highlight the potential of asynchronous COIL to support motivation and intercultural engagement among L2 learners.

Speakers: Jacob Petersen (Iwate University), Dr Kaori Takamine (UiT The Arctic University of Norway), Nadiia Zaitseva (Kwansei Gakuin University)

360 Speed Reading 2.0: Implementation for Students and Teachers

Speaker: TJ Boutorwick (Sanyo Gakuen University)

361 Rethinking WTC in Digital Contexts: Online Exchange Insights

Speakers: Dr Kayoko Horai (Sojo University), Robert Remmerswaal (Prefectural University of Kummamoto)

362 Authorship Familiarity Can Distinguish Human and LLM Writing

This study examines whether authorship can be distinguished through process-based evidence of engagement with written text. The Content Restoration Authorship Familiarity Test (CRAFT) assesses writers’ ability to restore lexical and structural elements of texts. Sixty undergraduate English education majors completed CRAFT tasks based on self-authored and LLM-generated texts. CRAFT scores strongly differentiated conditions (Cohen’s d = 5.34), suggesting that access to cognitively encoded compositional decisions provides an interpretable, process-based approach to authorship assessment in educational contexts.

Speaker: Richard Rose (Hankuk University of Foreign Studies)

363 Automated Pronunciation Assessment Across Corpus and Classroom Data

Automated speech assessment is increasingly used in language learning, yet independent validity evidence remains limited. This study evaluates Microsoft Azure Pronunciation Assessment using an argument-based framework and corpus (n = 3,510) and classroom (n = 306) data. Analyses examine relationships with CEFR proficiency, lexical indicators, internal score structure, and expert human ratings. Results support construct-relevant interpretations of Azure scores, particularly for prosody and accuracy, while revealing weaker fluency alignment and substantial systematic human–machine calibration differences.

Speaker: Richard Rose (Hankuk University of Foreign Studies)

Room 1205: Learner Development

364 Multimodal Literacy in English for Medical Purposes

Speaker: Dr 恵美子 松本 (長野県立大学)

365 Comparing Collaborative and Individual Writing in an EFL Academic Writing Course: A Corpus-Based Analysis

Collaborative Writing (CW) activities are low-stakes exercises that engage learners through social interaction, promote peer instruction, and develop critical thinking skills. This study compares individually and collaboratively written output by analyzing CAF (Complexity, Accuracy, Fluency) measures from a learner corpus of writing collected from students over the course of a semester (N = 37, ~50k words). The analysis also takes into consideration the proficiency level of the students, as well as the task type.

Speaker: John Galindo (Kwansei Gakuin University)

366 Fostering Metapragmatic Awareness via a Video-Making Task

Speaker: Benio Suzuki (Utsunomiya University)

Room 1206: International Partners

Convener: Richmond Stroupe (Soka University)

367 Status as a Barrier to Professional Development

This phenomenological study of 14 female English language teachers in Nepal challenges the assumption that high socio-economic status (SES) supports professional growth. Drawing on socio-cultural, feminist, and capability perspectives, it shows elite family expectations and patriarchal norms can restrict career development. Participants reported ongoing struggles to sustain their professions amid pressures related to care, tradition, and prestige. The study concludes that higher SES may impose subtle constraints, requiring continuous negotiation of autonomy and professional identity.

Speaker: Ganga Laxmi Bhandari (Tribhuvan University; NELTA)

368 Using AI to Bring Local Stories to Global Audience

Teachers participated in an AI training teach students how tools like ChatGPT and Leonardo AI can empower them to share local narratives, such as Madurese festivals, with a global audience. Attendees will see specific student outputs and learn a replicable model for bridging local culture for global communication.

Speaker: Prof. Zuliati Rohmah (Universitas Brawijaya)

369 BELTA International Partners 30 minutes

Paste abstract here

Speaker: Prof. Shaila Sultana (Dhaka University)

370 AI Writing: Perceptions, Creativity and Critical Thinking

This study examines the impact of AI-assisted writing on students’ creativity and critical thinking in contemporary academia. Using a five-point Likert-scale questionnaire, data will be collected from 200 university students and 100 teachers across India. Statistical analysis will explore perceptions of AI’s influence on creativity, reasoning, and writing development. The findings will help identify stakeholder differences, inform future research hypotheses, and contribute to developing effective teaching policies and strategies for responsible AI integration in education.

Speaker: Dr Kishore Selva Babu (ELTAI x CHRIST UNIVERSITY)

371 PALT International Partners 30 minutes

Speaker: Richmond Stroupe (Soka University)

372 EMI and translingual practices in South Asian education

Research shows that translingual practices (TPs) enhance learning by increasing students’ metacognitive, metalinguistic, and sociolinguistic awareness. They increase student participation and foster a democratic, decolonized linguistic ecology in classroom spaces. TPs also develop a ‘translingual disposition,’ promoting respect for other languages and cultures. However, the persistent presence of linguicism associated with EMI in South Asia is alarming. The presentation calls for a constructive dialogue on recognizing TPs in South Asian language-in-education policies.

Speaker: Prof. Shaila Sultana (Dhaka University)

373 EdYouFest: Empowering New Voices in Global ELT Description

JALT Partner, EdYouFest, is a global grassroots initiative fostering the exchange of ideas through inclusive, accessible professional development. With free and low-cost face-to-face and online events and resources, it empowers new and early-career educators to connect, collaborate, and grow. This session introduces EdYouFest Tokyo 2025 & 2026, as well as the upcoming online EdYouMarathon and EdYouFest Japan 2027, inviting JALT members to join a growing movement where every voice helps shape meaningful change in education.

Speakers: Chiyuki Yanase (Keio University), Mr Forrest Nelson (Soka University)

374 4Rs through TikTok-Assisted English Teaching

This presentation explores TikTok as an innovative tool for English teaching through the 4R framework: Repeat, Reflect, Rehearse, and Respond. Aligned with Thailand’s “Learn Anywhere, Anytime” policy, it shows how short-form videos support vocabulary, grammar, and engagement. Students create and interact with content to develop speaking, listening, and writing skills. The session highlights reward systems and active learning strategies that foster inclusive, technology-enhanced classrooms and promote lifelong learning for 21st-century language education.

Speaker: Mr Cheewin Wattanasin (Thailand TESOL)

375 Teaching Short Stories to EFL College Students in Taiwan

Short stories by women writers with manageable length are used to teach a college level EFL literature course. Students’ immersion in authentic texts and their engagement in class activities are instrumental to improving their language proficiency, promoting cultural awareness, developing critical thinking, and deepening understanding of the English literary texts.

Speakers: Richmond Stroupe (Soka University), Yiu-nam Leung (Dept. of English Language and Literature, Soochow University)

376 A Tasting Menu: Food, Culture, Sharing and Asking

This presentation uses food as an entry point for intercultural and cultural development in homogeneous classrooms. Moving through a tasting menu of cultural lenses, from ingredients and dishes to the social rituals that surround them, it argues that food offers a rich, personally meaningful route to cultural self-awareness and genuine curiosity. The core framework is simple: ask students what they want to share about their culture, and what they want to ask about others.

Speaker: Michael Free (Chuncheon National University of Education)

377 Amplifying Teacher Voice through Instructional Coaching

This narrative inquiry examines how instructional coaching can amplify local teacher voice and support agency in a rural Sarawak secondary school. It traces a teacher’s experience of implementing culturally relevant, SDG-driven PBL with multilingual learners, showing how coaching dialogue and reflection helped her move from procedural compliance toward context-responsive pedagogical judgement. By positioning local knowledge as a resource rather than a constraint, the study connects teacher professional learning with global educational impact beyond the classroom.

Speaker: Felicia Tersan (Universiti Teknologi MARA (UiTM) (Sarawak))

Room 1207: Nagoya University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Rie Koizumi (University of Tsukuba)

378 Validating AI-Driven Voice Chatbot as Interlocutor and Diagnostic Feedback Provider

This presentation is sponsored by Nagoya University GSS

Speaker: Xiaohan Yu (Nagoya University)

379 Effects of Repetition Intervals and Task Demands on L2 Fluency

This presentation is sponsored by Tsukuba University Graduate Student Showcase.

Speaker: Shiona Naruse (Nagoya University)

380 Effects of preparation with chatbot on learners’ motivation and performance

This presentation is sponsored by Nagoya University GSS

Speaker: Yushin Takeda (Nagoya university)

381 Effects of Humanistic Language Teaching on Emotion and Interactional Competence

This presentation is sponsored by Nagoya University GSS

Speaker: Ms Aya Yanagida (Nagoya University)

382 Modality effects in task repetition on L2 oral fluency

This presentation is sponsored by Nagoya University GSS

Speaker: Shin Noguchi (Nagoya University)

383 Mediating and Moderating Roles of SRL Between Grit and Speaking

This presentation is sponsored by Nagoya University GSS

Speaker: Tomoya Ohata (Nagoya University)

Room 1208: First-time Presenters

384 Nara Chapter First-time Presenter

Speaker: Melissa Chung (NaraJALT)

385 Chapter First-time Presenter

Speaker: Prof. Ariel Tabak (Temple University, Japan Campus)

386 Ibaraki Chapter First-time Presenter

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

387 Nagoya-Gifu First-time Presenter

Room 1208: Soka University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Richmond Stroupe (Soka University)

388 Dyslexia-Friendly Inclusive Practices in Indonesian ELT

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 and practical insights across current concepts, policies, systems, and practices for bringing dyslexia-friendly inclusive practices into Indonesian ELT classrooms.

Speaker: Hidayat Polim (Soka University)

389 Comparing AI and Teacher Feedback: EFL Students' Perceptions

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 study compares students’ experiences of these feedback sources and considers how they may complement each other in supporting writing development and learner motivation.

Speaker: Fonjah Videge Mbenugwe (Soka University)

390 Development of Language Teacher Identity of ALTs

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 between claimed and assigned identities.

Speaker: Rebecca Clippard

391 Narrating Teacher Agency: TESOL Graduates Teaching in Japan

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 sociolinguistic background, professional experience, and institutional context shape the construction and enactment of teacher agency.

Speaker: Jyotirmaya Kar (Soka University, Japan)

392 Self and Collective Efficacy Among Vietnamese Students

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 effects of cooperative tasks and group work on perceptions of self-efficacy regarding English competence.

Speaker: Ms Nhi Thuan Vu (Soka University)

393 An AI Competency Course for Pre-service English Teachers

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 content, integrate AI tools effectively into their teaching practice, and promote responsible AI use among their students.

Speaker: Hanh Nguyen

Room 1209: Domestic Partners

Conveners: Naomi Fujishima (JALT), Trevor Holster (Fukuoka Jogaukuin University)

394 Finding the baseline: Preparing nurses for a new reality

Speaker: Jeffrey Barnett

395 Fostering Intercultural Acceptance through Mediation

Mediation, central to the CEFR (2001) and expanded in the CEFR Companion Volume (2020), addresses how people bridge linguistic, cultural, and communicative differences. This study examines the mediational communication of students with international backgrounds in Japan, who still face difficulties because intercultural acceptance remains insufficient in Japanese society. Through changes in university students’ writing activities, it explores how learning about these mediational experiences may influence their intercultural acceptance and attitudes toward diversity in Japan today.

Speaker: Takehiro Sato (Nagoya University of Foreign Studies)

396 Preparing Young Learners for Tertiary Education as an ALT

By reviewing existing literature on Language Learning Strategies, including articles on Second Language Acquisition theory related to learner autonomy, this study surveys a variety of language learning strategies and synthesizes research-informed approaches for implementation in the classroom.
(Oxford 2016, Littlewood 1996, Mekala, S., Shabitha, M. P., & Ponmani, M. 2016)

The main questions this study seeks to answer are:
(1) What are ways strategy based instruction can be integrated within the existing and prerequisite English courses at the senior high school and junior high school level?
(2) What kinds of learning strategies are the most useful to meet the needs of college-bound EFL students? This study provides insights to guide teachers looking to build autonomous language learners as they prepare EFL learners for the rigors of higher education.

Speakers: Bobby Nawbary (San Francisco State University), Cadely Paton (Chair of National AJET)

397 Measuring What Matters - Foundations for Life

Brief outline/summary of the topic:
An exploration of the necessity and impact of strengths-based approaches in developing children's identities as a foundation for lifelong success.

Key focus or learning outcomes for participants:
Understanding the shifting notions of essential skills in the age of AI,
Understanding strategies for developing foundations for life through strengths based approaches,
Understanding frameworks for identifying and nurturing strengths in children.

Speaker: Ms Christy Carrillo (The American School in Japan)

398 JASAL Forum: Connecting and Growing Together

This year’s JASAL Forum brings together three SALC-related initiatives that extend learning beyond the classroom. The presentations explore creative open mic events, voluntary student support networks, and intercultural exchange between universities. Together, they show how self-access learning spaces can foster creativity, accessibility, relational safety, learner autonomy, and community building. The forum invites discussion on how SALCs can support students’ academic, social, and personal growth.

Speakers: Joely Giacomelli (Ritsumeikan Asia Pacific University), Katherine Thornton (Otemon Gakuin University), Luke Armstrong (Ritsumeikan Asia Pacific University), Misato Saunders (Ritsumeikan Asia Pacific University)

399 DAC Business Meeting

The Domestic Affairs Committee will hold a meeting with our DAC partners to discuss issues of interest to foster a community of language teachers throughout Japan. This is a rare occasion for JALT and DAC partners to come together to exchange ideas and experiences. We hope to be able to learn about each organization in more detail and find ways to support each other. Our current DAC partners are JACET (The Japan Association of College English Teachers), JANET (Japan Association for Nursing English Teaching), National AJET (The Association for Japan Exchange and Teaching), JASAL (The Japan Association for Self-Access Learning), and TAIP (The Tokyo Association of International Pre-schools).

Speaker: Naomi Fujishima (JALT)

Room 1209: Extensive Reading

400 Home assigned reading? How to motivate students to read more?

Speaker: Dilafruz Sarimsakova (Uzbekistan State World Languages University)

Room 1210: Mind & Body

Convener: Dr Masatoshi Shoji (Shokei Gakuin University)

401 From the Inside Out: Working with Your Inner World Through EM and IFS

This session brings together two frameworks, Effortless Mindfulness (EM) and Internal Family Systems (IFS), to offer a direct, experience-based introduction to your inner world. We start with a short EM practice drawn from the work of Loch Kelly, just enough to help you step out of the constant stream of thinking and find a steadier, more open place to work from. From there, we explore the IFS idea of "parts," the inner voices, feelings, and protective habits that shape how you respond to stress, self-doubt, and the pressures of life as an educator in Japan. The goal is not insight for its own sake. It is to give you a felt sense of how to work with what is happening inside you, with more curiosity and less self-judgment. Whether you are dealing with burnout, cultural friction, or just a general sense of being stretched too thin, this session offers practical tools you can take home and use.

Speakers: Robert Cvitkovic (Teikyo University), Yoko Kita (Kyoto Notre Dame University)

Dr. Richard Schwartz explains Internal Family Systems (IFS) (7 min YouTube video)

Introduction to Internal Family Systems (4 hour audiobook)

What is Effortless Mindfulness? (4 min YouTube video)

402 Thai Yoga Massage: Promoting Relaxation & Releasing Tension

Thai Yoga Massage combines assisted stretching and acupressure to release physical tension and promote relaxation. The assisted yoga poses loosen tight muscles to improve flexibility and boost circulation, while the pressure techniques shift the nervous system into a parasympathetic state which promotes relaxation.

This workshop will introduce some simple massage techniques that participants can give and receive with a partner. Please wear loose, comfortable clothing that allows for a full range of motion. If you have a yoga mat, bring it along with you.

Whether you are feeling nervous before a presentation or exhausted by the daily grind, this workshop will provide a safe space to relax and refresh.

Speaker: Amy Toms (Fukuoka Women's University)

403 Toki Pona: Open your Mind with a Minimalist Language

Toki Pona is a minimalist constructed language created in 2001 and spoken by thousands of people around the globe, mainly through social media. With a total of only 140 words, speakers report a change in their worldview, as well as a release from the restrictions that their own languages place on their thinking. The phonology and grammar are also minimalist, so it can be learned very quickly.

This workshop introduces the basics of Toki Pona, and participants will get a chance to play around with word combining and sentence building. Join us and feel your mind open up to new possibilities of language and how we see the world.

Speaker: Magda Kitano (Bunkyo University)

404 Practicing RAIN: Dealing with Difficult Emotions

All of us experience difficult emotions in our lives (much as we might not want to). By learning to acknowledge and accept whatever is present – even if it is painful or difficult – we begin to learn how to be with the entire range of human emotions. We can learn how to not react, but instead respond, with greater wisdom and intention. This workshop will explore how we can turn towards difficult moments and emotions in our lives using a mindfulness technique called RAIN (recognize, allow, investigate, nurture).

Speaker: Juanita Nagai (Wellness with Juanita)

405 End-of-Life Education Workshop Saturday 17:00 to 17:30

Write a 5-minute love letter to someone you love as if this is the last love letter.
Saturday 17:00 to 17:30
Masatoshi Shoji, Shokei Gakuin University

Speaker: Dr Masatoshi Shoji (Shokei Gakuin University)

406 Everything Is Energy: Empowering Yourself Through Universal Laws

Universal Laws that are now being proven scientifically will be shared; viz an introduction to the cutting-edge research from the fields of quantum physics and specifically Dr Emoto’s Peace Water Project. This work also includes many success and empowering principles that ultimately show that we can be, do or have anything we desire (within reason), as Napoleon Hill pointed out.

Speaker: Roberto Rabbini (Toyo University)

407 Mini Lecture on Tea Saturday 18:20 to 18:35

Tea connects people and brings a joy for retreat. As a certified tea sommelier, I will give a mini lecture on tea. If you bring hot water and cups, you can taste some decent tea.

Speaker: Dr Masatoshi Shoji (Shokei Gakuin University)

408 Lymph Drainage or Shiatsu Saturday 18:45 to 19:00

Lymphatic massage can reduce swelling and improve circulation throughout the lymphatic system. Lymphatic massage usually forms part of a treatment program called decongestive lymphatic therapy (DLT).

Speaker: Dr Masatoshi Shoji (Shokei Gakuin University)

Room 903: SIG Forums

409 CUE SIG Forum/AGM 90 minutes

410 CEFR LP SIG Forum/AGM 90 minutes

This CEFR LP SIG Forum will discuss recent trends internationally and in Japan. The new build group https://apieducationforum.org/ under the leadership of Brian North, Enrica Piccardo and other stakeholders offers valuable and easy to use tools to apply. In Japan starts the new Course of Study showing the impact of the CEFR in primary and secondary foreign language education. There are various trends we will share and discuss.

Speaker: Gabriela Schmidt (JALT CEFR LP SIG President)

Room 903: Study Abroad

411 Study Abroad SIG Forum/AGM 90 minutes

412 Navigating sojourner networks in study abroad socialization

Speaker: Masaru Yamamoto (University of British Columbia)

413 Designing a Performance-based SA Preparation Curriculum

Speaker: Matt Lucas (Kansai University)

Room 904: SIG Forums

414 CT SIG Forum/AGM 90 minutes

The JALT Critical Thinking SIG presents three speakers in its forum this year. Ariel Tabak will present "Critical Thinking Before Advanced Vocabulary: Making Logical Fallacies Accessible in EFL Classrooms," Wayne Devitte will present "TOEFL 2026 Academic Discussion and Critical Thinking: Opportunities for Learning," and Nidal Butt will present "Scaffolding Timed Writing Through Socratic Questioning: An Action Research Project." Additionally, the CT SIG president, James Dunn, will speak on opportunities to participate, present, and publish with the SIG.

Speakers: Prof. Ariel Tabak (Temple University, Japan Campus), Mr James Dunn (Meiji University), Nidal Butt (Kanda University of International Studies), Wayne Devitte (Tokai University)

415 PIE SIG Forum/AGM 90 minutes

The Performance in Education (PIE) SIG Forum has six panelists: Darren Kinsman, Brian Gallagher, Philip Head, Ashley Ford-Mihashi, Ben Backbow, and Thomas Paeme (David Kluge MC), introducing PIE topics of global and local impact. Other PIE speakers may participate (Kevin Bergman and George MacLean). Time for Q&A will be available.

Speakers: Prof. Anthony Brian Gallagher (Meijo University), Ashley Ford (Nagoya City University), Darren Kinsman, Philip Head (Osaka Jogakuin University), Thomas Paeme (Aichi University of Education), ben backwell (Nagoya city university)

416 Listening SIG Forum/AGM 90 minutes

Speaker: Dr Naheen Madarbakus-Ring

Room 905: SIG Forums

417 Pragmatics SIG Forum/AGM 90 minutes

Pragmatics SIG Forum (11.00-11.45am Saturday 21/11/2026)
AGM 90 minutes (11.45-12.30am Saturday 21/11/2026)

Forum: Pragmatic Appropriateness Across Spoken and Written Modes
Language instruction encompasses learners’ ability to use language pragmatically and appropriately. This forum examines how pragmatic appropriateness varies between spoken and written modes, focusing on the influence of context, interlocutors, topic, and mode-specific characteristics. The 15-minute panel will introduce key issues in spoken and written pragmatics, followed by a 30-minute interactive discussion. Participants will exchange perspectives, examine examples, and collaboratively consider the implications of mode-sensitive pragmatic competence for language teaching.

Speakers: Benio Suzuki (Utsunomiya University), Yosuke Ogawa (Kobe University)

418 Bilingualism SIG Forum/AGM 90 minutes

419 GILE SIG Forum/AGM 90 minutes

Speakers: Koji Yamamoto (愛知県立刈谷北高等学校), May Kyaw Oo (Kanda University of International Studies), Shalvin Singh (Kanda University of International Studies)

Room 906: Concurrent Sessions

420 Macquarie University Forum

In this 60-minute forum, Macquarie alumni will share how AI and emerging technologies are influencing their teaching, research, administration, and institutional practices. The panel will explore how practices have evolved over the past year, what is currently being implemented in their workplaces, and the broader impact these developments are having across educational and professional contexts.

Speakers: Dr Fern Sakamoto (Nanzan University), Jonathan Shachter (Kyushu Sangyo University), Dr Josh Kidd (Utsunomiya University), Kane Linton (Wayo Women's University), Prof. Malcolm Sim (Akita International University), Simon Humphries (Kansai University)

421 Trends in Research Methods in Language Teaching Journals

Speakers: Saki Suemori, 真紀 今澤 (筑波大学), Junko Takahashi (Showa Women's University)

Room 906: SIG Forums

422 GALE SIG Forum/AGM 90 minutes

423 TD SIG Forum

This years Teacher Development SiG forum will follow a workshop format. This format has worked well in recent years and enables the presenters (or workshop leaders) and audience (or participants) to be more involved in the event. We will have 3 workshop leaders who will tell stories and provide something to take away from their sessions after an interactive component. The theme will be 'The development of teachers: Outside the classroom'.

Speakers: Dr Dominique Vola Ambinintsoa Razafindratsimba (Kanda University of International Studies), Ivan Botev (Toita Women' College / Hosei University), Junko Takahashi (Showa Women's University), Yukiko Akiba (Kanda University of Internationl Studies)

424 THT SIG Forum/AGM 90 minutes

Room 1207: Tsukuba University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Rie Koizumi (University of Tsukuba)

425 Longitudinal Development of Functional Adequacy in Integrated Speaking Tasks

This presentation is sponsored by Tsukuba University Graduate Student Showcase

Speaker: Ms Mari Ito (National Institute of Technology, Nara College)

426 Evaluating the Prompt Design and AI-Generated Feedback for AI-Mediated Role-Play

This presentation is sponsored by Tsukuba University Graduate Student Showcase

Speaker: Shereen Wong (University of Tsukuba)

427 Intercultural Competence Test Washback in University English Education

This presentation is sponsored by Tsukuba University Graduate Student Showcase

Speaker: Lingtian Cao (University of Tsukuba & East China Normal University)

428 Does Speaking Shape Comprehension in Reading-to-Speaking Tasks? A Pilot Study

This presentation is sponsored by Tsukuba University Graduate Student Showcase

Speaker: Kaito Kogawa (University of Tsukuba)

429 From Perception to Production: An Integrated Model of L2 Pronunciation

This presentation is sponsored by Tsukuba University Graduate Student Showcase

Speaker: 佳子 山田 (名古屋大学大学院人文学研究科)

430 Pronunciation Engagement Trends Among English Learners: An AI-Based Assessment

This presentation is sponsored by Tsukuba University Graduate Student Showcase

Speaker: 奥村 眞知 (筑波大学大学院　人文科学ビジネス科学学術院　人文社会科学研究群　人文学学位プログラム　英語教育サブプログラム)

Room 1208: Nagoya University of Foreign Studies Graduate Student Showcase

Conveners: Kevin Ottoson (Nagoya University of Foreign Studies), Patrick Kiernan (Meiji University)

431 Nagoya University of Foreign Studies Graduate Student Showcase

This presentation is sponsored by Nagoya University of Foreign Studies Graduate Student Showcase

Speaker: Nanako Ando

432 Nagoya University of Foreign Studies Graduate Student Showcase

This presentation is sponsored by Nagoya University of Foreign Studies Graduate Student Showcase

Speaker: Erik Tsuchiya (Nagoya University of Foreign Studies MATESOL Student)

433 Developing Interactional Competence through Recursive Conversations

This presentation is sponsored by Nagoya University of Foreign Studies Graduate Student Showcase
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 questions, confirmation questions, and elaboration. Findings from recordings, questionnaires, and reflective interviews suggest that recursive practice helped students notice language, ask more questions, and maintain conversations with more confidence.

Speaker: Russell Chan

434 Enhancing Communicative Competence Through Skills Integration

This presentation is sponsored by Nagoya University of Foreign Studies Graduate Student Showcase.
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 investigates a three-part reading framework that integrates the four language skills to promote communication and increase student engagement.

Speaker: Risqika Annisa (Nagoya Foreign University)

Room 1208: Akita International University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Dr Tomohisa Machida (Akita International University)

435 Akita International University GSS

This presentation is sponsored by Akita International University

436 Akita International University GSS

This presentation is sponsored by Akita International University GSS

Room 1207: Waseda University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Dr Theron Muller (Waseda University Faculty of Human Sciences)

437 When Women Appear, Who Speaks? Women’s Day in China’s Press

This presentation is sponsored by Waseda University Graduate Student Showcase.

This presentation examines how mainland Chinese newspapers localize International Women’s Day and position women through social roles, attributed voice, and represented agency. It will compare a planned stratified sample of 400 articles from 1924–1952 and 2000–2025 using quantitative content and qualitative discourse analysis. A media-literacy task invites language learners to examine quotation, grammatical agency, and evaluation by asking who appears, who speaks, who acts, and who defines the commemoration.

Speaker: Zimao Xiao (Waseda University)

438 Waseda University Graduate Student Showcase

This presentation is sponsored by Waseda University Graduate Student Showcase

Speaker: bing jie (waseda university)

439 Waseda University Graduate Student Showcase

This presentation is sponsored by Waseda University Graduate Student Showcase

Speaker: Junwei Shao (Waseda University)

440 Waseda University Graduate Student Showcase

This presentation is sponsored by Waseda University Graduate Student Showcase

Speaker: Mrs Anisah Ghina Wijayanti (Waseda University)

441 Waseda University Graduate Student Showcase

This presentation is sponsored by Waseda University Graduate Student Showcase

Speaker: Peini LI

Room 1109: SIG Forums

Sunday 22 November

Large Hall: Plenary Sessions

Conveners: Amy Braun (Seto Solan Primary School), Ms Yoko Takano (NUFS)

442 Plenary C: The Multilingual Mindset Prepares Language Learners for Social Participation

This year’s JALT theme invites us to consider our language teaching profession as a call for us to prepare our students for engagement beyond the classroom. In this piece, I offer three ways in which we can meaningfully prepare our students for social participation: a shift in our mindset, a shift in our policies, and a shift in our practices.

Speaker: Loy Lising (Macquarie University)

443 Plenary Panel Discussion

Room 1002: Featured and Invited Speakers

444 Translation, AI, and Intercultural Communication in EFL

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 these examples, the presentation discusses the possibilities and limitations of AI-assisted translation in intercultural communication and English language education. Particular attention is given to how AI-generated translations can help Japanese learners of English develop greater awareness of style, audience, nuance, and culturally appropriate expression in literary, educational, and professional communication contexts.

Speaker: 雅之 寺西 (兵庫県立大学　環境人間学部)

445 Building Digital Workflows for Policy Research

This workshop examines the use of digital workflows for language policy research. Participants will explore how digital methods can support the analysis of language education policy documents across different educational and linguistic contexts. Through hands-on activities, attendees will compare human and AI-generated summaries, develop thematic coding categories, and discuss issues of reliability in AI-assisted research. The session will also introduce the use of policy indices for comparative analysis, including approaches to analysing and comparing policies across different languages and systems. In addition, participants will explore methods for building searchable policy corpora and longitudinal repositories for comparative policy research.

Speaker: Kane Linton (Wayo Women's University)

446 Kevin Cleary Invited Speaker Workshop

Speaker: Kip Cates (Tottori University)

447 Bill Balsamo Asian Scholar Invited Speaker Presentation

Speaker: Willy Ardian Renandya (National Institute of Education, Nanyang Technological University)

448 Using AI to Support Ethical Classroom Research Planning

Unvetted presentation sponsored by the JALT Research Grants Committee

Speaker: Gregory Sholdt (Kobe University)

449 Plenary Workshop C

Speaker: Loy Lising (Macquarie University)

Room 1006: JALT Sponsors

450 Bringing the NGSL into the Classroom with In Focus

This presentation is sponsored by KINSEIDO.

The four-level In Focus series systematically develops learners' high-frequency vocabulary through the New General Service List (NGSL), with the fourth level introducing the New Academic Word List (NAWL). This presentation explores the corpus-informed principles behind the series, including vocabulary selection, recycling, lexical progression, and integrated skills instruction. Classroom examples will demonstrate practical techniques for teaching vocabulary more efficiently while simultaneously developing learners' communicative competence and critical thinking skills.

Speaker: Charles Browne (Meiji Gakuin University)

451 Getting More from a Textbook: From Structure to Freedom

Textbooks are often treated as a sequence of exercises rather than a springboard for communication. Drawing on examples from the intermediate-level EFL textbook Express It!, this practical workshop shows teachers how to extend model conversations, grammar, vocabulary, pronunciation, listening, and speaking tasks into purposeful communicative work. Using a structure-to-freedom approach, participants will explore techniques for scaffolding activities, increasing student output, building fluency, and adapting familiar textbook material for more engaging classroom use.

Speaker: Herman Bartelen (Daito Bunka University)

452 Learner-led conversation analysis in a task-based course

This practical session demonstrates how conversation analysis tasks can be used to draw learner attention to self-selected language forms. Learners listen to, transcribe, discuss, and analyze authentic listenings. After noticing forms that they find of interest, learners try using them in follow-up speaking tasks. These speaking tasks, in turn, can be analyzed by other learners in a sequenced task cycle. Participants will come away with an engaging and effective lesson plan that engages critical thinking.

This presentation is sponsored by Atama-ii Books.

Speakers: Marcos Benevides (J. F. Oberlin University), Pino Cutrone (Nagasaki University)

453 Mistakes Welcome! Building a Growth Mindset

This presentation is sponsored by Oxford University Press.

While educators value a growth mindset, translating those beliefs into every daily classroom routine is often an ongoing practice.This interactive workshop explores how teacher behaviours directly impact student motivation and success. Participants will reflect on their baseline beliefs, identify common situations where practice diverges from intentions, and gain practical, growth-signalling feedback strategies to ensure their classroom actions support student resilience.

Speaker: Michael Stockwell (Sugiyama Jogakuen University)

454 Speaking Matters: Course Methodology of Evolve 2nd edition

This presentation is sponsored by Cambridge University Press & Assessment.

Drawing on insights from language teaching experts and classroom research, this presentation explores practical approaches to developing learners’ speaking confidence. We will look at how engagement, interaction, and meaningful communication can be fostered in the language classroom, and how these principles are reflected in the design of the new 2nd edition of Evolve. Examples and practical teaching strategies will be shared throughout for teachers to explore and adapt as appropriate to their contexts.

Speaker: Andrew Archer (Cambridge University Press & Assessment)

455 AI-Powered Learning and Assessment for Real-World English

Many learners succeed in classroom English yet struggle to communicate effectively in real-world situations. This presentation demonstrates how an integrated cycle of assessment, targeted learning, and reassessment can bridge that gap. Using EnglishCentral and Versant by Pearson as examples, attendees will explore practical ways AI-powered assessment and digital learning can quickly level-set students, identify strengths and needs, personalize practice, and measure progress over time, supporting learners' real-world communicative competence.

Speakers: Mr Alan Schwartz (EnglishCentral JAPAN KK.), Kayo Sato (Pearson Japan)

Room 1007: JALT Sponsors

456 Building Fluency with "Straight Up" and Beyond

This presentation is sponsored by Oxford University Press.

In many parts of the world, the curriculum is shaped by language textbooks, which play a central role in language instruction. In EFL contexts, opportunities to improve speaking fluency outside the classroom remain limited. In this workshop, we will explore OUP’s new textbook series, Straight Up, and its accompanying support materials. The presenter will also share tasks that balance accuracy, fluency, and complexity to support effective communication practice beyond the textbook.

Speaker: Daniel Paller (Kinjo Gakuin University)

457 englishbooks.jp #3 (Workshop, 30 minutes)Teaching CLIL/EAP to Low-Level Learners

This presentation is sponsored by (add sponsor name.)

The 'information shape' of discourse has a major impact on its comprehensibility. And, the difficulty of the content—its semantic load—strongly influences how easily the syntax can be understood. This talk will look at the details about how texts can be simplified, beyond simple lexical analysis. CLIL and EAP content CAN be introduced and used very effectively with low level learners. This talk will discuss how, giving examples of appropriate texts and activities.

Speaker: Alastair Graham-Marr (ABAX Ltd)

458 englishbooks.jp #8 (Workshop, 60 minutes) Xreading plus AI: a Combination for Success

This presentation is sponsored by englishbooks.jp

Xreading is an online library that gives students access to thousands of graded readers and allows instructors to track their students’ reading progress. Since its launch in 2014, the system is being continuously being updated and improved with new features and more books. In this presentation, the founder of Xreading will demonstrate the newest features, including the highly anticipated AI powered “Book Chat”, “Book Whisperer”, and “Story Generator” components.

Speaker: Paul Goldberg (Xreading)

459 englishbooks.jp #1 (Workshop, 30 minutes)Adding a human touch to English for economics

This presentation is sponsored by Perceptia Press

Add a 75-word summary of the presentation here.
This presentation introduces a new textbook for economics and business learners, focussing on basic concepts and also uniquely featuring a number of important female and male historical figures who contributed to the development of the subject, presenting a human side in addition to full coverage of the technical aspects. The newly published Economics: Concepts and People aims to both educate and inspire, while providing a balance of skills and vocabulary and plenty of classroom interaction.

Speaker: Joseph Wood (Nanzan University)

460 M's Publishing #2 (60 minutes)

This presentation is sponsored by (add sponsor name.)

Add a 75-word summary of the presentation here.

Room 1008: JALT Sponsors

461 Beyond Chatbots: Designing an AI Tutor for Language Learning

This presentation is sponsored by EnglishCentral.

How can AI conversation partners support language learning beyond the classroom? This session introduces the design principles behind MiMi Chat, an AI conversation partner used at over 50 universities. Drawing on data from more than 15,000 learners and classroom case studies, we explore how guided interaction, CEFR-based feedback, and AI-supported assessment can enhance learner engagement and communicative competence while supporting teachers in higher education.

Speaker: Mr Alan Schwartz (EnglishCentral JAPAN KK.)

462 Using TOEFL iBT Tasks to Strengthen Teaching and Learning

This presentation is sponsored by ETS Japan

This session illustrates how communicative language tasks on the updated TOEFL iBT test can be used to support and strengthen meaningful English language teaching and learning. While assessment tasks are designed to accurately measure English proficiency, they may also guide and promote language learning. The session introduces selected test tasks from each of the four skills and demonstrates how they can be adapted for effective teaching and learning purposes.

Speaker: John Norris (ETS Japan)

Room 1009: JALT Sponsors

463 Current Trends in English Language Education by DJ West

This presentation is sponsored by McGraw Hill Education.

English language learning continues to evolve in response to technological innovation, globalization, and shifting student needs. This session examines the past practices and then a look forward into the present and the emerging trends impacting K–12 classrooms, including the integration of AI-supported learning tools, blended and personalized approaches, and strategies to foster communicative and intercultural competence. Emphasis will be placed on supporting multilingual learners and implementing culturally responsive practices that promote equity and inclusion. Participants will gain insights and actionable methods to enrich classroom instruction, increase student engagement, and prepare learners to use English confidently in academic and real-world contexts.

Room 1101: Featured and Invited Speakers

464 Project-Based Learning Through COIL and Global Internships

This workshop explores how project-based learning can foster intercultural competence, global engagement, and transferable skills through COIL (Collaborative Online International Learning) and international internship programs. Drawing on examples from a Japanese university, Macquarie University's PACE program, and international partnerships, the session demonstrates how students engage in authentic projects that connect academic learning with real-world and cross-cultural experiences. Participants will examine practical approaches for integrating project-based learning into face-to-face, online, and blended courses. The workshop highlights strategies for developing communication, collaboration, critical thinking, and global competence while providing adaptable models for diverse educational contexts.

Speakers: Dr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)

465 Using AI as a Language Teaching Resource

AI tools can efficiently support content creation, lesson planning, and curriculum development while adapting materials to different learner needs (Besmer et al., 2025), increasing engagement and motivation (Binhammad et al., 2024). This workshop explores how various large language models (LLMs) can streamline material creation, including designing handouts, simplifying language, and generating ideas. Participants will examine which LLMs work best for different purposes, and how to remain the human in the loop throughout the material creation process. They will also learn to identify and address common AI limitations such as hallucinations, logical errors, and CEFR inconsistencies.

Speaker: Sarah Deutchman

466 AI in Language Education: Perspectives from Students and Teachers

This presentation examines the integration of artificial intelligence in language education through the perspectives of both students and teachers. Drawing on data from a large-scale student survey of more than 1,500 university students and their teachers, the session explores patterns of AI use, perceived benefits, challenges, and confidence in evaluating AI-generated content. Teacher survey data and classroom experiences will provide a complementary perspective, allowing for comparison between student and teacher perceptions. Attention will be given to areas of convergence and divergence between these groups and the implications for teaching, learning, assessment, curriculum design, and AI literacy development.

Speakers: Dr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)

467 The New Auto-Peer: Leveraging GenAI in Automated Feedback

This research-oriented presentation will introduce the new Auto-Peer’s customizations for Japanese foundational level learners, providing a data-informed compliment to our practically-oriented workshop. We will describe the desirable aspects of generative AI (GenAI) output that we leveraged to help students further improve their academic writing. Specifically, we describe how analysis of the discursive features of Japanese (n=68) and UAE (n=81) student texts when compared to GenAI-generated texts demonstrated insufficient cohesion and, for the Japanese students, a lack of consistent verb use. We explain how, using these insights, the new Auto-Peer leverages these more proficient aspects of GenAI writing to ethically inform students about how they could improve their writing, leaving them in charge of and responsible for their texts.

Speakers: Dr Theron Muller (Waseda University Faculty of Human Sciences), Jerry Talandis Jr. (University of Toyama), philip McCarthy (American University of Sharjah)

468 Macquarie University #1 (30 minutes)

This presentation is sponsored by (add sponsor name.)

Add a 75-word summary of the presentation here.

Speaker: Prof. Malcolm Sim (Akita International University)

Room 1102: JALT Sponsors

Room 1103: JALT Sponsors

469 How to teach our students to speak “natural” English

This presentation is sponsored by Nellie's English Books.

A typical conversation doesn't unfold the same way in Japanese as it does in English. This presentation outlines the basic principles that shape natural English conversation and shows how to incorporate them into oral communication courses at two levels: CEFR A2, where students usually need to be "unblocked" enough to hold a basic conversation, and CEFR A2–B1, where the focus shifts to developing skills needed to sound more natural, engaged, and friendly.

Speaker: STEPHEN RICHMOND (Bukkyo University)

Large Hall: Meetings and Forums

470 TEVAL SIG Forum/AGM 90 minutes

471 Publishing Opportunities in JALT

Speakers: Greg Dalziel (The University of Tokyo), Joe Geluso (Nihon University College of Law)

Room 1001: Poster Sessions

Convener: Susan Meiki (JALT Business Manager / Okayama University / Poster Chair)

472 [University] Teaching Opportunities in Central Asia

With Central Asia’s population passing 80 million and over half under 25, the region faces an urgent demand for higher education. In response, countries like Uzbekistan and Kazakhstan are rapidly expanding international partnerships and branch campuses. Drawing from firsthand experience across three tertiary institutions in Central Asia, an American EFL/EAP instructor explores career opportunities for educators.

473 Critical Thinking and Media Analysis: A Basic Toolkit

Speaker: Frank Bailey (Baiko Gakuin University)

474 English Learning Coaching at a University: Significance and Challenges

Speaker: Mayumi Watanabe (Tokiwa University)

475 Investigating a Peer-to-Peer Reflection-Discussion Activity

Speaker: Robert Moreau (Meiji University)

476 Needs-Supportive Behaviors from Teachers and Peers

Speakers: Tomoko Hashimoto (Tokyo Future University), Yushi Kashimura (Graduate School, Meiji University)

477 Rhetorical Moves in Student-Authored IMRaD Results Sections

Speakers: Alexandra Terashima (University of Tokyo), Anna Bordilovskaya (Tokyo City University)

478 Surviving AI: Project-Based Communication Teaching

Speaker: Bruno Vannieu (Alma Publishing)

479 The effect of task type and speaker L1 on speech assessment

Speakers: Noriko Yamane (Hiroshima University), Philip Head (Osaka Jogakuin University)

480 The Power of Positive Emotion in Group Work

Speakers: Larry Xethakis (Tokai University, Kumamoto Campus), Oliver Edwards (Sojo University)

481 Translanguaging as Resistance for Multilingual Learners

Speakers: Ari Chinchilla (University of Pennsylvania), María Cioè-Peña (University of Pennsylvania, Graduate School of Education)

482 Using ChatGPT to Enhance Students’ L2 German Skills

This study explores how communicative ChatGPT tasks may enhance L2 German learning for CEFR A2–level university students. An analysis of students’ chat transcripts, along with a post-task survey, revealed that learners perceived the tasks as useful for receiving feedback on their L2 output and for improving their vocabulary, grammar, and writing skills. Despite some linguistic challenges, learners were able to use ChatGPT independently. However, guidance and classroom follow-up are essential for effective learning.

Speaker: Axel Harting (Hiroshima University)

483 Visualizing Student Performance with a Desk Heat Map

Speaker: Adam Stone

484 韓国中学英語教科書におけるSDGsの扱い ―日本の先行研究との比較―

Speaker: 由美 長谷川 (近畿大学)

485 AI Anxiety Among University Faculty in Japan: Early Findings

This study investigates AI anxiety (AIA) among higher education faculty in Japan using a bilingual adaptation of the AI Anxiety Scale (AIAS; Wang & Wang, 2022). An online survey was distributed to faculty at universities across Japan. Preliminary findings establish a baseline measurement of AIA in the Japanese higher education context and explore demographic factors associated with anxiety levels, offering implications for institutional AI policy and faculty development.

Speaker: Aubra Bulin (Okayama University)

486 Attenuation of Spoken Features in ASR/LLM-Mediated Output

Speaker: Yuichi Ishikawa (Kokusai Junior College)

487 Beyond the Textbook: AI Storybooks in University EFL

This practice-based poster reports on a classroom intervention using Google Gemini Storybooks to create personalized, AI-generated stories which supplemented a university reading course for CEFR A2–B1 level learners. The activity reviewed target vocabulary from the assigned reading textbook in a motivating way while engaging students in critical analysis of AI-generated images and narrative logic. The poster highlights affordances for learner engagement and critical digital literacy, and invites discussion of practical and ethical considerations.

Speaker: Rebecca Funabashi (Yokohama City University)

488 Developing a Spy-Themed Experience to Teach World Englishes

Speaker: Nicholas Driscoll (Baiko Gakuin University)

489 E Learning Vocabulary Homework and Vocabulary Acquisition

Speaker: Ian Dagnall (Kyushu Sangyo University)

490 Feedback timing and affective individual differences

Speaker: Sato Matsunaga (Keio University)

491 Interculturality at home: TBL outside the classroom

This poster reports on a task in which students took intercultural action outside the classroom. The task encouraged students to consider the cultural complexity of their local environments and draw on their own networks to design and complete courses of action that were both meaningful and appropriate. Instructor observations indicated that students were able to access rich resources for intercultural interaction, although there was a need for explicit critical engagement to challenge essentialist cultural assumptions.

Speaker: Tim Connell (Nagoya City University)

492 Is Gambaru a Universal Belief Among University Students?

Speakers: Tomoko Hashimoto (Tokyo Future University), Yushi Kashimura (Graduate School, Meiji University)

493 Japanese Returnee Parent's Beliefs About Bilingualism

Speaker: Ryoko Tanaka (Sophia University)

494 Making Japanese EFL Classrooms Work For Learners with ADHD

Speaker: Ms Zoe Barber (Kansei Gakuin University)

495 Marketing Study Abroad: Discourse in University E-Brochures

Speaker: Jarwin K. Martin (Seigakuin University)

496 On Track to Fluency: Brain-Based EFL Task Design

Speaker: Ms Brianna Hamamoto (Hannan University (ECC Japan))

497 Peer-generated Keyword Method sentences in the classroom

This poster describes the results of two pedagogical interventions designed to help increase the use of peer-generated Keyword Method (KWM) sentences among second-year students at a national university in Japan. Experiment 1 substantially increased the number of peer-generated KWM sentences that students had access to, and Experiment 2 looked at whether having student-created images for KWM sentences with high concordance would increase the uptake of peer-generated KWM sentences.

Speaker: Scott Sustenance (Muroran Institute of Technology)

498 デジタル技術を導入した日本観光文化コースにおけるボードゲームガイド設計の教育研究

Speaker: SHIH HSIU CHING (HungKuo Delin University of Technology)

499 LD SIG Forum/AGM 90 minutes

Room 1003: JALT Junior

500 The small private school’s action research results: How the young learners improved their communicative competence

Speaker: Ms Yoko Takano (NUFS)

501 Video‑Based and Paper‑Based Storytelling in the GIGA Era: Implications for Children’s English Learning

Speaker: TAKAKO WATANABE (Gunma University)

502 The Effect of Extended and Focused Phonics Instruction to Decode Written Texts in Japanese Elementary Education

Speaker: 千江里 島村 (さいたま市立宮原小学校)

503 JTEs’ and ALTs’ Differing Perspectives on Team Teaching

Speaker: Dr Tomohisa Machida (Akita International University)

504 Short Intervention for the Enhancement of Phonemic Awareness

This presentation reports on a study that examined the enhancement of phonemic awareness among elementary school students in Japan through a short intervention. The intervention was a 5 ~10-minute tablet-based task conducted once a week for approximately five weeks. The results showed whether there was a statistically significant difference in phonemic awareness improvement between the intervention and control groups. Item facility analyses are also presented, together with possible explanations for the difficulty with specific items.

Speaker: 宇野 晶貴 (早稲田大学、大学院、教育学研究科)

505 Supported Extensive Reading for Children's ER Success

Speaker: Lesley Ito (BIG BOW English Lab)

Room 1004: JALT Junior

506 Task-Based Learning for Adolescents in a 100-Year Life

Speaker: Namiko Tsuruta (Kanda Jogakuen Junior and Senior High School)

507 Cultural Progression and 4Cs in JHS English Textbooks

This presentation analyzes the extent to which MEXT-approved junior high school English textbooks from six publishers reflect the Course of Study’s objective of fostering cultural awareness through competencies associated with 21st-century skills. Findings indicate that although intercultural awareness has developed, cultural representation remains at a surface level. Cultural content remains a central focus across grades. Regarding the development of 21st-century skills, although communication is emphasized in textbook activities, collaboration and creativity remain limited.

Speaker: Rie Kawamura (Akita International University)

508 Community Ambassadors: A Project-Based Learning Approach

Speaker: Amy Braun (Seto Solan Primary School)

509 Authentic Inquiry: Empowering ELLs Through Conceptual Learning

Speaker: Marybeth Kamibeppu (Marist Brothers International School)

510 Designing learning tasks with children

Speaker: Ms Tomoko Kikuchi (Elementary School in Komae, Tokyo)

511 Practical AI Tools for Interactive English Classrooms

Speaker: Swati Arora (Yokohama National University)

Room 1005: JALT Junior

512 Teachers Are Also Human: Emerging Perceptions of Teaching

Speaker: Vu Tran Thanh (Independent Researcher)

513 Enhancing Students’ Metacognition Through Reflection

Speaker: Miyuki Izuo

514 The Pros and Cons of Implementing Bilingual Education in Taiwan’s Elementary Schools: Voices from the Policy Executors

Speaker: Eric Chia-Hwan Chen (National Taipei University of Education)

515 Narrative Elements and Ludic Pedagogy in Debate Exercises

Speaker: Daniel Patrick Chesmore

516 Grammar-function links in interaction and production

The main purpose of this presentation is to examine communicative grammar examples in terms of language functions and English for interaction and for production. In this study, written data from dialogues and plural sentences used in the sections of English grammar and language functions from textbooks were collected, analyzed, and categorized. Findings in this study suggest that English grammar and language functions can be instructed interdependently, in terms of English for interaction and production.

Speaker: Yukiharu Nakazumi (Kagawa University)

517 Supporting Linguistically Diverse Students in Hyogo, Japan

Speaker: Andrew Ahearne (Kitano High School (Osaka))

518 High School Students’ Engagement in Vocabulary Learning

Speaker: Ryoko Kishi

519 Student voice in language education research

Speaker: 由美子 今西 (University of St. Andrews / 横浜市立横浜サイエンスフロンティア高等学校)

Room 1006: Learner Development

520 Impacts of communicative learning strategies on motivation

Speaker: Marie-Claude Toriida (Hanazono University)

Room 1101: Game-based Learning

521 University English Instructors' GBL Practice and Perceptions

Speaker: Shiori Hidaka (大阪女学院大学大学院)

Room 1102: Teaching Speaking

522 Co-constructing knowledge and community through post-presentation Q&A

Speaker: Ayumi Inako (Kobe City University of Foreign Studies)

523 High School Feedback and University Presentation Skills

Speaker: Junko Takatori (Juntendo University)

524 Jibun Nara Dekiru!: Self-Talk and Emotion in EFL Speeches

Speaker: Dawn Kobayashi (Onomichi City University)

Room 1104: Learner Development

525 The Power of Project-Based Language Learning

Speaker: Zuzana Tomas (Eastern Michigan University)

526 Overseas Program Impact Across Developmental Stages

This study examines how the impact of overseas programs differs across junior high, high school, and university levels using multiple assessment measures, including the Beliefs, Events, and Values Inventory (BEVI). Data were collected at multiple time points to examine developmental differences. Findings suggest that program effects vary by both program type and developmental stage, with different forms of growth emerging at each stage. The findings highlight the importance of designing developmentally aligned international education programs.

Speakers: Dr Hiroyuki Takagi (Tamagawa University), Noriko Muramatsu (Meiji University Meiji HS Meiji JHS)

527 What Helps Students Speak Up? Real-Time CTS in Game-Based Interaction

Speakers: Ms MEI SHIYI (Kansai University), Humphries Simon (Kansai University)

528 Cyclical Needs Analysis in CLIL Health and Wellness

Speakers: Jon Mahoney (Rikkyo University), Russell Minshull (Rikkyo University)

529 Teaching Research Through Fieldwork in EMI Courses

Speaker: Leslie Ono (Kwansei Gakuin University)

530 Why Do We Study Together?: Collective Student Efficacy

Speaker: Natsuho Mizoguchi (Nagoya University of Foreign Studies)

Room 1105: CALL and AI

531 Reconfiguring L2 Self-Efficacy in Posthuman AI Learning

Speaker: Hiroko Ueda (Kobe University)

532 Can triangulation improve AI-generated text detection?

Speakers: Michael Mondejar (International University of Japan), R. Paul Lege (Chukyo University)

533 Designing AI Learning Architecture for Intercultural ELT

Speaker: Frederic Lim

534 The Role of AI Feedback in Writing Tasks: Perceptions and Performance

Speaker: Ferg Hann (Tokai University)

535 Questioning Taken-for-Granted Assumptions: A Debate-Based Curriculum to Promote Critical Thinking and Perspective-Taking in Japanese EFL Classes

Speaker: Manami Sato (Kyoto University of Advanced Science)

536 Teaching Debate Cross-Examination with AI Mentors

Speaker: Paul Sevigny (Ritsumeikan Asia Pacific University)

537 Google Workspace: Teacher Collaboration & Student Learning

Speakers: Steve McGuire (Nagoya University of the Arts), Chris Huang (Nagoya University of Foreign Studies), Jonathon Pollack (Chubu University, Nanzan University), Julian Honeycutt, Mr Emanuele Ito

Room 1106: Teacher Development and Task Based Learning

538 Podcasting for Interdisciplinary Learning: A Pilot Study

Speakers: Matthew Schaefer (Sophia University), Matthew W. Turner (Tokyo University of Science), Robert Lowe (Ochanomizu University)

539 Thirty Years of Genre Research: Mapping ESP, RGS, and SFL Trends (1995–2024)

Speakers: Akiko Nagao (Ryukoku University), Cassi Liardet (Macquarie University)

540 Sketching in English

Speaker: Bryan Jennings (Yamagata University)

541 Training Teachers in CLT Instructional Approaches

Speaker: Shalvin Singh (Kanda University of International Studies)

542 English for Tourism: An Odyssey of TBL and PBL

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 alongside peers—toward becoming responsible participants who actively collaborate to achieve shared learning outcomes.

Speaker: Dara Langley

543 Task repetition, task goals, and learner proficiency

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 iterations. The presentation will also discuss how teachers might evaluate the suitability of task repetition for specific learners.

Speaker: Timothy Doe (Meiji University)

544 Task and project-based design to subvert AI abuse

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 ready-to-use examples will be shared, and participants will also learn how to develop their own project ideas.

Speaker: Marcos Benevides (J. F. Oberlin University)

Room 1107: Teacher Development

545 Automation in Google Sheets: Efficiency With Formulas

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 errors, and improve data-driven decision-making in their daily practice.

Speaker: David Lees (Kyoto University (ILAS))

546 Beyond the Bar Chart: Critical Visual Literacy in TESOL

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 dominant visual conventions and explore decolonial alternatives. Participants leave with practical tools to expand whose voices are visible in global research communication.

Speaker: Elizabeth Hashimura (University of St Andrews)

547 SFT for FLT: Systemic Functional Theory in Language Teaching

Speakers: Dr Leigh McDowell (Nara Institute of Science and Technology), Patrick Kiernan (Meiji University), Dr Thomas Amundrud (Nara University of Education), Akiko Nagao (Ryukoku University)

548 PanSIG: Supporting language teacher community and identity

Speakers: Chelanna White (Reitaku University), Kinsella Valies (Sophia University)

549 How Far Should We Go Down the Level of the Textbook?

Speaker: Mitsuko Imai (Tamagawa University)

550 Community's Role for Identity Construction: A Duoethnography

Speakers: Javiera Galaz (Kyoto University of Foreign Studies), Karin Cruz Bujanda (Kanda International Studies University)

Room 1108: Teaching Speaking and Writing

551 Using Journals to Enhance the Reading-Writing Connection

Speaker: Kelly Bolen

552 Ending Script-Dependency via Visual Storytelling

Speaker: Alexander Ito Maitland (Meiji University)

553 How Do Learners Develop in a University Speaking Class?

Speaker: Paul Garside (Meiji University)

554 Building Participation Through Structured Speaking Routines

Speaker: WILLIAM TRAVERS (British Council Japan)

555 Small groups, big confidence in public speaking

Speaker: Kate Piatkowski (Kwansei Gakuin University)

556 Beyond the Journal: Innovative Strategies for EFL Journaling

Speakers: Kate Matthews (Kansai Gaidai University), Sarah Murphy (Kansai Gaidai University)

Room 1109: Material Writing

557 MW SIG Forum/AGM 90 minutes

Speakers: Adam Littleton (Toyo University), L. G. Michael Brown (Tokyo International University), Matthew Cotter (Hokusei Gakuen University), Rachel Patterson (Kindai University), Stephen Bridge (Tokyo International University)

558 Japanese Undergraduates' Perceptions of EFL Textbooks

Speakers: Rapunzel Tomacder (Reitaku University), Seamus Johnston (Reitaku University)

559 Adopting Humanistic Tasks to Enhance L2 Learning Engagement

Speaker: Sakae Onoda (順天堂大学)

560 Boosting Productivity Beyond the Classroom: Seven Key Tools

Speaker: Dr Leigh McDowell (Nara Institute of Science and Technology)

561 Beyond Classroom Materials: How Pedagogic Input Shapes Output

Speaker: Jennifer Jordan (Kwansei Gakuin University)

Room 1201: Learner Development)

562 Evaluating the Outcomes of English Medium Instruction Programs in Mongolia and Japan: Graduates’ Perspectives

Speaker: Dr Sainbayar Gundsambuu (The University of Osaka)

563 The talk must go on: Sustaining progressivity in interaction

Speaker: Sajjad Pouromid (Setsunan University)

564 Student Use and Perceptions of a Self-Access Learning Space

This study investigates how first-year university students use a self-access learning space (SALC) during their first semester. A survey of 355 students examined usage frequency, purposes, satisfaction, and suggested improvements. Results indicate that although most students had visited the space, regular use was limited. The findings highlight the importance of understanding students’ motivations and needs in order to design more effective self-access learning environments and support services.

Speaker: Miyako Fujii (Utsunomiya University)

565 Cultivating Curiosity and Community: The Teacher's Role in a Tech-Heavy Classroom

Speakers: Dr Andrew Reimann (Aoyama Gakuin University), Natsuki Suzuki (University Lecturer, Tokyo)

566 Elicited Metaphor Analysis: University Students on GenA.I.

Speaker: Amanda Kira (Chuo University)

567 Facilitation Skills in Student‑Led Discussions

Speaker: Yuri Ichikawa

568 Change in EFL Motivation Over Four Years of Tertiary Study

Speaker: Chiho Kobayashi (Tenri University)

569 Adapting the GROW support model for university ELLs

Speaker: Charles Brown (Purdue University)

Room 1202: Global Issues

570 Critical Pedagogy: Connecting Research, Theory, and Practice

Speaker: Zoya Erdevig (Tokyo International University)

571 Margin Walkers: The Experiences of Faculty Employed on Fixed-Term Employment Contracts in Japanese Higher Education Institutions

Speaker: Brian Dubin (Kansai University)

572 GELT-informed materials in Japan: Is the need being met?

This presentation will describe a review of recent EFL coursebook catalogs from publishers in the Japanese market which identified coursebooks whose promotional materials reference features suitable for Global Englishes Language Teaching (GELT). The selected coursebooks were reviewed to determine the degree to which they could help language instructors in teaching English through the Global Englishes paradigm. The results will be used to argue that the market for GELT-informed materials is currently underserved.

Speaker: Andrew McMahon (Fukuoka University)

573 Designing a Global Englishes Course for University Students

Speaker: Ms Ma Wilma Capati (Kanazawa Institute of Technology)

574 Teaching Global Competence: Practice-based pedagogical approaches

Speakers: Jesus Alberto Pulido Arcas (Center for Global Education. The University of Tokyo.), Sylwia Ejmont (University of Tokyo), incoronata (nadia) inserra (Center for Global Education, The University of Tokyo)

575 Becoming a Critical Teacher

In this presentation we draw from a collective case study to examine the experiences and beliefs of self-identifying critical language teachers in Japanese university EFL. We explore the influences on their professional trajectories and pathways to critical teaching, as well as some of the factors that constrained their development as critical teachers. We suggest ways in which professional development could help them to reach their potential.

Speakers: Belinda Kennett (The University of Queensland), Dr Lachlan Jackson (Ritsumeikan University)

576 Adapting Model UN for Intermediate EFL Classrooms

Speaker: Inge Odendaal (Kansai Gaidai University)

Room 1203: Pragmatics

577 From Script to Interaction: Japanese Service Encounters

Speaker: Todd Allen (Kansai University)

578 Learning to Manage Interactional Troubles: Repair Strategies in EFL Academic Group Discussion

Speaker: Akiko Chiba (Kansai Gaidai University)

579 Developing Interactional Competence: Stance-Negotiation in Japanese University Classrooms

Speaker: Akiko Chiba (Kansai Gaidai University)

580 IMPAR² and Pragmalinguistic Modal Use in Process Writing

Speaker: Mr Prumel Barbudo (Meikai University)

581 Self-Talk to Boost Pragmatics and Reflective Practice

This study reports on a 10-week project of self-talk practice designed for university students, supported by qualitative analyses of their reflections. The results suggest that this simple approach can bring about significant changes in learners’ communicative endeavors, pragmatic awareness, and self-reflection on their learning and daily lives. Such fostered self-reflection may lead to Reflective Practice, promoting continuous learning and improvement both within and beyond the sphere of language learning.

Speaker: Sanae Oda-Sheehan (Ochanomizu University)

582 Cultural Study Enhanced Cross-cultural Collaborative Project

Speaker: Ms Kimiko Koseki (Seijo University)

Room 1204: CALL and AI

583 AI Integration in ELT: A Dual-Model Analysis in Vietnamese Higher Education

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 rather than for transformative pedagogy. The study highlights ChatGPT’s potential in EFL teaching and emphasizes the need to build lecturers’ ChatGPT literacy to enable deeper integration.

Speaker: Lien Cao (The Education University of Hong Kong)

584 ELF Communication: Insights from a Japan-Taiwan COIL

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 anxiety. The session discusses strategies students used to overcome communication breakdowns and how the project reshaped their perceptions of non-native English interactions.

Speakers: Gregory Birch (Seisen University), Yukiko Yabuta, Jeng-yih Tim Hsu (National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan)

585 Rubrics to Reports: Real-Time Peer Feedback for EFL Speaking

Speaker: Bradley Irwin (Kyoritsu Women's University)

586 Generative Artificial Intelligence and Student Feedback in L2 Writing

Speaker: Adam Christopher

587 A Digital Typewriter: Focus on Writing, Not on AI

Speaker: Roberto Soto Prado (Kanda University of International Studies)

588 Machine Translation and Learner Psychology

Speaker: Simon Cooke (Tohoku Institute of Technology)

589 Learner Perceptions of Asynchronous Simulated Video-Dialogue Activities in a Japanese University Blended Learning Conversational English Course

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 as beneficial for achieving course objectives. The findings suggest that simulated video-dialogues can support social presence and communicative competence, despite challenges related to learner engagement and perceived difficulty.

Speakers: Andrew Brown, Dustin Luthro (194-0211　東京都、町田市、相原町、1809-157)

Room 1205: Listening, Reading, and Literature

590 Simple Past and Perceived Difficulty in German ER

Speakers: Corinna V. Goto (Tohoku University), 美穂 磯部 (信州大学)

591 Instructional Design for Narrative Reinterpretation Using CLIL Pedagogy

Speaker: ANA MARIA FLORES (CHUKYO UNIVERSITY)

592 The Changing Landscape of Language Learning Beyond the Classroom: 2005–2025

Speaker: Ha Anh Thi Nguyen (Hanoi Pedagogical University 2)

593 Text Complexity and Readability in IELTS Academic Reading

Speaker: Thomas Legge (Momoyama Gakuin University)

594 Fast reading aloud for improving listening comprehension

Speaker: Katsuya Yokomoto (Sophia University)

595 Latin and Greek morphemes in academic reading comprehension

Speaker: Thanh Le

596 A Fluency First Approach to Teaching Reading

Speakers: Tomoko Nemoto (Temple University Japan Campus), David Beglar (Temple University, Japan Campus)

Room 1206: Critical Thinking

597 The role of elaboration in deepening group discussion: A case of A2/B1-level student discussion in a Content and Language Integrated Learning (CLIL) lesson at a Japanese university

Speakers: Ms Emi Fukasawa (Sophia Linguistic Institute for International Communication), Ms Hiroko Aikawa (Sophia Linguistic Institute for International Communication)

598 Teaching Critical Thinking Through Media Text Analysis

Speaker: Cameron Flinn

599 Perspective-switching: a CLIL Scaffolding Strategy

Speaker: Alexander Selman (Rikkyo University)

Room 1206: Global Issues

600 JALT–International Partners Meeting

JALT invites representatives of all International Partners to join the JALT–International Partners Meeting, which will explore collaborative opportunities in research, professional development, and other joint initiatives, ensuring our shared expertise supports meaningful educational development. With Pan-Asian Consortium partner representatives, we will also discuss upcoming and future PAC conferences. We look forward to welcoming all International Partner representatives and other interested participants to this meeting. The session will encourage dialogue, networking, and planning for sustained collaboration.

Speaker: Richmond Stroupe (Soka University)

601 Voices for Peace: From Classroom Ritual to Civic Engagement

Speaker: Sadie Nitta

602 Using CLIL to Increase Motivation in an Interpreting Course

Speaker: Mrs Yukie Nobutsune (Tokyo Woman's Christian University, Temple University, Japan Campus)

Room 1207: Temple University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Tomoko Nemoto (Temple University Japan Campus)

603 Temple University Graduate Student Showcase

This presentation is sponsored by Temple University Graduate Student Showcase

604 Temple University Graduate Student Showcase

This presentation is sponsored by Temple University Graduate Student Showcase

605 A Speaking Course for Beginner University Students

This presentation is sponsored by Temple University Graduate Student Showcase.

The speaking course presented here is created with the assumption that students learned vocabulary and grammar from elementary school up through high school but have not learned how to apply that language in a way that creates communicative competence. The skills, topics, and activities presented here are designed to help first year university students build a foundation that can lead to communicative competence. The lessons are based around topics such as Japanese culture and are chosen to be both as inclusive as possible for Japanese university students and help the students build their English abilities by using topics that would already be familiar to the students.

Speaker: Evan Shapiro (Temple University Japan Campus)

606 Temple University Graduate Student Showcase

This presentation is sponsored by Temple University Graduate Student Showcase

Speaker: Avery Afshari

607 Temple University Graduate Student Showcase

This presentation is sponsored by Temple University Graduate Student Showcase

Speaker: Victor Allen Wolfe

Room 1208: Bilingualism

608 Language of Instruction: Student Attitudes and Perceptions

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

609 Teacher Translanguaging in Thai EFL: A Systematic Review

Speaker: Warangrut Duangsaeng (Kasetsart University)

Room 1208: First-time Presenters

610 Nagano Chapter First-time Presenter

Speakers: Miguel Mision (University of Nagano), Yannick Brusaporco

611 Fold Here: Zines in the Writing Classroom

Speakers: Mr Matthew French (Okayama University), Tim Cleminson (Okayama University)

612 Sendai Chapter First-time Presenter

613 Oita Chapter First-time Presenter

Sponsored by the Oita chapter of JALT

Room 1209: Vocabulary and Writing

614 Kinesthetic Learning Enhancing Learner Motivation

Learners across all three proficiency levels showed reduced psychological barriers to All-English reading instruction when kinesthetic learning activities, such as Walk & Read and Running Dictation, were incorporated. Lower-proficiency learners became willing to engage independently, intermediate learners showed increased motivation to continue All-English learning, and upper-proficiency learners applied reading strategies during home study and engaged in more output-oriented practice. These results suggest that kinesthetic learning can enhance motivation.

Speaker: Koji Namihira (Meio University)

615 Development of Corpus-Informed ESAP Materials for Geography

This study reports the design and evaluation of corpus-informed ESAP materials for geography undergraduates, integrating vocabulary from a corpus-based wordlist derived from a 1.4-million-word geography corpus. Vocabulary was selected based on topic relevance, L1–L2 distance, and technicality. The study shows that document frequency (DF) strongly predicts pedagogical uptake; corpus-based vocabulary with high DF is more likely to appear in materials. In addition, students found the materials relevant, varied, challenging, and engaging.

Speaker: Andreja Drašler (University of Ljubljana, Faculty of Arts)

616 An Efficiency Paradox in L2 Vocabulary Learning

Speaker: Dr Aeric Wong (Osaka Jogakuin University)

617 Gairaigo: An ongoing investigation into their use, reception, and perceptions thereof.

Gairaigo, or loanword cognates, are an important aspect of second language learning. In this presentation, data gathered from Japanese English learners and English L1 speakers aimed to discover to what extent Japanese English learners use gairaigo when speaking in English and to what extent they are understood by English L1 speakers. Data collected from Japanese English teachers revealed the opinions of Japanese English teachers at the primary-level of education. A mixed methods approach allowed data to be collected in a variety of ways, enabling a greater understanding of the topic. The findings indicate that gairaigo are used by Japanese English learners when speaking in English and there is a tendency for them to be understood by English L1 speakers when used in full sentences. The study also revealed that Japanese English teachers at elementary schools have varied views on the source of gairaigo and whether they could be used as an aid to second language acquisition. The presentation concludes by highlighting further potential avenues of investigation and calling on participants to consider their own experiences, thoughts and opinions related to whether gairaigo have a role in second language acquisition in Japan.

Speaker: Matthew Quinn (Sakushin Gakuin University)

618 From Rote to Real: Concept-Checking Phrasal Verbs

Speaker: Linh Thi My Duong

619 Acquisition of Collocations via Diverse Multimodal Input

Speaker: Adam Christopher

620 Improving the Use of Discourse-Organizing Formulaic Sequences in Japanese EFL Writing: Patterns of Misuse and the Role of Corrective Feedback

Speaker: Yoko Asari (Waseda University)

621 Improving Automated Transcription of L2 Learner Texts

Speakers: Mr Christopher HOLLIS (Tottori University (Tottori JALT)), Gavin Brooks (Kyoto Sangyo University)

Room 1210: Mind and Body (M&B)

Convener: Dr Masatoshi Shoji (Shokei Gakuin University)

622 Thai Yoga Massage: Promoting Relaxation & Releasing Tension

Thai Yoga Massage combines assisted stretching and acupressure to release physical tension and promote relaxation. The assisted yoga poses loosen tight muscles to improve flexibility and boost circulation, while the pressure techniques shift the nervous system into a parasympathetic state which promotes relaxation.

This workshop will introduce some simple massage techniques that participants can give and receive with a partner. Please wear loose, comfortable clothing that allows for a full range of motion. If you have a yoga mat, bring it along with you.

Whether you are feeling nervous before a presentation or exhausted by the daily grind, this workshop will provide a safe space to relax and refresh.

Speaker: Amy Toms (Fukuoka Women's University)

Room 903: Study Abroad

623 Local to Global: Motivating Study Abroad via Homegrown Texts

Speaker: Mr Christopher HOLLIS (Tottori University (Tottori JALT))

624 Language Use to Global Mindset: TL Socializing in SA Spaces

Speaker: Yoshifumi Fukada (Toyo University)

625 Evaluating a Tiered Communication Approach to Study Abroad Preparation

Speaker: Morgen Livingston (Ritsumeikan University, Biwako Kusatsu Campus)

626 Negotiating Legitimacy Abroad: Identity Development of Japanese Pre-Service EFL Teachers During Short Term Study Abroad

Speaker: Justin Pool (Osaka Kyoiku University, University of St Andrews)

Room 903: Teacher Development

627 Beyond the Gap: High-Stakes TBLT Scenarios

Speaker: Eric LeGros

628 The Versatility of Cornell Notes in the EFL Classroom

Speaker: Cynthia Gonzalez (Nanzan University)

Room 904: English Medium Instruction

629 Avoiding Generalizations through Exemplification in EMI

English Medium Instruction (EMI) courses can be challenging for students. As a result, they may rely on generalizations or platitudes in writing assignments. However, writing of this nature does not demonstrate students’ understanding of content. In this presentation, an approach based on exemplifying concepts by connecting them to personal experiences will be shown. Additionally, drawing on Bloom’s revised taxonomy, it will be explained how it can demonstrate students’ understanding of concepts.

Speaker: Todd Hooper (Setsunan University)

Room 904: Intercultural Exchange

630 An Integrated Curriculum for Developing ICC

Speaker: Kio Iwai (Toyo University)

631 ICLE SIG Forum/AGM 90 minutes

632 Reframing Diversity in Japan’s Classrooms: Intersectionality Among Overseas Foreign Language Teachers

Speaker: Pilar Gutierrez (Aichi Toho University)

Room 905: Concurrent Sessions

633 An Intercultural Perspective on Emotional Display: Students’ interpretations and cultural framings of foreign teachers’ emotions in the language classroom

Speaker: Adam Littleton (Toyo University)

634 L1 and Culture in English Language Education in Japan

Speaker: Nobumi Kobayashi

Room 905: SIG Forums

635 Literature in Language Teaching SIG Forum/AGM 90 minutes

Speakers: Abdelwahed Benjlil, Camilo Villanueva (Nagoya City University), Kyoko Kuze (Toyo University), Mary Hillis, Stephen Bruns, Susan Sullivan (Tokai University)

636 BizCom SIG Forum/AGM 90 minutes

Room 906: Forums and Meetings

637 SPIN Forum

Speaker: Natsuho Mizoguchi (Nagoya University of Foreign Studies)

638 TBL SIG AGM 30 minutes

The TBL SIG Annual General Meeting provides an opportunity to discuss current and future matters related to task-based language teaching and the SIG's activities. Attendees are welcome to join the discussion, raise questions, and share ideas about TBL-related events and activities.

Speakers: Kane Linton (Wayo Women's University), Nicholas Marx (Kanazawa Seiryo University)

Room 1207: Tsuda University Graduate Student Showcase

Conveners: Patrick Kiernan (Meiji University), Saeko Toyoshima (Tsuda University)

639 Tsuda University Graduate Student Showcase

This presentation is sponsored by Tsuda University Graduate Student Showcase

Speaker: Yuki Tamakoshi (Tsuda University)

640 Tsuda University Graduate Student Showcase

This presentation is sponsored by Tsuda University Graduate Student Showcase

Speaker: Ms Kazumi Ito (Tsuda University)

641 Tsuda University Graduate Student Showcase

This presentation is sponsored by Tsuda University Graduate Student Showcase

Speaker: 真衣 小關 (津田塾大学)

642 Reflection Sharing and Changes in EFL Learner Engagement

This study examines how written reflection activities and teacher-led in-class sharing of students' reflections relate to changes in behavioral, cognitive, emotional, and social engagement. Participants were 78 second-year students (age 16-17) in an English course at a Japanese college of technology. Both quantitative and qualitative data were analyzed; this presentation focuses on the quantitative analysis, using pre- and post-course engagement scale data. Results showed a significant increase only in behavioral engagement.

Speaker: 池田 育子 (津田塾大学文学研究科)

643 Tsuda University Graduate Student Showcase

This presentation is sponsored by Tsuda University Graduate Student Showcase

Speaker: Tomoko Kokubu (Tsuda University Graduate Schools of English Language and Literature)

Room 1207: Kanda University Graduate Student Showcase

644 Bridging the Motivation-Action Gap in Adult EFL Learners

Adult learners often struggle to translate motivation into action, which can lead to decreased engagement. This presentation proposes redesigning a 10-minute counseling framework based on the preactional phase of Dörnyei and Ottó's (1998) L2 motivation process model. This proposal suggests a support system where goal setting, intention formation, and progress monitoring foster students' self-regulation and sustained engagement, and aims to break the "vicious circle" of disengagement and enhance learner self-efficacy in adult EFL contexts.

Speaker: 岩崎 美玖 (神田外語大学大学院)

645 Kanda University of International Studies GSS

This presentation is sponsored by Kanda University of International Studies GSS

Speaker: Chizuru Gyofu