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Robert Stroud (Hosei University)23/05/2026, 09:45Plenary
Robert Stroud: Connected Voices, Connected Worlds: Reimagining FLT Communities Together
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Across global ELT communities, practitioners are navigating a pivotal moment: technology and AI are accelerating rapidly, yet many learners feel increasingly disconnected from one another. Even with constant online engagement, genuine interaction, intercultural curiosity, and learner confidence can quietly... -
Frankie Har (The Hong Kong Polytechnic University), Mr Jamie SULLIVAN (The Hong Kong Polytechnic University)23/05/2026, 11:00
In higher education language teaching, rapid technological change and diverse student needs challenge traditional top‑down professional development, which often fails to produce sustainable growth. This study examines the “catch fish effect” within Self‑Directed Professional Development (SDPD), emphasising educator agency and autonomy. Findings show that self‑guided inquiry enhances...
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Dr Noriko Nagai (JALT)23/05/2026, 11:00
This presentation applies CDST and ecological perspectives to show how language learning emerges through nonlinear interactions among learners, tasks, and environments—perspectives still underrepresented in Japanese ELT. It clarifies key constructs and links them to practical techniques such as project based tasks, affordance rich environments, and dynamic assessment. It also introduces a...
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Laura Pratt (British Council, Tokyo)23/05/2026, 11:00
Small talk activities are commonly used in JHS English classes but often lack systematic planning. This presentation proposes a three-year scope and sequence using spaced retrieval and recycling, provides easy-to-follow lesson steps and classroom tips, and supports teachers in creating consistent small-talk routines and dealing with common challenges.
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Ms Ayako Taguchi (Self-employed)23/05/2026, 11:00
This paper describes the development of pedagogical materials for a university TOEIC preparation course in an EFL context. Using TOEIC listening items as core input, the materials integrate vocabulary, grammar, listening, reading, writing, and speaking activities. Drawing on Nation’s four strands and Understanding by Design, the materials support beginner learners in developing communicative...
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Kaori Hakone (Osaka Jogakuin University)23/05/2026, 11:00ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This study explores how intercultural understanding develops through role-based discussions in a multicultural, multilingual university EFL content-based learning course. It examines student interactions with particular attention to moments when assumptions, values, and perspectives become visible and influence interpretation. The findings indicate that students reconsidered and expanded their...
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Sarah Padfield (Ritsumeikan Asia Pacific University)23/05/2026, 11:00ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This ongoing research explores how student–teacher partnerships can foster open communication and critical reflection in Japanese university classrooms. Drawing on Freire’s dialogic pedagogy and Cook‑Sather and Alter’s (2011) student consultant model, I examine a new liaison role that bridges peers and instructors. The liaison facilitates discussion about bias, privilege, and intercultural...
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Chutipa Kongsombut (Thammasat University)23/05/2026, 11:00
This presentation summarizes initial qualitative phase from an exploratory mixed-methods dissertation titled, “Investigating the Graphic-Text Integration Effects on Reading Comprehension and Cognitive Load in Thai EFL University Students”. The study investigated how graphics were integrated with controlled linguistic elements in graded readers within an authentic Extensive Reading (ER)...
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Ms VictoriaH Bergström (Providence College and Kyoto Prefectural Board of Education)23/05/2026, 11:00
This study examines how the rural‑urban divide in Japan limits opportunities for K–12 teachers and students, creating socio‑spatial challenges that restrict academic success. By analyzing MEXT standards and reforms, it critiques the complex reasons behind persistent disparities. Surveys with high school students and interviews with rural educators reveal outdated teaching methods and their...
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Roberto Soto Prado (Kanda University of International Studies)23/05/2026, 11:00
This presentation examines how university EFL students develop awareness of audience, value, and accessibility while designing children’s media that is engaging and relevant for younger audiences. Drawing on classroom-based action research, the study analyzes student reflections and project work to identify patterns in how learners conceptualize media for children. The presentation highlights...
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Joff Bradley (Teikyo U)23/05/2026, 11:00
This presentation introduces an open-source study-abroad app that supports learning through walking, psychogeography, and contributory research. Drawing on a pilot conducted in Dublin, students explored James Joyce’s onomatopoeia through embodied urban exploration. Grounded in Bernard Stiegler’s theory of contributory research, the project foregrounds reflection, critical, collaborative...
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Vahid Rafieyan (Yamanashi Gakuin University)23/05/2026, 11:00
This study compares the effects of pragmatic instruction and educational sojourn on L2 learners’ knowledge of English conventional expressions. Findings show that explicit pragmatic instruction leads to significantly greater gains than study abroad alone. Interpreted through the Noticing Hypothesis, the results highlight the role of awareness in pragmatic development and support integrating...
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Jeanette Dennisson (St. Marianna University School of Medicine), Michael Hofmeyr (Tokyo University of Science), Robert Dykes (Conference Chair (CALL 2024, PanSIG 2025, SUTLF 2026)), Geoffrey Carr (Asahikawa City University)23/05/2026, 11:00
JALTCALL welcomes you to a two-part forum. Come, listen, inquire, participate.
- Student and Instructor Dialogue: AI in Language Education: Are Instructors Providing What Students Need?
- Open CALL: What is JALTCALL? What are we doing now? What role does CALL play in the Age of AI? How can you join...
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Ashley Ford (Nagoya City University), David Kluge (Chukyo University (Adjunct Professor)), George MacLean (University of the Ryukyus), Gordon Rees (Yokkaichi University), Kevin Bergman (Performance in Education SIG), ben backwell (Nagoya city university)23/05/2026, 11:00
The Performance in Education (PIE) SIG forum panelists (Ashley Ford-Mihashi, Kevin Bergman, George MacLean, Gordon Rees, Thomas Paeme, Ben Backwell, with David Kluge MC) will describe PIE activities that create community in the classroom. Each speaker will describe an activity, explain the steps to do the activity, and answer questions from the audience. At the end of the forum, if time...
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Shawna M. Carroll (Capilano University)23/05/2026, 11:00
This presentation introduces emergent strategy, a proactive, relational pedagogy grounded in complexity, intentional adaptation, small-scale interactions that centre relationships, and collective visioning for more equitable futures (brown, 2017). The presenter explains how this framework is enacted by university educators’ micro-level, relational acts, such as their relationship and...
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Takaaki Hiratsuka23/05/2026, 11:00
Native-speakerism continues to erode language teachers’ professional identities by privileging “native speakers” over equally qualified educators. Drawing on qualitative research with 12 participants, this talk interrogates how such hierarchies undermine professional legitimacy and inflict psychological harm. It then advances trans-speakerism as a corrective framework and highlights its...
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Chris Regier23/05/2026, 11:00
Teacher well-being is essential for strong professional communities and effective learning environments, yet many educators face chronic stress and burnout. Research shows meditation reduces stress and improves resilience (Valosek et al., 2021), while Vipassana enhances physiological regulation and emotional stability (Krygier et al., 2013). This presentation introduces practical Vipassana...
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Sean Bermingham (Independent author-editor)23/05/2026, 11:00
Sponsored by Tryalogue Education
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Choosing suitable discussion topics is crucial for encouraging lively interaction among students. But why do some class discussion topics work well in Japan, and others don’t? In this session, the presenter will share some recent findings from a research project conducted among Japanese university teachers. Attendees will explore four simple but essential... -
Prof. Tanaka Hiromasa (Meisei University), Prof. Michael Hofmeyr (Tokyo University of Science)23/05/2026, 11:40
AI and Business Communication
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This JALT Business Communication SIG forum will explore how advances in AI are reshaping business communication and business communication education. The session will feature two short talks, followed by a panel discussion with audience participation. Topics will include changes in traditional business communication skills, the impact of AI on English-mediated... -
Sachi Oshima (Chuo Gakuin University)23/05/2026, 11:40ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
With the rise of inbound tourism in Japan, golf courses increasingly require staff to engage in multilingual, multimodal communication with international visitors. This case study examines the verbal and non‑verbal expressions employed by a Japanese female caddie when assisting foreign golfers. Her written recall revealed many context‑specific expressions not found in English textbooks. A...
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Nick Boyes (Meijo Univer)23/05/2026, 11:40
High-frequency vocabulary words boost fluency and TOEIC scores, yet many EFL learners struggle to retain and use them. This presentation demonstrates online tools for extracting high-frequency words from course materials, creating tests, and reviewing them as a learning community. Attendees will learn how to use digital versions of the NGSL and TOEIC wordlists to build students’ motivation,...
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Michi Saki (Doshisha Women's College of Liberal Arts), Dr Noriko Ishihara (Hosei University), Yuzuko Nagashima (Yokohama National University), Chhayankdhar Singh Rathore (Konan Women's University), Davey Young (Institute of Science Tokyo)23/05/2026, 11:40
This DEI-sponsored panel explores intersecting dimensions of justice, identity, and inclusion in English language teaching (ELT), highlighting pedagogical approaches that challenge inequitable structures within education that impact classroom communities. Moderator, Michi Saki, invites us to engage in four interrelated presentations: Noriko Ishihara (Hosei University) introduces the concept of...
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MINGCHIA LIN23/05/2026, 11:40
This study examined how oral presentation motivation and goal orientations influence L2 oracy and SEL competencies among Taiwanese EFL students in project-based learning contexts. PBL's collaborative inquiry, problem-solving, and iterative revision cycles provided opportunities for competency development. Results suggest high interest combined with academic goals may predict presentation...
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Daniel Scott (Kwansei Gakuin University), Susan Bremner23/05/2026, 11:40
Extensive reading (ER) relies heavily on learner motivation, as sustained and enjoyable reading is essential for progress. This study investigates motivation among Japanese university students enrolled in an ER course aimed at enhancing reading fluency and attitudes toward English. We consider motivational principles, student profiles, and program design. Although students actively engage with...
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James McCrostie (Daito Bunka University)23/05/2026, 11:40
Few studies have examined how lower-level, non-English majors’ reading rates improve through extensive reading. The present study investigates the combined effects of timed and extensive reading on reading rates over one academic year for Japanese non-English major university students (n = 35). The study provides evidence that subjects who read over 150,000 standard words a year show a...
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Miki Tokunaga (National Institute of Technology, Kurume College)23/05/2026, 11:40
This presentation reports on a task-based English class using geocaching to engage Japanese engineering students. Geocaching, a GPS-based treasure hunt with a global community, lets learners experience English beyond textbooks. Students participated in video-based learning, cache-hunting, online investigations, problem creation, cache installation, and presentations. These interest-driven...
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Dr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)23/05/2026, 11:40
This presentation reports on a cross-border professional development initiative connecting English teachers from a national university in Japan and a college in the Philippines. The project used structured online interaction and shared digital spaces to foster trust, identify shared interests, and support organic professional collaboration. Findings show how community-driven design strengthens...
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Dr Hiroyuki Obari (Globiz Professional University)23/05/2026, 11:40
This study explores an EMI graduate program (Oct 2025–Jan 2026) using an AI-enhanced CLIL framework to develop English proficiency, intercultural competence, and worldview literacy. Seven students engaged in fourteen sessions, leveraging AI tools for synthesis, visualisation, and presentation rehearsal. Outcomes, assessed via Progos tests, questionnaires, and writing analysis, showed CEFR...
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Shinji Ebine (EnglishCentral)23/05/2026, 11:40
Sponsored by English Central
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The Open AI Level Test (OpenALT) is an open-source English proficiency assessment designed to estimate learners’ levels using the Common European Framework of Reference for Languages (CEFR). The test integrates vocabulary knowledge, listening response, and short conversational interaction to provide a practical estimate of proficiency aligned with CEFR levels and... -
Prof. Joseph Dias (Aoyama Gakuin University), Dr Catherine Takasugi (Jissen Women's University), Chiyuki Yanase (Keio University)23/05/2026, 11:40
Roots & Shoots in the Classroom: Growing Global Citizens through English
As Dr. Jane Goodall reminds us, “Every individual matters. Every individual has a role to play. Every individual makes a difference.” Inspired by her Roots & Shoots movement, this 2026 Lifelong Learning SIG Forum explores how English education can cultivate empathy, environmental awareness, and a sense of global...
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Dr Adiene Susej Roque de Hishiyama (Seikei University), Gabriela Schmidt (JALT CEFR LP SIG President), Dr Noriko Nagai (JALT)23/05/2026, 11:40SIG Forum
In this CEFR LP SIG Forum at PanSIG 2026 we will discuss current trends in Foreign Language Education regarding the CEFR as a conceptual tool to inform and reflect one’s own teaching practices. Basic concepts of the CEFR are the learner as a social agent, the Action Oriented Approach (AoA), mediation: How do they inform each area in the classroom from teaching material, classroom interaction,...
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Bethany Lacy (Rikkyo University), Ms Deepti Mishiro (Kobe University), Nicola Hannah (Nagoya City University), Andre Parsons (Hokkaido University of Education - Hakodate)23/05/2026, 11:40
In alignment with the PanSIG 2026 theme of Community, this year’s forum will center on the collaborative nature of content creation. While materials writing is often viewed as a solitary task for the "expert" teacher, this year we want to highlight the bridge between the writer and the learner. To that end, this year’s forum will showcase four presentations focusing on the different aspects of...
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Ellie Smith (Aichi University)23/05/2026, 11:40
Come along for a slow and refreshing yoga session where you'll have a chance to unwind and reset in between presentations. These classes are beginner-friendly, so come and have a go even if you’ve never stepped on a yoga mat before. We will work on some simple yet effective yoga poses to help calm the mind, quiet the noise, and ease the jitters. Wear something comfy and easy to move in.
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Joseph Vitta (JALT Tokyo & JALT Vocab SIG)23/05/2026, 11:40
In September 2025, Studies in Second Language Acquisition published several articles calling for abandoning the L2 Motivational Self System (L2MSS) as a psychology of language learning paradigm and questioning its research rigor. Together with earlier failed replications, these critiques signal the collapse of a once-dominant theory. This workshop traces how L2MSS rose to prominence, why it...
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Mr Cuong Nguyen Huy (National Taiwan University of Science and Technology, Taiwan), Mr Duy Ngoc Pham (Ho Chi Minh City Open University, Ho Chi Minh, Viet Nam), Ms Duyen Nguyen Thien Ngo (Ho Chi Minh City Open University, Ho Chi Minh, Viet Nam), GIANG NGUYEN HOANG LE (Thompson Rivers University), Dr Nguyen Huy Cuong (Ho Chi Minh City Open University, Ho Chi Minh, Viet Nam)23/05/2026, 11:40
This multimodal visual collective autoethnography explores our experiences of teacher precarity in the Vietnamese context of English language teaching
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Philip Norton (Kyoto Sangyo University)23/05/2026, 12:20
What happens when poetry, rhythm, and collaboration meet in the EFL classroom? This session explores a creative writing activity in which students write poems in the vein of George Ella Lyon’s Where I’m From, then perform them together over simple beats made with music technology (Teenage Engineering Pocket Operators). Participants will try a short hands-on version of the activity and leave...
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Mariko Yamada (Rikkyo University)23/05/2026, 12:20ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
This presentation outlines a CLIL course for a class of seven nationalities. It explores how classroom diversity was used to teach cultural and intercultural theory. The session highlights a "Guidebook Project" where multinational groups created practical resources for new international students. The presenter will share the project design, instructions, and grading criteria, offering a...
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Oliver Cakebread-Andrews (Kwansei Gakuin University)23/05/2026, 12:20
This research demonstrates how collaborative human-AI analysis builds pragmatic competence in EFL learners. Comparing native speakers, non-native speakers, and AI models on sarcasm detection revealed shared challenges (60% accuracy for natives, 51% for non-natives). These insights informed a pedagogical intervention where students learned through computational pattern analysis and peer...
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Aneesah Nishaat (Higashi Nippon International University), Wasim Parvez Syed (Independent researcher)23/05/2026, 12:20
This paper examines difficulties faced by native Bengali speakers learning English as a second language in applying the English consonant-doubling rule. Focusing on stress-conditioned spelling in disyllabic words, it highlights the roles of limited stress awareness and orthographic interference from Bengali. The study proposes explicit instruction in English stress patterns and the use of...
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Cai-rong Rita Chen (Department of English Instruction at National Tsing Hua University)23/05/2026, 12:20
This study explores how cooperative learning affects Taiwanese primary EFL learners’ speaking fluency, anxiety, and willingness to communicate (WTC). Using Jigsaw and Think–Pair–Share in topic-based lessons, 9–11-year-old A1–A2 learners are studied via questionnaires, speaking assessments, and interviews. Findings are expected to show that structured peer interaction improves oral performance,...
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Hiroki Konishi (Kansai University)23/05/2026, 12:20
This study focuses on the multilingual shift and Global English Language Teaching, which emphasise diverse English varieties and challenge native-speaker norms. Previous research indicates that exposure to diverse English speakers shifts both teachers' and learners' perspectives towards communication-focused usage. Building on these findings, this study examines Japanese private university...
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Dr Elizabeth Lavolette (Kyoto Sangyo University), Dr Mahboubeh Rakhshandehroo (DWCLA)23/05/2026, 12:20
While COIL offers significant benefits for English language proficiency and intercultural competence, implementation entails substantial challenges. In this presentation, two experienced COIL instructors share insights from COIL projects at Japanese universities. Key challenges include finding compatible partners, managing language anxiety, navigating cultural communication differences, and...
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Beibei Ren, Jining Han23/05/2026, 12:20
Pre-service teachers’ imagined identities play a significant role in mediating their professional development. Findings show that EFL pre-service teachers constructed positive and nurturing identities of themselves as future teachers, and they envisioned challenges they might encounter as a future teacher, which were multifaceted.
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Bao Nguyen (Hyogo University)23/05/2026, 12:20
Drawing on the narrative of five Japanese university English teachers, this presentation explores how different dimensions of compassion contribute to teachers’ mental well-being and create meaningful spaces for connection within professional communities.
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Mr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)23/05/2026, 12:20
This presentation examines how project-based learning (PBL) in a Japanese university EFL course supports the development of 21st-century competencies. Across three projects that focused on real-world tasks, students used English for research, collaboration, problem-solving, and dissemination of their work. Questionnaires, outcomes, and interview data indicate the enhancement of important...
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Joe Garner (International Christian University), Peter Brereton (International Christian University)23/05/2026, 12:20
Combining the findings of two doctoral studies conducted at the same institution in Japan, this presentation examines the linguistic challenges experienced by EMI students and explores how these were frequently heightened or mitigated by peer relations, participation norms, and EMI classroom communities. In particular, we examine how the greater language proficiency and international learning...
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Rob Peacock23/05/2026, 12:20
Sponsored by Oxford University Press
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Extensive Reading (ER) programs provide learners with the large amounts of comprehensible input necessary for language development. A persistent challenge, however, is helping learners move from input to active language use. This session explores how AI powered digital tools can bridge that gap by connecting ER with meaningful communication practice beyond... -
Toshihiko Shiotsu (Kurume University)23/05/2026, 12:20
This work-in-progress aims to gain more insight into the effects and nature of ER by longitudinally tracking changes in a Japanese university student who read over 200,000 English words during their independent e-book reading class times plus out-of-class times for a one-year course for developing reading speed. It draws mostly on qualitative analyses of learner records during and after the...
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Takara Kenza Allal-Sumoto (University of Hyogo)23/05/2026, 12:45
This study explores how vocabulary proficiency affects L2 listening. Using a cognitive neuroscience approach, we tested whether gains in listening speed reflect only faster processing or shifts in brain functional connectivity. Results show that as vocabulary knowledge deepens—from understanding meanings to productive use—listening becomes more automated and faster, accompanied by changes in...
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Alina Friel (Shokei Gakuin University), Patrick Conaway (Shokei Gakuin University)23/05/2026, 12:45
How can EFL students use English beyond the classroom in meaningful ways? This poster presents a first-year project-based English program where students supported inbound tourism through community-connected tasks. Students interviewed local business owners and visitors and produced English magazine-style articles for international audiences. Grounded in TBLT, the project highlights task...
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Omar Massoud (Meiji Gakuin University), Robert Cvitkovic (Teikyo University), Yoko Kita (Kyoto Notre Dame University)23/05/2026, 12:45
This study evaluates three AI assistants' ability to generate level-appropriate Elicited Imitation materials for Japanese EFL learners. This phase of our research utilized the New General Service List and NGSL-Speaking list to define linguistic parameters. A One-Way MANOVA comparing models (Wilks’ Lambda = 0.42, p < .001) revealed that Claude significantly outperformed ChatGPT and Gemini in...
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Akiko Chochol (Shizuoka University)23/05/2026, 12:45
This study examined factors of decision making to participate in an exchange program by employing quantitative text analysis of interviews from six students. Co-occurrence network of frequently occurring words and correspondence analysis of words revealed differences and similarities in responses such as motivation of language learning and academic learning and mind set of exploring based on...
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TILABI YIBIFU (National Institute of Technology, Akita College), Deepti Mishiro (MSBoJ Coordinator/ IAC Commitee Member)23/05/2026, 12:45
This study examines learner–learner other-repair in an L2 speaking assessment using Conversation Analysis. Analyzing paired speaking test interactions among A1–A2 first-year engineering students in Japan, it investigates how lexical, syntactic, and semantic other-repair is used to resolve interactional trouble. The findings show that other-repair functions as collaborative support, sustaining...
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Matthew Armstrong (Kyushu University), Tanya McCarthy (Kyoto University)23/05/2026, 12:45
Many foreign language teachers in Japanese higher education institutions lack expertise knowledge of special needs instruction to teach Students with Disabilities (SWDs). Without guidelines, understanding how to adapt teaching approach and learning materials to accommodate these students can be difficult. This study describes successful strategies used to support students with various types of...
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Mr Theodore Pare (Kanda University of International Studies), Travis Gasaway (Kanda University of International Studies)23/05/2026, 12:45
This poster presentation will showcase a collaborative Games Fair event for the language learning classroom. By using task-based learning practices and encouraging cross-classroom collaboration, the Games Fair presents an engaging and exciting opportunity for student communication, speaking practice, and engagement with the language learning community. The presenters will demonstrate how they...
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Miguel Campos (Toyo University), Robert Dykes (Conference Chair (CALL 2024, PanSIG 2025, SUTLF 2026))23/05/2026, 12:45
Generative AI is often framed as a neutral mediator in language learning, but this poster argues that AI mediation is never neutral. Drawing on sociocultural perspectives, it shows how AI reshapes participation, redistributes effort, and alters task difficulty, emotional load, and learner risk. These shifts affect identity, investment, motivation, and affect, influencing how learners position...
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Edmund Fec (Tohoku University of Community Service and Science)23/05/2026, 13:30
This presentation will show an analysis of the data provided by the author’s university library concerning which graded readers were borrowed by students over a period of three years. The findings suggest that purchases of graded readers for use by Japanese students should focus on easier books and should include content written specifically for young adults and/or content with which Japanese...
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Bryan Jennings (Yamagata University)23/05/2026, 13:30
This presentation examines how anger is expressed in Japanese close relationships, focusing on interactions among friends and family members. From a pragmatic perspective, it explores how patterns of anger expression are shaped through participation in social communities. Using Japanese media discourse as data, the study considers how such patterns contrast with English interactional norms and...
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Xiaoben Yuan (Akita University)23/05/2026, 13:30ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This study explores how intercultural understanding and practical language competencies emerge through dinner-table discourse in a short-term rural farm-stay in Akita, Japan. Drawing on an interactional-ecological and Communities of Practice perspective, it examines how international students, Japanese students, and host farmers co-construct meaning through cooking, serving, eating, and...
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Olga Li (Toyama Prefectural University)23/05/2026, 13:30
This study explores the relationship between the use of generative AI, such as ChatGPT, and teacher agency and well-being among university-level English as a Foreign Language instructors in Japan. Using a mixed-methods approach, it examines the relationships between AI tool use, teacher agency, and emotional well-being. Preliminary findings suggest that the use of AI in language education can...
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Claudia Tumba (Kotesol, Chuncheon National University of Education, and Kangwon National University)23/05/2026, 13:30ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
This session explores how cultural celebration projects can transform English classrooms into active learning communities that build real-world language competencies. The session introduces a classroom-based example known as the International Booth Project, originally implemented with university learners. In this project, students work collaboratively to interview international partners and...
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Dr Erin Noxon (Sagano High School)23/05/2026, 13:30
Second-language learners often need explicit routines for reinforcing rules for citing sources, crediting images, and being transparent about AI support. This session shows how to build a class community where “evidence and attribution” are normal, shared habits. Participants will leave with ideas to develop their norm-building protocols, a simple citation and link checklist, Creative Commons...
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Erik Tsuchiya (Nagoya University of Foreign Studies MATESOL Student)23/05/2026, 13:30
This presentation explores how learner-generated classroom newsletters and related materials, created from student exit slips, can extend communicative learning beyond the classroom for third-age learners. Grounded in communicative language teaching, sociocultural theory, and complex dynamic systems theory, the session demonstrates how shared materials can promote interaction, learner...
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Tomoe AOYAMA (Cambridge University Press & Assessment)23/05/2026, 13:30
Sponsored Presentation: Cambridge University Press & Assessment
Helping students speak confidently remains a key challenge in many English language classrooms. This presentation introduces the latest edition of EVOLVE, the Second Edition, a six level general English course built on the principle that speaking matters. Informed by insights from language teaching experts and feedback from...
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Brent Simmonds (Nanzan University), Judith Kambara (Nagoya City University), Kip Cates (Tottori University), Margalit Faden (Department of Global Studies, Tokai University), Shalvin Singh (Kanda University of International Studies)23/05/2026, 13:30
The Global Issues in Language Education (GILE) SIG Forum will feature presentations and discussions from highly experience GILE educators examining a variety of approaches to fostering and developing connections to community in the global issues language classroom. As global challenges become increasingly complex and interconnected, the importance of addressing global issues, and promoting...
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David Gray (Lecturer at Shinshu University, Matsumoto Japan.)23/05/2026, 13:30
This presentation outlines improv principles and skills that are powerful communication tools for second language learners. Skills include learning to communicate in real-life situations without hesitation. Key principles such as “There are no mistakes” and “Yes, and” are introduced to reduce students’ fear of making mistakes. Students are taught not only to accept what others offer, but also...
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Nidal Butt23/05/2026, 13:30
This study explores how Global Englishes (GE) materials can be incorporated into a textbook-based university EFL curriculum in Japan. Using a scaffolded approach, GE content was integrated alongside existing textbook units rather than replacing them. The study reports on learner responses to this integration, focusing on attitudes toward English variety, ownership, confidence, and classroom...
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Dr Andrew Reimann (Aoyama Gakuin University), Dr Catherine Takasugi (Aoyama Gakuin University), Natsuki Suzuki (University Lecturer, Tokyo), Ryota Moriya (Chuo University), Teresa Stockwell (Okayama University)23/05/2026, 13:30
Join our panel discussion on accessibility in language learning. Participants will share innovative strategies, technologies, and pedagogical approaches. The discussion aims to highlight best practices that enhance accessibility. Topics will include the integration of assistive technologies, the role of culturally responsive teaching, and the importance of flexible learning environments....
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George MacLean (University of the Ryukyus), Norman Fewell (Meio University)23/05/2026, 13:30
Personalizing language instruction is challenging. This session introduces a model for creating custom AI tutors that provide individualized support. Instructors modify NCSSFL-ACTFL Can-Do Statements to serve as writing prompts for activities. The AI provides instant feedback on grammar and syntax, eliminating student waiting periods. This allows educators to focus on high-level mentoring. You...
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Mehrasa Alizadeh (Otemon Gakuin University), Nikan Fujii (Bukkyo University)23/05/2026, 13:30
This study examines interactional engagement in EFL small-talk tasks across Zoom and Frame platforms. Using video recordings and transcripts of Japanese university students’ dyadic interactions, the study adopts an interactional perspective (Young, 2008) to qualitatively examine turn initiation, turn expansion, topic development, and silence management. The analysis explores how technological...
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Olivia Winata Saputra (Prefectural University of Hiroshima)23/05/2026, 13:30
This presentation examines and compares the English learning motivation of Indonesian and Japanese university students using the L2 Motivational Self System (L2MSS). It highlights contrasts between the two groups, drawing on prior research and employability factors that influence motivation. While Japanese learners have been widely studied, Indonesian learners remain under-researched, making...
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Dr Adiene Susej Roque de Hishiyama (Seikei University)23/05/2026, 13:30
Teaching Spanish as a foreign language in Japan requires developing mediation skills that support intercultural agency. This project, implemented in a B1–B2 course, used Hispanic songs as meaningful input to move beyond grammar‑focused instruction, aligning with CEFR mediation descriptors and the motivational power of music. The pedagogical sequences and mediation tasks foster collaborative...
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Dr Brian Birdsell (Hirosaki University)23/05/2026, 13:30
Physical inactivity is now widespread across all age groups, yet exercise is known to benefit physical, mental, and cognitive health. Building on this, the present study investigated whether a single bout of walking before a learning task improves outcomes. Results show that walking improves vocabulary retention and significantly increases positive affect. These findings suggest that...
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Miyuki Izuo23/05/2026, 13:30ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
Virtual Exchange is increasingly used in foreign language classrooms, yet its impact in secondary education remains underexplored. This qualitative study explored Japanese high school students’ experiences of VE through interviews with current students and recent graduates. The findings showed that students gained confidence and enjoyed interacting with peers through authentic intercultural...
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Omar Massoud (Meiji Gakuin University)23/05/2026, 14:10
This study examines how first-year Japanese ESL students use generative AI during academic writing by analyzing the types of prompts they produce and how these relate to writing development and ethical clarity. Using prompt logs and draft revisions collected over six weeks, the study identifies prompt types that support learning-oriented revision and those associated with surface-level...
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Zebiniso Izzatillaeva23/05/2026, 14:10
This presentation examines early language mixing in a 3-year-old trilingual child (Uzbek, Japanese, and English) in Japan using a short naturalistic audio recording of spontaneous play. Drawing on Wang (2024), the analysis shows that code-mixing functions in problem-solving, emotional expression, imitation, topic shift, and expression of camaraderie (peer awareness). These findings demonstrate...
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Daniel Beck (Rikkyo University)23/05/2026, 14:10
This presentation explores a framework for balancing generative AI with the traditional writing process in university English courses. By alternating between analog, pen-and-paper drafting and digital, AI-assisted refining, instructors can mitigate academic integrity risks while teaching responsible technology use. Participants will examine specific task sequences designed to ensure students...
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Bethany Lacy (Rikkyo University), Haidee Thomson (Hokusei Gakuen University), Mr Liam Ring (Listening SIG), Dr Mika Ishino (Doshisha University), Dr Naheen Madarbakus-Ring23/05/2026, 14:10
New Ways in Teaching Active Listening: Contributor Speed Talks
Compared to its reading and writing counterparts, listening is often seen as the most difficult of the four skills to master. While written texts are static and allow for unhurried analysis and comprehension, aural texts are transient, time-bound, and require immediate processing, listening provides the learner with...
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Anthony Gloria23/05/2026, 14:10
This pilot study examines how commercial games in Japanese university SALC sessions can elicit critical thinking talk (e.g. giving reasons, taking perspectives, disagreement, etc.) during negotiation, best-move reasoning, and hidden-role discussion. Survey and reflection data are interpreted through Near-Peer Role modeling, Communities of Practice, sociocultural mediation, and...
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Richard Sparrow (Kyoto JALT)23/05/2026, 14:10
The rapid advancement of AI in education has raised critical questions about authorship, assessment, and pedagogy. This presentation expands on prior work by presenting concrete examples of AI-integrated tasks used inside and outside the classroom, supported by newly developed materials and an updated AI policy. Through Vygotsky’s Activity Theory it presents a new framework for pedagogical...
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Junko YAMANAKA (Aichi Gakuin Univesity)23/05/2026, 14:10
Sponsored by Pearson
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This presentation demonstrates how language teachers can help students develop soft skills such as critical thinking, communication and collaboration, in their classrooms. Enhancing these soft skills — ones AI cannot readily replace — is increasingly important for students’ future lives. The presenter advocates that examining and exchanging points of view can... -
Kazunori Shishikura23/05/2026, 14:10
Although medical English skills are crucial for healthcare professionals, there are comparatively few studies on continuing education in English for Medical Purposes. Sharing the presenter’s reflections as a teacher working with a non-profit organization, this presentation will discuss how to enhance adult learners' real-world competencies in a medical context. It will also discuss how to...
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Alison Hasegawa (Rikkyo University)23/05/2026, 14:10
This presentation explores the use of contemporary picturebooks as a lens to examine social issues in an EMI (English Medium Instruction) context with Japanese and foreign university students. Moving beyond traditional language-focused uses of picturebooks, it introduces a four-stage pedagogy that integrates deep reading, discussion, investigation and creative or practical response. By...
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JENNIE ROLOFF ROTHMAN (Kanda University of International Studies, JALT SIG Representative Liaison), Mohamed Musa (Tokyo Keizai University), Quenby Aoki (Rikkyo University)23/05/2026, 14:10SIG Forum
Intercultural Communication in the USA: La Bamba, Big Bunny, and Beyond
(Quenby Hoffman Aoki, Rikkyo University)Spanish has been used in the United States for over five centuries, and 20% percent of the U.S. population currently identify as Hispanic or Latino. While fluency in Spanish is by no means required of those who claim this identity, current events demonstrate that it is...
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Tina Brown (Kanda University of International Studies)23/05/2026, 14:10
As part of a semester-long university course entitled LGBTQ+ Experiences & Media: Reading, Watching, & Listening, course takers read a book, then had a discussion with the author. Surveys were given at three points: before reading, after reading, and after the author visit. While this presentation is primarily focused on a research project, it is hoped that the practical nature of the...
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Nathan Cohen (British Council Ho Chi Minh City)23/05/2026, 14:10
In this presentation we will briefly review the literature on polyglots, i.e., language learners who have acquired a high level of proficiency in 6 or more languages. Are these "expert" language learners just geniuses, or are there lessons that they can teach ESOL learners and teachers? We will attempt to answer this question with by reviewing polyglot research and research into expert...
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Jean-Pierre J. Richard (The University of Nagano)23/05/2026, 14:10
TOEIC scores are commonly treated as indicators of learning progress, yet the processes through which their meanings are established are rarely examined. This presentation reports on an ongoing exploratory analysis of how TOEIC results are summarized, reported, and circulated within Japanese higher education. By examining reporting artifacts rather than raw datasets, the study investigates...
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Yu Kanazawa (The University of Osaka)23/05/2026, 14:10
Short summary
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Xreading’s Journal is often used only for brief comments or as a quiz substitute. This practice-oriented session introduces three creative, classroom-ready ways to turn Journals into a structured learning layer: (1) Digital Challenger’s Reading Circle role tasks that prepare richer in-class discussion, (2) quick multi-choice micro-surveys (e.g., emotions, difficulty,... -
Dr Edo Forsythe (Hirosaki Gakuin University), Steven MacWhinnie (Hirosaki Gakuin University)23/05/2026, 14:50
Timed freewriting is widely used in EFL classrooms and often evaluated using words per minute (WPM). Drawing on longitudinal classroom data and modality comparisons, this presentation proposes a new framework for interpreting timed writing performance. It explains why WPM often plateaus while linguistic complexity continues to develop, and why learner performance remains stratified over time....
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Niko Catharine Watanabe Schultz (Sophia University)23/05/2026, 14:50
Japan's linguistic diversity is growing, with over 69.000 students needing Japanese as a second language (JSL) instruction in 2023. JSL students face significant disadvantages: significant dropout rates, lower advancement rates, and unequal access to support. One underexplored factor is Japan's test-centric system, where exams designed for native speakers may misrepresent multilingual...
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Dr Julia Kimura (Mukogawa Women's University)23/05/2026, 14:50GALE: Gender Awareness in Language EducationA. Research-oriented Oral Presentation (25 minutes)
Identity research on women in Japanese ELT shows how identity shapes career trajectories (Nagatomo, 2016; Haye-Matsui, 2021). However, less attention has been paid to how competencies develop through sustained community membership, including labour unions. Using a communities of practice lens (Lave & Wenger, 1991; Wenger, 1998) and reflective narrative inquiry (Barkhuizen, Benson, & Chik,...
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Hsiao-Wen Hsu (Ling Tung University), Ms Tzu-Tung Chang (Ling Tung University)23/05/2026, 14:50
This study explores how emotional factors influence English learning among university students. Drawing on survey data from 443 learners, the study examines trait emotional intelligence, classroom climate, and foreign language enjoyment. The findings highlight enjoyment as a key link between classroom experiences and learning outcomes, suggesting that emotionally supportive classrooms play an...
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Ida Suhaini Tajul Urus23/05/2026, 14:50
This presentation reports on a study examining L2 engagement and English language performance among ESL learners at a Malaysian public university. Using an engagement questionnaire and course assessments in reading, writing, listening, and speaking, the study investigates which engagement dimensions predict language skill performance. Results suggest that while most engagement dimensions did...
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Olivia Allanson (Jalt)23/05/2026, 14:50
Empathy in EFL classrooms is an essential element which positively correlates with greater student engagement, motivation, and outcomes due to teachers’ socio-emotional skill of perception, understanding and adaptation. Rather than an inherent intuition, empathy is a skill that can be developed and deepened through teacher self-reflective practices, leading to greater cognitive (perspective),...
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andrew blaker23/05/2026, 14:50
This project trained Open-Source Large Language Models (LLMs) using large CEFR Datasets in order to have them generate materials appropriate for each of the six discrete CEFR levels. Training methods will be discussed, and steps for teachers to create their own systems will be introduced.
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Ivan Jim Layugan (University of the Philippines / Kiryu City Board of Education, Gunma Prefecture)23/05/2026, 14:50
This study examines the binary oppositions—contrasting semantic pairs—present in Taylor Swift’s discography and investigates how fans transform the media they consume into linguistic resources that impact their learning. Findings indicate that the artist’s language facilitates empathetic comprehension and vocabulary acquisition by framing emotional and narrative contrasts in accessible lexical...
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Gretchen Clark (Ritsumeikan University), May Kyaw Oo (Nagasaki University)23/05/2026, 14:50
This study explores university language teachers’ experiences of belonging in Japan. Using narrative inquiry, data were collected from 47 educators through open-ended written vignettes describing moments of belonging and exclusion. Findings show that all participants experienced both belonging and unbelonging, though those with fewer institutional privileges reported more frequent exclusion....
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Anna Shershnova (Kyoto University of Advanced Science), Daniel Patrick Chesmore, John Maune (Hokusei Gakuen University), John Roberts (Mie University), Joshua lee SOLOMON (Hirosaki University), Suzanne Kamata23/05/2026, 14:50
Daniel Chesmore
Narrative Elements and Ludic Pedagogy in Debate ExercisesSuzanne Kamata
Co-creating “The Cat Café,” a Story for English Language LearnersJohn Maune
Literature in Language Teaching: the Many Facets of LiLTJohn Wolfgang Roberts
A Metafictioning Pedagogy: Close Reading in the age of AIAnna Shershnova
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Fostering Humanization through Teaching Literature in the... -
Parvathy Ramachandran (Kanazawa Institute of Technology)23/05/2026, 14:50
This practice oriented study examines oral presentation strategies used by engineering majors in an ESL classroom, focusing on speaking evaluations and poster presentations. I developed this practice after observing students’ limited oral communication—many were shy, reluctant to speak, and lacked confidence. The intervention responds to these needs by offering low-stakes pair speaking and...
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Marwa Mannan (Waseda University)23/05/2026, 14:50
Research on English language education in Japan’s out-of-school institutions (e.g., after-school programs and cram schools) remains limited, highlighting the need for further investigation into teachers, pedagogy, and teaching materials. This study examines after-school English teachers’ beliefs about language learning in Japan using Horwitz’s BALLI scale and semi-structured interviews,...
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Jerry Huang23/05/2026, 14:50
This year-long study compared GenAI-based feedback with peer feedback regarding affective, behavioral, and cognitive engagement among Japanese EFL students (n = 37). Results showed no significant differences between the two groups, suggesting GenAI provides an "equal ground" for sustaining student involvement. While students valued the social aspects of peer feedback, they appreciated GenAI’s...
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Gary Ross (Kanazawa University), Steve Henneberry (島根県立大学)23/05/2026, 14:50
Vibe coding is not about learning to program, it’s about using AI through clear, conversational instructions. This practice-oriented session shows how teachers can move beyond single prompts to design simple AI workflows to create realistic conversations, personalised feedback, and multi-step tasks. Co-presented by a non-programmer and an app developer, the session offers practical...
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GIANG NGUYEN HOANG LE (Thompson Rivers University), Tan Pham (National Taipei University of Education)23/05/2026, 15:30
In this collaborative autoethnography, we, three Vietnamese English language educators, interrogate our narratives of working with and in English language teacher associations (ELTAs) to understand: How do Vietnam’s ELTAs perceive and support educators’ needs for autonomy in professional development? Our discussions are theoretically framed by self-determination theory and Origins-Pawns...
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John Rucynski (Okayama University)23/05/2026, 15:30
The presenter will provide an overview of a course he created entitled “A Passion for Japan: Living, Working, and Thriving in Japan.” Implemented at a large nationality university, the course is open to Japanese and international exchange students and uses personal narratives by long-term foreign residents of Japan as a springboard for class discussions about themes such as intercultural...
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Mihoko Nakamura23/05/2026, 15:30
This practice-oriented presentation introduces a Three-Try routine used in a Japanese junior high school special needs classroom. Through repeated, low-stakes speaking activities embedded in daily lessons, students gradually expand what they can express in English. By combining digital tools, teacher-led formative feedback, and structured reflection, the practice builds learner confidence,...
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I-Jiuan Ting (HungKuo Delin University of Technology)23/05/2026, 15:30
Traditional grammar instruction often relies on focus-on-forms drills (Long, 1991), but such practices may not ensure durable acquisition (Wong & VanPatten, 2003). This study adopts a Community of Practice (CoP) framework to examine a three-stage intervention: individual grammar-integrated writing, exemplar analysis paired with collaborative Google Docs writing and peer scaffolding, and an...
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Dr Hiroyo Nakagawa (Osaka Jogakuin University and College), Dr Kaori Hakone (Osaka Jogakuin University), Dr Tamara Swenson (Osaka Jogakuin University)23/05/2026, 15:30
This study examines pre-entry education programs for incoming first-year students, cultivating their technological literacy and academic skills to transition from high school to university. This presentation analyzes an in-depth semi-structured interview with the developer of the pre-entry curriculum. The participant is a mentor and administrator at a learning center at a private university in...
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Asami Tsuda (Tokyo International University), Erin Gagatko (Tokyo International University), Kanako Misawa, Kaori Ibuki (Tokyo International University)23/05/2026, 15:30ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
Despite increasing numbers of international students, spontaneous interaction with Japanese students rarely occurs without educational intervention. This presentation reports on an extracurricular exchange workshop designed to enhance learner autonomy and students’ motivation for intercultural communication. Survey and interview data show that short, socially situated conversations promoted...
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Jeanette Dennisson (St. Marianna University School of Medicine)23/05/2026, 15:30
AI chatbots can demonstrate real character and become part of the learning community. For some role-play practices, overly supportive AI partners can reduce realism. We demonstrate how to design AI partners to become more like us with role-appropriate charateristics. These AI partners showed more effective as language partners by encouraging risk-taking and reducing anxiety compared to peer...
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Shalvin Singh (Kanda University of International Studies)23/05/2026, 15:30
This presentation introduces a communicative language teaching (CLT) training course for pre-service university students preparing to become language teachers. Despite CLT’s theoretical prominence, it remains rare in Japanese classrooms, where grammar-translation methods dominate. The use of reflective activities, practice-teaching tasks, and structured lesson planning to develop an awareness...
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Rachael Roberts (Kanda University of International Studies), Tiffani Blatchford (Kanda University of International Studies), Travis Gasaway (Kanda Univ of International Studies)23/05/2026, 15:30
This presentation will elaborate on the implementation of guidelines that were produced by a task group overseeing accessibility of course materials at a university in Japan. The presenters will showcase guidelines for the modification of existing materials and explanatory guides created to support teachers’ understanding of the ideologies, and provide recommendations for how to apply them to...
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Barry Kavanagh (Tohoku Gakuin University)23/05/2026, 15:30
This study examined English prefix difficulty and flashcard use in a Japanese university English course (N = 130). Students studied 44 prefixes over five weeks using online flashcards and weekly quizzes. Results showed significant learning gains, while flashcard usage functioned mainly as supplementary reinforcement. Prefix performance strongly reflected L1 loanword influence, with...
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Russell Chan23/05/2026, 15:30
This practical presentation introduces a simple method for using short, unscripted classroom conversations as materials for listening and speaking activities. It demonstrates how teachers can record conversations with a smartphone, select useful excerpts, and transform them into worksheets. Sample materials and templates will be shared for participants to adapt to their own teaching contexts.
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Jonathan Shachter (Kyushu Sangyo University)23/05/2026, 15:30
This presentation reports findings from a recently published study examining the long-term emotional impact of student silence on a non-Japanese EFL teacher in Japan. Using event-based sampling, the study captured real-time emotional responses to silence in teacher–student interactions. Results show that prolonged and unresolved silence led to appraisal confusion, frustration, relational...
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Dr Hannah Kunert (Komazawa University)23/05/2026, 15:30
This presentation reports the results of a survey of university students who read picture books in small groups, as part of their English course. Students were asked to reflect on their group reading experience, and list some pros and cons of reading a single text in a group. The results show how reading in small communities of practice can be integrated into English classes, and suggest ways...
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Katherine Thornton (Otemon Gakuin University), Mehrasa Alizadeh (Otemon Gakuin University)23/05/2026, 15:30ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This study examines a 2025 student-led project where a team of international and Japanese university students developed virtual tour workshops to foster cross-cultural understanding among young people. Analyzing survey and interview data from secondary school and Kansai Expo workshops, the researchers investigate VR's role in connecting participants with otherwise largely inaccessible...
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Paul Goldberg (Xreading)23/05/2026, 15:30
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 our new AI powered *Book...
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Dr Shawna M. Carroll (Capilano University)23/05/2026, 15:45
Join Shawna for a dynamic meditation session where you'll sample a diverse mix of practices: from guided breathwork and visualizations, to mantras and music meditation. Whether you're brand new to meditation or a seasoned practitioner, this session welcomes everyone (no experience needed)! Feel free to arrive late or leave early; just slip in or out quietly to respect the peace for all. Come...
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Louise Ohashi (Gakushuin University)23/05/2026, 16:05Plenary
Developing GenAI Literacy through Teacher Communities
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Generative artificial intelligence (GenAI) is a transformative technology that has elicited both praise and concern from L2 educators. To use it effectively and guide students well, teachers must develop GenAI literacy, but the proliferation of new technologies has left many unprepared. Institutions have a responsibility to lead, but... -
Stephen Bridge (Tokyo International University), Kaori Ibuki (Tokyo International University)24/05/2026, 09:30ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
Our presentation details a Japanese language instructor / English language instructor collaboration between the Saitama and Tokyo campuses of an international university. Over the fall 2025 semester, students used pen and paper, online writing, and video exchanges to bridge the J-track and E-track communities, communicating in their target languages about themselves, their cultures, and course...
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D. Patrick Allen (Chubu University), Seiko Oguri (Chubu University)24/05/2026, 09:30
This study examines a collaborative teaching initiative using an original cyclical learning method to enhance language education for students. By fostering a supportive learning community, the approach alleviates anxiety related to language learning. Adapted materials focus on essential vocabulary and skills, while targeted lessons on pronunciation and prosody enhance engagement. Findings...
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楠本 正義 (札幌市立あいの里東中学校)24/05/2026, 09:30
How can we transform textbook grammar into real-world tools? This study connects a junior high school classroom with an external ALT dispatch company to operationalize the conference theme. Students submitted tour proposal videos, received authentic content-focused feedback, and utilized textbook grammar (infinitives/reasons) to refine plans for a final live negotiation. Discover how linking...
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Sara Terre Blanche (Kuroki) (Seijo University)24/05/2026, 09:30
This presentation introduces a community-of-practice-based extensive reading and speaking project for Japanese university students preparing for IELTS. Students met weekly in small lunchtime groups to discuss graded readers, share vocabulary, and practice speaking in English. Drawing on two cohorts of data, the session highlights how shared goals and peer interaction supported reading habits,...
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Ryan Nakamura (Sophia University)24/05/2026, 09:30
This presentation explores adapting the usage of Dr. Thomas E. Jackson’s Gently Socratic Inquiry (GSI) from teaching philosophy for children to university-level English instruction in Japan. Emphasizing student autonomy and critical thinking, GSI engages learners in student-generated questioning and teacher-facilitated dialogic inquiry. A classroom-based example from a second-year university...
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Bernadette Benjamin (Ritsumeikan Uji), Dillon Flores (JET PRogram Presenter), Kurtis Carter (AJET), Mr Terry Tuttle (ISA)24/05/2026, 09:30
What does it mean to navigate identity while teaching in a society that often values conformity? In this session, we will explore the lived experiences of three Assistant Language Teachers (ALTs) in Japan who identify as gender-diverse, sexually diverse, and racially diverse. Each speaker will share their personal journey of identity development, resilience, and connection while living and...
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Frances Shiobara (Kobe Shoin University)24/05/2026, 09:30
This presentation reports on a short-term international teaching internship in Thailand for Japanese university students training to become Japanese language teachers. Using pre- and post-program surveys, observations, and interviews, the study examines changes in participants’ intercultural understanding and teaching self-efficacy through this internship program. Results suggest that while...
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Mr Joselito Bisenio (Ritsumeikan Uji Junior and Senior High School)24/05/2026, 09:30
Writing remains a challenge for EFL high school students, but generative AI helps improve drafting, revising, and feedback in PEEL paragraph writing tasks. First year students revised drafts after AI generated feedback and improvements in grammar, vocabulary, and structure were noted. Thematic analysis of the reflections shows AI’s value as a writing aid and stresses the importance of teacher...
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Yuta Mogi (Tamagawa University)24/05/2026, 09:30
This study explores how professional communities shape the identity development of part-time university English teachers in Japan across career transitions. Using narrative inquiry with two teachers—one who moved into full-time university employment and one who had returned to secondary education—it examines how different forms of community participation influenced identity, well-being, and...
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Elizabeth Oba (National Institute of Technology, Toyama College), Jason Henwood (General Union), Jerry Talandis Jr. (University of Toyama), Mukaddam Khaitova (Hokuriku University), Dr Theron Muller (Waseda University Faculty of Human Sciences)24/05/2026, 09:30
We will showcase our experiences of writing for academic publication from within Japanese higher education (HE) as nontraditional authors, explored through collaborative autoethnography (CAE). Our presentation will pursue two goals: explaining how our CAE helped us better understand our experiences of academic publication and how our experiences can inform others seeking to write for academic...
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Benio Suzuki (Utsunomiya University), Saki Araki (Daito Bunka University), Yosuke Ishii (Seijo University)24/05/2026, 09:30
Yosuke Ishii will consider the underexploited language potential of classroom “mini communities” of students working in groups or pairs and propose activities for students to both improve their language abilities and feel part of these communities. Saki Araki will report a preliminary investigation of the specific English language needs of professionals within working life communities in Japan...
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Thomas Stringer (University of St Andrews; The University of Osaka)24/05/2026, 09:30
This presentation explores the creation and development of the St Andrews Journal of International and Language Education (SAJILE), an international, online-only journal and its Community of Practice (CoP). The presenter, a CoP insider, introduces an ongoing investigation of evolving professional learning and identity within this CoP, using complexity theory and qualitative methodologies:...
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Ms Alexandra Burke (Shiga University; The University of Shiga Prefecture)24/05/2026, 09:30
The Teaching Younger Learners Special Interest Group is dedicated to supporting educators who work with children and adolescents in a wide range of teaching contexts. TYL values practical, research-informed, and classroom-tested ideas that help teachers build confidence, foster belonging, and support meaningful language learning for young people. This forum brings together presenters whose...
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Todd Hooper (Setsunan University)24/05/2026, 09:30
In this presentation, a method of teaching presentation skills that focuses on the use of storytelling techniques while reading aloud will be introduced. These techniques include (1) body control—using posture, movement, and gestures; (2) breath control—using pauses; (3) speed control—using speaking speed; and (4) voice control—using volume, stress, and pitch. The speaker will show how these...
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Jaime Morrish (Sugiyama Jogakuen University), Makito Kawata (Kanda University of International Studies), Tophe Zuelke24/05/2026, 09:30
This forum explores AI’s influence on language assessment. Jaime Morrish examines how AI may challenge what we mean by “ability” in high-stakes tests. Makito Kawata looks at how test conditions, such as room acoustics, affect fairness and scores. Tophe Zuelke builds on these perspectives to open discussion of classroom use, asking whether AI truly assesses learning or only appears to do so....
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Chelanna White (Reitaku University), Kinsella Valies (Sophia University)24/05/2026, 09:30
This study explores what makes PanSIG distinctive by examining attendee experiences through the lenses of communities of practice and emotion. Using a qualitative, hand-coded thematic analysis of publicly available PanSIG Transportation Grant reports from 2024–2025, the study identifies recurring themes related to emotion, community, and professional identity. Findings suggest that...
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Manami Sato (Kyoto University of Advanced Science)24/05/2026, 10:10
This classroom-based practice uses AI-driven persona dialogue to enhance Japanese university students’ speaking skills while raising awareness of microaggressions. Students engage in realistic scenarios—such as workplaces, part-time jobs, clubs, and campus settings—responding to potentially problematic remarks from AI-generated personas. This approach allows low-anxiety rehearsal, reflection...
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Phillip Johnson (Tokyo International University)24/05/2026, 10:10
An exploration of autoethnography and its sibling, creative non-fiction, can greatly help relatively untraveled students prepare for a study abroad experience, especially when autoethnographic works from the other country are well-curated. When instructors can carefully delineate this style of writing in terms of its purpose, style, and structure, students can have meaningful and useful...
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Mr Adam Jenkins (Shizuoka Institute of Science and Technology)24/05/2026, 10:10ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
The International Virtual Exchange Project (IVEProject) is an 8-week exchange held twice each year, designed to improve students' English and cultivate intercultural competence. Participants engage in forum-based exchanges, bringing their own personal experiences and cultural perspectives to sharing with real people from other cultures. In addition to large-scale discussions, students also...
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Parvathy Ramachandran (Kanazawa Institute of Technology)24/05/2026, 10:10
This presentation is funded by a research grant from the PanSIG Organizing Committee
"Application of differentiated strategies in the Japanese university classroom context" will introduce the problem of varied language abilities among 15-20 first and second year engineering students in a general english course and argues for a tailored pedagogy. The presentation will focus on differentiated...
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Dawn Kobayashi (Onomichi City University)24/05/2026, 10:10
In this session, the presenter will share the results of a study examining whether students feel that they receive positive peer support during classroom presentations and how this effects their perceived and actual performance. Speaking activities can be one of the most face-threatening activities conducted in language classrooms (Osboe et al., 2007).
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Participants will gain insight into how... -
Connor Edwards, Tae Kudo (Kwansei Gakuin University)24/05/2026, 10:10
Sponsored by National Geographic/Cengage
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This session introduces Science Talk as a classroom resource to help university STEM students speak more actively in English. It shows how selected units can be used to support communication on science-related topics and everyday academic situations, while offering practical ideas for teachers seeking to incorporate STEM content into... -
Judith Kambara (Nagoya City University)24/05/2026, 10:10
This presentation will outline how a university course centered around students’ passions fosters real-world language competencies, classroom engagement, and agency. Students explore how engaging with a passion promotes health and well-being, sharing their insights and experiences through discussions, reflective journaling, and presentations. Attendees will gain practical insight about how...
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Dr Takako Yasuta (Fukushima Medical University)24/05/2026, 10:10
This presentation introduces a manga-based Project-Based Learning approach designed to enhance English writing skills, learner motivation, and autonomy through contributing to the internationalization of the local community. In a semester-long course, non-English majors create informative English manga to promote local businesses. Manga allows practice of colloquial and academic English,...
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Jon Thomas (TD SIG), Kurtis Carter (AJET)24/05/2026, 10:10
Jon Thomas explores how iterative course design and action research can scaffold students’ engagement with “the other” in a Japanese university marketing practicum. Through collaborative analysis of media and the creation of marketing content for a local roadside station, students develop communicative competence, intercultural awareness, and shared responsibility for learning. The...
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Ms Ma Wilma Capati (Global Englishes SIG)24/05/2026, 10:10
This study focuses on STEM Students' Perspective of Translanguaging practices in General English courses. Results from students in lower-level English courses were to students from higher-level English courses in accordance to their perspective of translanguaging in motivation and improving their comprehension
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Mark McGuire (English Language Services (ELS))24/05/2026, 10:10ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
Much has been written about how learner anxiety both contributes to and is sustained by perceived cultural and linguistic barriers between students and language users because of diverse backgrounds. Special focus will be placed on constructing shared identities as a means of bridging the perceived cultural and linguistic barriers that can lead to anxiety. Teachers and researchers can employ...
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Shuyi Li (University of Tokyo)24/05/2026, 10:10
This study investigates how 87 university ESL learners experience Generative AI during vocabulary acquisition. We compared groups using English-only versus L1-supported feedback to understand impacts on motivation, confidence, and learner autonomy. Findings reveal that while ChatGPT-4o boosts engagement through contextualized explanations, technical inconsistencies can hinder trust. We provide...
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MART CHRISTINE JOHNSTON (Takushoku University)24/05/2026, 10:10
Corpus-based frequency lists have traditionally focused on single-word items, leaving the instructional status of multi-word units such as phrasal verbs unclear. This study examines where previously identified high-frequency phrasal verbs fall within a single-word frequency framework using COCA data. By analyzing bigrams, trigrams, and four-grams and integrating these into a lemma-based...
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Sofia Koursarou24/05/2026, 10:10
This research examines Greek Cypriot Ministry of Education–approved history textbooks, focusing on the (lack of) representations of Turkish Cypriots. Using the concepts of hidden curriculum and critical discourse analysis, it explores how historical narratives reproduce or silence minority perspectives and sustain ethnonational divisions. Drawing on UNESCO Textbook Revision Guidelines, the...
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Dr Manu Avenido (Kyoto Sangyo University and Ritsumeikan University BKC)24/05/2026, 10:50
This presentation is funded by a research grant from the PanSIG Organizing Committee.
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Formulating questions in English remains challenging for Japanese EFL learners (Buda, 2010; Shizuoka, 2020), due to factors such as anxiety (Muroya, 2023), limited communicative practice (Yanagi & Baker, 2016), low oral proficiency (Hamada, 2008), difficulty with Wh-questions (Yonezaki & Yonezaki, 2015), and... -
Andy Gill (Kanda University of International Studies)24/05/2026, 10:50
This presentation focuses on how to design reading response logs for Literature Circles in Japanese university EFL contexts. Drawing on a multi-year action research project, it highlights key design considerations - such as prompt structure, learner confidence, and expectations of teacher support - and introduces practical adaptations including an “Ask the Teacher” section and built-in preview...
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Mrs Anisah Ghina Wijayanti (Waseda University)24/05/2026, 10:50
Adult and transnational learners, particularly women, often face barriers such as anxiety, limited access to safe spaces, and social constraints (Krashen, 1982). Examining community-based practices is therefore essential for designing inclusive language-learning environments.
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Cameron Romney (Kyoto Women's University)24/05/2026, 10:50ICLE: Intercultural Communication in Language EducationB. Practice-oriented Presentation (25 minutes)
This presentation describes a homework assignment used in an intercultural understanding seminar (zemi) for students in an English department. The students find multiple images that demonstrate a cross-cultural comparative concept, such as power distance (Hofstede, 2011), and write an analysis. The presentation will explain the rationale and details of the assignment and show examples of...
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Paul Nehls (Tsuru Bunka University)24/05/2026, 10:50
This presentation examines the impact of artificial intelligence on post-secondary language teaching by contrasting two pedagogical models. While AI excels at standardized instruction, feedback, and assessment, many required language courses depend on human-led interaction, motivation, and classroom authority. The talk argues that AI’s influence on language education is determined less by...
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Dr Edo Forsythe (Hirosaki Gakuin University)24/05/2026, 10:50
This session reports on eight years of survey data into Japanese university students’ perceptions of their strongest English skill and their preferred learning styles. Over 1300 university students were surveyed about their strongest English language skill and how they most effectively learn. The results of this longitudinal study will be presented, and attendees will learn how this study’s...
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Chizuru Gyofu, Daniel Hooper (Chuo University), Ivan Lombardi (University of Fukui), John Bankier (Kanagawa University), Karin Ebisu (Kanagawa University), Kimberly Loren Abella Reyes, Mike Nix (Chuo University), Robert Moreau (Meiji University), Ms Yuka Kono (Waseda University), 佳世 小澤 (Kyoritsu University)24/05/2026, 10:50
Presentations are as follows:
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Chizuru Gyofu – Fostering Learner Autonomy Through Self-Regulated Learning in Extended EFL Classes
Daniel Hooper and Robert Moreau – Learning, Struggling, Teaching: Language Teachers’ Reflections as Language Learners
Ivan Lombardi - A Classroom Story of Multilingual Learners Figuring Out AI Translation Together
Karin Ebisu, John Bankier, and Yuka Kono –... -
Alastair Graham-Marr (ABAX Ltd)24/05/2026, 10:50
Sponsored by ABAX
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CLIL (Content and Language Integrated Learning) is an approach to English teaching that falls within the broader framework of Content-Based Instruction (CBI). Rather than focusing on isolated grammar or vocabulary, it engages students through meaningful content. CLIL classes offer several advantages, including real-world relevance, deeper cognitive engagement, and enhanced... -
John Carle (MW SIG, Kindai University, Oak Hills Press)24/05/2026, 10:50
This practice-oriented presentation explores how motivation, accountability, and cooperation can be intentionally designed into ESL classroom activities. Using concrete textbook-based examples, the presenter demonstrates discussion tasks and peer activities that increase student engagement, responsibility, and interaction. Drawing on established second language research, the session highlights...
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Dr Alexandra Shaitan (Chuo University, Tokyo, Japan)24/05/2026, 10:50
This presentation explores how multilingualism and language prestige shape identity negotiation among mixed-race individuals in Japan. Focusing on a half-Japanese, half-Russian participant, it examines how Japanese, English, and Russian are differently valued in interaction and narrative. Using discourse-analytic approaches, the study highlights how raciolinguistic ideologies constrain...
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Elisabeth Fernandes24/05/2026, 10:50
Negativity bias can reduce Japanese university EFL students’ confidence and willingness to speak, especially in presentation classes where fear of mistakes and overfocus on accuracy are common. This practical session looks at how this affects student participation and what teachers can do about it. Participants will gain ideas for giving more positive feedback, strengthening peer interaction,...
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John Campbell-Larsen (Kyoto Women's University)24/05/2026, 10:50
This presentation will outline several classroom activities that move away from traditional notions of ‘correct’ and ‘incorrect’ outcomes and focus instead on encouraging students to use all of their extant knowledge to create utterances that are pragmatically appropriate but not merely pro forma. Classroom activities regarding reported speech, use of sense verbs, self-paraphrase, and...
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Maria Angelica Jimenez Otalora (Universidad de Waseda)24/05/2026, 10:50
This practice-oriented presentation reports on authentic assessment in a Colombian university elective, “Japanese for Manga and Anime,” where mixed-level undergraduates collaboratively explored Japanese language and popular culture. The course replaced traditional exams with creative, collaborative tasks (e.g., thematic presentations, seiyuu projects) and flexible quizzes to build vocabulary,...
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Prof. Ariel Tabak (Temple University, Japan Campus), Mr James Dunn (Meiji University), Mr John Shaw (Westgate), Nidal Butt (Westgate)24/05/2026, 10:50SIG Forum
The Critical Thinking SIG Forum will feature presentations that propose approaches that encourage critical thinking in language classrooms. Among the topics to be covered this year are using logical fallacies to build safer and more engaged discussion spaces, exploring emotional reactions in media literacy courses, and examining critical thinking through game design.
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Ryan Richardson (Konan University Hirao School of Management)24/05/2026, 10:50
This talk will look at some ways to use various AI tools to create targeted and appropriate listening materials for classes.
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Mr Tim Pritchard (Seinan Gakuin University)24/05/2026, 10:50
This talk introduces a simple lesson warm-up activity. Firstly: students share any good news or bad news in pairs or groups. Secondly: the teacher asks students to share news with the class. Intended benefits of each step, and solutions to possible problems, will be discussed with classroom anxiety (Horwitz, Horwitz & Cope, 1986). Unintended benefits reported by students are discussed along...
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Russell Chan24/05/2026, 10:50
This presentation reports a microgenic analysis of immediate task repetition in an English oral communication course for low-proficiency Japanese university students.
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Ellie Smith (Aichi University)24/05/2026, 11:05
Come along for a slow and refreshing yoga session where you'll have a chance to unwind and reset in between presentations. These classes are beginner-friendly, so come and have a go even if you’ve never stepped on a yoga mat before. We will work on some simple yet effective yoga poses to help calm the mind, quiet the noise, and ease the jitters. Wear something comfy and easy to move in.
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Gary Ross (Kanazawa University), Mark Brierley (Shinshu University)24/05/2026, 11:30
This study examines learner interaction data from an AI-driven extensive reading system that generates stories levelled to reader proficiency. Behavioural measures such as reading speed, completion, and rereading are analysed alongside learner comments and ratings to identify patterns associated with successful and problematic texts. Findings provide insight into how well adaptive generation...
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Yin Ling Lui (Chinese University of Hong Kong)24/05/2026, 11:30
In academic and professional settings, individual often need to speak with minimal preparation. This paper details the decade-long development of the Interactive Speaking Platform (ISP), which comprises three modules: impromptu speaking, job interview skills and technical interview skills, Structured within the Behavioural Skills Training framework, the ISP supports curriculum delivery and...
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Rab Paterson (Rikkyo University)24/05/2026, 11:30
This presentation highlights a Global Business course designed using the Content and Language Integrated Learning methodology (Coyle et al, 2010) and incorporating the development of Communities of Learners (Lave & Wenger, 1999). Approaches like Project-Based Learning and Challenge-Based Learning were used, and the course followed MEXTl policy to promote globally competent (gurobaru jinzai)...
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Amy Braun (Seto Solan Primary School)24/05/2026, 11:30
This presentation will present Cooperative Learning and present effective implementation strategies for English classrooms. Participants will engage in practical CL activities that are adaptable across educational levels, from preschool to high school. These activities are informed by a range of sources, including workshops (Laurier, 2025) and relevant literature (Kagan & Kagan, 2009). By the...
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Ashley Ford (Nagoya City University), Kinsella Valies (Sophia University)24/05/2026, 11:30
This study examined the second-year implementation of an international film festival as a learning space prioritizing learner empowerment through project-based learning. Participants were surveyed before and after the event using the Learner Empowerment Scale(LES). Results showed that viewing peer work, receiving external feedback from judges, and observing audience responses influenced how...
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Nicole Moskowitz (University of Hyogo)24/05/2026, 11:30
This presentation will detail a weekly writing activity which encouraged university students to use AI to edit their original work, and not simply blindly copy and paste answers. The steps to implement this activity in class will be explained. Also, the results of a survey on student perception of AI use, and AI feedback compared to teacher feedback will also be detailed.
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Mariquit D. Camba (Japan Exchange and Teaching Programme)24/05/2026, 11:30
This presentation examines an ALT-led English performance day as an example of event-based learning in Japanese elementary EFL education. Using a mixed methods design, the study explores grammar and vocabulary retention, learner engagement, and alignment with the national curriculum. It establishes an empirical baseline for event-based learning, extends discussions of ALTs' pedagogical roles...
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Ian Munby (Hokkai Gakuen University)24/05/2026, 11:30
This presentation reports on a study that shows that Japanese university students’ vocabulary size strongly correlates with their knowledge of common phrasal verbs, though several frequent verbs remain poorly known. Despite MEXT policy emphasis, high-frequency multiword expressions may still be under-taught in schools. The findings highlight the need for more systematic instruction of phrasal...
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Dr Ana Sofia Hofmeyr (Kansai University)24/05/2026, 11:30ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This presentation will introduce results from in-depth interviews with 18 high-profile Japanese professionals with vast international experience in a broad range of fields, including STEM, business, sports, art, music, hospitality, diplomacy, and education. We will discuss: 1. What strategies have successful Japanese professionals developed for effective intercultural communication? 2. Which...
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Joe Dobson (Thompson Rivers University)24/05/2026, 11:30
Kindness and respect are important in the scholarship of teaching and learning, but not necessarily given the much-needed time. This presentation will explore the transformative power of kindness and respect in the Graduate Student Success Centre, a self-access centre for graduate students in education in a Canadian university, in which graduate teaching assistants support their peers,...
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Frederic Lim (Method_.Mastery)24/05/2026, 11:30
Language teachers make complex pedagogical decisions intuitively, yet time pressure often prevents these decisions from being made explicit in lesson planning. This practice-oriented session explores how CI-informed planning routines can help teachers articulate and preserve their instructional judgment while reducing planning friction. Classroom examples and a brief demonstration illustrate...
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Joseph Wood (Nanzan University)24/05/2026, 11:30
This presentation examines how raising students’ awareness of their own motivation can impact how they feel about their language learning. For the study, students wrote weekly at home in motivation journals about what motivated or demotivated them each week. Data collection comes from 15 university students and includes surveys, interviews, and motivation journal entries. The data show that...
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Charles Browne (Meiji Gakuin University)24/05/2026, 11:30
Sponsored by Kinseido
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This presentation introduces a selection of practical classroom activities designed to help EFL learners develop critical thinking skills. Drawing on Bloom’s Taxonomy and task-based language teaching principles, the session will briefly outline a framework for integrating critical thinking into everyday classroom practice.
The focus will be on demonstrating a small... -
Nhat Nam Lien (National Yang Ming Chiao Tung University, Taiwan)24/05/2026, 11:30
This presentation offers an English-language course design that raises critical awareness of gender equality for vocational high school students, drawing on the TBLT-integrated Critical Language Pedagogy approach. The presentation begins with a discussion on how the course develops students’ linguistic skills, cognitive competence, and a gender-balanced perspective. Then, it introduces the...
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Andy Barfield (Chuo University)24/05/2026, 11:55
In this poster presentation about a PBL course for non-English majors, I look at the shift from teacher-led rubrics to student-created criteria for self- and peer-evaluation. Drawing on student reflections, narratives, and project products, I also consider what students prioritise in their collaborative assessments and how this co-construction not only helps to fine-tune teacher feedback, but...
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Zoe Barber (Kwansei Gakuin University)24/05/2026, 11:55
This practice-oriented poster session introduces a learner-centered approach to L2 writing feedback that promotes the development of student autonomy, feedback literacy, and confidence through weekly structured peer-response writing workshops. Developed for practical classroom use, the presentation offers concrete strategies for fostering meaningful communication, inclusive participation, and...
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Peter Brereton (International Christian University)24/05/2026, 11:55
This presentation examines how peer dynamics in English-medium instruction (EMI) shape participation beyond linguistic challenges. Using Wenger’s Community of Practice framework, it distinguishes peripherality as an enabling entry position from marginality as restricted access to meaningful practice. Based on a longitudinal narrative doctoral study of seven students at a Japanese university, I...
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Jason Wills (Kanda University of International Study), Rachael Roberts (Kanda University of International Studies)24/05/2026, 11:55
This study examines how explicitly pronunciation is taught in English Language Institute courses at Kanda University of International Studies in Japan, and why instructors choose to include or exclude it. Drawing on teacher data, it analyzes instructional frequency, methods, and influencing factors such as beliefs, curriculum constraints, learner needs, and training, aiming to inform teacher...
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Marc Jones (Toyo University)24/05/2026, 11:55
The auditory motor cortex is analogous to a piece of origami paper: the more it is folded in particular locations, the more likely that folds will start to develop in those places because the paper becomes stressed with use. When phonemic categories are subject to wide variation in L1 but not L2+, a wider acceptability of phonemic categorisation is likely for L2+ until that phoneme is acquired...
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Ms Krystle Wright (Kyoto Prefectural University of Medicine)24/05/2026, 11:55
Professional development is essential for setting young and emerging teachers on the path to success. However, the need for in-service teacher professional development should also be addressed. This project will introduce and compare the professional development programs available to teachers in Japan and Jamaica and discuss whether they should be institutionally structured or teacher-driven....
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Kayoko Kinshi (University of Hyogo), Akiko Tsuda (Nakamura Gakuen University)24/05/2026, 11:55
This poster examines transnational sisterhood between two Japanese women academics who met abroad and sustained collaboration across different regional universities in Japan. Using collaborative narrative inquiry, the study explores how their relationship enabled cross-institutional online learning projects initiated during COVID-19. The presentation demonstrates how informal networks support...
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Bethany Lacy (Rikkyo University)24/05/2026, 11:55
In this interactive poster session, audience members will be able to see which social issues more than 100 university students said are the most severe, 1) in Japan and 2) around the world. The poster compares how the same issues are ranked across these two scales and highlights where perceptions differ most. Students also provided written responses explaining what they considered the most...
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Alexandra Terashima (University of Tokyo), Anna Bordilovskaya (Tokyo City University)24/05/2026, 12:40
eaching academic writing in an EFL context is challenging because reading published papers that exemplify this genre is often beyond the students’ level of comprehension. We therefore used student-written IMRaD papers to create a rhetorical moves analysis framework, which makes the genre more accessible for students. We discuss the process used to extract moves for the Introduction and Methods...
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Cecilia Noemi Silva (Tohoku University)24/05/2026, 12:40
This presentation describes activities integrating Collaborative Strategic Reading (CSR) with transmedia narrative in a multilevel Spanish classroom. Building on CSR’s established comprehension framework, a fifth stage—multimodal expansion—was added. This phase guides students beyond the original text, fostering connections across media. Results indicate this approach supports the progression...
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Curtis Kelly (Professor Emeritus, Kansai University), David Scott Bowyer (Nagoya Gakuin University), Harumi Kimura (Miyagi Gakuin Women's University), Kazunori Shishikura (Sophia University), Sirisha Komanduri (Meikai University, Chiba)24/05/2026, 12:40
The Brain SIG forum presents five brain-inspired talks focusing on the roles the social brain plays in education, given by five passionate presenters―from up-and-coming educators to well-published experts.The forum includes a theoretical perspective on the social brain in education (Sirisha Kumanduri), expands this with research evidence (Kazunori Shishikura) and critical observations (Harumi...
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Andre Parsons (Hokkaido University of Education - Hakodate)24/05/2026, 12:40
In Japan, many university students are required to join a seminar in which they often do research under a teacher’s supervision. They usually meet regularly and share their research, suggesting the presence of a Community of Practice (CoP). However, to what extent does a seminar facilitate a CoP? This presentation explores that question through the author’s own seminar providing insights into...
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John Bankier (Kanagawa University)24/05/2026, 12:40
This study compares the ability of language teachers, AI checker apps and large language models to distinguish human-written from machine-generated text produced by an LLM (ChatGPT) or translation software (DeepL). This presentation will discuss how texts were produced which were representative of student writing practices. In addition, the design of the study will be described, including use...
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Kip Cates (Tottori University)24/05/2026, 12:40
The classroom can be an exciting place to work with students on developing foreign language skills. Sending students out into the real world to do communicative tasks in the local community can reinforce classroom learning, build social awareness, foster student engagement and promote personal growth. This presentation will demonstrate creative ways to design out-of-class homework assignments...
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Mike Lawrence Ratunil (Ritsumeikan Uji Junior and Senior High School)24/05/2026, 12:40
This presentation examines how the use of randomized speaking topics can move assessment beyond memorization and toward authentic critical thinking among second-year high school EFL students. By limiting opportunities for rehearsed or scripted responses, learners are encouraged to analyze ideas, organize their thoughts, and respond spontaneously in real time. The findings indicate that...
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Amanda Kira (Chuo University)24/05/2026, 12:40
Foreign professors on university committees encounter Japanese language-mediated, local discourses used in active negotiation of texts and roles. However, as I describe in this autoethnography, task expectations for committee assignments at Japanese universities can be confusing when joining from other cultural milieux. I will reflect on theories from sociology, anthropology, and...
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Mark Brierley (Shinshu University), Noriko Muramatsu (Meiji University Meiji HS Meiji JHS), Patrick Conaway (Shokei Gakuin University), Sandra Yamane (Three Tigers English)24/05/2026, 12:40
Dear ER Helpline. This forum will answer some of the common issues that an instructor may face when trying to set up and conduct an ER program at their institution. For example; How do I convince my school that conducting an ER program will be beneficial for the students? How much budget would I need to start, and where can I find it? What books do I need and where do I get them?
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Natalie Correia, Mr Prumel Barbudo (Meikai University)24/05/2026, 12:40
The Global Englishes forum features two presentations. Natalie Correia discusses how intercultural exchanges can influence high school students’ native-speakerist ideologies. Prumel Barbudo considers a university-level International Fair as a temporary multilingual community of practice. Their work looks at how educational experiences can help develop more flexible, multilingual, and...
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Dunja Radojkovic (City University of Macau)24/05/2026, 12:40ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This study explores how university students in Macau, China, co-constructed interculturality with Serbian peers in a WeChat exchange integrated into their coursework. Adopting a poststructuralist lens (Dervin, 2016), the pilot draws on Positioning Theory and CDA to analyze WeChat dialogues and interviews. Preliminary findings show that while students successfully maintained a friendly...
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Ai Nakagawa (Seiryo High School, Shizuoka Institute of Science and Technology)24/05/2026, 12:40
This presentation examines sociocultural factors that influence Japanese learners’ participation and performance in ESL classrooms. It focuses on cultural values such as group orientation, hierarchical relationships, and face-saving practices, as well as the impact of higher education expectations, entrance examinations, and pressure to succeed. The study highlights the need for communicative...
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Chelanna White (Reitaku University), Natsuho Mizoguchi (Nagoya University of Foreign Studies), Shuyi Li (University of Tokyo)24/05/2026, 12:40
Join the SPIN Forum at PanSIG 2026 for an interactive discussion designed to bridge the gap between attendees and panelists. This dynamic session explores key learning milestones and professional development, tackling real-world student challenges such as balancing TA responsibilities, gaining teaching experience, and navigating the job hunt. Connect directly with fellow students and SPIN...
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Thomas Entwistle (the British Council, Japan)24/05/2026, 12:40
This study analyses the podcast narratives of Japanese study abroad returnees to explore transformation, language learning, and identity. Using reflexive thematic analysis, the study highlights how students articulate growth, challenges, and shifting self-perceptions through naturally occurring spoken narratives. Findings suggest podcast style semi structured interviews offer a valuable lens...
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Alex Serebriakoff (Momoyama Gakuin Daigaku), Thomas Legge (Momoyama Gakuin University), 容子 夜久 (桃山学院大学)24/05/2026, 12:40
Many English teachers in Japan prepare students for IELTS Speaking without ever experiencing a high-stakes communicative speaking test themselves. This interactive session introduces a project that created a Japanese-language speaking test modelled on IELTS Speaking, exploring speaking test design, construct validity, pragmatics, and examiner expectations. Participants will try selected...
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George MacLean (University of the Ryukyus), Norman Fewell (Meio University)24/05/2026, 12:40
Traditional grading often struggles to capture teamwork nuances and delivers feedback too late to drive student growth. This session demonstrates a practical system for combining instructor, peer, and self-evaluation using Google Workspace. Learn to use Google Forms and Sheets to automate scoring and streamline feedback for group projects. Ideal for online or hybrid settings, this low-cost...
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Ashton Dawes (Kanda University of International Studies), Kathryn Jurns (Rikkyo University), Lucas Dickerson (Kwansei Gakuin University), Michael Griffiths (Kwansei Gakuin University), Naoko Kato24/05/2026, 13:20
This forum, led by editors and chapter authors of Cultivating Confidence in L2 Writing, presents classroom-tested, communication-centered practices that build student confidence, language competence, and sustainable writing communities. Focusing on reimagined peer review, communicative writing tasks, and technology-enhanced methods, presenters showcase collaborative, socially mediated...
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Emily MacFarlane (Tohoku Gakuin University), Friel Alina (Tohoku University), Jessie Takeda (Tohoku University)24/05/2026, 13:20
This study investigated the interaction between speech rate and vocabulary prediction among 100 Japanese EFL students. Using TOEFL ITP® conversations at various speeds (0.75x - 1.25x), results revealed that listening scores consistently exceeded prediction scores (p < 0.001). While speed alone did not determine performance, predictive ability became a critical success factor at high speeds...
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Ralph Artugue (Sophia University)24/05/2026, 13:20
This study originated from a practitioner research project on reflective diary use. This presentation focuses specifically on how students experienced and contributed to the development of a classroom community in a University English communication course.
Over the six weeks, students' participation, interaction patterns, and emerging needs became central to shaping the classroom...
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Ann Flanagan (Ritsumeikan Junior and Senior High School)24/05/2026, 13:20
This practice-oriented presentation explores student-led conferences as a community of practice in EFL education. By positioning students in leadership roles, student-led conferences foster agency, transformative learning experiences, learner autonomy, and practical language use. Drawing on the presenter’s experience in a private Japanese secondary school, the presentation shares strategies...
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Adam Littleton (Toyo University)24/05/2026, 13:20ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
Different cultures have different rules about the display of emotions. Further, fostering a positive emotional climate is important for learning outcomes. But how can ESL instructors from cultures outside of Japan be certain that their emotional displays are perceived as contextually appropriate by their students? This presentation shares the results of a questionnaire about foreign ESL...
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Kinsella Valies (Sophia University), Bertlinde Voegel (Osaka University)24/05/2026, 13:20SIG Forum
OLE's Multilingual Café comes to you: This interactive forum introduces participants to Curaçao through its national language, Papiamentu. After an overview of the island’s history and multicultural roots, most of the session focuses on actively learning basic conversational phrases. Through guided practice, participants will gain confidence in greetings, introductions, and everyday...
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Andrew Devitt (Westgate), Ezra Vasquez (Kansai Gaidai University), Miguel Campos (Toyo University), Nidal Butt (Kanda University of International Studies), Suwako Uehara (The University of Electro-Communications)24/05/2026, 13:20
Navigating journal submission systems can be a barrier for many prospective authors. This interactive forum addresses that challenge by introducing the PanSIG Journal’s new Open Journal Systems (OJS) platform through a live demonstration and guided participation. Beyond the technical walkthrough, participants will engage in collaborative activities such as trivia and group-based...
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Anna Engle (Kyoto Gaidai Nishi High School), Cecilia Noemi Silva (Tohoku University), Edward Escobar (Kyoto Gaidai Nishi High School), Michael Sharpe (Kochi National University), Nick Hallsworth (Seijoh University), Thomas Legge (Momoyama Gakuin University)24/05/2026, 13:20
This forum brings together four presentations exploring innovative and practical approaches to study abroad across pre-, during-, and post-mobility stages. Contributions include a cost-effective volunteer-based model, a task sequence promoting authentic linguistic engagement, reflective journaling to address pre-departure anxiety, and a study of learner autonomy in program evaluation....
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Jehan Cruz (Ritsumeikan University)24/05/2026, 13:20
This presentation explores how English and Japanese learners sustain interaction in online tandem learning through the strategic use of multimodal resources. Drawing on video-recorded Zoom exchanges, it shows how learners combine linguistic, paralinguistic, digital, and interactional strategies to negotiate meaning, maintain engagement, and collaborate effectively. The findings highlight how...
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Dr Andrew Reimann (Aoyama Gakuin University), Natsuki Suzuki (Teaching English to Young Learners)24/05/2026, 13:20
What is the value of a teacher in the age of AI? Presenters discuss the evolving role of educators amidst, rising revolutionary innovation. Technology that enhances learning through personalization, and efficiency lacks the emotional intelligence and empathy essential for curiosity, creativity, competence and community building. Bridging this divide, presenters emphasize the unique qualities...
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Yulia Kuznetsova (University of Tsukuba)24/05/2026, 13:20
Community-based approaches such as group work, peer collaboration, and language support classes are widely used to support multilingual learners. Yet participation does not always lead to recognition. Drawing on learner perspectives from research in Japan, this presentation examines how multilingual students may remain unnoticed as multilingual speakers even in supportive environments....
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Brett Laybutt (Globiz Professional University), Sean Mitchell (Globiz Professional University)24/05/2026, 14:00
In recent years due to the falling birthrate, Japanese universities and colleges are enrolling increasing numbers of international students, creating more linguistically and culturally diverse classrooms. This presentation explores how a group of instructors at a vocational college have adapted their teaching practices in response, focusing on how instructors have adapted to these contexts....
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Jann Franckleif Pepito Yamamoto (中京大学), Mark McGuire (ELS Language Center)24/05/2026, 14:00
This research project aims to show that a more naturalistic and qualitative approach to researching language development is necessary in the Japanese context to capture the non-linear trajectory of development. Though linguistic competence is usually measured through written standardized tests, it may not be an accurate measure in which to view learner development, which is in constant flux....
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Justin Pool (Osaka Kyoiku University, University of St Andrews)24/05/2026, 14:00
This presentation reports pre-departure findings from a longitudinal study examining how Japanese pre-service English teachers position themselves in relation to short-term study abroad (STSA). Drawing on semi-structured interviews and Language Identity Theory, it explores participants' learning histories, perceived competence, and expectations of STSA. The study sheds light on how identity...
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James Broxholme (Kwansei Gakuin University)24/05/2026, 14:00
This study investigates using the flipped classroom model to mitigate Foreign Language Anxiety (FLA) among 200+ students at a public university in Shikoku. Grounded in Tokuhama-Espinosa’s (2011) neuroeducational framework, the research compares flipped and traditional instruction via the FLCAS scale. Attendees will explore how pre-class preparation manages cognitive load and reduces perceived...
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Andrew Devitt (Westgate)24/05/2026, 14:00
This presentation introduces a community-based extension to speed reading practice designed to improve student motivation for reading fluency exercises. By shifting responsibility from the teacher to the learners, students work together to check answers, justify comprehension, and confirm results as a class. Attendees will learn how to implement this collaborative fluency practice to support...
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Curtis Kelly (Professor Emeritus, Kansai University)24/05/2026, 14:00
From the brain’s perspective, it is a massive task to take something we know and turn it into goals and actions. Knowing is only half of what EFL learning is. The other half is doing, called cognitive control in neuroscience, something we grossly undervalue. Let us look at the neuroscience behind this perspective, including the role of play, tasks, and automaticity, and review approaches that...
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Mr John Shaw (Westgate)24/05/2026, 14:00
This classroom study investigates the impact of personalised, handwritten homework on learner engagement and speaking fluency in two A2–B1 university classes. Students completed eight 100-word texts on self-chosen topics and used them to prepare for mingling tasks focused on different CEFR mediation criteria. The presentation will show findings indicate higher homework completion, increased...
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Aurora Tsai (University of Tokyo), Daisuke Kimura (Waseda University)24/05/2026, 14:00
Although microaggressions frequently attack racial minorities’ personhood and portray them as linguistically deficient, few studies have investigated how language educators can support learners’ resilience and response strategies. This study examines reflections from 70 Japanese mixed-heritage individuals about their encounters with microaggressions and their confrontation and coping...
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Kevin Bartlett (Mukogawa Women's University)24/05/2026, 14:00ICLE: Intercultural Communication in Language EducationA. Research-oriented Oral Presentation (25 minutes)
This presentation reports on a Collaborative Online International Learning (COIL) project linking university students in Japan and the United States through an eight-week virtual exchange. Grounded in translanguaging pedagogy, the program functioned as a community of practice supporting intercultural dialogue, bilingual communication, and professional learning. Findings show increased...
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Susan Meiki (JALT Business Manager / Okayama University / Poster Chair), Tim Cleminson (Okayama University), Yuliana Lavrysh (Igor Sikorsky Kyiv Polytechnic Institute)24/05/2026, 14:00
Drawing on a Ukraine-Japan collaboration, this presentation explores Virtual Exchange as a peacebuilding community. We demonstrate how collaborative tasks and human encounters transform critical media literacy into tools for real-world mediation. We introduce a pedagogical framework showing how instrumental and ontological capacities must be nurtured to help students navigate the complexities...
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Dr Shawna M. Carroll (Capilano University)24/05/2026, 14:10
Join Shawna for a dynamic meditation session where you'll sample a diverse mix of practices: from guided breathwork and visualizations, to mantras and music meditation. Whether you're brand new to meditation or a seasoned practitioner, this session welcomes everyone (no experience needed)! Feel free to arrive late or leave early; just slip in or out quietly to respect the peace for all. Come...
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Prof. Louise Ohashi (Gakushuin University), Robert Stroud (Hosei University)24/05/2026, 14:40Plenary
Panel Discussion Theme: Language Education in the Age of AI
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This forum offers a space for open dialogue between PanSIG 2026's plenary speakers (Louise Ohashi and Robert Stroud) and the audience. The plenary speakers will each give a short talk (abstracts below) then the moderator will open the floor for questions and discussion topics related to AI and L2 education.
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