PanSIG 2026 - Building Language Competencies through Community

Session

802

23 May 2026, 11:00

0号building/8-802 (Chukyo University)

31. Building interactive speaking skills through 'small talk' activities in JHS

Laura Pratt (British Council, Tokyo)

23/05/2026, 11:00

TYL: Teaching Younger Learners

B. Practice-oriented Presentation (25 minutes)

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.

41. Finding Motivation in Hidden Places: Geocaching for Meaningful English Learning

Miki Tokunaga (National Institute of Technology, Kurume College)

23/05/2026, 11:40

TBL: Task-Based Learning

B. Practice-oriented Presentation (25 minutes)

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...

27. Making COIL Work: Addressing the Challenges

Dr Elizabeth Lavolette (Kyoto Sangyo University), Dr Mahboubeh Rakhshandehroo (DWCLA)

23/05/2026, 12:20

CALL: Computer Assisted Language Learning

B. Practice-oriented Presentation (25 minutes)

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...

37. Interactional Engagement in EFL small talks: Zoom vs. Frame

Mehrasa Alizadeh (Otemon Gakuin University), Nikan Fujii (Bukkyo University)

23/05/2026, 13:30

CALL: Computer Assisted Language Learning

A. Research-oriented Oral Presentation (25 minutes)

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...

60. Practical Uses of AI for Teachers and Students: An Extended Study

Richard Sparrow (Kyoto JALT)

23/05/2026, 14:10

CALL: Computer Assisted Language Learning

B. Practice-oriented Presentation (25 minutes)

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...

222. Vibe coding: Practical AI workflows for language teachers

Gary Ross (Kanazawa University), Steve Henneberry (島根県立大学)

23/05/2026, 14:50

CALL: Computer Assisted Language Learning

B. Practice-oriented Presentation (25 minutes)

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...

106. Beyond Practice: Community-Based Grammar Learning in Vocational Education

I-Jiuan Ting (HungKuo Delin University of Technology)

23/05/2026, 15:30

TBL: Task-Based Learning

A. Research-oriented Oral Presentation (25 minutes)

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...

76. Connecting Classrooms to Companies: Authenticity Through ALT Feedback

楠本 正義 (札幌市立あいの里東中学校)

24/05/2026, 09:30

TBL: Task-Based Learning

A. Research-oriented Oral Presentation (25 minutes)

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...

141. Manga-based PBL: Developing English Competence, Motivation, and Autonomy

Dr Takako Yasuta (Fukushima Medical University)

24/05/2026, 10:10

TBL: Task-Based Learning

B. Practice-oriented Presentation (25 minutes)

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,...

152. The Role of Repair Practices and Turn Designs in Task Repetition

Russell Chan

24/05/2026, 10:50

TBL: Task-Based Learning

A. Research-oriented Oral Presentation (25 minutes)

This presentation reports a microgenic analysis of immediate task repetition in an English oral communication course for low-proficiency Japanese university students.

148. Event-Based Learning: An ALT-Led English Performance Day in Elementary EFL

Mariquit D. Camba (Japan Exchange and Teaching Programme)

24/05/2026, 11:30

TBL: Task-Based Learning

A. Research-oriented Oral Presentation (25 minutes)

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...

129. Analyzing L2 Student-Authored Academic Papers Using Rhetorical Moves Analysis

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

24/05/2026, 12:40

TBL: Task-Based Learning

A. Research-oriented Oral Presentation (25 minutes)

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...

297. PanSIG Journal Hands-On: Testing Your Knowledge of Submissions

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...