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PanSIG 2026 - Building Language Competencies through Community

23–24 May 2026
Chukyo University - Nagoya Campus
Asia/Tokyo timezone

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Session

803

23 May 2026, 11:00
0号building/8-803 (Chukyo University)

0号building/8-803

Chukyo University

72

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  1. 99. Building an action research community for busy, early career teachers
    Dr Noriko Nagai (JALT)
    23/05/2026, 11:00
    CUE: College and University Educators
    B. Practice-oriented Presentation (25 minutes)

    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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  2. 245. SIG Forum: CEFR and Language Portfolio
    Dr Adiene Susej Roque de Hishiyama (Seikei University), Gabriela Schmidt (JALT CEFR LP SIG President), Dr Noriko Nagai (JALT)
    23/05/2026, 11:40
    SIG 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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  3. 176. Music-Based CEFR Mediation in Intercultural Spanish Learning
    Dr Adiene Susej Roque de Hishiyama (Seikei University)
    23/05/2026, 13:30
    CEFR LP: CEFR and Language Portfolio
    B. Practice-oriented Presentation (25 minutes)

    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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  4. 256. Listening SIG Forum: Teaching Active Listening with Contributor Speed Talks
    Bethany Lacy (Rikkyo University), Haidee Thomson (Hokusei Gakuen University), Mr Liam Ring (Listening SIG), Dr Mika Ishino (Doshisha University), Dr Naheen Madarbakus-Ring
    23/05/2026, 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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  5. 166. Recording and Using Unscripted Conversations in the Language Classroom
    Russell Chan
    23/05/2026, 15:30
    LIST: Listening
    B. Practice-oriented Presentation (25 minutes)

    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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  6. 269. TEVAL Forum: AI and Integrity in Language Assessment
    Jaime Morrish (Sugiyama Jogakuen University), Makito Kawata (Kanda University of International Studies), Tophe Zuelke
    24/05/2026, 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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  7. 172. Popular Culture as a Platform for Authentic Japanese Language Assessment
    Maria Angelica Jimenez Otalora (Universidad de Waseda)
    24/05/2026, 10:50
    TEVAL: Testing and Evaluation
    B. Practice-oriented Presentation (25 minutes)

    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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  8. 139. Exploring knowledge of English phrasal verbs among Japanese university students
    Ian Munby (Hokkai Gakuen University)
    24/05/2026, 11:30
    TEVAL: Testing and Evaluation
    A. Research-oriented Oral Presentation (25 minutes)

    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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  9. 61. The challenges of creating an Japanese speaking test … for English teachers
    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
    TEVAL: Testing and Evaluation
    B. Practice-oriented Presentation (25 minutes)

    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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  10. 72. Do Listening Speed and Vocabulary Prediction Aid in Listening Comprehension?
    Emily MacFarlane (Tohoku Gakuin University), Friel Alina (Tohoku University), Jessie Takeda (Tohoku University)
    24/05/2026, 13:20
    LIST: Listening
    A. Research-oriented Oral Presentation (25 minutes)

    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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  11. 200. Personalised handwritten homework for CEFR mediation and speaking fluency
    Mr John Shaw (Westgate)
    24/05/2026, 14:00
    CEFR LP: CEFR and Language Portfolio
    A. Research-oriented Oral Presentation (25 minutes)

    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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