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Chutipa Kongsombut (Thammasat University)23/05/2026, 11:00ER: Extensive ReadingA. Research-oriented Oral Presentation (25 minutes)
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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James McCrostie (Daito Bunka University)23/05/2026, 11:40ER: Extensive ReadingA. Research-oriented Oral Presentation (25 minutes)
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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Toshihiko Shiotsu (Kurume University)23/05/2026, 12:20ER: Extensive ReadingA. Research-oriented Oral Presentation (25 minutes)
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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Edmund Fec (Tohoku University of Community Service and Science)23/05/2026, 13:30ER: Extensive ReadingA. Research-oriented Oral Presentation (25 minutes)
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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Jean-Pierre J. Richard (The University of Nagano)23/05/2026, 14:10TEVAL: Testing and EvaluationA. Research-oriented Oral Presentation (25 minutes)
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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andrew blaker23/05/2026, 14:50VOCAB: VocabularyA. Research-oriented Oral Presentation (25 minutes)
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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Barry Kavanagh (Tohoku Gakuin University)23/05/2026, 15:30VOCAB: VocabularyA. Research-oriented Oral Presentation (25 minutes)
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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Sara Terre Blanche (Kuroki) (Seijo University)24/05/2026, 09:30ER: Extensive ReadingB. Practice-oriented Presentation (25 minutes)
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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MART CHRISTINE JOHNSTON (Takushoku University)24/05/2026, 10:10VOCAB: VocabularyA. Research-oriented Oral Presentation (25 minutes)
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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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... -
Gary Ross (Kanazawa University), Mark Brierley (Shinshu University)24/05/2026, 11:30ER: Extensive ReadingA. Research-oriented Oral Presentation (25 minutes)
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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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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Andrew Devitt (Westgate)24/05/2026, 14:00ER: Extensive ReadingB. Practice-oriented Presentation (25 minutes)
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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