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Shawna M. Carroll (Capilano University)23/05/2026, 11:00TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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Dr Josh Kidd (Utsunomiya University), Rory Banwell (Utsunomiya University)23/05/2026, 11:40TD: Teacher DevelopmentB. Practice-oriented Presentation (25 minutes)
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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Beibei Ren, Jining Han23/05/2026, 12:20TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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Olivia Winata Saputra (Prefectural University of Hiroshima)23/05/2026, 13:30TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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Yu Kanazawa (The University of Osaka)23/05/2026, 14:10ER: Extensive ReadingB. Practice-oriented Presentation (25 minutes)
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,... -
Olivia Allanson (Jalt)23/05/2026, 14:50TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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GIANG NGUYEN HOANG LE (Thompson Rivers University), Tan Pham (National Taipei University of Education)23/05/2026, 15:30TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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Yuta Mogi (Tamagawa University)24/05/2026, 09:30TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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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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Amanda Kira (Chuo University)24/05/2026, 12:40CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
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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Yulia Kuznetsova (University of Tsukuba)24/05/2026, 13:20TD: Teacher DevelopmentB. Practice-oriented Presentation (25 minutes)
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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Justin Pool (Osaka Kyoiku University, University of St Andrews)24/05/2026, 14:00SA: Study AbroadA. Research-oriented Oral Presentation (25 minutes)
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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