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Ms Ayako Taguchi (Self-employed)23/05/2026, 11:00MW: Materials WritersB. Practice-oriented Presentation (25 minutes)
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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Bao Nguyen (Hyogo University)23/05/2026, 12:20CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
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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Dr Erin Noxon (Sagano High School)23/05/2026, 13:30TYL: Teaching Younger LearnersB. Practice-oriented Presentation (25 minutes)
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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Nathan Cohen (British Council Ho Chi Minh City)23/05/2026, 14:10LD: Learner DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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Ivan Jim Layugan (University of the Philippines / Kiryu City Board of Education, Gunma Prefecture)23/05/2026, 14:50CT: Critical ThinkingA. Research-oriented Oral Presentation (25 minutes)
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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John Rucynski (Okayama University)23/05/2026, 15:30SA: Study AbroadB. Practice-oriented Presentation (25 minutes)
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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D. Patrick Allen (Chubu University), Seiko Oguri (Chubu University)24/05/2026, 09:30TD: Teacher DevelopmentA. Research-oriented Oral Presentation (25 minutes)
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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Phillip Johnson (Tokyo International University)24/05/2026, 10:10SA: Study AbroadB. Practice-oriented Presentation (25 minutes)
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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Andy Gill (Kanda University of International Studies)24/05/2026, 10:50CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
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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Rab Paterson (Rikkyo University)24/05/2026, 11:30CUE: College and University EducatorsB. Practice-oriented Presentation (25 minutes)
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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Ai Nakagawa (Seiryo High School, Shizuoka Institute of Science and Technology)24/05/2026, 12:40CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
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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