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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

Posters - 1F Gallery

23 May 2026, 12:45
0号building/1-1 - Gallery (posters) (Chukyo University)

0号building/1-1 - Gallery (posters)

Chukyo University

100

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  1. 177. Beyond Vocabulary Size: Vocabulary Depth Links Listening and Brain Connectivity
    Takara Kenza Allal-Sumoto (University of Hyogo)
    23/05/2026, 12:45
    Brain: Mind, Brain, and Education
    C. Poster Session

    This study explores how vocabulary proficiency affects L2 listening. Using a cognitive neuroscience approach, we tested whether gains in listening speed reflect only faster processing or shifts in brain functional connectivity. Results show that as vocabulary knowledge deepens—from understanding meanings to productive use—listening becomes more automated and faster, accompanied by changes in...

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  2. 20. Factors for exchange program participation using quantitative text analysis
    Akiko Chochol (Shizuoka University)
    23/05/2026, 12:45
    SA: Study Abroad
    C. Poster Session

    This study examined factors of decision making to participate in an exchange program by employing quantitative text analysis of interviews from six students. Co-occurrence network of frequently occurring words and correspondence analysis of words revealed differences and similarities in responses such as motivation of language learning and academic learning and mind set of exploring based on...

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  3. 104. Other-repair in L2 interaction: A strategy for mutual understanding
    TILABI YIBIFU (National Institute of Technology, Akita College), Deepti Mishiro (MSBoJ Coordinator/ IAC Commitee Member)
    23/05/2026, 12:45
    PRAG: Pragmatics
    C. Poster Session

    This study examines learner–learner other-repair in an L2 speaking assessment using Conversation Analysis. Analyzing paired speaking test interactions among A1–A2 first-year engineering students in Japan, it investigates how lexical, syntactic, and semantic other-repair is used to resolve interactional trouble. The findings show that other-repair functions as collaborative support, sustaining...

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  4. 17. Teaching Students with Disabilities: Professional Development for Teachers
    Matthew Armstrong (Kyushu University), Tanya McCarthy (Kyoto University)
    23/05/2026, 12:45
    TD: Teacher Development
    C. Poster Session

    Many foreign language teachers in Japanese higher education institutions lack expertise knowledge of special needs instruction to teach Students with Disabilities (SWDs). Without guidelines, understanding how to adapt teaching approach and learning materials to accommodate these students can be difficult. This study describes successful strategies used to support students with various types of...

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  5. 231. Exploring co-constructed assessment practices in PBL
    Andy Barfield (Chuo University)
    24/05/2026, 11:55
    LD: Learner Development
    C. Poster Session

    In this poster presentation about a PBL course for non-English majors, I look at the shift from teacher-led rubrics to student-created criteria for self- and peer-evaluation. Drawing on student reflections, narratives, and project products, I also consider what students prioritise in their collaborative assessments and how this co-construction not only helps to fine-tune teacher feedback, but...

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  6. 167. From Classrooms to Collaborative Writing Communities
    Zoe Barber (Kwansei Gakuin University)
    24/05/2026, 11:55
    LD: Learner Development
    C. Poster Session

    This practice-oriented poster session introduces a learner-centered approach to L2 writing feedback that promotes the development of student autonomy, feedback literacy, and confidence through weekly structured peer-response writing workshops. Developed for practical classroom use, the presentation offers concrete strategies for fostering meaningful communication, inclusive participation, and...

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  7. 90. Teaching Pronunciation in Higher Education: Perceptions from KUIS Teachers
    Jason Wills (Kanda University of International Study), Rachael Roberts (Kanda University of International Studies)
    24/05/2026, 11:55
    TD: Teacher Development
    C. Poster Session

    This study examines how explicitly pronunciation is taught in English Language Institute courses at Kanda University of International Studies in Japan, and why instructors choose to include or exclude it. Drawing on teacher data, it analyzes instructional frequency, methods, and influencing factors such as beliefs, curriculum constraints, learner needs, and training, aiming to inform teacher...

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  8. 224. The origami model of phonology acquisition: Exposure facilitates pathways
    Marc Jones (Toyo University)
    24/05/2026, 11:55
    LIST: Listening
    C. Poster Session

    The auditory motor cortex is analogous to a piece of origami paper: the more it is folded in particular locations, the more likely that folds will start to develop in those places because the paper becomes stressed with use. When phonemic categories are subject to wide variation in L1 but not L2+, a wider acceptability of phonemic categorisation is likely for L2+ until that phoneme is acquired...

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