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Joff Bradley (Teikyo U)23/05/2026, 11:00PRAG: PragmaticsA. Research-oriented Oral Presentation (25 minutes)
This presentation introduces an open-source study-abroad app that supports learning through walking, psychogeography, and contributory research. Drawing on a pilot conducted in Dublin, students explored James Joyce’s onomatopoeia through embodied urban exploration. Grounded in Bernard Stiegler’s theory of contributory research, the project foregrounds reflection, critical, collaborative...
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Joseph Vitta (JALT Tokyo & JALT Vocab SIG)23/05/2026, 11:40Brain: Mind, Brain, and EducationA. Research-oriented Oral Presentation (25 minutes)
In September 2025, Studies in Second Language Acquisition published several articles calling for abandoning the L2 Motivational Self System (L2MSS) as a psychology of language learning paradigm and questioning its research rigor. Together with earlier failed replications, these critiques signal the collapse of a once-dominant theory. This workshop traces how L2MSS rose to prominence, why it...
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Joe Garner (International Christian University), Peter Brereton (International Christian University)23/05/2026, 12:20CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
Combining the findings of two doctoral studies conducted at the same institution in Japan, this presentation examines the linguistic challenges experienced by EMI students and explores how these were frequently heightened or mitigated by peer relations, participation norms, and EMI classroom communities. In particular, we examine how the greater language proficiency and international learning...
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Olga Li (Toyama Prefectural University)23/05/2026, 13:30CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
This study explores the relationship between the use of generative AI, such as ChatGPT, and teacher agency and well-being among university-level English as a Foreign Language instructors in Japan. Using a mixed-methods approach, it examines the relationships between AI tool use, teacher agency, and emotional well-being. Preliminary findings suggest that the use of AI in language education can...
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Daniel Beck (Rikkyo University)23/05/2026, 14:10CUE: College and University EducatorsB. Practice-oriented Presentation (25 minutes)
This presentation explores a framework for balancing generative AI with the traditional writing process in university English courses. By alternating between analog, pen-and-paper drafting and digital, AI-assisted refining, instructors can mitigate academic integrity risks while teaching responsible technology use. Participants will examine specific task sequences designed to ensure students...
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Dr Edo Forsythe (Hirosaki Gakuin University), Steven MacWhinnie (Hirosaki Gakuin University)23/05/2026, 14:50CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
Timed freewriting is widely used in EFL classrooms and often evaluated using words per minute (WPM). Drawing on longitudinal classroom data and modality comparisons, this presentation proposes a new framework for interpreting timed writing performance. It explains why WPM often plateaus while linguistic complexity continues to develop, and why learner performance remains stratified over time....
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Dr Hannah Kunert (Komazawa University)23/05/2026, 15:30CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
This presentation reports the results of a survey of university students who read picture books in small groups, as part of their English course. Students were asked to reflect on their group reading experience, and list some pros and cons of reading a single text in a group. The results show how reading in small communities of practice can be integrated into English classes, and suggest ways...
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Frances Shiobara (Kobe Shoin University)24/05/2026, 09:30CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
This presentation reports on a short-term international teaching internship in Thailand for Japanese university students training to become Japanese language teachers. Using pre- and post-program surveys, observations, and interviews, the study examines changes in participants’ intercultural understanding and teaching self-efficacy through this internship program. Results suggest that while...
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Manami Sato (Kyoto University of Advanced Science)24/05/2026, 10:10CUE: College and University EducatorsB. Practice-oriented Presentation (25 minutes)
This classroom-based practice uses AI-driven persona dialogue to enhance Japanese university students’ speaking skills while raising awareness of microaggressions. Students engage in realistic scenarios—such as workplaces, part-time jobs, clubs, and campus settings—responding to potentially problematic remarks from AI-generated personas. This approach allows low-anxiety rehearsal, reflection...
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Dr Edo Forsythe (Hirosaki Gakuin University)24/05/2026, 10:50CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
This session reports on eight years of survey data into Japanese university students’ perceptions of their strongest English skill and their preferred learning styles. Over 1300 university students were surveyed about their strongest English language skill and how they most effectively learn. The results of this longitudinal study will be presented, and attendees will learn how this study’s...
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Yin Ling Lui (Chinese University of Hong Kong)24/05/2026, 11:30CUE: College and University EducatorsB. Practice-oriented Presentation (25 minutes)
In academic and professional settings, individual often need to speak with minimal preparation. This paper details the decade-long development of the Interactive Speaking Platform (ISP), which comprises three modules: impromptu speaking, job interview skills and technical interview skills, Structured within the Behavioural Skills Training framework, the ISP supports curriculum delivery and...
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Andre Parsons (Hokkaido University of Education - Hakodate)24/05/2026, 12:40CUE: College and University EducatorsA. Research-oriented Oral Presentation (25 minutes)
In Japan, many university students are required to join a seminar in which they often do research under a teacher’s supervision. They usually meet regularly and share their research, suggesting the presence of a Community of Practice (CoP). However, to what extent does a seminar facilitate a CoP? This presentation explores that question through the author’s own seminar providing insights into...
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Ashton Dawes (Kanda University of International Studies), Kathryn Jurns (Rikkyo University), Lucas Dickerson (Kwansei Gakuin University), Michael Griffiths (Kwansei Gakuin University), Naoko Kato24/05/2026, 13:20
This forum, led by editors and chapter authors of Cultivating Confidence in L2 Writing, presents classroom-tested, communication-centered practices that build student confidence, language competence, and sustainable writing communities. Focusing on reimagined peer review, communicative writing tasks, and technology-enhanced methods, presenters showcase collaborative, socially mediated...
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