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Ashley Ford (Nagoya City University), David Kluge (Chukyo University (Adjunct Professor)), George MacLean (University of the Ryukyus), Gordon Rees (Yokkaichi University), Kevin Bergman (Performance in Education SIG), ben backwell (Nagoya city university)23/05/2026, 11:00
The Performance in Education (PIE) SIG forum panelists (Ashley Ford-Mihashi, Kevin Bergman, George MacLean, Gordon Rees, Thomas Paeme, Ben Backwell, with David Kluge MC) will describe PIE activities that create community in the classroom. Each speaker will describe an activity, explain the steps to do the activity, and answer questions from the audience. At the end of the forum, if time...
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Philip Norton (Kyoto Sangyo University)23/05/2026, 12:20PIE: Performance in EducationB. Practice-oriented Presentation (25 minutes)
What happens when poetry, rhythm, and collaboration meet in the EFL classroom? This session explores a creative writing activity in which students write poems in the vein of George Ella Lyon’s Where I’m From, then perform them together over simple beats made with music technology (Teenage Engineering Pocket Operators). Participants will try a short hands-on version of the activity and leave...
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David Gray (Lecturer at Shinshu University, Matsumoto Japan.)23/05/2026, 13:30PIE: Performance in EducationB. Practice-oriented Presentation (25 minutes)
This presentation outlines improv principles and skills that are powerful communication tools for second language learners. Skills include learning to communicate in real-life situations without hesitation. Key principles such as “There are no mistakes” and “Yes, and” are introduced to reduce students’ fear of making mistakes. Students are taught not only to accept what others offer, but also...
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Alison Hasegawa (Rikkyo University)23/05/2026, 14:10LiLT: Literature in Language TeachingB. Practice-oriented Presentation (25 minutes)
This presentation explores the use of contemporary picturebooks as a lens to examine social issues in an EMI (English Medium Instruction) context with Japanese and foreign university students. Moving beyond traditional language-focused uses of picturebooks, it introduces a four-stage pedagogy that integrates deep reading, discussion, investigation and creative or practical response. By...
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Anna Shershnova (Kyoto University of Advanced Science), Daniel Patrick Chesmore, John Maune (Hokusei Gakuen University), John Roberts (Mie University), Joshua lee SOLOMON (Hirosaki University), Suzanne Kamata23/05/2026, 14:50
Daniel Chesmore
Narrative Elements and Ludic Pedagogy in Debate ExercisesSuzanne Kamata
Co-creating “The Cat Café,” a Story for English Language LearnersJohn Maune
Literature in Language Teaching: the Many Facets of LiLTJohn Wolfgang Roberts
A Metafictioning Pedagogy: Close Reading in the age of AIAnna Shershnova
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Fostering Humanization through Teaching Literature in the... -
Todd Hooper (Setsunan University)24/05/2026, 09:30PIE: Performance in EducationB. Practice-oriented Presentation (25 minutes)
In this presentation, a method of teaching presentation skills that focuses on the use of storytelling techniques while reading aloud will be introduced. These techniques include (1) body control—using posture, movement, and gestures; (2) breath control—using pauses; (3) speed control—using speaking speed; and (4) voice control—using volume, stress, and pitch. The speaker will show how these...
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Dawn Kobayashi (Onomichi City University)24/05/2026, 10:10PIE: Performance in EducationA. Research-oriented Oral Presentation (25 minutes)
In this session, the presenter will share the results of a study examining whether students feel that they receive positive peer support during classroom presentations and how this effects their perceived and actual performance. Speaking activities can be one of the most face-threatening activities conducted in language classrooms (Osboe et al., 2007).
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Participants will gain insight into how... -
John Campbell-Larsen (Kyoto Women's University)24/05/2026, 10:50PRAG: PragmaticsB. Practice-oriented Presentation (25 minutes)
This presentation will outline several classroom activities that move away from traditional notions of ‘correct’ and ‘incorrect’ outcomes and focus instead on encouraging students to use all of their extant knowledge to create utterances that are pragmatically appropriate but not merely pro forma. Classroom activities regarding reported speech, use of sense verbs, self-paraphrase, and...
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Ashley Ford (Nagoya City University), Kinsella Valies (Sophia University)24/05/2026, 11:30ART: Art, Research, and TeachingA. Research-oriented Oral Presentation (25 minutes)
This study examined the second-year implementation of an international film festival as a learning space prioritizing learner empowerment through project-based learning. Participants were surveyed before and after the event using the Learner Empowerment Scale(LES). Results showed that viewing peer work, receiving external feedback from judges, and observing audience responses influenced how...
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Mike Lawrence Ratunil (Ritsumeikan Uji Junior and Senior High School)24/05/2026, 12:40CT: Critical ThinkingB. Practice-oriented Presentation (25 minutes)
This presentation examines how the use of randomized speaking topics can move assessment beyond memorization and toward authentic critical thinking among second-year high school EFL students. By limiting opportunities for rehearsed or scripted responses, learners are encouraged to analyze ideas, organize their thoughts, and respond spontaneously in real time. The findings indicate that...
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Dr Andrew Reimann (Aoyama Gakuin University), Natsuki Suzuki (Teaching English to Young Learners)24/05/2026, 13:20TD: Teacher DevelopmentB. Practice-oriented Presentation (25 minutes)
What is the value of a teacher in the age of AI? Presenters discuss the evolving role of educators amidst, rising revolutionary innovation. Technology that enhances learning through personalization, and efficiency lacks the emotional intelligence and empathy essential for curiosity, creativity, competence and community building. Bridging this divide, presenters emphasize the unique qualities...
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James Broxholme (Kwansei Gakuin University)24/05/2026, 14:00Brain: Mind, Brain, and EducationA. Research-oriented Oral Presentation (25 minutes)
This study investigates using the flipped classroom model to mitigate Foreign Language Anxiety (FLA) among 200+ students at a public university in Shikoku. Grounded in Tokuhama-Espinosa’s (2011) neuroeducational framework, the research compares flipped and traditional instruction via the FLCAS scale. Attendees will explore how pre-class preparation manages cognitive load and reduces perceived...
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