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Trisha Mohonto (Graduate School of Engineering, Kitami Institute of Technology)Poster Presentation- CUE
This interactive poster shares the experience of an international STEM master’s student studying in Japan and learning to complete academic work in English. It focuses on difficulties with lectures, assignments, scientific papers, research meetings, and presentations. The poster describes several forms of support used during this process, including step-by-step planning, simplified...
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Jeffrey Maxwell (Asia University), Daniel Anderson (Asia University)
Teachers of Deaf students in language classrooms often receive little preparation, as programs and methods are largely designed with hearing learners in mind (Domagała-Zyśk & Kontra, 2016). This presentation follows one Deaf student taught across two courses at a Japanese university: a four-skills Freshman English (FE) class and a sophomore English as a Lingua Franca listening and speaking...
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Nadiia Zaitseva (Kwansei Gakuin University)Research Presentation - CUE
Student agentic engagement has received increasing attention in EFL (English as a Foreign Language) education and research (Wong & Liem, 2022; Zare & Derakhshan, 2025). Informed by Reeve’s (2012) framework and Q methodology, this study aims to identify agentic engagement profiles in student perceptions of peer feedback and self-evaluation following poster presentations. Six first-year Japanese...
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Astha Tuladhar (Meijo University)Research Presentation - CUE
This presentation demonstrates a classroom project in which learners collaboratively create original imaginary stories through pair and group work in English conversation classes. Students first learn the structure of effective storytelling, including character, setting, conflict, climax, and resolution. They then use AI tools to brainstorm ideas, generate illustrations, refine language, and...
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Stephanie Reynolds (International College of Technology - Kanazawa)
University and Technical College faculty are considered experts in their fields of study and research. However, formal licensure and pedagogical experience are not often required to teach at such institutions of higher education. Faculty development attempts to address this gap, but offers little practical support or advice on application of instructional methods, especially for diverse...
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Prof. Ariel Tabak (Temple University, Japan Campus), Prof. Michael McGehee (Temple University, Japan Campus)Practical Presentation - CUE
When AI-detection tools are abandoned, educators often replace them with timed writing, oral verification, or other practices that still treat students as suspicious. This workshop introduces Passing the Baton, a student-led discussion structure used across in-person, synchronous online, and asynchronous university courses to make reasoning visible without surveillance. Participants will...
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Ms Kaushali Samadhi Nikeshala Kotuwila Kankanamalage (Ibaraki University)Research Presentation - CUE
This study examines how Japanese university EFL students develop intercultural identity through 12 weeks of structured reflective writing. Using directed qualitative content analysis (Hsieh & Shannon, 2005) grounded in Deardorff's (2006) Process Model of Intercultural Competence, weekly reflections from four students were coded across eight categories including cultural self-awareness,...
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Ms Ma Wilma Capati (Kanazawa Institute of Technology)Practical Presentation - CUE
This practice-oriented session discusses how generative AI tools such as Claude and ChatGPT are utilized in a three-week intensive Global Englishes course. In addition, this session aims to compare outputs across English varieties, then examine linguistic biases and possible limitations of using generative AI in teaching Global Englishes. The session also aims to ensure students' ability to...
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Mariana Oana SENDA (Tokyo University of Science, Meiji University)
Student filmmaking is often used as a final task. Yet learning can be uneven: one student edits, two do the speaking, and others stay in the background. Whitcher and Donaghy suggest that, through collaboration, learners can “create something greater.” This practice-oriented presentation introduces FRAME, a simple design model based on freedom of choice, meaningful roles, accountable listening,...
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Mr Ugorji Miracle Enyinnaya (Britarch secondary school,Nigeria)Research Presentation - CUE
English is the language of instruction in Nigerian secondary schools, making language proficiency essential for science learning and global engagement. This classroom-based qualitative study draws on teaching experience, reflective practice, lesson materials, and teacher perspectives to examine how science lessons can simultaneously develop scientific understanding, English communication, and...
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Quenby Aoki (Rikkyo University)
CLIL (Content & Language Integrated Learning) is a teaching methodology which brings together language skills and authentic academic content. Neither takes priority, and the classroom experience is enhanced as both language and content goals are achieved simultaneously. In a similar way, intersectionality is a feminist social justice framework which sees the privilege and challenge of lived...
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Alison Hasegawa (Rikkyo University)
Contemporary picturebooks provide a powerful medium for exploring students’ evolving identities in Japan’s increasingly diverse higher education classrooms. Drawing on Bland’s concept of deep reading, this presentation demonstrates how personal engagement with and discussion of picturebooks enable students to construct and reconstruct their understandings of cultural and gender identities...
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Sakae Onoda (順天堂大学)
Based on the premise that humanizing language learning materials facilitates both L2 acquisition and personal development in learners, the presenter will introduce humanistic and interactional tasks, especially standalone, text-free, generalizable tasks, such as issue logs and TV news clip production projects. These tasks enhance learners’ interactional skills and enable them to make use of...
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Renee Renjel (Sophia University)Practical Presentation - CUE
This presentation will focus on practical strategies for developing intercultural competence in an AI age. AI now often shapes how people encounter other cultures. What does intercultural competence look like now and why does it still matter? Drawing on emerging research and student insights, this talk asks whether AI-mediated exposure can spark genuine cultural learning and whether it...
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Ms Olivia Allanson (Kindai, Ritsumeikan), Mrs Sakura Miyake (Kindai University)
Impostor Syndrome Phenomenon (IP) is an invisible experience felt by many pre- and in-service teachers who face it alone without support. Despite its prevalence, there are few studies which directly compare the extent of how much it is affected by linguistic identity of EFL teachers. This research study provides a direct comparison of L1 (English) and L2 (Japanese) tertiary teachers through...
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Mr Masahiro Higashi (Hakusan City Board of Education), Dr Sumiaki Machi (Hakusan Tedorigawa UNESCO Global Geopark Promotion Council; Mount Hakusan Biosphere Reserve Council; Fukui Prefectural University), Yukari Kimura (Kanazawa Institute of Technology), Mr Yuuri Nishi (Hakusan City Board of Education)
The university and local government collaborated to implement English-language activities that utilized local resources. Students gained experience interacting with the local community in English by conducting street surveys and posting information on social media in both Japanese and English. As a result, some students began to participate actively in community activities and educational...
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Yu Kanazawa (The University of Osaka)Practical Presentation - CUE
Dialectical Silent Dialogue (DSD) is a P4ELT activity in which groups create authentic, open-ended questions, then circulate worksheets through four stages: thesis, antithesis, synthesis, and reflection. Because participation occurs through writing, DSD promotes equity by enabling quieter and lower-proficiency learners to contribute without the pressure of spontaneous speech. Its...
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Hung-chun Wang (National Taiwan Normal University)Research Presentation - CUE
English-medium instruction (EMI) has become a key driver of the internationalization of Taiwan’s higher education. To facilitate students’ comprehension, EMI lecturers often rely on presentation slides containing visual elements including images and text. Nevertheless, slides may become visually overwhelming if designed inappropriately. Grounded in Cognitive Load Theory (Sweller, 1988), this...
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Roderick Mitcham (Shinshu University)Research Presentation - CUE
The paper considers a pilot study on the effectiveness of formative assessment. Conducted in a university setting in Japan, the intervention was folded into a 16-week course of study on essay writing. Taught through a six-step process, students wrote essays in the first half of the course. Evaluated against a rubric that set out criteria for success, students were given feedback. In the second...
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Ms Arunima Prasanna Kumar (Independent Educator), Ms Olivia Allanson (Kindai, Ritsumeikan)Practical Presentation - CUE
EFL classroom practices -such as random groupings and roleplays- are often implemented to build classroom communities. This presentation offers a fresh rationale for these practices by drawing on Norton’s poststructural ideas of Identity and Investment, Imagined Identities and Communities. Re-examining these classroom practices allows teachers to observe how the learners rehearse their sense...
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Ms Anna Belobrovy (Rikkyo University), Tanya Erdelyi (Chuo University)
Syllabuses require effort and energy to create, but are often underestimated by the students, much to their detriment. In this presentation, we will share two different interactive syllabus awareness activities that help students of varying proficiency levels. Students will critically engage with and gain a deeper knowledge of the course rules and the consequences of not following them. These...
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Astha Tuladhar (Meijo University)Research Presentation - CUE
Abstract
Many Japanese universities provide English lounges or Global Plazas where students can interact with English-speaking staff, yet many hesitate to visit because they lack confidence in initiating conversations. This presentation introduces a classroom activity that prepares students for authentic interaction by having them create multiple-choice quiz questions about Japan....
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Darren Elliott (Nanzan University)
Despite extensive research into the pedagogical benefits of extensive reading (ER) and gender representation in ELT textbooks, gender in English graded readers remains largely unexplored. This presentation addresses that gap through a content analysis of 30 widely read fiction graded readers from four leading publishers, using a purpose-built rubric assessing Presence, Importance,...
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Mr Brian Nuspliger (-Otemae University), Ms Evelyn Toth (-Otemae University), Mr Gordon Carlson (-Otemae University), Mr John Jackson (Otemae University), Mr Timothy Ang (Toyo University)
This presentation depicts a study comparing Japanese and international students’ experiences in culturally integrated English classes across two universities. Results showed strong agreement between groups on comfort, collaboration, and the value of cultural exchange, while international students reported higher confidence, greater ease in expressing ideas, and feeling more valued,...
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Ian Lawrence (Hokuriku Gakuin University)Research Presentation - CUE
This study explored whether Japanese university students who reported a higher presence of Japanese role-models of English showed higher motivation and self-perceived English competence. Participants (N= 103) answered a 32-item Likert questionnaire measuring the presence of ethnically-near-peer role models (eNPRM), Ideal L2 Self (IS) (Dörnyei, 2005), and Perceived Linguistic Self-Confidence...
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Mx Sammy Woldeab (Kanda University of International Studies), Tina Brown (Kanda University of International Studies)
This presentation will outline recent developments in inclusive education in Japan and summarize some practical strategies for increasing inclusion. Understanding of gender identity and sexual orientation diversity has recently been legislated in Japan, and while the law may indicate progress, dissemination of knowledge in schools has been lacking (Doi & Worden, 2023; ReBit, 2025). With this...
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Michael Herke (Setsunan University)Practical Presentation - CUE
One challenge learners face is knowing what to say about a given theme beyond the simple, obvious response, particularly about unfamiliar subjects. The topics are a time-tested solution to this phenomenon. Simply, the topics are what we talk about when we talk about something. Specific issues give rise to repeating patterns of thought. These patterns are the topics. For policy issues, the...
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James Taylor (International College of Technology, Kanazawa)
Despite increasing prevalence among teachers, chronic illness remains under-researched. This presentation uses qualitative data from interviews with four foreign English teachers with chronic illness in Japan to explore the effects of their illnesses on their working lives. The findings show that the teachers used a variety of job crafting techniques to attempt to bypass barriers caused by...
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Ephraim Domingo (Asia University (Tokyo))Research Presentation - CUE
This study investigates how Japanese university students perceive a daily small talk routine in compulsory English classes. Research on communicative language teaching in Japan has centered on teacher beliefs and policy, while few studies examine how students experience structured conversational routines. Following Domingo (2021), the activity consists of short, timed pair conversations. A...
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Junko Takatori (Juntendo University)Research Presentation - CUE
This study explores how pre-service English teachers’ aspirations to enter the teaching profession develop and change during an English pedagogy course in a university. Focusing on teacher identity and career agency, the study examines changes in teaching aspirations and teacher self-efficacy, as well as students’ perceptions of their teaching competencies and course experiences. Data were...
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Mark Andrews (Kansai Gaidai University)Practical Presentation - CUE
With the proliferation of AI use in education, the need to rethink what we assess and how we assess it has become a critical issue for teachers. Meanwhile, as Japan moves towards a tourism-based future, communicative competence has become increasingly significant for students. It is important to connect these issues and consider how teachers can design equitable assessments that are impartial...
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Suprateek Chatterjee (British Council/Hitotusbashi University)
This exploratory qualitative study will investigate how Indian English teachers working primarily at Japanese universities understand and negotiate their linguistic identities. Through semi-structured interviews, it will examine how participants position themselves in relation to English, Indian Englishes, Hinglish, and the native/non-native speaker binary. It will also consider how these...
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Bladimie Germain (Reitaku University), E. Von Wong (Reitaku University), Ferghal McTaggart (Reitaku University), Timothy Mazorodze (Reitaku University)Research Presentation - CUE
This study examines teachers’ and students’ perceptions of a professional English course for non-English major students in an ESP framework at a Japanese university. While the efficacy of such courses has received attention, the perspectives of those directly involved remain under-explored. Using a mixed-methods design, quantitative and qualitative data from student surveys were analyzed...
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Michelle Jerrems (Sophia University)Practical Presentation - CUE
Supporting learners to take ownership of language learning requires repeated opportunities for goal setting, reflection, and strategic revision. This practice-oriented presentation introduces a digital vision board activity developed through a two-year classroom research project in a first-year university English course in Japan. Participants will experience the activity, explore examples of...
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Angela Wolf (Aichi University), Peter Lyons (Nanzan University)
Third-person pronoun usage in Japanese can be avoided in discourse for numerous grammatical and socio-cultural norms, yet in English, specifically in anaphoric settings (Yumi studies at this university, but she will graduate soon), its usage is more prevalent and arguably unavoidable. This study explores university students' attitudes toward transgender and non-binary inclusion in the...
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Peter Clynes (University of Fukui), Saeeda Ali (Katsuyama Senior High School)Research Presentation - CUE
Creative writing is often associated with higher-proficiency language learners, yet structured imaginative tasks may also benefit lower-level students. This classroom-based study examined a scaffolded creative writing sequence with 29 Japanese university EFL learners. Students completed three increasingly open-ended tasks and pre- and post-intervention surveys measuring creative writing...
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Justin Bailey (Kanazawa Institute of Technology)Research Presentation - CUE
This presentation reports the results of a study investigating students' perceptions of Communicative Language Teaching (CLT) and the Grammar-Translation Method (GTM). Students participated in lessons based on each approach and evaluated them in terms of enjoyment and usefulness. The results showed that students found the CLT lesson more enjoyable, whereas the GTM lesson was perceived as more...
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Justin Whittinghill (Kanazawa Institute of Technology)
Dyslexia diagnoses are complex, and they vary across cultures, languages, and writing systems. What’s more, an individual can exhibit symptoms of dyslexia in one writing system but not in another, meaning that for some, the condition may only emerge in a foreign language classroom. This leads to underreporting, as affected students are often simply considered poor at foreign language rather...
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Mr Domyson Abuan (International College of Technology - Kanazawa)
This presentation introduces a daily Learning Tracker used during Learning Session, a structured evening study period at the International College of Technology - Kanazawa in which students work independently while receiving support from learning mentors. The tracker encourages planning, goal setting, reflection, and greater ownership of learning. The session will focus on how the tracker was...
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Li-hsin TuResearch Presentation - CUE
This presentation reports on a pilot study of TuTu, a bilingual (English/Japanese) AI teaching assistant with LMS capabilities built by the presenter and deployed across five CLIL-based English courses at a Japanese public university with no human TAs. Introduced as the instructor's "digital twin," TuTu provides assignment support, rubric-grounded draft feedback, and preliminary scoring....
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Nausheen Khan (ELI Lecturer Kanda University of International Studies, Japan)Practical Presentation - CUE
Teaching refugee issues in the EFL classroom requires navigating contested narratives while fostering students' critical engagement with global events. This presentation introduces a classroom approach using weekly refugee news journals, curated independent media, and a Primary Source Analysis Tool to evaluate source reliability, perspective, evidence, and representation. Through guided...
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Frederick Bacala (Yokohama City University)Research Presentation - CUE
Japanese students are accustomed to learning English through an EFL or ESL curriculum which provides a myriad of content, but isn’t necessarily focused. While students are learning English in these courses, it may or may not help them in their future academic studies. Studying English through Mediated Instruction can help them to achieve English proficiency and academic learning...
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Mario Alexander Perez (Kobe Shoin University), Ms Alexandra Julia Serebriakoff (Momoyama Gakuin University)
When introducing vocabulary and example sentences, how should language teachers balance linguistic simplicity with diversity and inclusion? While many educators avoid reinforcing gender stereotypes, it appears their use of heteronormative language may go unchecked (Moore, 2016). This presentation explores how classroom language choices can influence learners’ perceptions of identity,...
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John Rucynski (Okayama University)Practical Presentation - CUE
The presenter will summarize a pilot course designed to help students from diverse cultural backgrounds discuss their identity and sense of belonging in Japan. Students read a series of personal narratives by long-term foreign residents focused on how a passion for a specific aspect of Japanese culture helped with the acculturation process and made the writer feel more at home in Japan. The...
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Yukari Kimura (Kanazawa Institute of Technology), Prof. Kiyomi Fujii (Kanazawa Institute of Technology)Practical Presentation - CUE
Many beginner English as a Foreign Language (EFL) learners experience challenges stemming from limited confidence in their vocabulary knowledge. This presentation describes a vocabulary-first instructional approach implemented in introductory English courses at a STEM-focused university. The approach integrates vocabulary lists, online quizzes, Quizlet, and Kahoot within a structured learning...
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Li-hsin TuPoster Presentation- CUE
This interactive poster presents a design-based research (DBR) project for a PBL curriculum in CLIL business courses for tertiary L2 learners of economics and regional development. Students launch companies in "Yukimine Inc.," a teacher-built simulation app set in a fictional town modeled after an instantly recognizable regional Japanese economy, sharing its population, geography, and economic...
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