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Friday
Feb182022

JALT 2022 in Fukuoka

Learning from Students, Educating Teachers—Research and Practice

Friday, November 11, 2022 to Monday, November 14, 2022 Fukuoka International Congress Center

48th Annual Conference on Language Teaching and Learning & Educational Materials Exhibition

On behalf of the JALT Conference Planning Team, and broader JALT community, I am delighted to announce that we will be returning to a face-to-face conference in Fukuoka City, Japan for JALT2022.

Recently, the renowned linguist Larry Selinker quoted the Talmud on his social media page when he posted the following: "Much I have learned from my teachers, even more I have learned from my colleagues, but from my students I have learned more than anyone else" (Ta'anit 7a). All of us who are language teachers will find ourselves quietly nodding in agreement as we think about the enduring truth of this statement. Even as students learn much from us during our language lessons, if we are open, intentional, and inquisitive, we find equally that our learners become our teachers. They help us to improve as we develop new practices and insights for teaching them and others later on. This idea is reflected in this year’s conference theme: Learning from Students, Educating Teachers—Research and Practice. During this conference, participants will be able to share classroom research on what they have learned from their learners, and in doing so, enrich all of us in the common goal of improving our students' second language learning experience. If you are a learner planning to attend, you will find a community open to your experiences and insights.

By evoking the word "experience," this implies that our pursuit takes place not within a closed circle, but also with administrators, publishers, and others who have chosen to partner with us in promoting language acquisition education. They are also invited to share what they have learned so that together, we can make a lasting impact in our language learners' lives.

To those ends, I hope that you'll make the journey to Fukuoka and share your experiences, research, and informed insights. As you prepare, here are some questions for reflecting not only on what you might have to share, but also what you might wish to explore:

  • What was one of the most interesting things I learned this year as a language teacher?
  • What is one of the biggest problems I have constantly faced in my current teaching environment? What have I done in response? What worked? What hasn't worked?
  • What are the things that students do in my classes that help me to develop as a language teacher?
  • What is one aspect of my teaching that I would like to improve?
  • To what degree does what I do in the class match with what I believe is a teacher?
  • In what way can my classroom research help improve the practices of other language teachers?

Many more questions of this sort could be asked, but even from this small sample, I think you will begin to see that the answers you have—as well as a realization that you may not have many answers, help form a foundational bridge-building with others that will lead to new discoveries. Your openness to searching for new answers to old question will help make your experience at JALT 2022 an even more meaningful one.

We will have a number of streams during this conference that will embody the spirit of this year's theme. Among these will be:

  • Presentations and workshops for equipping you to conduct solid qualitative, quantitative, and mixed methods research.
  • Sessions based on classroom research offering practical ideas, useful advice, and informed insights for how to enhance the effectiveness of your language lessons.
  • Showcase presentations from students—both graduate and undergraduate—aimed at including their voices and lived experience to our expanding conversation on how to improve the quality of language acquisition education in Japan and beyond.

If you have ideas and suggestions for other types of sessions, do not hesitate to share them by sending a message to the Director of Program via our contact form.

One last, but very important point, as in years past, we will be offering three fee-waiver scholarships. These will cover the cost of registration for JALT2022. Full details will be on available here once the schedule has been determined. Bookmark the JALT site so you can easily keep up to date with announcements for the conference, subscribe to our newsletter, and follow us on social media.

As can be seen symbolically in this year's logo, JALT2022 is your chance to come together with other dynamic colleagues, and together share ideas, findings, and insights that might have once started out as a bit "fuzzy," but which during our shared discourse and interactions, become a clear contribution to the lives of others.

You are important, and as a professional teaching community, we need each other. Join us for JALT2022 in Fukuoka!

Gregory Hadley
JALT2022 Conference Chair

Sunday
Sep052021

Why teachers and linguists must change our mindsets: Towards a trans-disciplinary and trans-lingual approach

In Collaboration with SIETAR Kansai Osaka JALT is proud to present:

Speaker:  Ahmar Mahboob, Sydney University

Date:    September 26, 2021 (Sun.)  

Time:    14:00-17:00

Fee:      Free for all

Language: English

ZOOM Online presentation *registration required*

Contact: fujimotodonna@gmail.com to get the Zoom link and for any questions.

Description:

Ahmar Mahboob is a linguistics professor who has gone well beyond the usual academic timeline. After teaching at various universities, publishing a long list of scholarly papers and books, organizing and presenting at many international conferences, Ahmar is making teachers rethink what we do in the classroom. According to Ahmar, there is no point in doing and teaching research if “it isn’t helping anybody.” He has developed the CREDIBLE approach, a teaching guideline that encourages students and teachers to create projects that address the real needs of people and communities where they live.

We will be able to gain some new perspectives, not only for teaching, but, time permitting, we can also ask Ahmar about his work with: World Englishes, non native speakerism, multilingualism, language variation, identity management, spirituality, poetry, and living as an Indigenous Australian with his adopted family.

Profile of the speaker:

Ahmar Mahboob is Professor of Linguistics at Sydney University, Australia. What makes him distinctive from all other well-published academics is the fact that he is a ‘nomadic’ professor. Off and on for more than two years he has led this life style, which he states enables him to engage with everyday people in a one-to-one basis where he can experience firsthand the dialects and literacies that he would be unable to gain by staying at the university. He is an advocate of subaltern linguistics, which involves the study of social groups excluded from dominant power structures. Rather than outsiders study communities, it is the people themselves who carry out the work to enable their own well-being, prosperity, and empowerment. Recently, Mahboob is engaged with an Australian indigenous family on some new projects.

 

なぜ教員や言語学者は考え方を変えなければならないのか:

学際的で言語横断的なアプローチへ向かって

発表者:  Ahmar Mahboob ( シドニー大学 )

日程:    2021年9月26日(日)  

時間:    14:00-17:00

費用:    無料

言語: 英語

Zoomによるオンライン・プレゼンテーションですので事前登録が必要です。

お問い合わせ先: Zoom参加のリンク取得、ご質問はfujimotodonna@gmail.com まで。

プログラムの説明:

Ahmar Mahboob氏は通常のアカデミックタイムラインをはるかに超える言語学の教授です。様々な大学で教え、学術論文や書籍を多数出版し、多くの国際会議を主催して、発表してきたMahboob氏は教員たちに対して教室で何をするかについて考え直させています。彼は、「誰の役にも立たない」のであれば、研究したり、教えても意味がないと言います。彼はCREDIBLEアプローチを開発しました。これは、学生と教員に地域で暮らす人々やコミュニティが真の需要に対処する研究課題を促進させるための学習ガイドラインです。

私たちは、指導のためのいくつもの新たな視点を得るだけではなく、時間が許せば、Ahmar氏に世界共通語としての英語(World Englishes)ネイティブでない話者主義(non native speakerism)、多言語主義、言語の変化(language variation)、アイデンティティ管理、精神性 、詩 、そして養子先の家族とともにオーストラリアの先住民としての暮らしなどについても尋ねることが出来るでしょう。

発表者のプロフィール:

Ahmar Mahboob氏 はオーストラリアのシドニー大学言語学の教授です。彼が他の研究者と大きく異なる点は、彼が「遊牧民」のような教授であるということです。 2年以上にわたる断続的な暮らしは、彼が人や民族との日常的な関わりのなかで、方言や読み書きの能力を直接に体験することができるライフスタイルを導きだしました。これらの経験は、大学に留まり続けると得られないであろうと言います。彼は支配的なパワーストラクチャーから、排除された社会グループの研究を含むサブオルタナティブ言語学の提唱者です。部外者がコミュニティを学ぶのではなく、そのような社会集団の人々が中心となって、自分たちの幸福、繁栄、エンパワーメントを可能にするための研究を行うというものです。最近、Mahboob氏はオーストラリア先住民の家族と新しいプロジェクトに携わっています。

Monday
Jun212021

SIETAR Kansai - Online International Collaboration: “It’s Just a Click Away"

In Collaboration with SIETAR Kansai Osaka JALT is proud to present:

SIETAR Kansai - Online International Collaboration: “It’s Just a Click Away"

The Corona virus pandemic has had a huge impact on education, and it has been particularly disastrous for study abroad programs. This presentation will be of particular interest to those who are responsible for organizing international exchange as well as for instructors of intercultural communication courses. The presenters, Wade Muncil and Scott Johnston, will share their work that began in 2007 when they first collaborated, where one was teaching in Japan and the other had a class in the United Arab Emirates. They continued this collaboration for eight years, and despite difficulties, such as time differences, technological glitches, and cultural gaps, it was worthwhile for not only the students but for the instructors themselves. Other positive developments took place as well: A university course in the U.S. was added to the UAE-Japan connection, students from the UAE visited Japan for a week, and Muncil and Johnston made international presentations in the U.S. and in Abu Dhabi. More recently they have organized a guest speaker program: in 2020 and 2021 where speakers from the UAE, Jordan, Brazil, and the U.S. addressed an audience in Japan through Zoom. Teachers are invited to join their Facebook group called Building Bridges in Education where educators can network and learn from each other (www.facebook.com/groups/buildingbridgesineducation)

Wade Muncil holds a Master of Arts in Teaching from the School for International Training and presently teaches at Osaka Jogakuin University/College after spending nine years teaching in the Western Region of The United Arab Emirates. His interests are documenting and preserving the cultures of our planet and promoting community service in education, business, and government.

 

 

 

 

 

Scott Johnston has a Ph.D. in Education from Michigan State University and has been a professor at Osaka Jogakuin University since 2004. He is also Dean of the Osaka Jogakuin Graduate School. He is interested in involving students with their learning and has held a LINE/ZOOM “journal class” with the semester/year abroad students to facilitate their learning while overseas. In addition, he taught the Educational Internship class at OJU in which students interned at local elementary and junior high schools while taking an OJU class to reflect on their learning.

This presentation is an extended version of the talk that Wade Muncil gave at our Back to School 2021 mini-conference on May 9, and is co-sponsored with SIETAR Kansai.

Registration is required to get the Zoom link by emailing Donna Fujimoto at fujimotodonna@gmail.com .

Event Type: JALT Event
Event Theme: International Collaboration
Online Meeting: Yes
Cost for Jalt Members: Free
Cost for non-Jalt Members: Free

2021年6月例会  SIETAR 関西 ・ JALT 大阪 合同例会

 

「オンラインの国際協力:“クリックするだけです”」

 

公演者: ウェイド・マンシル:氏、スコットジョンストン氏  共に大阪女学院

開催日:    June 27, 2021 (Sunday)                        

時間:        14:00-17:00             

参加料:   無料

言語:     英語

ZOOM Online presentation *registration required*

お問い合わせ先: お申込み、または、お問い合わせは、fujimotodonna@gmail.com まで

 

概要:

新型コロナウィルス感染症の世界的な大流行が教育に多大な影響をもたらせました。特に海外留学プログラムは、破滅的な被害を受けました。6月の定例会では、国際交流団体や異文化コミュニケーションコースの指導者に対して責任を持つ方々が、特に関心を示す事柄について講演します。発表者のマンシル氏とジョンストン氏は、2007年に第1回目の共同研究を始めます。研究では、一方が日本で、他方はUAE(アラブ首長国連邦)において教育指導を分担しました。二人は、時差、技術的な不具合、文化の違いなどの困難にもかかわらず、共同研究を8年間継続させました。それは、学生だけではなく指導者にとってもやりがいのある取り組みでした。

その他の積極的な動きは、アメリカの大学コースがUAEと日本間の連結を追加したり、UAE出身の学生が日本を1週間訪問したり、マンシル氏とジョンストン氏がアメリカとアブダビで国際的な発表をしました。最近では、2020,2021年にゲストスピーカー・プログラムを体系づけて、UAE,ジョーダン、ブラジル、アメリカから、日本の聴衆者に向けたZOOMによる公演会を実施しました。教員は、教育者のネットワークや互いに学び合えるBuilding Bridges in Education と呼ばれるFacebookグループへの参加に招待されます。

 ( www.facebook.com/groups/buildingbridgesineducation)

 興味がある人は、この機会をお見逃しなく、是非ご参加​ください。

発表者:

ウェイド・マンシル:米国スクール・フォー・インターナショナル・トレーニング(SIT)で教育学の修士号を取得。現在は、UAE西部で9年間の教育活動を経て、大阪女学院/大阪女学院短期大学で教職に就く。地球の文化

の記述と保存、さらに、教育、ビジネスと政治の地域奉仕活動に関心を持つ。

 

 


  スコットジョンストンミシガン州立大学で、教育学の博士号を取得し、2004年からは大阪女学院(OJU)の教授で大学院の学部長。学生を取り込んだ学びに関心を持つ。半期/1年の海外学生と共にLINE/ZOOM による“journal class”を開催し、学生の留学先での学びを促進している。さらに、学内の教育研修講座では、学生が地域の小学校や中学校で体験した教育実習の学びを講座の授業に反映させる指導を行っている。

Friday
May072021

Back to School 2021

Thank you to everyone for making Back to School 2021 a great success. Click on the links in the block schedule to see recordings of sessions. More will be added later.

Back to School 2021 is Osaka JALT’s 11th annual spring mini-conference which aims to share ideas on a wide range of language teaching and learning topics to help everyone in the new academic year. There is sure to be something for everyone, and all are very welcome to join us for all or any part of the day or evening.

This year we'll again hold the event online due to the ongoing Coronavirus pandemic. Last year's event was our first online event and it went very well. Here's last year's schedule with links to recorded presentations, and abstracts.

Many thanks to everyone who submitted presentation proposals this year! Below are this year's conference presenters and presentation titles with some of the pre-recorded session links. You can find the list of presenters, their biographies, presentation titles and abstracts here.

Back to School 2021 Schedule


Room 1
Room 2
9:30~ Coffee Time & Welcome

10:00~ Neil Cowie Online assessment for language teaching
10:30~ Lindy Ledohowski & Tamanna Patel Improving the Confidence of EFL Students Writing Skills Using Smart Templating Software Jason Pipe Timed-Pair-Practice to improve the Suprasegmental Features of Pronunciation
11:00~ Gordon Carlson & Daniel H. Markarian Using Economics/ Financial Literacy Skills to Improve Cultural Dimension and Intercultural Competence Thi Minh Ngoc Phung Audiolingualism versus Task-based Language Teaching
11:30~ Marieta Simeonova-Pissarro & Philip Riccobono Evaluation of Academic Word Acquisition: ESL vs. EFL Daniel Orozco How and When to Give Oral Corrective Feedback
12:00
~13:00
Networking / Lunch (1 hour)
13:00~ Takaaki Hiratsuka Perceived, Projected, and Recognized Identities of Foreign Assistant Language Teachers (ALTs)

13:30~ Paul Goldberg Xreading: What’s New and What’s Next Alison Kitzman Classroom Management: Tricks from Start to Finish
14:00~ Laura Martinez Navigating Nearpod: Ways to utilize its activities to increase student engagement Claire Murray, Paul Mathieson, & Francesco Bolstad Foreign Language Learning as Professional Development
14:30-
15:00
Networking / Break (30-min)
15:00~ John Carle Using Humor to Create Engaging Materials

Oliver Rose Providing Sentence-Level Practice with LingoLabOnline
15:30~ Eric Martin Building and Measuring Second Language Listening Self-Efficacy Zoe Barber Supporting young learners with ASD in the EFL classroom
16:00~
Stuart McLean
Self-marking online form-recall and meaning-recall vocabulary tests
Wade Muncil International Collaboration: It’s just a click away
Networking / Break (30-min)
16:45~ Networking / Break (15-min)
17:00~ Bethany Lacy Wonderstruck: Impacts of Multimodal Text and Think-Aloud Reading Techniques on L2 Reading Motivation Andrew Blaker & Timothy Ellsworth Adapting an Extensive Reading Program with Authentic Materials
17:30~ Bertram Mullin Unique Pronunciation Method Guy Cihi & Aaron Campbell Motivate Your Students with a FREE Team Challenge Vocabulary Tournament
18:00~ Laura Martinez Jamming with Jamboard: Investigating its uses in the hybrid classroom Gabriela Torregiani How to become a Successful teacherpreneur with the power of self marketing
18:30
~19:30
Networking / Dinner (1 hour)
19:30~ Tomotaka Shiroyama Technology-Mediated Task-Based Language Teaching for College and University students.
20:00~ Andrew Decker Speaking without Reading with PechaKucha 20x20-style Presentations
20:15~ Gavin Young Create Interactive Projects in Hypertext with Twine, a Free Software
20:30~ Christopher Prowant Fostering English competence to maintain intrinsic motivation
20:45~
21:30?
Wrap-up, reflections, & cocktail social






 Supplementary Files & Links from the chat:

John Carle's "Who will take care of Mum?" Document.

Free Trial Request for EssayJack

https://www.essayjack.com/

https://share.nearpod.com/ZhNMVdDfldb

https://nearpod.com

https://nflrc.hawaii.edu/rfl/item/399

https://www.amazon.com/Simply-Wonderstruck-Innovative-Selznicks-Talented-ebook/dp/B009G4J5SO/ref=sr_1_1?dchild=1&keywords=wonderstruck+graphic+novel&qid=1620548916&sr=8-1

https://www.thebrianselznick.com/

https://youtu.be/0HeujZ45OZE?t=12

https://rb.gy/mfnp7n

 

This event is free for everyone, so please help spread the word and plan to join us on Sunday, May 9th, for part or all of what is sure to be a great day and evening!

Contact or Queries:  Send Email
Event Theme: Annual spring mini-conference

 

Back to School 2021は、新年度に向けて言語教育や学びに関するさまざまなアイデアを参加者の皆さんと共有する、大阪JALTが年に一度開催する春のミニ会議です。今年の会議はコロナ感染拡大に伴い59日(日)にオンラインにて開催します。過去の会議もそうであるように、今年のミニ会議も参加者の皆さんにきっと何かをもたらすはずです。最後まであるいはその日のいくつかのセッションの参加でも歓迎いたします。

どのような内容か興味がありましたら、去年のスケジュールと録音されたプレゼンテーションプレゼンテーションの要約をご覧ください。

今年度のこのイベントも大阪女学院大学 国際共生研究所(RIICC)との共催です。開始時間および終了時間に変更が生じる可能性はありますが、日時が近づいてきましたら詳細はこのホームページ上でお伝えいたしますのでご確認ください。

プレゼンテーションを現在募集中です!締め切りは44です。企画書提出の際にいただいた情報はこのイベントの目的のみで使われます。 何か質問がございましたら osakajalt@gmail.com までいつでもご連絡ください。

参加費は無料です。皆さんのカレンダーの5月9日(日)(母の日ですね!)にしるしをつけてください。このイベントを宣伝して、企画書を提出して、そしていくつかのあるいは全部のセッションにご参加ください!きっと素敵な一日になりますよ!

202159日(日)9:30a.m. 9:30p.m.

大阪

発表者:後日発表します。

連絡先および質問:osakajalt@gmail.comまでメールをお願いします。

イベントのテーマ:年に一度春に開催されるミニ会議です。

Friday
May072021

Osaka JALT Back to School 2021 Presenters

Welcome to Osaka JALT's Back to School Online Conference for 2021!

Below are this year's presenters along with their biographies, and their presentation titles and abstracts..

Zoe Barber         

Zoe Barber is from Australia, and currently attends Queensland University of Technology. She has taught at a variety of elementary and junior high schools in Osaka prefecture during her nine-year teaching career.   

Supporting young learners with ASD in the EFL classroom           

This presentation would give a brief introduction to Autism Spectrum Disorder and current research regarding L2 learners with ASD, an overview of Positive Behaviour Interventions and Supports (PBIS), and make recommendations for providing learning support for ES and JHS students with ASD in the English classroom using universal design for learning and PBIS.

Andrew Blaker & Timothy Ellsworth       

Adapting an Extensive Reading Program with Authentic Materials          

This presentation describes a trial to introduce authentic Materials into an Extensive Reading (ER) program. This was to overcome low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. Student & teacher feedback suggests that the assignment improved student engagement, and ultimately provided a meaningful learning experience.

 John Carle          

John Carle is the author of The English Gym, written under the pen name, Jon Charles. He is currently working on his second book, The English Gym II. He teaches at Kansai University and Kindai University.    

Using Humor to Create Engaging Materials        

A lot of materials that we find in textbooks cover topics that may be of importance to our students but do so in a way that can be uninspiring, demotivating or simply boring. This can be especially true for complex societal issues such as: changes in Japan’s population, disaster preparedness, global warming and racial bias. In this presentation, participants will be exposed to ways in which to incorporate humor into materials creation.

 Gordon Carlson & Daniel H. Markarian

Gordon Carlson is an associate professor at Otemae University, where he teaches EFL and Global Japan Studies. His research includes CLIL, service learning, intercultural competency, and language retention through interactive activities.     

Daniel H. Markarian is a Social Studies teacher in Palm Beach County Schools, Adjunct Professor, and Dissertation Chair at Nova Southeastern University. He has expertise in cognition, neurodiversity, writing skills development, and financial literacy.

Using Economics/ Financial Literacy Skills to Improve Cultural Dimension and Intercultural Competence     

This presentation depicts a ten-week exchange between a Japanese university and an American high school through Internet-based mechanisms. Using technology such as online polls, video editing tools, social media, and webinars, learners from both sides used English as a medium to reflect on their own cultures and present them in creative ways. The presentation concludes by describing classroom experiences that can lead to meaningful collaboration, experiential learning, reflection on personal culture, and deeper intercultural understanding.

 Guy Cihi & Aaron Campbell          

Guy Cihi of Lexxica. Graduate of Harvard. Co-founder Endeavour College of Natural Medicine. Founder of several EdTech companies. Producer of Disney’s World of English, WordEngine, Words & Monsters, and the FREE Team Challenge Tournaments.  

Professor Aaron Campbell is the chair of Global Studies at Kyoto University of Foreign Studies. Aaron teaches digital communication, communication, academic writing, and extensive reading.

Motivate Your Students with a FREE Team Challenge Vocabulary Tournament  

Research shows that TGT Cooperative Learning fosters interpersonal relationships and lifelong social skills that motivate higher academic achievement regardless of the learners’ individual abilities and aptitudes. The presenters will introduce TGT Cooperative Learning and discuss the attributes and benefits of participating in a FREE Team Challenge Vocabulary Tournament. Invitations to the next free tournament will be available.

Neil Cowie         

Neil Cowie is an English teacher in the Department of Foreign Languages, Okayama University, Japan. His interests include teacher development, e-learning and making engaging online courses.               

Online assessment for language teaching             

Assessment is an integral part of language teaching. Traditional methods include various kinds of tests and exams, reports and the use of rubrics. The use of alternative types of assessment has been accelerated by the shift to online learning in 2020. In this presentation, various alternative options such as continuous and authentic assessment will be described and some of the online tools that can be used for such assessment will be introduced.

Andrew Decker

Andrew Decker is a specially appointed lecturer at Kansai University in Osaka. His research interests include project-based learning, student motivation and satisfaction, action research, teacher development, literature in language teaching, study abroad, and writing centers.              

Speaking without Reading with PechaKucha 20x20-style Presentations 

To change up presentations after midterm or next semester, PechaKucha, the karaoke of presentation styles, may be a welcome addition or alternative to more TED-style talks. Originating in Tokyo, PechaKucha presentations are limited to 20 slides, but more importantly, each slide advances automatically to the next every 20 seconds. Originally for chatty architects, this presentation will not only show how PechaKucha-style presentations can be used for English, but also include one for example.

Paul Goldberg  

Paul Goldberg has taught English for over 20 years, and is the founder of the online system, Xreading, which he developed to make extensive reading more accessible for students and easier for teachers to manage.  

Xreading: What’s New and What’s Next              

Xreading is an online library that gives students access to thousands of graded readers and allows instructors to track their students’ reading progress.  Since its launch in 2014, there have been many improvements, however, to help teachers deal effectively with remote teaching, more features than ever before were added over the past year. In this presentation, the founder of Xreading will explain the new features and improvements, and review what is planned for the future.

Takaaki Hiratsuka           

Takaaki Hiratsuka is an associate professor at Ryukoku University where he teaches a range of applied linguistics courses at both undergraduate and postgraduate levels. He received his PhD from the University of Auckland, New Zealand.  

Perceived, Projected, and Recognized Identities of Foreign Assistant Language Teachers (ALTs)  

This presentation introduces a study that explored, via narrative interviewing, the identities and their constructions of ALTs in the JET program. Findings revealed that ALT identity is comprised of two interconnected primary categories, foreigner identity and dabbler identity, as well as their accompanying sub-categories (e.g., sojourner identity and greenhorn identity). The presentation concludes with practical implications and empirical recommendations on teacher education and identity research.

Alison Kitzman 

Alison Kitzman has an MA TESOL from the University of Illinois Urbana-Champaign. She is currently Professor at Kindai University in the Department of Business.   

Classroom Management:Tricks from Start to Finish        

A disorganized class makes teaching and learning difficult for both teachers and students. Even experienced teachers can have trouble with a large or lively class. Good classroom management is not just about controlling students. First, this presentation will explain the basics of classroom management. Then it will show fun and easy ways to control a class from the time students walk in until they walk out.

Bethany Lacy    

Bethany Lacy worked at Hankuk University in South Korea teaching multimedia classes before moving to Japan. Her specialties are multimodal instruction and visual literacy. She currently lives in Kanagawa with her husband and two cats.        

Wonderstruck: An Analysis of the Impact of Think-Aloud Reading Strategies with Multimodal Text in an EFL Environment              

Instead of implementing a traditional grammar-based approach, this study delves into the benefits that Think-Aloud reading techniques and multimodal texts have on reading motivation. The six participants spent approximately 25 in-class hours reading the children’s multimodal novel Wonderstruck: A Novel in Words and Pictures. The participants responded to English reading motivation surveys before and after the course. The results suggest that their confidence and motivation to read English text improved.

Eric Martin        

Eric Martin lives with his family in Amagasaki, and currently works at Shitennoji University. He is a PhD candidate at Temple University, where he is researching L2 listening development and classroom motivation growth.

Building and Measuring Second Language (Listening) Self-Efficacy          

When acquiring a new skill, such as using a second language, learners who have high self-efficacy—who believe that they can complete the tasks necessary to achieve growth—are more likely to work hard to advance and overcome obstacles (Bandura, 1977). In this presentation the researcher discusses how learners' L2 self-efficacy can be promoted and measured, using ESL/EFL listening as an example.

Laura Martinez 

Laura Martinez is an assistant professor for the University of North Texas at Kansai Gaidai University. Her research interests include the use of CALL technology and its impact on student engagement.    

Jamming with Jamboard: Investigating Jamboard’s uses in the hybrid classroom             

In this presentation, viewers will be introduced to the basics of Jamboard, an interactive whiteboard designed by Google. Next, they will participate in three live demos that will illustrate how Jamboard can be used in icebreaker, pre-reading, and brainstorming activities. It is hoped that participants will come away with a greater awareness of how Jamboard can be used as an effective tool in the hybrid classroom. 

Navigating Nearpod: Ways to utilize its activities to increase student engagement         

As a result of the Corona pandemic, many teachers have been forced to find new methods of instruction. Nearpod, a synchronous, mobile- friendly learning platform, is one such solution. Attendees will come away from this presentation with a greater awareness of how Nearpod can be used to increase the interactive nature of lessons through a variety of activities including but not limited to interactive quizzes and games.

Stuart McLean 

Stuart McLean is interested in language assessment, research methods, reading, listening, and vocabulary. Recently, he is spending his time creating self-marking online form-recall and meaning-recall vocabulary tests available at vocableveltest.org.        

Self-marking online form-recall and meaning-recall vocabulary tests:    

At vocableveltest.org teachers can create online vocabulary tests based on various lists, word counting units, band sizes, and sampling ratios. Tests are form-recall (L2 to L1) or meaning-recall (L1 to L2) tests. Teachers can also create pre/post-tests from 7000 items. Learners receive feedback at the word and band level. Teachers can download automatically marked responses, typed responses, and the time taken to complete responses. A growing answer bank yields automatically-marked responses.

Bertram Mullin

Bertram Allan Mullin is a member of JALT, MLA, and ETJ. He has a master's from the University of Southern California in TESOL and is a PhD candidate in applied linguistics at Temple University in Osaka.       

Unique Pronunciation Method 

A lot of EFL learners in Japan jump into the sound system of English without ever learning the sounds. There is a method to the sound system that is designed to help correct errors of pronunciation and I have noticed that although it is popular in western cultures that no one uses it in Japan. When I have used the pronunciation method, with students from k through adult age, pronunciation errors were corrected.

Wade Muncil    

Wade Muncil is presently teaching at Osaka Jogakuin University/College after spending nine years teaching in the Western Region of The United Arab Emirates. His interests are documenting and preserving the cultures of our planet. 

International Collaboration: It’s just a click away            

As our educational world turns more toward technology, usage of apps such as LINE and Zoom are becoming more prominent in education. This presentation shows how to utilize these apps to link students with institutions and guest speakers. Attendees will first learn about an eight-year collaboration between students in UAE and Japan, then follow a Guest Speaker Series in the Spring of 2020. Finally, a look back on what worked and suggestions for success.

Claire Murray, Paul Mathieson, & Francesco Bolstad      

Claire Murray has a French degree from McMaster University, Canada, and an MA in Applied Linguistics from the University of Birmingham, UK. She is currently an ESP lecturer at Nara Medical University.     

Paul Mathieson is an associate professor at Nara Medical University, where he is the co-ordinator of the nursing English programme. He has an MA in Applied Linguistics and TESOL from the University of Leicester, UK.

Francesco Bolstad is professor and head of the Department of Clinical English at Nara Medical University. He coordinates the CLIL clinical English courses and a diverse team of teachers dedicated to a collaborative teaching approach.

Foreign Language Learning as Professional Development            

Can learning a foreign language make you a better foreign language teacher? This presentation looks at the advantages and difficulties of EFL teachers learning beginner-level French as a foreign language (FFL) as a professional development opportunity. The presenters are the teacher, a student, and the class administrator. They examine the results of student questionnaires which highlight the successes and challenges the students reported from learning FFL, and they discuss how these challenges may be addressed.

Daniel Orozco   

Daniel Fernando Orozco is from the United States, graduated from Azusa Pacific University with a Master's in TESOL, taught in Korea for 10 years and currently teaching in Nishinomiya.               

How and When to Give Oral Corrective Feedback           

In this presentation, I will go over the various types of oral corrective feedback, the different timings for such feedback, and consider about what would be the best method.

Thi Minh Ngoc Phung   

Thi Minh Ngoc Phung holds a MA degree in TESOL from University of Southampton (UK), and currently works as a lecturer in Faculty of Language Teacher Education, University of Languages and International Studies, Vietnam.   

A comparison between two language teaching approaches: Audiolingualism versus Task-based Language Teaching           

Throughout the history of research in language teaching, different approaches have been introduced to assist the process of learners’ language acquisition. Implied behind each approach are distinctive paradigms of language and learning which reflect different views on such issues. Those perceptions have  direct influences on how language should be taught. In this presentation, the investigation focuses on Audiolingualism and Task-based Language Teaching as two orientations of language education.

Jason Pipe         

As an experienced university lecturer, Jason researches sociolinguistics, task-based learning, metacognitive learning, motivation and phonology. Present research focuses on development of teaching pronunciation and the measurement and development of speech fluency in language learning.      

The Application of Timed-Pair-Practice to improve the Suprasegmental Features of Pronunciation  

To improve fluency and pronunciation of two Japanese cohorts, it was necessary to introduce the framework, Timed-Pair-practice-Practice (TPP), to re-orientate students to tasks. By incorporating this additional tool, students can become more confident in their English communicative ability, more fluent in their conversation and thus more focused on their prosody. It is hoped that students could also improve their pronunciation at the suprasegmental level by focusing on duration, stress intensity, pitch and rhythm.

Christopher Prowant     

Christopher Prowant is an assistant professor of English at National Institute of Technology, Anan College.  He has a Masters degree in Writing from Southern New Hampshire University.  He lives in Tokushima.           

Classroom development with the aim of fostering English competence to maintain intrinsic motivation of freshmen students             

Developing classes that enhance the intrinsic motivation of freshmen in “English Communication Basic” (course).  Surveys from 2019/20 and 2009-11 showed 90% of freshmen realize English is necessary in the future.  But, 4th year students have a negative attitude toward learning English.  Maintaining motivation is difficult.  The goal is to change learner’s attitudes early on, developing their self-determination for using English verbally, without pressure, and creating a course that fosters such English ability.

Marieta Simeonova-Pissarro & Philip Riccobono             

Dr. Marieta Simeonova-Pissarro is the ESL Director at the University of Nevada, Las Vegas and multilingual. Originally from Bulgaria, she holds a doctorate from the University of Cincinnati. Her research includes Teacher Talk and Teacher Attitudes.     

Philip Riccobono teaches at Himeji Dokkyo University. He holds a Ph.D. from Kyung Hee University where he focused on corpus-based technical vocabulary in English for Baseball Purposes. Philip recently authored a textbook entitled Baseball English.

Evaluation of Academic Word Acquisition: ESL vs. EFL   

Academic vocabulary (AV) acquisition represents a concern of ETL; a gap in research exists in rationales for variances of AV acquisition between ESL and EFL. This research examines differences in AV size between and within university-setting ELLs in Kobe, Japan and Las Vegas, USA. Employing the New Academic Word List Test as a pre-posttest-instrument, results indicate differences (p < .05) between and within cohorts. This presentation examines relationships between and within ESL-EFL cohort’s AV acquisition.

Oliver Rose        

Oliver Rose teaches EFL at Kwansei Gakuin University in Hyogo. His main research interests are in CALL/MALL, having developed several sites/apps for language learning.      Providing Sentence-Level

Practice with LingoLabOnline    

The LingoLab activity is a free multi-platform web app which allows engaging practice of sentences and multi-word units, from audio/picture/text prompts. The three sites that host the activity offer the following functions:

a) www.lingolab.co - for self-study with automated feedback & review, progress tracking & sharing.

b) www.lingolab.online - the teacher's site, for tracking student usage, making custom sets, and setting quizzes.

c) www.lingolab.live - a multiplayer real-time quiz game

Tomotaka Shiroyama    

Tomotaka Shiroyama is a University of Exeter MPhil student from Nagoya, and is in charge of a publicity position at JALT Toyohashi. He is currently teaching English for the nursing school at Nagoya Women’s University.               

Technology-Mediated Task-Based Language Teaching for College and University students.               

Today, technology-mediated task-based language teaching (TBLT) is a popular tool for enhancing learners’ communicative competence. Ahn and Lee (2016) suggest that this approach has huge merits for language pedagogy. However, there are limited studies in this field (Stockwell, 2010). This study investigated how online chats and discussion forums contributed to university and college students’ language production. The findings suggested different modes of language learning have the potential to develop different aspects of second language learning.

Gabriela Torregiani        

Gabby Torregiani (ESL Specialist and Teacherpreneur in BA) has more than 24 years' experience in TEFL, having worked as a classroom TEFL trainer for more than 16 years and as an online trainer for 14 years.    

How to become a Successful teacherpreneur with the power of self marketing

I will be sharing my story, offering tips and ideas. I will be talking about the benefits of becoming a freelancer, how to become one. I will also talk about social media and how to market ourselves. I will share key tips related to attitude.

Lindy Ledohowski & Tamanna Patel

Dr. Lindy Ledohowski (B.A., B.Ed., M.A., Ph.D.) was a former English teacher and then English professor in Canada before becoming an EdTech CEO for the academic writing software platform, EssayJack. She has won numerous awards.     

Tamanna Patel has been with EssayJack Inc., an education technology start-up that focuses on teaching writing, since 2018, and currently fills the role of marketing and client support. She graduated with a Magna Cum Laude with Honours in Economics and a minor in Management from Clark University in Massachusetts, United States.

Improving the Confidence of EFL Students Writing Skills Using Smart Templating Software              

Learning English essay writing as an EFL student can be challenging especially if the conventions of essay writing in the student’s native language, such as Japanese are different. EssayJack’s smart writing templates provide structure and delineate the conventions for English academic essay writing with options for educators to customise the templates to provide levels of guidance and instructions including choice of transition sentences, interrogative prompts, video, and audio files. Studies show that it increased writing confidence and reduced writing anxiety.

Gavin Young     

Gavin Young is a lecturer/researcher at Onomichi City University.  He received his Master's in TESOL from New York University.  In Japan, he's also worked at JICA as a language trainer and at Iwate University.

Create Interactive Projects in Hypertext with Twine, a Free Software     

Twine is free, open-source software for telling interactive stories that can directly be published to HTML. Twine allows users to create interactive PC/Smartphone projects that can include questions, images, and audio. As a tool to create games, Twine is intuitive for educators and students to learn, and gives educators the opportunity to engage students in active learning and to rethink the way they deliver content and create educational materials. Examples: https://gpjapan.itch.io/scavenger-hunt-campus-orientation, https://gpjapan.itch.io/flying-cars-esl-news, and https://gpjapan.itch.io/kimono-vocabulary-in-english


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