Back to School 2025 Presentations
We are happy to announce the presentations for Osaka JALT Back to School onApril 27th:
Margarette Anne Abelar - Best Practices in Teaching English to Students with Special and Additional Needs
In this session, the current situation of Special Needs Education in Japan will be discussed, highlighting policies and challenges. ALTs' readiness to teach students with special needs will be examined, exploring their awareness and training. Finally, effective strategies to accommodate these students in the classroom will be introduced, providing evidence-based and best practices and approaches that ALTs can implement to create an inclusive learning environment.
Margarette Anne Abelar is from Osaka, a graduate of Philippine Women's University, and currently works as Osaka CNET / ALT. She is an experienced ALT with five years of teaching experience at Special Needs schools in Hokkaido during her JET Programme years. She earned her MA in Education, specializing in Special Education from Philippine Women's University.
Olivia Allanson - Phonics Phun! (Fun!)
An overview and essential review of phonetic elements, aspects and importance in producing within oral speaking classes, after which is followed up by suggesting fun and short phonetic pronunciation warm up activities for adult learners in small classes.
Olivia Allanson, originates from Sydney, Australia and is a Masters graduate of Sydney University, focused on Communicative Language teaching. She currently works as a conversation teacher in Seta, Shiga.
Heather Austin - Seeing language everywhere: engaging ELLs through linguistic landscape projects
The linguistic landscape (the written language used in public spaces, like signs, advertisements, and posters) of a specific place or area is rich in authentic language, revealing its social dynamics, linguistic diversity, and cultural identity. Linguistic landscape projects are thus a unique way to get language learners to engage with and analyze the target language that is all around them. This session shares one such project, which can be easily adapted to fit various contexts.
Heather Austin is an assistant professor with an MA in Applied Linguistics from the University of Massachusetts – Boston. She currently teaches in the College of Global Engagement at Kansai Gaidai University in Osaka, Japan.
Manuel Avenido Jr. - The PRAC Approach in Teaching English Oral Presentations
The PRAC (Presenting, Retelling, Asking, and Commenting) Approach is a self-devised strategy in teaching English oral presentations to help motivate students in small groups focus on the message and understand their classmates’ speeches. After each presentation, one audience member will retell the main points of the speech, the other one will ask a question based on the speech, and the last one will give a critique focusing on the presentation skills.
Dr. Manuel Jr. Avenido teaches Practical English at Kyoto Sangyo University. He was an ALT for five years before becoming a university instructor in Japan. He holds a lifetime TESOL certificate.
Manuel Avenido Jr. - The Writing-focused Lesson: Building Up Students' Writing Ability
This presentation outlines the structure of a writing-focused lesson combining other macro skills (speaking, listening, and reading) from warm-up to instruction/delivery to practice/assessment. To provide students enough context before writing their essays, several classroom activities such as fast talk through one-minute monologue, reading a passage, gap-fill through retelling activity, mind map making, and writing simulation are facilitated. A course map of writing-focused lessons delineating the topics and writing components will be offered.
Dr. Manuel Jr. Avenido teaches Practical English at Kyoto Sangyo University. He was an ALT for five years before becoming a university instructor in Japan. He holds a lifetime TESOL certificate.
Zoe Barber - Bridging barriers: Supporting students with mental health challenges in the language classroom
This presentation explores strategies to support learners with mental health challenges, such as depression and anxiety disorders in the language classroom. It examines the unique challenges these students face which can hinder their language learning progress and ability to participate in the classroom. The presentation advocates for practical approaches such as classroom accommodations, flexible assessments, and creating an environment of empathy and understanding to ensure that all learners feel valued, respected, and empowered to thrive.
Zoe Barber holds a M.Ed (TESOL) and specializes in diversity in education. Her research focuses on best practices in the inclusive language classroom and supporting students with special and additional educational needs.
Shizuka Brooks - Enhancing TOEIC listening comprehension through phonological instruction: flap T, linking, reduction
Reduced speech in TOEIC Listening passages can make them challenging for students to understand. Recent studies (e.g., Unnahasuttiyanon & Meesri, 2020) have shown explicit pronunciation instruction, including connected speech features, can improve students’ TOEIC listening scores. This presentation will provide a practical guide to integrating explicit instruction on phonological changes, such as flap T, linking, and reduction, into university TOEIC classes. It will cover teaching methodologies, student responses, and the benefits of integrating phonological instruction.
Shizuka Brooks, a Temple University graduate, specializes in TOEIC-focused instruction. She currently teaches first- and second-year students at Kyoto Sangyo University. Her research interests include phonological instruction and its impact on listening comprehension.
Oliver Cakebread-Andrews - A Comparison Study of Digital Literacy among Japanese University Students
This presentation summarises the results of a cross-university comparison study of the self-reported digital habits and abilities of Japanese university students, based on the European Digital Framework. 117 students answered the 21-question survey, of which around 16% had taken a course designed to improve digital literacy skills. The results show marginal improvements in the students who took the digital literacy course. Overall, the self-reported level of digital literacy is still low among Japanese students.
Oliver Cakebread-Andrews is studying for his PhD in Computational Linguistics focussing on sarcasm detection. He is an Associate Lecturer of English at Kwansei Gakuin University. His research interests are sentiment analysis, corpus linguistics and NLP.
John Carle - How students can make better eye contact in presentations
This presentation will offer practical advice for educators on how to help students improve eye contact in their presentations. Many students struggle with eye contact because they read too much from their script. This happens for a variety of reasons, including not knowing their topic well, using English that is too difficult, or not practicing enough. Educators can guide students to choose familiar topics, write in simple English, and use notes effectively. Preparation + Practice = Success!
John Carle - The English Gym series: Designed specifically for Japanese university English courses
The English Gym series (TEG I & II) is the ideal textbook series for Japanese university students and teachers. Each 90-minute lesson features real-world discussion questions, authentic listening practice, and a "What's Wrong?" section to fix common mistakes. Engaging activities include vocabulary exercises, crossword puzzles, and a digital workbook with auto-scored homework. Teachers benefit from pre-made Quizlet/Kahoot! games, graded readers, and exam guides, creating a positive, interactive classroom experience tailored to students’ needs.
John Carle, author of The English Gym series (as Jon Charles), runs Oak Hills Press, supporting independent writers. He is president of JALT’s Materials Writers SIG. Learn more at mwsig.jalt.org and englishgymjapan.com.
Gordon Carlson - Lessons from the Classroom: Teaching in Culturally Integrated ESL Classes
As Japanese universities emphasize internationalization, culturally integrated language classes are becoming more commonplace. While most research explores student experiences, less attention is given to educators. This presentation examines qualitative data from a mixed-methods study on Japanese and international students, focusing on how educators navigate these environments. By exploring group dynamics, challenges, and benefits, we discuss strategies for fostering cultural understanding and collaboration. Participants are invited to share insights related to effective teaching in diverse classrooms.
Gordon Carlson, a professor at Otemae University, teaches EFL and graduation research. His interests include teacher development, CLIL, COIL, service learning, intercultural competence, and language retention through interactive activities.
Christopher Davis - The Benefits of Frequent, Low-Stakes "Speaking Tasks" in Improving Presentation Skills
Japanese students often struggle with presentation skills, relying on scripts, demonstrating weak body language, and speaking softly. In my class, students were assigned bi-weekly 45–90 second presentations on unit-related topics. They focused on eye contact, body language, and voice, then watched recordings and wrote self-reflections. They were encouraged to support and offer feedback to one another. This low-stakes practice improved public speaking skills, increased self-awareness, and enabled observation and learning from diverse presentation styles.
Chris Davis, a University of South Florida graduate, has taught at Kansai Gaidai University in Hirakata since 2021. He fosters a challenging yet supportive environment that helps students grow in their language and academic skills.
Rick Derrah - Foreign Teachers in Thai and Japanese Classrooms: Expectations and Challenges
This presentation will detail the findings of a three-year research project that investigated the training of foreign teachers in Thailand and Japan. We will explain the approaches, changes, and responses to the training of foreign teachers. Collected data includes observations, interviews, and artifacts which show the changes to foreign teacher training and the reaction of teachers to these changes. Results showed a disconnect between the goals of training programs and the expectations of participants.
Richard Derrah is an Associate Professor in the Faculty of Applied Sociology at Kindai University in Japan. His research focuses on secondary education and teacher licensing in Japan as well as the wider area of East Asia.
Sean Elliott - Implementing the results of a Needs Analysis in an In-Work BE Environment.
The poster will summarize the results and outcomes of a mixed-method Needs Analysis (NA) performed on a small group of in-work professionals learning Business English (BE) in Japan. The NA was designed to identify current / future expectations and learner preferences. Data collated from the NA (e.g. questionnaire, conferencing) resulted in a 20-hour syllabus. To suit the needs of the leaners / stakeholders, a PPP and TTT approach was implemented. The poster will outline this process.
Sean Elliott has extensive experience teaching BE as an instructor / in-house course designer. He is a member of a coordinated language program at Ritsumeikan University (OIC, BKC) and teaches Career / Communication courses at Ryukoku University.
Paul Goldberg - Ten Principles of Successful Extensive Reading Programs
Appreciating the benefits of extensive reading, and providing students with a large library of graded readers, does not ensure they will actually read. Students need to be motivated to read, and that can be accomplished with a well-planned and implemented program. The presenter, who has advised dozens of ER programs, has come up with ten elements that increase the likelihood of program success, including students doing significant amounts of reading.
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.
Tim Green - The Neuroscience of Learning, Memory & Mastery
The neuroscience & psychology of learning, memory & mastery are well understood, researched & documented, but their application is misunderstood, misrepresented or oversimplified to the point of being ineffective, or even harmful to learners. This presentation will be in plain English & explain how the principles can be applied in the real world, in any learning setting. The techniques are simple usable by anyone, but the details are important to maximize their effectiveness. I will teach everyone how.
Tim is a science geek with a B.Sc. in Neuroscience. He’s passionate about maximizing human potential using the insights from the best, most credible, scientific sources to make life & learning better for everyone.
James Henry - Building Confidence Through AI: Psychological Impact on Language Learners
This presentation examines the confidence-building effects of AI-assisted revision on elementary English learners. Using data from a recent classroom study, I'll highlight three key psychological impacts: increased writing confidence, reduced language anxiety, and greater willingness to experiment with English. Practical examples will demonstrate how educators can implement similar AI revision activities to support students' psychological comfort in language learning.
James W. Henry is an EFL educator with 15 years of experience in Japanese universities. He holds an M.Ed. in Instructional Design and Technology and certifications in prompt engineering. His research focuses on ethical applications of AI in language learning while pursuing his Ed.D.
Michael Herke - Three Complementary Approaches to Understanding, Discussing and Writing About Movies
Streaming has ended serious reading for many university students. However, as a result of this immersion into the dream world of film, students have acquired a vast untapped storehouse of knowledge about stories, characters, conflict and filmic techniques. This poster demonstrates how to identify, understand and organize this knowledge into a cohesive discourse for classroom use via the approaches of segmentation (Sikov), syntactic/semantic analysis (Altman), and story morphology (Propp) from film and folk tale studies
Michael is an Associate Professor at Setsunan University in Osaka, Japan. He has taught film studies on and off at various universities in Kansai for over 20 years.
Todd Hooper - Promoting student talk in literature-based discussion courses with open-ended questions
In this presentation, an approach that utilizes open-ended questions in a literature-based discussion course will be discussed. Open-ended questions are not limited to single answers and provide students with opportunities to express opinions that differ from the ones their classmates hold. The presenter will show examples of open-ended questions from his discussion course and demonstrate how they are used. Additionally, advice on how to create open-ended questions for courses will be given.
Todd Hooper teaches full time at Setsunan University. He serves as the program chair for the JALT Critical Thinking SIG. His research interests include critical thinking in language education, writing, intercultural competence, and comics studies.
Simon Humphries - Creating ideal classmates: The power of peer videos
Many Japanese learners of English are reluctant to speak out due to their hypersensitivity to classmates’ reactions (King, 2013). To overcome this problem, the presenter asked students to record short videos about their ideal English classmates (Murphey et al., 2014). Students could watch, comment on, and like classmates’ videos. Their videos showed that they appreciated active, trustworthy classmates. This awareness of ideal classmates helped reduce anxiety and foster a positive speaking atmosphere.
Simon Humphries PhD is a professor of intercultural communication at Kansai University. His research interests include the capacity to speak (CTS), study abroad, and languages other than English (LOTEs).
Sandra Huynh - Less Reading, More Speaking: Improving Presentations with PechaKucha
Speaking in front of an audience is frightening for most people, especially when creating a presentation. Many Japanese students depend on scripts, believing that’s what a presentation is. I introduced PechaKucha to my speaking class to change this mindset. With timed slides, no text, and a focus on storytelling, students learned to organize thoughts, use notecards, and speak with confidence. By the end, they expressed ideas clearly and naturally, growing in both fluency and presence.
Sandra Huynh is from California and is completing her graduate studies at the University of Massachusetts – Boston. She focuses on creating a student-centered classroom to help students build confidence in their language skills.
Samia Haseeb Khan - Sports and Linguistics
This article explores the parallels between Olympic athletes' training and language learners' pursuit of proficiency, focusing on goal-setting, discipline, and consistency. It examines how language facilitators can help students set and achieve goals, drawing on psychology and education. A case study of Japan’s education system offers practical strategies for teachers. The article highlights the cognitive benefits of language learning, such as improved brain plasticity, IQ, and academic performance, fostering personal and intellectual growth.
Samia Haseeb Khan is from India, and was raised in Oman. She teaches part-time at Mukogawa Women’s University and other educational institutions in Kansai while pursuing her research projects.
Hiroki Konishi - What challenges do non-Japanese Global English university teachers face?
This study examines the challenges faced by non-Japanese Global English teachers in Japan. Despite the global trend towards multilingualism, Japanese education still prioritises "native-like" English as a model. Interviews with three participants revealed issues relating to student learning attitudes, cultural differences between Japan and other countries and classroom environments. This study highlights the unique experiences of these educators and the adjustments needed to teach in a Japanese university context.
Hiroki Konishi is a master's degree student at Kansai University and is supervised by Prof. Simon Humphries.
David Lees - Automated Quizzes and Report Cards: Being Efficient with Google-Forms and Sheets
Creating digital materials to improve accessibility for students, and ensuring that instructors time is not eaten up by administrative mouse-clicking, is increasingly important in our modern world. Utilising modular designs, conditional formatting, and algorithms to merge datasets together, this presentation offers practical suggestions for efficiently employing Google-Forms and Sheets to provide Quizzes to students, as well as gather important grades and course-relevant information onto one ‘Report Card’, all while automatically recording and ranking students’ attainment.
David Lees is from England, is a graduate of Liverpool University, and currently teaches at Kyoto University in Kyoto.
Thomas Legge - The role of taking IELTS in teacher and trainer development
This presentation explores how taking an authentic IELTS test impacted four university teachers in Japan. It analyzes their experiences, effects on teaching practices, and IELTS as teacher training. Teachers with prior IELTS experience gained confidence and addressed knowledge gaps, while an inexperienced participant felt overwhelmed. All developed greater empathy for students. Findings suggest IELTS can be effective training, especially for experienced teachers. Suitable for both new and experienced IELTS instructors and test-prep educators.
Thomas Legge is a lecturer in the Faculty of Business Administration at Momoyama Gakuin University. His research interests are study abroad, working holidays, and IELTS. He is president of the JALT Study Abroad SIG.
Andrew LePla - How do assessments shape language learning motivation in a Japanese junior high school?
This presentation reports on mixed-methods research, which sought to (a) measure the impact of a mid-term test on lower-secondary students' second language motivation and (b) what the students' perception and emotions are towards the test. As much SLA literature points to Japanese lower and secondary schools' emphasis on testing and summative assessments, this presentation argues for integrating more formative assessments to promote sustainable second language motivation.
Andrew LePla is from the UK, is a graduate of the University of Nottingham, and currently teaches at universities in the Kansai region. His academic interests are motivation, assessment, and methodology.
Morgen Livingston - Perception vs. Reality: Examining Adolescents' Study Abroad Expectations
This presentation examines a stud on adolescent students’ expectations versus actual experiences in a short-term study abroad (SA) program. Pre-departure concerns centered on language proficiency and coursework, but post-program data revealed peer interactions and daily tasks as more significant challenges. While classwork remained a challenge, language was not as difficult as expected. These findings suggest the need for better pre-departure preparation, addressing both academic and social aspects, to enhance student adaptation and overall SA experiences.
Morgen Livingston has over 10 years of experience teaching EFL to adolescent and university students in Japan. Holding an M.Ed. and CELTA, their research focuses on study abroad perceptions, student motivation, and language learning experiences.
Peter Lutes - New researchers: How to Plan and Use Likert Scales for Your Research
This presentation introduces new researchers to the use of Likert scales, highlighting their flexibility in measuring attitudes, opinions, and behaviors. It covers key concepts, such as the difference between ordinal and nominal data, the dual nature of Likert data, and tips for designing effective questionnaires. The focus is on best practices, overcoming challenges, and the importance of well-crafted questions for accurate results. While foundational, this session does not include detailed statistical methods.
Prof. Peter Lutes, DComm specializes in applied communication, language education, and globalized learning. He has expertise in Likert scale survey design, teacher training, and the ethical use of AI in education and research.
Paul Lyddon - Developing language and critical thinking skills with logic puzzles as communication tasks
Task-based learning in general has long been known as an effective means to sustain learner interaction and thus foster second language acquisition, but reasoning-gap tasks in particular potentially provide the additional advantage of promoting deductive and inferential thinking. This presentation will demonstrate a two-stage, jigsaw-fashion implementation of easy-to-create logic puzzles to help learners develop their higher order thinking skills while at the same time nudging them toward more complex levels of linguistic expression.
Paul Lyddon is a professor in the Department of International Languages and Cultures in the School of International Relations at the University of Shizuoka. His research interests include multilingualism and intercultural communication.
Harmony Martin - Blackout Poetry (aka 'a way to trick your teenaged students into reading'!)
Some students seem unwilling to read in English and may need to be tricked into reading, but how? Allow them to scribble or draw or mark all over the passage you want them to read! Students' use their creativity and artistic skills when they make Blackout Poetry. Everyone can be a Blackout Poet; no artistic talent is required. Students believe they simply get to create; they seldom notice that they are reading long English passages.
Harmony Martin teaches grades 8-12 at an international school in Kobe. She loves sharing effective teaching techniques and activities (calling them "learning opportunities") with other teachers, knowing that we can all learn from each other.
Regulus Miranda - A Reflection on Student-Centered Instruction of Oral Communication Classes
This reflection presentation explores key aspects of instructing student-centered oral communications classes at the university level, addressing points on both the macro- and micro-level of preparation and practice. It examines teachers’ needs through learning theory and experience, while also discussing the situational use of punishment in classroom situations as an area of potential future research. Additionally, it touches upon how group work, differentiated instruction, and formative assessment might be utilized.
Regulus Miranda is from Canada. He is currently studying for his Masters of Education, while teaching the Oral Communications class at Ryukoku University in Kyoto and English Conversation at Ryokuryo High School in Osaka.
Chihiro Morioka - Effects of the Timed-Retelling Activity in University English Reading Classes
In this presentation, the effects of timed-retelling activities in university English reading classes will be discussed. Retelling, which encompasses the stages of input, intake, and output, is considered effective for deepening content understanding, internalizing language knowledge, and improving expressive abilities (Sasaki, 2020). In this practice, learners are required to read new content during class and then reconstruct it in their own words using only pictures and keywords. The effects and challenges of this method on English skills and content understanding will be examined.
Chihiro MORIOKA is an English lecturer at Kyoto University of Advanced Science with an interest in intercultural understanding, English pegagory and international cooperation. She is also experienced in teaching Japanese to exchange students and organizing educational programs on international understanding.
Wade Muncil - Taming the AI Dragon: Teaching Writing in the Age of AI
Generative AI has changed writing classes. Students submit flawless essays without learning to write, while teachers struggle to maintain academic integrity. This session helps educators tame AI by focusing on process over product—breaking writing into steps and integrating AI responsibly. Teachers will learn to spot AI-generated text, guide students in using AI ethically, and foster critical thinking. AI isn’t the enemy; it’s a tool to encourage learning.
Due to his recent retirement, Wade Muncil is now open for breakfast, lunch and dinner. Muncil received his MS (TESOL) from SIT in 2000, and has spent a total of 40 glorious years teaching in Japan and the western region of The United Arab Emirates. His hobbies are hiking, teaching, and traveling.
Yosuke Ogawa - Japanese Epenthetic Vowel Modification in English
Japanese learners of English have various pronunciation difficulties since they produce English sounds based on Japanese phonotactics. One of the most explicit features is that they often pronounce with epenthetic vowel modification, adding extra vowels between consonants. To address the issue, this presentation will explain the sonority of clusters in stress-timed/mora-timed language structure and demonstrate a teaching tip to facilitate stress-timed pronunciation, not to eliminate vowels which are naturally added in mora-timed pronunciation.
Yosuke Ogawa teaches EFL at Kobe University and teaches JFL to overseas students at Kansai University. His current research interests include shifting participation constellation in L2 triadic interaction from a multimodal Conversation Analysis viewpoint.
Daniel Orozco - Is perfection really necessary for language acquisition
I would like to promote the idea that a learner does not need to achieve perfection in order to become proficient in their target language. I have seen even today that many learners in Japan may not be so confident in communicating in English, and in some cases it may stem from their perceived imperfection when trying to speak English. I would like to promote the idea that they should aim for simply being easy to understand than sounding native.
Daniel Orozco is from Miami, Florida, has lived in South Korea for ten years as an English teacher and is now living in Osaka, teaching in Ritsumeikan and Ryukoku Universities. He is proficient in Japanese, Spanish, Korean, and German. He also holds a Bachelors degree in Asian studies and a Master's degree in TESOL.
Daniel Parsons - Addressing the value alignment problem in AI for language learning
Generative AI has transformed language education, empowering students to produce fluent prose and providing an interactive learning companion. This transformation has occurred among students with little teacher intervention, often leaving our values as teachers misaligned with AI’s influence. Using concrete examples, this presentation argues that instead of adapting to AI, we should focus on the constraints faced in teaching and leverage AI to transform them into learning opportunities, making AI a provably beneficial pedagogical agent.
Daniel, an instructor and computer science student, has spent 20 years helping students from Afghanistan to Zimbabwe improve their conversation, academic and business English. His research interests span formative assessment, corpus linguistics and recently AI.
David Paul - Building up students’ ability to discuss a wide range of topics
David Paul will introduce his new course, ‘ Discussion Skills’, and show how it is effective in building up students’ ability to discuss a wide range of topics. The course is designed for high school, university, and adults. It is a new edition of ‘Communication Strategies’, though it has been changed quite a bit and lots of digital components have been added.
David Paul - The qualities of an effective course for Japanese elementary school children
‘Finding Out Interactive’ will be published later this year. This is a new edition of ‘Finding Out’, the best-selling child-centered, games-based course for children. David Paul has been dreaming of making a new edition for years and has put a lot of love and care into developing it. Come along and see the exciting new developments, and see why it addresses the needs of Japanese children.
David Paul built up a successful chain of schools in East Asia, and used this success as a platform to support the professional development of teachers. He has written many best-selling books.
James Rankin - Leveraging Icons for Storytelling in ESL
"Leveraging Icons for Storytelling in ESL" examines how icons can enhance student engagement and simplify abstract concepts in language learning. By pairing vocabulary, emotions, and real-life scenarios with recognizable images, students better navigate tasks like story building and roleplays. This poster presentation will provide practical strategies for teachers to incorporate icons into storytelling, improving communication skills and helping students grasp social dynamics for more effective language learning.
James Rankin is from the UK. He is a long time resident of Japan, and has taught at all levels of the Japanese education system.
Christopher Regier - Exposure to communication and stress: Navigating an optimal EFL learning experience
Japanese learners of EFL often experience high levels of stress, with language barriers and cultural differences exacerbating anxiety (Yashima et al., 2004). Anxiety impairs cognitive function and language acquisition (Horwitz, 2001), but exposure to sustained optimal challenges have been shown to enhance student learning (Ahmed, 2017). This presentation will introduce a technique that uses gradual exposure to controlled challenges at optimal stress levels, aiming to reduce anxiety and enhance EFL communication skills over time.
Christopher Regier is from Canada, a graduate of the University of British Columbia, and teaches at Kyoto Prefectural University. He has over 16 years of ESL and EFL teaching experience across four different countries.
Christopher Samuell - The Future of English Teaching in Japan: Insights from Global Perspectives
Building on insights from the British Council’s Future of English report, this presentation considers the future of English education in Japan, addressing key challenges like rigid curricula, exam-focused learning, and traditional teaching methods. Focusing on curriculum reform, teacher development, and digital integration, it examines innovative approaches such as CLIL and EMI. The study highlights the need for holistic changes to enhance communicative skills, emphasizing that Japan must embrace global trends to remain competitive and relevant
Christopher Samuell is a doctoral candidate, and holds a Master’s degree in TESOL. Christopher is curently employed as a Junior Associate professor at Kyoto Institute of Technology.
Drew Sanford - Introducing the Alabama super IES study abroad preparation program at Kansai Gaidai
With the continuing challenges that Japan faces concerning its decreasing population, many universities have been searching for innovative programs to attract students. This poster presentation will introduce a collaboration between Kansai Gaidai and The University of Alabama by explaining the motivations for creating the program, describing the structure and implementation of the curriculum, detailing the teaching philosophy, discussing positive outcomes, and providing guidance for other educational institutions considering creating or improving study abroad preparation programs.
Drew Sanford is from the United States. He received his MA in TESOL from The University of Memphis. He is the coordinator of the Alabama Super IES Program at Kansai Gaidai University in Hirakata, Osaka.
Manami Sato - Examining microaggressions: University students' experiences and implications for inclusion
This presentation examines microaggressions, subtle yet impactful acts of discrimination, often unintentional, in university contexts. After defining microaggressions, the presentation explores real-life cases reported by students both on and off campus. By analyzing these experiences, it highlights patterns, implications, and the need for awareness to mitigate harm. This research aims to provide insights into fostering inclusive environments in higher education through understanding and addressing microaggressions effectively.
Manami Sato is a lecturer at Kyoto University of Advanced Science and part-time at Doshisha University. Previously, she worked at ECC, specializing in teacher training and curriculum design.
Alex Serebriakoff - Teaching Pragmatic Competence for IELTS Speaking Success
Success in the IELTS Speaking exam requires more than grammatical accuracy; pragmatic competence and strategy play a crucial role in achieving higher band scores. This presentation explores how teachers can develop students’ pragmatic skills such as discourse management, intonation, chunking, and strategic communication. Whether you’re new to teaching IELTS or have years of experience, you will gain practical classroom activities to help students handle challenging questions, express opinions naturally, and demonstrate fluency and coherence effectively.
Alex Serebriakoff is from London, a graduate of Oxford University and currently teaches at Momoyama Gakuin in Izumi. She has been teaching IELTS preparation classes for over 10 years.
Alexander Sheffrin - Let’s Talk About Money: Financial Literacy Activities in Classrooms
Financial literacy and finance education are important issues in education. This presentation discusses the need for finance education and financial literacy through the use of speaking, reading, writing, and listening activities in classrooms. The importance of investing, resume building, and budgeting are all discussed in this paper along with commentary and descriptions of classroom activities for furthering finance education and financial literacy among university students.
Alexander Sheffrin is an instructor at Ritsumeikan University. He has taught ESL/EFL in both the United States and Japan at primary and secondary schools, universities, and global corporations. He earned his MA in TESOL from the University of Maryland Baltimore County. In his free time, he enjoys traveling and spending time at home with his wife and two daughters.
Emi Shibuya - A discussion of communication skills through professional sports performance
This presentation refers to post-match interviews/speeches by professional tennis players in the context of ESL or EFL. Considering “communication” skills demonstrated within Life Skills education (WHO, 1996), and from the aspects of Languages for Specific Purposes (LSP; e.g., Swales, 2000) as well as English for Specific Purposes (ESP; e.g., Widdowson, 1983), the cases from professional tennis players are discussed to identify the management skills of both professional performance and communication.
Emi Shibuya currently teaches as a Lecturer at Otemon Gakuin University in Osaka. Her research targets are Second-language acquisition and Language usages in a professional context, as well as approaching tourism and tour guiding.
Motoko Teraoka - Be a Transformer in Vocabulary Learning!
TOEIC reading materials (Parts 6-7) are resourceful for vocabulary building and should be recycled after students answer the questions. In this presentation, I'll introduce a vocabulary-building activity adapted from word-tree and word-fork methods. This activity provides various work types such as individual, pair or group, and class work without getting students bored. Once students know the ropes of this activity, they can do it in their self-study time.
Motoko Teraoka teaches English at Kindai University and a local language school. Her interests include self-regulatory learning and global Englishes. She is also an ardent fan of the Moomins and their friends.
Stuart Warrington - Empowering Japanese university students: Effective use of self-access language learning resources
This presentation explores how Japanese university learners can come to effectively conceptualize and utilize self-access language learning resources to enhance their learning journey. Practical strategies will first be discussed for helping learners identify personal learning goals, select relevant resources, and create sustainable learning plans. Thereafter, attention will be turned to techniques for integrating various resources, from the digital to the physical. The presentation will conclude by addressing common challenges associated with different resources.
Stuart Warrington, Ed.D., is a Professor in the Department of British and American Studies at Nagoya University of Commerce and Business and Head of its Self-Access Center Committee, which is dedicated to learner autonomy.
Joseph Wood - Working Together on Graded-Reader Poster Presentations
Poster presentations can be an interesting and creative alternative to standard oral presentations that students do in front of class. In an extensive reading classroom, students can give poster presentations in pairs for books they choose with their partners. This presentation will provide attendees with step-by-step examples of how to introduce graded-reader poster presentations to students and then manage the process of having students do them with partners in class.
Joseph C. Wood is an associate professor at Nanzan University in Nagoya, Japan. He’s currently the English Program Coordinator for the school's Department of Economics and previously served four years as president of Nagoya JALT.
Krystle Wright - Dispatch vs Direct Hire: A comparative exploration of teaching English in Japan.
Recently, the tertiary English teaching industry has begun relying heavily on dispatch teachers. Though distinctions between dispatch and direct hires do exist, the true differences in terms of workload and labor rights are quite vague. In Dispatch vs. Direct Hire, we will explore the differences in contract types, compare the experiences of teachers based on contract type, and discuss respondent views on the job outlook for both.
Krystle Wright has lived in Japan for nine years and has held numerous teaching roles in Hiroshima and Osaka. She currently works as a dispatch university instructor in southern Osaka.
Yumiko Yoshida - Grammar is not Boring: Making Grammar Learning Engaging, Fun and Useful
This presentation showcases a practical classroom activity designed to boost student participation and motivation in grammar learning. Grammar is often perceived by both teachers and learners as a tedious subject. The activity transforms grammar practice into an engaging and effective experience. The activity focuses on making grammatically correct questions to obtain specific information, using the guru-guru (round-and-round) one-on-one feedback method. This presentation offers practical ideas for creating more dynamic and student-centered grammar lessons.
Yumiko Yoshida is from Osaka, completed her postgraduate studies at Kansai University, and currently teaches English at some universities such as Doshisha and Kwansei-gakuin. She aims to build students’ confidence in their English language skills.
Miyako Yoshida - Classroom Activities to Help Engage Students
Teaching students that are not engaged in learning can be a challenge. Studies have shown that attitude tops aptitude, so developing and sustaining student motivation to learn is of paramount importance in the EFL classroom. The presenters, who have combined EFL careers totalling over 50 years, will introduce classroom activities designed to keep high school and university students more involved in their learning.
Miyako Yoshida is a lecturer at Osaka University of Health and Sport Sciences. She has taught English from primary school to university levels. Her recent research focusses on learners’ engagement in the classroom. myoshida@ouhs.ac.jp
Thursday, April 3, 2025 at 2:12PM
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