JALT CUE SIG 25th Anniversary Conference
“25 years and still right on CUE”
The JALT CUE SIG is happy to announce our 25th anniversary conference will be held on September 15-16, 2018 at Rikkyo University in Tokyo. We are excited to highlight CUE SIG’s illustrious history and look forward to continuing to support college and university educators in Japan in the future.
The conference will feature plenary talks by Jo Mynard and Kay Irie along with a panel discussion on quantitative and qualitative research, professional development workshops, short presentations, and poster sessions. This conference will also provide short presentations and poster sessions on topics that showcases topics of interest to the college and university education community such as the following.
- Current research on linguistics, language learning, methodology, or other related topics
- English for specific purposes
- Teaching practice based presentations
- Innovative approaches to CBT, CLIL, CLT
- Issues related to gender and diversity in college and university settings
- Changes in foreign language education in Japan over the past 25 years
- Other topics that might be of interest to tertiary Educators
- Plenary
- Download
- Schedule 15 September
- Poster Presentations 1
- Poster Presentations 2
- 9/15 10:40-11:05
- 9/15 11:15-11:40
- 9/15 11:50-12:20
- 9/15 14:20-14:45
- 9/15 15:30-15:55
- 9/15 16:05-16:30
- Schedule 16 September
- Poster Presentations 3
- 9/16 10:00-10:25
- 9/16 10:35-11:00
- 9/16 11:10-11:35
- 9/16 11:45-12:10
- Panel Discussion 13:10-14:10
- Workshops 14:20-15:05
- Workshops 15:15-16:00
- Workshops 16:10-16:55
Plenary Speakers
Kay Irie
Gakushuin University
- Room 1-202
- Saturday, September 15th, 9:05-9:55
Title: Innovation behind the Scenes: Challenges and Opportunities for Universities in Japan
Abstract:
Innovation in university is rarely driven by purely educational needs particularly in the private sector, where the schools must thrive commercially to sustain themselves. Japan is no exception. Any new program requires a lot of resources including personnel, time, and funds to realize innovations that fit the guidelines set by the Ministry of Education Culture, Sports, Science and Technology (MEXT) and to co-exist with traditions and customs that built the basis for the innovation of the host institution. In this talk, I will provide a unique account of the development of the new language program in a notoriously conservative institution from an insider' point of view. The talk includes the candid description of the process of developing a language program that designed to prepare Japanese high school graduates for a new social science degree program partially taught in English. By doing so, I hope to shed light on the complexity of the Japanese educational system and unpack some of the contextual factors and administrative practices that bind educational institutions. I would like to share my experiences and reflection with fellow teachers working in universities and colleges in Japan to explore how we can break out of the shackles and make changes that matter.
Bio:
Kay Irie is a professor at the Faculty of International Social Sciences, Gakushuin University, Tokyo where she coordinates the English program. She is also an adjunct professor in the TESOL program at Graduate College of Education, Temple University Japan. Her current research interests include CLIL pedagogy, language learning psychology, learner autonomy, and research methods used in these areas including Q-methodology. She was co-chair of JALT 2015: Focus on the Learner and co-editor of Realizing Autonomy: Practice and Reflection in Language Education Contexts (Palgrave 2012). The book project emerged out of the JALT Learner Development SIG get-togethers.
Jo Mynard
Kanda University of International Studies (KUIS)
- Room 1-202
- Saturday, September 15th, 13:00-13:50
Title: Social (self-access) learning spaces and identity
Abstract:
Self-access has been a feature of language education for five decades, but the ways in which outside-class support has been offered has shifted significantly in recent years. In this presentation, I take the audience through a brief tour of the evolution of self-access, focussing mainly on contemporary interpretations which focus on opportunities for social and collaborative learning underpinned by sociocultural views. Drawing on recent ethnographic research at my institution (Burke et al., 2018), I explore the notion that identity plays a significant role in the ways in which learners navigate social learning spaces; it influences why students choose to frequent a social space or to avoid it. In addition, the spaces themselves influence the construction of the learners’ identities. Drawing on case study data within a Communities of Practice framework (Wenger, 1998), my colleagues and I were able to see how use and non-use of a space has an impact on identity construction over time. This avenue of enquiry enables me to share some suggestions for educators and learners for providing learning opportunities within social learning spaces that address the needs of different users.
Burke, M., Hooper, D., Kushida, K., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress. Relay Journal, 1(1). Retrieved from https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/burke_et_al/
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
Bio:
Professor Jo Mynard is Director of the Self-Access Learning Center at Kanda University of International Studies (KUIS) in Chiba, Japan. She holds an EdD in TEFL from the University of Exeter, UK and an M.Phil in Applied Linguistics from Trinity College, University of Dublin, Ireland. She is the founding editor of Studies in Self-Access Learning Journal and has also co-edited four books related to learner autonomy and advising. She co-authored Reflective Dialogue: Advising in Language Learning with Satoko Kato (Routledge 2015). She is particularly interested in research related to advising, self-directed learning, learning beyond the classroom / self-access learning, and the affective dimensions of language learning. In 2017, she was appointed Director of the Research Institute for Learner Autonomy Education (RILAE).
Christopher Mattson
chris.mattson@gmail.com
A poster presentation showing how Google Docs was used in a university writing and discussion course. Google Docs was chosen in order to expedite instructor- and peer-based feedback, and was an improvement over the “traditional” timeline of assessment.
Joe Garner
Although authentic content is widely available through MOOCs, its linguistic complexity requires that it be modified to meet the needs of L2 students. By synthesising findings regarding the use of authentic materials in L2 instruction, this poster presentation will outline how MOOC content can be utilised effectively in CLIL classes.
Jennifer Toews-Shimizu
jennifermtoews@gmail.com
This study examines the professional development of foreign language teachers’ experience within the context new content-based IT language program through narrative inquiry and a questionnaire. Teachers' self-perceptions, pedagogical approach, expected learning outcomes, satisfaction levels, and coping strategies during the second year of program and material development within a paperless/projector-based learning environment. Important implications of this study shed light on the benefits of both self-initiated professional development as well as institutional support for the challenges faced by teachers involved in program and material development for ESP.
Adrianne Verla Uchida
verla.uchida@nihon-u.ac.jp
This interactive poster session will show the results of a semester-long research project that implemented 21st Century Skills (Tilling & Fadel, 2009) and elements of the Four-Dimensional Education Framework (Fadel, Bialik, & Trilling, 2015) into first-year English classes. Reflections from a teaching journal and student survey results will also be shared.
James McCrostie
jamesm@ic.daito.ac.jp
Predatory,for-profit conferences are an increasing problem around the world. For this poster session, the presenter applied a list of 46 criteria developed to identify predatory conference organizers to one company. The company met 23 criteria and therefore qualifies as predatory. This result shows the criteria successfully identifies predatory organizers.
Andrew Reimann
anreimann@yahoo.com
Considering the range of learner’s perceptions, perspectives and communication needs, it is important that media literacy become an essential component of language learning. To avoid the dangers of popularity and “Likes” becoming the new truth, through Social Media, Fake News and alternative facts, learning to evaluate sources, become aware of bias and be able to process and apply information is critical. This presentation introduces practical methods and activities, for navigating information effectively and responsibly.
William Pellowe
pellowe@fuk.kindai.ac.jp
For a one-semester course on giving presentations, the presenter created awareness-raising activities and demonstrations to scaffold the students towards giving more engaging presentations. This interactive poster presentation will highlight some of these, such as matching photos of gestures with underlined sections from sample speeches, and peer-assessment rubrics which include photos.
Aaron Sponseller
Japanese universities offer many study abroad opportunities, however a Japanese instrument for measuring motivation to study abroad is non-existent. A Japanese version of the Motivation to Study Abroad (MSA) (Anderson & Lawton, 2015) was given to students (N = 165), and instrument validity was tested two ways.
Back to the future (of ELT): Discussing and understanding the field’s history
1st Floor, 1-102
Matthew W. Turner, Robert J. Lowe, Matthew Y. Schaefer
turner@toyo.jp
This session will present an analysis of an ongoing podcasting project featuring discussions of notable scholars’ work throughout the history of applied linguistics and ELT. Trends in the selections of historical topics such as the development of research traditions, and the importance of researching our field’s history will be discussed.
Technology proficiency in freshman students: Then and now
1st Floor, 1-103
Lara Promnitz-Hayashi
lara@juntendo.ac.jp
This presentation will compare the findings of a study on technology proficiency in freshman students conducted in 2010 and its replication conducted in 2017-18 and discuss the challenges students face when using technology in the classroom and the activities they are currently undertaking.
Golden retriever: Getting students excited about APA referencing
1st Floor, 1-104
Sylvan Payne
University academic writing students, even at a low-intermediate level, should know how to include outside sources and cite them correctly. The presenter will demonstrate how he gets students engaged in doing APA referencing, through interactive tasks, puzzles, and games.
CLIL activities integrating formative assessment
2nd Floor, 1-201
Daniel Dusza
Reading, writing, speaking, listening, assessment and technology are usually dealt with separately. Integrating language, technology, and assessment requires skills and resources that are beyond most busy teachers. I will present some content-based language activities that provide formative feedback and can be extended for use in a vast range of English as a foreign language classes.
French colloquialisms in the classroom [in French & English]
2nd Floor, 1-202
Régis Olivero
How can everyday French be taught in a university classroom? And is there a need for it in the first place? This presentation will explore the different ways to allow students to have basic conversation in French as it is spoken today.
Active learning strategies to reduce biases on decision making [in Japanese]
2nd Floor, 1-203
Hiroshi Nakagawa
本研究ではヒューリスティックを始めとした認知バイアス（先入観・偏見などの認知の隔たり）による影響がどのように英語授業内で起きているかを詳しく説明し、英語授業内でのアクティブラーニングへの応用を提示する。
Role models and representation
1st Floor, 1-103
Susan Laura Sullivan
susan.sullivan1@uowmail.edu.au
Educators might not realise how ingrained an acceptance of lack of representation can be in teaching practices, in attitudes towards our students, and also among the students themselves. Aware and deliberately inclusive methods can help address gender imbalance in educational situations.
Heeding student voices: A study on textbook selection
1st Floor, 1-104
Gordon Carlson
gordy@otemae.ac.jp
This presentation examines the benefits of including student views in textbook selection and curriculum development. Based on a survey conducted among 427 participants, it contends that a closer alignment between language program planners and learners can result in developing better teaching strategies, curriculum modifications, and textbook selection.
Improving article accuracy through context
2nd Floor, 1-201
Gareth Price
gprice@asia-u.ac.jp
This presentation looks at the problems Japanese students have with accurately using definite and indefinite articles. Through my own research, I suggest how to improve students' accuracy by focusing on context to determine the correct article to use.
Visually representing publication trajectories
2nd Floor, 1-202
Theron Muller
theron@las.u-toyama.ac.jp
This presentation shares how a graphical representation of manuscript text histories was developed for six manuscripts written for publication by Japan-based English language teachers. Examining the actual trajectories of manuscripts helps to reveal potentially occluded complexity and the extent of changes made to manuscripts across their trajectories.
Fluency activities revisited
1st Floor, 1-103
Caroline Bertorelli
caroline@toyo.jp
This presentation will review fluency activities in the literature, share the outcome of some classroom research on Japanese university students, and suggest a number of practical ideas that can be incorporated in the classroom that can successfully engage all students of all levels in a class.
Student attitudes towards discussing textbook topics
1st Floor, 1-104
Davey Young
dcyoung@rikkyo.ac.jp
This presentation reports on a study of roughly 1,600 Japanese EFL university students' attitudes towards textbook topics in a topic-based discussion course. Findings indicate students prefer discussing topics related to university and student life, while correlation analysis reveals perceived importance is the best predictor of overall attitudes towards discussion topics.
Teacher bias in initial reaction to student writing assessment
2nd Floor, 1-202
Sean Gay
seanekpg@kwansei.ac.jp
Teachers try to be fair to students; this requires a degree of validity and reliability in assessment. Unfortunately, first impressions may cause teacher bias that may negatively impact validity and reliability for writing assessment. The presenter will share research on this issue and insights into mitigation of the effect.
Overcoming barriers to pronunciation training
2nd Floor, 1-204, 11:50-12:20
Marcellus Nealy
marcellus@juntendo.ac.jp
The presentation will focus how we were able to reduce barriers to learning in the pronunciation classroom through the use of an e-learning application, design, and music. The intervention was carried out on 100 English language learners. The results indicated the effective reduction of learning barriers.
Clarity and varied viewpoints in class discussions
2nd Floor, 1-201
Ellen Rettig-Miki
rettige@gmail.com
The presenter believes teaching specific discussion micro-skills in controlled activities can help students both to improve the clarity of information exchanged in discussions and to help them more deeply consider alternative viewpoints. She will demonstrate several simple activities that can enrich discussion skills in the university classroom.
Continuing teacher development: A two-pronged approach
2nd Floor, 1-202
Ryan Lege and Jennie Roloff Rothman
lege-r@kanda.kuis.ac.jp, rothman-j@kanda.kuis.ac.jp
MEXT has begun emphasizing the need for systematic teacher and professional development (PD) programs. To respond to the complex demands of 21st-century education, it is critical that these integrate teacher development and technology training. This presentation outlines PD activities following a particular model of adult learning underway in one university.
International exchanges via the web — effective and free
2nd Floor, 1-203
Eric Hagley
hagley@mmm.muroran-it.ac.jp
This presentation outlines the International Virtual Exchange Project (IVEProject) between Japan, Colombia, and eight other countries. Classes of students are linked in the IVEProject using online tools to improve language and intercultural competence. The presenter will outline the advantages of the IVEProject and invite educators and their students to join.
On raising aspirations and enabling EFL learner writers to go for publication
2nd Floor, 1-204, 14:20-14:45
Rick Mitcham
This presentation demonstrates that EFL learner writers have the potential to achieve more than current EFL textbooks on academic writing give them credit for. I explain how EFL learner writers can be enabled to produce writing that is not only competent but also original and worthy of publication.
2020 vision: Twenty years of orthographic influence in Japan
1st Floor, 1-103
Daniel Dusza
The system of teaching, assessing, and treating Japanese EFL students’ writing in Japan has for too long been merely marking errors and mistakes in translation tests. The source of these errors and suggestions for their treatment will be offered, based on the orthographic influence between Japanese and English.
Navigating the transition to higher education: Learned behaviors in Japanese university students
1st Floor, 1-104
David Laurence
laurence@isc.chubu.ac.jp
The presentation will describe research, based on in-depth interviews with first-year Japanese university students, describing how their families and secondary schools teach them norms and behaviors that interfere with not only their ability to successfully learn English, but their ability to smoothly and successfully transition from secondary to higher education.
Designing a themed task-based course [publisher sponsored talk]
2nd Floor, 1-201
Marcos Benevides
marcosb@obirin.ac.jp
This presentation will outline considerations in task-based syllabus design by demonstrating how a themed framework can be used to sequence tasks by complexity rather than by language forms. This framework is used to select and organize tasks with a primary focus on meaning, yet is flexible enough to also target language forms. Once tasks are appropriately sequenced, outcomes can be assessed in valid and practical ways which do not undermine a communicative approach. Although the speaker will refer to his published coursebook, Widgets, this is not a commercial presentation and will be of interest to anyone interested in TBLT or syllabus design.
Student reaction to teacher talks on World Englishes
2nd Floor, 1-203
Tomoyuki Kawashima
tkawashima@gunma-u.ac.jp
The presenter will report on an attempt to raise awareness on World Englishes. He gave nine 15-minute talks to 42 university students. Their comments collected from student journals were thematically sorted and analyzed. Topics which impressed students and effects of the talks on their perceptions of English will be discussed.
Improving communication and increasing motivation through the incorporation of translanguaging
1st Floor, 1-101
Kevin Bartlett
An overview of a project that incorporated translanguaging techinques in the Japanese university EFL classroom.
Developing tasks in high-level discussion classes
1st Floor, 1-102
Jamie Lesley
jamie.lesley@rikkyo.ac.jp
This presentation describes the piloting of collaborative, decision-making tasks used in the highest level of a compulsory, first-year undergraduate academic English discussion course. It contrasts these decision-making tasks with the standard type of group discussions in lower-level classes and reports on their effectiveness from both teachers’ and students’ perspectives.
I can see clearly now: Font choice and English vocabulary learning
1st Floor, 1-103
Evan Cacali
This study explores whether Japanese university students’ short-term memories benefit from disfluent fonts while studying English vocabulary lists. Going against previous research, results suggest that the participants’ outcomes were significantly better in the fluent font condition. A closer look also suggests a disfluency threshold for multiple parts of speech words.
Effects of non-Japanese simulated patients on medical English classrooms
1st Floor, 1-104
Marcellus Nealy
marcellus@juntendo.ac.jp
We worked with foreign simulated patients (SP) to help Japanese medical students practice clinical communication. Survey results showed it had a positive impact on learner motivation, self-awareness, and anxiety towards speaking English.
Native English teachers’ perspective on team teaching: A focus group study
2nd Floor, 1-201
Leveth Jackson
ljackson205@capellauniversity.edu
This presentation describes a focus group study from a convened forum titled "Practical and Effective Team Teaching in high schools: Reality or Myth" at the 2018 Shizuoka Regional Conference for ALTs. The focus groups’ interviews investigated ALTs roles, perception of TT, and revealed the realities of TT in high schools.
Peer feedback: What should be explicitly taught
2nd Floor, 1-202
Jennie Roloff Rothman
rothman-j@kanda.kuis.ac.jp
Providing training in how to give peer feedback can ensure its effectiveness and sometimes be as beneficial as instructor feedback. This presentation shares the results of research seeking to identify qualitative differences in the language used by students in trained and untrained peer feedback activities for the EFL writing classroom.
Scaffolding speaking tasks in a TOEFL preparation course
2nd Floor, 1-203
Keita Yagi
ykeita@icu.ac.jp
This case study presentation reports on a biweekly TOEFL preparation course at a bilingual university in Tokyo. The presenter will show how he scaffolded TOEFL speaking tasks by introducing speaking templates and offering individual tutorials, and will discuss the effectiveness of this approach.
Teacher perceptions of a unified curriculum
2nd Floor, 1-204
Peter Brereton
brereton.peter@gmail.com
Teaching within unified curricula has several benefits, yet it can also present a number of challenges. In this presentation, teachers’ perceptions of working in a context with identical lesson aims, materials, and teaching and assessment methods are explored, with the aim of improving understanding of the advantages and challenges involved.
2nd floor, Bulding 6, Hallway, 10:35-11:35
Productive vs. receptive tasks: Their influence on vocabulary knowledge scale scores
Tomoko Antle
The goal of this study is to gain a better understanding for how language learners acquire new words. Furthermore, a Vocabulary Knowledge Scale (VKS) was administered in this investigation through both listening and reading. The students' self-assessment on the listening VKS was significantly lower than the reading VKS.
Past learning experiences (PLE) and their effects on L2 motivation in EFL
Neil McClelland
neil.m4@gmail.com
This poster presents a retrospective investigation of the influence of past learning experiences on motivation to learn English in university students in Japan. A mixed-methods study combined profiles derived from repeated-measures survey data with narrative accounts of individual respondents’ past experiences of learning and using English as a foreign language.
Informal and formal cooperative learning in an EFL college classroom
Tomoko Hashimoto
hondat1.th@gmail.com
Although formal cooperative learning in an EFL college classroom requires more effort for students to conduct, it also seems to produce a greater sense of accomplishment in them than informal cooperative learning.
Quantitative methods: Learn from our mistakes
Christopher Pirotto and Robert Dykes
This poster presentation will highlight some of the common mistakes that L2 researchers have when using quantitative methods. Examples of and solutions to these mistakes will be provided along with recommendations for references so conference goers can further educate themselves about quantitative methods.
Game ideas to encourage language production at the university level in Japan
Laura Dzieciolowski and Annelise Marshall
lauradski@gmail.com
Games in the ESL/EFL classroom have potential to increase student motivation and engagement, while creating a more learner-centered classroom (Cervantes, E. 2009). In addition to providing some benefits of using classroom games, this poster presentation will provide game ideas and guidance for how to utilize them.
21st century skills: A social issues research project
Amanda Yoshida and Marnie Mayse
amanda.j.yoshida@gmail.com
The presenters will explain a semester-long research project on social issues for 2nd year university students. The project consists of two phases: An academic research paper and an infographic video. Pre- and post-surveys were administered to measure the students’ self-reported progress in their 21st century skills development.
University students' post-study abroad experiences
2nd Floor, 6-205
Kristen Sullivan
kris@shimonoseki-cu.ac.jp
This presentation investigates the intercultural and target language experiences had by former study abroad students between returning to their home institution and graduating. Based on survey results, it considers whether the home institution is providing enough opportunities for returnees and the factors that facilitate and hinder participation in available activities.
Enhancing L2 interactional and critical thinking skills through group projects
2nd Floor, 6-206
Sakae Onoda
sakaeonoda@gmail.com
This presentation will discuss innovative pedagogical endeavors undertaken to enhance students' interactional and critical thinking skills in an undergraduate CLIL-based English teacher education course in Japan.
What do we know about the background of our students?
2nd Floor, 6-207
Jean-Pierre Joseph Richard
richard.jean-pierre@u-nagano.ac.jp
As part of a large-scale (N = 748) dissertation study, a socioeconomic data questionnaire gathered information about parents' education and employment status, as well as the students' previous social, cultural, and educational experiences. The results showed an important relationship between socioeconomic status and university rank; however, gendered differences were pronounced.
How do we teach English to students with autism?
2nd Floor, 6-205
Yasushi Miyazaki
yasushi.miyazaki@gmail.com
This presentation will discuss critical issues in teaching English for students with Autism and developmental disorders in university classrooms. It is essential to accommodate them in language classrooms, as the population of students with Autism increases in Japanese universities. I will discuss literature review with rights and special needs perspectives.
Benefits of a strongly unified syllabus
2nd Floor, 6-206
Matthew Y. Schaefer
myschaefer1920@gmail.com
A strongly unified syllabus is one on which multiple teachers in the same institution collaborate to produce a principled course, in terms of aims, methodology, and evaluation, that they all then teach. This presentation will outline benefits of such a system, including uniformity of student outcomes and reliability of assessment.
Programs not only for service, but learning too
2nd Floor, 6-207
Michael Boyce
mboyce@quest-consulting.net
Collaboration between students, instructors, and community service representatives will help to identify community needs and possible roadblocks to a successful and intentional service learning program. Using a local case study with the associated successes and failures, a framework for a university level service learning program will be proposed.
Quantitative data analysis with JASP
2nd Floor, 6-205
Caroline Handley
handley.caro@gmail.com
This presentation will introduce JASP, an open source software package for data analysis. We will perform a few of the most commonly used statistical tests in SLA research. Participants are recommended to download JASP (jasp-stats.org) to their computer, so they can perform the analyses in parallel with the presenter.
Facilitating independent student learning: Resources and reactions
2nd Floor, 6-206
Marie Kjeldgaard
mariek@nanzan-u.ac.jp
Part of the job of a modern educator should be to provide students with resources that facilitate autonomous learning. This presentation will describe the implementation of and student response to a weekly independent study project and introduce a variety of online resources that are available to support students’ language study.
Fieldwork projects to learn content English
2nd Floor, 6-207
Wendy M. Gough and Kazumi Kato
wednesdaysensei@gmail.com, kazumi.tokai@gmail.com
This presentation will explain about English communication class that focuses on fieldwork projects has been developed and team taught by the presenters. In 2018 students researched about the university’s aquarium and marine science museum and made a floor plan available in iBook form and created a brochure describing their majors.
Go and open the door: Literature in the university classroom
2nd Floor, 6-205
Mary Hillis
maryehillis@gmail.com
Although incorporating literature into the English language curriculum involves some challenges, it offers opportunities for linguistic, intercultural, and personal skill development. This presentation will outline steps for selecting texts and guidelines for developing classroom activities and materials, giving specific examples from a university level literature class focused on poetry.
Supporting the transition from EFL to EMI: Recommendations for language teaching
2nd Floor, 6-206
Howard Brown
brown@unii.ac.jp
English-medium instruction (EMI) is growing quickly at Japanese universities. Drawing on studies of multiple EMI programs, this presentation explores English-language teachers supporting students transitioning from learning English to learning in English. Topics include language-proficiency benchmarks, translanguaging, students’ L1, CLIL to bridge EFL and EMI, collaboration among faculty, and skills-focused EAP.
From textbook to supporting print: Filling in the gaps
2nd Floor, 6-207
James Dunn
james.d.dunn@outlook.com
Due to school mandated textbooks, educators may find themselves in a situation where the book may not fit their teaching style or the students’ areas of interest. This presentation will give an approach to creating supplemental prints based on higher-order thinking skills to complement the textbook.
- Room 1-202
Panel Discussion
The panel discussion will feature two qualitative and two quantitative researchers who will compare the two types of research and discuss a theme relevant to conducting research in the college and university setting in Japan.
Kazuyoshi Sato: Qualitative research
Kazuyoshi Sato teaches at Nagoya University of Foreign Studies. He is the director of the MA TESOL program. He holds an MA and a PhD in Applied Linguistics from the University of Queensland, Australia. He has written several papers on communicative language teaching and teacher education based on qualitative methods to reveal teaching and learning processes. His research interests include teacher development, second language acquisition, and curriculum development.
Julia Kimura: Qualitative research
Julia Kimura is a lecturer at Mukogawa Women’s University. She earned her M.S.Ed. at Temple University, where she is now a Ph.D. candidate. For her dissertation research, she is examining female foreign language teachers who are part of the solidarity movement.
Atsushi Mizumoto: Quantitative research
Atsushi Mizumoto (http://mizumot.com), Ph.D. in Foreign Language Education, is Professor at the Faculty of Foreign Language Studies and the Graduate School of Foreign Language Education and Research, Kansai University, Japan. His current research interests include learning strategies, language testing, corpus use for pedagogical purposes, and research methodology. Using quantitative research methods, he has published articles in journals such as Applied Linguistics, Language Learning, Language Teaching Research, Language Testing, and System. He is the recipient of Best Academic Paper Award from Japan Society of English Language Education in the Year of 2014, the Research Encouragement Award from Japanese Association for English Corpus Studies in the Year of 2016, and the Award for Outstanding Academic Achievement from Language Education and Technology in the Year of 2017.
James Elwood: Quantitative research
James A. Elwood is a professor at Meiji University in Japan. His research interests include the roles and use of technology in foreign language education, psychometrics in language education, and the development of international posture in young learners of English as a foreign language.
Sunday Afternoon Research and Professional Development Sessions
Research and professional development are important aspects of our role as college and university educators. In an effort to support interesting and high quality research, writing, and presentation skills the CUE sig will feature research and professional development sessions at our 25th anniversary conference. The Sunday afternoon sessions will start with a panel discussion on quantitative and qualitative research, which will be followed by workshops on manuscript writing and publishing, grant writing, abstract writing, presentation slide design, poster design, and creating digital posters. These interactive sessions are designed to introduce new ideas for professional development and help boost your skills.
These 45-minute professional development workshops are designed to introduce you to new ideas in professional development and help you hone your skills. You will find these workshops useful for helping you from the proposal stage, to presenting your ideas, and finally with the process of writing and publishing your ideas.
Advice for authors: Raising your Chances of Getting Published
2nd Floor, 6-205
Melodie Cook
Abstract:
In this presentation, Melodie will explain what to do and what not to do when writing and submitting manuscripts to publishers. Content will contain the qualities of a good manuscript, examples of not-so-good manuscripts, and how to understand the movement of manuscripts through the publishing process once they have been submitted.
Bio:
Dr. Melodie Cook is a Professor at the University of Niigata Prefecture. She has been teaching EFL in Japan for over 20 years. Previously, she worked as Associate Editor and Editor for JALT Journal and is now a Senior Editor of JALT Post-Conference Proceedings. She has also contributed an online unit to a training program for ALTS.
Attaining Grants – Tips for Teachers
2nd Floor, 6-206
Eric Hagley
Abstract:
Finding full time work at universities in Japan is as competitive as it has ever been. Teaching is obviously important but research is now as important or moreso. Carrying out research isn't cheap though. Procuring research grants is one way to pay for the research and is also very important for universities' prestige and to help them continue to be centers of research excellence. This workshop will offer participants hints on how to write grant proposals that have a better chance of being accepted. The main focus will be on the Grants-in-Aid for Scientific Research which are commonly called “Kaken” grants. The different types of these will be outlined and the application process covered. There are a number of steps required to submit a grant and these will all be explained. The facilitator will then cover some common mistakes made by applicants in addition to giving guidelines on how to give your application an edge.
Bio:
Eric Hagley teaches at Muroran Institute of Technology in the north of Japan. He is the creator of the International Virtual Exchange Project and is the Chair of the Asia Pacific Virtual Exchange Association (APVEA). He is chief of the Quiz Quality Assurance Project for MoodleReader and mReader. Over the past 5 years he has received 2 kaken grants and been a co-researcher on another one.
Publishing with CUE is all in Your Mind
2nd Floor, 6-207
Glen Hill
Abstract:
This workshop will begin by describing the components of OnCUE Journal (OCJ) and CUE Circular (CC), so authors can be properly oriented and envision their potential writing experience in either. OCJ is the SIG’s flagship journal containing five sections on tertiary education-related concerns, plus reviews on books and meetings. Conversely, CC is an online newsletter which began in 2016; each issue offers 3-4 less academically written articles dealing with success stories in the classroom and one’s professional life. But the real takeaway in this workshop will be the interactive brainstorming component designed to show how straightforward it can be to conceive of an article in either publication. With OCJ and CC offering various types of writing opportunities, authors need to learn how to visualize this integral part of writing: the origin of an article. Additionally, participants will learn what mistakes to avoid in writing for CUE, and in particular for OCJ.
Bio:
Glen Hill is an assistant professor at Obihiro University of Agriculture and Veterinary Medicine. At the university, he manages the English Resource Center and teaches extensive reading and technical writing. He has been the CUE SIG publications chair and chief editor of the journal for 7 years. He also does proofreading for English scientific papers on the side.
Sunday Afternoon Research and Professional Development Sessions
Research and professional development are important aspects of our role as college and university educators. In an effort to support interesting and high quality research, writing, and presentation skills the CUE sig will feature research and professional development sessions at our 25th anniversary conference. The Sunday afternoon sessions will start with a panel discussion on quantitative and qualitative research, which will be followed by workshops on manuscript writing and publishing, grant writing, abstract writing, presentation slide design, poster design, and creating digital posters. These interactive sessions are designed to introduce new ideas for professional development and help boost your skills.
These 45-minute professional development workshops are designed to introduce you to new ideas in professional development and help you hone your skills. You will find these workshops useful for helping you from the proposal stage, to presenting your ideas, and finally with the process of writing and publishing your ideas.
Poster Presentations for Conferences: Tips and Strategies
2nd Floor, 6-205
Greg Gagnon
Abstract:
Posters are a excellent way to present initial findings, visually plan your ideas, and get feedback about ongoing research at a conference. They can also be used as a way to concisely and quickly show the impact points of one's research. Many people, however, are not sure how to make the best impact,and are sometimes confused as to the differences between a research presentation and a poster presentation. This workshop will discuss the various ways to design an attractive poster that can best showcase the important points of your research, in a clear, visually attractive way. The discussion will provide information about effective poster designs, ways to present the important points of your research, ways to engage the audience with your poster, and things to avoid when making a poster. Finally, workshop participants will be given an opportunity to brainstorm and design posters of their own, based on information shared in the workshop.
Bio:
Greg Gagnon is from Springfield, Massachusetts. He received a BA and a Masters of Liberal Arts from the Johns Hopkins University, and a MA in Second Language Studies from the University of Hawaii. He has taught English in Baltimore, Osaka, and Thailand. He now teaches at the Toyota Technological Institute, in Nagoya, Japan. His research centers on teacher attitudes, philosophy of teaching, and reading practices and principles. He enjoys reading books of all kinds (especially mystery and Science Fiction), collecting Japanese woodblock prints, and rooting for the Red Sox.
Conference submissions 101: Honing your Abstract Writing Skills
2nd Floor, 6-206
Wendy M. Gough and Jamie Taylor
Abstract:
Writing a submission for a conference presentation can be exasperating. How much detail do I need? How do I state my ideas clearly within the word limit? What are the reviewers looking for? This workshop will help you understand what to include in a well-written abstract and how to present your ideas concisely yet thoroughly enough to impress conference proposal reviewers. It will begin with an overview of general abstract guidelines for JALT and other conferences and what reviewers are looking for in a good conference submission. We will then discuss abstract format and how to begin brainstorming ideas for writing your next conference abstract.
Bio:
Wendy M. Gough is currently a Junior Associate Professor at Tokai University’s campus of Marine Science and Technology. She is currently completing her doctorate in education with a research emphasis on community outreach activities involving English support in small Japanese towns as a means to develop intercultural communication skills and second language identity. Part of her role as the CUE SIG Coordinator has included leading the submissions and reviewing team for the PanSIG conference for the past two years.
Jamie Taylor is a Senior Assistant Professor at Chubu University near Nagoya. She is a doctoral student at Nagoya University in psycholinguistics studying bilingual lexical processing among Japanese-English bilinguals. Her main educational interest is content-based language teaching. Currently, she serves as the CUE SIG publicity chair, Gifu JALT chapter program chair, and works with Wendy on the PanSIG submissions and reviewing team.
Bullet Ban: Putting and end to Death by Powerpoint by Educators
2nd Floor, 6-207
Daniel Beck
Abstract:
Too often research findings fail to engage audiences because of DBP, death by Powerpoint. This phenomenon occurs when academics fail to invest as much in the presentation of their research as they do in the publication of their research. The time has come to put away the bullets and tiny text and learn to make engaging presentations that will share with the academic world their results and insights in a fresh, compelling way.
This workshop will demonstrate how academics can improve their presentations by engaging their audiences with story, slide design, and delivery. Participation by and questions from the participants is encouraged.
Bio:
Daniel Beck is a presentations enthusiast and coach. He is a lecturer at Rikkyo University in Tokyo. He received his M.S. Ed in TESOL at Temple University Japan and is currently pursuing an Ed.D. in TESOL at Anaheim University. He can be contacted at danielbeck@mac.com and tweets at @gtb on Twitter.
Sunday Afternoon Research and Professional Development Sessions
Research and professional development are important aspects of our role as college and university educators. In an effort to support interesting and high quality research, writing, and presentation skills the CUE sig will feature research and professional development sessions at our 25th anniversary conference. The Sunday afternoon sessions will start with a panel discussion on quantitative and qualitative research, which will be followed by workshops on manuscript writing and publishing, grant writing, abstract writing, presentation slide design, poster design, and creating digital posters. These interactive sessions are designed to introduce new ideas for professional development and help boost your skills.
These 45-minute professional development workshops are designed to introduce you to new ideas in professional development and help you hone your skills. You will find these workshops useful for helping you from the proposal stage, to presenting your ideas, and finally with the process of writing and publishing your ideas.
Exploring the Digital Poster Frontier
2nd Floor, 6-205
Shin’ichi Hashimoto
Abstract:
Despite the popularity and importance of poster sessions at academic conferences, the format of academic posters has not changed much over time. The posters are usually paper-based and on occasion accompanied by multimedia resources in the form of a laptop or tablet nearby to share parts of the research. Until now, traditional ways to obtain a copy of the poster included being emailed by the presenter after the conference, taking a picture of the poster, or taking home a handout of the poster if prepared by the presenter. What if there were another way to do poster presentations? Digital posters have the potential to fundamentally shift the current paradigm of poster sessions and open up a vast unexplored frontier for transmitting information. Some advantages of using digital posters are: 1) the increase in variety in which content can be conveyed; 2) the amount of information that can be included; 3) the expansion of channels of outlet for disseminating the poster itself, and 4) the possibility of updating the information on the poster after the conference is over. This workshop will provide details of these attractive features, give the audience hands-on experience of producing their own digital posters, and offer a chance for discussing the implications for how this new technology could impact our teaching as well as our interactions with fellow professionals.
Bio:
Shin’ichi Hashimoto is a specially-appointed Associate Professor in the Faculty of Informatics and Engineering at the University of Electro-Communications. He has been involved with English education at the tertiary level for 20 years. His interests are English for Specific Purposes, Computer-assisted Language Learning, Collaborative Learning, Vocabulary Acquisition and Extensive Reading.
Women helping Women: Tips for networking and career development
2nd Floor, 6-207
Susan Laura Sullivan and Julia Kimura
Abstract:
Globally, women are a minority in the workplace, and Japan is no different. Historically and socially there are many reasons for this. Women looking to further their career might not know where to start, find themselves short on confidence, or face too many life commitments. This workshop will explore some ways and means of taking opportunities and creating opportunities to enhance academic and career potential. Some areas covered will be where to find mentors, ways of managing work/life obligations, and how to seek out and give support.
Bio:
Susan Laura Sullivan is a junior associate professor at Tokai University. Current areas of interest are student creativity, autonomy, lifelong learning and intercultural communication. She is a co-editor of the anthology, Women of a Certain Age (Fremantle Press), and a founding member of the Central Japan Literature Society. She was vetting chair for the 2016 CUE conference, and is co-vetting chair for the 2018 CUE conference. Her work can be found in the Literature and Language Teaching Journal, GILE SIG newsletter, and Plumwood Journal, among others.
Julia Kimura is a lecturer at Mukogawa Women’s University. She earned her M.S.Ed. at Temple University, where she is now a Ph.D. candidate. For her dissertation research, she is examining female foreign language teachers who are part of the solidarity movement.
So you think you can write? Writing for Academic Publication
2nd Floor, 6-207
Diane Hawley Nagatomo
Abstract:
One challenge facing novice academics is developing writing skills for graduate work and/or for journal publication. Many people are good writers, but academic writing provides different sorts of challenges (e.g. Kamler & Thompson, 2014; Wallwork, 2011), and learning how to write coherently and concisely with the right academic tone can be almost as frustrating as learning a new language. It can be demoralizing and demotivating to receive negative feedback on graduate school assignments or on journal submissions. The purpose of this workshop, therefore, is to raise awareness of what constitutes good and bad academic writing. To do this, we will first focus on the sentence as a unit of analysis. First, we will practice editing some poorly constructed, and yet rather common, example sentences. Then we will examine techniques that “stylish” (Sword, 2012) academic writers use to engage readers.
Bio:
Diane Hawley Nagatomo, professor at Ochanomizu University, authored numerous books and articles, including Exploring Japanese University English Teachers’ Professional Identity (2012) and Gender, Identity and Teaching English in Japan (2016).