JALT Event

Overview:
Meet the Maker is a program where materials writers showcase their textbooks, apps, or other creations, followed by an interview conducted by the MW SIG. The discussion highlights the materials, creative process, and business aspects of publishing.

We hope this event will be both informative for the teaching community and insightful for a wide range of materials creators and educators.

Meet the Maker:

Abstract:

Read to Write attempts to address the challenges of teaching English writing to large classes of low-level students. The main features of the book are that it offers Japanese instructions on the basic rules and norms of writing English at the sentence level, and provides extensive models of writing on a range of common topics that students can adapt to create their own sentences and paragraphs. The third edition of the book, due to be published early in 2025, will also offer additional Japanese explanations of common errors that all Japanese students are likely to make when they speak or write in English. In this presentation, I will be happy to answer questions on how this book can be (and has been) adapted for use in any educational environment, from a single class to a coordinated program with thousands of students. 

Bio:

Originally from North Wales in the United Kingdom, David has been teaching English for more than 30 years. He is currently a professor in the faculty of education at Gifu University. He is the author of many books and articles in both English and Japanese for Japanese learners of English. Two of his books, published by ALC Press, made national bestseller lists. He set up BTB Press in 2009 in order to share his materials with other teachers who liked his approach and wanted to use his books with their own students. 

Example Schedule:

• 00-05 TIME 5 minutes: MW SIG Introductions
• 05-35 TIME 30 minutes: Presenter gives a slideshow about the textbook or other material
• 35-65 TIME 30 minutes: Interview about the textbook/materials, the creative process, and related business issues
• 65-80 TIME 15 minutes: Open Q&A with the audience

Overview:
Meet the Maker is a program where materials writers showcase their textbooks, apps, or other creations, followed by an interview conducted by the MW SIG. The discussion highlights the materials, creative process, and business aspects of publishing.

We hope this event will be both informative for the teaching community and insightful for a wide range of materials creators and educators.

Meet the Maker:

Abstract:

Teaching a TOEIC class is a tough challenge. Naturally, students want to achieve the highest score they can in the TOEIC test, and by going to a TOEIC preparation class they expect their teachers to make that happen. Yet this places a huge (and rather unreasonable) weight on teachers’ shoulders. How can teachers boost the TOEIC scores of their students? Classes can become a spiral of endless practice tests, with teachers frustrated they are not 'teaching' and students dissatisfied at their lack of progress. 

That's exactly the dilemma that Pass the TOEIC Test addresses head-on, by focusing on the key skills and test-taking strategies students need on the test. Using content that accurately reflects the format and style of the test, Pass the TOEIC Test develops, practices and crucially tests students' ability across a wide range of language skills. Together with a thorough and systematic approach to essential strategies, this allows students to feel they are learning something special, gaining insights they wouldn’t otherwise have, and developing the key skills they need. In these ways, Pass the TOEIC Test successfully addresses the challenges faced by both students and teachers.

Bio:

Miles Craven has worked in English language education since 1988, teaching in schools, colleges and universities around the world. From 1997-2000 he worked at Nihon University in Japan. Since leaving Japan, he has been a full-time textbook writer. He is the author or co-author of over thirty textbooks for adults and young adults, writing mainly for Cambridge University Press, Oxford University Press, and Macmillan. His courses include English Grammar in Use Extra, Cambridge English Skills, Q, Listening Extra, Reading Keys, Breakthrough Plus, and Wide Angle. He has also self-published Pass the TOEIC Test, through his own company, First Press ELT.

Example Schedule:

• 00-05 TIME 5 minutes: MW SIG Introductions
• 05-35 TIME 30 minutes: Presenter gives a slideshow about the textbook or other material
• 35-65 TIME 30 minutes: Interview about the textbook/materials, the creative process, and related business issues
• 65-80 TIME 15 minutes: Open Q&A with the audience

October 20 (12:45~17:00) @ Toyohashi Arts Theatre PLAT
https://maps.app.goo.gl/SCXinVojQ65cGAeN7

RSVP
https://forms.gle/hNenjqKRnhRZ5iSY8

Featured talks on TBLT

Dr. Shoko Sasayama (Waseda University)
Designing effective language lessons: Insights from TBLT research
Designing effective language lessons depends on careful and creative planning. This presentation will explore key principles of lesson design that optimize L2 acquisition, drawing on research from Task-Based Language Teaching (TBLT). A critical first step towards effective language lessons is to establish clear learning outcomes based on an in-depth needs analysis of who the learners are and where they are in their language learning journeys. Following TBLT principles, these outcomes can be expressed in terms of target tasks—real-world tasks that learners should learn how to perform. With these goals established, pedagogic tasks are then designed to scaffold students towards developing the language required for accomplishing these target tasks. Effective lesson design also involves assessing students’ learning through tasks to ensure meaningful progress. The presentation will include examples from actual English classrooms to illustrate these important lesson design principles.

Dr. Shoko Sasayama is Associate Professor at Waseda University. Through her research on task-based teaching, learning, and assessment, she aims to promote the use of research for improving L2 education.

Prof. Marcos Benevides (J. F. Oberlin University)
From learner needs to task outcomes: Practical tools for the classroom
This presentation introduces practical tips and tools to improve TBLT in the classroom. First an awareness raising and self-assessment questionnaire helps learners to identify their own language learning needs. This process is crucial in TBLT because it sets clear targets when language-forms assessment must be avoided. Next is a way to guide teachers in task planning for lessons that prioritize meaning over language forms practice. This easy-to-use framework helps to avoid the "synthetic syllabus trap" that can lead to lessons that are not fully compatible with TBLT. Finally, the speaker will demonstrate a practical rubric to help teachers consider "functional adequacy" as the primary consideration when grading task performance and giving feedback. The rubric is also useful for learners as a peer-assessment pre-task preparation activity and contributes to their ongoing learning needs analysis.

Marcos Benevides is Associate Professor at J. F. Oberlin University, and founder of Atama-ii Books. His ELT coursebooks have received many top awards, most recently the 2019 British Council ELTon.

Short Presentations

Dr. Alan Thompson (Gifu Shotoku Gakuen University) 
ELF, or English rejigged
Diverse users in diverse settings have rejigged English in just about every dimension—prosodic, syntactic, pragmatic, etc. It’s an ecosystem of repertoires, improvisation, competition, and selection, but it is still thought of—by its users, learners, and teachers—as a thing. This short presentation will show a few samples of the variation, explore some of its sources, and grapple with the question, ‘How do we teach it?’

Alan Thompson (PhD Toronto) teaches at Gifu Shotoku Gakuen & digs language contact, translation, literature in learning.

Phil Nguyen (Chukyo University)
Canva for lively poster presentations in your classroom
This presentation will show how powerful Canva is in designing a poster presentation event for your classroom, which remains invaluable in both the academic and professional world. Poster presentations are a great way of expressing different ideas and topics, and they offer a more collaborative and less anxious atmosphere. With its easy-to-use design features, students can use Canva to help make various designs and templates to create their very own posters. 

Phil Nguyen teaches at Chukyo University in Nagoya. When he's not teaching, he's almost too active in JALT, holding positions such as JALT Niigata Treasurer, JALT PanSIG Conference Treasurer, JALT TASC Committee, JALT Web Admin Services Committee, SPIN Committee, and JALT International Conference Site Chair & Senior Chief Technical Support Analyst.

Erik Tsuchiya (Nagoya University of Foreign Studies)
The impact of introducing CLT with conversation strategies to young learners
The main purpose of this research was to determine what impact conversation strategies (CS) have on 4th grade public elementary school students (N=28) English speaking and conversation talking time. The research was conducted through a survey, reflection log, and an informal video recording assessment. The pre/post survey showed that students liked English class more from April to July, enjoyed talking with classmates in English, wanted to speak and write more in English, and thought that English was important for the future. Most students reported that they could use openers and closers. Reflection sheet data was mixed, some categories improved, and some did not. Video recording assessment revealed that all students used openers, most used closers, few students used rejoinders, and fewer than half could ask the unit question in English. Results of the research are inconclusive and this Research is ongoing so this presentation focuses on teaching practices and research methods.

Erik is an assistant language teacher for city of Kitanagoya. He is also MA TESOL student at Nagoya University of Foreign Studies

SPIN Student Forum

Saki Suzuki (Rikkyo University Graduate School of Intercultural Communication)
Proposing an online learning environment to maintain learning motivation
Due to the rapid shift to online learning during COVID-19, concerns arose over declining motivation, especially with the postponement or cancellation of study abroad programs. This study uses Zoom interviews and SCAT analysis to explore factors affecting motivation in online environments, aiming to design a learning space that promotes autonomy and sustains Japanese language learning.

Saki Suzuki is a master student of Intercultural Communication, specializing in Japanese Language Education.

Meezab e Noor (Gifu Shotoku Gakuen University)
The different selves I express as a plurilingual person
Plurilingual individuals may express different aspects of their personality in their different languages. In this poster presentation, a student explores her English, Urdu and Japanese selves, presenting extracts from her diary in which she reflects on her language experiences alongside examples of her language production (e.g. poems, social media posts, and video clips). She discusses how her demeanor, movements, eye contact, and subject matter changes according to the language she is speaking.  

Meezab eNoor is a third-year undergraduate student at a Japanese university. She is from Pakistan. She intends to go to graduate school. 

Ryoya Shoji (Nanzan University Graduate School)
Analysis of English synonyms meaning "extremely happy"
The research explores the differences between four English expressions: “over the moon,” “on top of the world,” “on cloud nine,” and “in seventh heaven.” It provides illustrations of these expressions and proposes a more effective guideline for English learners. This study analyzes the expressions from the next perspectives: their origins, example sentences, encyclopedic meanings, and questionnaire data. This research will help advanced English learners sound more like native speakers.

Ryoya Shoji is a second-year graduate student at Nanzan University. He works part-time at a high school. 

Saki Matsuura (Nagoya University of Foreign Studies)
How do teachers form "teacher identity"?
Even if they teach the same course subject, individual teachers have their own teacher identity. Those teacher identities may be based on their personalities or their learning experience, or perhaps they have also re-formed those while teaching and interacting with their students. The presenter, as a student majoring in English Education, will examine how teachers from their teacher identities that best fits themselves and their students from the perspective of a teacher student.

Saki Matsuura is a second-year student at Nagoya University of Foreign Studies.

At Kemby's October 20th, from 14:00-16:00,

We are happy to announce that in October, after no event in August or September, we have a very special different event for you.

We are having an open mic experience with live music, and we are hoping you will join us.

Entry is 2000 yen - and with that you can get up and sing yourself, recite some poetry, share something you have written, we would love to hear it. We also offer a raffle with an array of prizes that everyone who comes will be entered into!

Please invite people you know, and let's make this a new experience that we all can enjoy together.

Discover how AI is reshaping language education in these thought-provoking presentations, each offering a unique perspective on integrating AI into the classroom. From exploring how tools like ChatGPT can support self-directed learning and empower both students and teachers, to investigating the use of AI as a feedback partner in writing education, these sessions shed light on the evolving relationship between technology and learning. Attendees will also gain insight into the broader implications of AI in English Language Teaching, examining its role as a valuable resource, a disruptive force, and a potential threat to academic integrity.

こちらの刺激的なプレゼンテーションでは、AIがどのように語学教育を変革しているかを探ります。ChatGPTのようなツールが自己学習を支援し、生徒と教師の両方に力を与える方法から、AIをライティング教育でのフィードバックパートナーとして活用する取り組みまで、テクノロジーと学習の進化する関係に焦点を当てています。また、AIが英語教育に与える広範な影響についても議論し、貴重なリソースでありながら、学びの現場における混乱や学問の誠実性に対する脅威となり得る側面も考察します。

Event Information

• Date: Sunday, December 8th, 14:00
• Format: Webinar (Google Meet – See Google support for system requirements)
• Tuition: JALT members free, non-members ¥1000
• Language: English

Schedule

14:00
Understanding language teachers’ and learners’ experiences and views of using ChatGPT as a self-learning tool: An exploratory study

14:40
Student Uses of AI as a Writing Feedback Companion: Efficacy and Perceptions

15:20
GPT in ELT: Productive Tool, Disruptive Force, or Destructive Element?

Break
 

16:00
Discussion in breakout rooms

Abstracts

Understanding language teachers’ and learners’ experiences and views of using ChatGPT as a self-learning tool: An exploratory study

Yurika Ito – Kanagawa University

ChatGPT by OpenAI has become a central topic of discussion globally, especially in the field of language education, since its launch in late 2022. Although the initial excitement about using ChatGPT in educational settings may have waned somewhat, its many aspects are still far from fully explored and understood. One area that needs further investigation is how language learners can utilise ChatGPT as a self-learning tool and how teachers can effectively guide them in this process. While several scholars have highlighted the advantages of using ChatGPT for language learning, it remains uncertain whether learners are aware of these benefits and can utilise them on their own. The current study sought to uncover learners’ experiences and viewpoints concerning the use of ChatGPT for self-learning purposes. Since language teachers play a crucial role in helping learners use such tools effectively, the second part of the study focused on exploring their perceptions of ChatGPT and their approaches to learning about the tool.The study employed two main data collection methods: First, to gather insights from learners, a questionnaire was distributed to students in two intact English classes at a private Japanese university who were offered a short guidance session of how to use ChatGPT on their own to practise English. Secondly, a questionnaire was distributed to language teachers to gain a deeper understanding of teachers’ needs and opinions regarding ChatGPT. The study identifies the current challenges associated with using ChatGPT as a self-learning tool and emphasises the need to provide learners with guidance on effectively utilising this free online resource.

Yurika Ito, Ph.D., is an Assistant Professor at Kanazawa University in Yokohama, Japan. She has published articles and book chapters in the field of language education and technology. Her recent interests include the use of generative artificial intelligence (AI) in language education, online teacher communities on social media platforms, and teacher education. 

Student Uses of AI as a Writing Feedback Companion: Efficacy and Perceptions

Ashton Dawes, Mariia Melnikova – Kanda University of International Studies

The ultimate goal of feedback in the writing process is to give students a chance to independently and critically analyze their own writing (Hyland & Hyland, 2006). The rise of generative artificial intelligence (AI) in classroom settings opens up the possibility of students using AI to ask questions about and receive feedback on their writing. However, how much students trust feedback from AI over their instructor, and to what extent is AI able to give quality feedback is yet unclear. This presentation will discuss students’ perceptions of AI as a form of feedback within a writing class and seek to comprehend how these perceptions shift throughout the semester as students engage with AI-generated feedback. At the start and end of the semester, students were surveyed on their beliefs about AI’s applicability inside the classroom, views on the accuracy of AI responses, and their attitudes about feedback. Students were tasked with utilizing any AI tool for feedback on their essay drafts. Reflection journals were used as a record of the specifics of their questions used to seek feed- back and writing choices. Additionally, students have chances in class to seek feedback from their instructors or peers, and the differences in their perceptions of these processes have been surveyed. The outcomes offer insight into students’ changing attitudes, knowledge, and practical use of AI in writing education. By examining the changes in students’ perspectives over time, the presentation explores integrating AI into the writing classroom as a supportive tool for garnering feedback. The findings provide nuanced insights into learners’ experiences, emphasizing the potential impact of AI on writing education and contributing to the ongoing discourse on the role of technology in the learning environment.

GPT in ELT: Productive Tool, Disruptive Force, or Destructive Element?

Paul Raine – Ritsumeikan University

The advent of Generative Pre-trained Transformers (GPT) has sparked a transformative shift in English Language Teaching (ELT), raising both opportunities and concerns. This presentation explores the multifaceted impact of GPT on ELT, categorizing its influence into three primary dimensions: productive, disruptive, and destructive. 

On the productive side, GPT serves as a valuable tool for generating learning materials, such as simplified texts and comprehension questions, catering to varying levels of language proficiency. It also provides innovative methods for practicing language skills through adaptive and interactive learning scenarios.

Conversely, GPT’s capabilities present disruptive challenges, such as the potential for over-reliance on AI-generated content and the diminishing role of human educators in the language learning process. The discussion extends to the destructive potential of GPT, particularly in facilitating plagiarism (“AIgiarism”) and undermining the integrity of language assessments. Current AI detection tools face limitations in identifying GPT-generated text, which poses further risks to academic honesty.

This presentation will critically examine these dimensions, drawing on examples from current ELT practices and proposing strategies to harness GPT’s benefits while mitigating its risks. Attendees will gain a nuanced understanding of how to navigate the complex dynamics introduced by GPT in ELT, ensuring technology enhances rather than hinders the language learning experience.

Paul Raine (MA TESOL) is an award-winning teacher, author, and developer. He wrote the best-selling *50 Ways to Teach with Technology* and developed EFL websites like abaxlms.com, zengengo.com, eigo.ai, and lingolesson.com. He has published research on English teaching, with a focus on Computer Assisted Language Learning (CALL). He currently lives and teaches English in Osaka, Japan.

Overview:
Meet the Maker is a program where materials writers showcase their textbooks, apps, or other creations, followed by an interview conducted by the MW SIG. The discussion highlights the materials, creative process, and business aspects of publishing.

We hope this event will be both informative for the teaching community and insightful for a wide range of materials creators and educators.

Meet the Maker:

Marcos Benevides, Widgets Inc.

Abstract:

Widgets Inc. is the first commercial course to successfully apply a "strong" approach to task-based language teaching (TBLT). It features a themed syllabus organized by task complexity, highly contextualized and interconnected tasks and projects, and an engaging real-world-like simulation. Self, peer, and teacher assessment is based on the appropriate completion of tasks, rather than on language forms practice.

Widgets Inc. differs from other courses in its focus to create a life-like English-speaking scenario in the classroom. That is, students simulate being interns at a technology startup, where they work together in small groups to perform workplace and business related tasks. All classroom activities are realistically connected; all discussions, presentations, video calls, and interviews have a contextual purpose, and build from one to the next. This approach recycles useful language and situations, makes the course well-suited for mixed-level classes, and is highly motivating for students. 

The second edition of Widgets Inc. was the 2019 winner of the ELTon Award for Course Innovation. A third edition is currently under production, and will launch in 2025. 

Bio:

Marcos Benevides is an associate professor in linguistics at J. F. Oberlin University, the founder and publisher of Atama-ii Books, and the co-author of a number of international award-winning ELT textbooks. He has published with Pearson, Abax, McGraw-Hill, Compass, and Atama-ii Books. His work received the Duke of Edinburgh Book Award in 2010, the ELTon Award in 2011 and 2019 (and a short-listing in 2015), plus several Extensive Reading Foundation graded reader medals. Marcos is currently working on the 3rd edition of Widgets Inc.: A task-based course in workplace English, to be released in 2025.

Example Schedule:
Times and content are flexible and can be adjusted based on the presenter’s requests.

• 00-05 TIME 5 minutes: MW SIG Introductions, Sponsor/Publisher talks about their services
• 05-35 TIME 30 minutes: Presenter gives a slideshow about the textbook or other material
• 35-65 TIME 30 minutes: Interview about the textbook/materials, the creative process, and related business issues
• 65-80 TIME 15 minutes: Open Q&A with the audience

With the end of summer approaching, it's time to get back into the teaching mindset. Before things truly start, though, why not join us for an end of summer hike up Takasakiyama, Oitas famous Monkey Mountain! 

This is a pretty gentle hike suitable for the whole family, usually taking around 5 hours including plenty of time for breaks and, hopefully, monkey spotting. It's also a great chance to connect with other JALT members and find out more about what JALT offers. Let's face it though, most of us will be attending purely for fun and work chat will likely be quite minimal...

CHANGE OF PLANS! We will meet at 9am at the Minami Tosanguchi - please follow this link - https://maps.app.goo.gl/1BYhgkr2j83vuazt6

This route is a little shorter and shadier than our original route, so it should make the hike even more easy going!

This event is open to all - kids, non JALT members, friends, relatives and pets are all welcome! We look forward to seeing you there!

This is the second workshop featuring “Positive Discipline” for English Teachers. Positive Discipline is a SEL (Social and Emotional Learning) curriculum that offers teachers of all ages a great variety of practical tools and activity ideas.

We had our first workshop in June, and it was a great success! English teachers around Japan found the power of Positive Discipline inspiring. This time, the presenters are Positive Discipline practitioners, and they are going to talk about their experiences of using Positive Discipline and share some tips of classroom management through Positive Discipline. Even if it is your first time to hear the word “Positive Discipline,” or you missed our first workshop in June, it’s okay! You can start learning about it with us.

This online event is free and open for everyone. JALT members will receive the recording and PDF slide materials from the presenters after the event. Come join us!!

Registration is open until the day before (9/21).  The online meeting link (Zoom) will be sent to participants by email in the morning of the event day.

Urdu: A Language Rich in History, Culture, and Elegance -

presented by Najma Janjua, Ph.D., Professor and Head, Department of Languages, Faculty of Medicine, Kawasaki Medical School, Kurashiki, Okayama

Urdu, known for its charm and elegance, and deep cultural and historical roots, is spoken by more than 500 million people worldwide. This presentation will provide a brief introduction to the history of Urdu, its culture, and the beauty of its Nastaliq script, which is written from right to left. Attendees will gain a basic understanding of the Urdu alphabet, and how letters are joined to form words. The presentation will also highlight the melodic sounds of Urdu poetry and prose and their significance in South Asian literature and culture. For those participants interested in learning the language, recommendations for resources will be provided to help them speak, read, and write Urdu at their desired level and pace.

Catharsis Through Support – Black Women in Professional Spaces in Japan

Within the small expat community in Japan, the Black diaspora is generally considered to be  a minority within the minority. This presentation is based on a research paper exploring the professional journeys of Black women and non-binary individuals living and working in Japan. Through ethnographic dialogue, we explored the multi-faceted experiences of navigating social and professional contexts as Black individuals from various countries. We analyzed these dialogues to uncover the ways in which our participants have maintained their intersectional identities and found support within local communities. This presentation will focus on the overarching themes of identity, challenges, survival and support. We hope that as our talk elucidates the challenges and triumphs of these Black individuals in Japan, it will serve as the impetus for the crafting of more inclusive spaces and avenues of support. 

Registration link  Short link: https://forms.gle/akXRoZg7XuQzT3hFA

Biodata:

Kinsella Valies is an assistant professor at Jissen Women’s University and Aoyama Gakuin University, Japan. She holds a Masters in Applied Linguistics from the University of Limerick, and has published articles on speaking assessment, teaching and assessing with film and TTRPG, motivation, and teacher supporting students. She is also co-author of the chapter Black Women’s Ibasho - Creating a Space of Belonging in Multilingual Matters’ New Perspectives on Language Education, Reimagining Dialogue on Identity, Language and Power (2023).

Lisa M. Barker-Hunsberger is a full-time lecturer at Kyushu Sangyo University. She is an Apple Distinguished Educator with an MA in linguistics. Lisa has been an educator for over 15 years, having taught in Jamaica, France and Japan, where her teaching experience has ranged from kindergarteners to retirees. She regularly delivers presentations and workshops on effective presentation design.