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Thursday 12:00 am - 12:00 am

Thursday 12:00 am - 12:00 am

The LMS reinvented for the mobile classroom

Kanazawa University

Gary Ross, Show and tell Rm Thursday 12:00 am - 12:00 am

The presenter will be demonstrating a new mobile optimized learning management system (LMS), open to anyone and free to use, designed and programmed from the ground up to meet the needs of teachers and students in the new mobile landscape of sharing of information, blended learning, and 'content-everywhere'.
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The presenter will be demonstrating a new mobile optimized learning management system (LMS), open to anyone and free to use, designed and programmed from the ground up to meet the needs of teachers and students in the new mobile landscape of sharing of information, blended learning, and 'content-everywhere'.

Smart phone use in the classroom offers many advantages over the PC: the device itself is unobtrusive and can be brought out and put away at a moment's notice; the touch interface can be used to instantly interact with even large classrooms through polls, quizzes, word sharing etc.; and portability combined with features such as geolocation, recording, and cameras allow students and teachers to study and teach essentially anywhere.

The presenter initially attempted to use established LMSs within the mobile space but discovered that the PC-first interfaces were generally clunky, slow, and often confusing. The presenter therefore wrote a new LMS from scratch using modern responsive design techniques to optimize for mobile while ensuring that PC were supported too. There are also a number of other features built-in such as text analysis tools, speech-practice, and a smart flashcard learning system. Furthermore, the system is designed to promote activity sharing enabling instructors from different institutions to build on each other's activities.
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Thursday 12:00 am - 12:00 am

Creating online activities through Kahoot

Hitotsubashi University

Tomonori Ono, Show and tell Rm Thursday 12:00 am - 12:00 am

This talk will show how to create an online listening comprehension activity using Kahoot and TED-Ed. The audience will have the opportunity to try out the activity first-hand, and ask any questions at the end.
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The usage of Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL) is becoming more predominant in language classrooms as new websites and applications are becoming increasingly more automated. In particular, user-generated systems such as Quizlet or Kahoot allow teachers to easily create and share online learning materials without the need for extensive knowledge in computer programming. This talk will show how to create an online listening comprehension activity using Kahoot and TED-Ed. The audience will have the opportunity to try out the activity first-hand, and ask any questions at the end.
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Thursday 12:00 am - 12:00 am

Bring Your Own Device (BYOD) Policy or Recommendation?

Meijo University

Anthony Brian Gallagher, Paper Rm Thursday 12:00 am - 12:00 am

What is the impact on students of a BYOD recommendation rather than a policy? Lending data trends show the differences in student needs and wants between iPad tablet devices and standard PC laptops. What correlations may exist between lending data and accessibility? Does capacity have an impact?
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What is the impact on students of a BYOD recommendation rather than a policy? The device lending data trends are analyzed to establish the differences in student needs and wants between iPad tablet devices and standard PC laptops. What correlations may exist between lending data and accessibility? Will device lending capacity have an impact on future borrowers and the entire university recommendation (not policy)? This presentation will show borrowing data of devices and student preferences along with a student questionnaire to establish if there are any correlations between the types of devices, access to those devices and the limitations of the Japanese university involved. I suggest that no policy is pushed on students because of the pre-knowledge that it is fundamentally flawed. Trends in the data will clearly show that students have a preference for one specific device over the other because of the limitations of the latter. Money spent on tablet devices would be better spent on PC devices that are more practical and effective for students to function within their university environment. This presentation confirms with data the need for ensuring the user experience is best prepared for and to show how finances should be spent for maximum effectiveness for institutions.
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Thursday 12:00 am - 12:00 am

Using student-generated Moodle quizzes in language classrooms

Ibaraki Christian University

David Yoshiba, Show and tell Rm Thursday 12:00 am - 12:00 am

Student-generated quizzes can assist EFL students to approach their language learning in ways novel to them and in a creative and interactive fashion. This presentation will offer two models as suggestions for teachers on how to incorporate quizzes created and administered through an LMS such as Moodle. It will cover both the educational ideas and the how-to of this kind of activity.
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This presentation will offer two models showing teachers of classes using Moodle as an example LMS how to incorporate student-created quizzes, as well as how to adapt these to the teachers’ own teaching styles, students, and materials. The first model discusses a class about travel-related English using YouTube videos. The second is one where students create their own podcasts and quiz their fellow students on their contents. Creating questions for quizzes encourages ESL students to interact with their learning materials in ways novel to many of them, encourages students to self-assess their understanding and, also, communicate their knowledge in creative ways. Students can additionally benefit by employing the target language to authentically engage their fellow students in a game-like environment. Furthermore, students can gain satisfaction and confidence through the process and seeing their classmates interact with their own creations. The presentation will discuss multiple approaches to assisting students create questions and quizzes as learning tools. It will also cover some of the lurking pitfalls and points of confusion, particularly those most likely to arise from student technical skills. It will additionally touch on question bank management issues, such as organizational challenges and cataloging. This presentation also acknowledges that environments differ according to institutions and teacher or student user privileges and that students and teachers also possess varying degrees of technical sophistication and prowess.
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Thursday 12:00 am - 12:00 am

Apps4EFL.com: 30+ web-based activities and tools for English teachers and learners

Keio University

Paul Raine, Workshop Rm Thursday 12:00 am - 12:00 am

Apps4EFL.com is a Web-based Language Learning (WBLL) platform wholly developed by the speaker. It provides over 30 cross-device compatible activities, tools, and assignment types for English language teachers and learners. In includes a fully comprehensive Learner Management System (LMS) for tracking and managing student progress. In this workshop, the speaker will demonstrate how to get set up with the site, and make the most of its myriad educational apps.
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In this presentation, the speaker will introduce and demonstrate Apps4EFL.com, a free, cross-device compatible Web-Based Language Learning (WBLL) platform, wholly developed by the speaker. The site utilizes creative commons data and open web technologies to provide engaging and intuitive English language teaching and learning tools.

During the workshop, the following web-apps will be demonstrated and explained::

"Real Time" - an Online Student Response System (OSRS) which allows teachers to test the vocabulary knowledge of an entire class of students using their smartphones or computers to respond to question prompts.

"Auto Cloze" - an app which allows students to watch subtitled YouTube videos, or read Wikipedia articles and other texts, and respond to cloze tests which have been automatically generated from the videos or texts.

"Quick Speak" - an assignment type that allows teachers to administer speaking assignments to students, and for students to record and submit their answers on any PC or mobile device.

"Lyric Learner" - an app that allows students to listen and engage with over 50 popular music videos by typing the missing words in song lyrics.

A fully comprehensive Learner Management System (LMS) is also built into Apps 4 EFL, and allows teachers to track in detail student time-on-task (ToT), study habits and preferences, and attainment as measured by Apps 4 EFL's universal point system.
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Thursday 12:00 am - 12:00 am

Business majors’ language learning technology use preferences

Nanzan University

Thomas E Bieri, Poster Rm Thursday 12:00 am - 12:00 am

This poster addresses preferences for language learning technology among Japanese students majoring in Business. The presenter examined the questionnaire responses of 71 Business majors regarding their preferences and the perceived advantages, disadvantages, helps and hindrances to using technology in language learning. This poster will chart the individual item responses, give an overall summary of trends in the results, and note some pedagogical implications for this and similar contexts.
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This poster addresses preferences for language learning technology among Japanese students majoring in Business.

Researchers have noted the importance of considering language learner needs and interests in determining what instructional technology to use and how to apply it to courses (e.g. Egbert, 2011; Hubbard, 1996; McCombs & Vakili, 2005). The presenter engaged in a survey project regarding digital technology use in the Japanese university context and in order to understand their own specific context more clearly and to be able to make more informed decisions about effective learning technology use, the presenter identified a subset of respondents who indicated they were majoring in business studies of some type (n = 71). The presenter then examined these learners’ questionnaire responses regarding their preferences in the use of technology for language learning. There were 33 items based on the stem, “How do you generally feel about using each of the following kinds of applications or software for language learning or teaching?” Each item offered five choices: strongly oppose, slightly oppose, neutral, slightly approve, strongly approve. There were also three open-ended questions about the perceived advantages, disadvantages, and helps and hindrances to using technology in language learning.

This poster will chart the individual item responses, give an overall summary of trends in the results, and note some pedagogical implications for this and similar contexts. The presenter will also be prepared to discuss further details about their own teaching context, related teaching experiences, and other details about the research project.
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Thursday 12:00 am - 12:00 am

Using informal online platforms to teach language: What and How?

Okayama University

Neil Cowie, Keiko Sakui, Show and tell Rm Thursday 12:00 am - 12:00 am

The two presenters will show how they have made several English language courses using the Udemy online learning platform. Courses are free to make and students can sign up for free or for a fee, depending on the teacher. The session will cover the basic process of course creation which includes videos, animations and quizzes. Information about useful software, equipment and implications for online learning will be also be given.
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This show and tell presentation will report on the process of how two EFL teachers learned to become creators of digital teaching materials on the Udemy online learning platform. The presenters are not endorsing or representing Udemy but it is the platform that they have created courses on. Udemy does not charge teachers to create courses but receives a proportion of any course fee that students pay. Even so, teachers do not have to charge students and can provide courses for free. The presentation will illustrate the development process that the teachers went through in three stages: Firstly, Udemy and other such platforms, such as Teachable and Skillshare, will be briefly described. Udemy is particularly helpful in providing guidance and advice for the first-time course creator. Examples of useful tips and help concerning video creation, marketing and promotion will be given. Next, the presenters will describe how they have made their online language courses on grammar (articles), small talk, and English for meetings. They will illustrate the basic process of creating online videos, animations, quizzes, and additional learning materials. This will include information about useful software and equipment. Finally, a number of key principles to follow in creating effective online language courses will be discussed and several implications for participants who wish to be better informed about the potential for teaching and learning languages online will be introduced.
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Thursday 12:00 am - 12:00 am

Digital Games for Language Learning

Meiji University

Louise Ohashi, Paper Rm Thursday 12:00 am - 12:00 am

This presentation shares student and teacher perspectives on the use of digital games for language learning. First, the presenter will provide survey data on students’ experiences of using digital games and their attitudes towards them. Next, data on educators’ teaching practices and attitudes towards digital games will be introduced. Finally, the presenter will offer some practical implications of the research and introduce some digital games that can facilitate language learning.
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Digital games can provide language learners with many affordances, both inside and outside the classroom. However, it is unclear how extensively they are used in English education in Japan. A meta-analysis of 429 articles that appeared between 2012 and 2016 in four Japan-based publications (The JALTCALL Journal, JALT Journal, The Language Teacher and The Asian Conference on Technology in the Classroom Conference Proceedings) shows that research into digital gaming in the Japanese EFL context was a focal point in only 1% of articles. To understand if the lack of coverage above aligned with actual practices, questionnaires were conducted with 215 educators and students from throughout Japan in December 2016. This presentation draws on data from those questionnaires to share information on teachers’ and learners’ uptake of and attitudes towards digital games, including their interest and reluctance in exploiting them as learning/teaching aids. The session will also draw on questionnaire data to provide some examples of games that educators can use in class with their learners or introduce to them for out-of-class use, and will share information on how they have and can be used to teach and learn English in formal and informal settings. It is hope that attendees will take away knowledge of factors that impact upon learner and teacher uptake of digital games and find some useful new games they can use with or recommend to their students. The session will end with a short interactive demonstration of a freely available game that is popular among students.
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Thursday 12:00 am - 12:00 am

Building a community of writers: Improving peer feedback through collaboration in blended academic writing courses.

Nihon University

Bradley Irwin, Paper Rm Thursday 12:00 am - 12:00 am

The case study described in this presentation will show that although there are valid pedagogic concerns with incorporating peer feedback into low level academic writing classes, utilizing Moodle workshop modules gave students an effective platform to produce appropriate feedback for their classmates. The findings showed that not only did the quality of students’ written content improve, the number of lexical and grammatical errors they produced in short essays decreased.
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In academic writing classes, appropriate teacher feedback is widely recognized by students as one of the most important catalysts to improving their writing skills. Unfortunately, this type of feedback is also widely recognized by instructors as one of the most time consuming aspects of teaching an academic writing course. Although peer feedback in L2 contexts often presents unique challenges related to language and affective barriers, the case study described in this presentation shows that Moodle workshop modules can provide a platform for students to produce appropriate peer feedback.

Quantitative data from 25 undergraduate students in a low level (CEFR A1) first year academic writing course was collected by analyzing writing assignments, peer feedback examples, and self-assessment surveys. The results showed that students evaluated peer feedback positively and that it contributed to improving the quality of their writing. Interestingly, although there was little attention given to lexical or grammatical correction, the number of writing errors decreased throughout the course as L2 development was facilitated through exposure to multiple sources of authentic student writing. Moreover, peer feedback allowed students to become active participants in the feedback process and also reduced some of the teacher’s workload.

This presentation will describe how Moodle workshop modules were set up to overcome typical problems related to peer feedback in a low level, process oriented, blended writing course. The presenter will outline pedagogic considerations when configuring the workshops, how these workshops can be implemented effectively, and the benefits, as well as potential hazards, of using this system.
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Thursday 12:00 am - 12:00 am

Introducing programming and computational thinking in English at the elementary school level

International Pacific University

Luc Gougeon, Show and tell Rm Thursday 12:00 am - 12:00 am

Many changes are expected in the world of education in 2020. Can programming and computational thinking be taught in English in a Japanese public school? We will report on our experience with elementary school children and see if this potentially a winning formula.
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Will Japan be ready to introduce programming in public schools in 2020? Although there is no clear answer, we intend to introduce basic programming and computational thinking skills using English in a CLIL (Content and Language Integrated Learning) environment. We will start by defining the current state of CLIL education in public elementary schools in Japan and specify the benefits of combining language instruction with programming. Depending on the level of the students, speaking, listening and reading exercises already being used in Japanese classrooms will be combined with programming exercises. Programming gives the student an opportunity to see English commands in action on the screen. Our introduction to computational thinking for elementary school students targets 3 different groups ranging from first to sixth grade. In this show and tell session, we will the define the vocabulary we intend to teach for each group and present the tools we will use in class (e.g. the Scratch programming language, mBot robot). We will also discuss the pedagogical framework of our research which is supported by a JSPS KAKENHI (Grants-in-Aid for Scientific Research #18K00836 ). It is too early to present the results of the research, but we hope we can inspire other teachers to use programming as a way to teach simple functional English.
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Thursday 12:00 am - 12:00 am

EFL college students’ perceptions of self-access center in Taiwan

National Taiwan Normal University

Man-Lin Hung, Paper Rm Thursday 12:00 am - 12:00 am

The purpose of this study is to discuss the effect of SAC on students’ learner autonomy development and to evaluate their learning gain after using SAC for almost a year. The results show that many factors influencing SAC should be widely considered in order to successfully develop autonomy in learners. The present study provides additional evidence with respect to learners’ learning gain supported by open-ended questions and interview data.
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A Self-Access Center (SAC) is a place where learning resources (e.g., software, videos, digital electronic magazines, games) are accessible for learners in an organized way. SAC users can freely choose materials and tasks to improve their language skills. Previous studies revealed positive correlation between students’ use of SAC and their autonomous learning behaviors (Hsieh, 2010; Lin, 2010). However, the use of SAC does not always guarantee the development of autonomy in learners (McMurry, 2005; Zou, 2006). Several factors, including the introduced materials, initial orientation, learners’ attitude and understanding of self-access learning should also be addressed. The aim of this paper is to clarify the key elements promoting learner autonomy in SAC and the influence of learning experiences in SAC on English learning styles. The participants comprised 44 freshman students in an EFL context. They were required to visit SAC at least ten hours over the semester. Two research instruments were utilized in this study, including paper-pencil questionnaire and semi-structured interview. The result showed that participants displayed lower motivation for using SAC. Possible factors include outdated resources, disorganized arrangement of the learning resources, inflexible opening hours, and slow Internet connection. Yet, some participants demonstrated higher confidence level of English learning, commenting that they have learned to listen to different accents and to follow foreigners’ rate of speech. This study suggests that learning resources in SAC should be updated periodically and elements of SAC, including initial orientation, teacher’s guide, and technology, should be considered in order to successfully develop autonomy in learners.
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Thursday 12:00 am - 12:00 am

An online system to ask questions and check the spoken or typed responses

Mie Prefectural College of Nursing (MCN)

Myles O'Brien, Show and tell Rm Thursday 12:00 am - 12:00 am

Giving an appropriate, grammatical response to a direct question is often difficult for students of English. The presenter will demonstrate his freely-available browser-based online system, with editable vocabulary items, which asks spoken or written questions, and checks the user’s typed or spoken response, using Google speech recognition, in order to facilitate pattern practice.
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The presenter will demonstrate an online system he developed, which poses questions to the learner and checks if the response is appropriate, in order to facilitate pattern practice. The questions may be presented as text only, simulated speech only (using the device’s text-to-speech facility), or both. The user’s response may be typed or spoken. Spoken input is transcribed through Google’s speech recognition function.

The system differs from a chatbot in that it handles only questions and answers confined to a limited framework of forms and vocabulary, rather than trying to offer simulated realistic conversation.

The system is freely available for download, and comes with a default set of text files containing common vocabulary, classified into verbs, male names, female names, places, times, etc. Each verb should list some appropriate objects to avoid the generation of nonsensical questions. The teacher can edit the text files before uploading to a website for deployment. Also, learners can add or delete vocabulary contents as they wish while using the system. It works on Windows, Macintosh, Linux, Android, and IOS, the only limitation being with speech recognition, which does not work on iOS, and requires the Chrome browser on other platforms.

Broadly classified, the question types handled are WH, Yes/No, and OR questions. The types of question generated may be set to include all available types or only a specified selection. Where the learner's answer is judged inappropriate, an example of an acceptable answer is given.
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Thursday 12:00 am - 12:00 am

Encouraging Japanese teachers and researchers for more involvement into the field

Obihiro University of Agriculture and Veterinary Medicine

Maki Terauchi Ho, Mehrasa Alizadeh, Workshop Rm Thursday 12:00 am - 12:00 am

There are not as many Japanese teachers and researchers who actively participate or take lead roles in domestic and international CALL conferences. In this workshop, the presenters will share their personal experiences of involvement in the field. Furthermore, the participants will be exposed to the following:

Preparing for a presentation

Practical tools and resources to use in class

Introduction to CALL associations and conferences

Networking opportunities

Publication topics and outlets
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In the field of Computer Assisted Language Learning (CALL), there are not as many Japanese teachers and researchers who actively participate or take lead roles in domestic and international CALL conferences. In fact, due to the lack of IT education in schools in Japan, there is a large number of Japanese teachers who are not confident about their digital skills or have to cope with technophobe colleagues. Although various organizations, JALTCALL included, make efforts to provide information in Japanese and also to encourage presentations in Japanese, the number of Japanese teachers’ submissions still remains comparatively low. In this workshop, the participants will work to identify their obstacles and seek some solutions so that they can take a step forward. The presenters will also share their own personal experiences of successful involvement in the field of CALL. Furthermore, the participants will be exposed to the following:

- Preparing for a presentation (selecting the topic, preparing slides, …)

- Technical tools and resources to use in class(Kahoot, Quizizz, Moodle, Google apps for collaboration, Seesaw & GarageBand)

- Introduction to other CALL associations and conferences in Japan and worldwide

LET (Japan Association for Language Education and Technology)

GloCALL (Globalization and Localization in Computer-Assisted Language Learning)

EUROCALL (European Association for Computer Assisted Language Learning)

CALICO (Computer-Assisted Language Instruction Consortium)

IALLT (International Association for Language Learning Technology)WorldCALL

WorldCALL

- Networking opportunities (for those who are willing to get involved in more active roles)

- Topics and possible outlets for publication
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Thursday 12:00 am - 12:00 am

Japanese CALL: Practice what we preach!

Tokai University (Shonan campus)

Rich Bailey, Workshop Rm Thursday 12:00 am - 12:00 am

While many of us encourage our students to use technology to improve their English study, are we doing the same with our own language studies? Based on nine years of studying Japanese and extensive exploration and experimentation into different CALL/MALL options, this workshop’s objective is to share that experience and knowledge to help you start, improve, or re-energize your own Japanese language learning, regardless of your current level.
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While many of us encourage our students to use technology to improve their English study, are we doing the same with our own language studies? Based on nine years of studying Japanese and extensive exploration and experimentation into different CALL/MALL options, this workshop’s objective is to share that experience and knowledge to help you start, improve, or re-energize your own Japanese language learning, regardless of your current level. The first half of this workshop will focus on a variety of tried and tested Japanese CALL and MALL websites, apps and other resources, such as dictionaries, intelligent flashcards (spaced-repetition software), kanji learning systems, listening content sources, graded/leveled reading (on and offline), and other well-known language software (i.e. Rosetta Stone). Participants will also have the opportunity to share their own knowledge and experience. In the second half of the workshop, participants will experiment with the different resources, ask questions and share their own ideas.
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Thursday 12:00 am - 12:00 am

Text to Speech Technology for EFL: Read aloud module on Microsoft Edge for Windows 10

ex Kwansei Gakuin University

Masami YASUDA, Show and tell Rm Thursday 12:00 am - 12:00 am

Text to Speech tools have become valuable in EFL setting. They can boost active self-study and reading-aloud of a variety of reading sources. This paper demonstrates how useful recent development of read-aloud module in Microsoft Edge for Windows 10, based on a decade-long action research on Weblog projects in teaching EFL writing classes.
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This paper discusses the potentials of text to speech (TTS) technology in EFL teaching and demonstrates how to make use of such assistive technologies of read-aloud enhancement for ePub format eBooks, PDF, texts in e-mails, as well as web pages. Apple's R&D on TTS technologies has a longer and richer history than its counterpart, Microsoft, and made available audio generation programs, such as "Voice Over," and "Speak Selection," on its products of iPads and iPhones. Until recent years Apple was the leader of an assistive technology of read-aloud gadget for CALL. Following Android makers, Microsoft only last year has nonetheless caught up with such TTS technologies.

One of the productivity enhancements that Microsoft Edge provides since late 2017 is the read-aloud TTS technology module. This paper will demonstrate how Microsoft Edge, the latest and not yet very popular web browser for Windows 10, reads classroom weblog threads as well as ePub format eBooks, and PDF files and in turn to discuss how text to speech technologies can be an asset for EFL environments. MS-Edge comes with male and female voices for US and British English and reads aloud texts highlighting words with minor speed control. The paper will demonstrate how weblog or BlogCast with text to speech applications can render many benefits to EFL students and teachers as well, based on a decade-long action research on Weblog projects. Join us to discuss how useful TTS would be to help improve reading and writing skills in EFL settings.
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Thursday 12:00 am - 12:00 am

Siri, Schoology, and LINE for Pronunciation Practice

Nagoya Women's University

Douglas Jarrell, Show and tell Rm Thursday 12:00 am - 12:00 am

One of the goals of the new MEXT course of study for foreign languages for 2020 is to accustom children to the sounds and rhythm of the language. Future elementary school teachers, instrumental to this process, need to develop comprehensible English pronunciation. The presenter will present the preliminary results of an experiment using a mixture of technologies to get students to work on their pronunciation problems.
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The presenter works in an education faculty that trains students to become elementary school teachers. These students will be instrumental in implementing the planned increase in foreign language classes mandated by the new MEXT course of study for 2020. Given that one of the goals is to accustom children to the sounds and rhythm of the language, it is important to train these future teachers to speak comprehensibly. Many Japanese students often seem embarrassed when asked to imitate the placement of tongue, jaw and lips of a native English teacher. Without investing a concerted effort, they may not be able to make themselves understood. The presenter will present the preliminary results of an experiment that combines various affordances of mobile devices to get students to work on their pronunciation. Students will use the native voice recognition program on their mobile device to raise their awareness of pronunciation problems. Then, an LMS app called Schoology will provide a platform for them to download dialogues and hear examples of good pronunciation and intonation. They will practice dialogues in class and upload them to Schoology. After they get feedback on their individual pronunciation problems, they will act out dialogues, make video recordings, and upload them to LINE to share within the class. The presenter will discuss both the advantages of and the difficulties involved in using a mixture of smartphone technologies to improve pronunciation.
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Thursday 12:00 am - 12:00 am

Technical Reading and Content Design with Infographic Analysis of Business English Text

The University of Aizu

Debopriyo Roy, Paper Rm Thursday 12:00 am - 12:00 am

This presentation discussed ideas for a unique pedagogical approach focused on textual data modeling using concept maps and social network analysis for non-classified company information. Data from the class experiment showed computer science students’ global understanding of the corporate scenario in the Silicon Valley and the Tokyo start-up ecosystem, and in the process develop reasoning skills, technical reading and oral presentation ability based on concept/mind mapping and social network analysis.
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This presentation discussed a unique pedagogical approach in an undergraduate EFL business-writing course. The course content is focused on textual data modeling with non-classified company information available on the web. In this paper, technical reading is related to business English text based on readers’ ability to read through company information in a linear way and then perform data modeling through clustering of various information together in a networked landscape. The primary motivation behind such course design is to improve computer science students’ global understanding of the corporate scenario in the Silicon Valley and the Tokyo start-up ecosystem and develop students’ critical organizational analytic skills and technical reading. This 8-week course experiment based on analysis of student performance explored students' ability to analyze company information based on their technical reading skills, ability to perform text mining, and how to represent the information graphically as infographics, concept maps, and social networks. Multiple software was used such as Voyant, Mattermark, IHMC Concept Maps, MindMeister, and Venngage. Concept mapping data showed computer science students were able to dissect text on various topics related to Silicon Valley and Tokyo ecosystem business models. Further, with multiple iterations, students could design concept maps demonstrating the interplay of various actors, processes, interactions, and identify contextually important terms and phrases. However, data indicated below-par performance on designing social networks, indicating the need for more time spent with social networking visualizer software. Self-reported data on usability and reading strategies questionnaires suggested students’ understanding of the content and the pedagogical approach.
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Thursday 12:00 am - 12:00 am

Online quizzing/testing with immediate feedback through Quizlet, Google, and Flubaroo

Hiroshima University

Daniel Hougham, Ldforum Rm Thursday 12:00 am - 12:00 am

Online quizzing/testing with immediate feedback can be beneficial to learners and can enable teachers to more efficiently and effectively manage the quiz/test administration and grading process. This presentation aims to view the use of Quizlet, Google, and Flubaroo from the perspective of 1st-year low-level Japanese university students. Survey results suggest that learners find Quizlet very useful and easy to use, and that learner training with Quizlet is highly worthwhile.
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Online quizzing/testing with immediate feedback can enable teachers to more efficiently and effectively manage the quiz/test administration and grading process. It can also be beneficial to learners as it creates an opportunity for them to deliberately study vocabulary using word cards and/or other means, and to be provided with the helpful and timely individual feedback they need. Quizlet can be used in conjunction with Google Forms and add-on Flubaroo to efficiently facilitate this deliberate study and immediate feedback process. This presentation aims to view these tools and procedures from the perspective of 1st-year low-level Japanese university students. Learners were given training in the use of Quizlet to study word cards using a variety of engaging activities, and were given weekly vocabulary quizzes with Google Forms and Flubaroo. Anonymized surveys covered a range of areas including (a) perceived usefulness, (b) perceived enjoyment, (c) intention to use the tools again in the future, and (d) perceived effect on motivation. The results suggest that these tools helped learners build confidence in their ability to remember words well, as well as an improved approach to learning English and increased motivation for studying English. The results also suggest that many learners find Quizlet very useful and easy to use, so much so that learner training with Quizlet is a highly worthwhile activity to engage in.
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Thursday 12:00 am - 12:00 am

Task creation for virtual worlds: A comparison of face-to-face and online interactions

Tokyo Denki University

James York, Paper Rm Thursday 12:00 am - 12:00 am

In this presentation, I introduce the results of a study exploring task design for virtual worlds (VWs). 20 participants completed six tasks. Three of these tasks were completed in Minecraft (a VW) and the other three face-to-face. A comparison of participants’ spoken output revealed that the cognitive demands of VWs may have a negative effect on learner output. Task design considerations for VWs are explored
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In research on task-based learning and teaching, there are numerous empirical studies exploring the effect of task complexity on learner spoken output (e.g. Sample & Michel, 2014; Yuan & Ellis, 2003). However, the effect of completing tasks in virtual environments on learner spoken output remains a largely unexplored area (Jee, 2014; Lin, 2014). This presentation highlights results of a study that explored task design for VWs to improve the speaking ability of low-level EFL learners. 20 participants undertook a total of six tasks in dyads. The tasks were separated into three task-pairs comprising of an online (VW) and offline (face-to-face) version of the same task in order to generate comparative data. Data was collected by transcribing audio recordings of each pair. Following, the complexity, accuracy and fluency of learner speech was analysed using descriptive and statistical analyses.

This presentation will highlight findings of descriptive and statistical analyses, and relate findings to pedagogical implications such as a best-practices guide for designing tasks in VWs. Additionally, I will provide advice on how to set up such environments in classroom contexts.
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Thursday 12:00 am - 12:00 am

Developing EFL students' global workplace communicative competence through telecollaborative learning

National I-Lan University

Rosa Huiju Chen, Paper Rm Thursday 12:00 am - 12:00 am

The purpose of this study is to examines how EFL college students from Taiwan and Japan interacted synchronously through a videoconferencing platform, Adobe Connect, and asynchronously through a Facebook community and to investigate whether there were differences in various modes and perceptions about the implementation of teaching presence for developing EFL students’ intercultural competence.
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Telecollaboration, commonly referred to as online intercultural exchange, has gradually gained attention in the foreign language education field as a valuable tool for engaging students in virtual collaboration with partners from different sociocultural contexts and locations. This is particularly relevant in today’s globalized world since individuals are often expected to have the necessary sociolinguistic competence and skills to perform appropriately in different workplace communicative settings like videoconferencing. The purpose of this presentation is twofold. First, it examines how EFL college students from Taiwan and Japan interacted synchronously through a videoconferencing platform, Adobe Connect, and asynchronously through a Facebook community. Second, it aims to investigate whether there were differences in various modes and perceptions about the implementation of teaching presence for developing EFL students’ intercultural competence. This study adopted a quantitative and qualitative approach and data were collected from multiple sources including students’ online engagement, the teaching presence effectiveness scale, and focus group interviews. Specifically, a scale measuring the effectiveness of teaching presence and participants’ engagement was developed to construct a theoretically based pedagogical framework for incorporating telecollaborative learning tasks into EFL courses. Overall, it was concluded that the social and pedagogical support from the instructor was highly related to participants’ success of collaborative experience and most stduents felt motivated by the learning tasks. Implications and suggestions for improvements to EFL workplace communication pedagogy are made to the educational use of telecollaboration in language learning domain.
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Thursday 12:00 am - 12:00 am

Cinemagraphs in Education

Hiroshima Bunkyo Women's University

Renaud Davies, Show and tell Rm Thursday 12:00 am - 12:00 am

In this presentation, participants will be introduced to the cinemagraph, which is a creative blend between photography and videography. These living photos bring still photography and video together in a seamless loop, which auto-play on blogs, websites and social media. The presenter will demonstrate how to utilize cinemagraphs in education, where to find free embeddable cinemagraphs, as well as introduce a few applications to help you create your own.
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With developments in mobile technology rapidly increasing, and the integration of mobile devices in the classroom becoming more common, many educators are now creating some or even all of their content to be delivered digitally. One of the biggest aims when creating digital content is to make it not only user-friendly, but also aesthetically pleasing as this will increase engagement. Visual images, both still and moving, are arguably one of the most compelling tools a teacher can use to enhance any curriculum. In this presentation, participants will be introduced to the cinemagraph. A cinemagraph is a creative blend between photography and videography. These living photos, quite reminiscent of the moving pictures in the Harry Potter movies, bring still photography and video together in a seamless loop, which auto-play on blogs, websites and social media. Why use cinemagraphs in education? Memory is closely tied to emotion, so being able to evoke certain feelings in a learner during a lesson will help with knowledge retention. A good cinemagraph can accomplish this. They also really help to engage students with the course content owing to their ability to instantly mesmerize, puzzle and surprise. The presenter will demonstrate how to utilize cinemagraphs both inside and outside of the classroom, where to find free embeddable cinemagraphs, as well as introduce a few applications to help you create your own.
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Thursday 12:00 am - 12:00 am

Voice recordings to facilitate spoken interactions

Sojo University

Christopher Tempest, Show and tell Rm Thursday 12:00 am - 12:00 am

This presentation will outline the use of recorded student conversations to facilitate spoken interactions. Students were scaffolded towards participating in a series of short recorded conversations with other students, via the Moodle platform. Technical issues, the system of student interactions and recordings, and transcriptions/assessments will be summarised, Limitations of the recordings and ideas for implementation in other contexts will also be discussed.
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While there have been some advances and progress in English education in Japan, grammar, reading and test preparation remain the dominant focus at secondary level. As a result, students often arrive at the university ELT context unaccustomed to taking an active role in speaking activities. To address this, an experimental curriculum over one semester was established as an intervention to focus on recorded spoken interactions between students using the Moodle platform. The semester was organised by topics relating to existing curriculum outcome goals and new topics. Each topic was covered over two lessons among three different classes. In the first lesson, students engaged with a variety of speaking materials, vocabulary and conversation practice. In the second lesson, students practiced speaking with multiple partners before recording themselves with a random partner for two minutes. For both mid-term and final assessments, students produced an extended recording of conversation over eight minutes in a three-person group. Students subsequently transcribed their spoken interactions for reflection and later assessment. This presentation discusses the processes involved in this intervention. It provides examples of material used within the tasks and explains the system students used to record their conversations and reflect upon them. It also provides information about some technical challenges. Finally, it provides some feedback from participating students who reported enjoying the process and engaging positively with the intervention.
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Thursday 12:00 am - 12:00 am

Increasing English speaking opportunities with recorded speaking tasks

Hokuriku University

Stephanie Reynolds, Poster Rm Thursday 12:00 am - 12:00 am

A lack of speaking opportunities in the classroom often results in students with weaker productive language skills. This presentation examines how recorded speaking activities using smartphone voice recorders, email, and Google Drive, can provide opportunities for students to speak. This presentation explains how several recorded-speech projects were organized, how the technology was implemented, and how this approach could be further developed and applied to other areas of an EFL curriculum.
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Despite spending years studying English in both junior and senior high school, it is common for Japanese learners of English to perform at a more advanced level on evaluations of listening and reading than similar evaluations of writing, and especially, speaking. There are many factors that contribute to this, such as fear or reluctance to speak, instruction which focuses heavily on preparation for exams, and a lack of time for instructors to assess individual students’ speaking with personalized feedback. This poster presentation examines how recorded speaking can be used to offer additional opportunities for EFL students to speak English. By using smartphone voice recorders, email, and Google Drive, the presenter developed several recorded speaking tasks for a class of 19 students majoring in International Communications at a Japanese university. This presentation explains how the projects were adapted from in-class presentations to recorded speaking projects. For each project, students were given the opportunity to practice, record, and immediately review their own speaking with the option of re-recording before the final file submission. The presenter will also explain how the technology was implemented, and how this approach could be further developed and applied to other areas of an EFL curriculum. Additionally, the presenter will address the limitations and challenges of this approach.
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Thursday 12:00 am - 12:00 am

Computer-assisted language tests and learner mindsets

Tamagawa University

Brett Milliner, Blair Barr, Paper Rm Thursday 12:00 am - 12:00 am

The presenters will report on their investigation of how CALT feedback influences the behavior and learning mindset of foreign language learners. Three-hundred university students who experienced CALT were surveyed on their impressions of CALT versus a paper-based format and how they interacted with test feedback. After reporting on the survey’s results, presenters will discuss effective implementation of CALT and how to train learners to reflect on computer-generated feedback.
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Following the trend towards more formative assessment in the language classroom, computer-assisted language tests (CALT) offer teachers a time-saving means to grade and monitor the effectiveness of their teaching. For language learners, CALT can provide more immediate and dynamic feedback on their work. In this talk, the presenters will report on their investigation of how CALT feedback influences the behavior and learning mindset of foreign language learners. Approximately 300 Japanese university students who experienced taking CALT created in either Blackboard® or Google Forms were surveyed on their impressions of CALT versus a paper-based format and how they interacted with test feedback. This presentation will report on the survey results before discussing how CALT can be implemented in the language classroom, and how language learners can be trained to more effectively respond to computer-generated feedback.
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Thursday 12:00 am - 12:00 am

Incorporating the Videos of International YouTubers into a Freshman EFL Listening & Speaking Class

Providence University

Tsui-Lan Chen, Poster Rm Thursday 12:00 am - 12:00 am

This poster presentation will demonstrate how the videos of international YouTubers motivate students to learn from authentic world Englishes in a freshman EFL Listening & Speaking class. Students learn communication skills and acquire both linguistic and cultural competence. Consequently, EFL pedagogy is headed in a more globalized direction.
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This poster presentation will demonstrate how the videos of international YouTubers motivate students to learn from authentic world Englishes in a freshman EFL Listening & Speaking class. Most college freshmen have used TV series episodes, sitcoms, movies and online websites like TED, VOA, CNN and BBC for EFL listening and speaking proficiency practice; however, they find the videos of international YouTubers more appealing and functional for learning real-life communication. On the Youtube website, English-speaking YouTubers from different parts of the world are increasingly sharing their life and culture in different English accents. Many short English videos on varied topics are available free of charge for English learners, and they are frequently being used by English teachers in class. Through viewing those innovative and fascinating videos uploaded by talented YouTubers who are their own age, EFL learners in college are motivated to learn communication skills. Consequently, EFL pedagogy is headed in a more globalized direction. The effects of selected international videos on language learners will be investigated through content analysis, participant observation, and questionnaires. The goal of the study is to understand the motivation that authentic world Englishes on YouTube can provide as a popular tool for students to acquire both linguistic and cultural competence.
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Thursday 12:00 am - 12:00 am

Designing a children’s English learning mobile app

Kansai Gaidai University

Joshua Wilson, Show and tell Rm Thursday 12:00 am - 12:00 am

This session will detail the design process for a children’s English language learning mobile app using a hidden object game mechanic. The session will briefly cover pedagogical decisions, development tools used, creating the workflow for the design process, asset creation, demo and prototype construction, and the overall design philosophy of the app. The app is currently in development and is targeted for release in fall 2018.
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Designing language learning apps for young learners presents an array of challenges. This presentation elucidates the process by briefly presenting steps taken to adapt hidden object games -games in which the player searches for objects concealed in a picture- for language learning. The presenter will first show a demo of the game under development and present the design and pedagogical constraints that informed the initial design. He will then introduce the development tools used and the workflow for the design process as well as briefly touch on asset creation and construction of demos and prototypes prepared for the development team. Finally, there will be a short discussion of the design philosophy for the app.
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Thursday 12:00 am - 12:00 am

Japanese Students’ e-learning Habits –Unchanged or New?

Shimane University

Shudong Wang, Paper Rm Thursday 12:00 am - 12:00 am

The data accumulated over the years on several e-learning servers indicates both unchanged e-learning habits and new trends among Japanese university students.
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Since 2010, both universities in which the authors teach have integrated PC-based e-learning or mobile learning programs into several English compulsory courses. Students’ online performances are evaluated and used in determining the grades for each course. The data accumulated over the years indicates both unchanged e-learning habits and new trends among Japanese university students. By analyzing the collected data coupled with information obtained from anonymous course questionnaires, we conclude that while some e-learning habits remain unchanged, several new learning habits have emerged. The unchanged e-learning habits include: 1) completion of e-learning tasks right before the deadline; 2) a tendency to start with the listening section when given both listening and reading online tasks. Data also shows that in recent years some new trends have appeared in students’ e-learning: 1) the number of students using smart phones to complete their e-learning tasks is on the rise; 2) the number of complaints about the small screens of handsets has decreased; 3) more students had experience with e-learning before they enter university; 4) students’ computer literacy has not improved alongside the rapid development in IT technology. Finally, the authors will discuss the possible reasons for the newly-emerged e-learning habits and how online learning can be made more effective by taking these changes into account.
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Thursday 12:00 am - 12:00 am

Providing engaging comprehensible input through video

Sojo University

Branden Kirchmeyer, Show and tell Rm Thursday 12:00 am - 12:00 am

This presentation illustrates the design process implemented by a curriculum development team at a Japanese university to transform conventional reading station activities (Wall Readings) into video content using free and basic software (Audacity, Apple iMovie, and Vimeo). Workflows, production notes, and features of each tool will be highlighted, followed by a discussion of the advantages and disadvantages of creating video content for compulsory English classes.
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Providing comprehensible input that also engages student attention can be a challenge for teachers of English at Japanese universities. Video content, while more laborious to produce than conventional written input, provides visual and audio cues that can aid comprehension and may contribute to audience attentiveness. This presentation illustrates the design process one curriculum development team at a small university in southern Japan implemented to transform conventional reading station activities (Wall Readings) into video content. Pre-existing text selections were recorded by teachers and exported as MP3 audio files using Audacity. These audio files were used as main audio tracks in short videos created with Apple's iMovie, which featured contextual photos downloaded from the internet. Video files were then uploaded to the internet on Vimeo, a video sharing website, where they were subtitled and distributed to students via class Moodle sites. These videos were used in place of written texts for the last two units in a five-unit semester-long course. Based on teacher observations and student surveys, it was determined that the videos were more effective in engaging student attention. However their effect on student comprehension was indeterminable, as students were more able to control their interaction with the video content than with the written texts. Attendees of this presentation will be shown workflows, production notes, and basic features of each tool used in the production and distribution of the videos. Advantages and disadvantages of creating video content for compulsory English classes will be discussed.
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Thursday 12:00 am - 12:00 am

The Impact of 21st-century skills on Teaching EFL

Aoyama Gakuin University

Hiroyuki Obari, Paper Rm Thursday 12:00 am - 12:00 am

The aim of this study is to explore the integration of 21st-century skills into teaching EFL with ICT. This study suggests that integrating flipped learning with 21st-century skills may be an effective approach to improving the learners’ language proficiency. Results of the study revealed that the training program had assisted the students in improving their English proficiency from SEFR A2 to B1 level, and acquiring the 21st-century skills through collaboration.
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The aim of this study is to explore the integration of 21st-century skills (Trilling & Fadel, 2012) into teaching EFL with ICT. This study suggests that integrating flipped learning with 21st-century skills may be an effective approach to improving the learners’ language proficiency. The study began in April 2017 and ended in January 2018, targeting 70 Japanese undergraduates. The students were exposed to the following training: (1) viewed online TED Talks and MOOCs about Asuka Academy with their smartphones, and wrote a 300-word summary for ten weeks, created PowerPoint presentations of their summaries, (2) used online ATR CALL Brix for learning TOEIC with their smartphones and PCs; (3) used Globalvoice CALL speech software to improve their prosodic features in presentation; (4) engaged in additional interactions and discussions throughout the duration of the course. Results of the study revealed that the training program had assisted the students in improving their English proficiency from SEFR A2 to SEFR B1 level, and acquiring the 21st-century skills through collaboration with ICT and mobile technologies during the 10-month period. Additionally, pre-and post-questionnaires administered to the students at the beginning and the end of the training period to help evaluate the effectiveness of the program. 90% of students who participated in this study felt that flipped and active learning activities helped them to improve their English proficiency skills and acquire the 21-century skills.
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Thursday 12:00 am - 12:00 am

How to set up your own website to support your students and career

HelloSpace.Me

Andrew Blyth, Workshop Rm Thursday 12:00 am - 12:00 am

Having a professional web presence is now common for teachers and academics overseas. These provide access to handouts, downloadable files, updates, and to display an online résumé. Setting up and maintaining a personal website is not difficult. This workshop will demonstrate WordPress basics including installing and updating, creating and editing posts, pages, and more. No coding skills are assumed. A free HTML5 index page will be available to attendees.
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Many academics in the US, the UK, and Australia now use their own website to promote themselves, their ideas, and their careers. Consequently, having a professional web presence is now essential for modern academics. Overseas teachers also use their own blog/website to provide online access to "handouts" (easy to update, tweak, and edit pages/posts), downloadable files (including pdfs, sound files, and more), course updates, and to display their professional accomplishments (their online résumé). However, not everyone realizes that a website and blog is easy to set up and maintain. This workshop will demonstrate the basics of setting up a webspace, simple installation of WordPress, and basics of using WordPress. WordPress skills will include updating the software, creating and editing posts, pages, customizing the navigation menu, and more. No coding skills are assumed, and only very basic coding (like how to make text bold) is demonstrated. A free HTML5 index page will be available to attendees.
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Thursday 12:00 am - 12:00 am

Comparing Read Theory and MReader in a Japanese university EFL context

Sojo University

Christopher Tempest, Poster Rm Thursday 12:00 am - 12:00 am

This poster will explore the implantation of Read Theory, an online reading website, in a Japanese university EFL context. Advantages and disadvantages of both the previously used MReader and Read Theory are discussed, how Read Theory was used within the course, and the limitations and technical issues are highlighted. Finally, the role of Read Theory in future courses is also outlined.
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This presentation explores the implementation of Read Theory, a free reading-focused website, to an English programme at a Japanese university. Read Theory is a platform for users to read short passages and take comprehension quizzes. It was selected as it allowed easy access to short reading passages via smartphones and in-class tablets, reading levels that adjusted to students’ performance and a large pool of resources to read from. Previously, students had been asked to use physical graded readers followed by an online quiz via the MReader website with the aim of reading specified word count targets. However, this system had proved problematic as many students focused on the quizzes rather than on reading or completed quizzes by only referencing the books or choosing unsuitable levels. This poster outlines and discusses the advantages and disadvantages of both MReader and Read Theory, how it was used within the course and how students interacted with it. It also briefly outlines other uses of Read Theory as well as limitations of the platform and problems encountered.
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Thursday 12:00 am - 12:00 am

Voice recording assignments on Facebook

Chiba University of Commerce

Yamauchi Mari, Poster Rm Thursday 12:00 am - 12:00 am

For Japanese learners of English with little confidence about their pronunciation to be more confident, explicit pronunciation instruction with a focus on selected areas of intelligibility problems, and a plenty of practice followed by feedback intelligibility of their English are necessary. To supplement classroom activities, weekly recording assignments in a Facebook group worked successfully, although there were disadvantages to using a non-educational tool.
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Many Japanese learners of English have little confidence about their pronunciation, which is likely due to their previous lack of pronunciation practice and also to their desire to sound like native speakers. The students who take the presenter’s phonetics class at a university tend to share those characteristics. In the class, they are explicitly taught to recognize the differences between English and Japanese sound systems, with a focus on selected areas of intelligibility problems for Japanese speakers, and they are encouraged or forced to try using their articulators to mimic the target phrases, followed by feedback on intelligibility of their English and advice on the use of articulators. The explicit instruction and plenty of practice in the class alone could make a big difference in their phonological awareness. To make a bigger difference, by adding more opportunities to practice and get feedback, the presenter set up weekly voice recording assignments using a Facebook group. Compared to other tools (LMSs, Evernote, etc.), Facebook was more mobile-friendly and easier to use for sharing recordings and feedback, without having to worry about technical problems. After the 15-week class sessions, supplemented by the weekly recording assignments, the participants were more phonologically aware and more confident in spoken English, as they found themselves better at listening comprehension tasks, and knew how to practice their pronunciation skills. The poster illustrates how the Facebook assignments were implemented to help the participants practice their skills, and discusses advantages and disadvantages of using Facebook for teaching spoken English.
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Thursday 12:00 am - 12:00 am

The experimental classroom: promoting a genre-based pedagogy through virtual reality

Kanda University of International Studies

Euan Bonner, Show and tell Rm Thursday 12:00 am - 12:00 am

Kanda University of International Studies recently opened an experimental classroom to trial technology before introduction into the curriculum. Exemplifying such a trial, a virtual-reality-enhanced lesson for Freshman English majors studying procedural texts was developed. This show-and-tell comprises a description of the instructors’ journey from starting the project up to trials. The session includes both considerations and recommendations for the successful inclusion of virtual reality in language courses.
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The English Language Institute at Kanda University of International Studies moved into a new building at the beginning of the 2017 school year. This custom-designed state-of-the-art facility features an experimental classroom, the purpose of which is to research the use of technology before introduction into regular classrooms. The first project conducted in the room utilises fully immersive virtual reality systems (HTC Vives) and software to develop a pilot lesson for English majors on a Freshman literacy course. Using commercial software, Owlchemy Labs’ Job Simulator (2016) was chosen as the Kitchen Chef scenario matched (a) the need for practicing procedural texts and (b) the topic of the course material which was recipes.

With a focus on genre analysis and communication, the non-VR course materials were analysed in terms of lesson aims, outcomes, grammar, vocabulary, functions, genre and communication/interaction patterns. The next stage was to determine whether these areas could be catered for, and/or improved, through the use of technology. For example, in contrast to current course materials, Kitchen Chef provides the opportunity to directly interact with numerous utensils and ingredients. Therefore, only after such considerations did work start on designing the new VR lesson.

This show and tell comprises a description of the instructors’ journey from starting the project up to trials. Notes kept throughout document both the challenges faced and the decisions made along the way. Hopefully, this session will provide a useful set of considerations regarding the successful inclusion of VR in language courses.
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Thursday 12:00 am - 12:00 am

Carrot and stick: Motivating learners to excel at extensive reading

Miyagi Gakuin Women's University

Cory Koby, Paper Rm Thursday 12:00 am - 12:00 am

Creating the right environment for students to enthusiastically engage in extensive reading can be a challenge. After a moderately successful launch of our new ER program in 2016-17, the presenter sought to iron out the apparent wrinkles and grow an entire grade (n=76) of successful first-year readers in 2017-18. The presenter will explain the structure and support used to help learners read an average of 380,000 words over 2 semesters.
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When practiced correctly, the benefits of extensive reading (ER) have been proven to include incidental vocabulary and grammar acquisition, increased reading comprehension and speed, and gains on language tests such as the TOEIC. But getting students to “buy in” and develop ideal reading habits have proven to be a rather difficult challenge for many ER practitioners. After a moderately successful inaugural year of an ER program at a mid-level Japanese university, during which students (n=67) read an average of 250,000 words, the presenter sought to improve the program structure, with particular focus on motivational factors—both negative and positive, as well as intrinsic and extrinsic. At first glance, the increase to an average of 380,000 words for the second cohort of first-year students (n=76) in 2017-18 appears significant. A careful comparison of the reading habits of these two groups reveals an even more impressive improvement in the program’s results in its second year. The presenter will detail this ER program’s structure, and explain the motivational approach he took in order to foster a healthy and positive reading culture in his classes. Presentation attendees will come to understand the particular features of this ER program, and gain specific knowledge which will aide them in developing or improving their own ER programs. Specific mention will be made of the ER-specific LMS, XReading, that this program employs to manage the high volume of paper-based and e-book reading, as well as administer brief comprehension quizzes in order to validate that reading has, in fact, occurred.
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Thursday 12:00 am - 12:00 am

Evaluating the ability of English teachers in Japan to detect machine-translated assignments

Azabu University

Jonathan Lynch, Paper Rm Thursday 12:00 am - 12:00 am

The use of online machine translation (MT) services by English students has long been problematic. As the services have improved and students have become increasingly sophisticated in using them, the problem may have intensified. This paper reports on the results of an experiment in which teachers were asked to identify samples of machine-translated work among batches of assignments. The results may allow teachers to better distinguish machine-produced assignments.
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The use of online machine translation (MT) services by English students to produce output has been problematic for teachers for at least two decades. In recent years, the implementation of neural network based translation has improved the accuracy of translations, even for longer sentences. In addition, evidence collected by the author points to increased sophistication among students as to how best produce natural-sounding English from these services. It may therefore be the case that teachers are increasingly having to deal with submitted assignments that have been machine translated but may be difficult or even impossible to detect. The problem may be particularly acute for assignments submitted by lower-level learners. Although some research has focused on the ability of software to detect machine translation, little research is available on how well teachers can spot machine translations among a typical batch of submitted work. The current paper will report on the results of an experiment in which thirteen native-speaker teachers of English and six Japanese teachers of English were asked to identify samples of machine-translated work among batches of twenty five assignments submitted by lower-level learners (a typical grading workload). The machine-translated samples were produced with a variety of different online services commonly accessed by students. The participants were also asked to give reasons for positively identifying samples as being machine translated. It is hoped that the results of the experiment may allow teachers to better distinguish between human-produced and machine-produced work.
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Thursday 12:00 am - 12:00 am

Project-based English language learning beyond the classroom with student-produced video

University of Aizu

John Brine, Paper Rm Thursday 12:00 am - 12:00 am

This presentation will describe a project-based learning approach at the University of Aizu in which student teams create videos on technical topics to prepare for writing the graduation thesis in English. We will describe pre-production, production and post-production of student videos. The discussion will also draw on teaching experiences with student-produced video to illustrate the curricular transition to project-based learning.
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This presentation will describe a project-based learning approach in which student teams create videos on technical topics to prepare for writing the graduation thesis in English. The University of Aizu offers undergraduate and graduate degrees in computer science. English is an important aspect of the university curriculum and administration. All degree programmes can be completed in English and all theses must be written in English. We enrol international students in our university, and Japanese students can apply for study abroad. In order to increase student competency in spoken English, we employ project-based learning to promote the use of English outside of the classroom. Richards (2015) describes a wide range of out-of-class projects for authentic language learning. In this work, Japanese students record interviews in English with international students to prepare for thesis writing and presentation. Authentic face-to-face conversation and interaction in English with international students are integral to this approach. The video and software technologies employed in this research are now widely available and familiar to students and teachers. We will describe pre-production, production and post-production of student videos; supporting activities include scripting, recording, subtitling, and editing for student-produced video. We will also discuss student reflection on language use, confidence in speaking English with international students, and video-production as a pre-writing technique for the graduation thesis. Finally, the discussion will draw on teaching experiences with student-produced video to illustrate the curricular transition to project-based learning.
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Thursday 12:00 am - 12:00 am

Evaluating graded readers with a digital library

Xreading

Paul Goldberg, Show and tell Rm Thursday 12:00 am - 12:00 am

Online library, Xreading which is typically used to assess students’ reading progress can now also be used to evaluate graded readers. Using the same metrics, it’s possible to analyze each book by the number of students who selected it, the completion rate, and the speed at which it was read. This information can give guidance on which books teachers recommend to students, or which books to select as class readers.
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A fundamental benefit of a digital library connected to a learner management system is that it can be used to monitor and assess students’ reading progress. It can track how many books, words, and minutes a student has read. However, a digital library can also be used to evaluate graded readers. By flipping the metrics around, instead of analyzing each student by the books he or she has read, it is possible to analyze each book by the number of students who selected it, the completion rate, and the speed at which it was read. If user profiles are included, it is possible to see demographic trends such as which books are preferred by particular age groups or genders. In addition, user ratings can easily be collected. All of this information can have important applications for teachers and administrators running extensive reading programs. For example, it can give guidance on which books to recommend to students, or which books they should select as class readers. In this show-and-tell session, the presenter, who has developed the online library, Xreading, will demonstrate how the system can now easily provide educators with insightful book usage data.
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Thursday 12:00 am - 12:00 am

Integrating the CEFR with Emerging CALL Technologies

Aoyama Gakuin University

Stephen G. Lambacher, Hisayo Kikuchi, Paper Rm Thursday 12:00 am - 12:00 am

The Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, and Assessment has been an important part of language curriculum creation and assessment. Our main purpose is to investigate whether top universities throughout Japan and Asia have implemented and /or recognized the CEFR in some form or another. To determine the attitudes towards the CEFR among faculty, administrators, and staff, an on-line survey was developed using SurveyMonkey®.
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The Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, and Assessment has been an important part of language curriculum creation and assessment in Europe since the late 20th century. CEFR contains six reference levels, from beginner to near native fluency level. At present, non-European countries such as Japan and Vietnam are trying to adopt similar scales with which to assess a learner’s language abilities (skills level), and as a shared reference point to compare choices regarding pedagogy, policy, textbook and materials development, and assessment tools. The main purpose of our research is to investigate whether top universities throughout Japan and Asia have implemented and/or recognized the CEFR in some form or another. To determine the attitudes towards the CEFR among faculty, administrators, and staff, an on-line survey was developed using SurveyMonkey®. The survey was administered at several CALL-related conferences domestically and overseas to collect comparable data. Another interest is to determine how language learning technologies have been employed in implementing CEFR. Research shows that in order to remain competitive in the high stakes field of education, there has to be strong, administrative support, a staff firmly behind the goals and objectives of the undertaking, and instructors who are fully supportive of moving to adopting the CEFR (O'Dwyer et al., 2017). Our research findings show how far along individual faculties and universities are in their understanding of and adoption of CEFR in their English education programs, as well as the degree to which technology can be integrated with CEFR.
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Thursday 12:00 am - 12:00 am

Affect and mobile use in collaborative activities

Tokyo University of Foreign Studies

Peter Ilic, Paper Rm Thursday 12:00 am - 12:00 am

This presentation will detail a mixed methodology study of smartphones use by Japanese university students for collaborative learning activities. The data was collected in interviews, e-journals, and log data. The focus will be on the positive and negative reactions to introducing smartphones into the learning environment. The findings will be summarized and issues related to educators interested in incorporating mobile devices into their courses will be highlighted.
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This presentation will detail a mixed methodology study of smartphones use by Japanese university students for collaborative learning activities. The data was collected in the form of interviews, e-journals, and log data. In this research, affect is defined as comprising the mood, emotion, attitude and value (Oatley & Nundy, 1996). It is important to support affective development, and in particular to support learners when stressful situations might cause them to disengage and become disaffected (Picard & Daily, 2005). While removing anxiety altogether is not a practical goal, but making it sufficiently manageable through mobile devices to provide support that is just-enough, just-in-time, and just-for-me may ease the stress so a learner might engage rather than opt out (Rosenberg, 2001). The relationship between affect and mobile use in this study will be introduced. The focus will be on the positive and negative reactions of the participants to the introduction of smartphones into the learning environment. The findings will be summarized and issues relevant to educators engaged in incorporating mobile devices into their courses will be highlighted. Also, recommendations for future research will be discussed.
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Thursday 12:00 am - 12:00 am

Online extensive reading - a digital approach supported with paper

Nagasaki International University

Thom Rawson, Show and tell Rm Thursday 12:00 am - 12:00 am

Presenting an Online Extensive Reading program supported with a paper-based approach to help students engage with the challenging task of Extensive Reading. Make use of all the popular digital tools (Mreader, MoodleReader, Xreading VL) but keep it "human" with a paper-based and discussion-focused approach to the classroom.
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Extensive Reading is a key component to the development of EFL learners in Japan. With all the online tools now available for supporting this process (MoodleReader, Mreader, Xreading VL), it is easy to prepare, organize, and track student activity to foster good reading habits. In this presentation, the use of Moodle to track student reading progress and a "inclusion of paper" approach will be discussed in detail. In this approach, students are given points for not only the words they have read, but also the amount of time they spend reading. Students self-log this time using the Moodle Database activity. Students make use of the books they read each week via in-class book discussions. These discussions are supported with the use of online weekly book reports which are also prepared in Moodle as an out-of-class assignment. As a result of combining the digital tracking with a hands-on paper approach, the author has experienced an increase in reading activity in the Reading Skills required course at the university. There is also a noticeably more positive outlook of the Extensive Reading process from the students based on the resulting grades in the course when compared with previous cohorts doing the same program. This Moodle course, an Honorable Mention in the Moodle Association of Japan's Best Open Courseware for 2017, is currently available for sharing by the Moodle community.
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Thursday 12:00 am - 12:00 am

Using social interaction to enhance teacher presence in mobile assisted language learning

Waseda University

Phuong Tran, Paper Rm Thursday 12:00 am - 12:00 am

The purpose of the study was to explore how social interaction through LINE can be used as a support for engaging in vocabulary and listening activities outside of the classroom, and to determine how social and cognitive aspects of teacher presence can encourage task engagement. The results are discussed in terms of how teacher presence may be used to support learners both socially and cognitively.
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Encouraging learners to carry out learning activities outside of formal class time is an ongoing challenge for language teachers, and there is an increasing number of studies exploring the potential of social interaction to achieve this (e.g., Álvarez Valencia, 2016). Results thus far have been rather mixed, with learners showing positive attitudes but limited interaction (Tran, 2016), suggesting reconsideration of how social interaction tools can be used. Ideally, this should promote the social and cognitive aspects of teacher presence (see Lee, 2014), and determine whether this can link to enhanced task activity outside of the classroom. The purpose of the study was to explore how social interaction can be used to support engagement in language learning activities outside of the classroom, and to determine how social and cognitive aspects of teacher presence can encourage task engagement. The study was carried out with 109 pre-intermediate learners of English at two private universities in Tokyo over a two-year period using LINE as a forum for interaction between the teacher and learners. Learner engagement in Quizlet vocabulary activities and online listening activities were investigated via student reporting and server logs, and scores on vocabulary quizzes were correlated. Logs of all interactions in class LINE groups and individual interactions with the teacher were analysed to determine how learners perceived the presence of the teacher, and if this impacted on task engagement. The results are discussed in terms of how teacher presence through mobile learning may be used to support learners both socially and cognitively.
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Thursday 12:00 am - 12:00 am

Talk to me: speech technologies in the language classroom

Kochi University of Technology

Paul Daniels, Show and tell Rm Thursday 12:00 am - 12:00 am

This showcase session will explore how natural language processing (NLP) can support speaking activities in the language classroom using web-based speech recognition engines. Several popular speech engines will be briefly introduced followed by a series of practical speaking tasks that can be administered using these speech recognition engines. Finally, the presenter will introduce his updated open source speech assessment plugin for Moodle that makes use of Google’s speech recognition engine.
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This showcase session will explore how natural language processing (NLP) can support speaking activities in the language classroom using web-based speech recognition engines. First the most popular speech engines by Amazon, Apple, Google and Microsoft will be briefly introduced. Next a series of practical speaking tasks that can be administered using these speech recognition technologies will be illustrated. Examples of speaking tasks that are typically assessed in the classroom will be demonstrated, which include imitative, intensive, responsive, interactive, and extensive tasks. Finally, the presenter will introduce his updated open source speech assessment plugin for Moodle that makes use of Google’s speech recognition engine. After installing this Moodle plugin, teachers can quickly create online speaking assignments that can be automatically scored by the computer. The speaking assignments can include text, custom text, image, audio or video prompts. Student speech can be captured and saved to a Moodle course for human evaluation or it can be transcribed and scored using a built-in speech scoring algorithm.
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Thursday 12:00 am - 12:00 am

Navigating cooperative language space with Spaceteam ESL

Kwansei Gakuin University

Troy Rubesch, Poster Rm Thursday 12:00 am - 12:00 am

Spaceteam ESL is a free multi-platform app which is designed for ESL students to engage in meaningful, cooperative communication using targeted vocabulary. The game uses an information gap format requiring participants to share information to achieve a shared task: keeping their spaceship from crashing. Presenters will address the game’s educational potential and considerations for onboarding students. Participants will be encouraged to trial the app on provided smartphones and tablets.
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Language teachers face many obstacles in motivating students. Recently, technology-mediated apps and programs featuring gamified elements such as Duolingo, Quizlet, and EnglishCentral seek to motivate learners through activating their competitive nature. Spaceteam ESL takes a different approach to gamifying language learning by appealing to a learners’ cooperative nature.

Spaceteam ESL is a free app for Android and IOS which was purposefully designed for ESL students to engage in meaningful communication using targeted vocabulary. The game uses task-based principles in an information gap format to require participants to share information to achieve a shared task: to protect their spaceship from crashing.

The game is played in pairs or small groups and involves speaking, or often shouting, directions to other players to help co-pilot a spacecraft. Each player commands only a portion of the ship’s controls and receives directions on their device that they need to convey to the other players, so clear and fluent communication is needed to successfully pilot the ship. The vocabulary in the game can be selected by the teacher, making it perfect for reviewing and drilling relevant target vocabulary.

The presenters will discuss the considerations for onboarding students. Participants will leave with an understanding of the structure of the game as well as the socio-linguistic principles addressed in the game design. Participants will be encouraged to trial the app on provided smartphones and tablets or on their own devices. *Note: The presenters are not part of the app development team in any way.
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Thursday 12:00 am - 12:00 am

The Pedagogical Frontier: Web-Based Simulation Learning with English as Lingua Franca

Aoyama Gakuin University

Hisayo Kikuchi, Show and tell Rm Thursday 12:00 am - 12:00 am

This study explorers if Model United Nations (MUN) can be used in information and communication technological (ICT) environments and intends to develop our MUN online homepage. We will discuss the effectiveness and use of simulations and simulation-based learning (SBL), considering English as a lingua franca (ELF) and English Medium Instruction (EMI). With a web-interface we will discuss the challenges and benefits running web-based MUN for students all over the world.
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This case study is international in scope including 40 participants from Japan and abroad for one semester and extra curricular activities in 2017. It explores if the benefits of Model United Nations (MUN) can be used in information and communication technological (ICT) environments and intends to attempt to develop a MUN online homepage. We will discuss the effectiveness and use of simulations and simulation-based learning (SBL) in the contexts of English as a lingua franca (ELF) and English Medium Instruction (EMI). The purposes of this case study are to investigate how students (1) effectively use time and educational resources, (2) explore active participation in a simulation event without participants feeling the economic burden of leaving their respective countries, and (3) strengthen participants native language and target language through ELF strategies. Further, we will focus on: information dissemination, research approaches, learner perceptions, motivations, and attitudes toward simulation themes. With these research approaches and pedagogical strategies, we will showcase our developing approach to MUN using web-based resources and demonstrate how students effectively discuss and create their own online video content.
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Thursday 12:00 am - 12:00 am

Exploring competition to enhance learner engagement in out-of-class activities

Waseda University

Glenn Stockwell, Paper Rm Thursday 12:00 am - 12:00 am

Two intact classes of pre-intermediate Japanese learners of English were used over a full fifteen-week semester, where both classes received similar learner training in how to engage actively in the learning activities. However, one class added a competitive element, where group and individual leaderboards were published in the class LMS. Results have demonstrated a slight positive impact of competition where learners encouraged one another to engage in the activities.
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As a number of researchers have concluded, learners are often not prepared to transfer their personal and social uses of technology directly to language learning tasks (e.g., CALICO Journal special issue, 2013; Fischer, 2012; Winke, Goertler, & Amuzie, 2010). Mobile learning includes an even greater emphasis on students working outside of more traditional classroom situations without direct supervision. In order to enhance learner engagement in online activities, a game-like competitive element was added to see if it could have a positive influence (Cornillie, Thorne, & Desmet 2012; Cagily, Ozcelik, & Ozcelik, 2015). Two intact (i.e., as is) classes of pre-intermediate Japanese learners of English were used over a full fifteen-week semester, where both classes (Class 1, N = 26; Class 2, N = 18) received similar learner training in how to engage actively in the learning activities. However, Class 2 added a competitive element: the class was divided into five teams of three to four students each, with the understanding that the three top-scoring teams each week would be placed on a leaderboard, along with a cumulative individual leaderboard. Some interesting trends have emerged thus far, demonstrating that the group with a competitive element slightly outperformed the other group, and group members encouraged each other to carry out the activities during the week to achieve higher scores. The dynamics between the learners and the teacher, the learning environment, and learners’ patterns of engagement in the activities are discussed in terms of their implications for both learner training and competition.
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Thursday 12:00 am - 12:00 am

Navigating Language Development: How are learners evolving with language learning technology?

Chuo University, Hiroshima University ,Tamagawa University

Blair, Daniel, Brett Barr, Houghan, Milliner, Ldforum Rm Thursday 12:00 am - 12:00 am

The Learner Development SIG Forum at JALTCALL 2018 is an interactive event featuring innovative approaches for facilitating independent learner development with the use of technology in the classroom and beyond. The aim of this forum is to view technology from the perspective of learners. The 3 presentations in this years forum will consider online extensive listening exercises, online testing, and the use and development of online flashcards with Quizlet.
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The Learner Development SIG Forum at JALTCALL 2018 is an interactive event featuring innovative approaches for facilitating independent learner development with the use of technology in the classroom and beyond. The aim of this forum is to view technology from the perspective of learners. The 3 presentations in this years forum will consider online extensive listening exercises, online testing, and the use and development of online flashcards with Quizlet. First, Brett Milliner will report on student engagement with extensive listening exercises and listening logs. In addition, he will introduce some of the steps taken to train students to be more effective consumers of online content for language learning purposes. Next, Daniel Houghan will report on a survey regarding learners’ perceptions of doing a program of vocabulary learning, with Quizlet, and online vocabulary quizzes using Google Forms and the Flubaroo add-on. Finally, Blair Barr will report on how one particular group of learners in an advanced, university-level TOEIC class were engaged in the co-development of Quizlet flashcard sets for both in-class and independent study. The three presentations will be followed by a discussion period where participants will be given an opportunity to reflect on the presentations while participants can share their own research experiences, puzzles, and narratives about learner growth and language development through the use of technology.
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Thursday 12:00 am - 12:00 am

The effective use of digital storytelling in JFL classrooms: Sample projects and pedagogical reflections

The University of Toledo

Kasumi Yamazaki, Paper Rm Thursday 12:00 am - 12:00 am

The aim of this presentation is to examine the ways in which digital storytelling (DS) projects can be integrated into L2 classrooms to support students’ narrative writing skills. The presentation will introduce two sample DS projects: 1) Digital Children’s Book Project using PowerPoint and 2) Interactive Novel Production Project using Ren’Py. Sample projects were conducted in JFL classrooms but are applicable to all language classrooms.
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Digital storytelling can be defined as a new, emergent form of narrative that involves multimedia and digital platforms for the purpose of creating, maintaining, and presenting stories. Currently, there are a variety of tools for creating digital stories, ranging from PowerPoint to more sophisticated tools like anime and interactive novel makers, which all have the potential to help support language learners’ literacy development. With an attempt to explore the effective use of digital storytelling in L2 classrooms, this presentation will introduce two sample projects: 1) Digital Children’s Book Project using PowerPoint and 2) Interactive Novel Production Project using Ren’Py. Interactive novels are computer-mediated narrative games, which allows readers to control characters to help determine the outcome of the story. For developers, interactive novels can create multi-sensory simulating environments where readers can experience a story with various screen effects, while manipulating the story to fit the audience’s input. Due to the emerging theme of technologically-enhanced language instruction, the aim of this presentation is to examine the ways in which digital storytelling projects can be integrated into L2 classrooms to support students’ narrative writing skills. While the sample projects were conducted in JFL classrooms, the audience will be able to get a general sense of what digital storytelling is, and how it can be used to assess students’ different modes of communication. The presentation will also showcase students’ sample work and reflections so that the audience will be able to consider how best to utilize such technology in their classrooms.
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Thursday 12:00 am - 12:00 am

Speaking with your Computer: A New Way to Practice Conversation

Kanazawa University

Gary Ross, Poster Rm Thursday 12:00 am - 12:00 am

Online speech recognition allows students to practice conversations using a PC or mobile device. This poster session will demonstrate a system open to anyone, where students can role-play and drill conversations, but also where such conversations are automatically graded and analyzed. The system also allows scaffolding by varying the speed of speech.
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Online speech recognition and synthesis, using technologies built into the browser, allow students to practice conversations using a PC or mobile device. This represents a major development in how we can implement speaking practice and will have a significant impact on teaching speaking skills, especially in conjunction with the flipped classroom. This poster session will demonstrate a free online system open to anyone, where students can have a conversation with the computer through role-play and drill conversations entered by the instructor, and can be used for both scripted and open-ended conversations. The scripted conversations can be automatically graded and analyzed. The system also allows scaffolding by varying the speed of speech.
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Thursday 12:00 am - 12:00 am

Technology and the Changing Role of the Teacher and Learner

Athabasca University

Agnieszka Palalas, Keynote Rm Thursday 12:00 am - 12:00 am

Digital technologies have transformed language and language learning as well as the context of language learning. With the consequential pedagogical shifts, the identities

and roles of language teachers and learners also transform. The keynote addresses how the new digital technologies impact the practice of foreign and second language learning

and how this effects the roles of the teacher and learner, particularly in the mobile and blended language learning setting.
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The relationship between language, pedagogy, and digital technologies has been steadily changing how we communicate, connect, share, and socialize. Digital technologies have transformed language and language learning as well as the context of language usage and learning. With the consequential pedagogical shifts, the identities and roles of language teachers and learners also transform.

Digital technologies offer increasingly powerful language performance supports as well as novel educational tools and methods in newfound environments, which potentially augments language practice through exposure to real-life language and communicative situations. Mobile and blended language learning approaches expand the contextual and interactional dimensions of language practice and use. This might call for a shift toward pedagogy that allows for the selection of the right approach for the right outcome and context, for learners and learning, often resulting in a “mash-up” of pedagogical approaches. More innovative constructivist, collaborative, learner-centered instruction leads to new learning-teaching relationships that may require stronger self-directed learning and metacognitive skills as well as time management skills.

Despite all these changes, the role of teachers remains important. In this era of more learner-centred and participatory approaches to pedagogy, learners still need the guidance of subject matter experts and teachers who can direct them to valid content and the optimal learning strategies for their particular needs.

The keynote addresses how the new digital technologies impact the practice of foreign and second language learning and how this effects the roles of the teacher and learner, particularly in the mobile and blended language learning setting.
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Thursday 12:00 am - 12:00 am

CALL Integration into EFL: Successes and Challenges over the Years

Ritsumeikan University

Kazunori Nozawa, Plenary Rm Thursday 12:00 am - 12:00 am

ICTs have been promoted as powerful tools for educational change and reform. This plenary focuses on the effective use of ICTs by overviewing the benefits of ICT use and the ways by which different ICTs have been used at one Japanese university. It addresses the four issues (effectiveness, cost, equity, and sustainability) and five key challenges (educational policy and planning, infrastructure, software and/or courseware, language and content, and financing).
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Changes in the pattern of globalization and Information and Communications Technologies (ICTs) have accelerated over the past thirty years. The emergence of such changes has serious implications for the goals of educational institutions. Schools cannot remain as mere venues for the transmission of a prescribed set of information from teachers to students, over a fixed course period. Instead, schools must promote “learning to learn.” As the sociologist, writer, and futurist, Alvin Toffler, says, “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

ICTs have been promoted as potentially powerful enabling tools for educational change and reform. When used appropriately, different ICTs help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by helping make teaching and learning into an engaging, active process connected to real life. However, full realization of the potential educational benefits of ICTs is not a given. This plenary focuses on the appropriate and effective use of ICTs in one Japanese university by first providing a brief overview of the benefits of ICT use and the ways by which different ICTs have been used in the university thus far. Second, it addresses the four broad issues (effectiveness, cost, equity, and sustainability) in the use of ICTs in education. The plenary concludes with a discussion of five key challenges (educational policy and planning, infrastructure, software and/or courseware, language and content, and financing).
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