March 28-29, 2024
Location
Hybrid Conference: Kaiyu, Conference Center Tosashimizu, Kochi, Japan & Online via Zoom
Keynote Speaker
Terry Laskowski, Professor Emeritus, Kumamoto University
Conference Fees
- Two days in-person (includes networking reception; *does not include accommodation) Members: 20,000 / Non-members: 25,000
- One-day in-person (March 28 or March 29) Members: 15,000 / Non-members: 20,000
- One-day online (March 28 only) Members: 15,000 / Non-members: 20,000
- Student online (March 28 only) Members: 5,000 yen / Non-members: 8,000 yen
- Student in-person (1 or 2 days) Members: 7,000 yen / Non-members: 10,000 yen
Register for the conference
To register for the conference, please send an email to: office@teflpraxis.org. Include your name & conference option from above. Payment instructions and invoice detail will be sent after registering via email.
Presentation Proposals (closed)
Accepting presentation proposals related to the following themes. Deadline for proposals is February 28, 2024. Please send proposals to: office@teflpraxis.org. Include your name, title (please make it concise), abstract (about 150 words) and bio (max 50 words).
- Classroom-based TEFL research
- Best practice pedagogical approaches/rationales
- Researcher-practitioner collaboration in TEFL
- Exploratory practice
- Action research
- Interpretive research
- Technology in TEFL classrooms
Conference Program (all times JST)
Thursday, March 28
13:00-13:30: Welcome and Opening Address
Conference Chair: Aya Yamasaki (Kochi University of Technology)
13:30-14:30: Plenary Lecture
Dr. Terry Laskowski (Professor Emeritus, Kumamoto University)
Staying in Praxis: A Teacher’s Reflections on Walking the Talk
In this presentation, I attempt to show how my teaching has allowed me to stay within the cyclical process of praxis. First, praxis, a concept that was conceived by Aristotle over 2000 years ago and transformed by Marx almost 200 years ago, is unpacked. This is done to show the relationship between the praxis process and teacher development, involving a circular journey of theory, reflection, and action. Then, I share my educational philosophy alluding to some of the masters, which is followed by a teacher’s reflections. Finally, some examples of practice in the classroom informed by praxis are presented as an effort to ‘walk the talk’.
14:30-15:00: Research presentation
Sean Burgoine and Darren Lingley (Kochi University)
Preparing EFL Learners for Overseas Fieldwork: Findings from Kerala, India
This presentation will focus on a guided international field study course. This special course was convened to gather interview data to explore the features of Indian English in Kerala, India. The focus was on training undergraduate students through hands-on, real-world research experiences. International fieldwork courses provide opportunities for students to explore education and cultural issues, develop language skills, and hone basic research and data collection abilities. The focus lies at the intersection of research and education, prioritizing specialized content over basic language study. Guided by experiential learning principles, such courses prepare students for a deeper understanding of linguistic, cultural, and educational issues in different global contexts. The structured field study involves intensive investigations of a particular area of study, supervised by seminar teachers, to enhance experiential learning. Despite challenges, the course proved beneficial for students, offering practical, educational, and research insights yielding rich data for undergraduate theses.
Sean Burgoine is Associate Professor (Applied Linguistics) in the International Studies Course at Kochi University, Japan. His research interests include Pedagogic Phonetics and Phonology, World Englishes, and the use of English as a Lingua Franca.
Darren Lingley is Professor of Intercultural Communication in the Faculty of Humanities and Social Sciences at Kochi University, Japan. His research explores the concept of ‘authenticity’ in ELT, and how language teachers pedagogically mediate authentic texts, materials and experiences. Primary research interests include analysis of spoken language and intercultural pragmatics.
15:00-15:30: Break
15:30-16:00: Research presentation
Gordon Bateson (Kochi University of Technology, Japan)
Using AI tools to generate quiz questions for an LMS
This session details the use of ChatGPT to generate numerous Moodle quiz questions that are suitable for use in Moodle’s “random” questions. Topics covered include model selection (GPT-3.5-turbo, GPT-4) and development of prompts that generate structured output reliably. Prompts were refined via ChatGPT’s website, testing various formats (text, GIFT, XML). By adding templates and examples, prompts were crafted to elicit usable GIFT-formatted responses that are easily imported into Moodle. A PHP script was created to interact with ChatGPT’s API, automatically adding questions to Moodle. At the end of the presentation, the presenter will give a live demonstration of this plugin and show how the questions appear when students take an online quiz via Moodle.
Gordon Bateson is from the UK and has lived and worked in Japan since 1990. He researches the use of computers to assist language teaching and learning and develops methodologies and software to help his students get the most from the Moodle learning management system (LMS).
16:00-16:30: Research presentation
Aya Yamasaki (Kochi University of Technology, Japan)
Integrating Classroom Motivational Strategies for Non-English Majors
Generally, non-English major students tend to lack confidence in learning English, which can negatively affect motivation. Therefore, English teachers need to consider what motivates these students to improve classroom performance. Dörnyei and Csizér (1998) surveyed English teachers and introduced their ten commandments for motivating learners. These principles were implemented and examined for over one semester in Reading and Listening classes. Surveys were conducted to examine students’ perceptions of activities such as educational board/card games, songs, and a digital material (Kahoot!). The survey results show that most students positively responded to these communicative activities. They indicated that educational games aided their motivation and that they learned from these different activities. Effective lesson plans and activities, especially for a non-English major college, will be shared in this presentation.
Aya Yamasaki is a lecturer at Kochi University of Technology in Japan. She has a MA in TESOL. Her research interests include Computer/Mobile-Assisted Language Learning, learner motivation, and learner development.
16:30-17:00: Research presentation
Mark Johnson (Kochi University)
Scaffolding Grammar Development in Speaking
In communicative language teaching (CLT) the primary focus of coursework is on communication. Free or loosely guided conversations are useful for fostering communication. While these activities seem to develop fluency and confidence in speaking, they may allow the fossilization of errors if speakers do not receive feedback on their output. The opportunities for individual feedback from the instructor on spoken language during conversational activities in larger classes is limited due to practical constraints of time and manpower. This presentation examines an instructor’s ongoing journey into finding ways to address the practical difficulties in providing corrective feedback to help learners develop procedural competence in speaking in the context of English conversation courses taught at the tertiary level in Japan. The approach has iterated towards task-based language teaching (TBLT) involving focused-tasks, post-task focus on form including self-assessment and guided reflection prompts, task repetition, and integrated grammar learning strategies instruction.
Mark Johnson is a TESOL educator working at Kochi University and in Hidaka Village. His research interests include learner motivation, place-based education, ludic language pedagogy, and narrative linguistics. He is currently studying an M.A. at the University of Birmingham.
18:30-20:00: Awards ceremony and reception
Friday, March 29
09:00-09:30: Research presentation
Paul Daniels (Kochi University of Technology, Japan)
Exploring Beliefs, Attitudes, and Experiences of Generative AI in Education
This presentation offers an overview of a research project aimed at assessing the perspectives and experiences of both educators and students regarding the use of generative AI within educational contexts. Drawing upon data gathered from interviews conducted with educators and students predominantly in the United States and Japan, this study outlines the beliefs, attitudes, and experiences with AI-driven educational tools. A special focus will be placed on showcasing the potential of AI through the demonstration of automated essay scoring (AES) in English as a Foreign Language (EFL) settings. The presentation will conclude with dialogue on how generative AI can serve as an ally in tackling the challenges posed by growing classroom sizes. Attendees will gain insights into the present landscape and future horizons of AI integration in education.
Paul Daniels is a Professor of English at Kochi University of Technology in Kochi, Japan. He is currently on the Editorial Board of international journals such the CALL Journal, the JALTCALL Journal, and TEFL Praxis Journal. He has published extensively in language learning and technology. His research focuses on project-based learning and CALL.
09:30-10:00: Research presentation
Dana Lingley (Doshisha University, Japan)
STEM Student-Produced Process Videos in the EFL Classroom
Student-produced videos in EFL classrooms are not a novel activity but remain popular in practice and research. Research has focused on improving linguistic competence, refining speaking style, promoting learner engagement, and increasing active learning. The project outlined in this presentation explores the potential for student-produced videos to be an outlet showcasing student abilities that might otherwise be challenging in a typical FL classroom environment. STEM students at the university level enrolled in compulsory EFL classes participated in the project. Since STEM students often possess strong analytical thinking, problem-solving skills, and technical knowledge, the focus of the video activity was explaining a step-by-step process. Participants were to choose specific topics, received guidance and instructions on filming, and had two months to complete their submissions. This presentation will outline a rationale for student-generated process videos, explain how the project was set up, highlight student feedback, and offer insights on avoiding pitfalls.
Dana Lingley has been teaching EFL in Japan and Mexico in various contexts for 20 years. He is currently an assistant professor in the Faculty of Global Communications at Doshisha University. His research interests center on motivation, peer learning, learner engagement, and CLIL.
10:00-10:30: Research presentation
Gerardine McCrohan and Gareth Perkins (Kagawa University)
Expectations and Needs of Japanese University Students Preparing for the IELTS Speaking and Writing Sections
English proficiency exams such as the TOEFL or IELTS are frequently required by students wishing to participate in exchange programs and, for many, this can be an arduous undertaking. Results from a survey conducted in the spring and autumn semesters of the 2022 academic year at Kagawa University, showed that students were significantly nervous about taking the IELTS exam mainly due to the dearth of preparation classes specifically for this exam, the length and timing of the writing section, and the use British English throughout the entire test. Intensive 3-day IELTS preparation courses were held in August 2023 and March 2024 to provide explicit instruction for the speaking and writing sections of the test. Preliminary qualitative results from the August course indicate that in the speaking section students were unable to ‘soften’ or ‘hedge’ their responses which could sometimes make them appear abrupt or impolite. Furthermore, it was difficult for many to sustain the continuous two-minute monologue required in the second section of the speaking test. In the writing component, students found it difficult to organize their essays, particularly the introductory and concluding paragraphs, and write essays of the required number of words. Because of these issues and deficiencies in their range of vocabulary, it was challenging for them to achieve the required band in the writing section.
Gerardine McCrohan is an Associate Professor based in the Center for Higher Education at Kagawa University. Her research is focused on motivation and self-access learning.
Gareth Perkins is a Visiting Lecturer in the Center for Higher Education at Kagawa University. His research interests include creative writing, L2 writing and self-access learning.
10:30-11:00: Research presentation
Matthew Miller (Tokyo University of Foreign Studies, Japan)
Application of CEFR-J Test Research
Supporting foreign-language teachers in the assessment and instruction of their students is the core mission of the Lingua Test Center (LTC) at Tokyo University of Foreign Studies (TUFS). LTC is directly involved in the CEFR-J x 28 project, led by Professor Dr. Yukio Tono, which is piloting CEFR-J tests in 28 languages at TUFS. Using the analysis of these tests along with additional research in CEFR-J, LTC is contributing to current national teacher-training projects as well as local schools’ lesson plans. This presentation will briefly illustrate the center’s mission and research, and then it will focus on how this research is being applied. The audience will gain insight into how they might use current findings in their own classrooms and/or research.
Matthew Miller is a project manager at the Lingua Test Center at Tokyo University of Foreign Studies. He has 23 years of experience in TEFL and materials development. Over the last eight years, he has served on various test-making and steering committees related to university entrance examinations.
11:00-11:30: Research presentation
Dr. Naomi Wilks-Smith (RMIT University, Australia)
Combating Deficit Discourses about EAL: Strategies with Pre-service and In-service Teachers
Many teachers in Australian schools consider English as an additional language (EAL) as a learning deficit in need of fixing. Focus is often placed on the limits of EAL learners’ English and teachers often seek strategies to help these learners fill the gaps or catch up. There is also a common practice of placing EAL learners into the lowest ability groups across a range of curriculum areas. My work with pre-service and in-service teachers aims to turn this deficit discourse on its head and showcase the myriad linguistic skills these learners already have and strategise ways to build on them for their learning of EAL. I also present a range of ways to facilitate teachers’ understandings about EAL learners’ content knowledge competencies. In this presentation I will discuss the EAL context in Melbourne, Australia, and share a range of strategies that I use with pre-service and in-service teachers to build their understandings about EAL development and the practical strategies they can use with EAL learners in their classes to gain an understanding of their linguistic skills and curriculum content understandings.
Dr. Naomi Wilks-Smith is a Senior Lecturer, language education specialist, teacher and researcher in the School of Education at RMIT University. Her expertise spans second language teaching methodology, second language acquisition, bilingual education, oral language output, interactive storytelling and Intentional Teaching Gestures for language learning. Naomi is an experienced educator who has had roles in a variety of educational settings within primary and secondary schools and tertiary institutions in Australia, New Zealand and Japan, including mainstream classrooms, language centres, bilingual schools, and as a specialist Japanese language and English as an additional language teacher. Naomi’s vast experience contributes to her Higher Education teaching practice which centres around second language education. She is particularly interested in innovative approaches for second language learning and is passionate about embracing learners’ languages and linguistic and culturally inclusive practices. Naomi’s work involves the integrated scholarship of research and education practice and often includes industry partners in schools as well as cross-School, external and international collaborations. Naomi strives for educational impact through research translation and research value creation and has been awarded grants for her work.
12:00-13:30: Lunch: Osteria e Pizzeria Azzurrissimo (Mana Village Hotel)
14:00-15:00: Panel Discussion: Supporting EFL Learners Needs Outside Traditional Classroom Environments
15:00-15:30: TEFL Praxis Journal Editorial Advisory Board Meeting
15:30-16:00: Executive Council Officer Reports
16:00-16:30 Executive Council Committee Steering Meeting
16:30-17:00 Annual General Meeting (AGM)
Thursday, March 28, 2024 (Online / Hybrid)
13:00-13:30: Welcome and Opening Address
Conference Chair: Aya Yamasaki, Kochi University of Technology
13:30-14:30: Plenary Lecture, Terry Laskowski, Professor Emeritus, Kumamoto University
14:30-15:00: Research presentation
15:00-15:30: Break
15:30-16:00: Research presentation
16:00-16:30: Research presentation
16:30-17:00: Research presentation
18:30-20:00: Awards ceremony and reception
Friday, March 29, 2024 (F2F / In-person only)
09:00-09:30: Research presentation
09:30-10:00: Research presentation
10:00-10:30: Research presentation
10:30-11:00: Research presentation
11:00-12:00: Panel Discussion
12:00-13:00: Lunch
13:00-14:00: TEFL Praxis Journal Editorial Advisory Board Meeting
14:00-15:00: Executive Council Officer Reports
15:00-15:30: Executive Council Committee Steering Meeting
15:00-16:00: Annual General Meeting (AGM)