一般社団法人大学英語教育学会（JACET) 第３回 JAAL in JACET （日本応用言語学会） 2 0 2 0 学術交流集会

12 SAT 9 : 20～ 17: 30 / 5・6 SUN 9 : 20～ 16: 30

開催方式 | オンライン Zoomを利用します 参加費 会員・非会員ともに 5,000円（懇親会はありません） ※PayPalでの事前お支払いをお願いします 協賛 一般財団法人 国際ビジネスコミュニケーション協会（IIBC） 英語教育、応用言語学研究とその実践に携わる者の研究力を高め、会員や研究会、学 会を超えた研究促進を目的とした 「第３回 JAAL in JACET（日本応用言語学会）学術交 流集会（東京、2020）」 を２日間開催いたします。初日は国際大会研究発表、２日目は JAAL 研究発表を行います。 ２日目のJAAL 研究は論文集 『JAAL in JACET Proceedings, Vol. 3 』 （査読付き）を発行し、研究成果を国内外に発信します。 ■ プログラム 第1⽇⽬ 参加・ 研究発表申込み方法 9:20 国際⼤会研究発表・賛助会員ﾗｲﾄﾆﾝｸﾞﾄｰｸ 詳細はhttps://jaal.site/2020/ 11:45 昼 ⾷ ならびに、 JACET学会 サイトをご覧ください。 12:45 開会式 13:00 シンポジウム（遠隔元年） 14:40 国際⼤会研究発表・賛助会員ﾗｲﾄﾆﾝｸﾞﾄｰｸ 第2⽇⽬ 9:20 JAAL研究発表・賛助会員ﾗｲﾄﾆﾝｸﾞﾄｰｸ 10:40 研究会発表 11:45 昼 ⾷ お問い合わせ 13:00 シンポジウム（IIBC） 一般社団法人 大学英語教育学会 14:30 情報交換会 T E L : 03-3268-9686 16:00 総括 E-mail : [email protected]

目次

会長挨拶 ········································································································································ 1

全体プログラム ······························································································································· 2

JACET 第 59 回国際大会研究発表アブストラクト（12 月 5 日） ······························································ 4

第 3 回 JAAL in JACET 研究発表アブストラクト（12 月 5・6 日） ······················································· 36

賛助会員ライトニングトーク（12 月 5 日） ························································································ 50

賛助会員ライトニングトーク（12 月 6 日） ························································································ 53

研究促進委員会企画シンポジウム（12 月 5 日）·················································································· 55

IIBC 特別シンポジウム（12 月 6 日） ······························································································· 56

JACET SIG 発表（12 月 6 日） ······································································································· 58

JACET 教員と賛助会員との連携に向けた第 6 回情報交換会（12 月 6 日） ·············································· 61

JAAL in JACET Proceedings, Vol. 3 のご案内 ···················································································· 62

JACET 第 3 回ジョイントセミナーのご案内 ······················································································· 66

JACET 創立 60 周年記念ウィークのご案内 ························································································ 67

発表者バイオデータ ······················································································································· 77

「第 3 回 JAAL-in-JACET（日本応用言語学会）学術交流集会」の開催に際して

一般社団法人大学英語教育学会会長 寺内 一（高千穂大学）

この度は「第 3 回 JAAL-in-JACET（日本応用言語学会）学術交流集会」にご参集いただきまして，ありがと うございます。 2020 年はコロナにより，オリンピックの延期をはじめ，大変な年となりました。今年 8 月に同 志社大学で開催されるはずだった第 59 回国際大会（京都、2020）も中止を余儀なくされました。本 JAAL-in- JACET（日本応用言語学会）学術交流集会の開催についても，様々な検討を経て，オンラインでの開催という形 になりました。対面での交流がいまだ難しい現状においても，英語教育，応用言語学研究の発展を止めないため に，会員や研究会，学会の壁を超えた交流の場は重要です。JACET は，来年 2021 年に第 60 回記念国際大会（広 島、2021）を控えております。この記念大会は JACET の伝統となっているサマーセミナーとジョイントした 「JACET 創立 60 周年記念ウィーク」として，その準備にとりかかっております。この大きなイベントの成功に 向けて，本学術交流集会は，その重要な第一歩という位置づけです。参加者のみなさまの健康を守ることはもち ろん，ウイズコロナ時代の新しい学会様式の在り方をともに形作っていければと考えております。

最後に，本「第 3 回 JAAL-in-JACET 学術交流集会」の運営委員をご紹介いたします。 －－－－－－－－－－－－－－－－－－－－－－－－－－ ・学術交流集会会長：小田眞幸（玉川大学） ・担当理事：田地野彰（名古屋外国語大学），内藤永（北海学園大学），渡辺敦子（文教大学），相川真佐夫（京都 外国語大学） ――――――――――――――――――――――――――――――――――――――― ・運営委員（会長指名）：飯島優雅（委員長・獨協大学），安達理恵（椙山女学園大学），藤田玲子（成蹊大学）， 畠山研（八戸工業大学），石川希美（札幌大谷大学），金丸敏幸（京都大学），金田拓（帝京科学大学），金子淳（山 形大学），加藤由崇（中部大学），森本俊（玉川大学），武藤克彦（東洋英和女学院大学），大和田和治（立命館大 学），大矢正徳（明治大学），高橋博（藤女子大学），渡寛法（日本大学），山田浩（高千穂大学），山田政樹（札幌 大谷大学），山口高嶺（秀明大学），山中司（立命館大学），吉田諭史（近畿大学），吉原学（山梨学院大学） ・研究促進委員会委員：マスワナ紗矢子（東京理科大学），中川勝吾（愛媛大学），笹尾洋介（京都大学），山崎敦 子（芝浦工業大学），木村友保（名古屋外国語大学），山西博之（中央大学），長崎睦子（愛媛大学），荒木瑞夫（宮 崎大学） ・学術交流委員会委員：中津川雅宣（札幌国際大学），浅岡千利世（獨協大学），Leah Gilner（愛知大学），堀部 秀雄（広島工業大学），柿元悦子（九州産業大学），石川友和（玉川大学）村上裕美（関西外国語大学短期大学部） ――――――――――――――――――――――――――――――――――――――― ・賛助会員：englishbooks.jp，クリエイド・ラーニング，ケンブリッジ大学英語検定機構，国際ビジネスコミ ュニケーション協会（IIBC），コスモピア，三修社，CIEE 国際教育交換協議会，成美堂，センゲージラーニン グ，DTP 出版，日本英語検定協会，ネットアドバンス，ひつじ書房，北辰映電，Pearson Japan，リアリーイ ングリッシュ，レアジョブ，Lexxica，ユサコ（五十音順）

1 第 3 回 JAAL in JACET 学術交流集会プログラム 2020 年 12 月 5 日（土）

時程 内容 Zoom URL JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 9:20-9:45 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL

9:50-9:55 賛助会員ライトニングトーク Room 1～9 に割り当てられた URL

JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 10:00-10:25 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL

10:30-10:35 賛助会員ライトニングトーク Room 1～9 に割り当てられた URL

JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 10:40-11:05 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL

11:10-11:15 賛助会員ライトニングトーク Room 1～9 に割り当てられた URL

JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL 11:20-11:45 第 3 回 JAAL in JACET 研究発表 Room 9 に割り当てられた URL

11:50-12:45 昼休み

ウェビナー 12:45-13:00 開会式 https://us02web.zoom.us/j/84296087799 ウェビナー 13:00-14:30 研究促進委員会企画シンポジウム https://us02web.zoom.us/j/84296087799

15:00-15:25 JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL

15:30-15:35 賛助会員ライトニングトーク Room 1～8 に割り当てられた URL

15:40-16:05 JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL

Room 1～4 に割り当てられた URL 16:10-16:15 賛助会員ライトニングトーク （Room 5～8 は予備枠）

16:20-16:45 JACET 第 59 回国際大会研究発表 Room 1～8 に割り当てられた URL

16:50-16:55 賛助会員ライトニングトーク（予備枠） Room 1～8 に割り当てられた URL

17:00-17:25 JACET 第 59 回国際大会研究発表 Room 1～5 に割り当てられた URL

2 第 3 回 JAAL in JACET 学術交流集会プログラム 2020 年 12 月 6 日（日）

時程 内容 Zoom URL

9:20-9:45 第 3 回 JAAL in JACET 研究発表 Room 1～12 に割り当てられた URL

9:50-9:55 賛助会員ライトニングトーク Room 1～12 に割り当てられた URL

10:00-10:25 第 3 回 JAAL in JACET 研究発表 Room 1～12 に割り当てられた URL

10:30-10:35 賛助会員ライトニングトーク（予備枠） Room 1～12 に割り当てられた URL

10:40-11:40 JACET SIG 発表 各 SIG が用意した Zoom の URL

11:45-13:00 昼休み

ウェビナー 13:00-14:30 IIBC 特別シンポジウム https://us02web.zoom.us/j/85268331596 Room 1 JACET 教員と賛助会員との連携に向けた 14:30-16:00 https://us02web.zoom.us/j/6522149329?pwd= 第 6 回情報交換会 UUgreGRaTkRsVTVpM3BsbUlWd2crdz09 ウェビナー 16:00-16:30 総括・閉会式 https://us02web.zoom.us/j/82087289835

3 JACET 第 59 回国際大会研究発表アブストラクト（12 月 5 日） Room 1 [Zoom URL: https://us02web.zoom.us/j/6522149329?pwd=UUgreGRaTkRsVTVpM3BsbUlWd2crdz09]

9:20-9:45

Revisions Made in an Elective CLIL-based Course: Effects and Implications

Hatakeyama, Yukako (Ochanomizu U.)

This presentation reports how a presenter’s elective CLIL-based course in a university has been modified from the previous year in

the academic year 2019. There were 15 lessons in this course, and the class consisted of 18 first-to-third-year students whose English

proficiency ranged from intermediate to near-native. In this 15-week course, students did homework every week, wrote two short

reaction papers, and gave two presentations (group and individual). Based on student feedback and the reflection from the academic

year 2018, three main revisions were made. First, the number of umbrella themes has been reduced from two to one: Sustainable

Development Goals (SDGs). This change allowed the class to go more in-depth on some topics and added more flexibility in lessons.

Second, the efforts were made to reduce weekly homework. For example, the number and length of assigned texts and listening

materials were reduced. Besides, ways to reduce the workload of students were sought. Third, more activities to stimulate students’

higher-order thinking skills (HOTS), described in the revision of Bloom’s Taxonomy of Educational Objectives (Krathwohl &

Anderson, 2001), were introduced. Questions in the homework and in the class had been modified to include such skills as comparing,

analyzing, evaluating, and creating. Moreover, a new project has been introduced to the course. In this project, student groups were

supposed to not only share what they researched to the class but also facilitate the group and class discussions within a 60-minute

time frame. The remaining 30 minutes were devoted to a feedback session. This change has provided more active-learning

opportunities and given students autonomy and responsibility. Student work, as well as their reflections on group projects, will be

shared to discuss the implications of this change.

10:00-10:25

Liven up the English Classroom With Academic Learning: Examples From Cognitive Psychology

Ishikawa, Tomokazu (Tamagawa U.)

Widely marketed university coursebooks of English for (general) Academic Purposes or EAP largely avoid proactive topics,

commonly known as PARSNIP, which are politics, alcohol, religion, sex, narcotics, isms (e.g., communism), and pornography or pork

(Gray, 2000; Galloway, 2018). Activities in these ‘uncontroversial’ textbooks can be too insipid to motivate students to learn. It is

not the presenter’s intension to encourage fellow English instructors to discuss PARSNIP in their classrooms. Instead, he suggests

introducing academic content beyond general topics. More specifically, he suggests moving from EAP (i.e., language) towards

English Medium Instruction or EMI (i.e., academic content) in reference to Airey’s (2016) language-content continuum. Given that

Japanese students educated in Japan tend to take EMI as the opportunity to learn language (Murata & Iino, 2018), EMI has the

potential to promote more active and purposeful language use through stimulating and engaging content. To this effect, the

presenter demonstrates how to incorporate academic learning into English language teaching at the university level by making

links of textbook vocabulary and expressions with classical topics in cognitive psychology: the selective attention test (Simons &

Chabris, 1999), representative and availability heuristics (Kahneman & Tversky, 1972; Tversky & Kahneman, 1973), Wason’s

(1966) four card problem, the missionaries and cannibals problem (Simon & Reed, 1976), and change blindness (Simons & Levin,

1998). These topics highlight the human tendencies to pick up only relevant information, forget base-rate information, overweight

what easily comes to mind, have a confirmation bias, fail to set sub-goals, and not to see changes in a visual scene respectively. By

understanding weaknesses in human cognition, we may be able to think more carefully and effectively. By finding a place of learning

them in the English classroom, we may be able to bring more excitement and engagement in studying English and through English.

4 10:40-11:05

CLIL Sustainable Development Goals CLIL

英語で考える持続可能な開発目標(SDGs)の紹介

<株式会社 三修社>

小島 さつき（宮城大学）

笹島 茂（東洋英和女学院大学）

佐藤 元樹（福島大学）

安部 由紀子（東京女子大学）

本発表の目的は，2021 年に本社刊行の CLIL 教材”CLIL Sustainable Development Goals (CLIL 英語で考える持続可能な開発目標

(SDGs)) ”の内容の紹介である。SDGs(Sustainable Development Goals) とは，2015 年 9 月に国連本部で開かれたサミットの中で，日

本を含む 193 の加盟国の合意の下採択された「世界を変革するための 17 の目標」のことである。例えば，１７の目標には，貧困，教

育，ジェンダー，水，エネルギー，経済成長，技術革新，人や国の格差，環境，気候変動，平和などが含まれている。SDGs では，世界

中の誰ひとり取り残さないことを目指し，先進国と途上国が一丸となって達成すべき目標で構成されているのが特徴である。本教材は，

この国連が提唱する持続可能な開発目標(SDGs)(content 内容)について，お互いに意見を交換し，地球規模で進む多様な課題について学

び，それに関して考え(cognition 思考)，英語でコミュニケーション(communication 言語)できる力を育むことを目標としている。英語

は，多文化社会の中で使用するためのツールとして考え，語彙・発音・文法の基礎を確認しながら，文化間意識(community 協学)を培い

自律的に学ぶ力を支援する事も目標としている。【対象】教養課程での学部生をターゲットとしている。【教材の構成と特徴】全１４ユ

ニットによる構成で，１７の持続可能な開発目標の一部を組合わせ１４ユニットとした。各ユニットには，それぞれの SDGs の背景，

語彙確認，クイズ，ディスカッション，リスニング，読解とディスカッション，文法確認，ライティング，グラフや統計，プレゼンテー

ションなどが盛り込まれている。また，巻末資料として，プレゼンテーションを行う際のスライド，資料，そしてポスターなどの作成方

法を載せ，様々な形での効果的な発表の仕方を学べるようになっている。また，それぞれのユニットに出てきた文法（現在形，接続詞，

進行形，過去形，法助動詞，関係詞節など）の基礎の確認と練習問題を加え，文法面での補助教材も加えた。本テキストは，SDGs に関

して CLIL で学ぶことを目指している。

11:20-11:45

Coming Out in English: The Search for Queer Identity and Well-being in a Japanese EFL Context

Barbee, Matthew (Doshisha U.)

Today, foreign language input is readily available through a variety of new and ever-changing sources as exposure to pop-culture and social media has spread around the globe. In a recent study of Japanese EFL students, I explored the relationship between exposure to these sources of second language (L2) input and motivation. My findings correlated with Clement’s (1994) hypothesis that L2 learners orient themselves toward English because of a cultural interest model of motivation, where learners are motivated by a desire to connect with the global media culture, as opposed to Gardner’s (1985) concept of integrative motivation, where learners are motivated by a desire to connect directly to the target L2 community. However, one participant skewed my findings. While they showed interest in social media and other cultural artifacts as motivation to learn English, they also showed that their L2 acquisition was directly related to a desire to specifically integrate with their perception of a Western, English-speaking, queer community. In this case study, I followed and interviewed the participant while they worked to find their voice within a Japanese context that was perceived as “deaf.” In short, I will present a narrative of one student’s navigation of queer identity while highlighting their search for English fluency, self-acceptance, and well-being. I also plan to show clips from the participant’s self-produced, social media vlog which began as a private attempt to further their English learning and culminated in a very public “coming out.” It should be noted that extreme care has been a taken to represent the participant accurately and faithfully. With permission from the participant, personal audio and video clips will be used in an effort to preserve the participant’s voice and allow for self-advocacy.

5 15:00-15:25

Examining the Relationship Between Personality Traits and Public Speaking Anxiety Among Malaysian Undergraduates

Tan, Joanna (Universiti Tunku Abdul Rahman)

One of the determinants of professional success is public-speaking competence (Martins, 2008). In Malaysia, public speaking is offered in most universities under the language department with the objective of preparing undergraduates for the workforce.

However, a barrier that stands in the way of students speaking confidently is the fear of public speaking. This fear leads to communication impairments, with an impact on the individual’s personal, social, and emotional life (Behlau, Feijó & Madazio, 2005;

McCroskey, 1988). This research focuses on communication skills, that is one of the soft or generic skills that support technical

(hard) skills i.e. content knowledge of a certain discipline or specialized area (Parmjit, Roslind & Mohd Adlan, 2014). Its central area of study is on the fear of public speaking which falls within the broad category of communication skills. It is undeniable that public presentations have become a basic job requirement and a vital component of career success in today’s world. This study accordingly looks at the relationship between personality traits and public speaking anxiety. The Personal Report of Public Speaking

Anxiety (PRPSA) developed by McCroskey (1970) and Big Five Personality Test (Costa & McRae, 1995) was used to collect data from 323 Malaysian university undergraduates. Results showed that most respondents had medium level of anxiety. It also indicated that female undergraduates were more anxious compared to male undergraduates. There was no significant difference between year of study and public speaking anxiety. In addition, all personality traits (extroversion, conscientiousness and neuroticism) except agreeableness significantly correlated with public speaking anxiety. However, only neuroticism and public speaking anxiety were positively correlated. Findings from this study can help educators to relook at the current syllabus for public speaking to place more emphasis on helping students reduce this anxiety and build confidence to speak in front of a large audience.

15:40-16:05

Color Barrier-free Visuals: Everyone Thrives!

Jeffreys, Atsuko Marie (U. of Electro-Communications)

This presentation is an attempt to raise awareness of how we as teachers might adjust our teaching materials so that all our students would be able to access them equally by taking color vision deficiency (CVD hereafter) into account when preparing our visuals.

About 5% of men and 0.2% of women in Japan have CVD, meaning that in a class of 50 students, there may at least be 2 people in that category, depending on the gender makeup of the class. In this presentation "color barrier-free" visuals will be introduced that the presenter has been experimenting with in her university classes of science and engineering students, predominantly males.

With a brief overview of CVD, the presenter will consider how language teachers (or any other teacher, for that matter) may adjust their color-coded slides and online materials, for example, so that they are easily accessible to both CVD and non-CVD students. Of late many materials, whether on the market or in-house, are color-coded, and the creators and users of these seem oblivious to the fact that they may be putting stress on a part of their students' learning, be it a small fraction of their classes. The fact is that a percentage of the students are left not understanding what is shown or how to distinguish items in the visual aids. This, however, is not to discourage the use of colors in teaching materials. It cannot be denied that the majority of the students do benefit from color coding as aids for learning. Suggestions therefore will be offered on ways to improve the comprehension of both CVD and non-

CVD students, such as by the use of different fonts and font sizes and colors distinguishable to CVD students, or by giving

“redundancy” to the information by circling or drawing borders around it.

6 16:20-16:45

Reading to Learn: A Case of Extensive Reading as a Locus of Multimodal Learning

Horiguchi, Yuko (Tsuda U.)

Extensive reading as a pedagogical tool has become popular in the last decade or so in Japan. Tsuda University is a trailblazer in this area and has had its extensive reading course for 20 years. This presentation dissects that signature extensive reading course and teases out some of the crucial factors that seem to be facilitating autonomous learning among the students while catalyzing their development of various academically relevant skills, such as presentation and written and spoken communication. By so doing, it further attempts to provide EFL teachers and other practitioners interested in adopting an extensive reading component in their own teaching with information on recommended steps and procedures to follow in maximizing the students’ learning opportunities.

For that purpose, some examples of the students’ book reports and presentations will be shared, along with the evaluation criteria.

In the current one-trimester course structure at Tsuda (with 20 to 30 freshmen in each class), most of the students end up reading a total of more than 600 pages over the course of 9 weeks, mainly from books ranging from graded readers to, if they wish, paperbacks by popular authors such as Ronald Dahl and C.S. Lewis. This is no easy feat given the massive amount of weekly assignments they have to cope with as first-year students, and the fact that nearly all students successfully meet the 600-page requirement despite those constraints attests to the effectiveness of the long-standing course in enhancing the students’ motivation for reading in

English. Another aspect worth noting is the intentionally multimodal nature of the course, in which the students are expected to exchange ideas in small groups each week as well as to give a final presentation on a book of their own choice as a culmination of their extensive reading experience.

17:00-17:25

Multiple Tracks of Classroom Teaching - Two Attempts

授業の複線化のための 2 つの試み

神谷 健一（大阪工業大学）

本発表では「授業の複線化」のために発表者がこれまで試みた 2 つの実践事例を紹介する。2 つは別々の科目（学年やクラスサイズは問

わない）で行った実践であり，少々手間のかかる準備が必要ではあるものの，発表者の印象としてはどちらの実践も比較的うまく行って

いるように感じている。1 つ目の実践は TOEIC リスニング対策のクラスのためのものであり，毎回の授業で教科書の本文を掲載した余

白の多い書き込み式の授業連動型の補助プリントを使う。これをノート代わりに利用して授業中に書き込ませ，多めに残した箇所は次

回への宿題となり，次回開始時に提出させる。回収したらその次の回までに最大 7 ポイントで採点して返却する。この授業では毎回の

授業をポイント制としており 60%に到達した時点以降の出席は義務付けない。多くの学生は 10 回目前後で 60%に到達する。そこから

は D→C→B→A と各自の目標に合わせて出席すれば良いが，リスニング能力を一層高めたいという学生は少なくないためほぼ全ての学

生は最終回まで出席する。一方，居眠りや内職などを見つけた時点でプリントを没収とすることもあり，そのような学生には当日の点数

が与えられない。また，宿題を提出しない学生など，最終回の時点でも 60%に到底満たないという場合もある。2 つ目の実践は補助教材

として Phrase Reading Worksheet を使う方法である。これは読解に関する授業であればどのような内容であっても利用できる。毎回

同じやり方では学生も飽きてくるため，手を替え品を替え様々な利用方法を取り入れている。2 つの実践で共通するのは「元の英文とそ

の対訳がすぐ近くにあること」が条件である。多くの大学で採用される教材では和訳は教師の手元にしかない。これを学生にも配布する

ことで教室内学力格差にも対応できるように感じている。発表当日は実際の授業での小さな工夫についても具体的に紹介する。

7 Room 2 [Zoom URL: https://us02web.zoom.us/j/8090288167?pwd=S2xVa1Q5QXlieTAvdjN2TjRVdTVtZz09]

9:20-9:45

The Unhelpful "Native Speaker" Concept

Wilkins, Simon (Tokai U.)

During syllabus design and implementation, defining authenticity of language, or measuring language proficiency as relating to

language produced by “native speakers” is problematic. A lack of explicit learning goals and assessment criteria, and a lack of

appropriate models of spoken English exacerbate this problem further. During a semester-long classroom intervention focusing on

students’ speaking abilities, qualitative and quantitative data were collected in an inductive, emic approach via student and teacher

reflective journals, classroom materials and speaking assessments. Data were triangulated between different groups of students

and teachers, and at different times. Qualitative findings were triangulated with quantitative data that were analyzed using the

Rasch model. In the local context, this research found that student anxiety and frustration, and the gap between student and teacher

expectations in the classroom increased when language authenticity followed the notion of a “native speaker”, or when idealized,

written or transcribed models of speaking where employed. Learning goals were best achieved, became more explicit to students,

and anxiety and frustration were greatly reduced, when a notion of “mutual intelligibility” was emphasized in the classroom. In this

presentation, following a discussion of the theoretical underpinnings of the research, definitions of key terms, and a description of

data collection and analysis, conclusions will be explored in a practical context. Practical considerations include how to make

learning goals and assessment criteria explicit to students via the appropriate selection of speaking models; introducing notions of

“mutual intelligibility” to students; how to make authentic language accessible to learners; integrating explicit grammar instruction

into speaking syllabi; a focus on simplifying classroom tasks rather than simplifying speaking models; and preparing students for

speaking with non-sympathetic and unknown interlocutors outside of the classroom.

10:00-10:25

Teacher Agency in Curriculum Development: A Sociomaterial Perspective

Mishima, Masakazu (Rikkyo U.)

Yamamoto, Yuka (Rikkyo U.)

Teacher agency has been well recognized as an important theoretical notion in explaining teacher decision making and teaching

practice. This institution-based case study examined one instructor’s course development process and her teaching practice in a

pilot debate class based on the analysis of fieldnotes, instructor interviews and survey, and students’ course evaluation. The results

showed that a variety of decisions the instructor made from the development to delivery of the pilot course were tangent on the

intersection of various elements including the instructor’s beliefs from life and professional experience, immediate pedagogical

conditions, feedback from colleagues, and student response in the classroom. The study demonstrated that while teacher agency

functioned as an important mediator in teacher decision making, each decision the instructor made was often non-linear and

adaptive. Based on the findings, the researchers discuss teacher agency from a sociomaterial perspective, which focuses on social

and material resources deeply embedded in the pedagogical environment. The session addresses a potential application of

sociomaterial approach to teacher agency studies and shed light on how teacher agency can be reconceptualized.

8 10:40-11:05

What are Would-be Elementary School Teachers’ Perceptions of EMI on Teaching English to Young learners?

Miyasako, Nobuyoshi (U. of Teacher Education Fukuoka)

English-medium instruction (EMI) seems a new trend, particularly at the tertiary level, around the globe, which is in accordance with the spread of English as a lingua franca. Here in Japan, however, the use of EMI is often limited to a small number of institutions and departments, where international business and political science are taught and international students are recruited. Consequently, EMI on English language teaching, including that on teaching English to young leaners (TEYL) for would- be elementary school teachers, has been rarely given. Since this EMI on TEYL may: (a) improve the students’ English proficiency; and (b) help them learn principles and techniques of English teaching to elementary school students, it was pioneeringly given a try. This presentation reports the EMI course of TEYL to university students with the prospect of teaching English at elementary schools. The course was taught to two classes of freshmen (n = 107) in the 2019 fall semester at a teacher education university in western Japan. The students’ perceptions of the EMI at about the beginning and end of the course were investigated with a 37-item

6-point-Licart-scale questionnaire, mainly concerning their self-images of elementary school teachers teaching English and their self-concepts of TEYL in EMI. As a result, it was shown that the students significantly improved their self-images of themselves in the teaching of English at the primary level. Also shown was that the students’ English proficiency significantly affected their self- concepts of TEYL as well as their perceptions of EMI. At the presentation, the instruction is shown in detail, and the survey results are discussed with pedagogical implications.

11:20-11:45

Flipgrid and its Effects on L2 Speaking Anxiety

Dubin, Brian (Kwansei Gakuin U.)

Moskowitz, Nicole (Kwansei Gakuin U.)

Flipgrid is a social language-learning platform that is used via a smartphone application or website. It is popular with teachers as they can assign speaking practice for homework and monitor student videos, modify topics, easily upload class information, and is free. Students can practice, personalize, post videos which gives them the locus of control, and listen to their classmates’ videos.

Using technology as a medium of communication (AbuSeileek, 2012; Arnold, 2007; Baralt & Gurzynski-Weiss, 2011; Reinders &

Wattana, 2014) has been a method which helps promote willingness to communicate (WTC) and decrease anxiety. If students cannot produce output, they will be unable to fully engage in language development (Gregersen & MacIntyre, 2014) and speaking anxiety increases. Considering this, how does using Flipgrid affect learners’ speaking anxiety? What changes in their anxiety levels can be seen after 15C weeks? To investigateancellation these questions, eight EFL classes (n=180) from a private Japanese university made five Flipgrid videos every 2-3 weeks over a 15-week semester. These videos were related to their textbook topics, with half of the Flipgrid treatment group being allowed to plan, and the other half without planning. A questionnaire based on the Foreign Language

Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), and selected questions from Kimura’s (2011) dissertation questionnaire on L2 listening anxiety, which concerned L2 speaking anxiety, technology use, and then translated into the students’L1. Two groups of students were given the questionnaire as pre- and post-tests. The control group (n=90), answered questions about using English inside the classroom and how it affects their anxiety. The experimental group (n=90), answered the same questions and questions about using Flipgrid. In this presentation, we will discuss how to use Flipgrid, its’ application in the EFL classroom, results of the research, and how speaking anxiety was affected by technology use.

9 15:00-15:25

Anxieties for Practicing Online International Video Chat Exchanges by Pre-Service Teachers:

A Comparison Between Two Video Chat Tools, Skype™ and Whereby

Konishi, Masae (Tsuda U.)

The purpose of this research is to analyze the anxieties for practicing online international video chat exchanges by pre-service teachers. One-hundred and six Japanese university students who were taking teacher training courses to become high school

English teachers experienced an online international exchange through a video chat with 69 partners who were Australian university students enrolled in Japanese language classes. The participants consist of three groups: one using Skype™, another using “appear.in” and the other using Whereby (renamed from “appear.in” and having almost the same functions with “appear.in”).

This research uses a mixed-methods research design, which collected both quantitative data through a questionnaire and qualitative data through participants’ comments and observations by the researcher. The questionnaire results show that as a whole group, there is a significant difference between the enjoyment the participants felt in the video chat and keeping a further relationship with their partner or the willingness to include a video chat international exchange activity in their future English teaching at high school. As for the differences among the three groups, there is a significant difference between the group with “appear.in” and the one with Skype™ or the one with Whereby. The participants’ comments in the questionnaire and after the review session during the next class of the video chat experience show that they felt it might be hard as a teacher to find appropriate partners for a video chat as synchronous computer-mediated communication as well as to deal with ICT devices. The techno-anxieties to deal with different video chat tools were thought to be the cause of the significant differences among the groups, but there being no significant difference between the Skype™ and the Whereby groups, further research must be necessary to investigate the cause of the anxieties felt by the pre-service teachers.

15:40-16:05

The Impact of Using AI and PeerEval with Blended Learning on EFL Teaching

Obari, Hiroyuki (Aoyama Gakuin U.)

Alan Turing (1950) who invented computers in the 1930s once said, “I propose to consider the question, ‘Can machines think?’

Ninety years have passed since the invention of the computer. AI will be invisibly embedded everywhere in which decisions are made (Wooldridge, 2018). AI/mobile technologies have succeeded in transforming learning methodologies. One such methodology adopted successfully in recent years is blended learning (BL) (Obari & Lambacher, 2014). The present study suggests that integrating blended learning along with 21st-century skills, including AI and PeerEval, may be an effective of improving students’

English proficiency. The technologies used included Google Home mini, PeerEval, ATR CALL Brix, Facebook, Line, as well as other online materials. An empirical investigation was carried out from April 2019 to January 2020, targeting 82 undergraduates majoring in economics. Participants were required to study their favorite English language programs using AI speakers for eight months, and wrote in a diary, sometimes videotaping their studies using a smartphone. During classroom training, student presentations were carried out using the evaluation software PeerEval with mobile devices. Overall, Opic Speaking test results (n=23) and TOEIC pre- and post-test training results (n=82) indicated the training program had assisted students in improving their overall English proficiency and presentation skills. Additionally, a post-course survey revealed that a majority of participants responded favourably toward the use of AI speakers and PeerEval, and about 82% felt it had revolutionized their way of learning English. A seminar class

(n=23) improved their mean TOEIC score from 461 (SD: 136) to 681 (SD: 141), and the mean Opic speaking test score improved from 3.91 (SD: 0.95) to 4.74 (SD: 1.25). These results suggest that the integration of AI and PeerEval, along with social media and

21st-century skills, may be an effective way to improve the English language proficiency of adult ELT learners.

10 16:20-16:45

Japan-US Class Collaboration Using COIL and How It Affects Students

COIL を用いた日米授業提携の実践と学生の変化

澤﨑 宏一（静岡県立大学）

横野 由起子（ノースカロライナ大学シャーロット校）

本発表は，COIL を用いた日米の大学間授業提携の実践内容と，その結果日本の学生にどのような変化が生じたかについて報告するもの

である。COIL とは，Collaborative Online International Learning の略で，ここでは「日米間の２つの授業が，ICT を活用した協働学

習を一定期間行う」ことを指す。活動目標は，互いの大学や学生生活について情報交換し，得た情報をまとめて学期末に英語で（米国側

は日本語で）互いにプレゼンを行うことであった。対象授業は，日本の大学の 3 年生以上を対象とした言語学演習の授業（11 人）と，

米国の大学の２年生相当の日本語の授業（18 人）である。情報交換は，メーリングリストによるメールと Flipgrid 等を使った動画交換

を通して行われ，週に応じて日本語と英語を交互に使用した。活動は約２ヶ月続き，授業時間以外に行う課題活動という位置づけとした

が，最後は授業内でプレゼンを行い録画した。なお，時差を考慮し，skype 会話などの同時間活動は行わなかった。これらの活動の結

果，総計 115 通のメールと 38 本の動画が交換された。また，メール文やアンケート調査から，次のことがわかった。（1）まず，英語

力に関して，事後アンケート調査から英語力の向上を強く感じているとは言えなかったが，メール文の長さを比較したところ，時間と共

に一通毎の総単語数や MLU（平均発話長）が増える傾向が見られた。（2）次に，活動に対する印象を事前と事後で比較したところ，

事後には否定的な印象が有意に低下し，さらに活動に対する肯定的なコメントが増加した。これらのことから，２ヶ月間の授業外での活

動からは，学生の間に劇的な変化はおこらなかったものの，いくつか注目に値する変化があることがわかった。このような活動を長く継

続していくことで，教育的効果が期待できる可能性があると言えるだろう。

17:00-17:25

Thinking About a Goal of English-Teaching at University: Research on How Businesspeople Use English in Their Workplace

仕事現場における英語使用実態調査報告―大学英語教育におけるゴール考察の観点から―

<株式会社アルク アルク教育総合研究所>

木下 あおい（株式会社アルク アルク教育総合研究所）

平野 琢也（株式会社アルク アルク教育総合研究所）

大学英語教育の目的の一つとして，「学生が社会に出た時に必要とされる英語力を身につける」ことがあると思われます。しかし，多く

の学生が大学卒業後に働くことになる「職場」において，どのような英語が使われているのか，その実態に関するデータはまだ少ないの

が現状です。アルク教育総合研究所では，仕事で，3 カ月に 1 回以上英語を使用する社会人 679 人を対象に，「どのくらいの頻度で」「ど

のような業務で」「どのような目的で」英語を使用しているか，インターネット上で調査を実施しました。その結果，「書類を読んで理解

する」リーディング力と並んで，「メールや対面等で質問や説明をする」といった，スピーキング力やライティング力も含めた基本的な

やり取り力が仕事の遂行に必要とされていることが分かりました。また，回答者が働く企業の業種，規模，種類，回答者の職種，役職な

どの属性についても調べ，その結果から，「英語を使う代表的な社会人として，どのようなタイプがいるのか」ペルソナを描くことで，

大学生が「卒業後にどのように英語を使って働く可能性があるのか」をイメージしやすくする試みも行いました。本調査を，大学での指

導内容を考察する一つの材料として，あるいは，大学生の英語学習モチベーション向上を喚起する資料として，先生方にお役立ていただ

きたいと考え，その概要を発表いたします。

11 Room 3 [Zoom URL: https://us02web.zoom.us/j/4063070713?pwd=dmdzaHRVUk1WZ003UENDWTI4OEk3QT09]

9:20-9:45

A Voice in a Specific Discourse Community: Move Structure and Language Properties in Artist Profiles

Nishina, Yasunori (Kobe Gakuin U.)

The current study, while following the ESP (English for specific purposes) work begun by Swales (1990, 2004), attempts to deal with

a genre for the art community, i.e., the discourse of personal profiles of artists, which, to the best of our knowledge has not yet been

extensively investigated. In particular, it conducted a move analysis study of 23 artist profiles. As a result, the typical nine moves

of the two distinct functional categories (e.g. the critique move) and language use in each move (e.g. patterns, verb tense, keywords)

were identified, as the main points to be shown in this presentation. For instance, the present tense verbs are likely to be used in

the four kinds of moves while the past tense the present perfect ones in the other moves. The keywords extracted from the word

cloud method present the different distribution of its use in the nine moves, as being introduced at the presentation about the two

keywords "art" and "artist". Also, the functions imbued with the move and the language use revealed the communicative purposes

and culture of this genre. This study also illustrates how even small corpora can be useful in the study of discourse and pragmatics

and offer a wealth of contextual findings that can be of value to those wishing to gain a voice in a specific discourse community.

10:00-10:25

Aviation English: A Pragmatics Perspective for Research-Informed Pedagogy

Ishihara, Noriko (Hosei U.)

Lee, Han Eul (GABA Corporation)

This study explores the pragmatics of Aviation English (AE) with an intention to offer some pedagogical suggestions for enhanced

communicative training of aviators. AE is a lingua franca serving as a working language among aviators who do not necessarily

share their first languages (Estival & Farris, 2016). AE is also a highly restricted English for specific purposes (ESP) mandated to

maximize accuracy, conciseness, and clarity of communication, which all contribute to air safety (Moder, 2013). Aviators must use

specific phraseology with unique syntax and discourse organizations. However, in emergency situations, clear and concise “plain

English” is also used, allowing negotiation of face and (im)politeness to emerge. It is these pragmatics-related issues that the current

study seeks to explore. While instruction and testing in AE has been discussed in applied linguistics (e.g., Estival, Farris, &

Molesworth, 2016; Friginal, Mathews, & Roberts, 2020; McNamara, 2011), pragmatic concerns are underexplored. Based on Locher

(2012), Culpeper (2011), and Spencer-Oartey’s (2007) theories of face, (im)politeness, and relational work, we ask: 1) How is

face/(im)politeness negotiated through AE? 2) How do aviators jointly fulfill their transactional and interactional needs in

radiotelephony communications? Two corpora of AE (Godfrey, 1994; Wyss-Bühlmann, 2005) as well as current radiotelephony

interactions online were examined through discourse analysis. Also, pilots with a range of experiences were interviewed in order to

gain the emic perspective (“first-order assessment,” Kádár & Haugh, 2013). The findings revealed that non-prescribed mitigating

devices and politeness markers were commonly used assisting pilots in conveying their needs effectively despite the common belief

that politeness is superfluous in AE. The findings also uncovered some complex ways in which the aviators engaged in relational

work and discursively fulfilled their transactional and interactional needs. We will also propose research-informed pedagogy for

interactional training and testing for native and nonnative aviators.

12 10:40-11:05

English Materials for Medical Researchers and Doctors

グローバルな医学者・医師育成のための英語教材

川越 栄子（滋慶医療科学大学院大学）

科学研究費を得て，将来国際学会において英語で発表でき，英語で診療できる医学生を増やす目的で英語教育法を開発した。医学英語 e ラーニング教材 3 種類（1. 国際学会の口頭発表よび講演ビデオ 2. 各診療科基本表現医療英会話 3. 留学を決めている卒業生から

の英語勉強法）を開発し，大阪大学医学部医学科の 1 年生に必修授業の課題として視聴させた。さらに，希望者を募り英会話スクール

ベルリッツ外国人講師による医療英会話講座を開いた。受講後のアンケートでは，3 種類の e ラーニング教材は全て「大変ためになっ

た」「ためになった」を合わせて 70%を超え多くの学生にとって有意義であった。また「将来国際学会で発表する」「将来外国人に英

語で診療する」「英語勉強する」モチベーションも受講前より大幅に上がっていた。3 種類の e ラーニング教材のなかで 3.2.1 の順番

に評価が高かった。3.の留学を決めている先輩の英語勉強法はとても参考になるものであった。2.も少し専門用語を増やし練習すれば

外国人患者さんへの対応が可能との実感を得られたようである。1.は国際学会なので内容が難しかったが，国際学会の雰囲気を見てお

くことは有意義であった。医療英会話講座は，5 名の少人数で行ったが，全員が「大変ためになった」または「ためになった」，全員

が「自分で英語をもっと勉強しようと思った」と答えた。「患者さんを英語で診療しようとする気持ちが大変高まった」「高まった」

は 4 名であった。 外国の医療事情にも詳しい外国人教師の講座は英語学習へのモチベーションを高めるのに大変役立った。このよう

に早い時期に様々な形で将来を見据えた教育法を開発することは，医学生にとって大変有効な方法だということを証明でき，将来グロ

ーバルに活躍できる医学者・医師を育てることに大きく貢献できると確信した。

11:20-11:45

Materials Development for English Academic Writing: A Focus on the Transition From High School to University

高大接続を目指した英語アカデミックライティング教材の開発

<朝日出版社>

マスワナ 紗矢子（東京理科大学）

加藤 由崇（中部大学）

渡 寛法（日本大学）

山田 浩（高千穂大学）

田地野 彰（名古屋外国語大学）

大学で学ぶ英語は，学術目的の英語（English for Academic Purposes: EAP)と呼ばれ，高等学校までの一般目的の英語（English for

General Purposes: EGP)とは区別されることが多い。重要な学術スキルであるライティングについていえば，中学生や高校生は英語ラ

イティングを学習する機会が少なく，ライティングが苦手であると言われている（文部科学省, 2017）。大学で初めて EAP ライティング

の基本であるパラグラフライティングを学ぶため，そこで躓く学生も多い。本発表では，EGP と EAP ライティングの橋渡しを目的と

して開発した教科書「はじめてのアカデミックライティング」を紹介し，高大接続を射程においた教材開発について論じる。本著は，ア

カデミックライティングの入門教科書で欠かせないポイントであるパラグラフライティングやプロセスライティングなどを押さえなが

らも，高校までの学びを考慮している点が特長である。発表者らの教科書分析によると，現行の EAP 教科書には高校までの学習経験が

生かされていないという課題がある。そこで本著は，高校までの英語教育で馴染み深い学習項目を導入している。例えば，英文作成に役

立つ「意味順」学習法を紹介することで，単文レベルからアカデミックライティングにつなげる文法面での工夫をしている。また，EAP

教科書では抽象的な指示も多いが，導入期にはライティング課題の語数など具体的に指示をすることが効果的である。ライティング課

題には多様な回答が可能であるが，学習到達目標の共通理解を図るためにモデル解答を提示している。一方で，EGP から EAP への円

滑な移行には高校までの学習指導要領を踏まえることも必要である。本著ではルーブリックを使用してピアフィードバックを行うこと

により，アクティブラーニングを促している。さらに CEFR-J の能力記述文に基づいて学習目標を Can-do 形式で示しているため，英

語ライティング教育の高大接続の一助になることが期待される。

13 15:00-15:25

Developing ESP Materials for Handling Complaints Effectively: Based on the Results of Surveys and Role-Plays

効果的な苦情対応のための ESP 教材開発―アンケートとロールプレイの調査結果から

岩井 千春（大阪府立大学）

岩根 久（大阪大学）

インバウンドツーリズムが活況を呈する中，外国人客接遇時に英語で苦情対応をする機会が益々増えている。苦情対応の技能は，接客担

当者の長年の経験で培われるものであり，その方法についての国際比較の結果を含めた教材開発は行われていない。そこで本研究では，

ESP(English for Specific Purposes = 専門分野別の英語)である接客英語について，特に苦情対応の方法に焦点を絞った教材開発を行っ

た。教材は，前年度までに日本とアメリカで行った研究の結果に基づいている。その研究内容は，アンケート調査と DCT(Discourse

Completion Test = 談話完成テスト) (両調査ともに日米各国で約 300 名対象)，及び，ロールプレイ調査(日米各国 10 名)である。これら

の調査は全て，日本とアメリカで接客業の経験がある人を対象として苦情対応の経験について尋ねたものであり，本教材は接客業の専

門家集団 (Discourse Community)におけるニーズ分析に基づいたものである。上記の調査では，日本とアメリカで「顧客の満足」や「接

客担当者としての責任」の捉え方に違いがあり，応対の仕方にも違いがあることが分かった。更に，苦情対応は，柔軟な対応力が問われ

ると同時に，ただ一つの正解がある訳でない。従って，本教材は，これらの日本とアメリカの接客に対する考え方の違いを認識させ，自

分ならどのように対応するかを考えさせる内容とした。評価の一部は，活動状況を報告するポートフォリオを活用することにより，従来

の問題に対する正解と不正解ではなく，学習者がどのようにしてその結論まで導いたかで行う。本研究は科学研究費補助金研究(基盤(C)

「観光業の苦情対応における日英比較の研究―語用論を活かした ESP 教材の開発―」H29～R2 年) の一部である。

15:40-16:05

Comparison Between ELT and MEXT-Authorized English Textbooks: Grammar in Context

Nakazumi, Yukiharu (Kagawa U.)

The main purpose of this study is to compare textbooks in terms of grammar and context. Most English textbooks authorized by

MEXT devote some pages to grammar in each lesson. They usually consist of example sentences, descriptions of usages or other details written in Japanese, and exercises or activities. However, the example sentences are often criticized for their superficiality, lack of context, etc. Some of the activities can be completed without using target grammatical items. In addition, the exercises mainly focus on form or meaning. In trying to create original activities or example sentences for grammar instruction, one of the difficulties is how to set situations closer to real life where certain grammatical items need to be used and to reflect them in the activities or sentences. Therefore, in order to examine how topics or functions should be more effectively incorporated into certain grammatical items, 3 different series of ELT textbooks focusing on grammar in context were analyzed along with 21 series of textbooks for ‘English Expression I/II.’ Directions or instructions in exercises or activities, target grammatical items, and example sentences were collected and analyzed. Multivariate analysis, co-occurrence network, and correspondence analysis were mainly used for data analysis, as well as descriptive statistics. The results showed that example sentences for the introduction of a grammatical item were rather simple in both types of textbooks but that those in ELT textbooks had more sets of contrastive sentences. It was also found that many exercises in the ELT textbooks made settings or situations clear, which was rarely found for those in MEXT-authorized textbooks. In addition, there were some interrelations between grammatical items and context. (This study is supported by Kakenhi, No. 17K02929)

14 16:20-16:45

The Effect of Writing Practice Tasks on L2 Writing Complexity: A Mixed Methods Study

Marlowe, Paul (Kansai U. of International Studies)

"Syntactic complexity is considered a critical construct in language teaching and research because of the parallel relationship between the development of this factor and overall L2 proficiency (Ai & Lu, 2013; Ortega, 2003). The importance of the construct has continued to generate ongoing interest in several areas as evidenced by numerous publications over the past few decades (Kyle

& Crossley, 2018; Yoon, 2017; Ai & Lu, 2015; Bulté & Housen, 2014; Ellis & Yuan, 2004). However, to this day no research has compared how tasks can encourage learners’ development of syntactic complexity in the classroom. The researcher used a mixed methods approach to investigate the effect of three different writing tasks on the development of the written syntactic complexity and its relationship to writing quality. The quantitative component involved 105 first-year lower-intermediate Japanese university students, who were randomly assigned to either an experimental group practicing translation or sentence-combining or a control group practicing timed-writing. Writing samples were gathered at three points across one academic year and analyzed. For the qualitative component, seven students were selected from the experimental treatment groups to participate in think-aloud protocols.

Analysis involved both statistical tests and qualitative coding. The quantitative results demonstrated that the sentence-combining group made more significant gains across time and did significantly better on measures of syntactic complexity than the other two groups. These results indicated that sentence-combining can hasten the development of complexity, at least in terms of coordination.

The qualitative component revealed that the quantitative results were likely attributed to the differences in how much attention learners paid to either syntactic and lexical aspects of sentences during the tasks. The overall results will be discussed in terms of implications for the use of sentence writing activities to develop complexity in L2 writing."

17:00-17:25

A Proportional Study of Intensifiers Used in Apologies Between Japanese English Teachers and British and American

Native English Teachers in Japan, and How This Affects Japanese English Language Learners’ Pragmatic Development.

Wilson, Timothy John (Hiroshima Shudo U.)

"An apology is a communicative strategy used primarily to remedy an offence caused by the apologiser to the person that they have offended and is an essential component of the maintenance of social harmony. The speech act of apology is important for English language learning as speech acts should be incorporated into the classroom to help learners develop pragmatic competence in the

L2 target language. Japanese English language learners lack knowledge of the sociolinguistic rules of speaking English and successful communication is therefore possible when English foreign language (EFL) learners have pragmatic competence, which exhibits the ability to use language forms suitable in a socio-cultural context. Intensifiers are often used when making an apology and their function is to add weight or maximize the effect of the apology depending on the severity of the offence. Intensifiers have been the focus of different studies over the past years because of their capacity to influence and enhance communication and their linguistic development. The aim of this study, therefore, is to compare the proportion by which intensifiers are used in the speech act of apology between Japanese English teachers and British natives and American natives of English in Japan. Specifically, it tries to investigate how using intensifiers ensures the desirable level of appropriateness for teaching these speech acts in the

Japanese classroom and how the proportion of intensifiers affect the pragmatic development of students learning English. Data was collected using a Discourse Completion Test (DCT) and interviews among 50 Japanese English Teachers, 25 British natives of

English and 25 American natives of English. Thus, the results reveal that EFL learners are more likely to acquire a better range of strategies for using apologies when being exposed to a higher use of intensifiers depending on the nationality of their English teacher."

15 Room 4 [Zoom URL: https://us02web.zoom.us/j/4784035637?pwd=V2ZocmxpdUV5NmVUcUlhbUQ2ay80UT09]

9:20-9:45

Study Abroad for Becoming an Independent English Language Teacher: Ideals and Realities

Suzuki, Ayako (Tamagawa U.)

Many university English language teacher training programmes encourage their students to study abroad (SA) for becoming

independent language teachers. The main reason for this is that it is believed that SA is effective to develop their abilities not only

in the English language but also in intercultural communication because it can provide a lot of opportunities to interact with a

variety of English users. It is expected that students gain flexible ideas and attitudes towards heterogenous others and consequently

these make it possible for them in the classroom to practice teaching at their own discretion. This paper focuses on one university

programme that has integrated SA as part of teacher training and investigates whether it could help students’ flexibility towards

different types of the English language and English users. To investigate, questionnaires which had the same questions were

implemented before and after their nine-month long SA. Results of the questionnaires revealed that the students’ norm-oriented

views of English appeared to be relaxed when they were asked about their own use of English. However, when they turned their

eyes to their future profession, English language teaching, their flexibility seemed to disappear. Their belief that native English

speakers were better as teachers than Japanese teachers was reinforced and their interest in different types of English did not

increase. This tendency was seemed to be described by themselves in interviews with the students which were conducted during

their SA. They alluded that their experiences of being language learners at the SA destinations held them back from fully developing

self-awareness as independent language users. Scrutinizing interview data, the paper discusses what knowledge about English and

English users would be needed in order to enhance their independence.

10:00-10:25

Investigating the Cycle of Expertise in L2 Teaching

Asaba, Mayumi (Kyoto Sangyo U.)

Understanding what entails expertise in L2 teaching is essential to understanding how to best facilitate effective classroom practices

and teacher development (Farrell, 2013; Richards, 2010). One of the most important aspects of expertise is a distinction between

experts and experienced nonexperts (Berliner, 1986; Johnson, 2005; Tsui, 2003). The distinction between these two types of teachers

highlights the importance of examining the developmental processes of expertise. Therefore, the presenter examined EFL teachers

at Japanese universities in case studies to understand how expertise develops. Four participants were selected using criteria based

on previous expertise research in general education, which include years of experience, qualifications, and recommendations. Data

collection included 50 hours of classroom observations, eight hours of student focus groups from the observed classes, and a collection

of artifacts, such as course syllabi and handouts. Over 30 hours of interviews were conducted with the focal participants. Data

analysis involved both inductive and deductive approaches. In addition, within-case and across-case analysis was conducted. The

presenter will describe three critical elements of these teachers’ developmental processes. First, the teachers engaged in the process

of reflection on action. Their ability to reflect on issues from multiple perspectives matched a description of reflective practitioners

reported by Schön (1983). Second, they engaged in what Bereiter and Scardamalia (1993) called progressive problem solving, in

which the participants continued to challenge themselves with higher order problems, facilitating them to tackle challenges that

were beyond their competence. In the final stage, these teachers gained new knowledge by negotiating between preexisting

perspectives and new perspectives and put their newly established knowledge into action. Finally, the presenter will discuss

contextual factors, such as curricula which affected their development. The presentation will conclude with practical implications

for teachers, teacher educators, and administrators to further the development of teaching expertise in L2 education.

16 10:40-11:05

Factors in Initial Response to Student Writing

Gay, Sean (Kwansei Gakuin U.)

Assessment of student writing is complex. Even with a well-developed rubric, teachers often have their perception tainted by their initial response to the students’ work. This presentation seeks to delineate the salience of three factors in teacher responses to student writing. The researcher hypothesized that three factors: accuracy, complexity, and word count; would all be significant factors. Furthermore, the researcher hypothesized that complexity would be the least salient factor. Respondents were EFL educators from a range of Asian countries. They were allowed one minute to order five randomly selected student papers. By limiting the amount of time to assess the papers the initial reaction to the papers could be better isolated. If asked, the researcher suggested that a holistic assessment approach should be considered, but no specific factors were mentioned. After collecting data, the data was examined through Pearson Correlation and one-way ANOVA analysis to determine the salience of the three factors in assessment.

The data could then be used to show the saliency of three factors in rating student writings. In addition, participants were offered the opportunity to offer feedback following the ranking exercise as to how they felt or how they had intended to differentiate the papers. All three factors demonstrated degrees of saliency. Word count and accuracy tended to be more salient than complexity.

While norming is a common practice in coordinated program, it may not take into consideration the initial bias of assessors. Because this initial bias is similar between raters, it is not isolated or addressed by norming of assessment. Therefore, by taking into consideration teacher bias when developing rubrics reliability and fairness of student evaluations can be improved. Research and awareness of bias are essential in coordinated programs, however they can also have a positive effect in non-coordinated programs.

11:20-11:45

English Proficiency Development in the Proficiency-Based Classes

習熟度別英語クラスの英語スコアの伸長―ある大学の事例から

丸山 真純（長崎大学）

小笠原 真司（長崎大学）

（研究目的） 本発表では，習熟度別クラス編成を行なった英語クラスについて，学期末の英語スコアの伸長を報告する。つまり，習熟

度別クラスにて，受講生のスコアがクラス毎にどう変化するのかを見る。そのことを通じて，習熟度別編成の有効性を考察する。（研究

方法） ある学部の新入学生を大学入試センター試験の英語得点に応じて，必修教養英語２科目の一つであるコミュニケーション系科目

を上・中・下位の，それぞれ２クラスずつの習熟度別編成にした。受講生は，当該教養英語を習熟度別にて受講するとともに，もう一つ

の英語科目（習熟度編成なしの総合系科目）を並行履修した。その科目では，課外学習として，e-learning 教材が課され，理解度テスト

を２回受験した。そして，学期末には，TOEIC-IP テストを受験した。（結果） これらのデータを用いて，習熟度別クラス（上・中・下）

の英語スコアの伸長を検証した。習熟度別クラスによって，学期末の TOEIC スコアに有意な違いがあった。また，e-learning スコアは

TOEIC スコアに有意に影響を与えていた。さらに，標準化入試スコアと標準化 TOEIC スコアの差を検証すると，上中位がスコアを落

としているのに対し，下位はスコアを大きく上昇させていた（いずれも，統計的に有意なスコアの変化であった）。（考察） 全体的な分

析からは，習熟度別クラス編成は下位クラスで有効に働いていた（ただし，これが習熟度別編成による効果なのかは，慎重な検証が必要

である）。研究発表では，多重比較による分析，TOEIC スコアでのクラス分けによって，どの程度の相対的位置の移動が起こるかなど，

さらなる分析を加える。それらを通じて，このような結果が生じた要因を考察し，英語スコアの伸長，授業カリキュラムや学生の学びに

への示唆について議論を試みる。最後に，本研究の次なる研究ならびに限界と制約を述べる。

17 15:00-15:25

Using Gadgets to Look up Unknown Words in EFL Class

Yabukoshi, Tomoko (Nihon U.)

Koyama, Toshiko (Osaka Ohtani U.)

The purpose of the present study is twofold: (1) to explore how Japanese university EFL students use gadgets and dictionary apps to look up unknown words in a reading comprehension task; and (2) to discuss the findings of the study in comparison with those of the authors’ previous studies carried out with a word definition task (Koyama & Yabukoshi, 2019a, 2019b) to see if there are any differences in dictionary use in terms of the task types. 75 Japanese university students participated in this study. An experiment was conducted in their reading and writing class. They were instructed to read passages and answer 14 multiple-choice reading comprehension questions that were retrieved from the Part 7 of an official TOEIC Workbook. In the reading task, the participants were able to use their mobile devices (i.e., smartphone apps and E-dictionaries) to look up unknown words, and they were asked to specify the type of mobile devices and dictionaries they had used and to circle the looked-up words on the task sheet. No time constraints were imposed. The study found that 78.7% of the participants used smartphone dictionary apps (i.e., Weblio and Google

Translate) in the reading task, and such high proportion has remained unchanged in comparison with the authors’ previous studies with the word definition task. The participants were then divided into four groups: Weblio, Google Translate, E-Dictionary, and No

Dictionary groups. The results showed that students’ look-up behavior (i.e., the time to complete the reading task) differed in terms of their dictionary choices, but there were no considerable differences in the number of lookups and learning outcomes among the dictionary groups. Such results were different from those of the authors’ previous studies with the word definition task. Dictionary use in different L2 learning tasks will be discussed at the presentation.

15:40-16:05

Study on Constructs That Permit the Nationality/Ethnicity Noun Japanese to Be Used

国籍・民族名詞 Japanese が許容される文の考察

曾根 洋明（宮城大学）

昨年度の発表では，-ese を接尾辞として持つ国籍・民族名詞 Japanese は自然な響きを持たないことを定量的なデータをもって示した。

今年度は Japanese の使用が許容される文について考察する。母語話者に，調査対象文の自然さに対する評価として 4.00(最も自然),

3.00(自然), 2.00(不自然), 1.00(最も不自然)のうちから自分の感覚にあった評価値を選択したもらい集計した後，データを一元配置分散

分析，多重比較等にかけ分析した。まず，自由選択 any を冠した単数名詞 Japanese は「自然さ」を強く減少させるので使用しないほう

が良いと考えた（比較対照として用いた any teenager を使った文より評価値が 0.74-0.97 低下）。また，scalar quantifier を冠した複数

名詞 Japanese も「自然さ」を減少させる傾向があるが，a few, several, many 等を冠した Japanese はあまり強い減少作用を示さなか

った。一方，Polar Sensitive Item である any を冠した複数名詞 Japanese の減少作用は小さいと考えた（比較対照として用いた any teenagers を使った文より 0.02-0.38 だけ低下）。昨年度は，I met an Italian, an American, ... a Japanese, ....などのように-ese 形では

ない国籍・民族名詞を連続して配置した中に Japanese を使用した文に対する許容度は高いことを発表した。今年度は引き続き，

Annually, the average American consumes as much corn as the average Japanese.などのような特定性を減じた Japanese を使用した

文に対する許容度も高いことを報告する。

18 16:20-16:45

Active English Through Movies

映画を活用した 4 技能統合型アクティブ・ラーニングの教材開発

<株式会社金星堂>

塩見 佳代子（立命館大学）

映画を素材として活用する教材では Listening をベースにした問題が多いが，本教材では受信力だけでなく発信力も含めた 4 技能の養

成を目標としている。また，映画ならではの字幕作成練習や，クラスのレベルに応じて応用が可能なアクティブ・ラーニングができるタ

スクを導入し，学生が映画を用いて自分の意見を創造的に表現できるようにする。作品としては，Bohemian Rhapsody（『ボヘミアン・

ラプソディ』），The Intern（『マイ・インターン』），Moneyball（『マネーボール』）の 3 本を取り上げ，それぞれ音楽・エンターテイン

メント，ファッション，スポーツという異なる業界を扱うことで，学生および教師の多様な興味・関心に対応できるように配慮してあ

る。また，各業界に関連したビジネスシチュエーションを疑似的に体験するアクティビティも用意されている。構成としては 1 作品に

つき 5 章を当てており，1 章の構成は大きく＜Reading＞＜Movie Viewing＞＜Active Learning＞の 3 つに分かれる。＜Reading＞で

は，導入として Plot synopsis，Movie review（肯定的・否定的），Background information などを読んだ上で 400 語程度の本文を読

み，内容理解問題に答える。また，関連語句や映画に登場する口語表現もあわせて学ぶ。＜Movie Viewing＞では，実際に映画の場面を

見ながら Dictation，Shadowing，Role play，Note taking，英日の字幕作成など多彩な活動を行う。＜Active Learning＞では，まず映

画の場面に出てくるテーマに関して自分の意見を述べる Critical thinking で Discussion を行う。最後に，各章のテーマに関連した

Research，Show & Tell，Oral/Poster presentation などのアクティブ・ラーニングを行う。例えば，バンドのメンバーとして記者会見

を行ったり，インターンに応募する自己 PR の動画を作成したりといったバラエティに富んだアクティビティを通して，楽しく 4 技能

を養成できるよう工夫してある。また，各作品の最後の章ではまとめとして自分で Movie review を書く。今回の発表では，すでに行っ

ている実際の授業例なども踏まえながら，映画を活用した効果的な授業および教材開発について報告する。

17:00-17:25

Improving Narrative Comprehension Using TV Commercials

読解力を伸ばすための CM 英語学習

榊原 かおり（目白大学）

TV コマーシャルは，リスニング教材と見られがちであるが，実はエッセイや小説などのリーディング教材を使用する場合に似た，「ス

トーリーを理解する力」，つまり読解力を養うことのできる興味深い学習素材である。CM を教材に，人文学系の大学３・４年生を対象

とする「コマーシャル英語」という科目名の授業を３年間担当した。海外のテレビ CM を見るとき，学生はまず英語のスピードの速さ

に圧倒され，続いて教科書で習う英語と現実社会で使われる英語の違いに驚く。しかし，文法・語彙・発音を学習し，CM 中のナレーシ

ョンや会話のすべての単語がわかってもなお，CM を作品として鑑賞するには，修辞表現（言葉のあや），物語を理解する力，社会常識，

論理力，芸術的センスなど，さまざまな力が必要である。それらの要素のなかから特に「読解力」に注目し，ストーリーを理解する力を

伸ばすために適した CM 作品とその教授法を紹介する。初年度は英語力（語彙・リスニング・会話表現など）に重点を置いて授業を行

ったが，定期試験の結果から，ストーリーや CM のおもしろさがわかっていないことに気づいた。そこで次年度は作品ごとに小レポー

トを課し，ストーリーの理解度を計るとともに，学生に深く考える機会を与えた。それでも CM の作品としての価値にまで理解を進め

られた学生は少なかったため，さらに場面設定，登場人物，会話の妙，意外性や皮肉などに学生が意識を向けられるようなワークシート

を作成したところ，ストーリーの理解度が上がり，CM を作品として鑑賞できる学生が大幅に増えた。ワークシートの作成に際しては，

Bloom’s Taxonomy（1971）や，Barkuizen & Wette（2008）の narrative frames の考え方を参考にした。30 秒の TV コマーシャルは

90 分の映画や数時間を要する文学作品などと比べても動機付けの点で劣らない一方，全体を把握しやすく，繰り返し視聴することがで

き，また作品を理解できたという満足感・達成感にもつながりやすい，有益な教材である。

19 Room 5 [Zoom URL: https://us02web.zoom.us/j/6406034329?pwd=RWxSTGFDRWlDZllBTkpsZjhRdG9NUT09]

9:20-9:45

The Effect of Scaffolding Instruction on Speaking Skills in Classes:

A Comparative Analysis of Assisted and Non-Assisted Students’ Speaking Skills

Yamazaki, Kenichi (Akita Prefectural U.)

In the world of globalization, there has been a strong demand for developing global human resources. In order to elucidate an

example of one simple method to produce better English speakers, and consequently, to examine the effectiveness of the method,

two research questions were set; 1. Can a Japanese teacher’s conversation lesson enhance the students’ speaking skills? 2. How

much can the students’ speaking skills improve with the teacher’s assistance? Fifty-two second-year students in science courses

took part in this study. The participants belonged to 2 classes, compulsory general English classes, and each of the 2 classes had 26

students. All of them did English speaking practice each time, 15 times in total, in the first semester of 2019. In the speaking

activity, the students made pairs and spoke one by one for 2 minutes each. The students in the two classes were given the same

speaking topics, however, different kinds of preparation way were applied. In the Class S (CS), the students, while speaking, used

model conversation sheets made by the teacher. On the other hand, in the Class W (CW), they wrote down their thoughts for 5

minutes using dictionary and smartphone before the speaking activity, and then they read aloud their essays to their partners. In

the first class and the final class the students were asked to write an essay about themselves for 5 minutes. After the semester,

some aspects of the collected 104 essays were analyzed with a specific focus on the words and expressions: total number words,

adjectives, adverbs, and errors, and numbers of expressions and words they learned from the worksheets. In several points, the CS

students showed higher progress in output ability. The results indicate that, in this study, the students’ output ability improved

more strongly with teacher scaffolding.

10:00-10:25

The Effects of Improvement of Fossilized English Phonemes by Studying an ICT Self-Learning System

With the Learner’s Self-videos Pronouncing English

Nishio, Yuri (Meijo U.)

Joto, Akiyo (Prefectural U. of Hiroshima)

This paper aims to examine whether an ICT self-learning system with the learner’s self-videos pronouncing English is effective in

improving Japanese learners’ fossilized English phonemes in pronouncing English words. The English words were selected from the

English activities’ textbooks for the 3rd and 4th graders of elementary schools called “Let’s Try 1 & 2”, which were made by the

MEXT. The words selected as target words frequently appeared in the textbooks, so they were expected to be pronounced correctly

because of affluent input. Therefore, the incorrect phonemes in the words pronounced by long-experienced learners would be

considered as fossilized sounds. Twenty intermediated English leveled university students were divided into two groups: 10 students

in an experimental group (EX) and 10 students in a control group (CO). As for pre-tests, both students recorded their videos

pronouncing the words and answered questionnaires about their portfolios and the knowledge of the English articulations. In the

training sessions, the EX studied English phonemes by studying an ICT self-learning system, in which there was a native speaker’s

face’s video pronouncing with the explanation of the ways to pronounce sounds on the left side of the PC screen and on the right

side, a leaner’s face’s video pronouncing the same sound as the native speaker did. The CO studied the words by the same system

with the native speaker’s video, though, without the learner’s self-videos. As for the post-tests, the same as the pre-tests and the

questionnaires about usability for the ICT system were conducted. As a result, both groups showed statistically overall

improvements in their pronunciation, though, the EX significantly pronounced better than the CO. We could conclude the self-

leaning system was effective in improving Fossilized Phonemes. Additionally, the learner’s self videos could lead to more accurate

pronunciation of phonemes.

20 10:40-11:05

The Effectiveness of Shadowing on Memorization of English Chunks: The Impact of Repetition and Text Difficulty

Hashizaki, Ryotaro (Graduate School, Nagoya U.)

Shadowing has been gaining attention among English teachers in Japan because of its effectiveness on improving listening comprehension skills. Likewise, previous research suggests that difficulty of texts affects the effectiveness of shadowing in listening skills (Hamada, 2012). Aside from listening comprehension skills, Kadota (2019) states that shadowing is effective on explicit and implicit memorization of rehearsed words, chunks, grammatical constructions, etc. For example, Miyake (2009) suggested that shadowing English phrases six times leads to the memorization of the phrases. However, shadowing is usually not done with phrases but with texts. Furthermore, the number of times ones should repeat a material and the extent to which text difficulty impacts memorization remain unclear. Therefore, it seems that empirical evidence underpinning the effectiveness of shadowing on memorization of chunks is still scarce. In the present study, 20 Japanese learners of English as a foreign language shadowed two texts with different levels of difficulty (easy and difficult). The two materials were shadowed 30 times each to investigate how many repetitions are needed for memorization of chunks to occur and whether text difficulty affects the outcome. The participants took cued-recall tests after every 10 repetitions and a delayed posttest after a week to measure how many chunks they memorized. To make the cues-recall tests, the materials were first broken into sentence units. Then, sentences which consisted of more than 7 words were further broken into clause units. The present study defined these units as chunks. The results indicated that the participants needed approximately 30 repetitions to memorize most of the chunks in the easy text and approximately 20 repetitions for a difficult text. However, a majority of the memorized chunks were not retained in the delayed posttests, although the chunks in the difficult material were better retained than the ones in the easy text.

11:20-11:45

Revisiting Lingua Franca Core: Teachability and Learnability of Tone for Japanese English Learners

Hattori, Takuya (OsakaU.)

The Lingua Franca Core (LFC), which determined the essential pronunciation items in international communication, includes tonality (segmentation into tone units) and tonicity (nuclear stress) for intonation, but excluded tone (pitch movement) because of low teachability and learnability. Based on this, tone has not been explored much in the intonation study of Japanese English

Learners (JLE). The present study verified the teachability and learnability of tone for JLE using "English Speech Database Read by Japanese Students (ERJ)" or a large-scale speech corpus of JLE. The analysis was performed on five sentences focusing on the tone contained in the ERJ. The correct tone contour was visually provided in the form of an arrow and was read out by 202 male and female JLEs. After performing acoustic analysis of these sentences using the speech research software Praat, the extent to which the correct tone can be reproduced—the direction of pitch curve and the actual pitch range—are described. The results of the analysis indicated that the teachability and learnability of the tone are not low for JLE, and it was pronounced in correct directions in most cases, and compared to the model speech by 20 General American speakers, the average value of the pitch range was not significantly different. It was also found that English fall and rise were analogous to Japanese rise-fall (used when you notice something) and interrogative rise (used to look for an answer) in terms of pitch contour and pitch range and thus positive transfer from Japanese can be expected when teaching and learning English tones. Although the present study has verified teachability and learnability only in terms of whether it is easy to mimic the tone, future research will examine more rigorously whether JLE can properly use the tone in an appropriate situation.

21 15:00-15:25

Quantifying Difficulty Levels in Listening to Global Englishes for High School and University Students in Japan

Kawashima, Tomoyuki (Gunma U.)

Owing to greater geographical mobility, students learning English in EFL context today are more likely than before to communicate with non-native speakers (NNSs) of English. However, Japanese learners of English have little chance to listen to a variety of

English accents. One of the reasons that makes teachers hesitant to expose their students to Global Englishes may be their concern about the difficulty levels of listening tasks. The researcher reports on an on-going project that was designed to address such concern.

He selected 50 easier test items from the 225 test items administered in the listening test of National Center Test for University

Admission between 2010 and 2018, and the items were divided into two groups, Tests A and B, with the correct answer rate equally balanced. The researcher then reproduced the original listening test recorded by American speakers of English with ten NNSs of

English. The reproduced listening test was given to over 450 Japanese at three high schools and three universities. At each school, two groups of students with similar English proficiency levels answered both Tests A and B on one of the following conditions. The first study used the recordings by American speakers of English and the recordings by NNSs of English to reveal the effect of English accents on comprehension. The second study aimed to reveal the effect of speech rate and it adopted the recordings by NNSs of

English at original speed and at 20% lowered speed. The third study examined the effect of familiarity. One of the two group of students listened to small talks given by the ten NNSs who narrated the dialogues in the test before taking the second test. The findings of this project will surely contribute to enabling teachers to control difficulty levels of listening to Global Englishes.

15:40-16:05

What Factors are Associated With Improving Students’ English Proficiency?: A Perspective From Students’ Emotions.

Inada, Takako (Japan U. of Health Sciences)

Active learning has been gradually introduced into English education in Japan. It is important for teachers not to give lectures unilaterally but to consider students' participation in the task-based classroom. What factors can be associated with improving students’ English proficiency? This research focuses on students' emotions and explore their well-being in English language education. MacIntyre and Gardner (1994b) state that students’ performance will be improved if anxiety is low. Recently, MacIntyre and Mercer, (2014) assume that students’ performance may be improved if they can enjoy learning. This study adopts a longitudinal perspective to investigate mainly the relationships between students’ English proficiency growth and students’ foreign language enjoyment (FLE)/foreign language classroom anxiety (FLCA). A total of 88 English as a Foreign Language (EFL) students at a

Japanese university filled in the same FLE/FLCA questionnaire (Dewaele et al., 2017) twice: at the start (Time 1) and at the end

(Time 2) of one semester. Multiple linear regression analysis (stepwise) was calculated to predict the change of each student’s score from TOEIC1 (before class) to TOEIC2 (after class) (a dependent variable) based on the other eight independent variables including each student’ level of FLE/FLCA at Time 1/Time 2. As a result, a significant regression equation was found (F (1, 87) = 5.163, p =

0.026), in which an R2 of 0.056. Participants’ predicted ‘the change of each student’s score from TOEIC1 to TOEIC2’ is equal to -

106.662 + 3.504 × the score of foreign language classroom anxiety at Time 1 (FLCA1), where FLCA1 is measured as a five-point

Likert scale. In conclusion, students with low anxiety early in class can expect to improve their English proficiency. This may lead to increase the well-being of both students and teachers. Some practical ideas have been also suggested for teachers to make better classes.

22 16:20-16:45

The Effects of the Schema-Based Instruction Approach on Lexical Competence of Japanese Students for Production Skills

in English: The Roles of Lexical Core and Noticing in Grammar Teaching in the Classroom

中学校期における英語発信能力の育成－英作文表現の効率化に向け、語彙がもつ「コア・イメージ」を活かした文法指導の実践

川添 明子（長崎大学教育学部附属中学校）

本研究は，中学校期における英作文創出につながる文法指導，及びその定着を図る指導の効果について報告するものである。演繹的で明

示的な従来の指導を見直し，「認知力活用型アプローチ」による指導を実践し，その有効性を検証している。認知力活用型アプローチと

は，生徒の「気づき」と語彙がもつ「コア・イメージ」を活かした指導法を指す。佐藤・田中(2009)は，「コア・イメージ」を「本来持

つ中核的な，文脈に依存しない意味」と定義し，この意味に結びついた文法項目の理解は様々な文脈において適応可能であると指摘す

る。本発表での調査対象項目は，中島(2007)に基づく不定詞・動名詞の名詞的用法における使い分けである。その使い分けについて生徒

側から見るとしっくりこない説明に終始する従来の方法に対し，調査授業では，不定詞 to には前置詞 to，動名詞 ing には現在分詞 ing

と，関連する既習事項を系統立てて提示する手法により，文法機能が拡張してもそのコアのイメージが用法に息づいていることに気づ

かせ，文脈による使い分けの目安に気づかせることをねらいとしている。指導方法の検証は，授業の前後で実施したテストおよび意識調

査の比較，さらに統制群とのテストの比較を通して行った。結果としては，認知力活用型アプローチによる指導が英作文表現の効率化に

有効であることが明らかとなった。事後テスト(86.5％)が事前テスト(68.2％)を p 値=0.0004(p<0.01)と有意に上回ったことから，学習し

た文法に関する実験群の理解度・応用度が高まっただけでなく，強化指導がない状況の中で６カ月が経過しても，その知識の定着度

（72.9％）は統制群による理解度(57.2％)を，p 値=0.002*(p<0.05)と有意に上回っている。知識理解の保持と持続性という観点からも，

この新しいアプローチを英語教育に取り入れる重要性を示唆する結果となった。

17:00-17:25

Developing Okayama University Can-Do List Using GTEC Scores

岡山大学 GTEC スコアを用いた Can-Do リストの開発

大年 順子（岡山大学）

剱持 淑（岡山大学）

寺西 雅子（岡山大学）

岡山大学では，2020 年度より学生の自律的学習態度を育成し英語学習に対するモチベーションを維持させるために，GTEC スコアをも

ちいた Can-Do リスト導入を計画している。本ポスタープレゼンテーションでは，４技能の Can-Do リスト開発の調査，手順，分析手

法，および最終項目決定までの過程を報告する。まず，2018 年 12 月に１年生を対象とした全学統一 GTEC テスト（４技能）の実施に

合わせて４技能のスキル別スコアをもとに Can-Do 項目を作成するための予備調査を実施した。項目は，広島大学英語 Can-Do リスト

の開発（鬼田他，2017）およびベネッセ社の GTEC Academic CANDO（2018）を参照し，本学教員４名で項目を選別して文言を編集

した。アンケートの回答は，「まったく当てはまらない」から「非常に当てはまる」の５件法とした（1：まったく当てはまらない，2：

ほとんど当てはまらない，3：かろうじて当てはまる，4： ほぼ当てはまる，5：非常に当てはまる)。データ整理後に，SPSS22.0 をも

ちいての記述統計，信頼度測定，因子分析の基本統計分析を行った。さらに，項目の難易度を精査するためにラッシュモデルをもちいて

検証を行った。これにより，同程度の難易度であれば代表項目として選抜することが期待された。分析には，Winsteps4.40(Linacre, 2018)

をもちいて，回答学生の能力と項目難易度を対照させた。最終的な項目の選別および文言の編集は，当該機関の英語教員２名および言語

評価法に詳しい日本語教員１名の合計３名で分析にあたった。その結果，リスニング 19 項目，リーディング 18 項目，スピーキング 22

項目，およびライティング 18 項目が，2019 年４月実施の全学統一 GTEC テスト（２技能）の際に，アンケート調査として使用される

こととなった。さらに，追加項目としてアカデミック項目を４技能別に作成し，追加の 16 項目に対してのアンケート調査を 2019 年 12

月実施の全学統一 GTEC テスト（４技能）で行い，岡山大学独自の CAN-DO リスト完成させた。

23 Room 6 [Zoom URL: https://us02web.zoom.us/j/2115145942?pwd=RE5QWG5ZYkYrM1p6dW00dm92NnhFUT09]

9:20-9:45

Promoting Active Engagement With Extensive Reading in Credit-based Programs

Mikami, Hitoshi (Chubu U.)

The positive contribution of extensive reading (ER) to second language (L2) reading is well documented (Jeon & Day, 2016); however,

when ER is implemented as a part of credit-based programs, learners sometimes adopt problematic coping strategies, including

cheating, to meet course requirements. Using the data of 261 English majors, the author and his colleague previously showed that

the use of problematic strategies in ER programs is much more common than teachers may expect. Based on this result, we argued

that an explicit explanation of the principles and benefits of ER (e.g., Jeon & Day, 2015) is necessary for promoting active engagement

with ER. This study qualitatively examines the value of this proposal. Twenty-two students from the aforementioned sample (n =

261) participated in a semi-structured interview. Ten out of the 22 students were problematic readers in that their use of questionableC strategies wasancellation most marked. The remaining 12 were enthusiastic readers because the amount of words that they had read in their ER programs was far beyond class requirements. Both reader groups responded to questions about their perception of

and engagement with ER. A constructivist grounded theory method was applied to data analysis. The results indicated that the

enthusiastic readers’ active engagement with ER is attributable to the perceived benefits of ER (e.g., faster reading speed and better

test scores). Meanwhile, problematic readers not only knew very little about the rationale behind the ER activities, but viewed ER

as a way to obtain course credits. These findings uphold the value of the explicit explanation of the principle and benefit of ER in

credit-based programs. Also, formative diagnostic feedback may improve perceived competence in L2 reading, and in turn promote

active engagement with ER.

10:00-10:25

To What Extent do Word Recognition Fluency and Syntactic Processing Fluency Contribute

to EFL Learners’ Passage Reading Fluency?

Hamatani, Sawako (Kansai U.)

The present study investigated the speed and accuracy of word recognition and syntactic processing, and their relations with passage

reading fluency of English as a foreign language (EFL) learners. Studies show that for fluent reading to occur, lower-level processes

of reading (e.g., retrieving lexical, syntactic, and semantic information) have to be automatized because human cognitive resources

are limited and more attention has to be paid to complex higher-level comprehension processes. Research has shown that Japanese

EFL readers are inefficient in processing English letters partly because the orthographies of the two languages are different.

Processing English syntax is also difficult for Japanese EFL readers; one of the major reasons may be the difference in the syntactic

structures of Japanese and English languages. However, until now, not many studies have addressed the relation between word

recognition fluency and passage reading fluency and virtually no previous research has taken up the relation between syntactic

processing fluency and passage reading fluency. The current study aims to investigate to what extent word recognition fluency and

syntactic processing fluency contribute to passage reading comprehension fluency of EFL learners. To this end, thirty-eight Japanese

EFL students participated and took three tests: word recognition, syntactic processing, and passage reading comprehension tests.

Word recognition fluency and syntactic processing fluency measures were used as independent variables, and passage reading

fluency measure as dependent variable. Correlational analysis revealed that word recognition fluency is weakly correlated to

passage comprehension fluency (r = .36, p < .05). Further, only a weak and nonsignificant correlation (r = .24) was observed between

syntactic processing fluency and passage reading fluency. Multiple regression analysis showed that word recognition fluency and

syntactic processing fluency explained 14% of the variance in the passage reading comprehension fluency. Limitations and

educational implications will be presented.

24 10:40-11:05

Developing Critical Reading Skills in the EFL Classroom

Terakawa, Kaori (Seikei U.)

The purpose of this study is to provide a scaffolding idea that may help students to develop their critical reading skills in English.

Critical reading is an essential ability for college students to acquire. However, some current and authentic articles in English, which can be an excellent material to read and think, may be considered to be too difficult for them to tackle and avoided for classroom use. It is suggested in this study that an authentic text taken from magazines can be modified and scaffolded to use in the EFL classrooms. This study utilizes the Systemic functional linguistics (SFL) theory to create teaching materials. The SFL theory argues that there are three metafunctions of language; however, it is beyond the scope of this study to describe all the three metafunctions. Instead, the interpersonal feature of language is focused in this study, as it can reveal the writer’s or speaker’s intentions for choosing certain words and sentence structures. The text for reading is an article taken from The Economist magazine, and the topic of the article is the environment. The text was first analyzed using the framework developed in the SFL theory, and then questions were generated based on the analysis. The questions focus on specific linguistic features of the text such as pronouns, modal verbs and tenses, and students were asked to infer the intentions of the writer for choosing certain words and expressions.

The same handout was used to test in four classes with different levels of English proficiency. It can be concluded that the material utilized in this study can be useful for students of all levels of English proficiency to read a text critically and develop their awareness of the writer’s intention.

11:20-11:45

Which Series Should They Choose as Side Readers?:

Comparative Analysis of Verb Collocations in Children’s Readers, Adult Beginners’ Readers, and JHS Textbooks

Kawakita, Naoko (Miyazaki Prefectural Nursing U.)

In the ‘introduction to extensive reading’ program for young learners (mainly elementary school students) and extensive reading programs for junior/senior high school students and university students, even though students basically choose books they want to read, teachers need to help them choose books that meet their levels and purposes. This paper reports a part of corpus-based comparative analysis 1) among different types of readers and 2) between school textbooks and different types of side readers.

Focusing on verb collocations, the present analysis uses graded readers for children and those for adult beginners to be compared respectively with junior high school (JHS) textbooks to discuss how choosing side readers will affect students’ input. Reading A to Z

(Stage AA to F) and Oxford Reading Tree (Stage 1 to 6) are used as children’s graded readers. Foundation readers and Oxford

Bookworms level S and level 1 are used as adult beginners’ readers. Results of the analysis using small corpus are summarized as follows: children’s books use a wider variety of collocational patterns（make sure, make __ happy/smooth/flat, make __ into ..., make __ for..., made it, make __ laugh, etc.）, compared to JHS textbooks and Foundation Readers. Verbs used in JHS textbooks and adult beginners’ books often collocate with abstract nouns (make a judgment, make decisions, make progress, etc.) as well as concrete nouns while less abstract nouns are found in children’s books. Verbs in children’s books hardly appear in passive voice. The corpus-based collocational analysis of different book series and levels will help teachers offer evidence-based support for students in choosing side readers along with their school textbooks.

25 15:00-15:25

The Effects of Theme-Based Language Teaching on Japanese University Students’ Vocabulary Diversity in Writing

Shibata, Naoya (Nagoya U. of Foreign Studies)

Theme-based language teaching (TBLT) is a language-driven model of content-based language instruction focusing on “specific themes of interest and relevance to the learners” (Brinton, & Snow, 2017, p. 5). Furthermore, this instruction integrating four language skills can help learners to develop their language abilities and learn various types of vocabulary. Although TBLT is implemented in some Japanese tertiary contexts, research on the effect on vocabulary learning and writing is scarce. Accordingly, the present study aims to delve into the impact of TBLT on Japanese students’ vocabulary diversity in writing. An illustrative case study model of mixed methods research was conducted with 15 intermediate-level sophomore students in central Japan from April

2019 until January 2020, based on data gathered from their five-paragraph essays, including their drafts, their learning logs.

Through TBLT, learners covered four topics: 1) English as a global language, 2) global beauty, 3) global population change, and 4) technological development. Students’ essays were analysed with text inspector, the Wilcoxon signed-rank test and ANOVA to reveal the effects of TBLT on students’ vocabulary diversity in writing. Furthermore, descriptive coding was employed for students’ learning logs in order to explore students’ outside-of-classroom learning. All data were integrated to address research questions. Research findings revealed that students increased the total number of tokens and vocabulary diversity rates while learning about the subject matter, searching for the information, and using more advanced level words. This illustrates that the TBLT played a prominent role in their continuous development in vocabulary diversity in writing. Accordingly, this study attests to the claim that the integration of language skills can help learners to enhance their vocabulary learning (Webb & Nation, 2017). Therefore, the researcher concludes the presentation with the recommendation of the implantation of TBLT in EFL tertiary settings to aid learners in developing their vocabulary diversity.

15:40-16:05

Introducing Grammar Checkers in the EFL Classroom: Choices, Benefits, and Possible Downsides

Takagi, Naomi (Ibaraki U.)

Grammar checkers are a digital writing tool that is gaining popularity in recent years. They allow writers to catch unintended mistakes in grammar, spelling, and punctuation, and some of them offer more detailed information such as vocabulary levels and sentence length, variety, and complexity. Grammar checkers can be a promising tool for English learners who find writing a challenging task. In writing, they need to decide how to start a sentence, what kind of sentence structure to use, and what words are appropriate in a given context, without having an intuitive understanding of the language. Grammar checkers may reduce the level of their uncertainty, allowing them to focus on the content instead of grammar. As appealing as those checkers are, however, their capabilities and benefits have not been carefully examined. Thus, as a pilot study, I introduced my first-year students to several grammar checkers that are considered student-friendly in terms of their costs and performance. I also conducted a survey afterward to find out their reaction. The results show that over 80% of those who tried at least one of them expressed a firm intention to keep using them. When asked if their writings actually improved, however, their answers were more tentative. While close to 80% of the students recognized some improvement, their response was less definitive. To investigate the reasons behind their response, I cross- examined some student writings with the grammar checkers, finding out that those grammar checkers differ significantly in the number and kinds of mistakes they capture. Thus, while grammar checkers can be an empowering tool, teachers should provide learners with informed guidance as to which ones to use and at what stage of writing so that learners can gain maximum benefit from them.

26 16:20-16:45

How to Introduce Sustainable Development Goals Issues Into Academic Writing Courses

持続可能な開発目標（SDGs）に関する課題の英語ライティング授業での導入方法

中谷 安男（法政大学）

英米における大学教育到達目標は問題解決能力の育成である。このために多読を行い，クリティカル・シンキングを通して新たな課題や

問題を発見することを目指す。重要点としてライティング活動で客観的に事象をまとめ，問題解決を伝達する能力を身に付ける。しか

し，日本の大学授業でライティングを指導する際の問題は，英語で書く力を身に付ける以前に，世界が抱える社会問題に対する関心の低

さである。新聞等を読む時間も減り，重要課題に関するインプットは少ない。指導においても，様々な問題から課題を選び，体系的に指

導する方法が明確ではなかった。だが 2015 年に国連で持続可能な開発目標：SDGs の国際社会共通課題として 17 の解決目標を定め具

体的ゴールが整理された。この概要は，ライティング授業においても課題の選択，タスクの作成に多くの示唆がある(Sachs & Ki-moon,

2015)。本報告は SDGs の目標の中からタスクを構築し指導した取り組みである。授業担当学年，サイズは経済学部 2 年生，25 名。授

業目標は SDGs 14 Life below Water から自然保護における課題を見つけ，その解決策を英文でパラグラフにまとめる。この際，自分の

主張を強めるブースター表現を学ぶ。以下のような指導手順で行った。１英文モデル・パラグラフによる海洋資源の保護に関する課題の

インプット：フィリピンのサンゴ礁破壊問題のエコツアリズムによる改善。２グループワークにより問題認識を深める。３パラフラフか

らブースター表現を抜き出し認識を高め，使用方法の演習。４課題の解決策をテンプレートに沿いパラグラフを作成した後に自己修正。

５パラグラフをペアで確認しコメントをもらい，再度書き直す。６指導者が CEFR に準拠した評価基準により評価しフィードバック。

考察として適切な興味深い話題で認識を深め積極的にタスクに取り組めた。意見をまとめるテンプレートの提示により，一貫性構築の

練習が可能となった。ペアでの確認や，書き直し，有効な評価基準の活用で正確な英文への認識が高まった。

27 Room 7 [Zoom URL: https://us02web.zoom.us/j/6667739364?pwd=dHV6NUZHcjBocWFkOEQ0VE1xN0dMQT09]

9:20-9:45

An Emic Investigation on Facework in ELF Academic Disagreement

Chiba, Akiko (The U. of Hong Kong)

With the increasing use of English as a common language in internationalized academia today (Mauranen, 2012), university

students from different lingua-cultural backgrounds may confront face-threats when expressing disagreement in class, because

perceptions of disagreement are reported to vary among different cultures (Angouri & Locher, 2012; Sifianu, 2012). Nonetheless,

oppositional ideas are often required in Western educational context as a means to demonstrate their critical thinking skills (Frager

and Thompson 1985; Tannen, 2002). Thus, in order to serve this growing population, an investigation must be conducted to

understand how the ELF university students manage such challenge. Past studies in pragmatics have identified mitigation

strategies for face-threatening acts and linked them to the politeness theory (Brown & Levinson, 1987). Moving beyond this widely

accepted notion of facework as the politeness strategy, current study explores other factors that inform facework when expressing

opposing viewpoints in ELF academic context. Twelve hours of academic group discussion were collected at a university in Hong

Kong. A total of 136 first-year undergraduate students from mixed L1 background (approximately 60% Cantonese, 25% Mandarin,

15% others, including Hindu, Korean, Indonesian, and Japanese) participated in this study. Combination of corpus linguistics and

conversation analysis was used, followed by retrospective interviews of 12 participants. The interview data revealed that

disagreement in academic tasks are not necessarily face-threatening. However, the predominance of mitigated disagreement and

the use of combined mitigation strategies found in the corpus data, together with the participants’ reluctance about disagreement,

suggest their high sensitivity to this speech act. Some conflicting and overlapping attributes, such as personality, institutional

identity, group harmony and embarrassment, were found to affect facework in academic disagreement, highlighting the complex

and multi-functional nature of face. Implications for ELF classroom practices will be discussed.

10:00-10:25

An Analysis of Japanese Writers Hedging Use in English and Japanese Academic Articles

Fujimura-Wilson, Kayo (Yamaguchi U.)

"In English academic writing, types of study, such as hard and soft sciences, influence hedging use, in which writers in soft sciences

tend to use more hedges than those in hard sciences (Hyland, 2005). Native English writers in soft sciences, such as humanities,

sociology, and linguistics, tend to use many hedges to soften their claims and to negotiate with readers, since the result of their

study can be interpreted as being subjective and influenced by contexts (Vázqusez & Giner, 2008). There are several studies of

hedges that have been conducted in a sociocultural comparison between native English writers and non-native English writers in

academic articles, including Spanish, Turkish, Chinese, and Japanese writers. Non-native English writers generally use less hedges

than native English writers because of the limited knowledge of hedges and being little exposed to in formal language in English

writing (Hinkel, 2005). In studies of Japanese writers using English hedges in academic writing, it was found that they tend to use

less hedges than native English writers in soft sciences. In this study, investigation will focus on the extent of which Japanese

writers use hedges in academic articles written in English and Japanese language. A total of 40 academic articles in hard and soft

sciences written in Japanese and English language will be used in this analysis. In the results, Japanese researchers seem to follow

the writing conventions in each language in their articles. For instance, Japanese writers have used more English hedges in the

articles in English than those in Japanese, while they have used less reader-oriented hedges using a first person pronoun in the

articles in Japanese than those in English. The writing style in each language including similarities and differences in hedging use

in hard and soft sciences will be examined between English and Japanese language."

28 10:40-11:05

Face Saving Among Homeroom Teachers (HRTs), Assistant Language Teachers (ALTs), and Pupils in English Lessons

in a Japanese Primary School

Shino, Ayano (Waseda U.)

This study investigates how homeroom teachers (HRTs), assistant language teachers (ALTs), and pupils communicate with each other, saving the interlocutors’ face in English lessons in a Japanese primary school. Along with internalization, English education was introduced at primary level in many Asian countries. In Japan, English education has also become compulsory, starting in 2011.

Fifth and sixth graders in all public primary schools take English activities classes for 35 hours per academic year, in which the main purpose is to get used to English through songs, games, and so on, although pupils are not assigned to a class by their grades or scores (MEXT, 2014). However, English will become a formal subject for fifth and sixth graders in primary schools by 2020, when pupils will receive English lessons partially based on the current curriculum of English in junior high schools (MEXT, 2014) despite the fact that most HRTs have no certificate for teaching English (MEXT, 2018). In the present study, conversations among the HRTs, the ALTs and the pupils in English classes were audio-recorded for about 50 hours in total, and analyzed partially based on existing research on classroom discourse (e.g., Sinclair and Coulthard, 1975; Walsh, 2013), conversation (e.g., Schegloff, et al., 1977), and classroom-based conversation (e.g., Seedhouse, 2004) analytic approaches. The results of the study reveal that the three parties were observed to communicate with each other regardless of their limited English/Japanese ability during English lessons by the use of 1) non-direct repair between the ALTs and the HRTs and 2) silence by the pupils for the ALTs in order to save the interlocutors’ face and keep a good relationship between them. On the basis of these results, the study will discuss how the HRTs and the ALTs can conduct team-taught lessons more effectively in Japanese primary schools.

11:20-11:45

Meet Business Greats and Learn About Economics: Purpose and Use

Tanner, Paul Daniel (Shiga U.)

Miyata, Manabu (Nagoya City U.)

"Meet Business Greats and Learn about Economics" is an intermediate-level textbook designed to help students learn business vocabulary, improve their reading comprehension and communication ability, as well as learn about the lives of business leaders.

The textbook is designed for business English classes, but could also be used as a reading textbook. In this presentation, the authors will explain the structure of the textbook, and how to use it. Possible supplemental materials will also be explained. The text is divided into three sections of five units each, with the last unit of each section being a review. There is also a separate teacher’s guide with explanations in both Japanese and English. Each unit should start by activating students’ prior knowledge with various scaffolding activities. The first section of each chapter is a bilingual list of vocabulary used in the unit. The authors will introduce a few techniques to help students utilize the list, and reinforce the vocabulary. Next is a Pair Dictation (information gap) short reading of between 100-150 words. Students orally read to each other and fill in the missing information from their A

& B parts. After the preview activities, students read the longer core passage and answer Comprehension Questions and Further

Questions, sometimes working with a partner. Activities to review the reading passage will also be examined. Next is the Task, which is an application of concepts presented in the chapter and requires critical thinking skills. How to make a student-generated test will also be explained. The authors believe that students should be active learners, and will offer a number of ways teachers can keep students engaged and keep the class in ‘active’ mode.

29 15:00-15:25

Coordination, Collaboration, and Teacher Autonomy of English Programs in Japanese Colleges

Prichard, Caleb (Okayama U.)

Research in education suggests that both program coordination and teacher autonomy are necessary, but programs do not always achieve a proper balance. This paper describes two studies. The first aims to discover levels of autonomy, coordination, and collaboration in Japanese ESOL programs compared to ESOL programs based in the United States (US). The second study evaluates the effect of variables in Japanese and US ESOL programs. Examples of these variables include external pressure on the program and feasibility to coordinate the program. Hypotheses: It was hypothesized that Japanese programs would have more teacher autonomy and less coordination and collaboration compared to US programs. It was also hypothesized that the program-specific context variables which influence management styles would significantly differ between the two countries. Methods: Validated surveys were distributed to 62 EFL programs in Japanese colleges and universities with constructs for program management: general autonomy, curricular autonomy, top-down coordination, and administration-staff collaboration. The survey also examined program variables which were hypothesized to influence program management. This included five validated constructs. The results from Japanese programs were statistically compared with 130 US ESOL programs. Results: It was found that Japanese English programs tend to have significantly more teacher autonomy and less coordination than US-based English programs. The results also suggest that the context variables which tend to promote coordination are also somewhat lacking in Japan. Nevertheless, certain context variables, including external pressure and feasibility, did influence levels of coordination in Japanese programs.

Conclusion: After considering program-specific variables ESOL program administrators across Japan may need to consider if they need to achieve a better balance between teacher on autonomy and coordination.

15:40-16:05

Emotion Regulation and Language Teacher Well-being

Morris, Sam (Kanda U. of International Studies)

The emotional turn in applied linguistics has arrived (White, 2018), and much is being learnt about the subject-specific emotional demands of language teaching (e.g. Gkonou & Mercer, 2017; Morris & King, 2020). Yet, to fully appreciate the impact of emotional work on language teachers' well-being, there is a critical need to investigate the actions that teachers take to protect themselves from emotional stresses. Emotion regulation strategies are behavioral and cognitive actions that individuals employ to modify the paths that emotions take, and they are a fundamental part of a teacher's psychological repertoire in relation to their health. Under the assumptions that emotion regulation is agentive, goal-directed, and afforded and constrained by sociocultural contexts, the presenter will discuss interview, observation and stimulated-recall data collected from 15 non-Japanese teachers at a university in

Japan. The data reveals that teachers apply emotion regulation strategies frequently to manage the stresses of their job, the success of which is dependent on the support they are provided by their institutions, their teaching and learning histories, and their engagement with the Japanese education system. The presenter will highlight the tensions that language teachers experience as they negotiate their well-being with effective classroom practice and make recommendations for educators, teacher trainers, and institutions.

30 16:20-16:45

Virtual Speech/Interview Judge: Developing a System to Analyze and Assess Facial Expression

Cooper, Todd D. (U. of Toyama)

The ultimate goal of English conversation classes in Japan is to prepare students for public speaking, presentations, and interviews in their non-native tongue. However, with such large class sizes, it is difficult for one teacher to give personalized advice to forty students (typical size in a high school). Through the use of the Microsoft Kinect 3D sensor camera, our system analyzes speakers’ facial expressions (FE) when speaking or responding to questions. Given the large data output given by the Kinect sensor, there is a need to correlate the output of data with the input of the human scorer. This analysis, when paired with human judges’ scoring, creates a system that can virtually replicate the judges’ or interviewers’ results of an interview or speech contest. In this report, we analyze the speaker’s FE while they are responding to actual job interview questions from local and regional companies. Twelve

Japanese students were interviewed in Japanese and English in front of the Kinect and a regular video camera. The Kinect captured data in real-time, while the resulting video clips were analyzed by a native English speaker, and assessed using a 7-point scale.

These combined scores helped create an environment where students can receive valuable pinpoint information about their interview performance. In previous studies, we have analyzed the speakers’ FE during specific time intervals and phrases. In this report, we discuss the analysis of FE for the entirety of the interview. With this research, we hope to extend the personalized assessment available within a one-on-one teaching environment to all 40 students wherever and whenever they wish.

31 Room 8 [Zoom URL: https://us02web.zoom.us/j/7789230287?pwd=Vzg3dFYrUXNxRlZvNmdjNHFlY0UxZz09]

9:20-9:45

Linguistic Self-Confidence and Flipped Learning: A Perspective from the Growth Mindset

Leis, Adrian (Miyagi U. of Education)

Stemming from the implicit theories, the notion of mindsets describes the beliefs individuals hold about the innateness of

intelligence. Those with the fixed mindset believe intelligence is unchangeable and regardless of how hard they may work or study,

academic performance will not improve. Those who have the growth mindset sense agency in their learning and that effort and

reflection lead to higher academic achievement. Although the concept of mindsets has generated much interest in the field of second

language acquisition recently, few studies consider practical classroom techniques that strengthen students’ growth mindsets. In

this paper, the author discusses the influence the flipped learning approach has on students’ growth mindsets. In the 15-week-long

qualitative study, the instructor taught an English pedagogy course to two groups of university students. One group was taught in

a flipped classroom style: students were required to watch videos about 10–15 minutes long at their leisure during the week before

class. In the videos, the instructor explained the content of the chapter being studied that week and introduced the topics that were

to be discussed during class. Class time was spent focused on those discussion topics and areas of the textbook students did not

understand. The second group was taught in a more traditional style: students were expected to simply read the textbook before

class. During class, students listened to the teacher’s explanation and participated in discussions. Data were collected through

interviews and weekly study diaries completed by participants in both groups. Results suggested the guided preparation available

through the flipped classroom approach gave students more confidence, more willingness to take risks when sharing their opinions,

and more readiness to participate actively in group discussions. The author, therefore, concludes that the flipped learning approach

is indeed an effective way to strengthen language students’ growth mindsets.

10:00-10:25

Cognitive Apprenticeship through Participation in the Academic Oral Presentation Activity

Minematsu, Kazuko (Atomi U.)

The concept of cognitive apprenticeship, a new way of approaching learning, is defined as learning through guided experience on

cognitive and metacognitive skills and processes. The purpose of this qualitative study was to explore how the engagement in the

oral presentation activity helps the university students to create the conceptual model of performing a better presentation after

experience of making a presentation along with observing other peers’ oral presentations. The post-oral presentation activity

questionnaire which consists of four question-items is divided into four major parts, as advocated by Collins (2006): (a) modeling,

(b) articulation, (c) reflection, and (d) exploration. The findings of this study are as follows: (a) As for modeling, when the students

observed about 30 different types of oral presentations, they found new elements of a good oral presentation model: effective use of

visual aids such as Power Point, gesture, attitude such as willingness to send the message or passion. (b) As for articulation, the

qualitative data showed three kinds of features: (1) Metacognitive awareness has been enhanced, (2) Deeper analysis has been done

in distinguishing a good from a poor presentation, and (3) The importance of agency has been recognized. (c) As for reflection, the

features of the students’ reflection show three forms: (1) reflection on their own process, (2) comparison of their performance to that

of others, and (3) comparison of their performance to a set of criteria for evaluating performances. (c) As for exploration, the students

posed the problems concerning (1) speaking skills, (2) affective factors such as anxiety, nervousness, and lack of confidence, and (3)

failing to attract audience’s attention. In order to solve these problems, the students realized the importance of willingness to send

the message with enthusiasm and investment, and extra efforts for preparation outside classroom.

32 10:40-11:05

Cultural Factors Affecting Japanese Study Abroad Students' Academic Learning: A Mixed Methods Analysis

Nall, Matthew (Miyagi U.)

When viewing different educational systems with a cross-cultural lens, it is often noted that common classroom practices vary profoundly across cultures (Kato, 2001; Miller & Endo, 2004; Huang & Brown, 2009). For many Japanese students who are studying abroad, these differences in classroom practice can be perceived as being obstacles that must be overcome. Teachers and students alike may perceive that these differences actually interfere with student learning until the processes of assimilation and accommodation can take place. This explanatory mixed methods study draws upon both qualitative and quantitative data in order to identify classroom cultural differences between Japan and the United States. The researcher takes into account student experiences and beliefs concerning common classroom practices in both countries in order to more appropriately guide English language instruction. As many students experience difficulty adjusting when studying abroad, the researcher identifies specific sources struggle for such students, and concludes by outlining implications and making recommendations for students and teachers in both Japan and the United States. The researcher hopes that results will help both teachers and students increase their "Well-

Being" in the context of preparing for, and studying abroad.

11:20-11:45

Re-evaluating English Programs Echoing Learner Voices from Study Abroad Returnees

Berger, Maiko (Ritsumeikan Asia Pacific U.)

This presentation reports on a longitudinal mixed-method study to investigate the academic English needs of Japanese students during stays abroad, representing three kinds of interview data, but all reflect on the English curriculum and major subjects provided in English at their university. One is interviews from a post-exchange program abroad, another is from pre, during, and post-study abroad, and the other is from students who did not study abroad. For the first group, the speaker conducted a questionnaire with a semester or year-long exchange study abroad program returnees. 42 students took the survey and a further 24 students took part in the follow-up interview to discuss the following: academic demands of the host university, comparison of sending and receiving universities, ways they dealt with academic difficulties experienced, any impact learning multiple languages have had on them, and suggestions for future study abroad students, university faculty and administrators supporting exchange programs. Although the data represents students from various nationalities, only cases from nine Japanese students are reported.

Second, the researcher conducted three case studies and interviewed the participants before, during and after study abroad programs to understand their needs as a learner of a foreign language. Third, cases of students who did not study abroad are also reported. The results point to the need to increase more learner-centered and collaborative classrooms with frequent output opportunities, both in general English and content subjects. In addition, it was evident that the determination to go abroad and the strong mentality to develop as independent learners have contributed greatly in successful stays abroad. Therefore, in order to ensure the academic success of students learning in a foreign language, both language programs, content subject faculty, and support offices should share the learning goals and outcomes in a systemised way.

33 15:00-15:25

Classes for the First-year Students Referred to the Book Titled "The Seven Habits for Highly Effective Teens"

Inokawa, Mutsumi (International U. of Health and Welfare)

Florescu, Cosmin (International U. of Health and Welfare)

Fanjul, Katrina (International U. of Health and Welfare)

This practical report provides an overview of English classes for 1st-year college students designed to help them succeed in academic life. The School of Medicine of the International University of Health and Welfare (IUHW) offers an English program based on the

Active Learning approach using Content and Language Integrated Learning (CLIL) activities. The program aims to encourage students to work overseas as doctors and thus places special emphasis on developing speaking and listening skills. Lessons are conducted entirely in English from the first day of the English program. The goal at the end of the academic year is to reach a

CEFR B2 level. The first year curriculum includes two required language courses: English I and English II. English I comprises four 15-hour sub-courses: Healthcare, News, Japan, and Career, totaling 60 hours of instruction from April through May. In the

Career course, students are expected to think about their college life, set goals, and reflect on their experiences. The seven habits represent key concepts which students use to reappraise their daily life. We provide students with various activities (always including a discussion component) inspired by the book. By participating in these activities, students can think about campus life and their relationships with friends or family members, consider their goals, and learn how to work in a team. To keep students’ motivation high, quizzes, games, and hands-on activities are employed. Active participation is encouraged at every step. We believe that this English course provides students with a good opportunity to think about how to make a good start in their college life, especially for those too lax or too reluctant to keep studying after passing the entrance exam. Our presentation will introduce some activities designed for student-centered classes.

15:40-16:05

Instruction of EFL/ESL Reading Strategy Using Indirect Strategy

間接ストラテジーを用いた EFL/ESL 英文読解方略の指導

森 明智（名古屋外国語大学）

EFL/ESL 環境下での英語リーディング学習の研究は，読み手が使用するボトムアップやトップダウンなどの読解方略と英語リーディン

グ力の間に相関があり，優れた読み手は多様な読解方略を使用する事を明らかにしてきた。これらの読解方略使用を学習者に促す研究

に対して，Grabe(2012)は，学習者自身による目標設定，読み手のモデルとしての教員や仲間の存在，リーディングで生じた疑問点を話

し合う事，自分の英語リーディングに対する自己省察，長期的な反復学習，などの特徴の存在を指摘している。本調査は，これらの特徴

が間接ストラテジー(Oxford, 1990)と定義され得る点に着目しつつ，学習者に対して上記の間接ストラテジーが英文読解方略に与える影

響を検証するため，間接ストラテジーを含めた指導を 2019 年 1 期(15 回)の日本の大学内の英語リーディング授業で行い，指導前と後に

おける英語リーディングテストと英文読解方略に間接ストラテジーを加えた質問紙調査を実施し，探索的因子分析と，因子尺度値と英

語リーディングテストの得点差を対象とした共分散構造分析を行った。指導前後における分析の結果，英語リーディングテストは有意

差(5%)を伴って上昇し，2 度の探索的因子分析と共分散構造分析を比較した結果，共分散構造分析の適合値はいずれも許容範囲である中

で，指導前において既に間接ストラテジーが負荷量(0.4 以上)を持ち，英文読解方略に有意な影響を与えている一方で，英文読解の困難

さを示す因子が見られた。指導後，同じく間接ストラテジーが英文読解方略に有意な影響を与えている一方で，困難さを示す因子は見ら

れなくなり，英文読解の理想モデルを示す因子が表れた。英語リーディングテストの得点上昇差には，単語や文法に注目しつつ英文読解

を進めるボトムアップの因子が有意な影響を与えていた。発表では，データを交えた分析結果について述べる。

34 16:20-16:45

The Effects of Gender and Self-Construal on Motivation in Project-Based Learning

プロジェクト型学習において性差および自己観が動機づけに及ぼす影響

田中 美津子（大阪大学）

他者との関係において自己を捉える自己観は，相互独立的自己観，相互協調的自己観に区分される(Markus & Kitayama, 1991)。自己

を他者から独立しているものと捉える相互独立的自己観に対し，相互協調的自己観が優勢な場合，自己を他者との結びつきにおいて捉

えるため人間関係をより重視する傾向にある。Henry and Cliffordson (2013) は社会的交流が必要となる外国語学習環境においては相

互協調的自己観が外国語学習動機の決定要因となりうることを明らかにした。また，女子学生は相互協調的自己観が優勢であるため，外

国語学習に対してもより強く動機づけられる傾向にあることを示した。プロジェクト型学習の授業においては学生同士の活動が多く組

み込まれているため，女子学生および相互協調的自己観が優勢な学生がプロジェクト型学習を用いた学習に対しより高い動機づけを有

することが想定される。また，先行研究においては，性差は自己観を通して間接的に動機づけに影響を及ぼすことが報告されているが，

性差の影響は学習環境によって異なりうることが考えられる。そこで，本研究ではプロジェクト型学習環境において，性差と自己観が動

機づけに及ぼす影響，および性差と動機づけの関係に及ぼす自己観の媒介効果を検討する。参加者は，プロジェクト型英語科目を履修す

る日本の大学生 180 名である。高田（2000）と自己決定理論に基づく質問紙を用いて自己観および動機づけに関するデータを収集し，

分析にはパス解析および媒介分析を用いた。分析の結果，先行研究と同様，女子学生および相互協調的自己観が優勢な学生はプロジェク

ト型学習を用いた学習により強く動機づけられる傾向にあることが明らかになった。一方，先行研究とは異なり，自己観は性差と動機づ

けの関係を媒介せず，性差は自己観に関係なく，直接的に動機づけに影響を及ぼすことが示された。

35 第 3 回 JAAL in JACET 研究発表アブストラクト（12 月 5 日） Room 9 [Zoom URL: https://us02web.zoom.us/j/7321941888?pwd=bnI4d3JWVk00T0UwandQazBRaTU2Zz09]

9:20-9:45

小学校教員養成課程学生の意識調査

―外国語科における文法項目に焦点を当てて―

山田 浩（高千穂大学）

2017 年 8 月の学習指導要領改訂によって、中学校での学習との円滑な接続を目的として、総合的・系統的な教科学習を行う外国語科が

小学校 5、6 年生に新設された。外国語科の学習指導要領には取り扱う英語の文及び文構造が明記されており、児童は基本的な表現の中

でそれらに繰り返し触れることによって、英語の規則性を内在化することが期待されている。2018 年度から 2 年間の移行期間には、外

国語科用の教材として『We Can!』が文部科学省によって作成された。山田（2020）では、『We Can!』に出現する文法項目、学習指導

要領に記載されている文及び文構造、そして英語学習者が CEFR の各段階で身に付けている文法項目に関する情報を提供する English

Grammar Profile（EGP; Cambridge University Press, 2015）の 3 つの資料を比較して分析した。全部で 31 の文法項目が抽出され、

それらは 3 つの資料の全てに出現している項目（パターンⅠ）、『We Can!』に記載はあるものの、EGP に記載がない項目（パターンⅡ）

及び学習指導要領に記載がない項目（パターンⅢ）、『We Can!』にしか記載がない項目（パターンⅣ）の 4 パターンに分類された。本研

究では、上記の研究を発展させて、小学校教員養成課程に所属する大学生 18 名を対象に、31 の文法項目について意識調査を実施した。

各項目が小学校 5 年生から高等学校 3 年生までのどの学年で初めて学習されると思うかを尋ねた結果、パターンⅠとⅡの項目について

は小学校 5 年生から中学校 1 年生までの学年を回答する学生が多かったものの、パターンⅢとⅣの項目については中学校 1 年生以降の

学年を回答する学生が多かった。この結果から、小学校教員養成課程において、文法指導に関わる学生の認識を変容させる必要があるこ

とが明らかになった。

10:00-10:25

Short-Term Study Abroad: Developing Intercultural Awareness Through English as a Lingua Franca

Humphreys, Gareth（Sojo U.）

A common goal in short-term study abroad (SA) is to provide opportunities to develop English language skills and intercultural

understanding. However, the extensive global use of English as a lingua franca in intercultural communication is often overlooked

in SA practices. Moreover, intercultural learning in SA tends to be associated with factual information around national cultural

perspectives, overlooking differences among individuals and risking essentialism. Given that many SA programmes take place in

non-anglophone settings and in settings where students have substantial interactions with other international students, 'target'

language and culture approaches are problematic. Intercultural awareness (Baker, 2011) provides a relevant model for intercultural

development recognising variability in intercultural communication in international contexts. A qualitative interview investigation

was conducted among fifteen Japanese university students who took part in exchanges in diverse international locations.

Thematically analysed pre- and post-SA interview data revealed that SA experiences in multilingual and multicultural contexts can

lead to intercultural developments and awareness of variability in English use. In a context of diversity in English use and among

users, the findings are potentially significant for SA learning practices. An illustration was developed to represent these students’

SA experiences and conditions which led to more developments, oriented towards Global Englishes.

36 10:40-11:05

Impact of COVID-19 on the Learning Preferences of EFL Learners and Attitude Towards Online Education

Kovalyova, Angelina（Tsukuba U.）

Understanding the impact of COVID-19 on learning preferences of EFL learners is an essential element reflecting the transition from the emergency remote teaching (ERT) towards effective online learning. The presentation will offer insights on EFL learning preferences affected by the spread of COVID-19, focusing specifically on the learners’ attitudes towards an online learning environment. More specifically, the study utilizes the results of a questionnaire collected from 30 Japanese and 30 Ukrainian EFL learners by means of a random sampling. The questionnaire gathers information regarding study style preferences (i.e studying with a teacher, practicing with friends, self-study, studying abroad, etc), asking learners whether their preferences have changed after the introduction of COVID-19. Learners also shared their attitudes regarding a hybrid learning model and offered their opinions on what is missing in online education. The presentation will conclude with selected interview responses as well as key insights about students’ reactions towards practicing English during COVID-19.

11:20-11:45

Students’ Linguistic, Cross-cultural and Lifestyle Concerns in Regards to Studying Abroad

Kato, Ayami（Ohkagakuen U.）

Landsberry, Lauren（Ohkagakuen U.）

This presentation explores the concerns and anxiety, along with anticipated possible challenges, felt by Japanese university students before departing on a long-term study abroad program. The participants were 50 early childhood education majors attending a private university in central Japan. A pre-departure questionnaire, using both closed and open-ended questions was administered to the students who were required to study abroad in Australia for 10 months, the majority of their third year at university. As the students were required to acquire a child-care certificate in Australia, their time abroad was not only important for their linguistic skills but also skills which would be necessary for their future careers. The questionnaire was to investigate their concerns regarding lifestyle, cross-cultural understanding and language. It also examined the possible challenges they thought they would encounter whilst living in a foreign country. By knowing and understanding our students’ concerns, it is hoped that we as teachers can better prepare and assist them in their study abroad experience.

37 第 3 回 JAAL in JACET 研究発表アブストラクト（12 月 6 日） Room 1 [Zoom URL: https://us02web.zoom.us/j/6522149329?pwd=UUgreGRaTkRsVTVpM3BsbUlWd2crdz09]

9:20-9:45

A Pilot Study of the Relationship Between Topic Familiarity and L2 Writing

Ikuta, Miki（Graduate School of Humanities, Nagoya U.）

Okamoto, Miki (Graduate School of Humanities, Nagoya U.)

This study explored the effect of topic familiarity on L2 writing. Across a semester, 14 Japanese learners of English watched scenes

of “The Devil Wears Prada” and wrote reports about the movie. Six weekly reports were assigned to answer some specific questions

about the movie and general questions about their daily life. Overall, 156 reports were analyzed with linear mixed-effects models.

As a result, no developmental tendency was observed across weeks. However, the first reports to the general question, “How was

your first week of school?”, were more syntactically complex compared to the other weeks, but consisted of some grammatical errors

such as run-on sentences. On the other hand, the second to last reports to answer the movie question, “Who is your favorite

character?”, were less syntactically complex, but consisted of less run-on sentences. The result implies they became familiar with

the movie characters as weeks went by, which increased their writing accuracy. This study addresses the relationship between topic

familiarity and L2 writing, especially by highlighting the improvement of grammar and punctuation.

10:00-10:25

The English Novel Writing Camp to Promote Language Skills

Masda, Yuka（Tokyo U. of Pharmacy and Life Sciences）

Hoshino, Yuko (Tokyo U. of Pharmacy and Life Sciences)

Skipper, Yvonne (U. of Glasgow)

We report the ‘English Novel Writing Camp’ organised at Tokyo University of Pharmacy and Life Sciences in August 2020 and its

outcome. The 7 participants wrote 97 pages, approximately 7000 words about university students fighting a pandemic. They

completed the novel and its cover design in 5 days and published it online. The camp was taught by a UK-based organization

(WhiteWaterWriters) of university lecturers, using methods supported by established psychological theories. This was their first

experience of teaching online and for the participants to write in their second language. The camp made successful use of remote

teaching technology, combining different tools available in cloud platforms. The objective of the programme was to promote not only

various life skills such as communication, writing and the English language but also self-efficacy and aspirations. Observational

data suggest that the camp improved participants’ confidence and English proficiency levels especially in listening and speaking

skills. This was supported by the survey results and other feedback from the participants. We conclude this is a meaningful method

to promote self-efficacy and social skills involving the use of English in students in Japan, ideal in the current social situation.

38 Room 2 [Zoom URL: https://us02web.zoom.us/j/8090288167?pwd=S2xVa1Q5QXlieTAvdjN2TjRVdTVtZz09]

9:20-9:45

CEFR-J レベル別英語コーパス構築の試み

投野 由紀夫（東京外国語大学）

星野 守（株式会社ネットアドバンス）

渡辺 亮嗣（株式会社ネットアドバンス）

川原田 将之（東京工業大学博士前期課程） 奥村 学（東京工業大学）

小学館コーパス・ネットワーク（SCN）は、大規模英語均衡コーパス（１億語の British National Corpus, ６億語の Wordbanks Online）

を日本語の統一インタフェースで利用できる商用サービスである。最近はこれに ESP 分野への利用を考慮した 20 億語規模の大規模専

門分野コーパス「Large-size English CORPUS」をサービスに加えている。本発表は、近年世界的に影響力が増大しているヨーロッパ

言語共通参照枠（CEFR）を日本の英語教育に適用するために開発された CEFR-J（投野、2013）に準拠した「CEFR-J レベル別英語

コーパス」構築の中間報告である。本プロジェクトの特色は、大規模コーパス作成にもはや常識となった web コーパス収集方法を用い

つつ、CEFR-J（投野、2013）プロジェクトで開発された CEFR レベル別語彙・文法項目の情報をもとに、テキスト中におけるそれら

の配合率などのテキスト特性値を利用して、半自動で収集したテキストを CEFR 準拠レベル別コーパスに整理する、という試みであ

る。構築のステップとして、(1) Web 上の一般的英語テキストを収集すると、A レベルの英文が集まりにくいため、web コーパス収集時

に欧米の幼児・小学生向けなどの比較的平易な英語を集めているサイトの URL を収集・整理する、(2) Web コーパス収集の手法として

BootCaT を利用し、(3) 収集したテキスト・ファイルを東京工業大学奥村研究室の CEFR-J プロジェクト用に開発した「英文レベルチ

ェックツール」を利用して CEFR-J レベルを暫定的に付与する、(4) 自動分類されたテキストから得られるコンコーダンスライン、語彙

表などの品質を評価する、といったプロセスを経る。本発表では、(3)までの中間段階のレポートを行い、(4)の評価に関する手法のいく

つかを例示し、このような英文レベルを CEFR レベルのような汎用枠に合わせて制御したテキストを用いる学習上の利点や課題に関し

て論じる。

10:00-10:25

日本語話者英語学習者のための英語フォーミュラ情動価リストの信頼性の検証

金澤 佑（関西学院大学）

外国語教育や応用言語学・語彙習得の分野における重要概念として、フォーミュラ連鎖（2 語以上の定型表現）が注目を集めている

（Siyanova-Chanturia & Pellicer-Sánchez, 2019; Webb (Ed.), 2019）。日本においても『フォーミュラと外国語学習・教育 ―定型表現

研究入門』（くろしお出版）が刊行されるなど、フォーミュラをめぐる研究は盛んである。主観的頻度を数値化した指標である親密度

（familiarity）については、日本で英語を学習する大学生を対象とした大規模調査を基にした英語フォーミュラ親密度リストが作成・検

証・実用化されており、一般入手可能である（金澤（編）, 2020）。一方で、最新の心理学的知見や応用言語学の動向に基づく重要な主

観的指標として情動価（emotional valence）が提唱されているが、その知見をフォーミュラ学習に適応した研究は無く、唯一の先行研

究である Kanazawa (2020)による英語フォーミュラ情動価リストは信頼性が検証されていない。本研究は、Kanazawa (2020)の研究を

再現調査することにより、英語フォーミュラ情動価リストの信頼性を検証するものである。参加者（関西の大学生）は、電子調査紙を使

った課題に取り組んだ。研究倫理やインフォームドコンセントの確認の後、参加者は学習者用に編纂された PHRASE リスト（Martinez

& Schmitt, 2012）から抽出された各フォーミュラを情動価（正～中立～負）の観点から 7 段階で評定した。得られたデータを基にピア

ソン相関分析を行った結果、本研究の情動価評定と Kanazawa (2020)の情動価評定の間に.9 以上の強い正の相関関係があることが分か

り、情動的判断の個人差は英語フォーミュラ情動価リストの信頼性を損なうほど大きな要因ではないことが実証された。発表では、情動

価リストの教育・研究への活用の展望についても議論する。

39 Room 3 [Zoom URL: https://us02web.zoom.us/j/4063070713?pwd=dmdzaHRVUk1WZ003UENDWTI4OEk3QT09]

9:20-9:45

ESP Creation and Evolution in EFL Contexts From the Perspectives of the Change Theory

Shi, Jie（U. of Electro-Communications）

English for Specific Purposes (ESP), as a teaching approach arisen from the concern over learners’ needs, has gone through decades

of development. However, systemic adoption of ESP curricula at the tertiary level in EFL contexts remains to be a huge challenge.

This challenge lies in not only conducting valid needs analysis and creating specific curricula innovatively based on the needs

analysis results but also having to confront the existing or main-stream practices. The adoption of ESP approach is indeed a

transformation in EFL education. The main goal of this paper is to analyze the creation and the evaluation of two longitudinal

university-wide ESP (Technical English) programs at a Japanese university of science and engineering from the perspectives of

sociolinguistics using the four-frame model of the Change Theory (Bolman and Deal, 2017). The four frames proposed by Bolman

and Deal consist of structure, human resources, politics, and culture, all of which are crucial factors for making changes to happen

within formal institutions. This paper also aims to discuss the distinct characteristics of academic institutions, such as multilateral

and interdependent structure, culture- and value-oriented, and ambiguous management styles and decision-making process, and

explain how change is affected by these features.

10:00-10:25

The Evolution of International Posture of Japanese EFL Students From Grade 7 through 12: A Longitudinal Study

Elwood, James (Meiji U.)

Monoi, Naoko (Chiba U.)

For English as a foreign language (EFL) learners in Japan, English proficiency develops in tandem with international posture, the

proclivity to relate oneself to the international community (Yashima, 2009). To prepare students to participate in an increasingly

globalized world, Japanese schools include an extensive English language program that begins in elementary school, yet the

curriculum focus shifts from a communicative focus in elementary school to grammar and later test preparation in secondary school.

Although considerable cross-sectional research has examined international posture at individual time points (e.g., Elwood & Monoi,

2015), its evolution across the six years of secondary school has undergone scant research. To address this, data from 1062 students

were analyzed with both factor analysis and latent growth curve modeling. Results showed that international posture became a

trifurcate construct over this 6-year interval and that the levels of the respective constructs comprise two distinct splines, a U-

shaped trajectory in junior high school for all three constructs and three distinctly different paths in high school. These results

provide insight into the precise behavior of international posture and the importance of inflection points in the respective

trajectories. Changes in curricular emphasis and maturational factors likely underpin the idiosyncratic paths of the respective

constructs.

40 Room 4 [Zoom URL: https://us02web.zoom.us/j/4784035637?pwd=V2ZocmxpdUV5NmVUcUlhbUQ2ay80UT09]

9:20-9:45

CEFR-J は英字新聞に対してどの程度有効か

八島 等（広島文教大学）

昨年までの３年間、CEFR-J で示されている語彙を改訂版検定教科書で用いられている語彙と比較する調査を行った。CEFR-J の A1 か

ら B2 までの語がどの程度改訂版検定教科書でも用いられているのかを見てみた。その延長の研究として、CEFR-J で示されている語彙

が英字新聞でどの程度用いられているのかということに関するパイロットスタディーを行った。総異なり語の内訳を見ると、A1 から B2

までの４つのレベル、及びそれ以外の割合が前回までの研究対象であった検定教科書と似ていることがわかった。すなわち、A1 が約

22%、A2 が約 18%、B1 が約 23%、B2 が約 14%であった。この結果、CEFR-J の有効性に疑問が残った。すなわち、語彙カバー率を

考えると、約 77%に過ぎないことになるからである。この値では、英字新聞を適切に読むことは難しいと考えられる。先行研究では、

語彙カバー率と読解との関係についての研究成果は一貫したものではない。Laufer (1989) や羽鳥 (1979) は 95％を提唱しているが、

Hu & Nation (2000) や Schmitt, Jiang, & Grabe (2011) は、適切な読解のためには、98%の語彙カバー率が必要であると主張してい

る。さらに、Carver (1994) は 99％を提唱している。私の研究 (2013) は Carver (1994) の 99％を支持するものであった。従って、本

研究では、再度、英字新聞を調査対象として、CEFR-J が日本人英語学習者にどの程度有効なものであるのかを研究することをその目的

とする。

10:00-10:25

薬学系大学生のための専門語彙学習アプリの開発と評価

語構成 (affix) から学ぶ医療専門用語

スミス 朋子（大阪薬科大学）

天ヶ瀬 葉子（同志社女子大学）

野口 ジュディー（神戸学院大学）

本発表では、薬学系の大学生対象に開発した専門用語の語彙学習アプリを紹介し、アプリの利用者からの評価を考察する。多くの医学薬

学専門語彙は、ラテン・ギリシャ語由来の語幹、接頭辞、接尾辞（以下合わせて affix と呼ぶ）から構成されている長く難解な単語が多

いが、それらは各 affix の意味を知っていれば、全体の意味が類推できることが多い。従って、発表者らは、これまで affix という語構

成で専門性の高い語彙を指導し教材の有効性を確かめている（天ヶ瀬・スミス・野口 2016, 2017, 2020、スミス 2017）。本調査では、新

しい試みとして affix を学習するモバイルアプリを導入し専門語彙の指導を試みた。2020 年前期に関西の私立大学の薬学部で４年次生

306 名を対象に 318 の affix を 10 ユニットに分けたうち８ユニットを自習させて、７回の小テストを実施した。授業は全てオンデマン

ド方式を用い、オンライン上で学習開始時期に任意の事前テストを実施し、学期末に同様の事後テストを行い affix の習得度を測った。

事前・事後テストでは、時間制限はなく、辞書やアプリなどを使わずに実力で回答するように促した。さらに、学期末にアプリや affix

学習に関するアンケートを実施した。テストとアンケートの有効回答数は 124 名であった。affix 学習開始前と終了後の事前・事後テス

トの比較を行い、ｔ検定の結果、平均値に有意な差があり、事前より事後のテストの点数が伸びたといえる。また、アンケート結果をみ

ると、学習者の大半はアプリを主に利用して affix を学習し、「利用しやすい」、「例文や音声がよい」などと肯定的な評価が多かった。 改善点として挙げられたことは、「単語、例文を増やす」などであった。

41 Room 5 [Zoom URL: https://us02web.zoom.us/j/6406034329?pwd=RWxSTGFDRWlDZllBTkpsZjhRdG9NUT09]

9:20-9:45

Online Inter-College Picture Storytelling Workshop

Shiozawa, Yasuko (Bunkyo U.)

Kusanagi, Yuka (Tsurumi U.)

Saito, Aiko (Setsunan U.)

Donnery, Eucharia (Shonan Institute of Technology)

The presenters discuss the results of an intervarsity picture storytelling workshop that integrated communication skills and art via

an online real-time conference system over Zoom. Fifteen students from four different universities worked together in the project

with three 90-minute slots over two days in August 2020. Based on close communication with the professors, an experienced

Kamishibai-artist facilitated the workshop. After learning the basic theory and techniques, students divided into four groups worked

on their original English Kamishibai. In contrast with the online aspect, they created their own work using simple A4 paper sheets

and pens to hand. Toward the end of the third session, the groups presented their work via Zoom which revealed their creativity

with their unique plots and characters. The feedback comments were insightful and helpful, and included those of university

students in Taiwan and a Japanese elementary school student. Pre-and post- questionnaires showed that the participants enjoyed

the task, regardless of their concerns beforehand over their artistic or language abilities. Furthermore, the data also indicated

students’ increased awareness of intercultural communicative competence (ICC) and understanding. With respect to future projects,

two issues remain: time management and Internet environment.

10:00-10:25

大学の LMS システムと課題提出型の Web 授業に対する学生へのアンケート調査から見えた Web 授業対策への『鍵』

渡辺 彰子（立命館大学）

竹田 里香（立命館大学）

COVID-19 の影響を受け、全国の大多数の大学では、2020 年前期授業をオンラインで行うことを余儀なくされた。発表者の所属する私

立大学での語学科目は、ほぼ全て大学の LMS（Manaba＋R）と課題提出型の Web 授業を行うことが推奨された。これにより、教員、

学生共々、戸惑い疲弊した者も多かった。そこで、前期授業の実態を調査し、教員の後期授業の改善の目的で研究を行った。2020 年度

前期に発表者である英語教員 2 名が担当した計 15 科目において、任意でアンケート調査を実施した。調査内容は、Web 授業に関する

自由記述及び学習全般に対する自己決定理論（６件法）に基づいたものである。学生は、今期のオンライン課題中心型授業に関して、ど

のような傾向があるかを英語能力別に検討した。アンケート調査の自由記述における分析手法は KH Corder 3 を用い、学習者の習熟度

別分析においては記述統計等を行い、考察を加えた。結果、自律的学習者にとっては、今回のような Web 授業でも前向きに捉え、主体

的に取り組み、成長を感じる事が出来ていたことが判明した。一方、自学の習慣ができていない学習者にとっては、学びへのモチベーシ

ョンを維持する苦労、学生同士の交流不足、PC への不慣れさに問題があったことが判明した。今後の授業に対し、教員がいかに自己決

定理論の自律性・有能性・関係性を学生に持たせられるかが鍵となることが推測される。本発表では、LMS（Manaba＋R）と課題提出

型の Web 授業を振り返ることによって、自律的学習に繋がった要素、学生と教員間に生じた問題と解決法、及び今後の Web 授業への

提案を行う。

42 Room 6 [Zoom URL: https://us02web.zoom.us/j/2115145942?pwd=RE5QWG5ZYkYrM1p6dW00dm92NnhFUT09]

9:20-9:45

The Effects of a Year-Long CLIL-Based English Course for University Students

Maekawa, Yoko（Okayama U. of Science）

In this globalized society, English education in university is required to raise necessary communication skills in students’ future

career. Moreover, the Ministry of Economy, Trade and Industry included skills to take action, think deeply, and work in teams as

the necessary skills for the workplace, called “basic skills for employment.” Content and language integrated learning (CLIL) may

be a good approach to cultivate skills to think deeply and work in teams since the main four elements of CLIL include cognition and

higher-order thinking skills. Also, group or pair activities are frequently used in CLIL courses that may train students’ ability to

work in teams. However, the use of CLIL in university classes sometimes faces difficulties in selecting content because of students’

lack of content knowledge and low English proficiency level. Therefore, the author planned and practiced a year-long CLIL-based

English course which includes a lot of pair- or group-work and discussions. In a questionnaire survey, students reported that they

learned about the content, enjoyed group activities and got more motivated in learning English. Students also perceived their growth

of reading comprehension, listening comprehension, and English composition or expression skills.

10:00-10:25

Operating Titanic: Avoiding Icebergs in EGAP Classes for Freshmen and Repeaters

Yoshida, Aya（Kyoto U.）

Conducting mandatory EGAP (English for General Academic Purposes) Writing-Listening classes for all first-year students

regardless of major can be compared to operating Titanic, for the captain (teacher) must steer clear of icebergs that fling crew

members (students) into the deep dark sea of failure where they must attempt the voyage again the following semester. In this

context, icebergs (students’ learning obstacles) are not only linguistic challenges but also the real possibility of failing the class

halfway through, which seems to emerge not directly from the courses’ various requirements but rather from the absence of self-

discipline, enthusiasm, and writer awareness. It is thus indispensable to design learning tasks that encourage students’ autonomous

learning as well as stimulate their sense of creativity while also conforming to academic writing conventions. Through numerous

trials and errors, I feel the writing tasks that I have adapted based on the designated textbooks as well as regular student peer-

review activities have been encouragingly effective in eliciting students’ inspiring ideas and in setting animated discussions about

their writings. Judging from the quality of students’ final essays and comments on their learning experience, I am confident that

together we can avoid many icebergs.

43 Room 7 [Zoom URL: https://us02web.zoom.us/j/6667739364?pwd=dHV6NUZHcjBocWFkOEQ0VE1xN0dMQT09]

9:20-9:45

Translation in College English Classroom

Sonda, Nozomu（Yamaguchi U.）

In the last few decades, translation seems to have been revived and its proper place reinstated (Cook, 2010; Vermes, 2010; Carreres

& Noriega-Sánchez, 2011; Colinas, 2014; Gutiérrez, 2018). In this presentation, the author proposes to examine the nature and

purpose of translation in foreign/second language learning and share some examples how it can be used in college English classes

in Japan. Sometimes a text needs to be translated idiomatically because literal translation is just too awkward. At another time, a

text is translated dynamically; for example, in order to produce an equivalent effect in a target text, an example which is different

from the original may be used. Furthermore, a translated text may sound quite foreign to the target language speaker’s ear because

of the unfamiliarity of the source text’s culture. Finally, translation may not be even possible because of socio-cultural or political

differences. Thus, the knowledge and understanding of the spectrum of translation, learners may be helped to better approach their

second/foreign language acquisition. Learners as linguists (Seliger, 1983) can pick up some important keys and hints to enhance

their learning through translation.

10:00-10:25

日本語の主題卓越型構造からの転移の克服に向けた意味重視の文法指導に関する一考察

橋尾 晋平（同志社大学）

日本語は、基本構造が「主題＋解説」である主題卓越型構造の言語に類型され、この構造は、日本人初級英語学習者が「主語＋述語」の

構造を基盤とする英語の文産出を行う際に転移する。実際、多くの学習者が日本語の主題と英語の主語の構造を混同し、英語の文産出に

支障をきたしている。初級学習者がこのような転移を克服するためには、日英語の構造の違いを明示的に説明することが重要である。ま

た、初級学習者にとって、「主語」や「主題」のような文法用語を用いた説明は、理解するのが困難であるため、意味に重点を置いた文

法指導が効果的である。拙稿（2019）では、名古屋外国語大学の田地野彰教授が提案した「意味順」を援用し、日英語の構造の違いに

関する気づきを促す文法指導を提案した。また、この指導の中では、日本語学の知見に基づき、日本語の構文別に文産出のトレーニング

を行うこととしている。本発表では、発表者の勤務校の日本人初級英語学習者である大学生のクラスに対して、拙稿（2019）の提案に

基づく授業実践を 4 ヵ月間行い、授業実践を行ったクラス（実験群）の学生の産出技能の伸長が見られたかどうかを分析する。その結

果、従来の文型重視の文産出の指導を行ったクラス（統制群）の学生に比べて、授業実践を行ったクラスの学生の多くは、日英語の違い

を理解し、英語にしにくいと想定される主題卓越型構造が強く反映されている日本語文を英語で表現することができるようになったと

示す。以上より、「意味順」などの意味重視の文法指導を行うことは、学習者が日英語の違いについての気づきを得る契機となり、日本

語からの転移を克服され、文産出が促進されると主張する。

44 Room 8 [Zoom URL: https://us02web.zoom.us/j/7789230287?pwd=Vzg3dFYrUXNxRlZvNmdjNHFlY0UxZz09]

9:20-9:45

高大連携の英語ライティング指導と指導書作成への取り組み

山下 美朋（立命館大学）

藤岡 真由美（大阪府立大学）

昨今、大学の英語教育現場において、大学生として必須の「論文やレポートを英語で書く力」、即ち「アカデミックライティング力」の

低さが問題視されている。具体的には、パラグラフ概念の欠如（Nishigaki & Leisheman, 2001; Yamashita, 2018）、論理構成力の弱さ

（Tsuji, 2016; Yasuda, 2006）である。その要因のひとつに、高等学校（以下：高校）でのライティング教育の現状がある。高校では、

パラグラフの書き方からパラグラフを積み上げてエッセイが書けるまでの体系的なアカデミックライティング指導が行われているとは

言えない。しかし、大学入学後にアカデミックライティングの基礎から指導するには時間的に限界があるため、高校で基礎を固め、大学

で実践的な指導に進むという連携のとれた指導が求められる。このような状況に鑑み、高等学校新学習指導要領では「パラグラフからエ

ッセイへの指導」が提唱され、論理構成に着目した科目群「論理・表現Ⅰ・Ⅱ・Ⅲ」が新設されることとなった。そこで、筆者らは高校

の英語教師と協働して、高校から大学までの一貫したライティングの指導書と授業ですぐに使える教材を作成することを最終目的に掲

げ、その第一段階として関東と関西の高校において実験的な授業実践を行った。このうち関西の高校で行った授業は、「ディベートをす

ることを前提にした論証文を書く」であり、この実践の結果、シラバスを工夫したこと、教師間で密な指導体制を構築したことによって

一定の効果が見られた。しかし、高校教師からは理論に基づく指導の難しさなどの指摘もあった。本稿では、上記の高校での授業実践を

紹介し、「高校と大学が連携した指導体制を構築する」という本研究の背景と経緯、そして可能性について詳述する。

10:00-10:25

ジャンル分析に基づく学部学生への専門英語のライティング指導

宮永 正治（近畿大学）

本稿では、筆者が所属する大学の建築学部において、研究論文の要旨を書くことを目標とするライティング指導にジャンル分析に基づ

くアプローチを応用した学部 3 年生対象の授業について報告する。受講生は、本授業が開講される秋学期にそれぞれ研究室に配属され、

それぞれの専門分野に応じて、卒業研究のまとめとして卒業論文を書くグループと、卒業設計を作品として制作して、そのコンセプトを

書くグループに分かれる。いずれにしても学生は、将来、このようなジャンル文書の読解や執筆に直面するが、過年度の英語科目はすべ

て一般英語であるため、この授業が受講生にとっては専門分野の英語を扱う初めての科目となる。本授業で取り扱うジャンル文書は「研

究論文の要旨」としたが、ジャンル分析に基づくアプローチはライティングにおいて、一般的な表現・単語や専門用語の選択、動詞の時

制、提示する情報の順番などにおいて学生の指針となるため、他のジャンル文書にも応用可能である。本稿では、授業計画、授業内およ

び授業外活動、受講生が要旨を仕上げるまでのプロセスを実際のサンプルと共に紹介するとともに、ジャンル分析に基づくライティン

グのアプローチを学部学生の英語授業に応用した効果を検討する。

45 Room 9 [Zoom URL: https://us02web.zoom.us/j/7321941888?pwd=bnI4d3JWVk00T0UwandQazBRaTU2Zz09]

9:20-9:45

Translingual Language Practice of Japanese University Students in EMI Programs at Taiwanese University

Mizukura, Ryo (Meiji U.)

Itoi, Kiyu (Ritsumeikan Asia Pacific U.)

Recently, due to the Japanese government’s globalization policy, destinations and purposes of studying abroad have diversified, and

students’ translingual language practice has begun to be seen in study abroad settings. However, most preceding studies have

mainly focused on their English language acquisition in English speaking countries, and their experience with taking classes in

English mediated instruction (EMI) setting in non-English speaking countries is an under-researched area. Thus, this study focused

on the language practices of Japanese students exposed to EMI setting in non-English speaking countries implementing qualitative

research by conducting an open-ended questionnaire and an interview. This presentation focuses on two Japanese fourth-year

university students who major in business administration in university in Kyushu and studied at the same university in the

northern part of Taiwan. Using positioning theory for analysis, the findings suggest the complexity of language use and development

of multiple identities required to successfully perform in EMI environment in Taiwan. It also indicates the necessity of amending

the current state of academic English education to fit the new demand of studying in EMI environment in non-English speaking

countries, particularly intercultural communication amongst non-native speakers in EMI programs.

10:00-10:25

A Study of Student and Teacher Perspectives on Perceived Benefits of EMI: A Preliminary Analysis

Kumazawa, Masako (J. F. Oberlin U.)

Brewster, Damon (J. F. Oberlin U.)

English as a medium of instruction (EMI), following global trends, is becoming a norm at many Japanese universities as a tool for

survival in the globally competitive higher education market. EMI in Japan is often promoted based on assumptions about its

benefits (Brown, 2019), with various pedagogical issues concerning students’ learning outcomes emerging (e.g., Bradford & Brown;

2018). The research underpinning this presentation attempts to shed light on these issues, in particular, how EMI is perceived by

students and to what extent do their views match that of their institutions. The research seeks to examine the benefits and risks

perceived by different groups of EMI stakeholders, including institutions, English language teachers, content area teachers, and

students. The study employs a “critical ethnographic perspective” (McCarty, 2011) and is collecting data from multiple research sites

over three years. The presenters will share findings from the first round of their data collection. The data includes interviews with

six students in university EMI content area classes, their learning records, proficiency test data, and the researchers’ observations

of the context. The findings will be discussed to further deepen insights into the existing pedagogical issues surrounding EMI.

46 Room 10 [Zoom URL: https://us02web.zoom.us/j/3714749979?pwd=bDZ1Y2tyNXdES0hVMGJFSlM2dGdxUT09]

9:20-9:45

Curriculum Evaluation: An English Presentation Course

The Evaluation of a New English Presentation Course in the College of Gastronomy Management

Pond, Christopher (Ritsumeikan U.)

Owada, Kazuharu (Ritsumeikan U.)

Townsend-Nakai, Leon (Ritsumeikan U.)

This study describes the procedure and results from an English presentation course evaluation at Ritsumeikan University, Japan.

As part of our first formative course evaluation we asked the following question: Were learning outcomes being achieved, and if

so, how effectively? Data was collected from a sample of 120 first-year students across six classes of varying language abilities. An

observation and feedback rubric was used to collect data across eight key presentation competencies covering areas of organization,

language and delivery. A total of 357 observations were completed. Use of language and organization in the introduction, body and

conclusion showed a 23%, 28% and 31% improvement respectively. With the introduction and body sections showing the highest

overall average score of 84%. Use of gestures and movement/posture improved moderately less at 20% and 19% respectively. The

areas showing the least improvement were voice/intonation and eye contact, with improvements of only 8% and 5% respectively.

In terms of final scores, gestures and movement/posture remained lowest at 70% and 69% respectively. In the future it is

recommended that more classroom time is allocated to practicing delivery with additional focus on voice and intonation.

10:00-10:25

児童に対する英語絵本の読み聞かせ活動を通じた教職履修生の意識の変容

中山 夏恵（文教大学）

土屋 佳雅里（東京成徳大学）

児童対象の英語指導において活用できる教材の１つに英語絵本がある。文科省作成の補助教材『Hi, friends! 2 指導編』では、その利点

を「絵から情報を読み取り、状況を理解しながら、児童は相手の話を聞くことになるため、『聞いてわかる』体験をさせやすい。」と説明

する。小学校教員養成コア・カリキュラム（東京学芸大学，2017）においても、絵本を含む児童文学についての理解が到達目標として

明記されており、教職履修生にとって絵本やそれを用いた実践について理解を深めることは有用といえる。そこで本研究では、教職履修

生の内、希望者対象に、大学図書館内にある児童室にて地域の子供たちに向けた絵本の読み聞かせ活動を計画した。学生（9 名）は、2

グループに分かれ、2 日間にわたり準備を行い、2 日目の午後に読み聞かせ活動を行った。実践を通じた履修生の意識の変化について調

査するため初日の事前準備終了時と、2 日目の読み聞かせ活動後にアンケート（選択式と記述式）を実施した。選択式の質問項目は、小

学校教職履修生が備えるべき資質能力を可視化する自己評価記述文（J-POSTL Elementary：JACET 教育問題研究会，2018)を参考に、

絵本の選定・活動の計画・実践に関わるもの（12 項目）を作成し、5 件法で調査した。分散分析の結果、2 回の調査間での意識の変化は

観察されなかった。短期間での調査だったことから、想定される結果だといえる。一方、自由記述データの分析からは、実践前には、児

童の「内容理解（9 件）」に集中していた学生の意識が、実践後は、「雰囲気作り（8 件）」や「児童の反応（5 件）」などを重視するよう に変化する様子が観察された。本発表では、これらの結果から、教職履修生に対するこのような実践の意義と課題について述べたい。

47 Room 11 [Zoom URL: https://us02web.zoom.us/j/4048750047?pwd=NG5SWTNSNlQ3R25rMjZNancwcWVIdz09]

9:20-9:45

The Notion of ‘National Culture’ in the Narratives of Global Businesspeople

Takino, Miyuki (Yokohama City U.)

The essentialist view of intercultural communication based on comparisons of national cultures has been criticized for failing to

capture the complexity of culture, instead disseminating an ‘illusory’ idea that culture is stable and quantifiable. Culture is

increasingly seen as a negotiable process and ‘trajectory of action’ (Holliday 2011). Despite such criticisms, the comparison of

‘national culture’ such as Hofstede's cultural dimensions theory (Hofstede 1984) has been widely applied especially in studies and

practices analyzing conflicts and uncertainties in the globalization of business. This study investigates how and why the notion of

differences in ‘national culture’ has been constructed and utilized by Japanese people using English as a business lingua franca

(BELF) to explain their challenges in cross-cultural business. The paper is based on qualitative data from 12 one-on-one interviews

and two group interviews with Japanese professionals. By employing the concept of ‘Othering’ (Holliday 2011) to analyse the data,

this paper discusses that they often use ‘national culture’ to explain and justify one’s actions and thoughts when they feel torn

between multiple cultures that are often competing and conflicting. The notion of ‘national culture’ is used by the participants to

construct and affirm their own identity in their narratives.

10:00-10:25

複言語環境で育った学習者のアイデンティティの変容

「投資」が「豊かな資源」になるまで

吉田 真美（京都外国語大学）

本研究では、フランス、韓国、日本、の 3 か国を移動しながら育った学習者が作成したオートエスノグラフィーを基に、幼少期、学童

期、大学時代という異なった時間の移動、及び物理的な移動や、言語間の移動が、学習者のアイデンティティ形成にどう影響したかを考

察した。主に学習者が移動先でどのように言語習得がなされたのか、また学校教育での学習をどのように成立させたかという視点から、

複言語環境においてアイデンティティがどのように変容したかを考察すべく、学習者自身が意識していなかった事柄の関係性を浮き彫

りにし、経験してきたことへの認知の構造をより明らかに示すために、個人別態度構造分析（PAC 分析法）を用いた。再度インタビュ

ーで語られた内容を分析し、その結果から４つのテーマ（A.各環境における人との関係性、B.学校、C.母、D.家族）が読み取れた。さら

にそのテーマについての語りからは、４つの視点が浮かび上がった１）言語習得と学校での学習活動において「不足している」自分を意

識せざるを得なかったこと２）「不足している」自分を補うために投資活動を行ったこと２）「不足している」自分から「豊かな資源に

恵まれた」私へと変容していったこと４）「不足を補うための投資をする」過程で家族が大きく影響を与えていること。幼少期には意識

しないでよかった言語面や社会のルールにおける「足りない自分」に学童期に直面したが、それを補うために Norton (2000)らの言う「実

践共同体への十全的参加のための投資活動」を行った結果、最終的には自己の複言語環境で育ったというバックグラウンドがもたらし

た「豊かな資源」とを捉えられるまでに変容した。

48 Room 12 [Zoom URL: https://us02web.zoom.us/j/3286058102?pwd=ZmhrL1liWEdiYnVwS21ZWElmZ1BOdz09]

9:20-9:45

5 段落エッセイ（five- paragraph essay）を用いたライティング指導

日本の大学における有効性を考える

河野 円（明治大学）

ライティングは日本人高校生が苦手とするスキルであり、2015 年度の高校 3 年生を対象とした英語力調査では 4 割強の生徒が CEFR

で A1 レベルの下方に位置していることが報告された。学習指導要領が改訂され、「論理・表現」という科目が新設されて、論理の構成

や展開を工夫しながら、「論理・表現Ｉ」ではパラグラフを、「論理・表現 II」ではエッセイライティングを行うことが目標とされてい

る。大学では指導要領はないものの、総合英語やライティング等の科目でエッセイライティングを行っている大学は多いのではないか。

日本の国内外で出版された市販の EAP 教科書では、5 段落エッセイ(five- paragraph essay)を取り入れているものが多く、留学のため

の TOEFL や IELTS の試験対策としても取り入れられている。それらの教材では、評価項目としてのルーブリックを基に、もっぱら意

見文や原因と結果、長所と短所の比較などを行うエッセイライティングが練習されている。この 5 段落エッセイの指導は、実際にはど

のような効果があり、学習者にはどのように受け止められているのだろうか。本研究では 2018 年度に私立大学 1 年生２クラスを対象に

5 段落エッセイを指導した実践を報告し、TOEFL のルーブリックを基に 3 名の評価者が分析を行った結果を論じる。特に論理の流れや

意見の論証についての評価が分かれた点を分析し、５段落エッセイの効果を検証する。その上で日本の大学生にいったい、エッセイの型

をどの程度教えこむ必要があるのか、真に英語で考え英語で論じる力をつけるにはどうすれば良いかを考察する。

10:00-10:25

EAP 教員コンピテンシー枠組みと教員養成コース

―英国の取り組み―

マスワナ 紗矢子（東京理科大学）

渡 寛法（日本大学）

飯島 優雅（獨協大学）

渡辺 敦子（文教大学）

高橋 幸（科学技術振興機構）

金丸 敏幸（京都大学）

寺内 一（高千穂大学）

田地野 彰（名古屋外国語大学）

日本の大学英語教育において「学術目的の英語」（以下 EAP）の必要性が認識される一方で、体系的な EAP 教員養成が課題となってい

る（飯島他, 2016）。本研究では、EAP 教員コンピテンシー指標の開発と支援リソース整備を目指し、EAP 教育が進んでいる英国の EAP

教員養成コース担当者に、質問紙調査および聞き取り調査を行った。質問紙は、9 カテゴリー33 項目からなり、飯島他（2016）の教育

目的、シラバス、教科書などの項目に加え、EAP 教員として修得すべきスキルと知識、英国 EAP 教員学会（以下 BALEAP）が開発し

た指標との関連性についての項目から構成されている。質問紙調査はオンラインで 2020 年 6 月に 4 大学に対して行った。また、うち 2

校に対しては 2020 年 8 月、コース担当者にオンラインでフォローアップのインタビューを行った。これらのコースは 2013 年以降に設

立され、修士課程の一部、短期集中コース、オンライン、対面、理論中心から実践中心と形式は様々であった。EAP 教員に求められる

コンピテンシーについては、すべてのコースで BALEAP の枠組みおよび Portfolio を活用しており、特に経験の浅い EAP 教員に対し、

BALEAP の TEAP（Teaching of English for Academic Purposes）（ EAP 教員認証評価）の要件を一部満たすよう設計されていた。例

えば、BALEAP の枠組みに沿って、ジャンルやディスコースへの意識や専門分野のテクスト分析方法の習得、自身の教育に対するリフ

レクションが重視されていた。同時に、受講者のニーズを反映して、枠組みには含まれていない IT スキル、コンピテンシー表現の簡略

化、汎用的な教授スキル、といった項目にもコースでは注力されていることが分かった。これらのコース内容や運営について、今後日本

の EAP 教員養成での適用可能性を調査・検討する必要がある。

49 賛助会員ライトニングトーク（12 月 5 日） Room 1 [Zoom URL: https://us02web.zoom.us/j/6522149329?pwd=UUgreGRaTkRsVTVpM3BsbUlWd2crdz09] 時程 賛助会員名 内容 対面授業以上の個別指導を可能とするリアルタイム 9:50-9:55 北辰映電株式会社 モニタを活用したオンライン授業 10:30-10:35 株式会社三修社 新刊テキストご案内① 11:10-11:15 ユサコ株式会社 質的研究支援ソフト NVivo のご紹介 オンラインで「多聴多読」が出来る会員制 15:30-15:35 コスモピア株式会社 電子図書館「e ステーション」のご案内 プレゼンのベストセラー『Speaking of Speech』が 16:10-16:15 センゲージラーニング㈱ Premium Edition として登場 著者によるプレゼンをご堪能下さい 16:50-16:55 公益財団法人 日本英語検定協会 進化する英検「S-CBT」「CBT」のご紹介

Room 2 [Zoom URL: https://us02web.zoom.us/j/8090288167?pwd=S2xVa1Q5QXlieTAvdjN2TjRVdTVtZz09] 時程 賛助会員名 内容 Introducing “Roadmap” series, the new British 9:50-9:55 Pearson Japan English General English course ワーズ・アンド・モンスターズ 10:30-10:35 株式会社 Lexxica 無料英単語アプリのご紹介 リモート授業・ご研究に 11:10-11:15 株式会社ネットアドバンス －進化する「小学館コーパスネットワーク」 AI Empowered, CEFR-based, Online Four-skill 15:30-15:35 ケンブリッジ大学英語検定機構 Assessment by Cambridge 対面授業以上の個別指導を可能とするリアルタイム 16:10-16:15 北辰映電株式会社 モニタを活用したオンライン授業 16:50-16:55 （予備枠）

Room 3 [Zoom URL: https://us02web.zoom.us/j/4063070713?pwd=dmdzaHRVUk1WZ003UENDWTI4OEk3QT09] 時程 賛助会員名 内容 9:50-9:55 リアリーイングリッシュ株式会社 留学準備に最適！IELTS 対策コースのご紹介 電子教科書＋自習用アプリがオンライン学習を強力 10:30-10:35 クリエイド・ラーニング株式会社 にサポート AI Empowered, CEFR-based, Online Four-skill 11:10-11:15 ケンブリッジ大学英語検定機構 Assessment by Cambridge 15:30-15:35 ㈱成美堂 新刊テキストのご紹介 2 Introducing “Business Partner” that teaches 16:10-16:15 Pearson Japan business English and business skills 16:50-16:55 （予備枠）

Room 4 [Zoom URL: https://us02web.zoom.us/j/4784035637?pwd=V2ZocmxpdUV5NmVUcUlhbUQ2ay80UT09] 時程 賛助会員名 内容 9:50-9:55 ひつじ書房 ひつじ書房新刊案内 10:30-10:35 ユサコ株式会社 質的研究支援ソフト NVivo のご紹介 11:10-11:15 株式会社三修社 新刊テキストご案内② 15:30-15:35 株式会社レアジョブ 「英語を話せる」を即座に可視化－PROGOS 16:10-16:15 一般社団法人 CIEE 国際教育交換協議会 ライティング指導ツール「Criterion®」のご紹介 16:50-16:55 （予備枠）

50 Room 5 [Zoom URL: https://us02web.zoom.us/j/6406034329?pwd=RWxSTGFDRWlDZllBTkpsZjhRdG9NUT09] 時程 賛助会員名 内容 プレゼンのベストセラー『Speaking of Speech』が 9:50-9:55 センゲージラーニング㈱ Premium Edition として登場 著者によるプレゼンをご堪能下さい Introducing “StartUp” series, the new American 10:30-10:35 Pearson Japan English General English course 11:10-11:15 ひつじ書房 ひつじ書房新刊案内 リモート授業・ご研究に 15:30-15:35 株式会社ネットアドバンス －進化する「小学館コーパスネットワーク」 16:10-16:15 公益財団法人 日本英語検定協会 進化する英検「S-CBT」「CBT」のご紹介 16:50-16:55 （予備枠）

Room 6 [Zoom URL: https://us02web.zoom.us/j/2115145942?pwd=RE5QWG5ZYkYrM1p6dW00dm92NnhFUT09] 時程 賛助会員名 内容 9:50-9:55 株式会社 DTP 出版 簡単で安心なテキスト出版のすすめ 対面授業以上の個別指導を可能とするリアルタイム 10:30-10:35 北辰映電株式会社 モニタを活用したオンライン授業 オンラインで「多聴多読」が出来る会員制 コスモピア株式会社 11:10-11:15 電子図書館「e ステーション」のご案内 TOEIC800 点突破コース＆プレイスメントテスト 15:30-15:35 リアリーイングリッシュ株式会社 への活用も可能な TOEIC オンライン模擬テストの ご紹介 16:10-16:15 （予備枠） 16:50-16:55 （予備枠）

Room 7 [Zoom URL: https://us02web.zoom.us/j/6667739364?pwd=dHV6NUZHcjBocWFkOEQ0VE1xN0dMQT09] 時程 賛助会員名 内容 ワーズ・アンド・モンスターズ 9:50-9:55 株式会社 Lexxica 無料英単語アプリのご紹介 10:30-10:35 ㈱成美堂 新刊テキストのご紹介 1 オンライン授業で大活躍!! 11:10-11:15 センゲージラーニング㈱ Classroom Presentation Tool で授業も楽々 電子教科書＋自習用アプリがオンライン学習を強力 クリエイド・ラーニング株式会社 15:30-15:35 にサポート 16:10-16:15 （予備枠） 16:50-16:55 （予備枠）

Room 8 [Zoom URL: https://us02web.zoom.us/j/7789230287?pwd=Vzg3dFYrUXNxRlZvNmdjNHFlY0UxZz09] 時程 賛助会員名 内容 電子教科書＋自習用アプリがオンライン学習を強力 9:50-9:55 クリエイド・ラーニング株式会社 にサポート 10:30-10:35 englishbooks.jp englishbooks.jp のテキスト選定サービス 11:10-11:15 株式会社 DTP 出版 簡単で安心なテキスト出版のすすめ ワーズ・アンド・モンスターズ 株式会社 15:30-15:35 Lexxica 無料英単語アプリのご紹介 16:10-16:15 （予備枠） 16:50-16:55 （予備枠）

51 Room 9 [Zoom URL: https://us02web.zoom.us/j/7321941888?pwd=bnI4d3JWVk00T0UwandQazBRaTU2Zz09] 時程 賛助会員名 内容 9:50-9:55 株式会社レアジョブ 「英語を話せる」を即座に可視化－PROGOS 10:30-10:35 一般社団法人 CIEE 国際教育交換協議会 TOEFL®テストのご紹介 11:10-11:15 englishbooks.jp englishbooks.jp のテキスト選定サービス

52 賛助会員ライトニングトーク（12 月 6 日） Room 1 [Zoom URL: https://us02web.zoom.us/j/6522149329?pwd=UUgreGRaTkRsVTVpM3BsbUlWd2crdz09] 時程 賛助会員名 内容 オンラインで「多聴多読」が出来る会員制 9:50-9:55 コスモピア株式会社 電子図書館「e ステーション」のご案内 10:30-10:35 （予備枠）

Room 2 [Zoom URL: https://us02web.zoom.us/j/8090288167?pwd=S2xVa1Q5QXlieTAvdjN2TjRVdTVtZz09] 時程 賛助会員名 内容 9:50-9:55 株式会社三修社 新刊テキストご案内③ 10:30-10:35 （予備枠）

Room 3 [Zoom URL: https://us02web.zoom.us/j/4063070713?pwd=dmdzaHRVUk1WZ003UENDWTI4OEk3QT09] 時程 賛助会員名 内容 AI Empowered, CEFR-based, Online Four-skill ケンブリッジ大学英語検定機構 9:50-9:55 Assessment by Cambridge 10:30-10:35 （予備枠）

Room 4 [Zoom URL: https://us02web.zoom.us/j/4784035637?pwd=V2ZocmxpdUV5NmVUcUlhbUQ2ay80UT09] 時程 賛助会員名 内容 9:50-9:55 ㈱成美堂 新刊テキストのご紹介 3 10:30-10:35 （予備枠）

Room 5 [Zoom URL: https://us02web.zoom.us/j/6406034329?pwd=RWxSTGFDRWlDZllBTkpsZjhRdG9NUT09] 時程 賛助会員名 内容 9:50-9:55 株式会社レアジョブ 「英語を話せる」を即座に可視化－PROGOS 10:30-10:35 （予備枠）

Room 6 [Zoom URL: https://us02web.zoom.us/j/2115145942?pwd=RE5QWG5ZYkYrM1p6dW00dm92NnhFUT09] 時程 賛助会員名 内容 リモート授業・ご研究に 9:50-9:55 株式会社ネットアドバンス －進化する「小学館コーパスネットワーク」 10:30-10:35 （予備枠）

Room 7 [Zoom URL: https://us02web.zoom.us/j/6667739364?pwd=dHV6NUZHcjBocWFkOEQ0VE1xN0dMQT09] 時程 賛助会員名 内容 9:50-9:55 ユサコ株式会社 質的研究支援ソフト NVivo のご紹介 10:30-10:35 （予備枠）

Room 8 [Zoom URL: https://us02web.zoom.us/j/7789230287?pwd=Vzg3dFYrUXNxRlZvNmdjNHFlY0UxZz09] 時程 賛助会員名 内容 9:50-9:55 englishbooks.jp englishbooks.jp のテキスト選定サービス 10:30-10:35 （予備枠）

53 Room 9 [Zoom URL: https://us02web.zoom.us/j/7321941888?pwd=bnI4d3JWVk00T0UwandQazBRaTU2Zz09] 時程 賛助会員名 内容 9:50-9:55 株式会社 DTP 出版 簡単で安心なテキスト出版のすすめ 10:30-10:35 （予備枠）

Room 10 [Zoom URL: https://us02web.zoom.us/j/3714749979?pwd=bDZ1Y2tyNXdES0hVMGJFSlM2dGdxUT09] 時程 賛助会員名 内容 9:50-9:55 ひつじ書房 ひつじ書房新刊案内 10:30-10:35 （予備枠）

Room 11 [Zoom URL: https://us02web.zoom.us/j/4048750047?pwd=NG5SWTNSNlQ3R25rMjZNancwcWVIdz09] 時程 賛助会員名 内容 TOEFL ITP®テスト（団体向け TOEFL®テスト） 9:50-9:55 一般社団法人 CIEE 国際教育交換協議会 のご紹介 10:30-10:35 （予備枠）

Room 12 [Zoom URL: https://us02web.zoom.us/j/3286058102?pwd=ZmhrL1liWEdiYnVwS21ZWElmZ1BOdz09] 時程 賛助会員名 内容 Reallyenglish 主力コース Practical English 7 の 9:50-9:55 リアリーイングリッシュ株式会社 メジャーアップデートのご案内 10:30-10:35 （予備枠）

54 研究促進委員会企画シンポジウム（12 月 5 日） ウェビナー [URL: https://us02web.zoom.us/j/84296087799]

13:00-14:30

The First Year of Online Education―Connect

遠隔元年「繋ぐ」

パネリスト 中原 正徳（シスコシステムズ合同会社）

パネリスト 岩﨑 千晶（関西大学）

司会者 内藤 永（北海学園大学）

シンポジウムの全体主旨

2020 年度は，新型コロナウイルスの感染拡大に伴い，高等教育の現場に本格的な遠隔授業の導入が始まったことから，今後「遠隔

元年」として記憶される年となった。多くの大学では，突然，対面式の授業が不可能となり，統一した遠隔プラットフォームを整備す

る間もなく，ある意味，近視眼的にリソースを利用し，教員の自助努力によって遠隔授業をスタートさせた。2020 年（遠隔元年）を

終えようとしているこの時期に，本シンポジウムでは，ネットワークと，教育工学・授業デザインの専門家を招き，産学の広い観点か

らこの遠隔教育を振り返り，次年度に繋がる英語教育を考える機会としたい。ネットワーク分野については，授業を止めない遠隔教育

を実現するためのネットワーク構築，遠隔教育の際の品質・接続性・操作性・安全性の選択肢と優先度，遠隔コミュニケーションのノ

ウハウ，今後の遠隔に関する技術革新の動向をテーマに，教育工学・授業デザインの分野については，対面授業と遠隔授業の本質的な

違い，遠隔授業固有のカリキュラム・授業デザイン，遠隔授業の評価方法，遠隔授業で最低限押さえておきたいことをテーマに議論を

展開する。本シンポジウムの議論は，「遠隔教育の課題」としてまとめ，その一つ一つを英語教育的な課題として捉え直し，月例研究

会を開催して多角的に議論を展開する予定である。その総括として，『JACET 創立 60 周年記念ウィーク』（2021 年 8 月 25~29 日）の

中で開催される JACET 第 60 回記念国際大会（2021 年 8 月 27 日~29 日，オンライン）で再びシンポジウムを行い，議論や知見を共

有し，未来の遠隔英語教育へと繋げていきたい。

Masanori Nakahara is a Lead Technical Engineer at Cisco Systems G.K. who studied in BS Computer Science in Japan and MBA in California State University in Hayward. He is a certified Stanford PM, PMP, CSM, National Government Licensed Guide Interpreter, and also one of the "Business Cats" (NAN’UN-DO Publishing) co-authors.

Chiaki Iwasaki is an associate professor of Division for Promotion of Educational Development, Kansai University. Her research interests include educational technology, designing learning environment, e-learning, curriculum design, peer and tutor instruction in higher education. She has publications in the area of active learning and learning design in higher education.

Hisashi Naito is Professor of English in the Faculty of Business Administration at Hokkai-Gakuen University. He earned MA and PhD degrees in Linguistics (Tohoku University). His research interests include business communication, genre analysis and human resource development. He has publication in the area of ESP and EBP.

55 IIBC 特別シンポジウム（12 月 6 日） ウェビナー [URL: https://us02web.zoom.us/j/85268331596]

13:00-14:30

Case Study of University English Education Utilizing ICT

ICT を活用した大学英語教育の事例と課題

パネリスト 奥村 耕一（情報経営イノベーション専門職大学）

パネリスト 斎藤 裕紀恵（中央大学）

司会者 城田 賢吾（一般財団法人 国際ビジネスコミュケーション協会）

シンポジウムの全体主旨

大学英語教育に限らず，教育現場における ICT 技術の活用ということはかなり以前から言われてきたことである。これまでにもいろ

いろな機会で，様々な教育機器やそれらを利用した教育方法が提案されたり，試行されたり，その結果が発表されたりしてきた。それ

でもこれまではどちらかというと，先進的な取組を行っている学校，研究の実験モデル校といった一部の大学における事例に留まり，

興味・関心を抱く人たちはいるものの，一般的な普及にはまだしばらく時間がかかるものと考えられてきたふしがある。

しかしながら，今般のコロナ禍によりオンラインでの授業をやらざるを得ない状況に全ての大学が追いやられてしまった。1995 年

の阪神淡路大震災を機に携帯電話が広く普及し，2011 年の東日本大震災を機に Twitter 等の SNS 利用が広まったのと同じように，想

定外の事情により状況が大きく変わってしまったと言える。

このような状況の中，好むと好まざるとにかかわらず，またそれまでの準備体制の有無にも関係なく，大学はオンラインでの授業を

行うこととなってしまっている。コロナ禍の終息が見えず，またオンライン活用の利便性も見え始めてきた今，仮にコロナが終息した

としても，オンライン化をはじめとする ICT 活用の流れは，大学教育においては最早止めることのできないものとなりつつある。その

ため ICT の活用は，将来的な話ではなく今すぐに取り組まなくてはならない身近な現実の課題となっている。

本シンポジウムでは，ICT 活用をまさにこの「身近な現実」の問題として捉え，今後の各自の取組に資する事例や課題を紹介し，また

参加者との意見交換も通じて，ICT 活用を考えていきたい。

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シンポジウム・レクチャー１

English Education for Prospective Autonomous learners at iU

iU における自律英語学習者の育成

奥村 耕一

本発表では，2020 年４月に開学した情報経営イノベーション専門職大学（以下，iU）における英語教育について，日本の英語教育事

情を背景に述べる。iU は，「ICT」「ビジネス」「グローバルコミュニケーション」を 3 本柱に，学生は 600 時間のインターンシップや学

内起業を通じて，革新を創造する実践力を身につける。英語は，世界でビジネスを展開していく上で不可欠と位置づけられ，基礎科目と

展開科目として授業が設定されている。

学生の入学前の学習背景は，中・高等学校において，教科書の訳読，文法学習，受験問題集への取り組みを多くが経ており，対話や発

表の機会は少ない（アンケート結果による）。また，入学時実施の外部試験では，全体の６割強が A1 または A2（CEFR）レベルという

結果が示されており，国の英語教育実施状況調査（文部科学省，2020）の結果と共通している。実際の授業は，高校生の基礎力定着調

査（金谷，2017）の結果を踏まえて計画し，英語を取り込み，やり取りの機会を多く設けるよう，英文の音読（シャドーイングや穴あ

き音読），５分間チャット，タスクを基盤とした言語活動（髙島，2020）を採り入れた。結果，学生の多くは，コミュニケーション重視

の学習の重要性を理解した（授業評価による）。前期末実施の技能試験では，即時的に応答することに課題を感じていた（アンケート結

56 果より）。

以上の状況から，卒業までの取り組みを展望し，学生の個々のニーズに応えた授業のあり方を再考すると，一斉に課題を与えて，一律

に活動するより，自らの課題を見出し，その解決に向けた学習を自らが実現させることが，長期的な技能の発展が望めると判断した。大

学という最後の学習段階において，上記のように自律した英語使用者となるよう育成することは意義深いと考えた。

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シンポジウム・レクチャー ２

New English Education in the Age with/ after Covid-19:The Possibility of Teaching English with VR

With / After コロナ 時代の新しい英語教育：VR を活用した英語教育の可能性

斎藤 裕紀恵

Covid-19 禍の影響で，デジタル技術の活用が英語教育の継続実施のために欠かせなくなっている。同時に 21 世紀型の新しい授業の

形を模索する機会にもなっている。文部科学省(2020)は「大学教育のデジタライゼーション・イニシアティブ（Scheem-D）～With コ

ロナ / After コロナ 時代の大学教育の創造 ～」のレポートで授業の価値を最大化するためにデジタル技術の有効活用の必要性を述べ

ている。レポートではデジタル技術活用の一例として VR（Virtual Reality）活用が挙げられ，EDUCAUSE(2020)の最新のレポートで

も VR を含む XR の技術が将来の高等教育機関の教育と学習に影響を与える技術として挙げられている。VR の活用は言語学習の際に内

発的動機付け，異文化意識の向上，情意フィルターの低減につながり得ると言われている(Schwienhorst, 2002)。現在，EdTech と英語

教育をテーマにしたゼミでは語学学習プラットフォーム immerse を利用して，General English Course（CEFR A1-A2 レベル），Public

Speech and Presentation Course (CEFR B1-B2)を受講して，VR を用いた英語学習を体験している。学生は Oculus Go を使い，仮想

空間でアバターを通じて，ネイティブアメリカ人講師からリアルタイムで英語を学ぶことが可能である。immerse のレッスン内容は

CEFR を参考に作成され，レッスン終了後のフィードバックも CEFR の Can-do リストを元に提供されている。VR レッスン体験前に

TOEIC Speaking テスト，事前アンケート，毎回の受講後には VR レッスンについての Can-do を使用した振り返り，体験終了後には

TOEIC Speaking テスト，事後アンケートを行う予定となっている。本発表では immerse の TOEIC Speaking テストの事前と事後の

結果，学生が記載した VR レッスン体験の振り返り，事前と事後のアンケート結果を参考に，今後の英語教育への VR 利用の可能性につ

いて論じる。

Koichi Okumura is a senior lecturer at the Faculty of Information and Management for Innovation, Professional University of Information and Management for Innovation. His research interests include English education from elementary to university levels, especially English grammar supporting communication based on task-based language teaching (TBLT), learning materials with ICT devices. He has publications in the area of TBLT.

Yukie Saito is an associate professor at Faculty of Global Informatics of Chuo University. Her research areas are CEFR, and its application in English education in Japan. She also works on teacher cognition and classroom practice research.

Kengo Shirota is a Unit Manager at the Marketing Planning Unit, The Institute for International Business Communication (IIBC). IIBC has administered TOEIC (Test of English for International Communication) program in Japan for more than 40 years. He is responsible for the promotion and marketing of the TOEIC program in Japan.

57 JACET SIG 発表（12 月 6 日）

SIG 名称 EAP（English for Academic Purposes）

発表者（所属） マスワナ 紗矢子（東京理科大学）・渡 寛法（日本大学）・山田 浩（高千穂大学）・飯島 優雅（獨協大学）

渡辺 敦子（文教大学）・高橋 幸（科学技術振興機構）・金丸 敏幸（京都大学）・寺内 一（高千穂大学）

田地野 彰（名古屋外国語大学）

発表タイトル Prototyping Quality Enhancement Benchmarks for Teaching EAP in Japan

日本の EAP 教育の質保証に向けた指標プロトタイプ作成

Zoom URL https://tus-ac-jp.zoom.us/j/98262184281?pwd=Um9WVTQzWkg3ekNTdmZkb29nNVoxUT09

SIG 名称 Oral Communication Study Group（オーラルコミュニケーション）

発表者（所属） 塩沢 泰子（文教大学）・野村 和宏（神戸市外国語大学）・ムーディ 美穂（名古屋外国語大学）・浅野 享三（南山大学）

発表タイトル Oral Communication Work Enhanced via Online Classroom Activities

オンライン授業で発展するオーラルコミュニケーション活動

Zoom URL https://zoom.us/j/95015842775?pwd=bkZHTFRYMFM2cy80azlHM2l0Vzgrdz09

SIG 名称 ESP Hokkaido Chapter（ESP［北海道］）

発表者（所属） 石川 希美（札幌大谷大学）・山田 政樹（札幌大谷大学）・坂部 俊行（北海道科学大学）・内藤 永（北海学園大学）

発表タイトル Qualitative Changes Before and After Instantaneous Response Training: Utterance Analysis Using Text Mining

即時応答力トレーニングによる変化はどのように表れるのか―発話のテキスト分析から

Zoom URL https://us02web.zoom.us/j/9778805107?pwd=RTROcGFST1N1eGtnZkltdTNzK3Nndz09

SIG 名称 World Englishes and Cross-cultural Understanding（国際英語と異文化理解）

発表者（所属） 塩澤 正（中部大学）・小宮 富子（岡崎女子短期大学）・ 倉橋 洋子（東海学園大学）・ 下内 充（中部学院大学）

吉川 寛（中京大学）

発表タイトル Evaluation from the Viewpoint of EIL

国際英語論の視点からの評価

Zoom URL https://zoom.us/j/98351237879?pwd=ckFvbE1zVjFiVUExRE10QVlKTGUzdz09

SIG 名称 ESP Kansai Chapter（ESP［関西］）

発表者（所属） 藤枝 美穂（大阪医科大学）・山本 美津子（京都医療科学大学）・ 富高 智成（京都医療科学大学）

スミス 朋子（大阪薬科大学）・ 天ヶ瀬 葉子（同志社女子大学）・ 野口 ジュディー（神戸学院大学）

発表タイトル ESP for Healthcare Professionals:

Specialized Corpora, Short-Term Overseas Training, and Medical Terminology Study Apps

医療系大学における多角的な取り組み：自作コーパス・海外研修・医療専門語彙学習アプリ

Zoom URL https://us02web.zoom.us/j/87651015686?pwd=UEJ6UFJnamZIS21QaGRuTWRlRk9xQT09

58 SIG 名称 JACET Materials Development Group（教材開発）

発表者（所属） 安田 優（関西外国語大学）・ 轟 里香（北陸大学）・ 松村 優子（近畿大学）・後藤 リサ（関西外国語大学）

香林 綾子（平安女学院大学）・ 仲川 浩世（大阪女学院短期大学）

発表タイトル Kansai Materials Design & Development Past, Present, and Future

教材開発の過去・現在・未来

Zoom URL https://zoom.us/j/99100987638?pwd=c21ibWwyU3o3cmFoYzNsd3dTbjVPUT09

SIG 名称 ESP Kyushu-Okinawa Chapter（ESP［九州・沖縄］）

発表者（所属） 荒木 瑞夫（宮崎大学）・縄田 義直（航空大学校）・ 光永 武志（国立高等専門学校機構 熊本高等専門学校）

山内 ひさ子（前長崎県立大学）

発表タイトル New Approaches to Learner Needs in ESP

ESP における学習者ニーズへの新しいアプローチ

Zoom URL https://miyazaki-u-ac-jp.zoom.us/j/81793045510?pwd=aE5aMGo4ZFFzY0hvMUdqYTBvQTl4Zz09

SIG 名称 Developmental Education Kansai Chapter（授業学［関西］）

発表者（所属） 村上 裕美（関西外国語大学短期大学部）・ 中村 詩のぶ（武蔵大学）・ 大場 浩正（上越教育大学）

中野 三紀（兵庫医療大学）

発表タイトル A Study on Lesson Analysis Method Based on EP Theory: Flowcharts for Practical Analysis

EP 論に基づく授業分析法の考察：フローチャートによる導入法

Zoom URL https://zoom.us/j/97620848054?pwd=QWlHTlRJRldjYU1kV1JiM3dpa3Uxdz09

SIG 名称 Academic Literacy（アカデミックリテラシー）

発表者（所属） 上條 武（立命館大学）・ 長尾 明子（龍谷大学）

発表タイトル Academic Writing in EAP Research

EAP 研究から考えるアカデミックライティング

Zoom URL https://ritsumei-ac-jp.zoom.us/j/94730065746?pwd=bUU4NHZOTlN6cGJkKzRLaklqVWczdz09

SIG 名称 Bilingualism and Bilingual Education（バイリンガリズム）

発表者（所属） 平井 清子（北里大学）・ 河野 円（明治大学）・飯田 深雪（神奈川県立国際言語文化アカデミア）

発表タイトル English Education in Japan at the Elementary School through to Senior High School Levels:

The Relevance and Utility of Bilingualism Perspectives

日本の小学校から高校までの英語教育―バイリンガリズムの視点の応用

Zoom URL https://us02web.zoom.us/j/83211610608?pwd=a1lPSmRPQnI5dFc2ekdhTEZpMjN3UT09

SIG 名称 Language Policy（言語政策）

発表者（所属） 三村 千恵子（宇都宮大学）・ラサミ チャイクル（玉川大学）・杉野 俊子（浜松学院大学）

発表タイトル Language and Educational Issues: Rethinking English and English Education

言語教育問題：英語との付き合い方を再考する

Zoom URL https://zoom.us/j/2420031930?pwd=VE5IOFgwQ2ZYQUhzNm5hN0ZZQWk4Zz09

59 SIG 名称 Testing（テスト）

発表者（所属） 中村 優治（慶応義塾大学）・ 松本 佳穂子（東海大学）・ 伊藤 泰子（神田外語大学）・ アダム マレー（琉球大学）

土平 泰子（聖徳大学）・ 長橋 雅俊（聖徳大学）・ラサミ チャイクル（玉川大学）

発表タイトル Activities of the JACET Testing SIG: The Past, the Present and the Future

JACET テスト研究会の歩み―過去・現在・今後の展望

Zoom URL https://us02web.zoom.us/j/83239195518?pwd=N1ZsSHhUVWF2RHR0clF2TUdsQ0FSZz09

SIG 名称 ESP Kanto Chapter（ESP［関東］）

発表者（所属） Shi Jie（U. of Electro-Communications）・ Shin'ichi Hashimoto（Tokai U.）・ Megumi Nishikawa（Tokai U.）

発表タイトル "Teaching the Research Article (RA) Abstract Genre to Japanese Graduate Students of EST";

"Facilitating Interactions through CMC in Remote Learning"

Zoom URL https://us02web.zoom.us/j/84744251825?pwd=TjlodEltMHVEVmYrRDhlUWVPVHdDQT09

60 JACET 教員と賛助会員との連携に向けた第 6 回情報交換会（12 月 6 日） Room 1 [Zoom URL: https://us02web.zoom.us/j/6522149329?pwd=UUgreGRaTkRsVTVpM3BsbUlWd2crdz09]

次年度 2021 年の JACET 第 60 回記念大会に向けた「JACET 教員と賛助会員との連携に向けた情報交換会」 も今回で６回目の開催を迎えることとなりました。これもひとえに，賛助会員の皆様のお力添えのおかげと，深 く感謝しております。 「第５回情報交換会」（６月開催）においては，賛助会員ファシリテーターの主導によるディスカッション等を 通して，（１）産学連携や変化に対応したサービス，（２）60 周年記念大会での発信の２つを基軸に，産学での 共同研究やサービスの共同開発に向けたアクションプランを検討していくとの結論に至りました。（詳細は下記 サイトの報告書をご参照ください。）

URL: https://bit.ly/2FBPPRf QR コード

今回の「第６回情報交換会」では，それらを踏まえた具体的な取り組みについてご案内させて頂くとともに， グループディスカッションによる情報交換の場を設け，With コロナ・After コロナ時代を見据えた新たな連携体 制の構築のため本学術交流集会を「遠隔元年」位置づけて相互の知恵を結集する機会としたく存じます。この議 論を通じて，賛助会員の皆様と個々の教員とを「つなぐ」新たな仕組みを実質化するための忌憚のないご意見・ ご提案をいただき，第 60 回記念大会に向けてアクションプランとして結実させてゆく所存です。多くの皆さま のご参加を心よりお待ちしております。

内容： １．ご報告とご案内（15 分） （１）JACET 賛助会員ポータルサイトなど新たな取り組みの動向報告 （２）JACET 創立 60 周年記念誌・賛助編の制作について （３）JACET 創立 60 周年記念ウィークの新たな企画 ２．テーマ別グループディスカッション（70 分） （１）賛助会員ライトニングトーク（LT）の提示方法と今後の発展 （２）賛助会員ポータルサイトの改良と活用方法および賛助会員と教員とのマッチングの 具体化

＜各ディスカッションの流れ＞ ① 小グループ・ディスカッション (15 分，ブレイクアウトルーム) ➢ 「ファシリテーター」は JACET 教員が務める ➢ 「メモ係」が議論の内容を Google Form にメモし，最後に送信 ② ディスカッション内容の共有（10 分，全体） ➢ 「発表係」が各グループの議論の内容を全体に説明 ➢ 同時に「ファシリテーター」が Google Form の集計内容を画面共有 ③ アクションプラン重点項目の選定（10 分，全体） ➢ ②で共有されたアイデアから，特に優先度・実現性の高いものを選定し，アク ションプランの「重点項目」とする

61 JAAL in JACET Proceedings, Vol. 3 のご案内

SUBMISSION GUIDELINES Manuscripts for the JAAL in JACET Proceedings, Vol. 3 will only be accepted by online submission. Please read the following guidelines carefully.

Important Dates: Submission Form Open: Monday, December 7, 2020 Submission Deadline: Friday, January 8, 2021 (11:59 PM Japan Standard Time)

Submission Form: https://jaal.site/2020/proceedings/

A. Requirements A paper must be based on an oral presentation given at the JAAL in JACET 2020 and the first contributor must be a member of JACET. All other contributors must have also presented the work at JAAL in JACET 2020.

B. Editorial Policy 1. Proceedings of JAAL in JACET 2020, a refereed, open-access electronic journal, encourages submission of the following: - Research Articles on topics related to the applied linguistics and language education - Practitioner Reports to share findings and insights 2. Manuscripts submitted to the JAAL in JACET Proceedings must not have been previously published, nor should they be under consideration for publication elsewhere. 3. Manuscripts which do not conform to the guidelines will not be considered for review. 4. The Editorial Board of the JAAL in JACET Proceedings reserves the right to make editorial changes in any manuscript accepted for publication to enhance clarity or style. The corresponding author will be consulted if the changes are substantial. 5. Paper offprints will not be provided.

C. Guidelines 1. Manuscripts on A4 paper, including abstract, references, figures, tables, and appendix, should be written within 4 to 8 pages for Research Articles and Practitioner Reports. 2. Manuscripts (except for the title, author name(s), abstract and keywords) need to be written in a two-column format. 3. All manuscripts must be in English or Japanese. 4. All submissions to the JAAL in JACET Proceedings must conform to the requirements of the Publication Manual of the American Psychological Association, 7th edition. 4.1 Prepare manuscripts using Microsoft Word (2003 or later). 4.2 Follow the font sizes specified in Table 1. Use Times New Roman.

62 Table 1. Fonts for Papers

Font Size Style Text

16pt bold paper title (max 3 lines) centered

12pt authors’ names

10pt italics authors’ affiliations, email addresses

10pt bold section titles

10pt abstract, main text, subheadings

9pt table/figure names and captions, notes, acknowledgements, references, appendices

4.3 In formatting your A4-size paper, set top and bottom margins to 30mm, left and right margins to 15mm, and left- and right-justify your columns. Do not put page numbers in your paper. 4.4 Include the title, an abstract (no more than 200 words), and keywords (no more than five keywords; a multiple-word key phrase can be counted as one keyword). 4.5 Submit your paper in the form of MS-Word (2003 or later) and PDF, saving them under the author’s full name as in the following examples: suzukikaoru or smithkerry.

E. Contributor’s Responsibility 1. Contributors are responsible for the content of their manuscripts. 2. Contributors are responsible for obtaining permission to reproduce any material such as figures and tables for which they do not own the copyright, and for ensuring that the appropriate acknowledgements are included in their manuscript.

F. Copyright 1. JACET holds the copyright of the articles published in the JAAL in JACET Proceedings. 2. Anyone, including the author(s), who wishes to reproduce or republish an article, must obtain permission from JACET. Also, it should be clearly stated that JACET holds the copyright.

――――――――――――――――――――――――――――――――――――― 投稿規定 『JAAL in JACET Proceedings, Vol. 3』への投稿はオンラインでのみ受け付ける。以下の規定に従うこと。

日程 提出開始日: 2020年12月7日（月） 提出締め切り日: 2021年1月8日（金）23:59

提出フォーム https://jaal.site/2020/proceedings/

63 A. 投稿資格 投稿論文は，JAAL in JACET 2020において口頭発表された内容のものとし，第一著者はJACET会員でなければ ならない。共著者は全員，JAAL in JACET 2020での共同発表者とする。

B. 編集規定 1. 『JAAL in JACET Proceedings, Vol. 3』は査読付き，オープンアクセスの電子ジャーナルであり，投稿内容は 以下のものとする。 - 応用言語学および言語教育に関連した研究論文 - 言語教育に関する実践報告 2. 『JAAL in JACET Proceedings, Vol. 3』への投稿論文は未発表のものに限る。他誌に投稿中もしくは他誌に掲 載済みの論文の投稿は認めない。 3. 投稿規定に沿っていない原稿は，査読の対象としない。 4. 著作権は『JAAL in JACET Proceedings, Vol. 3』編集委員会に帰属し，原稿の明瞭性を高めるために編集上の 変更を加える権利を留保する。大きな変更が必要な場合，第一著者に相談を取る。 5. 印刷版の提供はしない。

C. ガイドライン 1. 要旨，参考文献，図表，付録を含むA4論文の原稿は，研究論文と実践報告ともに，4~8頁以内（2段組み）で の執筆とする。 2. 使用言語は英語または日本語とする。 3. 『JAAL in JACET Proceedings, Vol. 3』投稿論文の引用書式・引用文献書式等はAPAの第7版に準じるものとす る。 3.1 原稿作成にはMS-Word（2003以降）を使用する。 3.2 表1に指定されたフォントサイズを使用する（字体はMS明朝）。

表1．原稿のフォント

Font Size Style Text

16pt 太字 タイトル（最大 3 行，中央揃え）

12pt 著者名

10pt イタリック 著者の所属，メールアドレス

10pt 太字 セクション見出し

10pt 要旨，本文，小見出し

9pt 図表名，図表の説明，注，謝辞，参考文献

3.3 A4サイズの用紙をフォーマットするときは，上下の余白を30mm，左右の余白を15mmに設定し，両揃えに設 定する。ページ番号は挿入しない。 3.4 タイトル，要旨（400字以内），キーワード（5個以内）を含める。 3.5 Microsoft Word（2003以降）とPDFの2つの形式で，suzukikaoruまたはsmithkerryのように著者名を入れて保存 する。

64 E. 投稿者の責任 1. 投稿者は，原稿の内容に責任を負う。 2. 著作権を有していない図表を使う際は，投稿者が許可を取る責任があり，原稿にも適切な謝辞を含めるもの とする。

F. 著作権 1. JACETは，『JAAL in JACET Proceedings, Vol. 3』に掲載された論文の著作権を保持する。 2. 論文を転載する場合は，JACETの許可を得る必要がある。また，JACETが著作権を有することを明確に記載 する必要がある。

65 JACET 第 3 回ジョイントセミナーのご案内

JACET 第３回ジョイントセミナー これからの英語教材の開発と活用Ⅱ ー 理論と実践の連携を求めて ー Japan Association of College English Teachers

The 3rd JACET

Summer(47th) and English Education(8th)

Joint Seminar (2020)

ELT materials development and use II:

Linking theory and practice

Dates: Monday 8 – Wednesday 10 March 2021 Venue: Online (zoom and other systems) Seminar fees: \ 5,000 (JACET members) \10,000 (Non-JACET members) \ 1,500 (Students) (Pay in advance by PayPal) Registration deadline: 28th February 2021 (Please submit the poster session proposal before 7th February.) Programme digest: Mon. 8 March (12:30 – 17:30; Optional online social event 17:45 onwards) - Featured lectures by Prof. Ryan W. Smithers (Otani University), Prof. Kip Cates (Tottori University) & Prof. John Gray (Institute of Education, University College London, UK) - Poster sessions Tue. 9 March (10:30 – 18:00) - Featured lectures by Prof. Toshiyuki Kanamaru (Kyoto University), Prof. Ryan W. Smithers (Otani University), Prof. Kip Cates (Tottori University) & Prof. John Gray (Institute of Education, University College London, UK) - SIG presentations, Publishers’ presentations Wed. 10 March (10:00 – 12:30) - Poster sessions, SIG sessions

The details will be placed on JACET web [http://www.jacet.org] around mid-December.

Contact via email (JACET Headquarters): [email protected]

66

JACET 創立 60 周年記念ウィークのお知らせ

2021 年に JACET は創立 60 周年を迎えます。つきましては JACET 創立 60 周年記念ウィークとして、例年行 っていたサマーセミナーと国際大会を以下の要領で開催を予定しております。

◇ JACET 創立 60 周年記念ウィーク 日程：2021 年 8 月 25 日（水）〜8 月 29 日（日） テーマ：Reflection and Reconnection

⚫ 第 48 回 JACET サマーセミナー（オンライン開催） 日程：2021 年 8 月 25 日（水）、26 日（木） テーマ：「時代が変わる、指導が変わる、教材が変わるーわたしたちは何をすべきか」

⚫ 第 60 回記念国際大会（オンライン開催） 日程：2021 年 8 月 27 日（金）〜29 日（日） ※発表日は 28 日（土）、29 日（日）の 2 日間 テーマ：「時代の変化を乗り越える英語教育―Society 5.0 という現実を迎えて」

詳しい情報は、JACET 創立 60 周年記念特別ウィークポータルサイト（http://jacet.org/jacet60th/）に掲載され ます。なお、それぞれのイベントの開催趣旨および第 60 回記念国際大会の発表応募要領は次ページ以降に掲載 しております。

多くの皆様に御参加いただきたくどうぞよろしくお願いいたします。

JACET 創立 60 周年記念ウィーク特別委員会 問い合わせ先：[email protected]

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JACET 60th Anniversary Commemoration Week

In the year 2021 which marks the 60th anniversary of JACET, the 48th JACET Summer Seminar and the 60th Commemorative International Convention will be held as follows:

◇ JACET 60th Anniversary Commemoration Week Dates: August 25th (Wed.) –August 29th(Sun.), 2021 Theme: “Reflection and Reconnection”

⚫ The 48th JACET Summer Seminar (Online) Dates: August 25th (Wed.) and 26th (Thurs.), 2021 Theme: “Changing Times, Changing Instruction, Changing Materials: How Should We Respond?”

⚫ The JACET 60th Commemorative International Convention (Online) Dates: August 27th (Fri.) –August 29th (Sun.), 2021 *Presentation dates are scheduled on August 28th (Sat.) and 29th (Sun.). Theme: “English Education to Endure Changing Times: Facing the Reality of Society 5.0”

Further details will be posted at our JACET 60th Anniversary Commemoration Week portal site (http://jacet.org/jacet60th/). Please see the subsequent pages for details of each event and Call for Papers for the 60th Commemorative International Convention.

We are looking forward to seeing many of you online for this special event!

Special Committee for JACET 60th Anniversary Commemoration Week Contact Information: [email protected]

68 JACET 60th Anniversary Commemoration Week Reflection and Reconnection

Society 5.0 refers to a human-centered society that balances economic development with the resolution of social problems through a system that highly integrates cyberspace and physical space. Though originally proposed as a future to aspire to, the global outbreak of infectious disease in early 2020 has obliged us to welcome Society 5.0. Facing this age-defining turning point, the Japan Association of College English Teachers needs to go beyond simply thinking about the future. Our Association and its members must reexamine the essence of the English language education we have cultivated over many years. We must pledge to reach out across the boundaries of our Association to join hands with colleagues from around the world and in various fields, so that we can jointly confront the difficulties before us. Coincidentally, the year 2021 marks the 60th anniversary of the founding of JACET. To take advantage of this situation, we would like to hold our summer seminar and international convention within the same week. We desire that this “JACET 60th Anniversary Commemoration Week” be a period when we focus on connections between the past, the present, and the future of English language education.

JACET 創立 60 周年記念ウィーク Reflection and Reconnection

コンピュータとネットワークによる仮想空間と現実世界の物理空間を高度に融合させたシステムによって、経 済発展と社会的課題の解決を両立する、人間中心の社会が Society5.0 と呼ばれるものであった。本来、この Society 5.0 は今後の理想的な社会の構築を目指すための目標として掲げられていたが、2020 年初頭に発生した 世界的な感染症の拡大により、われわれの社会は否応なしに Society 5.0 の世界を迎えることとなった。 われわれ大学英語教育学会は、この時代の大きな転換期にあって、先のことだけを考えるのでなく、これまで 学会や会員が長年培ってきた英語教育の本質を今一度見つめ直し、学会内部に留まらず、広く世界や他分野と手 を取り合って、この困難に立ち向かう決意を確認したい。奇しくも 2021 年は本学会の 60 回の記念大会の節目 にあたる。この機会を活かし、本学会が主催してきたサマーセミナーと国際大会を連続開催とすることで、英語 教育の過去・現在・未来の繋がりに意識を向ける期間として「JACET60 周年記念ウィーク」を企画する。

69 The 48th JACET Summer Seminar (Online, 2021) Changing Times, Changing Instruction, Changing Materials: How Should We Respond?

With the spread of the novel coronavirus infection, transformations in the field of education are occurring at an unprecedented speed. Many colleges and universities have had to shift from providing classes in standard face-to-face settings to delivering classes through online conferencing systems. This change has had a major impact on forms of communication and textbook use. It has demonstrated that changes may occur regarding the teacher’s role and their qualifications. These abrupt changes, which have been imposed upon us, have left us with major inconsistencies and a variety of problems. As we anticipate changes in curriculums, evaluations methods, and teachers’ roles, we would like to explore, at this seminar, teaching methods and instructional materials which help us adapt to technological innovations and changes in the educational landscape. For “teaching materials” to truly serve as “learning materials,” this seminar will feature lectures and workshops in which participants can discuss this issue. We wish to take into consideration the viewpoints of not only those who teach, but also of our supporting members who create teaching materials, and of the students and learners who use these materials.

第 48 回 JACET サマーセミナー（オンライン、2021） 時代が変わる、指導が変わる、教材が変わる─わたしたちは何をすべきか

新型コロナウイルス感染症の拡大により、教育現場の変革はかつてないほどに加速された。多くの大学では、 これまで当たり前であった教室での対面授業に代わり、オンライン会議システムを利用した遠隔授業が導入され た。それに伴い、コミュニケーションの様態や教科書のあり方も大きく様変わりした。教員の位置づけや教員に 求められる資質もこれまでと大きく変わる可能性が示された。このような変化は、しかしながら、十分な準備期 間を経て取り入れられたものではなく、短期間で必要に迫られながら、ある意味、強制的に行われたものである。 そのため、そこには大きな矛盾や問題点が残ったままとなっている。 本セミナーでは、技術革新や教育の変化に対応するべく、カリキュラムや評価、教師の役割の変化を見据え、 これからの指導や教材について確認する。いわゆる 「教材」(teaching materials) が 「学(習)材」（learning materials）と敷衍されるように、教える側である教員のみならず、教材をつくる側である賛助会員や教材で学ぶ 側である学生・学習者の視点も交えながら、講演・ワークショップを通じてともに考える機会を提供する。

70 The JACET 60th Commemorative International Convention (Online, 2021) English Language Education to Endure Changing Times: Facing the Reality of Society 5.0

In this time of unprecedented change, we would like our convention to take a fresh look at the reality of university education where the educational space of the "classroom" cannot be shared. In cooperation with other academic societies, and with other countries in Asia and elsewhere, we want the convention to be a place to think afresh about what an optimal English education might be within such an environment, about the kind of English education we should aim for and, indeed, about the role academic societies such as ours ought to truly play in this. With this 60th convention, JACET marks a turning point. The next decade, however, will most likely be very different from the previous 10-20 years. Whether it will witness great leaps forward or be a period of turmoil and stagnation, depends very much on how we work through this turning point. As we are asked to make changes in teaching materials, teaching, and learning methods, curriculum and assessment, and communication methods, we must ascertain what must change, what will not change, and what should not change. While assessing our past activities, we hope this convention will provide an opportunity to search for a new English language education that will help us weather the next decade. For these reasons we announce the convention theme - “English Language Education to Endure Changing Times: Facing the Reality of Society 5.0”.

JACET 第 60 回記念国際大会（オンライン、2021） 時代の変化を乗り越える英語教育─Society 5.0 という現実を迎えて

本記念大会では、この未曾有の変化の局面にあって、「教室」という教育空間を共有できない状況における大学 教育の現実を見つめ直し、他学会やアジアを始めとする各国と協力しながら、この環境下における最適な英語教 育とは何か、われわれの目指すべき英語教育の姿とは何か、そもそも学会の本来の役割とは何かを今一度問い直 す場としたい。 JACET は、今大会で 60 回目の節目を迎えるが、次の 10 年はこれまでの 10 年、20 年とは大きく異なる時代 になるであろう。次の 10 年が大きな飛躍の時代となるか、それとも混乱と低迷の時代となるかは、まさにこの 節目をどう乗り切るかにかかっている。教材、指導法や学習法、カリキュラムや評価、コミュニケーションの方 法など、ありとあらゆる面での変化が求められている中、変わらなければならないものと変わらないもの、変わ ってはならないものを見極め、これまでの総括を行いつつ、次の 10 年を乗り切るための新たな英語教育の姿を 模索する大会となることを願い、「時代の変化を乗り越える英語教育─Society 5.0 という現実を迎えて」という 大会テーマを掲げることとする。

71 The Japan Association of College English Teachers (JACET) JACET 60th Commemorative International Convention

(Online, 2021)

CALL FOR PAPERS

Ever since the Japan Association of College English Teachers (JACET) was established in 1962, it has worked to improve English language education at the tertiary level in Japan. It is now officially affiliated with several associations and institutions in Asia and also an affiliate of AILA (the International Association of Applied Linguistics). The year 2021 marks the 60th anniversary of JACET. Its 48th Summer Seminar and 60th Commemorative International Convention will be held as a joint online conference during the JACET 60th Anniversary Commemoration Week: Wednesday 25 to Sunday 29 August, 2021. To provide a broader forum for exchanging ideas on research and practice, JACET invites proposals from both members and non- members around the world to present on Saturday 28 and Sunday 29 August, 2021. All submitted abstracts will be under peer review, and authors of accepted proposals will be requested to prepare proceedings papers before their online presentations.

Key procedures • January – February 2021 Abstract submissions • March 2021 Results of abstract review returned to authors • April – May 2021 Proceedings paper submissions (2 pages, A4) • August 28-29, 2021 Online presentations • October 2021 – January 2022 Full paper submissions (optional) to JACET International Convention Selected Papers (Vol. 8)

1. International Convention theme English Language Education to Endure Changing Times: Facing the Reality of Society 5.0

2. International Convention presentation dates Saturday 28 and Sunday 29 August, 2021

3. Subject areas International Convention theme (see Section 1), Applied Linguistics (Corpus Linguistics, Discourse Analysis, Intercultural Communication, Pragmatics, Psycholinguistics, SLA, Sociolinguistics), Content- Integrated Approaches (CLIL, EAP, EMI, ESP, PBLT, TBLT), Digital Learning & Technologies (CALL, e- Learning, ICT, Mobile Learning), Global Englishes (EIL, ELF, WE), Language Assessment, Learner & Teacher Development (Autonomy, Belief, Identity, Strategy, Teacher Education), Listening & Speaking, Materials Development, Program Administration (Curriculum, Language Policy), Reading & Writing, Research Methodology, Vocabulary & Grammar

72 4. Presentation types (1) Research paper Theoretical and empirical research findings in language education, especially ELT, and related disciplines (2) Case study / Action research Report on classroom activities or curriculum innovation, mainly in higher education

5. Presentation format (1) 25-minute online synchronous presentations, including a 5-minute Q and A (2) English or Japanese presentations

6. Application procedure Abstracts in a maximum of 300 words in English or 800 characters in Japanese, along with author information, should be submitted through the JACET 60th Anniversary Commemoration Week website: https://jacet.org/jacet60th/ Research papers should address aim, hypothesis/research questions, methodology, results/findings, and conclusion. Case study and action research reports should offer contextual information, such as student profiles, class size, educational purposes, and pedagogic design. In both cases, references should not be included in abstracts.

7. Submission period Monday 4 January – Sunday 28 February, 2021, 23:59:59 JST

8. Selection of abstracts (1) The corresponding authors will receive an email notification regarding the status of their application towards the end of March 2021. (2) Authors of accepted proposals will be informed of proceedings submission guidelines and requested to submit a 2-page (A4) proceedings paper.

9. JACET International Convention Selected Papers (Vol. 8) Presenters are encouraged to submit a paper for consideration for publication in the 2022 volume of JACET International Convention Selected Papers. Submission guidelines will be announced later.

10. Registration fee* Member fees apply to the members of JACET. Also, if you live outside Japan and are a member of an affiliated organisation (ALAK, CELEA, ETA-ROC, KATE, MELTA, SEAMEO-RELC, Thailand TESOL) and/or a member of an AILA Affiliate, you are eligible for member fees. • Corresponding author (Member): ¥10,000 or US$100 • Corresponding author (Non-member): ¥23,000 or US$230 • Co-author (Member): ¥10,000 or US$100 • Co-author (Non-member): ¥13,000 or US$130 • Participant (Non-presenter; Member/Non-member): ¥3,000 or US$30 *Additional fee required to participate in the Summer Seminar.

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11. Enquiries Any enquiries about applications can be emailed to [email protected].

JACET: https://www.jacet.org/ Yokotera-machi 55, Shinjuku-ku, Tokyo 162-0831, Japan

74 大学英語教育学会（JACET） 第 60 回記念国際大会（オンライン開催、2021） 発表応募要領

一般社団法人 大学英語教育学会 JACET 創立 60 周年記念ウィーク特別委員会

一般社団法人 大学英語教育学会は、1962 年に創立されて以降、日本における大学教育における英語教 育の発展に寄与するとともに、アジアの諸学会、および国際応用言語学会（AILA）と提携を結んでまいり ました。2021 年に創立 60 周年を迎えるにあたり、2021 年 8 月 25 日（水）〜29 日（日）を「JACET 創 立 60 周年記念ウィーク」と定め、第 48 回サマーセミナーと第 60 回記念国際大会を同時期に開催するこ ととなりました。2021 年 8 月 28 日と 29 日の２日間については、会員・非会員を問わず、研究発表・実 践報告をされる方を幅広く募集することとなりました。査読を経て合格された方については、以下の通り Proceedings を執筆の上、発表していただくこととなります。多くの方のご応募をお待ちしております。

1. 国際大会テーマ 時代の変化を乗り越える英語教育―Society 5.0 という現実を迎えて―

2. 国際大会発表日 2021 年 8 月 28 日（土）・29 日（日）

3. おもな発表募集分野 International Convention theme ( 上記 1. 参照), Applied Linguistics (Corpus Linguistics, Discourse Analysis, Intercultural Communication, Pragmatics, Psycholinguistics, SLA, Sociolinguistics), Content- Integrated Approaches (CLIL, EAP, EMI, ESP, PBLT, TBLT), Digital Learning & Technologies (CALL, e- Learning, ICT, Mobile Learning), Global Englishes (EIL, ELF, WE), Language Assessment, Learner & Teacher Development (Autonomy, Belief, Identity, Strategy, Teacher Education), Listening & Speaking, Materials Development, Program Administration (Curriculum, Language Policy), Reading & Writing, Research Methodology, Vocabulary & Grammar

4. 発表募集部門 (1) 研究発表 英語を中心とする言語教育および関連諸科学の分野に関する理論的、実践的研究の 成果について発表する。 (2) 実践報告 おもに大学における授業やカリキュラムの実践成果について発表する。

5. 発表形態 (1) 発表はオンラインによるライブ発表のみとし、5分の質疑応答を含め、計25分とする。 (2) 発表の際の使用言語は英語、あるいは日本語とする。

75 6. 応募方法 JACET 創立 60 周年記念ウィーク公式サイト：https://jacet.org/jacet60th/ から必要事項を記入の上、アブスト ラクトを提出。英語で発表を行う場合は英語で 300 語まで、日本語で発表する場合は日本語で 800 字まで とする。研究発表は、研究の目的、仮説・課題、方法、結果、結論など、実践報告は、発表授業の担当学年、 クラスの人数、授業の目標、指導の手順などを記載する。アブストラクトに参考文献は記載しないこと。

7. 応募期間 2021 年 1 月４日（月） 〜 2021 年 2 月 28 日（日） 23:59:59 JST

8. 発表申し込み後のスケジュール (1) 3月下旬に応募者全員（第一発表者宛）に電子メールで採否をお知らせいたします。 (2) 採択後、Proceedingsに掲載する原稿（A4サイズ2枚）を提出していただきます。投稿要領は後日お知ら せいたします。

9. JACET International Convention Selected Papers Vol. 8 発表者は、2022 年度に発行される JACET International Convention Selected Papers Vol. 8 に投稿することがで きます。投稿要領は後日お知らせいたします。

10. 発表参加費 第１発表者 共同発表者 参加者（発表なし） 会員 10,000 円 or US $100 10,000 円 or US $100 3,000 円 or US$30 非会員 23,000 円 or US $230 13,000 円 or US $130 3,000 円 or US$30 ※会員とは、JACET、国外在住の AILA Affiliates と提携学会（ALAK、CELEA、ETA-ROC、KATE、MELTA、 SEAMEO-RELC、Thailand TESOL）の会員を指します。 ※JACET 創立 60 周年記念ウィークのセミナーについては別途参加費が必要となります。

11. 問い合わせ先 発表応募に関する問い合せは、電子メールで [email protected] 宛にお問い合わせください。

以上

76 発表者バイオデータ

Yukiko Abe is an associate professor at Tokyo Woman’s Christian University. She previously worked as a PR Abe, Yukiko official for the U.N for 7 years, as a journalist for Yomiuri Newspaper and as a Leadership Fellow for the U.S.-based think-tank. Her research interest includes CLIL, Leadership, Digital Media, SDGs and Refugees. Yoko Amagase is an assistant professor of Faculty of Pharmaceutical Sciences, Doshisha Women’s College of Amagase, Liberal Arts. She teaches pharmaceutical English and pharmacology. She is also involved in research in Yoko medical terminology and gene expression. She co-authored two textbooks for pharmaceutical English and a medical terminology study app. Tamao Araki is an associate professor at University of Miyazaki. He has been an active researcher/practitioner in the field of English for Specific Purposes (Agriculture, Nursing, among others) and English for Academic Araki, Tamao Purposes for years. His interests also include Virtual Exchange with extensive experience of teaching in this framework. Mayumi Asaba is Associate Professor in the Faulty of Foreign Studies at Kyoto Sangyo University. She holds Asaba, a Ph.D. in Education with a concentration in Applied Linguistics from Temple University. Her research Mayumi interests include expertise in L2 teaching and language teacher cognition. Keizo Asano is currently a professor at British and American Studies Department, Nanzan University, Asano, Keizo Nagoya. His research interests include the application of Performance Studies focusing on Readers Theatre to foreign language classrooms in Japan. He is about to reach the normal age for leaving employment. Matthew Barbee is an Assistant Professor in the Faculty of Global and Regional Studies at Doshisha Barbee, University. His research interests include English through drama, critical pedagogy, identity and second Matthew language acquisition, and sociolinguistics. His educational background also includes study in English literature and theatre performance. Maiko Berger is an associate professor at Ritsumeikan Asia Pacific University. She has published one book and ten papers, on topics such as book discussions, curriculum reform, learner autonomy, advising, language Berger, Maiko policy, and bilingualism. Her research interests include independent learning, extensive reading, and study abroad research. Brewster, Damon Brewster is an associate professor at J. F. Oberlin University. His research interests include motivation Damon and language learning, the language of football discourse, and EMI in higher education in Japan. Chaikul, Rasami Chaikul is an assistant professor at the Center of English as a Lingua Franca, Tamagawa University). Rasami Her research interest includes ELF and intercultural communication, language policy, and sociolinguistics. Akiko Chiba is a part-time EdD student at The University of Hong Kong, as well as a part-time lecturer at Chiba, Akiko Ryukoku University, Kyoto. Prior to her current employment, she has taught EAP courses at Centre for Applied English Studies at HKU. Her research interest include ELF pragmatics and EAP pedagogy. Todd Cooper taught at the National Institute of Technology in Toyama [KOSEN] for thirteen years, where he Cooper, Todd was an associate professor teaching communication and coaching national award-winning speakers and D. presenters. He recently accepted a professorship at the University of Toyama. He researches nonverbal communication. Eucharia Donnery currently works as a drama-in-SLA, computer-assisted language learning (CALL) and Donnery, sociology lecturer in the Department of Applied Computer Sciences, Shonan Institute of Technology, Japan. Eucharia She combines drama-based pedagogy with technology to help learners improve foreign language skills, as well as to understand theories of SLA.

77 Brian Dubin has been teaching EFL in Japan for over 10 years. His research interests include learner development (motivation, learning strategies, autonomy, learner beliefs) and ways to reduce learner anxiety. Dubin, Brian He is also interested in CALL Cand howancellation technology can benefit students' L2 acquisition inside and outside of the classroom. James A. Elwood, Ed.D., is a professor at Meiji University in Japan. His Elwood, research interests include psychometrics, technology in second language James acquisition, and uses of puppetry in education. Katrina Fanjul is an Australian registered pharmacist and Assistant Professor working in the Office of Medical Fanjul, Education Department at IUHW in Narita, Chiba. Her academic interests include Pharmacotherapeutics and Katrina Patient Communication. Florescu, Florescu Mihail Cosmin is currently a lecturer of English at the IUHW School of Medicine. His research Cosmin interests include medical communications, corpus linguistics, and issues of semantics. Miho Fujieda is a professor of English at Osaka Medical College where she teaches undergraduate medical Fujieda, Miho students. She is interested in corpus-based approaches to ESP and materials development. Kayo Fujimura-Wilson is an associate professor of English at the Faculty of Economics at Yamaguchi Fujimura- University. She obtained a PhD in applied linguistics at University of London while teaching at Kingston Wilson, Kayo University in the U.K. Her specialized field is discourse analysis, pragmatics, sociolinguistics, and intercultural communication. Mayumi Fujioka, PhD, is Professor of English at Osaka Prefecture University. She is currently teaching Fujioka, undergraduate- and graduate-level English for Academic Purposes (EAP) courses. She has published widely Mayumi including the Journal of Second Language Writing. In addition, she reviews manuscripts for both domestic and international journals. Sean Gay is an Associate Lecturer of English at Kwansei Gakuin University in Sanda. He has a MS in TESOL Gay, Sean and PhD in Health Services. His research interests include: evidence-based curriculum development, disaster management, CLIL, identity in EFL, and critical thinking in EFL. Risa Goto is currently an associate professor in the College of Global Communication and Language, Kansai Goto, Risa Gaidai University. Her research interests are in the semantic-pragmatic interface of rhetorical expressions such as irony and metaphor. Hamatani, Sawako Hamatani is currently a graduate student at Kansai University. Her research interests includes reading Sawako fluency, extensive reading, and language testing. Shin’ichi Hashimoto obtained his M.A. in TESOL in 1997 and has since worked mainly in university-level Hashimoto, English education. His current interests include ESP for engineers, Computer-assisted language learning Shin'ichi (CALL), Computer-mediated communication (CMC), vocabulary acquisition, and teacher and student self- efficacy. Hashio, Shimpei Hashio is currently a part-time lecturer at Doshisha University. His research interests include writing Shimpei and debate instruction in English language teaching. Hashizaki, Ryotaro Hashizaki is currently a first year Master's student at Nagoya University. His research interest Ryotaro includes shadowing and formulaic sequences. Yukako Hatakeyama is a Lecture of Foreign Language Education Center in Ochanomizu University, and Hatakeyama, teaches English classes there. Her main research interests include second-language writing, CLIL, and media Yukako English.

78 Hattori, Takuya Hattori is currently a third-year Ph.D. student at Osaka University. His research interests include Takuya speech analysis, EIL (English as an International Language) and English teaching. Seiko Hirai is a professor at the College of Liberal Arts and Sciences in Kitasato University. Her research Hirai, Seiko interests center on English education and include cognitive perspectives of bilingualism, as well as English education in Taiwan, with a focus on government-accredited English high school textbooks. Takuya HIRANO, the director of ALC Educational Research Institute, has been instrumental in the Hirano, development of a number of English tests. He is currently conducting research on various topics regarding Takuya English education, while overseeing the improvement and development of English-study advisory services. Horiguchi, Yuko Horiguchi is currently a lecturer of English at Tokyo Keizai University and a part-time lecturer at Tsuda Yuko University. Her research interests include education, motivation and systemic functional linguistics. Mamoru Hoshino, former general manager of the Foreign Language Dictionaries Division at Shogakukan Hoshino, Inc., is currently managing the online corpus search service " Shogakukan Corpus Network" at NetAdvance Mamoru inc. He is the person in charge of the CEFR-J based corpus making project at NetAdvance both in design and development. Dr Hoshino is a professor in the department of Life Sciences at Tokyo University of Pharmacy and Life Hoshino, Yuko Sciences. Her main interest is language education involving Japanese scientific and technological terms, Chinese and English. Gareth Humphreys is an assistant professor at Sojo University, Kumamoto where he teaches on an English Humphreys, communication programme and coordinates two intercultural education programmes. He recently completed a Gareth PhD at the Centre for Global Englishes, University of Southampton. His research interests include Global Englishes, intercultural communication, study abroad, and CALL. Miyuki Iida is an associate professor at Kanagawa Prefectural Institute of Language and Culture Studies. Her Iida, Miyuki main interests include bilingual education, intercultural communication, and CLIL, all of which require creative thinking. Yuka Iijima is a professor in the Faculty of Economics at Dokkyo University, Saitama. She holds a Diploma in Iijima, Yuka TESL (Victoria University of Wellington) and an MA in Applied Linguistics (Ohio University). Her research interests include EAP, curriculum and materials development, and computer-supported collaborative learning. Miki Ikuta currently teaches English as a part-time lecturer at Nagoya College. She is also a doctoral student Ikuta, Miki at Nagoya University. Her research interests include psycholinguistics and second language acquisition. Takako Inada, PhD from University of London, is a professor at Japan University of Health Sciences. Her Inada, Takako main research interest is SLA. Inada, T. & Inada, T. (2019). Is frequent use of English outside class related to the degree of foreign language classroom anxiety? International Medical Journal, 26(6), 505-509. Inokawa, Mutsumi Inokawa is currently a lecturer of English at the IUHW School of Medicine. Her research interests Mutsumi include language learning and classroom activities. Noriko Ishihara is Professor of Applied Linguistics/(T)ESOL at Hosei University. Her research interests Ishihara, include instructional/intercultural pragmatics, culture and identity in language learning, and language teacher Noriko development. She facilitates teachers’ professional development courses and workshops in Japan and the U.S. with a special focus on pragmatics and intercultural communication. Ishikawa, Nozomi Ishikawa is a professor at Sapporo Otani University. Her research interests include second language Nozomi writing, second language acquisition, and teaching English as a foreign language.

79 Tomokazu Ishikawa is an Assistant Professor at Tamagawa University’s Center for English as a Lingua Franca Ishikawa, (CELF) and a postdoctoral member at the University of Southampton’s Centre for Global Englishes. He has Tomokazu published on ELF mainly in relation to English within multilingualism, language attitudes and ideologies, and ELT. Yasuko Ito is Professor in the Department of English at Kanda University of International Studies. She has a Ito, Yasuko Ph.D. in Second Language Acquisition from the University of Hawaii at Manoa. Her research interests include second language acquisition, second language phonology, and language testing. Kiyu Itoi is an English lecturer at Ritsumeikan Asia Pacific University, and a PhD student at Simon Fraser Itoi, Kiyu University in Canada. She has an MA in TEAL from Simon Fraser University. Her research interests include translanguaging, learner identity, and academic discourse socialization. Chiharu Iwai, a professor at Osaka Prefecture University, got a Ph. D from Osaka University. Her research Iwai, Chiharu interests include needs analysis in ESP, English for tourism, professional provision of hospitality in English, and pragmatics. Hisashi Iwane is a professor emeritus at Osaka University. His research interests include French education, Iwane, Hisashi French poetry texts, especially those of the sixteenth century, and statistical analysis of various types of data. Atsuko Marie Jeffreys is a professor at the University of Electro-Communications in Tokyo where she teaches Jeffreys, academic English. Her research background is in TESOL/applied linguistics, and her current interests include Atsuko Marie listening, pronunciation, extensive reading for language acquisition in higher education, and teaching foreign languages to special needs students. SHI Jie is a professor of TESOL at the University of Electro-Communications, Tokyo, and is affiliated with the graduate school of Tokyo Institute of Technology. Her recent research focuses on ESP theories and Jie, Shi practices for EAP in EST domains, curriculum development, Change Theory of Education, Cognitive Education and AI-Assisted Translation. Akiyo Joto has been working as a professor in Prefectural University of Hiroshima. She specializes in English Joto, Akiyo Phonetcis. She is focusing on making pronunciation guidelines for elementary school teachers. Takeshi Kamijo is currently a professor in the College of Business Administration, Ritsumeikan University, Kamijo, Japan. His research interests include English for Academic Purposes, reading and writing strategies, Takeshi sociocultural theory and learner development, classroom research, and language testing and assessment. Kenichi Kamiya is currently an associate professor of ELT at Osaka Institute of Technology. His main interest Kamiya, includes utilizing ICT tools in classroom teaching, not only English but also more than 10 languages. His Kenichi website is http://www.oit.ac.jp/ip/~kamiya/ . Toshiyuki Kanamaru is an associate professor in the International Academic Research and Resource Center Kanamaru, for Language Education at Kyoto University. He holds a Ph.D. in Human and Environmental Studies, from Toshiyuki Kyoto University. His research interests include teaching English for Academic Purposes with information communication technology and natural language processing. Yu Kanazawa, Ph.D. is an assistant professor at Kwansei Gakuin University. He is the project leader of LET Kansai Fundamental Theory SIG. He recently published the following book: Kanazawa, Y. (Ed.) (2020). Kanazawa, Yu Formulaic Sequences in Foreign Language Learning and Education: An Introduction. Tokyo: Kurosio Publishers. https://www.9640.jp/book_view/?834 Ayami Kato is currently an associate professor of English at Ohkagakuen University. Her research interests Kato, Ayami include teaching English for young learners, English as an International Language and an intercultural approach to language learning.

80 Yoshitaka Kato, Ph.D., is Lecturer in Language Education in the Global Education Centre at Chubu Kato, University, Japan. His research interests focus on the ownership of learning in English education. He is Yoshitaka especially interested in practitioner research through the application of frameworks in exploratory practice, team learning, and task-based language education. Eiko Kawagoe is currently a visiting professor at Graduate School of Health Sciences, Jikei Institute. Her Kawagoe, research interests include ESP, current English studies and medical English education. Her main books are Eiko ‘Reading Medical English in the News’ (Kodansha Pub. 2014) and ‘Travelers' First Aid Kit’ (Cengage Learning, 2008). Naoko Kawakita is a professor at Miyazaki Prefectural Nursing University teaching English for nursing Kawakita, students and runs a weekend English program for elementary and high school students. Her current academic Naoko interest is corpus-based analysis of reading materials and longitudinal analysis of learners in the extensive reading program. Madoka Kawano is professor in the Department of Interdisciplinary Mathematical Sciences, Meiji University. Kawano, Her current research interests include academic reading/writing, ESP, bilingualism, and cognitive Madoka development in language classes. She was a visiting colleague at University of Hawaiʻi at Mānoa in 2019- 2020. Kawarada, Masayuki Kawarada is an MSci student at Tokyo Institute of Technology. His research interest includes Masayuki machine learning, web text mining, and pattern recognition. Tomoyuki Kawashima is Associate Professor at Gunma University. Prior to the present job, he taught English Kawashima, to high school students for 25 years. His research interests include pedagogical applications of Global Tomoyuki Englishes in the English language teaching, affective factors in speaking English, and the development of speaking and writing skills. Akiko Kawazoe is currently a teacher of English at Junior High School Attached to University of Nagasaki. Kawazoe, Her research interests include Cognitive Linguistics, Second Language Acquisition, Corpus, and Learner Akiko Development (Strategy). Kenmotsu, Yoshi Kenmotsu is a professor at Okayama University. Her research interests include English writers, Yoshi especially, E. M. Forster and Elizabeth Bowen. Aoi KINOSHITA, the senior researcher at ALC Educational Research Institute, has broad experience of Kinoshita, Aoi editing English study materials and tests. She is currently conducting research on various English education topics, such as English use in society, and identifying the most effective English study materials and methods. Ayako Kobayashi is an assistant professor in the department of International Tourism at Heian Jogakuin (St. Kobayashi, Agnes’) University, Kyoto, Japan. Her current research interests cover learner autonomy and self-regulated Ayako learning in language educational contexts. Kojima, Satsuki Kojima is currently an associate professor of English language teaching at Miyagi University. Her Satsuki research interests include CLIL, second language acquisition, and language teaching. Tomiko Komiya is a professor of English at Okazaki Women's Junior College. Her research interests include Komiya, contrastive study of English and Japanese, World Englishes, cross-cultural communication and TESOL. She Tomiko has co-authored Changing Japanese English Education with World Englishes, English Education and Culture、Modern Society and English and others.

81 Masae Konishi currently teaches English and teacher training courses at Tsuda University part-time. Her Konishi, research interests include second language acquisition, computer-mediated communication, and media in Masae education. She is involved in research on the effects of online international video chat exchange experiences on Japanese pre-service teachers. Kovalyova, Angelina Kovalyova is currently a graduate student in English Education PhD program at Tsukuba University. Angelina Her research interests include CALL, digital literacy and interactional competence. Toshiko Koyama (Ph.D. in Foreign Language Education) is currently Professor at the Faculties of Education Koyama, of Osaka Ohtani University, Japan. Her research focuses on the application of new technologies to foreign Toshiko language education. Kumazawa, Masako Kumazawa is currently an associate professor at J. F. Oberlin University. Her research interests Masako include psychology of language learning and teaching and issues of language policy and educational practice. Yoko Kurahashi is professor emeritus at Tokai Gakuen University. Her research interests are Intercultural Kurahashi, Communicative Competence and American literature. She co-published Get by in English Book 1-4 (2019- Yoko 20), Reformation of Japanese English Education System with World Englishes (2016), Learning Essentials Economics (2016) and so on. and some American literature books. Yuka Kusanagi currently works at Tsurumi University. Her academic interests include investigating on Kusanagi, teaching English through arts (Gundoku, a type of Reader’s Theatre developed in Japan: drama, literature, Yuka art), nonverbal communication in EFL, and extensive reading. Lauren Landsberry has been in ELT for more than 15 years, holds an MA in applied linguistics from Monash Landsberry, University, and is currently undertaking further study at Macquarie University. She teaches at several Lauren universities in Nagoya and her interests include bilingualism, world Englishes, SLA, and teacher development. Han Eul Lee is an English instructor in GABA Corporation with 4 years of experience teaching English. He Lee, Han Eul completed a B.A. in sustainability studies at Hosei University in 2020. His B.A thesis was on sustainability in aviation. He holds pilot licenses obtained in 2016 from American Aviation Academy. Adrian Leis is an associate professor at Miyagi University of Education with more than 20 years’ experience Leis, Adrian teaching in Japan. His main fields of research include language learning motivation and computer-assisted language learning. Yoko Maekawa is currently an associate professor of Okayama University of Science. Her main research Maekawa, theme is English learning motivation of science and engineering students in Japan and effective educational Yoko approaches for them. J. Paul Marlowe is an associate professor at Kansai University of International Studies. He holds a Ph.D. in Marlowe, Paul Education from Temple University and his research interests involve approaches to developing L2 Writing. Masazumi MARUYAMA is currently an associate professor of intercultural communication at Nagasaki Maruyama, University. His research interests include critical intercultural communication pedagogy, testing of English Masazumi proficiency, and college English education. Masda Yuka is an associate professor who teaches English and psychology at Tokyo University of Pharmacy Masda, Yuka and Life Sciences. Her research interests are in learning and memory, study skills, and Japanese to English translation of literature. Sayako Maswana, Ph.D., is Associate Professor of English education at Tokyo University of Science. Her Maswana, research interests include genre analysis and academic writing. She has published articles in journals such as Sayako the Journal of Asia TEFL, Ampersand, and Asian ESP Journal.

82 Kahoko Matsumoto, Ph.D. is a professor of English at Tokai University. Her original specialization is Matsumoto, assessment, especially that of writing, and most recently, she has been involved in various projects for raising Kahoko Japanese students’ intercultural competence. Yuko Matsumura is currently a part-time lecturer at Kindai University. Her research interests include Matsumura, reading/listening research, phonology, and materials development. She has co-authored many textbooks for Yuko university students. Hitoshi Mikami is a faculty member in the Department of English Language and Culture at Chubu University. Mikami, His research interests include individual differences in language learning and language learning in study Hitoshi Cancellation abroad contexts. Chieko Mimura, Ed.D., is a professor/coordinator of the English Program of Utsunomiya University. She Mimura, manages the academic literacy EFL program for 2000 students. Her research interests include language and Chieko identity, critical EAP, curriculum development, and critical pedagogy. Minematsu, Kazuko Minematsu is currently an assistant professor of English at Atomi University. Her research interests Kazuko include sociocultural theory, sociolinguistics, and gender in second language socialization. Masakazu Mishima, Ph.D., Second Language Studies, is a specially appointed associate professor of Center Mishima, for foreign language education and research, preparatory office at Rikkyo University. His research interests Masakazu includes but is not limited to L2 writing, SLA, CALL, and language assessment. Mitsunaga, Takeshi Mitsunaga is currently a professor of English at National Institute of Technology, Kumamoto College. Takeshi His research interests include extensive reading approach for Japanese learners of English. Shoji Miyanaga is associate professor at the Faculty of Architecture, Kindai University. He received an MS in Miyanaga, Chemistry and an MS in Education (TESOL). His research interests include English for Specific Purposes, Shoji translation, second language writing, and project-based English learning. Miyasako, N. is currently a professor at University of Teacher Education Fukuoka. He holds an MA in Miyasako, TESL/TEFL from the University of Birmingham and a Ph.D. (Education) from Hyogo University of Teacher Nobuyoshi Education. His research interests include ELT methodology, motivation, and EMI. Manabu Miyata is a professor emeritus at Nagoya City University. His main interest lies in the Teaching of Miyata, English as a Foreign Language. He has written several textbooks for college students and has been trying to Manabu design classroom procedures suitable and effective in Japanese situations. Ryo Mizukura is a senior assistant professor at the Organization for International Collaboration in Meiji Mizukura, University, and a PhD student at Lleida University in Spain. His research interests include translingual Ryo identity of language teachers and students, language ideology, and English as a Lingua Franca in higher education. Naoko Monoi, Ed.D., has taught English at elementary school and at the university level in Japan. She is an Monoi, Naoko associate professor at Chiba University in Japan. Her research interests include elementary school students’ affective development in motivation and interests in English learning and second language acquisition. Miho Moody is currently a professor at Nagoya University of Foreign Studies. She has been teaching English Moody, Miho using drama as her vehicle for teaching English. She completed her MA in 1997 on “Drama Education for foreign language learning” at University of Durham, UK. Akitomo Mori is currently a graduate student at Nagoya University of Foreign Studies. His research interests Mori, Akitomo include strategy instruction, self-regulative learning, and issues of learner autonomy among undergraduate students in Japan.

83 Sam Morris is a lecturer at Kanda University of International Studies. He is currently finishing his PhD at the Morris, Sam University of Leicester, focusing on the emotion regulation actions of non-Japanese teachers in Japan. His research interests lie in the affective dimension of language teaching and learning. Nicole Moskowitz has been teaching EFL in various capacities for over 15 years in Japan, China, and Moskowitz, Vietnam. Her research focuses on pragmatic activities which develop students’speaking CAF (complexity, Nicole accuracy, and fluency), and autonomyCancellation inside and outside the classroom through interaction, task-based learning, and CALL. Hiromi Murakami is currently an associate professor at Kansai Gaidai College. Her research interests include Murakami, stylistics and language classroom analysis on Exploratory Practice in Language Teaching (EP). She has been Hiromi developing portfolios for language learners and teachers. Adam Murray teaches at the University of the Ryukyus. His research interests are listening instruction, Murray, Adam materials development, and assessment. Masatoshi Nagahashi is an associate professor at Seitoku University, and mainly teaches writing and a Nagahashi, teaching training course. He gained a Ph.D. in linguistics from the University of Tsukuba. His interests Masatoshi include language testing, wringing instruction, and performance assessment. Akiko Nagao is an assistant professor in the Department of Global Studies at Ryukoku University, Japan. Nagao, Akiko Current research interests include the L2 academic writing community, systemic functional linguistics (SFL), genre-based approach (GBA) classroom teaching, and writing assessment. Hisashi Naito is a professor at the Faculty of Business Administration, Hokkai-Gakuen University. He is the Naito, Hisashi president of the ESP Hokkaido chapter. His research interests include business communication, genre analysis and computer assisted language learning. He has publications in the area of ESP and EMP. Nakagawa, Hiroyo Nakagawa is currently a professor at Osaka Jogakuin College. Her research interests include Japanese Hiroyo EFL students’ writing, materials development, and second language acquisition research. Nakamura, Shinobu Nakamura is an associate professor at Musashi University. Her research interests include language Shinobu learner autonomy, language learning strategy instructions and self-access language learning. Dr. Yuji Nakamura is Professor of English, Emeritus, at Keio University. He is now teaching English Teaching Nakamura, Methodology and Language Testing. He has been developing integrated-skills language assessment tools for Yuji EFL/ELF teachers. His research interests include second/ EIL language assessment and teacher professional development.

Nakano, Miki Miki Nakano is a Lecturer at General Education Center in Hyogo University of Health Sciences. Yasuo Nakatani is a professor of Applied Linguistics at Hosei University. He received his PhD from Nakatani, University of Birmingham and was a visiting scholar at Oxford University. He has published 3 research Yasuo articles in Modern language Journal. He is a reviewer of Modern Language Journal, TESOL Quarterly, SSLA, Language Learning, System, and Journal of Pragmatics. Natsue Nakayama is an Associate Professor at Bunkyo University in Japan. She currently teaches EFL and Nakayama, English Methodology. Her research interests include language teacher education, intercultural approaches to Natsue language learning, and dictionary user research. Nakazumi, Yukiharu Nakazumi is currently an associate professor at the Department of Education, Kagawa University. Yukiharu His research interests include English education in elementary, junior high, and senior high schools. Matthew Nall teaches at Miyagi University. At Miyagi University he is primarily focused on teaching Nall, Matthew English conversation and presentation skills. Research interests include communicative competence, and cognitive psychological aspects of SLA.

84 Nawata, Yoshinao Nawata is a professor at Civil Aviation College. His research interests are ESP, language education, Yoshinao and materials development and evaluation in the field of aviation English training. Megumi Nishikawa is an associate professor at the International Education Center, Tokai University. Her Nishikawa, current research interests include applied linguistics, second language acquisition, ESP for aviation training, Megumi curriculum development and evaluation, and Computer-mediated communication (CMC). Yasunori Nishina is an Associate Professor at Kobe Gakuin University in Japan, where he teaches English Nishina, linguistics, translation studies and several seminar classes including art-making activity in English to Yasunori undergraduate students. His research interests include Corpus Linguistics, Discourse Studies, Lexicography, Translation Studies, English for Specific/Academic Purposes and Collaborative Learning. Yuri Nishio (Ph. D) has been working as a professor in Faculty of Foreign Studies, Meijo University. Her expertise covers sound perception and production of English as a foreign Language (EFL) for Japanese Nishio, Yuri children with using acoustic analysis and psychological techniques. By applying the experimental results, she has been developing multimedia materials to improve learners’ listening and speaking skills. Judy Noguchi is professor emerita of Kobe Gakuin University. She has been involved in ESP Noguchi, Judy teaching and research for most of her career. She has worked on projects to produce textbooks, dictionaries and reference works. Kazuhiro Nomura, a professor at Kobe City University of Foreign Studies, got his MA in English Linguistics Nomura, from the university. He has recently been focusing on the study of speech communication and English Kazuhiro teaching, while working on teacher development at the graduate school as well as for undergraduate students. Dr. Hiroyuki Obari is a professor at Aoyama Gakuin University. He obtained his M.A. in TESOL from Obari, Columbia University and Ph.D. in Computer Science from the University of Tsukuba. He is a visiting Hiroyuki academic at St. Cross College, University of Oxford (2018~2020). His research interests include CALL and Educational Technologies. Ogasawara, Shinji Ogasawara is currently a professor of English at Nagasaki University. His research interests include Shinji computer-assisted language learning, testing of English proficiency, English methodology and translation. Hiromasa Ohba teaches in the Faculty of School Education, Joetsu University of Education. His research Ohba, interests include effective ways of implementing cooperative learning and facilitation techniques in Japanese Hiromasa English classrooms, and Project-based Learning (PBL) in language teacher education. Okamoto, Miki Okamoto is a master's student at Nagoya University. Her research interest includes second language Miki writing. Okumura, Manabu Okumura is a professor in Natural Language Processing at Tokyo Institute of Technology. His Manabu research interest includes artificial intelligence, text mining, NLP applications in language learning. Junko Otoshi is a professor at Okayama University. Her research interests include L2 composition studies, Otoshi, Junko academic literacy, and assessment of oral presentations in EFL classrooms. Kazuharu Owada is Professor of English at the College of Gastronomy Management, Ritsumeikan University, Owada, Japan. He has an MA in English Education. His research interests include ELT, cross-cultural distance Kazuharu learning via English, and pedagogical grammar. Christopher Pond is a full-time English lecturer at Ritsumeikan University in Japan. He has been teaching Pond, English in Japan for 24 years. He has a MEd with Applied Linguistics. His research interests include teaching Christopher the pronunciation of English as a lingua franca and curriculum development. Prichard, Caleb Prichard is an associate professor at Okayama University in Japan. His main research interests are Caleb reading strategy use, humor competency training, and language program administration.

85 Aiko Saito currently works as a drama-in-SLA, teacher trainer, debate & presentation, and advanced writing Saito, Aiko lecturer in the Faculty of Foreign Studies , Setsunan University, and Kobe College, Japan. She combines stylistics studies for literature studies and language learning. Toshiyuki Sakabe is a professor at the Center of Liberal Arts and Sciences, Hokkaido University of Science. Sakabe, His research interests are Business Communication, ESP and teaching materials. He has written several Toshiyuki English textbooks on sports, tourism and Eiken. Kaori Sakakibara is currently a lecturer at Mejiro University, Tokyo. Her research interests include English Sakakibara, education at the university level, rhetoric, stylistics, and narrative comprehension. She earned Mas in literature Kaori at Tsuda University in Japan and in studies in fiction at University of East Anglia in the U.K. Shigeru Sasajima is a professor of English Language Teaching at Toyo Eiwa University. His current research Sasajima, interests include language teacher education, teacher cognition, CLIL, ESP, CEFR, qualitative research Shigeru methodology, and education in the world. He is also a president of the Japan CLIL pedagogy association (J- CLIL). Motoki Sato is an associate professor of English Linguistics at Fukushima University. His research interests Sato, Motoki include English syntax and morphology, linguistic theory, first and second language acquisition, and CLIL. Koichi SAWASAKI is currently a professor of Japanese linguistics at University of Shizuoka. His research Sawasaki, interests include second language acquisition, sentence processing, and issues related to COIL learning using Koichi both Japanese and English. SHI Jie, a professor of English at the University of Electro-Communications (UEC Tokyo), is a practitioner and a researcher in ESP/EAP, Sociolinguistics, Education Theories (Cognition & Change Theory), and AI- Shi, Jie Assisted Translation. She is currently the Chair for JACET ESP SIG-Kanto Chapter and Vice-President of the Asian Association for ESP. Naoya Shibata is currently a part-time lecturer at Nagoya University of Foreign Studies and Nanzan Shibata, University. He is also a doctoral student at the Ed.D in TESOL course of Anaheim University Educational Naoya Graduate School. His research interests include ESL/EFL writing and reading, content-based instruction, learner beliefs, and language testing. Shimouchi, Mitsuru Shimouchi is currently a professor of English at Chubu Gakuin University. His research interests Mitsuru include English education in Japan and contrastive linguistics of English and Japanese. Ayano Shino is an assistant professor at the School of Education, Waseda University, Japan. Her research Shino, Ayano interests include English education at primary level, teacher training, classroom discourse analysis, and conversation analysis. Kayoko Shiomi is a professor of EFL in the Business Department at Ritsumeikan University. Her research Shiomi, interests include active learning, materials development, media, sociolinguistics, intercultural pragmatics and Kayoko cross-cultural communication. She has published several ELT textbooks, including Challenges of Global Enterprises and Global Trends in Business. Shiozawa, Tadashi is a professor at Chubu University. His research interests include World Englishes and Shiozawa, cross-cultural communication as well as their application to English education in Japan. He has co-authored Tadashi and edited Changing Japanese English Education with World Englishes, English Education and Culture and Global Activator among others.

86 Yasuko Shiozawa is a professor at Bunkyo University, Faculty of International Studies. Her current research Shiozawa, interests include incorporating drama techniques in English education. She has conducted drama workshops to Yasuko develop both communication and leadership skills. She has chaired the JACET Oral Communication SIG since 2004. Dr Skipper is a Senior Lecturer in Psychology based in the School of Education at the University of Glasgow. Skipper, Her research focusses on social influences on learning, exploring the impact of feedback, collaboration and Yvonne views of intelligence on learning and motivation. Tomoko Smith is a professor of English at Osaka University of Pharmaceutical Sciences. She teaches and Smith, conducts research on English for Specific Purposes (ESP). Her interests include vocabulary acquisition and Tomoko medical interpretation. She co-authored two textbooks for pharmaceutical English and a medical terminology study app. Nozomu Sonda is part-time lecturer at Yamaguchi University and Yamaguchi Prefectural University. His Sonda, research interests include classroom pedagogy, English as an international language, and translation studies. Nozomu He is also a free-lance translator-interpreter. Hiroaki Sone is an Associate Professor in International Exchange and English at Miyagi University, a Deputy Director of the Center for International Exchange and Overseas Students, and a former Senior Assistant Sone, Hiroaki Professor of Yamagata University. His research interest also includes study on the definite and indefinite articles, and related determiners. Toshiko Sugino is a former professor of English (Ed.D.) and a lecturer at Hamamatsu Gakuin University and Sugino, Language Center Ministry of Foreign Languages. She has published extensively on SLA and Language Toshiko Policies, is the Japanese editor for The Language Teacher, on FIEP World Director Board, the head of JACET Language Policy SIG. Ayako Suzuki (Ph.D.) is an Associate Professor in the Department of English Language Education, Tamagawa University, Japan, where she teaches undergraduate and graduate students English for Academic Purposes, Suzuki, Ayako Sociolinguistics, and Multicultural Education. Her research interest includes ELF and teacher education, language attitude, and teacher development and study abroad. Akira Tajino, Ph.D., Professor Emeritus at Kyoto University, is Professor of Educational Linguistics at Nagoya University of Foreign Studies. His publications include A New Approach to English Pedagogical Tajino, Akira Grammar: The Order of Meanings (Routledge, U.K., 2018) and A Systems Approach to Language Pedagogy (Springer Nature, Singapore, 2019). Naomi Takagi is currently a part-time instructor at Ibaraki University, teaching academic, business, and sci- Takagi, Naomi tech communication. Her research interests include educational technology, cross-cultural web communication, rhetoric of emotional connection, and theories of discourse based on consciousness. Sachi Takahashi is currently a fellow in the Office of Developing Human Resources for R&D Programs, Takahashi, Japan Science and Technology Agency (JST). She received her M.A. and Ph.D. in International Cultural Sachi Studies from Tohoku University. Her research interests include EAP, TBLT, materials development, e- Learning, and researcher professional development. Rika Takeda is currently an instructor of English at Ritsumeikan University. Her research interests include Takeda, Rika foreign language pedagogy, English education in elementary school, and drama education in Japan.

87 Miyuki Takino teaches English communication for the English as a lingua franca context in several Takino, universities, including Tokyo University and Nihon University. Her main research interests are English as a Miyuki business Lingua Franca (BELF), English as a Lingua Franca (ELF), discussion skills and learning English on the job. Joanna Tan Tjin Ai is an Assistant Professor in the Department of Languages and Linguistics, Faculty of Arts Tan, Joanna and Social Science, Universiti Tunku Abdul Rahman. Her research interests focus on critical thinking skills, reflective teaching, motivation in language learning and speaking anxiety. Mitsuko Tanaka is an associate professor at Osaka University. She holds a Ph.D. in Education with a Tanaka, concentration in Applied Linguistics. Her primary research interests are individual differences in second Mitsuko language acquisition and language assessment. Paul Tanner is a lecturer at Shiga University in Hikone, has been a university ESL professor in Japan for 25 Tanner, Paul years. Research interests include essay writing, business English, and critical thinking. In his free time, he Daniel likes to read and travel. Terakawa, Kaori Terakawa is currently teaching at Seikei University. Her research interests include CLIL, Systemic Kaori Functional Linguistics, and teaching reading in English. Teranishi, Masako Teranishi is an associate professor at Okayama University. Her recent works include Literature and Masako Language Learning in the EFL Classroom (Palgrave: 2015). Hajime Terauchi, Ph.D., is Professor of English Language and President of Takachiho University, Tokyo. He Terauchi, has a B.A. in Civil Law (Keio University, Japan), an M.A. and a Ph.D. in English Language Teaching Hajime (University of Warwick, UK). He is President of the Japan Association of College English Teachers (JACET). Rika Todoroki is currently an associate professor of Faculty of International Communication at Hokuriku Todoroki, University. Her interests include sociolinguistics, pragmatics, functional syntax, and cognitive linguistics. Her Rika research focuses on linguistic phenomena in TV programs these days. Tomonari Tomitaka is currently an Assistant Professor at Kyoto College of Medical Science, in Kyoto, Japan. Tomitaka, His specialties are educational psychology, cognitive psychology and neuropsychology. He has researched on Tomonari metacognition about acquisition of exercise technology and self-awareness. His current interest is how radiation education changes risk images. Yukio Tono is a professor in corpus linguistics at Tokyo University of Foreign Studies. His research interest Tono, Yukio includes L2 vocabulary acquisition, corpus-based teaching syllabus and materials development, L2 lexicography and the application of the CEFR in ELT in Japan. Leon Townsend-Nakai teaches English as a part-time lecturer at Ritsumeikan University, Osaka University of Townsend- Economics and Osaka International University. He has an MA in TESOL. His research interests include Nakai, Leon teaching listening, authentic materials and learner motivation. Tsuchihira, Taiko Tsuchihira is an associate professor at Seitoku University. Her main interest is language testing, Taiko especially testing listening and speaking. She also teaches English at an elementary school. Kagari Tsuchiya is currently an assistant professor at Tokyo Seitoku University, and also an English teacher at Tsuchiya, a public elementary school in Tokyo and at Waseda University (lecturer). She holds a master’s degree in Kagari Humanities and Sciences. Her research interests include foreign language teaching and learning, intercultural communication and sociolinguistics. Watanabe, Akiko Watanabe is currently an instructor of English at Ritsumeikan University. Her research interests ICT in Akiko education, cross-cultural learning, foreign language pedagogy and discourse analysis.

88 Atsuko Watanabe, Ph.D. is Professor in the Faculty of Language and Literature at Bunkyo University. Her Watanabe, publications include Reflective practice as professional development: Experiences of teachers of English in Atsuko Japan (Multilingual Matters, U.K. 2017). Ryoji Watanabe, database manager and a software developer, is the chief engineer of the online corpus search Watanabe, service " Shogakukan Corpus Network" at NetAdvance inc. He is currently involved in creating a CEFR-J Ryoji based web corpus as well as developing the Japanese studies online database "Japanknowledge". Hironori Watari, Ph.D., is currently an associate professor in the College of Humanities and Sciences at Nihon Watari, University, Japan. His research interests include EAP, second language writing education, and pedagogical Hironori grammar. Wilkins, Simon Wilkins is currently an EFL lecturer at Tokai University. His research interests include assessment for Simon learning, systemic functional linguistics, CALL, and action research. Timothy Wilson has lived in Hiroshima for ten years and is currently working in the Department of Law at Wilson, Hiroshima Shudo University, where he teaches various English subjects and Global Studies classes. His main Timothy John areas of research are sociolinguistics, pragmatics, and Intercultural Communication. Tomoko Yabukoshi (Ph.D. in Foreign Language Education) is currently Associate Professor at College of Yabukoshi, Economics, Nihon University, Japan. Her research interests include foreign language learning strategies and Tomoko self-regulated learning. Hiroshi Yamada is an associate professor at Takachiho University. He has nearly ten years of teaching Yamada, experience at secondary schools. His current research interests cover pre-service teacher education and Hiroshi vocabulary learning. He has published in a number of journals such as TESOL Journal and the Journal of Asia TEFL. Masaki Yamada is Assistant Professor of Business and English in the Faculty of Sociology at Sapporo Otani Yamada, University. He has over 12 years well-honed experiences in IT-related business, especially global supply chain Masaki management. He earned an MBA (Otaru University of Commerce) and a B.A. in Commerce (Takachiho University). Mitsuko Yamamoto is currently an Assistant Professor of English Language for Department of Radiological Yamamoto, Technology at Kyoto College of Medical Science in Japan. Her research interests include intercultural Mitsuko communication, autonomous learning, motivation in language learning, and language teaching in the Japanese higher education context. Yuka (Maruyama) Yamamoto, Ph.D., Applied Linguistics, is a specially appointed associate professor at Yamamoto, Rikkyo University, Center for Foreign Language Education and Research, Preparatory Office. Her research Yuka interests are in EAP (English for Academic Purposes) curriculum development, second language vocabulary acquisition, and extensive reading. Miho Yamashita, PhD, is an Associate Professor at Colleges of Life Sciences in Ritsumeikan University in Yamashita, Japan where she teaches both graduate and undergraduate academic English courses. Her research interests Miho include second language writing, genre analysis of science papers, and tutor-tutee conversation analysis in the writing center. Hisako Yamauchi, Ph.D. is a former professor of the University of Nagasaki. She is currently a part-time Yamauchi, instructor at Fukuoka Women’s University. Covid-19 has made her conduct online instructions in academic Hisako writing and communication classes. Her efforts have made her online classes successful. Her specialty includes ESP, CALL and Phonetics.

89 Yamazaki, Kenichi Yamazaki is currently an assistant professor of English at Akita Prefectural University. Kenichi His research interests include English education, speaking instruction, and better ways of conversation practice. Yashima, Hitoshi Yashima is currently a professor at Hiroshima Bunkyo University. His research interests include Hitoshi vocabulary, reading, testing, language teaching, and second language acquisition. Yasuda, Masaru Yasuda is currently an associate professor of English at Kansai Gaidai University. His research interests Masaru include literary studies, literary theories, media studies and teaching English as a second language. Yokono, Yukiko Yokono is currently a lecturer in Japanese at the University of North Carolina at Charlotte, U.S.A. Her Yukiko research interests include psycholinguistics and Japanese language pedagogy. Aya Yoshida is a program-specific lecturer at the Institute for Liberal Arts and Sciences, Kyoto University. She is in charge of English Writing-Listening classes for freshmen and repeaters. Her research interests center Yoshida, Aya around modern American poetry and language education, and is currently polishing up a book about William Carlos Williams. Yoshida, Mami Yoshida is a Professor in the Department of British and American Studies at Kyoto University of Foreign Mami Studies. Her main research interests include extensive reading and pre-service teachers’ education. Hiroshi Yoshikawa is currently a project researcher at the Cultural Science Institute, Chukyo University. His Yoshikawa, research interests include sociolinguistics, English education, and research on English varieties. He has co- Hiroshi authored The point of contact between English linguistics and English education, Changing Japanese English Education with World Englishes .

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