JALT Postconference Publication - JALT2015

Date of publication: August 2016

JALT2015JALT2015—Focus on the Learner: Postconference Publication

It is with pleasure that we present the 2016 JALT Postconference Publication: Focus on the Learner. The papers published in the PCP have come to represent an impressive range of topics and issues related to language education. We feel that this year’s edition as well provides an index of the breadth and depth of interest shown by the EFL professionals who have presented at the JALT International Conference. As the PCP has become more selective, with roughly two-thirds of papers submitted making it to final publication, what you see here is some of the best work from the conference.

It would not be possible to publish the PCP without the contributions of many individuals, first and foremost the authors themselves, who, besides making presentations at the conference and then writing papers based on them, also submitted to a rigorous process of review and editing in order to prepare their work for publication. We also would like to thank the various groups who assisted with this process. This includes the reviewers who evaluated the submissions, content editors who worked with authors on revisions, and copy editors who proofread manuscripts for final publication. Not only did many of these contributors go above and beyond what was expected of them, many also contributed in more than one area. Their dedication and professionalism has been much appreciated.

Finally, we would like to thank our readers, as the excellent work represented here would be of little consequence without an interested audience to carry on the discussion. We hope that all of you, contributors and readers alike, will return for future conferences and editions of the PCP. 

Peter Clements, Aleda Krause, and Howard Brown
Focus on the Learner Editors-in-Chief

Selected Papers

This section highlights four papers of exceptional quality that were chosen through consultation with the JALT editorial board. We express our congratulations to these authors and our appreciation of their well-written papers.

Copyright & Cataloguing Data

  • JALT President: Caroline Lloyd
  • Publications Board Chair: Jerry Talandis Jr.


  • Copyright © by the Japan Association for Language Teaching. All rights reserved. No part of this publication may be used or reproduced in any form without written permission from JALT, except in cases of brief quotations embodied in scholarly articles and reviews.

For information:

  • JALT2015 Postconference Publication, JALT Central Office, Urban Edge Bldg., 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, JAPAN

Cataloging Data:

  • P. Clements, A. Krause, & H. Brown (Eds.) JALT2015: Focus on the Learner


  • 1. Second Language Teaching—Second Language Learning—Teacher Education
  • 1. Title September 2016 ISBN: 978-4-901352-52-9 - JALT2015 Postconference Publication



JALT Postconference Publication

JALT2015 Postconference Publication Editorial Staff


Lifelong Learning: Designing an English Education Programme for Japan
by Nicholas Musty, Kwansei Gakuin University

How International Are Japanese Universities?
by Bernard Susser, Doshisha Women’s College

Improving a University English Program: Issues From One Case Study
by Giancarla Unser-Schutz, Rissho University

Like That? The Problem With Coursebook Vocabulary
by Jason Peppard, Yamagata University

Action Research in Teacher Training Programs: What Do Teachers Learn?
by Katrin Niewalda, Matsuyama University

Inverted Curriculum for ELT Teacher Development
by Katsuichiro “Ken” Ohashi, Rikkyo University; Kayoko Yamauchi, Rikkyo University

Creativity East and West: Preconceptions and Misunderstandings
by Cameron A. Smith, Aichi Gakuin University

Reflecting Critical Thinking: Global Perspectives
by Jacques W. Hardy, Kansai Gaidai University; Peter A. Edwards, Kansai Gaidai University


Linguistics Instruction for Japanese Junior High School Students
by Mika Igarashi, The University of Tokyo/JSPS

The Effects of Communicative Language Teaching on Young Beginner Learners
by Sean Reid, Teikyo Daigaku Kani Shogako

Barriers to Effective Team Teaching with ALTs
by Akiko Kano, Sophia University Junior College Division; Atsuko Sonoda, Sophia University; Daniel Schultz, Shizuoka Salesio; Ayano Usukura, Sophia University; Kiyotaka Suga, Sophia University; Yuriko Yasu, Hitotsubashi University

Pedagogical Teacher Training for ALTs in Japanese Public Schools
by Nathaniel Reed, Birmingham University

Introducing Freewriting to a Japanese High School English Class
by Philip Head, University of Kochi

Process Writing and Its Relevance to Japanese High School Students
by Robert Andrews, Kyoto Sangyo University

CBI/CLIL for Elementary School English: Benefits and Tips • 小学校英語にCBI/CLILを:メリットとコツ
by Nozomi Takano, Sophia University; Junko Kambara, Meikai University; Eiko Kedoin, Dai 3 Nippori Elementary School; Yoko Suzuki, Showa Women’s University

Learner-Centered Cultural Understandings
by Hugh Kirkwood, Rikkyo University

Commerce High School Students’ Interests in and Attitudes Towards English
by J. Tyler Kinkade, Komazawa University

Writing Outside the Box: Creativity in the EFL Classroom
by Cory J. Koby, Miyagi Gakuin Women’s University


Exploring Mature, Highly Proficient L2 Learners’ Reading Motivations and Attitudes
by Torrin R. Shimono, Kindai University

EFL Learners' Stories: Ideal L2 Self and Their Learning Experiences
by Sudatip Prapunta, Victoria University of Wellington

Using Q Methodology to Investigate L2 Possible Selves
by Sarah Faherty, Sojo University International Learning Center

Raising Awareness of Language Learners with Color Vision Disabilities
by Ryota Moriya, Utsunomiya University

EFL Student L1 Preference Changes: Proficiency and Time
by Eleanor Carson, Matsuyama University

The Effects of English Learning on Mental Illness
by Miki Koyama, University of Edinburgh

Learners’ Choice: Exploring Pragmatic Subjectivity Through Video
by Rie Wakui, Aoyama Gakuin University

Dreams of My Mother: Investigating Bilingual Development and Linguistic Identity
by Ricky Chi Yan Leung, Gakushuin University

Peer Mentoring: An NPRM-Driven Online Group
by Dana Lingley, Kansai Gaidai University

The Effect of Teacher Verbal Feedback on Postgraduate Student Participation
by Yaowaret Tharawoot, King Mongkut’s University of Technology North Bangkok


Small Talk: Sociopragmatic Discord in the Business English Classroom
by Josef Williamson, Linguage Intercom

I Think So Too: Assessments and Agreements
by John Campbell-Larsen, Kyoto Women’s University

Reconsidering IRF Sequences: A Focus on Team-Teaching Classrooms
by Baikuntha Bhatta, Kanagawa University; Jeffrie Butterfield, Kanagawa University

How a Global Model Can Positively Influence English Language Teachers
by Christopher G. Haswell, Kyushu University; Aaron Hahn, Fukuoka University

Writer Visibility in TESOL Research Articles by Japanese Writers
by Keiko Kawaguchi, Shibaura Institute of Technology; Ritsuko Ohta, Keio University; Tae Ito, Toyota Technological Institute

Survey of English Pronunciation Teaching: College Teachers’ Practices and Attitudes
by Yuko Koike, Fukuoka Prefectural University


L2 German Students’ Perceptions Regarding the Effectiveness of Collaborative Tasks
by Axel Harting, Hiroshima University

The Reflective Learning Journal in the Classroom
by Vivian Lee, Hankuk University of Foreign Studies; Eiko Gyogi, Akita International University / SOAS, University of London

Perspectives on Note Taking in EFL Listening
by Michael J. Crawford, Dokkyo University; Nathan Ducker, Miyazaki Municipal University; Laura MacGregor, Gakushuin University; Shuji Kojima, Temple University; Joseph Siegel, Meiji Gakuin University

Image Schema-Based Instruction in English Grammar
by Mayu Shintani, Tokyo Denki University; Kazumasa Mori, Bunkyo University; Takuya Ohmori, Tama University

Curtailing or Sustaining “Off-Task” Interaction: A Conversation Analytic Study
by Eric Hauser, University of Electro-Communications and University of Hawaiˋi at Mānoa

Using Pictures and Themes to Teach Collocations
by U Teng (Trevor) Ho, Institute for Tourism Studies; Mary E. Eddy-U, Institute for Tourism Studies

Increasing University Students’ Willingness to Communicate Via Skills Training
by Jeff Broderick, Tokyo Denki University

Study Logs for Self-Regulated Vocabulary Learning
by Miyuki Akamatsu, Kasukabe Kyoei Junior and Senior High School; Sachiko Maruoka, Seikei University

Achieving Quality Peer Interaction in EAP Programs
by Marcel Van Amelsvoort, Juntendo University

Making Pragmatics and Grammar Work Hand in Hand
by Sanae Oda-Sheehan, Ochanomizu University

Discussions Without Argument in English Classrooms
by Yoko Kobayashi, International Christian University; Jitsuko Kitsuno, Tokyo Polytechnic University

Embracing Failure: The Missteps to Success
by Kyle Maclauchlan, Miyagi Gakuin University


Making a Reading Passage Just That in an EMP Lesson
by Mark Rebuck, Meijo University

Reading for Speed and Breadth: TR and ER
by Michael Ellis, International Christian University High School

EFL Learners’ Problem Solving While Writing: A Think-Aloud Protocol Study
by Atsuko Sonoda, Sophia University

Making the Change From Essay Writing to Blogging
by Kevin Miller, Tsurumi University

Developing Syntactic Complexity in L2 Writing
by J. Paul Marlowe, Kobe University

Planning Activities and Freewriting
by Timothy Doe, Kwansei Gakuin University; Angel Figueroa, Kwansei Gakuin University

Using Wikipedia to Make English Academic Writing Meaningful for Undergraduates
by Jennifer Louise Teeter, Kyoto University


English-Medium Instruction in Japan: Discussing Implications for Language Teaching
by Howard Brown, University of Niigata Prefecture

CLIL in Japan: University Teachers’ Viewpoints
by Laura MacGregor, Gakushuin University

Teaching Content Through the Medium of English: Faculty Perspectives
by Annette Bradford, Meiji University

Global Learning Through International Collaboration
by Trang Ngoc Pham, Vietnam National University; Kimiko Koseki, Toyo Gakuen University

Community Outreach and Autonomous Learning
by Wendy M. Gough, Tokai University; Kazumi Kato, Tokai University


Digital Sojourn: Empowering Learners Through English as a Lingua Franca
by Simeon D. Flowers, Aoyama Gakuin University; Brent A. Kelsen, National Taipei University

Effects of Adding Clickers to Think-Pair-Share for Learning English Grammar
by Hungche Chen, Kanazawa Institute of Technology; Marie Daito, Kanazawa Institute of Technology; Chunfeng Lin, Tamkang University

English-Japanese Email Exchange Project
by Mark Shrosbree, Tokai University


The Efficacy of Student Self-Assessments for Academic Speeches
by Paul Nehls, Yokohama City University

Presentation Peer Assessment: Friendship Matters?
by Robert Vaughan, Rikkyo University; Yukie Saito, Rikkyo University; Yukie Saito, Waseda University

TOEIC Speaking Test and Willingness to Communicate
by Masaya Kanzaki, Kanda University of International Studies

Self-Assessment of Intercultural Communicative Competence
by Kevin Ottoson, Nagoya University of Foreign Studies

Student-Created Vocabulary Tests
by Donald Patterson, Seirei Christopher University, Hamamatsu, Japan

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