JALT Postconference Publication - JALT2016

Date of publication: August 2017

JALT2016JALT2016—Transformation in Language Education: Postconference Publication

It is with pleasure that we present the 2016 JALT Postconference Publication: Transformation in Language Education. 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
Transformation in Language Education

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: Richmond Stroupe
  • 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:

  • JALT2016 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.) JALT2016: Transformation in Language Education


  • 1. Second Language Teaching—Second Language Learning—Teacher Education
  • 1. Title August 2017 ISBN: 978-4-901352-54-3 - JALT2016 Postconference Publication



JALT Postconference Publication

JALT2016 Postconference Publication Editorial Staff


Learner Native-Speakerism at the Eikaiwa Gakkou
by Martin A. Cater, J. F. Oberlin University

What We Gain From ELT Professional Presentations
by Takaaki Hiratsuka, University of the Ryukyus

Online English Study: Perceptions of Language Ownership in Japan
by Christian Misuro, Tokyo Woman’s Christian University

Collaborative Teacher Observations: A Case Study
by Michael Ellis, International Christian University High School

Teacher Diaries: Aid to Introspection and Support for Novice Teachers
by Mina Westby, Nanzan University

Teachers Learning From Teachers
by Mark Shrosbree, Tokai University; Catherine Cheetham, Tokai University

Professional Identity Among Limited-Term Contract University EFL Teachers in Japan
by Bjorn Fuisting, Sugiyama Jogakuen University

The Vicious Triangle: CLT, Native Speakers, and “English-Only” Classrooms
by Rob McGregor, University of Birmingham

Teacher Demotivation in a National Eikaiwa Chain in Japan
by James Taylor, Kanazawa Technical College

Professional Development in an Online Learning Setting Through Collaborative Dialogue
by Katrin Niewalda, Sophia University

CELTA: Part-Time or Intensive? Making the Right Choice
by Deborah Broadby, Nagoya College; Lauren Landsberry, Nagoya College

Sharing Experiences With Quantitative Research
by Aaron C. Sponseller, Hiroshima University; Gregory Sholdt, Kobe University; Yasuko Okada, Seisen University; Ellen Rettig-Miki, Kobe University; Michael Wilkins, Kwansei Gakuin University

Usage Issues and Sourcing Images for Teacher-Made Materials
by Cameron Romney, Doshisha University

Edcamp and Innovation in Professional Development for ALTs
by Bernadette Denston, Konan Women’s University; Thomas Stringer, Konan University

Moving Towards Better Quantitative Data Analysis in FLL Research
by Paul Collett, Shimonoseki City University

2015 JALT Membership Survey: Trends, Issues, and Solutions
by Fred Carruth, Shinshu University; Melodie Cook, University of Niigata Prefecture; Kent Hatashita, Senri Kinran University; Noriko Mori, Otemae University; Marian Wang, Kobe University


Introducing the Family Reading Project
by Peter Ferguson, Nara University of Education; Aaron Sponseller, Hiroshima University; Ayano Yamada, Shinimamiya Elementary School

Practicalities of Team Teaching: Recent Research and Experience in Japan
by Daniel G. C. Hougham, Hiroshima University; Brett R. Walter, Hiroshima University; Aaron C. Sponseller, Hiroshima University

Writing Original Speeches: Ideals vs. Realities
by Philip Head, Hiroshima Shudo University

Exploring Motivational Profiles in Public Elementary School English Classes
by W. L. Quint Oga-Baldwin, Waseda University; Luke K. Fryer, University of Hong Kong

Speaking Education in Japanese High Schools: Teacher and Student Views
by Yohei Ito, Aichi Prefectural Showa Senior High School


Back-to-the-Future Essays Aid Study Abroad Gains
by Harumi Kimura, Miyagi Gakuin Women’s University; Brenda Hayashi, Miyagi Gakuin Women’s University

Second Language Learners’ Speech Perception
by Bridget A. Goodman, Nazarbayev University Graduate School of Education; Manami Suzuki, Hosei University

Changing Orientations to English During English-Medium Study Abroad in Thailand
by Daisuke Kimura, Pennsylvania State University

Student-Reported Creativity and Language Output: Assessing Hypotheses
by Cameron A. Smith, Aichi Gakuin University

Fukushima and Beyond: Teaching Trauma Survivors
by Victoria Wilson, University of Southern Queensland

Learner Views on Learner Autonomy: What Teachers Can Do
by Maho Sano, Soka University; Koki Tomita, Soka University


Use(s) of the L1 in L2 German Collaborative Tasks
by Axel Harting, Hiroshima University

Discourse Markers in the Classroom
by John Campbell-Larsen, Kyoto Women’s University

Paper or Electronic Dictionaries: A Comparison
by Benjamin Filer, Nagoya University of Foreign Studies

In School vs. at School: Corpora and Confidence
by Daniel Liberatori, University of Birmingham

Grammar Instruction: Teaching English Aspect to Japanese Learners of English
by Yuko Koike, Fukuoka Prefectural University


A Critical Look at Culture in EFL Textbooks in Japan
by Michael D. Hollenback, Konan University

Transforming Courses Through Presentation Skills
by Jeremiah Hall, Meijo University; Eric Hirata, Nagoya University of Foreign Studies

Gearing Up for the Olympics in English Classes
by Elizabeth J. Lange, Victor Gorshkov, Bruce Flanagan, Kaichi International University

Transforming Classes Through Group Dynamics: From Theory to Practice
by Luke Lawrence, Yokohama City University

Transforming Foreign Language Classes With Movies
by Ian Munby, Hokkai Gakuen University, Sapporo

Project-Based Learning for Global Communicative Competence
by Fern Sakamoto, Atsumi Miyatani, Aichi Prefectural University

Pecha Kucha: Transforming Student Presentations
by Patrizia M. J. Hayashi, Meikai University; Sarah J. Holland, Toyo University

Transformation Through Speech, Drama, & Debate
by Philip Head, Hiroshima Shudo University; David Kluge, Nanzan University; Roy Morris, Meikai University; Gordon Rees, Yokkaichi University


Using Pop Culture to Teach HIV/AIDS Awareness
by Damian Lucantonio, University of Electro-Communications

EMI, CLIL, & CBI: Differing Approaches and Goals
by Howard Brown, The University of Niigata Prefecture; Annette Bradford, Meiji University

Rating English-Medium Instruction Degree Programs at Japanese Universities
by Bernard Susser, Doshisha Women’s College (Emeritus)

The Development of a Coordinated “Foundation” University CLIL Course
by Luke Blower, Hedi Rozsnyoi, Cameron A. Smith, Aichi Gakuin University


Combining Cross-Cultural Understanding and Academic Writing
by Justin C. Foster-Sutherland, Kaiho Senior High School

Impact of Explicit Teaching of Reading Strategies
by Yuko Hirade, Nanzan University

Ten-Minute Writing Practice for Japanese High School Students
by Kazue Komiyama, Kyoto University of Foreign Studies

Investigating the Cognitive Processes of Translation Writing Tasks
by J. Paul Marlowe, Kansai University of International Studies; Mayumi Asaba, Kwansei Gakuin University

Procedures for a First-Step Quantitative Study: Exploring Written Fluency
by Gregory Sholdt, Kobe University

Teaching Academic Writing in Content-Based Classes
by Gavin Brooks, Doshisha University

The Anatomy of an Extensive Reading Syllabus
by Cory J. Koby, Miyagi Gakuin Women’s University

Difficulties and Strategies in Argumentative Writing: A Qualitative Analysis
by John Peloghitis, International Christian University

Transforming Negative Attitudes to Graded Readers
by Andrew J. Lawson, NIC International College in Japan


Increasing Feedback for Students with Personalized Reports and Google Forms
by Giancarla Unser-Schutz, Rissho University

The Use of Band as a Transformative Tool for Homework
by Hungche Chen, Kanazawa Institute of Technology; Chunfeng Lin, Tamkang University; Meiju Lai, Taipei Municipal Taoyuan Elementary School

Extensive Listening Using Student-Generated Podcasts
by Michael J. Giordano, Kyoto Sangyo University

Transforming Vocabulary Learning With Quizlet
by Brent A. Wright, Kanazawa Institute of Technology


TOEIC Speaking Test: A Correlational Study and Test Takers’ Reactions
by Masaya Kanzaki, Kanda University of International Studies

Evaluating a High School Discussion Test
by Sam Berry, Aoyama Gakuin Senior High School

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