JALT Conference Proceedings - JALT2010

Date of publication: October 2011

JALT2010 Conference Proceedings

LogoCreativity: Think Outside the Box means thinking innovatively, creatively, and critically about language learning and teaching. As the theme for the JALT2010 annual conference held at Winc Aichi in Nagoya on 19-23 November 2010, it provided the impetus for a wide range of thought-provoking and stimulating presentations, posters, workshops, forums, and plenaries by teachers and researchers from Japan and overseas, as well as the latest publications of teaching materials.

As a record of the conference, this year’s Proceedings include 81 original papers. A record number of people have contributed to bringing these papers to publication. The peer review system has been expanded so that each paper was reviewed three times. In addition, five new editors have joined the team, three of them under the mentorship of Theron Muller. Our continued aim in the Proceedings is to expand and enhance the level of expertise of researchers, writers, editors, and reviewers within the JALT community. At the same time, we strive to ensure that each paper is written and presented to the highest possible standard. To achieve this balance requires all of us to think innovatively, creatively, and critically, and I wish to thank everyone who has contributed to these Proceedings for rising to that challenge.

On a darker note, these Proceedings have come out under the shadow of March 11. Some of the authors and those involved in the editing process have been directly affected by the devastating Tohoku earthquake and tsunami. I applaud the determination and courage of all those who continued to work to deadlines in spite of the disruption to their lives. The spirit of responsibility and commitment that I have been privileged to see bodes well for Japan’s recovery as a whole, as well as for the ongoing development of innovative and inspiring language education for our students.

Editor-in-Chief Alison Stewart

Copyright & Cataloguing Data

  • JALT President: Kevin Cleary
  • Publications Board Chair: Ted O'Neill


  • 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:

  • JALT2010 Conference Proceedings, JALT Central Office, Urban Edge Bldg., 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, JAPAN

Cataloging Data:

  • Stewart, A. (ed.) JALT2010: Creativity: Think outside the box


  • 1. Second Language Teaching—Second Language Learning—Teacher Education
  • 1. Title July 2011 ISBN: 978-4-901352-35-2  JALT2010 Conference Proceedings)


JALT Postconference Publication

JALT2010 Conference Proceedings Editorial Staff

Addressing copyright concerns regarding Japanese university entrance exams
by Greg Wheeler

An implementation of a CEFR-based writing Can-Do curriculum
by Jean L. Ware, Charles Robertson, & Steven Paydon

Blended learning in a listening course: Seeking best practices
by Gregory B. Strong & Joseph V. Dias

Brain-based classroom learning techniques: From understanding to practice
by Jeff Mehring & Jennifer Edwards

Breaking with the IRF and EPA: Facilitating student-initiated talk
by Chris Hale

Can you really trust your intuition?
by Bob Ashcroft

Changing perspectives of language learning: Development through interaction
by Aki Iimuro

Co-creating group norms in the language classroom
by Matthew Coomber

Communication strategy use of EFL college students
by Huei-Chun Teng

Coordinating a vocabulary curriculum: Exploration, pilot, trial and future directions
by Luke K. Fryer, Jeffrey Stewart, Charles J. Anderson, Hiroyuki N. Bovee, & Aaron Gibson

Creativity in the language classroom via Animoto
by Jerry Talandis Jr. & Michael Stout

Current trends in language testing education in Japan
by Adam Murray, Yasuko Ito, Kazumi Kimura, Kahoko Matsumoto, Yuji Nakamura, & Atsuko Okada

Developing a growth mindset with Harry Potter
by Naoko Harada

Differentiated instruction in a university English CALL setting
by Kevin Watson & Grant Agawa

Effective instruction of shadowing using a movie
by Yukie Saito, Yuko Nagasawa, & Shigeko Ishikawa

Effective vocabulary learning: Materials design and evaluation
by Tara McIlroy & Jennie Roloff-Rothman

Effects of web-based vocabulary training for TOEIC
by Grant Agawa, Grant Black, & Michael Herriman

EFL teachers’ reactions to reflective interviews
by Quint Oga-Baldwin

English-learning sports students: Is there a catch?
by Steve Jugovic

Exploring language teachers’ non-judgmental stances
by Takaaki Hiratsuka & Wayne Malcolm

Extensive listening and how it affects reading speed
by Joshua Brook Antle

Extensive reading for productive English classes
by Myles Grogan, Hadija Drummond, & Andrew Haddon

Facilitating collaborative dialogues through TBLT
by Yoshiko Kozawa

Factors affecting teacher feedback
by Chiaki Iwai & Julia Kawamoto

First-class teaching: Building rapport between teachers and students
by Louise Haynes & Ben Blackwell

Five Japanese women: Developing independence through self-directed homework
by Teruko Nakajima

Form-focused feedback in writing: A study on quality and performance in accuracy
by John Peloghitis

Framework & Language Portfolio SIG Forum: Looking forward
by Fergus O’Dwyer, Noriko Nagai, Paul Collett, Kristen Sullivan, & Antonio Smith

Global issues for the EFL classroom
by Robert H. Taferner, Hitomi Sakamoto, Anthony C. Torbert, Mark Wright, & Jennifer Yphantides

Guest lecturer sessions as springboards for creativity
by Eucharia Donnery, Yoko Nakano, Hans Peter Liederbach, Mathew Sanders, & Seiji Fukui

How can newcomers become experienced learners through interactions in classroom communities?
by Akiko Nagao

ICT Contents Project at Iwate University
by Mark de Boer

Identifying at-risk English learners: Resource management strategies as predictors of achievement
by John Peloghitis & Grant Black

Ideological messages embedded in an EFL textbook
by Misako Tajima

Increasing motivation with possible selves
by Yoshifumi Fukada, Tetsuya Fukuda, Joseph Falout, & Tim Murphey

Italian opera between educational linguistics and intercultural education
by Chiara Zamborlin

Japanese college students’ attitudes towards English as an international language: A structural equation modeling analysis
by Nozomu Sonda

Japanese college students’ perceptions of peer editing activities
by Tomoka Kaneko

Kokusaika, kokusaijin and international programs: A pilot study
by Niculina Nae & Soonhee Fraysse-Kim

Learning cultures with international students
by Shizuno Seki

Manga as a linguistic resource for learning
by Giancarla Unser-Schutz

Motivating large groups: Ways forward
by Julian Pigott

Narrative frames to assess overseas experiences
by Tamara Swenson & Brad Visgatis

Out-of-class target language-related time use
by Brad Visgatis

Perceptions about team teaching: From Assistant Language Teachers and Japanese Teachers of English
by Chie Ogawa

Practical steps towards task-based teaching
by James Hobbs

Product placement in a process syllabus: Designing a university course in Current Affairs English
by Tim Marchand

Promoting autonomy through vocabulary journals
by Jared R. Baierschmidt

Reading speed in L1 and L2
by Tetyana Sayenko

Re-entry: A teaching moment for intercultural communication awareness and skills
by Adam Komisarof

Reflective practices in the foreign language classroom
by Mariko Fujita & Ethel Ogane

Self and motivation in compulsory English classes in Japan
by Julian Pigott

Self-disclosure in EFL writing by computers
by Adam Serag

Seven: A collaborative creative writing activity
by Christian Perry

Shogakko university English course: Needs analysis from the perspective of pre-service teachers
by Kaori Nakao

Story-based instruction: Learning language through narrative
by Akie Kanazono

Student responses to alternative EFL evaluation
by Mike Guest

Sustaining conversation: Revisiting the teachability of communication strategies
by Ivan B. Brown

Teaching information literacy to EFL writing classes
by Susan Gilfert

Teaching intellectual property (IP) English creatively
by Kevin Knight

Teaching Lab: Gearing up for English medium classes
by Bethany Iyobe, Howard Brown, & David Coulson

Teaching presentation with "no tech" visual aids
by Akiko Kano

Team teaching from administrators’ perspectives
by Kyoko Miyazato

The lexical approach: A systematic way of building oral fluency
by Lori Parish

Thinking in English: A content-based approach
by James Crocker & Margaret Bowden

Thinking outside the film
by Kelly Butler

Three cost-effective strategies to encourage reading
by Scott Peters

Training for seeking internships abroad
by Stella Yamazaki & Tatsuroh Yamazaki

Training Japanese university English learners for greater autonomy
by Paul A. Lyddon

Using English picture books for elementary school and junior high school collaboration
by James Hall & Tomoko Yamazaki

Using goals to facilitate self-regulated learning
by Paul Collett

Using humour in EFL classes
by Andrew Blyth & Takako Ohyama

Using poems and short stories in writing classes
by Peter Wells

Using video clips to teach interactive strategies
by Troy Miller

Web-assisted extensive reading with scaffolding framework
by Natsumi Onaka

Who check more pseudowords, low-level or high-level students?
by Raymond Stubbe, Chris O’Sullivan, Jeremy Boston, Mathew Porter, Richard Grumbine, & David Latz

Writing in the minority language at home in Japan
by Monica Rankin

Young EFL learners’ preference for graded story books
by Izumi Tanaka

by 津村修志

日本語会話文の音変化に関する理解と教育の効果について - 中国人ビジネス従事者の場合 -
by 松澤隆志

by 内田あゆみ & 森幸穂

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