JALT Conference Proceedings - JALT2012

Date of publication: August 2013

JALT2012—Making a Difference: Conference Proceedings


Dear JALT members:

We are very pleased to announce the publication of the JALT2012 Conference Proceedings (JCP). There are 75 papers, chosen from more than 100 submissions, with topics ranging from psycholinguistics to sociolinguistics, from student development to teacher development, from techno-oriented teaching skills to the art of teaching, from quantitative to qualitative studies, and from English to other language teaching settings. Indeed, it produces a great sense of satisfaction as well as pride to see how diverse, deep, and broad the contexts of the JCP publications have become over the years.

First of all, we would like to thank the authors who submitted their articles and worked hard to bring their products to fruition. Without their dedication to language teaching and their contributions to our field through the JCP, this whole process would never have started. Next, we must express our heartfelt gratitude to the team of reviewers, content editors, and copy editors, more than 75 volunteers who worked with the authors over a period of time, sometimes even sacrificing holidays and setting aside their personal needs.  Then there are a number of others who worked behind the scenes to make this publication possible. They may remain anonymous but we definitely owe them a deep appreciation. Copy editors were mentioned above; this is a new position we introduced this year to further facilitate the editing process. They specialized in the mechanical aspects of writing and thereby helped to free content editors to concentrate more on the “meat.” The system seemed to have worked effectively and we definitely plan to recommend its continuation next year.

Last but not least, we have also incorporated a new section called “Selected Papers.” This is in response to requests over the years that there be more recognition of outstanding JCP papers. For this section, five papers were selected through consultation and voting by the editorial board. We salute the authors and commend their works for the high quality of research and writing. We hope that their publications will be duly recognized in other realms of academia. This special recognition to a limited number of selected papers, however, by no means diverts our attention from all the JCP papers. Rather, we expect that the entire JCP will contribute to our language teaching field by stimulating research and encouraging classroom innovation and collaboration in the years to come.

Nozomu Sonda & Aleda Krause
JALT2012 Conference Proceedings Editors-in-Chief

Copyright & Cataloguing Data

  • JALT President: Kevin Cleary
  • Publications Board Chair: Darren Lingley


  • 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:

  • JALT2012 Conference Proceedings, JALT Central Office, Urban Edge Bldg., 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, JAPAN

Cataloging Data:

  • N. Sonda & A. Krause (Eds.) JALT2011: Making a Difference


  • 1. Second Language Teaching—Second Language Learning—Teacher Education
  • 1. Title July 2013 ISBN: 978-4-901352-41-3  JALT2012 Conference Proceedings



JALT Postconference Publication

JALT2012 Conference Proceedings Editorial Staff


Developing Competence in Journal Reviewing
by Theron Muller, University of Toyama; John Adamson, University of Niigata Prefecture

Discourse Versus Corpus Analysis in Materials Design: A Case Study
by Michael Guest, University of Miyazaki

Educational Manga: An Effective Medium for English Learning
by Erina Ogawa, Toyo University

From Classroom to Action: Disaster Relief in Japan
by Jennifer Louise Teeter, Kyoto Sangyo University

Monty Python for Teaching Pragmatic Awareness
by Scott Gardner, Okayama University


Cross-Cultural Misunderstandings Between JTEs and AETs
by Kyoko Miyazato, Hakuoh University

Exploring Taiwanese Primary English Education: Teachers’ Concerns and Students’ Perceptions
by Eri Osada, Kokugakuin University; Makiko Tanaka, Kanda University of International Studies

Revising English Education at the University Level
by Mark deBoer, Iwate University

Teachers as Learners: Evolving Perspectives
by Peter J. Collins, Tokai University

Using Applied Conversation Analysis for Professional Development
by Seth E. Cervantes, Tomakomai Komazawa University; Robert C. Olson, Tomakomai Komazawa University

Using Online Tools to Facilitate Communication, Interaction, and Collaboration
by Martin D. Stoute, Kobe Shukugawa Gakuin University; Jacqueline Mull, Research Institute of English Language Education; Gregory Sholdt, Kobe University


A Framework for the Development of Mobile Learners in Japan
by Kevin M. Watson, Nagoya University of Commerce and Business; Grant S. Agawa, Nagoya University of Commerce and Business

Classroom Development of Intercultural Competence
by Kevin J. Ottoson, Nagoya University of Foreign Studies

Discourse Analysis in an ESL Community of Practice
by Akiko Nagao, Ritsumeikan University

Extracurricular Programmes in EFL: Learning Opportunities Outside the Classroom
by Aaron Francis Ward, Aoyama Gakuin University

Helping Students Pass the Turing Test
by John Campbell-Larsen, Momoyama Gakuin University

Language Learner Autonomy, Motivation, and Proximal Goal Completion
by Paul A. Lyddon, Kanda University of International Studies

Language Learning Strategies Use in University and Beyond
by Martin Mullen, Meisei University; Ken Ikeda, Otsuma Women’s University; Jackie Suginaga, Komazawa Women’s University; Fumiko J. Kurosawa, Flying English School; Blair Barr, University of Birmingham, candidate TEFL/TESL MA

Learning Strategies and Low Proficiency Students
by Andrew Thompson, Kyushu Sangyo University; Robert Cochrane, Kyushu Sangyo University

Making an Impact with Peer Tutoring
by Craig Manning; The University of Shimane

Masculinity and the Study Abroad Experience
by Todd Squires, Kinki University

Neuroplasticity in the SLA Classroom: Connecting Brain Research to Language Learning
by Kevin M. Maher, Kansai Gaidai University

Possible L2 Selves for Students of Science and Engineering
by Glen Hill, Obihiro University of Agriculture and Veterinary Medicine; Joseph Falout, Nihon University; Matthew Apple, Ritsumeikan University

Pragmatic Competence Through Discourse Analysis
by Ian Hurrell, University of Birmingham

Self-Access Language Learning: Japanese Autonomy
by Adam Serag, Hirosaki University

Self-Access Rooms: Accountability and Mentoring
by Amy Stotts, Seiko Oguri, Chubu University

Small Talk: Pragmatics Lessons for College English Language Learners
by Reiko Takeda, Aoyama Gakuin University

Social Discourses as Moderators of Self-Regulation
by Paul Collett, Kristen Sullivan, Shimonoseki City University

Speaker’s Information Territory and Politeness of Japanese Learners of English
by Nobuko Trent, Aoyama Gakuin University

Student Creativity and Language Performance
by Cameron A. Smith, Chubu University

Students’ Beliefs About the Function of EFL in Higher Education
by Jeremy McMahon, Momoyama Gakuin University

What Can “Englishnization” at Rakuten Teach Us? A Case Study
by Yoichi Sato, The University of Tokyo


Investigating Multi-Word Items in a Contemporary ELT Course Book
by Paul McAleese, Momoyama Gakuin University

It Starts With Phonemes
by James C. Jensen, Aka-Kara English

Pragmatic Analysis of Conversational Closings in Friends
by Yukie Saito, Dokkyo University

Teaching Collocations
by Joshua Brook Antle, Hokkaido University of Education


Communicative Competence and Focus on Form
by Michael Rector, Nagoya University of Foreign Studies

Cooperative Learning as a Facilitator to Communicative EFL Teaching
by Ayako Kanamaru, Caritas Junior and Senior High School; Joël Laurier, Gunma Kokusai Academy; Taron Plaza, Nakai Town Board of Education; Chie Shiramizu, Keisen University

Effective Language Patterns in the Classroom
by Brian Cullen, Nagoya Institute of Technology; Brad Deacon, Nanzan University; Sarah Mulvey, Nagoya City University; Ben Backwell, Nagoya City University

Exploring Extensive Listening With Graded-Reader CDs
by Miyuki Yonezawa, Yuka Kurihara; Jeffrey Durand, Tokai University

Foreign Reactions to Japan as a Teaching Resource
by John Rucynski, Jr., Okayama University

Haptic (Movement and Touch for Better) Pronunciation
by Brian D. Teaman, Osaka Jogakuin University,; William R. Acton Trinity Western University

Silence in the Classroom Can Be Golden
by JA Kusaka, University of Tokyo

Stronger CLT: Getting Students to Speak in English in Class
by Martin J. Murphy, Sapporo Gakuin University

The Value of Peer Feedback in English Discussion Classes
by Yukie Saito, Rikkyo University


An Evaluation of Text-Chat/ Voice in the L2 Classroom
by Anthony Young, Sian Edwards, Aichi University, Aichi

Authentic English Through Modern Family
by Douglas E. Forster, Japan Women’s University

Authentic Sound Bites: Using Talk Radio Clips for Language Acquisition
by Mark Rebuck, Meijo University Faculty of Pharmacy

Here and There: An Authentic Online Orientation Program
by David Laurence, Chubu University

Implementing Blended Learning in Foreign Language Education: Reasons and Considerations
by Michael Mondejar, International University of Japan

Improving Collaborative Dialogues with POV Video
by Duane Kindt, Nagoya University of Foreign Studies

Incidental Increase in Depth of Vocabulary Knowledge Through the Viewing of Subtitled, Authentic Videos
by Paul Raine, J. F. Oberlin University

Motivating Students With Humorous One-Point Videos
by Simon Thollar, Hokkaido Information University

Self-Directed Internet-Based Extensive Listening Portfolios
by Nathan Ducker, Ritsumeikan Asia Pacific University

Strategies to “Moodle” Your Academic Institution
by Anthony P. Crooks, International University of Japan


English Immersion Camp and International Posture
by Katsuhiko Muto, Sophia University; Tatsuji Shinohara, Mika Adachi, Masafumi Kikuta, Kumon Educational Japan

Films for Language Learning and Global Issues
by Tom Fast, Okayama University; Naoko Harada, JALT Global Issues SIG Officer

Learning to Make a Difference at the Model United Nations
by Calum G. C. Adamson, Kyoto Gaidai Nishi High School

グローバル人材基礎力育成事業の一例 • Nurturing Global Competence Through an English Immersion Program
by 尾中 夏美, 岩手大学; Natsumi Onaka, Iwate University


A Method for Improving Incoherent Sentence Structure in Writing
by Tony Cole, Yamano College of Aesthetics

Applications of Idea-Generating Techniques to the Teaching of Argumentative Writing
by Naomi Takagi, Ibaraki University

Aspects of Cohesion and Their Application to English Teaching in Japan
by Kaori Terakawa, Tokyo Denki University

Influence of Text Length on Reading Fluency of Intermediate EFL Students
by Robert H. Taferner, Yokohama City University; Adam Murray, Tokai University

Portfolios and Process Writing: Effective Tools for University Writing Classes
by Jon E. Leachtenauer, Loran Edwards, Kansai Gaidai University

Writing Bilingually for Mono- and Bilingual Readers
by Yoko Sekigawa, Rikkyo University

Writing Training: Written Output, Visual-Auditory Input, and Noticing
by Taeko Doi, Globist English Studio


Developing Equivalent Forms of a Test of General and Academic Vocabulary
by Phil Bennett, Tim Stoeckel, Miyazaki International College

Pre- and Posttest Washback in Paired Oral Classroom Assessments
by Nathan T. Ducker, Curtis J. Edlin, Ritsumeikan Asia Pacific University; Richard A. Lee, Kurume Institute of Technology

Test Taker Attitudes to Response Time Length in Speaking Tests
by Kristen Sullivan, Shimonoseki City University

Testing Interactional English Conversation Skills in a University Speaking Exam
by William Collins, Nagasaki University

University Student Knowledge of Loanwords Versus Non-loanwords
by Raymond Stubbe, Shintaro Hoke, Kyushu Sangyo University; Chris O’Sullivan, Kitakyushu University

Useful Information Teachers and Administrators Should Know About the TOEIC
by Brian D. Bresnihan, University of Hyogo

Vocabulary: What Should We Test?
by Paul Sevigny, Ritsumeikan Asia Pacific University; Kris Ramonda, Kwansei Gakuin University


German Teachers’ Classroom Language Seen From the Learners’ Perspective
by Axel Harting, Hiroshima University

Persistence and Learning Japanese
by Barbara M. Northwood, University of New South Wales, Sydney, Australia

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