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  • Analyzing EFL Literature Circle Discourse: Scaffolding with Five Story Elements by Paul Sevigny, Ritsumeikan Asia Pacific University; MaikoBerger, Ritsumeikan Asia Pacific University
  • Business English as a Lingua Franca: Repair, Preference, and Turn Taking by Alan Simpson, Asahi Kasei Amidas
  • Effects of Self-Evaluation on Oral Presentations in Reading Classes by Ayako Hisatsune, Kanazawa Institute of Technology
  • Encouraging Learner Creativity at All Proficiency Levels With CLT by Martin J. Murphy, Otaru University of Commerce; Joel P. Rian, Hokkaido Information University
  • Explicit Pronunciation Instruction: Teaching Suprasegmentals to Japanese Learners of English by Yuko Koike, Ibaraki University
  • Exploiting Memories to Inspire Learning by Kristen Sullivan, Shimonoseki City University; Paul Collett, Shimonoseki City University
  • Extensive Listening: Using Authentic Materials by Nathan D. Ducker, Miyazaki Municipal University; J. Matt Saunders, Ritsumeikan Asia Pacific University
  • How Russian Teachers of English Perceive Learners’ Native Tongue by Natalia Troitskaya, The British School in Tokyo
  • Investigating Student Group Discussion Participation by Robert Stroud, Kwansei Gakuin University
  • Is There a Place for Instructed Gesture in EFL? by Nat Carney, Kobe College
  • Issues Related to Teaching Oral Presentations in Japanese Universities by Richard Miles, Nanzan University
  • Knowing Culture Through Music by Joseph Poulshock, Tokyo Christian University; Marc Menish, Aoyama Gakuin University
  • Researching Out-of-Class Activities for Group Work by Raymond Yasuda, Soka University
  • Speech Acts: Piloting a Pragmatics Course in the Japanese Context by John Rylander, Temple University; Brett Collins, Temple University; Rick Derrah, Temple University; Peter Ferguson, Nada Junior and Senior High School; Josh D’Andrea, Kansai Gaidai University
  • Starring Roles: Learner Autonomy in Drama Activities by Gary Scott Fine, Tokai University; Peter J. Collins, Tokai University
  • Using Adapted Frayer Model as Graphic Organizer for Graph Vocabulary by Michael T. Sullivan, Nippon Steel & Sumikin Intercom, Inc.
  • Using Language Teaching History to Advocate Task-Based Teaching by Shirley Leane, Tottori University