JALT Conference Proceedings - JALT2011

Date of publication: October 2012

JALT2011 Conference Proceedings


The 36th annual JALT International Conference was held on November 18-21, 2011 at the National Olympics Memorial Youth Center in Tokyo, just eight months after the Great East Japan Earthquake and tsunami devastated the north-eastern coast of Japan. A moment of silence was observed in the opening ceremony of the conference in memory of the many victims. In spite of the somber moment, the conference was no less dynamic and successful than in previous years. Under the conference theme of Teaching, Learning, Growing, over 350 presentations, forums, and posters were featured, covering a wide range of topics and representing all aspects of language learning and teaching.
After the conference, 89 papers were submitted to the Conference Proceedings, each of which was anonymously reviewed by three expert readers. A total of 74 papers have made it through the rigorous review and editing process to be published here. As in previous years, our aim has been to try and include as many papers as possible in order to provide a comprehensive snapshot of the conference. At the same time, we have endeavored to ensure the highest possible quality of research and writing in the papers published. As co-editors, we would like to express our heartfelt gratitude and appreciation to the extremely hard-working authors, reviewers and editors who have shared this commitment to excellence and have contributed to its realization in these Proceedings.
Finally, we wish to thank you, the reader, for your interest in these Proceedings, and sincerely hope that you will enjoy reading them.


Alison Stewart & Nozomu Sonda
Co-Editors, JALT2011 Conference Proceedings

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:

  • JALT2011 Conference Proceedings, JALT Central Office, Urban Edge Bldg., 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, JAPAN

Cataloging Data:

  • A. Stewart & N. Sonda (Eds.) JALT2011: Teaching, Learning, Growing


  • 1. Second Language Teaching—Second Language Learning—Teacher Education
  • 1. Title July 2012 ISBN: 978-4-901352-37-6  JALT2011 Conference Proceedings)



JALT Postconference Publication

JALT2011 Conference Proceedings Editorial Staff

A Comparison of Japanese and Taiwanese students’ Attitudes toward Cross-Cultural English-Learning Activities
by Pin-hsiang Natalie Wu, Chien-kuo Technology University, Taiwan; Michelle Kawamura, Kwansei Gakuin University

A Guide to Applying for JSPS Grants-in-Aid
by Gregory O’ Dowd, Hamamatsu University School of Medicine; David Elmes, National Institute of Fitness & Sport in Kanoya

A Study Progress Guide to Promote Learner Development
by Paul Collett, Shimonoseki City University

Actividades de Escritura Creativa en la Clase de Español
by Cecilia Silva, Tohoku University

Applying Dörnyei’s Motivational Strategies
by John Bankier, Soka University; Alex Wright, Obirin University

Attitudes of Japanese Learners Toward Japanese English and Intelligibility in International Communication
by Justin Harris, Kyoto Sangyo University

Benefits of Short-Term Study Abroad Experiences: What Impact Do They Have on Japanese EFL Learners’ Oral Communicative Competence?
by Yoko Sato, Hosei University

Breathing: Neglected Pillar of Prosody and Body Language in Language Teaching
by Luc Meskens, House Artemis Communication Consulting, Matsumoto University

Bringing Life to the Classroom: Disability as an EFL Topic
by Mark Rebuck, Nagoya University

Catastrophe, Community and Google Apps: Reflections from a TESOL Graduate Course
by Chris Hale, Gordon Myskow, Reiko Takeda, Ethan Taomae, Megan Burke, Joël Laurier; Teachers College, Columbia University Tokyo

Chinese-Japanese Dōkeigo Recognition: Semantic Transfer and Re-transfer
by Chuanning Huang, Kanazawa Institute of Technology

Choice of Classroom Language in Beginners’ German Classes in Japan: L1 or L2?
by Axel Harting, Hiroshima University

Communicative Language Teaching in Tertiary EFL Contexts in Japan: Examining Learner Beliefs, Perceptions and Attitudes
by Keiko Yoshida, Konan University; Jonathan Aliponga, Yasuko Koshiyama, Kansai University of International Studies; Craig Gamble, Kwansei Gakuin University; Michael Wilkins, Ritsumeikan University; Shirley Ando, Otemae University

Considering the Importance of Course-Based Learning Objectives for Developing Learners’ Ability to Negotiate Their Own Learning Goals
by Kristen Sullivan, Shimonoseki City University

Content-Based Instruction and World Heritage Sites
by Wes Lang, Kwansei Gakuin University

Creating a Framework for Content-Rich Speaking
by John Campbell-Larsen, Momoyama Gakuin University

Demonstrating Blended Learning through Moodle
by R. Gregg McNabb, Adam Jenkins, Shizuoka Institute of Science and Technology

Do Japanese JHS Students Have Ideal L2 Selves? Evidence From Research in Progress on the Influence of Multimedia Use on Affective Variables
by David Ockert, Nagano City Board of Education

Effective Implementation of Foreign Language Education Reform in Japan: What More Can Be Done?
by Michael Mondejar ,Linamaria Valdivia, Joël Laurier, Bill Mboutsiadis, Teachers College - Columbia University

数詞と漢語1字助数詞の不規則発音に関する音声学的教授法の効果 Effectiveness of Teaching Irregular Pronunciations of Numeral and Single-Character Sino-Japanese Counter Compounds Using Japanese Phonology
by 松澤隆志, 国際商業機器科技(深圳)有限公司 Takashi Matsuzawa, IBM Solution and Services (Shenzhen) Co., Ltd.

EFL Coursebook Adaptation Using Focused Tasks
by Grant Agawa, Nagoya University of Commerce and Business; Kevin Watson, Nagoya University of Commerce and Business

小学校英語科の導入における教員の見解 Elementary teachers’ views on English teaching
by 濱本サト子, 安田女子大学 Satoko Hamamoto, Yasuda Women’s University

English for Liberal Arts: Towards a New Paradigm for University Language Teaching
by Paul Wadden, International Christian University; Chris Carl Hale, International Christian University; Edward Rush, Mahidol University; Ditthayanan Punyaratabandhu, Mahidol University; Michael Kleindl, International Christian University; Rab Paterson, International Christian University; Steve Engler, International Christian University

English ICT Contents Program Development Through Collaboration at Iwate University
by Mark deBoer, Natsumi Onaka, Takahiro Nakanishi, Iwate University

Enhancing Critical Assessment Ability Through Oral Presentation
by IWAI, Chiaki, Hiroshima City University

Enhancing Learner Autonomy Through Reading Circles
by Ayako Hisatsune, Kanazawa Institute of Technology

Examining Learner Autonomy Dimensions: Students’ Perceptions of Their Responsibility and Ability
by Craig Gamble, Kwansei Gakuin University; Jonathan Aliponga, Yasuko Koshiyama, Kansai University of International Studies; Keiko Yoshida, Konan University; Shirley Ando, Otemae University; Michael Wilkins, Ritsumeikan University

Explicit Instruction of Research Genres in EFL Tertiary Education
by Steven Taro Suzuki, University of Electro-Communications

Focus-on-Form Instruction and Student Learning in Japanese Junior High Schools
by Kazuyoshi Sato, Nagoya University of Foreign Studies; Yukimi Fukumoto, Oguchi Junior High School; Noriko Ishitobi, Ueda Junior High School; Takemi Morioka, Takinomizu Junior High School

From the TESOL Program to the Classroom: Practical Tips for New Teachers
by Stuart McLean, Temple University Japan, Student

Generating Agentive TL Interaction in TBL Projects
by Yoshifumi Fukada, Meisei University

Get Smart!: Smartphones in the Japanese Classroom
by Jeremy White, Daniel J. Mills, Ritsumeikan University

Global Issues Forum: Activities Cultivating Autonomy
by Greg Goodmacher, Keiwa College; John Spiri, Gifu Shotoku Gakuen University; Hitomi Sakamoto, Toyo Gakuen University; Paul Arenson, Tokyo University of Science; Craig Manning, The University of Shimane; Naoko Harada, The Senior High School Affiliated with Japan Women’s University

Group Dynamics, Leadership, and Influence
by Paul Leeming, Stuart Cunningham, Kwansei Gakuin University

Growth and Learning Through Poster Presentations: Global Education and Language Development
by Jennifer Morgan, Meisei University

Hertz und Pixel: Creative Podcasting With Adult Learners of German for a Japan-Wide Competition
by Morten Hunke, Tokyo University of Foreign Studies/Aoyama Gakuin University/Ōnichi Kyōkai

Holistic Timing and Group Framing of Motivation
by Tetsuya Fukuda, International Christian University; Yoshifumi Fukada, Meisei University; Joseph Falout, Nihon University; Tim Murphey, Kanda University of International Studies

Images in ELT Textbooks: Are They Just Decoration?
by Cameron Romney, Momoyama Gakuin University

Implementing Language Education Policy to “Conduct Classes in English” in Japanese Senior High Schools
by Gregory Paul Glasgow, The University of Queensland, Australia

Integrating Project Work in the EFL Classroom
by Ken Fujioka, Keisen University

Integrating Video Assessment Into an Oral Presentation Course
by Joel P. Rian, Don Hinkelman, Geordie McGarty, Sapporo Gakuin University

It’s For Your Own (Country’s) Good: The Struggle to be a Motivated English Learner in Japan
by Julian Pigott, University of Warwick

Japanese Learners’ Point-Making Style
by David Heywood, Kwansei Gakuin University

Japanese University Student Awareness of Waseieigo
by Josh Norman, Shokei University

Japanese University Student Self-Motivation and Language Learning Autonomy
by Paul A. Lyddon, Kanda University of International Studies

Meaningful Measurement: Teachers and Test Making
by Jay Wong, Temple University; Takayuki Okazaki, Kyoto Sangyo University; Andrew Atkins, Shiga University

Mispronunciation: Do They Really Think That We Eat Lice?
by Noriko Nakanishi, Kobe Gakuin University

Modern Japanese Art in the EFL Classroom EFL • 授業の中での現代日本芸術
by Gwyn Helverson, Ritsumeikan University

Observing Classrooms and Breaking Rules
by William S. Bradley, Ryukoku University; Joseph Dias, Aoyama Gakuin University; Gregory O’Dowd, Hamamatsu University School of Medicine; Mariko Miyao, Tsukuba Gakuin University

Outcomes of Intercultural Volunteer Work Experiences in Korea
by Eiko Ujitani, Nagoya University of Foreign Studies

Paper or Digital: Which Format Most Helps Students?
by John Howrey, Nanzan University; Kelly Quinn, Nagoya Institute of Technology

Phonological Memory and L2 Pronunciation Skills
by Akiko Kondo, Nara National College of Technology

Reconsidering Visual Context Through Comics
by Giancarla Unser-Schutz, Hitotsubashi University

Relating Katakana English to the English Original or Equivalents: Implications for English Education in Japan
by Nozomu Sonda, Yamaguchi University/One World International

Research in Japan: Conducting a Literature Review
by Paul Evans, Kyoto Sangyo University

Results of a Corpus Study of LOOK, SEE, and WATCH
by Gregory C. Anthony, Hachinohe University

Scaffolding and Pairwork: A Sociocultural Analysis
by Allan Nicholas, Kanda University of International Studies

Seeding Change: Intercultural Learning in the Classroom
by Gregory Strong, Aoyama Gakuin University; Jon Dujmovich, Shizuoka University of Art and Culture; Robert McLaughlin, Tokoha Gakuen Daigaku; Gregory O’ Dowd, Hamamatsu University School of Medicine

Self-Assessment to Improve Learners’ English Discussion Skills
by Katsuya Yokomoto, Rikkyo University

Sharing Experiences with Quantitative Research
by Gregory Sholdt, Kobe University; Beth Konomoto, Unaffiliated; Michio Mineshima, Niigata Institute of Technology; Chris Stillwell, Sojo International Learning Center, Sojo University

Student-Centered Activities in Mixed-Level Classes
by Darrell Wilkinson, Soka University, Japan

Students’ Views on JTEs and AETs
by Kyoko Miyazato, Hakuoh University

Teaching Communication Strategies to EFL College Students
by Huei-Chun Teng, National Taiwan University of Science and Technology

Teaching in Cultures Averse to Uncertainty
by Bob Ashcroft, Tokai University

The 24-Hour English-Only Challenge: Creating an English Environment Outside the Classroom
by Kelly Butler, Terakki Foundation School, Istanbul; Jon Watkins, Kwansei Gakuin Daigaku, Uegahara Campus; Michael Wilkins, Ritsumeikan University

The Art of Scientific Writing
by Stuart Cunningham, Kwansei Gakuin University; Paul Leeming, Kwansei Gakuin University

The Necessity of Systematic English Phonetic Education at the Tertiary Level in Japanese Education
by Junko Chujo, Takaoka University of Law

Towards Evidence-Based Practice for Teachers Helping Teachers in Laos
by Ellen Head, Kansai Gaidai University; Chris Ruddenklau, Kindai University; Mark Holst, Otaru University of Commerce

Two Words Are Better than One
by Joshua Brook Antle, Hokkaido University of Education

Using the L1 in the L2 Classroom: From the Students’ Perspective
by Eleanor Carson, Hidenori Kashihara, Hiroshima City University

Vocalism, Phonetics and CALL for Accent Reduction
by Ikuyo (Mayuko) Ryobe, Kyoto Sangyo University

Voice Recorders: Pocket-Sized Language Labs
by George Higginbotham, John Tennant, Hiroshima Kokusai Gakuin University

When Public Education Meets Educational Business: A Case Study of a Newly Employed Assistant Language Teacher
by Yoichi Sato, The University of Tokyo

Why Isn’t ER More Popular in High School?
by Atsuko Takase, Kinki University; Kyoko Uozumi, Kobe International University

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