Due to the pandemic, in Japan many teachers have found themselves giving online classes. Some teachers may look at online teaching as a hindrance or fail to identify any enhancements to the learning process. In this presentation, the speaker will first establish the claim that there is a difference between being an online teacher and doing online teaching. This presentation will then introduce the use of a simple tool like breakout rooms in Zoom that can support online teaching. The speaker will also outline how breakout rooms can help teachers create an environment in which students are given space to foster their independent learning and understanding. This presentation illustrates how technological tools can be used to help rather than hinder the teaching process.

A major goal of self-access language lounges is to provide opportunities for learners to practice the target language in an informal environment. Zoom Chat with Teachers (ZCT) is a self-access conversation lounge that offers an opportunity for such practice. Known as English Chat Time (ECT) when conducted on the presenters’ campus, the pandemic has necessitated a shift to an online format, using Zoom. This presentation is part of a larger project that critically examines and aims to improve ZCT, tracking the program’s development since its inception as English Chat Time in 2010. The presenters will analyze the program focusing mainly from the students’ perspective, suggesting activities and ways to develop such programs even after face-to-face classes resume.

One of the primary goals of extensive reading is to improve students’ reading fluency. However, recent research has shown that when students do extensive reading along with dedicated speed reading activities, such as timed readings, the positive impact on their reading fluency is greater than doing either one of those activities in isolation (Shimono, 2018). Therefore, Xreading, the extensive reading platform with over 1500 graded readers, has added a speed reading component. This component includes 66 short reading passages at three levels of difficulty. Students are encouraged to read each passage as fast as they can, and their reading speed is calculated and then displayed on a graph. In this session, the presenter will demonstrate the speed reading component and explain how it has been integrated into the rest of the system.

The presenter proposes a preliminary guide on using the LINE application as a viable and effective supplementary tool for learning English in the language classroom. The underlying reasons for the effectiveness of LINE are its availability, ease of use, and communicative features such as sending messages, group chat, and video calling. We will discuss how LINE can be used as a learning management system, lecture tool, and as a way to facilitate English activities for different learner types and ability levels. Several example activities that cover all four skills ( speaking, listening, writing, reading ) will be presented along with their implications for the wired or tech classroom.

Developing computer presentation and project-related skills for Japanese university students through Project-Based Learning (PBL) can foster learner motivation and enhance authentic language building in an EFL environment. Murray and Blyth (2011) claim that Japanese students have limited exposure to various forms of information and Communication Technology throughout their educational careers, including basic word-processing, spreadsheet creation and calculation, and presentation skills. University CALL instructors face the additional challenge of scaffolding foreign language learning in these skills. In this workshop, the presenter will demonstrate some fun and practical Microsoft Word, Excel, and PowerPoint techniques to foster writing, business English, and presentation skills, such as MS Word poster map creation. The main focus will be on Excel calculation and conditional formatting skills.

A tremendous amount of research has been devoted to understanding reticence in the EFL classroom. This presentation will highlight some of the major factors in the traditional Japanese education system that inhibit students from being more active in the English-language classroom. Following this, the presenters will outline the development and implementation of a two-day English camp that has proven to be very successful in preparing university students to become more active learners. Through group activities, including sports and cultural experiences, this camp has shown to help students understand the importance of cooperation and promote the development of empathy towards people from other cultures while at the same time greatly reduce anxiety.