JACET ESP Kanto

Here is an update to explain the meeting schedule:

15:00-16:00 Presentation: ESPの 歴史的考察 （ESP in Japan: A Historical Perspective） by Prof. Terauchi Hajime including Q&A

16:00-16:30 Chapter Business Meeting (anyone welcome to attend)

For both the face-to-face and online meeting, we ask that you fill out the Google form through the link in the meeting announcement.
If you have any questions, please contact the chair, Shin Hashimoto, by email: heiwanian@gmail.com.

やっと最近涼しくなりました、皆さん元気でお過ごしでしょうか？

10月度の支部研究会が決まりましたので、是非参加をお願い致します。

今回の発表は元JACET会長の寺内先生にお願い出来ました。

対面とZoomでの参加が可能ですので、以下のGoogleFormで事前にどちらかが希望か教えて下さい。

申請登録して頂ければZoomLinkがメールで送られます。

Link to Google Form for Participation Preference and Zoom link:

https://forms.gle/yTzz5hdbHjo7h6ucA

Thankfully, the heat has begun to subside. I hope you are all well.

The date, time and speaker for the October Chapter Meeting has been set.

We humbly ask for your participation.

The speaker for this meeting will be former president of JACET, Dr. Terauchi Hajime.

This meeting will be held both face-to-face and online. Please complete the form above to indicate your preference. The Zoom link will be provided for all who fill out the form.

日時（Date and Time）:　2025年10月26日（日）Sunday October 26, 2025　15:00-17:00

場所（Location）: On Zoom and in person on the campus of Musashi University, Ekoda campus, Room 1302 in Building 1 (3rd floor).

武蔵大学 江古田キャンパス

１号館（正門から入り、道路に面した左手の新しい建物）３階 1302教室

〒176-8534　東京都練馬区豊玉上1-26-1

https://maps.app.goo.gl/u2HiXkgvTHEDjNPs9?g_st=ipc

主要路線からのアクセス

西武池袋線「江古田駅」南口より徒歩６分、「桜台駅」南口より徒歩８分

都営大江戸線「新江古田駅」A2出口より徒歩７分

西武有楽町線「新桜台駅」2番出口より徒歩５分

中野駅より関東バス江古田駅行「江古田駅」下車徒歩５分

高円寺駅より関東バス・国際興業バス赤羽駅行「豊玉北」下車徒歩５分

キャンパスマップ

https://www.musashi.ac.jp/about/campus/ekoda.html#anchor02

研究会内容（Meeting Details）

題名（Title）:　ESPの 歴史的考察 （ESP in Japan: A Historical Perspective）

要旨

ESPは1960年代の国際的潮流の中で台頭し、日本では1980年代後半から1990年代にかけて国際化と産業のグローバル化を背景に活発化した。JACETは1999年に開催したAILA ’99 (Tokyo)のために、ESP研究会を発足させた。中部・九州沖縄・関東・関西・北海道（設立順）に拠点を置いて例会・シンポ・紀要を通じ知見を蓄積した。本講演では黎明期を支えたESP研究者の業績を参照しつつ、初期の薬学・看護・医学・工学・観光など実務直結のESP教材開発から、現在のジャンル分析や大規模調査研究までテーマの変遷を概観する。さらに30余年を経た現在、その影響を整理し、産学連携、データ駆動型授業設計など今後の展望と、研究・実践の世代継承の課題を示したい。

Abstract:

ESP emerged internationally in the 1960s as part of broader trends in language education, and in Japan it gained momentum from the late 1980s to the 1990s against the backdrop of internationalization and the globalization of industry. In preparation for AILA ’99 (Tokyo), JACET established the ESP SIG before 1999. Since then, regional chapters have been founded in Chubu, Kyushu–Okinawa, Kanto, Kansai, and Hokkaido (in that order), accumulating scholarly knowledge through regular meetings, symposia, and journal publications. This lecture will revisit the achievements of pioneering ESP researchers in Japan, tracing the thematic shift from early practice-oriented materials development in fields such as pharmacy, nursing, medicine, engineering, and tourism, to more recent work on genre analysis and large-scale empirical studies. Finally, it will review the impact of ESP in Japan over the past three decades and consider future directions.

Presenter Bio:

Hajime Terauchi, PhD is Professor at Takachiho University. He graduated from the Faculty of Law, Keio University, and received his PhD in English Language Education from the University of Warwick, UK. At Takachiho University, he has served as Professor, Vice President, Dean of the Faculty of Commerce, and later as President. In professional service, he was the 8th President of the Japan Association of College English Teachers (JACET) and currently serves as its Special Advisor. He has made significant contributions to the development of ESP and English education in Japan. More recently, he co-supervised the Business Communication English Proficiency series (Asahi Press) and has been engaged in building evidence-based approaches to business English through industry–academia collaboration, as well as developing platforms to provide educational resources for English teaching and learning.

高千穂大学教授。慶應義塾大学法学部卒業後、英国ウォーリック大学にて英語教育学博士号（PhD）を取得。高千穂大学では教授、副学長、商学部長を経て学長を務める。学会活動では大学英語教育学会（JACET）第8代会長を務め、現在は特別顧問。日本のESPと英語教育の発展に寄与してきた。近年は朝日出版社『ビジネスコミュニケーションのための英語力』（朝日出版社）を監修し、産学連携に基づく実務英語のエビデンス構築、英語教育のリソースを提供するプラットフォームの創設に取り組んでいる。

暑い日々が続いていますが、皆さん元気でお過ごしでしょうか？
7月度の支部研究会が決まりましたので、是非参加をお願い致します。
今回は長年ESP教育に携わってこられた内藤先生を及び出来ました。

参加は以下のGoogle Formで受付け致します。申請登録して頂ければZoomLinkがメールで送られます。

I hope you are all surviving despite the continuing heat. The date, time and speaker for the July Chapter Meeting has been set. We humbly ask for your participation.
It gives me great pleasure to announce that we were able to invite Dr. Naito to speak to us this time.

Please fill out the Google form, and upon completion, a Zoom link will be sent to your email address.

日時（Date and Time）:　2025年7月26日（土）Saturday July 26, 2025　15:00-17:00
場所（Location）: On Zoom

Link to Google Form:
https://docs.google.com/forms/d/e/1FAIpQLSfapNwwWd5zqoYhObYDi4ndtBqVu2eQ3fp4Nc6m4ekqI3Xiwg/viewform?usp=sharing&ouid=101886702714731054134

発表題名（Title of Presentation）： 「英語コミュニケーションの壁」——英語試験高得点者でも通用しない理由を探る（The Barriers of English Communication: Why High Test Scores Fail in Real-World Workplaces）

アブストラクト（Abstract）：本講演では、TOEIC等の英語試験において高得点を取得しているにもかかわらず、業務上の英語使用に困難を感じる日本人ビジネスパーソンが多く存在するというパラドックスに着目し、これを「英語コミュニケーションの壁（The Barriers of English Communication）」として概念化します。この壁は、語彙力・文法力・リスニング・スピーキングといった伝統的な英語４技能の習得だけでは越えられないものであり、「相手との業務的やりとり」を成立させるための能力＝業務コミュニケーション力が不可欠です。ここでは、JACETとIIBCによる2022年の全国規模調査（n = 2,686）とインタビュー調査に基づき、英語力と英語業務対応力のミスマッチが生じる原因を実証的に示した上で、英語力を「試験の点数」ではなく、「業務の高度化」に即して捉え直し、ESP教育の今後の方向性を共有します。

This talk addresses a paradox faced by many Japanese business professionals: despite achieving high scores on standardized English tests such as the TOEIC, they often encounter significant challenges when using English in actual workplace settings. This phenomenon is conceptualized as the “Barriers of English Communication.” These barriers cannot be overcome through mastery of the traditional four language skills—vocabulary, grammar, listening, and speaking—alone. Rather, effective performance requires “workplace communicative competence,” the ability to engage in purposeful, task-oriented interaction with others.  Drawing on a large-scale national survey (n = 2,686) and follow-up interviews conducted jointly by JACET and IIBC in 2022, this talk empirically examines the causes of the mismatch between English proficiency and actual work performance. It argues for a reframing of English proficiency—not as test scores, but as the ability to keep pace with increasing job complexity—and shares implications for the future direction of English for Specific Purposes (ESP) education in Japan.

発表者のプロフィール (Author Bio) :
武蔵大学　リベラルアーツ＆サイエンス教育センター (Center for Liberal Arts and Sciences Education, Musashi University)
教授・副センター長　内藤　永 (Hisashi Naito, Ph D., Professor / Deputy Director)

東北大学 (英語学専攻) を卒業後、東北大学大学院博士課程を修了 (文学博士) 。旭川医科大学で医学英語を15年、北海学園大学経営学部でビジネス英語などを14年担当し、2025年より現職。English for Specific Purposes (ESP) の分野でビジネス英語の研究、英会話の流暢性を高める教材の開発に取り組む。近著に『ビジネスコミュニケーション英語力』（2024）（共著）朝日出版社などがある。

After earning a degree in English Linguistics from Tohoku University, he completed his doctoral studies at the same institution and received a Ph.D. in Linguistics. He taught Medical English at Asahikawa Medical University for 15 years and Business English and related subjects at the Faculty of Business Administration, Hokkai Gakuen University for 14 years. Since 2025, he has been serving in his current position. His research focuses on English for Specific Purposes (ESP), particularly Business English, and he is actively involved in the development of materials to enhance spoken fluency. His recent publications include Business Communication English Skills (2024, co-authored, Asahi Press).

Dear all,

A very happy new year to everyone! I hope you are all safe and keeping warm this winter season.

We will have our last chapter meeting for this academic year on Saturday, January 27, 2024, from 15:00 to 17:00.

The meeting will be held in East Building 1 Room 705 at the University of Electro Communications in Chofu, Tokyo. 交通・学内マップ (uec.ac.jp)

For those who want to join online, we will also have a Zoom link for the meeting. You can apply for the link through this form: https://forms.gle/codAvoQpAUFPnD5j6

Apologies for the short notice, but I hope many people can join us for the meeting!

Program:

1. 15:00 – 15:45 Presentation 1 and Q&A – Collins
2. 15:45 – 16:30 Presentation 2 and Q&A – Cheetham
3. 16:30 – 17:00 Business Meeting

Afterward, for anyone interested, we will go out for an informal dinner (shinnennkai) near the station.

Presentation 1: Beyond Grammar-translation: Nursing Students as Communicative Readers and Writers

Abstract – ESP students at Japan’s colleges and universities are expected to interact with academic content by drawing on both their linguistic knowledge and their communication skills. Many of them, however, are hindered by the wide gap between their traditional grammar-translation backgrounds and their potential as ESP users (Collins & Suzuki, 2018). This presentation will outline a three-phase reading-writing component created to help bridge that gap for students in a required Nursing Academic English course. Over the course of a semester, the students individually read a series of 450-word essays on engaging topics not covered in the textbook. These include types of problems patients and cross-cultural issues nurses may face in their interactions with patients. Phase 1 sees students individually identifying key content and target language with scaffolding provided by graphic organizers (Parrish, 2018). In Phase 2, they confirm what they have learned, first with a group and then with the whole class. Finally, in Phase 3, students draw on their own experiences, opinions, and ideas to respond in writing to the content of the essays. One reading-writing sequence will be shared, along with sample student writing outcomes. Predictably, results were mixed, but the sample outcomes show how the sequence enabled some to think critically about content, willingly communicate their own perspectives, and autonomously recycle vocabulary and expressions from the readings.

Speaker Bio – Peter Collins has been teaching at Tokai University since 1998 and is the coordinator of Tokai’s Nursing Academic English course. His research interests include EAP, situated language, and integrating secondary and tertiary English education in Japan.

Presentation 2: Optimizing Learning Outcomes: Student Research Projects with Graded Readers

Abstract – Content-based learning can be an enriching and enjoyable experience for learners. However, for those learners with limited language skills, the prospect of academic content in a foreign language can be intimidating to say the least. The question, therefore, should not be whether content-based learning is possible, but rather how to best utilize materials to increase analytic thinking, cross-cultural understanding, and motivation. This presentation will draw upon a case study that examined student’s reading and research practices using both simplified and unsimplified content-based texts. The findings suggest that content-based graded readers in comparison to unsimplified texts provided the learner not only with comprehensible vocabulary, sentence structures, and key ideas, but also a framework that they could relate to and adapt to their learning outcomes. In addition, using content-based graded readers significantly lessened the learner’s reliance on translation software and allowed them to increase their overall research practices in the target language.

This presentation will outline the various steps of a collaborative research project that uses content-based graded readers. In step one, students share resources and compare notes with a universal note-taking template. In step two, students summarize their findings using a summary template. Lastly, in small interactive groups, students present their findings. The project outcomes show how the stages assist students to research in the target language without relying heavily on translation software. Tips will be offered for replicating this kind of research project in an ESP classroom.  

Speaker Bio –  Catherine Cheetham is an Associate Professor at Tokai University with over 20 years of EFL teaching experience. Her main interests are extensive reading, content-based instruction, and materials development.

The theme for this meeting will be the use of ChatGPT and other AI tools for use in an ESP/EAP setting. There will be three short presentations by panelists on how these tools are incorporated in their classrooms followed by an open discussion with all those present.
We hope that this meeting will provide helpful insights in approaches to using AI tools in educational settings and look forward to a fruitful, rich and lively exchange of ideas.

Presenter 1: SHI Jie and Teo Wen Shen (The National University of Electro-Communications)
Title: Exploring the Impact of AI-Integrated Tools on EFL teaching and learning: A case study of incorporating ChatGPT and DeepL in an ESP/EAP course

Abstract: In the past year, the rapid advancement of AI technology has generated significant attention in society. Its implications in tertiary education have triggered debates due to the powerful capabilities it possesses and the absence of well-established social and academic regulations. Consequently, the integration of AI-integrated tools into classroom instruction has also become a topic of controversy. These tools, such as ChatGPT and DeepL, offer technological strengths but also raise social, ethical, and security concerns, which has contributed to many teachers’ reservations. However, the critical stance towards AI integration in teaching may impede students’ learning process by intentionally avoiding the tools useful for academic improvement. The objective of this study is to investigate students’ experiences using ChatGPT and DeepL in an ESP/EAP course at a Japanese university of science and engineering. Specifically, it focuses on how these tools are used to enhance students’ reading and writing skills. The study reports various strategies employed by the teacher, including vocabulary expansion, language enrichment, and genre recognition and analysis. In addition, the study examines both the advantages and limitations of utilizing AI-integrated tools to support the teaching of research-based reading and writing. Moreover, the study highlights the potential drawbacks associated with students’ excessive reliance on AI technology and underscores the need for a responsible and integrated approach leveraging the expertise of English teachers. With a carefully designed pedagogy, teachers can unlock the full potential of AI-integrated tools, thereby fostering students’ effective and sustainable learning experiences.

Presenter Bio: SHI Jie is a professor at the National University of Electro-Communications (UEC) in Tokyo. She is an English teacher in TESOL and an action researcher in ESP/EAP in EFL context, Sociolinguistics, AI-Assisted Machine Translation, and Cognitive Education. She is also an Adjunct Professor of EAP at the Graduate School of Science at the Tokyo Institute of Technology. She is currently a member of and an advisor for the ESP SIG Kanto Chapter of JACET and is affiliated with several domestic and international associations including TESOL International and the Asia Association of ESP for which she serves as a representative of EAP of ESPIS and a vice-president respectively.

Presenter 2: Robert Gommerman (Chuo University)
Title: Explorations in the use of ChatGPT for brainstorming and topic refinement in the prewriting process of an English for Specific Academic Purposes writing class

Abstract: In an English for Specific Academic Purposes (ESAP) writing class, students produce written work on topics focused on their field of study, using language in a way that is specifically oriented to the language commonly used in their discipline. However, this can be a challenge for students in the early stages of their studies, as they have not completely internalized the important concepts within their chosen area. This can be a significant obstacle for some students, especially during the brainstorming and topic selection stage of the writing process. This presentation explores the use of generative artificial intelligence as a tool for brainstorming ideas and facilitating topic development in an ESAP writing class. By leveraging large language models, such as ChatGPT, students can generate a wide range of creative ideas and potential research topics within a specific field of study. This information can then be used as a basis for further reading and research, helping students overcome a difficult step in the writing process. This presentation also examines the limitations and ethical considerations associated with the use of generative AI in this way, emphasizing the importance of critical thinking, human judgment, and responsible use of the technology. While generative AI shows promise in facilitating brainstorming and topic development, it should be used as a complementary tool alongside traditional research methodologies, fostering a collaborative approach that combines the strengths of human creativity and AI capabilities to enhance academic writing processes.

Presenter Bio: Robert Gommerman is a specially appointed assistant professor in the faculty of global management at Chuo University, where he is in charge of the academic English writing program and coordinator of the self access student support center. His research interests are in vocabulary instruction, student performance in an English Mediated Instruction program, and methods for writing assessment in large on-demand English classes. He is currently working on a PhD in computational linguistics.

Presenter 3: Shin’ichi Hashimoto (Tokai University)
Title: Exploratory use of ChatGPT as an aid to understanding answers to standardized English test questions in a graduate level ESP course

Abstract: Guidelines for the use of generative AI tools are taking shape in various forms across many aspects of our lives. In order to familiarize students with the beneficial aspects as well as the limitations of such tools, hands-on experience with specific learning content is one of the fastest ways to achieve this. The presenter will outline ways in which ChatGPT is used in graduate school Engineering English classes and report student feedback gathered through an in-class survey on their thoughts about the experience.

Presenter Bio: Shin Hashimoto is an Associate Professor in the Faculty of Engineering at Tokai University. He has been involved in tertiary-level English education for over 20 years and his main academic interests are in Computer-Aided Language Learning (CALL). Collaborative Education and ESP.

This presentation is supported by the IGTEE research station of UEC Tokyo.

Dear JACET ESP Kanto members,

I hope this message finds you well. It is my pleasure to announce that our next meeting will be held on January 28, Saturday, 2023, on ZOOM. Please refer to the following for the detailed meeting ZOOM setup, program, title, abstract, and the bio of the speaker.

ESP Kanto January Zoom Meeting

トピック: JACET ESP関東 1月研究会

時間: 2023年1月28日 03:00 PM 大阪、札幌、東京

Zoomミーティングに参加する

https://us02web.zoom.us/j/85816572991?pwd=Mm5mTnNneHNKd2pjTDZxekFQUGg4UT09

ミーティングID: 858 1657 2991

パスコード: 868079

Program:

15:00-15:45 Research Presentation & Discussion

15:45-17:00 Business Meeting

Presentation

Presenter: Glen Hill, Associate Professor at Obihiro University of Agriculture and Veterinary Medicine

Title:

Pedagogical approaches to teaching second-language students about English scientific journals

Abstract:

Scientific journals regularly publish professional peer-reviewed research around the world. The research results keep the scientific community abreast of cutting-edge knowledge in any given field, as well as serve to meet the academic mantra of “publish or perish”. The level of writing in these journals is very high in any language, but since English is the dominant one for science worldwide, STEM students, science & engineering professors, and corporate or government researchers here in Japan find themselves facing the challenges of English every day. Non-native or second-language users often find it extremely difficult to read or write journal articles, yet they are forced to do so. University students in Japan usually become involved in conducting and explaining undergraduate research through zemi courses in their third year, but their reading and writing fluency at that time is inadequate to handle journal materials. They need training sooner. The presenter will explain how to introduce the language, structure, and content of scientific journals to Japanese undergraduate students. Background on students and teachers from a science university, as well as data from company surveys, will lay the foundation for the lesson plans that the presenter has used over the years and will show in the talk.

Bio:

Glen Hill is a recently retired Associate Professor from the Obihiro University of Agriculture and Veterinary Medicine and former full-time English teacher at Ritsumeikan Keisho High School, Sapporo. He has bachelor’s and master’s degrees in biological science fields from universities in the U.S. Prior to coming to Japan to teach English in 1998, he worked on interdisciplinary scientific teams in a government fisheries laboratory, three departments in the University of Minnesota Medical School, an American cell culture instrument manufacturer with a branch office in Japan, and the Bioprocess Department at a leading pharmaceutical company Bristol-Myers Squibb. In the instrument company, he worked as a technical marketing specialist in the U.S. and Japan, trained domestic and foreign staff, troubleshot mechanical, software, and biological problems for customers, conducted R&D testing of new devices, and wrote operator manuals and lab application reports.

His English research interests include technical writing, extensive reading, and business English. A major theme of his work has been to explain to graduate and undergraduate STEM students the relevance of English for their future careers and to introduce to them the materials they may face or methods to read, write, and present them. Together with Joseph Falout and Matthew Apple, he conducted a 3-year (2012-2015) JSPS grant project 理工系を専攻している日本人学生の第二言語自己・動機づけ (The L2 Selves and Motivation of Japanese Science and Engineering Students, Grant-in-Aid for Scientific Research C24520691). Their results have been published in several journals and presented at conferences in Japan, Korea, Canada, Australia, and the U.S. They have just written and edited a 16-chapter reference book STEM English in Japan. Education, Innovation, and Motivation (Palgrave, 2022) and are currently surveying Japanese university STEM and non-STEM students for a book chapter on mindsets.

Although retired, Hill is currently working as a part-time English teacher in Sapporo and running an English scientific proofreading business UpHill Proofreading. He has also been the Publications Chair for the JALT CUE SIG for over a decade. Every month, he attends the JALT Zoom for Professional Development (ZPD) meetings to offer advice to English educators on publishing and conducting English research.

Dear JACET ESP Kanto members,

I hope this message finds you well. It is my pleasure to announce that our next meeting will be held on October 29, Saturday, 2022, on ZOOM. Please refer to the following for the detailed meeting ZOOM setup, program, title, abstract, and the bio of the speaker.

ESP Kanto October Zoom Meeting

時間: 2022年10月29日 03:00 PM 大阪、札幌、東京

Zoomミーティングに参加する

https://us02web.zoom.us/j/84375474250?pwd=TmoyWEJybUJheUhUMDNwZHd6M0FJQT09

ミーティングID: 843 7547 4250

パスコード: 766250

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Program:

15:00-15:45 Research Presentation & Discussion

15:45-17:00 Business Meeting

Presentation

Title: Lifelong motivation: Small steps for students’ STEM English

Presenter: Joseph Falout, associate professor at College of Science and Technology, Nihon University

Abstract

The path to attaining professional English communication skills is long, especially for students of science, technology, engineering, and mathematics (STEM). By college, many of them face roadblocks in: (a) motivating themselves to continue learning English, (b) understanding the future realities of professional communication needs, and (c) practicing these productive language skills when course offerings are lacking or class sizes are large. How can language teachers reach out to each student under such constraints and make a difference? Through scaffolded layers of small steps in teacher and student interactions, large strides can be made toward building students’ STEM English. This means envisioning and simulating realistic, professional-based interactions. It includes incorporating into lessons multimodal communicative forms and off-script opportunities to communicate spontaneously and effectively about scientific definitions, descriptions, and relationships. This presentation will highlight concrete examples of small steps the teacher and students can take to increase their confidence in asking, reasoning, teaching, and learning about STEM-related topics using English. These small steps can be adapted for other teaching contexts to build student autonomy, voice, and lifelong motivation.

Bio of the presenter

Joseph Falout, associate professor at College of Science and Technology, Nihon University, has been teaching ESP for over 20 years to graduate and undergraduate students. He authored or co-authored 60-plus academic works on psychology in language learning and teaching, notably on: (1) demotivation-to-remotivation processes, (2) classroom group dynamics with Ideal Classmates Priming, and (3) teaching and researching with Critical Participatory Looping. Recently, along with Glen Hill and Matthew Apple, he has been editing a compilation of chapters for a book on teaching and researching: STEM English in Japan: Education, Innovation, and Motivation (Palgrave Macmillan, in press).

Dear JACET ESP Kanto members,

I hope this message finds you well. It is my pleasure to announce that our next meeting will be held on July 9, Saturday, 2022, on ZOOM. Please refer to the following for the detailed meeting ZOOM setup, program, title, abstract, and the bio of the speaker.

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Program:

10:00-10:45 Research Presentation & Discussion

10:45-12:00 Business Meeting

Presentation

Title: A Mastery Learning and Input Flooding Approach to Vocabulary Assessment under Emergency Remote Teaching

Presenter: Robert B. Gommerman, Chuo University

Abstract

Vocabulary study is an important component of any English language curriculum. In the context of an English for Academic Purposes (EAP) class, it is essential that students understand and use words that are appropriate for writing tasks such as research papers and reports. The Academic Word List (AWL), developed by Coxhead (1998), is a particularly useful tool in this regard as it focuses students’ attention on the keywords of academic English. The challenge for the program designer then, is to create a system that will appropriately evaluate students based on their knowledge, acquisition, and application of the words in the AWL. This task is made more complicated under circumstances of emergency remote learning, brought upon by the ongoing pandemic, wherein traditional methods for testing students cannot be relied on. This presentation will introduce a novel method for teaching and testing vocabulary that combines learning and evaluation through a mastery learning approach in a manner that addresses the difficulty of assessment in a remote classroom.

Bio of the presenter:

Robert Gommerman has been working at universities in the Tokyo area for the last 13 years and currently works as a Specially Appointed Assistant Professor at Chuo University’s newly created Faculty of Global Management, a department that operates as an English Medium Instruction (EMI) program. Robert plays the central role in coordinating curriculum development of the Academic English writing classes and is helping to shape the program to be one based strongly on data science.

Dear JACET ESP Kanto members,

I hope this message finds you well. It is my pleasure to announce that our next meeting will be held on January 22, Saturday, 2022, on ZOOM. Please refer to the following for the detailed meeting ZOOM setup, program, title, abstract, and the bio of the speaker.

• ESP Kanto January Zoom Meeting
• トピック: ESP Kanto meeting
• 時間: 2022年1月22日 03:00 PM 大阪、札幌、東京
  • Zoomミーティングに参加する
  • https://us02web.zoom.us/j/82796361015?pwd=b0o0Mk5KZkozMWM1Nk9GTDFMYUNqdz09
  • ミーティングID: 827 9636 1015
  • パスコード: 926288

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Program:

1. 15:00-16:00 Research Presentation
2. 16:00-17:00 Discussion & Business Meeting

Presentation

• Title: Developing and evaluating a computer-based speaking test for Japanese university admissions
• Presenter: Zhou, Yujia, project lecturer at Tokyo University of Foreign Studies

Abstract

With the internationalization of Japan, developing university students’ speaking skills is becoming vital; however, very few universities in Japan use an originally developed four skills-based entrance test that includes a speaking component. At this meeting, I will introduce a computer-based speaking test that has been developed as a selective assessment for Japanese university admissions. The test, called British Council TUFS-Speaking Test for Japanese Universities (BCT-S), was jointly developed by Tokyo University of Foreign Studies and the British Council. Aptis, an international test developed by the British Council, serves as its platform, whereas the contents and the delivery system have been adapted to meet the specific needs of Japanese university admissions. In the presentation, I will introduce the background of the test development and the challenges the developers encountered. I will also discuss the empirical validity evidence collected during the test development process as well as the plans for future validation studies. This presentation is intended to provide Japanese university teachers an opportunity to consider how they might effectively utilize speaking assessments to promote the teaching of speaking skills in their classroom.

Bio of the presenter

Yujia Zhou is a project lecturer at Tokyo University of Foreign Studies, where she teaches undergraduate courses on English skills and a graduate course in teaching and assessing speaking skills. She graduated from Tokyo University of Foreign Studies with a Ph.D. in language testing and has been involved in the development and validation of a computer-based speaking test for Japanese university admissions since 2017. Her current research interests include the validation of computer-based speaking tests and improving students’ critical thinking skills through group discussions and debates.

Dear JACET ESP Kanto members,

I hope this message finds you well. It is my pleasure to announce that our July meeting will be held on October 30, Saturday, 2021, on ZOOM. Please refer to the following for the detailed meeting ZOOM setup, program, title, abstract, and the bio of the speaker. Please register from the link below by October 20, Wednesday, 2021.

https://forms.gle/qZnDivdiWJaFBRj98

ESP Kanto July Zoom Meeting
Time:: 2021 年 10 月 30 日 03:00 PM 大阪、札幌、東京 Zoom ミーティングに参加する
https://us02web.zoom.us/j/86869021104…
Meeting ID: 868 6902 1104
Passcode: 898805

Program:

• 15:00-16:00 Research Presentation
• 16:00-17:00 Discussion & Business Meeting
  Presentation
• Title: Technology-enhanced vocabulary learning: a longitudinal study
  Presenters:
  1. Michael Sharpe, Kochi National University, Kochi Prefecture, Japan
  2. David Grant, National Institute of Technology, Kochi College (Kochi Kosen)
  
• ABSTRACT:
  In this presentation, we will report on a longitudinal study on intentional (direct) and incidental (indirect) vocabulary learning in a technology-enhanced learning context. The study has been conducted over a 31-month period commencing April 2019 with a group (n=160) of EFL learners at a Japanese junior engineering college. In the intentional component of the study, during the study period participants studied vocabulary online using a subscription-based vocabulary learning resource (WordEngine), and for the incidental component read extensively from a library of graded readers, which was monitored through MReader. Results at the intermediate waypoint showed vocabulary increase among participants in the range of 835 – 5973 words with a mean across the group of 2875. From these results, we have concluded that a synthesized, technology-enhanced learner-directed approach to vocabulary learning can be effective for certain learners across a range of abilities and may be applicable to other classroom contexts.
  
  1. BIO of the presenters:
     a. Michael Sharpe has been teaching at the university level in Japan for 18 years and is currently tenured faculty and
     deputy director of the International Education Program at Kochi National University. Research interests include
     EST/EAP, academic literacies, digital text analysis, extensive and intensive reading, global competency education
     and assessment, the origins and evolution of English, English as a Lingua Franca, and Global Englishes.
     b. David Grant has taught English at all levels of the Japanese education system for 25 years. He is an Associate Professor at the National Institute of Technology, Kochi College (Kochi Kosen). His current research interests include vocabulary acquisition, extensive reading, computer-assisted language learning, and English for specific purposes.