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Friday, July 5th, 4:30pm Registration and special guest talk Rod Ellis (D202) "Task-based language teaching and learning: An interview with Rod Ellis"
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Saturday, July 6th, 9:00am (doors open for registration) to 5:30pm
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SATDS201DS401DS402DS403
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9:30-9:55Howard Chen
Enhancing task-based language learning with AI-based chatbots		Mutsumi Kawakami
Integrating PBL and task-supported language instruction: A framework for EFL vocabulary learning and motivation		Ellie Law
From texts to paragraphs: Crafting academic arguments through collaborative tasks		Paul Richards
TBLT in game-based pragmatics research: A path towards generalizable and replicable research
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10:05-10:45 (Workshops)Peter Lutes
Enhancing EFL learning through task-based learning		Curtis Kelly & Yuichi Suzuki
The Snoop Detective School dilemma: Adapting TBLT to the classroom		Kristin Davin & Alex Dornburg
AI prompt engineering strategies for task-based language instruction		Teri Cullen
TBLT adventures: Engaging young language learners in Japan
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11:00-12:00Shoko Sasayama (D201) "Evidence-based task design for effective language education"
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12:00-1:00LUNCH
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1:00-1:25POSTER SESSION (See below for more)
Gareth Humphreys
Larry Xethakis
Janina Brutt-Griffler & Haejin Kim
Alastair Graham-Marr
Wei-Yu Chang
Tsuyoshi Nakamura
Yukiko Koguchi
Masakazu Kudara		Siu-lun Lee
Peer-assisted TBLT in Chinese education		Yoshie Nishikawa
Investigating beginner-level Japanese language learners’ perspectives of oral communication activities towards TBLT implementation		Rui Yuan, Kailun Wang, Tiefu Zhang & Li Mo
Unleashing the potential of big ideas in task-based language teaching: Voices from the frontline
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1:35-2:00Yusa Koizumi
L1 use in the L2 collaborative writing: What we can learn from outliers		Robert Cochrane
Task-driven competencies: A holistic approach to academic English		Chie Ogawa & Masanori Matsumura
The feasibility of introducing TBLT in pre-service teacher training
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2:10-2:35Azumi Naruse, Nao Ichino & Mie Gotoh
Do EFL textbooks for study abroad really prepare the students? Materials analysis from the TBLT perspective		Huy Phung & Hoan Nguyen
Tasks in Teaching Vietnamese as a Less Commonly Taught/Heritage Language		Joe Kakitani
How do learners’ perceptions change over repeated practice? An investigation of short- vs. long-spaced fluency training		Allan Nicholas & John Blake
Japanese EFL learners’ L2 email writing and pragmatic failure: Developing tasks and analytical frameworks
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2:45-3:45Jonathan Newton (D201) "Coursebook-based TBLT: An oxymoron?"
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3:55-4:20Jing Wang
Integrating TBLT elements into teaching materials for EFL classrooms in China		Pino Cutrone, Siewkee Beh & Keisuke Imamura
The effectiveness of task-based language teaching on Japanese EFL university students’ oral proficiency		Younghyon Heo & Arifumi Saito
Integrating TBLT into EIL pedagogy for Japanese EFL learners to enhance intercultural communicative competence and L2 confidence		Keita Kikuchi and J. Lake
What to consider in TBLT course design: Integrating and applying self-determination theory and positive psychology
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4:30-4:55Rod Ellis & Natsuko Shintani
Measuring pragmatic competence using role plays: A genre-based approach		So-Yeon Ahn
Enhancing task-based language learning through AI in EFL classrooms		Mizuki Mazzotta & Simona Muratore
Business communication in the globalized world: The case of Japanese and Italian TBLT courses		Huy Phung, An Sakach, Chung Nguyen & ThuyAnh Nguyen
Realities of TBLT implementation in Vietnamese language teaching: Insights from material developers and classroom practitioners
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5:05-5:30Timothy Gutierrez
Engaging students in TBLT through tabletop roleplaying games: The 2nd year of a pilot program		Brett Milliner
EFL learners’ incidental vocabulary acquisition rates after an information gap task		Yuka Akiyama, Sachiko Nakamura & Takumi Uchihara
Task engagement and comprehensibility development in a Japan-UK virtual exchange: A mixed-method study		Payupol Suthathothon
Implementing a task-based approach in teaching English at Chang Mai Non-Formal Education Center
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Saturday posters: G. Humphreys: A workbook for pre-departure study abroad training; L. Xethakis: Groupwork, social anxiety and TBLT; J. Brutt-Griffler & H. Kim: Implementing a narrative-based curriculum in Korean language classes: Its impact on L2 proficiency and intercultural competence; A. Graham-Marr: Some limitations to TBLT – Listening skills need proactive intervention; W. Chang: The effects of collaborative creation of English digital stories on EFL university students’ speaking ability and anxiety; T. Nakamura: Adapting and refining textbook activities for task-based learning in a Japanese junior high school context; Y. Koguchi: Task-based needs analysis: What communicative tasks do Chinese students encounter in Japan?; M. Kudara: Reconsidering pedagogical approaches for beginner language learners in Japan: A socio-cultural perspective on PPP and TBLT
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Sunday, July 7th, 9:30am (doors open for registration) to 5:00pm
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SUNDS201DS401DS402DS403
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10:00-10:25Miki Tokunaga
Think like the test item writers: Cooperative learning in a TOEIC class		Kurtis McDonald
Exploring longitudinal interactive speaking development in a Japanese university context		Yushi Ito
Exploring the effect of task-sequencing in writing instruction: Perceptions of Japanese EFL university students and instructors on the SSARC model		Chun-Mei Chen
Task complexity and corrective feedback in L2 Chinese oral interaction
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10:35-11:00Fergus Hann
The importance of scaffolding on news presentation tasks		Yuki Otsuki & Tomoko Hashimoto
Creating a role-play task appropriate for Japanese fifth graders: An exploratory study		Chen-Yan Shi
Exploring the effect of a reading task		Trevor Sitler
TBLT and corpus linguistics: A linguistic description of task performance
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11:10-11:50 (Workshops)William Brooks
TBL ideas: Effective exercises		Edward Escobar
Simulating world affairs in the classroom		Jason Moser
Unveiling task-based learning: Exploring the legacy of the Collins COBUILD English course by Jane and Dave Willis
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12:00-1:00LUNCH                JALT TBL SIG AGM (FOR SIG MEMBERS) 12:20-12:50 in D201
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1:00-1:25POSTER SESSION (2)
Graham Robson
Sachiyo Nishikawa
Joel Rian
Adam Radmall
Greg Rouault & Patrick Conaway
Lachlan Jackson
Lorna Beduya, Muna Muqaibal, Claire Orpilla
Yanmei Yu		Imogen Custance
Using Q methodology to investigate perspectives on successful communication		Nicholas Marx
Using observations to examine interactions during language classroom tasks		Nur Ainil Salaiman
Incidental vocabulary learning through input in a reading task: An eye movement study
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1:35-2:00Lap Trinh Quoc, Y. Duong Thi & Tuan Le Cong
Task-based language teaching in Vietnam: Pre-service teacher’s voices		Yuichi Suzuki & Sachiko Nakamura
Does vocabulary support enhance lexical learning and learner emotions in communication tasks		Nick Hallsworth
Developing student goal-driven tasks for short-term study abroad
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2:10-2:35Curtis Kelly
The neuroscience behind TBLT: Why task-based learning is mandatory, not optional		Michael Sadeghi, Helen Zhao & Jill Wigglesworth
Input (multi)modality of tasks and proceduralisation of grammar		Ali AlBulushi
Examining the taskability of beginners' English language materials based on a TBLT syllabus framework		Yukari Takahashi
Enhance students’ listening skills and formulaic expressions by creating a news programme
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2:45-3:45John Norris (D201) "Task-based language assessment and the meaning of language education"
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3:55-4:20Alexandra Shaitan
The deployment of the TBLT approach in teaching poetry to Japanese university students		Peter Gobel & Makimi Kano
Zine projects for teaching culture: Content-based instruction and TBLT		Yuseon Yun & Eunyoung Kim
Enhancing linguistic competence in Korean language classrooms through machine translation post-editing tasks		Joshua Brook Antle
Does the type of task matter?
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4:30-4:55James Rogers
On using technology to help students acquire collocational fluency during a drama activity		Soe Marlar Lwin
Using TBLT principles in designing and conducting an EMI professional development course		Tong Zhang
Cultivating excellence: Engaging teacher-student rubric coconstruction for enhanced EAP writing instruction
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Sunday posters: G. Robson: Teacher collaboration to create a year-long project-focused tourism curriculum; S. Nishikawa: L2 learners’ awareness of narrative speech production under accumulative task repetition; J. Rian: Revisiting Strong TBLT: Unexpected fluency and creativity in lower proficiency EFL learners; A. Radmall: Task-based language teaching and motivation: What students say; G. Rouault & P. Conaway: Cooperative and task-based learning through cooperative board game play; L. Jackson: Injecting criticality into task-based language teaching; L. Beduya, M. Muqaibal & C. Orpilla: Innovative approaches to sustainable language learning – Task-based Instruction via MYELT LMS at UTAS; Y. Yu: Exploring the effectiveness of task-based mobile learning in a college English course – Taking changes in self-efficacy of adult education as an example
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