Conference Overview

Time	Main Room (111)	Room 1 (106)	Room 2 (107)	Room 3 (108)	Room 4 (109)	Posters (112)
9:15 - 9:50	Registration (Lobby)
9:50 - 10:00	Opening Remarks
10:00 - 10:50	Keynote Address
10:50 - 11:00	Break
11:00 - 11:30		Pres Session 1	Pres Session 1	Pres Session 1	Pres Session 1
11:30 - 12:00		Pres Session 2	Pres Session 2	Pres Session 2	Pres Session 2
12:00 - 12:30		Pres Session 3	Pres Session 3	Pres Session 3	Pres Session 3
12:30 - 14:00	Lunch
(12:40 - 13:20)	AGM
(12:10 - 14:20)						Posters
14:00 - 14:30		Pres Session 4	Pres Session 4	Pres Session 4	Pres Session 4
14:30 - 15:00		Pres Session 5	Pres Session 5	Pres Session 5	Pres Session 5
15:00 - 15:10	Break
15:10 - 15:40		Pres Session 6	Pres Session 6	Pres Session 6	Pres Session 6
15:40 - 16:10		Pres Session 7	Pres Session 7	Pres Session 7	Pres Session 7
16:10 - 16:20	Break
16:20 - 17:10	Open Space Forum
17:10 - 17:20	Closing Remarks

Print schedule

• Main Room (111)
• Room 1 (106)
• Room 2 (107)
• Room 3 (108)
• Room 4 (109)
• Poster Presentations (112)

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09:15-09:50　Reception (Lobby)

09:50-10:00　Opening remarks

10:00-10:50　​Keynote Address
​Impactful Outcomes: Key Themes in Short-Term English Language Study Abroad
Dr. Scott Roy Douglas - Okanagan School of Education (British Columbia, Canada)

​There appear to be as many different kinds of short-term English language study abroad programs as there are institutions offering them.  However, all of these programs require investments of time, money, and effort that call for boosting the benefits while mitigating the challenges. This presentation outlines the results of a systematic review of the scholarly literature to inform program planning, curriculum development, and instructional design with an eye on the outcomes that are most meaningful to students. The review covers the last 20 years of research, with sources coming from a wide range of journals, conference proceedings, and book chapters. The findings were coded and gathered into themes.  Impactful programs appear to foster personal development, engage in purposeful planning, focus on intercultural learning, and include co-curricular activities. These themes point to a set of principles for successful program development. Future innovations that build on past accomplishments are explored.

10:50-11:00　Break

11:00-12:45　Room not in use (see sessions in Room 1 to Room 4)

12:30-14:00　Lunch

12:40-13:20　AGM (Main Room) *Lunch may be eaten during the meeting.

13:20-14:00　Poster presentations (Room 112)

13:15-16:20　​Room not in use

16:20-17:10　​Open Space Discussion Forum
​Dr. Scott Roy Douglas - Okanagan School of Education (British Columbia, Canada)

In relation to the theme of Global Learning: Innovations and Impact in Study Abroad, this open space discussion forum brings together the various threads of today’s conference for further consideration and development. Facilitated by the morning’s keynote speaker, it is an active space for conversation and collaboration with fellow attendees to share knowledge, pose questions, offer solutions, and explore ideas. The session begins with the generation of key topics related to study abroad. Smaller groups are then formed to discuss two or three of the topics that are most meaningful to them. It is an opportunity for everyone to contribute and bring forward their expertise as it relates to the topics at hand. There will also be an opportunity to report back new insights and practical implications to the larger group. Highlights will be captured for inclusion in an extended abstract for the conference proceedings.

17:10-17:20　Closing remarks

18:30-21:30　Social event

09:15-11:00　Room not in use (see Main Room)

11:00-11:30　Employers' Perspectives on Study Abroad Attributes and Desired Competencies​
Miori Motomori - Chukyo University
Research-Based Presentation​

This study explores employers' perspectives on attributes of employees with study abroad experiences (SAE). A questionnaire survey with multinational firms headquartered in the Aichi region revealed that many employers recognize employees with SAE as having strengths over those without SAE. This recognition of strength also encompasses all areas of Global Human Resource attributes: language and communication ability, cross-cultural understanding, and fundamental competencies of working persons. Moreover, firms recognize the strengths of both short-term and long-term SAE. Despite this recognition, it also found that SAE does not influence recruitment decisions; firms prioritize desired attributes over the possession of SAE in the batch hiring of fresh graduates. This paper explores the implications of these findings for university educators. It discusses the need to enhance curriculum design to prepare students better to acquire industry-desired skills and to articulate the gains from studying abroad in their own words.

11:30-12:00　An Assessment of Pre-Departure Risk Management Activities in Addressing Student-Perceived Challenges of Study Abroad Programs *Sponsored by Nagano JALT
​Luke Shotter - ​Apsley Business School (London)
Research-Based Presentation​

Whilst study abroad programs offer a plethora of benefits, evidence indicates that students’ experience a wide range of concerns prior to embarking upon this mode of study. If these student-identified challenges are not effectively addressed, both participation levels and the overall success of a given study abroad program are likely to be impacted.

​Within this research semi-structured interviews were conducted with pre-departure students, who identified key themes in relation to perceived challenges of study abroad programs. I argue that by incorporating a student-led risk assessment activity prior to undertaking a study abroad program, students can develop effective problem-solving strategies to manage such self-identified concerns or risks. Such a risk assessment activity not only affords greater autonomy to the student but provides an effective tool to manage challenges both prior to and during their study abroad period.

12:00-12:30　What I Did and Would Have Done Different: My Experiences as a First-Timer Supporting a Short-Term Study Abroad Program
​Morgen Livingston - Salesio Junior and Senior High School
Research-Based Presentation​

Like our students, the first time chaperoning a study abroad (SA) experience can be daunting. There is, however, little research on how first-time chaperones can manage the stress or navigate the complexity of the various roles we are asked to take on. In this presentation I will discuss how I used an autoethnographic approach to uncover lessons about communication and building relationships from my first time accompanying junior and senior high school students on a short-term SA to the U.S. Retelling my story through what I observed and did, I will give recommendations for pre, during, and post SA and discuss how I believe information gathering and compiling feedback are essential for growing as a chaperone or future program coordinator.

12:30-14:00　Lunch

12:40-13:20　AGM (Main Room) *Lunch may be eaten during the meeting.​

13:20-14:00　Poster presentations (Room 112)

14:00-14:30　The Roles of Chaperones in Study Abroad
Paul Horness - Soka University
Research-Based Presentation​

Marijuan and Sanz (2018) reviewed the field of study abroad (SA) research and offered suggestions for SA programs. Although the article focused on language and cultural learning opportunities for the students, they ended the article by encouraging researchers to seek out diverse viewpoints. One viewpoint missing was the role of chaperones in study abroad program. This presentation will outline the role of chaperone, specifically, how do chaperones see their role and how do students view chaperone roles. Interview data collected from six chaperones and ninety students were examined. The findings indicate that the chaperones took on different roles usually requiring flexibility of judgment due to the chaotic nature of guiding in the study abroad experience. The students and chaperones converged on the primary role of protector and information source provider. The presentation will also cover where the students’ and chaperones’ thoughts diverged on their roles.

14:30-15:00　Is This the ワーホリ Era? Recent Trends in Japanese Young People Doing Working Holidays
Thomas Legge - Momoyama Gakuin University
Research-Based Presentation​

This presentation explores recent trends and developments of young Japanese people undertaking ワーホリ (Working Holidays). It looks at the destinations people are choosing, the types of work they are doing, and considers some of the reasons why Japanese people are increasingly considering working holidays as a means of spending extended periods abroad. Finally, the presentation examines how working holidays are conceived by different parties and how educators can best support students who are considering undertaking a working holiday.

15:00-15:10　Break

15:10-15:40　Implementation of Research Programs in Japanese High Schools
Dana McCaw - Enlite LLC
Research-Based Presentation​

The traditional view of study abroad as a pathway to secure jobs is shifting as Japan faces a growing need to elevate its standing in the international market. Studying at foreign universities offers opportunities for deeper research and collaboration with scholars from diverse backgrounds, allowing students to transform knowledge into new products or business ideas. This new generation of Japanese students fluent in English with international mindsets are increasingly vital for Japan’s economy and global relations.

This study explores how to foster critical thinking through English-language research programs inside and outside of school and suggests collaborating with Japan’s Ministry of Education to integrate research skills into school curricula. By raising students' competency in English and research from an early age, more students will be equipped to pursue higher education abroad, driving innovation in Japan and fostering international partnerships.

15:40-16:10　The Dual Role of Educator and Administrator in Pre- and Post-Study Abroad Management: Experience and Insights
Todd Allen - Kansai University
Research-Based Presentation

Studying abroad (SA) enhances students' academic, linguistic, and intercultural development but requires careful management of adaptation, logistics, and integration (Whalen, 2008). Despite its significance, few studies examine the role of educators as administrators in these programs. As a result, this study investigates the dual roles of ten educators managing study abroad (SA) programs in a university in Japan, focusing on (1) student preparation, (2) program negotiation, and (3) integration of SA in teaching during the pre-and post-SA phases. Using a qualitative survey, the study explores how these educators integrate their roles, manage responsibilities, support students, and collaborate with colleagues and partner universities. Preliminary findings reveal that balancing academic and administrative duties demands meticulous time management, with conflicts arising between administrative deadlines and teaching schedules. The study suggests improved administrative support, better academic and administrative staff collaboration, and regular training sessions are essential for enhancing practices (Allen, 2023).

16:10-16:20　Break

16:20-17:20　Room not in use (see Main Room)

18:30-21:30　Social event

09:15-11:00　Room not in use (see sessions in the Main Room)

11:00-11:30　The Psychosocial Acculturation of International Students in English Taught Programs
James Lassegard - Hosei University
Research-Based Presentation

The number of international students in Japan is rising steadily to pre-COVID levels. International students now comprise approximately four percent of the university student population. One of the reasons for this increase in international students is the newly developed programs at selected universities which offer opportunities to earn degrees doing coursework entirely in English (ETPS). As many of these programs are recently established, there is not a lot of research studies about them, including how well these students perceive the education they are receiving and their acculturation to Japanese society. This research uses a case study and mixed methods approach to investigate the process and degree of acculturation of international students in English degree programs at Japanese universities. 

11:30-12:00　What Is Going On With Australia’s New International Education Policy?: Understanding Trends and Impact​​
Yuka Jibiki - University of the Sacred Heart / Tokyo Seitoku University
Research-Based Presentation

Since early summer 2024, the Australian government has implemented dramatic changes in its international education policies that possibly impact the global student community significantly. In July, the government increased the student visa application fees, and in August, announced plans to cap international student enrollments for 2025. Australia's radical redirection has shocked international education industries however these actions reflect broader trends in countries like Canada and the UK to regulate the numbers of international students. By reviewing sources including official press releases from the Australian Department of Education, scholarly articles, and expert commentary, this presentation will explore policy shifts and the social, political, and economic influences that shape these policy changes. It will also examine the impact on Japanese students’ study abroad and post-graduation pathways.

12:00-12:30　Three Birds One Stone: Generic Skills for Standardized English Tests
​Michael Sharpe - Kochi National University
Research-Based Presentation​

IELTS, TOEFL and EIKEN are the most important English exams for applicants to colleges overseas. Although evidently different, they share many commonalities. Perhaps the most obvious similarity regards the use of text transformation techniques such as synonymisation and paraphrasing. Similarities are also found in the vocabulary profiles of the three tests (at EIKEN Pre-1st level) and the skills needed to succeed in the productive skills tasks.  The grading systems are also comparable.
​
This presentation argues that a methodology focused on developing a thorough understanding of exam making techniques and on teaching generic exam strategies skills can equip learners with the resources to perform successfully in multiple test-taking contexts. Combined with self-regulated online targeted vocabulary study, using this approach with a group (n=61) of undergraduates over a 16-week period was effective in improving performance in the EF Set Test by an average of 6 points (from CEFR B1 to B2).

12:30-14:00　Lunch

12:40-13:20　AGM (Main Room) *Lunch may be eaten during the meeting.

13:20-14:00　Poster presentations (Room 112)

14:00-14:30　​短期専門留学が大学生に与えるインパクト ーNZ幼児教育実習参加者への調査からー
Ayami Kato - 桜花学園大学 (Okagakuen university)
Research-Based Presentation​

本発表は約3週間のNZにおける幼児教育実習を主とする短期専門留学経験について、アンケート調査をもとに考察するものである。1週間の語学研修と2週間の幼児教育実習で構成されており、参加者に留学に対する期待や不安、成長に関する項目を含む調査を実施した。調査結果から、参加前後でどのような変化が表れているかについて検討する。また、語学留学とは異なる専門留学ならではの要因についても取り上げ、専門留学に必要となる準備についても言及する。

*This presentation will be conducted in Japanese.

14:30-15:00　Balancing AI-Powered Self-Study and Human Interaction: Enhancing English Communication Skills in Japanese Engineering Students Preparing for Study Abroad
Megumi Nishikawa - Tokai University
Research-Based Presentation​

This study explores the impact of online synchronous tutoring sessions on Japanese learners of English communication skills. Nineteen Japanese engineering students, preparing to study abroad, participated in one-on-one sessions with American students, four times per semester, with intervals of around two weeks. Despite their motivation to practice speaking in English, finding real humans to talk with is challenging, reducing practice frequency and learning from errors. Between sessions, students used an AI-powered app for self-study, which provided immediate feedback on their speech. This feedback boosted their confidence, reduced anxiety, and made them more comfortable speaking during sessions. Semi-structured interviews conducted after the sessions revealed that both the self-study system and real human interaction were crucial for improving communication skills, highlighting the importance of combining self-training with real-world practice. These findings suggest that a balanced approach is essential for effective language learning and preparation for studying abroad.

15:00-15:10　Break

15:10-15:40　​Global Learning: Innovations and Impact in Study Abroad
Samia Haseeb Khan - Mukogawa Women’s University; Carmine Santana - Toyota (Aichi)
Research-Based Presentation​

Study abroad programs have long been a cornerstone of higher education, offering students unique opportunities for cultural immersion, academic growth, and personal development. However, the landscape of study abroad has evolved significantly in recent years, with innovations in technology, pedagogy, and program design shaping the experiences of participants. This paper explores the emerging trends and innovations in global learning, focusing on their impact on student outcomes, institutional goals, and global citizenship.

​Key themes include the integration of technology into study abroad programs, such as virtual exchanges and online learning platforms. Additionally, the paper examines the development of inclusive and equitable study abroad opportunities, addressing issues of diversity, accessibility, and affordability. By highlighting the latest innovations and their potential benefits, this research aims to contribute to a more informed and effective approach to global learning in higher education.

15:40-16:10　University Student Participation in a Language Conference and Cultural Exchange in Thailand
Patrick Rates & Makiko Shimizu - Takasaki University of Commerce
Research-Based Presentation​

This presentation looks into the experiences of bringing Japanese university students to participate in a language conference in Thailand, coupled with a cultural exchange with Thai students. The discussion will cover the positive outcomes, including enhanced language skills, intercultural communication, and broadened global perspectives. Additionally, the presentation will address the challenges faced, such as language barriers, cultural differences, and logistical issues. By examining both the benefits and the difficulties encountered, this session aims to provide insights and practical advice for educators considering similar initiatives. The exchange highlighted the importance of preparing students for international experiences and the need for ongoing support throughout the process.

15:10-16:20　Break

16:20-17:20　Room not in use (see Main Room)

18:30-21:30　Social event (in Shibuya)

09:15-11:00　Room not in use (see sessions in the Main Room)

11:00-11:30　Supplementing “What’s Up with Culture?” with NorQuest Videos 
Jeffrey Fryckman - Senshu University
​Skills Workshop

The University of the Pacific’s “What’s Up with Culture?” online training course to prepare students for study abroad has an excellent section on critical incidents. Unfortunately, it’s mostly in written form, and written for native speakers, making it difficult for most Japanese students to fully comprehend/experience. One way to make the concepts more fully understandable and relatable is to enhance and supplement them with the use of NorQuestVideos’ critical incident scenarios.   The presenter will show how he uses that section of the UOP website for pre-departure training, how he has modified it for easier use by Japanese students, and how he uses the videos to bring the content off the written page and into real life.

11:30-12:00　The Debrief
Stephen M. Ryan - Sanyo Gakuen University
Skills Workshop

Experiential learning without reflection is just experience (Kolb, 1984). Thus, reflection before, during, and after a SA experience is essential if learning is to occur. This workshop will focus on activities and caveats for post-experience reflection, otherwise known as debriefing. The presenter will draw on personal experience of debriefing both accompanied, short-term programmes and longer-term, unaccompanied student sojourners. The activities are designed to ensure that students continue to reflect on and learn from their overseas sojourn long after it has finished.

12:00-12:30　レゴ®シリアスプレイ®を用いた自己探求ワークシップ（留学編）
山田貴将 (Takamasa Yamada) - 愛知学院大学 (Aichi Gakuin University)
Skills Workshop

本ワークショップでは、筆者が短期留学プログラムの事前事後の授業で導入したレゴ®シリアスプレイ®（LSP）による自己探求タスクの一部を紹介する。LSPはレゴブロックを活用し、遊びを通じて創造力と問題解決能力を促進する教育プログラムであり、教育機関や企業に広く利用されている。ワークショップでは、参加者に実際にレゴブロックを使って留学に関するテーマを探求させることで、LSPの学習効果と可能性についての理解を深めることを目的としている。

*This workshop will be conducted in Japanese.
​**Maximum 10 attendees

12:30-14:00　Lunch

12:40-13:20　AGM (Main Room) *Lunch may be eaten during the meeting.

13:20-14:00　Poster presentations (Room 112)

14:00-14:30　Bridging Sociocultural Linguistics and TESOL: Strategies for Reducing Pre-Departure Anxiety and Enhancing Immersion through Pragmatic Competence in Japanese EFL Learners during Short-Term Study Abroad in Canada
Ryofu Pussel, PhD - Kyoto Bunkyo Junior College
Skills Workshop

This skills workshop introduces strategies for integrating sociocultural linguistics into TESOL to enhance Japanese EFL learners' linguistic and pragmatic competence during short-term study abroad programmes in Canada. Drawing on many years of experience managing and chaperoning these study-abroad programmes, the session explores how developing these competencies can significantly improve students' immersion and learning outcomes. Participants will focus on practical methods and activities that support both linguistic and pragmatic competence abroad. The workshop will also address strategies to reduce pre-departure anxiety for students and parents, lowering stress levels and preparing learners for a more engaged experience abroad. Practical frameworks will be provided for university-level English language teachers to apply these concepts in their teaching, helping students navigate cultural and linguistic challenges with greater confidence. By the end of the session, educators will be equipped with tools to foster cultural understanding and enhance the overall impact of short-term study abroad programmes.

14:30-15:00　Enhancing Global Readiness: Leveraging the Harkness Method for Study Abroad Success
Megan Beggs - Jissen Gakuen Junior and Senior High School
Skills Workshop

​In today’s increasingly globalized world, preparing students for study abroad programs requires more than just language skills; it demands critical thinking, effective communication, and cultural adaptability. This workshop explores how the Harkness teaching method—known for its student-centered, discussion-based approach—can aid in equipping students with these essential skills. Participants will gain insights into the method’s core principles and its application in fostering the analytical and communicative abilities crucial for success in diverse academic environments. Through demonstration, reflection, and practical strategies, educators will learn how to incorporate Harkness-style discussions into their classrooms, helping students navigate the complexities of international education with confidence and cultural sensitivity. Join us to discover how the Harkness method can transform study abroad preparation, empowering students to thrive on the global stage.

15:00-15:10　Break

15:10-15:40　Learning Cultural Aspects to Adapt and Assimilate 
Robert Dilenschneider - Jichi Medical University
Skills Workshop

Learning about the cultural aspects of a host country before studying abroad can go a long way in cultivating mutual respect and meaningful relationships between students and their host families.  Yet, due to curriculum constraints, students may not always be completely knowledgeable of the cultural, geographical and historical background of their host country before they go overseas. Moreover, students may not even be aware of the basic expectations and logistical requirements of living in another country. Therefore, using Internet resources, this workshop presentation will demonstrate how educators can conveniently create an interactive activity to help students access and learn information about their host country.

15:40-16:10　Experiential Learning Tasks for Study Abroad Orientation: Reflections on Using a Digital Scavenger Hunt
John Andras Molnar - Kinjo Gakuin University
Skills Workshop

​Experiential learning is a common method used by study abroad programs to encourage inbound students better understand their new surroundings and engage with their new community. This four step, cyclical process of experiencing, reflecting, thinking, and acting helps students to adapt to their new life, as well as to build critical thinking skills. The current research investigates using a digital scavenger hunt on the GooseChase app by 5 inbound high school students to Japan, and the reflections of the researcher who implemented the program. A post-scavenger hunt survey indicates that the activity was highly effective for community engagement and social development with Japanese team-mates. The reflection process during the post-scavenger hunt discussion session needed more structure, but evidence in the survey did indicate that the students engaged in reflecting and thinking about their experience. Additional information about the app and the scavenger hunt set-up will be discussed during the presentation.

16:10-16:20　Break

16:20-17:20　Room not in use (see Main Room)

18:30-21:30　Social event

09:15-11:00　Room not in use (see sessions in the Main Room)

11:00-11:30　Study Abroad: Turning Frictions Into Learning Points
Adam Clifton - Ritsumeikan University
Skills Workshop

​Typically, “frictions” to studying abroad faced by students have been able to be  be grouped into 3 main categories:
　a) Financial 
　b) Fear of not being able to communicate
　c) Motivation / Interest in a foreign language or culture. 

Unfortunately, the spread of Covid outside of China has led to a dramatic rise in anti-Asian rascism throughout the Western world.

This skills workshop discusses ways in which these fears of racism can be turned into a learning experience for all students (especially for those who wish to study abroad). The workshop discusses lessons and ideas that can help students gain an understanding of why rascism exists, what can be done at a practical level to aviod or de-escalate a situation in which a rascist attack occurs, and encourage students to reflect upon their own prejudices and biases, both as an individual and a cultural level.

11:30-12:00　フィリピン語学留学の将来性と課題  ―参加者と現地教師の声をもとにして―
Yuki Sugiyama &Tadashi Shiozawa - Chubu University（中部大学）
Skills Workshop

フィリピン語学留学は、手頃な価格、マンツーマンの授業、言語使用の機会の豊富さなどの点で近年注目されている。本発表では、日本人学習者およびフィリピン人教師へのインタビュー結果と発表者自身のプログラム参加経験をもとに、フィリピン語学留学の利点と課題を考察する。教師のインテリジビリティーの高い英語アクセントが評価される一方で、長時間のマンツーマン授業では集中力が続かないという課題などが浮かび上がった。

*This workshop will be conducted in Japanese.

12:00-12:30　Investigating EFL Textbooks for Study Abroad Through the TBLT Principles: Do They Really Get the Students Ready?
Azumi Naruse, Nao Ichino & Mie Gotoh - Chukyo University
Research-Based Presentation

​Sufficient pre-departure preparation is essential for study abroad (SA) students’ meaningful L2 learning. Yet, studies on how materials prepare students with necessary skills remain scarce. This study investigates the task-likeness and communicativeness of SA preparation EFL textbook activities from the task-based language teaching (TBLT) perspective, which facilitates language acquisition for engaging in meaningful interactions beyond the classroom. Six college-level textbooks developed in Japan that claimed to enhance practical communication skills abroad were selected, and 76 activities in the sampled units were coded, adopting Littlewood’s (2004) and Ellis’s (2018) frameworks. The frequency analysis revealed that only 6.58% of the sampled activities met full task criteria, and merely 3.95% had high communicative value. These results suggest that the sampled textbooks might not align with the objectives, likely due to the emphasis on SA knowledge and the absence of main tasks. Possible implications and future research prospects are also discussed.

12:30-14:00　Lunch

12:40-13:20　AGM (Main Room) *Lunch may be eaten during the meeting.​

13:20-14:00　Poster presentations (Room 112)

14:00-14:30　A Sociocultural Approach to Study Abroad: A Case in Postgraduate Programme in Aotearoa New Zealand
Jet Tonogbanua - University of Auckland (New Zealand)
Research-Based Presentation

A sociocultural approach to learning and teaching means having an awareness of the contexts where an activity is taking place. In other words, having sensitivity to the student's inner (the mind) and outer world (the learning environment) in designing and co-creating learning opportunities (Eun, 2010). In this presentation, I will discuss how embedded literacy is implemented in the postgraduate programme at a university in New Zealand and how language support is made available to the international students enrolled in a Master of Business programme. I will also present how I tailor my approach based on a sociocultural theory. Data for the analysis were taken from five student interviews which were then analysed thematically (Braun & Clarke, 2021). Initial findings from student interviews suggest that they are very appreciative and are benefiting from the support. Key concerns, however, include consistency and demand for more discipline-related feedback.

14:30-15:00　Adapting Abroad: Japanese Students’ Study Abroad During a Pandemic
Kris Ramonda - Kansai University
Research-Based Presentation

The COVID-19 pandemic significantly altered global education, forcing many study abroad students into challenging new realities. This research, grounded in constructivist and experiential learning theories, explores the pandemic's impact on Japanese students studying abroad. Using a mixed methods approach, it analyzes survey (n = 25) and interview data (n = 12) to reveal both challenges and unexpected positive outcomes, such as perceived improvements in language skills and stronger bonds with host families due to increased engagement during homestays. The study highlights key factors like housing and online learning that influenced students' satisfaction and offers critical insights for educators to enhance student support during future disruptions.​

15:00-15:10　Break

15:10-15:40　Exploring the Metaverse in Virtual Study Abroad: Preliminary Findings and Implications
Richard Lee - Kurume Institute of Technology
Research-Based Presentation

In 2021, the presenter’s institution initiated a 20-day virtual study abroad program focused on English for Specific Purposes (ESP) for second-year engineering students, in partnership with an international university. The program aimed to deliver targeted instruction in language acquisition, critical thinking, and presentation skills. Initially, all instruction was provided via a teleconferencing platform (Zoom). By 2023, the program had expanded to include a metaverse (virtual reality) component for selected activities such as pair conversations, group discussions, and final presentations. This presentation will introduce the program and present preliminary findings from the first round of research evaluating the viability and effectiveness of delivering online study abroad programs through a metaverse environment, as compared to traditional teleconferencing platforms like Zoom. These insights are intended to benefit educators, coordinators, and administrators involved in both physical and virtual study abroad programs.

15:40-16:10　What Effect Does Short Term Study Abroad (SA) Have on Learners’ Vocabulary Knowledge?
Thomas Caton - Nakamura Gakuen University
Research-Based Presentation

This presentation describes an experiment which tracks changes in vocabulary knowledge before, during and after a short-term Study Abroad (SA) experience. Using a Word Association Task (WAT) to elicit samples, it looks at changes in productive vocabulary knowledge in terms of infrequently occurring words. WAT data lends itself to analyses beyond frequency-based scores so this study looks at three additional ways of measuring how lexical knowledge develops during SA including changes in orthography, changes in collocation use and changes in mastery of specific semantic domains using an online investigative tool (Wmatrix). Finally, the presentation considers how a different a range of SA environments can have an impact on the process of vocabulary acquisition.​

16:10-16:20　Break

16:20-17:20　Room not in use

18:30-21:30　Social event

13:20-14:00　Financial Concerns and Perceived Value in Study Abroad Participation: A Comparative Student Perspective
Jaime Morrish - Sugiyama Jogakuen University
Poster Presentation

​This study explores two key factors—financial concerns and perceived value—that influence Japanese university students' decisions regarding study abroad. It examines the perspectives of students who have studied abroad, those who wish to, and those who do not. This questionnaire-based approach investigates students’ perceptions of financial costs, availability of scholarships, and financial aid. It also examines how students perceive the value of studying abroad in terms of language acquisition, personal growth, and career prospects. Findings will provide evidence for universities to enhance financial support and develop clearer financial planning resources. Additionally, understanding the perceived value of study abroad can guide institutions in promoting international programs, aligning benefits with student expectations to increase participation rates. This research will help universities address financial barriers and enhance program marketing strategies.

13:20-14:00　An Introduction to the Alabama Super IES Study Abroad Preparation Program at Kansai Gaidai University
Drew Sanford - Kansai Gaidai University
Poster Presentation

​With the continuing challenges that Japan faces concerning its decreasing population, many universities have been searching for new, innovative programs to attract students. One successful example has been the creation and implementation of study abroad preparation programs called Super IES Programs at Kansai Gaidai University (KGU), a collaboration between KGU and universities overseas. This poster presentation will introduce KGU’s Super IES Program’s collaboration with The University of Alabama by explaining the motivations for creating the program, describing the structure and implementation of the curriculum, detailing the teaching philosophy, discussing outcomes, and providing guidance for other educational institutions considering creating study abroad programs.

13:20-14:00　From EFL to ELF: Cultivating a Globalised Conception of English Among College Students
Michael Sharpe - Kochi National University
Poster Presentation

​This poster describes an undergraduate level course that is designed to encourage a more globalised conception of English, not as a foreign language but as a lingua franca. The course objectives are to sensitize students to the diversity and variety in English worlwide and to look beyond the native model that predominates in English education. This is seen as having multiple benefits for Japanese learners, particularly those who study abroad. The hoped-for outcomes are that they will develop a thorough understanding of the English as it is used around the world, greater confidence in their own language skills, and enhance cross-cultural understanding and empathy. The course objectives, syllabus, sources and outcomes are all discussed.

13:20-14:00　Several poster presentations by university students will also be featured during this session.