Ibaraki JALT July Chapter Meeting  

Date Sunday, July 19, 2026 

Time 1:00 PM – 5:00 PM

Place University Library, Ibaraki University

Schedule 

1:00 – 1:10 Greetings and Introduction

1:10 – 2:40 “From Classroom Practice to Theory: Making Sense of Classroom Inquiry

　　　　　　 through Theoretical Lenses” 

   Noriko Nagai — Ibaraki University

2:55 – 3:45 "Workshop on Teaching Writing"

   by Clay Bussinger (Juntendo University, Medical School, Tokyo)

4:00 – 4:50 "Fostering Self-Esteem and Self-Efficacy in Japanese University EFL
                      Classrooms through Collaborative Activities"
              by Abdollah Dodangch (Hakuoh University)

4:50 – 5:00 Closing

Session 1

“From Classroom Practice to Theory: Making Sense of Classroom Inquiry through
Theoretical Lenses” by Noriko Nagai (Ibaraki University)

Abstract:

This workshop is designed for language teachers who notice various classroom phenomena in their daily practice but have not yet interpreted them through theoretical lenses to explore their underlying issues more deeply. Drawing on recent theories in second language acquisition (SLA), including Complex Dynamic Systems Theory, ecological perspectives, Dynamic Assessment, and cognitive fluency, the workshop demonstrates how seemingly mundane classroom phenomena—such as learners’ reluctance to engage in classroom activities—can be reinterpreted from theoretical perspectives.

Participants will discuss classroom issues they have observed in their own teaching contexts and explore how these issues can be understood through theory-driven inquiry and key reflective questions.

このワークショップは、日々の実践の中でさまざまな課題に気づきながらも、それらを理論的視点から捉え直し、その背景にある本質的な課題を十分に掘り下げて考察したことのない言語教師を対象とします。Complex Dynamic Systems Theory、Ecological perspectives, Dynamic Assessment, and cognitive fluencyなど、近年の第二言語習得（SLA）研究の理論を踏まえながら、本ワークショップでは、「学習者が教室活動に積極的に参加しようとしない」といった一見ありふれた現象を、理論的観点からどのように再解釈できるのかを検討します。

参加者は、自身の教育実践の中で観察された課題について話し合い、それらを理論に基づく探究や省察的な問いを通してどのように再解釈できるのかを考察していきます。

About the Speaker

Noriko Nagai is Professor Emerita and a Specially Appointed Researcher at Ibaraki University. She earned her Ph.D. in Linguistics from the University of Michigan and taught at Duke University. At Ibaraki, she led major reforms of the English language program aligned with the CEFR and conducted multiple JSPS-funded research projects on the integration of the CEFR in Japanese higher education. She is the first author of CEFR-informed Learning, Teaching, and Assessment (Springer), and co-editor and chapter contributor to Critical, Constructive Assessment of CEFR-informed Language Teaching in Japan and Beyond (Cambridge University Press) and Putting the CEFR into Practice through Action Research (Springer).

Session 2 

"Workshop on Teaching Writing" by Clay Bussinger (Juntendo University, Medical School, Tokyo)

Abstract:

In this workshop, I will share some of the activities I have used in various creative writing classes. Many students are intimidated by the challenge of writing in English. Most of the activities I will share have scaffolding techniques which enable students to achieve a surprisingly sophisticated final product. I have also used the techniques in other classes, writing and/or general English. 

Participants are asked to bring writing implements, digital or electronic, and be prepared to experience what students have done in my classes.

Bio:

Clay Bussinger holds an MA in Teaching Writing. He has taught at California State University Humboldt, the University of Oregon, Kumon Leysin Academy of Switzerland, Sophia University, Tokiwa University, Ibaraki University, Meiji University, Tsuda Juku Daigaku, Hitotsubashi University, and Tokyo University of Science.

Session 3

"Fostering Self-Esteem and Self-Efficacy in Japanese University EFL Classrooms Through Collaborative Activities"

by Abdollah Dodangch (Hakuoh University)

Abstract:

This presentation outlines the pedagogical outcomes of a multi-term research project investigating the relationship between self-esteem, self-efficacy, and language acquisition among Japanese university EFL learners. Self-esteem fundamentally shapes a learner's motivation, emotional well-being, and willingness to participate actively in a foreign language. High self-esteem fosters resilience in the face of linguistic challenges, whereas low self-esteem leads to self-doubt and risk-aversion.

To strengthen learners' confidence, this study examines the impact of classroom-based collaborative activities. Based on quantitative and qualitative survey data collected over 6 terms across three university classes, including early childhood education and Psychology majors, the presenter details various cooperative interventions. These structured tasks include teamwork projects such as educational games, interactive quizzes, drawing, songs, psychological tests, and peer presentations engineered to optimize communication and engagement.

The findings demonstrate that well-designed group activities successfully reduce speaking anxiety, mitigate self-doubt, and enhance student self-efficacy. Participants will gain practical, classroom-tested collaborative tasks, diagnostic survey frameworks, and student-centered management strategies designed to eliminate language performance anxiety and foster a confident, active learning environment in higher education.

Bio:

For the past 20 years, Abdullah has taught English as well as Persian language and literature to a diverse range of students, from children to senior learners. Since 2019, he has been teaching English courses at various universities in Japan, including Tsukuba Gakuin University, Tsukuba University of Technology, and Rissho University. Currently, he is a part-time lecturer at Ibaraki, Utsunomiya, and Hakuoh Universities and has been a member of the Ibaraki Chapter of JALT since 2019. His research interests include self-esteem in language learning, linguistic development, and cross-cultural communication.