For the past two years, first-year students have expressed concerns about making new friends at school while learning online or wearing masks and socially distancing from each other. This presentation gives an example of an asynchronous classroom that provided ample opportunities for communication which created closer relationships among the students.

The presenter proposes a preliminary guide on using the LINE application as a viable and effective supplementary tool in the classroom for learning and communicating in English for different types of language learners. Several example activities and uses for the classroom will be presented.

This study is on the use of emoji in Japanese EFL learners’ online discussion via the LINE messaging platform. Specifically, the study focuses on the influence of relationship closeness on learners’ use of emoji. The study finds a higher rate of emoji use between participants who are distant.

This practice-oriented presentation will provide an overview of a LINE chatbot project taught in a university project-based learning course. The presenter will review the assignment and demonstrate the final expected product. Attendees will be provided with step-by-step instructions on how to create and customize their own LINE chatbot.

In this session we will look at the benefits of combining synchronous with asynchronous learning, including increased language use and student autonomy. We will also view some online materials from Q: Skills for Success which support a flipped classroom, saving educators valuable preparation time. (Sponsored by Oxford University Press)

In classroom settings, students often complete similar tasks and face similar difficulties. When students overcome obstacles, encourage wider thinking, or help other students strengthen their work through peer review, teachers should take note. This knowledge and these actions are valuable resources worth utilising. This presentation will inform attendees of some of the peer review methods and results that the presenter has successfully used and noticed.

This presentation focuses on student experiences of remote learning. It outlines a three-step information gathering process: exit cards, a qualitative survey of reflections, and a Google Forms survey to quantify experiences across the department. The research provides insight into students’ attitudes to remote-learning and highlights the benefits of student involvement.

Self Organized Learning Environments (SOLEs) are an innovative, student-centered approach to learning. In this presentation, Mike Lyons will explain how they work and will present some research showing positive learning outcomes—Japanese university students showed improved mid-term and long-term vocabulary retention after SOLEs.