Although technical vocabulary is prevalent in specialized texts, relevant learning resources are limited. The presenter will discuss the principles used to develop technical vocabulary materials for two STEM disciplines: computer science and chemistry. Selected samples will be shown. Participants will leave with some ideas for writing their own materials.

This presentation will introduce the Contemporary Corpus of American English(COCA). It will focus on how to do basic searches for grammatical and collocation patterns. It will further focus on how to create materials to be used in class. These materials can be used to help students get used to doing searches for themselves.

This study discusses the significance of paper-based textbooks in online English classes. Survey results from 97 undergraduates report that paper-based textbooks facilitate students’ learning, bring them a sense of togetherness with a teacher and classmates, and bridge the gap between real and virtual learning spaces.

This presentation outlines two tasks in which learners critically engaged in inquiry through the crossing of the cognitive process dimensions of Bloom's Taxonomy with Webb’s Depth-of-Knowledge. L2 learners collaborated to identify these traits in reading questions and then designed reading quizzes with questions of their own within this framework.

Consideration of cognitive biases is a key issue for future critical thinking instruction at the college level. Research indicates the need for teachers to understand cognitive biases and how to deal with them. This presentation explains practical ideas for teachers to address cognitive biases in their critical thinking instruction.

In recent years, the number of Japanese universities implementing Collaborative Online International Learning (COIL) is increasing. This presentation attempts to discuss the ways COIL can support English-medium instruction (EMI) programs at Japanese universities.

This presentation will detail the design, creation, and implementation of a logical thinking skills-based reading comprehension project book in a large private university first year reading and writing course. Early results showed that average student scores were positively impacted by the introduction of the logical skill reading comprehension project book.

The presenter is analyzing cross-cultural communication between Japanese and international students at university. Video-recording data of one hour English conversation on Zoom was collected and a qualitative methodology was applied. Cultural patterns of communication style of Japanese and international students are analyzed, specifically on the degree of directness/indirectness, turn-taking, and silence. (Graduate Student Showcase)