We are once again privileged to have Dr. Hale and his students for our December meeting.

December 13, 2025 (SAT) Time: 14:00–15:00

Venue: Akita International University (RM: D103)

This poster session will feature ten original classroom-based discourse analyses conducted by graduate students in the English Language Teaching Practices (ELT) program at Akita International University (AIU). In their final project for Introduction to Foreign Language Acquisition class, students were required to collect authentic classroom discourse data, transcribe it using conversation analysis (CA) methodology, and provide an analysis of the discourse using what they have learned in the course. Finally, they were asked to provide a reflection about what they discovered in the process, and how their teaching will change as a result. This project is based on a framework designed by the course instructor in which student teachers learn the value of integrating action research with reflective practices (see Hale, Nanni & Hooper, 2018). Participants will be able to move freely between concurrent poster sessions.

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#1 Student Engagement During Teacher Talk in a Japanese Senior High School EFL class

Rie KAWAMURA 

Abstract: This study analyzes data from a 3rd year senior high school EFL class. Particularly, the initiation-response-feedback (IRF) sequence during the teacher talk is examined. Through the use of Conversation Analysis (CA), the research looked at the opportunities for student participation created during the teacher’s instructions. 

#2 Teacher and Student Code-Switching in Japanese High School EFL Instruction: Insights from Conversation Analysis

Nonoka HORIE

Abstract: This study investigates the nature of classroom interaction between an EFL teacher and students in a first-year senior high school class in Japan. Specifically, it employs Conversation Analysis (CA) to examine how code-switching between Japanese and English is enacted and functions within the interactional environment.

#3 The Effectiveness of Interactional Feedback Provided by Non-Japanese English Teachers in Japanese Junior High Classes

Jiayi QIAN

Abstract: Based on data from Japanese junior high school English class, the study evaluates the effectiveness of interactive feedback provided by a non-Japanese English teacher through conversation analysis. By examining the interaction between the teacher and students, as well as its impact on students’ participation, the study aims to provide insights for non-Japanese English teachers to promote opportunities for students to engage in classroom interaction. 

#4 Interactional Practices Among JTE, ALT, and Students

Yayoi OSUGA

Abstract: This study examines the interactional practices among JTE, ALT, and students in a high school EFL classroom in Japan, using conversation analysis. The research analyzes how teachers’ elicitation strategies and language choices influence student participation and negotiation of meaning. The results will offer valuable perspectives on collaborative teaching methods and daily classroom communication practices.

#5 Novice Teacher-Student Interaction in EAP Writing Classes: An IRF Based CA Study

Lu Haozhe

Abstract: This study examines classroom interaction in two writing courses within an English for Academic Purposes (EAP) program. Using Conversational Analysis (CA), the study analyzes interactional sequences between a novice teacher and students, with particular attention to the Initiation-Response-Feedback (IRF) structure.

#6 The Role of Teacher Multimodality in IRF Sequences: A CA Study of a Japanese High School Classroom

Kyoka YOSHIMURA 

Abstract: Using Conversation Analysis (CA), this study analyzes classroom interaction data collected from a third-year senior high school in Japan. Focusing on the teacher’s prompts—including gestures and facial expressions—it examines how students produce their utterances within the initiation–response–feedback (IRF) sequence.

#7 The tentativeness and Awkwardness with the new setup of Learning Style

Izumi SUGANUMA

Abstruct:This footage is from the beginning of online classes in Japan during the COVID-19 pandemic. Teachers and students, each in their private rooms, were new to systems like Zoom meetings. Their conversation reflects their tentativeness and awkwardness with the new setup.

Reference:​​Hale, C. C., Nanni, A. & Hooper, D. (2018). Conversation analysis in language teacher education: An approach for reflection through action research. Hacettepe University Journal of Education, 33(Special Issue), 54-71. DOI: 10.16986/HUJE.2018038796