December 15, 2024 (SUN)
Time: 14:00–15:00

Venue: Akita International University (RM: D103)
Title:
GRAD STUDENT POSTER SESSION: CLASSROOM-BASED DISCOURSE ANALYSIS

Bio: 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.
______________________________________________________
#1 Student Interactions in a Japanese High School Setting
Sakura HANAOKA
Abstract: Using conversation analysis (CA), this research analyzes the data from a
Japanese high school 1st-year class. Focusing on the students’ reactions to teacher
prompts, this research examines students’ talking in the specific environment of the
classroom.

#2 The Analysis of Student and Teacher Interaction During Teacher Talk in an
EFL Class in the Context of a Japanese High School
Saya TAKAHASHI
Abstract: This study analyzes the interaction between students and the EFL teacher in a
high school class, focusing especially on teacher talk. Specifically, the study uses
conversation analysis to explore the extent to which teacher talk affects students’
utterances.

#3 Error Correction Methods and the L1 Thinking Process
Daniel PODBOROCHYNSKI
Abstract: This study analyzes data from a one-on-one English conversation lesson with
an adult student who often thinks out loud in their L1 (Japanese). The research looks at
error correction (recall and invocation) as well as the use of the students’ L1 as both an
invitation for correction and as a method for self-correction.
#4 Instructional Patterns of Advanced Learners in EAP Settings: An
Observational Study
Jier Xi
Abstract: Through collecting and analyzing EAP classroom interactional data, this study
examines advanced learners' responses to different instructional approaches. The
research focuses on how these learners engage with various teaching strategies in
academic settings. The findings reveal distinctive patterns in participant behavior during
different classroom activities.
#5 How Teacher Agency was Usurped and Reestablished in an EAP Course
Chia-An TSAI
Abstract: The research uses conversation analysis (CA) to investigate the teacher-
student interactions in an English for Academic Purposes (EAP) class. It focuses
specifically on analyzing how a student question impacted teacher agency and how the
teacher reestablished it to direct the classroom discourse.
#6 Adapting EFL Teaching Strategies for Less Proficient Learners: A Case Study
of a Japanese High School EFL Class
Zhiwen GAN
Abstract: Japan's lowest English proficiency among advanced economies reflects
cultural and educational challenges that hinder students' willingness and ability to
communicate in English. This study uses conversation analysis to explore how ESL
teachers in Japanese high schools support less proficient learners through multimodal
strategies like code-switching, gestures, and optional answers. While these methods
foster inclusivity and engagement, they may also impede the development of
autonomous English-speaking skills. The findings highlight the need to balance
accessibility with effective language acquisition.

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