17th Education and Development Conference [EDC2022]
"The Next Generation Education through New Lenses"
​5th - 7th of March 2022  - VIRTUAL

SPEAKERS

EDC2022 Panel discussions

Reinforcing Humanity in Education​
Saturday, March 5th '22
2:00 PM - 3:30 PM UTC
FACEBOOK LIVE (FB: EDConference)
We believe that education should be more than just technical knowledge and training for a job. It should be the collection of intergenerational sets of experiences and indigenous knowledge. That’s what we used to come this far in the evolution of our society.
This panel discussion is intended to give us cross-cultural, cross-generational and cross-sectional perspectives on what knowledge, virtues and values needed to be maintained and preserved for future generations the humanity is based upon and to suggest applicable solutions.​
The Power of Technology and Impactful Ways to Use It
Sunday, March 6th '22
2:00 PM - 3:30 PM UTC
FACEBOOK LIVE (FB: EDConference)
Information is accessible more than it has ever been before. What are the opportunities that technology has brought into the world of education and what are the challenges?
We’ve explored this topic from different perspectives: from the possibilities it brings for innovation in methodology of teaching to a fully personalized learning experience that can cater to needs and aspirations of a specific individual.
Our distinguished panelist will share advice on how to use technology to serve our needs best as well as the needs of the entire society.

EDC2022 Speakers:

Collaborative Learning with CCC Members in Learning 21st Century Skills and Worldviews During the COVID-19 
Prof. Hiroyuki Obari, [Aoyama Gakuin University, Japan]

Dr. Hiroyuki Obari is Professor Emeritus at Aoyama Gakuin University. He now teaches part-time in the Faculty of Law, Waseda University, and in the Tokyo Institute of Technology graduate school. He has been a visiting researcher at the National Institute of Advanced Industrial Science and Technology (AIST) since 2006. Born in 1953, he received his B.A. from the University of Oklahoma (Political Science), M.A. from ICU (International Relations), second M.A. from Columbia University (TESOL), and Ph.D. from the University of Tsukuba (Computer Science). He served as a visiting researcher at the University of Oxford (1998, 2007, 2018~2020). He specializes in CALL, TESOL, Worldview Studies, and Edutec. His recent publications include McCarty, S., Obari, H., & Sato, T. (2017). Implementing Mobile Language Learning Technologies in Japan. Springer.

Directionality and Depth: What Indigenous Educational Design and Research Teach Us About Ourselves
Dr. Elizabeth Sumida Huaman [​University of Minnesota, USA]

Elizabeth Sumida Huaman (Wanka/Quechua) is Associate Professor of Comparative and International Development Education at the University of Minnesota, Twin Cities. She studies the relationship between Indigenous lands, cultural practices, and in and out-of-school learning with Indigenous communities and institutions in the Americas. Centering Indigenous knowledge systems, her work examines the structures of modernity and impacts of development, and explores Indigenous community-based educational design, generative environmental pedagogies, and the many frames and practices of decolonial Indigenous rights. She works on Quechua research methodologies and writes in fellowship with other Indigenous research methodologists worldwide. Her recent books include Indigenous Knowledge Systems and Research Methodologies (Canadian Scholars’ Press), and the special issue, “Indigenous women and research: Conversations on Indigeneity, rights, and education” of the International Journal of Human Rights Education. Her work has also been featured in Anthropology & Education Quarterly, Cultural Studies of Science Education, and Education Policy Analysis Archives.

Happiness Education 
​Prof. Gerald Fry [University of Minnesota, USA]

Dr. Gerald Fry is a distinguished international professor in the Department of Organizational Leadership, Policy, and Development, College of Education and Human Development, University of Minnesota. He received his BA from Stanford University, an MPA from the Woodrow Wilson School at Princeton, and his PhD from Stanford University. Previously, Dr. Fry was a professor of political science and international studies at the University of Oregon where he also directed the International Studies Program and the Center for Asian and Pacific Studies. He was the team leader for major Asian Development Bank projects in Laos and Thailand related to education reform. He has previously taught at Stanford and various universities in Thailand, Laos, and Vietnam. In 1991–1992, he was a Pew Fellow in International Affairs at the Kennedy School at Harvard.  Among his many publications are the books Pacific Basin and Oceania; The International Education of Development Consultants: Communicating with Peasants and Princes; International Development Dictionary; Thailand and Its Neighbors: Interdisciplinary Perspectives; Synthesis Report: From Crisis to Opportunity, The Challenges of Educational Reform in Thailand; Association of Southeast Asian Nations; Historical Dictionary of Thailand; and Education in Thailand: An Old Elephant in Search of a New Mahout.

Social Mobile Learning for Education for Sustainability (EfS)
Ray Ting-Chun Wang [Faculty of Journalism and Mass Communication, Thammasat University, Thailand]

Ray Wang is a Lecturer at the Faculty of Journalism and Mass Communication at Thammasat University, and a PhD Candidate in Sustainable Leadership at the College of Management, Mahidol University. His research focuses on media management education, education for sustainable development, and experiential/service learning.

Inclusive Education - A Prescript to Engagement by all Stakeholders
Victoria Magaba [Walter Sisulu University, South Africa]

Victoria is a fully qualified English teacher with 27 years teaching experience. Her passion for teaching started at an early age after realizing that education can change a person's life, and she wanted to be part of that change.
Currently, her professional life is based at Walter Sisulu University where she lectures Communication to students registered for different courses. The module that Victoria teaches equips students with verbal and non-verbal communication skills, business English, communication theory, etc. These communication skills are pivotal to students academic growth and personal development as these will contribute positively to their career prospects. 
In order to grow in her professional career, Victoria has a vested interest in national and international conferences because these platforms are a great learning experience which resonates with her hunger for knowledge sharing.

User Perceptions of Serious Games and their Features
Dr. Anastasia Eleftheriou [American University of Cyprus, Cyprus]

Dr. Anastasia Eleftheriou (female) holds a PhD in Complex Systems Simulation from the University of Southampton and a BEng in Computing from Imperial College London. Her Doctoral Thesis main aim was to investigate the use of serious games simulations for public health issues, and, in particular, to explore the use of simulations to access and influence attitudes to sexual behaviour. She has experience in applied research in Horizon and Erasmus+ projects in various fields, but especially in health and education. She has extensive experience in sex education interventions both in industry and academia. She is a co-founder of Technologos Research and Innovation Services and a lecturer at American University of Cyprus (AUCY). Dr. A. Eleftheriou has published several scientific papers in International Journals as well as in International Scientific Conferences and Workshops.

User Perceptions of Serious Games and their Features
Kalli Koulloufidou [T.R.I. TECHNOLOGOS RESEARCH AND INNOVATION SERVICES LTD, Cyprus]

Kalli Koulloufidou holds a MEng in Computing from Imperial College London. Her dissertation’s aim was to perform a statistical analysis of a large-scale 3D facial database using sparse anthropomorphic landmarks and measurements, examining the limitations of the Farkas landmarks and measurements for the purposes of craniofacial reconstructive surgery, and investigating whether they should be replaced by dense modelling methods. She also conducted a systematic analysis of the ability of the anthropometric measurements defined by Farkas to uniquely characterise a specific facial morphology. She worked for Amazon Development Centre London as a Software Development Engineer in the Partner Distribution and Integration team, responsible for integrating the Amazon Video application on different devices. She is currently a Senior Software Developer at Technologos Research and Innovation Services. She has experience in the development of digital educational interventions, including serious games that integrate storytelling and interactive experience.

Examining Gender and Urban/Rural School Differences in Empirically-derived Achievement Profiles
Raymon P. Espanola [Surigao State College of Technology, Philippines]

Raymon P. Espanola is Assistant Professor teaching Teacher Education and Social Sciences courses, whose educational background and research interests are centered on Educational Psychology

Academic Integrity: The Pandemic, Virtual Classes and the Implementation of Lessons Learned
Alexandra Jeikner, PhD [Deree - The American College of Greece, Greece]

Alexandra Jeikner (PhD in English Literature, Newcastle University; M.A. English Literature, Open University; M.Sc. Public Relations, University of Stirling; B.A. English Literature, Deree) teaches literature courses in the English Department as well as writing and research courses in the Writing Program at Deree – The American College of Greece. In the past, she also taught Freshman Seminar courses in the General Studies Program. 
Her two publications explore identity construction in Victorian fiction for children, while she also presented at the Inaugural Mediterranean Academic Integrity Conference in 2016, and the Canadian Symposium on Academic Integrity in 2021. In the past, she also served as oral examiner at the English language exams offered by the University of Michigan and worked at the Athener Zeitung.
She currently serves as advisor of the Creative Writing Club at Deree and was advisor to the Better Days 4 Strays club for several years.

Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving
Dr. Louida P. Patac [Surigao State College of Technology, Philippines]

Dr. Louida P. Patac has been a faculty member at Surigao State College of Technology for 15 years.

She is currently serving as Dean of the College of Arts and Sciences.
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She holds a Ph.D. graduate in Mathematics Education, and the majority of her research focuses on trends and issues in Mathematics Education.

Leadership and Volunteerism in Todays World
Heather Dawn McCaig [Alberta Association of Students' Councils and Advisors, Canada]

Heather McCaig's role as a teacher is not only to teach, but to “facilitate learning and wellness, from top to bottom." This Leadership teacher from Canada has a passion for hands-on learning that has led to a life of experience. Whether traveling in East Africa, long-distance motorcycling, or leading charitable endeavours at home, Heather always errs on the side of kindness, while always finding gratitude in the little things. Heather brings her individual-centered approach to learning to her teaching career at Medicine Hat School District, where she created a leadership program based on Volunteerism.

A Qualitative Inquiry Concerning Gamification of Language Learning: A Case Study on Thai Undergraduate Hospitality Management Students
Veronica Aguilos [Prince of Songkla University - Phuket Campus, Thailand]

Ms. Veronica Aguilos is a lecturer from Prince of Songkla University – Phuket Campus since 2016. She has been teaching business courses, namely leadership, strategic management, international business, technology entrepreneurship, and e-commerce, to undergraduate students since 2014. Her research interests are in educational innovation in higher education using MOOC and gamification in education. In addition to that, her recent activity outside academics is consulting in digital marketing, specifically in social media analytics, SEO, influencer marketing, and content management. She received her bachelor’s degree in Computer Science, majoring in Computer Systems Engineering from De La Salle University in Manila, Philippines, and master’s degree in Business Administration from Royal Melbourne Institute of Technology in Melbourne, Australia.

Youth at Risk of Early School Leaving: Exploring Educational Strategies
Dr. Miruna Luana Miulescu [University of Bucharest, Romania]

Dr. Miruna Luana Miulescu is assistant professor in the Department of Educational Science at the Faculty of Psychology and Educational Science at the University of Bucharest, Romania. She also works as a researcher in the Educational Policies Department, at the National Centre for Policy and Evaluation in Education. Her research lies within the field of curriculum, teacher training, national education policy and school curriculum. She holds a doctorate in Educational Sciences from the University of Bucharest.

Using Mantel-Haenszel, Distractor Response, and Logical Data Analyses in Detecting Differential Item Functioning in a Senior Science High School Entrance Examination
Diana Lou E. Sipalay, LPT, MAEd [University of the Philippines, Philippines]

"The moment I graduated, I handled secondary to tertiary classes as a classroom instructor. I was a National Board Exam reviewer and did tutorials from primary to collegiate level. My undergraduate course is Bachelor of Science in Chemistry for Teachers. I took Master of Arts in Education major in Measurement and Evaluation because I am always fascinated as to how assessment can gauge the learning of a student. Assessment binds all of the tenets of the teaching-learning process. It is very important to ensure proper diagnostic for measuring learners' schema, guarantee development through formative learning and check the realization of the competencies and objectives needed after teaching. It is the most important indicator that the ultimate goal which is “quality education for all” is achieved and embodied by the learners. Currently, I'm planning my PhD career to be an Educational Research and Evaluation specialist."

A Conceptual Learning Design for Education After Pandemic Era – The Cognitive VR Classroom
Xi-ning Wang [Trinity College Dublin, Ireland]

Xi-Ning is a fully-funded PhD candidate at Trinity College Dublin, Ireland. Her research is related to virtual reality (VR) intervention, rural education, and rural children's well-being. Xi-Ning also has international collaborative projects regarding VR and educational neuroscience.

Higher Education in a Backward Region of India - A Study With Reference to Tripura
Dr. Sayan Saha [Maharaja Bir Bikram College, India]

Dr. Sayan Saha is serving as a Lecturer in the Department of Commerce, Maharaja Bir Bikram College, Agartala, Tripura. He is actively involved in teaching and research in the discipline of Commerce and Management for more than ten years. His area of academic interest includes accounting, finance and social issues of NER. A good number of his research papers have been published in reputed journals. He has also presented various research papers at national and international conferences.

Prof. Akinori Seki [Tokyo Keizai University /AAEE, Asia Association of Education and Exchange, Japan]

Professor Akinori Seki is the Dean of the Center for General Education and the chairperson of the International Exchange Committee at Tokyo Keizai University. He is also the president of AAEE, Asia Association of Education and Exchange (a general incorporated association in Japan). Professor Seki has been in charge of more than 30 international cultural exchange projects with university students conducted mainly in Asian countries such as Nepal, Vietnam, and Thailand since 2008. As a professor and the president of AAEE, he has also hosted more than ten events, including International Student Summits supported by the Ministry of Foreign Affairs in Japan and JICA (Japan International Corporation Agency).
His main research and teaching interest is cross-cultural communication and motivating students to learn through exchanges with people from different cultural backgrounds.

Understanding Human Presence: Deconditioning needs in Contemporary Curriculum Development
​Prof. Slobodan Dan Paich [Artship Foundation, USA]

Slobodan Dan Paich native of former Yugoslavia was born 1945. He lived in England from 1967 to 1985. Slobodan taught the History of Art and Ideas, Design and Art Studio from 1969 through 1985 at various institutions in London, including North-East London Polytechnic, Thames Polytechnic and Richmond College-American University in London. Between 1986 to1992, he taught at the University of California at Berkeley. With a number of scholars, artists, and community leaders, he founded the Artship Foundation in 1992, and has been its Executive Director ever since. He also served as a board member of the Society of Founders of the International Peace University in Berlin/Vienna from 1996 to 2002, where he lectured annually and chaired its Committee on Arts and Culture

Social and Academic Impacts of CoViD19 - related Emergency Remote Teaching on Japanese University Students
Cristina Tat & Dr. Sean Eric Kil Patrick Gay [Kwansei Gakuin University, Japan]

Cristina Tat is an Associate Lecturer of English in the School of Policy Studies at Kwansei Gakuin University. She is a graduate of City University of New York and Vassar College. Her research interests include extensive reading, creative writing in the EFL classroom, academic writing and materials development.
Hoang Thi Hong Hanh (Hanh Hoang) is an enthusiastic individual with strong interest in education. Experienced a lack of resources during her student life, her motive is to create learning opportunities for young generations. In the context of globalization, international experience strongly benefits one's personal and professional development. Therefore, she focuses on fostering exchange among students worldwide. Recently, this member of Asia Association of Education and Exchange (AAEE) has been actively contributing to short-term exchange programs with positive impacts on participants.

Teaching Third Culture Kids
​Dr. Susan E. Crosbie [Oman]

After working for various investment banks in NYC and Bangkok, Dr Susan Crosbie returned to academia and earned her doctorate in education from the University of Minnesota, Twin Cities Campus, USA in 2006. Her inspiration came after teaching at an adult literacy program in the Republic of South Africa from 1996-2001. She has been teaching in the Arabian Gulf for over seventeen years, and currently during the academic year, she acts as an educational consultant for K-12 schools. Her research interests include 1) academic integrity and the use of technology, including artificial intelligence, not only in the identification of academic fraud but also in guiding students how to use technology to build vocabulary to avoid plagiarism, and 2) MSALs (Modern South Arabian Languages) of Oman which are included in the UNESCO list of endangered languages. She is currently researching to write a book chapter about the two recently deceased, greatly loved leaders His Majesty King Bhumibol Adulyadej of Thailand and His Majesty Sultan Qaboos bin Said of Oman.

Panel discussion: 'Reinforcing Humanity in Education"
Susanna Nicol [EQ for Kidz, Thailand]

​Susanna Nicol, a specialist in child emotional intelligence, is the face behind EQ for kidz. She created this program based on her educational background in early childhood education and developmental psychology.

Through her extensive experience teaching children in schools and in the home, she observed an important piece of children’s intelligence missing in education – the ability to cope with hard feelings, to be a kind friend, to persevere through hardships, and to understand and empathize with others.

Susanna not only understands the science behind emotions but also how to coach practical tools and strategies to develop EQ in the early years – when it matters most.

Panel discussion: 'Reinforcing Humanity in Education"
Dr. Nicolas Kyriakides [University of Nicosia, Cyprus]

Nicolas Kyriakides is a lawyer, an academic and a lobbyist. He is a graduate of the National and Kapodistrian University of Athens, he holds postgraduate degrees from UCL and NYU and a PhD (DPhil) from the University of Oxford. He has also been a visiting researcher at Harvard University. He teaches at the University of Nicosia and has contributed to a number of high level innovative legal research initiatives and papers in the course of both his commercial practice and his academic life.

Panel discussion: 'Reinforcing Humanity in Education"
Prof. Kimberly Barker [Antelope Valley College, USA]

Professor Kimberly Barker is a highly motivated educational leader, and DEI activist, committed to continuing her endorsement of educators, and Child and Family Education (CFE) professionals. She advocates for and promotes the overall equitable, healthy development and support of students, children, adolescents, family, colleagues, and community

Panel discussion: 'Reinforcing Humanity in Education"
Lisa M. Wilson [C.A.R.E. Collective, USA]

Lisa is Co-Founder of C.A.R.E., a coalition of dynamic activists and change agents who develop curriculum and professional learning offerings that empower professionals to fight and advocate for social justice and human rights towards an equitable and inclusive world for all people. As previous Professional Development Coordinator for Race to the Top Early Learning Challenge pilot in Los Angeles County, Lisa expanded her passion for quality programs for all children to close the opportunity gap. She is previous chair and co-chair for Child Care & Early Education Task Force, as well as a member of Community Voices and has worked in the field of early childhood education for over 20 years. Lisa has led two programs through NAEYC and NAA accreditation; she also has experience working in group homes as an administrator.

Developing Cultural Competency in the Learning Environment
Susuga Leiataua Dr. Robert Jon Peterson, M.P.P. [TE2 Consulting, USA]

Leiataua Dr. Robert Jon Peterson, M.P.P. is the President of TE2 Consulting LLC. Dr. Peterson’s 20+ years of educational experiences as a Teacher, Coach, Principal, Executive Administrator, Business Owner, and Cultural Leader in Minnesota and the Pacific Region informs his professional practice and academic work. 

Dr. Peterson is a MN licensed Superintendent, Principal, Teacher, REALTOR, and certified Cultural Competency Trainer (CCT) and offers a distinct set of knowledge and skills to his clients which include schools, districts, non-profit organizations, counties, and for profit enterprise. 

Lastly, Leiataua Dr. Peterson is a published author, recording music artist, and guest lecturer at the University of Saint Mary’s and uses those experiences to inform how to best meet his client’s needs. He also owns and runs a business called, "TE2 Edge Sports Cards," which specializes in the selling sports cards.

The Learning Skills Deficit among Higher Ed Students
Dr Kenneth Houston [Mahidol University, Thailand/Ireland]

Ken Houston teaches international relations at MUIC, Thailand. He also founded Unihacker.net, an online training provider for students in higher education, helping to upskills students in learning skills.

Recent Trends in Quality Assurance in Asian Higher Education: Comparing the Cases of Japan, China, Vietnam and Indonesia, 2000-2020
Professor Patrick Naoya Shorb [Kansai University of International Studies, Japan]

Patrick Shorb is head of Institutional Research at Kansai University of International Studies. He is a Professor in the School of International Communications. Prior to his current position he was Manager of the Learning and Teaching Enhancement Office at Xian Jiaotong-Liverpool University in Suzhou, China, and more recently an Associate Professor and Director of the Active Learning and Assessment Center at Akita International University. His research interests include the globalization of quality assurance practices at the higher education level as well as the history of education practice, particularly in Asia. He received a Master’s in Education from Stanford University and a Ph.D. in East Asian Studies from Princeton University.

Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture  Across and Beyond Curriculum
Dr. Fabiana Diniz Kurtz da Silva, Dr. Anderson Amaral de Oliveira and Dr. Josei Fernandes Pereira [Unijuí, Brazil]

Fabiana Diniz Kurtz da Silva graduated in Letters from Santa Maria Federal University (UFSM) (2001), Master's in Linguistics from UFSM (2004), PhD in Education from Unijuí (2015) with sandwich period in Lisbon University (ICT in Education). Full professor at Unijuí, with research experience in Linguistics, textual genre, EAP teaching, technology and education, teacher education.
Josei Fernandes Pereira graduated in History from the UNIJUI (2010) and master's in History from the University of Passo Fundo - UPF (2012). He is currently an assistant professor at the UNIJUI and serves as director of the Association of Friends of the Anthropological Museum Director Pestana (MADP) in Ijuí. He is co-founder and coordinator of the extension project "Traças Digitais", where he works with history teaching practices and teacher training. He has experience in the field of Social History, with an emphasis on regional studies, immigration and colonization, social movements, cooperatives, gender relations
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Anderson Amaral de Oliveira is the English and Literature professor at Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ). Doctor of Letters – Universidade Federal de Santa Maria (2020). Currently, coordinates a university extension project called Digital Bookworms (Traças Digitais). Research interests involve transmedia storytelling, ICT, literature, and digital humanities. Currently, project manager of program English Teaching Assistant (ETA) Fulbright/Capes. Brazilian jiu-jitsu and Judo practitioner and competitor.

An Investigation Into The Effects of Mother Tongue on Vietnamese First-year English-Majored Students' Writing Skills
​Hoang Anh Phong [University of Languages and International Studies​, Vietnam]

Hoang Anh Phong has been teaching English at University of Languages and International Studies (ULIS) for 5 years. Before that, he used to work as an English lecturer at the Academy of Policy and Development.

Hoang Anh Phong graduated from ULIS and after that, he continued to study Master of TESOL at Victoria University, Australia. Now he has finished the course and got a master’s degree.

Holistic & Humanistic Philosophy of Gross National Happiness
Ven. Ugyen Tshering [Mahachulalongkornrajavidyalaya University, Thailand]

Ven. Ugyen Tshering joined the monastery at the age of 6 after his father passed away. He has obtained an MA in Buddhist Studies from Tango Buddhist University in Bhutan. In 2015 he came to Thailand and started to learn the English language for 2nd MA in international Buddhist studies and got 2nd MA from Mahachulalongkornrajavidyalaya University in Thailand. Finally he is a Ph.D candidate at Mahachulalongkornrajavidyalaya University.

Self-analyzing Conversational Performance: Teaching EFL Learners to Construct and Analyze their BEFORE and AFTER Conversations

This paper describes a teaching method for English oral communication that is based upon the students ‘self-noticing’ particular structural features of their own language use during dialogic conversation. Specifically, it shows how EFL learners can be taught to record, transcribe and analyze two of their own dyadic English conversations: one recorded before the teaching phase, and the other recorded after the teaching phase. Through quantitative and qualitative analyses of the data from the students' own analyses and a questionnaire administered at the conclusion of the course, the teaching phase is evaluated in terms of the before-after changes in their individual dialogic contributions, thereby providing support for the hypothesis that these
changes occurred because they 'noticed' where their performance needed adjustment. The teaching phase encompasses both how to structure an English conversation, and also how to analyze it. This is predicated on the belief that a conversation, as a distinct genre of spoken discourse and in contrast to it being labelled as largely unpredictable and therefore difficult to teach, does in fact encode constituent structures that are predictable in both their occurrence and structures, and hence 'teachable' in the classroom.
I'm an Australian, and I've been a teacher my whole working life since 1986, having taught in primary schools in Queensland and the Northern Territory in Australia, and universities in China (Guizhou Province) and Japan. I've lived in Japan since 1992 and consider it my home. I have a Bachelor of Education as well as master and doctorate degrees in applied linguistics. I love rugby, fishing, DIY, traveling, beer and wine. I no longer look like I used to, but isn't that all of us. Call me 'Tony.'

Designing teaching workshops for pre-service teachers of English in Japan

This presentation explicates a teacher training workshop which is part of a five-year research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior high schools and senior high schools in Japan. At the beginning of the project, pre-service teachers of English were asked to identify what topics they would like to be included in teacher-training workshops designed to address their needs. In 2022, two workshops were held based on these perceived needs. This presentation focuses on the efficacy of the second workshop considering the participants’ (n=16) feedback. The presenter will also map out the design of future workshops and argue for the necessity of practical support for pre-service English teachers considering the current teacher-training structure in Japan. 
Dr. Tony Cripps has been teaching in Japan for over thirty years. He is a Professor of English at Nanzan University (Graduate Program of Linguistic Science and the Department of British and American Studies). His research interests include teacher training, learner autonomy, material design, MOOCs, pedagogical innovation, and English for Medical Purposes (EMP).

For the last two decades Tony has run numerous teacher-training workshops in Japan and overseas. He is currently working on a major research project (Kaken B – No. 21H00551) funded by the Japan Society for the Promotion of Science which aims to provide pedagogical support for pre-service English teachers in Japan.