Kei Miyazaki, Ed.D. (Tokai University)

This study investigated the Language Assessment Literacy (LAL) needs of Japanese secondary EFL teachers using an ecological approach and Activity Theory (Engeström, 1987). While existing literature indicates a lack of LAL awareness among teachers, specific contextual factors remain underexplored. Through questionnaires and interviews with four different stakeholder groups, the analysis identified six key themes. In addition to corroborating known factors like high-stakes exams, the findings revealed previously unexamined factors: school types, novice-experienced teacher gaps, and administrative hesitancy due to workload. These gaps provide a foundation for designing future practical LAL professional development programs tailored to the Japanese educational context.

Kei Miyazaki is a professor at Tokai University in Kanagawa. He holds a doctoral degree in TESOL. His research interests include language test and assessment, and teacher education.

Abigail B. Capitin-Principe (Lecturer, Nanzan University)

As language learning methods evolve toward digital spaces, it is often unavoidable that educators must use technology to provide more dynamic, timely, and personalized assessments of students’ learning development. Google Classroom can be an effective assessment tool for English Language Learners (ELLs) because it can be used for both formative (quizzes and feedback) and summative (presentation and reports) assessments. Features such as real-time feedback in Google Docs, automated grading (where available) in Google Forms, and rubric integration support the learning process of ELLs. These features also give the educator the ability to manage time more efficiently. This presentation aims to share practical insights into streamlining assessment processes while enhancing student engagement and encouraging language proficiency.

Abigail B. Capitin-Principe holds a Bachelor's degree in Library Science from the University of the Philippines, Diliman, and an MBA with honors from the Philippine Christian University. She furthered her studies at Aichi Shukutoku University under the MEXT Scholarship Program, completing a Master’s degree and all PhD coursework in Library and Information Science. With over 15 years of experience teaching English at various universities in Nagoya and Aichi, she is dedicated to integrating technology into the ESL classroom. Her interests include the effective use of online resources, gamification, and incorporating student-created outputs to enhance language learning. She believes that both analog and digital methods should be effectively utilized in the language learning classroom.

Ryuhei Mizoguchi (PhD candidate in the Graduate School of Education at Waseda University)

This presentation explores effective writing feedback practices through the lens of Learning-Oriented Assessment (LOA) in the AI era. The first part briefly reviews key principles from the LOA literature, focusing on feedback that promotes learner engagement, reflection, and subsequent action rather than one-way transmission of comments. The second part illustrates how these principles were translated into classroom practice through a feedback approach implemented in a Japanese lower secondary school, where AI-generated feedback was incorporated into textbook-based writing tasks regularly implemented in class, with the teacher intentionally designing follow-up and revision activities.

Ryuhei Mizoguchi is a PhD candidate in the Graduate School of Education at Waseda University, Japan, and teaches English at the lower secondary school level. His research interests include language assessment literacy, classroom-based assessment, and the pedagogical use of technology to support learning-oriented assessment.

Jeanne Flores-Purpura, PhD (Brother Andrew Gonzales College of Education, De La Salle University - Manila)

The emergence and rapid development of Artificial Intelligence (AI), particularly generative AI (GenAI), have significantly impacted and transformed academic writing. Consequently, there is a need for educators to revisit, evaluate, and modify their course syllabi, approaches, strategies, and techniques in teaching academic writing. This discussion focuses on General Purpose Communication (GEPCOMM), a foundational English course that all students are required to enroll in during their freshman year at the university. The modification of the academic writing process, assessment practices, and the integration of AI in the assessment process (including self-assessment, peer assessment, and teacher assessment) are discussed. Moreover, the revision of the writing process and assessments is based on the autoethnographic results and discussion by the core team, which was assigned to re-evaluate the course syllabus.

Dr. Jeanne Flores-Purpura is a full-time Assistant Professor of the Department of English and Applied Linguistics (DEAL), Brother Andrew Gonzales College of Education, in De La Salle University-Manila. She earned her master’s degree in Language and Literature Teaching at Ateneo De Manila University and her Doctorate in Applied Linguistics at De La Salle University-Manila. 

She is a licensed professional educator and has been in the academe for 36 years. She is currently the General Purposive Communication Coordinator in DEAL/BAG-CED and has developed syllabi and modules for undergraduate and graduate programs, where she teaches the courses. Furthermore, she was also the former Vice Chair and SHS English Coordinator of DEAL/BAGCED, where she led the development of Online Distance Learning modules during the pandemic and continued to develop these modules post-pandemic. She is actively involved in various committees, including assisting in the organization of international conferences, where she serves as chair of the social committee and a member of the scientific team. She is a published textbook writer in language and literature, with works available at both the elementary and high school levels. Her research interests include Computer-Assisted Language Learning (CALL) in English Language Teaching (ELT) and English Language Learning (ELL), as well as Artificial Intelligence in ELL and ELT, Pragmatics, and Discourse Analysis. Her research papers have been presented at local and international conferences.