The Asian Conference on Language Learning 2017 (ACLL2017) is a multidisciplinary conference held concurrently with The Asian Conference on Technology in the Classroom 2017 (ACTC2017). Keynote and featured speakers will provide a variety of perspectives from different academic and professional backgrounds on the conference theme of “Educating for Change”. Registration for either conference will allow attendees to attend sessions in the other.
Professor Mark Pegrum
The University of Western Australia, Australia
Mark Pegrum is an associate professor in the Graduate School of Education at The University of Western Australia, where he specialises in mobile learning and, more broadly, e-learning. His current research focuses on mobile technologies and digital literacies. His recent books include: Brave New Classrooms: Democratic Education and the Internet (co-edited with Joe Lockard; Peter Lang, 2007); From Blogs to Bombs: The Future of Digital Technologies in Education (UWA Publishing, 2009); Digital Literacies (co-authored with Gavin Dudeney and Nicky Hockly; Pearson/Routledge, 2013); and Mobile Learning: Languages, Literacies and Cultures (Palgrave Macmillan, 2014). He is an associate editor of the International Journal of Virtual and Personal Learning Environments, a member of the Editorial Boards of Language Learning & Technology and System, and a member of the Review Panel of the International Journal of Pedagogies and Learning. He teaches in Perth, Hong Kong and Singapore.
Professor Ted O’Neill
Gakushuin University, Japan
Ted O’Neill is a professor at Gakushuin University, Tokyo. He recently held the position of Associate Professor of English in the College of Liberal Arts and Sciences at Tokyo Medical and Dental University. Previously, he taught in the English Language Program at J. F. Oberlin University where he also served as Coordinator for the Foundation English Program. Ted was co-editor of The Language Teacher for the Japan Association for Language Teaching (JALT) and currently serves on the JALT National Board of Directors as Director of Public Relations. He received an MA in ESL and Bilingual Education from the University of Massachusetts/Boston, USA. Ted joined the Apple Distinguished Educator Program in 2011 and completed a postgraduate Certificate of Educational Technology and Information Literacy through the Graduate School of Education at the State University of New York in 2014.
Osaka Jogakuin University, Japan
Stuart McLean is an instructor at Osaka Jogakuin University, Japan. He holds an MScEd (TESOL) and a PGCE, and is a doctoral student in Applied Linguistics at Kansai University. He has published in the journals Reading in a Foreign Language, Vocabulary Learning and Instruction, Language Teaching Research, TESOL Quarterly, Language Assessment Quarterly and Applied Linguistics.
Osaka Jogakuin University, Japan
Brandon Kramer is a full-time lecturer of English and Interdisciplinary Studies at Osaka Jogakuin University in Western Japan, and also teaches at Kansai University. He has been teaching English in Japan since 2006, after studying mathematics for his undergraduate degree. After receiving an MS in TESOL from Temple University, Japan, he has published and presented on topics in vocabulary acquisition, language testing and corpus linguistics. He is currently focusing his PhD studies on the intersection of these three disciplines, seeking ways to bring the most up-to-date research into the classroom.
Tokyo Woman’s Christian University, Japan
Louise Ohashi is an associate professor in the School of Global Japanese Studies at Meiji University, Japan. She has been teaching English at university level since 2007, and prior to that she worked within the private language school sector as an English teacher, teacher trainer and Director of Studies. Before settling in Japan, she designed and taught a range of English courses in Australia, England and Italy. She holds a Master of Education (TESOL) and is currently writing her dissertation for a PhD at Charles Sturt University, Australia. Her dissertation examines Japanese students’ independent language learning practices, and explores the impact that introducing students to online tools in their formal education can have on what they do outside of class.