This seminar will be conducted by 3-hour online Zoom sessions for four days: Saturday, March 14, Sunday, March 15, Saturday, March 21 and Sunday, March 22 from 14:00 to 17:00 (JST).  Students taking this seminar for credit must attend all four days. Students can add/drop this seminar course by 18:00 on Saturday, March 14.

The pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, March 14 from 14:00 to 17:00. The sign-up process must be completed through the "Distinguished Lecturer Series Seminar Sign-Up Form" that is available on TUJ Grad Ed website. The sign-up deadline is Friday, March 13, at 12:00 p.m. The public session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, March 13.

The first three-hour open session of this seminar begins by mapping out what a well-designed EFL curriculum should cover across ages and proficiency bands. It then examines how common course structures, tasks, and materials pursue these aims but often fall short for learners. We then show how extensive reading (ER), listening (EL) and watching (EW) can close the gap by supplying sustained input, repetition, and recycling that strengthen form–meaning links, consolidate knowledge and develop fluency which provide a vital base for the productive skills. The factors necessary for a successful ER, EL and EW program will be specified, including text and media selection, scaffolding, and follow up tasks. The limits of ER for specialist topics and higher levels are addressed, with practical strategies for integrating targeted instruction so learning remains efficient and goal aligned.

The participants taking the seminar for credit will then survey the current ER and EL research base to establish what is known and where uncertainties remain. They will be asked to suggest research areas they might prioritize and will analyze sample studies to identify frequent design pitfalls, and derive clear principles for sound methodology. Participants then will sketch feasible experimental or classroom-based designs and suggest ways to improve the design of existing research.

The seminar will then turn to the vital area of writing graded materials to determine how they are written from both story structure and editorial factors to determine what comprises graded material suitable for ER, EL and EW. We will then look at the benefits and restrictions that AI offers when writing these materials and how to avoid some of the pitfalls inherent in using this technology.

Participants taking the seminar for credit will be required to write a short paper based on the session. The options include either a) designing a research proposal for investigating an aspect of ER/EL/EW, or b) writing a book proposal for the writing of a graded reader including the story synopsis and a sample of the book.