ジェイコブ　リード   Jake Reed   Jacob Reed    所属   追手門学院大学  国際学部 国際学科    追手門学院大学  国際教養学部 国際教養学科    職種   准教授
発表年月日	2026/08/27
発表テーマ	Play-Centered Interaction in CLIL EFL: Interactional Competence in a Board Game–Based “Specialized Studies in English” Course
会議名	JACET 65
学会区分	全国学会
発表形式	口頭（一般）
単独共同区分	単独
国名	日本
開催地名	Ritsumeikan University, Ibaraki Campus
発表者・共同発表者	Jacob Reed
概要	This presentation examines classroom interaction in Specialized Studies in English (SSE), a required second-year university EFL course that adopts a CLIL-oriented framework in which instructors teach English through rich and diverse content domains (e.g., photography, literature, tabletop games). The study focuses on one implementation of SSE that uses modern board games as experiential content, emphasizing ludic interaction, peer collaboration, and minimal lecturing in large, mixedproficiency classes. The analysis adopts an interactional competence (IC) perspective, viewing language ability as the capacity to participate effectively in social interaction. During gameplay, students engage in interactional practices such as initiating activities, explaining rules, negotiating strategies, and coordinating group actions in English. Interaction data are documented through structured classroom field notes focusing on participation roles, interaction types, and observable changes in student involvement across the 13-week term. The presentation reports on recurring interactional patterns and initial developmental trends, with particular attention to how participation becomes more distributed over time and how students increasingly take on explanatory and leadership roles during group play. Rather than focusing on micro-level linguistic features, the study highlights macro-level interactional behavior that reflects learners’ growing ability to use English as a social and functional resource during shared, low-stakes activities. By illustrating how interactional competence can be observed through everyday classroom practice, this study offers practical insights for instructors implementing content-based or experiential approaches in university EFL contexts and contributes to classroom-based research on interaction-focused second language development.