Saturday Morning Sessions
Sunday 0900-0950
Setting the Stage: The EFL Classroom in the First Quarter of the 21st Century (Video Encore) (R405)
Guy Cook, King’s College London
Extensive RPGing? Evaluating RPG Video Games for Use in Extensive Reading (R406)
T. Compton, Kansai Gaidai University
Sunday 0930-1050
Active Learning Tasks to Encourage Speaking and Thinking from Different Perspectives (P105)
K. Kauss, Wonsam Middle School
Sunday 0930-1020
Cooperative vs. Collaborative Writing (Or Why Not Both?) (P102)
G. DeHond, Hankuk University of Foreign Studies
Sunday 0930-0955
Pedagogical Dynamics in a Tokyo EFL Speaking Course: Insights from Student Feedback (P101)
S. Kim, Waseda University
How Affective Engagement Starts: Development of Affiliative Responses of a Resisting Child (P104)
H. Kikuchi, Graduate School of Humanities, Osaka University
Building Peace through Higher Education in Divided and Conflict-Affected Contexts (P201)
K. Kester, Seoul National University
Nativeness in EFL Teacher Recruitment: Changing ‘Terms’ and Conditions (P202)
E.Y. J. Kim, University of Notre Dame
Supporting Learners Beyond the Classrooms with Scrabble (P203)
K. Song, University of the Ryukyus
Empowering EFL Learners: Multimodal Digital Storytelling for Speaking Competence (P204)
C.Y. Li, Southern Taiwan University of Science and Technology
C.L Li, Fu Shing Elementary School
Sunday 1000-1050
Exploring the 2022 Revised National English Curriculum: Deciphering What to Teach and How to Teach It (R404)
Eunjee Ko, Namseoul University
Duoethnography in ELT: Research, Reflection, and Practice (R405)
Robert J. Lowe, Ochanomizu University
Pearson's 'Wider World' in Mongolian ESL: Insights, Challenges and Lessons (R406)
N. Sainjargal, The Metropolitan Education Department
DL. Lang, U.S. Peace Corps
Beyond the Classroom: Real-World IT Literacy Through Project-Based Learning (P104)
B. Sanchez, University of South Carolina
Sunday 1000-1030
Digital Tools in College in Japan: Enhancing Education with Student-Centric Approaches (P101)
S. Kim, Waseda University
Examining different Englishes’ accentedness, intelligibility and familiarity at an international university (P201)
J. Maloney, Brigham Young University, Hawaii
AI-Enhanced Digital Storytelling: Fostering Creativity in EFL Learners (P202)
Y. Chen, Yuan Ze University
Enhancing Secondary EFL Learners’ Consciousness on WE and ELF (P203)
K. Sung, Kyung Hee University
Learned Helplessness and Burnout in Korean EFL Teachers and Their Coping Mechanisms (P204)
M. Kwon, Sookmyung Women's University
A. Jo, Seoul National University of Science and Technology
Saturday 1100-1150
Plenary: From EFL Students to EIL Users: Preparing Students for Today’s Globalized World (Samsung Hall)
Aya Matsuda, Arizona State University
Setting the Stage: The EFL Classroom in the First Quarter of the 21st Century (Video Encore) R405
Guy Cook, King’s College London
In a special virtual plenary, Guy Cook, pre-eminent scholar of both language play and the place of translation in EFL teaching, participates in a conversation with Conference Chair Bryan Hale. Dr. Cook helps us put our current teaching situations in the context of developments in EFL over the first quarter of the 21st century, discussing the language play "moment" at the turn of the millennium, his criticisms of overly functionalist approaches to language teaching, the place of translation and first language use in the language classroom, developments in artificial intelligence, and his advice on how teachers can make sense of it all.
Guy Cook, PhD, EdD, is a researcher at King's College London. His research is in three areas: discourse analysis, English language teaching, and literary stylistics. In stylistics, early work on literature and advertising expanded into a more general theory of the role of language play in cognition, social relations and language learning. In Dr. Cook's work on English language teaching, he advocates the use of translation and students' own languages, and is an opponent of exclusively monolingual and utilitarian approaches. In discourse analysis, Dr. Cook is particularly interested in the language of public debate, especially in matters concerning humans and the natural world. He was principal investigator for a major Leverhulme project on the way people talk about animals. From 2002-2008 he directed four ESRC projects on disputes about food policy (about GM agriculture, organic farming, and school meals).
Extensive RPGing? Evaluating RPG Video Games for Use in Extensive Reading (R406)
T. Compton, Kansai Gaidai University
Extensive reading is known to be an effective way to learn another language. Despite this fact, many learners are more likely to play a video game than pick up a book, particularly in another language. This presentation will explore the possibility of using role-playing video games (RPGs) as an alternative to books or other texts in extensive reading. It will feature a brief explanation of extensive reading and RPGs, as well as an evaluation based on Day and Bamford’s ten principles for extensive reading. Participants will be encouraged to discuss these ideas and share their own thoughts and opinions, drawing on their personal and professional experiences.
Compton, Travis - Kansai Gaidai University
Travis Compton is an assistant professor at Kansai Gaidai University in Hirakata, Japan. He holds an MA in TESOL and Applied Linguistics from the University of Leicester, and his research interests include the use of (video) games in language learning, attitudes and motivation, and other social, cultural, and economic factors influencing the study of English around the world.
Active Learning Tasks to Encourage Speaking and Thinking from Different Perspectives (P105)
K. Kauss, Wonsam Middle School
As teachers, we need to constantly adapt to help our students get out of the rut of thinking the 'textbook is the only right way to learn the material'. We often need to change up our teaching strategies from lecturer to facilitator to help improve our students' understanding. Some ways to do this are by considering student motivation, facilitating creative thinking and active learning, and doing activities so teachers and students learn to see things from different perspectives. This workshop looks at active learning tasks that can be used as stand-alone activities, as well as independently or within learning groups, and can be adapted to most levels and lessons while helping everyone master the material through seeing people and situations from different angles.
Cooperative vs. Collaborative Writing (Or Why Not Both?) (P102)
G. DeHond, Hankuk University of Foreign Studies
As with cooperative and collaborative learning, cooperative and collaborative writing can be easily confused yet describe distinct writing practices. Cooperative writing indicates more task-designation for individual responsibilities, with some expectation on group members to trust others to complete within assigned or negotiated roles. Collaborative writing promotes more group ownership of the whole project, which sometimes comes to all group members are treated and graded for the same product. In this presentation, we will discuss the definitions and possibilities of both writing types, and how either can provide enhancements on more individual-based writing practices. We'll also discuss the two practices in tandem, and how practicing cooperation can lead to improved collaboration.
DeHond, Garrett - Hankuk University of Foreign Studies
Garrett DeHond is an Assistant Professor for the Department of English Linguistics and Language Technology at Hankuk University of Foreign Studies. His research interests most often include second language writing, communities of inquiry and discourse analysis.
Pedagogical Dynamics in a Tokyo EFL Speaking Course: Insights from Student Feedback (P101)
S. Kim, Waseda University
In any classroom, particularly within the realm of EFL courses, educators strive to implement effective teaching methods and materials that align with the unique dynamics of their learning environment. This presentation examines the pedagogical strategies of EFL speaking-focused courses at a college in Tokyo. Based on the end-of-semester surveys spanning three years across seven classes (n=177), this research adopts a mixed-method approach. Students were asked to identify their most and least favored activities. The findings are discussed in terms of students’ responses to each activity, enriched by qualitative feedback. Some special activities in particular classes such as role-play and dialogue performance are also introduced. By exploring interactive environments and their implications, this presentation suggests potential considerations for language teachers at both tertiary and secondary levels, encouraging the integration of these approaches into their respective curricula.
Kim, Shinyoung - Waseda University
Shinyoung is a PhD candidate at the Graduate School of International Culture and Communication Studies, Waseda University, Japan. Her doctoral dissertation focuses on plurilingualism in Japan, especially on the heritage language education of Korean newcomer families through speech assessment. Being trilingual in Korean, Japanese, and English, she has been teaching English courses at several colleges/universities in Japan.
How Affective Engagement Starts: Development of Affiliative Responses of a Resisting Child (P104)
H. Kikuchi, Graduate School of Humanities, Osaka University
This study employed longitudinal conversation analysis to trace a resisting preschool-aged L2 learner’s development of affiliative responses to teachers’ prompts, which are responses that support speakers’ emotional stance in interactions (Stivers, 2008). Tracing learners’ emotional displays reveals how they relate L2 use and learning to specific emotions and meanings (Prior, 2019). Approximately 885 mins of interactions were filmed at an English afterschool in Japan over six months, and three sequences of teachers’ requests and the child’s responses were analyzed. The analysis details how she selectively maintains her resistance when her situated student identity was required through ‘repeat-after-me’ requests, while gradually responding affiliatively when her ‘child identity’ was invited through discussing personal likes, which became interactional resources for teachers to negotiate her willingness to talk in L2. This study suggests that designing teacher prompts to elicit responses reflecting multiple identities can help identify young learners’ emotional reactions to specific classroom practices.
Kikuchi, Haruka - Graduate School of Humanities, Osaka University
Haruka Kikuchi is a Ph.D. student at Osaka University, Graduate School of Humanities. Her research interests include conversation analysis of young L2 learners' classroom interactions and teachers' interactional practices that enable affective language learning of young learners.
Building Peace through Higher Education in Divided and Conflict-Affected Contexts (P201)
K. Kester, Seoul National University
In light of the lacuna of research investigating the teaching of peace and reconciliation through higher education (HE) in settings affected by conflict, this study explores HE pedagogies for peace with university educators in four divided and conflict-affected contexts: China/Taiwan, Cyprus, Korea, and Somalia. The study examines approaches to teaching for peace and the challenges that faculty have encountered while attempting to promote reconciliation and mutual understanding in classrooms in conflict settings. Data was collected through qualitative interviews with 30+ faculty coupled with ethnographic visits to the four higher education contexts and analysis of teaching syllabi. Data was then inductively analyzed, and findings reveal contested interpretations of peace across cultures and education settings, as well as creative and resilient approaches to teaching for peace in conflict zones. Learning from cross-cutting themes across the contexts is valuable for faculty in these settings and beyond who teach for peace in/through higher education.
Kester, Kevin - Seoul National University
Kevin Kester is Associate Professor of Comparative International Education and Peace/Development Studies at Seoul National University. He is Editor of the Asia Pacific Education Review (Springer), associate editor of Journal of International Cooperation in Education (Emerald), and on the editorial board of more than 10 SSCI/KCI journals. His research interests lie in the sociology and politics of education with a focus on the intersections of peace education and global citizenship education; higher education in conflict-affected contexts; the global governance of education, conflict and peace; and decolonizing education. His latest publications are in Asia Pacific Education Review; International Journal of Comparative Education and Development; Journal of Peace Education; and Routledge's Innovations in Peace and Education Praxis."
Nativeness in EFL Teacher Recruitment: Changing ‘Terms’ and Conditions (P202)
E.Y. J. Kim, University of Notre Dame
With the ascendancy of English as a global lingua franca, there has been an increased call for focusing on English language teachers’ training and English proficiency rather than nativeness in employment. However, researchers in the last decade found that the majority of EFL teacher-recruitment advertisements, particularly those from East Asia, still listed being a native speaker as a requirement. This study examines EFL teacher qualifications listed in 237 current job advertisements sampled from TEFL.org and Dave’s ESL Cafe Korean Job Board to compare with past trends. One-third of the job advertisements on TEFL.org mentioned ‘native,’ but the term ‘native-level’ rather than ‘native speaker’ was used in most of them, whereas 40% of Korean recruitment advertisements specifically listed being a ‘native speaker’ as a requirement. The analysis shows several indicators that privilege given to inexperienced monolingual NESTs might be waning and discusses opportunities and challenges for NNESTs.
Kim, Eun-Young Julia - University of Notre Dame
Eun-Young Julia Kim is an associate teaching professor in the Center for the Study of Languages and Cultures at the University of Notre Dame. She coordinates and teaches in the English for Academic Purposes and the TESOL programs. Her research interests include global Englishes, second language writing, critical discourse analysis, and the intersection of language and religion.
Supporting Learners Beyond the Classrooms with Scrabble (P203)
K. Song, University of the Ryukyus
The presenter, a long-time English teacher and Scrabble enthusiast will share how the English vocabulary boardgame has become an effortless and effective way for her to support former students, now working professionals seeking to maintain and develop their English language knowledge and communication skills. In addition to the game’s relatively simple rules and interactions naturally conducive to discourse about the English language, the winning plays require attention to other players, time management, flexibility, and other qualities transferable to real-world interactions making it a particularly valuable for professionals navigating real-world interactions.
Since 2020, after the Covid-19 Pandemic forced classes online and prohibited extracurricular gatherings at her university in Japan, the presenter started offering the gameplay and English conversation opportunities with Scrabble Go® and Zoom interested students. The weekly game has continued, and the presentation will include findings from the gameplay meetings and related interactions.
Song, Katherine - University of the Ryukyus
Katherine Song is Korean-American who started her English language teaching career with the Japan Exchange and Teaching (JET) Program in Okinawa, Japan. After earning her MATESOL in the US, she returned to teach at Japanese universities. She first introduced Scrabble to English education majors in 2010, but has been playing with any interested students and graduates on campus and online.
Empowering EFL Learners: Multimodal Digital Storytelling for Speaking Competence (P204)
C.Y. Li, Southern Taiwan University of Science and Technology
C.L Li, Fu Shing Elementary School
This study, rooted in scaffolding principles and digital assistance, explores the use of multimodal strategies to enhance the speaking competence and narrative engagement of English as a Foreign Language (EFL) students. Leveraging Story Jumper as a versatile tool of creating storybooks blending text, image, and audio elements, participants collaboratively integrated local content and speaking practice over twelve weeks through digital storytelling. A quasi-experiment assessed the impact on learning outcomes using speaking rubrics, Likert-Scale questionnaires, and interviews. Findings underscore the pivotal role of digital storytelling in cultivating proficient English speakers with heightened engagement. Students expressed positive perceptions of multimodal features, enjoying visual and auditory elements, and valuing cultural context. The study identifies perceived obstacles, including digital literacy, language skills, innovative thinking, and collaborative learning, highlighting the efficacy of multimodal digital storytelling in advancing EFL speaking competence while addressing challenges in language education.
Li, Chia-Yi - Southern Taiwan University of Science and Technology
Chia-Yi Li, is assistant professor of Applied English Department at Southern Taiwan University of Science and Technology. Her research focuses on teaching speaking and listening, multimodal learning, computer mediated instruction, and second language acquisition. Her background in Applied Linguistics includes a master’s degree in TESOL and PhD. in Language Teaching.
Li, Chia-Ling - Fu Shing Elementary School
Chia-Ling Li is the Principal at Fu Shing Elementary School. Her research interests include learning, teaching writing, and educational psychology. She obtained her PhD degree, specializing in Language Teaching.
Exploring the 2022 Revised National English Curriculum: Deciphering What to Teach and How to Teach It (R404)
Eunjee Ko, Namseoul University
This presentation delves into the 2022 revised curriculum, a competency-based educational framework. The exploration encompasses the definition and types of competencies, along with strategies for their development. Key ideas, serving as macro generalizations and forming the foundation for deep learning, are examined. Additionally, micro key ideas, representing micro-level generalizations, are introduced, involving the utilization of three essential elements: knowledge and understanding, processes and skills, and values and attitudes. The approach adopted revolves around concept-based curriculum and instruction (CBCI), drawing upon its principles to guide the nuanced understanding of deep learning through both macro and micro key ideas. The methodology illustrates the construction of inquiry questions that facilitate learner agency, empowering them to independently explore and draw conclusions related to key ideas. Specifically, the application of this methodology generates three types of inquiry questions: factual questions, conceptual questions, and debatable questions. Through this exploration, the aim is to address crucial questions: What should be taught, pertaining to macro and micro-level key ideas? The focus extends to how to teach key ideas, emphasizing student-centered inquiry with the use of inquiry questions. This endeavor provides insights into effective teaching strategies within the competency-based education framework.
Eunjee Ko is a dedicated educator and Namseoul University lecturer for the IB Educator Certificate course, with 15 years of experience as an English teacher in the Chungnam Provincial Office of Education. Contributing to the academic community as a Korean freelance translator and revisor for the IB’s MEP Department, she holds IB MYP and DP Educator certificates and an MA in teaching English as a foreign language from IGSE in Korea. Focusing on the 2022 revised curriculum, concept-based curriculum and instruction (CBCI), and IB education, Eunjee is currently pursuing a doctoral program at Korea National University of Education, exploring curriculum development intricacies and teacher training aspects. A Gold Prize recipient at MELTA’s 5th MIRCELE Conference, she aspires to share valuable insights with Korean English teachers, emphasizing both curriculum reconstruction and teacher training.
Duoethnography in ELT: Research, Reflection, and Practice (R405)
Robert J. Lowe, Ochanomizu University
Duoethnography is a qualitative research method focused on two researchers contrasting their unique life histories in order to come to a new understanding of a phenomenon. In ELT the method has been used to investigate issues such as language teacher identity, the experiences of native- and non-native-speaker teachers, and the management of professional relationships. In addition to its use as a research method, duoethnography has been effectively adapted as a tool for reflective practice among teachers, and even as a form of project-based language teaching. This workshop will discuss the origins and principles of duoethnography, explore its uses in ELT to date, and give audience members an opportunity to consider and discuss ways in which they may be able to apply the method to their lives as both researchers and teachers.
Robert J. Lowe, PhD, is an associate professor in the Department of Languages and Culture at Ochanomizu University, Japan. His research focuses on critical qualitative inquiry in English language teaching. He is the coauthor of Teaching English as a Lingua Franca (Delta Publishing, 2018), co-editor of Duoethnography in English Language Leaching (Multilingual Matters, 2020), and author of Uncovering Ideology in English Language Teaching (Springer, 2020). His recent publications include articles in ELT Journal, the Journal of Language, Identity, and Education, and the Journal of Multilingual and Multicultural Development.
Pearson's 'Wider World' in Mongolian ESL: Insights, Challenges and Lessons (R406)
N. Sainjargal, The Metropolitan Education Department
DL. Lang, U.S. Peace Corps
In alignment with KOTESOL2024's theme, "From EFL Classrooms to Global Lives," representatives from Ulaanbaatar, Mongolia's Metropolitan and the U.S. Peace Corps share insights from the first years of implementing Pearson's "Wider World" textbooks in Mongolian ESL classes nationwide. This session, grounded in action-based research, addresses challenges encountered and lessons learned. The presentation plan includes the rationale for implementation, textbook selection, nationwide deployment, and the current and future steps of the initiative. We encourage audience engagement through continuous interaction, welcoming questions and comments throughout the break-out groups that will follow a main presentation. During the discussions, we welcome collaborative brainstorming through questions we will pose. Finally, this interactive session offers educators and administrators practical considerations to determine the suitability of Pearson's "Wider World" in their unique contexts. We will also shed light on the challenges and triumphs specific to teaching ESL in Mongolia.
Sainjargal, Nyamsuren - The Metropolitan Education Department
Nyamsuren Sainjargal graduated as a Mongolian-English teacher from The Mongolian State University of Education in 2000. She has been working as an English teacher for 18 years. Now she works as the foreign language specialist at the Metropolitan Education Department. Email: nyamsurensainjargal@gmail.com
Lang, Daniel Lindbergh - U.S. Peace Corps
Daniel Lindbergh Lang has served as a U.S. Peace Corps Volunteer in Ulaanbaatar, Mongolia's Department of Education since 2022. Before, he served at the National University of Mongolia, Erdenet School from 2019 to 2020. Daniel holds a bachelor's in journalism from the Honors College at the University of Nevada, Reno. He's Asian American from Las Vegas! Email: dlindberghlang@gmail.com, social: @memoryLang
Beyond the Classroom: Real-World IT Literacy Through Project-Based Learning (P104)
B. Sanchez, University of South Carolina
In this interactive workshop, participants will explore the transformative potential of project-based learning in fostering IT literacy for real-world contexts. The presenter will highlight key components of the course including the use of inductive activities, collaborative learning, peer-to-peer teaching, and self-directed exploration of various software for word processing, spreadsheets, presentations, video editing, website design, and digital organization. Participants will engage in a simulation of selected activities, gaining practical insight into how this approach not only facilitates IT skills development, but also cultivates vital 21st century competencies such as collaboration, critical thinking, problem-solving, and project management. Participants will discuss their experience in the simulation and brainstorm how these methods could be adapted for their unique educational contexts. Attendees will leave inspired and equipped with actionable strategies to integrate project-based learning into their curricula in order to foster independent learning, collaboration, and real-world application of IT skills.
Sanchez, Becky - University of South Carolina
Becky Sanchez holds a BA and MA in linguistics and is currently pursuing an MBA and an EdD in educational technology. She is a university instructor and co-founder of an education start-up with aspirations to open an international school in Japan. Her research interests are the use of CALL and MALL, autonomous learning, collaborative learning, flipped learning, and CLIL.
Digital Tools in College in Japan: Enhancing Education with Student-Centric Approaches (P101)
S. Kim, Waseda University
The use of digital teaching materials, ranging from learning management systems to online platforms, has witnessed increased prominence due to technological development and the recent shift towards distant learning prompted by the global pandemic. This presentation investigates the intersection of such online resources in facilitating in-class activities and the subsequent student responses. Through survey data gathered from seven classes across three three-year periods at a college in Tokyo (n=177), we analyzed both quantitative metrics and qualitative feedback from students. Among eight different activities, the Quizlet vocabulary review was the most favored (n=101), followed by dialogue practice with a partner (n=65). This research report not only highlights these preferences but also outlines potential challenges while offering insights derived from practical teaching experiences to enhance the effective integration of technological tools in education.
Kim, Shinyoung - Waseda University
Shinyoung is a PhD candidate at the Graduate School of International Culture and Communication Studies, Waseda University, Japan. Her doctoral dissertation focuses on plurilingualism in Japan, especially on the heritage language education of Korean newcomer families through speech assessment. Being trilingual in Korean, Japanese, and English, she has been teaching English courses at several colleges/universities in Japan.
Examining different Englishes’ accentedness, intelligibility and familiarity at an international university (P201)
J. Maloney, Brigham Young University, Hawaii
Research indicates that while accentedness and familiarity do not necessarily hinder intelligibility, awareness of specific accents can enhance understanding (Miao, 2021; Park, 2020). Yet, more research should be done on how well international students understand other English accents. This research examines the relationship between intelligibility, comprehensibility, accentedness, and familiarity in the context of international students at a global, private university. Students rated speakers from the USA, Philippines, Tonga, Fiji, Japan, and China, representing the top five countries at the university. A Many-Facet Rasch Model (MFRM) was conducted to analyze the relationship between intelligibility, comprehensibility, familiarity, and accentedness across speakers. Results showed no significant differences between raters, however, accent score patterns on MFRM indicated high correlations between raters' perception of their own accent and their ratings of other speakers. We discuss these findings with relation to suggestions for incorporating a wider variety of English accents into the English language classroom.
Maloney, Jeffrey - Brigham Young University - Hawaii
Dr. Jeffrey Maloney is an assistant professor in the ELT program at BYU-Hawaii. He has been involved in language teaching, learning, and program administration in multiple countries. His research focuses on world Englishes, CALL, and language teacher education.
AI-Enhanced Digital Storytelling: Fostering Creativity in EFL Learners (P202)
Y. Chen, Yuan Ze University
Creativity plays a pivotal role in modern education and professional fields, with digital storytelling (DST) serving as a platform for expressive narratives. Artificial Intelligence (AI) integrates into this realm, offering tools like AI-Generated Content (AIGC) to enrich storytelling experiences. This study delves into the impact of AI-facilitated digital storytelling on the creativity of 32 English as a Foreign Language university students. Employing a robust 25-item survey, participants' attitudes toward AI-enhanced learning were evaluated, encompassing creative thinking, knowledge expansion, technology acceptance, and social interaction. Over four weeks, guided digital storytelling, aided by AI tools, aimed to nurture creativity and deepen AI comprehension. Positive attitudes toward AI-enhanced learning emerged, showing significant improvements post-intervention. Though some shifts lacked statistical significance, the experience bolstered creativity and confidence in learning, promising favorable educational outcomes. This research illuminates AI's potential in enhancing creativity among EFL learners, urging further exploration of AI, creativity, and language proficiency intersections.
Chen, Yulin - Yuan Ze University
Yulin Chen, an Associate Professor in the Department of Foreign Languages and Applied Linguistics at Yuan Ze University, Taiwan, specializes in technology in education and second language acquisition. Her research explores the transformative impact of technology in language education, contributing to both theoretical frameworks and practical applications in the field.
Enhancing Secondary EFL Learners’ Consciousness on WE and ELF (P203)
K. Sung, Kyung Hee University
This study addresses the research gap in incorporating World Englishes (WE) and English as a Lingua Franca (ELF) in classrooms, building on works by Jenkins (2009), Kachru (1985), Shim (2020), and Sung (2019). Conducted in the Fall 2023 semester across five secondary schools with five teachers and 120 learners, the research involved eight class sessions integrating WE and ELF content in regular schools where nationally mandated textbooks were mandated. Data was gathered through pre- and post-learner surveys and written reflections by teachers and students. The preliminary analyses revealed significant differences in learner perceptions between experimental and control groups in three schools. Teachers acknowledged the potential of integrating WE and ELF, while learners recognized the importance of English varieties and developing ownership. The paper offers practical implementation suggestions and urges prompt integration of diverse Englishes into current curricula in order to debunk native English-centric models perpetuating non-existent standards and native-speakerism.
Sung, Kiwan - Kyung Hee University
Kiwan Sung is Professor at Kyung Hee University in Korea and former president of the Korea Association of Multimedia-assisted Language Learning. He served as co-editor for AsiaTEFL Book Series and co-edited Secondary School English Education in Asia: From Policy to Practice (2015, Routledge) and Conditions for English Language Teaching and Learning in Asia (2015, Cambridge Scholars). He has published various books and articles domestically and internationally on teaching methodologies, World Englishes, language skills areas, and critical pedagogy, etc.
Learned Helplessness and Burnout in Korean EFL Teachers and Their Coping Mechanisms (P204)
M. Kwon, Sookmyung Women's University
A. Jo, Seoul National University of Science and Technology
The researchers surveyed participants of an Intensive In-service English Teacher Training Program (IIETTP) at a women’s university in Seoul, Korea to answer the research questions, “What are the current levels of learned helplessness, burnout, and coping mechanisms for Korean English teachers taking an IIETTP in South Korea?”, “What is the correlation between learned helplessness and burnout for Korean English teachers taking an IIETTP in South Korea?”, and “What is the correlation between different coping mechanisms and learned helplessness and burnout for Korean English teachers taking an IIETTP in South Korea to prevent or overcome these?”. The researchers found that teachers have moderately high levels of learned helplessness, burnout, and coping mechanisms. In addition, learned helplessness and burnout are moderately correlated yet do not affect teachers similarly. Also, learned helplessness and burnout are highly negatively correlated with coping mechanisms.
Kwon, Minkyung - Sookmyung Women's University
Minkyung Kwon is a senior researcher and program manager of Intensive In-service English Teacher Training Program (IIETTP) at Sookmyung Women's University (2010-present). She is interested in Teacher Training and development.
Jo, Annami - Seoul National University of Science and Technology
Annami Jo is a visiting professor at Seoul National University of Science and Technology. She is interested in Teacher Training and development.
