Bio's - Speakers
Tomoko Yabukoshi
KOTESOL International Conference 2016(Concurrent Session)
Tomoko Yabukoshi, Nihon University
Abstract
The presenter will report on a qualitative inquiry on learners' self-regulated learning processes in terms of their English proficiency levels, closely looking at their goal-setting and self-evaluating processes as well as motivational aspects. Participants were four Japanese university students who had engaged in English self-study outside the classroom for fifteen weeks....
Tory Thorkelson
KOTESOL International Conference 2016(Concurrent Session)
Tory Thorkelson, Hanyang University
Abstract
The purpose of this presentation will be to show how the presenter went about proposing, researching, collecting /creating materials /workbooks for and teaching a number of successful CBI and ESP courses that he taught throughout the years at the University level. Many of these courses are still part of the university's curriculum although other Professors now teach some of them. Courses include Tourism...
Tory Thorkelson & Wayne Finley
KOTESOL International Conference 2016(Concurrent Session)
Tory Thorkelson, Hanyang University
Wayne Finley, Korea Polytechnic University
Abstract
Over the years, we as teachers have encountered many students who believe that one specific accent, the North American accent, is better than any other. In pursuing the perfect accent, they often devalue not only other English accents but also ignore the fact that everyone has an accent when they speak...
Tracey Tokuhama-Espinosa (Plenary Speaker)
Plenary Session - International Conference 2016
You Can't Get Apples from a Pear Tree: What Teachers Need to Know and Be Able to Do in the 21st CenturyTo shape the future with 21st century skills, teachers must first take stock of what they do and do not yet know and do in their own classrooms in order to plan for personal improvement. This plenary talk will ask teachers to consider five major changes in education in the 21st century, and then do a survey about their own personal 21st century skills to identify areas in need of development. The plenary will close with...
Truly Pasaribu
KOTESOL International Conference 2016(Concurrent Session)
Truly Pasaribu, Sanata Dharma University
Abstract
This study aimed at describing the causes of writing anxiety among Indonesian students in Paragraph Writing Class and the effects of Moodle-based Writing Course on students' writing anxiety. This study employed a descriptive study using both quantitative and qualitative approaches. The data were gathered by means of SLWAI (Cheng, 2004), interview sessions, and...
Victor Reeser
KOTESOL International Conference 2016(Concurrent Session)
Victor Reeser, Associate Professor, Suwon Science College
Abstract
All forms of assessment fall into two categories: formative and summative. Consistent formative assessment has a significant impact on student learning, and this workshop will introduce resources and methods that will assist a teacher with this task.
The first resource is a browser-based tool that has been gaining a lot of momentum recently, Kahoot!. It allows...
Victor Zhe Zhang
KOTESOL International Conference 2016(Concurrent Session)
Victor Zhe Zhang, The University of Hong Kong
Abstract
This study looks at how four L2 students engage with adjudicators' feedback in English debate tournaments. Data was collected from two sources: classroom observation and retrospective interview. The findings of the study indicate that in different phases of the engagement process the four participants experienced a myriad of problems in listening comprehension,...
Whitney Mirts (Invited Speaker)
Featured Session - International Conference 2016
The Role of the U.S. Department of State in Enhancing English Language Teaching and Learning in the East Asia Pacific RegionEnglish has become a unifying language throughout the world for cultural expression, education, and commerce. The Regional English Language Office at the U.S. Department of State offers free programs and resources to enhance English language teaching and learning throughout the world. There are five Regional English Language Officers (RELOs) assigned to the East Asia Pacific region located at U.S....
William Littlewood (Featured Speaker)
Featured Session - International Conference 2016
Back to Basics for the 21st Century: Language Learning as MemorizationWhen we talk about language learning and teaching, the terms "memory" and "memorization" are most often associated with conscious learning, such as learning word lists or rote-learning of patterns. In cognitive psychology, however, the terms cover a much wider range of phenomena. Important themes include the distinction between declarative memory (e.g., for discrete items) and procedural memory (e.g., for rules and patterns); intentional memory (which...
Willy A. Renandya (Featured Speaker)
Featured Session - International Conference 2016
Enhancing L2 Learning Using Simple TechnologyTechnology is now an important part in second language teaching. Teachers nowadays use a wide range of technological resources for a variety of pedagogical purposes in order to help students become successful learners of English. But can technology be used in a more principled manner so that we can optimally support our students’ L2 development? The aim of this presentation is to examine how technology can be used in ways that more clearly reflect well-accepted second language...
Yen-Yu Lin
KOTESOL International Conference 2016(Concurrent Session)
Yen-Yu Lin, National Chengchi University, Taiwan
Abstract
The present perfect is an area of English grammar that is problematic for learners. Most of the grammar lessons differentiate [HAVE V-ed] and [HAVE been V-ing] mainly through comparing the time periods they indicate (finished/unfinished). However, as Folse (2015) suggests, grammar and lexis are interrelated. This study investigated the difference between [HAVE V-ed]...
Yoko Oi
KOTESOL International Conference 2016(Concurrent Session)
Yoko Oi, Doctoral candidate
Abstract
The present study aims to analyze the development of belief about writing in English between two classes, self-assessment class and peer assessment class, during one week. It is assumed that student assessment would influence writing class, because student assessment would stimulate students' awareness about writing and also encourage students to be objective about their work. If student assessment...