Korea TESOL International Conference 2024 - Onsite Posters
Saturday Posters
13:00 ~ 15:00 - Prime Building Lobby 1
Using ChatGPT to Enhance Students’ Creative Writing Skills
Pui Ieng He, National Taiwan Normal University
Japanese college students’ attitudes toward teachers’ translanguaging in EFL classrooms
Sugene Kim, Nagoya University of Commerce & Business
The Effect of Game-based Learning on Students’ Creative Writing
Yifang Wu, Department of English, National Taiwan Normal University
Code-Switching in Language Education
Burmaa Bulia, Mongolian University of Science and Education
Romanticism Program Music's Impact on Creative Storytelling in Taiwan CLIL Classrooms
Clare Kao, National Normal University/ MA in TESOL
Grammar and Vocabulary in Making Inferences: A Contributory Exploration of Reading Comprehension
I-Jiuan Ting, HungKuo Delin University of Technology
Sunday Posters
9:00 ~ 11:00 Prime Building Lobby 1
A Creative Exploration of Storytelling Through Comics
Yu Ting Wang, National Taiwan Normal University
Enhancing Toeic Performance: Creativity and Thinking Maps in EFL Reading Comprehension
Thi Hong Tram Nguyen, National Taiwan Normal University
Examining Segmental Phonemes in English Teaching Materials for Japanese Elementary School Children
Akiyo Joto, Prefectural University of Hiroshima
Children’s Emotional Development Through Parent-Child Bilingual Picture book Reading
Wan-Chien Wang, National Taiwan Normal University
Assessing students' collaborative problem-solving competencies in EFL classrooms in Vietnam
Hong Linh Trinh, Vietnam National University
Abstracts & Bios
He, Pui Ieng - National Taiwan Normal University
Using ChatGPT to Enhance Students’ Creative Writing Skills
Artificial Intelligence (AI) developed rapidly over the years, giving rise to ChatGPT, a chatbot based on AI that gives instant responses to the user. The usage of ChatGPT in academic contexts has been prohibited due to concerns raised by educators about the phenomena of students using ChatGPT for homework. However, the popularity of ChatGPT persists among students due to its convenience. This phenomenon highlights the need for educators to comprehend the extent of students' reliance on ChatGPT and guide them toward its appropriate utilization. Many studies have investigated the pros and cons of the implementation of AI writing tools into students’ writing while few of them develop strategies for implementing AI into teaching creative writing. Therefore, this study aimed to investigate the influences of implementing ChatGPT on students’ writing process, especially at the brainstorming stage, to provide educators with valuable insights on how to incorporate ChatGPT in their teaching practice.
Pui Ieng He is a third-year TESOL student at the National Taiwan Normal University. She received a bachelor’s degree in English from National Taiwan Normal University in 2021. She is interested in EMI in higher education and bilingual policies.
Kim, Sugene - Nagoya University of Commerce & Business
Japanese college students’ attitudes toward teachers’ translanguaging in EFL classrooms
This study explores the contentious issue of teaching English through English (TETE) to second language (L2) learners and the controversial role of learners' L1--or translanguaging--in language education. While cognitive SLA and communicative language teaching approaches criticize translanguaging for demotivating learners, bilingual discourse and Vygotskian SLA studies argue that judicious use of the L1 enhances L2 development. This study investigates Japanese college students' perspectives on their teachers' translanguaging in a TETE context. Analysis of interview data from 91 students revealed that around two-thirds hold a negative view on teachers' translanguaging and that their preferences are linked to past experience in international communication but not L2 proficiency. Main reasons for supporting or rejecting teachers’ translanguaging are discussed in relation to why teachers’ decision to translanguage needs to be context-driven and how/what translanguaging techniques can be put into practice in a way that helps maximize L2 learners’ communicative potential.
Sugene Kim is an associate professor of English at Nagoya University of Commerce & Business in Japan. She specializes in academic English writing and pedagogical grammar, and her research explores the cognitive and linguistic strategies employed by L2 learners to address writing challenges across various rhetorical contexts. She has related interests in sociolinguistic variation and World Englishes.
Wu, Yi Fang - National Taiwan Normal University
The Effect of Game-based Learning on Students’ Creative Writing
With the implementation of Curriculum Guidelines of 12-Year Basic Education in Taiwan, an increased emphasis on creative teaching has been placed to enhance students’ creativity in recent years. This research investigates the effectiveness of incorporating board games, Micro Macro Crime City, to promote students’ creativity and learning motivation in an English classroom. The detailed illustrations and concise clues in the board game can serve as stimuli for students to reimagine the narrative in their creative writing tasks. Content analysis is used in this qualitative study to evaluate students’ learning performance based on Torrance’s four constructs of creativity: originality, flexibility, elaboration, and fluency. Additionally, interviews are conducted to delve into the game's facilitation of creative writing and examine students' interest in future game-based learning experiences. The findings aim to contribute insights into the potential of board games as a tool for enhancing creativity and motivation in language learning.
Yi Fang Wu, a graduate student in the Department of English at National Taiwan Normal University, holds a Bachelor's degree in Education from National Cheng-chi University. She conducted a research project funded by the Ministry of Science and Technology, focusing on bilingual education implementation in Taipei. Her work also involved comparing lexical coverage between wordlists and CLIL textbooks in Taiwan.
Bulia, Burmaa - Mongolian University of Science and Education
Code-Switching in Language Education
This paper delves into the prevalent linguistic phenomenon of code-switching, where individuals seamlessly mix languages during communication.
Focused on multilingual learners, the study explores the reasons behind code-switching, including the need for:
- expression
- discussing specific topics,
- implifying concepts etc.
Code-switching can manifest in various forms, such as single-word insertion, intersentential switching, and intra-sentential switching.
The research methodology involves a survey of 100 participants aged 8 to 55. Questions address language mixing frequency, the use of foreign words, preferred languages, and the purpose and ease of code-switching.
The findings reveal that 81% of respondents employ code-switching in English, predominantly opting for intersentential switching to discuss specific topics. Notably, a significant percentage use code-switching as a habitual practice rather than due to external pressures.
In conclusion, the study suggests teachers should actively encourage students to engage in code-switching, as it emerges as a valuable tool for language learning and communication.
Burmaa Bulia is a lecturer at MUST (Mongolian University of Science and Education).
Kao, Clare - National Normal University/ MA in TESOL
Romanticism Program Music's Impact on Creative Storytelling in Taiwan CLIL Classrooms
In recent years, the Ministry of Education (MOE) in Taiwan has been encouraging higher education institutions to establish CLIL programs at the secondary school level with the view of improving students’ English proficiency levels and enhancing their global competitiveness. The combination of subject content, language learning, and interdisciplinary approaches within the CLIL framework contributes to a rich and creative learning experience. Nevertheless, little has been explored and investigated about listening to music to enhance creative writing and thinking skills. In this paper, 30 grade eleven Taiwanese students will be recruited in a CLIL classroom where they experience a 6-week lesson learning and listening to six Romanticism program music while creating a creative English story under an English teacher and a music teacher’s guidelines. They will be guided by an adapted Visual Thinking Strategy (VTS) and finally evaluated with the Torrance creative thinking model at the end.
Clare Kao, a dedicated NTNU graduate school student in the English TESOL program, possesses a strong passion for English teaching. Worked as an EMI assistant during her college years, Clare saw how bilingual courses are successfully taught in the college level, and thus got inspired and curious about CLIL development in Taiwan. Her research interest includes language policy and biliteracy development.
Ting, I-Jiuan - HungKuo Delin University of Technology
I-Jiuan Ting teaches in the Applied English Department at HungKuo Delin University of Technology in Taiwan. Her focal research interests include, but are not limited to, language assessment, critical reading strategies, and Content and Language Integrated Learning (CLIL). She can be contacted at marina@mail.hdut.edu.tw
Wang, Yu Ting - National Taiwan Normal University
A Creative Exploration of Storytelling Through Comics
This study investigates the interplay between comics and story writing, uncovering noteworthy strengths. Twenty-seven Grade 11 Taiwanese EFL students took part in the research. The results show that the utilization of comics equips students with essential skills, deepening their comprehension of stories and refining their abilities to recognize narrative structures and character development. Additionally, this approach cultivates critical thinking by encouraging students to consider alternative story conclusions. These strengths contribute to a shift for students from passive consumers to active learners, fostering a more meaningful engagement with narratives. The findings suggest that educators can leverage comics to aid learners in grasping story structures and unleashing their creativity.
The researcher is currently pursuing a Master's degree in TESOL at National Taiwan Normal University. She has actively contributed to teaching initiatives such as the Ministry of Education's English teaching program. Additionally, she received an award in a Featured Curriculum Competition. Looking ahead, she aspires to develop more interactive methods for teaching English.
Nguyen, Thi Hong Tram - National Taiwan Normal University, Taipei, Taiwan R.O.C.
Enhancing Toeic Performance: Creativity and Thinking Maps in EFL Reading Comprehension
Investigating the TOEIC's capacity for gauging English competency in Vietnamese learners, this research explores innovative pedagogical approaches. It specifically scrutinizes thinking maps as tools to enhance reading comprehension skills crucial for the TOEIC, a significant marker for academic and vocational achievements. Employing a quasi-experimental methodology, the study evaluates the impact of self-directed mapping techniques on participant scores. The expected outcome is a deeper understanding of creative learning strategies' effectiveness within the realm of high-stakes language evaluation, aiming to contribute novel perspectives to the discourse on English as a Foreign Language (EFL) education.
I am Nguyen Thi Hong Tram, a TESOL graduate student at National Taiwan Normal University in Taiwan. Over the past six years, I've dedicated myself to teaching TOEIC, guiding students to succeed in this crucial English proficiency assessment. My academic and teaching journey is driven by a passion for linguistics and a deep commitment to my students' success.
Joto, Akiyo - Prefectural University of Hiroshima
Examining Segmental Phonemes in English Teaching Materials for Japanese Elementary School Children
In 2018, early English education was introduced to Japanese third and fourth-year elementary school children, emphasizing auditory and oral lessons. However, a questionnaire survey conducted by the authors revealed a lack of confidence among elementary school teachers in teaching and pronouncing English sounds, attributed to their limited knowledge in this area (r=.761, p<.01). To address this issue and support teachers, the authors aimed to create a comprehensive teacher's manual for English sounds, based on the analysis of segmental sounds present in digital teaching materials. This study investigated the frequency of occurrence of English vowels, initial consonants in stressed syllables, and word-final consonants in each unit of the materials. Notably, the vowel /ai/, the syllable initial consonant /l/, and the word-final consonant /k/ were the most prevalent. These findings underscore the need for a detailed explanation of these sounds in the manual, enhancing the support provided to elementary school teachers.
Akiyo Joto, a Professor Emeritus at Prefectural University of Hiroshima in Japan, focuses her research on the analysis of English pronunciations among native Japanese speakers and its practical application in teaching English sounds to Japanese learners. Presently, she is engaged in creating a comprehensive teacher's manual for English sounds to enhance English pronunciation teaching skills of Japanese elementary school teachers.
Wang, Wan-Chien - National Taiwan Normal University
Children’s Emotional Development Through Parent-Child Bilingual Picturebook Reading
This case study investigates how parent-child reading of English picturebooks impacts emotional development of a 3-year-old Taiwanese child, whose L1 is Mandarin. On the journey of bilingual reading of picturebooks, not only has biliteracy been acquired, but emotional development also comes to the forefront. For young kids whose language abilities and life experiences are still developing to comprehend the world, picturebooks present various social and emotional situations. By reflecting on the characters’ behavior and their underlying motivations, parent-child reading encourages children to perceive emotions and helps children express and regulate their own emotions (Colwell, 2001). Based on existing research, this study explores the impact of parent-child reading on children’s emotional development in bilingual contexts. Qualitative interviews and focused observations are conducted to delve into how bilingual picturebook reading facilitates the child’s emotional perceptions and to what extent the parent’s assumptions and attitudes affect perception formation through parent-child reading.
An English teacher who didn't know how she loves teaching until becoming one. Now a graduate student majoring in TESOL.
Trinh, Hong Linh - Vietnam National University
Assessing students' collaborative problem-solving competencies in EFL classrooms in Vietnam
With their emergence as one of the most important competencies in the 21st century, collaborative problem-solving skills have received significant focus in EFL classrooms. Consequently, many English-majored universities in Vietnam have adjusted their curricula to well-equip learners with these skills, preparing them for future work. However, the effectiveness of teaching collaborative problem-solving skills and the actual competence of learners remain critical concerns for researchers and educators. Consequently, this research is conducted in University of Languages and International Studies, Vietnam National University to assess students’ collaborative problem-solving abilities in EFL classrooms in Vietnam. With the employment of quantitative research design, the findings of this study can aid teachers in not only identifying students’ competences but also acquiring further information about the effectiveness of collaborative in-class activities to enhance their teaching methods in the future.
Trinh Hong Linh is currently a PhD student at VNU-University of Education and an English language lecturer at ULIS, VNU. Her research interest is in English language teaching as well as assessment and measurement.
