Korea TESOL International Conference 2024 - Online (Asynchronous) Videos
Watch online research presentations here.
Watch online pecha kuchas here.
Setting the Stage: The EFL Classroom in the First Quarter of the 21st Century
Guy Cook - King's College, London
Abstract: In a special virtual plenary, Guy Cook, a pre-eminent scholar of both language play and the place of translation in EFL teaching, will be participating in a conversation with Conference Chair Bryan Hale. Dr. Cook will help us put our current teaching situations in the context of developments in EFL over the first quarter of the 21st century.
Presenter Bio: In a special virtual plenary, Guy Cook, a pre-eminent scholar of both language play and the place of translation in EFL teaching, will be participating in a conversation with Conference Chair Bryan Hale. Dr. Cook will help us put our current teaching situations in the context of developments in EFL over the first quarter of the 21st century.
Transition From Traditional Pedagogy to Self-Regulated Learning for Lifelong Success in ESL Education in Bangladesh
Ahmed, Sayma - North South University
Abstract: Beyond the conventional emphasis on linguistic acquisition, the effectiveness of ESL (English as a Second Language) education lies in empowering learners by nurturing overall competencies to achieve academic brilliance, problem-solving, and critical thinking aptitudes, and to apply the language in real-world contexts. This holistic success is best achieved through the incorporation of self-efficacy and self-regulated learning methodologies to prepare learners for a complex environment, enabling them to develop autonomy, take on a teacher-like role, and step out of a passive learning role. In this approach, learners and educators collaborate as a team. This paradigmatic shift is validated through a mixed methodology, incorporating in-depth interviews and surveys with university educators and learners. The data analysis employed a descriptive thematic analytical approach. The findings suggest that the active and thoughtful participation of students not only facilitates successful language acquisition but also confirms lifelong competencies, going beyond momentary academic achievements.
Presenter Bio: Sayma Ahmed is a Lecturer at North South University in Dhaka, Bangladesh, where she works in the Department of English and Modern Languages. She has gained ten years of teaching experience and currently holds the position of coordinator in the same department. Her research interests revolve around teaching methods, second language acquisition, and testing and assessment.
Neuroscience, memory, and language learning: the disaster awaiting us
Bradley, Joff - Teikyo University Tokyo
Abstract: In this talk, I explore the question of memory—its retention, loss, and interplay with the dynamics of writing, reading, and the recollection of English. My talk will consider language acquisition and investigate the intricate connections between memory and language in the context of “affect studies” and the evolving impact of technology. Drawing on insights from neuroscience and philosophy, I examine such issues while offering a critical perspective on the prevailing euphoria surrounding technological fixes. I address the impact of transformative technologies such as ChatGPT, DeepL, and Google Translate, and explore their influence vis-à-vis language acquisition and retention. As we probe the intersection of neuroscience, philosophy, and technology, I pose several fundamental questions: Does language learning remain tied to natural processes, or does technology suggest a revolutionary paradigm? Furthermore, I enquire into whether the enthusiasm for technological interventions in language learning should be celebrated or met with deep, concerned skepticism.
Presenter Bio: Joff P. N. Bradley is a professor working at Teikyo University, Tokyo. He is a visiting fellow at Kyung Hee University, Seoul. Joff has co-written A Pedagogy of Cinema and coedited books on Deleuze and Buddhism; utopia; French thought; transversality, Japanese education; Stiegler; and animation. His most recent book focuses on Deleuze and Guattari and global ecologies of learning.
Task-/Project-Based Learning (TBL/PBL): Effective use in the classroom
Brooks, William - Aichi University
Abstract: Task-Based Learning (TBL) and Project-Based Learning (PBL) are widely recognized as effective methodologies (Condliffe et al., 2015), engage students in completing tasks or projects. In second language education, these approaches immerse students in a more natural context, directly aligned with educational and professional needs, thereby enhancing effectiveness through the use of real-life tasks and activities (Burrows, 2008), as well as boosting motivation and promoting authentic language (Sholeh et al., 2020).
In this workshop, facilitators will showcase successful TBL activities and PBL projects, demonstrating their application in business English and scientific English classes. The session will include practical examples such as case studies, pair and group work exercises for business English comprehension, and strategies for academic presentations and publications. Brief discussions of survey results from student evaluations will underscore the positive impact of TBL and PBL on motivation and active student participation, reinforcing the workshop's emphasis on enhanced language learning experiences.
Presenter Bio: William Brooks is an Associate Professor of Communication at Aichi University, Japan. He has developed various TBL and PBL projects for courses in the Faculty of International Communication. A majority of these projects are designed for business English students, while others are used in his seminar and writing classes. His research interests include TBL, PBL, critical thinking, socioeconomics, and AI.
Development of Teacher-Made Material for Intercultural Communication Competence in a Hybrid Learning Context
Castillo, Lorelynn - Senior High School of Saint Louis University
Abstract: The increasing role of Intercultural Communication Competence (ICC) in our globalized world brought by workplace and classroom diversities allows teachers to adapt different teaching strategies to meet learning demands. This becomes a huge factor to consider for students’ practice of communication for the promotion of international relations. Also, it prepares students to establish a mutual connection and collaboration with people from other cultures. When learners are exposed to diverse contexts or the culture they are exposed to, the possibility of developing their intercultural communicative competence increases. Hence, this study aimed to develop teacher-made material that enhances the intercultural communication competence of students, and it specifically answered four (4) questions. The research followed the Developmental Research Type 1 Design. For the quantitative partaking of the study, 349 Grade 11 Senior High School students of one of the premier universities in Northern Philippines were the participants. As for the qualitative data gathering, an interview was conducted with the 10 selected participants of the survey questionnaire. The results of this study identified that students lack immersion and exposure to communicate with people of different cultural contexts. Students are contained in their school they are limited to communicating with their classmates, schoolmates, teachers, non-teaching staff, and service providers. Therefore, integrating and incorporating activities that require students to be more communicatively open with other people outside their school increases their understanding and awareness of cultural differences. This study encourages teachers to develop and use intercultural materials that are contextualized based on their student’s needs, learning styles, and level of intercultural communication competence. It is also suggested that continuous review and evaluation of curriculum mapping of appropriate assessments for students’ skills and subject competencies should be strengthened.
Presenter Bio: Ms. Castillo is an English Language teacher at the Senior High School of Saint Louis University, Philippines.
Bridging EFL Classroom Learning and Real World Communication
Chujo, Junko - Tokyo City University
Abstract: This presentation introduces an authentic experience-based pedagogical project aimed at igniting Japanese engineering university English learners’ willingness to communicate. As Yashima (2003) stresses, “the language learning environment needs to help students…find personal meaning in learning English as well as in communication with dissimilar others.” The designed project consisted of students finding similarities and differences with someone from outside of Japan by conducting an interview using prepared questions in English. The interview was followed by an in-class poster presentation presenting their interaction findings. The pre-and post-assignment survey results coupled with the instructor’s observations detected that this one pedagogically designed experience-based activity built students’ confidence and interest, and raised their awareness of what they can do with their English ability. This study, including the worksheet presentation, shows that the incorporation of in-country resources in the EFL setting has powerful potential for English instruction.
Presenter Bio: Junko Chujo (Ph.D.) is an associate professor at Tokyo City University. She has over 20 years of teaching experience that encompasses both companies and various universities in Japan. Her specialized field of study is the development of English educational materials that can be implemented efficiently and effectively in Japanese university classes.
How to Apply Automated Feedback to EFL Writing Classes?
Chuleethongrerk, Nattapat-orn - Chulalongkorn University
Abstract: The popularity of AI writing assistants is on the rise. EFL students rely on AI tools for grammar accuracy although the less-than-90-percent accuracy has been evidenced by various studies. Furthermore, instructional methods that include such automated feedback so that students can have guidelines and learn to pinpoint “wrongly detected issues” are rare despite the unavoidable trends of AI use.
Grounded upon the process-based writing approach and Schmidt’s Noticing Hypothesis, this mixed-method study investigated the effects of two potential instructional methods of automated feedback on EFL students’ writing i.e., high-frequency and lowered-frequency automated feedback. During the grammar revision process, two groups of students received different types of automated feedback generated by one of the AI tools used by students in Thailand i.e., Grammarly. All written drafts were analyzed exploring the effects of automated feedback on content and language. Writing pretest and posttest were included investigating changes in students’ overall writing ability.
Presenter Bio: Nattapat-orn Chuleethongrerk is an EFL lecturer. She is currently pursuing a PhD in English as an International Language Program (EIL) at Chulalongkorn University. She holds an MA in TEFL from Thammasat University. Her research interests are second language acquisition, technology in EFL classrooms, and classroom assessment.
E-learning Impacts on University Students’ Self-Regulated Learning in Academic Writing
Damar, Fatika - Universitas Sebelas Maret
Abstract: The effect of using e-learning in education is to strengthen students' Self-Regulated Learning (SRL). SRL is an individual's awareness to actively participate in organizing, controlling, and managing their learning process. The purpose of this research is to determine how e-learning might facilitate students' SRL such as metacognition, motivation, and behavior. The research method used is descriptive qualitative research on e-learning. 40 students who utilized e-learning for learning were observed and interviewed by the researcher. The results concluded that e-learning has a positive contribution to facilitating students' SRL in academic writing. By using e-learning, students can manage their own study time and study strategy. This research indicates that if students want to achieve SRL, lecturers should prepare materials that can improve student’s metacognition, motivation, and behavior. This study has implications for all academics, learners, and institutions that have adopted e-learning, particularly the institutions under study.
Presenter Bio: Damar Fatika is a student of Master's Degree at Sebelas Maret University with a research interest in Technology in Education.
Chinese University Students’ Attitudes Towards China English in an English-Medium Instruction Context
Dai, Shan Shan - Wenzhou-Kean University
Presenter Bio: Dai Shanshan received a B.A. degree in English from Zhejiang Gongshang University, Hangzhou, China, in 2022 and an M.A. degree at Wenzhou-Kean University, majoring in Instruction and Curriculum in 2024. She also worked as a graduate research assistant. Her research interests are Second Language Acquisition, TESOL, English Language Teaching, English Medium Instruction, and Learning Enjoyment.
Zhu, Shudi - Wenzhou-Kean University
Presenter Bio: Shu Di Zhu graduated from Zhejiang Gongshang University, Hangzhou, China, in 2022, and received her Bachelor's Degree of Art. She majors in TESOL at Wenzhou-Kean University at present. From 2022 to 2023, she worked as an English teacher in a middle school in China. She also had some experience teaching primary school students at educational institutions.
Huang, Zheming - Wenzhou-Kean University
Presenter Bio: Huang Zhe Ming majors in Instruction and Curriculum at Wenzhou-Kean University. He was a tennis teacher and combined tennis teaching with English. Apart from efforts on his studies, he is now taking spare time to serve as a Chinese teacher for foreigners and an English teacher for Chinese college students
Abstract: With the global spread of English as a lingua franca (ELF), diverse linguistic varieties have gradually developed. China English, as one of them, has received widespread attention. In the English-medium instruction (EMI) context, researchers and educators have considered the significance and impact of China English. Chinese learners’ attitudes and perceptions towards China English play an essential role in English learning. Therefore, this study employs mixed methods, in the utilization of questionnaires and interviews, to explore the attitudes of students at a Sino-foreign joint university towards “China English”, including their views on English, China English, Chinese English accent, and their identity construction. The results reveal Chinese college students’ perspectives toward Chinese English and English learning as well as their consciousness of accents and cultural identity. Based on the findings, the study enhances students’ awareness of World Englishes and extends inspiration for English teaching at EMI environments in Chinese universities.
College adjustment: A study of Mainland Chinese sub-degree students in Hong Kong
Deng, Jing - CPCE Hong Kong Polytechnic University
Presenter Bio: Dr Jing Deng is currently a lecturer at the College of Professional and Continuing Education, The Hong Kong Polytechnic University.
Guo, Hau - CPCE Hong Kong Polytechnic University
Presenter Bio: Ms. Helen Guo is currently a lecturer at the College of Professional and Continuing Education, The Hong Kong Polytechnic University.
Abstract: Some existing studies explore Mainland students’ adjustment experience in university settings in Hong Kong. However, little research interest has been shown in how mainland students adjust to their tertiary studies in sub-degree or higher diploma programs.
This study adopted a mixed method approach to explore Mainland Chinese sub-degree students’ experience of adjustment at a tertiary institution in Hong Kong. Questionnaire surveys and reflections were conducted at one community college in Hong Kong.
The findings indicate that though mainland sub-degree students were psychologically well and had no financial concerns, many expressed that they were having language (both English and Cantonese) and academic challenges during their stay in Hong Kong. Among all the challenges, doing group projects and integrating with HK students are reported as the most demanding.
Implications for how Mainland sub-degree students can best adjust and how their host institutions can better support them are discussed.
Exploring Stories from Indonesian EFL Pre-service Teachers’ Professional Identity Development
Drajati, Nur Arifah - Universitas Sebelas Maret
Abstract: In education, teaching and research skills are interconnected skills for pre-service teachers (PST), where teaching is constructed through paradigm, theory, methodology, and practices. However, Indonesian EFL PSTs have fallen into a research trajectory where classroom research should achieve students’ positive outcomes by employing learning media. This study aims to illustrate how employing autobiography narrative inquiry could employ PST reflection on their professional identity. 20 PSTs from the English language teaching department were selected, where they conducted autobiographies during their teaching practicums in various schools as a methodology. This study employed multimodal narrative inquiry taken from 1) PSTs’ teaching reflection, 2) photos, and 3) interviews with stimulus recall. Our thematic analysis shows that autobiography helped teachers reflect various feedback on their teaching effectiveness, commitment, affiliation on PST group teaching, independence, professional future, and awareness of their emotions, thoughts, and needs. Praxis implications on PSTs’ professional identity will also be discussed.
Presenter Bio: Dr. Nur Arifah Drajati, M.Pd., is an assistant professor at the English Language Education Department of Universitas Sebelas Maret (UNS). She contributed to several reputable journals. Her research interests lie in technology in language learning, TPACK, Multimodality, and IDLE.
The Pedagogical Potential of Mini-Movie Making for ESL Language Acquisition
Flores, Ana Maria - Nanzan university
Abstract: This presentation explores the potential of mini-movie-making for ESL language acquisition. By engaging students in creating their short films, this approach enhances language learning and fosters creativity. It discusses the benefits, such as improving oral communication skills, enhancing vocabulary acquisition, promoting cultural awareness, and encouraging collaboration. It also examines the role of technology in facilitating the creation and sharing of mini-movies. The presentation provides insights into implementation in ESL classrooms and offers practical strategies for teachers to integrate this approach. This essay highlights the valuable contribution of mini-movie-making in ESL language acquisition and suggests its inclusion as a pedagogical tool in language education curricula.
Presenter Bio: Ana Maria Flores is an experienced EFL university instructor in Japan. She received the Best of JALT award in 2016 for her extensive reading pedagogies. She has authored works on culture-specific schemata, content-based instruction, online collaborative learning, and instructional scaffolding in ESL contexts. Her latest publication is in "Teaching and Learning English in Japanese Classrooms: Teacher's Perspectives" by Cambridge Scholars Publishing.
Navigating Emotions: English Writing Challenges of Japanese EFL Learners
Fujieda, Yutaka - Osaka University of Economics
Abstract: This study investigated the indescribable feelings or felt sense of Japanese EFL writers through their experiences of English writing and interpreted the meanings conveyed through their English writing.
Employing a qualitative case study design, this study adopted thematic analysis in conjunction with the Thinking at the Edge (TAE) method to explore the felt sense of 10 participants as they engaged in English writing. Data included the participants’ TAE worksheets (Tokumaru, 2011) and individual interviews.
The findings revealed that participants encountered considerable challenges in articulating their thoughts because of the linguistic differences between Japanese and English. This difficulty in structuring ideas coherently into paragraphs adversely influenced their confidence in their English communication skills. However, their persistent efforts in English writing underscored the importance of refining writing skills and fostering a sense of achievement. This presentation will discuss how the TAE method can be instrumental in investigating the emotions of English writing.
Presenter Bio: Yutaka Fujieda, a professor at Osaka University of Economics, Japan, holds a Ph.D. in Composition and TESOL from Indiana University of Pennsylvania, USA. He published a book with Lexington Books in 2022 and several peer-reviewed articles. His research interests include second language writing and teacher education.
Student Perceptions of Online Intercultural Collaborations in IVE Project
Forsythe, Edo - Hirosaki Gakuin University
Abstract: English-major students at a Japanese private university participated in the IVEProject online intercultural collaboration project in their third year of study. A total of 66 participants recorded their impressions of the online collaborations after each semester’s project. This presentation details the qualitative findings of two years’ worth of participants’ spoken reflections on the Project. This study analyzed the participants’ responses qualitatively using grounded theory to identify general, overall perceptions of the effectiveness and usefulness of such online collaborations, as well as how the students shared and learned about cultures. A brief comparison of this study’s findings and the author’s previous research into online collaborations using a different platform will be provided during this session. Attendees will learn what online intercultural collaborations are, what potential forms they can take, and how instructors can effectively incorporate online intercultural collaborations into their courses to increase opportunities for interpersonal communications in English.
Presenter Bio: Dr. Edo Forsythe is the Head of the Department of English Language and Literature at Hirosaki Gakuin University. His CALL-related research interests include MALL and specifically the use of smartphones in language learning, and the use of technology in intercultural collaborations. Recently he has also explored the efficacy of free writing in Japanese university EFL contexts
Teacher Perceptions of the Effect of Extracurricular English Learning in Modern Islamic Boarding School
Harum, Putri - Universitas Islam Indonesia
Abstract: In Indonesia, numerous Islamic boarding schools (IBS), despite their name, have expanded their focus to enhance the non-religious skills of their students, including proficiency in the English language. The present study aims to explore the effect of extracurricular English learning in modern IBS through the perceptions of EFL teachers. For that purpose, a descriptive qualitative method was employed to obtain a clear understanding of how extracurricular activities influence students' improvement in the English language. The participants were two English teachers at modern IBS. Semi-structured interviews were used to collect the data for this study. The data were analyzed using thematic analysis to find out what are the effects of extracurricular English learning on teacher’s perceptions. The results indicate that extracurricular activities can enhance speaking, writing, and listening skills, enrich English vocabulary, and boost students' motivation to learn English. This research is expected to provide a clear picture of teachers' perceptions of extracurricular activities in IBS that influence students' English skills.
Presenter Bio: Final year student majoring in English Language Education Department at Universitas Islam Indonesia.
Investigating the Acceptance of ASR-based Computer-assisted Pronunciation Training among Freshman EFL learners
Hsu, Hsiao-Wen - Ling Tung University
Abstract: This case study examined the acceptance of computer-assisted pronunciation training (CAPT) among first-year university students at a private university in Taiwan. A total of 98 intermediate English learners were provided with 15-week automatic speech recognition (ASR) pronunciation instruction as part of their freshman English course. A questionnaire assessed students’ perspectives on technology-facilitated pronunciation instruction. The structural relationships of the Technology Acceptance Model (TAM) indicated that these students accepted the new pronunciation instruction technology satisfactorily. The perceived effectiveness of the software and student attitudes about utilizing it were significantly correlated, hence promoting the further usage of ASR-based CAPT. Based on their responses, it was proven that the ASR feature improved students’ recognition of their pronunciation errors. Moreover, they willingly repeated pronunciation exercises, building confidence in speaking without fearing embarrassment in front of peers. Suggestions were provided for language teachers interested in employing CAPT in EFL settings.
Presenter Bio: Hsiao-Wen Hsu is an associate professor at the Center of General Education at Ling Tung University in Taiwan. Her primary research interests are EFL teachers’ motivational strategies, students’ motivational changes, technology-assisted language learning, and the beliefs and practices of ESP practitioners.
Task Effects on Incidental Collocation Learning from Reading
Jung, Jookyung - The Chinese University of Hong Kong
Under either a simple or complex condition, 101 Cantonese speakers read three English articles that contained 12 target collocations. In this task, as a magazine editor, participants determined if the articles were acceptable to be published by filling out feedback forms. While those in the simple condition simply accepted or rejected the articles, those in the complex condition additionally evaluated the article on diverse criteria by responding to 7-point Likert-scale items. Participants’ eye movements were recorded during the task, and learning was measured with collocation recall and recognition tests. Ten participants from each condition were asked to produce stimulated recalls. The results revealed that increased task complexity led to longer first fixation durations and greater fixation counts on the target collocations, as well as better performances in the immediate collocation recognition and the delayed collocation recall tests. The stimulated recalls further indicated that increased task complexity encouraged more attentive reading.
Navigating Language Dynamics: Note-Taking Practices and Test Scores in Academic Lectures
Kavanagh, Barry - Tohoku University
Abstract: Given the challenges of note-taking in the L2 during academic lectures, is it realistic to expect students only to use English?
This study explored first-year students' (N=112) note-taking language preferences and habits at a Japanese university while listening to short academic lectures and assessing its impact on their test scores.
Following a note-taking course unit, students listened to 8 English academic lectures throughout the course and took comprehension tests and a survey on their perspectives of the note-taking process after each lecture.
Results indicated a preference for English in note-taking, yet the majority of students employed a mix of Japanese and English in actual note-taking practice. Students using both languages or just English achieved the highest test scores, with no significant difference between them. These findings can perhaps challenge the strict English-only policies in EFL classes and suggest potential benefits of incorporating the L2 in note-taking.
Presenter Bio: Barry Kavanagh is an associate professor at Tohoku University, Japan where is also received his PhD. His research interests include CLIL, intercultural communication, bilingualism, and computer mediated communication. He is the Vice President of the J- CLIL pedagogy association and chair of the J-CLIL Tohoku chapter.
Beyond the Classroom: JEDI in Virtual Spaces
Khawaja, Anastasia - University of South Florida
Hillis, Mary - Ritsumeikan University
Hoelker, Jane - Nazarbayev University
Baker, Monica - Webtuck Central School District
Whether educators are working in resource-challenged environments or urban university settings, virtual spaces offer the opportunity for global connections and shared discussions, supporting progress towards initiatives like the UN Sustainable Development Goals. In this workshop, presenters representing Central Asia, the Far East, the Middle East, and the East Coast United States discuss our educational experiences promoting language learning in such virtual spaces. Drawing on the Justice, Equity, Diversity, and Inclusion (JEDI) framework from Sears and Kudaisi (2021) we emphasize the importance of providing spaces where students can exchange ideas, connect, and continue their personal and professional development as “unfinished learners” (Freire, 1970). We further explore how we can build virtual connections as a practice to engage and empower global learners and educators (Lortie, 2020). At the end of the session, participants will create an action plan to apply the information to their contexts.
Using AI-generated Comics to Teach Vocabulary!
Kirkwood, Malcolm Barton - UQ College
A solid foundation of vocabulary knowledge is essential at every stage of the learner’s second language (L2) development. Despite this awareness, multimedia design research and the emergence of easy-to-use AI image generators have made little impact on the way we present new vocabulary (or other features of the target language) to EAL students. This presentation shares findings from a recent action research project on using AI (Midjourney) to assist vocabulary learning in a tertiary pathway English program at UQ College. The project, influenced by the growing quality and availability of AI image generators, as well as my PhD research in multimedia learning, demonstrates the importance of context in learning material design, in particular emphasizing the role of social interaction and emotion as essential ‘gatekeepers’ of cognition and memory. Implications of the research and practical classroom tips are provided which your students will surely thank you for!
Changing Learner Beliefs in an Extensive Reading Community
Kurishita, Noriko - Nagoya University of Foreign Studies
This study attempts to reveal the process of changing learners’ beliefs through collaborative activities to promote L2 extensive reading (ER) in a university classroom. Substantial studies of L2 ER have been reported to demonstrate the benefits of ER for L2 language development (e.g., Elley & Mangubhai, 1981); however, the shifting learners’ beliefs of L2 learning towards its natural methodology have been hardly studied. By utilizing the frameworks of communities of practice (CoP) (Wenger, 1998; Wenger, et al., 2002) the results revealed the complexity of the shifting process of EFL learners’ beliefs towards ER methodology through interactive activities. The ethnographic study with periodical interviews with target students and conversation analysis of their interaction spanning 25 weeks showed various degrees of ER treatment, such as some students were absorbed in stories accepting the new learning methodology, whereas others remained ambiguous due to a lack of peer scaffoldings during the interaction.
Empowering EFL Learners: Multimodal Digital Storytelling for Speaking Competence
Li, Chia-Yi - Southern Taiwan University of Science and Technology
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.
Developing Intercultural Competence Through Food Culture: Indonesian English Teachers’ Perspective
Maulana, Andri - Indian Institute of Technology Patna
This research investigates the perspectives of English teachers in Indonesia regarding the incorporation of the food culture topic in English classrooms to enhance students' intercultural competence. Understanding the 'self' and 'other' in diverse cultural settings is vital for developing intercultural competence, particularly in the context of English language learning. The study emphasizes the significant role of food culture in shaping individuals' lives, emotions, and identity, while also fostering connections at familial, communal, and national levels, contributing to a broader cultural experience for foreign language learners. A qualitative research approach through a group interview with English teachers was employed; insights were gathered on the implementation of teaching English through the world cuisine topic as a means to promote intercultural communication and awareness. This research underscores the importance of preparing English learners in Indonesia as global citizens, fostering greater awareness of cultural diversity.
Diversifying English Listening Skills: A Study on World Englishes Shadowing
Nakanishi, Noriko - Kobe Gakuin University
"Most English audio materials published in Japan are recorded in American or British English, limiting opportunities for learners to expose themselves to World Englishes (WE).
In this study, we augmented at-home shadowing training for "English conversation" courses by incorporating WE audio, featuring narrators from East and Southeast Asia, Eastern Europe, West Africa, and South America. Participants included first- and second-year university students preparing to study abroad in English as a Native Language (ENL) countries.
Following a five-month training period, an awareness survey revealed that 93 out of 95 respondents found WE shadowing helpful for improving listening comprehension. A co-occurrence network analysis uncovered two key implications: 1) participants value the experience of learning diverse pronunciation features, indicating potential challenges in encountering varied accents in daily life, such as part-time jobs, and 2) they express anxiety about interactions with classmates from diverse regions during their study abroad experience."
Navigating the Educational “Stage:” EFL Students' Preferred Formative Assessments
Nguyễn, Hà - Ton Duc Thang University
Are English as a Foreign Language students passive recipients or active agents in your English language classroom? Let's empower them to become “players” on the educational “stage!” Encourage your students to actively engage in the learning process and give them a voice in shaping how their learning is assessed and evaluated. Guided by cognitivism, humanistic psychology, and constructivism, this study asked, “Which formative assessments do students prefer?” Conducted with 240 university English-major students at a prominent public university in South Vietnam, this study employed a mixed-methods research design to gather insights into preferred forms of formative assessment. Consolidated data from surveys and structured interviews revealed that individual essays, problem-solving, oral presentations, and group projects were favored, while attendance scores, quizzes, and reflective practices were least desirable. Detailed discussions of these preferences, along with pedagogical implications for designing and developing courses for English-major students, will be presented in the conference session.
Enhancing Speaking Skills through Poetry: A Phonological and Vocabulary Acquisition Approach
Ordonez Zuniga, Hector Ramiro - National Polytechnical Institute
"In this presentation, I'll share pioneering research on using poetry to enhance English speaking skills. This approach targets vocabulary enrichment and phonological aspects of language learning. Selected poems, paired with vocabulary ranked by English Vocabulary Profile, VOCD, MTLD, and Flesch Reading Ease metrics, show marked improvement in vocabulary acquisition and phonological control.
Results indicate improved vocabulary retention and moderate gains in spoken confidence. Notably, learners show enhanced control of phonological features. Key metrics like spoken speech rate (words per minute) measure speech quality, offering valuable insights for English Language Teaching professionals.
Attendees will learn how poetry can be a transformative tool in ELT, improving spoken English through linguistic and phonological development. This research provides ELT practitioners with text selection and progress-tracking strategies, equipping them with innovative teaching methodologies.
The Usefulness of Teacher-Made Authentic Materials for EFL Learners: An Accidental Ethnography
Park, Eunjeong - Sunchon National University
This study examines the use of authentic materials for English education. Using authentic materials has both advantages and disadvantages. However, authentic materials are more beneficial to EFL learners for their communication skills and cultural understanding. They also provide learners with an opportunity to know what English is like in real life. Accidental ethnography was employed for the study. Through content and language-integrated learning (CLIL), this study shows how authentic materials are effective and useful to EFL learners in a specialized vocational high school. Findings revealed that the participants felt they genuinely learned English and learning career-related vocabulary was useful for their prospective career and confirmed the potential of using authentic materials. This study also addresses research and pedagogical implications.
L2 Teacher Judgements of Learner Vocabulary Knowledge. Implications for Cloze Test Design
Pietruszewska, Anna - University of Lodz
The cloze procedure is widely used in L2 testing due to practical considerations. L2 teachers often design their own cloze tests, so it seems important that they can assess a word’s difficulty for learners accurately. However, there has been a lack of research in this area (Paleczek et al., 2015; Robles-Garcia, et al., 2022). To address this issue, a study was designed where teachers of B1 English (n = 17) were asked to rate the difficulty that 10 words would have for their learners (n = 47) in a listening cloze test. The teachers’ answers were then compared with the students’ test results. Analysis of the data suggests that the teachers failed to predict the learners’ test performance by overestimating the latter’s productive vocabulary knowledge, X2 (2, N = 64) = 8.37 to 41.26, p < .016, V = .36 to .80. Implications for cloze test design will be discussed.
A Pop-up Book of Prepositions: Teaching Prepositions in 3D
Prosser, Andrew - Hankuk University of Foreign Studies
The concepts and use of prepositions of movement and position can present problems for students, even at relatively advanced levels. For example, ‘above’ and ‘over’ are sometimes interchangeable, but in other contexts, only one is possible (‘He placed the blanket over his shoulders’, ‘The mountain rose above the plain’). It is argued that such prepositions are best presented in three dimensions and with the facility of movement. As a piece of action, a pop-up book presenting different prepositions of movement and position was created for young adult learners, which allowed users to view and manipulate figures to show movement in three-dimensional space. A test showed an experimental group using the book outperformed a control group with these prepositions. The book had the theme of ‘World Refugee Day’ to give the material a mature theme, and a communicative purpose, and to highlight learners’ awareness of this issue.
Teacher's awareness of intercultural pragmatics in EAL teaching in Australia
Ton-Nu, Anh - University of Economics Ho Chi Minh City
The teaching of English as an additional language (EAL) in Australia has been problematized partly due to teachers’ limited understanding of learners’ linguistic and cultural backgrounds. The gap could be potentially bridged with the integration of intercultural pragmatics (IP). Adopting a qualitative case study approach, this study explored how a teacher with awareness of the role of IP in intercultural communication could incorporate IP into EAL classrooms to enable learners to use the target language appropriately in the multicultural context of Australia. The findings illustrate the teacher’s awareness of multiple aspects of IP and how these aspects were taught in EAL classrooms. The study confirmed the usefulness of IP teaching in the investigated setting and adult EAL classrooms. Hence, it suggests a need for systematic integration of IP into EAL programs and reveals pedagogical implications for IP teaching regarding teachers’ classroom practices and teacher education.
Disruptive Behavior in the EFL Classroom: What Do Students Really Mean?
Tran, Linh Huong - FPT University
The current study examined students’ perspectives about misbehavior in the English as a foreign language (EFL) classroom in Vietnam. Data were collected through a questionnaire completed by 379 students from a public university in the South of Vietnam. The most problematic behaviors reported by students were taking a rebellious attitude and giving negative comments to teachers. No significant correlation was found between the frequency of student misbehavior and the perceived impact of misbehavior on teachers and their teaching. Students reported that the extent to which they evaluated how misbehavior might affect teachers and their teaching did not regulate their frequency of misbehavior. The study also found that there was a relationship between students’ motivation for English language learning and their frequency of engaging in misbehavior. Students who were highly motivated to learn English would be less likely to engage in unwanted behavior during the lesson.
Saudi University EAP Writing Program Management: A Case Study
Vitta, Joseph P. - Waseda University
This case study’s primary data (Yin, 2009) were reflections by the second author, the manager of a Saudi University EAP writing course. These reflections were reviewed by the first author who then interviewed the second author to engage in a quasi-triangulation process (emic-etic perspective pairing) arriving at four conclusions: 1-Students and teachers can easily ‘handle’ the language choice similarities and differences between the assignments in the preceding course. 2-The curriculum needs further development in helping teachers instruct students on points ‘above the language,’ e.g., pragmatics. 3-Internal standardization processes and inter-department communication exist in relation to assessment but could be further developed in relation to teaching practice. 4-The course and broader program would benefit from stronger alignment to the CEFR and deeper awareness of functional linguistics concepts such as text type. This relates to conclusion ‘3.’ Findings will be discussed in terms of program improvement and transference to other contexts.
Chunking Method for Speaking: Improve Utterance Length and Grammatical Complexity
Le Cao Bach - Academic Director, Private school
"This workshop introduces teachers to how to implement the Chunking Method to take speaking lessons to the next level and help learners get ready for using advanced English in global settings.
The Chunking Method offers a simple, comprehensive 2-step solution to help learners become better speakers in highly engaging academic and professional settings when attending educational programs worldwide: starting with a strategy for idea organization (dubbed “hook-line-sinker”) then follow up with “chunks” of grammatical structures to allow learners to verbalize their more complex ideas accurately and fluently. Learners then can “juggle” these chunks to suit various conversational contexts.
After this workshop, teachers will be able to tackle more challenging speaking lessons for more advanced students that improve not just speech complexity, but also speech rate and and pause lengths. Teachers can also incorporate the “chunks” in this method into their classes, or use the logic behind the method to create any number of speech sequences to suit any classes’ communicative needs."
Implementing Scenario-Based Activities and Role-Playing Games in Large Classrooms
- Pecha Kucha -
Eric Flynn - Gyeonggi-do Institute for Global Education
With the increased interest in games as a medium for teaching English, many educators are now considering how traditional role-playing games can be used as a tool for language education. The combination of lateral thinking skills with language usage makes role-playing games an attractive means for presenting English education in a dynamic and attractive package. However, implementing an activity that has been designed for small groups of no more than six players is a goal that often seems impossible in classrooms of 20 or more students. This presentation will introduce a simplified version of role-playing games--the scenario-based activity--and provide methods for tailoring it to a variety of class sizes and themes.
KOTESOL After Korea: Utilizing Our Learned Skills in a Global Market
- Pecha Kucha -
Kara Waggoner - Baker College
The skills members gain while being involved in KOTESOL while living in the country will also benefit us when we transition to other places. Being able to deliver presentations, organize events, and gain intercultural understanding are some of the attributes that will be valuable to organizations beyond South Korea. This recorded presentation will share insights about how the skills learned through KOTESOL involvement can be utilized in other capacities, such as the global marketplace.
Students’ Audiovisual Media Knowledge as a Bridge to Discussing Literature
- Pecha Kucha -
Andrew Shepherd Nelson - Yachay Tech University
English students may benefit from discussing literature but may be unfamiliar with the necessary terms and concepts. However, they tend to have a better understanding of audiovisual media, which can be used in the classroom to help scaffold students’ knowledge of unfamiliar literary terminology and devices such as conflict, foreshadowing, and satire. In this Pecha Kucha presentation, the speaker will (1) explain how students’ familiarity with series, movies, and anime can scaffold the learning of literary devices, (2) offer strategies that instructors can use to teach literary terms, and (3) provide an assignment description, the Persuasive Video Speech, in which students incorporate literary terms to convince others to watch their favorite series, movie, or anime. This presentation will be highly beneficial for educators seeking to help their students use persuasive language, improve literacy, and be able to discuss movies and books more effectively.
Improving Temporal Prepositions in Korean Students and Exploring Gender Differences in Studying Space and Time
- Pecha Kucha -
Tom Sean Jeffery - Kyungpook National University
English prepositions of time, (in, on, and at) are generally accepted to be challenging for Korean students. This presentation examines a 5-year study involving over 100 Korean Elementary students of various ages and levels in an attempt to examine the differences between Korean and English temporal prepositions and the reasons Korean English learners have difficulties studying prepositions of time. Initially, the nature of the problems surrounding preposition comprehension was identified. Then an analysis based on cognitive linguistics was applied to seek to improve teaching strategies. The results show an average improvement of more than 30% in temporal understanding and a particularly marked improvement in males when temporal prepositions were also linked to spatial concepts. This could be because, with males, spatial prepositions may be acting as supportive scaffolding linking the abstract temporal prepositions to the more concrete spatial concepts, which appeared to have a more significant impact compared to females.
From an English Anxiety Sufferer to a Passionate Learner: Teacher Interventions’ Importance
- Pecha Kucha -
Thi Lanh Tran - Nagoya University of Foreign Studies
Language anxiety (LA), as both an internal state and a social construct, is thought to be attributable to several factors including the learner, the teacher, the context, and so on. A bulk of research in various educational contexts has shown that it interferes with many aspects of learning. As one of the determining variables influencing learners’ levels of anxiety, teachers are believed to take measures to help mitigate its consequences. This presentation, informed by the existing literature on LA and the presenter’s personal experience as an English learner, will tell a story of how a teacher helped her overcome the anxiety of learning English. The classroom interventions that will be discussed include creating a relaxing classroom atmosphere, enhancing teacher immediacy and credibility, and teaching effective strategies. Attendees are expected to gain valuable resources and teaching strategies to implement in their classrooms to help minimize their student anxiety reactions.
How Group and Pair Activities Elevate L2 Learning in the Elementary Classroom
- Pecha Kucha -
Amy Braun - Seto Solan Primary School
"Numerous research have stated that pair and group activities can evaluate one's learning of a second language (L2). Swain, Kinnear, and Steinman (2015) have stated that "student-student interaction can constitute a vigorous ZPD". In the field of Sociocultural Theory, there are topics like near-peer role models and Zone of Proximal Adjusting (ZPA; Murphey, 1996) which discuss how students can contribute to their peers' L2 learning.
The presenter will discuss her current research on how group cohesion has worked in her elementary first-grade classroom in Japan. The presentation will take a look at activities that teachers can use in their classrooms, especially for those who teach elementary students, that promote group cohesion in doing and completing activities in the L2, thus letting the students be the main stakeholders of the L2 learning. The presentation will answer the question " Is it possible for young learners to produce their own L2 learning?"
Empowering Tertiary Learners: Transformative Reading Skill Development
Md. Shahrear Talukder - Shanto-Mariam University of Creative Technology
This paper examines the transformative potential of reading skill development among twenty tertiary learners from a university in Bangladesh. The study identifies efficient tactics and interventions to enable students to develop and improve their reading skills by synthesizing literature and empirical data. This research uses mixed methods to investigate how collaborative learning environments contribute to the transformative development of reading skills among tertiary learners in Bangladesh. The theoretical framework offers a thorough understanding of the principles underlying reading proficiency by incorporating the “Threshold Concepts” articulated by J. H. F. Meyer and Ray Land. The results highlight the significance of collaborative learning environments and learner-centered techniques in fostering transformative learning experiences. Recommendations for educators are provided to optimize reading skill development in tertiary education settings.
