PROGRAM: Session Abstracts & Presenter Bios

Provisional Listing of Sessions

KOTESOL 2016 National Conference

Sangji University, Wonju

May 28th

 

Plenary Session

Connecting the provinces in ELT research: Making the local visible globally
Theron Muller
session information

 

Concurrent Sessions

(the below are listed in alphabetical order by lead presenter's surname.)

The provisional timetable may be downloaded from a link at the bottom of this page, in PDF.

 

Bartlett, C Craig

Affiliation: KDLI

Issues in Teaching and Assessing Pronunciation
75 minute Workshop

Session Abstract:
In this workshop, participants will be invited to share any issues they have encountered when trying to teach or assess aspects of pronunciation. Following this, the workshop leader will share his experiences as part of a team of instructors seeking to work with adult students in the area of improving pronunciation. Issues around the place of pronunciation within a language course curriculum, and within the prosody pyramid (re: Gilbert 2008) will be addressed. The presenter's practical experience in teaching and assessing pronunciation will form an integral aspect of the workshop.

Biographicals:
C Craig Bartlett has been teaching English as a Second or Foreign Language since 1997. He has worked in the Republic of Korea, mainland China, Hong Kong, and the UK. He is currently an Instructor in the English Language Department at the Korea Defense Language Institute (KDLI) in Icheon.

 

Breaux, Gunther

Affiliation: HUFS

Conversation-based Learning: a complete education
45 minute Workshop

Session Abstract:
ESL classrooms are filled with smart students who can pass standardized English tests but cannot carry on an English conversation. Why? Because the education system places English language knowledge at the top of the pyramid, rather than English ability. Why? Because knowledge is easier to test than ability. Thus, ten years of grammar-based classes and multiple-choice tests. A university education should be preparation for life, and life is not a grammar test.

First, conversation is the crucial skill – it's the glue that holds the other skills together. Without the interest and personal relevance of conversations, the other skills are just short-lived chores that soon evaporate. Second, conversational ability is just the tip of the improvement iceberg: listening, pronunciation, grammar, vocabulary and confidence improve as a byproduct. Finally, conversational ability should be the goal. It's the highest academic skill, not the lowest.

This presentation details from the first-day placement test to last-day improvement data. Conversation is the class and the test – there's no role playing or presentations. Conversation is the engine of integration, internalization and improvement. The placement test assesses ability, the book (covered at home) provides speaking preparation, speed dating (one topic, many partners) provides the focus and repetition necessary for improvement, while the better speakers provide gentle language gain. Academic skills are improved because conversations include: for example, first, second, third. This improves writing. The conversation test completes the circle. Each student gets extensive personal feedback and error correction and teachers get accurate grading and improvement data.

Biographicals:
Gunther Breaux has taught English conversation to Korean university freshmen for 20 years. He’s an associate professor at Hankuk University of Foreign Studies and the author of EFL textbooks, teacher's resource books, and idioms books. His research interest is in Conversation-based Learning.  Website: talk-or-walk.com

 

Breaux, Gunther

Affiliation: HUFS

A conversation class needs a conversation test
45 minute Workshop

Session Abstract:
Korean teenagers rank at the top of the world in math and science and at the bottom in English speaking ability. Why? Because in math class they have a math test. In science class they have a science test. A conversation class must have a conversation test. This is correct education methodology, and human nature. What get's tested gets done.

Grammar-graded tests result in more grammar study. Role-playing tests result in more memorizing. Presentations and interviews are not conversations. Such tests merely provide grade spread while indirectly and subjectively measuring the sub-components of speaking (grammar, pronunciation, etc).
Now you can directly and objectively measure speaking ability. Measure what students do, not what they do wrong. This presentation will describe a test that is easy to give and grade. It both measures ability and improves ability. Each student gets extensive personal feedback and teachers get accurate grading and improvement data. And students do all the work.

In brief: three students of similar ability have a 17-minute conversation. The test is recorded on teachers’ and students’ phones. Students transcribe only what they say (takes about one hour) on Word. Word gives their total words spoken and the number function gives how many times they spoke. By simple division students get their average words per utterance. Total and average words on the midterm reveals their ability, and a comparison of midterm and final test data measures their improvement. The bottom line is: How can you teach conversation if you can't test it?

Biographicals:
Gunther Breaux has taught English conversation to Korean university freshmen for 20 years. He’s an associate professor at Hankuk University of Foreign Studies and the author of EFL textbooks, teacher's resource books, and idioms books. His research interest is in Conversation-based Learning. Website: talk-or-walk.com

 

Breckenfeld, John E

 
Developing a Debate Structure within the EFL Class
45 minute Workshop

Session Abstract:
An appropriate debate framework within the EFL classroom provides many advantageous learning opportunities: novelty, critical thinking, improvisation, competition, and, naturally, speaking/conversation practice. Before using such a framework, the instructor must provide the necessary guidance and scaffolding to encourage productive debate. If done successfully, students can engage with target language/content in new and exciting ways.

A debate structure makes speaking practice fun by transforming it into a game, role play, or competition. Through role-playing from different positions of a debate-friendly scenario, students engage with content from multiple perspectives, all the while practicing target language. While playing the role of debate moderator/facilitator, students have the added benefit of creating questions. According to Lieb (Teaching Debate Skills to Intermediate and Lower Level EFL Students. Himeji Dokkyo University, 2007), debate can promote teamwork, cooperation, and critical thinking. Students may also develop greater capacities for tolerance, open-mindedness, and empathy toward their peers (81). Furthermore, debating serious topics that students care deeply about may boost student participation (80). The workshop will focus on best practices of developing a debate framework utilized within English conversation classes at the university level. It will begin with remarks on BP, including reflections from the presenter’s work using debate within university conversation classes over previous semesters. Next, in small groups, workshop participants will discuss their experiences, ideas, and/or concerns about doing debate in the classroom. Then, small groups will report their ideas back to the whole group. Finally, the presenter will summarize key insights and implications for best practices.

Biographicals:
John Breckenfeld has taught EFL in Korea for over three years, within K-6, university, and adult classrooms. In 2013, John completed a Master of Education Degree at UCLA, while teaching 4th Grade. He is currently a Visiting Professor in the Department of English Language and Literature at Gangneung-Wonju National University.

 

Brusky, Krista

 
Music and Language in the Elementary ESL Classroom
Presentation (45 minutes)

Session Abstract:
There is a lot of research showing just how vital music is in child development such as coordination, creativity, social skills, or even increased SAT scores. But the improvement in language development is the most well-documented benefit of music in early education research. If we are to believe the saying that music is a universal language then music should be easy to incorporate in the ESL classroom. However, the research on language development primarily focuses on childrens’ development of their native language and does not seem to transfer equally to ELLs. Also, the adage of music’s universality could only be true if culture was not also inseparable from language and music.  This may be the reason there are few studies on using music in an ESL context.

This presentation hopes to change this at least at the elementary level by describing how different world musics and languages intertwine by using an ethnomusicological approach. With various pedagogical tools in music education and my own personal (and numerous!) mistakes, it will also create an effective environment for language learning in the elementary ESL classroom. We will first learn about types of ESL songs and videos and how to quickly sift through the thousands of songs on the internet with its different cultures, ages, levels, and target language. Then we will focus on various tips on how to introduce target language in a musical context before “rehearsing” and “performing” a song for effective language learning.

Biographicals:
Krista Brusky is an ethnomusicologist turned ESL teacher and editor. She holds a BA in Music and an MM in Music History. Her current research is language and music in the ESL classroom as well as the influence of language, music, and identity in pop music.

 

Bryer, Raymond

Affiliation: JNUE

Effectively Using Movies in the Language Classroom
Presentation (45 minutes)

Session Abstract:
This presentation provides some ideas for using English movies in class as a method to introduce target vocabulary and grammatical structures as well as promote open class discussion.  It reports on the on the methods used in a course taught (in two different versions) to pre-service teachers.  In both classes, students were required to watch a specific film every week (each relating in some way to the theme of teaching or learning) for homework. That movie was then used as the basis of each week’s lecture.  First, specific quotes from the film were analyzed in context for targeted vocabulary and grammar practice.  Then, characters and/or general themes in the movie were used as the basis for more low structure activities, which included group, pair, and whole class discussions.  The discussions served as a motivating way for learners to express their own opinions and challenge the opinions of others.  Special attention was paid to providing learners with opportunities to compare and contrast their past experiences in education with their peers. Each lesson concluded with a small group project related to the week's theme.

Biographicals:
Raymond Bryer currently teaches English Education at Jeonju National University of Education.  He previously taught in the English Education Department of Jeonbuk National University and has taught ESL for nine years. He holds a BA in Journalism from The Pennsylvania State University and an MA in TESOL from Anaheim University.

 

DeHond, Garrett

Affiliation: SeoulTech

Appraisal in L2 Peer Feedback
Presentation (45 minutes)

Session Abstract:
While many researchers of peer feedback in L2 writing have examined issues of stances in feedback, few have deeply probed students’ language choices for constructing evaluative commentary.  Issues of language choice can be challenging for writing instructors and their students as they negotiate ideas on constructive criticisms that promote successful revisions.

The presenter approaches this concern area by exploring appraisal analysis – a sub-field of systemic functional linguistics – for probing evaluation in peer review.  The presenter will provide a brief introduction of analytical practices common to both L2 peer feedback stances and appraisal analysis, advocating their interactive potential.  He will illustrate this applicability through data samples collected from peer feedback sessions in English academic writing classes, encouraging audience members to add their own interpretations of students' evaluative language.  The presenter will conclude with a discussion of considerations for best practices and future research.

Biographicals:
Garrett DeHond is a Doctoral Student of Education at the University of California, Davis.  His research interests focus on issues of response discourse and computer-mediation in second language writing.  He currently teaches writing and conversation at Seoul National University of Science and Technology.

 

Finley, Wayne AND Thorkleson, Tory S.

Affiliation: Korea Polytechnic University AND Hanyang Unviersity

Motivating your EFL students:  Theory versus Practice
75 minute Workshop

Session Abstract:
Many teachers, professors and instructors struggle to motivate their students effectively. People like Bloom, Maslow, Gardner and others have theorised diverse approaches for motivating students over the years. This workshop will begin in part 1 by reviewing some of the better known and more effective approaches to understanding and motivating students struggling with English as a language, culture and subject at the university and upper levels of public education.

Parts 2 and 3 will offer insights and activities from two experienced university level instructors based on classroom and one presenter’s teacher training experience. Groups will be formed and the participants will have opportunities to discuss, share ideas about their own classroom practices from a motivational perspective as well.

Biographicals
Since 2010, Wayne Finley has lived and breathed education in Korea. After his first year at a children’s language academy, Wayne made a smooth transition to the university level. Setting his sights on greater heights, Wayne became a regular feature on the KOTESOL calendar and now works with KOTESOL Teacher Training (KTT).

Tory S. Thorkelson, M. Ed. is a Lifetime KOTESOL member. He is a Past-President of Seoul Chapter and KOTESOL and an active KTT member/current Facilitator. He is as an Associate Professor at Hanyang University and has created and taught for numerous programs. Currently, he is a Doctoral student at Middlesex University and a regular contributor to EFL Magazine.

 

Garland, Christopher

 
Gamification of Education and Directions for SLA
Presentation (25 minutes)

Session Abstract:
Gamification is a fairly novel concept that has been recently seen use in the field of education. While the work of Deterding and others has sought to define gamification, there are still a variety of ways in which gamification can be applied. While many gamification application studies have shown positive results, others have shown conflicting results. Additionally, as of yet there have been no studies conducted in the field of TESOL. In this research a meta-analysis of gamification of education studies was conducted in order to determine how gamification could best be applied to the English language classroom. Specific contexts, times, and methods were found to be most effective in educational applications of gamification. This knowledge could be applied in English language education in order to successfully gamify a course. Specifically, the meta-analysis revealed that gamification should be used in shorter modules or courses, ideally with both in-class and online support. Most importantly, it was found that gamification should be used to increase student time on task.

Biographicals:
Christopher Garland is a recent graduate from St. Cloud State University, with a masters in English. He works and resides in Daejeon, South Korea. His work is primarily concerned with gamification, and he also has interests in critical pedagogy and sociolinguistics.

 

Griffin, Michael

 
Lessons from Behavioral Economics for EFL Teachers
45 minute Workshop

Session Abstract:
Are there things that Kahneman, Thaler, Harford, and Levitt can teach us about English language teaching in Korea that Thornbury, Nation, Krashen, Farrell, and Larsen-Freeman cannot? While Behavioral Economics is not typically the province of EFL educators, perhaps there are important lessons that could be garnered from readings in the area. Perhaps lessons and ways of thinking embedded in the field Behavioral Economics that are typically not considered in ELT conferences and research or the field in general could be of use to English teachers in Korea. In this interactive and discussion-based session, lessons from Behavioral Economics will be considered and audience members will be asked to share their thoughts on how ideas from behavioral economics could be applied to their own teaching and working situations. The world of nudges, biases, sunk costs, loss aversion, and framing choices will be connected to the world of English language teaching and will be used as lenses to examine the ELT field.  Attempting to bridge the gap between these seemingly different fields will provide participants with fresh perspectives on both their teaching contexts and the challenges that might be found in these contexts. Participants can expect to walk away with new ways of framing and attempting to work through challenges they encounter as EFL teachers in Korea.

Biographicals:
Michael Griffin has been teaching for around 15 years. He’s currently based in Seoul where he teaches (mostly) English at Chung-Ang University. Currently, teacher training and development is both a hobby and passion. Mike is also involved with #KELTchat, #iTDi, and the New School MATESOL program. Mike's blog is http://eltrantsreviewsreflections.wordpress.com/

 

Hale, Bryan

Affiliation: Sunkyung Academy

Reflecting on Our Provinces
Reflective Practice (45 minutes)

Session Abstract:
In this end-of-day Reflective Practice session, attendees will have a chance to reflect on the ‘provinces’ they belong to as teachers, and which provinces they may be moving closer towards. We will take some time to share and absorb what we got out of this year’s National Conference and how we can relate it to our teaching trajectories. Seasoned reflectors might value the chance to reflect on the conference, and people who are curious about Reflective Practice might be interested to experience some of what we do in RP SIG meetings.

Biographicals:
Bryan Hale is a coordinator of KOTESOL’s Reflective Practice Special Interest Group, and co-facilitates monthly Reflective Practice meetings for the Gwangju-Jeonnam Chapter. He is an English teacher from Australia and currently teaches elementary and middle school students at Sunkyung Academy in Gwangju.

 

Hall, Eric

Affiliation: Hoseo University

English Graphic Novel Project: A Creative Process
75 minute Workshop

Session Abstract:
Have you ever wanted to use English learning in a fun, creative fashion? In this workshop, you will learn how to develop and create an English language graphic novel class. This workshop is based on an English graphic novel class conducted at Hoseo University in the Fall of 2015. The topic chosen by the class was the Korean story of RyuGwan Sun. This young patriot was born in 1902 in Cheonan, South chungcheong province, Korea. Her story was chosen by the students because Hoseo University is also located in Cheonan so they had access to local information and the RyuGwan Sun Memorial Hall for research.

The theoretical foundation for this class is based on my published dissertation (2015) which deals with university students and their experiences with language learning strategies. The top three referenced strategies (using resources for sending and receiving messages, cooperating with peers, and cooperating with a proficient user of English) were incorporated in the daily activities of the class. Other key strategies that were used in the class will be detailed throughout the workshop.

The workshop will cover several areas of graphic novel creation such as:

• Selecting a topic
• Group work
• Peer cooperation
• Proficient speaker cooperation
• Using resources for sending and receiving messages
• The art process
• Translation
• Print and web publication
   

This is a project that any teacher can do even if they have little to no graphic novel or publishing experience.

Biographicals:
Dr. Eric Matthew Hall has been teaching English at Hoseo University in Cheonan for the past 6 years. He recently completed his doctoral dissertation (2015) entitled, "A Hermeneutic Phenomenological Inquiry Into The Meaning Of Language Learning Strategies As Experienced By Successful English Language Learners At A South Korean University."

 

Hartley, Roisin Frances AND Schei, Bruce

Affiliation: Hwaseong City English Education Advisors and Public School Teachers (both)

Beyond the classroom: volunteering with ELT
Presentation (45 minutes)

Session Abstract:
This presentation outlines the efforts of local teachers in Hwaseong, Gyeonggi province in their endeavours to engage and build a rapport with the residents in their local community through ELT. We intend to raise several questions. What is the significance of community work amongst ESL teachers in Korea? What positive effects do EFL teachers cause when actively engaging in municipal/provincial events and volunteer opportunities? What are the results from their participation? How do the local native communities respond? How can municipal / provincial community work amongst English language teachers in Korea be developed in the future?

For many teachers, the road to improved relations with local communities often forms from positive relationships with their own students. There are many ways to achieve this goal and methods amongst teachers will vary. The aim of our presentation is to first demonstrate a few successful examples of how to develop community participation, initially from within the classroom. The second aim is to discuss the potential positive social change community work can bring about through innovation and integration, which could positively affect the relations between EFL teachers and Koreans nation-wide. Thirdly, the aim is to open up a forum for discussion with the attendees to explore ways we can better serve our communities in our respective provinces, in order to develop a personal and professional reputation amongst our neighbouring citizens.

Biographicals:
Bruce and Roisin have both taught in Suwon and Hwaseong for the past 5 years. Since then they have embarked upon their Master’s degree programs in Education and Applied Linguistics and have continued to serve the community of Hwaseong City as volunteers in teacher training, municipal events, and human resources.

 

Heathco, Gregory

Affiliation: Hansung University

Pathways for the Developing Teacher
Presentation (45 minutes)

Session Abstract:
Due in large part to its generous starting compensation and liberal hiring standards, South Korea boasts one of the world's most robust English teaching industries. Many of the teachers here may be content with their entry-level positions, but for those interested in forging a career, opportunities exist to develop and advance in English Language Training (ELT). This presentation is intended to help teachers visualize long term career objectives and begin charting a course toward those aims.

The first half of the session will present the audience with a number of career paths and the positions available within them, both in Korea and beyond:

• Classroom opportunities (international schools, universities, British Council)
• Training & Development (senior teaching, teacher training)
• Content development (textbook authorship, curriculum and assessment design)
• Administration (director of studies, branch management, human resources)
   

The second half will be focused on the development opportunities that prepare and qualify ELT professionals for the aforementioned positions:

• Initial and advanced certifications (CELTA/DELTA, Trinity TESOL, TEFL)
• Online training (IH World, Oxford TEFL)
• MA options (Framingham State and other distance programs, degree choices)
• State teaching credentials (program options and requirements)
   

The presentation will include illustrations matching these development programs with their apposite career path and an analysis of salary ranges, upward mobility, and visa restrictions on a regional basis. It will conclude with some warnings about the limited regard for certain qualifications and ideas for mapping a personal career journey.

Biographicals:
Gregory Heathco is an assistant professor at Hansung University in Seoul. He has a MA in Adult Education and a DELTA Diploma from Cambridge English. He left his home in sunny Arizona nearly 6 years ago and has worked in various English teaching capacities on three different continents.

 

Henderson, Scott

Affiliation: HUFS Global Campus

Using and Teaching About Visual Art in EFL Classes
45 minute Workshop

Session Abstract:
As Korean universities aim to diversify their curriculum and attract students from both home and abroad, EFL university instructors have increasingly been tasked with teaching content related courses alongside their regular language courses. With this added responsibility in mind, this workshop will demonstrate how terms, concepts,and content involving visual art can be introduced by EFL instructors so that students may increase their interest in the fundamental and formal aspects of art while obtaining a more thorough understanding and appreciation of the art they see throughout their lives. Though the target audience for this workshop is university instructors, those who teach adolescents, high school students, and adults may benefit from attending.

Biographicals:
Scott Henderson has been teaching English at the university level for nearly seven of his eight years in Korea. He has been active in promoting effective teacher practice by presenting at national and international conferences in Korea, and by serving for two years as an executive committee member of the Gangwon branch of KOTESOL. He received his MATESOL from Anaheim University in 2012.

 

Hooker, Zachary

 
Teaching L2 Writing with Statistical Text Analysis
Presentation (45 minutes)

Session Abstract:
This presentation reports on uses of the open source R programming platform for L2 writing educators. Using text from elementary-level L2 learners of English, the presentation explores how educators can employ tools such as word frequency, lexical variety, and cloud visualization for the diagnosis and assessment of L2 writing. This presentation will show how quantitative approaches to writing analysis – that is to say, computer-based statistical text analysis – can supplement traditional methods to help both students and teachers reflect more on how learners understand and deploy writing instruction.

Biographicals:
Zachary Hooker is a Seoul-based ESL instructor. He holds MA degrees in the social sciences from the University of Chicago and Columbia University, and is interested in how text analytics can be integrated with the teaching of L2 writing and the operation of post-secondary school writing centers.

 

Kangas, Kaj

Affiliation: Woosong University

Korean Student Group Fear of Social Faux-Pas
Presentation (45 minutes)

Session Abstract:
Groups of Korean English as a Foreign Language (EFL) students unfamiliar with each other appear reluctant to engage in communicative activities. This can be frustrating for foreign teachers unfamiliar and at a loss to interpret and deal with such behavior. Precious contact time can be lost and classroom atmosphere damaged if it is misinterpreted as antipathy, or disinterest, for example. What is the reason for this apparent passivity?  To what extent does mainstream English Language Teaching (ELT) theoretical literature concerning motivation account for it? In a December, 2015 questionnaire, General English students at a Korean university agreed or disagreed and ranked the importance of reasons for passivity from both mainstream and non-mainstream ELT theoretical literature. After over-viewing the above, this presentation will show that a fear of being judged for making mistakes – something not addressed by arguably more western-centered mainstream literature, but mentioned by more marginal Asian literature- greatly eclipsed mainstream motivational reasons in explaining their passivity.  Apparently, these mistakes are social faux-pas – lack of “nunchi”- with respect to a Korean social etiquette, resulting in loss of status, or “chaemyeon”. This study generally underscores the need for mainstream ELT theorizing and practice to attend more carefully to socio-cultural and psychological factors that can differently impact teaching in one country versus another. Foreign teachers in Korea need to be sensitized to the importance of this social etiquette to develop teaching strategies that incorporate it. The presentation will conclude with some strategies developed by the presenter to do this.

Biographicals:
Kaj Kangas is Assistant Professor at Woosong University in Daejon, South Korea. He has been teaching General English at universities in Korea for nineteen years. He has presented at numerous international conferences in Korea, Japan, Malaysia, Laos and the Philippines.

 

Lee, JuSeong (John)

Affiliation: University of Illinois

Novice English Teachers: Insights from the Field
Presentation (45 minutes)

Session Abstract:
To enhance our understanding of novice English teachers in language teacher education, this study aims to unravel challenges experienced by two novice English teachers in the Korea’s EFL school context. The researcher spent 13 months in the participants’ natural environment, observing and collecting data through observation field notes, interviews, questionnaire, and cultural probe. A grounded theory approach (Strauss & Corbin, 1998) was adopted to guide the recursive data analysis and identify the themed findings – personal factors (e.g., unrealistic expectations), sociocultural factors (e.g., school policy and structure), and sociopolitical factors (e.g., national university entrance examination). These findings suggest novice English teachers should obtain the accurate information about the new school and seek actively for formal and informal support from multiple sources. This study offers several practical suggestions for novice English teachers and school administrators in various local EFL contexts, which would help the beginning English teachers to sustain and succeed in the new teaching environment.

Biographicals:
JuSeong (John) Lee is a doctoral student at the University of Illinois at Urbana-Champaign. His research interest includes 1) CALL (via video conference, tele-collaboration, flipped classroom, and wearable devices), 2) Sociolinguistics – English as an International Language (EIL), 3) Learner Autonomy – Self-directed Language Learning beyond Classroom, and 4) Teacher Development – Novice Language Teacher. He is also the UIUC best-paper winner of the 6th Annual College of Education Graduate Student Conference (2015).

 

May, Elizabeth

Affiliation: Kongju National University

Online Quizzing; Why and How
45 Minute Workshop

Session Abstract:
This workshop presentation will focus on the use of online resources to undertake class quizzes and surveys; the rationales for conducting them online and also introduce a practical methodology. There will be a special focus on exit surveys.

Firstly the rationale behind online surveys and quizzes will be discussed. Followed by a brief discussion of what people are currently utilizing and some suggestions from the presenter.

The presentation will then introduce Socrative, an online survey or quiz site, which can be utilized to quickly conduct surveys and quick quizzes. Results are automatically collected and allow the educator to look at class wide trends and individual responses. The streamlining of the quiz or survey process online makes it more efficient and allows for easier analysis and comparisons over the course of the content delivery. There will then be the opportunity to experience making and using quizzes.

Finally the rationale for online exit surveys will be explained; including checking student understanding, providing an opportunity to ask the educator any questions or to give feedback on content, to monitor student satisfaction and to look towards creating more positive student evaluations. This ongoing feedback about student understanding and satisfaction allow the educator to continually reflect upon their own performance to identify key areas of success and improvement.
(It is advised attendees bring a device with an internet connection.)

Biographicals:
Elizabeth May is a Visiting Professor at Kongju National University. She has taught all age groups, in both public and private institutions, in South Korea and Thailand. She has a MEd (Applied Linguistics) and is working towards a MA (Education). Elizabeth serves as the Vice President for Seoul KoTESOL chapter.

 

Magpale-Jang, Teri An Joy

 
Using Language Needs Assessment on ESP Syllabus Development for South Korean Business Professionals
45 minute Workshop

Session Abstract:
This paper explains the importance of using a Language Needs Assessment (LNA) tool to highlight the discrepancy between the target tasks and the learners lacks which offers a strong foundation for developing a Business English syllabus for South Korean business professionals. This research focuses on the various Business English speaking tasks which most South Korean business professionals perform in their workplace. This study uses the Needs Assessment practices of using multiple sources and multiple methods in the data gathering stage and uses triangulation in order to validate results. Accordingly, this paper aims to identify and analyze the English Speaking needs of Korean business professionals in performing their work. In addition, the purpose of this study is to conduct a Target Needs Analysis (TNA) for a Business English course which aims to improve learners’ Business English speaking skill. Thus, the findings of this study provides a sound basis and valuable implications for curriculum developers and teachers in developing business English courses.Based on the data, this study asserts that a Business English speaking syllabus should focus on providing a more comprehensive instructional activity in helping learners in introducing a business proposal/plan in a meeting. By doing this, teachers and curriculum developers can help learners in addressing their needs and lacks toward a target situation at the same time. As a result, this study also presents a comprehensive Business English speaking syllabus which targets the different speaking skills needed to perform the target task  (introducing a business plan/proposal).

Biographicals:
Teri An Joy G. Magpale-Jang is a Filipino ESL/EFL educator and researcher, currently living in South Korea.  She used to be a Language Professor in one of the Philippine’s national university. She finished her Bachelor of Arts/Bachelor of Secondary Education major in English Literature with an Academic Honor in the Philippine Normal University-Manila. She finished her Master of Arts in Teaching English Language in the De La Salle University-Manila. Her research interests include World Englishes, Discourse Analysis and Current Pedagogical issues of ELT.

 

McCuaig, Joanne

University of Birmingham

The University of Birmingham: ELAL MA in TESOL and MA in Applied Linguistics
Presentation (45 minutes)

Session Abstract:
The University of Birmingham, UK, is pleased to offer an information session about the distance (and campus based) MA programs it offers in TESOL and Applied Linguistics. Topics covered include: structure of the program, courses offered, program expectations, timelines, and program costs. As well, we will be talking about what kinds of students take the program, how to be successful in your MA studies with Birmingham, and if this program is a fit for your needs. Questions are always welcome and if you can’t attend the session, please come visit our promotional table to speak with us.

Biographicals:
Joanne McCuaig is a 2012 graduate of the University of Birmingham, MA in Applied Linguistics (with distinction). She is a tutor for the program as well as the in-country representative for Korea.

 

Muller, Theron AND Talandis Jr., Jerry

University of Toyama (both)

Teachers doing classroom research: An interactive professional development workshop
75 minute Workshop

Session Abstract:
Teacher classroom research as a way for language teachers to explore and investigate their classroom practice is an important part of teacher training and education programs (Nunan, 1990). Such research generally involves a reflective cycle of planning, acting, observing, and reflecting (Burns, 2010). However, typical research models from the literature represent an ideal and may not reflect the lived experience of teachers investigating their classrooms. In this interactive workshop, participants will share their understanding and experiences of their classroom research projects. Participants’ ideas and experiences will be compared and contrasted with some of the key literature on the topic of classroom research. Examples of teacher research will be shared and used as a springboard for participants to think about their own classroom practices, possibilities for incorporating classroom research, and how this could facilitate their professional development. We will also introduce an alternative model of teacher research that has the benefit of putting the teacher at its center, rather than classrooms or teaching methods. We will ask participants to consider their own classroom research interests and activities from the perspective of the more traditional models and our alternative model. We hope this exercise will help teachers to envision a professional development path that they can apply in their own practice.

References
Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners. New York: Routledge.
Nunan, D. (1990). Action research in the language classroom. In J. C. Richards & D. Nunan (Eds.) Second Language Teacher Education. Cambridge: Cambridge University Press.

Biographicals:
Muller – http://koreatesol.org/nc2016TheronMuller

Jerry Talandis Jr. has been teaching English in Japan since 1993. After a three year stint on the JET Programme, he taught for 10 years at the Toyama College of Foreign Languages in Toyama Prefecture and for three years at Toyo Gakuen University in Chiba Prefecture. He has been teaching English conversation and composition at the University of Toyama since April 2012. His current interests include using pragmatics for improving oral communication, teacher development via action research, and language testing. He is co-author of the English textbook Conversations in Class, 3rd Edition.

 

Oh, Jungkeun

Suicide - working title

Session Abstract:
to follow

Biographicals:
to follow

 

Petilla, Zon

Affiliation: Ojeong English Center

3 Provinces and 5 Rules to Rule Them All
Presentation (25 minutes)

Session Abstract:
Given my experience teaching elementary students in 3 provinces and using the Nurtured Heart Approach from my Teacher Ready credential program in correspondence to University of West Florida teacher training program, I’ve come to five class rules that should work in most classrooms with Korean elementary student populations. Although having a Linguistics degree with TESOL training has helped greatly teaching elementary students in S.Korea, I was really not prepared to teach children without a co-teacher in English camps or afterschool programs. This PechaKucha will highlight the similarities I’ve seen in the Chungcheongnam, Busan, and Kwangju provinces with the Korean populations I’ve taught, my reflections, and relevant credential program readings which helped develop 5 simple rules. These rules are labeled with simple English phrases and are represented by a consecutive numeric order of one to five fingers. Also, I’ve planned time and activities to help students learn the class rules similar to techniques demonstrated from “Talking about Teaching” episode “Caring and Control” from the website teachingchannel.org. Teachers can use the rules in class games to get students to learn the rules kinesthetically as well as verbally. My PechaKucha will introduce relevant methodologies to teaching students’ rules in the USA, and how my simple rules can help manage classes in order to help students become better English learners.

Biographicals:
ZonPetilla graduated CSU Fresno with a Linguistics degree focusing on TESOL. He has about 6 years teaching experience in California in institutions such as Contra Costa College, and 3 years teaching in provinces such as Chungcheongnam, Busan and is currently in Kwangju at Ojeong English Center.

 

Reynolds, Eric

Affiliation:  Woosung University

Reading, the Brain, and EFL
Presentation (45 minutes)

Session Abstract:
Reading is amazing! How the heck do human beings do that? In this presentation, cutting edge neuroscientific research results into the process reading in the brain will be discussed. How are these results forcing us to modify our previous psycholinguistic models? What does the research tell us about contrastive differences between reading in languages that are broadly different in orthography, syntax, and other characteristics? What are the neuroscientists discovering about what happens in the brains of bilinguals when they read in their different languages? What does this research tell us about reading in the brains of our students of English as a foreign language? Ultimately, how should we rethink our instructional practices to best help our students become successful readers in English in particular and stronger in all writing, speaking, and listening in English as well. Come prepared to question your assumptions and move forward with a new understanding of reading, the brain, and EFL.

Biographicals:
Dr. Eric Reynolds has been a world traveler for EFL.  He has lived and traveled all over the U.S.  Unfortunately, his wanderlust was unsatisfied in America, so he became an EFL teacher, and lived and taught in “a bunch” of countries including Japan, Bulgaria, Tajikistan, and now Korea. He holds a Ph.D. in Educational Psychology from the University of Illinois at Urbana-Champaign and teaches at Woosong University in Daejeon.

 

Thackeray, Virginia

 
Changing Demographics in our Classrooms
Presentation (45 minutes)

Session Abstract:
When teaching language related to the family unit, we often use a nuclear family and an extended family unit as the starting basis for our lessons. However, in South Korea this concept of family is a rapidlychanging one, and has increasingly grown to include more one-parent households, divorced households, multicultural households, as well as other variations of the family unit. As the demographics of the South Korean family change, we as EFL educators need to be aware of how to approach classroom management with students from these varied family backgrounds. This presentation will explore some of the challenges and changes as seen through an after-school program within various elementary schools in the Gwanak area of Seoul. Through interviews with both Korean English teachers and Foreign English teachers, it will touch upon issues involved in daily classroom management. These issues include students’ previous learning experiences, study habits, available resources, inside/outside classroom support, communication problems, and socialization practices. More broadly, it will address how we can include these changing cultural elements into our lessons and curriculum in order to enrich and help all of our students thrive in our classrooms. In addition, this presentation will briefly explore future implications for EFL education in various settings throughout South Korea.

Biographicals:
Ms. Thackeray has been working as an EFL instructor in various setting and places throughout South Korea for 8 years, and is currently completing a TESOL MA at EwhaWomans University. Her professional interests include student motivation, and English as a Lingua Franca.

 

Van de Vorte Nam, Heidi

Affiliation:Chongshin University, Seoul

Competition and Cooperation in Classroom Activities
75 minute Workshop

Session Abstract:
Competition is often used to make classroom tasks more engaging and gamelike. Although this competition can create a classroom buzz, it may also negatively affect motivation and relationships among students. Fortunately, competition between students is not the only way to give activities a motivating, gamelike feel. In fact, cooperation itself can make activities seem more gamelike. This workshop will present several alternatives to direct competition between students, such as competition against a clock or against a personal record. It will also identify features, such as interdependence among teammates, that make activities truly cooperative. Workshop participants will experience more competitive and more cooperative variations of a classroom activity. Then they will evaluate the cooperative and competitive elements in other activities. Finally, they will propose ways of making these activities more cooperative while retaining the elements that make the activities engaging.

References:
Joliffe, Wendy (2007) Cooperative Learning in the Classroom.Paul Chapman Publishing.
Kapp, Karl (2012) The Gamification of Learning and Instruction: Game-based methods and Strategies for Training and Education. Pfeiffer.

Biographicals:
Heidi VandeVoort Nam (MA TESL/TEFL, University of Birmingham) teaches general English and teacher training courses at Chongshin University in Seoul. She is facilitator of the KOTESOL Christian Teachers SIG and chair of the 2016 Christians in ELT International Conference.

 

Vitta, Joseph P. AND Woollock, AR

Affiliation: Tokyo International University AND Queen’s University Belfast

Improving a Korean University’s EFL Program through Language Learning Strategy Research
Presentation (25 minutes)

Session Abstract:
A coeducation university in Seoul invited research into the associations between proficiency and gender, respectively, and language learner strategy (LLS) usage to facilitate improvements to its EFL program where 76 of its ELL’s were participants. This paper presents this enquiry’s findings and the modifications it drove while also offering guidance for similar future inquires. The Oxford SILL (1990; 1996) was used to measure LLS usage and proficiency was measured by conflating instructors’ holistic assessments of students’ proficiency with students’ self-assessment vis-à-vis the ACTFL scale. Theoretical (Kiely& Rea-Dickins, 2006; Shameem, 1998) and statistical justification was observed for this method of proficiency measurement. In its prerequisite assessment of the SILL’s internal reliability (as proposed by Park, 2011), the study observed that the conventional 6 sub-domain model of LLS usage did not meet sufficient alpha values for each category and the lesser used 2 sub- domain (direct + indirect) did and was therefore employed. Gender differences, assessed by independent sample T-tests, saw males employing more strategy usage than females which corresponded to previous work in the Asian setting (e.g. Tran, 1988) but these differences were not significant. As with prior research (e.g. Alhaisoni, 2012; Radwan, 2011), the associations between proficiency and LLS usage, assessed by Spearman’s roh correlations, were positive, significant, and moderate to strong (rho = .630-total LLS; .617-direct LLS; .547-indirect LLS). The results saw the program institute supplementary initiatives were: 1 - lower proficient students were given extra instruction on language learning techniques; and 2 – female instructors designed and implemented EFL interventions exclusively for female students. The areas that this paper offers guidance for future/similar studies are: 1 – using simple Cronbach’s alpha/internal reliability values to choose from the three SILL models of LLS usage; 2 – reasonably and innovatively measuring proficiency without costly formal assessments; and 3 – making informed policy decisions using observed findings.

Biographicals:
Mr. Vitta, MA-TESOL & ABD EDD-TESOL, has 11 years’ experience in the EFL/ESL at both the practitioner and management levels with 7+ in Korea and Japan. His research interests focus on lexis, program management, CALL, and assessment.

Mr. AR Woollock, MA-TESL & PhD candidate, has over 14 years’ experience in Japanese EFL. His doctoral research is concerned with exploring the pedagogical potential of a Japanese cultural artefact in Belfast but is also active in ELT inquiry in a general sense.

 

Walker, Stephen

Hoseo University

Developing English Fluency Through Research & Discussion of Countries & Cultures
Presentation (45 minutes)

Session Abstract:
When students are asked why they are studying English, the following four answers are frequently given:  I have to, to get a better job, it’s a global language, and travel. Therefore, if students feel that they ‘have to’ study English, why not encourage them to really explore and talk about travel using a global language: English!  ManyEFL/ESL classroom textbooks on the market today are quite similar concerning the topics found in the table of contents. Yet the one topic that a majority of students are interested in ‘travel’ is often found near the end of the book, if included at all. With this in mind, over the past seven years of in-class research on how to better implement travel into the school-selected curriculum, I have developed my own travel-related textbook.  

Tell Me About It! Before You Get There is designed to develop students’ English fluency through research and discussion of countries and cultures both inside and outside of the classroom. With the use of this book and accompanying journal, the student becomes the teacher as they share their researched information weekly in small groups in class throughout the semester. At the end of the semester, each student presents his or her findings to the class as a whole alongside a personalized Power Point presentation they create in Unit 10.

Completed in 2016, this colorful textbook helps create curiosity about the world we live in and opens up discussion on a variety of topics related to the countries and cultures highlighted in the book as well as those the students are researching individually. As students become more comfortable and confident with their ability to describe things, even simplistically, they can feel the power of communicating in a second language and can be proud of making another step forwards in their language fluency while broadening their geographical and cultural knowledge.

Biographicals:
Stephen Walker is a professor in the English Department at Hoseo University.  He has a B.A. in Journalism & Mass Communications and an M.A. in TESOL.  Prior to teaching, he worked in television production & news in the U.S.A., and was a Peace Corps volunteer in The Gambia, West Africa.  Website: LattitudePublishing.com

 

Warndof, Jeffrey

 
What Exactly is the Goal?
Presentation (45 minutes)

Session Abstract:
“What content should I include? What skills should I focus on? How many activities should I include, and what kind?” These are common questions to ask before planning a lesson. But the question of "What exactly is the goal of this lesson?" is perhaps the most important yet easily overlooked or unconsidered.

It’s easy to see it as a formality, something that you’d only do when submitting a job application or if you’re being supervised. But this one sentence is the crux of any lesson! Without an objective in mind, then what results is a collage of activities, not a unified whole. These can still be great activities! But without an objective to shepherd them, they can’t be greater than the sum of their parts.

Having a written objective can make this happen. But even if it’s only one sentence, it still needs its own structure. We’ll learn about the ABCD model of learning objectives. First we’ll discuss, as a group, our experiences constructing lesson plans and objectives. Then we’ll look at sample learning objectives, critique them, and practice writing objectives according to the ABCD model.

Biographicals:
Jeffrey Warndof, 25, is an EPIK teacher in the Gangwon-do province. From the U.S, he graduated college at Arkansas Tech University with a B.A in Creative Writing and a M.A in TESOL. He's been teaching English in Korea for a whopping eight months. He likes audiences with a good sense of humor.

 

Whyte, Rob

 
Teach Writing Thinkingly
45 minute Workshop

Session Abstract:
Many of us have heard about inquiry-based learning and its potential contribution to student success inside the classroom, and beyond. But how do we transform this vague concept into meaningful and specific lessons that improve the quality and clarity of EFL student writing? By the end of this presentation, you will have one answer to that question. You’ll learn a four-step critical thinking framework that helps students write well-reasoned, and on occasion brilliant, analyses of problems and solutions. We’ll then look at three groups of activities which teachers can use to help students improve fluency, proficiency and style.  Finally, we’ll look at an email writing activity that brings all four writing elements together into a practical, skills-building exercise.

Biographicals:
A long-time resident of Busan, Rob has been an EFL teacher and teacher trainer for far too many years. In his free time, he manages a website for English teachers (www.eslwriting.org), dabbles in the world of ebook publishing and occasionally writes Korea-focused content for Lonely Planet.

 

Wright, Jocelyn

Affiliation: Mokpo National University

Pedagogical activities for promoting social action
75 minute Workshop

Session Abstract:
Some practitioners in English language teaching (ELT) believe that their job is not simply to teach the nuts and bolts of language or even normal transactional and relational communication but also to prepare active global citizens. To this end, they may consider the social, political, and moral implications of their teaching and engage in social justice education, which aims to make students more aware of different forms of oppression and get them involved in efforts to shape a society that is more just, equitable, empowering, and sustainable. The purpose of this workshop will, therefore, be to get participants to reflect on their own teaching and consider ways to integrate social justice into their classrooms. To this end, after a short icebreaker, they will complete a self-reflective questionnaire to uncover how they currently address (or ignore) diversity and social justice in their practice. Then, participants will discuss how common class projects can be adapted so that students become engaged inunderstanding issues, spreading awareness about them, and taking action. All throughout this session, participants, together in small groups, will brainstorm possibilities for using these projectsin their own teaching contexts.

Biographicals:
Jocelyn Wright works in the Department of English Language and Literature at Mokpo National University. Her academic background is in linguistics and education. She is actively involved in KOTESOL at the chapter level, where she coordinates the Reflective Practice Special Interest Group (RP-SIG) and a newly formed Social Justice SIG.

 

The information contained on this page is subject to change.
(last updated May 7, 2016)