Program - Saturday Afternoon

Saturday Afternoon Sessions

Saturday 1300-1450

Demystifying the Publishing Process: Tips from Editors Panel (R406)
K. Kester, K. MacDonald, E. Reynolds, R. Metituk , R. Dickey, J.P. Vitta

A Teacher Evaluation Model: A Study of Effective Teaching Practices (P202)
Ninj-Erdene Khurel
Mind Mapping and Its Influence on Learner Motivation: Perspectives from Two Presentation Classes (P202)
I-Cheng Wu, Yulin Chen
Improving EMI Implementation: Insights from Thai Teachers’ Experiences and Perspectives across Different Subjects by (P202)
Asst. Prof. Attapol Khamkhien
Guiding Students Through the AI Minefield (P202)
Claire Kaneko

Five Keywords for Future-Oriented English Education (R405)
디지털 기반 미래 영어교육을 위한 5가지 키워드 *Session in Korean*
Yohan Hwang, Invited Speaker

Saturday 1400-1425

The potential of a student-centered, AI-based language learning system (P203)
T. Inada

What We Learn from 300 KEFL First-year University Students Essay Corpus Data (P101)
S. Arkley

Saturday 1500-1650

Bridging the Gap: Blending Online and Offline Teaching in Language Education (Panel) (R406)
Rhett Burton, M.T. Martinez-Garcia, R. Randall, S. Slagle, D. Trinks, V. Reeser

Saturday 1500-1620

Using Padlet to Foster Collaborative and Autonomous Learning *Bring your device if attending! * (P103)
B. Guedes Pereira

Saturday 1500-1550

TEIL as a Tool for Decolonizing and Anti-Racist Pedagogy (R404)
Aya Matsuda, Plenary Speaker

Local Insights, Global Reach: EdTech/AI-Infused English Content Powered by Blockchain Credentials (R405)
지역적 이해, 세계적 도약: 블록체인 기술과 결합된 에듀테크/AI 영어 콘텐츠 *Session in Korean*
Hyejin Lee, Invited Speaker

Creatively Redesigning Course Units: Procedural Writing (P101)
R. Kuperman

Unmasking Shame with Peace Linguistics: Exploring Shame and Shaming in Language Education (P105)
C. Woelk , J. Wright

Acting Schools and Student Monologues (P201)
B. Jonathan

AnySpeak, an Application for Language Help (P202)
Boyoung Lee

EFL for Global Citizenship: Empowering Through Sustainability Projects (P204)
P. Gibson, J. Ma

Saturday 1500-1525

Manipulating task types to develop different aspects of English speaking (P104)
S. Manning

Neuroscience, memory, and language learning: the disaster awaiting us (P203)
Joff Bradley

Saturday 1530-1555

Teaching students to act like a teacher and improve their feedback literacy (P104)
S. Manning

Students’ Perceptions and Utilization of Online and AI Tools in Abstract Writing (P203)
N. Chotswasd

Saturday 1600-1750

Looking back and looking forward: Semi-systematic review of Philippine class translanguaging studies from 2018 to 2023 (P202)
Audrey B. Morallo
Motivation, Emotion, and Proficiency: Connecting Students’ Profiles with Self-Regulation in Collaborative Learning (P202)
Barry Bai
Reviving Professional Development for ESL Teachers: Leveraging on Post Training Professional Support (P202)
Sharmini Siva Vikaraman
Common Mistakes in Designing Textbooks: Experience from EFL Pre-service Teachers (Post Training Professional Support) model (P202)
Dewi Rochsantiningsih

Saturday 1600-1650

Resilient Roots, Global Growth: Transnational Identities as Assets in the English Classroom (R404)
Eun Sung Park, Featured Speaker

Implementing AI-Based English Language Learning Programs in Korean EFL Contexts: Theory, Practice, and Instructional Effects - 우리나라 EFL 환경에서 인공지능 기반 영어 학습 프로그램 적용하기: 이론, 실천, 그리고 교수 효과 *Session in Korean* (R405)
Rakhun Kim, Invited Speaker

Project-Based Learning 101 (P101)
J. Kimball , M.T. Martinez-Garcia, M.J Amaral, R.V Labanda , T. Wyatt

Rap as a Catalyst: Motivating Students, Enhancing Pronunciation, and Fostering Relatable Learning Experiences (P105)
C. Tumba

Teaching as storytelling: How to give lessons an engaging narrative quality (P201)
S. Gray

TESOL Professional Development Opportunities and Free Resources at Hawaii Pacific University (P204)
M. Levy

Saturday 1600-1625

Can I English? Japanese Students’ Beliefs About Language Learning (P104)
R.M. Chua

Using Creative Methods and Dialogic Reflection to Explore Criticality in Teachers' Reflections (P203)
N.A. Miskon

Saturday 1630-1750

Learning Through Play: Maximizing Communication by Creating ClassLARPs with ChatGPT (P102)
M. Cheng

Integrating Global Issues in English Classrooms through Gallery Walk and Visual Thinking Strategies (P103)
L.T. Tran, M.D. Resuello

Saturday 1630-1655

All You Need Is Yourself: Self-Talk to Improve Speaking and Communicative Skills (P104)
S. Oda-Sheehan

A Teacher Evaluation Model: A Study of Effective Teaching Practices (P203)
N.E. Khurel

Saturday 1700-1750

Useful Technology to Create Independent Vocabulary Learners (P204)
M. Levy

Education in Korea: The Implications of Change (Featured Panel) (R404)
N-J Kang, J-K Park, D Kellogg

Setting the Stage: The EFL Classin the First Quarter of the 21st Century (Plenary - Video) (R405)
Guy Cook

Resisting White Language Supremacy as a Korean Scholar with Marginalized Identities (Dialogue / Roundtable) (R406)
G. Lee

Drama on the World Stage (P101)
D.A. Kinsman

Saturday 1700-1725

Here we are, hear us: Student Narratives of Being and Belonging in Japan (P203)
N. Rudolph

Instructing students on responsible use of AI (P104)
J. E. Owens
M. Kettle
A. Krasnansky
P. Sharma

Abstracts & Bios

Native-Speakerism and (Dis)empowerment: An Autoethnography of Success and Failure in Language Teaching and Learning
Robert Lowe

Native-speakerism is an ideology in which the models of English and the pedagogical approaches of the West are taken as normative in language education. One well-known result of this ideology is the privileging of so-called English “native speakers,” whose proximity to an idealized nexus of language, nation, and race allows them relatively easy access to language teaching jobs. In the context of Japan, this model of privilege has been problematized by scholars who have argued that “native speaker” teachers may also be marginalized and essentialized as nothing more than representatives of a linguistic and cultural fiction. This autoethnography explores how native-speakerist language policies and practices at universities, such as “English only” in the classroom, simultaneously empowered and disempowered the presenter. While he could gain access to jobs with relative ease, the insistence on English-only pedagogy and a pretense of monolingualism served to inhibit his learning of Japanese - a point that has acted as a barrier to his professional integration. Set in the context of a tertiary education system characterized by tensions between rhetoric of internationalization and essentialized concepts of language use, this presentation will highlight how institutional language policies obstruct multilingual practice and lead to internal contradictions regarding institutional goals.

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Rote, Role, Rule: Halliday, Vygotsky, and Shakespeare on Play Development
David Kellogg

Children play, but adults play golf, the stock market, and Shakespearean tragedies. How does the verb play go from an intransitive “activity in itself” to a transitive one that produces a visible outcome- Teachers can’t help but notice that there’s a big gap between “Listen and repeat” and “Listen and answer.” Pedagogically speaking, rote play (chants, songs, rhymes) seems worlds away from role play (scripted and unscripted dialogue). But there appears to be a similarly sized gap between role play and rule-based games that involve monologic turns of talk and narrative storytelling. In this talk, I draw on a theory of language (Halliday) and a theory of learning (Vygotsky) to explain these two gaps. But the main problem we’ll tackle is the adult meaning of the word play, and the way in which rote play, role play, and rule play are combined for everyone in the audience ? the sort of “play” around which Shakespeare built modern English.

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Demystifying the Publishing Process: Tips from Editors
K. Kester, Seoul National University
K. Mac Donald, Defense Language Institute in Monterey, CA
E. Reynolds, Woosong University
R. Metituk, Myongji University
R. Dickey, Retired
J.P. Vitta, Waseda University

Editors for leading journals in Education and TESOL will present on what their journals emphasize and look for in submitted manuscripts. The panelists will touch on the peer-review process to unpack how editors and reviewers reach decisions of rejection and acceptance. The goal is to provide practical information about the publishing process from writing to submitting, responding to reviewers' comments, communicating with editors, and navigating open access options.

Kevin Kester is Associate Professor of Comparative International Education and Peace/Development Studies at Seoul National University. He is Editor of the Asia Pacific Education Review (Springer), associate editor of Journal of International Cooperation in Education (Emerald), and on the editorial board of more than 10 SSCI/KCI journals. His research interests lie in the sociology and politics of education with a focus on the intersections of peace education and global citizenship education; higher education in conflict-affected contexts; the global governance of education, conflict and peace; and decolonizing education. His latest publications are in Asia Pacific Education Review; International Journal of Comparative Education and Development; Journal of Peace Education; and Routledge's Innovations in Peace and Education Praxis.

Kara Mac Donald is an Associate Professor at the Defense Language Institute in Monterey, CA, with a master’s degree in Applied Linguistics-TESOL and a doctorate in Applied Linguistics. She conducts teacher training for faculty members and provides academic support to students. Her recent publications include teacher autonomy, intercultural communication, professional development post-pandemic, and L2 identity negotiation. Kara Mac Donald has a 30-year background in FLT and earned a Doctorate in Applied Linguistics in addition to a Master’s and Bachelor’s in related fields. She was editor of KOTESOL The English Connection from 2009-2011, and is currently Editor of the Korea TESOL Journal since 2015. She is also Editor of the CATESOL (California) Newsletter, 2020-present.

Eric Reynolds is a professor at Woosong University in Daejeon, South Korea. He teaches English language and TESOL. His Ph.D. is in educational psychology from the University of Illinois at Urbana Champaign. Additionally, he has been a world traveler for EFL, living and teaching “everywhere,” including Japan, Bulgaria, Tajikistan, and now Korea.

Rhea L. Metituk is an assistant professor at Myongji University in Seoul. She has a BA in psychology and an MA in English education with a concentration on writing and digital media. Rhea has presented in Korea, Japan, and Malaysia, and in KOTESOL is currently serving as president of the Seoul chapter and 2024 international conference co-chair.

Rob Dickey has recently retired from Keimyung University after 29 years teaching in Korea. He is current editor of ELT Classroom Research Journal, and previously has served in senio/managing/chief editor roles across a half-dozen Asia-based ELT and social science/humanities journals.

Joseph P. Vitta is a tenured associate professor at Waseda University's Global Education Center. He has over 20 years’ experience in ELT and is an active researcher in the TESOL, SLA, and applied linguistics spaces. He is also an Associate Professor of Applied Linguistics and TESOL at Kyushu University in Fukuoka, Japan. He is Associate Editor of Vocabulary Learning and Instruction and International Journal of TESOL Studies. He is additionally on the Editorial Boards of the following journals: Language Learning & Technology (Hawaii), Journal of Asia TEFL, and Studies in Education Evaluation (Elsevier).

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Icebreaker Activities for A Discussion Course in ESL Multicultural Classroom
Aulia Djunaedi, Youngsan University

For a discussion course that requires sharing opinions, teamwork, debate, and public speaking related to social issues in a multicultural classit is necessary to start the class with icebreaker activities. When the topic of discussion is deep and can be controversial, both the teacher and the students need to understand and practice Multicultural Awareness.
Multicultural Awareness promotes cultural exchange programs, intercultural dialogue, and education that foster an appreciation for colorful perspectives, not to forget that accepting language diversity is important in global life.
Additionally, I apply some quotes and a theory of a philosopher to support creating an invaluable peaceful discussion in the multicultural ESL class.

This presenter is an ESL learner herself. Her master's is in TESOL and her doctoral is in English Linguistics. She has been teaching English, Korean, and Indonesian languages and has published several Indonesian textbooks. At her job, she faces multicultural classrooms in small groups and official university classrooms. Outside job, she is also a leader of a multicultural outdoor community.

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Transforming the ELL Class Through Digital Media Literacy: Equipping Future World Players
D.G. Moonasar, Gyeonggi-do Institute for Global Education

Join us in our endeavor to redefine the traditional role of language educators and address the far-reaching consequences of technology and digital media, which have rendered the functional need to learn English in order to connect globally virtually obsolete. Our workshop is designed to equip ELL educators with the necessary digital media literacy (DML) skills, concepts, and goals to enable us to remain relevant and invaluable to our students and the profession. Throughout the workshop, participants will gain a comprehensive understanding of DML and its implications and acquire practical examples while collaborating with peers to develop activities that align with their ELL goals and context. The ultimate objective of this workshop is to provide you with the confidence, resources, and skills to help navigate this paradigm shift and continue being an invaluable player on the TESOL world stage.

Daniel Moonasar is a certified teacher with 19 years of experience in the US and Korea. He has taught various subjects to students of all ages. He is a teacher trainer and holds an MRes in Educational and Social Research from the University of London and a B.S in K-12 Music Education from the University of South Florida.

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Boosting Language Production: The Intersection of GenAI and Student-generated Multimodal Content
Y.J. Han, University of Rochester

Studies have found that incorporating student-generated content into the classfosters active learning, personalized experiences, as well as second language production. The current Generative AI (GenAI) allows individuals to generate multimodal content such as images, songs, and videos from prompts in seconds. Incorporating such GenAI tools into English language classrooms can boost language production by affording students the opportunity to generate learning content that are personally meaningful for them. In this workshop, participants will gain (1) hands-on experience with a variety of GenAI platforms to see how these tools empower students to create and interact with multimodal content and (2) practical/innovative lesson ideas that can be readily applied to their teaching. Especially, this session will create opportunities for language educators to augment their current language production-focused activities via purposeful integration of GenAI tools in their teaching.

Yu Jung Han is a postdoctoral fellow housed in the Center for Learning in the Digital Age (LiDA) at the University of Rochester. Her research interests include interest-driven language teaching/learning, transcultural fan practices and identity development as well as technology-assisted language learning, which has recently expanded into the realm of generative AI.

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Implementing intercultural competence in language classrooms
Prof. N. Jakbarova, Joongbu University Goyang Campus

Are you struggling to change your students’ perception about other cultures? If so, you are in the right place. The presenters will share how they addressed intercultural communication competence in their English Classrooms.
The presentation enables participants to create space for their learners to consider their preconceived ideas about other cultures.
The activity ‘OSEE’ was used during the research of Assessing Intercultural communication competence in High Schools in Namangan region, Uzbekistan.
As indicated by Moeller and Nugent (2014, p.10), OSEE stands for “O: Observe what is happening, S: State objectively what is happening, E: Explore different explanations for what is happening, E: Evaluate which explanation is the most likely one”.
The presenters will show how this activity helped to encourage their students to solve the problems occurred due to lack of Intercultural communication competence such as stereotyping and prejudice, misunderstandings and miscommunication, limited worldview, inability to adapt and missed opportunities.

Nasiba Jakbarova is an English Language Teacher with 18 years of experience. During her teaching career, she has worked in different educational places starting from secondary school to university. She is an alumnus of Fulbright TEA Program sponsored by US Embassy in Tashkent. She has been presenting in different international Conferences such as Dubai TESOL and Media Literacy Conference in Tajikistan.

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Fostering Communicative Confidence: Applying Improv Techniques for Confident EFL Communication and Beyond
D. Kobayashi, Onomichi City University

This workshop invites participants to discover the potential of improvisation in EFL teaching. Improvisation provides students with a clear set of guidelines to engage in spontaneous, cooperative, and creative conversations. Consequently, the rules of improvisation have been drawing attention for their applicability in numerous contexts, including business and intercultural communication.
Drawing inspiration from David Alger’s rules of improvisation this session will present some activities that have been adapted for EFL teaching such as using “Yes and…” to communicate collaboratively. Aligning with the conference theme, the session will also explore the transformative potential of the activities both in and out of the language classroom. Participants will actively engage in the activities and discuss ways to incorporate some of the elements of improv into the teaching contexts.
Join this hands-on exploration of improvs potential in shaping EFL classrooms providing learners with the communicative confidence to step out in the world stage.

Dawn Kobayashi is an associate professor of English, based in Hiroshima, Japan. Her research interests are educational psychology, self-efficacy, speaking fluency, and drama in ELT. She enjoys running, hiking, knitting, and baking but not at the same time.

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A Teacher Evaluation Model: A Study of Effective Teaching Practices (ELTAM)
Ninj-Erdene Khurel, English Language Teachers' Association of Mongolia

This presentation introduces the BBZ framework (Batbold & Zolboo, 2017) or a teacher evaluation model that analyzed the effectiveness of teaching strategies employed by sixteen foreign language teachers within a department at an international secondary school in Ulaanbaatar, Mongolia. The BBZ framework is structured upon Bloom's taxonomy (2001) and Marzano and Kendall’s self and metacognitive domains (2006). Following the BBZ framework, each teacher's performance was evaluated across three systems: Self-system, Metacognitive, and Cognitive system. These systems also represent students' mental processing and teachers' instructional strategies to facilitate learning and growth. The quantitative and qualitative data collected through observations was utilized to identify and support the development of effective teaching methods and enhance in-service teachers' professional development. The quantitative data involved analyzing the scores assigned to each teacher following the BBZ framework, providing a quantitative measure of their performance on a scale of 100 percent. The qualitative data, on the other hand, was collected through observations and note-taking, providing a deeper understanding of the teachers' instructional strategies and their effectiveness.

Ninj Erdene Khurel is the current vice president of English Language Teachers' Association of Mongolia. She earned a master of science in TESOL from SUNY Albany, New York. She has been teaching English for 17 years locally and internationally. Ninj Erdene works as the British Council-certified IELTS speaking examiner at IELTS official centers in Ulaanbaatar, Mongolia.

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Mind Mapping and Its Influence on Learner Motivation: Perspectives from Two Presentation Classes (ETA-ROC)
I-Cheng Wu, Southern Taiwan University of Science and Technology
Yulin Chen, Yuan Ze University

In the present study, the pedagogical application of mind maps is exercised within the context of two English presentation courses. The study aims to investigate how mind maps function as catalysts during the presentation formulation process, and their impact on learner motivation. Qualitative and quantitative data are collected through an anonymous questionnaire, which is designed in accordance with social constructivism. Results reveal that mind maps show their strength in interfacing with the multifaceted dimensions of learner motivation, both internally and externally, owing to their engaging and pragmatic nature. Moreover, mind mapping activities contribute to the cultivation of collaborative learning within the classroom, thereby engendering a pedagogical milieu that fosters learner motivation. Findings of the study further affirm the instrumental role of mind maps in facilitating the preparatory process of presentation development, establishing mind maps as a crucial instructional tool in English presentation pedagogy, specifically tailored to L2 learners.

I-Cheng Wu is an Assistant Professor in the Bilingual Education Center at Southern Taiwan University of Science and Technology, Taiwan. Her research interests include classroom motivation and classroom dynamics.

Yulin Chen, an Associate Professor in the Department of Foreign Languages and Applied Linguistics at Yuan Ze University, Taiwan, specializes in technology in education and second language acquisition. Her research explores the transformative impact of technology in language education, contributing to both theoretical frameworks and practical applications in the field.

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Improving EMI Implementation: Insights from Thai Teachers’ Experiences and Perspectives across Different Subjects by (ThaiTESOL)
Asst. Prof. Attapol Khamkhien, Thammasat University, Thailand

This study investigated the expectations, challenges and coping strategies of English-Medium Instruction (EMI) teachers based on their teaching subjects, experiences and backgrounds. A total of 65 primary and secondary EMI teachers in mathematics, physics, science and technology, and social sciences participated in the study. Qualitative data were collected using open-ended questionnaires and a focus group interview, with participants randomly selected to maximize diversity. The findings revealed that differences in classsettings and the varied backgrounds of teachers, particularly across different subjects, led to variations in the implementation of EMI practices. While this group of teachers generally expressed satisfaction with the implementation of the approach, some were not adequately prepared for this new trend. Challenges included limited English proficiency and unfamiliarity with academic terms. This presentation concludes with recommendations for improving the quality of EMI curricula and pedagogy, including the provision of customized language modules to develop well-qualified EMI English teachers.

Attapol Khamkhien is the Director of MA program in Career English for International Communication at Language Institute, Thammasat University, Thailand. He received his PhD in ELT and Applied Linguistics from the University of Warwick, UK. Currently, he is a committee member of Thailand TESOL association. His research interests include English for Academic Purposes, English for Specific Purposes, corpus linguistics, and vocabulary instruction.

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Guiding Students Through the AI Minefield (JALT)
Claire Kaneko, Japan Association for Language Teaching

Navigating the ever-changing IT world and introduction of mainstream AI is complicated for anyone. Especially, teachers and students need to make use of these technologies in a way that enhances studies, rather than constrains them. This presentation explores the integration of artificial intelligence (AI), particularly ChatGPT, in English language courses at Niigata University, Japan. It looks at challenges and opportunities posed by AI tools, emphasizing the importance of educating students on AI's limits and encouraging critical thinking. In an academic writing course students used AI for language support, translation, and document checking, while a digital literacy course encouraged critical thinking with activities that used perplexity. The study underscores the need for explicit AI guidelines for students, ensuring responsible and ethical use. As well as an adaptable approach to course design, scaffolding critical thinking skills, and fostering a shared understanding of AI expectations in the classroom. The findings suggest that, with proper guidance, AI can enhance education by complementing traditional teaching methods, providing valuable insights, and preparing students for future endeavors.

Claire Kaneko is National President of JALT - Japan Association for Language Teaching

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Examining Teachers' Lesson-Planning to Enhance English Learners' Opportunity to Learn
C. Lee Brown, University of Tennessee, Knoxville
J. Mooneyham

Opportunities-to-learn (OTL) framework is a critical construct for understanding the academic achievement gap. Abedi and Herman (2010) established a causal relationship between OTL scores and content knowledge, identifying the OTL framework as a significant factor influencing the achievement gap between ELs and non-ELs. To operationalize OTL at the classlevel, we scrutinized mainstream preservice teachers' lesson plans to examine how they plan in advance to provide ELs access to content curriculum because lesson-planning is a direct outcome of prudent teachers deliberate, intentional, and purposeful pedagogical endeavors. We analyzed 485 lesson plans from a university in the U.S. The results revealed that these preservice teachers (56.8%) overwhelmingly selected non-specific, generic supports for ELs without planning substantive, meaningful accommodations. This finding suggest that the majority of the planned accommodations were characterized as low OTL. We conclude that teachers' efforts were largely rhetorical: they seem "to talk the talk without walking the walk.

Clara Lee Brown, Ed.D., is Associate Professor of ESL Education in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. She is Program Advisor and Coordinator of the ESL Education program. She teaches courses on Content-Based English Instruction and Curriculum, Portfolio Assessment, Bilingualism & Bilingual education.

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It is as Simple as That: Use L1 to teach L2
C. Lee Brown, University of Tennessee, Knoxville
N. Monroe

English learners (ELs) represent the fastest growing student population in the U.S., yet, they constantly face language oppression, known as linguicism. One of the most blatant forms of linguicism is the delegitimization of their mother tongue, which signals that their L2 is unwelcome and language differences are deficits, not assets. We argue that the practice of translanguaging should extend beyond incidental code-switching and code-mixing. Unexamined utilitarian approaches to translanguaging fail to fully promote "equal access for all." Translanguaging should be about how teachers treat ELs' first language (Garcia, Ibarra Johnson, & Seltzer, 2017). Without an intentional and deliberate stance from teachers, it cannot be considered true translanguaging. At its core, translanguaging must counteract the hegemony of English. Teachers who embrace a transformative praxis (1) defy English-only ideologies, (2) leverage translanguaging for leveling the playing field for ELs, and (3) view them as competent learners capable of achieving more (Nogueron-Liu, 2020).

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Assessing the Use of Real Texts in the Foreign Language Classroom: Viewpoints of Educators
M.T. Martinez-Garcia, University of Utah Asia Campus

Throughout literature and educational texts, there's consistent emphasis on the significance of providing authentic language instances to students learning a foreign language (Yanez, 2009). These "real examples" encompass various forms such as books, excerpts, theatrical plays, or poetry, all deemed valuable by foreign language educators. Undoubtedly, utilizing literature in the classyields numerous advantages alongside certain drawbacks (Dewaele, MacIntyre, Boudreau, & Dewaele, 2016). However, what viewpoints do these instructors hold? What specific benefits and challenges do they encounter while implementing this approach? This study explores the perspectives of 15 elementary, high school, and university Spanish-as-a-foreign-language teachers enrolled in a Master’s degree (MA) program focused on enhancing teaching methodologies through the integration of genuine literary examples. The course was a mandatory component of the Teaching Spanish as a Second Language MA at Texas A&M University-Commerce (Texas, USA). Their insights and prevalent practices concerning the use of literature will be examined, offering pedagogical insights applicable to prospective educators teaching any foreign language.

Maria Teresa Martinez-Garcia is an assistant professor in the Languages and Literature Department at the University of Utah, Asia Campus. She is originally from Alicante (Spain) and holds an undergraduate degree in English translation and interpreting from the University of Alicante, an MA in Linguistics from the University of North Texas, and a second MA in Linguistics and a PhD in Linguistics from the University of Kansas. Her research interests lie in two main areas: Second language (L2) speech perception and bilingualism, and her work has been presented in international conferences and published in top-rated journals.

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Dressing Up in the Korean Past: Hanbok Wearing as Play Informed by Popular Culture
CedarBough Saeji

Wearing hanbok is one of the easiest participatory activities related to tradition for both Korean people and non-Korean residents and travelers. Although briefly renting colorful clothing for a photograph is not an unusual tourist activity, it has become particularly ubiquitous among young foreign tourists to Korea. How should we understand this phenomenon? In this paper, I analyze how hanbok in dramas and on pop music stars is encouraging and building the desire to experience hanbok for these audiences, to the point that taking photographs in hanbok has become an essential part of a trip to Korea for many foreign fans. I argue that people who rent a hanbok to visit a touristic spot are creating citational links with the Korean past/tradition and with media texts, and embodying those links through the practice of wearing the clothing and commemorating the experience in photos. Whereas images of the hanbok in Korean music videos often present a flattened and limited view of Korea, this practice imbues the image of the hanbok with complexity, playfulness, and contextual sensitivity. Ironically, the creative use of hanbok by stars and the desire for hanbok among contemporary cosmopolitan youth have exerted pressure on the clothing, leading to dramatic shifts in its stylistic elements and impacting the aesthetics both of hanbok in media contexts and tourist rental hanbok. To explore this phenomenon, I discuss the attitudes towards hanbok shown in a survey of over 900 K-pop fans, analyze the showcasing of hanbok within K-pop contexts (both in the appearances of stars connected to traditional holidays and in performances where stars wear hanbok), and discuss interview data from hanbok-clad foreign tourists.

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Five Keywords for Future-Oriented English Education
디지털 기반 미래 영어교육을 위한 5가지 키워드 *Session in Korean*
Yohan Hwang

This presentation examines the integration of advanced technologies, specifically AI and the metaverse, within the framework of the 2022 Revised English Curriculum. It offers a comprehensive analysis, highlighting a significant paradigm shift from traditional, static methods of teaching to a more dynamic, interactive, and technologically enriched educational experience. The discussion is based on five keywords: (a) collaborative communication, which underscores the importance of teamwork and collective problem-solving; (b) digital and AI literacy, emphasizing not just the understanding of technology but also ethical considerations and critical engagement; (c) experiential learning, advocating for immersive, hands-on educational encounters that go beyond the confines of traditional classsettings; (d) phonics education, focusing on the intricacies of speech sounds and patterns, enriching linguistic proficiency; and (e) customized education, which uses AI to tailor learning experiences to individual needs, maximizing learner engagement and learning efficacy. Based on future-oriented teaching methods and approaches, this presentation seeks to redefine the traditional educational practices, making them more relevant, engaging, and effective in the technology-driven world.

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The potential of a student-centered, AI-based language learning system
T. Inada, Japan University of Health Sciences

Through a mixed-methods, cross-sectional study, I investigated which students perform well in a student-centered, AI-based language learning system in a communicative university English classin Japan and how high-performing students perceive the system. A 5-point Likert scale questionnaire was administered to 180 freshmen in four classes to measure foreign language class anxiety (FLCA), foreign language enjoyment (FLE), motivation, and confidence. Additionally, students wrote an essay about the system in class at the end of the semester. Multiple regression analysis of the questionnaire revealed that students who were more motivated, confident, and enjoyed the class performed better. Qualitative analysis of the essays also showed that autonomy, zone of proximal development, FLCA, FLE, high proficiency, motivation, and individual differences were closely related to each other. Active learning, which allows students to use AI when they need it, is effective in fostering their independence, motivation, confidence, and enjoyment and will become increasingly popular.

Takako Inada is a professor at Japan University of Health Sciences. She received her M.A. from Teachers College, Columbia University in USA and Ph.D. from Birkbeck College, University of London in UK. Her research interests include second language acquisition, psycholinguistics, and sociolinguistics.

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What We Learn from 300 KEFL First-year University Students Essay Corpus Data (P101)
S. Arkley,

This presentation focus is research based on a corpus of 300 Korean first-year university student essays. The corpus was analysed to ascertain what current Korean university student vocabulary levels are and how these Korean English as a Foreign Language (KEFL) students use that vocabulary. This essay data was then compared to national and global frequency lists using corpus analysis. In terms of international pedagogy, this data can be used to garner ideas for research as well as to act as a flag for possible proficiency gaps in EFL student knowledge. Results can be used to further future curriculum ideals and enhance teacher development.

Arkley, Sally - Gwangju National University of Education

Since 2008 Sally has been a visiting professor at the Gwangju National University of Education. In 2002, after two years in China as a joint-venture teacher for Seneca College, Toronto, she moved to Gwangju, South Korea. She was awarded an MA in TESOL from Sunderland University in 2015 and is an English Education doctoral candidate at Chonnam National University.

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TEIL as a Tool for Decolonizing and Anti-Racist Pedagogy
Aya Matsuda

In this presentation, I share my (reluctant) journey to join the ongoing conversation about coloniality and racism in TESOL and explore the efficacy of teaching English as an international language (TEIL) - a relatively new approach to ELT informed by World Englishes and English as a lingua franca studies - as a decolonizing and anti-racist pedagogy tool in ELT. I will first discuss some examples of ELT practices that have been criticized for their coloniality and racism, and then demonstrate how TEIL challenges, deconstructs, and redefines their meaning and places in ELT. TEIL, by no means, is neutral or immune from the coloniality of ELT; it does not solve or eliminate the problem of coloniality or racism in the field altogether either. I argue, however, that it has the potential to diffuse them by deconstructing problematic assumptions and practices and to serve as an accessible entryway for ELT professionals interested in addressing these issues in/through their teaching.

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Local Insights, Global Reach: EdTech/AI-Infused English Content Powered by Blockchain Credentials
지역적 이해, 세계적 도약: 블록체인 기술과 결합된 에듀테크/AI 영어 콘텐츠 *Session in Korean*
Hyejin Lee

This session is designed to provide insights into the future of English education, combining a glocal (global~local) perspective with the innovative use of EdTech tools, including generative AI. The session will highlight how these cutting-edge technologies are transforming the field of English as a foreign language (EFL) instruction, seamlessly integrating global and local contexts to provide an adaptive learning experience. A primary focus will be on blockchain-based digital badges, which contribute to the verification and enhancement of educational accomplishments, particularly for pre-service teachers. Additionally, the session investigates the use of large language models (LLMs), EdTech tools, and generative AI to create personalized learning content, showcasing their transformative potential in customizing English education to individual learner needs. Designed as an interactive and hands-on workshop, this session is particularly geared towards educators seeking practical experience in using these tools in EFL classsettings. It examines the intersection of educational technology, generative AI, and blockchain credentials in the realm of English language learning. * This presentation, as well as the other sessions in this EdTech/AI strand, will be delivered in Korean.

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Bridging the Gap: Blending Online and Offline Teaching in Language Education
Rhett Burton, Burton’s School
M.T. Martinez-Garcia, University of Utah Asia Campus
R. Randall, Gwangju Institute of Science and Technology (GIST)
S. Slagle, Pusan National University
D. Trinks, Myongji University
V. Reeser, State University of New York (SUNY) - Korea campus

In an ever-evolving educational landscape, the integration of technology into language teaching has become the new normal. This panel will discuss the multifaceted aspects of effective language instruction in the digital age. Drawing from diverse experiences, our panelists will explore key themes at the intersection of traditional and online teaching methods, focusing on the following key points:
- Transitioning Between Online and Offline Modes
- Strategies for Blending Technology and Tradition
- Preparing for the Future
The discussion will provide valuable insights, solutions, and resources to assist educators in navigating the challenges and opportunities presented by the evolving landscape of language education. Join us for this thought-provoking event to gain a deeper understanding of the complexities and opportunities associated with blended learning in language education. During the second half of the event, attendees are encouraged to engage with the panelists in an open discussion and Q&A session.

Rhett Burton has been working with young learners in South Korea since 2002. He runs a study room out of an apartment and publishes content online via his website. His tech stack includes an iMac, Keynote, cPanel, WordPress, Divi, Access Ally, H5P, Vimeo and transcriptions services.

Reece Randall (M.Ed., TEFL) is an English faculty member at GIST and a former senior professor at GWNU. He has held various leadership positions in KOTESOL, including national second vice president and Gangwon chapter president. His research focuses on AI and MCALL.

Sarah Slagle is an assistant professor of English in the Department of Global Studies at Pusan National University. She first came to Korea as a Fulbright ETA in 2009 and then returned to the USA to pursue an MTESOL at Arizona State University. Since 2013, she has taught at four universities in Jeonju and Busan.

Daniela Trinks, originally from Germany, is a Professor at Myongji University, specializing in Baduk (Go) Studies since her Ph.D. in 2014. Focused on teacher education, Baduk, and English, she has taught at diverse institutions in Korea since 2008. In 2023, she held KOTESOL leadership positions as Vice President of the Yongin Chapter and Co-Chair of the National Conference and is currently serving as president of the Yongin-Gyeonggi Chapter.

Victor Reeser is a teaching professor for SUNY Korea’s English Language Program and the facilitator of the KOTESOL MCALL SIG. Originally from Oregon, USA, he has been living in Asia and working in language education since 2009. He is currently a PhD candidate at Incheon National University studying cognitive linguistics.

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Creatively Redesigning Course Units: Procedural Writing
R. Kuperman, Kanda University of International Studies

Whether teaching a course for the first or the twentieth time, course materials are often revised rather than created anew. This should be considered an opportunity for experimentation where teachers reconsider base assumptions and grow in new directions. The presenter will showcase the final assignment of a procedural text unit from a first-year writing course of a private Japanese university. These materials were developed and implemented by the presenter and revised annually for several years running, with a recent focus on creativity-driven student motivation. In the presented assignment students write instructions or guidelines for one of five prompts such as an alien cookbook or escape room, concluded by an alternative style of presentation with smaller rotating groups. In this workshop, teachers will consider how they would like to revise their own materials in the future, collaborate with each other to gain fresh perspectives, and begin outlining their next steps.

Ran Kuperman is an English language lecturer at a Kanda University of International Studies, a private Japanese language institute. He has over 7 years of experience in teaching is also the committee convener for his university's Student Activities Committee. Research interests include materials development, CLIL, gamification, neuroscience of education, intercultural communication, and more.

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Using Padlet to Foster Collaborative and Autonomous Learning *Bring your device if attending! *
B. Guedes Pereira, Universite Laval

In today’s hyperconnected educational context, learner autonomy has become a very important instructional trend in and outside the classroom. Yet, teachers still struggle with adopting strategies that may help foster autonomous and collaborative learning in the classroom. One reason for this might be the lack of knowledge about online tools that may be used to develop learner autonomy. In this workshop, attendees will be encouraged to explore some specific features of the online cooperative learning tool called Padlet. Throughout the workshop, attendees will be shown how to replace traditionally teacher-centered lesson stages like the presentation of new subjects and evaluation by a more cooperative and student-centered approach using Padlet. At the end of the workshop, attendees will be presented with examples taken from a project involving advanced ESL students enrolled in a pre-university program at a community college (CEGEP) in Quebec City, Canada.

Bruno Guedes Pereira is an ESL teacher and researcher with more than 25 years' experience and a keen interest in ways to make teaching and learning truly transformative,

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Manipulating task types to develop different aspects of English speaking
S. Manning, Hankuk University of Foreign Studies

“I just want to speak English better,” is a near-universal reason many students take conversation classes, but speaking better means different things to different people. This study takes the premise that learners want to simultaneously get better at speaking (i.e., speak more comfortably) and get better at English (i.e., improve their linguistic repertoire). Teachers, therefore, must identify what is being learned as students talk. This case study investigated the different patterns of talk in unfocused, open-ended tasks (e.g., discussions); content-focused tasks (e.g., identify an implication); language-focused tasks (e.g., collaborative paraphrasing); and unfocused convergent tasks (e.g., values clarification). It identified differences in talk across task types to aid teachers plan appropriate tasks for student needs in each lesson. It found different proportions of language related episodes (LREs) - indicators of attention to linguistic learning, and idea related episodes (IREs) - indicators of attention to content, across several task repetitions during a semester.

Shaun J. Manning has been teaching (and learning) in South Korea since 1995. He first joined HUFS in 2001. He holds a PhD in Applied Linguistics for which he researched tasks and TBLT. His research interests center on instructed second language acquisition, TBLT and interactive learning, peer review, and MALL.

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Unmasking Shame with Peace Linguistics: Exploring Shame and Shaming in Language Education
C. Woelk, Collective Joy Consulting
J. Wright, Mokpo National University

This workshop addresses the often-underestimated impact of shame on language education. Negative emotions, including shame, can significantly affect motivation and achievement. Recent research sheds light on the nature of shame and its influence in language education contexts. This session provides a definition of shame and explores its dynamics in the individual and in group settings. Participants are invited to engage in an interactive group task reflecting on instances of shame and shaming in their contexts. Introducing peace linguistics as a framework for addressing these challenges, the workshop offers specific practices for teachers and students to identify and respond to shame in ELT classrooms. Participants are then invited to share and collaboratively envision practical solutions suitable to their contexts. By exploring the intersection of emotions, language education, and peacebuilding, this workshop aims to empower educators and learners with strategies for cultivating inclusive and compassionate language learning environments.

Cheryl Woelk is co-founder of Collective Joy Consulting, offering intercultural communication and conflict resolution training to individuals and organizations. With experience integrating peace education and ELT in diverse multicultural educational settings, she currently researches peace linguistics, trains language teachers in peace education and coaches professionals in South Korea working in English. She is co-author of “Teaching English for Reconciliation (2018).

Jocelyn Wright is Associate Professor in the Department of English Language and Literature at Mokpo National University in South Korea. She is an active member of Gwangju-Jeonnam KOTESOL. Her interests include matters at the heart of the intersecting fields of peace linguistics, peace (language) education, and peace literature.

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Acting Schools and Student Monologues
B. Jonathan, Toyo University

The film industry predominantly features two acting styles: the "Classical" and "The Method". These approaches significantly influence actors' preparation and performances in drama. This workshop aims to showcase how activities from acting classes can be adapted for language learners. It will commence with an overview of these two main schools and incorporate awareness-raising activities. Following that, the concept of dramatic monologues will be introduced, illustrating how actors from both 'classical' and 'method' backgrounds prepare for them. Participants will engage in performing monologues inspired by these diverse approaches, providing a firsthand experience of language learning through acting techniques. This workshop would be of interest for anyone interested in confidence raising activities, drama, pronunciation skills among others.

Jonathan Buck has worked at Toyo University in Tokyo, Japan for the last six years where he teaches a variety of classes include academic writing, study abroad skills and exam preparation. He is also teaching Cinema and English at Keio University in Kanagawa, Japan.

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AnySpeak, an Application for Language Help
Boyoung Lee

AnySpeak is a language assistance app available on both Android and iOS mobile devices, in development since 2021. With over 100,000 sentence expressions covering 12 essential categories for daily activities, it offers a valuable resource for language learners. The app provides English and Korean expressions tailored to context and location, making it suitable for both practical and educational purposes. Users can access these features free of charge, enhancing accessibility and usability. AnySpeak's versatility makes it a valuable tool for English language teaching activities, offering instructors and students alike an opportunity to engage with language learning in a dynamic and interactive way.

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Neuroscience, memory, and language learning: the disaster awaiting us
Joff Bradley, Teikyo University Tokyo

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-a-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.

Joff P. N. Bradley is a professor working at Teikyo University, Tokyo. He is 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.

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EFL for Global Citizenship: Empowering Through Sustainability Projects
P. Gibson, Xi’an Jiaotong-Liverpool University (XJTLU), China
J. Ma, Xi'an Jiaotong Liverpool University (XJTLU) in China

In an era where global challenges such as climate change, inequality, and social justice increasingly demand collective action, the role of English as a Foreign Language (EFL) education in cultivating global citizens has never been more critical. This workshop, aims to explore innovative pedagogical strategies that integrate global citizenship education within project-based learning, with a special focus on sustainability. By leveraging the universal language of English, we can equip our students not only with linguistic skills but also with a profound understanding of and engagement with global issues, preparing them to participate actively in the global community.
The workshop will present several case studies of projects conducted with undergraduate students at Xi’an Jiaotong-University in China, which centered on sustainability. Participants will be guided through the process of designing, implementing, and assessing projects that encourage students to research, articulate, and advocate for sustainability issues in English. This approach not only enhances language proficiency but also deepens students' global awareness and their sense of responsibility as global citizens.
The session will conclude with an interactive Q&A segment, encouraging participants to share their experiences and ideas for incorporating global citizenship themes into their teaching practices. Attendees will leave equipped with the knowledge and inspiration to implement similar projects in their own contexts, thereby fostering a generation of EFL learners who are not only proficient in English but also empowered to make a positive impact on global issues.

Paula Gibson is a Deputy Director of the English Language Centre and Principal Language Lecturer at Xi’an Jiaotong-Liverpool University (XJTLU) in China, and she has worked in language teaching, predominantly in higher education, for almost 20 years. Her research interests include project-based learning and using genre-based pedagogies in academic writing.

Jinying Ma (Ally) is a Deputy Director of the English Language Centre, Head of Staff Development and Senior Language Lecturer at Xi'an Jiaotong Liverpool University (XJTLU) in China. She has worked in higher education teaching EAP for almost 20 years. Her professional interest is supporting and developing students and staff through continuing support programs and professional development sessions.

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Teaching students to act like a teacher and improve their feedback literacy
S. Manning, Hankuk University of Foreign Studies

Feedback literacy is the ability to read, interpret, and use feedback (Sutton, 2012). This study investigated two levels of university freshman EFL writing classes -- one high-level (H) and one general (G). It investigated if proficiency level affected students’ ability to be trained to give feedback appropriately, and if having received feedback, the ability to evaluate and use feedback. Consenting students were surveyed using a modified version of Zhan’s (2022) student feedback literacy scale at the beginning and end of the semester (n=37). Feedback was given orally, in class, in the peer review circle method (Manning & Jobbitt, 2019). Six focal students from each class were also tracked using audio recordings of their peer review circles to identify feedback moves: given and received. These moves were compared to the final drafts to examine feedback use. Findings show that both H and G groups improved in feedback literacy over the semester.

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Students’ Perceptions and Utilization of Online and AI Tools in Abstract Writing
N. Chotswasd, Lecturer at a Thai University

This study investigated students’ perceptions and uses of online and generative artificial intelligence (AI) tools in support of their abstract writing at a science and technology-based university in Thailand. The participants were 150 non-English major university students enrolling in an abstract writing course. The task involved students writing an abstract with the freedom to use any online or AI tools available. After each draft, students were required to complete a survey questionnaire and write a journal reflecting on their opinions toward the use of online resources and AI tools and their working process, including the benefits and challenges they have. The data were analyzed using a combination of quantitative and qualitative analysis. This study gave a thorough picture of students’ perceptions of online and AI tools as positive support and reflected on how these tools were used in a process of abstract writing.

Dr. Napak Chotswasd is an experienced lecturer in English language teaching. As a lecturer at a Thai university, her focus is combining innovation and pedagogy with technology to enhance language learning and assessment.

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Resilient Roots, Global Growth: Transnational Identities as Assets in the English Classroom
Eun Sung Park

The recent surge in globalization has brought significant changes to South Korean universities. Our student population no longer comprises a homogeneous group of Korean-born individuals with uniform years of English instruction prior to college. Instead, we now have a diverse mix, including international students and heritage language learners who were born and/or educated in other countries. Unbeknownst to many, our student body also includes a sizable number of North Korean refugee students. While they may look Korean, they are strikingly different from mainstream South Korean students, as they enter college with varying degrees of disrupted education. In this featured session, I will provide a general overview of North Korean refugees in South Korean tertiary institutions and discuss their English-learning experiences across different transnational environments. Traditional stereotypes have cast these students as under-achievers lacking in various types of cultural capital, with research often highlighting their limitations and lack of resources. I will shift the focus to discuss experiences and achievements of students who have transformed their transnational backgrounds and identities into resources for learning English, and ultimately, for pursuing their dreams. The talk will also share pedagogical insights on helping minority students to leverage their transnational experiences and identities as assets in the English.

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Implementing AI-Based English Language Learning Programs in Korean EFL Contexts: Theory, Practice, and Instructional Effects - 우리나라 EFL 환경에서 인공지능 기반 영어 학습 프로그램 적용하기: 이론, 실천, 그리고 교수 효과 *Session in Korean*
Rakhun Kim

The integration of AI-driven English language learning programs has garnered increasing attention within Korean English as a foreign language (EFL) context. Despite this interest, the practical implementation of these programs in primary and secondary public educational settings has faced significant pedagogical and technological challenges. Furthermore, previous studies have frequently neglected to examine the instructional effects associated with AI-based English language learning programs. This presentation aims to bridge this gap by investigating the integration of AI-based English language programs within more sophisticated educational frameworks. By addressing the practical challenges routinely encountered by practitioners in Korean EFL environments, this presentation underscores the significance of comprehending the practical application of AI-based English language learning by Korean EFL learners. Additionally, by synthesizing recent theoretical insights and empirical observations, this presentation offers valuable perspectives aimed at enhancing the instructional effects of AI-based English language learning programs. Thus, this presentation contributes to the effective implementation of AI-based English language learning programs within Korean EFL contexts. 우리나라의 영어 교육 환경은 여러 가지 도전과제를 안고 있다. 이러한 문제를 해결하기 위하여기존의 연구에서는 이러한 도전에 대한 해결책으로서 에듀테크를 활용하는 것이 제안되었으나, 실제 적용에는 다양한 제약이 있었다. 뿐만 아니라, 선행 연구들은 에듀테크 활용 영어 교육에 대해 일반적으로 교수 효과를 고려하지 않고 있습니다. 이러한 선행 연구들의 한계를 극복하기 위하여 이 연구는 초, 중, 고등학교 영어 수업에서 발생하는 문제들을 해결하기 위해 상용화된 프로그램과 생성형 인공지능을 결합한 에듀테크 기술을 효과적으로 활용하는 방안을 탐구합니다. 이를 통해 영어 교육의 이론과 실천을 결합하여 교수 효과를 높이는 새로운 접근 방식이 제안될 것이다. [국어로 발표]

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Project-Based Learning 101
J. Kimball, Semyung University
M.T. Martinez-Garcia, University of Utah, Asia Campus
M.J Amaral, Hankuk University of Foreign Studies
R.V Labanda, Daegu Catholic University
T. Wyatt (student)

This workshop is an introduction to the nuts and bolts of project-based learning (PBL). It is aimed at classteachers and curriculum developers interested in bolstering their syllabus with 21st-century skills: projects and activities fundamental to PBL and TBLT. Because PBL is a learner-centered and goal-oriented approach, it can be adapted to many contexts. PBL is engaging and highlights the collaborative nature of learning while tackling in real life objectives.
In this session, we will briefly cover the general phases of PBL and provide examples from an English camp. Attendees will then work in groups to brainstorm ideas for adopting PBL to their own circumstances and then share with others. We will conclude with Q/A time.

Jake Kimball holds an MSc in educational management from Aston University, and his research interests include program evaluation and classroom dynamics. He is especially interested in classroom management issues that impact willingness to communicate (WTC) and demotivation. He is an assistant professor of English in the Liberal Arts Department of Semyung University in Korea.

Maria João Pais do Amaral is an assistant professor in the Department of Portuguese at Hankuk University of Foreign Studies. She has a master degree in Portuguese Literature and has published several publications in the field. She has years of experience teaching Portuguese in South Korea, and she is the co-author of Portuguese didactic materials, focusing on Korean students.

Professor Roberto Vega Labanda is a professor in the Department of Spanish and Latin American Studies at Daegu Catholic University. He teaches Spanish and is fluent in English and Japanese.

Tom Wyatt is from Brantford, Ontario. He holds an Honours B.A. in English and comparative religion from the University of Toronto. After graduation he got his CELTA, and after that, he taught EFL at a hagwon in Cheonan for three years.

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Can I English? Japanese Students’ Beliefs About Language Learning
R.M. Chua, Kanda University of International Studies

Students’ learning beliefs play an important role in their success in acquiring a language. With the rise of globalization in education, English language learning remains significant in Asia. While research has been done on how students’ language learning beliefs affect their learning, there is still a dearth of research in the Japanese context. This study aims to fill the gap by gaining insight on Japanese students’ beliefs about English language learning. An adapted version of Horwitz’ (1987) 40-item Beliefs about Language Learning Inventory (BALLI) questionnaire was used to survey freshmen students from a Japanese university. Follow-up interviews were conducted to gain better insight on survey results. The findings of the study give an overview of the beliefs held by Japanese English language learners. Results of the study can help education stakeholders in making better-informed decisions with curriculum planning and development.

Rowena Marie R. Chua is currently a lecturer at Kanda University of International Studies. She graduated with a master's degree in Teaching English Language from De La Salle University, Philippines. She has taught English in the Philippines, Singapore, and Japan. Her research interests include language learning beliefs, motivation, and psycholinguistics.

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Rap as a Catalyst: Motivating Students, Enhancing Pronunciation, and Fostering Relatable Learning Experiences
C. Tumba, - Chuncheon National University of Education

The workshop explores the transformative potential of integrating rap music into language education, addressing the challenge of motivating students to improve pronunciation. It advocates for using rap as a dynamic pedagogical tool, aligning instructional approaches with students' cultural references to create relatable learning experiences. The workshop delves into the efficacy of incorporating rap to teach pronunciation, offering techniques derived from the genre's rhythmic and lyrical elements. This approach not only engages students but also ensures enduring retention of pronunciation skills. Emphasizing the multifaceted benefits of rap as relatable educational material, the workshop provides insights for educators seeking innovative strategies to enhance student motivation, pronunciation proficiency, and overall engagement in language learning.

Meet Claudia Tumba, an enthusiastic EFL Instructor immersed in the vibrant landscape of South Korea. A former law graduate turned educator; Claudia embarked on a transformative journey at 25. With nine years of experience, she wears multiple hats - serving as a teacher trainer and English expert at Chuncheon National University of Education, sharing engaging English conversation skills at Kangwon National University, and teaching lively courses at G-Tech Village School. Join Claudia on this exhilarating journey of language and learning in the heart of South Korea, exploring the world of English together!

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Teaching as storytelling: How to give lessons an engaging narrative quality
S. Gray, University of Nottingham Ningbo China

Storytelling is a staple activity of kindergarten classes, but it is often sidelined in the later stages of education as students get older and class contents become more demanding. This is unfortunate, as storytelling can be an effective approach to teaching in any class, from advanced grammar lessons to theoretical lectures. Stories are not only highly engaging for students; they also lend a schematic structure to lesson contents and help to exemplify and clarify even difficult concepts.
The focus of this practical workshop is how to incorporate storytelling into lessons to enhance student engagement and comprehension. Attendees will encounter ideas for selecting (or creating) suitable stories for lessons on any topic, and fitting them effectively into the lesson plan. Also, the presenter will offer suggestions about how to lend a coherent narrative structure to an overall lesson plan, and how teachers can deliver stories in an impactful and entertaining way.

Stewart Gray (PhD) is a Teaching Fellow in Applied Linguistics at The University of Nottingham Ningbo China. Previously, he worked in Korea for 12 years teaching EFL and training teachers. His academic interests include language and identity, creativity in the classroom, and reflective practice. He is also a former president of the KOTESOL Yongin chapter.

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Looking back and looking forward: Semi-systematic review of Philippine class translanguaging studies from 2018 to 2023 (PALT)
Audrey B. Morallo, University of the Philippines, Diliman

Despite the increase in classtranslanguaging research, the local literature on this remains limited (De Los Reyes & Bagona, 2022). This study maps out classtranslanguaging studies in the Philippines between 2018 and 2023 and identifies ways to move its research agenda forward. This semi-systematic searched databases for studies and identified 17 review articles. Results indicate three themes in the published local studies: 1) the impact of translanguaging/mother tongue on classlearning; 2) the role of translanguaging in the classroom; and 3) attitudes toward translanguaging. The gathered data highlight the essential functions of Philippine classtranslanguaging and its potential to improve classlearning. Furthermore, additional efforts are needed to bridge the gap between theory and practice experienced by many teachers. Future research should likewise focus on empirically establishing the relationship between translanguaging and learning and explore the use of translanguaging in various other subjects and contexts.

Audrey Buenavista Morallo is an Assistant Professor at the University of the Philippines Diliman. He teaches language education courses and is currently pursuing his Doctor of Philosophy in Applied Linguistics at De La Salle University. His research interests include discourse analysis, linguistic mitigation in discourse, corpus-based linguistics, and second language acquisition.

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Motivation, Emotion, and Proficiency: Connecting Students’ Profiles with Self-Regulation in Collaborative Learning (HAAL)
Barry Bai, Chinese University of Hong Kong

This study aimed to identify profiles of motivation, emotion, and proficiency in L2 collaborative learning using a person-centered latent profile analysis (LPA) and explore their associations with students’ self-regulated learning behaviors in L2 collaborative learning with primary school students in Hong Kong. The LPA results favored a five-profile solution: very-motivated-with-high-proficiency-and-low-anxiety, very-motivated-with-low-proficiency-and-high-anxiety, unmotivated-with-average-proficiency-and-average-anxiety, average-motivated-with-low-proficiency-and-average-anxiety, and average-motivated-with-high-proficiency-and-low-anxiety. Furthermore, students’ profiles significantly affected their self-regulation in L2 collaborative learning. Overall, students categorized as more motivated profiles displayed higher utilization of self-regulation strategies. Interestingly, compared with very-motivated-with-high-proficiency-and-low-anxiety group, the very-motivated-with-low-proficiency-and-high-anxiety group used goal-setting and planning strategies and self-evaluation strategies more frequently but behavioral regulation strategies less frequently. These findings enhanced the understanding of L2 learners’ motivation, emotion, proficiency, and patterns of strategy use in collaborative learning activities.

Barry Bai is an associate professor and the director of Centre for Language Education and Multiliteracies Research (CLEMR) at the Faculty of Education, the Chinese University of Hong Kong. His work appears in Computer Assisted Language Learning, Language Teaching Research, Applied Linguistics Review, TESOL Quarterly and System. Barry was a top 2% most cited researcher in the world in 2023.

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Reviving Professional Development for ESL Teachers: Leveraging on Post Training Professional Support (MELTA)
Sharmini Siva Vikaraman, English Language Teaching Centre, Ministry of Education, Malaysia

Recognizing the importance of supporting learners who have lagged in studies and faced learning loss during the pandemic, a Remedial Instruction teacher training program by the institution was emphasized in Malaysian primary schools. This study focuses on the impact of professional development on remedial instruction in English Language Classrooms, particularly examining post-training teacher support. The investigation involved 70 ESL Year 4 teachers, utilizing surveys, observations, mentoring sessions, a portfolio of remedial documents and analyzed qualitatively using a thematic deductive approach. The findings of this study reveal that remedial instruction was implemented in the EL classrooms, but the teachers had persistent challenges to cater to the needs of the remedial students. The proposed solution is an eight-step post-training support model, the PoTProS (Post Training Professional Support) model, developed to address the identified issues. The findings emphasize the necessity of ongoing professional support, indicating the model's potential efficacy in future training programs.

Dr. Sharmini Siva Vikaraman is a Senior Lecturer and Head of Unit in English Language Teaching Centre, Ministry of Education, Malaysia. She has 15 years’ experience of teaching and 10 years in the field of ESL teacher Professional Development. She completed her PhD in Educational Administration from the National University of Malaysia in 2019.

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Common Mistakes in Designing Textbooks: Experience from EFL Pre-service Teachers (TEFLIN)
Dewi Rochsantiningsih, FKIP Universitas Sebelas Maret (UNS), Indonesia

Hands-on experience for pre-service teachers to develop EFL textbooks has important roles to enrich pedagogical knowledge, skills, and its implication. It allows them to gain deeper understanding of coursebooks and their roles in language education. It also helps them in their teaching career to be more independent in creating self-made textbooks and using them creatively. This paper shares the reflection from the ELT Material Development (ELTMD) course, where 10 groups of pre-service teachers from 2 parallel classes developed chapters of a textbook. Data were analyzed from the chapters as the course assignment based on the criteria of appropriate textbook. Common mistakes found in the chapters included: 1) choosing the materials; 2) lack of competence in unpacking the components of language competence that affected the ability to: a) provide appropriate numbers of learning activities (tasks); b) arrange logic tasks (need prior tasks); c) organize better wording for the tasks; etc.

Dra. Dewi Rochsantiningsih, M.Ed, PhD. teaches at the English Department of FKIP Universitas Sebelas Maret (UNS), Indonesia. She gained her graduate studies in Australia; from Sydney University for her M.Ed, and from Macquarie University for her Ph.D. She has major interests in the Classroom Action Research (CAR), ELT Material Development, and English for Specific Purposes (ESP).

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Using Creative Methods and Dialogic Reflection to Explore Criticality in Teachers' Reflections
N.A. Miskon, University of Manchester

Reflective practices have been discussed extensively throughout the decades across disciplines. The academic discussions regarding how criticality manifests during reflection and its role in professional development have led to multiplex understandings of the term itself. Inspired by my own experiences and inquisitiveness, this research explores criticality within the reflections of six Malaysian primary school ESOL teachers. The methodology combines creative visual arts and dialogic reflection across four cycles over 16 weeks. In each cycle, each participant draws a river journey based on prompt-based reflection, before engaging in a dialogic reflection with another participant. My approach to data analysis will be informed by my understanding of IPA triple hermeneutics. This paper aims to contribute to teacher education and research innovation by offering alternative perspectives on criticality in reflective practices, exploring the feasibility of creative visual arts and dialogic reflection as a reflective tool, and demonstrating innovative research methods.

Nur Amalina Miskon - I am a second-year PhD student at the University of Manchester. I received my B. Ed TESOL from the University of Auckland in 2014, and worked as an ESOL teacher in Malaysia until I decided to pursue my MA in TESOL at the University of Manchester in 2020. After I completed my MA, I went back to Malaysia to teach English for another year, before I decided to pursue PhD in Education at the same university in 2022.

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TESOL Professional Development Opportunities and Free Resources at Hawaii Pacific University
M. Levy, Hawaii Pacific University

This presentation will share the range of professional development opportunities at Hawaii Pacific University for TESOL practitioners in Korea. First, participants will obtain information about our TESOL Working Paper Series and how teachers can publish their practical ideas or action research in the journal. Second, interested audience members will learn how to join our practical bi-weekly Applied Linguistics Talks designed for teachers. Third, participants will learn about the many short-term, tailored international group programs we offer and how interested institutions can organize such programs with us. Fourth, this presentation will highlight the degree options we provide, including MA TESOL, BA TESOL, Graduate TESOL Certificate, and TEFL Certificate. Fifth, participants can discuss collaboration opportunities such as study-abroad or dual-degree programs with our TESOL program. Finally, participants will receive free TESOL resources developed by our program, such as materials for teaching language functions through movie clips, games for learning English, and place-based fluency building activities with a focus on Korea.

Maria Levy is an Assistant Professor in the TESOL Program at Hawaii Pacific University. Previously, she was the Academic Director at ELS Honolulu, an on-campus Intensive English Program. At Hawaii Pacific University, Dr. Levy teaches undergraduate and graduate courses including Introduction to Linguistics, The English Sound System, English Syntax and the Teaching of Grammar, and Teaching Vocabulary.

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Learning Through Play: Maximizing Communication by Creating ClassLARPs with ChatGPT
M. Cheng, National Chengchi University, Department of English

Live Action Role-Plays (LARPs) are a special type of activity that takes the typical pair work role-play and turns it into an exciting full-class activity. Instead of practicing the same two roles over and over, every student in a classLARP has a different role, and they are embedded in an exciting and immersive scenario. For example, each student can portray a different superhero/supervillain at a superhero conference, or be characters adventuring in the world of Harry Potter. In Taiwan, we have used LARPs in university EFL classes to create fun and immersive environments where students can practice communicating in English, reinforce vocabulary, and learn and improve by making mistakes in a safe environment.
In this workshop, you will:
1. Learn what a LARP is and their benefits for language acquisition
2. Participate in a simple LARP
3. Learn how to create a simple LARP assisted by ChatGPT

Michael Cheng instructs at Taiwan’s National Chengchi University Department of English, where he teaches Communication, Composition, Debate, History of the English Language, and Language Testing. He has published papers and presented at conferences in Taiwan and internationally on Interactive Drama, gaming, TTRPGs, and VR in EFL language learning. He has written many original classroom LARPs that are used at NCCU.

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Integrating Global Issues in English Classrooms through Gallery Walk and Visual Thinking Strategies
L.T. Tran, Nagoya University of Foreign Studies, Aichi Prefecture, Japan
M.D. Resuello, Nagoya University of Foreign Studies, Aichi Prefecture, Japan

Previous studies have indicated that language teachers felt reluctant to incorporate global issues, a well-established branch of language teaching, into their teaching due to their lack of skills and interest (Maley & Peachey, 2017; Rodenbaugh, 2015). Informed by these literatures and the presenters’ teaching experiences, this workshop provides hands-on experiences of how gallery walk technique (GWT) and visual thinking strategy (VTS) can be used to integrate global issues in English classrooms. It will start with a brief introduction of GWT and VTS, then attendees will explore their implementations by participating in an actual activity that demonstrates GWT and VTS. After that, they will share their opinions about the activity and experiences of using those strategies through group discussions. The workshop will be concluded by synthesizing insights on how GWT and VTS can serve as tools for learners to improve English communication skills, develop critical thinking, and gain global perspectives.

Lanh Thi Tran is a full-time EFL lecturer at Nagoya University of Foreign Studies in Japan. She holds an MA in TESOL from the University of Huddersfield (UK). Having been involved in English education for over 10 years, her research interests include foreign language anxiety, learner motivation, and materials development.

Marjorie Don Resuello is a full-time lecturer at Nagoya University of Foreign Studies. She completed her PhD at Nagoya University and has a multi-disciplinary background in development communication and international development. With more than 10 years of research and teaching experiences, her recent academic works include promoting awareness and integration of global issues and Sustainable Development Goals (SDGs) in English classrooms in Japan.

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All You Need Is Yourself: Self-Talk to Improve Speaking and Communicative Skills
S. Oda-Sheehan, Ochanomizu University

Many Japanese university students have studied English in an examination-focused environment while wishing to improve their oral communicative skills. Those learners may well feel frustrated having only limited resources to practice speaking, let alone opportunities to talk to native English speakers. However, they should be reminded that by adopting the art of self-talk, EFL learners can use themselves as a resource without having to depend on external factors. This study reports on a three-month project of such self-talk practice designed for university students and qualitative analyses of their reflections. The results suggest that this simple and innovative approach can be a powerful tool, bringing about significant changes in learners’ communicative endeavors and increasing their willingness to communicate. Above all, it has promoted learner agency, inspiring students to explore unconventional ways of learning. Such implications should benefit similar EFL contexts in many other countries as well.

Sanae Oda-Sheehan (PhD) is a lecturer at Ochanomizu University in Tokyo. She also works as a communication consultant utilizing her business background. Her research interests include teacher identity, L2 pragmatics, and communicative task effectiveness.

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A Teacher Evaluation Model: A Study of Effective Teaching Practices
N.E. Khurel, English Language Teachers' Association of Mongolia

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Drama on the World Stage
D.A. Kinsman, Miyagi Gakuin Women's University in Sendai, Japan

Will our students be ready to play their role on the world stage? They will need confidence, soft skills, and flexibility demanded by our knowledge-based economy. Thus, we need to provide a student-centered classwhere students can interact socially and cultivate greater autonomy, communicative competence, and creativity. One effective way of achieving these goals is through drama activities that any teacher can undertake with their students. This workshop models activities that create meaningful communication, engagement, and interactivity. Such positive learning experiences could increase the chances that our students become lifelong learners and develop a growth mindset --two important ingredients for future success. Participants will leave this workshop with practical activities that can help their students prepare for the world stage they will soon walk onto.

Darren Andrew Kinsman teaches parttime at Miyagi Gakuin Women's University in Sendai, Japan. Darren has taught at language schools, high schools, and universities in both Canada and Japan. He holds dual roles within JALT, serving as a member-at-Large for JALT Sendai and as the Co-coordinator of JALT’s Performance in Education SIG. He believes that although digital learning plays an important role in education, student-centered, communicative classrooms are indispensable for young people’s psychosocial development.

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Instructing students on responsible use of AI
J. E. Owens, Kanda University of International Studies
M. Kettle
A. Krasnansky, Kanda University of International Studies
P. Sharma

Given the inevitable integration of AI in education, this presentation furnishes a comprehensive overview of a groundbreaking module dedicated to AI utilization within the classroom. This module was introduced in a university in Japan as part of a reading and writing course, designed to acquaint students with the principles of AI, encourage ethical discussions, and facilitate hands-on practice while promoting responsible usage. This presentation briefly delves into the module's framework and the context within which it is used. It then looks at feedback from instructors sharing their insights on successful teaching strategies, challenges faced, and recommendations for improvement. By doing so, this presentation offers invaluable guidance to educators confronting comparable challenges, assisting them in navigating the integration of AI into their curricula and fostering effective AI-enhanced learning environments.

James Emmet Owens completed his Master's degree in Applied Linguistics at the University of Liverpool in 2010, and has been teaching at Kanda University of International Studies, Japan since 2011. He is currently an Associate Professor and the Senior Coordinator for Research in the English Language Institute.

Andrej Krasnansky is a lecturer at Kanda University of International Studies in Chiba, Japan. His research interests are in media literacy, L2 writing instruction, CALL, and classroom engagement. Currently, his free time is taken up with his newborn and keeping up with his Spanish.

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Here we are, hear us: Student Narratives of Being and Belonging in Japan
N. Rudolph, Kindai University

This critical ethnography, situated in a university sociolinguistics course in Japan, explores student responses to being prompted to reflect on and story their lived experiences as members of Japanese society, in the interest of engaging with stakeholders in education, present and potential. Some of the seventy students frame their narratives through a lens of Japaneseness (and Otherness) grounded in the dominant political, educational, and social narrative that “Japan” is homogeneous. Yet many others, in contrast, use the opportunity to voice how they encounter, wrestle with, problematize and confront essentialized and idealized notions of Selfhood and Otherness in their ongoing negotiations of being, becoming and belonging within and transcending Japan. In doing so, they: a) call for attention to the diversity characterizing communities in Japan and classrooms therein and b) seek to empower others in and beyond their communities rendered marginalized and invisible, including stakeholders in language education in South Korea.

Nathanael Rudolph is an associate professor of sociolinguistics and language education at Kindai University in Japan. His research explores themes including teacher and student negotiations of being, becoming and belonging within and transcending (language) education, and transdisciplinary, community-based approaches to “criticality.” Nathanael is a managing editor for Asian Englishes and associate editor for the Journal of Language, Identity and Education.

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Useful Technology to Create Independent Vocabulary Learners
M. Levy, Hawaii Pacific University

While vocabulary learning is crucial for fluent language use, it has often been limited to explanations by the instructor and/or rote memorization by students. In order to create independent learners (cf. Zimmermann, 2009), we can take advantage of new technology. This workshop will cover a number of useful applications and websites for learners of academic English. With initial support from the instructor, these applications and websites can be used by students to independently discover and practice collocations, investigate word parts (roots and affixes), select vocabulary appropriate to register, and focus their vocabulary learning with the help of frequency lists. Learners will also be able to use vocabulary to improve their communicative skills by conveying their intended meaning in the appropriate register. Each technology will be introduced by the presenter, which will be followed by a hands-on activity. Participants are encouraged to bring their electronic devices.

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Education in Korea: The Implications of Change
N-J Kang
J-K Park
D Kellogg

In an era marked by swift and accelerating change, the landscape of education, particularly in the realm of teaching and learning English as a foreign language, is poised to undergo even more rapid transformations. Acknowledging the inevitability of change, this moderated panel aims to explore the influence that advancements in technology and innovative teaching methodologies may project onto education and its policies. With a primary focus on unraveling the implications for the educational landscape in Korea, our three-member panel will engage in an insightful conversation. Attendees will also have the opportunity to pose questions, fostering an interactive and collaborative exploration of the evolving facets of education in our rapidly changing world.

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Setting the Stage: The EFL Classin the First Quarter of the 21st Century
Guy Cook

In a special virtual plenary, Guy Cook, 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.

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Resisting White Language Supremacy as a Korean Scholar with Marginalized Identities
G. Lee, Penn State University

The dialogue will delve into concrete examples of linguistic injustice, showcasing how language assessment and scholarly publishing process can inadvertently disadvantage non-native English speakers. The dialogue will prompt participants to reflect on their engagement with academic standards of writing as writers, teachers, and members of academic communities. The conversation will begin with thought provoking statistics and arguments presented in recent conversations about linguistic injustice among scholars in Applied Linguistics and Writing Studies. The goal is to foster a paradigm shift towards embracing linguistic diversity as an asset, promoting equitable opportunities for multilingual students and scholars, and challenging the hegemony of white language norms in education and academic publishing.

Prof. Lee is Assistant Professor of Writing and Language Studies and Director of Intercultural Leadership and Communication at Penn State University (Abington). Her research interests include equity pedagogy, second language writing assessment, and intercultural communication.

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