Sunday Afternoon Sessions
Sunday 1300-1420
Reflections on Teachers’ Language Learning and Classroom Practice (R406)
J. Kimball,Semyung University
M.T. Garcia, University of Utah Asia Campus
M.J. Amaral, Hankuk University of Foreign Studies
T. Wyatt, Student of Korean
Is That Write? Translating Cultural Perspectives and Assumptions (P105)
K.M. Donovan, NYU Shanghai
E. Efremova, NYU Shanghai
Sunday 1300-1350
Using Classroom Games Effectively with Young Learners (R404)
David Paul, Language Teaching Professionals
K-Pop as a Teaching Tool (R405)
CedarBough T. Saeji, Pusan National University
A Practical Guide to AI for Academic Writing (P101)
V. Reeser, State University of New York (SUNY) - Korea campus
Integrating Artificial Intelligence in EFL Classrooms: Navigating the Future of Language Learning (P102)
S. Warfield, NYU Shanghai
Course Design for University Electives (P103)
Prof. R. Fusselman, Joongbu University, Goyang Campus
Postgraduate Study and Research Pathways for Applied Linguistics, TESOL and Translating and Interpreting Professionals (P203)
L. Lising, Macquarie University
Sunday 1300-1325
Navigating the Educational “Stage:” EFL Students' Preferred Formative Assessments (P104)
H. Nguyễn, Ton Duc Thang University
Evaluating the Efficacy of Student-Sought AI Feedback on Written Work (P201)
A. Dawes, Kanda University of International Studies
M. Melnikova, Kanda University of International Studies
The Troubling Gap in Occupational Well-being Between Female and Male Expat English Teachers (P202)
I. Moodie, Mokpo National University
STEM and EAP Education at an EMI University in China (P204)
D. Anstey, University of Nottingham Ningbo China
Sunday 1330-1355
Leveraging Humor for Interactional Management: CA Analysis of Novice Learners’ peer-interaction (P104)
A. Fukushima, Kio University
Staying Tuned in: Tracking Student Interests in Podcasts for Extensive Listening (P201)
E.C. Howland, Kanda University of International Studies
A. Dawes, Kanda University of International Studies
A. Krasnansky, Kanda University of International Studies
Peer Evaluation for Intermediate Level Students (P202)
A. Murray, University of the Ryukyus
Informal Digital Learning of English on Indonesian High School Students: Case Study (P204)
D.P. Kandilla, Monash University
Sunday 1400-1450
How Korea Got Cool: Ethnography and the Korean Style (R404)
Michael Hurt, Korea National University of Arts
METAPHOR IS WAR: Forming and Forgetting Science Concepts Through Language Play (R405)
David Kellogg, Sangmyung University
“I don’t want to play!” Investigating Resistance in the Classroom (P101)
Maria Lisak, Chosun University
Multiply Learning with Multiword Units (P102)
T. Jones, Howard Community College
Helping University Students Develop Appropriately Professional English (P103)
K. Song, University of the Ryukyus
Sunday 1400-1425
Deciphering Authenticity: The Detection of Texts Generated by AI Obfuscation Services (P104)
N. Duvernay, Hankuk University of Foreign Studies
M. Watson, Hankuk University of Foreign Studies
G. DeHond, Hankuk University of Foreign Studies
Exploring Teachers' Needs in the Pursuit of Excellence in English Language Education (P201)
F.J. Melara Gutierrez, University of Chichester
A Comprehensive Examination of a Lecturer Language Support Program and its Evaluation Using the RE-AIM Framework (P202)
N.C. Aktekin, Acibadem University
"No More of the Same": Experimenting with Critical Language Pedagogy (P203)
L. Jackson. Ritsumeikan University
Act locally, Think globally: SDGs as core content for a 24 course EAP program (P204)
C. Tat, Doshisha Women's College of Liberal Arts
S.K.P. Gay, Kyoto University of Foreign Studies
Sunday 1430-1455
Determining Authenticity in the Era of ChatGPT (P104)
M. Watson, Hankuk University of Foreign Studies
Localizing Global Issues in a University EFL Setting Through Picture Books (P202)
B. Lacy, Juntendo University
Re-Bordering EMI: Reflections on Theory and Practice in EMI in Higher Education (P203)
K. Kester, National Taiwan University
S.Y. Chang, National Taiwan University
Abstracts & Bios
Reflections on Teachers’ Language Learning and Classroom Practice (R406)
J. Kimball,Semyung University
M.T. Garcia, University of Utah Asia Campus
M.J. Amaral, Hankuk University of Foreign Studies
T. Wyatt, Student of Korean
At the start of 2024, the Reflective Practice Special Interest Group (RP SIG) initiated a language learning challenge. We encouraged members to study a foreign language and reflect on the pedagogical implications of their personal journeys.
For many teachers, it may have been a long time since they have studied a foreign language. For others, they may be engaged in language study. Add to this teacher education courses, either for a certificate or specialized degree. The central focus of reflection? How has your own personal language learning journey impacted how you teach? Do you follow your own advice as a teacher? Do you model good language learner habits that were highlighted in your teacher education courses?
Join our Reflective Practice Special Interest Group Discussion Panel for an interactive conversation about how one’s language learning efforts comport with classroom practice.
Kimball, James - Semyung University
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.
Martinez-Garcia, Maria Teresa - University of Utah Asia Campus
María Teresa Martínez-García 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.
Amaral, Maria Joao - Hankuk University of Foreign Studies
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.
Wyatt, Tom - Student
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.
Is That Write? Translating Cultural Perspectives and Assumptions (P105)
K.M. Donovan, NYU Shanghai
E. Efremova, NYU Shanghai
As international undergraduate classrooms continue to become increasingly diverse, with many students having limited or no prior study abroad experience, the importance of nurturing intercultural communication competencies within education becomes paramount. Developing these competencies requires a purposeful exploration of how one's linguistic and cultural backgrounds shape their perspectives and thought processes.
Through this workshop, students and faculty will not only enhance their awareness of how their first language influences their thinking but also compare it with their colleagues, recognizing shared assumptions and how their backgrounds impact their worldviews.
This workshop will focus on one ready-to-use activity that has been piloted in three different contexts. The presenters will share their insights and experiences to help participants adapt this writing activity to different educational contexts, students, and learning goals.
Following the activity, the presenters will lead a discussion on how to develop effective strategies for intercultural communication in inclusive and multicultural classrooms.
Donovan, Kelly Marie - NYU Shanghai
Kelly Donovan is a Lecturer of English for Academic Purposes at NYU Shanghai. She teaches content-based courses entitled: “The Science of Friendship” and “The Final Boss: Defeating Social Issues in Gaming”. Her research interests include teacher training and education and Ludic Language Pedagogy. Kelly received her MA in TESOL from the Middlebury Institute of International Studies at Monterey in 2017.
Efremova, Evgeniya - NYU Shanghai
Evgeniya Efremova, Director of the Center for Teaching and Learning at NYU Shanghai, is committed to promoting student-centered teaching and advancing intercultural communication skills. With her extensive experience in international education program design and academic background in Mind, Brain, and Education from Harvard, she combines research with evidence-based pedagogy to address the unique needs of increasingly diverse student bodies from various international backgrounds.
Using Classroom Games Effectively with Young Learners (R404)
David Paul, Language Teaching Professionals
This presentation will address key issues that we face when using games with East Asian elementary school children. How can we maximize learning through games? How can we keep the children’s focus on learning? What kinds of games are most effective? This presentation will look at games from the perspective of self-determination theory and constructivist psychology. According to self-determination theory, we are motivated to develop and change if three universal psychological needs are met: competence, relatedness, and autonomy. And constructivism emphasizes the central role of the child as an active learner who constructs their own meaningful interpretation of whatever they are learning. This presentation will look at how both of these approaches apply to classroom games and their implications for using games effectively.
The presentation will directly relate theory to practice. The aim is for teachers who attend the presentation to have a chance to both think about the deeper principles involved when using classroom games and to gain practical ideas that can be applied immediately in the classroom. The presentation will also show how classroom games can be used to help children develop their ability to handle uncertainty and confusion, which is at the root of a child’s ability to play a positive role in a world that is full of different cultures, races, and beliefs.
David Paul graduated with an MA from Cambridge University, specializing in social psychology. In the early 1980s, he started teaching by himself in an apartment in Hiroshima, and this quickly grew into a successful group of schools that also had franchises in Korea and Thailand. His schools became centers for the professional development of teachers in the region, running teacher training courses and setting up MA programs with British universities. He also founded ETJ (English Teachers in Japan), a free volunteer group that supports teachers in Japan and currently has around 10,000 members. As his schools grew, he had opportunities to write ELT coursebooks and resource books, including Finding Out, Teaching English to Children in Asia, Communicate, Communication Strategies, and Songs and Games Phonics. Most of these books became best sellers. His schools closed in 2010, and he then established Language Teaching Professionals to continue to support the professional development of teachers. He also has an active Language Teaching Professionals channel on YouTube, where he uploads teacher training videos for teachers of young learners; an active Teaching English Around the World group on Facebook; and other social network groups and pages that support teachers.
K-Pop as a Teaching Tool (R405)
CedarBough T. Saeji, Pusan National University
K-pop is an excellent tool for reaching undergraduates. In 2016, I taught the first class anywhere in the world dedicated to K-pop at the University of British Columbia, and have continued to refine this teaching area. In this presentation, I will discuss how and why I use Korean pop culture, especially K-pop, in the classroom. The lessons and exercises I describe will not require you to be highly versed in K-pop, or to know the music better than your students, but can introduce larger topics while providing a platform for discussion. In the classroom, K-pop, as a media text, provides an excellent platform for introducing exercises and assignments related to media literacy, such as how to identify media framing. K-pop as a cultural expression naturally leads to conversations about Korean culture and society, for example, mandatory male military service. And K-pop as part of broader transnational pop culture allows for examination of important concepts such as gender norms, celebrity, fandom, and the contemporary transformation of music into a visualized medium. Most of all, because students of all ages have strong opinions about pop culture content, structuring class around pop culture allows students to express their own passions – inciting students to devote time and energy to your lessons.
CedarBough T. Saeji, PhD, is an assistant professor in Korean and East Asian Studies in the Department of Global Studies, Pusan National University. Saeji has previously held positions at Indiana University, the University of British Columbia, Korea University, and Hankuk University of Foreign Studies. A scholar of Korean performance who approaches issues from gender to cultural policy through examining everything from traditional mask dance dramas to the latest K-pop hits, Saeji's most recent publications are "Building a K-Community: Idol Stars Challenging Foreign Fans to Learn Korean Traditions" in Acta Koreana and "Embodying K-Pop Hits Through Cover Dance Practices" in the edited volume Cambridge Companion to K-Pop. A book on invented tradition in Korea that Saeji co-edited was released in February 2022. A solo-authored monograph on Korean mask dance dramas and cultural policy in Korea is under review. Saeji tweets @TheKpopProf.
A Practical Guide to AI for Academic Writing (P101)
V. Reeser, State University of New York (SUNY) - Korea campus
As technology continues to evolve, educators face the challenge of preparing students for the demands of modern academic writing while fostering originality and critical thinking. This workshop explores the integration of generative AI tools such as ChatGPT and Grammarly into writing classrooms with a specific focus on academic writing. The first part of the workshop will be a discussion on the benefits of incorporating AI-powered writing assistants in the classroom focusing on how they enhance academic writing by automating proofreading and offering clarity and coherence suggestions. The next part addresses ethical concerns related to AI tools emphasizing responsible integration and teaching students to use them as aids rather than replacements. It will offer a comprehensive guide to successfully implementing these tools while addressing the critical issue of plagiarism. To make the most of this interactive workshop, attendees are strongly encouraged to bring laptops or other digital devices to actively participate.
Reeser, Victor - State University of New York (SUNY) - Korea campus
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.
Integrating Artificial Intelligence in EFL Classrooms: Navigating the Future of Language Learning (P102)
S. Warfield, NYU Shanghai
This interactive workshop is dedicated to empowering English for Academic Purposes (EAP) educators with the skills to integrate Artificial Intelligence (AI) tools into their curricula, enhancing student engagement and language proficiency through reflective tasks. A key feature of this session is the focus on teacher-generated AI prompts that enrich writing assignments, encouraging students to develop critical thinking and advanced writing skills. In addition, the workshop will introduce teacher-created chatbots, an innovative approach for engaging students in conversations that bolster various language abilities. These chatbots, paired with thought-provoking reflective tasks, are designed to enhance comprehension and expression in a meaningful context. Importantly, the workshop is structured to provide participants with hands-on practice in these AI integrations, ensuring they leave not only with a theoretical understanding but also practical experience. Participants will have the opportunity to adapt and customize these AI-driven tasks for their own classroom settings, equipping them with versatile tools to foster a more dynamic and introspective EFL learning environment.
Warfield, Sarah - NYU Shanghai
Sarah Warfield is a Senior Lecturer in English for Academic Purposes at NYU Shanghai. Prior to joining NYU Shanghai, she was a Fellow and Fellow Coordinator for the English Language Fellows Program, a program of the U.S. Department of State. She is currently an English Language Specialist in the English Language Fellows Program, providing training and program support to language instructors around the world. Ms. Warfield has taught academic English at the undergraduate and graduate levels at Indiana University, Bloomington, the University of Kentucky, Virginia Commonwealth University, and Jinan University in Guangzhou, China. She has been training and mentoring teachers in academic language programs for over 10 years. Ms. Warfield is an active member of the TESOL International Association and the American Association for Applied Linguistics.
Course Design for University Electives (P103)
Prof. R. Fusselman, Joongbu University, Goyang Campus
In recent years, some universities have given their professors greater freedom to develop their own elective courses, in order to make their schools more attractive to present and future enrollees. How can this be done in a way that engages the professor and the students? This presentation gives principles of course design, drawn from experience in developing for-credit electives at a Korean university. Topics covered include the creative process of developing a course, considerations based on the students’ needs and preferences, how to schedule the scope and sequence of an elective, potential stumbling blocks for course design, and other issues that teachers face in developing such material. Attendees will discuss their own ideas for courses and share how they would develop these ideas along suggestions given in the presentation. Any education professional interested in course design is invited to attend and participate.
Fusselman, Roger - Professor, Joongbu University Goyang Campus
Roger Fusselman teaches English, improvisational theater, and comic book art and culture at Joongbu University's Goyang campus. He has worked as a teacher trainer at other institutions and has experience speaking at conferences for KOTESOL, JALT, MIDTESOL, and Korea Toastmasters. His interests broadly include intersections of comedy, visual arts, improvisational theater, and philosophy with the English-language classroom.
Postgraduate Study and Research Pathways for Applied Linguistics, TESOL and Translating and Interpreting Professionals (P203)
L. Lising, Macquarie University
Our world is increasingly becoming more diverse due to growing transnational mobilities. This diversity demands specific skills particularly in intercultural and trans-cultural communications. In addition, it demands commercial and educational knowledge that is contemporary and relevant to global trends. There is, therefore, a greater need for professionals to learn about and contribute to the theories and practices of Applied Linguistics, TESOL, Translating and Interpreting. In this session, you can learn about the various pathways for professionals wishing to upgrade their qualifications and/or conduct research into their sphere of professional interest, with a focus on Macquarie University’s degree programs offered both on-campus and through blended delivery models.
Dr Loy Lising is a Senior Lecturer in Applied Linguistics at the Department of Linguistics at Macquarie University. She has recently been awarded Senior Fellow with the Higher Education Academy. Dr Lising convenes and lectures in both our undergraduate and postgraduate programs in the areas of sociolinguistics and intercultural communication. Prior to joining Macquarie University in 2017, she was the Program Director for the Department of Linguistics’ Master of Crosscultural Communication at the University of Sydney.
Navigating the Educational “Stage:” EFL Students' Preferred Formative Assessments (P104)
H. Nguyễn, Ton Duc Thang University
Are English as a Foreign Language students passive recipients or active agents in your English language classroom? Let's empower them to become “players” on the educational “stage!” Encourage your students to actively engage in the learning process and give them a voice in shaping how their learning is assessed and evaluated. Guided by cognitivism, humanistic psychology, and constructivism, this study asked, “Which formative assessments do students prefer?” Conducted with 240 university English-major students at a prominent public university in South Vietnam, this study employed a mixed-methods research design to gather insights into preferred forms of formative assessment. Consolidated data from surveys and structured interviews revealed that individual essays, problem-solving, oral presentations, and group projects were favored, while attendance scores, quizzes, and reflective practices were least desirable. Detailed discussions of these preferences, along with pedagogical implications for designing and developing courses for English-major students, will be presented in the conference session.
Nguyễn, Hà - Ton Duc Thang University
Dr. Hà T. V. Nguyễn has over a decade of teaching experience working with EFL/ESL learners. She currently works for the Faculty of Foreign Languages at Tôn Đức Thắng University, Vietnam. In this capacity, she imparts knowledge to both undergraduate and graduate students in a variety of courses. Her academic pursuits revolve around English language education, EFL/ESL teacher education, etc.
Evaluating the Efficacy of Student-Sought AI Feedback on Written Work (P201)
A. Dawes, Kanda University of International Studies
M. Melnikova, Kanda University of International Studies
Improvements in writing corrected by students themselves are more significant than corrections that students did not seek (Chandler, 2003). However, for students to be able to recognize their errors, they must first be exposed to many types of feedback. With the recent prominence of generative artificial intelligence (AI), the researchers sought to investigate the practical value of AI feedback on second-year English-language student writing at a private Japanese University. Students sought specific feedback on selected sections of their papers using generative AI. Pre-feedback and post-feedback writing samples were analyzed to assess how AI feedback influenced the grammar, content and structure of students’ writing. The findings offer valuable insight into the efficacy of AI in enhancing university students’ writing proficiency. This presentation discusses the value and implication of integrating AI into the L2 writing classroom and offers an evaluation of AI as a constructive tool for garnering feedback.
Dawes, Ashton - Kanda University of International Studies
Ashton Dawes is a lecturer at Kanda University of International Studies from the southeastern United States. Her research interests include L2 writing instruction and feedback, AI feedback, student expectations and media in conflict.
Melnikova, Mariia - Kanda University of International Studies
Mariia Melnikova is a lecturer at Kanda University of International Studies. She is from Moscow, Russia. Her research interests include fostering critical thinking skills in ESL students and vocabulary acquisition strategies.
The Troubling Gap in Occupational Well-being Between Female and Male Expat English Teachers (P202)
I. Moodie, Mokpo National University
This presentation reports and discusses research results from a study of 228 expatriate English teachers in Asia (116 females, 103 males, and 9 other or preferring not to state their gender) who self-reported their levels of occupational well-being on a Likert-type survey. First, a multiple regression indicated that the demographic variables of education, teaching experience, teaching context, home countries, and gender could predict a small but statistically significant amount of variance in occupational well-being (F(5, 208) = 3.28, p = .007, R2 = .073). However, when other variables were held constant, only gender could predict a significant amount of occupational well-being on its own (B = 3.44). Follow-up t-tests showed that females reported significantly lower levels of well-being on every item of the survey, indicating a troubling gap in well-being between expat female and male English teachers in Asia. After reporting the results, time will be saved for discussing this problem.
Moodie, Ian - Mokpo National University
Ian Moodie is a tenured professor in the Department of English Education and Graduate School of Education at Mokpo National University in South Korea. His current research is investigating aspects of occupational psychology relevant to language teaching. His research has appeared in Language Teaching, Language Teaching Research, The Modern Language Journal, TESOL Quarterly, and System, among others.
STEM and EAP Education at an EMI University in China (P204)
D. Anstey, University of Nottingham Ningbo China
English Medium Instruction (EMI) programs are increasing globally due to the internationalization of higher education. To ensure students’ literacy levels, transnational universities rely on foundation pathways to offer linguistic and content support (McKinley, Rose and Zhou, 2021). The EMI context in China brings opportunities and challenges in teacher training, pedagogy, and knowledge exchange. Since 2004, there have been 9 collaborative universities set up in China and many more EMI programs are being established and delivered (Zou, Wang and Yu, 2022). This paper presents the results of a joint Roundtable Discussion from over 20 professionals between STEAM (Science, Technology, Engineering, Art and Maths) content teachers and EAP (English for Academic Purposes) teachers in the Centre for English Language Education (CELE) at University of Nottingham Ningbo China (UNNC). Three themes of Innovation, Collaboration and Commercialization were discussed. Pedagogical innovation such as in-house English for Specific Purposes materials and group projects can help motivating classroom participation. ‘Collaboration’ is the mostly mentioned theme to invite faculties, guest lecturers and students as part of the Curriculum Transformation Program in UNUK (Reid and Watts, 2023). Finally, ‘commercialization’ addresses the needs for a smoother transition from high schools to the Preliminary Year through summer schools and connecting with communities.
Anstey, David - University of Nottingham Ningbo China
David Anstey is the Module Convenor for Science and Engineering ESAP modules and the Director of Operations at the Centre for English Language Education at the University of Nottingham Ningbo China. He has worked in EAP for over 15 years in Korea, Turkey and China, and his interests include educational leadership, operations management, behavioral leadership theory and curriculum design.
Leveraging Humor for Interactional Management: CA Analysis of Novice Learners’ Peer-interaction (P104)
A. Fukushima, Kio University
Fostering positive communication attitudes is considered crucial in Japanese secondary EFL as well as CEFR. Previous research on conversation analysis (CA) perceives learners' attitudes as a dynamic social practice of engagement (Lee, 2018; Ro & Burch, 2020). However, limited interaction management opportunities exist for novice learners (Galaczi, 2014), with minimal research on their conversation co-construction. In the analysis of 34 peer conversations among Japanese high school students, this study explores how lower-level learners manage interaction in paired activities, guided by CA and Deppermann's (2011) formulation concept. Notably, the use of comical utterances emerges as a tool for maintaining topics, repairing interactional troubles, and eliciting responses. Sharing laughable moments also helps avoid language competence asymmetry in English. The research findings underscore the competence of novice learners in interaction and indicate how teachers should support them in in-class tasks, aligning with the conference theme that explores global language education roles.
Fukushima, Akie - Kio University
Akie Fukushima is an associate professor in the Department of Modern Education at Kio University, Nara, Japan. Her research interest is how Japanese high school students improve interactional competence in English through classroom activities. With conversation analysis (CA) as a theoretical and analytical framework, she analyses novice learners' in-class pair works.
Staying Tuned in: Tracking Student Interests in Podcasts for Extensive Listening (P201)
E.C. Howland, Kanda University of International Studies
A. Dawes, Kanda University of International Studies
A. Krasnansky, Kanda University of International Studies
The explosion in popularity of podcasting has opened up a range of opportunities for how listening could be taught in various classroom settings in order to encourage student engagement (Yeh, 2013). To connect students to the global conversation and a limitless source of authentic language, the presenters co-designed and piloted a podcast unit for a second-year media studies course at a private university in Japan. Through a series of reflective questionnaires, the researchers investigated students’ knowledge of and affective engagement with the medium of podcasting. Before beginning the unit, content preferences, listening habits, and interest in podcasts outside of the classroom were surveyed. Students then analyzed a variety of English-language podcasts before creating their own episode. This presentation will share preliminary findings of the changes in students' perceptions of podcasts as well as offer insights into podcasts as a catalyst for enhanced global awareness and autonomous listening.
Howland, Edward Cooper - Kanda University of International Studies
Edward Cooper Howland is a lecturer at Kanda University of International Studies in Chiba, Japan. His academic interests circle around the intersection of audio engineering and the English language. In his free time, he likes to ride his bicycle in the countryside.
Dawes, Ashton - Kanda University of International Studies
Ashton Dawes is a lecturer at Kanda University of International Studies from the southeastern United States. Her research interests include L2 writing instruction and feedback, AI feedback, student expectations and media in conflict.
Krasnansky, Andrej - Kanda University of International Studies
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.
Peer Evaluation for Intermediate Level Students (P202)
A. Murray, University of the Ryukyus
During the autumn semester of the 2023 academic year, two sections of a compulsory writing course were taught at a Japanese university. This course was 15 weeks and had weekly 90-minute sessions. A process-oriented, genre-centered and task-based approach to instruction was taken. Throughout the semester, the students completed three writing tasks (narrative, descriptive, and expository). Throughout each task, multiple drafts were written, and both peer and self-evaluation worksheets completed. The researcher wanted to address the following research questions: (1) How do intermediate level students utilize peer review comments and suggestions at the various stages of the writing cycle? and (2) To what extent does peer review influence the writing of their peers? Data were collected in a variety of forms (classroom observations, peer review comments and self-evaluation comments, writing samples, and student opinions).
Murray, Adam - University of the Ryukyus
Dr. Adam Murray is a professor at the University of the Ryukyus. His primary research interests are classroom-based assessment, materials design, and listening instruction.
Informal Digital Learning of English on Indonesian High School Students: Case Study (P204)
D.P. Kandilla, Monash University
The current research aims to explore the beneficial roles of informal digital learning among Indonesian secondary high school students. A case study design was employed in this study through semi-structured interviews with four high-achieving students who have participated in English debating competitions as school representatives in one of the towns in the West Java province in Indonesia. The data were analyzed thematically, and the results showed that there are three roles of IDLE activities based on students’ perspectives. These roles include making learning more interesting through social media and playing online games, enhancing self-awareness of English varieties and cross-cultural communication through receptive and productive activities of IDLE, and providing a safe learning environment without unassessed activities by the teacher. These findings could be very useful not only for students but also for teachers to minimize the negative outcomes of IDLE and for policymakers to improve facilities supporting students' informal learning.
Kandilla, Della Putri - Monash University
Della Putri Kandilla is currently pursuing master degree program at Monash University, specializing in TESOL. In 2018, she published "Recalling Student Teacher’s Beliefs on English Language Teaching: Evidence from a Pre-Service Teaching Program in Indonesia," followed by "Teacher’s Perception of Students’ Silence in EFL Classroom: A Case Study" in 2021. Her research interests encompass teacher beliefs, student silence in educational settings, and ELT methodology.
How Korea Got Cool: Ethnography and the Korean Style (R404)
Michael Hurt, Korea National University of Arts
This talk will look through the lens of Korean street fashion and connect it up to K-pop, K-cinema, and hallyu, taking a visual approach. The talk will also be grounded in the fact that I’ve consulted for Pinterest, Google, Facebook, and Instagram, who’ve all come to the conclusion that what Koreans are doing now is what the rest of the world will be doing a few years from now. And the best way to know things, to track actual, real influence in the world, is the ethnographic method as found in anthropology and sociology. The talk will hopefully be able to give the audience some additional “handles” on Korea, especially since so many people here like to play armchair anthropologist on Korea, which I’d say is the number one unacknowledged pastime here. And as for ESL applications, we will explore how the the question of how we know things we think we know – epistemology – can be the generator of lots of related sub-questions about what real-world influence Korean culture actually has around the world, as opposed to the flat, toothless discussions of “soft power” that tend to be had in uninspired conversation classes. Where does the soft-power rubber hit the road? And how exactly does soft power benefit the nation, especially as we think about what the nature of social/cultural “influence” even is? What are the particular levers of Korean cultural influence, and what do they look like? These are the harder – and therefore more interesting – $250 per hour, topline report questions that, if one can answer, really pay the bills.
Michael W. Hurt, PhD, is a photographer and professor living, shooting, and researching in Seoul. He received his doctorate from UC Berkeley’s Department of Comparative Ethnic Studies. He also started Korea’s first street fashion blog in 2006 and published the first English language book about Korean fashion in 2009. He researches youth, street fashion, and digital subcultures in Seoul while lecturing on cultural theory and art history at the Korea National University of the Arts. He was the first researcher to focus on Korea’s street fashion hyperculture and has been shooting and publishing through it since 2007. His present research focuses on using the camera to access and document emergent digital subcultures in Korea, including the political economy of the “pay model” on Korean Instagram, Seoul’s drag underground, and the youth-centric LGBTQ movement in Korea. His work is visual sociology in that he applies ethnographic analyses, centering the camera and visuality, to the youth cultures and communities that also tend to form precisely around such visual images and digitally enabled social spaces. He also does cultural consulting on Korea for companies from Google to Pinterest, from P&G to Meta, and continues such research that coheres around his ethnographic photography.
METAPHOR IS WAR: Forming and Forgetting Science Concepts Through Language Play (R405)
David Kellogg, Sangmyung University
In this presentation, we first consider three different views of the form of language play called metaphor. Is it word-to-word (as Shakespeare seems to think), meaning-to-meaning (as Lakoff and Johnson theorized), or both (as Halliday and Vygotsky believe)? Which view best supports the development of durable concepts? Which, for example, will explain how there can be solar wind without any air in space, or how there can be plasma waves without any water? First, I’ll show that ten years after middle school, adult Koreans don’t have much memory of their science textbook, and I’ll argue that the same thing is probably true of English. Conclusions for TESOL follow, courtesy of Vygotsky, who argues that all foreign language concepts are actually scientific ones, which is why all languages import their scientific concepts in foreign words.
David Kellogg has an MA (distinction) in applied linguistics from the University of Essex and a PhD (vice-chancellor award) in general linguistics from Macquarie University. He has taught English in North Africa, the UK, and China, and he is currently an assistant professor in English education at Sangmyung University. Prior to Sangmyung, Dr. Kellogg taught at Hankuk University of Foreign Studies and Seoul National University of Education for fourteen years. Since coming to Korea in 1997, he has written over seventy articles in peer-reviewed scholarly journals, mostly on the nexus between Vygotsky’s cultural-historical psychology and Halliday’s systemic-functional linguistics. He is the translator, with Nikolai Veresov, of four volumes of L. S. Vygotsky’s pedogogical works (Springer, Singapore, 2019–2024). He has also published fifteen volumes of Vygotsky’s work in Korean (Sallimteo/살림터, 2010–2024). He is currently participating in research groups in Korea (translating Vygotsky’s work), China (analyzing Chinese texts), and Australia (training primary school teachers).
“I don’t want to play!” Investigating Resistance in the Classroom (P101)
Maria Lisak, Chosun University
This workshop explores the interplay of sociocultural factors influencing the dynamics of English language learning classrooms. Participants will use a critical literacy framework to investigate key dimensions: circulation, silence, and resistance.
The session reflects on classroom learning dynamics where participants examine the impact of disinterest and resistance on the overall language learning experience. The workshop also addresses the pervasive silences present in language learning environments by exploring compliance and zone of proximal development. Through guided activities and discussions, this workshop investigates resistance in its various forms: reactivity, inability to manage resilience, and instances of non-compliance.
This workshop provides a platform for educators to interpret the sociocultural influences shaping their classrooms. By delving into critical aspects of circulation, silence, and resistance, participants will leave with a heightened awareness of the underlying literacies at work, enabling them to enhance their teaching strategies and create more inclusive and effective language learning environments.
Lisak, Maria - Chosun University
Maria Lisak creates safe environments to encourage and support learners for risk-taking and growth. Currently at Chosun University in South Korea, her career spans 28 years. She has diplomas and certificates in business, technology, education, and meditation. She is a lifetime member of KOTESOL and AsiaTEFL. Her research interests include funds of knowledge, cosmopolitan literacies, and autoethnography.
Multiply Learning with Multiword Units (P102)
T. Jones, Howard Community College
Multiword units, lexical bundles, collocations, formulaic sequences … these closely-tied groups of words go by many different names, but they are consistently challenging for our learners. While proficient English users remember multiword units as intact phrases, this is not the case for English learners. Instead, our students tend to listen to and read formulaic sequences as individual words, which reduces their comprehension and their ability to remember what they have heard or read. Students need repeated exposure to multiword units in order to become proficient at recognizing and using them. However, the same material over and over again can become stale very quickly. Fortunately for teachers, spirited competition can perk up even the dullest review lesson. In this presentation, the speaker will demonstrate 10 games and interactive activities that help students acquire multiword units. Participants will leave the session with a practical toolkit of activities for use on Monday.
Jones, Tamara - Howard Community College
Tamara Jones holds a PhD in Education from the University of Sheffield and is the Special Projects Coordinator at the English Language Center at Howard Community College in Columbia, Maryland. She is the co-author of Q: Skills for Success, Listening and Speaking 4 and author of 50 Ways to Teach Vocabulary.
Helping University Students Develop Appropriately Professional English (P103)
K. Song, University of the Ryukyus
The workshop will address the needs of university students and future professional users of English to develop pragmatic awareness in preparation for status-unequal and high-stakes interactions in their future. The lessons aimed at developing appropriately polite and formal spoken and written English for high-stakes institutional contexts with higher status interactants like university professors and future employers is crucial for the world outside their university EFL classrooms. The workshop’s focus on appropriate English and classroom activities addressing it are rooted in the presenter’s experience as a learner and user of the Japanese and Korean for use in academic and workplace settings. Having learned about and used appropriate forms and taught English in the workplace, have had her concerned about typically polite and respectful Japanese and Korean users’ uncharacteristically ‘crude’ English language choices. Attendees’ input will be sought to further develop the classroom activities.
Song, Katherine - University of the Ryukyus
Katherine Song is Korean-American who started her English language teaching career with the Japan Exchange and Teaching (JET) Program in Okinawa, Japan. After earning her MATESOL in the US, she returned to teach at Japanese universities. She first introduced Scrabble to English education majors in 2010, but has been playing with any interested students and graduates on campus and online.
Deciphering Authenticity: The Detection of Texts Generated by AI Obfuscation Services (P104)
N. Duvernay, Hankuk University of Foreign Studies
M. Watson, Hankuk University of Foreign Studies
G. DeHond, Hankuk University of Foreign Studies
With the advance of generative AI in university writing contexts, researchers and educators alike have broached credibility concerns regarding the identification of human- or AI-written texts. This study approached 45 English speaking professors in South Korea to identify AI-like writing qualities in storytelling writing samples influenced by three writing assistant tools: ChatGPT-3.5, Quillbot and Smodin. Results indicate a majority of evaluators being able to rate all three authors as AI-like, with some notable differences in categorical evaluations. While most raters could identify AI-like features of vocabulary across all texts, evaluations of both sentence structure and experiential or emotional language appear inconsistent across text authorship, and punctuation AI markers appear challenging for all three AI authors. Of the three authors, Quillbot appears most identifiable, with ChatGPT and Smodin presenting differing challenges in sentence structure and punctuation. Future research should consider more investigation into categorical definitions and their markers.
Duvernay, Nicholas Y. - Hankuk University of Foreign Studies
Nicholas Y. Duvernay is an Associate Professor at Hankuk University of Foreign Studies. His research interests include English pedagogy, language learning strategy use, and textbook analysis.
Watson, Max - Hankuk University of Foreign Studies
Max has been teaching in Korea since 2004, having spent the last 11 years at HUFS.
DeHond, Garrett - Hankuk University of Foreign Studies
Garrett DeHond is an Assistant Professor for the Department of English Linguistics and Language Technology at Hankuk University of Foreign Studies. His research interests most often include second language writing, communities of inquiry and discourse analysis.
Exploring Teachers' Needs in the Pursuit of Excellence in English Language Education (P201)
F.J. Melara Gutierrez, University of Chichester
This study investigates the training needs of secondary school English Language teachers, examining their daily practices in the context of effective professional performance. Using a mixed methods research design, a self-evaluation questionnaire was crafted through comparative document analysis. The study, conducted with teachers from the South Korean areas of Chungcheongnam-do and Incheon, aimed to determine discrepancies between ‘perceived realities’ and the ‘perceived ideals’ of classroom performance (‘how it is’ vs. ‘how it should be’) to ensure the delivery of quality education within the parameters of teaching effectiveness. The priority training demands revealed by the results pertain to the teaching of metacognitive strategies, emphasis on higher and lower cognitive objectives, the integration of English with other subjects in the learning process, and personalized instruction aligned with students’ needs. Addressing these demands, the study proposes considerations for ongoing professional development to empower English language teachers with effective classroom practices.
Melara Gutierrez, Francisco Jose - University of Chichester
Dr. Melara Gutiérrez is a Senior Lecturer in TESOL and International Education at the University of Chichester (UK). His research focuses on Teacher Education, Effective Teaching, ELT, and Bilingual Education (including EAL, EMI and CLIL). He is a member of the British Educational Research Association (BERA), the Association for Language learning (ALL), and the Chartered College of Teaching (CCT).
A Comprehensive Examination of a Lecturer Language Support Program and its Evaluation Using the RE-AIM Framework (P202)
N.C. Aktekin, Acibadem University
The presentation will delve into the intricacies of a Lecturer Language Support Program, which is a prudently designed initiative aimed at offering critical support to lecturers who teach their subjects in English. The Program offers various courses, including short courses with a total of five meetings, an eight-week Communicating and Teaching in English course, personalized one-to-one lecturer support, and engaging conversation sessions through the Breakfast Club. This multifaceted approach ensures that lecturers receive tailored assistance to thrive in an English-medium teaching environment. The presentation will also present the effectiveness of the Program utilizing the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework for comprehensive evaluation. The RE-AIM framework provides a structured approach to assess the program's impact on various dimensions, including the extent of its reach, the effectiveness of language support interventions, the adoption and implementation by lecturers, and the potential for sustained benefits over time.
Aktekin, Nafiye Cigdem - Acibadem University
Nafiye Çiğdem Aktekin is a graduate of Hacettepe University, Translation Department. She obtained her MA in TEFL from Bilkent University with a Fulbright Scholarship. She holds a PhD degree in the field of English Language Teaching, and she is currently the director of the Academic English Program at Acibadem University, Türkiye. Her research interests include professional teacher development, strategy training, and technology-enhanced language teaching.
"No More of the Same": Experimenting with Critical Language Pedagogy (P203)
L. Jackson. Ritsumeikan University
Critical Language Pedagogy (CLP) is a progressive, exploratory approach to content-based instruction in which students are encouraged to question status quo assumptions about issues of social (in)justice. The CLP-oriented classroom should be student-fronted, dialogical, democratically-organized, and critical in orientation (Crookes, 2013). Consequently, CLP is often perceived as being difficult to implement and culturally incongruous with East Asian educational contexts. This Action Research presentation details one instructor’s attempt to implement a CLP-informed approach to an elective English class in a Japanese university. The presenter will first provide an overview of some of the foundational principles of CLP from the existing literature, explaining how he interpreted, adapted, and introduced these principles into the class. Following this, student receptivity to a CLP-informed approach will be reported on. The presenter will conclude with a reflection on how his CLP might be improved in the future.
Jackson, Lachlan - Ritsumeikan University
Dr Lachlan Jackson is a Professor in the College of Law, Ritsumeikan University, Japan, where he has taught a range of English classes for over 20 years. Lachlan's current research interests lie in the field of critical applied linguistics and critical language pedagogy. He can be contacted at lockie@law.ritsumei.ac.jp
Act locally, Think globally: SDGs as core content for a 24 course EAP program (P204)
C. Tat, Doshisha Women's College of Liberal Arts
S.K.P. Gay, Kyoto University of Foreign Studies
This presentation will detail how a Sustainable Development Goals-centered English for Academic Purposes (EAP) curriculum was created and implemented at a Japanese university. In 2019, a school of policy studies at a university in Western Japan decided to revamp its undergraduate and graduate curricula to focus on offering most courses in English. Students wishing to pursue courses in International Affairs, Public Policy, and Media Studies would have to be able to write, speak, and attend lectures delivered in English with minimal Japanese language support. To prepare students, the first two years of their undergraduate studies they must enroll into a rigorous EAP program focused on the themes of the Sustainable Development Goals. The program seeks to achieve lateral as well as vertical integration of the four skills Reading, Writing, Listening, and Speaking. This paper will explain the curriculum development process, as well as discuss the successes and failures after one year of implementation. The focus will be on how an increase in socially relevant content, the SDGs, was perceived by students and teachers and how it affected students’ academic development.
Tat, Cristina - Doshisha Women's College of Liberal Arts
Cristina Tat is an Assistant Professor in the Intercultural Studies at Doshisha Women's College of Liberal Arts in Kyoto, Japan. Her research interests include materials development, extensive reading, and emergency remote teaching. In her free time, she enjoys discovering new places in Japan while cycling.
Gay, Sean Eric Kil Patrick - Kyoto University of Foreign Studies
Determining Authenticity in the Era of ChatGPT (P104)
M. Watson, Hankuk University of Foreign Studies
The emergence of ChatGPT, an AI-driven language model, has sparked debates about its impact on education. This study investigates the ability of native-speaking English professors (L1EP) and non-native English-speaking students (L2ES) to discern between essays generated by ChatGPT and those written by students. The research concentrates on the differences in assessment criteria and the proficiency of individuals in identifying GenAI content. The study's methodology employs quantitative research methods to collect and analyze data, focusing on language skills and depth of professional knowledge. Results reveal that L1EP outperformed L2ES in identifying GenAI essays, across all categories of coherence, style, depth of analysis, and credibility. The paper concludes that beyond mere familiarity with ChatGPT, accurate differentiation between human and AI writing demands a deeper understanding and proficiency in language and assessment criteria.
Watson, Max - Hankuk University of Foreign Studies
Max has been teaching in Korea since 2004, having spent the last 11 years at HUFS.
Localizing Global Issues in a University EFL Setting Through Picture Books (P202)
B. Lacy, Juntendo University
This study explores the efficacy of picture books as pedagogical tools in enhancing awareness of social issues among university EFL learners. The research involved forty-nine first-year Japanese university students and employed a pre-test survey to gauge their initial perceptions of fifteen social issues. The methodology incorporated five carefully selected picture books, each depicting an aspect of society--such as community involvement, police brutality, bullying, refugee experiences, disability rights, and LGBTQ+ rights. Post-reading, the students engaged in Reading in Action activities, which included tasks like taking relevant photos, exploring Japanese NPOs’ websites, and writing reflective summaries connecting the issues portrayed in the picture books to similar issues in Japan. These activities provided insights into the students' pre-existing knowledge and the learning outcomes regarding societal issues. This study demonstrates that integrating picture books with active learning strategies can significantly deepen university students' understanding of complex social issues, both within their local context and globally.
Lacy, Bethany - Juntendo University
Bethany Lacy started her research career in South Korea where she worked at Hankuk University of Foreign Studies. At HUFS, she developed a multimedia course and taught her students video production and storytelling techniques. Although she now lives in Japan, her research continues to focus on multimodal teaching materials, authentic literature in EFL courses, and digital literacy.
Re-Bordering EMI: Reflections on Theory and Practice in EMI in Higher Education (P203)
K. Kester, National Taiwan University
S.Y. Chang, National Taiwan University
English-medium instruction (EMI) in higher education is a burgeoning field that has received much attention in recent years from policymakers, researchers, and practitioners. But little has been written from the standpoint of the scholars who practice EMI. This paper offers duoethnographic reflections on EMI from the Korean and Taiwanese contexts, through the lenses of two EMI practitioners, one labeled local and the other international. The study examines the constraints and affordances of EMI as a growing policy phenomenon and explores the convergences and divergences between the perspectives of the practitioners. Through Gloria Anzaldúa’s (1987) concept of borderlands, the paper seeks to make visible – and question the legitimacy of – the many geographical, linguistic, and epistemic borders that have been (re)created in current mainstream understandings of EMI. To move away from furthering divides, this paper invites EMI practitioners to become “border-crossers” by foregrounding the multilingual reality inherent in EMI contexts.
Kester, Kevin - Seoul National University
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.
Chang, Sin-Yi - National Taiwan University
Sin-Yi Chang is Assistant Professor of TESOL at National Taiwan University. Her research examines bilingual education policy in Taiwan and internationally. Her most recent publications are in TESOL Quarterly, Journal of Multilingual and Multicultural Development, Language Culture and Curriculum, and Teaching in Higher Education.
