Abstracts - Parallel Sessions

STREAM: Program Management

The Classroom Teacher’s Role in Quality Assurance (Paper)

Mr Keith Hill

EFL Quality Assurance (QA) mechanisms provide the basis for institutions to monitor and evaluate their performance in providing students with the best opportunities for learning. An effective process reviews program development activities, the currency of the content, the relevance, reliability and validity of assessments and student achievements vis-à-vis intended outcomes. Weak QA often relies heavily on student feedback surveys which have been shown to provide incomplete and inaccurate information. By becoming involved in the QA process teachers can ensure a focus on activities which provide a more complete review of standards. This paper will examine how teachers can become more involved.

Quality: What Does it Mean in English Language Teaching and Whose Perception of it Do We Need to Respond to? (Paper)

Ms Anne Newman

How can we define quality in relation to English language teaching centres and does everyone see quality from the same perspective? Is a government’s or an independent overseer’s view of quality the same as an ELT centre’s or a student’s understanding of what constitutes quality? This presentation looks at and gives rise to discussion of the concept of quality within the provision of English language teaching. In doing so, it considers standards that exist within a framework for quality assurance that is acknowledged by Australian governments in relation to the provision of English language courses. The discussion points presented will highlight the notion that a balanced consideration of the various perspectives of quality can have a positive influence over an ELT centre’s objective to become a centre associated with the term ‘quality’.

A Cambodian Student’s Experiences Studying in an International Program in Thailand: a Case Study (Paper)

Ms Yvonne Novakowski

There are many challenges for Cambodian students studying in an International Program in Thailand. Due to various factors, they are isolated from their peers and to be successful in their studies, they need to be profoundly motivated. What are the learning strategies of such a learner and what are their experiences? This case study is qualitative research that broaches these queries. It was conducted over a three month period, in which the researcher taught a class and conducted interviews with the student. This study presents the student’s perspective on their classes, their challenges and the strategies they employ for learning English.

Appointment and Appropriacy: Deciding on Models for Design and Delivery of English Curricula (Paper)

Mrs Patricia Prescott

A number of forces are at tension in the design and delivery of English language curricula. In particular, EFL/ESL learning countries, especially those relatively new to wide-scale English provision, may be faced with tensions between an aggressive ELT industry, national ideologies, demographic and economic realities. This paper examines two key questions: Who should teach English? What kind of English should be taught? The paper draws on current literature relating to these issues and reflects on Bruneian experiences in the provision of English in mainstream curricula.

Number Crunching: There’s Safety in Numbers for ESL Managers (Presentation)

Mr Andrew Foley

As the use of technology in all fields grows, educational managers are increasingly able to demand and analyse statistical information. The aim of this presentation is to consider how managers of English Language Training (and this includes class managers i.e. teachers!) can utilise statistical information including test results, pass rates, enrolment numbers and surveys and questionnaires, to optimise educational quality and learning outcomes. In a field in which many judgments made are necessarily subjective, the use of statistical information provides an opportunity to research and confirm or reject intuitive opinions on which many decisions in educational management are based.
 

STREAM: Curriculum and Materials Development

Techniques for Materials Adaptation (Workshop)

Mr Hem Bonarin

It is generally said that the textbook doesn’t fit everyone’s needs. The schools/teachers try to seek newly edited textbooks (commercial textbooks) containing integrated syllabuses with detailed and guided references. However, teachers sometimes complain that it is still difficult to teach certain parts of the book; others opt to skip pages that are thought to be irrelevant and uninteresting. This workshop will focus on strategies to make published course books more effective and acceptable in the classroom. Also, the participants will have a chance to practise adaptation of materials.

“… but there’s no course book!” - Creating Materials for Customised Courses (Workshop)

Mr Andrew Foley

Students, especially at higher levels, are increasingly demanding English language courses that specifically address their academic or professional needs. In such situations, the teacher cannot simply grab a course book or two off the shelf and head for the photocopier. This paper aims to help teachers with strategies to plan, design and deliver course materials which address the needs for students in customised courses. It will include ways of utilising authentic materials and of balancing input on both language structures and specific subject matter.

EFL Materials Based on Personal Experiences (Workshop)

Mr Nick Lambert

Students have their own “voices”, that is to say, personal experiences and individual ways of sharing these stories which can enrich the EFL classroom. In addition, the people who share their lives (family, friends, and neighbours) have their own stories to tell. In this workshop, ideas and methods for using anecdotal recordings (with students as both interviewee and interviewer), to create EFL study materials are introduced. Sample materials produced for both beginner and intermediate English proficiency levels are demonstrated.

Problems in English Teaching in Cambodia (Paper)

Mr Ouk Khamdy

This paper will illustrate specific problems in English teaching and learning in both the private and government sectors, that affect teaching and learning quality in Cambodia. It will also mention important changes to upgrade English teaching and learning quality.
The paper will also focus on both Western and local English textbooks used in the government sector and on English teachers who are using these textbooks. The aim is explore suitable ways to use textbooks or teachers’ handbooks in order to upgrade the quality of English teaching in Cambodia.

Balancing a Focus on Form and Meaning in Task-based Language Learning Lessons (Paper)

Dr Trinh Quoc Lap, Mr Nguyen Van Loi, Mr Le Cong Tuan

Achieving a balance of focus on form and on meaning in foreign language lessons is not an easy task for classroom practitioners and curriculum developers. Procedures in task-based language learning lessons put forward by Willis (1996), Skehan (1998) and Scholeart (2003) attempt to address this issue. In this paper, we first present our proposed procedure in task-based language learning lessons aiming at achieving a balance of focus on form and on meaning to promote communicative effectiveness. Second, we present and discuss learners’ evaluation of our procedure and the effects of the implementation of such procedure on learners’ communicative effectiveness.

English For Social Justice: Towards an Empowering English Syllabus (Workshop)

Mr Aris B. Penaranda & Ms Yvette Khristine Valdez

Language and education have always been tools for social change. In a politically charged and dynamic world, teachers could not deny the fact that the English language is instrumental in making students aware of what is happening in the global community, as we all are part of it. In this presentation, the presenters will expound on the syllabus design and content of the Fourth Year English Program at Miriam College High School, the Philippines. It will be seen here how the study of English can be intertwined with the study of values, justice, and social issues, as well as doing social analysis as academic research.

Ideology and Culture Reflected in English Textbooks for Schools in Singapore (Paper)

Mr Shi Zhili

Language is the carrier of ideology and culture, and learning a language is learning or accepting the ideology and culture reflected in the textbooks. In a multi-racial country like Singapore, English is the primary media in schools and taught alongside with other languages (so-called mother tongues). This study attempts to look at how the ideology and culture of the English speaking countries have been reflected in the English textbooks for primary and secondary schools in Singapore, and what images or them have been projected to the learners. It concludes that the selected teaching materials in the textbooks contribute a lot to the attitude of the students towards the ideology and culture carried by the language.

Intensive EAP - the PUC Model (Workshop)

Mr Kieng Rotana & Dr Neau Vira

In the Intensive EAP (IEAP) program at Pannasastra University of Cambodia (PUC), students study English as a second language for five terms (12 weeks) or levels. In each term students are taught the four skills of listening, speaking, reading and writing, as well as improving pronunciation and building vocabulary. The “natural approach” of learning language is utilised. Students get 7.5 hours of grammar per week; a Cambodian instructor usually teaches grammar. Native-speaker instructors teach listening, speaking, reading and writing. At the pre-intermediate and intermediate levels, native-speaker instructors teach communication; particular emphasis is placed on reading, listening, and speaking. Functional syllabi are utilised at the lower levels, and they parallel the grammar syllabi. At the fourth level, academic writing is emphasised, as most students plan to pursue undergraduate studies at PUC. Writing tasks focus on the process of writing through brainstorming and collecting information about a topic, planning, drafting or writing multiple drafts, revising and editing.

 

STREAM: EAP and ESP

Needs Assessment and Course Development for University EAP Programs (Paper)

Dr Alan Klein

While General English programs still predominate in Cambodia, English for Academic Purposes (EAP) is taking on an increasingly prominent role. This presentation will focus on conducting a needs analysis for the English for Science and Technology program at the Royal University of Agriculture and using the results to improve course design, teacher training, and ongoing evaluation. Concepts and procedures presented are applicable to all existing EAP programs in Cambodia, as well as those that will be developed in the future.

Academic and English Support Needs of Postgraduate ESL Students Studying in Australia (Paper)

Dr Petre Ann Santry

Provision of support to overseas students studying at Masters and PhD levels in Australia, in areas including business, tourism and development, requires a high level of flexibility ranging from ‘grammar details’ to ‘big picture’. Despite achieving their desired IELTS levels, many Southeast Asian students have enduring problems with grammar and vocabulary. However, their overriding needs for success include improved reading comprehension skills in both critically ‘unpacking’ assignment requirements, and critically ‘mining’ for appropriate information once their topic has been determined. Other related needs include: preliminary brainstorming and planning; developing a clear argument/ position; organising and coding material; logically sequencing events; and sustaining the argument throughout the assignment.

“What Do You Think about Learning English?” Learning Styles and Strategies in Adult Thai Students in a Business Setting (Paper)

Ms Ursula Wall

Using a purpose-designed questionnaire incorporating statements from Willing (1989) on learning style and from Oxford (1990) on learning strategy, this study looked at the personal learning styles and use of language learning strategies in Thai students of English in the workplace. Although the results are inconclusive, they suggest that Thai students prefer ‘communicative’ (Willing, 1989) learning styles, and direct learning strategies (Oxford, 1990), and that they need to be explicitly taught how to make better use of effective learning strategies.
It is likely that adult Cambodian English students would show similar learning habits. The results of this study will be discussed and we will look at how teachers of business classes can incorporate learning-strategy measurement and/or training into their English classes.

Designing an ESP Course (Workshop)

Mrs Sou Boramy

In this workshop, I will focus on designing a new elective course “English for Science and Technology” in the English Language Support Unit (ELSU) at the Royal University of Phnom Penh (RUPP). Designing a new elective course involves three steps – needs analysis, textbook evaluation and task design. The needs analysis asks teachers and students to express opinions about what they want to improve – texts, topics, skills and language functions with a set of questionnaires and interviews. The textbook evaluation is based on the information given in the needs analysis. Of course, because the textbook does not fulfill the students’ needs completely, there is also the task design. This step requires designing suitable supplementary activities and authentic materials that go beyond the topics, skills and language functions in the textbooks.

Process of ESP Course Design (Workshop)

Mr Lim Mengsroy & Ms Chheng Sok Chea

English for Specific Purposes (ESP) courses provide a lot of authentic language, situations and terminology to workers, businessmen, technicians, engineers etc. The language that they learn from these courses, based on their skills and needs, will help them in the workplace. Commercial textbooks might not fulfill completely the needs of these learners. This workshop therefore will focus on procedures in the design of such courses.

Suggested Teaching Materials for English-speaking Tour Guides (Paper)

Mr Robert J. Schmitt

English-speaking tour guides play an important role in the growing tourism industry of Cambodia and other Southeast Asian countries. As English for Specific Purposes (ESP) teachers, practitioners and/or researchers, how can we better equip tour guides with the necessary English language skills? This central question will be addressed first by presenting the results of a needs analysis of tour guides in northern Thailand completed by the presenter. The implications of this study for a Cambodian context will then be presented along with suggested teaching activities. Participants are strongly encouraged to share their teaching activities and experiences in the field.
 

STREAM: Independent Learning

Tasks and the Development of Learner Autonomy (Paper)

Dr Trinh Quoc Lap

No foreign language programs can teach learners all that they need for their communication outside the classroom. Learning a foreign language is a life-long endeavour that can be done mostly by the learners themselves. Therefore, learner autonomy should be an aim of foreign language education. In this paper, I will present findings of a study on stimulating learner autonomy. First, I propose a framework of “tasks” that might stimulate learner autonomy. Then, I share how I operationalised that framework in fine-tuning a reading curriculum I taught. Last, I present and discuss the effects of that curriculum on students’ learner autonomy.

Dictionary Use Skills and Strategies of EFL Learners in Vietnam (Paper)

Mr Le Cong Tuan & Mr Nguyen Van Loi

Dictionary use skills and strategies play an important role in second language education and L2 learners need to be trained with these skills (Bishop, 1998 & 2000; Asher, Chambers, & Hall, 1999; Banes, Hunt, & Powell, 1999). However, instructions on using dictionaries seem to be slighted or even ignored in the current language programs at Can Tho University. This study was set to investigate students’ perceived skills and strategies in using dictionaries as a tool to support their foreign language learning. Together with questionnaires, a think-aloud protocol was developed and employed in interviews to gain insightful information about how students were actually using their dictionaries. The study suggests that training in dictionary use needs to be incorporated early into the curriculum so that students could develop skills and strategies that facilitate their learning.

Adopting a Language Portfolio in a Regular Curriculum (Paper)

Prof Bronson So Ming-Cheung & Prof James Gregory

In our language centre, we have begun to adopt a language portfolio as a pedagogical tool within the core language curriculum. While the end-product will comprise evidence of each student’s progress and achievement over the degree study period, the process leads participants to a heightened awareness of their linguistic capabilities, strengths and weaknesses, and an ability to evaluate themselves and to set themselves challenging but achievable goals. The students have autonomy in their choice of materials to exhibit within their portfolios. The presenters will offer some preliminary findings from the first group of students to participate in this initiative.

Getting Students out of the Textbook and the Classroom – Developing a Class Magazine (Workshop)

Mr Song Sopheak

At higher levels, students must improve their language skills through independent learning. However, it has not been easy in Cambodian private school classrooms, where teachers and students are very conservative about ways of teaching and learning and can be very resistant to an increased workload. Unlike conventional homework, a class magazine generates student-based activities by getting students to talk and write about their daily lives, giving opinions on social issues and engaging them in interviews/surveys. Participants in this workshop will learn how to set up a class magazine for their own classrooms and how to involve students in such an activity.

Connecting to the Global Classroom (Workshop)

Mr Will Glennon

This workshop begins with a short demonstration of the Global Classroom Connection (GCC) internet-based program that is being made available free to all teachers of English in Cambodia. The GCC program connects your students to another group of students (in Cambodia or in another country) through a simple easy to build joint website. The students upload photos, write a brief introduction and communicate through a forum with their “sister group”. The GCC is growing rapidly and has been welcomed by educators, teachers, and especially students as an exciting and motivating way to practise their written English while broadening considerably the scope of their world.
 

STREAM: Methodology

Investigating ELT Practices for Second Language Learners: What Makes English Language Class Fun? (Paper)

Prof Soo Ling Koh

Teachers should dare to take risks and become agents of change in their English language teaching practices. We can make use of a wide range of materials for making English lessons fun and productive. We need to select activities that match the learners’ modes of learning and allow our students to practise using the second language. The conditions for successful teaching include a caring and supportive environment, modeled instruction, a meaningful context, time to work things through and a variety of creative resources. This paper is based on research carried out among primary, secondary and tertiary students and teachers in Malaysia.

Classroom Organisation: What a Teacher Should Know about Group Work (Paper)

Mr Neak Chandarith

The present philosophy of language teaching is frequently summed up as ‘communicative language teaching’. By implication the priority is on classroom interaction. In addition to grammatical output and interaction then, there is the fundamental issue of language pedagogy. How can we ensure that interaction is achieved in the classroom between the teacher and the students and particularly within groups of students themselves. Simply putting students into groups is no guarantee that interaction will occur and that the teaching will be communicative. Certainly, there are various principles behind group work which one can not ignore. To manage group work effectively, teachers should be aware of some essential issues. This paper will elaborate on how group work can be managed in an effective way with reference to one of the presenter’s observation tasks in an EFL classroom at the Institute of Foreign Languages, Royal University of Phnom Penh.

Teaching Points and Procedures for Developing Better Pronunciation Mindfulness and Production in Learners (Workshop)

Mr John Charles Kimbrough

It is a combination of poor grammar and poor pronunciation problems and breakdowns. Non-native teachers of English may feel uncomfortable in exposing learners to English pronunciation when they themselves are not mindful about how to make a sound or make it correctly. Such individuals should understand that by teaching something, we ourselves become more mindful and skilful at it. This presentation focuses on any easy to learn sequence for teaching English consonant sounds which may be of benefit to both non-native teachers of English and those native speakers of English who are new to teaching.

‘Why Are You Wandering around the Classroom?’ and Other Pointless Questions; Positive Behaviour Management in the Language Classroom (Workshop)

Ms Lisa Matthews

Do you get frustrated by students who refuse to listen, distract others and seem to be constantly off task? Do you find yourself delivering lengthy admonitions and browbeating repeat offenders? Then this is the workshop for you. This workshop will explore the role of teacher language in the classroom and its effect on student behaviour. By modifying how we relate to students, we can transform our classrooms into happier, more fruitful environments.

Concept Questions: an Effective Method of Checking Students’ Understanding (Workshop)

Mr Om Soryong

The question “Do you understand?” is commonly heard in most English Classrooms whenever teachers want to find out if their students understand a language point or not. Despite its popularity, such a question does not tell the teacher much about his or her students’ comprehension of a concept or a grammar point taught. The students’ response “Yes” or “No” to this question cannot ensure their insight information which can be used as a yardstick for comprehension check purposes. It is necessary, therefore, for the teacher to use other methods of checking understanding, of which the most effective is concept questions. This workshop, then, provides key information about concept questions to help teachers with their comprehension check. Participants of this workshop also learn how to formulate concept questions appropriately.

Communicative Teaching of English in Resource-constrained Countries of
South and Southeast Asia (Paper)

Prof Golam Sarwar Chowdhury

This presentation will address the present scenario of ELT in Bangladesh where communicative teaching is currently the catchword. In my paper, I’ll speak about the challenges being faced in using this methodology in the vast majority of government owned schools in the country. This experience in Bangladesh ought to be similar to that in a resource-constrained country like Cambodia as well. On the other hand, by drawing from my own experience of teaching at the British Council, I will posit that the communicative approach works suitably in an ideal condition that only organisations like the British Council can create. The communicative approach also entails sufficient financial and academic resources that simply can’t be made available to state controlled schools in the poorer nations of Asia. I’ll conclude my paper by stating that though the communicative approach to teaching English remains a very effective methodology in largely populated countries with financial constraints in South and Southeast Asia including Cambodia and Bangladesh, it is not the most suitable approach to teaching English to the ever growing number of learners of English given the lack of proper resources and trained teachers.

Improving Communicative Opportunities through Pair, Group and Project Work (Workshop)

Ms Ingita Panda & Dr Richmond Stroupe

One focus of student-centered language instruction is to increase the communicative opportunities students have during any class session, particularly in large classes, through the use of pair and group work. Additionally, teachers can engage students throughout a course by using project work with groups based on topics or issues of interest to students. This presentation presents ideas for pair and group work and how to incorporate these activities into group projects for students in educational settings with limited resources. Participants joining the presentation will receive numerous materials and ideas on how to encourage communicative opportunities in their language learning classes.

How to Teach English in Large Classes in Cambodian State Secondary Schools (Workshop)

Mr Ul Run

In this presentation there will be discussion of problems and solutions regarding managing large classes. The focus is on teaching approaches and learning strategies. It is hoped that the materials developed during the workshop will become a useful asset for participants. Further, this could be the start for a more aggregated effort to construct relevant theory and practice for use in large classes in Cambodian state secondary schools.

Code-switching in the Classroom: a Clash of Two Languages? (Paper)

Mrs Lourdes Veronica Santiago-Abad

This classroom interaction analysis reports that allowing learners to be taught the content in the various subject areas, except in the language arts courses, using the first language and English as the second language enables the students to understand difficult or complicated concepts which are not usually comprehensible in English. As code-switching is a shared speech mode of both the teachers and the students, this paper explains that code-switching by the teachers does not cause confusion in the students’ understanding of difficult concepts. This mode is not a clash of two languages but a complement of each other.

Storytelling in the Language Classroom (Workshop)

Prof Charles Kowalski

Everyone loves a good story! This workshop is designed for teachers interested in bringing the power of oral storytelling (personal anecdotes, folktales, jokes, or any other kind of narrative) into their classrooms. The first part will examine the linguistic, cultural, and personal benefits that storytelling can bring to a language class, and help participants develop their own natural storytelling latent through voice, gesture, memory and other tools of the storyteller. The second part will present classroom activities to make stories easily understandable by learners of all ages and all levels from beginning to advanced.

Group Work and the Development of Leadership Skills for the Employability of English Language Students (Paper)

Ms Nguyen Thi Nguyen Thuyet

This paper is focused on the relationship between group work and the development of leadership skills for the future employability of the English language students at Can Tho University. It explores the group work skills and leadership skills of the students from their group work and investigates through group work activities how and if the skills such as communication, presentation, management, problem-solving and decision-making are performed. Data analysis is based on a questionnaire and observation of the English language students and interviews of the leaders of the English Department. Analysis is divided into four areas: the students’ attitude towards the impact of group work; group work skills and employment; leadership and employment; and the students’ opinions about being group leaders and elements contributing to the success of group work and possible improvements on group work. Recommendations are presented for those who are interested in the usefulness of group work in developing leadership skills for the employability of their students.

Is a Picture Worth a Thousand Words for Psychological Verbs? (Using Pictures to Teach Grammar) (Paper)

Mr Sitthichai Thepsura & Mrs Tiraporn Sriboonyong

Psychological verbs in English can be classified into two groups: those with Experience as Subject (such as ‘fear’ in The girl fears the tiger) and those with Experience as Object (such as ‘frighten’ in The tiger frightens the girl). Many studies have shown that ESL/EFL students have considerable difficulty in learning the Object Experience psychological verbs. It is hypothesised that teaching psychological verbs with pictures might fare better than explicit presentation of rules in the mother tongue. A pre- and post-grammaticality judgment test shows that students in the picture-oriented session performed significantly better (p. < 0.05).

Humanising Listening (Workshop)

Mr Adrian Ting & Ms Helen Lavender

Many ESL practitioners find that students are not motivated by traditional ESL listening material as it tends to be dry and mechanical. However, there is much authentic listening material that can be adapted to make it interesting in class listening activities. In this workshop, the presenters will share some of the activities they have adapted from authentic sources such as films, documentaries and the internet. It is hoped that participants will be able to take away a variety of ideas which they will be able to incorporate into lesson plans for their own classroom.


STREAM: Motivation

Solutions for Shy Students (Paper)

Dr Peter Gobel

This paper looks at the phenomenon of shy and reticent students and explores what can be done to help them participate in the EFL classroom. By studying this problem from a number of angles – from affective factors that may play a part, to group dynamics, to language learning and communication strategies – we will investigate possible causes for student shyness and their implications for the individual students, as well as for the entire class. Finally, we will discuss various ideas for getting students talking, ways to improve classroom dynamics, and trouble-shooting techniques that can be used in any classroom.

Learning Beyond Expectation (Workshop)

Mr Chan Sophal

This workshop is aimed at promoting effectiveness and efficiency in both the teaching and learning process through motivation to achieve unlimited and fruitful results. Technical and psychological motivation is needed for academic success and this will be highlighted in the discussion. Many teachers say “My students hate doing homework and do not learn productively”. Although there are many issues here, we can bridge the gap by utilising the magic tool of psychological and technical motivation.

Exploring Reading Motivation in EFL Classrooms (Paper)

Dr Setsuko Mori

Although there is extensive research into what constitutes second language learning motivation and how it works, most of the existing work is mainly concerned with motivation to communicate using the target language. However, in EFL environments such as Japan, students have quite limited contact with target language communities, and consequently need to rely largely on a written form of input. Thus, this talk will concentrate on the subject of student reading motivation in the EFL classroom and its relationship to reading behavior. The presenter will discuss the results of a number of studies and offer practical suggestions on how to foster reading motivation in EFL classrooms.

Achieving Win/Win with Your Students (Workshop)

Mr Ian Russell

Innate learning style is basically quashed in the teacher-centred classroom but can be rediscovered. Observe your students closely, see how they prefer to learn and respect that need by introducing compatible activities to them. Encourage them towards student autonomy, communicative competence and a desire to continue to study English after school or college. Rejuvenate their interest in life-long learning. Everybody wins. This workshop follows an action research case study of a class of Beijing business college pre-diploma students and looks at individual learning styles and the type of activities introduced to them to bring out their best.
 

Successful EFL Learners: How They Have Maintained Their Motivation (Paper)

Dr Mark Sawyer

This presentation discusses the various ways that successful Japanese EFL learners have handled the pressures, challenges and limitations of classroom language learning through their secondary and university years. These successful learners have reached higher levels of proficiency than their peers and they remain eager for further improvement at a time when many peers have given up. The retrospections of 80 third-year university students concerning their ten years of EFL learning in the Japanese school system have been analysed for patterns in their motivational fluctuations, and their (usually) effective ways of managing those fluctuations. Many lessons for EFL teachers emerge.

Drama in EFL - an Intercultural and Arts-based Pedagogy (Paper)

Ms Eucharia Donnery

English as an International Language (EIL) is of paramount significance in the global society of today. From the internet to air traffic control, English is the lingua franca of modern times and remains set to be for the foreseeable future. The need for intercultural communication for both personal and networking effectiveness is of utmost importance for the students of Asia. If the aim of English in Asia is to promote multiculturalism through intercultural communication, then surely drama offers a practical vehicle towards its fulfillment. This workshop will offer practical application both through intra- and extra-curricular foreign language teaching, in particular within the intercultural communicative experience.

Proverbs to Teach by (Workshop)

Prof Steven Gershon

Well begun is half-done. Birds of a feather flock together. It takes two to tango. All around us are real-world nuggets of wisdom that we unconsciously ‘know’ to be true - in the form of pithy proverbs, sage sayings or quirky quotations. We normally give them little thought, even though they may often guide our everyday behavior. Perhaps these gems can also give teachers some useful guidance for our classroom practices. In this workshop I’ll offer my favourite proverbial precepts, with ideas for their classroom applications, and then invite participants to share theirs.

Non-English Major Pre-service Teachers’ Motivation and Attitudes to Learning English (Paper)

Ms Ruth Ming Har Wong

English language remains an important learning component of all university students in Hong Kong. Regardless of their academic interests, all pre-service teachers whose specialisms are not English are also compulsorily required to study English during their first year of university years. Does it mean these non-English subject trained pre-service teachers will be de-motivated to learn English? How do they respond to English learning even if they do not expect to teach English in the future? What learning strategies do they adopt during English lessons? In this paper, we attempt to look at a group of non-English major pre-service teachers’ motivation to learn English. Through the research instruments of questionnaire and in-depth interviews with teachers and students, data are to be collected to analyse their motivation and attitudes to learn English.
 

STREAM: Professional Development

Teachers as Resources: Fostering Collaborative Development through Classroom Observations (Workshop)

Dr Richmond Stroupe

In educational environments where resources are limited, teachers themselves can be valuable sources of support and innovative methodological and problem solving ideas. Traditional observations are frequently seen as stressful, and often, evaluative.  This presentation presents a peer observation system which is non-evaluative, encourages reflection and collaboration, and which can be implemented in any educational environment. The presentation will include an explanation of the purposes of reflective observations, observation techniques, and feedback from teachers who have been involved in the system at a Japanese University. Additionally, this presentation will provide the participants with an opportunity to experiment with the observation techniques.

Improving Practice in Cambodian Classrooms: a Role for Action Research (Workshop)

Dr Stephen Moore

This workshop will introduce/review action research as a valuable tool for investigating problems or issues in a classroom context. Participants will be guided through the action research cycle (observation—reflection—planning—action) and then work towards applying the model to an issue that confronts them in their day-to-day teaching. Drawing on ideas from participants, simple action research projects will be formulated, discussed and reformulated. It is hoped that this workshop might serve as a catalyst to generate ideas which would then be followed through as projects undertaken in subsequent months and eventually reported on as presentations at CamTESOL 2007.

The Diploma in Teaching English to Speakers of Asian Languages (Paper)

Dr David Prescott

The Dip TESAL, has been developed to fill a gap in international ELT training; a shortfall which requires urgent attention. The cultures and learning contexts of the Asian region have specific needs that are often not addressed by existing international teacher training courses. This presentation will be divided into the following stages: why the Dip TESAL was developed; in what ways it is different from other international awards; the main components of the Dip TESAL; where and how it was evaluated; what was discovered, and; what next - the future.

Using Diaries to Promote Reflection on Teaching (Paper)

Dr Jonathan Hull

Inspired by his teacher trainees’ reflective writing on their practice teaching, the researcher decided to write his own diary after teaching his own undergraduate and graduate classes at a Thai university for an academic year. Having briefly reviewed the literature on studies using diaries and journals, this paper will identify and discuss the main themes that emerged from his diary. It will then consider the usefulness of such introspective writing as well as alternatives such as collaborative diary studies. Implications for teachers in Cambodia will also be considered.

Six Months On: Reflections of a New Teacher (Paper)

Ms Laura Hill

Pre-course literature for CELTA trainees emphasises that inexperienced teachers need two years on the job experience to become fully competent in the classroom. The course provides a solid grounding in the basics of lesson planning, student needs analysis and motivation. In this paper I will reflect on the gaps between training and practice and the problems encountered during my first six months on the job. A special focus will be placed on how employers can support new teachers and on some of the things I found helped me on this steep learning curve.

Partners in the Classroom: Reconstructing the Scaffold (Workshop)

Ms Cherie Brown & Ms Erina Brown

This workshop is about using a collaborative teaching and learning approach to build integrated English language skills and environmental awareness. This practical presentation by teachers, for teachers, provides fresh insights into the culture of collaborative teaching and learning by describing a “Recycling Expo” project which goes beyond learner-learner and learner-teacher scaffolding to embrace the relationship of teacher-teacher. It takes a holistic approach to planning, delivery and evaluation. Discover new ways to extend the contemporary collaborative approach, to use what you have, to present issues of global importance with local relevance and to motivate yourself and your learners.

Guideline for Teacher Observation (Workshop)

Mr John Charles Kimbrough

Teacher observation is an important part of any teacher training course. It can be an experience that makes some teachers nervous, but if the observation is done with an understanding of what will be observed and how the observer should act, it can be a fruitful one allowing the teacher to make beneficial adjustments and changes in his or her teaching style and approach. This presentation focuses on guidelines for teacher observation and may be suitable for those who have to observe other teachers on a regular basis and those who are new to teaching.

The Role of Action Research in Teacher Professional Development (Paper)

Mrs Truong Thi Ngoc Diep

If an important purpose of higher education institutions is to produce knowledge for the benefit of the community, then research is their essential tool (Head and Pauline 1997; Karuppayil 2003). In Vietnam, however, there is not much consideration given to the critical activity of research because ‘research’ is associated with research paradigms, theories, statistics, experimental design and data interpretation which are unknown or of no interest to the teachers as simple educators. The regrettable result is that they tend to leave educational research to ‘expert’ researchers who may have more limited knowledge and experience of teaching. In order to avoid such difficulties when approaching research, teachers can choose a less troublesome approach: action research (AR). The project Action Research: The Role of Action Research in Teacher Professional Development - The Case of the School of Education, Can Tho University (SOE, CTU) explored the current research situation here and found that AR contributed greatly to teacher professional development in terms of teachers’ professional knowledge, teaching skills, research skills and their attitudes towards professional development and students. AR was confirmed to be more effective than other professional development strategies because of its long-term outcomes resulting from the increase in teachers’ self-awareness, self-reflection and critical minds.

Observing Students’ Interactions in the Classroom (Workshop)

Prof Carl Adams

This workshop examines issues concerning how much actual English communication takes place in classroom settings. This action research project, in which 55 oral English communication classes were observed in 20 universities, examines the role of the observer, observation tools (tally sheets to record flow of classroom interaction, time-line), classroom settings (seating, space and action zones), types of interactions, activities and classes observed, assessment and preliminary results. Primarily, this presentation aims to equip teachers with some practical observation tools that will enable them to reflect on and improve their current teaching practice by engaging learners in more meaningful interactions.

Moving from Teacher to Teacher Researcher: Self-directed Professional Development (Paper)

Kate McPherson

As teachers we have many conflicting demands for our attention and making time for professional development activities can often be a challenge. However our own classrooms and our ability to generate questions on what happens in those classrooms provide us with a strong foundation on which to build a valuable self-directed professional development program. In this paper, strategies for classroom-based research are suggested and the benefits of taking a research perspective to our teaching are outlined.
 

STREAM: Teaching Reading

The Jigsaw: an Integrated Skills Activity (Workshop)

Mr Charles Olson

A jigsaw is an activity in which a group of students each have a different role to play or information to share in order to make the activity work. This particular activity enables students to work on a variety of language learning skills at different levels of intensity as well as allowing the teacher to check students’ understanding. Primarily, it is an integrated four skills activity, but it also helps to develop cognitive skills such as summarising and note taking.

Learning Vocabulary (Workshop)

Prof David Dillin

The goal is to provide methods of learning vocabulary, especially in reading programs. The idea is that students lack motivation to read on their own, so this must be improved upon. As well, students need to find the “breathing vocabulary” that exists so that contextual clues have more meaning, and reading becomes easier. Also methods of gradiating reading materials will be presented, in addition to classroom activities designed to enhance understanding and retention of vocabulary.

Children’s and Young Adults’ Literature: an Alternative to Literature Instruction (Paper)

Prof Suriyan Panlay

Oftentimes, as we English teachers select literary pieces for our students, such names as Shakespeare, Donne, Austen, Wolf, Frost, Whitman, Faulkner, Cather, among others, come to mind. Do we wholeheartedly believe that those big names can help our students appreciate the selected pieces better? In this presentation, I would like to demonstrate how we can utilize children’s and young adults’ literature in our classrooms, how linguistically fitting it is for our students, how easier critical thinking can be promoted, how ‘funner’ students will feel and, most importantly, how possible it is to turn our students into lifetime readers.

From Demotivating Factors to Motivating Factors in Extensive Reading (Paper)

Dr Atsuko Takase

This paper reports on a study investigating the effects of removing major demotivating factors from an extensive reading program with Japanese EFL high school students. Great disparity in the amount of English the participants read could be observed as the program proceeded each year. Through interviews with the participants, several demotivating factors that hindered them from reading English books emerged. Focusing on three factors - shortage of easy reading materials, time-consuming after-reading tasks, and lack of reading time - I gradually reduced these demotivating factors, converting them into motivating factors. Eliminating these demotivating factors resulted in a great increase in the average amount of reading.

Can Extensive Reading Enhance Language Proficiency? (Paper)

Dr Willy Renandya

Extensive reading is not a new idea. But it is only recently that it has caught the attention of second/foreign language researchers and teachers. In the past decade, for example, numerous research studies have been conducted and reported in major ELT journals and hundreds of articles have also been written on the subject. Evidence for extensive reading consistently shows that those who do more reading sow better development in vocabulary, grammar, reading, writing, and other areas of language learning. My presentation consists of four parts. I first give a brief overview of the theory and research of extensive reading. I then discuss how extensive reading is different from intensive reading and how they can both support learners’ language development. In the next part, I discuss some issues and controversies that surround extensive reading. Finally, I give practical suggestions on how extensive reading can be implemented in the Cambodian context.

 

STREAM: Teaching Speaking

Conversation Starters: Get Them Talking (Workshop)

Prof Carl Adams

What better way to encourage, motivate and elicit genuine response from students than using conversation starters? Looking for listening/speaking activities that really motivate and get students talking, even in large classes, and tested in Asia? This workshop offers a variety of enjoyable speaking tasks that can easily increase learners’ listening comprehension while improving their basic speaking skills. These skills-based activities are designed especially for lower level students to provide simple listening/speaking tasks that allow students to get started listening, thinking and speaking while interacting in groups. Come join the fun and take home ideas to share with others!

Speaking English: the Tools We Need (Paper)

Dr Janet Higgins

This extremely practical presentation identifies and exemplifies a number of key elements required for developing conversational speaking skills. It begins by placing conversation within its social and discoursal context and addresses what this implies for classroom practice. It covers aspects of phonology (focusing on continuous speech rules, rhythm and stress), communicative activities and task-based activities, conversational management strategies, and class management techniques. The presenter will illustrate the key elements with a variety of classroom activities.

Overcoming Learner Anxiety in English Speaking Lessons and Assessments: a Case Study from Hong Kong (Paper)

Mr Gary James Harfitt

Learner anxiety has been identified as a major obstacle in ELT classrooms and particularly so in Hong Kong (see Tsui, 1996). This presentation will highlight findings from an extensive Government funded research project into Good Practices in English Language Teaching in Hong Kong Secondary Schools. In particular, data from one case study will disseminate methods and strategies employed by one native English speaking teacher which helped to overcome the psychological obstacles that many second language learners face in oral classes. The presentation will highlight effective ways to build confidence in students through innovative curriculum and assessment design.

How Can I Get My Students to Speak? Facilitating Authentic Spoken Discourse in Classrooms (Workshop)

Mr Lance Jackson

To facilitate authentic speaking, teachers can ‘think outside the box’ of how resources are traditionally used, by connecting their students with each other and their resources in creative, dynamic ways. Participants will be introduced to, and engaged in, various task types facilitating authentic spoken language exchanges in their classrooms. The tasks are based on ‘information gap’, or jigsaw, and approaches to ‘purposeful language use’. Spoken grammar correction will be modeled and discussed, as will ways of integrating the four macro-skills through speaking tasks. Finally, participants will use higher order thinking strategies to adapt the tasks to different contexts.

Five Steps to Effective Speaking (Workshop)

Mr Paul Brown

This workshop highlights the role of confidence in English language learning with reference to improving speaking. It will offer practical ideas and suggestions which can be used when teaching speaking to Cambodian students. The workshop will show how the method of ‘drilling’ when applied from a positive and confidence-building standpoint can lead students to develop confidence, fluency, accuracy and have fun while learning. The author will share his own experience of learning Khmer as a second language and reflect on how his learning experience has given him new ideas for ESL teaching, especially the use of drills in developing fluency and accuracy.

Talking Texts (Workshop)

Mr Clyde Fowle

Setting up speaking activities that work is always a challenge. The three major obstacles facing teachers seem to be: a) do the students have anything to say on the subject; b) do they have the language required to complete the activity; c) do they have the confidence to use the language to complete the task. I believe that topical texts can act as a stimulus to students helping unleash their background knowledge on a subject. Texts can also provide useful language input offering students a model of the language being used and suitably designed tasks can help support students’ own production. In this session participants will look at the benefits of using texts as a springboard for speaking activities with reference to several example texts. Participants will be then given an opportunity to work with a selection of texts to create follow-on speaking activities to use with their learners.

Motivating ESL Learners to Speak Through Cooperative Learning (Paper)

Ms Normah Ismail, Mr Kamalanathan Ramakrishnan & Mr Md Mahadzir Ikram

Speaking is a basic language skill that is difficult to master without practice. Studies have shown that ESL learners are reluctant to speak in English because they lack the language resources and are afraid of making mistakes. One way of motivating ESL learners to speak in English is to engage them in activities that integrate speaking through cooperative learning. Cooperative learning is now widely recognised as one of the most promising practices in the field of education as it improves academic achievement and social development. This paper is based on the speaking component for the Malaysian University English Test. The syllabus for the speaking component seeks to enable students to participate in social and academic contexts such as in conversations, discussion and presentations. Findings from a recent study suggest that students are in favour of cooperative learning activities because they promote greater achievement motivation, more intrinsic motivation, more persistence in completing the tasks and greater continuing motivation to speak in English.

Parts of a Story: Creating Narrative Fluency (Workshop)

Dr Peter Gobel

Storytelling is a crucial element of culture that is often given little attention in the EFL classroom. A quick glance at most EFL textbooks will show that the question/answer format is the most common kind of speaking activity covered. But since a large portion of any conversation is based on telling stories, doesn’t it make sense that we teach this to our students as well? This workshop will show a procedure through which students can engage in meaningful storytelling at any proficiency level. Based on sound research and theory, the presenter will lead the audience step-by-step through classroom activities and explore ways to integrate narrative into an existing course syllabus.

 

STREAM: Teaching Writing

Discourse Competence in the EFL Classroom: What? Why? And How? (Workshop)

Dr Saowadee Kongpetch

In order to write effectively, there is a need to bring the level of discourse competence to the same level as linguistic competence in the classroom. This workshop envisages that knowledge about Register, including Field, Tenor and Mode (Martin, 1984), and Theme and Rheme (Halliday, 1975 & 1994) would help students to improve their discourse competence. To demonstrate this, students’ authentic texts are analysed and important issues such as the continuum of discourse and method of development appropriate for an English academic writing are discussed. Further, implications for language teaching are highlighted.

Who’s Afraid of the Term Paper? A Process Oriented Approach to Research (Workshop)

Mr Aris B. Penaranda & Ms Yvette Khristine Valdez

Writing a research paper is never easy for both teachers and students. At the end of a term, students are usually tempted to plagiarise while teachers are usually disappointed with poorly written papers. In this workshop, the teachers will explain how a process-oriented approach to research worked well for them at Miriam College High School for the past few years. They will share how teachers and students could collaborate in each step of the process, leading to a well-developed term paper. The teachers will also share how to evaluate these papers given a set of rubrics.

Micro and Macro Structure Analysis of Cambodian Students’ Free Writing (Paper)

Mr Sok Soth

This study investigated intermediate students’ free writings to see how text coherence was achieved. In particular, based on Halliday and Hassan’s (1976) cohesion analysis, the paper was focused on finding what linking devices were commonly employed by the students. The participants were 15 Year One students who had just passed their entrance examination and started their first year program at IFL. They were asked to write different entries according to their choice of topic in a journal which was a part of the requirements in their writing class. Cohesive devices had not been taught at the time the writings were collected. Analysis of these writings reveals that even though the students had no idea what coherence was and how it could achieved in their writing, all of them could write quite coherently using a few common cohesive devices. This study seemed to suggest that even though students do not learn about cohesion and coherence, they subconsciously know what they are. Probably they transferred such knowledge from their L1 and made use of them to make their writing united and understandable.

Implementing Negotiated Criteria for Essay Assessment in Writing Classes (Workshop)

Mr Nguyen Van Loi, Ms Chung Thi Thanh Hang,
Mr Le Cong Tuan & Dr Trinh Quoc Lap

Part of self-regulated learning is goal setting, being shown to influence learners’ motivation and performance (Harackiewicz et al., 2002, Pintrich, 2000b). Traditionally, assessment criteria are pre-determined and not made explicit to students in our institution. In our experimental writing classes, a list of negotiated criteria was developed and explicitly used for essay assessment. The developed criteria list, accordingly, raises their awareness of essay task goals and motivates them in working towards the set goals.

Using Text Types to Teach Writing (Workshop)

Mr Frank Felser

Using Text Types to Teach Writing
A structured approach to teaching writing is a vital part of best teaching practice. This workshop describes ways in which a text approach can be used to teach writing at all levels. It outlines the six main text types or genres used in Australia and internationally. Text types give students a solid framework or structure around which to build a written (or spoken) text. More importantly, it makes students aware of the purpose of writing. It is the writing for a purpose that identifies a text type and its generic structure and grammatical features. The text types treated will include narrative, procedure, recount, explanation, exposition and report. The final part of the workshop will incorporate activities to enable teachers to identify a variety of text types and how to integrate this approach into their teaching methodology.

Writing Acquisition: Advanced ESL Students in a Developmental Writing Setting (Paper)

Mr Richard Zimmerman

Many Asian students seeking higher education abroad do very well in oral English communication but lack the necessary writing skills, finding themselves placed in developmental writing programs at community colleges and “open enrollment” universities. Do such advanced ESL students succeed in these programs? The researcher looked at developmental writing students at the University of Guam and compared performance of first language (L1) and second language (L2) writers. L1 students had a higher success rate, but for both groups gains in writing ability were significant while gains in grammatical accuracy were not. Implications of these findings will be discussed.

Toward More Genre-based Writing (Workshop)

Mr Chan Virak

Writing paragraphs and essays in English is very difficult for Cambodian students. So far process writing may have dominated Cambodian academic writing classes based on the belief that a good writer needs to go through a lot of good processes used in writing. However, we teachers seem to have neglected the importance of exposing students to samples of good writing. To be a good writer, one may need to be aware of the different language features employed in different types of writing. This workshop will give participants a chance to look at teaching writing from a new perspective by involving them in the practical work of analysing the linguistic features employed in different writing samples. Participants will be encouraged to personalise this new perspective into their own classroom by joining in a discussion on how to adapt this new way of teaching writing to their classroom.

Discursive Essays for IELTS: Scaffolding the Cultural Gap (Paper)

Mr Savino Sfregola

This paper examines the discursive essay as a cultural product and proposes non-linguistic directions for the English language classroom in Cambodia. The provision of scaffolds for the generation of discursive essays in IELTS test preparation classes in Cambodia enables linguistic success in essay writing, but there is limited success manifest in the quality of essay content and in using an appropriate genre. At their peril, Cambodian learners seek and find a generative model, but the discursive essay requires much more than linguistic manipulation, obliging applied critical thinking skills and general knowledge as well as the specific purpose to argue. This paper shows ways in which I have assisted learners in negotiating these areas of difficulty.

Applying the Theory of Experiential Learning to the Writing Class (Workshop)

Ms Poh Leng Mark

The theory that experience plays a crucial part in learning began with the ideas of people like Lewin and Piaget. This theory has spawned internships, study abroad programs and other experiential methods of learning in various fields from outdoor education for teenagers to human resource development for adults. However, it is still not commonly seen in language teaching. This workshop will illustrate this learning theory to participants, and demonstrate ways in which it can be applied to teach writing. Participants will also reflect on their own teaching to see how they can apply this theory into practice.

Improving EFL Learners’ Essay Writing Skills – Classroom Application and Usage of a Production Dictionary (Workshop)

Prof Cynthia Yolanda Richards & Prof Thevy Rajaretnam

This workshop hopes to impress on participants the use of a dictionary as an aid to writing, especially for EFL students who are weak in English. The workshop will be organised into four parts: discussion about the problems EFL learners face in their writing; samples of student essays before and after the use of the dictionary; hands-on experience at designing activities to help EFL learners use the dictionary as a one-stop resource and; group presentations of activities and strategies to help students use the dictionary.

Cultivating Critical Thinking Skills in Process Writing: an Example from a Hong Kong EAP Classroom (Paper)

Ms Blanche Wing Ki Chu

This presentation will focus on how teacher feedback helps cultivate critical thinking skills and raises awareness in an English for Academic Purposes (EAP) course. Analysis is based on data taken from verbal/written exchanges between teacher-student and student-teacher. Samples from students’ work and teachers’ comments will highlight the effectiveness of the process approach in developing L2 learners’ writing skills. Practical issues such as ways of organising individual and group feedback sessions will be addressed. It also argues that dialogic encounters should be gradually scaffolded in order to maximise learning outcomes.

 

STREAM: Testing

Assessment Tasks for a Competency-based Curriculum (Paper)

Dr Stephen Moore

This presentation describes an online assessment task bank developed for the Adult Migrant English Program (AMEP) in Australia. The AMEP provides English instruction to recently arrived immigrants to Australia through a competency-based national curriculum (known as the Certificates in Spoken and Written English, CSWE) ranging from pre-beginner to intermediate levels. An online Assessment Task Bank (ATB) has been developed for the CSWE curriculum to standardise assessment procedures nationwide. This presentation will describe the process by which tasks are developed for the various learning outcomes (i.e. from sourcing to trialing) and should interest any Cambodian teachers curious about task-based assessment.

Test Writing: a Team Approach (Paper)

Ms Louise FitzGerald

This paper will go through the tough, but very exciting six months of test writing which successfully produced the bank of 188 end-of-term progress tests from Beginner to Upper-intermediate level at the Australian Centre for Education (ACE), Phnom Penh. It will highlight the areas which need to be taken into consideration when training and leading a team of test writers. Some time will be given to discussing what makes a quality progress test.

IELTS Explained (Paper)

Mr Merrick Davidson

What is IELTS and why is it one of the fastest growing language tests in the world today?
This presentation will explain in detail what the format of the test is and what candidates can expect from the four modules that are undertaken: Listening, Reading, Writing and Speaking. We’ll also be looking at the different measures taken by the test partners to protect the test’s integrity and the quality control procedures in place to ensure the efficient processing of half a million candidates every year.

Appropriate Assessment for Low and Pre-literate Learners of English (Paper)

Dr Stephen Moore

This paper reports on research currently underway in the Adult Migrant English Program (AMEP) in Australia. An increasing number of immigrants to Australia arrive with few or no literacy skills in their first language. The challenge to teach them English is enormous - their needs range from learning how to grip a pencil for writing, to how to access a written semiotic system, to learning how to learn. The most appropriate methods to assess English at this level is the focus of the research reported. This paper will be of particular interest to teachers of low-level English learners in Cambodia.
 

STREAM: Using Technology

CALL and its Assessment on Teaching English to Vietnamese Learners (Workshop)

Mr Tran Le Huu Nghia & Mr Nguyen Thanh Duc

Among many researchers, Fox (1997) and Kimball (1998) have proven that Computer Assisted Language Learning (CALL) brings a magnitude of benefits to learners and teachers. However, CALL in our language classroom seems to have had negative effects. This has made us curious to explore again, using tests and questionnaires, the various advantages and drawbacks of CALL in the context of teaching English to 48 students of Physics at Can Tho University. The findings show that there are various drawbacks and benefits that coincide with those described by other researchers in this field.

Professional Development and Technology Integration in English Language Teaching (Paper)

Ms Lai Ching Lillian Wong

This paper reports the experience in the development and delivery of a highly successful in-service teacher training program for English teachers commissioned by the Education and Manpower Bureau in Hong Kong to help teachers understand how Information Technology (IT) can enhance the language teaching and learning process. This presentation emphasises the need for a strong language learning pedagogy component when presenting technical tools in a training program. Actual examples of how pedagogy and technology components were integrated in the program materials are demonstrated. Additionally, the presenter shares and discusses data indicating how the teacher participants reacted to this approach, and makes suggestions to those interested in developing teachers’ ability to apply technology in language education.

Utilising Technology: a Practical Approach to Maximising its Effect in Curriculums and Classes (Paper)

Mr Iain Stanley

Technology in the field of TESOL has opened so many creative doors to us that often our imaginations can’t keep up with the possibilities. We can now use technology in all its forms to really enrich our students’ learning. However, when used poorly or without thought and preparation, technology can turn potential into potential nightmares. In this paper I will use my experience in teaching English and my work in multimedia to outline the absolute dos and don’ts when using technology in the TESOL classroom; from classroom setup, to using handouts, to helping students with tasks, and much more.

Using Computer and Internet to Benefit Teaching (Paper)

Mr Bou Vongsamnang

Being a teacher one should be creative, especially in the context of teaching with scarce resources. However, this does not necessarily mean a teacher has to do everything by himself/herself. Why not make use of technology to help? As the title indicates, this paper aims to demonstrate how computer and internet can help a teacher to teach better and to reduce the amount of time for lesson preparation. Participants will learn about getting materials such as lesson plans, exercises, tests from the web and using the computer to facilitate lesson preparation and to generate exercises.

Net Results: Beyond Motivation to Outcomes – Positive Reasons for Using Internet in the Classroom (Paper)

Ms Jillian Hill

Ten years into the use of the internet, we now know much more about its potential in the classroom than just ‘it motivates students’. Internet based learning needs to be pedagogically sound, and at least equal or more effective than other delivery aids, if only because of the time and costs in setting up the program. This presentation will look at learner discourse needs and development while using on-line discussions. This presentation will focus on experience with Japanese students who have been using Moodle as a forum to exchange information and discuss current issues with students in the United Arab Emirates.

Techniques for Developing Fluency – World Link (Workshop)

Mr John Lowe

We may question why students come to class and use texts during lesson time. Primarily, they come to class to talk and to learn language. This presentation looks at language learning materials, practical techniques and ideas for teaching learners to become more fluent users of English. This hands-on workshop presents step-by-step demonstrations of classroom techniques for teaching vocabulary and grammar, and activities for developing oral fluency. Thomson Heinle’s new series World Link incorporates all components of this approach, and the presenter will utilise material from the books to demonstrate its effectiveness. Hands-on activities will be used and samples provided.

A Multimedia Solution to Problems in English Language Teaching (Workshop)

Mr Ian Pearson

Multimedia courseware can address many problems faced by teachers and learners of English. It can greatly increase course effectiveness because it can build in the necessary quantity, quality, and variety of language modeling and practice. Multimedia courseware must be blended with appropriate classroom activities and homework. This can transform learning but overall effectiveness depends on decisions about the curriculum and about how to develop language fluency. This will be illustrated by reference to multimedia lessons and interactions that are simply not possible with paper-based materials. Participants will have the chance to discuss why, where and how a principled multimedia model can make language learning more motivating, effective and enjoyable. They will also explore the role of the teacher in this blended model.

Enhancing Spoken Communication of Written Texts Using Media and Technology: a Case Study of a Speech Communication Course (Demonstration Lesson)

Ms Waleerat Phimollakhanakul

Students use media and technology such as cassette tapes, VDO, VCD, DVD, online search engines and digital cameras as tools to enhance their spoken English. They choose most class materials and search for literary works online. With these media and technology, students can practise outside the classroom at their own pace. They are motivated and assessed through enjoyable, yet challenging performance assignments such as giving public speeches, recording on tape, interpreting and performing stage plays, and reporting news on camera. Students have a more pleasant experience interacting with texts, and their English ability improves.

Overcoming Karma: Multi-Media as Liberation (Paper)

Dr Philip Glenwright & Dr Lixun Wang

This paper addresses the use of multi-media in a first-year team-taught module entitled “Introduction to Linguistics and Language Awareness” offered on an initial teacher education program in Hong Kong. It first examines the ‘karmic’ background of the teacher trainees through a brief review of the local school context which may often exert a constraining influence on classroom pedagogy. Having established a need for change, the paper then presents a number of multi-media, language-related activities illustrative of more innovative practice. The session concludes with a consideration of the perceived benefits as revealed through participant evaluation.
 

STREAM: Teaching Young Learners

Storybooks in the Secondary Classroom (Workshop)

Mr Aris B. Penaranda, Ms Yvette Khristine Valdez & Mrs Sofia de Guzman

The use of storybooks, or the reading of children’s books, has been generally limited to pre-school or primary classrooms. After all, the language is simple, the visuals are appealing, and the plot is easily understood by young learners. However, storybooks can also be maximised to teach themes and language lessons in secondary classrooms. In this lecture-workshop, the presenters will show how secondary school teachers can use storybooks as motivation, springboards, or sub-inputs (to a main study text) in their teaching. After all, deep inside, there’s a child in every person!

Cards, Wands, and Words: Some Minimal Resource Games for Young Learners (Workshop)

Mr Geoff Harman

Most teachers are too busy to spend lots of time preparing materials, but still want to engage the students. This presentation will equip teachers with some useful tips and activities to stimulate and motivate their younger learners. We will look at some fun drawing activities to check vocabulary and grammar, “magic” in the classroom and explore creativity in the language classroom.

Creative Ideas for the Young Learner’s Classroom with 0-5 Minutes of Preparation Time (Workshop)

Mr James Pham

Most all classes use textbooks which can be very predictable and boring, especially for kids. Ideally, we would all like to bring in fun and exciting supplemental resources to make our lessons more interesting for the students. But who has the time to find or create, photocopy and cut up resources for every class? This workshop aims at presenting simple, creative activities which can be used in many different ways. Best of all, they only take from 0-5 minutes to prepare!


STREAM: Poster Sessions

Journals: a Vehicle for Independent Learning
 

Mr Christopher Henderson & Ms Jemima Hughes

This session begins by establishing different types of journals – vocabulary, movie, reading, learner etc. It then examines possibilities for implementation. This then leads to profiling the journal as an arena for student-centred free practice, enabling learners to develop language fluency, rather than accuracy, based on individual and personal choices. Teacher interaction through the journal redefines traditional teacher-learner roles, allowing for individual attention in addressing specific needs. Reflective practices are developed through the journal writing process, promoting and developing the learner’s internal syllabus, thus driving and steering self-directed linguistic and personal outcomes.

Methodology
 

Ms Keo Kalyan

The topic of this poster session is ‘Methodology’, which is not only about teaching techniques that have been used by teachers in the English Language Centre and lecturers and tutors at the University of Tasmania but also about learning techniques applied by students both at the English Language Centre and at that university.

Teaching English with the Cambodia Daily
 

Mr Tith Mab

This poster session will help teachers who teach students at intermediate or advanced levels develop activities based on the daily English newspaper. Since teachers have limited class time, they should have some activities for students to be completed outside of class. The purpose of these activities is to help students to make the transition between English as a classroom subject and English as a real-life tool for gaining information and knowledge.

Putting Together Your Poster Presentation
 

Mr Ted O'Neill

Conferences are a great opportunity to meet and communicate with your professional peers, and poster presentations offer one of the best ways to share ideas with your fellow teachers. Posters allow one-on-one discussion and greater exposure; you can converse with teachers directly, but most posters will offer you more contacts than the typical attendance at a paper presentation. The presenter will demonstrate how to plan, produce, and get the most out of your poster presentation at a future conference.

Letter Writing: an Alternative to Dialogue Journals
 

Mr William Burns

Elementary students need authentic composition practice. This poster session presents an activity which allows for meaningful exchange between student and teacher in an immediately clear format. The use of traditional letter style or more recent email style has been shown to motivate students effectively and provide for practice of informal language which is characteristic of elementary syllabi.

Classroom Lending Libraries
 

Sr Mary Little

Students can benefit from having a chance to do extensive reading for pleasure. Most students have not had the opportunity to read books in Khmer and so haven’t developed the habit of reading. Bringing books appropriate to the students’ level to class encourages them to read. Reading helps improve their English and expand their world.

www.manythings.org: What’s New?
 

Mr Charles Kelly

This session will introduce interesting things for ESL students. The homepage http://www.manythings.org is a free-to-use ESL/ EFL site without advertising that began in 1997. Included in the site are quizzes on spelling, vocabulary, grammar, slang and proverbs. There are also word puzzles such as anagrams, hangman, scrambled words and crossword puzzles. There are pages for studyin