| STREAM ABBREVIATIONS: | |
| CMD | Curriculum and Materials Development |
| EAP | EAP and ESP |
| MEK | ELT in the Mekong |
| GRA | Grammar |
| IND | Independent Learning |
| MET | Methodology |
| MOT | Motivation |
| NEW | NEW Materials |
| PRD | Professional Development |
| PRM | Program Management |
| QAS | Quality Assurance |
| LIS | Teaching Listening |
| REA | Teaching Reading |
| SPE | Teaching Speaking |
| WRI | Teaching Writing |
| TYL | Teaching Young Learners |
| TES | Testing |
| TEC | Using Technology |
| VOC | Vocabulary |
| POS | Poster Sessions |
STREAM: Curriculum & Materials Development (CMD)
School-based Contributions to Curriculum Implementation (Paper)
Most English teachers work within an education system whose curriculum goals are expressed in impressively ambitious terms. One of the challenges facing the architects of a new curriculum is gaining the support of the teachers who will be responsible for putting the ideas into practice in the classroom. This paper reports on the contributions of classroom teachers to implementing a new English vocabulary curriculum for the twelve years of free education in Hong Kong. In order to explore how the vocabulary curriculum might best be taught to young learners, two primary schools took part in a year-long government-funded project, during which the English teachers put a number of vocabulary teaching principles to the test. The paper focuses, in particular, on the roles of collaborative lesson planning, experimental teaching and post-lesson evaluation in helping to identify appropriate pedagogies to accompany a new language curriculum.
Mapping the Maze: A Practical Pathway to Vocabulary Skills Development (Workshop)
Mrs Cherie Brown and Mrs Erina Brown
This is an interactive workshop demonstrating how certain “basics” in the area of vocabulary teaching and learning relate to everyday classroom programs, with an emphasis on the relative importance of vocabulary learning within a broader English language program; how to select and prioritise the words learners need to know, using existing course materials and other readily available resources and thus minimising cost; and practical considerations to remember when devising a vocabulary learning program. The workshop will provide examples of two programs that “work”, with weekly planning guides provided, one for a general English classroom program and one for a program with an academic/IELTS exam focus, along with sample handouts of successfully used vocabulary teaching resources (copyright free). Participants will have an opportunity to enrich their own practical ideas about vocabulary teaching and learning by sharing these with each other.
Acknowledge the Local; Move to the Global (Paper)
This presentation will look at the development of a content-based curriculum covering topics from culture to globalising to the environment. The bulk of the materials have been developed by instructors in the Department of International Communication (IC) at Kanda University of International Studies. The freshman-level curriculum presents incoming students with a range of individual learning strategies and raises awareness of their place in their local context (e.g. regional/national). The sophomore curriculum then expands this context to consider the broader global environment. Learners are encouraged to engage with (in most cases) new and challenging ideas, while developing their English language ability in all four of the main skill areas: listening, speaking, reading and writing. This presentation will elaborate upon the theoretical grounding of the IC curriculum and offer specific examples of materials currently in use. top
Integrating English, Science and Liberal Studies across the English Curriculum (Paper)
Dr Elza Tsang Shuk Ching and Miss Barbara Choy Pui Lai
This presentation evaluates a two-year collaborative project involving the training of secondary school content teachers and English teachers to develop “language across the curriculum” (LAC) learning materials for S1-S3 students. It was found that after the needs analysis and a training program in functional grammar, the teachers expressed strong resistance to the LAC project. To investigate the cause of the resistance and ways to further develop LAC, a questionnaire was sent to all content teachers to identify their genuine needs in relation to LAC. Taking the results of the questionnaire as the starting point, the LAC project takes a new perspective by adopting a discourse-based approach. By identifying the text types and their discourse requirements for content teachers, the English teachers could then map out the LAC elements coherently in the English curriculum. Effectiveness of the LAC learning materials and assessment will also be discussed.
Free Flow: A 30-minute Daily Fluency Program Integrating All Four Skills (Workshop)
Mrs Erina Brown and Mrs Cherie Brown
This is a fun, practical workshop, which will involve participants being guided through the rationale for, and steps of a Daily Fluency Program (DFP) designed to increase “thinking in English” through regular, speedy, skills-based tasks. The DFP includes free-writing, free-speaking, speed-reading, and global and intensive listening. Material provided can be adapted to suit teachers’ own contexts. The observations of DFP outcomes show it has reaped ongoing positive benefits for increasing students’ language-learning motivation, confidence, content knowledge and integrated skills.
Participants will experience a 30-minute Daily Fluency Program during the session to help gain an understanding of the underlying principles and benefits of the program from the student perspective.
Making a Scene (Workshop)
Although many EFL teachers like the idea of introducing drama activities to their students, it is often difficult to imagine how to do so, particularly with large, multi-level classes. Incorporating drama meaningfully into an existing syllabus presents an additional challenge. In this workshop, participants will (1) receive and review a step-by-step template for extending textbook lessons organically through drama; (2) learn about practical exercises that help maintain a balance between linguistic goals (for example, pronunciation and mastery of new vocabulary) and drama goals (for example, conveying subtext through paralanguage and body language); and (3) experience sample interactive activities. Participants will come away with practical knowledge and materials that will help them plan and execute functional drama projects in their own classrooms. top
Creating Adaptive Online Materials with the Collage Module for Moodle (Paper)
The presenter will describe the design and development of Moodle’s new Collage module - the successor to the current HotPot module. The new module allows a collection of quizzes or learning activities that have been created outside Moodle with the teacher’s preferred quiz creation software, to be distributed via Moodle. The “quizzes” within a Collage “unit” can be transformed into adaptive learning materials by adding pre-conditions to control access to each quiz, and post-conditions, which define the action taken when a quiz is completed.
The presenter will demonstrate how the media filters on the new module allow teachers to quickly and easily insert multimedia into quizzes. In addition, the presenter will show how a single quiz may be presented to the students in a number of different output formats, depending on the teacher’s preference and the device on which the student is viewing the materials.
Developing Critical Thinking in the English Language Classroom (Workshop)
Ms Helen Huntley and Ms Bernice Clark
Critical thinking skills are essential tools for English language learners to compete effectively in professional and academic environments; yet they are minimally addressed in most English language classrooms. In this workshop, the presenters will explain and demonstrate the components of critical thinking – knowledge, comprehension, application, analysis, synthesis and evaluation. The participants will then complete a series of individual, pair and group activities to recognise and practice the application of critical thinking processes in different types of language activities. These components will be further referenced to the types of critical thinking needed to pass international English language tests required for overseas study and the methods teachers can use to assist students gain these vital skills.
The Development of Pragmatic Competence in a Study Abroad Program (Paper)
Prof Joyce Maeda and Prof Akemi Kawamura
Studies of learners’ pragmatic development in study abroad programs have received growing attention for the insights they provide for curriculum development. This paper focuses on recording and analysing developments in L2 pragmatic competence of a group of college-level Japanese learners of English studying for 10 months in a target-language community. The speech act of requesting was the focus, and learners completed a pre- and post-Discourse Completion Test with four situations. The first part of the study assessed learner-request strategies for the degree of approximation with native-speaker responses. The second part of the study focused on the analysis of pragmalinguistic and sociopragmatic features of learners’ requests before and after the study abroad program. The results revealed acquisition of some of these features, and a growing pragmatic sensitivity to the feature of status. Finally, suggestions are made for how to teach target-like request strategies in the classroom.
Teaching Young Children Using an Integrated Skills Approach (Workshop)
Dr Latricia Trites and Ms Tseng Ju Mei
Traditional English language teaching methods used in many classrooms in South East Asia focus on teaching language skills in isolation, often with a strong focus on grammar and phonics. However, as this presentation will show, using an integrated skills approach to teaching English to young children helps develop strong communicative language abilities. In addition, an integrated skills approach demonstrates to the students how the language can actually be used in real life situations. Specific lesson strategies and examples from personal experience will be provided to demonstrate how to take traditional classroom activities and develop them more fully to incorporate multiple language skills, followed by hands-on practice in developing integrated lessons for the English language classroom. top
Dewey Revisited (Paper)
The whole view of education is radically shifting beneath our feet (Sir Ken Robinson, “Do Schools Kill Creativity?”) We stand at a crossroads that is of immense proportions in education worldwide. The world has changed dramatically and has become so interconnected that no one ideology, political system or religion can claim the rightful leadership of a global society. Education must cease to be influenced and run by the prevailing political winds or ideology of the day. Those with post-modernist views of education continue to be strongly influenced by Dewey’s innovative educational approaches. Throughout, there is a strong emphasis on the subjective quality of a student’s experience and the necessity for the teacher of understanding the students’ past experiences in order to effectively design a sequence of liberating educational experiences to allow each person to fulfil their potential as a member of society.
Buddhism and Modern Education (Paper)
Education in Thailand and Cambodia was traditionally closely linked with Buddhist temples. The program of education taught literary skills, but the main emphasis was on imbuing students with moral and philosophical principles directly related to living a wise and caring life. However, the current education system has adopted/copied western models that emphasise knowledge over wisdom. This paper looks at the strengths and weaknesses of both approaches and gives examples of how ESL can adapt Buddhist stories to suit any classroom level.
English in Cambodia (Paper)
This paper reports research undertaken at the Institute of Foreign Languages, RUPP in late 2007. The views of lecturers who teach the BEd (TEFL) degree and their students were canvassed in relation to the status of English in Cambodia. The students completed a questionnaire probing their views on the notion of a Cambodian English, as well as their preferences for learning different varieties of English. The lecturers discussed similar questions to those of the student questionnaires, but with more probing of actual changes in English usage in Cambodia since the country opened up to the outside world in the early 1990s. The analysis suggests some evolution of the status of English from English as a Foreign Language (EFL) towards English as an International Language (EIL) and, surprisingly, to English as a Second Language (ESL). Challenges of this evolution for teachers in Cambodia are also discussed. top
Consensus Building for Curriculum Improvement Based on the Evaluation of Students (Paper)
This paper addresses issues of how the Plan-Do-See model was applied in the process of curriculum improvement for the Department of English, Faculty of Letters, National University of Laos. The researchers began the process with evaluating the student achievement of English by implementing two tests at the beginning and at the end of the first grade. The results show that the level of the entrants is generally low and their achievement does not improve after one year of learning. Through discussion of the findings, the leading and teaching staff realised that the “see” step in the Plan-Do-See model is necessary in the process of curriculum improvement. Consensus for the improvement of the department’s curriculum could be reached. Based on the consensus of the staff, the department implemented this improvement in the academic year 2005-2006.
‘Building up’ to Local Projects (Workshop)
Even when local content is part of the EFL curriculum, as it is in Cambodian secondary schools, teachers can have trouble keeping students sufficiently challenged and engaged. Building “Local Project” work into the school term is one way of incorporating task-based learning and expanding students’ abilities.
Unfortunately, some students (and some teachers) do not have the necessary skills to undertake large-scale projects. EFL teachers need to gauge students’ skills and needs so that they can scaffold work appropriately, providing students with manageable and meaningful challenges.
In this interactive workshop, we will explore ways of using smaller tasks to build students’ confidence, skills and vocabulary as preparation for larger projects in pairs or small groups. Based on our experience working with Thai EFL teachers in remote rural areas, we will also look at ways of combining these smaller tasks into products that students will be happy to share with their local community. top
STREAM: EAP & ESP (EAP)
Teaching Seminar Skills in the Asian Context (Paper)
A seminar takes place when a small group of university students present on a topic and lead a discussion afterwards. An essential feature is that the teacher gives over control to students. This learning mode is common in the West, and is increasingly popular in Asia. In the postgraduate EAP course of the Hong Kong University of Science and Technology, for example, Engineering students, many of them originating from China, are taught seminar skills and then run a seminar on a socially-oriented topic. Teachers found that the success of these seminars lies beyond the grasping of skills like presentation and discussion. It involves a drastic change of students’ deep-rooted attitude towards “controversy”: what controversy constitutes, how to take a stance and challenge others. It also involves tactful guidance of students, from conceptualisation to evaluation. The notion of “giving control over to students” has thus to be redefined in the Asian context. top
Method that Works in ESP (Paper)
Dr Hooshang Khoshsima and Dr Ali Asghar Rostami
In recent years, many books have appeared in various fields of ESP and the number is increasing every year. These books are designed for foreign students possessing varying degrees of language skills. The production of teaching materials for ESP courses is a vital task requiring several stages and procedures. To produce these materials, special attention should be paid to the age of the learners, their previous English knowledge, their level of knowledge in the specialist field, and the teaching method. It is important to provide materials which enable the learners to increase their English proficiency, learn the required skills for communication, and achieve their target competence.
Since university graduates in most cases are not equipped with sufficient knowledge of English to read and understand the original specialised textbooks, this paper aims to test the appropriateness of materials used in ESP classes.
Introductory Experience to Content and Language Integrated Learning (Workshop)
With the growing body of work regarding English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL), a large number of resources are available. Teachers now have more choices and greater freedom to focus on content selected for the greatest practical use and interest level. This workshop will walk participants through how to use a model science experiment to teach science content, language and critical thinking. Participants will work through resource-scarce science experiments, discuss the relevance of integrated learning, and review samples of student work. Special focus will be on using resources already found in language classrooms to create meaningful labs. Participants will also investigate how to encourage students to formulate original questions, design their own experiments, write up the results of their experiments, and present their findings.
Content-based Instruction in English for Specific Purposes (ESP) for IT (Paper)
Ms Naqvi Samia and Ms Priya Mathew
Learners specialising in any discipline require proficiency both in language skills and in their specific area of study to cope with tertiary education. Content Based Instruction is “an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes within the context of teaching a second or foreign language.” (Crandall & Tucker, 1990, p.187)
Based on the presumption that language learning happens in context, this paper intends to explore the possibilities of integrating IT and English language where students are expected to acquire proficiency in both. Inputs from faculty members of the Department of Computing helped in arriving at the learning outcomes required. Technical description, authentic IT texts and a research project form the syllabus to achieve the required outcomes. The paper reviews certain strategies used to develop content based language courses through the integration of language and research skills with content.
Designing an ESP Reading Syllabus (Paper)
Designing a professional ESP reading syllabus poses a great challenge for both curriculum developers and syllabus designers in Vietnamese ELT contexts. The purpose of this paper is to make the task of designing an ESP reading syllabus a less challenging and more enjoyable one for all people concerned. The paper focuses on factors concerning needs analysis and students’ difficulties in reading, as well as factors relating to an institution’s objective, its resources and selected teaching approaches. The combination of the primary research (using questionnaires and interviews) and secondary research on the topic of ESP reading syllabus design throughout the paper highlights the importance of students’ and teachers’ needs analysis along with syllabus planning, design and implementation, and evaluation procedures to ensure a successful ESP reading course. Some key practical recommendations are made for program developers, syllabus designers and ESP teachers.
Alleviating Stress in the Classroom (Workshop)
Preparation for academic study abroad can be a very stressful experience for candidates both academically and personally. Students who have been accepted into scholarship programs usually have to join a pre-departure program, which involves developing their academic English skills and preparing for the IELTS test. This workshop is focused on strategies and activities that have been developed over a number of years to help alleviate stress and ensure that these students are well prepared for academic life abroad. The session will include activities that heighten students’ awareness of the debilitating effects of suffering from stress and the problems it can cause, and will offer a number of practical solutions that can reduce stress when it takes hold. Cultural appropriateness will be considered, although the solutions suggested can be applied beyond the classroom into a number of different contexts and situations. top
A Regimented Approach to Task 1 Graphs for the IELTS Test Intermediate Level Candidates (Workshop)
When attempting to describe a graph, candidates at intermediate level face a number of problems – first, meeting word requirement; second, changing the question rubric in their introductory paragraph; third, achieving clarity of organisation and expression and, finally, ensuring that an appropriate number of comparisons, linkers and referrals have been used. It is possible for trainers to enable such candidates to over-achieve by setting up standardised, easily-learnt guidelines which can be adapted to any bar, table, line, pie or multi-graph task. This results in cleanly-written graphs, which the examiner can comfortably read and follow, and Task 1 submissions which fulfil basic requirements.
A Three-pronged Approach to Grammar Instruction in an EAP Class (Paper)
Mr Richard Seow and Dr Zhu Shenfa
Most English language classroom practitioners agree that traditional grammar instruction is uninspiring and generally ineffective. Students hardly make the connection between grammar learned that way and editing of their own writing. Hence, university writing instructors are often faced with students who seem to know grammar in isolation but show serious problems with grammar in their essays. This paper describes an innovative three-pronged approach used in an EAP (English for Academic Purposes) writing course to raise awareness of grammar and help students edit their writing: 1) text editing exercises to help students spot grammatical inconsistencies in adapted authentic texts; 2) student-taught mini lectures and student-led discussion as a means of reviewing grammar; and 3) teacher-student conferencing on student essays. The paper will highlight materials designed for the course, ideas used in class, interesting grammar exercises written by the students and the positive feedback from the students.
English for Future Careers: Globalising for Mechanical Technology Students (Paper)
English for Future Careers is taught in some government universities in Thailand with the expectation that students will be armed with an English CV (Curriculum Vitae) and interview experience in English to boost their chances of employment once they leave. In reality, many Thai students will not be working in an environment where English will be part of the job requirement and there is even less chance of English being used in the interview process to find work.
This paper details how the English for Future Careers course has developed over time to reflect a form of “creative subversion” in order to comply with government directives and enable teachers to “adapt the course creatively” to maximise the benefits for students. Mechanical Technology students have learned to appreciate that even in north-eastern Thailand, English can be used to secure future work opportunities, making them part of the globalisation process. top
Exploring Cross-Cultural Interdependence with Video in Business English Classes (Workshop)
This demonstration will show how the presenter uses video clips to highlight an awareness of cross-cultural interdependence (the interconnectedness of cultures rather than the differences and similarities) while providing useful content for listening and speaking activities. It will briefly describe how she incorporated this technique into lesson plans tailored for Business English students in Moscow, Russia and then adapted for students at Hue (Vietnam) College of Foreign Languages. Clips came from a variety of news, special interest and entertainment sources.
The Russian students were Intermediate level and above, and all were working in the multinational work environment typical of Moscow today. Their initial interest in the cross-cultural focus of the materials was limited, and their resistance to hearing anything except “native-English” quite strong. However, the presenter was determined to incorporate voices and experiences from a variety of cultures and therefore a variety of Englishes.
STREAM: ELT in the Mekong (MEK)
English and/or Local Languages? (Paper)
This paper will focus on the major issues confronting regional language policy makers associated with the teaching and learning of different languages for different needs. Typically, these include the need for English as the international lingua franca and language of modernisation, a local lingua franca as the national language for national unity, and local languages as languages of identity and community. Choices faced by policy makers include which languages to use as media of instruction and when, and how to ensure that the languages complement each other rather than compete with each other. Particular focus will be placed on ASEAN countries. It will be argued that it is essential to ensure children become literate in their first language before they are asked to study in English. A consideration of the continuing use of local languages, given the domain spread of English and regional lingua francas, including the increasingly important Putonghua, concludes the paper. top
Ten Simple Ways to Improve Instruction in the Cambodian Classroom (Workshop)
Based on nearly two years of working with a cross-section of teachers in Cambodia, the presenter has compiled a list of key observations and suggestions for improving instruction in the Cambodian classroom. The presenter will share her observations and suggestions for integrating simple, teacher-friendly techniques for increasing student participation, expanding textbook activities, improving learning - and injecting a bit of fun! This workshop will be especially beneficial to new and developing teachers. A complete handout of ideas, including a list of teacher “Dos” and “Don’ts” will be distributed.
Finding the Right People for the Jobs (Paper)
Selecting and retaining the right teachers is the key to the success of ELT institutions. A school’s ability to maintain a steady flow of teachers to replace those who feel it is time to leave, and retain those who are of particular value to the school, is critical. However, the manager’s job of hiring and retaining teachers when away from the home environment can be more difficult than at first expected. This paper will give insights, from the perspective of Cambodia, to managers who need to recruit internationally for ELT schools in the Mekong region. top
Two Teachers are Better Than One: The Role of Counterpart Teachers in the ESL Classroom (Paper)
Counterpart teaching between local, non-native English-speaking teachers and foreign native English-speaking teachers can be a rewarding experience for both ESL students and teachers. But unlike team teaching, where both teachers are in the classroom at the same time, counterpart teaching involves dividing the classes between the local and foreign teachers. Each teacher devises their own lesson plans and, at the same time, communicates with their counterpart to make sure the lessons correspond. The presenters will draw on their experiences at the Australian Centre for Education to discuss the pros and cons of counterpart teaching, potential obstacles, and solutions to these obstacles, how to divide lesson planning, classroom time, and marking, and ways to ensure communication between teachers to achieve an efficient system of teaching that benefits the students and the teachers themselves.
Local Reality: No-cost Writing Stimuli for Your Language Class (Workshop)
In this session, participants will identify objects and activities in the localities and communities where they teach, to help second language learners and native-language literacy learners of all ages and various skill levels to acquire and express integrated reading, writing, listening and speaking skills. Teachers will learn how to supplement existing curricular materials with no-cost objects and activities that they can introduce immediately into their classrooms with minimal preparation. This will increase both the level of engagement of students in learning tasks and their subsequent language performance.
Teaching Grammar through Inductive and Deductive Approaches (Paper)
Have you ever varied your teaching method when presenting grammar in your classroom? Do you find it difficult to introduce grammatical structures in your class? Grammar is not often learned well in Cambodia. This workshop will demonstrate two approaches – deductive and inductive – for teaching grammar, as well as look at how both approaches work in different teaching contexts. The workshop will begin with examples of how these approaches are used in the classroom in Cambodia. The participants will then form groups to discuss these two teaching styles. Participants in the workshop will benefit from learning about these approaches, and they will also have an opportunity to practise them within workshop. They will then be able to apply these methods in their own classrooms. top
Confusion, Disagreement and the Reality of Teaching Grammar in the EFL Classroom (Paper)
The topic of “grammar” can usually provoke some kind of disagreement, controversy or at best, confusion. It is “learned”? Is it “acquired”? Can “explicit” become “implicit”? Should we even teach it? CAN we even teach it? If we can, then HOW do we teach it?
This paper will give an example of one teacher’s process for deciding the why, what, when and how of including grammar in a university EFL classroom. It will include determining goals, defining and finding teachable moments and it will provide examples of the “grammaring” used in the classroom. Student feedback on these grammaring “events” will also be shared.
Interactive Techniques for Teaching Grammar (Workshop)
Have you ever had difficulties getting your students to understand or checking whether they have understood the grammar points you have presented? Teaching grammar requires more than just sole dependence on rules and formulae. A variety of creative materials and practical activities are needed to promote an interactive and successful grammar lesson. Nevertheless, many teachers tend to rely mainly on exercise books, ignoring the importance and the creativity which can come from teachers’ own inspiration. In this workshop, participants will be given some simple, yet productive techniques on how to produce a fruitful grammar lesson that will actively engage the students. top
A Tailored Grammar Curriculum for Advanced Learners (Workshop)
In this interactive workshop, the presenter will first address the need for a tailored grammar course, designed on the basis of student input and intensive diagnostic testing. The course is designed to correct the individual grammatical errors of ESOL students and includes whole group discussion, group work and direct instruction. An individualised plan of instruction and study is created to address persistent student error patterns. Participants will explore various diagnostics and their analyses. Evaluation of student-generated syllabi will be discussed, as will implications for contextualised grammar in students’ written work.
Teaching Space (Paper)
Based on recent research, the presenter introduces some striking examples of how different languages create different experiences of physical space in the minds of their respective native speakers. He then shows how in English a number of specific spatial properties are at work in so-called “abstract” reasoning (e.g. the use of prepositions), although native speakers are usually not aware of this. These spatial dynamics are often absent or different in other languages. The above insights lead to a better understanding of why so many (Asian) students have problems structuring their thoughts and ideas and expressing them in English: they have learned the grammar and the vocabulary, but are not yet in touch with the spatial logic of “abstract” English. In the second part of this paper, the presenter makes some suggestions on how to teach “space” and gives some examples of how to use etymology in a productive way in the classroom. top
STREAM: Independent Learning (IND)
A Study into the Roles of Generic Materials in a Self-access Learning Environment (Paper)
Today, with increasing interests in the field of independent learning, empowering learners to take control and responsibility for their own learning (Dickenson, 1987) is one of the most challenging parts of the roles of educators. In order to promote independent learning, the crucial outset would be to equip the learners with relevant materials selection skills and learning strategies by introducing possible learning pathways so that the learners can apply the paths to a range of learning contexts. In this paper, the idea of “generic materials” (Gardner and Miller, 2005) to maximise both materials’ and learners’ possibilities will be highlighted. What are the learners’ reactions towards the materials? How could the idea be spread amongst learners? How could they be guided to recognise the importance of taking control of their own learning? These questions will be detailed by looking into the result of materials experiments and a questionnaire targeting Japanese undergraduate students.
Gender Differences in Language Learning Strategy Use (Paper)
This paper reports on a study designed to investigate the influence of gender on students’ choice of language learning strategies. The research involved 72 EFL students in Hanoi. Participants were required to complete a set of questionnaires, based on Oxford’s (1990) SILL. The collected data were computed and analysed using Spearman’s rho two-tailed test. This was followed by an informal interview with a smaller group to triangulate the data collected from questionnaires and obtain insights into the issue. The results revealed that (1) the students were medium-strategy users - compensation and metacognitive strategies were the most frequently used strategies, and memory and affective strategies the least; and (2) there were no significant differences between male and female students’ overall strategy use. Statistically significant differences were found in the use of affective strategies and social strategies, with female students being more frequent strategy users. top
Perceptions of ‘Globalisation’ and Independent Language Learning (Paper)
For students in developing countries, “globalisation” may carry various interpretations. It is interesting to know what this word means to students for it may elicit various behaviours. In the light of pedagogy, it may bring out a choice of way of learning reflected in students’ independent learning. A globalised world can be made possible with a global language. With its grip of power as a global language, English is learned by everyone who orients themselves to the global community. Outside the formal classroom, students advance their mastery of the language in their own way through available opportunities.
The aim of this presentation is to describe the interconnection between university students’ perceptions of globalisation and how they learn and advance their English outside the formal classroom. The description is based on questionnaires and interviews with random English Department students at a private university in Central Java, Indonesia.
Promoting Autonomous Vocabulary Learning in the Classroom (Paper)
For autonomous vocabulary learning to be successful, the development of a variety of activities is required, alongside the actual learning of words. This presentation will look at several activities which were implemented at a private foreign language university in Japan. These activities provided students with the ability to develop breadth of knowledge and the tools and strategies to pursue vocabulary learning independently. They included modifications of traditional methods and the trialling of new techniques. The presentation will provide teachers with a systematic approach that they can use in their own teaching environments. top
Learner Autonomy: The Roles of Web-based Reflective Journal (Paper)
Learner autonomy has been identified as a complicated and multi-dimensional construct. From being defined as an attribute of an individual or learning situation, learner autonomy has now been considered as a socially-situated variable, an interaction between an individual and his environment. Cultural differences particularly have significant effects on the attitude toward and manifestation of learner autonomy. Taking those aspects into account, this case study examined the roles of web-based reflective journal on developing the capacity for learner autonomy of Vietnamese EFL undergraduates. Analyses of the qualitative data showed that the online asynchronous forum provided students a useful opportunity to exercise their ability to control their learning process. It helps them in initiating, monitoring and evaluating their learning activities. Some pedagogical constraints identified during this blended course were put forward for further consideration.
Vietnamese Students and Autonomous Learning Activities (Workshop)
Alongside classroom instruction, which is often limited to a certain number of hours, autonomous learning has become an integral part of the language learning process. However, teachers sometimes do not pay enough attention to what their students are doing outside class. This session will give an insight into a number of autonomous learning activities created and successfully managed by Vietnamese language learners. Through vivid examples and inspiring stories, feasible activities ranging from English clubs and forums, volunteering and competitions, to material exchange and other creative activities will be shared. The role of teachers in monitoring, assisting and giving constructive feedback on learner autonomy will also be identified. Furthermore, the session will share handouts which present different methods, types of homework and optional activities that can inspire and instruct students to learn outside the class effectively.
Learner Autonomy in English Language Learning: Case Studies (Paper)
Increasing learner autonomy has recently been one of the foci in the curriculum for English language teaching and learning in Vietnam. However, the extent to which students can be trained to become independent learners depends on different factors. The purpose of this paper is to present the cases of three English learners who are identified by their teachers and peers as active or autonomous learners. The findings indicate that the learners’ active involvement in learning is greatly affected not only by their beliefs about language and language learning, about EFL teachers, about the learning environment and about future careers; but also by such dimensions as cognitive/meta-cognitive, affective and social. Suggestions for EFL curriculum and teaching materials development, for teaching methodology and teacher development are offered. top
Self-assessment in Academic Writing: A UAE Case Study (Paper)
The purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the degree to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between students’ and teachers’ scores, while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters, as well as amongst all of the raters for an average reliability score. In this case, the results were very promising, as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students to better understand English writing conventions and ultimately improve their writing ability.
Context, Social Networking Technologies and Language (Paper)
Dr Derek Nicoll and Mr Ron Klein
Included in the new world of communication and learning prospects are the relationships that may exist between different systems with the learner at the centre, as “orchestrator” of his/her own online learning environment (OLE). Building upon the observations of trans-cultural researchers, especially those who identify core differences in the ways that western and eastern minds construct worldviews, we consider that contextual methods of teaching or teaching contextually may help in teaching English within an Asian context. As many English teaching methods, textbooks and other teaching paraphernalia originate in the west, they have a bias to focus upon discrete “things” with palpable causes and effects and linkages to other activities and phenomena rather than generative complexes of relationships, values and meanings. Context invariably entails complexity in both the quantity and quality of relationships, and thus an educational approach that views the study of a language as a system.
Autobiography of a Japanese Learner: The Role of Schema in Language Acquisition (Paper)
Autobiographical research stems from a shift in the field of SLA to what is sometimes called “learner-centeredness”. Benson (2004) has suggested that autobiographical research has potential to uncover elements of SLA that cannot be explained from a universalist position. An in-depth study of an individual learner, however, can also uncover factors that warrant consideration from a universalist viewpoint. Linguists who undertake language study themselves have the potential for looking into the acquisition process at close range, and through the powerful lenses of SLA theory. This presentation will outline a diary study carried out by the presenter as an autonomous learner of Japanese as a foreign language: an out-of-class study was set up, based on one-on-one, weekly language exchanges with four native Japanese speakers, and the presenter’s own acquisition progress was observed. The two main findings were that noticing led to acquisition, and that this noticing was based on prior knowledge, or schema. top
Autonomous Learning in Large Classes (Workshop)
Research now confirms the need for both segmental and suprasegmental components of pronunciation to become part of an integrated curriculum that promotes communicative competence and develops global intelligibility. This changing need for global competency demands a more learner-centred approach that involves authentic tasks and communicative opportunities to develop critical learning skills. However, one of the greatest challenges to implementing this model in Japan is the demands of large classes. To address this problem at the university level and develop the communicative needs of individual students in large classes, the critical theory and practice of reflective journal writing may provide students with the motivation needed to self-direct part of their learning outside the classroom to develop intelligible pronunciation skills.
Promoting Discovery Learning through Implicit Grammar Instruction (Workshop)
This workshop relates to a study set up to investigate the extent to which discovery learning through implicit grammar instruction enhanced (1) students’ acquisition of English tenses and (2) students’ grammatical learning motivation. Subjects were 133 non-English-major students of intermediate level at the Center of Foreign Languages, Can Tho University. The study was conducted during nine consecutive weeks. The subjects were pre- and post-tested on grammatical competence with English verb tenses and answered a questionnaire on motivation after the treatment instruction. Analyses of the data included descriptive statistics tests, paired sample t-tests and Pearson’s correlations to answer the research questions. Results suggest that after the discovery-based approach course, the students’ scores on acquisition of English tenses in the post-test were significantly higher than in the pre-test. Their motivation for learning grammar through implicit grammar instruction was rather high.
Education for Development: Working from Within (Paper)
Education is both a means to, and an end of, development. Both education and development are inextricably linked to transformation but occur in a cultural context that may be resistant to evolution, creating a tension. Although there are significant constraints faced by the Cambodian education system, there are significant numbers of high performing students emerging from its tertiary system. This suggests that by understanding the factors affecting high performance performers, more “intellectual” output can be achieved, within the same system, with the same level of resources. This paper reports on a study which underpins primary data derived from a quantitative attitude and behaviour study amongst high performing, 4th year English language learners, with an examination of cultural variability based on a literature review and four years of practitioner experience. It will be suggested that critical thinking and independent learning are Buddhist precepts which can be leveraged to optimise intellectual output. top
Can a Self-access Learning Centre (SALC) Really Help Language Learners? (Paper)
When a Self-access Learning Centre (SALC) was set up at Thammasat University, teachers worked hard to encourage students to practise their English skills there. Aiming to make students see the benefits of using the centre, the researcher conducted a study to compare the achievements of SALC users with non-users in an English course. After it was made clear that their decision would not affect their grade result, 58 students volunteered to be SALC users and 66 volunteered to be non-users. When the course ended, the data were collected and analysed from the pre-test/post-test results, the investigation of the students’ log books, and the students’ responses to a structured interview. Although the study found that the achievements of SALC users and non-users were not significantly different, the value of both groups as autonomous learners could be observed, and teachers were recommended to find ways to nurture such desirable attitudes.
DJ Banana (Paper)
A popular English-language radio station in Phnom Penh features both native and non-native English-speaking disc jockeys. Their job is basically to talk between songs and advertisements. The talk of one of the well-established disc jockeys, an American whose radio name is “DJ Banana”, is the focus of this paper. Apart from talking about the songs he plays, or giving other monologues, DJB also sometimes invites listeners to phone in and share their opinions about a particular topic. This paper reports on an analysis of dialogues broadcast between DJB and three different callers expressing their views about Phnom Penh’s traffic. The analysis provides evidence (e.g. Initiation-Response-Feedback; other repair; paraphrase) that much of what DJB is actually doing could be construed as providing English language tuition to the callers and, by extension, to the wider listening audience. At a different level, he is also clearly preaching his own socio-cultural norms.
Using Music for Independent Study (Workshop)
For many learners, music is an integral, if not essential part of their daily lives. Numerous studies support the use of music in language learning to increase motivation or to expose learners to language in an authentic context. This workshop draws on research into how specially-designed worksheets using popular songs were used to encourage learners to become more independent language learners. Learners were asked to trial the materials and give feedback through a short questionnaire. Results showed that for many learners, although they had been previously exposed to learning with music in the classroom, it was a new concept for them to use songs for independent study. At the end of the research, learners showed continued interest in using the worksheets for self-study. In this workshop, participants will get a chance to sample a few worksheets and discuss within groups their usefulness in their own teaching context. top
Teaching Students to Learn English Independently (Workshop)
Grasping the best way to learn English independently is never an easy task for university students. Teaching them to self-study English on their own is even more challenging for English teachers in such non-native English speaking countries as Vietnam, Laos and Cambodia. In most English syllabi, linguistic training is the main focus, while explicit learner training seems to be overlooked. However, the presenter will argue that successful learner training requires not only students’ mastery of “how to fish” (i.e. self-study skills), but also teachers’ creation of “a river to fish in”. This “river” refers to the development of a dynamic and interactive classroom setting. This session will allow participants to experience practical approaches and classroom activities which motivate independent learners. Reference will be made to the Foundation Studies Department at Hanoi University, which has successfully incorporated independent language training into the curriculum.
Using Dialogue Journals to Get Students Writing (Paper)
A dialogue journal is a written conversation between two people. They are an informal way to get students more comfortable writing in English. This session will discuss how dialogue journals are being used with Cambodian journalism students to enable them to write more fluently and think critically about their learning.
English Co-curricular Activities: A Gateway to Developing Autonomous Learners (Paper)
Mr Xiao Liangrong and Miss Luo Ming
It is commonly believed that co-curricular activities are complementary to classroom instruction, which is particularly the case when it comes to English learning in an EFL context. English co-curricular activities not only offer many opportunities for learners to use the target language in context, but also serve as a gateway to developing autonomous learners. By observing and examining various English co-curricular activities currently employed in a large southeast university in China, the researchers attempt to explore the functionality and impact of these activities on learners’ independence as well as interdependence in learning English. By highlighting the salient findings through the analysis of the data collected from learners’ reflections, interviews and faculty input, the presenters will discuss the pedagogical implications for English curriculum and co-curricular development in EFL settings pertaining to cases such as China and Cambodia. top
STREAM: Methodology (MET)
Collaborative Learning: A Tale of Two Models (Paper)
Mr Brad Blackstone and Ms Wong Soon Fen
Current literature shows that collaborative learning can provide learners with the experience that facilitates highly effective learning. This paper describes two models for implementing collaborative learning methodologies in EAP and ESP. One model - the CALL version - involves small numbers of students working together as “blogging buddies” and in blogging groups. This methodology will be shown to help students optimise digital literacy and interactive writing opportunities, increase an awareness of audience for their writing and develop more astute editorial skills. The other model - the low (or no) technology version - involves students working together through games, quizzes and other task-based activities. This simple approach will be shown to enhance students’ thinking as they learn the English language in a challenging, meaningful and fun way. The paper will focus on the principles and practical tips drawn from successful collaborative activities in the classroom.
Teaching in English, Learning in a Foreign Language (Workshop)
This workshop session will examine some of the issues and problems facing non-native English speaking university students and teachers who study and teach in English. After some initial thoughts from the presenter, workshop participants will be asked to contribute their own experiences which will form the basis of a number of mini-discussions.
Participants will first consider some of the issues relating to the use of English as a medium of instruction (MOI). In particular, we will discuss whether we feel our students agree with the choice of MOI and what language students and teachers actually use in the classroom. We will then focus on three types of problems our students encounter related to the MOI - student-centred, teacher-centred and resources-centred. Finally, some suggestions will be made with regard to some ways that teachers can help provide a more supportive learning environment for their students.
Is Non-use of Learners’ L1 by an Instructor Effective in EFL Classrooms? (Paper)
Of great interest to EFL classroom researchers is the question whether or not instructors should use their learners’ L1 in EFL classrooms, especially in culturally homogeneous environments such as Japan, where the majority is monolingual. However, there is little discussion available on this issue. This paper presents a study which examined how much effect the variation of teacher talk produces on EFL learners’ performance, especially listening comprehension skills, by chronologically observing a Japanese first language (L1) instructor’s classrooms at a university. The findings of this experimental study indicate that the less learners’ L1 is used by the instructor, the more the learners’ listening comprehension skills were improved within even a few months. Furthermore, the effectiveness of the learners’ listening comprehension skills was found to improve in short conversation exercises to a greater extent than in long statement-style conversation exercises.
Five Fingers and a Piece of Chalk (Workshop)
Have you ever returned from a conference with armfuls of teaching ideas, none of which you can use because you do not have the resources, books or equipment? Or have you ever arrived for a lesson only to find that the computer is down, the students have forgotten to bring their books, and the photocopier can’t be repaired until next week. If so, this workshop is for you.
The presenter will introduce you to a variety of techniques, games and activities that require little more than five fingers and a piece of chalk. The emphasis will be on showing you that effective teaching does not rely on technology, and that teachers can create effective and enjoyable lessons using only those objects they find around them. All the ideas presented will be adaptable, meaning that they can be used just as effectively with young learners as well as adults; with beginners as well as advanced students. top
Teaching Grammar on the ‘Learner-centred’ Principle (Paper)
Teaching grammar is traditionally considered by many language teachers as a “one-way” process. This leads to the dominant role of the teacher and student’s passiveness in grammar classes. How to motivate students, make them really involved in grammar class, interested in language patterns and able to produce grammatically correct sentences is really a challenge for the language teacher. The solution may be to turn the process of teaching and learning grammar into “a voyage of discovery” as suggested by Eric Hawkins (1996). This presentation reports on a pilot project conducted in a class of 53 students majoring in English at Nha Trang Teachers Training College, Vietnam. Each grammar class is a cruise to the land of “grammar”, with certain students as tour guides, others as tourists and the teacher as supervisor. The first survey shows the students’ positive attitude and motivation in this way of teaching and learning grammar.
Communicative Language Teaching in Vietnam: What We Can Learn from the Chinese Experience (Paper)
In spite of the wide spread acceptance of Communicative Language Teaching methods by ESL professionals, traditional methods persist in many countries in Southeast Asia. Sharing insight gained from teaching EFL to University students in Vietnam, then comparing that to the experience of teaching college students in China, the presenter hopes to convey a sense of both the challenges and the opportunities facing teachers who choose a more communicative approach. The Chinese Ministry of Education set goals focusing on a more communicative approach almost a decade ago. Results have been mixed, but their experience suggests some very specific areas for reform if communicative goals are to be reached. These same areas of reform can be translated to other Southeast Asian countries like Vietnam where the demand for English learning is accelerating rapidly.
Towards a New Perspective on Teaching Culture (Paper)
Culture is one of the key perspectives in language teaching because language and culture are both indispensable. Language and culture may be inextricably tied together but no language is inextricably tied to any one culture (Smith 1983). As the English language has spread and developed rapidly in a global range, the culture of English no longer belongs to the culture of the Anglo-Saxons. As English today is used worldwide as an international language, this study will present a perspective on teaching culture, namely teaching culture in the framework of World Englishes (see, e.g. McKay 2002). Using a questionnaire, this study further aims to analyse teachers’ and students’ views on World Englishes and teaching culture in the new era of English. Finally, the paper will conclude that English language teaching should also focus on different cultures of “Englishes” and build an awareness of socio-cultural competence in developing students’ communicative competence.
Task-based Lesson Plan Development (Workshop)
This workshop will provide a model that can be utilised in designing task-based lesson plans. Groups will chose a task and design a lesson plan following the model’s format, briefly share their ideas taking Cambodian learners into consideration, and discuss logistical issues in implementation.
The task-based lesson plan format will cover (1) the relevance of the topic to learner needs (Student-centred); (2) concept formulation and culture-related aspects – the importance of conveying to the students the information they need in order to perform the task (Teacher-centred); (3) practice and personalisation, where students plan how to do the task (Student-centred); (4) integration application and experience, as students role-play the task/s (Student-centred); and (5) evaluation, supplying feedback to student/s and addressing problem areas and issues where appropriate (Teacher-centred). top
Textbook Adaptation for Motivating a Wide Variety of Learners (Workshop)
Mr Greg Goodmacher and Ms Asako Kajiura
Engaging the various combinations of learning styles that exist within our classrooms increases motivation. The average class includes visual learners, auditory learners, kinaesthetic learners and other types of learners. A multi-dimensional approach to teaching is necessary to stimulate and help all of our students. This approach helps students to achieve not only cognitive, but also sensory and affective experiences of texts. Most textbooks are written for analytic learners. This workshop explores this situation. Participants will consider examples of multi-dimensional activities designed to supplement textbooks that are used in many areas of Asia. The presenter will facilitate the examination of textbooks with the purpose of considering how to improve them. Participants will collaborate and come up with creative solutions on adapting textbooks for a wide variety of students.
Meaning-focused Dictation (Paper)
Dictation is one of the few exercises that have been consistently employed throughout the history of language teaching. It was a mainstay of the grammar translation method, but fell out of favour during the Audio-Lingual era because of its perceived emphasis on writing over listening and speaking. Recent approaches to language teaching have brought a resurgence in the popularity of dictation, but have sought ways to make it more communicative. This paper will review the theory of and present updates to dictation methodology. Meaning-focused dictation requires learners to process a sentence for meaning before they write it. This can be accomplished by requiring them to make a binary decision, such as True/False or Agree/Disagree, before writing. After making their decision, learners write the sentence in a labelled section of their handout. This is a low-cost technique that is easy to make and grade, and requires little investment in equipment or printing.
Global English Education as International Relations (Paper)
English education in Japan is examined as: (1) vital to the national promotion of kokusaika (internationalisation); (2) service-oriented, commercial industries for the strengthening of national, cultural, corporate and consumer identity domestically and abroad; (3) governmental and industrial policy for the orchestration and regulation of a global consumer-capitalist system; (4) a forum for transnational struggle between conflicting ideologies to manifest itself; and (5) divergent national policies promoted by the state, but re-interpreted by individuals teaching in the promotion of international understanding and global cooperation. Findings from this study are of great significance to a wide variety of social disciplines in terms of better understanding state modes of regulated social change and the extent to which a new, professional class of teachers from English-speaking nations influence and direct social trends in the transnational environment
Developing Fluency in the Language Classroom (Workshop)
“Accuracy” and “fluency” are terms that teachers frequently encounter, and a great deal of classroom practice often appears to be devoted to achieving “accuracy”. But what about fluency? What is fluency? How can teachers develop fluency in the language classroom? What opportunities exist for fluency development in the local environment? These are some of the questions that this workshop will seek to address. Participants will increase their understanding of the conditions necessary for fluency development, experience fluency development activities, and consider how to apply this learning in the local context. The primary audience for this workshop is intended to be Cambodian teachers of English, although teacher educators in Cambodia may also find it of interest. top
Form-focused Corrective Feedback and Critical Thinking in Teaching Literature (Paper)
Mr Keuk Chan Narith and Mr Kea Sothy
It has been argued that literature should be treated as a subject separate from and quite independent of English language work (Burk and Brumfit, 1983). To what extent this division works in an EFL language learning context, especially a Cambodian context in which English language is spoken as a foreign language, is questionable. This paper will demonstrate the current situation and ways of teaching and learning Literature Studies at the English Department in a Cambodian university. The presentation will refer to a case study which interpreted 15 final reflection papers written by 15 selected junior students after a period of four weeks of study. The findings highlighted the significance of an innovative approach of form-focused feedback and critical thinking practice in Literature Studies classes in this context. The presenters will suggest that a form-focused approach, together with critical thinking practice, is an effective approach for teaching and learning literary texts.
Keeping the First 15 Minutes of the Class Lively, Interesting and Useful (Workshop)
Good classroom management coupled with students’ own motivation to come to class are important to the success of a lesson. However, some teachers find it difficult to control the first 15 minutes of a lesson, particularly with latecomers dribbling in. There are many interesting activities teachers can use in the first part of the lesson to stimulate the class and encourage latecomers to be on time. In this workshop, participants will discover a variety of short activities, using all macro skills, which have been successfully used in the classroom in Cambodia to keep the first 15 minutes of the class lively, interesting and useful to students’ broader learning. Along with the practical examples, inspiring explanations from the presenters will be given.
Vocabulary Teaching Should Sparkle: Motivate Students with Activities (Workshop)
Ms Megan Vetter and Mr Fang Xing
“Without grammar little can be conveyed; without vocabulary, nothing can be conveyed” (David Wilkins). In light of the importance of vocabulary in language acquisition, teachers in an active learning classroom must use efficient and motivating techniques to broaden students’ vocabulary in the three vital areas of form, meaning, and usage. This workshop presents many hands-on skills and activities such as predicting meaning in context to emphasise meaning and usage; games such as charades, Pictionary, and Taboo to focus on meaning; and interactive word maps to focus on all three dimensions. These techniques will facilitate learning; energise your teaching and content, as well as encourage students’ passion for English. top
ESP and the Tourism Industry: Using Pictures to Teach Hotel English to Beginners (Paper)
This presentation will focus on the use of pictures in teaching Hotel English to a group of adults participating in a Hotel Training Program in Siem Reap, Cambodia. The English component of the training program was designed to teach the trainees (beginner level) the linguistic skills required to work in the local hotel industry. The choice of pictures, as a pedagogical strategy, was influenced by the range of educational backgrounds and learning strategies of the trainees. Also, the lack of commercially available English language publications for the hospitality industry at beginner level made it necessary to develop new materials. This presentation will demonstrate how pictures (including home-made photographs and video) were used to present, practise and produce language. They were used for mechanical, controlled and free practice, and reused and recycled in a series of activities.
Teaching Task-based Learning (Paper)
While teaching a course in a computer lab with the goal “to give students advanced information retrieval and processing skills with the aim of improving their communication ability”, the author chose to use a project-based learning approach. The students researched and created a multimedia document about a chosen country for the Foreign Country Project. In the second semester, the students maintained a class blog about Japanese culture called the Japan Information Communication blog. The instructor will also discuss a class that produced their own comics in English. Discussions of these projects are followed by discussions of students’ perceptions of learning in these projects. The conclusion suggests several organisational and structural changes that could improve student productivity and learning in this project based class.
The Advantages and Disadvantages of Grammar Translation (Paper)
Non-native English teachers in Thailand are often confused about appropriate teaching techniques when teaching English. The grammar translation approach, which has played a very important role in language teaching internationally for centuries, is also still one of the most popular methods in Thailand. This paper investigates the importance of this teaching technique by explaining its advantages and disadvantages as proposed by well-known educators from the past up to the present time. Finally, the presenter forecasts the future trends for this teaching method in Thailand as well as some implications for teaching English in Thailand. top
Stylistics (Paper)
Many EFL teachers avoid using literature in their classes, because they assume it does not assist language learning, especially as the language is likely to be too complex for their students. This obviously is a shame, because not only are literary texts, unlike most examples in textbooks, authentic, they are also models of excellence in writing.
This paper explains how stylistics provides an effective linguistic tool for approaching language in general and unlocking meaning in literary texts in particular. Through explicitly linking language to meaning in authentic texts, stylistics can greatly enhance learners’ language acquisition. At the same time, such an analysis introduces into language lessons the uniquely rich resources that only literature can provide. Part 1 of this paper explains what stylistics is and how it works. The second part of the paper provides an example of stylistic analysis as applied to a particular text.
Signposting a Socially-aligned Approach to Language (Paper)
The prevalence of modernist assumptions in second language education (SL) appears to conceptualise language learning as either cognitive deposit or cognitive deficit. As a result, most of the attendant approaches to SL have either viewed learners as passive recipients of knowledge or as programmed information processors. Such a position not only fails to account for the dynamics of learning in a real time context but also denies students their voice and agency. In this sense, most of the theories in SL have overlooked the socio-cultural realities of language learning and are therefore perceived to be asocial. To mitigate this, we need to attempt an alternative understanding and explanation of SL, which will empower both the teacher and the student in their attempts to effect constructive changes in their social settings and in their endeavours to become well-informed citizens of our world. This paper will discuss insights and issues for teaching.
Linking Verbal and Visual Text (Paper)
This paper takes as its starting point the oft quoted saying “a picture is worth a thousand words”. This idea has now been given greater weight through research which indicates that recall of a film story line averages 90% whereas recall of a narrative from the printed page averages 10%. Students operate in a global visual world, many professing to prefer films to books, yet are often confronted by fairly dense verbal texts in their studies. How can we use students’ visual learning preferences and visual literacy competence to link these two types of data, visual and verbal, in a way which contributes to the learning process? By this, I do not mean adding pictures to enhance a piece of writing - although this is an excellent use of them. I rather mean the creation of a visual text or artefact by the student as part of the learning process. This paper will show how students can create and respond to visual text within an English language setting which encompasses all four language skills.
Active Ways of Teaching Vocabulary (Paper)
If we compare studying English with building a house, vocabulary can be considered as a brick to build a wall, whereas listening, speaking, reading and writing are four walls to build that house. Learners cannot make a house if they do not know how to choose the right brick. This paper will show the ways to do so effectively.
The problem is how to help learners self-study with the outbreak of information from the net, how to lead learners to active and meaningful words from which they can enlarge their vocabulary. Such problems will be demonstrated, along with facts relating to Viet Nam and maybe in other countries, such as Laos and Cambodia. Hopefully this paper may provoke further concerned discussion. top
STREAM: Motivation (MOT)
Self-motivation Enhances Teacher Professional Development (Paper)
This paper reports on a study of the challenges encountered by teachers in their professional practice in dealing with a range of complex situations, both personal and external, in an attempt to create an improved teaching and learning environment. The teaching of English for Specific Purposes (ESP) at Trisakti University in Jakarta, Indonesia is faculty-based and aims to develop both reading and writing skills using language samples relating to the disciplines of each faculty. However, students’ immediate needs to learn ESP relate to their understanding of the importance of English for their future careers, which is affected by their teachers’ motivation in teaching ESP. In accordance with the need to be self-motivated, teachers need to bring about changes not only for themselves but also for the students in compulsory ESP. The result of the study shows that when teachers are self-motivated in creating dynamic classroom environment students will perform well. top
Strategies of Successful Language Learners (Paper)
English is one of the most widely studied languages. English language teaching strives to be learner- centred. Teachers are finding ways to help learners be successful. This paper presents research conducted by a teacher on successful language learners to investigate the strategies they use. Chulalongkorn University first year medical students, successful language learners, were participants. They were interviewed and kept a journal about their language learning experience. Also, the teachers teaching at the university level were interviewed. This paper describes the research methodology and instruments, data collection and analysis, findings, and discussion of successful language-learning strategies. This paper presents these good language-learning strategies and discusses how teachers can apply them to their teaching. The findings can assist researchers, course writers and designers, and teachers of English when teaching, writing and designing a course and curriculum, as well as being useful for English language learners.
Motivating Development in the Writing Class (Paper)
This presentation describes a study concerning third-year, Japanese university students in their creative-writing skills class. In this class, the goal was for students to submit a 50-word essay to the JAFAE (Japan Association for Asian Englishes) Extra Short Story Competition. The author’s goal was to consider which way to go forward in the writing curriculum. The study constitutes a piece of action research in which written work, classroom dynamics and feedback in learning journals were monitored over a 15-week period. The study tested the hypotheses that (1) students work well when there is a non-exam goal and (2) action research can increase motivation. It found that students were motivated by the innovative methodology proposed and enthused by the chance to submit their work for a competition. A further, unexpected, conclusion was that modern life-style developments force teachers to readjust classroom content.
Using ‘Getting in the Mood’ to Teach Stories (Paper)
Using appropriate activity in language classes helps not only to motivate learners’ participation, but also to create a fun atmosphere. Teaching a story through “getting in the mood” activity encourages learners to build up their imagination and present their own reflection towards the characters when a scene is read to them. This kind of activity can be adapted to different types of story and with different levels of students. top
Creating Rapport and Motivation through Language Choice (Workshop)
This session will give participants insight into specific aspects of the mental processing of language, outlining effective, conscious language strategies for building a positive and enthusiastic learning environment. Specifically, this workshop will engage participants in the process of making effective language choices for giving instructions and assignments, dealing with problem students, test preparation, and increasing internal motivation. The information presented is based on the principles of hypnosis and neuro-linguistic programming (NLP) as the speaker has applied them in the classroom. These principles, regarding conscious and subconscious language processing, point towards specific language guidelines that can be easily applied in various contexts and continuously expanded upon for greater effectiveness. The session will include both lecture and hands-on workshop activities, followed by a question and answer session.
Beyond Language Teaching (Paper)
It is common knowledge that good course books and teachers play a very important role in the effectiveness of the English learning process. However, the main factor of success in learning English sometimes comes from none of these but from learners themselves. Also, in a learning environment like Vietnam where remoteness and personal irrelevance of materials somewhat prevent students from obtaining positive results, the teacher’s role in making these materials “closer” to learners and motivating autonomous learning among them would be of great significance. Since Vietnamese learners are often teacher dependent, promoting independent study may bring a new direction of teaching and learning English. Teachers, besides their position as language trainers, can have a remarkably powerful influence on students. Therefore, this paper focuses on teachers’ ability to change the learning “attitude” among students as well as their role in promoting students’ self-study with even very basic textbooks.
Using Warm-ups Effectively to Energise a Classroom (Workshop)
This workshop will focus on the benefits of using fun and creative warm-up activities to increase learner motivation and inject energy into a classroom. It can often be difficult for EFL students to instantly shift from their mother language into the target language (i.e. English). Warm-up activities can function as a bridge into the English context and have students interested and active to begin the class. This workshop will offer an overview of the different types of warm up activities possible and then demonstrate a selection of these with the participation of the audience. Thus participants will not only have the chance to learn about a range of ready-to-use warm-ups, but also gain first-hand experience that will allow for easy application to their own classroom environments.
Teaching the Way Your Students Learn: Exploring Multiple Intelligence Theory (Paper)
This workshop will open with a description of Gardner’s theory of Multiple Intelligences (MI) and the core components and developmental factors. Input from participants will be invited in discussions on the cultural value of the different forms of intelligence, to set the theory in the relevant local context. Workshop participants will then identify and profile their own set of intelligences. Putting the theory further into practice, key principles behind the development of intelligences will lead to an exploration of how teachers can draw upon resources in their local setting. The next phase presents approaches for educators to assess intelligences in their students and methods to introduce learners directly and indirectly to MI principles. This workshop will close with group work to consider the application of MI theory under the ecological factors present for learning, and the issues for classroom practice faced in the diverse contexts of the participants.top
Enhancing Students’ Communicative and Critical Thinking Skills: Using Documentaries (Workshop)
The use of multi-media resources in the language classroom is not uncommon. The use of videos, especially authentic ones, has been utilised because of their “real life” value (Sherman, 2003). With technological advancement, the media (formats) in which these resources are stored and screened have changed dramatically over the last 10 years, making them not only more accessible and convenient to teachers, but also more lively and “understanding-friendly” for the students through the availability of a selection of subtitles. This presentation uncovers students’ attitudes towards the use of documentaries in the language classroom and their effectiveness, and the usefulness of the activities designed. Practical suggestions and considerations will be presented on the planning, execution and evaluation of documentaries and follow-up activities.
Games and Activities to Increase Motivation (Workshop)
The aim of this workshop is to demonstrate some games and activities to help make lessons more enjoyable for both teachers and students. It is mainly aimed at teachers who have limited resources and large classes. The participants will be encouraged to take part in the activities, which have been designed to be good fun. This spirit of fun will in turn aid learners’ motivation and be complemented by a competitive element. The activities are aimed at improving vocabulary and grammar, while at the same time encouraging learners to develop confidence and fluency. Teachers will have to do some preparation when using these ideas for their own classes, but all the materials are reusable and can be made from everyday products. So, there is no need to rely on any expensive technology.
The Dynamic Interplay of Global, Local and Individual Sources of L2 Motivation (Paper)
One strand of recent research in L2 learning motivation has demonstrated the power of an “international posture”, thought to be more relevant in EFL contexts than integrativeness toward a particular L2 group. Another strand has begun to investigate the motivational force of a vision of an “ideal L2 self”, arguably quite individual from learner to learner. In contrast to both these future-oriented sources of motivation, the immediate learning environment and local circumstances can often be the most powerful motivators or demotivators of L2 learners. This presentation will report on how these and numerous other motivators interact over the course of school-instructed learners’ years of classroom instruction. The particular data come from Japanese learners of English, but the global/local/individual dynamics that emerge will certainly be applicable to other populations of learners, and a methodology for how teachers and researchers can investigate their own learner groups will be outlined.
Motivating the Unmotivated (Paper)
Presence, engagement and achievement are the three key elements in education. All three are closely linked and almost inseparable. But what happens when there is a weak link that disrupts the equilibrium? Can one be engaged if not present? Can one achieve if not engaged? By finding out what is a supreme and essential driving force behind all three elements we can make the system function to the fullest. For wanting to be present, for being willing to engage and for wishing to achieve we all need motivation. Motivation is the only driving force that turns those insecure and confused teenagers into successful and contented adults. “Unfortunately, there is no single magical formula for motivating students” (Davis, 1999). However, effective learning depends on effective teaching and we, as educators are hugely responsible for the final outcome. Here you will find some of the answers to your questions. top
How to Engage Teenagers in Class (Workshop)
Teenage learners are often felt to present a particular challenge to teachers in the classroom. While being old enough to become emotionally invested and interested in the topic at hand they can also be infuriatingly unresponsive to what many teachers might consider even the most exciting content!
Working together, participants in this active workshop will review why it is that teenagers are thought by some to be tough to teach (and perhaps challenge that notion), before examining the root causes of troubles that are commonly experienced in the classroom with students aged 13-18. Participants will then work together on a variety of activities guaranteed to get teenagers talking! The presenter will illustrate activity types and activities using examples from Engage, a bestselling course for teenage students from Oxford University Press.
Representations of Native versus Non-native Teachers among Malaysian Students (Paper)
Mr Regis Machart and Ms Lim Sep Neo
Motivation and attitudes play an important role in second language learning. Attitudes cannot be directly accessed but they rely on representations which can be studied. In the case of the foreign language classroom, representations of education, of language learning and of the studied language and culture may have an impact on the attitudes of the learners. The native teacher is potentially the crystallisation of these representations and thus, the motivation of the students may vary depending on the instructor’s origin. This paper reports on a study where Malaysian learners of foreign languages answered a questionnaire on native versus non-native teachers and the data were then analysed in order to reveal intergroup contrast (Tajfel & Wilkes), assimilation effects (Tajfel, Sheikh, & Gardner) and intergroup discrimination (Tajfel, Billig, Bundy, & Flament). The result shows that there is no clear difference of representations between native and non-native teachers for Malaysian learners.
Students’ Expectations and the Language Learning Context (Paper)
Dr Richmond Stroupe, Mr Alex Chirnside, Mr Greg Lindeman,
Dr Laurence (Lary) MacDonald, Mr Daniel Sasaki, and Ms Helen Smith
Students and teachers enter educational contexts with expectations regarding educational outcomes, assessment procedures, participation levels and class activities. Depending on whether they are met, these expectations may determine not only students’ class performance, but also their persistence with language study. Both educators and students may base their views on divergent educational philosophies, cultural contexts and vastly different past experiences. As educators, we must work with students as they come into our classrooms on the first day, with predetermined expectations. The presenters will report on current findings of an investigation at a Japanese university into students’ expectations, attempting to determine how students develop expectations related to language learning, how these expectations change, whether students’ expectations run contrary to those of teachers, and for teachers, whether the expectations of students are reflected in what we do in our classes.
Encouraging Cambodian Learners to Participate Using English (Workshop)
Do you, most of the time, see your students shift to their mother tongue when assigned to work in groups? Encouraging Cambodian students to participate by using English in small group discussions requires patience and strategies which most Cambodian teachers fail to achieve. As a result, many Cambodian learners, who have limited exposure to the target language, experience some difficulty in using the language and are reluctant to take part in any activities in the class. Therefore, there is no doubt that most Cambodian students remain silent throughout assigned tasks. This workshop will introduce a number of activities which participants can use to interactively engage their students in the classroom and to create a habit of speaking in the target language. top
STREAM: NEW Materials (NEW)
Helping Students Become Communicatively Competent Speakers (Workshop)
How do we define a “Communicatively Competent Speaker” - and once this has been determined, how do we set about helping our students become communicatively competent speakers? In order to develop into truly communicatively competent speakers, learners need thorough practice of grammar, vocabulary and pronunciation. Working together, participants in this workshop will review why it is vital for students to have a comprehensive knowledge of each of these areas. They will also examine the consequences of not having a balance of these abilities, before finally looking at a variety of techniques and activities that will quickly help students improve their skills in each of the aforementioned areas. This presentation demonstrates to teachers how they can enable their students to develop communicative competence and become independent learners through the use of a variety of techniques and materials from the new American English File series.
Using Short Stories in the EFL Classroom (Paper)
Short stories of about on e-page in length can be a good motivation for EFL students. First, they are short and can attract students to finish the story within a short span of time. Secondly, students can practise not only reading skills, but also other language skills such as speaking, writing and listening. Thirdly, they can be used in class or as supplementary material. The presenter’s short story collection, with a Thai translation, is divided into four categories (romantic, life, animals and others) with true/false questions at the end for testing purposes. True/false questions are quick to complete and many reading skills (e.g. meaning from context, cohesive devices and main ideas) can be tested as well. The paper will also discuss how the same story can be an input to practise other language skills and will show the result of a short story survey conducted with EFL students in Thailand.
Teaching the English of Mathematics (Workshop)
Ms Kathy Ewing, Mr Bill Huguelet and Ms Kim Vaughn
Despite broad differences in mathematics and English backgrounds, academic students across our rapidly globalising world share the same need to recognise, manipulate and communicate mathematical terminology in English. The language of mathematics (e.g. explaining word problems, discussing solutions, using jargon such as “we divide 96 by 12 and get 8” and “12 goes into 96 eight times” is rarely included in ESL/EFL curricula. Thus, students struggle with English mathematics courses regardless of their L2 English proficiency or L1 mathematics competence (Chapman, 2004; Gardner, 2005). This workshop involves the audience in understanding students’ specific English for mathematics language needs, which were found to be identical at an American college and a Middle Eastern university. Two solutions, an ESL basic college mathematics course and an online, self-access program, are discussed. A free mathematics software program will be available online in summer 2009 and handouts will be provided.
The Use of Comics/Cartoons to Reflect Culture and Learn English (Workshop)
Participants will look at comics from the United States and use reading comprehension to determine comic sequence and/or cultural awareness. Are these comics historical or political, or do they reflect basic everyday culture? Is each individual comic independent of the previous one, or do they tell a story so that they must be presented in sequence? Participants will then learn basic techniques in drawing cartoons and create their own comics that reflect Cambodian or indigenous culture. Each participant will be able to take to his/her classrooms authentic samples of US comics. Humour is an excellent motivational tool for students. Come and express yourself in English! top
Comic Crazy/Manga Madness (Workshop)
As a way to encourage students to learn English, the presenter has included the use of comics in his lessons. It is a great way for students to enjoy learning and is something they can relate to. He has used comics with varying degrees of technology and with different age groups. In this workshop, examples of different possible activities that are based on using comics will be presented, along with some examples of lessons varying from very simple, basic and short (15 minutes of basic fill-in-the-blank comics for young students) to very technological and time intensive (one week English summer camp for university students, using power point and digital cameras). If time permits, a few examples will be explored with participants. There will also be ample time for questions, suggestions and chances to exchange ideas.
Service Learning in the EFL/ESL Classroom (Workshop)
Service learning, like other forms of experiential learning, offers students educational opportunities unavailable in the classroom. When applied to EFL/ESL, students are able to use English in real life situations while concurrently developing social skills and critical reasoning skills. Students develop listening and speaking skills through structured reflection activities in which they share experiences and feelings and cooperatively solve problems. Students also develop their writing skills through reflective writing on personal growth and development. Finally, service learning fosters ties between schools and communities and strengthens students’ understanding of and commitment to their communities.
This workshop will present the findings of five years of service learning in EFL at the Diplomatic School of Yangon, Myanmar. Workshop participants will learn how they can incorporate service learning into their own curricula, regardless of the age or English level of students.
STREAM: Professional Development (PRD)
The Initial Stage of Organising Inter-school English Activities (Paper)
This paper reports on a five year journey of organising inter-school English activities in Hong Kong, the special administrative region of China. It is based on papers supporting the usefulness of different language activities in the classroom. While there is a demand for more English-capable professionals in Hong Kong, secondary schools face different constraints when preparing students for their future. This paper discusses the problems seen in the preparation of inter-school programs and the practical concerns teachers have when preparing students. It concludes that while language learning is undertaken for the betterment of one’s life, parties concerned have different definitions for betterment itself. More reflection is needed on whether we have been preparing young people to excel in a bilingual society, or we are preparing them simply to enjoy everyday wonders in life.
Improving Language Education in South East Asia through Action Research (Paper)
English teachers in the member countries of ASEAN are teaching diverse groups of students. Materials, methods and curriculum from more developed countries are not always applicable to the needs of students or adaptable to the environments in which teachers are teaching. Action research offers a method of facilitating educational change, through enabling teacher reflection and allowing teachers to engage with research at the site of actual instruction. Action research offers a way of meeting the pedagogical needs of students and communities in a culturally and linguistically diverse region. top
Professional Development Goes Global (Paper)
Globalisation has had an indelible impact on language teaching, from what we teach to the way we teach, from whom we teach to who is doing the teaching, from where students come from to where they are going to. Professional development has to try to keep up with these multifaceted changes and bridge the gaps between expectations and realities, between tried and true traditions and much-needed innovations, between student needs, teacher beliefs and administrator requirements. This presentation will illustrate ways of meeting these challenges based on a on the range of professional development opportunities offered at a university-affiliated English language centre in southern China. The presentation will briefly introduce the rationale for the individual components of professional development, discuss data from questionnaires and focus groups on the acceptance rate and evaluation of these components, and explore future directions, hopefully in dialogue with the audience
You Know English - But How Well Do You Know England? (Workshop)
Across South East Asia, more and more people are learning English. But how well do they know the country from which this language originates? The image often given in textbooks is both outdated and misleading. As teachers of English, few of us have had the opportunity to live in the UK. How then can we teach students about the real Britain of the 21st century?
This lecture will take a light-hearted look at some of the common myths about English culture, lifestyle and customs. Participants will discover a very different England from the one normally found in language course books used across Cambodia. Participants will also be introduced to some of the new words that have been added to the English language in recent years. So, if you still think that Britain is covered in fog and populated by shy, reserved tea drinkers, this presentation is for you.
Co-teaching Successfully (Workshop)
Ms Felicidad Garcia and Mr Eath Somnang
In this session, Peace Corps volunteer Ms Felicidad Garcia, and her Cambodian counterpart, Mr Somnang Eath, will share their experiences working together for the past two years at Chea Sim Upper Secondary School in Tany Commune, Angkor Chey District, Kampot. The workshop will discuss the value of co-teaching and present English language activities that can be co-facilitated so they benefit both teachers and students. For those who cannot co-teach, ideas on how to use your students as co-teachers, and how to create an atmosphere of shared ideas and plans among school staff will be shared. Participants will receive a packet describing activities discussed.
Reflect, Rethink and Re-evaluate: Action Research Workshop (Workshop)
Dr Gail Forey and Mr Arthur Firkins
Action research is a buzz word in education, and more and more teachers are finding value in action research and/or being required to carry out some form of action research project as part of their professional development. Action research involves the teacher in carrying out a study within their classroom, with an aim to improve some aspect of their teaching. Often this is done with limited resources.
This workshop will focus on answering the questions of what action research is; why do action research; how to do it; and what action research participants are interested in doing. The aim of the workshop is to provide participants with an initial and practical plan for carrying out action research in their classrooms. top
How Intelligible Is Cambodian Speakers’ English? (Paper)
Mr Keuk Chan Narith and Mr Kea Sothy
It is generally accepted that English has now become a global language – a language for communicative, technological, economic and political means for the world. Cambodia, in which English has gradually increased in its popularity among other foreign languages since the first National Election in 1993, has also undergone the spread of English, particularly in education and international relations. However, the more widely English is utilised, the more problems speakers have encountered with misinterpretation in communication. This paper reports on a study of foreigners’ perspectives obtained from a questionnaire, consisting of two parts, the objective questions and the narrative frame, proposed by Barkhuizen and Wette (2008). This paper seeks to find out what causes such misinterpretation in communication in English in interactions between Cambodians and both native and non-native speakers of English, what strategies they use to maintain communication, and how we as teachers of English can help solve such problems through English Language Teaching (ELT) education.
Professional Development Needs of Cambodian Teachers of English (Paper)
Prof Koji Igawa and Ms Naoko Tsujioka
A small-scale survey was conducted in Cambodia to investigate the professional development (PD) needs of Cambodian EFL teachers. The purpose of the study was to shed light on the current situation and the challenges related to Cambodia’s English language education. The participants in the study were asked to indicate three PD needs that interested them from a list of 10 need areas. The 10 areas are the PD needs identified by Igawa (2008), who studied the PD needs of EFL teachers in Japan and South Korea. Some qualitative data is used to supplement and interpret the results of this study. The results show that the Cambodian teachers’ preferred PD areas are: Teaching Skills and Methods, Understanding Students, and Attending Conferences, Seminars and Workshops. Only a small portion of the Cambodian teachers showed interest in Language Improvement, in which more than a half of the Japanese and Korean teachers were interested.
CLIL for the Non-native Speaker (Paper)
Content and Language Integrated Learning (CLIL) is important from the position of learners in the international arena. With the increase of international schools and universities globally, English language is now seen to be taught through the subjects specified by the curriculum provided, as well as a discrete subject in its own right. Much has been discussed about the potential for success using this approach. However, much less has been put forward about how this approach can be accessed and implemented by teachers whose own command of English may be limited. These teachers may be asked to teach from a Western-based curriculum and to produce detailed lesson plans and relevant teaching materials in English. This paper aims to look at the problems encountered by these teachers and how we, as facilitators, can raise awareness amongst providers and educational departments in order to ensure they get maximum assistance. top
Individualising Instruction in Large Multilevel Classes (Workshop)
Dr Marguerite (Maggie) MacDonald
Incorporating ideas from the literature on large classes, multilevel abilities and cooperative learning, this workshop will address individualising instruction. The workshop will include issues of management, motivation and individual responsibility for efficient classroom organisation and monitoring group work. Through a modified team framework for learning English in an international setting, more advanced students tutor their less advanced classmates using material that has been adapted to the appropriate ability level. Participants will learn techniques for adjusting the level of materials used in English language instruction by simplifying sentence structure and vocabulary, and shortening the length of sentences and the text as a whole. They will then apply this knowledge to modifying specific materials. Finally, with the materials they have created, participants will role-play students of different abilities using a team configuration for effective tutoring.
Teacher Training in Cambodia (Workshop)
This workshop will focus on how to develop and customise a teacher-training program to run in a developing country. It will include research from a teacher-training case study conducted at the Volunteer Development Poverty Children’s School in Siem Reap, Cambodia from August to September 2008. The workshop will go through the steps of designing a customised training program for schools with few resources and teachers with no access to professional development, as well as the challenges to expect during the training course. The key issues to be addressed will include teaching methodology to EFL trainees, localising textbooks and materials, evaluating trainees’ lessons and addressing cultural differences.
Native Speakers and English Medium: Another Fallacy? (Paper)
This paper problematises the practices of employing native English speakers, enforcing monolingual learning environments, and assuming that “western” pedagogical approaches work well outside of Holliday’s (1994) BANA mainstream. Inspired by criticisms from Canagarajah (1999), Skutnabb-Kangas (2001) and Pennycook (2001) among others, native-speaker (NS) faculty at a Saudi institution were surveyed on areas related to Phillipson’s (1992:185) five “fallacies”. Several interesting threads emerged. Despite assumptions that NS teachers would defend their own position, more experienced, more highly qualified faculty, who had also made progress in L2 study, were less inclined to accept Phillipson’s (1992) “fallacies”. These conclusions suggest that the more TEFL professionalises and practitioners engage with and problematise such givens, then the more likely we are to challenge the “inequalities in the relation between the constructs of the Native and Non-native speaker.” (Brutt-Giffler and Samimy, 1999)
Globalisation through Collaboration: A Joint Vietnam-America TESOL Program (Paper)
Prof Rosemary Orlando and Dr Andy Curtis
This paper starts by examining the nature of globalisation of ELT in relation to the globalisation of English, in which Braj Kachru’s work on “world Englishes and English-using communities” (Annual Review of Applied Linguistics, V17 p66-87, 1997) has now grown to the point where the ownership of English is no longer limited to countries such as England, America, Canada and Australia. English now “belongs” as much to countries like Vietnam and Cambodia as it does to the rest of the world. However, in educational settings such as Vietnam and Cambodia, where resources are limited, how can the benefits of this increasing ownership be realised? This paper proposes a response to this question based on a model developed as the result of extensive field work and teacher training in a Vietnamese context, in which a teacher trainer from an American university was based in Vietnam, using a mixture of face-to-face and online approaches. top
Public Speaking: A Guide to the Dos and Don'ts (Workshop)
Prof Ross Miller and Ms Margaret Kim
As teachers, we spend most of our working time speaking in front of others. It is ironic then, that when the classroom is replaced by the conference room, we often have trouble speaking effectively. In this light-hearted workshop, the speakers will present true examples of presentations gone wrong. Participants will work together to identify the weak points, and offer suggestions for improvement. Topics to be covered will include preparation, organisation, handouts, the act of speaking and the use of presentation software. By workshop’s end, participants will have a better sense of how to turn any public speaking opportunity into a more effective one. Active audience participation in the form of questions, comments, feedback, and even heckling, will be encouraged.
Enhancing EFL Students’ Thinking and Language Skills through Literature Studies (Workshop)
There have been some misunderstandings in perceptions related to literature studies. Since this subject is a content subject, some people think that it could impede students’ knowledge and language skills. Therefore, this workshop aims at drawing teachers’ attention to using some teaching techniques that will help create students’ thinking, responses and language focus. The presenter will demonstrate that actually through literature studies students gain not only critical thinking skills but also better language skills. For the purposes of this workshop, secondary data and documents from various researchers will be adapted along with the presenter’s own EFL teaching experiences.
‘To Their Fullest Potential’ (Paper)
Foreign university teachers play an important role in the Thai education system. However, little is known about their job satisfaction levels, an important indicator of and factor in their effectiveness as teachers. This research uses a survey developed by Paul Hullah in a Japanese context to assess the job satisfaction levels of a sample of 31 foreign teachers at Thai universities through their perception of their actual labels and activities on the one hand and, on the other, through what they would ideally like to be labelled as and to be doing. It is clear from the survey that foreign university teachers in Thailand want more engagement in their jobs and better lines of communication at all levels. To enable this, universities and educational policy makers need to redefine the place of foreign teachers within the Thai higher education sector. top
Helping Teachers in Applying TBL in a Resource-poor Context in Vietnam (Paper)
Recently the communicative approach has been introduced widely in Vietnam. It has made many changes in ELT in the country and great improvements to students’ communication. However, many difficulties are still facing teachers in applying task-based learning (TBL) in their daily teaching, especially in the context of poor resources and poor physical conditions. Helping teachers to make use of TBL in an unfavourable context is the key concern of ELT educators and trainers in Vietnam, who have made great efforts for this cause.
This paper will provide a brief account of ELT in Vietnam generally and in the presenter’s province particularly. It will then highlight experiences gained from his building a network of trainers and teachers to help each other in implementing TBL, seeking support from different projects to make this happen. Their impacts on developing students’ communication will be addressed to illustrate their contributions.
STREAM: Program Management (PRM)
TESOL Management as a Theory of Curriculum Development (Paper)
TESOL management has been neglected as an area of theoretical enquiry in language teaching. Yet if one accepts Leo van Lier’s (1996. Interaction in the Language Curriculum. London: Longman) definition of curriculum as the meeting place of theory, research and practice, then bringing the three together requires attention to management. That is, management becomes a theory of curriculum rather than a purely bureaucratic function. This presentation reports on the development of one such management system at Kanda University of International Studies, Japan, which is designed to foster an environment in which collaborative input into curriculum development and research becomes a workplace expectation in the same way regular teaching is. Guidelines for setting up and running curriculum development/research projects will be demonstrated, as will a range of professional development resources and activities which are intended to support the program. top
Incorporating DREAM Management into the ELT Workplace (Workshop)
Although not intended, as coordinators and managers, we often forget the well being of our most valuable resource, our teachers and staff. Whilst we often go to great lengths to ensure that our student body receives the best in training and education, seldom do we go to any great lengths to consider the policies or practices that may affect or limit our staff’s development. The DREAM Management concept offers an alternative model with which we can better serve our teachers and staff and move towards ensuring growth and fairness all round. The DREAM Management concept forces us to ask sometimes uncomfortable questions about our current practices and whether we lead by example, or indeed supply our colleagues with the best support that we can, be it managerial, psychological or otherwise. This workshop introduces the DREAM Management ethos while also asking participants to contrast it with their own management experience, beliefs and histories.
The Adaptation of Language for Academic Support in Higher Education (Paper)
In the face of increasing enrolments in higher education (HE) in both the developed and developing world, levels in academic performance are greatly influenced by proficiency in the language of instruction. With heightened diversity in student profile, English is becoming widespread in teaching and research. This means that ability to communicate using standard English is relevant to progress towards HE international parity in Cambodia. Not only are Cambodian university degree structures and accreditation important in this progress, but recognition of quality issues is an imperative.
Universities in the West enrol large numbers of international students, for many of whom English is a second or third language. There are lessons from the effort to hold the line on academic standards by introducing Language for Academic Support in discipline teaching. This paper tracks the development of English language support in an Australia university and highlights its potential for Cambodian higher education.
Mismanaging Expectations (Paper)
In the business world, the term “globalising” is often associated with knowledge management and knowledge organisation. Knowledge collection, storage and dissemination at the appropriate time and to the appropriate person are considered the key to effective decisions and therefore essential to successful projects. But what about the business of language education? Globalising in second language education is also linked with multicultural issues, both through language/culture concepts and administrative choices. So how do international business concepts impact on local educational institutions? This discussion looks at the potential impact of ideas such as customer orientation, communication feedback, and information stocks and flows on education program management. The discussion also provides a framework for applying knowledge management/communication concepts to educational institutions in order to improve motivation, organisation and education.
Peacekeeping English Projects: What, Where and Why? (Paper)
British Council Peacekeeping English Projects advise on, and support, reforms in English language teaching and training to assist military, police and other security forces with their aspirations to participate in global peacekeeping, post-conflict support and disaster relief activities.
This talk describes the PEP project network, rationale and some of its products, then outlines the challenges of setting up a new project with the Vietnamese Ministry of National Defence. The speaker reviews the initial scoping study action plan, assesses current realities, and reports on initial stages of collaborative action-planning by project stakeholders. She evaluates critically why initial stages of the project were slow, and looks forward to the next important stages of project development. top
The Writing and Speaking through the Curriculum Program: How Students and Faculty Members Respond to It (Paper)
Dr Susanna Ho, Ms Eleanor Kwan and Mr Martin Tang
The Writing and Speaking through the Curriculum (WSC) program is a partnership between the School of Business and Management (SBM) and the Language Centre at the Hong Kong University of Science and Technology and has been running for eight years. Its primary objective is to enhance the written and oral communication skills of undergraduate SBM students. The WSC team have been working in close collaboration with SBM professors, with students required to complete a content-related written assignment for one of their business courses. While the WSC team focus on helping students to improve their use of language, SBM professors focus only on the content when assessing their assignments. This paper will report on feedback collected from students and faculty members as regards the effectiveness of the program. We will also present some of the issues faced by the WSC team and strategies for dealing with them.
STREAM: Quality Assurance (QAS)
How to Manage a Quality ELT Centre (Paper)
Is your English Language Teaching (ELT) centre a 'quality' ELT centre and what are the most important points for managers to consider in achieving a quality ELT centre? What might identify one provider as being of good quality in comparison to another, and what are the difficulties managers of ELT centres face when striving to achieve a quality centre? This session will explore these questions and highlight areas that managers could focus on when maintaining a quality ELT centre.
Ensuring and Enhancing Quality in ELT (Paper)
The concept of quality varies from person to person; therefore, before talking about quality in ELT it will be described and defined. The paper will then examine various aspects such as policies of the education authorities, availability of resources and attitudes of concerned people, which are relevant to the question of ensuring and enhancing quality in ELT. Apart from these factors, both academic and non-academic matters that influence quality will be discussed. Finally, the paper will look at a few checklists and then come up with a sample checklist that could be used by an institution for quality purposes. top
Staging Standards: a Pathway to Assuring Quality (Workshop)
This workshop will explore priorities in establishing standards within language teaching programs/organisations. Participants will discuss what they believe to be the key components for quality at the various stages in the development of language teaching organisations. Taking categories for the measuring of standards from accreditation schemes, such as NEAS International, participants will discuss which of these categories are priority areas for establishing quality assurance and, within these categories, what standards can realistically be applied in local contexts. The underlying concept is of “building” a quality assurance system within an organisation through determining priorities and staging their implementation. Participants will need to view these issues from various perspectives – as ELT professionals, as part of formal/non-formal education systems and as providers of training to both the public and private sector.
Quality Innovations: Using Benchmarks to Support Teachers and Students (Paper)
The speed at which web-based learning technologies develop poses significant challenges as far as quality assurance is concerned. Robust quality assurance processes often take time and expertise to develop - which in itself can be a challenge. The question arises as to whether it is possible to effectively manage the quality of training and learning materials in such a rapidly changing environment. If so, what are some of the principles and frameworks currently available and what level of support is needed to ensure quality teaching and learning?
In this session the presenter will share some of her personal experiences of supporting teachers and academic managers from developing as well as developed countries and relate those experiences to current research in the area of online teaching and learning.
Practical Quality Assurance in English Language Programs (Workshop)
In any language teaching institution with significant numbers of classes, there is likely to be variation in the ability, experience and commitment of teachers. To safeguard the quality of teaching programs and the reputation of the provider, quality assurance strategies need to be built into the management, delivery and assessment of English language programs. This is particularly necessary in contexts such as Cambodia where there can be substantial differences in teachers’ training and use of English, and a regular turnover of expatriate teachers. This workshop will look at some of the quality assurance strategies used in TAFE NSW to support state-wide English language programs, and their possible relevance to language teaching in Cambodia. Outcomes of the workshop will be emailed to participants following the conference.
Practical Application of Language Learning and Teaching Standards (Workshop)
A wide variety of language learning and teaching standards are available to institutions, curriculum planners and educators. While few international standards are available for EFL programs, many context specific (national, state, ESL, bilingual, teacher education, etc.) standards can be adapted to enhance overall EFL programs, and be used to inform and develop specific program and professional development goals and benchmarks. In this workshop, the components of standards (goals, descriptors, indicators, etc.) will be introduced, and samples of available standards will be discussed. In addition, methods of adapting, utilising and applying standards will be presented. At the conclusion of the workshop, participants will have a better understanding of resources available, and how to make use of these resources in their own educational contexts. top
From the Mission Statement to a Masterclass Performance (Paper)
The mission statements of language teaching organisations frequently include the word “quality” or related words such as “high standards” and “excellence” in relation to teaching and education more generally. This session will look at some key factors affecting the achievement of these often lofty but laudable ideals. For program managers these are factors such as course planning, resourcing and evaluating, and teacher recruitment, performance monitoring and the provision of professional development opportunities. For teachers, quality revolves around lesson planning and implementation, reflection and evaluation, and the importance of the teacher’s classroom “presence” in engaging his or her students. Insights and examples of these will be drawn from the presenter’s experience as teacher and Director of Studies.
STREAM: Teaching Listening (LIS)
Selecting Songs to Fill Language Skills Gaps, Both in and out of the Classroom (Paper)
This presentation examines how students of all levels can develop their English language skills by listening to recordings of songs whilst using worksheets that their teachers have designed. The presenter draws upon his experience of producing homework lyric sheets, which were designed to be used by students without any classroom presentation before use.
While songs and worksheets can be used to develop a variety of language points and skills, this presentation will focus on the development of elementary and intermediate listening skills. The first point examined is how to best choose songs that both stimulate and please students, while also lending themselves to being effective tools for the development of students’ language skills.Teaching Little Twerps: Using Matilda to make Interchange Interactive (Paper)
This paper intends to explore how the novel Matilda by Roald Dahl, can be used to enrich the language students are exposed to in an English classroom. Firstly, it will explore the advantages of choosing this novel to teach grammar, vocabulary and listening comprehension. Secondly, it will discuss the method of drawing from given curriculum, in this case Interchange, to reinforce what students learn from their course book. Lastly, it will suggest how students are able to use the grammar and vocabulary to analyse, critique and offer solutions to the social ills that are humorously portrayed by Mr Dahl. top
The Role of Activating Learners’ Schemata in Pre-listening Activities (Paper)
Mr Le Cong Tuan and Ms Thuy Trang
This paper reports on a study which investigated perceptions of teachers and students about the importance of activating learners’ schemata in pre-listening activities. Participants were 160 students and 30 teachers of English from four high schools in urban and rural areas in South Vietnam. Data were collected using questionnaires and interviews. Descriptive analyses, one-sample T-test and independent sample T-test were use. The findings are generally consistent with the results of the very few studies in this area but there is certainly scope for further investigation.
Using Podcasts for Authentic Listening and Pronunciation Practice (Workshop)
This workshop will showcase materials developed based on authentic travel podcasts. The materials can be tailored to use either in the classroom or for independent learning. The aims of the materials include becoming accustomed to listening and understanding some of the many features of spoken language, for example, repetitions, false starts, incomplete sentences, natural speed; recognising aspects of natural pronunciation and intonation; and using the wealth of natural language to learn new words and phrases.
The structure of the lessons, and the exercises incorporated, aim to enable students to simultaneously improve their bottom-up and top-down listening processes. The idea behind this was to rely not just on a holistic approach to listening comprehension, but to provide a more analytical approach focusing on sub-skills of listening.
Effectiveness of Scaffolding in Listening (Paper)
Listening is a common problem for almost all Cambodian L2 learners. In this study, over the second semester of the academic year 2007-2008, the researcher investigated the effectiveness of scaffolding in listening in two Year 3 classes in English in a higher education institution in Cambodia. The research was in two phases, the first without scaffolding and the second with scaffolding activities. A set of multiple-choice questions were used, covering three major listening skills - inferring, listening for specific information and listening for general ideas. The primary aim of the research was to examine the extent of effectiveness of scaffolding listening. The study presents a number of key problems that lead to difficulty in listening, particularly in New Headway Advanced. In the presentation of the findings of the study, useful recommendations will be made about what works and what does not in the research.
STREAM: Teaching Reading (REA)
How Frequent Reading Enables Language Learners to Acquire (Paper)
One of the greatest challenges in language learning in Cambodia is how to learn vocabulary successfully. With this urgent need, this paper will show the importance of frequent exposure to language samples through reading in and outside of class in contributing to learning vocabulary effectively. This paper will discuss the results of a survey on whether reading in and outside of class contributes to learning vocabulary. In this interview, 10 good students at the Institute of Foreign Languages, Department of English were asked about their experiences and habits in learning vocabulary through reading outside of and in class, which caused their success in learning vocabulary. The results will provide teachers of English in Cambodia with new ideas in assisting students to learn vocabulary successfully.
Stories: Reading, Writing and Telling (Workshop)
Using stories as a focal point, this workshop will look at ways to facilitate creative thinking, reading and writing in a second language. The workshop will highlight ways to give students the knowledge and confidence to express themselves in spoken and written English, and how stories can be used to improve vocabulary acquisition and reading skills, and promote autonomous learning. Specifically, various techniques for using stories to promote a communicative learning environment will be discussed. Several lessons using original activities will also be demonstrated and relevant material will be made available to all participants. top
Skills and Strategies for the IELTS Reading Test (Workshop)
This workshop focuses on the Reading section of the IELTS test, and will explore the skills and strategies required for successful completion of this section of the test. The session will cover skills and strategies not only for the test day, but also for the study period leading up to taking the test. The most common difficulties experienced by students will be discussed and suggestions made as to how to improve Reading skills for the IELTS test. These suggestions will relate to both formal IELTS instruction and the students’ independent study time. Additional attention will also be given to the relationship between Reading, Writing, Listening and Speaking, and how improving one macro skill benefits the remaining skills.
Applying Cognitive Load Theory in Reading Comprehension (Paper)
The aim of this paper is to apply cognitive load theory in teaching and learning reading comprehension. The cognitive load theory assists teachers of English to facilitate reading comprehension. Three experiments were designed in order to compare two instructional formats – split attention and integrated formats. Students were randomly allocated to one of the two groups and received one of the two instructional formats. The integrated format included a reading text and 10 questions integrated physically into the text. The split attention format consisted of the same reading text and the same questions at the end of the text. Results showed that the split attention format increased extraneous cognitive load and interfered with the reading comprehension process while the integrated format reduced the extraneous cognitive load. As a result, the integrated format enhanced the reading comprehension process.
Book Club: An Alternative Way of Extensive Reading (Paper)
Mrs Kazuko Ikeda and Mr Timothy Doe
Extensive reading is an approach to teaching reading which requires students to read many self-selected easy materials inside and outside of the classroom, at their own pace. After their extensive reading experience, many reluctant language learners turn into readers who enjoy reading in English. Occasionally, however, teachers of extensive reading programs have noticed that some students’ reading is “shallow”. These students have pointed out that although they can follow the storyline, they feel that they do not understand the story deeply. One way to get students more engaged in reading is using a “book club” approach, in which all students read the same book and talk about it in small groups. This paper will describe how a book club works in the language classroom, along with student comments about their experiences in book clubs and with extensive reading. Finally, the pros and cons of both approaches will be discussed. top
Literature Circles: Skills for Creating Life-long Readers (Workshop)
The aim of this workshop is to help teachers teach students how to read a text thoughtfully. It will focus on the use of literature circles. The various roles in literature circles create opportunities for students to access a text through different means - through critical thinking and questions, through vocabulary, through art and focusing on the importance of one scene, and through analysing the different characters. Different students do different things well. As students learn how to perform their roles, they are able to demonstrate their natural strengths in reading and discussing a text while also being challenged to learn new skills in critical analysis. Literature circles create accountability among group members for their reading assignments and teach students to take personal responsibility for their learning process. Participants will also spend time practising pre-reading techniques and follow-up activities to discussions. Please come prepared to talk and participate.
Creating and Using Interactive Exercises to Tackle Difficult Reading Passages (Workshop)
The grammar-translation approach to teaching reading has long been under attack as impractical and uncommunicative (Norris, 1994; Gorsuch, 1998; Shea, 2005). Many teachers report, however, that the challenging contents and complicated target language of textbook passages seem to demand line-by-line translation. The presenter will demonstrate a pre-reading phase centred around interactive exercises (Collins, 2007). By participating as students, the audience will experience and reflect on how these exercises enable both teachers and students to (1) set communicative goals for reading in English; (2) engage in simultaneous top-down and bottom-up processing; (3) interact with each other in English; and (4) shift their perspective of the teacher from instructor to participant in the learning community. Participants will then work together in groups with sample readings to create exercises which provide “real-world” contexts, feature unified contents and promote communicative reading skills.
The Use of Effective Reading Strategies to Improve Reading Comprehension (Paper)
The teaching and learning of Science and Mathematics in English was implemented for secondary school students in Malaysia in 2007. It would be expected that grades in the English language would have improved with more exposure to English through Science and Mathematics but in fact, students in rural schools fared poorly in English in public examinations. The problem faced by students was the lack of appropriate skills for reading comprehension. This paper reports on a study where data relating to the lack of these skills was obtained through the Strategy Inventory for Language Learning which provided information about the strategies the students used to read and comprehend in English. This research sought to overcome the problems by teaching the strategies of predicting, visualising, connecting, questioning, clarifying, summarising and evaluating to a sample of 40 students in a rural school. It concludes that the findings are of practical value to educators.
Subjectivity, Objectivity and Getting the Meaning in English Reading (Paper)
Constructivist theories exercise a powerful influence in English teaching methodology, including the teaching of reading. Unfortunately, the radical constructivist assumption that construal of word and textual meaning is a subjective process taking place entirely “in the learner’s head” clashes with two important intuitions in English language learning. One common language learner intuition is that to get meaning right in a foreign language text is to get it right objectively, in a way that is correct from the point of view of the linguistic community to which s/he wishes to gain admittance, and that the language teacher is often the first, authoritative point of contact in such a community. A second, common-sense intuition is that word and textual meanings are somehow objective, even if they do also change in accordance with context or linguistic drift. This paper argues that these intuitions are basically correct. top
Reading Circles: Circles of Trust and Confidence (Workshop)
Many students do not like to read in their native language let alone in a foreign one. Motivating students to read and building confidence in their reading proficiency is a constant challenge for instructors, especially in an EFL setting. Research has shown Literature Circles to be an effective way to combine cooperative learning, independent reading and group discussion (Langer 2002; Marzano, Pickering & Pollack 2001; Daniels 1994). Literature Circles are small groups of students that have previously chosen the material they wish to read and then meet to discuss their selected reading. Each member has a specific role to play in their discussion group. Through an interactive, step-by-step approach the workshop leader will guide participants on how to adapt this useful strategy to fit the university EFL setting in both reading-skill-based courses and integrated-skill courses. Handouts with additional resources will be provided.
A Study of EFL Instruction in an Educational Context with Limited Resources (Paper)
Dr To Thi Thu Huong and Ms Nguyen Thi Thu Ha
This presentation reports on a study exploring the beliefs of teachers and students about CBI and the realities of content-based instruction (CBI) in EFL Reading classes at the English Department, College of Foreign Languages, Vietnam National University, Hanoi. The aim was to improve the method of EFL reading instruction through integration of content and language in the BA TEFL, thus enhancing instruction with limited resources, leading to better preparation of English teachers for Vietnam. Emerging from the data were interestingly salient findings concerning the mismatch of beliefs between teachers and students, the lack of professional-subject-related topics in the reading programs and the less than satisfactory design and implementation of the intended curriculum. Respondents also suggested useful ways to handle CBI, to improve the teaching of ESP and curriculum/materials developments. Recommendations regarding administrators/higher level leaders, teachers and students are then provided.
Teaching Language and Culture Together in a High School Reading Class (Paper)
People use language as a tool to create culture, and at the same time language stores culture. The relationship between language and culture is indispensable and many teachers have already noticed this inseparable relationship. However, despite the understanding of language and culture, there is a lack of cultural input in the language classroom. To make language learners acquire and use English in the real life, cultural aspects of language should be taught, as well as grammatical aspects. How do teachers do this realistically?
This paper will clarify the language and culture relationship from a language teacher’s view and then discuss what language teachers need to know about the target culture. Next, it will analyse the pedagogical situation and interpret what it means for language teachers. Finally, as an example of teaching language and culture together, cultural aspects will be extracted from the textbook which is required by the Japanese government. top
STREAM: Teaching Speaking (SPE)
Communication Challenges: Improving Speaking Skills (Workshop)
This workshop will showcase one of a series of problem-solving task-based learning (TBL) challenges originally adapted from the world of business management. Businesses often organise away-days packed full of fun and mentally stimulating, competitive activities. These tasks help develop communication, leadership, management and negotiation skills critical to business success.
These activities can be a great aid for developing Speaking Skills and can be great fun for the teacher to run! No special equipment is needed so even teachers who have access only to basic materials and equipment could adapt this material. This session will include a short introduction to the rationale behind the challenges and explanation of syllabus setups and skills gained from these challenges; a run-through of one challenge; and a brief look at other challenges already designed and tested by the author, with options for adapting them to a TBL framework. There will also be an opportunity for participants to ask questions.
Breaking the Silence Barrier (Paper)
Mr Barnaby Ralph and Ms Yoko Shimura
This paper explores the culture of silence, compromise and prevarication in Japan in the context of language education. First, it examines inculturated behaviours, including sasshi (social expectation of implied needs), honne and tatemae. Then, they look at techniques used in the ESL classroom to encourage speaking and fluency, discussing effectiveness based on both personal experience and a series of interviews of both Japanese and non-Japanese teachers. Finally, they consider the impact of the imposition of an external discourse – or set of discoursic paradigms – on what is arguably an internally consistent cultural code, and ask whether, in fact, ESL teaching which deliberately targets and attempts to overturn existing social mores is the best way to proceed. Alternatives are discussed and it is hoped that this paper will provide a jumping off point for what has the potential to be an interesting debate.
Successful Speeches in Eight Steps (Paper)
Sharing successful speeches, like sharing stories or pizzas, adds more flavour and spice to speech classes! This session offers practical suggestions including a recipe on how teachers can reduce tension, while increasing participation to liven up speech-related classes. Instead of students focusing their attention on centre stage, students focus on various peer-group presentations that depend more on personal investment in the content than perfection or pure performance. In this session, the presenter introduces an eight-step process approach for making speeches or group presentations in a supportive and cooperative learning environment.
In addition, suggestions will be offered to help teachers rediscover ways to create and evaluate various small, peer-group activities that build student confidence, improve listening and speaking skills as well as enrich interpersonal relations, even in large speech classes. Peer collaborations and evaluations will be discussed. top
Breakthrough to Communication: Using Visual Prompts to Get Students Speaking (Workshop)
Many students lack the confidence to speak in English, so we need to find ways of developing their communicative competence and motivate them through fun, stimulating, non-threatening activities. This workshop will demonstrate how, particularly at low levels, students can be stimulated to think creatively by using visuals as language prompts. The presenter will look at how visuals can be used to lead in to topics, support language input, help students generate ideas and encourage creative output. Participants will look at a range of engaging activities which enable students to construct authentic, natural conversation exchanges. Participants will leave the session with ideas on how to fully exploit visuals and maximise students’ speaking time in their classrooms. All materials will be taken from Macmillan’s new course, Breakthrough, designed specifically for young adult learners in Asia.
The Questions We Ask Determine the Answers We Get (Workshop)
One neglected area of language teaching is the role of questions asked in the classroom. Those language classes that have a focus on spoken communication can easily deteriorate into the teacher asking questions and students dutifully answering them. One result of such exchanges is that they can limit the output from students. This is particularly important in big classes where the talking time for students can be quite low. In this workshop, the presenter will conduct an activity in which participants will get into groups, do a speaking task, and then report back to the presenter. The data from the task will then be used to illustrate why it is important for teachers to monitor their own questions to better aid students’ language development.
Using Role-play Successfully with EFL Learners (Paper)
Despite the challenges inherent in doing relatively open-ended activities with EFL learners, role-play can be a great tool for language learning and considerable fun for students and the teacher alike as long as role-plays are set up carefully with attention to key points such as (1) providing ample language support; (2) giving students repeated opportunities with the same role-play to build confidence and fluency; and (3) engaging students in the development of the content of role-play activities. These key points and others will be the focus of this presentation and will help teachers use role-play successfully. top
Drama in the Classroom (Workshop)
Within the Japanese educational system, English is taught as a language to be studied and analysed for six years throughout the junior and senior high schools. However, at university level, emphasis is placed on the development of learner responsibility and oral communicative skills. This abrupt change from accuracy-focused study to fluency-based learning can cause considerable anxiety for both the learners and the instructors, both of whom are under pressure to provide both quantifiable and positive results.
The value of drama for language acquisition is immediate, viable and process-based learning and provides students with the opportunity to consolidate their personal experience into the target language through an accessible medium. This drama workshop will start with ice-breakers; move into non-verbal communication activities, then speaking is encouraged before ending with role-play. The aim is develop English speaking skills in real time, and also critical thinking skills.
Intonation Made Easy (Workshop)
Intonation, the rising and falling of the voice to various pitch levels in speech, is an important factor in conversation management, yet it is rarely given enough attention in textbooks and English classes. Misinterpretation of a message may occur when non-native speakers of English transfer the intonation patterns of their native language into English or use inappropriate intonation patterns that are not meaningful to native speakers. Non-native speakers may also misunderstand spoken messages because of an inability to recognise intonation patterns that convey a variety of emotions, humour, sarcasm and irony.
This workshop will review common intonation patterns in English, followed by application of these patterns in communicative classroom activities. Participants will identify intended meanings and emotions through listening activities and practise conveying them in speaking situations. They will also receive some practical tips on applying intonation to the dialogues in their textbooks.
Teaching Debating Skills to Develop Critical Thinking and Enhance Motivation (Workshop)
Debating is everywhere nowadays - in political, business, and educational situations and even at the family dinner table. It is considered a means to develop and assess critical thinking skills. After scores of function-based activities, group discussions, and presentations, students of English at the upper-intermediate/ advanced levels expect to learn something new, practical and motivational. The debate, therefore, allows students to combine all the skills they have previously learned into a challenging and stimulating authentic activity.
This workshop aims at explaining why debating should be included in the speaking component of an English course and how a syllabus should be designed which is achievable and motivational in mixed-ability classes. These ideas are derived from the experience of designing and implementing speaking syllabi from pre-intermediate to advanced levels for the Foundation Studies Department at Hanoi University, Vietnam, during the past three years. top
Need to Get Your Students Talking? Easy Conversation Activities That Never Fail! (Paper)
Communicative language teaching (CLT) has become the standard in many language-focused classes. We want our students to talk to each other, using English that we have taught them, in an authentic, natural setting. We also want them to use the target language repeatedly in activities that do not finish within a few minutes.
This paper will demonstrate how to utilise conversational activities that are easy to prepare, easy for students to use and understand, and continue for at least 30 minutes each. Best of all, students will be using the target language they are taught and they will get many chances to repeat the language and use it with different students in the same activity. These activities are adaptable for teachers and students never get tired of them. Great for teachers and great for students! What more could you want for speaking classes?
Conversation Activities for the Classroom (Workshop)
Mr Jason Park and Mr Tim Savin
Classes in state schools are often mixed levels, making it difficult for teachers to involve the entire class. Most students who have studied English for several years have concentrated exclusively on reading and writing, at the expense of speaking. Teachers may also feel inadequate to teach conversation due to low self-confidence in their speaking ability and pronunciation.
This workshop is intended to give English instructors a wide range of activities that vary in difficulty and are fun and engaging for students, including easy-to-do activities that can improve Khmer students’ confidence and fluency. Most of the session will be spent modelling activities and giving participants first-hand practice. Teachers will receive a workbook containing activities that have been tested and have worked in the presenters’ classroom in rural Chum Kiri, Kampot.
Not Just Another Speech (Workshop)
As EFL teachers, we realise that while authentic language interactions are preferable, they are often far and few between. Therefore, most language teachers and language classes include the obligatory in-class presentation. While presentations are valuable for students to obtain speaking practice, they can be an exercise in monotony for teachers, students and audience if not well planned. In order to encourage creativity and raise motivation, teachers must integrate the presentation with authentic language and examples (Burns 2008). This presentation will discuss the benefits of doing presentations in various contexts (individually, pairs and groups) and in a variety of realistic settings (introductions, radio programs, acceptance awards, commercials). This workshop will also provide teacher collaboration in developing innovative techniques to bring life to the standard class presentation. top
Engaging Pronunciation Practices for Adolescents and Adults (Workshop)
Ms Kathy Ewing and Ms Chanella Cubbins
The globalisation of ELT has greatly increased the demand for proficiency in oral English language skills. However, non-native English speakers frequently struggle with English pronunciation, especially stress and intonation, which researchers have long identified as the most salient features of oral language (Chomsky and Halle, 1968). While exercises with phonemes such as [l] & [r] can be useful, needs remain for more lasting changes in non-native speakers’ stress and intonation (Wennerstrom, 2001). This workshop, a simulated hands-on ESL/EFL classroom, uses engaging techniques (e.g. poetry, jokes, role-play, songs, games, video mimicking and guided intonation practice) that cultivate long-term changes in stress and intonation. The presenters have succeeded in effecting significant positive changes in the English stress and intonation of their students with widely varying first languages. Participants will practise activities they can immediately use. Handouts provided.
Developing Discourse Competence in Non-native Conversation Lessons in English (Paper)
Ms Phan Thanh Thao and Ms Nguyen Le Phuong
For most non-native conversation classes in English in Vietnam, the role of certain oral discourse skills such as ability to take turns, take longer turns or to convey information in the follow-up phase are an area little explored. Thus, this paper investigates the theoretical background of discourse and conversations to find ways to promote learners’ motivation in ways that are relevant in the local culture where the learners are quite reluctant to speak aloud, or moreover, to express their own ideas as native speakers do. Some useful speaking tasks are suggested for developing discourse competence in non-native conversation lessons in English.
Effective Methods in Teaching Speaking Skills in Poor Contexts (Workshop)
How to improve English learners’ speaking skills worries most teachers, especially those in poor contexts such as Laos, Vietnam and Cambodia. Through small talks with those teachers at Cam-TESOL 2008, the researcher decided to undertake a study on “Effective methods in teaching speaking skills in poor contexts”. The study involved a sample of 57 adult learners of English aged 18-35. The sample was divided into two groups. After four months of experimenting, the experimental group has shown a much better ability in communication in English thanks to some simple but effective methods regularly applied in every class. The study found that teachers’ creativity in every lesson, timely encouragement, friendliness and skill in error correction are the key factors that lead our students to self-confidence and then success in speaking English.
From ABC to XYZ (Workshop)
Mr Shoichi Tsuji, Ms Yoshiko Kawano and Ms Hiromi Inagawa
This workshop introduces a phonetic training for non-native teachers of English, which has been practised in Japan for more than 30 years. Some of the characteristics of this training are (1) the goal is not native-like pronunciation, but that of EIL; (2)the trainees are encouraged to construct their own English sounds, without imitating the model sounds; (3) the trainees are requested to produce sounds with sufficient clearness and volume, as professional teachers; (4) the trainees are requested to pay attention to articulatory setting, such as shape of the mouth, position of the tongue and breathing; and (5) peer learning training is conducted by non-native trainers who have finished the course.
Workshop participants will experience the introductory stage of the training using alphabets, and practise producing consonants with sufficient accuracy and volume as non-native teachers of English. Participants are encouraged to bring a hand mirror. top
Movie Lesson: Is Entertainment Just Entertainment? (Workshop)
Learning English through videos is no longer a new method. However, as “visual textbooks” are often specially designed for learning purposes, the language used is not close enough to real-life daily conversation, the lessons are organised in the same format and the plots are unappealing as they are simple and predictable. The idea of using real movies as a combination of entertainment and learning arises to keep students away from the boredom that traditional videos may cause. Since movies are vivid reflections of life, they can make a variety of contributions to student learning, ranging from pronunciation to the history and culture of English speaking countries.
This workshop will seek to provide insight about the advantages of using movies in teaching English in general and English pronunciation in particular. More details about specific steps to make a successful movie lesson can also be found in this session.
Learning Intercultural Communication Styles (Paper)
The issue of raising EFL learners’ awareness of intercultural communication styles in various English speaking contexts has been discussed for years. (Craig Storti, 1991; Holtgraves, 1997; Sanchez-Burks, 2000; Steinbach, 2003) Among various theories, Holtgraves’ theory of direct and indirect communication styles between western and eastern cultures and Steinbach’s sport analogies of turn taking are studied in the research reported in this paper. The research included observations, questionnaires, interviews, recordings and video clip making. The data indicates that once students raise their awareness of the differences in communication styles, they can gradually develop better competence in conversation and discussion skills. Finally, to improve Chinese EFL learners’ conversational fluency, the EFL curriculum should include learning of intercultural communication styles to enable learners to constantly adjust their communicational styles to meet the needs of intercultural communication contexts in the global era.
STREAM: Teaching Writing (WRI)
Creating Connections through Pen Friends (Workshop)
Miss Autumn West, Miss Sarah Norton and Miss Patty Hake
In provincial schools, teachers often struggle to make English applicable and writing skills in particular are difficult to practise in real-life situations. The implementation of a “pen friends” program can allow teachers to collaboratively develop their students’ writing abilities while simultaneously enhancing students’ enjoyment of their English studies. In addition, such a program encourages critical thinking and communication skills, and allows students to connect with each other inside and outside the classroom. This allows students to broaden their awareness of the diversity of cultures within their own country and in other parts of the world. Finally, this is an easy project to implement in both rural and urban settings. top
Teaching Writing through Texts (Paper)
Narrative writing has generally been most popular with students in primary schools but in secondary schools, it is non-narrative writing that is more important as skills in such will equip students in writing across the curriculum and will bring them closer to the academic kind of writing required in post-secondary school institutions. It would be helpful for teachers to get students actively engaged in texts like procedural texts, informational texts, explanatory texts and expository texts. This paper will begin with a discussion of appropriate types of texts from textbooks and authentic sources that can be used in the classroom with a focus on persuasive texts that students will enjoy exploring, such as advertisements, editorials, letters to the editor, reviews and speeches. The discussion will include an examination of the language features in such texts, focusing on the persuasive techniques and language patterns that writers use to craft their writing.
Teaching Writing by Modelling Genres: Through the ‘Teaching-Learning Cycle’ (Workshop)
Over the last 60 years, the teaching of writing has gone through multiple metamorphoses, from being simply a way to reinforce grammar learning, to encouraging self-expression and the writer’s composing process, to a focus on writing the genres of academia and the professions (EAP and ESP) (Silva 1990). Developed by teacher-researchers in the Hallidayan systemic-functional school of linguistics, a multi-step cycle – the ‘teaching-learning’ (Hammond 1990) or ‘curriculum’ (Rose 2006) cycle – provides a principled and practical way to teach ESL/EFL students of school age or adults to write the genres that they need in the “real life” of school or the workplace, or for “survival” in a country of immigration (Derewianka 1990; Rose 2006).
After providing the background of the approach, this workshop will demonstrate the teaching of one or more genres through the teaching-learning cycle, with the audience acting as the learners in the writing class. Come prepared to participate!
Writing Short Stories in a Reading Class (Paper)
English as a Foreign Language (EFL) instructors are always searching to discover new as well as creative means to assist their students in improving their four communication skills: listening, speaking, reading and writing. This paper presents an assignment where students were required over the course of two semesters to develop their own short story in English. During the coursework over the two semester period, each story was peer-reviewed and edited with the specific goal of producing, in the end, a well formatted and polished story. At the end of the second semester, each student presented an oral reading of their work to the entire class. This paper discusses the assignment along with the available research. The author hopes this paper will be used by other instructors in the field of EFL as a guide when developing similar assignments and hopes it will inspire more research in this area enabling a more enhanced instructional format for the students enrolled in EFL. top
Teaching Students to Become Self-editors (Workshop)
All too often, teachers are expected to be editors for their students, correcting every mistake. Not only is this extremely time-consuming but the value to the individual student is doubtful, as the student may not take the time to critically analyse the error, may not have the ability to understand why it is wrong and more importantly may not know how to correct a similar error in future.
This workshop will examine strategies to help students become their own editors. The key is using authentic student work and focusing on errors common to the group. This interactive workshop will outline the stages to a self-editing lesson plan and there will be activities where participants can practise creating content for a sample lesson. Various IT-related resources will be demonstrated, including Track Changes in MS Word and an online corpus. While originally designed for professionals, this model works equally well in the General English classroom.
Effective Individual Writing Conferences for All of Your Students (Workshop)
This workshop will first offer a compelling rationale, based on classroom research conducted in the UAE and Vietnam, for conducting brief individual writing conferences with students in class rather than leaving it up to students to request conferences. The presenter will then teach participants the techniques they will need to efficiently conference with students in class and to avoid common pitfalls in the first few conferences with students. Next, ways to adapt or refocus conferences for different stages of the writing process and divergent student needs will be suggested and explained. Furthermore, participants will be introduced to creative strategies for delivering feedback to help students see errors or lack of development in their writing to facilitate active student participation in conferences and increased student engagement in writing. In short, the workshop will provide teachers with the tools they need to help students begin to see themselves as writers.
Making Sense of Writing for Weak Students: Effective Strategies and Activities (Paper)
Writing is one of the most difficult language skills to learn and teach, especially to weak students of EFL and ESL. Not only are teachers and students grappling with (the teaching and learning of) grammar, sentence structure, organisational patterns, idiomatic expressions and use of appropriate vocabulary, they are also challenged with the development of content and ideas. This paper aims to share with the audience interesting writing-related tasks, exercises, materials, activities and approaches that have been successfully implemented for different groups of weak students in an expository writing module. These ideas and initiatives were collated from interviews conducted with teachers who have taught weak students in such a module for at least two terms. Finally, this paper hopes to suggest the development of localised materials with global perspectives through the establishment of a strong network among ELT practitioners in the region. top
The Most Common Mistake Students Make When Writing a Paragraph (Paper)
This research, conducted at the Institute of Foreign Languages in Phnom Penh, aimed at identifying the most common mistake – fragments – that students faced when writing an English paragraph, and exploring factors causing students to produce this mistake consciously and unconsciously. Avoidance of fragments by successful learners was also examined. English paragraphs written by sophomores were collected to identify types of fragments. Then, five of them were interviewed to find out what they were thinking when writing. Five successful students, able to avoid the mistake, were asked to see how and what factors enable them to overcome the problems. In the conclusion, ways to treat the fragments are discussed.
Using Self-monitoring to Promote Learner Responsibility for Revision (Paper)
Revision is an integral component of the writing process. However, second language writers often demonstrate difficulty revising their work. As a result, they become dependent on their teacher for feedback. Instead of being passive recipients of feedback, learners can be given control over the initiation of feedback through self-monitoring. Self-monitoring not only increases autonomy in learning writing; it also allows the composition to become interactive with students directing the feedback process to address their needs. In practical terms, it requires students to write annotations about the difficulties they encounter in their evolving compositions. This paper will present an overview of how self-monitoring was incorporated into an academic writing course at a university in Japan. It will provide practical examples of how learners were encouraged to take greater responsibility for reviewing their writing and the difficulties encountered in the adoption of such an approach.
Alternatives to Teacher Feedback for Improving College Student Writing in China (Paper)
Improving EFL learners’ writing skills has always been a concern for L2 writing researchers and teachers (Liu 2003, Belcher and Braine 2001). While effects of different kinds of teacher feedback have been the subject of research for decades (Goldstein 2004, Ferris and Hedgcock, 2005), no one has actually looked into alternatives to teacher and peer feedback.
This paper reports on a study which aimed to fill the void by using three kinds of feedback (i.e. self-stimulated feedback, draft-dependant feedback and teacher feedback) among three groups of students at the same level in a university in southeast China. By manipulating the feedback modes while observing the effectiveness of each through three drafts and self-reflection via interviews, the researcher has found some preliminary differences in the types of corrections. Further data analysis indicates that using different feedback modes by taping learners’ autonomy will be viable alternatives in EFL writing. topTeachers’ Written Feedback on the First-year Students’ Writings (Paper)
Ms Nguyen Thi Dzung Hue, Ms Nguyen Thi Thanh Huong and Ms Nguyen Thuy Phuong Lan
Though teachers’ written feedback to students’ writings is a vital aspect of second language composition research, it is usually neglected by writing teachers. This paper reports on a study examining the way in which Hanoi Foreign Trade University (HFTU) first-year teachers respond to their learners’ writings and the student’s attitudes towards the feedback.
The research reveals that there exist many problems concerning teachers’ methods of responding, their feedback focus, and their frequent types and forms used to help their students to process feedback. Meanwhile, the students report a desire for more effective teacher feedback, which implies a mismatch between what the teachers often give and what the students would like to get. The study recommends several important directions based on the insightful implications of the literature and the full consensus of teachers and students in improving the teachers’ feedback, helping the students process the feedback more effectively.
Teaching Writing through Thinking: Today’s Literacy (Paper)
Many approaches guide teachers of writing: genre-based approaches targeting specific disciplines, and the process-oriented approach which recognises the primacy of the steps in the composing, to name but two. Approaches also view writing as product and process, often seen to be non-complementary.
This paper discusses a course in which both product and process are intertwined. In the course, students learn to focus on the argument as the foundation of good academic writing, as they act as researchers to complete a problem-solution type of writing. The paper shows how the focus on the argument combines the merits of both process (when students are immersed in the writing and simultaneously learn valuable thinking skills like analysis, evaluation and synthesis) and product (when students complete a position paper following a thesis or position that they start their writing with). It also rationalises why students today need not just academic literacies but thinking literacies too.
Making Your Writing Lesson Exciting (Workshop)
Mr Rana Sowath and Mr Tuot Bunnat
Teaching writing requires more than just getting students to write. It is important to initially activate students’ interest and let them share their background knowledge so that they are motivated to write. In this workshop, participants will be shown three main different steps of teaching interactive writing, in which the skills of speaking and listening are incorporated. Within each step, some practical activities and examples from the presenters’ experience in Cambodia will also be introduced in order to help participants clearly understand the procedure. Participants will also be required to do the actual activities during the workshop. top
Reasoning, Mind Maps and Teaching Writing (Workshop)
There are two major concerns of writing teachers: firstly, no matter how many times teachers remind students of doing the outline before writing, the majority of students start their writing without outlining; secondly, students are always not confident and do not succeed in giving effective supporting ideas in their writing. To cope with these concerns, this paper suggests a number of reasoning activities for teaching different kinds of writing essay for intermediate-level English students. These activities will highly motivate students to plan their writing; thus they will form a habit of quick planning before writing, which will result in appropriate supporting ideas in students’ pieces. The presenter will share a series of real examples from her experience to engage participants to learn and memorise for their future application. These ideas are rooted in the famous quote of a philosopher, “The human being is a reasoning animal.”
An Analysis of Chinese English Learners’ Email Request Production (Paper)
This paper is an investigation of the pragmatic abilities of Chinese English learners. Email requests of Chinese students are compared with native speaker production and analysed in terms of Brown and Levinson's politeness framework (Brown & Levinson, 1987. Politeness: Some universals in language use,
New York: Cambridge University Press). In general, it is found that native speakers use more politeness strategies to attend to their interlocutors' negative and positive face wants, whereas Chinese English Learners tend to employ restricted politeness strategies, or simply make fairly direct requests. The findings are discussed with respect to teaching pragmatics in writing. While accuracy, vocabulary and coherence are certainly worth learners’ effort, an email of “bad manners” would hardly be well received. The paper concludes with possible ways and methods of teaching pragmatics in email writing. top
Exploring Student Collaboration in a Writing Class (Workshop)
Pair work and group work are widely employed in EFL speaking classes as means for promoting interaction among students and increasing their motivation. In writing classes, however, the use of such cooperative activities is often limited. Most teachers have their students work together only when they brainstorm ideas at the pre-writing stage and review their drafts at the editing stage. This presentation explores the possibility of extending student collaboration to the entire process of writing. Focusing on a research/writing project in which students create a brochure for their original walking tour, the presentation discusses the underlying principles and design of such projects, while addressing more practical issues of classroom implementation by using samples of teaching materials and student writing.
STREAM: Teaching Young Learners (TYL)
Learning-centred Approach for Young Learners (Paper)
This paper gives ideas about a learning-centred approach when teaching young learners. It explains the way young learners learn, and is supported by theories that influence this approach. The features, benefits and limitations of the approach are also mentioned. Based on constructivism, the approach aims at learning and activities that should encourage pupils to experience and construct knowledge by themselves as much as possible. At the same time, the socio-cultural theory is included by explaining how zone of proximal development (ZPD) and scaffolding help children to learn.
Implementing the International Education and Resource Network (Paper)
Ms Chollada Suawong and Ms Fidelia Twenge-Jinings
iEARN (International Education and Resource Network) is an Internet-based network set up to coordinate educational exchange around the globe. On its website, teachers can browse and join ongoing projects or post ideas for new ones. Students directly use the website to interact with each other and post their ideas and experiences connected to specific projects. iEARN achieves many goals connected to English language learning and broadening participants’ awareness of other languages and cultures around the world. At the Islamic College of Thailand, the presenters have been using iEARN for a multitude of educational activities. Some highlights include the teddy-bear exchange and environmental education projects. However, iEARN can be crafted around any instructional goals, depending on one’s context. The presenters will discuss in detail their projects and offer guidance for those wishing to set up similar programs in their own teaching contexts.
Helping Primary Students Achieve Their Goals (Workshop)
How can students learn English in an environment where they do not need it? In this workshop, the presenter will focus on the importance of setting clear goals and giving the students regular feedback on their progress. This helps them become independent learners who feel confident to face the challenge of using English in a real, practical way inside and outside the classroom. Participants will experience carefully designed, fun, experience-based activities and real interactions that will help the students develop language competence beyond the sentence level. The presenter will include examples of We Can! – a new and unique goal-oriented series for elementary students. top
‘Moving’ Towards English! (Workshop)
This dynamic workshop will explore the benefits of integrating the Total Physical Response (TPR) method into young learners’ curriculum, and will provide participants with the tools and resources to design TPR activities suited to their classrooms. Through collaborative activities, participants will learn practical techniques for developing simple TPR activities using the resources available in their school and community. Video clips will be used to demonstrate the use of this technique, and will be followed by guided reflection and discussion. Participants will gain concrete examples of TPR activities, extension activities, suggested resources, and ways to motivate their students!
What Matters in Early Literacy? (Paper)
There is emerging consensus about the key concepts and skills underpinning success in literacy for young learners. There is less agreement about teaching strategies that support children along the literacy learning journey. And there is considerable debate about how the needs of second language learners can best be met. This paper will draw on the presenter’s experience in researching and writing about early literacy for the Commonwealth Government in Australia and on her work with Australian Indigenous communities to address these issues and to identify “best practice” directions for English language teaching in the 21st century.
The research and the presenter’s regular work with early childhood professionals in care and education suggests that improving literacy outcomes for all children has to involve a multi-layered approach. Such an approach should encompass families and their ways of doing literacy; young children, their lives and methods of engagement; and professional learning for practitioners.
Practical Methods in Teaching English as a Foreign Language for Khmer Children (Workshop)
Ms Rhodora Ngipol Mendoza and Miss Prak Samnang Putheary
If you don’t have a lot of experience or ideas for teaching English as a foreign language for preschool, particularly 2-4 years old Khmer children, this workshop will give you brilliant tips and tricks to help you enjoy your class. Participants will have the opportunity to get involved and become familiar with practical methods in teaching English to Khmer children using music, action, letter and number songs, as well as drama and story-telling using object transformation, pantomime, auto-image and tableau. The presenters will also show a video excerpt of 2-4 year old Khmer pupils (in a real classroom situation) learning English for the first time using some practical methods.
‘Text’-based Learning (Workshop)
This session aims to show how a variety of reading texts can be exploited for the purposes of communicative, task-based language activities. In addition to showing practical ways of using texts from course books and other sources to build vocabulary and raise awareness of grammatical patterns, the workshop will demonstrate how to then transfer skills from reading to writing, speaking and listening, with a particular focus on personalisation. The workshop aims to equip teachers with easily adaptable ideas which can be applied to any text-based lesson. top
STREAM: Testing (TES)
Japan’s Pre-first-grade Speaking Test (Paper)
This paper describes the content, procedure, and scoring method of Japan's pre-first-grade speaking examination. This test centres on a four-picture story with a problem or a controversy. Examinees initially study this sequential, four-picture story for one minute and then explain the whole story, as thoroughly as possible, for two minutes. The examiners then ask the examinees four graded questions, by first eliciting content information, then on to more demanding question-types such as conditional situations, suppositions, or opinions.
During this presentation, the audience views examples of former examinations including questions. With an in-house rubric, members in the audience judge for themselves the examinees’ two-minute presentations and their answers. The audience is welcome to offer opinions about the feasibility of such an oral examination in their teaching context.
Test Anxiety among Vietnamese EFL Students (Paper)
Mr Le Cong Tuan and Mr Nguyen Quan Hai
This paper reports on a study of issues related to anxiety that constrain students from effective speaking performance in a second language. The presenters developed a test to measure the general level of anxiety in two groups of 120 students (pre-intermediate and advanced learners of English). Test anxiety was found as an important factor (with high scores by the subjects studied), among other types of anxiety such as fear of crowds, fear of foreigners, and personal traits that hinder students from natural and effective communication in their second language. Comparison of students’ performance in speaking tests and test-free environments also revealed a significant difference. The findings of this paper suggest some helpful implications for teachers in their attempt to create an anxiety-free learning context so as to maximise their students’ learning. top
Integrative Task Model of Language Assessment (Paper)
This paper reports on a study where a prototype model of task-based language assessment, Integrative Task (IT) Model, was developed in an attempt to solve the longstanding problem of grading and generalising EFL learners’ performances on particular language tasks to their future performances on the tasks at similar difficulty levels. In the IT Model, two psychometric and information-processing theories contributed. These were operationally defined as the two-factor constructs underlying individual Integrative tasks: first, the core operations identified in the eight categories of Multiple Intelligences Theory (Gardner, 1985), and second, the behavioural objectives elaborated in the six hierarchical levels of Cognitive Domain identified in the Taxonomy of Educational Objectives (Bloom, 1965). In this paper, the appropriateness of the interpretations made of Iranian students’ performance is discussed in terms of exploratory factor analysis and two-factor Analysis of Variances as two measures of construct validity.
Applying the Common European Framework of Reference in Language Testing (Paper)
The aim of this session is to introduce the Common Europe Framework (CEF) as a globally-recognised reference tool for language learning, language teaching and language assessment. The Framework can be used by teachers to evaluate their students’ progress, by learners themselves to monitor and assess their own progress, and finally by examining bodies (such as Cambridge ESOL and IELTS) when preparing tasks to include in assessment tests and to ensure easy comparison between various tests and awarded grades.
The session itself will begin by outlining exactly what the CEF is and briefly how it came about. It will then go on to examine the “Can Do” statements themselves and how they can be used both in teaching and learning as well as in assessment, before looking at some samples of tasks from the Cambridge ESOL suite of English language tests.
Quality of Five Listening Tests from the Same Specification (Paper)
This study aimed at (1) comparing the quality of five versions of an English listening test developed from the same specification, analysed by means of Classical Test Theory (reliability, content validity, levels of difficulty and discrimination index); and (2) collecting quality test items into a test bank. The population was the first year undergraduate students enrolled in the English I course at King Mongkut’s University of Technology, North Bangkok . The results revealed that all five tests were slightly different, with different numbers of quality test items. top
Turning Teachers into Researchers: Some Practical Suggestions (Workshop)
This presentation focuses on practical ways teachers can conduct more valid research - without special equipment or advanced statistics. After highlighting a few key concepts in educational research, three easily replicated examples of classroom research will be introduced: (1) student-generated tests and grading in which students are involved in submitting test items which are randomly selected for periodic exams; (2) reducing format effects in exams by using alternative versions of the “same” exam in different formats; and (3) formulating “can do” lists, in which students and teachers co-construct lists of what they can/can't do in a target language – and set goals based on those lists. Each of these three projects is designed to help develop a more critical awareness of the education and evaluation cycle. The presentation will also suggest resources to learn more about language testing and some general guidelines for conducting classroom research.
Can CLT Be Successful without a Match between Teaching and Testing Practices? (Paper)
In the context of EFL teaching, testing can have serious backwash (or washback) effects on teaching practices (McNamara 2000). This presentation reports the findings of a study on these effects. Using the triangulation technique in social science research, the study reviewed the teaching and testing practices at the best Lower Secondary School (LSS) in Khanh Hoa, a province in central Vietnam, in 2005. Findings indicated that the language-based term papers had distorted the teaching practice at the school, generating grammar-based or test-oriented extra-curricular classes. Unsurprisingly, students’ performance of both oral and written English, as tested by the researcher’s communicative test, was extremely limited. The study, therefore, made practical suggestions to all the stakeholders of the provincial education, from the teaching staff to the local Department of Education and Training (DOET) and the local Teachers Training College, for a reform in language testing practices.
Classroom Speaking Assessment with Oral Presentation: A Case Study (Paper)
This paper reports a case study of the implementation of end-of-term speaking assessment with oral presentation in the author’s two natural English classes with Chinese intermediate EFL learners. The study first analysed the students’ performance according to the evaluation criteria. Then it investigated and explored the students’ perceptions and difficulties/problems that had prevented them from meeting the evaluation criteria. Qualitative methods were used to gather data. The study found that the majority of the students felt positive about the presentation as the speaking task and assessment for several reasons. The study also revealed five main difficulties/problems that had impeded the students from making an effective oral presentation as the evaluation criteria required. Finally, some potential approaches were proposed for helping students tackle the difficulties/problems to make an oral presentation that meets the basic evaluation criteria.
STREAM: Using Technology (TEC)
Using Efficient Internet Research Tools (Workshop)
While today’s 21st Century students are avid users of the Internet, many research inefficiently. There are a number of web-based tools they can use to develop the following skills: advanced searching, evaluating website quality, archiving websites and creating bibliographic citations.
Using Google for many is routine, but using advanced search options allows students to refine their search. Students learn to quickly evaluate the quality of the websites they use with QuickCheck guidelines. Web-based bookmark services like del.icio.us allow users to personally bookmark and archive their sites by topics of their choice including notes about the resource. Including citations in bibliographies is quick with Citation Machine. Researchers answer a series of questions about the source and the tool produces the citation for copying and pasting into bibliographies. With these tools at their fingertips, 21st Century learners will research on the Internet more quickly and efficiently.Using Wikis with Research Projects and Portfolios (Workshop)
A wiki is a powerful, free Internet tool that allows users without special training to quickly create web pages organised into websites. The web page editing screen has recognisable formatting tools. Although the tools are limited, wikis have a number of exceptional features that enhance web page creation for educational use both individually and collaboratively. Each web page has a discussion tab that allows readers and creators to have a running dialog about the corresponding web page. The history tab attached to each web page creates a link each time the user saves, and also records the user’s name, the time and the date. Privacy settings determined by the teacher or organiser include public, protected and private. These unique features work together to ease record keeping and provide motivating learning experiences for students and teachers. The presenter’s examples include research projects, portfolios and reflections on learning hosted at wikispaces.com. top
Factors Influencing EFL Teachers’ Adoption of Technologies in Classroom Practice (Workshop)
This workshop presents primary research conducted with 12 Vietnamese teachers of English using questionnaires and semi-structured interviews, which has revealed that heavy investment into technological infrastructure and the top-down approach of implementing technological change in English teaching are not a guarantee for the adoption of technology by English teachers in their classroom practice. Even when the teachers are receptive to using technologies and not afraid of losing face when they are not as technically competent as their students, without prompt technological professional development and timely technical support for teachers, the teachers cannot fully adopt technologies in their classroom teaching.
How NOT to Get Technology to Work for Teachers (Paper)
Technology of course is useful, if it has a use. In some cases however, technology is simply selected because of its “gimmick” value. The presenter of this paper will make a case against technology use in English language classrooms, which is rampant in newly developing countries like Malaysia. There is now an emerging kind of technological instructional aid called “Teaching Courseware”, which the presenter feels is dangerous as it sometimes totally ignores crucial aspects of pedagogy. The presenter has found that teaching courseware is not only lacking in learner-centeredness, it even has a tendency to reduce the teacher’s role to that of an operator of the courseware. The presenter will conclude by listing aspects of the courseware which break time-tested rules of language teaching and provide examples of this from teaching courseware used in Malaysian classrooms.
Globalising and the Use of Volunteers in ELT: Enhancing Provision in Disadvantaged Areas (Paper)
This paper, based on a research trip to Cambodia by the presenter in August 2008, explores how globalising affords new opportunities to use volunteers from abroad to improve access to ELT among the poorer sections of the population. That English enjoys a high status is clear from recent accounts of foreign language teaching in Cambodia (Neau, 2003; Clayton, 2006). However, it is equally clear that learning English is highly dependent on the ability to pay for tuition, thereby contributing to growing inequalities in job prospects. Three aspects of the impact of globalisation on the use of volunteers are examined in turn: (1) recruitment and selection (with particular reference to the debate around neo-imperialism and the ownership of English); (2) traditional ways of approaching the use of volunteers (case study); and (3) new possibilities offered by technological progress/global communication networks. top
Using Skype to Connect a Classroom to the World (Paper)
Ms Miki Tsukamoto, Prof Brian Nuspliger and Mr Yusuke Senzaki
Most students in Japan have few opportunities to speak English outside their classrooms. Having those students speak English inside the classroom is often difficult as well. English teachers have tried many things to provide students with the opportunity to speak English in their classroom. The presenters began having web conferences with a high school in the United States four years ago and they have found that these web conferences encouraged students to play a more active role in the classroom. The students started to speak more English during the conference calls and they began to prepare for their lessons more eagerly. The most important point is that they enjoy speaking with American students through the Skype conferences. The presenters will illustrate how the students enjoy web conferences and learning English. They also will explain how to set up a web conference in a classroom.
Non-internet Technology: A Solution for Local English Teachers of Large Classes (Paper)
While internet-based teaching and learning is still a luxury to language learners and teachers in local universities, non-internet technology (NIT) has become an optimal choice for English teachers. NIT, which includes technology-enhanced tools such as learning software, language laboratories and Power Point presentations, has presented remarkable advantages for language classrooms, such as effectiveness, applicability and affordability. In considering the use of NIT as a flexible and useful aid to both teachers and learners, the author of this paper will discuss the three following aspects of NIT: (1) why NIT; (2) how NIT helps; and (3) how and how much to use NIT. Another focus of this paper is an analysis of students’ attitudes and evaluation of NIT applied in their classes, based on an investigation on 200 students at Vietnam Forestry University. Hopefully, the findings will contribute to TESOL professionals who are still sceptical about the role of NIT.
Using Media in the Classroom, Especially Radio and Magazines (Workshop)
Ms Susan Rodger
Kang Guru Radio English (KGRE) was established in 1989 as part of bilateral development assistance between Indonesia and Australia. Since then it has provided English language students across Indonesia with a high quality English language radio program to support their language learning. Over the last 19 years students and teachers of English have had access to an ever-widening number of materials produced by KGI including a magazine and a website and specially written materials for junior and senior high schools. As a result, through this process of progressive engagement, KGRE has evolved into Kang Guru Indonesia - KGI.
A common problem for teachers is finding a text suitable for a mixed ability class. KGI has some practical answers for that problem. Using radio and magazine articles KGI will show teachers a variety of ways to adapt and develop materials and how to exploit them to maximum benefit. topTeaching Cultural Topics with Moodle: A 15-week Syllabus (Workshop)
Mr Terence McDonough and Mr Michael Greisamer
EFL instructors are often required to teach cultural topics to large classes. This workshop explains how course management software Moodle can be utilised to teach courses on culture and intercultural understanding. To illustrate their approach to teaching culture, the presenters have created a one semester on-line course syllabus with resources and activities designed for increasing student participation and collaboration. Workshop participants will see how the tools in Moodle may be developed to their maximum advantage for displaying student video projects, blogging, group authored quiz questions, as well as instructor produced lecture notes, weekly readings, quizzes and much more. Practical information for teaching culture online or with Moodle will be provided. This workshop will be of most value to instructors who have access to computer labs with high speed internet connections. Most ideas and examples are also applicable to single computer environments.
The Global Classroom Connection (Workshop)
The best way to learn English is by using English. Exchange programs can be highly effective ways to learn English, partly because the students are immersed in the culture but mostly because they are constantly exposed to and have to use English. Not every child can afford to go on an exchange program so the Global Classroom Connection was designed to bring the exchange program experience to any classroom that is interested in participating.
The process is simple. A classroom is partnered with a classroom in a different country and the two classrooms build a joint website together. The software is available online and is simple, powerful and accessible to anyone with an Internet connection. Each student gets their own home page with the website where they upload photos and introduce themselves and then spend the school year getting to know friends in another country and carrying on continuous discussion.
Responses of Multiple Intelligences to ESL Curriculum Integrated with ICT (Paper)
This paper reports on a study which examined the effects of an information and communication technology (ICT) integrated curriculum on English as a second language (ESL) students with multiple intelligences or different learning styles. Since students all learn differently or have different learning strengths, the goal is to discover if the varied and more convenient learning environments in the classroom could make a greater impact on the majority of students. Data was collected via a research journal and a questionnaire survey of students in a Chinese university, and followed by semi-structured interviews with focus groups. The questionnaire data was analysed using descriptive statistics and later integrated with the journal and interviews. The analysis of findings and results will be presented and elaborated upon in this paper. top
Can Metacognitive Regulation Enhance L2 Students’ English Vocabulary Knowledge? (Paper)
This paper reports on a study examining the relationships between students’ metacognitive regulation and the success of learning English vocabulary. Two sub-strategies of metacognitive regulation – selective attention and self-initiation – were first analysed. Simultaneously, the students’ vocabulary knowledge – passive, controlled-active and free-active vocabulary – was also tested. Though metacognitive regulation was not that preferred by the students, it was positively and significantly correlated with the passive and controlled-active vocabulary knowledge. The same applied to selective attention and self-initiation even though findings showed that selective attention was preferred to self-initiation. On the other hand, a negative insignificant correlation existed between metacognitive regulation and free-active vocabulary knowledge. Such a phenomenon indicated that the students’ metacognitive regulation did not help to enhance their ability to use English words freely in their writing.
Teaching Vocabulary to Young Learners (Workshop)
To learn a language, there are several components such as vocabulary, grammar and pronunciation. Among those components, the learners can learn vocabulary without grammar, but they cannot learn grammar without vocabulary. So, vocabulary is a very important component in learning a language. Students learn well when they feel happy. To get to know how to make them feel happy and enjoy learning, this workshop will introduce how to teach vocabulary in a way that is fun and more productive for the students. The presenter will show participants how to apply these strategies in their own classes and how to make vocabulary sessions more interesting.
Interactive Vocabulary Activities for English Language Students (Workshop)
Mr Chuon Kheang and Mr Lim Lady
Research suggests that vocabulary must be encountered at least seven times before it is truly learnt and that words are most easily learnt when students make them their own in some memorable ways. For both these reasons, this workshop will introduce interactive vocabulary activities for English language students that provide an enjoyable way of revising words and give students the opportunity to use them in a memorable context. The presenter will show participants how to set up and play these highly interactive activities and demonstrate how to make vocabulary activities interesting and productive for students. top
Product Naming in the Classroom: A Case Study of Word Formation (Paper)
This paper presents data collected from students from a product naming project where groups were responsible for naming four novel products. The product names were then analysed and compared to a set of standard values for how new words typically enter the English language. This paper also discusses briefly how new words enter a language and the word-formation process as it applies to the English language. Finally, implications of the results are discussed and consideration is given to how students could benefit by such product-naming projects and having explicit knowledge about the word-formation process in English.
How to Teach Vocabulary Effectively (Paper)
Vocabulary plays a remarkable role in enhancing every English skill for students. Teaching new words through various techniques, therefore, provides the opportunity not only for teachers to motivate their students and spice the lesson up but also for students to learn creatively by themselves. This paper will describe and demonstrate many fun and effective ways to handle vocabulary learning: translating, using dictionaries, defining, using realia and visuals, word-building, matching, guessing from context, miming, using synonyms and antonyms, classifying, focusing on familiar or famous words, giving examples, drawing and labelling, brainstorming and oral gap-filling activities. Participants will receive a comprehensive hand-out of useful activities to use in their own classes.
Interactive Games for Vocabulary Lessons (Workshop)
Have you ever noticed your students are bored? Have you ever walked out of the classroom wondering if your students have leant the word you taught? Teaching Vocabulary does not depend solely on meaning, pronunciation, or even on your translation in your students’ mother tongue. The question is: Will your students be able to use the new vocabulary in practical situations? Not many Cambodian teachers think about this question. Games can be used to interactively engage students. A different method will help to keep students entertained and learning. This workshop will introduce a variety of language games for Cambodian teachers to help students with their vocabulary-building.
A Simple but Effective Way of Teaching New Words (Workshop)
In many second language classes, teachers do not seem to be patient enough to explain new words in English, but tend to switch to their mother tongue and tell their students the meanings in their first language. The presenter does not share this way of teaching as many English words have different meanings in different contexts. In the first and the second part of the presentation, the significance of using English in teaching new words and a simple but effective way of explaining these in English by integrating visual aids and body language to word stems, synonym, antonym and pictorial examples will be addressed. Participants will also have a chance to put these strategies into practice at the end of the presentation. The presenter herself finds this innovative approach very effective both in teaching and in motivating students once they can guess the meaning of the words.
Using Hip Hop and R&B Music Effectively for English Learning (Workshop)
Everybody loves music especially our kids. This workshop will build on the work of James J. Asher - the founder of Total Physical Response (TPR) by weaving TPR, music (hip hop and R&B) and second language learning (L2) pedagogy together to form a blanket of ideas. The presenter will provide anecdotal evidence by way of story-telling, supporting the effectiveness of music as a L2 learning tool. Some theoretical considerations, such as Gardner’s multiple intelligences, will be briefly discussed. The presenter will then demonstrate a number of activities that can be used in the classroom for very young learners up to adults. Although the initial emphasis will be on vocabulary acquisition, other language skills (speaking, listening and reading) are employed in this overall approach to L2 acquisition.
There will be digital files (lesson plans, music files) and other resources available so bring your laptops and your dancing shoes.
Integrating Direct Instruction and Incidental Learning in the Academic Vocabulary Class (Paper)
This paper proposes that the most effective and efficient vocabulary acquisition occurs through an integration of explicit instruction and implicit learning. A classroom application indicates that teaching de-contextualised lexis, focusing on the Academic Word List, inferring from context followed by extensive reading proved to be successful with intermediate level students in acquiring academic vocabulary. This is followed by controlled reading in which inferencing skills are taught. A general improvement in comprehension tasks, writing and oral skills and fluency was evident. In addition to this, the group required to do extensive reading showed a higher score on the production level section of Schmitt’s Vocabulary level test. This study corroborates findings by researchers that direct teaching and memorisation lead to greater vocabulary gains than incidental learning but that the latter results in depth of vocabulary, improved grammatical skills and reading comprehension. top
Word Association Studies in the Second Language (Paper)
Word association patterns of language learners have been a subject of interest in L2 studies for several decades now. Word association tests have been widely used to measure size, quality and organisation of the L2 lexicon. While, to a large extent, these studies have followed L1 approaches to data collection and analysis, the perspective from which the data were examined was different. The purpose of this paper is to provide a summary of the major findings of L2 word association studies in the last 40 years and draw attention to implications of these studies that should be of significance to both researchers and language practitioners. Practical suggestions for word association teaching activities will also be offered.
STREAM: Poster sessions (POS)
Green Your Teaching
While most teachers recognise the need for educating young people to take better care of the environment, most curricula in public and private schools do not focus on this topic. If the topic is addressed, such instruction is usually limited to explicitly teaching students about environmental issues and discussing them in class, and does not involve actually modelling eco-friendly behaviour for students to see in and outside of the classroom. This presentation can be viewed as a guideline for using the environment as a catalyst in teachers’ own class preparation; for the methods they use in teaching ANY subject matter; and for ways they can encourage their students to be responsible citizens of this earth. Furthermore, for instructors who find the opportunity to teach lessons or even whole courses specifically focused on environmental issues, the author provides resources for planning and implementing such lessons as well. top
Picture Perfect: Communicating with Visual Resources
Ms Helen Huntley and Ms Bernice Clark
Pictures and other visual resources are an important, but often underutilised, component in language teaching. They focus students’ attention on meaning in a concrete way, stimulate their interest and imagination, and provide endless material for both mechanical and communicative activities. Although modern textbooks often display colourful photographs, charts, diagrams and visual cues to focus attention on the topic or targeted skill, teachers often ignore them or fail to maximise their potential for developing students’ communication skills. This session will provide ideas with hands-on practice for teachers to implement in the language classroom, drawing on a variety of visual materials: pictures, photographs, clip art, realia, charts, graphs, maps and advertisements.
Task-based Teaching in the Cambodian English Language Classroom: Is it Effective and What Does it Involve?
Cambodian teachers of English show an outstanding ability at speaking and listening to English and also teaching it. However, some of them also show some reluctance or outright fear at embracing teaching methodologies and approaches that do not follow the course book they choose or have been assigned to teach. This presentation seeks to make Cambodian English language teachers more aware of learner-centred, task-based teaching and what is required of them as far as preparation and teaching in order to apply it in a joyful and effective manner in the English language classroom.
Using Lexical Profiling to Aid Student Fluency and Vocabulary Acquisition
One of the main goals of many language teaching programs is to help develop student speaking abilities. However, if the topic input is not controlled in terms of vocabulary and complexity, then this often defeats the purpose as students usually cannot grasp any significant meaning from the input for them to discuss. This problem can be easily overcome using current free technology, namely lexical profiling software. This poster session will show how any text can be analysed and assessed for complexity and adjusted using lexical profiling technology. Example templates will also be shown on how to design academic speaking tasks using the adjusted texts. Finally, suggestions will be given on how to deal with the vocabulary issues in any course in regards to self study and assessment. top
Get Connected: Sharing Issues, Challenges and Successes from the Online Environment
The purpose of this poster presentation is to share ways of making Computer Assisted Language Learning (CALL) work from an institutional, teaching and learning point of view. The information is based on the presenter’s extensive experience of getting teachers and learners connected globally. This presentation will focus on: (1) exploring scenarios related to using technology for language learning; (2) highlighting challenges, issues and solutions; (3) case studies; (4) sharing experiences related to the challenges and solutions of getting students connected; and (5) creating customised solutions for supporting online language learning.
Global Literature in English: Using Minority Writers in the Classroom
English Literature students, whether native-speaking or ESL/EFL students throughout the world, are required to read the standard literary canon. Although useful and necessary, this canon does not typically expose students to the wealth of contemporary literature being produced by young minority writers in non-English speaking countries. “World Englishes” is a catchphrase that many students have heard; however, few truly understand. This poster presentation highlights a content-based course in Japan where the focus is on young, often disenfranchised, minority writers producing fiction in English today. Materials will be shared.
Designing ESTP Materials in Vietnam: An Integrated Approach
The digital age has uplifted technology to a pioneering position in all aspects of life. Yet it challenges the teaching profession to incorporate technology into every step of the pedagogy practice, including designing materials, preparing lessons, conducting them in the class, assessing students, writing tests and so on. (Francoise Blin & Murag Muro, 2007) To cater for increasing demand for competent speaking tourism staff, this research aims to write electronic ESTP (English for Specific Tourism Purposes) to make tourism education available and accessible for tourism industry stakeholders via an integrated approach. The electronic materials aspire to align three underlying dimensions as required: content, knowledge and technology into the process of writing ESP materials and building up the e-materials. (Matthew et al., 2005) The research is likely to propose a principal integrated approach to designing electronic materials. top
The Implication of Graphic Organisers in a College English Reading Class
Graphic Organisers can be used as a reading strategy in pre-reading, while-reading and post-reading activities to increase students’ reading comprehension. An analysis of data was gathered from three research methods: (a) an experimental course, “Windows on American Culture” for one semester; (b) the pre-tests and the post-tests for the designed course including two tests for examining the participants’ reading comprehension; and (c) two sets of questionnaires, “English Reading Comprehension Questionnaire” and “Checklist of Effective English Reading Strategies.” The study aims to investigate the effective reading strategies that Taiwanese technical college students prefer to use and to identify the relationship among effective reading strategies, graphic organisers, reading metacognition and reading comprehension. The findings reveal that the participants of the experimental group who could make graphic organisers might use effective reading strategies better.
Learning through Teaching
Is it possible for students to teach themselves and their classmates? It is often said that one of the best ways to learn something is to teach it to others - we learn best through active participation, rather than passive consumption. This presentation will examine ways in which students can take responsibility for their own learning, as well as the learning of others, by producing their own lesson materials and teaching their own lessons through carefully structured and scaffolded sessions provided by the class teacher. It will show how drawing on students’ interests and working firmly within the ZPD can turn potentially difficult subjects like Academic Writing into a more interesting student-centred experience. In demonstrating such a project in a language university in Japan, it will show how to successfully hand over the responsibility of both teaching and learning to students in a way that is both achievable and fun.
Long Term Effectiveness of English Language Instruction at Elementary Schools
This study tries to investigate the subsequent effect of English learning in the elementary school both in the skills domain and motivational domain. Participants are 70 grade 7 and 8 students who experienced English in grades 5 and 6 once a week group in tokku (special educational district), and seventy grades 7 and 8 students who did not experience English in the elementary school (ELES) as a control group. The research questions addressed in the study are (1) To what degree do the grade 7 and 8 tokku and the non-ELES participants differ in terms of their English listening, speaking, reading, vocabulary and grammar skills? (2) To what degree do the grade 7 and 8 tokku group and the non-ELES group differ on motivational variables? (3) To what degree do the above differences converge or diverge when the grade 7 and grade 8 results are compared?
Teaching Critical Thinking through Current Issues
Critical thinking is a skill that is not always incorporated in ESL/EFL lessons. Making use of current issues is a convenient way to incorporate critical thinking skills into your lessons. This workshop will demonstrate a sampling of current issues that can be used to teach critical thinking skills. top