Sessions

English Names and L2 Motivation in the Korean EFL Classroom

Research suggests that the perception of one’s name is correlated with employability, likeability, academic achievement, and other important life outcomes. With names being an integral part of our identity and how we are perceived, it is important that EFL teachers understand the implications of using English names with English language learners (ELLs) and the impact it has on L2 (second language) motivation. This presentation addresses two research questions: (a) Is there a difference in L2 motivation between Korean ELLs with an English name and Korean ELLs without one? (b) How does using English names impact Korean ELLs’ L2 motivation in the Korean EFL classroom? The study included a quantitative questionnaire; interviews; and a non-randomized, controlled experiment with Korean secondary students, and it was conducted as part of a master’s level dissertation. Both the findings from the research data and implications for EFL teachers will be discussed.

KOTESOL Connections: Back to Square One – Reflective Practice in Uncertain Times

2020 was a year without precedent. As educators, we were faced with unexpected challenges that forced many of us to abandon time-honored teaching methods in favor of new, unfamiliar ones that may not have always worked. Thomas S.C. Farrell’s (2016) book on reflective practice, From Trainee to Teacher, takes readers on a journey of three novice ESL teachers as they navigate their first year in the classroom. From the initial “shock,” to having to “sink or swim,” to questioning one’s teacher beliefs, the experiences of these novice teachers contain stark similarities to the experiences of many educators, both new and seasoned, within the past year. Participants will reflect on their classroom experiences in 2020 through the lens of a novice teacher. They will also be given a set of tools based on Farrell’s reflective practice framework that they can use to examine their own teaching practice more critically.