Nothing selected so limited to 50 occurring today and after.
Discord Discussions #1147
Engage further with other conference participants in our conference Discord server! Discussions, text and voice chat, and more--all those "hallway conversations" that make face-to-face conferences so delightful--will be happening throughout the conference (and beyond).
In this presentation, I will present three reasons for the necessity of developing and publishing our own pre-extensive reading materials for tertiary-level EFL classrooms. The first is that, while some reading material is commercially available, much of it fails to include word count per page. The second is that characters who are described as being the same age as the target audience of readers are often missing from such materials. A third reason is that few books for this audience are short-story collections, which are suitable for gaining extensive reading habits. Books with these features enable beginning readers to experience two core principles of extensive reading, namely reading quickly and reading for pleasure. As the author of two pre-extensive reading materials, I will also provide useful tips for developing and publishing pre-extensive reading materials.
With the outbreak of the COVID-19 pandemic, teachers across the whole world had to take urgent action to effect a rapid transformation. The purpose of this presentation is to reflect on the resultant virtual teaching practices, focusing on how secondary school EFL teachers enhanced their skills of navigating and managing both themselves and the learners using innovative approaches. While putting forth an effort to avoid panic and embrace pedagogy at the same time, the teachers were able not only to manage but also to motivate and regulate virtual teaching environments for a sustainable change that later resulted in high performance and engagement of both teachers and learners. This practice-based observational study paves the way for future studies to highlight the needs of online teachers’ professional development supported by digital tools and technological aids. Some examples of effective and interactive online resources and web tools applied on the Zoom platform will also be shared.
This study explored how vocabulary may affect responses from second language (L2) English users who completed Vandergrift’s Metacognitive Awareness Listening Questionnaire (MALQ). Six participants (N=6, low-intermediate to advanced L2 English learners) from varied educational and professional backgrounds were recruited for this study. Participants were instructed to complete the MALQ and use textual enhancements to indicate the degree of familiarity with new or infrequently-viewed words and phrases. Participants were also instructed to write notes regarding any unknown vocabulary expressions. After collecting the participants’ data, the researcher engaged in individual confirmation checks. The researcher entered the statements presented on the MALQ into the Compleat Lexical Tutor to determine word families. The results indicated that multi-word expressions and vocabulary from the 3000-word family range and higher influenced responses. Furthermore, this study reinforced the necessity of teaching secondary and tertiary word meanings, teaching vocabulary as multi-word units, and simplifying the language used on surveys.
Video Library #1148
All asynchronous video presentations are available in this handy YouTube playlist for your viewing pleasure. View the videos at your leisure throughout the conference--and beyond! (All videos will be made public about three months after the conference ends; for now, the playlist is intended for registered conference attendees only.)
Video recordings of select synchronous sessions will be uploaded to this playlist soon, as well.
Keynote speaker Gerd Leonhard will be joining us on the final day of the conference to answer questions and participate in further discussion! Conference participants can view his presentation at their leisure and then post questions/comments in our conference Discord server (Plenaries Discussion --> Keynote Speaker Gerd Leonhard).
Encore Presentations #1176
Did you miss a synchronous session? Were you distracted while participating, and want to revisit something? Check our conference Synchronous Sessions YouTube playlist! Many of our synchronous sessions are available here for viewing at your leisure. (Please don't share the link; it's intended for conference participants only, though all our conference videos will be made available on the public Korea TESOL YouTube Channel about three months after the conference ends.)
KOTESOL 2021 Lesson Jam! #1180
For the rest of this week, you can share your favorite lesson plan(s) and be part of KOTESOL 2021's Lesson Jam!
How do you do this? Go to our Lesson Jam Padlet and post your lesson, along with a brief description. That's it!
The only condition is that this be your lesson, or a lesson that you have permission to share.
Participants will each get a copy of Gerd Leonhard's "Technology vs. Humanity" (while quantities last!).
On Saturday night, from 7-9 KST, we'll be looking at what people have shared and discussing ideas on how to adapt these to our own contexts!
What more fun can you have on a Saturday night!? (In the midst of a pandemic.)
Is Phonics Instruction Important When Teaching Young Learners? How Does It Help Develop Reading Skills? #1172Promotional Visit the MM Publications page
Speaker: Gregg Sotiropoulos
Phonics is a method used in schools throughout the English-speaking world to help children learn to read and spell quickly. In this session, you will get practical ideas and tips on how to best incorporate reading and phonics in your program as well as how to familiarize young learners with the sounds of the English language.
Play with Me, Please! #1087
Play is absolutely essential for human development. How can we help our students to find balance and motivation again in this difficult period of change and crisis? Playing. It's so simple and so necessary. But we need to play before them, to discover specific skills, and after be ready to give a new and daring shape to our classes. How can we do this? With playful creativity and specific exercises. This workshop will be highly interactive with slides, videos, materials, and practice.
*** Participants, please bring paper, scissors, glue, and colored pencils or markers! The presenter also recommends two or three acrylic paints in your favorite colors, one or two white sheets of paper, a shoebox or something similar, and some objects you like: ephemera, erasers, pencils, coins, fabric, etc. ***
(NOTE: Rescheduled from Feb. 21, 4-5:20 p.m.)
We are delighted to announce that Joe Dale, an edtech specialist based in the UK, will be leading a number of tech clinics during KOTESOL 2021!
Joe’s sessions will be focused around any edtech questions and issues you are having, both in general and specifically during the pandemic. If you are interested in attending one of Joe’s clinics, we invite you to send in your questions and he will suggest some practical solutions that should help to improve your practice. His considerable experience in this area (see his bio below) means that he will be able to provide quality, substantive advice — and if he doesn't know the answer straight away, he'll find it! These sessions will last for 90 minutes, and will be custom-tailored to each group. They will also be small sessions, with attendance capped at 20. For sessions to run there needs to be a minimum of 10 participants. You may sign up for a maximum of 2 sessions.
Session Timetable (subject to minimum sign-up of 10 participants; subject to change)
Monday, February 22 — 5:00-6:30 p.m. KST Tuesday, February 23 — 5:00-6:30 p.m. KST Wednesday, February 24 — 5:00-6:30 p.m. KST Thursday, February 25 — 5:00-6:30 p.m. KST Friday, February 26 — 5:00-6:30 p.m. KST
Registration and question submission will be done via an electronic form that will be accessible shortly.
This session is designed to inform attendees about KOTESOL’s three main publications: the quarterly magazine The English Connection (TEC), the semi-annual Korea TESOL Journal (KTJ), and the annual KOTESOL Proceedings. In addition to merely informing attendees about our publications are aims are twofold: (a) to interest individuals in possible contributing to our publications and (b) to interest individuals into the possibility of coming on staff. For TEC, an explanation will be given of how authors are recruited and articles obtained for the issue’s theme, what copy-editing and production steps an article goes through from its submission to its publication, and what skills are required of editors. For KTJ, the call-for-papers will be explained, the different types of articles accepted will be described, and the review process will be outlined, as well as the copy-editing and production process, which closely follow APA style guidelines. KTJ also serves as a mentoring journal when that service is required. KOTESOL Proceedings are published once a year and is a collection of articles based on presentations given at the previous Korea TESOL International Conference – articles on research presentations, workshops, and poster sessions. The review, copy-editing, and production processes are similar to that of KTJ. Several of KOTESOL’s smaller, online publication opportunities will also be introduced. Substantial time will be allotted for a concluding question-and-answer session.
When we ponder the question of how our lives are likely to change over the coming years and decades, it is tempting to let our imaginations run wild. When we think about learning foreign languages, for example, we may dream of technology that will allow us to have new languages uploaded automatically to our brains as we sleep soundly in our temperature-controlled hover-beds. Alternatively, the more pessimistic among us might live in dread of a nightmare scenario in which AI holograms render our entire profession obsolete.
It is important to remember, however, that when it comes to education, and particularly to language education in institutional settings, there are some basic elements of what we do that are unlikely to change anytime soon, if ever. Today, we have access to technologies and resources that would have been unimaginable as recently as 20 years ago, but is the way we teach and learn now really so very different from the way we did it back then? In this session, I will look at what I consider to be the fundamentals of language education and make the case that when we envision the future, it is just as important to be aware of the things we know will not change as it is to imagine all the things that might.
David Barker is the director of the English Center at Gifu University in Japan. Originally from Wales, he became a language teacher after working for two years as a police officer in Liverpool, England. He has a PhD in language education and has taught English in Singapore, New Zealand, and Japan, where he has lived for 23 years. He is the founder of BTB Press and the author of a wide range of bilingual textbooks. He is also the author of four Japanese language books about learning English, two of which became national bestsellers. His main areas of interest are cross-linguistic interference and materials development.
How much do you really know about KOTESOL, its Membership Committee, and your membership benefits? Join us for a pub quiz-style challenge, and then collaborate in teams to create a "wish list" for what you'd like to see from the committee in the future!
The last year, 2020, will go down in history.
How did your bank accounts fare?
Financially, 2020 was an excellent year for the "haves" but a terrible year for the "have-nots." The purpose of this panel is to help answer questions that our colleagues have about improving their financial health, particularly in light of the impact of COVID on an expatriate lifestyle. The panelists have experience in debt reduction, investing, building “set-asides,” F.I.R.E., retirement planning, managing pensions, passive income, Korean taxes, tax in other countries we know about, planning based on your age, life after Korea, some legal issues, etc. Our goal with this panel is to provide you with a few of our top tips to improve your financial health and then answer any questions you have regarding your individual needs and situations. Working together can help everyone's financial health improve.
Lesson preparations for English language learners (ELLs) are different from other general students. ELLs have their own diverse characteristics, such as their educational backgrounds and first language knowledge, as well as assets, and these factors needed to be included in lesson planning. For this presentation, the presenter will first talk about factors that should be considered for lesson preparation. Strategies and supplementary materials that will make a lesson clearer and more interesting will also be presented, such as hands-on manipulatives and realia. Multiple online resources for lesson preparation will be shared during the presentation, such as PBS, News in Levels, Books that Grow, and other websites as well as video channels. The presenter will also share ideas on how to use these materials in a more applicable way. After this presentation, the audience may have a clear idea about what to use and how to use it in ELL lesson preparation.
Integrating technology into the EFL education curriculum in Korea has become an increasingly important balancing act, especially in the midst of a pandemic. Research has shown various opinions on the appropriate amount of technology to integrate to create a curriculum that fosters the development of 21st-century skills that would support language development. Several studies have shown that there have been several key issues preventing teachers from fully utilizing these tools to develop students' 21st-century skills. These problematic areas include finding the right technology tool to use, teacher knowledge of technology, adaptation into the current curriculum, and administrative support. What this workshop hopes to accomplish is to provide some practical ways you can combine techniques of your own creativity and the use of technology you may currently have in your classroom. The workshop will focus on developing skills in creativity, collaboration, communication, and critical thinking for elementary school students.
This workshop gives attendees hands-on activities for students in the EFL classroom, not only for in-person classes but also for online classes. Regarding writing, input activities are indispensable for students to output their opinions, choices, and ideas; also, the activities should be suitable and practical. To make both input and output activities for writing, what do teachers need? This workshop will include samples of writing activities including stepped-writing, mini-debate, publication platforms such as Padlet, and classroom journals in order to offer audiences practice with such writing input and output activities. In addition, audiences will be able to use the writing activities for their own teaching contexts, either in-person or online, using these concepts. As a result, students can increase their motivation toward writing while being active through input-output activities. Written essays and other work done by students aged 13 to 17 will be shown in this workshop to illustrate the power of this writing concept.
Creativity has been receiving a lot of attention in the field of English language education. Recent academic research has attempted to answer questions such as these: What does creativity mean for English teachers and students? Can creativity be fostered? How can English teachers encourage their students to be creative while learning English? Does encouraging students to be creative help them to improve their English? This presentation will draw on the recent body of research to offer answers to all of these questions for teachers working with students of all ages. The basis for this presentation is a meta-analysis of over forty purposefully sampled research papers conducted on creativity in English classrooms in the past few years. The presenters will highlight trends in this research and draw out practical implications and recommendations for English teachers who hope to encourage their own students to practice English creatively.
During the global pandemic, educators worldwide have made massive strides in helping learners change from in-person classes to digital formats. Despite these efforts, many students have found the switch to online instruction to be a frustrating, overwhelming experience. University students have reported mental, physical, and technological issues while taking classes at home instead of on campus. This paper focuses on how a resilient approach to curriculum may have the ability to reduce such difficulties. Resilient curricula focus on navigating disruptions and rebounding from sub-optimal learning situations. Based on the experiences of 300 Japan-based university students, we look specifically at four themes: issues students felt they could control and could not control, resilient technology platform use, and activity design. These themes arose through online discussions in language learning classes during 2020 and may be applicable to a range of learners. We suggest solutions for each theme and aim to share resources with participants.
The purpose of this research is to investigate the factor(s) related to improving the English proficiency of university students in student-centered communicative lessons. Eighty-eight Japanese EFL students completed a questionnaire at the middle of a semester. It included affective components such as foreign language enjoyment (FLE)/foreign language classroom anxiety (FLCA) scales and some demographic components. The students took the TOEIC IP before and after the semester to check their progress on English proficiency. A logistic regression analysis was calculated to find the factor(s) involved in increasing the TOEIC scores, based on six independent variables. It was found that the factor that led to the improvement of English proficiency after the course was students' being less anxious in the middle of the semester. Teachers should make every effort to envision English classrooms together with their students by considering students’ feelings (especially anxiety) during lessons and create an unthreatening language learning environment.
Future Proof #1075
Even before the pandemic hit, I was contemplating the evolving nature of work in our profession. What does it mean to hold a “full time job”? Is freelancing something you work up to, or work to get away from? Should experience bring a higher salary for the same work, or for more responsibilities? Is an hour of teaching worth more or less than an hour of working in an office?
And then the move to online learning and teaching so many of us experienced over the last year—and continue to experience this year—led to even more questions. Should a teacher be paid according to their own local living expenses, or according to students’ local living expenses? How do we balance our need to support ourselves with our desire to support economically challenged students? How much of what we do—not just teaching but writing articles, giving webinars, professional development, and so on—should be free and how much should be paid? What are the options for someone who loves their job but feels underpaid? How can we future-proof our careers for uncertain times?
I’m not going to pretend to have the definitive answers; I don’t think there are definitive answers. But I’d like to share with you the questions I’ve used to focus and adjust my own work life and mentor others. The conversation about how we work and how much we work and what all that is worth is one we should be having, not just with ourselves and our employers but throughout our profession.
We'll let Dorothy introduce herself!
"I'm an author, editor, teacher, and teacher trainer in the field of English Language Teaching (ELT). I taught English, French, and Japanese for over 20 years in Asia, Africa, and the US. My MA in TESL is from the School for International Training in Vermont.
I currently write and edit English language teaching materials and textbooks, and conduct teacher training workshops. My areas of specialty and interest include teaching writing, teaching reading, business English, academic English, testing, and humor. I'm a frequent plenary speaker at international conferences, and in 2012 founded my own small publishing company, Wayzgoose Press, that publishes fiction, non-fiction, and of course ELT materials for teachers and students."
The “Mom factor” in Korea’s ELT setting, compared to the magnitude of their influence as the most critical decision maker for their children’s English learning process, has received relatively little attention in ELT. During the current pandemic, the moms of young learners have become even more influential with their strong engagement and aspiration to learn more about English education. Although this can be regarded as desirable in a general sense, it also raises concerns and issues that need discussion among ELT professionals. The phenomenon of this “Mom factor”, as well as the various advantages and challenges it brings with it, will all be discussed during my presentation.
This presentation reports on how a reframing of a language class was correlated with increased student engagement and improved language proficiency outcomes. The study was conducted with primary school learners of English as a second language, but we will discuss implications for TESOL at multiple levels. Also, we will collaboratively create ways to leverage reframing in our own teaching and learning contexts.
Speaker: Samuel John Williams
Why you should bring Social Media into your Classroom
Social media plays such an integral role in our student’s lives, and there are a vast array of great resources on these platforms that you can easily use to supplement your English lessons. As an English teacher and social media influencer I take the classic stories from English literature and turn them into contemporary video lessons that your pupils love. Now I’m going to show you how you can use this fantastic educational social media content in your English class.
After the whirlwind of 2020, we savor simple academic mainstays: students keep studying; teachers keep teaching; we all keep learning. As educators on the ELT frontlines, let’s boldly advance, in solidarity, together. Yet with so many unknowns, are we sure students will join us? During trying times, how should we design a classroom culture that promotes student buy-in? Altogether, our classrooms must be SURE: Supportive, Unforgettable, Reliable, and Effective. To cover these bases, online or offline, trust becomes imperative. Qualitative analysis of the past four semesters, including quantitative data and written feedback from over 500 student surveys, has shaped the aims of this workshop: to highlight best practices around cultivating student trust and brainstorm classroom culture goals for 2021. Attendee input is highly encouraged. As the four SURE components are introduced through recent examples, participants will discuss and personalize the concepts in small groups. Let’s enhance our knowledge all together.
In response to the challenges faced by the Department of Education, this study aimed to provide innovative solutions in addressing English classroom needs. The study specifically utilized design thinking (DT) to address classroom needs at the secondary level vis-a-vis open possibilities of using DT in addressing other problems. Using a qualitative research design, it utilized a single case study aimed at developing and explaining an existing problem. The study had six students and four teacher discussants from the junior high school equally representing the private- and public-school sectors. The results of the focus group discussion found that students identified problems encountered in an English language classroom. Such problems were identified as needs and became the starting point of the teacher discussants in their DT orientation and workshop. DT provides promising innovative solutions in addressing problems in the classroom and may be utilized as a process in improving academic learning.
Language learning apps are increasingly important study tools. With millions of learners worldwide, Duolingo is one of the most popular such apps. A 2012 study by Vesselinov and Grego stated that beginning learners of Spanish gained the equivalent of a semester's worth of study in 34 hours of Duolingo use. Can Japanese university students make the same gains in English? This study tested 75 first-year students with the TOEIC Bridge test, a common standardized test, before and after 14 weeks of Duolingo use. A linear regression found that the app provided only a tiny average increase to TOEIC scores, indicating that it is not highly effective. Possible reasons for this result, discrepancies between this and other studies, and suggestions for further research will be discussed.
In the wake of the COVID-19 pandemic, all institutions in Malaysia were ordered closed for face-to-face interaction for the second time from 9th November 2020 until 18th December 2020. Home-based learning (HBL) was introduced in place of face-to-face interaction in the school. Teachers were given freedom to choose the right mediums, either online or offline methods, to deliver the teaching and learning contents to the pupils. The aim of this research is to find out parents' guiding ability and electronic gadgets readiness for home-based learning. A total of 513 participants (parents) from a primary rural school in Kapit, Sarawak, in Malaysia took part in this research. Quantitative and qualitative methods were used to collect data from the participants. The results showed that 81.5% (m=4.2) of parents were ready to guide their children’s work during HBL. However, the rate of handing in the assigned homework was disappointing at only 61.3%.
Because of COVID-19, many ELT teachers have had to teach classes online as ERT (emergency remote teaching). Aside from technology, three major ERT problems are motivation, class cohesion, and feedback. This workshop will introduce a performance activity, Living Newspaper Readers Theatre (LNRT), that will address these three problems. It will first describe what LNRT is and then how to do it, with examples of performances and how they build motivation and class cohesion. The latter part of the workshop will concern how to effectively give online feedback about performances. Specifically, we will show examples of rubrics and discuss how they can be used for giving students feedback, training them about what to look for when giving each other feedback, and how to articulate such feedback to peers. The examples in this workshop were optimized for ERT but can be done face-to-face, and indeed have been for the last ten years.
Virtual reality (VR) holds the potential to deliver incidental learning experiences in which foreign language acquisition occurs via as opposed to for task performance. Consequently, this presentation aims to illustrate the use of VR as a vehicle for incidental, task-based instruction. Specifically, the capabilities of the Oculus Quest VR headset will be outlined by disclosing the background, implementation, and results of a small-scale study in which tertiary-level Japanese EFL participants utilized VR to navigate the information-gap game Keep Talking & Nobody Explodes. Key findings indicate that the convergence of VR and the game software occasioned learner collaboration and student-led resolution. More distinct to the VR method, however, was an enhanced sense of presence that allowed learners to experience temporary existence within its accompanying “world.” Following this will be a brief outlining of the future directions and capabilities of VR in the wake of COVID-19.
Stop the insanity. Grammar-based English is failing another generation of students. With videos and ten years of data, this presentation details conversation-based learning from first-day placement test to last-day improvement data. The method is writing for speaking. Writing before speaking improves accuracy; speaking to many partners improves fluency. Students sit in pairs and have "speed dating" conversations. They get a new topic every week and a new partner every seven minutes. Everybody speaks half the time, and half the time their partner is a better speaker. The self-transcribed conversation test completes the system. Students get extensive personal feedback, and teachers get accurate grading and improvement data. In short: students write what they say, talk about what they wrote, transcribe what they said, and correct their own mistakes. Students do all the work. Good. An education is preparation for life, and life is not a grammar test.
Quantitative TESOL Classroom Research in Light of the L2 Methods Reform: A Teacher-friendly Quality Checklist #1033
Korea TESOL has a long history of presenting venues for the sharing of classroom research that has worked to improve the practices of its members. Second language research in a general sense has been undergoing a methodological reform which has accelerated exponentially over the last ten years. In this presentation, attendees will learn about this methodological reform within quantitative research and how it has manifested itself in what we observe in recent classroom-based research reports. From this overview will emerge several points that readers of these research reports can use to gauge how much stock to put into classroom research reports that might inform their teaching. These points will be presented in an accessible and jargon-free checklist that readers can use to rate a report’s reporting and sample design. Regarding the former, attendees will learn how to identify whether a report’s instruments/measurements have had their validity and reliability considered without the need of technical expertise in the area. Attendees will also learn how to locate and consider how the report has presented the observed effects of the research. Regarding sampling, attendees will learn how issues such as multi-site site sampling, power and sample size planning, and assignment of conditions can be identified and the relevance of such effects. In sum, this presentation works to provide attendees with a tool with which to engage with the research they encounter to inform their practice.
The global pandemic has paved the way for virtual classrooms and redefined English language teaching. This has brought out the experience of learning outside the context of examination. The language teacher for the first time has become a facilitator and moderator in a situation where self-initiated and collective exploration leads towards sharing, questioning, and providing feedback. The objective of this presentation on redefining English language teaching for online learning is to explore significant changes in education due to the challenging circumstances created by COVID-19 with special reference to English language teaching in the Sri Lankan context primarily based on personal experience. This presentation briefly describes the context of English language teaching in Sri Lankan universities and emphasizes the role of educational technology during the pandemic to enhance the second language skills of the learners. Strategies for designing lesson plans and pedagogical input to improve the creativity of students using various resources are also explored in this presentation.
Conversation Class 101 #1069
Have you ever walked into a university classroom full of unmotivated, low-level students who are seemingly unwilling or unable to participate in classroom activities? You are not alone. This very common problem has a simple solution. In this presentation, participants will learn how to design simple, student-centered activities that will get students talking with one another, talking with the teacher, and having fun. These activities are not only fun and engaging for university students but also a time-saving tool for busy teachers who are constantly lesson planning. This presentation focuses mainly on partner speaking activities that encourage students to use target vocabulary and add their own personally meaningful details to each answer. The end goal of this presentation is to maximize student talking time and allow students of all levels to participate meaningfully in conversation with their peers.
As the coronavirus has caused many universities around the world to hold classes virtually, facilitating interactive learning online has become a new challenge among teachers. In my workshop, I will showcase the online lesson tool known as Nearpod, which I have used for two semesters for Japanese intermediate and upper-intermediate university English learners. Research has shown that Nearpod promotes active learning through its use of immediate feedback and its ability to facilitate collaborative participation between students, teachers, and lesson content (Amasha et al., 2018, Hakami, 2020). My workshop will allow teachers opportunities to see how Nearpod can be used for effective discussions, reading activities, vocabulary activities, student-paced assignments, and informing future instruction through its post-class reports feature. Finally, I will share the results of a quantitative survey of student self-reported perceptions of Nearpod, which indicated that students felt the lesson platform positively supplemented their online learning experience.
This presentation reports on an action research project that used collaborative digital storytelling activities to help increase student communication, engagement, interaction, and motivation in an asynchronous classroom. An intact class of university students participated in a 3-week study where they used Flipgrid (a video-sharing platform) to co-construct narrative stories. Participant motivation and engagement were measured through a qualitative survey. Storytelling has been considered a useful exercise for language learners because it offers an opportunity for meaning-focused use of the target language through narrative structures. While there is a gap in research on collaborative storytelling, an added benefit of it is that learners must negotiate for meaning as they co-construct a single story. With the current need for online classes, platforms such as Flipgrid enable learners to easily create, share, and respond to each other’s videos. While preliminary, results suggest that online collaborative digital storytelling will enrich the asynchronous classroom.
Recommendations for Classroom-based TESOL Research: L2 Instructed Vocabulary Acquisition as an Exemplar #1034
Second language acquisition research (SLA) is in the midst of a methodological reform, particularly within its quantitative domain. This reform has produced a body of work, comprising systematic reviews and meta-analyses, and has resulted in recommendations relating to the practices of SLA researchers. In the spirit of the methodological reform, during this presentation we will discuss research pertaining to an important subfield of SLA, second language instructed vocabulary acquisition (L2 IVA) research, which concerns how target lexical items are learned, specifically in the classroom context, and also the factors influencing the process. The practices of L2 IVA researchers were assessed via the analysis of almost 100 studies published in six journals since the beginning of the 21st century. The results indicated that L2 IVA research will benefit from a more robust approach to sample size planning, and a set of recommendations for future research will be laid out.
The new reality created by COVID-19 has caused a lot of changes in the educational sphere. The transition from face-to-face to distance teaching was not smooth in Ukraine because distance learning was not a common practice here before, and teachers were unprepared for teaching online. Therefore, we started our qualitative research primarily to get insights into the altered daily routines of teachers. In particular, we were interested in how teachers assessed their students’ performance online. In this paper, we will focus on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications such as Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the digital world.
The pandemic has challenged our patience, balance, and motivation. This workshop is composed of various activities and simple techniques to help us be more resiliant and inspiring when we speak to a class or a group. Social communication skills, drama, and improvisation together with creative writing and free mental association will be important aspects of a workshop that aims to include everybody. The key part will be dedicated to art therapy and collage applied to ELT for children and adults.
For most learners and speakers today, English is a language learned predominantly for interaction with other non-native users. We shall discuss how these users adapt and variably alter English ad hoc to suit their communicative purpose, thus preserving their identity without striving to mimic native speakers’ conventions. We will present the results of the first comprehensive analysis of the complete conversation subcomponent of the Vienna-Oxford International Corpus of English, focusing on (a) the possible causes of communication breakdowns in ELF communication, and (b) strategies employed by speakers in order to both prevent and overcome such failures. We categorize and show the distribution of the sources of breakdowns as well as the compensatory strategies. These considerations will steer us towards a discussion of the implications for language pedagogy, taking as an example learners who are L1 speakers of Korean, and conclude with recommendations for the translation and interpreting professions.
Jumping head-first into the sudden challenge of adopting Zoom for higher-level national university engineering students, I had to figure out how to apply all the lessons of my two-year post-graduate teaching diploma to ESL in this brave yet potentially abrasive new context. It was sink or swim time--but my informal survey results using Google Forms right after the midterm exam were good; and to my surprise, I was voted best teacher for the semester. A colleague mentioned how that could work against me as students often vote teachers best for letting them leave class early, but that was why it was all so surprising to me: I had often run *overtime* trying to fit too much into the only two hours of contact time per week I shared with each class. What on Earth did I do? Please bring your own questions and/or stories of success and failure using Zoom or other similar synchronous online software to share. This workshop-type session will start with sharing in small groups, move to reviewing within the whole group, and end with a wrap-up as I offer a description reviewing a list of what worked consistently with all my classes, including evidence from students such as quoted comments and scores from evaluation feedback. Questions will be welcome at the start and end of the session.
The final film we we screen this year is based on another Korean folk tale, Hong Gil Dong. This story tells of the rise of the lowborn Gil Dong, who intelligence, skills, and temperament liken him to another folk hero, Robin Hood. It has been touted as "arguably the single most important work of classic Korean fiction. It has been seen in print, movies, TV shows, novels, and comic books. This cartoon version is excitement for the whole family!
It is said that the use of VR can lead to increasing intrinsic motivation, raising cross-cultural awareness, and reducing affective filters during language learning (Schwienhorst, 2002). A study by Grant et al. (2013) reported a lower level of foreign language anxiety (FLA) among students using a virtual environment than students studying in a real-life classroom. Eight Japanese university students experienced VR English lessons developed by Immerse Inc. Before and after taking these VR lessons, the students took a TOEIC speaking test and completed a questionnaire survey about FLA. While taking the lessons, the students wrote in a journal about their VR experience in each lesson. In this presentation, I will discuss the possibility and challenges of using VR for English education by referring to the characteristics and contents of the VR lessons and the results of the TOEIC speaking tests, questionnaire surveys about FLA, and content-analysis of the journals.
English has been and continues to be a mechanism for colonization and oppression. How, then, can English teachers engage in socially just or decolonizing practices? How can we use TESOL as a mechanism for disrupting rather than perpetuating biases based on language, race/ethnicity, and national origin? In this presentation, we will examine the implications of English's dominance and consider resistance as teaching and learning practice.
Teachers spend hours reading, correcting, and giving feedback on learner writing. It is widely perceived as being part of a teacher’s job and a valuable form of language input. But how much do learners understand from teacher responses to texts? What do the learners take away from teacher feedback, and how useful is teacher input on student texts for language learning and writing skills development? If teachers are going to invest time and effort in text response, then it is important to identify what writing feedback techniques are impactful and effective for making the next piece of writing better. This presentation focuses on effective, accessible methods of responding to learner writing, the ideas behind them, and how teachers and students perceive feedback in practice. Quantitative data will show which techniques learners and teachers prefer and why. The session will explore tactics for realizing learning through teacher input on student writing.
Through fMRI research, Matthew Lieberman discovered a large network in our brain devoted to figuring out other people's thoughts and intentions: the mentalizing network. The social brain is also important for learning and is active anytime the working memory network, which we use for analytical thinking, is not. Lieberman calls it our Superpower, but he also defines our Kryptonite: traditional education. Educators tend to see the social aspect of learning as a frivolity, or ignore it altogether. For designing rich online classes, synchronous or not, the social brain has much to teach us, from why we experience "Zoom fatigue," why we might advise aspirin for that student that just broke up, to ways to use Dancing Matt to get learners into the right "brain state" for language learning.
Curtis Kelly (EdD.) is a professor at Kansai University, a founder of the JALT BRAIN SIG, and a columnist for the KoTESOL Teaching English Connection. He's a brain nerd. In pursuit of his life mission, "to relieve the suffering of the classroom," he has written numerous textbooks, 30 books, including the Cambridge Writing from Within series.
Many teachers used to doubt that a language class could be taught effectively online. However, a worldwide pandemic has forced language instruction to go online in many parts of the world and we have all seen how some areas of language teaching have changed now. Because of COVID-19, both experienced online teachers and novice online teachers have now had almost a year of real experience teaching English and other languages online. When this is over or when a majority of learners and teachers can go back to a somewhat normal teaching situation again, how might instruction be different?
I am a very experienced language teacher (40 years) and language learner (7 languages). In the past six months, I have also gained another type of experience: I have been an online language learner in an asynchronous university German course.
In this talk, I will offer some interesting and sometimes unexpected insights I gained about online language instruction based on my perspective as a real learner in a real language course that was completely online.
Dr. Keith Folse, Professor of TESOL (Teaching English to Speakers of Other Languages), University of Central Florida, teaches undergraduate, graduate, and doctoral classes. Originally secondary certified in English and French, he has taught English as a Second Language for 40 years in Saudi Arabia, Malaysia, Kuwait, Japan, Spain, and the United States. For the last eleven years, he has also taught online courses, both synchronously and asynchronously.
Dr. Folse is the author of 70 English and teacher education textbooks and is a frequent conference presenter all around the world. His presentations often deal with best teaching practices, vocabulary, grammar, and speaking. He has won numerous teaching and research awards from his university, TESOL International Association, and National Geographic Learning.
While all teaching is being reevaluated in light of the experiences of going online during COVID, this presentation will focus on the possibilities embedded in writing instruction. The workshop will discuss experiences with a 2nd-year writing course that was taught in multiple sections to students with varying levels of English ability and computer skills through two different learner management systems. We will discuss the problems faced and how they were managed as well as discuss a framework for conceptualizing writing instruction, tying this into current writing pedagogy discussions. While the process has been tailored to the quirks of the Japanese university system and Japanese students, I hope that the workshop format will allow us to collaborate and develop further ideas.
This dialog, hosted by the KOTESOL Christian Teachers SIG, will challenge participants to articulate their beliefs about Christian identity and teaching critical thinking by answering the following questions in small groups: What is critical thinking? What is the relationship between critical thinking and cross-cultural understanding? What roles do identity and empathy play in critical thinking? Do Christian English teachers have an obligation to teach critical thinking? How might Christian identity affect a teacher's materials and methods for teaching critical thinking? As a follow up to the discussion, participants will be invited to contribute their reflections on Christian identity and teaching critical thinking to the KOTESOL Christian Teachers SIG newsletter.