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.

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.

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.