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.

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.

This study aimed to help improve students’ public speaking skills, which is a graduation requirement at International University. A total of 44 intermediate-level students were selected, and a mixed model with a pre-test, a post-test, and observation was applied. In addition to the lecturer’s input and tips, the experimental students benefited from cooperative learning and technology applications. Also, they were required to video-record their homework presentations and give feedback and suggestions on other presentations based on a checklist provided. Google Drive was recommended to give students easy access to sample presentations for reflections and self-improvement. After the eight-week treatment, results from the pre-test and post-test revealed that students in the experimental group achieved better scores on their presentations in terms of organization and visual aids and minor improvement in pronunciation, lexical usage, and grammatical usage. This sheds light on an alternative for teaching public speaking online.

How can we achieve student "buy in" with our online teaching methods? What do they expect the online classroom to look like? This presentation discusses the results of a survey given to university freshmen in their first semester of online classes. They answered questions about their access to online classes and the professor's teaching methods and feedback along with classmate interaction. We aim to look at online classes from the student's perspective in order to make a connection with them in a virtual setting.

We present the findings of a global longitudinal study (involving over 6,000 participants from 118 countries) investigating how language teachers and learners as well as linguistics instructors and students were handling the 2020 transition to emergency remote instruction. We will present the meaningful relationships between mutually interacting variables, including sociodemographics (gender, age, education level handled, prior experience with online instruction), circumstances and logistics (economic status of the country, life circumstances, infections among family and friends, level of support), attitudes, behaviors, psychological states, and personality traits (including coping, engagement, and well-being). The significant, sometimes non-trivial findings offer valuable guidance for prevention and training, both during the ongoing pandemic and in possible future shifts to emergency remote teaching and learning.