Sessions / Other Issues
Distance learning has the advantage of location independence when pursuing higher education qualifications while working abroad in EFL contexts. One of the disadvantages when entering the dissertation stage is that institutional support can fall short of what on-campus learners have access to, due to the distances involved and logistics of synchronous communication. The limited contact with tutors and supervisors can feel impersonal, and connections with peers can be minimal or non-existent. The resulting lack of an in-person support network may feel isolating, with no one to bounce ideas off or talk through problems and questions when they arise. This presentation will discuss the challenges experienced while completing the dissertation for an MA TESOL as a distance learner and share the online and offline resources that made all the difference.
*** Part of the Graduate Student Showcase; this presentation, itself, is ~25 minutes long. ***
Burnout is a common experience among many EFL instructors, but it is relatively unknown how to ease, prevent, or eliminate burnout. The objective of this workshop is to provide a variety of strategies that teachers can use to alleviate their feelings of burnout. These strategies have been collected from scholars such as Christina Maslach, Michael Leiter, Richard Davidson, and Tammy Gregersen, in addition to the valuable knowledge and experiences shared by real teachers in their own published works. Strategies collected are broken down into five categories, including authentic self-care, self-awareness and improvement, relationships, technology, and books. Participants will engage in four different interactions. Each interaction will provide an opportunity for participants to think about the practical application of these strategies at home and in the workplace using the provided workbook. The workshop will conclude with a reflective activity in which each teacher will create their own burnout recovery plan.
There is a major blind-spot in the education system: financial education! Schools have addressed almost every manner of practical life, from PE and sex ed to driver's ed and cooking classes. These classes have yielded positive results for students. But even the most basic financial education has been ignored, and the results of this failure on the part of the education system are widespread and devastating. More people struggle financially than not. This need not be the case! In this presentation, I shall first reveal and analyze how and why financial distress is more common than financial security. In the second part, I will offer basic education and tips for how to achieve financial stability. Finally, I shall offer tips and ideas for how to incorporate basic financial education into lessons for various student levels.
In 2020, COVID-19 pushed tertiary education in Macao to change dramatically, first from face-to-face teaching to complete online teaching, and in the second half of the year, to face-to-face cum online teaching. This has posed challenges to all educators, and this sudden and immediate change has especially impacted the ELT classroom. Through in-depth interviews with 6 EFL/ESL teachers at a tertiary institution in Macao, this study looks from the teachers’ perspective at the difficulties and challenges they faced in adapting to the changes, the solutions they found to cope with the unprecedented demand, as well as their suggestions for the future ELT classrooms. The impact of COVID-19 will hopefully subside soon, yet the revolution in the way to teach English as a second/foreign language at the tertiary level has just begun.
This study focuses on pop music as a potential pedagogical learning resource in teaching figures of speech and in facilitating literary and linguistic appreciation. It aimed to identify the songs most listened to by 369 undergraduate students, extract figurative expressions from the lyrics of 59 English songs, and pinpoint the figures of speech used. Guided by content analysis and anchored in cognitive load theory, findings revealed that the songs utilized 18 figures of speech with extracts ranging from one to 82, resulting in a total of 237 figurative expressions. The three most commonly used figures of speech were metaphors, alliterations, and personifications whose extracts may be utilized as potential tools and examples in teaching figures of speech and other literary and linguistic devices. This research concludes that the young people listened to a wide array of English songs and favored both old and new songs. Figures of speech formed part of the creative expression of the English songs, and their usage was pervasive in the lyrics of the songs since they served as linguistic tools or vehicles that enabled the writers to express their thoughts and emotions. The potential of English pop songs as a resource in teaching language and literature, particularly figures of speech, is vast and versatile.
** Free and open to all! **
This evening’s special lineup from the Gwangju-Jeonnam KOTESOL Chapter will conclude with a relaxed social event over Zoom. Please join us to mingle, chat, and have fun! Stewart Gray has promised to do a little DJing to set the mood for us, and he may be open to requests.
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.
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.
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%.