Sessions / Teacher Education

Navigating and Managing "Panic-gogy" Virtually #1066

Fri, Feb 19, 11:45-Mon, Mar 1, 12:00 JST | Poster Presentation Padlet

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.

A Platform for Application of Picture Books for Novice Teachers #1121

Sat, Feb 20, 16:00-16:25 JST | Room GHE

The Japanese government launched their new English language education system for Japanese public elementary schools in the 2020 academic year. In the near future, it is anticipated that English classes will be conducted more by homeroom teachers, who are possibly less experienced in teaching English, due to the limited budget and insufficient number of English language professionals in Japanese public elementary schools. One policy the Japanese government has recently promoted is the application of picture books. The aim of this presentation is to provide a platform that enables those novice teachers to utilize categorization charts that the presenter developed for picture books. The platform expedites the process for selecting appropriate picture books as well as their supplementary materials and creating relevant language-learning activities for English lessons. The presenter also seeks to extend this project involving university students as well as local educators of young learners throughout Japan.

The “Mom Factor” of Korean ELT: Do we work with it, or without it? #1032

Sat, Feb 27, 13:00-14:00 JST | Main Stage

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.

Quantitative TESOL Classroom Research in Light of the L2 Methods Reform: A Teacher-friendly Quality Checklist #1033

Sat, Feb 27, 15:30-16:30 JST | Main Stage

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.

Recommendations for Classroom-based TESOL Research: L2 Instructed Vocabulary Acquisition as an Exemplar #1034

Sat, Feb 27, 16:30-17:30 JST | Main Stage

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.

Teaching Language Classes Online: A Learner’s Perspective #1076

Sun, Feb 28, 11:00-12:00 JST | Main Stage

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.