Presenters

2. Featured: Dr. Jeong-ryeol "Jay" Kim

Dr. Jeong-ryeol "Jay" Kim

Abstract

Successful foreign language learning in the "smart era" starts from students in their self-directedness. Teachers are not the knowledge transmitter any more: no teacher can compete with Wikipedia in their knowledge base. Teachers have to be designers and facilitators in that these students are motivated to learn and engage in foreign language learning. Foreign language teachers are those who know how to organize the language input that compels students to engage. It's...

2. Featured: Dr. MaryAnn Christison

Dr. MaryAnn Christison

Webinar Abstract

In this workshop, teachers will be introduced to strategies for developing EFL lessons and curricula that promote learning language through content. This approach to L2 teaching in academic contexts is known as content and language integrated learning (CLIL) or content-based instruction (CBI). Four main theoretical principles for integrating language and content will be introduced – making content connections, managing demands on cognition, developing academic language...

Adams, Joshua

Joshua Adams

Abstract

South Korea has long been known as a technological vanguard and innovative teachers in South Korea are quick to adapt to technology.  Many English Language teachers in South Korea struggle to find a way to integrate the various types of technology they use in the classroom.  Teachers often find themselves using one type of website as a class portal, another website for student blogs, and yet another for calculating student grades. This creates a virtual mess of papers on the teacher’s...

Bardasz, Suzanne

Suzanne Bardasz

Abstract

Imagine being asked to build the tallest structure with 20 sticks of spaghetti, 1 piece of tape, 1 piece of string, and 1 marshmallow in 18 minutes. Not only that, but imagine doing this with a group of 3-4 other people while communicating in a different language. This is the task that the presenter had her science writing students carry out in order to understand the process of writing a methods section for a science paper. This activity came from a TED...

Chambers, Ross

Ross Chambers

Abstract

The presentation will deliver the main findings of a research project conducted on the language that teachers use in the ESL classroom. The research was subsequently published in the TESOL Review (Volume 4 Dec 2012) under the title,’ How Communicative is our Teacher Talk?’ During this presentation, we will explore some of the common features of teacher talk that influence how communicative our classes actually are. We will look at how, as teachers, the language we use can either serve...

Dickey, Robert J.

Rob Dickey

Abstract

Employers are increasingly demanding evidence of professional development from teachers when they make choices in hiring, retention, promotion, and pay-adjustments. Their assessments are increasingly criterion-referenced, and frequently teachers are not made aware of the criteria. The key, therefore, is to plan a multi-dimensional continuing professional development strategy, to record evidence of professional development, and to display your evidence in a clear and...

Harris & Pak

Melissa Harris and Richard Pak

Abstract

As technology increasingly becomes a more ubiquitous part of our lives, the potential implications for applying CALL in the classroom also increase.  As Bax (2003) points out, systematically creating links between SLA theory and CALL practice will help to integrate technology in the classroom in such a way that will support normalisation.  In this process, the major goal is to incorporate technology seamlessly and “invisibly” in the class, to the point where the use of such tools is a...

Hong, Juanita

Ms. Juanita Hong

Abstract

Smartphones have now become a widespread phenomenon for people to connect and communicate, which can benefit language learning tremendously due to its convenient size and availability, especially in South Korea and with the use of the smartphone application, KakaoTalk. KakaoTalk is a free mobile messenger application that includes text, call, media sharing, URL links, and even voice messages. Although the students in South Korea have been studying English for several years and have intermediate proficiency levels,...

Jones, Michael

Michael Jones

Abstract #1 In Their Shoes - What It's Like to Be an L2 Learner

Many language teachers, especially those new to the profession, find that teaching beginners is one of the more challenging aspects of ELT. It becomes even more difficult when the teacher cannot speak the learners’ mother tongue and an L1 speaking co-teacher is available. “How can I teach them when they don’t even understand simple instructions!” is a common refrain heard from novice ELT...

Lee, Ju Seong

Ju Seong Lee

Abstract

Recently, enormous effort and emphasis have been made regarding second language (L2) teacher education in Korea. As the living source of the target language, the in-service L2 English teachers are expected to play a vital role in creating a positive language learning environments (Lee, 2009). As the teacher is important, so is L2 teacher education. However, L2 teacher education in Korea has been neither effective nor practical for several reasons (Lee, 2009). This presentation examines...

Lumsden, Stafford

Stafford Lumsden

Abstract

One of the most difficult things new teachers have to deal with is error correction. Deciding between interrupting accuracy focused tasks to offer correction and noting errors and addressing them after fluency focused tasks is a difficult balance to strike, especially for those teachers new to the profession or with little applied linguistics knowledge or experience.

While students may be receptive to recasting and explanation from teachers these can be inefficient in terms...

Miles, Scott

Dr. Scott Miles

Abstract

The explicit teaching of grammar has fairly widespread acceptance among second language scholars, but criticisms remain that gains made from explicit instruction decrease substantially (if not disappear) on delayed post-tests. In short, too much of what we teach is soon forgotten by the students, and this results in students having very little to show for grammar knowledge and usage even after years of explicit instruction. This presentation will report on two studies investigating the use of spaced repetition...

Park & Finnegan

Jenica Park and Ryan Finnegan

Abstract

Since the mid 1980s, educators have championed the positive effects of group work on language acquisition (Chen & Hird, 2006). Furthermore, many TESOL professionals and researchers have investigated the factors that influence student interaction during group work, and therefore promote or hinder language learning (Sachs et al., 2003).  We would like to use this framework to analyze the dynamics of classroom communities in a more holistic sense. 

Instead of focusing on...

Sandler & Mountain

Professor Jared Sandler and Professor Drew Mountain

Abstract

During Gimcheon University’s annual Spring Festival in 2012, we created and deployed a location-based, EFL QR Code Quest for students, faculty, and community members. Our goal was to offer players a relevant and authentic way to engage with second language acquisition. Players used their smartphones to link to internet videos of EFL professors and Korean students giving spoken directions to the location of the next QR code station. Videos also featured speaking tasks that...