The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 87 on multiple aspects. The findings indicated that the participant’s selection and development of intercultural content involved various aspects, including the participant’s beliefs and values, the students, curricular requirements, and influence from colleagues. This study provides an insight into the practical implementation of intercultural value integration into English language instruction in Indonesia. The implication of this study and directions for future research are also discussed. Aureliana Ditasari is a fifth semester English Language Education student at Universitas Islam Indonesia. Her writing and research interests lead her to explore more about intercultural communication and global Englishes. Now, as a concentration course, she took English and Intercultural Communication, and TESOL Material Development to gain more understanding. AYA HAYASAKI (Waseda University, Japan) Novice-level EFL Speaker’s Communication Strategies: Learning from a Japanese Comedian Some second language (L2) learners believe that they need to become "native-like" (Pawley & Syder, 1983) in order to learn successfully. However, some learners excel at making themselves understood despite their relatively poor knowledge of vocabulary and grammar, and they are often found to use a variety of communication strategies (CS; Færch & Kasper, 1980). What makes CS effective is a situation- and interlocutor-specific issue, and qualitative research on CS in more diverse contexts is needed (Kennedy & Trofimovich, 2016). Here, the present study sheds light on the potential for communicative strategy (CS) use among novice-level L2 users from an interactionist perspective. Data were collected from transcripts and captured images of video recordings of conversations between a Japanese male comedian in his early 50s and various English speakers he met in London, which took place during a television program. Conversation analysis was conducted to demonstrate the speakers' use of verbal and nonverbal CS. Rather than generalizing about what strategies were most effective, the study aimed to determine how interlocutors negotiated meaning using CS in this particular context. The results revealed that not only the use of CS by L2 users, but also the use of CS by interlocutors played a pivotal role in reaching mutual understanding. Aya Hayasaki is a research associate and a Ph.D. student at Waseda University in Japan. Her research interests include L2 learner and teacher well-being, learning beyond the classroom, and transformative learning. She holds a Master of Arts in Teaching English as a Foreign Language from the University of Birmingham, UK.is a research associate and a Ph.D. student at Waseda University in Japan. Her research interests include L2 learner and teacher well-being, learning beyond the classroom, and transformative learning. She holds a Master of Arts in Teaching English as a Foreign Language from the University of Birmingham, UK.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 88
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 89 B BANATUL MURTAFIAH (Universitas Islam Indonesia, Indonesia) Revisiting the Relationship between EFL Undergraduate Students Writing SelfEfficacy and Writing Performance While several studies have revealed significant relationships between writing selfefficacy and writing performance, this present study, however, has found no association between those two variables. This current study, therefore, aims at not only examining the EFL undergraduate students’ writing self-efficacy and its relationships with writing performance but also attempting to do a thorough investigation on the reasons behind the result. 79 students from Introduction to Argumentative Writing course joining this study by completing the five-aspect Questionnaire of English Writing Self-Efficacy (QEWSE) adapted from Sun and Wang (2020). The results from descriptive statistics showed that students were more efficacious in the use of English in writing (M=5.42; SD=.729) but less efficacious in grammar (M=4.82; SD=.725). Furthermore, from Pearson correlation, while the positive and significant relationships were found among the five aspects of English Writing Self-Efficacy (i.e., ideation, organization, grammar and spelling, use of English writing, and self-efficacy for self-regulation), no significant relationships were found between writing performance and those five dimensions. For further investigation, the researcher attempted to see the histogram of each dimension. Though the Q-Q plot showed a normal distribution of the data, the data from three dimensions (i.e., ideation, grammar, and use of English writing) showed a tendency to have negative skewness. One of the most possible reasons for this might be due to the social desirability among the students. They, probably, chose the responses in order to appear in a more favor Banatul Murtafi’ah currently works as a junior lecturer in the English Education Department, Universitas Islam Indonesia. Her research interests include English Language Teaching, Curriculum and Materials Development, and recently she has been into Teacher Education. She also has interests in developing English materials for secondary and vocational high school levels. BOBBIE GUZMAN (Nakhon Pathom Rajabhat University, Thailand) Language Anxiety and Academic Performance among Thai University Students in Learning English This study investigated the level and sources of foreign language classroom anxiety among Thai learners of English as a foreign language at the university level. It also aimed to examine the difference between the level of foreign language anxiety and the student’s academic performance in English. The study followed an exploratorysequential design. The data of 195 second-year students from the faculty of education at Nakhon Pathom Rajabhat University during the school year 2021–22
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 90 were gathered through an adapted Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire developed by Horwitz et al. (1986), their English class grades, and from an interview. The overall result showed that the Thai language learners had a moderate level of language anxiety in English and identified the fear of negative evaluation as a significant source of anxiety. Most Thai language learners performed better despite anxiety-provoking situations. There was a difference between foreign language anxiety levels and students’ academic performance in English. The findings indicate the importance of creating a positive classroom environment and developing teaching strategies to alleviate foreign language anxiety. Bobbie is a Filipino citizen and is currently an English language lecturer at the Language Institute, Nakhon Pathom Rajabhat University. Bobbie graduated from Central Mindanao University with a bachelor of arts in English and a master of arts in education major in English language teaching at Bukidnon State University. He also received his certificate in teaching English as a foreign language (TEFL) at Chiang Mai University. BORDIN CHINDA (Chiang Mai University, Thailand) Implementing Performance-based Language Assessment in Hokkaido, Japan: A Washback Study This paper reports a qualitative study which aimed to investigate the washback of performance-based assessment used by three English language teachers in Hokkaido, Japan, each of whom implemented their own course-specific assessments. Fifteen university Japanese students were interviewed and the teachers provided self-reflections concerning the implementation of performance-based assessment. The findings indicated that the teachers had different approaches in doing assessment in their classes. However, they agreed that this type of assessment could enhance students' communicative skills and rubrics were crucial in the assessment process. In terms of students, they found that performance-based assessment provided them with a comfortable and challenging learning environment, leading to self-developed English performances, feelings of accomplishment, and better retention of English used in the presentations. However, some students found performance-based assessment demanding, causing anxiety. Bordin Chinda, PhD, is an Assistant Professor at Chiang Mai University and a visiting professor at Sapporo Gakuin University (while conducting this study). His research interests include performance-based language assessment, washback studies, professional development, and language teacher education. BRAD DEACON (Nanzan University, Japan)
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 91 Local Thai University Students Developing Intercultural Sensitivity as Study-Abroad Program Buddies This mixed-methods study examined the impact on the intercultural sensitivity of eight volunteer Thai university buddy partners who served as academic and cultural guides for eight visiting Japanese university students during a three-week studyabroad program in Thailand. Quantitative data was gathered using the Intercultural Sensitivity Scale (ISS) and the Personal Report of Intercultural Communication Apprehension (PRICA) in a pre/post-test design. Results revealed the strongest gain in Thai buddies’ interaction confidence, followed by marginal gains in interaction engagement, interaction attentiveness, and respect for cultural differences, and a slight decrease was reported in interaction enjoyment. Intercultural communication apprehension was also reduced. Qualitative post-program surveys and interviews revealed relevant interconnected themes on Thai participants’ conceptualization of intercultural self and buddy role identity. This study shows that intercultural sensitivity development is possible for local students in buddy programs. Brad Deacon is an Associate Professor in the Faculty of Global Liberal Studies at Nanzan University in Nagoya, Japan. His research interests include active learning, intercultural competence, and teacher development. He has coordinated and chaperoned several study-abroad programs in Asia and North America. BRIAN WOJTOWICZ (Kwansei Gakuin University, Japan) Japanese University EFL Student Perceptions on Communicative Language Learning & Oral Fluency Ability This study used student questionnaires to answer two research questions focusing on Japanese university EFL learners’ perceptions regarding how they were academically taught English, and how they self-perceive their English-speaking ability after numerous years of learning English from elementary school until university. 1) Do Japanese university 1st year EFL students a) feel that learning English to specifically help improve communicative competence and oral fluency development had mostly been ignored in their previous academic English classes in favour of learning grammar, vocabulary and test taking skills, b) believe they lack confidence using English in authentic communicative contexts, c) think there is a large gap between their grammar knowledge and speaking skills? 2) How do Japanese university 1st year EFL students self-evaluate their English-speaking ability regarding talk as transaction, talk as performance, and talk as interaction? Questionnaire respondents were Japanese first year university EFL students at a private university in Hyogo Japan with TOEIC proficiency tests scores between 550 and 650 (about CEFR B1 level). Results analysis strongly showed that surveyed students primarily believed they had not been sufficiently taught English for communicative purposes and lacked confidence using English in authentic situations. Open ended survey respondent comments will be discussed.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 92 Brian Wojtowicz works at the Language Center at Kwansei Gakuin University, Hyogo, Japan. He has been teaching English in Japan for two decades. He earned an M.A. in English Literature from Carleton University, Ottawa, Canada and an M.A. in TEFL/TESL from Birmingham University, England, U.K.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 93 C CANDACE RENAUD (Naresuan University, Thailand) Authentic Assessment for Writing and Speaking The most important question that EFL teachers face is, “Are students learning what we think we are teaching in way that enables them to apply what they have learned in real world settings.” The purpose of assessment should not be to simply determine if students have memorized facts, but to provide authentic feedback on tasks that are more closely aligned with problems and situations they may face in real world settings. Traditional assessment relies on multiple choice, true/false, fill-in the blank type tests that limit the students’ responses to teacher created questions. This workshop will note the differences between Authentic Assessment and Traditional Assessment, give participants an opportunity to develop at least one authentic activity for speaking and writing, and provide a simple method for assessing student performance on that activity. Candace Renaud is an English Language Fellow at Naresuan University in Phitsanulok, Thailand. She has also seved as an English Language Fellow in Indonesia. She is from the United States where she received her Bachelor of Science, Masters of Business Administration and a Masters of Education in TESOL. CHANTHA RY (Roi Et Rajabhat University, Thailand) Effects of Role Play Activities on University Students’ English Speaking Ability Speaking is one of the important skills that university students should be mastered; however, they face some problems due to the lack of vocabulary, poor pronunciation and low comprehension ability. In searching for solutions to the problem with speaking activities, role-play activities were applied for students to explore different real-life situations and to practice speaking appropriately. This study aimed: 1) to examine the effects of using role-play activities on students’ speaking ability and 2) to investigate students’ perceptions towards role-play activities in speaking lessons. The data were collected quantitatively and qualitatively through pre-test, post-test, questionnaire, and semi-structured interview questionnaire with 16 questions. Regarding the semi-structured interview, the qualitative method was collected to investigate students’ perceptions towards role-play activities. The results revealed that students’ English speaking ability was significantly improved through five aspects such as vocabulary, grammar, pronunciation, fluency, and comprehension. Moreover, the findings showed that students could make meaningful progress in enhancing English speaking ability through role-play activities that were appropriated to be applied in teaching students who have speaking difficulties. Based on students’ perceptions, role-play activities were fun and enjoyable to make
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 94 students become more creative and they were able to interact with others and to express more ideas. Ms. Chantha Ry is a graduate student who received a scholarship of master’s degree in English Language Teaching at Roi Et Rajabhat University, Thailand. She is a public high school teacher of English Language in Cambodia. Her academic areas of interest are English language teaching, speaking skills, and social communication. CHERYL BASINANG (Philippine Normal University, Philippines) Discourse Markers in Thai Listening and Speaking Zoom Classroom This paper's main objective is to find common communicative signs like the patterning of texts in spoken dialogue in Thai English Zoom classrooms. Gumperz (1982) in his book Discourse Strategies “one of these communicative signs is the DM (Discourse Markers) which allow the participants to perceive and interpret particular cues in reacting to others and pursuing their communicative ends. The paper examines the occurrences of the discourse markers that both the non-native English teacher and Thai students used in the English listening and speaking classroom. Using qualitative analysis to analyze the data, the researcher adapted Fung and Carter’s (2007) Discourse Marker Multi-Categorical Framework to determine the discourse markers' function: interpersonal, referential, cognitive, and structural. Fifteen Thai high schools exchange students with different language majors and one Filipino English teacher are the respondents in the study to determine the most frequent DMs and their function. The data used in the study is the zoom class recording and the researcher used the oTranscribe to transcribe the audio recording to text. To determine the most frequent DMS and their functions used by both the teacher and the students, the software Antconc is used and Fung and Carter’s Framework respectively. CHERYL BASINANG is an English teacher at TUS, Bangkok. She is currently pursuing her Master's degree in Education majoring in English Literature at Philippine Normal University, Philippines. She's interested in teaching English language, literature, and linguistics. CHESKA KIMBERLY ESTRELLA (San Beda University, Philippines) Assessing English Language Teachers’ and Students’ Intercultural Awareness: Viewpoints on Language Ownership and Cultural Integration The 21st-century world has provided higher demands with regard to establishing connections, building relationships, and bridging gaps within and among nations of the world. It is in this context that the role of the English language as means of communication is universally accepted and fully utilized. This study aims to know and reveal the different viewpoints and perspectives of English teachers and language
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 95 learners on intercultural awareness, language ownership, and integration of culture in the English language classes in a private educational institution in the Philippines. The present study is a piece of quantitative-qualitative research that collected data from the participants using (1) survey questionnaires, (2) semi-structured interviews, and (3) focus group interviews. Based on the findings, it is revealed that teachers and students have positive perspectives of intercultural awareness regarding ownership of English and cultural integration in English language classes in the Philippines. The findings yielded several significant implications including the need to develop an intercultural curriculum, context-specific learning material, and teacher training programs to enhance intercultural awareness in the English language teaching and learning process. Ms. Cheska Kimberly Estrella is a senior high school English language teacher at San Beda University, Manila, Philippines. She is also a graduate student at the Philippine Normal University. Her current research interests include intercultural communication, distance education, educational technology, and language learning strategies. CHRISTIAN BURROWS (Hiroshima Prefectural University) Socio-cultural influences and existential competences evident during online communicative classes with Japanese EFL learners This presentation highlights socio-cultural influences and existential competences that emerged during online communicative language classes with Japanese EFL university students. Prominent among learners from collectivist countries they have the potential to determine learner participation and the extent of interaction which takes place. For example, lack of reciprocal interlocution in group discussions may result in contrived, orderly exchanges that appear tense and rehearsed. Additionally, restrictive dialogue and under-elaboration directly challenge the naturalness and validity of interactions. While the author acknowledges the artificiality of online instruction, the extent of these influences should be acknowledged and addressed in order to maximize student participation in online classes. After addressing the relevance of these factors, suggestions are proposed which, if incorporated into the classroom, could help to overcome the highlighted barriers. The period relates to the time when due to the Covid pandemic in-person classes were suspended. BURROWS Christian has been teaching at tertiary education in Japan for more than twenty years. Since April 2021 he has been teaching at the Hiroshima Prefectural University, Japan. He is currently conducting research into communication strategies and how they can be used to overcome communication barriers and improve speaking proficiency.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 96 CHRISTINE EIDE (Burapha University, Thailand) Using Game-Based Learning to Improve Student Speaking When asking English teachers in Thailand what skills they most want to improve, speaking generally tops the list. According to a study of 4,220 English teachers across Thailand conducted by Thai TESOL, speaking hovered at or near the top of the list in both content and pedagogical skills teachers would most like to improve. Additionally, the need for further training in game-based learning was also made clear in the study (Poonpon, 2021). Considering the vast amount of evidence piling up in support of game-based learning (Ahmed et al., 2022; Fithriani, 2019), it appears the ideal vehicle to meet these crucial needs and equip teachers with the necessary tools to foster stronger speaking skills in their students and perhaps even in themselves. In this hands-on workshop, participants will explore a wide variety of communicative games and activities designed to engage students in applying the language they are learning in class. After a brief look at current research regarding game-based learning, participants will explore 4 different game-based speaking activities that could be applied to a variety of levels, learning objectives and educational settings. After this interactive demonstration, participants will apply this knowledge by designing their own communicative games based on CEFR standards. Christine Eide (USA) is an English Language Fellow with the US Department of State at Burapha University in Chonburi, Thailand where she teaches Speaking and Listening and Cross-Cultural Communication. She has a M.Ed. in Curriculum and Instruction from Lesley University and a B.A. in Theatre and Music from Brevard College. CHUENJIT ATHIWORAKUN (Srinakharinwirot University, Thailand) DUMRONG ADUNYARITTIGUN (Thammasat University, Thailand) The Mediating Roles of Teacher Factors on Washback Effects on Teaching Washback studies have revealed a need for understanding how teacher factors mediate between high-stakes tests and teaching in order to promote positive washback of certain tests on teaching and learning. At a Thai public university, the Srinakharinwirot University Standardized English Test (SWU-SET) was implemented as an exit examination for undergraduate students. This study aimed to investigate how teacher factors mediate between the SWU-SET and teaching. The research question was as follows: How do teacher factors mediate between the SWU-SET and teaching? A mixed-methods design was employed. In total, 25 university teachers working at a Thai public university in Bangkok were asked to complete a questionnaire. Five of them were purposively selected to be the informants for the interview and reflective journals. The quantitative data were analyzed by using
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 97 descriptive statistics, whereas the qualitative data were analyzed by using content analysis. The main findings show that three teacher factors (i.e., teacher beliefs, teacher knowledge, and teacher experience) mediated washback effects on teaching. The teachers revealed that they used their knowledge about the SWU-SET, their knowledge about the foundation English courses they taught, and their assessment literacy to strike a balance between what students should learn in the courses and the requirements of the SWU-SET. Their assessment literacy was found to be the mediator promoting positive washback effects on teaching. Interestingly, the study revealed the teachers' strong beliefs in the ethics of being both test writers and teachers, effective teaching and test preparation, which prevented them from teaching to the test. In addition, they shared their experience of being test developers as well as test takers with students to encourage students’ learning. The main implication of this study is that teachers should be aware that assessment literacy plays a crucial role in promoting effective teaching and learning processes. Chuenjit Athiworakun is a lecturer at Srinakharinwirot University. Her research interests include washback studies, language assessment, and English language teaching. Dumrong Adunyarittigun is an Associate Professor in the Department of English, Thammasat University, Thailand. His research interests include reading comprehension, self-perception and motivation to read, language assessment and critical literacy. CRISTOBAL AMBAYON (Sultan Kudarat State University, Philippines) Virtual Approach in Teaching Anglo-American Literature and Students' Comprehension Skills This paper worked on the use of Virtual Approach in Teaching Anglo-American Literature and Students’ Comprehension Skills. The study tested the acceptability of the instructional module and virtual materials in terms of its content, relevance and instructional quality that was validated as highly acceptable. The researchers used experimental method of research to the 33 grade 9 students of Columbio National High School and 33 for the control group, randomly selected. Findings revealed that students from the control group did not meet the expectations in their pre-test and post-test, while the experimental group performance did not meet the expectation in the pre-test and very satisfactory after the integration of Virtual Approach. These results were further explained through the use of t-test using 0.05 level of significance. It revealed that there was a significant difference between the mean gain score of control and experimental groups which mean that the experimental group improved better and learned more using virtual approach in teaching AngloAmerican Literature than the use of book, board and chalk in the control group. This concluded that the use of Virtual Approach in teaching, improved students’ comprehension skills and recommended the use of Virtual Approach in teaching literature.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 98 Cristobal Amboyan is an Associate Professor at the College of Teacher Education Sultan Kudarat State University, Philippines.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 99 D DANIEL MORTALI (Nagoya University of Foreign Studies, Japan) Increasing Blended Learning in Post-Covid-19 EFL Courses This paper investigates, using a mixed methods approach, students’ basic technological capabilities, willingness to improve those capabilities and whether or not they would want to have a more blended learning English as a foreign language (EFL) experience. Two surveys and two interviews were administered to 72 students at a small liberal arts college in Japan. The research was done in the midst of the Covid-19 global pandemic when educational institutions scrambled to implement socially distanced, e-learning style courses for students. Some of the students admitted to have never used technology or computers to this extent in their courses before. This sudden implementation of technology in classes was the premise for the research question, “will students want to continue the use of technology in a more blended learning style after the Covid-19 pandemic has subsided?” The concept of blended learning and its general effects are discussed as well the effects it has in language learning. The results suggest that students are interested in improving their technological capabilities as well as interested in increasing the use of blended learning in EFL courses. There is also of course more room for discussion on the topic, even after the pandemic has slowed down today. Daniel Mortali, a full time lecturer in the Department of British and American Studies at Nagoya University of Foreign Studies (NUFS) in Japan. He did his undergraduate studies in business and completed graduate studies in education and TESOL. His interests include content based learning, professional development, blended learning, and CALL. DANIEL WARCHULSKI (Kwansei Gakuin University, Japan) Promoting Autonomous Learning and Improving Learners' Motivational Dispositions through the Use of Self-Assessment Activities There is a general consensus among language instructors that pedagogical practices which increase learners' motivation levels and promote autonomous learning are beneficial for a variety of reasons. Motivation, in particular, is perhaps the single most significant factor in determining one's success in learning a new language. This study explores the relationship between promoting autonomous learning through the use of self-assessment activities at a Japanese university, and students' motivational dispositions. The presentation will outline how instructors can promote autonomous learning in the classroom through the use of various types of selfassessment activities, and in turn, motivate their learners. Some of the main benefits of promoting autonomous learning and self-assessment activities will be suggested. Findings from the current study will be presented to support the notion that self-
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 100 assessment activities are beneficial and have a positive impact on students' motivational dispositions. The data suggests that students' extrinsic and intrinsic motivation to learn English increased. Daniel Warchulski is a language instructor in Japan and has experience teaching English to a wide variety of learners there. He currently teaches EFL at Kwansei Gakuin University in the School of Architecture. Some of his research interests include studying abroad, learner autonomy, self-assessment, and motivation. DARCEY GRAY(University of Malaya, Malaysia) Educators Engaging in Action Research to Address Classroom Concerns Have you ever left school at the end of the day with a major concern, and it continues to linger on your mind each day? Well, educational action research can be engaged in by a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire faculty of a school. The focus is to engage the educator in Richard Sagor’s seven-step process of action research through the following steps: 1. Selecting a focus 2. Clarifying theories 3. Identifying research questions 4. Collecting data 5. Analyzing data 6. Reporting results 7. Taking informed action. Educators will be able to identify the areas of concern(s) within their own classroom or school, but overall realize that one can begin the process of directly and immediately determine how to address the problem(s). The purpose is to ensure the teachers determine their focus and follow through with each of the seven steps. As an educator, the importance of addressing a common problem will enhance and require them to focus on their teaching practices (or other classroom concerns such as student behavior, engagement, etc.) and assist with ensuring students receive a positive educational experience. Dr. Darcey Gray is a Florida native and has been an educator for over 18 years. Her master’s degree is in Education and her doctorate degree is in Educational Leadership with a specialization in Curriculum and Instruction. She is currently an English Language Fellow at the University of Malaya in Kuala Lumpur, Malaysia where she teaches courses to future educators. DAVID ALINE & YURI HOSODA (Kanagawa University, Japan) Construction of Emergent Grammar from Groupwork Discussion Materials in TaskBased Language Learning Activities This presentation examines second language (L2) learners' construction of emergent grammar through use of formulaic utterances such as How about during peer discussion tasks in university English classes. It elucidates the various ways learners relate formulaic utterances to the discussion task materials and considers how the materials provide language learning affordances. Studies have shown that How
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 101 about is extensively employed for redirecting topics to other speakers. We expand this research by examining L2 learners' use of How about during discussions for language learning within a task-based syllabus. Over 210 hours of video-recorded classroom interaction of second language discussion tasks among small groups of university students in Japan were analyzed using the tenets of conversation analysis, which looks at how interactants understand each other through face-to-face interaction. Each task was close-ended in that participants were required to reach consensus. Analysis found learners use How about for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. This study demonstrates how L2 learners deploy formulaic utterances in discussion activities and considers how they acquire those formulas in task-based discussions. Implications for pedagogy and materials development are discussed in relation to the findings of the study. David Aline is Professor in the Graduate School of Foreign Languages at Kanagawa University, Yokohama. His research employs a conversation analytic perspective to explicate L2 interaction in education. He has published in Pragmatics, Journal of Pragmatics, Classroom Discourse, the International Review of Applied Linguistics in Language Teaching, and Intercultural Pragmatics. Yuri Hosoda is a Professor in the Graduate School of Foreign Languages at Kanagawa University, Yokohama. Her research examines second language use through a conversation analytic perspective. Her papers appear in Pragmatics & Society; Pragmatics; Journal of Pragmatics; Classroom Discourse; Applied Linguistics, Linguistics and Education; and Learning, Culture and Social Interaction. DENVER BEIRNE (Asia University, Japan) Teaching Social Media Language The capacity to understand and exploit the affordances of the internet is defined as digital literacy. Jones and Hafner (2012) describe this literacy as the ability to navigate (online worlds/linked text), evaluate mass information, and create multi-modal documents of words, graphics, audio and video. Learners must become competent in these tasks and the highly abbreviated, stylised forms of English found on platforms such as Twitter and YouTube if they are to communicate effectively online. This workshop demonstrates a method to help students understand online abbreviations and netspeak. The process gives learners a toolkit to assimilate novel internet lexis on an enduring basis. The students gain practice decoding, creating, and using netspeak with a range of activities that consider the appropriate tone for each context. The method gradually builds students' confidence and competence. Thus, learners can become more comfortable using social media platforms as an integral part of their language learning. Denver Beirne is a lecturer at Asia University, Tokyo. His interests include metaphor, corpus linguistics and materials development, focusing on CALL, CLIL and digital literacies.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 102 DONALD PATTERSON (Seirei Christopher University, Japan) Nursing Students' Mindsets and Effort Regulation in English and Nursing This presentation describes the findings of a mixed-methods research study examining the mindset beliefs of Japanese nursing students about their abilities to learn English and nursing, and the strategies they employ to persist in their studies. The researchers examined whether students' mindsets and effort regulation levels differed across the domain of English and nursing, whether mindset and effort regulation were correlated, and whether mindset predicted effort regulation in English and nursing. They also explored students' goals, perceptions of success, and ways of coping with difficult or boring study materials. Quantitative data were collected through an online questionnaire (N = 132) and qualitative data through semi-structured interviews with 10 students. The findings will help create a more holistic picture of Japanese nursing students’ experiences as English language learners than is available in the present literature and may provide insights into how to better motivate nursing students and improve English language programs. Donald Patterson holds an EdD and is an associate professor at Seirei Christopher University in Hamamatsu, Japan. He teaches general English courses, and ESP courses for students in nursing, rehabilitation, and child education. His research interests include learner mindsets, effort regulation, motivation, and the internationalization of education. DONGHO KANG ( Seoul National University of Science & Technology, Korea) Effects of Types of Glosses & Languages on Academic Vocabulary Learning in Korean University Contexts The presenter aimed to report research findings about the effects of glosses on L2 academic vocabulary learning in Korean university contexts. Study 1 investigated the effects of multiple-choice glosses (MCGs) (L1 and L2) and frequency on academic vocabulary learning. The provision of MCGs positively influenced vocabulary learning but revealed some differences in proficiency levels. The lower level students significantly improved from pre-test to post-test with L1 MCGs while the advanced level more benefited from L2 MCG than from L1 MCG. Study 2 examined the effects of two gloss types (single translation marginal glosses vs. multiple-choice glossing) on L2 vocabulary learning. Glosses in both languages (L1 and L2) positively led to significant learning gains in L2 vocabulary learning, but there were no significant differences between MCGs and STGs or between L1 and L2 glosses. Finally, the participants reported their preferences of STGs to MCGs and L1 glosses over L2 glosses. The theoretical and pedagogical discussions were made at the conclusion. eir preferences of STGs to MCGs and L1 glosses over L2 glosses. The theoretical and pedagogical discussions were made at the conclusion.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 103 Kang is a professor in the department of English Language & Literature at Seoul National University of Science & Technology in Seoul, South Korea. His special interests include L2 language learning motivation and L2 teaching methodology. He obtained a master’s degree in linguistics and a doctoral degree in language education from Indiana University, Bloomington, U. S. A.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 104
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 105 E ELLENA MAGALLANES (John B. Lacson Foundation Maritime University) COMPENSATORY AND AFFECTIVE LEARNING STRATEGIES AMONG SENIOR HIGH SCHOOL STUDENTS AND THEIR ORAL ENGLISH LANGUAGE PROFICIENCY This descriptive study determines the compensatory and affective learning strategies that were predominantly used among senior high school students. The 42 purposively selected students were interviewed and given a picture story for their oral proficiency tests. Kruskal Wallis test and Eta Correlations were used for inferential statistics; significance level set at .05 alpha. The findings revealed that the top four strategies used by the students were: switching to mother tongue, adjusting the message, using mime, and getting help. Among the affective strategies, encouraging oneself was usually used while lowering anxiety and taking emotional temperature were sometimes used by the students. The study further showed that there was no significant difference in the oral English language proficiency of the students when they were grouped according to predominantly used compensatory strategies. There was no significant difference in the oral English language proficiency of the students when they were grouped according to affective strategies. There was a positive, low but no significant relationship between compensatory learning strategies and oral English language proficiency among the college students. There was also a positive, low but no significant relationship between affective learning strategies and oral English language proficiency among the senior high school students. Ellena Daduya Magallanesis a faculty member, Senior High School Department, John B. Lacson Foundation Maritime University ( Molo) Inc., Master of Arts in Education major in Language Teaching – English. ERIC AMBEL & SMITH AZAH (Mahasarakham University, Thailand) Thai Teachers’ Views on Implementing English Medium Instruction in Non-English Degree Programs in Thailand English-medium instruction (EMI) has spread throughout the world and the number of English-medium programs offered in higher education institutions has increased rapidly in non-English-speaking countries like Thailand. This study therefore aims to examine Thai lecturers’ views on the implementation of EMI in an English-medium degree program, where multicultural (both Thai and international) students are taught content knowledge in English. Using purposive and convenient sampling techniques, 110 Thai university lecturers were recruited across five universities in Thailand to participate in the study. A self-assessment questionnaire was administered to all 110 participants and a semi-structured interview was conducted with 6 participants about their experiences and attitudes towards the
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 106 implementation of EMI to teach contents to Engineering undergraduates. Employing descriptive statistics (e.g. mean, frequency, percentages) to analyze the quantitative data and qualitative content analysis for the qualitative data, the results show the participants’ overall positive attitude towards EMI in assisting students to learn Engineering contents in English and improve on their English proficiency, as well as interactional skills. This has practical classroom benefits and implications for teacher’s professional development. Eric A. Ambele, Ph.D. is a Lecturer and Researcher at the Faculty of Humanities and Social Sciences, Mahasarakham University, Thailand. EUCHARIA DONNERY (Soka University, Japan) Reversing the Dynamic: Teachers Building Resilience through Student Insights If we can, as educators, remain open, inquisitive, and true to the vocation of teaching, our students can offer us revelatory moments which offer us spaces for self reflection of our practices, beliefs and/or teaching philosophies. This act of reevaluation, while difficult, can help us build flexibility, and ultimately strength and resilience as teaching professionals. Sometimes students say, do, or write things that astonish and prevail upon us to reassess and reexamine our teaching practices. This short presentation explores three instances of when the presenter was compelled to reflect upon and reassess her own teaching and personal philosophies. In the first case, students conveyed their messages through concerted resistance to what they saw as a continuation of imperialistic posturing from their previous English educational experiences. The second moment of reflection was brought about in a role-play in which students demonstrated their responses to the English-only EFL classroom. The third moment of self-reflection and interrogation came about through reading students’ descriptive essays about the role of anger in everyday social justice issues. All three of these pivotal moments were challenging to receive in terms of self-identity, however all helped the development of radical compassion (Lamphert 2005) in my teaching praxis. Eucharia Donnery is an associate professor and Coordinator of Communicative English at Soka University, Tokyo. Her research interests include drama in second language education, Intercultural Communicative Competence (ICC), Computer Assisted Language Learning (CALL), and gender studies. Her most recent work examines the role of reflective practice for teachers.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 107 F FATEMEH MADISEH (University of Technology and Applied Sciences, Oman) Investigating Technology Integration on Students Lexical Fluency in Speaking: Case Study of Oman One of main objectives of education is to promote learning by creating an engaging learning environment and to help students recall information they have learned. Teachers have long been searching for the best tools to successfully engage their students and help them with the learning process. A plethora of research has shown that the integration of technology in the classroom has shown to facilitate the learning process and enhance student motivation and participation in class activities. Following the many obstacles faced by teachers in the Omani context on how to improve their students’ performance on lexical fluency of the speaking exam, it was decided to investigate to what extent the use of Mentimeter, as a Student Response System, can help students stay engaged in class, recall vocabulary, and improve their performance. To this end, 145 students at a public university in Oman were engaged in Mentimeter activities in order to observe the effect of this digital platform on their motivation and vocabulary retention. The results indicate significantly higher grades in the lexical fluency component of the speaking test for the experimental group. Implications of this study are beneficial for teachers in designing better lesson plans to improve student performance. Fatemeh Ranjbaran is a PhD graduate of TEFL from the University of Tehran (2017). She is currently Assistant Professor at the University of Technology and Applied Sciences, Oman. She has been teaching English courses in higher education for over 15 years. Her research interests include CDA, ESP and writing feedback.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 108
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 109 G GINA KARLIN (Indonesia) Increasing Students’ Participation in Speaking Activities Outside the Classroom by Using Digital Tools Language learners that study in non-native English-speaking countries often have difficulties developing productive skills (e.g., speaking and writing) due to various social and environmental factors. Finding optimal opportunities to practice speaking could be hindered due to classroom culture, lack of conducive environments for language practice, insufficient exposure to the L2, teaching pedagogies, and an array of other factors. Moreover, learners tend to have difficulties developing fluency due to insufficient vocabulary, lack of confidence, shyness, and/or fear of making mistakes (Alam & Ashrafuzzaman, 2018; Nakhalah, 2016; Al-Khotaba, H.H.A., et al. 2019). Since technology in educational contexts has grown exponentially over the years, institutions and teachers can explore viable and sustainable ways to incorporate digital tools to mitigate these issues. Digital tools can be used to not only engage learners or complete tasks in class but could be exploited for use beyond the classroom environment. This presentation will explore how to use a digital tool (e.g., Flip) that engages students to participate in speaking activities outside of class. The presenter will explore the value of using digital tools to mitigate common language learning issues by showcasing practical activities that can engage learners, build confidence and foster a community with peers. Gina Karlin is an English Language Fellow in Indonesia. Previously, she taught in private and public higher education institutes in various international contexts. She holds an MATESOL and is pursuing an Ed.D in Education Policy. Her research interests include curriculum/materials development, educational technology approaches, and international education policies. GIRISH MULANI (EngVictus) Going beyond Materials, Methods, Techniques.... “Success depends less on materials, techniques, and linguistic analyses, and more on what goes on inside and between people in the classroom.’ - Earl Stevick (1980) It has been known for a while that to have a happy and a healthy memory of a language learning experience, there is a lot more involved than using the latest technology or methods. In Earl Stevick's much-quoted aphorism above, the inside relates to a range of terms, such as learner’s motivation, beliefs, identity, self-concept, emotions, agency, autonomy, ideal and possible selves, etc., while the between relates to the relationship among the learners, and between the learner and the teacher. By facilitating an open forum, I would like to use case studies to indulge deeper into the concept of the inside of language learners' experience. Additionally, I intend to
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 110 scaffold what Parker Palmer (1998) pointed out, "Teachers possess the power to create conditions that can help students learn a great deal - or keep them from learning much at all." Along with sharing my own experiences and activities, attendees would be encouraged to participate in crowd-sourcing practical ways/ideas and map it to their contexts. Girish Mulani the co-founder of EngVictus, a language learning institute, where we provide ESP and exam-prep courses to Thai adults. As an independent consultant, I provide my teaching services to the British Council (English Online). With a CELTA qualification and a diploma in Creating ELT Materials, I believe in CPD.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 111 H HAN NGUYEN & NGOC LUU (Can Tho University, Vietnam) Investigating English-majored Students’ Perceptions of the Cultural Impacts of Vietnamese- English Codeswitching at a Vietnamese University The study looks into forms of code-switching and frequency of occurrence in daily discussion of English-majored students at a large Vietnamese university. The primary aim of the study is to unpack the participants’ perception of the impacts of codeswitching on Vietnamese communication style. A questionnaire was delivered to 134 students, and subsequently 16 respondents were invited to participate in the observation and interview section. The findings showed that in terms of tagswitching and intra-sentential switching, the students would switch from Vietnamese to English to convey their thoughts. The frequency of code-switching was promoted by the six factors namely “the particularity of the topics", “the lack of lexicon", “the pragmatism", “the implication of understatement", “code-switching as a communication habit" and “the wordy and awkward Vietnamese equivalences”. In general, they had unbiased opinions if they preferred Vietnamese-English codeswitching conversations, yet they strongly issued an utter denial over the assumption that code-switching proved their linguistic proficiency or trendy intellectuals. On the contrary, the students’ attitude toward code-switching and its cultural impacts was fairly optimistic; they believed that code-switching could help enrich their cultural competence, develop their bilingualism, and cultivate their international communication skills. Han Gia Nguyen is a senior student majoring in English Studies at Can Tho University, Vietnam. She is interested in learning about cultures and linguistic issues relating to real-life communication. She has actively participated in academic events to improve her research methodology and fundamental background for her future research. Ngoc Luu is a lecturer Can Tho University. HIROKI UCHIDA (Akita International University, Japan) Meaning-Focused Input through Learning New Vocabulary Teaching vocabulary using a textbook is problematic because the students do not need them when they open the page. Another perspective reveals that the textbook is way higher than the students' proficiency level, and they don't have a chance to learn to guess the meaning of unknown words from the remaining context, which is one of the most important skills in reading. When students read a text with too many unknown words, they have no option but to use dictionaries to keep reading. In order to avoid these two main problems with vocabulary learning, I suggest L1 Cloze Procedure in which the students feel it is necessary to learn the new word, and they
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 112 learn how to guess the meaning of the word. In this procedure, a new target word is presented as a blank in a paragraph with a context, which is composed of vocabulary from the students' previous knowledge. The students are asked to guess the word to be in the blank in their L1. The target word is presented after they agree on one meaning. I will report on my experiments’ results and show how you can use this procedure in your classroom. Hiroki Uchida started his teaching career at a Japanese high school in 1989. After teaching students on various levels, he stepped into his new field of teacher training. Currently teaching at Akita International University and is Head of English Teaching Practices Program, Graduate School of Global Communication and Language. HIROSHI NAKAGAWA (Kindai University, Japan) MICHAEL KELLAND (Tokai University, Japan) DAN LUMLEY (Nagoya University of Foreign Studies, Japan) Comparison of Factor Differences Between Student Perceptions of Study Abroad Programs in 2020 and 2021 In recent years, the Japanese government has developed large-scale subsidy projects for universities, focusing on human resource development at universities, international exchange and student career development levels, in a bid to promote academic language learning. Adversely, the Ministry of Education, Culture, Sports, Science and Technology (2015), announced that the number of Japanese international students has been on the decline since 2004 despite the establishment of such a foundation for advanced human resource development. Ota (2011) explains that one factor was the lack of understanding on behalf of university relating to the purpose of those studying abroad. This presentation will show an exploratory factor analysis on individual survey items in 2020 and 2022. The results, compared within the last 2 years, will indicate that students’ perceptions towards the reasons and the needs to participate in study abroad has been changing. In addition, this presentation will explain how Covid-19 impacted Japanese university students’ decisions to apply for upcoming study abroad programs.The results, from a sociological perspective, will promote authentic, student-centered, and cost-effective program development policies that improve upon existing programs, and will also offer students opportunities to achieve increasing levels of global citizenship upon their return. Hiroshi Nakagawa is an English instructor at Kindai University. He completed his Doctorate in Education from Northcentral University in Arizona, specializing in cultural diversity and English language learning. His current collaborative research projects include research into student-centered perspectives of study abroad experiences. Michael Kelland is a lecturer at Tokai University, Japan. His research field is cognitive linguistics, with the current focus on working memory and its role in second language
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 113 acquisition. He is also involved in government-funded research into internationalization for study abroad programs. HIROYUKI OBARI (Aoyama Gakuin University, Japan) How to change the worldviews through Interactions with CCC This case study(n=17) examines the effects of interactions with CCC (Campus Crusade for Christ) members (1 CCC vs.3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post OPIc Speaking Tests. The pedagogical training focused on helping students solve humanity's many crucial issues in the 21st century. The 30-week online program emphasized training in higher-order thinking skills and integrating ICT and human dialogue with young overseas people. Students spent about two weeks preparing their presentations and were given about six times. While an American professor gave special lectures and discussions on Cross-cultural IQ and Global issues, we also invited young people from abroad to discuss in small groups with Japanese students. Each student made ten slides in English and digital storytelling (DS) by adding audio to the slides and gave a presentation, which each person filmed on their smartphone and submitted to group Line. During the presentation, each presenter was evaluated on a 30-point scale (6 essential items: intonation, delivery, logical sequence, visual aids, etc.). As a result, the students' mean score on OPIc Speaking Test improved from CEFR B1.1 to B1.2. Finally, pre- and post-questionnaires are compared to examine their oral proficiency and cross-cultural sensitiveness progress. Hiroyuki Obari is Professor Emeritus at Aoyama Gakuin University. He now teaches part-time in the Faculty of Law at Waseda University. He received his B.A. from the University of Oklahoma (Political Science), M.A. from ICU (International Relations), second M.A. from Columbia University (TESOL), and Ph.D. from the University of Tsukuba (Computer Science). He was a visiting researcher at the University of Oxford (1998, 2007, 2018~2020). He specializes in CALL, TESOL, Worldview Studies, and Edutec. HITOSHI NISHIZAWA (NIT, Japan) Lifelong Learning of a Foreign Language Supported by Public Libraries Many Japanese adults find it hard to comprehend spoken English sentences because they lack fluency even though they have sufficient grammatical knowledge and vocabulary. They needed more exposure to the language. Extensive reading (ER) was proposed as compensation by providing the learners with a rich opportunity to immerse into the English language. However, ER needed a longer duration to improve language skills drastically. Public libraries were promising institutions that
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 114 offered lifelong learning through ER. ER in the library started at two public libraries in 2005 and spread among other libraries throughout Japan. This paper describes how the libraries planned and constructed a learning environment optimized to ER for lifelong language learners. Also, it shows how they improved the language skills of the learners. The libraries collected books from picture books and leveled readers for English-speaking children to graded readers for language learners, displayed helpful information such as readability levels and text lengths of those books, and provided introductory lectures on ER. ER, as a lifelong-learning motivated adult learner, improved their language skills in the long term and showed a considerable potential to transform the learning of Japanese language learners, which traditional English education could not. Hitoshi Nishizawa is a professor at the headquarters of NIT and has been conducting a long-term ER program for engineering students since 2003. His interest is extended to lifelong learning of foreign languages through ER based on public libraries. HSIAO-WEN HSU (Ling Tung University, Taiwan) Understanding University EFL Teacher’s Perceptions and Practices of Critical Thinking Critical thinking has become a worldwide highlighted issue in the educational process, especially in higher education. Research indicates a close relationship between language and thinking. Yet, the inclusion of critical thinking in foreign language instruction remains under-researched, and mostly quantitative in nature. The purpose of this case study was to draw attention to the perceptions and practices of EFL teachers in a university context. Semi-structured interviews and classroom observation were employed to collect data from four teachers in Taiwan. The results show that the teachers have positive attitudes towards incorporating critical thinking in the classroom and believe that it is an essential part of their role as teachers to teach and promote learners' critical thinking skills in language learning. It was also discovered that teachers employed various instructional strategies to encourage students to think critically, although they also found that students lacked of confidence and training in developing critical thinking skills. Teachers strongly believe that more inclusion of CT in the curriculum is important, but they also find it challenging. Consequently, teachers express a desire for more professional development so that they can acquire sufficient knowledge about critical thinking and provide effective instruction to educate their students to think critically. Hsiao-Wen Hsu is associate professor in the Center of General Education of Ling Tung University in Taiwan. Her main areas of research interests include EFL teachers’ motivational strategies, students’ motivational changes and the application of project-based method in ESP teaching.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 115 I INTIRA BUMRUNGSALEE (Kasetsart University, Thailand) Are Foreign Teachers a “Must” for Teaching English Varieties and Cultures in Thailand? As intercultural communication competence is regarded essential for the 21st century, it has increasingly been included in curricula. The study aims to explore the effects of university classes conducted by foreign and Thai teachers on English varieties and cultures of native speakers. The data were collected from 86 Thai thirdyear English-major students who were taking a course in English varieties and cultures of the UK, the US, Australia and New Zealand, taught by four native instructors and a Thai instructor. The Intercultural Sensitivity Scale by Chen and Starosta (2000) was used in the questionnaire. The preliminary findings showed that on average, both groups of participants had a ‘high’ level of intercultural sensitivity. Although the participants scored ‘very high’ in Respect for Cultural Differences, they similarly rated themselves ‘low’ when it came to Interaction Confidence. Findings also revealed that there were no significant differences in all aspects of intercultural sensitivity between the group of participants who studied with a Thai instructor and that with native speakers of English. This may suggest that substitution of Thai teachers, in cases where there is an insufficiency of native English teachers, is a feasible way for teaching English varieties and cultures to Thai university students. Intira Bumrungsalee received her PhD in Translation Studies from Warwick University, UK. She is currently a lecturer at the Department of Foreign Languages, Kasetsart University. Her areas of interest are translation and intercultural communication. EELAH AYAE & KRISTOF SAVSKI (Prince of Songkla University). ISSA YING (The Hong Kong Polytechnic University, Hong Kong) Strengths and Constraints of Adopting Video Peer-Review in Postgraduate Pedagogy This study aims to identify the strengths and constraints of using Panopto for peer review of speaking assessment in a postgraduate course. Students submitted their video for assessment via Panopto. Then they worked in groups to provide peer feedback to each other. System data for eight groups of 20 students were collected to analyse observational measures of postgraduate student behaviour during participation in video-based formative assessment. The pre- and post-intervention student survey responses and pre- and post-interview transcripts of 6 teachers were also collected for data analysis. The outcomes of this study are twofold: 1) Panopto allowed for time-stamped, specific, diagnostic and contextualized comments, helping students identify their strengths and areas for improvement in academic
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 116 speaking; 2) Panopto was considered user-friendly and manageable, but its implementation could be pedagogically improved by providing more detailed instructions to students and in-class demonstration to help them make specific and in-depth comments and facilitate peer learning. The findings may provide insights into supporting teachers to implement the video-based formative assessment. Issa Ying currently works at the English Language Centre of The Hong Kong Polytechnic University. She is keen on developing students’ critical thinking by adopting visible thinking routines. Her research interests include curriculum design and pedagogical strategies for language teaching and learning, teacher development, narrative inquiry and discourse analysis. ISTA MAHARSI (Islamic University of Indonesia, Indonesia) Global Englishes in Extensive Reading and Listening Instructions: EFL Students’ Voices Despite the fast-growing studies of classrooms implementing Global Englishes paradigm, native speakerism continues to remain the profoundly dominant episteme in EFL contexts such as Indonesia. To help shifting the domination, this study aims to disclose students’ voices on their perception on Global Englishes instruction in extensive reading and listening activities over one semester. A total of 143 Medical students (97 female and 46 males) aged between 17-21 taking compulsory English subject participated in this study. A qualitative survey containing 10 questions and weekly reflective journals were used to collect data. The students were found to be curious and challenged at the same time to learn the unique accents. Although many students experienced difficulties in understanding the messages delivered by nonEnglish native speakers, their tolerance for different English varieties emerge. More interestingly, students realize that English is a universal language spoken by people from different countries, therefore, this stance should open acceptance for different varieties. They also started to understand that their English accent is just one variety among many, and that the varieties should not become barrier to communication and reasons for being not confidence in interaction. This brings implication for the need to bring more practical instructions of Global Englishes into EFL classrooms to promote more intelligible Indonesian English used with high confidence. Ista Maharsi is a lecturer at English Language Education Department, Islamic University of Indonesia, Yogyakarta, Indonesia. Her research interests include reflective practices, extensive reading and extensive listening, teacher training, and language learning motivation
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 117 J JAIME PASTER (Nakorn Pathom Rajabhat University, Thailand) Exploring the Components of Metacognitive Awareness in Listening and its Relationship to Students' CEFR Levels This quantitative study used the partial least squares - structural equation modelling to investigate the components of metacognitive awareness in listening based on the factors identified by Vandergrift (2006) embedded in a 21-item questionnaire at a 6- point Likert scale, which are; a) problem-solving , b) planning and evaluation, c) mental translation, d) personal knowledge and e) directed attention. This study further investigated how these factors relate to the students' CEFR listening levels, by analyzing the responses of 308 undergraduate students. This study reports the weights and loadings of the items in the questionnaire as latent constructs of metacognitive awareness in listening and how the metacognitive awareness in listening components such as planning and evaluation, together with personal knowledge doesn't have a direct effect on students' CEFR levels, while mediation through other components existed. As such, planning and evaluation establishes an indirect effect via problem-solving while personal knowledge are mediated by directed attention and mental translation at different levels of significance. Jaime Paster is an instructor at the Language Institute of Nakorn Pathom Rajabhat University, Thailand. JESSE KUS (Americana Chinese International School, Thailand) Assessing English Language Proficiency: Sustaining Accuracy and Efficiency The field of Teaching English to Speakers of Other Languages (TESOL) has been steadily increasing in SE Asia. Both the field of English as a Second Language (ESL) and English as a Foreign Language (EFL) have seen a boon in international, public, and private schooling. Increased student and parent interest has led to a need for language testing in Thailand. Traditionally, standardized tests have been used to accomplish this. However, institutions can have their own authentic tests created that better meet the needs of students, parents, teachers, and administrators. This paper looks at how language testing and assessment are implemented within international schools in Thailand. The crux of the research focuses on the juxtaposition of a quick and easy, yet accurate language assessment created for an ESL program. It evaluates the use of standard and authentic assessments and when these types of assessments are needed. Furthermore, an analysis of the question types, both cloze and open-ended, are used as tools to gauge the productive and receptive skills of students. This helps teachers and administrators place the students in necessary intervention programs. In summary, the research suggests a possible
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 118 solution: modify questions to evaluate holistic skills in students through pragmatic assessments. Jesse Kus began teaching in 2006 with secondary school children in Chiang Mai, Thailand. He returned to the USA to pursue his MA-TESOL degree which he received in 2013. He has taught post-secondary students at Chiang Mai universities. He now runs the ESL program at Americana Chinese International School in Chiang Mai. JIRAPAT KIATTIKHUNRAT, KARANYAPHAS PUBKRATOKE, KANOKPAN POLPUMUANG & PENPITCHA CHOOCHERD (Buriram Rajabhat University, Thailand) Needs and Challenges of Teaching and Learning Management During the COVID-19 at Thai Primary Schools This presentation was conducted to reflect the problems and needs of teaching and learning management during the COVID-19 situation at four different schools in the northeast of Thailand from the perspectives of the teachers and students. The qualitative research design was employed in this study. The participants were four teachers and 105 students from four different schools. The research instruments were a series of observation for one semester, teacher’s logs, and student interviews. The collected data were analyzed by the use of content analysis. The findings revealed that the problems both teachers and students faced arose from the lack of technological knowledge for teaching and learning. It was also found that the interactive teaching and learning activities were limited. These participants needed more learning management support to make better outcomes of teaching and learning online. Jirapat Kiatikhunrat is an MA student in Buriram Rajabhat University. He works as an co-teacher in Anubarnsurin School, Surin province. His research interest includes English speaking and pronunciation. He can be reached at [email protected] Karanyaphas Pubkratoke is an MA student in Buriram Rajabhat University. He works as an employed teacher in Ban Nonpeeb School, Nakhon Ratchasima province. His research interest includes English speaking skill. He can be reached at [email protected] Kanokpan Polpumuang is an MA student in Buriram Rajabhat University. She works as an employed teacher in Huakhiao School, Buri Ram province. Her research interest includes English speaking skill. She can be reached at [email protected] Penpitcha Chucherd is an MA student in Buriram Rajabhat University. She works as a teacher in Ban Takien School - Surin province. Her research interest includes English speaking skill. She can be reached at [email protected] JOSEPH WOOD (Nanzan University, Japan)
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 119 Learning to Listen: A Look at English Listening Strategies In foreign language classrooms, listening may not always get the attention it deserves. Course curriculum often stress the importance of speaking, reading, and/or writing, but listening can sometimes get pushed to the sidelines or perhaps not deemed important enough for the use of valuable class time. This presentation will examine the ways in which Japanese university students took it upon themselves to improve their English listening skills outside of the classroom. Specifically, it will look closely at the various listening strategies they used and highlight their views regarding which strategies worked or did not work for them in the process. Data from the study come from 42 university students in Japan who were surveyed while enrolled in intermediate-advanced English courses. Furthermore, a sample of students were also interviewed in which they were asked more in-depth questions based on those asked on the original survey. The study found that close to half of the students thought listening was more important than speaking in terms of learning English, yet the overall majority, however, still reported using listening strategies outside the classroom to improve their listening skills in the language. Joseph Wood is an associate professor at Nanzan University in Japan. He is also currently president of the Nagoya Chapter for the Japan Association for Language Teaching (JALT). JOSHUA ERIBERTO MIGUEL LLAMES (Laguna State Polytechnic University, Philippines) Application of Positive Mental Imaging to the Learning of English This study was designed to determine the effectiveness of the proposed approach positive mental imaging (PMI) to the speaking and writing skills of college students at Laguna State Polytechnic University with 6 sessions of application of the proposed approach. Moreover, the researcher made use of the quantitative research specifically quasi-experimental study employing the Two-Group Pretest-Posttest Design. After the data was gathered and interpreted, the researcher came up with these findings: the level of vividness of visual imagery of both groups is clear and reasonably vivid. Furthermore, the level of speaking skills after the application of PMI improved for both the impromptu speech and informative speech; however, skills level remained the same for persuasive speech. Moreover, the writing skills after the application of PMI also improved in all topics. It therefore revealed that there is a significant difference between the application of positive mental imaging and the speaking and writing skills. Similarly, participants believed that using positive mental imaging improved both their speaking and writing skills. Based from the conclusions drawn, the researcher encourages students to continue to apply PMI to help improve their speaking and writing skills. Moreover, the researcher highly recommends the application of Positive Mental Imagery in teaching speaking and writing. Lastly, a follow up study to test the effectiveness of the use of Positive Mental Imagery approach in the other macro skills is recommended.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 120 Joshua Eriberto Miguel G. Llames is a graduate of PhD in Educational Management major in English from Emilio Aguinaldo College, Manila, Philippines. He is also a graduate of MA in Education major in English from Laguna State Polytechnic University where he currently teaches Teacher Education Undergraduate and Graduate students. JULIANA SHAK (Universiti Brunei Darussalam, Brunei) Investigating the Optimal Use of the L1 in L2 Teaching: A Case for Translanguaging In classroom situations where young ESL learners have limited linguistic resources, language teachers have to carefully consider the ways in which they use language to create opportunities for second language (L2) learning. In the case of bilingual teachers, they have the option of whether to use their learners’ first language (L1) or only the target language during instruction. Indeed, this is one dilemma often faced by Bruneian student teachers when they teach English for the first time to young learners in primary schools: should they use the L1 when they teach English, and if yes, how much of the L1 should they use? Through a translanguaging lens, the present study investigated how 24 bilingual student teachers, who were in a postgraduate primary initial teacher education programme, perceived their use of language in the L2 classroom. Analysis of the written reflections and subsequent interviews were used to illustrate: (i) the student teachers’ initial and unfolding perceptions of the use of the target language and the L1 when teaching English to young learners; and (ii) the factors which affect their language choices. Juliana Shak is a lecturer in Language and Literacy Education at Universiti Brunei Darussalam. She has been involved in teacher education for more than 10 years in Brunei Darussalam. Her current research interests include child L2 learning, L2 literacy development, classroom interaction and talk, and teacher education. JUTAMANEE TIPPARACH (Ubon Ratchathani Rajabhat University, Thailand) Needs Analysis of the 6 Principles for Exemplary Teaching of English Learners: Comparisons between the Teachers’ Expectations and the Actual Outcomes from the Lower Northern The objectives of the research were 1) to analyze the needs of the 6 Principles for Exemplary Teaching of English Learners created by TESOL of secondary school teachers in the Lower Northern region (LNR) and the Lower North Eastern region (LNER) of Thailand and 2) to compare the results of the needs analysis of the 6 Principles for Exemplary Teaching of English Learners created by TESOL of the secondary school teachers in LNR and LNER. The samples were 40 teachers from secondary schools in LNR and LNER of Thailand. They were randomized by simple random sampling. The research instrument was a five- rating scale questionnaire.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 121 The statistics used to analyze data were percentage, mean, and Modified Priority Needs Index (PNImodified). The results showed that the overall of PNImodified of the needs of the six principles of the secondary teachers in LNR was 0.07 while the overall of PNImodified of the needs of the six principles of the secondary teachers in LNER was 0.13. The PNIsmodified of both groups were greater than 0 and less than 0.30 (0 ≤ a PNIsmodified ≤ 0.3). It seems that these two groups in this study would benefit from furthur development of the six principles. The results showed that the overall of PNImodified of the needs of the six principles of the secondary and primary school teachers in LNR was 0.07 and 0.13 for the LNER group. The PNIsmodified of both groups were greater than 0 and less than 0.30 (0 ≤ a PNIsmodified ≤ 0.3). This indicated that the actual outcome of the six principles for both groups was marginally lower than the expected outcomes. It is apparent from the data collected that the samples were aware of and use the Six Principles for Exemplary Teaching of English Learners. It is reasonable to suggest that with ongoing practice of the Six Principles for Exemplary Teaching of English Learners, and self-evaluation of their teaching methods, their expectations will be met. Jutamanee Tipparach is a lecturer of Business English Program, Faculty of Humanities and Social Sciences, Ubon Ratchathani Rajabhat University, Ubon Ratchathani, Thailand. She can be reached at [email protected]. JUTHAMARD DEJAMORNRATTANAKUL (King Mongkut’s University of Technology Thonburi, Thailand) Enhancing Students' Intercultural Competence through a General Education Course: A Case Study in a Thai University Global citizenship is one of the desirable competences of the 21 Century learners. Therefore, helping students to acquire intercultural competence is one of the outcomes stipulated in many higher education institutions. One of the strategies is to offer international programs where students have the chance to interact with their teachers and friends from different countries. However, studying in the international program does not guarantee that the students are able to develop intercultural competence. This qualitative study was conducted to explore how intercultural competence was fostered in a general education course entitled ‘Beauty of Life’ The course focuses on encouraging the students to be aware of cultural diversity. The data was collected from four students enrolling in the course during the COVID-19. The course was conducted both online and onsite. The data was obtained from their written assignments which revealed their understanding and reflections on the designated culture, their interaction during group consultation sessions, and a stimulated recall interview conducted at the end of the course. The findings show that three categories of intercultural competence, namely knowledge discovery, respect for otherness, and empathy, were enhanced throughout the course. Pedagogical implications will be drawn from the findings. Juthamard Dejamornarattanakul has ten years of teaching experience. In her fulltime job at King Mongkut’s University of Technology Thonburi, (KMUTT), she is
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 122 responsible for designing and arranging two courses, Man and Ethics of Living and Beauty of Life, for international students.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 123 K KAHOKO MATSUMOTO (Japan) An Attempt to Reflect RFCDC in the English Curriculum of Japanese Universities Reference Framework of Competences for Democratic Culture (hereafter referred to RFCDC) is a new European framework to prepare students as active global citizens in democratic societies by teaching democratic values, attitudes, skills and knowledge and critical understanding. Published in 2018, it has been used mainly in Europe in various subjects at different educational levels. An attempt has been made to reflect or incorporate some major descriptors of 4 subcategories of RFCDC in the 2 types of English curriculum at 3 Japanese private universities; freshmen or sophomore required courses and the ESP course for International Studies or Global Studies Department. Due to the Covid-19 situation in 2021, the fall semester was spent improving the original conceptualization and curriculum specifications by the feedback from 9 cooperators, and the piloting was done in the spring semester of 2022 with 10 classes taught by 4 teachers. Students’ responses were generally better than those of the same classes of the previous semester, but teachers reported the difficulty finding materials that match some of the descriptors to be achieved as well as challenges in making a balanced use of domestic and international contents. At the same time, they found the wording of several descriptors a bit too strong or restrictive when applying to the Japanese educational context. Based on such feedback, we started the construction of more holistically combined curriculum with cumulatively integrated contents. Kahoko Matsumoto, Ph.D., has taught English and applied linguistics subjects for over 20 years in Tokyo. Her original specialization is assessment of writing, but recently, she has been involved in various projects to develop the intercultural competence of Japanese students. KAMIYA KENICHI (Osaka Institute of Technology, Japan) Development of a Simplified e-Learning System Using a Spreadsheet Software The presenter's group has developed a simple e-learning system using spreadsheet software. This system uses a passage in English as material. Students extract words, idiomatic phrases, and expressions in the sentences, using the sentence number and the number of words as hints. The answer keys to questions are stored in the hidden column in the same row. Being compared to one of them, the words or phrases extracted by typing are immediately indicated as correct answers or not. In this case, Japanese and English are used, though, it may be possible to use the same method if the target language being studied is written in separate words with spaces, such as Thai to English, to most European language sentences written in the Roman alphabet, or any language divided with spaces. Unfortunately, Japanese is not a language
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 124 written separately, so it cannot be used when studying Japanese by students in Thailand. Languages such as Japanese and Chinese are not separated by words but by letters. In this oral presentation, we will introduce the background in development based on the situation of English language education at Japanese universities. Kenichi Kamiya is an associate professor of English language teaching at Osaka Institute of Technology, Japan. His primary interest lies in using technologies in language education. KANE LINTON (Kwansei Gakuin University, Japan) The Input Hypothesis and the Rise of Chatbots in EFL Education Today, many students of foreign languages learn by listening to and repeating material that has been pre-recorded due to the lack of opportunities for interaction with a native speaker of the language. This has become especially prevalent in the current age of COVID-19 where, for a large group of learners, their education is locked behind computer screens or their mobile phones. Mobile phones as a tool for learning provide an enormous potential to overcome this limitation. Nowadays, speech recognition software (SRS) such as Siri and Google Speech Recognition provides an opportunity to learners that have never before been available - Their communication partner is in the palm of their hand. Therefore, the opportunity provided by mobile phones, computers and SRS should not be ignored and that is the focus of this presentation. The goal of this study is to analyse user experiences of SRS systems such as Siri and GSR and identify how educators can harness these tools for not only the benefit of their students but also to save time in the language class. In the past, suitable communication practice was rarely available to EFL students, however, as long as students have a phone, they are ready to practice. Kane Linton holds a Bachelor of Education from Notre Dame University, as well as a Master's Degree in Linguistics from Newcastle University. He lives in Japan and works in the faculty of Engineering at Kwansei Gakuin University, one of the largest private universities in Japan. KIRSTEN DYCK (Mariano Marcos State University, Philippines) 6 Strategies for Creating Awesome Lessons from Boring Textbooks Every English teacher has seen it: a language textbook or module that will make students dread English class. This presentation offers six strategies for turning dry, pre-packaged curriculum into active, communicative lessons students will remember. 1. MAKE IT REAL. Incorporate realia and real-life situations. 2. MAKE IT PERSONAL. Incorporate students' interests and choices into exercises. 3. MAKE IT BUILD. Add retrieval practice and escalating difficulty to move new material into students' long-term memory. 4. CUT IT OUT AND BLOW IT UP. Use inexpensive craft
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 125 materials to turn vocabulary and grammar exercises into active-learning opportunities. 5. PLAY, PLAY, PLAY. Add movement and content-neutral games to aid learners' recall and keep the back row awake. 6. TEST WHAT YOU WANT STUDENTS TO LEARN. Construct your assessment based on your (real!) learning goals, then backward-map your unit. The presentation will provide examples for teachers and students at a range of age and language-learning levels. Participants will be encouraged to workshop new ideas for their own classes and to share tips and tricks of their own. Teachers should leave with the tools and confidence to move their lessons off the page. Kirsten Dyck is a 2022-2023 English Language Fellow at Mariano Marcos State University in Batac, Philippines. She has previously presented and published on themes of music and genocide. She is a Returned Peace Corps Volunteer from Ukraine (2017-2019) and was a Fulbright Fellow in Germany (2011-2012). KRISTEN CARDONA & CLAIRE LEE (U.S. Embassy, Japan) Online Professional English Network (OPEN) Program The Online Professional English Network (OPEN) program, sponsored by the U.S. Department of State, offers virtual learning opportunities to English language educators, professionals, and learners worldwide. OPEN provides free access to teaching and learning materials that can be reused, modified, and shared. Learn about the different professional development opportunities and resources you can access for free. Kristen Cardona is currently an English Language Fellow posted in Okinawa, Japan. She has 20+ years of experience domestic and abroad, kindergarten to university level, in public and private school teaching. She holds seven subject area teaching endorsements. Additionally, she has participated in multiple fellowships in Mesoamerica. Claire Lee is an English Language Fellow at the U.S. Embassy in Tokyo. She has 10+ years of teaching and teacher training experience. Claire earned her Ed.M. from Harvard University and B.A. from Wellesley College. She has taught and lectured in the United States, South Africa, Vietnam, and the Philippines.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 126
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 127 L LAURA HANCOCK (Universiti Teknologi MARA, Sabah) English Speaking Nation: Experiences and Lessons Learned from a Secondary Teacher Development Program in Uzbekistan The English Speaking Nation (ESN) program was a US Embassy-sponsored development project delivered by American Councils, TESOL International, and George Mason University, invited by the Uzbek Ministry of Education. In this program, American "Coaches" trained a select group of local secondary Englishlanguage educators using the TESOL Core Certificate Program curriculum. One of the major aims was coaching these select Uzbek educators into becoming trainers, themselves. Then, these teacher-trainers would collaborate with other teachers in their local communities. The ultimate goal of ESN was to reach 10,000 secondary educators across Uzbekistan, using a cascading approach to build sustainable competency in communicative pedagogy and methodology. In this presentation, a former TESOL Coach speaks about the successes and challenges of the ESN program in Uzbekistan. This will include personal experiences, as well as an analysis of originally-stated program goals juxtaposed against the actual outcomes of the program. The presentation will conclude with suggestions for organizations and educators who wish to design and execute English-language pedagogical programming with an eye toward cultural sensitivity, realistic uptake, and sustainability in varied contexts. Laura Hancock is a language professional with an MA in TESOL from Eastern Michigan University. She served with the US Peace Corps in Kyrgyzstan, and has worked in Uzbekistan, Kazakhstan, Russia, the Republic of Georgia, Ukraine, and Malaysia. She is currently an English Language Fellow at Universiti Teknologi MARA, Sabah. LIEM DO (Van Lang University, Vietnam) Improving Students’ Writing Performance through Task-Based Approach: Theories vs Practice at a Vietnam Private University The research is taken at Van Lang University in Ho Chi Minh City, Vietnam, using taskbased collaborative writing process. It is aimed to look at students’ performance in a 10-week intermediate level writing class with 50 students, and at the effects of this process on their writing improvement. Data were collected from first and revised drafts of the four writing tasks assigned by the instructor, group meetings with the instructor, and students’ comments and idea contribution during group meeting and discussions. The 10-week course involved the major contents: a) instructor’ lectures for the writing process and student practices of in-class collaborative writing, b) students’ collaborative first draft (outside classroom), c) instructor’s oral and written feedback for students’ first draft, d) students’ group discussions to reflect their own
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 128 learning and perceived progress from instructor feedback, and e) students’ collaborative revision of the first draft for a “better” final draft. Overall, subjects participating in the study were found to have positive perception of the task-based collaborative writing and to have better performance on their writing task at the end of the course, since this process allowed them to have a deeper understanding of the academic writing process and improve the contents and organization of their writing. Liem Do is a full-time lecturer at Van Lang University in Ho Chi Minh City, Vietnam. He got an M.A in ELT from KMUTT, Bangkok, Thailand, and is working towards his PhD thesis in Buddhist Texts Translation. His research interests include Extensive Reading, Collaborative Writing, TBLT, Translation, and Comparative Linguistics. LYDIA EBERLY (Kwansei Gakuin University, Japan) Cross-Cultural Challenges and Successes for Students and Teachers in Collaborative Online International Learning This presentation will describe qualitative findings from two semesters of classes including Collaborative Online International Learning (COIL) components. In COIL programs, students from institutions in different countries meet online in small groups for content-oriented discussions. Five-week and six-week COIL exchanges between an American and a Japanese university were held in 2022. This presentation will focus on findings from student reflections and analyses of videos of online meetings between the students. Overall, the students’ impressions of the experience were largely positive, but with many challenges encountered along the way. Aside from the language barrier, cultural differences and differences in communication style sometimes caused misunderstanding between the Japanese and the American students. This presentation will include an examination of some of the ways body language and non-verbal communication obstructed or facilitated understanding, consideration of how turn-taking and backchanneling impacted the flow of conversation, and discussion of strategies that the students were able to use to communicate more effectively with one another. The presentation will also include discussion of the teacher’s experience with implementing a COIL program for the first time, and advice for other teachers who are interested in conducting such an activity with their own students. Lydia Eberly is a lecturer at Kwansei Gakuin University in Japan. She taught English at secondary schools in Japan for over ten years before receiving her M.S. Ed. degree from Temple University Japan. Some of her interests include the teaching of pronunciation, vocabulary, and English as a Lingua Franca.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 129 M MACHIKO KOBORI (Hosei University, Japan) Primary Pupils’ Motivation to Learn English in Japan: A Study of L2 Instrumentality During the Transition Period This study explores Japanese primary pupils’ motivation to learn English as a Foreign Language (EFL) during the transition period from primary to secondary education. It mainly focuses on their notion of second language instrumentality and attempts conceptual pairing of the second language motivational framework to explore significant aspects of their EFL learning. It utilizes classic and modern conceptual frameworks of second language motivation: the socio-educational (SE) model and the L2 Motivational Self System (L2MSS). The data were gathered using a survey questionnaire at three state primary schools in two prefectures: Tokyo (1) and Gunma (2). The sample comprised 197 pupils (aged 11–12 years) in the sixth form, the final year of primary education. Factor analysis and t-tests were used for data analysis, mainly based on a cross-sectional approach. The main finding was that Japanese primary EFL pupils held an explicit notion of L2 Instrumentality during the transition period from primary to secondary education. Moreover, internal constructs of L2 Instrumentality, Instrumentality prevention, and promotion, were substantiated distinctively among them. The English teacher’s role was also highlighted as a powerful motivator influencing pupils’ L2 Instrumentality, which enables them to experience a smooth transition from primary to secondary EFL. Machiko Kobori is an associate professor of TESOL and, Second Language Learning and teacher education at Hosei University. Her contributions to EFL teacher education have been noted in the ITE (Institute of Image Information and Television Engineers) Technical Report and a couple of guidebooks for primary EFL in Japan. MARK R. FREIERMUTH (Gunma Prefectural Women's University, Japan) “Right On Hotel! Trust Me—That's The Right Move” Teaching Concepts in English For Travel and Tourism When teaching EFL students about the travel industry, one of the primary problems is students’ lack of knowledge of specialized vocabulary. However, this represents only part of the problem for EFL learners who often demonstrate only superficial knowledge about the concepts that are associated with the specialized vocabulary (Freiermuth, 2007). In our classroom-based research, to help the female Japanese university students better understand the basic concepts of the specialized English used in aircraft traffic control a simulation was employed. Students were first provided with various definitions of important terminology, then listened to a short audio recording of an actual ground controller, and finally but most importantly, students experienced the
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 130 landing and taking-off of planes from a mock airport set-up in the classroom. Specifically, students were asked to play the role of either airplane pilots or traffic controllers, whose aim was to direct the planes successfully. Following the activity, students were given a short debriefing questionnaire to share their experiences, which confirmed that the activity helped students to better understand specialized English conceptually. In this presentation, then, we will provide the actual audio used, give a more detailed explanation of how the classroom was set up, and also share students’ impressions. Mark R. Freiermuth is a Professor of Applied Linguistics at Gunma Prefectural Women's University. His interests are centered around how language learners perceive and manage interaction. He is especially interested in connecting language learners across geographical boundaries as well as looking at various ways to teach L2 in the classroom. MATTHEW COOMBER (Ritsumeikan University, Japan) Collaboration Within and Beyond The Classroom in a Project Based Learning Course While a project can, in theory, be undertaken by an individual working alone, it is a basic principle of Project-based learning (PBL) that projects are best carried out by students working cooperatively in groups to complete tasks that integrate the skills of all members. Yet while such collaboration within the class group is standard, collaborations between learners in different year groups are less common. By creating and assigning tasks that require first and second-year students to engage with their third-year counterparts, teachers can offer students an early insight into their language learning future, as well as help to build links between learners at different stages of their university career and language development. Incorporating these types of collaborative tasks into a program can benefit all parties: younger students can begin to conceptualize what they can achieve, while older students are afforded a chance to reflect upon how far they have already come. This presentation will introduce two such tasks which were implemented within a PBL course. Through these activities, students in different year groups were able to actively engage with each other in English and build deeper connections between the content and goals of their various English courses. Matthew Coomber has been teaching in Japan since 2001 and is currently working in the Faculty of Business Administration at Ritsumeikan University. He holds an MLitt in International Security Studies from the University of St Andrews and an MA in Applied Linguistics and TESOL from the University of Leicester. MATTHEW RYCZEK (Rikkyo University, Japan) Improving Listening Skills with News Podcasts
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 131 In this presentation, I will introduce a teaching approach to develop English learners’ listening comprehension skills using a news podcast, with the additional aim of building awareness of, and interest in, global current affairs. This approach was implemented in an elective English listening skills course at a university in Tokyo, Japan. In class, students listen to a 5-minute news briefing and attempt to comprehend the main ideas of the news stories presented. While listening to the briefing students take notes on the news stories that they hear and attempt to ask basic questions about each story. While challenging at first, with repeated practice in class each week students are able to accomplish this task sufficiently. The news briefing is released hourly as a downloadable podcast, and students are encouraged to download the podcast and listen to the news briefing regularly in order to build their listening skills. The presenter will outline the approach above as well as share reflections and impressions on its efficacy in improving learners’ listening skills and interest in contemporary global news. Matthew Ryczek is a full-time adjunct lecturer at Rikkyo University. With over thirteen years of experience in teaching English learners at Japanese universities, he continues to search for new methods and teaching techniques to integrate into his classroom. His research interests include CLIL, learner agency, and listening fluency. MEECHAI WONGDAENG & SULAIYA HAJIHAMA (Demonstration School, Prince of Songkla University, Pattani Campus, Thailand) Enhancing Achievement and Self-Regulation Among Thai EFL Learners Through Provision of Feedback and Retrieval Practices Numerous studies have reported evidence that feedback provision is beneficial for English language learners as it can guide them in realizing and correcting their mistakes. In a similar vein, recent studies have emphasized the advantage of retrieval practices or information-recall activities as they can enhance one’s metacognitive awareness. These strategies, i.e., feedback provision and retrieval practices can develop learners’ self-regulation which will, in turn, improve their learning outcomes. However, studies investigating the use of these two strategies in Thai EFL contexts remain scarce. Thus, this study aims to examine whether the appropriate provision of feedback can improve learning achievement and whether a combination of the two strategies can lead to greater improvement. With such aims, two groups of secondary EFL learners were recruited to an intervention group (n=31) where both feedback provision and retrieval practices were implemented and a comparison group (n=26) where feedback provision was used as an alternative treatment. The results suggested that the provision of feedback is clearly helpful for improving the learning outcome with an effect size (ES) of 0.54 but the use of both strategies, i.e., feedback provision and retrieval practices can lead to a substantially larger improvement in the learning achievement with a post-test ES of 0.78 and a gain score ES of 0.62. Implications for pedagogy and further research are also discussed.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 132 Meechai Wongdaeng has been an English instructor at a university-affiliated school in the south of Thailand for more than a decade. His research interest includes promoting active learning strategies, self-regulation, and agency among learners and the use of robust evidence to inform ELT policy and practice. Sulaiya Hajihama has been teaching at PSU Demonstration School for more than 10 years. She holds a master's degree in Teaching English from a Malaysian University. Her research interests include teaching critical thinking and project work. MICHAEL WILKINS (Kwansei Gakuin University, Japan) Rethinking Teacher Training: Communicative Teaching Needs of Japanese Elementary School English Teachers Coping with a mandate to teach English in Japanese primary schools: Current training requirements of in-service teachers. In 2020, English became an official subject for fifth and sixth graders in Japanese elementary schools, and the classes are supposed to be taught by homeroom teachers. Some schools are expressing frustration over their inability to overcome obstacles, such as curriculum coordination between primary schools and junior high schools, and teacher training requirements. Based on an analysis of survey data (N = 75) collected from elementary schools in Japan, this presentation evaluates which resources and support are most effective and appropriate or are lacking for in-service teachers who have recently been tasked with teaching English. The results reveal that nearly a third of the respondents do not understand the government's goals for English Education. In every area of teaching included in the survey, a large majority of teachers expressed a desire for more training. Michael Wilkins is from the West Coast of Canada. He has been teaching in Japan for 25 years. He currently teaches at Kwansei Gakuin University in Nishinomiya, Japan. His research interests include teacher training, learner autonomy, CALL, and speaking fluency development. MI-CHELLE LEONG (UOW Malaysia KDU, Malaysia) Learners’ Gameful Experience of Learning Grammar Through Gamification English language learners often find learning English grammar rules to be daunting and boring, especially when they have spent many years learning the language. Therefore, to jazz up my grammar lessons, language games are used as they provide not only opportunities for improving language proficiency, but also a less intimidating environment for students to use the language meaningfully. During the pandemic when all teaching and learning activities were conducted remotely, online educational games were created to gamify the learning of English grammar. A focus group discussion with six students was conducted to understand their gameful experience in playing these games. The interview questions were based on the dimensions of GAMEFULQUEST: Accomplishment, Challenge, Competition, Guided, Immersion, Playfulness, and Social Experience. Based on the participants’ feedback,
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 133 while the games were challenging and gave them a sense of accomplishment, they felt guided and enjoyed the playfulness to a certain extent. However, they were not completely immersive and lack social experience. As a result of this work, a more comprehensive game-based system is being developed for a more complete gameful experience in learning English grammar. Leong Mi-Chelle is a senior lecturer at UOW Malaysia KDU. She has a Master of Arts in Linguistics and English Language Studies and a Cambridge International Diploma for Teachers and Trainers (CIDTT). She designs courses and provides training to teachers. Her research interests are educational technologies and English language teaching. MICHAEL LEDEZMA (NE Build & Grow, NE Neungyule, Inc.) Preparing for Tomorrow: Teaching 21st Century Skills through CLIL ESL education is currently positioned as one of the most promising platforms to teach 21st century skills. However, one major stumbling block that has consistently plagued ESL is relevance. As general ESL courses tend to emphasize everyday communication, more substantive topics are often brushed aside. This can lead students, especially young learners, to question the relevance of ESL to their lives and lose motivation. How can ESL educators regain their students’ interest in order to better prepare them for a highly demanding and uncertain future? One encouraging framework is CLIL (Content and Language Integrated Learning). By combining language learning with substantive content that is inherently interesting, CLIL lessons can help boost student motivation. The framework also provides unmatched opportunities for teachers to incorporate the 4 Cs of 21st century skills into their lessons, through its emphasis on interdisciplinary learning. In this workshop, I will walk participants through a complete CLIL lesson and demonstrate concrete learning strategies that teachers can use in their classrooms. I will provide a detailed breakdown of the methodology and principles behind each part of the lesson, and how they achieve the desired goals. With a better understanding of the fundamentals of CLIL, teachers will not only help their students develop their English-language abilities, but also impart crucial cognitive skills that will help their students navigate the world of tomorrow. Michael Ledezma is the head native editor for ELT content development at NE Build & Grow. He has over a decade of experience in ESL, having taught and developed courses for students of all ages and levels in both Korea and the US. He is currently a Ph.D. candidate in Political Science at the University of Illinois at Chicago, where his work focuses on political communication and language analysis. MINH NGUYEN (Foreign Trade University. Faculty of English for Specific Purposes) DIEP DO (Diplomatic Academy of Vietnam) HA TRANG NGUYEN (Chu Van An High School)
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 134 TUAN ANH CHU (Hanoi University of Industry) The Effects of Direct Written Corrective Feedback on Vietnamese Students’ IELTS Writing Task 2 Performance A growing body of literature has highlighted the role of written corrective feedback in teaching academic writing. Acknowledging such importance, the case study attempted to specifically investigate the effectiveness of direct written corrective feedback (DWCB) in enhancing students’ writing performance in IELTS Writing Task 2. A quasi-experimental design was employed in this research. Two comparison groups of 20 university students at the pre-intermediate level participated in a pretest and two post-tests, in which they were required to write IELTS Task 2 essays. These essays were then assessed by nine raters based on the four criteria in the IELTS marking rubric. Findings revealed that after the DWCB intervention, there was an improvement in the overall writing performance of the experimental group. The most noticeable progress was seen in students’ grammatical range and accuracy, while there seemed to be insignificant differences in other aspects. These findings may offer some practical implications for IELTS writing teachers to make informed teaching decisions. Minh Nguyen is currently a full-time lecturer at the Faculty of English for Specific Purposes, Foreign Trade University in Vietnam, where she has been teaching ESP courses. She holds an MA in TESOL from the University of Huddersfield, UK. Her research interests encompass teaching methodologies, language testing and assessment, and ESP. Diep Do is currently a part-time lecturer at the English Faculty of the Diplomatic Academy of Vietnam, where she has been teaching ESP courses. She holds an MA in TESOL from the University of Huddersfield, UK. Her research interests encompass teaching methodologies, technology in language teaching and learning, and ESP. Ha Trang Nguyen is currently a part-time English teacher at Chu Van An High School, in Hanoi, Vietnam. She holds an MA in TESOL from the University of Huddersfield, UK. Her research interests encompass language testing & assessment, teaching methodologies, and technology in language teaching & learning. Tuan Anh Chu is currently a lecturer at the School of Languages and Tourism, Hanoi University of Industry, Vietnam. He holds an MA in TESOL from the University of Huddersfield, UK. His research interests encompass language testing & assessment, teaching methodologies, and technology in language teaching & learning. MINTRA PURIPUNYAVANICH(Chulalongkorn University Language Institute, Thailand) Reflecting on Thailand’s First Nationwide Online Extensive Reading Competition
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 135 This practice-based presentation explores extensive reading in a competitive environment under the “Building a Nation of Readers” project which was coorganized by Thailand Extensive Reading Association (TERA) and Katanyudemy between February and September 2022. The project involved a series of activities, including a webinar on tips for improving reading skills and vocabulary by reading graded readers, a workshop on online extensive reading via Xreading, a reading marathon, and a follow-up discussion with the reading champions. 200 secondary school students across Thailand participated in the project and were engaged in online extensive reading outside of class in a reading marathon for one month. In each of the 20 teams, there were 10 students and one teacher supervising the team. Xreading.com, an online library with a learning management system, was selected for the participants to read graded readers of their choices and the organizing team to keep records of their performances. This session will present how to organize a nationwide online extensive reading competition, participants’ feedback on the activities in the project, and highlight what needs to be done to encourage the participants to continue reading. Mintra Puripunyavanich is a full-time lecturer at Chulalongkorn University Language Institute. Currently, she serves as Chair of the Thailand Extensive Reading Association (TERA) and a committee member of Thailand TESOL. Her research interests include extensive reading, materials development, and English for Economics. Narudol Semchuchot (Ph.D.) is a lecturer at the Faculty of Education, Kasetsart University. He serves as the coordinator of the “Building a Nation of Readers” project, and Treasurer of the Thailand Extensive Reading Association (TERA). His research interests include English for International Communication, English Language Teaching, extensive reading, and intercultural studies. MOBINA RAHNAMA (University of Technology and Applied Science – Ibri, Oman) Textuality in ISI and Non-ISI Mathematics Research Article Introductions: A Genre Analysis Recently publishing articles in academic journals has become a universal and strong desire for all researchers. However, there is an extensive belief based on which more degree and quality is given to ISI research articles. A question raised in this regard is whether the ISI research articles have noticeable difference from non-ISI ones, in terms of content and rhetorical styles, regarding a move analysis perspective. The aim of this study was to seek differences between the frequency of rhetorical moves /sub-moves employed in ISI and non-ISI mathematical RA Introduction sections, and seeking a model for mathematics RA Introductions according to Nwogu (1997) model for RA Introductions. To achieve this purpose, the researchers applied a genre analysis on the 90 randomly selected mathematics RA Introductions in two groups, ISI and non-ISI mathematics research articles, published between 2007-2018.The results of Chi-Square, Mann-Whitnney U test, and correlational tests showed that the moves and sub-moves have been used in a relatively similar manner in both groups of articles except in sub-move2, and sub-move 6.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 136 Mobina Rahnama holds a Ph.D. and has worked in ELT since 2002. She is currently an English instructor at UTAS-Ibri in Oman. Her writing credits include authoring a number of papers and a book on English language teaching and feedback. Her research interests include motivation, feedback, teacher education, and teacher development. MUTHITA CHINPAKDEE (Chiang Mai University, Thailand) Understanding Teacher Autonomy Through EFL Teachers’ Online Teaching Experiences Research on autonomy in foreign language education has largely focused on learner autonomy while relatively little attention has been given to teacher autonomy and the factors that underpin its exercise and development. This qualitative research examines teacher autonomy in the context of emergency online language teaching during Covid-19. Accounts of two Thai EFL teachers’ online teaching experiences were used to (1) explore how they exercise and maintain their autonomy in teaching during the transition from face-to-face to online learning and (2) identify factors that affect their autonomy during this challenging time. Findings reveal that both teachers exercised their autonomy through reflective practice and independent decisionmaking. However, their autonomous efforts were also met with several contextual constraints, some of which cannot be easily overcome by their individual actions. This study addresses the need for more empirical evidence to deepen our understanding of the complex and multidimensional nature of autonomy in foreign language education. Although drawn from a small sample size, the findings add a ‘unique voice’ to the ‘multi-vocal territory’ of autonomy research (Jiménez Raya & Vieira, 2020, p. 253) and offer useful recommendations for teacher autonomy development at the collegial and institutional levels. Muthita Chinpakdee is a lecturer at Chiang Mai University, Thailand. Her current research interests include autonomy in language learning and teaching, learning strategies, and teacher development.