The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 137 N NAIZER JUAREZ (Thammasat University, Thailand) Multimedia-Based Strategies in Improving the Phonemic Awareness of Grade 7 Struggling Readers Phonemic awareness has long been a challenge for educators to develop the reading ability of learners. The aim of this paper was to verify the effectiveness of multimedia-based strategies in teaching phonemic awareness to struggling readers. This was in response to the increasing number of frustrated readers and to the call for more effective reading instructional strategies. The study used a comparativeexperimental research design. Participants in this study were the 30 Grade 7 students at Koronadal National Comprehensive High School enrolled in the Remedial Reading Program. The participants were divided into control and experimental groups. The groupings were based on the pre-test and re-evaluated using the Phonemic Awareness Test (PAST). The experimental group was exposed to a series of multimedia instructions, and the control group was with traditional method. The instruments used were the Phonemic Awareness Screener from Literacy Resource, Inc. (LRI), worksheets, and multimedia, which lasted 45 minutes, thrice a week for 3 months. Based on the results, the phonemic awareness skills of the experimental group have relatively increased from fair to average achievement. Hence, it is recommended that teachers engage learners more in a multimedia-based learning environment than the traditional way of teaching to improve their literacy. Naizer Cabino Juarez, LPT, MMEM Master of Arts in Teaching English Master in Management Major in Educational Management President, Philippine Association for Language Teaching Inc. (PALT) - Thailand Foreign Lecturer, Thammasat Secondary School, Faculty of Learning Sciences and Education, Thammasat University Curriculum Developer and Consultant, Sisaketwittayalai School NARUDOL SEMCHUCHOT & NOPPHAWAN CHIMROYLARP (Kasetsart University, Thailand) Boredom of Online Extensive Reading of Undergraduate Teaching Major Students in Thailand This paper reports on an ongoing extensive reading program for 48 purposively selected undergraduate teaching major students at a university in Thailand. The participants have been assigned to a fifteen-week, 60-minute online weekly reading assignment with follow-up questions and a comprehension quiz. After the first six weeks, the participants were asked to reflect on their reading experience in writing. Content analysis suggested topics that tended to negatively affect their readings. The most outstanding topic was boredom. The presentation will discuss probable causes of boredom and encourage discussions on how to make extensive reading more enjoyable for students.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 138 Narudol Semchuchot, Ph.D., is a full-time lecturer in the English Language Teaching (ELT) program at the Faculty of Education, Kasetsart University in Bangkok. His research interests include English for International Communication (EIC), ELT, extensive reading, and intercultural studies. He is an active committee member of the Thailand Extensive Reading Association (TERA). Nopphawan Chimroylarp holds a Ph.D. in English as an International Language. She serves as the head of the ELT program, at the Faculty of Education, Kasetsart University. Besides ELT undergraduate program, she teaches graduate programs in Curriculum and Instruction. NATSUKI MATSUI (Kyoto University of Foreign Studies, Japan) Exploiting Streaming Services to Help Improving L2 Pronunciation by SemiAutonomous Learning Learning English through video content such as TV series and movies has attracted a great deal of attention. Moreover, today, researchers are pointing out that streaming services such as Netflix and Amazon Prime, along with YouTube may offer benefits for language learners. Compared to DVD rentals, the advantage of streaming services is obvious: learners can choose what they want to watch whenever they want. However, despite the availability of such convenient platforms, large numbers of students in an EFL environment still believe that they face the problem of not having substantive opportunities to be exposed to the target language. Learners who study L2 in their native lands may be concerned only with classroom use of a target language. Unfortunately, it is imperative for L2 learners to study outside class since classroom teaching time is limited. It goes without saying that learner needs to have more daily connection with the target language to improve their language skills. In this presentation, I will propose "semi-autonomous" assignments to help learners improve L2 pronunciation and to enhance their listening ability as well as gain more vocabulary. The activities, which are based on a learning method called "Video Report," are tailored to the learner's interests and need. The ultimate goal of this "semi-autonomous" learning method is to help students stimulate motivation to let them consolidate their self-study of the target language. Matsui Natsuki is a part-time lecturer at the Kyoto University of Foreign Studies. She specializes in linguistics. Her research focuses on lexical semantics, language typology with emphasis on Japanese, Thai, and English, and Teaching English/Japanese through movies and TV series.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 139 NATTHARMMA NAMFAH (Burapha University, Thailand) Effect of Students’ Dependency on Machine Translation on Their Writing Process and Writing Performance Machine translation (MT) is becoming increasingly widespread among EFL students as technology advances. To shed light on low proficiency students’ use of MT during their writing process in the Thai EFL setting, the researcher examines and observes 23 Grade 9th students’ writing performance across 10 writing tasks with different accessibility of MT, and interviews them afterward. Overall findings show that MT dependency among low-proficiency students is highly influenced by limited linguistic competence, demotivation in English language learning, MT convenience, and MT wiseness. The students report using MT in their daily routines and English classrooms. The students might benefit from MT when performing writing tasks or homework; however, they are so dependent on MT that, without MT, they feel ‘clueless’ and ‘hopeless’ with their writing tasks. Additionally, this study identifies students’ L1 writing proficiency as a substantial factor for the better use of MT to assist L2 writing performance. It highlights MT’s benefits for low-proficiency EFL students while also noting its drawbacks and potential threats to students’ learning behaviors in a long run. Thus, this study calls for the awareness of the low proficiency students’ MT dependency and the possible techniques to integrate this technology in a learning-friendly way. Nattharmma Namfah is a lecturer in the Department of International Graduate Studies in Human Resource Development, Faculty of Education, Burapha University, Thailand. Her research interest involves literacy and classroom practice, technology in language classrooms, and gender equality and education. She can be reached at [email protected] and [email protected] NEAL JOST (Dokkyo University, Japan) Developing Communicative Fluency through Round Table Discussion within the Context of a Japanese University Developing the communicative competence skills of Japanese university students can be challenging for ELF instructors in Japan because students in group settings often maintain unique cultural values that can inhibit self-expression, struggle with communication strategies, and internally focus on grammatical accuracy more than on production. This presentation will highlight the theoretical underpinnings that support an approach that allows students the freedom necessary to advance their speaking and communication skills in a supportive environment. It will then detail what a Round Table Discussion approach is within this context--looking at the role the instructor plays and the requirements placed on the students. It will conclude by (1) describing what a successful outcome for this approach is, (2) highlighting
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 140 certain caveats, and (3) providing a summary of how students react to this approach. Neal H. Jost has been teaching EFL for more than 25 years in Japan. He has been actively involved EFL curriculum and pedagogical development at the university level His areas of interest are on developing in-class practices that advance more ‘natural’ fluency in speaking, and on promoting intrinsic motivation for communication. NIKKI MARZOÑA (Soka University, Japan) Politeness Strategies Employed by Intercultural Tutoring Pairs at a Japanese University Writing Center Tutorial interactions in writing centers involve tutors giving advice and tutees resisting advice, speech acts that threaten face and are commonly delivered with mitigation through politeness strategies. In tutorials where tutors are international students and tutees are Japanese communicating in English, the face-threatening two-way act of advising is made more problematic when intercultural understanding is not achieved due to low levels of pragmatic competence in the L2. The researcher will present results from a study of the politeness strategies used by intercultural tutoring pairs in managing tutorial interactions at a Japanese university writing center. Results show that 1) Japanese learners of L2 English are able to successfully accomplish advice resistance through politeness strategies such as partial or complete silence, laughter, fillers, and pretending to agree and 2) international– student tutors employ a variety of politeness strategies when offering advice, such as using the inclusive "we," accounts, appealers, and humor. The study suggests that Japanese learners of L2 English can manage intercultural communication in writing tutorials effectively even in cases where L2 proficiency is low. Nikki Marzoña is an assistant lecturer at Soka University, where she graduated with a master's degree in TESOL. Her research interests include self-access centers, intercultural communication, learner autonomy, and pragmatics. NIWAT WUTTISRISIRIPORN (Burapha University, Thailand) Syntactic Complexity in Academic Writing across Genres, L1s, and Disciplines A range of L2 writing studies has explored the correlation of syntactic complexity to language proficiency, linguistic development, and writing quality. However, few have examined the effects of genre, L1, and discipline on syntactic complexity in academic English writing. This study explores interaction effects across genres (i.e., research articles and master’s theses), L1s (i.e., English and Thai), and disciplines (i.e., applied linguistics and engineering) on syntactic complexity. A corpus of 4 million words was built, consisting of eight 500,000-word subcorpora of master’s theses and research articles written by L1 English and Thai writers of applied linguistics and engineering. The corpus was analyzed using 14 syntactic complexity measures with the L2
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 141 Syntactic Complexity Analyser (Lu, 2010). Factorial ANOVAs with main, simple, and interaction effects were computed to determine statistical differences across the genres, L1s, and disciplines using R. In this presentation, I report on the similarities and differences in syntactic complexity mediated by genre, L1, and discipline in the corpus. I also discuss pedagogical implications for incorporating a syntactic complexity approach into writing instruction, especially for L2 writers. Niwat Wuttisrisiriporn is currently a Ph.D. candidate in applied linguistics at the School of Linguistics and Applied Language Studies, Victoria University in New Zealand. He is a lecturer at the Language Institute, Burapha University, Thailand. His research interests are in second language writing, corpus linguistics, and discourse analysis. NUTPRAPHA DENNIS (Ubon Ratchathani Rajabhat University, Thailand) Using Microlearning in EFL Blended Online Instruction to Enhance Self-regulated Learning Traditionally, microlearning has been used in blended learning which combining face to face and online instruction to reinforce students' engagement in lessons. The contents for microlearning lessons include short and small content delivery to be more convenient for learners who have different learning proficiency levels. Nowadays, learners experienced microlearning resources provided through social media such as Facebook, Youtube, Google, Tiktok, etc. The purpose of this study is to explore students’ performances toward microlearning to enhance their selfregulated learning in EFL classrooms to practice English listening and speaking skills. This study was undertaken on 150 of 2nd-year students at a local university in Ubon Ratchathani, Thailand who registered for English Listening & Speaking III course. Selfregulated learning surveys, learning content satisfactory questionnaires, and focus group interviews have been used as data collection methods. The findings of the study showed that students gain more awareness of the autonomous learning process and perform a more active role in the classroom after practicing listening skills through the learning resources provided. Also, the students appreciate learning as being more engaged during classroom activities and gain more confidence to speak English with classmates and English native speakers. Nutprapha K. Dennis is an English instructor at Ubon Ratchathani Rajabhat university, Thailand. Her interests include Technology Enhanced Language Learning, Instructional System Design, and Self-Access Language Learning. She also works in the area of eLearning, blended learning, and blended eLearning.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 143 P PAUL GOLDBERG (Kwansei Gakuin University, Japan) A Textbook for Extensive Reading: A Novel Solution Most language teachers today acknowledge that extensive reading provides many benefits for their students. Large amounts of comprehensible input are a necessary component of language learning. Despite this acceptance, the actual adoption of extensive reading in academic institutions remains limited. One reason could be that extensive reading does not integrate well into the traditional language classroom where teachers rely on a textbook to provide content, activities, and a structure, all of which lead to a shared learning experience for students. Extensive reading, on the other hand, typically involves students reading independently and therefore is generally used as a supplementary activity or avoided entirely. However, there may be an alternative: an “extensive reading textbook” where the content comes from class readers which are now available from digital libraries. The purpose of the textbook would be to provide discussion, vocabulary, grammar, and expansion activities connected to the readings, as well as an overall structure for the course. In this session, the presenter will explain his ideas for such a textbook, and participants will be encouraged to share their thoughts on this novel approach for integrating extensive reading into their classes. Paul Goldberg has taught English in Venezuela, Spain, Korea, the US, and currently Kwansei Gakuin University, Japan. His main area of interest is extensive reading. He is the founder of the online ER platform, Xreading, which he developed to make extensive reading more accessible for students and easier for teachers to manage. PETER FERGUSON (Kindai University, Japan) Elementary School Teachers’ Views Towards Teaching English: Policy Implementation as Bricolage In 2018, Japan’s Ministry of Education revised the public elementary school curriculum. The new 2020 revised Course of Study established English as an academic subject in Grades 5-6 and lowered the starting age of 'foreign language activities' to Grade 3. This presentation will examine the views of public elementary school teachers who have been taxed for implementing these policy changes. Based on a three-year longitudinal study, the presenter will use interview data to demonstrate how teachers struggled with appropriating top-down directives as they tried to balance competing discourses towards EFL education, understand new pedagogical concepts, such as the new assessment framework, and vague directives from the Ministry of Education and local educational authorities. Furthermore, the dynamics of multiple teachers in classrooms unintentionally created unequal power relationships between teachers. These relationships were occupational status (main teacher or assistant teacher), expert-novice relationships in terms of experience
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 144 (new teacher or veteran), place (elementary school teacher or not), pedagogical power (licensed English teacher or not), and linguistic power (high English proficiency or lower English proficiency). Interview excerpts show these relationships offered both benefits and drawbacks and that some teachers were marginalized during the processes of policy implementation. This presentation is part of a larger multiple case studies that examined how English education language policy was implemented into Japan’s national elementary school curriculum. Peter Ferguson is an associate professor of the faculty of language and education in the Department of Economics, at Kindai University (Japan). His research interests cover language policy, educational linguistics, elementary school EFL curriculum and pedagogy, early literacy, and comparative education. PETER GOBEL & MAKIMI KANO (Kyoto Sangyo University, Japan) TBLT and Technology: Attitudes and Solutions Task-based language teaching (TBLT) is supported by extensive research, both in the field of applied linguistics and language education. For many years, its potential for developing language learners’ motivation and proficiency has also been argued based on the experiences of both teachers and students. In the same way, computerassisted language learning (CALL) seeks to support the presentation, reinforcement, and assessment of materials. In an effort to develop a structured and theoreticallygrounded CALL approach, and in view of the growth of both TBLT and CALL studies, researchers have begun to explore the possibility of combining these two branches of research. This presentation will give an overview of recent CALL and TBLT research and show how recent findings can inform the design and implementation of tasks. We start with a brief look at teacher and student attitudes toward CALL in TBLT and how these attitudes affect task presentation and task completion. Using this as a starting point, two authentic tasks are presented: one which focuses on communication and higher order thinking skills, and the other which focuses on a multifaceted language production. Both tasks will be analyzed with student and teacher attitudes in mind, and with a view towards creating adaptable and acceptable language learning tasks. Peter Gobel is a professor in the Faculty of Cultural Studies. His research interests include communication strategies, learning strategies, motivation, individual differences in language learning, extensive reading/listening, and digital storytelling. Makimi Kano is a professor in the Faculty of Cultural Studies. She is a corpus linguist, carrying out lexical research on loanwords, metaphors, and language change. Her other research interests include extensive reading/listening, vocabulary acquisition, and lexicography PETER LYONS (Aichi University, Japan) Exploration of Insertional Code-Switching of Japanese into English
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 145 Code-switching has long been established as a common bilingual practice by those with varied language backgrounds, however, this study looks at the practice of insertional code-switching among L1 interlocuters of English within Japan. Insertional code-switching has been described as ‘the insertion of a word or phrase into an utterance or sentence’ (Myers-Scotton 2006) which again is prevalent in monolingual discourse where ‘established borrowings’ are widely understood by L1 English speakers regardless of environment. Poplack (1980) also has identified ‘nonce borrowings’ where the borrowing is not established in a monolingual situation and therefore unless the interlocuters share a similar socio-linguistic background confusion may occur. A study by the researcher among L1 English teachers suggests that insertional code-switching of nonce borrowings is a common practice among the community. Motivating factors include a ‘gap’ where the recipient language is illequipped to express a cultural aspect that is tied to Japanese, another being ‘prestige’ where the donor language is preferred despite the existence of the word or phrase with identical meaning in the recipient language as the donor language may allow the speaker to display their linguistical prowess. Participants were also asked about their attitudes to the practice within the community by others. After displaying the results of the research to classes of Japanese university students, further attitudinal research was conducted to gauge reactions to their teachers’ code-switching and whether they deemed it to have any place in the classroom. Peter Lyons holds an MSc. in TESOL from Aston University. He has taught English in Japan for over twenty years and is currently an assistant professor at Aichi University. PHILIP MCCASLAND & DAISUKE NUMATA (Fukushima University) From the Practical to the Academic: Course development for an experiential work program In 2010 a practical business internship was established as a short-term, experiential learning program for university students in Japan. Since then, more than fifty students have traveled to Houston, Texas to work for eight weeks in private and public sectors. Over time, this practical language/work experience program has been incorporated into the general curriculum in order for students to receive academic credit and funding. In this presentation, we will outline the challenges of adapting experiential learning to a traditional academic program, the balancing of freedom and independence with form and accountability. We will relate how two classes were developed to fit both institution requirements and student needs—the first a preparation course open to all students, the latter limited to those who worked abroad. Students were given increased responsibility over a year-long program of recruitment, orientation, training, experience, and presentation. By emphasizing student accountability and documentation, the program reduced both the risks and workload of the sponsoring faculty and institutions. Finally, we will mention the challenges of the past year and the foreseeable future as we have endeavored to adapt to “our next normal” in an era of global uncertainty.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 146 Philip McCasland, Professor, Faculty of Economics and Business Administration, Fukushima University; has taught at both private and public universities in Japan for the past 25 years; currently teaches business and intercultural communication skills, as well as general English; is the founder of the Texas Business Internship Program. Daisuke Numata, Associate Professor, Faculty of Economics and Business Administration, has taught environmental economics in several universities in Japan for the past 15 years; has studied waste management issues from an economics perspective; has been the supporter of the Texas Business Internship Program, mainly organizing Japanese institutional issues. PREEYAPHA WANGMANEE & WORAPON TOOPMONGKOL (Chiang Rai Rajabhat University, Thailand) Challenges and Attitudes towards Using English-medium Instruction (EMI) in the General Education Courses at Chiang Rai Rajabhat University The English-Medium Instruction (EMI) has been extensively adopted in Thailand's higher education due to the needs of both domestic and international labor markets for graduates with communicative English proficiency. To fulfill market demands, numerous international programs have adopted and incorporated the EMI approach into their plans and policies, including the English for International Communication (International Program) at Chiang Rai Rajabhat University. However, implementing EMI doesn’t imply success immediately and it brings many challenges to non-native lecturers, particularly when it is used in a content-based classroom. This study aimed at investigating lecturers' attitudes and the perspective of the challenge of using EMI in the General Education Courses. A qualitative research method with a purposive sampling technique was used. The instrument was a focus group interview involving six lecturers who were responsible for teaching the general education courses of the EIC curriculum. Thematic and descriptive content analysis were applied to examine the data from the interview. The finding highlighted lecturers’ positive attitudes toward the use of EMI and provided reflections and suggestions for future classroom practice and raised awareness of the language policies in the EMI context to be developed further in the professional development plan and the curriculum development in Thailand’s higher education institutions. Preeyapha Wangmanee is a faculty member of the Western Languages Program, Faculty of Humanities, at Chiang Rai Rajabhat University, Thailand. Her research interests are in the area of teaching literature, language teaching methods and approaches, and English-Medium Instruction (EMI). Worapon Toopmongkol is a faculty member of the Western Languages Program, Faculty of Humanities, at Chiang Rai Rajabhat University, Thailand. His research interests are in the area of English-Medium Instruction (EMI). PRISCILLA ENG (National University of Mongolia, Mongolia)
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 147 A Group Activity to Develop Self-Editing in Writing One way to enhance student learning is to use group work. Instructors across many disciplines use the principles of “cooperative learning” to increase student understanding of content, and to build transferable skills. Group work capitalizes on the benefits of peer-to-peer instruction. This workshop will offer one way to build a scaffolded writing assignment through group work that fosters student autonomy. Using the draft writing process, teachers give feedback multiple times on different drafts and this group activity will allow students to self-edit, learn to peer-review, and at the same time reduce the need for teacher attention on errors of topic, grammar, and spelling. This group writing activity culminates in an individual multiparagraph writing assignment. Priscilla Eng is an English Language Fellow and teaches ELL and English Literature. She teaches at the National University of Mongolia. Her experience includes teacher training in China and Mongolia. She has extensive experience in assessment and is a consultant for the College Board in AP English Literature and Composition. PUTRI HARUM (Islamic University of Indonesia, Indonesia) Teaching English in an Islamic Boarding School: The Case of an Indonesian EFL Teacher Despite the name, many Islamic boarding schools in Indonesia have expanded their focus on improving their students’ non-religious competencies, one of which is English language competence. The current study attempts to explore the English language teaching strategies, methods, and approaches implemented by an English as a Foreign Language (EFL) teacher at an Islamic Boarding School in Kuningan, West Java. For that purpose, a descriptive qualitative method is implemented to get a clear picture of how the participant design, teach, and evaluate English lessons. The participant was an English teacher who has been teaching English for eight years. The data for this study were collected using semi-structured interviews. The data were then coded and categorized to find out what strategies, methods, and approaches that the participant implemented. The results indicated that the Communicative Language Teaching (CLT) method and some other techniques were used by the participant. This study is expected to give a clear picture of how an English teacher teaches in a school with different culture and characteristics from common schools. With that, future researchers may have in insight into the differences between English language teaching in common schools and Islamic boarding schools. Putri Harum is a student at the Islamic University of Indonesia.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 149 R RAPUNZEL TOMACDER (Soka University, Japan) Emotional Labor of Mid-Career EFL Teachers in Japanese Universities Research on the emotionality of language teaching has gained momentum in the last decade. One of the emergent themes in this research area is the emotional labor of language teaching. Emotional labor has been related to burnout, job dissatisfaction, emotional exhaustion, and attrition. In the Japanese context, research on emotional labor has focused on general education teachers (e.g. Kimura, 2010; Isa, 2009) and teachers in the eikaiwa or English conversation schools (e.g. Taylor, 2020; Yarwood, 2020). Furthermore, research on the professional development of EFL teachers have focused on novice teachers, while the affective factors which may influence the professional development of more experienced teachers have been neglected (Cowie, 2011). This paper aims to address these gaps by exploring how mid-career English as a Foreign Language (EFL) teachers experience emotional labor in Japanese universities. This study aims to (1) explore what emotions these teachers feel in various emotional experiences, (2) understand which emotional labor strategies these teachers utilize, and (3) analyze how teachers perceive the management of their emotions. Data was gathered from 16 teachers with 8-23 years of experience in various Japanese universities. Online survey responses using the Emotional Labor of Teaching Scale (Brown, 2011) and coded interview transcripts were analyzed. Initial results suggest a paucity of explicitly stated emotional display rules and an inclination to utilize natural expression as an emotional labor strategy. Implications for reducing emotional labor among mid-career teachers include building resilience in communities of practice (Lave & Wenger, 1991) and focusing on teacher wellbeing (Mercer, 2020). Rapunzel Tomacder: I am a graduate student in the International Language Education: Teaching English as a Second Language (TESOL) program at Soka University in Japan. My research interest revolves around affective factors which influence English language teaching and learning. I have taught English in various contexts in Japan and in the Philippines. REIKO FUJITA (Seikei University, Japan) NAOKO TANAKA (Hokusei Gakuen University Junior College, Japan) NOBUMI NAKAI (Meikai University, Japan) Importance of Small Talk in Teaching ESP for Hospitality Communication International tourism is expected to resume rapidly in the post-COVID-19 world, therefore personnel working in the hospitality industry will be increasingly required to have high-quality skills of communication in English, the lingua franca of tourism. When teaching hospitality English (ESP) to the hotel staff or prospective students to deal with guests, it is necessary that they should first master standardized
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 150 expressions for guest service. The presenters' previous research suggests the importance of small talk, which goes beyond the framework of standardized expressions, to provide service leading to customer satisfaction. According to the Cambridge Dictionary, small talk is “conversation about things that are not important, often between people who do not know each other well.” Yet, the presenters assume that such seemingly unimportant talk fulfills a particular function in customer communication. Hence, this study investigates the function of small talk and its educational implications. Thirty employees of accommodation facilities were interviewed about guest interactions. The initial analysis of the responses revealed that the roles of small talk are (1) to learn about guest needs to offer better service, (2) to give guests a sense of enjoyment and comfort through personal interaction, and (3) to lead to upselling. In the context of these functions, we extracted frequently used topics and points to keep in mind when carrying on conversations. We believe these results are useful for hospitality English education and would help students to improve small talk International tourism is expected to resume rapidly in the postCOVID-19 world, therefore personnel working in the hospitality industry will be increasingly required to have high-quality skills of communication in English, the lingua franca of tourism. When teaching hospitality English (ESP) to the hotel staff or prospective students to deal with guests, it is necessary that they should first master standardized expressions for guest service. The presenters' previous research suggests the importance of small talk, which goes beyond the framework of standardized expressions, to provide service leading to customer satisfaction. According to the Cambridge Dictionary, small talk is “conversation about things that are not important, often between people who do not know each other well.” Yet, the presenters assume that such seemingly unimportant talk fulfills a particular function in customer communication. Hence, this study investigates the function of small talk and its educational implications. Thirty employees of accommodation facilities were interviewed about guest interactions. The initial analysis of the responses revealed that the roles of small talk are (1) to learn about guest needs to offer better service, (2) to give guests a sense of enjoyment and comfort through personal interaction, and (3) to lead to upselling. In the context of these functions, we extracted frequently used topics and points to keep in mind when carrying on conversations. We believe these results are useful for hospitality English education and would help students to improve their skills of small talk to offer excellent service.skills to offer excellent service. Reiko Fujita is a professor at the Department of Business Administration, Seikei University, Tokyo. Her research interests are in communication and tourism, particularly in ESP and material development She is an author of “English for tourism professionals” and several other English textbooks. Naoko Tanaka is an associate professor at Hokusei Gakuen University Junior College, English Department in Sapporo. Her current research interest is hospitality and tourism education, tour guide education, and translation education. She also works as an interpreter and a qualified tour-guide interpreter in Japan.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 151 Nobumi Nakai is an associate professor at the School of Hospitality and Tourism Management, Meikai University in Chiba, Japan. Her research interests include semantics and pragmatics, and the application of findings in those areas to English education, Japanese language education, and tourism education. She has published extensively in relevant fields. RENATO GERMINARIO (Kwansei Gakuin University, Japan) EVAN CACALI (Akita University, Japan) Grounding Your Multi-Modal Pre-Reading Material In Text World Theory The presentation will argue for the use of multi-modal pre-reading material grounded in Text World Theory (Werth, 1999; Gavins, 2007). This theory is applicable to any reading, but the presentation’s example will focus on familiarizing students with indigenous environmental issues they cannot experience firsthand. Learning about environmental issues around the world, from the comfort of an EFL classroom, necessitates a degree of imagination to mentally transport oneself to new contexts. This is not unlike the experience of reading. On its surface, reading seems disentangled from environmental factors. You have probably experienced reading in bed or on a train while your proximal environment has faded away. Text World Theory suggests that as these physical environs retreat, readers are transported to imaginative, non-physical representations of spaces. Therefore, our task as EFL reading teachers is to help students construct vivid mental representations before they read. An example will be given to demonstrate how to incorporate selected videos, maps, and images that mentally relocate students to environments around the world that they will subsequently read about. Participants will come away with a theoretical underpinning to justify fun, engaging pre-reading materials. Renato Germinario is an Instructor of English as a Foreign Language, the School of Science and Technology, Kwansei Gakuin University. Evan Cacali is an Assistant Professor at Akita University, Japan. RIZKI FARANI (Islamic University of Indonesia, Indonesia) Task-based Language Teaching in Online Learning Setting: A Teacher's Voices This study aims to investigate teacher’ perception on task-based language teaching (TBLT) in the context of online learning during pandemic covid 19. By employing qualitative approach, this research specifically investigates teacher’s experiences in implementing TBLT. There is one teacher from higher education who are willing to contribute as a participant in this research. To collect data, teacher’s experiences are gathered by using semi-structured interview. The interview covers 4 sections such as teacher’s background knowledge on TBLT, teacher’s familiarity to TBLT, teacher’s procedures in using of TBLT in online classroom and teacher’s competence in implementing TBLT. All interview results are analyzed by using thematic analysis
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 152 technique. The result shows that teacher has positive perspective toward TBLT. The teacher agrees that TBLT is important to provide learning experience. The teacher also enhances TBLT by giving clear instructions, compatible materials and assignment, consultation section and evaluation. It implies that TBLT can be one of the alternative strategies to teach English in online learning context. Rizki Farani is a Lecturer in the Department of English Language Education, Faculty of Psychology and Social Cultural Sciences, Islamic University of Indonesia. Her research focuses on blended learning, online learning and technology-enhanced learning. ROB WARING (Notre Dame Seishin University, Japan) PAUL GOLDBERG (Kwansei Gakuin University, Japan) How to Write Your Own Graded Reader and Get It Published In the age of Amazon Kindle and Barnes & Noble’s Nook, the practice of selfpublishing books has become increasingly widespread. This provides an excellent opportunity for creative teachers interested in writing graded readers for an audience beyond their own students. This presentation will focus on the process of writing a graded reader from the perspectives of an author, editor, and online publisher. The first part of the presentation will focus on story formation, plot development, key elements, and potential pitfalls. We will discuss character creation, plot development, and other aspects of effective story telling. The presenters will then overview the practical process of producing a graded reader from initial conception to published product. This will include the introduction of a free online graded text editor that can be used for appropriately leveling graded readers, and suggestions for obtaining artwork inexpensively. Finally, the participants will be encouraged to experiment with their writing by submitting texts for potential publication on an extensive reading website. Rob Waring is Emeritus Professor at Notre Dame Seishin University in Okayama. He has published over 60 articles and has given hundreds of lectures, plenaries and featured speaker presentations in 32 countries. He is an Executive Board member of the Extensive Reading Foundation. He is also author and series editor of six series of graded readers and has recently published Teaching Extensive Reading in Another Language with Paul Nation. ROBBIEANA LEUNG (English Language Fellow) Beyond Realia: Cultivating Conversation & Cultural Curiosity Ever stuck on how to facilitate conversation classes? Need fresh ideas to meaningfully engage students? Curious how you can weave peacebuilding and realia into your ESL classes? Robbieana shares her most successful Conversation Club lessons with Algerian students, during her virtual Fellowship with the U.S. State
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 153 Department’s English Language Programs. The workshop aims to help teachers counter the feeling of being “stuck” when creating lessons, and instead, relish the freedom to design engaging classes tailored to students’ interests and goals. We will explore mixed-media presentations and task-based learning to showcase world culture and holidays. Participants will learn practical ideas for conversation classes that pique students’ cultural curiosity. Teachers will also observe how to hook students and facilitate active conversation, tackle a “Mission Possible” challenge in groups, and discuss their own ideas for conversation clubs. The Conversation Club objectives we will explore include: (1) learn new English words and phrases (2) examine a cultural curiosity (3) discuss your thoughts on the topic (4) contemplate your own culture (5) creatively collaborate with classmates (6) broaden your worldview and heart. Robbieana was invited to share this workshop with English Language Fellows and Ukrainian teachers, which resonated with them and inspired future classes. Robbieana Leung’s teaching career stems from growing up on three continents, where she developed a love for cultural exchange. Believing that to be an ESL teacher is to be a peacebuilder, the English Language Fellow cultivates cultural curiosity by providing opportunities for students to learn from the world around them. ROBERT STEVENSON (Kwansei Gakuin University, Japan) Using MOOCS in Classrooms to Develop Learner Autonomy Massive Open Online Courses (MOOCs) offer thousands of free courses students can use to learn any subject in authentic English. In the classroom, by having students select their own learning content, they can tap into their own intrinsic motivations and goals, and class time can focus on strategies for learning, such as note-taking, maintaining motivation, finding new resources, and improving time management. This presentation will present the findings of a study analyzing student learning journals written throughout the course to better understand behavioral and attitudinal changes toward learning English. Framed by Mezirow's Transformational Learning Theory, we found evidence of critical thinking and personality changes as well as planning for future autonomous learning. Robert Stevenson is a lecturer at Kwansei Gakuin University in Japan. His interests include linguistic landscapes, global Englishes, and language learning outside the classroom. RYAN BARNES(Nagoya Gakuin University, Japan)
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 154 EFL Learning Using the Linguistic Landscape of Sacred Spaces: A Case of a Shinto Shrine Linguistic landscape (LL)—publicly displayed signs, billboards, street names, and other forms of symbolic inscription—is a relatively new field. Although original studies focused on language policy and language vitality, recently there has been a recent trend toward using the LL as effective, real-world, out-of-the-classroom input for language learning. This paper investigates what happens when EFL learners engage with the multilingual LL of a 2,000 year-old Shinto shrine, an important historical location and sacred space in the Japanese indigenous religion. By creating and analyzing their own learner-generated multimodal artifacts, this paper focuses on how the LL can apply to second language development, as well as how language learners make use of multimodality to question and challenge texts in their daily lives. Contributions include the study of the LL and language learning in sacred spaces. Ryan Barnes has taught English as a Foreign Language at Nagoya Gakuin University, Japan, and China for nearly 20 years. He is a doctoral candidate in Literacy, Culture, and Language Education at Indiana University (USA). His research interests are in Computer Assisted Language Learning, Computer Assisted Pronunciation Training, and Linguistic Landscape. RYAN HUNTER & JOHANNA SANDBERG (English Language Centre, Hong Kong Polytechnic University, Hong Kong) Online Active and Collaborative Learning Pedagogies: Using Perusall for Critical Reading and Peer Review This study aimed to investigate how actively students interacted and participated in reading and peer review tasks using Perusall, a free e-reading platform through which students can collaboratively read and annotate a text. Research has indicated that only 20 to 30% of students complete pre-class reading (Burchfield & Sappington, 2000). Previous studies have found that using platforms such as Perusall can lead to better class performance and higher grades (Carroll, 2019; Walker, 2019), more regular reading intervals and task completion (Miller et al., 2018), deeper thinking and comprehension of a text (Tian, 2020), and enhanced second language socialization (Solmaz, 2020). Annotations and reading times were analyzed and correlated with course grades in four EAP subjects, and student feedback was collected through surveys and interviews. Perusall was found to motivate students to complete asynchronous reading tasks. Student perceptions were positive as reading peer comments was considered to increase comprehension and provide new and diverse insights. Perusall may also increase overall reading time and peer feedback. Increased reading time alone was not correlated with higher grades; however, a positive correlation between students’ total number of annotations and final course grades suggests Perusall promotes active learning that potentially leads to better course performance.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 155 Ryan Hunter is currently an EAP/ESP instructor at The Hong Kong Polytechnic University English Language Centre and a doctoral student in the Education Policy, Organization, and Leadership program at The University of Illinois UrbanaChampaign. His professional interests include e-learning, instructional design, assessment, teacher training, literacy development, and second language writing. Johanna Sandberg is an EAP/ESP instructor at English Language Centre at the Hong Kong Polytechnic University. Prior to this, she worked at tertiary institutions in Finland, Japan, and Turkey. Her research interests include blended, flipped, and collaborative learning as well as student motivation.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 157 S SAMAPORN PRASAI & CHAIWAT THONGSRISUPAN (Buriram Rajabhat University, Thailand) Effectiveness of the Business English Curriculum of A University in Thailand from the Students’ Perspectives This presentation aimed to examine the effectiveness of the Business English curriculum of a university in Thailand from the perspectives of graduate students. The qualitative research design was used in this study. The participants were the two graduates from the university who work in different companies where English is often used. The research instruments were the qualitative self-reflection logs. The content analysis was used to analyze the obtained data. The major findings revealed that the Business English curriculum helped to develop their English proficiency quite effectively, and they could apply the English skills to use with their jobs at a satisfactory level. It was suggested that the curriculum should add more practical courses and promote more internship practice. Samaporn Prasai is a current M.ED student in ELT at Buriram Rajabhat University, Thailand. Her research interest focuses on communication skills. She can be reached at [email protected] Chaiwat Thongsrisupan is a current M.ED student in ELT at Buriram Rajabhat University, Thailand. His research interest focuses on vocabulary comprehension. He can be reached at [email protected]. SAWIKA SUANYOT & PHAJEEKAN HARNKAEW (Chiang Mai University, Thailand) Using Game-based Language Learning to Develop English Vocabulary Learning Among Grade 1 Students The purpose of this research was to compare students’ English vocabulary learning before and after learning through Game-based Language Learning. The target group was 15 Grade 1 students studying English (E11101) in the first semester of the academic year 2022 at Wat Suan Dok School, Muang Chiang Mai District, Chiang Mai. The experimental instruments were 8 lesson plans using game-based language learning. Each lesson plan contained 3 periods and each period lasted 60 minutes. The data collection instruments are an English vocabulary test and a questionnaire about the students’ opinions on learning vocabulary from games. The data were analyzed for mean, standard deviation, and percentage. The findings were as follows: 1. The students’ English vocabulary learning was higher after learning through gamebased language learning. 2. The Satisfaction of Students with game-based language learning in the use of English vocabulary learning is the highest.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 158 Sawika Suanyot graduated with a Master of Education degree, majoring in Curriculum, instruction, and educational technology from the Faculty of Education, Chiang Mai University. She is currently a graduate student majoring in Language Studies, at the Faculty of Education, at Chiang Mai University. Phajeekan Harnkaew received a Bachelor of Arts degree, majoring in the Thai language from the Faculty of Humanities, Chiang Mai University. She is currently a lecturer teaching the Thai language to foreigners at the Thai Language Department, Faculty of Humanities, Chiang Mai University. SCOTT POTEET (English Language Fellow, Mongolia) Developing Critical Thinking Skills for English Learners: What Would You Do? What Would You Do? (WWYD) is an American short video series. Each video asks viewers to think about how they would act in a public situation. Would we help a stranger? Would we stop a crime? Would we speak out for someone we don’t know? The videos also introduce English learners to phrasal verbs, common idioms, and American culture. In this workshop, participants will watch and respond to a sample of WWYD videos and a corresponding book written by the presenter for their classroom use. We will practice how to use these videos with our English language learners as well as corresponding reflection handouts, to foster critical thinking and decision-making, learn about American culture, and learn phrasal verbs and idioms common in modern American spoken English. Scott Poteet is the English Language Fellow (U.S. Department of State) in Mongolia. Scott teaches spoken English and delivers teacher training workshops at the Mongolian University of Science and Technology. SCOTT SHINALL (Kansai Gaidai University, Japan) PETER FERGUSON (Kindai University, Japan) How to Create Student Podcasts in the EFL Classroom Podcasting is becoming more mainstream, however, many EFL students do not listen to podcasts, especially to improve their English. This workshop will introduce teachers to some practical steps for creating a podcast unit in their lessons. The presenters will begin by explaining how to design and organize lesson plans and prepare students for the task of creating their own podcasts. Students collaborate and prepare a dialogue about a subject that the teacher and students decide. The student created dialogue becomes a controlled exploration that facilitates student understanding of the concepts, points, and details of the topic. Students learn to clarify facts and express opinions through their semi-structured dialogue. This way of creating a dialogue ensures that the listeners can also understand the and follow the topic of the talk. The second half of the workshop will focus on technical aspects of creating podcasts based on years of experience having students plan and create their
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 159 own recordings. This advice will include practical and simple techniques for recording, editing and producing quality podcasts. Ideas for a simple and safe platform to present the student podcasts will also be discussed. Scott Shinall is an Associate Professor at Kansai Gaidai University. He has been using various games in his classroom since 2015. His research interests are in games, digital media, digital literacy, and student engagement. He is also an Apple Distinguished Educator. Peter Ferguson is an Associate Professor at Kindai University in Kansai. He is interested in teacher self-efficacy and other research topics. SEAN EDGLEY (US State Department’s Office of English Language Programs, Taiwan) Translanguaging as a Way to Bridge Inequities in the University EMI Classroom While translanguaging definitions continue to evolve, the underlying phenomenon is interpreted by some as a response to the “direct method” approach to foreign language teaching, whose efficacy and intentions are questionable. In Taiwan as in other parts of the world, universities have turned to English Medium Instruction to bolster their institutions. Many factors influence this shift, including decreasing birth rates, a desire to attract skilled professors and researchers, and a push to create a more multilingual workforce. Critics in Asia and Europe, where such programs are popular, are skeptical of such changes. One approach we have advocated for amongst the EMI professors at National Taipei University of Technology is the use of translanguaging as a way to bridge inequities amongst students. This paper explores translanguaging--mainly in Chinese-speaking contexts, including Taiwan, China, and Hong Kong. Surveys of eighteen NTUT EMI professors (in addition to consultations and workshops held with dozens of them) shed light on their biases and beliefs related to translanguaging, the confusion created by a top-down approach from the administration, and suggest possibilities for a more effective translanguaging pedagogy, concluding with examples of strategic, student-centered usages. Sean Edgley works as Fulbright EMI/TEFL advisor and teacher trainer in Taiwan. In the past, he has worked as an English Language Fellow with the US Embassy in Manila, and as an educational consultant with the US State Department’s Office of English Language Programs. SEAN GRANT (Lingnan University, Hong Kong) Enhancing Asynchronous Computer-Mediated Communication through LMS Activity Sequencing A wide variety of technology-enhanced tools and activities are now able to support computer-mediated communication in online environments. The availability of LMS
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 160 discussion forums, activity tracking, and activity sequencing functionality also facilitate a flipped approach to teaching, which can extend meaningful communicative interactions outside the physical classroom. While many studies have addressed which technology-enhanced tools and activities encourage learning in this area, more focus is needed on activity sequencing considerations within LMS environments. That is, a theoretically grounded sequencing framework is necessary in order for technology-enhanced tools and activities to target language development effectively. This presentation will explore how technology-enhanced tools and activities for asynchronous computer-mediated communication can be sequenced through LMS activity tracking to address skill development theories. Examples from an EAP course will exhibit the potential for adapting this approach for a range of language teaching contexts. Sean Grant is a Senior Lecturer at the Centre for English & Additional Languages at Lingnan University in Hong Kong. He has over 15 years of language teaching experience within Asia. His research interests include the impact of project-based approaches, technology and psychological factors for second language learning. SHARON AGUIAR (University of Saint Agustin, Philippines) Teamwork Makes the Dream Work As students emerge from virtual environments to the face-to-face classroom, many feel overwhelmed, shy, and anxious when interacting with others. Students need guidance and support to build the trust required to return to the physical learning environment where student-to-student interaction maximizes language practice. Integrating communication topics such as teamwork in a cooperative manner can lower learner anxiety, promote confidence in target language use, help students engage with real-life scenarios, and bring energy into the classroom. This fun, the experiential workshop brings teamwork and collaboration to the forefront of the English Language Learning classroom. Sharon Aguiar has taught ESOL in the U.S., China, Mexico, and Japan for the past 29 years. She is currently participating in a U.S. Department of State English Language Fellow Project at the University of Saint Agustin in Iloilo, Philippines, where she teaches Purposive Communication. SHIZHOU YANG (Payap University, Thailand) Translanguaging In and Behind Literacy Autobiographies at a Private University in Thailand Although translanguaging research is receiving considerable attention in TESOL and bilingual education across the globe, little is known about translanguaging in online EFL writing classes and its impact on students’ writing. In response, this autoethnographic study (Chang, 2008) explores translanguaging as part of the
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 161 classroom writing ecology in a Thai university. Data include fieldnotes, teaching documents, and class artifacts such as students’ writing samples from a senior seminar course, which involved a multi-staged literacy autobiographical writing project in late 2020. The course was taught online due to the COVID-19 pandemic. “Moment analysis” (Li, 2011) was used to identify significant translanguaging moments in the teacher’s and students’ language use, as verified by other data. It was found that translanguaging, involving multiple languages and modalities, contributed to teaching, class interactions, idea generation, data collection, and the drafting and revision of the student’s literacy autobiographies. It is proposed that translanguaging and classroom writing ecology are intertwined. Through pedagogical translanguaging, a teacher shapes very aspect of the writing ecology, which in turn feeds back to both teachers’ and students’ translanguaging orientation and language use. In an EFL context, pedagogical translanguaging not only serves learning purposes but also decolonization of the mind to nurture epistemological subjects. Shizhou Yang, Ph.D. (La Trobe University, Australia) is an applied linguist, second language writing, writing teacher, and researcher affiliated with Payap University. His current research interests include TESOL, translanguaging, and Global South epistemologies. He reviews for and publishes in international journals. His two books feature L2 autobiographical writing and identity. SHOKO OTAKE (Kobe Gakuin University, Japan) MAYUKO MATSUOKA (Otemon Gakuin University, Japan) MIWA MORISHITA (Kobe Gakuin University, Japan) Discussing in Zoom: Investigating EFL Students’ Self-Monitoring and Reactions to Feedback Student group discussions are an important way of fostering communication in an EFL classroom. In order to have successful interactions, students must self-monitor their own speech, as well as others’ reactions. In previous studies we used an online website that shows students’ speech activity in real-time. We found students can monitor their performance with the help of the website. In this current study, our aim was to see if students can still monitor their participation on Zoom, which does not show performance in real-time. Here, Japanese EFL college students participated in weekly group discussion sessions. The discussions were analyzed using a program developed by Hylable Inc. This allowed us to quantitatively assess how much each student was participating, as well as their interactions with their peers. Moreover, the program provided a feedback report for students that showed their individual performance. Overall, the quantitative data supported the students’ own perception of their participation and others’ reactions. Furthermore, students showed a positive reaction to the feedback reports and suggested their own plans for improvement. In the end, we suggest that instructors may need to tailor classroom instruction to what parts of discussion certain students need help with. Shoko Otake is a lecturer at Kobe Gakuin University in Japan. She finished her Bachelor's degree and MA at Washington University in St. Louis in USA. Her research
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 162 interests include psychology, English language development, and providing feedback to students. Mayuko Matsuoka is a full-time lecturer at Otemon Gakuin University, Japan. She is also a Ph.D. student of Educational Psychology at Kyoto University. She completed her MA in the course of Foreign Language Acquisition and Education, at Kyoto University. Her research interests include EFL learners’ self-regulation and motivation. Miwa Morishita is an associate professor at Kobe Gakuin University, Japan. She completed her MA and Ph.D. at Kobe University. Her areas of research include psycholinguistics, second language acquisition, and language education. She is particularly interested in combining theory with practice in her research. SOTHON CHHOEUT, SUPHINYA PANYASI & THEERASAK SOYKEEREE (Kasetsart University, Thailand) Integration Of Tik Tok With Communicative Activities To Encourage Students' Performance In English-Speaking Grade 10 students at Hun Sen Mongkolborey High School have always found speaking English challenging. As students are familiar and highly engaged with Tik Tok video challenge, this study aims to explore the potential of Tik Tok video challenge in increasing enthusiasm and confidence of students when speaking English. The sample of this study was 31 grade 10 students of the academic year 2021-2022 at Hun Sen Mongkolborey High School. Using one group pretest-posttest design, the study compared the students’ speaking performance before and after practicing speaking activities using Tik Tok. Students’ perceptions of speaking activities using Tik Tok were also collected using a students' perception questionnaire. The analysis of speaking performance using paired sample t-test revealed that the grade 10 students speaking abilities after practicing speaking activities using Tik Tok has improved. In addition, the analysis of the questionnaire showed that most students showed positive feedback on speaking activities using Tik Tok. The presentation will demonstrate the progress of the students and how Tik Tok is integrated with communicative activities to encourage them to learn and build their confidence in speaking English in a happy learning environment. Sothon Chhoeut is a student at Kasetsart University. I received two scholarships: one from Her Royal Highness Princess Maha Chakri Sarindhorn to study educational innovation for my master's degree and another from Dr. Kol Pheng, president and founder of Pannasastra University of Cambodia, to study TESOL for my bachelor's degree. Suphinya Panyasi is working as a lecturer at Kasetsart University Kamphaeng Saen Campus. She earned a master's degree in Teaching English as a Foreign Language (TEFL) from The University of Reading, United Kingdom, and a doctoral degree in Education (TESOL) from the University of Technology Sydney in NSW, Australia.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 163 Theerasak Soykeeree is a lecturer at Kasetsart University. He earned a Master of Industrial Education and a Doctor of Education. He received a Certification in Advanced Educational Technology from the USA. He has been a speaker and trainer in teaching techniques in the 21st century with digital learning. SUMIE AKUTSU (Toyo University, Japan) A Study of the Near Synonyms in English and their English Loanword Equivalences This paper examines the word usage of “welfare”, “well-being”, and “wellness” as near synonyms in English in order to examine the similarities and differences in meaning elucidated based on corpus analysis and to examine the possible influence on their equivalent English loanwords in Japanese. The three keywords described above are to be analyzed in terms of word collocation and word context in order to describe the similarities and differences in the use of these outwardly similar words. The British National Corpus (BNC) and the Corpus of Contemporary American English (COCA) are used for this analysis with the aim of studying and generating a list of typical use cases while revealing their use in context. The paper discusses that these near-synonyms have differences in terms of their frequency of use, time and collocation despite their shared meanings. It will conclude the possible negative connotations of the word “welfare” as factors to be considered for the increasing popularity of “well-being” and “wellness” in the public media as English loanwords in Japanese. The paper also discusses some pedagogical implications of utilizing corpusbased lexical analysis in the teaching of English in an English as a Foreign Language (EFL) context. Akutsu Sumie is an associate professor at Toyo University, Japan, working in the English Language Program in the Faculty of Human Life Design. Her research interests include Communicative Language Teaching (CLT), Translation in Language Teaching (TILT), SLA, and Learner Corpus Research (LCR). SUPHINYA PANYASI & THEERASAK SOYKEEREE (Kasetsart University, Thailand) Teachers’ Needs and Perceptions Towards Technology Integration in English Classrooms The industrial revolution 4.0 era and the COVID-19 pandemic have drastically challenged teaching strategies. During COVID-19 lockdowns, many teachers had to produce digital-based English learning media using application integration platforms such as Google Classroom. The integration of technology and teaching materials aimed to facilitate English learning to benefit from digital-based learning media. However, it was noted that some teachers did not fully utilize the technology available. This study explored ten secondary ELT teachers’ needs and perceptions of technology integration during and after the COVID-19 pandemic. Data was collected through questionnaires and semi-structured interviews to gather the teachers’ practices, perceptions, and needs. The analysis results revealed factors that could lead to the success of technology integration in English classrooms.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 164 Suphinya Panyasi is a lecturer at Kasetsart University Kamphaeng Saen Campus. She has designed and delivered Intensive English and English Literature courses in Thailand for over 15 years. She currently teaches English Education courses at the Faculty of Education and Development Sciences and engages in in-service teacher training. Theerasak Soykeeree is a lecturer at Kasetsart University. He earned a Master of Industrial Education and a Doctor of Education. He received a Certification in Advanced Educational Technology from the USA. He has been a speaker and trainer in teaching techniques in the 21st century with digital learning. TAKAKO INADA (Japan University of Health Sciences, Japan) Pragmatic Considerations: Responding to Requests (American and Japanese) Teaching pragmatics will be important for navigating the possibilities of teaching English in the future. Pragmatic competence is necessary for proper communication. This study focused on how Americans and Japanese are the same and how they differ in the way they accept and decline requests. The participants (5 Americans and 5 Japanese) were college- or graduate-educated women between the ages of 20 and 50. They responded to a request in one situation with the researcher in an open role play. In addition, a post hoc interview was conducted immediately following the open role play. The results show that both nationalities believe they should cooperate in academic matters. When making requests, Americans are wary of slackers, competitors, and scammers. Conversely, Japanese judges whether to accept a request based on whether it is a close friend, whether it is trustworthy, how polite they are when making the request, and whether they are willing to give and take. In addition, Japanese women find it difficult to refuse a request and to come up with a good excuse. Although pragmatics is not often taught in universities, second language learners would be encouraged to learn it to prevent communicative misunderstandings and promote effective cross-cultural communication. Takako Inada is a professor at the Japan University of Health Sciences. She received her M.A. from Teachers College, Columbia University, and Ph.D. from Birkbeck College, University of London. Her research interests include second language acquisition, pragmatics, psycholinguistics, and sociolinguistics. THOMAS KAUFMANN “On the same page” with Perusall – using a social e-reader to teach creative writing to Chinese undergrads This chapter will showcase some experiences with an electronic reading tool called Perusall. Perusall is a web-based software that allows teachers to upload documents and create assignments for students to read and annotate asynchronously in a social environment. Students log on to the site and not only read the text but also pose
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 165 questions and make comments for their classmates to view. These metrics allow for the teacher to know who’s reading and how much, and gain insight into the most salient features of the text based on student questions and comments. In a Creative Writing course in China reading the Joy Luck Club, the tool allowed for #hashtags to annotate aspects of literary elements in the story. these spurned into robust discussions about how the author used them and how students could employ them in their own creative works. They were also able to annotate specific moments in the text where the plot shifted. This often led to online and offline debate when there was a disagreement about when the action shifted, and made it easier to change certain key areas of the plot e.g. endings. Biodata THOMAS PALS & MICHAEL SHAWBACK (Ritsumeikan University, Japan) Academic Writing: What the covid crisis taught us about individual vs group feedback The unprecedented challenges of recent years has been both a boon and a bust for language acquisition curriculum development. Switching between traditional, online, and blended formats have forced educators and students to rethink the process of attaining educational goals. The purpose of this presentation is to report the results of student can-do course surveys from 2018 through 2022 for science and engineering students practicing academic writing. Each year at the beginning of the course, students were asked to complete a survey of a series of can-do course goals related to academic writing. Upon completion of the course, students were asked to complete the can-do goal survey again. Almost all of the key components of the writing assignments were kept intact when moving between traditional and online classroom formats. Results show that group feedback given in the traditional classroom raises students’ confidence levels more than individual and group feedback presented online. With this result in mind, educators need not worry about providing extremely time-consuming feedback on written work to individual students at every step in the writing process. High-quality group feedback utilizing examples from student work is both effective and time-saving. Thomas Pals is a professor in the Faculty of Sciences and Engineering at Ritsumeikan University, Japan. His research focuses on the development of practical courses and comprehensive curricula. Tom has co-authored a number of English language texts for science and engineering students. Michael Shawback is a professor in the Faculty of Sciences and Engineering at Ritsumeikan University in Japan where his interests lie in combining curriculum design, materials development, and software authoring to assist students in their quest to master English. TOMIKO KOMIYA (Okazaki Women's Junior College, Japan) Teaching English Grammar and Usage in Japan with GELT Framework
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 166 The Global Englishes Language Teaching (GELT) framework (Rose & Galloway2015, 2019) comprehensively incorporates the ideas of World Englishes-informed ELT (Matsuda & Matsuda, 2018) and ELF-oriented pedagogy (Dewey 2012, Sifakis 2017), and is intended to bring innovation to TESOL, by contrasting the differences between ‘Traditional ELT’ and ‘GELT’ with respect to 13 concepts (Rose & Galloway 2019: 21). The researcher attempted to apply the GELT framework to the teaching of English grammar & usage at a Japanese university. The emphasis was on helping students develop a meta-linguistic awareness of the cognitive reasons behind the gap between the linguistic intuitions of native English speakers and those of Japanese English speakers. I tried to make them understand that Standard English is not the only English norm, but that English norms could have 'diverse, flexible, and multiple forms' depending on target interlocutors, target culture, and the purposes for which English speakers use English. University students tend to have a negative view of Japanese-oriented English usage. The use of the GELT framework, however, added a new perspective to their grammar learning and was found to be effective in raising their awareness of Global Englishes and meta-linguistic awareness of their English use. The presentation includes examples of Japanese English uses and compositions by Japanese students. References Rose, H.& Galloway, N., 2019, Global Englishes for Language Teaching, Cambridge University Press Tomiko Komiya is a professor of English at Okazaki Women's Junior College in Aichi, Japan. She obtained her MA in Linguistics from Nanzan University. Her research interests include contrastive study of English and Japanese, World Englishes, English as a Lingua Franca, cross-cultural communication and TESOL. TOMOKAZU ISHIKAWA (Otaru University of Commerce, Japan) English-Medium Education? – Towards English-within-Multilingualism as a Medium of Education The widespread use of English across spaces and domains is well documented in the field of English as a Lingua Franca (ELF). Higher education is no exception, offering an increasing amount of English-medium education (EME). EME participants are now largely multilingual (Pecorari & Malmström, 2018), and English may not always be used even in purported English-only classrooms (Sadiq, 2022). Thus, this presentation reconceptualises the E in EME as a contact language in a multilingual world. To this effect, the presenter draws on the theories du jour in Applied Linguistics, namely trans theories (e.g., Hawkins & Mori, 2018), as well as an up-todate notion in the ELF field, namely English as a multilingua franca (Jenkins, 2015). Empirical data from EME classes are provided to illustrate inherent multilingualism in students’ communication, which is not reducible to any fixed construct of language. Through theoretical and empirical insights, the presentation concludes by proposing a conceptual lens of English-within-multilingualism as a medium of education (EMME), which captures the tension between the ideological ‘fixity’ of English and the pragmatic ‘fluidity’ of communicative practices among English users. It is hoped that EMME facilitates students to create their own social spaces, practices, and identities in global academia.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 167 Tomokazu Ishikawa is an Associate professor of English and Intercultural Communication at the Otaru University of Commerce and a postdoctoral member at the University of Southampton’s Centre for Global Englishes. He has published on Global Englishes in relation to multilingualism, trans theories, language attitudes and ideologies, English-medium instruction, and ELT.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 169 V Vỹ TRươNG (Ho Chi Minh University of Education, Vietnam) Attitudes of Vietnamese Grade-10 Teachers and Students in HCMC towards New English Grade-10 Coursebooks This research investigated how grade-10 teachers and students in Ho Chi Minh City felt about two new English coursebooks - "Friends Global" and "Global Success" - after one month of deploying them. 40 teachers and students from two uppersecondary schools in the city participated in this study: one using "Friend Global'' in an urban area and the other using “Glocal Success” in a rural area of the city. The participants were classified into four groups based on the coursebook they used: "Friend Global teachers," "Friend Global students”, “Global success teachers”, and “Global success students”. One face-to-face interview session was conducted qualitatively and quantitatively for each group, including questions mainly about the inner circles from Nation & Macalister's (2010) model of language curriculum design. The author also gave the other coursebook to groups that didn’t use it to gauge their preference. Most students and teachers interviewed favored "Global success" because of its easily-understood content and plain presentation. More than half of the interviewed students felt bored with the lengthy learning activities of the "Friends Global" coursebook. Moreover, the willingness to study and teach these new coursebooks varies following students’ proficiency, the teachers’ seniority, and the locations of these schools. Vỹ Trương is a lecturer at Ho Chi Minh University of Education. His interests include syllabus development, corpora learning/teaching, and computer-assisted language learning.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 171 W WAI YAN LIN (University of Bristol, England) Activating the Learner Role in Assessment Processes - Does Teacher Assessment Literacy Foster Student Feedback Literacy? The Hong Kong education reform calls for unleashing students’ potential to develop self-directedness in taking an active role in learning. Enhancing teacher's assessment literacy engages teachers to incorporate formative assessment to review student learning outcomes continuously and make data-informed educational decisions to improve learning. It is expected students can take an active role to uptake feedback from the assessment process, to set goals, monitor learning and make actionable improvement plans. In this collaborative action research, teachers’ self-claimed confidence level in assessment literacy and the post-intervention assessment design led to an in-depth discussion on teachers' confidence in assessment literacy and practice. Also, student feedback literacy in up-taking the assessment information and feedback were studied. From the survey result of 79 students and semi-structured interviews with the 16 students, it is noticeable that students developed greater selfdirectedness and capacity in devising their actionable improvement plans for their writing performance and exam preparation. The study revealed that solely developing teachers’ assessment literacy is not enough to benefit students' better language learning. To maximize the teacher and learning efficiency in the learningteaching-assessment cycle, both teachers and students need to be enhanced with their active roles, and effective assessment strategies with some extent of feedback literacy. Wai-yan Lin has engaged in government-funded teacher development research projects and works closely with English language teachers in school-support curriculum and assessment development. Her interests are closely linked to the ELT initiatives such as teacher's assessment literacy, language across the curriculum, and learning at primary and secondary levels. WAEWALEE WAEWCHIMPLEE (Nakhon Ratchasima Rajabhat University, Thailand) Drama Role-Playing in Teaching Literary Works for University Students Due to their lack of proficiency, teaching short stories to non-native English speakers has emerged as a major challenge. This study presents a strategy for teaching English to EFL students. Students' linguistic proficiency can be improved by role-playing while reading literary works, which is one technique that has been shown to enhance students' speaking abilities. The sample was from the average level of 24 undergraduate students who enroll in the literature course. Students were observed, and questionnaires were given. The students’ comprehension and the process of the roleplay method are all examined in this study. The main finding of this study is that students valued role-playing as a method of literary text instruction. This study gives a more thorough description of how roleplaying is used to teach short stories in a
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 172 way that is easier for students to comprehend and enhance students speaking abilities. The research findings suggest that students were nervous and shy when first presented with the prospect of doing role-play in class. However, these feelings soon give way to an acceptance and an appreciation of role-playing because it can motivate students to understand literary works, boost self-confidence, and foster student collaboration. Waewalee Waewchimplee received her PhD in Education from UOW, NSW, Australia in 2013. She joined the English Program, Education Faculty, NRRU in 2014. Her current research interests are Functional Grammar, SFL, Discourse analysis, ESP, Literature and Composition , which also include a combination of Hallidayan insights with Vygotskian aspirations. WENUTCHANAN RUNTORN (Burirum Rajabhat University, Thailand) The Effect of Using SQ6R on Reading Comprehension of Thai secondary school Students The purpose of this research is to find out the effect of SQ6R on students’ reading comprehension of Thai secondary school students, and their satisfaction toward SQ6R technique. The research design was quantitative. The participants were 60 secondary school students in total. They were divided into two groups: a control and an experimental group using a convenience sampling technique. In each group, there were about 30 students. The research instruments were pre-test and post-test, and a questionnaire. In analyzing the data, a t-test and a descriptive statistic were used. The result showed that there was a significant difference between the pre-test and post-test scores. In addition, the students were satisfied with the new instruction at a high level. Wenutchanan Runtorn is a current M.Ed. student in ELT at Buriram Rajabhat University, Thailand. She is an English teacher in a secondary school at Krathiamwittaya School, Surin Province, Thailand. Her research interest focuses on reading comprehension. She can be reached at [email protected]. WILLY PRASETYA (Islamic University of Indonesia, Indonesia) Implementing Cooperative Learning Principles as an Instructional Design Framework in an EFL Microteaching Course Cooperation is inseparable part of teaching since teachers are required to cooperate with both students and colleagues. While Cooperative Learning has been extensively practiced in classrooms, there has been no definitive way of ensuring whether or not all of its principles have been implemented. This paper describes the implementation of Johnson and Johnson’s (1999) Cooperative Learning principles as the instructional design framework in a microteaching course for EFL student teachers from a private university in Indonesia. The principles, which includes positive interdependence,
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 173 individual accountability, face-to-face promotive interaction, social skills, and group processing, serve as the bases for formulating learning objectives and designing learning activities and assessment for the whole semester. Some artifacts and student teachers’ responses are also included to provide a clearer picture of the implementation of Cooperative Learning principles for instructional design. Implications and directions for future research are also discussed. Willy Prasetya is a tenured lecturer of the English Language Education Department at Universitas Islam Indonesia. His teaching and scholarship grew out of a lifelong interest in the ways culture, ideology, and social processes contribute to meaningmaking in language teaching and learning. WISANUKORN PINPA & NATTHARMMA NAMFAH (Burapha University, Thailand) Promoting Thai EFL Secondary Students’ English Classroom Communication and Learning Achievements using Differentiated Instruction Strategies As teachers attempt to promote communication in EFL classrooms, they also consider that each EFL student has a different set of traits, styles, pace, and learning aptitude. Due to these unique demands, differentiated instruction (DI), which tailors the students' flexible learning processes and the teacher’s personalized lesson, should be promoted to create instruction with efficient processes, content, resources, and learning environments. This study examines the effects of differentiated instruction strategies on EFL students’ English classroom communication and learning achievement. The participants include 31 grade 8 th students from a mixed-ability classroom in Thailand. The DI instruction strategies involve the identification of students’ unique demands as well as the adjustment of content, process, classroom activity, expected class product, and transformative assessment for learning. Aside from the results of their learning achievements, their English classroom communication is observed, and their cognitive processes while participating in the instruction are obtained through the use of a reflective journal and a stimulated recall interview. The result reveals how DI improves Thai EFL students’ learning achievements and English classroom communication. Moreover, it recommends how a multi-level DI instruction planning approach and DI instructional strategies can be reconciled to the Thai standard-based educational setting in a manageable way. Wisanukorn Pinpa is currently pursuing M.Ed. in Teaching English as a Global Language, Burapha University, Thailand. He is also working as an in-service teacher in a secondary school in Chonburi, Thailand. His research interests include differentiated instruction, classroom action research, and Teaching Excellence and Achievement (Gender). His contact is [email protected]. Nattharmma Namfah is a lecturer in the Department of International Graduate Studies in Human Resource Development, Faculty of Education, Burapha University, Thailand. Her research interest involves literacy and classroom practice, technology
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 174 in the language classrooms, and gender equality and education. She can be reached at [email protected] and [email protected]
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 175 Y YASUNORI MATSUZONO (Meiji Gakuin University, Japan) A Study of TOEFL iBT Writing Integrated Task For most of the learners who will take the TOEFL iBT test, one of the most challenging tasks is the Integrated Writing task, in which they read an academic passage, listen to a lecture from a professor discussing the passage, and have twenty minutes to write an essay by summarizing the points made in the lecture and demonstrating how they are related to the points made in the passage. Teachers, who help their students prepare for the test should face one broad question: how could TOEFL testtakers successfully compose essays for the Integrated Writing task? In response to this broad question, the main aim of this presentation is, by treating “the TOEFL iBT Integrated Writing task” as a particular genre on the basis of Swales’ (1990) and Bhatia’s (1993) definitions, to illustrate the essential elements to successfully compose essays for this task. This presentation will: (1) demonstrate approaches to essay analysis based on move analysis (Swales, 1990; Bhatia, 1993; Henry & Roseberry, 2001; Fung, 2014; Kaya & Yagiz, 2020), (2) uncover major findings from analyzing essay data at advanced levels published in The Official Guide to the TOEFL Test Sixth Edition (ETS, 2020a) and The Official TOEFL iBT Tests Volume 2 (ETS, 2020b) and (3) introduce a useful essay structure and linguistic features including grammatical and discourse choices. The presenter will also demonstrate the suggested way to incorporate the results of this essay analysis into a genre-based approach to teaching the TOEFL Integrated Writing task. Yasunori Matsuzono is an associate professor for the Faculty of Economics at Meiji Gakuin University. For more than twenty years, he has taught TOEFL and IELTS preparation courses, and he has published nine English learning books. His research interests lie in genre-based teaching approaches, discourse analysis, and testing and assessment. YOSSIRI YOSSATORN (Navamindradhiraj University, Thailand) The English Past Counterfactuals Produced by Thai EFL University Students: The Case of The Interlanguage Fossilization Conditional sentences are a formation of two clauses indicating a sequentially presupposed result of two events. The conditional meaning can be cognitive reasoning, imaginative, or hypothetical. Such sentences, particularly past counterfactuals, have been recognized as grammatically difficult among non-native learners to acquire owing to the structural, syntactic, and semantic subtlety and cross-language disparity. Additionally, the development of interlanguage and its fossilization is inevitable for second language learners despite the frequent exposure to time and input. This linguistically static phenomenon may further impede conditional acquisition and usage. The current study aims to quantitatively
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 176 investigate the production of the English past counterfactuals through the grammartranslation method (GT) among 126 Thai EFL university students and to qualitatively examine the influence of interlanguage fossilization on counterfactual production. The results illustrated a relatively low ability in employing the English past counterfactuals. In addition, the errors of its structural elements remained existent across the entire production. The interview further revealed that the low productive ability was attributed to the L1 transfer and the training migration. The findings yield both theoretical and practical implications for foreign language instructors to bolster the pedagogical practices and to alleviate possible difficulties occurring during learners’ English past counterfactual acquisition and utilization. Yossiri Yossatorn is a full-time lecturer at Navamindradhiraj University, Bangkok, Thailand, and a Ph.D. candidate in Digital Learning and Education at the National Taiwan University of Science and Technology. His research interests lie in the area of teaching and learning education, pedagogical technology, social media and information sharing, attitudes, metaphors, and language and culture. YURI HOSODA & DAVID ALINE (Kanagawa University, Japan) Designing Talk for L2 Speakers: Questions and Answers as Language-Learning Affordances in Second Language Tourism Recent studies in language acquisition explore learner mobile interactional competence outside the classroom (Thorne, Hellermann & Jakonen, 2021). Incorporating L2 tours into this field, this presentation investigates L2 learner practices for meaning-making in tourist contexts and explores learning affordances in guided tours. Conversation sequences in mobile interaction during tours are mostly achieved through question-answer turns. Studies explicated L1 tour questions (Burdelski & Fukuda, 2019), but few analyzed L2 tour questions (Hosoda & Aline, 2018, 2021). We explore international tourism in which English is the common language among participants, examining how guides’ questions are achieved in L2 tours. Analysis of 300 minutes of video data collected in Japan, Belgium, South Korea, and Cambodia uncovered the functions of tour guides' questions, which were utilized to assess visitor comprehension of the host culture and language. Guides utilized visitor responses for estimating the visitor knowledge and then designing further talk, which created opportunities for producing comprehensible input not only of the language but also of the culture, leading to greater acquisition affordances. We discuss how these findings are implemented in our classes for preparing students to provide tours for foreign visitors and how these findings can be applied to the tourist industry. 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.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 177 David Aline is a 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. YUTAKA YAMAUCHI (Soka University, Japan) Development of an Automatic System Evaluating L2 Oral Performances Using AI And Recent Speech Technologies Automatic systems evaluating L2 oral performances developed to date cannot directly compare model voices with learners’ utterances. However, the new system in this study, which employed AI algorisms and the recent speech technology named Dynamic Time Warping, can make a direct comparison and give scored feedback. To confirm the usefulness of this system, a total of fifty EFL learners performed simultaneous oral reproduction tasks and took listening span tests (LST) and speaking tests. In LST measuring auditory working memory size participants listened to a set of sentences, judged whether each sentence content was true or false and then memorized and recalled the last word of each sentence. In speaking tests, learners described pictures, responded to posed questions, and stated opinions based on topics given. Statistically analyzed results showed that automatic scores obtained from this system significantly correlated with L2 overall proficiency by TOEIC, auditory working memory size by LST and speaking test scores. These results supported the previous study reporting higher proficiency L2 learners have larger working memory size and more fluency in oral tasks (Wen 2016). This system will be open freely so that researchers and educators in the world can use it and objectively evaluate L2 oral performances with ease. Yutaka Yamauchi is a Professor of Applied Linguistics and TESOL in the Faculty of Education at Soka University, Toky, Japan. His research interests are in psycholinguistics and educational technology. He has been conducting empirical research on auditory working memory, simultaneous oral reproduction tasks, and so forth.
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