The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 45 International Affiliate Eun-Ju Kim (ALAK) Eun-Ju Kim is an Associate Professor at Hanyang Women’s University in Seoul, Korea. She earned her Ph.D. in Applied Linguistics from Pennsylvania State University, USA. She has conducted studies about English teachers’ professional development and English learners’ learning experiences from the sociocultural theoretic perspectives. Her research interest is now expanding to English for Specific Purposes (ESP) and technology-mediated language learning. Exploring Korean College Students’ Uses of Mobile Apps for Speaking Improvement The purpose of this pilot study is to explore college students’ experiences of educational mobile app use and their evaluation of the apps in terms of their effectiveness as learning tools. Technological breakthroughs have led to the development of educational mobile applications which were unimaginable only a few years ago. For instance, technology of artificial Intelligence (AI) and speech recognition technology makes it possible for learners to have tailored learning experience of conversations and speech improvement with instant feedback. In this study, 48 two-year college students are asked to search and use five mobile apps they are interested in using to improve their English speaking skills during a 16 week-long semester. While using them. they are asked to write reflection papers regarding their experience of each app use. At the end of the semester, each of them selects the best app among the five and share the app use experience with their classmates. A survey of their app use is also conducted to obtain information of the students’ perceptions of the mobile app use for learning languages. The data for this study are the survey results and the reflection papers the student submitted. The data analysis is anticipated to render (1) their perceptions about the app use to improve English speaking skills, (2) the students’ motivation for the selection of the applications, and (3) how they evaluate the applications they have used, etc. The results of the study are expected to provide the implications for those who are interested in either using the mobile applications in their English-speaking classes or developing the English speaking mobile applications.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 46 International Affiliate Sivabala Naidu (MELTA) Sivabala Naidu is the Dean of the Faculty of Social Science, Quest International University. He is a highly motivated, result-oriented individual who has over 30 years of experience in TESL, serving initially as an English language teacher in primary and secondary schools and later as a teacher educator. He obtained a First Class Honours in his B.A (Hons) TESOL which he pursued in the University of Strathclyde, Glasgow and obtained his Master's and PhD degrees from Universiti Sains Malaysia, specialising in Applied Linguistics. Both his career and higher education pathways have helped him develop multiple facets of his academic and professional competences. He can be contacted at [email protected] The Use of Thinking-Aloud Protocol to Determine Reading Problems and Metacognitive Strategies in Comprehending English Texts Among Selected ESL Learners in Malaysia Using thinking-aloud as a research method for investigating the cognitive processes of human information processing has been employed for studying the processes of learning a second or foreign language. Although there is an enraging debate on the use of this research method for obtaining valid data (see Zhang & Zhang, 2019), this research had successfully used the thinking aloud protocol in examining second language learners’ reading comprehension processes in a selected government polytechnic in Malaysia. Good reading comprehension in the second language is a critical skill in the educational success of students in higher education settings in Malaysia as the use of English in written academic materials is predominant and extensive. In this context this research considered metacognition as primarily important in reading comprehension. Thus, the thinking aloud protocol was used to investigate the metacognitive reading strategies employed by ten selected ESL students from the chosen institution of higher learning. The study began with an examination of the students' comprehension difficulties and their ‘fix-up strategies’ that was employed to cope with their reading problems. The findings revealed that the respondents in this study did not monitor their comprehension nor regulate their strategies as much as they should. Largely, there was little evidence of any high-level
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 47 reading strategies to aid their comprehension, and as a result, they failed to connect ideas across a text. The research makes several recommendations based on the findings. Most importantly, the study provides a comprehensive picture on the advantages of the thinking-aloud protocol for other researchers to consider and take note of. International Affiliate Joel Menlado (SEAMEO RELC) Dr. Joel Meniado is a language specialist at the SEAMEO Regional Language Centre in Singapore. He teaches post-graduate courses in Teaching Reading and Writing, Technology-Enhanced Language Learning, Classroom-Based Research, and Language Assessment. His research interests include exploring innovative ways of teaching reading and writing and using technologies to teach a second language and assess language learning. For more than 20 years, he has worked as an English language professor in the Southeast Asian and Arabian Gulf regions. Presently, he serves as Co-Editor of the RELC Journal and External Site Reviewer for the Commission on English Language Accreditation (CEA) in Virginia, USA. From Micro to Nano: How can We Design and Develop Bite-Sized Lessons to Engage Our L2 Learners? For decades, new technologies and practices have changed human thinking and behaviors. Due to the overwhelming explosion of information conveyed in various forms of digital media, humans have become more distracted and impatient in dealing with new information. In addition, due to the increasingly fast-paced lifestyle with many responsibilities and priorities, humans have also changed the way they deal with lengthy materials and tasks. In the field of (language) education, such changes are also evident. As commonly observed by teachers, students often struggle in processing massive loads of learning inputs both offline and online, thereby causing scattered focus and limited engagement (Chandra, 2021). Nanolearning, a methodology that incorporates bite-sized learning solutions in an engaging format, can help learners increase their ability to take and retain information (Verweij, 2021).
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 48 It involves dividing micro-contents into small chunks addressing a single objective, allowing easier understanding and greater mastery. In this presentation, the concept of nanolearning as applied in the context of English language teaching will be discussed. The presenter will illustrate how it can be integrated into an existing English language curriculum, instruction, and assessment. He will also demonstrate how to design and develop nanolearning lessons using different digital tools. It is expected that through this interactive presentation participants will gain new knowledge and insights on how they can effectively apply nanolearning principles and practices in their respective language teaching contexts. International Affiliate Shu-wen Lin (ETA-ROC) Shu-wen Lin is an assistant professor in the Holistic Education Center at Fu Jen Catholic University. She has diverse experience in ELT, including material publishing and teaching at the secondary and tertiary levels. She has taught in vocational and comprehensive universities, in Japan and Taiwan. Her educational background includes TESOL and education. After earning a Bachelor of Arts degree in English and a TESOL certificate from the Taiwan Ministry of Education, her interests turned to curriculum and instructional design. She eventually received a doctorate in education at Durham University in the UK. Her main research interests are the pedagogical implications of Global Englishes, metalearning, and reflective practice. Exploring Global Englishes Orientation of High School English Teachers in Taiwan This presentation discusses whether, and to what extent, the cognitions of Taiwanese senior high school teachers of English were oriented toward a global model of ELT. In response to the expanding contexts and uses of English, the current English curriculum in Taiwan's 12-year Curriculum for Basic Education calls attention to the global nature of English, which involves extended ownership and the acknowledgment of variations in English (Taiwanese Ministry of Education, 2018). However, the extent to which senior high school English teachers' cognitions reflect the spirit of the new curriculum needs to be clarified. I will share two of my recent
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 49 related works: a small-scale preliminary case study and a follow-up larger-scale survey-based investigation. Observations and interviews within the case study reveal that despite a general awareness of global Englishes, inconsistencies and paradoxes persisted within and between the participants' cognitions and pedagogical practices along a continuum of traditionally to globally oriented English language teaching. This preliminary study serves as a starting point for the follow-up study, surveying high school English teachers' perceptions of global Englishes. The survey targets respondents from metropolitan areas, collecting data to be analyzed by descriptive statistics and difference analysis. Based on the findings, recommendations are made regarding teacher professional development and bridging courses between secondary school and university English. International Affiliate Gavin Bui (China Daily) Dr Bui is the associate head, and director of the MA in English Language Teaching and Assessment in the English Department of the Hang Seng University of Hong Kong. Please find his picture attached. Influence of Task Complexity on Functional Adequacy and Creativity in EFL Writing Prior research has focused primarily on the complexity, accuracy, and fluency (CAF) of task performance, but functional adequacy (FA, Kuiken & Vedder, 2018 ) and creativity have been understudied. This study investigated the effects of two perceived task complexity conditions, namely (+/-) a familiar topic, and (+/-) L1 reading input, on 8 5 Chinese secondary school students’ narrative writing task performances. The compositions were rated in terms of functional adequacy as well as creativity by two expert assessors. Findings showed that L2 learners' writing creativity was hindered by L1 story input while topic familiarity had no significant impact on it. In terms of functional adequacy, we examined two different ways of operationalising Kuiken and Vedder's "content" and "task requirements"
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 50 components. When creativity was taken into account, topic familiarity had a positive impact on functional adequacy but L1 story reading did not. Both methodological considerations in the functional adequacy framework as well as the pedagogical implications of the findings will be discussed in this presentation. (Acknowledgement: This research was supported by Research Grants Council, University Grants Committee, Hong Kong. Ref. No. UGC/FDS14/H13/20) International Affiliate Joo-Kyung Park (AsiaTEFL) Dr. Joo-Kyung Park is a professor in the Department of English Language at Honam University, Gwangju, South Korea. Through her diverse leadership and service positions at her university and the local community, she had developed and run numerous programs on ELT and intercultural communication for Honam students, local school children, teachers, and the whole community including migrant women. She has been frequently invited as keynote and plenary speaker at major ELT conferences held in Korea and overseas. Her research interests include teacher education, speech/pronunciation, critical pedagogy, English as lingua franca, World Englishes, and intercultural communication. She is a former president of Korea TESOL (1996–1997) and the Applied Linguistics Association of Korea (ALAK; 2015– 2016). She has also served as the journal editor-in-chief for Korea TESOL and Global English Teachers’ Association, and as an editorial board member of numerous Korean and overseas journals. Currently, she is president of the Asian Association of Teachers of English as a Foreign Language (AsiaTEFL) (2022-2024). Email: [email protected] ELT for Making Good People and a Better World Having taught English for about thirty-five years and nearing the end of her formal career as an ELT professional, the presenter will reflect her personal and professional life path in this presentation. She will share her story of growth and development as an educator, teacher trainer, researcher, program developer, administrator and leader of groups and organizations. She will look back on the decisions, determinations, and inspirations that shaped her attitude, motivation and achievement, along with the issues and challenges that she faced at different phases of her career. Her own impact will be also considered, including how her life’s work
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 51 in different roles and functions has contributed to helping her students, teacher trainees, and community members become good people and making the world better. Some examples will be given regarding how the power of professional networks, leadership and service can be channeled into the development of individuals and organizations, suggesting ‘commitment, collaboration, and creativity’ as key words for making it possible. She will offer thoughts, visions and aspirations for ELT and ELT professionals in the future, hoping that her own life path can inspire and encourage others who choose to go further than asked as she has. International Affiliate Aurelio Vilbar & Ericka Mae Encabo (PALT) Dr. Aurelio Vilbar is a Professor at the College of Social Sciences, University of the Philippines Cebu where he serves as the Director of Ugnayan ng Pahinungod, the Volunteer Service Arm of UP. His action research on educational technology and education for sustainable development was awarded at the TESOL International Conference in Philadelphia, USA. He is an officer of the Philippine Association for Language Teaching. Email: [email protected] Ericka Mae Encabo is an Assistant Professor at the College of Social Sciences, University of the Philippines Cebu where she serves as the adviser of the school paper. Her research interests include creative writing in social media, reading programs, and teacher professional development. Email: [email protected] Volunteer Blended Coaching to Develop English Public School Teachers’ Action Research Skills Although teachers considered action research (AR) beneficial to teaching and job promotion, reports stated that teachers need intensive training in conducting AR.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 52 This research reports the impact of volunteer blended coaching among four University of the Philippines Cebu Pahinungod (Volunteerism) professors who coached 14 public school teachers from two divisions of Cebu Province, Philippines. Using the IPARD Model, the research underwent these stages. In the Investigation Stage, results of the Needs Assessment showed that teachers needed coaching in their AR proposals. Still, they preferred blended sessions due to COVID-19 virus anxiety, the resumption of ftf classes, and island storms. In the Planning and Action Stages, we designed a Blended Coaching Program to guide the teachers in writing their proposals. We conducted ftf sessions training the teachers on crafting the research questions and using the right framework and methodology. The teacher’s approved topics were Instagram short story writing, service learning, and reading remedial. After two months, we used online coaching in giving feedback to the teachers’ proposals via Zoom while simultaneously editing them in Google docs. The proposals underwent revisions. Findings from the anonymous evaluation and semi-structured interviews showed that the coaching developed the participants’ skills and confidence in AR writing proposals and understanding AR process. The AR proposals received a positive evaluation from the raters. However, some teachers discontinued writing their proposals due to their ftf classes. This study shows the potential of BL coaching to develop teacher competence in AR.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 53 International Affiliate Victor Reeser (KOTESOL) Victor has 13 years of experience in language education in Asia. He received his M.Ed in TESOL from Framingham State University and is in the second year of the Ph.D. program in English Language and Literature at Incheon National University. Applying Cognitive Theory of Multimedia Learning in the Language Classroom This workshop will discuss Richard Mayer’s cognitive theory of multimedia learning (CTML) and the 12 Principles of Multimedia Learning and how to apply them to language education. Multimedia learning is defined as instruction that concurrently uses two modalities: visual learning (pictures, written text, animations, and videos) and verbal learning (spoken narration). This simple premise could account for the high number of video tutorials available on the internet today. While there are many resources available for educators to provide multimedia learning experiences to their students (YouTube, PowerPoint, Prezi, etc.), Mayer’s (CTML) discusses the importance of understanding how to effectively utilize these channels without overwhelming students with information. All humans have a limited capacity for information. Students’ memory processors have to choose which information to pay attention to. A basic example of applying this information is limiting the amount of text on a PowerPoint slide. Fewer printed words with an appropriate diagram or picture coupled with narration is much more effective than a slide full of text. Additionally, humans process information differently depending on the structure of its delivery i.e. how it is presented.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 54 By the end of the workshop, attendees will have a better understanding of how to choose the materials suited to their students and design effective multimedia learning tools for their classes. International Affiliate Dawn Lucovich (JALT) Dawn Lucovich is Immediate President of The Japan Association for Language Teaching (JALT), a member of the TESOL International Association Nominating Committee, and an Assistant Professor at The University of Nagano. She previously served as TESOL CoChair-Elect for the Higher Education Interest Section (HEIS), on the American Association for Applied Linguistics (AAAL) Conference Task Force, as well as President of the JALT Tokyo and Nagano Chapters, coordinator of the Writers’ Peer Support Group (online writing center), and research grants co-chair for the Vocabulary SIG. She has most recently co-authored a chapter on critical friendships among leaders (forthcoming). Her other research interests include discourse communities, linguistic landscapes, and leadership skill formation. She can be reached at [email protected]. The Formation and Future of Leadership in Language Teaching Traditional leadership models have been highly disrupted, both by the COVID-19 pandemic and by advances in leadership research and practice. Leadership has shifted away from a transactional approach to more individualized, idiosyncratic, and collaborative approaches. This featured speaker session will briefly present different styles of leadership, such as authentic (George, 2003) and transformational (Burns, 1978; Bass, 1985), and examine the strengths and weaknesses of leadership versus management. Next, the session will discuss the importance of critical friendship (Costa and Kallick, 1993) to the development of leader identity and ask the audience to interrogate and envision their own leadership practices. Finally, the session will conclude with a summary of the impact of new programs within JALT and future directions for language teaching leaders.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 55 International Affiliate Chairil Anwar Korompot (TEFLIN) Chairil Anwar Korompot is a faculty member of the English Department of the Faculty of Languages and Literature (FBS) at Universitas Negeri Makassar (UNM), Indonesia, where he now serves as the Chair of the Undergraduate English Language Education Program. This bachelor of education degree program is currently training over 900 students aspiring to become English language teachers or academics. The program has recently completed an accreditation process and obtained the “Excellent” (Unggul) grade from Indonesia’s national institute for accreditation. Dr. Korompot holds a Bachelor of Education (S.Pd.) degree in English Language Education from IKIP Manado, Indonesia, in 1993. His Master of Arts (M.A.) in Applied Linguistics was obtained from the University of Adelaide, South Australia, in 2000. His Doctor of Philosophy (Ph.D.) degree is in Applied Linguistics, and he received this degree from the University of New England, New South Wales, Australia, in 2014. Dr. Korompot’s research interests include language teacher cognition, English language teachers’ professional development, competency standards for English language teachers, English in formal, non-formal, and informal sectors of education, and language policy. Towards Closer Engagement with Non-formal and Informal English Language Learning Providers: Navigating the Possibilities In Indonesia, English as a foreign language (EFL) is taught in formal, non-formal, and informal educational institutions. Formally, EFL is taught as a compulsory subject in general education institutions (including public or private primary schools, junior high schools, senior high schools, and colleges or universities). Non-formally, EFL is taught in private tuition centers called kursus that offer tutorials in such areas as English language skills, grammar, conversation, school work, proficiency tests, or entrance examinations. Informally, EFL is taught in private tuitions involving one-on-one sessions between a tutor and a student or a small group of students. As observed in daily life, the English Language Education Departments (ELEDs) at higher education institutions for teacher training and education across Indonesia have focused primarily on the formal education sector, and paid less attention to the non-formal and informal providers of English language learning. This is as if ELEDs have turned a
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 56 blind eye to these two sectors despite the ample alternative opportunities (especially traineeship, employment, and entrepreneurship) that they have contributed to the ELEDs faculty members, students, and graduates, and to the society at large. Review of the literature shows that there is a gap in our current knowledge about what ELEDS and non-formal and informal EFL learning providers could contribute to each other. Therefore, questions arise as to what ELEDs on the one hand and non-formal and informal EFL learning providers on the other would be able to learn from each other and increase their respective and collective potentials for partnership and development if the two sides interact with each other through a research investigation. This presentation will based on the results of a small-scale research study conducted to address those questions.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 57 International Affiliate Takahiro Iwanaka (JACET) Takahiro Iwanaka, Ph.D., is a professor at Yamaguchi Prefectural University, Japan. He has been interested in investigating the roles of output, noticing, and explicit syntagmatic knowledge in English language learning. He is also interested in how beliefs about language learning influences the development of learners’ communicative competence. Beliefs About Language Learning, Pedagogical Intervention and English Proficiency: How Are They Related to Each Other? Language learning beliefs are defined as “assumptions and beliefs that influence the choice of language learning strategies.” Language learning beliefs can be broadly classified into analytic and experiential learning ones. These two beliefs of learning should be considered complementary rather than opposing. The presenter surveyed 47 university undergraduates to determine the relationship between language learning beliefs and English proficiency, dividing the participants into three groups based on their TOEIC(R) scores: the Upper, Intermediate and Lower Groups. The participants attended a course taught by the presenter. In the course, communication activities among the participants were emphasized to encourage them to foster experiential learning beliefs, but they were also advised not to underestimate the importance of analytical learning. They answered a questionnaire at the beginning (Time 1) and at the end (Time 2) of the course to investigate their beliefs about language learning. Analysis of the data collected at Time 1 revealed that 1) most of the participants, regardless of their level of English proficiency, had high analytical learning beliefs, 2) the participants with higher English proficiency had higher experiential learning beliefs, and 3) the participants with higher English proficiency had higher confidence in English. A comparison of the data collected at Time 1 and Time 2 showed no significant difference between Time 1 and Time 2 for the Upper and Intermediate Groups. The Lower Group showed a significant increase in “experiential learning perspective” and “confidence in English.”
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 58 International Affiliate Punloeu Heng & Panha Nov (CamTESOL) Punloeu Heng is currently working as a Lead Teacher at the Australian Centre for Education, in Cambodia. Having obtained a Bachelor of Education from the Institute of Foreign Languages (Cambodia) in 2015, and a Master’s degree in Education from the Victoria University of Wellington (New Zealand) in 2019, Punloeu has been working in the ELT field for approximately 7 years. HIs professional and academic interests include educational psychology and educational technology. However, the recent Covid-19 pandemic has also led him to be more interested in maintaining well-being for staff and students. Panha Nov is an English instructor at the Australian Centre for Education, and he possesses STEM skills, including web and app development. In 2013, he graduated from the Institute of Foreign Languages, and in 2022, from the Instinct Institute. In 2018, he founded Busyscholar.com, a web-based learning and teaching platform, and he is currently developing mobile apps such as MicPencil to assist students with language learning and IELTS exam preparation. In addition, he is responsible for abstract submission, scoring, and registration for CamTESOL presenters. His ultimate goal is to help Cambodia digitalize its educational system so that Cambodia will be a developed nation by 2030 following the government and MoEYS’s developmental plan. Coping with the Pandemic: Anecdote from a private EFL institution in Cambodia The pandemic caused by the COVID-19 virus had many different kinds of effects on the world. The educational system was all of a sudden confronted with a problem
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 59 that had never been seen before when one of its most fundamental aspects, the interaction between students and teachers, was temporarily suspended. The size of the issue necessitated an even greater motivation to thrive and succeed, and as a result, educational institutions all over the world developed a variety of responses to deal with the issue. The Australian Centre for Education (ACE), a private English as a Foreign Language school located in Cambodia, will recount its journey during this session. This session begins with an overview of the initial impact of the pandemic and continues with an explanation of how ACE leveraged technology to assist in delivering classes to over 20,000 students with the safety of its staff and students as the primary concern. The session concludes with an account of how a post-genocide philosophy from decades prior inspired staff to come together in order to navigate through the pandemic. Participants are strongly encouraged to discuss their previous encounters and to collaborate on developing potential responses to the situation in the event that it occurs again. The purpose of this session is to develop a model that could assist institutions, educators, and students in navigating potential threats in the future by analyzing what worked and what did not work in the past.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 60 International Affiliate Yoonhee Choe (KATE) Yoonhee Choe is an associate professor in the Department of English Education at Chongshin University in Seoul, Korea. She obtained her M.A. at Seoul National University and Ph.D. at the University of Texas at Austin. Her main areas of interest are task-based language teaching, integrated second language writing, English teacher training, and AI-based technologies for teaching and learning languages. An Analysis of AI-Related English Education Research in South Korea with a Focus on Machine Translators, Chatbots, Writing Tutors and the Metaverse This study examined recent artificial intelligence (AI)-related English education research in Korea in order to have a better understanding of the issues and challenges that are currently being faced in Korean classroom environments. Keyword searches and abstract evaluations were used to select approximately sixty articles from SSCI, SCOPUS, and KCI-indexed journals for analysis. To carry out an analysis of the selected studies, the following classification criteria were applied: target subjects, publication years, types of AI-related English education technologies, research methods, and findings. The majority of the research participants varied from elementary school students to adults. The analysis of the collected studies reveals a dramatic increase in the number of AI-related studies using various types of AI-related English education technologies since 2019. The four most prevalent AI-related technologies are machine translators, chatbots, online writing tools that include grammar checks, and the metaverse. On research methodologies, there are quasi-experimental, survey, case, and review studies. The collected research indicates that AI-related studies have generally positive effects on the linguistic, cognitive, and affective aspects of learners. This study provides pedagogical implications as well as
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 61 suggestions for future studies and researchers on how to make efficient use of technologies connected to artificial intelligence in English language instruction. International Affiliate Denise Seok Hoon Quah (PELLTA) Dr. Denise Seok Hoon Quah is a teacher educator based in Penang, Malaysia. She has more than 30 years’ experience working with the Ministry of Education, first as a teacher and later as a teacher educator, training TESL teachers since 2002. She is passionate about helping teachers grow professionally and has a keen interest in teaching with technology. She is also the Honorary Secretary of the Penang English Language Learning and Teaching Association (PELLTA) and has researched and presented in the areas of ELT methodology, multimodal discourse analysis and online teaching. Scaffolding Speaking the Pecha-Kucha Way: Developing Conciseness and Fluency In contexts where there are limited opportunities for practising the English language outside the classroom, many learners lack the confidence and ability to speak fluently in English. The situation is often compounded with their reluctance to participate actively in speaking activities in the class. This session shares ideas on how Pechakucha, an interesting presentation format, can be adapted and adopted into the language classroom to scaffold the development of speaking skills in language learners and also presentation skills of more advanced learners. This technique can also inject fun into regular speaking activities and will be an interesting assessment task. Pecha-kucha develops not only fluency in speaking and presentation skills, it also encourages critical thinking as learners develop skills in selecting what to say and how to put forth their ideas. Watch your learners develop fluency and confidence in speaking. Help your learners develop life skills in communicating their ideas and viewpoints in a concise effective manner.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 63 Colloquium Colloquium: Saturday, 28 January 2023: 10.45 – 11.15 Developing School Teachers’ Action Research Skills SONTHIDA KEYURAVONG (King Mongkut’s University of Technology Thonburi) PATTANAVIMOL ISRANGKURA NA AYUDHAYA (British Council, Thailand) RACHANEE DERSINGH (King Mongkut’s University of Technology Thonburi) PATCHARIN KUNNA (Srinagarindra the Princess Mother School, Phayao) PAJONSAK MINGSAKOON (Hunkhapittayakhom School, Chainat) JESSIE JAMES (Mattayom Taksin School, Rayong) NATTANAN LENGLUAN (Saparachinee Trang School, Trang) The Thai Ministry of Education has made conducting action research mandatory for school teachers and uses their action research reports as one criterion for teacher evaluation. To help teachers, the British Council Thailand and King Mongkut’s University of Technology Thonburi have partnered to provide a teacher development programme on exploratory action research focusing on addressing common issues in teaching and learning. The programme uses a two-stage process of data collection and combines workshops and extensive mentoring to enhance the action research process with the aim of improving teaching and learning. This presentation discusses the rationale, organization and impact of the programme. Four Thai school teachers who participated in the program will share their projects which addressed low participation in grammar classes, low performance in speaking skills, vocabulary development and improving reading comprehension. These teachers will also share their challenges and respective journeys as they developed their action research skills.
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The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 65 Special Session Special Session: Saturday, 28 January 2023: 11.20 – 11.50 THAITESOL Journal: Meet the Editors WUTTHIPHONG LAORIANDEE (Chulalongkorn University) THANIS TANGKITJAROENKUN (King Mongkut’s University of Technology Thonburi) SINGHANAT NOMNIAN (Mahidol University) This special session provides a discussion and sharing platform for audiences who would like to submit their papers to THAITESOL Journal, which is now indexed in ERIC and Thailand Citation Index (TCI Tier 2). They will be informed of key issues to be considered before submission. Special Session: Saturday, 28 January 2023: 08.30 – 09.35 Graduate Forum Facilitator: UBON SANPATCHAYAPONG (Rangsit University) This forum aims to give an opportunity to students at a graduate level an open platform to showcase their on-going study. It is one of the interactive events of Thailand TESOL where students can share their budding work, get constructive comments from English language teaching professionals and connect with participants from international backgrounds as well as participate in a professional academic community. This year, the session welcomes 5 graduate students from Kasetsart, Rangsit, and Thammasat Universities to present their work on bilingual education, EIL and ELT. Special Session (in Thai): Saturday, 28 January 2023: 15.35 – 16.20 Feedback as Essential Tool for Language Learning in the Future
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 66 SUCHADA NIMMANNIT UBON SANPATCHAYAPONG (Rangsit University) Feedback is considered an essential tool for promoting language improvement as It helps shape learners’ responses. While many language educators focus on the use of feedback for corrective functions, advocates of education for the future propose that feedback can be applied to serve more productive purposes; for instance, it can be used to inspire learners' creativity and autonomy. Despite its multiple benefits, feedback tends to be underused. In this session, the presenters will revisit the concept of feedback from its functional definitions, its types, and potential applications. The challenges experienced by teachers will be discussed. Strategies that help teachers to utilize feedback more effectively will be shared. In addition to practical applications, participants will gain not only insights for their future research on feedback in language teaching. Associate Professor Suchada Nimmannit is the Director of Rangsit English Language Institute (RELI) where she teaches English programs for undergraduate and graduate students. Prior to joining RELI, she taught business communication and conducted English language teacher training at Chulalongkorn University Language Institute (CULI). She was elected President of Thailand TESOL, 2000-2003, and International TESOL Board of Directors, 2004-2007. She was awarded by Chulalongkorn University as an exemplary teacher in 2011 and honored at TESOL's 50th Anniversary as a leading professional in English language teaching. Suchada has been passionate about exploring collaboration in teaching and learning. She believes that small action research conducted by teachers can have major impacts on teacher and student learning. Assistant Professor Ubon Sanpatchayapong (D. Ed) started her career as an English teacher at Triam Udom Suksa School. She taught at the Faculty of Liberal Arts, Mahidol University before Rangsit University. From 2009-2011, she was President of Thailand TESOL. She was awarded ‘Alumni of the Year 2014’ by AustCham and the Australian Embassy in Thailand. At the moment, Prof Ubon serves as Deputy Director of Rangsit English Language Institute (RELI), and she has been on the Advisory Board of Thailand TESOL since. Prof Ubon is interested in action research, bilingual education, PLC, active learning, and self-regulated learning as well as technology.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 67 Conference Program 27th - 28th January 2023
DAY 1: 27th Januar Time 07.00-09.00 Re [Conven 09.00-09.30 Openi Assoc. Prof. Dr. Singhanat No [Conven 09.30-10.00 Key English Language Teac Phra Dha [Conven 10.05-10.55 Ple Finding Balance in a Post-Pandemic World - Reflections, Tho An [Conven 10.55-11.15 COFFE 11.15-12.00 Featured Talk The English Book Series of King Bhumibol: In Rememberance of HRH Princess Galayani Vadhana Krom Luang Naradhiwas Rajanagarindra Danai Chanchaochai [Convention Hall A] Fe Literature and t Joh [Conv
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 68 ry 2023 [Friday] Event egistration ntion Hall A-B-C] ing Ceremony by omnian (President of Thailand TESOL) ntion Hall A-B-C] note Speech hing and Learning in the Future mmavatjarabundit ntion Hall A-B-C] enary Talk oughts and Ideas for Coping with the Stresses of Today’s Classrooms nn McAllen ntion Hall A-B-C] EE/TEA BREAK atured Talk the Language Classroom hn Macalister vention Hall B] Featured Talk Taking Ownership of English Language Education Stefanie Shamila Pillai [Convention Hall C]
12.00-13.00 LUNCH B Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 13.00-13.30 Application of Positive Mental Imaging to the Learning of English Joshua Eriberto Miguel Llames A Study of the Near Synonyms in English and their English Loanword Equivalences Sumie Akutsu Drama RolePlaying in Teaching Literary Works for University Students Waewalee Waewchimplee Task-based Language Teaching in Online Learning Setting: A Teacher's Voices Rizki Farani Translanguaging as a Way to Bridge Inequities in the University EMI Classroom Sean Edgley Integration of Tik Tok with Communicative Activities to Encourage Students’ Performance in EnglishSpeaking Sothon Chhoeut, Suphinya Panyasi & Theerasak Soykeeree R Co E 13.35-14.05 Using MOOCS in Classrooms to Develop Learner Autonomy Robert Stevenson Development of a Simplified e-Learning System using a Spreadsheet Software Kamiya Kenichi Attitudes of Vietnamese Grade-10 Teachers and Students in HCMC towards New English Grade-10 Coursebooks Vỹ Trương TBLT and Technology: Attitudes and Solutions Peter Gobel & Makimi Kano Challenges and Attitudes towards Using EMI in the General Education Courses at Chiang Rai Rajabhat University Preeyapha Wangmanee & Worapon Toopmongkol The Input Hypothesis and the Rise of Chatbots in EFL Education Kane Linton N P T In C T S 14.10-14.40 6 Strategies for Creating Online Active and From the Practical to Discussing in Zoom: Enhancing Students' Nursing Students' Un
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 69 BREAK [3rd Floor] Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall Rethinking Teacher Training: ommunicative Teaching Needs of Japanese Elementary School English Teachers Michael Wilkins How to Change the Worldviews through Interactions with CCC Hiroyuki Obari Using GameBased Language Learning to Develop English Vocabulary Learning Among Grade 1 Students Sawika Suanyot & Phajeekan Harnkaew Promoting Autonomous Learning and Improving Learners' Motivational Dispositions through the Use of SelfAssessment Activities Daniel Warchulski Enhancing Achievement and SelfRegulation among Thai EFL Learners through Provision of Feedback and Retrieval Practices Meechai Wongdaeng & Sulaiya Hajihama On the same page” with Perusall – using a social e-reader to teach creative writing to Chinese undergrads Thomas Kaufmann Teaching Reading Innovations Thailand Extensive Reading Association (TERA) Teachers’ Needs and Perceptions towards Technology tegration in English Classrooms Suphinya Panyasi & Theerasak Soykeeree CrossCultural Challenges and Successes for Students and Teachers in Collaborative Online International Learning Lydia Eberly Challenges in English Language Classrooms in Bangla Medium Primary Schools of Bangladesh Ashrafun Nahar & Michelle Draper The Mediating Roles of Teacher Factors on Washback Effects on Teaching Chuenjit Athiworakun & Dumrong Adunyarittigun A Study of TOEFL iBT Writing Integrated Task Yasunori Matsuzono Syntactic Complexity in Academic Writing across Genres, L1s, and Disciplines Niwat Wuttisrisiriporn nderstanding Teacher An Indonesian Needs and Challenges of MultimediaBased Investigating Technology Online Professional
Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 Awesome Lessons from Boring Textbooks Kirsten Dyck Collaborative Learning Pedagogies: Using Perusall for Critical Reading and Peer Review Ryan Hunter & Johanna Sandberg the Academic: Course Development for an Experiential Work Program Philip McCasland & Daisuke Numata Investigating EFL Students’ SelfMonitoring and Reactions to Feedback Shoko Otake, Mayuko Matsuoka & Miwa Morishita Intercultural Competence through a General Education Course: A Case Study in a Thai University Juthamard Dejamornrattanakul Mindsets and Effort Regulation in English and Nursing Donald Patterson & Mariya Yukhymenko A th E C 14.40-15.00 COFFE 15.00-15.45 Invited Talk Exploring Korean College Students’ Uses of Mobile Apps for Speaking Improvement Eun-Ju Kim (ALAK) Invited Talk The Use of ThinkingAloud Protocol to Determine Reading Problems and Metacognitive Strategies in Comprehending English Texts Among Selected ESL Learners in Malaysia Sivabala Naidu (MELTA) Invited Talk From Micro to Nano: How can We Design and Develop BiteSized Lessons to Engage Our L2 Learners? Joel Menlado (RELC) Invited Talk Exploring Global Englishes Orientation of High School English Teachers in Taiwan Shu-wen Lin (ETAROC) Invited Talk Influence of Task Complexity on Functional Adequacy and Creativity in EFL Writing Gavin Bui (21st Century Education, China Daily) Workshop English Central AI-powered Conversation al Platform in Thai Alan Schwartz W D W Sc 15.50-16.20 Strengths and Constraints Learners’ Gameful Academic Writing: Increasing Blended Teaching English Lifelong Learning of a E
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 70 Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall Autonomy hrough EFL Teachers’ Online Teaching Experiences Muthita Chinpakdee EFL Teacher’s Perspective in Selecting and Developing Intercultural Content for English Language Teaching Aureliana Ditasari & Willy Prasetya Teaching and Learning Management During the COVID-19 at Thai Primary Schools Jirapat Kiatikhunrat, Karanyaphas Pubkratoke, Kanokpan Polpumuang & Penpitcha Choocherd Strategies in Improving the Phonemic Awareness of Grade 7 Struggling Readers Naizer Juarez Integration on Students Lexical Fluency in Speaking: Case Study of Oman Fatemeh Madiseh English Network (OPEN) Program Kristen Cardona & Claire Lee EE/TEA BREAK Workshop Developing Critical Thinking Skills for English Learners: What Would You Do? cott Poteet Workshop Teaching Emphatic Adjectives for Effective Presentations Aleksandr Gutkovskii Workshop Educators Engaging in Action Research to Address Classroom Concerns Darcey Gray Workshop How to Write Your Own Graded Reader and Get It Published Rob Waring & Paul Goldberg Workshop Authentic Assessment for Writing and Speaking Candace Renaud Teaching nglish in an Politeness Strategies Primary Pupils’ Development of an Novice-level EFL Speaker’s Socio-cultural Influences
Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 of Adopting Video PeerReview in Postgraduate Pedagogy Issa Ying Experience of Learning Grammar through Gamification Mi-Chelle Leong What the Covid Crisis Taught Us about Individual vs Group Feedback Thomas Pals & Michael Shawback Learning in Post-Covid19 EFL Courses Daniel Mortali Grammar and Usage in Japan with GELT Framework Tomiko Komiya Foreign Language Supported by Public Libraries Hitoshi Nishizawa S C I E P 16.25-16.55 The Effect of Using SQ6R on Reading Comprehensi on of Thai Secondary School Students Wenutchanan Runtorn Implementing Cooperative Learning Principles as an Instructional Design Framework in an EFL Microteaching Course Willy Prasetya Importance of Small Talk in Teaching ESP for Hospitality Communication Reiko Fujita, Naoko Tanaka & Nobumi Nakai Using Microlearning in EFL Blended Online Instruction to Enhance SelfRegulated Learning Nutprapha Dennis Elementary School Teachers’ Views Towards Teaching English: Policy Implementation as Bricolage Peter Ferguson Understanding University EFL Teacher’s Perceptions and Practices of Critical Thinking Hsiao-Wen Hsu LaC T U T 18.00-20.00 Reception Part
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 71 Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall Islamic Boarding School: The Case of an ndonesian FL Teacher Putri Harum Employed by Intercultural Tutoring Pairs at a Japanese University Writing Center Nikki Marzoña Motivation to Learn English in Japan: A Study of L2 Instrumentality during the Transition Period Machiko Kobori Automatic System Evaluating L2 Oral Performances Using AI and Recent Speech Technologies Yutaka Yamauchi Communication Strategies: Learning from a Japanese Comedian Aya Hayasaki and Existential Competences Evident during Online Communicative Classes with Japanese EFL Learners Christian Burrows Emotional abor of MidCareer EFL Teachers in Japanese Universities Rapunzel Tomacder Are Foreign Teachers a “Must” for Teaching English Varieties and Cultures in Thailand? Intira Bumrungsalee Virtual Approach in Teaching AngloAmerican Literature and Students' Comprehensi on Skills Cristobal Ambayon & Sahera Andao Activating the Learner Role in Assessment Processes - Does Teacher Assessment Literacy Foster Student Feedback Literacy? Wai Yan Lin Comparison of Factor Differences Between Student Perceptions of Study Abroad Programs in 2020 and 2021 Hirosi Nakagawa & Michael Kelland & Dan Lumley Enhancing Asynchronous ComputerMediated Communicati on through LMS Activity Sequencing Sean Grant ty [Sala Thai, 3rd Floor]
DAY 2: 28th January Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 08.30-09.00 Thai Teachers’ Views on Implementing English Medium Instruction in Non-English Degree Programs in Thailand Smith Azah Effects of Types of Glosses & Languages on Academic Vocabulary Learning in Korean University Contexts Dongho Kang An Attempt to Reflect RFCDC in the English Curriculum of Japanese universities Kahoko Matsumoto Improving Listening Skills with News Podcasts Matthew Ryczek Global Englishes in Extensive Reading and Listening Instructions: EFL Students’ Voices Ista Maharsi Learning to Listen: A Look at English Listening Strategies Joseph Wood U E P Co L O W 09.05-09.35 Promoting Thai EFL Secondary Students’ English Classroom Communication and Learning Achievement Using Differentiated Instruction Strategies Wisanukorn Pinpa & Nattharmma Namfah Listening Versus Reading: Successful EFL learners’ Experiences and Insights Art Tsang Collaboration within and beyond the classroom in a Project Based Learning course Matthew Coomber Attitudes Towards English Accents: A Case Study of Students and Teachers in a Thai School Aran Sahrai & Sutraphorn Tantiniranat Compensatory and Affective Learning Strategies among Senior High School Students and Their Oral English Language Proficiency Elena Magallanes Reversing the Dynamic: Teachers Building Resilience through Student Insights Eucharia Donnery In P I V Co V U H & 09.40-10.25 Invited Talk ELT for Making Good People and a Better World Invited Talk Volunteer Blended Coaching to Develop English Public Invited Talk Applying Cognitive Theory of Multimedia Learning in Invited Talk The Formation and Future of Leadership in Workshop Preparing for Tomorrow: Teaching 21st Century Workshop Using GameBased Learning to Improve W A De
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 72 2023 [Saturday] Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall Japanese University FL Student Perceptions on ommunicative Language Learning & Oral Fluency Ability Brian Wojtowicz ELF StudyAbroad Destinations: The Experience of Japanese Students in Bangkok, Thailand Andrew Nowlan Boredom of Online Extensive Reading of Undergraduate Teaching Major Students in Thailand Narudol Semchuchot & Nopphawan Chimroylarp Effects of Role Play Activities on University Students’ English Speaking Ability Chantha Ry English Speaking Nation: Experiences and Lessons Learned from a Secondary Teacher Development Program in Uzbekistan Laura Hancock Graduate Forum Faciliator: Ubon Sanchayapong nvestigating Englishmajored Students’ Perceptions of the Cultural Impacts of VietnameseEnglish odeswitching at a Vietnamese University Han Nguyen & Ngoc Luu Revisiting the Relationship between EFL Undergraduate Students Writing SelfEfficacy and Writing Performance Banatul Murtafiah Assessing English Language Proficiency: Sustaining Accuracy and Efficiency Jesse Kus Comparing Achievement s in Learning Homographs among Lowersecondary Students with Different Backgrounds Studying via Blended Learning Arnon Chaisuriya Going beyond Materials, Methods, Techniques.... Girish Mulani Workshop A Group Activity to evelop SelfWorkshop Beyond Realia: Cultivating Conversation Workshop Teaching Social Media Language Workshop A Textbook for Extensive Reading:
Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 Joo-Kyung Park (ASIATEFL) School Teachers’ Action Research Skills Aurelio Vilbar & Ericka Mae Encabo (PALT) the Language Classroom Victor Reeser (KOTESOL) Language Teaching Dawn Lucovich (JALT) Skills through CLIL Michael Ledezma Student Speaking Christine Eide P 10.25-10.45 COFFE 10.45-11.15 Integrating a Linguistic Landscape Project into an English Morphology and Syntax Course Arnon Jannok & Kornwipa Poonpon MeaningFocused Input through Learning New Vocabulary Hiroki Uchida 10.45-12.15 Colloquium Developing School Teachers’ Action Research Skills Sonthida Keyuravong, Pattanavimol Israngkura Na Ayudhaya, Rachanee Dersingh, Patcharin Kunna, Pajonsak Mingsakoon, Jessie James, Nattanan Lengluan British Council Translanguag -ing in and behind Literacy Autobiographies at a Private University in Thailand Shizhou Yang The English Past Counterfactu als Produced by Thai EFL University Students: The Case of the Interlanguage Fossilization Yossiri Yossatorn EFL Learning Using the Linguistic Landscape of Sacred Spaces: A Case of a Shinto Shrine Ryan Barnes A Pr E T Co be Ex O J T 11.20-11.50 Exploiting Streaming Services to Help Improving L2 Pronunciation by Semi- “Right on Hotel! Trust me—that's the right move” Teaching Concepts in English for Investigating the optimal use of the L1 in L2 Teaching: A Case for Translanguag -ing EnglishMedium Education? – Towards Englishwithin-Multilingualism as Critical Literacy Practice in EFL Classroom: Advancing Students' Multiple Perspectives G YM M T
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 73 Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall Editing in Writing Priscilla Eng & Cultural Curiosity Robbieana Leung Denver Beirne A Novel Solution Paul Goldberg EE/TEA BREAK Needs Analysis of the 6 rinciples for Exemplary Teaching of English Learners: omparisons etween the Teachers’ xpectations and the Actual Outcomes from the Lower Northern Jutamanee Tipparach Pragmatic Considerations : Responding to Requests (American and Japanese) Takako Inada Effect of Students’ Dependency on Machine Translation on their Writing Process and Writing Performance Nattharmma Namfah Improving Students’ Writing Performance through TaskBased Approach: Theories vs Practice at a Vietnam Private University Liem Do Effectiveness of the Business English Curriculum of a University in Thailand from the Students’ Perspectives Samaporn Prasai & Chaiwat Thongsrisupan Developing Communicati ve Fluency through Round Table Discussion within the Context of a Japanese University Neal Jost Grounding Your MultiModal PreReading Material in Text World Theory Designing Talk for L2 Speakers: Questions and Answers as LanguageLearning Affordances in Second Reflecting on Thailand’s First Nationwide Online Extensive Reading Competition Exploring the Components of Metacognitive Awareness in Listening and its Relationship Thai TESOL Journal: Meet Editors Wutthiphong Laoriandee, Thanis Tangkitjaroen kun &
Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 Autonomous Learning Natsuki Matsui Travel and Tourism Mark Freiermuth Juliana Shak a Medium of Education Tomokazu Ishikawa through Literature Anandayu Ardini Ge E 11.50-13.00 LUNCH B 13.00-13.50 Ple The Future o Ia [Conven 13.55-14.25 The Effects of Direct Written Corrective Feedback on Vietnamese Students’ IELTS Writing Task 2 Performance Minh Nguyen, Diep Do, Ha Trang Nguyen & Tuan Anh Chu Construction of Emergent Grammar from Groupwork Discussion Materials in Task-Based Language Learning Activities David Aline & Yuri Hosoda Local Thai University Students Developing Intercultural Sensitivity as Study-Abroad Program Buddies Brad Deacon Assessing English Language Teachers’ and Students’ Intercultural Awareness: Viewpoints on Language Ownership and Cultural Integration Cheska Kimberly Estrella Exploration of Insertional CodeSwitching of Japanese into English Peter Lyons Reimagining English Language Teaching in 21st Century Singapore Alexius Chia M Th an C 14.25-14.45 COFFE
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 74 Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall Renato erminario & Evan Cacali Language Tourism Yuri Hosoda & David Aline Mintra Puripunyavanich & Narudol Semchuchot to Students' CEFR Levels Jaime Paster Singhanat Nomnian BREAK [3rd Floor] eanary Talk of English in Thailand an Clifford ntion Hall A-B-C] Discourse Markers in hai Listening nd Speaking Zoom Classroom Cheryl Basinang Using Binding with Prosody to Encourage and Discourage Further Participation: A Classroom Discourse Study Alexander Lee Language Anxiety and Academic Performance among Thai University Students in Learning English Bobbie Guzman Implementing Performancebased Language Assessment in Hokkaido, Japan: A Washback Study Bordin Chinda PAC & International Affiliates Meeting Textuality in ISI and NonISI Mathematics Research Article Introductions: A Genre Analysis Mobina Rahnama EE/TEA BREAK
Time/Room Convention Hall A Convention Hall B Convention Hall C Garden 1 Garden 2 Garden 3 14.45-15.30 Featured Talk Navigating Diversity in Teacher Training and Teacher Development in Higher Education Pattamawan Jimarkon [Convention Hall A ] Fe How to Set Up and Run R [Conv 15.35-16.20 Invited Talk Beliefs About Language Learning, Pedagogical Intervention and English Proficiency: How Are They Related to Each Other? Takahiro Iwanaka (JACET) Invited Talk Towards Closer Engagement with Nonformal and Informal English Language Learning Providers: Navigating the Possibilities Chairil Anwar Korompot (TEFLIN) Invited Talk Coping with the Pandemic: Anecdote from a private EFL institution in Cambodia Punloeu Heng & Panha Nov (CamTESOL) Special Session (in Thai) Feedback as Essential Tool for Language Learning in the Future Suchada Nimmannit & Ubon Sanchayapong Invited Talk An Analysis of AI-Related English Education Research in South Korea with a Focus on Machine Translators, Chatbots, Writing Tutors and the Metaverse Yoonhee Choe (KATE) Invited Talk Scaffolding Speaking the Pecha-Kucha Way: Developing Conciseness and Fluency Denise Seok Hoon Quah (PELLTA) W Pa in O Cl U G 16.20-17.00 CLOSIN [Conven
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 75 Peony 3 Peony 6 Peony 7 Peony 11 Lavender 1 Lavender 3 Exhibition Hall eatured Talk n an Extensive Reading Program Rob Waring vention Hall B] Featured Talk Emotions and Language: How are They Connected? Frances Westbrook [Convention Hall C] Workshop Increasing Students’ articipation n Speaking Activities Outside the lassroom by sing Digital Tools Gina Karlin Workshop Implementing English Teaching Model “PPW” to develop Critical Communicative, Collaborative Skills for Sustainable Development Goals Atitaya Khoonkham Workshop Teamwork Makes the Dream Work Sharon Aguiar Workshop How to Create Student Podcasts in the EFL Classroom Scott Shinall & Peter Ferguson NG CEREMONY ntion Hall A-B-C]
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 76
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 77 Presenters’ Abstracts
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 78
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 79 A ALAN SCHWARTZ (English Central Inc., Book Access/mangoSTEEMS) English Central AI-powered Conversational Platform in Thai EnglishCentral is an AI-powered English learning platform specifically designed to help improve conversational English, using the latest in speech recognition and natural language processing. It combines interactive videos, best in-class curriculum development, and the highest quality live teachers. The premise behind EnglishCentral's "Youtube for Language Learning Approach" is to provide learners with engaging videos on topics they find interesting at their English level, and then have them engage in conversations about such topics. In December 2022, EnglishCentral launched a Thai version of the product, with a fully localized Thai user interface as well as a Thai in-context learning dictionary. The Workshop will demonstrate how to select and set up classes, choose online courses, create weekly goals for watching (listening), speaking and vocabulary study, setting up weekly assessment tests, tracking student progress, and generating grade reports. The Workshop will also share best practices from the over 1,000 schools that have deployed EnglishCentral, including use of game dynamics and scoreboards to motivate students and use of CEFR based assessment tools to demonstrate student outcomes at the end of a semester of study. Alan Schwartz has over two decades of experience in the EdTech industry. He began his career as head of Nuance’s Mobile & Consumer division where he worked with a team at Sony to develop one of the first mobile language translation games using speech technology called Talkman. In 2009, backed by Google Ventures, he founded EnglishCentral, now one of the world’s leading AI-powered platforms for learning conversational English, with over 5 million registered users, and 200,000 paying customers. Alan has a B.A. from Princeton University and a J.D. from Harvard University. ALEKSANDR GUTKOVSKII (Soka University, Japan) Teaching Emphatic Adjectives for Effective Presentations Using emphatic and powerful vocabulary is one of the cornerstone aspects of creating an engaging presentation. However, our students might often choose to only stick with the words that they are familiar with, thus limiting the expressive power of their presentations. This workshop will demonstrate a discovery-driven activity that aims to give students tools to independently improve their presentation vocabularies. Students will be able to identify weak adjectives and replace those adjectives with their emphatic synonyms using thesaurus and dictionary. In the workshop, the presenter will model the activity with participants, addressing important points and providing possible variations for different teaching contexts.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 80 Aleksandr Gutkovskii is an assistant lecturer at Soka University, Japan. The presenter has a long-lasting interest in poetry writing, expressive language, and autonomous learning, and tries to weave these concepts into his teaching practice. ALEXANDER LEE (Walailak University, Thailand) Using Binding with Prosody to Encourage and Discourage Further Participation: A Classroom Discourse Study Research on classroom discourse has described how teachers engage students in exploratory talk while simultaneously maintaining classroom control. Less attention has been paid to how prosody features as a classroom interactional resource for eliciting and responding to student contributions. Based on videotaped data from an eighth grade Humanities classroom in the U.S., I use conversation analysis to describe three prosodic techniques the teacher uses with binding (Reddington, 2018) to facilitate learner participation. While the teacher uses binding to validate and connect all student responses, he employs larger prosodic features to encourage a student to revise an insufficient response whereas these prosodic features remain largely absent when a student provides an insufficient response and is also discouraged from further participation. In light of the analysis, I discuss the implications for teacher education and conclude with directions for future research. Alex Lee is a U.S. Department of State English Language Fellow at Walailak University, where he is a visiting lecturer in the English Department. He graduated from Teachers College, Columbia University and is a two-time recipient of the Fulbright Scholarship. ALEXIUS CHIA (National Institute of Education, Singapore) Reimagining English Language Teaching in 21st Century Singapore The global education community has experienced unprecedented disruptions in the past decade with the proliferation of smart digital devices and social media platforms. The big shifts in the Singapore English Language curriculum are, in part, due to the multiple ways in which our learners obtain information and thus, become differently literate. One fundamental change is the addition of Viewing and Representing in the new English Language syllabuses. Teachers now have to teach them in conjunction with the more traditional skills of Reading, Writing, Listening, and Speaking. While audio-visual resources have been used for many years, there is still a lack of a systematic and principled way in which these can be integrated into lessons and even units of work. Often, these potentially rich resources are kept to the pre-activity stage of a single lesson, used only as ‘springboards’ to activate the main activity rather than as ‘bridges’ for more far-reaching literacy development. This paper will first argue for the place of Viewing and Representing in our current milieu. It will then propose guidelines for integrating them into the English curriculum. Ideas for this presentation have been put together from a research project and professional development work with teachers.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 81 Alexius Chia is Senior Lecturer, English Language & Literature at the National Institute of Education, Singapore. His teaching and research interests are in ELT, multiliteracies, multimodality and teacher professional learning. Alexius is co-author of Reading in the 21st Century: Understanding Multimodal Texts & Developing Multiliteracy Skills (McGraw Hill Education). ANANDAYU ARDINI (Indonesia) Critical Literacy Practice in EFL Classroom: Advancing Students' Multiple Perspectives through Literature This paper aims to elaborate a critical literacy practice implemented in an EFL critical reading and literacy course. The implementation facilitated the exploration of multiple perspectives through literature reading, discussion and creation. In particular, it integrated students’ language learning with their personal views on various issues such as gender and environment. The course was for the third semester students of English Language Education Department of a private university in Indonesia. 15 students were enrolled in this course. Two research questions were formulated: 1) How did the students respond to critical literacy practice that employ literature? and 2) How did the students understand various issues through literature? The data of this research included students’ artefacts and assignments, reflection papers, and follow-up interviews. The result showed that students develop their agency through this critical literacy practice employing literature. By reading and discussing literary work, they investigated multiple perspectives, generated critical opinion and managed to promote their critical belief through their creative works. In conclusion, this research suggests that literature should be employed more in critical literacy practices in Indonesia, with an expectation that it could help students advance their critical competence. Anandayu Suri Ardini'sresearch interest is children’s literature for education and her biggest goal is that someday PBI UII will have a progressive and well recognized study center for children’s literature that welcomes all researchers and scholars with the same interest to collaborate and support this field of study. ANDREW NOWLAN (Kwansei Gakuin University, Japan） ELF study-abroad destinations: The experience of Japanese students in Bangkok, Thailand As global study abroad participation begins to trend towards pre-pandemic numbers, the Japanese government and its universities are faced with unsatisfactory outbound involvement. For reasons including language anxiety and a predisposition towards the Inner Circle (e.g. Canada and Australia), many Japanese university students disqualify themselves from study abroad without considering alternative destinations, such as Thailand. This presentation reports on a government-funded phenomenological study examining the shared experiences of six Japanese students
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 82 at a university in Bangkok. Data include weekly journals during 10 weeks of study, a reflective survey shortly after returning to Japan, and a retrospective semi-structured interview. To capture the collective lived experience of the participants, the presenter identified 491 significant statements across all data sets, resulting in a textural description comprising two clusters of meaning: (1) experiences with English as a Lingua Franca (ELF) and (2) perceptions of diversity (e.g. gender and sexuality). A more nuanced structural description examines experience through the lens of intercultural communicative competences, empathy, appreciation of one’s home country, and challenging pre-departure beliefs. The presenter will propose how findings may be operationalized to increase interest in and access to study abroad amongst students who might otherwise self-disqualify from participation. Andrew Nowlan, EdD, is an associate professor at Kwansei Gakuin University, where he teaches cultural studies and designs programs for students interested in crosscultural experiences. His research interests include study abroad, COIL, and intercultural communication. He has taught language and culture in South Korea, Taiwan, and Japan. ARAN SAHRAI & SUTRAPHORN TANTINIRANAT (Burapha University, Thailand) ATTITUDES TOWARDS ENGLISH ACCENTS: A CASE STUDY OF STUDENTS AND TEACHERS IN A THAI SCHOOL Native speakers’ accents are generally viewed as ideal models of English accents. However, in real-world communication where English has become an international language for communication, English users encounter a wide varieties variety of accents. The present qualitative case study aimed to investigate Thai students’ and teachers’ attitudes towards accents of English. The participants were 123 Thai students and six Thai teachers in a public school. A questionnaire was used to gather the initial surface results and semi-structured interviews were employed to elicit indepth information. Descriptive statistics and thematic coding were used to analyze the data. The findings revealed that overall, the participants tend to show their awareness of the notion of English as a lingua franca in terms of communication efficiency. Nevertheless, while Asian accents were reported to provide a sense of communicative accommodation, there are themes related to favorable native speakers’ accents as a model of pronunciation, native speakers as the owner of English, and social attractiveness, especially the American accents. Most Thai students (53.65%) stated that they are not confident with their Thai accents while four of six Thai teachers expressed concerns that their “deficient” Thai accent might affect their professional image as an English teacher. Aran Sahrai is an English teacher, a government teacher, who has been teaching English in secondary school ,a public school, for six years. Now he is working for his master thesis as a master student in English for communication, the Faculty of Humanities and Social Sciences, Burapha University, Thailand.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 83 Sutraphorn Tantiniranat is a lecturer in English for the Communication Graduate Program at the Faculty of Humanities and Social Sciences, Burapha University, Thailand. She obtained a PhD in Education from the University of Manchester, the UK in 2017. Her research focuses on intercultural aspects of the English Language, English as a Lingua Franca (ELF), and appropriate paradigms for teaching English in Thailand given the current, significant lead that ASEAN is providing on interculturality and the use of English as the regional and global lingua franca ARNON CHAISURIYA (Suranaree University of Technology, Thailand) Comparing Achievements in Learning Homographs among Lower-secondary Students with Different Backgrounds Studying via Blended Learnin This research compared achievements in learning homographs among lowersecondary students with different backgrounds (GPA) studying via blended learning during the COVID-19 pandemic. Participants were 90 Grade-9 students in a large high school in Northeastern Thailand, divided into groups based on their grade point average (low, moderate, and high). The instruments were online videos, exercise sheets, and a pre-test and a post-test. Students in each grade level were divided into Group A and Group B. On the day that Group A studied onsite, Group B studied online. They took turn studying in this manner for a semester. In the English class, students studied grammar, conversation, and reading. Reading passages contained many words with multiple meanings or homographs which might interfere with understanding and interpretation. Therefore, the researcher created learning materials on the topic of homographs and shared them via Line groups. Students reviewed the lessons on video clips recorded on Zoom and do exercise sheets. Before they studied about homographs, students took the pre-test. After studying on site, participants learned online with instructor-provided media for blended learning. After studying online, they took the post-test. The data obtained from both pre-and post-tests were analyzed using mean comparison (T-test) and one-way analysis of variance (ANOVA). It was found that their average post-test score was significantly higher than their pre-test score. Among students with different backgrounds, those with low GPAs and high GPAs gained more momentum in the post test after studying online supplementary materials. However, the students with moderate GPA developed at a level not statistically significant. Therefore, it can be concluded that developing materials about homographs in a blended teaching system can build skills
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 84 and knowledge for better lexical understanding, especially for students with low and high academic backgrounds. Assistant Professor Dr. Arnon Chaisuriya is a faculty in the School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology, Thailand. He holds a Ph.D. in Language, Literacy, and Sociocultural Studies from the University of New Mexico, USA. His research interests include, testing, CALL, quantitative research, and EAP ARNON JANNOK & KORNWIPA POONPON (Khon Kaen University, Thailand) Integrating a Linguistic Landscape Project into an English Morphology and Syntax Course English morphology and syntax seems to be challenging for many English major students. To enhance the students’ learning, increase their motivation, and connect their knowledge to the real world, a class project, linked between morphological processes and the linguistic landscape, was designed and implemented into a morphology and syntax class. This presentation focuses on how the linguistic landscape can be used as a resource for language learning and how it was implemented into the morphology and syntax course for undergraduate students majoring in English at a Thai university. A total of 114 students enrolled in the course were assigned to work in groups of three to four. Each group was to collect words found in their local public places or virtually via technology tools such as the Google Earth or Grab applications. They were to identify types and subtypes of English morphological processes behind the fabricated names. After completing their project, they filled in an online questionnaire asking about their perception towards the project. Qualitative details about the project were also elicited from an interview. The results reveal students’ interesting working procedures, challenges faced, and how they were overcome. The presentation ends with discussion on benefits, caveats, and suggestions for future practice of integrating this project into the morphology and syntax class. Arnon Jannok teaches English at the English Language Department, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. His research interests focus on English language teaching, technology in language teaching, EMI, and translanguaging. Kornwipa Poonpon is an assistant professor at at the English Language Department, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand. Her research interests include language testing and assessment, corpus linguistics, English language teaching, and teacher training.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 85 ART TSANG (Chinese University of Hong Kong, Hong Kong) Listening versus reading: Successful EFL learners’ experiences and insights This presentation is based on an article titled “ “The Best Way to Learn a Language is Not to Learn it!”: Hedonism and Insights Into Successful EFL Learners' Experiences in Engagement With Spoken (Listening) and Written (Reading) Input” I published in TESOL Quarterly in 2022. Drawing from the experiences and perceptions of eight successful EFL learners in Hong Kong, I discuss the perceptive and inherent differences between reading and listening, which are the two only channels of receiving input for language learning. Through this presentation, I especially hope that the audience will better understand the various benefits of listening, which have been overlooked by many. Art Tsang is an assistant professor in the faculty of education at the Chinese University of Hong Kong. He has multiple research interests such as language input, listening, and learners’ well-being. His work has been published in international journals such as Language Teaching Research, TESOL Quarterly, and System. ASHRAFUN NAHAR (North South University, Bangladesh) Challenges in English Language Classrooms in Bangla Medium Primary Schools of Bangladesh The word 'primary' generally alludes to young learners between five to eleven years old; however, this range may vary in different countries. Primary schooling aims to prepare young learners for cognitive and analytical secondary pedagogy making their journey a little easier on the affective, sociological, and physiological dimensions of education. In Bangladesh, English is considered to be a subject rather than a language and young learners are exposed to this concept in primary schools. Hence, young learners rely mostly on their teachers, so teachers are tasked with making the students' learning journey smoother through the lessons. Teachers may now face the problem of instructing the students in a language which is not the mother tongue for both. This paper aims to discover the challenges the teachers face in the English language classrooms in the Bangla Medium primary schools. This exploratory research is accomplished following the phenomenological method. A mixed method approach is adopted where a focused group interview was conducted where the teachers shared their experiences about the challenges they experience in the classroom. Additionally, a semi-structured interview was taken with the administrative personnel who are associated with policy-making and teachers' training. An inductive approach is embraced to analyse the data which intends to uncover areas that teachers consider problematic; thus, locally challenging. Ashrafun Nahar is a lecturer at the Department of English and Modern Languages North South University, Dhaka Bangladesh.
The 42nd Thailand TESOL International Conference 2023 Handbook ‘ELT for the Future: Navigating the Possibilities 86 ATITAYA KHOONKHAM (Phonthongpattanawittaya School, Thailand) Implementing English Teaching Model “PPW” to develop Critical Communicative, Collaborative Skills for Sustainable Development Goals. The purposes of this research were to (1) to create the critical communicative skills and (2) to create the collaborative learning skill for the students through the English Teaching Model called PPW for the Global Goals: the Sustainable Development Goals. Critical Communicative Skills and Collaboration have become the very necessary for life in the 21st century. The instruments were used to develop the critical communicative skills and the collaborative learning skill included the presentation evaluation forms and interview forms. Percentage was used to analyze the data. The information was collected from two parts: the products and the teamwork processes. With 310 mattayom six students, of academic year 2021, Phonthongpattanawittaya School, Roi-Et, Thailand, the results of the study reached the goals since more than 80% learn how to communicate critically and be able to gain their collaborative skills in their teamwork through the English Teaching Model called PPW . They can develop their critical communicative skills by (1) Practice (P): students practiced the critical communicative skills (2) Product (P): they accomplished the assignments/missions of the individuals and the teams and their collaborative skills through (3) Workshop (W): they brainstormed and discussed about the team missions based on the Sustainable Development Goals. Atitaya Khoonkham graduated from Suan Sunandha Rajabhat University in B.Ed. in English and Ramkhamheang University with M.Ed. in Teaching English. She teaches English for the secondary level students at Phonthongpattanawittaya School, Roi-Et. Her teaching profession and goals are to encourage the students to improve English skills and critical thinking skills. AURELIANA DITASARI (Universitas Islam Indonesia, Indonesia) An Indonesian EFL Teacher’s Perspective in Selecting and Developing Intercultural Content for English Language Teaching While an extensive body of research has focused on examining and discussing how intercultural values are integrated into English Language Teaching (ELT) materials, little is known about how individual teachers select and develop intercultural content for their classroom instructions. The present study aimed at exploring an Indonesian EFL teacher’s perspective in selecting and developing intercultural content for classroom instruction. The participant was an English teacher in a state high school in Yogyakarta, Indonesia with more than 10 years of teaching experience. The data from in-depth interviews and the participant’s teaching materials and related artifacts were analyzed thematically to point out the participant’s perspective based