Abstract

Motivation is a crucial aspect in any field of learning where a lack of it can lead to the abandonment of a task despite initial enthusiasm. When learning a language, this could mean failure to attain any meaningful level of proficiency. This presentation gives the results of a study into teachers’ perceptions of motivation of second language (L2) learners in a private language school situated in London. It explains factors that boost or hinder students’ desire to learn while increasing understanding of learner motivation in this context and applying this to course design and teacher approach. Results suggested lessons that are stimulating and personalized to learners help to generate motivation while the teacher should endeavour to create a communicative, inclusive environment in the classroom. Regular feedback is important and should be delivered in a constructive and motivating way. However, mixed ability groups and excessive use of a learner’s L1 can result in demotivation. Furthermore, teachers should utilize contextual factors such as groups having mixed cultural backgrounds while being mindful of external factors e.g., integrating with the local community, which may undermine a learner’s drive to study. The presentation will be useful for teachers wishing to improve motivation among their students in the adult ELT context.

Abstract

PBL really changed my style and method of teaching English. I always believed in active learning where students were a part of the activity by moving around and seeking information, but instead of just doing an activity for the sake of completing the activity, I learned to include the students in the actual construction of the projects as well as the completion of it. This method requires the teacher and student to be on a more equal level as ideally the teacher has created a space where the student feels encouraged to use their personal experiences and knowledge to complete the project before them. The workshop will require participants to bring their ideas so we can use a PBL pedagogy to create lesson ideas and materials that are thought-provoking and engaging. PBL can be used to design a semester long curriculum centered around one project, or mini-projects for each class or set of classes. Participants will see examples of different kinds of curricula.

Abstract

English is a language rich in verb tenses, and using verb tenses correctly is essential for speaking English. At the same time, differences and nuances of meaning between tenses can be hard to teach and even harder to learn. Many different strategies and techniques exist for teaching verb tenses both implicitly and explicitly. All of them come with innate advantages and disadvantages from a pedagogical point of view and all speak to different learning styles and profiles. While students are increasingly unmotivated in the classroom, they are increasingly motivated to watch videos on social media and streaming services. These same videos, film clips, film and static film shots can provide, however, the optimum audio and visual format to teach, review, recycle and reuse verb tenses in a motivational setting while exploring uses of the present, past and future timeframes as well as the nuances between the simple tenses, the progressive tenses, and perfect tenses. This presentation will explore how to leverage moving images and derived still images to teach English verb tenses implicitly and explicitly in both writing and speaking.

Abstract

Brain-based learning is an instructional approach informed by neuroscience, emphasizing teaching strategies that align with the brain's natural learning processes. This method focuses on creating an engaging, supportive, and cognitively stimulating environment to improve memory retention, critical thinking, and the application of knowledge. Key strategies include active learning, integrating multisensory experiences, fostering emotional connections, and accommodating the brain's natural attention-rest rhythms to optimize learning outcomes. These strategies aim to support students holistically, addressing both their cognitive and emotional needs.

Formative assessment enhances brain-based learning by offering ongoing, real-time feedback to inform both teaching and learning practices. Through tools such as quizzes, peer feedback, discussions, and reflective practices, teachers can identify gaps in understanding and adjust their instruction accordingly. At the same time, formative assessment empowers students by fostering self-assessment and metacognitive skills, both essential for long-term learning and personal growth. These assessments encourage students to take ownership of their learning journey, promoting intrinsic motivation and self-directed improvement.

Together, brain-based learning and formative assessment form a complementary framework for fostering a student-centered classroom environment. This integration promotes a deeper understanding of subject matter while simultaneously enhancing cognitive, social, and emotional development. The synergy between these approaches supports a holistic educational experience that prioritizes continuous improvement and lifelong learning. By addressing the diverse needs of learners, educators can create dynamic, inclusive spaces that maximize learning potential and prepare students for future challenges.

Abstract

This presentation will explain how teachers can use free tools and methods to create tailored wordlists for their English for Special Purposes (ESP) courses as well as important considerations needed to create such lists. The presenters will show how to use frequency as well as significance to create a vocabulary list for an ESP course. This ensures that words that exist in both the specialized corpus as well as in a standard English corpus can be treated separately if they have an increased significance in the specialized corpus. The method used in this presentation to determine significance is ‘keyness’. Keyness helps identify important words for a specific field by highlighting terms that are statistically more common in that specialized context than in everyday language.

This presentation can be used as a guide for any educator or researcher interested in creating a corpus-based vocabulary list for a specialist English subject, regardless of their experience in the topic.

Abstract

Continuous professional development is necessary for teachers to improve their skills and continue to flourish in their careers. Reflective Practice (RP) is an approach to professional development which directs teachers to consider situations that arise in their work with open minds in order to make positive changes in their practice. Many teachers resist RP, experiencing it as time-consuming and isolated. This workshop will provide teachers with a model of collaborative RP which invites teachers to work together through discussion to build community and improve teaching. Topics covered will include what reflection is, how to have effective discussions, and what focuses reflective discussion might have. A model discussion topic will be used to explore these issues.

 Abstract

Storytelling, one of the oldest forms of human communication, is emerging as a powerful tool for enhancing second language acquisition. This presentation explores the impact of storytelling in language learning, emphasizing its alignment with Dr. Stephen Krashen's theory of Comprehensible Input. According to Krashen, language acquisition occurs most effectively when learners are exposed to language that is slightly above their current proficiency level but still understandable. Storytelling provides this type of input through engaging narratives that introduce new vocabulary and grammatical structures within meaningful contexts, acquiring language in the most natural way.  By immersing students in compelling narratives, teachers can foster greater comprehension and retention, while also increasing student motivation and engagement

This session will demonstrate low prep strategies using slides, short films, TV commercials and images. We will discuss practical strategies for incorporating storytelling into the curriculum by creating interactive story-based activities. Attendees will leave the session with actionable insights on how to use key questions to engage and guide students through the collaborative process of creating a story, while introducing new vocabulary to facilitate discussions that deepen understanding and meaning.

Abstract

Undeveloped listening skills can seriously hamper one’s ability to learn a foreign language. It is commonly observed that students who spend time listening to English outside the class give themselves more chances for language learning success. However, many Asian-based learners struggle to comprehend naturally spoken English, due to the large phonological differences between English and many Asian languages. This presentation will focus on ways to teach listening more effectively.

Abstract

Encouraging learner independence is crucial for developing students' capacity to work autonomously and take charge of their own learning journey. This study delves into essential methods and approaches that teachers can use to promote autonomy in learners, with a specific focus on integrating technology. It discusses the benefits of AI-powered tools like ChatGPT and text-to-speech software such as NaturalReader, which offer personalized learning experiences and aid students in managing their studies independently. ChatGPT enables interactive learning through simulated discussions, question answering, and writing assistance, while NaturalReader enhances accessibility by allowing learners to process information audibly. By utilizing these technologies, educators can establish an environment that fosters self-directed learning, critical thinking, and problem-solving abilities. Additionally, the paper explores practical strategies for incorporating these tools into the classroom and underscores their potential in supporting diverse learning needs, empowering students to actively engage in their education.

Abstract

In our roles as educators, how can we best engage and motivate our students, as well as supporting them in their linguistic journeys? In this workshop, commonalities across various teaching environments are considered and how the use of drama-based activities in the EFL classroom can meet with learner needs. The participants are encouraged to reflect upon their own teaching practices, before moving into practical activities that can be adapted into various educational environments. The workshop starts with drama-based activities that are non-verbal before moving into vocal exercises and culminates with holistic drama games.

Abstract

With the advancement of digital interactive tools, peer feedback plays an increasingly significant role in the ongoing assessment of productive skills. However, there still exists a research gap in improving the quality and efficiency of this feedback type in writing courses. To address the matter, this study proposes a mixed model of quantitative peer scoring and qualitative written feedback requiring the students to justify their marking with concrete evidence and reasoning. The dual-purpose Cognito form offers a comprehensive list of assessment criteria to evaluate an academic essay under five sections: accuracy, complexity, cohesion/organization, academic style, and intertextuality/citations. Moreover, the five open-ended questions corresponding to each cluster and one general comment allow ample space for students to compose written feedback with their explicit justification of their analytical scoring of their peers’ academic essays. The findings synthesized from 170 entries collected asynchronously in a College Writing course indicate that the peer assessment is well-structured, and systematically aligned with the rubric while the written feedback showcases the students’ substantial development of metacognitive procedural knowledge via their using the metalanguage in the assessment rubric, citing relevant evidence, and reasoning the scoring with a sophisticated level of criticality.

Abstract

As communicative competence is receiving more attention in primary and secondary education in Japan, active learning has been introduced into an increasing number of elementary and secondary schools. However, this is not always the case with universities. English courses in many universities in Japan remain teacher-fronted and grammar-focused, partly due to their dependence on part-time teachers, which causes difficulty using a standardized program for all classes. This presentation introduces you to the theory and practice of a project-based English program that is focused on the interest of each student and is designed to develop communication skills gradually from general levels to academic levels over three years. The presentation also describes how the author revised the traditional, skill-based English curriculum of his department so that the communication-oriented, project-based English program could be combined with other skill-focused English courses.

Abstract 

At the core of effective teaching lies a desire to engage students in meaningful and productive activities. Drama serves as a powerful resource in the language classroom, offering transformative potential to shape personalities, refine behavioral norms, and foster individual autonomy. This presentation examines the relevance of drama in contemporary education by exploring pedagogical trends and providing educators with theoretical and practical insights for integrating drama into their curricula. The presentation will introduce several well-known dramatic techniques, such as simulation, role-playing, hot-seating, and improvisation, discussing their potential applications in L2 classrooms. Example activities will be introduced and the audience will be invited to participate. At the end of the session, participants will have time to ask questions and also share how they have used theatre activities in their own classrooms.

Abstract

Often language classes have more than 20 students (usually a number closer to 40 students), trying to improve vocabulary and communication skills in a course that might be held for 45 to 90 minutes. How can multi-sensory activities maximize the exposure and practice each student needs to improve language skills and enjoy the learning experience? This presentation will review many different activities that have been used successfully in classes at all levels.

Abstract

Global Competence is essentially knowing how to communicate what you know about your culture and society to others, while being able to empathize about others. Globally competent individuals can use this ability as a skill if they have the awareness. In this globalized world such a skill is equally as important as programming a computer, or operating on a heart, or driving a car; it is indispensable. This workshop will present scenarios with knowledge gaps so participants have to discus and arrive at appropriate and relative solutions. The main objectives will be to use your English language skills to find solutions, learn new English that can help in your daily professional lives, and grow as globally competent individuals. In the end, we all want to build connections that bring value to all involved in any circumstance. Participants will receive handouts and other materials they can adapt and use in their particular contexts.

Abstract

In this workshop, the presenter will guide primary and secondary teachers through strategies for establishing a positive, student-centered classroom environment. The presenter will lead participants in practical activities, such as creating name tents, conducting a “card talk,” and co-creating workshop norms to foster a welcoming, nonthreatening space.

These strategies will support communication, collaboration, and student ownership, laying the foundation for a successful, inclusive classroom community. By the end of the session, participants will gain adaptable tools to cultivate a student-centered atmosphere in their own classrooms.

Abstract

The UNSDGs are everywhere. While English may be the global lingua franca, the UNSDGs have become somewhat of a common language that has allowed many a voice for a call to action. This workshop will show how three teachers at a university in rural Japan have been using the UNSDGs as content for teaching English based on equipping their students with the ability to express complex ideas in simple English. Students need to own their messages to communicate them effectively. Participants in this session will see authentic materials from a classroom. Those in attendance will also brainstorm ways of creating materials and incorporating them into their own classrooms.

Abstract

This presentation-workshop aims to explore the potential of using elements of structured Process Drama (PD) as a teaching approach in the EFL classroom. The session begins with a surprising fact about drama and education, which highlights the importance of structured drama in exploring and addressing social issues and themes in collaborative and creative ways in the L1 context.

The workshop section of the session will use ChatGPT as the topical point of departure for experiencing the six stages of PD. This aims to provide participants with an opportunity to gain a deeper understanding of how structured drama can be used to enhance intercultural language learning and explore social issues/current affairs.

This presentation-workshop demonstrates how a humanistic approach to education can be enhanced within the FL classroom through the use of elements taken from structured drama education techniques such as PD. The session aims to provide participants with a practical knowledge of how PD can be used to promote creativity, innovation, and intercultural communicative competence in the foreign language classroom.

Abstract

Learners’ ability to use language automatically and fluently depends on the development of implicit knowledge of the structure of the language. However, most instruction focuses on the explicit learning of metalinguistic rules for use on tests. This workshop presentation will share how teachers can recycle reading materials to create grammar lessons that are short, engaging, and promote implicit learning. Teachers will experience 3 activities that they can apply in their own classes and discuss how the activities would work there. How to adjust the difficulty of the activities for students of different levels of proficiency will also be discussed.