Invited Speakers

Dr. Sudaporn Luksaneeyanwin is a senior consultant of the Graduate Program in English as an International Language, Chulalongkorn University. She got her degrees in Education from Chulalongkorn University, another degree in Phonetics from Leeds University, a PhD. in Linguistics, and a Postdoctoral Fellow in Speech Technology at Edinburgh University. She was former Chair of the Linguistic Department, and former Assistant to the President for Research Affairs at Chulalongkorn University. Her supervision ranges in various areas of Linguistics. Her main contributions to the Thai society are the Thai TTS and STT, and the application of Social Constructivism to teaching and learning.

The threshold concept for successful communication in this dynamic transcultural world is “Accommodation”. Learning to accept and to be accepted in the vast communication contexts is natural in human communication. Awareness of varieties in language for transcultural variation is one of the main concepts in Firthian Grammar or the London School of Linguistics (J.R. Firth 1890-1960). Key factors that govern communication are, culture, situation, participants. They are all etic that are related to the space and time of communication. First language learners learn and acquire their grammars either the grammar of the standard variety or other varieties such as the regional, the dialectal, the creolized, or the pidginized variety of their mother tongue. In schools we need to start our language education with the standard variety. It is the variety of educated people. The learners need to be aware of this variety as the unmarked one that they can use either in writing or speaking without being marked with any regional or social markers. In English language education teachers need to be aware that the diversity of English is very vast. The learners of English as a Second Language- ESL or speakers of the outer circle (Kachru 1982) may have acquired English as their native tongue and it is used orally in everyday conversation. Their varieties of English may be well accepted socially and psychologically. However, they need to learn the standard variety when they come to school to be educated. The learners of English as a Foreign Language-EFL have less chance to fully acquire the English language. Their grammar is full of errors identified as interlanguage that still needs to be learned and not fossilized on the way. Their input language can be a big problem if their teachers are not qualified with constant use of broken English. Their only option is to acquire the standard variety first. With more exposure to other varieties of the language through extensive authentic materials they will learn to diversify the varieties due to the context of communication and become the master of the language. This talk is to raise the awareness that successful communication in a native language, a second language, or a foreign language that we, language teachers, need to understand deeply is that "Acceptability" does not come from one variety of language. Harmony in communication needs different degrees of mitigation and politeness. Acceptability could be social or psychological and it is always from the perspective of the perceivers, the readers, the listeners and only in a certain context of communication. Diversity with Harmony only emerges from the acquisition of various varieties starting from the standard variety before spreading their wings to other varieties through extensive exposure of English. That is what we expect from quality language education.

Dr. Sterling M. Plata advocates for Education for Sustainable Development. She trains teachers and school leaders on how to integrate the SDGs (Sustainable Development Goals ) in the curriculum through problem-based approach and through service learning. She has a Specialist Certificate in Language Testing and Assessment from RELC SEAMEO (Singapore).

The sustainable Development Goals (SDGs) are an ambitious set of 17 goals defined and developed through a collaboration of UN member states, civil society, the private sector, local authorities, and other stakeholders. Localizing these goals ensures that community and national problems are addressed in a synergistic way by and for locals. This paper describes the localization process that engages students enrolled in a College English course entitled Purposive Communication, the university Social Action (COSCA), and partner communities through Service-Learning. It explains the Service-Learning framework of the university and its role in developing the communication skills of students, their awareness of SDGs, and their social engagement. The remainder of the paper focuses on the assessment of the process, including reflection and evaluation recommendations.

Cynthia White is Professor of Applied Linguistics, Massey University, New Zealand, and Research Director for the College of Humanities & Social Sciences. She has published widely on distance and online learning, learner autonomy, learning strategies, and agency and emotion in language learning and teaching.

Globalization and new technologies have transformed the communication landscape, in terms of how we communicate (sound, image, text) and with whom – and these changes raise fundamental questions for language learning and teaching in the digital age. In such a context language teachers face multiple pressures to respond to changing contexts whether through policy changes, curricular changes, or from the expectations of their students, parents and employers. In this plenary address I draw on recent research into language teacher agency to explore how teachers respond to on-going challenges within a continuously digitizing world. I argue that the concept of agency is a useful framework to understand how teachers choose to act and the choices they make as they seek to reconcile local practices, virtual spaces and global forces in their TESOL classes. To conclude I present practical implications for students, teachers, teacher educators and institutions.

Xun Yan is an assistant professor of Linguistics and Educational Psychology at the University of Illinois at Urbana-Champaign. His specialization is language testing and assessment. Some of his work can be found in Language Testing, Assessing Writing, TESOL Quarterly, Journal of Second Language Writing, System, and Asian-Pacific Education Researchers.

The past decades saw an expanding conceptualization of language assessment literacy (LAL) in two directions, namely, what LAL constitutes and how LAL develops. Language testing scholars have voiced on the question of what, shifting the construct of LAL from a narrow set of measurement knowledge and skills to a co-constructed process through which assessment practices are understood and enhanced through the mediation of historical, social, cultural, political and philosophical factors (Davies, 2008; Inbar-Lourie, 2008; Fulcher, 2012; Taylor, 2013; Xu & Brown, 2016; Baker & Riches, 2018). In comparison, more work and conversations are needed to postulate how LAL develops across stakeholders and assessment contexts. This presentation attempts to delineate a conceptual model of LAL development. The presentation starts with a narrative synthesis of current conceptual frameworks of LAL, to depict the current views on LAL development. Based on these views, a conceptual model of LAL development will be proposed. To explicate this model, I will draw empirical evidence from four studies where I have examined the developmental patterns of LAL in different assessment practice contexts (testing research, item writing, scale development, classroom assessment, and formal assessment training and courses) and for different stakeholder groups (language testers, item writers, in- and pre-service language teachers). I argue that although LAL might constitute different practical meanings for different stakeholders, the ways in which LAL develops and materializes share more similarities than differences. The development process of LAL can be characterized by constant iterations of three key steps, namely, apprenticeship, collaboration, and reflection. As novice assessment practitioners undergo these iterative steps, their assessment practices develop through the mediation of a range of contextual and experiential factors. In return, LAL developed through such a social and co-constructed process influences the practitioners’ assessment experiences and gradually shapes the assessment context to foster continued LAL development.

Diah Kristina, Ph.D. is an Associate Professor of Applied Linguistics at the English Department, Faculty of Cultural Sciences, Sebelas Maret University Surakarta, Indonesia from 1986 up to now. She has been hired as a trainer on Listening and Pronunciation for the Pre-professional government officials (PPPI) since 2012 by the Indonesian Ministry of National Secretary. She was also hired by the Indonesian Agency for Creative Economy (Bekraf) as consecutive interpreter for the ‘Digitization and Monetization of the Audiovisual Archives’, 25-28 September 2019 in Surakarta. She completed her Doctoral degree in Applied Linguistics from Universiti Utara Malaysia, 2011.

As an interdisciplinary discipline, interpreting requires learners to master different kinds of knowledge and skills embedded in the profession. These traits include comprehending theme and topics, understanding client’s and audience’s expectations, recognizing atmosphere of event, having sufficient knowledge of discourse and ability in discourse creation, showing considerable fluency in verbal and non-verbal rendering of information, having considerable speed of understanding the gist of information, exposing well-informed mastery of general knowledge, having reliable techniques and strategies of public speaking, showing a strong memory on details, having sufficient stress tolerance, self-confidence and ability to work in team. In the context of Indonesian adult learners of the pre professional class, discourse creation will be the most challenging skill unless the learners have enough exposure to interpreting work before joining this specific educational recharging. The stress that learners might have when practicing interpreting adds to the problem need to be solved by the trainer.

Kalyan has been involved in English language teaching for over 20 years, working as a lecturer, teacher trainer, researcher, and learning technologist in a range of contexts. He has given plenary and invited talks in Cambodia, China, Nepal, Sri Lanka, South Korea, Taiwan, Thailand, the UK, and Vietnam. He has received IELTS Research award in 2014 and JALT's Bill Balsamo Asian Scholar Award in 2016. A University of Leeds and Hornby Trust alumnus, Kalyan works as Associate Professor of English at Bankim Sardar College, University of Calcutta, and Vice President of AsiaCALL. He writes course books for Cambridge University Press and is the immediate past coordinator of the IATEFL Young Learners & Teenagers SIG, UK.

In this talk, I’ll first explore digital literacy practices of English language teachers not just as a set of technical skills but as the social practices, and then will move to demonstrate that the boundaries between these practices often remain un-disclosed and un-discussed, and such practices don't always reveal discreet social and digital literacy practices but are often informed by print literacy practices. Finally, I’ll show how an understanding of the socio-material work informs such practices, and how such an understanding of teachers’ everyday digital literacy practices impact on English language learning both inside and outside the classroom spaces.

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Joseph Lo Bianco, AM, is Professor of Language and Literacy Education at the University of Melbourne, Australia, and previously Director of the National Languages and Literacy Institute of Australia and author of the 1987 Australian Policy on Languages. He was elected President of the Australian Academy of the Humanities in 2012, the first educator to serve in this role. From 2011-2017 he led the UNICEF Language and Peacebuilding initiative in Malaysia, Myanmar and Thailand and pioneered a form of language problem solving called the Facilitated Dialogue which transforms public policy processes advancing language rights. He has more than 25 books and major reports and over 130 articles and chapters.

The theme of this conference is Harmony in Diversity: ELT in Transcultural Society. This paper will delve into literature on social cohesion and conflict related to multilingualism in diverse societies, in the context of the rapid transnationalism and economic globalisation of today. In this respect the question posed by the ever deeper global role English, with its multiple roles and resonances, invites reflection on what work languages do in the personal and social lives of individuals, and in the public lives of states, nations and economies. For TESOL educators in Asian settings the work that languages do in the private and public lives of their students and communities are constant reminders of the wider implications of the classroom. Taking a critical ecological framing of communication, the paper will discuss possible meanings of ‘harmony in diversity’ and ‘transcultural society’ and link these to messages from curriculum, teaching and attitudes to English today. I will draw on Southeast Asian research I have done on English and multilingualism in conflict affected settings to show that much greater effort of teachers in negotiating policy on language will help alleviate educational inequalities. It is vitally important for English teachers and teacher associations to come to grips with some concepts from the field of language policy and planning studies to link their work to the wider public consequences of how the communicative order of tomorrow is shaped in the interactions between learner and teacher in classrooms. In this way we can tackle persisting inequalities in educational outcomes that are often exacerbated by language policy.

Asst. Prof. Anchalee Chayanuvat (Ed.D) is Dean of the Faculty of Education at Rangsit University, Prathum Thani, Thailand. She has had extensive experience in teaching English, both EFL and ESL in Thailand and Brunei Darussalam. Her publications include “Constructing Your Course Materials for Effective English Teaching” (1996) and “Problem-based learning, (2001).

When Gen-Y Students Are Taught English by a Babyboomer Teacher by Asst. Prof. Dr. Anchalee Chayanuvat Faculty of Education, Rangsit University chayanuvata@gmail.com ……………………………………………………………………………………….……………. When a babyboomer teacher met Gen-Ys students in an English Language class, conflicts and dissatisfaction were expected to happen due to the gaps in values and behavior of the different generations as frequently revealed in literature. This presentation explores how the teacher responded to the needs and expectations of a class of 12 Gen-Y students. The presenter will first discuss the 21st Century as a century of tremendous changes in teaching and learning and what teachers of English are expected to do to cope. Then, the presenter will describe how the course was designed for active learning with the support of a digital class to reduce the gap with a focus on the students’ changing ways of learning, appropriate learning materials, changing roles of students, changing roles of teachers, the planned teaching and assessment techniques. Finally, the presenter will analyze why and how the digital class can enrich the course. (150 words)

SETH Sofilta is currently a Lead Teacher for Children and Young Learner programs at Australian Centre for Education (ACE). He has been teaching English for more than five years now. Throughout his teaching career, he has attended many professional development workshops, been a judge for various debate competitions, initiated ideas for Young Learner program like “Young Learners’ Fun Day” and “Spelling Bee Competition”, and co-written a literacy book. Moreover, he has, so far, presented at CamTESOL for three times. Professionally, he has always been fascinated in working with young learners as there are always new challenges within the classroom full of young teenagers.

Learning a language is obviously not an easy task because there is a variety of skills in the language to learn including grammar, vocabulary, listening, writing, speaking and reading. No difference for English language, teaching and learning each skill presents its own challenges, and so does reading. Basically, there are three main issues in reading and fluency is one of them. Needless to say, it is hard for teachers to teach students to read fluently since a reading class is, often times, considered as one of the boring classes to be in. Nonetheless, it is not always the case when we know activities which can change this stereotype about reading. Hence, this workshop will provide you with one simple, yet practical, activity called chain-reading, which will make reading in class more engaging and rewarding toward students’ reading fluency. Moreover, you will learn how chain-reading really works through demonstration and how it affects learners’ reading habits and comprehension.

Chaiwat Kaewphanngam, founder of Teachers of Million Minds Project, is a Senior Lecturer at the Faculty of Education, Silpakorn University. He is the author of book on Digital Technologies for 21st Century Language Teaching and Learning. His research focuses on Technological Pedagogical Content Knowledge of both pre-service and in-service teachers.

The Thailand education policy to promote integration of technology in the learning system is gradually gaining awareness. More teachers are using technology to promote a communicative language teaching and learning. Nevertheless, there are still much to be explored to support teachers. Several studies have revealed that the teachers are facing a myriad of problems when applying technology. Such problems include the availability of appropriate infrastructure, teacher and student perceptions and the lack of necessary skills in applying technology. While the in-service English teachers are encouraged by the society to integrate more technological devices in the classes, there seems to be a mismatch with the pre-service English teacher curricular to prepare them. Teachers have shown insufficient preparation and lack of the necessary skills to handle integration of technology in the classroom. This session is aimed at sharing some of the bottlenecks in the integration of technology into the learning system.

Dr Marie Yeo has been involved in TESOL for the past 30 years. Currently at SEAMEO RELC, she trains teachers and trainers from all over Southeast Asia. Her current research interests are Assessment for Learning, Blended Learning, CLIL and Learner Engagement. Dr Yeo is currently Editor-in-Chief of the RELC Journal.

Over the last decade, the number of online language teacher education (OLTE) courses offered internationally has increased. Such courses provide substantial pedagogical, logistic and financial benefits. In 2013, SEAMEO RELC’s flagship Postgraduate Diploma in Applied Linguistics was delivered for the first time in a blended mode. This presentation reports on the development, implementation and evaluation of the course, looking from the perspectives of all stakeholders. Lessons learnt from nearly five years of implementation provide insights to (I) administrators on how to prepare the institution and teaching faculty; (2) lecturers on how to prepare and “protect” themselves before and during blending; and (3) participants on how to maximize learning opportunities in OLTE courses. Academic issues related to plagiarism and dropout and technical issues including choice of technology and inequitable access are addressed. The paper concludes by suggesting that the question nowadays is not whether but how to blend.

Harry Kuchah Kuchah is Lecturer in Language Education at the University of Leeds, UK. He has also been involved in a range of teacher education and materials development initiatives in Africa, Asia and Europe. He is a member of the British Council ELAG and current President of IATEFL. His research interests include TEYL, EMI and Language teacher education.

The hegemony of ‘Centre’ generated ELT pedagogic practices has increasingly come under scrutiny recently, owing to the growing understanding of the influence of contextual factors on language teaching and learning. Classroom realities continue to suggest that even the ‘best’ methods are often challenged by lack of student engagement and motivation. How do we make English language learning relevant to our students and consistent with the cultural realities of their learning environment? In this presentation, I show how adopting a pedagogy based on partnerships which take account of learner and teacher agency can provide contextually appropriate solutions to local challenges. Then I suggest that collaborative teacher inquiry, involving students in both the generation of content and the design of learning activities, provides us with opportunities to enrich our and our students’ understanding of the world we are called to navigate through English language.

Heyoung Kim is a professor of Chung-Ang University in Seoul, Korea and also technologies director of Asia TEFL. Her major interest is in Computer-Assisted Language Learning (CALL), such as L2 digital literacy, mobile-assisted language learning, and flipped classroom. Her recent publications are “Implementation of SMART Teaching 3.0: Mobile-based self-directed EFL teacher professional development (The Journal of Asia TEFL, 13(4)),” “Mobile application design and evaluation for English speaking practice through social interaction (MALL, 20(1))” “An exploratory study on the digital identity formation of Korean university EFL learners (ETPC, 14(2))”

Digital storytelling is one of effective ways of developing digital literacy. The purpose of this study was to investigate how digital storytelling (DST) can help second language learners’ L2 narrative practice. To this end, the present study examined pairs of personal narrative scripts produced by 50 Korean college students, respectively for their self-created videos and oral speeches. The two types of the narrative scripts were both qualitatively and quantitatively analyzed based on the ‘good story’ framework’. The findings demonstrate that L2 learners’ narratives become better stories when they are practiced in DST, particularly in terms of expressing one’s feeling and showing awareness of the audience. Also, the availability of multiple modes of expression was found to expand their narrative topics and elicit their stories and visions more powerfully. This study concludes that developing digital literacy by DST in L2 class helps language learners to effectively enhance both oral and written narrative skills.

Dr. Thanomporn Laohajaratsang is the former Director of the Information Technology Service Center (2005-2017) where she now works as the consultant and is an Associate Professor, Department of Learning Technology, Chiang Mai University, Thailand. Her research interests include digital innovation in teaching and learning and design of future learning environments.

During the past decade, we have witnessed a dramatic change in the world of digital development. Digital technology has become a vital part of everyday life for all of us especially the 21st Century learners. In response to the limitations of traditional learning environment, a group of innovative educators have recently tried to propose the next-generation digital learning approach, a new learner-centered model that will increasingly characterize higher education practice. Instead of 21st century learners trying hard to fit themselves in the existing learning system, the next-generation digital learning approach will offer learning platforms that will be designed in a way that allow them to be capable of adapting itself to offer personalize learning based on learning analytic which can collect and analyze students’ big data. What does it mean by the term “Next-Generation”? Next-generation of “What”? What is the “Digital Learning Approach”? What have been characterized as this generation learning approach? What defines a shift from one generation to the next? What drives that shift? All of these questions will be addressed and answered during the talk.

Hajime Terauchi has BA in Civil Law from Keio University, Japan and a MA and PhD in English Language Teaching from the University of Warwick, U.K., and Professor of English Language Education and Dean of the faculty of Commerce at Takachiho University, Japan. His research interests include ESP and legal culture. He is President of JACET

This paper reports a comparison of programs of English for Academic Purposes (EAP) at the tertiary level in Japan, Taiwan and Hong Kong. In the case of Japan, the significance of EAP education is widely recognized, the implementation of university-wide EAP curricula is limited. Wide variation exists among EAP curricula depending on the individual university, faculty, and instructor. To clarify the situation, the JACET Special Committee on English for Academic Purposes has launched a research project entitled “EAP education in Japan: Towards developing a quality assurance framework” supported by Eiken Foundation of Japan (AY2014-15, 2016-17). This paper reviews the current situation of EAP curricula in Japan, Taiwan and Hong Kong, and then identifies the issues involved in quality assurance. Finally, this paper addresses the future prospecs for EAP in Japan as well as other Asian countries.

Hae-Ri Kim is a professor of the Department of English Education at Seoul Nat’l University of Education, Korea. Her teaching and research areas are Literacy Education, Children’s Literature in Education, EFL Materials Development, and Developing EFL Teacher Training Programs. Currently she has been developing various teacher training programs for primary school English teachers.

The purpose of this study was to investigate the effects of cross-age reading by using literacy texts for children. Twenty-four students each from second and fifth grade participated in this study. Storybook videos from Youtube were utilized for preparing 6 sessions of reading activities. The fifth graders voluntarily engaged in the repeated reading when storybook reading videos were used because it provided interesting reading as well as taught them how to read aloud the texts. The first finding was that the students' literacy gradually developed and repeated reading utilizing storybook videos helped them build reading fluency and also positively affected comprehension. The second finding was that the older students had a chance to understand others and improved their self-directed learning capabilities. The successful experience stimulated their internal motivation that became the basis of their self-directed learning. This process provided the fifth graders an opportunity to understand others.

Khoon Ee LOKE was a teacher educator (28 years), after teaching in a secondary (5 years) and primary schools (over a year). She has been a PELLTA (Penang English Language Learning & Teaching Association) committee since 1998 and is very happy to share and exchange ideas for teaching and learning.

Pop songs are easily memorised . Thus they can be fantastic teaching and learning materials for practising listening, speaking, reading and writing skills. Some can be used to teach new vocabulary or grammar structures. These are experiential or learning centred activities followed by a simple reflection form.

Mitchellene Vigilia-Rivo, Ph.D. is into teaching English as a Second Language for 15 years and is currently the Senior Education Program Specialist of the Department of Education, Dagupan City Division. She is an International Exchange Alumni of the U.S. Department of State and an MOOC facilitator.

Task-based language teaching approach is one of the answers needed to be address when dealing with differentiated learning. This paper presentation aims to present the effects of a particular task type to classroom interaction specifically on negotiation of meaning. It will discuss how students in actual classroom setting negotiate meaning by analyzing the utterances made and categorizing such utterance into t-unit (Hall, 1966), c-unit (Brock, 1986) and fragments using the General Typology of Communication Tasks by Pica, Kanagy and Falodun (1993). This study used video recordings of classroom proceedings in order to get the actual events in the respondents’ classes. The video recordings were transcribed and analyzed and yielded that quality of negotiation of meaning had high occurrence during Opinion Exchange Task as compared to other task used in each class.

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Shigeo UEMATSU is Professor at Department of Global and Regional Studies, Doshisha University, Japan. He has his Ed.D. from Temple University. He is a representative of JACET.

This is a three-year study (2016-2018) designed to investigate the long-term effects of English learning at the elementary school (ELES) in Japan. The participants were a total of 140 public junior school students in Grades 7, and 8 (about 70 students for each grade). The total hours of ELES for the graduates of A elementary school was 130 hours (10 hours for Grade 1 and 2, 20 hours for Grade 3 and 4, 35 hours for Grade 5 and 6), while 0 hours for the graduates of B elementary school. Both schools locate in the catchment of the junior high school (JHS) C. Research questions investigated were: 1) Is there any long-term effects of ELES on the JHS students’ linguistic domain? 2) Is there any long-term effects of ELES observable on the JHS students’ affective domain? A short English battery test designed to measure the English language skills of the learner’s vocabrary and grammar, reading, and listening revealed that the graduates of School A outperformed the School B students to a statistically significant degree. And the speaking test revealed that School A graduates outperformed School B graduates to a statistically significant degree on the conversational task (both in Grade 7 and 8) and the story-teling task (only in Grade 7). However, no statistically significant differences were detected upon the 23 item Motivational and Attitudinal questionnaire between the graduates of School A and School B. The author will discuss the results and figure out the possible reasons by interpreting the semi-structured and life-story interview data obtained from students and teachers from School A and JHS C.

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Maria Lisak teaches Public Administration & Social Welfare at Chosun University in Gwangju, South Korea. She is currently working on her EdD in Literacy, Culture and Language Education through Indiana University. She researches literacy sponsorship, funds of knowledge and cosmopolitan literacies. She is a lifetime member of KOTESOL.

Technology gives teachers a variety of ways to capture classroom learning multimodally. Collecting student work to give feedback is helpful to the student, but can become cumbersome for the teacher to see the 'big picture' and notice different areas or patterns that can improve the learning interaction. The workshop presenter shares how she has streamlined the collection of student work and teaching artifacts. Examples of textual, visual and multimodal materials from her students' work as well as teaching artifacts, like lesson plans, in-class notes, audio and video, critical incident reports and reflective teacher journaling are gathered into a report document for analysis and reflection. Using a diary application that makes a timeline report of captured materials helps to get a bird's eye view of the learning experience to analyze student work, and also reflect on teaching, feelings, and patterns for improvement or change.

Dr Roby Marlina is a Language Specialist at SEAMEO-RELC. His works appear in various international journals including International Journal of Educational Research, World Englishes, Asian Englishes, and Multilingual Education. He is the author of a monograph, Teaching EIL: Implementing, Reviewing, & Re-Envisioning World Englishes in Language Education (2018, Routledge).

As numerously asserted by various ELT scholars, the ultimate goal of language education in the 21st century is to professionally guide students to be competent users of English in today’s communicative contexts that are pluricultural and plurilingual in nature. A wealth of variationist empirical studies has revealed that encountering linguistic and cultural practices that may be different from one’s own in the aforesaid contexts is common and inevitable. Thus, Kubota (2015) suggests that a language education programme should aim towards promoting respectful communication across differences; one that engages learners in learning to establish harmonious intercultural contacts. As Global Englishes Language Teaching or GELT (Rose & Galloway, 2019) has recently led to a paradigm shift in ELT, this paper explores how GELT and its underlying assumptions can help develop classroom practices that aim to equip students with the ability to communicate respectfully and harmoniously across diverse Englishes and cultures in today’s transcultural society.

Dulip Singh has taught English in rural and urban schools. He has worked with schools, state education departments, teacher training colleges and also the CDC of Malaysia as an English language Key Personnel. Singh has presented papers on TESOL as well as published them nationally and internationally.

The English language verb is an area of difficulty for most learners. They seem to be constantly confused when it comes to deciding on which verb form or “tense” to use in a given situation. McEldowney (1992) says that the main communicative purposes in language are instruction, description and narration. These communicative purposes usually determines the form of the verb and its function. This paper aims to introduce the Communicative Purposes Language Learning Cycle proposed by McEldowney (Ibid). It will exemplify these communicative purposes in authentic texts by identifying the verb forms and their purposes. It is hoped that this exposure will benefit English language teachers in identifying the different types of communicative purposes. They can then design a controlled methodology for the teaching of verb forms and function.

Dr Mike Levy is an Honorary Professor at the University of Queensland, Brisbane, Australia. His research work includes studies on the distinctive role of technology in mediating language learning, including how the technology itself shapes the interaction at both the macro and the micro level.

Digital literacy is not a new concept. Paul Gilster wrote an important and influential book called ‘Digital Literacy’ (Wiley, 1997) twenty years ago, and in that work he highlighted many of the opportunities and challenges. Since the publication of Gilster’s book, many of the technologies he mentioned have disappeared. Also, the digital literacy he then considered as an undifferentiated whole has since been divided into numerous sub-literacies such as gaming literacy and mobile literacy. But while much has changed, there remains much that has not, in my view. Many of the core ideas, issues and questions that Gilster considered have, if anything, become even more important today, for example content evaluation and ‘fake news’. In this presentation, I will explore this background to the topic, and consider how key factors have shaped and perhaps will shape our engagement with new technologies and language learning into the future.

Claire Bradin Siskin is an enthusiastic practitioner of computer-assisted language learning (CALL). Her principal interests are faculty development, research in CALL, and international education. Her editorial experience includes the editorial boards of CALL Journal and CALICO Journal. She has given presentations in 20 countries. See http://www.edvista.com/claire for more information.

As teachers prepare their students for the digital age, what should their role be in ensuring literacy among their students? Certainly they should be literate themselves, but exactly what does that mean and what are their responsibilities? Most importantly, how will digital literacy enhance the students’ acquisition of English, and how can teachers help to bring this about? The presenter will explore the relationship between “digital literacy” and “computer assisted language learning” (CALL) and where teachers belong in this scenario. She will discuss the paradox in which technology is praised for its effectiveness at freeing up the teacher's time but at the same time scoff at the notion that technology might replace teachers. In this contradiction, teachers are being sent a mixed message. She will argue that the relationship between technology and the language teacher should be examined candidly. Audience participation will be encouraged.

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Finita holds a B.A. in English Literature and an M.A. in TESOL Studies. Finita is an English Lecturer at Indonesia Education University. Her expertise is in CALL, EFL teaching method and technology integration. In addition, Finita is also a teacher trainer who has collaborated with some educational institutions such as British Council, SEAQIL, SEAMOLEC.

A successful technology integration in the classroom is not determined by the technology, but how the technology enhances the learning process. The purpose of this case study was to examine how a junior high school English teacher developed her skills to enhance and transform student learning through the use of technology, and aligned it with the Indonesian national curriculum. The case study data were obtained from 1) transcript of discussion on collaborative lesson design, 2) classroom observation and 3) post implementation interview. The result of this study indicated that the teacher has made a gradual shift from using technology as learning resources only to using technology as students’ learning tools. In addition to her ability to align the selection of technology with the curriculum goals, the teacher also developed her fluency with technology and become more creative in using technology to help students accomplish real tasks.

Pornpimol Sukavatee is currently the Deputy Director of the EIL Program and the Chair of Foreign Language Teaching Division, Curriculum and Instruction Department, at the Faculty of Education, Chulalongkorn University. Her research interests are technology- supported language learning, and curriculum and materials development. Her contact email is at jjpornpimol@gmail.com.

Language education in Thailand has been recently shifting to the preparation for Thai learners at all levels to be ready for the 21st century required skills which are core subjects, life and career Skills, learning and innovation skills, and information, media and technology skills. This presentation focuses on the local issues and research trends of digital language learning. The impact of using technology with language pedagogy in Thai classroom context has been explored. Opportunities and challenges from implementing technology in language instruction will be presented. What and how Thai learners are required in terms of digital ability by national policy, Thailand 4.0 will be brought to table. Finally, TESOL Technology Standards will be discussed as a guidance for English language teachers in Thailand.

Sarinya Khattiya has been teaching English as a Foreign Language in Thailand for more than ten years. She has a Ph.D. in Applied Linguistics and Educational Linguistics from the University of Melbourne. She works as a lecturer at Chiang Mai University in Thailand. She has worked extensively in the field of technology-enhanced language learning. Her recent works include instructional and content designs of English language courses for course management system (CMS). In addition, she recently participated in the Thailand Massive Open Online Course (ThaiMOOC) project, which offers courses to anyone wanting to learn English.

Access to open education, open content and open educational resources (OER) is gaining more and more attention worldwide. The arrival of Massive Online Open Courses, or MOOCs, has changed the idea of language education and has oriented learners to language courses that are open, participatory, distributed and at the same time support the idea of lifelong networked learning. However, the design and implementation of MOOCs with focus on language learning have not been scrutinized. This study explored the potentiality for application of MOOCs in English language education. The platforms and the instructional designs were evaluated. Although some pedagogical limitations were observed, MOOCs could be an effective educational tool to offer access to quality education, especially for those who have a strong desire and motivation to extend their knowledge.

Mr. Allen Davenport is the Teacher Development Manager for the Southeast Asian Region at Cambridge University Press. Allen has been involved in English language teaching for more than a decade in various roles including teacher, academic program coordinator, certified examiner for multiple assessment organizations, and teacher trainer.

Everest syndrome (Maddux, cited in Gallo & Horton, 1994) alludes to the story of the intrepid mountaineer George Mallory, who famously stated he desired to climb Mount Everest ‘because it’s there.’ The syndrome, in this case, refers to the feeling many teachers may have about using technology in the classroom -- a temptation that by its mere existence, the necessity and use of technology must be self-evident. This has led to many educators dedicating long, and in some cases, pointless hours focusing on using technology rather than integrating it into the learning process. In this talk, the presenter will highlight some considerations and frameworks technology integration into the approaches (and not merely the techniques) of language teaching, while arguing that the use of ‘technology for technology’s sake’ will lead educators to the same (metaphorical) fate as George Mallory, who died on the mountain he was trying to conquer.

Soo-Ok Kweon (Ph.D from University of Hawaii at Manoa) is currently professor at POSTECH (Pohang University of Science and Technology) in Korea. Her primary research is SLA. Her articles appear in Second Language Research and English for Specific Purposes. She is an author of AsiaTEFL book series from Routledge.

This study reports a reading class that implements extensive reading (ER) program and English library to university students who are learning English as a foreign language. ER can be defined as reading in great amounts for the purpose of general understanding of the text or for the enjoyment of reading experience. Its theoretical basis is that people learn to read by reading (Eskey, 1987; Grabe, 1991; Krashen, 2004). Although implementation of ER program and library have been widely planned both in L1 and ESL classrooms (Rodrigo et al., 2007), it has not received assiduous attention in EFL classrooms, especially in Korean classroom context. The ER program reported here portrays a class that the researcher taught, using young adult literature to the university students majoring in either science or engineering with low motivation for studying English and the consequent low or intermediate proficiency level of the language. The researcher used three literary texts written for young adults to implement the ER program: Flowers for Algernon by Keyes; The Hunger Games by Collins; An Abundance of Katherines by Green. Among many popular books, these were chosen very carefully for a specific educational purpose of adult EFL learners. The researcher introduces how her ER classroom using the above-mentioned books was managed to encourage low-motivated university students and shares the curriculum design she used in her class. Students prepared for different literature circle roles to practice writing skills and later to have small-group discussions in class. Interestingly, students showed at the end of the class significant increase in not only language-skills, but affective factors including motivation and confidence in studying English. Because the well-equipped English library is essential for a successful ER program, this study also discusses practical considerations for building and implementing a library which can fit in EFL situation to guide others working on similar program or considering newly implementing ER in his/her class.

Sompatu Vungthong is a lecturer at King Mongkut’s University of Technology Thonburi, Bangkok, Thailand, and a PhD graduate from Department of Education, Macquarie University, Sydney, Australia, and. Her research interests include ELT, critical discourse analysis, and social semiotics. She has published in journals (e.g. TESOL Quarterly) and written a book chapter.

The current era of technological advancement has brought about more research on a variety of modes of communication embedded in new educational tools. Through a multimodal perspective, all interactions are multimodal, including interactions with learning materials (e.g. reading a passage which features different types of typography, images and visual design) and classroom interactions (e.g. teachers’ use of speech, gaze, gesture, and pedagogical space to enable their teaching). As verbal language is merely one among many other modes of communication, it is imperative to encourage a better understanding of how various modes interact and create learning in order to ensure better pedagogical practices. This paper encompasses a review of multimodal research on learning and teaching with the focus on educational affordances in new technologies and classroom interactions.

Rovena Elaine Capel is an English Language lecturer at the Institute of Teacher Education, Penang. She has been the President of PELLTA since 2002. She has a M.Ed. In TESOL (USM, Malaysia) and a B.A (Hons) in Modern English Studies (University of Wales, Cardiff, UK).

This workshop focusses on how to help students visualize the real world through a literary text using their smart phones. In this approach, students are able to “see” a poem come alive as video contents are linked to images through augmented reality technology. Digital technology is integrated into the classroom through the use of mobile apps with a focus on fun learning. This method engages students in the learning process and promotes the concept of knowledge–building in the 21st century classroom. Participants will have an opportunity to try and prepare their own “Augmented Reality” contents for literature lessons during this workshop.Please bring your laptop.

Marc Helgesen is author of over 170 books, textbooks and professional articles including Pearson’s popular English Firsthand series. He has lead teachers development workshops on five continents. He teaches at Miyagi Gakuin Women's University and in the M.A.TESOL program at Nagoya University of Foreign Studies.

Brain Science in education pioneer Leslie Hart famously said “Designing curriculum without knowing about the brain is like designing a glove without knowing about the hand.” But whoever wrote your textbook was thinking about grammar and vocabulary, hopefully tasks and motivation – and was probably not focused on brain science. But the brain is where learning occurs. Given that we forget most sensory input almost instantly, how can teachers make sure the important content is noticed/remembered? This takes on additional importance since our learners are bombarded by data, actions and distractions on the Internet. This session will introduce 7 quick and easy ways to make your textbook more appropriate for brain-compatible learning. We’ll look specifically at modifying textbook tasks to make them better. They include (1) emotion, (2) providing choice, (3) novelty [ever notice how “clickbait” on the internet influences your action? There’s an important evolutionary reason], (4) multi-sensory learning, (5) challenge [gamemakers are masters of this one – that’s why people get “addicted” to on-line games] (6) creativity and (7) personalization. All the ideas are based on established science and replicable studies. With each of these items, we’ll consider digital applications and pitfalls. More on brain science in ELT is available on the presenter’s website: tinyurl.com/DIYneuroELT.

Allison Bill started her own second language learning at the age of 5. Holding a BEd and MA TESOL, she is in the EdD dissertation stage (Anaheim University). Allison has taught FSL (Canada) and EFL (France and South Korea). Originally from Ottawa, Canada, she has lived in Korea since 2000.

This presentation will share the results of studies on the teacher beliefs and identity of teachers in Korea. It will compare the beliefs of pre-service Korean English teachers and novice Native Speaker English teachers in Korea. As these students and teachers prepare to enter the classroom and start to face the challenges of lesson planning, classroom management, etc., how will their beliefs about teaching, and their perceptions of who they are as teachers develop and transform? The results come from reflective journal entries and interviews. The presentation will conclude with an opportunity to discuss attendees’ experiences in other teaching contexts.

For 30 years, Randall Davis has worked as a teacher and materials developer, specializing in educational technology, language assessment, and teacher training. He is the creator of the Web site, Randall’s ESL Cyber Listening Lab (www.esl-lab.com), and teaches at the English Language Institute at the University of Utah, USA.

During the past 30 years, significant changes have taken place in the world of language education and technology that have altered the way teachers view students, themselves, and their profession. As educators, we tend to openly acknowledge that change is a natural and vibrant part of our lives, both professionally and personally, but we often fear discussing and embracing change when it exposes our limitations, vulnerability, and uncertainties to others. Since entering the field in the 1980s, Randall has experienced the rise and fall of different technologies and educational philosophies that have had a significant impact on his own evolution as a teacher. These changes have not always been easy or painless, and Randall has had his own share of challenges and mistakes. Randall opens up candidly and recounts his own career journey and highlights six keys to navigating a rewarding path to personal excellence within the language-teaching profession.

SHUBASHINI SUPPIAH is a teacher educator at an institute of teacher education (ITE) in Kota Kinabalu Sabah. She is currently a doctoral candidate at University Malaysia Sabah. Her areas of research interest include pre service teacher development focusing on the area of reflective practice and professional teacher development for novice/beginning ESL teachers. She has presented at various conferences such as the Asia TEFL and TEFLIN and has also published several articles in the Institute of Teacher Education (ITE) research journals.

The present study utilized the community of inquiry framework (COI) conceptualized by Garrison, Anderson and Archer (2000) in exploring the affordances of an online collaborative and dialogue based reflective practice approach between 3 teacher educator mentors and 16 pre service ESL teachers during a 12 week teaching practice phase in an institute of teacher education (ITE) in Malaysia. The main objectives of the study is to investigate the nature of the reflective thinking that were displayed through the reflections posted online and through the comments and replies exchanged in line with the ‘cognitive’ and ‘social presence’ within the COI framework. The study also sought to explore the contributions of the teacher educators as the “knowledgeable other” to the online discussions by applying the concept of the ‘teaching’ presence as outlined in the COI framework. The findings which were gathered from the online reflections and the threaded discussions revealed that while most of the data were in accordance to the key indicators of the COI, there were emerging themes that could illuminate other imbedded issues that would require further exploration.

Professor Farzad Sharifian is a pioneer of Cultural Linguistics and holds the Chair in Cultural Linguistics at Monash University.[1] He has developed a theoretical and an analytical framework of cultural cognition, cultural conceptualisations, and language, which draw on and expands the analytical tools and theoretical advancements in several disciplines and sub-disciplines, including cognitive psychology, anthropology, distributed cognition, and complexity science. The theoretical/analytical frameworks and their applications in several areas of applied linguistics including intercultural communication, cross-cultural/intercultural pragmatics, World Englishes, Teaching English as an International Language (TEIL), and political discourse analysis are the subject of Sharifian’s monographs entitled Cultural Conceptualisations and Language (John Benjamins, 2011) and Cultural Linguistics (John Benjamins, 2017). These books have widely been recognised as laying "solid theoretical and analytical grounds for what can be recognised as Cultural Linguistics". (Alexandra Bagasheva, in the journal of Language and Cognition, Vol. 4:3 (2012), pp. 243–249). Professor Sharifian is the founding Editor-in-Chief of the International Journal of Language and Culture, and the Series Editor of Cultural Linguistics book series (Springer), and the founding Series Editor of Routledge Advances in Teaching English as an International Language (Routledge). He has published articles in many edited books and in more than 25 leading international journals. His awards and honours include the prestigious Humboldt Fellowship for Experienced Researchers, from the Alexander von Humboldt Foundation, Germany.

With the spread of world Englishes and the increase of intercultural communication, both of which are a result of globalisation and transcultural mobility, the call for new notions of “competence” to be applied to successful intercultural communication continues unabated. This plenary lecture focuses on the notion of “meta-cultural competence”, a competence that enables interlocutors to engage consciously in successful communication and negotiation of their cultural conceptualisations during intercultural communication. The aim is to explain how meta-cultural competence can be developed in the TEIL (Teaching English as an International Language) curriculum. I argue that TEIL curricula should provide opportunities for learners to develop this competence. Exposure to the conceptual variation (i.e., the variety of cultural conceptualisations) that characterises the English language in today’s globalised world is likely to expand the conceptual horizon of learners, allowing them to acquaint themselves with, and even internalise, unfamiliar systems of conceptualising experience. Adopting a Cultural Linguistics perspective, this talk explores different aspects of meta-cultural competence.

Marsha Chan, BA, MA, Stanford University, enjoys engaging participants in interactive learning. Active in TESOL and CATESOL and winner of excellence awards for teaching, publication, presentation, and service, she facilitates workshops in the U.S. and abroad. She employs relevant technology, simple objects, body parts, and humor to enhance linguistic communication and professional development. Author of printed and digital learning materials, Marsha is followed by users around the world as Pronunciation Doctor at www.youtube.com/user/PronunciationDoctor. She blogs for teachers at marshaprofdev.blogspot.com. Her presentations are listed at www.sunburstmedia.com/present/present.html.

Any well-trained teacher can teach pronunciation. This session describes what teachers need to know to teach students to speak more clearly. Among the questions to be addressed: What is the basic conceptual unit of pronunciation? Segmental and suprasegmental elements: what’s the difference? Can a change in stress cause a change in meaning? Are all pronunciation errors equally important? How is listening involved? How can teachers provide useful feedback? Is accent related to a person’s identity? How can teachers faced with curricular demands include pronunciation instruction? What’s the role of the student? What does a teacher need to know to teach pronunciation? Can I teach pronunciation? Prof. Chan, summarizing information shared on an international electronic discussion forum of pronunciation experts, delineates essential conceptual issues, describes basic oral language features, discusses fundamental instructional concerns, and offers suggestions. Participants leave with a bibliography and a training framework drawing upon current theory and practice.

Roy Cross has now - to his surprise! - worked for the British Council for forty years and seen a LOT of change, some good, some less good. He works in London in the English for Education Systems team, focusing on evaluation and partnerships - and loves Kai Loog Keuy.

My talk will offer a personal account of the changes I've observed in English language teaching around the world during a career that started in a language school in Cambridge at a time when Leo Jones’s newly-published textbook, ‘Functions of English’, embodied the revolutionary ‘functional’ approach to language teaching which was getting grammar translation teachers very worried, and has recently involved me with the ‘Boot Camp’ project here in Thailand, where teacher observation is conducted remotely using an iPad, and the ‘Plan Ceibal’ project in Uruguay, where classes in small rural schools are taught remotely by teachers on the other side of the world, in the Philippines. I will use case studies of success and failure taken from different countries at different times and suggest some of the reasons – none of them to do with technology - that underpin teacher and student success or contribute to teacher and student failure.

Atsushi is Deputy Head of OECD Tokyo Centre, engaging in policy discussions with various sectors across Asia, covering diverse policy areas. Before OECD, Atsushi worked for The Economist Group and Japan Association for UN World Food Programme. Atsushi has MSc from London School of Economics and BA from Waseda University.

Children entering school in 2018 will be young adults in 2030. Schools are facing increasing demands to prepare students for rapid economic, environmental and social changes, for jobs that have not yet been created, for technologies that have not yet been invented, and to solve social problems that have not yet been anticipated. This session will discuss, based on the OECD Education 2030 project, what knowledge, skills, attitudes and values today’s students will need to shape and thrive their world in the future.

Assoc. Prof. Dr. Usanee Anuruthwong is the President of the Asia-Pacific Federation on c. She has published more than 350 articles, 12 books, and 30 researches, including promotes knowledge on giftedness to the public through radio and television programs, magazines and newspapers.

The most important of teachers is be able to discover student potentials and provide an appropriate learning for them. Challenge in providing an appropriated learning in the classroom usually derive from many factors. Four important components form the key structure for discovering and nurturing students: (a) the child’s special potentials, (b) the child’s levels of thinking skills, (c) Emotional skills, and (d) the child’s social skills. In general practice, the educational process usually focuses only the first component. The process often includes only achievement tests, IQ tests, or results of competitions. In fact, good technique can be used as tool to discover student abilities and ignite their learning. Some of the techniques will be shared at the conference.

J. Schedler, Assistant President for Internationalization at Rangsit University in Thailand and oversees international policy and strategy. As Chair of the Executive Committee he oversees Passage to ASEAN (P2A) that unites 81 universities and 1.2 million students in 9 AMS in building Knowledge, Experience and Understanding amongst the youth.

Today’s exponential change is defined by uncertainties about tomorrow. What will our society look like and what will our graduates need? How can we reach out to today’s millennials in ways that matter? How do we deal with technology that changed lives and made ‘fun’ the new buzzword in education. Yet one certainty will stand the test of time. Students will always need personal competencies and communication skills; cultural values will always influence the application and learning will always be more effective in a natural environment and when driven by interest and need. In response to these challenges Rangsit University initiated the Passage to ASEAN network in 2014 that applies short-term low-cost mobility to engage students in ASEAN by building Knowledge, Experience and Understanding. The P2A Model defines the academic integrity and learning goals of P2A Journeys where students travel overland and emerge in local cultures to complete their goals. To maintain affordability all members apply the same daily rate of 25 USD for accommodation, meals, program and onsite transportation. Since 2014 P2A has evolved as an alternative and complementary learning method. Recognizing the progression in personal competencies and communication, in 2016 Rangsit University integrated P2A in academic and language programs. Nowadays P2A unites 81 ASEAN universities and 1.2 million students in 9 countries and the Association was recently endorsed by ASEAN. This presentation will show the Case Study of P2A Integration and how it supports the vision of One ASEAN.

Bordin Waelateh got Ed.D. from Oklahoma State University in 2009 and he is currently teaching English at Prince of Songkla University, Pattani Campus. His research interests are in TESL/TEFL, multicultural education, as well as peace resolutions especially in the southernmost border provinces of Thailand.

The three southern border provinces of Thailand, Pattani, Yala, and Narathiwat have been encountered with violence and uncertainty for over a decade. The incidents could illuminate certain negative perceptions especially the outsiders to the areas. Pattani Retweet project was formed by a group of PSU Pattani students and a lecturer aiming to motivate the participants a sense of patriotism of their homeland by presenting the beauty of the local culture and ways of life of local people in a form of booklet. The photos and their captions as well as cultural notes in English and Thai were the highlight of the project. The participants were not only from English-majored students but also from Journalism and Multimedia fields of study. They could appreciate their local identities through their task of collaboration with their team and imagination in taking photos as well as crafting their captions to communicate with the readers of Pattani Retweet booklets.

Kornwipa Poonpon is an assistant professor and the head of Center for English Language Excellence at Khon Kaen University, Thailand. She received her Ph.D. in Applied Linguistics from Northern Arizona University. Her research interest includes second language assessment, corpus linguistics, discourse analysis, and EAP and ESP pedagogy. (Corresponding Author)

This study analyzes and compares verb types used in research article abstracts in TESOL Quarterly and TEFLIN journals. Two corpora in this study include 50 research article abstracts from TESOL Quarterly published in 2016 and 50 research article abstracts from TEFLIN journals published in the same year. The objectives of this study are to investigate verb types used in abstracts published in local and international journals and to examine the similarities and differences in the use of verbs in abstracts of international and local journals. CLAWS POS Tagger was used to annotate verb types and AntConc, a concordance program, was used to analyze verb type frequency. Results interestingly reveal both similarities and differences in how international authors (in TESOL Quarterly) and local Indonesian authors (in TEFLIN journals) used verbs to write their abstracts. The implication of the study can be obviously devoted to abstract writing for novice, non-native English researchers.

Mary Shepard Wong, Ph.D., is Professor and Director of the TESOL Field-based program at Azusa Pacific University in Southern California. She has educated teachers in the USA, China, Thailand and Myanmar and is a two-time Fulbright scholar. Her publications include books with Cambridge, Routledge, and Multilingual Matters (in press).

This presentation discusses the importance and purposes of professional development in the lives of language educators in the Asian context and describes what teachers need to consider in designing a professional development plan in the digital age. It provides a definition, rationale, and fifty professional development activities with references and resources found in the TESOL literature. Three steps are proposed in the formation of professional development plans: 1) determine one’s strengths and weaknesses, 2) consider one’s current stage of development and what one wants to accomplish, and 3) select long and short term goals and the resources and what is needed to accomplish them. It is posited that continued development is the obligation of the professional language educator and that through reflection upon one’s practice, awareness of opportunities, and a comprehensive plan, educators can obtain their professional development goals even with limited resources in the digital age.

Heather Van Fleet is from New Jersey, USA and has been in the field of education for over 15 years. She has worked as a teacher, trainer, director, and educational coach in Europe, Central and South America, and Asia. Currently, she is an Education Consultant for AUA in Thailand.

Whether in English or Mathematics class, the ability to focus is an essential ingredient for learning. The quality of students’ attention, however, is increasingly challenged as technology intertwines with our daily lives. This session puts a mindful lens on technology use for adolescent students and their teachers by introducing ways to foster students’ ability to pay attention and to support them in being responsible and engaged global digital citizens.

Richard Watson Todd is Associate Professor at KMUTT. He has a PhD from the University of Liverpool. He is the author of over 100 articles and several books, including Classroom Teaching Strategies (Prentice Hall, 1997), Much Ado about English (Nicholas Brealey Publishing, 2006), and Discourse Topics (John Benjamins, 2016).

In the test-centric Thai education system, results on national exams are often viewed as indicators of educational success. These exams use multiple-choice which can have detrimental effects on students’ attitudes and learning. If school assessments also rely on multiple-choice exams, the situation is worrying, yet there is little data available on how English language courses at Thai schools are evaluated. This paper presents the initial results of a large-scale survey of the assessment practices of several hundred Thai teachers. On average, exams account for 42% of marks for a course, and 64% of exam scores come from multiple-choice (meaning that multiple-choice accounts for 27% of marks). Furthermore, a high proportion of teachers use some innovative and creative assessment practices, providing chances for further positive developments. If we view an emphasis on multiple-choice testing as detrimental, it is the national exams, not assessment at schools, that need to be changed.

Richmond Stroupe is the current Chair of the International Language Education: TESOL Graduate Program at Soka University in Tokyo, Japan. He has worked with university and professional language-learners from Asia since 1989, and his academic interests include curriculum development, teacher training and professional development, and enhancing learners' critical thinking skills.

As educators, we are increasingly expected to help our learners become well-rounded “global citizens.” Questions arise as to what constitutes a “global citizen” and how can we develop these skills and / or characteristics among our learners? While higher levels of English language proficiency are important, as part of the global community, our learners will be required to be autonomous, confident and able to think critically. Learners will also need to effectively manage large amounts of information, use technology efficiently, understand the cultural perspectives of others, and work collaboratively. This presentation will present a “global citizenship” program developed for select students at a private university in Tokyo, Japan. Looking back over the past 10 years of the program, the presenter will describe the nature of the program, challenges faced and successes realized during its implementation, and recommendations for others who may want to develop similar programs in their educational context.

Hyoshin Lee is an associate professor at the Dept. of English Language and Culture, Konkuk University Glocal Campus, Korea. She has been involved in a wide range of English education including teacher education, education policy and curriculum development. She is currently working for the AsiaTEFL as a vice-president on finance division.

This study aims to analyze the effectiveness of the English language assessment in relation to the achievement level defined in the national curriculum for the successful implementation of the English education policy aimed at improving the English communication ability. Considering that middle school English education should be done in vertical relationship between elementary school and high school English education, questionnaire survey was administered to elementary, middle and high school teachers and 227 of elementary school teachers, 210 of middle school teachers and 218 of high school teachers answered the questionnaire. The research findings show that teachers are positive about the necessity of alignment of curriculum – teaching practice- assessment and responded that they were practicing in school field. In addition, the middle school teachers practicing the free school system showed a statistically significant positive evaluation with the other groups.

Currently a teacher trainer with a music degree from the University of Otago, New Zealand and a Masters in Educational Administration from University Putra Malaysia. She specializes in music pedagogy, piano playing and research in music. While pursuing a Doctorate, she actively presents and publishes interdisciplinary research studies and innovations.

ZEM HOTs KIT is a rich resource for educators teaching students with mixed abilities to stimulate their thinking skills through the integration of 3Es in the arts. One of the problems faced by speakers of English as a Second Language in oral communication is the lack of confidence due to inadequate knowledge of grammar and vocabulary. ZEM HOTs KIT adopts collaborative activities for building communication skills in English. Students working in groups mutually search for understanding or meanings, create a product and in the process they Negotiate Meaning (NoM). Using various higher order thinking tools in ZEM HOTs KIT help educators in creating a challenging learning environment to communicate in English. The thinking kit is beneficial in transforming the learning environment in the 21st century. This workshop aims to help educators and students from different levels to incorporate higher order thinking tools and the arts in a collaborative learning environment.

Yiu-nam Leung earned his Ph.D. from the Program in Comparative Literature, University of Illinois, USA. As the president of ETA-ROC, he is Adjunct Associate Professor at the Department of Foreign Languages and Literature, National Ilan University, Taiwan. He published articles on teaching literature and Anglo-American literature. His research interests include teaching literature, writing, and Anglo-American fictions.

Improving EFL learner’s language skills has always been a very important component in language teaching in Taiwan, where English is still considered as a foreign language. Ways of improving students’ language proficiency are multifarious. A case in point is via teaching English essays. Essays constitute good teaching materials, for they are short, interest, and encompassed a lot of writing techniques as well as profound messages. This presentation is by no means research-oriented; instead, it reports on the researcher’s classroom teaching experience based on a course offered at a college level designed to increase students’ language skills through the selected English essays. English essays whose length consists 5 pages are chosen so that the students could read their assignments before classes. Different types of essays are introduced. It is hoped that students’ English proficiency, critical thinking, and organizational, interpretational, and thematic awareness will greatly be improved through reading and studying essays.

Yuah V. Chon is an associate professor of English language teaching at Hanyang University in the College of Education, Department of English Education, South Korea. She is interested in a range of topics, including learner strategies with a focus on vocabulary and pedagogical use of corpus, and metacognitive awareness and knowledge in second language listening.

Metacognitive awareness (MA) and academic motivation (AcM) play an important role in self-regulated learning (SRL). However, little is known about the different profiles of self-regulated learners in EFL (English as a Foreign Language) middle schools who are trying to improve their second language listening skills. The aim of the study was to examine intraindividual differences in the patterns of students' motivational metacognitive profiles in reference to their listening ability. Questionnaire for MA and AcM were administered with 312 Korean middle school learners of English from intact classes after a listening test had been administered. A person-centered approach through latent class analyses revealed four-cluster solutions. They were identified as the 1) "Why English/Translators" 2) "Reward-Seekers/Don't do much Planning or Evaluation" Group, 3) "Face-savers/Totally Alert" Group, and 4) "High Autonomous Motivation/Achievement Strategists" that ranged from the lowest to the highest listening scores. Results are further discussed with regard to the learners’ socio-educational background.

Itje Chodidjah is an independent teacher trainer in English education. With more than 35 years of experience, she develops expertise in project design, implementation and monitoring in a range of settings. Her main interest is curriculum, training and PD. She got her MA from Warwick University and PhD from UPI Indonesia.

The need to develop key skills for 21st century life has been discussed in many education fora. There are at least 4 skills i.e. critical thinking, communication, collaboration, and cultural, often shorten as 4C’s. Teachers and authorities work hard to adapt syllabus and instructional materials in order to fulfil the skills need for the 21st century students. One thing often forgotten is how teachers can bring about the change in their teaching. The 4C’s are not entirely about the syllabus and instructional materials, they are about development of the skills in the learning process. Teachers need to develop these four skills for themselves. Delivery by teachers most probably gives more impact to the students’ skills development. This presentation is to discuss some PD activities that teachers can do to sharpen their 4C’s skills or maybe more.

Victor Reeser has been teaching in Asia since 2009. He currently works as an assistant professor in Hanyang University’s Creative Convergence Education Center. He also conducts training workshops for university instructors and school teachers. His research interests include edtech integration in language classrooms, vocabulary study methods, and corrective feedback practices.

Education technology is in abundance in today’s language classrooms. While many educators are keen to bring the newest edtech into their classes, it is important to evaluate new edtech to determine how it can further your goals in the classroom before introducing it to students. The method of edtech evaluation being discussed today is the SAMR model of analysis. It provides a way to describe the “process” and the “product” of different edtech. The SAMR model enables teachers to effectively evaluate, integrate, and even develop their own uses for all types of edtech. By the end of the workshop, attendees will be able to assess new technologies and determine whether to implement or avoid them in their own classes.

Jae-Seok Yang, Ph.D. is an assistant professor in the Department of English Education at Daegu National University of Education. His research interest includes language learning strategies, mobile-assisted language learning, and the use of technologies in language teaching and learning.

Strategy-based instruction focuses on teaching language learners ‘how to learn’ English to enhance their learning and develop learner autonomy in learning English. Ultimately, the employment of language learning strategy facilitates language learner’s motivation and self-efficacy, which lead to developing the effectiveness of language learning. This presentation explores the integration of strategy-based instruction (SBI) into the primary English education in EFL context, and investigates the empirical findings regarding the impact of SBI on learner’s awareness of language learning strategies and learner autonomy. As a part of larger research, this study describes the implementation of SBI model into the curriculum of English education in primary school in EFL context in South Korea. Also, this research reports the on-going findings regarding the impact of SBI on English proficiency after conducting the SBI instruction.

Denise Seok Hoon Quah has been involved in the training of pre-service and in-service English language teachers in Malaysia for the past 15 years. Prior to this, she taught in both primary and secondary schools. Her research interests lie in the fields of TESOL, classroom discourse and multimodal communication in both online and offline contexts.

In an era where the attention span of learners is growing shorter and shorter, it is increasingly difficult for teachers to engage learners and sustain their interest. This presentation aims to show how paper foldables can be exploited to help learners stay on-task by injecting fun into the learning of English. Through foldables too, students can have a sense of ownership in their work and this reinforces learning. The use of foldables can serve as an effective and creative alternative to boring worksheets. At the same time, student engagement is maximized and possibly far exceeds traditional handouts. In keeping with the digital era, this workshop also incorporates technology into learning with foldables.

Dr. Naoko Ozeki is a professor at Meiji University in Tokyo and a vice president of the JACET. Her areas of interest are ELT, speaking production, and learners’ autonomy. She works actively to improve English education in Japan with the education board and the Ministry of Education in Japan.

This paper presents the results of the survey about college English teachers in Japan administered by a special committee of JACET (Japanese Association of College English Teachers). 865 teachers responded to the survey. In comparison to a similar survey in 2003, results indicate significant changes of their situations and roles. For instance, the number of the teachers who have obtained a doctoral degree has increased to 46.7% in 2017 compared to 10.1% in 2003. On the other hand, the number of tenure-track teachers has decreased. Furthermore, there has been an increase in the number of contract teachers, a situation that did not exist in 2003. Working conditions have deteriorated, as teachers are required to achieve unrealistic objectives in English education and deal with additional responsibilities such as the preparation and supervision of the entrance exams and international exchange.

Alvin Pang is the Head of Training, Research, Assessment & Consultancy Department at SEAMEO Regional Language Centre in Singapore. He has been involved in both language teaching and in-service teacher training and professional development.

Creative use of language awareness (LA) activities is a pedagogy which aims to engender LA by engaging learners with the language. It involves learners in talking analytically about language and through the use of languaging (i.e. use of language to mediate cognitive activity as defined by Swain, 2006). Swain posits that one way of learning a second language is languaging about language. The process of talking about language and making explicit the workings of language requires learner interaction and engagement with language (Svalberg, 2007 & 2009). This paper will present some creative use of language awareness activities in the classroom to motivate and engage learners with the target language. It will provide examples of the different types of LA activities, including phonetic awareness, grammar awareness, word order, lexical awareness, and discourse awareness. It will end with a discussion on the implications of LA and its relevance to ELT.

Chamnong Kaewpet is an assistant professor at Faculty of Liberal Arts, Rajamangala University of Technology Krungthep, where she teaches argumentation and independent study. She obtained a doctoral degree from Melbourne University. Her research interests lie primarily in the same areas as the courses taught. She can be contacted at chamnong.k@mail.rmutk.ac.th.

The session presents an updated criteria and scale for teaching, learning, and evaluating argumentation, and reports a comparison between the quality of a number of argumentation models and argumentation written by a group of EFL students. The models and students’ argumentation were scored by using the same criteria. Argumentation is identified as a CEFR language skill level at B2 and measured in most English standardized tests such as IELTS and TOEFL. It is also recognized as an important skill for success in daily life, education and careers.