Presenters

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE
Abstracts of Presentations and Poster Session
PRESENTERS
Abdus Selim (Bangladesh)

Second Language Acquisition: Input and Interaction
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In support of the importance of these interactions for L2 acquisition, Long (1983a & 1983b) has suggested that the modified interaction found in conversations between native speakers and nonnative speakers is the sine qua non of second language acquisition. Explaining the Interaction Hypothesis, Gass (1997) and Long (1996, 1991) maintain that resolving miscommunication enhances L2 learning, as it provides more opportunities for comprehensible input and modified output. Swains (1993, 1995) Output Hypothesis claims that it induces negotiation of meaning and the negotiation leads to the enhancement of the learners' inter-language. Native speaker difficulties in following learners' inter-language may trigger feedback, which in return may induce changes in the learners' output. Negotiation of meaning also occurs on occasions where the native speakers' input is above the learners' threshold level of understanding. Several studies examined the relationship between conversation and second language acquisition (SLA). Some researchers focused on the nature of foreigner talk, while others turned their attention to the linguistic and conversational adjustments produced among native speakers (NSs) with non-native speakers (NNSs), and non-native speakers with non-native speakers, both in natural and instructional settings. These adjustments may result in ungrammatical speech, but they are thought to provide comprehension of input, which, in turn, promotes acquisition (Krashen, 1985). Within this theoretical framework, this paper both departs from and builds upon research investigating the nature of conversational interactions between native speakers and non-native speakers.
Abdus Selim, (Assistant Professor): Did Diploma in Education (ELT) from Exeter University, UK & MA TESOL from London University. Teaching English language & linguistics for almost forty years. Have at least 20 publications in language teaching. Attended and presented papers in a number of international language conferences including TESOL & Asia-TEFL conferences. Nasrin Pervin (Lecturer): Did MA ELT from Nottingham Trent University, UK. Working as Lecturer at North South University (NSU). An article in the process of publication in NSU periodical.
Adcharawan Buripakdi
Why Dont You Let Me Write As It Is? Thai English and the Notion of Resistance
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This paper is an examination of the concept of Thai English through the lenses of Thai bilingual writers. Grounded in a qualitative research approach, data was drawn from face-to-face interviews of 20 Thai professional writers. Based on a grounded theory approach and rhetorical move analysis, the participants reflected different views upon their English and the notion of Thai English. The key finding reveals that the majority of the informants conformed to Standard English, reflecting the
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colonial English status in Thailand, the hegemonic position of English and the self-marginalized position of the participants. Although these writers did not regard Thai English as a variety of World Englishes, some asserted strong views to maintain Thainess identity through English use. In particular, a text book writer validated Thai English discourse. For him, Thai English represented an act of resistance to dominant discourse and ideology. This empirical study demonstrated the ideological political position of the Thai English discourse. Also, it addressed macro aspects of English usage related to political, ideological and social issues in a postcolonial era. The notion of resistance reflected through the concept of Thai English yielded nuanced understandings and theoretical insights about language use, power, identity and other aspects of sociolinguistic attitudes and practices concerning to English in Thailand. This study calls to language policy makers and ELT educators for a reexamination of teaching practices in countries where English is not the native language.
Adcharawan Buripakdi earned a PhD degree from Composition and TESOL program in Indiana University of Pennsylvania in 2008. She is now teaching at English program, School of Liberal Arts, Walailak University, Thailand. Her areas of interests include World Englishes, postcolonial discourse, L2 writing and Identity, minority and language rights.
Agnieszka Dremza, Magorzata wierk
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E-Learning English Courses for Part-time Students - B1/C1 Modules Project
In accordance with priorities for schools of higher education, studies are supposed to promote generic and transferable skills, i.e. to teach students how to learn, prepare them for performing work, but not as part of a single profession, but to equip them with employability and to promote students commitment to the learning process. Another important issue is counteracting molecular structure of the society by promoting cooperation, which contributes to enhanced sense of identity and social bonds. The modern course concept promotes social constructivism and reflects changes observed in the world of large international corporations, where during recruitment and professional career emphasis is placed not only on top qualifications and knowledge of foreign languages, but also on self-promotion with the use of media skills indispensable for the promotion of individual and corporate goals, and soft skills, i.e. ability to work in a group, create and actively participate in any community, curiosity and acceptance of constant changes. To meet the needs of higher education and the professional market the University of Warsaw Center for Foreign Language Teaching decided to start a project E-Learning English Courses for Part-time Students- B1/C1 Modules. The projects aim was to create e- language courses adapted to the needs of a new student profile, i.e. the Net Generation, which is characterised by the ability to perform several tasks simultaneously and who prefer to learn through visual stimuli and interactive cooperation.
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The paper will present the benefits the project brought to students and the institution as well as the challenges it still has to work on in the future. The project received very good reviews; moreover, it was awarded the European Language Label in December 2009.
Agnieszka Dremza, M.A., University of Warsaw, Warsaw, Poland. She is an e-lecturer, methodologists and the author of numerous articles on e-learning. Currently she is doing her Ph.D. at Warsaw School of Economics the Faculty of Management. She has been doing her research on the management of the process of education at higher education institutions. Recently she has been awarded the European Language Label from the European Commissioner for Multilingualism. Magorzata wierk, M.A., University of Warsaw, Warsaw, Poland. She is an electurer, methodologists and the author of numerous articles on e-learning. Currently she is doing her Ph. D. at the University of Warsaw, the Institute of English Studies. She has been doing her research on the quality of online and blended language courses at higher education institutions. Recently she has been awarded the European Language Label from the European Commissioner for Multilingualism.
Akhyar Rido
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Questions: Interactive Feature in Science Lecture Discourse in L2 Setting
This paper looks into the use and function of questions as one of interactive features in science lecture discourse particularly in Non Native Speaker (NNS) of English setting in a university in Malaysia where English (L2) is used as the medium of instruction (MOI). There are two lectures compared, analyzed, and discussed qualitatively. Meanwhile the data are collected through nonparticipant observation, video-recording, and interview. From the findings, it is identified that there are a number of display and referential questions employed by the lecturer. The lecturer employs a highly interactive style of lecture and not the monologue norm. She uses a lot of questions despite the students relative reluctance to answer them. This is a common scenario in Malaysian lecture as well as in Malaysian classroom where the students prefer to be passive recipients of knowledge. Here, in this case, display and referential questions are posed by the lecturer in order to check the students knowledge and to ask for unknown information. In conclusion, the use of questions will help a lecture to be more interactive. The posting of questions during a lecture can define interpersonal relations between a lecturer/teacher and the students. The use of questions in a lecture also indicates the desire to share discourse. By using questions a lecturer and teacher can recognize knowledge of the students and their understanding towards materials at hand.
Akhyar Rido is a lecturer at STBA Teknokrat Lampung. He completes his first degree at Padjadjaran University and his MA at the National University of Malaysia. He has presented his research papers in local, national, and international conferences and
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published his writing in a local journal. His interests include discourse analysis, pragmatics, second language acquisition, and ELT.
Ali Rahimi
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A Metaphorical Analysis of the Culturally Divergent & Convergent Conceptualizations in Modern English and Persian
Cognitive Theory of Metaphor (Lakoff and Johnson, 1980; Barcelona, 2002; Cuenca and Hilferty, 1999; Kövecses, 2000) defines metaphor as a conceptualizing mechanism which helps us understand complex concepts through simple ones by mapping a source domain into a target domain through different correspondences. Metaphors are embedded in our discourse and express key concepts or evaluations. In fact, they are considered a stable part of our category system (Barcelona, 2000). Although some metaphors are universal, cultural variation plays a pivotal role in conceptualizing abstract concepts and creating extensive meanings. Hence, the study of metaphors is an important issue in cross-cultural studies (Kövecses, 2005; Ibarretxe Antuñano, forthcoming).This research focuses on the root metaphors of societies, as these notions are the underpinnings of peoples ideologies, worldviews and religious principles. Here, we refer to the concept of worldview first as it includes and portrays the two other concepts as well. The main focus will be on the root metaphors of Islam that feed and portray the overall face of this religion and shape as well disseminate the ideology and worldview and diverge/converge with other ones. An effort is made to see if those seemingly culturally divergent root metaphors of Islam can be in synch with the general metaphors of humanity and truth which all nations are seeking for or not. The findings of this study can shed some light on the intricacies of metaphoric expressions and their idiosyncratic features in different cultures by increasing intercultural awareness in regard with different worldviews and ideologies.
Ali Rahimi is an assistant professor in TEFL. He obtained his PhD degree from Shiraz University, Iran. He is affiliated with the University of Kashan, Iran.. He has published books on Critical Discourse Analysis, Reading skill, Globalization, Translation Theories, and Teaching Mythologies. Susan Ghafarian is an MA student in TEFL at the University of Kashan, Iran.
Amanda Bayliss
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The Influence of Non-verbal Factors in Impression Formation Assessments of Chinese EFL Speakers in an Employment Interview
Nonverbal behaviours are known to be significant in impression formation, particularly in initial encounters which are often constrained by cultural and social conventions (Berger & Calabrese, 1975; Sunnafrank, 1986; Burgoon & Hoobler, 2002). Although functioning with the verbal stream as an integrated system of communication, characteristics such as physical appearance, vocalic cues
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and kinesic expressions (such as posture and facial expressiveness) take on particular importance in assessments of personal characteristics, predictions of general behaviour patterns, such as job performance, and decisions about establishing personal or professional relationships. However, little is known about how kinesic expression actually functions in the formation and refinement of impressions, especially across linguistic and cultural boundaries. With little or no data to support development of second language teaching strategies in the kinesic domain, these features of expression are usually overlooked in the English language classroom, where learners should realistically expect to acquire knowledge and understandings of native-speaker behaviour, both linguistic and non-linguistic, considered appropriate to different contexts. This research is an initial probe into the role of kinesic behaviours in the impressions formed of four postgraduate Mainland Chinese students seeking employment in Australia. The presentation will focus on one segment of data analysis highlighting the influence of nonverbal behaviours on the interviewers impressions of the candidate, including assessments of personality, professional characteristics and suitability for employment.
Amanda Bayliss lectures in the Faculty of Arts (School of Languages and Linguistics) at the University of Melbourne. She has over 20 years experience in the field of TESOL, including pre-university Intensive Academic programs, IELTS preparation, and both undergraduate and postgraduate content-based language development.
Anamika Sharma
Writing in Academic English: Awareness of Acceptable and Unacceptable Forms
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The paper explores academic writing produced as part of the curriculum of students studying for the degree of MBA in an institute in Bangalore, India, affiliated to Edith Cowan University, Australia with an aim to investigate manifestation of features of orality occurring in academic writing.The objective is to sensitize users of English to the language styles used and which may further vary across cultures in the context of the second language environment. The aim of the paper is to emphasize that effective communication is possible by raising awareness of these language styles and varieties as well as their acceptable forms of usage. Such awareness is important for effective pedagogy of English, specifically in educational settings where students are being prepared for a degree from a Western University, but at the same time, are expected to use this language within the non-native context of local workplace. The paper will highlight features of oral and written discourse as outlined by Ochs (1979) and Chafe (1979) and explore the manifestation of one on the other by students coming from varied educational backgrounds in an effort towards searching for a balance between awareness of acceptable forms in the backdrop of the educated variety of English for students and their creative use. The paper attempts to search for a suitable approach in teaching writing skills and while dealing with these in Indian classrooms, it needs to be kept in mind that difference does not automatically imply that someone is wrong (Kachru & Nelson,2001. p.14).
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Anamika Sharma. Ph.D- Linguistics (2005), Department of Linguistics, University of Delhi, Delhi, India CELTA certified (2007) Earlier Affiliation - January 2008- March 2009 Bangalore Management Academy India (affiliated with Edith Cowan University, Australia); Head and faculty - English for Academic Purposes. Profile: Teaching English for academic purposes in PMP (India) program for NCUK, BEC program, curriculum developing, organizing course for communicative English.
Andrew Meyerhoff
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Using Students as Content Specialists in the ESP/EAP Class
How does a language teacher, not specialized in the sciences, teach content-based ESP classes to undergrad science majors? The presenter answers this question by discussing a hybrid approach devised for such a scenario at a national university in Japan. The devised approach includes elements of the sheltered, the thematic, and the adjunct approaches. However, there were no paid content specialists in the classroom; instead, this role was designated to students who collaboratively taught peers through mini-lessons prepared beforehand. This method is not groundbreaking for language teaching, in general, but is relatively unknown in the ESL world, especially here in Asia. The technique originates from the learning by teaching method developed in the 1980s by Jean Pol-Martin (Martin & Oebel, 2007) who initially used it for teaching French as a Foreign Language, but the method has since been applied to other disciplines (Skinner, 1994). Interestingly, until now, however, its obvious usefulness for teaching hands-on ESP classes has been virtually overlooked. By adapting aspects of this technique, the presenter successfully encouraged his own students to negotiate meaning through the teaching process, tapped into areas of knowledge with which students were already familiar, and enabled them to fulfill strands in Maslow's Hierarchy of Needs (1943). The presenter will present findings after applying such an approach for one full semester at his university. The researcher will, further, explain the challenges and benefits of such an approach for ESP classes. Lastly, he will demonstrate how this methodology can be transferred to other ESP fields.
Andrew Meyerhoff is an associate professor at Saga University in Kyushu, Japan. He is presently in charge of the textbook creation committee for Saga University, and his research interests include curriculum development, social constructivist theory in ESL/EFL teaching, Computer Assisted Language Learning (CALL), and developing ESP/EAP course materials and pedagogies.
Andrew Nowlan
Non-verbal Communication Across Cultures
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It is often stated that the total meaning of a message is only seven percent verbal. While this number is argued in academic circles today, the importance of congruent and appropriate nonverbal communication cannot be questioned. The presenter will outline the dynamics of nonverbal communication before highlighting the unique gestures commonly used in Japanese and East Asian society. Next, through personal observation and past studies, the presenter will suggest how local gestures may manifest in the English as a Foreign Language (EFL) classroom. By highlighting some key cross-cultural misunderstandings resulting from misuse of gestures and nonverbal communication, suggestions will be given on how language instructors can apply nonverbal education to a curriculum. If the instructor is able to increase student awareness of nonverbal communication across cultures, graduates from a language program will be better equipped to thrive in our increasingly globalized society.
Andrew Nowlan is a language instructor at Kwansei Gakuin University, located near Osaka, Japan. He has experience teaching English at language schools and universities in South Korea, Taiwan, and Japan. Originally from Halifax, Canada, Andrew has done extensive world travel and is interested in the application of intercultural communication and awareness in the classroom.
Angelina V. Bezrukova
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English Language Teaching in the Republic Khakassia (Siberia, Russia)
The presentation deals with the English language situation in Khakassia; one of the Russian Federation Republics, situated in the center of Siberia The spread of English has brought changes in peoples attitude to its learning and their demands to the teachers even in such a far away place as Khakassia. The research in Khakassia shows the growing popularity of the English language especially among young people. The English language teachers very often do not have to motivate them to learning, but they are to change the methods and techniques of teaching because the students want to speak authentic English. That is why the key objectives in the new Program of Foreign Languages teaching in Russia are the competences in speaking, reading, writing and culture The Internet is reshaping nearly all the aspects of society. Universities and many schools are now wired for the Internet inspiring teachers efforts to reform education in order to take better advantage of information technology. Unfortunately the experienced teachers of the so-called old school are afraid of new technologies, and the young teachers do not want to work at school due to some financial reasons. So the questions Who, What and How to teach are still very important. The University I work at initiated the Program for training English Language Elementary school teachers. I t was rather successful., the more so because in Russia according to the Foreign languages Curriculum English is a mandatory subject starting from the 2-d grade.
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Angelina V. Bezrukova, Ph.D, Professor & Chair of Foreign Languages and Instruction Affiliation: Khakasskii State University, Republic Khakassia, Russia. Subjects taught: English, EL Teaching methodology, EL Culture and Communication, and other. Address: Torgovaya 1- 103, Abakan 655010, Russia. Telephone: home: 7 3902 231419; work 7 3902 225276 e-mail: bezrukovaav@yahoo.com; bav46@mail.ru Title of the abstract: English Language Teaching in the Republic Khakassia (Siberia, Russia)
Anh, Dang Thi Kim
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Pair-work in a Vietnamese Pre-service EFL Teacher Education Context: Learning to Teach Together, Teaching to Learn Together
It is common practice in teacher preparation that during their teaching practicum, student teachers teach individually, under the supervision of a mentor or a supervising teacher. Within this model, student teachers have generally been found to experience many difficulties during their practicum, ranging from a feeling of isolation to a sense of struggling for survival rather than learning. In this context, this paper examines an alternative to the traditional single-placement: the pair-placement, or teaching with a peer. Specifically, the paper reports the findings of a PhD study on the merits and problems of pair-placements for teacher learning. This qualitative case-study research was conducted in the natural setting of an English teacher education program for a specialized stream of student teachers, enrolled at a university in Vietnam, who were identified as high achievers in English. The study focused on the student teachers experience in their practicum. They worked in pairs for the planning and teaching of English lessons to adult learners of English. The inquiry collected in-depth data from multiple sources including video-recordings of pairs planning and teaching sessions, recorded individual interviews with pair partners, and other relevant artefacts. Preliminary findings suggest that the pair-placed student teachers enjoyed a rich learning experience because of the mutual support, tensions, dialogues, and opportunities for observation, reflection and risk-taking, that grew out of the process of planning and teaching English lessons with a peer.
Anh, Dang Thi Kim is a lecturer at Vietnam National University (VNU) and currently a PhD student at the University of Melbourne. She has been involved in teacher education and trainer training through her work at the VNU and Asian Institute of Technology Center in Vietnam. Her research interests include teacher education, language education, student learning and educational leadership.
Anh, Le Thi Phuong
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English Pronunciation with Students That Suffer Speech Sound Disorder of Vietnamese: A Multiple Case Study at English Department - ULIS - VNU
Speech sound disorder is a serious matter among schools and universities in Vietnam, including foreign language specializing ones. However, there has been little to no research on English
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pronunciation learning of students with speech sound disorder in Vietnamese. As an attempt to contribute to gaining more insights into pronunciation learning, this research aims to investigate the speech sound disordered students difficulties and strategies in learning English as a foreign language. This goal was achieved by multiple-case study approach with means of method triangulation which consisted of pronunciation diagnostic tests, a listening phonological awareness test, and semi-structured individual interviews. Three university students, who have difficulty in pronouncing the sound /n/ or /l/, participated in the study. Pronunciation tests were administered to each student at the beginning of the data collection phrase. The three students then took a listening phonological awareness test. Finally, semi-structured interviews were conducted with each of the participants. The students performance in the pronunciation tests and the interviews were recorded under an agreement. Independent analyses of three students from English Department - ULIS VNU were presented in great detailed, which was followed by the presentation of emerging themes from the three cases stories. Findings from the study showed that students who have problem with one sound in their mother tongue still can manage to pronounce that sound correctly in English in some certain cases. The study also found that phonological awareness ability does not always imply pronunciation ability. Implications for strategies to deal with the problem and for course policy are provided for the betterment of the speech disordered students English pronunciation.
Anh, Le Thi Phuong is currently a lecturer at Faculty of English Language Teacher Education, ULIS - VNU. Major in Teaching English as a foreign language, she is interested in typical and atypical language development in English learners, particularly in Vietnamese-speaking populations. Email: pa_bowmf@yahoo.com Tel: +84987 834 143
Anh, Pham Lan
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How Formative Assessment Fits Primary Classrooms of English in Vietnam Context: Theory and Practice
In theory, assessment is expected to serve teaching by providing feedback on pupils learning that will make the next teaching more effective. However, in reality, there are many obstacles hindering it. In Vietnam, since English has been considered as an optional subject in primary education, not enough awareness has been raised to change this assessment practice. This paper attempts to clarify the process of teachers assessing young learners English in several primary schools in Hanoi, and then to propose a more motivational way where assessment can facilitate and improve childrens learning. The study in progress is divided into two stages, investigation and experiment. The investigation aims to identify (1) how and for what purposes primary teachers of English gather evidence of childrens progress and achievement towards the learning objectives, and (2) to what extent their assessment supports learning. The experiment focuses on some assessment tools which are hypothesized to increase childrens motivation towards English language learning as well as to
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increase the quality of assessment. The presenter will share several findings of this research in progress. The presenter will also discuss issues related to assessing children, namely how assessment fits childrens nature, how assessment monitors and improves their progress, and how assessment enhances their motivation.
Anh, Pham Lan is a lecturer in the Faculty of Foreign Languages at Hanoi Teacher Training College, Vietnam, where she teaches Writing Academic English and English Teaching Methodology. She is also a key trainer for Primary Innovation Project. She is doing a Ph.D research on formative assessment. Her professional interests include teaching English to young children and teacher training.
Anindya Syam Choudhury
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Critiquing Task-Based Language Teaching: The Indian Context
Task-Based Language Teaching (TBLT) is a significant contemporary option in second and foreign language pedagogy, representing a paradigm shift from the teacher-fronted methods of language teaching by focusing on learners and giving them an opportunity to be more active as they get involved in doing tasks using the target language. However, quite ironically, though TBLT was developed first in India by N Prabhu in the 1980s, there are certain mismatches between some of the basic premises of TBLT and the general situation of English language pedagogy in India. For instance, the methods used for teaching English in India are teacher dependent, and the teacher is usually viewed as the guru, the knower of all knowledge, the epitome of correct pronunciation and grammar, who is expected to give explicit, eloquent lectures on various facets of the English language. In a TBLT classroom, however, the teacher has to shed this role by becoming a facilitator or guide, making the learners participate in the completion of tasks, creating opportunities for them to take control of their own learning. In this context, the paper would analyse the suitability of TBLT in the Indian situation, and try to offer some suggestions for the development of a framework of TBLT which would be feasible for it and the other similar Asian contexts. The paper would look into the issue of grammar instruction vis--vis TBLT, the use of authentic materials and the integration of tasks with the requirements for examinations in detail.
Anindya Syam Choudhury teaches at the Department of English, Assam University, Silchar, Assam, India. Besides an MA in English, he has a PGCTE and a PGDTE from the EFL University, Hyderabad, India, and has also recently completed the Trinity College London CertTESOL Course. His current research interests are in the areas of foreign language learning strategies and Task-based Language Teaching.
Arifa Rahman
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The Use of English in the Workplace: Perspectives from Bangladesh
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In spite of an absence of a definitive policy regarding the English language in Bangladesh, there has been a systematic attempt educationally, economically and socially over the last decade to incorporate English at various levels. This paper investigates the growing use of the English language in the workplace and its impact on employment. It focuses on the kind of English used, the types of work done and the different language skills required. Evidence is collected from advertisements, job websites, employment policy statements, and from employers and employees in the public, private and the semi-government sectors. The study findings point to an overall perception that English language skills are becoming more critical than ever today in the context of global market forces. A range of issues are discussed including a general sense of dissatisfaction on the part of employers while employees display diverse perspectives ranging from confidence or concern to a desire for self development. The implications point towards a need for in-depth understanding of the kinds of language skills required in the work force today and an appreciation of the situation raising not only concerns about new directions in language learning policy but also the need for substantial in-house language skills development.
Arifa Rahman (PhD in Language in Education, Institute of Education, University of London) has wide experience in ELT and Applied Linguistics. Educational consultant on curriculum, materials design and teacher development, she has published widely and is editor/reviewer of ELT journals. Dr Rahman is Regional Representative & Council Member, Asia TEFL. Her interests are EFL teacher development and classroom-based research.
Anuratha Kanniah
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Hypermedia technology to support innovative pedagogical approach: construction of evidence-based arguments
Incorporation of technology is now considered as a symbol of good teaching. It is a studentcentered approach that fosters active learning and at the same time, it draws a wide range of resources. Thus, this paper focuses on how hypermedia is used among students to support learning in a language classroom. Problem-based learning (PBL) is the instructional approach employed by the students to generate evidence-based arguments. Hypermedia technology is seen as a knowledge transfer tool to initiate and support PBL. However, previous researches show that incorporation of PBL is an effective method to create evidence-based arguments. In this paper, factors influencing students to perform evidence-based arguments are discussed. Furthermore, it also provides guidelines for developing computer-based curriculum (specifically hypermedia) to help learners in fostering evidence-based arguments. Overall, it is hoped that this research will shed light on how hypermedia could support learning of complex and abstract subject matter that are increasingly important nowadays. Keywords: Hypermedia . Problem based learning . Evidence-based arguments
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Anuratha Kanniah is a lecturer at the English Language Centre, University College of Technology and Innovation (UCTI). She has researched and published work on online learning. Her research interests include Computer Supported Collaborative Learning (CSCL) and pedagogical issues related to designing curriculum.
Atsuko Ueda
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Start Your ER Class with VERY EASY Level and Promote Fluent, Autonomous Learners
Extensive Reading (ER) has been considered as one of the great tool to improve ESL students fluency, and there are many practitioners and researchers who are applying ER to their classes. But their actual methods vary under their students levels, circumstances, and their teachers beliefs. In this presentation, the presenter is going to demonstrate her ER approach to Japanese college education context along with videos shot in the classroom. The presenter is going to describe her students along with the result of questionnaires. The students were false beginner level English learners who had never enjoyed reading books in English. Most of them had no experience to finish reading English book except their homework or compulsory tasks. Most students didnt believe that they could enjoy reading English books. English books had been just burdens and things that they need to do for their credits. But after they were introduced easy young childrens books such as Oxford Reading Trees or other leveled readers to start, their attitude improved and at the end of the school year, most students answered that they enjoy reading English books, their fluency (reading speed) improved dramatically and the levels of the books that they were reading got much higher. The actual books, other materials and listening devices which are used in their classrooms will be shown along with explanation. The participants will see how easy the books that students first encounter in the class and the way how teacher helps their students to select the books.
Atsuko Ueda is an associate professor in Ibaraki University, located in northern Kanto area, Japan. ER has been captured her since 2003. She is co-president of Japan Extensive Reading Association in 2010. She and Takayuki Nakanishi were the presenters in Asia TEFL 2008.
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Attapol Khamkhien
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Choices of Language Learning Strategies Used by Thai and Vietnamese EFL Learners: Similarities and Differences
Despite the constant efforts in developing English education in Thailand, the achievement of Thai learners was unsatisfactory as measured by standardized tests. In response to the impact of globalization, teaching strategies and learning potential in English classes need to be improved to satisfy the demands of the international community. In this regard, language learning strategies is deemed significant theoretically and practically, revealing how English is learned and how a classroom teacher should teach English. To successfully enhance Thai Englishs proficiency, this study has two principle objectives: 1) to explore language learning strategies commonly used by Thai and Vietnamese learners; and 2) to compare their language learning strategies. The data were systematically collected, using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews. The comparison of the patterns of language learning strategy used by these two learner groups revealed some resemblances and variations, illustrating what a teacher and learners should know to successfully teach and learn English. Possible factors contributing to the strategies used were also offered. The knowledge generated by this study will benefit particularly educational planners, methodologists, and classroom teachers; it not only help them better understand the strategies used by Thai and Vietnamese learners in learning English, but also facilitate the process of improving English education in Thailand.
Attapol Khamkhien is a lecturer at the Faculty of Liberal Arts and Science, Kasetsart University, Thailand. He received a Master degree in English as an International Language (EIL) from Chulalongkorn University. His main interests include language learning styles and strategies, English as an international language and academic writing.
B. Greg Dunne
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Critical Reflective Teaching in the 21st Century: Using Video Software for Critical Self Reflection and Peer Feedback
This presentation reports the preliminary findings of an ongoing, truly synergised teacher development project that is intended to promote professional development via critical reflective teaching. The project design required participating teachers to videotape each others university English lessons before engaging in critical self-reflection and peer feedback. In addition to the dual input that varied perspectives provide, this two-pronged approach enabled not merely a means for reflection on each teachers classroom performance but also a means for each teacher to raise his own awareness regarding his ability to competently self-reflect. The lessons themselves were grounded in a task-based learning (TBL) framework, which subsequently became the point of
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departure for each critique. Preliminary observations report; i) differences between how each teacher initially perceived his lesson regarding achievement of objectives, student participation/performance, teacher adherence to TBL principles, teacher/student rapport, and issues regarding learning environment; and ii) how collaborative feedback subsequently resolved these differences through inter-teacher reflection.
B. Greg Dunne & Sean H. Toland both currently teach in an English program at Osaka Shoin Womens University in Japan. Both are qualified teachers in their respective homelands of Australia and Canada. Sean has also taught in Korea.
Bambang Yudi Cahyono
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Development of Creativity and Innovation of English Language Teachers of Primary Schools through Research-Based In-Service Training
Research studies conducted in Indonesia show that most English language teachers at primary schools do not have adequate skills in teaching young learners of English. In order to solve the problem, in-service training programs need to be developed and given to English language teachers at primary schools. This paper reports the development of in-service training programs for English language teachers at this education level. A preliminary survey for the development of the programs show that these teachers need some knowledge that can help them to be creative in applying some techniques for teaching English suitable for the cognitive development of the young learners. The survey also shows that the teachers need to be equipped with a means to help them become innovative teachers. Based on these results of the preliminary survey, two main packages of inservice training program are developed. The first package, Techniques of Teaching English for Young Learners, provides teachers with practical skills in using various techniques of teaching such as the contextual teaching and learning (CTL) approach; the attractive, creative, effective, and joyful learning (locally called PAKEM) approach, and the cooperative learning (CL) approach. The second package, Classroom-Based Action Research for English Language Teachers, provides teachers with skills in conducting research based on problems that they encounter in their classroom. It is expected that development, and later the application, of the in-service training programs can encourage English language teachers to be more creative and innovative in the teaching of English language for young learners at primary schools.
Bambang Yudi Cahyono earned his M.A. in Applied Linguistics from Concordia University, Montreal, Canada in 2000 and Ph.D. from the Department of Linguistics and Applied Linguistics of the University of Melbourne, Australia in 2006. In 2007, he was awarded professorship in Applied Linguistics from the State University of Malang, Indonesia, where he is currently working as an English teacher educator.
Bobby K. Tam
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Assessment of Aviation English in China
In 2006, airlines based in mainland China began large-scale English language training programs in an effort to comply with proficiency requirements mandated by the International Civil Aviation Organization (ICAO), an agency of the United Nations. To demonstrate proficiency, pilots must achieve a level 4 on the 6-band rating scale developed by ICAO. China used the Royal Melbourne Institute of Technology English Language Test for Aviation (RELTA) as the assessment instrument from 2006-2008, then developed its own test, the Pilot English Proficiency Examination of China (PEPEC) from 2009 onwards. This paper is an overview of the trials, tribulations, and trends in the teaching and testing of Aviation English, arguably the fastest-growing segment of English for Specific Purposes (ESP), and looks in detail at the viability of using the RELTA and PEPEC in assessing proficiency for pilots in the fastest-growing economy in the world.
Bobby Tam is an aviation English specialist with over 15 years experience in TESOL. His previous presentations were on intercultural communications (AsiaTEFL III, Beijing) and teacher training (AsiaTEFL V, Kuala Lumpur). As the only person having had direct involvement with both the RELTA and PEPEC, he possesses a unique insight into the world of Aviation English assessment in China.
Byron O'Neill
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Successfully Implementing Standardized Vocabulary Instruction
Introducing a common vocabulary syllabus into an English as a Foreign Language (EFL) program can pose many challenges. Administrators, course coordinators, and teachers will often disagree as to which vocabulary list to use. The manner of instruction and number of words to be covered are also often debated. Finally, disputes will arise as to the best way to assess student retention of vocabulary. This presentation will show how one EFL program at a university in Japan successfully standardized its vocabulary instruction and implemented a coordinated teaching and assessment procedure. It will discuss how and why the Japan Association of College English Teachers list of 8000 Basic Words (JACET 8000) was chosen as the most appropriate for the educational context and how a series of graded vocabulary quizzes were created for use by all language teachers within the program. The JACET 8000 is a respected vocabulary list based on the British National Corpus and a subcorpus extracted from various mass media outlets (newspapers/magazine articles/television transcripts), cinematic transcripts, junior and senior high school English textbooks used in Japan, scientific journal articles, commercial English proficiency examinations (TOEFL/TOEIC), and children's literature. It is divided into eight levels of 1000 words each according to frequency and educational significance in Japanese contexts. CDs containing all vocabulary quizzes will be provided to participants. These quizzes are open source and can be easily modified with commonly available word processing software.
Byron O'Neill (M.Ed. TESOL) is an associate professor in the Department of English Language and Literature at Kyoto Notre Dame University, Kyoto, Japan. His research
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interests currently include curriculum renewal, development, and task-based language teaching.
extensive
reading,
materials
Canh, Le Van & Minh, Nguyen Thi Thuy
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Teaching English as a Lingua Franca: Dilemmas and Directions
The spread of English as a medium of international communication has fuelled the on-going controversy over the status of English and the variety(ies) of English to be taught to speakers of other languages. While there is a growing consensus among applied linguists on the need to shift the pedagogical focus away from the monocentrist centrifugal perspective on English to plucentricity, a normative model of English that should be taught in classrooms remains a subject of debate. In this colloquium, we discuss the dilemmas of teaching ELF largely with reference to Asian contexts. We argue that the source of those dilemmas is rooted in the way communicative competence is traditionally defined, the confusion between learning English as a second and/ or foreign language, using English as a tool of international communication and English as a native or innate language. As a result, the claim that English no longer belongs to the native speakers is more political than educational, and the repeated call to move away from the narrow view of native speakers standard English remains rhetorical. English continues to be taught according to nativespeaker norms at least across Asia. Finally, we suggest that a context-based and needs-based approach to teaching ELF could be a solution to those dilemmas.
Canh, Le Van is a senior lecturer in Applied Linguistics at University of Languages & International Studies in Hanoi, Vietnam. He is currently researching the issue of teachers distributed cognition in an under-resourced EFL context. Email: levancanhvnu@gmail.com Minh, Nguyen Thi Thuy is an assistant professor in the English Language and Literature Academic Group at National Institute of Education, Nanyang Technological University. She is currently researching the learning of pragmatics in Singapores English-medium classrooms. She has taught in Vietnam and Singapore. Email: thuyminhnguyen@gmail.com Both presenters have recently co-authored a book chapter: Minds working together: Scaffolding academic writing in a mixed-ability EFL class edited by Bradley Baurain and Phan Le Ha and published by Teachers of English to Speakers of Other Languages, Inc.
Carl R. Adams
Daring to Discuss: Collaborative Learning
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Sharing ideas and opinions in groups, like sharing stories, offers a rewarding experience that adds flavor and spice to English classes. However initially most Asian students find it too difficult to offer their opinions or too daring to discuss even in small groups. This session offers practical
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suggestions on how teachers can help students increase their confidence and participation in speech or discussion related classes. Instead of focusing all their efforts on presentation, students are encouraged to focus also on the content and development of the ideas they wish to share with their peers. In class, students work in pairs, as well as in various small groups, planning, researching and collaborating on current issues of their own choice. Then individually they present their own ideas to other student groups. Following each practice session they revise and refine their ideas before presenting their ideas to another group. Through collaborative learning in small groups students can find their voices while daring to discuss and share their ideas through mini discussions and presentations. Teaching is learning, so that through practice and feedback sessions, students gain confidence in their speaking and listening abilities while developing their English language and academic skills. The presenter will introduce an overview of the course goals, roles of teacher and learners, a sampling of collaborative student work and types of class activities.
Carl Adams, Professor at Tokyo International University, teaches speech, media and intercultural communication. Adams began teaching EFL in Danang, Vietnam (196668), then Indonesia (1969-70) and more than 30 years teaching in Japan. He gives workshops, is a teacher trainer and author: Journeys: Listening & Speaking (Longman).
Caroline Meek
Access English: Supporting Teachers in East Asia
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In 2008, a regional British Council project called Access English was born of a successful smaller scale project called Primary Innovations. The aim of Access English is no less than to transform the teaching and learning of English in East Asia. As part of the project, the British Council has been working with Ministries of Education in Indonesia, Malaysia, the Philippines, Singapore, South Korea, Taiwan, Thailand and Vietnam and with groups in Burma to create and develop systems to support the hundreds of thousands of English teachers, many of whom have little or no access to resources such as materials for their lessons and ideas on how to use these, methodology articles and training courses. An online teachers portal has been set up in seven countries and is planned for the remaining two, but that hasnt solved the problem entirely since many teachers do not have access to classrooms with computers or internet connectivity. This talk will show the steps that have been taken to set up and ensure the successful usage of the online teachers portals, taking into account the different contexts of each country. I will also show how teachers have been reached in more remote areas, and how any school, region or country can set up a system of support for their teachers.
Caroline Meek has been working for the British Council in Europe and Asia for over ten years as a teacher, Senior Teacher, and most recently as Regional Project Adaptation Manager and is currently based in Singapore. She heads the Teacher Support Strand of the Regional British Council Access English project.
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Carrie Chang
Peer Review in EFL College Writing Class
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This study aims to examine Taiwanese college students peer-review comments over the course of a semester. Participants were sophomore English majors enrolled in one English Composition II class in Tamkang University, Taiwan. In this process-oriented EFL writing class, students wrote a total of four take-home essays. To help students become audience-aware via collaborative learning, students were engaged in peer review, i.e., students exchanged drafts with classmates, and gave comments and suggestions before submitting the final essays to the instructor. The writing cycle consisted of brainstorming, outline, drafting, peer review, and final essays. Participants received peer review training during which the instructor modeled peer review; students then practiced peer review in small groups. For each peer review activity, participants were given peer-review checklists to help them focus on the content and text organization. The instructor also assessed and gave feedback to students peer review comments, which accounted for 15% of the final grades. Peer review comments in the four assignments will be assessed by quantity, quality, intimacy, perspective/role (readers or reviewers) and style/tone. It is hypothesized that as the semester progresses and students receive instructor feedback on their peer review comments, reviewers feedback will improve not only quantitatively but also qualitatively. This study would shed light on how to best implement the peer review activities in EFL settings.
Cha, Kyung-Whan
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Medical Ideas and Scientific Devices for Listening Research
The purpose of this presentation is to introduce the latest medical ideas and technological devices for listening research: dichotic listening, E-prime, functional magnetic resonance image(fMRI), ultrasonic ringtones, and Galvanic Skin Response(GSR). For the past 30 years, most listening research has depended upon researchers' intuition, surveys, interviews or think-aloud methods, and employing some technologies, such as, tape-recorder, videos, and the internet. Almost no researchers have utilized scientific medical devices for listening research up until the past 10 years, although listening itself is a physiological human function in the brain and ears. These breakthrough medical devices will reveal more accurate and scientific findings of L1/L2 listening experiments. More specifically, through dichotic listening experiments, one can determine whether the left and right ears use different faculties when listening. E-prime will show reaction times of human auditory perceptions of words and sentences. fMRI is a non-invasive method for language mapping and the determination of language dominance and lateralization. Ultrasonics are new ringtones that play at higher frequencies than normal tones. This means that they can be heard only by the young, and generally can't be heard by adults over the age over 20. Finally, GSR detects subjects' emotional conditions in language learning since the GSR device is used for lie-detecting.
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Kyung-Whan Cha, Ph.D, is a professor in the Department of English Education at Chung-Ang University(CAU), Seoul, Korea. He received his doctoral degree in TESOL from the University of Kansas, and he has been teaching at CAU since 1988. Currently he is President of the Applied Linguistics Association of Korea(ALAK). His main research interests are L2 listening and accompanying mechanisms.
Chanchal Singh
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The Global Language in Asia: From Amorphous to Defined
The study explores the potential development of the Global Language in Asia. It surveys the linguistic abilities of individuals who desire to master English as a Foreign Language. The present research has developed and appraised the reliability and validity of Accent Training and InterCultural Awareness. Research conducted on 100 case studies, showed the importance of the correct English accent and generated a profound interest in cross-cultural awareness. The assessment was based on cultural sensitivity, self-improvement and peer interaction. The test results demonstrated that if the individuals had exposure to the right Global accent, accepted grammar and cross-cultural awareness, then the chances of greater World understanding and appreciation increased manifold. The research illustrated, that of the 100 participants, individuals with high scores also showed high interest in the willingness and eagerness for self- perfection, cross-cultural sensitivity among other aspects. They expressed an ardent desire to overcome the accent divides that exist. The overall conclusion was the introduction of Global English in early education, for arming the children of the Asian countries to face the challenges of the dissolving borders between the nations of the world. The research emphasizes the importance of implementing policies from boardrooms to classrooms for the good of the future generation, the nation and the world.
Chanchal Singh holds a Masters Degree in Human Resources and Public Relations. She has more than 26 years experience as an Accent Trainer, an Educationist and Training the Trainer. She has worked on projects for the UN and Mother Teresa.She was the Co-Director at BGI and AIWC. She has also worked in the UK. She is currently at Shantou University.
Chaphichith Xayapheth
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An Evaluation of Language Curriculum of Higher Education from the Viewpoint of Business English
This study was aimed at evaluating student achievement of Business English (BE) and clarifying problems affecting the student achievement and identifying the target situation through investigating opinion of employers on needs of English. There were three methodologies used in this research. The first one was to obtain data on student achievement of BE and problems affecting the student achievement by giving a researcher-made test to 332 final year students. The second one
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was to obtain data on opinion of employers of graduates of English from National University of Laos about necessities of English at workplace, what graduates want and lack when they used English at workplace. Overall student achievement in BE was relatively low. In addition, from the viewpoint of employers, the contents of BE at workplace was in a high remand. However, the graduates of English could not perform themwell. Even though they could do them, most of them still made a lot of mistakes. The most common reasons the graduates could not perform them well was from lacking of basic knowledge and skills in English itself, concepts of business terms and knowledge and skills in business. This indicates that to know only English was not enough for the graduates to work effectively and productively, the graduates needed to acquire the general knowledge and skills related to their future job and how to adopt themselves in the real situation of future job.
Chaphichith Xayapheth gained Bachelor of Arts in Teaching English as a Foreign Language from National University of Laos in 1999, Bachelor of General Business Administration in 2005 at the same university, Postgraduate Diploma in Applied Linguistics from RELC in 2005 and Master of Arts in Language Education from the Graduate School for International Development and Cooperation (IDEC), Hiroshima University in 2009.
Chikako Nishigaki
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Complementing Parallel DDL with Electronic Dictionaries to Enhance Intermediate EFL Learner Autonomy
Data-driven learning (DDL) is considered beneficial for language learning because it focuses on authentic materials and learner-centered activities. In this two-part study, 12 intermediate-level EFL learners used a Japanese-English parallel corpus (Utiyama & Isahara, 2003) and bilingual concordancer (Barlow, 2002) to examine the varieties of meanings and collocations of target words and the different nuances of synonyms in eight lessons. The results of a pretest and two posttests given both one week and two months after the end of the program showed a 33% gain in vocabulary knowledge and a 96% retention rate. In the second part of the study, learners did composition and proofreading tasks using a parallel corpus and an electronic dictionary in order to compare their functions, usability and value. Learner production and feedback indicated that the parallel corpus and electronic dictionary functions were complementary: the parallel corpus provided more abundant examples of the use of a target word, gave more authentic examples of sentences and collocations, and showed what collocational expressions are comparatively more frequent in authentic text. The electronic dictionaries were easier to manipulate, and gave explicit explanations for the choice of expressions. These results indicate that the combination of their use is valuable for learners.
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Chikako Nishigaki is an associate professor in the Faculty of Education at Chiba National University, Japan. Ayako Kijima is a student at Graduate School of Chiba National University, Japan. Kiyomi Chujo is an associate professor at the College of Industrial Technology, Nihon University, Japan. Kathryn Oghigian teaches at the Center for English Language Education in Science and Engineering, Waseda University.
Chinfen Chen
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Effectiveness of Online English Remediation Program On Promoting Alphabet Recognition and Phonemic Awareness of EFL Low Achievers
The study aims to investigate the effectiveness of Interactive online English remediation program on promoting alphabet recognition and phonemic awareness of Taiwanese EFL 1st to 4th graders whose English achievement was in the last 10% of all the students in the same grade at two Taipei municipal elementary schools. Data needed were collected through the pre-/posttests, a learning attitude questionnaire and online weekly record. The results indicate that the low EFL graders made significant progress in naming 26 letters and very significant progress in recognizing letter sounds and the concept of syllables concepts. The meddle graders made significant progress in naming letters, recognizing letter sounds, vocabulary blending phonemes and segmenting phonemes. In addition, subjects became more active in participating in English learning, showed more interest in online English learning and formed peer learning automatically.
Chinfen Chen, with Ed. M of Interactive Technology in Education at Harvard Uni. and Ed. D of Multimedia of Bilingual Education at UMass, Amherst, is Professor of the Graduate School of English Education and ex-Provost of Academic Affairs at the National Taipei University of Education and conducts studies related to language transfer and interference, EFL teaching strategy and remediation education, the integration of computer technology into EFL education at the primary school level.
Ching-Fen Chang & Szu-wei Wu
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The Integration of Podcasting in an English Listening Course
Podcasting, a popular application of Web 2.0, has recently gained much attention in English teaching and learning. According to King and Gura (2005), podcasting refers to a series of portable sound files, hosted on the Web, and distributed via a Really Simple Syndication (RSS) feed (p. 8). Previous studies have proposed that due to its authenticity, easy use, and the widespread possession of mobile devices among young learners, podcasting can be an innovative tool to provide L2 learners rich and regular practice opportunities of English listening skills. This paper reports an expository study examining 45 EFL college students learning strategies and perceptions of the integration of podcasting in their English listening course at a public university in northern Taiwan. Two podcasting tasks drawn from BBC Learning English were provided as an extension of listening practice out-of-in-class activities. Data were collected from students written response to
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the podcasting content, two questionnaires, and a follow-up interview. Data were analyzed by triangulating difference sources and searching for similar themes relating their learning behaviors and strategies. The results showed that although most of the students held positive attitude toward the integration of podcasting as an extension of listening practice, they adopted similar learning strategies as they did for other listening tasks to complete the podcasting tasks. The results also revealed that students tended not to blend formal learning tasks with the entertainment purposes in their mobile devices. Pedagogical implications are provided for the application of podcasting in English classrooms.
Ching-Fen Chang is assistant professor in Institute of TESOL, National Chiao Tung University, Taiwan. Her research interests include computer-assisted language learning and sociocultural theory and second language. Szu-wei Wu, a full-time lecturer in Language Teaching and Research Center, NCTU, Taiwan, has been teaching a variety of undergraduate and graduate-level English courses in different universities.
Chin-Ting (Emily) Chou

The Power of Readers Theater
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The purpose of this investigation was to explore whether the use of Readers Theater would enhance the literacy development of senior college students when embedded in an advanced reading class. A large body of research has demonstrated the popularity and effectiveness of Readers Theater—an instructional strategy for improving reading fluency—in promoting the reading development of elementary school students. In this study the Readers Theater strategy was employed instead in an advanced college setting. This was a 12-week study using a mixed methods approach that involved both qualitative and quantitative data analysis. Senior college students in an advanced reading class were engaged in a Readers Theater program in which they responded to literature by writing, rehearsing, and performing scripts based on what they had read. Data taken from the study of this activity consisted of surveys, interviews, researcher field notes, and audiotapes. Participants were administered an informal reading inventory before and after the Readers Theater experience to document any changes in fluency and reading rate. Participants pre/post results were compared to test results for a group of students in the same school who did not participate in Readers Theater. In addition, a case study of five students provided an in-depth profile of their participation in Readers Theater. The findings of this study indicate that students who participated in Readers Theater made dramatic improvements in fluency. It was concluded that Readers Theater enables students to realize a higher level of success in reading and to understand the power of reading in their lives.
Dr. Emily Chou is an assistant professor in the Department of Applied English at Chihlee Institute of Technology in Taiwan. She holds a Ph.D. in reading education from
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Texas Womans University. Her research interests include the reading program for all levels, readers theater, service learning and learning environments for language learners.
Chitose Asaoka
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Reflecting on Reflections: The Use of Reflective Journals as a Training Tool for Pre-service English Teachers in Japan
Reflective practices have been recently emphasized as a vital element in the process of language teacher development; however, reflection could be challenging for prospective teachers since they may not have appropriate vocabulary or concepts to explain their thoughts and beliefs. In addition, prospective teachers may be more concerned with their self-image, and thus, reflection might lower their self confidence. Akbari (2007) also criticizes what is being taught in most of initial teacher education programs is how to reflect, but not what to reflect on. As a way of overcoming these difficulties, this study reports the practice of reflecting on reflections by pre-service English teachers in the Japanese context. Seven pre-service EFL teachers were originally asked to keep reflective diaries as a research tool on the process of their teacher expertise development for one year. However, the data obtained from diary entries not only provided insights into the participants changes over a period of time but, at the same time, keeping diaries and explaining their experiences of learning to teach in the interviews enabled the participants to foster their critical reflective skills, reflecting on their reflections. By investigating the areas of the participants reflections, the sources of their reflections as well as their perspectives on the value of reflection on reflections, this study will explore how pre-service English teachers can internalize theory and practices in language teacher expertise development.
Chitose Asaoka is an associate professor in the Department of English in the Faculty of Foreign Languages at Dokkyo University, Japan. She teaches EAP and TEFL methodology courses. Her current research interests include teacher education and teacher autonomy.
Christopher Chase, Paul Alexander & Fang46 Ying

The GCE Project: Asian EFL Students Communicating Online
This colloquium will provide an overview of the Global Culture Exchange (GCE), an ongoing IT project facilitating English language communication between students living in Korea, China, the United States and Japan. The GCE is an extension of the Japan-Korea Culture Exchange (Chase & Alexander, 2007), started in the fall of 2003. During the colloquium three teachers involved with the project will make short presentations, before inviting the audience to participate. Chris Chase will outline the projects history and development, focusing on specific changes that were made
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over time. Paul Alexander will introduce the discussion forum where students primary intercultural communications take place online, describing the key CMC (Computer-Mediated Communication) methods and technologies. Finally, Ying Fang will talk about how the project has helped students improve their writing competence and enhance their intercultural communicative awareness. In our view the success of the GCE/JKCE Project has demonstrated that readily available CMC technologies can work well with Asian students, enabling them to actively use English to communicate with peers overseas. Reference: Chase, C. & Alexander, P. (2007). The Japan-Korea Culture Exchange Project. In R. ODowd (Ed.), Online Cultural Exchange: An Introduction for Foreign Language Educators. Clevedon, UK: Multilingual Matters. pp. 259~263
Christopher Chase is a Professor of English Language Education at Seinan Gakuin University, Fukuoka, Japan. Paul Alexander is Chair within the Graduate School of TESOL, at Hankuk University of Foreign Studies, Seoul, Korea. Fang Ying has been teaching English for almost 8 years, in the English Department of Yang Zhou University, China.
Chung-chien Karen Chang
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Employing Sight Translation Skills in ESP Course Instruction
In the field of translation and interpretation, sight translation has long been employed as a pedagogical exercise in training interpreters. More specifically, this exercise is used to help facilitate the transition from written translation to oral interpretation. When a sight translation task is given, the trainees read a written text in a source language, mentally process the information and render the translation orally into a target language. This current study examines how sight translation skills can be incorporated into ESP courses, specifically in training learners with engineering backgrounds and work needs. In Taiwan, most English curricula place the focus on the four basic skills of listening, reading, speaking and writing. When students advance to junior or senior years of their university study, language-related courses dwindle mainly because the current emphasis is on courses with English instruction only. In other words, most universities encourage their teaching faculties to instruct professional courses in English only, hoping such an approach will strengthen their students English proficiency. Nevertheless, as most course discussions and materials are still dominated by textbooks, the acquisition of English vocabulary and expressions is more related to general knowledge of the disciplines. Facing the demands of their future job markets, the engineering students in this study need a more specific curriculum and training approach. Collecting real scenario exercises from the field and formulating learning activities with the help of sight translation skills, this study measures the learning outcomes through the students evaluations of course design and self learning progress.
Karen Chung-chien Chang is PhD candidate in Arizona State University. Her research interests are related to teaching material development, ESP course design, and second language writing. Trained as a translator and interpreter, she has worked
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as an instructor of these disciplines for seven years. She hopes to combine her PhD education with field experience as an English instructor.
Chuzaimah Dahlan Diem
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Literature, Literacy, and Library: Learning Model to Cultivate Reading Habits and Literacy Skills
The fact that EFL literacy in Indonesia is still low has driven us to conduct this study whose objective is to cultivate reading habits and increase literacy skills for young learners. By using the 3-L strategy—literature, literacy, and library—as a learning model, the study involves five techniques, namely: using Informational Text Structure, Online Resources, the Partnership with Librarians, The Big6, and Literature Circles, was conducted. The sample consists of 200 fifth graders divided equally into five groups each of which is also divided into experimental and control groups. Each of the experimental groups is taught for 32 meetings using one technique. The results of the study show that each of the five techniques used has given a significant contribution to the young learners literacy skills and reading habits. As a whole the experimental groups outperformed the control groups with a significant mean difference of 21.73 on literacy skills and 10.63 on reading habits. The study also shows that (1) the Online Resources is the mostly contributing technique to increasing listening skills, (2) the Informational Text Structure to speaking skills, (3) the Literature Circle to reading skills, and (4) The Big6 to writing skills. However, in spite of making significant contributions, these techniques still cannot increase the students achievement up to a good level. One factor that may contribute to the low achievement of the young learners English literacy is that the 3-L strategy requires decent libraries and language labs.
Chuzaimah DIEM is a professor of education, Sriwijaya University. She earned MLS from University of Mississippi and Ed.D. in Reading and Linguistics from BSU, USA. She is the coordinator of TEFLIN for South Sumatera. Diemroh IHSAN is a professor of English education at Sriwijaya University. He earned his MA in TEFL and Ph.D.in Applied Linguistics both from BSU.
Clyde Fowle
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Content, Culture and Critical Thinking in an Era of Global English
Given Englishs status as a global language, what does this mean for the topics, texts and tasks we use with our students? Teachers in Asia and around the world have criticized commercial texts for being Anglocentric, bland, celebrity-driven or a combination of all these. How can these problems be redressed? What kind of contents would help our students understand and operate more effectively in a global context? This session will look at a selection of possible topics, texts that are international and culturally sensitive and also engaging on an intellectual and affective level as well, including texts written for learners by Professor David Crystal covering aspects of English as a global language. Example activities for exploiting such materials in ways that encourage students to
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think critically will also be demonstrated. The materials will be taken from the new course Global published by Macmillan.
Clyde Fowle is Regional Consultant / Trainer for Macmillan Education, East Asia. He has 20 years experience of teaching English, managing language programmes and teacher training in Asia. He holds an MA in TESOL from Sheffield Hallam University and has published several articles in the field of ELT.
Colin Thompson
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Is He Looking for a Wife or the Wife? Applying Task-based Learning to Develop Learners Use of the English Article System
Globalization has meant that communication between nations through the use of English has become more important than ever. Consequently, education authorities in many countries throughout Asia have expressed a desire for English language educators to move away from more traditional teacher-centered models of instruction and adopt approaches that focus on communication skills and group work. This presentation reports on a project that attempts to respond to this objective. More specifically it describes efforts to develop a communicative task that allows learners to concentrate on a potentially problematic area of language form, English articles. It will demonstrate how a communicative task was administered to a class of adult learners of English to develop their communication strategies and to draw their attention to the usage of articles. The presenters will begin by outlining the rationale for selecting a task and will describe a methodology that employs tasks to promote interaction, negotiation of meaning and opportunities for students to reflect on the accuracy of the language used. The presenters will conclude by discussing the advantages and disadvantages of using tasks in their particular learning context.
Colin Thompson is a lecturer at APU Ritsumeikan University where he teaches Intermediate English classes. He has been teaching in Japan for approximately four years and his teaching interests are oral second language pedagogy, in particular the use of tasks. Neil Millington is a lecturer at APU Ritsumeikan University where he teaches Fundamental and Intermediate English classes. He has been teaching in Japan for eight years and his teaching interests include developing spoken language proficiency through the use of tasks and teaching English to young learners. He is also interested in using short stories and songs to increase learner motivation.
Craig Langdon
Choose Your Words Carefully: Analysing Vocabulary in Teacher Generated Material
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When teachers create material for language learners, choosing appropriate vocabulary is a vital aspect of the process. This presentation will look at the vocabulary analysis of teacher generated material at a private foreign language university in Japan. The vocabulary was analysed to determine whether it was high frequency, low frequency or academic. The vocabulary was analysed using VocabProfile, a free online profiler. The profiler uses Laufer and Nation's four-way (GSL1/GSL2/AWL/OFFLIST) word sorter. The material had been created for a first year reading course and had been in use for over 5 years when the analysis took place. The presentation will look at the benefits and drawbacks in the analysis of vocabulary both during and after material creation. The implications for future materials development will be discussed. The presentation will provide teachers with a systematic approach to vocabulary analysis that they can use in their own teaching environments. References Cobb,T. Web Vocabprofile [accessed 28 February 2010 from http://www.lextutor.ca/vp/ ], an adaptation of Heatley & Nation's (1994) Range. Heatley, A. and Nation, P. (1994). Range. Victoria University of Wellington, NZ. [Computer program, available at http://www.vuw.ac.nz/lals/.]
Craig Langdon has been teaching EFL for the past nine years and has taught in South Korea and his native New Zealand. He is currently a Lecturer at Kanda University for International Studies in Chiba, Japan. His research interests include new media technology applications to pedagogical methodology and autonomous learning.
Cynthia Yolanda Doss

Reshaping Reading Instructions in the 21st Century
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Reshaping Reading Instructions in the 21st Century Literacy is evolving in new directions as a result of the internet. Reading on the internet differs in various ways from reading traditional printbased texts (Leu, Kinzer, and Coiro & Cammack 2004). Similarly, Julie Coiro (2003) stresses that electronic texts introduce new supports as well as new challenges that can have a great impact on an individuals ability to comprehend what he or she reads. It therefore, requires readers to extend their use of traditional comprehension skills to new contexts of learning. In addition, it demands fundamentally different types of strategies not currently covered in most language curriculum. Therefore, given the prediction that in the future most if not all of our reading could be digital, we as educators and researchers need to identify reading strategies that ESL/EFL learners use while reading hypertext. The process of how readers extract meaning will give us invaluable information about the cognitive processes during reading hypertext. A study was conducted to identify the metacognitive and cognitive reading strategies used by ESL learners while reading in print and hypertext. Think-aloud protocol and retrospective interviews were used to identify the cognitive and metacognitive reading strategies used. This paper will discuss the following findings of the study: • Reading strategies used while reading hypertext and print • Readers Profile • A Basic Framework for Hypertext Literacy.
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Cynthia Doss (Phd) is an Associate Professor at the Academy of Language Studies, MARA University of Technology. She has been involved in ELT for nearly 24years and her areas of interest are in literacy development, teacher training, reading and materials production. She has also co-authored several books.
David Carless
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Formative Assessment for Asian Contexts: Test Follow-up
In East Asia, where testing is a dominant feature of education, there is a danger that formative assessment can seem like a luxury. There is research evidence, however, that formative assessment is one of the most powerful ways of enhancing student learning. How might tensions between a testing orientation and a more humanistic learning one be resolved? This paper takes the position that formative assessment can work in Asian contexts, but that it needs to take different forms from those strategies reported in literature from Anglophone countries. Based on extensive classroom observations carried out in Hong Kong primary schools, this paper explores how teachers follow-up after tests. It describes and analyses some of the strategies deployed and uses interview data to present participants comments on classroom events. The analysis reveals ways in which tensions between summative and formative assessment might profitably be reduced. The contribution of the paper is mainly twofold. First, it develops the notion of contextually suitable variations of formative assessment appropriate for the setting in which they are being implemented. Second, it argues for productive synergies between summative and formative assessment: when testing is frequent and pervasive, there is an urgent need for tests to be used as learning tools, as well as means of grading or ranking students.
Dr David Carless is Associate Professor and Head, Division of English Language Education, Faculty of Education, University of Hong Kong. He has delivered a number of plenary and invited speeches within the region. He has published more than 30 refereed papers in journals, such as TESOL Quarterly, System, and ELTJ. His last book was entitled How Assessment Supports Learning.
David D. Qian
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Sizing Up Vocabulary Knowledge Dimensions of Chinese Web-based EFL Learners at the Tertiary Level
Vocabulary knowledge plays an important role in EFL learners writing. This paper reports on a study which investigated the relationship among three dimensions of vocabulary knowledge, namely passive, controlled active and free active vocabulary knowledge, and these dimensions of vocabulary knowledge affect the quality of writing by the participating EFL learners. Participants in the study were a group of English learners (N = 31) who were attending a distance-learning English
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language program at a major tertiary institution in China. In the study, Vocabulary Levels Test and Test of Controlled Productive Ability were used to evaluate passive and controlled active vocabulary knowledge respectively. The Lexical Frequency Profile was used to evaluate free active vocabulary knowledge based on written compositions produced by the research participants. Pearson Product Moment Correlations were computed to determine the interrelations among the three dimensions of vocabulary knowledge. The results of the study indicate that, among the three dimensions of vocabulary knowledge, free active vocabulary knowledge has a stronger correlation with controlled active vocabulary knowledge than with passive vocabulary knowledge. Moreover, it was found that the participants controlled active vocabulary knowledge was much smaller than their passive vocabulary knowledge and their free active vocabulary knowledge beyond the 2000word level appeared to be the smallest among the three dimensions of vocabulary knowledge beyond this lexical level. In addition, all the three dimensions of vocabulary knowledge appear to show different effects on the participants writing competence.
Professor David D. Qian, (PhD, OISE/University of Toronto) is Professor in the Department of English, The Hong Kong Polytechnic University. Main research interests include language testing and assessment, vocabulary acquisition and measurement, English learner corpora and occupation-specific corpora. Liming Shi (MAELT, The Hong Kong Polytechnic University) is a teacher at the Institute of Online Education, Beijing Foreign Studies University.
David E. Shaffer
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The Quality of English Loan words in Korean and Their Value in Learning English
This study is a systematic analysis of English loanwords borrowed into Korean to which a quality value has been assigned. This overall quality value and the values of its components is instrumental in determining the degree of difficulty Korean learners of English will have in learning the English counterparts of the Korea loanwords and provide them with loanword learning strategies. Examined in this study are four aspects of Korean-English cognates. The cognates quality is based on both semantic and formal features. The semantic features analyzed are cognate type (true, divergent, convergent, or false) and meaning overlap, a measure of whether the loanword matches a more common or less common meaning of its English cognate. The formal feature measured is degree of shortening. Restrictions on loanwords are also measured. Results show that Korean-English cognates have a relative high quality value and that the value is higher for words whose English cognates are in less frequent ranges of use. It has been found that many Korean-English cognates are convergent, that a majority of loanwords correspond to the most common English cognate definition, and that few undergo shortening. It will be shown that these finds are similar to those for
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English loanwords in Japanese and that arming our English learners with this knowledge will be beneficial in expanding the learners lexicon via loanwords and provide them with strategies for fine-tuning the learning of loanword meanings. Discussion on loanword phenomena in other L1s of the audience will also be conducted.
David E. Shaffer, PhD, has been a long-term educator in Korea. At Chosun University, he is Foreign Language Programs Director and TESOL Program Director. His recent academic interests include loanword functionality in ELT and incorporating cognitive linguistic constructs into more effective teaching techniques. Dr. Shaffer is Executive Director of Internal Affairs for Asia TEFL.
Deng Chunrao
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Innovation Towards Communication- oriented Teaching: What happens in Chinese EFL Classrooms?
Task-based language teaching (TBLT) has a high profile within contemporary ELT, yet there are few empirical studies on how teachers actually implement their classroom activities when they are required to perform TBLT as part of their regular teaching. This study fills the gap by exploring how four primary school teachers implements activities in the context of a national TBLT innovation in Guangdong China. Research questions: 1. What activities are teachers implementing in Guangdong primary school classrooms and how communicative they are? 2. From the teachers perspectives in each school, what factors affect the degree of communicativeness? Qualitative multi-case study methodology is adopted in this study. 55 lesson observations and 64 semistructured interviews were conducted in two stages with a purposive sample of four teachers. The data analysis was recursive: findings were generated and systematically built as successive pieces of data were gathered. The analysis indicates a low to medium degree of communicativeness. Factors, such as the way teachers work with activities, are identified to explain why the more communicative ones occurred. The study also finds that teachers lack of deep understanding of TBLT is a major reason for the low communicativeness in general and suggests that more effective teacher training is needed.
Deng Chun-Rao is a full-time Ph.D. student is in the Faculty of Education, the University of Hong Kong. She graduated with a master degree from Catholic University of Leuven in Belgium. Before her Ph.D. study, she worked as a teacher of English in a primary school in Guangdong China. Her research interest is task-based language teaching and communicative language teaching in classrooms.
Deng Xiaoyan (Lexia Deng)
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A Study on Learning Styles of Chinese Mainland Students and Macao Students

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A Study on Learning Styles of Chinese Mainland students and Macao students Abstract The study was triggered by an interesting phenomenon observed in the MUST (Macao University of Science and Technology) that Chinese mainland students generally outperform local Macao students in the English classroom. The article aims to discover the possible explanation to the above phenomenon by discussing the differences in the learning styles and the learning approaches of students from Mainland China and Macao in their first year of university study in MUST, at the same time to catch a glimpse of the unique Macanese background harboring cultural diversity which may have an impact on locals learning style. A revised version of Vermunts Inventory of Learning Styles (1994) questionnaire is delivered to 112 students from six different majors in MUST, including 60 Macao students and 52 Chinese mainland students. The research results indicate that there are differences between the two groups in terms of learning style and learning strategy, but fewer than expected. The results were discussed in detail and reasons for the differences were analyzed. Instead of stereotyping the students of either origin, this study will hopefully help our faculty members to gain insight and adjust teaching methods accordingly to enhance English teaching and learning outcome. Key words: Chinese mainland and Macao students, learning style, cultural background.
Deng Xiaoyan Gender: Female Date of Birth: 11/04/82 Education: 2001-2005 B.A., Nankai University, Tianjin, China 2005-2007 M.A., Applied Linguistics, Wuhan, Wuhan University 2006-2007 Practice Teacher, Wuhan University Research interests: Learning style, Computer Mediated Communication & Collaboration, Tone Sandhi in Chinese dialects.
Desi Tom
Using Student Photos in the Language Classroom
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Thanks to digital photography, cameras have become so commonplace that we not only use specialized devices to take pictures, but find them as attachments on our computers, cellular phones and even music players. By bringing the magic of photography into the classroom, teachers not only have a motivational tool for classroom activities, but also a medium for students and teachers to learn each others names and faces. The presenter of this workshop will share several activities and a classroom management technique that use photos taken by students and teachers.
Desi Tom is an English language instructor at Miyazaki International College in Miyazaki, Japan. His interests include gender issues, materials writing and technology in the classroom.
Devaki Reddy S.
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The Role of Politeness in Communication: Implications for Teaching English as a Second Language
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Politeness is an important aspect of verbal communication. Although one of the chief goals of communication is to convey information, speakers convey, in addition to a message, their attitude to a listener/s by their choice of words, phrases and structure of sentences. Children acquiring their first language/mother tongue usually learn to use politeness markers by observing elders using the language. Often, children are verbally taught to speak politely, and reprimanded for incorrect use of the language. Speakers of English as a second language, however, may not be aware of politeness norms in the language, in spite of a high level of proficiency. Politeness is conveyed in different ways in different languages and by members of different cultural groups. In fact, speakers of most Indian languages indicate politeness by the use of specific pronouns. In the absence of such a feature in English, and because of the different ways in which politeness is reflected in English, speakers of other languages may appear to be rude without intending to be so. On the other hand, they may sound polite when the context does not demand it. It would be useful, therefore, to draw students attention to polite ways of communicating in English. The paper describes some activities that were used in the English class to make students aware of the manner in which language can convey politeness or the lack of it, in verbal communication.
S. Devaki Reddy is an Associate Professor at the Indian Institute of Technology Madras. She teaches courses in English and Linguistics. Her areas of specialization include Sociolinguistics and English Language Teaching, in which she is guiding research and has published several papers. Her most recent publication is a book titled Technical English, published by Macmillan India.
Dong Ju Lee
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An Introduction to Classroom Concordancing and Data-Driven Learning (DDL) Approach
Classroom concordancing is generally regarded as a new way of using a computer to analyse written and/or spoken language data (the so-called corpus data), and is a valuable tool for both teachers and learners in language pedagogy. Hence, classroom concordancing is defined as a practical use of concordancing in which data are used in the language classroom in the form of concordance examples or samples which can help both teachers and learners to investigate language in use. This study provides a brief introduction to classroom concordancing and Data-Driven Learning (DDL) Approach, first advocated and developed by Tim Johns (1986, 1991, and elsewhere) through outlining key concepts, basic assumptions, and major principles which are a feature of the approach and distinguish it from other methods. The study also exemplifies various types of activities which have been commonly used in DDL materials. An overview of the existing studies evaluating classroom concordancing and the DDL approach to various English teachinglearning contexts is also discussed in the study.
Dr. Lee is an associate research fellow at Korea Institute for Curriculum and Evaluation. He received his MA in TESOL from Birmingham University and PhD in
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language and linguistics from Essex University. His major is ELT and his many interests include corpus linguistics, computer learner corpora, DDL material design, syllabus and ESL/EFL textbook design, testing in ELT, discourse analysis, etc.
Dung, Do Thi Xuan
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From Simulated Real-life Problem-solving Tasks to Task-based Learning: A Pathway to Success of Esp Classes
The study is aimed at finding out how problem-solving tasks motivate learners of Business English (BE) in Asian contexts. It was conducted on the basis of piloted action research. The researcher is a lecturer of Business English. 80 students of ICI-KREMS classes-Hue University participated into the study. Their major is Tourism and Leisure Management, and they learn BE as a course subject. Basing on 15 topic-based units of the BE course, the teacher re-designed the classroom activities by providing simulated business contexts for student to practice language as well as to do project work. In groups, students set up their imaginative companies. Tasks ranged from introduction, name card exchange to company visit, product presentation, trade fair, and market research... Student were required to do lots of preparation, filed-trips, presentations, role-plays to practise BE in their own "companies". Their performance and progress were monitored and recorded in terms of continuous assessment with portfolios and study diaries. At the end of the course, students wrote their selfassessment and questionnaires were administered to earn feedback from students about how problem-solving tasks or task-based learning motivated them to acquire not only language used in the business settings but management skills and soft skills namely presentation, debate, negotiation, teamwork... as well. Twenty students were then selected to validate information through in-depth interviews. The study reveals that students benefit a great deal from task-based learning as they become more dynamic and active in the learning process. They highly appreciated learning by doing, and enjoyed classroom activities and field-trips. They can really learn the language used at the working place and they can USE it for their work purpose. The passive nature of classrooms in Asian contexts have also been minimised. Presentation Outline - research results - modeled taskbased BE classroom activities.
Ms. Dung, Do Thi Xuan is a lecturer of English at Hue University College of Foreign Languages. She has been teaching English for fifteen years. Her major is TESOL. She earned a Master degree in TEFL Methodology at University of Sydney, Australia. Her research interests include TEFL Methodology (approaches, testing, teacher training) as well as cross-culture communication and ESP.
Dylan Sung
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Melding English-Language Cultures into English Teaching in Taiwan: Instructors Conceptions, Difficulties, and Suggested Approaches
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English has been identified as a global language of the present time. The English language is used and taught in diverse contexts and cultures throughout the world. Understanding the social and cultural backgrounds of these cultures is crucial for effective communication. However, research specifically concerning English instructors perceptions of integrating English-language cultures into English teaching is relatively scarce. This lack of research also exists in higher education in Taiwan. The purpose of this study was to explore Taiwanese university English instructors opinions on incorporating English-language cultures into English teaching. Specifically, this study investigated instructors conceptions, difficulties, and suggested approaches. Six research questions were formulated to achieve the aforementioned purpose. The population of this study was English instructors at universities in Taiwan. The sample of the study was drawn from 13 universities. A total of 146 instructors participated in the study. The study employed a survey research method to carry out the investigation. Statistical analysis methods including descriptive analysis, independentsamples t test, one way ANOVA, post hoc multiple comparison (Tukey), and correlation analysis were used to answer the research questions. Most English instructors agree with the notion that it is necessary to teach English-language cultures to EFL students in Taiwan. Students different levels of English proficiency were indicated as the biggest problem in their instruction. Enhancing students English communicative competence and broadening their international perspectives are regarded as the benefits of incorporating English-language cultures into English teaching. Subsequent studies are recommended to include interviews and classroom observation to gather additional data.
Dr. Dylan Sung is an assistant professor of applied linguistics and language Studies at Chung Yuan Christian University in Taiwan. Dr. Sung received his doctorate in educational administration from the University of South Dakota in the United States. His research interests lie in the areas of EFL instructional quality, culture and language learning, and intercultural communication.
Emily Roshna Suendrini Ratnasingam
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Syntactic Errors of LL.B. Students of the University of Colombo in Learning English as a Second Language - A Comparative Study
Academic reading and writing require a good competence in English and Law undergraduates are expected to have a good degree of fluency and accuracy. My study was focused on the reading and writing skills of two groups of Law undergraduates in the first year of their LL.B degree at the University of Colombo, Sri Lanka, one group having followed Level I, the lowest level of proficiency in English and the other group Level IV, the highest level of proficiency in English. This study was carried out using an objective type test, a test on reading comprehension and composition writing in order to do a comparative study of the main grammatical errors and other syntactic errors in relation to comprehension and writing. On analysis it was evident that the formation of questions and the use of verbs in the correct tense categories were the most problematic for the lower proficiency learners whereas the use of verbs in the correct tense
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categories was found to cause the most amount of difficulty for the higher proficiency learners. In the use of articles both groups of learners have obtained the lowest error percentage. An investigation of error types revealed that both groups of learners have generally made more errors in the syntactic patterns in English due to ignorance of grammatical rules and lack of exposure to the language rather than errors due to mother tongue interference. The feed back gathered from my colleagues through a questionnaire survey on errors and error correction in second language teaching has also been incorporated in my study.
Ms. Suendrini Ratnasingam holds an MA in Linguistics and a Post graduate Diploma in English Language Teaching. She is on the staff of the English Language Teaching Unit of the University of Colombo, Sri Lanka. She has experience in teaching the Law, Management, Arts and Science undergraduates. She is the coordinator of the Certificate in Business English programme which is conducted on weekends.
Eun Gyong (E.G) Kim
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Restructuring EFL Curriculum at a Science and Technology Institution
The EFL curriculum at KAIST has been under scrutiny since the school adopted an English-class policy in 2007. The undergraduate EFL curriculum consists of only a small number (3 or 4 credits) of courses despite the fact that most students require much more extensive and intensive English training. Recently the EFL program has begun the process of restructuring the curriculum. Its goal is to develop a highly effective, systematic EFL curriculum that meets the world's standards. Included in the process are the following: A. Content analysis - analyses of the syllabi & class materials of the current required/elective EFL courses B. Statistical analysis - the percentage/number of students who take elective EFL courses, the percentage/number of students who get exempted from taking the required EFL courses, first-year students' scores on a standardized test such as TOEFL C. Interview & questionnaire survey - in-depth interview and questionnaire surveys of students, English professors, regular professors & administrative faculty & staff D. Research - EFL curricula and accompanying facilities (software & hardware) in other renowned universities within and outside Korea Once the analyses and investigations are completed, it is expected that the curriculum will undergo drastic changes such as the transformation into a curriculum that is divided into different levels of English proficiency in different language skills so that it can accommodate better the various needs of students. This presentation will discuss in detail the changes adopted in the new curriculum and the direction that English language education at KAIST will take.
Eun Gyong (E.G.) Kim received a Ph.D. in foreign language education specializing in applied linguistics from the University of Texas at Austin, U.S.A., in 2001. She served as an assistant professor and Director of International Programs at Sullivan County Community College, New York, U.S.A. and an associate professor and Associate Dean of the Center for International Affairs, Information and Communications University
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(ICU), Korea. She is currently an associate professor at the Department of Humanities and Social Sciences at KAIST, Korea.
Eunice Tang
The Role of Teacher Education Programme in Developing Reflectivity Among Pre-service Teachers
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Starting from 1980s, it has often been suggested that reflection is a key component in teacher development (Schulman, 1987; Richards, 1990; Richards, 1991; Tsui 2009). In recent years, a wide array of research has been conducted to assess the impacts of reflection on teacher education (Martin, 2005; Lee, 2008; Yang, 2009). All these research works aim at introducing reflection in teacher education programmes and developing student-teachers reflectivity. Although the importance of reflection is being recognized by researchers, little attention has been paid to the design of the teacher education programme for the promotion of reflection and development of reflectivity. In pre-service teacher education, students are often asked to reflect upon their microteaching or teaching practicum, however, they often complain that they do not know how to write and what to put in the reflection. In some cases, when the reflection weighs only a small proportion of whole assessment, students do not actually put much effort in doing so. As a result, the development of reflectivity is largely neglected because of the design of the course or the attitude of the students. As reflection is often not taught explicitly or assessed in teacher education programmes, it is significant to find out how student-teachers participate themselves in the reflective process. Blog-based reflective entries from 49 pre-service English in Hong Kong have been collected and analysed to provide information of how and what they reflected on about their teaching. The study will have impact on instruction, programme design and profession development in teacher education.
Dr. Eunice Tang, Assistant Professor, Faculty of Education, The Chinese University of Hong Kong. Dr. Tang is an experienced teacher educator. Her publications and research interests include ELT in China, teacher development and vocabulary input and treatment. Miss Cherlotte Lam, English teacher in Hong Kong. She is interested in researching professional development of pre-service English teachers.
Fan Fang
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A Future Target of EFL Development in China: A Path from Communicative to Intercultural Competence
The English Language, as the first taught foreign language in China (Jiang, 2003), has gained unprecedented high status and has been put into great focus. Based on the publication of the College English Curriculum Requirements (2007), fostering university students communicative competence has been put forward as a prospective teaching model in todays college English teaching, as the importance of the teaching model has also been claimed by both teachers and
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students. However, the implementation of intercultural competence does not work too well. As for English pedagogy today, students should not only focus on developing their English skills, but should aim for the goal of having the ability for intercultural communication. This paper firstly introduces the implementation of a communicative teaching approach to university students of the local English Language Centre of one medium-sized tertiary institution in Southern China. With the purpose of exploring the effectiveness of such a teaching model, a questionnaire will be administered to investigate Chinese college teachers and students attitudes toward this teaching method. A focus group combined of students who have experience studying or working abroad will be conducted to further reflect the importance of the way of English pedagogy from communicative through intercultural competence. Findings from the study will suggest that as for college English teaching in China today, it would be necessary to implement a communicative teaching approach. As for educators, they should realise the importance and pave a path from developing students communicative competence to their intercultural competence.
Fan FANG, M.A. in English Language and World Englishes from the University of Leeds, the U.K, currently works as a lecturer at the English Language Centre, Shantou University, China. He has presented papers at international conferences and published papers in both national and international journals. His research interests mostly include World Englishes and teaching English as a foreign language.
Farhad Mazlum
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Does Providing L1 Equivalent of the Unknown Vocabulary Items Affect/enhance EFL Students' Different Levels of Reading Comprehension?
The purpose of this study was to investigate if providing test takers with L1 equivalents of the unknown vocabulary items would affect/enhance their reading comprehension level. Two passages were selected, each containing six multiple-choice items. Following Day and Parks (2005) categorization, the first two items aimed at literal, the second two involved reinterpretation, and the last two were inferencing type of comprehension items. Fifty nine high school students took the test twice. The first time they answered the questions without assistance. During the second administration, however, they were allowed to ask for the meanings of the unknown vocabulary items. Statistical analyses of data demonstrated that telling L1 equivalents of the unknown items did not lead to a statistically significant difference. Further analyses were run to see which level of reading comprehension has been affected more, though the changes at three levels had not led to a statistically significant increase. It was revealed that the utmost mean increase had occurred for inferencing items, followed by reinterpretation items. Interestingly enough and contrary to what was initially expected, the students mean on the literal comprehension items showed a decrease, though quite slight. The results are used to support two lines of arguments: first to maintain that knowing a word is incremental, multidimensional, and interrelated', and second, to argue that
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it is the cognitive and intellectual demand of type three items that makes them more "difficult", not their linguistic properties.
Born in AZERBAIJAN, Iran in 1975, Farhad Mazlum, a PhD student of TEFL in Teacher Training University of Tehran, Iran. He is the publication manager of AzerELTA and one of the editors of Asian EFL Journal as well. Married, with one child (Aydin), he lives by the Sow River in the heart of Azerbaijan.
Fei-Wen Cheng
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Collocation Learning Via Concordance by Taiwanese Junior High Students
Researchers have noted that effective collocation usage poses a great problem for EFL students, even advanced ones. Though empirical studies have indicated that concordance can facilitate collocation learning of college students, little research has investigated the effects of web concordance on collocation learning of junior high students with limited English proficiency. Thus, this study investigated the effects of web concordance on collocation learning of junior high students. The web concordance was developed by Tamkang University in Taiwan and the researchers utilized the concordance to design instructional materials targeting at Taiwanese junior high learners. Participants included two English class students of the same English proficiency level, one class acted as experimental group (36), the other as control group (34). The experimental group students received concordance instruction once per two weeks for 30 minutes, seven times in total. The data sources included vocabulary pretest and posttest for both groups, and a questionnaire for experimental group. The results showed that the experimental group students made significant improvement in collocation learning, especially in productive collocation usage. In addition, responses from the questionnaire indicated that the students held positive attitudes toward concordance learning which was considered to be effective in enhancing their learning retention and creating an interesting learning environment. The results of the study suggested that with careful planning and guidance, junior high students can benefit from concordance learning as well.
Fei-Wen Cheng is Associate Professor in the Department of Foreign Languages at National Chiayi University in Taiwan, where she teaches undergraduate and graduate courses in English composition. Her research interests lie in the area of academic writing, genre theory, and critical pedagogies.
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Felix M. Mercado
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Vietnamese Learners Views on Learning an L2 Variety of English and their Implications for Teaching English as a Foreign Language
This study looked into the views of Vietnamese learners on learning a second language (L2) variety of English. The data was collected through written interviews among a group of Vietnamese students who participated in an English language program in a private university in the Philippines. The main findings of the study were: (1) A majority of the participants viewed First Language (L1) English varieties (such as AmE and BrE) as the pedagogical model in learning English; (2) They viewed an L2 variety of English they came into contact with in the Philippines as easier and more convenient to learn; and (3) Filipino teachers of English are easier to understand compared to native speakers of English. These findings confirm that understanding learners views about learning a (foreign) language are necessary for teaching English as a foreign language and that most learners of an L2 variety of English (such as the variety used in the Philippines) still tend to look up to L1 variety of English as their model even if they find L2 variety easier and more convenient to learn. The implication is that teachers of English as a foreign language should not only work on L1 variety of English but should also consider the variety that best reflects the learners language use as long as it is understood by both native and non-native speakers of English in the world.
Dr. Mercado obtained the degree of Doctor of Philosophy in Linguistics from the Philippines Normal University Manila. He received the OUTSTANDING DISSERTATION AWARD from the Philippine Normal University and the OUTSTANDING FACULTY AWARD 2006 from Enverga University. In 2009, he received the Outstanding Filipino Researcher Award from the Philippine Association of Institutions of Research (PAIR).
Feng-lan Kuo & Chia-ching Huang
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Assessing Chinese EFL Senior High School Students' Stress Production in Derived English Words
Vocabulary specialists have constantly argued for the importance of learning the most common word parts to acquire academic vocabulary (Bear Invernizzi, Templeton, & Johnston, 2008; Nation, 2008; Pennington, 2009). Although the development of derivational morphology has been studied from various perspectives, only few has specifically addressed the effect of phonological stress on vocabulary acquisition (Jarmulowicz & Hay, 2009). In a pioneer study Field (2005) had empirically shown misplacement of primary stress in L2 words may lead to 21.28% loss of intelligibility. Results of Chengs (2009) study further revealed that EFL learners vocabulary size is a potential factor affecting their stress assignment in disyllabic English words. On the other hand, Jarmulowicz & Hay (2009) found that English speaking children produced primary stress more accurately in high-frequency derived words with stress-changing suffixes than in low-frequency ones. Since a high percentage of derived words are formed with stress-changing suffixes (up to 45% based on Jarmulowiczs 2002 corpus analysis), this study thus investigates the factors of suffix types, lexical
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frequency, and vocabulary size on 101 Taiwanese EFL high school students stress production in derived words. A 32-item production task, including stress-neutral and stress-changing suffixes, was developed. Jarmulowiczs (2007) scoring criterion was adopted to assess the students stress accuracy in derived words. Results showed: (1) the subjects performed significantly better in producing stress in derived words with stress-neutral suffixes; (2) the subjects performed equally well in stress production regardless of lexical frequency of the word running counter to the finding of Jarmulowicz and Hay (2009); and (3) vocabulary size was found to be the strongest predictor of their performance.
Feng-lan Kuo is currently serving as a professor in Graduate Institute of Children's English & English Department at National Changhua University of Education, Taiwan. Heien-kun Chiang is currently an associate professor in the Information Management Department & English Dept. at National Changhua University of Education, Taiwan. Chia-ching Huang is a graduate student of English Dept. at National Changhua University of Education, Taiwan
Feng-lan Kuo & Yu-wen Lin

The Component Skills Underlying Reading Fluency in Taiwanese EFL Fifth Graders
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Reading fluency forms a bridge from decoding to comprehension. Nutter (2003) has identified three component skills essential in the development of fluency: (a) letter-sound fluency, (b) word recognition fluency, (c) fluency with connected text. On the other hand, Rasinski (2004) argued that prosody or the readers ability to understand and apply proper parsing to texts should also be included as an important component of reading fluency. This study thus explores the relationship among childrens word reading efficiency, prosodic reading and their oral reading fluency. Subjects of the study were 76 fifth-graders of an elementary school in Central Taiwan. The subjects individually read a 109-word passage selected from The Scholastic Phonics Readers written based upon the phonics rules within one minute. To measure word reading efficiency, TOWREs subtest of the Phonemic Decoding Efficiency (PDE) is used to assess the subjects letter-sound fluency and the subtest of the Sight Word Efficiency (SWE) is utilized to measure their word recognition fluency (Torgesen, & Hudson, 2006). Differing from previous studies, this study not only quantifies reading rates but also uses qualitative multidimensional fluency rating scales to assess prosodic reading (Rasinski, 2004). With an average reading rate of 53.6 words correct per minute (WCPM), the results showed that the subjects only achieved 50 percentile of English native 1st graders oral reading fluency against the comprehensive, large-scale norms created by Hasbrouk & Tindal (2005). Correlational analysis showed that the subjects PDE performance, SWE performance, prosodic reading and their reading fluency are highly correlated. Nevertheless, SWE, accounting for 48.5% of variability in fluency across subjects, was found to be the strongest predictor. Moreover, it will be shown that Rasinskis multidimensional fluency rubrics can be easily employed to assess EFL young learner fluency development.
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Heien-kun Chiang is currently an associate professor in the Information Management Department & English Dept. at National Changhua University of Education, Taiwan. Feng-lan Kuo is currently serving as a professor in Graduate Institute of Children's English & English Department at National Changhua University of Education, Taiwan. Yu-wen Lin is a student of Graduate Institute of Children's English at National Changhua University of Education, Taiwan and is currently teaching English at Dongfang Elementary School.
Fransiskus Ransus, S.S.
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Increasing Students' Spoken English Competence Through Video Project
This inquiry is to sharpen students spoken performance in English for Secretaries through movie projects they make in groups upon completing some materials before a final test. The focus is on these: a) introducing self formally in workplace, b) describing a company, c) explaining organizational structure of a firm and responsibilities of each functionary and department, and d) explaining the functions and the SOP of office equipment. The subjects are secretary students of Saint Mary Secretary and Management Academy Yogyakarta in which spoken English is a necessary skill for them to work well in multinational companies. They shoot the movies with their handphones and handycams. The findings indicate that they could achieve the competences better through the movie projects because of a strong group commitment internally encouraging group members to be good at the spoken competencies. The commitment motivates each group member to review the learning materials thoroughly as the basis of their movie script. When they draft the movie scripts and make intensive rehearsals, peer correction is something prominent to get a common agreement within the group about well-formed expressions, grammatical patterns, vocabularies, pronunciations, and appropriate gestures. When watching their own movies, they become more aware of their personal potency to communicate in English and it makes them more confident with their English. Self-esteem is another prominent change they feel especially after they get praise from friends and teachers who have watched their movies.
Fransiskus Ransus, English teacher in St Mary Secretary and Management (ASMI) Jl. Bener 14 Tegalrejo 55243 Phone +62274585836 Yogyakarta Indonesia. My email: fxrans@yahoo.com
Fung Lan Yong
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A Study on the Perceptual Learning Styles and Locus of Control of English and Communication Skills Students at a Private University
In Malaysia, foundation students enrolled in international branch campuses are required to pass English and Communication Skills (ECS) before proceeding to their undergraduate studies. English proficiency and communication skills are not only essential for the attainment of academic success but also career development. On the other hand, recognizing students perceptual learning styles
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enables ECS lecturers to accommodate and develop instructional strategies that capitalize on their learning strengths. Knowledge of perceptual learning styles enables them to design a favorable learning environment that promotes mutual understanding and scholastic potential. Besides perceptual learning styles, awareness of students locus of control encourages ECS lecturers to be supportive, flexible, and consistent in terms of setting standards. The purpose of this study was to examine the perceptual learning styles and locus of control of foundation students taking English and Communication Skills at a private university in East Malaysia. Data were collected by administering Perceptual Learning Style Preference Questionnaire, Locus of Control Scale, and Attitudes toward ECS. Subjects were 120 foundation students taking English and Communication Skills. Coded on a Microsoft Excel spreadsheet, data were analyzed using the SPSS 17. An independent two-tailed t-test, three-way analysis of variance (Group x Gender x Age), and frequencies were used to present results. Based on the findings, recommendations on how to enhance foundation students ECS performance in relation to perceptual learning styles and locus of control were made.
Fung Lan Yong holds a PhD in Special Education (Gifted and Talented Education) from Southern Illinois University at Carbondale. She is currently a Language and Foundation lecturer at Swinburne University of Technology, Sarawak.
Gao Jun
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On the Realization of Intercultural Communicative Competence in College English Textbooks in China
This paper aims to investigate the cultural content in College English textbooks in China. It is found that College English textbooks should aim at students growth as a human and enhancing their Intercultural Communicative Competence (ICC), especially the development of their critical competence to observe foreign cultures and home cultures so that the language learners not only retain their own cultural identities, but also hold a sensitive and tolerant attitude towards foreign cultures in intercultural communication, since multiculturalism may be more suited to the requirements of the times. Based on the theories of intercultural communication and textbook evaluation, the author chooses randomly as participants some English teachers and junior students from a Chinese University. Combining the qualitative method with the quantitative method, the author conducts an internal evaluation (evaluation of the cultural content of the textbook) and external evaluation (evaluation by the textbook users) of the widely-used College English textbook in China---College English (New Version), henceforth CE, from the perspective of its contribution to cultivating students ICC. The results indicate that: 1) CE is generally American-culture-oriented; 2) Though there is cultural input in CE, multicultural aspects are neglected; 3) Theres no significant difference in the overall evaluation by the teachers and the students on CE; 4) Teachers and students tend to be in agreement in terms of the need of cultural content; 5) As to the cultivation of ICC, both teachers and students show inclination to separate cognition from performance.
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Dr. Gao Jun is an associate Professor of the English Department at University of Shanghai for Science and Technology. Her research interests include contrastive linguistics, sociolinguistics and applied linguistics.
Gao Manman
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The Impact of an Innovative Oral Assessment on Students' Anxiety: A Case Study
A large number of studies have provided support for the claim that conventional testing, especially high-stake exams, has a negative impact on students motivation for learning that militates against preparation for lifelong learning (Harlen & Deakin Crick, 2003). As one important component of motivation, it is argued that anxiety is quite possibly the affective factor that most pervasively obstructs the learning process (Arnold & Brown, 1999, p. 8). In line with the shift from Assessment of Learning to Assessment for Learning, an innovative school-based assessment (SBA) has been incorporated into the assessment system of Hong Kong secondary school. The key rationale for SBA was to reduce students pressure exerted by public exam and alleviate their anxiety (HKEAA, 2008). This study focused on Hong Kong students anxiety about this assessment innovation, and examined whether and in what way SBA has impact on students anxiety. Case study was conducted in two schools so as to supplement the previous large-scale questionnaire study (Gao, 2009). Drawing on data from students group interview, teacher interview and observation, the case study explored students anxiety in a specific SBA context. It examined specifically in what way SBA had effect on students anxiety. Among the contextual conditions of SBA, the crucial one was found to be teachers way of mediation, which intimately interacted with students anxiety in SBA. Peer influence also had remarkable effect on a single students anxiety in SBA. A tentative model was proposed that illustrated how students anxiety about SBA was mediated by and interacted with contextual conditions.
Gao Manman is a PhD candidate at the Faculty of Education, the University of Hong Kong. Her major research area is language testing and assessment, and her research interests cover second language acquisition, educational psychology and TEFL. She obtained her BA degree at Anhui University and MA degree at Tsinghua University, China.
George Mann
Criteria for Written Work at Postgraduate Level
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Criteria for written work at postgraduate level The purpose of this workshop is to facilitate a critical discussion on the criteria that can be applied to written work at postgraduate level, in particular in relation to the dissertation which often represents the final written and intellectual product of a
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Masters course. The workshop will explore criteria and their real and perceived meanings and also deal with the tension that exists between extensive lists of marking criteria and the need to present both writers and markers/readers with an assessment approach in terms of criteria which is both comprehensive and transparent and which respects international academic and cultural expectations. The workshop will allow participants to explore issues such as the varied (and contested) nature of postgraduate assessment criteria for written work, assessment typologies, negotiated criteria, the idea of an assessment community and possible international tensions or differences.
George Mann George is Head of the Language Learning Centre at Strathclyde University, UK. Previously he was the Founder Director of the Centre for Intercultural Communication at the University of the West of England and Head of the School of EFL and Linguistics. He has worked in many parts of the world including Turkey, Malaysia, China, Brunei, Egypt, Taiwan, Chile, Namibia, Peru, Russia and Scotland. His research/academic interests are in perceptions of the modern university, assessment, methodologies and initial teacher training.
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Haedong Kim
Pre-service Teachers Interest in ELT Research
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This presentation aims to illustrate survey findings on a group of ELT pre-service teachers interest in ELT research with specific regard to its purpose and method. In the literature, there have been many books proposing techniques and methods for ELT research for teachers. However, no research has attempted to identify why and what teachers really want in relation to research. The survey of 57 pre-service teachers in a graduate school of education in South Korea revealed the following. They answered the most important reason for conducting research was the instrumental reason of getting a degree. Among the research techniques, they wanted to know more about the technique for how to design a set of research. Their favorite type of research was an experimental design. In the case of the data collection method, they preferred a survey rather than think-aloud or journal writing. They pointed out it should be necessary to obtain knowledge about inferential statistics and be provided opportunities to practice using and applying the results from a statistics software package. As a result of the findings, we propose that ELT experts should guide teacherresearchers to carry out their research in an effective and suitable way. A greater emphasis also should be placed on gauging preferences of certain groups of teacher-researchers in a specific ELT context for the actualization of the idea of the teacher-researcher model in the ELT field.
Haedong Kim is an associate professor at Hankuk University of Foreign Studies in Korea. He received his MA and PhD in ELT from Essex University in UK. His current research interest includes ELT materials, testing, curriculum and teacher/learner training.
Haemoon Lee
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Adult L2 Learners Sensitivity to Stylistic Differences in their Letter Writing
This study examined the Korean adult EFL learners sensitivity to stylistic differences across their formal and informal writing according to Biber's (1988) Multi-Dimensional Model. Biber found seven naturally clustering groups of linguistic features out of 67 linguistic features as style markers. Among the genres that Biber included, personal and professional letters were selected for the study. A class of 45 Korean university students wrote letters replying both to a friend and to the University Dean. The letters were analyzed in terms of Dimension 1 (Informational vs. Involved Production) and Dimension 3 (Explicit vs. Situation Dependent Reference) because Dimension 1 was the most powerful in discriminating two styles, and Dimension 3 showed the widest gap between the two genres. The statistic results show that the L2 learners personal letters were more involved style than their professional letters (t=2.8, p=.01) along Dimension 1, and their professional letters were more explicit style than their personal letters (t=-2.9, p=.01) along Dimension 3. However, learners both letters were tilted on the involved style on Dimension 1, and the explicit style on Dimension 3 compared to those of NS. In sum, Korean adult L2 learners were shown to be correctly sensitive to
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two different styles even though they had never learned the stylistic differences in terms of their linguistic choices. However, they were high up on the informal style and explicit style. It may be explained by the two factors; the universal developmental direction from informal to formal style and the massive exposure to classroom English.
Haemoon Lee received her Ph.D. in Applied Linguistics at Georgetown University. Currently she is an associate professor at Sungkyunkwan University. Her research interest includes focus on form, interaction hypothesis, cognitive approach to SLA, and TBLT. Heesoo Park is a doctoral candidate, currently teaching at Sungkyunkwan University.
Hae-Ri Kim & Tae-Young Kim
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A Study of Implementing a Response-Based Primary English Class for 6th Graders Through Readers' Theater
The purpose of this study is to explore the process of implementing readers' theater (RT) in an elementary English class. To accomplish the objective, the following research questions were set up: 1) What happens to the condition of the students' literacy through RT? 2) How does the RT influence upper graders' tendency and attitude toward English learning? 3) What are the teachers' roles to promote RT in EFL setting? For this qualitative study, scripts written by the students through RT, questionnaires, interviews, teacher's field notes and videos were used as tools for the collection, analysis, coding and categorizing of data. The results of this study included the following. Firstly, the students' new experience of written English had led to the literacy development through RT. That is, the students made a progress in their writing by having been motivated to write as well as in their reading fluency through the partner reading. Furthermore, the use of RT contributed to students' natural vocabulary learning by writing and reading scripts together. Secondly, students showed positive changes in their tendency and attitude toward English learning. They then, changed into engaged learners through a succession of learner-centered RT activities. In other words, students became eager to engage themselves in an active class, and using RT evoked their cooperation. In addition, students became motivated and confident in English learning, being stimulated to study English more. Thirdly, the analysis of this study resulted in three roles of the teacher in implementing RT in EFL primary classrooms, according to the stage of the class: the teacher as a guide for scaffolding; the teacher as a supporter for promoting the students' activity; and the teacher as a facilitator for leading students to the next stage. Finally, a model for using RT in primary schools is presented. Based on the results of this study, several suggestions are provided.
Hae-Ri Kim is a professor of the Department of English Education at Seoul Natl University of Education, Korea. Her teaching and research areas are Literacy
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Education, Childrens Literature in Education, EFL Materials Development, and Developing EFL Teacher Training Programs. Tae-Young Kim is a teacher at Donong Elementary School, Korea, and completed his Masters degree in the field of primary English education from Seoul Natl University of Education. He is interested in literacy education and especially teaching primary EFL learners using children's literature and response-based activities.
Han Yawen
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Recasts in the Chinas Oral English Classroom: Intentions and Perceptions
Some researchers have suggested that recasts are less effective than other forms of feedback because of the ambiguity of their potentially corrective purpose. This study focused on both the provision and the interpretation of recasts in a meaning-based L2 classroom in China, investigating the teachers intentions for providing, and the college students perceptions of, recasts. An Oral English Class with 1 teacher and 26 students throughout 18 hours of meaning-based interaction was observed and videotaped, and two different introspective tools (i.e., uptake claim survey, stimulated recall) were employed to measure student perception of recasts. The short-term and more sustained learning was assessed by a combination of customized immediate and delayed posttests. The study examined the following under-explored issues: (1) the teachers intentions behind recasts; (2) the students perceptions of recasts; (3) the extent to which the teachers corrective intent and the students accurate interpretation overlap. The study found the majority of the recasts provided by the teacher were corrective recasts, and the teachers corrective recasts were often accompanied by phrasal, prosodic, and discoursal cues. Furthermore, the study found that the students were able to accurately interpret teacher corrective intent, and the students accurate interpretation of corrective intent in recasts was related to the stress, length, declarative intonation, one change, and segmentation. In addition, the study found that student accurate interpretation of corrective intent in recasts was strongly correlated with successful uptake and accuracy on posttests.
HAN Yawen Gender: Male Birthday: March 10, 1974 Affiliation: English Department, Nanjing University of Technology, China Title: Associate professor Interest of research: SLA, intercultural communication
Han, Sangho
Problem- Posing in an EFL University Class A Case of Pursuing Innovation in Teaching
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Low-Achieving students in local universities face a lot of English-related problems. In order to find solutions to these problems the author approaches the students in a manner an anthropologist approaches a primitive tribe. The participants in this study are 28 students enrolled in the English
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Study Method class in the spring semester of the year 2010. The majority of the students are freshmen in the English Department where the author is teaching. In order to obtain valid data for analysis and description, the author sets up a cyber cafe on the internet where all the participating students are invited to join with an anonymous name for protection of their privacy, making them build up rapports toward each other. After an "English and Me" essay and self-introduction, they are invited to problem-pose their English related problems more specifically. Each of this 'problem' is further questioned by other students of interest, which is followed by responses of the original posters. The initial essays, the description of their English related problems, the questions and answers following them are collected for categorization of problems they face. For further collection of data, students are invited to cyber chat board at two week's intervals. The chat sessions are used for deriving more in-depth issues of the participants English learning. The findings from this study will illuminate the current problems facing many low-achieving Korean EFL university students in the local areas with some implications for innovative teaching in those settings.
Han, Sangho is a professor in the department of English & international tourism at Gyeongju University, Korea. He served as president of Korea TESOL in the year 19992000, and currently serving as vice president of PKETA and vice secretary general of AsiaTEFL. His areas of interests are acquisition, innovative teaching methods, teacher education and professional development.
Handan Girginer
Acting Authentically
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There are many ideas to authentic materials in the ELT literature as it is supported the use of authentic material have in common one idea that is exposure to real language. I take the authentic one step further by enabling the students to use this latest knowledge. Based on Flight Training and Air traffic Control students needs, a new lesson was designed by utilizing real-life news about the Hudson River emergency landing materials and acting out the nonfiction scenario from the recent Hudson River incident in English Speaking Skills course. This lesson involved students hands-on application of previously activated, up-to-date knowledge with the help of an authentic NYC map and recordings. Oral, auditory and tactile skills have been actively involved and integrated into the tasks as much as possible. Students showed great enthusiasm and reported success at the end of the lesson. The presentation demonstrates the lay out of the class in four steps: reading activity, speaking; acting out, listening- acting out and listening recordings. The genuity of this lesson arises out of the fact that not only did the students integrate the four skills, but also they had to use the receptive skills along with the productive ones, ensuring further situational involvement and retainment of target speaking set of subskills.
Handan Girginer is currently teaching English at the School of Foreign Languages, Anadolu University, Eskisehir, Turkey. Among her interests are Airspeak, discourse analysis, and learner autonomy.
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Handoyo Puji Widodo
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Teaching EFL College Student Writers Creative Writing through Visual Essay Writing
Although creative writing has long been introduced in ESL writing classrooms, a little attention is paid to the implementation of creative writing in EFL classrooms (e.g., in Indonesia). To fill this void, the presenter will address how to teach EFL college students creative writing through visual essay writing. First, the presenter will briefly discuss the rationale behind creative writing through visual essay writing. The use of visual media like pictures/photos is believed to help students recall and organize some ideas. In other words, visual media can serve as a trigger for students to visualize and generate their ideas (Kang, 2004). Second, the presenter will briefly talk about four critical issues in implementing creative writing through visual essay writing. Such issues include: (1) teacher modelling through teacher-student collaboration, (2) visual media production and selection, (3) types of visual essay writing task, and (4) assessment of students writing. Last, the presenter will discuss the implementation of creative writing through visual essay writing. Visual essay writing instruction can be implemented through a series of activities, including (1) brainstorming, (2) webbing or drafting a storyboard, (3) visual media search and organization, (4) idea drafting, (5) teacher-peer feedback on writing, and (6) revising and editing. These activities can be done based on a process-based basis. By implementing creative writing through visual essay writing, teachers can help students write creatively and enjoyably using visual aids. Finally, students can turn their ideas into written work through visual argument presentation.
Handoyo Puji Widodo is Chair of the Department of Language, Communication, and Tourism at Politeknik Negeri Jember. He has published extensively in international journals and is a regular presenter at international conferences and workshops. He is currently on the editorial board of the International Journal of Innovation in English Language Teaching & Research. He is also coeditors of several books.
Hanh, Pham Thi; Lan, Nguyen Thuy; Duong,84 Bui Anh

Listening Comprehension The Readiness of Students for CAE and a Need for Policy Changes
This study explores the current practice of curricular design and testing and assessment in the Faculty of English Teacher Training (FETT), HULIS-VNU. While PET, FCE and CAE standards are officially stated as output in detailed syllabus for students in their first, second and third year, respectively, only PET has been used as the end-of-year test. This study examined the listening proficiency of the third-year English-majored students at FETT, HULIS-VNU to see if the they are ready for CAE as expected in the syllabus. Data are collected from the FCE test, questionnaires and published reports. The quantitative analyses show that just over a quarter of the subject population pass FCE to be ready for CAE, which is in contradiction to the expectation of the course designers.
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The results of interviews and questionnaires also find that teachers and students insights seem to be in line with the tests results. This paper argues for some changes in the syllabus design and appropriate test use, and concludes recommendations for an educational decision making process with more reference to the learner-based approach.
Hanh, Pham Thi received her BA from VNU, Hanoi and MA from the University of Iowa.Her professional and research interests are curriculum development and testing and assessment. Email: hanhtpham@gmail.com /0989142790. Lan, Nguyen Thuy attained her BA from VNU, Hanoi and is pursing her MA launched by Hogskolan Dalarna University. Her research interest lies in critical thinking, learner autonomy and language curriculum development. Email: lanthuy.nguyen@gmail.com Duong, Bui Thi Anh received her BA and MA from VNU, Hanoi. She is interested in teaching methodology and applied linguistics. Email: anhduong81@yahoo.com .
Haryanto
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Research Methods in EFL Teaching: A Lesson from International Journals
Articles published in international journals are mostly research reports conducted by the writers. We can assume that these articles have rich potentials of learning sources since their publication has been scholarly processed through the hands of journal editors. Readers can get a lot of benefits from them. One lesson we might get is the way writers conducted their researches. Thus, we can learn the research methods from the models found in journal articles. his paper will elaborate the research methods used in EFL teaching. The elaboration is formulated from the research methods used by journal article writers around the world. A number of 50 international journal articles in EFL teaching are taken as the corpus of the study. Using a grounded study, varieties of research methods in EFL teaching are investigated including case study, quasi experiment, qualitative experiment, meta analysis, descriptive research, activity theory, error analysis, discourse analysis, action research, and survey method. The description of each method is supported with theoretical description as well as examples as found in international journal articles published around the world.
Haryanto is a Professor in EFL at the State University of Makassar, Indonesia. He is currently the Chair of English Education Program of the Graduate School at this university. He got his doctor degree in 1999 from State University of Jakarta. He has been a visiting scholar at Ohio State University in Columbus, Ohio, US.
Heath Rose
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From Communication to Content Trends Toward Content-based Language Instruction
This presentation will examine recent trends toward content-based language teaching, citing some examples of changes in curriculum design and course structure at universities in Japan. A focus of the presentation will be on the explanation of the course structure and curriculum content of one university in Japan where content and language have been integrated successfully. Elements of this curriculum show how content can be incorporated seamlessly into the curriculum in areas such as classroom discussions, writing lessons and listening for note-taking lessons, where the focus shifts from language skills to the content being studied. The example also shows how a focus on content can provide a real outcome for academic skills lessons, and cause an increase in student motivation to learn language. Real examples of lessons that integrate content into the curriculum will be provided with the aim of spreading ideas of ways in which to move curriculum design from traditional approaches to content based approaches.
Heath is an assistant professor in the Department of Global Business at Rikkyo University in Japan, where he has designed the English for Academic and Specific Purposes courses. He holds a PhD & MEd from The University of Sydney and a PGDipEd and BA from The University of Queensland. His main research areas are curriculum design and strategic learning.
Heyoung Kim, Jin-Hwa Lee, Eunju Kim, Ho87 Lee & Taeyoung Kim
Online and Offline Blended Task-based Curriculum for Speaking- enhanced College English Program
College English programs in Korea have undergone dramatic changes in their aims and curriculums for the past two decades. In the era of globalization, emphasis of many college English programs has shifted from reading classics as part of liberal education to enhancing practical English competence for communication purposes. To achieve the new goal, universities have competitively offered English conversation courses and hired native speakers of English as instructors. Due to several reasons such as limited class hours or poorly developed curriculums, however, not many college English programs have fully satisfied the expectation of college administrators, students, and the society. Being aware of this social and academic request, this colloquium presents a newly developed college English curriculum for a university in Korea. The primary focus of this curriculum is to enhance speaking competence of students for communication purposes. The new curriculum is based on two latest approaches in foreign language teaching: (a) online and offline blended learning and (b) task-based language teaching. Blended learning was adopted to compensate extremely limited class hours of typical college English courses (3 hours on average). Tasks provided a framework, within which online and offline materials and activities were seamlessly integrated and articulated. By following online and offline classes which are provided
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alternatively, students become able to conduct a target task at the end of a lesson. In this colloquium, the panel will present the whole process and outcomes of developing the curriculum. The panel consists of the five members as follows:
Heyoung Kim, Associate Professor, English Education Department, Chung-Ang University, Seoul Jin-Hwa Lee, Assistant University, Seoul Professor, English Education Department, Chung-Ang
Eunju Kim, Assistant Professor, English Department, Hanyang Womens University, Seoul Ho Lee, Assistant Professor, English Education Department, Chung-Ang University, Seoul Taeyoung Kim, Assistant Professor, English Education Department, Chung-Ang University, Seoul
Hilda Cahyani
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Improving Communication Skills through Online Chatting
Making the best use of technology has now become a challenge for language teachers. Most language teachers know how difficult it is to get students to use language in class, even more so in a meaningful way, especially at the oral level. Using online chatting can provide learners with opportunities for language interaction since it is within the context that negotiation of meaning and interlanguage development are most likely to occur. Second language acquisition research indicates that negotiation promotes interlanguage development and that learners are most likely to negotiate if opportunities for language interaction are provided. When used strategically with careful planning and focused discussions, chat can be a powerful learning tool which can engage the students with meaningful learning process. Through one-on-one conversations with the instructor, small group work, pairs, individual study of transcripts, and interviews, chat can accommodate difference learning styles. It can be a valuable option to language class, facilitating learning and enhancing communications. Thus, it is essential that language courses use online chat which can bring students to extend the learning process well beyond the traditional classroom approach, since it leads to effective communication tool that fosters a fascinating, authentic and enriching learning experience. The paper is elaborating how to set up online chatting activities in the learning of English as a foreign language. It also describes the strengths of this approach from a pedagogical point of view. Likewise, the way to make the learning sustainable and the implications are presented in the discussion.
Hilda Cahyani is a faculty member of the Accounting Department of State Polytechnic of Malang, Indonesia, and an editor of the Business and Technology Journal (BISTEK). She earned her Master degree in English Language Education from
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Malang State University, Indonesia. She is also the secretary of P3AI (The Centre for Development and Improvement of Instructional Activities) at the same institution.
Hiroe Kobayashi
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L1/L2 Argumentation Writing: Dynamic Repertoire of Writing Knowledge and Text Construction
The model of L1/L2 text construction we have developed comprises 3 inter-related components: (1) repertoire of knowledge; (2) internal and external factors affecting writers decisions; and (3) written output. In this model, repertoire of knowledge is one important component, but its relation to text construction is not yet fully understood. Drawing on two different conceptions of multicompletence (Cook, 2008; and Hall et al., 2006), this study aims to clarify the role of writing knowledge in text construction, and to examine how writing knowledge contributes to L2 writing development. Data sources include L1 and L2 essays, background questionnaires and in-depth retrospective interviews. We analyzed Japanese and English argumentation essays by three different groups: 45 EFL writers in a Japanese context (9 novice, 10 overseas returnee, 26 more experienced writers); 19 JFL (Japanese as a Foreign Language) writers in a North American context; and 21 L1 Japanese language education majors. Analysis involves argumentation subtypes: justification, recommendation and exploration (adapted from Gilbert, 2007); kinds of evidence (e.g., supporting examples), and introduction components (e.g., explicit/implicit position statement, and general/specific preview). Tentative results of cross-linguistic and cross-sectional comparisons indicate a progression to much more sophisticated use of a variety of text features among EFL writers, suggesting that as the repertoire of writing knowledge expands and becomes richer, it provides a greater variety of choices from which writers can select in order to exert more control over their writing in particular contexts. Implications will be drawn from the results for L2 teachers and learners.
Hiroe Kobayashi, Professor emeritus at Hiroshima University, teaches English writing and pragmatics. Her research interests include development of L2 writing ability, rhetorical organization and cross-cultural study of pragmatics. Carol Rinnert, Professor at Hiroshima City University, teaches sociolinguistics, debating, and academic writing. Her research interests include interlanguage pragmatics, and spoken and written discourse analysis.
Hiroyuki Obari
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Investigating the Effectiveness of Integrating E-learning and English Pronunciation Software in Teaching EFL
This presentation is to investigate the effectiveness of integrating e-learning and English pronunciation software. 70 first year students majoring in Economics participated in this study to improve English pronunciation of Japanese English speakers and proficiency for Japanese EFL
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learners. The empirical study was carried out from April 14 of 2009 to January 18 of 2010 for two semesters to find out the effectiveness of integrating e-learning with English pronunciation software. Students were required to use this software called Hatsuon Ryoku for about 30 minutes while the rest of the 90 -minute lesson was spent on studying World Heritage using the internet with particular emphasis on presentation and digital storytelling. The CASEC (Computerized Assessment System for English Communication) was administered to assess the overall English proficiency as a pre-test in April 2009 and as a post-test in January 2010. After two semesters, the progress of CASEC was measured and several parameters mentioned above between pre and post recorded readings of each student were checked. The study concluded that the average score of CASEC improved from 524.8(SD88.5) in April 2009 to 604.5(SD65.2) in January 2010 after integrating e-learning with this software for 10 lessons. The differences of parameters between pre and post-recorded readings indicated that using this software and e-learning helped students to improve English pronunciation and overall English proficiency. The results indicated that about 90% of Aoyama Gakuin University students were very much satisfied with it for correcting their pronunciations. Students improved three parameters including pitch, speech duration, and speech power.
Dr. Hiroyuki Obari is a professor of Aoyama Gakuin University in Tokyo. He obtained his M.A. in TESOL from Columbia University and his Ph.D. in Computer Science from University of Tsukuba. He is a visiting researcher at AIST and research fellow at University of Oxford (2007-2008).
Hu Yijie
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Theorizing Teachers Beliefs: A Vista To Generate Their Theory - A Case Study
How do foreign language teachers generate informed theory of practice? It is reasonable to ask this question when actualizing the postmethod, since teacher autonomy is the heart of the postmethod pedagogy, and autonomous teachers generate their theory of practice. Kumaravadivelu suggested that teachers theory should be based on three different types of knowledge: (a) speculative theory, (b) the findings of empirical research, and (c) the experiential knowledge of practicing teachers. However, his macrostrategies/mismatch observational scheme as the main means of learning to theorize focuses only on monitoring teaching acts, and thus misses another important aspect of learning to theorize, namely, reflecting on and changing teachers beliefs. This article suggests that systematic self-exploring and critical self-reviewing of teachers beliefs is another means of learning to theorize. Systematic exploring of teachers beliefs is sustained efforts of uncovering them, while critical self-reviewing means reflecting and modifying the uncovered beliefs in light of current theoretical, empirical, and experiential knowledge of foreign language teaching. The whole process is that of theorizing teachers beliefs. A case study of a non-native teacher at the tertiary level in China is reported. This experimental study presents his self-exploring and self; reviewing, with specific regard to his beliefs on teaching oral English in EFL context. This study shows that
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theorizing teachers beliefs, leading to a sustained process of self-reflection and self-renewal, has the potential to open up a new vista for teachers to generate their context-sensitive theory.
Hu Yijie. I am an associate professor and director of the Second Teaching Department of Shenzhen University, responsible for teaching management and organizing TESL research. My research interests are non-native speaker teaching oral English, teachers beliefs and the post-method pedagogy. My present research focus is the teacher generated context-sensitive theory of practice in the post-method context.
Huo Hong & Liu Meng
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Paradox of Norms in Terms of International Communication in Chinese University EFL/ESL Class: Teacher Perspective
This article is about the dilemma that students who major in English meet with when trying to function with behavioral appropriacy. It unfolds teachers expectations and wants for their behavioral acts as they are positioned both as Chinese university students and as effective English learners. This article also discusses how Chinese English majors should position themselves as both their native and target languages work in them together making a paradox of behavioral norms in international communication in university EFL/ESL class context. I chatted with my colleagues and then our talkings work as in-depth findings. The findings showcase the ways in which Chinese English teachers who view themselves both as teachers in the traditional view and as ones thatve been profoundly immersed in the English language and culture expect their students to play their roles twofold. They also reveal how third culture and/or third identity came into being for English learners from the teachers perspective.
Ms.HUO Hong and Mr. LIU Meng, MEd, both have rich experience in English teaching and have written some books as teaching materials which are widely used in Chinese Universities and have taken active parts in international conferences.
Huong, To Thi Thu
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Factors affecting academic performance of students from nonEnglish speaking backgrounds at English medium universities
This paper presents findings about factors affecting the academic performance at English medium universities (EMU) of students from non-English speaking backgrounds (NESB) in general, the language and culture-related factors affecting the academic performance of Vietnamese students in particular. Knowing these factors will help teachers and NESB students to optimally prepare for studies at EMUs. The research used the IELTS scores that Vietnamese students (funded by Australian Government (AusAID) for study at EMUs in Australia from 1993 to 1999) obtained prior to their English88
medium academic performance in Australia, their levels of academic, socio-psychological coping at EMUs and Grade Point Average (GPA) to model relationships between NESB students language, non-language factors and academic performance at EMUs. Using Structural Equation Modelling, a disattenuated correlation of 0.32 was found between IELTS scores and GPA. English language ability, as measured by the IELTS test battery, explained about 10 (R2 = 0.10) percent of the variance in Academic performance, as indicated by Semester 1 and Semester 2 GPA, for the sample under investigation. Findings from qualitative analysis showed that students still experienced language difficulties in their subsequent academic study in Australia. For the sample in this study, an Overall IELTS score of 7.5 appeared to be able to discriminate between students who did not fail any subjects enrolled in from those who failed at least one subject. IELTS scores, both Overall and sub-band, seemed to reasonably predict language difficulties in subsequent academic study for the sample under investigation.
Dr Huong, To Thi Thu is currently the Head of Education Accreditation Department, Centre for Education Quality Assurance and Research Development, Vietnam National University in Hanoi. She has conducted extensive research, consultancy work and been lecturing in various TESOL areas (methodology, ESP, testing, assessment and evaluation). She obtained her PhD at the University of Melbourne, Australia. Her professional interest areas are ELT methodology, ESP, EAP, testing, assessment and evaluation, educational leadership.
Huong, Nguyen Thu
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Making The Study of Literature More Valuable and Learnable for Non-English-major Students
With the increasing trend of co-operative programs between Vietnamese universities and more advanced education systems in the world, i.e. Australian, British, American universities, literature has become a core course for the non-English-major students of such programs. While the rationale of the course is to improve students interpretation skills, critical thinking skills, and provide them with different perspectives about life - to name but a few, most students find the subject frustrating as they are supposed to be businessman, for example. Why Literature? is the frequent reaction of those freshman when they receive the course lists. This attitude has negatively affected the instructor and the outcome of the course. After two years coordinating the course, the author has experienced two opposing results, one successful and one unsuccessful. The ironic point is that the second one is the unsuccessful, given the modification, improvement, additional reading and researching of the instructor for the course. Therefore, this research aims at identifying the causes of the failure of the second course, from which to suggest a more appropriate literature syllabus for the program - to make its rationale more convincing and worthwhile for the student.
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Huong, Nguyen Thu got her MA in TESOL studies from The University of Queensland and is currently teaching English in Foreign Trade University, Hanoi, Vietnam. She has been actively involved in the design and development of ESP materials and is a frequent writer for her institutes magazine. Her research interests include Teaching Professional English for Students of Business Majors, Language and Culture Issues, Language Assessment and Curriculum Development. Email: iamup79@yahoo.com or nthuong.ftuhn@yahoo.com
Hyun-Sook Chung
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Do Intensive In-service Language Teacher Training Programs Lead to Better EFL Teachers' Language Proficiency?
One function of in-service teacher training (INSET) for language teachers is to enable them to develop language teaching and to be proficient in the target language, the language they teach. To prepare the teachers for English instruction, the Ministry of Education in Korea designed and implemented an intensive INSET program in 2007. This study looks at experience gained from the intensive 700-hour full-time INSET program, running over one 20-week semester. The program was run with English as the target language, allotting 400 hours for developing English communicative ability, 240 hours for English language teaching pedagogy and 60 hours for other matters. Given that the intensive INSET program is geared to produce linguistically and pedagogically competent EFL teachers, it is important to investigate the effectiveness of the INSET program on improving teachers English proficiency. Standardized in-house test was chosen as our measure of language proficiency. The participants for this study were 103 in-service English teachers who enrolled in the intensive INSET program. The participants English speaking, listening, and writing abilities were tested before and after the training. With the statistical significance set at the .05 level, repeated measures ANOVA was conducted for each proficiency test. The results showed that participants English speaking, listening, and writing abilities significantly improved after the training. Since teaching and learning English is a common practice throughout the world, it is hoped the findings of this study not only will benefit teachers from Korea but also those who are facing the same scenario elsewhere in the world.
Chung, Hyun-Sook is a professor of English Language Teaching at the International Graduate School of English, where she teaches courses in language acquisition, introduction to statistics, and research methods. She earned an MA and a PhD in Foreign Language Education (TEFL) from the University of Texas at Austin. Her research has been devoted to second language listening comprehension. Park, MyongSu is a professor of English Language Teaching at the International Graduate School of English. He also serves as a Director of Teacher Training Institute for Korean public school teachers. He earned an MA in Interpretation and Translation and an M.A. and a Ph.D. in Foreign Language Education from the University of Texas at Austin.
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I-Chung Ke
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Teaching Global English with NNS-NNS Online Communication
The rise of English as a global language implies a paradigm shift for English Language Teaching (ELT) in non-English-speaking countries. The use of English for intercultural communication between speakers of other languages poses a challenge to the traditional EFL native-speaker norms and targets. In the recent past, English teachers in non-English-speaking countries connected electronically with teachers in native-speaking countries so that their students could mimic or learn from their native-speaking peers. Some criticize that the unequal power relationship between the two classes might have detrimental effects on English learners confidence and identity, and when communication breakdowns or miscommunications occurred, native speakers were not expected to make any adjustments; rather, the English learners had to learn the native-speaking norms, which were enforced in the process. On the other hand, in the global English paradigm, though online communication between non-native speakers (NNS) may bring equal footings, this format also encounters adversity such as students desire for native-speaker norms and the suspicion that the exclusion of NS disadvantages NNS in the current linguistic landscape dominated by NS norms. This study reports a NNS-NNS online communication project in which sixty university students from Taiwan and Japan each collaborated online to enhance their English learning. Students perceptions on the roles of English and native-speaker norms and their confidence in English are explored from their messages in the discussion forum, pre- and post-questionnaires, weekly reflections and post-hoc interviews. The advantages and disadvantages of teaching English with NNS-NNS online communications are also discussed.
I-Chung Ke is an assistant professor at Yuan-Ze University, Taiwan. His current research interests include cultural globalization and the implications of global English spread, in particular through educational institutions and curriculum. Toshihiko Suzuki is Associate Professor of Waseda University, Tokyo, Japan. His main research areas are Pragmatics and its application to ELT for cross-cultural communication.
Icy Lee
Genre-based Teaching and Assessment in EFL Writing
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The last decade has witnessed a growth of interest in genre-based teaching and learning largely as a result of enhanced understanding of the social nature of writing. While the potential of genres in teaching and learning writing is increasingly recognized, less attention has been paid to the role genre-based approaches play in assessing students learning of writing. With a paradigm shift that emphasizes assessment for learning, the potential of genre-based assessment in the L2 writing classroom is an area that merits attention. The present study aims at investigating how two secondary teachers of English in Hong Kong attempted to bring improvement to teaching, learning and assessment in their writing classrooms by using genre-based teaching and assessment. Data of the study was gathered from interviews with teachers and students, genre-based pedagogical
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materials designed by the teachers, as well as lesson observations. The findings of the study show that through using a genre approach, the teachers were able to bring together teaching, learning and assessment to benefit students learning of writing. Such an innovative attempt promoted teacher learning by helping them engage in a community of practice and develop a shared vision about good practice in the writing classroom. The students developed a clearer understanding of the requirements of writing tasks, and their motivation in writing improved as a result. The paper will conclude with a discussion of the pedagogical implications arising from the study.
Icy Lee is an associate professor in the Faculty of Education at the Chinese University of Hong Kong. Her main research interests are second language writing and second language teacher education.
Iis Nur Rodliyah
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Accommodating and Enhancing Individual Learning Styles and Strategies in ESL Classroom: Designing Activities for Speaking Class
The issue on the learners and some aspects related to their learning styles has earned wide range attention among experts and practitioners in ESL in addition to the other main element of ESL; teachers and methodology. Basically, a learning style refers to an individuals natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills which persist regardless of teaching methods or content area (Kinsella, 1995). Two well-known categorizations of individual learning styles, which have provoked considerable interest among teachers and material designers, are covered in the concepts of Multiple Intelligences (MI) and Neuro-linguistic Programming (NLP) (Harmer, 2001). However, in the context of ESL classrooms the concept of learning styles should offer a value-neutral approach for understanding individual differences among linguistically and culturally diverse students. Further, these elements are not mutually exclusive; they represent different ways of viewing complex phenomena. Regarding to the matter discussed above, this paper discusses an instance of English speaking lessons which were designed and developed around multiple intelligences and learning styles. This paper presents the observation results on four interesting aspects as follows: (1) the brief description of the Speaking class which the lesson units are developed for, (2) the activities designed around MI and learning styles (3) the students attitude towards the developed activities, and (4) the students performance and achievement in both Speaking skills and learning styles. Keywords: Learning Styles and Strategies, MI, Speaking Class.
Iis Nur Rodliyah, M.Ed. is now an English lecturer at English Department, University of Brawijaya, Indonesia. Her interest covers TEFL, linguistics fields, and the idea of English as global languages. She has been doing several researches, instructional activities, projects, and community services related to the field of education and language development including TEFL.
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Ikuo Koike
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Asian Perspectives for a Common Framework of Reference for Languages
Since its publication in 2001, the influence of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has expanded phenomenally. It has been translated into over 30 languages, its contents are supported by the 47 member-counties of the Council of Europe as well as the European Union, and it is now a basis for activity on all continents. In realty, it is no longer merely a European framework. Rather, its global influence requires rethinking of all aspects of language learning, including assessment, policy making, teaching, and learning with regard to local conditions everywhere. This presentation examines various possibilities for integrating the Framework of Reference into the Asian perspective. Extending the descriptors of level proficiency (or Can-Do statements) to include lower levels of proficiency and non-Latinate scripts is one possibility. A more ambitious endeavor, which the author urges, would be to adapt the European Language Portfolio (ELP) to Asian practices, creating an Asian Language Portfolio. This would require a great amount of international cooperation, but would result in greater international understanding and considerable practical benefit, as described herein.
Ilknur Istifci
Comparison of Chinese and Turkish EFL Learners on the Use of Compliment Responses
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This study aimed at investigating compliment responses of Turkish and Chinese EFL learners by collecting data via a Discourse Completion Test. The participants of the study were 65 LowerIntermediate Level Chinese EFL learners, 65 Lower-Intermediate Level Turkish EFL learners, 65 Intermediate Level Chinese EFL learners, 65 Intermediate Level Turkish EFL learners and 25 native English speakers. The purpose of the study was to compare Turkish and Chinese EFL learners responses and to compare Turkish and Chinese EFL learners responses with the responses of native English speakers. The participants were given a discourse completion test which consisted of 10 different compliment situations and the students were asked to write suitable compliment responses. The data were analyzed in terms of Ernawatis (1996) categorization which was originally developed by Chen (1993). The distribution of the responses was calculated for all the data and their frequencies were found in order to draw conclusions. In data analysis every category was coded and transferred to the computer data base in SPSS. According to the findings, there were some similarities and statistically significant differences between the responses of Turkish EFL learners and Chinese EFL learners. When Turkish EFL learner and Chinese EFL learner data were compared with native English speaker data, it was found that in using some strategies Turkish and
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Chinese learners transferred some formulaic expressions, jokes and clichs they used in their native language. However, in using some other strategies they can be said to approach native English speaker norms.
Istifci has been teaching English for 20 years. She has M.A and Ph. D. in English Language Teaching. She is currently working as an assistant professor at the School of Foreign Languages, Anadolu University. Her research interests include cross-cultural pragmatics, sociolinguistics, foreign language teaching and learning.
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Isabel Pefianco Martin
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World Englishes Implications for ELT in Philippine Public Schools
The English language has been taught in Philippine public schools for more than a hundred years. Despite this, proficiency in the language continues to decrease. Many attribute this to the teacher factor or the perceived inability of Filipino teachers of English to teach the language well. In addition, it is believed that the teaching methodologies employed in the public schools have not significantly changed since the language was first brought to the country by the Americans. This research project looks into the practice of ELT in Philippine public schools from the viewpoint of the teacher. A survey of public school teachers from various parts of the country reveals perceptions and practices about the English language that may have contributed to or hampered the successful teaching and learning of the language. From these perceptions and practices, a World Englishes framework for teacher training is presented so that ELT in Philippine public schools can better respond to the challenges of a rapidly changing English language.
Isabel Pefianco Martin is Associate Professor and Research Coordinator at the School of Humanities, Ateneo de Manila University. She was Chair of the English Department from 1998 to 2004 and President of the Linguistic Society of the Philippines from 2006 to 2008. Her research interests include world Englishes, Philippine English, and the politics and practice of Philippine language and literature education.
Jackie Fung King Lee

Grammar Teaching : Any Interesting Methods?
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How grammar should be taught is an issue that concerns many teachers. It seems that traditional grammar teaching through habit formation in the 60s and the 70s is still prevalent these days. A number of grammar practice books still present learners with drills and decontextualised isolated words and sentences. To many students, learning grammar is a painful and boring job, as they are often asked to repeat and use forms in a mechanical and monotonous way. How to prevent grammar teaching from repeating its past failures is the focus of this paper. Some practical ideas, including using games, puzzles and authentic materials, and engaging students in self-discovery activities, will be presented to enhance grammar teaching and learning. To generate effective language practice in class does not mean that we have to reject drills or substitution tables completely. What we need to do is to take a new look at the traditional exercises and put them within a context that encourages interaction between learners.
Jackie F.K. Lee is an Associate Professor in the Department of English at the Hong Kong Institute of Education, where she is responsible for teaching grammar courses to
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pre-service and in-service student teachers. Her research interests include language variation, gender studies and English language teaching.
Jane Boylan
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Making a Difference in English Language Teacher Development
In the dissemination of a highly versatile teacher development tool, what delivery modes and support systems are appropriate and feasible to ensure optimal impact? How can we ensure maximum reach to diverse audiences within primary state school teaching communities? This presentation will demonstrate how a diverse range of delivery modes are being implemented to distribute the Motivating Learning DVD training package across the East Asia region. This innovative teacher training tool, developed as part of the British Council Access English project, utilises authentic classroom footage from nine East Asian countries to demonstrate interactive, student-centred techniques being successfully implemented by state school teachers working in a variety of contexts. The range of distribution mechanisms being employed to disseminate the product reflects the diverse appeal of the product itself. This presentation will report on progress made and issues raised by delivery modes such as: conversion to an online course, broadcasting on state sponsored educational TV channels; hard copy distribution through Local Education Authorities, with commercial sponsorship, and through national teacher and trainer networks. It will also report on joint partnerships with Ministries of education, with tertiary institutions and the British Embassy on teacher support systems such as the Islamic School Support network in Indonesia, the mentoring programme in the Philippines and the ERICs network in Thailand. Examining the successes and issues raised by this initiative, through continual monitoring and evaluation of multiple delivery mechanisms, highlights their effectiveness in achieving impact and provides examples that may be replicable in other areas and contexts.
Jane Boylan has been involved in English Language Teaching for 12 years in Europe and East Asia. For the last six years she has worked on professional development projects with state school English Language teachers in Hong Kong, Vietnam, Singapore and Thailand. She is currently the regional project manager for the teacher development strand of the British Council Access English project, an ELT initiative covering 10 countries in the East Asia region.
Jane Singer
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Enhancing the Effectiveness of an Autonomous Learning Approach Applied to an English Academic Writing Course
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Research has suggested that students exhibit greater motivation and satisfaction when allowed to assume a high degree of responsibility for their learning, and learner autonomy has been shown to correlate positively with effective learning in foreign language courses. An autonomous learning approach would appear to be particularly suited to EFL courses in academic writing, due to the intrinsically independent nature and varied pace of production of written work. To help students with diverse levels of proficiency and motivation in an EFL academic writing course acquire skills and study habits that will result in richer, more accurate English academic writing, a team of researchers developed and applied text-based self-learning materials and an autonomous learning curriculum over a period of several years. The approach was categorized by student determination of performance objectives, self-monitoring and self-assessment, and a peer tutoring system. Along the way, the team identified weaknesses in writing performance and peer tutoring effectiveness and made several revisions to the learning materials and methodology during and after each trial. Finally, the team examined writing performance by analyzing the outcome of identical written paragraph assignments from trials in three consecutive years using a variant of the ESL English Composition Profile. This presentation explores how autonomy can link to writing skills mastery, explains the methodology that was developed, and discusses the results of the paragraph writing analysis, with the hope that in future this approach can be applied in a variety of university classroom environments.
Jane Singer is associate professor at the Graduate School of Global Environmental Studies, Kyoto University. Dr. Miwako TANAKA is a part-time lecturer at Kyoto Notre Dame University. Tazu TOGO is associate professor at Kyoto Notre Dame University.
Jeon, Jihyeon
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Stakeholders Perceptions on English Assessments in Korea
Learners have the right to be given proper feedback on their progress as they go along the long journey to achieve proficiency. Therefore, the earlier stages should prepare learners for the later stages. In this sense, the tests given at school in the beginning stage should provide relevant feedback on learner performance at that stage and at the same time gradually progress towards the performance expected at the next stage. However, Korean learners do not seem to face this gradual progression with English tests. The current study aims to see stakeholders perceptions of English assessment in Korea. Through online and offline survey, 356 teachers, 696 students, 650 parents, and 377 office workers participated in the study. The participants indicated whats going on in the English assessments at school, when they apply for college entrance and to get a job or to be promoted at work. Results of the study showed the discrepancy among the assessments required at school, for college entrance, and for the job. The implication will be discussed based on the findings.
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Jihyeon Jeon is professor in the Dept. of International Office Administration, Ewha Womans University, Seoul, Korea. Her current research interest covers English language policies and communication education for a global context. Her recent research includes Issues in Global Business Communication (2007), Developing Framework to Evaluate the Process and Performance of Government Language Policies (2008), and Performance Analysis of TaLK (Teach and Learn) Program (2009). Currently she is managing editor of the Journal of AsiaTEFL. Email: dearjeon@ewha.ac.kr
Jeong-Ah Lee
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Korean Elementary School Teachers Confidence in Teaching English and their English Language Proficiency
In the context of primary school English education in East-Asian countries such as Korea, teacher factors, particularly teachers lack of English proficiency have been pointed out as one of the biggest obstacles for successful English education (Butler, 2004). Their lack of English proficiency then has been associated with their confidence in teaching the subject. However, it is worth noting that there has been little empirical inquiry on the relationship, and without carefully exploring the relationship, it would be premature to accept the widely assumed relationship. Given this gap, the presentation reports discusses the findings of the study that examined the relationship between teachers English proficiency and their confidence in teaching English by adopting the notion of teachers sense of efficacy (Tschannen-Moran & Woolfolk Hoy, 2001). In the study, 1327 inservice elementary teachers responded to the questionnaire survey. It was found that the teachers who rated their English proficiency higher tended to believe more strongly in their capability for teaching English. Their perceived language proficiency were more strongly related to their confidence in using instructional strategies and oral English language than addressing classroom management issues. One of the notable findings was the speaking ability was an insignificant predictor for ones confidence in carrying out classroom management tasks while significant for other confidence dimensions. The presentation will begin with a brief introduction of the study, followed by a review of the research findings. The presenter then will share the implications for both teacher educators and policy makers working in the EFL contexts.
Jeong-Ah Lee is a postdoctoral researcher at Sungkyunkwan University in Seoul, South Korea. Her research interests include non-native English speaking teacher development, teachers English-teaching-specific-efficacy beliefs and English language proficiency, use of drama in language teaching and learning, and teaching English as an international language in the EFL context.
Jeremy Ivan Thambirajah
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The Importance of Oral and Written Feedback in Academic Writing

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In recent years, there has been an increasing interest in the role of teacher written feedback on students written work. So far, however, there has been little discussion on the effectiveness of oral feedback given in conjunction with written feedback. This paper examines undergraduate students perceptions towards the use of oral feedback in conjunction with written feedback. A qualitative study approach will be adopted, whereby six undergraduates will participate in focus group interviews. Participants will first be asked to write an argumentative essay. They then submit the draft for written feedback. Written feedback and oral feedback will be provided simultaneously. The focus group interview will be audio-taped and transcribed into a computer assisted qualitative data analysis software called NVivo 8. Emerging themes will provide insights into the value of oral feedback in academic writing. This paper offers an analysis of written feedback on students drafts of written assignment. Coding of the data will be used with the combination of two theoretical frameworks developed by Ravichandran (1996) as well as Kumar and Stracke (2007). This paper seeks to address the following questions: 1) How do students respond to teachers oral and written feedback? 2) How does oral and written feedback improve students writing process?
The researcher, Jeremy Ivan Thambirajah is a highly skilled, versatile and a qualified lecturer who teaches English to undergraduate students at Masterskill University College of Health Sciences and he is also a part time tutor at Universiti Putra Malaysia teaching Oral Communication Skills at the Faculty of Modern Languages and Communication. In the year 2006, he successfully completed his Bachelors Degree in English in Universiti Putra Malaysia. In 2004, his role as a dedicated lecturer and an enthusiastic tutor has motivated him to do his Masters Degree in Applied Linguistics at Universiti Putra Malaysia. By working in the field of academic, the researcher was engrossed to do a study on Lecturers Written feedback on students composition because being a student and a lecturer he believes that feedback from a lecturer on students written assignment is important for students to improve on their assignments. Prior to this, he completed his Masters Degree in 2008 and graduated from Universiti Putra Malaysia in August 2009. Currently, the researcher is pursuing his degree in Doctor of Philosophy (PhD) in TESL at the same University. The researcher wants to further his research by focusing on the combination of oral and written feedback in the field of Second Language Writing.
Jie Shi
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Faculty Development: the Key to Teacher Training When Other Methods Fail
Teacher training has been recognized as an important part of education in general, which is a relatively new phenomenon. Nonetheless, it is thrashing in Japanese universities in the recently years. There are many forms to teacher training at university level. However, Faculty Development, commonly known as FD, has become a popular method for improving teacher abilities and quality
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of education. FD in Japan generally implies teacher training activities or events that are held at fixed times a year, usually once or twice annually. Therefore, FD is sometimes criticized as window dressing in teacher education or development in Japan. This presentation reports a case study of how the symbolic FD activities are turned into functional and valuable programs for teachers training. This presentation will give a detailed description of the endeavor of a FD Committee of the English Department of a Japanese university in Tokyo over the past 6 years trying to organize various types of FD activities in order to support the reforms in English education, e.g. adopting new curricula, teaching methodologies and pedagogies. Advantages and disadvantages of various FD activities will be discussed with sample designs. Dilemmas from the multiple years of practices will be shared.
Jie Shi is a professor of English at the English Department of the National University of Electro-Communications in Tokyo, Japan. She has a long research and teaching career in ESL and EFL and has worked in China, Singapore and the US before Japan. Her main research areas include curriculum design, EAP and ESP research and teaching, and teacher training.
Jim McKinley
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Spoken Discourse in Japanese University EFL Writing Classrooms
"What happens in university EFL writing classrooms in Japan?" This is the first research question from my PhD thesis that I aimed to answer by observing six different compulsory English writing classes over one academic year in the English department of a prestigious university in Japan. The general findings showed a lack of consistency between classes with the same course titles. Detailed findings showed significant participation in classes where teachers encouraged student input in classroom dialogue and writing tasks. The results in this study build on Lam, Law and Shums (2009) study and suggest that although student-centered approaches have been the trend, traditional direct instruction prevailed. In coinciding interviews with the teachers and volunteer student participants, it was found that students were not necessarily motivated by more student-centered approaches, but rather by a certain level of back-to-basics course content and stimulating instructordirected demand.
Jim McKinley is Assistant Professor in Sophia Universitys Faculty of Liberal Arts in Tokyo, Japan where he serves as interim director of the Writing Center and teaches critical thinking skills and academic writing. He is completing his PhD through Victoria University of Wellington, New Zealand in Applied Linguistics.
Jin-shan Chen
Becoming Autonomous English Learners in East Asia
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From sociocultural and situative perspective, this paper reports the partial results of a project aiming at investigating how vocational college students in Taiwan developed themselves as autonomous English learners through participating in mediated narrative reflection system, and how they realized and made sense of themselves and English learning during the processes of becoming autonomous English learners. The project integrated Ethnography and Narrative Inquiry, emphasizing the agency point of view of the researched participants. A substantial body of narrative data was gathered, including the participants reflective journals, group discussions, the researchers memo, and the fieldwork notes. Informed by grounded theory, in general, the process of data analysis was inductive, iterative, generative, and progressive, searching for the salient themes, patterns, and story lines in the narrative data. The anticipated contributions of this project are threefold. First, the results of the project would fill the gap of contemporary studies into autonomous foreign language learning by presenting an alterative explanation on the process of becoming autonomous English learners in Asian EFL context. Second, this project would provide an example of establish a mediated narrative reflection system for students to develop themselves as autonomous English learners. Third, this project would present the value and significance of giving space, opportunity and time for students to empower themselves and reflect on their own English learning.
Jin-shan Chen is Assistant Professor in the Department of Applied English at the Chihlee Institute of Technology in Taiwan. She completed her doctoral degree in TESOL from the National Chengchi University in Taiwan, and her master degree in TESOL from SUNY at Buffalo. Her research interests include autonomous foreign language learning and teaching, TESOL teacher preparation, and web-enhanced language learning.
Jiyoung Jo
Teachers Perceptions on English Team Teaching in Korean Elementary Schools
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Many schools have recently implemented team teaching in Korea in order to provide communicative model of language teaching. Even though many students and teachers have had great expectations of team teaching, it has, unfortunately caused many difficulties and problems for both teachers and students. First, most teachers were simply asked to undergo team-teaching without any training. Second, there is little research that identifies the possible problems, introduces appropriate approaches, or suggests guidelines. In most cases, team teaching in English classes of Korean schools is neither appropriately planned nor organized in a step-by-step manner. The purpose for this study is to investigate teachers beliefs regarding their perceptions of the team teaching by recognizing the problems and difficulties of team teaching in Korea. This study presents the findings of an investigation of teachers beliefs toward team teaching through survey with elementary school teachers and native speakers of English who have been teaching English providing suggestions which may improve team teaching in Korea for English education.
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Ms. Jo is faculty at the Onyeong Oncheon Elementary School, adjunct Professor at Sun Moon University and Gongju National University of Education. Degrees held: TESOL M.A. from New York University - under the extensive Professional Studies Scholarship by the Korean Government. TESOL PhD. University of Bristol in progress.
Joanne Rajadurai
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Speaking English In Malaysia: When Policy And Practice Collide
If language policies offer insights into a countrys national and cultural identity, Malaysia portrays a conflicted self. While the official stand is that English competence is highly valued and encouraged, this public discourse does not always accord with or prevail against deep-seated suspicions and hostilities that the language arouses in certain segments of the community. This paper draws on recent changes in policy that illustrate the tensions between the local languages, and in particular, the national language Bahasa Malaysia, and the global language, English. Bringing together micro and macro perspectives, it examines the reflective journal writings of students engaged in the linguistic practice of English. Drawing on constructivism to theorise and examine the data, the analysis shows how the use of English in what is deemed Malay spaces problematizes English, unwittingly positions it as the linguistic other and implicates political, ideological and identity struggles.
Dr Joanne Rajadurai received her PhD in Linguistics from the University of Nottingham, and has taught a variety of English, linguistics, and TESOL courses at universities in Malaysia and the USA. In line with her research interests in sociolinguistics, including issues of intelligibility and identity in spoken English, she has published in several international journals
Jocelyn Perida-Castro
Creating an On-line Language Class
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Computer Aided Instruction (CAI) is widely used now by many teachers who are really keeping with the advancement of technology. From using the chalk and board, teachers moved into using transparencies and over head-projectors (OHP). It is common now that lectures are presented in power point slides and even syllabus is printed on a publisher format. Thus, teachers are really keeping in pace with modernization. Equipped with much technological know-how and updated teaching pedagogies, it is timely that teachers be engaged in on-line classes. By making an on-line class, the teacher moves into the stage of ubiquitous teaching and students engage in ubiquitous learning creating a hybrid classroom: inside the classroom plus the virtual classroom! The workshop is ideal for teachers in elementary, secondary or tertiary level to explore on the idea of having their own on-line classes. This workshop specifically addresses the need of a teacher who has no hands-on experience in making an on-line class. The facilitator will focus on the FREE resources available over the World Wide Web (WWW) so that teachers can extend their class contacts hours by engaging their students to enroll and participate actively in an on-line class. The
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workshop will specifically focus in up-loading documents (class lecture), engaging students in an on-line discussion, providing useful internet links, and making on-line examinations. This workshop is best if participants can be provided with individual computers with internet connection, thus participants are limited only to the available computers on the conference venue.
Jocelyn Perida-Castro is the Literature Coordinator of De La Salle; College of Saint Benilde. She engages in on-line classes and is also a Professional Teacher Trainer for DIWA Publishing and British Council Philippines. She represented the Philippines in the 31st Cambridge Conference on Contemporary Literature in University of Cambridge UK last July, 2009. She has a POST GRADUATE in TESOL.
Joo-Kyung Park
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Empowering Migrant Women in Korea Through TESOL Training
Recently, the influx of migrant people has brought many changes, issues and concerns into Korean society. Migrant women, in particular, have played an important role in rural areas by marrying to Korean men who otherwise would not afford a wife and children and by providing Korean families and society with cheap labour work. However, many of them have been socially and culturally marginalized due to the lack of Korean language competence, cultural understanding, and financial resources. This presentation reports the result of a government-funded project which was to train thirty women to teach young learners English and have them employed at various educational institutions such as nursery schools, English language institutes and public schools. The participants are thirty unemployed international women including 22 Filipinos, 1 Vietnamese, 1 Chinese, and 6 Koreans. The TESOL training program consisted of 36-hour lectures and micro teaching, classroom observations, and career workshop with their future employers. At the end of this program, twenty three out of thirty got employed as part time English teacher at nursery schools and English language institutes. A questionnaire survey was conducted in order to examine the effects of this program and the result revealed that the program was highly successful in all the aspects of the program in question including curriculum, instruction and management. Above all, it was obvious that it empowered these women by qualifying them to be an English teacher, if not completely, and by allocating them at decent work places. The success of this program resulted from the traineecentered customized curriculum, a support system for child care, transportation, and meals, and a frequent communication among the trainers, trainees, and the directors of the workplaces.
Dr. Joo-Kyung Park received her Ph.D. in Curriculum and Instruction, specializing in ESL/EFL/Bilingual Education from Texas A&M University, USA. Her professional interests include teacher education, speech/pronunciation, critical pedagogy, World Englishes, and English immersion. She has spoken at major ELT conferences held in USA, UK, Australia, and in many Asian countries. Currently, she is a professor of Dept. of English Language and Literature, and Director of Center for Teaching and Learning, Honam University in Korea. She also serves as Conference Executive Director of Asia TEFL. Email: joo@honam.ac.kr
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Joseph Ernest Mambu (Indonesia)
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An Indonesian EFL Learners Attempt to Be Critical Through Narrow Reading, Concordancing, and Dialogues
This study is framed within the vision of keeping the balance between content and linguistic accuracy of expression in learner language (cf. Ellis & Barkhuizen, 2005). Regarding content, narrow reading allowed a learner to focus on an Asian theme he was interested in and to explore it in greater depth over a period of four weeks during which he was exposed to recurrent vocabulary words and syntactical structures (see Krashen, 2004; Schmitt & Carter, 2000). Exposures to comprehensible inputs, Krashen contends, are incidentally learned. To verify that incidental learning had occurred, a quasi-experimental procedure was administered. 10 vocabulary words and 10 grammatical items the learner was, on the whole, not familiar with were used in the pre-test. After doing the narrow reading for two weeks, a post-test was conducted and it showed some degree of acquisition on the part of the learner. Whereas the first two weeks the learner dealt with the breadth of vocabulary and grammatical knowledge incidentally, the remaining two weeks were used for him to deliberately explore the depth of such knowledge through concordance outputs generated by both himself and me as his teacher. It was also while concordancing that the learner was involved in oral dialogues with me and written dialogues with himself. In both types of dialogues, the learner practiced critical thinking and expressing social critiques; two rudimentary modes of criticality that may pave the way for other critical modes espoused by Pennycook (2004, 2007) yet to be sufficiently addressed in the present study.
Joseph Ernest Mambu graduated from the University of Queensland, Australia in 2005. Indonesian national journals and The Journal published two books, with the most current Pedagogies in foreign language education". applied linguistics program at the His publications have appeared in of Asia TEFL (2009). He has also one entitled "Personalizing Critical
Juanita Huan Zhou

English Through Film Adaptation Across Cultures
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This presentation focuses on Hollywood remakes of films from another country, another culture--and explores the many possibilities it offers students of low-intermediate level and above for practising English language skills, developing critical thinking skills, and promoting cultural awareness. Based on the affective filter hypothesis, this presentation aims to advance students cognitive academic language proficiency through a variety of exercises based on the comparisons between the Hollywood versions and their originals from Japan, Hong Kong, South Korea, and India. Through a hands-on approach, the presenter will demonstrate why this particular form of adaptation lends itself more readily to language classrooms than literary or stage adaptations and
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introduce exercises designed to engage students in practising language skills, discussing the artistic decisions of the filmmakers, gaining insights into cultural differences, and analysing critically the inherent ideological implications of the adaptations. These exercises include logging the scenes; summarizing the plot; writing character biographies; researching film reviews; conducting audience surveys; editing and critiquing the translation; comparing and contrasting the adaptation and the original in terms of cast, plot, and film style; and debating the significance of the plot changes in the adaptation. Much emphasis in the classroom will be put on employing students prior knowledge of the culture and the language in which the original films in question were produced to reap the benefit an affirmation of students native language and nature will bring to their second language acquisition.
Juanita Huan Zhou has taught film studies and ESL/EFL in post-secondary institutions in China, Singapore, the USA, and Canada and has been teaching at the Academic Program, York University English Language Institute since 2001. She presented at TESL Canada 2009 Conference and will present at TESOL 2010 Convention in Boston, MA.
JungWon Michelle Moon
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The Role of Uptake and Self-repair in Developing Implicit and Explicit Knowledge of a Second Language
L2 learners noticing has been examined by SLA researchers in the context of recast and uptake sequence, and uptake has widely been considered as an indication of noticing. However, what is remaining to be explored is twofold in SLA literature; what motivates the production of successful uptake and whether it makes any contribution to language acquisition. These issues would be better investigated if learners knowledge status and their development are measured respectively in implicit and explicit knowledge as Ellis (2005) suggested. The present study attempted to examine the role of uptake and self-repair in SLA by measuring learners existing knowledge status (implicit and explicit knowledge) and its development for two different grammar structures: present and past perfect progressive tenses of English. 33 Korean adult learners voluntarily participated in the experiment that consisted of a pre-test, treatment, and two post-tests for three weeks. Following Ellis (2005), an oral imitation test was employed to measure learners implicit knowledge, and an error analysis was used as a measure of explicit knowledge. The results showed that learners successful uptake does not indicate their current knowledge level and does not promote the development of either type of knowledge. On the other hand, self-repair was found to be indicative of high explicit knowledge of learners and to facilitate the development of implicit knowledge in the long-term. The overall results imply that learners explicit knowledge develops into implicit knowledge, and moreover, this supports the interface between implicit and explicit knowledge (DeKeyser, 1998; Ellis, R., 1993; Sharwood-Smith, 1981).
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JungWon Michelle Moon received her Ph.D. in Applied Linguistics at Sungkyunkwan University. She is a faculty member in TESOL department at Sungkyunkwan University. Her research interest includes interaction hypothesis, noticing hypothesis and implicit/explicit learning & knowledge.
Juseong Lee
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Case Study of Teaching Writing for Korean College EFL Students
Four skills (listening, speaking, reading and writing) of English should be equally important. However, writing skill is the one that students are more unconfident about than the other three. They need to make effort to practice writing hardest. Nevertheless, writing is not tested in the entrance exam to college so that writing is the one that is easily omitted in the curriculum. The purpose of this study is to check the effectiveness of teaching writing by using written corrective feedback (CF) in Computer-mediated communication (CMC). This study also investigates learners' attitudes toward direct-CF and indirect-CF in CMC. This study is carried out with three Korean EFL college students for fourteen weeks. They wrote essays weekly and uploaded them to a blog. One of the researchers gave each essay feedback-direct CF for the first seven weeks and indirect CF for the second seven weeks. The essays were analyzed, based on the grounded theory, for the development of learner language. There were three major findings: Firstly, there was a gradual improvement in accuracy, fluency, and complexity. However, one of the participants showed different fluency and complexity performance depending on different writing tasks and learning strategies. Secondly, written CF in CMC was helpful in reducing errors in all error categories. Finally, the students reported that they preferred to receive indirect CF. This study shows important pedagogical implications about CF, bringing into attention most effective method of written CF and role that CMC can play in providing the feedback.
Juseong Lee achieved his MA in TESOL at Hankuk University of Foreign Studies, Seoul. He is interested in MALL and teaching writing. He has been involved in the Institute of Foreign Language Education, HUFS. Now he is going to be a teacher in secondary level. Kilryoung Lee is a professor of Hankuk University of Foreign Studies. He earned his Ph. D at the State Universtiy of New York at Buffalo. He is now a visting scholar at the California State University, Sacramento, studying teacher education.
Kahoko Matsumoto
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The Development and Validation of the In-house Can-do Statements for Required Writing Courses
This is a report on the process of developing the Can-Do Statements (CDSs) for required writing courses at a Japanese university and the results of their validation. In an EFL situation, some
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modifications or adjustments of the original CEFR statements were necessary in order to fully realize the purpose and effects of CDS conceptualization. A detailed validation, both quantitative and qualitative, was conducted with various aspects of validity in mind that Weir delineated in his 2005 article (reference below). First, a series of adjustments were made by reflecting the results of pre-questionnaires given to teachers and students soliciting their responses to the first draft of CDSs (inductive validation). Next, to validate the localized CDSs in three different orientations; those of users, curriculum constructors, and assessors, the pilot test was conducted twice with actual teaching and assessment based on them. The statistical analysis together with post-questionnaires, class observation and interviews led to further modification of the CDSs (deductive validation). This presentation focuses on the challenges faced and insights gained in the attempt of developing the CDSs that systematically support a specific EFL curriculum. It is hoped that the results, though tentative, may shed light on the future possibilities of using CDSs in an EFL environment, where the proficiency in written communication is a more significant factor than in the ESL counterpart in establishing a successful career in the globalizing world. Reference: Cyril J. Weir (2005). Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing, 22(3). 281-300.
Kahoko Matsumoto (Ph.D.) teaches English and Applied Linguistics subjects in Japan. Her research areas are writing pedagogy and evaluation, testing, and instructional design.
Kamisah Ariffin & Misyana Susanti Husin
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The Effects of Teachers Questioning Behaviour on ESL Classroom Interaction
One of the important elements in classroom interaction is teachers questions. These questions may serve many pragmatic functions such as eliciting student response, enacting social relationship, reprimanding or reiterating. This paper, however, is more interested in examining the effects of teachers questioning behaviour on interaction pattern in ESL classroom. The study seeks to find out 1) the types of questions used by teachers in the classroom, and 2) the amount of classroom interaction created based on the types of questions asked. The data were collected through classroom observation and recorded discourse of five ESL lessons over a fourteen-week period. The analysis of the data shows that teachers used more display questions rather than referential questions in their classroom instructions. This is because the former were able to promote more active participation from the students compared to the latter especially among those with lower English proficiency. On the other hand, students would give better response to referential questions when the topics are of interest to them and when the teachers incorporated humour in the lesson. The findings, thus, imply that teachers need to exploit their questioning behaviour to promote interaction in the classroom.
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Kamisah Ariffin, PhD is a lecturer at the Academy of Language Studies, Universiti Teknologi MARA Pahang. She holds a TESOL (Hons.) Degree from the University of Southampton, UK and an MA (English) and PhD from Universiti Putra Malaysia. She has over 18 years of teaching experience and has taught English Proficiency, ESP, EAP and Business Communication courses. She is currently the Coordinator of UPENA (the universitys publication Unit) of UiTM Pahang. She has been actively presenting papers at local and international conferences. Her research and academic interests include cross-cultural communication, language choice and ESP. Misyana Susanti Husin is a lecturer at the Academy of Language Studies, Universiti Teknologi MARA Melaka. She holds BEd TESL (Hons) from Universiti Kebangsaan Malaysia and M Sc TESL from Universiti Putra Malaysia, and currently a PhD candidate at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia. Her research interests include genre analysis, ESP and EOP.
Keiko Imura
Children's Chunk Analysis in EFL Context A Case Study of Young Japanese Learners of English
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This is a case study of five young Japanese learners who are learning English in EFL contexts. The purpose is to explore how children break down holistic input, and how they can generate rules from their analysis in classroom settings. Theoretical framework: Peters Operating Principle (1983) indicates the mechanism of routines and patterns evolving into creative language. According to Wray (2002), Needs Only Analysis is the model of the causes of formulaicity, and that nothing is broken down unless there is a specific reason. The study hypothesizes that segmentation of chunks occurs even in limited EFL contexts, and that the nature of formulaic language has an effect on the phenomenon. Methodology: Four eight year old and one seven year old elementary school students participated in this study. The research was conducted through video recording of lessons over the four month period. All lessons were transcribed, and qualitative analysis as well as statistical analysis using Collocate were conducted. Findings: Segmentations of formulaic language occurred incrementally mostly through substitution tasks. However, some were broken down spontaneously by the learners. Mutual information (MI), indicating the degree of collocation, showed the relation between the fixedness of each chunk and the occurrence of Needs Only Analysis. References Peters, A. (1983). The units of language acquisition. Cambridge Univ. Press. Wray, A. (2002). Formulaic language and the lexicon. New York: Cambridge Univ. Press.
Keiko Imura. Assistant Professor in Rikkyo University, College of Intercultural Communication. Certificate of TESOL MA from Sophia University, doctorial candidate. Ten years of experience in teaching English in an institution. Have published EFL textbooks for children. Experience as a teacher trainer of communicative language teaching courses. Have created numerous curricula and designed workshops for young learners.
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Keiko Yonaha
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A Comparative Study on Primary School English Education in Japan and South Korea
The author carried out a questionnaire on motivation for studying English targeting 150 3rd graders and 142 6th graders in South Korea and 133 3rd graders and 133 6th graders in Okinawa, Japan. It was found that South Korean children showed higher extrinsic motivation than Okinawan children even though there was no difference in intrinsic motivation. Which suggests that Korean children consider English important for their future and career more than their Okinawan counterparts do. The author also made a comparative textbook analysis of South Korean elementary school English textbooks and Japanese elementary school English textbooks. She found that Korean children learn about two times more English sentences and more than two times of English words with more variety of part of speech compared with Japanese children. It is characteristic that Japanese English textbooks put focus on deepening multicultural understanding while South Korean textbooks put focus on developing English language communication skills. Pointing out that these results of the studies reflect the differences of two countries in the policies for English Education and the objectives in the guidelines, she comments on the problems of primary school English Education in Japan. She also cites a stronger demand for learning English, or a greater eagerness to study English in Korean society as evidenced by the "English Village" concept which the author investigated in 2007.
Keiko Yonaha is an assistant professor at Meio University, a private university( a public university from 2010) in Okinawa, Japan. She belongs to language majors and teaches English courses such as "Debate" "Interpretation" and "Practice teaching". Concerning the future English Education in Japan, her present interest lies in Primary School English Education in Asia and she wrote four papers on it.
Keiso Tatsukawa
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The Importance of Watching a Speaker in L2 Listening Comprehension
The purpose of this study is to investigate whether watching a speaker on a monitor screen improves listening comprehension in a foreign language. Eighty-six Japanese university students participated in the experiment and listened to three-minute lectures under two different conditions: (1) listening to the talk and watching the speaker (audio-visual condition) and (2) listening to the talk without watching a speaker (audio-only). Under the audio-visual condition, students obtained better scores in a listening comprehension test than students under the audio-only condition. The data were then analyzed by dividing the participating students into two groups based on their English listening proficiency. Watching a speaker helped both of the proficiency groups, and the students in a lower proficiency group derived more benefit than those in the upper proficiency
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group when comprehending the short lectures. The results of the study suggest that providing visual information by allowing the students to watch a speaker talking improves L2 listening comprehension, even if there are no other visual aids to the content of the talk. Some pedagogical implications are discussed in relation to developing learning materials for L2 listening.
Keiso Tatsukawa is a professor at the Institute for Foreign Language Research and Education in Hiroshima University, Japan. His specialty is material development, and he has co-authored several academic books and textbooks. He is also active in teacher education and is frequently invited to seminars and workshops by educational organizations.
Ken Hisamura
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Seeking the Possibility to Adapt European Portfolio for Student Teachers of Languages (EPOSTL) to the Japanese Educational Setting
The EPOSTL is intended for prospective teachers in the European setting. Therefore, it is not suitable for use in Japan. However, it is worth adapting it to the Japanese context. The first presenter, Jimbo, describes the purpose of this research project based on the analysis of the current status of teacher education. The second presenter, Hisamura, discusses challenges and prospects for adaptation and dissemination of the self-assessment can-do EPOSTL checklist in Japan. Teacher education reform is now under way. For example, the teacher evaluation and the teacher recertification systems were implemented in 2003-2005 and in 2009 respectively. However, there are neither professional standards for teacher education or pedagogical instruments to enhance professional competences of EFL teachers. To tackle this challenge, a research project was set up to create and disseminate an adaptation of the EPOSTL checklist. To make the EPOSTL descriptors appropriate for the Japanese educational setting, differences in teachers areas of work, length of teaching practicum, class size, teaching methods, etc. between Japan and Europe were taken into consideration. As a result, the project team has so far elaborated, through consultation with other teacher educators, a checklist with 100 self-assessment descriptors for prospective EFL teachers in Japan. With this checklist available, the projects, such as a symposium (to which Professor David Newby, EPOSTL Coordinator, will be invited) to discuss the validity of the checklist, publication of an EFL Methodology textbook, forming a network of teaching practitioners as well as ITE educators, have now been planned.
Ken Hisamura is Professor of English, Den-en Chofu University. He has initiated several surveys on teacher education at home and abroad as Head of the JACET SIG on English Education. Hisatake Jimbo, President of JACET, is Professor of English, Waseda University. He has also been the leader of the grant-in aid for scientific research on teacher education since 2004.
Khalil Motallebzadeh
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Thematic Clustering of L2 vocabularies: A Technique for Improving Reading Comprehension Ability of Iranian Intermediate EFL Adult Learners
There is a multitude of research on how vocabulary knowledge is related to L2 learners reading comprehension ability. Recent psychological researches by (Tinkham, 1993, 1997; Waring, 1997; Finkbeiner & Nicol, 2003; and Erten & Tekin, 2008) suggest that it might not be helpful to give learners a list of words that are semantically related. Thematic clustering, based upon psychological associations between clustered words and a shared thematic concept, seems to enhance vocabulary learning (Tinkham, 1997). The present study investigated the effect of thematic clustering of L2 vocabulary on the reading comprehension ability of Iranian intermediate EFL adult learners. This study was conducted in the EFL classes of Meraje Andisheh English Language School, MashhadIran. 50 intermediate EFL participants were randomly assigned to experimental and control groups, employing the Oxford English Language Placement Test (OELPT, 2009) as homogenizing tool and an Intermediate Reading Comprehension Test (IRCT) as pretest. Over 3 weeks of treatment (10 sessions), the participants in experimental group were taught L2 vocabularies in reading texts through thematic clustering technique. In control group, participants were asked to read the texts for extensive reading as extra-classroom task. The results of this study showed a significant increase in the participants reading comprehension scores in experimental group (p<0.05). The findings also revealed that learning new words in thematic clustering techniques yields better results. This suggests that thematic clustering of L2 vocabularies can significantly effect on the reading comprehension scores.
Khalil Motallebzadeh is assistant professor in Islamic Azad University (IAU) of Mashhad and Torbat-e-Heidarieh, Iran. He has a PhD in TEFL and is especially interested in language testing, teacher education, and e-learning. Khalil has published articles in national and international academic journals. Since February 2008 he has also worked with British Council as an accredited teacher trainer.
Kham, Bao
Problems of Novice EFL Teachers in Vietnam
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This report which is based on a study in progress about the socialization of Vietnamese EFL teachers in their first year. The report focuses mainly on various problems novice teachers of EFL face. Data are collected from eight teachers electronic blogs during their first semester in secondary schools both in urban and rural areas. Results show that despite some little successes, their first semester bring more negative than positive feelings and most problems fall within teaching, and relationships with students and colleagues. However, toward the end of the semester, most participants gain some confidence and retain their commitment to teaching as a career.
Kham, Bao is a methodology specialist in the college of foreign languages, Hue university where he teach preservice and inservice teachers. He got his M.Ed. from University of Sydney, Australia.
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Kikuko Shiina
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Expanding English Vocabulary with Joy: Systematic Integration of Primary School English into Junior High School English
The primary purpose of my research is to investigate the quality and the quantity of vocabulary that the primary school children would be exposed during 6 years of English learning. It is often criticized that primary school English is filled with too much fun activities and therefore it wouldn't contribute to Junior high school English. It was found out, however, that the vocabulary primary school children were exposed (PW) was 1360 words that covered 49.3% (534 words) of the total numbers of words introduced in junior high school textbooks (JW: 1081 words). It was also investigated how many JW and PW would cover 500 essential daily-life vocabulary (Nishigaki et al., 2007). The results showed that PW covered 338 words (67.6%) and JW 175 words (35.0%). Therefore it was concluded that primary English learning would provide a wide range of vocabulary in a communicative settings where children would be free from stress with lots of opportunity to interact each other. Foremost among the aims of designing a new curriculum is to promote communicative competence of Japanese EFL learners at primary and secondary schools. We believe that it is crucial to begin with a program for elementary school children that takes advantage of young childrens natural capacity for acquiring language through social interaction. This early training would then be the foundation for a communicative emphasis in the design of secondary English language education.
Kikuko Shiina is a professor at the national university expertizing in teaching English as a foreign language to younger children, junior and senior high school students and university students. Cognitive, physical and social development are highly regarded in developing English curriculum. Research on Common European Framework of reference is now going on and she is a strong advocate of building an Asian common framework of English.
Kim Mihye
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An Evaluation on TASK Based Approach for Students' Speaking
The main purpose for this research was to identify and compare different tasks and their affect on the improvement of the language skills of college students in Korea. The second purpose was to determine the effectiveness and measure the students speaking ability in their speech fluency, accuracy, and complexity. For the experiment, the participants were 60 students enrolled in a business economics class held entirely in English and conducted in the fall semester (October to December) of 2008, in Korea. Task was the main activity taking place during the class. The class was divided into smaller groups and each of these groups practiced three different kinds of activities: 1. information exchange 2. summary3. discussion After the tasks for reading or the suggested topic were understood, one member of each group was asked to speak in front of the class
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while being recorded. All speeches were transcribed and analyzed to check their fluency, accuracy, and complexity. All students answered the questionnaire to check their familiarity of each task and their motivation. Not all students were able to participate in the recordings due to the lack of time provided to take on this activity. In these classes in Korea, there are always some students who have obtained some kind of education in a foreign country, usually an English speaking country. Because of their previous educational experience, these activities might have not been as significant when attempting to improve their language skills. However, for those who had some kind of difficulty understanding the meaning of the reading and speeches, these TASK based activities were found to be helpful. The specific results for the improvement of the students fluency, accuracy, and complexity will be shown during the presentation. To conclude, all three tasks were useful when improving the language skills of the participants during the duration of the course. Testing, Assessment, and Evaluation
Kim Mihye finished TESOL Ph.d coursework at Hankook University of Foreign Studies. She has also taught English for four years in Hankook University of Foreign Studies and several more years in other Universities.
Kim, SukSu
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In-service Teacher Training for Korean English Teachers: Jeollanamdo Language Program (JLP)
In-service Teacher Training for Korean English Teachers: Jeollanamdo Language Program (JLP) Kim, Suk-su Head of International Education Department in JETI. 1. Introduction Koreans spend billions of dollars (USD) on English Education overseas, causing an education expenditure deficit and a large amount of money filtered out of the Korean economy. Korean families spend a significant portion of their family income on English education overseas, also causing significant financial stress to parents and families. Korea is increasing the scope of its domestic English immersion programs as a means of reducing this national education expenditure deficit and reducing stress caused by students studying English overseas. Recently, various in-service teacher training programs, including a 6 months intensive training program, have been conducted nationwide in Korea. Here is an example of in-service teacher training for Korean English teachers within Korea. 2. An Overview: The JLP English Immersion Workshop: JLP English immersion program aims to increase English fluency and communicative abilities and to extend the skills of teaching English through English. It also aims to practice various kinds of teaching-learning methods and to provide the trainees with foreign language training conditions similar to that of English speaking countries. Trainees learn English from various units of the JLP curriculum, which include covering the four basic language skills. They listen attentively and learn from special lectures presented by prominent Korean English instructors which includes subject matter such as English teaching methods and English pronunciation. As well they participate in and learn from various evening activities including games, skits, outdoor activities, movies, and discussions. They are also asked to carefully prepare and present a lesson plan for a teacher demonstration,
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essay/journal writing, a short speech and a formal interview. Field trips are planned for educational purposes and trainees act as amateur tour guides to foreign instructors. All the activities and daily life should be done in conjunction with the English native speakers. 3. Effects There are a lot of promising results for the program in terms of improving English education in Korea. First, publiclyfunded domestic English education helps keep money inside the Korean economy. Second, trainees who experience immersion English in Korea can avoid the stress that is related to overseas study. Third, most trainees have a lot of confidence and self-esteem in their classroom when they return to their school after the workshop. Finally, they are encouraged and instructed to change their teaching style from a teacher-centered to students-oriented approach.
Kim, SukSu. Graduated from Chonnam National University. Studied English education and B.A in 1983. Completed M.A. and Ph.D on school effectiveness in Korea National University of Education. Taught English for 16 years in Korean secondary schools. Supervisor for 5 years in the Jeollanamdo office of Education. Managed Korean International School in Hong Kong as a principal for 3 years. Has worked for teacher education in JETI(Jeollanamdo Educational Training Institute) since March 2007. One of the member of Korean secondary school curriculum development committee. Vice president of Global English Teachers Association in Korea.
Kim, Yongsuk
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The Effect of Content- based Instruction in Primary Fine Arts Classes
Content-based instruction(reduced to CBI hereafter) is a hot issue in the English education society in Korea. Some schools and teachers are attempting to adopt CBI in their classes. Researchers also have reported quite a handsome amount of experimental work concerned with CBI. Most of the work tends to put a focus on its effect, particularly on English proficiency. As the result, the subject matters are not taken serious consideration of. In this context, the present study aims to investigate the effect of CBI on the subject matter as well as English proficiency. According to this aim, CBI is adopted in fine arts classes for 6th grade students in a public school, and the effects on fine arts and English are examined. The research is carried out for one semester with one experimental group and one controlled group. The research questions are raised both in affective and in cognitive area: Does CBI in fine arts classes have any influence on a) students' skills for artistic expression and appreciation?; b) students' English proficiency?; c) on students' interest, confidence and participation in fine arts classes?; d) students' interest, confidence and participation in English classes? The answers to the questions are given through analyses of quantitative and qualitative data. For quantitative data proficiency tests and achievement tests are given and for qualitative data students' journals and artistic works are collected.
Dr. Kim, Yongsuk, Professor, University of Education. Email: kys@dnue.ac.kr English Education Department-Daegu National
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Kiwan Sung
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A Study on the Program Impacts of the Intensive Second English Teacher Training on Teachers' Language and Teaching Skills Development
This paper presents the effect of the Intensive Secondary English Teacher Education Program(INSET) on their language skills development, overall improvement in teaching English through English, and their perceived changes in applying learned theories and methods in real classes. The INSET was sponsored by the provincial educational office in Korea and there were two groups of 82 English teachers who went through a 5 month-long intensive skills and teaching methods courses and a one-month long overseas training. Based on the teachers' proficiency test data, course evaluations, classroom artifacts and weekly reflective journals, surveys on the effect of INSET on their teaching, and classroom observations and interviews, this study employs both quantitative and qualitative analyses and examines the effectiveness of developing teachers' teaching skills as well as English proficiency, their opinions of the program components, and, more importantly, and changes in their practices in class after the training. The results showed that there were statistically significant difference in the pre- and post-test results of the teachers' English proficiency development. However, the teachers were not greatly satisfied with some courses due to its lack of practicality, which can be attributed to their short-sightedness for quick-fix techniques or the program's rigid curriculum. Based on the results of the students, a number of suggestions to improve the current INSET model and implications for the further research are provided in order to help secondary English teachers develop both language and teaching skills continuously while engaging in more reflective and problematizing practices in the EFL context.
Kiwan Sung completed his B.A. at Hong-ik University (Republic of Korea) and M.A. and Ph.D. at The Pennsylvania State University. He is currently a professor at Kyung Hee University in Korea whose academic and research interests include teaching EFL, comparative and international education, curricular and instructional development, multimedia-assisted language teaching and program development, and critical pedagogy. He has published more than 30 articles (21-alone, 11-coauthoring) and presented more than 30 times in domestic and international conferences such as AERA and AsiaTEFL in the U.S. China, Japan, Indonesia, Malaysia, Thailand, and Mexico. He is currently serving as vice president of Korea Association of Multimediaassisted Language Learning, secretary general of Korea Association of Teachers of English, and a board member for STEM, AsiaTEFL-Korea, etc.
Kyungjin Joo
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The Effects of Meaning Negotiation, Feedback and Uptake on Second Language Acquisition
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This thesis examines the effects of meaning negotiation, feedback and learner uptake on second language acquisition and Korean adults' learning of English as a foreign language during interaction. This work also investigates the feedback and the uptake of feedback from a native teacher's and how both affect second language acquisition. In the first chapter, the need and purpose of the study in feedback and the importance of feedback during interaction are explained. The second chapter, presents previous studies which constitute the theoretical background of the study. The research questions of study are as follows: 1. Are the L2 vocabularies acquired through negotiation of meaning. 2. Does the uptake enhance the second language acquisition? 3. If negotiation of meaning affects the L2 acquisition, is it due to types of feedback and uptake? In the third chapter, I describe the research design, the participants' background, the research procedure, the research materials, and the data analysis method employed in present study. There were six session which consisted of a pre-test (one time), treatment (three times), a post-test (one time), and a delayed post-test. The fourth and fifth chapter are about the results and discussion found through the experiment. As for feedback types conducted by native speaker teachers, elicitation (51.92%) was the highest produced one, followed by recasts (44.23%). Both feedbacks entailed successful uptake; 81.48% of elicitation and 60.87% of recasts. In conclusion, this study suggests that learners be encouraged to produce successful uptake through teachers' feedback and the importance of feedback during interaction.
Kyungjin Joo received her Ph.D. in Applied Linguistics at Sungkyunkwan University. Currently she is teaching at Sungkyunkwan University. Her research interest includes feedback, interaction hypothesis, Second Language Acquisition.
Lalaine F. Yanilla Aquino
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The Effects of Bilingual Instruction on the Literacy Skills of Preschoolers
This study investigated the effects of language of instruction on the acquisition of literacy skills in preschool children. The sample consisted of four- to six-year old children belonging to an urban poor community. The children were divided into three groups: the Monolingual Filipino (MF), the Monolingual English (ME), and the Bilingual (BL). They were taught different literacy skills using the Four-Pronged Approach. Data was analyzed and evaluated in the light of the central processing and script-dependent hypotheses. Analysis and evaluation of the data derived from the pretests and posttests, oral language samples, and the portfolio assessment yielded these results: (1) all treatments—MF, ME, BL—had generally positive effects on the childrens literacy skills in both Filipino and English and (2) the Monolingual Filipino children had the most number of highest gains in the different measures in either Filipino or English—thus, the results contradicted the hypothesis regarding the stronger effects of bilingual instruction. Based on the data, it can be inferred that monolingual instruction in either Filipino or English had a stronger effect on the childrens literacy skills compared to bilingual instruction. Moreover, monolingual Filipino instruction—an instruction using the preschool childrens mother tongue, as
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compared to monolingual English instruction, apparently had stronger effect on the preschool childrens literacy skills.
Lalaine F. Yanilla Aquino is an associate professor at the Department of English and Comparative Literature, University of the Philippines (UP), where she teaches language studies, creative writing, and comparative literature. She has published academic articles on literacy learning and childrens literature both locally and internationally. Her dissertation garnered the most outstanding research at the UP College of Education.
Lan, Nguyen Chi

Death by Powerpoint: How to Avoid the Pitfall?
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Focusing on graphics, animations, or sound effects more than instruction objectives, classroom discussion, or effective communication is a pitfall into which many teachers fall when giving a PowerPoint presentation. Death by PowerPoint is a phrase referring to a state of student boredom and fatigue induced by teachers overly complex PowerPoint slides, excessive use of the software's features or reading verbatim from the slides. This workshop aims at providing teachers with some practical ideas and techniques for enhancing the effectiveness of PowerPoint-based instruction in the English classroom. Various activities are designed to maximize the active involvement of participants, encouraging them to share their opinions and experience. In the last section of the workshop, the presenter delivers a PowerPoint presentation to illustrate ways in which PowerPoint can be an effective learning tool in the classroom. From the presenters own experience of teaching presentation skills, with various features of PowerPoint appropriately used in the classroom, PowerPoint is very helpful in capturing student attention and interest.
Lan, Nguyen Chi is a lecturer in the Faculty of Foreign Languages at Hanoi Teacher Training College, Vietnam, where she teaches undergraduate courses in Cross-cultural communication, Academic Writing, Presentation skills and English for specific purposes. She has an MA in English Language Teaching and Applied Language Studies from London Metropolitan University (UK) and an Mphil in Higher Education from University of Oslo ( Norway), University of Tampere (Finland) and University of Aveiro (Portugal). Her professional interests include teacher education, teacher beliefs, intercultural communication, and IT in language education. She also presented a research paper in ASIA TEFL International Conference 2009. Email: thekhoithevinh@yahoo.com, lan.eexpress@yahoo.co.uk
Lan, Tran Thi

Integrated Skills in English Language Classrooms
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Integrated language skills - reading, listening, writing and speaking - are important to teach in language classes. In daily life, hardly can they be used as discreetly as the way they are taught and
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tested as prevalently seen in Vietnamese scholastic settings. Combination of language skills in a lesson by one teacher will make the teaching and learning of the language flow in a natural course. It not only helps make the teaching and learning more meaningful but also make teachers work more dynamic and flexible especially in selection of the materials appropriate for their learner to learn and for themselves to teach integratedly. So, language skills in integration should be encouraged on a regular basis. This paper will focus on the significance of integration of all skills, including the four traditional ones as well as grammar and extra linguistic segments. It will also demonstrate how to do it via a lesson plan used by the author to apply for her students (intermediate level). It is expected that integrating all language skills will help promote active language learning. This is for teachers of all levels (primary, secondary, and tertiary).
Lan, Tran Thi is a senior lecturer of Hanoi University. She teaches Academic English, Theory of English Grammar, English Lexicology, Theory of Translation and Interpreting. Her current research is on the formation of independent learning ability via subject portfolio. Lans last presentations were on learner autonomy in Japan (2007), and tackling pronunciation errors of Vietnamese English Learners at BC VTTN conference (2009). Email: lantt@hanu.edu.vn, lantt08@fpt.vn
Le, Nguyen Thi Cam
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Learner Autonomy and EFL Learning at the Tertiary Level in Vietnam
There has been a growing interest in the role of learner autonomy (LA) in language teaching and learning. Over the last twenty years, researchers have extensively explored LA in a range of settings and have developed various approaches to fostering it both as a means to language learning and as an end in itself. This study attempts to investigate LA in the Vietnamese EFL context, and to explore the relationship between LA and language learning results. In this study, LA was conceptualised and operationally defined as learner self-initiation and learner self-regulation. The research was composed of two phases. In the first phase, an exploratory corelational study was conducted among 177 students to comprehend features of LA as demonstrated by these students, their preferred self-initiated activities both inside and outside the classroom, and the relationship between each aspect of LA and language proficiency. In the second phase, an intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control groups. Phase two explored the efficacy of a learner-based approach to promoting LA with a focus on strategy-based instruction. The two phases revealed several important findings. In Phase one, the findings revealed that Vietnamese learners self-initiation efforts mainly concentrated on covert learning in class. Outside the classroom, these learners preferred to undertake receptive rather than productive activities, and tended to avoid social interaction. Moreover, most aspects of LA positively and significantly
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correlated with EFL proficiency measures. Lastly, the task-specific training of self-regulation in Phase two resulted not only in significantly improved writing scores but also in greater LA. However, these metacognitive skills in writing did not seem to transfer to other areas of language learning, although improvements in writing were maintained in a delayed test. Overall, the study suggests that LA appears to be linked positively to language proficiency. High achievers are more likely to be autonomous learners. Most importantly, training learners in metacognitive regulation improved learners writing ability and their autonomy in learning.
Le, Nguyen Thi Cam is a teacher of the English Language Institute, School of Linguistics and Applied Language Studies, Victoria University of Wellington (VUW), New Zealand. She teaches English on the VUW campus in Ho Chi Minh city, Vietnam. Her research interests include learner autonomy, materials design, and curriculum development. Email: le.nguyen@vuw.ac.nz Phone: 84- 08 3997 2227 (work) or 0934999501 (mobile)
Li Jing
Word Origin Helps Expand Students Vocabulary
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Word origin deals with the connection between name and sense. The introduction to word origin by teachers can not only make their students grasp the words by understanding how the words originated thus speed up their expansion of vocabulary more easily, but also help them gain interest in English learning and learn more about the cultural and historical background of the Englishspeaking countries. This paper tries to clarify this method of teaching from four aspects --onomatopoeia, word formation, cultural and historical background and cognitive linguistics. With the development of language, onomatopoeia, a kind of phonetic origin, gave rise to many other useful words that are related to the meaning of the original onomatopoeic words. An onomatopoetic word or its derivative might denote the object giving out the sound. Besides, an onomatopoetic word is also designed to show the result of making this sound or the place where the sound is made. Changes in the world calls for changes in language thus the development of word formation helps create new words denoting new things and also helps simplify certain words. Quite a lot of new words and expressions come into English with cultural and historical backgrounds. Knowing the related culture and history, learners will not only find it easy to grasp the word, but also gain interest in the process of learning. Cognitive linguistics gives contribution to vocabulary teaching by laying special emphasis upon semantic origin, which is to let students know how to use their imagination properly to build up their vocabulary.
Li Jing, lecturer, born in 1981, has been working in the department of foreign languages at Beijing Sport University (BSU) since 2003. He also holds the position of
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director of English major division at BSU and General Secretary of China Sport English Teaching Association.
Lillian L.C. Wong
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Teaching English Using Technology: From Learning to Practice
The use of information technology (IT) has become increasingly important in language teaching and learning. For those teachers who may not be technologically literate, this presents challenges and fears. This paper reports the experience in the development and delivery of a highly successful in-service teacher training program commissioned by the Hong Kong Education Bureau to help English teachers develop IT skills in relation to their own particular pedagogical context, while at the same time remaining in control of their own professional practice. This paper reports an investigation into innovation and change relating to information technology and teacher professional development. Findings indicate that there are important relationships among pedagogy and technology as well as the adoption of the technological innovation and teachers beliefs and practices. In this paper, the in-service program designed to help a group of 1,800 English teachers to integrate IT into their teaching is first described. Then quantitative and qualitative data of a twoyear study investigating the ways in which teachers sought to integrate their use of IT into their classroom practice are presented. The factors that both facilitate and hinder curriculum innovation and teacher change are highlighted. Lastly, implications for facilitating teacher professional development are explored, and some practical hints on ways in which teachers can empower themselves in the area of IT in ELT are provided. This paper should be of interest to teachers, teacher educators, curriculum developers, and anyone interested in conducting action oriented research into IT and English language teaching.
Dr. Lillian Wong teaches at the Centre for Applied English Studies of the University of Hong Kong. She has extensive experience developing, teaching and coordinating undergraduate, postgraduate and teacher education courses. She teaches Computers for Language Teaching and Research and supervises students in the MA in Applied Linguistics. Her PhD research was on teacher professional development in IT and ELT.
Lillian Utsaumi & Doan Thi Nam Hau
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Teaching and Learning English in Viet Nam at the University Level: Voices from the Field
This presentation offers a summary of a 2008 study on English language teaching practices in Viet Nam at the university level. Through the voices of teachers, students, and administrators, presenters Doan and Utsumi highlight the impact of the paradigm shift from traditional methods to newer
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teaching practices. Spanning five major universities in Viet Nam, data were collected from multiple sources, including focus groups, interviews, classroom observations, and questionnaires. Included are teacher and student perspectives on the challenges of making systemic change, given shortfalls in staffing, resources and finances. Workshop participants will explore the implications of this study in light of MOETs Education Plan to accelerate and improve the teaching and learning of English in Viet Nam as one of several pathways for economic equity in the global community. This presentation offers a summary of a 2008 study on English language teaching practices in Viet Nam at the university level. Through the voices of teachers, students, and administrators, presenters Doan and Utsumi highlight the impact of the paradigm shift from traditional methods to newer teaching practices. Spanning five major universities in Viet Nam, data were collected from multiple sources, including focus groups, interviews, classroom observations, and questionnaires. Included are teacher and student perspectives on the challenges of making systemic change, given shortfalls in staffing, resources and finances. Workshop participants will explore the implications of this study in light of MOETs Education Plan to accelerate and improve the teaching and learning of English in Viet Nam as one of several pathways for economic equity in the global community.
Dr. Lillian Utsumi research consultant, and Dr. Doan Thi Nam Hau, founding president, CHEER for Viet Nam, (non-profit organization) are organizers and presenters of EFL workshops in Vietnam for university teachers of English since 2001. Each earned an Ed.D degree in Educational Leadership at the University of California in Los Angeles.
Lim Boon Sier Jeanette
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English for Academic Purposes: Building Best Practice in an Asia-Pacific Classroom Partnership
Attracted by the opportunity to obtain internationally recognised academic qualifications, many international students come to study in Malaysia with varying degree of English language proficiency. It is critical that we know how to meet their language learning needs effectively and efficiently. This paper describes a joint project conducted by the Language Centre of a Malaysian university college with an international matriculation programme. The project focuses on international students who are enrolled in two programmes at the same time; the pre-university programme and an intensive English language programme. We researched the links between preparatory reading and writing skills and the demands of academic courses, especially the extent to which subject content could be integrated in the language classroom. The findings which emerged from evaluation questionnaires, test results and student interviews have deepened our understanding of what makes best practice for the pre-sessional English language programme. Those interested in links between content and integrated language learning would benefit from the paper which highlights effective English for Academic Purposes.
Jeanette Lim has a B.A. (Hons), Dip. Ed. and M. Ed. (TESL). At present, she is the Assistant Director of the Language and Compulsory Subjects Centre at Sunway
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University College, Malaysia. Apart from in-house seminars and workshops, she has conducted English language workshops for students and teachers in Malaysian schools and presented papers at conferences. Her research interests are curriculum development, language testing and programme evaluation.
Linh, Tran Dang Khanh
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Teaching Writing Skills: Motivating Students to Write
No matter what language being learnt, writing is usually considered the most difficult skill to master. It requires an integration of not only social knowledge and linguistic competence, but also a mastery of various writing techniques and long concentration. Worse still, there is a common misconception that writing is not so important in communication as speaking. For these reasons, few students like this subject. Most of them just try to attend the classes and finish the homework in hope that they can pass the required exams. However, from our own experience in teaching writing to students of different levels, we find that there are, in fact, different simple ways to motivate students and inspire them to communicate in writing. The following paper synthesizes the effective techniques that the writer has been using successfully in her writing classes at Nha Trang Teachers Training College for nearly ten years. Consisting of tips for all the stages of the teaching process, the paper can also bring about an insight into the nature of teaching writing.
Linh, Tran Dang Khanh Graduating from Hue University of Pedagogy in 1997, I have been an English language teacher and teacher trainer at Nha Trang Teacher Training College for twelve years, several of which involves teaching writing. My research interests include ELT methodology, language testing and curriculum development. My research career began with the MA course in TESOL from HCMC University of Social Sciences and Humanities in 2005. After obtaining the degree, I have done a number of research in the teaching and testing practices in my province. One of the studies was reported in CamTESOL 2009, entitled Can CLT be successful without a match between teaching and testing practices?. The publication of this paper can also be found at: http://www.camtesol.org/ Selected_Papers_Vol.5_2009.pdf
Listyaning Sumardiyani
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A Collaborative Microteaching for Building Up Mathematics Student Teachers' Classroom English
The implementation of Indonesian Department of Educations policy on schools of international standard and immersion schools in which English is used as a medium of instruction, challenge the teacher training institution to equip their student teachers with English. The problem is that teacher training colleges can hardly find the lecturers of non English department who are both good at English and the subject matters they are responsible that they could hardly help their students in
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developing their English especially for instructional purpose. A collaborative microteaching is intended to provide an alternative way to solve the problem. This collaborative microteaching is collaborating the non English department lecturers with those from English department as a team teaching and the use of classroom English for verbalizing the mathematics student teachers teaching procedure in microteaching context to develop their micro skills of teaching. This study is aimed at finding out how effective is Collaborative Microteaching to build up mathematics student teachers classroom English. The subject of this study will be mathematics student teachers who take Microteaching program. The data are taken by using test, observation sheet, and rubric. The study will take the following steps: (a) giving pre test, (b) doing collaborative microteaching, (c) observing and data recording,(d) giving post test, (e) analyzing the data. The qualitative data are analyzed by using Miles and Huberman interactive descriptive technique (1994).
Listyaning Sumardiyani is currently a lecturer at English Department of IKIP PGRI Semarang. Her major interest is developing and disseminating philosophical concepts as well as practical application of how to teach. Intan Indiati, is currently a lecturer at Mathematics Department of IKIP PGRI Semarang. She is interested in designing teaching technique.
Liu Min, Maggie
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A Preliminary Investigation into the Construct Validity of the New CET-4 with an Assessment Use Argument
A Preliminary Investigation into the Construct Validity of the New CET-4 with an Assessment Use Argument The College English Test Band Four (CET-4), as a high-stakes national test, has been implemented in China for over two decades. In 2006 the new CET-4, following a substantial reform, debuted nationwide. It is intended to serve as an accurate measure of students overall English proficiency, and maximize its beneficial washback on college English teaching and learning. Given the huge impact of the test on different stakeholders and the scant empirical research on the new version, the study was conducted with twofold purposes: 1) to draw on an assessment use argument (Bachman, 2005; Bachman& Palmer, in press) to explore a template for construct validation of the high-stakes test in China; 2) to weigh the validity of the revised listening and reading components of the new CET-4. The study adopted a triangulation approach to collecting sufficient and meaningful evidence for CET-4 AUA from the target test users including test takers and teachers. Major types of data included document analysis, test scores, skill checklists, test users responses to questionnaires and interviews, and verbal protocols on test taking processes. The preliminary findings will be reported in the proposed paper to discuss the validity and the effectiveness of the reformed elements introduced into the new CET-4. Key words: the new CET-4, assessment use argument, construct validity. Reference Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly, 2(1), 1-34. Bachman, L. F., & Palmer, A. S. (in press). Language Assessment in the Real World: Developing Language assessments and justifying their use. Oxford: Oxford University Press.
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Liu Min is currently a PhD candidate at the Department of English, the Hong Kong Polytechnic University. Her research interests include language testing, assessment and EFL teaching methodology.
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Lucas Kohnke
Reflective Teaching and Learning Using Cartoons
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This workshop will offer teachers a way of dealing with Global Issues in a responsible yet interesting way without trivializing them, while at the same time meeting learners language learning needs. It helps learners to relate Global Issues to their own lives and experience, and offers ideas for them to act as well as to think. It will introduce techniques that include individual think time, pair work for discussion, group work for brainstorming and research, whole-class discussion and writing exercises; To provide easy-to-use classroom activities using cartoons to enliven and enrich English Language classes, while at the same time promoting a fresh and questioning approach to global and social issues; To encourage, contribute to critical thinking and give learners confidence in their own powers of reasoning and expression Stage 1; Lead in (7 minutes): i. Presenter displays a cartoon and elicits ideas from the participants. ii. Presenter explains how to identify, understand, and interpret the elements of political cartoons. Input Session 1- Scavenger Hunt (10 minutes) iii. a) Participants are divided into groups and given different cartoons and asked to focus on finding symbols in them. Followed by an overall discussion. . Stage 2; (7 minutes): i. Presenter and the participants critically examine one cartoon to decipher point of view and the cartoonists opinion. Input Session 2 (16 minutes) ii. Participants are given different cartoons and asked to analyze them using a graphic organizer and rubrics. Stage 3; Final Discussion (10 minutes): i. Summary.
Mr. Kohnke is currently the Business communication course coordinator at Nizwa College of Technology, Oman. He has previously worked as a curriculum developer in China and Thailand in aspect to undergraduate ESP courses and as a Head Teacher in South Korea. His research interests include SLA, Intercultural Communication and Blended Learning.
LuJi
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The Application of Strategies- Based Instruction(SBI) to the Tertiary English Majors of Non-key Universities in the Chinese Mainland
This article deals with the application of strategies-based instruction(SBI) started mainly by Andrew D. Cohen to the tertiary English majors of non-key universities in the Chinese mainland. Because of different situations in China, we adopt the combination of two forms of SBI in the new approach. One is offering a course in English learning strategies and the other integrating the instruction of learning strategies into that of different English courses. The advantages of the former are mainly as follows: the students may learn the strategies in a more systematic way and be easier to have a command of them as a whole in a comparatively shorter time. And at the same time it remains a tough question how well the teacher combines the learning strategies with the content of specific English courses or specific needs of English learners. The latter means that the instruction of learning strategies becomes an important part of the systematic whole of English instruction. The
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strength lies in the fact that the learning strategies can be more specific, practical and useful. However, it tends to give the learners a scattering of learning strategies, thus making it difficult to master them as a whole. The new teaching approach, in view of the advantages and the disadvantages of both instruction forms, combines those two and makes them mutually complementary in their advantages to offset their weaknesses.
LuJi, Professor from School of Foreign Languages, Jiangsu Teachers University of Technology(P.R.China); Reasearch Orientation:second languague learning strategies and their application; English teacher education; Affiliation:member of China English Language Education Association
Lusi Nurhayati & Dwiyani Pratiwi
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Developing Writing Skills by Optimalizing the Use of Blogging and Search Engine
Developing Writing Skills by Optimalizing the Use of Blogging and Search Engine (A Students Empowering Strategy) By Lusi Nurhayati & Dwiyani Pratiwi Email: tehlusi@yahoo.com or dwiyani_pr@yahoo.com. This study aims to develop students Writing Skills by optimalizing the use of Blogging and Search Engine. It is also aimed at empowering students to design their own blog and use it to improve their writing skills, confidence, and IT literacy. Classroom Action Research was applied with the respondents of the students of English Language Education Department, Yogyakarta State University. The target of the research was a model of the teaching of Writing by optimalizing the use of blog and search engine. This blog can be accessed by the lecturer and the students any time. So the lecturer would monitor their work more easily. This research yields some findings that the students writing skills are improved because they have more opportunities to get feedbacks and suggestions from the lecturer and their classmates through peer review. In addition, using this blog the students can do more reflection of their performance on writing. This research also has empowered the students to design their own blog, use the blog to improve their writing skills and help their classmates to develop their performance and skills in writing. These all also contribute to the improvement of the students confidence to show their work to the others.
Dwiyani Pratiwi is the lecturer at English Language Education Department, Yogyakarta State University. She completed her postgraduate study in Language Teaching, Applied Linguistics Study Program, State University of Yogyakarta. Lusi Nurhayati is also the lecturer at the same institution. She finished her postgraduate study in 2007 at Macquarie University, Sydney, Australia where she studied Applied Linguistics (TESOL).
Lynne Hansen
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L2 Vocabulary Retention in Languages Learned Abroad: Evidence from Adult Learners of German, Korean and Mandarin
The present study examines the lexical attrition of L1 English adult returnees who had acquired German, Korean or Mandarin while working as missionaries abroad. L2 group differences in attrition are observed of the sort that had been documented in our previous vocabulary acquisition studies of this population (Hansen, McKinney & Umeda, 2000; Hansen, Chong, et al., 2003). This follow-up study examines the development of the returnees L2 vocabulary knowledge over the subsequent decade. By collecting comparable data from a subset of the same individuals, we are able to examine their vocabulary loss from a longitudinal perspective, comparing words forgotten more than a decade ago with words forgotten over the past ten years. We focus in our analysis on words which are generally acquired by the population of learners, examining L1 and L2 word length, acquisition order, L1 and L2 frequency, imageability, and, in German, cognate status. Additional independent variables are L2 input, gender, vocabulary score, and time since leaving the target language milieu. In conclusion, based on the regression hypothesis, the relationship is examined between vocabulary scores in acquisition and in attrition, the prediction being that words learned earliest are retained longest, while those learned last are first to be forgotten.
Lynne Hansen is a Professor of Applied Linguistics at Brigham Young University, Hawaii with research interests in language acquisition, language attrition, and language testing. George Lo, Eun Soo Kim and and Suwon Lee are Senior TESOL majors at Brigham Young University, Hawaii.
Lynnie Ann P. Deocampo
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Effect on CPC Students' Accuracy Gains of Form-Focused Instructions: Grammar-Based Vs. Input-Based
The study compared the effects of grammar-based and input-based form-focused instructions (FFIs) on accuracy gains of 2 most problematic forms, present perfect (form 1) and modals of probability (form 2), identified through a homogeneity test. The quasi-experiment probed into the efficacy of these methods in the teaching of remedial English at MSUs College Preparatory Course (CPC). It sought to examine any significant difference in accuracy gains of problematic forms between learners taught with traditional grammar-based FFI and those taught with communicative inputbased FFI. Sixty-two students from the four CPC intact classes were considered subjects comprising the control and experimental groups which were switched during form 2 treatment. Learners were pre-tested prior to interventions of 180 minutes each. Form 1 immediate post test results showed higher gains for input-based FFI group but ANCOVA test for significant difference showed no significant difference between gains. Form 2 intervention showed input-based FFI group gained significantly over grammar-based FFI group. Form 1 accuracy gains across time in three tests showed higher for input-based FFI group; however, multivariate test results showed no significant difference in variations of both groups accuracy gains. Form 2 accuracy gains across time in three tests showed high gains for both groups. Overall comparison of accuracy gains
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between groups showed higher for the input-based FFI but ANCOVA test showed the difference in gains is not significant. Nevertheless, accuracy gains were facilitated regardless of the type of FFI employed. FFI in a communicative context showed promising results in accuracy gains.
Lynnie Ann P. Deocampo is an assistant professor at the Mindanao State UniversityIIT where she teaches Current Issues and Trends in English Language Teaching among undergraduate and graduate students. She has recently presented the same paper during the Tri-International Conference on Language Education: Pan-Asia Consortium (PAC) 2009 and TESOL Symposium held at the Manila Hotel, Philippines on Dec 3-5, 2009.
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Lyudmila B. Suchkova
Kuznetsova
&
Svetlana
149 A.
Trying Your Hand at Materials Writing: Pitfalls to Avoid
Trying your Hand at Materials Writing: Pitfalls to Avoid (based on analysis of trainee teachers materials for university students) Lyudmila B. Kuznetsova, St Petersburg State University, Russia Svetlana A. Suchkova, Samara State Aerospace University, Russia The proposed conference workshop is based on the authors experience of training ESP teachers from a number of Russian universities and reviewing the teaching materials created by the participants of the ESP Teacher Development Course. This course was designed by a group of Russian professors and consultants from the UK; the project sponsored by the British Council in 2001-2005. The authors experience of training university teachers and monitoring their work on creating their own materials for classroom use has generated some ideas on how this process can be made more effective. The aim of the workshop is to share some of these ideas with interested colleagues. The problems that many teachers encounter while developing home-made materials partly stem from their teacher-oriented approach and neglecting the importance of the students personal involvement in the process of learning, and partly from lack of methodology knowledge. The authors invite the workshop participants to discuss how to create ELT materials that would motivate students to think, explore, discover, create, analyze, and evaluate, all of which are vital components of effective learning. Apart from that, some typical limitations of self-made materials will be dealt with.
Lyudmila B. Kuznetsova Associate Professor, teacher of English for Academic Purposes, lecturer on EFL/ESP Methodology and Intercultural Communication, St. Petersburg State University, Russia. IELTS, FCE, CAE, BEC, PET, KET examiner; Cambridge ESOL Centre. Teacher trainer since 1996, project co-ordinator and trainer for RESPONSE project (Russian Education Support Project on Specialist English), British Council, Russia, April 2001 to 2005. Svetlana A. Suchkova Associate Professor, teacher of English at Samara Aero-space University, author of a number of EFL course books for Russian university students. Co-author of the ESP Teacher Development Course and trainer for RESPONSE project (Russian Education Support Project on Specialist English), British Council, Russia, April 2001 to 2005. Svetlana Suchkova has participated with presentations in numerous national and international conferences.
Majdah Mahamud
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Reluctance to Speak in English Among Community College Students in Malaysia
Speaking in English is a daunting task for ESL and EFL learners. Although English is officially regarded a second language in Malaysia it is a foreign language to many citizens including the trainees at the Community Colleges who are reluctant to speak in English in their English class.
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This factor prompted the research on communication apprehension among a group of multiracial post secondary respondents from eight Community Colleges in the Northern Territory in Malaysia. The respondents were from 24 different disciplines of technical skills in a 2-year Certificate Level study. The respondents were from the Low English Proficient (LEP) category and were required to register for English for Communication for one year to qualify for their Certificates. The research utilized a mixed-mode approach aimed to quantitatively determine their level of Communication Apprehension in their Mother Tongue and English, Shyness and Self-Esteem and the correlation between these variables. Qualitatively the respondents were interviewed to explore the possibility of other hidden factors affecting their reluctance to speak in English. This article discusses the results of the pilot study and implications of the findings on the teaching and learning of ESL among LEP students.
Majdah Mahamud is a Lecturer in a Community College with twenty years teaching experience. She is pursuing her doctorate in Univeristi Sains Malaysia. Her interests are in ELT, spoken English, ESL/EFL, motivation and performance.
Makiko Deguchi
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Promoting Multicultural Competency through Teaching about Japan's Diverse Populations
In Japan, it is easy for Japanese people, being the dominant ethnic group in Japan, to remain unaware and ignorant of the experiences of diverse populations living in Japan. Japanese people are privileged and this allows them to think of their being Japanese as normal, and often times superior. The purpose of our project is to increase multicultural awareness and competency among Japanese university students so that they become aware of their privileged place in their society and to learn empathy and the spirit of social justice, and to prepare them to deal with people with diverse cultural backgrounds as they enter the real world. Using chapters from a Japanese educational manga textbook based on the experiences of prejudice and discrimination of diverse residents in Japan, we devised two types of projects that were designed to enhance student understanding of different ethnic groups in Japan; one being a group project that incorporated a group skit and PowerPoint presentation in English, and the other being an English essay assignment whereby students were asked to apply concepts of discrimination and prejudice to the manga stories. Students evaluations indicated that students learned about different ethnic groups and found the project enjoyable and useful.
Makiko Deguchi is an associate professor at Kobe College in Hyogo, Japan. A cultural psychologist, her area of research includes the acculturation process, ethnic/racial identity development, and cross-cultural and multicultural psychology. Margaret Kim is currently a lecturer at Doshisha Womens College in Kyoto, Japan. Her research interests are student motivation, studying abroad and intercultural communication.
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Margaret M. Lo
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Planning for New Literacies-infused ESL/EFL Teaching and Learning in Primary Schools
New digital and mobile technologies have transformed the communication landscape and what it means to be literate in the 21st century. The lives of young children- and young English language learners are no exception- are permeated with digital media and communication technologies. While teachers of English to young learners have readily incorporated digital technologies into the classroom to facilitate language learning, what is needed is a pedagogic model for addressing the creative, collaborative and multimodal nature of new literacies as well as the social, cognitive and linguistic development of young ESL learners. This paper explores emerging EFL/ESL pedagogies which attend to the multimodal, semiotic demands and shifting social practices of new, digitallymediated literacies of recent decades. I report on a capacity-building project promoting the integration and infusion of new literacies into the English language curriculum in Hong Kong primary schools. Drawing on data from four case studies of teams of English language teachers in different primary schools implementing various digital technologies and Web 2.0 resources into the English language curriculum, I examine the instructional sequences and planning principles the project teachers employed as they planned and carried out new literacies-infused curricular units. I explore the extent to which the teaching units enabled the social and textual practices associated with new literacies and fostered childrens ESL literacy development. To conclude, I suggest a pedagogic model for planning new literacies-infused curriculum units in ESL/EFL to young learners.
Margaret M. Lo is a teacher educator in the Faculty of Education at the University of Hong Kong where she teaches ELT methodology and new literacies to undergraduate and post-graduate students, and coordinates a new BEd programme in English language education in primary schools. She is currently researching the teaching and learning of new literacies in primary English language classrooms.
Marina Rassokha
Language Identity: Who Needs It?
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The issue of language identity in foreign language pedagogy has become increasingly topical in the past years. An urgent need to foreground the issue can be explained by the presence on the global educational scene of the vast number of EFL learners manifesting a variety of language and cultural identities. As language identity comes to the fore whenever we start speaking a language, educators and learners are expected to develop awareness of this phenomenon. The introductory part of the talk will focus on the term language identity and its current understandings. Drawing on specialist literature, recent perspectives on the concept of identity in general and language identity in particular will be explored and discussed. Additionally, some insights will be offered regarding an
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influential role of EFL teaching in exploring and extending the concept of language and cultural identity. A brief theoretical discussion of the concepts will be followed by the presentation of a questionnaire survey conducted at the Foreign Languages Institute of FENU in order to investigate the language identity expression of Russian EFL learners. The data collected from English majors allowed elicit the information on how students view the language they learn, their attitudes towards English, including such matters as English varieties, accent, etc. Finally, looking at the ways of developing language identity of EFL learners, the presenter will suggest classroom activities effective for enhancing learners language identity. These include self-reflection journals and essays, interviews of the peers, role-plays, questionnaire surveys conducted by students, to mention only a few.
Marina Rassokha, Associate Professor, teaches English in the Foreign Languages Institute, Far Eastern National University, Vladivostok, Russia. She has a PhD in Linguistics from St. Petersburg University, Russia. Her main research interests are in the theory of cross-cultural studies, intercultural teaching, and Germanic Philology. She is currently vice-president of FEELTA and a regional representative of Asia TEFL.
Mark Fifer Seilhamer
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Facebook as a Site for Multivocality in a Taiwanese EFL Context
Despite the growing enthusiasm for learning English in some EFL contexts such as Taiwan and Korea, the status of English as a global language may seem far removed from the daily lives of many learners in these contexts where the primary role of the language is still one of gatekeeping and opportunities to actually interact with those who do not speak local languages are scant. The internet in general and social networking websites such as Facebook in particular, however, offer learners opportunities to practice the linguistic skills they are acquiring and cultivate global multilingual identities. Drawing from the Bakhtinian concept of multivocality, I examine how one group of Taiwanese college students studying English and French in Taiwan utilize Facebook to display their dual local and global identities, not only using English on the social networking website to communicate with foreign friends, but also hybrid combinations of Chinese, English, and French to communicate with their own Chinese classmates that they would normally only use Chinese with in face-to-face and telephone interactions. These heteroglossic practices on Facebook highlight how relations between language, nationality, race, and cultural identity are becoming increasingly fluid. By acknowledging students inclusion of such practices in their linguistic repertoires, curriculum developers could help foster a sense of ownership in English, portraying the language as one that students are indeed using as their own additional language of communication rather than a foreign language controlled by the foreign other.
Mark Fifer Seilhamer has taught English in San Francisco, Hawaii, Guam, and Taiwan. He is currently a Ph.D. candidate at National University of Singapore, where he is working on a dissertation that explores the intersections of language & identity,
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language policy, and globalization with a focus on the Taiwan context. His research interests also include interactional sociolinguistics and construction grammar.
Marsha Bensoussan
Post- test Satisfaction Among Advanced EFL Students
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Whereas research on language testing anxiety has focused on student achievement and motivation before and during tests, little attention has been given to students' attitudes and feelings after receiving test results. Most researchers have found a significant inverse relation between anxiety and test performance (Brantmeier, 2005; Hembree, 1988; Horwitz, 2001; Kondo and Ying-Ling, 2004; MacIntyre, 1995; Shohamy, 1982). Suggestions for treating post-test anxiety have been sparse for general tests (Hembree, 1988; Kondo, 1997; Scissons and Njaa, 1993) as well as for language tests (Kondo and Ying-ling, 2004). No research study, however, has requested and followed students' recommendations for alleviating their anxiety after language tests. This paper examines students' beliefs about whether language tests reflect their success as language learners, their ranking of test scores within the classroom context, and suggestions about how to improve their feelings about their test scores and their roles as test takers after receiving test results. Questionnaires of 20 items were administered to more than 200 students at the University of Haifa participating in the Pre-Advanced, Advanced 1 and Advanced 2 courses in English as a Foreign Language (intermediate to advanced levels). Answering the questionnaires, many students were pleased to express their ideas about the testing process. This questionnaire will be followed by another experiment, taking students' suggestions and asking them to what extent their anxiety was alleviated. Involving students in the testing process may increase their motivation in language learning.
Marsha Bensoussan, Senior Lecturer in the Departments of Education and Foreign Languages, University of Haifa, received her Ph. D. in Applied Linguistics from the Hebrew University of Jerusalem (1985). Bonnie Ben-Israel, Head of the Department of Foreign Languages, University of Haifa, received her M.A.in Applied Linguistics from the University of Surrey, England (1996).
Maryam Farnia
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A Cross-cultural Study of Speech Act of Responding to Rudeness Between Iranian EFL Learners and American University Students
Teaching English to those EFL learners whose English and language experience is mostly practiced only inside the language classroom requires much more attention to the use of appropriate language in the appropriate context, or pragmatic competence. Language learners are required to understand both the vocabulary of linguistic competence as well as the rules of pragmatic competence. Certain
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speech acts in this domain have been the subject of much research (e.g. request, apology, refusal) while others have received little researchers attention, e.g. responding to rudeness. The present cross-cultural pragmatic study aims at investigating the pragmatic behavior of Iranians EFL learners and Americans university students in respond to rude behaviors and expressions of rudeness. Data were elicited through Discourse Completion Task (DCT) from EFL learners in Iran and American university students in the United States. The data were coded based on Beebe and Zhang Warings (2005) classification of pragmatic strategies in responding to rudeness. The objective of the study is to investigate pragmatic behavior of Iranian EFL learners and American university students in response to situations where they experience offensive and rude language directed to them. The finding of the study are hoped to add to the body of research in speech acts, pragmatics and intercultural communication studies.
Maryam Farnia received her MA in English Language Teaching (ELT) from Azad University, Iran. She is currently a PhD candidate at English Language Studies Section at Universiti Sains Malaysia, Malaysia. Her areas of interests include Interlanguage Pragmatics, Sociolinguistics, Contrastive Pragmatics and Language Teaching.
Masahiro Takimoto
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Evaluating the Effects of Task Repetition on Learners Recognition and Production of Second Language Request Downgraders
The present study evaluates the relative effectiveness of two types of task repetition for teaching polite request forms to Japanese learners of English: the similar task repetition type (different referential and affective oriented activities) and the same task repetition type (the same referential and affective oriented activities). Treatment group performance was compared to control group performance on pre-, post-, and follow-up tests comprising a discourse completion test and an acceptability judgment test. The results revealed that the two treatment groups outperformed the control group significantly and while there was no significant difference between the two treatment groups in the input-based test, the same task repetition group performed significantly better than the similar task repetition group in the output-based test. The lack of significant difference between the two treatment groups in the input-based test suggests that effective learning occurs with task repetition activity in teaching L2 request downgraders. In addition, a significant difference between the two treatment groups in the output-based test implies that same task repetition stimulates deeper perceptual and mental processing than similar task repetition.
Masahiro Takimoto completed his EdM at Harvard University in the USA and his PhD at the University of Auckland in New Zealand. Currently Masahiro is a professor at College of Science and Engineering at Aoyama Gakuin University, Kanagawa, Japan. His research interests are in the roles of instruction in learning a second language (L2) pragmatics and the relationship between development of L2 grammatical competence and L2 pragmatic competence.
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Matthew Coomber
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The Use of Controlled Democracy in Classroom Management
In many Asian cultures, Japan included, the classroom has traditionally been a teacher-centred social space. Recent ELT methodologies have, in contrast, moved more and more towards studentcentred learning. This dichotomy can be problematic for teachers and students alike, leaving both uncertain as to their role. This presentation proposes using controlled democracy to allow greater student involvement in negotiating behavioural norms in the classroom and thereby pre-empt problem behaviour. Norms of behaviour operate within social groupings of all types and sizes; those which are established within a classroom setting can have either a positive or negative impact on the creation of a successful learning environment. While some norms may be explicitly codified by institutions and be non-negotiable, others are created by teachers, learners, or a combination of the two. Actively involving students in negotiation of classroom behavioural norms and allowing them an explicit voice in their creation has obvious benefits; however, to offer students unlimited freedom of decision involves a variety of risks. By following a middle path between the extremes of a teacher-led and student-led classroom, teachers can allow learners a significant level of input into the construction of behavioural norms without compromising effective classroom management. This study examines the use of this method in six university English classes, examines the extent to which student choices conform to teacher preferences, and considers implications for classroom management.
Matthew Coomber has been teaching English in Japan since 2001, and is currently a full time foreign language lecturer at Ritsumeikan University in Shiga prefecture. HIs interests include materials design and learner autonomy. He can be contacted at mcoomber@hotmail.com.
Maureen Rajuan
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Action Research Guide for Empowering Student Teachers
Although Zeichner (2001) reports on the benefits of using action research in pre-service teacher education from its beginnings in the 1980's, it is now more common to find studies that document the use of action research for student teachers. Despite the proliferation of action research in the educational literature, the task of designing a framework that uniquely fits the needs of a specific teacher training program and student teacher population presents itself anew when introducing change. In this study, we will report on a model of action research in use in the English Department of a teacher training institute in Israel. The guiding tools presented here were developed in collaboration with student teachers. They include guiding questions in the initial stage of focusing the topic, the use of pedagogical journals as a source of reflection and gathering of data during the course of the research and the design of rubrics for the process of implementing the research tools and assessing the final product. Based on responses of twenty five third-year student teachers to a
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questionnaire containing both closed and open questions, we will report on preliminary research findings that show to what extent these tools have aided students in successfully completing their action research projects. In summary, we will make recommendations for ways of improving the guidance given to student teachers engaged in action research in the hope that these will be beneficial to other teacher educators.
Maureen Rajuan is a Teacher Trainer for the English Department of Achva Academic College, Israel, and a teacher of EFL at the Hebrew University in Jerusalem. She received her Ph.D. from Eindhoven Technical University, The Netherlands, in teacher education on the subject of mentoring relationships in practicum programs. Her published articles are in teacher education, peace education and EFL.
Mehdi Vojdani
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Globalization and EFL Lerning Motivation: A New Perspective on Intergrative Vs Instrumental Motivation Among Iranian Learners of English
The present study had a globalization perspective on Iranian EFL learners' motivation to learn the global language, English. It investigated the effects of technological variables such as the Internet and satellite television programs, and social issues like migration and willingness for education at universities abroad on motivation for learning English as a foreign language among Iranian learners. In order to conduct the study, 238 learners of English (107 females and 131 males ) were randomly selected from four language teaching institutes in Shiraz, Iran. A questionnaire was first developed based on the operationalization of some aspects of globalization which were either ralated to instumental motivation or integrative motivation. The data obtained from the administration of the questionnair to the participants were later on analyzed and the results recealed that technological, sociological and scientific aspects creadted or intensified through the process of globalization influenced Iranian EFL learners' motivation to learn English and that the participants were mainly instrumentally motivated.
Mehdi Vojdani holds an MA in General Linguistics. He is an EFL teacher and educational manager in some language teaching institues. He is interested in carrying out research in the field of sociolinguistics and teaching English as a global Language.
Mehrdad Moloudi
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Online vs. Face- to-face Peer Review: Measures of Implementation in ESL Writing Performance
With advent of the cutting-edge technology of Internet, ESL learners have been provided with an intriguing opportunity to improve efficacy in second language learning. OnLine Peer Review
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(OLPR) is a modern format of peer review in ESL writing assessment in which participants can synchronously share and mediate a soft copy of their writings with their peers via computers in a networked computer lab (DiGiovanni and Nagaswami 2001, Shultz 2000). On the other hand, in Face-to-Face Peer Review (FFPR), a conventional format of peer review, which takes place in ordinary classrooms, participants take turns to discuss their writings with one another in person. According to the studies frequently done in South East Asia, it has been proved that ESL students who are at disadvantage due to their less oral competency prefer computer-based mediation since in this mode of interaction the negative effects of accents, gender, age, and color are minimized (Braine 1998). This workshop is motivated by the researchers years of experience as ESL/EFL teachers teaching Writing for Academic Purposes (WAP) at University Putra Malaysia (UPM) and Islamic Azad University, Karaj Branch, Iran (KIAU). The presenters review and compare the theoretical background behind both formats of online and face-to-face peer review in ESL writing assessment. The pros and cons for each format are discussed in detail. The workshop continues with introducing two peer review guidelines, one for online and one for face-to-face format, and the procedures commonly used to engage ESL students in a self-directed peer review are illustrated.
Mehrdad Moloudi is a doctoral student at UPM. He has taught Writing for Academic Purposes at UPM and ESL in several colleges. He has established and run Mehrdad Language Academy in Tehran, Iran. He has also conducted several nationwide and international workshops for teachers and learners. He is mainly interested in computer and network applications in teaching ESL.
Michael Guest
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Student Responses to Alternative Forms of EFL Evaluation
Students worldwide tend to think of testing as having a solely evaluative function, unaware of its possible diagnostic or pedagogical roles. Indeed, it is arguable that many education systems are designed wholly for the purpose of final evaluation, and this is no less true of Japan. As a result of past testing experiences, many Japanese students understandably hold an image of testing as merely a course-ending session in which, relying largely on memory, they complete a series of multiple choice discrete point questions and wait only for the numerical results. For the past 12 years the EFL component at the University of Miyazaki (Japan) Faculty of Medicine has taken an alternative approach to testing in which open-book, production-based, ongoing evaluation (including studentgenerated tests and self-evaluation) have been the norm. In this paper presentation, the speaker will first explain both the rationale and practice behind the universitys EFL course evaluation, a system that can be adapted into any EFL setting or level. This will be followed by an outline of the researched results of over 700 collected surveys regarding this evaluation system, obtained via standardized university student-response questionnaires, as well as numerous interviews with selected students regarding their reactions to testing content and processes. Results indicate that
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student response to alternative types of testing changes positively as they gradually become familiar with the evaluation methods and those originally confused about, or even hostile to, the system often come to view it as beneficial in the development of their English skills.
Michael (Mike) Guest is Associate Professor of English in the Faculty of Medicine at the University of Miyazaki. Guest is also a regular columnist on EFL affairs for the Daily Yomiuri newspaper in Japan and a featured EFL blogger on the ELT News (eltnews.com/columns) website. Guest's research interests include testing, lexis, and culture.
Mika Miyasone
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The Role of Phonological Coding in Semantic Comprehension -A Case of Japanese EFL Learners
Miyasone (2009) showed having young EFL learners be aware of the correlation between English letters and sounds helped them decode letters into phonetic representation. However, the relation between decoding and semantic comprehension was not clarified. This study examines the role of phonological coding in semantic comprehension for Japanese EFL learners. Twenty-six Japanese university students, eight junior high school students, and seven elementary school students of differing English proficiency levels participated in the research. Five tasks and a questionnaire were administered: task 1, judging the relationship between English word pairs (lexical category decision, meaning similarity decision, phonology identity decision) under the phonology unrestrained condition and phonology restrained condition; task 2, pseudo-word read aloud; task 3, oral word reading and comprehension; task 4, oral sentence reading and comprehension; questionnaire, the way of oral reading and understanding the meaning. For task 1, the mean and SDs of correct answers and reaction time for correct answers were calculated. The data were analyzed using ANOVA, multiple comparison tests and t-test. The results showed that phonological access was faster and was the premise of semantic access. Another route to semantic access without phonetic representation was also suggested. Pearson correlation coefficients of mean correct answers of tasks 2 and 3, and tasks 2 and 4 showed a significant interaction between phonological coding and oral reading & semantic comprehension. Multiple regression analysis revealed oral word reading was significantly related to semantic comprehension of sentences. A further study should be designed with more participants, including ones of higher proficiency levels.
Mika Miyasone teaches in the Department of Management and Communication, Tohoku Institute of Technology, Sendai, Japan. She received her MA from New York University and is a doctoral candidate at Tohoku University. Her specialty is early English education and rhetoric communication.
Mi-Lim Ryoo
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Responsiveness to Peer Versus Teacher Feedback in Korean EFL Writing
The use and effectiveness of peer feedback as well as teacher feedback in the teaching of English composition to EFL students has been debated for some time. Since they have been put forth as possible techniques for instruction, the question of how they could be most effectively used arose. This study was designed to see if there was a greater relative value of peer versus teacher feedback for Korean EFL writing students based on the students written English language skill levels. Two class groups, of approximately 30 students each, were used. The first group had only a basic skill set, and the other an intermediate level skill set. In both classes two multi-draft essay writing assignments were assigned, each being reviewed and re-drafted twice, for a total of three drafts for each essay. Feedback integration was carefully monitored during the assignments and final evaluations were given to all students to complete at the end of the course to allow them to comment on the experience. In addition, personal interviews were conducted at the end of the semester with randomly picked students from each class to give a greater depth to the feedback survey. Feedback preferences and perceived value of both teacher and peer reviews were compared to actual feedback integration by each class to determine if there were any differences based on skill levels.
Mi-Lim Ryoo is an assistant professor in the Department of English Language and Literature at Korea Maritime University. Her research interests include the use of metadiscourse and gender indexials in L2 writing and second language acquisition. Mark L. Wing (JD Quinnipiac University) is a full-time Instructor at Korea Maritime University in the College of International Studies. His interests are argument, culturally-influenced learning, and multimedia classroom teaching.
Mira Namsrai
Developing Young Learners Interactive Skills
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Due to recent educational reforms there have been several changes in regard to the structure of the school system in Mongolia. Starting from 1992, English has been taught from grade 5 through 10. (Grade 5 has not been included into the primary school yet.) However, since 2005, as a result of structural reforms it is taught from grade 4 which is now the fourth year of the 6-year primary school. Students learn English at primary level for 2 years. According to the international experience they are taught an oral language for a year, and then they start learning all the language skills. Therefore, the methodology of teaching English to primary students is different from other levels and is adjusted to the main characteristics of young learners. In this regard, the textbook designed especially for young learners of English is unique. It includes the Students Book, Teachers Book and a CD that are now used in primary schools of Mongolia. The main features are: Variety of context related to learners everyday life
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Whole language patterns and functions Learners are involved in active learning Meaningful practice Interaction: pair and group work Development of listening and speaking skills Mongolian and English speaking countries culture oriented Illustrations and guided icons, etc. The Teachers Book is a guide for using interactive methodology and suggests ideas for maintaining a classroom as learning environment. It includes ready made tests and answers to all exercises. The practical ideas of using this textbook is new to teachers, so a lot of training is conducted for then to get used to this kind of approach.
Mira Namsrai. I am currently working as a researcher and a foreign language specialist at the Institute of Education which is part of the Ministry of Education, Culture and Science. I am holding a Ph.D degree in educational studies earned from the University of the Humanities, Ulaanbaatar. In addition, as a Fulbright fellow, I have completed a TESOL certificate program at the American University in Washington, D.C. My scope of work includes curriculum and methodology development for ELT at secondary school level, teacher training and textbook development.
Misuzu Miyake
A Study on the Certainty of Known Words in Connecting Sounds and Words After a Listen-and Read Activity on PC
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This study examines the effects of listening to and looking at a picture storybook on a PC. In particular, we focus on changes in childrens certainty of known words after they listened to and looked at a picture storybook. We refer to known words as words participants answered correctly on both pre- and posttest. We consider the certainty of words to have increased if the time required to choose a correct word on the posttest was shorter than the time required on the pretest. A paperbased activity has many merits, such as teachers being able to respond to their pupils reactions and to use their body language imaginatively. However, activities based on PCs also have many merits, such as lessening the reading burden for teachers in elementary schools who are not specialists in English, providing all pupils in class with equal opportunities to easily watch picture storybooks on a big screen, and utilizing sound effects. Two experiments were conducted to enhance the reliability of the results. Both groups of subjects are 5th and 6th graders and the books are the same level of difficulty. However, the subjects and the picture storybooks in the experiments are different respectively. The time was recorded from just after they listened to the target word sounds until they clicked the correct words on both the pre- and posttest in each experiment. The results of
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comparison between the time required on pre- and posttest on both experiments showed increasing certainty of known words on the posttest.
Misuzu Miyake (representative) currently serves as a professor at Hiroshima International University in Japan. She belongs to the Japan Association of College English Teachers (JACET) and serves as General Secretary of the Chapter. Her fields of interest are comparative rhetoric between Japanese and English and English education in elementary schools in Japan.
Mitsue Allen-Tamai
English Activities in Japanese Elementary Schools: What Is Taught, and What Is Not?
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In this presentation, the researcher will discuss how English education has been conducted in Japan, especially in regard to the primary level, and will present the results of an internet-based English proficiency test that about 9,000 elementary school children participated in. Since 98.3% of Japanese children attend public schools it is important to know what is and what is not being taught in public schools. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) launched its attempt to implement English activities at public elementary schools in 1992. After 10 years of experiment, in 2002 the MEXT allowed all the other public elementary schools to start English activities, but this is considerably different from English education practiced in other countries. The MEXT publicized its decision to introduce a new course called Foreign Language Activities to 5th and 6th graders once a week from 2011. However, it specifies that the aim of this course is not to teach English but to foster communication abilities through having some experiences in foreign languages. Collaborating with an educational research corporation, the presenter designed an internet-based test and conducted it twice in the year 2009. Approximately 9,000 elementary school children participated in these tests, and their English knowledge of the alphabet, vocabulary, and simple English expressions was measured. In this presentation, she will present the results and discuss what language policies Japanese need to develop to cope with and cooperate with the rest of the world.
Mitsue Allen-Tamai (Ed.D) is a professor at Aoyama Gakuin University in Tokyo, Japan and an adjunct professor at Temple University in Japan. She has been teaching courses at both the undergraduate and graduate school levels to train college students to become English teachers of young children. Her main research interest is literacy development among young EFL learners.
Mohammad Ghazanfari
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Synformic Interference and its Relevance to Learners' Language Proficiency

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Lexical items have been regarded as the most salient components of meaning in any meaningful utterance. From among millions of English words, those sharing some formal, functional, or semantic characteristics (e.g., historic/historical, economic/economical, etc.) seem to be more challenging for EFL/ESL learners to learn than other words. Such similar lexical items have come to be known as "synforms"—a coinage by Laufer (1983)—in the literature. Faced with such words, learners generally experience difficulty to distinguish between the delicate shades of meaning conveyed by each member of such pairs. Evidence indicates that there is some relationship between language proficiency level and the amount of confusion experienced by learners. In this study, the researcher did two experiments on "synforms", having two groups of junior undergraduate EFL learners of non-English majors as participants (N=60). The participants had already been arbitrarily categorized as the higher proficiency and the lower proficiency groups on the basis of a proficiency test. The purpose was to investigate the relationship between the two variables in question—namely, the proficiency level and the amount of lexical interference. The results indicate that there is a strong negative correlation (r obs.=-0.84) between language proficiency level and the number of errors EFL learners make due to "synformic interference". In other words, more proficient learners seem to be less prone to lexical confusions than less proficient ones, who made a significantly greater number of errors on the same post-test.
Mohammad Ghazanfari, Assistant Professor of English language and literature in Sabzevar University, Iran, holds a PhD degree in TEFL from Shiraz University. His orientation is mainly literary translation and discourse analysis. He has published a couple of translations from English into Persian and a number of papers. As a member of Asia TEFL, he is also the author of a textbook on ESP. Email: m.ghazanfari23@gmail.com
Mohammad Reza Ghorbani

The Impact of Phonetic Instruction on Iranian Students Listening Ability Enhancement
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The purpose of this study was to see if phonetic instruction followed by the learners checking of their pronunciation by the use of phonemic transcription would enhance Iranian students listening ability. Since random assignment was not possible, the nonequivalent group, pretest-posttest design was employed to study two classes of third grade high school students as control and experimental groups. Both groups were exposed to the same listening activities; however, only the experimental group received the treatment regarding the phonetic symbols and phonemic transcription. A 30-item listening test was developed by the researcher based on the BBC listening materials to measure students listening ability. The reliability of the test was estimated 0.69 through KR-21 formula. The results of the independent samples t-test analysis from the posttest administration indicated that the experimental group who received phonetic instruction had a better performance than the control group who didnt receive it. Thus, the findings suggest that phonetic instruction and learners phonemic transcription can facilitate the process of listening enhancement.
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Mohammad Reza Ghorbani got a Ph.D. in TESL from the Faculty of Educational Studies, UPM, Malaysia in 2008. He has taught English at different levels for 16 years in Iran. He also taught English for two years in Tokyo, Japan, and two years in Kuala Lumpur, Malaysia. He has published 7 papers in international journals and has presented 4 papers in international conferences.
Mohsen Salimian
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The relationship between morphological awareness and English vocabulary size of Iranian senior high school students
The main purpose of the present study is to investigate the relationship between English morphological awareness and vocabulary knowledge in the context of English as Foreign Language (EFL) for senior high school students in Iran. Measurements of learner vocabulary size and morphological awareness are obtained and then correlated to assess the degree to which knowledge of English morphological processes and structures can be systematically related to vocabulary knowledge. Based on the findings, the possible role that morphological awareness can play in second language (L2) vocabulary development is discussed. Implications for vocabulary instruction are also addressed. The participants were 55 students at a public senior high school in Iran. The data collection tools were Nations Vocabulary Levels Test (VLT), which tested knowledge of words drawn from the 2000 most frequently occurring word families (90 words in total) and two morphological awareness tasks. The first consisted of a Morpheme Identification task (item matching, 5 questions) and the second was Morphological Structure test (short answer, 20 questions). A 10-item questionnaire that elicited the participants perceptions of the tests and their English vocabulary learning in general was also administered. The results show that there was a significant relationship between the students performance in the vocabulary level test and the morphological awareness tasks. Finally, the participants gave feedback that suggested their interest in applying the morphological knowledge to their vocabulary earning. Thus, the findings have implications as to the importance of facilitating the students morphological awareness in English vocabulary learning for EFL senior high students in Iran.
Morteza Bakhtiarvand
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Is Listening Comprehension Influenced by the Cultural Knowledge of the Learners? A Case Study of Iranian EFL Pre-intermediate Learners
The present study tried to investigate the effect of cultural familiarity on improving Iranian EFL learners listening comprehension. To achieve this purpose, a listening comprehension test were administered to three hundred language learners and ultimately one hundred and twenty preintermediate language learners were selected and randomly assigned to four groups. The same pretest was administered for four groups before any treatment lesson. During the experiment, group
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one participants had exposure to target culture texts in-and out-side the classroom. The participants in group two had exposure to international target culture texts in-and out-side the classroom. The participants in group three had exposure to source culture texts in-and out-side the classroom. The participants in group four had only exposure to culture free texts in-and-out side the classroom. At the end of the experiment, four groups took a post-test which was absolutely the same as pre-test to see whether or not any changes happened regarding their listening proficiency. The results of the posttest showed that the four groups performed differently on the posttest which was indicative of the fact that greater familiarity to specific culturally-oriented language listening material promotes the Iranian EFL learners listening proficiency. Keywords: Listening comprehension, cultural background knowledge, L2 listeners, EFL learners.
Morteza Bakhtiarvand. EDUCATION 2004-2007 Received my M.A.in TEFL (Teaching English as a Foreign Language) from Research and Science Center of Islamic Azad University, Ahvaz, Iran. EXPERIENCE 2005 to date English language Professor at Islamic Azad University, Dezful, Khuzestan, Iran. 2005 to date English language Professor at Islamic Azad University, Andimeshk, Khuzestan, Iran.
Morteza Barin
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A Case Study on: Improving Iranian High School Students Listening Comprehension via Internet- based Listening Tasks
In our modern world, the Internet is known as a superhighway information source. Interest in Internet technologies for communication and education has recently increased greatly all over the world. It is possible that online language teaching and learning will replace much of the traditional means of education. In this study, we wanted to investigate the effect of Internet-based listening tasks on the listening comprehension of EFL Iranian high school students in the city of Khoy in West Azarbayjan (Iran). We studied work that had already been done, and based on these studies, designed a research project. The method we used in this study was experimental. 70 male students were selected randomly from the 210 students in grade 3 at Emam high school. Then, we randomly divided 70 students into two different groups. Each group had 35 students. At the beginning of our research project we administered a pre-test in each group to assess their background knowledge of listening comprehension topics. The experimental group received their input from the Internet and the control group received their input from a tape-recorder. At the end, a post-test was administered for both groups and the Analysis of Variance (a one way ANOVA) was used for data analysis. It revealed that Internet-based tasks can be used as a rich source of improving listening skills. Finally, we came to the conclusion that the students who used Internet-based listening tasks were more active and successful than the traditional group.
Morteza Barin is an EFL teacher in Khoy (West-Azarbayjan) for 27 years teaching English language for different groups both in Ministry of Education and different universities in Iran. He has M.A degree in TEFL and is a part-time lecturer in English language Department of Islamic Azad University of Khoy . He has written several
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Articles on problems of language teaching and learning in Iran. Also he is interested and working on Distance Learning, Virtual Universities and Web-based language Teaching & Learning and CALL.
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Morteza Rostamian
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Exploring EFL Teachers' Perceptions, Attitudes and Self-esteem of Doing Task-Based Language Teaching: The Case of Iranian Teachers
During the last two decades or so, task-based language teaching (TBLT) has been the subject of a host of research studies; however, quite rarely have researchers addressed such important issues as teachers perceptions, attitudes and self-esteem of doing TBLT in EFL classes. This study was aimed to explore EFL teachers perceptions, attitudes and self-esteem of doing TBLT in Iranian schools context. The data for this study was collected through a TBLT test and two questionnaires (attitude and self-esteem) from 115 teachers randomly selected from 5 different zones in guidance and high schools in Isfahan. The data was analyzed quantitatively using percentage analysis, comparing means of groups through Multivariate analysis of variance and Correlations. The overall findings of the survey indicated that the majority of respondents have a minimum level of understanding about TBLT concepts, regardless of teaching levels, sex and experience, but that there exist positive attitude and self-esteem of doing TBLT in EFL classless. Also, the findings reveled that there are significance differences between the degree of teachers (MA, BA, and Associate) and their level of perception, attitude and self-esteem. Moreover, there is a positive relationship between perception and attitude, and between attitude and self-esteem. Additionally, some useful implications are proposed based on research findings in order to help teachers and teacher trainers to construct and implement TBLT more effectively.
Morteza Rostamian is a teacher and teacher trainer in Isfahan, Iran. He has an MA in TEFL from university of Isfahan and is especially interested in language teaching, teacher education, and Intercultural Communication. Morteza has published articles in national academic journals. He has attended several national conferences on ELT as presenter and attendee.
Muditha Cooray
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A Transition from Traditional Classroom Environment to Online Delivery Mode
With the changes in the work culture today, students are seeking ways and means of qualifying themselves and gaining skills through more flexible and futuristic modes of learning. In this increasingly competitive and volatile environment any academic institution can succeed by adapting to innovative teaching methods like online delivery. Online teaching and learning provide greater flexibility and opportunities of learning, improve efficiency and effectiveness of learning and eradicate the constraints of geographical location delivering education to the door step of every person.
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In addition to that English and IT have become the doorstep in career development in this century. Therefore teaching English online will equip the learning community not only with language skills but also with IT skills. However the adoption of the new teaching learning mode means a tremendous shift not only for the learners but also for the teachers and administrators. Universities, technical colleges and schools are generally speaking, conservative organizations and there is resistance against innovations such as online teaching as they are considered as risky practices. This presentation is based on the first hand experience of the English Language Teaching Unit (ELTU) of the University of Colombo in Sri Lanka. The ELTU have been conducting certificate courses in traditional classroom environment and e- Diploma was designed to cater to students who successfully complete the certificate courses. This paper discusses the challenges faced in this transition from traditional classroom environment to online delivery mode and the initiatives that were taken to adapt to the on line delivery mode in teaching English, with a reflection of their strengths and limitations.
Muditha Cooray holds a Master of Arts Degree in Linguistics from the University of Kelaniya, Sri Lanka. She is attached to English Language Teaching Unit, University of Colombo, Sri Lanka. She has experience in material designing, teacher training and teaching undergraduates in the Faculty of Management & Finance, law students, migrant workers, and teacher trainees, students in technical colleges and school students.
Muhammad Sarwar Bajwa
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Language Policy and the Efforts of Pakistan Government to Teach English in Public Sector Primary Schools
Situation of teaching of English in Asian countries suggests that it is a very significant language for these countries. That is why the governments of these countries follow certain language policies. In this study, the researcher has taken Pakistan as a case of study and investigated the language policy and the efforts that Pakistan Government has made to teach English in Public Sector Primary Schools so that the product of these schools can compete with the product of elite schools in Pakistan. The researcher has also reviewed whether the steps taken by the Government of Pakistan have produced the desired results and if not, why not. This study adopts mixed methodology (a questionnaire for English language teachers and a test for the learners) to evaluate the capability of the English language teachers and the competence of the students in their use of English language. The results indicate that neither were the teachers and nor were the learners up to mark. Ensuring that the teachers of public sector schools have required knowledge of the language and appropriate teaching methodology (transformation in place of transmission) and unwavering commitment to their work is the key strategy by which the teachers can help the English learners improve their competence in English.
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Muhammad Sarwar Bajwa Professional Expertise: Muhammad Sarwar Bajwa is an Assistant Professor of ESL and Business Communication at Post Graduate College of Commerce Bahwalpur, Pakistan. He taught Applied Linguistics at The Islamia University of Bahawalpur from 1990 to 2008. Qualifications: He received his masters degree in English literature, TEFL and M. Phil in Higher Education from The Islamia University of Bahawalpur, Pakistan. He is currently doing Ph.D. in Higher Education with a specialization in Text Book writing.
Nabiolla Sadeghi
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A Cross-Cultural Comparison of the Apology Speech Act realization Pattern in Persian American English
The present study was carried on to investigate the use of apology strategies in two different cultures, Persian and American English. To see if apology strategies are affected by cultural, contextual preferences in two distinct languages of Persian and American English. The hypothesis to be tested was: Apology speech act realization patterns and other verbal behavior are heavily affected by cultural values (individualism vs. collectivism). Two linguistics communities of Persian and American English participated in this study.The data were collected by a controlled elicitation procedure called "discourse completion task" An open-ended questionnaire (DCT) containing six situations was prepared in both English and Persian. The information about the setting, social status and social relation of the participants and differing degrees of severity of the committed offense was provided for each situation in the questionnaire. The data were then coded based on a coding scheme that was adapted from previous researches. The scheme is based on(( Frescura (1995), Cohen and Olshtain (1981) and Olshtain and Cohen (1983), and Bergman and Kasper (1993) cited by Deutschmann, 2003)). After classification and statistic analysis, it was revealed that cultural preferences influence and modify the choice of apology strategy by both groups.
Nasrin Pervin
Second Language Acquisition: Input and Interaction
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Investigations of non-native speaker (NNS) discourse have focused primarily on interactions between native speakers (NS) and non-native speakers (Long 1983). In support of the importance of these interactions for L2 acquisition, Long (1983a & 1983b) has suggested that the modified interaction found in conversations between native speakers and non-native speakers is the sine qua non of second language acquisition. Explaining the Interaction Hypothesis, Gass (1997) and Long (1996, 1991) maintain that resolving miscommunication enhances L2 learning, as it provides more opportunities for comprehensible input and modified output. Swains (1993, 1995) Output Hypothesis claims that it induces negotiation of meaning and the negotiation leads to the enhancement of the learners' inter-language. Native speaker difficulties in following learners' inter-language may trigger feedback, which in
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return may induce changes in the learners' output. Negotiation of meaning also occurs on occasions where the native speakers' input is above the learners' threshold level of understanding. Several studies examined the relationship between conversation and second language acquisition (SLA). Some researchers focussed on the nature of foreigner talk, while others turned their attention to the linguistic and conversational adjustments produced among native speakers (NSs) with nonnative speakers (NNSs), and non-native speakers with non-native speakers, both in natural and instructional settings. These adjustments may result in ungrammatical speech, but they are thought to provide comprehension of input, which, in turn, promotes acquisition (Krashen, 1985). Within this theoretical framework, this paper both departs from and builds upon research investigating the nature of conversational interactions between native speakers and non-native speakers.
Natalya Archakhova
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The Use of IT in Language Teaching at University Level
The use of new information technologies becomes one of the top-priority directions of language teaching. In order to optimize the process of self-directed learning we worked up new electronic educational resources using MOODLE-system. MOODLE (Modular Object-Oriented Dynamic Learning Environment) is a virtual system of learning management. It is a free of charge program with an open code which allows using and updating it for free. The system can be used by six users: an administrator, an author of the course, a teacher, a curator, a student and a guest. Our specialized interactive electronic resources are presented on www.moodle.ysu.ru site. The first program Topics for discussion is designed for students of 1-2 courses and is aimed at development and perfection of speaking skills of students. Part I contains texts for reading and discussion, glossary, exercises. All texts are divided into six thematic groups: personal information, country studies, traditions and customs, educational systems, political systems and economies of the Republic of Sakha, Russia, Great Britain and the USA. The texts of each group are supposed to be studied during one term. Part II contains texts for additional reading. These texts are authentic and taken from the resources of the Internet. All of them contain additional information for topics in Part I. Part III consists of tests of self-control and tasks for creative projects of students with the examples of such projects made by students of Yakutsk State University.
Natalya Archakhova Senior teacher, Yakutsk State University, the Sakha Republic, Russia. Working experience: 10 years at Yakutsk State University Teachings: Practical course of English language, English folklore, English literature, Translation theory, Country Studies. Faculties: English Department of Philological Faculty, Sakha-English Department of the Faculty of Yakut National Folklore and Culture.
Natasha Buccianti
Communication is Primary
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To become truly profficient in using English as a global language people need to be good communicators. Within the traditional Asian framework of practice this has sometimes been overlooked in the quest for greater grammatical accuracy. But this is gradually changing as teachers become aware of the necessity of creating a classroom atmosphere where students feel encouraged to speak English and to explore and experiment with the language. There is of course no better opportunity to do this than when students are children. This session will focus upon what teachers can do to motivate primary-aged students to speak and become future practitioners of global English, using materials and resources from the new Oxford course book, Family and Friends.
Natasha has been training teachers for many years. She worked for the British Council for ten years, in Vietnam, Spain, Malaysia, Thailand, Burma and Czech Republic, first as a teacher and then as an academic manager. During that time she presented at conferences, organised the Burma ELT conference and ran teacher training courses for TKT.
Neva Soria-Bermundo
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Reinforcement Programs for English Language Acquisition and Proficiency of Students in Selected Secondary Schools of Naga City, Philippines
Globalization has created a greater need to be proficient in English, the medium of most transnational interaction. This in turn has prompted the educational system to devise programs outside of the regular English curriculum to reinforce the students acquisition of English and ensure their proficiency in it. This paper presents such programs adopted by selected secondary schools in the division of Naga City, Philippines and the teachers and the students perceptions on the impact of these programs on the students proficiency in English. Using Slovens formula, sample respondents were taken, and using a raters scale questionnaire, the perceptions of both students and faculty on the impact and the contributing factors were determined. Using Friedman test, the results gathered from the schools were compared. (Specific data will be presented and discussed at the presentation.) Several factors like poor implementation, students indifference to school rules, nationalist issues, etc. have been cited for what the respondents perceived is the lack of favorable impact of the programs on a greater part of the student population. Favorable effects of the programs on the students were caused by factors such as students positive attitude, teacher modeling, students fear of punishment, etc. The results of the study suggest that the schools reassess and rethink their reinforcement programs as well as their implementation.
Neva Soria-Bermundo teaches English at the Ateneo de Naga University High School, Naga City, Philippines. She has trained English teachers in various regions of the Philippines as teacher trainer of CEAP-Bicol and the Fund for Assistance to Private Education. She holds a masters degree in literature from the Ateneo de Manila University and coaches her schools debate varsity.
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Ngiam Eng Hong

St Johns Got Talent
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Teaching English to students in the rural areas of non native countries where English is hardly spoken has never been easy. Students do not have good models to look up to. Teachers too, sometimes are not very sure of the language they are teaching. With this in mind, St Johns Got Talent is introduced to motivate students to learn the language as well as to give them good models. St Johns Got Talent is modeled upon the hugely popular Britains Got Talent show. Here, the students watch six contestants from the Britains Got Talent program over a period of three months. For the first two contestants, students in groups, have to listen to the dialogue between the judges and the contestants as well as the judges comments several times and write down the dialogue. The dialogue has to be the exact words of the judges and the contestants of the program. For the second two contestants, the students are allowed to substitute words or phrases used without changing their meaning. For the last two contestants, the students watch the show, but the sound is switched off. The replies of the contestants are given to the students and the students create the dialogue based on the replies given. After going through six contestants, students, in groups, will now take turns to be the contestants themselves, to do their own performance as well as take turns to be the judges to question and to give their own comments to the contestants.
Ngiam Eng Hong. Secondary school principal & ELT teacher. Possess MEd in language teaching & Phd in progress. A secondary school teacher for 10 years, an ELT teacher trainer for 8 years and a secondary school principal for 12 years. Has held numerous workshops and presented numerous papers on ELT locally and abroad.
Ngoc, Nguyen Thi

The Challenges of TEFL practicum
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Although there has been a growing interest in pre-service EFL teachers learning to teach, little has been documented regarding the challenges and tensions they encounter during the practicum. Insights into these problems would be of great help in identifying the gaps between training and teaching and measures to be taken to prepare the preservice teachers better to cope with the challenges and tensions during their practicum. On the basis of analysing the diaries from five pre-service EFL teachers, this paper highlights how these teachers struggled in their learning to teach. Findings showed that the reality that pre-service teachers experienced during the practicum failed to conform with the idealised image of English language teaching and learning promoted in the teacher training programme. The paper concludes that the pre-service training programme should be reformed to cater better for the developmental processes on learning to teach English as a foreign language in the Vietnamese secondary school.
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Nia Kurniawati
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Teachers Use of Textbooks in Teaching and Learning Process (A Case Study of Four EFL Teachers of Senior High School in Indonesia)
This paper reports a study examining how four EFL teachers in one senior high school in Indonesia use the textbook in teaching and learning process. To be specific, this study initiates to seek the pictures of the four EFL teachers in the second and third year classes in one of Senior High Schools in using the textbooks, and to reveal teachers beliefs and reasons underlying their use of the textbooks. This study is a case study, which is intended to describe how the phenomena —the way teachers use the textbook—is constructed by the participants The study found that teachers beliefs about textbooks determine how often they use the textbooks in the classroom. Teachers beliefs about teaching also partake in how the teachers make use of the textbooks such in determining what approach they chose in teaching learning activities. The four EFL teachers also demonstrated three distinct styles of textbook use: a) the textbook bound teachers began the school year with the lesson on page one and progressed page-by-page through the textbook over the course year; b) the basic teacher focused on sections that required addition; and c) the management by objectives teacher used the textbook in order to ensure that all students acquire minimal competencies. The result of present study would be valuable data-based for similar studies to view more comprehensive pictures of how EFL teachers in Indonesia use the textbooks in wider scope. Key words: use, textbook, EFL, teacher.
Nia Kurniawati: She earned her Master Degree at English Education Department of Post Graduate School in Indonesia University of Education (UPI) Bandung, Indonesia. She is the English Lecturer at the State Islamic University (UIN) Sunan Gunung Djati Bandung, Indonesia. She has been involved, as presenter or trainer, in upgrading programs for Madrasah English Teachers (Islamic School English Teacher) since 2002.
Nilawati Hadisantosa
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English Bilingual Education in Indonesia: The Policy and the Actual Practce English Bilingual Education in Indonesia: The Policy and the Actual Practice Nilawati Hadisantosa This research aims to investigate how the policy of English Bilingual Education (EBE) is perceived and implemented in primary schools in Indonesia. The Indonesian Ministry documentation identifies nine areas in which the quality of international standard schools is to be guaranteed. In this research, the researcher focuses on the following three areas: learning-teaching process, teacher and head-teacher, and facilities and resources. To check the implementation of EBE in private and state schools, the researcher conducted observation in five schools and interviewed the teachers and head-teachers. She found that some schools which claim to be international schools actually do not fully fulfill the requirements in the government guideline. Some of the most obvious flaws are
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limited repertoire of skills relevant to teaching English and teaching science, mathematics, and core vocational subjects through the medium of English, low proficiency in English among teachers and head-teachers, inadequate facilities and resources, and inadequately developed teaching education systems especially in the provision of in-and pre-service teacher training. She assumes that this problem arises because of the following factors: (1) there has been so much pressure to get more schools into the scheme, (2) schools are actually not ready to implement EBE.
Nilawati Hadisantosa is a tenured lecturer in the English Department, Faculty of Education, Atma Jaya Catholic University, Jakarta, Indonesia. She teaches TEFL and TEYL. Her current position is the Vice Dean for Student Affairs. She is one of the researchers for the project of The Future of EBE, funded by The British Council under the supervision of Professor Richard Johnstone.
Noraini Ibrahim
Bringing the Courtroom to the Classroom
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Bringing the courtroom to the classroom: an investigation into the usefulness of field work in language teaching Language and the law, which was once a subfield of sociolinguistics, is being increasingly studied and encompassing many subfields. Most of the work however, approaches this field from the point of view of the use of language with a lesser focus on the law. Literature has shown that there are many reasons for this neglect but one of the oft-repeated ones is the diffculty in accessing the discourse community. Nevertheless in Malaysia, due to the legacy of British colonization and the subsequent changes in national language policy, courtroom discourse has become a fascinating area of enquiry. This appreciation of the discourse has resulted in the introduction of an undergraduate course in Universiti Kebangsaan Malaysia that straddles law and language: SKBL 2033: Applied Linguistics. In order to enable the students to have an appreciation of the discourse, a multiple text-and - task approach (covering several legal genres) was designed. Among the task is a directed fieldwork to the courtroom that was aimed at making the site familiar to the students. This paper, is based on an action research that focused on that fieldwork that was designed to enhance the experiential learning of the students. A qualitative research paradigm employing the tools of observation, focus-group interviews and reflexive journal entry was used. The data was also triangulated with feedback from the Course Evaluation Teaching System. Initial findings revealed that the task provided the necessary link to the understanding the disoruse that could not have have been achieved from reading the literature and course materials.
Noraini Ibrahim is a senior lecturer with the School of Languages and Linguistics, Faculty of Social Sciences, Universiti Kebangsaan Malaysia. her main areas of interests are the forensic linguistics, courtroom discourse, Content and Language Integrated learning.
Noraini Md Yusof
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E-portfolio and Creative Writing: Developing an On-line Archive of Students Literary Works This paper addresses the use of e-portfolios in a creative writing class as a means to develop an online archive of creative works by Malaysian students. Anderson (2004) correctly claims that the World Wide Web can support wide and diverse forms of teaching and learning. The intergration of e-learning in creative writing encourages students, who are fascinated with and have skills in computer technology, to write creatively. In this final-year course for literature students, e-Methods in Literary Production, each student registers an account for the use of an electronic portfolio. Also known as an e-portfolio, or alternatively called digital portfolio, it is a collection of electronic evidence (artifacts that include inputted text, electronic files such as Word and PDF files, images, multimedia, blog entries and Web links etc.) assembled and managed by a user online. The eportfolio, not only demonstrates the users abilities in using and managing the system, but it also serves as a platform for self-expression. Its use is learner-centered, and due to its online nature, it can be maintained dynamically over time. Students publish their creative works as content while the e-portfolio system adds the layout and navigation. By going on-line, students not only benefit from the traditional environment of a creative writing workshop, but they also gain the advantages of computer technology. More importantly, this is an innovative step in showcasing students literary productions and highlighting issues that are of concern to young budding writers in English in Malaysia to a wider audience.
Noraini Md. Yusof holds a BA and MA from California State University Fresno and a PhD from Universiti Kebangsaan Malaysia. Her areas of interest include history and literature, gender studies and creative writing. She has short stories published locally and internationally. She is currently the Chair, School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia.
Normala Othman
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Code-switching Strategies Among Proficient Malaysian ESL Speakers Code-switching Strategies Among Proficient Malaysian ESL Speakers Code-switching is a pragmatic act which is best defined by Gal (1988) as a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their rights and obligations. This presumes speakers competence in two or more languages, which allows them to switch from one language to another in mid utterance. Two hours of conversations between eight friends were recorded, at different times. The recording were then transcribed by a highly proficient speaker of English, inter-rated by another equally proficient English speaker. The transcription formed the data for the analysis, which looked at the Transition Relevance Points (TRPs) where the switch occurred. Some indicators of TRPs are discourse markers, topic shift, and interruption. Segments before and after the TRPs were also analysed semantically and pragmatically to determine linguistic correctness and the effects of speakers levels of proficiency.
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The code-switching strategies used by the Malaysian ESL speakers in the study were fully described based on the results of the analysis and the patterns that emerged according to levels of proficiency, gender, and/or other relevant contexts at time of recording. The assumption is that since code-switching presupposes a speaker to be highly competent in two languages, codeswitching will occur much more in the speech of such speakers than that of speakers who are not as highly competent or proficient. The results of the study would be significant to language practitioners in bilingual or multilingual ESL contexts.
Normala Othman (PhD, Boston University) is Assistant Professor at Department of English Language and Literature, International Islamic University Malaysia. She has taught English and Linguistics courses taught in Malaysia and USA. Currently, she teaches Linguistic courses at IIUM. Her research interests includes Pragmatics/DA, Sociolinguistics, SLA, TESL, Stylistics. normalao@yahoo.com; normalao@iiu.edu.my.
Nur Hayati
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Using Microsoft Reader and Internet Fan Fiction in an Extensive Reading Class Extensive reading (ER) program has played an important role in developing students reading habits and in broadening their knowledge and horizons. In the context of TEFL, ER has an even greater role in that it also provides students with exposure to English through authentic reading materials. The rapid advance of ICT nowadays brings positive effects on the carrying out of ER program mainly as it helps overcome the issue of inadequate resources of reading texts in English that many EFL classes have. This paper discusses the potential use of a couple of ICT-based resources, that is, E-books using Microsoft Reader program and Internet Fan fiction, in ER classes. Microsoft Reader is a free software to read an e-book developed by Microsoft. It has a number of features that can be used to help students understand a reading text and assist them in writing a report on their reading. Fan fiction is fictions written by fans of books, novels, TV programs, movies, comics, games, and others, using characters in the original works but with additions and/or changes in the story lines. Using Fan fictions as alternative resources of reading is likely to increase students motivation to read. This paper reports a research conducted in one university in Indonesia, which provides an overview on the actual use of these resources in an ER class, the problems that might appear, and the potential contribution they give to the development of students reading habits and skills.
Nur Hayati is a lecturer at English Department of State University of Malang, Indonesia. Her main responsibility involves facilitating the students development of English language skills as well as their teaching competence. In 2009, she earned her Masters degree in TESOL International from Monash University Australia, where she gains considerable interest in the issues of TEIL, Critical Pedagogy, and CALL.
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Olive Cheung
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Potential of Digital Storytelling (DS) in the ESL/EFL Classroom Rapid technology advancements have rendered digital cameras and digital video editors ubiquitous in the modern life. Digital technologies originally used for entertainment purposes are now finding their ways into the 21st century classroom, which in turn brought about the emergence of Digital Storytelling (DS)—a form of narrative that consists of series of still images combined with a narrated soundtrack to tell a personal story. (Bull & Kajder 2004: 40; Davis 2004: 1) In the past few years, increasing attention has been drawn towards DS, especially on its ability in engaging students in authentic learning experiences (Sadik 2008), in increasing learner motivation and confidence level, in cultivating multiple intelligence (Gregory & Steelman 2008), and in promoting students literacy in communication technologies (Kajder 2004) as well as teachers self-efficacy towards educational technology (Heo 2009). However, studies focusing on the application of DS in the ESL/ EFL classroom have yet been few in educational research, and especially so in the Asian context. This paper examines the use of DS as an assessment tool for a speaking component in a first-year ELT course in a university setting in Hong Kong and aims to highlight the potential of Digital Storytelling as a student-centered and integrated learning experience that encompasses linguistic competence, cognitive processing, project-based learning, process-learning and media literacy skills.
Olive Cheung is currently an instructor in the English Language Teaching Unit at the Chinese University of Hong Kong. Beatrice MA teaches English proficiency courses ranging from foundation to postgraduate levels. Currently her work focus is on writing a new ESP curriculum and developing online learning materials.
Omar Karlin
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Linking Personality Orientation to Japanese University Entrance Exam Success This study involved 172 Japanese university students from several universities in the greater Tokyo area. The goal of this study was to examine personality as it relates to performance on university entrance exams, and if previous findings that positively linked conscientiousness and negatively linked extraversion to written tests, particularly of second language proficiency, would be upheld in this research. Students completed the Questionnaire of English Environment Personality to assess their personality along the big five dimensions of personality (conscientiousness, agreeableness, emotional stability, extraversion, and openness), as well as a university entrance exam composed of several sections (reading, grammar, vocabulary, short conversations, ordering, and picture interpretation). For each personality dimension, the top scoring half was put in a high group and the low scoring half was put in a low group. An analysis of variance was conducted for the conscientiousness variable and results upheld previous research in that conscientiousness appears to
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boost exam performance; F (1, 159) = 11.22, p = .00. An analysis of variance was also conducted for the extraversion variable, and results were surprisingly in opposition to much existing research. Extraversion appeared to be a predictor of success on the language component of university entrance exams; F (1, 159) = 7.48, p = .01. These results call into question the suggestion that somehow introverts hold an advantage during written language tasks, and suggest a more socioconstructivist element to this type of language assessment.
Omar Karlin obtained his M.Ed from Temple University and is a doctoral candidate at the same institution. He is an Professor at Tokai University, south of Tokyo. His research interest is personality and how it relates to acquiring a second language. His doctoral dissertation is focused on the development of a personality-testing instrument sensitive to second language pressures.
P. Dhayapari & M. Indrani
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Visual Social Semiotics: A Picture Paints a Thousand Words Semiotics depicts the rhetorical significance of sign-making that had been used in theatre, puppetry, television, tourism and now Internet, advertisements and even the classroom. Visual Social Semiotic encompasses all the visual ways humans try to communicate, including examining the relationship between images and texts. The purpose of this study is to assist young adult learners to develop a critical approach to interpret, analyze and evaluate the findings from advertisements obtained from at least three varieties of media. This is done with the main aim of recommending the Visual Social Semiotics as a tool essential for critical thinking. This study utilizes a composite theoretical framework consisting of four semiotic tasks to cater to young adult learners in enabling them to critically study their sample advertisements. These semiotic tasks were mainly used to guide the young adult learners to analyze the images in these advertisements except for the textual semiotic task, which was created and incorporated into this framework for the purpose of analyzing stylistic features of English sentences in these advertisements. A qualitative method was used and it was found that Visual Social Semiotics contributed to a large extent to the development of the critical thinking abilities of these young adults. Key Words: Semiotics, Visual Social Semiotics, Semiotic Tasks, Critical Thinking, Young Adults.
Miss P. Dhayapari is an English Language lecturer at INTEC, UiTM, Section 17, Shah Alam, of about six years of teaching experience.Her areas of interest involve Critical Discourse Analysis (Critical Genre Analysis), English Literature, Linguistics. She has carried out researches in these areas and presented them in international as well as national conferences. Email: 1 lasheeta@hotmail.com M. Indrani (rani_indrani@yahoo.com) is a senior English lecturer with the Academy of English Language at University Technology Mara, Alor Gajah Malacca. She has worked for the government and private higher institutions for the past 36 years as an English
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teacher and lecturer. She has presented papers both at national and international conferences. Her research areas include reflective practice, teacher professional development, e-learning, computer enhanced language learning and ESL teaching methodology
Pan Mingwei
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A Tentative Study on Non-verbal Communication Ability in Chinese College Students Oral English Oral English is regarded as an important yardstick against which learners language proficiency is measured. Nevertheless, due to technical problems and low degree of flexibility, the dimension of non-verbal communication ability has long been discarded. With multimodal discourse analysis emerging as a new tendency of analyzing oral language data internationally, it has been made possible to investigate non-verbal communication in an all-round way. Taking it as a theoretical basis and integrating survey results of students and teachers, the writer of the present paper designed a set of non-verbal communication marking indexes for Chinese college students. It proved its rationality and reliability after being applied to the analysis of oral discussion of 23 students selected from one university in Shanghai, China. Results show that the non-verbal communication of the subjects is far from sufficiency and naturalness, thus affecting the general quality of their oral output. In addition, the holistic rating of students oral English performance is highly correlated with the frequency of the marking indexes. At the end of the paper, corresponding suggestions pertaining to classroom teaching and material development of oral English teaching as well as oral English assessment in Chinese colleges are put forward.
Mr. Pan Mingwei is currently a PhD candidate at Shanghai International Studies University. His research field includes corpus linguistics, language testing and classroom discourse. He is also an important participant in some research projects regarding corpus application.
Peter Hudson
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Educating EFL Pre-service Teachers for Teaching Astronomy Malaysias Vision 2020 for enhancing its education system includes the development of scientific literacy commencing at the primary school level. This Vision focuses on using English as the Medium of Instruction (EMI) for teaching primary science, as Malaysia has English as a Foreign Language (EFL) in its curriculum. How can EFL preservice teachers learn to teach primary science using ICT? This paper investigates the education of Malaysian preservice teachers for learning how to teach one strand in science education (i.e., space, primary astronomy) in an English-language
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context. Ninety-six second-year preservice teachers from two Malaysian institutes were involved in a 16-week Earth and Space course, half the course involved education about primary astronomy. Seventy-five of these preservice teachers provided written responses about the course and their development as potential teachers of primary astronomy using EMI. Preservice teacher assessments and multimedia presentations provided further evidence on learning how to teach primary astronomy. Many of these preservice teachers claimed that learning to teach primary astronomy needs to focus on teaching strategies, content knowledge with easy-to-understand concepts, computer simulations (e.g., Earth Centered Universe, Stellarium, Celestia), other ICT media, and field experiences that use naked-eye observations and telescopes to investigate celestial bodies. Although generally proficient in using ICT, they claimed there were EFL barriers for learning some new terminology. Nevertheless, powerpoints, animations, videos, and simulations were identified as effective ICT tools for providing clear visual representations of abstract concepts and ways to enhance the learning process.
Dr Peter Hudson has 31 years in education, including 10 years as a school principal. He has considerable international expertise in Asia (e.g., Malaysia, Hong Kong, Japan, China), and lectured at Southern Cross University and at QUT. He has five doctoral students, two Australian Research Council (ARC) grants and is project administrator for a $1.45 million structural reform grant.
Phil Cozens
Linguists in the Chemistry Laboratory
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This paper looks at results of a small action research project into team-teaching by language and content teachers. It identifies the perceived benefits of English language teachers working with a Chemistry teacher and taking an active role in the practical laboratory lessons of lower language ability students on an AP Chemistry course. It compares the observations made by both the Chemistry and English teachers and further discusses the importance of language support through both online and simplification activities. The presenters will show how, despite their lack of technical knowledge, the English teachers were able to assist students by increasing their confidence and acting a role models by both modeling the Chemistry teachers instructions and reminding the students of laboratory protocols. Meanwhile, the Chemistry teacher was able to observe how certain language reduction techniques were able to enhance comprehension. Suggestions on how this type of team-teaching could be used to further assist students, especially at the lower levels, will also be put forward.
Phil Cozens teaches English at the Petroleum Institute. He is a strong advocate of the integration of technology and content into the language classroom. Rehana Bibi Rostron teaches science at the Petroleum Institute, Abu Dhabi, United Arab Emirates. For the past five years she has worked with lower language ability students studying chemistry in English while preparing for a Bachelors in Engineering. Her aim is to
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enhance the use of English, in content-based learning in both practical chemistry laboratories and classes. Jeff Knowling is an English lecturer at the Petroleum Institute in Abu Dhabi. He has taught in the US, Thailand and the UAE. His interests are promoting learner autonomy & independence, encouraging extensive listening, and teacher participation in learning activities.
Phuc, Nguyen Cao
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MI Application in In-service Training for Primary English Language Teachers in Viet Nam (From Theory to Practice) Multiple Intelligences (MI) application to the classroom for primary English language teachers (PELT) has been little known until Mario Rinvolucri to Hanoi for the third VTTN national conference in 2002. PELTs are recruited from different resources and they have to follow strcitly from what have been designed in the textbooks for children and step by step procedures from teachers books for teaching the children. For many years, the copy of the new words and structures on the board for the childrens copying down after practicing pronouncing was a good model for teaching English in primary schools. Later, by introducing some cassette tapes or video tapes or CD-Roms for their learners watching PELTs felt that they better the childrens learning Under the pressure of communication and innovation, PELTs could choose the textbooks from MoETs permission, and some OUP and CUP products have been introduced into teaching and learning and testing. These factors have made changes in teaching and learning, and PELTs need to to be trained for innovation with techniques and new technology. Therefore PELTs have to change their teaching styles in accordance with their learners varied learning stlyes. Multiple Intelligences have been introduced and become the key factor for the innovation and evaluation and assessment in primary English language teaching in Viet Nam during the past few years To contribute to the ELT development in primary schools, especially in the implementation of the 10 year English curriculum project in progress, experiences shared in here can be useful to PELTs and their trainers for their own benefits in in-service training courses.
Phuc, Nguyen Cao is a teacher, and FLT teacher trainer of Khanh Hoa Department of Education and Training English specialist, currently working for teaching and learning English with all levels from primary to secondary - 22 years of working experience as ELT expert including a key member of VTTN and Access English Network since 1998.
Po-Chi Kao
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Coping with Foreign Language Anxiety: An Empirical Study on Taiwanese University Students English Learning Anxiety has been found to be a key factor in foreign language acquisition. However, there are very few studies available to investigate how university students cope with foreign language anxiety. This study examined the relationships between coping strategies and foreign language anxiety. Instruments including Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004) were employed in this study to test the relevant variables in the students of a university in southern Taiwan. The data were analysed by using a few statistical procedures including both descriptive and inferential methods. The results suggested that positive thinking is the coping strategy that the subjects used most often when they were confronted with foreign language anxiety. The other coping methods that the students used in the sequence of preference were relaxation, resignation, preparation, and peer seeking. The most significant finding in this study is positive thinking was the only coping strategy found to be significantly related to lower levels of English anxiety, while resignation was significantly related to higher risks of English anxiety. The results of this study make an important contribution to the English teaching and learning literature as the findings showed that foreign language anxiety is significantly related to some types of coping strategies which learners use.
Dr. Po-Chi Kao is an assistant professor of Shih-Chien University (Kaohsiung Campus) Taiwan. His research interests include foreign language anxiety, coping, English acquisition, cognitive linguistics, and applied psycholinguistics. His current research focuses on cognitive appraisal of coping with foreign language anxiety. He is also a member of Asia TEFL.
Premalatha Nair
Back to School: Survival of the Teacher Trainees
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Handling practicum has been one of the challenging tasks in all teacher training institutions. This is the time when student teachers are tested on their performance after years of input on various knowledge and skills on teaching. Practicum being an integral component in teacher education is regarded as an end all summative evaluation for student teachers and teacher educators alike. Hence, student teachers often consider the practicum stint challenging and regard it as a formidable task especially when supervisors and cooperating teachers carry out lesson observations and evaluations on them. Therefore, the support and guidance received from supervisors and cooperating teachers are crucial and this is supported by Ingersoll (2003) who suggests understanding student teachers problems during practicum as a proactive measure in producing quality student teachers. Therefore, this study addresses the roles of supervisors and cooperating teachers in shaping student teachers as beginner teachers. The subjects in this study participated in a 12 week practicum session in various schools in Kuala Lumpur Malaysia. Specifically, this study
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provides an insight into 50 student teachers experiences during practicum. These experiences are recorded through the student teachers daily reflections and data obtained from open ended questionnaires. Based on the findings, the qualitative data analysis reveals 3 major obstacles faced by these student teachers; preparation of suitable lesson plans, communication with their learners and identifying appropriate strategies and suitable materials for learners. These issues are discussed in detail and recommendations are addressed in this paper.
Dr. Premalatha Nair is a lecturer in International Teacher Training Institut in Malaysia. Her area of interests are in Literature and Methodology. Sharmini Ghanaguru is currently lecturing in International Teacher Training Institut in Malaysia. Her area of interests are in teaching of Literature and CALL (Computer Assisted Language Learning).
Qi Shen
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The English Divide: Investigating the Policy and Practice of Equalization of Primary School English Education in Rural China The 21st century has witnessed the booming of English education in Chinese Mainland responding to the spread of English as a global language and the need for international communication with the outside world. With the new education reform and policies started in 2001, primary schools are expected to provide qualified English education for pupils at an earlier age, which in practice, led to greater English divide among different regions. This research, based on an investigation into 12 rural elementary schools in the past 5 years, ranging from 2 in a county Gansu Province in the north western part of China, 2 in Anhui Province in the middle and 8 schools in Guangdong province in the south, conducts classroom observations and interviews with pupils, teachers, school headmasters, education administrative leaders and even county leaders in regard to the policy and practice of primary school English education in their respective rural areas. Through the above comparative study, we discover there is great divide in class size, curriculum, teaching materials, teaching equipments, teaching methodologies and especially in teacher qualification and teacher education among these schools, directly or indirectly caused by the social and economic development of different regions and educational input of the local government. Compared with urban schools English education in China, it proves urgent for the policy makers to realize the English Divide and balance the equalization opportunities of primary school English education in rural China.
Mr. Qi Shen, associate professor of NUAA, Ph.d in comparative education in Nanjing Normal Unviersity and Med of TESOL in The University of Sydney,current research interests are language policy and curriculum study. MS. Tian Xia, lecturer of NUAA,
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Ph.d in English Language and Literature in Fudan Universtiy, and her current research interests are ELT and translation study.
Qian-Mei Zhang
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Chinese Students Changes in English Learning Motivation: A Mixed Method Study This mixed method study explores how Chinese students English learning motivation changes in three different school levels (elementary, middle, and high schools) and in three distinctive geographical contexts (i.e., metropolitan city, major city, and small town). Three research methods were used: student questionnaires, teachers semi-structured interviews, and teachers open-ended email surveys. Adapted from previous L2 motivation studies (Dörnyei, 1990; Gao, Zhao, Cheng, & Zhou, 2004; Kim, 2006), the motivational questionnaire was developed and administered to 3,777 students from elementary to high schools for exploring students motives for English learning. Also, in order to gain alternative perceptions of students English learning motivation, nine English teachers were recruited; out of nine, seven English teachers were interviewed through semi-structured interviews and two English teachers were conducted by open-ended email surveys. The students questionnaire results indicated that Chinese middle school students had the highest learning motivation and the students in a metropolitan city and in a small town had a higher motivation than the students in a major city. Students patriotic and instrumental motivations had the most positive influence on their overall English learning motivation. However, teacher interview data did not conform to the student questionnaire results and only reflected their inaccurate perceptions of students English learning motivation. This study implies that teachers need to understand students learning motivation not as a group phenomenon but an individual, unique one, and teachers should aim not merely at students passing exams but more importantly at improving their language competence.
Qian-Mei Zhang is a Ph.D student in the Department of English Education, ChungAng University, South Korea. Her research interests include learning/teaching motivation and second language acquisition. Tae-Young Kim (Ph.D. OISE/UT) is an assistant professor in the Department of English Education, Chung-Ang University, South Korea. His areas of interest include L2 learning (de)motivation, qualitative research methodology, individual learner factors, and sociocultural theory. His recent publications can be found in the Canadian Modern Language Review, Asia Pacific Educational Review, Journal of Multilingual and Multicultural Development, and English Teaching.
Quy, Do Ba
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Empowering EFL Learners to Communicate Efficiently Across Cultures: A Social Constructivist Perspective
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We are now in times of the world becoming more and more of a global village where distance and national borders are becoming less and less of a concern for international travellers. Yet, one thing remains and will surely remain a big concern for them, that is cultural difference in intercultural communication. There has been much effort in EFL classes around the world to bridge the gaps between the cultures of the interlocutors to help them become sustainably competent in crosscultural communication. As an attempt towards a more efficient framework for Asian TEFL contexts, this paper aims at sharing a perspective in teaching EFL to Vietnamese learners of English based on theories of social constructivism. The perspective has also been prompted by Krashens (1982), Principles and Practice in Second Language Learning and Acquisition, in which comprehensible input is believed to be the single most important prerequisite for acquisition to happen. Specifically, the paper describes a theme-based teaching procedure initiated by two-stage reading activities. First, learners read the texts and tape scripts provided in instructional material individually for initial input knowledge to prepare themselves for collaborative communicative activities in class. Second, when in class, the learners are asked to perform collaborative reading tasks oriented toward full understanding of the content and noticing the new forms expressing the new meaning through negotiation of meaning. The correctly understood content and the noticed forms together with the learners prior knowledge serve as communicative resources for developing the intended communicative competence for the learners.
Quy, Do Ba has a Masters degree in education (TESOL) from La Trobe University, Australia. He is currently a senior lecturer in language education and also a PhD student at the Faculty of Post-Graduate Studies, University of Languages and International Studies, VNU, Hanoi. His research and teaching interests are SLA/FLA theories and English language teaching methodology. Email: quydb@yahoo.co.uk
Quy, Phan Thi Nhu
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The combination of using IT and Language Teaching English is the language of science, medicine, commerce, international sport , the Internet and global communication. The number of students studying English as a second or foreign language is increasing. This creates a growing requirement for qualified, well-trained English language teachers. This is really a challenge we face with. With the technological developments, teachers have to change the way of teaching so that our lesson will be more and more lively, and teachers can convey the large amount of knowledge in the new curriculum to our students. What should teachers do to overcome these problems? I think that there are many changes in ELT methodologies. This challenge will also help us to develop our practical teaching abilities and support good classroom practices with a sound knowledge of theoretical issues. It will help us to keep a balance between the theory and methodology of Teaching English to Speakers of Other Languages. I mean the relationship between principles and practice in ELT.
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We teachers have to be familiar with lesson planning, classroom management, constructive feedback, other forms of assessment, public examinations ... and a variety of teaching techniques. As a result, we can discover what our students enjoy about teaching and what methods are best to get our students to produce language. English teachers have to know how to create tasks based on exploitation of authentic materials such as magazines, newspapers or radio broadcasts in English ..., how to achieve genuine communication inside and outside the classroom. We should never cease to learn to improve our communicative competence as well as other skills. We can share opinions, concerns, information and resources with our colleagues. Especially teachers should learn how to create relaxed atmosphere with more fun in the classroom. Thats the skill most experienced teachers have. The development of technology is also another challenge to ELT teaching. As a teacher of English, I think that ICT is an ideal way for us to change methods of English Language Teaching. It helps us to focus on student-centered approach. We will be able to get access to technology and apply it to our teaching effectively. And especially, when we use ICT in teaching, students learning in class is more lively thanks to modern means of technology. So applying ICT in teaching is very necessary and bring high effects in teaching. I think that applying ICT in teaching will provide me with the most excellent approach in dealing with the amount of knowledge in the current curriculum. At school I often apply technology to my teaching. My students are very eager to absorb knowledge in those periods. Thanks to ICT in education, I can know how to create an environment in which students can learn most effectively, how to make my teaching learner-centred. Sometimes my students collaborate with each other to create a product of many slides of powerpoint to present a certain topic they take interest. This way of teaching helps our students to think and learn independently, creatively and effectively. Furthermore we will have access to the outstanding facilities including modern technology and computing facilities ... When we pay attention to applying ICT in our teaching at school, that means that we have done our best to make our teaching useful to the development and the prosperity of our country. As far as I am concerned, nowadays there are many challenges and changes teachers of English have faced. We have to find suitable and effective solutions to make our teaching meaningful, creative and lively. It demands much effort from us_TEACHERS. Perhaps thats the reason why the theme of the 8th Asian TEFL international Conference is Teaching English as a Global Language. I'm really interested is this issue. And the topic I'd like to choose is The Use of IT in Language Teaching.
Quy, Phan Thi Nhu. I have taught English for nearly 20 years. I have been a member in the Thua Thien Hue VTTN training team since 2003. I am the Head of foreign languages Group of Hai Ba Trung Upper Secondary School. My interests include ELT methodologies and applying ICT in teaching. Email: nhuquy_hbt@yahoo.com
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Rahimova Zulfiyahon
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Multilevel Analyses of Influential Student English Achievement Factors in Uzbekistan Socio-economic and political changes after the independence of Uzbekistan in 1991 necessitated changes in English education in order to meet the needs of learners and the society. While there have been changes in the sphere of English teaching in teaching methodology, teaching material development and in-service teacher training, the main objective of changes, student achievement, was neglected. To evaluate the effectiveness of recent changes and government inputs, this study aimed to clarify the actual English achievement level of general secondary school students in Uzbekistan and find the factors which made differences in achievement in English. The statistical software HLM 6.0 was used to analyze the findings. The sample of this study was 845 students in 26 schools. The factors analyzed were student and family factors in level 1, and teacher and school factors in level 2. The paper discusses the influential factors in both levels and gives suggestions for further studies.
Rahimova Zulfiyahon, Researcher, Graduate School for International Development and Cooperation (IDEC), Hiroshima University, JAPAN Yukiko HIRAKAWA, Associate Professor, Graduate School for International Development and Cooperation (IDEC), Hiroshima University, JAPAN.
Remy C. Janda
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Towards the Teaching of Speech Communication Using CALLInstruction Forty-four sophomore students, who took their Speech Communication for one semester, used the Digital Computerized Laboratory in listening audio materials, recording their voices. The laboratory is internet connected, so they were able to answer interactive quizzes found in the internet. Various exercises such as news delivery, voice recording, pronunciation drills, and poetry interpretation were done. Before the end of the semester, a questionnaire was given to the students to evaluate the efficacy of using CALL in improving their speech. The study revealed that the students found the use of CALL more interesting and would want to spend more time in the laboratory than in the classroom. The activities they had were considered meaningful to learning speech. Recording their voices in the laboratory was considered comfortable than letting them speak in front of the class. Although computers were used, the respondents still prefer teacher-student interaction. Lastly, the respondents revealed that the language teacher must have a technical know-how in using the laboratory to provide assistance to students. The use of computer in language teaching does not change the role of the teachers at all rather they will become facilitators of the language teaching. Indeed, their presence is still needed in the learning process.
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Prof. Remy C. Janda is a faculty of English Department at Angeles University Foundation, Philippines. She completed her M.A. in English Education at Korea Aerospace University, South Korea. Currently, she is pursuing her Ph.D. in Applied Linguistics at Philippine Normal University. She also serves as the ESL Coordinator at AUF.
Retno Muljani
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Striving for Multicultural Awareness Among Young Learners Through a Trilingual and Literature Program Striving for multicultural awareness among young learners through a language and literature program can be an alternative to teach English non-formally in Indonesia, an archipelago with diverse ethnic groups and thousands of local languages. Despite the fact that the teaching of English has been overwhelming these days people might also realize the unexpected side of teaching English since it may cause the teaching of local languages be marginalized. Pedagogically, children during their golden period are believed to be able to learn effortlessly and absorb values easily. A trilingual literature (English, Indonesian language/ the lingua franca, and Javanese language/the local language) is therefore worth attempting. Literature is chosen because it can be an important tool in education to promote aesthetic and intellectual growth, to develop a sense of citizenship, to build a sense of rootedness, and to develop ethical responsibility (Smith et al.1987). In order to design the trilingual and literature program, the writer adopts Kemp instructional design model (1977). Theories of language and language learning adopted in the program view language as a means of communication and expression and language can be learned through meaningful and fun activities ( Richards and Rodgers 2001). The theories of Multiple Intelligences (Gardner 1983) are adopted to vary the learning activities. Thus. in addition to learning English formally at schools, Indonesian young learners may learn English, Indonesian, and local languages and literature through fun activities which can promote multicultural awareness. Key words: multicultural awareness; trilingual and literature.
Dr. Retno Muljani is a lecturer of Sanata Dharma University Indonesia. She taught English to young learners in 1992 when that activity was not familiar to public. Once she was a consultant in a language course. Recently her interest in teaching English to young learners has inspired her to teach English non-formally while introducing reading habits, critical reading, multicultural awareness.
Richard B. Baldauf Jr.

Realistic or Unattainable and a Waste of Resources: Primary EFL Programs in Asia
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There is a growing tendency for EFL programs in Asia to be implemented in Primary schools. At conferences like Asia TEFL we often hear vigorous testimonials from parents about how their child
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has learned English from an early age; which the implication that this is applicable to all children, and governments are increasingly moving to support Primary School English teaching curricula for all students. Arguments for this position are often based on the earlier is better ESL evidence, rather than EFL research. Government policies supporting teaching Primary school English are often framed in terms of globalisation and the need to compete with other Asian neighbours. The question that this paper raises is, Is this trend realistic or is it unattainable and a waste of resources? Will it lead to disillusionment with Primary English teaching? This issue is examined from a language planning and policy (LPP) perspective through an examination of the language-ineducation policy perspectives required for successful program development. The policies of a number of Asian countries may be examined in this context. [A presentation would focus on the main policy argument. A colloquium would involve Asian-based co-authors to develop polity-based examples. The latter could involve individuals from Bangladesh, Brunei Darussalam, Hong Kong, Japan, Korea, Malaysia, Singapore, Taiwan, Vietnam.]
Richard B. Baldauf Jr. is Professor of TESOL in the School of Education at the University of Queensland. He is Executive Editor of Current Issues in Language Planning and co-editor of the book series Language Planning and Policy (Multilingual Matters). He has published numerous articles in refereed journals and books on topics related to applied linguistics.
Rick Romanko
Ya Gotta Teach Reduced Forms!
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As English is well on its way to becoming the dominant global language, language professionals (Avery & Ehrlich, 1992; Celce-Murcia, Brinton, & Goodwin, 2004) have gradually started to recognize the importance of teaching reduced forms in L2 classrooms around the world. Reduced forms are the forms that are manifested in connected speech as a result of the process of reduction (Brown & Kondo Brown, 2006). Spoken English is full of reduced forms such as wanna for want to and whaddaya for what do you. However, in Asias EFL setting most students dont have opportunities to be exposed to or use this type of naturally occurring English. Although students may understand teachers who speak slowly and grade their language, they will unquestionably have difficulty with any rapid and reduced speech that occurs outside the safe confines of their classrooms. Cahill (2006) cautions that failure to address these features of reduction commonly found in natural discourse is a neglect of a teachers duty that will leave students with communicative deficiencies. How should we help students deal with the complexities posed by this real world English? Jenkins (2000, 2002) argues that students who hope to interact with native speakers of English must develop their ability to comprehend these forms in listening. This presentation will report on a study that involved 254 first year female university students and investigated how weekly classes which included reduced forms in the context of meaningful inclass communicative activities, positively influenced students understanding and recognition of these forms.
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Rick Romanko is a full-time lecturer at Wayo Womens University in Chiba, Japan. He holds an M.Ed. in TESOL from Temple University. His research interests include developing extensive reading programs, vocabulary learning, connected speech, how learning is enhanced by various teaching methodologies and materials development. rromanko@gmail.com
Rie Adachi
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Motivation and Sociocultural Attitudes of Pupils Learning English in Japan: Beyond Integrative and Instrumental Orientation: Intercultural Orientation This study focuses on Japanese pupils motivation toward learning English at three elementary schools. The presenter surveyed the 5th grade and 6th grade pupils motivation and influential variables on their motivational attitudes in the spring of 2009. The items of the questionnaire are motivational attitudes, orientation items, communicative attitudes and some other variables about learning English. The main focus of this study is to examine the pupils motivational and attitudinal variables concerning learning English especially based on a Japanese social-cultural context. The result showed that pupils generally have high scores on motivational items and they consider the role of English as a lingua franca. Moreover, they have not only Integrative orientation, which premises on the integration with native English speakers, but also Intercultural orientation, originally proposed by the presenter, which premises on the interaction with speakers using English as L2 or FL. It means that Japanese pupils assume to have a favorable attitude toward not only native speakers but also various people in the outer or expanding circle communities which Kachru suggested (as cited in Crystal, 2003). The finding also indicated that all items concerning orientation positively correlated with motivation, therefore Intercultural orientation could also be ascertained as an important key component in the motivation research. The presenter concluded that Japanese pupils should not learn exclusively native speakers English and various intercultural programs may also be encouraged.
Rie, Adachi, PhD, is an associate professor at Aichi University of Technology, in Aichi, Japan. She previously taught English education and Intercultural communication as a part-time lecturer for several years at Nagoya University of Foreign Studies. Her main areas of interest are Intercultural receptive attitude of Japanese and Motivation and sociocultural attitudes of Japanese elementary pupils.
Rie Tsutsumi
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Acculturation Process of Japanese International Students in the United States This is a qualitative case study to explore the acculturation process of five Japanese international undergraduate students at San Francisco State University. All the participant have spent
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approximately one year in the U.S. and have exposed themselves to enough new cultural experiences. The researcher examined psychological, social, and linguistic accumulation processes based on the individual interviews. The participants were asked about their daily successes and obstacles in their life as an international student in their target culture. Also, the researcher examined how they cope with problems, including culture shock and homesickness, through their new cultural experiences and what helps them to acculturate in their target culture. This study was conducted to explore the linguistic, socio-psychological, and cultural aspects of the acculturation process. The purpose of this study is to investigate how ESL students acculturate to their new cultural environment. This study was conducted to find out what ESL teachers can do in order to facilitate ESL students adjustment to life in the United States. Another aim of this case study was to find out ways to promote academic success through ESL programs by understanding the sociocultural aspects of ESL students, including their daily successes and obstacles that they face in their real life. In addition, the researcher explored how ESL teachers can play an effective role through gaining knowledge and understanding the degree of linguistic and psychological adjustment necessary for international students.
Rie Tsutsumi has been enjoying teaching a wide variety of students at various settings such as intensive EAP settings at NIC international college and Lakeland College Japan and English courses as general education at TDU after graduating from San Francisco State University with Masters degree in TESOL. Her research interests are including SLA, bilingualism, Identity and language learning, NNEST issues.
Rieko Matsuoka
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Other-directedness in Asian Speakers of English as a Global Language: The Positive Effect of Conference Participation on Communication Apprehension This interdisciplinary study examines the process by which the Japanese college students reduced their level of communication apprehension through their experience as interns at an international conference. Data were obtained from a focus group meeting of nine Japanese students who volunteered to work as interns at an international conference in 2008. A 120-minute meeting was audio-recorded and transcribed. Using a content analysis approach (Krippendorff, 2004), the transcribed data were coded into meaningful units, which were then categorized into concepts representing the participants sociological and psychological outlook on communication. These elicited concepts, such as other-directedness, are discussed as possible causal factors of communication apprehension. The results support the hypothesis that the participation as an intern at an international conference can reduce the level of communication apprehension and suggest that the Japanese sense of self, manifested socially as other-directedness, might actually be re-directed in a positive way leading to more effective L2 communication strategies. Sociolinguistic and anthropological studies of Japanese communication (e.g., Kuwayama, 1992; Lebra, 2004; Maynard, 1997) were important resources for interpreting the data. As previous studies (e.g., Matsuoka, 2006)
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suggest, communication apprehension is regarded as a strong antecedent to willingness to communicate, therefore, language professionals need to find ways of reducing the Japanese and other Asian learners levels of communication apprehension in order to improve their willingness to communicate. This study, then, has both important policy implications for creating an Asian framework of practice and pedagogical implications for reducing students communication apprehension in English.
Rieko Matsuoka is Professor of Language Education at the School of Nursing, National College of Nursing, Japan. Her most recent publication is The use of politeness strategies in Japanese healthcare settings (2010). Gregory Poole is Professor of Social Anthropology at the University of Tsukuba, Japan. His most recent publication is The Japanese professor: An ethnography of a university faculty (2010).
Rob Waring
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Researching Vocabulary Acquisition in Extensive Reading In the last few years there has been an explosion in research into the uptake rates of vocabulary from reading. Despite this apparent progress, it is becoming clear that vocabulary acquisition from Extensive Reading (ER) is much misunderstood. Too much research has focused on very simplistic views of vocabulary uptake. The uptake rates depend not only on availability for uptake (the level of the text the subjects are exposed to) but also on the rates at which vocabulary is both learnt and retained. This is further complicated by the nature of the variability of learnability of different words, phrases and word classes and within the individual contexts in which the words are met. Up to now, much research has focused on the learning of single words at the expense of multi-word units. The relatively low uptake rates of individual words from ER are to be expected because in ER subjects are reading at a level where they already know most of the language. However, this limited focus underestimates the real power of vocabulary learning from ER which is to build a sense of lexical patterns, collocation and colligation and develop a sense of how they relate to the grammar systems and the language as a whole. The presentation will first focus on showing the limits of present research and will present data showing the rate of uptake of collocations and other multiword sequences. It will then suggest a research agenda for researchers to follow.
Dr. Waring, a Board member of the Extensive Reading Foundation, is an acknowledged expert in vocabulary acquisition and reading. He has published numerous academic articles on these topics and has presented at international conferences all over the world. He has published or edited three graded reader series. He was a Featured Speaker at AsiaTEFL 2006.
Roger Barnard
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Exploring Teachers Beliefs Through Interview and Stimulated Recall: Sociocultural Issues in Vietnam
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The importance of exploring what teachers believe has long been recognised (Clark & Peterson, 1982), and various approaches to collecting data about teachers beliefs have been recommended (Borg, 2006). However, there have been relatively few studies into language teachers beliefs in Vietnam, and no studies have drawn specific attention to methodological constraints. This paper discusses two methodological approaches - interview and stimulated recall - which have been applied in a recent study, and briefly outlines why each may serve to complement other data collection procedures relating to teachers beliefs. Specific issues about each approach will be raised, both in general and with particular reference to research in Vietnam. Based on a recent empirical study in this area, the paper will conclude with a discussion of how to build upon the strengths of interview and stimulated recall in the Vietnamese context, and how sociocultural constraints to data collection by these methods might be overcome.
Roger Barnard is a senior lecturer in applied linguistics at the University of Waikato. His current research interests, and recent publications, lie in the area of exploring language teachers beliefs and practices, especially in Asian contexts. He has been a Visiting Professor in universities in Japan, Korea and Vietnam, and is presently a consultant to a English language curriculum renewal project at the National University of East Timor. His most recent book is Creating Classroom Communities of Learning (2009) published by Multilingual Matters.
Ruwaida Abu Rass
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The Induction Program in two Unique Environments: The Northwest Territories (NWT), Canada and the Negev, Israel I am applying to attend the 8th Asia TEFL International Conference to share my experience conducting research studies in two unique places, the Northwest Territories (NWT) in Canada and the Negev in Israel, which are homes for Aboriginal groups in the two countries. The similarities between the two groups overweigh the differences. For example, both live in remote areas which are considered as a geographical as well as social periphery and have distinguished cultures, which are different from the culture of the majority in their countries. In addition, many teachers are recruited from other areas in the two countries. The induction programs are designed to help newly recruited teachers to adjust to the demands of their new jobs and to the schools environment by providing support and encouragement. Therefore, they are provided with personal-emotional, professional and cultural help. In the NWT, the program consists of four phases: pre-orientation, orientation, mentoring and professional development. The main components of the induction program in Israel including Bedouin schools are mentors and induction workshops. The research studies were qualitative and quantitative. The results show that the induction program is highly valued among the novice teachers in both settings; in addition, mentoring is essential; however, it should be seriously addressed to meet the needs of the inductees. Furthermore, special attention
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should be paid to acquaint the newly recruited teachers with the culture of the local people and the area. Cultural support should be considered in all induction programs as a fourth area of help.
Dr. Ruwaida Abu Rass is a senior EFL lecturer and a pedagogical adviser in the Academic Arab Institute for Teachers' Training, which is affiliated to the Academic College Beit Berl in Israel. She is also the coordinator of the English department heads in teacher training colleges Forum. Her main interests are ESL/EFL teaching and learning, writing research and teacher education.
Sabiha Mansoor
ELT in Developing TESL Countries Bridging the Gap between Policy and Practice
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He paper will analyze global language policies and the dominant role of English for international education so as to highlight the need for suitable national ELT programs to equip their students with English language skills required for higher education.
Dr Sabiha Mansoor is Professor & Dean, Beaconhouse National University
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Salmah Binti Hj. Abdul Rahman
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A Story-Telling Approach In Language Teaching A Guide to Primary Schools English Language Teachers in Rural Schools Although story-telling is common to most cultures and is practiced in classrooms around the world, the benefits of story-telling as a means of EFL acquisition has only been recognized in recent years. Wright. A (1995) says, Surely, stories should be a central part of the world of primary school teachers whether they are teaching a mother tongue or a foreign language. When children create and tell a story in their own or a second language, the language becomes theirs. Using stories in the language classroom are ideal resources that would undoubtedly be of great assistance to teachers. Amongst the many potential benefits of a story-telling approach are: i. the teacher and pupils themselves as a key resource rather than relying on texts - this is an important consideration for a school which have low budgets and reading materials are scarce. The stories can be done through power point presentation. enjoyment and psychological benefits can build and increase motivation for both teachers and learners as it provides fun element to their English classes. storytelling in any form is a natural way for pupils to build literacy skills as stories can be expanded through the use of more lexical items - adjectives, adverbs and dialogues. Working in pairs or group, the slow learners can be integrated more. Language and vocabulary items can be learned from stories.
ii. iii.
iv.
Taking all the factors into consideration, The Story-Telling Approach In Language Teaching is designed to guide primary schools English Language teachers in the rural schools whose language command is not fluent and also to English Language teachers who face difficulty in teaching literacy skills as well as to assist English Language teachers to create the element of fun in language teaching and learning in their ESL classroom.
Salmah binti Hj. Abdul Rahman is an English Language Inspector at the Inspectorate And Quality Assurance, Ministry of Education, Malaysia. She earned a Bachelor of Education (Hons) TESL degree from University Putra, Malaysia (UPM) and then pursued her Masters degree in Management at University Malaya, Malaysia. She served as an English Language teacher at several secondary schools for 24 years. In school, she held the post of The Head of The English Language Department and Senior Language Teacher before joining this organization in 2003.
Sang-Ki Lee & Chan-Kyoo Min
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An English Teacher-trainer Training Program: Based on an Analysis of the Needs of English Teachers in Korea
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In this presentation, we suggest a program which we have tentatively named "English Teachertrainer Training Program (ETTP). It is hoped that this program will strengthen existing teacher training programs in Korea. Interviews with practicing primary- and secondary-school English teachers revealed that the majority of the teacher training programs currently available in Korea tend to focus more on research evidence rather than on actual teaching practice. Participants in these types of training programs found them less satisfactory and less helpful for their own professional development. The data for this study were obtained through a questionnaire administered to a total of 300 primary- and secondary-school English teachers with various amounts of teaching experience in Korea. The questionnaire consisted of 17 items asking respondents whether they liked the idea of the ETTP and how they thought the proposed program should be constructed and implemented. Detailed analysis of the survey data showed that the majority of respondents expected that their career development would be greatly assisted by a program where the teacher trainers play an active role to inform and share their own knowledge and experience regarding how to teach English and how to manage a classroom in more practical terms. Comparatively less preference was shown for training programs having their primary focus on content knowledge in English and on cultures of English-speaking countries. They also expected that overseas training should be substantially incorporated into the program to improve their own English skills. More of their practice-based suggestions and any pedagogical implications will be discussed through the presentation
Sang-Ki Lee is an assistant professor at Korea National University of Education (KNUE) in Korea. His research and teaching interests include acquisition, individual learner differences, grammar and reading pedagogy, research methodologies, and meta-analysis. Chan-Kyoo Min is Professor of English education at KNUE. His research and teaching interests include English teacher education, curriculum and textbook development, teaching writing.
Saowakhon Khunnawut
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Teaching and Learning Styles and Strategies in the Thai Higher Education Context With the recent focus on individual differences of language learners, and the impact that has had on the success in language learning, many teachers are now aware of the significance of these personal variations and attempt to adopt and develop teaching approaches that address learners preferences. The research examines teaching and learning styles and strategies of university teachers and students of English in Thailand. Questionnaires and diaries are employed to elicit qualitative and quantitative data in relation to learning styles and strategy preferences of Thai teachers and students of English at universities in the country. Results show styles and strategies disparities between teachers and students. Thai teachers express their preferences for the teaching styles of facilitator, prompter and participants. Thai students, on the other hand, are visual-oriented and prefer using
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compensation strategies in learning English. Possible outcomes are considered particularly in terms of the development of the language teaching approaches and the instruction of learning strategies necessary for the success in language teaching and learning at universities in Thailand.
Saowakhon Khunnawut is a lecturer at the King Mongkuts University of Technology North Bangkok, Thailand, where she teaches English for students in technical and engineering fields of study. She completed her doctorate at the Technische Universität Dresden, Germany. Her professional interests include styles and strategies to teaching and learning foreign languages.
Scott Smith
Effective Ways to Scaffold Authentic Listening Tasks
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When foreign language students hear native speakers in a variety of natural contexts (e.g. everyday conversations, radio programs, and TV shows and movies), they tend to feel overwhelmed. One major reason for this uneasiness is the tendency for students to focus their attention on every part of the discourse equally. As this is usually impossible to do successfully, students typically become frustrated and give up trying to comprehend what was said. In an effort to prevent this from happening, teachers can help their students by conducting guided listening activities and providing them with a temporary framework for learning. In this workshop, the presenter will show how teachers can take an active role in facilitating students' learning by scaffolding authentic listening tasks. The presenter will first provide a brief explanation of what scaffolding is, then show how teachers can use it to teach intermediate and advanced listening skills more effectively. Using two audio programs from This American Life (WBEZ Chicago) and one video, Super Size Me, the presenter will show how scaffolding helps his students extend, refine, and revise their existing knowledge and internalize new information. The presenter will also demonstrate how to successfully structure engaging before, during, and after lesson components that aid students' overall comprehension, build their confidence, and help them become more independent and selfregulating learners and problem solvers.
Scott Smith is a teacher trainer in the Graduate School of Education at Hankuk University of Foreign Studies. He has a MA in TESOL degree from the School for International Training (SIT) and has been teaching at the university level in both Korea and Japan for 10 years.
Setsuko Oda
Formation and Globalization of Japanese English
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The role and status of English has been expanding in Japan, a process that, for better or worse, has been accelerated by globalization. Situated in the Expanding Circle of Kachrus three-circle model, Japan has yet to be acknowledged as a full linguistic variety with limited if not no intra-use of the
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language. However, with recent expansion of English in Japan, Japan is now experiencing some use of English within the country among not only Japanese/international residents but also Japanese/Japanese. One such example can be found at educational contexts. With the use of English increasing more and more from elementary to tertiary levels, not a few cases can be observed where Japanese teachers and students are communicating with one another in English. Given the foundation of the Outer Circle which generated their own local variety of English, it may be said that Japan is facing a new phase in its development as an English-speaking country. We believe that insight into this process can be gained by analyzing the use of English in a particular context. In this presentation we will describe the data collected at a Japanese university EFL classroom where English is used as a main tool for communication. We will present a summary of qualitative analysis of students use of English, outline its main features and highlight some of the possible examples of Japanese English.
Setsuko Oda teaches at Kinjo-Gakuin University in Nagoya. She teaches general English courses as well as Teaching English to Children there. Her research focus centers around the issue of intelligibility in World English studies. Atsuko Tsuda teaches at International Christian University where she teaches various EAP courses. Her teaching as well as research focus centers around ESL academic writing.
Seungbin Roh
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In Praise of Divergent Teaching Methods in Korean English Education This study considers the significance and effectiveness of divergent thinking and behavior in the Korean English classroom. First of all, this study will review the definition and methods of divergent production as compared to convergent production in the English as a Foreign Language classroom (EFL), and then investigate three different teacher groups teaching trends and inclinations (Korean teachers in public school, Korean teachers in private institute, and Native speaker teachers) via questionnaire provided. In fact, Korean English education has focused on the convergent productions, which are oriented towards deriving the single best answer to a clearly defined question. However, this study argues that it is imperative to reconsider the role of divergent production in the EFL setting. Convergent and divergent thinking behavior can cause the interest in FL classes because a combination of the two requires the higher level of interactive and cognitive processing with given information. These two operations include abilities needed to complete many of the tasks required in the learning of a second language. Convergent second language tasks include such activities as grammar drills, multiple-choice questions, matching items, scrambled sentences or paragraphs, dehydrated sentences, yes/no questions, and either/or questions. Divergent production tasks, on the other hand, focus on the production of multiple answers and allow for the generation of a variety of answers not totally determined by the language provided. These divergent production activities include sentence-builder formats, list-making activities, sentence- or paragraph-completion activation, paragraph writing, role-playing activities, problem-solving activities, debates, and unstructured conversations (Birckbichler, 1982). The study will reveal the
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three different teacher groups styles and methods in teaching English (whether they prefer to convergent or divergent production) and it will suggest how this divergent production can be adapted in the Korean EFL classroom. Results show generally that the all Korean teacher groups prefer to use convergent ESL activities and the English native teacher group likes to access divergent ones in their classrooms. That is to say, the preference of teacher groups according to their affiliations shows the clear difference. Meanwhile, all teacher groups agreed about the following three realms: 1) divergent ESL activities can develop ESL learners' creativity; 2) convergent ESL activities can increase ESL learners' abilities for rote learning and memorization; and 3) convergent ESL activities as those used easily in ESL classes. It follows then that the most crucial attitude of Korean EFL education is to cognizant about creative and divergent production abilities as well as class climate toward creative thinking behavior. Fisher (1990) believes that creative thinking consists largely of rearranging what we know in order to find out what we do not know. Divergent thinking behaviors respect the prior knowledge, which is based on comprehension, to understand new knowledge. Therefore, divergent production abilities are not just linear, ordered, predictable direction, and a pre-set path in the teacher-centered classrooms with its emphasis on pre-set ends. Rather, they are nonlinear, disordered or chaos to reorganize, unpredictable direction and variable and multiple way of thinking. They move forward and back, and forward and back again. Therefore, divergent production abilities should assist and encourage students to interact, negotiate, and share their own knowledge in order to explore multiple meanings at variable levels as well as to step into the unknown and to expand limits beyond the given into new realm of possibilities (Doll, 1986). What is proposed in this research paper is to increase of opportunity for divergent production ability, decrease of error-correction, activate creative class climate and use of worksheet.
Seungbin Roh. He earned his Master and Doctoral Degree at Louisiana State University (LSU), Baton Rouge, majoring in English Education and TESOL. He currently the assistant professor at the Luther University of Korea and chair of the English Dept. and Dean of the School of Life-Long Education. His interests in English education are integration of language and culture in the second or foreign language classrooom as well as ESL curriculum and instruction.
Shaun Justin Manning

Teacher Trainee Performance and Perspectives on Rating Speaking Tests
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There is growing need for ESOL teachers in Asia to be trained in administering classroom level performance tests. This study reports an attempt (1) to train pre-service non-native English teachers in scoring speaking tests and (2) to determine both their perceptions of (a) the relative difficulty learners will have when performing different types of test task and of (b) their own strengths and weaknesses in evaluating speech. Teacher trainees taking a class in testing and assessment were given samples of tasks performed under test conditions by university undergraduates. These
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samples included Simulated Oral Proficiency interview (SOPI), Face-to-face interview (OPI), and Group Discussion Test (GDT) data. After receiving initial instruction in rating speech, using scales modified from the iBT TOEFL and McNamara (1999), teacher trainees were asked to rate anonymous undergraduate students task performance. They were also asked to rate the difficulty of each task on a range of criteria, based on Skehans, (1998) cognitive model of task difficulty. The rating data were analyzed using multi-facet Rasch measurement (MFRM) (Linacre, 1989). The trainees were then interviewed about their performance and the performance of the students. Of particular interest were misfitting items, as they shed light on what was problematic in making judgments of learner performance. The combination of interview and statistical data sheds light on the rating of speech by non-native speakers and offers implications for classroom based assessment.
Shaun Justin Manning is a Full-time Lecturer at Hankuk University of Foreign Studies in Seoul, Korea.
Sheila Chick
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The theory of multiple intelligences suggests that the traditional notion of intelligence, which puts a strong focus on linguistic and logical-mathematical intelligence, is very limiting. Multiple intelligences theory, based on the work of John Gardner, recommends expanding the conventional understanding of intelligence and proposes eight different intelligences (Linguistic, Logicalmathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist) to account for a more comprehensive approach to human potential in both children and adults. Implementing multiple intelligences in ELT teaching/learning presupposes that teachers value diversity and accommodate students who show gifts in the other intelligences. This workshop will describe in some detail the various forms of intelligence that Gardner puts forth, along with relevant research in response to his work. A short self-administered inventory will be provided to assist workshop participants in understanding where their own strengths and learning preferences might lie. In addition, some strategies for expanding ELT teaching/learning methods beyond the conventional linguistic and logical methods used in most schools will be explored. Finally, some of the benefits of taking a more inclusive approach to ELT teaching for students, teachers, and classroom dynamics will be explored. This presentation will be part PowerPoint presentation, part personal relfection, and part group brainstorming and discussion, along with some hands-on practice in lesson planning for multiple intelligences.
Sheila Chick is an English Language Educator at RMIT International University Vietnam. With a long-time interest in student success, Sheila believes understanding and using the multiple intelligences approach helps ensure students get the most from their educational experience. Sheila Chick is the Canadian author of P.O.W.E.R.
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Learning:Strategies for Success in Higher Education and Life, published by McGraw-Hill Ryerson. Email: sheila.chick@rmit.edu.vn
Shien Sakai - Takagi & Kiyota
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Improving Students Learner Autonomy in Japanese Educational Settings This colloquium will discuss how to improve students learner autonomy in Japanese educational settings. First, Sakai will talk about the growing number of low performers of English language learning in various universities in Japan: Sakai and Takagi studied 721 students from 16 universities to clarify perceptions gaps between good performers and bad performers, and concluded that the key factor is the use of meta-cognitive strategy. Following Sakai, the three speakers will explain their views from each perspective in order to develop learners autonomy. Takagi will talk about teacher autonomy. Clearly, teachers play an important role in promoting learner autonomy, and teacher autonomy seems to be a precondition for fostering learner autonomy. In particular, fostering capacity for self-directed professional development has a strong impact on developing students learner autonomy. Next, Kiyota will talk about the negative learning attitudes of middle and low level English learners. In order to improve those negative attitudes, their psychological aspects should be analyzed in relation to the learners more comprehensive learning attitudes and selfesteem. As a result of factor analysis, two negative self-esteem factors were recognized. It is important to take learners self-esteem in the class into consideration in addition to focusing on their scholastic aspects. Then, Osaki will assert that more efforts should focus on enhancing learners meta-cognition. As Chamot et al (1999) point out, the training of meta-cognitive strategy is considered to be effective in improving not only language acquisition but also autonomous learning competence. Finally, we will share ideas with the floor members.
Sakai is professor in the Department of Commerce of Chiba University of Commerce, Japan. His current research interests is autonomy. His recent publications include Relationship Between Learner Autonomy and English Language Proficiency of Japanese Learners with Takagi (2009). Takagi is associate professor at Osaka Kyoiku University. Kiyota is associate professor of Meisei University. Osaki is lecturer of Soka University.
Shireen Ahmed
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Teacher Education: Intellectual Education Influences the Head and Values-based Education Influences the Heart Teacher Education Intellectual education influences the head and values-based education influences the heart Yes, teachers need to have both the qualifications; to be intellectually smart to win the hearts of their learners as it is said: Be a teacher whom the learners remember with gratitude
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True education is training of both the head and the heart ---- a treasure of an effective teacher. A teacher should not confuse education with the ability to memorize facts. Teachers should learn and teach how to compete for knowledge and wisdom and not for grades. • Eagerness to learn as learners are their best teachers • Start by doing what is necessary, then what is possible and eventually doing the impossible. What is then teacher education? First, teachers who manage well the circumstances that is: classroom management, which they encounter day by day and who can judge situations appropriately as they arise and rarely miss the opportunity for suitable course of action. Next, teachers who are honourable in their profession and dealings with learners of all age, bearing easily what is unpleasant or offensive in others. Teachers who hold on to their patience and are not unduly overcome by their misfortunes, bearing up under them bravely. Teachers who hold their ground steadfastly with dignity. A teacher with true broad-based education prepares students for life, without losing their areas of specialization and competence. Benjamin Franklin quotes: Being ignorant is not so much a shame as being unwilling to learn to do things the right way.
Shireen Ahmed, founder principal of International Education Centre, a registered English medium school (Playgroup to A- level). It is also registered for international examinations, Cambridge International Examinations and Edexcel of UK. A Programme Leader and Trainer for Cambridge International Certificate for Teachers and Trainers. Also working with the under privileged and handicapped people of Cheshire Homes.
Shirley Lawes, Atsuko Watanabe Suzuki & Chitose Asaoka Yoshimoto

Reflective Journals as a Tool for Teacher Development: Japanese and European Perspectives
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In this paper we will consider three pieces of recent research in which reflective journals were used as a means of developing language teachers reflection on their professional practice in order to promote a greater understanding of teaching and learning. We will compare and contrast the results of two studies conducted in Japan and one in Europe, which includes data from England, France and Spain. In the UK, and to a lesser extent, elsewhere in Europe, the notion of reflective practice has been absorbed into the culture of initial teacher education courses and continuing professional development in schools, and the reflective journal has become a common feature of such programmes. In Japan, reflective journal is still considered a novel approach, however, it has begun to take root and is gradually becoming acknowledged as an alternative approach for teacher development. Reflection could be challenging for prospective teachers since they may not have appropriate vocabulary to explain their thoughts or may be more concerned with their self-image. Journal writing is often regarded a method to facilitate spontaneous reflection. Since it is not shared with others at the point of creation, journal writing entails more autonomy on the participants. The data obtained from the three studies displayed a variety in the styles of writing. However, overall, the data shows that journal writing not only provided insights into the participants changes over time but also enabled them to foster critical reflective skills, reflecting on their reflections.
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Dr Shirley Lawes has worked in teacher education in the UK for the past 20 years. She currently leads the Post Graduate Certificate in Education for Modern Foreign Languages programme at the Institute of Education, University of London. Atsuko Watanabe Suzuki teaches at the English Language Program at International Christian University. She is currently working on her doctoral thesis at the Institute of Education, University of London. Chitose Asaoka Yoshimoto teaches EAP and TEFL methodology courses at Dokkyo University, Japan. She is currently a research student at the Institute of Education, University of London.
Shirley Seok-Ai Goh

Helping Struggling Readers in Elementary Schools Remediation Strategies That Work!
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This presentation is my personal account working with a group of elementary teachers of English. I was approached by the head teacher to design an on-site training programme to assist teachers in helping their students who struggle to read in English. The first part of my paper deals with the teachers background; their initial teacher training years and their work experience. The second part relates to the identification of common reading difficulties among the target group of students. We discovered two main difficulties; lack of basic phonics skills and limited comprehension skills. I chose to focus my training programme on developing the teachers phonics instructional skills. The third part of my paper provides a detailed account of the training which comprised of lecture input, workshop sessions, practical sessions with struggling readers, teacher reflection and review.
Shirley Seok-Ai Goh (M.Ed. University of Bristol, United Kingdom / B.Ed. Hons. Universiti Sains Malaysia) is an English Language teacher trainer at a government teacher education institute in Malaysia. She has been involved in teacher education for the past 17 years.. Her areas of interests are phonics instruction, early literacy, learning disabilities and writing methodology.
Shu-Ju Chen
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Sketch to Bettering Learners Understanding of Lesson Contents: Two Case Studies from a Japanese University This paper presents how sketch will do to help and prepare learners of foreign languages understanding upcoming lesson contents inside the classroom. The so-called sketch method is a technique that only requires teachers to draw some simple objects relevant to lesson contents on either the white/blackboard or pieces of paper and then use these drawings in class to help enrich learners comprehension of lesson contents. The method is recommended not only due to its easy preparation from teachers but also its character of easy-to-communicate among people. Two
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different foreign language learner groups, false English language beginners and true Chinese language beginners, taught by a same language instructor at a Japanese college are compared to see whether both groups attitude toward the sketch method is same/similar or not. The sketch method is applied where necessary during the class; it is, very often, used to introduce a reading article and/or conversation. The use of sketch/drawing inside the classroom is to elicit students background knowledge on and prepare them for the upcoming lesson contents with an easy-tocomprehend clue. At the presentation, the presenter will begin by presenting how to apply the method to major language skills, and then discuss some possible benefits of using the method. Next, the questionnaire result/comments indicating the two groups overall attitude toward the method will be examined as well. Finally, the presenter will conclude the presentation by comparing the result/comments from the two to analyze their similarities and/or differences on the attitude toward the method.
Shu-Ju Chen is a lecturer in the Humanities and Social Science Program, Kanazawa Institute of Technology, Japan. She currently teaches both English and Chinese languages at the college. Her research interests include Second/foreign language acquisition, Multilingual and multicultural society, and Asian culture.
Sirinthorn Seepho
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Lesson Learned from an Evaluation of 60 Teacher-designed English Lesson-plans This study was the result of an evaluation of 60 English lesson-plans for grades 1-3 students in Thailand. These lessons were collaboratively designed by English teacher-practitioners and supervisors during a 5-day workshop. A thorough review of these materials reveals that it was not a realistic goal to assign teacher-practitioners to design materials for several reasons. First, to design a theoretically sound lesson, designers should possess knowledge in many areas such as second language learning theories, teaching methodology, curriculum of foreign language teaching and a strong background of content knowledge, i.e., English use and usage as well as culture. These kinds of knowledge will allow them to select appropriate activities and sequence them logically to facilitate students learning process and optimize learning outcomes. Second, other than fundamental learning theories, additional knowledge, e.g., Brain-based learning principles, Blooms taxonomy of learning domains, Multiple Intelligences and so on are also necessary to produce substantiate lessons which are compatible with the natural development and learning process of young learners. Third, creativity and computer skills are highly useful to make the lessons more appealing, interactive, and interesting to learn. Just putting games, songs, activities, goals together without clear objectives will not automatically lead to learning though it seems fun. Last, other factors, e.g., time and teamwork are extremely crucial for the success of materials design. Without preparing the designers in the mentioned areas, the materials development would not be difficult to achieve.
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Dr. Sirinthorn Seepho is currently a lecturer at the school of English, Suranaree University of Technology, Thailand. Her research interests include English teaching methodology, materials design, Content-based Instruction and qualitative inquiries. Asst. Prof. Dr. Siriluck Usaha, Associate Dean, Faculty of Liberal Arts, Sripatum University; Chonburi Campus, Thailand. She was a former Chair, School of English, Suranaree University of Technology. She is interested in L2 writing, materials development for CLIL and young learners.
Siti Nurul Azkiyah
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English Teaching in the Indonesian Classroom: a Case Study in Indonesian Madrasah to Propose Effective Teacher Professional Development This paper is part of a PhD study on the development of English Teacher Professional Development (TPD) program in Indonesia. It will report the result of classroom observation and propose the design of effective TPD program. Literature studies on teacher pedagogical actions proved to effect student outcomes are carried out to provide theoretical framework. The dynamic model of educational effectiveness, especially the classroom level, developed by Creemers and Kyriakides (2008) is used as the theoretical framework. The model consists of eight factors which are effective observable teacher behaviors: orientation, structuring, modeling, application, questioning, assessment, building classroom as a learning environment, and time management. It is also completed with classroom observation instruments. However, in this research they modified to make them more specific for English subject. The observation shows many of these factors were not practiced by teachers. Almost no teachers did orientation and structuring making their students not aware of the importance of learning and not knowing what they were going to learn. Modeling was not really provided and students were left not to have enough tasks prompting them talk to each other. Questioning was practiced by teachers but the questions were limited to product questions. Lastly, collaboration and competition among students were not really promoted by teachers. Therefore, this paper proposes one year TPD program directed at increasing teacher quality through monthly workshop on how to implement the classroom factors of the dynamic model. It is expected that when teachers practice those factors, students outcomes will be better.
Siti Nurul Azkiyah. The writer is a lecturer in English Department, Faculty of Education and Teacher Training, Syarif Hidayatullah State Islamic University (UIN) Jakarta. She is now doing her PhD in educational sciences at the University of Groningen, the Netherlands.
Son, Tran Lam & Leath Traill

Teaching English in Vietnam a new bi-lingual website
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It is usually extremely hard for teachers to find supplementary activities to integrate into their lessons to make the heavy tasks in the textbooks more interesting and communicative. There are quite a lot of activities on different websites for teachers to choose, but this often takes a lot of time and sometimes makes teachers fed up with web-surfing. To help out with that, a new bi-lingual website, with the support from British Council, has been designed specifically for English teachers in Vietnam who teach Tieng Anh, Grades 10, 11 and 12 and officially recognized by the Ministry of Education and Training. As all activities have been selected and designed for specific units of Tieng Anh 10, 11 and 12, teachers then dont have to spend much time selecting activities. This presentation will update the audience on the process of building the website, the work of the adaptation team, and the features of the website. During the presentation, participants will be also instructed on how to have access to: - Lesson ideas to find supplement activities for their lessons. Hundreds of activities have been uploaded and specified for each individual unit. - Teaching tips to read practical articles and useful teaching tips which teachers can easily use and adapt with their own lesson ideas. - Professional development to be updated with news about ELT courses and conferences in Vietnam, Asia and around the world. - Online forum to sign up, read, post and share practical ideas and experiences with other English teachers in Vietnam and around the world.
Tran Lam Son is now working as Deputy Director of Nghe An Continuing Education Centre. He gained his Master of Education in TESOL in 2001 from School of Education, University of Leeds, UK. He has been a trainer for VTTN projects and organized and delivered a numerous workshops across the country. Some of his workshops were funded by the Hornby Education Trust. He was working as an editor for English Now magazine by British Council. He is currently part of the adaptation team involved in constructing the Teachingenglish website. Leath Traill is currently working as Team Leader on the website project and is a part time English teacher at British Council, Hanoi. He gained his Masters in Applied Linguistics in 2006 from Charles Darwin University, Australia; and did his DELTA specialism on Young Learner Course Design in 2009. He has been involved in several materials design projects at the British Council for example creating CLIL lessons for the YL syllabus and has been in Vietnam for 3 years.
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Soon-Bok Kim
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Content-based Instruction in English; Globalization of Higher Education or Downgradation of Subject Knowledge This experimental study was designed to determine how variation in the medium of instruction, either L1 or L2, influences the student's second language (L2) proficiency development and/or their academic achievement in subject matter class. This research was motivated in the wake of globalization of higher education in Korea where content-based instruction in English is conditionally or obligatorily encouraged for practice with little research done. This study was conducted with two groups of college students enrolled in a requirement subject course, Understanding of English Grammar. The research variables were controlled except for one variable, a medium of instruction, either L2 (English), or L1 (Korean). The working hypotheses were: 1) the content-based class in L2 would help the student with his/her L2 proficiency; 2) it would not with his/her academic achievement, unlike the prior claim that students in L2 contentbased instruction improve both subject matter expertise and L2 proficiency. The conducted pretest and posttest have found the subjects in both groups significantly improved in their L2 proficiency. However, the great differences exhibited in their subject expertise by group. The English instruction group showed insignificant improvement while Korean instruction group was significantly affected by the instruction. In terms of facilitation of L2 proficiency these findings go along with the claims made in previous studies (Krashen, 1984; Brinton, Snow, & Wesche, 1989; Rodgers, 2001). However, the subject matter knowledge turned out not to have been facilitated by the L2 instruction. Thus, content-based instruction in English may help with globalization of Korean higher education, likely resulting in degradation of knowledge expertise.
Soon-Bok Kim, Ph D, is a professor of English Linguistics and Education, and Dean of School of International Languages, Sejong University, Korea. She also had her second career in ELT via major TV or Radio channels as invited teacher and textbook writer. Her teaching and research interests include technology-mediated language learning and teaching, cultural studies in language use, digital storytelling, metaphoric competence. Her latest quest is in digital storytelling as collaborative, creative, and communicative English learning/teaching tool.
Soo-Ok Kweon
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Literal vs. Figurative Meaning of Idioms: Which is Prior in L2 Idiom Processing? This study investigates what Korean L2 learners are doing in processing English idioms. Based on Cieslickas (2006) literal-salience resonant model, which proposes that literal meanings of idioms
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are accessed first than figurative meanings, the present study examines the model using a different experimental task (cross-modal lexical priming vs. self-paced reading time in context) and learners with different L1 background (Polish L1 vs. Korean L1). Ten English idioms were embedded in sentences (ex. He kicked the bucket.) and presented in conversation-based contexts biased toward either literal or figurative meaning (He kicked the bucket. = He was dead.) A novel sentence (He filled the bucket) was also presented for each idiom in an appropriate context. Sixty seven Korean learners of English read the contexts line by line and their reading times (RTs) were measured for each line. The RTs for literal sentences were faster than that for figurative sentences (t (76) = 2.96, p < 0.05). Novel sentences were accessed slower than literal sentences, but faster than figurative sentences. This suggests that literal meaning of an idiom enjoyed processing priority compared to figurative meaning of it and that figurative meaning was more difficult to compute even in the presence of strong contextual cues in L2 idiom processing. In general, the results of the present study are in accordance with the literal-salience resonant model, when different methodology and learners with different L1 background were employed.
Soo-Ok Kweon is currently assistant professor of English at POSTECH in Korea. She received her Ph. D degree in linguistics from the University of Hawaii at Manoa. Her primary research interests include SLA theory and practice, psycholinguistics, and corpus linguistics. She is currently working on pronoun ambiguity resolution in second language acquisition. She can be contacted via soook@postech.ac.kr
Stuart Vinnie
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Coursebook, Classroom, Culture: Customising the learning experience It isn't always easy for language learners to relate their own experiences and culture to the material at hand in the classroom. Coursebook activities and exercises sometimes seem to be too remote from the learners' own experiences and society to be of interest to them. This lack of interest can subsequently lead to a sense of frustration, culminating in an unsatisfactory learning experience. To truly motivate learners, learning activities need to be relevant to their backgrounds and connect to their needs. This workshop aims to look at ways of customising coursebook tasks and activities, to make them more appealing and memorable for the language learners, thereby engaging and motivating the students. The presenter will show examples of textbook activities, and then explore means of personalising and localising the tasks to fully integrate them into a culturally aware, student-centred classroom.
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Stuart Vinnie works for Cambridge University Press as the ELT consultant for the ASEAN region. He has been a teacher, ICT coordinator, teacher-trainer and examiner in the UK, Portugal, Japan, Thailand and China. These days, Stuart travels frequently across Southeast Asia, meeting teachers through workshops and conference talks. His main professional interests are ICT, materials development and teacher-training.
Su Chen, Wang
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An Asian Framework of Practice for Teaching English Business Communication Skills: Syllabus and Materials This paper attempts to develop a framework of practice for the teaching of English Business Communication Skills in an Asian Context. This framework recognises several components in the Asian teaching-learning context: 1. the language learner in an Asian context 2. the language teacher in an Asian context 3. the use of English in an Asian context 4. the use of English in an international context 5. the teaching syllabus and materials tailored for the above 6. HG Widdowsons linguistic competence and communicative competence Many universities, colleges and schools make use of ready-made, printed teaching syllabi and materials that have not been designed with the Asian learner, teacher and Asian corporate world in mind. The paper will argue that English language planners and teachers may need to adapt the commercially published textbooks and standard syllabi to the components of the framework listed above. It will present a practical example of incorporating these components into an English Business Communication Skills course.
Associate Professor Su Chen, Wang is Head of the School of Language and Foundation, Swinburne University of Technology (Sarawak Campus). She has an MA and a PhD from the Institute of Education University of London. Previously, she taught English at the Centre of English Language Communication, the National University of Singapore. Her interests are English proficiency and course design.
Su, Shao-Wen
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Washback Effects of English Placement Practice on English Teaching and Learning: A Perceptional Study in the Context of a University While pros and cons of the ability grouping issue have been widely discussed in literature, little has explored the phenomenon of washback effects of English ability grouping on English teaching and learning. This paper examines if and how an English placement practice implemented in a microenvironment may impact English teaching and learning from a perceptional perspective. A combination of research techniques was adopted: a questionnaire survey reaching eleven teachers of English and 452 college students, complemented by interviews with nine students and six teachers while institutional documents were consulted. The study notes existence of the phenomenon of
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washback effects, positive and negative, in the context of English placement practice at a university of technology in Taiwan. The washback influences on English teaching and learning relate to students learning outcomes, students learning attitude and motivation, and teachers and students attitude to teaching content, methods, assessment system and practice measure. Suggestions applicable to the placement practice in terms of curricular decisions and test design are put forward.
Su, Shao-Wen. Holding a Ph.D. degree in education from Newcastle University, Australia, Shao-Wen Su teaches as an associate professor at Applied English Department, National Chin-Yi University of Technology, Taiwan. Her research interests include curricular development and evaluation for ESP and literature instructions as well as issues of ability placement, English graduation threshold in Taiwan, and Native and Non-native English speaking teachers instructions.
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Sung-Hee Lee
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Visuals in Recent Secondary English Textbooks of Korea Visuals in Recent Secondary English Textbooks of Korea Lee, Sung-Hee(Chongshin University, Seoul, Korea) The purpose of this presentation is to offer a descriptive account of the current situation with regard to visual elements which are included in recent secondary English textbooks of Korea. Specifically, it examines visual elements in secondary English textbooks which have recently received The Ministry of Education, Science and Technology's approval (to use). The examination of visual elements includes pictures, drawings, graphs, charts, and tables in the textbooks. The study focuses on three questions: (1) what kinds of visual elements are there and how frequently they are being used, (2) what those visual elements try to represent and (3) how they are being used in the learning activities. In order to answer the first question, the visual elements are counted and analyzed using percentile measures. In order to answer the second question, the visual elements are classified into several categories ranging from portrait to interaction. The third question will address the analysis of the relationship between visuals and each language skill, listening, speaking, reading, and writing, as well as the relationship between visuals and productive skills and receptive skills. The results of this study will reveal the current publishing trends concerning visual elements in the most recent Korean secondary English textbooks and hopefully provide some useful and practical guidelines on the effective use of visuals in the secondary English textbooks.
Sung-Hee Lee, Ph.D, is a professor in the Department of English Education at Chongshin University, Seoul, Korea. She received her doctoral degree in TESOL from the University of Kansas, and she has been teaching at Chongshin University since 1997. Currently she is a member of the executive committee of The Applied Linguistics Association of Korea (ALAK). Her main research interests are evaluation and development of English language teaching materials.
Sung-Soo Jang
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Interaction of Explicitness and Language Anxiety in Recast Effectiveness Research on recasts has shifted its focus from whether recasts facilitate L2 acquisition to what mediates their efficacy. A number of studies have identified a wide variety of mediating factors such as research setting (i.e., classroom vs. laboratory), target linguistic structure (i.e., vocabulary, phonology, morphosyntax), the extent of recast explicitness, and learners' foreign language anxiety. However, early research is limited in that it focused on only one mediating factor. No study has yet tapped into multiple mediating factors to examine their relative influence on acquisitional value of recasts. The current study is an attempt to fill this research vacuum by comparing two mediating factors: recast explicitness and foreign language anxiety. To this end, an experiment is conducted
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where 90 Korean learners of English perform reconstruction tasks in six different groups, which are distinguished according to anxiety level (i.e., high and low) and recast type (i.e., explicit, implicit, and no recasts). Results are expected to show that superior effects of explicit recasts are seen only for low anxiety learners since high anxiety learners do not exert as much attentional resources to detect corrective nature highlighted in explicit recasts and notice the gap, which is crucial to promoting learning, as do low anxiety learners. By clarifying how the two mediating factors interact, the study is to provide language teachers with guidelines for how and how much the extent of recast explicitness should be adjusted in consideration of learners' levels of language anxiety to maximize its efficacy in promoting L2 acquisition.
Sung-Soo Jang is an assistant professor at Institute of Foreign Language Education of Inje University, Korea. He obtained his masters degree in TESOL from Michigan State University and doctors degree in English Language and Literature from Pusan National University, Korea. His research interests include interaction-based English language acquisition, foreign language anxiety, and teaching English through English in EFL contexts.
Sunmih Park
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A Descriptive Case Study of a Korean Elementary Student in Corrective Feedback and Learner Uptake Using Story-Retelling The purpose of this study is to investigate the relationship between types of corrective feedback and the amount of learner uptake in order to suggest how Korean elementary EFL teachers react to learners language errors in the classroom. Current Korean elementary curriculum of English has been highly focused on improving students communicative competence, and many English classes are taught in English. However, it is very demanding to teach the students in only English since every student in one class has different proficiency level of English. Accordingly, when some students do not understand teachers instruction correctly, teacher has to offer to the students the same direction in Korean as well. Also, when students make errors while they are speaking in English, teachers have to treat the errors properly. Nevertheless, it is not always easy to find the right ways of correcting students errors especially for those of students who are in low proficiency level because teachers do not want to reduce childrens motivation or confidence about English learning with public humiliation. Thus, the researcher examined about some useful ways of corrective feedback based on the six types of corrective feedback (Lyster and Ranta, 1997) through a case study of a Grade 6 Korean male student. Among the six types of corrective feedback (i. e., explicit correction, recasts, clarification request, metalinguistic feedback, elicitation, and repetition), repetition was the most effective type of feedback for the student. In contrast, elicitation was comparatively ineffective type of corrective feedback for inducing learners uptake with repair.
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Sunmih Park is a Ph.D. candidate of English education department at Chung-Ang University, Seoul. Her research interests are SLA of young children, elementary school English curriculum, English listening, independent language learning, and L2 motivation. She is currently teaching English to fifth and sixth graders at Gwacheon elementary school in Kyunggi province.
Susan Holzman
Assessing English Teacher Trainees' Oral Proficiency: An Emphasis On Accuracy
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In 1969, Harris called the assessment of speaking ability in imperfect art? (p. 83) and expressed the hope that future research would oransform it into a reasonably exact science.? In the 41 years that have passed, I do not feel that we have made a great deal of progress. The word communicative? is she? buzz word in assessing speaking and for the majority of language learners, this is justified. However, when assessing the speaking ability of teacher trainees, assessment should be more balanced between communication and accuracy. As a teacher of a course called oral Proficiency? at a teacher training college, I have struggled with assessment for these students for years. Recently I have constructed an exam given at the end of the first semester. Students are tested in a computer lab in the library. They are given three tasks: describing a picture, reading a text, and answering a question requiring expression of ideas. They have half an hour to prepare and are allowed to use dictionaries and other resource books. After the preparation, they are given a half hour to record their tasks, using the program coviemaker?. In my presentation, I will present some theoretical background as well as some of the latest developments in oral testing. Then I will give details of my assessment instrument and discuss the issue of validity of the exam. Finally, I will review the results and open discussion on the testing of oral English with an emphasis on accuracy. Harris, D.P. 1969. Testing English as a second language. New York: McGraw-Hill Book Company.
Dr. Susan Holzman is a lecturer at the Academic Institute for Teacher Training at Beit Berl College. She is a past president of the English Teachers' Association of Israel. Her research interests include assessment of oral and written proficiency, EAP writing, and the use of dictionaries in foreign language learning.
Sutida Ngonkum
The impact of Collaboration and Listening strategeis on Thai Tertiary Students in an English Listening Class
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The impact of collaboration and listening strategies on Thai Tertiary Students in an English Listening Class This study is directed by two theoretical concepts: cognitive learning theory, and socio-cultural learning theory. The study aims to explore how students learn in a listening class that uses two pedagogical approaches in combination. The first involves instructed use of listening
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strategies and the second involves collaborative working in groups. A 10 week study was undertaken with two groups of students in a university in Thailand. 39 students were in the control group and 36 in the experimental group. Students from both groups took an identical listening test at the beginning and end of the course. Both groups were taught using the content and activities based on existing materials accumulated in the past few years. However, the two groups practiced listening skills differently. While individual students in control group were assigned to explore the internet and practice listening on the assigned topics, the experimental group practiced listening skills through the mixed mode lessons, which included a focus on listening strategies. Data were generated through pre- and post- listening tests, video recordings of students group work during the semester, teachers field notes, and group interviews at the end of the course. Data revealed that students used listening strategies in different ways, which led to different degrees of text comprehension. Alongside this, the data indicated that the way learners managed to work in groups led to differences in successful task completion and sense of competence. Active collaboration in group work and active use of listening strategies together produced the best learning outcome.
Sutida Ngonkum is a lecturer of English at Khon Kaen University Thailand. She is currently working on her PhD under the Thai Government Scholarship. Her main interests are using Information and communication technology (ICT) in the language classroom, autonomous learning, and collaborative learning. Her PhD research is investigating how the listening strategies and group work affect Thai students listening skills improvement.
T Ruanni F Tupas, K.C. Lee & Trang, Vu Mai 240

Frameworking from the ground: The practice of ELT materials writing in Southeast Asian contexts While the need for culturally relevant materials has been widely recognized in ELT in Asia, the process of producing such materials has not yet been comprehensively described and addressed. This colloquium discusses challenges and possibilities in the development of ELT materials which begins with the needs, problems and expectations of specific contexts within which the materials are used. Starting from the ground generates a much more complex picture of materials development because of the presence of contending forces and competing demands from various authorities and stakeholders. Participants of the colloquium will address and interrogate concepts associated with materials development such as expertise, decision making, authenticity, and appropriacy. Their views are derived from practical experiences in an ELT project that brings together 70 practitioners and materials developers from Indonesia, the Philippines, Singapore and Vietnam with the objective of producing materials for the teaching of professional communication
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skills in their respective institutional contexts. Collectively, the papers/responses attempt to identify possibilities and directions in the practice of producing ELT materials rooted in the recognition of local cultural identities, respect for the competing needs of various stakeholders, and the ability to mediate between local and global demands.
T. Ruanni F. TUPAS and K.C. LEE of the National University of Singapore are Project Directors of a grant project Capability-Building of English Language Curriculum Developers for Professional Communication for University Faculty in ASEAN universities funded by the Temasek Foundation. Vu Mai Trang of ULIS-VNU is a policy leader of the Temasek grant project.
Takayuki Hara
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The English Language Curriculum Design in East Asia: Some Implications for the Japanese Situations This paper is to analyze and compare the English language curricula in different countries in East Asia, including South Korea, China, Taiwan, Hong Kong and Japan, to identify the common objectives in their English language curricula and to suggest new objectives in the national curriculum for the English Language in Japan, on the basis of which a tentative common curriculum for the English Language in East Asia is proposed. Regarding English language education reforms, the Ministry of Education and Human Resources Development in South Korea has published the Seventh National Education Curricula, the Ministry of Education in China has issued the new curriculum of English education, the Ministry of Education in Taiwan has developed its General Guidelines of 1-9 Curriculum of Elementary and Junior High School Education, the Education Bureau in Hong Kong has revised its English Language Syllabus and drafted the Key Learning Area Curriculum Guide, while the Ministry of Education, Culture, Sports, Science and Technology in Japan has issued the new national curriculum, that is, Course of Study. After a very thorough analysis, the 12 common objectives in the English language curricula in East Asia have been found such as Deepen understanding of foreign language and culture, Increase recognition of ones own culture, Foster the attitude for communicating actively, Foster basic communicative abilities, Foster practical communicative abilities, Able to understand speakers intentions. Based on a tentative common curriculum for the English Language in East Asia, a national curriculum for the English language in Japan is suggested.
Takayuki Hara teaches English to undergraduates at Meikai University in Japan. He received a BA in English and a MA in International Cultural Exchange from Kyorin University, Japan and received a Ph.D. in Applied Linguistics from Meikai University, Japan. His research interests include language policy and planning, education policy, and Asian Englishes.
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Tatiana Ivankova
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Teaching Native Culture and National Values Through English It is a commonly known and widely accepted fact that values are a significant part of national culture, identity and worldview which are defined and shared through communication. Primarily, through communication in the national language. However, with globalization and extensive usage of English as a lingua franca, the English language is employed to express native cultures, national values, images, stereotypes, etc. Thus, EFL teachers face a new challenge: to introduce national culture and values into the English classroom. Most Russian textbooks of English, not speaking of the internationally recognized ESL/EFL series, transmit native speakers cultures, rarely giving brief texts or a few exercises connected with Russian history, geography, arts, etc. Leaving school and then graduating from college or university students can have a high level of English but little ability to speak about their own country in English. This paper discusses methods of bringing Russian culture and values into the English classroom at tertiary level and suggests materials and exercises to form students intracultural competence. The research is supplemented with a survey among Russian students of two Foreign Languages university departments that was aimed at finding out the level of their intracultural competence in English, their attitude to English and purposes of studying it.
Tatiana Ivankova is an Associate Professor at the Institute of Foreign Languages, Far Eastern Federal University, Vladivostok, Russia. In 2007 she received her Ph.D. from Far Eastern National University, Russia. She has done and published several studies in World Englishes, intelligibility, EFL, and language norm.
Teraya Paramehta
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The Implementation of Whole Brain Teaching in Indonesian Tertiary English Classrooms The Whole Brain Teaching methodology was founded in North America in 1999 and introduced to Indonesia in June 2009 (http://malangraya.web.id/2009/06/30/strategi-pembelajaran-metode-wholebrain-teaching/). With its success in applying visual, verbal, and bodily/kinesthetic learning styles into interactive classroom activities, Whole Brain Teaching has received growing attention in North America over recent years. However, Whole Brain Teaching is not yet commonly used in Indonesia, and research on its implementation to tertiary English classes in Indonesia is still very limited. The research proposal presented here aims to investigate the implementation of Whole Brain Teaching, including its challenges and difficulties, in two classes of first and second year undergraduate students of English Literature at The University of Indonesia. The classes to be examined are: Academic Writing for fourth semester students and Speaking/Listening for second semester students. Data, which designed to examine the students thoughts and attitudes towards whole Brain Teaching, will be collected from pre and post-learning questionnaire forms, recorded classroom observations, post-study interviews and students journal entries. The findings herein will
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be collated and suggestions and recommendations will be made for teachers who are interested in implementing the Whole Brain Teaching methodology in their classrooms.
Teraya Paramehta was born in Jakarta, 14 January, 1985. In 2007, she obtained her Bachelor degree in English Literature from the Faculty of Humanities, University of Indonesia. Since then, she has been working for the faculty as English facilitator, teacher, and lecturer.
Thanh, Phung Ha
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A Pilot Comprehensive Framework of Critical Thinking Education in TEFL The paper delineates a pilot comprehensive framework of critical thinking education, which has been explicated through literature study and action research to address the conceptual complexity of critical thinking as well as the contemporary problems of TEFL. Based on Richard Pauls substantive trans-disciplinary model of critical thinking, the nature of critical thinking in education is defined as a process of thinking towards socially desired values to develop intellectual traits that enable collaboration and sustainable development. The ultimate goal of TEFL is proposed to rise from communicative competence building to personal and social development. The framework also suggests that apart from attending to the elements of thought and intellectual standards, learners improve their mentation by becoming more aware of the psychological, logical, semiotic, sociopolitical and methodological dimensions of thinking. The first attempts to realize and revise the framework can be seen in the across-the-curriculum critical thinking course for undergraduates that has been established at University of Languages and International Studies (Vietnam National University, Hanoi) for the last three years.
Thanh, Phung Ha attained her Master of Educational Studies from Catholic University of Leuven, Belgium. She is currently Deputy Head of Division of Language Skills 2, Faculty of English Language Teacher Education, University of Languages and International Studies (ULIS), Vietnam National University, Hanoi (VNUH). Her academic interests include critical and creative literacy in language education.
Thao, Phan Thi Thanh
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Developing Higher English Language Student Autonomous Learning Style: from Policy to Practice Under the theme of globalization, credit-based training system is considered as the key point for Vietnamese higher education to integrate worldwide. Whereas, developing student autonomous learning style in relation to their socio-cultural context seems of little investigation. Thus, this paper, aiming to deal with university English language training, firstly, gives an overview on credit based training program and autonomous learning, then it will give report about different factors, their advantages and disadvantages to develop Vietnamese student self - directed learning modes,
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when putting into practice the credit - based training program and put forwards some suggestions for more active teachers and more independent English learners.
Thao, Phan Thi Thanh is Dean of Foreign Language Department, ThanhDo University, HaNoi, VietNam. She is conducting some research into curriculum design and teacher training in the area of developing the students self - study competency and their basic communication skills. Email: thanhthaop@gmail.com
Thu, Do Thi Quy & Richard B. Baldauf Jr.
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Discourse Markers in Spoken English: Comparing Native Speaker and Learner Discourse Implications for Pedagogy Discourse markers (DMs) are linguistics elements that signal relations between units of talks (Schiffrin, 1987) and are claimed to be of crucial importance in improving L2 learners communicative competence. However, little is known about their usage by non-native speakers. Aiming to explore to what extent L2 learners can use these linguistic features in their spoken language, the present study investigated the production of discourse markers in spoken English by native speakers and learners of English based on 300-minutes of recordings of twelve dyadic conversations between advanced Vietnamese EFL learners and Australian-English native speakers. The findings indicated that the production of discourse markers was statistically different between the native and learner corpora, with many fewer DMs used by the EFL speakers across all of the common markers employed by the native speakers. Of the four categories of DM functions investigated, the EFL learners were found to more frequently produce formal functions while the natives were inclined to use more casual and discoursal functions. The study results highlight the problems experienced by L2 learners in acquiring discourse markers and raise the significance of discourse markers for pedagogic settings. This study discusses some of the possible pedagogic implications for the types of DMs that EFL learners should use to make their interactions as natural as those of native speakers thereby improving their language comprehension as well. The findings may also be valuable to EFL curriculum developers who want to assist learners to be more competent in their English communication.
Thu, Do Thi Quy is a junior lecturer of English at Hue University of Foreign Languages, Hue University. She got a certificate of Action Research at RELC, Singapore in 2007 and just finished her Master of Applied Linguistics from The University of Queensland, Australia in 2009. She has special interests in Intercultural Communication, Curriculum Design, and Translation. Email: thi.do3@uqconnect.edu.au Richard B. Baldauf Jr. is Professor of TESOL, School of Education, The University of Queensland and served on the executive of the International Association of Applied Linguistics for 10 years. He is executive editor of Current Issues in Language Planning (Routledge), has published numerous articles in refereed journals and books, and is
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co-author with Zhao Shouhui of Planning Chinese Characters: Evolution, Revolution or Reaction (Springer, 2008). Email: r.baldauf@uq.edu.au
Thuy, Dinh Ngoc
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Teaching English to Asian Countries for Intercultural Communication In the era of globalisation and cooperation, intercultural communication should be the primary goal in teaching and learning a language. Learners need to be competent in more than just linguistics. In some Asian countries students are not exposed to the English speaking environment, learn with inappropriate textbooks where the mother tongues culture is emphasized over the target one, and grammar-based tests are popular, monoculturalism and ethnocentrism are inevitable. Students normally lack the understanding of context as well as socio-cultural practices of the interlocutors, which may lead to communication breakdown. The paper discusses main factors affecting students intercultural competence, their difficulties about as well as attitudes to a teaching method which incorporates culture in English lessons and suggestions on teaching practices and activities so that prejudices or misunderstanding about people in the target community can be minimized and sensitivity to other cultures will be enhanced. Specific examples as well as detailed analysis on different textbooks will be given.
Thuy, Dinh Ngoc is a lecturer of English in Ho Chi Minh City University of Education, Vietnam. She obtained BA from HCMC University of Education and MA TESOL from University of Canberra, Australia. She has been the presenter in TESOL and Lingiustic conferences in Vietnam, Thailand, Malaysia and Cambodia.
Thuy, Nguyen Thi Thu
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Subjectification and Objectification Modalities in English and Vietnamese Social Science Texts from Cognitive Grammar In recent years, there has been a great consideration into Cognitive Science and Cognitive Linguistics in general and Cognitive Grammar in particular both outside and inside Vietnam. However, there lacks a thorough investigation into how Cognitive Grammar affects the effectiveness of teaching and learning English as a foreign language in Vietnam. Therefore, this paper intends to, firstly, give the working definition of Cognitive Grammar. Secondly, a brief contrastive analysis of subjectification and objectification modalities in English and Vietnamese social science texts will be presented by using a Corpus analysis. Lastly, based on the similarities and differences in expressing subjectivity and objectivity of English and Vietnamese writers, the author will give some suggestions on how to teach English as a foreign language in Vietnam more effectively with a hope to contribute something to the Teaching English as a Global Language: Creating and Sharing the Asian Framework of Practice conference.
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Thuy, Nguyen Thi Thuy is a research student in English linguistics, an MAL, the Dean of the Foreign Language Department. I have been working as a teacher trainer of English since 1991 at Bacninh Teacher Training College in Bacninh province, trainer for the English Language Teacher Training Project and a participant in Education for Sustainable Development.
Tien, Le Hung
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ELT in Vietnam general and tertiary education from second language education perspectives The report attempts to outline the current situation of ELT in general and tertiary education in Vietnam with comments from second language education perspectives. The main contents include: The gains and losses of ELT in general and tertiary education in Vietnam during the past few years. The key current situational factors that affect ELT in general and tertiary education in Vietnam such as language education policy, curriculum development and implementation etc. with comments based on the common principles of second language education. Suggestions for how to address main questions relating to the current ELT in Vietnam.
Tien, Le Hung received his MA in Applied Linguistics from Macquarie University, Sydney and PhD. in Linguistics from Vietnam National University. Currently he is a senior lecturer of applied linguistics and Dean of Postgraduate Studies Faculty at the University of Languages and International Studies, VNU Hanoi. His teaching and research interests are research methods in language education and translation studies.
Timothy Drew
Using Movie English in the Classroom
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We as teachers need to find new and innovative ways to keep students motivated in the classroom. If students are motivated, they will be more interested in English and therefore will put forth more effort in learning the language. By using a format of a Movie English class, we can make learning more enjoyable for the students and teach them real English at the same time. Many students are interested in and enjoy western movies. This type of class shows how learning English can be useful to the students and how the acquisition of English can benefit them. During this presentation, I will present a Movie English class and demonstrate how to present it to a class of varying abilities. I have used Movie English classes at public Middle School (both girls and boys schools) and at the college level as well. I believe it is a beneficial and useful teaching tool.
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Timothy Drew is a secondary teacher and curriculum developer. He is currently working at Nawaminthrachinuthit Triamudomsuksanomklao School. He has taught at various levels during his stay in Korea and Thailand. He started at an institute in Gwangju. He taught at the public middle school level while living in Geochang. And he was also taught at the college level in Daegu. He is currently teaching at the secondary level in Bangkok, Thailand. He enjoys finding innovative ways to keep students motivated and using different media in the classroom.
Timothy Floyd Hawthorne

Creating Authentic EFL Materials Using English Corpora
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Corpus research can be used to promote the use of authentic language in EFL textbooks. EFL textbooks containing authentic language can be used to prepare students for communication with native speakers which means that instructors have the opportunity to utilize corpus based language in textbooks used to prepare students for real life communication purposes. Given the usefulness of corpus research, it is the intention of this paper to briefly discuss approaches in which corpus research can be used to improve EFL textbooks and the overall learning experience of a student. Areas of corpus research to be discussed include grammar patterns used in textbooks with regard to authentic language and the present perfect tense, the use of corpus methodology in the form of a pedagogic corpus as a means to compare language found in course books with authentic, real-life language data, in addition to wordlists organized in parallel corpora that reveal differences between British and American English. Also, the discussion will include corpus based frequencies used to raise student's understanding with regard to cultural awareness and cultural differences between English speaking countries. Additionally, the discussion will include the importance of a corpus based consensus as it relates to a native speaker's ability to intuitively recognize authentic language and language learners who often rely on the data of corpus based frequencies to understand the consensus, which gives them confidence with their language abilities.
Tim Hawthorne is a lecturer at Hiroshima International University in Hiroshima, Japan. He received his M.A. in Applied Linguistics from the University of Texas at Arlington in 1989. Tyler Barrett is a primary and secondary school English instructor in Hiroshima, Japan and an Applied Linguistics graduate student at University of Birmingham, UK.
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Tomoyasu Akiyama
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An Investigation of Practical and Theoretical Issues of Microteaching in Employing New English Teachers This paper focuses on practical and theoretical issues of the assessment tool of microteaching used in employing new English teachers in Japan. In order to become an English teacher at public junior and senior high schools, applicants are usually required to pass both first (paper-pencil) and second (performance) tests (Ministry of Education, 2009). This paper exclusively focuses on the second test, assessment of candidates teaching performance via microteaching. An original purpose of microteaching was to assist a teacher in identifying her/his weaknesses and developing teaching methods and then to acquire teaching skills (e.g. Cochran-Smith & Fries, 2008; Borko, Whitcomb & Byrnes, 2008). However, serious problems arise in cases where microteaching is used to assess applicants for English teaching positions in the testing context. Approximately 70 candidates undertook a performance test via microteaching and their performances were videotaped. To be specific, each candidate was given 20 minutes preparation time and was required to perform 5 minutes teaching practice in accordance with a specific task (e.g. introduction of a specific grammar unit). Then, three raters rated all candidates according to criteria used in the actual testing context. Data were analyzed using many-facet Rasch measurement model (Linnacre, 2002). This paper discusses both practical and theoretical issues with the use of microteaching from the viewpoints of reliability and validity in the light of the performance-based testing literature (e.g. McNamara & Roever, 1996; Messick, 1998; Kane, 2006).
Tomoyasu AKIYAMA is an associate professor at Bunkyo University in Japan. He obtained his Ph.D. at the University of Melbourne. He has taught research methods and language testing. His research interests include validity investigations of high school, university and teacher employment examinations, and applications of the Rasch measurement to performance tests. His interests also include motivation and learner autonomy.
Tribekti Maryanto Agustinus
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The Effectiveness of Rater Training in Improving the Self-assessment Intra-rater Reliability of Speaking Performance This quantitative study aimed at estimating the intra-rater reliability of student self-assessment of their speaking performances and to find out whether there is significant difference between the selfassessment intra-rater reliability of speaking performance without training and that of with training. The rater training used was adapted from the model developed by Herman, Aschbacher, and Winters (1992). This study, which employed equivalent time-samples design, collected data by asking 45 students of Semarang State Polytechnic Indonesia to conduct self-assessment on their six speaking performances. The instruments were questionnaire, six speaking tasks, and selfassessment form of speaking performance. Every performance was assessed twice; the first self201
assessment was done10 minutes after carrying out the speaking task and the second one was done on the video recording of the speaking task performance on the following day. The self-assessment scores were analyzed by using Spearman coefficient correlation to estimate the intra-rater reliability of the self-assessment (rs). It was found that the range of rs was 0.611 to 0.752 which means the consistency within students in assessing their own speaking performance was moderate high to high. The intra-rater reliability of the self assessment after the treatments was higher than that of other experience being available in the absence of the treatment. It could be concluded that rater training could improve the intra-rater reliability. Therefore, it is suggested to train the students on how to assess before employing self-assessment in speaking instructions.
Tribekti Maryanto Agustinus and Nur Rini are English lecturers at Semarang State Polytechnic Indonesia for more than 20 years. They have great interests in language assessment. Their recent publications were The Speaking Skill of Commerce Students of Semarang State Polytechnic. and Helping Speaking Test Takers at Ease.
Untari Gunta
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Installing Soft Skills in Art Learners Through a Presentation Skills Class Unlike technical skills, soft skills cannot be learnt, applied, and measured to an established degree. However, soft skill is critical to showcase ones hard skills. These skills (technical and soft skills) can be said to be two sides of the same coin one without the other has no impact. Soft skill has numerous dimensions and one of them is communication skill. It facilitates learning and knowledge which is essential to the healthy growth and academic culture of university. There are a number of barriers to effective communication that derive from the utilization of improper language, non verbal cues, and feedback. This study proposes to build soft skills in language course, Presentation Skills, for Art students. It specifies the skills into communication skills, team work, and selfdirected learning. This study is Action Research, specifically Participatory Action Research. As a result, it is expected that students are able to improve their language proficiency especially in oral form. In other words, they are capable to perform effective communication. Moreover, they are capable of performing the other soft skills. In addition, by introducing new media hopefully, it will enrich the course.
Untari Gunta Pertiwi was born in South Tapanuli on October 3, 1977. She started career as English teacher in 2002. She has been teaching in Institut Teknologi Bandung (ITB) since 2006. Her interest area is assessment, reading, writing, critical thinking, and ESP. She is in charge in teaching Critical Reading, Presentation Skills, and Academic Writing. She is also active in ITB Language Center as a coordinator for English for Admin Staff, TOEIC Preparation Program, and General English Courses. ]
Valentina Grigorieva
Ethno-cultural Material in Teaching English in
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the Sakha Republic (Yakutia) of Russia Nowadays cultural heritage has got a special meaning in the field of teaching foreign languages. Cultural material containing in the texts develops the knowledge of students, connects them with a real life, and broadens their minds. In Russia famous linguists and scientists have carried out a great deal of research work. The Sakha republic (Yakutia) is a unique complex of multicultural, multilingual co-existence of different and various nationalities. There are two official languages, Russian and Sakha. Native people speak, learn and maintain their own mother tongue: Even, Evenks, Chuckchii, Ukagire. Some people know, learn, understand and use several languages: Sakha as their native language, Russian as their second one, French as their foreign language, and English as their second foreign language. There are several teaching aids based on ethno-cultural information which has been worked out by school teachers, scientists of our republic. Professor M.M.Fomin and school teachers have made the book for reading English reader where they had suggested such texts with ethno-cultural material as Our capital Yakutsk, Famous people of our republic, Northern nature, Industry and agriculture in Yakutia and others. V.V.Grigorieva and N.V.Sitnikova have worked out the game Speak foreign languages. There are pictures of national clothes, household items, flag, emblem, plants and so on. This game can be used for teaching several languages: Sakha, Russian, English, French, and German.
Valentina Grigorieva is from the North of Russia, candidate of Education, dotsent, teacher of English. She works at the Yakutsk State University in Russia and is the author of several textbooks for students of English for school-children based on the ethno-cultural material. She is working out her Doctorate in the field of education and history of teaching foreign languages in the Sakha Republic (Yakutia).
Van, Le Thi Kieu

Writing at Tertiary Level: Challenges and Remedies
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The aim of this paper is to give some proposals for the teaching writing skills in order to develop students writing ability in English, especially in English for Specific Purposes (ESP) classes at many universities of Vietnam. Students are greatly nervous to write an essay. They at the preintermediate level usually want to and need to write independently, but often avoid it or handle it less proficiently than they do speaking, listening or reading. In order to solve this problem, I examine the three major factors that influence Vietnamese students in learning writing English skill: culture, language and the teachers role. Through the data analysis, I conclude with educational implications that students should be aware of challenge based on difference of cultures, language backgrounds, and teachers method. The conclusion also implies the significance for teachers in Viet Nam to develop the strategies and practice to finding ways of helping their students in learning writing successfully.
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Key Words: English for Specific Purposes (ESP), writing, writing skill, culture, language, teachers role
Van, Le Thi Kieu is a currently senior lecturer at the. She holds M.A. in Comparative Linguistics in 2005. She has been teaching ESP for students in Departments of Mathematics, Physics, and Chemistry over 12 years. She has compiled the curricula of English for Mathematics and English for Chemistry. Her research interests include TESOL and Applied Linguistics.
Victoria Clark
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The Influence of Sociopragmatic Variables on Task Complexity and L2 Production The growing interest in task-based language assessment is not without concerns. Tasks used in language assessments vary in terms of their difficulty and the language they elicit. L2 learners performance varies from task to task. Due to the inconsistent results of the effect of manipulating cognitive variables such as planning time and degree of familiarity on L2 speech and the fact that these variables have proven to be relatively insensitive when applied to testing contexts, a study was designed in which sociopragmatic variables were used to determine task complexity and its effect on L2 oral production. Thirty L2 speakers of English completed a series of tasks in English which were manipulated along three social variables: interlocutors power difference, interlocutors distance, and degree of imposition imposed by the task. The candidates production was analyzed for fluency, accuracy and complexity of language using analytical rating scales and analytical discourse measures. Results showed that the L2 candidates produced more accurate and complex but less fluent language in tasks in which the perceived power and distance of their interlocutor were higher than theirs and the imposition of the task was high. In other words, tasks which were deemed to be more problematic for the candidate resulted in a higher level of accuracy and complexity from the candidate. These findings are significant due to the implication of the interlocutor on language production and the difficulty with sequencing tasks in the assessment of language.
Victoria Clark is a lecturer at the American University in Cairo and currently working on her PhD in Applied Linguistics from the University of Reading. She has taught EFL in Germany, the Netherlands, Iran, Russia and Taiwan and published several books on Taiwans General English Proficiency Test. Her main interest is the assessment of L2 spoken language.
Walter Foreman
The Role of Memory in Listening Comprehension
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The importance of listening comprehension in language learning is well documented. Previous research has shown that increased listening comprehension skills in language learners, both young and old, result in increases in other language skills. However, many language learners, especially in Korea, report listening to be the most difficult of the four language skills to learn. Given the importance of the skill and the difficulty reported by learners in learning it, it is important to find ways to improve learners listening comprehension. This paper aims to examine the role of memory in the listening process and to determine how memory affects listening comprehension. A test group of learners will be given specific training in memory improvement techniques. This group will then have their listening comprehension ability measured against a control group to determine if increases in memory skills result in increases in listening comprehension. Analysis of the data will seek to discover methods of employing memory training in language classrooms as a means to improve learners listening comprehension abilities.
Walter FOREMAN lectures in the English Education Department at Korea National University of Education, South Korea where he is also currently working toward his Ph.D. in English Education. Mr. Foreman has co-authored several English learning books including most recently a series of three high school English textbooks. He has been living in South Korea since 1998.
Wang Boran
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Application of Project-based Learning to College English Teaching in the Networked Environment After expounding the background and theories of project-based learning (PBL), 54 non-English major freshmen in Northeastern University were exemplified to analyze the differences between PBL and more traditional learning modes and argue for the four features of language PBL in the networked environment, i.e., the dynamic integration of both language and subject learning, the authentic and friendly learning context, the diversified and digitized learning approaches and the autonomously collaborative learning mode. With the students positive feedback and recognition, it is concluded that the implementation of language PBL in the networked environment carries important implications on improving English teaching and quality education in Chinas universities and colleges.
Wang Boran, associate professor at Northeastern University, focuses his research on CALL, cognitive linguistics and vocabulary acquisition. In the past ten years, he has published more than 20 papers and over 10 textbooks.
Wang Ge
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Lessons of being Trilingual in Yunnan: An ethnographic Study of a Female Naxi College English-major Student
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The identity issues of multilingual learners have gained more and more attentions from western scholars and widely discussed over the past twenty years (Kramsch, 2000; Norton, 2000; Blackege and Pavlenko, 2001; Gee, 2001; Kinginger, 2004; Mantero, 2006; Block, 2006, 2007; Potowsky, 2007). It is believed that multilingual learners may assume multi-identities and negotiate these identities from time to time to adapt to new environment or achieve upward social mobility (Heller, 1987; Kramsch, 1998; Ting-Toomey, 1999; Gee, 2001; Kellman, 2003; Mantero, 2006). These identities, either assumed or imposed are fluid and constructed in linguistic interaction (Blackege and Pavlenko, 2001). Due to the differences in linguistic context and linguistic distance (Stern, 1983; Ytsma, 2001) multilingual learners in Yunnan face more challenges in acquiring new languages and forming new identities than their Han peers in terms of the school curriculum, the media of instruction, studying environment, and employment prospect. As a result, the study of identities of ethnic tertiary students is of great significance. It is expected that the findings will expand the scope of research on multilingual learners from ESL context to EFL context and provide a better understanding of current curriculums in relation to multilingual and multicultural education in China. This paper reports the life history of a female Naxi college student in Yunnan through ethnographic study. Two questions to be discussed are: (1) what factors contribute to the construction of multi-identities of the Naxi informant? (2) How are the multi-identities of the informant negotiated through being trilingual at tertiary level?
Mr. Wang Ge is a PhD candidate of Faculty of Education, the University of Hong Kong. His research areas are identity issues of multilingual learners, applied linguistics and intercultural communication. His thesis topic is Understanding tertiary multilingual learners through the lens of identity: An ethnographic study in Yunnan. He is also a member of CELEA and Asia TEFL.
Weiqiang Peng
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Complexities of Identity Formation: A Narrative Inquiry of a Novice EFL Teacher in a Polytechnics This article explores teacher identity formation through a narrative inquiry of the professional identity of an EFL teacher in mainland China. The study addressed the following questions:(1) How does a novice EFL teacher perceive her identity , now and at the beginning of her career?; (2) what have been , in view of this identity, her most important learning experiences throughout her career?; (3) What factors can be identified that influence the perceptions of her professional identity? Drawing on Wengers social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Fangfang as a novice teacher throughout her 2 years of teaching in polytechnics in mainland China, the processes that were involves as she struggled with multiple identities: subject matter expert, pedagogical expert, didactical expert. The investigation of Fangfangs identity formation was conducted through a narrative inquiry. The data analysis were sorted chronologically and according to the identity
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conflicts that she experienced, then analyzed according to the Wengers framework. The study shows that teachers identity formation is highly complex and it is heavily influenced by social contexts(outside and inside institute), teachers experience and biographies, these elements are in iteration with each other, influence a teachers thoughts and actions. It states that in the process of education reform, an EFL teachers professional identity is achieved through efficient support from outside plus her actual change from inside.
Peng Weiqiang received his MA in Education from South China Normal University in China in 2002. Since then, he has been affiliated with Guangdong Radio and TV University and Guangdong Polytechnic with the title of associate professor in English. His major research interest is foreign language teacher education and development. His publications have appeared in some major journals of foreign language studies and general education in China since 2000.
Wen-Hsing Luo
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NEST Programs in Hong Kong, Japan, Korea and Taiwan: An Overview A native English-speaking teacher (NEST) program refers to a language teacher policy made by governments which results in the inclusion of NESTs as a major source of English instruction in the school system (Sommers, 2004). In 2001, Hsinchu City, an industrial city in the northern part of Taiwan, launched the first ever NEST program in the country, i.e., including NESTs in elementary schools in the city. Actually, inviting native English-speakers to teach English as a foreign language in the school system is not an unusual practice in the Asia Pacific region, for instance, the NativeSpeaking English Teacher Scheme (NET) in Hong Kong, the Japan Exchange and Teaching Program (JET), and the English Program in Korea (EPIK). As the practice of including NESTs in the school system has become prevalent in Taiwan, alongside other Asian countries, e.g., China and Korea, it is worthwhile to look into the implementation of programs as such. The present study is an overview of these programs, even if they are in different names, in Hong Kong, Japan, Korea and Taiwan concerning their background and implementation in individual contexts so as to better understand language teacher policy of this kind. In addition, challenges accompanied with the implementation of these programs are discussed. Through the present study, the researcher wishes to contribute to knowledge about NEST programs as well as the deployment of local English teachers vis-à-vis NESTs in EFL contexts.
Wen-Hsing Luo received her Ph.D. from Ontario Institute for Studies in Education (OISE) of the University of Toronto. Currently, she is Associate Professor in the Department of English Instruction at National Hsinchu University of Education, Taiwan. Her research interests include TEFL, NEST and NNEST studies, and English teacher professional development.
Xi Fang
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An Action Research to Promote Task Based Language Teaching in a Chinese High School This paper reports an ongoing action research project in a Chinese high school, in which an external researcher and staff of the English Department work together to promote task based language teaching (TBLT) in the school. This project is a follow-up of an ethnographic study conducted in the school between September 2007 and July 2008. During this period of time, author A acted as a participant observer in the school, gathering data about teachers experiences of teaching the national new English curriculum, which promotes communicative language teaching (CLT), particularly with TBLT. The action research project arose from concerns about teachers NEC experiences and the school managements request that author A participates in the schools pedagogical development. Based on findings of the ethnographic study (e.g. Fang, 2009; Fang, 2010; Fang, forthcoming), key obstacles to teachers TBLT implementation were identified. Referring to key TBLT literature (e.g. Willis, 1996; Nunan, 2004), the researcher (author A) and Head of the English Department (author B) worked together to develop strategies that support TBLT implementation in the school. Strategies were firstly introduced to three teachers for trial, revised following a two-month trial period, and subsequently introduced to other teachers. Strategies are revised every two months, problems identified and further strategies suggested. The presentation focuses on one aspect of the project: the development of listening tasks. The paper discusses how TBLT can be devised according to the situations of teaching, accepted and actually implemented by teachers, and how researchers and practitioners can work together to improve practice.
Xi Fang recently got her PhD from the TESOL centre, Sheffield Hallam University. She is particularly interested in foreign language teachers cognition and their classroom practices. Ya Lv is Head of the English Department of Wenling High School, a key school in Zhejiang Province, China. Correspondence can be made to Xi Fang at dianafangxi@hotmail.com.
Xiang Zongping
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The Impact of Meta-Cognitive Strategy Training on Pre-Service EFL Teachers in China During the post-method era when the focus is shifted from the teacher to the learner, language learning strategy training is increasingly considered important worldwide. In China many books have been published and both compulsory and optional courses have been offered in many universities and colleges for English majors and non-English majors alike. In the university where the author works one such course has been offered to English major freshmen as a compulsory course since 2004. The present study aims at finding out what effects meta-cognitive strategy training has on pre-service EFL teachers, who will play an important part in ELT in China in the
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coming decades. The subjects are undergraduates in an four-year EFLteacher education program. Meta-cognitive strategies are outlined and the training method is described. Data sources include journals, assignments, questionnaires and interviews. Results show that most students feel they benefit most from the three groups of strategies, namely, planning, monitoring, and assessing strategies. They also said that these are the strategies they found themselves use in studying other courses. As learners in general and learners of EFL in particular, these pre-service EFL teachers have become more aware of planning, monitoring, and assessing their own language learning. They become better time managers and better cooperators. The greatest impact seems to be on their views of language teaching and learning as future EFL teachers since many stated that they will use the methods of teaching when they themselves become teachers.
Xiang Zongping, associate professor in the English Department of School of Foreign Languages at Central China Normal University (Wuhan, China), has been teaching preservice EFL teachers since 1997. Courses taught mainly include integrated skills, English language teaching methodology, and English language learning strategies and study skills and her major research interests are foreign language teaching methodology and teacher education.
Xu Cuiqin
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The Effects of Expectation of Forthcoming Tasks on Input Processing, Noticing and Acquisition This paper reports an empirical study on the effects of expectation of forthcoming tasks on input processing and output production. 80 freshmen, divided into four groups, processed the same reading material under different task expectations, namely expected oral reconstruction task, expected written reconstruction task, expected reading comprehension task and no task guideline for the control group and then each group completed three same tasks in the sequence of reading comprehension task, oral reconstruction task and written reconstruction task. Questionnaire was administered and retrospective interviews were conducted immediately after the test to survey students processing of the input material in expectation of different forthcoming tasks. A post-test on the same tasks happened one week later to investigate the delayed effect of the treatment. Analysis of the experimental and control group data conducted in line with expectancy theory (Vroom, 1964) shows that written reconstruction task enjoyed the highest difficulty expectation, the highest valence but lowest instrumentality while the reading comprehension task had the lowest difficulty expectation, lowest valence yet the highest instrumentality with the oral reconstruction task occupies the middle ground. Results also suggest that the three tasks elicited differentiated depth of input processing in a scale like: no task Comprehension test oral reconstruction task written reconstruction task while the students actual performance suggests a performance potential scale like: no task comprehension test oral reconstruction task written reconstruction task. This study might shed some light on syllabus design in terms of how to strike balance among expectancy, instrumentality and valence to motivate students language learning.
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XU Cuiqin is a lecturer of English with the Department of Applied Foreign Studies of Nanjing University in China. Her current interests lie in enhancing college level English writing skills through providing efficient teacher feedback. Lu Meihui is a lecturer of English with Dafls of Nanjing University. Her interest is SLA, especially EFL writing.
Yeon Hee Choi
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A Journey through Teacher Feedback-Aided Revision Training in L2 Writing With the increasing focus on writing process, revision has become a main issue in L2 writing class (Ferris, 1995, 1997; Hyland, 1998; Kobayashi & Rinnert, 2001). The importance of teacher feedback is recognized in revision (Ferris, 1995; Zamel, 1985) and learners prefer specific feedbacks by their teachers (Ferris, 1995). Though EFL learners seem to make an effort to apply the teachers feedback in their revision process (Ferris, 1997), there lacks clear evidence whether the learners successfully incorporate the feedback. That is, whether the feedback is connected to a higher quality of the revised writing, and ultimately, to the improvement of the writing proficiency (Ferris, 1997, 2001; Goldstein & Conrad, 1990; Hyland & Hyland, 2001). Furthermore, how to teach L2 writers to revise effectively using teacher feedback has not been explored much. Therefore, the present study aims at examining some L2 students going through a succession of revision procedures, starting from self-revision on their own to an application of teacher feedback through revision training. The study will examine the effects of giving students training on revision by showing a change of the written product and quality. Also, there will be an analysis of L2 writers perceptions on revision training through a pre- and post-training questionnaire survey. The results of the study will show that students benefit from different areas of teacher feedback according to their proficiency levels and writing experience. Therefore, a need for student levelsensitive teacher feedback will be suggested.
Yeon Hee Choi (Dr.) is dean of the Graduate School of Teaching Foreign Languages and professor of English Education at Ewha Womans University in Seoul, Korea. She was vice president of KATE (editor-in-chief) and Asia TEFL books editor-in-chief, and is currently secretary general of Asia TEFL. Her primary research interests include discourse analysis, and L2 reading and writing.
Yi-Ching Pan
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Washback from English Certification Exit Requirements: A Conflict Between Teaching and Learning The goal of this study is to determine whether the exit requirements on Taiwans tertiary English education have brought "teaching to the test" and studying for the test to tertiary institutions, as is
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already the case with junior and senior high schools in Taiwan . Questionnaires were distributed to 160 teachers and 1,400 students, interviews were conducted with 46 teachers and 58 students, and 54 sessions of classroom observation were undertaken at schools with and without exit requirements. The findings indicate that test-related instruction and practice is being given and performed with greater frequency by both teachers and students at schools with exit requirements than at their counterparts, but the influence of the exit requirements on teaching and learning was not as great as had been assumed. In effect, teachers did not turn regular English classes into certification-test coaching sessions, and students did not devote most of their time to preparing for such tests after class. However, a conflict arose because students requested more test-preparation instruction and practice in class, while their teachers included only a small amount of such instruction and practice to assist students. The significance of this study is that it provides additional evidence to the study of washback that is currently lacking, particularly from the points of view of students. Moreover, it shows that the amount of washback on teaching and learning does not rely on a test requirement itself but rather on many other important factors such as teachers' teaching belief, and students' needs.
Yi-Ching Pan, who is a lecturer at the National Pingtung Institute of Commerce in Taiwan, has been awarded the Melbourne International Research Scholarship. Pan is taking her PhD at the Department of Linguistics and Applied Linguistics at the University of Melbourne, Australia. Her field of research is language testing with emphasis on washback in particular.
Yichuan Yuan
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An Empirical Study of English Learning Motivation and Strategies of Ethnic Minority Students in China This research adopted empirical quantitative questionnaire survey and studied English learning motivation and strategies and their relationships with English achievement of ethnic minority students in Yunnan, China. The participants were 837 ethnic minority students from two universities in Yunnan province, southwest China. The questionnaire, adapted from SLA Batteries of Gardner/Lambert(1972) and Oxford1990, consisted of 108 items concerning why and how to learn English. First, we treated the collected data with SPSS factor analysis and descriptive statistics in order to explore the most important types of attitude and motivation and eight types of attitudes and motivations emerged. The order of the eight attitudinal and motivational types was arranged from the highest mean value to the lowest as follows: study intensity, extrinsic motivation, parents expectation, teaching factors, intrinsic motivation, integrative motivation, attitude to English native speakers and study anxiety. Second, we used SPSS descriptive statistics to analyze the use of the four learning strategies and the result of the sequence came out from the highest mean value to the lowest: emotional strategies, cognitive strategies, communication strategies and meta-cognitive strategies. Spearman Correlation indicated that the self- evaluated English achievement was positively and significantly correlated in order with communication strategies, meta-cognitive
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strategies, emotional strategies, cognitive strategies, and integrative motivation and intrinsic motivation; learning strategies were positively and significantly related to attitudes and motivations. The Multiple Stepwise Regression suggested that the most important indicators were communication strategies and integrative motivation.
Yichuan Yuan birth date: 25/10/1957, male, Chinese; EdD (La Trobe University, Australia 2006.10); Vice president/professor of English Language and Literature/applied linguistics of Yunnan Normal University; concurrently president of Foreign Language Education Association of Yunnan, China; thesis published recently: Attitude and Motivation and English Learning of Ethnic Minority Students in China (English version), Shanghai Foreign Language Education Press, 2007.
Yingli Yang
Students Perception of Task-based Instruction in Chinese Oral English Classes
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Research into task-based approach in second language teaching shows that when language learners are completing tasks while learning the target forms, they are likely to engage in naturalistic acquisitional mechanisms and stretch their interlanguage into a higher level (Skehan, 1998). Previous research into task-based approach has been conducted regarding task-familiarity, the operations of tasks, participant characteristics, complexities of tasks (Foster & Skehan, 1996; Prabhu, 1987; Brown, 1991; Plough & Gass, 1993; Bygate, 1996) and the influence of these factors on task-completion outcome. Relatively less is known about the reflection of the students after being exposed to task-based instruction. Drawing on Skehans theory of task-based approach in second language teaching, the present study aims to explore Chinese university students perceptions of task-based activities in oral English classes. A questionnaire composed of 30 closedended items and 7 open-ended items designed specifically for the oral English classes where this study was conducted was administered to 44 students at the end of the semester. The questionnaire was aiming to explore students perceptions of task-based approach in oral English classes and their views on teacher feedback in class. Quantification of questionnaire results will be presented with a view of examining students preferred forms and content of task-based instruction. Pedagogical implications will also be discussed in terms of the role of task-based instruction in Chinese EFL context as well as the design and implementations of tasks in such a context.
Yingli Yang is assistant professor at School of International Studies at University of International Business and Economics in Beijing, China. Her research interests include classroom-oriented second language research, feedback, task-based instruction, and business English. She has published articles in The Journal of Asia TEFL and Studies in Second Language Acquisition.
Yin-Hsi Chen
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Can Content-Based Second Language Instruction Close the Gender Gap in Asian Culture? Can Content-Based Second Language Instruction Close the Gender Gap in Taiwan Culture? Purposes This study aimed to compare the effects of a content-based second language instructional model on EFL female and male learners in Taiwanese vocational college. English learners motivation dynamics and English reading comprehension performance were indicators to help the researcher learn gender differences. Data sources These subjects comprised four freshman English classes.The180 participants, 102 females and 78 males, came from one vocational college located in northern Taiwan. Of these 84 were Business Administration majors, and the other 96 students majored in International Business. Methods and Results This study of quasi-experimental design analyzed students pretest and posttest motivation dynamics and TOEIC pre-and-post test scores to determine the effects of the content-based instructional (CBI) model on EFL male learners and find significant predictors accounting for male subjects motivation dynamics and reading comprehension performance. The results verified effects showing content-based second language instructions ability to increase male students English learning motivation as well as their reading comprehension performance. However, subjects significant increase in motivation failed to predict their performance on TOEIC. The findings suggested that, compared to the traditional grammartranslation method, the content-based second language instructional model effectively enhanced EFL male learners motivation resulting from English learners work experience. Therefore, for reducing gender difference in EFL classroom, making a connection between students career and English learning absolutely becomes a crucial factor for vocational college population, particularly true to EFL male learners.
Dr. Yin-Hsi Chen is Chihlee Institute of technology Assistant Professor of Applied English. Her research career has centered on English teaching methodology on students of the vocational college. Current projects include effects of content-based English instruction on vocational college students learning motivation and a field study about the influence of intern program on students majoring in Applied English.
Young-in Moon
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Native Speaker Judgments on the Performances of Refusals by Korean EFL Learners Refusals are considered one of the most important speech acts because of its face-threatening nature. Even advanced learners commonly experience a hard time saying how and what to whom in which refusal situations. In this study, 40 advanced Korean EFL learners performed refusals with their English-native-speaker partner via role plays and their performances were all video recorded and transcribed. Four English native speakers judged the learners performance in terms of appropriateness by their points of view. They were asked to grade the performance from 1 to 5 and write their comments and reasons for their judgment. It turned out that each native speaker had their own criteria in evaluating the learners refusals. Even though they pointed out some common
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points, they measured the appropriateness of the refusals with different grounds. For example, English native speaker (ENS) 1 and 4 focused on the legitimacy or content of the excuses of refusals while ENS 2 concentrated on the linguistic correctness. Besides, ENS 3 pointed out the appropriateness of forms of address and greetings according to the level of status and distance. However, even though each English native speaker judges used different criteria, their own criteria were consistent throughout the evaluation process. The findings reflect a very complex nature of pragmatic ability and provide useful pedagogical implications to the EFL teaching professions.
Young-in Moon is a professor of English Language & Literature department at the University of Seoul in Korea. She is currently the Editor-in-Chief of the 2010 Asia TEFL Book Series and an editorial member of KATE (The Korea Association of Teachers of English) and ALAK(The Applied Linguistics Association of Korea). Her main interests include interlanguage pragmatics and second language writing.
Young-Sook Shim
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The Effect of English-medium Instruction on Korean University Students' Listening Ability In keeping up with the trend of globalization today, a growing number of universities in Korea are now offering EMI (English-medium instruction). EMI in this context refers to teaching university content courses (not language skill course) in English. EMI is a type of CBI (Content-based Instruction), which is claimed to enhance learners' language ability as it increases intrinsic motivation and provides the optimal context for meaningful learning. However, there is also concern that many Korean students may not benefit from EMI because both content and English are often overwhelmingly difficult. In order to determine the effectiveness of EMI in this particular setting, we need further empirical research investigating students' academic achievements and English improvement in EMI courses. In this regard, this study addresses three research questions: 1) Does EMI help improve listening ability of EFL university students? 2) Is there difference in students' improvement between EMI courses taught by foreign instructors and by Korean instructors? 3) Is there any relationship between students' listening ability and their academic achievement in EMI courses? Data was collected in EMI courses taught by 5 foreign instructors and 5 Korean instructors respectively at a Korean university. Listening pre- and post-tests were given in the beginning and at the end of the semester. The participants, both instructors and students, filled in a questionnaire consisting of questions on their experience in EMI courses. An in-depth analysis of the data, which is currently in process, will provide useful information for better EMI at the postsecondary level.
Young-Sook Shim received her Ph.D. in Foreign Language Education at the University of Texas at Austin, with a focus on teacher-student interaction in the ESL classroom. She is currently teaching in the department of English Language and
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Culture at the Catholic University of Korea. Her research interests include L2 classroom discourse, computer-mediated communication, and L2 reading and writing.
Yu, Jyu-fang & Tsao, Meng Chiun
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Effects of sensitive and insensitive Grading on Young EFL Learners PRV Webb (2008) proposed the use of two-way translation measurement for both receptive (L2 to L1) and productive (L1 to L2) vocabulary in EFL contexts. He found that when responses for English vocabulary knowledge were scored sensitively (allowing partial credits), the discrepancy between productive and receptive vocabulary sizes was quite small, with the PRV ratio being 93%. The gap widened (increasing from 7% to 23%) when the same responses were graded insensitively (assigning only full or no credit). The obvious disparity makes it difficult to ensure grading reliability. The current research aims to explore of the issues of PRV ratios of young EFL learners and the effects of sensitive and insensitive grading on vocabulary size measurement. The participants are 35 fifth graders, who had studied in an EFL context for 3 years. Unlike previous studies which generally elicited learners responses through recognizing or recalling form and meaning of the target words in writing, the current study included listening and oral testing. The measurements were four translation tests for four different types of vocabulary sizes; namely, written productive (L1 to L2), oral productive (L1 to L2), listening receptive (L2 to L1), written receptive (L2 to L1). It is hoped that the research findings may help language instructors find best grading solution for vocabulary tests.
Dr. Jyu-fang Yu received her Masters and Ph.D. degree in Foreign Language Education from UT Austin. She used to teach ESL in the States and is currently teaching at Tunghai University in Taiwan and is actively engaged in teacher training. Ms. Tsao, Meng Chiun is an MA student in Tunghai University. She is also a primary school teacher.
Yuhang Wang
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A General Pattern of Chinese Intermediate EFL Learners Receptive Vocabulary Size Growth: A Cross-Sectional Study The interest of measuring second language vocabulary size has greatly revived recently, partly due to the growingly convergent recognition of the importance of vocabulary in other domains of second language learning, and partly due to the availability of ever-increasingly efficient measurement instruments. For Asian EFL learners and teachers, the issue of English vocabulary size is often listed as the top concern. Although the national curriculum stipulates the target of vocabulary gains for each grade, we are not clear about the learners actual gains which may exceed or fall short of the requirements. More importantly, we know little about the development of learners lexical profile, especially from the first 1,000 to the fifth 1,000. To address this gap, our
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cross-sectional study, using X-Lex, an instrument developed by Meara and Milton (2003), is to measure the Chinese EFL learners vocabulary size across five grades. The study primarily aims to investigate the general pattern of vocabulary size growth of Chinese intermediate EFL learners. We intend to answer the following research questions: (1) To what extent can the learners in this research satisfactorily meet the national curriculum standards on vocabulary size? (2) At what stage in the course of lexical growth will a spurt or plateau occur? (3) What are milestones of vocabulary gains per academic year and per lesson? (4) To what extent do the learners show a normal lexical profile? And (5) what might be the possible reasons for the irregular growth pattern if it occurs? The findings are reported and discussed, especially in relation to their larger pedagogical implications in EFL classrooms in Asia.
Yuhang Wang, MA in The Chinese University of HongKong and MA in National University of Singapore, is currently a doctoral student in National Institute of Education, Nanyang Technological University, Singapore. He is also a lecturer in Foreign Language Department, Tianjin Normal University, China. He taught extensively both in China and Singapore in the past 10 years. He was actively involved in several projects regarding EFL teaching reform in China. His research interests include Second language Acquisition, especially second language vocabualry development.
Yuka Shigemitsu
Teaching Intercultural Competence in EFL Classrooms: Appropriate Turn Taking Patterns for Speaking English
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This presentation clarifies how different turn taking patterns affect intercultural communication, highlighting how much transfer from ones native language has taken place in terms of interpersonal function, ideational function. One of the big issue which Japanese English teachers concern is that Japanese people cannot discuss in English on an equal basis even if their English proficiency is not bad. This presentation claims that a cause of problems lies in the differences in turn-taking patterns between English and Japanese and then suggests typical English turn-taking patterns should be taught in EFL classrooms. Three 30-minute-English conversations between a native English speakers and one of each three Japanese speakers were video-taped and transcribed. It should be noted that follow-up interviews were conducted immediately after each conversation and are incorporated into the analysis. The follow-up interviews provide the researchers with insights into speakers intentions regarding particular utterances. The participants are divided into two groups: who conducts favorable conversation from the perspective of native English speakers, and who are not. Turn-taking patterns of each group are analyzed. The favorable group used the similar sequence patterns of native English speakers such as short turn sequences, no pause, the same distribution of talk, and adding one more comment. The unfavorable group used different patterns but are regarded as polite if they spoke in Japanese. They are many back channeling, pause,
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fixed speakers and fixed listeners. It is concluded that when teaching English, appropriate turntaking patterns in English should be taught for successful intercultural communication.
Yuka Shigemitsu is an associate professor at Tokyo Polytechnic University who teaches English and intercultural communication. She studied linguistics at Japan Womens University and got her TESL certificate from Georgetown University. Her interesting areas are sociolinguistics, pragmatics and intercultural communication. She and her colleagues published some books on politeness, intercultural communication and English text books for Japanese college students.
Yukawa, Emiko
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An Exploratory Study on Junior High School Students Affective State and their Perceived Success in Class It is well known that a substantial number of students lose interest in English learning around the mid-point of their 7th grade year. The gap between the elementary school English, which stresses oral fun activities and serious English study at the secondary school level may well be behind the problem, and therefore how to let 7th graders transit smoothly between the two stages seems a significant issue for all English teachers in Japan. Therefore the purposes of the current exploratory study are (1) to observe how 7th graders affective state (desire, motivation to study, fear, familiarity to English and attitudes) changes over the academic year, and (2) to investigate relationship among students' affective state, listening comprehension abilities they demonstrated at the time to start school, and self-assessment of the level of success in learning English at school. A total of 120 seventh-graders from one private junior high school in West Japan participated in all the three data collections in 2009. A listening test was administered in April, and a questionnaire was given in April, July and December. Although the study is still exploratory using a newly created measurement, the results seem to imply that (a) students affective state does not deteriorate over the year as much as it had been feared to, (b) the positive attitudes they have toward English learning is more strongly related to their perceived success in learning lesson content rather than the year-initial listening test scores or the other affective factors tested in the study.
Yukawa, Emiko is a professor at College of Letters, Ritsumeikan University, Japan. She trains future secondary school English teachers. KOYAMA, Tetsuharu is an associate professor at the Department of English Language and Literature, Kyoto Notre Dame University, Japan. He teaches English, pragmatics and communication. Sugimoto, Miho teaches English at Hatsushiba-Ritsumeikan Junior High School, Japan.
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Yukiko Yabuta
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Development of Intercultural Communication Training Program Focusing on Web Conference System This study aimed to find out how to develop an intercultural communication training program for the students in Japan, especially using a web conference system. With the rapid development of internet technology, the world became borderless and international. Although many universities are now introducing exchange programs, studying overseas is not a program for every student because of the high tuition and living cost. One of the solutions is using the IT technology, web conference system, for exchange activities. The study has been conducted at Seisen Jogakuin College, located in Nagano Japan, and its sister university, Hanyang Womens University in Korea. Many students show interest in communicating with foreign students, however the number of students who participate in exchange programs has been decreasing recently because of the financial difficulties as well as high anxiety of going outside of Japan. There was a need for a systematic program which develops students motivation for global communication. To develop the program, Brislin & Yoshidas four-step approach (awareness, knowledge, emotions, skills) was considered. They said that it is necessary to spend a significant amount of time raising awareness of different cultures and values, and address peoples emotions to successfully acquire intercultural communication skills. Direct communication would be the best way for the training, yet it is limited only for certain situations. The web conference system is virtual communication but it has enough impact for the students to raise their motivation. The details of the program and results from the research will be discussed in the presentation.
Yukiko Yabuta obtained BA in Lingustics from Monash University, Melbourne, and MA in Applied Linguistics from The University of Tokyo. She is presently an associate professor at Seisen Jogakuin College. IINO, Atsushi has taught English for over 20 years in high schools and universities in Japan. He is currently interested in taking advantage of CALL to vitalize international student exchange program.
Yuko Sugiyama
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Organisation of Ideas in Writing: What Are Raters Sensitive To? Whether foreign language writing is rated using analytic rating scales or holistically, organization of ideas (sometimes called essay structure) is invariably one of the aspects assessed. However, it is unclear what raters are sensitive to when rating writing for organisation. Which do they value more highly, the physical aspects of organisation, such as paragraphing and the existence of organization markers, or deeper textual aspects, such as the coherent flow of ideas? This study investigates whether raters of timed essays value paragraphing, transitions or coherence more when assigning a score for organisation. The current study used multiple regression to ascertain what raters of the writing section of the Kanda English Proficiency Test (KEPT) were sensitive to when rating writing
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for organization using an analytic rating scale. The number of paragraphs, unity of ideas within paragraphs, number of transitions and coherence within 116 timed essays were evaluated and it was found that raters seem to value the physical aspects of organization more then the deeper textual aspects. Specifically, the number of paragraphs and the number of transitions predicted differences in scores assigned for organisation. In addition, the scores assigned for content were significantly predictive of scores for organization. Implications of the findings will be discussed and suggestions for further research will be outlined.
Rachael Ruegg holds an MA in Applied Linguistics and is currently a PhD candidate. She is a senior lecturer and research coordinator at Kanda University of International Studies. Yuko Sugiyama received her MA in TESOL in 2008. Yuko is currently a lecturer at Kanda University of International Studies in Chiba, Japan. Her research interests are assessment, writing and bilingualism.
Zahra Esmaeilian
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A Cross-cultural Study of Refusal Strategies between American and Persian Speakers in Shopping Negotiations from Conversation Analysis Sociolinguists often criticize speech act researchers for using invented sentences and fictional situations to illustrate their points, a practice which fails to capture the complexity and sequentiality of human interactions. Given the complexity of speech, data which are natural and real conversational speech can shed light on the dominant cultural norms of different variations of languages. This study is an attempt to bring speech acts into their conversational context, to discuss the strategies of refusing from a conversation analysis perspective and to explicate the redressive strategies involved in shopping conversations by doing a cross- cultural study between American and Persian speakers. An analysis was conducted on natural data from the shopping negotiations between customers and sellers. Both qualitative and quantitative examinations were carried out to display the differences in the realization patterns across the two cultural systems.The results showed that Persians as opposed to Americans were more considerate about their dispreferred turns as they employed more mitigating devices during shopping negotiations. To justify their dispreferred acts in shopping, Persian speakers tended to use objective reasons as opposed to Americans who mentioned subjective reasons for their refusals. Being involved in different shopping contexts made degrees of politeness variable, in the sense that Persians would use more polite speech in conversations in upper scale shops while a lower level of politeness was revealed in speech acts involving peddlers and street stands. Key words: speech act, refusal strategies, conversation analysis, preference organization, politeness.
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Zahra Esmaeilian. I am M.A student at Esfahan University majoring at teaching English as a foreign language. I am about 27 years old. I am originally from Esfahan. I am single and live with my family. I have been working as a teacher at a high school for 3 years. At present, i am preparing for attending in PHD exam.
Zhang Feilong
Localization and Glocalization: Teaching Local Literature in English on College Campus
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In the era of globlaization,every national culture inevitably becomes one of members of multicutural family, which implies that every culture(mostly, the cultures of developing countries) is being challenged by those in advantage,such as American culture and other Europe-oriented cultures.Under this background, college education in developing countries, especially education in the field of literature teaching, takes teaching local literature in English instead of native English literature as an effective expediency to localize the foreign culture so as to popularize their own sinology.Whereas, Literature teching is not to provide a forum to cultivate students with national consciousness but also provide a chance to develop their cross- cultural communication skills.In this sense, local literature teaching in English can not meet this demand.
Zhang Feilong, Lecturer of HEBUST, China; Doctor in Comparative literature.Research Orientation: comparative literature, English literature.
Zhang Mingfang
An Empirical Research of Project-based Learning in Linguistics Teaching for English Majors
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An Empirical Study of Project-based Learning in Linguistics Teaching for English Majors ZHANG Mingfang, Hao Liying Hebei University of Science and Technology Project-based learning (PBL) is regarded highly as an effective educational innovation in this time of education reform around the world. It can not only integrate language skill and content simultaneously but also contribute significantly to learners development of cooperative, autonomous and problem-solving abilities. However, the practice and the empirical study of PBL in TEFL are rarely seen in China because of some limitations. This paper presents an empirical study of PBL in linguistics teaching for English majors, attempting to answer the four questions: 1) whether PBL is helpful for cultivating English majors intrinsic motivation in Linguistics 2) whether PBL is helpful for English majors to master the content or knowledge of this course 3) whether PBL is helpful for English majors to develop their non-linguistic abilities 4) what are the influencing factors or difficulties in implementing PBL. The study involves both the quantitative method and the qualitative method. The research tools include questionnaire, test, project files, interview and classroom videos. The qualitative and quantitative results show that learners intrinsic motivation is significantly enhanced, and their self220
efficacy also improves but without significance, and learners improve significantly in comprehending and applying the knowledge and content of Linguistics. The influencing factors in implementing PBL mainly come from learners themselves, learning resources and teachers tutoring. Finally, the implications are drawn, and they may be applicable to the implementation of PBL in other disciplines.
Zhang Mingfang is currently an associate professor in School of Foreign Languages of Hebei University of Science and Technology where she teaches undergraduate and graduate courses. Her research interests include foreign language teaching, lexicology and sociolinguistics. She has published more than 30 academic articles in recent years.
ZhangLibin
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The Practice of CLIL in Teaching English as a Global Language CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive can do attitude towards themselves as language learners. An increasing number of teachers and schools are introducing CLIL initiatives throughout the world. It is being applied in a growing number of countries around the world. CLIL has been introduced in diverse contexts including the primary and secondary level and tertiary area. For many teachers, CLIL offers a number of challenges as it requires a rethink of the traditional skills and knowledge of the language teacher, classroom practices and resources. Some educational reformers may underestimate the difficulties involved in implementing CLIL, and may introduce innovations without ensuring that all of the necessary resources are in place. For example, teachers might not have a language level appropriate to the demands of the content. Teachers might not receive the necessary re-training to carry out their revised roles effectively and suitable classroom resources may not be available in all subjects at all levels. Notwithstanding these difficulties, the trend of globalization is likely to lead to CLIL becoming a growing component of educational systems throughout the world. Key words: CLIL, advantages, Methodological Principles.
Zhang Libin, Lecturer, English teacher at HeBei University of Science and Technology China. Teaching English for more than 12 years at different levels, including secondary level and higher level. Published many academic articles on teaching methodology over the years in some recognized academic periodicals. Attended the International Education Development Programme at the University of Salford, U.K..
Zheng, Yongyan
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Long-term Vocabulary Development in a Foreign Language Context: Stabilization and L2 Motivation

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The proposed presentation reports findings of a multiple-case study that aimed to explore how EFL learners enrolled in tertiary-level English major study in China developed the multi-faceted vocabulary knowledge over an academic year. I will present the findings of four advanced-level participants receptive and productive vocabulary development with their retrospective accounts of the situated vocabulary learning experiences in the Chinese EFL context. Data analysis showed that, contrary to the continuous growth of the receptive vocabulary size, these advanced-level participants free productive vocabulary knowledge in terms of the lexical richness in free compositions stopped to improve and even became worse over an academic year. An array of factors were identified to have influenced their long-term vocabulary development in the instructed foreign language context, including negative L1 influence, curriculum design, teachers instruction practices and beliefs, as well as their L2 learning motivation. In particular, the L2 motivation conceptualized from the perspectives of the ideal L2 self and ought L2 self is explored in depth to account for the observed stabilization in the participants free productive vocabulary. It seems that how these EFL learners picture themselves as users of English as a Lingua Franca in their future life and career in such foreign language contexts as Asian countries greatly determines their willingness and efforts to stretch their productive vocabulary, and ultimately constitutes the dynamics of vocabulary development. To conclude, I will outline pedagogical implications for EFL vocabulary teaching in the Asian context against the broad background of World English.
Yongyan Zheng is currently a full-time PhD student at the Centre for Applied English Studies, University of Hong Kong. She held a Master of Applied Linguistics from Fudan University, Shanghai, China. She is now working on a longitudinal project to track the development of a group of Chinese EFL learners vocabulary knowledge at the tertiarylevel EFL context.
Zhou Xia
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An Investigation of the English Articles Acquisition by Chinese Learners The present study is conducted to get a relatively realistic picture of the actual acquisition process of English article system by Chinese learners and explore the problems of article error. The study is composed of a quantitative survey and a qualitative interview. 114 Chinese English learners of different proficiency levels participated in this study. The quantitative study is designed as a test to elicit data on students article use. The interview is designed to complement and verify the findings gained from the quantitative investigation. Descriptive statistics and t-test are used to analyze the data gained from the test, and the data gained from the interview are transcribed later. The results indicate that Chinese learners perform poorly on the use of English articles, and the zero article is the most difficult for Chinese learners. As hypothesized, there is an obvious difference between learners of low proficiency level and learners of advanced and intermediate levels. However, the
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difference between advanced learners and intermediate learners is not as obvious as anticipated. It is also found that the performance of learners of low proficiency level demonstrates an obvious difference on different tasks designed in the test, which shows their greater instability on the use of English articles. In terms of the problems of article error, Chinese learners are more likely to show errors on omission and confusion of English articles, which may result from the negative transfer and the incomplete intrelanguage system. Key words: English articles; article acquisition; article errors
Zohreh Nafissi
The Genesis and Promises of L2 Dynamic Assessment
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L2 Dynamic Assessment (DA) is an approach to assessment and instruction that derives its principles from Vygotskys Sociocultural Theory. DA envisions that since learners language ability is always approaching the potential zone, the conventional Non-Dynamic Assessment (NDA) is not able to tap the learners real language ability. The principle underlying DA is that a full picture of what an individual or group is capable of does not emerge unless the ability is not only observed in independent performance but is also pushed forward by mediation into the process of assessment in order to observe the examinees potential level of performance. Therefore the goal of DA is to unify assessment and instruction into a single activity, the goal of which is learner development. DA distances itself ontologically and epistemologically from NDA. The view of abilities underlying the assessment procedures, the purpose of conducting the assessments, and the role of the assessor are 3 aspects in which DA differs from NDA. It seems necessary to move DA toward more involvement in real-life assessment practices in order to enable the assessment boards to make more valid interpretations of results, leading to a new generation of tests that differ fundamentally from what already exists. This apparently represents a paradigm shift moving gently toward a new philosophy that seeks a more dynamic, mediating and dialectical view in assessment. The goal of this presentation is to discuss the genesis and promises of L2 DA by reviewing the principles of Vygotskys theory, offering new empirical developments in applying these principles.
Zohreh Nafissi has been a faculty member of Alzahra Un. for the past 15 years. She received her MA and MPhil from Glasgow University, Scotland and PhD in TEFL from Allameh Tabatabai Un. in Iran. She has presented more than 15 papers at national and international conferences. Her main interests are methodology, assessment, and task based learning.
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The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Abdus Selim (Bangladesh)

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Agnieszka Dremza, Magorzata wierk

E-Learning English Courses for Part-time Students - B1/C1 Modules Project

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Questions: Interactive Feature in Science Lecture Discourse in L2 Setting

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Using Students as Content Specialists in the ESP/EAP Class

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

English Language Teaching in the Republic Khakassia (Siberia, Russia)

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Anh, Dang Thi Kim

Anh, Le Thi Phuong

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Anh, Pham Lan

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Anindya Syam Choudhury

Critiquing Task-Based Language Teaching: The Indian Context

The Use of English in the Workplace: Perspectives from Bangladesh

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Hypermedia technology to support innovative pedagogical approach: construction of evidence-based arguments

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Bambang Yudi Cahyono

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Assessment of Aviation English in China

Successfully Implementing Standardized Vocabulary Instruction

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Canh, Le Van & Minh, Nguyen Thi Thuy

Teaching English as a Lingua Franca: Dilemmas and Directions

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

Medical Ideas and Scientific Devices for Listening Research

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The Global Language in Asia: From Amorphous to Defined

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session

The 8th ASIA TEFL 2010 HANOI INTERNATIONAL CONFERENCE

Abstracts of Presentations and Poster Session