ELTRIA Conference: Talks and Workshops by Track

Saturday 22nd April

Track: Teacher Research

Session Room Time

Seiko Harumi SOAS, University of London, UK Talk: The facilitative role of reflective approaches to developing interactional competence in EFL context. Summary: This talk will present the findings from an action research project which examined how 85 Japanese EFL learners have benefitted from a learner-centred reflective approach by participating in a 12 week speaking class to raise self-awareness of interactional skills in L2 while deepening their understanding of related cultural norms. Useful pedagogical approaches and types of activities will also be presented.

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Gerard McLoughlin IH Barcelona, Spain Talk: “Internal White Noise” Demystifying dealing with errors through action research.

Summary: Good practice involves reflecting, rethinking and refocusing to become even more effective teacher educators. This can be achieved by collaborating with colleagues and other professionals through reflective practice and action research. This presentation explores an action research project on helping CELTA trainees deal with language

errors in the classroom.

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Sophie Thompson¹, Emma Marsden¹,

Luke Plonsky²

University of York, UK¹; Georgetown University, USA²

Extended Workshop (I hour): Facilitating teacher research using IRIS: A digital repository of Instruments used for Research in Second Languages. Summary: This workshop will provide an overview of the IRIS database of materials for research (www.iris-database.org). IRIS holds over 1200 instruments and has had over 14,300 downloads from students, teachers and researchers. We will demonstrate how teachers can use IRIS for action research, to investigate common questions and concerns about language learning and teaching.

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Graham Hall Northumbria University, Newcastle, UK Workshop: Teaching in theory...and in practice: ‘the believing and doubting game’.

Summary:

How might teachers engage with theory, theories and research findings? How might they navigate the contradictions they may encounter within ‘the literature’? And how might they link such ideas to practice? This workshop outlines and exemplifies how teachers might operate as ‘selective consumers’ of research, based on their own ‘sense of plausibility’

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Track: Classroom Issues

Session Room Time

Alexandra Georgiou UCL - Institute of Education, UK Talk: An ethnographic study of the linguistic practices of migrants in transition in a primary school in Cyprus. Summary: The talk will present the new challenges created in the Cypriot primary sector after the arrival of new migrants. It will give an overview of the international literature drawing on a sociolinguistic and a sociocultural perspective. Finally it will give an outline of the proposed methodology.

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Ibtisam Boutemedjet Canterbury Christ Church University, UK Talk: Classroom Discourse Analysis: the Impact of Gender on Algerian EFL Classroom Interaction. Summary: This paper is intended to discuss my research project about the impact of gender on EFL classroom interaction. The research was based on a qualitative dominant mixed method research approach in which a triangulation of data collection tools was adopted namely, classroom observation, semi-structured interviews, and field notes.

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Ouacila Ait Eldjoudi

University of Southampton, UK

Talk: Investigating teachers’ and learners’ current beliefs

towards autonomy.

Summary The present study attempts to frame teachers’ and EFL learners’ beliefs towards language autonomy. This process allows me as a researcher to verify that beliefs are transferred to actual behaviors from both teachers and learners that facilitate their teaching and learning process respectively.

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Hammoudi Abdelhak Sétif 2. University, Algeria Talk: Cheating on Exams: A justifiable behavior? A Case Study in Causes and Remediation. Summary: The advent of technological devices has spurred much concern regarding the inappropriate use of these tools and their impact on the ethical behavior of the students. This study investigates the extent of cheating in examinations from university students’ perspective and the reasons students resort to cheating.

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Stephen Scott Brewer School of Education and Teacher Training at the Université of Paris-East Créteil, France Workshop: Cultivating language skills from the inside-out: a focus on memory. Summary: A teacher’s main job is to design and orchestrate learning situations. Students need space in the classroom that allows them to explore, enact action possibilities, and develop competent language skills from within. Teachers transform their students’ “enaction potential” by optimizing their memory for language. This session is part theory and part activity-based.

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Track: Psychology of the Learner

Session Room Time

Emine Eren Gezen & Nurdan Özbek-Gürbüz Middle East Technical University, Turkey Talk: Experience, Self-Efficacy and Self-Regulated Learning Strategy Use in an EFL Setting. Summary: The topic of this study is the relationship between experience, self-efficacy and learning strategies of the students. The conducted research will be presented. A positive relationship between these three factors is found. This relationship and other factors influencing the learners’ self-efficacy and learning strategies will be discussed.

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Chiara Astrid Gebbia University of Palermo, Sicily, Italy Talk: Metaphorical Competence in Italian EFL students: an Empirical Study Summary A quantitative data analysis conducted on 230 Italian EFL students revealed that their metaphorical competence (MC) is inappropriate. In view of these findings, the development of MC, as crucial as linguistic and communicative ones, is fostered as a successful didactic methodology to improve the proficiency in the target language (TL).

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Tasnima Aktar University of York, UK Talk: Learners’ Metacognitive Knowledge to Second Language Listening. Summary Thematic analysis of interview data collected on tertiary EFL learners’ metacognitive knowledge of second language listening from 30 tertiary EFL learners in Bangladesh revealed students’ extensive awareness of metacognitive knowledge in terms of person knowledge, task knowledge and strategy knowledge, and also showed differences between two listening ability groups.

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Katia Berbar

Mouloud Mammeri University of Tizi Ouzou, Algeria

Talk: The Use of Cooperative Learning in EFL Classrooms. Summary Throughout the presentation, I will endeavour to answer the following questions: What is cooperative learning and what distinguishes it from group work? How should the groups be formed? What is the appropriate group size? What are the alternatives for assessing teamwork and individual student participation?

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Lee Shutler Hilderstone College, Broadstairs, Kent, UK Workshop: Using anecdote circles to understand your students better. Summary: This workshop looks at how teachers can use stories to understand the “personality” of the class. This is done by adapting an “Anecdote Circle”. As a result, the teacher or school can adapt teaching methods or instigate learner training techniques into courses to enable students to participate more effectively.

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Track: L2 Learner Motivation

Session Room Time

Matt Evans EIM, Universitat de Barcelona Talk: Demotivation in Adult Learners of English: Why do adults drop out of language courses? Summary: The talk presents the results of a research project conducted with current and ex- students of a language academy in Barcelona. The findings reveal some important characteristics and beliefs common among language dropouts, and offer some insight into the processes affecting a demotivated learner.

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Richard J. Sampson Gunma University, University Education Center, Japan Talk: Messages about English: Absorbed Understandings and Motivation Summary: This presentation will describe action research into English learning motivation in a Japanese university. The researcher encouraged students to reflect on absorbed messages about “English” and share understandings with peers. The presentation will report qualitative findings, and also allow participants to discuss absorbed messages about English in their own contexts.

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Jill Hadfield Department of Language Studies, Unitec, New Zealand Talk: A Space to Write In: Process and Principles in Translating Research into Practice. Summary: This talk outlines the theory of Dornyei’s Motivational Self System and looks at the processes involved in transforming research into classroom practice, considering the challenges and difficulties involved in selection, sequencing, and design, and outlining the principles that governed the choices to be made along the way.

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Csilla Jaray-Benn University Grenoble Alpes, France Talk: From research to classroom and from classroom to research: a dynamic cycle. Summary: This talk highlights the relationship between research and classroom practice from two angles: firstly, how research results impact pedagogical strategies and secondly, how classroom practices advance research. This idea is supported by two concrete examples: classroom adaptation of the theory of L2 self-guides and empathy-promoting activities yielding to further research.

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Vanesa Toquero Facultat d’Educació / EIM, Universitat de Barcelona, Spain Workshop: Escape Classrooms: Creative Learning Environments and Effective Learning. Summary: The aim of this workshop is to explore game-based learning in the ESL classroom through some of the key elements of escape rooms. The escape room is here given an educational twist aiming to get students to solve puzzles, decode verbs or follow instructions in order to ultimately escape.

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Track: Psychology of the Teacher

Session Room Time

Muhalim Muhalim Monash University, Australia Talk: Beliefs on Teacher of L2 Writing through Metaphor Conceptualization Summary: In this oral presentation, I will explain teachers-students’ beliefs on teacher of language two writing (TL2W). The beliefs were investigated through metaphor conceptualization after seven days of intervention. The result shows most of the roles of TL2W to be more nondirective rather than directive.

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Amina Ichebah Faculty of Education, Mohamed V University, Souissi, Rabat, Morocco Talk: Beliefs and Teaching Effectiveness: The Perceptions of Moroccan EFL Teachers and Learners Summary Beliefs constitute an important aspect of teachers’ knowledge-base. They affect their practices and professional growth. This paper attempts to explore Moroccan EFL teachers’ and students’ beliefs about ‘effective teaching’. Focus will be on how ‘dissonance’ may impact expectations, processes and outcomes. Implications for practice and professional development will be drawn.

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Masood Monjezi Petroleum University of Technology, Ahvaz, Iran Talk: The Role of Community of Practice in Identity (Re)construction in In-Service EFL Teachers. Summary This study aimed at examining how the in-service English teachers (re)construct their pedagogical identities. Ten in-service teachers participated in this study. Using different methods in order for triangulation, the data were collect and analyzed qualitatively. The results showed that communities of practice contributed to constructing the in-service teacher identity.

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Lynda Djoudir Canterbury Christ Church University, UK Talk: Understanding novice teachers’ professional identity development: socio-cultural approach. Summary: This paper seeks to understand how a group of Algerian (middle and secondary school) novice teachers develop their professional identity as teachers and how they align themselves within an existing school community during their first months of teaching. In other words, it focuses on how this group project themselves in society.

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Amanda Howard¹ & Nora M. Basurto-Santos² University of Leeds, UK¹; Universidad Veracruz, Mexico² Workshop: The relevance of funded large scale research projects to English language teachers in the classroom. Summary: For classroom language teachers, it is often unclear why large scale funded research projects might be important, or relevant to their daily lives. However, such studies can be the basis of major changes in the working environment and in this workshop we discuss why they are important to individual teachers.

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Track: Tasks in ELT

Session Room Time

Natsuyo Suzuki Rikkyo University, Japan Talk: How do teacher questions and task topics affect students’ L2 learning in EFL classrooms? Summary The study explored effects of a teacher’s display (for accuracy) / referential (for communication) questions on students’ L2 learning through two tasks with different topics in EFL classrooms. The amount of responses; accuracy in oral/written tests; task performance (complexity, accuracy, fluency) were analyzed, yet no difference between questions was found.

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Mohammad Javad Ahmadian¹; Seyyed Abbas Mansouri²; Shiva Ghominejad³ School of Education, University of Leeds, UK¹; University of Isfahan, Iran²; Leeds Beckett University. UK³ Talk: Language Learners’ and Teachers’ Perceptions of Task Repetition. Summary: This study examined how English language learners and teachers perceive task repetition (TR) and whether teachers’ and learners’ views about this pedagogic practice correspond to one another. Results revealed that although students’ and teachers’ views about TR were similar in many respects, there were important aspects where teachers’ and learners’ interpretations differed.

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Mayya Levkina Universitat de Barcelona, Spain Talk: Teaching pronunciation through tasks: myth or reality? Summary: In the last few years, there has been a growing interest in teaching pronunciation through tasks within task-based language learning. In this context, the present study focuses on the teachability of word stress and intonation on the basis of real-life tasks in the classroom.

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Mahmoud A. Al-Khatib Jordan University of Science & Technology, Irbid-Jordan Talk: Implementation of Task-based Language Teaching in Jordanian EFL Context. Summary: The purpose of this study is to find out how university students can learn, understand, and progress in English as a foreign language by using the task-based method. This study focuses on 30 university students. Results indicate that this method benefits learners in terms of increasing participation, creating more opportunities for speaking, easing learners’ anxiety, and enhancing enjoyment.

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Track: Classroom Observation

Session Room Time

Ibtisam Boutemedjet Canterbury Christ Church University, UK Talk: Classroom Discourse Analysis: the Impact of Gender on Algerian EFL Classroom Interaction. Summary: This paper is intended to discuss my research project about the impact of gender on EFL classroom interaction. The research was based on a qualitative dominant mixed method research approach in which a triangulation of data collection tools was adopted namely, classroom observation, semi-structured interviews, and field notes.

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Jenefer Philp¹ & Nadia Mifka-Profozic² University of Lancaster, UK¹; University of York, UK² Talk: Getting adolescents engaged in English language use and learning in and out of class in two Croatian high schools. Summary: This study focuses on the everyday challenges and successes of teaching English in high school classes in Croatia, and looks specifically at how teachers promote language use in and out of class, through positive teacher-student and relations, and engaging contexts for use, e.g. creative tasks, real world contexts, online resources.

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Maksut Gatiat Faculty of Engineering and Educational Sciences Suleyman Demirel University, Kazakhstan. Talk: Student perceptions on aspects of learning English as a third language; classroom observation and teacher beliefs. Summary: This is a qualitative research project designed to explore and understand reasons and motives of developing a state program of Trinity of Languages in Kazakhstan and present learners’ opinions and intermediate results of the project which was designed for period of 10 years (2011-2020).

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Julie Butters University College Cork, Republic of Ireland. Talk: They Won’t Talk’: An investigation into perceptions of Chinese students’ engagement and active participation in the classroom. Summary: The talk highlights key findings of a research project entitled ‘They won’t talk’, where perceptions surrounding how ‘Chinese’ students engage and actively participate in a multi-lingual classroom were investigated. The key findings highlight issues of socio-cultural positioning and building transcultural relationships as well as the need to revalue silence in the classroom.

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Ana Monica Preciado Sanchez University of Lancaster, UK / Universidad de Sonora, Mexico. Talk: Researching peer interaction in an English-as-a-Foreign-language classroom in Mexico. Summary: This study investigates the interactions between adult English language learners in an EFL classroom in Mexico. It examines how peers establish relationships when working together, and how they focus on the language while interacting in pairs.

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Track: Teacher Development

Session Room Time

Stephen Scott Brewer School of Education and Teacher Training at the Université of Paris-East Créteil, France Workshop: Cultivating language skills from the inside-out: a focus on memory. Summary: A teacher’s main job is to design and orchestrate learning situations. Students need space in the classroom that allows them to explore, enact action possibilities, and develop competent language skills from within. Teachers transform their students’ “enaction potential” by optimizing their memory for language. This session is part theory and part activity-based.

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Graham Hall Northumbria University, Newcastle, UK Workshop: Teaching in theory...and in practice: ‘the believing and doubting game’.

Summary:

How might teachers engage with theory, theories and research findings? How might they navigate the contradictions they may encounter within ‘the literature’? And how might they link such ideas to practice? This workshop outlines and exemplifies how teachers might operate as ‘selective consumers’ of research, based on their own ‘sense of plausibility’.

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Hala Hadba

Qatar University, Qatar

Talk: The Reflective Teacher. Summary The talk aims at engaging participants in exploring how to be / continue to be reflective instructors in the teaching/learning process by focusing on the importance of training novice teachers on mechanisms needed to create a reflective teaching model.

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Rosemary Erlam University Of Auckland, New Zealand. Talk: Helping language teachers develop best practice in their language classrooms: A New Zealand model. Summary: This presentation profiles a year-long in-service professional development programme for teachers of foreign and community languages in New Zealand schools. Data collected during a case study is analysed to demonstrate to what extent one teacher is able to effect changes in teaching practice that impact on student learning.

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Track: Testing and Assessment

Session Room Time

Helen Donaghue & Lyndon Taylor

Sheffield Hallam University, UK

Talk: Using post-test think aloud interviews to investigate

student reading skills and reading test validity.

Summary We report on a classroom-based research project in which, using a think aloud protocol, students described (retrospectively) how they did tasks in a reading test. Interviews yielded information about students' reading skills and strategies and the cognitive validity of test items, which enabled informed improvements to teaching and test design.

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Neus Figueras EOI / Universitat de Barcelona. Talk: Assessment and research, an inescapable need. Summary: This session will focus on assessment and explore how assessment research projects of a very different caliber can foster awareness and reflection, inform classroom practices, and improve the teaching-learning process by engaging both teachers and learners.

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Nawal Kadri University of Tizi Ouzou, Algeria. Talk: Student and Teacher Assessments: Do They Correspond? Summary The results of our self-assessment intervention on Algerian EFL students are presented. From both teacher’s and students’ perspectives, multiple factors intervening in the self-grading process are discussed. Based on these results and those of previous research, we propose practical ways to build self-assessment skills on students to ensure accuracy and objectivity.

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Track: Texts and Discourse in ELT

Session Room Time

Ineke Vedder University of Amsterdam, The Netherlands Talk: How to identify a scammer? Pragmatic and linguistic features of fraudulent request e-mails. Summary The study examines the pragmatic and linguistic features of fraudulent request e-mails. The following issues will be addressed: (i) violation of the conversational maxims of Grice; (ii) narrative and persuasive strategies (apologies, flattery, altruism, greed, religious feelings); (iii) hedges and modifiers; (iv) nonnative English constructions; (v) subject headings, openings, closings.

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Marina Ruiz Tada & Olena Vasylets Universitat de Barcelona. Talk: Exploring Manga's potentials for Foreign Language Classrooms. Summary: This talk will highlight the potential use of the increasingly popular manga in the language classroom for extensive reading (ER), stressing the principles of teaching ER (Day and Bamford, 1998), in particular, that reading material should have a wide range of topics, and that it should be pleasurable and easy.

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Ralph L. Rose Waseda University Faculty of Science and Engineering, Japan. Talk: Solving the challenge of locating, preparing, displaying, and reusing academic reading texts for learners with ADAPS. Summary ADAPS (Academic Document and Presentation Schema) is a system for annotating the linguistic features of academic texts and displaying them in a highly customizable manner via web pages on desktop or mobile devices. This talk will introduce and demonstrate the features of ADAPS and describe plans for its future development.

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Track: New Technologies in ELT

Session Room Time

Natàlia Judith Laso & Elisabet Comelles

EIM, Universitat de Barcelona

Talk: How can Flipped Learning be implemented in the Linguistics classroom? Summary This paper presents a three-staged flipped-learning experience in the undergraduate course English Lexicology and Morphology. This experience aims at motivating students and involving them in their learning process by means of team-based work. The task presented creates a highly interactive learning environment, triggers discussion and boosts students learning process.

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Jean M. Jimenez & Ida Ruffolo University of Calabria, Italy. Talk: Exploring how language is used in specialized discourse: pedagogical and practical applications in the ESP classroom. Summary:

This presentation focuses on the use of corpus tools to analyze specialized discourse in ESP courses. Specifically, graduate students examined the language adopted in hotel environmental reports to understand how language is used to convey green practices. The aim was to enhance analytical and critical thinking skills which can be applied to all fields of interest.

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Carol Anne Ochoa Alpala & William Ricardo Ortiz Garcia Universidad Santo Tomás. Tunja, Colombia. Talk: Adapting Tech to new trends in ESP learning: Real life Vs 3d videos. Summary: This research was carried out in order to contrast a 3D virtual world called Moviestorm with real life videos, focusing on English for Specific Purposes. The project was developed in 3 phases and the results showed how undergraduate students worked collaboratively to achieve one goal: improving their presentation skills.

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Enisa Mede & Derin Atay Bahcesehir University, Istanbul, Turkey. Talk: Teaching Intercultural Communicative Competence (ICC) with Technology. Summary Given the importance of teachers’ intercultural learning and its result, ICC can be seen as conditions and goals for increasing cultural awareness, understanding and learning from others. Teachers should be provided with tools that create a deeper understanding of their motivation, social and intercultural competences, as well as value and belief system.

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Track: Methodology

Session Room Time

Vanesa Toquero Facultat d’Educació / EIM, Universitat de Barcelona, Spain Workshop: Escape Classrooms: Creative Learning Environments and Effective Learning. Summary: The aim of this workshop is to explore game-based learning in the ESL classroom through some of the key elements of escape rooms. The escape room is here given an educational twist aiming to get students to solve puzzles, decode verbs or follow instructions in order to ultimately escape.

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Dagmara Galajda University of Silesia, Institute of English, Poland Talk: Ensuring students' wellbeing: On the role of positive self-concept in a FL classroom. Summary: This presentation looks at the construct of learner's self-concept from the perspective of a language teacher. Further discussion focuses on the role which group facilitation techniques and the principles of visionary motivational programme (Dörnyei & Hadfield, 2014) play in developing positive self-concept of a language learner.

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Simona Floare Bora University of Essex, UK. Talk: The Drama Method: Developing L2 learners’ speaking Complexity, Accuracy and Fluency through authentic plays. Summary This presentation focuses on results obtained from a teaching intervention in which two dramatic approaches, i.e, a text- and a performance-based approach, were implemented longitudinally into the high-school compulsory curriculum within an Italian context with the goal of developing learners’ English oral skills in terms of complexity, accuracy and fluency.

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Nikolay Markov Nikolov* Markoni's Language Centre, Bulgaria. Workshop: T.I.M.E. – A Powerful ESL Drama Tool. Summary The focus of the workshop will be a brief description of T.I.M.E., a method of enhancing ESL teenage learners’ interactive speaking skills through professional acting techniques instruction (based on Stanislavsky's System), and demonstration (with volunteers) of some of the T.I.M.E. speech and acting exercises.

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Workshops

Session Room Time

Sophie Thompson¹, Emma Marsden¹,

Luke Plonsky²

University of York, UK¹; Georgetown University, USA²

Extended Workshop (I hour): Facilitating teacher research using IRIS: A digital repository of Instruments used for Research in Second Languages. Summary: This workshop will provide an overview of the IRIS database of materials for research (www.iris-database.org). IRIS holds over 1200 instruments and has had over 14,300 downloads from students, teachers and researchers. We will demonstrate how teachers can use IRIS for action research, to investigate common questions and concerns about language learning and teaching.

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Maryna Tsehelska Kryvyi Rih State Pedagogical University, Ukraine Workshop: Scaffolding Vocabulary and Speaking Development with Concept and Speaking Maps. Summary: The workshop is aimed at teaching how to develop vocabulary and speaking using concept and speaking maps. They structure vocabulary into meaningful categories and are charts for learning and reference. For classroom usage they are supported with speaking maps that promote successful language acquisition from the early stages of learning.

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Graham Hall Northumbria University, Newcastle, UK Workshop: Teaching in theory...and in practice: ‘the believing and doubting game’.

Summary:

How might teachers engage with theory, theories and research findings? How might they navigate the contradictions they may encounter within ‘the literature’? And how might they link such ideas to practice? This workshop outlines and exemplifies how teachers might operate as ‘selective consumers’ of research, based on their own ‘sense of plausibility’.

tbc tbc

Lee Shutler Hilderstone College, Broadstairs, Kent, UK Workshop: Using anecdote circles to understand your students better. Summary: This workshop looks at how teachers can use stories to understand the “personality” of the class. This is done by adapting an “Anecdote Circle”. As a result, the teacher or school can adapt teaching methods or instigate learner training techniques into courses to enable students to participate more effectively.

tbc tbc

Vanesa Toquero Facultat d’Educació / EIM, Universitat de Barcelona, Spain Workshop: Escape Classrooms: Creative Learning Environments and Effective Learning. Summary: The aim of this workshop is to explore game-based learning in the ESL classroom through some of the key elements of escape rooms. The escape room is here given an educational twist aiming to get students to solve puzzles, decode verbs or follow instructions in order to ultimately escape.

tbc tbc

Amanda Howard¹ & Nora M. Basurto-Santos² University of Leeds, UK¹; Universidad Veracruz, Mexico² Workshop: The relevance of funded large scale research projects to English language teachers in the classroom. Summary: For classroom language teachers, it is often unclear why large scale funded research projects might be important, or relevant to their daily lives. However, such studies can be the basis of major changes in the working environment and in this workshop we discuss why they are important to individual teachers.

tbc tbc

Stephen Scott Brewer School of Education and Teacher Training at the Université of Paris-East Créteil, France Workshop: Cultivating language skills from the inside-out: a focus on memory. Summary: A teacher’s main job is to design and orchestrate learning situations. Students need space in the classroom that allows them to explore, enact action possibilities, and develop competent language skills from within. Teachers transform their students’ “enaction potential” by optimizing their memory for language. This session is part theory and part activity-based.

tbc tbc

Nikolay Markov Nikolov* Markoni's Language Centre, Bulgaria. Workshop: T.I.M.E. – A Powerful ESL Drama Tool. Summary The focus of the workshop will be a brief description of T.I.M.E., a method of enhancing ESL teenage learners’ interactive speaking skills through professional acting techniques instruction (based on Stanislavsky's System), and demonstration (with volunteers) of some of the T.I.M.E. speech and acting exercises.

tbc tbc