Monday 13 April

206 Pages·2015·4.28 MB·English

Poster presentations
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Poster 1 FFFFrrrroooommmm pppprrrrooooffffeeeessssssssiiiioooonnnnaaaallll ddddeeeevvvveeeellllooooppppmmmmeeeennnntttt ttttoooo pppprrrrooooffffeeeessssssssiiiioooonnnnaaaallll ddddiiiisssssssseeeemmmmiiiinnnnaaaattttiiiioooonnnn

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Monday NNNNoooohhhhaaaa FFFFaaaaiiiissssaaaallll MMMMoooohhhhaaaammmmeeeedddd AAAAbbbbddddeeeellllmmmmoooottttaaaaggggaaaallllllllyyyy ((((EEEEnnnngggglllliiiisssshhhh LLLLaaaannnngggguuuuaaaaggggeeee aaaannnndddd LLLLiiiitttteeeerrrraaaattttuuuurrrreeee DDDDeeeepppptttt,,,, AAAAiiiinnnn
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1130-1200 SSSShhhhaaaammmmssss UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy)))) T
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TD, TTEd This presentation highlights how, with the inspiration of the British Council’s profession
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development strategy, I widened the horizons of my professional development plan and P
shifted it into a more inclusive Professional Dissemination Plan. I will share and discuss
the strategies by which one can disseminate professional development and help
promote, not only one’s abilities, but those of others as well.
Poster 2 MMMMiiiinnnniiii rrrreeeeaaaaddddiiiinnnngggg sssseeeellllffff----aaaasssssssseeeessssssssmmmmeeeennnntttt ttttoooooooollllssss
Saturday FFFFaaaattttmmmmaaaa AAAAllll AAAAllllaaaallllwwwwiiii &&&& NNNNoooouuuurrrraaaa AAAAllll KKKKaaaallllbbbbaaaannnniiii ((((MMMMiiiinnnniiiissssttttrrrryyyy ooooffff EEEEdddduuuuccccaaaattttiiiioooonnnn))))
1710-1740 While reading skills can be a natural process for some learners, we have others who
TEA have limited text experience. To help our struggling readers, this poster presentation
will demonstrate how to promote reading self-assessments. Guidelines and tips will be
discussed and we will share several reading self-assessment tools that can be used for
different levels.
Poster 3 RRRReeeeccccuuuurrrrrrrriiiinnnngggg wwwwrrrriiiittttiiiinnnngggg eeeerrrrrrrroooorrrrssss pppprrrreeee----sssseeeerrrrvvvviiiicccceeee tttteeeeaaaacccchhhheeeerrrrssss mmmmaaaakkkkeeee aaaatttt lllloooowwwweeeerrrr----iiiinnnntttteeeerrrrmmmmeeeeddddiiiiaaaatttteeee lllleeeevvvveeeellllssss
Sunday MMMMaaaarrrriiiissssoooollll AAAAmmmmiiiiggggoooo ((((UUUUnnnniiiivvvveeeerrrrssssiiiiddddaaaadddd ddddeeee LLLLaaaa FFFFrrrroooonnnntttteeeerrrraaaa))))
1145-1215 This poster is based on a study which aims to identify recurring errors made by
RES students, belonging to the 2013 UFRO English Teacher Education Programme, when
writing tasks for lower-intermediate standardized tests. Error analysis leads to
spotting content which should have been reinforced during previous English levels for
students and not repeated at an intermediate level.
Poster 4 PPPPeeeeaaaacccceeeebbbbuuuuiiiillllddddiiiinnnngggg aaaannnndddd ggggrrrraaaammmmmmmmaaaarrrr aaaaccccqqqquuuuiiiissssiiiittttiiiioooonnnn iiiinnnn KKKKuuuurrrrddddiiiissssttttaaaannnn RRRReeeeggggiiiioooonnnn,,,, IIIIrrrraaaaqqqq
Monday LLLLoooonnnneeee BBBBeeeennnnddddiiiixxxxeeeennnn GGGGoooouuuullllaaaannnniiii ((((UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy ooooffff KKKKuuuurrrrddddiiiissssttttaaaannnn ---- HHHHeeeewwwwlllleeeerrrr))))
1130-1200 The presentation will describe how peacebuilding can be used to contextualise
EAP grammar teaching. It will explain how teaching grammar in a local context, such as
peace and conflict in Iraq, can enhance not only the students’ motivation and
understanding of using relevant grammar, but also make both teachers and students
reflect upon their own role in peacebuilding in society.
AAAALLLL = Applied Linguistics GGGGEEEENNNN = General MMMMDDDD = Materials Development
BBBBEEEE = Business English GGGGIIII = Global Issues PPPPRRRROOOONNNN = Pronunciation
EEEEAAAAPPPP = English for Academic Purposes LLLLAAAA = Learner Autonomy RRRREEEESSSS = Research
EEEESSSSAAAAPPPP = English for Specific Academic LLLLAAAAMMMM = Leadership & Management TTTTDDDD = Teacher Development
Purposes LLLLMMMMCCCCSSSS = Literature, Media & Cultural TTTTEEEEAAAA = Testing, Evaluation &
EEEESSSS((((OOOO))))LLLL=English for Speakers of Other Studies Assessment
Languages LLLLTTTT = Learning Technologies TTTTTTTTEEEEdddd = Teacher Training & Education
EEEESSSSPPPP = English for Specific Purposes MMMMaaaaWWWW = Materials Writing YYYYLLLLTTTT = Young Learners & Teenagers
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A Poster 5 GGGGlllloooobbbbaaaallll ppppeeeerrrrssssppppeeeeccccttttiiiivvvveeeessss,,,, llllooooccccaaaallll iiiinnnncccceeeennnnttttiiiivvvveeeessss
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Saturday FFFFeeeerrrrnnnnaaaannnnddddaaaa BBBBeeeennnneeeeddddiiiittttoooo ((((UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy AAAAggggoooossssttttiiiinnnnhhhhoooo NNNNeeeettttoooo))))
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E 1710-1740 Contacts between the Western and Southern civilizations resulted in changes in cultural
S GI and economic configurations worldwide. This poster presentation discusses the cultural
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R implications of those configurations in EFL in an African context. We will analyse
P critically the case of the Angolan educational system, focusing on explicit and implicit

R curricula. Results of a survey conducted with Angolan students will be presented.
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T Poster 6 UUUUssssiiiinnnngggg EEEEnnnngggglllliiiisssshhhh ppppiiiiccccttttuuuurrrreeee bbbbooooooookkkk ssssttttoooorrrryyyyttttiiiimmmmeeeessss ttttoooo bbbbuuuuiiiilllldddd ccccoooonnnnffffiiiiddddeeeennnncccceeee iiiinnnn EEEELLLLLLLL
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O Sunday DDDDiiiiaaaannnneeee NNNNaaaannnnccccyyyy BBBBrrrroooowwwwnnnn ((((SSSSaaaappppppppoooorrrroooo UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
P 1145-1215 This poster reports on a classroom-based research project at Sapporo University,
MD, YLT Japan. Students used English picture books as a means to present self-prepared
English language and culture teaching materials to young learners in their community.
This project helped build students' confidence in ELL, while aiming to develop 21st
Century skills needed for students and members of the community.

Poster 7 TTTThhhheeee iiiimmmmppppaaaacccctttt ooooffff ppppooooddddccccaaaassssttttssss oooonnnn lllleeeeaaaarrrrnnnneeeerrrrssss'''' lllliiiisssstttteeeennnniiiinnnngggg ccccoooommmmpppprrrreeeehhhheeeennnnssssiiiioooonnnn
Monday SSSSaaaalllliiiihhhhaaaa CCCChhhheeeelllllllliiii ((((BBBBiiiisssskkkkrrrraaaa UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
1130-1200 Many Algerian students find difficulties in understanding spoken English because of
EAP various reasons. This poster reports on a quasi-experimental research carried out in a
high school in Algeria. It aims to demonstrate the impact of adequate podcasts on
developing learners’ listening comprehension. A number of pedagogical implications
based on the findings will be presented.

Poster 8 EEEELLLLTTTT iiiinnnn mmmmiiiixxxxeeeedddd----aaaabbbbiiiilllliiiittttyyyy ggggrrrroooouuuuppppssss iiiinnnn MMMMoooossssccccoooowwww ''''TTTTssssaaaarrrriiiittttssssyyyynnnnoooo'''' SSSScccchhhhoooooooollll 555544448888
Saturday OOOOllllggggaaaa CCCChhhhiiiinnnnaaaarrrreeeevvvvaaaa ((((SSSSttttaaaatttteeee AAAAuuuuttttoooonnnnoooommmmoooouuuussss EEEEdddduuuuccccaaaattttiiiioooonnnnaaaallll IIIInnnnssssttttiiiittttuuuuttttiiiioooonnnn 555544448888 ''''TTTTssssaaaarrrriiiittttssssyyyynnnnoooo''''))))
1710-1740 Learning and teaching the L2 in mixed-ability groups is a real challenge for both a
EAP, LA learner and a teacher. In this poster, I try to share our experience with other school
teachers. I'll show how to organize an individualized approach to every student in large
mixed-ability groups and assess objectively their academic performance and the
development of 21st Century skills.

Poster 9 AAAApppppppprrrreeeennnnttttiiiissssyyyyssss ---- mmmmaaaannnnaaaaggggiiiinnnngggg ssssttttuuuuddddeeeennnntttt ppppaaaayyyymmmmeeeennnntttt,,,, aaaatttttttteeeennnnddddaaaannnncccceeee,,,, aaaasssssssseeeessssssssmmmmeeeennnntttt aaaannnndddd mmmmoooorrrreeee
Sunday CCCCaaaarrrroooollll CCCCrrrreeeegggggggg ((((SSSSEEEEDDDDAAAA CCCCoooolllllllleeeeggggeeee))))
1145-1215 Juggling student data is one of the big challenges of academic administration and
LAM schools are often left with a number of databases for agents, payments, attendances
and assessment. This poster presents Apprentisys, the first software system
specifically designed for the unique needs of English language schools, unifying the
business and academic side of your school in one user-friendly product.

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Poster 10 IIIInnnntttteeeeggggrrrraaaatttteeeedddd aaaasssssssseeeessssssssmmmmeeeennnntttt iiiinnnn ffffoooorrrreeeeiiiiggggnnnn llllaaaannnngggguuuuaaaaggggeeee tttteeeeaaaacccchhhhiiiinnnngggg A
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Monday CCCCaaaarrrroooollllyyyynnnn DDDDeeee MMMMeeeeyyyyeeeerrrr &&&& VVVVaaaannnneeeessssssssaaaa DDDDeeee WWWWiiiillllddddeeee ((((AAAArrrrtttteeeevvvveeeellllddddeeee UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy CCCCoooolllllllleeeeggggeeee GGGGhhhheeeennnntttt))))
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1130-1200 Our poster presents the results of practioner-research into integrated assessment. This E
GEN research was conducted in the Spring of 2014 in order to develop checklists to help S
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teacher trainees assess in accordance with the parameters of the CEFR. The checklists R
that have been developed will be tested in our teacher training programme this year. P
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Poster 11 AAAAnnnnaaaallllyyyyssssiiiissss ooooffff AAAArrrraaaabbbb ssssttttuuuuddddeeeennnnttttssss’’’’ eeeerrrrrrrroooorrrr llllooooggggssss ffffrrrroooommmm ttttwwwwoooo eeeessssssssaaaayyyy ccccaaaatttteeeeggggoooorrrriiiieeeessss E
Saturday OOOOkkkkoooonnnn EEEEffffffffiiiioooonnnngggg,,,, OOOOmmmmaaaammmmaaaa OOOOssssmmmmaaaannnn,,,, AAAAllllaaaaaaaa AAAAllll----HHHHoooouuuussssaaaaiiiinnnn &&&& RRRReeeehhhhaaaammmm AAAALLLLHHHHoooouuuussssaaaaiiiinnnn ((((QQQQaaaattttaaaarrrr T
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1710-1740 UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy)))) O
EAP Six hundred error logs of undergraduate students were analysed for frequency of P
different error types in two essay categories and to establish if the essay category
influences the effectiveness of indirect corrective feedback strategy. This poster shows
that the frequency of each error type calculated for both types of essay and findings
show a pattern of recurring error among the students.

Poster 12 DDDDiiiiaaaammmmoooonnnnddddssss aaaarrrreeee ffffoooorrrreeeevvvveeeerrrr:::: eeeennnnssssuuuurrrriiiinnnngggg llllaaaannnngggguuuuaaaaggggeeee lllleeeeaaaarrrrnnnneeeerrrrssss aaaacccchhhhiiiieeeevvvveeee lllliiiiffffeeeelllloooonnnngggg lllleeeeaaaarrrrnnnniiiinnnngggg
Sunday aaaassssppppiiiirrrraaaattttiiiioooonnnnssss
1145-1215 CCCCaaaarrrroooollll JJJJooooyyyy EEEEvvvveeeerrrrhhhhaaaarrrrdddd ((((FFFFrrrreeeeeeeellllaaaannnncccceeee))))
LA As language teachers, it falls within our power to transform the rough stones we
encounter in the language learning environment into sparkling diamonds. I'll show that
by encouraging strategic learning and helping our learners recognise their own
potential, they will invest in their learning, take on ownership of the foreign language,
become more autonomous and ultimately become more successful lifelong learners.

Poster 13 EEEEffffffffeeeeccccttttiiiivvvveeee ssssttttrrrraaaatttteeeeggggiiiieeeessss ffffoooorrrr tttteeeeaaaacccchhhhiiiinnnngggg EEEEnnnngggglllliiiisssshhhh wwwwoooorrrrddddssss bbbbyyyy uuuussssiiiinnnngggg eeeettttyyyymmmmoooollllooooggggyyyy
Monday YYYYooookkkkoooo HHHHiiiirrrraaaasssseeee
1130-1200 This poster shows how using the etymology of English words allows Japanese students
EAP to apply familiar learning strategies. Many Japanese words are of Chinese origin and
are written using kanji (Chinese characters). As kanji consist of smaller elements that
are combined to form meaning, English words of Greek or Latin origin can be broken
into smaller units that are combined to form meaning.

AAAALLLL = Applied Linguistics GGGGEEEENNNN = General MMMMDDDD = Materials Development
BBBBEEEE = Business English GGGGIIII = Global Issues PPPPRRRROOOONNNN = Pronunciation
EEEEAAAAPPPP = English for Academic Purposes LLLLAAAA = Learner Autonomy RRRREEEESSSS = Research
EEEESSSSAAAAPPPP = English for Specific Academic LLLLAAAAMMMM = Leadership & Management TTTTDDDD = Teacher Development
Purposes LLLLMMMMCCCCSSSS = Literature, Media & Cultural TTTTEEEEAAAA = Testing, Evaluation &
EEEESSSS((((OOOO))))LLLL=English for Speakers of Other Studies Assessment
Languages LLLLTTTT = Learning Technologies TTTTTTTTEEEEdddd = Teacher Training & Education
EEEESSSSPPPP = English for Specific Purposes MMMMaaaaWWWW = Materials Writing YYYYLLLLTTTT = Young Learners & Teenagers
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A Poster 14 RRRRoooolllleeee ooooffff iiiinnnnhhhhiiiibbbbiiiittttiiiioooonnnn////eeeexxxxttttrrrroooovvvveeeerrrrssssiiiioooonnnn iiiinnnn rrrraaaaiiiissssiiiinnnngggg ccccuuuullllttttuuuurrrraaaallll aaaawwwwaaaarrrreeeennnneeeessssssss aaaatttt tttthhhheeee kkkkiiiinnnnddddeeeerrrrggggaaaarrrrtttteeeennnn
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Saturday NNNNaaaaddddiiiinnnneeee JJJJaaaaaaaaffffaaaarrrraaaawwwwiiii ((((LLLLeeeebbbbaaaannnneeeesssseeee UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy ---- LLLLeeeebbbbaaaannnneeeesssseeee IIIInnnntttteeeerrrrnnnnaaaattttiiiioooonnnnaaaallll UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy ----
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E 1710-1740 MMMMaaaakkkkaaaasssssssseeeedddd IIIInnnnssssttttiiiittttuuuuttttiiiioooonnnn))))
S AL, YLT Heusinkveld (1997) suggested that one primary benefit of foreign language study is to
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R gain understanding and appreciation for another culture. So the important question
P here is how can we integrate language and culture? And how can we understand how

R important it is to consider the impact of personality factors on the process of achieving
E cultural awareness at kindergarten level?
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O Poster 15 TTTThhhheeee UUUUllllttttiiiimmmmaaaatttteeee GGGGuuuuiiiiddddeeee ttttoooo CCCCEEEELLLLTTTTAAAA aaaannnndddd sssseeeellllffff----ppppuuuubbbblllliiiisssshhhhiiiinnnngggg
P Sunday EEEEmmmmmmmmaaaa JJJJoooonnnneeeessss &&&& AAAAmmmmaaaannnnddddaaaa MMMMoooommmmeeeennnniiii ((((MMMMuuuunnnniiiicccchhhh VVVVoooollllkkkksssshhhhoooocccchhhhsssscccchhhhuuuulllleeee))))
1145-1215 The Ultimate Guide to CELTA is a self-published book written for trainees about to begin
TD, TTEd a CELTA course. The authors, CELTA trainers themselves, will introduce you to the
book, present you with feedback from trainees and tutors who have already used it to
their advantage and provide information about how to become self-published.

Poster 16 OOOOrrrraaaallll ffffeeeeeeeeddddbbbbaaaacccckkkk bbbbeeeehhhhaaaavvvviiiioooouuuurrrr ooooffff nnnnaaaattttiiiivvvveeee aaaannnndddd nnnnoooonnnn----nnnnaaaattttiiiivvvveeee EEEEnnnngggglllliiiisssshhhh tttteeeeaaaacccchhhheeeerrrrssss
Monday BBBBuuuurrrrcccciiiinnnn KKKKaaaaggggiiiittttcccciiii YYYYiiiillllddddiiiizzzz ((((MMMMiiiiddddddddlllleeee EEEEaaaasssstttt TTTTeeeecccchhhhnnnniiiiccccaaaallll UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
1130-1200 This poster is based on the design and the results of a study carried out in an EFL
RES, TD context, exploring the type and frequency of oral feedback provided by native and non-
native English teachers to students’ errors while speaking. The findings suggest that
being a native speaker or not may actually affect the teacher’s feedback procedures.

Poster 17 EEEEnnnnhhhhaaaannnncccciiiinnnngggg EEEEFFFFLLLL lllleeeeaaaarrrrnnnneeeerrrrssss'''' mmmmoooottttiiiivvvvaaaattttiiiioooonnnn aaaannnndddd aaaauuuuttttoooonnnnoooommmmyyyy tttthhhhrrrroooouuuugggghhhh wwwweeeebbbbsssskkkkiiiillllllllssss aaaannnndddd aaaaccccttttiiiivvvviiiittttiiiieeeessss
Saturday WWWWaaaarrrrddddaaaa KKKKhhhhoooouuuunnnniiii ((((MMMMoooohhhhaaaammmmeeeedddd KKKKhhhhiiiiddddeeeerrrr UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy,,,, AAAAllllggggeeeerrrriiiiaaaa))))
1710-1740 This poster aims to explore the effectiveness of introducing virtual learning in FLL in the
LA, LT Algerian context. EFL students were taught some writing techniques using a virtual
class (Nicenet) and google docs with some other activities, like Padlet, blogs and
webquests, to check their influence on their motivation and autonomy.

Poster 18 DDDDeeeemmmmoooonnnnssssttttrrrraaaattttiiiioooonnnn ooooffff aaaa ppppeeeerrrrssssoooonnnnaaaalllliiiizzzzeeeedddd EEEEnnnngggglllliiiisssshhhh rrrreeeeaaaaddddiiiinnnngggg lllleeeeaaaarrrrnnnniiiinnnngggg ssssyyyysssstttteeeemmmm
Sunday JJJJiiiimmmm----MMMMiiiinnnn LLLLiiiinnnn ((((FFFFeeeennnngggg CCCChhhhiiiiaaaa UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy,,,, TTTTaaaaiiiiwwwwaaaannnn))))
1145-1215 I will introduce delegates to an e-learning software tool - Personalized English Reading
LT Learning System (PERLS) - which was developed in my laboratory. I will also show
delegates how to install PERLS and how to use it to build their own teaching materials.
EFL teachers can use this e-learning system to help their students in after-school self-
learning.

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Poster 19 WWWWhhhhaaaatttt mmmmaaaakkkkeeeessss UUUUFFFFRRRROOOO ssssttttuuuuddddeeeennnnttttssss ssssuuuucccccccceeeeeeeedddd aaaannnndddd ffffaaaaiiiillll aaaatttt lllleeeeaaaarrrrnnnniiiinnnngggg EEEEnnnngggglllliiiisssshhhh???? A
Monday OOOOrrrriiiiaaaannnnaaaa OOOOnnnnaaaatttteeee ((((UUUUnnnniiiivvvveeeerrrrssssiiiiddddaaaadddd ddddeeee LLLLaaaa FFFFrrrroooonnnntttteeeerrrraaaa)))) T
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1130-1200 I'll present findings from a two-year research project on factors that students think E
RES have determined their success and failure at learning English. The project findings are S
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from over 100 students at Universidad de La Frontera, Temuco, South of Chile, a college
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where 10 per cent of new students demonstrate an intermediate level of English in P
placement tests. R
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Poster 20 KKKKnnnnoooowwwwiiiinnnngggg MMMMEEEE ---- aaaa nnnnoooonnnn----pppprrrrooooffffiiiitttt----mmmmaaaakkkkiiiinnnngggg pppprrrroooojjjjeeeecccctttt oooonnnn MMMMaaaarrrriiiittttiiiimmmmeeee EEEEnnnngggglllliiiisssshhhh T
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Saturday AAAAlllleeeexxxxiiiiaaaa PPPPiiiiaaaaggggggggiiiioooo ((((UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy ooooffff GGGGeeeennnnooooaaaa,,,, IIIIttttaaaallllyyyy))))
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1710-1740 The newly-devised, non-profit-making set of multimedia pages, called Knowing P
ESP Maritime English, (Knowing ME for short), is inspired by currently enforced
international maritime standards and available online at www.scmncamogli.org. These
pages present a series of practical on-board situations, requiring users to interact with
the software by solving audio, visual or logical quizzes in English.

Poster 21 EEEExxxxpppplllloooorrrriiiinnnngggg EEEEFFFFLLLL lllleeeeaaaarrrrnnnneeeerrrrssss’’’’ ccccoooommmmmmmmuuuunnnniiiiccccaaaattttiiiioooonnnn ssssttttrrrraaaatttteeeeggggiiiieeeessss vvvviiiiaaaa ccccoooommmmppppuuuutttteeeerrrr----mmmmeeeeddddiiiiaaaatttteeeedddd oooorrrraaaallll
Sunday ccccoooommmmmmmmuuuunnnniiiiccccaaaattttiiiioooonnnn
1145-1215 SSSSuuuummmmaaaannnneeeeeeee PPPPiiiinnnnwwwweeeehhhhaaaa ((((CCCChhhhuuuullllaaaalllloooonnnnggggkkkkoooorrrrnnnn UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
LT This presentation reports on EFL students’ communication strategies, while engaged in
asynchronous and synchronous computer-mediated oral communication (CMOC),
through the analyses of transcripts of audioblogs and voice chats. Teaching materials
and excerpts of student transcripts will be presented. Benefits of CMOC, categories and
patterns of communication strategy emerging from CMOC, as well as pedagogical
implications, will be discussed.

Poster 22 EEEEnnnngggglllliiiisssshhhh ffffoooorrrr aaaaccccaaaaddddeeeemmmmiiiiccccssss
Monday MMMMaaaarrrriiiijjjjaaaa PPPPooooppppoooovvvvaaaa ((((BBBBrrrriiiittttiiiisssshhhh CCCCoooouuuunnnncccciiiillll RRRRuuuussssssssiiiiaaaa))))
1130-1200 English is the de facto global language of research. Optimising communication among
EAP, MD members of the international academic community depends on the elimination of
obstacles faced by speakers of other languages. The poster introduces the coursebook
English for Academics (British Council, CUP, 2014), aimed at enabling university
academics and researchers to participate in international conferences and projects and
to publish internationally.

AAAALLLL = Applied Linguistics GGGGEEEENNNN = General MMMMDDDD = Materials Development
BBBBEEEE = Business English GGGGIIII = Global Issues PPPPRRRROOOONNNN = Pronunciation
EEEEAAAAPPPP = English for Academic Purposes LLLLAAAA = Learner Autonomy RRRREEEESSSS = Research
EEEESSSSAAAAPPPP = English for Specific Academic LLLLAAAAMMMM = Leadership & Management TTTTDDDD = Teacher Development
Purposes LLLLMMMMCCCCSSSS = Literature, Media & Cultural TTTTEEEEAAAA = Testing, Evaluation &
EEEESSSS((((OOOO))))LLLL=English for Speakers of Other Studies Assessment
Languages LLLLTTTT = Learning Technologies TTTTTTTTEEEEdddd = Teacher Training & Education
EEEESSSSPPPP = English for Specific Purposes MMMMaaaaWWWW = Materials Writing YYYYLLLLTTTT = Young Learners & Teenagers
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A Poster 23 NNNNeeeeeeeedddd ffffoooorrrr aaaa nnnneeeewwww aaaasssssssseeeessssssssmmmmeeeennnntttt aaaannnndddd rrrroooolllleeee ooooffff EEEELLLLTTTT tttteeeeaaaacccchhhheeeerrrrssss
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Saturday BBBBeeeettttuuuullll AAAAyyyysssseeee SSSSaaaayyyyiiiinnnn ((((CCCCaaaannnniiiikkkk BBBBaaaassssaaaarrrriiii UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy,,,, SSSSaaaammmmssssuuuunnnn,,,, TTTTuuuurrrrkkkkeeeeyyyy))))
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E 1710-1740 Assessment pursues its importance as the backbone in the education system, while still
S TD, TEA keeping the anxiety level high, causing a noteworthy decrease in language acquisition
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R level, especially in Turkey. This poster reports on the belief that ELT teachers might
P solve or mitigate this problem with the use of a reflection tool and change the future of

R the language learning system in Turkey.
E
T Poster 24 DDDDeeeevvvveeeellllooooppppiiiinnnngggg aaaannnn oooonnnnlllliiiinnnneeee mmmmaaaasssstttteeeerrrr''''ssss ccccoooouuuurrrrsssseeee:::: eeeexxxxppppeeeerrrriiiieeeennnncccceeee,,,, cccchhhhaaaalllllllleeeennnnggggeeeessss aaaannnndddd eeeevvvvaaaalllluuuuaaaattttiiiioooonnnn
S
O Sunday HHHHeeeelllleeeennnn TTTThhhhoooommmmppppssssoooonnnn &&&& HHHHeeeelllleeeennnn DDDDoooonnnnaaaagggghhhhuuuueeee ((((SSSShhhheeeeffffffffiiiieeeelllldddd HHHHaaaallllllllaaaammmm UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
P 1145-1215 The presenters will outline the development of an online master's course in TESOL.
LT, TTEd Using a socio-constructivist framework, a cycle of activities was implemented aimed at
promoting participant reflection, dialogue and learning. The presenters will discuss the
activities and share their experience of designing and teaching on the revised course,
using one module as an example.

Poster 25 UUUUssssiiiinnnngggg tttthhhheeee vvvviiiizzzzuuuuaaaalllliiiissssaaaattttiiiioooonnnn mmmmeeeetttthhhhoooodddd iiiinnnn tttteeeeaaaacccchhhhiiiinnnngggg llllaaaannnngggguuuuaaaaggggeeee sssskkkkiiiillllllllssss
Monday AAAAiiiiddddaaaa TTTTuuuulllleeeeggggeeeennnnoooovvvvaaaa ((((EEEEuuuurrrraaaassssiiiiaaaannnn NNNNaaaattttiiiioooonnnnaaaallll UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy aaaafffftttteeeerrrr LLLL....NNNN.... GGGGuuuummmmiiiillllyyyyeeeevvvv))))
1130-1200 This presentation focuses on investigating the effectiveness of using the visualization
LT method in teaching the language skills of reading, speaking, writing and listening.
Visualization can be developed through a variety of activities and lessons. A first step is
to provide a model and explanation about generating mental images for the students.
This poster will display the materials and discuss their applications.

Poster 26 RRRReeeeaaaaddddiiiinnnngggg aaaapppppppprrrrooooaaaacccchhhh iiiinnnn ffffoooorrrreeeeiiiiggggnnnn llllaaaannnngggguuuuaaaaggggeeee ((((EEEEnnnngggglllliiiisssshhhh)))) pppprrrrooooffffiiiicccciiiieeeennnnccccyyyy aaaattttttttaaaaiiiinnnnmmmmeeeennnntttt
Saturday BBBBiiiirrrrsssseeeennnn TTTTuuuuttttuuuunnnniiiissss ((((IIIIssssttttaaaannnnbbbbuuuullll KKKKuuuullllttttuuuurrrr UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
1710-1740 Reading is a good source of input. This poster will present a study that focuses on
GEN reading as the main force of teaching in the English Preparatory Program at a private
university. The teaching techniques and the materials prepared for the purpose of
students’ proficiency attainment will be explained in detail.

Poster 27 AAAAlllliiiiggggnnnniiiinnnngggg tttthhhheeee VVVVooooccccaaaabbbbuuuullllaaaarrrryyyy LLLLeeeevvvveeeellllssss TTTTeeeesssstttt wwwwiiiitttthhhh tttthhhheeee CCCCEEEEFFFFRRRR
Sunday DDDDeeeessssiiiirrrreeeeeeee VVVVeeeerrrrddddoooonnnnkkkk ((((FFFFaaaacccchhhhhhhhoooocccchhhhsssscccchhhhuuuulllleeee WWWWiiiieeeennnneeeerrrr NNNNeeeeuuuussssttttaaaaddddtttt))))
1145-1215 This study provides further/new empirical evidence of the suitability of the Vocabulary
AL, TEA Levels Test (VLT) for diagnostic and placement purposes in classroom use. In particular,
we demonstrate the VLT's reliability in this context and highlight its ability to help
distinguish between users at the B1/B2 divide. Additional data confirm that VLT scores
do not show any gender bias.

TTTThhhheeee PPPPoooosssstttteeeerrrr FFFFoooorrrruuuummmm iiiissss llllooooccccaaaatttteeeedddd iiiinnnn tttthhhheeee GGGGaaaalllllllleeeerrrryyyy....

VVVViiiissssiiiitttt tttthhhheeee ppppoooosssstttteeeerrrrssss dddduuuurrrriiiinnnngggg tttthhhheeee ccccoooonnnnffffeeeerrrreeeennnncccceeee aaaannnndddd mmmmeeeeeeeetttt tttthhhheeee pppprrrreeeesssseeeennnntttteeeerrrrssss aaaatttt tttthhhheeeeiiiirrrr ppppoooosssstttteeeerrrr ttttoooo
ddddiiiissssccccuuuussssssss iiiitttt aaaannnndddd aaaasssskkkk qqqquuuueeeessssttttiiiioooonnnnssss....

48
Saturday 11 April

0800-1730: Registration Desk Open
0815-0845: How To ... Sessions
0830-1730: ELT Resources Exhibition Open

0800-1730 Registration desk open

0815-0845 IATEFL How to... track
Cobden 3 HHHHoooowwww ttttoooo ggggeeeetttt tttthhhheeee mmmmoooosssstttt oooouuuutttt ooooffff tttthhhhiiiissss ccccoooonnnnffffeeeerrrreeeennnncccceeee wwwwiiiitttthhhh SSSSuuuussssaaaannnn BBBBaaaarrrrdddduuuuhhhhnnnn
This session is for new IATEFL conference participants as well as those of you who
have attended many conferences... but feel your experience could go deeper. We will
analyze the programme, form learning groups for those who wish to jigsaw their Y
conference experience, and share conference time management tips. A
D
This session will be repeated at lunchtime.
R

U
Central 3-4 HHHHoooowwww ttttoooo ggggiiiivvvveeee aaaa pppprrrreeeesssseeeennnnttttaaaattttiiiioooonnnn aaaatttt aaaannnn iiiinnnntttteeeerrrrnnnnaaaattttiiiioooonnnnaaaallll ccccoooonnnnffffeeeerrrreeeennnncccceeee wwwwiiiitttthhhh JJJJeeeerrrreeeemmmmyyyy DDDDaaaayyyy
T
Giving a presentation can be a stressful experience. This session will give you ways of A
organising yourself before your presentation and conducting yourself during your S
presentation to reduce that stress. The aim of the session is to make your
presentation a more satisfying experience for you and for your participants.

Central 5 HHHHoooowwww ttttoooo rrrreeeefffflllleeeecccctttt oooonnnn rrrreeeesssseeeeaaaarrrrcccchhhh ttttaaaallllkkkkssss aaaatttt tttthhhheeee ccccoooonnnnffffeeeerrrreeeennnncccceeee wwwwiiiitttthhhh SSSSaaaarrrraaaahhhh MMMMeeeerrrrcccceeeerrrr
In this session, we will explore how to make the most of the talks and presentations
we attend during the conference. In particular, we will focus on how to reflect on the
research we hear about and consider its relevance for and connections to our own
professional contexts.

0830-1730 Exhibition open

49
Saturday 11 April

0900-1025: Opening & First Plenary Session

0900-1025 Opening Announcements and Plenary Session
Exchange Hall TTTThhhheeee ccccoooonnnnffffeeeerrrreeeennnncccceeee wwwwiiiillllllll bbbbeeee ooooppppeeeennnneeeedddd bbbbyyyy tttthhhheeee IIIIAAAATTTTEEEEFFFFLLLL PPPPrrrreeeessssiiiiddddeeeennnntttt,,,, CCCCaaaarrrroooollll RRRReeeeaaaadddd....
(1600 audience)

PPPPlllleeeennnnaaaarrrryyyy sssseeeessssssssiiiioooonnnn bbbbyyyy DDDDoooonnnnaaaalllldddd FFFFrrrreeeeeeeemmmmaaaannnn

Donald Freeman is a professor at the School of Education, University of Michigan,
where his work focuses on designing and documenting new approaches to large-scale
improvements in language teaching that support the work of classroom language
teachers. For 25 years, he was on the graduate faculty at the School for International
Y
A Training, where he chaired the Department of Language Teacher Education, and
D founded and directed the Center for Teacher Education, Training and Research. He is
R author of several books on language teacher education including Educating Second
U
Language Teachers: The ‘same things done differently’ (forthcoming, OUP), as well as
T
A Teacher learning in language teaching (with Jack C. Richards), and Doing teacher
S research. He is senior consulting editor on ELTeach, an online professional
development program, and editor of the professional development serie‐s,
TeacherSource. Freeman has been president of TESOL, and a member the
International Advisory Council for Cambridge English.

FFFFrrrroooozzzzeeeennnn iiiinnnn tttthhhhoooouuuugggghhhhtttt???? HHHHoooowwww wwwweeee tttthhhhiiiinnnnkkkk aaaannnndddd wwwwhhhhaaaatttt wwwweeee ddddoooo iiiinnnn EEEELLLLTTTT
English language teaching is rife with prescriptions for what ‘good’ teachers ought to
know and be able to do. These prescriptions are anchored in central ideas in the field
that we generally take for granted. We do not challenge them, even though they
inexorably shape all aspects of the work of ELT-- from national policies and standards
for teaching to administrative procedures and day-to-day work in ELT classrooms.
These central ideas come from diverse sources: some are loosely derived from
research, while others are inherited in the history of what we do. The ideas
themselves are taken as common sense, and thus are woven into the social
expectations of the work of teaching. In my title, I refer to this process as being ‘frozen
in thought’, by which I mean the field of ELT has become immobilized in a critical
sense by these ideas and what they mean for what we do as teachers and teacher
educators.
This talk examines some of these central ideas that we live by in ELT, including ideas
about how teaching and learning work, about the teacher’s role, and about the
classroom goals of English instruction. I examine what the ideas mean for the work of
classroom teachers given how English functions in the 21st Century, and how they
shape and constrain our thinking in teacher education and research. I argue that, if
they are left unscrutinized and unchallenged, the ideas can undermine teachers’
professional confidence and stunt training and research. Therefore re-examining
them, thereby thawing our thinking, is a critical step in reasserting social control over
the public work of English language teaching.

50
Saturday 11 April

Session 1.1 : 1040-1125

1040-1125 Session 1.1

Central 3-4 SSSSoooouuuunnnnddddssss ggggoooooooodddd,,,, llllooooooookkkkssss ggggoooooooodddd:::: uuuussssiiiinnnngggg sssshhhhoooorrrrtttt vvvviiiiddddeeeeoooo cccclllliiiippppssss iiiinnnn EEEELLLLTTTT e, le, p, s,
140 audience MMMMiiiicccchhhhaaaaeeeellll HHHHaaaarrrrrrrriiiissssoooonnnn ((((BBBBBBBBCCCC LLLLeeeeaaaarrrrnnnniiiinnnngggg EEEEnnnngggglllliiiisssshhhh)))) t, a
Workshop Mobile technology has made it easier than before to record and edit video. I
MD, LLLLTTTTSSSSIIIIGGGG aim to equip you with the basic skills to record and edit short video clips,
DDDDaaaayyyy using freely-available software like Vine, and provide ideas for using them
in class. Bring your mobile devices and set up a Vine account to make the
most of this session.

Central 5 TTTThhhheeee hhhhoooouuuusssseeee tttthhhhaaaatttt ccccrrrraaaacccckkkk bbbbuuuuiiiilllltttt:::: aaaa ppppiiiiccccttttuuuurrrreeeebbbbooooooookkkk ffffoooorrrr tttteeeeeeeennnnssss e, le, s Y
A
80 audience SSSSaaaannnnddddiiiieeee MMMMoooouuuurrrraaaaoooo ((((FFFFrrrreeeeeeeellllaaaannnncccceeee,,,, PPPPoooorrrrttttuuuuggggaaaallll))))
D
Workshop Picturebooks engage students of all ages: they provide authentic R
LLLLMMMMCCCCSSSS SSSSIIIIGGGG opportunities for thinking and discussion through their pictures and words U
T
DDDDaaaayyyy and enable teachers to approach topics in an innovative way. Engaging A
participants in activities, reflection and debate, this workshop will share S
how the picturebook The House That Crack Built enabled teenagers in
Portugal to discuss the implications of drug use.

Central 6 WWWWhhhheeeerrrreeee’’’’ssss tttthhhheeee llllaaaannnngggguuuuaaaaggggeeee???? SSSSppppiiiirrrraaaalllliiiinnnngggg tttteeeeaaaacccchhhhaaaabbbblllleeee mmmmoooommmmeeeennnnttttssss tttthhhhrrrroooouuuugggghhhhoooouuuutttt aaaa e, le, t, a
50 audience ccccoooonnnntttteeeennnntttt----bbbbaaaasssseeeedddd ccccuuuurrrrrrrriiiiccccuuuulllluuuummmm
Workshop SSSSyyyyllllvvvviiiiaaaa OOOOzzzzbbbbaaaalllltttt &&&& CCCCrrrriiiissssttttiiiinnnnaaaa PPPPeeeerrrraaaalllleeeejjjjoooo ((((UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy ooooffff BBBBrrrriiiittttiiiisssshhhh CCCCoooolllluuuummmmbbbbiiiiaaaa,,,, EEEELLLLIIII))))
GGGGIIIISSSSIIIIGGGG DDDDaaaayyyy Sustainability, civil society, global citizenship. Such topics are current and
often personally relevant to instructors and students alike. But how do we
keep the EAL classroom grounded in language instruction, without letting
content dominate? We will address this issue in a practical and interactive
workshop, focusing on gathering and continuously recycling language that
emerges during in-class discussions and project work.

Central 7 EEEEAAAAPPPP wwwwrrrriiiittttiiiinnnngggg:::: tttteeeeaaaacccchhhhiiiinnnngggg ssssttttrrrraaaatttteeeeggggiiiieeeessss ffffoooorrrr eeeeffffffffeeeeccccttttiiiivvvveeee ppppaaaarrrraaaapppphhhhrrrraaaassssiiiinnnngggg e, le, t, a
80 audience TTTTiiiinnnnaaaa KKKKuuuuzzzziiiicccc ((((FFFFaaaaccccuuuullllttttyyyy ooooffff HHHHuuuummmmaaaannnniiiittttiiiieeeessss aaaannnndddd SSSSoooocccciiiiaaaallll SSSScccciiiieeeennnncccceeeessss))))
Workshop Paraphrasing is a very important part of academic writing, and thus EAP
ESAP, practitioners should consider various approaches to teaching paraphrasing
EEEESSSSPPPPSSSSIIIIGGGG DDDDaaaayyyy strategies. In this workshop, I will share activities which are used to teach
paraphrasing strategies within an in-sessional EAP course at university.
These activities will enable students to explore and implement the
strategies, and eventually improve their academic writing skills.

eeee = experienced audience pppp = primary teaching tttt = tertiary teaching
lllleeee = less-experienced audience ssss = secondary teaching aaaa = adult teaching
pppprrrrooooddddpppprrrroooommmm = promoting a particular book or product
ppppuuuubbbb = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product

PPPPlllleeeeaaaasssseeee nnnnooootttteeee tttthhhhaaaatttt ssssoooommmmeeee pppprrrreeeesssseeeennnntttteeeerrrrssss hhhhaaaavvvveeee rrrreeeeqqqquuuueeeesssstttteeeedddd aaaa mmmmaaaaxxxxiiiimmmmuuuummmm aaaauuuuddddiiiieeeennnncccceeee ssssiiiizzzzeeee....
TTTThhhheeeerrrreeeeffffoooorrrreeee,,,, pppplllleeeeaaaasssseeee cccchhhheeeecccckkkk tttthhhheeee aaaauuuuddddiiiieeeennnncccceeee ssssiiiizzzzeeee iiiinnnn tttthhhheeee lllleeeefffftttt----hhhhaaaannnndddd ccccoooolllluuuummmmnnnn ooooffff eeeeaaaacccchhhh eeeennnnttttrrrryyyy....
51
Saturday 11 April

Session 1.1 : 1040-1125

Central 8 TTTThhhheeee nnnneeeexxxxtttt ggggeeeennnneeeerrrraaaattttiiiioooonnnn ooooffff aaaauuuuttttoooonnnnoooommmmoooouuuussss iiiinnnnssssttttrrrruuuuccccttttiiiioooonnnn tttthhhhrrrruuuu VVVVooooiiiicccceeeeTTTThhhhrrrreeeeaaaaddddssss e, le, t, a
80 audience MMMMaaaarrrrsssshhhhaaaa AAAApppppppplllliiiinnnngggg----NNNNuuuunnnneeeezzzz ((((QQQQaaaattttaaaarrrr UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy ---- FFFFoooouuuunnnnddddaaaattttiiiioooonnnn EEEEnnnngggglllliiiisssshhhh prodprom
Workshop PPPPrrrrooooggggrrrraaaammmm)))) &&&& MMMMeeeelllliiiissssssssaaaa VVVVaaaannnn DDDDeeee WWWWeeeeggggeeee ((((QQQQaaaattttaaaarrrr UUUUnnnniiiivvvveeeerrrrssssiiiittttyyyy))))
LT, LLLLAAAASSSSIIIIGGGG Learn to use VoiceThreads (VT) to facilitate students’ participation and
DDDDaaaayyyy encourage learner autonomy in university classrooms. We will highlight
uses for intermediate to high-level students and guide participants
through building a VT. Participants will receive a handout defining
VoiceThreads and suggested uses in the classroom. Remaining time will
allow for Q&A. Participants can bring their own device, though not
Y necessary.
A
D
Charter 1 QQQQuuuueeeessssttttiiiioooonnnnssss ffffoooorrrr lllleeeeaaaarrrrnnnniiiinnnngggg aaaannnndddd ssssoooommmmeeee uuuunnnneeeexxxxppppeeeecccctttteeeedddd aaaannnnsssswwwweeeerrrrssss e, le, s, t,
R
U 400 audience AAAAnnnnddddrrrreeeewwww WWWWaaaallllkkkklllleeeeyyyy ((((LLLLeeeexxxxiiiiccccaaaallll LLLLaaaabbbb)))) a
T Workshop At IATEFL 2014, Sugatra Mitra suggested good questions unlock learning. pub
A
S MaW, TD In ELT, what are those questions? Who asks them? When? What answers
are needed? Where from? What questions are in coursebooks, including
Outcomes, and what might they reveal about principles behind them? What
questions might teachers ask themselves to develop? Why don't you come
to this practical thought-provoking workshop?

Charter 2-3 OOOOnnnnllllyyyy ccccoooonnnnnnnneeeecccctttt:::: sssseeeevvvveeeennnn ssssttttrrrraaaatttteeeeggggiiiieeeessss ffffoooorrrr eeeennnnssssuuuurrrriiiinnnngggg tttteeeeaaaacccchhhheeeerrrr----ssssttttuuuuddddeeeennnntttt e, le, s, a
500 audience ccccoooommmmmmmmuuuunnnniiiiccccaaaattttiiiioooonnnn
Workshop KKKKeeeennnn WWWWiiiillllssssoooonnnn ((((FFFFrrrreeeeeeeellllaaaannnncccceeee))))
TD, YLT Some experts say that educational technology has blown away the notion of
the classroom altogether. However, for the foreseeable future, learning
will take place in classrooms with teachers, students and desks and
teacher-student communication will be more important than ever. This
workshop will show how the vital link between teacher and students can be
maintained, even in a hi-tech classroom.

AAAALLLL = Applied Linguistics GGGGEEEENNNN = General MMMMDDDD = Materials Development
BBBBEEEE = Business English GGGGIIII = Global Issues PPPPRRRROOOONNNN = Pronunciation
EEEEAAAAPPPP = English for Academic Purposes LLLLAAAA = Learner Autonomy RRRREEEESSSS = Research
EEEESSSSAAAAPPPP = English for Specific Academic LLLLAAAAMMMM = Leadership & Management TTTTDDDD = Teacher Development
Purposes LLLLMMMMCCCCSSSS = Literature, Media & Cultural TTTTEEEEAAAA = Testing, Evaluation &
EEEESSSS((((OOOO))))LLLL=English for Speakers of Other Studies Assessment
Languages LLLLTTTT = Learning Technologies TTTTTTTTEEEEdddd = Teacher Training & Education
EEEESSSSPPPP = English for Specific Purposes MMMMaaaaWWWW = Materials Writing YYYYLLLLTTTT = Young Learners & Teenagers
PPPPLLLLEEEEAAAASSSSEEEE CCCCHHHHEEEECCCCKKKK NNNNOOOOTTTTIIIICCCCEEEE BBBBOOOOAAAARRRRDDDDSSSS FFFFOOOORRRR CCCCHHHHAAAANNNNGGGGEEEESSSS &&&& CCCCAAAANNNNCCCCEEEELLLLLLLLAAAATTTTIIIIOOOONNNNSSSS
52