doctoral research forum & master’s student forum...4 doctoral research forum & master’s student...

Doctoral Research Forum& Master’s Student ForumTuesday, 21 March 2017

2 Doctoral Research Forum & Master’s Student Forum | Tuesday, 21 March 2017

Contents

Overview Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Welcome from the TESOL Executive Committee . . . . . . . . . . . . . . . . . . . . .4

Guest Speaker: Gary Barkhuizen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Doctoral Research Forum Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Mentor Round Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Poster Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Master’s Student Forum Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Poster Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Special Thanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Welcome to the 2017 Doctoral Research and Master’s Student Forums!

The 2017 TESOL International Convention & English Language Expo includes a doctoral research forum for doctoral students and a master’s student forum for students enrolled in graduate programs leading to a master’s degree in TESOL (or related fields) . In these forums students will

• Network with peers and with experienced TESOL researchers and educators

• Discuss doctoral programs and dissertation research

• Attend poster sessions

• Participate in mentoring discussions based on interest

• Experience presentations and demonstrations on hot topics

• Present research, teaching ideas and experiences, and materials

Doctoral Research Forum & Master’s Student Forum | Tuesday, 21 March 2017 3

Overview ScheduleNote: All rooms located at the Sheraton Seattle Hotel, 2nd Floor

7:45 am–8:45 am Registration Metropolitan A

8:15 am–8:45 am Welcome from the TESOL Executive Committee

Metropolitan A

DOCTORAL RESEARCH FORUM SCHEDULE

9:00 am–12:00 pm PRESENTATIONS Greenwood, Kirkland, Leschi, Medina, and Redwood A

12:00 pm–1:00 pm Lunch Metropolitan A

1:00 pm–2:15 pm MENTOR ROUND TABLES Metropolitan B

2:30 pm–3:55 pm POSTER SESSIONS Grand Ballroom C

4:10 pm –5:00 pm Guest Speaker: Gary Barkhuizen 2017 Recipient of the TESOL Award for Distinguished Research

Metropolitan A

MASTER’S STUDENT FORUM SCHEDULE

9:00 am–12:00 pm POSTER SESSIONS Grand Ballroom C

12:00 pm–1:00 pm Lunch Metropolitan A

1:00 pm–4:00 pm PRESENTATIONS Greenwood, Kirkland, Leschi, Medina, and Redwood A

4:10 pm –5:00 pm Guest Speaker: Gary Barkhuizen 2017 Recipient of the TESOL Award for Distinguished Research

Metropolitan A


Welcome from the TESOL Executive Committee8:15 am – 8:45 am, Metropolitan A

The 2016-2017 TESOL Executive Committee is formed by President Dudley Reynolds from Carnegie Mellon University Qatar, President-Elect Ester de Jong from the University of Florida, Past President Andy Curtis from the Anaheim University, and the Executive Director Rosa Aronson from the TESOL Staff Office .

Guest Speaker: Gary Barkhuizen4:10 pm – 5:00 pm, Metropolitan A

Check out Gary’s session: The Power of Story for Exploring Language Teacher Identity, Wednesday, 23 March, 10:30 am-11:15 am, Willow B, Sheraton

Abstract: This presentation asks: What is language teacher identity (LTI)? It also asks: What is story? It then suggests ways to use stories in teacher research and reflection for learning about LTI . It ends by proposing topics for research and reflection and inviting participants to contribute their own ideas .

Gary Barkhuizen is Professor at the University of Auckland, New Zealand . His research interests are in the areas of teacher identity, study abroad and narrative inquiry . He has taught English at high school and college level, and has been involved in teacher education for many years .

Doctoral Research Forum Schedule

PRESENTATIONS9:00 am – 12:00 pm Greenwood, Kirkland, Leschi, Medina,

and Redwood A

Greenwood Room

9:00 am–9:20 am English Language Learners Attending Large Lectures: Invisible Students, Unknown Needs

Christopher Stillwell, StillwellC@aol .com

What are the needs of English language learners (ELLs) in higher education? Are active learning techniques effective for ELLs? The author examines extensive data collected from an entry-level university biology course to find out .

mailto:[email protected]


9:25 am–9:45 am Saudi Students’ Attitudes Toward English as the Medium of Instruction

Nawwaf Alhazmi, nalhazmi@purdue .edu

This study investigates Saudi college students’ attitudes toward English as a medium of instruction and its impact on students’ motivation to learn English . It presents preliminary findings and implications for language policy in higher education .

9:50 am–10:10 am Vietnamese EFL Teachers’ Knowledge Base and Practice in Teaching Speaking

Quan Nguyen, nhquan@ctu .edu .vn

This session presents a study on Vietnamese teachers’ cognitions and practices in teaching speaking skills . Findings revealed critical gaps in teachers’ knowledge base of speaking subject content and pedagogy, which were further reflected in practice .

10:15 am–10:35 am Elementary Teachers’ Perspectives About Integrated Reading-Writing Instruction with English Learners

Irina Malova, i .malova@umiami .edu

The presenter discusses results of a multiple case study of five English language arts teachers’ perspectives on integrated reading-writing instruction as implemented in elementary classrooms with English learners .

10:40 am–11:00 am Collaborative Writing in Google Docs: Interaction Patterns and Teaching Strategies

Quang Nam Pham, namquangpham@mail .usf .edu

Vygotsky’s theory of social interaction serves as a theoretical framework to study students’ patterns of interaction in Google Docs . Storch’s model of peer interaction helps with data analysis . Results are presented and implications discussed .

11:05 am–11:25 am Relationship Between TPACK, Grit, and Efficacy in Using Educational Technology

Xianquan Liu, crystal040524@gmail .com

Technology integration is becoming common in Chinese EFL education . Technology efficacy is closely related to technology implementation . There is little research, however, on teacher technology efficacy . This study examines teacher technology efficacy and its predictors .

11:30 am–11:50 am Effects of Cohesion on L2 Reading: An Eye-Tracking Examination

Alisha Biler, alisha_biler@epi .sc .edu

This dissertation study presents preliminary findings regarding the interplay between vocabulary frequency and the role of cohesion in L2 reading . Offline measures are reported via comprehension tests in addition to online eye-tracking measures .

Doctoral Research Forum Schedule / Presentations / Greenwood Room (continued)


Doctoral Research Forum Schedule / Presentations / Kirkland Room (continued)

Kirkland Room

9:00 am–9:20 am Meeting the Needs of Emergent Bilingual Children in Kindergarten

Angelpreet Singh, angelpreet_singh@sfu .ca

The presenter shares the findings of a recent qualitative study that aimed to uncover the language and literacy practices of emergent bilingual children in a kindergarten classroom in British Columbia, Canada .

9:25 am–9:45 am ELL Policy Interpretation, Implementation, and Decision-Making in Australian Elementary Schools

Fern Hyde, Fern .Hyde@canberra .edu .au

An investigation of policy concerning English as an additional language (EAL) in Australian elementary schools found that interpretation and action affects programs available to students . When EAL qualifications were seen as optional, teachers felt unsupported and in challenging situations .

9:50 am–10:10 am Passive Voice Frequency in Freshman Academic TextbooksBasma Moreb, basma .moreb2@gmail .com

Among practitioners the use of passive voice remains a topic of controversy . This study examined the frequency of passive voice in four academic textbooks . Research results are presented and implications discussed . Handout materials are available .

10:15 am–10:35 am Effects of L1 Background of Interlocutors in Paired Oral TestingShinhye Lee, leeshin2@msu .edu

This discourse-based study investigated whether there are interactional variations in the paired-testing context when the pairs are L1-matched versus mismatched . The results point to the existence of a potential effect of the variable .

10:40 am–11:00 am Enculturation or Adaptation: ESL Academic WritingUyen Dang, myuyen82@gmail .com

This research-oriented presentation aims at sharing the dissertation process and findings to better understand the influence of cultural and linguistic background on the characteristics of ESL learners’ academic writing .

11:05 am–11:25 am Two Chinese Expert EFL Teachers’ Feedback Practices and BeliefsJing Yang, yangjing33391@gmail .com

This presentation reports on an in-depth case study in China investigating two expert EFL writing teachers’ feedback cognition and its relationship to their actual feedback practices .

11:30 am–11:50 am Teaching Speaking in Multilingual Classrooms: A Study of Expertise

Robbie Lee Sabnani, paryrob@singnet .com .sg

Using Borg’s teacher cognition framework, this collective case study identifies key facets of teacher expertise through an in-depth examination of teachers’ knowledge, beliefs, and practices for oral English instruction of learners in multilingual classrooms .


Leschi Room

9:00 am–9:20 am Metacognition and a Web 2.0 Technologically Mediated Speaking Assessment

Taewoong Kim, tkim@ou .edu

This case study (N = 10) explored ESL students’ perceptions of the impact of a web 2 .0 technology mediated speaking assessment on their metacognition . Themes from interview data, student work examples, and implementations will be discussed .

9:25 am–9:45 am Teacher Identity Construction in the Expanding Circle: A Venezuelan Case

Maredil Leon, mleonced@email .arizona .edu

Working under the World Englishes paradigm, this study explores the conflicts that in-service Venezuelan English teachers face as a result of prevailing normative ELT ideologies and how these conflicts affect the negotiation of their teacher identities .

9:50 am–10:10 am The Effects of Culture Shock on ESL Learners Jameel Bakhsh, jbakhsh@kent .edu

This study explores the symptoms of culture shock among second language learners of English who reside in a foreign setting within a foreign culture . It also explores possible methods of mitigating those symptoms .

10:15 am–10:35 am Guiding Principles for Consonant Sound Development in Young Children

Carolyn Dorothy Pogson, cdp980@uow .edu .au

Phonological skills and oral language skills form the basis of literacy development . Indigenous children fall behind academically . A design-based research approach was used to formulate the underlying principles for program development in different contexts .

10:40 am–11:00 am Investigating Vietnamese Novice EFL Teachers’ Cognitions and Practices

Ngo Tien Nguyen, tnn503@uowmail .edu .au

This study examines novice EFL teachers’ cognitions and practices in Vietnamese high schools . Findings reveal a sophisticated interconnection between these two dimensions impacting both classroom decision-making and student learning . Implications for teacher education are discussed .

11:05 am–11:25 am Role of Visuals in L2 Listening Comprehension: Teachers’ Opinions

Roman Lesnov, rol5@nau .edu

This study investigated the opinions of 42 ESL and EFL teachers about the role of visuals in the listening comprehension construct . The findings support the idea of redefining L2 listening as a visual-inclusive skill .

Doctoral Research Forum Schedule / Presentations / Leschi Room (continued)


11:30 am–11:50 am Teaching-Centered Nature of Reflective Practice in Teacher Education in Malaysia

Munirah Hanafi, m .hanafi632@canterbury .ac .uk

This paper investigates pre-service student teachers’ perceptions of reflection and reflective practice during a practicum in the bachelor of teaching TESL program in Malaysia .

Medina Room

9:00 am–9:20 am Effects of Time Constraint on Second Language Reading Comprehension

Hammad Alshammari, ksa .usa .h@hotmail .com

This study investigates the effect of time constraint on L2 reading comprehension . The researcher recruited 47 L2 students and divided them into three time groups: limited, extended, and unlimited . The students were exposed to a reading test that included different levels of questions adopted from TOEFL for validity .

9:25 am–9:45 am English Language Learning and Multilingual Identities in Postsecondary Contexts

Rebecca Tang, tang .698@osu .edu

This study synthesizes 34 peer-reviewed empirical studies in the field of TESOL to explore the dynamics of higher education and issues of English language learning through the analytical lens of identity .

9:50 am–10:10 am What are the ELT Practices in a Mexican Multicultural Context?

Daniela Silva, daniela .conceicaodasilva@utsa .edu

This study investigates the ELT practices in a public university in Oaxaca, Mexico . Our goal is to identify English teachers’ language ideologies in a multicultural context where global and local languages coexist .

10:15 am–10:35 am The Impact of Communication Strategies on SLA and Interactional Competence

Joseph Wood, dearjoewood@hotmail .com

This presentation reports on the results of a year-long mixed methods study that examined the impact communication strategy training had on Japanese first-year university students’ acquisition of English and their interactional competence .

10:40 am–11:00 am The Use of Passive Voice in College Introductory Course Textbooks

Xiaoli Yu, xiaoli .yu@ucf .edu

This corpus-based study explores the passive voice usage in ten college textbooks among five disciplines . Pedagogical implications in teaching passive voice for IEP and EAP programs are provided according to its frequency .

Doctoral Research Forum Schedule / Presentations / Leschi Room (continued)


11:05 am-11:25 am Teaching Genres Between IEP and Degree Programs: The Personal Statement

Dmitri Detwyler, ddetwyle@gmail .com

This project investigates the genre of the personal statement (or SOP) for application to postgraduate programs . A research-based pedagogical intervention for a group of IEP students seeking admission is proposed, and preliminary results are presented .

11:30 am–11:50 am Diagnosis of Learners’ Pronunciation and Instructional Decision-Making in EFL Teaching

Katsuya Yokomoto, k_yokomoto@rikkyo .ac .jp

EFL teachers’ diagnosis of Japanese learners’ pronunciation and instructional decisions were analyzed statistically . Their written rationales and interview data revealed possible explanations for the similarities and differences in their diagnoses and instructional decisions .

Redwood A Room

9:00 am–9:20 am Action Research Study of English Language Teaching at Undergraduate Levels

Abdullah Laghari, laghari_abdullah1@yahoo .com

The study contains cyclical processes of action research, which aims to understand classrooms in English language teaching . Specifically, it aims to improve teaching and learning processes at all levels by bringing about pedagogic reforms at all levels .

9:25 am–9:45 am Mediating the Sociocultural Space for Saudi Graduate Students

Saleh Alharthi, saleh .tesol@gmail .com

Saudi graduate students perceive themselves differently in L2 sociocultural spaces . Having a religious background affects their self-identity, which creates a variety of agentive moves in L2 socialization and constructs divergent outcomes in L2 interaction .

9:50 am–10:10 am Using SLOODLE as a Tool to Develop Academic Writing SkillsNhu Le, nhuthiyenle@mail .usf .edu

SLOODLE, a hybrid of Second Life and MOODLE, is an emerging platform for language learning . This study investigates the effectiveness of SLOODLE in one virtual writing class and considers its pedagogical potential in language education .

10:15 am–10:35 am Ixil Students in the United States: An IntroductionLuis Penton Herrera, luis .penton@gmail .com

This presentation introduces an ESOL minority student population that is oftentimes unacknowledged in the current literature, the Ixil students . In addition, it presents the findings of a work-in-progress dissertation study .

Doctoral Research Forum Schedule / Presentations / Medina Room (continued)


10:40 am–11:00 am Lost Opportunity? Why University IEP Instructors Don’t Teach Listening

Jennifer Lacroix, lacroixj@bu .edu

This study compared observed versus stated listening instruction practice within integrated-skills classrooms at two university IEPs . Aural-processing ability was assumed; only note-taking skills were taught . English language teachers expressed a lack of confidence and noted inadequate training in TESOL applied phonology .

11:05 am–11:25 am Vietnamese EFL Learners: Are They Passive?Dan Tam Nguyen, thidan .t .nguyen@student .uts .edu .au

A widely held belief in Western culture says that Vietnamese EFL learners are usually shy, reticent, or passive . The findings of this study do not support this view .

11:30 am–11:50 am Bilingualism and Cognitive Control: Comparison of Sequential and Simultaneous Bilinguals

Jin Bi, jin .bi@utah .edu

The current study uses a cross-sectional design to explore the cognitive processing differences among individuals with varied L2 proficiency levels and from different learning contexts . Data are collected through survey and lab cognitive tasks .

MENTOR ROUND TABLES (Doctoral Research Forum)1:00 pm – 2:15 pm Metropolitan B

Collaboration Across Contexts: Growing as Language Teacher Educators and ResearchersMichel Riquelme Sanderson, miriquel@uw .edu

This session discusses the work of four graduate language teacher educators and their approach to research and reflection around language education across multiple geographical and cultural settings and from different research interests .

Engaging Multilingual Learners and Teachers in a 2.0 WorldJin-kyeong Jung, jinkjung@gse .upenn .edu

In the global world, diverse people are sharing their writing and ideas using multiple online spaces . This presentation discusses how to engage multilingual learners and their teachers in an online writing community and the challenges involved .

Language Learning Experiences and Identity Construction of Chinese-Heritage ELLs

Yuwen Deng, deng35@purdue .edu

The study examines language learning and identity of Chinese-heritage ELLs . Research findings illustrate the diversity and complexity of ELLs’ language learning experiences and the influence of language on their identity construction as bilinguals .

Doctoral Research Forum Schedule / Presentations / Redwood A Room (continued)

mailto:[email protected]:[email protected]:[email protected]


Teachers’ Perceptions of Assessment and Assessment Practices

Evelyn Almeida, ealmeida@unm .edu

I am interested in using grounded theory methodology to analyze English teachers’ perceptions of classroom assessment and how these perceptions influence their assessment practices in the classroom at the universities of Ecuador .

Beyond English Skills: Effects of IEP on International Student Success

Maxine Pond, maxine .pond@msu .montana .edu

This roundtable presentation will report an ongoing quantitative study on the positive influence of intensive English programs on student success and retention . Participants will be encouraged to contribute to a list of other influencing factors .

A Comparison Study of Online vs. Traditional Peer Review

Rashad Ahmed, raahmed@memphis .edu

This pilot study examines the peer review process in an online vs . traditional setting . It aims to investigate the perceptions, kinds, and number of revisions of first-year postsecondary English students in the classroom and online .

The Power of Working Together: Collaborative Writing in Elementary Schools

Loren Jones, ldj22@miami .edu

The presenter shares some pilot study findings from a case study conducted in a first grade classroom . The case study focused on collaborative writing between English language learners and English-only speakers .

Designing an Interactive English Website for EFL StudentsHuong Nguyen, hlnguyen@uark .edu

This session discusses the potentialities of employing an interactive website that is both engaging and instructional to enhance language use and development of college students who learn English as a foreign language .

Cuban Literacy Practices and Literate IdentitiesEmily Zuccaro, emily .zuccaro@louisville .edu

Cuban students at a newcomer center negotiate different literacy practices within the school setting . I will explore different Cuban family literacy practices and how they are used within the newcomer center .

A New Method of Teaching Phrasal VerbsNagham Majeed, nagham .majeed@knights .ucf .edu

Concerning teaching phrasal verbs, I found no method to be better, simpler, or quicker than the others . I propose a whole new way of grouping phrasal verbs according to prepositions .

Doctoral Research Forum Schedule / Mentor Round Tables / Metropolitan B Room (continued)

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Super-Diversity or Supra-Diversity? ESL Students’ Identity in U.S. Colleges

Mohamed Yacoub, nbvv@iup .edu

This doctoral research investigates ESL students’ identity through the lens of super-diversity and proposes a new lens of supra-diversity that helps understand ESL students’ perception of the complexity of safe super-diverse and unsafe supra-diverse spaces .

Translingual Graduate Writers’ Inventory of Strengths: Social and Psychological Components

G Yeon Park, parkgy@indiana .edu

This mixed methods study investigates Korean graduate students’ learning process in academic writing in English and how social and psychological factors influence their academic writing by identifying their strengths in academic writing .

SLIFE in SPED: A Case Study

Kristin Watson, kbw24@miami .edu

This study investigates the experiences of three students with limited or interrupted formal education (SLIFE) at the high school level who have been placed in special education (SPED) .

Not Just a Heritage Language: Ukrainian Language Maintenance in Canada

Nataliya Kharchenko, Nataliya .Kharchenko@umanitoba .ca

This presentation focuses on issues of heritage language maintenance among Ukrainian families in Canada . The presenter shares some preliminary findings from the ongoing research study, which involves immigrant parents of Ukrainian background .

Choosing a Qualitative Inquiry Approach for My Dissertation Study

Deirdre Wilson, deirdrew@uvic .ca

The presenter explores elementary teachers’ use of culturally and linguistically responsive pedagogy with English language learners . She also discusses the merits and challenges of studying this phenomenon using different qualitative inquiry approaches .

POSTER SESSIONS (Doctoral Research Forum)2:30 pm – 3:55 pm Grand Ballroom C

Reconceptualizing the TESOL Teacher Education Curriculum as a HaikuHongNguyen Nguyen, nhnguyen@uvic .ca

The presenter discusses how haiku principles correspond to curriculum aspects such as nurturing aspiration; promoting the interconnectedness of humanity, the world, nature, and arts; supporting imagination and creativity; and cultivating a fresh mind and compassionate heart .

Doctoral Research Forum Schedule / Mentor Round Tables / Metropolitan B Room (continued)

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Teaching Assistant Feedback for NNES Writers in First-Year Composition ClassesAugusta Conner, Aconner2@memphis .edu

This study examines, reports, and categorizes trends found within teaching assistants’ feedback provided to nonnative-English-speaking (NNES) writers in university first-year composition courses .

Vocab-Backup Strategy: Approach for ESL Learners to Study New VocabularyAdel Alharbi, mlharbi1@memphis .edu

This project proposes a vocabulary learning strategy to help ESL students learn new words . The Vocab-Backup Strategy comprises five sequential steps .

The Benefits of Writing Centres: EAL Students’ Writing DevelopmentDaniel Chang, dth7@sfu .ca

The proposed study explores the benefits of writing centres for EAL university students and how writing centres might help EAL students in writing their disciplinary academic papers .

Young English Language Learners and Picture Books: A Multimodal AnalysisCarolina Rossato de Almeida, c .almeida4@umiami .edu

This poster session presents a multimodal systemic functional linguistics analysis of the picture book My Name Is Yoon, used as part of a pilot study for the presenter’s dissertation research .

A Study of Chinese College Students’ Social Integration in a U.S. University Pathway ProgramDebbie Howarth, dhowarth@bu .edu

This study evaluates the social integration component of an ESL course for a pathway program at a U .S . university . It investigates whether participants show greater social integration, hypothesized as resulting in greater college persistence .

The Effect of Homestay Environment on IEP Students’ Pragmatic DevelopmentSarah McGregor, smcgregor@dons .usfca .edu

Does living in a homestay, rather than in a dormitory or apartment, have an effect on IEP students’ development of pragmatic competence and linguistic confidence? This poster session discusses issues with the pilot study .

Increasing Confidence in Teaching ELs Through Short Burst Training UnitsHeike Ruedenauer-Plummer, ruedenau@unlv .nevada .edu

This poster presentation introduces an implemented research project that measures whether teachers’ confidence and their self-reported level of preparedness for teaching EL students increase after the implementation of a series of short-burst training sessions .

Mindfulness/Literacy Programming and Mindful Attention Among Adolescent ELsCarolyn Waters, waterscn@vcu .edu

A middle school ESOL program embedded mindfulness practice in literacy instruction . Changes in students’ self-reported mindful awareness suggest significant positive effects, with a smaller impact on students suspected to be suffering from posttraumatic stress disorder (PTSD) .

Doctoral Research Forum Schedule / Poster Sessions / 2:30 pm – 3:55 pm / Grand Ballroom C (continued)


English as a Medium of Instruction in International Higher EducationGenevieve Balderston, gbalderston@sycamores .indstate .edu

The proposed study investigates the relationship between teacher language proficiency level, English as a medium of instruction (EMI) training, and perceptions of teaching effectiveness among international university teachers using EMI, as well as other factors influencing teacher attitudes to EMI .

Dual Language Programs and Ethnic IdentityJuliana Smith, julismith@cu-portland .edu

This study aimed to determine if bilingual students who attend bilingual programs feel stronger about their ethnic identity . The results indicated the longer students are enrolled in the bilingual program the lower their ethnic identity .

The Effect of Raising Awareness to Prosodic Features in SpeechCarla Liu, cliu@calbaptist .edu

This mixed methods research study examines the effect of noticing and visual feedback in raising participants’ awareness of their own prosodic patterns for greater comprehensibility in oral presentations .

Developing Intercultural and Linguistic Competences: Comparison Between Chinese ESL LearnersEmmanuelle Chiocca, emmanuelle .chiocca@ou .edu

This study compares the perception of linguistic and intercultural communicative competence development among two groups of Chinese ESL learners, one group attending an ESL program and the other attending an ESL and flagship bridge program .

Adult Sojourners in an American ESL Program and Their Acculturation AttitudesJiyu Min and Hyunil Choi, min .145@osu .edu

This multiple case study investigates the reciprocal process between adult sojourners’ participation and language learning experiences in American ESL programs and their psychological acculturation into the American community across their academic and life domains .

No to Dividing the Indivisible: Testing Recognition of Whole CollocationsOlga Makinina, olga .makinina@gmail .com

This study argues that such features as strength of associations, morphosyntactic type, and frequency of co-occurrence affect ESL learners’ collocation recognition and discusses the new format for testing and teaching academic English collocations .

Teacher Leadership: A Case Study of EFL Teacher Leaders’ Professional DevelopmentSayyed Shah, sayyedrashidalishah@gmail .com

Little empirical research exists on how EFL teachers acquire leadership skills and learn about leadership roles . This study explores factors contributing to the professional growth of EFL teacher leaders in the Saudi EFL context .



Connecting Online and Offline Spaces for Language and Literacy DevelopmentArtanti Sari, sari .3@osu .edu

This presentation discusses a transnational English language learner’s connection of multimodal online and offline spaces for developing English and other languages . It also discusses how parents leverage their online participation to mediate such learning process .

Implementing a Flipped Classroom in Preservice Teachers’ ESOL CourseworkYongjik Lee, yongjiklee00@ufl .edu

What messages does implementing a flipped classroom send to elementary preservice teachers? This pilot study explores the strengths and challenges of preparing elementary preservice teachers through implementing the flipped classroom .

Language Awareness and EFL Teachers’ Professional IdentityBridget Schvarcz, bridget .schvarcz@gmail .com

This presentation shares the results of a study on teacher language awareness carried out among EFL teachers in the Israeli education system . Our study explored the interface between teachers’ linguistic knowledge and their pedagogical practice .

The Good and the Bad: Two Learners’ Motivational JourneyElizabeth Haga, betka64@yahoo .com

This qualitative study investigates two adult ESL language learners’ motivation inside and outside of the classroom and considers how they regulate their motivational disposition .

The Potential Influence of Agglutinative Japanese Forms on English AccuracyMatt Lucas, matt .w .lucas@gmail .com

This study examines the potential influence of Japanese agglutinative forms on categories of verbs and adjectives in learners’ abilities to recognize English errors and appropriately produce written forms .

Preparing EFL Preservice Teachers to Teach with ICTSuman Laudari, laudari .sum@gmail .com

This study explores the benefits of using information communication technology (ICT) in the classroom in reference to recent empirical studies . It teases out the existing teacher-training phenomenon in Nepal and proposes a context-situated framework for teacher education .

EFL Learners’ Imaginings of Their Future Professional Discourse CommunitiesDawn Lucovich, Lucovich@Lab .twcu .ac .jp

Data from semistructured interviews with preprofessional English program undergraduates are presented . Learners occupied a unique space at the time of the interviews: They had experienced numerous professional interviews but had not yet begun careers .



Cultures of Learning and Teacher Cognition in ELT ClassroomOlga Dolganova, olga .dolganova@postgrad .manchester .ac .uk

This study explores the development of cultures of learning in a Russian university and how they shape teachers’ cognition about teaching English . It also considers how teachers’ narratives relate to their ELT practice .

Soft Skills and Internationally Educated Nurses: A Literature Review

Marcia Kim, makim@ucalgary .ca

This poster session reports on the literature concerning soft skills related to internationally educated Nurses (IENs) working in health care and IENs’ and nurse educators’ perceptions of soft skills in the nursing profession .

Application of the Metaphors from Popular Science Articles in Teaching ESPOlga Muranova, olga .muranova@okstate .edu

This presentation introduces the major characteristics of using metaphors in the text of popular science articles . It includes various communicative and creative activities for ESP teaching based on the use of those metaphors .

Master’s Student Forum Schedule

POSTER SESSIONS9:00 am – 12:00 pm Grand Ballroom C

Rethinking Realia in Contemporary ContextsGinger Guin and Ashley Hisky, gaguin@memphis .edu

This study attends to the evolution of realia, concentrating on the way in which technological developments have transformed traditional characterizations of authentic materials in the ESL/EFL classroom . This presentation exhibits findings from an intensive literature review, advances an updated conception of realia, and offers conference attendees take-home resources .

A Locavore’s Approach to English Instruction

Kiki Augustin, kristine .augustin@my .uwrf .edu

Participate in this thinking-local poster session to improve your curricular health, build community relationships, and foster intercultural communication in your own teaching context . Model your English instruction on ideas from the organic food movement: Encourage the use of place-based and sustainable resources to grow students’ English skills .

Digital Infrastructures for Learning Outside the Classroom

Jamalieh Haley, jamalieh@pdx .edu

The presenter investigates language systems as sociocultural-interactive processes that both influence and are influenced by the multiple semiotic resources available within language signs and the environment in which those signs appear . This poster session focuses on learners’ use of semiotics while playing augmented reality games to produce their L2 .


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Postmethod Pedagogy in Art ESL Classrooms

Mariia Barulina, mar .barulina@gmail .com

The presentation is aimed to discuss the postmethod pedagogy as an alternative to traditional approaches in an ESL classroom of students majoring in art . The author suggests using art as a common medium in such classrooms . The presenter will provide examples of materials, activities, and other resources .

Strategies to Increase Comprehensibility in Teacher Talk

Tian Ge, getian@gse .upenn .edu

This poster presents uses action research to explore pedagogical strategies to increase comprehensibility in teacher talk . The participants were novice-level ESL students . The research provides the presenter’s reflections and updates on strategies to make her teacher talk more comprehensible and gives some teaching tips to her fellow teachers .

Creative Writing in the College ESL ClassroomZiyun Chen, Ziyun0516@live .missouristate .edu

This study connects humanistic pedagogies of creative writing and language learning in the context of college ESL . It focuses on the applications of poetry in language learning, the efficacy of which is plausible but debated . Following a literature review, the study presents pedagogical implications and questions for future research .

Reading Instruction for ELLs with Learning Disabilities

Kate Sadeghpour, kmorri34@emich .edu

Supporting English language learners (ELLs) with reading disabilities is challenging because one must identify what errors represent typical L2 development and what errors are due to a specific reading disability . Once errors are distinguished, educators can differentiate their instruction using a variety of teaching methods to improve students’ literacy .

Grammaring with Chinese Characteristics: Co-Teaching PedagogyQianfan Yang, qyang@miis .edu

This session is of interest to practitioners involved in EFL teaching, teaching English in the Chinese higher education system, and grammar instruction . It reviews grammar pedagogy in China, introduces an innovative NSE and NNSE co-teaching framework, and suggests a learner-centered curriculum design methodology .

Demographic Dynamics in Peer-Review DyadsEric Aranda, ejaranda@cpp .edu

This presentation examines the closely linked relationship between Generation 1 .5 and international students in multiple first-year composition courses . Dyads for peer-review are created and maintained throughout multiple quarters (regarding stretch courses) . Using reflection logs and writing assignment scores, the presentation traces social engagement and common misunderstandings .

Master’s Student Forum Schedule / Poster Sessions / 9:00 am – 12:00 pm / Grand Ballroom C (continued)

mailto:[email protected]:[email protected]:[email protected]


Including ELLs with Complex Communication NeedsChelsea Mixon, camixon@syr .edu

Research and resources are lacking for teaching English language learners who have significant disabilities, including complex communication needs . This presentation describes instructional strategies and practices designed or adapted to fully include students with complex communication needs in English as a New Language classes .

Preservice English Language Teachers’ Beliefs and IdentitiesDong Hwa Kang, kangdh@hawaii .edu

This study reports on research conducted to investigate whether preservice English language teachers’ beliefs about teaching change and how they develop their identities throughout the teaching methods course of a teacher education program . The participants were third-year students majoring in English education at a Korean university .

E-Portfolios to Foster Willingness to SpeakSebnem Kurt and Feza DeChiara, sebnem .kurt@bilkent .edu .tr

This study investigates tertiary-level EFL learners’ perceptions about using electronic portfolios in their English courses . The participants are Turkish EFL learners at a state university . The research explores whether the use of e-portfolios, as a self-development tool can have an effect on their willingness to speak .

Promoting Language Learner Autonomy Through Co-curricular ActivitiesFunda Kelahmetoglu, fundakelahmetoglu@gmail .com

This study examines the effect of co-curricular activities on learner autonomy in tertiary-level EFL classrooms . The findings suggest that co-curricular activities would promote learner autonomy, have a positive impact on students’ proficiency level, and help EFL learners develop their own language study habits .

A Needs Analysis for an ESP CourseMamadou Belem, madoulem@yahoo .fr

This paper shares a needs analysis for an English for specific purposes (ESP) course . In response to the disconnect between graduate studies in translation and interpreting and the corresponding job market in Burkina Faso, the presenter proposes programmatic changes based on his analysis of participants’ backgrounds, experiences, perspectives, and expectations .

The Value of a Task-Centered Instructional StrategyXinyi Zhang, xinyizha@gse .upenn .edu

While teaching in a community-based beginner ESL class, the researcher noticed that learners tended to have difficulties in task comprehension and completion . The researcher revised task chains by using task-centered instructional strategies . The results indicate the strategies’ effectiveness in improving novice learners’ task-based performances .



Using Vocabulary Games to Promote Communicative ClassroomsXian Li, xianli@gse .upenn .edu

This presentation reports on an action research project conducted to improve ESL students’ peer interaction and classroom participation . The presenter demonstrates how she implemented various vocabulary games to enhance students’ learning and provides useful teaching resources . She also reflects on her identity development from a novice, nonnative speaker teacher’s perspective .

Producers versus Consumers of SLA TheoriesKunti Adhikari, adhikarikunti@gmail .com

This study explores English language teachers’ expectations from theories and research papers published in English language teaching and second language acquisition (SLA) journals . It also presents the language teachers’ positions regarding the pedagogical implications of the SLA theories and research papers in the L2 classroom . The participants were current language teachers around the world .

Features of Foreigner Talk in Conference CallsVanessa Revheim Cunha, vcrevhei@go .olemiss .edu

Contextualization cues indicate that we link linguistic forms to specific schemas . Foreigners commonly miss these cues, so to facilitate communication, native speakers use foreigner talk . This study examines the features of foreigner talk in conference calls, exploring stance-taking measures and whether these linguistic choices are a result of indexicality .

Collaboration Between EL Teachers Builds Self-EfficacyOlivia Tate, tate .olivia@westada .org

This presentation shares a completed action research study in which primary and secondary EL teachers from Idaho’s largest school district were surveyed about self-efficacy and collaboration with other EL teachers . Data analysis found a correlation between teacher self-efficacy and collaboration of EL teachers working in the same school .

Thesis Statement Construction of Native and Nonnative Speakers of EnglishNinet Aghasatourian, nineta@cpp .edu

The development of a thesis statement in American academic discourse is an imperative yet problematic for both native and nonnative speakers of English . This study compares an aggregate of L2 and Generation 1 .5 students with their native-English-speaking peers to determine the similarities and differences with pedagogical implications .

Critical Awareness of Voice in Academic WritingAyaka Ihara, a-ihara@hotmail .co .jp

Despite its complexity and controversiality, voice has potential to make academic writing engaging even to beginner L2 writers . This presentation describes how L2 academic writers construct voice and advocates inviting learners to discuss voice to raise their critical awareness about voice’s universality and multiplicity .



Language Selves in Third Language AcquisitionZi Wang, ziwang14@fudan .edu .cn

This presentation reports on an ongoing qualitative study that intends to explore English and Japanese selves and their interaction in third language acquisition . The participants are Japanese majors in China . The presenter begins by pointing out the research niche and then introduces her research design and her findings so far .

Preventing Radicalization in EFL StudentsAshley Wallace, awallace0021@gmail .com

This demonstration presents activities that can be implemented by teachers in Saudi Arabia whose students are at risk of religious radicalization . By using personal essays and technology influenced by transformative learning and positive psychology, this approach will provide a strategy for moving students away from radicalization .

Gendered Identities of Russian Preservice EFL TeachersOlga Chumakova, olgachumakova@email .arizona .edu

This presentation describes gendered professional identity construction through narratives of preservice teachers in a TEFL program in Russia . The presenter offers analysis of preservice teachers’ narratives and implications for teacher education programs in Russia .

Andragogy and Older Language LearnersJohn Locke, johnlo@gse .upenn .edu

The presenter begins with a problem: Language curricula and instruction, driven by prevailing pedagogies, have the potential to infantilize adult learners . As a solution, the presenter introduces andragogy, a framework for adult education . The six core principles of andragogy are applied to specific ESOL issues . Attendees adapt language objectives and resources for adult learners .

Effectively Identifying and Assessing Learning Disabled ELLsElisabeth Mercante, emerc@udel .edu

Recent studies indicate a growing need for educators to use research-based strategies to identify and assess learning disabled ELLs . Participants explore the current body of critical research on response to intervention as well as other effective assessment strategies and learn how to implement them in the classroom .

Asynchronous Nonacademic Discussions as Communities of InquiryTuc Chau, tuccaochau@mail .usf .edu

This study aims to complement the paucity of literature on text-based communication in a non-course-related online environment from which communities of inquiry may emerge . It serves as a valuable account of the difference between course-related and non-course-related online discussions, contributing to the understanding of computer-mediated L2 learning .



PRESENTATIONS (Master’s Student Forum)1:00 pm – 4:00 pm Greenwood, Kirkland, Leschi, Medina,

and Redwood A

Greenwood Room

1:00 pm–1:20 pm English Only? Language Policy that Fosters AutonomyAlhyaba Moore, alhyaba@gmail .com

The presenter explores alternatives to English-only language policies in intensive English programs . She highlights a study in which an institution successfully replaced its English-only policy with a series of initiatives that fostered learner autonomy and facilitated a positive learning environment without sacrificing a high standard of excellence .

1:25 pm–1:45 pm Teacher’s Response in Whole Class FeedbackMin Wang, wangmin2@gse .upenn .edu

Giving positive response, such as “good” and “right,” in a communicative English class has been taken for granted by many ESL English teachers . This presentation draws examples from ESL classes to call for a reconsideration of giving the positive response to students’ answers, especially in a whole class feedback situation .

1:50 pm–2:10 pm SOLD! Auctions in the ClassroomJocelyn Rarey and Svetlana Vikhnevich, jr656@nau .edu

This presentation shows how to apply the concept of an auction to the L2 classroom . The participants were the visiting Chinese scholars at Northern Arizona University . Classroom auctions have the potential to boost motivation, participation, and autonomy while creating a novel and inviting learning environment .

2:15 pm–2:35 pm What Students Know About In and OnJacqueline Hebert, jeh4077@louisiana .edu

This study explores the complexity of meanings for the terms in and on among advanced ESL students from ten different language backgrounds at an American university . Participants are shown spatial scenes which test their intuitions about geometry, function, and animacy in prepositional semantics as compared to native English speakers .

2:40 pm–3:00 pm Peer Interlocutor Effect in Paired Speaking TestsEsma Kot, esma .kot@bilkent .edu .tr

This study investigates the effect of peer interlocutors on test-takers’ performance in paired speaking tests . The study uses conversation analysis methodology and analyzes video recordings in paired speaking tests to examine how test-takers influence each other’s performance .

Master’s Student Forum Schedule / Presentations / Greenwood Room (continued)

mailto:[email protected]:[email protected]


3:05 pm–3:25 pm Attitudes Toward English as Lingua FrancaMaria Zuniga-Baeza, mariapazu@yahoo .com

This session describes the findings of a systematic review carried out in teachers and students’ attitudes towards English as lingua franca during the past ten years . The presenter discusses results and pedagogical implications of new insights behind these perceptions and the awareness of the global spread of English .

3:30 pm–3:50 pm Comparison of Different Extensive Reading TechniquesBronwyn Schieber, bschiebe@kent .edu

This study compares the effects of two types of extensive reading, sustained silent reading and reading while listening, among intermediate learners in a university intensive English program . The presenter discusses differences in participants’ gains in reading comprehension, productive and receptive vocabulary, reading fluency, and affect towards reading .

Kirkland Room

1:00 pm–1:20 pm Self-Regulated Learning in Intensive English ProgramsMariah Krauel, Mariah .Krauel@byu .net

The presenter addresses how use learners can use self-regulated learning strategies to build on what is being taught and strengthen their weaknesses outside the classroom . Although developing and implementing a program to encourage this type of learning is challenging, the presenter shares one intensive English program’s effective journey to more self-regulated learners .

1:25 pm–1:45 pm Action Research of Gamification in ReadingCarrie Bach, carriekb@hawaii .edu

The presenter reports on an ongoing action research study exploring gamification in reading classes in Thailand and America . She explains the implementation of a gamified productivity app to reward completion of class-related tasks . She provides examples, reflects on the challenges and successes of implementing gamification, and makes recommendations .

1:50 pm–2:10 pm Teaching Email Writing to Business English LearnersSusie McGann, susiemcgann@gmail .com

The presenter identifies the cultural nuances and structural elements particular to business email while providing five tips for teaching this fundamental skill . These tips will cover formality, style, organization, and layout as they guide participants through the email writing process .

2:15 pm–2:35 pm Exploring Foreign Language Instructors’ Intercultural Sensitivity Levels

Seher Turkyilmaz Sinclair, sehersinclair@gmail .com

This study examines the evolving intercultural sensitivity (ICS) levels of a group of English and Turkish language instructors teaching their native languages abroad . The study follows changes in their ICS levels, and it re-examines their ICS levels after one academic year to identify positive and negative affecting factors .

Master’s Student Forum Schedule / Presentations / Greenwood Room (continued)


2:40 pm–3:00 pm Facilitating Participation by Building a Student-Centered Classroom

Xi Chen, xichen3@gse .upenn .edu

For language teachers challenged by students’ silence, this teaching workshop presents action research on how to facilitate participation by building a student-centered classroom . Focusing on the teacher’s action, and activity design and grouping strategies, the presenter explains and demonstrates microteaching skills that foster a supportive classroom environment and more student talk .

3:05 pm–3:25 pm L1 Background and Familiarity in Group InteractionDmitrii Pastushenkov, dpastush@kent .edu

This study investigates whether having the same or different first language and working with familiar or unfamiliar peers affects interaction in groups . Four groups of students in an intensive English program in the United States completed a timed interaction problem-solving task . Results are discussed in terms of the effect of variables on accuracy .

3:30 pm–3:50 pm Developing Metacultural Competence in an ESOL ClassroomTina-Marie Freeman, tinamariefreeman@sandiego .edu

This action research study aimed to develop students’ metacultural competence in an adult ESOL classroom . Results indicate that explicit instruction, scaffolding, and focused practice may help students develop this competence and aid English communication across cultures . The presenter identifies study limitations and implications for pedagogy and future research .

Leschi Room

1:00 pm–1:20 pm Role of Morphology in L2 Vocabulary RetentionWing Shuen Lau, lauw2@spu .edu

The study aimed to determine whether morphological awareness has a significant effect on vocabulary retention . Participants are adolescent students learning English as a second language in academic settings . This research highlights implications for teaching such as improving students’ memory and understanding of academic vocabulary terms in reading .

1:25 pm–1:45 pm Learning Style and Uptake of Written FeedbackDanning Liang, dliang1@kent .edu

This study investigates EFL students’ uptake of written corrective feedback . It compares the effectiveness of two types of written corrective feedback (direct and metalinguistic), and investigates the relationship between students’ learning style and their uptake of written corrective feedback . Overall improvement and improvement in specific error types are examined .

1:50 pm–2:10 pm Corpus Analysis of Collocations in EFL TextbooksOdtsetseg Yadamsuren, oyadamsu@kent .edu

This study reports on findings from a corpus-based collocation analysis that examines how much collocation input the students in Grades 5–10 in Mongolian secondary schools receive from their mandatory English textbooks and how this series of six textbooks serves to expand their collocation knowledge during six years of English learning .

Master’s Student Forum Schedule / Presentations / Kirkland Room (continued)


2:15 pm–2:35 pm Teaching Sarcasm Using Task-Based Language TeachingNicholas Rhea and Seval Karakoc, nr457@nau .edu

Sarcasm is a prevalent pragmatic feature in conversational English but is not often a focus of English instruction . The presenters demonstrate a video activity that uses task-based language teaching to help language learners identify the features of sarcasm . This demonstration includes activities and worksheets for the classroom .

2:40 pm–3:00 pm An Uncommon Use of BecauseOnsutee W . Sudwan, ows2103@tc .columbia .edu

This study investigated an uncommon use of because during an online interaction between two English language learners . The data were collected from a Skype call and analyzed usinga conversation analysis system . The analysis reveals that stepwise topic shift is accomplished by the use of because + new topic or focus .

3:05 pm–3:25 pm Teaching Grammar to Young LearnersYohimar Sivira, yohimarsivira@gmail .com

Grammar is defined as the structure of words and their combination into sentences . However, that concept is too abstract for young learners . This presentation describes and meaningful activities to inductively explain grammar to young learners . Participants will practice a variety of short activities .

3:30 pm–3:50 pm Effects of Vocabulary Exercises on Reading ComprehensionHanna Wallace, hawallace@cpp .edu

This presentation exhibits a study on how supplementary vocabulary exercises implemented before and after reading affect comprehension and retention in multilingual writing comprehension students enrolled in Reading Workshops . The study is comparative, observing a total of eight workshops, four of which utilized the vocabulary exercises while the others did not .

Medina Room

1:00 pm–1:20 pm Integration of Postmethod into ELT PedagogyKamile Kandirali, kamile .kandirali@bilkent .edu .tr

This presentation reports on a descriptive study that explores the extent to which postmethod is integrated into English language teaching (ELT) pedagogy at seven different universities in Turkey . The study investigates how postmethod condition takes place in Turkish ELT curricula and ELT academics’ perceptions toward postmethod .

1:25 pm–1:45 pm Lingua Franca English in a Multicultural ClassroomTugba Bostanci, tugba .bostanci@bilkent .edu .tr

This presentation reports on a study that investigates the pragmatic use of English as a lingua franca in a multicultural classroom at a university in Turkey . The study explores the role of lingua franca English in teacher-student and student-student communication in a multicultural setting where the students are learning Turkish .

Master’s Student Forum Schedule / Presentations / Leschi Room (continued)

nfloresCross-Out


1:50 pm–2:10 pm Discovering ELLs’ Mathematically Limitless Language Learning Potential

Karen Prengaman, kp62315@gulls .salisbury .edu

ELLs’ lack of linguistic proficiency can impede their ability to express and receive complex thoughts . Mathematically infused language instruction activities can harness thoughtful complexity to scaffold English language learning . In this workshop, presenters will offer tips and activities that help to create a meaningful, mathematically-grounded language learning environment .

2:15 pm–2:35 pm Students’ Perceptions of Instructional Vocabulary VideosCatherine Purdy, cpurdy@miis .edu

This presentation reports on research investigating whether students’ perceptions of teacher-created instructional videos and their vocabulary quiz scores are positively correlated . The participants were beginning-level adult ESL students in an intensive English program . The results will be used to make recommendations for the use of videos in adult ESL classrooms .

2:40 pm–3:00 pm Queer Identity in the ESL Composition ClassroomPaul Bisagni, bisagnip@email .arizona .edu

This presentation reports on a case study of one queer Chinese student in a first-year composition course for English language learners at a large American university . The study explores the ways this student negotiates his sexual identity during the writing process . It concludes with applications for curriculum design in second-language writing .

3:05 pm–3:25 pm Improving Pronunciation Retention Through Sociocultural Materials

Allison Bruins, ambruins@cpp .edu

EFL intensive pronunciation instruction has relied on modeling and repetition to help learners acquire vocabulary and segmentals . This study introduces culturally relevant language to provide meaningful opportunities for learners to experiment with language authentically . This presentation examines how EFL task-based instruction improves pronunciation and retention of new lexicon .

3:30 pm–3:50 pm Multiliteracy Pedagogy Through Process Drama, ESL ClassSvetlana Vikhnevich, svv9@nau .edu

Process drama as a teaching tool promotes ELLs’ multiliteracy development by encouraging reading and oral fluency, comprehensibility, vocabulary, listening, and writing improvement . This presentation reports findings on multiliteracy development in an ESL class for Chinese visiting scholars at Northern Arizona University and suggests ways to incorporate drama into classroom activities .

Master’s Student Forum Schedule / Presentations / Medina Room (continued)


Redwood A Room

1:00 pm–1:20 pm Fostering Autonomy in Community-Based Adult ESL LearnersTiffany Johnson, tjohns51@emich .edu

This presentation reports on survey-based thesis research conducted among tutors, teachers, and students about autonomy practices related to their ESL classrooms and tutoring sessions . The presenter addresses tutor and learner beliefs about learner autonomy, effective autonomy practices, and professional development needs of ESL educators .

1:25 pm–1:45 pm Assessing Oral English Proficiency with Simulation and GamingNorova Nasiba Zaripovna, norova .nasiba@mnsu .edu

This presentation reports on research conducted to determine how best to assess the students’ English oral proficiency . The participants were students of Universitat Politècnica de València, Spain . This study measured interrater agreement in assessing oral English proficiency in a simulation and gaming context using Common European Framework of Reference criteria .

1:50 pm–2:10 pm Understanding How Individual Factors Affect CALP Development

Chelsea Arsenault, carsenau@usc .edu

The presentation highlights the influences that contribute to a student’s cognitive academic language proficiency (CALP) . By observing and interviewing a student from Mexico, the research demonstrates that individual sociocultural and socioeconomic factors affected student success . The research also addresses how instructors can use this knowledge to benefit students .

2:15 pm–2:35 pm The Contextual Constraints of CLT in ChinaSi Li, sili2@gse .upenn .edu

This session is about the application of communicative language teaching (CLT) in a Chinese K–12 school . The presenters first talk about their study and compare CLT with traditional English teaching . Then they discuss the effectiveness of CLT in Asian contexts and the constraints that prevent CLT from being implemented broadly .

2:40 pm–3:00 pm Adopting Shadowing Method in Listening InstructionXiajie Wang, wangxj@email .arizona .edu

This demonstration shows a bottom-up approach to teach English listening for academic purpose . Shadowing is used to train simultaneous interpreters at beginning level . Adopted in the classroom, it turns out to be very effective to improve listening comprehension . The presenter shows the method step-by-step with audio files and handouts .

3:05 pm–3:25 pm Teaching Vocabulary With Interactive MapsJudy James, judyjames@byu .edu

The presenter reviews the basic functions of interactive maps that are found on most electronic devices and demonstrates various ways to use them to teach vocabulary . Activities include using cardinal directions, describing land features, using prepositional phrases with the 3D features, and locating prompts to inspire personal dialogues .

Master’s Student Forum Schedule / Presentations / Redwood A Room (continued)


SPECIAL THANKSDOCTORAL RESEARCH FORUM COORDINATORS

Natalia Balyasnikova, PhD StudentUniversity of British Columbia

natbal@mail .ubc .ca

Michael KarasWestern Universitymkaras2@uwo .ca

MASTER’S STUDENT FORUM COORDINATORSEsra Karakus

Middle East Technical Universityekarakus@metu .edu .tr

Merve ArigaMiddle East Technical University

merveariga@gmail .com

Zulal Kizmaz Middle East Technical University

zulalkizmaz@gmail .com

Gülden TanerMiddle East Technical University

gtaner@metu .edu .tr

Hale ISIK-GULER, Ph.D.,Middle East Technical University

hisik@metu .edu .tr

DOCTORAL RESEARCH FORUM MENTORS

GARY BARKHUIZEN

TESOL INTERNATIONAL ASSOCIATION

Nancy Flores Membership Coordinator

Barry Pilson Director of Marketing and Membership

Lisa Dyson Director of Conference Services

Craig Triplett Digital Content Manager

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

A Research Symposium in Monterey, California, USA

Building an Inclusive, Sustainable Research Community in TESOL

2–3 June 2017MIDDLEBURY INSTITUTE OF INTERNATIONAL STUDIES AT MONTEREY

• Examine the relationships between selecting a topic, developing research questions, and identifying proper methodologies

• Great for researchers at any level

tesol.org/researchsymposium

Register by 1 April and Save!

TESOL Strategic Partner

5834-B tesol_ResearchSymposium_5-5x8-5_ad.indd 1 3/7/17 9:10 AM

http://tesol.org/researchsymposium

MENTOR ROUND TABLES Doctoral Research Forum: POSTER SESSIONS Doctoral Research Forum: PRESENTATIONS Masters Student Forum: Text1: Heike Rüdenauer and Brett Greenwald, [email protected]: Kristin Kibler,Text3: Chinese College Students, Pathway Program & Social Integration Persistence StudyText4: Aliza Fones and Jitpicha Jarapayun, [email protected], [email protected]: Tina-Marie Parker,

doctoral research forum & master’s student forum...4 doctoral research forum & master’s student...

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