MATSDA UL PhD TESOL Summer School Conference 2015

Creating Motivation with L2 Materials

June 20th - 21st 2015

University of Limerick Main Building, Level 1, Block C

Conference Programme 2015http://www.matsda.org/events.html

MATSDA/Phd Summer School Conference Programme 2015

Saturday June 20th

08.00-09.00 Conference registration C1 Corridor

09.00-09.30 Conference Opening (Charles Parsons Theatre)

09.30-10.20Plenary Speaker 1

Brian Tomlinson ( Charles Parsons Theatre)Switching It On

10.20-10.50 Coffee Break in C1 CorridorPoster Presentations in C1060

10.50–11.40Plenary Speaker 2

Hitomi Masuhara ( Charles Parsons Theatre)‘What’s In it for Me?’ - Making Tasks More Motivating

Charles Parsons

C1058 C1059 C1061

Parallel Presentations 111.45-12.25

Briony BeavenCreating Motivation with Teacher Education Materials, and the Role of L2

Nor Jannah Investigation of Difficulties that Indonesian Postgraduate Students Face in Listening and Speaking while Studying in Native English Speaking Countries

Patricia Lucas and Eliane Hercules Augusto-Navarro Teachers’ Voices within EFL Materials: Uses and Conceptualizations inside Brazilian Public Schools

12.30-13.30Lunch in the Stables Club

Poster Presentations in C1060

Charles Parsons

C1058 C1059 C1061

Parallel Presentations 213.30-14.10

Robert Godwin-Jones Designing a Modular e-textbook for Increased Learner Motivation

Maree Jeurissen Motivating English Language Learners with Writing: Exciting 9 and 10 Year Olds about Grammar

Junia Ngoepe Planning for Post-Graduate Students’ Task Motivation with L2 materials

14.15-15.05Plenary Speaker 3

Jill Hadfield ( Charles Parsons Theatre)A Materials Writing Journey

15.05-15.30 Tea Break in C1 CorridorPoster Presentations in C1060

Charles Parsons

C1058 C1059 C1061

Parallel Presentations 315.30-16.10

Marina Bouckaert Motivating EFL Student Teachers to Motivate their Pupils: A Structured Approach to Materials Development

Abdul Hakim Mohamed Authentic Materials in an Evolving Libyan Curriculum

Haeok Park ELT Materials Using Process Drama

Parallel Presentations 4

16.15 –16.55

Vo Thi Hong Le Supporting Teachers in Materials Design to Fulfill Workplace Requirements for Vietnamese Graduates

Alessandra Belletti Figueira Mulling Engaging in the Process of Self-Study of English Through the Use of Digital Storytelling

Özde Yilmaz ‘Boring as a school subject, interesting in life, Weird!!’The Impact of Teaching English on Students’ Motivation and Achievements

17.00-17.50

Plenary Speaker 4

Freda Mishan (Charles Parsons Theatre)Creating Motivation for Language Learning in the I share therefore I am Generation

18.00 onwards Informal chatting in the Stables

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Sunday June 21st

09.00-09.50Plenary Speaker 5

Jeremy Harmer ( Charles Parsons Theatre)Back between the Covers? Inwards and Outwards Coursebooks for a Modern Age

Charles Parsons

C1058 C1059 C1061

9.55-10.35Parallel Presentations 1

Nick Andon and Eva Ogiermann The Development of Pragmatic Competence in School Textbooks for Teaching English in Germany and German in the UK.

Saadia Gamir

Enhancing Motivation and Maintaining Engagement with L2 Materials

Jayne Whistance Evaluating the Usefulness of Pinterest as Online Self-Access Material at Southampton Solent University

10.35 – 11.00 Coffee in C1 Corridor

11.00-11.40ParallelPresentations 2

Mukhtar Ellakhmi The Communication Difficulties of Non-Native Speakers Living in Liverpool

Tanya Matthew Developing Learner Autonomy: An Experiment

Carlos Rico Troncoso Action Research: A Research Tool for Teachers as Materials Developers

11.45 – 12.35

Plenary Speaker 6

Annie Hughes ( Charles Parsons Theatre)The Development of a Distance MA for Teachers of English to Young Learners

(TEYLers): a personal reflection on one programme’s ethos, creation and history

12.35 – 13.35 Lunch in the Stables

Charles Parsons

C1058 C1059 C1061

ParallelPresentations 313.35-14.15

Marie McCullagh Developing Materials for Negotiation: Exploring Compromise and Conflict though Authentic Video

Alshehri, Moneera Experiencing Grammar: Comparing the Effects of the Experiential Discovery (ED) and Consciousness-Raising (CR) Approaches on the Acquisition of Grammatical Structures

Patrick Fitzgerald Using Video to Make EAP Texts More Engaging

14.20 – 15.10 Plenary Speaker 7

Anne O’Keeffe ( Charles Parsons Theatre)The EFL Grammar Syllabus and Learner Grammar Competence

Charles Parsons

C1058 C1059 C1061

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ParallelPresentations 415.15-15.55

Claudia Saraceni Rethinking Language Ownership to Create Motivation in Materials Development

Averil Bolster and Peter Levrai Time is of the Essence: Making the Most of What You’ve Got

Elena Pereseda How to Gamify your English Class

16.00 –16.50 Plenary Speaker 8

Alan Maley ( Charles Parsons Theatre)Motivation: The Long and the Short of It

16.50 – 17.00 Conclusion – Brian Tomlinson (Charles Parsons Theatre)

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Full Programme

Saturday June 20th

08.00-09.00 – Registration in C1 Corridor

09.00-09.30 –Welcome - Brian Tomlinson (University of Liverpool, Anaheim University) in the Charles Parsons Theatre

09.30-10.20 – Brian Tomlinson (University of Liverpool, Anaheim University) in the Charles Parsons TheatreSwitching It OnIn my experience the vast majority of learners of English around the world have no long term motivation to learn English but can be motivated in the short term by a teacher using materials in a stimulating and engaging way. Short term motivation is like electricity in that it can be switched on and off and it can be done so by materials in use. I’ll consider which features of materials and which features of their use can operate the switch. Then we’ll evaluate some extracts from coursebooks against the criteria we establish together and think of ways in which we could adapt and use them in order to increase their potential for motivation. Finally I’ll risk demonstrating a unit of materials which I’ve designed to maximise the potential for switching on motivation and I’ll invite you to evaluate these materials and suggest improvements.

10.20-10.50 – Coffee in C1 Corridor

10.50–11.40 - Hitomi Masuhara (University of Liverpool) in the Charles Parsons Theatre‘What’s In it for Me?’ - Making Tasks More MotivatingTask-based language learning is potentially more motivating than such teacher and/or syllabus led approaches as Presentation-Practice-Production. Unfortunately the tasks often used are imitations of the tasks used in research on task-based language teaching. Such task types as spot the difference, picture stories and following directions on maps are ideal for controlling variables in research but are highly unlikely to engage students affectively and cognitively in the classroom. In this presentation I’ll establish criteria for motivating tasks and then we’ll make use of them to evaluate some typical tasks. I’ll then demonstrate and discuss simple ways of making those tasks more motivating by localising, personalising and humanising them.

11.45-12.25 – Parallel Presentations

1 Creating Motivation with Teacher Education Materials, and the Role of L2Briony Beaven (Norwich Institute for Language Education) in the Charles Parsons TheatreMy talk aims to raise awareness of the issues, opportunities and constraints that shape teacher education materials. Teachers who take part in teacher education courses and who will study materials written for teacher learning may be L2 speakers of English. These teachers need not only to understand what is happening in their teacher education courses, but also to be prepared to teach their learners English through English when back in their classrooms, as this is now a requirement in many schools and educational systems. Furthermore, when suitable teaching materials are not available, the teachers will have to be able to produce or adapt materials, so fostering a good command of written English is essential. In addition, teachers need to be able to understand and discuss pedagogical issues in English, and training materials can prepare them to do this. I will conclude by putting forward some guidelines that might usefully be borne in mind both by those creating materials for teacher education and by those selecting materials for teacher education courses.

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2 Investigation of Difficulties that Indonesian Postgraduate Students Face in Listening and Speaking while Studying in Native English Speaking CountriesNor Jannah (Leeds Beckett University) in C1058This presentation reports a study in which mixed methods were used to gather data from 40 Indonesian postgraduate students who are studying at universities in the United Kingdom to find out what problems they have with listening and speaking and to develop materials to help them. The first stage of pilot questionnaires and interview results show which difficulties Indonesian postgraduate students face in listening and speaking, especially in their academic contexts, which of course affects their success in their studies. Lacking skills in communication in English could also decrease their contributions in international events, though they have learnt English for at least nine to ten years. In brief, this research investigates how to enhance listening and speaking skills of students who have experienced studying and staying in English speaking countries yet still struggle with those skills and to develop listening and speaking materials which might be suitable for their needs.n.jannah7634@student.leedsbeckett.ac.uk

3 Teachers’ Voices within EFL Materials: Uses and Conceptualizations inside Brazilian Public SchoolsPatricia Lucas and Eliane Hercules Augusto-Navarro in C1059As pointed out by Harwood (2014), there have been lots of analyses regarding second language (L2) textbooks. On the other hand, few studies have dedicated time to listen to teachers’ voices in order to understand how do they conceptualize and in fact use materials within their practice as professionals. The intention of this presentation is to share partial results with the audience according to some findings that have been emerged from an on-going PhD research where teachers were asked about the uses and conceptualizations that they make about materials, especially textbooks, when dealing with these resources in their classrooms, within public schools in Brazil.

12.30-13.30 – Lunch in the Stables and Poster Presentations in C1060

13.30-14.10 – Parallel Presentations

1 Designing a Modular e-textbook for Increased Learner Motivation Robert Godwin-Jones (Virginia Commonwealth University) in the Charles Parsons TheatreThe optimal teaching and learning environment for intermediate language learning provides a solid core of basic language resources, but also allows for sufficient flexibility to accommodate a variety of student abilities/backgrounds, learning goals, and personal/professional interests. This is difficult to accomplish using a traditional print textbook. What is needed is a modular approach, which combines content common to all students enrolled, with options to work in areas of need or interest. This is crucial in creating and maintaining student interest and motivation for language study. I am creating a modular e-textbook for German to be shared as an OER (open educational resource) textbook, combining a basic grammar reference and a reader. While the readings and media are often linked to particular language structures, there is a recommended but not required sequencing order, allowing learners to review, preview, and advance as needed or desired. The e-textbook combines grammar tutorials with readings from a variety of copyright-free sources, as well as multimedia (short video and audio clips). The content represents different disciplines so as to address individual student areas of study. The tutorials and modules are created using standard HTML. They can be used as standalone resources, integrated into a learning management system, or combined into an e-textbook.

2 Motivating English Language Learners with Writing: Exciting 9 and 10 Year OldsAbout grammarMaree Jeurissen (The University of Auckland) in C1058Working in collaboration with year 5 and 6 classroom teachers in a culturally diverse English-

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medium state primary school, I carried out a 10 week research project to support English Language Learners (ELLs) to improve their writing. A range of materials and tasks were designed and trialled to make explicit, grammatical features which could make the writing more effective in ways that were exciting and motivating for the students. The research was underpinned by the belief that children (including ELLs) come to school able to use language in rich and complex ways and this will continue to develop naturally through social interaction and teacher support. The research sought to investigate the extent to which a ‘focus on form’ (grammatical form) might facilitate language acquisition if provided in conjunction with a focus on meaning. Could such a focus enable the students to develop a ‘personal vision’ where they could see themselves as capable, even clever writers? The students in this study had been in Aotearoa New Zealand for more than three years. However their teachers expressed concern that their English language acquisition seemed to have ‘plateaued’. Having learned to ‘fit in’ to NZ classrooms, and having developed competent basic interpersonal communication skills (BICS), these students were at risk of leaving the safe haven of the primary school and moving into the more fast-paced, assessment focused intermediate/secondary environments without the requisite cognitive academic language proficiency skills (CALPS). I will share preliminary findings from the study, which included interviews with students and teachers, classroom observations, and writing assessment data. m.jeurissen@auckland.ac.nz

3 Planning for Post-Graduate Students’ Task Motivation with L2 materialsJunia Ngoepe (University of Limpopo, South Africa) in C1059Learner motivation and needs have always had a central place in theories of Second Language Acquisition (SLA). Motivation remains a powerful factor in SLA and this implies that motivation is certainly important enough to be planned for. The effects of this can be seen on the rate and success of task motivation of SLA of South African post-graduate students. Since task motivation is the motivation for performing particular learning tasks, motivational considerations in English as a Second Language (ESL) teaching can apply to, inter alia, module structure, content, outcomes and teaching approach. The students engaged in activities for which the motivating forces were mainly outcomes. Thus, the students were extrinsically motivated. Furthermore, motivation can be defined in terms of the students’ Second Language (L2) overall goal or orientation. Their attitude towards learning is related to motivation because it serves as support for the learner’s overall orientation. Thus, the students’ goals for learning ESL are also functional. In a nutshell, interest, relevance, expectancy and outcomes comprise the students’ determinants of positive motivation. These determinants culminate in a form of reward for the students. The aim in this presentation is to discuss the post-graduate students’ L2 materials in the context of the SLA module structure, content, outcomes, teaching approach and assessment. junia.ngoepe@gmail.com

14.15 – 15.05 - Jill Hadfield in the Charles Parsons TheatreA Materials Writing JourneyRecent motivation research explores the relationship between motivation and the learner’s identity. Dornyei’s Motivational Self System is a tripartite construct of L2 motivation, consisting of the Ideal L2 Self (the internal desires and vision of the learner), the Ought-To Self (external pressures and incentives) and the L2 Learning Experience (the actual experience of engaging in the learning process). This new approach has very direct practical implications as it opens up a whole new avenue for promoting student motivation through the use of the imagination, to create a vision of a future language speaking self. In this talk I will outline the theory, and chart my ‘materials writing journey’, in deriving new practice from a new theory. I will look at the processes of selection, sequencing, and design, exploring challenges and difficulties and outlining principles that governed the choices to be made.

15.05 –15.30 – Tea in C1 Corridor

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15.30 – 16.10 – Parallel Presentations

1 Motivating EFL Student Teachers to Motivate their Pupils: A Structured Approach to Materials Development Marina Bouckaert (Fontys University of Applied Sciences, Tilburg) in the Charles Parsons TheatreThis paper revolves around the role of motivation in a Bachelor of Education course on materials development. What role does motivation play for student teachers of English as a foreign language (EFL) as they are challenged to engage in materials development? Are they themselves motivated to create their own materials? Is motivating the pupils at their placement schools a motive for them to do so? How do students incorporate theories on motivation in EFL teaching and learning in their materials? And in what ways might a structured approach to materials development (in this case, a 32- week course at a teacher education institute) contribute to student – and perhaps pupil – motivation? The outcomes of a recent, small-scale qualitative research project at a teacher education institute in the Netherlands will help address and draw together these lines of inquiry.

2 Authentic Materials in an Evolving Libyan Curriculum Abdul Hakim Mohamed (Ali Belaid, University of Limerick) in C1058This presentation explores the possibility of localising authentic materials in teaching English as a foreign language in the Libyan context, and forms part of doctoral research whose ultimate goal is to produce a working textbook for use in Libyan secondary schools. Materials designers and planners have shown an increasing interest in using real language texts in teaching foreign languages, which would appeal to learners’ future needs, and not just materials prepared for pedagogical purposes. Authentic materials may be used as a substitution for certain traditional textbooks in teaching. Of course, such an interest in using authentic materials can be traced back to the 1970s, to communicative language teaching (CLT). One of the main distinctive features of authentic materials used in teaching languages is that it brings real-life elements to learner’s learning experience, and also works on improving their overall motivation. The target textbook under evaluation in this presentation is “English for Libya”, written by Mike Macfarlane and Richard Harrison and published in 2007 by Garnet Education, and intended for intermediate level students who have completed five years of Basic English in the primary and preparatory stages. This book is divided into units and each unit is divided into reading passages, and then followed by questions for discussion, and activities. Other distinctive features are the use of pictures and typical grammar in describing these stories, particularly in teaching the speaking skill. Attendees at this presentation will be invited to view an extract; Suggestions are welcome regarding issues related to improving learners’ speaking competencies. I may conclude by the following question, can PARSNIP rules apply in using authentic materials in an evolving Libyan curriculum? hakimbelaed@gmail.com

3 ELT Materials Using Process Drama Haeok Park (International Graduate School of English, IGSE, Seoul) in C1059This study explores how process drama conventions can be integrated harmoniously into ELT instruction helping to maximize L2 learning. The investigation centres on the common ELT areas such as TBI and CLIL in accordance with the text-driven framework which has been suggested a range of academics as an effective way of developing and teaching ELT materials. It is assumed that combining process drama with the above-mentioned teaching methods will help L2 learners to use the language they already acquired since those methods tend to emphasise on learners’ personal responses as process drama commonly does. The first part of the study introduces briefly process drama in L2 learning and L2 materials development principles, and the second part shows how process drama conventions can contribute to the three selected areas of L2 teaching. Lastly, sample developed materials integrating with the three areas will be presented.

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teresahaeokpark@gmail.com

16.15 –16.55 Parallel Presentations

1 Supporting Teachers in Materials Design to Fulfill Workplace Requirements for Vietnamese Graduates Vo Thi Hong Le (University of Portsmouth) in the Charles Parsons TheatreIn the context of globalization – the increasing number of international companies coming to Vietnam for their business - there is a perceived need for employees to be able to communicate in English for business purposes. However, it has been reported that graduates have limited English proficiency to fulfil workplace requirements. In order to meet the needs of both learners and employers, materials use and teaching methodology at university has been recognized by the Vietnamese authorities as a matter of priority. Learners need to see evidence of how the English they learn can operate in the real-world; which suggests that the use of authentic materials might be advantageous. These can provide opportunities for learners to use English meaningfully for a real communicative purpose This study considers ways in which to support teachers when designing and using materials in such a way as to meet the workplace requirements for learners. It draws on qualitative research methods including classroom observations and post-observation discussions. The use of data collected from the companies of what English is required of Vietnamese graduates at the workplace is also applied to make a comparison. The aim is to investigate whether the use of materials at the university meets the requirements of the graduates at the workplace. The data analysis raises considerable issues in terms of the support available to teachers in materials design at university with authentic data collected from the workplace to motivate learning. The support includes raising teachers’ awareness of learners’ needs at the workplace and strengthening their understanding of principles underpinning materials design. It also involves suggesting innovations such as the text-driven approach and the discourse-based approach.

2 Engaging in the Process of Self-Study of English Through the Use of Digital StorytellingAlessandra Belletti Figueira Mulling (University of Portsmouth) in C1058Digital storytelling is a narrative in digital content, with image, sound and video. The essence of a digital storytelling may be to instruct, or to persuade about a point of view, or even to promote reflection. The situations in a story are likely to create a simulacrum with which students might identify. Good stories arouse interest for what will happen later, they introduce a conflict or a problem, generating a kind of suspense and adrenaline as they develop. Having said that, it is important to say that it is not enough that technology represents only a transposition of classroom approaches, assuming that students would easily engage in any kind of learning environment just because it is delivered by technology. Many factors must be considered and carefully planned to make technology useful. This presentation shows how digital storytelling may enhance materials for English language teaching in Online Courseware. In order to illustrate that, the course e-Tec Idiomas will be explored. e-Tec Idiomas was developed in Brazil in 2014 by Brazilian teachers for students at vocational schools. The focus of this talk regards the approach and the principles underpinning this methodology. This course has designed a mode where the storytelling introduces and permeates each lesson in a fluid presentation of topics and narrative. The plot and the characters are developed and commented on through the content, providing a contextualized background for the linguistic, lexical and cultural content.

3 ‘Boring as a school subject, interesting in life, Weird!!’The Impact of Teaching English on Students’ Motivation and Achievements Özde Yilmaz (University of Turkish Aeronautical Association, Ankara) in C1059Every student eagerly attends classes which are interesting and appropriate for their age and ability. Teachers and researchers commonly agree that motivation is one of the key factors, which have an impact on the rate and success of second language learning. High motivation compensates for the inadequacies of external and internal conditions that affect the language-

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learning process. After fifteen years of language education, Turkish students still have difficulty to communicate in English after they have completed their majors. They then sign up for a private course in order to learn English, This study sought to understand the underlining factors by focusing on how the teaching of English impacts on the achievements and motivation of students in language preparatory classes in Turkish universities. The research consisted of three phases. The first phase provided a basis for the research by administering a questionnaire to a hundred students. The second phase, student and teacher interviews and third phase, classroom observations, aimed at elaborating on the data from the questionnaires. The results confirmed that from the moment we are born we are motivated to learn but we need a good role model and great leader to motivate us to do the right things. Therefore, language teachers’ motivational practices are directly associated with students’ motivation and achievements. However, low engagement in classroom activities accounts for an important problem in teaching in a motivating way. Due to the lack of motivational practices and engaging activities that promote communication in the classes, English in Turkish universities preparatory schools is still ‘boring as a school subject, interesting in life, weird!1’. I will propose classroom practices that could generate a significant improvement in making language teaching and learning more effective.

17.00 – 17.50 – Freda Mishan in the Charles Parsons TheatreCreating Motivation for Language Learning in the I share therefore I am GenerationI argue in this session that with the spread of mobile phone use to 96% of the globe, 89% of youngsters (in OECD countries) having internet access and almost two billion people using some form of social networking, it is time that we meet our learners halfway and exploit their affinity for the digital. This is the I share therefore I am generation, who validate their life experiences through sharing them with others. Motivation (for language learning, and arguably, all learning) is intrinsically linked to ‘relevance’ and ‘interest’–and what is more relevant and interesting to learners than … themselves? In this session, we explore ways of exploiting digital connectivity to create conditions for motivation. Bring your digital devices, smart phones etc. for an interactive session in which we sample and evaluate some activities. 18.00 onwards – Informal chatting in the Stables

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Sunday June 21st

09.00-09.50 – Jeremy Harmer in the Charles Parsons TheatreBack between the Covers? Inwards and Outwards Coursebooks for a Modern AgeComing back to coursebook writing after a few years away has been an interesting experience in an age where books look more vulnerable than ever before and authorship is, apparently, an amorphous concept. So what has it felt like, this return? Well, for a start, it has raised a number of questions, including:What is the point of a printed resource when so much is available online? What is the point of printed (and restricted) text when English writing is available at the click of a mouse? How might it be possible to incorporate elements of unplugged teaching into a mainstream coursebook?The role of coursebooks in the world is changing, and so it should. Coursebooks, for example, have to be more outward-looking than before because (a) they can be and (b) the modern world demands it. Coursebooks have to reflect an ongoing preoccupation with learner- rather teacher-centred pedagogy by putting the learner experience at the centre of what they offer. The struggle to create a truly communicative set of materials is a constant conflict between

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competing interests and priorities, not least the prejudices of consumers. That’s the struggle I want to talk about. A few years ago publishers seemed to be suggesting the coursebook as we know it was dead (to the delight, no doubt, of ‘the unplugged’). But go round the world and it is still very much alive. So the question is how to make it work. Today.

09.55 -10.35 – Parallel Presentations

1 The Development of Pragmatic Competence in School Textbooks for Teaching English in Germany and German in the UK.Nick Andon and Eva Ogiermann (Kings College London) in the Charles Parsons TheatrePragmatic competence, including a focus on communicating functional meanings and appropriacy to context, has long been recognised as an essential component of foreign language proficiency. However, foreign language textbooks in schools overwhelmingly focus on production of grammatically correct sentences with little attention paid to the kinds of pragmatic meanings the learners may need to communicate, the choice of different linguistic resources available for given meanings, or the ways in which contextual factors affect politeness and appropriacy. As the majority of school language teachers are not native speakers of the target language and are unlikely to have received any training in pragmatics, it would be unrealistic to expect them to compensate for deficiencies in the textbook in this area. Given that pragmatic competence is usually implicit knowledge, teachers and pupils are not normally aware on a conscious level of pragmatic norms even in their L1s. For these reasons, there is a need for teaching materials that not only present and practise a range of speech acts in the L2, but also raise learner’s (and teachers’) awareness of the linguistic choices needed to communicate politely and appropriately in different contexts. In this paper, we first discuss criteria for materials that focus on pragmatics in language teaching. We then analyse the pragmatic input in two sets of materials, a textbook series used to teach English in secondary schools in Germany and one used in English secondary schools to teach German as a foreign language. Focusing particularly on directives such as requests and instructions, we highlight the scarcity of activities and exercises providing explicit input on politeness and appropriacy. We also identify serious shortcomings with the implicit pragmatic input provided through situational dialogues involving requests and responses to requests, instructions and examples of classroom language. Finally we present proposals for textbook activities that provide effective development of pragmatic competence.nick.andon@kcl.ac.uk

2 Enhancing Motivation and Maintaining Engagement with L2 MaterialsSaadia Gamir (Leeds Beckett University) in C1058This paper is part of an on-going research study. It aims to present an example of how video is used to develop L2 learners’ metalanguage in order to enhance L2 speaking proficiency. The example shows how metalanguage extracted from the video content then studied and practiced in class and online became part of the learners spontaneous speaking at the end of a 3-week learning unit, demonstrating signs of L2 proficiency. It also shows how these signs of proficiency enhanced an already existing L2 motivation, and created further motivation for similar learning materials. Colleagues with whom this learning experience was shared showed interest in its original practice and enthusiasm to replicate it in their L2 teaching contexts. The learners involved in this learning context have integrative motivation for their L2 and have a clear understanding of what this entails in terms of time and effort to invest in their learning journey. Over the years, they have developed a substantial knowledge of the L2, which has strengthened their linguistic self-confidence. This motivation enables them to overcome the deficiencies remaining in their language aptitude and the external inadequacies surrounding their learning conditions. However, a problem that remains is how to develop appropriate materials to maintain an engagement to learning which would result in L2 proficiency. This has been the core question underpinning the research that is in progress. It is the view of this research that carefully-chosen and judiciously designed L2 learning materials could turn integrative motivation and linguistic self-confidence into L2 proficiency.

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3 To Pinterest or not to Pinterest? – that is the question:Evaluating the Usefulness of Pinterest as Online Self-Access Material at Southampton Solent University.Jayne Whistance (Southampton Solent University) in C1059Whistance (2015) puts forward that the use of Pinterest at Southampton Solent University increases student engagement, promotes inclusivity and develops employability skills. The first part of this presentation will review this reflective case study, explaining the rationale behind using social bookmarking sites and specifically Pinterest by linking to research and implementation from other educators. The aims of the project at Southampton Solent University will be outlined in relation to its context and student needs with the aid of visuals to showcase material. The second part of this presentation will then evaluate the real impact of Pinterest through a more rigorous approach. The online platform will be analysed with reference to Tomlinson’s (2010) ‘Principles and Procedures for Self-Access Materials’ which link to Second Language Acquisition theories. In addition, feedback obtained from international students at Southampton Solent University will also be disseminated.

10.35 – 11.00 – Coffee in C1 Corridor

11.00 – 11.40 – Parallel Presentations

1    The Communication Difficulties of Non-Native Speakers Living in LiverpoolMukhtar Ellakhmi (The University of Liverpool) in the Charles Parsons TheatreUpon my arrival in Liverpool in 2011, although I had a BA in English language and had taught ESOL for several years inside my home country and abroad, I faced actual difficulties in communication with native speakers of English in Liverpool. In fact, inside the University of Liverpool it was less difficult to communicate with the native tutors and professors, but it was still difficult to talk to other native speakers. The problem remained the same when I went into other institutions in Liverpool or talked to ordinary people on the streets. I was hardly able to talk to people on the phone at all. When I went, for instance, to hospitals or Jobcentres, I regularly depended on interpreters. In fact, I was frustrated at first. But a friend of mine advised me to be patient and told me to interact with native speakers as much as I could. He told me to listen to English people carefully, and to observe the way they make sentences and pronounce words. Accordingly, I was involved in continuous communication with native speakers in different groups. Now I am doing my MA dissertation to investigate communication difficulties. In my presentation we will discuss these questions:

1. What are the communication difficulties of non-native speaking students?2. What are the causes?3. What are the solutions?

 

2 Developing Learner Autonomy: An ExperimentTanya Matthew (Universität Paderborn) in C1058It is fairly well established that in order to learn a language successfully and to be able to use it effectively in a university context, more than two-three hours a week of exposure to the target language are required. In this presentation, I look at a voluntary English language course that I offered at the University of Paderborn which focussed both on developing learner autonomy and giving the students a platform to practice their speaking skills in a meaningful way. In this paper, I propose to present the rationale behind setting up the class, the objectives and my approach to materials which was always flexible and negotiable. The materials that were used were determined by a process of negotiation with the students and regularly evaluated by them. I will also look at some sample tasks that were used and how materials don’t necessarily have

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to come from textbooks but from a vast range of sources including the internet, newspaper articles and the students’ own interests.

3 Action Research: A Research Tool for Teachers as Materials DevelopersCarlos Rico Troncoso (Pontificia Universidad Javeriana- Bogotá)Action research offers a “means for teachers to become agents rather than recipients of knowledge about second language teaching and learning, and this contributes toward the building of educational theories of practice” (Dornyei, 2007:193). By using this definition I want to demonstrate to the audience the importance of exploring action research as a pedagogical tool for teachers to transform or adapt the materials they use in their language classrooms. Developing materials is not just a practical undertaking; it is a field of study (Tomlinson, 2003), which requires the exploration of some methodologies that can be used to support this activity. Certainly action research can be a tool for teachers to use when adapting or developing their own language materials.

11.45 – 12.35 – Annie Hughes in the Charles Parsons TheatreThe Development of a Distance MA for Teachers of English to Young Learners (TEYLers): a personal reflection on one programme’s ethos, creation and historyThis talk will consider how distance masters programme writers might prepare for the writing of post-graduate programme material. It will briefly discuss the Scholarship of Teaching and Learning , a Community of Practice and a Community of Inquiry and why each was the basis on which the MA in TEYL was created and delivered by the Department of Education, University of York. It will then discuss the planning and writing of this programme for teachers working full-time in an international context. In conclusion, it will briefly reflect on some of the pros and cons of the programme so far!

12.35 – 13.35 – Lunch in the Stables and Poster Presentations in C1060

13.35 – 14.15 - Parallel Presentations

1 Developing Materials for Negotiation: Exploring Compromise and Conflict though Authentic VideoMarie McCullagh (University of Portsmouth) in the Charles Parsons TheatreReaching agreement is an intrinsic part of our everyday interactions, whether in the workplace or in our personal lives. The process of negotiating agreement is so much part of our daily routine, that we are often unaware that it is taking place. It seems reasonable to expect that such an essential activity would feature prominently in language course books which claim to reflect real life. Instead, it is mainly found in business English course books, often presented as a high stakes activity in the context of negotiating a deal. Negotiation does not have to be presented in this way. The language and communication skills involved can be shown in situations which reflect its use in everyday settings. This presentation will look at a dual approach to developing materials around negotiating in general or workplace contexts. It will show how research from workplace discourse, communication theory and materials development can be used to create engaging materials from authentic video.

2 Experiencing Grammar: Comparing the Effects of the Experiential Discovery (ED) and Consciousness-Raising (CR) Approaches on the Acquisition of Grammatical StructuresAlshehri, Moneera (University of Liverpool) in C1058The teaching of grammar still seems to be an area of ongoing debate and there is compelling evidence to show that some approaches can be more effective than others in facilitating the acquisition of second language grammatical structures. One of these methods is the consciousness-raising (CR) approach, in which learners are required to pay conscious attention to the target forms and discover grammatical rules through a number of isolated examples. CR

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shares some theoretical similarities with another approach which also has a discovery nature. Experiential discovery (ED) is part of a text-driven framework which engages learners both emotionally and cognitively in a series of text-experiencing processes. Subsequently, learners are encouraged to revisit the texts in order to explore how the target language forms are used within an authentic context. Whilst there have been a number of studies to support the benefits of the former approach, a larger body of empirical evidence is still needed to confirm the effectiveness of experiential discovery (ED). I will compare these two approaches, in addition to the conventional ‘presentation-practice-production’ (PPP) method, so as to investigate the proficiency gains and the delayed effects on the acquisition of second language grammar. I will focus on one of the most problematic grammatical structures for Saudi learners: the use of verb tenses. The research will use qualitative and quantitative tools, including questionnaires, interviews and pre-, post-, and delayed-effect tests, to gather information about the participants’ performance and acquisition gains.The results obtained from this research can provide significant insights into the classroom application of a text-based grammar teaching.

3 Using Video to Make EAP Texts More EngagingPatrick Fitzgerald (University of Portsmouth) in C1059Academic reading and writing can be a very dry and challenging subject for learners, especially when the texts used are not from the subject area they are preparing to study. Identifying academic texts suitable for general use can be difficult: they need to contain authentic academic features; use language which is accessible to the learner; and cover a topic of general interest. While real journal articles provide examples of authentic academic features, the specialist lexis can be a barrier to learners' understanding, and the topic can often be obscure.

14.20 – 15.10 – Anne O’Keeffe in the Charles Parsons TheatreThe EFL Grammar Syllabus and Learner Grammar CompetenceThis talk will use some of the results from the recently completed English Grammar Profile to show that sometimes when we write grammar materials, we base our expectations on faulty notions of learner grammar competence. Sometimes learners already know more than we give them credit for and sometimes we assume they know how to use certain structures at a certain level but evidence for learner corpora show otherwise. The English Grammar Profile involved the auditing of learner grammar competence (can-do statements) using the Cambridge Learner Corpus (over 55 million words of learner exam writing). The research resulted in over 1,000 grammar can-do statements, calibrated by CEFR level, which will soon be available for materials writers via and online open resource

15.15 –15.55 – Parallel Presentations

1 Rethinking Language Ownership to Create Motivation in Materials DevelopmentClaudia Saraceni - University of Bedfordshire in the Charles Parsons TheatreMotivation is undoubtedly one of the most influential factors in language learning, as well as in teaching and learning in general. It has been a discipline for research and academic study for decades now, which further underlines its primary role. However, due to its open-ended characteristics, it also involves a number of rather complex cultural issues related mostly to its multifaceted nature and its number of potential individual learner variables. In contrast, English language teaching and learning, as reflected in L2 materials produced for ELT purposes, seem to be rather standardised often following a one-size-fits-all approach to make materials universally applicable and suitable. One main characteristic of this somewhat stilted, standardised approach to materials development is to be found in its tendency to emphasise a rather anglocentric focus to English language learning and teaching. In this presentation we will discuss the above mentioned aspects in published materials. More specifically, we will consider and evaluate a few examples of materials to discuss and question certain concepts such as language ownership and cultural awareness development. The main purpose will be to

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explore different ways of enhancing motivation and engagement with more context-driven materials.

2 Time is of the Essence: Making the Most of What You’ve GotAveril Bolster and Peter Lavrai (University of Macau) in C1058In this presentation we will discuss the development of an English for Academic Purposes (EAP) course in the University of Macau (UM), from its original conception to implementation. The drivers of curricular change, review of commercially available materials and the development of in-house reading and writing materials around a commercially available academic listening & note-making book, supported by a Moodle template course will be explored. We will outline what prompted the previous course to be redesigned and the key considerations in developing an in-sessional course for over 1,000 Cantonese- and Mandarin-speaking students. The challenge of finding commercial materials suitable for our specific context and the ultimate decision to create a course using a commercial textbook as a foundation with in-house materials will also be discussed. We will provide an overview of the course we developed, highlighting the way in which the in-house materials complement and build on the commercially available materials. We will also discuss the use of the Virtual Learning Environment (VLE), Moodle as an essential part of the learning experience and how it acted as an interactive learning space rather than a passive online storage system.

3 How to Gamify your English ClassElena Pereseda (StudyCraft) in C1059Is it more difficult for you today to work with your students? They don't listen to you carefully because they try to chat with their friends in social network on their mobiles. They don't do their homework because they prefer playing computer games to studying. They think that exercises in course books are boring. They don't want to work hard. All they want is to have fun. Teachers all around the world are trying to find new technologies of teaching the millennial generation. One of them is gamification. If computer games are so appealing and fun to play, why don't we bring a game-design approach to our English class? To understand how to gamify our class, we need to realize what elements of computer games make them so interesting? One of the key elements in any game is an exciting story. Other elements include XP (experience points), leaderboards, badges, etc. I'd like to share my experience of how to gamify your English class and tell you how to introduce elements and mechanics of computer games to increase students’ motivation. peressada@icloud.com

16.00 –16.50 – Alan Maley in the Charles Parsons TheatreMotivation: The Long and the Short of It. Motivation is a bit like electricity: we can’t see it but we can observe its effects. I shall first look at a number of cases exhibiting motivation and the lack of it. I shall suggest that, while motivation may be a necessary condition for learning, it may not alone be sufficient. I will then discuss three views of motivation: the well-known Instrumental/Integrative (Intrinsic/Extrinsic) view; the views of Nuttin on whether motivation has to be created or simply unlocked; and the distinction between short-term motivation (keeping them awake), and long-term motivation (keeping them alive). I shall focus on this last distinction, and examine the factors which promote both short-term and long-term motivation. Along the way, I shall discuss the controversial question of the value of rewards. So, if we seem to know a lot about what motivates learners, how come that teachers complain incessantly of the lack of it? I shall discuss this in terms of cultural expectations, learning purpose and the current instrumental focus of education.

16.50 – 17.00 – Conclusion – Brian Tomlinson in the Charles Parsons Theatre

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~ POSTERS: ROOM C1061 ~

Alammar, Mansour The Effectiveness of Group Work vs. Individual Writing: A Case Study to Compare Group Work with Individual Writing in Class to Improve Essay Writing for Male Saudi ESL Learners

Aldheferi, Abeer A Case Study on Vocabulary acquisition through extensive and intensive reading in the EFL context

Alolayan, MohammadA Case study on 2nd year EFL students at Onaizah Community College, Qassam University, Saudi Arabia

Belaid, Abdul Hakim Mohamed Ali

Localising the PARSNIP Model and Authentic Materials for Libyan Third Level EFL Contexts

Cives-Enriquez, Rosa-Maria The role of Art and artistically – inspired activities in the second language class-room (Beginner’s Spanish)

Liu, Yuying Task-based Language Teaching in Chinese Higher Education: EFL Teachers’ Perceptions

Norah Hussain Banafi and Ahmed Altayeb Alhaj

Teachers’ Attitudes towards Using Vocabulary Materials via Word Association, in Jazan University, Saudi Arabia

Yanuar Dwi Prastyo Effects of Cooperative Learning on Student Teacher’s Communicative Competence and Motivation in Indonesia

MATSDA/UL PhD TESOL Summer School Conference 2015

Would like to acknowledge with thanks, the support of the following sponsors:

The School of Modern Languages and applied Linguistics, University of Limerick

The Faculty of Arts, Humanities and the Social Sciences, University of Limerick

Fáilte Ireland

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