IATEFL 2023 Harrogate Conference Conference Selections IATEFL 2023 Harrogate Conference Conference Selections Proudly sponsored by iatefl Edited by Deborah Bullock 1 Proudly sponsored by IATEFL 2023 Harrogate Conference Selections 56th International Conference 18–21 April 2023 Edited by Deborah Bullock Editorial Committee: Wendy Chambers, Jennifer MacDonald, Amos Paran Copyright Notice Copyright for whole issue IATEFL 2024. IATEFL retains the right to reproduce part or all of this publication in other publications, including retail and online editions as well as on our websites. Contributions to this publication remain the intellectual property of the authors. Any requests to reproduce a particular article should be sent to the relevant contributor and not IATEFL. Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original source of the article if reprinted elsewhere. Published by IATEFL, 2-3 The Foundry, Seager Road, Faversham, ME13 7FD, UK www.iatefl.org Disclaimer Views expressed in this publication are not necessarily those of the editor, or of IATEFL or its staff or Trustees. First published 2024 British Library Cataloguing in Publication Data Education Deborah Bullock (Ed.) IATEFL 2023 Harrogate Conference Selections ISBN PRINTED: 978-1-912588-48-0 DIGITAL: 978-1-912588-49-7 For a complete list of IATEFL publications including Conference Selections from previous years, please write to the above address, or visit the IATEFL website at www.iatefl.org. Copy edited by Karen Sigley, Cumbria Designed and typeset by Nathan Hemming-Brown, Bristol Cover design by Ewa Minkowska Printed in Britain by Hobbs the Printers Ltd., Totton, Hampshire Contents 8 Editor’s introduction 1 2 3 Teaching and learning: language and skills 1.1 Plenary: Translanguaging: removing barriers to English teaching Ofelia García 1.2 4-colour thinking: developing criticality through an interactive, question-based approach Edward de Chazal 1.3 Promoting learner reflection and autonomy through one-to-one dialogues Jo Mynard 1.4 Videoconferencing exchanges: fostering EFL learners’ reflective authentic interaction Lena Barrantes Elizondo 1.5 Lindblom’s theory of hyper- and hypo-articulation: implications for teaching listening Sheila Thorn 1.6 Spoken word recognition for listeners Mark Hancock ESOL, displacement and identity 2.1 Plenary: Sharing words and worlds: ESOL teachers as allies, advocates and activists Lesley Painter-Farrell 2.2 Migrant and refugee children’s language learning across the curriculum Jonathan Ferreira and Lucas Veras 2.3 Plenary: Race as language: displacement, identity and the pleasure of (second) language learning Awad Ibrahim Teaching English for academic purposes 3.1 Interculturalism: Should we be doing more in EAP? Nadia Hards 3.2 Teaching reflection to university students to encourage self-development and growth Sophie Farag 3.3 Fostering criticality and engagement through collaborative online annotation Catherine Mitsaki 3.4 How can a language learning mobile app help academic English learners? Mahtab Chadry 3.5 Translanguaging in the EFL classroom: a case study Cristina Manea Gultekin 3.6 Learner training? Designing an academic preparation course for engineering students Tracie Mac Kenzie and Iona Dawson 3.7 Dynamic teaching and learning through cross-cultural exchange Sanaa Abdel Hady Makhlouf 3 10 19 21 23 25 27 29 38 40 48 50 51 53 56 58 60 IATEFL 2023: Harrogate Conference Selections 3.8 3.9 4 5 6 Community of inquiry: the heart of collaborative learning Noha Khafagi ERT at an EAP programme: how did the teachers cope? Karla K de Lima Guedes Teaching English for specific purposes 4.1 Plenary: English for the workplace – looking for new answers Evan Frendo 4.2 EAP, science and public engagement meet the UN Sustainable Development Goals Anila R Scott-Monkhouse 4.3 ‘My war’: empowering language learners in times of conflict Maggie Sokolik and Yaroslava Fedoriv 4.4 Glossary building in ESP scenarios: why, when and how Glória Regina Loreto Sampaio 62 64 67 76 77 79 Teaching young learners 5.1 Child voice in the EFL class Julie Waddington 5.2 Thinking skills and mindsets for young learner sustainable development education Ellen Setterfield 5.3 The CLIL wheel as a teacher and teacher trainer tool Aleksandra Zaparucha 5.4 Transitions and breaks in the YLT classroom Niki Joseph 5.5 Applying principles of Gentle Discipline in the classroom Zahra Zuhair 5.6 Dos and don’ts in young learners’ pronunciation lessons Stella Palavecino 5.7 Engaging with Shakespeare in the ‘English as a foreign language’ classroom Conny Loder 5.8 Integrating machine translation in the lower secondary classroom Brigitte Reber 5.9 Who will listen? I have an English phobia Sajan Chaudhary 5.10 Talk globally, learn locally: interculturalising the Palestinian English Curriculum through weekly online link-ups Ashraf Kuheil and Nick Bilbrough 101 Assessment, feedback and evaluation 6.1 Elicited Imitation Task for assessing English speaking proficiency Arum Perwitasari 104 4 83 85 87 90 92 93 95 97 99 Contents 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 7 Video recordings: a tool to assess speaking in EFL classes Ma. Begoña Aguilar Bustos, Marisol Castillo Rosales, Vanessa Fernández Farías and Yéssica Aguilera Fuentes Assessing pragmatics through scenarios in academic contexts Isabelle Gonthier Machine translation: friend or foe in graded assessment? Catherine Prewett-Schrempf and Linda Slattery Assessing international business undergraduates’ communication and critical thinking skills Sue Ashley Using recorded feedback to enhance collaboration and engagement in the writing process Constance Leonard and Christopher Gras Student assessment and use of feedback received: an updated study Isabel Piñeiro Sorondo Implementing peer feedback for writing tasks Vahida Berberovic E-portfolios: assessing 21st-century skills Laura Laubacher Eight formative assessment ideas for teacher education Gabriela Marcenaro Bonsignore Developing writing rating scales with trainee teachers Olga Kvasova Aligning assessment with the curriculum through the Understanding by Design framework Zhananur Kassimova Principles for designing relevant and actionable course evaluation surveys Kim Beadle Teacher education and training 7.1 Advancing teacher education practices: enabling teacher learning Gabriel Díaz Maggioli 7.2 Adventures in WhatsApp Anna Young and Kristina Smith 7.3 Promoting participant and tutor wellbeing on online courses Susi Pearson 7.4 ‘Teaching grown-ups’: building confidence in young or inexperienced CELTA trainees Laura Khaddi 7.5 Finished CELTA. Ready to teach? Amanda Bailey and Alastair Douglas 7.6 Training up as a DELTA Module 2 tutor: lessons observed, lessons learned Jacqueline Douglas 7.7 Moving away from a one-size-fits-all approach when using prescribed ELT materials Susanna Schwab 7.8 Supporting and developing teachers’ employability skills Nicholas Northall 7.9 What is the teacher’s role in increasingly automated online education? Neenaz Ichaporia 5 106 108 110 111 113 115 117 119 121 123 125 127 130 132 134 137 139 140 142 144 146 IATEFL 2023: Harrogate Conference Selections 8 Perspectives on teacher development and motivation 8.1 8.2 8.3 8.4 8.5 8.6 8.7 9 Embodied approaches to ELT professional development Tom Godfrey 148 How can what teachers really feel help them teach better? Laura Ferroglio 150 Are we pronunciation ignorers, entertainers, enthusiasts and/or teachers? Ana Paula Biazon Rocha 152 Negotiating environments: making the move from teacher to researcher Gareth Luke Scyner 154 Sustaining Associations of Language Teachers (SALT) – keeping ELTAs alive Beatrix Price 156 Upskilling ourselves while giving back to the ELT community Marjorie Rosenberg 158 Managing and motivating teaching teams for excellent results Anju Moses 159 Teacher development in action 9.1 9.2 9.3 9.4 9.5 9.6 Plenary: Lean on me: stories of coaching, mentoring and teacher resilience Divya Madhavan 162 Giving back to the ELT profession: a collaborative endeavour Jennifer Schumm Fauster and Ulla Fürstenberg 169 Improving grammar teaching: exchanging strategies between Mexican English teachers América Bustamante Piedragil 171 Self-mentoring through enhancement mentoring approach for teacher-research Seden Eraldemir Tuyan 173 Professional development for teachers in rural areas Eduardo Escalona Pardo 175 Empowering teachers: a journey from virtual communities to the IATEFL Conference Mohammed Isifan 176 10 Inclusive practices 10.1 Empowering marginalised female teachers: an overview of a sustainable project Motikala Subba Dewan and Bikas Rimal 180 10.2 Sharing passion for technology with female teachers of my community Abigail Ekangouo Awanga 181 10.3 The future of teaching English to the hearing-impaired Martha Ada Onjewu and Mairo Hamid Ipadeola 183 6 Contents 10.4 Practical implications of inclusive education in the mainstream ELT classroom Priscila Riffo-Salgado 10.5 Working towards a more inclusive English-language classroom: students with ADHD Wiktoria Allan 10.6 Easy access to inclusive practices using the UDL guidelines Petra Harder 10.7 Inclusivity for all types of learners in business English teaching Julia Koifman 11 Materials development 11.1 Helping busy students learn regularly with study newsletters Katerina Lanickova 11.2 Incorporating memetic communication into language learning Ciarán Lynch 11.3 Graphic novels in the classroom Evelina Miščin 11.4 Creating context-relevant EFL worksheets for Cameroon secondary schools: lessons learnt Eric Ekembe 11.5 Effective online materials design: what does the evidence say? Carol Lethaby 11.6 How to create learning materials for social media platforms Claire Bowes 11.7 How to write effective and engaging digital materials Laura Broadbent and Billie Jago 12 Global issues and insights 12.1 The Hornby Trust Scholars presentation: Decentring ELT: insights and explorations The A.S. Hornby Scholars at IATEFL 2023 12.2 Critical environmental education and ELT: a necessary blend Serrana Muniz 12.3 Poetry and Education for Sustainable Development in language classrooms Jason Skeet 12.4 The profit motive: time to problematise capitalism in ELT? Steve Brown 12.5 The Future of English: Global Perspectives Mina Patel, Mike Solly and Steve Copeland 7 185 187 189 191 194 196 198 199 201 203 205 208 212 214 216 218 From the Editor In 2023, the IATEFL Conference and Exhibition returned to Harrogate – one of our favourite venues, with its beautiful parks and gardens, Victorian architecture, spa, teashops, range of independent shops, and surrounded by the dramatic beauty of the Yorkshire dales and moors. For many of us, this annual event is the highlight of our year, and, once again, we were not disappointed. Over 2,000 of us attended and, thanks to the hard work of our Conference organisers, sponsors, and strategic partner, we were treated to no fewer than 500 talks, workshops, forums, panel and signature events, poster presentations, pop-up presentations, early morning sessions and fun-filled evening events. We caught up with old friends, made new ones, shared our knowledge and experience, learnt from one another, and went home refreshed and prepared for the new challenges that lay ahead. This year, we also bade a fond ‘farewell’ and huge ‘thank you’ to our long-serving Patron, colleague and friend, David Crystal – a truly esteemed IATEFL champion who will be greatly missed. For those of you who may be new to Conference Selections, you will find in these pages a broad selection of papers reflecting the topics and concerns of the 2023 Conference. These selections give attendees and non-attendees alike an overview of issues and developments in our profession, and highlight key ELT themes of the time. Included in this edition are reports of plenaries, talks and workshops from 39 countries, reflecting the international diversity and perspectives of our membership. Our plenary speaker papers report on the topical themes of translanguaging (Ofelia García [1.1]), ESOL in Chapter 2 (Lesley Painter-Farrell [2.1]), Race as language (Awad Ibrahim [2.3]), English for the workplace (Evan Frendo [4.1]) and teacher resilience (Divya Madhavan [9.1]), and a number of individual papers within this edition also take up these themes. Other individual papers address a range of ELT-related areas, which for the most part reflect the focus of IATEFL’s Special Interest Groups. Interestingly, the chapter with the most papers this year is Chapter 6, Assessment, feedback and evaluation, highlighting the role of technology, the continued shift toward formative and immersive practices, and the importance of feedback. The renewed focus on materials development and exploitation witnessed in last year’s Selections also continues, but with a greater focus on digital or online resources (Chapter 11). As with previous editions, we once again include a large number of papers concerned with English for academic or specific purposes (Chapters 3 and 4), teacher education, training and professional development (Chapters 7, 8 and 9), and young learners (Chapter 5). Two other familiar and recurring current themes are global issues, extended this year to issues and insights (Chapter 12); and inclusive practices (Chapter 10), where you can read about a number of inspiring projects designed to empower women and children in challenging contexts. Of note, this year’s Selections contains no chapter dedicated to teaching and training 8 Editor’s introduction with technology; while technological advancements continue to impact all areas of our field, they have become so integral that they permeate the entire issue. And, finally, no Selections would be complete without a focus on language and skills, and this year is no exception, albeit with a clear shift in focus from discrete language and skills to more holistic approaches embracing diversity, inclusion, criticality, communication, autonomy and reflection (Chapter 1). In short, this Harrogate Conference Selections offers something for everyone and reflects the wealth of experience and expertise associated with any IATEFL Conference. Finally, I would like to express my sincere thanks to all those who took the time and effort to submit their papers for review – there would be no publication without you! I also thank my editorial team: Amos Paran, Jennifer MacDonald, Wendy Chambers and Karen Sigley for their invaluable input, and Nathan Hemming-Brown for his work on the design of this edition. For the 57th IATEFL International Conference and Exhibition in 2024, we will be by the sea in Brighton, and I very much look forward to seeing many of you there. Meanwhile, happy reading! Deborah Bullock Editor, IATEFL Conference Selections cseditor@iatefl.org 9 Self-mentoring through enhancement mentoring approach for teacher-research 9.4 Self-mentoring through enhancement mentoring approach for teacher-research Seden Eraldemir Tuyan Çag University, Turkey What is teacher-research mentoring? Mentoring is about the sharing of knowledge, skills and experience, with the goal of encouraging and empowering another person. In teacher development situations, this approach entails improving teachers’ autonomy to develop for themselves, as well as their ability and willingness to take responsibility for what they are learning rather than judging, explicitly advising, or providing them with all the answers. What is enhancement mentoring for teacher-research? Enhancement mentoring for teacher-research (Smith et al., 2021) is an innovative approach to mentoring which aims to build on teachers’ existing achievements, as a possible way to help them derive value from, and chart a path through and beyond, crisis experiences or other difficult circumstances. This approach includes three sets of questions which are considered to move teachers closer to achievement-based teacher-research. What is self-mentoring? As was proposed by Jorde Bloom (2007), self-mentoring is, at its core, self-directed learning. It entails growing or enhancing those qualities of who you are and who you want to be, while requiring not just a clear vision of your current self, but also a clear picture of your ideal self, the person you aim to be. Extending my own success In the early days of the Covid crisis in 2020, I was working on enhancement mentoring for teacher-research with Richard Smith, Erzsébet Ágnes Békés and Mariana Serra, trying to survive this unexpected difficult circumstance. I was exploring ways to improve my situation to overcome physical and psychological symptoms that made me feel frustrated and overwhelmed with my responsibilities, to reach my desired state of personal and professional contentment and wellbeing. I prepared an action plan to feel better during that time, and I practised mentoring myself using mindfulness practices, and encouraged and empowered myself, recalling some influential quotes such as: ‘What does not kill me makes me stronger’; ‘Cold never bothered me anyway!’, the line spoken by Elsa, in the film Frozen (2013). I identified myself with ‘The Pearl in the Oyster’ metaphor in the Oyster’s Tale (author unknown) to maintain my resilience and grit. Finally, the outcome of my own action plan made me feel successful, and I decided to extend my success to my teaching context. As I was teaching the ‘Professional Development for ELT Teachers’ module as part of the MA Program at Çag University in Turkey, I conducted this research with two cohorts of MA students: 20 in the 2020 fall semester and 4 in the 2021 fall semester. Just as I mentored myself to overcome my challenges during the pandemic, my intention with this study was to see how the adapted self-enhancement mentoring approach for teacher-research supported Turkish EFL teachers with their CPD during the Covid 173 Chapter 9: Teacher development in action pandemic. The MA ELT students conducted their self-enhancement mentoring projects in their own EFL teaching contexts and mentored themselves to a) understand the nature of their previous successful teaching experiences, and b) extend these to different teaching situations. Three different self-enhancement mentoring templates (Smith et al., 2021) were adapted as handouts, consisting of guiding questions for the purpose of this study, and each student completed all three. Inductive analysis of data, open codes, axial codes and themes (Strauss & Corbin, 1994) were constructed after reading the completed handouts. To check validity, two other researchers also reviewed the emergent themes. Preliminary findings Preliminary findings revealed that the participating teachers benefited from their selfmentoring practice as follows: • increased self-awareness about their strengths; • improved critical thinking skills in expanding previous successful experiences; • enhanced problem-solving skills; • increased motivation and engagement; • a greater sense of control over their own professional development; • a chance to evaluate their own performance and progress and to celebrate their achievements; • ability to create a personal vision and plan for their professional growth; and • increased confidence and job satisfaction. The following quote by Teacher 3 exemplifies how teachers can benefit when they use self-mentoring through the enhancement mentoring approach for teacher-research: Seeing our students’ improvements may not be enough for us to believe in ourselves because, as human beings, we focus on the troubles that we face rather than being grateful for what we have succeeded in so far. When I mentor myself, I see the power in me as a teacher; I see myself as a curious learner looking for a solution whenever I face a problem instead of just complaining about the problem. So, I believe that this session gives me another perspective on myself. sedentuyan@gmail.com References Jorde Bloom, P. (2007). Becoming a self-mentor. Exchange, January/February, 54–57. Smith, R., Eraldemir-Tuyan, S., Békés, E. A., & Serra, M. (2021). Enhancement mentoring for teacher-research: A positive approach in a crisis. ELTED Journal, 24, 43–61. Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Sage Publications, Inc. 174 Conference Selections is IATEFL’s quality, peer-reviewed publication containing a wide selection of articles representing the main threads discussed at the Annual Conference. Conference Selections helps us fulfil our mission of linking, developing and supporting English language teaching professionals worldwide. The 56th IATEFL International Annual Conference, Exhibition and Careers Fair was held in Harrogate, UK in April 2023. www.iatefl.org info@iatefl.org International Association of Teachers of English as a Foreign Language Linking, developing and supporting ELT professionals worldwide ebook and print versions available ISBN PRINTED: 978-1-912588-48-0 DIGITAL: 978-1-912588-49-7 230