Abstracts archive

This study uses academic discourse socialization (Duff, 2010) to examine supervisory feedback provided on three drafts PhD theses with particular focus on how the feedback helped the student construct and negotiate voice, agency, and identity in doctoral writing.

A corpus based contrastive study of tea tasting notes in Chinese and French highlighted a strong cultural imprint regarding both the organoleptic perception and its description.

This paper will report on some insights gained from sequential analyses of L2 peer interactions in French-as-a-foreign-language classrooms and suggest how these might be used to support pre- and in-service teachers in their planning and handling of peer interactions in the classroom.

This study examines how individual differences in executive, phonological, and visuospatial working memory capacity relate to L2 learners’ grammar development and perceptions of task demands in oral and written form-focused tasks.

This presentation looks into the opportunities for authenticity and learner autonomy offered by the move of a series of task-based language tests to a digital age. For this purpose, we present the result of a needs analysis and quantitative and qualitative data gathered in piloting phases of the new...

Drawing on data from an intervention study in L2 English classrooms employing monolingual, bilingual, and multilingual pedagogies, the study centers on occasioned vocabulary trouble during peer group activities, focusing on the linguistic and embodied resources learners draw upon in creating opportu...

This presentation reports on findings from an in-depth interview study of teachers' conceptualizations of English in society and English in school and how they surface in teachers' reported classroom practices or not. Findings are discussed in light of global oriented approaches to develop democrati...

Teachers’ knowledge on specific learning difficulties (SpLDs) and their positive attitudes towards inclusive practices is prime importance to provide equal educational opportunities for children. However, two teacher training programmes in Sri Lanka indicate that teachers have minimal understandin...

In response to the challenge with English communication skills faced by an increasing number of sojourners at UNSW, an innovative course entitled Personalised English Language Enhancement (PELE) has been running since 2016, based on Kim's Personalised Autonomous (PA) model (Kim 2014; Kim & Jing 2019...

The quality of a teacher influences the quality of learning and teaching. The question about how academic settings should be best structured to allow for the development of well-qualified teachers arises. An explorative and qualitative approach is chosen to provide insights into concepts for teacher...

Presenters provide a research-informed model for creating OER materials that support teachers in implementing multiliteracies pedagogy across various teaching contexts. We first outline the process of creating this model, and then exemplify with a resource for analyzing and adapting text-based activ...

This paper presents the results of an activity theoretical study of the breakdowns that emerged during a videoconferencing exchange between teacher-trainees from a French university and undergraduate students of French from an Irish university. Systemic tensions and breakdowns that are characteristi...

Talking plays a central role in dealing with mental illness and is yet fraught with challenges. In our study, we combine linguistic and psychiatric perspectives with a view to identifying communicative resources used to meet these challenges. Furthermore, we ask how linguistic strategies and illness...

Examining the role of feedback, learner self-assessment and teacher’s guidance on repeated L2 task performance, this study shows important effects for task repetition and feedback and that technology allows for a repeated examination of learner performance and to determine the effects of self-asse...

This study investigates whether the effects of input- and output-based tasks on L2 vocabulary gains are influenced by task modality (oral vs. written). The findings demonstrate that both task types are beneficial for word learning, but their effects depend on task modality.

The presentation reports findings of a needs analysis study among teachers and learners of English in Norway, used to develop a high-quality international Continuing Professional Development infrastructure which promotes teacher competences in multilingual pedagogy and empower ELTs to integrate the ...

Description of a mentoring project to help novice language teachers reflect on their teacher talk. Participants (Spanish instructors in the US) conducted a series of self-analysis tasks targeting different modes in Walsh’s (2006) SETT inventory. Task results and interview data are discussed, as we...

This article proposes an approach where TQ can be reconfigured to make it more pedagogy-oriented, series-based, and reflection-supplemented. Using EFL intensive reading classroom as a case, the article contextualizes how this approach can be applied to achieve the pedagogy in reading compression, la...

Daran, a Yazidi English teacher, makes investments in his teacher identity as his teaching context changes from Iraq to the United States. This study pushes teacher development research forward by examining how Daran negotiates his identity investments and how those investments endure contextual con...

This paper analyses how multimodal resources are treated by teachers to manage and promote peer repair in Spanish as a Foreign Language classroom interaction. The analysis shows that teachers mainly manage peer repair by heading and gazing to give the floor and give the students the willingness to p...

This paper presents the outcomes of a British Council funded project (2018-2019), which researched the ‘sustainability’ of the core principles and central notions of Exploratory Practice, a form of practitioner research that inspired the language teacher education curricula experienced by 44 Bra...

The paper focuses on students’ multimodal negotiations between peers when taking notes in science class. We demonstrate the ways in which processes of reading, writing and manipulating curriculum material intertwine. At the same time, the students also display epistemic positions and balance on a ...

The conventional arrangement of participants during video-mediated interaction stimulates dyadic interaction. This has implications for video consultations, as older patients in particular often rely on family members and/or caregivers who may now be excluded. We demonstrate how technology provides ...

In this study, speech samples elicited by native and nonnative learners of Japanese on the argumentative  monologue tasks were analyzed in terms of complexity, accuracy, fluency, and functional adequacy. The results showed the complexity was the most significant factor that separated different ...

This presentation will examine non-lexical vocalisations (e.g. gustatory mmms, lip smacks) as used in infant mealtimes, examining the ways in which parents use sounds to enact tasting on behalf of another person.

This paper explores the transitional process the English teachers going through to get adapted to the competence-oriented education with the help of a one-year teacher development programme. The results show that teacher perceptions change more easily than practice, and the pressure from exams is a ...

The purpose of this presentation is to report the results of a research that aimed to identify and analyze bottlenecks and potentialities of the university education of additional language teachers by looking into curricular subjects and activities comprising professional practice training.

This paper analyzes sequences in which ESL students ask close-ended information seeking questions regarding the grammaticality of potential utterances. The analysis shows that while both acceptance and rejection of utterances as grammatical involve the deployment of multimodal resources, rejections ...

Insights from scientific reading research only partially resonate in curricular materials for reading comprehension instruction. Design-based research (DBR) is considered a way to bridge this research-practice gap, as it requires close teacher-researcher collaboration. We report about the collaborat...

This study examined teachers' L1 (German) and L2 (English) use in German primary L2 classrooms. Findings indicate that a higher qualification of primary L2 teachers can be linked to higher L2 proficiency as well as more frequent L2 use in the classroom – and vice versa.