The 13th Annual CamTESOL Conference was held at the Institute of Technology Cambodia (ITC). The conference ran all day on Saturday 18 February and the morning only of Sunday 19 February 2017. The theme of the conference was Building A Regional Community: English Across Platforms.The conference was co-opened by H.E. Minister Hang Chuon Naron of the Ministry of Education, Youth and Sport (MoEYS), H.E. Angela Corcoran, Australian Ambassador to the Kingdom of Cambodia, and Ms Diane Millar, US Embassy Representative. Registration for the conference totalled 1,500, among whom 600 participants came from 33 countries specifically for the event. There were over 350 provincial teachers at the conference sponsored by various individual and institutional donors.The CamTESOL-UECA Regional ELT Research Symposium was held at the Cambodian Korean Cooperation Center (CKCC) all day on Friday 17 February. It was attended by 196 participants from 17 countries with 94 presentations given. Notably, the Symposium attracted high quality researchers including PhD students, researchers and professors. More than 50% of the participants were resident in Southeast / East Asia, which made the Symposium truly regional.The 13th Annual CamTESOL Conference also uniquely introduced a new stream, Quality Assurance, aiming to broaden the discussions and cater to the interest of the school principals, managers, administrators, and quality assurance bodies who actively engage and exchange best practices in running quality ELT schools in the regions. In response to the rapid growth and popularity of the Annual CamTESOL Conference in the regional and globally, the Conference Secretariat launched the CamTESOL Mobile App. With the App in hands, it would be easy for the conference participants to access information about CamTESOL Conference, connect with their fellow ELT researchers and practitioners, and participate in the Virtual CamTESOL Community soon to be introduced. This considers a major revolution for CamTESOL Conference in fostering the ASEAN Integration and its Connectivity.Additional activities included:
• Orientation Program for teachers from the provinces• Presenters’ Warm Up Reception• Educational and Cultural Visits• Conference DinnerThe conference had a total of over 450 presentations across 29 streams from both the Research Symposium and Main Conference, including papers, workshops, and posters. Click here to see what topics were discussed and/or presented at the 13th Annual CamTESOL Conference.
The conference plenary and featured speakers include:
Dr. Dilin Liu
Professor and Coordinator of the Applied Linguistics/TESOL program, English DepartmentThe University of Alabama, USA
Learner competence consists of various components and may vary across platforms. The ability to use grammar and vocabulary appropriately and effectively constitutes arguably the most important aspect of learner competence across all platforms. Due to a lack of adequate focus on meaning and use, grammar and vocabulary instruction has so far been largely unengaging and ineffective, however. Inspired by contemporary linguistic theories and research findings, some new engaging and effective teaching practices have emerged in the past two decades. This speech focuses on how to enhance learner competence in grammar and vocabulary by introduces some new research/theory-inspired practices as well as some proven successful practices that have been tested by time. In this speech, I begin with a very brief overview of the new understandings about grammar and vocabulary learning and the principles involved. Then I introduce specific examples of engaging and effective teaching practices by focusing on difficult-to-learn/teach grammar and vocabulary usage issues, such as articles, parts of speech, prepositions, tense/aspect, and word collocations. The examples given should not only provide participants with ready-to-use activities but also help them reflect and innovate with new ideas about grammar and vocabulary teaching on their own.
The past two decades have witnessed a revived interest in grammar research and teaching thanks to significant new advancements in contemporary linguistic theories, such as cognitive linguistics, corpus linguistics, and systemic functional linguistics. In addition to perennial issues in research about grammar instruction, such as whether, when, and how to teach grammar, current research has explored, as its focus, fundamental issues about grammar and its knowledge and acquisition. Such research has produced findings that challenge established traditional views about grammar rules being arbitrary and innate and about grammar being a rigid separate domain from vocabulary that is learned mainly as a formal system of abstract rules. This speech offers an overview of the major new foci in grammar research that treats grammar as a usage-based system motivated by our embodied experience and conceptualization, the methodologies used in such research, and the challenges involved. Specific examples will be given, particularly those from corpus- and cognitive-linguistics-based research studies. Future directions in research on grammar instruction will also be discussed.
Dilin Liu is Professor and Coordinator of the Applied Linguistics/TESOL program in the English Department at the University of Alabama. His research focuses on the description and teaching of English grammar and vocabulary using cognitive- and corpus-linguistic approaches. He has published extensively, including six books (five authored and one co-edited) and numerous journal articles and book chapters. One of his recent authored books is Describing and explaining grammar and vocabulary in ELT: Key theories and effective practices (Routledge, 2014). His articles have appeared in many leading international journals, such as Applied Linguistics, Cognitive Linguistics, ELT Journal, English for Specific Purposes, English Today, Foreign Language Annals, International Journal of Applied Linguistics, International Journal of Corpus Linguistics, Journal of English for Academic Purposes, Journal of English Linguistics, Language Teaching Research, Modern Language Journal, Research in the Teaching of English, Studies in Second Language Acquisition, TESOL Journal, and TESOL Quarterly. He has served on the editorial boards of ELT Journal, TESOL Quarterly, TESOL Journal, among others, as well as a reviewer for over twenty international journals and book publishers, such as Cambridge University Press, Palgrave-MacMillan, and Routledge.
Dr. Lawrence Zhang
Professor of Linguistics-in-Education and Associate Dean, Faculty of Education and Social WorkUniversity of Auckland, New Zealand
Main Conference Plenary PresentationLearner Agency and Metacognition as Organising Frameworks for Enhancing English Language Teaching and Learning: Person and Context in Praxis across Platforms
Language learning success, to a great extent, depends on learner agency. This is because agency is a prerequisite for learners to take action in order to take charge of their own learning (Gao, 2015). Following Ahearn’s (2001, p. 112) definition that agency is “the socioculturally mediated capacity to act” and Duff’s (2012, p. 414) definition that agency is “people’s ability to make choices, take control, self-regulate, and thereby pursue their goals as individuals leading, potentially, to personal or social transformation”, I argue that the very essence of metacognition successfully captures the dynamics of how learners deploy strategies consciously in managing their learning process for achieving optimal outcomes as a way of exercising their agency. My purpose of discussing language learning through the dual lens of agency and metacognition is to respond to relatively recent criticisms against language learning/learner strategies (LLS) research (e.g., Dornyei, 2005; Ellis, 1994). LLS research was heralded by Stern and colleagues (Stern et al., 1975) and Rubin (1975). I would like to maintain these criticisms are partially correct due to the fact that earlier conceptualisations of LLS did not include agency or metacognition in explicit terms. I intend to contextualise my thinking in relation to how teachers take stock of what research has said about individual persons’ successful language learning and facets of their strategic engagement guided by their metacognition (Cohen & Griffiths, 2015; Oxford, 2014; Zhang, 2010). I posit that learner agency and metacognition can be dual lenses through which teacher and student effort for enhancing English language teaching and learning can be more productively examined (Zhang & Zhang, 2015). Pedagogical endeavours in the classroom and beyond can also be considered in praxis in relation to individual persons and specific contexts across various language learning and language use platforms. I conclude my plenary by showcasing how such repositioning can be typically utilised in real pedagogical practice by front-line teachers and students through a “metacognitively-scaffolded instructional framework” in teaching and learning various skills (e.g., listening, speaking, reading, writing, vocabulary and grammar) via different platforms (e.g., iPads, iPhones, the internet).
Regional Research Symposium Featured PresentationTask Complexity, Reasoning and Affective Variables in L2 Writing Production
There has been great interest in researching task complexity in L2 writing in recent years (Ong & Zhang, 2010, 2013). However, insufficient attention has been paid to how task complexity is interacting with other variables, especially numbers of reasoning and affective factors. Using Robinson’s Triadic Componential Framework (Robinson, 2007) as the theoretical basis, this research intends to fill the gap by reporting on how increasing numbers of elements and degrees of intentional reasoning would result in L2 writing production, specifically represented in the texts L2 students produce; it also examines the modulating effect of affective variables, especially motivation and anxiety, on L2 writing. A total of 40 upper-intermediate EFL learners were recruited as participants and they were asked to write a simple essay and a complex argumentative essay. They were also invited to complete a multidimensional writing motivational beliefs questionnaire and a writing anxiety questionnaire. Multiple measures were taken to capture the effects on complexity, accuracy, lexical diversity, and fluency (CALF) of task complexity, numbers of reasoning, and the affective factors on CALF. Implications of the study for task-based syllabus design and writing assessment will be discussed.
Lawrence Jun Zhang, PhD, is a full Professor of Linguistics-in-Education and Associate Dean, Faculty of Education and Social Work, University of Auckland, New Zealand. His teaching includes supervising 16 fulltime PhD students in Applied Linguistics at the moment and delivering courses in systemic functional linguistics in language education. His major interests are in learner metacognition and teacher education, with particular reference to EFL reading and writing. He has published extensively along these lines in leading SSCI-indexed international journals such as Applied Linguistics Review, Modern Language Journal, Language Awareness, Language & Education, Journal of Second Language Writing, English Today, System, Instructional Science, Journal of Psycholinguistic Research, TESOL Quarterly, English for Academic Purposes, Asia Pacific Education Researcher, and British Journal of Educational Psychology. His recent co-edited books include Asian Englishes: Changing Perspectives in a Globalized World (Pearson Education, Singapore, 2012) and Language Teachers and Teaching: Global Perspective, Local Initiatives (Routledge, New York, 2014). He was the sole winner of the “Distinguished Research in TESOL Award” in 2011 for his article, “A dynamic metacognitive systems perspective on Chinese university EFL readers”, published in TESOL Quarterly (2010), 44(2). A Co-Editor of TESOL Quarterly (SSCI) and System (SSCI), he is also a current editorial board member of Applied Linguistics Review (SSCI), Australian Review of Applied Linguistics, Journal of Second Language Writing (SSCI), Metacognition and Learning (SSCI), Writing and Pedagogy, and RELC Journal. He is a member of the American Association of Applied Linguistics (AAAL) and the TESOL International Association (TESOL) and is the past Secretary of the Singapore Association for Applied Linguistics (SAAL) and the current Secretary of the Applied Linguistics Association of New Zealand (ALANZ). In 2016, he was honoured with the recognition by the TESOL International Association (USA) with the award of “50 at 50”, which acknowledged “50 Outstanding Leaders” around the globe in the profession of TESOL when the Association celebrated its 50th anniversary in Baltimore, MD, USA. In November 2016, he was successfully elected to the TESOL’s Board of Directors.
Website: https://unidirectory.auckland.ac.nz/profile/lj-zhang.Email: firstname.lastname@example.org
Dr. Marie Stevenson
Applied Linguist and EducationalistUniversity of Sydney, Australia
Regional Research Symposium Plenary PresentationReading Research
In contrast to writing and speaking, reading is an essentially internal activity, the product of which is a representation of the text that has been read in the mind of the reader. For this reason, much research – and in particular second language reading research - has traditionally been psycholinguistic in nature, focusing on gaining insight into the readers’ internal mental processes. However, in recent times reading research has broadened its focus by becoming more socially, culturally and multi-culturally oriented. Reflecting this trend, the term ‘multilingual literacy research’ (e.g. Fitzgerald, 2003) is currently sometimes used instead of ‘second language reading research’.
In this presentation, I will give an overview of key issues and research areas in second language reading, and will provide examples of both psycholinguistic and socio-culturally oriented research. I will also consider methodological issues involved in researching reading, and will give practical advice on how to conduct reading research effectively. In particular, I will explore thinking aloud as a data collection technique.
Dr Marie Stevenson is an applied linguist and educationalist who has published widely on literacy - in particular, second language literacy – and her research interests cover diverse areas within this field, including second reading and writing processes; academic literacy; digital literacy; gender and literacy; and analysis of discourse and linguistic features of texts. Marie is also Co-editor of University of Sydney Papers in TESOL.
Dr. Richmond Stroupe
Chair of the Master’s Program in InternationalVictoria University of Language Education: TESOLSoka University, Japan
Main Conference Featured PresentationMeeting the Challenge of Implementing English-medium Courses
Increasingly throughout Asia, universities are implementing more English-medium courses, resulting in challenging expectations being placed on students, and also faculty members who are responsible for teaching content through English. This implementation of English-medium instruction can be successful if the context of the course, the interests and needs of students and teachers, and the relevancy of materials and technology are considered. In this presentation, participants will be reminded to reconsider the basics of curriculum design: needs assessment, development of appropriate goals and objectives, and professional development, all of which guide the development of curricula. Against this backdrop, participants will discuss how English-medium instruction, authentic materials, active learning, the “flipped classroom”, and lecture style courses all have their place in an integrated curriculum. The challenge is striking the right balance between all these in order to provide the most relevant and effective educational experience for our learners.
Richmond Stroupe is the Chair of the International Language Education: TESOL Graduate Program at Soka University in Tokyo, Japan, and is the President of the Japan Association for Language Teaching (JALT). He has worked with university and professional language-learners fromAsia since 1989, and his academic interests include cur iculum development, teacher training and professional development, and enhancing learners’ critical thinking skills.
Ms. Issy Yuliasri
TEFLIN Board MemberLecturer, English Department, Universitas NegeriSemarang, Indonesia
Main Conference Featured PresentationPartnership for Better English Teacher Training: the Case of Universitas Negeri Semarang, Idonesia
English teacher training is crucial in the effort of producing good quality English teachers, particularly in EFL context like Indonesia. With the high number of schools and students all over Indonesia, there is a need for developing the existing English teacher training programs to get good quality English teachers. The English Department of Universitas Negeri Semarang (UNNES), a state university in Central Java, as one of the providers of such training programs, should also seek some ways of developing such programs. Besides running the regular undergraduate and graduate English Education programs and the occasional government-assigned in-service training programs, it should also take some initiatives for partnerships for better outreach programs. Among its initiatives is hosting RELO English Language Fellow as its partnership program. This paper gives some experience-based ideas on how an English teacher education institution can benefit from such partnership scheme for better pre-service and in-service training programs. It discusses the possible projects it can co-design and the benefits gained for the prospective English teachers, school teachers in practice, as well as for the junior teacher educators in the host university. Some minor cross-cultural issues and the possible solutions will also be addressed.
Issy Yuliasri is lecturer of the English Department of Universitas Negeri Semarang (Unnes) and also a member of TEFLIN Board, Indonesia. Her research interests cover Translation and ELT. She has contributed in the writing of “Alice in a World of Wonderlands: the Translations of Lewis Carroll’s Masterpiece” published by Oak Knoll Press in cooperation with The Lewis Carroll Society of North America, New Castle (2015).
Dr. Keuk Chan Narith
MA Program Coordinator and Lecturer of AppliedLinguistics and Teaching Methodology,Institute of Foreign Languages (IFL), CambodiaChief Review Editor of the Language Education inAsia (LEiA)
Main Conference Featured PresentationReflective Practice for English Teachers
One way of professional development for teachers is to keep reflecting on their teaching (Richards, 2011; Farrell, 2004; McKay, 2002). McKay (2002) insisted that reflective teachers are more creative, flexible and effective in their teaching. However, in most cases, teachers do not have a clue on how or where to start practicing reflections on their teaching. In their research proposal, the presenters will conduct a series of workshops aiming to establish the knowledge and skills for reflective practice among selected English teacher trainees. During these workshops, the teacher trainees will be introduced to various tools and ways of reflecting on their teaching. The researchers will also investigate the teacher trainees’ attitude to reflective practice before and after the workshop series. Eventually, the researchers expect to come up with best practices for reflective practice for English teachers to share, based on their research findings.
Keuk Chan Narith is a coordinator of the MA in TESOL program and research, and a lecturer of applied linguistics and teaching methodology of the Department of English of the Institute of Foreign Languages, Royal University of Phnom Penh, Cambodia. He obtained his PhD from Macquarie University, Australia in 2015, an MA in English language and literature teaching from Ateneo de Manila University, Philippines, in 2006, and a Graduate Diploma of Applied Linguistics from RELC, Singapore, 2000. His research interests include the variety of English used in contemporary Cambodia, the study of English language teachers and English language teaching education in an EFL context, and ELT teacher research.
Ms. Kelly Kimura
Editor-in-chief of Language Education in Asia (LEiA)LecturerSoka UniversityJapan
Regional Research Symposium Featured PresentationPublishing with Language Education in Asia: An Introduction, Issues, and Insights for Authors
This session is for authors who are interested in achieving publication with Language Education in Asia (LEiA). Attendees will learn about the journal, its focus, and its submission requirements. They will also learn about the LEiA publication process and the avoidable issues that have been often noted during this process. The speaker, the current editor-in-chief of the publication, will explain the support that is available to better prepare submissions and conclude with some insights to give authors a fuller understanding of what is involved in bringing a paper to publication. There will be an opportunity to ask questions.
Kimura Kelly has over 25 years of teaching experience in Japan. She is also the editor-in-chief of Language Education in Asia, a fully peer-reviewed online publication. Her professional interests include teacher development, project-based learning, service learning, textbook and materials development and academic journal editing and management.
Dr. Made Hery Sentosa
Head of Collaboration Affairs and Information SystemPostgraduate StudiesUniversitas Pendidikan Ganesha
Main Conference Featured PresentationBuilding Capacity for Indonesian Generation Z Using Differentiaetd Instruction
21st century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. The study discussed in this paper aimed to facilitate Indonesian university students as generation Z in learning English as a foreign language (EFL) using differentiated instruction. As 21st century learning requires students to perform higher order skills, a learning intervention that leads students’ behavioural and knowledge changes is encouraged. Using a mixed-methods design over one semester, the research employed two main instruments, namely structure of the observed learning outcomes (SOLO) rubric and a semi-structured interview. Evaluating the responses using SOLO taxonomy and tests to statistical analyses showed that the students made gradual progress from low to high levels in their learning tasks. Results from interviews showed that traditional learning approaches that include attitudes towards cultural issues such as high respect for hierarchy and plagiarism were prominent in limiting effective learning. Findings suggest the need for educational reforms to assist students’ ongoing inquiry and reflection in learning through change processes related to pedagogy and policy.
Made Hery SENTOSA is a teaching staff at English Education Department, Ganesha University of Education, Singaraja, Bali, Indonesia. His main interests are Education and Technology, E-Learning, Flipped Learning, Augmented Reality, Gamification, Learning Approach and Style. His currents works involve a research project on reading behavior and writing performance from CamTESOL Regional ELT Research Grant, Core Skills Trainings from British Council, and E-Teacher Scholarship on Assessment in EFL from University of Maryland Baltimore County. He currently serves as Head of Collaboration Affairs and Information System in the university.
Mr. Huw Jarvis
Educational CounsaltantFounder and Editor of TESOLAcademic.org
Main Conference Featured PresentationBuilding TESOL Communities: from face-to-face to online
TESOL communities can be built in many ways and traditionally these have been based around face-to-face meetings by teachers, teacher educators, materials writers, Ministry of Education officials and so on. Examples of such communities can include: informal staffroom chats; school-based staff development sessions; regional training sessions as well as national or even international conferences. In the mid-1990s with the arrival of the internet we begin to see significant globalisation of TESOL communities. Teachers were discovering that they can access huge amounts of information about TESOL and send emails to colleagues in other schools, regions and countries. But these early Web 1 online communities were not without limitations; dissemination models prevailed in that the internet was used only to access information and furthermore this was frequently restricted to a privileged few who worked in institutions with networked desktop computers. Today, with the affordances of Web 2 technologies, Wi-fi and 3 or 4 G, and the widespread availability and use of mobile devices much has changed. The first part of my talk will critique the affordances of face-to-face 18 13th Annual CamTESOL Conference TESOL communities and what additions Web 1 technologies brought. In the second part of my talk I move on to discuss and illustrate, with practical examples, what Web 2 technology can bring to digitally and globally connected TESOL communities. This part of the talk will provide participants with an understanding of both the research and practice-based resources available for their own Continuing Professional Development (CPD), with a particular focus on the affordances of YouTube social media outlets such as blogs, Facebook and Twitter. Participants will be encouraged to actively engage with such resources and in doing to become more reflective practitioners and to develop their own Personal Learning Network (PLN). Such PLNs, it will be argued, offer a unique TESOL community for each and every one of us. We choose what to access, we choose who to network with, we choose how often to share and we choose whether to lurk or contribute.
Huw Jarvis has 35 years of experience in language education as a teacher, teacher educator and researcher. He has published widely in the field of technology in language education as well on communicative and task-based approaches and the importance of context. He lectures in: Research Methods; Education Technology; Curriculum Design; Method and post-method in TESOL and supports via his website early career researchers in the data gathering stages of their work. He is a peer reviewer for a number of leading TESOL-based academic journals including: System (http://www.journals.elsevier.com/system); TESOL Journal (http://www.tesol.org/read-and-publish/journals/tesol-journal); TESL-EJ (http://www.tesl-ej.org/wordpress/) and CALL-EJ (http://callej.org/). He is founder and editor of WWW.TESOLacademic.org which provides free at source You Tube talks for key leaders in the field, together with researchers who have published in high impact TESOL journals. His site is a global leader and with its unrivalled social media outreach it provides 21st century professional development opportunities and networks of regional, national and international relevance.
■ Sponsor of Main Conference & Research Symposium PlenarySpeaker (Dr. Dilin Liu)■ Gold Sponsor of Cambodian Provincial Teachers■ Silver Sponsor of CamTESOL ASEAN Access Program■ Sponsor of CamTESOL Regional ELT Research Grants
■ Principal Sponsor■ Sponsor on Marketing Materials for CamTESOL■ Sponsor of Main Conference Plenary Speaker (Dr. Lawrence Zhang)■ Sponsor of Research Symposium Featured Speaker (Dr. Lawrence Zhang)■ Sponsor of IELTS 6.5 Targeted Cambodian English Language Teaching Teacher and Teacher Trainee
■ Sponsor of Welcome Cocktail Reception■ Silver Sponsor of CamTESOL ASEAN Access Program■ Sponsor of Feature Speaker
■ Sponsor of a Plenary Speaker (Dr. Marie Stevenson)■ Sponsor of Regional ELT Research Symposium■ Sponsor of CamTESOL Regional ELT Research Grants■ Sponsor of Research Mentor
■ Quality Assurance Stream sponsor■ Sponsor of Cambodia ELT Leader■ Sponsor of CamTESOL ASEAN Access Program
■ Dr Alexander Chabot Nanni■ Ms Cusen Oana■ Mr Denver D Craig■ Ms Elizabeth A Clark■ Prof Evelyn Naoumi■ Dr Fuyuko Takita■ Ms Heather Thomas■ Dr Jacqueline Widin■ Dr Jeff Mehring
■ PProf Joan Kuroda■ Dr Kelly King■ Prof Koichi Ando■ Mr Lyndon Small■ Mr Macgregor Haines■ Ms Peta Mathieu■ Mr Peter Wells■ Prof Ranson Paul Lege■ Prof Robert Van Benthuysen
■ Ms Sandra Pitronaci■ Miss Sarah A Warfield■ Ms Sharon Sakuda■ Prof Shirley M Ando■ Ms Svetlana Lukovic■ Mr Thanakorn Sealim■ Mr Vincent Zaniewski■ Ms Virginia E Mawer■ Prof Wayne Malcolm
For sponsorship and exhibitor opportunities at the 14th Annual CamTESOL Conference in 2018, please contact email@example.com or visit the Adversiting and Sponsorship section in the CamTESOL website www.camtesol.org.