TESOL-MALL Graduate Program Woosong University / KOTESOL DCC Symposium
Post-Pandemic Practice: Tools of the TESOL Trade
Plenary Address, Invited Speakers, Presentations [Videos Uploaded Post-Event]
Plenary
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Building Successful On-Demand Video Courses
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The coronavirus pandemic of 2020 thrust a lot of teachers into the world of online teaching, but teaching online is nothing new. Massive open online courses (MOOCs) through providers like Udemy and Coursera have proven to be extremely popular. As of today, Udemy has more than 40 million learners, 50,000 instructors and over 30 million minutes of content. The popularity of MOOCs offers a world of opportunity for teachers. Successful on-demand video courses reach thousands of students all over the globe and can generate a reliable source of passive income.
In this presentation, we will cover the basics of everything a teacher needs to build courses for commercial MOOC providers like Udemy. From acquiring the right equipment, structuring the curriculum, creating engaging content, through to editing of the videos and the means of launching a successful marketing campaign for the course. You will leave this presentation with all the basics, and what’s more, you will also receive valuable tips and advice to give your courses the upper hand in such a competitive environment. MOOCs are here and they are here to stay. Ready to get started!
Wayne is a teacher, teacher trainer and is the current Korea TESOL Publicity Chair. He first arrived on Korean shores to teach children, but since 2012 has primarily taught university students. Among his achievements are a -TEDx talk in 2018 and several awards for his teaching and volunteering. In his free time, he loves to create video content and in 2019 he started building video courses. As of today, his English teaching and teacher training Udemy courses have proved popular: tens of thousands of enrollments and 5-star ratings.
In this presentation, we will cover the basics of everything a teacher needs to build courses for commercial MOOC providers like Udemy. From acquiring the right equipment, structuring the curriculum, creating engaging content, through to editing of the videos and the means of launching a successful marketing campaign for the course. You will leave this presentation with all the basics, and what’s more, you will also receive valuable tips and advice to give your courses the upper hand in such a competitive environment. MOOCs are here and they are here to stay. Ready to get started!
Wayne is a teacher, teacher trainer and is the current Korea TESOL Publicity Chair. He first arrived on Korean shores to teach children, but since 2012 has primarily taught university students. Among his achievements are a -TEDx talk in 2018 and several awards for his teaching and volunteering. In his free time, he loves to create video content and in 2019 he started building video courses. As of today, his English teaching and teacher training Udemy courses have proved popular: tens of thousands of enrollments and 5-star ratings.
Keynote
[Zoom Session 6]
Working Memory Strategy Efficacy for the Pearson Test of English Academic Speaking
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In the computer-based Pearson Test of English, Academic (PTEA), test-takers and instructors are usually eager to understand how the reporting algorithm is based on the enabling skills (ES) and communicative skills (CS) scores shown on test reports. Undoubtedly, their interest in investigating the algorithm are driven by endeavoring to develop strategies to improve their speaking score in the test. This presentation examines aspects of how to obtain better performance in this test, analyzing 214 score reports collected from 107 participants over a three-year longitudinal experiment exploring strategies and cognitive factors that influence performance. We test efficacy of working memory (WM) by developing latent constructs for tasks. Findings show that WM strategies can explain significant variance in complexity, accuracy and fluency (CAF) in both experiments and in actual tests. Fluency, reflected by articulation speed, breakdowns and repair, is the predominant component here because the use of fluency-oriented strategies can improve speaking performance rapidly and lead to lexical complexity and phonological accuracy transfer. Cognitive factors such as response latency, speed fluency, attention, confidence and target score as motivation are significant for the variance. Findings indicate awareness of mapping learners’ meta-cognition with WM strategies during instruction to optimize test outcome, and this has implications for tutors assisting students in passing the speaking component of the PTEA.
Miranda is a Business English Lecturer at the Huaihua University in the People’s Republic of China. She earned her PhD at Woosong University in the Republic of Korea and her master’s degree from the Foreign Linguistics and Applied Linguistics department of Central South University. She also provides Pearson Test of English Academic (PTEA) online sessions and teacher education at the Alpaca PTEA research center where she currently serves as a research fellow.
Miranda is a Business English Lecturer at the Huaihua University in the People’s Republic of China. She earned her PhD at Woosong University in the Republic of Korea and her master’s degree from the Foreign Linguistics and Applied Linguistics department of Central South University. She also provides Pearson Test of English Academic (PTEA) online sessions and teacher education at the Alpaca PTEA research center where she currently serves as a research fellow.
Live Sessions
[Zoom Session 2]
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Understanding the needs of second or foreign language (L2) learners is essential in the process of both planning and delivering L2 lessons. Vocabulary seems to be particularly underrepresented in needs analysis. Needs analysis is the kind of investigation “curriculum developers use to identify the gap between what learners already know and what they need to know in order to study or work in their specific target environments” (Basturkmen, 2005, p. 15). Failing to determine which vocabulary the students already know and what might be the realistic vocabulary targets for their classes is likely to result in failure to make progress in the target language, an outcome unfortunately too often observed in foreign language settings. Similarly, failing to examine the extent to which textbook vocabulary addresses the needs of students, more often than not, results in the absence of learning. Finally, vocabulary learning strategies are frequently taken for granted, leaving the students ill equipped for the task. This talk will share the experiences regarding the above three variables gathered in the context of the pandemic precipitated online English classes and make recommendations for the post-pandemic era.
Marina is an honorary professor of English and TESOL at University de la Rioja. She has taught in MA TESOL programs internationally and conducted relevant research, which is documented in a number of books and peer reviewed journal articles.
Marina is an honorary professor of English and TESOL at University de la Rioja. She has taught in MA TESOL programs internationally and conducted relevant research, which is documented in a number of books and peer reviewed journal articles.
[Zoom Session 3]
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There are many advantages to online language teaching, but one of the great disadvantages is not being able to provide personalized feedback to students so that they can improve in the areas where they are struggling. This becomes a difficult task with classes larger than 5 students, especially if you have 5 or more classes. Electronic dynamic rubrics have proved to be very time-saving and effective for providing both constructive feedback and ways to connect your feedback to the marks of a student. Getting the balance right between coaching students’ language learning and showing them how they have improved is not an easy task. This presentation aims to give some guidelines and stimulate an interesting discussion about using dynamic rubrics effectively, efficiently, and expeditiously.
Jan has many years’ experience in education, research, and publishing, with degrees in philosophy, religion, ethics, psychology, and applied education. He has been an Assistant-Professor at Woosong University, in the republic of Korea, since 2017 where he teaches English and Research and & Writing courses. Until the pandemic in 2020, he acted as research coordinator.
Jan has many years’ experience in education, research, and publishing, with degrees in philosophy, religion, ethics, psychology, and applied education. He has been an Assistant-Professor at Woosong University, in the republic of Korea, since 2017 where he teaches English and Research and & Writing courses. Until the pandemic in 2020, he acted as research coordinator.
[Zoom Session 4]
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The pandemic emerging in 2020 has expanded online teaching methods through technological integration. One teaching approach that has benefited from online class provision is the use of student generated content. Student generated content allows language learners to interact with content made by other language learners. As all students require a device with internet access when teaching online, interacting with student generated content is much easier than in face-to-face contexts because students can conveniently interact through applications, such as Flipgrid. This gives students a chance to hear non-standard English, gives students ownership over their language learning and gives students a chance to interact with their peers in different ways. In order to gain the most from student generated content, the students’ original outputs can be used as input for other student’s who utilize it to develop the next output in a student generated integrated skills approach. This presentation illustrates specific examples of activities and projects centred around using Flipgrid to create student generated content for learners to interact with while integrating multiple language skills into their development of student generated content. Post-pandemic, the methods used to develop an online student generated integrated approach can be worthwhile implementing from within the face-to-face classroom.
Andrew teaches at Gyeongsang National University. He is the head of the School of Language Education curriculum committee (SLECC) and is one of the organizers of the university’s monthly online workshops. He is a graduate of Woosong University’s TESOL-MALL program.
Nicole is currently teaching at Gyeongsang National University. She is secretary of the School of Language Education curriculum committee (SLECC) and is one of the organizers of the university’s monthly online workshops. She is also a graduate of Woosong University’s TESOL-MALL program.
Andrew teaches at Gyeongsang National University. He is the head of the School of Language Education curriculum committee (SLECC) and is one of the organizers of the university’s monthly online workshops. He is a graduate of Woosong University’s TESOL-MALL program.
Nicole is currently teaching at Gyeongsang National University. She is secretary of the School of Language Education curriculum committee (SLECC) and is one of the organizers of the university’s monthly online workshops. She is also a graduate of Woosong University’s TESOL-MALL program.
[Zoom Session 5]
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This is a follow up to an article I wrote in response to the social and political unrest in America, right after the death of George Floyd. I will report on how I have addressed social and political discussion in my classes, in terms of the possibilities and restraints to the scope of social justice projects and aspirations of both students and teachers. I attempt to answer the question: What can we as teachers do in a time of crisis?
Cyril is an Assistant Professor at Woosong University and a regular contributor to Korea TESOL's publicity efforts.
Cyril is an Assistant Professor at Woosong University and a regular contributor to Korea TESOL's publicity efforts.
Pre-recorded Sessions
[Virtual Session 1]
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Education has crossed the Rubicon in 2020. What we thought we knew is no longer relevant and in the struggle to stay relevant, we have lost many aspects of our profession and gained many more. This presentation will focus on the three ‘tenses’ of education. It will give a brief history of education, dividing it into the past: education prior to 1717, the present: education from 1717-2020, and the future: 2021 onwards. It will discuss what we knew, what we thought we knew, and what we definitely don’t know. The main focus of the discussion will be on what we have learned from the chaos that was 2020, and how we can begin to apply new ideas and progressive technology, and how to handle the ‘new’ students. Education has not only changed from a teacher’s perspective, but also from that of the student. As teachers, we may tend to forget that we were not the only ones who were severely disrupted during this pandemic. Our students had to learn an entirely new method of schooling, and although the majority of our students are proficient in the use of technology, many of us may have expected so much more of them. It is possibly one of the most dramatic changes that have taken place in education in our lifetime, and moving forward we need to be ready to face the challenges to come.
Dawn is an Assistant Professor at Woosong Information College, assigned to the Sol International School of Culinary Arts and Pastry. She has been teaching for 26 years and has worked in South Korea for 5 years. She has been teaching at Woosong Information College since 2017. Dawn has taught students from Kindergarten, to adults and has taught a variety of subjects. Her focus, however, has always been on English. She has taught English as a Home Language, Foreign Language, First Additional Language and Second Additional Language. Her teaching career started in South Africa, where she taught in Primary Schools and High Schools. She received her B.A. Degree from the University of Pretoria, in 1988, her PGCE (cum laude) from the University of Johannesburg in 2011, and a post-graduate degree (B.Ed. Hon.) in School Management and Curriculum Development from the University of South Africa in 2017.
Dawn is an Assistant Professor at Woosong Information College, assigned to the Sol International School of Culinary Arts and Pastry. She has been teaching for 26 years and has worked in South Korea for 5 years. She has been teaching at Woosong Information College since 2017. Dawn has taught students from Kindergarten, to adults and has taught a variety of subjects. Her focus, however, has always been on English. She has taught English as a Home Language, Foreign Language, First Additional Language and Second Additional Language. Her teaching career started in South Africa, where she taught in Primary Schools and High Schools. She received her B.A. Degree from the University of Pretoria, in 1988, her PGCE (cum laude) from the University of Johannesburg in 2011, and a post-graduate degree (B.Ed. Hon.) in School Management and Curriculum Development from the University of South Africa in 2017.
[Virtual Session 2]
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The intent of this workshop is to show examples and ways to adapt to Korean culture and the mentalities that gain a foothold in our own minds as Western expats living in Korea. There will be personal examples of how to adapt to the physical, mental, spiritual, and social aspects of a country that we might consider to be so different to our home countries. There will be discussion about the problems that we face here that are sometimes overwhelming and hard to come to terms with. These include the freedom of the use of alcohol, the physical criticisms of our bodies, the spiritual stagnation that one might feel, the idea that we are stuck with people (expatriates and locals) that we would possibly never relate to or come into contact in our home countries, the coming and going of the friends we have made, and the Koreans that may only use us for our English language skills or other traits. People will learn a few ways to find a positive way to deal with the mind demons that cause a person to feel hopeless and isolated when lacking familiar support systems. This situation can make a person feel hopeless and seek ways to hurt themselves. If this sounds like you, or you are interested in these topics, this workshop might be for you. It will help you gain a more positive mindset through exploration and discussion of gratitude, and how it will help you to find other ways to deal with stress and everyday life in a country that is not your own.
Retha Choi is an assistant professor at Woosong Information College in the Nursing Department teaching basic nursing English. She has a Master of Arts degree from the TESOL-MALL graduate program at Woosong University. She has a bachelor’s of social work from Walla Walla University in Walla Walla, Washington. She has volunteered as an academic advisor at HOPE – a registered non-profit, NGO based in Seoul, an organization that provides free English language courses for disadvantaged families and children. (www.alwayshope.or.kr) She has lived and worked in South Korea for 25 years, with 18 years teaching at three universities in Daejeon. She is currently on a committee at Woosong Information College for the flipped classroom, developing materials for the university’s LMS online program. She enjoys learning new methods of using media in the classroom and developing ways to motivate her students.
Retha Choi is an assistant professor at Woosong Information College in the Nursing Department teaching basic nursing English. She has a Master of Arts degree from the TESOL-MALL graduate program at Woosong University. She has a bachelor’s of social work from Walla Walla University in Walla Walla, Washington. She has volunteered as an academic advisor at HOPE – a registered non-profit, NGO based in Seoul, an organization that provides free English language courses for disadvantaged families and children. (www.alwayshope.or.kr) She has lived and worked in South Korea for 25 years, with 18 years teaching at three universities in Daejeon. She is currently on a committee at Woosong Information College for the flipped classroom, developing materials for the university’s LMS online program. She enjoys learning new methods of using media in the classroom and developing ways to motivate her students.
[Virtual Session 3]
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Learning English has been an in-demand skill among Koreans at all school levels. Most of Korean parents would rather their child or children learn the English language at an early age since English increases the chances of getting a good job within South Korea or for finding a job abroad. It is also the language of international communication, the media, and the internet. Moreover, learning the language can increase confidence and provide a sense of personal achievement in the learner. In line with this, this study focuses on the effectiveness of group work in learning the English language among the students of Korea University of Media Arts. The university students have been learning the English language for many years. They are exposed to the said language and most of these respondents have a desire to learn English since they will be needing the language to go abroad and to be globally competitive. The researcher will use a demographic survey, with a Likert-type scale. Furthermore, respondents will be asked about their personal information, including questions relating to their preference of either learning the English language on their own or with a group, and how often they study the language. Results relating to the effectiveness of group work in learning English among these learners are presented.
Carmela holds a Bachelor of Arts (majoring in English). Currently, she is pursuing her M.A. degree at Woosong University and is working as an English instructor in Sejong City, South Korea.
Carmela holds a Bachelor of Arts (majoring in English). Currently, she is pursuing her M.A. degree at Woosong University and is working as an English instructor in Sejong City, South Korea.
[Virtual Session 4]
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Various types of assessments require the development of question papers from teachers or educators. This process could be tedious and time-consuming, moreover the developer has to be an expert at question paper composing. Nowadays, a variety of applications and tools exist that can assist teachers in the process of question paper development. Mostly, these assistant tools form questions from questions repositories (QR) and could be semi-automated or automated. Semi-automated tools require human support, while automated ones can produce questions paper without any additional assistance. In spite of the multiplicity of the existence of automated applications and tools, they still have limitations. Mast of the existing projects of Automatic Generation of Question Papers’ (AGQP) instruments focus on four tags: topic (content), question type, cognitive level, and difficulty level. When it comes to the first tag, development of topic (content) documents, researchers classify QR by using one content tag for one question (multi-class classification). Whereas the efficiency of a tool depends on its ability to arrange multiple content tags, in other words to allow multi-label classification. As such, in this project we are going to implement a multi-label classification algorithm by teaching it using QR acquired from theenglish.stackexchange.com forum. This forum contains numerous Q&A posts that can allow for teaching the algorithm precisely based on a wide range of input data. Additionally, the tool developed is going to be posted on github.com, and can be used freely as a QR multi-label tool, or in future research and/or development projects. Moreover, the obtained multiple tagged QR can be used by teachers for question paper generation.
Irada Gezalova is post graduate student of TESOL MALL department at Woosong University. Main interests in applications of AI in education.
Artur Ganeev, PhD is a principle engineer at Samsung SDI and his main interests lay in data mining and machine learning.
Irada Gezalova is post graduate student of TESOL MALL department at Woosong University. Main interests in applications of AI in education.
Artur Ganeev, PhD is a principle engineer at Samsung SDI and his main interests lay in data mining and machine learning.
[Virtual Session 5]
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This presentation will discuss the basic principles of wikis and how to use one in an English writing class. Examples of a commercial wiki are examined and compared to a university learner management system (LMS) wiki. Everything possible with the university LMS wiki will be shown, with student examples for each activity highlighting how learners can interact with each other using it. The presentation will then conclude by detailing how assessments can be undertaken while accounting for the limitations of the LMS wiki.
Michael is an Assistant Professor at Kyonggi University – Suwon Campus. He has been teaching in the Republic of Korea at the university level since 2010. He began teaching in 2004 and has taught a wide range of students from pre-Kindergarten to post-doctoral from all over the world, both in the Republic of Korean and in the United States of America. He received his B.S. and M.A. from Eastern Michigan University. His research focuses on how best to use wikis in language classrooms, and he has globally presented and published on this topic.
Michael is an Assistant Professor at Kyonggi University – Suwon Campus. He has been teaching in the Republic of Korea at the university level since 2010. He began teaching in 2004 and has taught a wide range of students from pre-Kindergarten to post-doctoral from all over the world, both in the Republic of Korean and in the United States of America. He received his B.S. and M.A. from Eastern Michigan University. His research focuses on how best to use wikis in language classrooms, and he has globally presented and published on this topic.
[Virtual Session 6]
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The COVID-19 global crisis has affected multiple industries worldwide and has changed the nature and course of human interactions. It has also changed education at all levels, the nature of how we learn and, more importantly, the nature of teacher-student relationships. Taking the latter into account, this study provides, from the teacher perspective, an examination of classroom observations regarding the nature of teacher-student relationships and learning dynamics as they evolved in emergency remote teaching classes over the span of one academic semester. The teacher argues that this form of online learning, among those not normally expected to participate in it, has helped such students develop new personal, learning, and professional identities in the learning process. In the teacher’s eyes, such online learning is seen as a liberating force, which has helped these students perform in new social roles, communicate their opinions more freely than before, exercise new opportunities for academic development and engage with the language that they are learning on a more personalized, intimate, and self-driven level.
Valentin is an Assistant Professor at Woosong University and is pursuing his M.A. degree through the Woosong University TESOL-MALL graduate program.
Valentin is an Assistant Professor at Woosong University and is pursuing his M.A. degree through the Woosong University TESOL-MALL graduate program.
WOOSONG UNIVERSITY TESOL-MALL Graduate Program 196-5 Jayang-dong, Dong-gu, Daejeon, South Korea, 300-718
telephone: 042-630-9895 or e-mail: [email protected]
telephone: 042-630-9895 or e-mail: [email protected]