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TESOL International Association Regional Conference in Singapore - Complete Session Titles

Assessment of ​Language ​Skills and Competencies

  • A Checklist for IELTS Academic Writing Task 1
  • A Corpus-Based Investigation of Grade 4 Learners' Productive Vocabularies
  • Academic Major and Gender in Peer-Assessments of Oral Presentations
  • Assessment Not Grading: The Why and How of Alternative Assessments
  • Establishing a baseline of vocabulary knowledge for pre-university English students
  • How to Design English Language Tests to Evaluate Student Performance
  • Learning-Oriented Assessment in a Testing-Oriented Culture
  • Supporting Learning-Oriented Assessment in Writing Instruction with Online Video
  • Using Journals to Encourage and Assess Participation
  • Using Language Assessment of, for, and as Learning

English for Specific Purposes

  • Academic Listening: W​hat EFL Learners Learned from an EAP Course
  • Creating a Taxonomy for Eye Contact Moves in Oral Presentations
  • Facilitating workplace communicative competencies: An inquiry-based proposal communication project
  • Hedging and Boosting in Research Articles: Disciplinary and Paradigmatic Influences
  • Implementing After-Hour English Lessons for At-risk Students 
  • Information Literacy in EAP Courses
  • The Secret Life of Medical Dialogues

English ​Language ​Program ​Evaluation

  • Contextual Approaches to Quality Assurance and Evaluating Program Success
  • Measuring Outcomes and Refining System for IEPs

English ​Language ​Teaching Methodology

  • Beyond the Gap Fill: Using Song in the EFL Classroom
  • Collaborative Writing Techniques to Improve Second Language Student Writing
  • Developing Autonomous Learners for the 21st Century
  • Developing Instructions for Co-operative Learning
  • Does Peer-Provided Error Feedback Help Improve Academic Writing?
  • Effectiveness of self-regulated learning in speech training
  • Effects of Collabrative Writing on Learners' Strategy Use and Affect
  • English Relativization Instruction to Chinese ESL Learners
  • Enhancing ESL learners’ ideal self through material design
  • Expectation and Practice in Paired and Small-group Speaking Tasks
  • How do we get students to speak?: UT Turkish program
  • How to Adapt Setting and Stirring Activities in EFL Lesson
  • Implementing Peer Feedback in a Paragraph Writing Course
  • Incorporating Reflective Practice in an Academic Writing Course
  • Increasing Engagement, Autonomy and Output through Constructivist Lesson Planning
  • Integrating Critical Thinking instruction into a Tertiary EFL Writing Course
  • Interactional Competence: The Fifth Skill
  • Investigating the relationship between metacognitive awaresness and listening performance
  • Learning Culture – Teaching Culture
  • Make It Meaningful and Engaging from the Get-Go
  • Miscue Analysis of Japanese EFL College Students' Reading Comprehension
  • Move, Learn, Discover:Total Physical Response Strategies for TESOLs
  • Peer Feedback: Student Development of Guild Knowledge and Evaluative Skills
  • Pracicality and Applicability of Conceptual Metaphors in Teaching Phrasal Verbs
  • Practices of Assessment for Learning in EFL classrooms
  • Supporting Language Acquistion through Lesson Design and Instructional Delivery
  • Teaching and Assessing the Language and Behaviors of "Emergent Leadership"
  • Teaching English through (auto-)biographical writing projects
  • Teaching explicit interactional skills in EFL classrooms
  • Teaching L2 email requests: The role of corrective feedback
  • Teaching Situated Expository Writing Tasks through Profile Crafting
  • Teaching Stress and Rhythm to Indonesian Learners Using Oral Reading
  • Ted-Based Listening Instruction: An Action Research
  • The Usefulness of a Suggested Paradigm for Improving Paragraph Coherence
  • Using Essays to Enhance Critical Thinking Skills among EFL Students 
  • Variables in Writing Skills
  • Willingness to Communicate via The Contact Hypothesis

English ​Learning for ​Young Learners

  • Differentiated Instruction for Young Learners in Asia  
  • Gamifying the Assessment of Young Learners
  • Negotiating language development and interaction
  • Phonics Rules for Young Learners with Fun Activities
  • Teaching  Listening to Young Learners   
  • Teaching English Reading to Primary learners: What Teachers Think
  • Teenagers in the Driver's Seat of their EFL Classroom
  • The Effectiveness of Collaborative Writing for Young ESL Learners

Enhancing Teacher Knowledge & Skills

  • Beyond Vocabulary: Grammar in Reading Comprehension
  • Creating Reading-Writing Connections: Strategies and Reflections
  • Creating sustainable Teacher Training Programmes in the Egyptian Delta region.
  • Critical Competencies for ELT Trainers via Capability-Building Projects
  • Critical Thinking: Guiding Students in How to Think Systematically
  • Developing a Free Online Reading Resource for Teachers and Learners
  • Easy Steps to Preventing Plagiarism
  • English Speaking Activity Instruction for Autism Children in Inclusion School
  • Enhancing Learning Through Effective Feedback in Academic English
  • Enhancing Teachers' Knowledge of Speech Act Theory and Communicative Competence
  • Foreign Language Anxiety: Teachers' Perceptions, Attitudes and Roles
  • Good Enough Motivators: Utilizing Motivational Strategies in the Language Classroom
  • L2 definite articles: The good, the bad and the implications
  • Language and Content Teacher Development through Lesson Study
  • Language Teachers Building Quantitative Research Skills through Online Collaboration
  • MOOCs and More: Self-Directed Development for Busy Professionals
  • Promoting Purpose in EAP Teaching: The Need for Clear Objectives
  • Reaping the Rewards of Reflecting
  • Reconceptualising 21st Century English Language Learning Practices and Pedagogies
  • Responses of Chinese and Japanese English Learners in Interview Questions
  • Sheltered Instruction Observation Protocol Model in the Japanese ELL Classroom
  • SLA, Errors and Corrective Feedback: What Learners Think
  • Storytellers in EL Classrooms: A Tale of a Primary School
  • Student Concerns and Peer-Tutor Training in Writing Centres
  • Students in Transition: Transnational Writing Pedagogy in the Arabian Gulf
  • Supporting Students’ Autonomous Learning through Professional Development with Teachers
  • Teaching Effective Listening Skills: Connected Speech and Non-Standard Stress
  • The Art and Craft of Writing Teacher Observation Reports
  • Through the Looking Glass : Reflections on ASEAN Reflective Practice
  • Turn-Taking and Silence During Open Class Discussion

Innovation in ​Language ​Teaching and ​Learning

  • A Teacher's Introduction to Corpus Referencing in L2 Writing Classrooms
  • Access and Support for Students’ Development of Languages and Literacies
  • American Sign Language as a Bridge to English
  • An Audience-Involvement Approach to Teaching EFL Presentation Skills
  • An Empirical Study of the Cloud-computing and Corpus-based Online Writing
  • Analyzing Classroom Interactions With Using iPad and Learning Management System
  • Critically Engaging Students with Non-Fiction in an EAP Classroom
  • Cultivating Academic Language Skills: Two Communicative and Collaborative Class Projects
  • Developing a Teacher Learning Community to Support Classroom Change
  • Effective English teachers in rural Bangladesh- what do they do?
  • Fostering Learner Autonomy in the Transformation of Curriculum Paradigm
  • Guided Study Groups: A Way to Support Classroom Learning
  • Image, Text and Story: Using Graphic Novels in the Classroom
  • Independent English writing in an online learning community (OLC)
  • Innovative Strategies to Support Academic Listening and Note-Taking
  • Investigating the Application of Automated Writing Instructional Tools to English Language Learners
  • Making the Best of Online Language Teaching and Learning
  • Motivating Reluctant Readers for Extensive Reading
  • New Student Perspectives on the Team-Taught Classroom.
  • Outlining: Making Students Achieve Paragraph Unity in Expository Writing
  • Pecha Kucha: Reading, Writing, and Presenting
  • Reflecting the Effectiveness of Electronic Feedback
  • Student Awareness of Other-Expectations about EFL Learning
  • Teacher as co-investigator: an autoethnographic account of a CLIL course
  • Text Analysis with R Programming: Implications for Teaching L2 Writing
  • Towards Student-Centered Language Teaching in Higher Education in Pakistan
  • Training EFL Teachers: A Course Proposal to Achieve Global Demands 
  • Using Technology to Enhance Second Language Acquisition and Learning
  • When Spellchecker Isn't Enough: Spelling and Non-Latin Alphabets

Language ​Curriculum Development

  • Analysis of Gender Representation in English Textbooks
  • English for Teaching Maths & Science: Fabulous or Flawed?
  • Enhancing TESOL Programs with the Education for Sustainable Development Initiative
  • Redefining integrativeness for a Global English: friendly-internationalism versus ideal-L2-self
  • Redefining Rigor: ESL Beyond Academics for Refugee and SIFE Students
  • Teacher Autonomy and Coordination in Japanese and US ESOL Programs
  • The Classics in Qatar: A Case study in Extensive Reading
  • The representation of pragmatics in ELT textbooks in China
  • The trends of Japanese students participating study abroad programmes

Multi-cultural Education

  • Creating More Effective Connections with My Multi-cultural Students
  • Gender Roles and Representations of E-Textbooks for Junior High School
  • Languages other Than English and Cultural Skills in Vocational Courses
  • Peer-Tutoring At-Risk Arab Learners  to Improve Language Proficiency and Performance
  • Using Multicultural Literature to Increase EFL Students' Cultural Awareness
  • Why Students Like Us: Researching Affinity-Seeking Measures in Classrooms

Teacher Education

  • (Re)conceptualisation of English Teachers' professional Identity in Korea
  • ‘Same' Class but ‘Different' Experiences and Interest Trajectories
  • Adventure in a New Language: Narratives Can Inspire ESL Teachers
  • Collective efficacy: A neglected construct
  • Creating spaces for personalised problem-solving: Thinking Bowl and Four Hats
  • Designing intensive teacher training workshops
  • Developing Lexical Competence in Pre-Service EFL Teachers
  • Incident-based Learning: Pre-service Teachers' Assessment Literacy Development During Practicum
  • Keeping the promises we make: Reconsidering standards in Teacher Education
  • Learning About and Teaching Near Synonyms with COCA
  • Linguistic Energy Theory Applied to English Pronunciation
  • Mathematics and ELLs: Transformative Learning through In-Service Teacher Professional Development
  • Motivating and Engaging Students' Learning in English Classrooms
  • Paradigm Paralysis and Implications for EFL Teacher Education
  • Teacher Identity: Discoveries in an English-medium Classroom in India
  • The Double-Edged Sword of Teachers' Code-Switching in EFL Classroom

Technology & Blended Learning

  • Academic Words in Context: Audience Oriented Corpus Software
  • Blended Teaching and Learning Practices in a Teacher Training Program
  • Blending Task-Based Instruction in English for Academic Purposes
  • Building an Integrated E-Textbook - The Lingnan Experience 
  • Developing Learners’ Speech Production through Student-Centered Active Learning
  • EFL teachers’ perceptions and practices of blended learning
  • Flipped College EFL Classroom--An Empirical Study
  • Flipping the EFL Academic Writing Classroom
  • Practicing Multimedia Literacy: Crafting Digital Stories in TEFL/TESOL Contexts
  • Students’ Attitudes toward Using Digital Storytelling in a Language Classroom
  • Students’ Feedback on Using Mobile Phones to Complement Classroom Reading
  • Tell Me More; an Autonomous Creative Opportunity for Teaching Pronunciation
  • The Role of Turnitin in Teaching Academic Writing from Sources
  • To Tablet or Not: Adoption of Cutting-Edge Innovation in EFL
  • Tools and strategies to promote teacher-learner interaction in virtual classrooms
  • Turn Your Phones on, Please. Using Mobiles for Vocabulary Learning.
  • Using E-mail in the ESL Writing Classroom: An Exploratory Study
  • Using Presentation Software to Promote Cooperation, Engagement and Speaking Skills

World Englishes

  • Discovering Membership in a World Community of NNESTS
  • Displacing NES-NNES dichotomy in ELT
  • English Positions and Fragmented Identities in a Professional Domain Thailand
  • Language Learner Literature and Identity
  • Outer-Circle ASEAN nations as study-abroad destinations for Expanding-Circle students
  • The Role of Teaching Culture in EFL Classrooms
  • Workshops to promote Positive Attitudes towards World Englishes