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Early Registration Deadline: 1 March

The following sessions are prerecorded and available under on demand section on the virtual convention platform. 

Presentation (30-minute prerecorded session)

  • A Kindergarten in China Begins Implementing The 6 Principles
  • A Mixed-Effect Analysis of Learner Gains Following Explicit Pragmatic Instruction
  • A New Outlook for Assessment
  • Addressing the Needs of ESL and SPED Students Together
  • Awakening ELs' Potential Through Visually Enhanced Learning Activities
  • Big Five Personality Traits and Rating Behavior in Peer Assessment
  • Bilingualism in the Classroom: ESL and American Sign Language
  • Building a Local Learner Corpus to Inform EFL Writing Instruction
  • Building Positive Cultural Identity for Stronger Academic Performance
  • Career Readiness for L2 Learners: Communicative Competence and Collaborative Mindset
  • Collaborative Virtual Projects for ELs and Teachers
  • Community-Engaged Students: An Example of an ESL-EFL Virtual Exchange
  • Creating Fertile Spaces in Hybrid Learning Environments
  • Creating Translanguaging Spaces in an ESL Composition Class
  • Cross-University Collaboration Between English Language and Disability Support Services
  • Culture Teaching or Not?: Finding Linguacultural Otherness in Third Space
  • Culture to Promote Critical Thinking in an Online EFL Classroom
  • Developing Interactive E-Storybooks as English Instructional Media for Young Learners
  • Developing the Intercultural Competence of Preservice EL Teachers
  • Digital Multimodal Composition in the EAP Context: Collaborative/Individual Infographics
  • Digital Reading and Its Impact on Comprehension
  • Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals' Literacy Learning
  • Effects of Using Infographics to Support EFL in Academic Writing
  • Elusive Pathways to Special Education Eligibility: The Home Language Survey
  • Engaging TESOL Teacher Candidates in Online Asynchronous Courses
  • Exploring Undergraduate ESL Students' Beliefs and Experiences About Learner-Centered Instruction
  • From Burnout to Resilience: Teacher Care in Challenging Times
  • From Instructor to Mentor: Motivational Interviewing for ESL Student Success
  • Going Back to Normal? The Second Transition
  • Guardians and Fever: Connecting to Content Through Translanguaging in CLIL
  • Higher Education: Going Online Through Google Workspace for Education
  • Holding a Mirror to Each Other: Collaboration in Teachers' Associations
  • Human-Computer Interaction in Computer-Mediated Corrective Feedback on L2 Writing
  • Improving Student Feedback Literacy Through Translingual Practices
  • Improving Students' Critical Thinking Skills Through Reading Activities
  • Language Matters: Exploring Teachers' Conceptualization of Linguistically Responsive Writing Instruction
  • Lessons Spiced Up With Web Tools and Apps
  • Linguistic Justice in TESOL: Reflections From a Faculty Reading Group
  • Making a Difference: Supporting Preservice Teachers Through Practical Support
  • Making Sense of Online Assessment and Engagement Tools
  • Multilingual Speakers' Code Changing Practices in Online Classes
  • Nurturing PD in TESOL: A Community of Practice Perspective
  • On Becoming a Self-Regulated Learner
  • Online vs. In-Person ELT for Science and Engineering Students
  • Peer Review Strategies for Oral Skills and Pronunciation
  • Plagiarism Alert: The Use of Artificial Intelligence-Based Writing Tools
  • Policies and Politics Affecting the Undocumented: Applications to Adult ESL
  • Practical Interactive Routines for the Beginning Adult Life-Skills ESL Classroom
  • Simulation-Based Research Writing Instruction for International Scientists
  • Strategies for Supporting Refugee ELs for Employment Purposes
  • Student Agency in Learning: Differentiated Teacher Education in Linguistics Classes
  • Student Teachers Navigating Tensions: Doing Routines vs Being Innovative
  • Supersizing EL Learning Through Storytelling
  • Supporting Immigrant Students' Learning, Identity, and Integration: Varying Stakeholder Perceptions
  • Supporting Preservice Teachers in COVID-19's Aftermath
  • Syntactic Juxtaposition in Chinese EFL Writing: Spatiality and Temporality Differences
  • Teacher Candidates' Identity Transformation Through ESOL Fieldwork
  • Ten Strategies for Teachers to Prepare FLEX Program Winners
  • The Role of Working Memory in Model-Based Written Corrective Feedback
  • The Use of Reflections With Different Instructions in EMI Contexts
  • Transformative Learning Through Language Immersion Activity in TESOL Courses
  • Translanguaging in Practicum: Multilingual and Emerging Multilingual Preservice Teachers Compared
  • Understanding Stages and Factors in Teacher Lexico-Grammatical Development
  • Unique Classroom  Scavenger Hunt Experiences via the Goose Chase App
  • Using Computer-Mediated Collaborative Journaling for L2 Research Writing Development
  • What Makes "Good Teaching"? Student Perceptions and TESOL's 6 Principles
  • When Practice Trumps Mastery: The Case for Labor-Based Grading
  • While Teaching English Online, I Became a Meaningful Community Member
  • Writing a Winning Proposal in Seven Key Moves

Teaching Tips (20-minute prerecorded session)

  • A Fast-Paced Vocabulary Review Game Inspired by Finite Geometry
  • Applying TikTok Culture to the Language Learning Classroom
  • Cultivating Critical Thinking in EFL Courses With Reflective Logs
  • Engaging Preservice EFL Teachers With a Peer Evaluation System: Mentimeter
  • Five Steps for Designing a Quality CLIL Unit
  • Formative Assessment: Using Student-Created Rubrics in ESL Writing Courses
  • Irregular Word Form Acquisition via Spaced Repetition
  • Literacy and Digital Text: Tools for Readability of Digital Texts
  • Nearpod: Speaking Practice Made Easy
  • Online Portfolios for You and Your Students
  • Optimal Engagement via Collective Topic Selection
  • Our Voices Matter: Role of Pedagogical Consultants in ESL Courses
  • Setting Up ELs for Success With Summary Writing Tasks
  • Tackling Plagiarism Through In-Class Flip-Based Collaboration
  • Teaching From the Writers' Mind: Assessment in Backward Design for Learning
  • Teaching Online: Resources for Active Learning and Formative Assessment
  • Teaching Pronunciation Through Drama Using Video Clips: A Didactic Sequence
  • Training Both L1/L2 English Speakers to Understand World English Accents
  • Visible Thinking and Adult ESL Learners: Tips for Online Implementation