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

Presentation (30-minute prerecorded session)

  • Teachers' Assessment Practices and Learners' Perceptions in Online Language Courses
  • Rethinking teacher assessment education: A sociocultural perspective
  • From Uncertainty to Opportunity: Navigating changes in the ESL Profession
  • Problems and Recommendations: Investigating an ESL Teacher's Professional Development
  • Exploring Teacher Researcher Mentoring as a Tool for Professional Development
  • A Critical View of Professional Development Plans
  • Do It yourself: How to Strategically Plan for Professional Development
  • Less Massive but More Efficient Online EFL Teachers' Learning
  • Investigating Spacing Effects During L2 Grammar Practice
  • Grammar and Vocabulary Instruction for Young Learners Using Geometric Shapes
  • Accuracy Matters: Factors Affecting Web-Based Explicit Instruction of Plural Marking
  • Memory, Attention, and Encounters: A Vocabulary Learning Technique
  • Translanguaging: scaffolding within a Content and Language Integrated Learning classroom
  • Language Objectives are Established: What's Next?
  • Translingual Corrective Feedback and Uptake in Foreign Language (FL) classrooms
  • Transportable Identities in Teacher-Student Interaction
  • L2 Learners' Discourse Features in Ordinary Conversations
  • A study of techniques for promoting ESOL students' transfer motivation
  • Increasing Complexity in Academic Writing: Effects of Teaching Noun Phrases
  • Addressing the Academic Needs of International Graduate Students
  • Examining ESL/EFL Teachers' Attitudes and Perspectives towards World Englishes
  • Discursive construction of social justice issues in telecollaboration
  • Using Flipped Reading and Mimicry to Demystifying Literature from Foreign Cultures
  • Promoting Second Language Socialization Through Course Projects
  • In-person, Online and Blended Cultural Interdisciplinary Partnerships in Higher Education
  • Defining Intercultural Communicative Competence for EAP: A Qualitative Case Study
  • Challenging Monolingualism in English Language and College Composition Pedagogy
  • Remote Alternatives for Experiential Learning in ESL Teacher Preparation
  • Teacher Classroom Questioning: Are We Asking Effective Questions?
  • Preparing culturally responsive teachers: A collaborative faculty-librarian autoethnography
  • Teaching refugees and the undocumented ELs: Cultivating culturally responsive practices
  • Storytelling of Chinese ESL Teacher Candidates' Professional Identity Development
  • What do You Think? Inspiring Effective Reflections on Service-Learning Experiences
  • An EFL Teacher's Agency and Identity Shift During the Pandemic
  • ESL Teachers' Motivation-related Outcomes in Kuwait: A Mixed Methods Study
  • Teachers' Translanguaging Ideology and Praxis in Post-pandemic Online Language Learning
  • Negotiating Language Attitudes and Ideologies in Hawai'i through Dialectical Journaling
  • Using Ted Talks with Secondary School Students
  • Analyzing Reflections on Service-Learning in TESOL
  • Enhancing pre-service teachers' empathy and positive attitudes toward immigrant students
  • Becoming Teachers of Emergent Bilinguals: Navigating Ideological and Identity Tensions
  • Writing about a Peacemaker through a Museum-Style Poster
  • EFL Teachers of Color: Examining Narratives of Race & Professional Identity
  • A Hidden Gem: Learner-Centered Online Refugee Partnership
  • Authentic Task-Based Writing for STEM Student Success
  • A transnational writing space for multi-faceted L2 writing
  • Translingual Pedagogies on ESL Writing Teaching and Learning
  • Collaborative Multilingual Writing in Diverse Student Groups
  • Perspectives on L1-L2 Relations: Translingual Writing Practices in L2 Poetry
  • ESL Learners' Literacy Practices in Book Clubs
  • Student perceptions of smartphones as language-learning resources in Ireland
  • Informing Curriculum Design Decisions with the PICRAT Technology Integration Model
  • Collaborative L2 Grammar Learning in a 3D Multi-User Virtual Environment
  • Wikis as Effective Collaborative Writing Tools in EAP Programs
  • ICT Preparedness, Practices and Hindrances in EFL Classroom during Pandemic
  • Modern Office Technology Skills: Lessons from an Integrated CTE/ESL Program
  • Exploring Multilingual International College Freshmen's Translingual Written Communication Across Contexts
  • Online Discussions: A Dialogic Space for Learning Academic Writing Practices
  • Raising Student Audience Awareness Through Online Genres
  • Asset Based Pedagogies: Empowering through Students' Strengths
  • The relationship between student essays' lexical characteristics and rating processes
  • Evolution of Academic Writing: From Alphabetic literacy to Multimodality
  • Helping Students Build Context in their Poster Presentations
  • Pronunciation Teaching Goes Virtual: Kinesthetic Activities to Empower your ELs
  • Professional Development Programs for Professors at Asian English-Medium Universities
  • Uncertainty: A Barrier or Opportunity for ITAs of Writing?
  • How does that make you feel: student engagement with feedback
  • Teachers' Experiences of Strategies for Managing Synchronous Classroom Misbehavior
  • An ESL Teacher's Investment in Diversity Work during the COVID-19-Pandemic
  • Language Transfer in English Lexical Bundle Use in Academic Writing
  • Professional Development Conferences and the Learning experiences of EFL Educators
  • Correction Techniques & Assessments in the Time of Virtual Learning

Teaching Tips (20-minute prerecorded session)

  • Using "list" articles for multilevel jigsaw reading and speaking activities
  • Student Autonomy in Implementing Curricular Goals for Vocabulary
  • How (Not) to Teach the Definite Article in EFL Classrooms
  • Team Teaching CLIL: Benefits, Challenges, and Best Practices
  • Integrating Culturally Inclusive Social-Emotional Learning into English Language Teaching Practices
  • Verb Tenses in EAP: What to Teach, What to Skip
  • Engaging Learners' Senses and Emotions: Emotioncy-Based Language Teaching
  • Being a Culturally Responsive Teacher in an EFL Context
  • SEL Benefits and Cross-Cultural Insights from Advice Column Unit
  • Helping Students Overcome Communication Anxiety: Tips to Empower Teachers
  • Beyond Engagement: Voice Modulation in the Elementary EFL Classroom
  • Creating Community through a Class Photo Journal
  • Using Satirical News to Deepen Awareness of Contemporary Social Issues
  • Integrating IELTS Task 1 writing instruction into the ESL classroom
  • Graphic organizers for academic reading
  • Customizing Pedagogical Activities for Secondary ESL students from Translanguaging Lens
  • Tips for Translanguaging Writing
  • DLI virtual instruction during Covid for immigrant students' social identity.
  • Using Digital tools to Enhance Fluency in Online Speaking Lessons
  • Riding the Wave of Wakelet: Curate, Organize, and Share Remotely
  • Sustaining Collective Effervescence through Engagement in Hybrid Spaces
  • Digital Technologies to Support Bi/Multilingual Children in Engineering Practices
  • Picture-based activities for multi-level classes
  • Reducing Stress and Increasing Proficiency Through Digital Puppetry
  • Public Speaking Virtually: Teaching Tips and Guides
  • How Can YouTube Comments Assist L2 Listening Comprehension?