Presentation and Post-Conference Workshop Abstracts

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Douglas K. HARTMAN | David LANDIS | Farkhat YENSENBAYEV | Yulia NOVITSKAYA

Facilitator: Barbara SIU

Blurb: Kazakhstan aims for 95% of its citizens to be trilingual by 2025. To achieve this goal, teacher preparation programs figure prominently in preparing educators who can use teaching methodologies to deepen and accelerate language learning, especially in rural settings. Current research, however, indicates that "Soviet legacies" still influence the language teaching methodologies taught in teacher preparation programs, which works at cross-purposes with the 2025 trilingual goal.To develop programs and effectuate methodologies that align with the 2025 goal, this project brought together American and Kazakhstani colleagues to adapt the language-learning methodologies and curriculum used in Kazakhstan's teacher preparation programs. The adaptations focused on improving student outcomes in STEM using an innovative approach to 'Content-and-Language-Integrated-Learning' (CLIL). This international partnership allied Michigan State University and Kazakh-American Free University with a consortium of 10 rural Kazakhstani universities on three interrelated areas of activity:  (a) program design, (b) methodological adaptation, and (c) technological outreach. These areas were selected because they support Kazakhstan's efforts to develop a trilingual education system, and they address the nation's urgent need for STEM teachers who can provide English mediated instruction in rural Kazakhstan. A description of the project's innovative approach will be presented.

Bio: Douglas K. Hartman is Professor of Technology & Human Learning in the Department of Teacher Education at Michigan State University. By courtesy, he serves as a Core Faculty member in MSU's Center for European, Russian, and Eurasian Studies. His research focuses on language & literacy learning in the disciplines using digital technologies. | David Landis is a Language & Literacy Consultant and previously taught at KIMEP University in Almaty, Kazakhstan. His research focuses on teachers and students using language to create opportunities for teaching and learning, construct academic knowledge, and build social relations/identities that support academic achievement. | Farkhat Yesenbayev is a graduate student researcher in the Foreign Language Department at Kazakh-American Free University. His interests focus on intercultural communication in the classroom, workplace, and community. In addition to his work as a teaching assistant, he translates presentations and documents for scholars, educators, and lawyers. | Yuliya V. Novitskaya is Professor and Head in the Foreign Languages Department at Kazakh-American Free University in Ust-Kamenogorsk, Kazakhstan. Her research focuses on language-mediated instruction in the disciplines, translation instruction and processes (Russian-English), professional development in higher education, and leadership during organizational reform.

Summary:To support Kazakhstan's efforts to develop a trilingual education system, this presentation describes an innovative approach and partnership to use CLIL to enhance teacher preparation in rural Kazakhstan. The approach focused on three interrelated areas of activity: (a) program design, (b) methodological adaptation, and (c) technological outreach.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Nathan LINDBERG

Facilitator: Frankie Har

Blurb: Student tutors can be an important part of WAC programs (Gladstein, 2008). However, to be effective, student tutors must be able to work in many genres and fields, some for which they may feel unprepared. Furthermore, tutors may doubt their linguistic abilities if they use English as an Additional Language (Habib, 2006; Wang, 2017). At Cornell's English Language Support Office (ELSO), we prepare student tutors by teaching them to use a co-inquiry approach (Cox, Lindberg & Myers, 2020). In our approach, tutors do not instruct as authorities but instead collaborate with clients by utilizing clients' expertise to identify writing challenges. Then together, tutor and client determine strategies to address the identified challenges. During my presentation, I will explicate our co-inquiry approach and the praxis we have derived from it. I will explain some of our specific tutor training activities, such as how to successfully start and plan a tutoring session. I will discuss our ongoing tutor support at our weekly meetings, and present some of our most popular resources, such as using mentor text, or sample text, to explore genres. Attendees will gain an understanding of our approach and some practical applications.

Bio: Since 2016, Dr. Nathan Lindberg has been the director of Cornell's English Language Support Office (ELSO) Writing & Presenting Tutoring Service. He is also an ELSO lecturer, teaching writing and communication skills to international graduate students. He has taught for more than 20 years in the US and Taiwan.

Summary:Student tutors can be an important component of WAC programs. To train tutors at Cornell's ELSO, we use a co-inquiry approach, which entails tutors working with clients to investigate and meet writing challenges. I will discuss our co-inquiry approach along with the resources and practical tutor training activities we incorporate.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Phoebe SIU

Facilitator: Phoebe SIU

Blurb: "Genre theory continues to advance as lines between genres become increasingly blurred" (Spence, 2020, p.3), urging content subject specialists and English language specialists to explore the roles of multimodal semiotic resources in disciplinary co-meaning-making, mapped with everyday and academic genres in EMI higher education. Boundary-crossing through multimodal EAC/ CLIL provides the niche to investigate multimodal genres (Lemke, 2009) in scientific knowledge co-making, addressing the research/ pedagogical values to co-develop critical semiotic awareness, and co-leverage disciplinary multimodal literacies among plurilingual pluricultural tertiary teachers and students when the 4Cs framework (Coyle, 2008) are revisited with technology-aided advancements in EAC/ CLIL curriculum genres (Rose, 2014; Lo & Lin, 2018), such as the Multimodalities-Entextualisation Cycle (MEC) (Lin, 2016; 2018). Through narrative inquiry (Barkhuizen, 2014), this presentation provides boundary-crossing narratives, tracing how individual and group case informants are engaged in multimodal EAC/ CLIL for discipline-specific meaning co-making in the processes of conducting chemistry experiments and composing laboratory reports. Triangulated research findings from semi-structured interviews, focus groups and an assemblage of multimodal EAC/ CLIL affordances in the exploratory study of chemistry lab report writing indicate concerns in raising critical semiotic awareness among content subject specialists, English language specialists and science students through multimodal EAC/ CLIL.

Bio: Phoebe Siu is a lecturer at College of Professional and Continuing Education, The Hong Kong Polytechnic University. She is a doctoral candidate (the Doctor of Education) at The University of Hong Kong. She has presented individual and colloquium papers in academic conferences internationally, including ISLS, ISFC, EAC, IWAC and HKCPD.

Summary:Crossing boundaries through multimodal EAC/ CLIL: Co-developing critical semiotic awareness in Chemistry lab report writing

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Nguyen Thi THINH

Facilitator: Jenna Collett

Blurb: Since the flipped classroom approach was first implemented over a decade ago, it has been gathering great momentum with more and more research conducted in different fields and subjects over the past years. The aim of this study is to try out this new promising model in an English academic language course and examine its effects on student's perception and the quality of their assignment. The participants were 21 sophomore English majors attending an academic English course (integrated reading and writing section) at a university in Hanoi, Vietnam. Combining both quantitative data from surveys and qualitative data from interviews, together with the instructor's reflection and analysis of students' assignments, findings of the study indicated a positive perception towards flipping the learning mode from both the students and instructor's perspectives and the analysis of the submitted end-of-course assignment showed a good mastery of essay genres, argument development and reading selection. However, the use of APA in-text citations and reference needed more guidance and required more practice. The study also pointed out some limitations and recommendations which further research should take into consideration for a better implementation of a flipped classroom.

Bio: Thinh have been working as a lecturer at Vietnam National University for 10 years. She specialized in teaching academic English and research methodology courses for English majors at the university. Her research interests are learning and teaching styles, differentiated instructions, active learning and ICT.

Summary:The study reports a case of implementing the flipped classroom approach in an academic English course at university level for English language majors. It examined both students' and instructor's perceptions towards this new approach.

Type of Session: Sponsor Slot

Delivery Mode: Live

Presenter: Mike PALMQUIST | Joan MULLIN | Magnus GUSTAFSSON | Terry Myers ZAWACKI | Federico NAVARRO

Facilitator: Michael Tom

Blurb: Connect to scholarly work across research contexts and traditions, through print and free online access, to some of the most respected research in writing studies. Learn about The International Exchanges on the Study of Writing Series which publishes books that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders. Editors will describe the mission of the series and current and forthcoming books, followed by a Q&A about how to propose and publish in the series.

Bio: Editors of the WAC Clearinghouse and International Exchanges series have all published and presented internationally on the study of writing, and include Mike Palmquist, Colorado State University, U.S.; Joan Mullin, University of North Carolina at Charlotte, U.S.; Magnus Gustafsson, Chalmers University of Technology, Sweden; Terry Myers Zawacki, George Mason University, U.S; and Federico Navarro, Universidad de O'Higgins, Chile.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Emily Nok-yi CHU | Barbara Wing-yee SIU

Facilitator: Barbara SIU

Blurb: This paper sheds light on the contextualization of English enhancement in engineering classrooms with a view to creating a language-in-use environment through English Across the Curriculum (EAC) strategies.The importance of language ability in engineering subjects has been well confirmed (cf. e.g. Wellington & Osborne, 2001; Yore, Bisanz & Hand, 2003). That the majority of Hong Kong engineering university students, who are ESL learners, often receive English training out of the discipline context, as language enhancement is not intrinsic to the engineering curriculum, leads to a lack of transferability of their English skills to their discipline.While the EAC approach has gained momentum in recent years (Chen, 2020), it is still not popularly adopted worldwide. Therefore, a pilot implementation of the approach was introduced in the civil engineering undergraduate studies in PolyU and the trial run has been in place for one semester. A series of strategies have been deployed, including a language-supportive approach, assessment intervention and substantial use of active-learning strategies. This paper elucidates how these approaches are put into practice across rhetorical situations. This case study contributes to the academic exploration of development of EAC strategies in the engineering discipline, facilitating teachers in the drafting of subject intervention plans.

Bio: Ms Emily CHU is Teaching Fellow at the Department of Civil and Environmental Engineering The Hong Kong Polytechnic University where she teaches technical English.

Summary:This paper throws light on the contextualization of English enhancement in science and engineering classrooms through EAC strategies. This case study contributes to the academic exploration of development of EAC strategies in the engineering discipline, facilitating teachers in the drafting of subject intervention plans.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Christy GOLDSMITH | Julie BIRT

Facilitator: Chi SHEN

Blurb: While common in the humanities and social sciences, reflective writing appears less often in STEM courses (O'Loughlin & Griffith, 2020). To investigate this phenomenon, we used grounded theory methods (Charmaz, 2006) to analyze over 200 Writing Intensive (WI) course proposals submitted to the Writing Across the Curriculum (WAC) program at a research-intensive American university. As we focused on the ways in which STEM instructors characterize, describe, and apply reflection in their WI courses, our initial findings revealed three clear categories. Most often, these STEM instructors utilized reflective writing assignments to help students apply a critical lens when analyzing evidence. In some courses, instructors assigned reflective writing to support students in evaluating their reasoning or choice-making in experiment and design projects. More rarely, we saw reflective writing assignments requiring students to directly contemplate their experiences as a way to grow in their content knowledge and disciplinary literacy. Overall, these writing activities represent a continuum of reflective modes while maintaining focus on course content. Our findings suggest that well-designed reflective writing assignments require students to consider different ways of learning/doing/being in the STEM community, creating the possibility of more inclusive learning spaces at the intersection of STEM and WAC.

Bio: Christy Goldsmith is the Assistant Director of the Campus Writing Program at the University of Missouri. Dr. Goldsmith's research takes two paths. Through her inquiry into English teachers' identities, she explores the tensions inherent in secondary writing instruction. Additionally, Dr. Goldsmith investigates elements of WAC pedagogy, curriculum, and faculty development. | Julie Birt is the Coordinator for the Campus Writing Program at the University of Missouri. Dr. Birt's research focuses on investigating ways in which STEM instructors can leverage rural students' unique backgrounds through personal connections.

Summary:A grounded theory analysis of 200+ Writing Intensive course proposals revealed a continuum of reflective writing activities in STEM classes. Assignments ranged from objective analyses of choices made to subjective analyses of personal experience, yet instructors maintained a focus on course content while creating a more expansive STEM learning environment.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Nutthida TACHAIYAPHUM

Facilitator: Christelle DAVIS

Blurb: Effective CLIL implementation requires a synthesis of subject content and the essential language features for learning the content (Llinares, et al., 2012). This is challenging for language teachers, particularly those who are new to CLIL, as they require not only subject content and language knowledge but also the ability to make both accessible to students. Although the role of L1 in CLIL has been debated recently, little research has explored the uses and advantages of L1 in classroom practice. This presentation draws on data from lesson observations and stimulated recall interviews to explore how six Thai EFL pre-service teachers utilised the students' L1 during their CLIL lessons and the pre-service teachers' beliefs concerning the role of L1 in CLIL. The presentation also discusses the possible advantages of using the L1 in CLIL teaching, and the implications for CLIL teacher education programmes.

Bio: Nutthida Tachaiyaphum is a Thai teacher educator currently awarded a Doctoral Scholarship to undertake her PhD at the University of Waikato New Zealand. Her PhD project is provisionally entitled CLIL in Practice: An Investigation of Thai EFL Pre-service Teachers' Beliefs and Negotiation of Meaning in Thai Secondary Classrooms.

Summary:This presentation discusses six Thai EFL pre-service teachers' beliefs and practices concerning the use of students' first language (L1) in secondary CLIL classrooms. The findings to be presented include how L1 is used in CLIL lessons, the role of L1, possible advantages that L1 brings to CLIL classes, and the implications for CLIL teacher education programmes.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Elsah AMALIAH

Facilitator: Jay Bidal

Blurb: The adoption of online learning has happened this year from kindergarten to higher education across the world. However, self-directed skill in online learning is needed to help the students to set learning goals, monitor the learning process and evaluate their learning result. Therefore, since metacognitive strategies are used independently by students both inside and outside classrooms without teacher's instruction, this research aimed at investigating the experience of good higher education students in using metacognitive strategies in an online learning atmosphere. A qualitative descriptive method was used through a questionnaire survey of 16 postgraduate English major recipiants of the Lembaga Pengelola Dana Pendidikan (LPDP), an Indonesian scholarship. The students from the 2020/2021 class were purposfully selected for this research. According to the findings of this research, students tend to apply metacognitive strategies in online learning to control and assess their learning independently, particularly in their Statistics class. It can be concluded from their responses that they use metacognitive strategies including planning, organizing and evaluating in their online learning. Future research is recommended to focus on the metacognitive strategy impact specifically on English proficiency.

Bio: A postgraduate student majoring English Study Program in Indonesia and a teacher in Junior High School.

Summary:Scholarship students, in this case LPDP recipiants, are categorized as good language learners (Griffiths, 2008) who can manage their learning independently. This research investigated how good students in higher education use strategies for controlling their learning in an online Statistics class. The responses show that metacognitive strategies to plan, organize and evaluate their learning.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Thi Minh Tam NGUYEN

Facilitator: Dave Gatrell

Blurb: The findings from recent genres and genre-related studies reveal that learners' genre awareness could enhance both their linguistic knowledge and their language skills  (Cheng, 2006; Johns, 2015; Yasuda, 2011). Students' awareness of various genres may allow them to produce texts of different genres, many of which would potentially appear in their future job contexts. In this study, genre-based activities were employed with English majors in an English linguistics class. Over seven weeks, the students, after being lectured on linguistic contents, practised the linguistic knowledge and language analysing skills they learned through genre analysis and follow-up activities. In the midterm and end-term assignments, students were required to produce two texts of the same genre. The texts that students produced were then compared in terms of the agreement between language choices and communicative purposes to specify the changes in their English writing; observations and informal discussion were also conducted. The findings of the study revealed that students were found to gradually build up their capability of applying their linguistic understanding of expository and argumentative genres in evaluating and revising texts. There was evidence that student's ability to self-assess their writing was improved, and the enhancement of their writing skills followed.

Bio: NGUYỄN Thị Minh Tâm is a lecturer at Faculty of Linguistics and Cultures of English speaking countries, Vietnam National University, Hanoi. She teaches linguistic subjects such as Syntax, Semantics, Pragmatics, Functional Grammar, which are all designed as CLIL subjects. Her research interests are Functional Linguistics, ESP, and thinking skills.

Summary:The paper starts with an overview of genre and genre analysis and the interrelation between genre analysis and writing skill development. Next, the research design and instrumentation are elaborated. The findings are then presented and discussed so that the influence of genre-based activities on English linguistics students' English writing can be seen.

Type of Session: Panel Discussion

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Yammy CHAK | Patrick HOLLAND| Anthony PANG | Stephen SHUM | Sonntag STEFAN | Michael WONG

Facilitator: Vicky Man

Blurb: In this discussion, panellists from the Social Sciences and Humanities disciplines will share the challenges faced by students and academics during the Capstone (CP) writing and supervisory process, discuss strategies for overcoming these challenges, and explore how collaboration between the English Language Centres and disciplinary specialists assists in developing students' literacy skills in CP report writing.

Bio: Dr Yammy Chak is a Teaching Fellow at the Department of Applied Social Sciences, The Hong Kong Polytechnic University. Dr Patrick Holland is an Assistant Professor at the Humanities & Creative Writing, Hong Kong Baptist University. Dr Anthony Pang is an Associate Professor at the Department of Logistics & Maritime Studies, The Hong Kong Polytechnic University. Prof. Stephen Shum is the Associate Dean (Undergraduate Programmes) of the College of Business, City University of Hong Kong. Mr Sonntag Stefan is a Senior Teaching Fellow at the School of Design, The Hong Kong Polytechnic University. Dr Michael Wong is a Senior Lecturer & EAC Coordinator at the Language Centre, Hong Kong Baptist University.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Fan-Wei KUNG

Facilitator: Mary Cheng

Blurb: This study aims to enhance our understanding in regard to how CLIL academics and junior high school practitioners perceive ideal instruction, which has received little attention to date. Six CLIL academics from northern, central and southern Taiwan were recruited with twelve experienced CLIL practitioners from three successful CLIL programs in Tainan City, Taiwan to explore their perceived ideal goals and practices for effective instruction. A protocol was devised, based on Graaff et al.'s (2007) observation tool, and the European Platform 2012 for CLIL to be effectively conceptualized was utilized for our semi-structured focus group interviews together with researcher journal and class observations to triangulate our data. Phenomenology was used to analyze the data for the themes to emerge predicated on the participants' theory and practice underpinning their teaching of CLIL. Our data confirm the gap between how CLIL should be conceptualized and implemented seems to be wide between academics and practitioners from their experience and training that they received. The results have a multitude of pedagogical implications that can be used as a reference to guide more CLIL teachers in Taiwan and beyond in the future, as many countries plan to initiate CLIL before the next decade.

Bio: Department of English, National Taiwan Normal University, Taiwan

Summary:This study explores how the CLIL academics and junior high school practitioners perceive ideal CLIL instruction in Taiwan. Six CLIL academics were recruited with twelve experienced CLIL practitioners from three successful CLIL programs in Tainan City, Taiwan to explore their perceived ideal goals and practices for effective instruction.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Trang HOANG

Facilitator: Christelle DAVIS

Blurb: Research shows that learners might face cognitive and linguistic challenges when learning content subjects through a second language. Therefore, scaffolding has often been considered an effective means to facilitate content and language learning in bilingual environments (Lo & Lin, 2019). However, there are different understandings of scaffolding (Van de Pol et al., 2010) and hence, various frameworks for scaffolding analysis (Mahan, 2020). This presentation provides an overview of the conceptualizations of scaffolding and different classifications of scaffolding strategies in the literature on content and language integrated learning and content instruction for English language learners. The presentation aims to develop a better understanding of scaffolding as a useful pedagogical tool in particular and of teaching practices in bilingual classrooms or in English-speaking contexts with an increasing number of (immigrant) English language learners in general.

Bio: Trang Hoang (Ms.) has over 10-year experience in teaching and training pre-service and in-service English language teachers in Vietnam. Her research interests are bilingual education, language teacher education and second language acquisition. She is currently a doctoral student at University of Technology Sydney, Australia. She can be reached at hongtrangsp@gmail.com.

Summary:Scaffolding is often considered an important means to facilitate learning in bilingual education. This presentation elaborates on various conceptualizations of scaffolding, and different categorizations of scaffolding strategies, in the EAC and CLIL literature, to provide interested academics and classroom teachers with a comprehensive understanding of the concept.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Recorded

Presenter: Min-Tun CHUANG | Chun-Hui YANG

Facilitator: Meilin Chen

Blurb: Issue-integrated instruction, or interdisciplinary learning, plays an important role in the 12-year Basic Education Curriculum in Taiwan. This revolution changes English education from language-based instruction to content and language integrated instruction (CLIL), has invoked a heated discussion on the innovation of instructional activities used in a language class. This study is a preliminary study to investigate the effect of the application WebQuest into CLIL instruction on students' learning in both language (English) and content knowledge (Social Studies) through inquiry-oriented activities. There were a total of 47 elementary students, including 25 students in the CLIL WebQuest group and 22 students in the CLIL group, and they received the instrument for eleven weeks. Both quantitative and qualitative data were collected through a pre-and post-achievement assessment, a students' perception questionnaire, and semi-structured interviews. The results of the study indicated that students who learned via the CLIL WebQuest had higher learning achievements in language performance and content knowledge, and showed better learning attitudes toward CLIL curriculum design. This paper provides an example of how to use inquiry-based activities and technology to lessen students' cognitive load in learning language and content simultaneously, so as to use language natuarlly to communicate.

Bio: Min-Tun Chuang is an associate professor in the Department of Foreign Languages of National Chiayi University. Her research interests include language learning strategies, bilingual education, and self-regulated learning. She has directed her efforts on researching the application of computer-assisted language learning, CLIL Curriculum Design, and intercultural communication. | Chun-Hui Yang is a professional, caring, and organized elementary school teacher with over six years of teaching experiences in elementary education. With over three years of curriculum design and teaching experiences of CLIL, now she serves as a teacher in a rural elementary school teacher, and implement the innovative way of teaching English across content to underprivileged students.

Summary:The study is aimed at investigating the application of WebQuest into CLIL instruction on learning both language (English) and content knowledge (Social Studies) through the inquiry-oriented activities in an EFL elementary context. The results showed that the CLIL WebQuest group not only performed better in language learning and content knowledge, but also showed more positive learning attitudes.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Connie LAU

Facilitator: Jay Bidal

Blurb: Facing the declining English standards in Hong Kong, stakeholders of all sectors in society have called for a more flexible language policy to reintroduce English as the medium of instruction (MOI) for content-based subjects. The Fine-tuning Medium of Instruction Policy (FTMOI) was implemented in 2010 which allowed schools to reintroduce English-medium classes. My research aimed to investigate how FTMOI affected teaching and learning, the attitudes of stakeholders and the use of strategies from both teachers and students. The study involved two English-medium schools (Band 2), 27 content subject teachers and 338 students. Data was collected through surveys, structured interviews and lesson observations between 2010 and 2014. All results and discussion were finalized by 2016-17. This presentation reports and shares some data collected from the qualitative part of the study.The presentation focuses on discussing the strategies employed by content teachers with specific reference to the way students learn and process information through English. Data from the interviews of 11 content subject teachers, eight students and ten lesson observations will be shared to explore the types of teaching strategies identified and how these teaching strategies facilitate students learn through English.

Bio: Independent Reseracher (now) & Part-time Lecturer, an experienced English teacher

Summary:This presentation will share and discuss qualitative data regarding the teaching and learning of content subjects through L2 English when the Fine-tuning Medium of Instruction was implemented in 2010. Special interest will be directed to the use of teaching strategies identified with specific reference to the way students learn when content subject knowledge is taught through English.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Locky LAW | Natalie FONG | Parco WONG | Alice YAU

Facilitator: Bonnie Wu

Blurb: Building on the quantitative findings and analyses in Law and Fong's (2020) study of undergraduate students' perceived transfer of learned academic English literacy skills, this paper presents a qualitative evaluation and investigation using a thematic approach of analysis. Seven one-hour focus groups/individual interviews were conducted in the second semester of the 2018/2019 academic year with a total of 11 first-year undergraduate students taking an English for General Academic Purposes (EGAP) course at the University of Hong Kong. Prior to each interview, students were asked to write a short reflection on their experience of learning transfer and give some examples of applications of skills learnt from the academic English course to other undergraduate courses. The findings unveil learners' perceived understanding of transfer/applicability of academic English skills, their perceived relevance of the course content, and their perceived transfer outcomes to other undergraduate courses. The study offers insights into how teachers motivate students to make transfer happen more effectively and contributes to promoting learning transfer in and out of classrooms. The presentation will highlight subsequent changes to the GEAP course made in light of the research findings.

Bio: Dr. Locky Law is a Senior Research Assistant in the CAES, HKU. His areas of research interests are creativity, multimodality, telecinematic discourse, Systemic Functional Linguistics, EAP, ESP, digital literacy, and computer-assisted language learning and teaching. He has pioneered several frameworks and approaches in creativity, including digital creativity multimodal analysis (DCMA). | Dr. Natalie Fong is a Senior Lecturer in the CAES, HKU. Currently, she is leading the Project of Learning Transferability which is to explore the impact of students' knowledge acquired through the Core University English course on Common Core courses and to evaluate learning transfer from English-in-the-Discipline courses to Faculty courses. | Dr. Parco Wong is a Lecturer in the CAES, HKU. He is the Programme Coordinator of the Core University English course, which is an EAP course available for all first-year undergraduate students at HKU. | Dr. Alice Yau is a Lecturer in the CAES, HKU. She is particularly interested in research that explores visual computational methods for medical data analysis and lay people's understanding of medical knowledge in healthcare settings.

Summary:This study aims to investigate HKU undergraduate students' perceptions of the academic English skills they find transferable across the curriculum. It explains how learning is transferred from students' General English for Academic Purposes course to other contexts by analysing qualitative findings from students' focus group and individual interviews.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Recorded

Presenter: Carthelyn C. ADAJAR

Facilitator: Christelle DAVIS

Blurb: This research analyzed the Lesson Guide constructed by Xavier University Senior College students from AB English, BSE English, and BEEd General Education programs. The aim was to find out if they could incorporate the 4 dimensions of Critical Literacy (CL), namely Disrupting the commonplace, Interrogating multiple viewpoints, Focusing on sociopolitical issues, and Taking action and promoting social justice, when they were given a literary piece related to Tropical Storm Washi. Using a rubric, faculty members rated the lesson guide with: (5)Very Great Extent, (4)Great Extent, (3)Some Extent, (2)Lesser Extent, (1)No Extent At All. Results show that the participants applied CL to some extent only for the first 3 dimensions, and lesser extent for the 4th dimension. The respondents who would be future teachers are expected to satisfy the principle of developing "communicative competence and critical literacy" as stipulated in the new K-12 Curriculum Guide for English. Also, as students of a Jesuit institution, they are envisioned to be concerned with social justice and be engaged in social issues  – characteristics addressed in the 3rd and 4th dimensions of CL. The researcher recommends that CL be a course offering in their programs or integrated in their subjects.

Bio: Carthelyn Adajar is an Assistant Professor of English at Xavier University - Ateneo de Cagayan, Philippines. She has taught literature, art appreciation, film and literary criticism and public speaking for the past 27 years. She finished her PhD in Education with a dissertation on Critical Literacy, Masters in English and Bachelor of Arts in English Literature (Cum Laude).

Summary:Critical Literacy is a skill that must be acquired by Filipino students as stipulated in the K-12 Curriculum Guide for English. However, when the respondents were asked to formulate a lesson guide to gauge if they could incorporate the dimensions of Critical Literacy, they could only do so to "some extent".

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Ashrafun NAHAR

Facilitator: Mary Cheng

Blurb: CLIL (Content Language Integrated Learning) developed in European countries in the mid-1990s to build a multilingual community in Europe. The approach has been implemented, particularly in secondary and higher education. In Bangladesh, English is used mainly as a lingua franca (LF) rather than a second language (SL); however, many students face difficulties when studying undergraduate programmes. The private universities in Bangladesh run courses implementing the CLIL approach to enhance the course content and language skills. This paper investigates how the CLIL approach is being practised in a private university classroom in Bangladesh, for example, how the students communicate while performing different activities; how the contents are scaffolded while using English as the medium of communication in the school, associating the examples from the culture and society; how they receive the course content and their cognition level. This exploratory research uses a phenomenological method. The inductive approach and 4Cs Framework were used to collect data and analyze the findings, respectively. Nine teachers from three departments of one private university participated in a semi-structured interview where they shared their experiences. Finally, recommendations are made according to the research findings.

Bio: Lecturer Department of English and Modern Languages North South University Dhaka, Bangladesh

Summary:In this research, the teachers share their experiences while practising CLIL (Content Language Integrated Learning) in the classroom. For example, how the students communicate while performing different activities; how the contents are scaffolded while using English as the medium of communication in the school, associating the examples from the culture and society; how they receive the course content and their cognition level.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Antehun Atanaw MENGISTU

Facilitator: Jackie Yan

Blurb: This study was conducted to evaluate the actual practice of English language teaching through literature at secondary schools in Ethiopia. Focus group discussions, interviews, and document analyses were used as data gathering tools. The study data were collected from secondary schools in the Amhara regional state, through a simple random sampling technique to select districts, secondary schools, students, and teacher participants. The researcher believes that English language teaching through literature at secondary schools positively impacts students' English language proficiency and that the curriculum prepared for secondary school English language teachers should incorporate courses focusing on teaching the English language through literary text. However, student textbooks do not incorporate adequate literary texts to create conducive situations for learners to practice. Therefore, it is advisable to include appropriate and familiar literary works to empower language teachers to present language skills through literary texts. It is also recommended that curriculum designers and textbook writers include appropriate literary texts at all grade levels so secondary school students have early exposure to learning English through literary texts. Finally, it provides recommendations on appropriate curriculum & textbook revisions.

Bio: Antehun Atanaw Research Scholar (PhD candidate) antehuns@gmail.com/amengistu@hs.iitr.ac.in and Professor Rashmi Gaur rashmigaur.iitroorkee@gmail.com/rgaurfhs@iitr.ac.in Indian Institute of Technology Roorkee, India

Summary:The researcher has collected data on the use of literature for teaching English at secondary schools in Ethiopia. These show that the methods and resources for of teaching the English language through literature are not adequate. This presentation makes recommendations for revisions to textbooks and curriculum design to include literary texts in English language teaching at secondary school.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Thana KRUAWONG

Facilitator: KY Wu

Blurb: The purpose of this research was to examine the effects of the Teaching-Speaking Cycle Model (TSCM) using Environmental Content(EC) on the English oral presentation skills of tenth-grade students in Bangkok, Thailand. During this pre-experimental research, a pretest-posttest model was adopted to assess a group of students. The target group were studying in their second semester of the academic year 2020 at a secondary school in Bangkok. The assessment of the students' English oral presentation ability was conducted before and after the delivery of the TSCM using EC. The research instruments included lesson plans and an oral presentation ability test with a 0.6 Content Validity Index. The reliability was set at 0.85, and the Rater Agreement Index between the researchers and two experts in the area of English Language Teacher and science teacher was set at 0.85 to 0.96. The data was analyzed using a dependent sample t-test. The research findings were as follows: 1) the mean of the students' oral presentation ability scores after the implementation of the TSCM using EC increased by a statistical significance of 0.05., and 2) the qualitative results indicated that all students held positive opinions toward the TSCM using EC.

Bio: Thana Kruawong is a part-time school teacher (teaching Science) at a public secondary school and part-time lecturer (teaching English) at a number of universities. He is currently pursuing his PhD. in ELT at Thammasat University, Thailand. His research interests including Content and Language Integrated Learning (CLIL), English for Science and Technology (EST), Corpus Linguistics, English/Science Curriculum and Instruction.

Summary:The Teaching-Speaking Cycle Model (TSCM) using Environmental Content(EC) can help increase the English oral presentation skills of students. The practice could be further support for the role of cross-curriculum discipline between English and Environmental Science.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Phuong Linh TRAN

Facilitator: Christine Burns

Blurb: The study investigates the emergence of learner autonomy and active vocabulary practices in relation to the use of gameshows conducted by students themselves throughout in an English-Vietnamese translation course at VNU-ULIS in Vietnam. Over 15-weeks, the 30 students were required to work in groups and deliver a vocabulary revision in the format of a gameshow. This assignment motivated the students in their vocabulary learning and provided an opportunity for them to improve their speaking skills. It is a qualitative research study, in which data were collected from class observation and an end-of-course questionnaire. The results are promising as the students actively took control of their vocabulary learning and found their English speaking skills greatly improved. In their answers in the end-of-course survey, the respondents also pointed out some difficulties and drawbacks of this activity so some recommendations are made to maximize the effectiveness of the gamified application in EFL and translation classes in terms of gameshow duration and teacher's support.

Bio: Phuong Linh Tran is now a lecturer at University of Languages and International studies-Vietnam National University, Hanoi. Her research fields focus on English-Vietnamese translation and interpreting, linguistics and teaching practices in translation training.

Summary:The study was conducted in a 30-student class of translation course in Vietnam. During 15 weeks, the students were required to work in groups and deliver a vocabulary revision under format of a gameshow. This assignment motivated the students in their vocabulary learning and provided an opportunity to improve their speaking skills. Recommendations for achieving better results from this game application in both EFL and translation classes are also made.

Type of Session: Colloquium

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Julia CHEN | Christy CHAN | Vicky MAN | Elza TSANG | Christelle DAVIS | Green LUK

Facilitator: Julia Chen

Blurb: In the light of the popularity of smartphones and the demands for ubiquity, a cross-institutional team of language teachers, academic faculty from different disciplines, and educational technologists received a government fund to develop a mobile app for supporting capstone project writing in different disciplines.  The app has three main features: 1) discipline-related (e.g. computer science, engineering, logistics) tips on writing each chapter of a capstone report, 2) a scheduler to timetable capstone-related deadlines by the department, the supervisor, and students themselves, and 3) a chat function to facilitate capstone-project related communication between supervisors and supervisees.  In this colloquium, the presenters will discuss the students and supervisors' purposes for using the app, the most and the least popular features in the app, and additional features they desire from the app.  The presenters will also report the biggest challenges they had in developing the app, including the content, promotion, and technical aspects.  They will also share the lessons learnt for those in the audience who may be considering developing a mobile app for language learning or partnering with the project team.

Bio: Julia Chen is the Director of the Educational Development Centre at the Hong Kong Polytechnic University and courtesy Associate Professor at the Department of English. She is the Principal Investigator of several large-scale government-funded inter-university projects on English Across the Curriculum and leveraging technology for academic literacy development. | Christy Chan is a Senior Tutor and the coordinator of Bespoke Services at Language Centre at the City University of Hong Kong. She is a co-Investigator of two current UGC teaching and learning projects on Capstone Project App and Hong Kong Continuing Professional Development Hub. | Vicky Man is a Senior Lecturer at the Language Centre, HKBU. Currently, she is the coordinator of several credit-bearing courses including HKBU's core academic English course 'University English I'. Her professional interests include writing and speaking across the curriculum, pronunciation pedagogy, applied phonetics, and World Englishes. | Dr Elza Tsang is Senior Lecturer at the Centre for Language Education, HKUST. She is overseeing the development of the English curriculum for year-2 to year-4 students in the School of Science. She has been involved in several funded projects related to EAC. | Dr Christelle Davis is a Lecturer at The Chinese University of Hong Kong where she teaches Creative Writing, Academic Writing and Business Writing. | LUK Wai-to, Green, is a Learning Technologist working in the Hong Kong Polytechnic University. He is keen on applying educational technologies to promote student engagement in learning. With more than 20 years' experience working in education, he has been intensively involved in many institutional initiatives in learning and teaching.

Summary:A 5-university team of language teachers, faculty, and technologists developed a discipline-related mobile app for students who need to complete their capstone project in English. This colloquium discusses the app features that appeal to students and supervisors, report some challenges encountered, and share lessons learnt for future language app developers.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Recorded

Presenter: Sandeep SINGH

Facilitator: Bonnie Wu

Blurb: The aim of this study was to explore the impact of cooperative learning on a class of Form 2 students in Malaysia and examine if students' performance in writing skills could be enhanced. Students' attitudes towards writing skills after the implementation of cooperative learning was also investigated. Fifteen Form 2 students from the same class in SMK Toh Indera Wangsa Ahmad, Batu Gajah, Perak were involved in this study, which employed a pre-test and post-test to test enhancement in English language writing skills. Next, a 5-point Likert-type questionnaire was administered to the samples after the implementation of cooperative learning to identify students' attitudes towards the intervention. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, paired sample t-test, and effect size. The major findings of this study showed that students' writing skills were improved after the intervention. Students' attitudes towards writing skills after the implementation were positive as well. Future researchers should conduct the study in the whole Perak district up to the whole Malaysia so that the impact of cooperative learning can be generalizable and proved impactful.

Bio: Mr Sandeep Singh is a Lecturer at the Centre for Learning and Teaching of the Universiti Tunku Abdul Rahman (UTAR). His research interests are Education Technology, Error Analysis, Teaching English to Speakers of Other Languages(TESOL), Teaching of Writing.

Summary:The descriptive statistics of questionnaire showed neutral to good results to confirm the statement that the implementation of cooperative learning could affect students' attitudes towards writing skills. The results posted illustrated a positive impact of cooperative learning which could answer the two research questions formed by the study.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Recorded

Presenter: Hsin-Chieh HSIEH | Min-Tun CHUANG | Yu-Wen TSENG

Facilitator: John Sager

Blurb: The teaching approach- Content and Language Integrated Leaning (CLIL) has seen swift adoptions in many countries for the purposes of global mobility. Extensive studies have been made on CLIL in academic subjects (i.e. history, math). However, little attention has been paid to the effects of CLIL instruction on culture. This present study attempted to find out whether integrating culture into the language context can develop English reading ability and increase intercultural sensitivity. The participants of this study were EFL middle school students. They were divided into experimental and control groups. The experimental group received CLIL instruction with a culture-focused concept map, whereas the control group received the traditional reading instruction. In order to assess and compare the participants' cultural understanding performance, eight participants from the experimental group received a semi-structured interview. Mixed methods (computer software of Social Science and coding system) were applied to analyzed the quantitative and qualitative data collected from the study. The research found that the students in experimental group showed significant improvements in the intercultural sensitivity. They not only had better understandings of their own cultures, but also acknowledged and embraced the cultures which were different from them.

Bio: Hsin-Chieh Hsieh is an associate professor at National Chiayi Univeristy. She received her Ph.D. in English Education from the University of Birmingham, U.K in 2009. Her long-term research interests lie in CLIL, intercultural communication, sociopragmatics, pragmatics and language teaching and learning. | Min-Tun Chuang is an associate professor in the Department of Foreign Languages of National Chiayi University. Her research interests include language learning strategies, bilingual education and self-regulated learning. She has directed her efforts on researching the application of computer-assisted language learning into vocabulary learning, CLIL Curriculum Design and intercultural communication. | Yu-Wen Tseng is a an English teacher in Hong Jen Junior High School. She has been teaching English for three years. She also got the Master Degree of Foreign Languages in National Chiayi University. Her research focuses specifically on Content and Language Integrated Learning.

Summary:This study applies content and language integrated learning with a culture-focused concept map in an adolescent intercultural reading class. The results showed that students who receive this integrated teaching approach revealed better understanding about their own cultures, and also acknowledged and embraced cultures different from theirs.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Duyen Thi Hong LE

Facilitator: Christine Burns

Blurb: In recent years, project-based learning has been widely used in many ESP classes because of its benefits in enhancing students' necessary skills for their future workplace. However, the use of projects is not an easy task for ESP teachers. While mentoring students to accomplish their final projects in an English for tourism course, the teacher-researcher found out that the language students had a lot of difficulty in planning their projects. The situation urged the researcher to explore ways to facilitate students in doing their projects. Among the researched ways, the use of Lean Canvas has been proved to be a simple but effective framework for anyone who wants to make a business plan. Therefore, the researcher has conducted an action research study, in which Lean Canvas was introduced in the English for tourism course in one semester, with the participation of 72 students. Through students' questionnaires and interviews as well as their reflections at the end of the course, it is revealed students' satisfaction on the use of the tool, which helped them to accomplish their projects more effectively. It is hoped that this study will serve as a good example for teachers of similar courses in different contexts to shadow.

Bio: LE Thi Hong Duyen (Ms./PhD.) is a lecturer of English at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University. She has 12 year experience teaching ESP courses. Her particular research interests include ESP teaching, ESP teacher training/education, teacher cognition and innovative education.

Summary:An action research study was conducted with 72 students in an English for tourism course at a university in Vietnam in order to check the effectiveness of Lean Canvas in facilitating students to accomplish their final projects. The results revealed positive feedback from the students on the use of the tool.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Recorded

Presenter: Jin-shan CHEN

Facilitator: Dorothy Chow

Blurb: In the era of digital globalization, learning resources are not limited to controllable printed texts or prescriptive standards; educators should start thinking about ways to help students develop cross-disciplinary digital literacies. For EFL learners, English digital reading literacies refer to the path to success in severe global competition. While the hypertexts and multimodal information have made online reading even more complicated and challenging than traditional printed-text reading, English digital reading literacies require systematic explicit teaching and learning. Following the autonomous learning theories from the sociocultural paradigm, this teaching practice research aims at observing how students developed EFL digital reading literacies through engaging in content-based internet inquiry, with particular emphasis on UN sustainable development goals. During the process, students in collaborative groups learned to develop topics and located, collected, evaluated, analyzed, and synthesized relevant information. Data collected consisted of students' English learning background journals, reflective learning journals, focus group interviews, and researcher's memos. With Grounded Theory as the basis of data analysis, emerging themes generated from collected narratives include dilemmas and challenges, possible resolutions, sense-making of English and English learning, self-images and self-identities, as well as learning strategy development.

Bio: Jin-shan Chen is an assistant professor who has been teaching at the Department of Applied English of Chihlee University of Technology in Taiwan for over 23 years. Her research interests include qualitative inquiry into EFL students' learning and development, content and language integrated learning, and technology-enhanced language learning.

Summary:This teaching practice research aims at observing how students developed EFL digital reading literacies through engaging in content-based internet inquiry. Emerging themes generated for insightful discussions include dilemmas and challenges, possible resolutions, sense making of English and English learning, self-images and self-identities, as well as learning strategy development.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Patrick LEUNG | Joanna LEE

Facilitator: Patrick Leung

Blurb: Storytelling is central to human experience and its power lies within its potential to transform human experiences (McDrury & Alterio, 2003) to connect with the wider community to create social impact (The Rockefeller Foundation, 2014). With the advent of digital devices, storytelling in digital form not only revolutionises pedagogical practices, but also allows new insights, knowledge and discoveries to be integrated and represented in ways not possible in the past (Hessler & Lambert, 2017). In 2020-21, digital storytelling has been incorporated into the English-in-the-discipline course for students of the Speech and Hearing Sciences in a university in Hong Kong. The students create their digital stories and present their research project findings on topics related to people with speech and language disorders. This spoken genre promotes deeper reflection and also creates impact by bringing awareness to challenges experienced by people with special needs and relevant stakeholders, and to inspire communities to action.This presentation will discuss the rationale, theoretical framework, and design of this new component. It will also explain how it is aligned with the core mission of enhancing students' disciplinary knowledge and literacy skills. Sample materials, student works, and teachers' reflection and evaluation will be shared.

Bio: Patrick Leung is Lecturer in the Centre for Applied English Studies, The University of Hong Kong. He mainly teaches English for academic and specific purposes courses to undergraduates. His research interests lie in language teaching pedagogy, and Content and Language Integrated Learning. | Dr. Joanna Lee is a Senior Lecturer in the CAES, HKU. She has mainly taught English enhancement courses for undergraduates of various disciplines, and courses for the Graduate School and supervising MA dissertations. Her main research interests include design and quality enhancement of EAP/ESP courses, and language and gender.

Summary:This presentation discusses the rationale, theoretical framework and design of digital storytelling in a university academic English course. It explains how it is aligned with the core mission of enhancing students' disciplinary knowledge and literacy skills. Sample materials, student works and teachers' reflection and evaluation will be shared.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Holly WANG

Facilitator: Issa Ying

Blurb: In science, technology, engineering, and mathematics (STEM), research writing is an important skill for graduate students. However, many students do not demonstrate a sufficient level of quality in their research writing. Therefore, this article reviews common instructional approaches to research writing for graduate students in order to assess which approach is the most effective in improving writing skills. A total of 21 articles were included and categorized using a framework that considers two factors: hours of instructional time (instructional depth) and specificity of the writing instruction to a particular field (discipline specificity).  Only three articles reviewed described writing courses that ran a full semester and gave writing instruction within a particular field, which may explain the inadequate writing quality in research by graduate students in STEM fields. Thus, there are two recommendations from this review. The first is that universities should offer research-writing courses that span a full semester to encourage true, rather than perceived, improvement. The second is that research-writing courses should be offered within specific fields so that students are prepared for discourses within their area of study. The paper ends with a discussion on how technology-enhanced learning can be leveraged to improve student-writing skills.

Bio: Holly Wang is a visiting professor in the English as a Foreign Language department at Korea Advanced Institute of Science and Technology (KAIST) in South Korea. Her research interests include blended education and online learning.

Summary:This paper reviews 21 STEM graduate articles using a framework that considers two factors: instructional depth and discipline specificity. Only three articles describe research-writing courses that offer full semester writing courses that gave writing instruction in a particular field. There are two recommendations that arise from this review.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Pia Patricia P. TENEDERO | Rachelle BALLESTEROS-LINTAO | Marilu RAÑOSA-MADRUNIO

Facilitator: Andrew Morrall

Blurb: This paper examines the reshaping of the English curriculum in higher education in the Philippines during the COVID-19 pandemic. With lockdown protocols enforced in the capital region Metro Manila from March 2020, institutional work, including education, has shifted to digital format. As a specific case, the University of Santo Tomas (UST), one of the top-ranked higher education institutions in the country, implemented a full-scale online conversion of course content and delivery for Academic Year 2020-2021. Focusing on the English language curriculum, this study explores online teaching as a "figured world" that "take[s] shape within and grants shape to the coproduction ofactivities, discourses, performances, and artifacts" (Holland et al., 1998, p. 51). Specifically, the research investigates how the new system of comprehensive online teaching has reshaped English language instruction in the Humanities and Social Sciences. Drawing from a larger qualitative, ethnographic project, this case study presents the thematic analysis of institutional documents (i.e., university continuity plans, online teaching training materials, memos) that set the parameters for the digital staging of English language units offered in the focused disciplines. The findings have implications for expanding epistemologies on the digital reconfiguration of higher education, particularly in Global South settings.

Bio: Pia Patricia P. Tenedero is a PhD candidate in the Department of Linguistics, Macquarie University (Australia) and an assistant professor in the Department of English, University of Santo Tomas (Philippines). She has published on language use and communication in business and accounting. Her thesis extends this research to globalized accounting practice. | Rachelle Ballesteros-Lintao is a full professor and the incumbent Chair of the Department of English, University of Santo Tomas in Manila, the Philippines. Her research interests include forensic linguistics, language teaching and learning, and language and technology. She is the Country Representative of Clarity, an international plain language organization. | Marilu Rañosa-Madrunio is an applied linguist and is currently a full professor and dean of the Faculty of Arts and Letters of the University of Santo Tomas – Manila. Her research interests are in the areas of Forensic Linguistics/Language and Law, Sociolinguistics, World Englishes/Asian Englishes/Philippine English and Contrastive/Intercultural Rhetoric.

Summary:This paper examines the reshaping of the English curriculum in a Philippine university during the COVID-19 pandemic. Analyzing institutional guidelines for the digitization of the English curriculum in the Humanities and Social Sciences disciplines, this study explores online teaching as a "figured world" (Holland, Lachicotte, Skinner, & Cain, 1998).

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Thana KRUAWONG

Facilitator: Eric Ho

Blurb: Vocabulary plays an important role in the content-based classroom and students' science vocabulary knowledge is critical to their content understanding. The purpose of this action research project was to enhance the science vocabulary knowledge of 9th grade students through science vocabulary crossword puzzle (SVCP) practices. The research group comprised 33 students in a science class using English as the medium of instruction, in their second semester of the 2020 academic year at a large secondary school in Bangkok. The action research cyclical process of Kemmis and McTaggart (1981) was adopted through the steps of (1) Plan, (2) Act, (3) Observe and (4) Reflect. The innovation being introduced was a collection of science vocabulary crossword puzzle materials. The research instruments were the science vocabulary knowledge test and a questionnaire survey of the students' opinions about the use of SVCP practices. The assessment of students' vocabulary knowledge was conducted before and after the delivery of crossword puzzle practices. The data was analyzed by the gain scores and arithmetic mean scores. The research findings were as follows: (1) after the implementation of SVCP practices, the mean of the students' vocabulary knowledge score increased, and (2) students had positive opinions toward the SVCP practices.

Bio: Thana Kruawong is a part-time school teacher (teaching Science) at a public secondary school and part-time lecturer (teaching English) at a number of universities. He is currently pursuing his PhD. in ELT at Thammasat University, Thailand. His research interests including Content and Language Integrated Learning (CLIL), English for Science and Technology (EST), Corpus Linguistics, English/Science Curriculum and Instruction.

Summary:The use of science vocabulary crossword puzzle (SVCP) practices can help increase the science vocabulary knowledge of students. This study was carried out in an EMI science class for 9th grade Thai students.

Type of Session: Paper Presentation

Topic: Programme design, collaboration and assessment

Delivery Mode: Live

Presenter: Ai-chun YEN | Jeffrey Hugh GAMBLE

Facilitator: Jane Robbins

Blurb: Recent trends in Taiwan have accelerated the development of English across the Curriculum (EAC) programmes. While subject teachers are ideal candidates for teaching EAC courses, given their discipline-specific conceptual and pedagogical knowledge, the responsibility for EAC instruction has largely been assigned to language teachers, who often lack sufficient background knowledge. Resulting challenges have led to introspection on the role of language and subject teacher collaboration in EAC instruction. Co-planning of interdisciplinary lessons is the proposed solution in this study, utilizing language teachers' linguistic expertise and subject teachers' conceptual knowledge, and serving as a stepping stone in the development of appropriate EAC instruction. This study included in-service subject (N=14) and language teachers (N=12) who were guided in UbD for the co-design of interdisciplinary lesson plans from May through December 2020, including monthly meetings and a four-day intensive workshop on UbD lesson plan design. Survey data were collected to evaluate changes in teachers' perspectives towards and confidence in co-lesson planning under the UbD framework. Three dimensions were evaluated: A) perceived usefulness of UbD for interdisciplinary lesson planning, B) perceived effectiveness of specific UbD elements, and C) reflection on specific experiences during the project. Implications for pre-service and in-service EAC teacher training are provided.

Bio: Dr. Ai Chun Yen is an Associate Professor in the Department of English, National Dong Hwa University, Taiwan. Her research concerns theories of constructivist learning environments and technological applications. Her recent research interests are: (1) Competent English-knowing Bilingual Education; (2) Strategic Teaching and Learning; and (3) Literature in Language Education. | Dr. Jeffrey Gamble is an Assistant Professor at Taiwan's National Chiayi University in the Department of Foreign Languages. His research interests concern innovative integration of higher-order thinking into language instruction, a constructivist approach towards students' engagement in and design of learning, and the role of technology in foreign language learning.

Summary:One prevalent challenge in preparing interdisciplinary programmes and courses for English across the Curriculum is co-design of learning among language experts and subject experts. The framework of Understanding by Design (UbD), or backward design, offers several advantages in developing teachers' pedagogical content knowledge, subject matter knowledge, and linguistic competence.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Recorded

Presenter: Thị Hồng HẢI HOANG

Facilitator: Patrick Leung

Blurb: This study was conducted at the Faculty of English Language Education, University of Languages and International Studies, Viet Nam National University, Ha Noi. Despite the fact that students are from the same course, they are totally different individuals. Their differences are numerous, ranging from background knowledge, intelligences, cognitive ability, personalities, cultural identities, religions, and so on. These differences challenge teachers to find an appropriate approach to the different learners while still using the same core teaching materials to help their students reach the required level in terms of language proficiency. Can integrating CLIL in the teaching program be effective? This report aims at sharing the author's results of CLIL integration into her two groups of language learners who vary greatly. The initial results have shown that CLIL integration in language programs really helps students to improve their autonomy, develop study skills, and better prepared for the world of work where the knowledge of English is only a tool for students. Instead, the content knowledge will help them further their higher education as well as switching to other academic disciplines successfully.

Bio: Hoang Thi Hong Hai is a teacher of English at Faculty of English Language Teacher Education, University of Languages and International Studies, Viet Nam National University, Hanoi. She has been teaching English since 1998. Her main interests are English teaching methodology and teacher education.

Summary:The author of this presentation has tried to apply CLIL in her language classroom and found the initial positive outcomes. Thus, it could be a suggested teaching idea to use when teaching foundation courses for students of different academic disciplines.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Emily Yuko COUSINS

Facilitator: Issa Ying

Blurb: In this session, the speaker presents a multimodal, student-centered approach to incorporating social justice as a content theme for academic English writing classes. Given its wide range of topics, such as class, race, culture, gender, environment, and healthcare, the theme of social justice affords instructors flexibility and timeliness to engage students with issues that they are likely to encounter outside of the classroom. Learning about social justice challenges students to interrogate power asymmetries in society, reflect on their own identities and positionalities, and enhance critical thinking and analysis skills. The speaker discusses her experiences using social justice topics such as colorism, educational equality, privilege, intersectionality, and Black Lives Matter in first-year academic English writing classes in Bangladesh, Lebanon, and Japan. The session offers strategies for shaping social justice content for diverse student groups and cultural contexts, while highlighting the importance of student-centered pedagogy when designing such content to optimize student engagement and interest. Furthermore, a multimodal approach encourages instructors to draw from digital texts to spark critical discussion, shape writing tasks, and offer opportunities for examining English usage in social media and public discourse on current events.

Bio: Emily Cousins is an instructor for the English for Liberal Arts Program at the International Christian University in Tokyo, Japan, and has previously taught academic writing in Bangladesh, Lebanon, and the U.S. Her main research interests include translingual writing pedagogies, transnational writing program administration, and writing center studies.

Summary:This session presents a multimodal, student-centered approach to incorporating social justice as a content theme for academic English writing classes. The speaker discusses her experiences incorporating social justice topics such as colorism, educational equality, privilege, intersectionality, and Black Lives Matter when teaching first-year writing in Bangladesh, Lebanon, and Japan.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Recorded

Presenter: Thi Minh Ngoc PHUNG

Facilitator: Patrick Leung

Blurb: Recent years have witnessed a shift in the focus of language learning, especially for English language, from grammar translation to communication skills. As a consequence, different teaching methods and approaches are introduced with a view to fostering learners' oral skills. With regards to this tendency, Miccoli (2003) published an article named 'English through drama for oral skills development' to propose the use of drama in combination with students' reflection as an effective method to achieve higher results in developing students' oral skills in English. The author reaches this conclusion after she implemented drama project and reflection section in a university English speaking class. Although the meaningfulness of drama in English learning, as well as the suitable age and level of students for this activity can be some potential concerns, the merits of drama in creating a desirable environment, motivating students to speak and focusing on meaning demonstrated in the article are indisputable. In this present discussion paper, the author aims to involve various theories from different researchers about the role of drama in speaking classes to shed light on benefits of this activity in developing students' oral skills illustrated in Miccoli's article before discussing the existing limitations of this approach.

Bio: Thi Minh Ngoc Phung Institution: University of Languages and International Studies – VNU, Hanoi. I obtained my MA in TESOL from University of Southampton (UK) and am currently teaching at Faculty of English Language Teacher Education, ULIS. My research interest covers speaking skill teaching, writing process and feedback in writing.

Summary:This is a discussion paper inspired by Miccoli's (2003) article about incorporating drama and self-reflection in speaking classroom at university level to enhance learners' speaking skills. In the paper, the benefits and drawbacks of using drama in speaking classes are analyzed and backed up by previous studies in the field.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Marion BOWMAN

Facilitator: Issa Ying

Blurb: Academic Reflective Writing (ARW) is a relatively new genre of writing used to assess reflective practice in vocational courses in Higher Education.  Being able to demonstrate reflection is a core competency in Health, and is enshrined in the UK's Nursing, Medical and Dental regulatory codes.  Successfully producing ARW that aligns with the values of the discipline is a high-stakes activity for student writers, as this complex genre of writing is more often assessed than taught.  In this presentation, an analysis of high-scoring student texts drawn from two ARW tasks from fourth year Dentistry is presented.   This analysis reveals five levels of reflection in these texts which students must progress through in order to arrive at a critically reflective 'transformed perspective' on the case.  Despite the fact that the two tasks fit roughly within the same genre (ARW), there are notable differences in emphasis and structure, leading to the conclusion that this may not be a coherent genre of writing.  This conclusion aligns with the Academic Literacies approach to developing student academic writing, which emphasizes raising students' awareness of the unique features of the micro-context in which each writing task is situated.

Bio: Marion Bowman has a background in teaching Biology and English for Academic Purposes, and is currently an International Tutor at the Dental School at the University of Leeds, UK. She teaches and supports both international and UK dental students in one-to-one and group contexts, both within and alongside the curriculum. Her main interest is supporting the development of students' communication skills, academic writing competency and study strategies so that they can realize their potential.

Summary:In this presentation, two high-scoring examples of student Academic Reflective Writing from Dentistry are analyzed, revealing five levels of reflection, with each placing different rhetorical demands on the student writer. In addition, ideas on how to support the development of this complex and diverse genre of student writing are shared.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Natalia EVNITSKAYA | Ana LLINARES

Facilitator: Darren Harbutt

Blurb: This ongoing research examines classroom practices in CLIL programs in Madrid (Spain) where secondary school students (grades 7-12) are streamed into two strands with different 'degrees' of exposure to L2/English (High Exposure, HE, and Low Exposure, LE). We analyze the effect of CLIL students' streaming on teaching and learning by exploring interactional scaffolding practices in L2/English and L1/Spanish by the same teachers teaching the same content (science and technology) in both groups (grade 7). For this purpose, we developed a multi-layered analytical model which incorporates socio-cultural perspectives on classroom interaction in L1 and L2 contexts (Gibbons, 2006; Mortimer & Scott, 2003) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, 2013). The analytical model follows a mixed-methods design using UAM Corpus Tool (O'Donnell, 2008). More specifically, we will focus on how teachers build 'semantic waves' to scaffold students' disciplinary understanding and whether these scaffolding strategies aim at fostering students' critical and creative thinking in L2 and L1. In line with previous research comparing HE and LE strands (Llinares & Evnitskaya, 2020), we hypothesize that there will be significant differences across the two groups in the teachers' use of 'semantic waves' to scaffold subject-specific knowledge construction and meaning-making.

Bio: Natalia Evnitskaya is Lecturer at the Department of Applied Linguistics at the Universitat Internacional de Catalunya, Barcelona (Spain). Her research interests are CLIL (Content and Language Integrated Learning), classroom interaction, multimodality, EFL/CLIL teacher education, conversation analysis, and systemic functional linguistics. She published several articles and book chapters on these topics. | Ana Llinares is Associate Professor in the English Department at the Universidad Autónoma de Madrid. She coordinates the UAM-CLIL research group (http://www.uam-clil.org) and has published widely on CLIL, mainly applying systemic functional linguistic models. She has recently co-edited the volume "Applied Linguistics Perspectives on CLIL" (John Benjamins).

Summary:This study examines classroom practices in CLIL programs where students are streamed into two strands based on their L2 proficiency and compares teachers' interactional scaffolding and the use of 'semantic waves' to foster construction and understanding of disciplinary knowledge when the same teachers teach the same content in both strands.

Type of Session: Sponsor Slot

Delivery Mode: Live

Presenter: Anna RODERICK

Facilitator: Michael Tom

Blurb: It will be an informal talk on Publishing with Multilingual Matters with information about what we're looking for in book projects and how to submit a good book proposal. There will be a Q&A session at the end for people to ask for further information.

Bio: Anna Roderick is Editorial Director at Multilingual Matters and manages the majority of the book series. She is the first point of contact for any new book ideas and is always happy to chat about new projects.

Type of Session: Plenary

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Julia CHEN | Grace LIM | Jose LAI | Christelle DAVIS | Elza TSANG | Christy CHAN | Vicky MAN | Angela NG

Facilitator: Jane Robbins

Blurb: This sharing session describes how English Across the Curriculum (EAC) started for the five universities that co-organise this Conference. We describe our students' needs, and the affordances and limitations that we have observed in the undergraduate curriculum, how we learned about Writing Across the Curriculum, how our paths crossed, and how we are developing EAC in each of the five universities. Come hear our story, our gratitude, concerns, and challenges. We welcome conference participants who see similar needs to join us on this meaningful journey.

Type of Session: Paper Presentation

Topic: Programme design, collaboration and assessment

Delivery Mode: Live

Presenter: D. Philip MONTGOMERY | Peter DE COSTA | Curtis GREEN-ENEIX | Rebekah R. GORDON

Facilitator: Jim Lo

Blurb: Increased English medium instruction (EMI) programs and Content and Language Integrated Learning (CLIL) have placed new demands on university teachers as they enact internationalizing policies. Teachers must develop a new set of competencies to account for both content- and language-specific learning goals. As policy demands constrain teachers' abilities to make agentive curricular choices, greater collaboration between content subject teachers and their English teacher counterparts is widely encouraged. Despite the numerous studies reporting the challenges with delivering an English-language curriculum, few describe actual collaborative relationships. This case study of two teachers at a rural technical university in Kazakhstan, where the dominant languages in society are Kazakh and Russian, examines the ways teacher collaborations in EMI settings represent agency as socially mediated responses to institutional and ideological structures. Based on observations, semi-structured interviews and document analyses, this study demonstrates how collaborations between an Engineering professor and her English teacher colleague help them navigate the challenges they face in delivering an EMI curriculum. The study found that teachers can use collaborative practices to both negotiate challenges related to student proficiency and motivation, and respond to institutional and national policies. The study discusses several implications for pedagogical and professional development.

Bio: D. Philip Montgomery is a PhD student in the Second Language Studies program at Michigan State University. His research interests include EMI language policy, teacher development, genre pedagogy, and academic writing instruction. | Dr. Peter De Costa is Associate Professor at Michigan State University with a joint appointment in the Departments of Teacher Education and Linguistics & Languages. His scholarship focuses on educational linguistics, English as a lingua franca, and culturally relevant pedagogy for ESL learners. | Curtis Green-Eneix is a doctoral student in the Second Language Studies program at Michigan State University where he is currently the editorial assistant for TESOL Quarterly and a research assistant for the College of Education. His work has been featured in TESOL Journal and English Today. His research interest includes teacher development, social class, identity, power dynamics in the classroom, language policy and planning, and online education. | Rebekah R. Gordon is a doctoral student in the Department of Teacher Education at Michigan State University. She has taught ESL/EFL in South Korea, Ethiopia, China, and the U.S. Her current research focuses on the lived experiences of transnational language teachers and how they negotiate and work across linguistic, cultural, and political systems.

Summary:This presentation highlights the collaborative practices between one professor of Engineering and one ESP teacher at a rural technical university in Kazakhstan. Utilizing an exploratory case study approach, we extend the theoretical conceptualization of teacher agency by illustrating how collaborative practices can help address various classroom and institutional challenges.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Adil BENTAHAR | Ken CRANKER

Facilitator: Catherine Wong

Blurb: In an increasingly competitive global intensive Engish program (IEP) environment (Benshoff, 2018), it is essential for IEPs to develop courses that efficiently meet student needs and equip students with skills essential for university success. Many IEPs develop reading/writing (RW) courses around one textbook for reading and another for writing, essentially separating RW skills from listening and speaking skills (Oxford, 2001). However, our university foundation-year program has started to integrate listening and speaking skills with instruction and assessment into RW courses, and we have observed increased and more permanent gains in learning when students pre-read, read, discuss, listen to related lectures, present, and then write about academic topics. Their writing reveals greater voice as students understand topics more deeply and have developed greater fluency with ideas and terminology with greater ability to paraphrase, summarize, and synthesize (Horowitz, 1986). This integrated-skills approach also more closely resembles university tasks than the segregated-skill approach does. The presenters will describe the tenets of this approach, explain its impact on revitalizing IEP RW instruction, and showcase some sample assignments.

Bio: Adil Bentahar is an assistant professor at the English Language Institute, University of Delaware. He completed a master's and Ph.D. in Curriculum and Instruction with a concentration in teaching ESL. Dr. Bentahar is currently working (with colleagues) on two projects, one assessing the impact of moving online on reading instruction. | Ken Cranker has been teaching English since 1989, including 12 years in Japan (5 at a computer science university) and 16 years at the University of Delaware English Language Institute. He earned a B.S. in biology from Cornell University before his M.S. in TESL, providing a cross-curricular perspective.

Summary:One east-coast language program successfully uses an integrated-skill approach to English instruction in an American pre-university program, where classroom activities combine several skills simultaneously. Participants will learn proven ESL/EFL classroom-based activities that develop the skills and confidence ESL/EFL students need for a successful transition into universities.

Type of Session: Colloquium

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Rachel Thatcher GONZÁLEZ | María Paredes FERNÁNDEZ

Facilitator: Darren Harbutt

Blurb: Many teachers find remote teaching environments to be challenging in terms of engagement (Tanner, 2013; Kao, 2020), and the need for emergency remote teaching due to Covid-19 has only exacerbated this (Hodges et al., 2020). Yet, there are some affordances that seem most natural to implement in the virtual Intensive English Program (IEP) writing classroom that could also have application in disciplinary English classes with a writing component (i.e.- academic writing, literature, or social studies courses). In this colloquium, the presenters will describe how tools like Google Docs and the Peer Review feature on Canvas can be used for technology-enhanced language learning by facilitating collaboration that would otherwise be difficult to manage in face-to-face IEP and disciplinary English writing classes. Specifically, they will show how instructors and students can give and receive feedback using synchronous and asynchronous methods throughout the different phases of the writing process (including the steps of drafting, revising, and editing). Through these dialogic interactions of providing virtual feedback, they argue that their classrooms can build and encourage a sense of community (Rovai, 2001). Thus, using technology enhanced language tools in writing-focused virtual classes can foster language learning in the feedback process and cultivate community.

Bio: Rachel Thatcher González has taught in the University of Pennsylvania English Language Programs since 2013. She has taught ESL in K-12, community college, and university settings over the past 15 years. She is particularly interested in utilizing technology to encourage collaboration in online courses. | María Paredes Fernández is a Language Specialist at Penn English Language Programs as well as a doctoral candidate in Educational Linguistics at the University of Pennsylvania. Her interests include how a sense of community is built in the online language classroom and the language learning that happens in institutionally-sanctioned informal spaces.

Summary:This colloquium examines ways teachers can use easily accessible online tools (e.g. Google Docs and Canvas Peer Reviews) to foster collaboration and community as students write in online courses. Some of the affordances that seem natural for the intensive writing classroom have application in disciplinary courses with a writing component.

Type of Session: Colloquium

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Nicole Judith TAVARES | Ka Lok WONG | Arthur LEE | Simon CHAN

Facilitator: Vickie Li

Blurb: The presentations at the colloquium spring from the 'Learning Circle' initiative funded by the Education Bureau of Hong Kong. This initiative aims at enhancing Mathematics teachers' pedagogy and promoting the dual content-and-language-integrated-learning (CLIL) focus through collaboration between Mathematics and English teachers. It involves four local mainstream secondary schools spanning across different bandings, with their own medium-of-instruction policies, a wide range of students and teachers of varying levels of competencies. Through examining how learning goals are operationalised in the schools, approaches to CLIL, task design principles, instructional practices and their impact on learners will be discussed. Strategies which the teachers describe as "unprecedented" involving curriculum alignment, reading-to-learn methodologies, task design, questioning, 'Maths talk' (Schleppegrell, 2007) and strategic use of L1 (Tavares, 2015) will be highlighted. Specifically, the focus is on how the teachers work together to accomplish the goals, emerging modes of collaboration that differ across schools, their challenges, and how these are overcome. The role of digital resources in CLIL will also be examined. The speakers will conclude with a critical reflection on their role as university experts in supporting the teachers in this paradigm shift and raise questions about their conceptualisation of CLIL.

Bio: Nicole Tavares is Senior Lecturer in the Faculty of Education at HKU, teaching BA&BEd, PGDE and MA(TESOL) students and on the MEd(CLIL) programme she is coordinator of. Her research interests lie in good ELT and CLIL practices. She holds multiple teaching awards including the 2020 HKU Teaching Innovation Award. | Ka-Lok Wong is Senior Lecturer in the Faculty of Education at HKU, teaching mathematics education courses in BEd, PGDE and MEd programmes. With research interests in language and reasoning in the mathematics classroom, he is involved in various school-based support and professional development programmes funded by the HKSAR government. | Arthur Lee is a lecturer in the Faculty of Education at HKU. He teaches mathematics education courses in BEd, PGDE and MEd, and is Programme Director of PGDE. His interest in research and professional support covers CLIL, use of digital resources and task design. | Simon Chan is a lecturer in the Faculty of Education at HKU. He teaches on the PGDE, MA(TESOL) and MEd(CLIL) programmes. His research interests include CLIL, LAC, ELT methodology and language assessment. He is experienced and active in providing school-based support and teacher professional development in these areas.

Summary:Situated within the context of an HKEDB professional development project on enhancing CLIL pedagogy of Mathematics and English teachers, the study discusses emerging collaboration modes, teaching approaches, task design principles, instructional practices, and the impact of this paradigm shift on learners. The teachers' conceptualisation of CLIL is also critically reviewed.

Type of Session: Paper Presentation

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Noble LO | Sumie CHAN

Facilitator: Sumie Chan

Blurb: The research objective is to study how new media is impacting both teacher and student culture in Hong Kong from the perspective of positive psychology. The research questions answer these concerns: How has new technology altered the teaching and learning experience and created new behaviours among teachers and students in English learning in different contexts in higher education? How can benefits be maximised and negative impacts offset? This overarching research investigates the impacts of learning English as second language within the theoretical frameworks of both Education and Media Psychology. It also studies how the new media employed in online teaching are able to transform teaching and learning through their mediation between teachers and learners from an interdisciplinary perspective. Specifically, the research analyses the impacts of online teaching from the perspective of positive media psychology, examining how this application of new media is transforming the teacher-student relationship, learners' behaviours, the effectiveness of language learning across different disciplines, and how it may be leveraged to improve the well-being of both teachers and students now working online as a result of the pandemic.

Bio: Noble Lo completed his postgraduate degrees at HKU and the University of Oxford. He also obtained his Cambridge CELTA and Harvard CAEL. He is a Fellow of RSA and a Chartered Linguist of CIOL. He is currently teaching at the College of Professional and Continuing Education of PolyU. | Sumie Chan is teaching in The Hong Kong University of Science and Technology. She has been teaching a variety of English courses in different universities, which also include Language and Gender, Drama and Performance, Film Studies and Shakespeare. Her research interests are in language and gender, cultural studies and literatures.

Summary:It is theorised that examing new media from a perspective of positive psychology should produce recommendations for leveraging online language teaching and learning to improve the well-being of teachers and students. This is particularly significant in light of the shift towards online language teaching and learning caused by the COVID-19 pandemic

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Zhuohan HOU | Vahid ARYADOUST

Facilitator: Ryan Hunter

Blurb: The present study presents a systematic review of mobile assisted language learning (MALL) research. Using 41 academic journals in Applied Linguistics indexed in Scopus, six searching terms reflecting language components including grammar, listening, reading, speaking, vocabulary, and writing were applied for a general literature search. The results included a total inclusion of 167 MALL research papers. Each paper was submitted to a full-text screening using a coding scheme designed by the researchers. Two specific perspectives were used to examine the papers: the type of applied mobile technologies and the type of learning theories combined with the descriptive features of research. The descriptive features included, for example, the location of the study, target language and learners, and the context of the research. The results indicated a major application of smartphones for language learning. In addition, further mobile applications that are content-based, interactional, and structuralist were identified. I discuss these findings and their implications.

Bio: I am an M.A. student at the National Institue of Education Singapore studying applied linguistics. My major interests are language testing statistical analysis and quantitative research.

Summary:The present study presents a general profile for mobile assisted language learning research in a systematic way. An extensive literature search using Scopus was conducted and the studies included were coded using a coding scheme. Research trends were reviewed and discussed through these codes.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Rebecca See-wah WONG

Facilitator: Linda Lin

Blurb: This study of Grade 12 ESL exam answer scripts adopts Halliday's Systemic Functional Linguistic approach to study students' language use when writing for the Humanities subject, Liberal Studies, in the Hong Kong public examination context. In the assessment rubric of this written exam assessment, "language" is not one of the marking criteria. This downplays the role of language in the local ESL teaching and learning environment of content subjects. Subject teachers tend to focus on the delivery of field-specific content knowledge, without providing explicit teaching nor clear guidelines on writing tasks for students to integrate content and language.  In fact, however, results show that language is a deterministic element contributing to the graded performance of candidates.  The better the writing quality in terms of method of development in the writing scripts, the more sophisticated and clear the discussion of contents in the unfolding text. In this sense, "language" is regarded as the "hidden curriculum" of schooling (Christie, 1985, cited in Schleppegrell, 2008, p. 2). From this study, the significance of advanced literacy is foregrounded at the secondary school level.Reference:Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Routledge.

Bio: Miss WONG See-wah Rebecca is the PhD candidate supervised by Professor Jonathan WEBSTER at the City University of Hong Kong, and is currently writing a thesis on the language patterns of Liberal Studies written by Grade 12 students in Hong Kong. She is a qualified English teacher in Hong Kong.

Summary:The study adopts the framework of Systemic Functional Linguistic, focusing on the textual metafunction, to carry out text analysis of writing answer scripts by Grade 12 candidates in the Hong Kong Diploma of Secondary Education Examination (HKDSE). It aims to investigate the "hidden curriculum" of language in the Humanities subject.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Sarah CARMICHAEL | Anita AU | KY WU

Facilitator: Johanna Sandberg

Blurb: The transition to teaching online, brought about by the outbreak of the coronavirus in Spring 2020, has led to a growing body of literature that examines what makes virtual learning effective (see, e.g., Garcia-Vedrenne et al., 2020; Wang and Ren, 2020). The objectives of research were often to evaluate online learning and to recommend strategies for successful instruction. This study aims to add to this existing scholarship on teaching and learning by dissecting the case of an ESP course originally developed for F2F teaching but which was delivered online in Spring 2020. One key component of this course is laboratory report writing, which in an F2F mode students should learn while taking a laboratory course offered by their major department at the same time. However, disruptions created by the pandemic caused the language and laboratory components to become out of sync. Our presentation begins with an overview of the ESP course. We then present our practices and strategies for teaching the course remotely. Next, we discuss the challenges we faced, including making adjustments to the materials and pedagogy while the course was in progress. We conclude by summarising students' feedback and discussing pedagogical implications.

Bio: Sarah Carmichael is a Senior Lecturer in the Center for Language Education at the Hong Kong University of Science and Technology. Her interests include language use in engineering and language rights. | Anita Au is a lecturer in the Center for Language Education, HKUST. With a unique background in English Language Education and Mechanical Engineering, she has a wide perspective and insight into English Language teaching, particularly in the specialist field of teaching English to engineering students. | KY Wu is a Lecturer in the Centre for Language Education, HKUST. His main interests are academic writing, genre analysis, and technical vocabulary.

Summary:This study examines how an ESP course, especially the laboratory writing component, was modified for online learning following the outbreak of the coronavirus. We report on our practices and strategies when alignment with the students' major department was affected. Finally, we summarise students' feedback and make suggestions for effective teaching.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Jason Man-bo HO | Maria Mo-kit FUNG

Facilitator: Linda Lin

Blurb: This digital age creates a wealth of information from different sources, for diverging purposes, from varied social and cultural contexts, including instances of misinformation and disinformation. This requires students to develop new literacies to deal with content and linguistic challenges. Luke (2000) pointed out critical literacy not only needs to be developed through reading and writing, but learners have to be able to reflect and carry out analysis. In this study, an online media critical literacy intervention workshop was conducted applying CLIL's 4Cs in the curriculum design (Coyle et al., 2010). Thirty student participants from two tertiary institutions were recruited for the study. They responded to media texts on topics of climate change, artificial intelligence, and the existence of extraterrestrial life from online news, commentary, and sharing platforms such as Smithsonian Magazine, Breitbart, and YouTube. Qualitative data sets were collected from an online questionnaire, pre- and post-tests on participants' media responses, and focus group interviews, and analyzed using a critical media literacy framework designed by the National Association of Media Literacy Education. The pedagogical implications and possibilities of using CLIL to develop critical media literacy for global citizenship will also be discussed.

Bio: Jason Man-bo Ho, EdD, is a lecturer in the Centre for Language Education at the Hong Kong University of Science and Technology. His research interests include multiliteracies, Content and Language Integrated Learning (CLIL), critical media literacy, critical sexuality literacy education, and translanguaging and transmodality in higher education. | Maria Mo-kit Fung is a Senior Lecturer in the Faculty of Arts and Humanities at UOW College Hong Kong, Hong Kong. A teacher for over twenty years in English, communication and media studies, her research interests are in higher education, multicultural education, multiliteracies and strategic human resource training and development.

Summary:This study explores college students' media habits and awareness of their own media literacy with regard to online information. We examine the effectiveness of a media critical literacy intervention workshop with materials on popular science topics using the CLIL approach.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Sharon T. L. LEE | Michael Lane TESSMER

Facilitator: Johanna Sandberg

Blurb: The 2019-20 school year led to unprecedented challenges for universities worldwide, and this was especially so in Hong Kong, where a first shutdown in response to civil unrest was quickly followed by a second due to a pandemic. During this period, most teaching and learning activities were abruptly moved online. As a non-credit bearing learning support service, a writing centre faces unique problems in adapting to this shift due to a reliance on part-time student workers with little training and few resources for online tutoring; at The University of Hong Kong (HKU), these challenges were compounded by university contingency policies concentrated at the course and programme level.This case study examines the operations of a large-scale writing centre at HKU's Centre for Applied English Studies. Through surveys and focus group interviews with staff members, coupled with nearly 700 tutee questionnaire responses throughout the academic year, we apply mixed methods to generate insights about tutor training, shifting tutor-tutee dynamics, and consultation impact. By identifying challenges in maintaining boundaries and session effectiveness, we ask the question of whether an online writing centre model is a productive alternative to its physical counterpart, and what changes are necessary to maintain comparable learning outcomes.

Bio: Sharon is a Communication Advisor at Centre of Applied English Studies, The University of Hong Kong. A linguist turned teacher; she supports students' communication and academic literacy development and is interested in self-access language learning and English across curriculum in higher education. | Michael is a Communication Advisor at the Centre for Applied English Studies, The University of Hong Kong, where he works in the Writing Centre. His interests include research writing and political discourse.

Summary:In Hong Kong, social unrest followed by pandemic measures not only moved courses online, but also supporting services such as self-access language learning centres. This study evaluates the transition from face-to-face to online teaching at a university writing centre, tracking shifts in tutor-tutee attitudes, nature of consultations, and practices employed.

Type of Session: Paper Presentation

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Julia CHEN | Valerie C. YAP | Tsz-leung YIP

Facilitator: Sumie Chan

Blurb: Business students take on a large research project in their senior year where they apply the skills and knowledge learned throughout their undergraduate programme. One of the challenges non-native English speakers face is how to effectively and appropriately use discipline-specific English in writing and presenting their capstone projects. A mobile application was designed and developed to help students in managing and writing this major task.This exploratory study examines the factors affecting business students' perceptions towards the use of a discipline-specific capstone project mobile application and investigates how the app supports students in their writing process. The data reported comes from interviews and students' logbook entries where they tracked and reflected on the changes they made to their proposal writing before and after using the app. Findings suggest that a capstone project mobile app could contribute and support non-native English speaking students in their capstone project. It further suggests that students recognized the value of having a capstone project mobile application as it provides them with pedagogical support in completing a long and independent assignment like the capstone project. Student motivation could further be enhanced when the app included more language resources, functionality improvements and supervisor support.

Bio: Dr. Julia Chen is the Director of the Educational Development Centre at the Hong Kong Polytechnic University and courtesy Associate Professor at the Department of English. She is the Principal Investigator of several large-scale government-funded inter-university projects on English Across the Curriculum and using technology for academic literacy development. | Dr. Valerie C. Yap is a project associate of the English Language Centre at the Hong Kong Polytechnic University. She is working on the UGC-funded project, "Language Enhancement for Capstone Projects Using Interactive Apps". | Dr. Tsz Leung Yip is the Programme Leader of BBA in International shipping and Transport Logistics and Associate Professor at the Department of Logistics and Maritime Studies at the Faculty of Business at the Hong Kong Polytechnic University.

Summary:This is an exploratory study that examines the factors affecting business students' perceptions towards the use of a discipline-specific capstone project mobile application and investigates how the app supports students in their capstone project writing process.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Keri MATWICK

Facilitator: Chi SHEN

Blurb: Undergraduate student journals encourage writing to support learning and critical thinking in disciplines across the curriculum (Caprio, 2014). Students in natural sciences tend to have publication opportunities due to their study in the lab, but students in the social sciences and humanities also would benefit (Ishiyama, 2002). Student journals foster an in-depth research of a social, political, and cultural phenomenon, one that may be taken beyond the restraints of a typical assignment (Kuh, 1995). Writing beyond the classroom is important for students' growth. While the value of student publishing is understood, there is much less discussion on how to implement it.This presentation will discuss the start-up story of Pioneer Road, the first student undergraduate Humanities and Social Sciences journal at NTU. The journal takes a process-and-product oriented approach; the feedback-revise system emphasizes the creative and learning experience of writing for a journal while the published essay provides tangible result for the student's work. The published essays are then used by succeeding students as a resource for comparison, not imitation. Lessons learned on starting a student journal will be shared, so that participants will leave the session with a blueprint on how to start one at their own institution.

Bio: Keri Matwick is a Lecturer in the Language and Communication Centre at Nanyang Technological University Singapore. Besides teaching academic writing she conducts research on language and food as sites for personal and collective expression. She received her Ph.D. in Linguistics from the University of Florida.

Summary:Student publishing provides an opportunity for undergraduates to cultivate skills needed for the 21st century. Critical thinking, complex problem-solving, and writing with clarity are among the expectations of graduates. This presentation shares lessons learned and best practices for starting up a student journal.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Jingdan HU | Jing CHEN

Facilitator: Anita AU

Blurb: CLIL (content-and-language integrated learning) pedagogy has long proved beneficial for students' writing. Yet the process of writing, including the revision procedure, in this pedagogical context, has received scarce attention, although it can help identify the evolution pattern of students' composition skills and hence has significant instructional implications. This case study was designed to probe into the process of a group of six mainland Chinese university students' lexical revision in their online collaborative writing for a CLIL course. By means of classroom observation, discourse analysis and semi-structured interviews, the specific types of lexical revision conducted by these students and their perception of revision process were investigated, based upon which three successive stages of collaborative lexical revision were identified: the pre-content stage where students preferred to revise their writing with words of different complexity and degree; the content stage where students focused on precision and conciseness of words; and finally the advance-content stage where students paid considerable attention to both appropriateness and complexity of words in their revision. The study provides us with a deeper understanding of EFL students' collaborative lexical revision performance in CLIL classrooms.

Bio: Senior undergraduate and research assistant of School of Foreign Languages, Sun Yat-sen University. Her research interest includes language teaching and writing pedagogy. | Associate Professor of School of Foreign Languages, Sun Yat-sen University. Her research interest includes language teaching and testing, writing pedagogy, systemic functional linguistics and educational linguistics.

Summary:This study investigated the lexical revision types conducted collaboratively by six mainland Chinese university students and how they perceived this cooperating process in a CLIL classroom. From this, we have derived a preliminary development track for collaborative lexical revision for this pedagogical scenario.

Type of Session: Paper Presentation

Topic: Programme design, collaboration and assessment

Delivery Mode: Live

Presenter: Alan URMSTON

Facilitator: Grace Lim

Blurb: The use of assessment rubrics, sometimes called band descriptors or assessment scales, has become widely accepted in education. Rubrics are assessment instruments designed to assist in identifying and evaluating qualitative differences in student performance. Research into scoring rubrics has shown that they can serve two purposes: (1) aid assessors in achieving higher levels of consistency when scoring performance tasks, and (2) promote learning and/or improve instruction by making assessment expectations explicit and aiding the feedback process. The use of rubrics has been compulsory at the Hong Kong Polytechnic University since September 2018. While rubrics had been in use in the teaching of languages for a long time previously, for other disciplines, this came as a new challenge. Having reported on the views of teachers from the English Language Centre on the use of rubrics at the previous EAC conference, in this talk, I report on extended research into how rubrics have been designed and used across the University, drawing on multiple data sources, including a review of rubrics used in different disciplines, the views of teachers and students and empirical data showing the impact of the use of rubrics on assessment results and the attainment of learning outcomes.

Bio: Alan Urmston is engaged as a consultant to the Educational Development Centre at the Hong Kong Polytechnic University. He was formerly an Assistant Professor in the English Language Centre. He has extensive experience as a practitioner and researcher in educational assessment at the secondary and tertiary levels.

Summary:This presentation reports on extended research into how assessment rubrics have been designed and used across the disciplines at a university in Hong Kong, It draws on multiple data sources to examine the impact that compulsory rubric use has had on teaching, learning and assessment at the university.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Ivan K. H. AU

Facilitator: Ivan Au (CUHK)

Blurb: One year on since the COVID-19 pandemic swept the world, online synchronous teaching and learning (OSTL) has been more of a necessity than an alternative. While some studies examined student satisfaction with the new mode of learning in relation to their digital literacy, gender, and economic background (Purushotham et al., 2020), others have shed light on how OSTL, conducted in platforms such as Zoom, have facilitated communicative language learning in L2 development (Kohnke et al., 2020; González-Lloret, 2020). The use of breakout rooms has been regarded as a facilitative approach given the opportunity for more tailor-made guidance and the reassuring effect of a less-public discussion space it entails (Cornelius & Gordon, 2013). This study surveys the OSTL of sophomores and finalists in the disciplinary context of Arts and Social Sciences as they acquire academic and job-hunting English specific to the two curricula at The Chinese University of Hong Kong. Data from a semi-structured interview and from a questionnaire tests the hypothesis that the use of breakout rooms facilitates the accomplishment of collaborative technology-mediated tasks in English learning through (i) the diversified language exposure and (ii) multiple levels of feedback (individual, group, and whole-class) students experience and receive in breakout rooms.

Bio: The author is an Assistant Lecturer at the English Language Teaching Unit, the Chinese University of Hong Kong. Ivan received his teacher-training locally and his postgraduate training in Linguistics (with a specialisation in pragmatics) at the University College London. His research interests include: educational technology, ELT pedagogy, and word meaning.

Summary:This study surveys the OSTL of CUHK students as they acquire academic and job-hunting English specific to Arts and Social Sciences curricula. Interview and questionnaire data tests the hypothesis that the use of breakout rooms facilitates English learning through the diversified language exposure and levels of feedback it offers.

Type of Session: Paper Presentation

Topic: Programme design, collaboration and assessment

Delivery Mode: Live

Presenter: Marella Therese TIONGSON

Facilitator: Grace Lim

Blurb: Developing interdisciplinary collaboration between language and content teachers is essential for improving students' disciplinary writing skills. This collaboration is vital in describing the language used in specific discourse communities. However, collaboration is under-researched in the Philippines, where some writing teachers struggle with teaching disciplinary writing due to a lack of training in disciplinary content.This exploratory qualitative study reports on the collaboration between the English and Business Administration Departments in a Philippine university. Business teachers gave their input regarding course materials, while English teachers were tasked with implementing lessons to teach business majors how to prepare case presentations. Data were collected through semi-structured in-depth interviews, and responses were thematically coded and analyzed using Cohen and Mankin's (2002) action framework for successful partnerships as a lens to evaluate the success of the collaboration. Findings revealed how participants understand collaboration, discuss its benefits and challenges, and suggest ways to sustain it. Additionally, the departments' partnership appears to enhance their awareness of the relationship between language and content in business writing, which may help improve their students' language skills. This study has implications for understanding how interdisciplinary collaboration works in the Philippine context and outlines considerations for those seeking to explore such collaborations.

Bio: Marella Therese Tiongson is an assistant professor and teaches courses on English language studies at the Department of English and Comparative Literature, University of the Philippines Diliman. Her research interests include writing in the disciplines, collaboration, and critical pedagogy.

Summary:This qualitative study discusses the collaboration between the English and Business Administration Departments who collaborated to teach students how to prepare business cases. The collaboration is analyzed using Cohen and Mankin's (2002) framework, and has implications for understanding how collaboration is implemented in the Philippine context.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Yun XIA | Yin-ling CHEUNG

Facilitator: Chi SHEN

Blurb: This paper reviews 33 journal articles on pedagogy and practices in writing across the curriculum program that were published in The WAC Journal from 2015 to 2019. It aims to explore some effective and plausible approaches to teaching and learning writing across the curriculum. The review mainly covers the following topics: the design of writing assignments within authentic or material contexts, the inclusive teaching and learning writing pedagogy, the genre teaching and analysis, and how to develop or promote students' transfer of writing knowledge and practice across the discipline. The review also includes the evaluation of writing to learn approach and the rubrics of writing assessment. It is hoped that this review will shed some light on developing and sustaining the approaches to teaching and learning writing across the curriculum for disciplinary faculty and writing instructors all over the world.

Bio: Xia Yun is an MA student in National Institute of Education at Nanyang Technological University, Singapore. Her research interests include academic writing, writing instruction writing pedagogy and practices. | CHEUNG Yin Ling is an associate professor in National Institute of Education at Nanyang Technological University. She also directs the Graduate Research and Academic Development Center at the Office of Graduate Studies and Professional Learning at NTU. Her research interests include academic writing, writing instruction and writing teacher identity.

Summary:This paper reviews 33 journal articles on pedagogy and practices in writing across the curriculum program published in The WAC Journal from 2015 to 2019. It aims to find out some effective and replicable approaches to teaching and learning writing across the curriculum for disciplinary faculty and writing instructors worldwide.

Type of Session: Paper Presentation

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Colin TAIT | Natalie FONG | Locky LAW

Facilitator: Man CHAN

Blurb: Learning transfer arises when students use prior experiences and apply the acquired knowledge to address new challenges in other learning contexts (Hirvela, 2016; James, 2014; Navarre Cleary, 2013). However, university teachers may find it difficult to promote learning transfer even where the academic literacy course is aligned to the disciplinary majors of their students such as in an English-in-the-Disciplines (ED) course. This study aims to investigate Year-2 and Year-3 Humanities and Arts undergraduate students' perceptions of the learnt skills they find transferable in six ED courses at an English-medium international university. Students were invited to complete an in-class e-survey to solicit their evaluation of their understanding of the skills taught in each of the six ED courses and to identify which learning skills they have confidently transferred to other learning contexts. This presentation will detail findings obtained from quantitative analysis based on the structural model and guidelines proposed by Law and Fong (2020), as well as from thematic analysis on focus group data. Suggestions on pedagogical approaches that facilitate learning transfer from an English for Specific Purposes (ESP) course to other university contexts will also be discussed.

Bio: Mr. Colin Tait is a Lecturer at the Centre for Applied English Studies (CAES) at the University of Hong Kong. He is currently Programme Coordinator for the English-in-the-Discipline (ED) courses for students in the Faculty of Arts. | Dr. Natalie Fong is a Senior Lecturer in the Centre for Applied English Studies of the University of Hong Kong. Currently, she is leading the Project of Learning Transferability which is to explore the impact of students' knowledge acquired through the Core University English course on Common Core courses and to evaluate learning transfer from English-in-the-Discipline courses to Faculty courses. | Dr. Locky Law is a Senior Research Assistant in the Centre for Applied English Studies of the University of Hong Kong. His areas of research interests are creativity, multimodality, telecinematic discourse, Systemic Functional Linguistics, EAP, ESP, digital literacy, and computer-assisted language learning and teaching. He has pioneered several frameworks and approaches in creativity, including digital creativity multimodal analysis (DCMA).

Summary:This study aims to investigate Year-2 and Year-3 Humanities and Arts undergraduate students' perceptions of the learnt skills they find transferable in six ED courses at an English-medium international university. Suggestions on pedagogical approaches that facilitate learning transfer from an ESP course to other university contexts will be discussed.

Type of Session: Panel Discussion

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Jose LAI | Allen HO | Ella LEUNG | John O'REILLY | Chris ROZENDAAL | Amos P. K. TAI | Pascal Olivier VONTOBEL

Facilitator: Jose Lai

Blurb: This panel discussion, moderated by the Principal Supervisor of the EAC project, will provide a relatively interactive and informal platform for members to share their experience, insights, advice and wish list based on the flexible and evolving EAC implementation model of three programs (ESSC, IE and SSPE) at The Chinese University of Hong Kong (CUHK) since its inception in 2016 to date.

Bio: Dr Jose Lai is the Director of the English Language Teaching Unit of The Chinese University of Hong Kong. She is also the Chief Supervisor of the English Across the Curriculum (EAC) project funded by TDLEG. Her professional interests include EAC, learner autonomy, service-learning, reflective learning, programme development and evaluation. | Dr. Allen Ho is a Senior Lecturer at the English Language Teaching Unit of CUHK. He has been teaching EAP, ESP and EPP courses at the tertiary level in Hong Kong for over 15 years. He is interested in doing research on topics such as learning transfer and peer review. | Ms. Ella Leung is currently senior lecturer at the English Language Teaching Unit of The Chinese University of Hong Kong. Her area of interests includes EAP/ESP course and materials design, and public speaking. In the past 10 years, she has been teaching science majors research writing and effective communication of scientific information to lay audience. | Dr. John O'Reilly is a lecturer in the Department of Sports Science and Physical Education at The Chinese University of Hong Kong. His main areas of research interests include exercise physiology, fluid replacement and development of e-Learning strategies for teaching. He also serves as the Sports Science Consultant for the Hong Kong Jockey Club. | Mr Chris ROZENDAAL is a Senior Lecturer of the English Language Teaching Unit, The Chinese University of Hong Kong. | Dr. Amos Tai is an Associate Professor of the Earth System Science Programme at The Chinese University of Hong Kong. He specializes in atmospheric chemistry and physics, air pollution and climate change, and agricultural and forest meteorology. | Pascal O. Vontobel received the Diploma and Ph.D. degrees in electrical engineering from ETH Zurich, Switzerland. He was a postdoctoral research associate at UIUC and MIT, worked as a research scientist at Hewlett-Packard Laboratories in Palo Alto, CA, USA, and is currently an Associate Professor at the Department of Information Engineering at CUHK. He is an IEEE Fellow.

Summary:This panel discussion, moderated by the Principal Supervisor of the EAC project, will provide an interactive platform for members to share their experience, insights and advice based on the flexible and evolving EAC implementation model of three programs (ESSC, IE and SSPE) at The Chinese University of Hong Kong (CUHK).

Type of Session: Paper Presentation

Topic: Programme design, collaboration and assessment

Delivery Mode: Live

Presenter: Grace LIM

Facilitator: Grace Lim

Blurb: An increasing number of universities in non-English speaking countries have adopted English-medium instruction in teaching discipline subjects to differing extents. This may pressure college faculty in their teaching and coaching of students' writing and speaking. In order to support faculty members in their use of English in teaching and student learning, the author's university has set up an initiative called the Communities of Practice. Similar social networking sites for sharing academic knowledge have been found to bring benefits to the faculty's professional development (Benbow & Lee, 2019).This paper presents the purposes for setting up such a social network to support faculty members in their teaching, the activities that empower them, and the resources that support their students' writing and speaking skills. Post-workshop surveys and interviews showed subject teachers valued greatly the sharing and resources, and regarded such collaboration beneficial to their own teaching as well as students' writing and speaking skills. Last, the potential and challenges of such an initiative will be shared.

Bio: Grace Lim is a Teaching Fellow in the English Language Centre of the Hong Kong Polytechnic University. She is in charge of English for discipline specific subjects in the construction and environmental field. She is involved in projects on English Across the Curriculum, Discourse Analysis and Mobile Teaching.

Summary:Teaching discipline subjects in English may pose challenges to faculty members in non-English speaking countries. This paper presents an initiative to help them in their teaching of students' written and spoken tasks in English. It also evaluates the benefits and challenges brought to their teaching and student learning.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Mia-huan TAN

Facilitator: Chi SHEN

Blurb: Developing transfer knowledge and skills in the 21st century is essential for life and work (National Research Council, 2012). Many STEM studies conducted on transfer of learning have focused mainly on the application of knowledge and skills learned in one context to other situations, such as between novice and experienced aerospace engineering designers. However, very few studies have been conducted on engineering students' learning transfer within the same context, where students engaged in multimodality (e.g., speaking and writing). Hence the purpose of this study is to explore how students transfer their learning when they switch between modalities from the writing to speaking mode.  More specifically, this study sought to identify the linguistic mechanism students used in oral presentations (OP) to express content that was originally written in their technical essay. The participants were 126 first-year engineering students from a Singapore university enrolled in a Technical English Language course. The instruments included students' written technical proposals which they later presented orally. Focus was directed at text analysis of the written proposals and their corresponding OP transcripts where comparisons were made. It was found that metacognitive knowledge was present when students identified the shifts in their learning transfer which made their thinking visible.

Bio: Dr. Tan Mia Huan is a senior lecturer in the Language and Communication Centre at Nanyang Technological University, Singapore. Besides teaching Engineering and Scientific Communication courses, she is also engaged in teaching and developing curriculum for an Interdisciplinary module using writing and speech as tools for thinking and expressing ideas.

Summary:This study aimed to explore how engineering students from a Singapore university enrolled in a Technical English Language course transfer their learning when they switch between modalities from the writing to speaking mode. Text analysis of comparisons were made on the instruments which included written proposals and their corresponding oral presentation transcripts.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Ahmad Sofwan NATHAN

Facilitator: Ivan Au (CUHK)

Blurb: Covid-19 has upended traditional practical training sessions and the pharmaceutical sciences have not been spared its impact in that regard within the Malaysian context. Conventional clerkship training sessions for prospective pharmacists, which normally involved face-to-face interaction and counselling sessions between the trainee pharmacist and patient in actual hospital settings, have been substituted by virtual telemedicine modalities and lecturer-mediated simulations which have both restricted verbal communication as well as compromised the authenticity of such training sessions.This paper examines a contemporary Covid-imposed "telepharmacy" framework that relies on simulations administered through online platforms to train prospective pharmacists to master effective interventional pharmaceutical practice via the operationalisation of good communication skills and strategies. The paper seeks to assess the efficacy of such training modalities by analysing trainee-generated written reflective output about the simulation sessions participated in, the communicative strategies and skills deployed and the impacts such sessions yielded from the communicative perspective. In total, 15 reports were obtained and analysed, using Rolf, Freshwater and Jasper's (2001) reflective writing protocol. The results suggest that the efficacy of online platforms for pharmaceutical clerkship training in the communicative dimension is generally reliant on the nature and quality of the simulation, particularly its authenticity.

Bio: Ahmad Sofwan Nathan is an English Language Instructor at Universiti Sains Malaysia, Georgetown, Penang. He teaches Creative Writing and Language for Specific Purposes (English for Science and Medicine) at the School of Languages, Literacies and Translation, USM. He graduated from the University of Malaya and has close to 32 years of TESL teaching experience. He has published papers and book chapters on various aspects of language teaching.

Summary:The paper examines the effectiveness of online simulation in embedding the requiste communication skills and strategies replete in pharmacist-patient exchanges in the interventioanl pharmacy context.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Rahmad HIDAYAT

Facilitator: Christy CHAN

Blurb: The research aims to develop multi-literacy skills by creating literary graphic story as a creative and innovative way for the students of an English Department to learn literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. Therefore, this project-based learning (PBL) approach in a literature class aimed to produce graphic stories as the output of studying literature, so that students not only understand the literary theories but also make something out of their understanding. A scaffolding instruction method was employed to examine practices of improving multi literacy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention and guiding, was applied. Reader response criticism was introduced to students in the reading and analysing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improved their ability in reading skills, writing skills and producing a graphic story based on their own interpretation of the literary text. There are two significant outcomes of the project: developing literary text understanding and producing an original graphic story.

Bio: Rahmad Hidayat is a lecturer in University of PGRI Adi Buana Surabaya, Indonesia. He teaches English and literary studies. His current research interest focuses on literature in language teaching and cultural studies

Summary:This study promotes a new approach in literary studies in which students create a graphic story as the output of their literary interpretation. Through the graphic story made by the students, studying literature becomes a joyful activity. It also develops the students' multi literacy skills. The students show their multi literacy skills.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Nicholas Y. DUVERNAY

Facilitator: Sara Lai

Blurb: This study aims to understand the use of language learning strategies (LLSs) in the context of online and offline EFL classes to identify preferences and shifts in the application of LLS types for the same group of participants. It aims to establish foundations on which LLS preferences may correspond to specific types of learners--such as those with higher learning aptitude--in the context of online education. 109 Korean university students writing on topics such as academic research and journalism, and conducting debates on current issues were examined over two semesters using the Strategy Inventory for Language Learning (SILL; Oxford, 1990) as a measuring tool. The first semester comprised face-to-face classes, while the second semester was purely operated online in a distance learning context--and six different LLS types (memory, cognitive, compensation, metacognitive, affective, and social) measured. The results show significant shifts in LLS use between the two learning environments as well as an increased usage of metacognitive strategy items, along with a decreased usage of affective strategy items, showing that a focus on self and peer analysis helps students become more conscious of the learning process. The presentation ends with the study's implications on language learning in disciplinary contexts.

Bio: Nicholas Y. Duvernay is an assistant professor at Hankuk University of Foreign Studies, with a Ph.D. in applied linguistics from Korea University.

Summary:This study investigates the effects of distance learning on university-level EFL learners' language learning strategy use over the course of two semesters in EFL writing and discussion classes--including academic research, journalism, essays, debates, and presentations--finding that distance learning and learner awareness positively influences the use of metacognitive strategies.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Selenne Anne S. LEYNES

Facilitator: Alan Urmston

Blurb: Learning to write, speak, listen to, and read law is akin to learning a new language. In the Philippines and in New York, taking the bar examination and passing it is a necessary qualification before one can be admitted to the practice of law. In answering bar examination essays, bar examination guidelines emphasize the need to present a clear, logical, and organized way of writing. Using the contrastive genre analysis method and Hyland's (2005) taxonomy on metadiscourse markers in twenty sample essays, this study aims to determine the metadiscourse markers present in Philippine Bar Exam Essays (PH-BEE) and New York Bar Exam Essays (NY-BEE), and the cultural features revealed by such use in the two writing communities. Results reveal that for both PH-BEE and NY-BEE, the most frequently used are Hyland's (2008) interactive resources and another external category, relative clause markers. For both cultures, the construction of sentences with embedded phrases or clauses is common, while sentences with attitude markers, relational markers, and self-mentions are not. Indeed, culture plays an essential role in defining writer characteristics in different writing communities and studies like this can help future bar examinees answer bar exam questions with ease and confidence.

Bio: Atty. Selenne Anne S. Leynes, LPT,REB,MEng is a faculty member from the University of Santo Tomas, Philippines. She is a licensed professional teacher, a licensed real estate broker, an MA holder, a member of academic and legal organizations, a bar examination coach, a notary public, and a lawyer.

Summary:Using the contrastive genre analysis method and Hyland's (2005) taxonomy on metadiscourse markers in twenty sample essays, this study aims to determine the metadiscourse markers present in Philippine Bar Examination Essays and New York Bar Examination Essays, and the cultural features revealed by such use in the two writing communities.

Type of Session: Paper Presentation

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Hangyan LU

Facilitator: Jane Robbins

Blurb: This paper reports the experience of 12 undergraduate students from 3 disciplines (Arts, Social Sciences, and Professional Accounting) as they engage in English academic writing in a self-financed institution in Hong Kong.  Data were collected from tracing students' English written assignments over one semester and soliciting talks over the texts before, during and after the writing process. While students were the primary foci, teachers' sharing about their introductions to students on course-related written assignments was included for triangulation purpose. The analysis of the students' accommodation with, opposition and resistance to academic writing rules and conventions and their sense-making purposes behind reveals that academic writing is practised by students with sometimes complementary and sometimes conflicting purposes: to acquire existing knowledge, to entertain teachers, to communicate professionally, and to contribute new knowledge. Analysis of teacher guidelines and teacher interviews, however, shows an overly romantic view of writing as a demonstration of academic socialization in the disciplines.  Findings suggest that rules and conventions of academic writing cannot be taught in isolation, and that a joint exploration of the fundamental meaning-making purpose with students can facilitate the teaching and learning of academic writing.

Bio: Hangyan Lu is currently an Assistant Professor in the English Department of Gratia Christian College in Hong Kong. She has been teaching EAP for many years and is interested in collaborating with subject teachers to develop ESP courses in her college.

Summary:This is a qualitative investigation into the English academic writing experience of 12 undergraduate students from the Arts, Social Science and Professional Accounting disciplines. The result shows that students engage in academic writing with different purposes which lead to varied reactions toward academic rules and conventions.

Type of Session: Panel Discussion

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Condon LAU | Kenneth LAM | Ivan HO | Xuming ZHANG | Joe Kim-hung LAM

Facilitator: Christy CHAN

Blurb: This panel discussion explores how different Hong Kong universities and faculties support capstone/FYP projects and discusses the various challenges faced by students. We discuss possible strategies for overcoming these challenges through collaboration and resources.

Bio: Dr. Condon Lau is an Associate Professor at the Department of Physics, City University of Hong Kong. Prof Kenneth Lam is a Professor at the Department of Electronic and Information Engineering, The Hong Kong Polytechnic University. Dr. Ivan Ho is an Assistant Professor at the Department of Electronic and Information Engineering, The Hong Kong Polytechnic University. Dr Zhang Xuming is an Associate Professor at the Department of Applied Physics, The Hong Kong Polytechnic University. Dr Joe Lam Kim-hung is a Teaching Fellow at the Department of Applied Biology and Chemical Technology, The Hong Kong Polytechnic University.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Kayatri VASU | Yong-mei FUNG

Facilitator: Alan Urmston

Blurb: The development of Writing Across the Curriculum (WAC) is vital in the Malaysian context, since English is the medium of instruction in most public and private universities in Malaysia. The level of English proficiency among ESL undergraduates, however, is still mediocre, particularly in writing. WAC requires lecturers regardless of their fields to develop in students good academic writing skills, at a desired standard. Hence, the implementation of WAC requires effective method and strategy.  Self-assessment  plays a significant role in the development of self-regulated behaviours among learners. Explicit and effective implementation of self-assessment as an instructional practice develops students' awareness of self-regulated behaviours such as like goal setting, strategy planning, and strategy use. The objective of this study is to provide insights into the use of a self-assessment checklist as a tool to develop technical report writing in various content specific engineering courses. Five lecturers and 20 students from the engineering faculty will be interviewed to explore their in-depth experience of using a self-assessment checklist in technical writing classrooms.  This paper discusses the effectiveness, benefits and challenges faced by the undergraduates and lecturers when using the self-assessment tool.

Bio: Kayatri Vasu has a PhD in English Language Studies from Universiti Putra Malaysia. She is now an assistant professor at Universiti Tunku Abdul Rahman, Bandar Sungai Long. Her area of specialization is assessment in language teaching, learning strategies, educational psychology, and ESL writing. | Yong Mei Fung is an Associate Professor in the Department of English, Faculty of Modern Languages and Communication, Universiti Putra Malaysia. She holds a PhD in Linguistics and Second Language Teaching from Massey University. New Zealand. Her research interests include collaborative writing, blended learning, learner autonomy, assessment, and project-based learning.

Summary:Self-assessment has a vital role in the development of Writing Across the Curriculum (WAC) and self-regulated behaviour among learners. More self-regulated learners will be able to continuously develop their writing skills across the curriculum. This study will explore the effectiveness, benefits and challenges faced by undergraduates and lecturers when using self-assessment tool.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Vivian LEE

Facilitator: Greg Wu

Blurb: This paper looks at the application of a pedagogical approach incorporating the use of media in the L2 English classroom for undergraduate students majoring in disciplines such as International Studies and KFL in addition to English-related majors. Recent years have seen an increase in attention to multimodality. According to Stein (2000), an array of resources including language and other modes such as gesture, sound, images, textures, and silences should be used when making meaning. Multimodality can play an important part in developing L2 learners' awareness and sensitivity to language and meaning, for increased effective communication. Students in South Korea were provided with a list of media resources on a range of topics such as technology and social issues for their essay writing task, and could use these to develop their topic ideas and write their essays. Findings point out the usefulness of the pedagogical approach in increasing awareness to both linguistic and multimodal aspects developed through the task regardless of student discipline. Details of the class instructions and overall design will be outlined in the presentation, as will excerpts from the data. The pedagogical method can be easily applied across different contexts and adapted to suit various classrooms and needs.

Bio: Vivian Lee is Associate Professor at the Department of EICC, Hankuk University of Foreign Studies in Seoul, South Korea. She teaches various undergraduate and postgraduate English language and Korean-English translation and interpreting courses. She obtained her PhD in Linguistics (Applied Linguistics/Translation) at SOAS, University of London. Her research interests include language pedagogy and intercultural communication.

Summary:This paper looks at the application of a pedagogical approach where undergraduate L2 learners of English from various disciplines in South Korea were provided with a list of media resources on a range of topics such as technology and social issues for their essay writing task.

Type of Session: Paper Presentation

Topic: Technology-enhanced language learning

Delivery Mode: Live

Presenter: Riko Ut-Meng LEI| Alan Ka-lon CHAN

Facilitator: Sara Lai

Blurb: The use of mobile devices and online platforms in language learning is becoming more common. The trend gives rise to a fast-developing research realm, Mobile Assisted Language Learning (MALL). In Chinese EFL context, MALL is still a novel research area in its relationship with the development of language competence. In order to investigate the relationship between speaking errors and the modes of speaking practice, 20 EFL university students in Beijing joined a 6-month speaking practice experiment and were assigned into three different speaking modes, namely on-site face-to-face, online synchronous mode and online asynchronous mode. This design enables comparison between online modes, and between the on-site and online mode, drawing a more comprehensive picture of MALL. A mixed-methods approach was adopted with quantitative data from coding of their practices, and qualitative data from peer-feedback questionnaires, self-reflective journals, and a semi-structured interview. The results show that while verb tense is the most prominent types of errors committed in all three modes, frequency and distribution of errors differ on subdivided linguistic levels. The participants also expressed different perceptions about how the practice modes influence the types and amounts of errors committed. This presentation delineates the characteristics of errors and discusses the reasons behind.

Bio: Riko is an undergraduate student of English at Beijing Foreign Studies University. She excels in English, especially speaking and writing. She is the first Macau student winning the Gold Award in Creative Writing at Genius Olympiad. Her research interest includes foreign language learning anxiety, overcoming learning difficulties of English and cognitive linguistics. | Alan is an Instructor at the English Language Centre of the University of Macau. He received his MA in Applied English. He used to teach high school English, and was awarded the "Distinguished Teacher" Honour by local educational bureau. His research interest includes EFL writing pedagogy and language learning anxiety.

Summary:The presentation focuses on a study of university students in Beijing aiming at comparing the error types and error distribution of face-to-face, online synchronous, and online asynchronous speaking practice, with a brief discussion about the reasons behind. Results show that errors differ in modes, frequency, and distribution on linguistic levels.

Type of Session: Paper Presentation

Topic: Impact of factors affecting any of the above

Delivery Mode: Live

Presenter: Yaqiong XU

Facilitator: Laura Man

Blurb: Along with globalization and digitalization, the scope of literacy and literacy pedagogy has been extended beyond traditional language-based approaches. Situated in a shift of the Norwegian national English subject curriculum from the old (LK06) to the new (LK20) version, this study examines the literacy contextualization in the two versions based on four theoretical perspectives of literacy proposed by UNESCO (2006). Furthermore, leaning on the multiliteracies pedagogical framework (NLG, 1996; Cope & Kalantzis, 2009), a case study consisting of classroom observations and a semi-structured interview is conducted in order to investigate the literacy practices and beliefs of one English subject teacher. Three main findings are generated through content analysis. First, there is a conceptual movement from a skills-based view of literacy in LK06 towards a broader understanding of literacy in LK20. Second, the teacher's literacy practices display, to a considerable extent, characteristics of the multiliteracies pedagogy, although challenges become visible. Further, the teacher's perception of literacy as abilities to communicate reinforces her literacy practices of utilizing multimodal texts. Echoing the call for literacy pedagogies to address learners' new literacy needs in the 21st century, these findings provide support for the transformative literacy-focused approach: the pedagogy of multiliteracies.

Bio: Yaqiong Xu is a Ph.D. candidate working on the project Acquisition of English in the Multilingual Classroom (AcEngMulCla) at the Norwegian University of Science and Technology, Norway. Her recent study focuses on the curricular shift of the Norwegian national English subject curriculum and the pedagogical implications for teaching English.

Summary:This study examines the contextualization of literacy in the Norwegian national English subject curriculum. Additionally, a case study comprising classroom observations and an interview is conducted to investigate an English teacher's literacy practices and beliefs. Findings from content analysis support the employment of the transformative literacy-focused approach: the multiliteracies pedagogy.

Type of Session: Paper Presentation

Topic: Pedagogy and practices

Delivery Mode: Live

Presenter: Takad Ahmed CHOWDHURY | Muhammad Kamarul KABILAN

Facilitator: Hannah Lai

Blurb: English language courses play a very significant role in Bangladeshi private universities because English is used there as the language of learning and teaching (LoLT), and students need to use the language skill to convey content in all subjects. This study attempts to identify the problem areas in learner attainment of English language from the perspectives of the students majoring in Pharmacy at the University of Asia Pacific (UAP), a Bangladeshi private university, their teachers who teach the EAP courses as well as those who teach courses in their major. Instrumentation included three questionnaires for randomly selected students studying in different semesters, their teachers both from English language courses and their major discipline. The findings reveal the flaws of the current English language courses in fulfilling learners' expectations for their academic and future professional success. The study has valuable implications in strengthening the LoLT and curriculum design for the students to improvement of their learner attainment because poor expression of content equals poor marks whereas good expression equals good marks.

Bio: Takad Ahmed Chowdhury is currently pursuing his Ph.D. in TESOL at the School of Educational Studies, Universiti Sains Malaysia. He is also an associate professor at the University of Asia Pacific (UAP), Bangladesh. His research interests include ESP/EAP, ESL/EFL writing, curriculum development, and English literature. | Takad Ahmed Chowdhury is pursuing his Ph.D. in TESOL at the School of Educational Studies, Universiti Sains Malaysia. He is also an associate professor at the University of Asia Pacific (USM), Bangladesh. His research interests include ESP/EAP, ESL/EFL writing, curriculum development, and English literature.

Summary:In view of the significant role of English language in learner attainment at the Bangladeshi private universities where English is the language of learning and teaching (LoLT), this study identifies the weaknesses of the current English language courses taught in the Department of Pharmacy at a Bangladeshi private university.

Type of Session: Paper Presentation

Topic: Programme design, collaboration and assessment

Delivery Mode: Live

Presenter: Pauli LAI | Ivan LAU | Chi-Ho CHAN

Facilitator: Eric Ho

Blurb: With research showing the desperate need for oral communication skills by engineering students, we care about engineering students' presentation skills in English. To assess whether students can communicate effectively, the Engineering instructors introduced a video presentation assignment in a technical subject "Database System". Students were required to submit two versions of an individual video presentation in English on selected topics. The first submission was the initial version to be evaluated by the members of the peer group. The second submission was a revised version based on the comments given by their peers. In collaboration with the English Language Centre, a briefing on presentation tips was provided to make the students more aware of the presentation's essence beforehand. The Engineering instructors assessed the performance of those video presentations based on a set of rubrics, which had also been provided to help the students attend to the assessment criteria, such as vocal variety, clarity, etc. We found that the second submission's average score improved, which implied that students had made efforts to improve their presentations with reference to their peers' comments. Meanwhile, by comparing a post-survey with a pre-survey, most students agreed that their presentation skills improved.

Bio: Dr. Pauli Lai is an instructor of the Department of Electronic and Information Engineering at the Hong Kong Polytechnic University. She has been teaching in tertiary institution for more than 10 years and is keen on exploring new pedagogies, especially with learning technologies. | Mr. Ivan C. F. Lau's teaching areas include IT and computing, embedded systems and robotics, mobile application development, and database systems. He actively involves in funded educational projects to enhance the student learning experience through interactive pedagogies and applies various online tools and new methodologies in his teaching. | Chi-ho has a Master Degree in Translating & Interpreting of the Hong Kong Polytechnic University (PolyU). He has keen interests in learning different languages to get to know people of different mother tongues. Currently, he is a Project Associate with the EIE Department of PolyU specializing in game-based learning research.

Summary:With the need to improve students' English communication in mind, we introduced a video presentation assignment in a technical subject for Engineering students, "Database System" with support from the ELC. Students submitted two versions of an individual video presentation in English with the subsequent one improved using peer students' comments. Consequently, the average score improved.

Type of Session: Paper Presentation

Topic: Role of EAC/WAC/CLIL in learning and teaching

Delivery Mode: Live

Presenter: Hema MUSTAFA | Kirubah RAJENDRAN | Jing WANG | Tilashiny PALANISAMY

Facilitator: Alan Urmston

Blurb: English has been used widely in the teaching and learning of various school subjects in countries where English is not the mother tongue. In 2003, Malaysia again implemented the use of English as the medium of instruction for sience and mathematics in order to meet the demand of technological advancement and academic internalisation. This implementation can be claimed as a part of English for Specific Purposes (ESP) in which the success of the teaching and learning process depends greatly on the needs analysis. Hence, this study was conducted to analyse the English language needs of science and mathematics teachers when teaching in the classroom. It involved teachers from primary schools in one of the states in Malaysia where a needs analysis questionnaire was distributed among the science and mathematics teachers. Findings showed that these teachers do need guidance specifically in improving their teaching skill, as they previously taught the subjects in their first language, which is Malay. They require training to develop their communication skills, reading and also writing skills that could assist them in delivering effective teaching to students in their class.

Bio: Hema Mustafa is a senior lecturer in Language Academy, Universiti Teknologi Malaysia. She obtained her PhD from University of Tasmania. Her study was on the use of Facebook among parents of a child with autism. She has 18 years of experience teaching English. Her research interest includes TESL, online communication, and ESP. | Kirubah Rajendran obtained her Masters In TESL in 2020 from the University of Technology, Malaysia. Her research investigated the use of narrow reading in improving incidental vocabulary acquisition among Malaysian higher primary pupils. Currently she is pursuing her PHD studies inTESL at University of Technology Malaysia. She has more than 4 years of experience in teaching English in primary education. | Wang Jing is from China, is currently pursuing her Master degree in Education (administration and management). Studying in University of Technology Malaysia has helped her to improve her spoken English, with the help from lecturers and classmates. She hopes to complete her study soon. | Tilashiny Palanisamy obtained her bachelor's degree in 2014. She is currently pursuing master's degree in TESL at UTM. Her research investigated the effectiveness of using Vocab City Games in enhancing students' vocabulary in the Malaysian ESL classroom. Her other research interests include child psychology and child development in ESL. She is currently teaching in the primary school and has 7 years of teaching experience.

Summary:A needs analysis of the English language of teachers teaching science and mathematics in Malaysia showed that specific training is crucial to assist them in the classroom. The change from Malay to English as medium of instruction demands a great effort from the teachers to break away from their common norm.

Type of Session: Plenary

Delivery Mode: Live

Presenter: Oliver MEYER

Facilitator: Keith Tong

Blurb: In the plenary, Professor Oliver Meyers will present and discuss empirical data from three intervention studies which investigate the role of language on depth of student learning in secondary education. The studies are based on the presumption that deeper learning rests on the development of domain-specific knowledge. A Pluriliteracies Approach to Teaching for Deeper Learning (PTDL), which aims to facilitate deeper learning through an explicit focus on disciplinary literacies and subject specific language as a means to promote conceptual understanding, was used to design tasks and materials for the experimental groups. Both control and experimental groups were selected from within existing CLIL branches through direct experiment control in order to control for variables. Taken together, these studies offer new insights into the nature of deeper learning in three school subjects (chemistry, geography and history), the complex interrelation between conceptualizing and communicating content in both written and spoken form, and the tools and methods required to assess and evaluate these processes.

Type of Session: Post-conference Workshop

Delivery Mode: Live

Presenter: Terry Myers ZAWACKI | Martha TOWNSEND | Mike PALMQUIST

Facilitator: Julia Chen

Blurb: In this three-part synchronous workshop, participants will first be introduced to theory and pedagogy for using writing assignments and activities to help students learn disciplinary content and processes, think critically in a discipline, practice discourse conventions, and, for English L2 students, learn the language. Then participants will share course and disciplinary learning goals and outcomes for student writers and develop strategies for using low- and high-stakes writing tasks to help students achieve these outcomes. The workshop will conclude with discussions of strategies for responding effectively and efficiently to both informal and formal student writing.

Type of Session: Post-conference Workshop

Delivery Mode: Live

Presenter: Do COYLE

Facilitator: Keith Tong

Blurb: In this workshop I will give concrete examples of why the principle of teachers as designers of learning is fundamental to pluriliteracies approaches. Exploration of how task design in terms of content and type is connected to sequencing learning is critical for deeper learning.