CULI Research Seminar 2017
Table of Contents
Background and Rationale 3
Seminar Programs 5
Floor Plans 8
Plenary Speakers 11
Featured Speakers 17
Parallel Speakers I (Morning Sessions) 23
Parallel Speakers II (Afternoon Sessions) 35
Announcements 47
Organizing Team 51
Chulalongkorn University Language Institute
International Research Seminar 2017
In Celebration of Chulalongkorn University Language Institute’s 40th Anniversary
“Interrogating Professional Development in ELT: Challenges and
Opportunities for the Teacher”
Friday, July 14, 2017
Prem Purachatra Building, Chulalongkorn University Language Institute,
Bangkok, Thailand
Background and Rationale
The professional development (PD) of the teacher is a constant concern among educational institutions. Supporting PD has long been viewed as an effective means of helping teachers maintain their interest and enthusiasm in their profession. With emerging new educational paradigms and trends, those involved in English language teaching (ELT), including teachers, administrators, researchers, and policy-makers, should rethink how to engage teachers in PD. From a traditional perspective, the provision of PD support for teachers is considered to be the responsibility of educational institutions. A more recent, critical perspective, however, advocates that teachers themselves should also seek opportunities for their professional growth, particularly through engaging in self-reflection practices and peer-support activities. Reconciling the two perspectives will optimally help teachers keep pace with the disciplinary knowledge and skills useful for their professional pursuits.
Last year, Chulalongkorn University Language Institute’s (CULI) International Research Seminar featured the theme “Action Research in ELT for Quality Instruction,” where scholars and those interested in the field of English language teaching gathered to discuss and share research information as well as exchange their hands-on teaching experiences concerning their classroom research. In order to build on last year’s theme, this year’s seminar, entitled “Interrogating Professional Development in ELT: Challenges and Opportunities for the Teacher,” will focus on current approaches to professional development for English language teachers. This seminar will help the participants stay current in the field of ELT, particularly those who seek opportunities for expanding their knowledge base regarding research, theory, and issues in teaching. The seminar is thus aimed at serving as a convivial forum for scholarly discussions among those who are currently involved in, or planning to embark on, the ELT profession. Through the lens of PD, the participants will have ample opportunity to share their research experiences, pedagogical ideas, theoretical insights, and teaching concerns on a wide range of current issues in ELT. Not only will this seminar keep the participants abreast of an assortment of teacher-development activities, but will also raise their awareness of the importance of developing long-term career goals and opportunities over time.
This year’s international research seminar is also one of CULI’s academic activities commemorating its 40th anniversary, as well as demonstrating its commitment to society. The seminar is open to all interested participants free of charge.
Objectives
1. To promote and disseminate research on ELT for quality teaching and learning
2. To provide an opportunity for English language practitioners, researchers, administrators, and policy-makers to share their theoretical and pedagogical perspectives on promoting PD among ELT professionals
3. To encourage networking among members of the ELT professional community
Participants
English language practitioners, researchers, administrators, policy-makers, graduate students, and interested professionals from local and overseas institutions
Responsible Organization
Research Coordination and Dissemination Unit, Research Department, CULI
Venue
Prem Purachatra Building, CULI, Chulalongkorn University
Date and Time
Friday, July 14, 2017 (8:00-15:30 hr.)
Registration
Online registration is available from April 1, 2017 for all participants (free registration). For further information about online registration, please visit: http://www.culi.chula.ac.th/Research/
Expected Outcomes
The participants will have the opportunity to:
1. broaden their views concerning English language research and teaching as part of their PD;
2. gain hands-on experiences in how to implement PD support for those involved in the ELT profession; and
3. establish a network with other members of the ELT professional community.
Seminar Program
“Interrogating Professional Development in ELT: Challenges and
Opportunities for the Teacher”
Friday, July 14, 2017
Prem Purachatra Building (Room 103), Chulalongkorn University,
Bangkok, Thailand
8:00-8:45 / Registration
8:45-9:00 / Opening Ceremony
9:00-10:00 / Keynote Speech
Pornapit Darasawang, Ph.D.
King Mongkut’s University of Technology Thonburi, Thailand
10:00-10:15 / Break
10:15-11:15 / Plenary speaker I
Helen Louise Basturkmen, Ph.D.
The University of Auckland, New Zealand
11:20-12:00 / Featured speaker I
Jiraporn Intrasai, Ph.D.
Mae Fah Luang University, Thailand
Parallel Sessions I (9 sessions)
12:00-13:30 / Lunch
13:30-14:10 / Featured speaker II
Lillian L. C. Wong, Ph.D.
The University of Hong Kong, SAR
Parallel Sessions II (8 sessions)
14:15-15:15 / Plenary speaker II
Low Ee Ling, Ph.D.
National Institute of Education, Singapore
15:15-15:30 / Closing Ceremony
“Interrogating Professional Development in ELT: Challenges and
Opportunities for the Teacher”
Chulalongkorn University Language Institute
Friday, July 14, 2017
Parallel I (11:20-12:00 hr.)
Session / Presenter / Research Title / RoomA 1 / Retno Wulandari / Students’ Motivation in Learning TOEFL: A Case Study at Service English Unit (SEU), Diponegoro University, Indonesia / 201
A 2 / Nathan Thomas / Diaries as a Tool for Teaching, Learning, and Professional Development / 202
A 3 / Nichapat Phusit and Watthana Suksiripakonchai / A Study of Thai University Students’ Attitudes towards Pronunciation Models in English as a Lingua Franca / 209
A 4 / Satita Watanapokakul / CULI ZOO: An Edutainment Game-based Supplementary E-learning Program for English for Veterinary Profession I / 210
A 5 / Gary Torremucha and Nipaporn Chalermnirundorn / Independent Learning with Moodle Learning Management in English as a Second Language of Tertiary Level Learners / 213
A 6 / Chaiwat Kaewphanngam / Digital Technologies for Professional Development of K12 Language Teachers: Thailand’s Path towards Sustainable Development Goals / 214
A 7 / Mark B. Ulla / Filipinos as NNES-EFL Teachers in Thailand: Challenges and Opportunities / 305
A 8 / Sirirat Pholmoo / Shakespearean Zombies in Literature Class: Romeo and Juliet in Disguise / 312
A 9 / Annabel Bhamani Kajornboon / Assessing Language Writing of Bhutanese and Thai BBA Students / 313
Parallel II (13:30-14:10 hr.)
Session / Presenter / Research Title / RoomB 1 / Chalermporn Choosri / Relationship between Motivation and Students’ English Learning Achievement: A Study of the Second–Year Vocational Certificate Level Hatyai Technical College Students / 201
B 2 / Manachai Inkaew / Relationship between Hotel Employees’ Backgrounds and Intercultural Communicative Competence Level: A Case Study of Hotel Front Office Personnel in Bangkok / 202
B 3 / Thitaree Chanthawat / Enhancing Students’ Motivation by English Camp Experience / 209
B 4 / Michael Thomas Gentner / Reading for Communicative Skills / 213
B 5 / Yossiri Yossatorn / Attitudes of Undergraduate Medical Students towards an English Communicative Course / 214
B 6 / Chad Cottam / Smartphone Movies: 5 Task-based Learning Examples for the EFL Classroom / 305
B 7 / Nattharmma Thong-iam and Pramarn Subphadoongchone / Exploring EFL University Lecturers’ Assessment Literacy: Implications for Continuing Professional Development / 312
B 8 / Singhanat Nomnian / Thai PhD Students and Their Supervisors at an Australian University: Working Relationship, Communication, and Agency / 313
Helen Basturkmen
University of Auckland
EAP/ESP Teacher Education Development
Abstract
Teaching English for Academic Purposes (EAP) and for Specific Purposes (ESP) are demanding areas of teaching in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which require knowledge and skills and forms of teacher education including professional development for in-service and experienced teachers. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This talk reviews themes in the literature on teacher education in ESP and perspectives on EAP/ESP teachers’ need for subject content knowledge. I describe two research studies of experienced ESP/EAP teachers. The first asked teachers in New Zealand to share their experiences of developing a particular ESP course. Findings from the study shed light on the range of tasks that developing the course involved for the teachers concerned and led to the second study. The second study, a collaborative research project, inquired into the perceived needs and learning to teach ESP experiences of teachers in university settings in Spain. Findings from this study are presented and discussed.
Biodata
Helen Basturkmen is Associate Professor in Applied Language Studies and Linguistics at the University of Auckland, New Zealand where she teaches postgraduate courses in Discourse Analysis, English for Specific Purposes and Research Methodology and the undergraduate course in Developing Second Language Literacy. Her research in English for Specific Purposes and English for Academic Purposes aims to provide descriptions of language use in specific settings and is motivated by pedagogic concerns, such as understanding learners’ or novices’ difficulties or potential difficulties in producing or understanding academic discourse. The research thus aims to bridge linguistic enquiry and research in Language Teaching and Learning. Her work draws on linguistic approaches in discourse analysis and uses these to analyse spoken or written texts. These approaches include genre analysis, cohesion/coherence and pragmatics. Her research often involves the analysis of naturally occurring texts and samples of language use/communication in specific academic settings. On the basis of linguistic evidence, the research aims to shed light on how forms of communication may impact on learners’ understanding or provide particular opportunities for noticing language features. Her research using such discourse analytic approaches has regularly appeared in leading publications. A second area of research concerns the design features of EAP instruction, such as the kinds of pedagogic language descriptions provided, and the processes involved in course development. She has published articles in various international journals including, System, Language Teaching, Modern Language Journal, Applied Linguistics, English for Specific Purposes Journal, Journal of English for Academic Purposes, Language Awareness, Language Learning and TESOL Quarterly. She has written two books on English for Specific Purposes (Lawrence Erlbaum, 2006; Palgrave Macmillan, 2010) and edited the four-volume work English for Academic Purposes in the Critical Concepts in Linguistics Series (Routledge, 2015). She is an editorial review board member of the Journal of English for Academic Purposes.
Ee-Ling LOW
Nanyang Technological University Singapore
Preparing the Best and the Brightest ELT Professionals for the 21st Century
Abstract
Language planning, cautious policy implementation and rigorous Language Teacher Education lie at the heart of Singapore’s sustained high performance on internationally benchmarked tests of student achievement. This paper focuses on Singapore’s Language Teacher Education set against the backdrop of the island, city state’s careful and deliberate Bilingual Education Policy and argues that these form the foundation of the nation’s educational success. Previous research has established that language competency is one of the most significant factors that impacts academic achievement. In this paper, Singapore’s educational success is viewed through the lens of how prudent language policy and planning, coupled with a carefully thought-through and judiciously implemented pre-service programme for English Language teachers has set Singapore firmly on achieving and possibly being able to sustain its educational success. Key initiatives introduced and implemented to ensure that the best and the brightest enter the profession and efforts to make teacher education relevant, responsive and rigorous for 21st century classrooms are also highlighted.
Biodata
Professor Ee-Ling Low is Professor of Applied Linguistics and Teacher Learning at the English Language & Literature Academic Group at the National Institute of Education (NIE), Nanyang Technological University (NTU). Professor Low is Chief Planning Officer, a member of the institute’s senior management team and an elected member of the NTU Senate. Her previous appointments include Head of Strategic Planning and Academic Quality (SPAQ) (2014-2017), Associate Dean for Programme and Student Development at the Office of Teacher Education (2009-2013) and Sub-Dean for Degree Programmes (2004-2009). She has played a leading role in the conceptualization of the following strategic documents for NIE, Singapore: NIE Moving Forward: Towards 2017 Strategic Roadmap and Teacher Education for the 21st Century (TE21): A Blueprint for Teacher Education in Singapore (2009).
She obtained her PhD in Linguistics (Acoustic Phonetics) from Cambridge University, UK under the NIE/NTU Overseas Graduate Scholarship award. She is a Fulbright Advanced Research Scholar and she spent her Fulbright scholarship at the Lynch School of Education at Boston College.
Professor Low was recently invited by the Organisation for Economic Co-operation and Development (OECD) as an international expert to participate in the Teaching and Learning International Survey (TALIS) Initial Teacher Preparation study.
Professor Low is an internationally renowned expert in Pronunciation Research in relation to World Englishes and Applied Linguistics. The pronunciation metric system which she devised in her early career (known as the Pairwise Variability Index or PVI) was a breakthrough as it was able to robustly capture rhythmic patterning empirically. The PVI is still widely used today by leading researchers in the field as well as in many multidisciplinary domains including music and language pathology. More recently, her sole authored scholarly book “Pronunciation for English as an International Language: From Research to Practice” published by Routledge in 2015, cements her authority in this field. Notably, she was appointed series editor of the Routledge Studies in World English book series in 2015.
She is an invited keynote speaker to numerous international conferences and symposia in both World Englishes and Teacher Education and has won numerous competitive research grants in both these fields both locally and internationally. She is Singapore’s representative on the Stanford University International Teacher Policy Study (ITPS) and the Harvard Graduate School of Education’s Global Education Innovation Initiative (GEII) projects.
Assistant Professor Dr. Jiraporn Intrasai