LITU-CULI Conference 2016: ELT Unlimited

The 2nd LITU-CULI International Conference 2016 |i
October 6-7, 2016 The Ambassador Hotel, Bangkok
TABLE OF CONTENTS
Contents page
Welcome speech from Directors 1

Conference organizing committee 4
Keynote speaker 7
Plenary speakers 8
Symposium sessions 12
About the conference 14
General information 15
Program at a glance 18
Floor plan 19
List of exhibitors 22
Conference program 24
Abstracts 28
LITU-CULI Language Institute Thammasat University

2016 Chulalongkorn University Language Institute
1 | The 2nd LITU-CULI International Conference 2016
On behalf of the Language Institute of Thammasat

University (LITU) and the Language Institute of
Chulalongkorn University (CULI), I would like to
welcome all of you to the 2nd International LITU CULI
Conference. LITU CULI conferences are held
biannually and the host alternates between LITU and
CULI. CULI hosted the first event in October 2014 to much success and this year, the
honor belongs to LITU.
As the integration of research and knowledge sharing is unique to LITU CULI, the current
conference provides a venue for researchers to exchange research findings and
collaborate on common theoretical interests. It is also a forum for ELT practitioners to
reflect upon their methods and contributions within the teaching community.
Regarding the oral presentations and symposia that will take place today and tomorrow,
we have received an overwhelming show of interest from both the local and international
research community. We have no doubt that you will discover many interesting talks, and
benefit from engaging in the symposia. The topics, from nearly 60 abstracts, cover areas
of innovation and L2 enhancement such as task and corpus-based approaches, on-line
learning, language assessment, motivation, action research and curriculum design. In
addition, in line with the theme ELT unlimited, this year’s array of papers is open to
scientific inquiries into learners’ working memory capacity, an emerging perspective that is
certain to spark interest. Moreover, our keynote and plenary speakers have graciously
contributed to the program to ensure a wide variety of topics.
Language Institute Thammasat University LITU-CULI

Chulalongkorn University Language Institute 2016
The 2nd LITU-CULI International Conference 2016 | 2
The LITU CULI 2016 conference would not have been possible without the involvement of
several parties. First of all, I would like to thank Dr Kulaporn Hiranburana, Director of CULI
and her colleagues for their consistent guidance and cooperation. I would also like to
thank all Vice Directors
of the Language Institute, especially Dr. Panna Chaturongakul, the Conference Chair, and
the organizing committee members for their valuable time and tremendous effort. In
addition, I am grateful to the abstract review committee for their careful assessments and
constructive comments. There will be more assistance from the Language Institute’s
faculty, staff, and graduate students working on-site throughout these two days. I would
like to thank them all in advance as well. I also gratefully acknowledge sponsorships from
the Institute of International Education (IIE/Southeast Asia), Oxford University Press, Book
Access, DK Today, Leader and Reader, Cambridge University Press, SE-EDucation
Public Company Limited, Applitech Solution Co.Ltd., McGraw Hill Education, and
MacMillan Education. Finally, I would like to thank all of the LITU CULI participants for
your interest, your support and your contribution. I wish you a pleasant and productive
time, a memorable experience, and continued success in your academic endeavors.
With best wishes,
Associate Professor Pornsiri Singhapreecha (Ph.D.)

Director of Language Institute Thammasat University
On behalf of the Language Institute of Thammasat

University (LITU) and Chulalongkorn University
Language Institute (CULI), I have the great pleasure of
welcoming you all to the 2nd LITU-CULI International
Seminar 2016 here in Bangkok.
This year, we are honored to have four esteemed

scholars with us as plenary speakers: Professor Douglas Biber, Professor Winnie Cheng,
Dr. Willy A. Renandya, and Dr. Suwichit Chaidaroon. I am also pleased to note that the
conference covers a wide range of interesting topics related to various aspects of ELT,
which can benefit all participants and give you all much food for thought. This conference
will also give you the opportunity to exchange ideas and discuss matters of mutual
interest with delegates of varying backgrounds and perspectives.
Prepare yourself to be challenged, excited, and inspired, and thank you all for joining us.
Assistant Professor Kulaporn Hiranburana (Ph.D.)

Director of Chulalongkorn University Language Institute

CONFERENCE ORGANIZING COMMITTEE
Advisory board
Douglas Biber
Northern Arizona University (USA)
Kulaporn Hiranburana
Chulalongkorn University Language Institute (Thailand)
Pornsiri Singhapreecha
Language Institute Thammasat University (Thailand)
Suwichit Chaidaroon
University of Westminster (UK)
Willy A. Renandya
Nanyang Technological University (Singapore)
Winnie Cheng
The Hong Kong Polytechnic University (Hong Kong)
Conference chair
Panna Chaturongakul
Language Institute Thammasat University
Chulalongkorn University Language Institute

Pol. Lt. Juthamas Thongsongsee (Chair)
Charassri Potiwattutham
Mintra Puripunyavanich
Narisa Jitpraneechai
Onuma Lakarnchua
Pheeraya Jitpitak

Program book
Supakorn Phoocharoensil (Chair)
Kriengkrai Sakulprasertsri
Pafun Rattanasing
Pattaramas Jantasin
Phachara Saiphet
Pimsiri Taylor
Rungaroon Rakrungrueang
Samanan Sudsa-ard
Siriwon Ritruamsup
Wimonnit Chaokongjakra
Proceedings
Pattama Sappapan (Chair)
Alan James Benjamin Clarke
Benjamin Moore
Chorthip Viriya
David Allen Young
Jiraporn Petchthong
Nunthachat Anurakmontri
Rangsiya Chaengchenkit
Tanom Tiensawangchai
Site, room monitor and publisher chair

Kittitouch Soontornwipast (Chair)
Chureeporn Ruayruangrung
Denchai Boriboonsakulsuk
Jurairat Puangsombat
Ketvalee Porkaew
Pairoaj Boonpayak
Prayong Somsuan
Suchat Wongsuwanich
Suriyan Sansook
Vimolchaya Yanasugondha
Virasuda Sribayak
Wanna Charoenchang
Wipakorn Chayopong Kawasaki
Pre-registration/ on-site registration/ information

Panna Chaturongakul (Chair)
Chanika Gampper
Husna Phettongkam
Jaruwan Changklueng
Kantima Imsri
Naparat Meechanyakul
Orawan Lertthanu
Patchara Wonghiransombat
Punjapol Boonma
Soontaree Charoenwattanaporn
Suneeporn Lertkulthanon
Thamakorn Chamnong
Veena Imrose
Wanchalee Lerdsuntia
Wijit Chancham

Catering and venue

Tipamas Chumworathayee (Chair)
Jarin Yoochareon
Siripen Sutharoj
Sripathum Noom-Ura
Sumon Kunwongse
Supatra Wachiracharoenwong
Wanchalee Lerdsuntia
Evaluation
Watjana Suriyatham (Chair)
Alisa Ratanapruks
Israporn Chuntharusmi Sanongpong
Nopparat Mokkhonburi
Ratanawalee Wimolmas
Thanapat Moungruan
Abstract reviewers
Supakorn Phoocharoensil (Chair)
Alisa Ratanapruks
Chanika Gampper
Kittitouch Soontornwipast
Kobkorn Panmuang
Monnipha Somphong
Nopporn Sarobol
Panna Chaturongakul
Pimsiri Taylor
Pragasit Sitthitikul
Preechaya Mongkolhutthi
Rangsiya Chaengchenkit
Sucharat Rimkeeratikul
Sukanda Sa-Ngaphan
Supong Tangkiengsirisin
Upsorn Tawilapakul
Vilaivan Aroonmanakun
Public relations
Pracharee Amarttayakul (Chair)
Chatchinee Wongkarim
Juthamard Niamho
Kullaphan Chankaew
KEYNOTE SPEAKER
Doris Wibunsin
Doris Wibunsin has been involved in language teaching and
learning in Thailand for more than half a century. First
coming to Thailand in 1963, she taught in a secondary
school in Trang, and later on at the university level in
Pattani, Songkla, Chonburi, and Bangkok. She worked with
the Ministry of Education in the preparation of English
curricula and materials for primary and secondary level
students, and with Sukhothai Thammatiraj University in
preparing materials for university level learners. She was
on the original committee that founded the Thai/TESOL
organization in 1979, and over the years has participated in
professional programs at many institutions and
organizations aimed at helping teachers improve their skills.
She currently serves on the Committee of the Royal Society
(Royal Institute) to develop and implement a National Language Policy.
In addition to her long career in language teaching and learning, she has been active in other
educational pursuits as well, including administration of the Thailand United States Educational
Foundation (Fulbright), development of satellite-delivered and web-based education and training
programs under NTU/Thailand, promotion of international education, and establishment of
Webster University, an American institution in Thailand.
Message to the Participants
Conferences such as this provide a wonderful opportunity to share experiences and to discuss
issues that are relevant to all who are involved in the challenges of teaching English. The
bringing together of professionals with expertise in different areas and levels, specialising in
different approaches, and holding different philosophies definitely enriches us all.
In addition to giving new perspectives and bringing deeper understanding, the meeting should
also result in enabling us to make new contacts and gain sources for continued advice and
support. I’m certain that everyone will take away from these sessions renewed commitment to
the profession and determination to be the best he or she can be.
PLENARY SPEAKER
Professor Douglas Biber

Douglas Biber is Regents' Professor of English (Applied Linguistics)
at Northern Arizona University. Beginning with his involvement in
adult education programs in Kenya and Somalia, followed by faculty
appointments at USC and NAU, he has been actively training
language teachers and professionals for over 30 years. Over the
past few decades, Biber has focused especially on the question of
how corpus linguistic research can be applied to the description of
everyday language varieties (‘registers’), and how those research
findings can in turn be applied in English Language Teaching.
These research efforts have resulted in several major publications
that are of immediate relevance to ELT professionals, including a
textbook on Register, Genre, and Style (Cambridge, 2009), the co-
authored Longman Grammar of Spoken and Written English (1999),
the college-level Longman Student Grammar of Spoken and Written English (2002), and a recent ESL
grammar textbook published by Longman: Real Grammar (Conrad and Biber 2009).
Complexity in academic writing: The development of phrasal discourse styles
In studies of writing development, advanced academic writing is assumed to be grammatically complex

because it employs elaborated structures (shown especially by a dense use of dependent clause
structures). In contrast, spoken registers, especially conversation, are believed to have the opposite
characteristics. Recent corpus-based research, however, has documented exactly the opposite patterns of
use: conversation is structurally complex and elaborated, to an even greater extent than academic writing,
especially in its use of many types of dependent clauses. In contrast, the grammatical complexities of
academic writing tend to be phrasal rather than clausal, resulting in a compressed rather than elaborated
discourse style.
After contrasting the complexities of present-day conversation and academic writing, the present talk goes
on to describe two corpus-based investigations of writing development: one focused on papers written by
university students across disciplines, tracking changes in grammatical discourse styles across their years
of study; and the second focused on the writing of L2-English students in a standardized exam context,
tracking changes in their grammatical discourse styles across levels and task types. In both cases,
students show development in their use of phrasal complexity devices, while in many cases actually
showing a decrease in their use of dependent clause complexity devices. These patterns are interpreted
relative to the typical patterns of use in conversation and professional academic writing, suggesting that
students gradually acquire the preferred discourse styles of academic writing (often despite the overt
instruction that they receive favoring the use of clausal elaboration).
PLENARY SPEAKER
Associate Professor Willy A. Renandya

Dr Willy A. Renandya is a language teacher educator with
extensive teaching experience in Asia. He currently teaches
applied linguistics courses at the National Institute of
Education, Nanyang Technological University, Singapore.
He has given numerous plenary presentations at regional
and international conferences, and published extensively in
the area of second language education. His latest
publications include Motivation in the language classroom
(2014, TESOL International), Simple, powerful strategies for
Student Centered Learning with George Jacobs and
Michael Power (2016, Springer International), and English
language teaching today: Linking theory and practice with
Handoyo P Widodo (2016, Springer International). He
maintains an active language teacher professional
development forum called Teacher Voices:
https://www.facebook.com/groups/teachervoices/. E-mail address: willy.renandya@nie.edu.sg
ELT Today: Building a Closer Link Between Theory and Practice
There are tens of language learning principles that have been proposed in the ELT literature in the past
several decades. Obviously not all of them are equally important; some are more useful and applicable
than others depending on the unique teaching contexts we find ourselves in. In this presentation, I will
discuss a set of language learning principles that reflect what is currently known about the nature of foreign
language learning in places where English is not the main language of communication. These principles
are summarized using the acronym FLAMINGOS:
1. F is for Fluency
2. L is Lexis
3. A is for Amount and intensity of instruction
4. M is for Motivation
5. IN is for Input
6. G is for Grammar
7. O is for Output
8. S is for Set expressions
For each principle, I will discuss its theoretical and research support and the key ELT scholars who
associated with it and suggest how it can be implemented in typical EFL classrooms in Asia. Throughout
the presentation, I will highlight the critical role of the teacher in implementing these principles in the
language classroom.
This presentation is particularly useful for English teachers and other ELT professionals who are interested
in helping their students become better users of English.
PLENARY SPEAKER
Professor Winnie Cheng

Professor Winnie Cheng is Associate Dean, Faculty of
Humanities, Professor of English and Director of Research
Centre for Professional Communication in English (RCPCE),
Department of English, The Hong Kong Polytechnic
University. She is a Founding Fellow of the Hong Kong
Academy of the Humanities. Her research interests include
ESP, intercultural pragmatics and communication, corpus
linguistics, conversation analysis, critical discourse analysis,
and discourse intonation. Her book publications include
Enhancing students’ professional competence and generic
qualities through writing in English across the curriculum
(2014), Exploring corpus linguistics: Language in action
(2012), A corpus-driven analysis of discourse intonation (2008),
and Intercultural conversation (2003). She has published more than 100 journal articles and book chapters.
E-mail: winnie.cheng@polyu.edu.hk
Data-driven approach to learning and teaching reporting verbs in research articles
Data-driven learning and teaching, the direct use of corpora of text in language learning and teaching, has
proven to be effective in the learning and teaching of writing skills, including research writing for
undergraduate research projects, post-graduate research theses and dissertations, and research papers in
books and journals. This talk describes the data-driven approach for learners to enhance their knowledge
and strategies regarding research paper reading and writing, with a focus on the use of reporting verbs. It
introduces the new Corpus of Research Articles (CRA) 2014, that parallels the existing CRA 2007, of the
Department of English, The Hong Kong Polytechnic University, in order that learners and teachers across
the curriculum will be able to learn from and exploit a more recent corpus for research writing and to
examine and compare diachronically a range of linguistic features in the two corpora of journal articles. The
CRA 2014 can be examined according to disciplines, fields, sections, and sections specific to disciplines.
The paper examines and compares the patterns of use of reporting verbs in selected disciplines and
sections in the corpora, and discusses the pedagogical value of the findings.
PLENARY SPEAKER
Dr. Suwichit Chaidaroon

Dr. Suwichit (Sean) Chaidaroon, is Senior Lecturer (equivalent to
Associate Professor in US system) in the Department of
Marketing and Business Strategy, Westminster Business
School. After earning two bachelor degrees in Mass
Communication with honours and in English from Chiang Mai
University, Thailand, Dr. Suwichit went to USA to study M.A. in
Speech Communication at the University of Washington, Seattle
in 2000, as a Fulbright scholarship recipient. His Ph.D. was
awarded by the University of Memphis in 2005.
Dr. Suwichit’s first tertiary teaching experience was an English

lecturer at Chiang Mai University. During his doctoral education,
Suwichit worked as an instructor to teach public speaking to
undergraduate students at the University of Memphis. His first
post-doctoral position was assistant professor at California State
University, San Bernardino, USA. In 2007, Dr. Suwichit joined the
Media and Communications Department at the University of Sydney and served as Deputy Head of
Department as well as Acting Director for Master of Strategic Public Relations degree. He moved to
Singapore in 2009 to join Nanyang Technological University. He published his research in various
international journal outlets and edited books. His research interests include intercultural communication,
corporate and organisational communication, as well as corporate social responsibility. Based on his
teaching experiences in USA, Australia, Singapore, and UK, Dr. Suwichit has often been invited to conduct
workshops for lecturers at Thai universities to teach in their international programs using English as a
medium of instruction.
Beyond ELT Boundaries: Internationalizing Tertiary Instructions in Thailand in the ASEAN Era
While the formation of ASEAN community offers tremendous social, political and economic opportunities to
people in the Southeast Asian region, the preparation by each country during the formation process also
poses a number of challenges to all parties involved. Higher education, in particular, is facing a great
pressure to equip their college graduates with more international and intercultural competence by
expanding more course offerings in all disciplines using English as a medium of instruction. Many college
instructors from all faculties are, therefore, required to conduct their classes in English.
Drawing from the experience of the presenter who has run workshops for Thai faculty members to improve
their instructional skills using English as a medium, this presentation will discuss three primary issues.
First, some myths and unintentionally mistaken practices that could potentially lead to the failure of
internationalized subjects will be identified. Second, the presenter will illustrate the design of his workshop
that was grounded on research from language acquisition & bilingualism, communicative language
teaching, and communication education areas. These research-informed workshops have successfully
addressed the common mistaken practices by some universities based on the presenter’s consulting
experience. Finally, to build a successful internationalized curriculum/program, the presenter will argue that
a holistic approach should be advocated.
Ultimately, this presentation hopes to highlight that ELT discipline could contribute immensely to the
process of internationalizing higher education in Thailand. Research in ELT should be promoted to
university administrators and should be properly applied in the planning process to internationalize
university’s curriculum in any disciplines. This trend will not only enhance the success of international
education in the region but will also expand the boundaries of ELT research and practices.
SYMPOSIUM SESSIONS
Symposium 1:
Presenters: 1. Pimsiri Taylor
pimsiritaylor@gmail.com
2. Rangsiya Chaengchenkit
rangsiya.neung@gmail.com
3. Ben Moore
moorebid@hotmail.com
4. Phachara Saiphet
lipo.sp@gmail.com
Abstract
Active learning has become an increasingly popular concept in higher education due to
a demand for graduates who not only possess high academic qualifications but also skills which
they can use directly in modern day work places. As Thammasat University focuses on
producing high quality graduates it has adopted the notion of active learning in all foundation
courses for undergraduate students. TU050 English Skill Development and TU 105
Communication Skills in English have incorporated active learning in the syllabi since 2015.
Despite the advantages of the active learning approach, there are a number of challenges which
can limit its successful implementation in the classroom. In this paper, an active learning
approach in the context of English language foundation courses in a Thai university is explored
and implications made regarding its application.
SYMPOSIUM SESSIONS
Symposium 2:
Chulalongkorn University Language Institute
Presenter: Onuma Lakarnchua
narisa.ling@gmail.com
Abstract
Similar to other language learners worldwide, success in mastering English as a foreign

language for Chulalongkorn University students in Bangkok, Thailand is constrained by
numerous factors: a lack of exposure to English, a limited number of available teaching
personnel, and the inability to accommodate various different learning styles and disparate
needs, to name but a few. In order to address these obstacles, the Chulalongkorn University
Language Institute has established the Self-Access Learning Center (SALC). The SALC is a
space that houses a variety of resources and hosts a number of different activities to both
facilitate and enhance the language learning process. Its key mission is to extend the act of
learning beyond the physical walls of a classroom and the limited contact hours of a class
session. This talk will give an overview of the center, as well as highlight and discuss popular
activities at the SALC that help to foster not only students’ language skills, but also their learner
autonomy and capacity to direct their own learning.
ABOUT THE CONFERENCE
THE 2ND LITU-CULI INTERNATIONAL CONFERENCE

ELT UNLIMITED
Organized by Language Institute Thammasat University (LITU) and Chulalongkorn

University Language Institute (CULI)
Language Institute Thammasat University (LITU) and Chulalongkorn University Language

Institute (CULI), two of Thailand's most prominent language institutions carry on the
mission to promote English language teaching (ELT) practitioners and professionals
throughout Thailand, ASEAN, and beyond. In the year 2016, LITU and CULI call upon
academics, scholars and practitioners to gather and share thoughts and ideas regarding
various aspects of ELT in our biennial joint international conference, 2nd LITU-CULI
international conference, held between October 6 and 7 at The Ambassador Hotel
Bangkok, Thailand. Participants will also gain insights of contemporary beliefs and practice
in the ELT arena. It will be a great chance to establish and renew professional networks
among acquaintances sharing the same line of profession.
Objectives:
• To offer a platform for ELT professionals, researchers, practitioners, and students
to share insights and information about English language teaching, learning and
research
• To promote ELT professional networks and collaborations throughout Thailand,
local regions and across the world
• To enhance ELT-related research and projects that benefit English language
teaching and learning in Thailand, ASEAN and beyond
GENERAL INFORMATION
Registration
Registration will take place between 7.30 – 9.00 hours October 6 and 7 in the area in
front of the Convention Hall on the ground floor. Participants will receive a conference
pack which includes a receipt, a Conference Handbook, certificate of attendance, and a
name tag.
Conference participants are required to wear their name tags at all times during the
conference sessions.
Information Desk
The LITU-CULI Information Desk will be open during the conference period to provide
information and assistance.
Session Guidelines
Chairing the parallel sessions
We provide LITU-CULI staff members to chair the parallel sessions. If you wish, you are
welcome to chair your own session. The chair’s role is to introduce the presenter,
manage the question and answer session, and keep the presentation within the time limit.
We also provide room monitors to facilitate and assist the presenter with computer set-up
and distributing handouts if necessary.
Program changes
Changes made to the program after the printing of this Conference Program will be
displayed on the notice board located in the area in front of the Convention Hall and on
the second floor in front of Garden 2 Room. Please check the presentation notice boards
frequently for last-minute changes and cancellations. If a presenter has not arrived at a
session within 5 minutes of the scheduled start time, we recommend that participants join
another session.
Session Types
Plenary
Plenary sessions are 60 minutes in length (50 minutes for presentation and 10 minutes
for questions and answers). All of the plenary sessions are held in the Convention Hall on
the ground floor.
Symposium sessions
Symposium sessions are 30 minutes in length. The two symposium sessions are held in the
Convention on the ground floor.
Panel discussion
The panel discussion is 30 minutes in length. It is held in the Convention on the ground floor.
Twenty-five-minute parallel sessions
Each presenter will make a 20-minute presentation on his or her work, followed by 5 minutes
of audience interaction. The parallel sessions are held on the second floor in 7 rooms:
Convention C, Garden 3, Peony 3, Peony 4, Peony 6, Peony 7 and Peony 11.
Catering
Tea and coffee will be served free of charge in the following areas:
Day 1, Morning Break: In front of the Convention Hall (Ground Floor)

nd
Day 1, Afternoon Break: In front of Peony 5 Room (2 Floor)
nd
Day 2, Morning Break: In front of Peony 5 Room (2 Floor)
Day 2, Afternoon Break: In front of the Convention Hall (Ground Floor)
Lunch will be provided for participants on the third floor in Orchid 2 Room.
Exhibition Booths
During a coffee break, participants are welcome to browse and purchase updated EFL/FL
and methodology books from publishers around the lobby area on the first floor.
Prayer Room
Prayer Room is available in Garden 3 Room on the ground floor.
Conference Dinner
Participants are welcome to the conference dinner at Sala Thai on the third floor, starting at
6.30 p.m.
Conference evaluation
For the improvement of LITU-CULI’s future conferences, we would very much appreciate it if
you could complete the conference evaluation form (in your conference bag) and submit it to
the information counter.
Certificate of attendance
The certificates will be available for participants to download on the LITU-CULI International
Conference official website. Please check the spelling of your name upon registration.
Bonus to take home
There is a ‘bonus to take home’ (lucky draw) session before the closing ceremony. Lucky
participants will receive special gifts from our sponsors.
PROGRAM AT-A-GLANCE
October 6
8.00-9.00 REGISTRATION
9.00-9.15 OPENING CEREMONY
9.15-9.45 KEYNOTE ADDRESS: Doris Wibunsin, Former Executive Director, Fulbright Thailand
9.45-10.45 Plenary Session 1: Professor Douglas Biber, Northern Arizona University, USA
10.45-11.00 BREAK
11.00-11.30 Parallel Sessions
12.05-13.30 LUNCH
13.30-14.30 Plenary Session 2: Associate Professor Willy A. Renandya, Nanyang Technological
University, Singapore
15.40-15.55 BREAK
18.00-20.00 Reception at The Sala Thai room (All presenters and participants are welcome!)
October 7

10.05-10.20 BREAK
10.20-11.20 Plenary Session 3: Professor Winnie Cheng, The Hong Kong Polytechnic
University, Hong Kong
11.55-13.30 LUNCH
13.30-14.30 Plenary Session 4: Dr. Suwichit Chaidaroon, University of Westminster,UK
14.35-15.05 Symposium 1 arranged by Language Institute Thammasat University (LITU)
15.05-15.20 BREAK
15.20-15.50 Symposium 2 arranged by Chulalongkorn University Language Institute (CULI)
15.50-16.20 Panel Discussion
16.20- 16.30 Lucky Draw & CLOSING CEREMONY
Remarks:
• Symposium sessions: Oral presentations by the delegates Chulalongkorn University
Language Institute and Language Institute Thammasat University
• The conference program is subject to change.
HOTEL’S FLOOR PLANS
The Ambassador Hotel

First Floor
Convention Hall D
Convention Convention Convention

Hall C Hall B Hall A
Garden
3

LIST OF EXHIBITORS
Exhibition booths are available around lobby area on the first floor. Here are the booths:
Cambridge University Press

54 BB Building # 1704
Sukhumvit 21 Rd.
Lumini, Bangkok 10110
Tel: 02 2041451
Mobile: 089 8950899
E-mail: panthipa@cambridge.org
MacMillan Education
th
Gypsum Metropolitan Tower, 15 Floor B
Sri-Ayuttaya Road
Rajthevi, Bangkok 10400
Tel: 02 6424241
FAX: 02 6424242
E-mail: jantima.hiraga@macmillan.com
D.K. Today Co., Ltd.

15/234 Soi Suea Yai Uthit
Ratchada Phisek Road
Chankasem, Chatuchak, Bangkok 10900
Tel: 02 9306215
FAX: 02 9307733
E-mail: tharesk@truemail.co.th
dktoday@dktoday.net
Website: www.dktoday.net
Oxford University Press

th
1858/47 11 Floor, Interlink Tower
Bangna, Bangkok 10260
Tel: 02 7514700
FAX: 02 7514704
E-mail:
jurailak.pungpanyateera@oup.com
SE-Education Public Company

Limited
1858/87-90 Bangna-Trad Road, Bangna,
Bangkok 10260
Tel: 02 7398304
FAX: 02 7398322
E-mail: preedawan@se-ed.com
LIST OF EXHIBITORS
Book Access Co., Ltd.

8 Soi Krungthep Kreetha 8 Yaek 8,
Krungthep Kreetha Road
Huamark, Bangkapi, Bangkok 10240
Tel: 02 7693888
FAX: 02 3795183
E-mail: thansinee@bookaccess.co.th
CS@BOOKACCESS.CO.TH
McGraw-Hill Education
th
20 Floor, Unit 252/101 ( C.) Tower B
Muang Thai-Phatara Complex,
Ratchadapisek Road, Huaykwang,
Bangkok 10310
FAX: 02 6156500
E-mail:
punchanok.anurak@mheducation.com
Institute of International Education

(IIE)
th
6 Floor Maneeya Center North
518/3 Ploenchit Road, Pathumwan,
Bangkok 10330
Tel: 02 6520653 ext. 115
FAX: 02 6520633
E-mail: SLekwanitchakul@iie.org
Applitech Solution Co., Ltd.

846/32 Rama II Soi 43
Bangmod, Jomthong, Bangkok 10150
Tel: 02 5811222-5
FAX: 02 5811221
E-mail: info@speexx.co.th
Leader and Reader Co., Ltd.

LEADER & READER CO., 18 Soi Rama IX 43 Thanon Seri 4
Suan Luang, Suan Laung, Bangkok
LTD. Tel: 02 7203476-7
FAX: 02 7203476-7
E-mail: lnrco@asianet.co.th
24
Language Institute Thammasat University (LITU) and

Chulalongkorn University Language Institute (CULI)
Bangkok, Thailand
The 2nd LITU-CULI International

Conference
The Ambassador Hotel, Bangkok, Thailand
CONFERENCE
PROGRAM
DAY 1
THURSDAY, OCTOBER 6, 2016
25
The 2nd LITU-CULI International Conference
The Ambassador Hotel, Bangkok, Thailand, October 6-7, 2016
DAY 1: Thursday, October 6, 2016
Convention C Garden 3 Peony 3 Peony 4 Peony 6 Peony 7 Peony 11
Room
1 2 3 4 5 6 7
Time
08.00-09.00 Registration
09.00-09.15 Opening Ceremony
(30 minutes) Room: Convention C
09.15-09.45 Keynote Address: Mrs. Doris Gold Wibunsin
(45 minutes) Former Executive Director, Fulbright Thailand
Room: Convention C
09.45-10.45 Plenary Session: Professor Douglas Biber
(60 minutes) Northern Arizona University, USA
“Complexity in Academic Writing: The Development of Phrasal Discourse Styles”
Room: Convention C
10.45-11.00 Coffee Break
11.00-11.30 Problems of Error Analysis of The Missing Links: Using Photos to Raising Intercultural Speed English: A School Based
Teaching English Written Texts among Different Patterns of Learn a Second Competence in ELT Case Study of Thai Assessment for
(Parallel Literature in High L2 Learners Cohesive Devices in Language: A New Tertiary Context: Postgraduates Self- Learning: Group-
Sessions) School Thai and Native Approach for TESOL What Do Mekong studying through a peer feedback, Peer
William Jr. Torrefiel, Speaker Learners' Delta Teachers Say? Locally Developed and Self-
(30 minutes) Alex A. Destor,
Aparna Chakraborty English Language Learning Assessment in the
Jelie Joy P. Lorcina,
Precious Mae L. Lopez, Argumentative David John Wood Quyen Vo Software during Classroom in the
Maria Vivienne Essays Their Remedial context of Brunei
Segumpan-Salon Reading Skills Darussalam
Raksangob Development Class
Wijitsopon Susilawati Japri
Ora-Ong Chakorn
11.35-12.05 Smartphone Apps Limited or unlimited Creative Writing Reading "Why do I have to Categories and Reflection on
for EFL Learners memory? Reading Techniques for Enhancement: A show my body to Functions of Political Project-Based
(Parallel Text Presentations Innovative Teachers Case Study of Ban strangers?". Enphemisms in Learning: The
Sessions) Russell Hubert for Tertiary Suan Patthana Ideology in Philippine Online Reformation of a
(30 minutes) Education Hanaa Khamis College of Intercultural News Articles Reluctant Group
Technology Encounter
Monthon Narratives Among Bridgette Lustanas Sanmuganathan
Kanokpermpoon Achara Thai University Rodrigo A. Litao Nagayar
Wongsothorn Students
Andrew Jocuns
12.05-13.30 Lunch
Room: Orchid 2
13.30-14.30 Plenary 2: Associate Professor Willy A. Renandya
(60 minutes) Nanyang Technological University, Singapore
“ELT Today: Building a Closer Link Between Theory and Practice”
Room: Convention C
14.35-15.05 Encouraging The Analysis of A Corpus Demand High' Translation of How to make Online Guiding Students'
Autonomous Propaganda Exploration of teaching 'Low English Fiction Titles Learning Successful Peer Revision
(Parallel Learning Through Techniques in the Linking Adverbials: Demand' Technology into Arabic in your Classroom Process through
Sessions) Effective Orientation Political Discourses Discovering What Individualized
(30 minutes) of Aung San Suu Kyi Our Students Do Not Damien Herlihy Mohammed Farghal Paul Grainger Revision Checklists
Douglas Sweetlove Learn from
Tanja McCandie- Wanitcha Sumanat Textbooks Hoyeol Ryu
Kondo
Supakorn
Phoocharoensil
15.10-15.40 Student Generated How to Adapt To Sum Things up, in Dialogic Teaching in Expressing Emotion Translation Pito September
Self-access Settling and Stirring a Nutshell, Last but an EFL Classroom: in English Competence of 2014: Issues,
(Parallel Materials activities in EFL not least: are L2 Learning Outcomes Student Teachers Impact, and
Sessions) Lessons writers 'primed' to use and Reflections Lyndon Small Challenges
(30 minutes) Byron Oneill linking adverbials? Dolores Alawas
Thomas Pals Phuong Nhu Kamolwan Fairee Grace Chang Siew Yeng
Ummul K. Ahmad Rosei Sheerin Mahpor
Low Poh Wei

15.55-16.25 Curriculum Enhancing A Qualitative Reading-While- Communication Project-based Smartphone for
Renewal: An Language Skills of Analysis of Inner Listening (RWL): Breakdown in EIL Tutorials Using Autonomous
(Parallel Opportunity for Low English Speech Usages by Killing Two Birds Conversations: Microsoft Tools in Language Learning
Sessions) Professional Proficiency Students Japanese as Second with One Stone Causes, Coping Translation Practice
(30 minutes) Development through Intervention Language Learners Strategies, and and Translation Asri Siti Fatimah
Programme Using of English at Herwindy Maria Implications for the Theory Santiana S.S.
Byron Oneill Blended Learning Different Proficiency Tedjaatmadja Classroom Fera Sulastri
Thomas Pals Approach Levels Ha Nguyen Thi Hai
Michal B. Paradowski Huong Vu Thi Viet
Awis Rumaisya Keiko Asano Elzbieta Pawlas
Josephine Pui Suen Yam
Azizan
16.30-17.00 Personality Traits Young Learners' Getting Your Stories of One Thai Language Students' The Use of
and Language Reflections on Students to Speak Student's L2 Acquisition in a Experiences of computers in
(Parallel Learning Strategy Foreign Language Out Learning Motivation, Study Abroad Different Writing teaching English
Sessions) Use among Non- Courses Experiences, and Setting: Insights Support Services Pronunciation to
(30 minutes) engineering Christopher Allen Self-identity from Student Thai University
Undergraduates Fatma Ozlem Saka Interactions Rachel Ruegg Students of English
Sudatip Prapunta
Nurul Naimmah Michal B. Paradowski Wiktor Gonet
Hamdan Agnieszka Cierpich
Jeremi Ochab
18.00 Reception dinner

at SalaThai
26
Language Institute Thammasat University (LITU) and

Chulalongkorn University Language Institute (CULI)
Bangkok, Thailand
The 2nd LITU-CULI International

Conference
The Ambassador Hotel, Bangkok, Thailand
CONFERENCE
PROGRAM
DAY 2
FRIDAY, OCTOBER 7, 2016
27
The 2nd LITU-CULI International Conference

The Ambassador Hotel, Bangkok, Thailand, October 6-7, 2016
DAY 2: Friday, October 7, 2016
Convention C Garden 3 Peony 3 Peony 4 Peony 6 Peony 7 Peony 11
Room 6 7
1 2 3 4 5
Time
08.00-09.00 Registration
09.00-09.30 Going beyond Supporting ESL Worldmindedness of What is the Influence The Other Side: A Corpus-Based An Inside View for
"Form": Cross- Learners through Tertiary Level of Culture on Young Examining Study of Thanking Designing English
(Parallel cultural Aspects of Shared National Students from a Thai Language Learners? Students' Strategies Course for Students
Sessions) CLT in Japan English Language Public University in Perspectives on of Engineering
(30 minutes) Learning Portal Bangkok Binnur Ilter Required ELT Worapoom Majors
Ryo Kawasaki for Malaysian Courses Saengkaew
Public Tertiary John Chocce Rumana Amin
Institutions Yossiri Yossatorn Ahmed Bhuiyan
Michelle Draper
Fatimah Puteh
09.35-10.05 Conceptualising Multimodality and The Symbol of 'Love' The Applicability of Combining Three Use of Note-Taking Types of Feedback
internationalisation the Smartphone: across Different Situated Inferences Voices of Action Strategies among and Their
(Parallel in Higher Education: Enriching the Spaces in Auditory-based Research and Thai Undergraduate Effectiveness in an
Sessions) The English Communication Tasks Experience Students EFL Context in Iran
(30 minutes) Language and Ability English Towards
professional Language Teresa Ong Michael Gentner Professional and Ativate Adel
identities of faculty in Learners Kretzer, M. Michael Student Tangamornsuksan Ebrahimpourtaher
three ASEAN Development at a Worapoom
countries Michael Herke Thai International Saengkaew
College
Lucy Bailey
Jane Evison Charlton Bruton
Tida Tubpun
Pimsiri Taylor
10.05-10.20 BREAK
10.20-11.20 Plenary 3: Professor Winnie Cheng
(60 minutes) The Hong Kong Polytechnic University, Hong Kong
“Data-driven Approach to Learning and Teaching Reporting Verbs in Research Articles”
Room: Convention C
11.25-11.55 A Comparison Students' Language Learning A Proposed Discovering Task-based
between Highly Perception of the in a Study Abroad Taxonomy of Changes of Communicative
(Parallel Motivated Learners’ Game-making for Program: What Affordances Beliefs, Attitudes Curriculum Design
Sessions) Learning Strategies Collaborative Factors Lead to and Motivation of for ESP Courses
(30 minutes) and Unmotivated Learning Success? Nathan Thomas Thai EFL Based on Students'
Learners’ Learning Christopher Osment Undergraduate Needs Analysis: A
Strategies: A Case Cecilia Murniati Mark Conroy Students Practical Experience
Study of Business Ridwan Sanjaya from Vietnam
English Majors at Kristine L. Blair Urairat Adithepsathit
Southeast Bangkok Jirada Wudthayagorn Do Liem
College
Amporn Srisermbhok
11.55-13.30 Lunch
Room: Orchid 2
13.30-14.30 Plenary 4: Dr. Suwichit Chaidaroon
(60 minutes) University of Westminster, UK
“Beyond ELT Boundaries: Internationalizing Tertiary Instructions in Thailand in the ASEAN Era”
Room: Convention C
14.35-15.05 Symposium 1 arranged by Language Institute Thammasat University (LITU)
(30 minutes) Pimsiri Taylor, Ben Moore, Rangsiya Chaengchenkit, Phachara Saiphet
Room: Convention C
15.20-15.50 Symposium 2 arranged by Chulalongkorn University Language Institute (CULI)
(30 minutes) Onuma Lakarnchua
Room: Convention C
15.50-16.20 Panel Discussion
(30 minutes) Supakorn Phoocharoensil
Room: Convention C
16.20 Lucky Draw and Closing Ceremony
A
Presenter: Achara Wongsothorn
Affiliation: Chulalongkorn University Language Institute and Suan Sunantha Rajabhat University:
Graduate Program in Linguistics
Email: awongsothorn@gmail.com
Title: Reading Enhancement: A Case Study of Ban Suan Patthana College of Technology
Abstract
In the rural area parents’ involvement with their children learning and other activities is
predominant. Parents either yield to their children’s wishes or allow them to go to school at will.
This does not mean that parents do not care. On the contrary, they care a lot but with low income
and bare commodities to provide, the only way out for them in treating their children well seems to
be “let it be” or “tam jai” in Thai.
“Reading Enhancement: A Case Study of Ban Suan Patthana College of Technology”
aimed to explore the ability to read Thai and English of students in order to develop activities to
promote reading for students using the parents’ involvement model. The research samples were
students at Ban Suan Patthana College of Technology during the first semester of academic year
2015 and 61 parents. The research instruments comprised selected readers, standardized tests
measuring reading ability in Thai and English language, Thai and English achievement grades, and
structured interviews with parents and students.
This paper will present the context, the inputs, the procedure, and the outcomes of the
research by highlighting the challenges for teaching English reading in a rural-agricultural society of
Thailand’s north-east. Cognitive and affective variables affecting the students’ reading ability will be
discussed.
A
Presenter: Adel Ebrahimpourtaher
Affiliation: Ilkhchi Branch,Islamic Azad University,Ilkhchi
Email: arlotfi@gmail.com / apourtaher@yahoo.com
Title: Types of Feedback and Their Effectiveness in an EFL Context in Iran
Abstract
This study was an attempt to investigate the types of feedback most frequently provided to
the students and their effectiveness based on the students’ preferences established through the
interview conducted after the treatment. For this purpose, some class sessions of the students of
the institute who were studying general English (pre-intermediate level) were recorded by the
teacher for the analysis of the feedbacks. The results of the analysis and transcriptions indicated
that recast is the most frequent feedback type used by the teacher. In addition, the interview
indicated that most of the students prefer recast as well as elicitation and explicit correction to some
extent.
A
Presenter: Ahmed Bhuiyan, Michelle Draper
Affiliation: Independent Researcher
Email: a.bhuiyan@gmail.com
Title: The Other Side: Examining Students’ Perspectives on Required ELT Courses
Abstract
In Bangladesh, the Bengali language is a point of pride for its people. Bangladeshis proudly
proclaim that theirs is the only country that fought and won the right to speak their mother language.
This pride though does not preclude them from realizing that there is an importance associated with
learning the English language. By the time students enter university, they would have experienced
twelve years of English language learning, and be expected to complete several courses more
during their tenure at university. At the university level, the students are required to take three basic
composition courses that they need to pass in order to graduate. However, with the rigid design that
these courses follow, it begs the question, are the students’ needs being served? This paper
extends upon the research by Dr. Ayesha Kamal, “Teacher as Researcher: Looking at the
Classroom from a Different Perspective,” which examined medical students’ attitudes towards their
English for Specific Purposes classes at Kuwait University’s Health Sciences Center. Dr. Kamal
focused on the value of looking at the classroom from a researcher’s perspective to improve the
classroom experience. The purpose of this paper is to see how students of a variety of disciplines
view these all-purpose English classes in relation to their own field of study and their overall
competency with the language. By examining how students feel about the classes they are taking, it
should enable us, the instructors, to create a better learning environment for them instead of taking
a “one-size-fits-all” approach to these fixed curricula.
A
Presenter: Amporn Srisermbhok
Affiliation: Srinakharinwirot University
Email: ampornsr@g.swu.ac.th
Title: A Comparison between Highly Motivated Learners’ Learning Strategies and Unmotivated
Learners’ Learning Strategies: A Case Study of Business English Majors at Southeast Bangkok
College
Abstract
This study aimed to 1)analyze some crucial factors that impacted learners’ achievement and
failure in English language learning among 2nd year Business English majors at Southeast Bangkok
College ,and 2) improve the quality of teaching and learning of English for Thai students. The
samples consisted of 16 English students aged between 19 to 21 .There were 15 Thai students and
1 Filipino. The research methodology comprised both descriptive analysis, and basic statistics .Data
for analysis included students’ journal writing after class, their participation and engagement in class
activities, final grades, and the questionnaire. The findings revealed that their age did not make any
significant learning outcomes, but their attitudes, and motivation towards learning, including their
learning strategies mattered. It was found that cognitive learning strategies ,self-discipline, positive
attitudes and self-confidence were important factors among high achievers amounted to 12.50%
,which was contrary to poorly achieved learners with low self-esteem amounted to 50% of the class.
The results confirm Dörnyei claim (1998) that motivation is a key factor that influences the rate of
success of second/foreign language (L2) learning. In addition, Baker (1993) explains that students
with positive attitudes will spend more effort to learn the language. Attitudes affect the rate of
development and final proficiency achieved in the target language.
A
Presenter: Andrew Jocuns
Affiliation: Thammasat University
Email: andrew.j@arts.tu.ac.th
Title: "Why Do I Have to Show My Body to Strangers?": Ideology In Intercultural Encounter
Narratives Among Thai University Students
Abstract
Telling narratives of intercultural encounters can serve as opportunities for individuals to

become self-aware of their own culture’s ideologies, limitations, and prejudices. As an exercise in
both becoming both self-aware, and developing intercultural competence, I have asked students to
relate a short 2 or 3 minute intercultural encounter narrative when I teach cross-cultural/intercultural
communication. The narratives that emerge from such tellings have revealed contrasts in ideological
values that students from Thailand maintain when they are confronted with an intercultural
interaction both in Thailand and/or abroad. In what follows I discuss the findings from analyzing
these narratives over a two year period in relation to the notion of small stories in narrative analysis.
Some of the storylines that have emerged from my analysis of these narratives include: time, Thai
identity, ambiguity in English as a lingua franca, the body, and gender, to name a few. Linguistically
such narratives reveal how students use evaluation devices as a means of displaying intercultural
competence on the one hand, and take a stance towards reflexivity in intercultural communication
on the other. I argue that such intercultural encounter narratives serve as a mediational device for
students to both assess and become aware of their own discourse system(s) and that engaging in
such acts of intercultural reflexivity should be an integral part of intercultural communicative
competence.
A
Presenter: Aparna Chakraborty
Affiliation: West Bengal Education Service
Email: aparnachak25@gmail.com
Title: Problems of Teaching English Literature in High School
Abstract
The objective of this paper is to report on an investigation on the perception of teachers

about the difficulties faced by secondary school students while reading English poetry. Data from
this study came from a survey conducted upon 110 secondary level teachers. The objectives of the
study were to explore the nature of the difficulties faced and whether these difficulties were related
to the medium of instruction used in schools. Findings of the study revealed that learners had
difficulties related to both English language and English literature. ESL learners therefore require
instruction in both and if possible, in an integrated manner. Five categories of difficulties emerged
from the study. Results of the study reveal that there is a definite relationship between the difficulties
faced by learners and the medium of instruction of the schools they were enrolled in. The authors
conclude that learners are unable to form an original response and it must be assumed that they
lack the required abilities or skills to approach a poem on their own. Most learners can improve their
literary reading abilities if they are exposed to a learner-centered methodology which is focused on
developing the ability of the learner to construct and shape his reading response and interpretation.
A
Presenter: Asri Siti Fatimah, Santiana, S.S., Fera Sulastri
Affiliation: Siliwangi University
Email: asri.sitifatimah@yahoo.co.id
Title: Smartphone for Autonomous Language Learning
Abstract
Language learning in 21st century involves technology as media. Along the century, many
kinds of technologies have been created to equalize the learning language process until it comes to
a present phenomenon that students can learn outside classroom, without teacher, anywhere they
want using technology provided. Smartphone, as the newest technology functioned as mini-
computer is widely used by students for learning. Related to autonomous learning referring to the
ability to take charge of one's own learning and a potential capacity to act in the learning situation,
smartphone can be the easiest media to use. Therefore, this study aims at investigating (1)
students' smartphone application used for language learning, (2) what skill it relates to, and (3) how
they use it for language learning.
A
Presenter: Ativate Tangamornsuksan, Worapoom Saengkaew
Affiliation: Siam University
Email: bringativate@gmail.com
Title: Use of Note-Taking Strategies among Thai Undergraduate Students
Abstract
Knowledge could be gained through reading, but reading alone may not help readers to
memorize what they have read. In order to keep information better, note-taking may be alternatively
used as a strategy. Thus, this paper aimed to investigate note-taking strategies employed by eight
undergraduate students from a Thai private university. The participants were assigned to take notes
when they read an academic passage. In the present study, Kathleen’s (2003) note-taking
framework was applied to probe the similarities and differences of each set of notes. The
participants were also interviewed by the researchers in order to find out their attitude towards note-
taking and the reason of using particular note-taking patterns. Findings revealed that four different
patterns of note taking strategies were produced by the participants. The interview data also showed
that even though the subjects were taught about note taking, they prefer their own style of note
taking. As note-taking format depends on individual preferences, teachers should encourage
learners to choose the note taking style which is preferable for them. In a way, this could help to
build an autonomous learning environment.
A
Presenter: Awis Rumaisya Azizan
Affiliation: Universiti Teknologi Malaysia
Email: awisrumaisya@utm.my
Title: Enhancing Language Skills of Low English Proficiency Students through Intervention
Programme Using Blended Learning Approach
Abstract
Malaysian students are expected to have a minimum of Band 3 in Malaysian University

English Test (MUET) before starting their academic programme at university level. However, many
students did not manage to meet this language requirement. Students with low band scores
inevitably face many linguistic difficulties since English is the medium of instruction at Malaysian
universities. This paper reports on an intervention program carried out on a selected group of 62 first
year university students at a major Malaysian research university who scored lower than the
minimum required band. Using the blended approach of face-to-face and online instruction, the
programme required students to take pre- and post-tests and meet for 20 hours in class and spend
20 hours online for 10 weeks. Students also re-sat for MUET examination two months after the
programme ended. Comparison of results between pre- and post-tests as well as MUET test
showed that students made remarkable improvement where 75% of students scored at least one
band higher. However, looking at the test scores, students found reading skill remains difficult. The
blended learning approach has helped students to improve their receptive skills specifically listening
since they had ample opportunities to practise online. Nonetheless, students needed more
personalized teacher’s help to understand academic reading passages and to write in academic
English. The intervention programmes could be more successful, if given more time, for bridging the
language gap of low proficiency students before they undertake more rigorous English for Academic
Purposes (EAP) courses required at university level.
B
Presenter: Binnur İlter
Affiliation: Akdeniz University
Email: bgilter@akdeniz.edu.tr
Title: What Is The Influence of Culture on Young Language Learners?
Abstract
Culture is the combination of literature, music, art, traditions and relations. It can be said
that there is a close relationship between foreign language and cultural awareness. Young language
learners have sometimes difficulties while learning a foreign language. Culture can be one of the
good ways which create vivid and active atmosphere for them. By using culture and cultural based
materials, foreign language teachers increase their young students' language and cultural
awareness. The purpose of this research is to find out the relationship between young language
learners and cultural awareness. This is a qualitative study which has a structured interview with 40
primary school students in Antalya, Turkey. The questions and the answers were analyzed by 2
experts in the field. After the application of the questionnaire, it can be understood that culture-
based materials and applications have affected the young language learners’ ideas about foreign
language learning and target culture. After the analyses of the data in detail, some suggestions were
put forward.
B
Presenter: Bridgette M. Lustañas, Rodrigo A. Litao
Affiliation: University of Santo Tomas
Email: lustanas_bridgette@yahoo.com / rodlitao@yahoo.com
Title: Categories and Functions of Political Euphemisms in Philippine Online News Articles
Abstract
Political euphemisms serve a number of purposes. Recent studies have indicated that they
are used to construct politically correct language which results in eliminating societal discrimination
and protecting people from malicious issues and events. However, political euphemisms remain a
tool of manipulation and deception in order to conceal truth from people (Zhao & Dong, 2010;
Karam, 2011). Using Zhao & Dong’s typology of political euphemisms, this study examined political
euphemisms found in 90 online news articles from the most three leading newspaper publications in
the Philippines with the goal of disclosing the categories and functions they serve for the Philippine
context. Results showed that the identified political euphemisms could be classified into greater
deviation from its signified, more vague meanings, and strong characteristics of time. Interestingly,
two other categories outside of Zhao & Dong’s typology surfaced from the data, namely: issue
moderation and analogous association. Additionally, the last two mentioned categories occurred
more frequently than the first three ones cited. This paper argues that the two newly identified
categories could contribute to the existing literature on euphemisms, particularly in politically-related
news writing in the Philippine context where euphemistic expressions may be utilized to control,
conceal and alleviate harsh realities in the government today. It further argues that political
euphemisms are employed both as a language of manipulation and mitigation which can be
narrowed down into four main functions namely: concealing, mitigating, sarcasm and improving
status.
B
Presenter: Byron ONeill, Thomas Pals
Affiliation: Ritsumeikan University
Email: oneill.edc@gmail.com
Title: Curriculum Renewal: An Opportunity for Professional Development
Abstract
This presentation will describe how a course revision that was part of a larger curriculum
renewal became an opportunity for a group of English as a Foreign Language instructors to engage
in professional development. The project spanned three years and involved five experienced
teachers who worked within a science and engineering department at a Japanese university. The
course, a required second-year intermediate-level English class that had focused on reading
comprehension, was completely redesigned by the previous knowledge, skills, and dispositions of
the teachers who were involved in the project. Through the collaborative process of creating a
standardized and centralized approach to teaching the course, the instructors were each able to
further their own knowledge, pedagogical skills, and approaches related to teaching English as a
Foreign Language. The presenters will begin by providing the background of the English program
and course revision before detailing the end result: An extensive collection of traditional and CALL-
based materials, resources, and tools designed to assist course coordinators, instructors, and
students. The presenters will then discuss how the implementation of each aspect of the new course
contributed to the professional development of the members of the project.
B
Presenter: Byron O'Neill, Thomas Pals
Affiliation: Ritsumeikan University
Email: oneill.edc@gmail.com, ritspals@gmail.com
Title: Student Generated Self-Access Materials
Abstract
Pushing students to push themselves as learners is accepted practice among universities

with self-access learning centers. Students are encouraged to take responsibility for their own
progress in language acquisition by accessing and utilizing online materials. However, the type and
quality of the materials being accessed may not be known to the instructors. In addition, the
materials may not be designed specifically for the students accessing it. The purpose of this
presentation is to demonstrate how university instructors are teaching science and engineering
students to create science related ESP reading and listening materials for self-access via an online
database. This ongoing project, now in its fifth year, has been successful by breaking down each of
the tasks necessary to create such materials into manageable assignments. This technique utilizes
the primary language skills of intensive reading and listening, vocabulary development, question
writing, and leadership and discussion skills. Secondary skills include writing, computer, and
research skills. In addition to the gain in language skills, students interested in teaching science as a
profession profit from the practical educational experience of materials development. The results of
this project have been positive with students fully utilizing the online materials they and their peers
have created. Indeed providing students the opportunity to both create and use self-access
materials successfully blends language and content acquisition.
C
Presenter: Cecilia Murniati, Ridwan Sanjaya, Kristine L. Blair
Affiliation: Soegijapranata Catholic University, Soegijapranata Catholic University, Youngstown
State University (respectively)
Email: c_murniati@unika.ac.id, ridwan@unika.ac.id, and klblair@ysu.edu (respectively)
Title: Students' Perception of the Game-Making for Collaborative Learning
Abstract
A large body of literature has discussed the benefits and the shortcomings of the use of
games in education. Studies in this area of inquiry have indicated that games are not significantly
correlated to student academic performance. Rather, they facilitate knowledge acquisition and
sharing among students. However, implications from existing literature on the use of games in
education suggest that further research needs to be done to explore how games are used to
enhance students’ social and problem-solving skills. This presentation will describe the results of a
mixed-method study of students’ perception of game-making for collaborative learning. The purpose
of the study is to investigate how students perceived the usefulness of educational games to
increase the understanding of subject materials through collaborative learning. The participants of
this study were students taking English courses in a private university in Central Java. The
researchers collected data from questionnaires, interviews, and class observation. The findings
reveal that students, who were non-technology major, were interested in creating a game and
designing activities through collaborative learning methods. Students reported that working
collaboratively to complete the tasks helps them better understand the subject matters. In addition,
from the interviews, students stated that they were interested in creating different types of games
and develop activities that other people can use. The learning objectives of this presentation are (1)
to develop a better understanding of how educational games can be used to foster student’s
learning experience, (2) to gain knowledge about the extent to which educational games are useful
for collaborative learning.
C
Presenter: Charlton Bruton
Affiliation: Burapha University IG-HRD
Email: chart.tesol@gmail.com
Title: Combining Three Voices of Action Research and Experience towards Professional and
Student Development at a Thai International College
Abstract
The following presentation concerns the combining of Action Research with Experience at a
Thai International College for both professional development and student development. Three
voices (first, second, and third-person) (Reason, & Bradbury, 2001) were explored, articulated,
collected and evaluated during classroom instruction while using English as a Medium of Instruction
(EMI). The different voices: subjective, intersubjective, and objective were explored during a course
of Contemplative Education by students enrolled in a double-degree program with Burapha
University faculty of Education, and a University in America. The instructor and students explored
their experiences using a combination of heuristic inquiry, hermeneutic phenomenology and
phenomenography for the purpose of individual development (Van Manen, 1990: Moustakas, 1994:
Marton, & Booth, 1997). To reach levels of development, contemplative education in the form of
mindfulness was used along with self-directed learning, and transformative learning (Illeris, 2013) by
the participants to explore their experiences to better understand their intentions and attentions. The
five aggregates of Buddhism were used to explore and organize their experiences (Varela,
Thompson, & Rosch, 1991) while data was analyzed using forms of interpretive methods.
C
Presenter: Christopher Allen
Affiliation: Pearson
Email: chrisatset@hotmail.com
Title: Getting Your Students to Speak Out
Abstract
Getting Thai students to speak English is undoubtedly a challenge. One of the biggest
hurdles they face is having enough knowledge about a topic to talk about it long enough to develop
their fluency. In this practical workshop, teachers will learn how to help students have enough to say
before they start speaking. This is done by using images, video, and pre-task activities. Activities will
be demonstrated which can be used with elementary to intermediate level students. The second
hurdle Thai students face is they need a lot of scaffolding. Often the speaking tasks they face are
too open ended. Instead they need a series of integrated small tasks, which provide enough
scaffolding so that by the end of the process they can independently speak or hold a conversation
on a given topic for a minute or two. An array of activity types will be given and demonstrated to
show teachers how to do this.
D
Presenter: Damien Herlihy
Affiliation: Trat English Community/ Technology English Community
Email: damienmunchip@gmail.com
Title: ‘Demand High’ Teaching ‘Low Demand’ Technology
Abstract
Leading figures in the industry believe we should be challenging our students more in the
classroom. Underhill (2012) encourages ‘Demand High' teaching and to risk working hands on with
language while Thornbury (2014) has long supported the Dogme materials-lite approach where the
teacher becomes ‘a manager of learning opportunities’. However, this style of teaching requires a
certain degree knowledge and experience which new teachers often lack. I believe technology can
help bridge that gap; getting teachers to work hands on with language earlier in their careers and
more confidently. ‘Demand High’ teaching is basically challenging your students more in the
classroom with micro-demands. This concept weds nicely with a range of low-demand technology
tools that can run in the background on your computer while teaching your class. This talk will equip
teachers with a ‘Low Demand’ tech tool box that they can start using straight away to further
challenge their students in the classroom.
D
Presenter: David John Wood
Affiliation: Chikushijogakuen University
Email: djwjpn@yahoo.co.uk
Title: Using Photos to Learn a Second Language: A New Approach for TESOL
Abstract
This presentation is based on five years of research involving students and as many hours
of classroom observation. It developed organically in response to student feedback by situating their
learning needs and capabilities in their immediate environment. Much of the approach is based on
the Dogme principles of Scott Thornbury to avoid leaving everything in the EFL class up to
publishers and their texts. This method seizes back the sense of self determination lacking in most
TESOL classes by making the students themselves the main movers. This methodology can
supplement and even replace traditional textbooks with the personal histories of students as in their
favorite photos. Their photos then become both the material and the method for language study -
they decide the content and are responsible for the momentum. The approach is applicable and
effective for every language skill, the researched classes targeting speaking listening reading and
writing abilities. The dynamic of the class achieved full interaction and cooperation between
students with the teacher as external observer videotaping their progress. Their recorded
interactions were then given to the students to analyze their own production leading to significant
increases in awareness and motivation. This helped them to develop communicative fluency and
global understanding more quickly than by conventional approaches which fail to interest students.
The five-year study combined aspects of quantitative and qualitative feedback analysis to pinpoint
various hot spots unique to this approach. These are presented in the form of the raw research data
and in depth exposition using Complexity Accuracy and Fluency measurements or CAF. This was
combined with longitudinal analyses of linguistic development to pinpoint the most significant
changes in language ability of the subjects. The potential of the approach seems to be its power to
motivate interaction and the way in which linguistic proficiency increases naturally. This was
achieved through the concerted communicative impetus that it clearly stimulates providing the most
productive form of self-assessment. Their progress was elucidated by measuring the changes that
took place over their course of study in terms of Complexity Accuracy and Fluency changes.
Examples of their photo choices and examinations of how their situations created the dynamic
learning community are given. This enhanced their commitment to both their own and mutual
communicative proficiency development. In addition to samples of recorded and written interaction
being presented, feedback and questions are welcomed at any stage. These will be explicated to
demonstrate how students could wholeheartedly invest themselves in their own progress with
unexpectedly far reaching results. These have been published in Asian English journals as well as
in the form of a full-length study appearing in America and England late last year. The approach has
already begun receiving serious critical attention and now warrants the wider attention of the
language teaching community in Asia. The author is still developing his full repertoire of photo use
and has most recently been integrated into a single format with increasing effect. The method
motivates students to feel like movie stars.
D
Presenter: Do Liem
Affiliation: University of Medicine and Pharmacy- Ho Chi MInh City
Email: liemumpsgn@gmail.com
Title: Task-Based Communicative Curriculum Design for ESP Courses Based on Students’ Needs
Analysis: A Practical Experience from Vietnam
Abstract
Over the last decade, foreign language education at tertiary level in Vietnam has been
changing towards a communicative approach, with many textbooks using Task-Based Learning
(TBL) exercises and activities. In the health industry education, the predominant language needs for
ESP courses for nurses included speaking and listening skills and specific vocabulary related to
their field of service. This study looks into certain problems with nursing students’ development of
spoken English, and the potential use of TBL to enhance their communicative skills in an ESP
course. The study was conducted with a group of 40 second- year nursing students at the University
of Medicine and Pharmacy in Ho Chi Minh City over a 10-week course to provide learners specific
work-related vocabulary and oral communications skills through role-plays. The research procedure
began with the students’ needs analysis reflected through the pre-questionnaire. A TBL curriculum
design was the next step. Qualitative and quantitative data were collected by pre-and post-course
questionnaires individual/group interviews, pre-and post-listening comprehension tests, pre-and
post-role play tasks. The scores from the pre- and post-listening comprehension tests, and from pre-
role and post-role play tasks performance observation showed that the students significantly
increased their listening comprehension scores and used more communication skills in their post-
role play performance after the TBL format course. The study also proves that students increased
their confidence in using communication skills, with improved grammatical structures and
vocabulary variety at the end of the course.
D
Presenter: Dolores Alawas
Affiliation: Benguet State University
Email: dealawas@yahoo.com
Title: Translation Competence of Student Teachers
Abstract
The dearth of instructional materials in the mother tongue necessitates Student Teachers to
translate texts from the English textbooks; likewise, the need to share indigenous knowledge to
others for better understanding of other cultures require teachers to translate. These needs however
could not be met unless Student Teachers are equipped with translation competence in three levels;
lexical, syntactic and semantic. The study aimed to determine the level of translation competence of
Student Teachers in translating tasks from Mother Tongue (MT) to English and from English to MT
along lexical, syntactic, and semantic levels of language. The MT refers to three local languages in
Northern Philippines. A preliminary test was used to determine the level of translation competence
and the translation difficulties of the students. The focused-group interview with the respondents
validated their responses. Based on the difficulties, a training guide was developed and the
intervention was implemented. After four weeks, the respondents took the post-test. The results
were analyzed using the Wilcoxon Two Tailed Signed Rank Test. The level of effectiveness of the
training guide was also analyzed by getting the difference of the pre-test and the post-test results.
Based on the analysis of data, the respondents’ translation competence differ along lexical,
syntactic and semantic levels. From MT to English, the difficulties are incorrect use of articles, use
of inappropriate terms, misuse of relative pronouns and faulty use of prepositions, shift in verb
tense, faulty subject- verb agreement, and faulty use of the conjunction “if” and lack of idiomaticity.
From English to mother tongue, translation difficulties are pluralization, misuse of articles, reliance
on borrowing, and use of inappropriate terms, weak sentence structure, capitalization, spelling, and
omission of articles, excessive borrowing of words in other languages, failure to borrow the
appropriate term, and literal translation which leads to unclear and incorrect meaning. Using
Orosco’s Model in developing the training intervention and the Engage-Study-Activate Method by
Jeremy Harmer, the respondents showed some improvement in their translation competence. The
training intervention is proposed to be adopted in the making of a syllabus for a translation course to
assist Student Teachers in preparing learning materials for their pupils using the MT and English.
D
Presenter: Douglas Sweetlove, Tanja McCandie-Kondo
Affiliation: Kinjo Gakuin University
Email: dsweet@kinjo-u.ac.jp
Title: Encouraging Autonomous Learning through Effective Orientation
Abstract
Japan’s Ministry of Education recently published a position paper which seeks to reform the
education policies for high school and university, aimed at developing students’ “sufficient
knowledge and skills… decision making, and self-expression” (MEXT, 2015). The ultimate goal of
these reforms is to ensure that graduating students have “core competencies including basic foreign
language abilities, lifelong learning skills, problem solving skills and sufficient autonomous learning
capabilities” (Thompson and Atkinson, 2010). However, high school English classes in Japan focus
almost exclusively on passive skills, such as those necessary to pass university entrance exams.
For many Japanese students, university is the first time they encounter a class taught exclusively by
a native speaking English teacher. Previous research (Sweetlove, 2015) shows that such teachers
have different teaching styles and expectations of students than those they encountered in high
school, or even in other university classes. However, at university most first lesson “orientations”
seem to consist of: a brief self-introduction by the professor to a bored class, a quick run through of
the syllabus, an admonition to buy the textbook, and possibly a strained and unnatural ‘ice breaking’
activity that only adds to students’ insecurity. Instead, the current study introduces a student
orientation program which gives first year university students the tools they need to thrive in their
new educational environment. By addressing the need for developing autonomy in the first lesson,
teachers can both support the reforms that the Ministry desires and also respond to the students’
needs to feel comfortable and confident in their new learning situation.
F
Presenter: Fatimah Puteh
Email: m-fatima@utm.my
Title: Supporting ESL Learners through Shared National English Language Learning Portal for
Malaysian Public Tertiary Institutions
Abstract
The demand for English language at tertiary level of education in Malaysia is high as
English is used as the medium of instruction. However, not all of the students entering tertiary
education are linguistically equipped and ready for the demands of academic English at university
level. The allocated time and credits for the English language is also limited because the
undergraduate curriculum is overcrowded with students’ core courses. The 2-3 hours per week
given for the English classes is not sufficient to equip students with the necessary academic
communication skills to survive the challenges of tertiary education. Therefore extra support and
resources are required to fill up the gap. The scenario described here is common for most public
universities in Malaysia. To address the issue, a national English language learning portal called
MyLinE was developed by Universiti Teknologi Malaysia first to address the language needs of its
students. This portal was later adopted by the Ministry of Higher Education for use by students in all
public universities in Malaysia. Through MyLinE, the issues described are addressed: academic
communication needs of users at tertiary level of education, the challenge of learning in English,
practice and exposure on all the four skills of learning English as well as feedback on users’
performance on quizzes and exercises. The aim of this paper is to describe how a national language
needs are being addressed by MyLinE through the concept of sharing, how services to all 20
participating public universities are provided and challenges faced in making this effort into reality.
F
Presenter: Fatma Ozlem Saka
Affiliation: Akdeniz University
Email: ozlemsaka@akdeniz.edu.tr
Title: Young Learners’ Reflections on Foreign Language Courses
Abstract
The fact that the affective domain has a significant place in students’learning increases the
importance of learning students’ ideas on foreign language. In order to learn what students think
about English courses, a questionnaire consisting of 33 questions was prepared under the
supervision of two experts in the field. 245 fifth grade students were chosen from three different
state primary schools to carry out the questionnaire. These three schools are different from each
other in terms of the socio- economic levels of the students. With this survey, it was aimed to check
if students’ ideas on English course show differences according to the socio- economic levels the
students belong to. As a result, it can be said that students’ ideas on foreign language learning
differentiate depending on the their socio- economic situations.
G
Presenter: Grace Chang Siew Yeng, Rosei Sheerin Mahpor
Affiliation: Institute of Teacher Education Specialist Campus, Ministry of Education Malaysia
Email: siew_yeng@ipgkik.edu.my, sheerin@ipgkik.edu.my
Title: PITO September 2014: Issues, Impact, and Challenges
Abstract
Teachers in Malaysia are trained for two major categories: the primary or secondary
schools. For the primary school category, teachers are trained for a major and two selected minor
subjects taught in schools. However some teachers may be asked to teach other subjects if needs
arises in the school. This is especially so in the National type Chinese primary schools, specifically
for English language. In order to provide the necessary supports for these non-option teachers, the
Malaysian Education Ministry had designed and offered the Added Option Intervention Programme
(PITO) in 2011. This research is based on the September 2011 Intake of 15 in-service teachers from
different schools in Malaysia. These teachers were assigned pre sessional tasks to be completed
before the four-week course on campus. A survey questionnaire was administered to these teachers
at the end of the four weeks to find out if the contents of the programme had provided the basic
knowledge of methodology in teaching English as a second language (TESL), and enhanced their
knowledge of the language. This questionnaire also included a few open ended questions that
enquired if the programme had brought about some changes in their teachers’ beliefs. A year after
the course another questionnaire consisting five open ended questions was administered to
ascertain if the course had had a positive impact on their practice. Data collected were analysed
quantitatively and qualitatively. Findings showed that the course was effective in upskilling their
basic knowledge of the language and boosted their confidence level in teaching the language.
However some crucial issues were also revealed in their role as a trained English language teacher.
H
Presenter: Ha Nguyen Thi Hai, Huong Vu Thi Viet
Affiliation: University of Languages and International Studies, Vietnam National University
Email: english53pbc@yahoo.com
Title: Project-Based Tutorials Using Microsoft Tools in Translation Practice and Translation Theory
Abstract
VNU Improving the quality of students learning is always a subject that every teacher is
interested in. Learning autonomy as well as using technologies are to be applied in higher education
every single day. Project-based Learning is ‘an instructional approach that contextualizes learning
by presenting learners with problems to solve or products to develop’ (Moss and Van Duzer, 1998).
It is a way to make students active agents in their learning process. They research on a particular
topic, work in groups, collaborate with colleagues, communicate their results and receive feedback
on their performance. Innovative teaching methods are always a concern amongst teachers in
general and teachers of language teaching in particular. In this study, the authors work with third-
year students of FELTE, ULIS, VNU with three objectives: support students using Microsoft tools in
making presentations (Sway, Office Mix, PPT) and working in groups; guide procedures to
knowledge acquisition (PBL); and propose measures in conducting tutorials effectively (groups and
tasks). Methods applied are as follows: research sources written on PBL, observe to find what,
when, why and how to conduct PBL in such subjects like Translation Practice and Translation
Theory, and assess students’ products on criteria. Achievements gained are: broaden basic
knowledge for Themes in Translation Practice, successfully train students MS tools from Digital
Literacy to Proficiency (online and offline presentations), improve group work spirit into ‘’the best
becomes better”. For further study, the study is to focus on accessing more update technologies
applied in Education, and setting more criteria to assess students’ tutorials in both online and offline
versions on their themes assigned in not only Translation Practice and Translation Theory but also
in four English skills and other subjects.
H
Presenter: Hanaa Khamis
Affiliation: Al Ahram Canadian University (ACU)
Email: hanaakhs@aucegypt.edu
Title: Creative Writing Techniques for Innovative Teachers
Abstract
This workshop aims at exploring innovative and practical techniques to enhance the written
performance of lower intermediate to advanced students. It caters to the needs of secondary and
university students as well as adult learners. It specifically targets pre- and in-service teachers at
their early careers. Being eclectic and integrated, the workshop adopts communicative language
teaching and learning. The Engage-Study-Activate lesson planning model is fundamentally explored
where warmup, controlled, and free writing activities are introduced. The activities demonstrate both
functional and essay writing. To illustrate, the workshop includes, but is not restricted to, letter
writing, storytelling, biographies, and process description. The workshop design integrates writing
with language components and primary language skills, besides cognitive and motor skills.
Vocabulary and grammar are inductively introduced through aural and written texts. For example,
the activities underscore the language of application letters, transitions words, and the use of tenses
in context. In addition, primary skills, e.g. listening, reading and speaking precede each written task.
Furthermore, the workshop emphasizes cognitive skills, e.g. reflection and analysis, in addition to
motor skills, e.g. doing something and acting out after writing. To sum up, written tasks are based on
other skills, e.g. listening to audio, watching videos, looking at pictures, reading texts, thinking,
speaking, and doing. A variety of paper- and web-based materials are used to illustrate these
activities. Finally, writing subskills are overviewed. Practical assessment and feedback tips are
presented through some of the activities. The audience reflects on their teaching practices in writing
classes for wrap-up.
H
Presenter: Herwindy Maria Tedjaatmadja
Affiliation: Petra Christian University
Email: windy382@petra.ac.id
Title: Reading-While-Listening (RWL): Killing Two Birds with One Stone
Abstract
Although listening is probably the most difficult skill to acquire in EFL contexts, it receives
less attention in classrooms, especially if it is compared to speaking (Nunan, 1997; Renandya &
Farrell, 2011). In addition, it seems that a lot of listening practice only focuses on testing listening.
Due to the complexity of listening process, listening fluency is a challenge, especially for low-level
learners. Aside from the speech rate, the inability to recognize English words has posed as a big
problem, leaving the learners helpless. In light of this, Reading-While-Listening (RWL) can play an
important role as a bridge to listening fluency. This technique provides both aural and visual input to
help EFL learners as they are on their way to acquire English. This method can kill two birds (i.e.
improving reading and listening fluency) with one stone. This presentation will discuss why learners
may find listening difficult, explain how RWL can help them to achieve listening fluency and provide
examples of RWL-based activities and materials in EFL contexts. It is expected that this
presentation can make teaching and learning listening more enjoyable and thus, more effective.
H
Presenter: Hoyeol Ryu
Affiliation: Hankyong National University
Email: hoyeol@hknu.ac.kr
Title: Guiding Students' Peer Revision Process through Individualized Revision Checklists
Abstract
Peer review has been considered one of the promising instructional methods to help
students understand the social nature of writing and the importance of revision. However, given our
students’ linguistic inability and inexperience in English writing, some supportive measures need to
be taken to take advantage of this invaluable learning experience to their writing ability development
maximally. This study assumes that presenting them a checklist with important points to be
discussed with peers is critical for the successful implementation of the activity in the classroom.
When it is being developed, the instructor must reflect on the unique characteristics of her class and
integrate them into the development. To demonstrate how it can be built, writing samples of
students in a beginning English writing class in a four-year university and their peer review practices
were studied. As the first step of the development, the students’ writing proficiency was assessed at
the beginning and end of the course to establish the course objective that was defined as a
proficiency level in the IELTS Writing Band Descriptors. Then, the descriptors was analyzed to
identify writings features to be included in the checklist. Finally, their competence manifested in their
papers and comments was studied to select suitable writing features for their proficiency and the
course objective.
J
Presenter: John Chocce, Yossiri Yossatorn
Affiliation: Navamindradhiraj University
Email: oa4dlh@gmail.com, yossiri.y@gmail.com, yossiri@nmu.ac.th
Title: Worldmindedness of Tertiary Level Students from a Thai Public University in Bangkok
Abstract
A very popular folk theory contents that globalization will take down cultural boundaries and
lead culturally different people to converge into a single global culture. However, research evidence
fails to support this idea. For instance, in this era of increasing globalization, on the one hand
ethnocentrism is a growing phenomenon, and on the other hand cultural differences tend to be
accentuated as culturally different people came closer together making difficult to function and work
together. Therefore, the research objective is twofold, to assess the worldmindedness of tertiary
level students of a Thai public university through a research survey, and to compare their level of
worldmindedness based on 10 recurrent factors. The sample method used was purposive random
sampling. The research instrument was The Worldmindedness Scale which were administered to a
sample group of 227 undergraduate students. The results suggest that these students exhibit low
level of worldmindedness and exhibit slightly high anti-worldminded values. Data also showed that
there is no statistically significant difference in the level of worldmindedness of these students based
on 10 variables. However, data showed significant difference in anti-worldmindedness based on
three factors, namely, students’ school GPA, traveled abroad, and their academic major.
Implications of these findings on students’ university life are discussed. The paper concludes with a
description of the study's limitations and presents suggestions for additional research.
K
Presenter: Kamolwan Fairee
Affiliation: Thammasat University
Email: khapui@gmail.com
Title: Dialogic Teaching in An EFL Classroom: Learning Outcomes and Reflections
Abstract
This study examines the affordances and constraints encountered by students from
implementing a dialogic teaching methodology in an EFL speaking class in a Thai university. This
approach created a cooperative environment and what Bakhtin (1991) called internally persuasive
discourse. In this kind of discourse, students were posed with open-ended and non-finite questions
that went beyond the scope of the classroom text. A dialogic teaching methodology enables
students to learn and practice language through actual communication in authentic contexts (Wong,
2005) and is known to have the following benefits: stimulating and expanding students’ thinking,
advanced learning and understanding (Alexander, 2006), and encouraging students to listen to
other opinions and consider alternative perspectives (Gilles, 2015). In order to evaluate the
effectiveness of the dialogic teaching implement in this classroom of 21 students, all students were
asked to reflect upon two activities where dialogic teaching was implemented. Ten students
volunteered to participate in focus group interviews and in-depth interviews. The interviews were
analysed thematically and some of themes that emerged include: classroom atmosphere, benefits
and constraints. The study found that students felt confident and did not feel under pressure to
speak English. Although some of them struggled with using English to explain their thoughts, they
overcame this through the help of their peers and the instructor. Most of them reported that they
exchanged knowledge and ideas with their peers from different faculties and collaborated to solve
tasks given. The findings could benefit instructors who are considering using a dialogic teaching
approach in their language classroom. Implementing a dialogic teaching methodology is one way in
which we can enable students to have a ‘voice’ in a classroom and be autonomous learners who are
not restricted by language textbook activities.
K
Presenter: Keiko Asano
Affiliation: Juntendo University
Email: keasano@juntendo.ac.jp
Title: A Qualitative Analysis of Inner Speech Usages by Japanese as Second Language Learners of
English at Different Proficiency Levels
Abstract
In this study, the effects of Inner Speech, which is voices without outer-produced sounds or
read by only inside of one’s head silently, for different proficiency levels in Japanese L2 learners of
English are analyzed. From the viewpoints of second language acquisition, one can speak as overt
speech (outer-produced sounds) with communicative performance, there would be a certain period
of time for practicing. Timlinson (2001) suggested that it is not until the effective inner speech will be
conducted that the L2 learners will be able to activate speaking skills. The purpose of this study is to
find out when and how the different proficiency levels of L2 learners are using the inner speech
during various situations in accordance with the Varieties of Inner Speech Questionnaire referred by
Jones & Fernyhough (2007b). There are 150 (M=90, F=60, age 18 to21) Japanese university’s L2
learners of English participants, whose English proficiency levels are divided into two measured by
TOEFL scores. The questionnaires (a 5-point Likert Scale) about usages of inner speech are
divided by four factors such as Dialogic, Condensed, with Other People, and
Evaluative/Motivational. In addition, the items related with Native and L2 language abilities have
been added in this study within the original version. The paired-samples t tests of each item are
conducted. As overall results, with all items of questionnaires, the high proficiency group has
significantly more frequently used inner speech. In terms of native and L2 language comparison
items, both groups relatively use more in native language. As for the results of four factor load, the
high proficiency group has significantly more frequently used in Condensed Inner Speech, which is
related with the processes of grammatical structure. From the results, it can be suggested that the
application of inner speech usage is the importance learning process for L2 learners. Further studies
will be focused on more precise questionnaires including the different characteristics of inner speech
factors.
L
Presenter: Lucy Bailey, Jane Evison, Tida Tubpun, Pimsiri Taylor
Affiliation: University of Nottingham, Thammasat University
Email: pimsiritaylor@gmail.com
Title: Conceptualising Internationalisation in Higher Education: The English Language and
Professional Identities of Faculty in Three ASEAN Countries
Abstract
Despite the proliferation of higher education institutions in South East Asia offering an
‘international experience’ to students from both the country in which they are located and to students
from overseas (Shin and Harman, 2009; Brooks and Waters, 2013), little is known about how faculty
in these institutions orient to, construct and negotiate ‘being international’ in such contexts,
particularly in terms of the role of the English language in relation to professional identities. This
paper reports on a study of the professional and discursive identities of faculty in three ‘international’
universities in three different ASEAN nations – Malaysia, Thailand and Vietnam. It draws on five
focus groups of lecturers (a total of 20 participants), and employs thematic analysis to identify
salient aspects of the discourse in each group. It is suggested that there are marked differences in
how being ‘international’ is conceptualised in these three contexts. The paper explores the
importance of institutional, national and cultural factors in the social construction of the meaning of
‘internationalisation’. It further identifies differences in the impact of internationalisation on lecturers’
lives, and in the role of the English language in their practices, across the three contexts. The study
provides implications on the roles of the English language in the international higher education
context as well as language policy in higher education institutions.
L
Presenter: Lyndon Small
Affiliation: Fukuoka University
Email: lyndonfukudai@gmail.com
Title: Expressing Emotion in English
Abstract
The focus of this presentation is how learners can increase their awareness and expression
of emotion using adjectives in English. Learners should not assume that the way they express
emotional states in their native language translates well, if at all in a target language. There will be a
brief discussion of emotion universals and how their expression is significantly affected by socio-
cultural factors, paralinguistic cues and pragmatic considerations. In addition, a brief cognitive-
linguistic perspective (Evans, 2009) will exemplify how primary and secondary cognitive models
invoke the connotative, emotional semantic potential of lexical concepts. Perception and expression
of emotions vary considerably through our own cultural filters. Using the explication style of
Wierzbicka (1994), there will be a description of various common emotional contexts to demonstrate
how emotion is commonly invoked and expressed in English and also in other languages. The
opinion presented is that learners can increase their cultural awareness, linguistic and cross-cultural
pragmatic proficiency by explicitly comparing culturally familiar expression of emotion with the ways
it is expressed in English. The presentation mostly offers practical suggestions, outlining a
reading/writing activity and also a speaking activity to show clear examples of different contexts of
emotion and common ways to express these in English. There will also be discussion of English
adjective spelling. Although there will be numerous examples to compare English and Japanese
expression, learners from any cultural context can benefit from the suggested learning activities.
M
Presenter: Mark A. Conroy
Affiliation: University of New England
Email: mconroy2@une.edu.au
Title: Language Learning in a Study Abroad Program: What Factors Lead to Success?
Abstract
This talk presents the findings from research exploring the incidental acquisition of
Australian English in a study abroad program. Forty one L2 English learners (Chinese L1s) who
were on a six week intensive study abroad program at an Australian university were given dictation
listening pre- and post-tests at the beginning and end of their program. The target items in the tests,
which were not explicitly taught in the language program, were idiomatic phrasal verbs that
frequently occur in spoken Australian English (e.g., pop over) embedded in sentences (e.g., I’ll just
pop over to the neighbours). Results revealed that although there was some variability between
individual learners’ development, most learners improved their ability to hear and transcribe the
target phrases. During the program, learners also kept diaries and journals in which they reported
their interactions with English speakers in the host community, and their experiences with their
homestay families. To provide a deeper understanding of the influence of learners’ experiences on
their language learning, their performances in the pre- and post-tests were evaluated with reference
to these reports. This analysis revealed that: language background of the host family; provision of
corrective feedback by host families; level of satisfaction with the host family; degree of
acculturation; and peer interaction appeared to influence language learning. The findings potentially
inform best practice in study abroad programs and specifically homestay arrangements.
M
Presenter: Michael Gentner
Affiliation: Panyapiwat Institute of Management
Email: michaeltho@pim.ac.th
Title: The Applicability of Situated Inferences in Auditory-Based Tasks
Abstract
The purpose of this presentation is to demonstrate the relevance of appropriateness in the

selection of cultural literacy material to be used as contextualization clues in auditory-based tasks.
Effective English language teaching requires a series of motivational formulas that best motivate
target learners. Using L1 cultural material in the L2 medium of English allows the learners to focus
on the semantic and grammatical aspects of the language without the distraction of having to
embrace and learn the cultural appointments associated with English. What some call the cultural
promotion of English, tying lessons to cultural contingencies, risks a form of cultural hegemony as
leaners feel they have no recourse but to learn and adapt to the culture of English in order to fully
adapt its linguistic features. Research by both Thai and international scholars on the socio-linguistic
aspects of language learning and motivating language learners within their unique learning
preference framework is also brought to light. Methods on how task-based lessons can be adapted
to aspects of Thai culture without altering the linguistics goals or compromising the linguistic
relativity principal of the Thai or English languages will be positied. The presentation will conclude
with demonstrations on how such material can be formulated into lesson plans and how each plan
can fit into an information, reasoning, or opinion-gap task.
M
Presenter: Michael Herke
Affiliation: Setsunan University
Email: herke@ilc.setsunan.ac.jp
Title: Multimodality and The Smartphone: Enriching the Communication Ability English Language
Learners
Abstract
Multimodal communication considers written and spoken language as two modes among a
larger repertoire of meaning making resources. This presentation shows students learning key
principles of multimodality by orchestrating a variety of modes (including language, gesture,
movement, gaze, etc.) as they record speaking activities with their smartphones. The use of the
smartphone in EFL has primarily been centered on its mobility and potential for accessing
information. However, this approach overlooks the array of multimedia choices made available
through the device, notably the movie camera. A media application that is always close at hand, the
smartphone movie camera is easy to use and has greatly reduced the technological aggravations
that were once part of movie making using video equipment and software. In our English language
classrooms in Japan, we have taken this further, using video recording to introduce our students to
the concept of multimodality in support of language learning. A multimodal approach to
communication considers spoken and written language to be two modes among a much larger
repertoire of resources of potential meaning. Multimodality recognizes the fluidity of real time
communication. At any given moment one of these modes may be dominant but later the same
mode may contribute to the overall meaning by taking a lesser, supportive role as a different mode
is foregrounded. This presentation shows students integrating spoken and written language using
this broader array of modes, including gesture, gaze, and movement, within the imaginative space
of their speaking activities, and recording this on their smartphones. Video recording provides a
creative framework for a number of important benefits for language learning in contexts where there
is little opportunity for authentic L2 use outside the classroom, including opportunities for focus on
form, gains in fluency and complexity and increased group cohesion.
M
Presenter: Michał B. Paradowski, Agnieszka cierpich, Jeremi Ochab
Affiliation: Institute of Applied Linguistics, University of Warsaw
Email: m.b.paradowski@uw.edu.pl
Title: Language Acquisition in a Study Abroad Setting: Insights from Student Interactions
Abstract
Social networks play an important role in the behaviour and attainment of individuals. During
one academic year, a striking observation was made independently by several German-language
instructors at a university in Baden-Württemberg: after an 'epic fail' of the intensive language course
the year before, the cohort of foreign Erasmus exchange students arriving at the university became
a visibly cohesive group. This had a measurable impact on the improvement of the students'
linguistic competence over the course of the academic year. All members of the group (n=39) were
approached with in-depth structured interviews to understand the peer interaction dynamics and
derive the social graph topology with respect to SLA outcomes. Using a computational multi-layered
network perspective to study socially distributed learning, we find among others i) that the best
predictor of performance is reciprocal interactions between individuals in the language being
acquired, ii) that outgoing interactions in the acquired language are a stronger predictor than
incoming interactions, iii) not surprisingly, a clear negative relationship between performance and
the intensity of interactions with same-L1 speakers, as well as other interesting observations. We
also compare network models where social interactions are weighted by homophily with those that
treat them as orthogonal to each other. The study provides more insight into the link between social
relations and language acquisition. The talk will conclude with hypotheses that account for the
findings, pedagogical implications and recommendations for language learners and instructors.
M
Presenter: Michał B. Paradowski, Elżbieta Pawlas, Josephine Pui Suen Yam
Affiliation: Institute of Applied Linguistics, University of Warsaw
Email: m.b.paradowski@uw.edu.pl
Title: Communication Breakdowns in EIL Conversations: Causes, Coping Strategies, and
Implications for the Classroom
Abstract
Communication breakdowns have deservedly been attracting the interest of linguists,

because they constitute important factors influencing the process of linguistic interaction and
language acquisition. Not only do they affect the process of communication per se, but also have
other, sometimes serious, consequences. Particular interest should be accorded to the process of
achieving—and failing to achieve—understanding when English is spoken as a vehicular language.
The following paper answers some key questions concerning the unique medium of communication
termed English as a lingua franca (ELF), presenting the results of an in-depth analysis of 37
excerpts from the VOICE corpus, the first comprehensive analysis of the complete conversations
subcorpus, focusing on the i) possible causes of communication breakdowns, and ii) strategies
employed by speakers in order to both prevent and overcome such failures. We categorise and
show the distribution of the sources of breakdowns as well as the compensatory strategies.
Complete communication failures in ELF interactions turn out to be rare owing to the variety of
tactics employed by interlocutors to avert and solve problems. The paper concludes with
pedagogical recommendations.
M
Presenter: Mohammed Farghal
Affiliation: Kuwait University
Email: m_farghal@hotmail.com
Title: Translation of English Fiction Titles into Arabic
Abstract
The purpose of this paper is to explore the translation procedures that are followed when
rendering English fiction titles into Arabic. On hundred English fiction titles are collected and set
against their Arabic counterparts. The quantitative analysis shows that the translation procedure
employed in 59% of the sample is literal translation, whether in the form of one-to-one
correspondence proper (57%) or when it is combined with a generic word (1%) or transliteration
(1%). The other translation procedures feature adaptation (20%), use of related words (12%),
paraphrase/explication (6%), and transliteration (3%). Qualitatively, the analysis reveals that literal
translation works very well when the title is lexically and culturally transparent. By contrast,
adaptation is called for when the title includes culture-bound references or allusions. With regards to
related words, they are employed when the title is lexically intricate or when a related word would
render the title more attractive. The analysis also indicates that while explication may render a title
more natural and attractive, paraphrase may produce flat and unnatural titles. Transliteration, for its
part, is shown to work well with proper nouns although it may need to be supplemented by other
procedures in some cases. Other things being equal, commercial and marketing factors need to be
taken into consideration when formulating as well as when translating a title.
M
Presenter: Monthon Kanokpermpoon
Affiliation: Newcastle University, UK
Email: m.kanokpermpoon1@newcastle.ac.uk
Title: Limited or Unlimited Memory? Reading Text Presentations for Tertiary Education
Abstract
In the unlimited world of information in 21st century, a bombarding amount of information

might interfere with how learners learn and retain information in their limited cognitive capacity
(Klingberg, 2009, Trilling and Fadel, 2009, Baddeley, 2006). Learners might have to attend to
different sources of information at the same time, which could lead to cognitive overload. In this
presentation, research into how to manipulate different text presentations for English learners to
learn will be presented. Subjects of the study are Thai learners of English, studying in a fundamental
English course in a Thai university. A multi-methods approach featuring quasi-experiments and
subjective rating scales will be presented with statistical analysis. This pilot study will employ
Cognitive Load Theory (Sweller, 1994, Sweller et. al., 2011) as an enquiring framework, and it
influences the design of tests into a split-attention effect and an integrated format of instruction. The
results of this study, i.e. learning and testing scores of information retention and learners’ personal
cognitive perception, will reveal what type of text presentation works best for English reading
instruction at the tertiary level.
N
Presenter: Nathan Thomas, Christopher Osment
Affiliation: King Mongkut's University of Technology Thonburi
Email: teachernathan@live.com, osmentchristopher@gmail.com
Title: A Proposed Taxonomy of Affordances
Abstract
A Proposed Taxonomy of Affordances is a continuation of a work-in-progress presentation

that took place on July 15, 2016 at the International Research Seminar held at Chulalongkorn
University. The initial presentation served to introduce concepts tailored to the use, description, and
classification of affordances in ELT for quality instruction. This updated look at affordances will
exhibit a more finalized adaptation of the original and serve as the first published version in its
entirety. The term affordance was first used by the biologist James Gibson in 1977; his definition
was as follows “The affordances of the environment are what it offers the animal, what it provides or
furnishes, either for good or ill.” Affordances as a replacement for Krashen’s idea of input has
gained traction in the intervening years as more writers use terminology which reflects the organic
and complex nature of language acquisition; however, few educators or applied linguists have tried
to clarify or organize what exactly constitutes an affordance in the learning environment. Teachers in
the classroom may read of or hear the term affordance, but may lack a clear idea of what it is or are
unable to provide a succinct definition for the term. In order for teachers to be better able to harness
this idea of affordances, clarification is needed. This presentation will introduce a proposed
taxonomy of affordances, using the following terms: intermittent, sustained, environmental, shallow,
deep, repeated, directed, unintentional, multi-domain, and combined. In addition, the concepts of
affordance multiplier and affordance negation will be introduced. This proposed taxonomy attempts
to clarify what affordances are, classify different types of affordances, and better prepare both
teachers and researchers for understanding, describing, and researching affordances in ELT, SLA,
and in other language related domains.
N
Presenter: Nurul Naimmah Hamdan
Email: naimmah@utm.my
Title: Personality Traits and Language Learning Strategy Use among Non-Engineering
Undergraduates
Abstract
Current trend shows a high percentage of Malaysian students entering non-engineering

programmes in local public universities with low English proficiency. Extensive studies have been
done studying factors affecting ESL students’ language proficiency. The findings in this paper aimed
to highlight first-year non-engineering students’ language proficiency are statistically related to
personality types and language learning strategy use. A quantitative study using two questionnaires,
Myers-Briggs Type Indicator (MBTI) and Strategy Inventory for Language Learning (SILL) were
used to illicit students’ personality types and language learning strategy use. The results
emphasized the importance of considering students’ personality and incorporating elements of
language learning strategy use in non-engineering classroom instruction.
O
Presenter: Ora-Ong Chakorn
Affiliation: Graduate School of Language and Communication, NIDA
Email: oraong@hotmail.com
Title: Speed English: A Case Study of Thai Postgraduates Self-Studying through a Locally
Developed Language Learning Software during Their Remedial Reading Skills Development Class
Abstract
Nowadays, many language learning software packages are intended for self-study and
marketed as absolute language learning solutions; however, little is known about how well they work
or under what conditions they should be used. Besides, these software packages are mostly
imported into Thailand, so they are very expensive. There are quite a few local software programs,
but they often target small children and young learners. NIDA is a graduate institution that focuses
only on adult learners who pursue master’s and doctorate degrees. Among a few locally developed
software packages, “Speed English” is chosen for this study as it offers English language training
from the beginner level to the advanced level. Its efficiency has been proved among primary and
secondary school students (Klentien and Kamnungwut 2015), but not yet among adult learners. This
study then explores how “Speed English” can facilitate a group of 30 Thai M.A. students in their
remedial reading skills development class. In focusing on the “how”, the step-by-step process of
self-study, the application of some unique features of “Speed English”, as well as the students’
attitudes toward Speed English are examined through a questionnaire survey on several
pedagogical aspects. Pre-test and post-test scores are also compared. The results reveal insightful
information on the students’ engagement, reactions and outcomes from such autonomous learning
in this blended learning environment. Lastly, this study has some implications for selecting, using, or
designing a locally developed language learning software program to facilitate learner autonomy for
reading skills enhancement among adult learners.
P
Presenter: Paul Grainger
Affiliation: National Geographic Learning, Cengage Learning
Email: paul.grainger@cengage.com
Title: How to Make Online Learning Successful in Your Classroom
Abstract
Higher education institutions in Thailand and neighbouring countries are facing new
challenges in English language teaching. While the benchmark for exit examination is becoming
more demanding, many universities are now reducing the total number of tuition hours.
Furthermore, university classes are generally getting larger further limiting students’ opportunities to
practice the language in conditions closely monitored by their instructors.
There is an obvious need to provide students with additional support to maximize their
chances of success. Online learning has frequently been proclaimed by international experts as the
solution to these challenges. This interactive talk will explore the key factors into what makes online
learning successful, exploring different implementation models from around the world. These will
include sharing results and recommendations from a pilot course conducted at Chulalongkorn
University in early 2016.
Participants of this workshop will leave with a variety of practical ideas to adapt to their own
specific teaching situation.
P
Presenter: Phuong Nhu
Affiliation: Hai Phong University
Email: phuonghanhu@gmail.com
Title: How to Adapt Settling and Stirring Activities in EFL Lessons
Abstract
English as Foreign Language (EFL) learning without interesting activities can be long and
often tedious. It is part of teachers’ responsibility to help students to remain alert and enthusiastic
during the lessons. That is, we have to be aware of choosing suitable activities in each stage of the
lesson. Obviously, Activities, once adapted approximately, can encourage, entertain, teach and
promote academic performance. This 30-minute practical workshop aims at raising awareness of a
variety of settling and stirring activities that can be easily applied. Stirring activities, in fact, can
energize the students and create a lot of excitement while settling activities can calm them down
and allow them to work quietly. Most of the activities mentioned in the workshop, which the
presenter has learned from colleagues and from her own experiences, have been successfully
carried out in the classrooms of different level and age group and require little preparation or no
reliance on any expensive technology. Additionally, participants will be invited to take part in actively
and share their own teaching experiences about what has worked in their classroom.
Q
Presenter: Quyen Vo
Affiliation: Can Tho University
Email: vpquyen@ctu.edu.vn
Title: Raising Intercultural Competence in ELT Tertiary Context: What Do Mekong Delta Teachers
Say?
Abstract
The integration of cross-cultural communication in Vietnam has constantly increased since

this nation officially became a member of World Trade Organization in 2006. Such the milestone has
given Vietnam more opportunities to integrate with many worldwide nations in various areas of
science, technology, economics, and cultures. As Brown (1994) states, language is a part of culture
and a culture is a part of language. English language, therefore, has obviously been a bridge for
cross-cultural communication thanks to its worldwide lingua france. For these reasons, it is
recommended that raising intercultural competence should be more concerned in English language
teaching (ELT) curriculum thorough Vietnam especially tertiary contexts. In the context of the
Mekong Delta of Vietnam, however, there has been little documentation on intercultural issues. This
study aims to gain an in-depth understanding of English teachers perceptions on raising intercultural
competence in EFL classrooms in the Mekong Delta tertiary contexts via a survey and interviews
with English teachers of several universities in the Mekong Delta. The findings of the study reveal
these teachers' perceptions on this issue, and then propose some suggestions to enhance
intercultural compentence in EFLT in this context.
R
Presenter: Rachael Ruegg
Affiliation: Akita International University
Email: rachaelruegg@gmail.com
Title: Students’ Experiences of Different Writing Support Services
Abstract
Although many educational institutions have been expanding their writing support services,
little research has been conducted to determine the effectiveness of such services. The presenter
will describe research involving four case studies of learners who used different writing support
services at a Japanese university in order to complete an essay assignment. The drafts of the essay
assignment, with feedback, were collected as data for the research as well as learner diaries and
interviews with the learners. In particular, the research focused on the type and amount of feedback
received, the ways in which learners incorporated the feedback in their revisions and the learners’
perceptions of the different writing support services. This results of the research showed that some
learners ignored feedback which was unrelated to their current concerns about their writing. Thus, it
may be detrimental to the development of learner autonomy if the questions that students choose to
ask about their writing are not valued by tutors. Furthermore, those students who received less
feedback, carried out more self-review. Therefore, it seems that these services, which are supposed
to foster learner autonomy, may actually decrease the level of autonomy in the short-term. In
addition, writing support services that require more time commitment appear to have led to higher
levels of learner satisfaction than those that are effort-free. The presenter will describe the research
method and discuss the results and implications in detail.
R
Presenter: Raksangob Wijitsopon
Affiliation: Faculty of Arts, Chulalongkorn University
Email: rwijitsopon@gmail.com
Title: The Missing Links: Different Patterns of Cohesive Devices in Thai and Native Speaker
Learners’ English Argumentative Essays
Abstract
The present paper is part of a corpus-driven study on stylistic differences between Thai
undergraduates’ English argumentative essays (henceforth THAI) and their native speaker
counterparts’ (henceforth NATIVE). The concept of “keyword”, statistically significant lexical items in
a corpus of texts, was drawn upon to extract overused and underused words in THAI in comparison
with NATIVE. Based on a comparison between the two corpora, it was found that a group of
overused function words that occupy the top 35 places in Thai students’ essays are such transitional
expressions as “moreover”, “in conclusion” and “in addition”. While the occurrences of these items
point to an influence of teaching, they also suggest that native speaker learners do not tend to use
them to connect ideas in the essays. A question thus follows: what are common cohesive devices in
native speaker learners’ writing? A close look at the list of underused words in THAI, which in turn
means that they are used significantly in NATIVE, and their concordance lines reveals that native
speaker learners tend to prefer using noun determiners as cohesive devices, including “this”, “these”
and “such”. Based on this set of findings, I argue that more attention should be paid to these ‘small
words’ in Thailand’s EFL writing classes. This is not simply because they are used frequently by
native speakers but because they and their phraseological patterns, to be demonstrated at the
presentation, are reflections of the writer’s analytical skills and critical thinking, the essential qualities
of argumentative writing.
R
Presenter: Rumana Amin
Affiliation: Graduate School of English, ABAC
Email: ruhulamin222@yahoo.com
Title: An Inside View for Designing English Course for Students of Engineering Majors
Abstract
The present study is aimed at making suggestions on English course for engineering
students in college of Bangladesh. In the study, for investigating the needs of learners, the study
recruited 56 students enrolled in AIB (Aeronautical Institute of Bangladesh) for engineering
education in college of Bangladesh. Participants were asked to complete the questionnaire
comprised of 32 questions about goals of English learning and teaching and learning methods and
activities. For exploring the needs of teachers, 15 course evaluation reports submitted by professors
who have taught AIB English courses were reviewed by content analysis. In the results, students
expressed the strong preference on learning English to develop the basic English skills such as
reading comprehension and they are fond of having English learning activities with their professional
field related topics and content. Professors of AIB insisted that English course be designed to
develop reading and grammatical competence to read English books of engineering education and
understand the English sentence structures. In sum, the present study suggests that English course
for engineering students be designed to develop a skill-based syllabus rather than a situational
syllabus, focusing on learning ESP.
R
Presenter: Russell Hubert
Affiliation: Kyoto Sangyo University
Email: russhub@cc.kyoto-su.ac.jp
Title: Smartphone Apps for EFL Learners
Abstract
This presentation will explore the potential of smartphones apps for language learning and
will make recommendations for their effective use in EFL study. Smartphones can be a convenient
yet powerful and effective study aid, but users must navigate and choose from a vast number of
applications and online resources of varying quality and cost. Language instructors should be aware
of this rapidly developing technology and be able to provide students with guidance on its usage. In
2015, the presenter conducted a survey on the smartphone usage of over 1,000 university students
in Japan and China. The results showed that up to 75% of participants regularly use their
smartphone as a dictionary when studying English. Surprisingly, only 1% of participants reported
using paid applications, relying almost completely on free applications and online resources. The
presenter will demonstrate examples of well-designed smartphone apps that instructors can
recommend to their students for studying vocabulary, grammar, and other language skills. Both free
and paid apps will be introduced, along with an evaluation criteria, instructors can use for
investigating new apps. This is not a commercial presentation and the presenter has no affiliation
with any of the products that will be discussed.
R
Presenter: Ryo Kawasaki
Affiliation: Tamagawa University Graduate School
Email: kwskr1il@lits.tamagawa.ac.jp
Title: Going Beyond “Form”: Cross-Cultural Aspects of CLT in Japan
Abstract
Recently, CLT is mainstream ELT method because it focuses on developing the learners’
communicative competence in Japan. Although sociolinguists have claimed pedagogical importance
of sociolinguistic competence since 1980’s, little research has been paid attention to it in the field of
Japanese ELT, especially secondary school’s education. Historically, Japanese teachers have spent
time to teach “form” only, not “function”. That is why pedagogical insight of sociolinguistic has been
separated from ELT. While “form” is important, we must go beyond “form” and consider cultural
aspect in ELT. Dealing with this problem, I described some data that is an oral activity between
secondary school’s student and ALT using Communicative Orientation of Language Teaching
(COLT) Part B (Fröhlich, Spada, & Allen, 1985) with some modification in order to illustrate context
of interaction. Then, I picked up some cases to analyze what was actually happen in their
conversation. From this analysis, it was found that student’s speech style had an influence on ALT’s
one and vice versa. In addition to this, some interlocutors could interact with ALT using back
channeling, turn taking, and politeness strategies. The presentation will conclude with some
suggestions: The teachers must aware that Japanese students use English through Japanese
speech style and teach their students that its differences impact on cross-cultural communication.
On top of that, teaching this knowledge can be divided into several sequences according to
student’s English proficiency. Teachers must revalue the importance of sociolinguistic competence
in ELT and reconsider what communicative competence is.
S
Presenter: Sanmuganathan Nagayar
Email: bg1shan@yahoo.com
Title: Reflection on Project-Based Learning: The Reformation of a Reluctant Group
Abstract
This study explored the musings of young adult ESL learners as they embarked on a project
which transformed their routine learning process into one that challenged their role as passive
learners, smashed their assumptions about language learning and coaxed them into speaking the
language confidently and finally let them be in charge of their own learning process. The complete
transformation of the students, as realized through the entries in their reflection portfolios and
observed during the execution of the project, adds testimony to the virtues of project-based learning
as an effective teaching approach of the 21st Century. Rooted in qualitative tradition, this study
analysed data from students' reflection portfolios, field notes taken during the execution of the
project and interview transcripts to evaluate the effectiveness and the impact of project-based
learning on a group of reluctant learners. The study reported enhanced motivation, improved
engagement in learning and renewed confidence besides a positive attitude towards language
learning among the participants. Suggestions for future research are also recommended.
S
Presenter: Sudatip Prapunta
Affiliation: Victoria University of Wellington
Email: sprapunta@yahoo.com
Title: Stories of One Thai Student’s L2 Learning Motivation, Experiences, and Self-Identity
Abstract
Despite the impact of globalisation, Thai students struggle to attain functional English when
their high school teachers use rote-memorisation and grammar-translation methods, and university
entrance exams neglect speaking skills and practical English abilities. These influences have
resulted in language learning demotivation and ineffective communicative skills. To understand
students’ motivation for learning English as a Foreign Language, it is necessary to examine both
their individual and social experiences. This paper reports the story of one rural student purposively
selected from a small mixed methods study of 123 first-year students from a university in southern
Thailand. She was interviewed multiple times and her English learning motivation and foreign
language (L2) learning experiences were captured using a narrative approach. The Ideal L2 self and
the “Person-in-Context” relational view of motivation were used to reveal multifaceted individual and
contextual factors shaping her L2 self-identity. The findings suggest that she was able to develop
her ideal L2 self and envisioned herself studying at a Malaysian university. This imagined self is
congruent with Thailand’s policy goals for integration within the ASEAN Economic Community
(AEC). Her ideal L2 self and imagined identity appeared to be strengthened by her sustained efforts
to communicate in English in both formal and informal learning contexts. Understanding her
language learning experiences and how her L2 identities developed their local contexts may enable
researchers and teachers to appreciate the interface between in-class and out-of-class learning
experiences and acknowledge learner voices that may have been unheard.
S
Presenter: Supakorn Phoocharoensil
Affiliation: The Language Institute of Thammasat University
Email: yhee143@gmail.com
Title: A Corpus Exploration of Linking Adverbials: Discovering What Our Students Do Not Learn
from Textbooks
Abstract
This study was aimed at investigating four single-word linking adverbials (LAs) of result, i.e.,
thus, therefore, hence, and so, in the Corpus of Contemporary American English (COCA), with an
emphasis on written academic English. An exploration of the target LAs in 1,200 concordance lines
showed that the most common LA was thus; the second and third most frequent were therefore and
hence respectively, whereas so was the least common. As regards the patterns in which these LAs
occurred, in contrast to previous studies that found so to be the most frequently occurring in spoken
English in the initial position, over 90% of so in academic written English was found in the middle
position. On the whole, the patterns of the other target LAs of result discovered in the corpus-
informed data also outnumbered those presented in the surveyed traditional textbooks. As for the
pedagogical implications, it is advisable that English instructors include more salient LA patterns
based on authentic corpus-based data in their lessons in order to reinforce the textbook information.
S
Presenter: Susilawati Japri
Affiliation: Brunei - US Fellowship Programme
Email: suzie.japri@gmail.com
Title: School Based Assessment for Learning: Group-Peer Feedback, Peer and Self-Assessment in
the Classroom in the Context of Brunei Darussalam
Abstract
One of Brunei Darussalam national’s vision, ‘Wawasan Brunei 2035’ is to produce

educated, highly skilled and accomplish people by 2035. The ‘SPN21’ being Brunei Darussalam’s
national education system, serves as a platform to uphold the national vision. The ‘SPN21’ goals are
to realize the Ministry of Education’s Vision and Mission, fulfill the needs and challenges of the
social and economic development of the 21st Century, develop 21st Century skills amongst
students and develop desired values and attitudes amongst students in line with the nation’s Melayu
Islam Beraja (MIB) concept or philosophy. With this in mind, one of the strategies used at classroom
level English Language classes are the School-Based Assessment for Learning. School Based
Assessment for Learning (SBAfL) is centered on the basis that learners may acquire knowledge
through constructive, formative classroom assessments and feedback. Active learning occurs when
they are involved in the process and able to access strategies, materials and advice that help them
to understand where they are in their own learning. Apart from that, it scaffolds independent learning
skills in students which equip them to be a capable language learner. Integral to the process of
SBAfL are strategies that allow Checklists, student friendly rubrics, peer and self-
assessment/feedback, personal target setting and one to one teacher/student discussion can all be
employed to ensure that the student, as well as the teacher, to monitor their progress and
participate in putting the steps in place to make changes and improvements matching the need of
individual learners. The focus of this session will be on group-peer feedback as well as peer and
self-feedback.
T
Presenter: Teresa Ong, Kretzer, M. Michael
Affiliation: Griffith University, Justus-Liebig-Universität Gießen
Email: ongtesa@gmail.com
Title: The Symbol of ‘Love’ Across Different Spaces
Abstract
Research on the linguistic landscape (LL), initially pioneered by the seminal work of Landry
and Bourhis (1997), has extensively studied the visibility of languages, both professionally produced
and by amateurs in multilingual and multiethnic environments. In recent years, a broader LL
definition which is “the social circulation of language across spaces and different semiotic artefacts”
(Stroud & Mpendukana, 2009, p. 364) has been adopted. Our study aims to utilise the broader
definition in order to expand the work by Jaworski (2015) who looked at language objects
specifically on love sculpture and love letters decoration. Language object is defined as “two- or
three-dimensional pieces of writing that do not serve any apparent informational or utilitarian
purpose” (Jaworski, 2015, p. 75). Based on the definition of language object, visual data of language
object focussing on the theme of love, such as balloon decorations for Valentine’s Day, a couple
holding hands and kissing, a cupid display, engagement rings, and a mother breastfeeding a child,
among others, were collected across different spaces such as streets, shops, weddings and homes.
These visual data were compiled into a corpus and were analysed accordingly. We argue that the
examination of the symbol of love from different semiotic angles across different spaces can
produce deeper meanings and effects to the definition of language object.
U
Presenter: Ummul K. Ahmad, Low Poh Wei
Email: m-ummul@utm.my
Title: To Sum Things Up, in A Nutshell, Last But Not Least: Are L2 Writers ‘Primed’ to Use Linking
Adverbials?
Abstract
Linking adverbials are important lexical devices that connect ideas as they bind units of
discourse across clauses or paragraphs. Students are commonly taught to use these highly
functional lexical items alongside coordinators and subordinators to create cohesion in writing. The
use of linking adverbials among L2 English writers, however, has come under scrutiny as L2 writers
have the tendency to overuse, under use or wrongly use the items when compared to L1 writers.
The study reported here examined the use of linking adverbials in a Malaysian learner corpus of
argumentative essays of approximately 100000 words, written by pre-university students. The
results show a high density use of linking adverbials, most commonly in the initial sentence position.
Malaysian learner writers tend to ‘overuse’ additive adverbials such as ‘for example, ‘nowadays’,
and underuse adversative adverbials such as ‘in contrast’ and ‘however’. Linking adverbials used
also have an overly-spoken tone, and we found items such as ‘that is why’, ‘last but not least’, ‘in a
nutshell’ occurring only in our corpus when compared to L1 learner corpora. While we agree that
students are developing writers writing under constraints, we argue that their choices of linking
adverbials may have been influenced by model essays that are commonly included in textbooks and
reference books widely available and used in the country. Students may have been ‘primed’ to use
certain linking adverbials through the reference materials as modeling is a common technique used
by teachers to prepare students for writing tests in national examinations. We will discuss several
important pedagogical implications on teaching academic writing in English at tertiary level.
U
Presenter: Urairat Adithepsathit, Jirada Wudthayagorn
Affiliation: Prince of Songkla University, Surat Thani Campus
Email: urairat.a@psu.ac.th
Title: Discovering Changes of Beliefs, Attitudes and Motivation of Thai EFL Undergraduate
Students
Abstract
The ultimate goal of language learners is that they want to succeed in their learning.
Regarding previous research studies, it is concluded that learners with positive beliefs, good
attitudes and high motivation are likely to be more successful. Fostering and maintaining positive
beliefs, good attitudes and motivation seem important because in the sense the students can move
forward in terms of language learning. However, less is unknown whether Thai EFL university
students’ beliefs, attitudes and motivation change over time. This research aims to fill in this gap by
using a cross-sectional design to investigate these variables among the first-year to the fourth-year
students of Prince of Songkla University. A set of questionnaires was used to collect the data.
Descriptive statistics were employed to describe the beliefs, attitudes and motivation of Thai EFL
undergraduate students. One-way ANOVA reveals that beliefs, attitudes and motivation fluctuate
over time. But the change pattern across years of study can be observed and thus predicted. The
findings showed that the students from different years of study exhibited different beliefs, attitudes
and motivation, and the third-year students seem to be appropriate for language enhancement.
Pedagogical and research implications will be discussed.
W
Presenter: Wanitcha Sumanat
Affiliation: Faculty of Humanities, Ramkhamhaeng University
Email: wanitchas@gmail.com
Title: The Analysis of Propaganda Techniques in the Political Discourses of Aung San Suu Kyi
Abstract
This research aims firstly at investigating if there is any evidence of the use of propaganda
techniques in the selected political discourses of Aung San Suu Kyi. Then the discourses are
analysed using Norman Fairclough’s theoretical framework of Critical Discourse Analysis (CDA).
This qualitative research, using a textual analysis approach, analyses selected discourses and aims
to discover and highlight evidence of the use of the propaganda. The transfer device is the most
frequently found. In terms of the analysis and interpretation from the selected CDA theoretical
framework, the discourses are mostly explained with the use of hedging to avoid directness; this can
be considered as an effort to prevent confrontation or to avoid commitment. Feminine discourses
are also discovered, suggesting that Aung San Suu Kyi is exhibiting her empathy to her supporters
and showing that she is the victims of oppressive power in an effort to destroy the credibility of her
opponents. Also, most discourses exhibit the use of the proper words and euphemisms, especially
in live public speech and informal interviews. This research is seen to benefit every person who
reads the materials in terms of investigating hidden messages in discourses that are referred to with
the use of long-established propaganda techniques.
W
Presenter: Wiktor Gonet
Affiliation: Maria Curie-Sklodowska University
Email: gonet@umcs.pl
Title: The Use of Computers in Teaching English Pronunciation to Thai University Students of
English
Abstract
Teaching and learning the pronunciation of a foreign language at the university level
requires developing voluntary control over the synchronization of coordinated articulatory
movements. The fact that English and Thai belong to different language families makes this process
very difficult. The ability to develop such phonetic competence in a natural way ceases before
adolescence and in teaching a foreign language the help of an instructor becomes invaluable. Yet,
even with this help, certain points of Thai foreign accent are difficult to eliminate without employing a
more intellectual approach. We present here the view that teaching and learning foreign language
pronunciation can be dramatically improved by the use of the computer with acoustic phonetics
software that can provide visual feedback to enable the learners to evaluate and practice selected
layers of pronunciation. The technique offered here can be used both in the classroom and at home.
At the level of individual sounds, visualization can be applied to teaching those English sounds that
do not exist in Thai: /v, Ɵ, ð, z, ʃ, ʒ, dʒ, g, r/. The next working plane concerns preventing the
application of the Thai phonetic rules that in syllable-final position devoice /b, d/, stop the aspiration
of plosives, make their release inaudible and replace affricates and fricatives with plosives. In the
same position the contrast between the sonorants /r, l, j/ is neutralized and all three sounds are
realized as /n/. None of these rules operates in English and they should be “unlearned” by Thai
learners in the process of attaining correct English pronunciation. The Thai phonotactic constraints
should be rescinded with regard to word-final clusters. English pronunciation requires that the
speakers make use of the nasal and lateral release of plosives, syllabic implementation of /m, n, ŋ, l/
and, in plosive clusters, an inaudible release of the first and full realization of the second plosive.
Such rules are absent from the Thai phonological system and should be learned with the help of
visual feedback. The graphic representation can also be used to acquire control over the English
rules of vowel duration. Finally, at the supra-segmental level, the Thai tonal structure tied to vowel
and consonant types interferes with English intonation rules related to sentence stress. In order to
eliminate this interference, a novel uniform conceptual structure is introduced to characterize both
English and Thai pitch variability systems and to lay foundations for the use of visualization of
intonation. In sum, the present paper shows how to identify in graphic representations (oscillograms,
spectrograms and pitch tracks) the clues important for eliminating foreign accent in the speech of
Thai learners of English.
W
Presenter: William Jr. Torrefiel, Alex A. Destor, Jelie Joy P. Lorcina, Precious Mae L. Lopez, .
Maria Vivienne Segumpan-Salon
Affiliation: Central Mindanao University
Email: williamtorrefieljr@gmail.com
Title: Error Analysis of Written Texts among L2 Learners
Abstract
This study attempted to investigate the errors in 30 essays of 30 Grade-10 English learners
of Lampanusan National High School. The participants were composed of males and females, their
essays were analysed to identify errors. The errors were identified and classified according to
different types and categories. The results showed that Lampanusan National High School learners
committed 17 common errors. These are: (1) Subject-Verb Agreement, (2) Spelling, (3) Punctuation,
(4) Word choice, (5) Capitalization, (6) Verb Tense, (7) Fragment, (8) Preposition, (9) Parts of
Speech, (10) Missing Object, (11) Singularity and Plurality, (12) Verb Form, (13) Article, (14) Missing
Verb, (15) Word Order, (16) Missing Subject and (17) Passive Voice. Some recommendations to
further research that might help the learners and teachers to reduce these errors were suggested.
Some implications were also drawn in this study. For the learners, the errors provide indications for
teachers to understand why grammar is difficult for the learners. Teachers can include these errors
in teaching. For teachers, explicit instructions are needed. They should provide a context where
fluent and accurate language use should be modelled for learners.
W
Presenter: Worapoom Saengkaew
Affiliation: Siam University
Email: varabhumi.saengkaew@gmail.com
Title: A Corpus-Based Study of Thanking Strategies
Abstract
Expressing gratitude seems to be an easy task for EFL learners since most conversation or
speaking textbooks solely present them with a simple thanking strategy, thank you or thanks. In
real-life situations, there is more than one strategy employed by native speakers of English. The
present study was, therefore, aimed to investigate the thanking strategies frequently used by
English speakers. The authentic spoken data were retrieved from the corpus of contemporary
American English (COCA) for quantitative and qualitative analysis. With the application of Cheng’s
(2010) coding scheme, the data were manually categorized into five strategies: (a) thanking, (b)
non-gratitude, (c) combinations, (d) thanking a 3rd person, and (e) formal speech. Results revealed
that thank you is the most frequently used strategy, which may explain why most authors include it
in the conversation textbooks. Moreover, more varieties of strategies were also presented,
particularly the more formal speech strategies such as thanking a 3rd person, and formal speech.
Although this issue might have been considered trivial, it should not be overlooked. To expose
learners to the real use of language, teachers should incorporate these authentic strategies into
their speaking lesson.
NOTE
NOTE
NOTE
NOTE
NOTE
NOTE

LITU-CULI Conference 2016: ELT Unlimited

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LITU-CULI Conference 2016: ELT Unlimited

Uploaded by

Copyright:

Available Formats

The 2nd LITU-CULI International Conference 2016 |i

October 6-7, 2016 The Ambassador Hotel, Bangkok

Welcome speech from Directors 1

LITU-CULI Language Institute Thammasat University

On behalf of the Language Institute of Thammasat

Language Institute Thammasat University LITU-CULI

With best wishes,

Associate Professor Pornsiri Singhapreecha (Ph.D.)

On behalf of the Language Institute of Thammasat

This year, we are honored to have four esteemed

Assistant Professor Kulaporn Hiranburana (Ph.D.)

Language Institute Thammasat University LITU-CULI

CONFERENCE ORGANIZING COMMITTEE

Chulalongkorn University Language Institute

Language Institute Thammasat University

Site, room monitor and publisher chair

Pre-registration/ on-site registration/ information

Language Institute Thammasat University LITU-CULI

Catering and venue

Message to the Participants

Professor Douglas Biber

Complexity in academic writing: The development of phrasal discourse styles

In studies of writing development, advanced academic writing is assumed to be grammatically complex

Associate Professor Willy A. Renandya

ELT Today: Building a Closer Link Between Theory and Practice

Professor Winnie Cheng

Data-driven approach to learning and teaching reporting verbs in research articles

Dr. Suwichit Chaidaroon

Dr. Suwichit’s first tertiary teaching experience was an English

Similar to other language learners worldwide, success in mastering English as a foreign

ABOUT THE CONFERENCE

THE 2ND LITU-CULI INTERNATIONAL CONFERENCE

Organized by Language Institute Thammasat University (LITU) and Chulalongkorn

Language Institute Thammasat University (LITU) and Chulalongkorn University Language

Chairing the parallel sessions

Twenty-five-minute parallel sessions

Day 1, Morning Break: In front of the Convention Hall (Ground Floor)

Prayer Room is available in Garden 3 Room on the ground floor.

Bonus to take home

9.00-9.30 Parallel Sessions

HOTEL’S FLOOR PLANS

The Ambassador Hotel

Convention Convention Convention

HOTEL’S FLOOR PLANS

HOTEL’S FLOOR PLANS

Cambridge University Press

D.K. Today Co., Ltd.

Oxford University Press

SE-Education Public Company

Book Access Co., Ltd.

Institute of International Education

Applitech Solution Co., Ltd.

Leader and Reader Co., Ltd.

Language Institute Thammasat University (LITU) and

The 2nd LITU-CULI International

15.40-15.55 Coffee Break

18.00 Reception dinner

Language Institute Thammasat University (LITU) and

The 2nd LITU-CULI International

The 2nd LITU-CULI International Conference

Telling narratives of intercultural encounters can serve as opportunities for individuals to

The objective of this paper is to report on an investigation on the perception of teachers

Malaysian students are expected to have a minimum of Band 3 in Malaysian University