A fitting conclusion to IEM2: Some thoughts on student motivation, engagement and learning by Anuradha Ramanujan

Just before the start of the academic year (2022-23), I found out that I would be teaching IEM2 – a second-year, content-driven academic writing module offered to students in the University Town residential colleges – to a class of four students. IEM2 had run its course and the two-tier Ideas and Exposition (IEM) programme consisting […]

Dr Susie Cowley-Haselden: Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course’ for postgraduates

Dr Susie Cowley-Haselden is currently the Director of Academic Literacies and Skills at the University of Warwick in the UK. Her doctorate focused on knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course for postgraduates. Susie is currently co-Research and Publications officer for BALEAP, alongside Dr Laetitia Monbec. susie.cowley-haselden@warwick.ac.uk […]

DISCIPLINE BASED MINI LECTURES FOR ENGLISH ENHANCEMENT (MILEE) by Marc LEBANE

Abstract The project designed and developed twenty-six mini-lectures for two core curriculum courses at Lingnan University: The Process of Science and The Making of Hong Kong. In addition, a suite of online learning packages encapsulating the media content in an interoperable package that allows “plug-and-play” with any LMS platform were created. These provided students with […]

TRANSFORMING THE PEDAGOGICAL LANDSCAPE OF ENGLISH TEACHING IN JAPAN THROUGH PRACTICAL SUPPORT by Tony CRIPPS

Abstract This presentation explicates a nascent research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior high schools and senior high schools in Japan. The presenters will outline the necessity for such practical support considering the current teacher-training structure in Japan. Through intensive workshops […]

NO GRADES PLEASE! WE ARE LEARNING by Sylvia SIM and Patrick GALLO

Abstract In his theory of experiential learning, Kolb (1984) argues that learning occurs through a cycle of experience, reflection, thought, and experimentation. Thus, learners make meaning from their experiences when they think about what they have done and re-learn by trying alternative approaches. For authentic learning to occur, students need to be in a “safe […]

TURKISH EFL TEACHERS’ PERCEPTIONS ABOUT ONLINE TEACHING DURING THE COVID-19 PANDEMIC by Burcu GÜL

Abstract The outbreak of the COVID-19 pandemic imposed an immediate transition upon teachers replacing face-to-face lessons with online environments. This drastic change brought out a novel phenomenon for investigation: teachers’ perceptions of online teaching during the pandemic. The literature indicated teachers’ perceived issues related to workload, pedagogy, assessment, and institutional support during online teaching in […]

DECOLONIZING LANGUAGE BELIEFS AND IDEOLOGIES IN ELT by Ruanni TUPAS

Abstract The English Language Teaching classroom is not an isolated social vacuum but an institutional global(ised) space. Therefore, my talk centres on the coloniality of our beliefs and practices in ELT. While many argue that colonialism is a thing of the past, the discourses and practices associated with it continue to shape most, if not […]