- BERARDO, Eliana
Direct vs. indirect feedback in EFL writing
Is it necessary that writing instructors provide solutions for their students’ mistakes, or should they point them out and let students find a solution on their own? The presenter will begin by summarizing recent research on the matter and she will continue to present the results of her own study on the effectiveness of direct and indirect feedback in helping first and third-year EFL college students improve their compositions in academic writing courses. A quantitative and qualitative analysis of the first and second draft of their assignments was carried out to draw conclusions and propose plans to improve feedback practice.
- CAICEDO, Vladimir
Unleash your Power…Point. Teaching resources to foster motivation
Grammar teaching has always been a matter of concern in the EFL classroom due to its prescriptive nature. Several teachers only rely on ELT textbooks to teach grammar, posing limitations on students’ engagement and motivation since most textbooks’ contents and themes lack of relatedness to students’ daily life context and their approach to practice is monotonous. This presentation will walk participants through the basic principles of theme-based learning and gamification to design teaching and learning resources on PowerPoint based on students’ interests to foster intrinsic motivation in the ELT classroom.
- CASTIÑEIRA, Beatriz and Maria Rosa MUCCI
Too academic to play games? Jeopardy at university
Many popular games are usually included in ESL/EFL classrooms with the intention of transforming a learning activity into an engaging experience. For example, Jeopardy is a classic game in different fields such as accounting, chemistry or health care. In this demonstration the presenters will show how this game can be used not only as an ice breaker but also as an evaluation tool. They will also share the benefits that the game provides following an experience with students in higher education.
- GÓMEZ, María Laura and Aurelia GARCÍA
Particularity in Action
During this workshop, attendants will work collaboratively on developing a didactic sequence considering the specific needs of a particular group of students. The assessment of needs will indicate what learners have to learn, what they like to learn, and what they have not yet learned, corresponding to learner needs, wants, and lacks. Attendants will be challenged to explore the application of a TBL framework where students become involved in some instruction decisions. In the last stage of this workshop, the presenters will foster a round up reflection, where the attendants will discuss considerations on applying the developed sequence.
- GONZÁLEZ, María Susana, Ana María Amanda OTERO and Ana María ROCCA
Reading comprehension of different academic text genres
In the reading comprehension courses in English at a state University in Buenos Aires, a model of academic text reading that responds to the tenets of a strategic, interactive reading approach has been developed considering students with a low level of knowledge of the foreign language. In this semi-plenary, the presenters will explain the model’s theoretical underpinnings and will exemplify its application to different academic text genres: explanations, expositions, debates or challenges.
- INNOCENTINI, Viviana
A study of interaction in scientific discourse
Interest in scientific and academic discourse has been on the rise over the last decades, with numerous studies addressing research papers and their abstracts as the main genres to be analyzed. A solid body of research exists on the stereotypical rhetorical organization patterns of moves and steps -or sub-functions- of these genres, yet interaction and negotiation within the discourse community remain to be further investigated. This study explores interaction in abstracts within the framework of metadiscourse from a contrastive rhetoric perspective. The presenter will refer to its theoretical-methodological frame, the process of corpus construction and analysis, and preliminary findings.
- PISTORIO, María Inés
Explicit and implicit listening strategy instruction in EFL
This study presents a model of listening strategy based instruction applied to secondary school students in Córdoba with an elementary level of English. A Background Questionnaire and a Strategy Questionnaire were used in order to collect information at the beginning and at the end of the study. The listening strategy training involved explicit and implicit instruction in cognitive, compensation, metacognitive and social affective strategies used in listening comprehension. It is concluded that explicit instruction improved students’ listening competence more than implicit instruction. This work also reveals that motivation positively influences the teaching and learning of English as a foreign language.
- SÁNCHEZ, Jorge
The distribution of the rhetorical sections in RA abstracts
The textual architecture of research article (RA) abstracts may vary according to disciplinary field. Knowledge of how abstracts are structurally organized may also provide insights into how authors arrange their information in abstracts. Therefore, the presenter will describe the order of the moves and steps established by the CARS model as well as the rhetorical sections not captured by this framework based on a corpus of 92 informative research article abstracts from the field of applied linguistics. He will also report on the most/least common rhetorical sequences, the recurrence of the moves and steps, among other issues.
- RICHTER, Kenneth
Repertory grids: Creating an inventory of teacher beliefs
The repertory grid technique is an elicitation instrument associated with George Kelly’s (1955) Personal Construct Psychology. The presentation will provide an overview of the technique and a discussion of how grids can be utilized in applied linguistics research, EFL teaching, and reflection on practice.
- TUERO, Susana, Claudia BORGNIA, Carlos MACHADO, Marina LÓPEZ CASOLI and Eliana BERARDO
Writing good texts is a complex and cognitively demanding activity that calls for logical reasoning and critical thinking. The use of high-level cognitive processes is the basis for writing strong texts. Even though proper use of language is imperative, effective texts result from higher-order thinking. In this session, the speakers will discuss the importance of helping EFL student writers work on the development of Higher Order Concerns, such as focus, quality of ideas, and coherent elaboration of claims. The belief that the use of several transition words guarantees coherence will be assessed and different types of feedback will be analyzed.
- WILLIAMS, David
Give your students fishing poles
In this presentation, participants will be given some tips and activities to widen the information gap in a language classroom. The result should be less teacher talking time, more cognitive work from students to fill the gaps, and more active participation from the language learners.