- BERARDO, Eliana
Direct vs. indirect feedback in EFL writing
(Research paper)
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.
- PISTORIO, María Inés
Explicit and implicit listening strategy instruction in EFL
(Research paper)
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.
- CASTIÑEIRA, Beatriz; MUCCI, María Rosa
Too academic to play games? Jeopardy at university
(Demonstration)
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.
- TISCORNIA, Teresa
Making thinking visible in the Literature classroom
(Demonstration)
The presenter will begin by introducing the theory of Visible Thinking as a valuable tool to promote motivation in the Literature classroom and achieve higher -order thinking. In today´s diverse classrooms it has become fundamental to build a culture of independent thinkers who nourish from the thinking process itself as well as the thinking of others.
She will then share a concrete set of strategies to incorporate thinking routines into everyday literature lessons as a creative, original way to approach Literature and to value independent thinking as an aim in itself.
- CAICEDO, Vladimir
Unleash your Power…Point. Teaching resources to foster motivation
(Demonstration)
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.