ARTESOL

• ORTIZ, Patricia; INSIRILLO, Patricia

The impact of reading instruction on students’ VLS profile

(Research paper)

The purpose of the study is to explore how reading comprehension instruction without overt vocabulary learning strategy (VLS) treatment impacts on the students’ strategic profile detected at the beginning of their instruction period in the School of Philosophy and Arts at state university in Argentina. The results and discussion here presented are a continuation of a previous work where students’ VLS profile previous to instruction was mapped out as a starting point to inquire about how reading instruction may or may not modify such profile.

• 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.

• VILLALBA, Alfredo Andrés

Flipped Learning activities with smartphones, tablets and laptops

(Workshop)

In this workshop, the presenter will discuss how flipped learning techniques can be used in the teaching of English. Technology is used in flipped learning classrooms to teach languages as well as other subjects. During the workshop, teachers will learn how to plan, organise, design and create flipped activities to use in class when teaching literature and getting students to practice writing, reading, listening and speaking.

• NACAMULI KLEBS, Débora

Customized tests for 21st C (customized) students

(Demonstration)

Assessment is an important process to evaluate and measure students’ learning progress and acquisition of skills (Hughes, 2017; Ur, 2012). Measurement procedures should consist of varied tools and instruments. Although many times assessment tools come in the form of pre-prepared tests, teachers may feel they fail to mirror classroom work because of their ‘generic nature’ (Tennant, 2018) leaving no other alternative but to resort to a customized instrument. This presentation will disclose issues around designing “customized” tests so that they reflect students’ abilities and capacities.

• PLOUGH, India

Creating communicative activities to build grammar

(Workshop)

Consensus-reaching tasks are ideal for promoting authentic, purposeful interaction between students. In this workshop, we will review the communicative functions, grammatical structures, and vocabulary that can be built into these task types for students at different proficiency levels. We will also discuss possible rubrics to assess student performance, depending on the pedagogical focus. Teachers will create several tasks and leave the workshop with a template for creating additional consensus-reaching tasks.

• MONTÉ, Nylia

Games Galore to Spice up your Classes!

Workshop

Having fun in class is a serious thing! Come to this workshop and learn simple ways to spice up your lessons with lots of games. Learn the benefits of using them in class and take home a new collection of games to use with students of different ages and levels.

• VAZQUEZ, Esther

How to boost deep learning through brain-compatible teaching

(Workshop)

The brain is the organ of learning. No one doubts it. Yet, it has just been over the last years that some key information about “brain- compatible teaching” has shed light on how to promote better teaching-learning experiences. In this workshop the presenter and attendees will share some of these latest findings and move on to classify familiar classroom practices as brain-compatible or brain-antagonistic in accordance with existing data. Last, they will join in a discussion on how to introduce methodologies that help to create resonant learning environments that facilitate and promote lifelong learning.

Semi Plenaries

RICHTER, Repertory grids: Creating an inventory of teacher beliefs

WILLIAMS, Preparing students for success in the 21st century