5. What to do when rubrics go wrong?  Room: School Auditorium

(demonstration #104)

Rubrics have become one of the most consistent tools to assess written and oral performances in English. How to make sure, then, that those rubrics effectively give us the information we need? Participants will use the techniques and procedures presented to help improve faulty rubrics.

  • Erickzon Dany ASTORGA CABEZAS

6. Grammaring:  The effects on EFL learners’ communicative skills – Room: Salón AMICANA

(research paper #122)

This study examines the results of implementing Grammaring to improve grammar proficiency in writing skills of low-level EFL learners. Data from 50-students control group and 50-students experimental group are gathered and interpreted. The results from a comparative analysis of pre- and post-tests will demonstrate improvements in EFL learners’ written skills.

  • Jorge LEMOS SHLOTTER         

7. Let’s ‘Grammar’ with and from Systemic-Functional Linguistics  – Room 7         

(demonstration #148)

English grammar teaching in EFL classes should be neither challenging nor frustrating, but fun with and from Systemic-Functional Linguistics (SFL). Approaching teaching from such a perspective helps students internalize and use grammar meaningful and purposefully in contextualized discourses. To use such an approach improves students’ language intelligibility and performance.

  • Jorge SÁNCHEZ

8. Fostering the learning of research genres in higher education – Room 8

(research paper #105)

Mastery of a foreign language is a priority for personal and professional development. At university, ESP courses should enhance the teaching and learning of research genres. Thus, this presentation informs about an on-going research project related to empirical informative abstracts conducted at the School of Political and Social Sciences, UNCuyo.

  • Marcela QUINTANA & Lucia RAMOS

9. Metacognitive and cognitive processes in lesson planning – Room 25

(research paper #132)

This presentation will show the results of a study on metacognitive and cognitive processes that occur in the mind of pre-service EFL teachers when planning a lesson. This knowledge will eventually allow to determine better ways to support and improve our students’ higher order thinking skills.


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