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Monday 13 April<br />
Session 3.1 : 1025-1055<br />
Exchange 4<br />
40 audience<br />
Talk<br />
TEA, YLT<br />
Re-conceptualising young learner language classroom assessment<br />
feedback?<br />
Achu Charles Tante (University of Buea)<br />
I'll discuss an empirical analysis of different types of feedback used by<br />
teachers in assessing ESL young learners. An attempt was made to<br />
categorise teacher feedback into conceptual frames. It can be seen that the<br />
notion of feedback as a potential for language development and motivation<br />
is still to be understood. Rather, feedback does not appear to provide<br />
learners with any help.<br />
e, le, p, s,<br />
t, a<br />
Exchange 5<br />
40 audience<br />
Talk<br />
AL, TEA<br />
Students' strategic skills and their relation to test validity<br />
Abdullah Al Fraidan (King Faisal University)<br />
This presentation focuses on how students attempt to take language tests.<br />
It shows different test-taking strategies and their impact on language test<br />
validity. While some of these strategies are valid, we discovered some<br />
which are invalid and a few odd ones. A proposed theoretical framework<br />
has been suggested to explain these strategies and behaviors.<br />
e, le, a<br />
Exchange 6<br />
40 audience<br />
Talk<br />
LAM<br />
Exchange 7<br />
40 audience<br />
Talk<br />
EAP, LA<br />
Embedding quality deep in the school’s culture: passion or threat?<br />
Bruna Benedetti Caltabiano (Caltabiano Idiomas)<br />
Schools are in need of a new approach to quality, one that goes beyond the<br />
traditional Total Quality Management and where teachers are passionate<br />
about quality as a personal value rather than threatened by performance<br />
indicators. The purpose of this talk is to show the results of an action<br />
research aiming at engaging teachers in building a culture of quality.<br />
Promoting learner<br />
agency through teaching language learning<br />
strategies<br />
Nuwar Mawlawi Diab (Lebanese American University)<br />
Constructivist theories of language acquisition argue that students<br />
construct knowledge when engaged in learning. I engaged students in<br />
reducing lexical errors by training them to use language learning<br />
strategies. I will refer to publications on the efficacy of language learning<br />
strategies then report the findings of a quasi-experiment I carried out in<br />
class and link its findings to learner autonomy.<br />
e<br />
le, t<br />
MONDAY<br />
e = experienced audience<br />
le = less-experienced audience<br />
p = primary teaching<br />
s = secondary teaching<br />
t = tertiary teaching<br />
a = adult teaching<br />
prodprom = promoting a particular book or product<br />
pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product<br />
Please note that some presenters have requested a maximum audience size.<br />
Therefore, please check the audience size in the left-hand column of each entry.<br />
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