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Tuesday 14 April<br />
Session 4.1 : 1025-1055<br />
Exchange 3<br />
40 audience<br />
Talk<br />
EAP, TEA<br />
Exchange 4<br />
40 audience<br />
Talk<br />
RES<br />
Sustainable assessment? Users' perception of an ESL multi-source<br />
feedback system<br />
Boon Sier Jeanette Lim (Sunway University, Malaysia)<br />
In response to the call for instantiation of sustainable assessment, this<br />
case study describes an ESL multi-source feedback system comprising<br />
student self-assessment, teacher written feedback, face-to-face feedback<br />
sessions and competency profiling. Learners’ and teachers’ perceived<br />
usefulness of the feedback given is compared and contrasted. The benefits<br />
and challenges of integrating formative and summative assessment for the<br />
users are highlighted.<br />
Teaching grammar in context at primary school<br />
Maree Jeurissen (The University of Auckland)<br />
Findings from a study, where the researcher collaborated with primary<br />
teachers to design and implement functional grammar tasks to support<br />
English language learners with writing, are presented. The research<br />
investigated the extent to which a ‘focus on form’ (grammatical form)<br />
might facilitate language acquisition if provided in conjunction with a focus<br />
on meaning (Benati, Laval & Arche, 2014).<br />
e, t<br />
e, p<br />
Exchange 5<br />
40 audience<br />
Talk<br />
LT<br />
Exchange 6<br />
40 audience<br />
Talk<br />
EAP<br />
Beyond classroom limits: podcasting for EFL learners' writing<br />
Yousif Alshumaimeri & Ebrahim Bamanger (King Saud University)<br />
Podcasting is feasible everywhere and every time. This presentation will<br />
report on a study that casts some light on the effectiveness of podcasting<br />
lectures in teaching writing for EFL learners. It displays EFL learners’<br />
attitudes towards the use of podcast instruction in teaching English<br />
writing. A group of recommendations will be made on how to better<br />
implement this technology.<br />
Towards a critical teaching of English<br />
Rachel Ramsay (University of Oldenburg)<br />
Teaching English within Cultural Studies offers a particular challenge. How<br />
can we motivate students to fine-tune their command of academic English,<br />
whilst simultaneously teaching them to critique neo-liberalist language<br />
policies which privilege standardised forms of English, such as RP? This<br />
talk focuses on an ongoing attempt to develop a critical teaching of English,<br />
using Ken Loach’s film Ae Fond Kiss.<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 />
e, le, t<br />
t<br />
TUESDAY<br />
235
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