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Qatar National Convention Centre

Saturday, 1 October 08:00–16:00 Registration Open - LEVEL 109:00–12:00 Preconference WorkshopsROOM 104 Teaching Multiple Aspects of Writing: Modeling and Assessing Workshop Leader: AlisterCumming Thisworkshopproposesthatwritinginstructioninsecondorforeignlanguagesfundamentallyinvolves

twofunctions—modelingandassessing—aboutmultipleaspectsofwriting.Participantsdistinguishandanalyzesomeofthemultipleaspectsofwriting(e.g.,textgenres,processesofcomposing,expressionofpersonalidentity,andsocioculturalactions),thentheyexamineanddevelopparticularapproachesformodelingthesevariousaspectspedagogically(e.g.,throughtextanalysis,scaffolding,peercollaboration,andcommunitybuilding)andforassessingthem(e.g.,forpurposesofestablishingproficiency,toinformteachingandlearning,forimprovingsuccessivewrittendrafts,andfordocumentinglong-termachievements)fordiversestudentpopulations(i.e.,children,adolescents,andadultsinvariousculturalcontexts).Theworkshopreviewsrelevantresearchstudiesandaddressfundamentaltheoreticalissuesbutfocusesonparticipantsdevelopingandanalyzingtheirteachingandassessmentpractices.

Alister CummingisprofessorandheadoftheCentreforResearchonLanguagesandLiteracies(CERLL,formerlytheModernLanguageCentre)attheOntarioInstituteforStudiesinEducation,UniversityofToronto.Hisresearchandteachingfocusonwritinginsecondlanguages,literacyandassessmentinclassroomandformaltestingcontexts,andcurriculumevaluation,particularlyofprogramsforEnglishasasecondorforeignlanguage.AlisterhaspublishedextensivelyonthesetopicsandhasconductedvariousresearchandevaluationprojectsinCanadaandinternationally.HecurrentlyservesasexecutivedirectorforthejournalLanguage LearningandaschairoftheTOEFLCommitteeofExaminersatEducationalTestingService.HismostrecentbooksareGoals for Academic WritingandA Synthesis of Research on Second Language Writing in English(withIlonaLekiandTonySilva).

ROOM 105 Teaching and Learning Vocabulary Workshop Leader: NorbertSchmitt SecondlanguagelearnersneedtoacquirealargevocabularyinordertouseEnglishwell.Thisworkshop

focusesonthetypesofvocabularyknowledgelearnersneedtopossessandhowteacherscanbestfacilitatethatknowledge.Topicsinclude

•thesizeofvocabularywhichisneededtofunctioninEnglish •thetypesofwordknowledgenecessarytounderstandandproduceEnglish •thewaysinwhichvocabularylearningisincremental •consolidationandhowthismightbeachieved •enhancementofpartialknowledge •phrasalvocabularyandwhatimplicationsthisvocabularyhasforpedagogy •theroleofmemoryinvocabularylearning(andforgetting)processes

Participants leave the workshop with an enhanced understanding of •thenatureofEnglishvocabulary •reasonablevocabularylearningtargetsfortheirstudents •howvocabularyisacquired •arangeofvocabularyteachingtechniques

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Norbert SchmittisprofessorofappliedlinguisticsattheUniversityofNottingham.Hehaswrittenextensivelyonsecondlanguagevocabularyissues(sixbooksandmorethan50journalarticles)andfrequentlylecturesatinternationalconferencesandseminars.Heisinterestedinallaspectsofvocabulary,particularlyformulaiclanguage,theroleofvocabularyinreadingandlistening,explicitversusimplicitvocabularyknowledge,andvocabularypedagogy.HismostrecentpublicationsincludehisbookonvocabularyresearchmethodologyResearching Vocabulary,andtwonewstudenttextbooksFocus on Vocabulary 1 and2.

ROOM 102 Research and Practice in the Teaching and Learning of English for Specific Purposes Workshop Leader: BrianPaltridge Thisworkshopfocusesonconnectionsbetweenresearchandpracticeintheteachingandlearningof

Englishforspecificpurposes(ESP).TheworkshopcommenceswithanoverviewofcurrentissuesintheteachingofEnglishforspecificpurposes.Itthenpresentsasummaryofcurrentresearchdirectionsinthisarea,includinggenreandcorpusstudiesinESPresearchandresearchintotheuseofEnglishasalinguafrancainESPsettings.Othertopicsincludeadvancedacademicliteraciesresearch,ESPandidentity,andtheinsightsthatethnographicstudiescanprovideintotheteachingandlearningofEnglishforspecificpurposes.

Participants •identifyaspectsofESPresearchthatarerelevanttotheirownprofessionalpractice •developstrategiesforapplyingthisresearchintheirprofessionalsettings

Brian PaltridgeisprofessorofTESOLattheUniversityofSydney.HisrecentpublicationsincludeThesis and Dissertation Writing in a Second Language(withSueStarfield),withhisTESOLcolleaguesattheUniversityofSydney,Teaching Academic Writing,andaneditedvolumetitledCompanion to Research Methods in Applied Linguistics(withAekPhakiti).HisforthcomingbooksincludeNew Directions in ESP Research,editedwithDianeBelcherandAnnJohns,and,withKenHyland,aneditedvolumetitledContinuum Companion to Discourse Analysis.WithSueStarfield,heiseditorofthejournalEnglish for Specific PurposesandtheforthcomingHandbook of English for Specific Purposes.

ROOM 106 Teaching Young Learners Workshop Leader: AnnamariaPinter Thisworkshopfocusesonwaysinwhichcommunicationtaskscanbeusedtofosterindependent

andautonomouslearninginchildren’sL2classrooms.Thetheoreticalbackgroundcoverscognitive,metacognitive,memory-related,andsocialdevelopmentalpatternsinchildhoodtoinformdecisionsabouttaskdesign.Definitionsandpracticalimplementationsofindependentandautonomouslearningarealsobediscussed.Participantshaveopportunitiestoexperienceworkingwithtasksandreflectonthemingroups.

Participants •revisitandreflectonthetheirunderstandingofautonomouslearningforyoungerlearnersindifferentcontexts •revisitandreflectontheirunderstandingofpatternsofdevelopmentinchildhoodrelevanttoL2learning •gainhands-onexperiencepracticingwithcommunicationtasks •designtheirowncontext-appropriatetasks


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Annamaria PinterisassociateprofessorofELT/appliedlinguisticsattheUniversityofWarwick.Herresearchinterestsincludeallaspectsofchildsecondlanguageacquisitionandpedagogy,task-basedlearning,andlanguageteachereducationanddevelopment.Shehaspublishedwidelyandgiventalksatinternationalconferencesonthesetopics.Herrecentpublicationsincludetheinternationallywell-knownhandbookforprimaryschoollanguageteachersTeaching Young Language Learners,and Children Learning Second Languages.

ROOM 103 Teaching and Learning L2 Reading Workshop Leader: BillGrabe L2readingisacomplexlanguageskillthatallacademicallyorientedstudentsneedtomaster.Teachers

aresometimesunsureofhowtodrawtogetherthevariousideasandinstructionalresourcesintoamorepersonalcoherentframeworkforteachingreading.Thepurposeofthisworkshopistointroducealargenumberofpracticalsuggestionsforteachingreadingthatarebotheffectiveforlearningandsupportedbyresearch.Thesesuggestionscoverarangeofreadingskillsandknowledgebasesthatareveryimportantforreadingcomprehensionabilities,includingvocabularylearning,main-ideacomprehension,readingstrategies,fluency,discourseawareness,andmotivation.Thesuggestionsaredrawnfromalargercurricularframeworkthatrepresentsausefultranslationofresearchimplicationstoteachingapplications.Participantsareaskedtodoseveraltaskstounderstandbetterhowtheseideasworkaspartofreadinginstructionandtoexperiencehowthesetaskssupportstudents’readingskillsdevelopment.

Participants •understandthemajorcomponentskillsandknowledgebasesthatcontributetoreadingcomprehension. •practiceanddiscussatleast10instructionalactivities

William GrabeisRegentsProfessorofAppliedLinguisticsintheEnglishDepartmentatNorthernArizonaUniversity,whereheteachesinthemasterofartsinTESOLanddoctorateinappliedlinguisticsprograms.Heisinterestedinreading,writing,literacy,writtendiscourseanalysis,andcontent-basedL2instruction.Hismostrecentbookis Teaching and Researching Reading(withF.Stoller,2ndeditionin2011).HehasalsoauthoredReading in a Second Language: Moving From Theory to Practice,co-authoredTheory and Practice of Writing(withR..B.Kaplan),andco-editedDirections in Applied Linguistics.HehasalsoservedaseditoroftheAnnual Review of Applied Linguistics(1990–2000)andheisapastPresidentoftheAmericanAssociationforAppliedLinguistics(AAAL,2001–2002).Hereceivedthe2005DistinguishedScholarshipandServiceAwardfromAAAL.

ROOM 101 A Sociocultural Approach to Teaching Languages and Literacies for Adolescents Workshop Leader:MaggieHawkins Asocioculturalapproachtolanguageteachingandlearningsituateslanguageandliteracyuseintheir

socialandculturalcontexts.Language,alwaysusedbyandbetweenpeopleforthepurposeofmeaning-making,isnotastablesetofvocabularyandstructures,butratherincludesdiverserepertoiresofformsandfeaturesthatcanbeputtogetherwithotherthingsinmultiplewaystomakespecificmeanings.Literacies,likewise,aremorethanencodinganddecodingprintbutincludeallthewaysinwhichpeopleengagewithtexts(bothprintandnonprint).Asocioculturalapproachrecognizesandidentifiesrepertoiresoflanguagesandliteraciesinandoutofschoolandleveragesthemforclassroomlearningandteaching.Italso,throughaviewoflearningasscaffoldedparticipationinjointtasksandactivities,helpsusenvisiontheappropriatedesignofclassrooms,curriculum,andpedagogy.Inthisworkshopparticipantsexplore


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•situatedlanguagesandliteracies •culturallyandlinguisticallyresponsiveteaching •designsofclassroomsaslearningspaces •participationpatternsusedininstruction •buildingonstudents’knowledgeandexperiences •connectionsbetweenhomeandschool

Margaret HawkinsisaprofessorintheDepartmentofCurriculumandInstructionattheUniversityofWisconsin–Madison.Herprimaryresearchinterest,dedicatedtopromotingequityforalllearners,isinlanguagesandliteraciesinandoutofschool,includingclassroom,home,andcommunity-basedsettings.Herpublishedworkexaminesclassroomecologies,familiesandschools,andlanguageteachereducation.Currentprojectsfocusonglobaldigitalpartnershipsforyouth,educationinUganda,andnongatewaydistricts’responsestonewimmigrantandrefugeepopulations.ShehaspublishedwidelyandservesastheChairoftheTESOLResearchStandingCommitteeaswellasonmultipleorganizationalandeditorialboards.

13:30–15:15 Opening Ceremony and Plenary Session Panel Discussion Welcome • Dr. Christine Coombe, TESOL International Association, President • Dr. Adbelali Haoudi, Qatar Foundation Vice-President for Research Introduction • Mr. Nic Humphries, Director English, Middle East and North Africa, British Council

-TESOL Conference in Qatar University Partner and Plenary Sponsor

What Are the Issues in Putting Research Into Practice in Your Area of Research? Featured Speakers:AlisterCumming,UniversityofToronto;NorbertSchmitt,UniversityofNottingham;

andAnnamariaPinter,UniversityofWarwick

15:30–16:15 Concurrent SessionsROOM 101 Developing Self-Regulated Distance Language Learners: A Model for Course Design Presenter:MaureenAndrade,UtahValleyUniversity Successindistancelanguagelearningrequiresself-regulation,ortheabilitytocontrolthefactorsthataffect

learning.Thepresenterintroducesamodelofself-regulateddistancelearning,andreportsonastudythatexaminedthedegreetowhichthefeaturesofthemodelhelpedlearnersincreasetheirself-regulationandlanguageproficiency.

�ROOM 102� �The Effectiveness of a Task-Based Learning Strategy on Developing Primary Students’ Reading Comprehension and Writing Skills in Light of the Multiple Intelligences Theory

Presenter:ManalKabesh,NationalCenterForEducationalResearchandDevelopment Readingandwritingaretwoskillsthatmirroreachother,andtheyoughttobetaughtinsuchawayasto

complementeachother.Literatureisapowerfulvehicleforintegratingreadingandwritingthroughusingvarioustasksinvolvingthedifferentlearningstyles.Multipleintelligencestheoryandtask-basedlearningshowsthatstudentslearnbestaboutadomainwhentheyexperiencethatdomainthroughthemirrorofdifferentintelligences.Hence,allstudentsaresmartifonlytheyaretaughtmoreeffectivelyinwaysthatinvolvedifferentintelligences.

ROOM 103� Attending to the Task: What Teachers Focus on When They Critique Tasks for Classroom Use Presenter: VirginiaSamuda,LancasterUniversity Thissessionreportshow18practitionerswithvaryingamountsofprofessionalexperiencecritiqued12

commonlyusedclassroomtasks.Findingsshowdifferencesinwhatparticipantssingledoutforcriticalcomment,andinhowtheyarticulatedandelaboratedtheircomments.Implicationsforpedagogicallygroundedtaskresearchandforteachereducationarediscussed.

AUDITORIUM 3LEVEL 2


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ROOM 104 Teachers’ Uses of the Target (L2) and First Language (L1) in Foreign Language Classrooms: Effective Use of L1 to Teach L2

Presenter:ZohrehEslami,TexasA&MUniversity Basedonresearchfindings,thepremisethatstudents’L1shouldnotbeusedwhenteachingL2is

challenged.EffectiveuseofL1forteachingL2byahighlycompetentQatarinonnative-English-speakingteacherispresentedtoshowthefacilitativeeffectsofusingL1forteachingL2.

ROOM 105 Cooperative Development or the Art of Teacher Maintenance Presenter:MagdalenaRostron,QatarFoundation Thesessionconsiderstheideaofteachingaslearning,throughteachertraining,education,and

development.Itfocusesoncooperativedevelopmentasoneofthemostaccessible,effective,andsustainableformsofprofessionalsupportandimprovement.

ROOM 106 Let Me Tell You a Story: The Folktales and Fables Factor Presenter:MaggieMieske,QatarUniversityFoundationProgram SincestorytellingissuchastrongoraltraditioninArabculture,canreadingstoriesaloudtoschoolchildren

motivateArabuniversitystudentstoreadandachievemoreacademically?Thispresentationreportsonactionresearchthatincorporatesreadingaloudandservicelearning,themethodsandmaterialsused,andtheremarkableresults.

16:30–18:30 Opening Reception Sponsored by Carnegie Mellon University QatarEAST FOYERLEVEL 1

Sunday, 2 October

08:00–08:45 Networking and ExhibitsEAST FOYER LEVEL 1

09:00–10:00 Plenary Session The Good Language Learner:

What We Have Learned From Research About Attitude and Motivation Introduction Dudley Reynolds, Carnegie Mellon University Qatar and TESOL International Association Board of Directors Featured Speaker: KassimAliShaaban, Secondlanguageacquisitionresearchhasshownthatlanguagelearnersvaryconsiderablyintherate

ofsuccessinacquiringanewlanguage,inthefrequencyandtypeoflearningstrategiestheyuse,andintheirmotivationforacquiringanewlanguage.Thispresentationbeginswithabriefoverviewoftheresearchandfactorsthatcontributetosuccessfullanguagelearningexperiences.ItthenfocusesontheroleofattitudeandmotivationinlearningEnglishasasecondlanguageandhighlightsresearchconductedonMiddleEasternstudents.Thepresentationemphasizestwomainpoints:First,differentstudentshavedifferentmotivesforlearningEnglish:Theirperceptionsandbeliefsaboutlanguagelearningdiffer;theirexpectationsandeffortsvary;andtheirengagementintheirlearningisnotuniform.Second,learners’attitudestowardthesecondlanguagearenotconstant;theymaychangedependingonsocioculturalandcontextualeducationalchanges.

AUDITORIUM 3LEVEL 2


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Kassim A. Shaaban isprofessorofappliedlinguisticsintheEnglishDepartmentattheAmericanUniversityofBeirut.HisESLexperienceincludesteaching,research,teachertraining,programdesign,curriculumdevelopment,andassessment.Hisresearchinterestscoverawiderangeoftopics:languagepoliciesineducation;attitudesandmotivation;assessment;andcooperativelearninginESL.Hehaspublishednumerousarticlesininternationaljournalsandgivenconferencepresentationsworldwideonthesetopics.HiscurrentfocusinresearchisonthepoliciesofforeignlanguageeducationintheArabworld.

10:00–10:30 Morning Tea, Networking, and ExhibitsEAST FOYERLEVEL 1

10:30–11:15 Concurrent SessionsROOM G02 Teaching Science Through English: Where Is the Synergy? Presenter:ChristopherMorrow,UnitedArabEmiratesUniversity TeachingelementaryscienceusingEnglishasthemediumofinstructionisapopularpracticethatcan

leadtoweakscienceandweakEnglish.Thepresenteranalyzedvideotapesof18sciencelessonsandfoundthatteachersmissedmanyopportunitiestodevelopEnglishmoredeliberatelyanddeepenstudents’understandingofscientificprocesses.

ROOM 102 The Online Class as Arena of Activity: Sociocultural Principles and Course Design Presenter:DerynVerity,OsakaJogakuinCollege Onlineinstructioncanseemtocontradicteverythingresponsiveteachingstandsfor.OneonlineMATESOL

secondlanguageacquisitionclass,explicitlydesignedalongsocioculturallines,providesevidencetothecontrary.Thestudyfoundsimilarlevelsofprofessionalsatisfaction,collaborativeinteractionbetweenstudentsandinstructors,andreflectiveinsightascomparedtothoseexperiencedintraditionalcontexts.

ROOM 104 Assessing English Language Placement Tests for Use in Qatari Postsecondary Institutions Presenters:VirginiaChristopher,UniversityofCalgary–Qatar;KarenBrooke,UniversityofCalgary-

Qatar;BradJohnson,UniversityofCalgary-Qatar UsingEnglishlanguageplacementteststhatareappropriateforbothInstitutionalandculturalcontextsis

essentialtoeffectiveteachingandlearning.ThissessionpresentsastudydesignedtodeveloparubricappropriatefortheArabianGulfculturalcontexttoassistthearea’spostsecondaryinstitutionsinselectingsuitableplacementtests.

ROOM 105 Highways Through the Motivational Desert: What Drives the Saudi Learner? Presenters:YusufTorofdar,DarAlUloomUniversity;DennisLove,DarAlUloomUniversity Saudilearnershaveadistinctreligious,cultural,andsocioeconomicbackground.Contemporarytheorists

arguethatsuccessinlanguageacquisitiongreatlydependsonthelearner’sorientationtowardthetargetculture.ThissessionpresentsacomprehensivestudyofSaudistudentswhoarestudyingEnglishinahighereducationalinstitute,anditexploresthemotivationalprofilesofthedifferentlearnertypes.

ROOM 106 Tracking College Writing Development: Complexities, Strategies, and Accomplishments of Good Language Learners

Presenter: SilviaPessoa,CarnegieMellonUniversityinQatar Basedona4-yearlongitudinalstudyofcollegeliteracydevelopment,thispresentationreportsonthe

writingdevelopmentofmultilingualstudentsidentifiedasgoodlanguagelearners.Thepresentationhighlightsthelinguisticelementsthatrevealhowstudentwritinghasdevelopedduringa2-yearperiodandthestrategiesstudentsused.


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10:30–12:00 ROOM 103 Submitting Your Research to an Academic Journal: What Are Editors Looking For? Presenters: AlanWeber,WeillCornellMedicalCollegeinQatar;DavidPalfreyman,ZayedUniversity;

ChristopherLeonard,EditorialDirector,BloomsburyFoundationJournals TworegionaljournaleditorsandthedirectorofBloomsburyQatarFoundationJournalseachgive10-minute

presentationsonhowandwhattosubmittoacademicjournalsacceptingTESOL-relatedresearch.ThepanelistsalsodiscussframingresearchquestionsintheGulf,preparingmanuscripts,andapproachingeditors.Thesessionconcludeswithaquestionperiod.

11:20–11:40 Concurrent SessionsROOM G02 STEL: Professional Development for Teachers of English Language Learners Presenter:LouiseWilkinson,SyracuseUniversity HowpreparedareprospectiveteacherstounderstandandmeettheneedsandchallengesofEnglish

learningstudents?Thepresentersharesinsightsfromparticipationinaninnovativemultiyearnationalfacultydevelopmentprogram.ThegoalofSTEListoimprovetheeffectivenessofK–12teachereducationprograms,preparingprospectiveteachersforlinguisticallydiverseclassrooms.

ROOM 102 Preparing Students for Core Reading and Writing Competencies: An Analysis of ESL Textbooks

Presenter: MargiWald,UniversityofCalifornia,Berkeley ThissessionhighlightscorereadingandwritingcompetenciesexpectedofstudentsenteringU.S.higher

educationprogramsaswellasselectedlexicalandgrammaticalfeaturesofprofessionalacademictexts.Itthenpresentsananalysisofadvanced-levelESLtextbooks,comparingtasktypesandfocitothecompetencesandfeaturesnotedincurrentresearch.

11:20–12:05 Concurrent SessionsROOM 104 Not All Error Types Are Equal: Treating the Untreatable in Second Language Writing Presenter:DianeSchmitt,NottinghamTrentUniversity Thissessionappliesinsightsfromresearchonerrorcorrectioninsecondlanguagewritingtoinstructional

practice.Previousfindingshavecategorizedvocabulary-relatederrorsasuntreatable.However,thissessionofferstoolsthatenablewritingteacherstoprovidefeedbackthatbothtreatsimmediatevocabularyerrorsandoffersscopeforlong-termlexicaldevelopment.

ROOM 105 �Home Literacy and Agency: An Ethnographic Approach to Studying the Home Literacy Practices of Six Multilingual Children in Qatar

Presenter:MistiSavage-Shepherd,QatarAcademy Researchinghomeliteracypracticesofmultilingualstudentsmayleadteacherstoseenewinsightsintotherange

ofliteracyabilitiestheirstudentshaveinsteadofviewingthemfromanEnglish-onlyperspective.Thissessionreviewstheresultsfoundfromsixdifferentethnographiccasestudiesandthepatternsfoundacrossthem.

ROOM 106 - Learning L2 Words With Pictures: The Role of Individual Differences in

Processing Word Meanings and Forms Presenter: DerekTheriault,CollegeoftheNorthAtlantic–Qatar Thepresenterexamineshowindividualdifferencesinmemoryandattentioninfluencedtheeffectivenessof

usingpicturestoteachL2vocabularytobeginners.Usingpicturesappearstobeanefficientwaytocommitwordstomemory,anddifferencesinmemoryandattentionareassociatedwithlearners’successinthistask.


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11:45–12:05 Concurrent SessionsROOM G02 The Focus of Online Peer Feedback and Its Impact on Saudi Female EFL Students’ Writing Presenter:ReemAloud,ImamMuhammadIbnSaudIslamicUniversity Thissessionreportsonastudythatexploredthefocusofonlinepeerfeedbackanditsimpactonwriting.

Thefindingsrevealthattheparticipants’feedbackfocusedonformratherthancontentandorganizationandthatmostoftheincorporatedfeedbackfocusesonform.Theparticipantseventuallyobtainedthehighestscoresonform.

ROOM 102 Implementation of Vocabulary Learning Strategies from a Dynamic Systems Theory Learning perspective

Presenter:CarlosAndresRicoCastillo,UniversidaddelosAndes Fordecades,languageresearchershaveinvestigatedhowsecondlanguage(L2)vocabularycanbeeffectively

learned;findingshavesupportedtheuseofvocabularylearningstrategies.ThisquantitativeexperimentshowsthattrainingstudentstousevocabularylearningstrategiescansignificantlybroadenL2vocabulary.

12:15–13:30 Networking Lunch and ExhibitsEAST FOYER WelcomeLEVEL 1 •��Mark Wolfersberger, Hougthon Mifflin Harcourt

- Global Partner and Luncheon sponsor

13:30–14:15 Concurrent and Poster SessionsROOM G02 MI Theory and its implications in Language Instruction Presenters: AzzeddineBencherab,MascaraUniversity;AbdelkarimChami,UniversityofMascara

Gardner’stheoryonmultipleintelligences(MI)hashelpedteachersandteachingmaterialsdesignersgainadeeperunderstandingoflearners’profiles.Thisunderstandinglowerslearners’anxietyasfaraslanguagelearningisconcernedandnarrowsthegapbetweenteachingstylesandlearningstyles.ThispaperdiscussestheimplicationsofMItheoryinteachingandwaystofaceclassroomdiversity.

ROOM 101 Poster Session •�Teaching�ESL�Learners�More�Effective�Academic�Writing�Skills�and�Knowledge Presenter: CameronRichards,UniversityofTechnologyMalaysia •�Kick�Starting�Autonomy�for�Writing�Proficiency�Online Presenter:CarmenDenekamp,QatarUniversity,Qatar&MasseyUniversity •�The�Notions�of�Acceptability,�Grammaticality,�and�Correctness�in�EFL Presenter: MohamedBasilAl-Azzawi,UniversityofMosul •�Researching�Written�Corrective�Feedback Presenter: SabinaOstrowska,KhalifaUniversity;ClaudiaKiburz,KhalifaUniversity� � � •��Developing�a�More�Effective�Model�of�Academic�English:�The�Design�of�Intensive��

Courses�for�Postgraduate�Researchers�and�Other�ESL�Higher�Education�Students Presenter: KhairiAlzubaidi,UniversitiTeknologiMalaysia

Concurrent SessionsROOM 102 Arab Medical Students Develop Their Autonomy and Agency in Learning English Presenter: DianeMalcolm,ArabianGulfUniversity Inthecontextofreinterpretingthegoodlanguagelearner,thisinterview-basedstudyofGulfmedical

studentsdescribeshowinitialfailureattributedtopoorEnglishproficiencymotivatedthemtodevelopgreaterautonomyintheirlanguagelearningintheprocessofestablishingtheirfutureidentityasglobalizedmedicalprofessionals.


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ROOM 103 Developing Effective Questionnaires for ELT Research Presenter: ChristineCoombe,DubaiMen’sCollege Peoplehaverespondedtosomanyquestionnairesandsurveysoverthecourseoftheirlivesthatwhenitcomes

timetodeveloponeoftheirownforresearchpurposes,theyunderestimatetheknowledgeandskillsinvolved.Inthispresentation,participantslearnhowtodevelopeffectivequestionnairesandsurveysforELTresearch.

ROOM 104 Teacher Efficacy, Teacher Autonomy, and Perfectionism: Possible Relationships and Differences

Presenters: RaminAkbari,TarbiatModaresUniversity;KobraTavassoli,TarbiatModaresUniversityandKarajIslamicAzadUniversity

Theliteratureonteachereducationindicatesthatteacherefficacy,autonomy,andperfectionismareamongthevariablesthataffectteachers’classroomperformance.ThepurposeofthisstudyistodiscoverpossiblerelationshipsamongthesevariablesandtodocumentprobabledifferencesamongthemwithrespecttoEnglishteachers’gender,degree,andexperience.

ROOM 105 The Power of Literature within EFL Contexts Presenter:SuhairAlAlami,AlGhurairUniversity Thissessionoffersthought-provokingsuggestionsonhowliterarytextscanbeutilizedtopromotestudents’

communicativecompetenceandenhancetheircriticalthinkingskills.ThesessionisbasedonempiricalresearchundertakenintheUnitedArabEmirates.Thepresentermakesrecommendationsinlightofthestudy’sfindings.

ROOM 106� Online Peer Collaboration: Teachers Supporting Each Other’s Instructional Use of CBM Data Presenter: RebeccaPierce,QatarAcademy Thissessionsharesfindingsthatexplainhowteachersprovidesupportinavirtualenvironment.Onlinedyadic

conversations,whichfocusedonstudents’instructionalneeds,wereanalyzedfortypesofsupport.Thestudysuggeststhatteachersofferbothconstructivesupportandsolidarity,andthatalackofresponsereducessupport.

14:20–14:40 Concurrent SessionsROOM 104 Perceptions of the Good Language Teacher by University Students in Qatar Presenter:RobertRogers,QatarUniversity Whatarethequalitiesofaneffectivelanguageteacher?DothebeliefsofuniversitystudentsinQatar

correspondtothesequalities?Thissessionexaminesthefindingsofaqualitative–quantitativestudyintotheperceptionsofthegoodlanguageteacherbystudentsenrolledinfirst-yearwritingcoursesatQatarUniversity.

ROOM 105 Addressing Academic Access in Higher Education Presenter: ArlysvanWyk,UniversityoftheFreeState ThefailureofSouthAfricanlanguageineducationpolicytoprovideEnglishlanguagelearnerswiththe

opportunitytogaincognitiveacademiclanguageproficiencyhasposedachallengefortertiaryinstitutions.Thissessiondescribestheproblemandtheresponseofoneinstitutiontotheselearners’needs.

14:20–15:05 Concurrent Sessions ROOM G02 Iranian EFL Students’ Writing Strategies for Error Correction Presenter:AkbarAzizifar,IslamicAzadUniversity

ThisstudyinvestigatesIranianEFLstudents’writingstrategiesattherevisionstageoftheprocessofwritinginrelationtostudents’interpersonalorintrapersonalintelligences.Theresultsshowedasignificantrelationshipbetweentheparticipants’writingrevisionstrategiesandtheirdominantMIprofiles.


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ROOM 102 Performance Assessment: Oral Presentations Versus Poster Sessions Presenters: AmiraSalama,Al-AzharUniversity;YasmineAbdallah,Al-AzharUniversity Youcaninspireoptimumperformanceinspeakingprojectsinyourclass:byturningspeakingprojectsand

criticalthinkingactivitiesintolearningcelebrationswherestudentsenjoylearningwhilebeingassessed.ThissessionpresentsthepostersessionapproachappliedinEFLclasses.Let’sauthenticallyassessourstudentsandcelebratelearning.

ROOM 103 Life Coaching as Professional Development Influences Competencies Presenter:JaneHoelker,QatarUniversityEnglishFoundation Lifecoachingisincreasinglyemployedasanapproachtoprofessionaldevelopmentineducational

leadershipprogramsintheUnitedStatesandQatar.Thistrendhasariseninresponsetotheunfulfilledpromiseoftrainingseminarstosustainchanges.Thisstrengths-basedapproachtoperformanceimprovementevolvedoutofadultlearningtheoryandgrowth-fosteringpsychologies.

ROOM 106 Professional Development of Trainers through Reflective ePortfolios Presenter: SalimaAL-Sinani,MinistryofEducation,SultanateofOman ThissessionexploreshowreflectiveePortfolioshaveenhancedtheprofessionaldevelopmentofOmani

trainers.Trainers’perceptionsofthereflectiveePortfolio’sroleandusefulnessinsupportingtheircontinuingprofessionaldevelopmentisexplored.ExamplesofePortfoliosareanalysedandpracticalissuesrelatedtotheireffectiveimplementationarediscussed.

14:45–15:05 Concurrent SessionsROOM 104 College Readiness and Qatari Students Presenters: RachidBendriss,WeillCornellMedicalCollegeinQatar;KrystynaGolkowska,WeillCornell

MedicalCollegeinQatar Qataristudentsdonotalwaysgraduatefromhighschoolwithadequatecollegesuccessskills.This

weaknessisparticularlyvisibleintheareasofreadingcomprehension,criticalthinkingandworkingwithsources.ThepresentersdiscussanumberofpracticalsolutionsforuseinESL/EAPclassroomstohelpstudentsbecomeconfidentreadersandwritersreadytohandleAmericanstylecollegecurriculum.

ROOM 105 Moving from Deficits to Strengths: Using an Appreciative Inquiry Approach to Enhance English as a Second or Other Language (ESOL) Teaching and Learning

Presenter: PaulMacLeod,CollegeoftheNorthAtlanticQatar Studentengagementisacrucialfactorinlearning,particularlyintheEnglishlanguageclassrooms.The

presenterexploresacasestudyillustratinghowappreciativeinquiry,astrengths-basedapproach,canbeusedtobuildacohesiveclassroomculturetofacilitatelanguagelearnerengagementandsuccess.

15:05–15:30 Afternoon Tea, Networking, and ExhibitsEAST FOYERLEVEL 1


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15:30–15:50 Concurrent SessionsROOM 102 A Place for Needs Analysis in ESP/EAP Instruction in the Arab World Presenter: HoliIbrahimHoli,HigherCollegeofTechnology Thispresentationunderscorestheimportanceofneedsanalysisandlearnerinvolvementinproducing

materialsforEnglishforspecificoracademicpurposesinanengineeringcontext,notablyintheArabworld.Participantsdiscusstheresearchquestions,methodology,researchsignificance,objectives,andchallengesinESPinstruction.

15:30–16:15 Concurrent and Poster SessionsROOM 101 Poster Sessions • Learner�Autonomy�in�SCT�Framework Presenter: AndishehSaniei,IslamicAzadUniversity •�Issues�in�Mixed�Methods�Research�in�Applied�Linguistics Presenter: MohammadMehdiEtedali,UniversityofJyvaskyla •�The�Role�of�Brain-Based�Gender�Differences�on�the�Vocabulary�Learning�Strategies Presenter: SemaUster,MiddleEastTechnicalUniversity •�Reflecting�about�Moral�Dilemmas�in�English�Language�Teaching Presenter: LeilaTajik,TarbiatModarresUniversity;RaminAkbari,TarbiatModarresUniversity •��Barriers�of�Internet�Use�by�Women�and�How�These�Barriers�Serve�to�Hinder�Second�

Language�Learning�and�Acquisition Presenter: LucasKohnke,AmericanUniversityofAfghanistan

Concurrent SessionsROOM GO2 The Effectiveness of Utilizing the Writing Process Approach for EFL Children in the UAE Presenter: NajwaAlhosani,UnitedArabEmiratesUniversity Thepresenterdiscussesastudyexploringtheeffectivenessofusingthewritingprocessapproachin

developingthesecondlanguagewritingabilityofCycleTwo(Grades4–6)EFLstudentsinAl-AincityintheUnitedArabEmirates.Theresearcherdocumenteddatafromclassroomobservations,studentinterviews,andstudentwritingsamples,andusedaqualitativeapproachtoanalyzethedata.Theresultsprovidedeeperunderstandingofanewapproachtoimprovestudents’secondlanguagewritingability.

ROOM 103 Learning in the “Gap”: Evidence from a First-Semester Writing Course Presenter:DudleyReynolds,CarnegieMellonUniversityQatar Thisstudyexaminescross-sectionalandlongitudinalvariationinwhatstudentssaytheyarelearningfrom

afirst-semesteruniversitywritingcourseatanAmericanuniversityintheMiddleEast.Studentscompletedsurveysattheendof20instructionalunitsaddressingargumentformation,textstructure,academicwritingconventions,andlanguageconventions.

ROOM 104 Prioritizing Practitioner Research Through Exploratory Practice Presenter: CindyGunn,TheAmericanUniversityofSharjah Exploratorypracticeisaprincipledpractitionerresearchperspectivethatbusyteacherscanadoptin

ordinaryteachingsituationstoenhancetheteachingandlearningprocess.ThepresenterdiscussesexploratorypracticeandoutlinesarecentpractitionerresearchprojectconductedwithMATESOLstudentsstudyingintheUnitedArabEmirates.

ROOM 105 Arabic, English, or 3arabizi? Projecting Identity through Online Language Choice Presenter: RobertBianchi,VirginiaCommonwealthUniversityQatar ThissessionexploreshowbilingualdiscussionforumpostersstrategicallyselectbetweenEnglish,Arabic,and

Latin-scriptedArabic(3arabizi)inordertoprojectdifferentidentitiesthatreflectandbolstertheirdifferentideologicalpositionsinanonlinedebateregardingreligiousfreedomandmoralauthorityinSaudiArabia.


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15:55–16:15 Concurrent SessionsROOM 106 Study Buddy: Autonomy Through Collaboration Presenter:ManalBassyony,KingAbdulAzizUniversity Thepresenterreportsonaninstructionaltechniqueusedtoenhancethequalityandquantityofclassroom

input,studentmotivation,andpeerinteraction.Thetechniqueadoptedemphasizesfeedbackasanecessarytoolforindividualizinglanguagelearning,promotinglearnerautonomy,andaddressingdifferentiation.Study Buddyisaselectionofsequencedtechniquesseparatelyvalidatedbypreviouslanguageresearch.

ROOM 102 Cultural Literacy Across the Disciplines: Observations, Practices, Goals, and Questions Presenter:CarolHansen,VirginiaCommonwealthUniversity,Qatar;DebraHanson, VirginiaCommonwealthUniversity,Qatar ThissessioninvestigatestheconnectionsbetweenEnglishlanguagelearning,ArtHistoryandculturalliteracy

intheuniversitycurriculum,withparticularfocusonthedevelopmentandimplementationofpracticesdesignedtobridgethegapbetweenstatedgoalsandactualresultsintheseareas.Itproposes,inaccordwiththespeaker’initialresearch,thatthecombinedteachingofculturalandvisualliteracyskillsreinforcesstudents’commandoftheEnglishlanguageandtheirdevelopmentofcriticalthinkingskills.Thissessionwillsuggestseveralmethodsforinterweavingtheconcernsnotedabove,andsolicitaudiencefeedbackwithregardtothesequestionsandrelatedpedagogicalpractices.

16:30–17:45 Plenary Session Bridging the Gap Between Tasks and Learning: Patterns in the Language People Use on

Communication Tasks and Why It Might Matter Introduction Anne Nebel, Assistant Dean for Academic Affairs, Georgetown University School of Foreign Service in Qatar - TESOL Conference in Qatar University Partner and Plenary Sponsor� � � Featured Speaker:MartinBygate Theperceivedgapbetweencommunicationtasksandlanguagelearningarisespartlyfromourlackof

knowledgeaboutthelanguagethatlearnersuseontasks.Thissessionconsidershowwemightchartandinterpretlearners’task-basedlanguage.Mostcurrentanalysesoftask-basedlanguageuseglobalmeasures,butthisapproachomitsmuchoflearners’on-taskuseoflanguage,andsoignorespotentiallyimportantaspectsoftheirworkandoftheirlearning.Iturninsteadtodynamicsystemstheoryandsuggestthatstudents’task-basedlanguagecanbethoughtofasatrajectory.Thisapproachhelpsidentifypotentiallyinterestingon-taskprocesses,revealstherelationshipbetweentaskandlanguage,andshowshowdifferentstudentsmighthandletasksandnowteachersandstudentsmightusecommunicationtasks.

Martin Bygate isprofessorofappliedlinguisticsandlanguageeducationatUniversityofLancaster.Hisresearchinterestsincludetask-basedlanguagelearning,secondlanguagespeaking,andpedagogicalgrammar.Heisespeciallyinterestedintheconnectionsbetweentasks,language,theteacher,andlearning.PublicationsincludeSpeaking, Grammar and the Language Classroom (co-editedwithAlanTonkynandEddieWilliams),Researching Pedagogic Tasks(co-editedwithPeterSkehanandMerrillSwain),andTasks in Second Language Learning (co-authoredwithVirginiaSamuda).Healsoco-editedthejournalApplied Linguistics from1998–2004andservesasthecurrentpresidentoftheInternationalAssociationofAppliedLinguistics.

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18:00–19:00 Networking ReceptionEAST FOYER LEVEL 1

19:30 Evening Cultural Program TESOL Conference in Qatar University Partner -The College of the North Atlantic-Qatar willhostaQatariCulturalVillageevent.ExperiencetheBedouincultureofQatar,watchdemonstrationsof

traditionalcraftsandexperiencethedesertlifestyleinouroutdoorcourtyard.Transportationtothecollegefromtheconventioncenterandbacktothehotelswillbeprovided.Pickupflyeratregistrationdeskformoreinformation.BuseswilldeparttheQatarNationalConferenceCenterat19:00fromtheGroundlevelmainentrance.

Monday, 3 October08:00–08:45 Networking and Exhibits 09:00–10:00 Plenary Session Professional Developement Matterers: Bridging Research and Practice Introduction� � � Introduction Rosa Aronson, TESOL International Association Executive Director� � � Featured Speaker:DeenaBoraie Overtheyears,asteadystreamofresearchandcommentaryhasshownthatprofessionaldevelopmentof

teachersdoesmatter.Teachershaveadirectimpactonstudentsandthus,teachersarethebackboneofanycountry’shumancapitaldevelopmentstrategy.Achangeinthinkingaboutprofessionaldevelopmentisnecessarytofosteracultureofconstantlyupgradingskills,knowledge,andcompetencies.Ahighlydevelopedstrategyfortheprofessionaldevelopmentofteachersmeansthatalifelonglearningframeworkisinplaceandthatthesocietyasawholevaluestheimportanceofcontinuouslearning.Thispresentationreflectsonthecurrentgapbetweenresearchandpracticeinprofessionaldevelopmentofteachersandanalyzessomeofthefactorsthathaveledtothisgap.Thepresenterproposeswaysforwardtobridgethegapbetweenresearchandpractice.

Deena BoraieistheassociatedeanforinstructionalaffairsattheSchoolofContinuingEducation(SCE)attheAmericanUniversityinCairo.SheleadsthedevelopmentandsupervisionofSCE’sinstructionalactivitiesandcontinuingeducationandtrainingprogramsintheareasofEnglishlanguage,informationtechnologystudies,businessandmanagementstudies,Arabiclanguage,translation,andteachertraining.Sheisalsoalanguagetestingexpertandanassessmentandevaluationconsultantandtrainer.SheisavisitingassistantprofessorinthemasterofartsinappliedlinguisticsprogramattheFacultyofArts,EnglishDepartmentofCairoUniversity,wheresheteachesresearch.

10:00–10:30 Morning Tea, Networking, and ExhibitsEAST FOYER LEVEL 1

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10:30–11:15 Concurrent and Poster SessionsROOM 101 Poster Session •��The�Hidden�Side�of�the�Work:�Uncovering�English�Language�Teachers’�Moral�

Knowledge�Base Presenter:LeilaTajik,TarbiatModarresUniversity;RaminAkbari,TarbiatModarresUniversity � �•��The�Efficiency�of�a�Training�Program�for�Improving�Students’�Skills�in�English�as�A�

Second�Language�With�11th��Grade�Students Presenter: MohamedSalaheldeinAbdelazizAhmed,HamadBinAbdallaBinJassimIndependentSchool

forBoys � •�Learning�Style�Differences�of�EFL�Middle�Eastern�Students�and�Western�Faculty�in�Qatar Presenter:TraceyLemke-Westcott,UniversityofCalgaryQatar;BradJohnson,UniversityofCalgaryQatar � � •�The�Delight��of�Challenging�Students�through�Project�Work Presenter: AzzeddineBencherab,UniversityofMascara;AbdelkarimChami,UniversityofMascara� � � •�Teaching�Pronunciation�in�Canada�and�the�Middle�East Presenter: AmyHoltby,CollegeoftheNorthAtlantic-Qatar;JenniferFoote,UniversityofAlberta� � � •�Lower�Level�Gulf�Learners’�Preference�for�Cultural�Content�in�Texts Presenter: MeredithBishop,CollegeoftheNorthAtlantic-Qatar;FoziaJamal,”CollegeofNorth Atlantic-Qatar

Concurrent SessionsROOM G02 M-learning: Using Mobile Phones in a Language Class Effectively Presenter: PirSuhailAhmed,KingAbdulAzizUniversity;MajidHussain,KingAbdulAzizUniversity Mobiledevicesareubiquitous,especiallymobilephones,whicharewidelyusedinmanydevelopedand

developingcountries.Thissessiondescribestheimportance,use,meme,andimplementationofM-learning(mobilelearning),withemphasisonmobilephonesthatencouragesandsupportsteachingandlearning.

ROOM 102 The Research Publication Process Presenter: AlanWeber,WeillCornellMedicalCollegeinQatar Aninternationaljournaleditoroffersinsightintotheprocessofresearchpublication,includingmanuscript

preparation,submission,andreview;howeditorsandreviewersmakedecisions;andhowtorespondtoreviewerreports.Alsocoveredareresearchagendas,fundingopportunities,publicationoutlets,andcareerstrategies.

ROOM 103 Bridging the Gap Between General Academic Writing and Discipline-Specific Writing Presenter: FredrickaStoller,NorthernArizonaUniversity Thissessionreportstheresultsofaninterdisciplinary(appliedlinguisticsandchemistry)projectsupported

bytheNationalScienceFoundation.Emphasisisplacedonaread-analyze-writeapproachtodiscipline-specificwritinginstructionatthetertiarylevel.Adiscussionofeachstageoftheprocessisdiscussed.Implicationsforotherdisciplinesareexplored.


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ROOM 104 The Effect of Focused and Unfocused Direct Corrective Feedback on New Pieces of Writing Presenter: DavidFrear,QatarUniversity Thissessionpresentsastudythatinvestigatedtheefficacyoffocusedandunfocuseddirectcorrective

feedback(CF)ontheaccuracyofnewpiecesofwriting.TheresearchfoundthatafocuseddirectCFgroupoutperformedbothanunfocuseddirectCFgroupandacontrolgroup(noCF)inthelongterm.

ROOM 105 Impact of Locus of Control on Students’ Learning Styles Presenter: EdithFlahive,AbuDhabiMen’sCollege ThepresenterinvestigatesthelearningstylesofmaleEmiratistudentswithinthecontextoflocusofcontrol.

Theinternality/externalityofagroupofstudentsisestablishedandprecursorsattributabletothisorientationareidentified.Implicationsforlearningandteachingareexaminedanddiscussed.

10:30–12:00 Concurrent SessionROOM 106 Transnational Attorneys Learning Advanced U.S. Legal Discourse and Writing Presenters: CraigHoffman,GeorgetownLaw;MichelleUeland,GeorgetownLawSchool;Michelle

Ueland,GeorgetownLaw;AlexisPaddock,GeorgetownLaw ThissessioncombinesthefieldoflawwithadvancedwritinginEnglishforprofessionalpurposes.Presenters

describetheiruseofresearch,includingmetatextanddiscourseanalysis(Hoffman),classroom-basedresearch(Paddock),andqualitativecasestudyresearch(Ueland),toinforminstructionaldesignanddeliveryofalegalwritingprogramfortransnationalattorneys.

11:20–11:40 Concurrent SessionsROOM 102 Connecting Content and Language: Cross-Disciplinary Faculty Learning

Communities in Higher Education EAP Presenters:AndrewMeyerhoff,SagaUniversity;KenziWatanabe,SagaUniversity Facultieswithinuniversitiesformdistinctand,ideally,interdependentcultures.Unfortunately,theyoften

becomeinsularandisolated.ThisisespeciallytrueinuniversityEAPprograms.Toovercomethisproblem,thepresentersproposeusingvideotobuildcross-disciplinaryfacultylearningcommunitiestoshareknowledgeandskills.Thepresenterssharetheirmodelanddevelopmentstodate.

ROOM 105 Academic Literacy Skills and Student Achievement Presenter: MaryHatakka,ThePetroleumInstitute Thefirstyearatahighereducationinstitutecanbechallengingforstudentsstudyingintheirownlanguage,

letaloneforstudentsstudyinginalanguageotherthantheirmothertongue.Thepresenterdiscussesthecomplexrelationshipbetweenwritinginhighereducationandtheacquisitionanddevelopmentofsubject-basedknowledge.Sheshowshowacquiringacademicliteracyskillsattheearlystagesofhighereducationcaneasethestudents’transitionintoacademia.

11:20–12:05 Concurrent SessionsROOM 103 Developing Disciplinary Expertise in the Basic Writing Classroom Presenters:AndreasKaratsolis,CarnegieMellonUniversityQatar;SilviaPessoa,CarnegieMellon

UniversityQatar;KrishnapuramKarthikeyan,CarnegieMellonUniversityQatar;DudleyReynolds,CarnegieMellonUniversityQatar

Thepresentersexplorethewaysthatarhetoricalunderstandingoftheargumentssurroundingsustainabilitycanbeenactedwithinthefreshmanwritingclassroom.Thepresentersthendiscusstheimplicationsofthesefindingsforbothinintroductorywritingclassroomsandinprofessionalcommunicationprograms,especiallyinprofessionalizingnonnativeEnglishspeakersinaglobalcontext.


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ROOM 104 Students’ and Teachers’ Perceptions of Critical Reading Presenter: NajatAlKalbani,SultanQaboosUniversity Teachersbelievethatstudentsneedtobecomecriticalreaders.Inacontextwheretimeisspentencouraging

studentsto“just”read,canweexpectthemtoreadcritically?Thepresenterdiscussesstudents’andteachers’perceptionsofthescopeandteachabilityofcriticalreadingandtheimplicationsoftheseperceptions.

11:45–12:05 Concurrent SessionsROOM 102 I’m an Engineer, Not an English Teacher: Issues Arising When Content Specialists Teach

EFL Students in University-Level English-Medium Classes Presenter:MarilynPlumlee,HankukUniversityofForeignStudies English-mediuminstruction(EMI)contentcoursesarewidespreadinuniversitiesinEFLcountries,butthemastery

ofcontentfrequentlyfallsshortofexpectations.ThisstudyinvestigatedfacultyattitudesinKorearegardingthefeasibilityofprovidingsupportinEMIclasses.Thepresentersuggestswaysthatlanguageteacherscanaddressthecontentspecialists’concerns.ThepresenterthenproposeswaysthatEnglishlanguageteachingspecialistscanaddresstheconcernsraisedbythecontentspecialistsandopensthefloorfordiscussion.

ROOM 105 Qatari Students’ Reading Habits Presenters: RachidBendriss,WeillCornellMedicalCollegeinQatar;;KrystynaGolkowska,

WeillCornellMedicalCollegeinQatar Arablearnersfrequentlyfacechallengesintheareaofcriticalreading.Thepresentersdiscusssomepreliminary

findingsoftheirstudyonQataristudents’readinghabitstoemphasizetheimportanceofearlyliteracyandextensivereading.

12:15–13:30 Networking Lunch and ExhibitsEAST FOYERLEVEL1

13:30–14:15 Concurrent SessionsROOM 103 Deconstructing Bottlenecks in the University Research-to-Writing Process Presenters:AnneNebel,GeorgetownUniversityQatar;BronwynBethel,GeorgetownUniversityQatar;

SusanFahy,GeorgetownUniversityQatar Formanyfirst-yearuniversitystudentstheresearch-to-writingprocessisunfamiliaranddifficulttonavigate.

Thepresentersreportonacollaborativestudybylibraryandwritingcenterstafftoexamineconceptualbottlenecksintheacademicresearch-to-writingprocess.Thepresentersproposeaframeworkformakingthresholdknowledgemoreavailabletostudents.

ROOM 104 Engaging Students in Practical Authentic Learning Situations Using Social Networks in ESL Context

Presenters:IsmailFayed,QatarUniversity;AmerYacoub,QatarUniversity ThepresentersdescribepracticalmodelsforusingsocialnetworksinteachingESL.Hands-onactivitiesin

usingsomesocialnetworksareintroduced.ThepresentersthendiscusshowsuchtechnologiescanfacilitatelanguageteachingandlearninginESLcontexts.

ROOM 105 Developing the Lesson Discussion Skills of Senior English Teachers Presenters: DonaldSargeant,MinistryofEducationOman;MohammedAlGhafri,MinistryofEducationOman ThisinteractivetalkdemonstrateshowanOmaniin-serviceteachertrainingprogrammehelpedtodevelop

OmaniseniorEnglishteachers’pre-andpostlessondiscussionskillswiththeirEnglishteachers.ResearchevidencebasedontheactionresearchprojectshowstheeffectivenessofthesetrainingproceduresandtheirimpactonfutureseniorEnglishteachertrainingcoursesareexamined.


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ROOM 106� Arabic for L2 Writing Feedback Presenter: RamiMustafa,ExeterUniversity ThepresenterdiscussesastudythatinvestigatedwhetherSaudistudentsandteachersuseArabictogive,

receive,andnegotiatefeedbackonL2writinginanESLcontextandhowArabiccanbeexploitedtoaugmentthefeedbackprocess.ThestudyshowedthatSauditeachersandstudentsuseArabicjudiciouslyintheL2writingfeedbackprocess,andthatthenumerouserrorsinwritingnecessitatetheuseofArabic.ThestudyalsoshowedthatArabicscaffoldedteachers’andstudents’performancesinL2writingfeedback.Moreover,thestudyrevealedthatArabichadawidearrayofotherapplicationsduringthefeedbacksessions.

14:20–15:05 Concurrent SessionsROOM 103 An EAP Performance Gap: Developing Arab Students’ Critical Thinking Skills Presenters: OzgurPala,QatarUniversity;DavidBartsch,QatarUniversity,FoundationProgram SuccessfulacademicEnglishperformancerequireseffectivecriticalthinkingskills.However,Gulfstudents’

substandardhigher-orderthinkingskillsinhibittheirperformanceinEAPprograms.ThepresentersexaminethefindingsofastudyinvestigatingthehandlingofcriticalthinkinginEAPprograms.Suggestionsarethenmadeforintroducinganddevelopingcriticalthinkingskills.

ROOM 104 Toward an Improved Continuous Learning Process Presenters: JasonRolls,CollegeoftheNorthAtlantic-Qatar;EleanorKenny,CollegeoftheNorth

Atlantic-Qatar;MarkMacIsaac,CollegeoftheNorthAtlantic-Qatar TheCollegeoftheNorthAtlantic-Qatarrecentlyre-engineereditscontinuouslearningprocess.Thispresentation

reviewstheproject,includingtheconsiderationsthatledtothechange,desiredoutcomes,there-engineeringprocess,the“asis”and“tobe”processmodelsaswellasanimplementationandcommunicationstrategy.

ROOM G02 Teachers Never Stop Developing Presenter: PhilDexter,BritishCouncil Teachershavetorespondtonewchallengeseveryday.Butteachersdonotalwayshavethesupportthey

deservetodevelopinthemosteffectiveway.ThispresentationwillfocusonthedevelopmentneedsofteachersofEnglishandtheprinciplesofprofessionaldevelopmentforteachersofEnglishwhichaidsuccessfuldevelopment.Iwillencouragediscussionbyparticipantsabouttheirperceptionoftheirneeds.Iwillalsopresentspecificresourcesandinformationavailabletohelpteachersdevelopindividuallyandcollectively.

14:40–15:00 Concurrent SessionsROOM 106 Addressing the Changing Needs of English Language Learners in the Arab World

Through the Adoption of Academic English Language Standards Presenter:JumanaSalem,WIDA–UniversityofWisconsin Transformingtheregionaleconomyfromtraditionalsectorslikeextractiveindustriesandconstruction

toknowledgeandservice-based21stcenturyendeavorslikeresearchanddevelopmentrequiresarealignmentofEnglishlanguageteaching.ESLteaching,liketechnology,evolveswithneedandchangingdemands.AcademicEnglishisaddressingtheseemergingeducationalandeconomicneeds.ThispresentationdiscussesWIDA’smodelfortheteachingandlearningofacademicEnglish.


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15:05–15:30 Afternoon Tea, Networking, and ExhibitsEAST FOYERLEVEL 1

15:30–16:45 Closing Plenary Panel Discussion What Do Current Issues in Practice Suggest About Future Needs for Research in

Your Area? Introduction Dudley Reynolds, Carnegie Mellon University Qatar and TESOL International Association Board of Directors

Closing Plenary Sponsored by TESOL Global Partner, Heinle Cengage Learning Featured Speakers:BrianPaltridge,UniversityofSydney;BillGrabe,NorthernArizonaUniversity;

MaggieHawkins,UniversityofWisconsin-Madison

ForMoreInformation:

TESOLcontactforthisprogram:[email protected]

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