Humanizing
the ELT Classroom:
best practices for best outcomes
12 -14 November 2013
at Al Yamamah University, Riyadh, Saudi Arabia
Program
12 -14 November 2013
Humanizing
the ELT Classroom:
best practices for best outcomes
12 -14 November 2013
at Al Yamamah University, Riyadh, Saudi Arabia
Symposium Program
the 3rd International ELT Symposium
Table of Contents
Welcome letter from the President of Al Yamamah University………………..……………….. 2
About Al Yamamah University ………………….……………………………………………..... 2
Welcome letter from the President of Saudi INTERLINK ……..………………..……………….. 3
Welcome letter from the Chairs of the Symposium ……….…..………………..…………….... 4
About Saudi INTERLINK ………………………………………………………………………..... 5
Symposium Theme ………………………...…………………………………………………… 5
3rd Symposium Organizing Committee …..………………………….…………….…………..... 5
Symposium at a Glance ……………………………………………………………………...….. 6
Plenary Speakers ………..…………………………………………………………………..….... 9
Featured Speaker ………………………………………………………………………..….….. 12
Presentations’ Abstracts ………………………………………………….…...……………..…..
13
Poster Presentations……………………………………………………………….………....…. 31
List of Sessions ………………………………………………………………………………….. 33
Our Sponsors ……………………………………………………….………………………...…. 37
Map of Symposium Venue …………………………………………………………………...… 38
Map of Riyadh ………………………………………………………………………...………… 39
Exhibition Listings …………………………………………………………………………......... 40
Index of Participants and Email Directory …………………..………………………………….. 42
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Symposium Program
Welcome Letters
On behalf of Al Yamamah University, it is my pleasure to welcome you to the SILC
3rd International ELT Symposium, organized by our valued educational partners,
the Saudi Interlink Language Centers (SILC). From our earliest days, we have
been the fortunate beneficiaries of their strong organizational commitment to
professionalism in English language instruction.
In keeping with that commitment, they have worked diligently to prepare
what promises to be an outstanding program of thought-provoking sessions
presented by noted international experts and dedicated teachers who daily
Prof Hussein Alfreihi
face the challenges of the ELT classroom. We are confident that all participants
in the symposium will gain new ideas and fresh insights leading to improved
student learning outcomes and will enjoy the opportunity provided to meet and to reconnect with
professional colleagues from throughout the region and beyond.
Prof. Hussein Alfreihi
University President
Al Yamamah University is committed to providing academic instruction and professional training of the
highest standard that nurtures a life-long dedication to learning and self-development to its students.
We are helping the future generations of Saudi shape a country marked by positive social and economic
progress on par with the leading nations of our time.
At Al Yamamah University, we value faithfulness to our religion, ethical and cultural heritage while we
also support and encourage scientific research. We believe in creativity, innovation and commitment
to excellence in the classroom as we are dedicated to continual improvement. We design our curricula
in cooperation with the best educational institutions around the world and we make sure that the
curricula are delivered to our students by highly qualified and experienced faculty.
At Al Yamamah University, English is the language of instruction enhancing access to global knowledge
sources while developing in-demand communications skills and highly transferable professional
capabilities. Second, we work to establish close ties with key representatives from the industrial and
service sectors in order to identify and respond to their emerging needs. Third, our programs and
curricula are continually reviewed, ensuring that they reflect the current state-of-the-art techniques
in their various disciplines while being ready to expand curricula or develop new programs at the
undergraduate and graduate levels in response to community needs.<?>
4
At Al Yamamah University, we value faithfulness to our religion, ethical and cultural heritage while we
also support and encourage scientific research. We believe in creativity, innovation and commitment
to excellence in the classroom as we are dedicated to continual improvement. We design our curricula
in cooperation with the best educational institutions around the world and we make sure that the
curricula are delivered to our students by highly qualified and experienced faculty.
the 3rd International ELT Symposium
Al Yamamah University is committed to providing academic instruction and professional training of the
highest standard that nurtures a life-long dedication to learning and self-development to its students.
We are helping the future generations of Saudi shape a country marked by positive social and economic
progress on par with the leading nations of our time.
At Al Yamamah University, English is the language of instruction enhancing access to global knowledge
sources while developing in-demand communications skills and highly transferable professional
capabilities. Second, we work to establish close ties with key representatives from the industrial and
service sectors in order to identify and respond to their emerging needs. Third, our programs and
curricula are continually reviewed, ensuring that they reflect the current state-of-the-art techniques
in their various disciplines while being ready to expand curricula or develop new programs at the
undergraduate and graduate levels in response to community needs.
5
Symposium Program
Dear Colleagues:
Ahlan wa sahlan!
On this tenth anniversary of the founding of the Saudi INTERLINK Language Center
at Al Yamamah University, and on behalf of our SILC and Al Yamamah colleagues,
it is with great pleasure that I welcome you to SILC, Al Yamamah, and our third
International Symposium. The program committee has worked hard to design a
symposium that will address global needs in language learning with a particular
focus on activities which make classroom instruction more learner-centered and
responsive to student needs.
The symposium benefits from the presence of prominent international scholars
Ahad Shahbaz
in the field of second language acquisition. Our keynote speakers from the Istitut
Supérieur des Langues de Tunis, Arizona State University, Liverpool University,
and Memphis University will discuss topics especially relevant in today’s L2 environment, including
L2 reading skills and myths associated with them; humanizing the ELT classroom; and motivating L2
learners to write and to enjoy writing. In addition, the symposium features numerous presentations
by practitioners from area universities, as well as by our own INTERLINK faculty, on topics including
project-based curricula and teacher training. The unifying theme of the symposium is a commitment
to transforming education--in part, through experimentation with innovative learning approaches. The
talk of our first plenary speaker, Dr. Ahmed Al Eisa, a prominent educator and social commentator, is
of particular relevance since it addresses the pros and cons, failures and successes of foundation year
programs that have been mushrooming around the country.
As students are our most important asset and the focus of our work, regardless of our positions, the
symposium has been created to enhance their experience academically, linguistically, culturally, and
interpersonally. I encourage you to attend sessions with your students in mind. It is, after all, our own
curiosity and questioning that encourage our personal change. Without change, there can be no
learning, no real education. How can your experience of this symposium be transferred to your work, to
your own change as a learning professional, and to your students’ benefits.
This important event would not have been possible without the strong interest and untiring efforts of
our SILC faculty and staff. I would like to extend my heartfelt appreciation to them, and, on the behalf
of everyone at SILC, our enormous gratitude to Al Yamamah University’s Board Chairman, Ustad Khalid
Al Khudair, President Hussein Al Freihi, SILC General Director, Dr Nebila Dhieb-Henia, and our generous
sponsors without whose support this exciting event would not have been possible.
Again, ahlan wa sahlan! Thank you for joining us. We wish you a thought-provoking and professionally
rewarding experience.
With personal best wishes,
Ahad Shahbaz, President
INTERLNK Language Centers
Boulder, Colorado
6
On behalf of the Saudi INTERLINK Language Centers and the Symposium Organizing Committee,
we would like to welcome you to the 3rd International ELT Symposium at Al Yamamah University, in
Riyadh, Saudi Arabia. It has been our honor and privilege to design and organize what we hope to be a
stimulating event and an opportunity for professional development.
the 3rd International ELT Symposium
Dear fellow language professionals,
This Symposium boasts 75 speakers, from 13 countries, who focus on Humanizing the ELT Classroom
and share their best ideas, experiences and practices for the best outcomes. The Symposium features
six plenary and featured presentations, workshops, talks, poster presentations, and an interactive panel
with renowned professionals where you can pose your questions on the preparatory year in Saudi
Arabia.
Don’t miss the plenaries with Dr. Ahmed Al Eisa, Professor Mohammed Daoud, Professor William Grabe,
Professor Fredricka Stoller, Professor Michael Hoey, Professor Charles Hall, and Dr. Lisa Morgan. Their
theoretical background, expertise and ground-breaking ideas in different ELT fields offer us a good
opportunity to take a moment to reflect on our teaching and see our profession from a different
perspective.
Throughout these three days, there will be a time to enjoy motivating and creative presentations,
to participate in innovative workshops, to ponder before a poster, as well as to network and mingle
with old and new friends. But there will also be a time to visit the Book Exhibition, to have coffee and
lunch with the plenary speakers, a glass of Saudi champagne with friends during the lunch breaks on
Wednesday and Thursday, and a warm “thank you” before the farewell on Thursday.
Welcome to a celebration of English Language Teaching in Saudi Arabia!
On behalf of the Symposium Organizing Committee,
Nebila Dhieb-Henia, PhD
Chair
Konstantinos M. Pitychoutis
Co-Chair
Dr Nebila Dhieb-Henia
Konstantinos Pitychoutis
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Symposium Program
English is essential in today’s interdependent world and it has now become the first skill required of
employees in the Saudi labor market. Al
Yamamah University has entered into
a partnership with Saudi INTERLINK
Our 3rd International ELT Symposium theme
is Humanizing the ELT Classroom and we are
Language Center to achieve this goal.
highlighting best practices for best outcomes.
INTERLINK, an American institute with
Under the auspices of the Vice Minister of Higher
various branches around the US, provides
Education, Dr Ahmed AlSaif, we are very excited to
quality instruction that helps serve the
offer an exhilarating program of presentations and
needs of our students for personal,
workshops to our guests.
professional and academic purposes.
We hope that these presentations and workshops will
INTERLINK’s goals have been broader
enhance the learning that goes on in our classrooms.
and deeper than those of other
We hope to bring new ideas and innovative ways of
creating learning opportunities for our students. Our
typical English language programs.
students are the future and we want to give them the
The program’s goal is not so much to
best education possible; we want to motivate and
dispense information about language
challenge them to be leaders and this symposium
as to help students discover and use
will help do that.
language for effective, communicative
purposes. Our program is committed to
providing a firm foundation for students’
academic and professional careers in the Saudi and global market.
Our classes are student-centered. This means our experienced faculty pinpoint the needs of each
student & tailor lessons around their needs to help each student achieve their goals. We treat each
student with respect and as an individual; we understand their needs. We also make sure that students
learn through doing, experiencing and practicing rather than memorization. We want to make sure the
skills we teach are practical as well so students can continue to use and develop them as they continue
on academically and professionally.
3rd Symposium Organizing Committee
8
Program Chair
Associate Program Chairs
Dr Nebila Dhieb-Henia
Rachel Cerbone
Bu-Madyan Kathan
Program Co - chair
Shaylin Holley
Farah Sabbah
Konstantinos Pitychoutis
Asaad AlAsaad
Sujoy Sengupta
Program Editor
Katrina Baran
Fayaz Malik
Rachel Cerbone
Ewa Maloney
Tuesday November 12th
5:00 pm
Registration opens …………………………………………………………………………………. .… Main Lobby
7:00 pm – 8:00 pm
Plenary Presentation: ………………..………………………………………………………………...….. Auditorium
Wednesday November 13th
Registration opens ………………………………………………………………………………..……… Main Lobby
Dr. Ahmed Al Eisa: Preparation Year Programs: Added Value or Wasted Time
8:30 am
Plenary Presentation: …………………………..………………………………………………………. ... Auditorium
9:00 – 10:00 am
Prof. Mohammed Daoud: Curriculum-savvy teachers for humanizing the ELT classroom
10:30 - 11:15 am
Salah El-Din: Effective corrective feedback: Students vs. teachers’ beliefs ……………………………..…… B001
the 3rd International ELT Symposium
Symposium at a Glance
Nalkara: English Language Teaching: A Collaborative Learning Process …………………………….…. C001
Eldai: Attitudes of Majmaah University Students Towards Mobile Assisted
Language Learning ……………………………………………………………………………….……. C005
Mandow, Salah & Hmaid: Project–Based Learning in Grades 4, 5 & 6 in KSA ………………………………… C108
Al-Ajmi, Al-Thunayan & Al Ghunaimi: Using Research Skills and Group Work to
Produce a Newspaper …………………………………………………………………………………… C109
11:30-12:30 pm
Morgan: English Teaching Forum: Top Tips for Authors (featured session)…..……………………………... B001
Johnson-Tyas: Exhibiting Exceptional Education with Edmodo and ePortfolios ………………………. C001
Jaber & Maklad: Teaching Vocabulary in a Student-Centered Way in Grade 2 ………………………… C108
Altayyar: Developing Reading Skills in Grade Three in KSA ……………………….……………………. C108
Lodhi & Sajjad: Teaching ESL through Debates and Speeches of the Presidents of USA ……………… B105
12:30 – 1:00 pm
Lunch Break
1:15 – 2:15 pm
Plenary Presentation: …………………………………………………………………………………... Auditorium
Prof. William Grabe & Prof. Fredricka Stoller: Setting the Record Straight: Myths about L2 Reading and Reading Instruction
2:15 – 2:45 pm
Poster Presentations …………………………………………………………………………………… Main Lobby
2:45 – 3:30 pm
Ezza: Integrating an Intercultural Dimension in a Saudi EFL Classroom ……………………………… B001
El Kashlan: Teacher Performance Evaluation using 360 degree Feedback
Assessment to achieve Quality ……………………………………………………………………….... C001
Ramadan: Listening as opposed to Teaching English: Psychological Factors ………………………….. C005
El-Khatib: Bilingual Education in Jordan: Improving its effectiveness ………………………………….. B002
3:45 – 4:45 pm
Usmani: Measuring Readability & Constructing Items for Reading Comprehension …..…………….. B001
Woodfall: Make learning fun and memorable to motivate! ………………………………………..……. C001
Dordick: Instituting change in English teaching at a Saudi Intermediate School ……..……………………. C005
Nalliveettil: Assessing EFL undergraduates in Communicative Language
Teaching Classroom ………………………………………………………………………………….….. B105
5:00 – 5:45 pm
Abdulaziz: Accent vs. International English: The Fight Continues …………..…………………………. B001
Malik: Contextualizing in TESOL setting and Dealing with its Complexities ……….………………… C001
Apanpa: Using the 3 R’s to improve teaching/learning strategies in English ………….……………… B002
Hassanein: A Research on the Communicative Approach as a Teaching Method ………………..…….. B003
5:50 – 6:35 PM
Thursday November 14th
8:30 am
Registration Opens ………..…………………………………………………………………………….. Main Lobby
8:30 am
Plenary Presentation: ………………...……………..………………………………………..………….. Auditorium
Prof. Michael Hoey: ‘Everybody Loves a Story’: The Humanising Effect of Teaching Textual Organisation in the ELT Classroom
10:00 – 10:30 am
Coffee Break
10:30 – 11:15 am
Elshafie: The Neglected World of the Workplace Trainer ……………..…………………………………. B001
Abdel Latif: Standards Movement and Language Education in Egypt ..……………………………….. C001
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Symposium Program
Oganesyants: Sustaining Business Rhetoric in Technical Writing:
Globalized Solutions to Language Learning at YU ……………………………………….……………. B002
Al-Tounsi, AL-Khatib & Abu Gaoud:A Special Day at the Circus:
Teaching New Vocabulary for G1 ……..………………………………………………………………….. C108
Al-Sulaiman, Al-Maymoni & Al-Sehali: Children’s Literature in Promoting
Reading/Writing Skills in Grade 5 ………………………………..…………………………………….. C109
11:30 – 12:30 pm
Flahive: Facilitating and Dealing with Learner Differences ……………………..………………………. B001
Hussain: Effects of Mother Tongue on Language Learning Strategies of
Prospective Teachers ……………………………………………………………………………….…. C001
Ahmed: How can a teacher motivate and support a teenage student? ……………..………………... C005
Hammodah & Askar: Interactive Games for Young Learners in the English
Language Classroom …………………………………………………………………………………..… C108
Al-Harbi, Zaghmout, Al-Shehri & Al-Houssaini: Drama in ESL for Young Learners ………..…………. C109
12:30 pm
Lunch Break
1:15 – 2:15
Plenary Presentation: …………………………..………………..……………………….…………..….. Auditorium
Prof. Charles Hall: English for Specific Purposes: English for Humanizing Purposes
2:30 – 3:15 pm
Jackson III: Student Constructed Learning Resources with Mobile Learning Technology …..……..… B001
Baran: Integrating Needs Assessment Into Your Classroom …………………………………………..... C001
Masud: New Methods of teaching Listening Skills, Active and Effective
Listening in ESL classes …………………………………………………………………………………... C005
Tour: Challenges of Teaching EFL in Large Classes. A case study of College of Prep Year,
Majmaah University ……………………………..………………..……………….……………………… B002
3:30 – 4:15 pm
Robinson: A personalised Approach to Teaching Critical Thinking and Writing …………….………. B001
Springsteen: A Practical and Noisy Approach to the Silent Way ……………………………………… C001
Mouhoubi-Messadh: Dealing with foreign language speaking anxiety:
What can the language teachers do? ………………………………………………..…………………. C005
Aljohani: Humanistic Approach in Education ………………………………………………………..….. B002
Elashkar & Elkhouly: Reading Fingers ……………………………………………………..……………... B003
4:30 pm
Interactive Panel: ………………………………..…………….…………………..……….…………….. Auditorium
The Preparatory Year in Saudi Arabia
Plenary Session – Main Auditorium: 800 people
B001: 100 people
C001: 100 people
C005: 60 people
B002: 30 people
B003: 30 people
B105: 25 people
C108: 30 people
C109: 30 people
10
Women’s Only Session
Fredricka L. Stoller is a Professor of English at Northern Arizona University, where she
teaches in the MA-TESL and Ph.D. in Applied Linguistics programs. She has trained
EFL teachers in numerous countries, including Argentina, Bolivia, Costa Rica, Japan,
Malaysia, Nepal, Panama, Peru, and Turkey (as a senior Fulbright lecturer). She is
co-author of Teaching and Researching Reading (2nd ed., 2011, with W. Grabe,
Pearson Longman); co-editor of A Handbook for Language Program Administrators
(2nd ed., 2012, with M. A. Christison, Alta Book Center Publishers); and co-author of
Write Like a Chemist (2008, with M. Robinson et al., Oxford University Press).
She has also co-authored two ESL textbooks for developing readers, including Prof. Fredricka Stoller
Javier Arrives in the U.S. (1994, Pearson Longman). Her professional areas of
interest include second-language reading, disciplinary writing, project work,
content-based instruction, language teaching methodology, and curriculum design.
the 3rd International ELT Symposium
Plenary Speakers
William Grabe is Regents’ Professor of Applied Linguistics and Vice President for
Research at Northern Arizona University. He is interested in reading, writing,
literacy, written discourse analysis, and content based L2 instruction. He has
lectured and given teaching training workshops in over 30 countries around the
world. His most recent books are Teaching and Researching Reading (2nd ed.)
(with F. Stoller, Longman, 2011) and Reading in a Second Language: Moving from
theory to practice (Cambridge University Press, 2009). He has also co-authored
Theory and Practice of Writing (with R.B. Kaplan; Longman, 1996) and coedited Directions in Applied Linguistics (Multilingual Matters, 2005). He is a Prof. William Grabe
past President of the American Association for Applied Linguistics (2001-2002).
He received the 2005 Distinguished Scholarship and Service Award from the
American Association for Applied Linguistics.
Michael Hoey has been Baines Professor of English Language at the
University of Liverpool since 1993 and is currently Pro-Vice- Chancellor for
Internationalisation at the university. He is a former Dean of Arts (20082009) and was Director of the Applied English Language studies unit at the
university between 1993 and 2003.
He is an academician of the Academy of Social Sciences and a member of Council
at the University of Chester; he is a member of the Audit & Risk Committees of
both organisations. He was for many years chair of the AQA’s English Advisory
Committee and of the Religious Studies & Philosophy Advisory Committee, and Prof. Michael Hoey
was a member of AQA’s Education and Training Committee. He also chaired
for AQA a working group that designed a new A level in Critical Thinking. He is
currently Director of the University of Liverpool’s Confucius Institute and received an award in 2011 as
‘Outstanding Confucius Institute Director’. He is overseas head of a project run by Hanban to develop
Chinese language teaching materials for advanced learners.
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Symposium Program
As a linguist he is much published in the fields of discourse analysis, applied linguistics & ELT and corpus
linguistics, being the author of five books and co-author of a sixth, the editor or co-editor of two more
and the author of over 80 articles. One of his books (Patterns of Lexis in Text, 1991) won the Duke of
Edinburgh English Speaking Union Award for best book in applied linguistics; another (Lexical Priming,
2005) was shortlisted for best book in applied linguistics by the British Association of Applied Linguistics.
His applied linguistic research has led to his lecturing in over 40 countries. He is co-editor with Tony
McEnery of a series of books on advances in corpus linguistics and chief consultant to Macmillan’s
Dictionaries, one of which also won a Duke of Edinburgh English Speaking Union Award.
Mohamed Daoud, Professor of Applied Linguistics, Institut Supérieur des Langues
de Tunis (ISLT, The Modern Institute of Languages in Tunis), Tunisia. Mohamed
Daoud received his education in Tunisia until he graduated in 1978 with a B.A. in
English Language and Literature and then started teaching English in secondary
school. In 1980-81, he completed a Fulbright-funded Master’s degree in Linguistics
at San Diego State University (U.S.A.) and then resumed teaching English in Tunisia
and served as Director of Studies and Deputy Director of the Pioneer School for
Teaching the Sciences in English, in Tunis. In 1987, he received a second
Fulbright scholarship and, in 1991, completed his Ph.D. in Applied Linguistics Prof. Mohamed Daoud
at the University of California, Los Angeles (UCLA). At UCLA and Cal. State,
Los Angeles, he taught ESL, Applied Linguistics and Modern Standard Arabic.
He joined the ISLT as Associate Professor in 1993, then Professor in 1995, as well as Director of the ESP
Resource Center (1995-2002). He lectured in Saudi Arabia (2002-2004) and has developed extensive
knowledge of the state of English language teaching in the Arab World.
He has led several English language syllabus design projects for the ministries of education and
professional training and for several higher education institutions and continues to serve on national
committees to implement educational reform. He was the lead author of two textbook series in EFL
and ESP/EPP in Tunisia. He has presented frequently on issues related to ESP, teacher education and
development, and language in education policy and planning. His most recent publications include
an Arabic translation of a book about reading in the globalization era, A World Transformed, UNESCO
Publications, translated for ALECSO, Tunis, 2002; a monograph on The language situation in Tunisia
(2001, updated 2006); and another monograph on Education in Tunisia as part of a volume on Education
in the Arab World (AMIDEAST, in press). He has been a member of the Advisory Board of ARAL (Annual
Review of Applied Linguistics) since 1992 and served on the Editorial Board of English for Specific
Purposes: An International Journal (1997-2003). He is currently on sabbatical leave at Portland State
University, where he is writing a textbook: Curriculum development for EFL Teachers.
A national proponent of Saudi educational reform, Dr. Ahmed Al Eisa has a
professional experience that reflects over 20 years of successful educational
leadership characterized by visionary outlook, progressive advancement and
consistent achievement. After earning his PhD in Curriculum and Instruction from
Pennsylvania State University in 1993, Dr. Al Eisa served as Vice-Dean and then
Dean of Riyadh College of Technology for eight years. In 2001, Dr. Ahmed joined the
founding team of Al Yamamah College (now Al Yamamah University) as President
of the University until 2009. In 2010, he founded English Gate Academy, one of
Dr. Ahmed Al Eisa
the leading English programs in Riyadh.
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the 3rd International ELT Symposium
Dr. Al Eisa was a member on the Saudi Educational Reform Commission until 2001. From 1998 to 2002, he
served on the Educational Advisory Board for King AbdulAziz City for Science and Technology and was
also on the Editorial Board for Journal of Education and Psychology published by the Saudi Association
for Educational and Psychological Reform Commission. Dr. Al Eisa served as a member of the Investment
Council of Medina Region for two years. He also was a Board Member of the National Commission of
Academic Accreditation & Assessment (NCAAA) until 2009 and served on the Advisory Board for the
Saudi Arabian General Investment Authority (SAGIA) until 2010. Currently, Dr. Al Eisa is a member
of University Quality Assurance International Board under the Knowledge & Human Development
Authority in Dubai (since 2006). He is an Educational Advisor at Misk Foundation and the Vice Chairman
of Riyadh School Board. In addition to more than 50 published academic research papers in education
and human resources, Dr. Ahmed Al Eisa is the author of two books: Saudi Arabian Educational System:
Policies, Regulations & Future Prospects published in 2005 by Dar Al Zaitona in Riyadh. His second book,
Educational Reform in Saudi Arabia was published in 2009 by Dar Al Saqi in Beirut.
Prof. Charles Hall is an associate professor at the University of Memphis. Charles
regularly conducts seminars and workshops for corporations, universities,
government agencies, and NGOs in the United States, Europe, North Africa, South
America, and Asia. He has taught or lectured in over 35 countries, including Iraq,
Sudan, Yemen, and Syria. He has had two Senior Fulbright’s and multiple grants
from the U.S. Department of State.
Featured Speaker
Prof. Charles Hall
Lisa Morgan is the Regional English Language Officer (RELO) based at the U.S.
Embassy, Cairo, Egypt. Before becoming a RELO, she was a teacher educator
and directed a TESOL program in Michigan. During this time Lisa was awarded a
Fulbright Scholarship to Belarus (2007) and carried out fourteen assignments with
the U.S. State Department’s English Language Specialist program. She has taught
English in the U.S at university and community college levels, and at adult and
intensive language programs. Lisa was also a U.S. Peace Corps volunteer and in
the U.S. State Department’s English Language Fellows program. She has a BA
Dr. Lisa Morgan
degree in English, a MATESOL and Ph.D. in Curriculum, Teaching and Educational
Policy.
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Symposium Program
Abstracts
Tuesday, November 12, 2013
7:00 - 8:00 pm Plenary: Dr. Ahmed Al Eisa
Room: Auditorium
Plenary Title: Preparation Year Programs: Added Value or Wasted Time?
Abstract: First introduced by King Fahd University for Petroleum and Minerals (KFUPM) in the early
60s, the prep-year program aimed at upgrading student>s English enough to be able to study
engineering and other academic subjects in the language. Because of KFUPM’s graduates’ success,
which was in large part due to their superior English language skills, good personal, academic and
critical thinking skills and their smooth transition from school into the job market, other universities
started to establish prep-year programs with English as the main component. These programs have
now become popular among Saudi Arabian universities regardless of the university>s medium of
instruction. It was and still is considered an important asset not only to upgrade students’ English
language skills but also foster critical thinking and academic skills – all of which contribute to career
enhancement. Some institutions succeeded in these goals while the majority floundered due to
their inability to provide the right instructional programs. Consequently, preparation year programs
received strong oppositions from some academicians as well as parents and students, who viewed
these programs as a waste of time for students and loss of resources for universities. However, at
Yamamah University, the case was and is different. The prep-year program was a core element of its
original plan and the cause of its on-going success. This short presentation will address the most
critical issues related to the preparation year program. It is important to have a balanced and rational
view of things, maximizing the benefits and minimizing the setbacks to make such programs more
useful, beneficial, and successful for students and institutions.
Wednesday, November 13, 2013
9:00 - 10:00 am Plenary: Prof. Mohammed Daoud
Room: Auditorium
Plenary Title: Curriculum-savvy teachers for humanizing the ELT classroom
Abstract: When attention turned to the whole learner with the advent of communicative language
teaching since the 1980s, the pendulum seemed to swing in ELT practice away from the teacher as
the key player in the classroom. However, a broad, curriculum-based view of ELT has, in recent years,
helped to reestablish some balance between learning and teaching and to better understand the
critical roles the ELT teacher plays, as the actual implementer of the curriculum in the classroom, to
promote learning and learner autonomy. In this plenary presentation, I will argue through practical
examples that the success of ELT practice hinges on enabling the teacher to reflect in a principled way
on his/her beliefs, attitudes and actions so as to allow the learner to develop not just linguistic and
functional/communicative competence in the target language, but also a heightened propensity
for autonomous learning. Humanizing the ELT classroom will depend on nurturing the humanity of
both teachers and learners as complex, evolving human beings in interaction in the sociocultural
school context and the wider environment.
14
Room: B001
Presenter: Dr. Yasmine Salah El-Din
Bio: Assistant Professor, Cairo University/the American University in Cairo, Egypt
Presentation Title: Effective corrective feedback: Students vs. teachers’ beliefs
the 3rd International ELT Symposium
10:30 - 11:15 am Presentations
Abstract: Despite the importance of responding to students’ writing, it is usually referred to as a
“frustrating” “tedious” & “unrewarding” task. This is basically because of the amount of time and effort
exerted, often without knowing in any definitive way how the teacher’s input has affected the students’
work. Research on corrective feedback has mainly focused on the act of teacher feedback itself, without
giving much attention to the students’ views about what constitutes effective corrective feedback.
This exploratory research, therefore, compared students and teachers’ beliefs concerning effective
feedback practice. It analyzed the matches and mismatches between the two perspectives,
highlighting the strategies each group deems to be effective written corrective feedback practice.
Forty university students enrolled in an intensive English program participated in the study. They
responded to a questionnaire survey about the way feedback is given on their academic writing.
This was followed by interviewing ten of the students, to examine the extent to which their beliefs
agreed with writing teachers’ perspectives (teachers’ views were reported in a previous study).
Results of the study would raise teachers’ consciousness about what students generally believe to
be effective feedback. Identifying agreements and disagreements between teachers and students’
beliefs would help teachers modify their correction strategies to do their job more meaningfully.
Results would also add to the body of research done on writing assessment.
The talk will start with an overview of writing assessment. Then it will present the steps of conducting
the research and the analysis of the results. Implications for teachers will be highlighted, and a
discussion on effective feedback practice will follow. Samples of students and teachers’ perspectives
will be shared with the audience.
15
Symposium Program
Room: C001
Presenter: Dr Shaju Nalkara
Bio: Assistant Professor, Arab Open University, Saudi Arabia
Presentation Title: English Language Teaching: A Collaborative Learning Process
Abstract: ELT is undergoing dynamic changes where the teacher and learner are partners, working
together to achieve the set learning objectives. The stakeholders in learning process understand
the role designated for each, in the student-centered classroom. It places the learner at the heart
of the learning process, practicing all skills associated with language learning. Based on the
Communicative approach, “Humanizing the ELT Classroom: best practices for best outcomes”
November 12-14, 2013 | Al Yamamah University, Riyadh, Saudi Arabia the learner is seen as a
cooperative element interacting with the other group members to ž complete a communicative
task since the activities include group work and cooperation. This paper analyses various aspects of
collaborative learning approach and its applications in ELT. The major emphasis in this millennium
is laid on preparing autonomous learners by training them to be information seekers. The teacher
must empower learners to be more empathetic and self-directed by orienting them to the language
labs, promoting independent reading, or suggesting materials for self-study. At the same time, one
should not forget the fact that learning takes place in a social and interactive environment. Positive
interdependence and individual accountability makes learners realize that although each individual
can do something, they can’t do everything. The group must reflect on their performance to assess
their teamwork, goal achievement, assistance to different members, and discuss ways to improve
their individual as well as collective performance.
Room: C005
Presenter: Dr. Suliman Eldai
Bio: Associate Professor of English, Majmaah University, Saudi Arabia
Presentation Title: Attitudes of Majmaah University Students Towards Mobile Assisted
Language Learning
Abstract: Mobile Assisted Language Learning (MALL) is undergoing rapid evolution. English teaching
in the past has focused on grammar, vocabulary size, and very formal English. This combo of bad and
boring lessons made most students hate learning EFL. It goes without saying that mobile phones
are not just used for making phone calls but rather as effective tools of learning, especially of EFL.
Currently, mobile learning is mainly used in industrialized countries. However, with the large scale
proliferation of smart mobiles around the globe, there is a great deal of potential for mobile assisted
language learning in developing countries, especially the middle east and particularly in Saudi
Arabia. This presentation aims to define the concept in the first place and to uncover the attitudes,
preferences and trends of MALL among English language majors of the College of Education in
Majmaah University, It is also an attempt to make an appraisal of trends of MALL and to find out in
what areas mobile can be utilized to assist learning among Saudi university English Majors as well as
its advantages and disadvantages.
16
Presenters: Mses. Abeer Mandow, Dalia Salah & Amira Hmaid
Bios: English Teachers, Al-Tarbiyah Al-Namouthajiah School, Saudi Arabia
Presentation Title: ‘Project–Based Learning in Grades 4, 5 & 6 in KSA’
Abstract: This is a 45-minute professional workshop discussing project-based learning with grade
4, 5 and 6 students. Projects are important because they help to make students more active and
creative and they also increase their self-confidence. In addition, projects allow them to use English
in a more natural context because they focus not only on language learning, but also on introducing
students to important current issues. In terms of language, different tasks and activities can be used
to introduce new vocabulary and develop all four skills.
the 3rd International ELT Symposium
Room: C108 (Women Only)
Room: C109 (Women Only)
Presenters: Mses. Joza Al-Ajmi, Danah Al-Thunayan & Sumaia Al-Ghunaimi
Bios: English teachers, Tarbiah Namothajeah School, Saudi Arabia
Presentation Title: Using Research Skills and Group Work to Produce a Newspaper
Abstract: This is a 30-minute professional presentation that aims to demonstrate how to use research
skills and group work in order to produce a newspaper to improve reading and writing skills in Grade
10. Producing a newspaper is an example of project-based learning and much research has been
done on the benefits of project-based learning. For example, research by Selçuk University proved
that having group projects in the classroom is beneficial to the students’ academic achievement.
However, they not only improved academically, but ‘the students seemed rather happy to learn
English through project-based learning because they were able to progress at their own pace and,
at the same time, contribute to others’ learning in such a supportive and encouraging learning
context.’ (2011). This presentation will explain the process that our students went through in order
to achieve the final goal of working collaboratively to produce a school newspaper. It will also
show how students can be encouraged to explore different news mediums and develop their own
interests in different areas. At end of the presentation there will be samples of Grade 10 students’
work from last year.
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Symposium Program
11:30 - 12:30 pm Presentations & Workshops
Room: B001
Featured Presenter: Dr. Lisa Morgan
Presentation Title: English Teaching Forum: Top Tips for Authors
Abstract: The U.S. State Department’s English Teaching Forum welcomes new authors for its quarterly
journal. In this workshop, the presenter will offer encouragement and tips to new and experienced
writers from around the world in generating ideas for articles and requirements for getting them
submitted and accepted.
Room: C001
Presenter: Mr. Isaac Johnson-Tyas
Bio: Site Director, INTERLINK/EGA, Saudi Arabia
Workshop Title: Exhibiting Exceptional Education with Edmodo and ePortfolios
Abstract: Exhibiting Exceptional Education with Edmodo and ePortfolios will give educators a
hands-on experience illustrating the benefits and uses of Edmodo as an electronic process portfolio.
Teachers will begin their journey in the virtual shoes of a student by taking a quiz, completing some
assignments, and a poll on Edmodo. Then the instructors will view the other side of the program
and see how grading, facilitating, and creating tasks can be accomplished on Edmodo. Finally,
participants will discuss the potential and implications for learning that ePortfolios can offer. After
concluding the presentation attendees will have a basic understanding of how they can use Edmodo
in their teaching to help keep a digital record of student achievement and success.
Room: C108 (Women Only)
Presenters: Mses. Mouna Jaber & Montaha Maklad
Bios: English teachers, Al-Tarbiyah Al-Namouthajiah School, Saudi Arabia
Workshop Title: ‘Teaching Vocabulary in a Student-Centered Way in Grade 2’
Abstract: This presentation is a 60–minute professional workshop about using student –centered
techniques to present vocabulary to young learners of English as a second language. Under the
supervision of INTELP, we have applied these techniques for the last three years and noticed a significant
improvement in our students’ overall proficiency. Student-centered learning is important because
students, and especially young learners, are always ready to learn although they don’t always like being
taught! Thus we have to find ways to enrich their knowledge and experience and increase their selfconfidence at the same time. As Clay P. Bedford stated: “You can teach a student for a day; but if you
can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.”
In this workshop we will demonstrate how vocabulary words are the building blocks of the internal
learning structure. Our activities will help our students to spell and read more English words and to
express themselves about a particular topic. We will also use different co-operative activities which give
different ability students a chance to take part in and achieve success in these activities. The audience
will have a chance to practice these strategies and experience them from a learner’s point of view.
18
Presenter: Ms. Basmah Altayyar
Bio: English Teacher, AlNamouthajiyah AlTarbiyah School, Saudi Arabia
Workshop Title: Developing Reading Skills in Grade Three in KSA
Abstract: This presentation is a sixty-minute professional workshop about using non-fictional
texts to promote reading and writing skills in Grade 3. The aim of the workshop is to demonstrate
how students can develop reading and writing skills by using learner-centered strategies in one
lesson through the use of weather-related vocabulary. Learner-centered teaching was introduced
to Al Namouthajiya Schools by INTELP three years ago to change the system of teacher-centered
education that had been used throughout Saudi Arabia to a more communicative model. This
model has been proven by researchers to benefit students as it allows them to use the language
more and it encourages independence, creativity and critical thinking. For example in her article
‘Five Characteristics of Learner Centered Teaching’ Maryellen Weimer states that in learner-centered
teaching: “The goal is to make students aware of themselves as learners and to make learning skills
something students want to develop.” (n.d.) In other words, a learner-centered model motivates
students to learn because they play a more active role in the learning process. During the workshop
participants will take part in a model lesson for grade 3 that will allow them to see how a range of
activities can be used to teach and reinforce good reading and writing skills.
the 3rd International ELT Symposium
Room: C109 (Women Only)
Room: B105
Presenters: Muhammad Arfan Lodhi & Dr Noshaba Sajjad
Bios: Lecturer, Research scholar, The Islamia University of Bahawalpur, Pakistan
Workshop Title: Teaching ESL through Debates and Speeches of the Presidents of USA
Abstract: Language learning is an art which can be acquired well in real life situation while dealing
with real life issues and tasks by adopting verbal and non-verbal communicative strategies. The
present study focuses on adopting an innovative ESL (English as a second language) pedagogical
strategy i.e. using political speeches to teach English language, inculcate cultural competency and
instill interactive, social and ethical skills to the ESL learners. The study was carried at school and
university level classrooms where ESL learners were taught English by using selected speeches of
the Presidents of the United States of America. The speeches were downloaded and used in oral and
written form and students were taught all four skills (Reading, Writing, Listening and Speaking) by
devising different activities based upon the content of USA rhetoric. In countries like Pakistan, People
are in entire need of the knowledge and awareness of democratic sensibility, political receptivity
and electoral activity. The study proved very effective in achieving language proficiency in general
while focusing the impressive linguistic corpus used in the speeches, and attaining verbal and nonverbal communicative skills adopted by the Presidents which, as a result, permeated confidence,
motivation, hope, resolution, self-esteem, self-concept, determination and perseverance amongst
ESL learners. Moreover, learners got great understanding of USA culture, geography and political
system too during their active participation in different activities inside and outside classroom.
Researcher expects to conduct a workshop session in the conference to express the procedure and
results of the above stated study, engage participants in quasi ESL pedagogical classrooms, and
share the interest grabbing activities developed from the oral and written speeches of the various
USA Presidents to teach Speaking, Listening, Reading and Writing skills.
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Symposium Program
1:15 - 2: 15 pm Plenary: Prof. William Grabe and Prof.
Fredricka Stoller
Room: Auditorium
Plenary Title: Setting the Record Straight: Myths about L2 Reading and Reading Instruction
Abstract: As we all know, reading-skill development is becoming increasingly more essential for our
second language (L2) students. Despite the growing importance of this vital skill, myths about L2
reading and reading instruction are commonplace, undermining the effectiveness of our instruction.
For example, some say there is one reading rate that leads to effective reading; in fact, good readers
read at different rates depending on their reading goals. As a second example, many teachers
believe that guessing-words-from-context exercises represent a good way for students to learn
new vocabulary. Yet, guessing words from context is not a particularly effective vocabulary-learning
technique. When myths such as these come to life in our classrooms and materials-development
efforts, they result in less than effective reading instruction. In this presentation, popular myths about
L2 reading are exposed, and, in their place, sound practices for teaching reading are suggested.
2:15 - 2:45 pm Poster Presentations (see p.31)
2:45 - 3:30 pm Presentations
Room: B001
Presenter: Dr El-Sadig Ezza
Bio: Associate Professor, Majma’ah University, Saudi Arabia
Presentation Title: Integrating an Intercultural Dimension in a Saudi EFL Classroom
Abstract: Linguistics and language education have been tremendously revolutionized by the
introduction of Hymes’ notion of “communicative competence” in the second half of the twentieth
century. Other things being equal, researchers have concluded that language learners “need not
just knowledge and skills in the grammar of the language but also the ability to use the language
in socially and culturally appropriate ways” (Byram et al, 2002, p. 9). In that connection, this action
research reports on an attempt to integrate an intercultural dimension in a Saudi EFL classroom
at Majma’ah University using YouTube drama. The attempt was one to enable the students to
communicate with people of different cultural backgrounds, avoid intercultural transfer and
recognize situations that cause misunderstandings, among others. As a part of a fourth level course
on CALL, the students were particularly required to watch a number of episodes of the British series
of “Mind your Language”, isolate and explain instances of intercultural misunderstandings. A postcourse questionnaire was administered to the students to measure their perception of the relevance
of this course component to their communication needs and, thus, to assess their sociolinguistic
development as a result of this kind of training.
20
Presenter: Prof. Ahmed El Kashlan
Bio: Professor, Ex. Dean College of Engineering and Technology, Egypt
Presentation Title: Teacher Performance Evaluation Using 360 Degree Feedback Assessment to
Achieve Quality
Abstract: One cannot ignore the fact that education is becoming more and more competitive. In
the rapidly changing environment of schools, maintaining high quality and standards in education
become a major concern for educational institutions. The demand for explicitly quality assurance
and evaluation has increased. Teacher assessment is one of the key issues to ensure good schooling.
The only way to stay lean and agile is to evaluate exactly teachers performance, there must be an
efficient way to define and measure it .The present paper reveals the relation between teacher’s
performance appraisals using the 360 degree feedback assessment as an effective tool and
achieving school quality assurance. Also the assessment is considered as an imbedded indicator for
teacher job satisfaction and effectiveness. A case study for teacher’s appraisal using the selected tool
is presented. Trusted results are compared to traditional single person appraisal, to indicate clear
variability in appraisal results that need an action plan, and reflect score inflation.
Room: C005
Presenter: Dr. Lamya Ramadan
the 3rd International ELT Symposium
Room: C001
Bio: English Lecturer, Al Yamamah University, Saudi Arabia
Presentation Title: Listening as opposed to Teaching English: Psychological Factors
Abstract: This presentation aims to reveal psychological factors that hinder students from speaking
English fluently and possible solutions on how to overcome those factors. Knowledge of the domain
of educational psychology is central to the teaching enterprise and to the preparation of teachers. A
successful English teacher is one who has deep knowledge of the psychology of learning, development,
and instruction; who is able to apply and draw on this psychological knowledge in her own teaching;
who is able to transform this knowledge when necessary to adapt to new learning situations and
learners; and who is continuously adding to and developing psychological knowledge through informal
inquiry, as well as through formal education. This presentation will show how psychological factors
such as fear of making mistakes and peer-humiliation, shyness, anxiety, lack of confidence and lack of
motivation can strongly hinder students’ ability to speak English. More patience and careful listening
to students with a little guidance will help them to overcome most of these psychological inhibitions.
There are psychological factors worth considering to motivate students with more confidence to
speak English. One of the productive skills in teaching English is that speaking activities must focus
on how to assist students in communicating in English. This is important because most students often
evaluate their success in language learning as well as the effectiveness of their English course based
on how much they feel they have improved in their speaking proficiency.
21
Symposium Program
Room: B002
Presenter: Ms. Layla El-Khatib
Bio: EFL Instructor, Al Yamamah University, Saudi Arabia.
Presentation Title: Bilingual Education in Jordan: Improving its effectiveness
Abstract: Most private schools in Jordan have included English curricula and are implementing bilingual
programs to ensure the future success of their students in the global market. Although a multitude of
studies have been carried out to investigate the effectiveness of bilingual education in different parts of
the world, to this author’s knowledge there has not been any study carried out in Jordan. This research
concentrated on three main factors which are generally held to affect the success of bilingual programs:
(a) students’ adequate exposure to both languages; (b) teachers’ qualifications and relevant professional
development; and (c) parents’ involvement in their children’s education. This study was administered in
two bilingual middle schools in Amman, Jordan. Heads of departments and coordinators in the schools
were interviewed to gather data on the backgrounds and qualifications of their teachers, procedures of
professional development if any, the aims of the schools, breakdown of language contact hours, and
amount of parental involvement in their schools. Arabic and English teachers were also surveyed about
their attitudes, qualifications, aims, professional development, and their perspectives on their students’
competency of each language. Parents’ attitudes to their children’s learning of both languages, namely
Arabic and English were also surveyed. This was followed up by interviewing two Arabic and two English
teachers as well as two parents from each school to gather additional information on their perceptions
and attitudes and to be able to triangulate the findings. This data helps provide a better understanding of
the views and the attitudes of administrators, teachers, and parents towards these bilingual programs.
3:45 - 4:45 pm Presentations & Workshops
Room: B001
Presenter: Dr Muhammad Abdul Wahid Usmani
Bio: Consultant, King Saud University, Saudi Arabia
Workshop Title: Measuring Readability & Constructing Items for Reading Comprehension
Abstract: There are two challenges in making reading comprehension activities for the ELT instructors.
First is choosing the right level of difficulty of reading passage and the second is designing exercises
at different levels of reading. In most cases, ELT instructors have to rely on available resources which
often do not meet the requirements.
In this workshop, the resource person would address both these difficulties. At first, participants
would be involved in hands on exercise for determining the readability of any English Text based
on Fry Readability Graph. This would facilitate participants in selecting the right text for reading
comprehension for their students. The later phase would be focused on the analysis of existing reading
comprehension activities identifying various issues found in reading exercises. Finally, the participants
would be introduced to different levels of reading i.e. Literal, Inferential and Evaluative and how
activities could be designed purely for reading comprehension. It is expected that participants would
be able to identify potential issues associated with reading activities and would be able to design their
own activities based on level of comprehension of their students.
22
the 3rd International ELT Symposium
Room: C001
Presenter: Mr. Paul Woodfall
Bio: Teacher Trainer, Oxford University Press, UAE
Workshop Title: Make learning fun and memorable to motivate!
Abstract: The learner-centred approach has been in vogue for some time now, but the challenges it
poses in this context are often overwhelming. This workshop will explore ways in which teachers can
apply the principles of this approach in classroom practice to facilitate learner responsibility and “buy
in” to the syllabus. It takes into account the above mentioned challenges and suggests ways in which
to convert them into achievements for both teacher and student alike.
Kinaesthetic, visual and auditory activities combine to make language exponents memorable and
personal to the individual while engaging the group in a humanistic way.
Room: C005
Presenter: Dr. Michael Dordick
Bio: English Language Supervisor, INTELP, Saudi Arabia
Presentation Title: Instituting change in English teaching at a Saudi Intermediate School.
Abstract: Saudi Arabia is currently in the process of change in the field of education. This is true also in
the area of English language teaching and learning. But people and institutions are naturally resistant
to change. Bringing language teaching practices up to date requires a concerted effort because it
must overcome inertia and resistance to change
Room: B105
Presenter: Dr. George Mathew Nalliveettil
Bio: Assistant Professor of English, AlJouf University of Saudi Arabia, Saudi Arabia
Presentation Title: Assessing EFL undergraduates in Communicative Language Teaching Classroom
Abstract: In the Universities across Saudi Arabia, English is a compulsory course at the first level
undergraduate education. A student should pass in the first level English course in order to continue
his/her chosen field of study. English language courses at the undergraduate level are intended to
improve communication skills of the students. Course content is linked to communicative activities
and students are expected to actively participate in the classroom sessions. Students’ participation
in communicative activities also contributes to their scores.
Regular assessments are important to
monitor students’ progress in English language skills. Since a course book is designed with variety of
communicative activities, each of this emphasizing particular processes and procedures, influence the
learning outcomes. The present paper outlines current practices and approaches to communicative
activities in the EFL classroom. Most often EFL teachers have difficulty in making skillful and effective
use of assessment in CLT classroom to identify students’ skills. Monitoring the regular progress of
undergraduate EFL students is a central aspect of teaching because it is linked to decision making about
the choice of processes and procedures that facilitate classroom learning. This paper reviews assessment
processes and give resourceful insights to curriculum designers, academicians and researchers.
23
Symposium Program
5:00 - 5:45 pm Presentations
Room: B001
Presenter: Mr. Ahmed Abdulaziz
Bio: EFL instructor, Saudi INTERLINK – Al-Yamamah University, Saudi Arabia
Presentation Title: Accent vs. International English: The Fight Continues
Abstract: In our communication classes, EFL teachers seem to overlook how important it is to
assign some of their class time to teach an accent, and they see it enough for them, as teachers, to
speak right and fluently inside the classroom. In this presentation, the presenter will, first, go over
the definition of “International English”, explain what is meant exactly by the word “accent” in this
context, and discuss if “accent” and “pronunciation” are two synonymous words.
Then, the presenter will refute some expected allegations and justify his belief by giving valid
reasons (from his point of view) why teachers should teach their students a specific accent and why
it is crucial to them. He will point out that he is not aiming for the students to master that accent
(whatever it is) but rather to maintain consistency. After that, he will provide attendees with sample
activities through which teachers can teach an accent and stress its elements such as intonation,
linking sounds, etc. In addition to the activities, the presenter will introduce a course (a book and 4
CDs) that teacher can use or supplement from to teach the American accent as an example. The last
part of the presentation will be open for discussions, questions, and comments.
Room: C001
Presenter: Mr. Fayyaz Malik
Bio: EFL Instructor, Saudi INTERLINK Language Centers (SILC), Al Yamamah University, Saudi Arabia
Presentation Title: Contextualizing in TESOL setting and Dealing with its Complexities
Abstract: Contextualization is a technique to make foreign language teaching more authentic
and meaningful to language learners. However, it can pose its own challenges, especially when
contextualization is adopted as a teaching methodology, which it is not. Within a TESOL (Teaching
English to the Students of Other Languages) setting, there is an urgent and constant need to address
issues like, dealing with diverse learner needs and ever-changing motivation levels. Applying a proper
methodology accompanied with the perfect amount of contextualization can achieve the goals of
culturally responsive teaching satisfying various categories of intelligence within the ELT class.
24
Presenter: Dr. Olasumbo Apanpa
Bio: Senior Lecturer, Tai Solarin University of Education, Nigeria
Presentation Title: Using the 3 R’s to improve teaching/learning strategies in English
Abstract: The paper reports the findings from a study of how mentoring has helped to improve
teacher performance through the use of interactive learning and teaching strategies in teaching
English at the secondary school level in Lagos ,Nigeria. This is against the backdrop of the introduction
and use of Teacher-mentors in Lagos secondary schools. This is also against the background of poor
performance in English for students in public secondary schools. The assertion now is that it is not
just the ‘’content’’, but the ‘’approach’’; that determines students’ performance. Teachers are shown
how the use of interactive teaching/learning strategies can be used to address most of the challenges
in public school education. The immediate improvement in students’ interest and performance is
indicative of the benefits of mentoring for improved learning outcomes.
the 3rd International ELT Symposium
Room: B002
Room: B003
Presenter: Mr. Sayed Hassanein
Bio: Teacher of English, Al Tarbiyah Al Namouthajiyah Schools, Saudi Arabia
Presentation Title: A Research on the Communicative Approach as a Teaching Method
Abstract: This presentation aims at a thorough examination on the communicative approach in the
classroom which is closely related to the student-centered perspective because it focuses mainly
on the learners themselves in terms of teaching the language needed in different kinds of daily life
situations and interactions. As a result, it calls for a real practice of the language inside and outside
the classroom.
The communicative approach dates back to late 1960s: the British linguists saw the need to
concentrate on proficiency rather than mere mastery of structure; they adopted the communicative
method and developed procedures for teaching the four skills that acknowledge the independence
of language and communication. The presentation uses the five principles introduced by Edwards
(2013) for applying the communicative steps in the classroom: learner’s self-autonomy, selfevaluation, learner’s needs, developed practice strategy and flexibility; and it also shows these
conceptions through a poem written by the presenter and provides examples from an intermediate
school in Riyadh.
Teachers from KGs through to high schools will benefit from attending this presentation. They will
learn some procedures found in the communicative method to achieve more fluency and improve
language skills. It will free students from the traditional ways of memorization and teacher-centered
approach that lead to more boredom and are so tiring for the teachers. They will get a deeper
appreciation of the different aspects of communicative approach in teaching. They will also see
some applications of this method in the classroom.
25
Symposium Program
Thursday, November 14, 2013
9:00 - 10:00 am Plenary: Prof. Michael Hoey
Room: Auditorium
Plenary Title: ‘Everybody Loves a Story’: The Humanising Effect of Teaching Textual Organisation
in the ELT Classroom
Abstract: This paper is concerned with examining how one can motivate a learner of English to write
(and enjoy writing) successful short texts by getting them to understand that a great deal of writing
is a form of storytelling. Not only does storytelling humanise the classroom and make language
learning fun but it is a useful skill for the business manager or the scientist.
10:30 - 11:15 am Presentations
Room: B001
Presenter: Ms. Marwa Elshafie
Bio: English Instructor, Training and Development Section, Ministry of Interior, Qatar
Presentation Title: The Neglected World of the Workplace Trainer
Abstract: The aim of this qualitative study is to explore the hidden world of the workplace trainer.
Five trainers from two different institutes in Qatar were interviewed and asked about their opinions
of the employee as a learner, the trainer’s work, and the role of quality
compliance in the training process. After transcribing and analysing the semi- structured interviews,
several themes concerning the employee as a learner had emerged such as the employees’
motivation and the effects of the workplace environment on learning. The
findings also showed the trainers’ need for an adequate professional development plan and a
reconsideration of their power inside the classroom. Regarding the quality compliance, there were
various insights and suggestions for improvement. The results of this study are important to any
workplace trainers, human development, and quality compliance employees or anyone interested
in knowing more about the world of adult learning.
26
Presenter: Dr. Muhammad M. M. Abdel Latif
Bio: Asst. Professor of English, College of Languages & Translation, Al-Imam Mohammad University,
Saudi Arabia
Presentation Title: Standards Movement and Language Education in Egypt
Abstract: The purpose of this study is to highlight the QMR standards that can contribute to
providing a virtual learning space that caters for whole-person learning needs with special focus
on EFL learners. Blackboard tools of communication both synchronous and asynchronous, if used
effectively, have the potential to help in designing quality online courses that make the learning
process more human and with a strong sense of instructors’ and learners’ presence that is sometimes
neglected in online or blended learning environments.
the 3rd International ELT Symposium
Room: C001
The results of such online course design based on QMR standards with Blackboard as the virtual
learning environment is expected to enhance autonomy in learning English as a foreign language. The
typical characteristics attributed to Arab students are that they are obedient, uncritical, and unwilling
to challenge the authority of teachers which are considered as a challenge to the concept of autonomy.
Blackboard tools and opportunities and the design of EFL courses according to QMR standards are
likely to make difference with regard to such cultural characteristics in a way that promotes learners’
autonomy which is a salient feature of the humanistic approach to language learning.
A part of the presentation will be devoted to the current practices at the department of English
of King Khalid University main campus and to what extent adopting Quality Matters standards in
online course designing have contributed to better ELT practices and better learning outcomes.
Room: B002
Presenter: Dr Natalia Oganesyants
Bio: EFL Instructor, Al Yamamah University, Saudi Arabia
Presentation Title: Sustaining Business Rhetoric in Technical Writing: Glocalized Solutions to
Language Learning at YU
Abstract: One of the major challenges in designing curriculum and delivering a Technical Writing
course is the appropriate level of content-based language instruction that reflects the needs of a
target professional domain. Going “glocal” is an authentic approach to customize instructional
goals for the educational context and environment. By utilizing English as a global platform for
business communication, and local business realities, content instruction becomes accessible for
students to engage constructively in projects with a real life focus. The presenter solicits “glocalized”
solutions and shares pedagogical implications that balance language instruction and pragmatics of
stakeholders in teaching female business majors at Al Yamamah University.
27
Symposium Program
Room: C108 (Women Only)
Presenters: Mses. May Al-Tounsi, Sumaia Al-Khatib & Bayan Abu Gaoud
Bios: English teachers, Al-Tarbiah Al-namouthajia, Saudi Arabia
Workshop Title: A Special Day at the Circus: Teaching New Vocabulary for Grade 1
Abstract: This presentation is a sixty–minute professional work shop about using different strategies in
teaching new vocabulary to promote students’ language skills in Grade One. The participants will take
the students’ role to allow them to experience a real lesson in a Saudi Arabian elementary school.
The aim of the workshop is to show how teaching vocabulary can be fun and interesting when a learnercentered model is used. Three years ago INTELP introduced learner-centered teaching to Al Namouthajiya
Schools as it has been proven by researchers to be beneficial to acquiring English. For example, Harden
& Crosby described student-centered learning as “focusing on the students’ learning and ‘what students
do to achieve this, rather than what the teacher does.” (year) This definition emphasizes the concept of
the student ‘doing’. Also, Gibbs (year) stated that with student-centered learning:
• “The learner has full responsibility for her/his learning
• Involvement and participation are necessary for learning
• The relationship between learners is more equal, promoting growth, development
• The teacher becomes a facilitator and resource person
• The learner experiences confluence in his education (affective and cognitive domains flow together)
• The learner sees himself differently as a result of the learning experience”
The teaching materials used to achieve this are: a video of a real circus show, real objects, pictures and
games. Students will watch the video, and then they will guess the topic of the lesson (circus). After
introducing the new vocabulary, students will practice reading and writing and then they will play
different games that are educational and fun and that will support their different language skills. At
the end of the workshop there will be samples of Grade One drawings and photos of their show.
Room: C109 (Women Only)
Presenters: Mses. Jawaher Al-Sulaiman, Farah Al-Maymoni & Atheer Al-Sehali
Bios: , English Teachers, Al-Tarbiyah Al-Namouthajiah School, Saudi Arabia
Workshop Title: Children’s Literature in Promoting Reading/Writing Skills in Grade 5
Abstract: This presentation is a 60-minute professional workshop about using literary works to promote
reading and writing skills in Grade Five. The aim of the workshop is to demonstrate how many language
skills students can develop in one class through the use of a story/novel. As award-winning teacher
and author Lindsey Clandfield stated: “Literature is authentic material. It is good to expose learners to
this source of unmodified language in the classroom because the skills they acquire in dealing with
difficult or unknown language can be used outside the class” and it “encourages interaction” (Teaching
Materials: Using Literature in the EFL/ ESL Classroom). Literature aids language learning in many ways;
for example, a teacher can use story events in classroom activities such as asking students to write letters
to fictional characters to improve their writing skills as well as develop their imagination. The activities
demonstrated in this workshop will help students to read an authentic text, write and perform a simple
dialogue and write a short paragraph. At the end of the workshop, there will be samples of Grade Five
students’ work that will include photographs, videos, journal notebooks and handmade dictionaries.
28
Room: B001
Presenter: Ms. Edith Flahive
Bio: English Faculty, Abu Dhabi Men’s College, UAE
Presentation Title: Facilitating and Dealing with Learner Differences
the 3rd International ELT Symposium
11:30 - 12:30 pm Presentations & Workshops
Abstract: There is no such thing as a ‘standard’ student. All students are different, with varying needs,
wants, and attitudes to learning and teaching. To cater for this diversity, instructors need to be aware
of these differences and equip themselves with the requisite instructional strategies and tools to
accommodate such learners and enable them to reach their full potential. The three categories of
diversity that have been identified as having important implications for learning and teaching are:
differences in students’ learning styles (learners’ perception, interaction with, and response to the
learning environment); approaches to learning (surface, deep and strategic), and levels of intellectual
development (the nature of knowledge, its acquisition and evaluation).
This presentation will review models associated with the three aforementioned categories. The
pedagogical implications and desired learning outcomes will be considered. Participants will be
encouraged to offer examples of the strategies and practices they employ which they consider most
effective when dealing with learner diversity.
Room: C001
Presenter: Dr. Irshad Hussain
Bio: Associate Professor, The Islamia University of Bahawalpur, Pakistan
Presentation Title: Effects of Mother Tongue on Language Learning Strategies of Prospective Teachers
Abstract: The study was designed to explore overall language learning strategies used by prospective
teachers; and to examine effects of mother tongue on choice of language learning strategies by
them. The participants of the study were 162 prospective teachers of different mother tongues of
Pakistan. A SILL (strategy inventory for language learning, Oxford, 1996) questionnaire was used
as main instrument for data collection. The Cronbach Alpha was employed to check the intended
consistency of the strategy questionnaire. A high reliability 0.82 was calculated for the sample which
as compared with acceptable reliable coefficient of .70. The simple descriptive statics were used to
describe level of frequency, while an Analysis of Variance (ANOVA) and the Chi-Square tests were
used to find out relationship between frequency of strategies used and mother tongues difference.
The findings indicated that, on the whole these prospective teachers reported medium frequency
of strategies used in the six main categories of language learning strategies: memory strategies;
cognitive strategies; compensation strategies; meta-cognitive strategies; affective strategies; and
social strategies. The results of data analysis demonstrated that frequency of prospective teachers’
overall reported use of strategies varied significantly in terms of mother tongue.
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Symposium Program
Room: C005
Presenter: Mr. Sayed Ahmed
Bio: Teacher of English, intermediate Namothajiyah School, Saudi Arabia
Presentation Title: How can a teacher motivate and support a teenage student?
Abstract: Teenage is a critical stage where a child moves from the innocence of childhood to the
complex patterns of maturity. Teenagers go through physical, mental, social, and emotional changes.
This presentation will discuss those changes and how they influence and control the teenager’s
interests, thinking and behavior inside classrooms. Dealing with a teenage student is not an easy work.
Today’s teenage student is smart and has a lot of exposure. The net is available and modern technology
is within hands. Teenage students prefer their teachers to value and respect them. A teacher who deals
with teenage students’ needs to have a lot of patience. He needs to know their likes and dislikes, as
well as their favorite subjects, sports, and topics to work with activities that suit them.
This presentation will focus on samples of teenage students, their problems, their behaviors, and
how the teacher used his experience in using different methods and techniques to handle those
problems. For example, a drug-addict student, a talkative, a student who seeks leadership, a
hyperactive student, and a trouble maker.
Teaching teenage students is challenging, but being aware and willing to be creative can help a
teacher to have success with them. A teacher who understands the characteristics of a teenage
student, effective teaching methods and the available resources such as music and songs, role
playing and activities, students’ background, and games to put those methods into practice is a
teacher who will motivate and support a teenage student to learn with interest.
Room: C108 (Women Only)
Presenters: Mses. Eman Hammodah & Fawzia Askar
Bios: , English Teachers, Al-Tarbiyah_Al–Namouthajiah School, Saudi Arabia
Workshop Title: ‘Interactive Games for Young Learners in the English Language Classroom’
Abstract: This is a 60-minute professional workshop about the importance of games for young
learners in a second language classroom. Games can help learners to improve in all areas of their
language skills: language structure, reading, writing, listening and speaking skills. Indeed, according
to Jessica Trybus, an expert in the development of software that uses video game techniques and
technologies for more effective learning: “We don’t need more time in the classroom to learn how
to think and perform in the face of real-world challenges. We need effective, interactive experiences
that motivate and actively engage us in the learning process.” (Game-Based Learning: What it is,
Why it Works, and Where it’s Going). In this workshop participants will have the opportunity to take
part in a variety of games in order to experience how, through their use, learners might acquire and
reinforce English language skills.
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Presenters: Mses. Khulood Al Harbi, Elham Zaghmout, Noura Al-Shehri & Sumayah AlHoussaini
Bios: ESL Teachers , Altarbiyah Alnamothageah School , Saudi Arabia
Workshop Title: Drama in ESL for Young Learners
Abstract: This is a sixty-minute professional workshop about using drama in the ESL classroom.
Drama can help to develop language skills such as reading, writing, speaking and listening and is
a way of making students engage more fully with the language as they attempt to act out ‘real’
situations. According to Anna Scher: “The educational benefit of drama is not just limited to the
exploration and expression of the child’s own feelings and ideas by itself. No child is an island,
and sooner or later the child needs to communicate those feelings and ideas with other people,
and so receive similar communication from them. The more effectively this can be done, the more
satisfactory the experience will be, and this is where the teaching of drama technique comes in: it
is taught so that the children’s desire to communicate will not be frustrated by their lack of the best
means with which to do so.” (100+ Ideas for Drama by Anna Scher & Charles Verrall ) The students
can practise different activities and achieve various levels of the same objective using the four main
skills. At the end of this workshop, there will be a sample of the students’ projects and a student will
perform her own project.
the 3rd International ELT Symposium
Room: C109 (Women Only)
1:15 - 2:15 pm Plenary: Prof. Charles Hall
Room: Auditorium
Plenary Title: English for Specific Purposes: English for Humanizing Purposes
Abstract: English has become an essential, basic tool for social progress as the first truly global lingua
franca (ELF). To maximize this uplifting effect of ELF, we can humanize ESP by incorporating inverting
techniques and approaches in the traditional classroom. These approaches allow us to emphasize
learning rather than teaching and open doors to life-long opportunities for social, economic, and
personal growth for our students. But our impact doesn’t stop here. The inverted ESP/ ELF class
benefits all stakeholders – not just the learner, but the family, community, nation, and ourselves.
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Symposium Program
2:30 - 3:15 pm Presentations
Room: B001
Presenter: Mr. Daniel Baxter Jackson III
Bio: Integrated Skills Instructor, United Arab Emirates University, UAE
Presentation Title: Student Constructed Learning Resources with Mobile Learning Technology
Abstract: Using Vgotsky’s Zone of Proximal Development as a theoretical basis, the old adage that
the best way to learn something is to teach it to someone else is explored using the latest in mobile
learning technology: the iPad and an application called Educreations.
With these two tools, learners were challenged to create video lessons in which they explained one of
the grammar points covered in class. Using the voice recording and tactile features of the application
Educreations, students illustrated their examples visually with handwriting, text and pictures in a
Socratic fashion - with questions and answers. This verbal and tactile interaction allowed learners to
scaffold off of each other’s knowledge while filling in their own grammatical gaps in the language.
As the video lessons were recorded and compiled on the class website for future reference, they
became a resource for future reference and use and encouraged learner autonomy by empowering
them to take responsibility of their own learning within the sphere of their own learning
community.
For the teacher, these videos (and others created by the teacher using this app.) can be used to ‘flip’
their classrooms so that rather than spend valuable class time on the delivery of material, students
can watch the videos beforehand which allows the focus of class time to be shifted towards the
application of new knowledge instead of on its delivery. Additionally, the videos can be used by
students to review for an exam, or if they missed a class.
Room: C001
Presenter: Ms. Katrina Baran
Bio: Instructional Coordinator, Al Yamamah University, Saudi Arabia
Presentation Title: Integrating Needs Assessment Into Your Classroom
Abstract: The importance of needs assessment is stressed continuously in ELT training and resources,
however, it can be a challenge for individual teachers to actively integrate assessments and findings
from these assessments into their real-world classrooms. This presentation aims to provide teachers
with a brief overview of different types of needs assessments, as well as specific resources, ideas and
examples that can be implemented in the classroom. This presentation will also discuss the use of
assessments in order to create buy-in from students and encourage more student ownership over
their own learning.
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Presenter: Ms. Naila Masud
Bio: EFL Instructor at ELI King Abdul Aziz University, Saudi Arabia
Presentation Title: “New Methods of teaching Listening Skills, Active and Effective Listening in
ESL classes”
Abstract: This presentation reports on some initial findings from action research study with the
aim to make Listening Skill more effective and more active to the EFL/ESL teachers and learners.
Listening is sometimes the most problematic skill in a foreign language classes. It is also observed
that significant number of students, who may have somehow managed to “get by” in other subjects
or classes, often hit a wall when it comes to the “Listening” to a second language acquisition. Many
students suffer a sharp drop in their grades, reluctant to the language and even willing to drop
out this skill in the class. This is now recognized by many, and much work is being done to how to
improve, motivate the students and to enhance their abilities to this skill. In this presentation, Mrs.
Naila Masud offers an overview of “Listening as a Skill” followed by an illustration of how the EFL/
ESL classroom presents barriers to students and then will introduce from some practical experiences
about new teaching methodologies, useful tips, steps and suggestions teachers can take to help to
overcome these issues and make their tasks more interesting, active and effective to them.
the 3rd International ELT Symposium
Room: C005
Room: B002
Presenter: Mr. Abdulghani Tour
Bio: English Language Teacher, Majmaah University, Saudi Arabia
Presentation Title: Challenges of Teaching EFL in Large Classes. A case study of College of Prep
Year, Majmaah University
Abstract: Does class size matter? This question has been raised in different talks related to class size.
However, the literature review shows no concrete evidence that class size has magnificent effects on
the quality of learning.
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Symposium Program
3:30 - 4:15 pm Presentations
Room: B001
Presenter: Ms. Lynne Robinson
Bio: English Lecturer, Petroleum Institute, UAE
Presentation Title: A personalised Approach to Teaching Critical Thinking and Writing
Abstract: In recent years, the importance of critical thinking in writing based contexts has been widely
acknowledged in the field of English Language Teaching. A great deal of the input provided in course
materials and in classroom practice activities focuses on the discursive type essay where students
are required to discuss two sides of an issue or argument and justify their own position. Students
coming straight from high school in Gulf countries often struggle with this type of writing, not only
because the concept of criticality is new, but also because they often lack the ‘world knowledge’
required to draft and write a convincing essay. At the Petroleum Institute (PI) in Abu Dhabi, a writing
program has been under development whereby students themselves are directly involved in the
thinking and problem solving process on a more personalized basis. Through focusing on topics that
are relevant to the students’ own lives or on tasks where students themselves are directly involved
in the problem solving process, teachers have found that students are much more motivated to
think about and explore the problems and solutions in a critical way. As such, the writing process
becomes a means for expressing such problems and solutions rather than being a problem itself.
The presenter will show and discuss samples of prompts that have been used at the PI and samples
of students’ writing that have developed as a result of this more humanized approach.
Room: C001
Presenter: Ms. Sarah Springsteen
Bio: EFL Instructor, Al Yamamah University, Riyadh, Saudi Arabia
Presentation: A Practical and Noisy Approach to the Silent Way
Abstract: Too often the Silent Way is regarded by teachers as something interesting but impractical
in application in a normal classroom setting. Its proponents are thought of as aloof, and existing only
within academic ivory towers. Its methods are also commonly misunderstood, with most teachers
believing they have no right to speak, if employing the Silent Way approach. When new teachers
are being trained on the variety of classroom approaches available in TESOL, it is often glossed over
as a unique side note, and rarely properly discussed. This presentation is about making Silent Way
approachable and practical to everyday teachers. It’s about learning how each teacher can begin to
add to her or his classroom simple practical and useful bits of Silent Way methodology. The presenter
would first like to present the theory behind the Silent Way and its three most important tenets.
Following this the presenter will discuss the common misconceptions of Silent Way as a teaching
approach and debunk them. Then the presenter will give practical examples of ways to employ
Silent Way methods in Saudi classrooms.
34
Presenter: Ms. Chahrazed Mouhoubi-Messadh
Bio: Lecturer, Department of English, the University of Algiers2, Algeria
Presentation Title: Dealing with foreign language speaking anxiety: What can the language teachers do?
Abstract: Foreign language anxiety has been investigated as a situation-specific anxiety related to
the language classroom. Lately, researchers focused on a skill approach and dealt with language
anxiety from a skill perspective, mainly the productive ones, focusing on its debilitating effects on
the language learners. On the basis of language anxiety research, this paper provides a discussion
of language anxiety literature with specific reference to the speaking skill. A further aim of this
paper is to suggest some possible pedagogical measures, relying on a research study on EFL
speaking anxiety conducted in Algeria that would help learners as well as teachers overcome major
hindrances of anxiety. As Horwitz et al (1986) suggest there are two basic options for the language
teacher in dealing with language anxiety: a) Help students cope with anxiety-producing situations;
b) Make the learning context less stressful. In line with this view and by extension, the present paper
concentrates on these two approaches that would seem to apply in the case of speaking anxiety.
Room: B002
Presenter: Dr. Muna Aljohani
the 3rd International ELT Symposium
Room: C005
Bio: Quality Consultant, University of Tabuk, Saudi Arabia
Presentation Title: Humanistic Approach in Education
Abstract: Humanistic education is concerned with personal development, self-acceptance, and
acceptance by others (Moskowitz, 1978). According to Moskowitz, humanistic education emphasizes
the learner’s feelings and uniqueness of each individual. In this regard, Rogers (1961) argues that
“individuals should interact with one’s real self, the self that underlies surface behavior
Humanistic education enhances the teaching of the basics. Many of the major books and articles on
humanistic education show teachers how to do a more effective job of teaching reading, writing,
math, social studies, etc. Many of the best traditional-subject-matter teachers integrate humanistic
education methods and materials into their basic curriculum. Rather than ignoring the basics,
humanistic educators seek to expand our concept of what basic education is, saying that basic skills
for surviving in today’s world go beyond reading, writing, computation, and vocational skills and
include other skills for communicating, problem-solving and decision-making.
In the field of education and especially in society today, “humanistic education” is the subject of considerable
interest and controversy. Many people of good will immediately react “for it” or “against it,” depending on
previous experience with the term...Actually, the term means many different things to different people
.Ktaib and Hamdi (2012) stated that “The term humanism was coined by the early 19th century German
educator Niethammer. It was used to refer to an education based on the Greek and Latin classics (Craig,
2005, p. 395). Lamont (1997) considers humanism as “a philosophy of joyous service for the greater good of
all humanity in this natural world and advocating the methods of reason, science, and democracy” (p.13).
Moskowitz defines humanistic techniques as the techniques that “blend what the learner feels, thinks and
knows with what he is learning in the target language” (as cited in Richards and Rodgers, 2001, p.90). “this
presentation will aim to answer the following questions:-What is humanistic education?
- what are the instructional implications of humanistic theory?
- what are the standards of foreign language education?
35
Symposium Program
Room: B003
Presenters: Mr. Ashraf Elashkar & Mahdy Elkhouly
Bios: EFL Instructors . Trbyh Schools, Saudi Arabia
Presentation Title: Reading Fingers
Abstract: Fingers can talk! When students read fingers they contribute to the learning process, hear
and learn from the contributions of other students, form sentence structures, correct themselves,
and enjoy learning in a highly participatory classroom. Students work collaboratively. They do not
compete with one another.
The teacher’s silence is golden! It gives him a chance to monitor and assess his students in real time during
the learning process instead of waiting to the end of an activity to collect the results. In this way, the
teacher can choose when to use repetition and substitution to reinforce the language being acquired.
The presenters have prepared an in-class video that shows how the students successfully reacted to
these techniques. Without being told, students naturally adopt the same techniques modeled by the
teacher to correct each other and to keep the class focused and on task. With reading fingers, students
are so focused on learning that discipline problems disappear without intervention by the teacher.
The presenters have been applying the Reading Fingers techniques to Saudi elementary school
students in grades 1, 2 and 3 who are learning English as a foreign language. We will lead a discussion
about how to apply these techniques to this and other age and cultural groups.
In addition to a live demonstration of these techniques, the presenters will make available to
attendees written and video resource materials for future reference.
Room: Auditorium
Interactive Panel Title: The Preparatory Year in Saudi Arabia
Presenters: Dr. Connie Mitchell: Prince Sultan University, Ms. Shauna AlKhatib: Princess Noura
University, Dr. Aisha Hussain: Al Ghad Schools, Dr. Nebila Dhieb-Henia: Saudi INTERLINK/
AlYamamah University
Moderator: Mr. Charles Shuaib Vincent: Saudi INTERLINK/AlYamamah University
36
Mr. Ahmed Ali Saleh Al Ajmi
Bio: Lecturer, Rustaq College of Applied Sciences, Oman
Title: Collaborative Writing in an EFL Context: A Quest for Improvement
Abstract: The importance of team-based writing is well attested in ELT. Nowadays, a number of EFL
institutions base some writing tasks on collaborative writing which require students to complete
writing projects together as a team. Collaborative writing is seen as central to the language teaching
classroom (Batstone, 2010). Based on this view, group-based writing has a number of benefits for
students as it promotes learner autonomy, encourages students to share their experiences, and learn
from each other. On the teachers’ side, team-based writing would lessen the burden of marking a
huge number of projects written by the individual students. Yet, it is important to take into account
that collaborative writing tasks should be well designed and monitored (Storch, 2011). This paper
attempts to answer the following research questions: What are the students’ perceptions of team
writing projects? What are the challenges the students face when they write their projects in teams
and how both teachers and students can make team project writing effective? To answer these
research questions, the study employs a questionnaire and focus group interviews to collect the
data. The quantitative and qualitative findings of the study suggest some pedagogical implications
for team writing projects in the EFL classrooms.
the 3rd International ELT Symposium
Poster Presentations
Dr Basmah AlSaleem
Bio: Assistant Professor, The World Islamic and Sciences University, Jordan
Title: The Interactive Whiteboard in English as a Foreign Language (EFL) Classroom
Abstract: This study investigates the uses of the Interactive White Board in foreign language
classrooms. The researcher discusses how interactive whiteboards can be used to facilitate the
teaching process, and then she discusses how it can be used to facilitate the learning process. Finally,
she analyses the uses of interactive whiteboards in foreign language classrooms.
Mr. Matthew Michalski
Bio: Lecturer in English Language, SILC, Al Yamamah University
Title: What makes a good teacher? The curious case of Al Yamamah University
Abstract: Throughout my teaching career, I have been trying to come to some sort of a conclusion
as to what exactly makes a good teacher. From my perspective, it has been, and still is, a serious
issue due to huge literature, varying opinions and points of view. I decided to turn tables and ask my
Al Yamamah students what makes a good teacher. Most of them opened up and talked to me. My
conclusions are amazingly interesting, very truthful and surprisingly accurate.
37
Symposium Program
Mr. Joseph Philiips
Bio: Regional Director, INTERLINK Language Centers, Saudi Arabia
Title: Serving Students via The Curriculum Kitchen
Abstract: Sharing resources and ideas among instructors is an essential part of a successful English
language program. Considering the plethora of information and materials available to today’s instructor,
it is often difficult to develop a framework in which teachers can effectively and efficiently collaborate
with one another. A space, both physical and virtual, is vital to ensure the free flow of ideas.
Starting from the idea that effective language learning is based on the needs of students, the
Curriculum Kitchen is a room set aside within the school in which teachers are encouraged to interact
with new techniques, materials, and pedagogy. While standard resource rooms provide materials,
a Curriculum Kitchen supports teachers moving beyond their own personal bubble and drawing
upon the knowledge, talents, and materials of others.
The design of the room itself can take on various aspects based on available space and resourcing;
however, the room should focus on providing the raw materials for teachers to develop their ideas
and the framework in which they can share what they have developed. To complement and enhance
the physical room, teachers also have access to an online resource center. This online space, which is
dedicated to teachers digitally documenting their work for others to see and learn, posing questions
to other instructors to open discussion, and sharing best practices that have proven effective, can
take the form of a blog, Facebook page, or Google Drive account.
Mr. Amjad Taha
Bio: English Instructor, Al Yamamah University, Saudi Arabia
Title: ESL/EFL websites for everyone
Abstract: This poster-presentation aims at introducing the teachers of English to the most useful
and interactive ESL/EFL websites and blogs. This presentation will give an overall summary of each
website with some guidance on how to use the website in the classroom. Moreover, the presenter
will share with the audience some tips on how to best utilize these online resources with their
students.
38
Title
Preparation Year Programs: Added Value or Wasted Time
Curriculum-savvy teachers for humanizing the ELT classroom
Setting the Record Straight: Myths about L2 Reading and Reading
Instruction
Name
Capacity
Room
Al Eisa , Dr. Ahmed
800
Auditorium
Daoud , Prof. Mohammed
800
Auditorium
800
Auditorium
Grabe , Prof. William & Prof.
Fredricka Stoller
English for Specific Purposes: English for Humanizing Purposes
Hall , Prof. Charles
800
Auditorium
‘Everybody Loves a Story’: The Humanising Effect of Teaching
Hoey, Prof. Michael
800
Auditorium
Interactive Panel
800
Auditorium
Standards Movement and Language Education in Egypt
Abdel Latif
100
C001
Accent vs. International English: The Fight Continues
Abdulaziz
100
B001
Ahmed
60
C005
30
C109
Textual Organisation in the ELT Classroom The Preparatory Year in
Saudi Arabia
How can a teacher motivate and support a teenage student?
Drama in ESL for Young Learners
Using Research Skills and Group Work to Produce a Newspaper
Humanistic Approach in Education
Children’s Literature in Promoting Reading/Writing Skills in Grade 5
Developing Reading Skills in Grade Three in KSA
A Special Day at the Circus: Teaching New Vocabulary for G1
Using the 3 R’s to improve teaching/learning strategies in English
Al-Harbi, Zaghmout, AlShehri & Al-Houssaini
Al-Ajmi, Al-Thunayan & Al
Ghunaimi
Aljohani
Al-Sulaiman, Al-Maymoni &
Al-Sehali
Altayyar
Al-Tounsi, AL-Khatib & Abu
Gaoud
30
C109
30
B002
30
C109
30
C108
30
C108
Apanpa
30
B002
Baran
100
C001
Dordick
60
C005
Elashkar & Elkhouly
30
B003
Eldai
60
C005
El Kashlan
100
C001
Bilingual Education in Jordan: Improving its effectiveness
El-Khatib
30
B002
The Neglected World of the Workplace Trainer
Elshafie
100
B001
Ezza
100
B001
Flahive
100
B001
Hammodah & Askar
30
C108
Integrating Needs Assessment Into Your Classroom
Instituting change in English teaching at a Saudi Intermediate School
Reading Fingers
Attitudes of Majmaah University Students Towards Mobile Assisted
Language Learning Assisted Language Learning
Teacher Performance Evaluation using 360 degree Feedback
Assessment to achieve Quality
Integrating an Intercultural Dimension in a Saudi EFL Classroom
Facilitating and Dealing with Learner Differences
Interactive Games for Young Learners in the English Language
Classroom
the 3rd International ELT Symposium
List of Sessions
39
Symposium Program
Title
A Research on the Communicative Approach as a Teaching Method
Effects of Mother Tongue on Language Learning Strategies of
Prospective Teachers
Teaching Vocabulary in a Student-Centered Way in Grade 2
Student Constructed Learning Resources with Mobile Learning
Technology
Exhibiting Exceptional Education with Edmodo and ePortfolios
Teaching ESL through Debates and Speeches of the Presidents of
USA
Contextualizing in TESOL setting and Dealing with its Complexities
Project–Based Learning in Grades 4, 5 & 6 in KSA
New Methods of teaching Listening Skills, Active and Effective
Capacity
Room
Hassanein
30
B003
Hussain
100
C001
Jaber & Maklad
30
C108
Jackson III
100
B001
Johnson-Tyas
100
C001
Lodhi & Sajjad
25
B105
Malik
100
Mandow, Salah & Hmaid
C001
C108
Masud
60
C005
Morgan
100
B001
Mouhoubi-Messadh
60
C005
Nalkara
100
C001
Nalliveettil
25
B105
Oganesyants
30
B002
Listening as opposed to Teaching English: Psychological Factors
Ramadan
60
C005
A personalised Approach to Teaching Critical Thinking and Writing
Robinson
100
B001
Effective corrective feedback: Students vs. teachers’ beliefs
Salah El-Din
100
B001
A Practical and Noisy Approach to the Silent Way
Springsteen
100
C001
Tour
30
B002
Usmani
100
B001
Woodfall
100
C001
Listening in ESL classes
English Teaching Forum: Top Tips for Authors
Dealing with foreign language speaking anxiety: What can the
language teachers do?
English Language Teaching: A Collaborative Learning Process
Assessing EFL undergraduates in Communicative Language
Teaching Classroom
Sustaining Business Rhetoric in Technical Writing: Globalized
Solutions to Language Learning at YU
Challenges of Teaching EFL in Large Classes. A case study of College
of Prep Year, Majmaah University
Measuring Readability & Constructing Items for Reading
Comprehension
Make learning fun and memorable to motivate!
40
Name
the 3rd International ELT Symposium
Our Sponsors
The Symposium is under the auspices of the Ministry of Higher Education
MINISTRY OF HIGHER EDUCATION
41
Symposium Program
42
Third International ELT
Symposium Location : Floor Plan
43
the 3rd International ELT Symposium
Symposium Program
Exhibition Listing
Al Yamamah University
info@yu.edu.sa
Al Yamamah University provides academic instruction and professional training of the highest standard
that imparts to its students a life-long dedication to learning and self-development, while enabling the
rising generation to shape a future marked by positive social and economic progress.
AMIDEAST
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AMIDEAST is a leading American non-profit organization engaged in international education, training
and development activities in the Middle East and North Africa. Today AMIDEAST programs and services
touch the lives of half a million individuals a year – improving educational opportunities and quality,
strengthening local institutions, and developing language and professional skills critical for success in
the global economy.
British Council
zina.bowey@sa.britishcouncil.org
We connect people with learning opportunities and creative ideas from the UK to build lasting
relationships around the world.
Cambridge
w.ritson@obeikan.com.sa
Cambridge University Press dates from 1534 and is the publishing business of the University of
Cambridge. We further the mission of the University of Cambridge by disseminating knowledge in the
pursuit of education, learning and research at the highest international levels of excellence.
IDP Australia
marwan.jaradat@idp.com
IDP Middle East has become a trusted name for students looking for an education in Australia. Backed by
IDP’s well-established global network, international students receive expert information on the range
of Australian education options available to them. IDP counsellors are specialists in their field. They
provide personalized service to students, advising them on the best ways to achieve their education
and career goals. They also help students in understanding Australian student visa regulations and
submission of their visa applications.
INTELP
wgray@interlink.edu
INTELP is a partnership program established in 2010 between INTERLINK, a US based education provider,
and Al Namouthajiyah School, a private school in the Rayan district that caters towards 8000 students
from KG through to high school. INTELP, led by a team of 9 teacher training specialists, aims to establish
best practices in ELT through the provision of intensive teacher training and supervision delivered
throughout the school year, and on site at Al Namouthajiyah School. INTELP’s motto is to ‘learn English
by using English’, and the principles that guide the program are centered on needs-based, heuristic and
interactive learning. 44
msisay@pmu.edu.sa
KSAALT was created in 2006 and it is entering its 6th year 2011 - 2012. We aim to provide English
Language and English as a Medium teachers with monthly professional development seminars and
an environment for social networking. The seminars vary in topic from workshops on methods and
techniques directly applicable to classroom teaching and on academic or pedagogical teaching issues.
Our monthly presenters vary from members sharing their knowledge or invited international guests
notable in the TEFL / TESL field.
McGraw Hill
the 3rd International ELT Symposium
KSAALT RC (Riyadh Chapter)
Thanos.Blintzios@mheducation.co
McGraw-Hill ELT puts the teacher first through excellent content and service, enabling students to
communicate in English across all countries and cultures.
OUP
tariq.albuhosi@oup.com
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective
of excellence in research, scholarship, and education by publishing worldwide.
Saudi Gazette
pr@saudigazette.com.sa
The Saudi Gazette is one of the largest, and most read newspapers in Saudi Arabia. For more than 30
years, The Gazette has been committed to delivering readers the news and information they rely on in
a format they enjoy.
US Embassy
EduRiyadh@state.gov
Currently, the United States is pleased to host over 71,000 Saudi students studying in the United States.
From English language programs to academic degrees, their studies cover a wide spectrum of majors
and disciplines, and they are represented in every state in the union. If you are interested in studying
in the U.S., we can help you explore the wealth of educational opportunities available through our
educational exchange programs and advising centers.
45
Symposium Program
46
Index of Participants
Abdulaziz, Ahmed
ahelmy@interlink.edu
Abu Gaoud, Bayan
bayoonm@hotmail.com
Ahmed, Sayed
mrsayedewais@yahoo.com
Al Ajmi, Ahmed Ali Saleh
ahmed.ali.alajmi@gmail.com
Al-Ajmi, Joza
english_2275@hotmail.com
Al-Asqah, Sara
ms.s-e-a@hotmail.com
Al Eisa, Ahmed
amaleisa@englishgate.edu.sa
Al-Harbi, Khulood
khulood.harbi@gmail.com
Al-Houssaini, Sumayah
soso-vip20@hotmail.com
Al-Khatib, Sumaia
suekhatibksa@hotmail.com
Al-Maymoni, Farah
f_arrohy22@yahoo.com
AlSaleem, Basmah
biblackiris@gmail.com
Al-Sehali, Atheer
Athory@msn.com
Al-Shehri, Noura
inoorah.vip@gmail.com
Al-Sulaiman, Jawaher
J.alsulaiman@live.com
Altayyar, Basmah
redflower_2009@hotmail.com
Al-Thunayan, Danah
danah.althunayan@yahoo.com
Al-Tounsi, May
ok_memoo@hotmail.com
Apanpa, Olasumbo
sisimama2010@gmail.com
Askar, Fawzia
fawzia.Askar@gmail.com
Baran, Katrina
katrinabaran@yahoo.com
Daoud, Mohammed
mbhdaoud@gmail.com
m_dordick@yu.edu.sa
Elashkar, Ashraf
ashraf@trbyh.edu.sa
Eldai, Suliman
khairi_alzubaidi@yahoo.com
El Kashlan, Ahmed
kashlan@aast.edu
El-Khatib, Layla
lalkhatib@interlink.edu
Ezza, El-Sadig
sadigss@yahoo.com
Flahive, Edith
edith.flahive@hct.ac.ae
Grabe, William
William.Grabe@nau.edu
Hall, Charles
charleshall@rocketmail.com
Hammodah, Eman
eman-.2009@hotmail.com
Hassanein, Sayed
abubudy_2003@hotmail.com
Hmaid, Amira
renadbasil2@gmail.com
Hoey, Michael
hoeymp@liverpool.ac.uk
Hussain, Irshad
irshad.hussain@iub.edu.pk
Jaber, Mouna
Mounajaber@hotmail.com
Jackson III, Daniel Baxter
baxter.jackson@uaeu.ac.ae
Johnson-Tyas, Isaac
ijohnson@interlink.edu
Maklad, Montaha
montha1976@hotmail.com
Malik, Fayyaz
Fayyaz@interlink.edu
Mandow, Abeer
queen.flower2010@hotmail.com
Masud, Naila
n4masud@hotmail.com
Michalski, Matthew
michalski@interlink.edu
the 3rd International ELT Symposium
Dordick, Michael
47
Symposium Program
48
Morgan, Lisa
MorganLA@state.gov
Mouhoubi-Messadh, Chahrazed
cmessadh@yahoo.co.uk
Nalkara, Shaju
snalkara@arabou.edu.sa
Nalliveettil, George Mathew
ngeorgeresearch@gmail.com
Oganesyants, Natalia
n_oganesyants@interlink.edu
Phillips, Joseph
jphillips@interlink.edu
Richards, Cameron
cameronkrichards@gmail.com
Robinson, Lynne
lrobinson@pi.ac.ae
Salah, Dalia
aymans@tarbyh.edu.sa
Salah El-Din, Yasmine
yasmine@aucegypt.edu
Springsteen, Sarah
sarahms@interlink.edu
Stoller, Fredricka
Fredricka.Stoller@nau.edu
Taha, Amjad
ataha@interlink.edu
Tour, Abdulghani
abdalgani71@yahoo.com
Usmani, Muhammad Abdul Wahid
awusmani@yahoo.com
Woodfall, Paul
paul.woodfall@oup.com
Zaghmout, Elham
Elham.zaghmout@gmail.com
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