Conference Committee Chair
Seoul Women’s University and Hanyang University
Identity Unleashed: Lessons from Korea’s Democratization
Korean democratization empowered citizens to wrestle control from the state. Since then, historically overlooked identities, from Joseonjok and third culture kids to disabled voices and feminists, have emerged and positioned themselves as essential to the nation’s social fabric. We now have a world of labels, some viewed positively and some viewed negatively accordingly. By reflecting on both the benefits and challenges of a more identity-conscious society, I can’t help but wonder what an identity-free world would look like? I also try to argue that true inspiration comes from lived action, embodying the values we hope to see in the world, creating spaces for diverse voices, and behaving honestly.
Key Words: Identity, Korea, Democratization, Joseonjok, Third culture kids, Feminist voices, Disabled voices, Lived action
University of Nottingham Ningbo China
Seoul National University of Science and Technology
Are We Legitimate Teachers?: A Duoethnography of Two Foreign English Teachers in Korea
This presentation is about how foreign English teachers (FETs) in Korea negotiate their professional legitimacy. To explore this topic, we - the two presenters, one from Kyrgyzstan and the other from the UK – conducted a duoethnographic project focusing on our own experiences as English teachers. We used the framework of ‘being, becoming, and belonging’ to analyze our own narratives. We identified the ways in which we sought legitimacy and the sorts of affordances/barriers we each encountered. In this presentation, we will share our stories and highlight some of the differences – and the surprising similarities – between us as so-called native and non-native FETs. Based on these findings, we offer some theoretical, communal, and personal suggestions that will be of interest to researchers and practitioners who wish to create a more fair and equitable ELT field in Korea and beyond.
Key Words: Teacher identity; Teacher legitimacy; Native-speakerism; Narrative research; Duoethnography; Korean ELT
Semyung University / KOTESOL Classroom Management SIG
Fostering Learner Agency: Tools for Increasing Engagement and Agency
In this workshop, we will explore practical ways to foster learner agency through student-centered teaching. Many EFL teachers face students who remain passive or disengaged; this session shows how small shifts in classroom design—such as choice-driven tasks, collaboration, and goal setting—can increase ownership of learning. Participants will experience these strategies through collaboration and peer brainstorming, then share ideas with one another. By the end of the session, participants will leave with adaptable activities, and an intuitive sense of how to create engaging lessons where students move from passive listeners to active contributors.
Key Words:Growth mindset, agency, reflection, collaboration, autonomy
Educator
Why are we here?: Rethinking the Language Learning and Teaching Experience
The session will explore various aspects of purpose-driven language learning and teaching. Too often, courses are designed around grading issues of fairness, time needed to grade, and compatibility with other courses. The reason for learning often gets lost in this laundry list of teacher concerns. Let's go back to the basic question of 'Why are we here?' as teachers and learners and then build out our courses to best address the true needs of our learners. This session is best for teachers of adult learners or those with specific language learning objectives.
Key Words: Purpose-driven language learning, PDLL, motivation, adult learners, ESP, language learning with AI
Chosun University, Retired
Honing Your Citation and Reference Skills: APA Style
Thinking of writing up a research report? Befuddled by how to present in-text citations and a list of reference items? Perplexed by APA Style? Worried that your paper may be rejected because of poor reference/citation formatting? If so, this is the session for you. In this workshop, we will cover proper APA Style formatting for both narrative citations and parenthetical citations, and their possible variations. We will also cover formatting for the major reference items found in reference lists: books, journal articles, and book chapter/articles. The main changes in the most recent edition of the APA Style guide will also be explained, and time for a question-and-answer session will be provided. The goal is for the attendee to be able to leave the session with the knowledge and skill to format their research paper references and citations with a newfound confidence.
Key Words: APA Style (7th), in-text citations, reference list, formatting
SUNY Korea / KOTESOL Incheon Chapter
Passing Notes with Purpose: Exit Slips as Student Voice in the Classroom
Once a mischievous way to pass secret messages in class, “notes” can become one of the most powerful tools for student voice and reflection. Exit slips, such as short written or digital reflections at the end of class, allow learners to “pass notes” to their teacher in a purposeful way. These notes reveal how students view their engagement, what they understand, and where they need more support. Just as importantly, they encourage self-awareness, reflective learning, and give quieter students a safe platform for expression and communication. For instructors, exit slips open a direct channel of dialogue, providing actionable insights that inform more responsive and student-centered teaching. This presentation will demonstrate practical strategies for implementing exit slips effectively, highlighting how this small shift can build trust, adapt teaching to student needs, and transform everyday lessons into opportunities for agency and identity.
Key Words: Student Voice, Reflective Practice, Reflective Learning, Engagement, Feedback, Agency, Adaptive Teaching, Student-Centered Practice, Communication
Sunchon National University
Role of English as Medium of Instruction (EMI) in Developing Writing Skills of Alternative School Students in South Korea
Using English as a Medium of Instruction (EMI) is increasingly regarded as a pathway to globalization, yet most studies in South Korea have focused on conventional schools, leaving alternative schools underexplored. Addressing this gap, the present quasi-experimental study examined the effects of EMI on the academic writing skills of 40 students in South Korean alternative schools over a 120-hour intervention. Guided by DeKeyser’s Skill Acquisition Theory, instruction emphasized key IELTS writing components—coherence, cohesion, vocabulary, grammatical accuracy, and task achievement—delivered through content-based EMI lessons. Pre- and post-tests using IELTS descriptors demonstrated significant gains, particularly in coherence and vocabulary. Findings suggest EMI is pedagogically feasible for enhancing academic writing even in non-traditional educational settings. By providing empirical evidence of EMI’s effectiveness in alternative schools, this study expands contextual discussions on diverse educational environments and highlights the potential of varied EMI strategies to address students’ differing learning needs.
Key Words:
English as a Medium of Instruction (EMI); Academic Writing; IELTS Writing Descriptors; Alternative Schools; Skill Acquisition Theory; South Korea
The Use of LLMs in Student Reflection Practices
Self-reflection is widely recognized as a valuable tool for fostering intrinsic motivation and cultivating lifelong learning. This work explores the integration of large language models (LLMs) into the reflective process to support students in more effectively identifying key aspects of their personal and academic development. In particular, the use of LLMs is examined as a means of helping students highlight and acknowledge their strengths, alongside areas for growth. By enhancing the depth and balance of reflection, this approach aims to strengthen students’ capacity for self-awareness, resilience, and sustained motivation in their learning journeys.
Key Words: Self-reflection, motivation, LLM, Academic Writing, EAP, lifelong learning, Student agency, AI in education
Private Academy / KOTESOL Gyeonggi Chapter
Getting the Conversation Rolling: Using Dice in Speaking Activities
This 101 talk will explore how speaking dice can be used to liven up classes with young learners, increase interaction with peers, and help students find their voice in English classes. After briefly reviewing some different ways dice-related activities can be used in the EFL classroom, the audience will participate in classroom activities using speaking dice. The activities will then briefly be reviewed in the context of EFL teaching theory. The participants in this talk will come away with practical classroom activities to increase engagement and participation, a starting point for their own ideas for using games for teaching speaking, and a refresher on practice-oriented theory.
Key Words: teaching speaking, hagwon, young learners, classroom management, voice, game-based learning
Wonkwang University
Picture Cards: A Teacher's Lifesaver
In this short talk, you will discover how simple picture cards can become powerful tools in any conversation class. As a flexible tool, they can turn any dead-air moment into a learning opportunity. They are portable, incredibly versatile, and can be used and reused in perpetuity! Discover this lifesaver that can fill up those last few minutes before the bell or spice up a low-energy conversation session.
Key Words: Teaching resources, Teaching materials, Conversation classes, Visual tools
Youngsan University
A Comparative Study of Korean and International Students’ IELTS and TOEFL Preferences Across Five Nationalities
This study investigates the preferences, motivations, and perceptions of Korean and international university students regarding two major English proficiency tests: IELTS and TOEFL. Focusing on five nationalities—Korea, Uzbekistan, Vietnam, China, and Nepal—at a Korean university, it examines how cultural background, academic objectives, and career aspirations influence students’ test choices. Although both exams serve similar academic purposes, preference patterns reflect broader educational trends, institutional influences, and destination priorities in students’ home countries. A mixed-methods design was employed, integrating survey responses from 100 students with follow-up semi-structured interviews of 18 participants. Data explored test-taking experiences, perceived difficulty, preparation strategies, and links to future academic or professional plans. Findings provide practical implications for English instructors, international program coordinators, and policymakers in developing effective language support and test preparation resources. The study also highlights how students navigate global English proficiency standards within a non-English-speaking academic context, contributing to cross-cultural understanding in TESOL education.
Key Words: English proficiency tests, International students, academic motivation, career aspirations, cross-cultural comparison
Daeil Foreign Language High School
Enhancing Teacher Performance and Awareness Through Written Reflection: A Case Study
Reflective writing has been endorsed by experts in ELT and beyond (see Farrell, 2015; Bolton and Delderfield, 2018). This presentation reports on a collection of in-depth reflective writings produced by the presenter from March 5th-June 25th, 2025. Each written reflection was focused on in-class experience and was minimally 500 words in length. The presenter will argue the benefits of engaging in reflective writing, especially drawing on Stephen Brookfield's notion of "critical incidents (1995)." For data collected by the author reported in this presentation, benefits included: deeper awareness of multiple dimension of classroom culture, substantial knowledge activation, and principled modifications related to instructional delivery. Attendees can expect to gain multiple frameworks to engage in sustained, in-depth reflective writing as well as strategies to avoid certain pitfalls, such as self-laceration, that the presenter occasionally succumbed to despire encountering similar warnings from multiple experts (Farrell, 2018; Bolton and Delderfield, 2018).
Key Words: Reflective practice; in-depth, sustained writing; awareness
SUNY Korea
A Teacher’s Aid: Using Literature in the Multicultural Classroom
It seems as though literature is not utilized enough when teaching English to speakers of other languages, even when the focus is teaching reading. Yet literature can be used to increase student engagement, develop agency, and encourage self-expression. In this session, participants will be introduced to simple yet effective ways to use literature, especially short stories, Young Adult Novels and Newbery Award winners, in not only the EFL, but in any, classroom. As well as helping to inculcate a love of reading in students, this session will demonstrate how lessons on grammar, vocabulary, academic writing, creative writing, reading comprehension, syntax and colloquial English can all be created from within the pages of short stories and novels. Additionally, when paired with a film version of the story, these lessons can also be utilized in the teaching of listening skills. Whatever the topic, there is a wealth of literature that can be adapted and utilized to fit a lesson’s requirements.
Key Words: literature, young adult, Newbery, short story, novel, lesson plan
Hankuk University of Foreign Studies (HUFS)
Mapping Voice and Agency: A Dynamic Discourse Approach
This presentation applies the Discourse Dynamics Approach to Metaphor and Metaphor-Led Discourse Analysis (Cameron et al., 2009) to explore how university EFL students conceptualize aspects of their lives and larger political and cultural aspects of Korean society through metaphor. Grounded in complexity and dynamic systems theory, the approach treats metaphors as emergent, temporary stabilities in interaction rather than fixed mappings. In this study, transcripts from semi-structured speaking tests and class presentations were analyzed and metaphorically used expressions were identified, coded, and traced to preserve discourse context and communicative function. Patterning within and across episodes reveals how participants frame pressures, opportunities, and identities (e.g., education as “navigation,” or ‘destructive force’, or globalization as “growth” or “threat”), thus including resistance to dominant narratives. The talk demonstrates analytic procedures and showcases micro-analyses identifying metaphor as dialogic and linking metaphor choice to stances and emotions, highlighting the approach’s value for qualitative, context-sensitive discourse research.
Key Words: metaphor, dynamic-discourse approach, conversation, presentations
The North-West University, South Africa
True Crime as a Gateway to Argumentation: Motivating First-Year Law Students in Academic Literacy
First-year university students often view Academic Literacy and EAP modules as remedial or unrelated to their professional studies, which undermines motivation and engagement. At The North-West University, this challenge is especially evident among Faculty of Law students, who are primarily second-language speakers studying in English. This presentation explores how true crime case studies can be used to teach thesis statement writing, argumentation, and source evaluation in ways that connect directly to students’ disciplinary identities. Grounded in critical digital literacy, the approach positions students as active participants in meaning-making while developing the core skills needed for academic success. Classroom-based examples will demonstrate how carefully selected true crime narratives stimulate discussion, foster agency, and make Academic Literacy more relevant and engaging. While rooted in the South African context, the approach offers adaptable strategies for TESOL and EAP classrooms internationally, where motivating students to engage critically with academic discourse remains a shared challenge.
Key Words: English for Academic Purposes (EAP), Academic Literacy, Critical Digital Literacy, Argumentation Skills, Thesis Statement Writing, Learner Motivation, Voice and Agency, Academic Identity
University of Utah-Asia Campus
Spurious Game Mechanics or Authentic Learner Agency? The Critical Threshold of Gamified Pedagogy
Gamification surged in the early 2010s before declining, leaving behind a clearer view of its benefits, limits, and risks. Classroom gamification endures particularly with e-learning tools for language education, though often reduced to semiotic symbols of evaluation- points, badges, leaderboards - rather than genuine game mechanics. This presentation distinguishes theory from practice, revisits key critiques, and introduces a transposable case study of the redesign of a first-year college course in game studies. Faced with an overextended curriculum over the years, the course is being transformed into a gamified structure: a reduced core, branching learning paths, and a final collaborative project. The aim is not a turnkey model but a transferable framework for embedding authentic ludic principles in teaching to support engagement, cooperation, and self-directed learning ; valuable in language education.
Key Words: Gamification ; Structure ; open-path
Vale Vale Spanish
Spanish Language Immersion Experiences in Spain: Learning with Meaning
This presentation examines how Language Immersion Programs in Spain can move beyond classroom grammar and vocabulary to create immersive, meaningful experiences. Purpose-driven language learning enables students to connect Spanish acquisition with professional goals, cultural exploration, and personal growth, transforming immersion into a truly impactful experience. Attendees will explore diverse program models across Spain, strategies to align language learning with individual motivations, and thematic opportunities: from Nature Immersion Programs in Asturias to cultural heritage experiences in Madrid. Participants will leave inspired and prepared to pursue Spanish not only for fluency, but also for meaning, connection, and lifelong relevance.
Key Words: Spanish, Language Immersion, Learn Spanish in Spain, Experiential Learning, Student Motivation
Jeonju University
Using LLMs for Academic Success: A Student's View
This presentation proposes a Personalized LLM Learning Model for university students to achieve their academic goals. Drawing on personal experience from a challenging MIS class, the presentation emphasizes how LLMs can empower education. The model offers three key advantages: Personalized Feedback (improving logical structure and delivery, like feedback on a computational thinking answer), Voice Mode (enhancing accessibility, productivity, and comfort, especially for users with typing difficulties), and a Test Coach (identifying and fixing knowledge gaps by providing targeted elaboration). The core takeaway is that while LLMs can greatly assist students, they cannot replace human teachers, who are crucial for teaching digital literacy and for addressing learning that goes beyond simple knowledge acquisition. The LLM is proposed as a necessary tool for age-appropriate learning in the digital age.
Key Words: Chat GPT, MIS, Voice Mode, AI literacy, Exam Coach.
University of Utah-Asia Campus
Studying in a Second Language: An Auditory Cognition Perspective
Student speakers of other languages in an English language educational environment, do not only face the normal struggles students face when moving from secondary to tertiary education - where they suddenly have to take responsibility for their own learning, work, deadlines, etc. They face the additional challenge of processing the lecture, reading materials, their assignments and exam questions in a non-native language. The added cognitive load of processing the non-native language puts them at a disadvantage compared to their native counterparts. What can the field of auditory cognition teach us about down-stream effects of non-native language processing, and how can we help students overcome these challenges?
Key Words: Auditory cognition, cognitive load, adverse listening conditions, speech understanding, non-native speech understanding, critical thinking, student agency
Hankuk University of Foreign Studies (HUFS)
Brazilian Portuguese and Korean as an Additional Language Teaching Materials Analyzed Under the Bakhtinian Perspective
The goal of this paper is to analyze textbooks of Brazilian Portuguese and Korean as an additional language for beginners so we can explore their differences and similarities under a Bakhtinian perspective. In order to examine the textbooks, we will consider the dialogism concept introduced by the Bakhtinian circle (BAKHTIN, 2016). This concept states that discourses uttered are connected to other discourses and experiences and, therefore, the kinds of activities and the way the content progresses in the textbook should dialog with prior knowledge and experiences of the students. In addition, we will analyze the materials focusing on three aspects: 1) the language concept presented; 2) if interaction is encouraged and how; and 3) if the material addresses speech genres and how. Thus, because we are analyzing teaching materials from different cultures, we expect the materials do display different approaches both regarding the content itself and the way it is exposed.
Key Words: Teaching materials; Additional Language; Dialogism; Brazilian Portuguese; Korean; Textbooks
University at Albany (SUNY) / KOTESOL Incheon Chapter
Emergency English: Transforming Crisis Language into Voice & Agency
This workshop shifts the focus from survival vocabulary to voice, agency, and digital literacy in emergency communication. Designed for educators working with language learners preparing to study abroad in the USA, the session explores strategies to help students not only comprehend crisis messages, but also respond effectively, seek help and information, and support peers. Through interactive activities, participants will examine approaches that equip learners with the language, materials, confidence, and applied knowledge necessary to respond to campus and local emergencies with agency.
Key Words: Emergency English, Language learners, Agency, Crisis communication, Digital literacy, Culturally responsive teaching, Self-efficacy, Student safety
Hankuk University of Foreign Studies (HUFS)
Multimodal Learning: Strategies to Foster Learner Agency
This workshop aims to provide participants with evidence-based strategies to enhance learner agency, foster multimodal learning environments, and integrate digital literacy skills. The focus will be on practical strategies to integrate multimodal pedagogies and digital literacy all in the service of agency and autonomy to develop a comprehensive approach. Research that utilized software and strategies such as Vevox polls, speaking assessments using ChatGPT, course design using student polling, and flipped learning video courses will be explored and discussed. Presenters will show that this not only supports linguistic development but will also prepare students for real-world challenges through digital and multimodal competencies backed by research previously conducted by presenters and beyond.
Key Words: Learner agency, Student autonomy, Multimodal learning, Digital literacy, EFL pedagogy, Flipped learning, AI in education
Private Academy / KOTESOL Gyeonggi Chapter
Incorporating Insights from Linguistics and ELT Theory to Enhance Hagwon Teaching Practice Private language academies, also known as hagwon or “cram schools,” are a common place of employment for foreign teachers of English in South Korea. These institutions often feature highly standardized curricula that foreign instructors have limited agency in constructing, leading them to believe that they may also have limited agency in course delivery. This presentation seeks to help hagwon instructors deliver their courses’ content more effectively by bridging the gap between the materials and curricula foreign teachers are given and well-established theories in linguistics, language acquisition, and research on learner motivation, as well as practical techniques derived from educational linguistics. Attendees will come away with an enhanced understanding of how hagwon teachers can find agency in the delivery of their materials, set realistic expectations for learner progress, use their course materials more effectively, and leverage learner motivation to achieve more optimal learner outcomes.
Key Words: hagwon, teacher training, teaching strategies, ELT theory, linguistics, SLA, motivation
Hyupsung University
Performance Poetry Practice
What if your language learners could verbally communicate their thoughts and feelings with more accuracy and impact? — Performance poetry (aka: Spoken Word Poetry) lifts words from the page and sets them free! In this workshop you will create a personal perspective poem within a simple structure and experience how performing it aloud helps shine a light on individual voice, agency, and identity. You will see how your words impact others. Together we will discover new ways to integrate this type of activity into classrooms and boost passions for teaching and learning EFL in Korea.
Key Words: performance, spoken word, poetry, practice, identity
Doochang Elementary School, Yongin, South Korea
Supportive Language Education Using Technology and Differentiation Strategies
This workshop provides educators with practical strategies for supporting language learners, particularly those with dyslexia, ADHD, or other learning challenges. Participants will explore motivation-driven techniques, culturally sensitive differentiation strategies, and hands-on approaches that foster inclusivity without relying on formal diagnoses. The session integrates Bloom’s three learning domains - Cognitive, Affective, and Psychomotor - through quick interactive activities and demonstrations. Low-cost technology tools such as speech-to-text/text-to-speech apps and tools will also be explored. By the end of the workshop, attendees will be equipped with evidence-based, adaptable strategies to empower diverse learners, reframe support as equity, and build inclusive classrooms where all students can succeed.
Key Words: Neurodivergent Support, Dyslexia, Differentiation, Inclusive Education, Universal Design for Learning, Technology in Language Teaching, Motivation, Student Equity
George Mason University Korea
Cultural Influences on L2 Peer Feedback in Korea
This presentation examines how Korean students' cultural backgrounds influence their engagement with peer feedback activities in English L2 writing courses. Drawing from a mixed-methods study conducted at a U.S. university branch campus in South Korea, this research explores the intersection of Western pedagogical practices and Korean educational traditions. Korean students navigated significant cultural tensions between Confucian educational values emphasizing hierarchy and harmony (Shin & Koh, 2005) and Western collaborative approaches prioritizing peer critique. The study identified three distinct engagement profiles: independent engagers who embraced collaboration despite cultural conflicts, dependent engagers requiring extensive support, and minimal engagers struggling to reconcile expectations. Cultural factors significantly influenced students' willingness to provide critical feedback, with many expressing concern about maintaining group harmony and avoiding loss of face (Carson & Nelson, 1996). The research demonstrates that successful peer feedback implementation in Korean contexts requires culturally responsive design acknowledging high-context communication styles. This presentation offers practical strategies for Korean EFL instructors seeking to implement peer feedback while maintaining cultural sensitivity.
Key Words: Peer feedback, L2 writing instruction, Student engagement, Culturally responsive pedagogy, Cross-cultural teaching
KOTESOL Social Justice SIG
Korean Researchers Defining "Konglish" - Not Just Errors
For decades teachers and speakers of English (bilinguals and less-so) have been decrying the use of "Konglish." Generally the term has been pejorative, approaching this use of English in a "deficit" perspective rather than as an asset or sense of identity. This study examines use of the term Konglish (콩글이쉬, 콩글이시) by Korean scholars across the 46 papers listed in the Korea Citation Index found including this term. Thematic coding will focus on areas such as lexis, semantic narrowing, grammar, and pronunciation, along with user "identity through "ownership" of their innovations in their unique localized variety of English.
Key Words: Konglish; Korean English; World Englishes; deficit model; identity, innovation, bibliometric study
Incheon National University Department of Public Administration
Open Book Testing and Some Applications for ESL Classes
Open books tests make the course text available as a reference resource during a quiz or examination, though the format may refer to a broader variety of resources so instructions should be explicit to avoid confusion. This paper reviews 15 studies across various disciplines from 1974 to 2021. This literature is inconclusive in some areas. Open book tests may or may not inspire less preparation and may or may not improve retention. Some areas are more certain. They provide deeper cognitive engagement and increase confidence. They often increase grades and scores. A major benefit is that they reduce stress and anxiety and are generally preferred. Open book examinations are particularly valid in ability to capture real-world work conditions. They should be carefully designed with careful and clear instructions. Several ideas are suggested for using them in formal ESL classrooms that require examinations.
Key Words: Testing; Alternative Assessment; Open Book Testing; Developing Confidence; Reducing Stress
Wonkwang University
10 Questions to Ask Yourself Before Doing a Postgraduate Degree
Are you considering doing a doctorate or master’s degree while working as an ESL teacher? Are you wondering if going to graduate school is a smart move for you, at this point in your career… and life? This workshop is for you! Enrolling in graduate school is a consequential decision, and this seminar will help you explore the different aspects of advanced studies, especially while working as an education professional. Come and explore ten questions to ask yourself before engaging in a years-long study program, to make sure you do it for valid reasons, and with a good mindset. Dr. Natalie Thibault has been there, and she will guide you through reflection and discussions to help you figure it out.
Key Words: Doctoral studies; Advanced degree; Professional development; Professional advancement; Professional identity; Adult learning; Higher education; Adult transition; Scholar-practitioner identity
Seoul National University
Voices of Connection: Transforming Classroom Discourse with Peace Linguistics
Language classrooms are influential sites of socialization where learners acquire more than language skills. Through interaction with the teacher and other learners, they also adopt discourses and norms that shape how they relate to others. In this workshop, participants will engage in reflective exercises to raise awareness of competitive, evaluative, or hierarchical discourses present in the classroom that can lead to disconnection and limit language learning. Using a peace linguistics lens, participants will examine and discuss ways to transform these patterns into more peaceful and empowering discourses that build empathy, agency, and collaboration. By the end of the workshop, participants will gain insight into how peace discourse socialization can strengthen connection within their classrooms and support their learners’ capacity to build connection in other intercultural settings.
Key Words: peace linguistics, discourse, language socialization, peace education, agency, collaboration, empathy
University of Utah-Asia Campus
Community Voices: Teaching, Learning, and Identity through Incheon Citizens’ University
This English and bilingual session explores the impact of community-engaged teaching through the Incheon Citizens’ University, offered in collaboration with the University of Utah Asia Campus (UAC) and Songdo community partners. The program invites local residents to study in university classrooms with multidisciplinary faculty—from communication, digital writing and content creation, finance, urban ecology, art, math, to A.I.—with the shared goal of fostering entrepreneurship and eliminating language barriers that limit participation in professional and cultural life. Faculty presenters will share insights into curriculum design, challenges, and the rewards of teaching in a community-engaged context. Invited community participants’ perspectives will show how presence—coming together across languages, disciplines, and institutions—builds relationships, fosters belonging, and empowers learners to apply new knowledge in everyday and professional contexts. This panel highlights the value of community programming and invites discussion on expanding such initiatives to strengthen ties between universities and local communities.
Key Words: Continuing education, Digital literacies, Multilingual identity, Inclusive practices, Community engagement
Chuncheon National University of Education
Agency by Design: Crafting Improved AI Prompts as Scaffolding Partners
This hands-on workshop teaches language educators to design AI prompts that intentionally build student agency rather than creating dependency. Participants learn strategic prompting techniques that provide graduated support—helping when students struggle, stepping back when they succeed, and consistently encouraging independent thinking. Drawing on research showing positive effects of scaffolding in language education, the session focuses on three scaffolding types: linguistic (vocabulary, grammar support), cognitive (task breakdown, metacognitive prompts), and affective (confidence building). These improved prompts transform AI tools into adaptive learning partners, not answer machines. Participants see and develop ready-to-use prompt templates and learn precision techniques including strategic keyword use, role specification, and response framing. The workshop emphasizes designing AI interactions that ask guiding questions, offer choices in support levels, and transfer responsibility to learners. By session's end, educators will have practical prompting strategies that amplify student voice and foster independent learning across any AI platform.
Key Words: student agency, AI prompting, scaffolding, prompt engineering, language learning
Optional Pre-Session Reading: https://drive.google.com/file/d/1f3bQN-rBu2gsAQyNML5s-aAoiNbmRb1R/view?usp=sharing
Sejong University
Textbook: Friend or Foe
New job, New classes, New textbook? Having just moved from a long-held position to an all new job, I have found myself adapting, adopting and supplementing in order to meet the students’ needs and my own. You can choose to teach the textbook or teach the skills and language that the textbook intends to teach. The idea of following a textbook religiously is often the understandable choice of a new teacher, while an experienced teacher can use the book as a springboard for encouraging their students to use and develop their language in realistic and manageable ways. This workshop will highlight how the author has been doing that. This session will give attendees a few tips and tricks for building on a required textbook that clearly does not fit a multi-level class while also allowing time for sharing what has and has not worked in their particular context. By sharing real examples, it is hoped that everyone will leave with some new ideas and strategies for dealing with similar situations.
Key Words: Textbook pros and cons, New and experienced teachers, supplementing the textbook from reliable and mostly free online sources
Handong Global University
Assessment and Awareness of AI Literacy in Higher Education
While the usage of AI has become more ubiquitous in academic institutions, students must have a foundational understanding of AI, its usage and applications, and ethical implications to promote an environment that fosters holistic educational outcomes. This workshop endeavors to examine AI Literacy in a higher education framework as I present AI literacy assessments such as the MAIRS-MS, SNAIL, AILS, and GLAT. Through these assessments, educators and policymakers can have quantitative data on English language learners’ understanding of AI to support their learning. Additionally, through this data, they can better support students on ethical and safety issues. Participants will also receive a sample of the assessments to test their own AI literacy. Participants will come away with an understanding of the importance of AI literacy in higher education and will be able to springboard off the ideas presented to create literacy assessments that are relevant to a TESOL context.
Key Words: AI literacy, Higher Education, TESOL, Korea
Gwangju National University of Education
Exploring the Boundaries of Critical Cosmopolitanism: Korean University Students as Intercultural Guides
In today’s world, it seems more important than ever to understand how students connect and communicate across difference. Situated in a sociocultural framework, this ethnographic case study views intercultural communication through the lens of cosmopolitanism, seeking to understand how a small group of Korean university students practiced critical cosmopolitan literacies while serving as cultural guides to visiting Mongolian teachers. Focusing on the two defining features of critical cosmopolitanism, an ethics of care and criticality, I used thematic analysis to explore the students’ responses to pre- and post-exchange surveys, combined with the inflection of my own informal observations. In this presentation, I’ll offer insights into how students created a space of belonging and gained distance from their own norms and beliefs, as well as identify a few points of friction and slippage that could inform and improve the organization of similar programs in the future.
Key Words: critical cosmopolitan literacies, intercultural awareness, professional development, global citizenship, cross-cultural communication
George Mason University Korea
From Context to Discovery: An Introduction to Guided Discovery for Grammar
This session introduces guided discovery as a student-centered approach to teaching grammar. Instead of beginning with rules and explanations, guided discovery encourages learners to notice patterns, form hypotheses, and build understanding from context. In this brief overview, participants will learn what guided discovery involves, why it benefits both students and teachers, and how it can make grammar lessons more engaging and effective. The presentation will also outline a simple framework for designing guided discovery worksheets, from finding grammar in context to moving learners toward practice and freer use.
Key Words: Inductive Method, student-centered, grammar, teaching method, practical guide
The University of the Free State, South Africa
Supporting Student Voice in Academic Writing: Scaffolding, Agency, and AI Literacy
At the University of the Free State, an English-medium institution in South Africa, many students are second-language English speakers and the first in their families to attend university. In their English for Academic Purposes (EAP) courses, these students must learn to meet academic writing conventions without losing their individuality. Yet a strong emphasis on formality, combined with the growing influence of AI tools, often silences their voices and results in writing that feels mechanical, formulaic and devoid of a distinct identity. This short talk demonstrates how scaffolding, framed through the Gradual Release of Responsibility (GRR) model, can guide students from supported to independent writing while preserving confidence and agency. A practical example is the use of guided outlines that transition into peer review before students attempt independent drafts. Participants will take away classroom strategies for integrating scaffolding and AI literacy to help students develop stronger academic identities, clearer voices, and greater independence in their writing.
Key Words: Critical Academic Literacy, English for Academic Purposes (EAP), Academic Writing, Scaffolding, Gradual Release of Responsibility, AI Literacy, Student Voice, Agency and Identity
University of Utah-Asia Campus
When Al Supports and When It Undermines: Critical Thinking, Agency, and Voice in Educational Contexts
Generative artificial intelligence (AI) programs such as ChatGPT have been more widely integrated into academic work in recent years. Programs increase efficiency and convenience in academic work, although there are concerns that it may undermine students’ executive function and critical thinking skills through cognitive offloading. This would effectively reduce students’ authentic voice and agency. In this context, exploring how to use AI in a way of supporting students’ agency is critical. This is why it is required to differentiate between supportive and over-dependent usage patterns in AI in the field of education. The purpose of this talk is to explore how AI can instead be used to boost students’ authentic voice.
Key Words: Artificial Intelligence (AI) Usage, Academic Setting, Agency, Critical Thinking
Anglia Ruskin University, U.K.
Internal and External: Validating NEST Language Teacher Identities in South Korea
Our identities as teachers are shaped by our experiences, our beliefs, our relationships, our teaching context and more. These identities not only impact how we view ourselves, but how we interact with our students and present ourselves in the classroom. This session discusses part of the findings from an ongoing qualitative research project into perceptions of language teacher identities in Korea, specifically detailing the internal and external factors which diminish and affirm teachers' identities as teachers. The project has been carried out through interviews with NESTs currently working in Korea, investigating the views they hold of their own language teacher identities. This session will explore how teachers can be uplifted and validated in their identities, in order to grow and develop professionally to best serve their students.
Key Words: Language Teacher Identity, Native English-speaking Teachers, Communities of Practice, Qualitative Research, Korea, EFL
Victoria University of Wellington, New Zealand
Pohang University of Science and Technology (POSTECH )
Gwangju Institute of Science and Technology (GIST)
STEM Students and Online English Learning: Insights from Post-Pandemic Higher Education
The COVID-19 pandemic catalyzed a shift from traditional offline education to online learning on a global scale, potentially impacting perceptions towards future online education. This study examines Korean students' perspectives of online versus offline education by comparing English education and STEM subjects, identifying preferences for online English course formats (e.g., synchronous, hybrid, asynchronous), and assessing perceived benefits of online environments. Key factors include subject, academic level, exposure to English courses, and prior enjoyment of English courses. Findings reveal that students with prior exposure to online English courses are more likely to prefer online education, while those without such experience are less inclined. Additionally, students who enjoyed previous English courses favored synchronous formats, whereas those who did not enjoy these courses preferred asynchronous. There were no significant differences in perceptions of effectiveness or preferences between STEM and English subjects, although students showed a stronger preference for offline STEM courses. No differences in perceptions were found based on academic level. Although students generally preferred offline environments or regular synchronous meetings within online environments, they recognized several benefits of
online education and showed openness to future online learning options.
Key Words: Online education; English language education; STEM; Students’ perceptions
SUNY Korea
Inha University
Metacognitive AI Prompts: Evaluating University Students’ Personal Statements for Culture Fit
In this paper, we addressed the importance of metacognitive approaches to AI prompts and proposed a series of AI prompts for university students to write their personal statements aligned with culture fit. In a class activity, four senior students produced personal statements with and without the AI prompts for a nominated position posted across global big tech companies. The statements were evaluated by experts and AI using a rubric for quality writing, and the results indicated that there was no significant difference between the statements. However, such no difference indicates that the use of (metacognition-based) AI prompts requires further metacognitive engagement. This was because we discovered that some preconditions were required to use the AI prompts: contextualizing, conceptualizing, and legitimizing prior experience and knowledge & skills. Also, an experiment with the preconditions resulted in much higher scores. Therefore, we argue that those can be considered pedagogical strategies to ensure that students develop metacognitive abilities by using AI in writing.
Key Words: metacognition, AI prompt, pedagogy, quality writing, culture fit
Conference Committee Chair