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Leveraging the Chat for Interaction and Engagement in HyFlex classes

This presentation focuses on leveraging the chat for effective interaction and engagement during synchronous sessions in HyFlex classes. Participants will reflect on their own use of chat, gain experience in using the chat interactively, and consider strategies for using the chat to build interaction in online, hybrid, and HyFlex classes.

Cynthia Kilpatrick, The University of Texas at Arlington, USA (cynkil@uta.edu)     Peggy Semingson, The University of Texas at Arlington, USA (peggys@uta.edu)

HyFlex Engagement Tools for TESOL Education

This 20-minute panel presentation presents several digital communication tools that help foster an inclusive environment for TESOL education courses. The presenters share their experiences using a modified HyFlex format for graduate-level learners enrolled in a university-based TESOL certificate or master's-level program in order to promote flexible learning.

Peggy Semingson, The University of Texas at Arlington, USA (peggys@uta.edu)     Cynthia Kilpatrick, The University of Texas at Arlington, USA (cynkil@uta.edu)

Designing for Success in Hyflex English Language Teaching and Learning

Hyflex courses can be an attractive option for intensive English programs to reach new audiences and increase student enrollment. This presentation aims to assuage concerns and encourage experimentation with a hyflex approach to language learning by showcasing a practical, affordable plan for delivering hyflex classes in an intensive English program.

Rachel Kraut, Rice University, USA (rachel.kraut@rice.edu)

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Learner Engagement Through Virtual Apps

Engagement becomes a challenge for educators and more lately, especially with education going virtual. Participants will explore different virtual tools to promote engagement in varied contexts. Participants will leave with ideas on tools, activities, and a digital handout to adapt virtual apps to any context and classroom reality.

Grazzia Mendoza, USAID in Honduras, Honduras (grazziem01@yahoo.com)     Miguel Carranza, Universidad de El Salvador in El Salvador, El Salvador (miguel.carranza@yahoo.com)

Minecraft Game-Based Teaching and Learning

This presentation describes how the Electronic Village Online Minecraft MOOC TESOL community explores the educational potential of Minecraft as a Metaverse. The audience will walk away with task-based teaching ideas to engage students in interactive English learning experiences offered in Minecraft and Minetest, a free open-source alternative to Minecraft.

Yu-Liang Ting, National Taiwan Normal University, Taiwan (yting@ntnu.edu.tw)     Jane Chien, National Taipei University of Education, Taiwan (ychien@gmail.com)

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Online Tools for Formative Assessment and Learner Engagement

This session will look at using online tools for formative assessment and increased learner engagement in language classrooms. The panelists will demonstrate three tools for creating interactive activities for skill practice and application. Attendees will gain ideas and resources for engaging students in online assessment.

Claire McLaughlin, Arizona State University Global Launch, USA     Sarah Jarboe, Arizona State University Global Launch, USA

Gamifying an Academic English Elective with “Choose Your Own Adventure”

This presentation describes a gamified “choose your own adventure” elective created for a university-level academic English course in which students imagine going on a study abroad experience. While making decisions during their journey, students review course content (e.g., evaluating the credibility of sources, communicating multimodally) and experience various game elements.

Suzan Stamper, Hong Kong University of Science and Technology, Hong Kong (suzanstamper@gmail.com)

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Play My Game: Tools for Scenario-Based Language Learning and Interactive Fiction

This workshop provides participants with hands-on experiences of a) trying out a variety of interactions that can be embedded in multimodal instructional materials, and b) designing and creating their own interactive videos and interactive course presentations.

Alexander Tang, University of Hawaii at Manoa, USA (aftang@hawaii.edu)

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Teaching ESL Pronunciation with an Automatic Speech Recognition (ASR) Mobile Application

This pilot study was done to test the effectiveness of a mobile application that uses Automatic Speech Recognition (ASR) and Artificial Intelligence (AI) technologies to aid ESL users in improving their pronunciation. The study was conducted in an International Teaching Assistant (ITA) training and pronunciation course at a US university.

Emilia Gracia, Arizona State University, USA (emilia.gracia@asu.edu)

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Student Perceptions on webinars/Seminars & preparing an e-book report on their experiences

This is a study on undergraduate students' perceptions of speaking tasks and preparing an e-book on their performances. It includes the data collected from survey responses, peer evaluation, and individual interviews. An overview of a semester-wise series of tasks and the survey results will be discussed with excerpts from interviews.

Madhavi Inaganti, GITAM University, India (minagant@gitam.edu)

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Creating Safe and Engaging Spaces for Online Interaction with Flip

This mini-session will show how Flip allows educators to create engaging communicative tasks in which students use all language skills to produce multimedia content and interact in a safe environment. Specific guidelines will be provided to create the online community, plan the activities and monitor students’ work and language production.

Eliana Berardo, Universidad Nacional De Mar del Plata, Argentina (elianaberardo@mdp.edu.ar)

Consistency Across Modalities: Adapting and Developing Parallel Activities and Materials

This session presents how in-person and online materials from eight seminars were developed and adapted to meet the pedagogical needs of teachers before, during, and after the pandemic. Presenters will share the benefits and challenges of each modality, and ways to ensure consistency across modalities.

DJ Kaiser, Webster University, USA (djkaiser@webster.edu)     Soheil Mansouri, Webster University, USA (soheilmansouri63@webster.edu)     Shane Kennedy, Webster University, USA (shanekennedy18@webster.edu)

Using Smartphones for Photo Scavenger Hunt Learning Activities

This presentation describes how students’ smartphones can be used to implement photo scavenger hunt learning activities in the language classroom. The presenter introduces five examples of such activities, each having a particular pedagogical purpose, and suggests how these activities can be adjusted to various teaching contexts and student populations.

Elena Taylor, Utah State University, USA (elenarain.taylor@gmail.com)

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Gamifying a Language Course with Moodle’s Plugin “Level Up”

This mini-session will show how to use Moodle to plan and set up a gamified grading system in which the students complete coursework to earn points and level up. The audience will take away clear guidelines to implement this system in one of their face-to-face or virtual courses.

Eliana Berardo, Universidad Nacional de Mar del Plata, Argentina (elianaberardo@mdp.edu.ar)

Using Mentimeter to Engage Your Students

Participants will roleplay as language learners in a demo mini-lesson using Mentimeter, an interactive presentation tool. The lesson was designed for secondary students but demonstrates Mentimeter features which can be used in other contexts. This tool is best used in a synchronous virtual or face-to-face setting.

Hetal Ascher, WIDA, University of Wisconsin, USA (hetalascher@gmail.com)

Material Development and Classroom Interaction with Google Tools

Google tools are a fun and easy way to replicate many in-person activities and to create materials that will be more engaging for ELs. See examples of and learn ways to use multiple Google tools to convert in-person activities for professional development and K–12 classrooms.

Shane Kennedy, Webster University, USA (shanekennedy18@webster.edu)     DJ Kaiser, Webster University, USA (djkaiser@webster.edu)     Soheil Mansouri, Webster University, USA (soheilmansouri63@webster.edu)

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Building Learner Competence through Inclusive Asynchronous Discussions

Is it possible to create productive and inclusive learning environments even remotely with structured and transparent discussions? Participants are provided with guidelines to modify existing discussion practices so that their learners can participate meaningfully in online round table discussions on Parlay Ideas, illustrating the importance of building learner competence.

Krisztina Domjan, American University, USA (domjan@american.edu)

Transforming Your PowerPoint into an Interactive Quiz Tool with ClassPoint

This session introduces ClassPoint as an add-in tech tool that enables educators to create interactive classroom quizzes in PowerPoint through its various, easy-to-use features and examples. Educators will learn how to use ClassPoint in their normal PowerPoint presentations to make engaging and fun live quizzes for virtual and face-to-face instruction.

Minsun Kim, Purdue University, USA (kim53@purdue.edu)

How to Use Jamboard and Wordwall to Spark Lasting Conversations

This session will introduce participants to innovative ways to use Jamboard and Wordwall to create effective speaking activities. This session will introduce 10 unique ways to create speaking activities on Jamboard that encourage interaction and build fluency as well as 5 different Wordwall activities that get students talking.

Tracy Henninger-Willey, Lane Community College, USA (henningert@lanecc.edu)     Kelley McMinn, Lane Community College, USA (mcminnk@lanecc.edu)

Moodle Accessibility Tools

The presenter will demonstrate built in methods of enhancing accessibility on your Moodle courses. These include the Course Accessibility block, Accessibility Checker, Screenreader Helper and ATTO text editor accessibility tips! A PDF tip sheet will be shared at this session.

John Allan, New Language Solutions, Canada (johnharoldallan@gmail.com)

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Don’t Flip Out! Flippity Makes Online Game Creation Easy!

This session presents, compares, and contrasts the features of Flippity in creating board games for in-person and online classrooms. Participants will learn how to benefit from these features and how to effectively take advantage of other free Flippity tools in their instruction.

Soheil Mansouri, Webster University, USA (soheilmansouri63@webster.edu)     Shane Kennedy , Webster University, USA (shanekennedy18@webster.edu)     DJ Kaiser , Webster University, USA (soheilmansouri63@webster.edu)     Christine Keating , Webster University, USA (ckeating2@parkwayschools.net)

Flipping the Script with Flip’s Closed Captions

This session will provide an overview of the free video discussion app, Flip, and highlight innovative options for teacher, peer, and self-assessment of students’ videos utilizing its automatic speech recognition and closed captioning features to create meaningful feedback and reflection opportunities without a major investment in teacher time or effort.

Kurtis McDonald, Kobe College, Japan (mcdonald@mail.kobe-c.ac.jp)

Exploring the Use of Screencast Feedback for Developing Essay Writing Skills

This session showcases how screencast feedback can be used to improve EFL learners' essay writing skills through the software Screen O’matic.

Claudio Diaz Larenas, Universidad de Concepcion, Chile (claudiodiaz@udec.cl)     Mabel Ortiz Navarrete, Universidad Catolica de la Santisima Concepcion, Chile (mortiz@ucsc.cl)

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Efficiently Repurposing H5Ps

This session will guide you through an efficient series of steps to locate, download, repurpose and republish H5Ps. The H5P authoring suite offers more than 50 tools that allow language teachers to publish media rich, multilingual and interactive learning events to responsive HTML5 or SCORM formats.

John Allan, New Language Solutions, Canada (johnharoldallan@gmail.com)

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Innovations: ChatGPT for Language Learning

This workshop will introduce the newest innovation in Artificial Intelligence: ChatGPT. It is an open-source chat bot that can simulate dialogue and produce many forms of discourse. Learn about its benefits and applications for second language acquisition and create interactive activities using the tool.

Marta Halaczkiewicz, Utah State University, USA (marta.hala@usu.edu)     Sandy Wagner, Defense Language Institute Foreign Language Center, USA (sandra.wagner@dliflc.edu)

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A Learning by Design Approach to Tech-Supported Second Language Learning Experiences

Design principles provide powerful guidance in the development of learning that enhances "core cognitive mechanisms" and supports optimum language learning environments. This workshop focuses on principles of Multimedia Learning and their incorporation in designing LMSs, Presentations, and other widely used multimedia resources.

Sandy Wagner, Defense Language Institute, USA (sandylw303@yahoo.com)

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Delivering Speaking Practice and Assessment using Moodle and Poodll

Moodle is a great platform for teaching languages. With the addition of Poodll, it can be turned into a tool for delivering AI powered speaking practice and assessments. In this workshop learn how to use core Moodle and Poodll to deliver speaking practice and assessments.

Justin Hunt, Poodll, Japan

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Adobe Express for Creative Language Teaching and Learning

This workshop introduces Adobe Express as a tech tool that can enhance language teaching and learning by promoting creativity and design thinking. During this participant-centered session (90 minutes), educators will learn how to use Adobe Express in their teaching to promote collaboration, interaction, and communication at different stages of learning.

Minsun Kim, Purdue University, USA (kim53@purdue.edu)     Matthew Allen, Purdue University, USA (matthew-place@purdue.edu)

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Scratch, a block-based programming language, for Speaking Practice and Presentations

Scratch is a block-based programming language that supports learner development of speaking skills and essential 21st century skills. Come learn how students use Scratch to creatively practice spoken language, to present original story ideas, and to demonstrate understanding of course content. Leave with Scratch skills, lesson plans and instructional materials!

Dana Saito-Stehberger, UC Irvine, USA (dsaitost@uci.edu)