2024 Poster Presentations

Please see below a selection of the poster presentations from the 57th IATEFL Conference. You can download a copy of each poster by clicking the link under the abstract.

Bringing creative writing into the EFL classroom at universities
Olivia Hambrett (Europa-Universität Flensburg)

Creative writing encompasses some of the absolute essentials of language learning. Its demanding employment of receptive, productive and interactive skills makes it an excellent subject to introduce to university students studying English. This poster looks at how university lecturers of EFL can bring the academic discipline of creative writing into their programs of study.

An investigation of vocabulary diversity in Thai first-year university writing
Nattharath Leenakitti (Chulalongkorn University Language Institute)

This poster presents the diversity of vocabulary words from a learner corpus of Thai first-year university writing. Based on the writing score ranges (high-mid-low), the vocabulary frequently employed is compared with the CEFR levels. This poster will investigate whether lexical diversity and CEFR levels affect writing scores. The findings can benefit teaching and learning of vocabulary and writing.

The effect of collaborative self-learning activities on basic psychological needs
Akari Hirano (Fukuoka University)

This poster explores collaborative self-learning activities utilizing online platforms to satisfy learners’ psychological needs. As traditional collaborative learning often faces resistance from learners who prefer individual tasks, this presentation seeks a balanced approach combining individual and collaborative learning to cater to diverse needs. The analysis reveals positive aspects concerning autonomy and relatedness while highlighting the need for improvements in competence.

ChatGPT in English pedagogy: sense-making and assessment
Bola Margaret Tunde-Awe (Department of Arts Education, Adekunle Ajasin University, Akungba-Akoko)

Technologies are central to effective instruction in English as a Second Language (ESL) pedagogy. However, some university language educators are not literate in the use of some emerging Artificial Intelligence tools such as ChatGPT.  In this study, I explored the knowledge gap of language educators and pre-service teachers in Nigerian universities of ChatGPT and the implications on assessment practices.