2021 Poster Presentations

Below is a list of the Poster Presentations from the 54th International IATEFL Conference and Exhibition. Click on the title of the poster to see it in full size. The posters will be available to view for the duration of the Conference and for a year after the event.

Session 1.4 (Saturday 19 June, 1320-1330)

Alaa Alnajashi (University of York)   

Using a sequential design (questionnaire followed by semi-structured interviews) the study investigates students’ online informal language learning habits (OILE) and whether learners with a high motivational profile (using L2MSS) tend to reduce the discrepancy between their vision of the self and their actual self through practising OILE in their free time.

Dental students’ perception of the English learning process
Oriana Onate (Universidad de La Frontera) 

The poster presents research on the level of English, perception of the reasons for such a level of language as well as the influence of factors such as motivation, learning strategies and mother tongue proficiency, on the level of English achieved, after a semester of training, by seventy freshmen, enrolled in a dental program.

Jorge Torres Almazan (Universidad Pedagógica Nacional) 

This poster will show how holidays can be a source for funny, communicative, and interactive tasks. Guidance and evidence of a variety of activities aimed at the four skills will be displayed. The activities are aimed to raise awareness of culture and traditions which are closely related to languages. Attendees will gain understanding of how to create their own.

Aida Tulegenova (L.N.Gumilyov Eurasian National University) 
There are many ways to approach the concept of visualization. Visualization has been studied by a variety of scholars and researchers from such disciplines as art history, cognitive science, computer graphics, epistemology, graphic design, image processing, linguistics, semiotics, technical communication, and visual interface. At the present stage of informatization of education, the possibilities of visualization technology are noticeably expanding.

Session 2.3 (Sunday 20 June, 1140-1150)

  The why and how of EFL listening: a case study
Chiara Bruzzano (University of Leeds)  
This poster explores how EFL teachers from an Italian secondary school teach listening and how they make sense of their teaching practices; further, this presentation discusses how their learners approach listening on a cognitive, affective and motivational level. Implications are discussed regarding how teaching and learning practices and beliefs interact dynamically in the classroom.

Lúcia de Souza Rabello (Colegio Visconde de Porto Seguro)

The main purpose of this work is to better equip English teachers to deal with autistic learners in a regular school. Given the increasing number of inclusion students, ASD being a possible diagnosis among them, it becomes essential to be prepared to deal with those students in an effective and affective way.

  Multiactibility seminar: integration of activities and abilities in ESP
Juan Carlos Izaguirre Sanchez (Medical University Santiago de Cuba)

The fact of combining different tasks and the four basic language skills of the language within a single lesson has been challenging for teachers, but at the same time it has proven effectiveness either theoretically or practically  while using ‘Multiactibility seminar’. This has shown advantages in language learning as well as enhancement on the health professional’s communicative competence.

Fumiko Murase (Ryukoku University)
This poster will report on a project in English reading classes at a Japanese university, where students were given the opportunity to work in groups and give a lesson according to their own lesson plan. The study investigated the impact of the student-led lessons on promoting student engagement and students’ perception of this new learning experience.

Birsen Tutunis (Istanbul Kultur University)
This poster presents Turkish EFL teachers’ (n=105) beliefs and attitudes towards positive discipline for a better classroom management. Subject teachers are chosen randomly  with the  maximum diversity sampling method. A questionnaire  was used to collect the data. It is an ongoing research and the results will be given during the presentation.

Session 3.5 (Monday 21 June, 1330-1340)

Jana Jilkova-Havlickova (ICV & Charles University, ATECR)

Is engaging all students actively in the English learning processes a myth or an achievable goal? What can we do to motivate our learners to enjoy learning? How can we creating opportunities for mastering English and feeling success? This presentation demonstrates work created by learners at two lower- and upper-secondary schools and shares inspirational approaches used and discusses SEN support.

Olja Milosevic (The International School of Belgrade)

This poster presents the case study that explored the impact of the English classes on older individuals who attended the course over a period of three years. It lists activities that senior citizens described as beneficial and includes the feedback received during the interviews. The feedback suggests that the course assisted participants to make new friendships and fight off loneliness.

Catherine Prewett-Schrempf & Andrew Pullen (University of Applied Sciences for Management & Co)

This poster shows how we incorporated teaching and learning of the vocabulary of the UN Sustainable Development Goals in a BA program for business students.  It gives an overview of how a corpus was used to select target vocabulary items, design of classroom activities and results of pre- and post-tests determining our students’ receptive as well as productive knowledge.

Desiree Verdonk (University of Applied Sciences Wr. Neustadt)

Based on the performance of 165 first-year business students, the study confirms that Quizlet can be an effective tool to support vocabulary growth. However, it also turns out that out of Quizlet’s seven study modes, the one most frequently used, i.e. Match, is the only one which does not make a statistically significant contribution to vocabulary acquisition.

Content Focus key

AL = Applied Linguistics
BE = Business English
EAP = English for Academic Purposes
ESAP = English for Specific Academic Purposes
ESOL = English for Speakers of Other Languages
ESP = English for Specific Purposes
GEN = General
GI = Global Issues
IPSEN = Inclusive Practices & SEN
LA = Learner Autonomy
LAM = Leadership & Management
LIT = Literature
LT = Learning Technologies
MaW = Materials Writing
MD = Materials Development
PRON = Pronunciation
RES = Research
TD = Teacher Development
TEA = Testing, Evaluation & Assessment
TTEd = Teacher Training & Education
YLT = Young Learners & Teenagers