2025 Poster Presentations

Language use and purpose in multilingual English language learning settings
Cerise Andrews (University of Stirling)

A small scale pilot study was conducted during May-June 2024 into how language teachers report their usage of a variety of languages in multilingual ETL learning contexts. The study included views from both teachers who shared a LOTE main language with their students, and those who did not have proficiency in their students’ L1(s).

The influence of word choice on student motivation
Anca de Vries (Aeres University & GAELT)

We don't always have the opportunity to change our classroom activities, but we can change how we introduce them. How does word choice in the introduction influence students' perception of the class? Will they evaluate the class better if the same activity is introduced as a game with game elements being emphasized?

These walls talk: examining inclusion in multilingual classroom walls
Constanze Dressler (University of Wuppertal), Kelly Wiechart (KellyW Consulting, USA)

Do you know what your classroom walls are saying? In our study, we analysed photographs of school classrooms in various countries to see how notions of multilingualism are portrayed in the physical built space of the classroom. Our research helps teachers to better understand how their classroom wall design impacts students’ learning.

Please note, this poster is a multipage collage

The generation game: X training Z to teach Alpha
Nikki Fortova (Masaryk University)

This poster presents the initial stages of a research project exploring the disconnect between generations in language teacher education. Focusing on the perspectives of Generation X university teacher educators, it examines the challenges of training Generation Z student teachers to educate future Generation Alpha students, highlighting concerns, evolving expectations and generational differences in teaching approaches.

Using AI to foster learner autonomy in EFL students
Tuğba Küçük Kalsen (İstanbul Bilgi University)

The traditional methods of English language learning can sometimes lack engagement and fail to fully tap into the creative potential of students. This proposal explores the exciting possibilities of integrating Artificial Intelligence (AI) tools to enhance creativity, motivation, and overall learning outcomes to foster learner autonomy in English as a foreign language (EFL) classrooms in a university setting.

Humour in ESOL classrooms: critical insights for teaching refugee learners
Mehrdad Mohajeri (University of Strathclyde)

This poster presents findings from an ethnographic study on humour in ESOL classes for refugee learners. It critically examines humour techniques across proficiency levels, highlighting benefits and challenges. The research explores implications for professional development, including cultural sensitivity training and adaptive humour strategies. Findings aim to inform evidence-based training models for ESOL practitioners working with refugee students.

Teaching English? Why?
Oriana Onate (Universidad de la Frontera) – Winner of the IATEFL ReSIG Scholarship

Through this poster, I will present results about a study focusing on the reasons why young people choose the English teacher education program at a university in the South of Chile. Which is the main reason?  Is it learning English or teaching the language? Is it social pressure to obtain a university degree?

Thai EFL engineering students’ challenges and strategies in academic writing
Chariya Prapobratanakul (Chulalongkorn University Language Institute)

This poster presents the English language academic writing challenges faced by Thai EFL undergraduate engineering students and the strategies they use to overcome them. Based on a questionnaire and an interview, it highlights key challenges, effective strategies, and the underlying reasons. The findings offer insights to enhance the teaching and learning of English academic writing.

A digital story map: sustaining multilingual identity in academic ESOL
Robin Rhodes (St. Lawrence Univeristy, Canton, New York, USA)

This poster will highlight a multilingual digital scholarship story map project at an American institution of higher education. The map draws attention to the diverse linguistic abilities of students and is founded on asset-based instruction which is culturally and linguistically sustaining. The map is a model for inclusive pedagogies and focuses on identity representation within academic ESOL classrooms.

Student support in a self-access environment
Adelina Ruiz Guerrero (ITESO, The Jesuit University of Guadalajara)

One of the features of a self-access environment is the support students can expect to have when visiting the space. In the case of the self-access centre at ITESO University in Mexico, the support offered comes in a variety of initiatives. This poster will present some of the options available to language learners in the Language Hub.

Japanese secondary school students’ English ability in the national survey
Chisato Saida (Yokohama National University, Japan)

This poster presents the results of the English test of the 2023 National Assessment of Academic Ability in Japan. We examined the level of English ability of Japanese secondary school students and the effectiveness of the new curriculum for foreign language education using the raw data. Factors affecting English ability were investigated using variables from the questionnaire survey.

Challenges of teaching in secondary schools and where to go
Fernando Sartori (Colégio Agostiniano Mendel)

On this poster, I will show the challenges that teachers have been facing lately and possible ways of overcoming these situations. Teachers should be more resourceful to engage students in learning the language and promoting a joyful and peaceful environment. Some unorthodox ideas, methods and approaches that have been tested in our school will be mentioned.

How to improve speaking skills in learners
Nino Sturua (LEPL. Samtredia school N1)

This poster describes how I conducted exploratory action research in the classroom to find out the reasons for my students' apparent reluctance to freely express themselves in English. They exhibit a notable lack of confidence when making presentations, participating in discussions or engaging in dialogues, even though some of them exhibit commendable skills in writing, reading or listening.

Fostering investment for enhanced language acquisition
Maria Vallejo (Universidad de las Américas, Puebla)

Though motivation aids language acquisition, investment is key to learner success. Investment—of time, resources, and effort—fuels expectations of returns like cultural capital and broader networks. For English language educators, nurturing this investment is crucial. By enhancing learners' investment in the target language, teachers can optimize outcomes and foster sustained linguistic and cultural engagement.

Deconstructing and rebuilding language testing for neurodiverse learners
Damon Young (British Council)

Traditional language assessments often disadvantage neurodivergent learners due to rigid structures and a lack of accommodations. This poster will explore ways to create more inclusive tests by implementing Universal Design for Learning (UDL), using assistive technologies, and adopting flexible formats. You can learn practical strategies to embed accommodations into assessments, ensuring fairness and promoting the success of all learners.

A desirable spoken model for primary school EFL learners
Nobuo Yuzawa (Utsunomiya University)

EFL learners in Japan must learn English where it is not commonly used, making a high-quality spoken model essential. However, current audio recordings for Japanese primary school students contain serious issues. This poster will explore these problems and propose a desirable spoken English model to improve the learning experience for young learners.