| 12.00- | REGISTRATION |
| 12.45-1.15 | Welcome coffee ‘break’ |
| 1.30-2.00 | Anna Szegedy-Maszák & Caroline Bodoczky & Judit Révész: Teachers Becoming Mentors For over 30 years we have been running 120 hour accredited Mentor Training courses, which are also an optional module of the course preparing teachers for the Hungarian MEd. („Pedagógus szakvizsga szakirányú továbbképzés”). This workshop will give you a taste of the course and a chance to talk about what it means to be a school-based mentor. BIOS: Judit Révész has been working as a teacher educator for more than thirty years. She is currently employed by ELTE, Department of English Language Pedagogy. Her activities have included pre-service as well as in-service teacher training. She’s been doing mentor training courses since 2003. She specialises in the fields of drama pedagogy, the social constructivist model of learning and teacher professionalism. Caroline Bodoczky is a retired English teacher, teacher trainer and mentor trainer. She taught children, but mainly adults, and wrote language programmes for the radio. She worked at Babylon Nyelviskola, ELTE, CETT and IBS, where she also taught teaching methodology to business teachers. At CETT, in 1991, she developed the Mentor Training Course with Angi Malderez, and in the ‘90s promoted mentoring throughout the ex-Soviet countries. She is the author of many articles on mentoring and the book Mentor Courses (1999 CUP) with Angi Malderez. Anna Szegedy-Maszák is an English mentor teacher and French teacher at ELTE Apáczai Csere János Gimnázium és Kollégium. |
| Annamária Molnár: Fostering Cultural Empathy and Reflection in the Classroom Making use of my MA thesis research and pre-existing personal experience? I would like to encourage fellow teachers to make use of stories in the language classroom to inspire empathy and reflection. I strongly believe that stories make the discussion and consideration of complex or controversial issues easier and more accessible to students. Therefore, it is a useful and vital method in this day and age. I will share some tips of what I found useul and why but would also like to open the floor for teachers to voice their opinions. BIO: I am a fresh graduate of Eötvös Loránd University, Budapest. The interest I developed and research I conducted for my thesis is teaching about other cultures to inspire tolerance, open-mindedness and reflection. I am eager to see what the future holds, foster this interest even further and share what I learn with colleagues and contribute to a world here everyone’s voice is heard. | |
| Ágnes Albert & Kata Csizér: Autonomy, motivation and emotions: Differences in Hungarian secondary schools The investigation of the contextual variations in the role of individual difference (ID) variables is one of the most important research aims in foreign language pedagogy (Benson, 2011; Little, Dam & Legenhausen, 2017), especially in teaching environments where there are fluctuations in teaching efficiency (Öveges & Csizér, 2018). Considering Ryan’s (2019) guidelines that suggest investigating ID variables in concert should be the norm as their interactions might shape the learning processes, we selected several autonomy-related, motivational and emotion-related variables to map contextual differences among Hungarian secondary schools’ students. Our analysis focused on school-level differences, and the main results show that concerning learner autonomy the only impact that seems to be significant across each school is students’ motivation, while the role of the other scales is limited to some of the schools. In terms of scales influencing students’ independent use of technology, self-efficacy beliefs played a significant role in most of the schools. Moreover, there were positive emotions, pride and hope, which had a positive role in one school but negative in another. Based on our results, we suggest an overarching theory of autonomy as well as practical pedagogical implications for teachers and researchers alike. BIOS: Ágnes Albert is Assistant Professor at the Department of English Applied Linguistics at Eötvös University, Budapest and holds a PhD in Language Pedagogy. Her research interests include task-based language learning and individual differences with a focus on learner creativity and positive emotions related to foreign language learning. Currently, she is a member of a research team investigating the motivation, autonomy, and positive and negative emotions of secondary school learners about their English classes. Kata Csizér is Associate Professor at Eötvös Loránd University, Budapest. Her main research interests are the social psychological aspects of L2 learning and teaching as well as foreign language motivation. She has published over 100 academic papers and has co-authored several books, including the recent Palgrave Macmillan Handbook of Motivation for Language Learning with Martin Lamb, Alastair Henry, and Stephen Ryan. | |
| Melinda Fűrész-Mayernik: Multilingualism in the classroom – Pedagogies and approaches: an observation study and practical implementations In my presentation, I would like to present the theoretical background of multilingual pedagogies, approaches and translanguaging pedagogy and then its practical use in order to integrate this vision into the classroom, to allow children to use their mother tongue, to recognise both their personality and their essence, and to support their academic progress. I collected information by observing Mongolian-Hungarian-English children studying in a bilingual primary school in Hungary, how children and teachers use languages in class, and how translanguaging is practiced. In the second half of the presentation, I will therefore present concrete multilingual approaches and practical ideas, good practices that can be immediately adapted for the classroom. BIO: Teacher of English and Mathematics (2008), founder of the Angol Kalauz programme, researcher in educational science (specialisation in early childhood and pedagogy of higher education) and a mother of three children. Since 2008 she has been working as a teacher of Mathematics and English at the Radnóti Miklós Primary School in Mór, Hungary, and has been teaching English in kindergarten and teacher training. Since 2018, she has been the head of the 60-hour teacher training course on the Angol Kalauz programme in kindergarten and lower secondary schools, accredited by the Education Office, and since 2019 she has been the professional leader of the Angol Kalauz Talent Centre. From 2020, she will be a PhD student at the University of Pannonia’s Doctoral School of Multilingualism and Linguistics. Her research topic focuses of multilingual children’s development, with a special focus on the sensitive period of the kindergarten-school transition, taking into account its pedagogical aspects. | |
| Kirsty Bowie (SOL): Sharing One Language RECHARGE your students’ love of learning and travel with our exciting and engaging English language courses which bring out the best in English language learners and accelerate language knowledge, confidence, and fluency. RECONNECT with English cultural experiences where students can use real language in context and gain real understanding of its use. INSPIRE students with active and stimulating classes which focus on speaking English using a variety of diverse cultural topics or themes which meet different learning styles and interests. ENGAGE with welcoming host families who will reinforce and expand on the English language learning of the classroom and allow opportunities for communication and cultural learning. EXPLORE the amazing beaches of the Atlantic Ocean coast, and the beautiful countryside surrounding our lovely small towns and villages. Learn new language in context and revise and consolidate classroom learning. EXPAND your English teaching toolkit by joining us on one of our teacher courses in July 2023. EXTEND your classroom methodology with downloadable teaching videos and resources. BIO: Kirsty Bowie is currently employed as Assistant Director at Sharing One Language in England. SOL is a school which specialises in integrated cultural language learning experiences in the U.K setting. She is responsible for collaborative content creation on SOL English courses and school logistical management. She’s been part of SOL for 11 years. Kirsty has a special interest in motivation, engagement and learning styles. Kirsty graduated with a B.Ed. (Hons) in Primary Education in 2007 and further became CELTA qualified as her career progressed. Her career experiences include being a primary teacher, being an English teacher, being an English college lecturer and being an assessment specialist/moderator of English examinations. Her recent studies include a Diploma in Project Management, and she is currently undertaking a Master of Laws (LLM). | |
| 2.15-2.45 | Adria Mária Kürtös: Investigating the perceived effects of starting a second FL by Hungarian EFL learners The conduction of the research was motivated by the observation that learning a foreign language in itself is emotionally challenging for learners demanding substantial motivation on their behalf. Moreover, learning two foreign languages in parallel might only increase the number of obstacles to overcome. Therefore, the research aimed at discovering the possible effects of starting a new foreign language on EFL students. According to the four emerging themes found, starting a new foreign language did have an impact on students’ EFL learning most times, seemingly depending on their previous EFL learning experiences and on their reception of the second foreign language. BIO: My name is Adria Mária Kürtös and I graduated from Eötvös Loránd University with a master’s degree in English studies in 2021. During my training, I specialized in the field of applied linguistics and I want to further expand my knowledge by enrolling in doctoral training from the autumn of 2022. My research focus includes emotions, motivation and autonomy related issues in EFL learning. |
| Bochra Kouraichi: Teachers’ Use of Motivational Strategies: A Classroom-Oriented View An abundance of research suggests that motivation is important for learning in general and for language learning in particular for its pivotal role in the mastery of foreign languages. However, few studies have focused on the effective use of motivational strategies by teachers. Indeed, what teachers perceive as motivating may not appeal to learners. The current study seeks to investigate Tunisian university teachers’ use of motivational strategies and the extent to which their students find them effective. It also seeks to explore the relation between students’ self-perception and their teacher’s use of MS. It will highlight the perspectives of both teachers and students on the use of motivational strategies and yield interesting takeaways to apply in classes of English. BIO: Bochra Kouraichi is a PhD candidate in English Applied Linguistics at the university of Szeged. She holds an MA in applied linguistics and an MA in translation and interpreting. She was awarded the Fulbright FLTA award at SUNY Binghamton in 2014-2015. She has been teaching English for 10 years. | |
| Gréta Sopronyi: How Context Matters in Foreign-Language Learning Motivation L2 motivation is a well-researched area; however, various gaps exist in the research directions. In this literature review I will analyse how different contexts affect the L2 motivation of learners and explore how taking the context into consideration might be necessary for successfully motivating each learner. In doing so I also wish to point out a few gaps, where further studies would be beneficial to promote inclusivity in L2 motivational research. The comparison will be based on Dörnyei’s L2 Motivational Self System (L2MSS) (2005), and context-related variables will include country of origin, differences between urban and rural areas within a country, the educational setting of learners, and the target language or languages. BIO: Gréta is an applicant for ELTE’s PhD Programme in Language Pedagogy and English Applied Linguistics. | |
| Patrícia Szakály: The way we teach languages When we talk about teaching methods, the first one that we mention is usually the communicative one. Does that mean that we use only that and the more traditional ones are rather avoided? How about the situation of those teachers, who are teaching more than one foreign language? Do they have to change their attitudes whenever they switch between the two languages? During this talk, I will present my research about a comparative analysis of secondary English and German language teaching and have an interactive activity together with the audience. BIO: Patrícia Szakály is a fourth-year student at the University of Pannonia training to become a teacher of English and German languages. At the moment, she is teaching privately, mostly students around the age of 18, but she also enjoys working with children. Her main interest in teaching is integrating methods and skills within the 21st century classroom. From this year on, she is a member of the IATEFL-Hungary committee, responsible for PR issues. | |
| Veronika Derecskey: EFL teacher disengagement and its effects in the classroom – findings of a qualitative study My qualitative study focused on teacher disengagement, involving a few Hungarian secondary school teachers teaching English as a foreign language and their students. The interviews revealed important issues such as demotivating factors that may affect teachers’ engagement and disengagement, students’ feelings about their teacher’s disengagement, and how teachers try to cope with these negative feelings. BIO: I’m a 3rd year PhD student at the University of Nottingham. My research interest is EFL motivation, particularly EFL teacher demotivation and burnout. My first study focused on exploring the causes of teacher demotivation in Hungary which led to shape my interest towards teacher disengagement, its link with burnout, and its effects on EFL learners, however the focus of my research now is on teacher disengagement and its effects in the EFL classroom. | |
| 3.00-3.45 | Ágnes Piukovics & Noémi Gyurka: Challenging the status quo: Practical suggestions on how to include pronunciation activities in the Hungarian EFL classroom Pronunciation teaching in the Hungarian educational context is often side-lined in favour of focussing on other skills. Drifting away from the long-established neglect pronunciation has been suffering from (which is why it is often referred to as the „Cinderella of ELT”), the benefits of pronunciation teaching and learning have started to gain more recognition in recent times: it has been proved that the inclusion of pronunciation activities helps develop the learners’ listening skills and boost their confidence, both of which contribute enormously to successful communication. In practice, however, pronunciation teaching is often equated with „listen and repeat” exercises and learning a few sound segments not found in the learners’ L1 (and even that is often restricted to the TH-sounds). Not only are the students likely to find these boring, but there is also a danger of them developing a hostile attitude to pronunciation improvement in general as they will fail to notice the benefits of pronunciation inclusion. We aim to show that when introduced within the frame of communicative language teaching, pronunciation activities can be engaging and motivating alike. Participants attending our workshop will receive practical suggestions on how to select or modify activities to suit the needs of Hungarian learners specifically as well as tips on how to approach a pronunciation activity communicatively. We will also provide them with ready-made materials that they can use in their classes. BIOS: Ágnes Piukovics holds an MA in English Studies (Philologist in English Studies, with a specialisation in English Applied Linguistics, University of Pécs, 2014), and an MA in Teacher Education (Pázmány Péter Catholic University, 2015). She defended her PhD thesis (entitled „Phonological and non-phonological factors in non-native pronunciation acquisition”) in 2021. Her field of research is second/foreign language phonology and pronunciation acquisition, with special focus on the case of Hungarian-accented English. She has been working at PPCU since 2016, as a full-time lecturer since 2018. She has also been a part-time lecturer at Károli Gáspár University of the Reformed Church since 2015. Noémi Gyurka holds an MA in Teaching English as a Foreign Language and Teaching Hungarian Language and Literature (Pázmány Péter Catholic University, 2022). She is planning to do a PhD in applied linguistics, and her research interests are pronunciation teaching and pronunciation integration in the Hungarian English as a foreign language classroom. She is a part-time lecturer at Pázmány Péter Catholic University. |
| Gabriella Kovács: Why finding your niche is the next step in CPD This talk explores the changes that have and are taking place in language classrooms worldwide. With experience in both teaching and coaching, Gabriella will be discussing how to build trust with learners and ways to expand professionally with a 21st century mindset. We will uncover what it means to work with the paradigm shift to enrich the professional self and unleash potential to accommodate for the needs of today. Attendees will understand how establishing specialisation/nicheing within language teaching can support learner needs to the fullest and impact everyday practices and wellbeing positively. Takeaways will include practical, easy-to-apply self-reflection tips with specific references to A Comprehensive Language Coaching Handbook. BIO: Australian-born Gabriella Kovács MA, PCC is an internationally certified language coach with ICF, a business communication trainer, language teacher, teacher trainer, international speaker and author of A Comprehensive Language Coaching Handbook. Her mission is to inspire a holistic approach in language learning processes and support corporate language learners. She co-founded ILCA, the International Language Coaching Association, supporting language practitioners globally. | |
| Katalin Hubai & Zsófia Széll: Action research: A cure-all for teachers’ common problems On the verge of burnout? Do you have a lot on your mind about your classroom? Do you wake up at night thinking about teaching problems? Our workshop can offer a solution. We would like to show you that action research is a great tool to develop deeper interest and engagement in your teaching and can even drag you back from the brink of burnout and help you set new professional goals. We will arm you with basic knowledge, show you some tools to get started, and provide you with an opportunity to discuss your dilemmas with fellow teachers and trainers. BIOS: Zsófia Széll is a language teacher working towards her PhD at the Department of English Language Pedagogy, Eötvös Loránd University. Her primary research interest is creativity in English teaching and English teacher training. Katalin Hubai is a mentor teacher at Eötvös University Apáczai Csere János Secondary School and her PhD research focuses on student teachers’ preparation for developing key competences for lifelong learning in the EFL classroom. Email: khubai@apaczai.elte.hu | |
| Martin Jelinek (Macmillan): reDefining Teaching/Learning Today’s language competence strives for more than just correct grammar and word order. It is a means of establishing one’s position in let’s hope open society and the worldwide business and intercultural communication of the 21st century. What is more, you are expected not only to understand, but to speak to and for others, address today’s current affairs and bring forward meaningful utterances that are both attention drawing and clear to understand. BIO: Martin Jelinek is the founder and owner of Bright House Language Institute which focuses on teaching and learning innovation, communication, visual literacy, narrative and presentation skills. Martin has 20 years of experience teaching in Europe and Central America and besides running his own business, he works as an assistant lecturer at University of Presov and is also an active Cambridge Oral Examiner. Martin is listed with Macmillan Education as a freelance Teacher Trainer and regularly delivers talks/workshops at venues at home and internationally. | |
| Peter Holly: How Green is our ELT? With an environmental crisis affecting almost everything we do, there is no time like the present to take steps to minimise our carbon footprint. But what can we do specifically in our English Language Teaching activities ? What can we do right now ? This workshop will therefore focus on 3 areas in which we can all make a difference from the institutional level to the individual. There will be a focus on educational areas, with opportunities for discussion. I will also highlight some useful links to websites that will give much inspiration and food for thought, as well as practical teaching resources and a plan of action. BIO: Peter Holly has over 30 years of experience in ELT and education, having taught, trained and managed overseas all his life since university studies in the UK. He holds an MA in TEFL from the University of East Anglia in Norwich, which he was awarded after his first time in Hungary from 1985-1990 – when he worked for the British Council as a ‘lektor’ in Sárospatak and Szeged. He has recently returned to the country, and now teaches students general English and Business English online. He is planning to take up a position at a gimnázium in Kaposvár from September 2022. | |
| 4.00-4.30 | Anikó Berta & Gabriella Hild: Working with UTAs to enhance language learning of medical students As a PhD student I am investigating diverse factors leading to foreign students’ high proficiency level of Hungarian. Preliminary results indicate that the genuine interest to become familiar with the culture and the locals speaking the target language, the need for integration into a new culture, significantly contribute to a successful language learning process. In the academic year 2021/22 1,800 foreign students enrolled in the Medical School’s English and German programmes, coming from 71 countries. Teaching and learning languages can make use of the possibilities this multicultural and multilingual environment can offer; therefore, the school launched a Circle of Demonstrators/ Undergraduate Teaching Assistants in 2016. It has been a good practice of the Dept. of Languages for Biomedical Purposes and Communication to join the circle and involve foreign students in joint projects with their Hungarian peers. Peer teaching provides an excellent platform for language learning in the classroom, serving as a win-win situation for both parties. Students improve not only their language skills but also their intercultural competencies, thus this learning method can prepare them for their future years as well, since due to globalisation medical doctors work in multicultural, multilingual settings. BIOS: Aniko Berta is assistant lecturer at the University of Pécs Medical School, Dept. of Languages for Biomedical Purposes and Communication, teaching medical English for Hungarian students, focusing on improving their oral and written communication skills. Her main focus is twofold: teaching English for Specific Purposes for Hungarians and teaching medical Hungarian for foreigners where she utilizes undergraduate teaching assistants (UTAs) to help foreigners aquire new vocabulary and grammar points in a multicultural and multilingual environment. Both Hungarian and foreign students benefit from this method: their language proficiency is improved by talking to native speakers in school settings where otherwise they had no chance to work together in a safe and controlled environment. Gabriella Hild, PhD, is an assistant professor at the Department of Languages for Biomedical Purposes and Communication, Medical School, University of Pécs, Hungary. She teaches English for healthcare purposes to undergraduates and postgraduates, and Hungarian for healthcare purposes to foreign undergraduates. She received her PhD degree in 2015. She is also an OET (Occupational English Test) preliminary provider, and an item writer for Cambridge University Press & Assessment. Her research interests include language testing, teaching English and Hungarian for healthcare purposes and autonomous language learning. |
| Attila Wind: Self-Assessment in the Language Classroom This special hybrid talk/workshop is aimed at bridging the gap between education research and classroom practice. Self-assessment (SA) practices involve learners reflecting on and evaluating the quality of their performance and learning. SA increases self-awareness of learning, fosters learner autonomy, promotes self-regulated learning and motivation, all the while it reduces anxiety. Students have reported SA activities to be more helpful than goal-setting activities. After an insightful account into self-assessment, research findings will be used to underpin our practical tips and teaching techniques presented to session participants. BIO: Attila M. Wind is an assistant lecturer at the Department of English Applied Linguistics at Eötvös Loránd University. He completed his PhD at Lancaster University (UK) in 2019. His research interests are in the area of second language development, more broadly, with a special focus on second language writing development. He is also interested in the application of Complex Dynamic Systems Theory to the study of second language development. | |
| Murad Alhamwi: Language for Resilience: Inclusion and Diversity in ESOL Provisions This workshop will be systematically discussing ESOL provisions’ polices and structure of inclusion and diversity provided to ethnic minorities and vulnerable people. The workshop will also include a case study from one of the biggest ESOL hubs in the UK, Lancashire County Council. The main two points that the workshop will focus on are: (1) what are the common barriers and facilitators in ESOL provision, and (2) how to develop an inclusive and equitable quality in education for all vulnerable learners. The main objectives of this sessions are to highlight the different approaches of analyses within educational framework. This also focuses on the learners’ experience and their voice in regard to inclusion and exclusion at an educational level. Moreover, the session will stress on how learners’ diversity and their responses help in creating and developing an inclusive learning environment. This may include but is not limited to inclusive strategies, the Universal Design of Learning (UDL), and the definition of an inclusive instructor. Finally, the session will provide a brief explanation on how challenging It also provides a short introduction to the challenges and resources to teaching different groups of students. BIO: My name is Murad and I am a community integration officer and ESOL provision coordinator at Chorley council affiliated with Lancashire County Council, UK. I am passionate about helping vulnerable people and ethnic minorities towards their language and their resettlement progress within the UK upon their arrival. I am deeply interested in inclusive teaching and equality in education. I have always believed that crisis brings blessings and changes. I think that working closely with these groups enabled me to enhance my understanding of teaching methods and strategies within this context and made me more aware of global issues in education. | |
| Barbara K. Horváth: Developing social competencies in the EFL classroom Social competence is the ability to interact effectively with other people in social settings. As Zsolnai (2018) argues, there are enormous differences in the patterns of children’s competencies that can have a huge impact on their interactions inside and outside the school building. Therefore, it is one of the main tasks of all educators, to develop these competencies during their classes. Incorporating experiential learning activities in the English language classroom can give opportunities to address several burning issues. In this interactive workshop, we will try out, discuss and analyze an activity that can foster cooperation, tolerance, communication, and group dynamics. BIO: TBA | |
| Zsuzsanna Soproni: A journey of discovery into Hungarian sign language The talk aims to briefly introduce participants to Hungarian Sign Language (HSL) and give a personal account of the presenter’s and some other sign language learners’ experience in attempting to acquire this language, which was acknowledged as an official language of Hungary in 2009. The emic perspective of the talk aims to give participants insights into the world of native HSL users and the perceptions of HSL learners. On the basis of some small-scale exploratory research, the talk will attempt to present and discuss with participants how learning a sign language compares with learning a foreign language. BIO: Zsuzsanna Soproni completed her doctoral studies at Eötvös Loránd University, Budapest, in 2014. She teaches general English, English for business and academic purposes, oral communication skills, and research methodology at International Business School, Budapest, a private college validated by Buckingham University. She has done research and authored or co-authored articles on teacher development, English as a lingua franca, native and non-native English speaker teachers, technology in the language classroom and computer-assisted language testing. | |
| 4.45-5.15 | Ágnes Albert & Kata Csizér: A longitudinal investigation of how motivation, self-efficacy and emotions influenced learner autonomy in three secondary schools in Budapest While individual differences are generally hypothesized to be influential determinants of language learning success (Dörnyei & Ryan, 2015), which signifies their importance in foreign language pedagogy, there is much less certainty about their interactions during the language learning process (Ryan, 2019), similarly to a lack of longitudinal studies about them (Dörnyei, 2009). In an attempt to address the issue of the concurrent investigation of several ID variables over time, we designed a longitudinal study with four data collection points, where we set out to investigate a range of individual variables: learner autonomy (Benson, 2013), language learning motivation (Dörnyei & Ushioda, 2021), self-efficacy beliefs (Mills, 2014) and several emotions (Pekrun, 2006). During our two-year study, which started in the autumn of 2020 before the breakout of the COVID pandemic and continued with online data collection throughout school lockdowns, we managed to collect data from 101 high school students at all four data collection points. Regression analyses were used to predict two aspects of their autonomy: autonomous learning behaviour and autonomous use of technology (Kormos & Csizér, 2014). Our results show changes in what determined these two aspects of autonomy for the students at different points in time, reflecting temporal changes and students’ reactions to the school lockdowns. Besides variety, consistent results also emerged: it seems that while autonomous learning behaviour is strongly determined by students’ motivated learning behaviour, their autonomous use of technology is more dependent on their self-efficacy beliefs. Moreover, certain emotions were found to be associated with different aspects of autonomy in a complex manner, as negative emotions sometimes contributed to them positively while certain positive emotions had negative contributions. The pedagogical implications of our study highlight the context dependent nature of the observed relationships and address how sudden changes in the educational context might impact students’ autonomy. BIOS: Ágnes Albert is Assistant Professor at the Department of English Applied Linguistics at Eötvös University, Budapest and holds a PhD in Language Pedagogy. Her research interests include task-based language learning and individual differences with a focus on learner creativity and positive emotions related to foreign language learning. Currently, she is a member of a research team investigating the motivation, autonomy, and positive and negative emotions of secondary school learners about their English classes. Kata Csizér is Associate Professor at Eötvös Loránd University, Budapest. Her main research interests are the social psychological aspects of L2 learning and teaching as well as foreign language motivation. She has published over 100 academic papers and has co-authored several books, including the recent Palgrave Macmillan Handbook of Motivation for Language Learning with Martin Lamb, Alastair Henry, and Stephen Ryan. |
| Anna Zólyomi: Teacher Trainees’ Self-Efficacy Beliefs in Light of Their Perceived Language Aptitude and Explicit-Implicit Language Learning Behavior The causes leading to early teacher attrition may be numerous; however, studies have shown that low self-efficacy beliefs as well as too high initial self-efficacy beliefs may result in teachers leaving the profession. Self-efficacy beliefs are rarely investigated along with individual differences and if so, these endeavors are limited to studying the relationship between self-efficacy beliefs and proficiency. This study, being exploratory in nature, aims to examine the factor structure and reliability of an instrument that is intended to measure self-efficacy beliefs, perceived language aptitude, and explicit-implicit learning behavior. In addition, it also investigates the relationship between self–efficacy beliefs and perceived language aptitude. Thirdly, participants’ explicit-implicit behavioral profiles are studied to assess whether there are any significant intergroup differences concerning self-efficacy. To this end, 62 teacher trainees filled in an online questionnaire, and the data was subjected to exploratory factor analysis, Pearson correlations, and cluster analysis. The results show a factor structure of nine scales that can reliably measure the proposed constructs; perceived language aptitude appears to account for 35% of variance in self-efficacy beliefs; and based on teacher trainees’ profiles, those who employ both explicit and implicit learning behaviors have higher self-efficacy beliefs. The results also lend support to the single-system approach of explicit-implicit learning, meaning that these processes are not completely independent. Pedagogical implications are also discussed that point to the role of the interplay of explicit and implicit learning. BIO: Anna Zólyomi is a third-year applied linguistics and language pedagogy PhD student. She is teaching at Eötvös Loránd University, Hungary since 2019. She is taking part in state-funded research projects involving the New National Excellence Program (ÚNKP), a research grant which she has won in three consecutive years, and the Hungarian Scientific Research Fund (OTKA) by the National Research, Development and Innovation Office. Her main areas of interest include language aptitude and explicit–implicit learning processes. | |
| Brittany Clarke (Australian Embassy of Vienna): Teaching English with an Australian world view G’day! Australia is one of the world’s most multicultural countries, with fascinating wildlife, a thriving economy and a unique lifestyle and world view. These factors make Australia a fun country to study in the English language classroom, and a great destination for learning English. Join Ms Brittany Clarke, First Secretary at the Australian Embassy in Vienna, to learn more about Australia, the secrets to the “Aussie” accent, plus some great ideas and resources for bringing Australia into your classroom. BIO: Ms Brittany Clarke is honoured to represent Australia in Hungary. As First Secretary at the Australian Embassy in Vienna, Brittany is responsible for Australia’s diplomatic relations and public diplomacy program in Austria, Hungary, Slovenia, Slovakia, and Bosnia and Herzegovina. She is delighted to partner with IATEFL-Hungary for their 32nd Annual Conference. Brittany joined the Australian diplomatic corps in 2013. She has previously represented Australia in Canada from 2016 to 2019. Brittany holds an Honours degree in International Relations from the University of Western Australia. Her favourite place in Australia is Margaret River and her favourite Australian animal is definitely the Quokka. | |
| János Ujlaki: Using digital storytelling to develop presentation and language skills Digital storytelling is a learning strategy that develops digital competencies and enhances self-expression and communication. This talk focuses on the importance of these skills since they are essential in the 21st century, where future employees need to present their ideas or tasks to engage the audience. The talk will also focus on how to make an effective and engaging digital story, and how students can benefit from making and sharing these stories. BIO: I am a teacher of English and Mathematics at Európa 2000 Gimnázium in Budapest. Our school has evolved to one of the best digital schools in Hungary, giving me the opportunity to develop both professionally and digitally. I like to experiment with new apps, modern approaches and methods. I am also a Microsoft Certified Educator, and the vice-president of IATEFL-Hungary. I have taken part in numerous international ELT conferences as a speaker. | |
| Tamara Bradonjic: Cross-curricular teaching and learning Cross-curricular teaching refers to combining different subjects in order to create a curriculum that helps teachers get students more engaged. It includes creating links between the subjects so that students can develop their knowledge and skills through a series of interconnected topics. It offers many great advantages to students. Cross-curricular learning fosters students’ motivation and critical thinking because they can expand knowledge on the specific subject and apply the learning to other subjects. Collaboration between the teachers strengthens collaboration and teamwork between the students. Students develop the ability to analyze and synthesize the information, draw conclusions and make predictions. BIO: Tamara Bradonjic is an experienced teacher and a teacher trainer. She holds a Bachelor’s Degree in English Language at the Faculty of Philology, University of Belgrade. She is also educated as a translator at the Association of Scientific and Technical Translators of Serbia in Belgrade. In her work, she combines various techniques, such as teaching with graphic novels and cross-curricular teaching. One of the most significant projects she has taken part in was a master programme “Teaching Global Citizenship” granted by the U.S. Embassy. She completed the OPEN course “Professional Development for Teacher Trainers” delivered by Arizona State University. Her motto is life-long learning. | |
| 5.30-6.00 | OPENING CEREMONY |
| 6.00-7.00 | PLENARY 1: JUDIT KORMOS New perspectives on inclusive language teaching: Building on research findings to enhance language learning for all Our students differ in a many ways; socially, culturally, biologically and cognitively. One of the key challenges teachers face in the classroom is how to deal with such diversity and how to cater for the variety of language learners’ needs. In this presentation, I will focus on cognitive variation among language learners and briefly discuss the impact of key cognitive individual differences such as working memory capacity and phonological processing skills on learning another language. Following this short theoretical introduction, I will showcase some of the inclusive language teaching methods that recent research has found to be effective in supporting the acquisition of vocabulary and grammar knowledge and the development of key language skills. Next, I will outline differentiation techniques that can easily be implemented in the classroom to help students work at their level of competence. The talk will conclude with suggestions on how further support can be offered to struggling language learners so that they also become successful in acquiring additional languages. |
| 7.00-8.30 | Dinner |
| 8.30- | SOCIAL EVENT: POOLSIDE CHIT-CHAT / SAUNA SÉANCES 1 & 2 |
Supporting quality language teaching
