| 12.00- | REGISTRATION (FIRST FLOOR) |
| 2.00-2.30 | Anna Zólyomi: Researchers’ Flow: Teachers’ Low? Data: Who is it for? While researchers can get really carried away by their data collection and analysis procedures, they often forget to consider an important population, that is, teachers. Researchers are pushed to publish as many high-quality papers as possible year after year, and teachers are preoccupied with their practical tasks in the school. What is the point of producing many articles if nobody reads them? There are many aspects of the teacher-researcher miscommunication issue that should be considered, and many studies called our attention to this. However, useful tips and ideas to bridge the gap are rarely discussed, so I would like to address this in my talk. BIO: Anna Zólyomi holds a PhD in applied linguistics and language pedagogy from Eötvös Loránd University, Hungary, where she has been teaching 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 four consecutive years, the Hungarian Scientific Research Fund (OTKA), and she is also a member of the MTA-ELTE Foreign Language Teaching Research Group. |
| Andreja Havoj: My Town – Outside of the classroom In my workshop, “My town/city” Unit for the 3rd grade students is presented; the role of important buildings (e.g. a fire station, a police station, a school, a pharmacy, etc.) and their roles in the town/city. The traditional student-teacher flow inside of the classroom is moved to the town literary; taking students on a half-day trip in the town/city, get to know the importance and role of crucial buildings (e.g. who to call when there is a fire or how to sign in the library; the difference between a bookshop and a library) and in the classroom providing: a) A revision worksheet with buildings in my town realia; b) Short story that is mixed – “where to get or do what”; c) Choosing the right answer on questions about each building. The lesson is also including English across the Curriculum with the school subject (in Slovenia is called SPO – Spoznavanje okolja according to English titled subject could this lesson relate to Citizenship). BIO: My name is Andreja Havoj and I come from Lendava. I work as a Primary teacher for 5 years. Before that I was a Kindergarten teacher for a year. Being a language teacher in Bilingual environment is a prestige that I have – students of our school are in constant language bath of Slovene, Hungarian, English and German language. As a young teacher my mission is to develop and search for different teaching techniques to have an impact on the teacher-student flow as well as classroom flow. Under the term “Flow” I understand how knowledge from student’s point is absorbed. On daily basis I am standing up for some different methods of presenting new knowledge to our young ones – including CLIL and flipped learning in the biggest measure possible and to keep traditional role of teacher-student only as a shadow of my lesson plan. | |
| Flóra Márta Tar: Flow into ESL: Effective Language Teaching Practice Discover the art of teaching with unwavering passion and avoid the pitfalls of burnout. Join me as we explore the concept of ‘flow’ in the teaching profession, where educators find fulfillment and joy in their work. Drawing from my experience as a dedicated and enthusiastic English teacher, I will share practical strategies and insights on how to cultivate a positive teaching mindset, establish work-life balance, and create engaging learning environments. Learn techniques to nurture your own well-being, maintain motivation, and inspire students with renewed energy. Let’s delve into the secrets of becoming a resilient and fulfilled teacher. BIO: With a diverse background in education, I am a passionate and dedicated English teacher specializing in mathematics. I hold a Master’s degree in Teacher Training and have completed specialized further training in public educational leadership. My journey began with a Bachelor’s degree in English language and literature, followed by a Teacher of English and German MA. Throughout my career, I have worked in various educational institutions, fostering talent development, preparing students for language exams, and promoting a positive learning environment. With a strong commitment to student success and a focus on maintaining enthusiasm without burning out, I am dedicated to inspiring and motivating learners in the classroom. | |
| Aidana Smagul: Embracing Translation as a Communicative Act in Language Teaching Join me in exploring the pragmatic aspects of translation and its relevance in language teaching. Uncover how translation surpasses mere words, resonating with readers and effectively conveying messages in social contexts. Engage in dynamic activities that explore contextual nuances, such as adapting titles and playing translation games. In my talk, I will showcase how incorporating translation activities that involve pragmatic involvement can enhance learners’ communicative competence and deepen their understanding of language complexities. Join me in delving into the evolving nature of translation and its role in fostering effective communication and language proficiency. BIO: Aidana Smagul, hailing from Kazakhstan, holds a bachelor’s degree in Translation Studies. With a strong interest in translation and language teaching, she is pursuing a Ph.D. in Language Pedagogy, focusing on using L1 and translation in ELT. Aidana’s academic journey includes valuable experiences such as a Mevlana scholarship program in Turkey, where she honed her translation skills and an Erasmus Traineeship as a linguist translator in Poland. Her dedication to the field and commitment to research make her a valuable asset in the realm of translation and language education. | |
| Hoan Vuong: Exploring EFL Teachers’ Attitudes towards ICT Integration in Primary School Classrooms: A Questionnaire Validation Study Since the Covid-19 pandemic, the utilization of ICT has become an indispensable part of daily teaching and learning at educational institutions. However, various factors influence its use in the teaching reality, and teachers’ attitudes are among them. To measure their attitudes accurately, it is necessary to develop a reliable and valid instrument. Join us for a workshop focused on validating a questionnaire specifically designed for this purpose. This workshop is tailored for researchers in the field of EFL education. During this session, you will have the opportunity to master the entire procedure of validating a questionnaire by conducting several SPSS analyses. BIO: Vuong Thi Hoan is currently a Ph.D. candidate in Language Pedagogy and English Applied Linguistics, Eötvös Loránd University, Hungary. She had been teaching EFL to both young learners and adults for approximately 10 years in her home country. She has been a core member of the Doctorate Research Group, VietTESOL Association, and also served as a reviewer for this organization. Her interests focus on primary school teacher training and ICT use in teaching and learning EFL. She can be reached at vuongthihoan.88@gmail.com | |
| 2.45-3.15 | Barbara K. Horváth: Summer Flow: CPD with IATEFL-H at Lake Balaton This interactive talk aims to serve you some amuse bouche about our previous years’ summer camp offers. Warm-ups, fillers, and handicraft projects will be distributed in digestible portions, as well as some personal experiences as a dessert. Not-yet-gourmets are also welcome to start planning the upcoming year’s lineup. BIO: My name is Barbara K. Horváth and I have been teaching English for more than 20 years now. I graduated from Kodolányi János University as a teacher of English Language and Literature and a Communication Specialist. I got my postgraduate degree in Assessment of Reading Comprehension at the University of Szeged. I completed my MA at the University of Pannonia and I have just finished my PhD studies in the English Language Pedagogy Program of Eötvös Loránd University. I am proud of being an alumna of the International Visitor Leadership Program of the US Embassy. My research interest focuses on cultural and multicultural issues, such as diversity, segregation, and integration in ELT. |
| Ágnes Piukovics & Noémi Gyurka & Katalin Balogné Bérces: [ˈdetermaɪn], meanin[ks], [t]ank you: A comprehensive classification of pronunciation errors in ELT In the field of ELT, whenever issues concerning pronunciation teaching and learning are discussed, “pronunciation” tends to be treated as if it was an indivisible whole. The truth, however, is that the term covers such a wide range of features that it is impossible to examine questions related to pronunciation without treating the different features or feature types separately. E.g., when the place of pronunciation in the EFL classroom and the importance of correcting pronunciation errors are discussed, it makes a huge difference whether the error in question is a substitution of a target language sound not found in the learner’s L1 (e.g., think=[t]ink), or pronouncing words like determine as [ˈdetermaɪn]. In our talk we analyse examples of pronunciation errors with the aim of pointing out the vast variety of error types, and introduce a way of categorising the errors into types based on the criteria of the problematic feature’s teachability, learnability and its contribution to intelligibility. We propose a three-way classification of error types into lexical (e.g., determine=[ˈdetermaɪn]), phonological (e.g., meanin[ks]) and phonetic (e.g., [t]ank you) pronunciation errors. We argue that errors belonging to the lexical type should be dealt with in all cases to avoid the barriers in communication they may cause, while the other two types should also be dealt with separately as phonological errors have a higher level of teachability and learnability, and phonetic errors do not contribute to the learners’ intelligibility to such an extent to be worth the effort of dealing with them in the secondary educational context. 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 doing her PhD in Language Pedagogy and English Applied Linguistics at Eötvös Loránd University. Her research interests are pronunciation teaching and pronunciation integration in the Hungarian English as a foreign language classroom. She is part-time lecturer at Pázmány Péter Catholic University. Katalin Balogné Bérces is Associate Professor at PPCU, Budapest, and the Catholic University in Ružomberok, Slovakia. She took her MA (English Language and Literature with Secondary School Teaching Qualification, 1998) and her PhD (English Linguistics, 2006) from ELTE, Budapest. Her fields of research include phonological theory, the phonology and dialectology of English, language contact, and foreign-accented Englishes. She has authored Strict CV Phonology and the English Cross-Word Puzzle (2008, Saarbrücken: VDM Verlag), The Pronunciation of English(2006, Budapest: HEFOP, with Szilárd Szentgyörgyi), Beginner’s English Dialectology (2008, Budapest: Ad Librum), and The Structure of English (2016, Budapest: PPCU; 2018, Budapest: Akadémiai). | |
| Zdravka Majkić & Tijana Zdravković: Five steps to teacher’s well-being Mental health is a state of psychological well-being that enables people to cope with life’s stresses, recognize their abilities, learn and work well, and contribute to their communities. Teachers are expected to have superhuman strength and always be ready to solve all problems, but are we? Everyone talks about student well-being, but where are we, the teachers, in all of this? First and foremost, we need to be nice and kind to ourselves so that we can do our jobs properly. In this workshop/teacher retreat you will return to your original self and you will be pampered. There are five steps to the well-being of the teacher, shall we walk them together? BIOS: Zdravka is not only an English teacher but also an edu-enthusiast. She believes that working in a small rural school requires enthusiasm and perseverance to teach great things with little resources. She is an author and co-author of numerous published lesson examples in the Proceedings of Good Practice, where she showcased her pedagogical ideas. She was the finalist of the first Science on Stage Serbia festival, where she merged language and science. She is very digital competent and curates an online blog English corner as well as Instagram page zm.thequeen, where she scaffolds students to learn English with fun. She is also a co-author of the website „Let’s share knowledge” and the seminar „With a little effort to STEAM skills” and text books reviewer. Zdravka is author of numerous published articles about education, among them is article in education magazine K12 Digest. She was also awarded in Serbia for creating educational softvers for English classes. She has delivered different workshops about educational games in Serbia and across Europe. Tijana is a French language teacher who works at Brook Hill International School and at French Institute in Belgrade. She is a founder of francuski_kafe, an Instagram page dedicated to avid (French) language learners all over the world. She also enjoys working online, attending summer schools, learning languages, and is highly interested in digital literacy, too. Her teaching philosophy consists of many beliefs about teaching and learning, but the one that particularly stands out is about putting relationships first, so that she can be their teacher for life, not just for 4 years. Tijana is a teacher striving to build a personal brand, create and sell digital products and she strongly believes her time is yet to come. | |
| Kseniia Shokalo: New life of Dictations: Revitalizing classroom activities for effective language learning Dictations are often neglected in the modern classroom. They are considered to be boring and daunting activities and are very much perceived as vestiges of grammar translation approach. But are they really? I invite you to reevaluate dictations in the modern classroom, update some of the techniques for our classes (none of them are really that new!), and examine how different types of dictations can fit different approaches for achieving communicative purposes. Let’s engage with some tools to incorporate into our classes on Monday! BIO: Kseniia Shokalo is the founder and DOS of an English school for adults in Ukraine, English HUB. With 11 years of teaching experience and 7 years of teacher training, she has established herself as an expert in the field. Kseniia is CELTA certified and a passionate advocate of the lexical approach in language teaching. Currently, she is dedicated to furthering her expertise by preparing for the DELTA qualification. In addition to her work in education, Kseniia is actively involved in building a thriving professional community for English teachers, fostering growth and development in the field. | |
| Adria Mária Kürtös: Investigating Hungarian secondary school EFL teachers’ attitudes towards learner autonomy In the context of Hungarian public education, the success of foreign language acquisition may be seen as a topic of outstanding importance, especially in light of learning and teaching efficiency concerns. Among the many causes of the phenomenon, teachers frequently struggle to make the learning process effective for their students because they find it difficult to understand how autonomous learning behaviour could benefit in-class learning. This talk presents the results of a recent qualitative research on Hungarian secondary school EFL teachers’ attitudes towards learner autonomy. BIO: Adria Kürtös is a PhD student in Language Pedagogy and English Applied Linguistics at ELTE. Inspired by her supervisor, Kata Csizér, her area of interest and research is learner motivation and autonomy. During her PhD studies she devotes special attention to mapping and understanding phenomena and problems in the Hungarian educational context. | |
| 3.30-4.00 | Claudia Molnár (mm Publications): Let it all flow! Join me in creating flow within our classrooms, lessons and amongst ourselves. We often talk about the four Cs, but how much do we apply them to our own working environment and within our working community? We have half an hour to just let it all flow! BIO: Claudia has been in ELT for over 25 years, holds a Ph.D in Applied Linguistics, M.Ed., CELTA, DELTA and PGCE. She is the Director of Education for MMPublications Central Europe and a freelance teacher trainer, ELT consultant, author and editor. Claudia has 2 children, 3 dogs, 2 cats and she loves spa days and yoga. |
| Katalin Fekete (ONYC): Is it worth it? – The new Origó MONO exam The key word in language learning is motivation, which may come from anywhere. Against all odds, should we still encourage people to learn languages or to take exams? And how? Let’s stay optimistic. BIO: Katalin Fekete, exam developer and the language assessment leader in English at ELTE Origó Language Centre. I joined ONYC in 2019. Before that I taught English, Social Studies of the English-speaking countries and some Russian in a secondary technical school. Since the mid-80’s, English teaching went through so many changes that I have experience at each level starting from the less sohisticated 2-classes-per-week groups to the most advanced bilingual courses. I also have 20 years of experience in language assessment. | |
| Emre Pshigusa: Integration of Target Culture and Language As a Core Practice in Language Education Join this engaging workshop that explores the vital role of culture in language teaching. In this workshop, we will delve into the significance of culture as one of the core practices in language instruction. Drawing upon the insights of Glisan and Donato (2017), we will examine how incorporating cultural products, practices and perspectives enhances language learning and fosters deeper understanding. Together, we will explore strategies to effectively integrate culture into language lessons, challenge stereotypes, and promote cultural sensitivity in the classroom. This workshop is designed for language teachers at all levels who are eager to integrate target culture in their instructional practices. BIO: Dr. Emre Pshigusa, is an applied linguist with a Ph.D. in Multilingual Language Education from the Ohio State University and an M.A. in TESOL from the University of Texas at San Antonio. He has experience teaching advanced academic writing to international students and training pre-service and in-service EFL teachers from China and Mexico. During the 2023-2024 academic year, he will serve as an English Language Fellow at NCOA in Szentendre, Hungary. | |
| Uwe Pohl: Who needs lesson plans? A fresh look at an old problem Planning lessons in a systematic way is seen as as a basic competence of all teachers. But, with experience, we learn to organise our ideas for a lesson much more flexibly. Perhaps it is time to question the sequential, itemised lesson plan formats most teacher trainees are encouraged to work with but soon leave behind. This workshop will invite participants to explore alternative ways of thinking about lesson shapes and consider formats that are more in keeping with the unpredictability of lesson events. BIO: Uwe Pohl is a teacher educator in the Department of English Language Pedagogy at Eötvös Loránd University, Budapest, Hungary. He is a senior lecturer in language pedagogy and applied linguistics with a particular interest in the areas of ELT methodology, English as Medium of Instruction, intercultural communication, mentoring and trainer training. Uwe Pohl has also worked in a wide variety of international education contexts doing in-service workshops, training courses and consultancies for The Council of Europe, Oxford University Press and the British Council. | |
| Veronika Derecskey: The effects of teacher disengagement in the EFL classroom in Hungary – A qualitative study This qualitative study focused on teacher disengagement, involving interviews with Hungarian secondary school teachers teaching English as a foreign language, exploring the causes of teacher disengagement, its effects on teaching and teachers’ well-being. BIO: I’m a 4th 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. | |
| 4.00-4.30 | COFFEE BREAK (LOBBY) |
| 4.15-5.00 | TEACHERS’ ER (LOBBY) A discussion forum on ‘Burnout’ moderated by Margit Szesztay |
| 4.30-5.00 | Flo Feast (Cengage/NatGeo): Making Exams Manageable We all know that exams can be tough. Our learners likely feel stressed and perhaps overwhelmed. They may sometimes feel that it’s all just a bit too much. In this seminar we’ll discuss how we can support our learners, not only with exams, but also with life, as life can be tough and stressful at times too, especially during the teenage years. In this session we’ll utilise tasks from New Close-up, as well as teacher training tips and ideas. BIO: Flo has been working in ELT since 2010 and is CELTA and Delta-qualified. She has worked as a teacher, CELTA and Delta trainer, content developer and examiner in the UK, Italy, Vietnam, China, and Malta. She has run workshops and delivered seminars and webinars on a range of ELT topics both in Europe and Asia. Flo has worked for a number of ELT school groups including seven years at International House in a range of roles, and is currently the National Geographic Learning ELT Sales Executive for Central and Eastern Europe. In her free time, she enjoys travelling, reading psychological thrillers, kayaking, and sampling wines from around the world. |
| Chase Brame: The case for implementing digital storytelling into the English language classroom Recent innovations in educational and multimedia technology have made multimodal writing tools more accessible than ever before. This workshop invites participants to consider how they could utilize digital storytelling in their classrooms as an exciting learning tool. Digital storytelling is an appealing project for both teachers and students due to its integration of different modes of communication along with the potential integration of fun and authentic language. This workshop aims to explore the merits of digital storytelling as a student task. It will also provide participants with step-by-step guidance on how to develop such projects, and finally, how to successfully design assessments that accurately measure students’ performance. BIO: Chase Anthony Brame, M.A. TESOL, is a writing and language educator. His research interests include multilingual writing and multimodal writing, English composition pedagogy, English as an International Language, and high-impact practices of engaged learning. Chase has taught at English for Academic Purposes at universities in the United States, the Middle East, and Central Europe. He is currently a visiting English Language Fellow at Miskolc University for the 2023-2024 academic year. | |
| Rebecca Svetina: Časoris News Packages ∣ Media Literacy for a Sustainable Future Časoris, a Slovenian online newspaper for children, has teamed up with Slovenian teachers, with the support of the US Embassy Ljubljana, to put together 20+ topic-based lesson plans for primary students to promote media literacy in the classroom. These “News Packages” are perfect for English lessons, and in fact any other lesson through CLIL. They will be available soon on a brand-new website and LMS platform, but we want to give you a sneak peek at what we’ve been working on. BIO: Rebecca is an English teacher, graphic designer, and translator. She is the founder of Bilingual BUZZ, a language center in Lesce, Slovenia, where she teaches all ages and designs educational materials. Originally from the USA (Pittsburgh, PA), Rebecca graduated from Kent State University in Visual Communication Design in 2008. That same year she moved to Slovenia, where she still lives with her family. | |
| Barbara Lukač Patarčec: The Voice of a teacher The teacher’s voice is like a musician’s instrument, crucial for classroom communication. English and other language teachers, more so than others, not only use their voices to convey lessons but also serve as models for proper communication. Students look up to their teachers as examples of how to articulate thoughts, express ideas, and use language effectively. A teacher’s clear pronunciation, grammar, and vocabulary choices influence how students learn and use the language themselves. But, just like any instrument, a teacher’s voice can get worn out or strained thus affecting not only the physical wellbeing of the teacher but the students’ learning. For this reason it is important to catch signs of vocal tiredness or strain early. In a nutshell, taking care of the teacher’s voice is like tuning and caring for a musical instrument. By doing so, teachers can keep their communication effective and create a positive and engaging learning atmosphere. This presentation is therefore going to focus on the presenter’s journey of teaching with vocal issues and how to alleviate them. Throughout the presentation various techniques to prepare a teacher’s voice for the workday will be presented and explained in order to help listeners preserve their vocal instrument. BIO: Barbara Lukač Patarčec graduated from the University in Ljubljana in 2011 with a double major in English Language Teaching and Sociology of Culture. She has worked as a mentor and coordinator in various projects for Erasmus+ and IATEFL Slovenia. Multitasking is her middle name, and when she is not working, she devotes her time to her family and her favourite hobby – reading. | |
| Attila Wind: EFL Teachers’ Views of Problem-Based Language Learning and Teaching Numerous studies have found positive effects of problem-based language learning and teaching (PBLLT) on second language (L2) learning. However, our knowledge is still limited about how teachers perceive PBLLT. Therefore, in this study, EFL teachers’ views of PBLLT are explored via focus group interviews with seven Hungarian EFL teachers. The teachers were recruited from a prestigious secondary school in Budapest and an elementary school from the countryside. The content analysis revealed that the most frequently occurring language-related problems were the lack of reading and writing skills in the elementary school, while there was no specific language-related problem reported by the teachers from the secondary school. In addition, the relevance of tasks to real-life situation was found to be the most important component of PBLLT, while the most important individual difference variables that teachers consider was students’ motivation. 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. | |
| 5.15-5.45 | Peter Holly (OUP): It’s ALL on file! The new English File 4th edition was launched in Hungary earlier this year and already has many teachers and schools using the coursebook. But what’s in it, where is it, and why is it there? This interactive workshop will give hands on experience of the new material, and a demonstration of some of the key new features as well as the extensive support for educators provided in the contents. BIO: Peter Holly has over 40 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 UEA Norwich, which he was awarded after his first time in Hungary from 1985-1990 – when he worked for the British Council as a ‘lektor’ at Rákoczi Gimnázium in Sárospatak and at József Attila University in Szeged. He returned to the country in 2021, and now works as a freelancer – teaching learners of all ages general English and Business English online and face-to-face in Kaposvár. |
| Margit Szesztay: Making Language Memorable This workshop will focus on ways of making it easier for students to remember and retain newly learnt language. Participants will get first-hand experience of activities involving visuals, memory pegs, story creation and personalisation which help to anchor lexical chunks and grammar patterns in our long-term memory. BIO: I have been involved in initial and in-service teacher training since 1990. I teach at the Department of English Language Pedagogy at ELTE University in Budapest. In addition to general ELT methodology, I run courses on language development for teachers, group dynamics, the creative teacher, group facilitation, global issues, and the teacher as educator. I regularly hold international seminars and workshops for practising teachers. | |
| Alex Mitchell: ChatGPT in the EFL Classroom Technology can be scary, and AI can be downright frightening. Instead of a blanket ban on AI at school, I believe that we should find ways to use these powers for good instead of evil. ChatGPT (and other similar platforms that didn’t exist when I wrote this blurb) is an incredibly powerful tool for both teachers and students in the EFL classroom. Join me as we explore how to use AI to unpack difficult concepts, deepen student reading, writing, and media literacy skills, prevent AI-generated plagiarism, and speed up your workflow. Remember, AI is a tool for teachers, NOT a replacement for teachers. Let’s learn how to use this tool effectively and efficiently! BIO: Alex Mitchell, M.Ed., OCT is a certified elementary school teacher from Ontario, Canada, who is now in his third year of teaching in EFL in Budapest. A true digital native, Alex specializes in using technology in the classroom and preparing students for life in our futuristic future. In his spare time, Alex can be found outside running, hiking, or playing volleyball, or at the pub hosting the quiz. | |
| Andrea Molnárné László: How to integrate AI into language teaching In recent years, Artificial Intelligence (AI) has emerged as a promising tool in various fields, including language teaching. This workshop aims to delve into the exciting realm of AI and its diverse applications in language education, focusing on enhancing flow, motivation, and creativity to foster improved language skills. The workshop will offer participants an opportunity to explore the different types of AI technologies available and understand how they can be effectively integrated into language teaching methodologies. Through interactive sessions and hands-on activities, participants will gain practical insights into harnessing AI tools to create engaging learning experiences. Overall, this workshop aims to equip language educators with the knowledge and skills to harness the potential of AI in language teaching. By embracing AI technologies, educators can create dynamic and engaging learning environments that promote flow, motivation, and creativity, leading to improved language skills and enhanced learning outcomes. A workshop’s conclusion will feature the introduction of a book that provides comprehensive guidance for teachers in designing their language lessons using the new methodology and approach. The book encapsulates the path necessary to achieve the goals set by the Framework, offering detailed lesson plans and outlines. BIO: As a dedicated research teacher with over 25 years of experience, I am passionate about teaching English in innovative ways that enhance talent, creativity, and logical thinking. My primary focus is to prepare students for the ever-evolving labor market by equipping them with the necessary skills and knowledge. I constantly strive to stay up-to-date with the latest trends in education, ensuring that my teaching methods are progressive and relevant. I have been teaching different generations from the age of six to 80. | |
| Gréta Sopronyi: Second Language Learning Experiences of Rural Hungarian High-School Students This talk, based on a qualitative study with fourteen participants, aims to explore the second language learning motivation of rural high-school students in Hungary, concentrating on their language learning experience. The presentation sheds light on the diverse experiences students may have based on factors like socioeconomic status and geographical location. It is recommended for those who are open to gaining insight into the language learning journey of Hungarian students whose experiences are perhaps less frequently involved in research. Listeners are invited to reflect on how these students’ experiences and thoughts on language learning could relate to their own classroom practices. BIO: Gréta is a first-year PhD student at ELTE’s programme for English Language Pedagogy and Applied Linguistics, and her supervisor is Kata Csizér. She is interested in the second language learning motivation of hard-to-reach populations underrepresented within the field. She herself learnt her second language, English, in one of these contexts: rural Hungary. | |
| 6.00-6.15 | OPENING CEREMONY (CSERSZEGI) |
| 6.15-7.00 | PLENARY 1: CLAUDIA MOLNÁR (CSERSZEGI) Trust the process and go with the flow A career in teaching is often like a marriage: ups and downs, highs and lows, but when we commit to it, it’s one of the most rewarding experiences there is, as we know. What keeps us here when the pressure seems to continuously be growing? This plenary will explore the road we teachers travel and how we cope when our GPS fails us. |
| 7.00-9.00 | Dinner |
| 9.00-10.30 | SOCIAL EVENT: PUB QUIZ (CSERSZEGI) Hosted by Alex Mitchell |
| 9.00-0.00 | POOLSIDE CHIT-CHAT (WELLNESS) |
Supporting quality language teaching
