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AusELT Twitter Chat 13 Oct: Where PD is taking us in 2019

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What events have you attended, and which topics grabbed your attention?

What PD events have you presented at, and on which topic?

What are your take-aways, about changes in your thinking and in your practice?

Join us for a slow-burn Twitter chat all day Sunday, using the tag #AusELT. The topic is timely, given all the PD events this year. Some people in the community are more active on Twitter than Facebook, and vice versa, so a chat on Twitter is a good place to make new connections as well as share resources and thoughts.

This leisurely style of chat means you can send a tweet, read and comment any time from 10am AEDT onwards, dropping in at different times to see what’s happening.

Check the starting time in your zone here.

For links to many of the events of 2019 so far, click here.

New to #AusELT? New to Twitter? If you’re not sure what to do, get in touch with any of the #AusELT admin team on Facebook or Twitter (eg @SophiaKhan4 and @Clare_M_ELT) or by leaving a comment below. Here are some posts that should also help you get started:


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Article Discussion Group: June 2019


Image courtesy of http://kausarbilal.com/book-club-launch-at-south-asian-study-group/

Discussion of the article: From feedback to backfeed: Increasing student engagement with feedback. Bianka Malecka, UNSW Global

Bianka writes:

While the value of timely feedback, whether formative, summative, corrective, confirming, written or oral is no longer contested, there seems to be insufficient focus on what happens after students receive feedback. After all, feedback needs to demonstrate effects and its utility ultimately depends on whether students engage with it. This is not often the case, however.

This sets the scene for her article on making feedback useful and engaging for her students. She approached this problem through an action research (AR) project, noting that a as a UEEC (University English Entry Course) writing teacher she is responsible for 8 hours of weekly writing lessons including Writing Skills, Writing Practice, Writing Workshops and Consultations. She also notes that on average, a writing teacher provides 216 feedback reports in 10 weeks!

In the AR project, Bianka surveyed all her students about their experiences with written feedback. She also interviewed her colleagues to find out what they did. This resulted in 77 student responses and 6 teacher interviews.

Bianka writes:

As for suggested improvements to feedback, seven students suggested marking strengths as well as weaknesses while 10 students mentioned providing increased opportunities for one-on-one oral feedback.
In terms of students’ perception of the most valuable essay feedback, 34% of respondents wanted teachers to correct their errors, 24% would like to have their errors underlined, 16% valued teacher’s use of error correction code (intended to identify the type of error, without correcting it) and only 5% viewed evaluation sheets as helpful in their progress.

Interestingly, correction codes, which many teachers seem to favour, were not preferred by students.

Some questions to get us started:

  • How do you think your students would compare to these findings?
  • What do you think of the examples of feedback tasks the author outlines?
  • Do you practice any other kinds of feedback/backfeed?

Welcome to the voting page of the Article Discussion Group. The idea is for us all to vote for our preferred article from the latest English Australia Journal, read it, and then join in a moderated discussion of the article. Authors will either join in on the discussion, or respond offline to points raised and questions asked, facilitated by the moderator. The discussion will take place on the #AusELT Facebook page and is scheduled as such: June 17-23 is reading time; June 24-30 is discussion time.

The articles are all relevant to many of the contexts in which members of AusELT practice. One is a research article focused on technology-enhanced academic language support for EAP-type programs. Another is an investigation of teachers’, students’ and administrators’ beliefs about an English-only college policy. The third introduces strategies for increasing student engagement with feedback. Each article has been peer-reviewed, meaning that the editor has invited leading TESOL scholars to review and offer suggestions for improving earlier drafts. We have some excellent reviewers who, together with the authors, have ensured you receive the best quality research reports upon which you can make some decisions about your own teaching.

The discussion moderator will orient you by providing a summary of the research design (where applicable) and the overall purpose of the research. The discussion will not only focus on how the article can inform your own teaching, but also on opportunities for further research in any form. It will hopefully spark ideas for improving the quality of life in many classrooms! Each article has an abstract for you to read; after all, just as you can’t judge a book by its cover, you can’t judge a research article by its title. The complete articles are all open access, freely available online here and downloadable in pdf here. The chosen article will be made available as a pdf and available for download on this page.


A developmental framework for technology-enhanced academic language support (TALS)

John Smith

Griffith English Language Institute, Griffith University


Technology-enhanced academic language support (TALS) refers to any adjunctive learning and teaching program that utilises digitally based technologies to support and develop academic English language and skills. Despite its prevalence, TALS has been largely ignored in the literature. This lack of research and exploration is concerning, not only because such a widespread learning and teaching practice has been so neglected, but also because there is real need for good guidance. With the increasing rapidity of change in technology-enhanced education, there is a correspondingly increased need for TALS programs to have a solid grounding in theory, educational design and quality assurance. This paper will therefore briefly present a framework for TALS development that can be utilised across a variety of contexts and settings. It is expected that this framework will be of most use to teachers and developers interested in online academic language learning and teaching.

English-only policy in an ELICOS setting: Perspectives of teachers and students

Yulia Kharchenko and Phil Chappell

Macquarie University

Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.

From feedback to backfeed: Increasing student engagement with feedback

Bianka Malecka
UNSW Global

Developing strategies to encourage students to backfeed, i.e., engage in the process of mindful reflection and analysis of the meaning of feedback seems to be a genuine need to fast-track their learning. Technology has a vital role to play in this process as it makes backfeed accessible to staff and students so that a longer-term picture of learning can emerge. Using Learning Management Systems (LMS), online platforms and collaborative technologies to provide feedback and backfeed makes it more dialogic and gives students a voice in the process of feedback communication, a voice that they may be deprived of when not given an opportunity to interact with feedback. This paper explains the concept of backfeed and provides examples of strategies to integrate it in the classroom.


So, without any more fanfare, please cast your vote! Closes Sunday June 16, 2019 at 5 pm EST

Poll closed: winning article: From feedback to backfeed: Increasing student engagement with feedback: Bianka Malecka UNSW Global

Your moderator, Phil Chappell (@TESOLatMQ)

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Transferability of skills AusELT Twitter chat 2 June 2019 8.30pm AEST

AusELT Twitter chat 2 June 2019

Fancy joining us for a bit of a chat tonight?

Check the time in your zone here.

UPDATE This chat has taken place – read the record here but will not doubt continue elsewhere. 

There are a number of higher education institutions working with ELT trainers and teachers building capacity of educators working with international and domestic students in non-ELT disciplines here. So, this topic seems one worth exploring.

These chats can take off in any direction but here are some questions that may be thrown into the mix to get you thinking.

  • What skills did you bring with you when you began in ELT?
  • Which ones have you developed along the way?
  • What are the strategies and skills which ELTs generally need and use?
  • What are some examples of these needed and used in another teaching context (non-ELT, higher education or otherwise)?
  • Which of these are transferable to teaching in other subjects / disciplines (non-ELT, higher education or otherwise)?
  • How could this transfer of strategies and skills be facilitated?
  • How about the skills and strategies you’ve acquired through connections with non-ELT teachers and academics?
  • What’s happening in PD at your place re developing skills and strategies (as opposed to building awareness of content knowledge)?

New to #AusELT? New to Twitter? If you’re not sure what to do, get in touch with any of the #AusELT admin team on Facebook or Twitter (eg @SophiaKhan4 and @Clare_M_ELT) or by leaving a comment below. Here are some posts that should also help you get started:

Photo and post by @Clare_M_ELT

Article Discussion for June, 2021

The regular AusELT article discussion is kicking off soon on the AusELT Facebook group. AusELT is a community of enthusiastic, dedicated ELT professionals from Australasia and beyond. Vote here for the article to discuss.

Discussion and communication in the office, teamwork, brainstorming. Vector illustration.

Image: https://www.shiksha.com

There are three articles to choose from for the upcoming AusELT Facebook Group Article Discussion. Please read the abstracts below and choose your preferred article (a difficult task, as they are all worth reading and discussing!). To read all of the articles in full, click here.

Cast your vote at the bottom of this page.


Teachers driving their own professional development: theory and practice 

This article provides an overview of what is considered best practice in professional development in English language teaching by researchers and professional bodies. It then presents a research project investigating how satisfied English language teachers are with their own PD. The qualitative study involved a background survey of 92 teachers and 10 semi-structured interviews. The focus is on the teachers’ satisfaction with their current programs and desired future programs. The findings along with research are combined to make recommendations about how centres can allow teachers to have more input into every stage of professional development programming and become more autonomous and reflective as teachers and learners.


‘She’ll be right’: Development of a coaching model to clear and fluent pronunciation in Australia 

Teaching and learning pronunciation can be challenging for second language (L2) teachers and learners alike. Many people may even adopt that attitude that, ‘She’ll be right’, thinking that L2 learners’ pronunciation difficulties will likely sort themselves out in time. Yet many learners consider pronunciation to be the most difficult oral communication skill (Yanagi & Baker, 2016). To address these issues, this paper discusses two models, Baker’s Pronunciation Pedagogy Model: From Awareness to Clear and Fluent Pronunciation (derived from the work of Baker, 2014) and Kaufman’s (2010) P.E.R.F.E.C.T. model of coaching, and combines them to produce a more holistic, yet pronunciation skill-specific ‘Coaching Model to Clear and Fluent Pronunciation’. This innovative model provides teachers with a well- rounded approach for developing learners’ pronunciation skills while simultaneously taking into consideration the psychological variables that may either enhance or inhibit this development.


Students’ use of digital translation and paraphrasing tools in written assignments on Direct Entry English Programs 

This article considers the challenges heralded by digital technology in relation to the management of academic integrity on high-stakes Direct Entry English Programs in Australia. Firstly, a number of the ways in which students are using digital tools to complete assignment writing are examined. Secondly, findings from a review of academic integrity policies at a group of Australian universities and colleges are presented, showing that they fail to explicitly capture this emerging method of rule flouting. Finally, the implications of this emergent theme are explored as a learning and teaching issue for Direct Entry Programs that requires further investigation.


Spotlight on employee wellbeing: COVID-19 and beyond

AusELT member Karen Benson and her colleague May Barbree from the School of English and University Pathways (SEUP) at RMIT University Vietnam outline their centre’s response to the wellbeing needs of teachers and staff during the challenging period of COVID-19. They discuss how remote working, purposeful use of technology and a wellbeing focus has resulted in a more holistic and open focus on wellbeing for teachers. This article is for language teaching professionals whose organizations are interested in teacher wellbeing.

2020 began as usual for the School of English and University Pathways (SEUP) at RMIT University Vietnam. COVID-19 was of far lesser concern than the upcoming Vietnamese Lunar New Year, Tết, holiday. By the time those who were able returned to work at the end of January, the world was a different place. SEUP was piloting online teaching with 1000 students online across three campuses within two weeks. When lockdown policies went into effect in Vietnam at the end of March, RMIT moved all operations online and shifted to emergency remote teaching with no student or staff access to campuses. While our first formal Health and Wellbeing program had been established in 2019, employee wellbeing during remote teaching and working added a new dimension and quickly became an important focus.

There was clearly a need for a prompt institutional response to support all staff. We also know that teacher and learner wellbeing are highly interconnected. We know that good mental and physical health help teachers to cope with challenges, be more creative and innovative in their teaching and that teacher mood, emotions and motivation are contagious (Mercer and Gregersen, 2020). How would we check in with our teams to ensure they were coping and felt supported? How would we define, adapt and manage expectations when working remotely? What responsibilities did SEUP have in sharing physical and mental health wellbeing advice during this period of unprecedented uncertainty and physical distancing, and where did peer support come into play?

The sudden switch to supporting employees as we entered the crisis and understood the potential longevity provided the impetus to review our 2019 Health and Wellbeing program.

This review process posed many questions:

  • What does it take to build a culture of care?
  • Would we shift from traditional top-down wellbeing initiatives to omnidirectional engagement to encourage peer support?
  • How could we foster an inclusive and interactive wellbeing ‘community of interest’ within and across SEUP teams and campuses?
  • How do we quantify wellbeing in our workplace and measure outcomes of a program?

“Workplace wellbeing comprises positive emotion, engagement, positive relationships, meaning and achievement” (Seligman)

Research into teacher wellbeing has tended to focus on negative states, such as burn-out and stress as opposed to exploring the application and outcomes of positive psychology strategies (Turner and Thielking, 2019). This notion fueled the leadership team to explore positively-framed frameworks to guide and inform our wellbeing plan. The PERMA framework (Seligman, 2011 in Slavin et al., 2012) which defines wellbeing as comprising positive emotion, engagement, positive relationships, meaning and achievement seemed to be a good fit for SEUP so we started to unpack and map how each of the domains translates to our context. COVID-19 allowed us to dedicate resources to this area.

The Leadership team swiftly implemented multiple top-down procedures. First was extending the Employee Assistance Program (confidential coaching and counselling through Benestar) and connecting with the RMIT Vietnam Wellbeing Department which offers professional and practical support, particularly for teachers experiencing challenges with students. We then set about identifying employees needing additional support for reasons of childcare, housing situations, inability to return from abroad, or flexible leave for mental health maintenance. A remote working check in system was established. Professional Learning pivoted to needs-responsive training and drop-in clinics to support ERT. Teams had regular virtual social events and coffee catch-ups to maintain contact and rapport.

Alongside leadership actions, a Wellbeing Working Group was formed with representatives from the academic and professional teams, both expatriates and Vietnamese. The objective of the working group is to generate opt-in initiatives from and for teachers, professional staff, and management.

The objective of the Wellbeing Working Group is to generate opt-in initiatives from and for teachers, professional staff and management.

Out of a teacher-led Microsoft Teams group, The Wellbeing Working Group of academic and local professional staff from all three campuses launched and now curates a Yammer community consolidating health and wellbeing, staff engagement, and community engagement. Events have included virtual quiz nights, an online craft session, and photo challenges. Several of these events were used as community engagement fundraisers for local charities.

 RMIT Vietnam has campuses in Ho Chi Minh City, Danang and Hanoi – hundreds of kilometres apart. Employees from all locations and in all roles are participating in virtual team building events, donating to local charities for COVID-19 relief, and sharing tips and thoughts on our shared experiences. Sessions on maintaining wellbeing are being integrated into our Professional Learning program for the first time. Engagement with the Wellbeing Yammer Community has increased incrementally, with a high of 30% of staff engaged with content in a single day.

Against a stark backdrop of physical and emotional challenge, the combination of remote working, purposeful use of technology and a wellbeing focus has resulted in a more holistic and open focus on wellbeing in the workplace. The diverse dimensions that impact wellness and the journey into a more inclusive culture of care will surely reap benefits for individuals and organisations alike.

Examples of posts to the online SEUP Wellbeing Community

RMIT Vietnam Wellbeing square


Mercer, T. and Gregersen, T. (2020) Teacher Wellbeing. Oxford:Oxford University Press.

Slavin, S.J., Schindler, D., Chibnall, J.T., Fendell, G., and Shoss, M. (2012). ‘PERMA: A Model for Institutional Leadership and Culture Change’. Academic Medicine, vol.87, no.11, 1481.

Turner, K. & Thielking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938-960.

Karen Benson is the Centre Manager, Danang, RMIT University Vietnam’s School of English & University Pathways. She has worked for 14 years in English language teaching and education management in Australia and the Pacific, and the last two years in Vietnam.

May Barbree is a Senior Educator at RMIT University Vietnam. She has a degree in Education and is Cambridge DELTA qualified. A teacher for over 10 years, she has worked in universities in four countries, and as a Teacher Trainer for several language teaching organizations.