Often in focusing on language acquisition, students focus on the smaller aspects of written composition, such as sentence structure or getting their verb tenses correct; however, for success in English for Academic Purposes (EAP) contexts, students also need to understand the genre of the academic essay and the logical flow that readers of English academic writing are expecting. This talk introduces English composition teachers and EAP teachers to the EssayJack software as a resource for teaching the expected structure for English writing. (Sponsored by mangoSTEEMS)

The benefits of the IXL.com website and how it was incorporated into mandatory English grammar classes for university students will be explained, along with a thorough demonstration of the website.

This presentation uses qualitative interview data from three second-year students studying at a mid-level university in Tokyo. It attempts to identify factors affecting the participants’ communication in different settings. This presentation may be of interest to teachers who find they have foreign students in their classes/faculties.

This presentation will outline the results of a survey given to 2nd year Japanese University students about their transition from HS to university EFL classes. Then, results of a project that incorporated Translanguaging in the University EFL classroom will show that allowing students L1 in the classroom assisted students' to comfortably transition into communicative classes.

This presentation looks at one example of the fluidity of syntactic functionality and how we should always approach grammar in a descriptive rather than prescriptive way. Teacher intuition is not always reliable, and the technology today allows for professionals to build their explicit knowledge of authentic language in a way which is immediately beneficial.

This presentation explores the effects of COVID-19 on curriculum ideology which consists of social efficiency, scholar academic, learner-centred, and social reconstruction. It uses White’s theory of culture to explain the “chameleon teacher” phenomenon and why teaching ideologies change. An online test of curriculum ideology is proposed.

Puzzle-based learning makes for active participation in class. From simple puzzles to more complex missions, students are immersed in activities that build teamwork, problem-solving skills and creativity. Fiona Wall Minami is the author of 2021 ELTon awards finalist Escape the Classroom, and will share her experiences in escape room themed online classes. (Sponsored by englishbooks)