PLENARY SESSION
Beyond Copy and Paste: Guiding Students Toward Deeper Learning With AI
Dr. Dieter Bruhn
President of One World Training
A U.S. Department of State English Language Specialist
Abstract
As artificial intelligence becomes increasingly accessible to students, educators face a critical challenge: how to help learners use AI ethically and productively without allowing it to replace thinking, creativity, or genuine language development. A recent student survey conducted by the presenter found that 100 percent of students use AI and that most use it fairly regularly, often in ways that prioritize quick answers over deep learning. This reality calls for a shift in how educators respond.
Rather than asking whether AI should be used in education, this keynote explores how teachers can guide students to use AI as a learning partner instead of a tool that simply does the work for them.
Drawing on survey insights, classroom examples, and teacher training experiences in diverse international contexts, the session demonstrates how thoughtful task design, clear expectations, and guided reflection can encourage students to think with AI rather than rely on it. Practical strategies illustrate how AI can support idea development, language practice, feedback, and reflection while preserving learner ownership of the final product.
Participants will leave with practical, classroom ready approaches for integrating AI in ways that promote ethical use, learner autonomy, and deeper thinking in an AI mediated world.
Digital Transformation in English Language Teaching in Lao PDR: From Policy to Practice
Asst. Prof. Dr. Say PHONEKEO
Vice Dean of the Faculty of Education, National University of Laos
phoneksaykeo2020@gmail.com
Day 2
27 February 2026 10:20–11:05 AM
Room: 01
Abstract
Digital transformation has become a key driver of educational reform worldwide, reshaping how languages are taught and learned in the 21st century. In Lao People’s Democratic Republic (Lao PDR), the integration of digital technologies into English Language Teaching (ELT) has gained increasing attention as part of national education reform and digital education strategies. This presentation examines digital transformation in ELT from both theoretical and practical perspectives, highlighting how pedagogical theories, policy frameworks, and classroom practices intersect in the Lao context.
Drawing on contemporary learning theories such as constructivism, connectivism, and learner-centered approaches, the presentation explores how digital tools and platforms support interactive, communicative, and blended learning in ELT. It further discusses national initiatives, including the Ministry of Education and Sports’ digital education strategies and the development of platforms such aim to expand access to quality English learning resources for teachers and learners across diverse settings.
The presentation also illustrates practical classroom applications, including blended learning, mobile-assisted language learning, and digital content use in teacher education and school contexts. Key challenges such as limited infrastructure, uneven digital literacy among teachers, and content localization are critically examined. The presentation concludes by identifying opportunities and recommendations for strengthening sustainable digital transformation in ELT in Lao PDR, emphasizing teacher professional development, pedagogically meaningful technology use, and inclusive access to digital learning.
13:35–14:35
WORKSHOP SESSION #01
26 February 2026
Low Prep, Low Stress Strategies to Promote Conversational Fluency
Sharon Torkelson1, Phonesavanh Luangrath2
1English Language Programs of the U.S. Department of State, Washington, D.C., USA
1Souphanouvong University, Luang Prabang, Lao PDR
2Rattana Institute of Business Administration, Vientiane, Lao PDR
Day 1
26 February 2026 13:35–14:35
Room: 01
Abstract
Traditional textbook exercises often fall short in preparing students for real-world interactions, emphasizing grammar and form over function. When speaking and listening activities mirror authentic communication needs, student engagement and motivation increase, empowering students to speak with more confidence (Ormrod, 2016; Rost, 2011).
This workshop explores the vital role of casual, meaningful conversational interactions to create a classroom environment where students feel valued and connected. By creating opportunities for students to engage in authentic speaking and listening opportunities, English educators encourage their students to take risks in speaking English without fear of constant corrections.
Grounded in the pedagogical principle that learners acquire language most effectively through meaningful application, this session demonstrates low-prep, low-stress speaking and listening activities designed for easy classroom implementation. Participants will model and practice strategies that leverage common, everyday materials that are readily available to students and teachers. The workshop aims to equip TESOL professionals with practical tools and strategies to bridge the gap between classroom instruction and authentic language use.
Objectives:
Participants will …
- Model and practice implementation of low-prep, low-resource activities strategies to promote conversational fluency.
- Demonstrate understanding of the pedagogical principles these strategies support including the importance of comprehensible input and prioritizing fluency over accuracy.
- Identify and adapt existing classroom materials to serve as tools for meaningful, interactive speaking activities.
- Gain confidence in creating a supportive and inclusive classroom environment that encourages students to practice speaking without fear of constant correction.
AI in the Classroom: Smarter Differentiation
Joseph Mancuso
National Defence University of Malaysia, Kuala Lumpur, Malaysia
English Language Fellows Program, Washington DC, USA
Day 1
26 February 2026 13:35–14:35
Room: 02
Abstract
This introductory workshop explores a practical way for teachers to use AI to ease the workload of differentiation and make lesson planning feel more manageable. The facilitator guides participants through the everyday challenges teachers face, things like uneven English levels in one classroom, students who hesitate to speak, and the extra prep that comes with trying to support every learner. Instead of treating AI as a shiny tool, the session frames it as a steady assistant that helps teachers adjust content, tasks, and language support in just a few seconds.
Participants experiment with prompts designed for Laotian teens learning English, especially lessons connected to familiar secondary-school themes and common grammar goals. They test how AI can generate leveled activities, rewrite instructions for shy or less confident learners, or create alternate learning pathways without adding more hours to a teacher’s day. The session also pauses for reflection on who their students are, encouraging teachers to consider backgrounds, schooling experiences, and the supports or barriers learners bring into the room. That reflection shapes how they refine their AI-generated plans in a more intentional way.
The workshop ends with a short conversation about what AI handles well and what still requires human judgment. Many teachers notice that AI speeds up drafting and idea generation, while decisions about cultural fit, emotional tone, and classroom realities stay firmly in their hands. Participants leave with a clearer sense of how AI can support their teaching and give them a little more breathing room.
Effective Ed-Tech Ideas for Low-Resource Classrooms
Sokly Sour1, Houk Thoeurn2
1,2Teacher Development Support Organization (TDSO), Siem Reap, Cambodia
Day 1
26 February 2026 13:35–14:35
Room: 03
Abstract
Many English classrooms have limited access to devices or the internet, but learning can continue regardless. In this hands-on workshop, participants will explore interactive online tools, including Bamboozle, the Jeopardy game, and auction games, to enhance the engagement and interactivity of lessons.
Participants will first gain experience with these tools in a technological context. Then, they will learn how to adapt the same concepts using simple, low-tech materials like paper, boards, or cards. By focusing on the teaching principles behind each activity, participants will leave with practical strategies to create fun, motivating, and effective lessons, regardless of the level of technology available in their classrooms.
Process Drama in the classroom: Featuring ChatGPT as the Bogeyman
Day 1
26 February 2026 13:35–14:35
Room: 04
Abstract
This presentation-workshop aims to explore the potential of using elements of structured Process Drama (PD) as a teaching approach in the EFL classroom. The session begins with a surprising fact about drama and education, which highlights the importance of structured drama in exploring and addressing social issues and themes in collaborative and creative ways in the L1 context.
The workshop section of the session will use Mentimeter to promote participant interaction at the start of the workshop, then uses the theme of ChatGPT in the L2 classroom as the topical point of departure. This aims to provide participants with an opportunity to gain a deeper understanding of how structured drama can be used with technology to enhance intercultural language learning and explore social issues/current affairs.
This presentation-workshop demonstrates how a humanistic approach to education can be enhanced within the FL classroom through the use of elements taken from structured drama education techniques such as PD. The session aims to provide participants with a practical knowledge of how PD can be used to promote creativity, innovation, and intercultural communicative competence in the foreign language classroom.
Strengthening Student Confidence with Non-Verbal Strategies in English Learning: Insights from a Pilot with First-Year Students at the University of Health Sciences in Vientiane
Phouvy Sayyalath1, Julie Dean2, Ethan Phan3
1,3University of Health Sciences, Vientiane, Lao PDR
2Institute of Foreign Affairs, Vientiane, Lao PDR
1phouvykop@gmail.com, 2julie.dean@englishclasses.com, 3ethannphann@gmail.com
Day 1
26 February 2026 13:35–14:35
Room: 05
Abstract
This workshop shares our experience testing simple exercises to help students build confidence using non-verbal communication while learning English. We are working with first-year students at the University of Health Sciences in Vientiane and will share preliminary results. Students practice culturally appropriate body language, gestures, eye contact, posture, and tone of voice to feel more confident in speaking English and comfortable in patient care.
Following the presenters’ demonstrations, conference participants will try the activities themselves and discuss ways to use them in their own classrooms. The exercises are easy to adapt for different teaching settings, including universities, workplaces, and professional training. This workshop shows how non-verbal skills can support confidence, reduce anxiety, improve English language learning, and enhance communication with patients and customers.
15:25–16:25
WORKSHOP SESSION #02
26 February 2026
10 Principles for Language Education Today and Its Policies of Tomorrow
Room #01
Abstract
For many learners, developing foreign language abilities for intrinsic value is far surpassed by the extrinsic motivation to become more self-sufficient, improve standing, and provide support for a more stable future. In addition to formal education and teacher training, such outcomes can become a mutually achievable goal through the support of language teaching associations, educational support groups, and individual volunteers paying it forward. This workshop, based on a review of research into the practices of task-based language teaching and teaching with AI, will introduce current educators, future teachers, and lifelong learners to key principles for language education. The contents are drawn from the literature written by seasoned experts in the field who have conducted and reviewed empirical studies, led graduate student courses, and have been in classrooms internationally. The session will include the introduction of a learning principle and then opportunities to consider how this may be implemented by the individuals in their own context, while also being aligned with meaningful (not just flashy) digital support resources and AI quests. The following takeaways are predicted to be highly-useful information for educators and institutional policymakers as they seek to meet their learners’ needs and guide curricula into the future with the next paradigm shift of language teaching being conducted face-to-face or digitally online, with or without AI tools.
– cognitive, motivational, & emotional dimensions of learning another language
– research-based principles of high-quality additional language teaching and technology use
– implications for curriculum design & the assessment of language competencies
Boosting confidence and language use: Practical drama conventions for the English classroom
A toolkit of top Internet resources for every EFL teacher
Le Cong Tuan1, Tat Thien Thu2, Huynh Thanh Binh3
1,2,3Can Tho University, Can Tho, Vietnam
1lctuan@ctu.edu.vn; 2thutat@ctu.edu.vn; 3luanb1401062@student.ctu.edu.vn
Room #03
Abstract
This workshop is motivated by our observations at previous conferences about the need for practical resources for use in Lao classrooms. The workshop begins with some theoretical issues related to how technology can be cognitively and emotionally engaging for young learners. This discussion calls for classroom activities that support active learning and accommodate personal learning styles. The participants will experience a few hands-on activities, reflect, and share opinions about their practicability and applicability. The authors will also provide their authentic tips based on their personal experience using these resources. The participants finally take home a toolkit containing rigorous and indispensable instructional gadgets, including Canva, Padlet, Bamboozle, ISLcollective, task bank, etc.
Transformative Curriculum towards Outcome-Based Education (OBE) with Technology Integration
Sokchamnan Hab1, David Tedone2
1,2Svay Rieng University, Svay Rieng, Cambodia
Room #04
Abstract
The rapid evolution of technology demands a curriculum that not only responds to change but actively leverages digital tools, artificial intelligence, data analytics, and emerging platforms to achieve clearly defined learning outcomes. This training workshop on transformative curriculums is specifically designed for academic leaders, faculty members, curriculum designers, and educators who are committed to building future-ready, outcome-driven education systems.
Grounded in the principles of Outcome-Based Education (OBE) and based on a multi-year curriculum development project at a university in Cambodia, the workshop will guide participants through the systematic design of Program Educational Objectives (PEOs), Program Learning Outcomes (PLOs), and Course Learning Outcomes (CLOs) using a backward design approach and forward delivery.
At the end of this interactive workshop, participants will learn about the core goals and concepts of OBE in relation to technology and be able to formulate the PEOs, PLOs, and CLOs of an academic program.
The workshop will also help equip participants to lead institutional transformation toward a technology-infused OBE ecosystem that produces graduates who are not only competent in their disciplines but also proficient in harnessing technology for innovation, problem-solving, and lifelong learning in an increasingly digital world.
Driving Active Participation in Large Lao ELT Classes with Plickers
Lanta Ketoukham1, Inthavy Chanthavong2, Khanthanaly Panvilaysone3, Pakaysit Keomanyvanh4
1, 2, 3, 4Savannakhet University, Savannakhet, Lao PDR
1k.lanta@sku.edu.la; 2c.inthavy@sku.edu.la; 3p.khanthanaly@sku.edu.la; 4k.pakaysit@sku.edu.la
Room #05
Abstract
One of the most persistent challenges in English Language Teaching (ELT) is maintaining high levels of student engagement in large-scale classrooms. In these environments, traditional “Question and Answer” methods often reach only the most confident students, leaving the majority in a state of passive learning and make it difficult to assess the progress of every individual student. In many Lao English language classrooms, teachers face the dual challenge of managing large student numbers and navigating limited access to high-tech technology and one-to-one device solutions.
This session introduces Plickers, an innovative “low-tech” solution specifically suited for the Lao educational context. Plickers allows teachers to conduct instant digital polls and formative assessments using only one smartphone and a set of reusable paper cards. There is no need for student devices or a classroom Wi-Fi connection.
Participants will learn how to use Plickers to create an inclusive environment where every student, from the front row to the back, is actively engaged. Attendees will explore practical strategies for using Plickers beyond simple multiple-choice quizzes, including its application for formative assessment, checking for understanding, and gamifying grammar and vocabulary reviews. Special emphasis will be placed on how Plickers lowers the “affective filter,” allowing shy Lao students to participate confidently without the fear of making mistakes in front of their peers. Attendees will leave with a clear roadmap for implementing this budget-friendly tool to transform their large classes into interactive, data-driven learning spaces.
8:50–9:50
WORKSHOP SESSION #03
27 February 2026
Turning Textbook Exercises into Speaking Practice, With and Without Artificial Intelligence
Shidaun Campbell
Office of English Language Programs, Bureau of Educational and Cultural Affairs (ECA), U.S. Department of State, Washington, DC, USA
Lào Cai College, Lào Cai, Vietnam
Abstract
Textbooks often include many gap-fill exercises and reading tasks, but in many low-resource classrooms the pages still feel quiet. Teachers explain and students write, so students get few chances to speak. This hands-on workshop shows a practical way to use the textbook teachers already have to build speaking practice, while still following the curriculum. Participants learn the same ideas in two ways throughout the session: first with low-resource classroom steps using only a textbook, the board, and paper, and then with lesson-prep options supported by artificial intelligence. Participants practice two adaptations. First, they turn a gap-fill dialogue into pair work. Students speak the dialogue, swap roles, and change small details such as names, times, or places. Second, they turn a gap-fill passage into a short monologue. Teachers mark the text to guide speech rhythm, including pauses and key stress, and they use scaffolded role-play so students repeat and adjust the language while relying less on the text. Participants also build a short bilingual glossary from high-value words and phrases in the unit to use during speaking tasks for quick and easy scaffolding. For each manual step, participants learn how to use artificial intelligence to speed up preparation, including rewriting dialogues, creating easier and more challenging versions, and drafting glossaries from a page in the textbook. Participants leave with one speaking-ready activity adapted from their own textbook, a glossary template, and a reusable artificial intelligence prompt that supports confident communication beyond the classroom.
Adventures in Advertising: A Creative Approach to English
Julie Dean1, Sharon Torkelson2
1Institute of Foreign Affairs, Vientiane, Lao PDR
2Souphanouvong University, Luang Prabang, Lao PDR
1julie.dean@englishclasses.com, 2sharontorkelson016@gmail.com
Abstract
This interactive one-hour workshop explores how short entertaining broadcast advertisements can serve as powerful tools for language learning. Participants will discover how to turn authentic media into dynamic lessons that build students’ storytelling skills, reinforce grammar structures, expand vocabulary for describing personality and emotions, among others.
The first half of the session will provide an overview of learning possibilities for both beginning to advanced learners using 25-second to two-minute advertisements from around the world. The presenters will show award-winning ads, many with little to no dialogue, and demonstrate models of engaging lessons for multi-level English language learners with focused classroom learning objectives.
Examples include:
Storytelling – Using visual cues and sequencing transitions to guess or retell the story, the target and purpose of the ad.
Grammar – Highlighting language forms such as past tense or continuous tenses to describe actions.
Vocabulary — Using descriptive language to create physical descriptions and character descriptions.
Participants will select advertisements and, in small groups, create mini lessons by setting objectives and planning a classroom activity. A lesson plan exchange will ensure that every participant leaves with a variety of adaptable teaching strategies.
By the end of the session, teachers will have practical frameworks, free online ad resources, and renewed inspiration to bring creativity and real-world media into their classrooms. Please note: Mobile phones or laptops and Wi-Fi are required will be necessary for this workshop.
Leveraging Digital Social Media Platforms to Enhance English Speaking Confidence
Annabelle Sukin1, Damone Singngam2
1Fulbright English Teaching Assistantship, USA; 1Savannakhet University, Savannakhet, Lao PDR
2LuangPrabang Teacher Training College, Luang Prabang, Lao PDR
Abstract
Objectives:
- Students will gain conversational proficiency using digital platforms – including Global Nomads, TikTok, and YouTube.
- Students will gain confidence and creativity communicating in English.
- Students will use digital platforms to connect and collaborate in English with youth around the world.
This project explores the use of digital social media platforms as tools to enhance English speaking skills among upper secondary school students and first year university students. Recognizing that many students are already active users of TikTok and YouTube, the activity integrates their daily digital habits into purposeful language learning. Students are assigned a variety of familiar, real-life topics from the digital platform, Global Nomads, to discuss familiar topics with youth around the world. By changing their social media settings to English, students gain proficiency in reading, listening, and writing in English. Students upload their videos and responses to TikTok or YouTube as part of the learning process. The primary objective of the project is to increase students’ confidence, fluency, and motivation to speak English by providing an authentic audience and a meaningful communication purpose. Students will write scripts, organize content, record multiple takes, and improve pronunciation before publishing their videos. Using social media encourages creativity, collaboration, and peer learning, as students review classmates’ videos and provide supportive feedback. The project demonstrates that social media, when used constructively, can be an effective and motivating tool for language learning. It offers a practical model for teachers seeking innovative approaches to develop students’ speaking skills in a digital-friendly environment.
Enhancing Meaningful Learning through PBL & TELL
Abstract
This topic primarily focuses on side projects serving as a steppingstone in developing language competence and enhancing students’ learning in the 21st century. With the help of technology and media, the side projects play a crucial role in English learning success; as a result, learners actively engage in producing language through speaking and writing and have a chance to develop other skills. Besides, students put all their effort into responding to the assigned tasks, create a habit of lifelong learning, expose themselves to the second language days and nights outside the classroom settings, and enjoy doing the projects. They are more confident to produce the language inside and outside the classroom as well. The side projects are rewarding since the students see the benefits of doing them. Obviously, the presentation will introduce several projects that make students more interactive and keep them engaged with the L2 learning outside the classroom. Participants will surely see how to lead and conduct those projects, and they can bring back new insights for their future practices to enrich their students’ language proficiency.
Applying Active Learning in ELT Classrooms: Tips and Techniques for EFL Teachers
1Phoxay Thepvilayvong, 2Latsanyphone Soulignavong, 3Ladomchanh Khantry, 4Manivone Phongsa, 5Hongkham Vongxay, 6Buagneun Souvannasy, 7Onsy Khamphouvong
1,2,6,7Faculty of Letters, National University of Laos
3,4,5Department of English, Faculty of Letters, National University of Laos
Coming…
13:35–14:35
WORKSHOP SESSION #04
27 February 2026
Teaching Negotiation—Supercharge Speaking and Communication Skills
Abstract
Communication skills are often cited as one of the most important 21st century skills for students of English. In line with outcome-based education and future-fit curriculum design, this learning approach focuses on what students can do with the language, not just what they know—and in this case it is the measurable and potentially lucrative skill of negotiation.
No matter how proficient learners become in English, they often show a noticeable lack of confidence in speaking. Therefore, this interactive workshop was developed to promote the most effective method for developing higher-order communication skills in English learners. It also hones real-world speaking skills and bolsters confidence. The method centers on negotiation as a core discipline, which offers many opportunities to strengthen language skills as well as meta-linguistic knowledge through communities of practice and ultimately gamification in “negotiation tournaments.” Students learn that effective speaking skill is not only about producing language but also deploying communication strategy.
This workshop will show how scaffolding of speaking through structured and unstructured negotiation role-plays leads to more advanced skills, while highlighting the importance of communication goals and strategies, cultural influences, and styles. Negotiation is particularly well-suited to goal-oriented tasks because outcomes are clear and measurable.
Based on years of research and practical applications of teaching negotiation, the presenter will demonstrate this stimulating and entertaining way to ensure that students develop communication skills, confidence, and systems-thinking abilities appropriate for contemporary workplaces and 21st century learning outcomes.
Using Canva-Based Project Design to Boost Student Motivation and 21st-Century Skills
Abstract
This hands-on workshop explores how EdTech tools, particularly Canva, can be used to enhance student motivation, creativity, collaboration, and learner autonomy in English language classrooms. Grounded in project-based learning (PBL), the workshop demonstrates practical ways teachers can engage students by asking them to design meaningful products, such as posters, presentations, or social media content, using Canva as a learning platform.
Participants will experience a sample classroom project in which students are guided to design a digital product on Canva while learning English through short, teacher-curated tutorial videos in English. These videos allow students to learn both language and technical skills independently, supporting autonomous learning and catering to different learning paces. The approach promotes both intrinsic motivation, by encouraging creativity and ownership of learning, and extrinsic motivation, through clear outcomes and peer sharing.
The workshop highlights how Canva-based projects foster two essential 21st-century skills: creativity and collaboration, as students work together, exchange ideas, and provide feedback in English. Practical classroom procedures, task examples, and assessment ideas will be shared to ensure immediate classroom applicability.
By the end of the session, participants will be equipped with concrete strategies to integrate Canva into project-based English lessons that not only improve language use but also increase student engagement, motivation, and confidence in real-world communication.
Learn, Design, Build: A Design First Framework for Meaningful Projects
Garrett Cromwell
English Language Fellow Program, U.S. Department of State, Trang, Thailand
Abstract
In the digital age, English language teachers have access to an expanding range of tools and activities, yet student engagement often remains inconsistent. This workshop argues that engagement is driven by instructional design rather than activity alone. Drawing on constructivist learning theory, the session emphasizes activating prior knowledge and directing attention to key principles before students engage in project work (Piaget, 1952; Bruner, 1966; Vygotsky, 1978).
Participants will experience Learn, Design, Build, a project based instructional framework in which learners first notice principles of effective design through structured observation. These principles, such as balance, structure, clarity, and purpose, are highlighted through a guided gallery walk. Learners then apply the principles directly to a hands on project, such as designing a stable tower or composing an effective group photograph. This sequence reflects research indicating that deeper learning occurs when learners attend to meaningful patterns before action (Craik & Lockhart, 1972).
References
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645.
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Beyond “Prompt and Pray”: Designing AI-Supported Tasks for Low-Proficiency Learners That Work
Abstract
This workshop introduces a classroom-tested approach to designing AI-supported language tasks for low-proficiency learners. Grounded in Task-Based Language Teaching (TBLT), the session shows how AI can help teachers (1) create effective, level-appropriate input, (2) design input-based tasks that build communicative competence, and (3) extend these tasks into output-based work that supports meaningful learner production, even at very low proficiency.
Participants will first explore key TBLT concepts and the role of input-based tasks through practical, classroom-ready examples, highlighting how input-based tasks can reduce the pressure of “speak now” activities that often lead to silence and stress, while still building learners’ communicative confidence. Attendees will then see how lower-level learners can engage with real-world topics using short, highly comprehensible texts. I will share tried-and-tested prompt templates for generating these texts with AI, along with non-AI tools for checking difficulty and ensuring the input is truly comprehensible.
Next, participants will practice turning AI-generated inputs into effective input-based tasks that low-proficiency learners can successfully complete, using free AI-powered tools. They will then build on these tasks to create output-based follow-ups that scaffold speaking and writing through creative recycling of the input and light focus-on-form activities, with common EFL classroom contextual constraints kept in mind throughout.
By the end of the session, participants will leave with a practical prompt toolkit, adaptable task templates, and a clear, repeatable process for designing input-based tasks with AI, and for moving from input to confident, meaningful output for low-proficiency learners.
Singing English Songs - YouTube
Phonesukha Insisiengmai
Savannakhet Teacher Training College, Savannakhet, Lao PDR
Abstract
Singing English songs before teaching new lesson is the best way to encourage students learning English well. I have taught English at Savannakhet Teacher Training College since 2000. I teach adult learners on age 18 to 23. For teenagers, learning through songs is a great opportunity to combine their interests and learning the language. I also want them to interested in English songs so they will be determined to understand those songs. Learning English through song lyrics is an enjoyable and fun method that incorporates language. Students are able to enhance their new vocabularies, improve their pronunciation and gain insights into cultural contexts.
I teach listening and speaking subject. I found out that my students love singing English songs but they sometimes pronounce some words incorrectly in those songs (1. My heart will go on, 2. One call away, 3. The thousand year, 4. Love me like you do). As we know that singing English songs help our students learn how stronger and weaker sounds are pronounced differently in English.
We have a speaker and two microphones in the class so my students will spend 5 minutes to sing one song before we will begin new lesson. There are three steps for making a song the focus of my class such as 1. listen to the song, 2. listen and repeat after the song, 3. understanding the meaning. I also ask them to practice those songs at home. Sometimes my stduents ask to sing one song after finishing the lesson.
11:10–11:40
PARALLEL SESSION #01
26 February 2026
A Roadmap to Personalized Vocabulary Instruction Using Collocations
Professor Bill Snyder1, Yanqing Guo2 (THT JALT SIG)
1, 2Soka University, Hachioji, Japan
Abstract
In the process of learning English vocabulary, students face many difficulties. Among these is the fact that vocabulary taught in class may not match their exact needs nor be tailored to their exact level of need. Despite this, many students learn large amounts of vocabulary only to discover that their knowledge has not helped them gain fluency. They continue to struggle with putting words together when they speak. This presentation outlines initial steps taken to design personalized vocabulary learning programs for CEFR B-level university students which, by focusing on teaching collocations (commonly co-occurring words, often resulting in formulaic phrases (Unver, 2018)), may help students achieve greater fluency.
This pedagogical design uses the New General Service List placement test to assign students to 100-word vocabulary lists that are matched to their current level and needs, in addition to 60 words designated in their textbook. Generative AI is then used to identify two common collocations for these 160 words, resulting in 320 items for students to learning. Generative AI is also used to produce personalized quizzes from these collocation lists to check student learning. The pedagogical program to accompany these materials includes the use of word cards, an effective vocabulary learning tool (Nation, 2013) and the application of the community Leitner Box activity (Tomacder, 2023) as a classroom routine for practice and to expose all students to an even wider range of vocabulary. Feedback on the materials design and pedagogical program is invited.
Online Tools for Promoting Students’ Learning Motivation and Engagement
Khonesak Keomaneevong
Savannakhet Teacher Training College, Savannakhet Province, Lao PDR
Abstract
In an era where advanced technology quickly influences learners’ habits and expectations, declining motivation in traditional teacher-centered classrooms has become an increasing concern. Some students find it struggle to pay attention and are not eager to engage in learning activities that do not relate to their daily communication, such as interactive and digital integration. This means that the presentation will suggest purposeful and suitable online tools to boost students’ learning motivation, participation, and self-direction. As we know the technology becomes a powerful pedagogical partner that enables learners to engage in meaningful interaction, enhance collaboration, and foster creativity just an additional feature.
This session offers practical strategies for incorporating various online tools into English language classrooms. Participants will explore digital brainstorming applications that allow learners to contribute ideas in real-time, encouraging active participation from every student. The audience will learn how to create vocabulary learning sets on an interactive online platform, which teachers can use during classroom practice either individually or collaboratively. These online learning sets will meet different needs and promote self-regulated learning habits. Additionally, the presentation will demonstrate how music-based online tools can spark interest and enthusiastic engagement in the classroom through practical, enjoyable, and linguistically rich activities.
After this session, attendees will acquire new skills and confidence in selecting and integrating online tools to improve students’ motivation and engagement in learning. This will broaden teachers’ perspectives on technology use, viewing it not as a challenge but as an opportunity to create a supportive, student-centered English learning environment.
Exploring Non-English Major Students’ Engagement in Learning Listening Skills through the Use of AI-Generated Tools at a University in Vietnam
Pham Thi Thu Trang
University of Economics – Technology for Industries, Hanoi, Vietnam
Abstract
The AI revolution has significantly increased the impact of language education worldwide and completely changed the ways learners approach it. Learners have various chances to experience the benefits that AI brings to them. To fully leverage AI applications in language learning, particularly in the English language, several factors determine the effectiveness of this trending method. One of those factors should be students’ engagement. Nevertheless, studies on students’ engagement in AI-based English lessons seem to remain limited. Therefore, this study was carried out to explore students’ engagement in learning English listening skills through the application of AI-generated tools and their perceptions of the effectiveness of this integration method. With a mixed–methods approach, the study involved fifty-two non-English majors at a public university in Hanoi, Vietnam. Data were collected using instruments named observation, a questionnaire, and semi-structured interviews. Regarding result analysis, quantitative data were analyzed using descriptive statistics, while qualitative data from interviews were examined thematically. The findings revealed that most learners found this integration effective and interesting, and they were definitely engaged in English listening lessons using AI-generated tools. Based on these findings, the study proposes several suggestions for both university English teachers and students to enhance students’ engagement in English classes, particularly in listening classes.
Key words: AI-generated tools, listening comprehension, students’ engagement, effectiveness
Textbook Creation for English and Tourism Education
Abstract
This presentation will show you how students can create their own textbooks as a project in an English class in an university in Japan. The presenter works at Tokai University’s Shizuoka Campus, which is located near an international seaport that has recently received visits from luxury cruise liners approximately 100 times a year. Taking advantage of this environment, she began exploring ways to motivate students and improve their English-speaking abilities through an ESP (English for Specific Purposes) project.
In the local area, however, some shop staff find it difficult to communicate with foreign tourists and even close their shops when cruise ships arrive. Most of these staff members are elderly and do not speak English. To address this situation, students from Tokai University visited the cruise terminal several times and identified various communication problems. Based on their findings, they designed role-play situations that would be useful for local residents. As a result, the students created a 200-page role-play conversation textbook written in both Japanese and English, which also includes their own part-time work experiences.
This presentation not only describes the situations that students and local people find challenging, but also illustrates the process of the textbook creation project.
Faculty Attitudes Toward the Use of Artificial Intelligence in Higher Education: Insights for English Language Teaching
Esther Smidt1, David Bolton2
1, 2West Chester University, West Chester, USA
Abstract
This mixed-methods study investigates faculty perceptions of AI use in a mid-sized, teaching-focused, public university in the Mid-Atlantic region of the United States. Data instruments consisted of a quantitative survey consisting of opposing attitude statements and qualitative focus group interviews. Findings demonstrated that faculty were interested in learning how AI applications could improve their teaching through changing their content and methods of instruction and assessment, indicating the need for a change in the role of the professor that prioritizes AI literacy, critical and analytical thinking, and educating students on the value of struggle. There were both positive and negative perceptions about the use of AI to grade student work and assess student progress, and of their ability to recognize AI-produced content. Finally, most faculty would not use AI to assist in research writing. There was recognition of the need for skills-based, policy-related, and resource-focused faculty professional development.
13:00–13:30
PARALLEL SESSION #02
26 February 2026
Teaching English with AI: Opportunities and Challenges in Tertiary Education (A Japanese Case Study)
Abstract
This 30-minute parallel presentation is based on an original qualitative study examining the experiences of part-time instructors in an English-medium instruction (EMI) department at a private university in Japan where AI-powered tools were adopted for English lesson planning and materials development. The original study draws on instructor interviews and reflective accounts, while being guided by the theoretical framework of Venkatesh et al.’s (2003) unified theory of acceptance and use of technology (UTAUT).
The presentation focuses on the promises and challenges of adopting AI-powered tools in university English teaching. Key promises identified in the study include time savings, increased flexibility in materials design, and support for language-level adjustment in diverse classrooms. At the same time, the findings highlight significant challenges, including uneven access to training and institutional support, uncertainty about appropriate pedagogical use, and concerns about over-reliance on AI-generated content. Employment status emerges as an important factor shaping instructors’ confidence, experimentation, and ongoing engagement with AI tools.
Rather than emphasizing theory, the presentation prioritizes practical insights relevant to TESOL professionals working in higher education. It situates instructor experiences within broader trends in EMI expansion and internationalization in non-Anglophone contexts, where expectations for English-based instruction continue to rise. The presentation concludes with concrete discussion points and reflective questions designed to help participants consider how AI can be introduced in ways that empower teachers, maintain instructional quality, and support more inclusive and sustainable English education at the tertiary level.
The Use of AI Tools in English Language Learning: Benefits, Challenges and Expectations
Abstract
This study explored the benefits, challenges and expectations of the use of AI tools in English language learning of the university students. The samples were 120 students who take English Fundamental Courses at Buriram Rajabhat University, Thailand. This study employed mixed- method design. The research instruments included the questionnaire and semi-structured interview. The quantitative data were analyzed by using mean and standard deviation while the qualitative data were analyzed by content analysis. The findings revealed that the AI tools as
highly beneficial were for improving English vocabulary and grammar, followed by providing access to academic materials anytime and everywhere, and improvement of English writing skills. However, the challenges of using AI tools in English language learning were the lack of teacher training, poor internet connectivity, false AI/generated text detection, modifications in due time of activities because of the use of AI tools, and privacy of the texts shared with AI tools. Four items showed high levels of expectation: the establishment of ethical guidelines for the use of AI tools, the development of AI tools supporting diverse English varieties, AI’s significant role in transforming English language learning, and the general integration of AI tools into English language learning.
Implementing Kahoot! as a Game-Based Learning Platform to Engage Vietnamese College Students in English Learning Vocabulary
Abstract
This presentation examines the effectiveness of integrating Kahoot! into the teaching and learning process to boost learners’ vocabulary retention and learning engagement. Although Kahoot! Has been widely applied in language classrooms, action research-based evidence involving non-major English students remains limited, especially when it comes to various aspects of learners’ engagement.
The study involved forty-four non-English major students from two different classes in an educational institution in the southern part of Vietnam. Grounded in game-based learning principles and learners’ engagement theory, the study adopted an action research design following the four-phase cycle suggested by Kemmis and McTaggart (1988, as cited in Burns, 2010) was employed. Furthermore, a mixed-methods approach was employed to gather data through Kahoot! activities, teaching journals, and informal students’ conversation.
The findings indicated that students’ vocabulary retention was considerably enhanced. In addition, the use of Kahoot! was found to improve students’ engagement across three dimensions: cognitive, emotional, and behavioral. Students reported feeling engaged and interested during class activities, being more focused, remembering the words, improving their ability to learn from incorrect responses, and increasing carefulness when answering questions.
Despite the positive outcomes, this study had a few limitations. It relied partly on self-reported data and correct-answer proportions. Furthermore, the study was conducted over a short four-week period at a single research site, and focused solely on vocabulary performance. Therefore, future research should consider the use of Kahoot! in developing other English skills, and to employ alternative methods to strengthen the validity of the findings.
Localising Global Frameworks: A Teacher Educator Development Programme for Cambodia with Regional Transferability
Abstract
This paper presents an adapted teacher educator development framework designed for Cambodia, with demonstrated transferability to neighbouring Laos. Based on the British Council’s Continuing Professional Development Framework, the Teacher Development Support Organisation (TDSO) has enhanced the original 11 professional practices with a critical 12th component: Digital Transformation and AI in Education, reflecting the fundamental role of technology in contemporary educational practice.
The framework organises professional competencies under three domains: Knowledge (subject expertise, educational context, teacher learning), Skills (planning, managing, evaluating teacher learning, supporting ongoing development, inclusive practices, digital transformation, remote learning support), and Approaches to Development (professional responsibility, contribution to the profession). Central to the framework is the concept of Transferable Pedagogic Approaches, operating across two dimensions: applicability to all subject areas and geographical transferability across regional contexts.
Designed as an in-service programme, the framework addresses Cambodia’s specific challenges, including scale (supporting over 130,000 teachers), limited resources, rural access, and teacher retention, whilst building on substantial investments in education reform. The framework’s explicit recognition that professional development cannot simply be transplanted between contexts, but requires systematic contextual analysis and adaptation, makes it particularly suitable for regional application.
The paper demonstrates how Cambodia’s implementation provides a model for Laos and other Southeast Asian nations facing similar educational challenges, offering a systematic approach to developing teacher educators who can lead sustainable educational transformation whilst respecting local contexts.
Process of Developing the Standardized Test of English Proficiency
Chanthajorn Chanthapanya1, Manivone Phongsa2, Ladomchanh Khantry3
1, 2, 3National University of Laos, Vientiane, Lao PDR
1c.chanthapanya@nuol.edu.la, 2phongsamani@yahoo.com, 3lad_khantry@yahoo.com.au
Abstract
Recently, a number of international standardized tests of English proficiency have been administered in several countries. However, the development of localized standardized tests of English proficiency is still needed for specific contexts. Researchers in language test development, such as Downing (2006), Green (2014), and Orozco & Shin (2019), observed that the process of developing tests comprised several steps and required significant time investment. The objective of this proposal is to illustrate the process of developing a standardized English proficiency test. This presentation will demonstrate a number of steps, including, localized can do statements of 4 skills, localized descriptors, localized test specification and test items of all skills with examples.
By presenting the test development process, the participants will gain clear understanding of designing an English proficiency test. It will emphasize the identification and incorporation of localized features, alongside strengthening knowledge of test item writing procedures. Furthermore, it will demonstrate the creation of a standardized English proficiency test by applying theoretical principles in testing and assessment to practical implementation steps, illustrated with relevant examples
The test development process helps language teachers and educators build up their capacity on standardized test development. This presentation does not only provide language them with opportunities to design or develop the standardized test, but they can also apply to their language classroom in particular contexts.
14:50–15:20
PARALLEL SESSION #03
26 February 2026
Inclusion by Design: Sociocultural Digital Storytelling for Diverse EFL Learners
Abstract
As English language education continues to evolve, digital tools offer new opportunities for learners to use English beyond the classroom. However, many teachers face challenges when integrating technology, particularly in mixed-level and resource-limited learning environments. When digital tools are simple and accessible, they can support communicative and inclusive approaches to language learning. This presentation explores how digital storytelling can support learners through inclusive pedagogical practices grounded in sociocultural learning, where language development occurs through interaction, collaboration, and learner autonomy.
Language is an expression of culture, and storytelling plays an essential role in sharing values, experiences, and identity. Through digital storytelling, learners draw on myths, folktales, and local knowledge to create and share in English. These task-based activities encourage students to communicate through speaking, writing, and movement as they collaboratively construct narratives that connect local contexts with contemporary themes in meaningful and engaging ways.
Drawing on classroom practice and pre-service teacher training in Japan and Laos, the presentation demonstrates how simple, accessible digital tools can be used to design inclusive storytelling activities aligned with Universal Design for Learning (UDL) principles. Participants will explore practical strategies for scaffolding digital storytelling tasks, adapting activities for diverse learners, and creating inclusive, equitable, and responsive learning environments that align with local classroom contexts.
Digital Feedback to Students’ Pronunciation with an AI Chatbot from the Perspective of Non-English Majors
Thuy Pham Thi Thanh1, Huyen Chu Thi Thu2
1, 2Hanoi National University of Education, Hanoi, Vietnam
Pronunciation has long been a challenging aspect of English learning for non-English majors, due to a range of both objective and subjective factors. In this context, feedback from lecturers plays an important role in supporting students’ pronunciation development. However, in the digital era, feedback provided by AI chatbots has emerged as a valuable and increasingly appreciated alternative. This study examines non-English majors’ perceptions of AI chatbot feedback on their pronunciation. A qualitative research design was adopted, using semi-structured interviews with nine randomly selected non-English majors to explore their views on the chatbot’s comments. The feedback provided by the AI focused on scores, strengths, weaknesses, and areas for improvement in pronunciation. The findings indicate that students found the feedback engaging and useful, as it clearly informed them of their performance, demonstrated correct pronunciation, and highlighted both positive aspects and areas needing improvement. Nonetheless, students expressed a desire for faster feedback delivery to reduce waiting time. Based on these findings, the study concludes by offering pedagogical implications for language teaching and learning.
Keywords: pronunciation, AI chatbot, digital feedback, semi-structured interviews
Using AI-generated mentor texts for genre-based pedagogy in EFL writing classrooms
Dr. Lan Nguyen Thi Huong1, Le To Huong2, Dr. Bui Thi Oanh3
1Hanoi National University of Education, Hanoi, Vietnam
2Hanoi University of Pharmacy, Vietnam
3Hanoi National University of Natural Resources and Environment, Vietnam
1lannth@hnue.edu.vn, 2bibau2007@gmail.com, 3btoanh@hunre.edu.vn
Abstract
Genre-based pedagogy informed by Systemic Functional Linguistics has influenced the field of teaching and learning English around the world. For students, genre can be a framework or a scaffolding for the production of meaningful passages in a specific context. It is also a useful tool for teachers to give practical and constructive guidelines to students. In Asia, this approach has been adopted by many language practitioners e.g. in Japan (Nagao, 2019), in Singapore (Lin, 2003), in Thailand (Payaprom, 2012), in Indonesia (Emilia & Hamied, 2015) and in Vietnam (Nguyen & Nguyen, 2021). In this presentation, the presenter will describe this genre-based approach in EFL writing classrooms and provide some ideas for teachers to implement this approach with the use of AI-text generated mentor texts. Drawing on Genre theory (Martin & Rose, 2008), participants will be guided to identify key features in these mentor texts. To be specific, the speaker will show how incorporating AI text generators into the Teaching/Learning Cycle (Rose & Martin, 2012) provides a new and powerful tool for helping students recognize genre features. The presentation concludes with practical implementations and potential benefits of AI-generated mentor texts for EFL writing classrooms. The take-home message is that by using GenAI technology, educators can efficiently generate mentor texts in different genres and integrate them into genre-based writing instruction.
The Role of In-Class Free Writing as a Reflective and Expressive Practice in First-Year University Composition Courses
Abstract
This study examined sustained in-class free writing as a reflective and expressive pedagogical method in first-year university composition courses. Using a mixed-methods survey (N = 58), the study explored how low-stakes, non-evaluative writing supports students’ emotional engagement, writing fluency, and identity-based meaning-making. Quantitative Likert-scale results showed strong student agreement that free writing enhances idea generation, comfort with written expression, and writing confidence. Multiple items averaged 4.3 on a five-point scale. Instrument reliability was excellent (Cronbach’s α = .907). Qualitative analysis of open-ended responses found that students most often used free writing to reflect on daily life and identity. They described it as a reflective, expressive learning space rather than just an academic task. Students reported increased confidence, reduced anxiety, and improved access to ideas for academic writing. The meaningful moments described were highly individualized and included writing flow, emotional release, self-discovery, and peer connection. These findings suggest that free writing serves as a foundational expressive teaching approach that supports emotional regulation, cognitive fluency, and identity development. For instructors, the results highlight the importance of regularly incorporating free writing in composition courses to strengthen writer identity and foster emotionally accessible ways into academic discourse.
Simulation Teaching Techniques
Soutta Inthavong1, Vongmani Sitha2, Vatsana Vongsila3
1Faculty of Education, NUOL, Vientiane, Lao PDR
2Research Institute of Educational Sciences, Vientiane, Lao PDR
3Faculty of Letters, NUOL, Vientiane, Lao PDR
1 supansa6@yahoo.com, 2vongmani95@gmail.com, 3vatsanavongsila@yahoo.com
Abstract
This study examines the effectiveness of simulation teaching in enhancing English learning among secondary school students in Laos. Simulation teaching involves realistic, interactive, problem-based scenarios that mirror real-life communication, allowing students to actively use English for negotiation, expressing opinions, and problem-solving rather than rote memorization. In many Lao classrooms, English instruction remains teacher-centered and textbook-based, limiting students’ opportunities to practice speaking and develop communicative competence. To address this, simulation activities such as role-plays, interviews, situational dialogues, and group projects were introduced in English lessons for grades 9–11 across three secondary schools in Vientiane. A mixed-methods approach, combining classroom observations, student questionnaires, and teacher interviews, evaluated the outcomes. Results showed that simulation teaching significantly increased student engagement, confidence, and motivation in using English. Learners reported feeling less anxious during simulated tasks compared to traditional lessons. Teachers observed improvements in pronunciation, vocabulary use, and conversational skills. Challenges included large class sizes, time constraints, and limited teacher experience in designing simulation-based activities. Despite these challenges, both teachers and students expressed positive attitudes toward integrating simulation into regular lessons. The findings suggest that simulation teaching supports communicative language teaching (CLT) and learner-centered pedagogy in Lao secondary schools. It provides practical pathways to align classroom practices with national goals emphasizing functional English proficiency. The study recommends professional development for teachers and the integration of simulation activities into English textbooks and teacher training programs to ensure sustainable implementation.
Keywords:
Simulation teaching; communicative competence; learner-centered instruction; English education; secondary schools; Laos
8:15–8:45
PARALLEL SESSION #04
27 February 2026
Using AI to Create Level-appropriate Materials
Abstract
Generative AI can be intimidating for both students and instructors, but with a bit of guidance and practice, it can become a valuable (and even fun) tool. Ideally, can provide a wider range of easy-to-understand information and give suggestions to learners who may not know where to begin. Being a new technology, there are still many who are reluctant to use it. In addition, perhaps the challenging aspect for students is who to formulate useful prompts that elicit information English language learners can comprehend.
This presentation will explain how to use AI to create level-appropriate materials instantly, just using a phone, that can lead to meaningful discussions on virutally any topic.
Living Values Education
Abstract
This presentation will focus on simple techniques which can help towards developing a positive atmosphere in the classroom. Our presence and what we carry with us in our minds into the classroom has an effect on whether we are able to make the choice to respond or react. By developing a positive sense of ourselves we can offer the gift of our presence to our students. Simple classroom routines, such as greeting students, taking time out for one minute every hour to check what is happening for us all should be part of every teachers daily routine. Teachers will discuss effective strategies for the classroom which will build a positive atmosphere. Taking care of our own wellbeing helps to take the stress out of teaching. Accepting that teaching is by nature a chaotic experience, creating order out of chaos through being a quiet calm accepting presence is our role.
Digital Literacy for the AI Era: Training Pre-service English Teachers to Write AI Chatbot Prompts for Effective Lesson Planning and Delivery
Huong Nguyen1, Trang Ngo Quynh2
1, 2Faculty of English, Hanoi National University of Education, Ha Noi, Vietnam
Abstract
Although Artificial Intelligence chatbots (AI chatbots) offer promising tools for language learning, little research has examined how pre-service teachers can be guided to design their own instructional chatbots. In this study, they can create chatbots tailored to specific English components (grammar and vocabulary) to provide their future students with immediate supplemental support when teachers are not available.
Compared to ChatGPT or Gemini, which usually provides instant full answers, these designed chatbots employed a structured Socratic questioning technique: three rounds of disciplined questions to stimulate students’ critical thinking, followed by a final answer and one or two quiz items (matching, multiple choice, or short answer) to check comprehension.
20 third-year English-majored students from a university in Vietnam participated in 6 two-hour sessions. In the first five sessions, participants learned to write prompts and develop their chatbots in two specialized groups. In the sixth session, participants completed a survey regarding (1) the prompt designing process, (2) the pedagogical value, and (3) possible challenges.
Findings show that (1) pre-service teachers perceived the prompt designing process as manageable but time-consuming. In addition, (2) they agreed that their customized AI chatbots would be valuable in their future classrooms, which not only help enhance their future students’ critical thinking but also support their teaching process. Mentioning possible challenges, (3) participants considered unstable Internet connection and technological device shortage to be the most problematic matters.
The study implied that teachers should customize their chatbots to accommodate students’ learning, aiming at boosting students’ enthusiasm and reducing teachers’ workload.
A Needs Assessment of Foreign Language Education for Sustainable Development: A Case Study of Northern Lao PDR
Kalaphath Kounlaxay1, Thitirat Chirathitipom2, Dr. Thongthiane Vathanavong3, Kinnaly Thipphaphone4, Saiphone Khotsaigno5
1, 3, 4, 5Faculty of Education, Souphanouvong University, Luang Prabang, Lao PDR
2International House Vientiane, Vientiane Capital, Lao PDR
1kk_koun@hotmail.com, 2thitirat@classyeducation.com, 3vathanavong@su.edu.la, 4kinnaky8888@gmail.com, 5saiphone@su.edu.la
Abstract
This research aimed to explore the current state of English language proficiency and assess the needs for fostering sustainable foreign language education. Participants included 249 individuals from eight provinces in northern Lao PDR: 102 educational personnel (administrators, teachers, new graduates, government officials, and educational entrepreneurs), 95 tourism service entrepreneurs, 43 others, and 9 in-depth interviewees. The mixed-methods methodology was used in this study, incorporating both qualitative and quantitative data, to investigate initiatives related to foreign language education for sustainable development. Data was collected via online questionnaires using a five-point Likert scale in a dual-response format and analyzed using percentage, mean, standard deviation, Modified Priority Needs Index, and MANOVA. Qualitative analysis focused on transcribing challenges in applying English across all four skills (listening, speaking, reading, and writing). Quantitative results indicated a high level of perceived problems in English application (M = 4.07, S.D. = 0.87) and a high need for English language development (M = 4.83, S.D. = 0.36). Analysis of variance encountered that no significant differences in perceived problems or needs based on occupation, work experience, or province. The overall average Priority Needs Index was 0.33 (PNI = 0.33), suggesting a crucial need for empowering foreign language education for sustainable development in northern Lao PDR
11:10–11:40
PARALLEL SESSION #05
27 February 2026
Developing Language Proficiency Through Project-Based Learning
Thereza Vahlstrom
English Language Fellow at the National University of Battambang (NUBB), Cambodia
Abstract
This presentation will share the work done in a third-grade classroom conducted in collaboration with a classroom teacher, ELD specialist, and university professor to develop project- based learning experiences for students specifically designed to develop vocabulary and language proficiency for English Language Learners. Project Based Learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (BIE, nd, para 3). Research demonstrates that PBL is an effective method of teaching and can lead to greater learning gains over traditional methods in social studies and science, as well as math and literacy (Kingston, S., 2018; Strobel & van Barneveld, 2009). It is also a demonstrated practice for increasing student achievement in schools with lower socioeconomic levels (Summers & Dickerson, 2012) and with students of diversity (Halvorson et.al, 2012; Harris et al., 2014). While student academic learning gains are notable, the essential elements of PBL also develop student autonomy and thinking skills through culturally responsive teaching (CRT) strategies with rigorous content personalized for students. The presentation will share the strategies incorporated within the PBL nits that leverage these opportunities for students.
Phoneme frames – the game changer in low-resource classrooms
Abstract
In EFL classrooms, spelling and grammar errors recur frequently across levels which, if neglected, affect semantic and syntax aspects of language production. This workshop introduces three approaches of applying phoneme frames in reinforcing syntax rules and semantic intake, particularly in low-resource classes.
Grounded within Bloom’s Taxonomy, the utilization of phoneme frames upscales learning objectives from Remembering to Creating level, extensively shifting passive into active learning of phonics, syntax and lexical resources. Additionally, this idea offers a viable solution to boost skill integration in EFL classrooms, a challenge faced by many teachers.
Attending the workshop, participants will engage in encoding – decoding activities to analyze how these frames facilitate memorization of spelling patterns and assist vocabulary drilling. Then, there are some sharings about the use of phoneme frames in visualizing syntax rules such as Subject – Verb agreement or Is – Am – Are differentiation. Also, participants practice integrating phonic activities with lexical constructing via the creation of imaged phoneme frame cards. By the end of the workshop, participants know how to prepare a set of phoneme frames, both manually and technologically, and adapt it flexibly to achieve different learning objectives according to Bloom’s Taxonomy.
University EFL Teachers’ Autonomy-Supportive and Controlling Teaching Behaviors in Japan
Abstract
In the effort to improve learners’ motivation, each teacher adopts a personalized and unique style to foster learner autonomy. Under Self-Determination Theory, teachers’ motivational styles are positioned on a bipolar continuum ranging from strongly controlling to strongly autonomy-supportive. Nonetheless, in practice, teachers often exhibit both controlling and autonomy-supportive behaviors. Therefore, Reeve (2016) asserted that these two styles should be measured separately for two reasons. First, each teaching style uniquely predicts distinct outcomes regarding learners’ need satisfaction, functioning, and emotional health. Second, most teachers need to learn to be less controlling before enhancing their autonomy support.
This presentation elaborates on specific autonomy-supportive and controlling behaviors and provides practical classroom situations related to teachers’ motivational styles to prompt small-group discussion on when learner or teacher control may be pedagogically appropriate, along with a classroom observation form for self-assessment. Findings of the current research indicate that teachers’ autonomy-supportive behaviors vary in form and intensity across contexts, and that all teachers integrate a certain degree of control to manage classroom demands. When delivered with polite, non-pressuring language, controlling behaviors can function as complementary to autonomy support.
From Oral Stories to Digital Stories: Practical Storytelling Ideas for Elementary and Secondary EFL Classrooms
Herman Bartelen (THT JALT SIG)
Kanda Institute of Foreign Languages, Ryutsu Keizai University, Daito Bunka University, JAPAN
Abstract
Storytelling is a powerful and flexible approach to English language teaching, particularly for elementary and secondary learners. This presentation introduces practical storytelling activities that support speaking, listening, vocabulary development, and learner confidence, while also demonstrating how these activities can be extended through simple digital tools. The focus is on classroom techniques that are easy to prepare, adaptable across age groups, and effective in a variety of teaching contexts.
Participants will explore a clear storytelling framework that begins with oral storytelling and face-to-face interaction. Activities include picture-based storytelling, story sequencing, group retelling, and short personal narratives. For each activity, a digital alternative or extension is presented, such as recording audio stories, creating simple digital storyboards, or sharing student stories through basic online platforms. These digital options are designed to enhance engagement and creativity while remaining manageable for teachers.
The session demonstrates how the same storytelling lesson can be used in face-to-face or online situations inside or outside of the classroom. Participants will also explore lesson outlines and assessment ideas that support learner autonomy and reflective practice. This presentation is intended for EFL teachers working with elementary to high school students who want practical storytelling techniques that balance communicative classroom practice with meaningful digital integration.
13:00 – 13:30
PARALLEL SESSION 06
27 February 2026
RELO/ECA Resources
The twenty principles of language teaching in the digital space
Abstract
This presentation will address how the use of technology can help a classroom teacher achieve the sequence and outcomes following the twenty principles of language teaching (Macalister and Nation, 2019).
The four main areas in which the twenty principles are ordered are, planning, selection, ordering and presentation. The principles in each section are sequenced in order of importance. In each of these sections there are areas where the selective use of technology and digital tools both by the teacher and the student can support learning through tapping into both their cognitive and affective domains. It is important to ascertain that while digital tools can selectively support learning, they do not take over from all the principles so that the teaching and, learning sequence most conducive to language learning are buried under the use of digital tools.
The principles are in order and therefore the selection of resources and tools which align with this order and the possible learning outcomes to be achieved, need to be carefully identified and selected, depending on the level and the needs of the learner.
In this presentation I will discuss the possible use of technology in supporting language learning in the classroom in a focused and principled way which takes into account the background, context and learning style of learners.
I will mainly discuss the principles in relation to ELT among teenagers in an English language programme at Vientiane College, Laos and higher level tertiary language learners in Hangzhou, China. The nature of technology and digitalisation use depends on resources available to the teacher and the learner and their level of comfort in the use of these in a principled way. This will help them to achieve higher level language learning outcomes which are practical and grounded in real time use, are sequenced appropriately and highly excite and motivate learners and teachers alike.
Reference: Macalister J. and Nation, I.S.P. 2019. Language Curriculum Design (2nd edition), Routledge.
Students’ Satisfaction Towards Learning English Language with Native Teachers at Faculty of Languages Souphanouvong University
Dr. Bounthieng Vongsouangtham1, Palitha Douangchack2, Bouaphan Bandasack3
1,2,3Souphanouvong University, Luang Prabang, Lao PDR
1bounthieng.su@gmail.com, 2palitha.su@gmail.com, 3bouaphanh.bds@gmail.com
Abstract
This study explored students’ satisfaction towards learning English language with native teachers at Faculty of Languages Souphanouvong University. The purpose of the study was to find out the level of students’ satisfaction in terms of classroom management and the personal characteristics of teachers. The participants in this study were 86 Lao students who were studying English at Faculty of Languages Souphanouvong University LuangPrabang Province, Lao PDR. Data was collected using by questionnaires and analyzed statistically with the SPSS version 26. The finding indicated that most of the participants had a very positive attitude towards their native teachers. The items that had the most significant levels of satisfaction in term of classroom management were that the teachers gives students opportunities to ask questions and share their ideas, the teachers can give comprehensive held to students by answering questions and giving students good suggestions, the teachers can provide effective materials to be used in the classroom, the teachers can support the learning and the memorization of the material through sound, practical exercises, and the teachers can encourage all students to participate in class. In terms of personal characteristics of teachers, the students were satisfied with their teachers who are warm and friendly, had a sense of humor, and good at listening to students’ opinions and respects them. They also suggested that teachers should use interesting materials, high technology, AI, Chat GPT, and had a positive attitude and values.
Keywords: Satisfaction, English language, native teachers, classroom management, personal characteristics.