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Abstract

This second presentation in a trilogy explores how grammar influences logical structure, focusing on conditionals ("if-then" statements), quantifiers (e.g., "all," "some"), and tenses. It examines how tense impacts the truth of statements and reasoning, highlighting ambiguities like scope conflicts and tense mismatches. Attendees will gain practical tools to resolve grammatical and logical inconsistencies, enhancing clarity and analytical precision.

Abdunasir Sideeg offers twenty-seven years of teaching linguistics, educational assessment, ESP, & related disciplines. With a PhD in critical applied linguistics, his major interests are syntax, philosophy of language, & Islamic philosophy.

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Grammar & Logic- 07-05-2025- Evidence Card

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Supporting Learners with Visual and Hearing Impairments- Cambridge (30-04-2025)

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Supporting Learners with Visual and Hearing Impairments- Cambridge (30-04-2025)

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Abstract: In 21st-century education, teachers face diverse challenges, including supporting learners with Special Educational Needs or Disabilities (SEND). This workshop will address the obstacles faced by visually and hearing-impaired students in ESL classrooms, present inclusive teaching strategies, and outline actionable plans for implementing these practices in varied teaching contexts.

Charles Stewart: A Professional Learning and Development Specialist at Cambridge University Press & Assessment, Charles is based in Prague. He began his ELT journey in 2011 and has extensive experience in delivering training sessions to teachers in countries across Europe, the Middle East, and the Far East. His current focus is Professional Development for Language Education. Charles has a particular interest in supporting learners with Special Educational Needs (SEND) and brings his vast classroom experience into each training session that he leads.

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Cambridge PD Session-Supporting Learners with Visual and Hearing Impairments- 30th April

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Understanding and Supporting Learners with Dyslexia- Cambridge (29-04-2025)

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Understanding and Supporting Learners with Dyslexia- Cambridge (29-04-2025)

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Abstract: Teaching English as a second language presents unique challenges for learners, especially for those with dyslexia. This interactive workshop will examine practical strategies to support dyslexic students in the classroom. Participants will explore the impact of dyslexia on language learning, discover multisensory and scaffolded teaching techniques, and analyze hands-on activities to adapt lessons for diverse learning needs. By the end of the session, teachers will gain valuable insights and tools to create a more inclusive and supportive learning environment for all students, including those with Dyslexia.

Charles Stewart: A Professional Learning and Development Specialist at Cambridge University Press & Assessment, Charles is based in Prague. He began his ELT journey in 2011 and has extensive experience in delivering training sessions to teachers in countries across Europe, the Middle East, and the Far East. His current focus is Professional Development for Language Education. Charles has a particular interest in supporting learners with Special Educational Needs (SEND) and brings his vast classroom experience into each training session that he leads.

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Cambridge PD Session-Understanding and Supporting Learners with Dyslexia-29th April

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Fostering Positive Workplace Relationships - Cambridge (24-04-2025)

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Fostering Positive Workplace Relationships - Cambridge (24-04-2025)

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Abstract: Strong relationships among staff are key to a thriving teaching environment. In this webinar, ELT teachers will explore practical ways to build trust, improve communication, and create a supportive, collaborative culture in schools and language centers.

Ben Herbert: A Professional Learning and Development Specialist for Cambridge University Press and Assessment, Ben is based in Prague. He has trained teachers and spoken at conferences in various countries and has taught in different contexts for over 14 years in the Czech Republic, Jordan, Libya, Turkey, and Saudi Arabia. Ben is a Cambridge CELTA Main Course Tutor, and his current focus of study is Professional Development for Language Education.

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Reducing Stress in the Workplace- Cambridge (17-04-2025)

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Reducing Stress in the Workplace- Cambridge (17-04-2025)

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Abstract: Discover simple, effective strategies to create a healthier, more positive work environment. This webinar explores practical tips for managing stress, improving wellbeing, and boosting productivity.

Ben Herbert: A Professional Learning and Development Specialist for Cambridge University Press and Assessment, Ben is based in Prague. He has trained teachers and spoken at conferences in various countries and has taught in different contexts for over 14 years in the Czech Republic, Jordan, Libya, Turkey, and Saudi Arabia. Ben is a Cambridge CELTA Main Course Tutor, and his current focus of study is Professional Development for Language Education.

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Cambridge PD Session-Reducing Stress in the Workplace-17th April

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Managing Collaborative Writing in the Classroom -Cambridge (15-04-2025)

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Managing Collaborative Writing in the Classroom -Cambridge (15-04-2025)

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Abstract: Collaborative writing has long been prevalent in academia, particularly in L1 contexts. Its adoption in ESL settings has gained momentum with classroom digitalization, revealing significant benefits. Research demonstrates that collaborative writing facilitates linguistic knowledge construction (Swain, 2010), aids recognition of language structures (Kuiken & Vedder, 2002), and enhances audience awareness (Bruffee, 1993). This presentation will provide strategies to efficiently implement collaborative writing in ESL classrooms, empowering students to work cohesively and improve their writing skills.

Peter Lucantoni: Based in Cyprus, Peter has had a distinguished career in English language teaching, teacher training, and management throughout Europe and the Middle East. He is the author and co-author of several widely used coursebooks, including Cambridge IGCSE English as a Second Language and From Teacher to Trainer. Currently serving as the Professional Learning and Development Manager at Cambridge University Press & Assessment, Peter regularly speaks at ELT conferences and delivers international teacher training across both public and private sectors. His expertise centers on teacher learning and development, with a particular focus on the transition from teacher-to-teacher educator.

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Cambridge PD Session-Managing Collaborative Writing in the Classroom-15th April

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Cinematic Classrooms: Engaging EFL Learners Through Videos (16-02-2025)

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Cinematic Classrooms: Engaging EFL Learners Through Videos (16-02-2025)

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Abstract

In today’s world, where films and videos capture the attention of audiences everywhere, why not infuse that same thrill into the English language classroom? This webinar, "Cinematic Classrooms: Engaging EFL Learners Through Videos," examines how movies and videos can change the way students learn and use English. The presentation will explore how videos and films enhance language learning through authentic materials, visuals, storytelling, and emotions. It will cover selecting suitable films based on themes, cultural significance, and language proficiency. Participants will learn to create activities for speaking, listening, vocabulary, and cultural awareness, using techniques like character analysis and scene reenactment. Common issues like time management and adapting content for diverse groups will also be addressed with practical solutions.

About the Presenter

Dr. Said Muhammad Khan is a dedicated educator and researcher with 18 years of experience teaching English to diverse student populations across South Asia and the Middle East. He holds a PhD in Applied Linguistics and TESOL, along with a Cambridge CELTA certification. Dr. Khan specializes in Language Assessment, Technology in Language Education, Multilingual Education, and Professional Development for Educators. Passionate about enhancing language teaching and learning, he actively shares his insights and research through various social media platforms.

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16-02-2025 Cinematic Classrooms- Evidence Card

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How to support students with special needs? (05-02-2025)

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How to support students with special needs? (05-02-2025)

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Abstract

In every semester, we come across a few students who appear different and seem to have issues related to behavioral adjustments. Usually, this comes to notice after a while and there is little that can be done. Also, as EFL learners, the interaction in the class is usually more passive, especially in weak sections. This session aims at raising awareness about special needs and sharing the standard procedures and experiences to support these learners.

About the Presenter

Having a family history of autism, Kashif Qureshi has a deep understanding of special needs and has dealt with them throughout his life. He holds certifications and education in Applied Behavior Analysis, Special Educational Needs (SEN), and Cognitive Behavioral Therapy (CBT). His teaching approach is enriched by his practice of mindfulness and positive psychology, ensuring a supportive and effective learning environment for all students.

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05-02-2025 How to support students with special needs- Evidence Card

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"Poetry and Logic" is the first in a trilogy exploring the relationship between language and logic, with future sessions covering "Grammar and Logic" and "Linguistics and Logic." This presentation challenges the belief that poetry and logic are opposites by analyzing how logical arguments enrich poetic expression. Participants will examine two metaphysical poems by John Donne and Andrew Marvell, uncovering their shared themes and distinct logical frameworks. The session includes a brief introduction to basic logic concepts, an overview of metaphysical poetry, and a comparative analysis of the logical structures in these masterpieces. By the end, participants will gain fresh insights into the intersection of language and logic and develop tools for analyzing the logical underpinnings of literary works.

About the Speaker
Abdunasir Sideeg offers twenty-seven years of teaching linguistics, educational assessment, ESP, & related disciplines. With a PhD in critical applied linguistics, his major interests are syntax, philosophy of language, & Islamic philosophy.

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27-01-2025 Poetry & Logic- Evidence Card

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Cambridge On Campus PD Sessions (27-11-2024) Session 3

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Cambridge On Campus PD Sessions (27-11-2024) Session 3

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Session 3- AI in the Classroom

The final session of the day explored the transformative potential of Artificial Intelligence (AI) in education. Participants were introduced to the ways AI can personalize learning experiences, streamline administrative tasks, and support data-driven decision-making. Ben Herbert provided a comprehensive overview of current AI trends and innovations, addressing both the opportunities and ethical considerations associated with AI in education. This session aimed to prepare educators for the future, highlighting the significant impact AI can have on teaching and learning processes.

241127 AI in the Language Classroom.pdf

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27-11-2024 Session 3- AI in the classroom

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Cambridge On Campus PD Sessions (27-11-2024) Session 2

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Cambridge On Campus PD Sessions (27-11-2024) Session 2

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Session 2-Blended learning with Cambridge Digital content

Ben Herbert emphasized that blended learning is not merely about delivering content digitally but about creating an interactive and engaging learning environment that caters to diverse learner needs. The session provided a thorough understanding of what blended learning entails, outlined key principles for its effective implementation, and showcased a variety of Cambridge resources available to support educators in this endeavor. The goal was to equip teachers with the tools and knowledge to create dynamic and inclusive learning experiences.

241127 Blended Learning.pdf

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27-11-2024 Session 2- Blended learning with Cambridge Digital content

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Cambridge On Campus PD Sessions (27-11-2024)- Session 1                         

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Cambridge On Campus PD Sessions (27-11-2024)- Session 1                         

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Session 1 Assessment for Learning

Ben Herbert delved into the critical role of formative assessment in enhancing student learning and informing teaching practices. Unlike summative assessment, which is often mandated by institutions, AFL focuses on continuous feedback and improvement. Participants explored how AFL can be seamlessly integrated into their courses using the Unlock series, a comprehensive educational resource. The session also ventured into the realm of artificial intelligence, discussing the impact of AI technologies like ChatGPT on future assessment practices and the evolving landscape of education.

241127 Assessment for Learning.pdf

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27-11-2024 Session 1- Assessment for Learning

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Enhancing Alignment: Structure, Management, and Quality (28-10-2024)

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Enhancing Alignment: Structure, Management, and Quality (28-10-2024)

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Overview

In this session, the presenter will discuss the organization’s hierarchy, the quality management system, and the roles of departmental committees in promoting efficiency and educational excellence. She will also cover the annual planning process and the significance of internal audits for maintaining quality standards and continuous improvement.

This is a valuable opportunity to enhance our understanding of the institutional framework and to better align our practices with the organization’s success.

Presenter

Ms. Sondos Bajahlan holds a Master’s degree in TESL from Pennsylvania State University and brings nearly a decade of experience in English Language Development (ELD). She has worked as a planning specialist and served on the planning committee. Additionally, she is a certified professional in Objectives and Key Results (OKR), Key Performance Indicators (KPI), and Strategic Planning.

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 (Trans)Temporalities in College English Writing: Implications for policy, practice and future research (22-10-2024)

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 (Trans)Temporalities in College English Writing: Implications for policy, practice and future research (22-10-2024)

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Abstract

In this session, Prof. Barnawi will explore how neoliberal education policies continue to create complex and multilayered temporal regimes that control, discipline, and shape the social well-being and practices of individual writing teachers as well as students.

He will also discuss how educators navigate these temporal orders, including how they understand, experience, resist, negotiate, and appropriate these frameworks in their teaching practices. This examination aims to uncover the nuanced dynamics that influence writing education and the implications for our professional practices as educators.

This session is not only an opportunity to reflect on our own experiences but also a chance to collaborate and share insights with colleagues. By understanding the broader context of our teaching environments, we can better support each other and foster a more enriching educational experience for our students.

Presenter

Othman Z. Barnawi is a professor of Language and Education at the Royal Commission for Yanbu Colleges and Institutes, Saudi Arabia. He is the founding editor of Global South Perspectives on TESOL (Book Series: RoutledgeTaylor and Francis Group). His research interests include the intersection(s) of language and political economy, social and education policy studies, the cultural politics of education, multilingual and multicultural studies, Global South studies, and international/transnational education. His recent books are The Past, Present, and Future of Higher Education in the Arabian Gulf Region: Critical Comparative Perspectives in a Neoliberal Era (Routledge, 2023), Transnational Assessment Practices in the Age of Metrics (Routledge, 2023), and International TESOL Teachers in a Multi-Englishes Community: Mobility, On-the-Ground Realities and the Limits of Negotiability (Multilingual Matters, 2022).

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How we can design multimodal assessment tasks (2-10-2024)

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How we can design multimodal assessment tasks (2-10-2024)

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Abstract:

Join us for an engaging workshop that explores the transformative power of multimodal tasks in language education! In an era where effective communication increasingly blends oral, written, and visual channels, understanding and implementing multimodal approaches is essential for fostering deeper language acquisition and preparing students for real-world interactions.

This session will introduce participants to the principles of multimodal language use and provide concrete examples of innovative tasks that can enhance learner engagement and collaboration. Attendees will gain practical strategies for designing their own multimodal assignments tailored to their teaching contexts.

Additionally, we will discuss effective assessment methods that go beyond traditional metrics, offering a more holistic evaluation of student performance in these tasks. By bridging the gap between task design and assessment, we can ensure our students are not only proficient in language but also adept at navigating the complexities of modern communication.

Presenter

Dr. Adnan Mukhrib is an applied linguist, and his research interests lie in the areas of second language acquisition. In particular, he conducts research on the roles of tasks, input, interaction, and individual differences in L2 development. He is also interested in aspects of second language acquisition including fluency, pronunciation, accuracy, and complexity of L2 speech production and comprehension, the cognitive processes underlying L2 learning. His current projects investigate the cognitive processes involved in second language writing and speaking, the role of output-based tasks in second language learning, and sources of difficulty in second language production. His research interests highlight L2 speech production and its underlying mechanism and processing, such as how L2 speaking performance develops in different contexts, and what linguistic knowledge enables L2 learners to speak fluently.

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Transforming Traditional Lessons: Applying Kolb’s Experiential Learning Model in EFL Writing Courses (25-09-2024)

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Transforming Traditional Lessons: Applying Kolb’s Experiential Learning Model in EFL Writing Courses (25-09-2024)

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Abstract

In this one-hour interactive workshop, participants will explore the practical application of Kolb's Experiential Learning Model in teaching writing to English as a Foreign Language (EFL) students. Real-life classroom examples will demonstrate how this model can transform writing lessons. The session will include collaborative activities where participants—especially those teaching foundational and advanced English writing—will revise and enhance their lesson plans. By the end of the workshop, participants will have a better understanding of Kolb’s model and its impact on promoting student engagement and meta-cognitive skills in writing courses.

Presenter

Ms. Najia Nazir is a Lecturer in the English Language and Prep Year Department at Yanbu Industrial College, where she has taught business and technical communication and applied linguistics courses to undergraduate students for over a decade. Currently pursuing a PhD. in Technical Communication and Rhetoric at Texas Tech University, her research interests include composition studies, inclusive teaching practices, intersectional feminism, and digital activism. She is also passionate about healthcare communication, focusing on enhancing its accessibility and inclusivity.

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Oxford Reading Club- Digital Library for English Learners (15th May 2024)

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Oxford Reading Club- Digital Library for English Learners (15th May 2024)

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Oxford Reading Club - digital library for English learners

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Motivating Students to Read in the Class- OUP (23rd April 2024) 

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Motivating Students to Read in the Class- OUP (23rd April 2024) 

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Michael Lacey Freeman has been working in the field of ELT for over thirty years both as a teacher and a materials writer, and music has always played an important part in his work. He has been involved in the writing of a number of course books in collaboration with Oxford University Press and other major publishers and has also written 15 graded reader stories, five of which have won international awards. He is also a musician and writes and performs songs that he uses inside and outside class in presentations and webinars. One of his songs, Across the Sky, made with his band The Storytellers was used extensively around the world to engage and empower students who were confined to their homes during COVID.

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“EAQUALS Site Visit- An Awareness Session"- (17th April 2024)

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“EAQUALS Site Visit- An Awareness Session"- (17th April 2024)

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Mr. Stuart Brightwell is an instructor at YEL&PYI

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Vocabulary - Oxford 3000 and Oxford 5000-OUP (12th March 2024)

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Vocabulary - Oxford 3000 and Oxford 5000-OUP (12th March 2024)

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Philip Haines works as a Global Professional Development Consultant for Oxford University Press. He has trained teachers face-to-face in 14 counties, and carried out online training sessions in many more. Philip is also a materials writer and has written ELT books for young learners, teens, and adult students.

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Vocabulary - Oxford 3000 and Oxford 5000

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"Establishing Institutional Best Practices for Responsible AI in Higher Education" (6th March 2024)

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"Establishing Institutional Best Practices for Responsible AI in Higher Education" (6th March 2024)

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Workshop Objectives
1. To raise awareness among faculty members about the ethical implications of using Generative AI in EFL education, particularly in subjects like freshman writing courses, business, professional, and technical communication.
2. To emphasize the importance of a collaborative approach among faculty members in assessing the extent of Generative AI's presence, such as models like ChatGPT, in higher education.
3. To underscore the need for active student involvement in the establishment and adherence to ethical practices when using AI, aiming to create a sense of shared responsibility.
4. To address the ongoing issue of intellectual honesty and its challenges in the context of Generative AI, fostering a culture of academic integrity.
5. To explore the rising trend of plagiarism, partially facilitated by AI tools, and discuss strategies to mitigate and prevent plagiarism in the educational setting.

Presenter
Najia Nazir has been teaching as a Lecturer in the Department of Applied Linguistics at Yanbu University College since 2013. She earned her MA (English Literature) and MA (Linguistics) from the University of Karachi, Pakistan. She is currently working towards her Ph.D. in Technical Communication and Rhetoric at Texas Tech University, USA. Her research interests include writing studies, the rhetoric of public and media discourse, representation of self, decolonial feminist research, and rhetoric of health and medicine.

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Empowering Educators: Navigating Diverse Learning Landscapes- Mixed Ability Classroom- OUP (14th February 2024)

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Empowering Educators: Navigating Diverse Learning Landscapes- Mixed Ability Classroom- OUP (14th February 2024)

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Terrie Craddock has been a teacher trainer, academic manager and English language teacher for over 20 years. She has written and delivered many teacher training workshops both online and face to face. Her training focuses on providing practical ideas and tips that teachers can use every day. Terrie is currently working as a teacher trainer for OUP in Saudi Arabia where she organises training events for outside speakers and delivers specialised training programmes for schools and universities.

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Integrating AI into language teaching (5th December 2023)

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Integrating AI into language teaching (5th December 2023)

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Speaker

Esra Ezici is an ELT expert who possesses valuable experience in curriculum design and integrating educational technology into language education. Her extensive ELT career has spanned various roles, including teacher, foreign languages coordinator, and teacher trainer. She has also contributed as a reviewer for ELT materials published by various publishers. Currently, Esra serves as a Senior Professional Development Consultant and teacher trainer for Turkey, North Africa, and Central Asia at Oxford University Press. She also contributes internationally as a trainer for the Oxford Teachers' Academy. Her professional interests extend to the integration of Artificial Intelligence into language teaching and learning, reflecting her commitment to innovative educational practices.

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Dr Gulcin Cosgun: Empowering Educators: A Roadmap to Effective Research in Teaching (5th February)

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Dr Gulcin Cosgun: Empowering Educators: A Roadmap to Effective Research in Teaching (5th February)

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In this webinar, I will present the results of a collaborative research project that empowered teachers to embark on a transformative journey in education. Join us in this webinar to discover how to design and implement a comprehensive research-focused program in your institution to enhance the research capabilities of your teaching staff. The findings of the research revealed that participating in this program empowered educators to become proactive researchers, contributing to the advancement of their teaching methodologies and student outcomes. Don’t miss this opportunity to empower your teaching community and revolutionize the way research is integrated into education.

Gülcin Cosgun, Dr.

Gulcin works as an instructor at Sabancı University. She earned her Bachelor’s, Master’s, and Doctoral degrees in English Language Teaching. Her qualifications also include the DELTA diploma and a CELTA certificate, as well as a TESOL Advanced Practitioner Certificate. Gulcin has held pivotal roles in academia, including leadership positions in testing, curriculum development, teacher training, and line management. Currently, she is serving as the SIG representative of TESOL Türkiye.

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Dr Gulcin Cosgun: Empowering Educators: A Roadmap to Effective Research in Teaching

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"The Empty Category Principle and Syntactic Movements in Use" (30th January 2024)

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"The Empty Category Principle and Syntactic Movements in Use" (30th January 2024)

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Abstract

This presentation explores two basic syntactic concepts (the empty category principle [ECP] & syntactic movement) in order to use them in understanding some basic grammatical processes.

Presenter

Abdunasir Sideeg (Ph.D. in critical applied linguistics) offers 25 years of teaching linguistics, educational assessment, and related disciplines. He joined RCYCI in 2010 and is now a lecturer at the English language department in YEL&PYI. Primary interests and research areas are syntactic theory, educational assessment, translational studies, and Islamic philosophy.

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https://eu-lti.bbcollab.com/collab/ui/session/playback

Abstract:

The workshop aims to utilize the students’ learning styles in both lesson planning and lesson delivery in the classroom; by focusing on specific exercises and methods that are more suitable for a given section/student. Every learner has their own way of grasping knowledge, thus teachers should resort to numerous practices to present information and convey meaning in their attempt to achieve the course ILOs. One of the means to do so would be through understanding and working in accordance with their students' learning styles

Speaker

Ms. Moneerah A. Alkhoraijah is a lecturer at YEL-PYI. She has a Master’s Degree in English Language and literature. She has teaching experience in different learning environments; and has been a lecturer, teacher, tutor, and trainer. Also, has taught mixed-level groups and mixed-age groups.

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Duygu Erdogan & Semih Irfaner: Accessibility through AI for differentiation (16th January 2024)

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Duygu Erdogan & Semih Irfaner: Accessibility through AI for differentiation (16th January 2024)

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This session explores the strategic utilization of Artificial Intelligence (AI) to optimize differentiated instruction. Recognizing the diverse learning needs within educational settings, the discussion delves into the ways AI can be leveraged to tailor instructional approaches and content delivery. Through case studies and practical insights, the session highlights the potential of AI in personalizing learning experiences, accommodating various learning styles, and addressing individual student needs. Attendees will gain valuable perspectives on harnessing AI as a powerful tool for enhancing educational outcomes through the implementation of differentiated instruction strategies.

Duygu Erdoğan has been in the ELT world for over 20 years. She has a BA in American Culture and Literature and an MA in English Language Teaching. She holds an ICELT, DELTA, Teacher Training Certificate and Trainer Training Certificate. She has worked at various institutions ranging from elementary schools to universities in different parts of Turkey, as a teacher, an administrator and a trainer. She is one of the founding members of TESOL Turkey Association. Her research interests include teacher research, in-service teacher education, critical thinking in education. Currently, she is the Key Accounts Sales & Marketing Manager for Western Europe region at Macmillan Education.

Dr. Semih Irfaner works at Macmillan Education responsible for teacher training and product promotion, and prepares training programs on academic skills and the use of critical thinking in language classrooms. Before joining Macmillan Education, Dr. İrfaner worked as both an administrator and a lecturer in the Academic English unit at Bilkent University and prepared and taught courses related to academic English. In addition to the use of critical thinking in language teaching and learning, Dr. İrfaner also has works on the prevention of bullying among the students, which he worked on during his doctoral program at Hacettepe University.

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Duygu Erdogan & Semih Irfaner: Accessibility through AI for differentiation (16th January 2024)

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This session explores the strategic utilization of Artificial Intelligence (AI) to optimize differentiated instruction. Recognizing the diverse learning needs within educational settings, the discussion delves into the ways AI can be leveraged to tailor instructional approaches and content delivery. Through case studies and practical insights, the session highlights the potential of AI in personalizing learning experiences, accommodating various learning styles, and addressing individual student needs. Attendees will gain valuable perspectives on harnessing AI as a powerful tool for enhancing educational outcomes through the implementation of differentiated instruction strategies.

Share This Event

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Duygu Erdogan & Semih Irfaner: Accessibility through AI for differentiation - Eaquals

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This session explores the strategic utilization of Artificial Intelligence (AI) to optimize differentiated instruction. Recognizing the diverse learning needs within educational settings, the discussion delves into the ways AI can...

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"Bringing Grammar to Life- Supporting Communicative Practice" (6th November 2023).

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"Bringing Grammar to Life- Supporting Communicative Practice" (6th November 2023).

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Speaker

Charlotte Rance has been working in the English Language Teaching industry for over a decade as a teacher, teacher trainer and educational consultant. Her main goal as a trainer is to provide practical advice and strategies that teachers can implement in their lessons, and her areas of interest are creativity and enquiry based learning, on which she wrote an article for Modern English Teacher.

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Bringing Grammar to Life - Supporting Communicative Practice

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"Feedback Literacy and Training Students to Peer Assess" (31-10-2023).

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"Feedback Literacy and Training Students to Peer Assess" (31-10-2023).

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Class Collaborate - "Feedback Literacy and Training Students to Peer Assess" by Ms. Salha Khafaji. - recording_1 (bbcollab.com)

Presentation Objectives:

1. To define the term "Feedback Literacy".

2. To delve deeper into this term and discuss in more depth how both teachers and students can become more feedback literate.

3. To get a better idea on how to train students to better peer assess each other.

Speaker

Ms. Salha Khafaji is an EFL Instructor who has been working in the English Language Institute since 2015. She graduated from YUC with a Bachelors of Science in Applied Linguistics and completed her Masters of Education in TESOL from the University of Glasgow. Her areas of interest are Educational Psychology and Language Assessment, with a particular focus on teacher perspectives and peer assessment.

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"Leveraging ChatGPT as an Innovative Language Teaching Tool" (23-10-2023) 

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"Leveraging ChatGPT as an Innovative Language Teaching Tool" (23-10-2023) 

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Class Collaborate - Leveraging ChatGPT as an Innovative Language Teaching Tool" by Ms. Rahaf Assaedi - recording_1 (bbcollab.com)

Abstract

In an era marked by rapid technological advancements, integrating Artificial Intelligence (AI) into the language classroom has become a compelling avenue for educators. This workshop explores the innovative use of ChatGPT, an AI-powered language model, as a dynamic teaching tool. We will delve into practical strategies for harnessing ChatGPT to enhance language learning experiences, promote engagement, and personalize instruction.

Speaker

Rahaf Assaedi holds an M.A in Linguistics. Rahaf specializes in multimodal research, a field that explores the complex interplay between various modes of communication, such as speech, gestures, and visual cues. She is passionate for advancing the fields of linguistics and technology-enhanced education.

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"Differentiated learning- fostering confidence in the mixed ability classroom"      (17-10- 2023)

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"Differentiated learning- fostering confidence in the mixed ability classroom"      (17-10- 2023)

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Webinar Highlights

•            Gain insights into effective strategies for managing mixed-ability classrooms.

•            Learn how to tailor your teaching methods to meet the diverse needs of students.

•            Discover practical approaches to boost student confidence and engagement.

•            Engage in discussions and Q&A sessions with expert facilitators.

•            Exchange valuable ideas and effective classroom practices with fellow educators

Speaker

Bill Bowler has worked as a trainer and author with Oxford University Press for over three decades. He is one of the co-authors of Extensive Reading (Into the Classroom series) amongst other titles published by OUP. His ELT course materials (like Headway Pronunciation) have received English Speaking Union ‘Duke of Edinburgh’ Awards and his graded reader adaptations like The Little Match Girl have been finalists or have won Language Learner Literature Awards. A former CELTA trainer, he has delivered face-to-face training to teachers in fifty-nine countries to date – and he is passionately interested in differentiated learning.

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Differentiated learning - fostering confidence in the mixed ability classroom

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Class Collaborate - "Teaching -Learning/ Speaking- Listening Barriers" by Mr. Naveed Ehsan - recording_1 (bbcollab.com)

Abstract

This interactive session would focus on the usual teaching- learning or listening- speaking barriers that teachers generally come across while teaching. These barriers cause distractions and affect the learner's attention to the lesson being delivered. The session would focus on some of the causes of these barriers and some possible solutions to overcome them in order to have smooth flow to the lesson delivery.

Speaker

Naveed Ehsan is a lecturer at Royal Commission for Jubail and Yanbu – Colleges and Institutes Sector. He has an M.Phil. degree in English language, Masters in English literature, Diploma in TEFL and Certificate in English Language Teaching to Adults (CELTA). With over 30 years of teaching experience, he has conducted training for various organizations. He is a certified trainer for State Bank of Pakistan. His research interests include Grammatical Error Analysis, Communication Skills with special reference to Oral Presentation Skills and Intercultural Communication.

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"The power of social and emotional learning" (26-09- 2023)

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"The power of social and emotional learning" (26-09- 2023)

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About

In this interactive webinar, we will explore the concept of social-emotional learning (SEL) and what it actually entails. We will look at why developing social-emotional competences for teachers and learners is now more essential than ever in our modern world and how we can incorporate these in our learning and teaching journey.

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 Professional Development- supporting teachers through Oxford resources (07-09-2023)

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 Professional Development- supporting teachers through Oxford resources (07-09-2023)

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Presentation Objective

To support teachers through Oxford resources

Presenter

Terrie Craddock has been a teacher trainer, academic manager and English language teacher for over 20 years. She has written and delivered many teacher training workshops both online and face to face. Her training focuses on providing practical ideas and tips that teachers can use every day.

Terrie is currently working as a teacher trainer for OUP in Saudi Arabia where she organises training events for outside speakers and delivers specialised training programmes for schools and universities. She has written a variety of bespoke training programmes and is a consultant for syllabus design. She has also assisted universities in designing continued professional development programmes.

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Professional Development - supporting teachers through Oxford resources

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"The epistemic violence of qualitative inquiry in applied linguistics research" (04-06-2023)

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"The epistemic violence of qualitative inquiry in applied linguistics research" (04-06-2023)

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Presentation Objectives:

The field of applied linguistics has long been a remarkable case of a deep intersection of the skewed geopolitics of knowledge (epistemic inequalities) and language. This participatory workshop aims to equip Global South scholars with necessary thinking tools and language to decolonize contemporary research practices/habits.

Presenter:
Othman Z. Barnawi is Professor of Language and Education at RCYCI. He is the author of several books and articles, including TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects (Routledge, 2020) and TESOL and the Cult of Speed in the Age of Neoliberal Mobility (Routledge, 2020).

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"Male Students’ Perceptions of Being Taught by Female Teachers Under the Backdrop of Saudi Cultures and Traditions in ESL Classrooms" (24-05-2023)

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"Male Students’ Perceptions of Being Taught by Female Teachers Under the Backdrop of Saudi Cultures and Traditions in ESL Classrooms" (24-05-2023)

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Webinar Recording
Class Collaborate - Male Students’ Perceptions of Being Taught by Female Teachers under the Backdrop of Saudi Cultures and Traditions in ESL Classrooms - recording_1 (bbcollab.com)

Presentation Objectives:

This study attempts to investigate the perceptions of male students of being taught by female ESL teachers, and examine the barriers that female ESL instructors face in teaching male students within the framework of Saudi customs and traditions.

Presenter:
Dr Samah Abduljawad is an applied linguist and has taught students from different backgrounds and levels for many years. She has two master degrees, one is in Applied Linguistics and another one in Public Administration from Akron University, USA. Also, she has a Ph.D. certificate in Applied linguistics and TESOL from Salford University, UK. Dr. Samah conducts research on second language acquisition, particularly Syntax-Pragmatics Interface in English as a second language. She  is also interested in sociolinguistic aspects of second language acquisition including L2 fluency, accuracy and society's effect on language.

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Male Students’ Perceptions of being Taught by Female Teachers  2

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Webinar Recording
Webinar: Reading in the fast lane by OUP ELT-Global

Abstract

More often than not the reading activities we ask our students to do involve tackling a text that introduces new vocabulary and structures. We can liken this process to driving along a road in a residential area. We drive a little, but then have to slow down or stop to negotiate the speed bumps and zebra crossings that we meet along the way. This kind of stop start reading is of course an important and necessary feature of classroom life. We need these kinds of activities to provide students with a challenge and help them to improve. But what happens if we allow them, just sometimes, to drive in the fast lane? What if we ask our students to read texts that they do not need to slow down for? This webinar will talk about the benefits of extensive reading and how it can be applied in the classroom.

Speaker

Michael Lacey Freeman has taught English at the Università di Ancona for more than 20 years, during which time he has also written numerous graded readers. He has won several Language Learner Literature Awards for both his adaptations and original stories. In 2017 he was appointed to the board of directors of the prestigious Extensive Reading Foundation. He has worked on several projects for Oxford University Press, including the popular podcast “Tea at 5:00: Authentic Listening with Michael Lacey Freeman”. He authored the reading for pleasure pages in Oxford’s lower secondary course for Italy, Think Big, co-authored level 3 of Oxford’s lower secondary course, Kickstart, and most recently co-authored New Identity with Carla Leonard.

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Webinar Recording
Webinar: Communication and Collaboration for Universities by OUP ELT-Global
Abstract

Communication and collaboration are clearly important skills for students to develop in the English language classroom as we want to encourage our students to work together to produce English. This webinar will look at ways in which we can encourage students to bond together and we will look at activities that encourage them to work together to produce spoken English.

Speaker

George Vassilakis (BA Education, MA ELT, Dip. RSA, Dip. Trans, Dip Lit.) is an ELT teacher, author, trainer, and manager. He has taught English in a variety of contexts. He has also trained teachers of English on courses such as the Cambridge DELTA and CELTA as well as a variety of short courses and workshops, for novice and experienced teachers, both face-to-face and online. As an ELT materials author, George has written coursebooks, teacher’s books and supplementary materials for young learners, adults, and young adults. In addition to teaching, training, and writing, George also has extensive experience in language testing and in academic management.

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Communication and Collaboration for Universities

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"Assessing Learning Outcomes: A Quest for the task!" (20-03-2023)

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"Assessing Learning Outcomes: A Quest for the task!" (20-03-2023)

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Abstract

Within an outcome-based education setting, learning outcomes represent the cornerstone of the teaching/learning process. Ensuring that there is harmony among the intended learning outcomes, the teaching/learning activities, and the assessment tasks will result in scores that have measured what they are supposed to. This presentation will focus on the best practices in assessing learning outcomes, and how the principle of alignment contributes to this endeavor.

Presenter:

Mohammed A. Aljohani has an M.S in Assessment, Evaluation & Testing from George Mason University. He received the Outstanding Student Award from the College of Education & Human Development at GMU. He is interested in Design-Based research, multilevel modeling, and educational assessment & achievement.

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assessing learning outcomes presentation monday 20 march 2023

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Webinar Recording
Class Collaborate - "Peer Classroom Observation" by Ms. Salha Kahafaji. - recording_1 (bbcollab.com)

Objectives:

1. Raising awareness on the advantages and limitations of classroom observations
2. Presenting different methods and techniques for conducting classroom observations
3. Discussing methods for conducting classroom observations more effectively
4. Orientation of using the class observation form and lesson planner

5. Uploading the class observation form

Presenter:

Ms. Salha Kahafaji is an EFL teacher who has been working in the English Language Institute since 2015. She graduated from YUC with a Bachelors of Science in Applied Linguistics and completed her Masters of Education in TESOL from the University of Glasgow. Her areas of interest are Educational Psychology and Language Assessment, with a particular focus on teacher perspectives and peer assessment.

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Presentation Objectives:
The aim of the session is to discuss the outcome-based approach to teaching: constructive alignment. The constructive alignment model is a deliberate effort to carefully consider learning objectives (outcomes), learning activities, and assessment tasks while designing learning experiences. Hence, this session will introduce this approach, describe its components, provide details on writing intended learning outcomes, and illustrate the process of aligning the different parts of the approach.

Presenter:   Mohammed A. Aljohani has an M.S in Assessment, Evaluation & Testing from George Mason University. He received the Outstanding Student Award from the College of Education & Human Development at GMU. He is interested in Design-Based research, multilevel modeling, and educational assessment & achievement.

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“Where Did TBLT Start and Where Is It Going?” (15-02-2023)

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“Where Did TBLT Start and Where Is It Going?” (15-02-2023)

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Abstract

Over the past three decades, Task-Based Language Teaching (TBLT), as a pedagogic approach, has emerged in response to a need for learner-centered teaching approaches which aim at developing communicative skills, confidence, and motivation. The aim of this workshop is to better understand the principles of the TBLT approach and how language teachers design and implement different tasks in their classrooms. It is hoped that the information discussed in this workshop is useful for EFL teachers who are interested in using TBLT in their classroom, and/or have seen challenges in its implementation and achievement.

Expected Outcomes

Definition of TBLT

A framework for designing task-based lessons

Methodological Principles of a task

How to classify tasks

Presenter

Dr Adnan Mukhrib is an applied linguist and has taught students from different backgrounds and levels. He has been teaching English in a variety of environments for many years. Adnan conducts research on second language acquisition, particularly the roles of tasks, input, interaction and individual differences in L2 development. He is also interested in sociolinguistic aspects of second language acquisition including L2 fluency, pronunciation, accuracy and complexity of L2 speech production and comprehension, the cognitive processes underlying L2 learning. His particular focus is how teachers can create effective contexts for language acquisition in the talk that takes place in classrooms.

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4th Online Round Table Session- Teaching Grammar (06-02-2023)

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4th Online Round Table Session- Teaching Grammar (06-02-2023)

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Webinar Recording
Class Collaborate - Loading Recording (bbcollab.com)

Objective

Discuss and exchange different pedagogical techniques for teaching grammar.

Presenters

Ms. Najia Nazir

Ms. Maryam Banten

Ms. Salha Kahafaji

Resources

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"Activation of activities that engage" (01-02-2023)

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"Activation of activities that engage" (01-02-2023)

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Abstract

Activities in the form of films and games have always provided an entertaining stimulus where language skills can be reinforced. These events in particular, though communicative in nature, have focused on a variety of listening comprehension skills, critical and analytical thinking skills, literary elements, life competency skills, grammar and vocabulary skills in an environment that was entertaining and enjoyable. These activities adequately reinforced the learning objectives and intended lesson outcomes previously taught. Educators have found a great deal of pedagogical benefits derived from films and games. It is my hope to reactivate these activities that would engage our students.

Expected Outcomes

Participants would be able to see how these activities reinforce the language skills taught. Also, illustrate the life's competency skills acquired through their involvement. Lastly, these activities can be effectively used as an assessment to benchmark learner (participants/students) progress.

Presenter

Mr. Abdur-Raheem Gregory is a lecturer with over 17 years of teaching experience. He successfully conducted this activity 5 years ago at YIC English Language Club under the title of Language and Film featuring Rod Serling's Twilight Zone. Also, conducted an activity at YTI with the technical students on safety and PPE (Personal Protective Equipment).

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"Teaching and Assessing Speaking at Foundation Program" (25-01-2023)

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"Teaching and Assessing Speaking at Foundation Program" (25-01-2023)

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Webinar Recording
Class Collaborate (bbcollab.com)
Presentation Objectives:

- Significance of teaching Speaking skills

- Assessment practices (formative and summative)

- Problems and solutions in teaching and assessing speaking skills

- Examples from standardized exams (TOEFL, IELTS, CAE, APTIS, PTE)

- Strategies for speaking practice and exam preparation

- Suggestions and recommendations from participants
Presenter
Kashif Qureshi is an English language teacher and trainer with multi-disciplinary interests. He is keen in observation and analysis of learning and teaching behaviour and its role in transformation.

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"Creativity and Critical Thinking for Universities"- OUP (17-01-2023)

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"Creativity and Critical Thinking for Universities"- OUP (17-01-2023)

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Webinar Recording
Webinar: Creativity and Critical Thinking for Universities by OUP ELT-Global

Abstract

Creativity and critical thinking have long been recognized as key skills to develop in the English language. This webinar will look at what is meant by Creativity and Critical Thinking and why it is important to include these skills in the English language classroom at university. The session will go on to explore strategies and activities that promote Creativity and Critical Thinking.

Speaker

Charlotte Rance is a teacher trainer and consultant from Brighton. After two decades in ELT, Charlotte brings knowledge and experience from her classroom practice, and roles including school management, educational sales and materials development. Charlotte is an author of professional development courses, and has contributed to a number publications, including teacher’s books, education blogs and journals. Her area of focus is promoting student-centred learning, and as a trainer she aims to provide practical strategies that teachers can really use.

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Creativity and Critical Thinking for Universities

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"Integrating Technology: Why and how to use 4 apps for language teaching and learning" (27-12-2022)

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"Integrating Technology: Why and how to use 4 apps for language teaching and learning" (27-12-2022)

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https://eu-lti.bbcollab.com/recording/047edb2a426a4070827b5c5f0d972358

Abstract

The workshop will shed light on four useful websites that will help teachers as well as their students in English classrooms. Mentimeter, Kahoot, Padlet, and Jamboard will be the main websites of the presentation. The presentation will also mention the importance of each website, the way of using them, and how they will enhance both learning and teaching.

Presentation Objectives:

- Highlight the importance of technology in classrooms.
- Encourage teachers to use new websites with their students.
- Provide some information about the way we use those websites.

Presenter:

Ms. Alshaima Ibrahim Alsowat is a lecturer at ELD. She has a Master's Degree in Applied Linguistics. Also, she has different experiences teaching EFL students. She was a volunteer trainer at the University of Queensland, Australia.

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Third Online Round Table Session- Teaching Grammar (7-12-2022)

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Third Online Round Table Session- Teaching Grammar (7-12-2022)

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Objectives

To share, discuss, and reflect on different approaches and techniques regarding teaching grammar.

Presenters

Dr. Adnan Mukhrib

Ms. Asmaa Alrashidi

Ms. Sadiqa Khan

Recording
https://eu-lti.bbcollab.com/collab/ui/session/playback

All resources could be found here

https://docs.google.com/spreadsheets/d/1XCZbHarWkEKjBpGjiNariA21Dww8WVU5A6jGPGOrZn4/edit#gid=1825557852

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"The Relationship Between Foreign Language Classroom Speaking Anxiety and Speaking Self-efficacy: A study of Saudi EFL preparatory year students" (20-11-2022)

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"The Relationship Between Foreign Language Classroom Speaking Anxiety and Speaking Self-efficacy: A study of Saudi EFL preparatory year students" (20-11-2022)

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https://eu-lti.bbcollab.com/recording/5993b8c9cf314bd5aadd48dce622a3d7

Abstract

Foreign language classroom speaking anxiety (FLCSA) is known as the tension and negative emotion experienced by language learners, which is associated with the use of a foreign language. Foreign language speaking self-efficacy (FLSSE) is another psychological construct that refers to one’s own judgment of their abilities in speaking skills in the foreign language. The present research study focuses on these two variables by addressing three main questions: the first examines the levels of the two variables, FLCSA and FLSSE in the context of Saudi Arabia. The second research question explores the causes of FLCSA. The third research question considers the correlation between the two variables. The sample of the study consisted of 76 Saudi female students at the preparatory programme in two Saudi universities. The main findings revealed that Saudi female EFL learners exhibited moderate levels of FLCSA and higher levels of FLSSE.

Presentation Objectives:
- To have a better understanding of the correlation between foreign language speaking anxiety and speaking self-efficacy.

- Highlights some of the language anxiety sources based on research findings in the context of Saudi EFL students.

Presenter:

Hind Hamad Alajmi holds a Master's degree in Applied Linguistics from Essex University, the UK.

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FLCSA& FLSSE_Hind Alajmi_Webinar Nov20. 2022

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Second Online Round Table Session- Teaching Reading (16-11-2022) 

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Second Online Round Table Session- Teaching Reading (16-11-2022) 

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https://eu-lti.bbcollab.com/recording/a26e81dea31c4d96a8c2a5586a24bca5

Objectives

To share, discuss, and reflect on different approaches and techniques regarding teaching reading.

Presenters

1-  Dr. Samah Abdujawad

2- Ms. Rahaf Assaedi

3- Ms. Huda Alsubhi

Resources

Online Round Table Sessions (CPD) -221 - Google Sheets
All are invited to use this sheet to share any interesting resources and further add-ons to the topic.

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https://eu-lti.bbcollab.com/collab/ui/session/playback

Abstract

The workshop will commence with the meaning of self-confidence in relation to students' performance. Then, the importance of having confident students will be discussed. After that, some applicable strategies and tips for boosting students' self-confidence will be presented.

Presentation Objectives:

- Shedding light on the importance of boosting students' self-confidence.

- Providing some of the strategies that would help teachers encourage their students and improve their confidence.

Presenter:

Ms. Moneerah A. Alkhoraijah is a lecturer at YEL-PYI. She has a Master’s Degree in English Language, Literature.
She has teaching experience in different learning environments; has been a lecturer, teacher, tutor, and trainer. Also, has taught mixed level groups and mixed age groups.

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First Online Round Table Session- warm up activities (2-11-2022)

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First Online Round Table Session- warm up activities (2-11-2022)

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https://eu-lti.bbcollab.com/collab/ui/session/playback

Objectives

To share, discuss, and reflect on our daily classroom practices, specifically warm-up activities.

Presenters

1- Ms. Bothaina Alzalabani

2- Ms. Fatemah Al Johanny

3- Ms. Maryam Banten

4- Mr. Naveed Ehsan

5- Ms. Sondos Ba Jahlan

Resources

Online Round Table Sessions (CPD) -221 - Google Sheets
All are invited to use this sheet to share any interesting resources and further add-ons to the topic.

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First Online Round Table Session-certificate

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" Perfectionism in L2 classrooms: how to help students overcome the fear of performance and increase positive self-esteem "(19-10-2022)

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" Perfectionism in L2 classrooms: how to help students overcome the fear of performance and increase positive self-esteem "(19-10-2022)

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https://eu-lti.bbcollab.com/collab/ui/session/playback

Abstract

Transitioning to higher education generally involves new challenges, which could be a source of stress and anxiety for students. This presentation focuses on negative perfectionism as a psychological, communicative issue in second language classrooms: what we need to know about it, how to encourage positive learning strategies and increase students’ self-esteem to prepare them for the professional competencies required in the workplace.

Presentation Objectives:

Understanding the following: perfectionism as a psychological communicative issue in L2 classes; characteristics of perfectionist students; causes of negative perfectionism; how negative perfectionism impacts L2 learning; solutions to help students cope with it.

Presenter:

Dr. Shatha Alali, an Assistant Professor of English at Yanbu English Language Institution. Previously, she taught ESP for medical purposes courses at Mohammed Almana College of Medical Sciences in Dammam. She also taught advanced business communication, technical writing, and second language writing courses at Miami University. She is specialized in Rhetoric and Composition and Professional Communication.

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"An Introduction to Global Skills for Universities"- Gareth Davies (OUP) (28-09-2022)

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"An Introduction to Global Skills for Universities"- Gareth Davies (OUP) (28-09-2022)

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Abstract

The presentation provides a short overview of Global Skills, discusses the relevance of Global Skills to ELT, and describes simple steps towards creating a Global Skills learning environment in the English classroom.

Gareth Davies Bio

Gareth Davies is an author, teacher, teacher trainer and storyteller based in Cardiff, South Wales. He has been involved in English language teaching since 1995 and has been an Oxford teacher trainer since 2005. Recently, Gareth has been teaching 11-year olds in Croatia, teens in Japan and university students in Cardiff. As well as teaching, Gareth delivers teacher training both online and in person across Europe covering topics such as 21st-century skills, storytelling, motivation, creativity, teaching with technology, and classroom management. One of Gareth’s interests is exploring how classroom presentation tools can be used in the classroom. Outside of ELT, Gareth is a skilled storyteller, working with schools and mental health charities both locally and around Europe. Gareth is the author of Humans, Being, a novel published by Cinnamon Press in April 2019.

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An Introduction to Global Skills for Universities

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"Problem Areas in Pronunciation" (5-10-2022)

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"Problem Areas in Pronunciation" (5-10-2022)

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https://eu-lti.bbcollab.com/recording/e23caee996244bdeb565562854b259ef

Abstract

Some languages are phonetic in the sense that there is a complete correspondence between the spelling and the pronunciation of the words that constitute these languages. Students’ listening awareness of sounds is important in learning English. Some words in English have the same spelling but differ in pronunciation and have different meanings. These words are called homographs. Homophones, on the other hand, are words that have the same pronunciation but have a different spelling and meaning. A substantial number of English words contain silent letters that you can’t hear when you say the word, but they should nonetheless be written.  These phonological issues not only cause confusion and impede learners’ skills in pronunciation and reading, but they also render the learning of English pronunciation extremely daunting.

Presentation Objectives:

1. To highlight the areas of difficulty related to pronunciation.

2. To remedy students' areas of difficulty related to pronunciation and spelling.

Presenter:

Mr. Abdelbaset is a lecturer at YEL&PYI. He has a master's degree in English Language. He worked as a school teacher and a school principal. He also has experience as an English language supervisor in Jordan and Saudi Arabia.

You may access the handouts/PPT here-  Materials -PPT - Google Drive

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"The Use of Grammatical Metaphors in Teaching Academic Writing"(18-09-2022)

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"The Use of Grammatical Metaphors in Teaching Academic Writing"(18-09-2022)

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Bb Collaborate - "The Use of Grammatical Metaphors in Teaching Academic Writing" by Ms. Najia Nazir. - recording_1

Abstract

Grammatical metaphor, a common linguistic resource in factual and persuasive writing in  tertiary institutions and the workplace, improves the quality of academic written texts. This workshop will suggest some pedagogical applications for academic writing instruction for advanced EFL learners.

Presentation Objectives:

1. To explore the function of grammatical metaphors in academic register

2. To illustrate how the use of grammatical metaphors improves the quality of academic written texts

3. To suggest some pedagogical applications for academic writing instruction for advanced EFL learners

Presenter:

Najia Nazir has been teaching as a Lecturer in the Department of Applied Linguistics at Yanbu University College since 2013. Since 2020, she has been a doctoral student in Technical Communication and Rhetoric at Texas Tech University, USA. Her research and pedagogical interests include discourse analysis, the rhetoric of public and media discourse, decolonial feminist research, feminist rhetorical criticism, digital rhetoric, and rhetoric of health and medicine.

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"Continuous Professional Development – Moving Forward" (23-08-2022)

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"Continuous Professional Development – Moving Forward" (23-08-2022)

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Abstract

Continued Professional Development is an integral part of all teachers' professional lives. This interactive webinar will explore what is meant by continuous professional development and share experiences about what is considered to be effective teacher training. We will examine the principles behind effective CPD and consider how these can be incorporated into an ongoing professional development plan that has a positive impact on teacher development and ultimately benefits students’ learning. The session will go on to look at the OUP PD plan for the next year and present the variety of opportunities available to teachers to include being a part of the KSA teaching community.

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Continuous Professional Development - Moving Forward

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 "Revisiting the Determiner Phrase Hypothesis" (12th June 2022).

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 "Revisiting the Determiner Phrase Hypothesis" (12th June 2022).

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Workshop Objectives

Aims to explicate the concept of the determiner phrase (DP) as a genuine alternative to the traditional notion of the noun phrase (NP) in grammatical analysis. Participants will gain fresh insights into one of the most significant areas of English grammar.

Presenter:    Abdunasir Sideeg (Ph.D. in critical applied linguistics) offers 24 years of teaching linguistics, educational assessment, and related disciplines. He joined RCYCI in 2010 and is now a lecturer at the English language department in YEL & PYI. Primary interests and research areas are syntactic theory, educational assessment, translational studies, and Islamic philosophy.

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Revisiting the Determiner Phrase Hypothesis

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From "Teachers’ Stories" to Published Work:  Reflecting on your Classroom Practices through Action Research (09-06-2022)

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From "Teachers’ Stories" to Published Work:  Reflecting on your Classroom Practices through Action Research (09-06-2022)

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Bb Collaborate - From “Teachers’ Stories” to Published Work- Dr. Wael Alharbil - recording_1
Abstract

As higher education professionals, we need to keep polishing our teaching skills in order to be able to keep up with the many rapid changes happening around us. It is indisputable that these changes are creeping into every aspect of the whole educational system affecting the type of students we deal with and our teaching methodologies that we adopt. Reflecting on our teaching will help us understand how our students best learn and will allow us to be accountable for their progress. By assessing the strengths and weaknesses in our own teaching, we will develop an awareness of the factors that control, promote and prevent learning.

Presentation Objectives:
1.    What is Reflective Teaching?

2.    How to become a Reflective Teacher?

3.    What is Action Research?

4.    How can your reflection on your teaching practices be the launch pad for your next Action Research?

5.    Why conduct Action Research (theoretical framework)?

6.    The stages you should follow in order to conduct Action Research

7.    An action plan for your next Action Research

Presenter:

Dr. Alharbi is an Assistant Professor of Applied Linguistics & Computer Assisted Language Learning at Yanbu English Language Institute and Foundation Year. His research interests focus on ELT, virtual and augmented reality, technology-enhanced language learning, online and e-learning, education for employability and quality of education.

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Quantitative Research Designs and Statistical Analysis- Face to Face Workshop (5th & 7th June 2022)

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Quantitative Research Designs and Statistical Analysis- Face to Face Workshop (5th & 7th June 2022)

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Abstract:
In this 2-part workshop, you will be exploring and discussing the different quantitative research designs and the appropriate statistical analysis tools to be used to reach sound conclusions considered to be valid and reliable.

In particular you will:

1-A) Classify research questions and select their appropriate research designs. (workshop part A)
2-A) Predict possible flaws in a research design that might affect the validity and reliability of its results. (workshop part A)
3-A) Select and use common appropriate statistical analysis tools for specific research designs. (workshop part A)

1-B) Decide and argue when to use an advanced statistical analysis tool instead of common tools. (workshop part B)
2-B) Apply an advanced statistical analysis tool to answer specific research questions (workshop part B)
3-B) Explain the steps in doing a meta-analysis after a systematic review (workshop part B)
4-B) List and refer to common software and packages to do statistical analysis (workshop part B)

Presenter:
Mohammed A. Aljohani has an M.S in Assessment, Evaluation & Testing from George Mason University. He received the Outstanding Student Award from the College of Education & Human Development at GMU. He is interested in Design-Based research, multilevel modeling, and educational assessment & achievement. He currently serves as the Curriculum Standing Committee chair at YELI-PYP.

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Bb Collaborate - Cooperative Learning- May Mohammed Taib - recording_1

Presentation Objectives:

1. Define the purpose of cooperative learning.
2. Explain three cooperative learning strategies- RallyRobin, Timed Pair Share, Sage-N-Scribe.

3. Discuss the basic elements of cooperative learning

Presenter:

May Mohamed Taib is a lecturer at Yanbu English Language Institute. She holds a BA in English and a Master’s degree in Linguistics from Umm AlQura University. She has high ambitions to acquire expertise in the field of Teaching English and she is looking forward to practicing what she has learned over the years.

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"Using Applied Behavior Analysis in Classrooms" (17-05-2022)

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"Using Applied Behavior Analysis in Classrooms" (17-05-2022)

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Recording:  Bb Collaborate - Using Applied Behavior Analysis in Classrooms (Kashif Qureshi) - recording_1

Presentation Objectives:

1. To give an overview of Applied Behavior Analysis (ABA)

2. To connect ABA with classroom dynamics

3. To develop better understanding of problem behaviors and their management in classrooms

Presenter:

Kashif Qureshi is an English language teacher and trainer with multi-disciplinary interests. He is keen in observation and analysis of learning and teaching behaviour and its role in transformation. Currently, he is a PhD scholar in Applied Linguistics at the Universiti Malaya doing critical discourse analytical research.

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Using Applied Behavior Analysis in EFL classrooms

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"Writing and building assessment rubric"-OUP (18-04-2022) 

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"Writing and building assessment rubric"-OUP (18-04-2022) 

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180422_Writing_Building_an_assessment_rubric.pdf (oup.com)

Recording: Writing and building assessment rubric (oup.com)

Abstract:

This presentation focuses on assessing writing, using appropriate descriptors of written performance. We will be looking at defining the different aspects of written performance that need to be assessed and setting goals and objectives for learning and assessment. We will examine examples of different types of objectives and assessment descriptors and analyse the process of designing, testing and implementing appropriate rubrics for the assessment of writing, including technical writing. Participants will also get the chance to develop their own sample rubrics.

The presenter:
George Vasilakis biodata

George Vassilakis (BA Education, Dip. Cantab, Dip. RSA, MA TEFL) has trained EFL teachers for over twenty-five years. His training experience includes designing and running preservice and inservice courses, seminars and webinars on a variety of specialist topics as well as planning, coordinating and teaching on qualifying courses such as the Cambridge CELTA and Delta. George has written a number of coursebooks for young learners, adults and young adults (published by Heinemann, Cengage and Macmillan) and designed courses and curricula for a number of different learning contexts, including Academic English, Business English and English for Teachers. He also has extensive ELT management experience, having been Academic Director of the largest chain of language schools in Greece and Cyprus, Examinations Manager for one of the largest Cambridge examinations centres in Greece, and Director of Assessment Services for City & Guilds and LanguageCert English examinations. Since 2015, George has been Director of Teacher Education at CELT Athens, a Cambridge authorised teacher development centre, running a variety of teacher development programmes, including CELTA, Delta and Train the Trainer. His interests include teacher education and development, the development of speaking skills, the teaching of grammar and pragmatics, as well as blended and online teaching and training.

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Recording: Integrating Technology (oup.com)

Abstract

As more and more classrooms embrace a blended learning environment, one key to a quality program is its instructors’ ability to integrate technology.

In this webinar, we will examine the needed skills for language educators to facilitate a proper online learning environment. We will examine the three following questions:

1. What does it mean nowadays to integrate technology?

2. What are the tools and resources available for teachers?

3. What challenges can an online educator expect in and out of the classroom?

Terrie Craddock biodata

Terrie Craddock has been a teacher trainer, academic manager and English language teacher for over 20 years, in countries all around the globe. She has been a teacher trainer for the last 8 years and has delivered training sessions for teaching young learners, university students and adults including business English.

Terrie is currently working as a teacher trainer for Oxford University Press in Saudi Arabia where she organises training events for outside speakers and delivers specialised training programmes for schools and universities both face to face and online. Terrie has written a variety of bespoke training programmes and is a consultant for syllabus design for schools and universities.  She has also assisted universities and schools in designing continued professional development programmes. Terrie is a tutor for OTA courses and regularly moderates and tutors on a variety of topics. Terrie’s interests are in learner agency and empowering students to take responsibility for their learning.  She is a firm believer in learner autonomy as a way to prepare young people for a successful future. Terrie is CELTA and DELTA qualified and has a Masters in teaching English to Young Adults.

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Implementing “Orientation Activity” in Lesson Planning (29-03-2022).

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Implementing “Orientation Activity” in Lesson Planning (29-03-2022).

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Orientation Activity-recording.mp4 - Google Drive

Title: Implementing “Orientation Activity” in Lesson Planning

Objectives:

This session is giving an introduction and  practical examples of the orientation activity in lesson planning.

Presenter:

Maryam Banten has been teaching at YELI since 2013. She has a BS in Applied Linguistics from YUC and MA in Teaching English as a Second Language from Pennsylvania State University. Her research interests are: Saudi EFL (pre/in-service) teacher identity, Saudi EFL student identity, EFL Mentorship, EFL classroom interactions' discourse analysis and sociocultural theory.

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collab-recording (31).mp4 - Google Drive

Title: Conducting Classroom Observations

Objectives:

1. Raising awareness on the advantages and limitations of classroom observations
2. Presenting different methods and techniques for conducting classroom observations
3. Discussing methods for conducting classroom observations more effectively

Presenter:

Ms. Salha is an EFL teacher who has been working in the English Language Institute since 2015. She graduated from YUC with a Bachelors of Science in Applied Linguistics and completed her Masters of Education in TESOL from the University of Glasgow. Her areas of interest are Educational Psychology and Language Assessment, with a particular focus on teacher perspectives and peer assessment.

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Doing Reliability in Teacher- Made Tests (09-03-2022)

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Doing Reliability in Teacher- Made Tests (09-03-2022)

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Title: "Doing Reliability in Teacher-Made Tests"

https://eu-lti.bbcollab.com/recording/01c41a79d4b3476986b360373fb42f64
Presentation Objectives:
This webinar intends to explicate the use of basic statistics in calculating reliability estimates of teacher-made tests. The interactive session aims to raise teachers’ awareness of the requisites of the validity of classroom assessment and to demonstrate how the practitioners could fairly use SPSS (Statistical Package for the Social Sciences) to measure reliability estimates in validating teacher-made tests and other relevant assessments.

Presenter:

Abdunasir Sideeg (Ph.D. in Critical Applied Linguistics) was the former head of the Applied Linguistics Department (YUCM- 2015-2018). He offers 24 years of teaching linguistics, educational assessment, and related disciplines. He joined RCYCI in 2010 and is now a lecturer at the English Language Department in YEL & PYI. Primary interests and research areas are syntactic theory, educational assessment, translational studies, and Islamic philosophy.

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Bb Collaborate - Loading Recording

Title: "Detailed Lesson Planning"

Presentation Objectives:

Raising awareness about lesson planning
Different components of a lesson plan
How lesson plans of different skills and systems differ
Lesson closure

Presenter:

Kashif Qureshi is an English language teacher and trainer with multi-disciplinary interests. He is keen in observation and analysis of learning and teaching behaviour and its role in transformation. Currently, he also is a PhD scholar in Applied Linguistics at the Universiti Malaya doing critical discourse analytical research.

Mr. Kashif has also shared relevant materials on Lesson Planning along with some samples. You may access them here.

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Presentation Objectives:

Drawing on a diverse set of ontological, epistemological and theoretical interventions including the theory of time, cognitive studies, psychology, social scientific narratives on acceleration and modernity, the theory of human capital, and socio-cultural theories of language learning, Slow Applied Linguistics offers language educators and researchers as well as language learners alternative ways of thinking about second language acquisition (SLA) in the age of increased neoliberal mobility.

Presenter:

Dr Othman Z. Barnawi is Associate Professor of Composition and TESOL/Applied Linguistics. He is the former Managing Director of Yanbu English Language Institute as well as the Managing Director of Yanbu Technical Institute at the Royal Commission Colleges and Institutes. His scholarly research deals with the intersection(s) between language and economy, social and education policy studies, the Arabian Gulf educational imagination, multilingual and multicultural studies, curriculum studies, second language writing, transnational education, and higher education studies.

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"Analytical Look into Saudi EFL Teachers' Narratives" (04-01-2022)

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"Analytical Look into Saudi EFL Teachers' Narratives" (04-01-2022)

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zam-qstg-sxr (2022-01-04 at 04:08 GMT-8) - Google Drive

Title: "Analytical Look into Saudi EFL Teachers' Narratives"

Presenter:   Maryam Banten has been teaching at YELI since 2013. She has a BS in Applied Linguistics from YUC and MA in Teaching English as a Second Language from Pennsylvania State University. Her research interests are: Saudi EFL (pre/in-service) teacher identity, Saudi EFL student identity, EFL Mentorship, EFL classroom interactions' discourse analysis and sociocultural theory.

The objective of the session:  To share her MA work about how female English Saudi teachers’ (FESTs) identity is (re)constructed over the course of different stages in different contexts as a learner and as a teacher and what factors have influenced this (re)construction by analyzing four FEST’s narratives.

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Developing Feedback for Learners (03-01-2022)

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Developing Feedback for Learners (03-01-2022)

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collab-recording.mp4 - Google Drive

Presenter: Ms. Sarah Almohammadi is a lecturer at Yanbu English Language Institute. She has been teaching English language at YELI since 2015. She holds a master’s degree in Educational Assessment from University College London. Her dissertation paper explores the ways that Project-based Assessment increases the validity and reliability of the overall course assessment. She is especially interested in improving assessment methods and practices. She aspires to contribute to the field of assessment by raising awareness on assessment issues and practices through publishing academic articles and offering training workshops.

Objectives:

- A look at what we know about feedback
- Conceptualizing the learning gap
- New ways forwards in conceptually shaping feedback for learning

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"Classroom Assessment, Learning Progressions, and the Measurement of Growth" (26-12-2021)

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"Classroom Assessment, Learning Progressions, and the Measurement of Growth" (26-12-2021)

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fxd-bafv-imr (2021-12-26 at 04:07 GMT-8) - Google Drive

Presenter:   Mohammed A. Aljohani has an M.S in Assessment, Evaluation & Testing from George Mason University. He received the Outstanding Student Award from the College of Education & Human Development at GMU. He is interested in Design-Based research, multilevel modeling, and educational assessment & achievement. He currently serves as the Curriculum Standing Committee chair at YELI-PYP.

Presentation Goals: "The presentation aims at relating the psychometric literature to classroom assessment practices and learning progressions in order to measure and quantify student achievement. The trilogy of learning theories, assessment, and educational measurement underpins such an instructional practice that emphasizes descriptions of students' thinking in a particular domain. Consequentially, learning progressions help in designing assessments, and psychometrics quantifies such progression. The audience will be introduced to these concepts, and to descriptions of possible implementations in our classrooms."

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Feedback Literacy- Salha Khafaji (07-12-2021)

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Feedback Literacy- Salha Khafaji (07-12-2021)

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https://drive.google.com/file/d/18WqD-zf8sEpf41ZVL_psKjI-LSx74wKN/view?usp=sharing

Presenter:   Ms. Salha Khafaji is an EFL teacher who has been working in the English Language Institute since 2015. She graduated from YUC with a Bachelors of Science in Applied Linguistics and completed her Masters of Education in TESOL from the University of Glasgow. Her areas of interest are Educational Psychology and Language Assessment, with a particular focus on teacher perspectives and peer assessment.

The objectives of the workshop

Discussing what feedback literacy means for teachers and for students

How student feedback literacy is affected by teacher feedback literacy

Practical tips/methods on how to enhance both teacher and student feedback literacy

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"Speech Fluency in the EFL classroom: Understanding and developing approaches for teachers to promote L2 fluency in teaching practice" - Dr Adnan Mukhrib (16-11-2021)

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"Speech Fluency in the EFL classroom: Understanding and developing approaches for teachers to promote L2 fluency in teaching practice" - Dr Adnan Mukhrib (16-11-2021)

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https://drive.google.com/file/d/1XJEzJLtQT29kxe-SdlhNSbI91DwAMk8r/view?usp=sharing

Presenter:   Dr Adnan Mukhrib is an applied linguist and has taught students from different backgrounds and levels, and most recently worked as an EAP tutor in Nottingham and Southampton, UK. His experiences in the field have allowed him to gain an insight into the challenges that L2 learners face. He conducts research on second language acquisition (SLA), particularly the roles of tasks, input, interaction and individual differences in L2 development. He is also interested in sociolinguistic aspects of SLA including L2 fluency, pronunciation, accuracy and complexity of L2 speech production and comprehension, the cognitive processes underlying L2 learning.

Objectives of presentation: This study aims to investigate EFL teachers' understanding of speech fluency, and the extent to which they promote it in their classrooms. It is to enable teachers to directly promote fluency in the EFL classroom, and to understand the challenges they face in this endeavor.

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Designing (Quasi) Experimental ResearchInvolving Human Subjects: Nature,Analysis, and Recommendations- Mohammed A Aljohani (10-11-2021)

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Designing (Quasi) Experimental ResearchInvolving Human Subjects: Nature,Analysis, and Recommendations- Mohammed A Aljohani (10-11-2021)

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https://drive.google.com/file/d/1NL31Zh0wGRsheHiOzIwCs80yRW5U17Bb/view?usp=sharing

Presenter:   Mohammed A. Aljohani has an M.S in Assessment, Evaluation & Testing from George Mason University. He received the Outstanding Student Award from the College of Education & Human Development at GMU. He is interested in Design-Based research, multilevel modeling, and educational assessment & achievement. He currently serves as the Curriculum Standing Committee chair at YELI-PYP.

Presentation Goals: The presentation aims at mapping the (quasi)experimental research design by providing practical steps and recommendations that would help in designing research. Specifically, participants will be able to differentiate among experimental, quasi-experimental, and non-experimental research, plan a research project from questions to analysis, identify appropriate tools to document, analyze, and organize data.

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Integration of Pronunciation in ELT- Paul Woodfall-OUP (27-10-2021)

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Integration of Pronunciation in ELT- Paul Woodfall-OUP (27-10-2021)

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https://drive.google.com/file/d/1MwH6cyvyT5VqpXGl510mLh-JVu1TKn3T/view?usp=sharing

Trainer: Paul Woodfall, B.A (Hons), Dip.Tefla, Dip Ed. Man., is OUP’s Regional Training Coordinator for Middle East and Central Asia. He has given training workshops from K1 -12, and trained English Faculty at universities in several different countries around the world including: Spain, UAE, KSA, Iran, Turkey, Lebanon, Egypt, Kazakhstan, Kyrgyzstan, Kuwait, Qatar, Bahrain, and the Sultanate of Oman.

He has lived and worked in the region for over 20 years. Before joining OUP in 2011, Paul was ICT Coordinator, Team Leader for CELA exams, an IELTS examiner for 9 years (IELTS examiner trainer for six of those years) as well as teacher and teacher trainer based at the British Council in UAE.

Specifically interested in “learning by doing”, his main goal is to promote a greater understanding of student-centred, enquiry-based learning approaches, with the overall aim of encouraging critical thinking and the development of good study skills at all levels during the educational process.

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"I Wouldn’t Have Made It Without It: The Use and Abuse of Google Translate in Online EFL Writing Classes"- Dr. Wael Alharbi (26-10-2021)

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"I Wouldn’t Have Made It Without It: The Use and Abuse of Google Translate in Online EFL Writing Classes"- Dr. Wael Alharbi (26-10-2021)

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https://drive.google.com/file/d/13aUylik5b137V5gUztkuhiwWGBs3vDOl/view?usp=sharing

Dr. Alharbi is an Assistant Professor of Computer Assisted Language Learning at Yanbu English
Language Institute. His research interests focus on virtual and augmented reality, technology-
enhanced language learning, online and e-learning, education for employability and quality of
education. Dr. Alharbi is also a higher education expert and an external reviewer for different
educational quality assurance agencies.

In this practical seminar Dr. Alharbi will explore the current learning practices implemented by learners in EFL writing classes during COVID-19 pandemic and post pandemic. He will share the findings of his study in which he assessed Saudi EFL learners’ use of Google Translate as a learning resource in their English writing assignments and exams.

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ELT Together 2021: Diversity and Inclusion- Transforming the ELT Landscape: Reflecting the reality of our teachers and learners- Liz Marqueiro-OUP (8-10-2021)

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ELT Together 2021: Diversity and Inclusion- Transforming the ELT Landscape: Reflecting the reality of our teachers and learners- Liz Marqueiro-OUP (8-10-2021)

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Webinar: ELT Together 2021: Diversity and Inclusion by OUP ELT-Global (bigmarker.com)

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Plenary with Liz Marqueiro: Transforming the privileged ELT landscape

The teaching of modern languages originated in the 19th century, a very turbulent one hundred years which saw amongst other things the growth of the British Empire and colonialism. The history of publishing is older still. For example, the structure of Oxford University Press as it exists today began to develop in 1688. It is vital to understand the history so that we can better understand where we are today.

We have come a very long way since then, our ELT methods have adapted and publishing processes have been modernised but are these enough? When you hold up your coursebook in class do your students see their faces and their lives reflected back at them? Do you? Is it important?

The plenary will look at the importance of diversity, equity and inclusion in education generally and ELT in particular. We will explore the challenges faced by publishers, teachers and learners and look at how everyone in the industry can take steps to transform the ELT landscape.

Choose the session that is right for you:
Primary with Erika Osváth: Diversity and Inclusion in the primary classroom
Secondary with Zarina Subhan: Inclusivity - a Global Skill
Adult with Angela Buckingham: Everyone is welcome: What does Diversity and Inclusion mean for my teaching practice?

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ELT Together 2021: Diversity and Inclusion

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Plenary with Liz Marqueiro: Transforming the privileged ELT landscape The teaching of modern languages originated in the 19th century, a very turbulent one hundred years which saw amongst other things the growth of the British Empire and colonialism. The history of publishing is older still.

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ELT Together 2021: Learner Agency - Designing for Learner Agency- Paul Driver-OUP (6-10-2021)

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ELT Together 2021: Learner Agency - Designing for Learner Agency- Paul Driver-OUP (6-10-2021)

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Webinar: ELT Together 2021: Learner Agency by OUP ELT-Global (bigmarker.com)

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Plenary with Paul Driver: Designing for agency in the digital classroom In this session we will explore the fundamental role of agency in learning and teaching. Drawing on both theory and practical examples, I will describe how pedagogy, assessment for learning, design and technology can become drivers and facilitators of teacher and learner agency.

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ELT Together 2021: How Languages Are Learned ! Nina Spada & Patsy M. Lightbown- OUP (4-10-2021)

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ELT Together 2021: How Languages Are Learned ! Nina Spada & Patsy M. Lightbown- OUP (4-10-2021)

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Webinar: ELT Together 2021: How Languages Are Learned by OUP ELT-Global (bigmarker.com)

Three themes that have direct relevance for second and foreign language (L2) teaching: 1) Language and Meaning, 2) Timing and Time, and 3) L1 and L2 in the Classroom are focused. Language and Meaning addresses the importance for language acquisition of instruction that prioritizes meaningful language use without abandoning attention to language form. Timing and Time focuses on how learners’ age interacts with L2 learning in school settings. The talk discusses how concentrating instructional time with older learners can work better than starting earlier and spreading it thin. L1 & L2 in the Classroom examines how students' previously learned language(s) (L1) can support L2 learning, the uses of L1 in classroom L2 teaching/learning, and the importance of supporting continued L1 development. Across the three themes some widely held beliefs associated with them and re-examine these beliefs in light of research evidence are also discussed.

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ELT Together 2021: How Languages Are Learned

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Plenary with Patsy Lightbown and Nina Spada: How languages are learned in classroom settings: Three themes We will focus on three themes that have direct relevance for second and foreign language (L2) teaching: 1) Language and Meaning, 2) Timing and Time, and 3) L1 and L2 in the Classroom.

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ELT- Together 2021 Learner Agency-Making learners feel powerful-Nick Thorner (OUP) (6-10-2021)

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ELT- Together 2021 Learner Agency-Making learners feel powerful-Nick Thorner (OUP) (6-10-2021)

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Webinar: ELT Together - Adult with Nick Thorner: Learner Agency: Making learners feel empowered by OUP ELT-Global (bigmarker.com)

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ELT Together 2021:  How to study effectively-Nick Michelioudakis (OUP) (4-10-2021)

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ELT Together 2021:  How to study effectively-Nick Michelioudakis (OUP) (4-10-2021)

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Webinar: ELT Together - Adult with Nick Michelioudakis: How to study effectively by OUP ELT-Global (bigmarker.com)

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ELT Together - Adult with Nick Michelioudakis: How to study effectively

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Plenary with Patsy Lightbown and Nina Spada: How languages are learned in classroom settings: Three themes We will focus on three themes that have direct relevance for second and foreign language (L2) teaching: 1) Language and Meaning, 2) Timing and Time, and 3) L1 and L2 in the Classroom. Language and Meaning addresses the importance for language acquisition of instruction that prioritizes meaningful language use without abandoning attention to language form. Timing and Time focuses on how learners’ age interacts with L2 learning in school settings. We will also discuss how concentrating instructional time with older learners can work better than starting earlier and spreading it thin. L1 & L2 in the Classroom examines how students’ previously learned language(s) (L1) can support L2 learning, the uses of L1 in classroom L2 teaching/learning, and the importance of supporting continued L1 development. Across the three themes we will discuss some widely held beliefs associated with them and re-examine these beliefs in light of research evidence. Choose the session that is right for you:
Primary with Charlotte Rance: Building a great foundation Secondary with Gustavo González: Music, video and technology to meet learners where they are at Adult with Nick Michelioudakis: How to study effectively

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 ELT Together 2021: Literature and Extensive Reading- OUP (1-10-2021)

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 ELT Together 2021: Literature and Extensive Reading- OUP (1-10-2021)

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Webinar: ELT Together - Adult with Nick Cherkas: Teaching with literature and extensive reading for adults by OUP ELT-Global (bigmarker.com)

Extensive reading and literature are part of a continuum, a continuum which describes the ways in which we read and, most importantly, enjoy and derive pleasure from what we read. Anyone who reads a novel, a thriller, a detective story, a romance, or any other genre and talks about it to a friend, telling them what they liked or didn’t like about the book has performed an act of literary criticism – even if only a basic one. Our task is to open the gates for our learners to enter a world that they will enjoy. We can then help them develop their critical abilities and their ability to talk about what they have read in general and in detail; in everyday language and the language of literature. This webinar will discuss tasks that help learners explore the continuum of reading and literary enjoyment, moving in and out of texts

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Webinar: ELT Together - Adult with Emrah Kocabuğa: Shaping student learning with a flexible approach by OUP ELT-Global (bigmarker.com)

Assessment for learning (AfL) promises to improve teaching and learning using evidence gathered from everyday classroom practices such as group work, discussion, and observation. The presentation will include suggestions for classroom activities that support the three key practices identified by research as underpinning successful assessment for learning: - diagnostics: finding out where learners are - learning intentions: making clear what is being learned - success criteria: ensuring that students understand what success involves.

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The Use of Nearpod- Salha Khafaji (19-09-2021)

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The Use of Nearpod- Salha Khafaji (19-09-2021)

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https://drive.google.com/file/d/1wpHYeGNygJ4t3RLuaKdAgqJjp-wv5oD3/view?usp=sharing

Salha Khalji (YELI) has deliberated the reasons why you should use Nearpod.

1. It allows a creative teacher to create interactive multimedia presentations that can be shared to a class of students on their individual devices.

2. The teacher can control the pace of the lesson while the students do interactive activities in a  group.

3. Feedbacks are shared immediately.

4. Opportunity for Revision.

And there are many more....watch the video, if you have missed the live session. No doubt, it's a wonderful resource to refer.

Thanks Ms. Salha

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Blended & Online Teaching and Learning Strategies- Terrie Craddock -OUP (15-09-2021)

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Blended & Online Teaching and Learning Strategies- Terrie Craddock -OUP (15-09-2021)

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https://drive.google.com/file/d/1QD_1bXK5zCY-hBOKjSx-csoXfiq4x2zc/view?usp=sharing

Terrie Craddock (OUP) has been a teacher trainer, academic manager and English language teacher for over 20 years, all around the world.

Terrie has written and delivered many teacher training workshops online, face to face and blended. Her training focuses on providing practical ideas and tips that teachers can use every day

Terrie is currently working as a teacher trainer for OUP in Saudi Arabia where she organizes training events for outside speakers and delivers specialized training programs for schools and universities. She has written a variety of bespoke training programs and is a consultant for syllabus design. She has also assisted universities and schools in designing continued professional development programs.

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Introduction to Q-Skills for Success Third Edition PPT-PDF

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Introduction to Q-Skills for Success Third Edition -Terrie Craddock-OUP (26-08- 2021). 

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Introduction to Q-Skills for Success Third Edition -Terrie Craddock-OUP (26-08- 2021). 

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https://drive.google.com/file/d/128mXFPtOh_eif0oKHS21npRqeyXD5EhI/view?usp=sharing
This session covers the most important aspects of the new edition of Oxford’s popular English course , Q Skills for Success Third Edition, show how it prepares students to think critically and succeed academically, and provide an insight into the way it works in the classroom.

Trainer: Terrie Craddock (OUP) has been a teacher trainer, academic manager and English language teacher for over 20 years, all around the world.

Terrie has written and delivered many teacher training workshops online, face to face and blended. Her training focuses on providing practical ideas and tips that teachers can use every day

Terrie is currently working as a teacher trainer for OUP in Saudi Arabia where she organizes training events for outside speakers and delivers specialized training programs for schools and universities. She has written a variety of bespoke training programs and is a consultant for syllabus design. She has also assisted universities and schools in designing continued professional development programs.

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Increasing the validity and reliability of educational assessment Ms Sarah Almohammadi (YELI-F)

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Increasing the validity and reliability of educational assessment Ms Sarah Almohammadi (YELI-F)

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https://drive.google.com/file/d/1keOJKcX9t08IdWj0aQ993BisRJ3P-wN-/view?usp=sharing

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Increasing Validity and Reliability of Assessment- pdf

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Feedback as a Learning-Oriented Assessment Strategy Muhammad Aljohani

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Feedback as a Learning-Oriented Assessment Strategy Muhammad Aljohani

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The "Feedback as a Learning-Oriented Assessment Strategy" presentation aims at demonstrating the implementation of feedback in an L2 writing course offered by YELI. It reports an ongoing analysis of the usefulness and effectiveness of feedback by measuring students' implementation of feedback in their writings, and by measuring students' growth as a result of feedback. The presentation will share the most reported effective strategies used in L2 classrooms, describe how feedback was implemented in classroom, and analyze students' growth using quantitative analyses.

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From Static to Interactive: Is Hyperdoc the answer?Hands-on training on Hyperdoc and its application inside your classroom

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From Static to Interactive: Is Hyperdoc the answer?Hands-on training on Hyperdoc and its application inside your classroom

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https://us02web.zoom.us/webinar/register/WN_oNDbSgfbREeKlS7iWC1wkA

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EAQUALS Webinar

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The Power of LOs, Dr Abdunasir Siddeeq YELI PY

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The Power of LOs, Dr Abdunasir Siddeeq YELI PY

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ELTOC 2021

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Welcome Note & General Introduction * Julian Eynon

From concept to reality, an opportunity to explore the latest MENA-focused publication from Cambridge University Press.

Evolve Special Edition - regionally inspired for global success * Joshua O'Neil * Peter Lucantoni

In this session you will gain an overview of Cambridge One, our new platform for all our digital content. We will look at how Evolve Special Edition and Unlock look in the new platform and also cover key points for anyone moving from the Cambridge LMS to Cambridge One.

Introducing Cambridge One, your new home for digital learning * Eric Baber

Cambridge Day Online Turkey

Activities that are communicative require more than simply interaction: there needs to be some kind of information exchange, the simplest form of which might be a guessing game. Ideally, they also involve a degree of repetition, collaboration, and language awareness-raising. In this talk I describe 10 such activities which meet at least some of these conditions, and which can be done remotely, even with large groups.

10 communicative activities that work online * Scott Thornbury

Designed by the experts at Cambridge Assessment English, Linguaskill is a cutting-edge English language test for universities that features adaptive testing technology and artificial intelligence capabilities. Aligned to the CEFR, Linguaskill offers the reliability you expect from Cambridge Assessment coupled with remote proctoring and a flexible design to meet the needs of admissions, course placement, progress measurement, or graduation. Join this session to learn about this latest assessment tool from Cambridge Assessment English.

Linguaskill: Online English Language Assessment for HEIs * Karen Ryan

Closing Remarks * Joshua O'Neil

Evolve Special Edition launch

Cambridge MENA Experience

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Welcome Note & General Introduction * Julian Eynon From concept to reality, an opportunity to explore the latest MENA-focused publication from Cambridge University Press. Evolve Special Edition - regionally inspired for global success * Joshua O'Neil * Peter Lucantoni In this session you will gain an overview of Cambridge One, our new platform for all our digital content.

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3-day e-conference on Emotional Intelligence, Happiness, and Well-being in Higher Education held by Higher Colleges of Technology from 18 to 20 February. v

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The British Council CPD

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1.      Includes both asynchronous and synchronous content, with approximately 3 hours online per module.

2.      With the direction and oversight of a tutor.

3.      Flexible number of modules from 5 to 8 core modules.

4.      Flexible time period from 4 to 12 weeks.

5.      Flexibility to submit Evidence of Learning up to 3 months after course completion