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Could Technology Host A New ‘Asclepeion’ For The ‘Wounded’ LAP/LSP In Higher Education? Lessons Learnt from A Greek HE Students’ Evaluation Survey
During the COVID-Era

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A Breakout Summer: First-hand Experience in using Breakout Rooms Effectively on a Summer Pre-Sessional 2020

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Creating Rapport in the Remote Classroom

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The Reflection and Exploration of Building Online Learning Communities In an EAP Virtual Learning Context

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Should We Teach Open Science as Part of Our EAP Curricula?

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Using Cognitive Processes as Pedagogical Content Knowledge
In Redesigning A Curriculum for Online Delivery

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Investigating the Challenges of Teaching EAP Remotely

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Discussion Forums: What Are They Good For?

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My presentation was  created using: https://www.genial.ly/ Nik

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My presentation was  created using: https://www.genial.ly/ Nik

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Has anyone successfully used the code for the book? I'm getting a invalid message.

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Has anyone successfully used the code for the book? I'm getting a invalid message.

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This is the room I teach in.

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You can download a free copy by clicking on 'Buy Now' entering your details and then adding this coupon code: R98UIQIGL6

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This book has been written and designed primarily with English language teachers in mind though the majority of the resources and tools contained in the book will have much wider use than just language teaching.

The book contains more than 70 tools and resources and these have been hand picked because they represent a broad cross-section of what is at present available.

The chapters of the book are divided into simple pedagogical tasks that most teachers need to carry out or help their students with and the descriptions of the resources are suitably concise to make the book easy for a stressed teacher to access and browse in a few spare moments between classes.

The sites, apps and resources within the book have been divided into the following chapters:

Reading Tools

Writing Tools

Speaking Tools

Listening Tools

Grammar Tools

Presentation Tools

Poll & Survey Tools

Infographic Tools

Course Creation Tools

At present each chapter contains between 5 - 10 different sites that have been selected to help you make a quick choice of the tools you need.

All of the tools and resources selected for the book are either free or have a useable permanent freemium offering, so you will never be forced to pay for any of these resources in order to sustain the work you are doing with your students.

Over the coming years it is my intention to regularly review and expand on the contents of this book. If you would like to be involved and assist in this process you can do so by:

Suggesting tools to be included in future editions

Writing an entry about a tool you have used and found useful

Reporting a dead link or a tool or resource that has become commercially unviable for teachers

Reporting a typo or factual error.

Anyone who contributes in any of the ways above will get a brief mention in the next edition of the book along with a link to their own blog or website.

Send contributions to: nik.peachey[at]peacheypublications.com

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This book has been written and designed primarily with English language teachers in mind though the majority of the resources and tools contained in the book will have much wider use than just language teaching. The book contains more than 70 tools and res...

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Zoom does not allow group chat - any tips?

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or download via the link below.

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BALEAP TEL SIG Conference Slides - Longwell (Final version)

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self-directed learning works well for motivated, mature students, and the use of virtual cafes seems particularly pertinent, but what if students are less well motivated?

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self-directed learning works well for motivated, mature students, and the use of virtual cafes seems particularly pertinent, but what if students are less well motivated?

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Something I found useful in terms of creating a dialogue with peer feedback is having dedicated sessions for students to discuss the feedback they received from a teacher on a low-stakes task before doing any peer feedback activities. I enable all students in the group to see the feedback given to all other students in that group, then have them discuss things they didn't understand, say what what was useful feedback, what wasn't useful and why,  what they learned from reading the feedback given to others, and what questions they still have for the tutor. These discussions seem to help students to get used to and become a little more comfortable discussing feedback and their difficulties. They also get used to helping each other out with understanding tutor feedback and get an idea of the types of feedback that are useful and the types that aren't. On a side note, it also taught me lots about what students do/don't like about the feedback I give. Having done that with the teacher feedback, students then seem a little better at giving more constructive and collaborative feedback when asked to give it to one another.

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Something I found useful in terms of creating a dialogue with peer feedback is having dedicated sessions for students to discuss the feedback they received from a teacher on a low-stakes task before doing any peer feedback activities. I enable all students in the group to see the feedback given to all other students in that group, then have them discuss things they didn't understand, say what what was useful feedback, what wasn't useful and why,  what they learned from reading the feedback given to others, and what questions they still have for the tutor. These discussions seem to help students to get used to and become a little more comfortable discussing feedback and their difficulties. They also get used to helping each other out with understanding tutor feedback and get an idea of the types of feedback that are useful and the types that aren't. On a side note, it also taught me lots about what students do/don't like about the feedback I give. Having done that with the teacher feedback, students then seem a little better at giving more constructive and collaborative feedback when asked to give it to one another.

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That sounds interesting, Katie.  I assume your students are at the postgraduate/PhD level? 

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That sounds interesting, Katie.  I assume your students are at the postgraduate/PhD level? 

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Terribly sorry to have missed this keynote talk. Is there a basic powerpoint for it anywhere? Many thanks.

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Sorry I missed the first part of this talk.  Was it recorded?  Sounded really interesting when i came in!

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Sorry I missed the first part of this talk.  Was it recorded?  Sounded really interesting when i came in!

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Can you remind us of the links you mentioned in your presentation? I've got doaj.org. Any others?

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Can you remind us of the links you mentioned in your presentation? I've got doaj.org. Any others?

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What an interesting session. Thank you Martin.

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Martin, I think you mentioned recording lessons. Do you see any issues with this?

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Martin, I think you mentioned recording lessons. Do you see any issues with this?

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Thanks for your session, Martin. Good to hear other experiences of UK pre-sessionals this summer. 

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Thanks for your session, Martin. Good to hear other experiences of UK pre-sessionals this summer. 

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Thank you so much for your insightful presentation! As inspiring as ever!

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Here are the slides from my talk today. I hope they are useful.

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TEL SIG Conference (Martin Sketchley PPT)

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It was a very insightful material! How could we have access to it?

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It was a very insightful material! How could we have access to it?