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March 13, 2023 - March 15, 2023
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Conference Programme
Conference Abstracts
Some of the key drivers in English language teaching and learning in the past decades include the use of English in diverse international economic and cultural arenas, the inclusion of technology in language teaching and assessment, the focus on alternative forms of assessment, and the increase in research, scholarship and publication in Applied Linguistics and Teaching English to Speakers of Other Languages (TESOL). Added to these is the sudden shift in teaching mode from face-to-face to blended and online spaces or to home-based learning as a result of the recent pandemic.As we settle into a COVID-19 endemic world, it seems appropriate to reflect on the responses of the TESOL community to the unprecedented changes that have occurred, especially the disruptions in English language teaching and learning, in order to share new insights and recent research findings, innovative strategies and practical solutions.The 57th RELC International Conference 2023 aims to bring together English language professionals and educators from a wide variety of backgrounds to reflect on and rethink global, glocal and local perspectives on current theories and practices in our field, especially in the current COVID-19 endemic situation.
To provide policy makers, education leaders, teachers, and researchers a platform to share ground-breaking researches, and their global, glocal and local perspectives on current theories and practices in English language teaching and learning
To promote a high level intellectual discourse on language and literacy education that will help leaders and classroom practitioners formulate informed decisions and actions
To share best practices in teaching and assessing learners in the language classroom
To showcase innovative teaching materials and technological tools that are useful and relevant to the current COVID-19 endemic situation
Technology for teaching, assessment and teacher education
Multimodal literacy for a digital world
Global Englishes and Translanguaging
EMI/EME
Language assessment in a globalized world
Language, identity and language maintenance
Teaching and learning in under-resourced contexts
Teacher competencies, identity and development
Teachers’ and learners’ well-being
Language education leadership and innovations
TESOL and learning design
The future of research, scholarship and publication
Dr Benjamin Luke Moorhouse, FHEA, is an Assistant Professor in the Department of Education Studies, Hong Kong Baptist University, Hong Kong, China. His research focuses on the experiences and professional learning of language teachers. Benjamin’s articles have appeared in SYSTEM, TESOL Quarterly, RELC Journal, and ELT Journal.
Dr Dario Luis Banegas is a Lecturer in Language Education at Moray House School of Education and Sport, University of Edinburgh. He is also a tutor for IFDC Lenguas Vivas Bariloche. Dario carries out research in Latin America and the UK. Areas of interest: language teacher education, action research, and content and language integrated learning.
Dr Lawrence Zhang, Ph.D., is a Professor of Linguistics-in-Education, University of Auckland, New Zealand. His 100-plus publications in RELC Journal, Applied Linguistics, Modern Language Journal, SSLA, JSLW, System, TESOL Quarterly, Applied Linguistics Review, Metacognition and Learning, among others, have examined issues relating to learner metacognition/self-regulated learning and language-teacher education. He is currently Co-Editor-in-Chief for System.
Dr Supakorn Phoocharoensil is an Associate Professor of English at Language Institute Thammasat University, Bangkok, Thailand. He is also the Editor-in-Chief of LEARN Journal: Language Education and Acquisition Research Network, indexed in SCOPUS and ERIC. His areas of research interest include Second Language Acquisition, Corpus Linguistics, and English Collocations and Formulaic Language.
Dr Sender Dovchin is the Director of Research at the School of Education, Curtin University, Australia. She is a critical applied linguist, who was identified as “Top Researcher in the field of Language & Linguistics” under The Humanities, Arts & Literature of The Australian's 2021 Research Magazine and Top 250 Researchers in Australia. She has authored articles in international peer-reviewed journals and authored six books with publishers such as Routledge, Springer, Palgrave Macmillan and Multilingual Matters.
Dr Kevin Wong is an Assistant Professor and Chair of TESOL at Pepperdine University. He is a former primary school teacher who later received his Ph.D. in Teaching and Learning from New York University. His research sits at the intersection of multilingual pedagogy, multiracial education, and teacher preparation. Visit: www.kevin-m-wong.com
Dr Caroline Ho is the Lead Specialist at the English Language Institute of Singapore, MOE with a Ph.D. in Applied Linguistics, University of Birmingham. She is concurrently serving in MOE Professional Development Planning Office. Her research interests include language teacher professional development and design research in new media. Her previous appointments were at the National Institute of Education (NIE) and MOE as Specialist Inspector, English Language.
Dr Peter Gu is an Associate Professor at Victoria University of Wellington, New Zealand. His academic interests include language learning strategies and language assessment. His recent book, Classroom-based formative assessment, was published in 2019 by Foreign Language Teaching and Research Press in China.
Dr Jim McKinley, SFHEA, is an Associate Professor of Applied Linguistics and TESOL at University College London. He has taught in higher education mainly in the UK, Japan, and Australia. His research targets implications of globalization for L2 writing and higher education studies. Jim is an Editor-in-Chief of the journal System.
Dr Carolyn Blume is an Assistant Professor for digitally-mediated teaching and learning at Dortmund Competence Center for Teacher Education & Research (DoKoLL), Technical University Dortmund, Germany.
Prof Judy Noguchi, Professor Emerita, Kobe Gakuin University, does research, materials development and teaching in English for Specific Purposes. Publications (2022): Reviewing the scientific review article, The Routledge Handbook of Scientific Communication; Genre-based, corpus-supported writing courses for science and engineering students at Japanese universities, STEM English in Japan (Palgrave Macmillan).
Dr Hanan Khalifa is an award winning and leading language testing expert Council of Europe CEFR expert who developed and validated national and international assessments, led the alignment of national curriculum and examinations to international standards, and presented and published extensively on these areas. Hanan has worked and consulted for ministries of education, examination boards and international development agencies.
Mr Ian Clifford has worked in the UK as a primary school teacher and manager of school governor training, family literacy, community regeneration projects and supplementary schools. In Asia, Ian has worked for the British Council in management roles with large-scale teacher development projects in Malaysia, Myanmar, and Thailand. Ian is the Head of English Programmes East Asia for the British Council.
Mr David Booth is the Director of Test Development for Pearson Tests of English. He is responsible for the development of specific Pearson tests ensuring that all test development processes are executed to the highest standards and that test material is of the highest quality and fit for purpose. David works closely with other staff at Pearson to develop assessment and learning solutions to meet specific customer requirements. David’s main expertise is in the development and revision of tests and he has given presentations at major conferences on this theme. David has also contributed articles on specific test development projects in published research notes. David’s other interests include corpus linguistics and assessment for specific purposes. Before joining Pearson, David worked for 10 years at Cambridge ESOL, a part of Cambridge Assessment. David also has extensive academic management, teaching and teacher training experience working for the British Council in South Korea, Hong Kong and Malaysia.
Prof Tae-Young Kim (Chung-Ang University, Seoul, Republic of Korea) serves as Editor-in-Chief of English Teaching from 2022. He earned his Ph.D. in Second Language Education from OISE/University of Toronto. His research interests include L2 learning and teaching (de)motivation, and the contribution of sociocultural theory and activity theory to L2 (de)motivation.
Dr Pak Ikhsanudin is an English teacher trainer for Universitas Tanjungpura and the TEFLIN regional coordinator for West Kalimantan. He is the Editor-in-Chief of the Journal of English Language Teaching Innovations and Materials. His research interests are teacher professional development and ELT materials. Ikhsan was an invited speaker for numerous international conferences.
Asst Prof Payupol Suthathothon holds a Master of Arts in TEFL. He is currently an Assistant Professor teaching Research Writing, English in Business Communication, and Cooperative Education at the Faculty of Humanities, Chiang Mai University, Thailand. His research interests include English for specific purposes, task-based language teaching and e-learning.
Prof Paul McBride is a Professor and Director at the Center for English as a Lingua Franca (CELF) at Tamagawa University in Tokyo. He is interested in pedagogical implications of ELF, including how language, literacy, meaning, and knowledge are related to structural power within academic institutions.
Ms Tepy Suon is a Cambodian national served as a Lead Teacher at the Australian Centre for Education (ACE) in Cambodia. Her areas of interest lie in professional development, school leadership, and educational technology. Notably, her current role has inspired her to actively support students with their academic performance and well-being.
Assoc Prof Bin Shen, Associate Professor at the School of Foreign Languages and Director of Center for Foreign Language Education and Teaching, Fuzhou University, China. Her research interests include second language writing, self-regulation, and translanguaging. Her articles have appeared in SSCI-indexed journals, including Language Teaching Research, System, and Applied Linguistics Review.
Dr Chulaporn Kongkeo, Ph.D., is an Assistant Professor at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. She is currently the Deputy Director of Research at CULI. She has been involved in teaching, material development, and teacher training. In addition, she completed research on MOOC blended learning for an academic presentation course for graduate students in 2020. Her interest is technology-assisted language learning.
Parallel PapersThese are 30 minutes formal lecture sessions, including 5 minutes question time. WorkshopsThese are 50-minute sessions with minimal lecturing. Participants will be engaged in activities that have been structured by the workshop presenters.
A 150-200 word abstract with a title not exceeding 12 words and a 50-word biodata should be sent no later than 30 September 2022. Abstracts outside the word limit will not be accepted.
The Conference Planning Committee will inform proposers the results by 15 November 2022. Presenters are required to confirm participation with payment of registration fees and to register for the conference by 31 January 2023.
Proposers who are including co-speaker(s), kindly ensure that the email address of co-speaker(s) is valid and currently in use. Co-speaker(s) must accept the email notification sent to them before the proposal(s) can be reviewed and accepted.
For submission of Paper/Workshop Proposals, please click, https://tinyurl.com/y75azfa4
All abstracts will be evaluated by the Conference Planning Committee. Relevance to the theme of the Conference and freshness and originality of approach are among the major considerations in the acceptance of papers. The Committee reserves the right to decline paper/workshop proposals without providing reasons.
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The registration fee for the 3-day conference is payable by all participants and parallel and workshop presenters and co-presenter(s). Registration will be confirmed only upon receipt of the Conference Registration Fee, which is non-refundable.The 57th RELC International Conference will be hosted on-site for in-person participation. However, due to travel restrictions in some countries, overseas paper presenters may opt for online presentation of papers and participate online in the plenary and panel discussion sessions, as well as the online parallel paper presentations/workshops. All other participants/attendees may join us in-person or online.Conference registration fees: Virtual participants-$108.00 (inclusive of GST paid from 1 January 2023) In-person participants -$520.00 (inclusive of GST paid by 31 December 2022)-$580.00 (inclusive of GST paid from 1 January 2023)The in-person conference registration fee includes coffee breaks and lunches.The conference registration fee is non-refundable.An administrative fee of $50 will be charged for replacements.
The conference programme will be available at the RELC website by the end of the first week of March 2023.
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