FEATURED SPEAKERS
Associate Professor Francisca Maria Ivone
Universitas Negeri Malang, Indonesia
Francisca Maria Ivone is an Associate Professor of Applied Linguistics at Universitas Negeri Malang, Indonesia. She researches and publishes on ELT, technology-enhanced learning, extensive reading / listening / viewing, learning autonomy, and collaborative learning. She serves on the boards of Indonesia Technology-Enhanced Language Learning (iTELL) and Indonesia Extensive Reading Association (IERA).
Abstract
Beyond Preferences: Rethinking Input Sequencing in EFL Multimedia Comprehension
The frequent use of digital multimedia in ELT raises critical questions, such as whether learners should listen before viewing or vice versa, and whether the decision should be based on learning styles or preferences. This experimental study explored how two sequencing conditions (audio-before-video and video-before-audio) influence listening and viewing comprehension among 115 first-year English department students. It also examined whether input sequence preferences and perceived learning styles (visual, auditory, kinaesthetic, multimodal) correlate with comprehension outcomes. Using a repeated-measures design and non-parametric analyses, the findings showed significantly higher comprehension scores when students listened before viewing (p < .001), suggesting that monomodal input preceding multimodal may facilitate better comprehension. Yet, there was no significant correlation found between input preference, learning style, and comprehension performance. These findings highlight that the sequence of language input matters more than learner preferences or styles, offering practical implications for instructional media delivery in EFL settings.
Dr. Mohd Sirhajwan Idek
Keningau Vocational College, Sabah, Malaysia
Dr. Sirhajwan Idek is an English language teacher at Keningau Vocational College, Sabah, Malaysia. He is also the Head of Research & Innovation Department at the school. He became the first Malaysian to win British Council's ELTons Innovation Awards in 2024 with his virtual class project. He also won the Simon Greenall Award in 2021 for his folklore and ethnic culture project.
Abstract
Reviving Ethnic Folklore in English Classroom to Promote Cultural Appreciation
Our English language learners come from various cultures and in the rapid homogenisation of cultures, it is crucial to celebrate their unique ethnic cultures by bringing folklore & ethnic cultures into the classroom through language art activities of various genres. This session will explore several classroom and after-school activities such as readers' theatre, monologue, puppetry, animated tales, show and tell, radio play, pantomime within the context of tales and artefacts of Sabah cultures namely Bajau. In addition, this session will introduce several means based on real-life success to promote ethnic folklore, traditions, festivals and languages via English language such as KL Shakespeare Players & Breeze Magazine. It will also briefly discuss the emerging role of translanguaging for non-native English language learners.
Santha Nair Chandran
Sauk Primary School, Perak, Malaysia
Santha Nair Chandran is an English language teacher and Head of the English Department at a vernacular school, SJKC Sauk in Perak, Malaysia. She is a Master Trainer for the CEFR English Curriculum in Lower Perak District. Santha is also involved in the Global Schools Program (GSP) where she is the Project Officer for Partnerships and Events. In 2022, Santha was the GSP representative at the Transforming Education Summit at the UN New York. She has experience in writing partnerships and event proposals and designing curriculum around SDGs for primary learners. Santha is the Program Manager and Co-Founder of DeRia, where she spearheaded the Environmental Education Playbook, curated by teachers for teachers. She has conducted workshops for UNESCO ESD-Net and is currently working towards contributing ideas and solutions to the EDUCATION SDG4 Network. She loves teaching sustainability through English.
Abstract
Integrating SDGs in the Primary English Language Classroom
The integration of Education for Sustainable Development (ESD) has been implemented, by teachers worldwide, via different subjects. However, there are very few who dared to integrate the SDGs into English lessons due to the priority given towards attaining English language skills. This session will showcase the approaches in integrating the SDGs and promoting ESD plus enhancing Global Citizenship Education in primary school English lessons. It will also include the process of language assessment of lessons with the SDG integration and how teachers could curate and showcase their students SDG work. The session will involve the introduction of SDG, ESD and GCED elements for better understanding of the concepts. Educators would also have the opportunity to learn how they could showcase students work at international levels in promoting the SDGs.
Dr. Thanakorn Thongprayoon
Thailand TESOL & Srinakharinwirot University, Thailand
Thanakorn Thongprayoon is Dean of the International College for Sustainability Studies at Srinakharinwirot University, Bangkok and holds a Senior Fellowship from the UK Professional Standards Framework. He serves on the Advisory Board of the Thailand Extensive Reading Association (TERA) and is the Past President of Thailand TESOL. He has a Ph.D. in Educational Science and Learning Management, with a background in TEFL. His expertise spans ELT materials development, classroom management, and curriculum and instructional design. His research interests include ELT pedagogy, cross-cultural adaptation, intercultural communication, and social and emotional learning.
Abstract
Cultural Adaptation Challenges and Coping Mechanisms Among International Students at a Thai University in Bangkok
Growing educational globalization and increasing international student mobility has brought to light the challenges students face when adapting to new cultural and academic environments. This study explores the cultural adaptation experiences of international students at Srinakharinwirot University in Bangkok, Thailand. Employing a mixed-methods approach, quantitative data from 112 survey respondents and qualitative data from 10 interviews were analyzed to identify key challenges, coping strategies, and adaptation factors. The findings indicate that language barriers are the most prominent challenge, particularly in academic and social integration. Additional stressors include cultural distance and differing educational expectations. Students reported coping strategies such as learning the Thai language, using translation tools, participating in cultural events, and drawing on peer and faculty support. Personal traits like openness and resilience significantly aided the adaptation process, while university support systems were perceived as less influential. Finally, social integration emerged as a critical factor in the pace of cultural adjustment.