Philip Hubbard is Senior Lecturer in Linguistics and Director of the English for Foreign Students Program at the Stanford University Language Center. A professional in computer-assisted language learning (CALL) for over 30 years, he has published in the areas of CALL theory, research, methodology, evaluation, listening, teacher education, and learner training. His more recent projects focus on principles for mobile learning, a framework for CALL theory, and teaching reflectively with technology. He served on the task force that developed the TESOL Technology Standards and is associate editor of Language Learning & Technology and Computer Assisted Language Learning.

Title of Workshop: Technologies and techniques for listening in the digital age

Abstract: Listening has long been regarded as central to language learning, yet its value was traditionally minimized due to the difficulties in accessing a range of useful material. That is no longer true in the digital age, where free online materials either devoted to or suitable for supporting the development of language and listening skills abound. In this workshop, teachers will begin working on the following:

• ● understanding the dimensions of listening and the role of listening in language learning both as a separable skill and as part of an integrated language curriculum;
• ● identifying and controlling technologies and tools for language teaching and learning including use of transcripts, captions, translations, glossaries, linked dictionaries, and speed controls;
• ● locating and selecting appropriate digital resources for both classroom teaching and independent learning;
• ● adapting and creating effective tasks, activities, strategies, and procedures for their teaching context.

Regine Hampel is Professor of Open and Distance Language Learning at the Open University, UK. As Associate Dean (Research Excellence) in the Faculty of Wellbeing, Education and Language Studies she leads the unit’s research portfolio (approx. 250 academics). Her own research explores the impact of using new technologies for language learning and teaching, focusing for example on the affordances of digital media, activity design, learner interaction and communication, online literacies, and teacher training. Recent projects include 'Developing Online Teaching Skills' (DOTS), which was funded by the European Centre for Modern Languages. The project resulted in an edited book (Hampel & Stickler 2015).

Title of Workshop: Using ICT to support language learning and teaching

Abstract: This workshop will focus on the needs of teachers and teacher trainees regarding the use of information and communication technologies (ICT) in the language classroom. Based on the belief that technology and pedagogy need to be integrated, we will explore various tools and activities that can be used with language learners to enhance different skills, reflect on techniques for integrating ICT tools in the language classroom, and share experiences and ideas. Part of the workshop will be based on resources published as a result of the project Developing Online Teaching Skills, funded by the European Centre for Modern Languages. The workshop will also draw on some of the research inspired by the project and brought together in a recently published book (Hampel, R. and U. Stickler (eds.) (2015) Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices, Palgrave). Workshop participants should bring an online activity (or an idea for one).

Thomas Robb, Ph.D, U. of Hawaii, is Professor Emeritus, Kyoto Sangyo University, where he was Chair of the Department of English, Faculty of Foreign Languages until he retired in March of 2017. He is a long-time user of CALL and the Internet, and has created a number of websites and applications for various student projects, interactive learning and professional exchange.

He has been President of JALT, has been on the Board of Directors of International TESOL, a past president Pacific CALL. He is the founder of the annual GLoCALL conference and chair of Extensive Reading Foundation.

Title of Workshop: Using the PeerEval app for peer evaluation of presentations

Abstract: This short workshop will allow the presenters to experience the “carousel presentation” method, whereby each student in a small group gives a brief, prepared presentation, and then rotates to the next group around the room, repeating the presentation for each new audience. After 2 to 3 rotations, the speaker returns to his/her original group and the #2 person in each group repeats the above process.　This procedure allows students to practice speaking even if they do not possess the skills nor confidence to speak spontaneously. Since it is difficult, if not impossible, for the instructor to evaluate multiple simultaneous presentations, the evaluation task is placed in the hands of their peers. While the instructor can have the students fill out an evaluation sheet, this workshop will suggest a digital solution -- a free mobile app called “PeerEval” that takes the drudgery out of the evaluation recording process.